An Analytical Study of the Teaching Methods at Affiliated B - Schools in Hyderabad and Secunderabad

By Babu, T. D.; Jayabal, G. | Journal of Services Research, April-September 2005 | Go to article overview
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An Analytical Study of the Teaching Methods at Affiliated B - Schools in Hyderabad and Secunderabad

Babu, T. D., Jayabal, G., Journal of Services Research

In the present era a lot of focus is on wider accessibility of higher education in management and a need continuing relevance of courses and quality assurance. The world of business is changing very fast. From a predominance of owner - management enterprises, we are witnessing a steady shift towards a professional management. This has resulted in the demand for management graduates with analytical, interactive, interpersonal, conceptual and managerial skills. But today's management education in the country is increasingly criticized. B - Schools need to re-examine the role they are performing. At present there is a need to develop indices of quality in management education. There is a need to study the teaching methods followed and required to give the quality output. For this purpose this study is conducted based on the survey of teaching methods practiced at affiliated B - Schools in Hyderabad and Secunderabad.


Teaching is a highly regarded profession. The UNESCO has been observing world teachers day on 5th September every year (ILO, 1984). Teaching is noble profession and one of the oldest professions (Patric Menu, 2002). Further ILO asserts the teaching is form of public service, which requires of teachers expert knowledge and specialized skills acquired and maintained through rigorous and continuing study. It calls for a sense of personal and corporate responsibility. Aruchami, (2002) has broadly classified the education system in India into four: (a) Education in the Vedic Era which is called "Gurukula" system in which moral, ethical, spiritual and religious values are imparted in addition to material skills, (b) Education in the Colonial Era during the Britishers' rule, to generate clerical skills and English speaking sub -ordinate staff to run the country, (c) Education in the Post - Independence Era where the concept of University system to propagate for higher education, (d) Education in the Knowledge Era to focus on wider accessibility of higher education, continuing relevance of courses and quality assurance.

Pillai and Ponmudiraj (2002) assert that 'quality assurance is now increasingly being defined in terms of international norms and standards and viewed as the responsibility of multiple agencies such as Government, Professional bodies, Accrediting agencies, National Associations and Multinational Organizations committed to the provision of quality education with and across national boundaries. Singh and Saurou (2002) also observe 'a paradigm shift in higher education from theoretical to application oriented education, from state sponsored to market sponsored education, from fixed education for degree generation to variable education for job generation to all and unilateral to bilateral education. These changes pose fresh challenges to our established education systems and practices. At this transition stage, higher education system demands synergistic efforts for its relevance and functional utility'. This gives scope to probe into:

1. What teaching techniques are needed at B - Schools?

2. What changes in teaching techniques are needed to meet the current needs of business and industry?

3. What teaching techniques are followed in Hyderabad and Secunderabad based affiliated B - Schools?

4. Do the teaching techniques differ from B - School to B - School?.


Teaching is not telling or transmitting fixed truths to students but providing students with relevant experiences and discussions to enable them to evolve and construct meaning Vernal, (2002). Mostly the higher education courses are run through lectures. There is a need to shift from lectures to compatible methods. Problem solving rather than mere information, should be the focus of higher education. Interdisciplinary and participatory approach to problem solving should be promoted in higher education. Teachers don't seem to have moved with the times. Year after the years, teachers are still using the same 'chalk and talk' method to teach.

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