Management Education
loveleenchawla asked:
Normal 0 “The object of education is to prepare the young to educate themselves throughout their lives.”
“The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.”
Education is among the fastest growing service sectors of the economy. Education is one of the important public attributes of social and human development. Education has always been accorded an honored place in the Indian society. The development of education in India during the post independence period has been guided by the national goals and aspirations as embodied in the Indian constitution. Education being a powerful instrument of social, economic and political change, its broad principles and objectives are related to the long term national goals, the program of national development on which the country is engaged and complex short term problems it is called upon to solve. Prior to independence, the growth of institutions of higher education in India was very slow and diversification in the areas of the studies was very limited. After independence Education has become India’s “Super infrastructure”. It provides the strongest link between income aspirations and the realization of income goals. It can be controlled from with a household and without unreasonable dependence on the external environment and infrastructure. The congruence between internal economic goals of the nation is a pre-requisite for building viable and vital constituents that provide growth and education has accomplished a strong congruence between the internal aspirations of the household and the external objectives of the aggregate economy.
The focus of Commerce education was on building a strong foundation about the knowledge of business transactions and processes, primarily from the economics and accounting perspectives. In contrast, management education focused on building knowledge about overall business and its various functions, given its stakeholders and the market landscape. It was felt that one needed some disciplinary background, especially in science or commerce streams, or some work experience for effectively learning the management principles. Therefore, management education was intended for the graduate and executive levels, focused on nurturing future leaders who could lead the private and public sector organizations with a sense of social mission. The question surrounding the quality of Management education and its effect on Human Resource form the basis of the thesis.
In approaching this subject following hypothesis were laid down:
1. Quality of Management education is going down.
2. Due to mushrooming of B-Schools Admission procedure is becoming just
a formality.
3. Expectation of Industry is rising day by day from B-School students
Therefore, thesis asks the following questions:
First, what are the reasons for deterioration of quality of management education?
Second, what are the expectations of the corporate world from the B-Schools i.e. students?
Third, what should be the parameters to check the quality of management education?
In answer to the first question, the reasons are identified as being associated with the mushrooming of B-schools and growing demand of management personnel in the market, with the result leniency of government for encouraging more number of B-schools moreover certain loopholes in major government bodies giving affiliation and recognition
to these institutes as is discussed in Chapter 3.
In answer to the second question, regarding expectations of the corporate sector from Bschools it is argued that when it comes to recruitment or campus selection organization prefer students of those B-schools that produce quality students in terms of knowledge, physical skills as well as conceptual skills because every organization want to choose best out of the pool that too when they are having options more than they need. Ultimately country’s economy is generated by the organization having worth Human Resource and India being top in the list of populous nations having vast pool of Human Resource is no doubt having now quality Human Resource. Chapter 4 discusses how quality of education vis-à-vis management education affects Human Resource of a country.
In response to the third question, Chapter 6 surveys the different institutes in NCR,their admission procedure, faculty, placement which ultimately affects quality. .In this chapter we will also try to focus on quality tools . To achieve the objective of this study which is aimed to find a solution for a concrete social academic problem the thesis calls upon existing work from education studies, Quality management, recruitments of organizations , campus selection in B-schools. At this point, it must be stated that the thesis calls upon secondary sources also. Contacts were made with the various students studying in different B- schools of NCR. Management of these institutes was also contacted. However access was not possible in all institutes, in that case different faculties were contacted in -person. HR personnel’s of different organizations were also interviewed and in some cases questionnaires were got filled from the same. Research for the thesis also included an extensive literature search.
Every research work has its own set of limitations so has mine. I tried a lot to cope up with the limitations but still some of the limitations which I cannot neglect are as follows:-
1. There was one major hindrance in gathering the data because management of the institutes were not ready to reveal the real data so had to cross check and neglect the small variations.
2. Data gathered through questionnaires took time to get cross checked and at points
there were contradictions.
3. Companies chosen were not ready to reveal their recruitment sources. Most of the
time concerned persons kept me waiting thereon giving very less details. So, I had no choice but to work on the same data and it became very difficult for me to analyse the same.
4. Major limitation of this research is Quality tool six sigma as no institute is applying any tool as such so was not able to analyse that part. Instead I gave a model of Six sigma for management institutes.
5. A few of the parameters were not analysed because of the unavailability of the
data.
To address its research questions, the thesis is divided into seven chapters. The following describes the content of each. In order to trace the development of education in India vis-à-vis management education and its quality Chapter 1 examines the overview of education how it got transformed from “Gurukul” type to specialization focused. Its development after post independence and emergence of education as India’s super infrastructure. It also focuses governing/ managing bodies of higher education in India. Then, it also focuses social status of management education in India which discusses the pre independence education attitude of society. It also throws some light on shift in social status of business education during 1980. However, after analyzing emergence of management education in India Chapter 1 also gives an overview of quality of higher education as well as management education which went towards negative side with the growth of management institutes after 1990 i.e. liberalization after which various Multinational companies entered into India.
Chapter 2 discusses the six sigma as a tool of quality enhancement. It focuses on six sigma in detail, also that how it has generated profits for the organizations that have adapted it. In this chapter the complete process of six sigma and various terms associated with it have been it have been defined. As focus of my research is quality in management institutes so, chapter also discusses the role of six sigma in management education.
In order to have an in depth look into the management education and its quality chapter 3 gives us the description of quality in management education. In this chapter various parameters like admission , Faculty, infrastructure, placement etc have been discussed in detail and their affect on the quality of management education.
We are studying the quality of management education ultimately to know its affect on Human Resources which is the focus of Chapter 4 .It focuses on what B-schools are producing, how they are being absorbed in the corporates , what corporates are expecting out of a management graduate. It also discusses how MBA has its impact on employment and career. It also gives an overview of how business schools help in enhancing economy of a country. It also defines ‘FEM’.
As we know ‘Campus placement’ is one of the important sources of recruitment from where organizations directly take the new recruits. It not only reduces the cost of recruitment but also gives an organiastion an advantage of choosing from the good one as compared to choosing among the mixed pool of applicants. This is discussed in Chapter 5. It throws light on various organizations that go for campus placement.
Second last chapter i.e. Chapter 6 gives us a detailed insight about institutes (taken as sample) their criteria for admission, placement, their efficiency in placing their students. It also gives us a comparative analysis and aftermath of the campus recruitment of various organization. It is based on the data collected from various institutes and various oragnisations. It tells us the real stories of the various institutes and what actually organizations want from management graduates.
This chapter analyses faculty, placement also of various institutes. Effect on Human resources of various oraganisations ( taken as sample) and what they require. It also analyses the institutes focus as far as quality of management education is concerned. Chapter 7, the last chapter ultimately leads us to the Conclusion and suggestions. This chapter justifies the various hypothesis laid down for the research purpose which are quality related, admission related and expectation of the industry. This chapter’s main focus apart from hypothesis is “Six sigma model” which explains various areas as a quality enhancement points with the help of Fish-bone diagram. This part has been discussed under suggestions along with various other suggestions. Suggestions are followed by Bibliography. At the end various questionnaires have also been attached.
Kansieo.com
Normal 0 “The object of education is to prepare the young to educate themselves throughout their lives.”
“The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.”
Education is among the fastest growing service sectors of the economy. Education is one of the important public attributes of social and human development. Education has always been accorded an honored place in the Indian society. The development of education in India during the post independence period has been guided by the national goals and aspirations as embodied in the Indian constitution. Education being a powerful instrument of social, economic and political change, its broad principles and objectives are related to the long term national goals, the program of national development on which the country is engaged and complex short term problems it is called upon to solve. Prior to independence, the growth of institutions of higher education in India was very slow and diversification in the areas of the studies was very limited. After independence Education has become India’s “Super infrastructure”. It provides the strongest link between income aspirations and the realization of income goals. It can be controlled from with a household and without unreasonable dependence on the external environment and infrastructure. The congruence between internal economic goals of the nation is a pre-requisite for building viable and vital constituents that provide growth and education has accomplished a strong congruence between the internal aspirations of the household and the external objectives of the aggregate economy.
The focus of Commerce education was on building a strong foundation about the knowledge of business transactions and processes, primarily from the economics and accounting perspectives. In contrast, management education focused on building knowledge about overall business and its various functions, given its stakeholders and the market landscape. It was felt that one needed some disciplinary background, especially in science or commerce streams, or some work experience for effectively learning the management principles. Therefore, management education was intended for the graduate and executive levels, focused on nurturing future leaders who could lead the private and public sector organizations with a sense of social mission. The question surrounding the quality of Management education and its effect on Human Resource form the basis of the thesis.
In approaching this subject following hypothesis were laid down:
1. Quality of Management education is going down.
2. Due to mushrooming of B-Schools Admission procedure is becoming just
a formality.
3. Expectation of Industry is rising day by day from B-School students
Therefore, thesis asks the following questions:
First, what are the reasons for deterioration of quality of management education?
Second, what are the expectations of the corporate world from the B-Schools i.e. students?
Third, what should be the parameters to check the quality of management education?
In answer to the first question, the reasons are identified as being associated with the mushrooming of B-schools and growing demand of management personnel in the market, with the result leniency of government for encouraging more number of B-schools moreover certain loopholes in major government bodies giving affiliation and recognition
to these institutes as is discussed in Chapter 3.
In answer to the second question, regarding expectations of the corporate sector from Bschools it is argued that when it comes to recruitment or campus selection organization prefer students of those B-schools that produce quality students in terms of knowledge, physical skills as well as conceptual skills because every organization want to choose best out of the pool that too when they are having options more than they need. Ultimately country’s economy is generated by the organization having worth Human Resource and India being top in the list of populous nations having vast pool of Human Resource is no doubt having now quality Human Resource. Chapter 4 discusses how quality of education vis-à-vis management education affects Human Resource of a country.
In response to the third question, Chapter 6 surveys the different institutes in NCR,their admission procedure, faculty, placement which ultimately affects quality. .In this chapter we will also try to focus on quality tools . To achieve the objective of this study which is aimed to find a solution for a concrete social academic problem the thesis calls upon existing work from education studies, Quality management, recruitments of organizations , campus selection in B-schools. At this point, it must be stated that the thesis calls upon secondary sources also. Contacts were made with the various students studying in different B- schools of NCR. Management of these institutes was also contacted. However access was not possible in all institutes, in that case different faculties were contacted in -person. HR personnel’s of different organizations were also interviewed and in some cases questionnaires were got filled from the same. Research for the thesis also included an extensive literature search.
Every research work has its own set of limitations so has mine. I tried a lot to cope up with the limitations but still some of the limitations which I cannot neglect are as follows:-
1. There was one major hindrance in gathering the data because management of the institutes were not ready to reveal the real data so had to cross check and neglect the small variations.
2. Data gathered through questionnaires took time to get cross checked and at points
there were contradictions.
3. Companies chosen were not ready to reveal their recruitment sources. Most of the
time concerned persons kept me waiting thereon giving very less details. So, I had no choice but to work on the same data and it became very difficult for me to analyse the same.
4. Major limitation of this research is Quality tool six sigma as no institute is applying any tool as such so was not able to analyse that part. Instead I gave a model of Six sigma for management institutes.
5. A few of the parameters were not analysed because of the unavailability of the
data.
To address its research questions, the thesis is divided into seven chapters. The following describes the content of each. In order to trace the development of education in India vis-à-vis management education and its quality Chapter 1 examines the overview of education how it got transformed from “Gurukul” type to specialization focused. Its development after post independence and emergence of education as India’s super infrastructure. It also focuses governing/ managing bodies of higher education in India. Then, it also focuses social status of management education in India which discusses the pre independence education attitude of society. It also throws some light on shift in social status of business education during 1980. However, after analyzing emergence of management education in India Chapter 1 also gives an overview of quality of higher education as well as management education which went towards negative side with the growth of management institutes after 1990 i.e. liberalization after which various Multinational companies entered into India.
Chapter 2 discusses the six sigma as a tool of quality enhancement. It focuses on six sigma in detail, also that how it has generated profits for the organizations that have adapted it. In this chapter the complete process of six sigma and various terms associated with it have been it have been defined. As focus of my research is quality in management institutes so, chapter also discusses the role of six sigma in management education.
In order to have an in depth look into the management education and its quality chapter 3 gives us the description of quality in management education. In this chapter various parameters like admission , Faculty, infrastructure, placement etc have been discussed in detail and their affect on the quality of management education.
We are studying the quality of management education ultimately to know its affect on Human Resources which is the focus of Chapter 4 .It focuses on what B-schools are producing, how they are being absorbed in the corporates , what corporates are expecting out of a management graduate. It also discusses how MBA has its impact on employment and career. It also gives an overview of how business schools help in enhancing economy of a country. It also defines ‘FEM’.
As we know ‘Campus placement’ is one of the important sources of recruitment from where organizations directly take the new recruits. It not only reduces the cost of recruitment but also gives an organiastion an advantage of choosing from the good one as compared to choosing among the mixed pool of applicants. This is discussed in Chapter 5. It throws light on various organizations that go for campus placement.
Second last chapter i.e. Chapter 6 gives us a detailed insight about institutes (taken as sample) their criteria for admission, placement, their efficiency in placing their students. It also gives us a comparative analysis and aftermath of the campus recruitment of various organization. It is based on the data collected from various institutes and various oragnisations. It tells us the real stories of the various institutes and what actually organizations want from management graduates.
This chapter analyses faculty, placement also of various institutes. Effect on Human resources of various oraganisations ( taken as sample) and what they require. It also analyses the institutes focus as far as quality of management education is concerned. Chapter 7, the last chapter ultimately leads us to the Conclusion and suggestions. This chapter justifies the various hypothesis laid down for the research purpose which are quality related, admission related and expectation of the industry. This chapter’s main focus apart from hypothesis is “Six sigma model” which explains various areas as a quality enhancement points with the help of Fish-bone diagram. This part has been discussed under suggestions along with various other suggestions. Suggestions are followed by Bibliography. At the end various questionnaires have also been attached.
Kansieo.com
Womens Higher Education in India
S.BARATHI asked:
WOMENS EDUCATION
A STUDY OF FACTORS INFLUENCING WOMEN’S ENTRY INTO HIGHER EDUCATION.
INTRODUCTION
Inducement of social change as one of the fundamental functions of education has been spelt out in the report of the Indian Education Commission (1964-66) thus:
“The realization of the country’s aspirations involves changes in the knowledge, skills and values of the people as a whole. If this ‘change in a grand scale’ is to be achieved without a violent revolution there is one and only instrument that can be used – Education”.
EDUCATION :-
Education is the nourishment of the mind with knowledge this is practiced purposefully and productively.
Education disciplines the mind, sharpens the intellect and refines the spirit. It shapes and polishes a rough unknown diamond into a multifaceted kohinoor sparkling with scintillating brilliance. Its the development of integrated personality that unfolds itself to the highest wisdom. Its a continuous process.
The philosopher President Dr.Radhakrishnan (1948) said, “There cannot be educated people without educated women. If general education has to be limited to men or women, that opportunity should be given to women from them it would most surely be passed on to the next generation”.
HIGHER EDUCATION OF WOMEN :-
Higher education is defined as the education attained after the completion of 12 years of schooling. Higher education for women has gained a wider role and responsibility all over the world. Today, in the 21st century, we cannot afford to ignore the importance of higher education for women any longer. The reason for its need and urgency is that there is no biological difference in the systems of males and females. Unfortunately, this important task of higher education of women has remain neglected for centuries. Need for higher education among women assumes all the more importance or the 3rd world countries, where colonialism has remained a great force hindering education for the general masses and for the women in particular.
OBJECTIVES OF HIGHER EDUCATION FOR WOMEN:-
To provide society with competent men and women trained in agriculture, arts, medicine, science and technology and various other professions, who will also be cultivated individuals in built with a sense of social purpose.
To strive to promote equality an social justice and to reduce social and cultural differences through diffusion of education.
NEED FOR HIGHER EDUCATION FOR WOMEN : MALE AND FEMALE :-
Higher Education may also be viewed in terms of the needs of its consumers. The term consumer is very wide and heterogeneous. It includes young and old of both sexes. Theoretically the need for Higher Education for both males and females is the same. But its sometime argued that males and females are different in their social and cultural needs.
The basic argument which is given for women Higher Education is not that Higher Education for women is different from that of men. Our main thrust is that in the field of Higher Education, women should also be equal partners. Our past experience shows that so far Higher Education has remained restricted only to men. It should now widen its horizon and include women also. The commission on the Higher Education for women, University of Madras in 1979 rightly observed: “for Women and men college education is necessary for character formation, ability to earn, creative self expression and personal development”.
MAIN FACTORS INFLUENCING WOMEN’S SUCCESS / FAILURE IN COMPLETING HIGHER EDUCATION :-
Success :
a) Women are strongly motivated to succeed in the education stream.
b) The merit basis of the education system permits females to excel.
c) Prejudice against women’s education has been reduced. Higher Education has come to be considered equivalent to a bride’s “dowry”.
d) Women’s universities promote women’s Higher Education.
e) Women’s expectations for education based employment are high.
f) Some Higher Education courses provide scholarship facilities for women.
g) Female students have been provided with residential facilities in some areas.
Failure :
a) Female students have difficulties in access to transport facilities in general.
b) Sexual harassment as well as occasional student violence hinder female students completion of higher education.
c) Marriage in many cases leads to early withdraw.
d) Gender stereotyping inhibits completion of studies.
e) Financial constraints can cause withdrawal from the education stream.
f) Part-time work to earn living interferes with studies.
SIGNIFICANCE OF PRESENT STUDY :-
The objective of the Indian Society as has been laid down in the constitution is to achieve a democratic, socialistic and egalitarian society. In such a society women are supposed to perform their roles at par with men. Their status structurally needs to be equal with men.
Broadly speaking, knowledge which is imparted through Higher Education provides skills to its practitioners. Our understanding is that by acquiring skills the women raise their status in comparison with men and also the status of the group to which they belong.
In order to understand the status of women, or for that matter to understand any social issues, it is necessary to combine at least 3 perspectives viz. the perspective from policy, the perspective from statistics and the perspective from culture.
· The present study is aimed at finding the various reasons for women seeking entry into higher education.
· It aims at looking at the reasons for seeking entry into higher education by women from the perspective of men, teachers, parents and the women themselves.
· It bring about an awareness among women as to the various avenues open to them in Higher Education and thus mark the beginning of a major process of empowering women.
· To find out the problems hindering the pursuit of Higher Education by women.
· Make suggestions for finding solutions to the above problems in a rational and free manner.
· To suggest ways of enhancing women’s entry into colleges, including professional course.
· To explore areas of Higher Education where women have not yet stepped in or are a monopoly of men.
· To suggest suitable measures to make higher education for women universal i.e. free of cost, time and distance effective.
PROMOTING HIGHER EDUCATION FOR WOMEN
The social context of educational policy has to be improved.
Family and personal counseling at the secondary education stage can be provided.
Higher education can be made skill oriented.
Nontraditional curricula for women can be established.
Recent declines in state support for non-traditional higher education has to be reversed.
Institutions can be made physically accessible i.e. Locate them near the potential clientele, improve transport system etc.
Higher Education Institutions have to be made more women-friendly i.e. Physical Changes, curricula changes, social changes.
Women’s representation on institutions decision-making bodies can be increased.
Equal opportunity commissions for higher education institutions should be established.
The number of women teachers in co-educational institutions of higher education should be increased.
Stipends, Scholarships and fellowships can be linked to affirmative action programmes.
Women need to be recruited into administrative training programmes for institutions of higher education.
A large role for women’s study centres can be provided.
Institutions of higher education should provide placement services.
Barriers to women’s career entry should be removed, example: employers should be sensitized to the value of flexitime, day-care centres etc.
Sexual harassment in the educational environment should be addressed.
A large number of female secondary education graduates usually are not able to enter university. To accommodate that population it would be benefited to strengthen the role of vocational training institutions. Post secondary vocational training institutions should take action to promote entry of women into vocational training lines traditionally considered male preserves.
Affirmative action quotas has to be provided to promote women’s admission into higher institutions, where such quotas exist, should be reviewed periodically to ensure their continuing relevance.
Where quotas are provides for specific disadvantaged groups like disabled persons, people from remote or rural areas, members of indigenous minorities, a minimum share should be reserved for female members of those groups.
Distance education and open learning institutions and techniques should be promoted, particularly to extend higher education opportunities to women in rural and remote areas, which will take into account their needs.
SUGGESTIONS FOR FURTHER RESEARCH :-
The present study is limited only to women students seeking higher education up to undergraduate level in a few professional and non-professional colleges of Chennai city. The following suggestions are given for further investigation.
1. A similar study may be conducted among the postgraduate level or research level students.
2. A similar study may be undertaken throughout Tamil Nadu State.
3. A comparative study of factors influencing entry of women in higher education can be made between a developing and developed country.
4. A similar study may be attempted for various issues relating higher education of women.
education
WOMENS EDUCATION
A STUDY OF FACTORS INFLUENCING WOMEN’S ENTRY INTO HIGHER EDUCATION.
INTRODUCTION
Inducement of social change as one of the fundamental functions of education has been spelt out in the report of the Indian Education Commission (1964-66) thus:
“The realization of the country’s aspirations involves changes in the knowledge, skills and values of the people as a whole. If this ‘change in a grand scale’ is to be achieved without a violent revolution there is one and only instrument that can be used – Education”.
EDUCATION :-
Education is the nourishment of the mind with knowledge this is practiced purposefully and productively.
Education disciplines the mind, sharpens the intellect and refines the spirit. It shapes and polishes a rough unknown diamond into a multifaceted kohinoor sparkling with scintillating brilliance. Its the development of integrated personality that unfolds itself to the highest wisdom. Its a continuous process.
The philosopher President Dr.Radhakrishnan (1948) said, “There cannot be educated people without educated women. If general education has to be limited to men or women, that opportunity should be given to women from them it would most surely be passed on to the next generation”.
HIGHER EDUCATION OF WOMEN :-
Higher education is defined as the education attained after the completion of 12 years of schooling. Higher education for women has gained a wider role and responsibility all over the world. Today, in the 21st century, we cannot afford to ignore the importance of higher education for women any longer. The reason for its need and urgency is that there is no biological difference in the systems of males and females. Unfortunately, this important task of higher education of women has remain neglected for centuries. Need for higher education among women assumes all the more importance or the 3rd world countries, where colonialism has remained a great force hindering education for the general masses and for the women in particular.
OBJECTIVES OF HIGHER EDUCATION FOR WOMEN:-
To provide society with competent men and women trained in agriculture, arts, medicine, science and technology and various other professions, who will also be cultivated individuals in built with a sense of social purpose.
To strive to promote equality an social justice and to reduce social and cultural differences through diffusion of education.
NEED FOR HIGHER EDUCATION FOR WOMEN : MALE AND FEMALE :-
Higher Education may also be viewed in terms of the needs of its consumers. The term consumer is very wide and heterogeneous. It includes young and old of both sexes. Theoretically the need for Higher Education for both males and females is the same. But its sometime argued that males and females are different in their social and cultural needs.
The basic argument which is given for women Higher Education is not that Higher Education for women is different from that of men. Our main thrust is that in the field of Higher Education, women should also be equal partners. Our past experience shows that so far Higher Education has remained restricted only to men. It should now widen its horizon and include women also. The commission on the Higher Education for women, University of Madras in 1979 rightly observed: “for Women and men college education is necessary for character formation, ability to earn, creative self expression and personal development”.
MAIN FACTORS INFLUENCING WOMEN’S SUCCESS / FAILURE IN COMPLETING HIGHER EDUCATION :-
Success :
a) Women are strongly motivated to succeed in the education stream.
b) The merit basis of the education system permits females to excel.
c) Prejudice against women’s education has been reduced. Higher Education has come to be considered equivalent to a bride’s “dowry”.
d) Women’s universities promote women’s Higher Education.
e) Women’s expectations for education based employment are high.
f) Some Higher Education courses provide scholarship facilities for women.
g) Female students have been provided with residential facilities in some areas.
Failure :
a) Female students have difficulties in access to transport facilities in general.
b) Sexual harassment as well as occasional student violence hinder female students completion of higher education.
c) Marriage in many cases leads to early withdraw.
d) Gender stereotyping inhibits completion of studies.
e) Financial constraints can cause withdrawal from the education stream.
f) Part-time work to earn living interferes with studies.
SIGNIFICANCE OF PRESENT STUDY :-
The objective of the Indian Society as has been laid down in the constitution is to achieve a democratic, socialistic and egalitarian society. In such a society women are supposed to perform their roles at par with men. Their status structurally needs to be equal with men.
Broadly speaking, knowledge which is imparted through Higher Education provides skills to its practitioners. Our understanding is that by acquiring skills the women raise their status in comparison with men and also the status of the group to which they belong.
In order to understand the status of women, or for that matter to understand any social issues, it is necessary to combine at least 3 perspectives viz. the perspective from policy, the perspective from statistics and the perspective from culture.
· The present study is aimed at finding the various reasons for women seeking entry into higher education.
· It aims at looking at the reasons for seeking entry into higher education by women from the perspective of men, teachers, parents and the women themselves.
· It bring about an awareness among women as to the various avenues open to them in Higher Education and thus mark the beginning of a major process of empowering women.
· To find out the problems hindering the pursuit of Higher Education by women.
· Make suggestions for finding solutions to the above problems in a rational and free manner.
· To suggest ways of enhancing women’s entry into colleges, including professional course.
· To explore areas of Higher Education where women have not yet stepped in or are a monopoly of men.
· To suggest suitable measures to make higher education for women universal i.e. free of cost, time and distance effective.
PROMOTING HIGHER EDUCATION FOR WOMEN
The social context of educational policy has to be improved.
Family and personal counseling at the secondary education stage can be provided.
Higher education can be made skill oriented.
Nontraditional curricula for women can be established.
Recent declines in state support for non-traditional higher education has to be reversed.
Institutions can be made physically accessible i.e. Locate them near the potential clientele, improve transport system etc.
Higher Education Institutions have to be made more women-friendly i.e. Physical Changes, curricula changes, social changes.
Women’s representation on institutions decision-making bodies can be increased.
Equal opportunity commissions for higher education institutions should be established.
The number of women teachers in co-educational institutions of higher education should be increased.
Stipends, Scholarships and fellowships can be linked to affirmative action programmes.
Women need to be recruited into administrative training programmes for institutions of higher education.
A large role for women’s study centres can be provided.
Institutions of higher education should provide placement services.
Barriers to women’s career entry should be removed, example: employers should be sensitized to the value of flexitime, day-care centres etc.
Sexual harassment in the educational environment should be addressed.
A large number of female secondary education graduates usually are not able to enter university. To accommodate that population it would be benefited to strengthen the role of vocational training institutions. Post secondary vocational training institutions should take action to promote entry of women into vocational training lines traditionally considered male preserves.
Affirmative action quotas has to be provided to promote women’s admission into higher institutions, where such quotas exist, should be reviewed periodically to ensure their continuing relevance.
Where quotas are provides for specific disadvantaged groups like disabled persons, people from remote or rural areas, members of indigenous minorities, a minimum share should be reserved for female members of those groups.
Distance education and open learning institutions and techniques should be promoted, particularly to extend higher education opportunities to women in rural and remote areas, which will take into account their needs.
SUGGESTIONS FOR FURTHER RESEARCH :-
The present study is limited only to women students seeking higher education up to undergraduate level in a few professional and non-professional colleges of Chennai city. The following suggestions are given for further investigation.
1. A similar study may be conducted among the postgraduate level or research level students.
2. A similar study may be undertaken throughout Tamil Nadu State.
3. A comparative study of factors influencing entry of women in higher education can be made between a developing and developed country.
4. A similar study may be attempted for various issues relating higher education of women.
education
