Business schools need to provide pioneering solutions

Quality education is the stage on which leaders can be engendered. For this reason, it is necessary that students should be trained from their very first day to be aggressive as well as hardworking. Primary education which sets the base for basic linguistic, mathematical and literary skills is carried on with secondary education which lays the stand for personality development and gratitude of area of strengths and benefit.

Higher education is the juncture where these persons are experienced for their determination. With globalisation and its possessions unchecked there is an increased requirement for qualified business managers and professionals all over the world.

Taking note of this, many universities and colleges across the world have reacted by mounting undergraduate, graduate and post-graduate programmes that seek out to furnish students with managerial and planning skills that are necessary to run an organisation.

One major transform at the top B-schools has been the key from rote learning to revealing students to interactive learning where students find out to think rather than learn facts.
Developing leaders is what business schools desire to bestow to the society. The oath to do so have boasts significantly in mission statements.

While prominent numbers of students assemble themselves for undergraduate, MBA and executive programmes that assure to transform them into “leaders,” the last decade has seen a growing wave of condemnation of what actually happens in those programs. Questions have been raised not only from the academic world but also from the outer world about how business schools actually fulfill their guarantee to build up leaders.

For all the allure and argument that environs leadership, there is an extensive consensus on two fundamental points. First, becoming a leader is not just anissue of developing a consistency of knowledge and exercising a mandatory set of skills.

It means richer personal work. That is, it calls for developing a clear intelligence of oneself an identity as a leader, and adjusting it with one’s individual values, history and purpose. The second point of consensus is that fetching a leader and staying one is a social undertaking.

It demands understanding, relating and giving tone to, the social circumstance that eventuallyconcedes or denies one’s license to lead. Learning to lead, in short, is not an intangible matter. The only way to do it is through experiences of conducting as well as of the following and continuingmanifestation on those experiences is to disinfect lessons that may in turn notify future practice.

Given all that, judges of business schools argue, those who aspire to lead gain precious little by removing themselves from the real world of practice. In spite of these worries, more affirmative writers argue that there is value in business education as a stage for leadership culture because work does not constantly offer the finest conditions for persons to draw significant lessons from their hard work. Difficulty is often elevated and the focus is on accomplishing more than learning.

This is why, counselors of business schools recommends, it is favorable to be absorbed in an instructive environment focused directly on learning. With the help of intangiblemodels that enable them to make sense of their experiences, and supportive, varied communities that help them in grouping those experiences from new and diverse angles, persons may learn more than they would in the place of work.

They may also achieveadmission to opportunities to guide that they would not have otherwise.So what does business anticipates from business schools? Business needs handlers who can assumeimaginatively providing pioneeringresolutions and who can directefficiently with modesty in highly competitive markets.

Business schools have a double responsibility to afford effective leaders in aggressive markets who will enthusiastically promote and uphold sustainable values and support their social tasks.

Academics can formulate new possibilities and co-create cutting edge information with profit, non-profit and public administrations, which highlight the aim of stimulating thought-leaders.

Right now most of the business school across the country aim to challenge their students by cheering them to enlargeacquaintances in the real world through their research projects, recommending them to apply for placement opportunities in a wide range of organisations, and within lectures by asking them to think during complex case studies on property.

The idea is that by providing multiple controlled challenges students will prepare themselves to become dependable leaders by furnishing as much go through as possible while cheering them to think and act sensibly.

As for Business School they must assume that different types of markets will continue to come. Better involvement with business is needed if they are to be significant in decisive the future business situation. Business people should be involved to contribute towards trained curriculum content. In turn academics should look for greater interface with business through non-executive roles and executive consultancy.

This will promote both status and authority with business.In the end business schools must educate MBA students to be successful business people and to flourish in extremelyaggressive environments. The social outcomes of running businesses are crucial, and no more so that when businesses are run badly and fail. Both students and business expect no less.

We are less worried with whether business schools can or cannot build up “leaders.” Leaders are not the refined product of any single organisation. Learning for leadership survives a lifetime. The question rather is how business schools best lend their students’ continuing development as leaders.

That means involving how to help them assume comprehension and skills; encourage personal reflection and enlightenment; assist in understanding of the things and link with communities that may affect and be exaggerated by their leadership and most importantly rewards the habit of lifelong learning.

The author is Founder, Director of Council of Education & Development Programmes (CEDP) Skill Institute, Mumbai.

By Shaheen Khan