In the name of Allah, the Beneficent and the Merciful

Supervised by: Dr. Zurkarnain haider Group members: Sohaib hassan 07 Tariq junaid 08 Muhammad khalid 027 Imran hussain 025 Group # 1 mba 1.5 (R)

TOPIC

1. Introduction. 2. Research problem. 3. Research Objectives. 4. Theoretical Framework. 5. Research Methodology.

6. Analysis & interpretations.

7. Academic and industry linkage 8. Conclusions.

9. Limitations.
10.Research Contributions. 11.Recommendations.
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Introduction
Pesulima (1990), Bickerstaffe (1996), Yucelt (1998) Fred and

Forest (2010) criticize the education system. A variety of studies are available describing the needs of the MBAs. Robinson (2001) , Green (1994) , Leeming (1996) This study exclusively spotlights the Percepts of academicians and industrialists about the needs of MBA and the role of regulatory body (HEC). MBA degree holders are conceived as personnel who have copious knowledge about various dimensions of business areas.

Introduction (cont)
Academics, regulatory body and industrial concerns. The present education system of the MBA does not

accredit these multi-directional needs.

Research Problem
The needs of MBAs attract by three different stakeholders in three different

directions.
Academia

MBA education

HEC (regulatory body)

Industry

Research Problem
Little research on the topic of needs of MBA is made in Asian

countries, and nothing has been done by taking the perspectives of all the three stakeholders (academicians, regulatory body (HEC) and industrialists). In Pakistan, combined perspective of academicians, regulatory body (HEC) and industrialists on relative importance of needs of MBA is not examined before. There is a gap between academia and industry.

Objectives of the Study 1. Explore the importance of MBA Competencies in terms of academia and industry. 2. Explore the views of academia and industry related to the

HEC.
3. Explore the criteria for linkage between academia and industry

4. Explore the gap between HEC, industry and academic.

Objectives of the Study (cont)

5. Suggest a model in which the HEC can motivate and manage the input of both industry and academia, such that it maintains appropriate control of standards, thus upholding its relevance in the process.

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Theoretical Framework of Study

Human Resources Development (HRD) as a theory is a framework for

the expansion of human capital within an organization through the development of both the organization and the individual to achieve performance improvement. The capacities of individuals depended on their access to education (adam samith) Human Resource Development is the integrated use of training, organization, and career development efforts to improve individual, group and organizational effectiveness. HRD develops the key competencies that enable individuals in organizations to perform current and future jobs through planned learning activities.

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Theoretical Framework of Study (cont) Learning theory (biggs, 2003): Learning theory states that, for effective learning, understanding the importance of information provided and its outcome, is essential (biggs, 2003). It proposes that, for effective learning, all stakeholders should understand the significance of material and activities presented. When students learn necessary skills in academia than they present these skills in a better way to employers.

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Methodology of Research
Population: Educational institutions (faculty of business institutes). Employers from business organizations (HR managers). Sample: 1275 questionnaires were distributed among all the respondent categories at different places. 219 questionnaires were received in usable condition (103 = employers, 116 = institutions). Research Design: Quantitative but purposive sampling technique in nature. Cross-sectional survey research design. Data were collected in single shot (at one point in time)

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Methodology of Research (cont..)

Data Collection: Data was collected through face to face interaction and online survey. Survey of the academia: questionnaire was built for the academic faculty of business institutes of MBA program in Pakistan. Distribution (225) and collection of filled in questionnaires (103)

Survey of the Industry: questionnaire was built for the HR Executives working in the different companies of Pakistan.Distribution (1050) and collection of filled in questionnaires (116)
Scales used: 5-point Likert scale. Questions presented with options to be selected by respondents

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Analysis & Interpretation

The following section provides a detailed account of the primary areas of investigation: 1. The survey respondent profiles 2. M.B.A.s Competencies 3. Future Role of the M.B.A.s 4. M.B.A Education 5. Modes of study & placement 6. HEC Services

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The survey respondent profiles

Age: Experience:

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M.B.As Competencies

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List of competencies
Sr.# 1 Mandatory Competencies Accounting procedures principles Sr.# and 11 Core Competencies Commercial Business management Sr.# of 18 Optional Competencies Capital allowances

Business planning

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Management Technologies Teaching Method

and 19

Contract administration

3
4 5

Client care
Communication and negotiation Conduct rules, ethics professional practice

13
14

Contract practice
Design economics planning and

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cost 21 22

Corporate recovery and insolvency

Due diligence Insurance

and 15

Procurement and tendering

Conflict avoidance

16

Project financial reporting

control

and 23

Programming and planning

7 8 9

Data management Environmental concern Sustainability

17

Research Focus

24

Risk management

10

Team working

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M.B.As Competencies Level of Competencies for New M.B.As

Mandatory Competencies: Personal, interpersonal,

professional practice business skills common for all candidates. Core Competencies: primary skills of the candidates Optional Competencies: selected as an additional skill requirement for the candidates. All three competencies are evaluated in three levels : Level 1: Knowledge Level 2: Knowledge and practical experience Level 3: Knowledge, practical experience and capacity to advise
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Future Role of the M.B.As

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Future Role of the M.B.As Important area of work for the role M.B.A in future:

22

M.B.A competencies in order of importance

23

M.B.A Education

24

M.B.A Education Satisfaction with the Curriculum of M.B.A

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Confidence on the Academic Knowledge of Lecturers

26

Confidence on the Internship Knowledge of Lecturers

27

Confidence on the use of teaching Material (notes, handouts, tutorials etc.)

28

Role of Universities in producing M.B.As with overall academic knowledge or for direct employment

29

Industry willing to collaborate with universities in M.B.A education related matters

30

Commitment of time for collaborative activities

31

Modes of Study & Placement

32

Modes of Study & Placement Level of Commitment to Industrial Placement during General long term view

33

Level of Commitment to Industrial Placement during a recession

34

Importance of providing SPTM for the organization

35

HEC- Higher Education Commission

36

HEC- Higher Education Commission Rating of services provided by the HEC

37

Overall level of satisfaction for HEC services

38

Communication with HEC

39

Services provided by HEC appropriate to your need

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Academic & Industry Linkage

considerable degree of differing views and lack of

responsibility from all stakeholders.

Academia

Industry

HEC

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Academic & Industry Linkage (cont..)

Steps Required for Linkage 1. Detailed competency specification 2. Re-evaluation of status of competencies 3. University-Industry collaboration 4. Make Committee of caliber people from the academia

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Conclusion
This research explore needs of MBA from the perspectives of

industrialists and academicians and role of HEC. Industry in most cases shows negative response as compared to academic in following criteria: Industry is not much satisfied with the curriculum of M.B.As Industry give less confidence on the academic knowledge of lecturers Industry does not like to commit time for collaborative activities. Industry is not much committed for industrial placement. Industry is not happy with HEC.
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Conclusion (Con.)
The academicians response on all the investigated criteria is

positive as compared to the industrialists. Academicians are more serious in establishing M.B.As fit for the industry but they are not aware about the exact industry demand.
The communication of HEC with academic and especially with

industry is much low. The services provided by the HEC are not appropriate to fulfill the current academic and industrial needs.

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LIMITATIONS
Use of cross-sectional research design. Benchmark of competencies is not available. In the targeted population there is almost all the senior

executives. Due to which it was difficult to take much higher response. Sample size was small. Use of a single data collection technique (Survey Questionnaire). Response of HEC stakeholders is not included.

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CONTRIBUTION
This research offers an original approach to the link between

theory and practice and to the importance of growing a vision that challenges the way this topic is generally instructed in MBA programs. The study attempt to fill a gap in the existing literature on needs of MBA. The study reviews and updates the literature on future strategies and settings for business schools from an analytic position.

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RECOMMENDATIONS
In future studies, it would be interesting to include HEC in

evaluation by taking response from HEC members. Employ multiple sources of data, for example interviews and case studies Sample size should be increased to get more generalized results. further research in the development of a Graduate Competency Threshold Benchmark and the Competency Mapping Framework will be required In order to align the disparate views of industry, academia and HEC.

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Thanks for Your Attention and Patience!

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