Challenges and opportunities of ict in management education

International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online),
Volume 5, Issue 9, September (2014), pp. 27-33 © IAEME
INTERNATIONAL JOURNAL OF MANAGEMENT (IJM)
ISSN 0976-6502 (Print)
ISSN 0976-6510 (Online)
Volume 5, Issue 9, September (2014), pp. 27-33
© IAEME: http://www.iaeme.com/IJM.asp
Journal Impact Factor (2014): 7.2230 (Calculated by GISI)
www.jifactor.com
27

IJM
© I A E M E
CHALLENGES OPPORTUNITIES OF ICT IN MANAGEMENT
EDUCATION
Reepu
(Assistant Professor, Department of Management, Punjab Institute of Technology, Nandgarh, India)
ABSTRACT
Infusing ICT in education serves as a stepping stone towards the formation of Digital India.
Convulsed by its importance, India has signed bilateral agreements with several countries to identify
the necessary ICT tools. India US Working group has held 13 meetings (till date) to discuss the
requisites for the proper ICT embodiment in various sectors. The liberation, globalization and
privatisation introduced a paradigm shift in the management education of India. Endowed with
genius minds, learners have been equipped with extensive varsities of knowledge education.
Enrolments under management stream have undergone a drift increase from 23 lakh (2006-2007) to
around 34 lakh (2011-2012). Gigantic crop up of a number of management educational institutes
have also been reported. CAGR of around 12% have been accounted towards the business education.
Industrial collaborations accompanied with foreign partnerships have further ushered the
performance of B-schools yielding them with accreditations from all over the world. Consequently,
the education level and its integration with ICTs have further emerged. The ICT accessibility has
been rising tremendously. CAGR of 20% is expected over 2020. This paper presents the emergent
challenges as well as opportunities of ICT in management education so as to fetch the existent ICT
premises towards the efficacies. Warfare with illiteracy would be easily conquered with
technological support on the backdoor and would become more successful if the tech-density covers
the distant areas of borders and countryside.
Keywords: ICT, Management Education, Opportunities, Challenges, Enrolments Etc.
I. INTRODUCTION
Management Education serves as an authentic medium for the creation of knowledge network
by its architects: management, administration and agents of change. Supported by scientific
principles, it is regarded as an art of getting things done from others. Conclusive of its importance is
the growth of mammoth management institutions, around 700-Degree Granting Colleges
accompanied with massive enrolments.

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Fig.1: Growth of Higher Education
Institutions
Fig.2: Growth of Student Enrolment (‘000’)
India presents a distinctive advantage. The literacy rate is 74.04%, has shown a vigorous rise
of 9% as per the census of 2011. Key statistics are as shown:
Table 1: Student Enrolments in Higher Education
(Source: DrEducation.com)
Further, India has been a favourite IT hub for the world, as the sector reported a 10.2% and
14.1% growth in global as well as domestic market during FY2013 (NASSCOM). However, the
sector is expected to make a mark by yielding a growth rate of 30% in FY15.
Fig.3: Forecast of Domestic Revenue
(Source: IBEF)
Level Student
Enrolment
(2012-13)
Student
Graduates/year
(2012-13)
Avg.
Duration of
program
Student
Enrolment
(2014-15
Est.)
Student Earning
Degree/year
(2014-2015
Est.)
Post-Graduate
(Master’s)
2492 1246 2 years 3296 1648
Research
(Doctoral)
161 40 4 years 213 53

29

IT infrastructure and IT services are likely to grow by 4% and 8.4% FY14 (IBEF). Also,
India enjoys numerous contributions from the existing key players like Wipro, Infosys, IBM
Corporation etc.
Fig.4: Contributions by each sector
(Source: NASCOM)
These figures are not merely an evidence of increase in the number of computers or its
prevalent usage in financing, manufacturing etc sectors, but an emphatic rise of the diffusion of
technology for the overall development of the nation.
Education sector, the nucleus of progression, too, has not been devoid. These ICT trends
caused a path-breaking influence over the teaching methodologies. The Digital Inclination obstructs
the conventional teaching pedagogies and demands indispensable orientation towards new
technology to ease the education learning. Because learning when integrated with technology
encourages technology literacy and helps students in the goal achievement. Several online sources
allow teachers to enrich the course structure. Inexpensive tablets, overhead projectors, smart-boards,
laptops etc impel the course designers to imbibe the course structure with technology. Online
classrooms further, promote education for all. Technology has revamped the entire platform. A
teacher now-a-days should play the role of technology facilitator too.
II. LITERATURE REVIEW
Oliver (2002) called ICT as a change agent for contemporary education and delineated its
impact on the curricula, student learning and knowledge building. The study intensified that although
the impact of ICT is diminutive, but it will considerable grow larger in the coming time period. Rao
(2004) quested in his paper the infrastructural development of SWAN so as to aid the states for
access to ICTs. Several applications were found to be deficit of the required characteristics by CEG-IIMA.
He expressed the need for reengineering of the backend process, in light of security,
accessibility and privacy. Private entities desirous of undertakings should be welcomed.
Architectural arrangements should be such that it is capable of administering the working kiosks.
Berman (2008) discussed the pioneering applications of ICT i.e. utilization of Simputer in India,
University level e-learning projects at Sri Lanka and usage of diverse education mediums at Bhutan.
Desai (2010) believed that teaching is incomplete without the application of ICT. 24 * 7 availability
of video lectures has been a huge evolution. It also has an emergent role in schools as digital
education has become a huge support. Vrasidas etal (2010) concluded that time constraints,
nonexistence of required infrastructure, tools etc makes teachers resistant to the integration of ICT

with education in Cyprus. The study presented the need to develop the adequate technologies and
managing sessions to imbibe the teachers with sufficient knowledge so as to overcome problems.
Kozma had researched that traditional role of ICT was just an informatics or used as an instruction
aid but now-a-days countries like Singapore, Norway, United States etc have led to the formation of
ICT centres which aims to assimilate the ICT led systems with education pertaining to all from
primary to post graduation. Roy (2012) found that nearly 72% of India’s population lives in rural
areas and lacks basic amenities for education. He considers the existence of necessary infrastructure,
general awareness and participation of community to be vital. Significant contributions by National
Institute of Rural Development are regarded as another crucial aspect. A proposed model with
ingredients like rural community centre, rural kiosk machine, ICT-training centres and ICT rural
development department is also devised. Researcher contemplates these key initiatives for the
development of ICT enables rural India.
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III. ICTs IN CLASS ROOMS

Technology has undergone a quantum leap. Penetration of ICT in schools has already spread
magical influence among the students. Facilities like Smart Class with provisions of simulation, web
links, diagram makers, assessment sheets etc. touted excellent results. Numerous players like HCL,
Tata Interactive Systems, S. Chand Harcourt, Learn next etc. have already taken up the battleground.
Besides schools, dispersion of cloud computing, e-learning, UGC-INFONET, Wi-Fi enabled
campuses, multimedia labs, online educative videos, 3d presentations, lucid graphical data,
modelling etc in management colleges have made a significant mark in the overall learning process
of management education.
Distinguished ICTs:
• UGC-INFONET: This digital library provides rich content of several management journals
by gaining membership only. An access to this permits the universities to use the available
e-resources.
• Web OPAC: GUI enables quicker indexing of the available material in the library.
• Electronic Books: Ebooks allows students to read, learn, compare and outshine. The all time
availability, portability accelerates their learning of management concepts, strategies etc.
• Interactive sessions: Online lectures through video conferencing by eminent personalities on
management contexts enrich the knowledge pool of students.
• Multimedia Content: Availability of videos facilitates better understanding of the concepts of
production and operation management.
• Learning Management System: The software permits the instructor to quote in the valuable
management learning material like chapter wise presentations, assignments etc. for the
students. Virtual classrooms through Skype are also popular these days.
IV. KEY CHALLENGES
But proper embodiment of ICT presents few challenges:
Uncertainty- Uncertainty serves as one of the greatest challenges as it may invade into the conduit of
success. Tech up gradations has been phenomenal. Fear of obsolete has been concern for several. A
concrete set up of research and development cell, with its sub-centres in all the states, should be
established. These should be oriented towards the continuous research for better tech support in the
future. It should also be concerned with the forecast of demand of current technology in the

upcoming years and must gauge the available platforms for its supply. Latest tech challenges from
outside the country are also one among the major issues to be addressed by the RD cell. However,
necessary measures should always be made towards making India a self reliant technology giant and
a hub of export.
Regulatory Risk- Regulatory risk poses another severe challenge. In our country, no such
recommendations regarding transparent directives have been issued. There is a need of a fair, non-discriminatory
31

regulatory body which should be authorised to frame the required legalisations and
conduct audits. Restructuring of the existing structures, registration and regulation of the
constitutions, promotion of self regulations, prohibitions of unfair practices, inspections, penalties etc
should be the primary functions of the body. Central Government however, instituted following
initiatives via policies: The NPE -2012 policy aims to setup various ICT Academies in the province
of State government and UTs. NPIT-2012 policy focuses to endow various sectors with more of IT
and ITeS -an endeavour towards making India more Digital. The security concerns and immediate
requirement of ICT network causes a thrust to develop essential Hardware Support within the
country. Electronic System Design and Manufacturing (ESDM) of our country have already taken
initiatives in this regard. An endeavour towards National Knowledge Network which focuses to
coalesce all the institutions and universities with the high speed data communication has also been
launched. As on Jan, 2013 953 links have already been established. NPIT focuses to create at least
one e-literate in every family. The development so far necessitates constituting a regulatory body.
Expense- To empower a non-digital system with latest technology support, huge installation cost is
required. Govt aided centres at each district level should be established which extends aid towards
any financial, manpower, purchase etc support. Manpower training to equip them with the latest
technological education will also require more cost. Specialists across the world must be hired so as
to impart trainings about the prevalent technology structure. Informational sessions would furnish the
users with the required knowledge and enable them to suffice the intended standards. Further, the
existence of several small educational institutions demands a special policy because if they are
unable to cope with the emergent technology, then they would end by loosing up their students.
Security Breaches- Security breaches also serves as an important challenge. Cyber crime has
changed dramatically and has become more powerful.
Fig.5: Cyber attacks
(Source: Mandiant)

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Money Launders, Hackers, Malicious viruses and worms may easily theft or modify the data
as a resultant of which there may be loss of reputation, revenue generated and investor’s confidence,
as well. Several other attacks include spoofing, tampering, repudiation, information disclosure,
denial of service, elevation of privilege etc. The impacts are dreadful. Maintenance of databases may
diverge the havoc. Security measures need to be upgraded with the passage of time. A series of steps
involved include evaluation of the current environment, development of new security policy and
finally implementation. A careful evaluation involves the determination of assets with potential risk
and existing technology assessment so as to strategically develop a new security plan which will
evade the security risks. The action plan needs consideration of the existing models, the management
spectrum and the costs associated. Crucial up gradations to the existing software is another mandate.
Once the relevant details are extracted, action plan is formulated then implementation becomes the
prime concern. For this the physical security to the entire infrastructure is an essential condition
because an ease of access to the computer hardware may easily circumvent the security policy. Next,
is to develop security policy for network perimeter, in which protection of Host layer, Application
layer and Data layer is also mandatory. Group policy, antivirus and encryption act as defensive
mediums against malicious codes.
Health- Harmful rays discharging from the devices may cause severe health hazards and even pollute
the environment. A persistent contact with the devices may lead to the diseases like eye infection,
cancer, heart and muscle problems, obesity etc. Future hardware, chip sets to be developed must try
to circumvent these troubles. For this, suitable scientific procedures must be enumerated. Tech
addiction can always prove to be disastrous; hence time scheduling is also very important. Several
government aided as well as private NGOs may bridge the gap between unknown and known. They
must initiate health programmes and impart masses with important education, so that health risks can
be easily targeted.
Death of Written Arts- Written arts were an important medium of exchange. The art of writing letters
was mastered by few and serve as an influential mean to eradicate the boundary barriers. ICT
presents education curricula an immense challenge to nurture the current generation with the old
writing skills, so that the habit does not budge away. It has also been observed that several written
arts were unpopular, until an e-version of it was prepared. Hence, this custom would cause the death
of written material. For e.g. the saga of ‘lord of rings’ was unpopular until a film was prepared on it.
Fundamental steps in this regard include the obligatory reading in the library by the students. Special
lectures for generating education in this regard would be another vigorous step.
V. OPPORTUNITY PROFILE
ICT has immense opportunities over the remote areas. Isolated places where only little
population resides, have minimal management education scope. ICT may serve as a vehicle of
transformation in those areas. Various education houses can be opened, where the requisite ICT
appliances can be placed. A technical expertise along with the supporting staff of nearby residence
should be selected and appointed. Monthly surprise visits should be made by governmental officials
to examine the conduct. Prototype models should be developed for few cities only. The encountered
issues should be resolved first, and then expansionary plans should be formulated. A cautious watch
over the supply of materials, defective material repair, quality control checks is a mandate. ICT also
possess another opportunity for social welfare. It may act as a change agent for special children.
When technology becomes handier, the deficiency can be transformed into efficiency. Those,
unprivileged who cannot go to colleges, due to impaired vision, hearing ability etc ICT may

orchestrate in accordance. Separate units should be constructed in this regard. Some special
amenities like vans for transportation, food, Medicare etc must be provided to these children, so that
disruptions never evolve. ICT serves as valuable information exchange tool for students living
nearby the borders. Such areas offer varied difficulties for education completion, so necessary
classrooms equipped with ICTs may prove fruitful for them. They may learn through the global
platforms. Necessary staff is also mandatory. Government must make it essential for all its allied
sectors to undertake the above steps, so that education revolution can remove the shackles of
illiteracy.
33
VI. CONCLUSION

ICT can revolutionize the education sector. Government have been engaged towards building
a Digital India. Policies which are capital intensive in nature have already been devised and are in the
execution phase. A careful evaluation of the previous literature have also been undertaken so as to
gain an insight over the challenges and opportunities of ICT in different countries. This paper has
enlisted the various challenges which can circumvent the under-performance. Uncertainty, formation
of regulatory body, expense, security breach, health and death of written arts poses severe threat.
However, ICT has immense opportunities available in isolated places, border areas as well as for
special children.
REFERENCE
1. Oliver “The role of ICT in higher education for the 21st century: ICT as a change agent for
education”.
2. Rao “ICT and e-Governance for Rural Development” Symposium on Governance in
Development: Issues, Challenges and Strategies.
3. Berman “ICT-based Distance Education in South Asia” International Review of Research in
Open and Distance Learning. Volume 9, Number 3.
4. Desai “Role of Information Communication Technologies in Education” Proceedings of the
4th National Conference; INDIACom-2010.
5. Vrasidas et al “Teacher Use of ICT: Challenges and Opportunities” Proceedings of the 7th
International Conference on Networked Learning 2010.
6. Kozma “ICT and Educational Reform in Developed and Developing Countries”.
7. Roy “ICT-Enabled Rural Education in India” International Journal of Information and
Education Technology, Vol. 2, No. 5, October 2012.
8. Chandrashekhar R. Suryawanshi, “An Importance of ICT on Improvement in Quality of
Education”, International Journal of Management (IJM), Volume 4, Issue 6, 2013,
pp. 213 - 216, ISSN Print: 0976-6502, ISSN Online: 0976-6510.
9. Ahood M.A. Al-Sawaha, Mansour E. Abou Gamila and Khalid A. Bubshait, “Assessing the
Effect of Information and Communication Technology on Enhancing Higher Education
Systems in the Kingdom of Saudi Arabia”, International Journal of Advanced Research in
Engineering Technology (IJARET), Volume 4, Issue 4, 2013, pp. 134 - 149, ISSN Print:
0976-6480, ISSN Online: 0976-6499.
10. Kavita Suryawanshi and Dr. Sameer Narkhede, “Evolution of Green ICT Implementation in
Education Sector: A Study of Developed and Developing Country”, International Journal of
Management (IJM), Volume 4, Issue 2, 2013, pp. 91 - 98, ISSN Print: 0976-6502,
ISSN Online: 0976-6510.

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