Professional Documents
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jain
Jain.tk@gmail.com
2012
Entrepreneurship education needs serious thoughts and some serious takers. It has to be divorced from the typical MBA education and should be given its due path. Rather than academic / intellectual capabilities, entrepreneurship requires decision making and team building capabilities, thus it required different selection systems, different training systems and different support systems. This document contains guidelines for those who are willing to promote entrepreneurship education in India. The author firmly believes that there is a dire need to promote entrepreneurship education in India and is passionate to promote it. The author welcomes feedback, ideas and suggestions from the readers.
Dr. T.K. JAIN PARAKH NIWAS SIVAKAMU VETERINARY HOSPITAL ROAD BIKANER 334001, RAJASTHAN, INDIA 9414430763
Are you really serious to promote entrepreneurship ? Why am I asking such questions? Because I have observed that most people are not serious for promoting entrepreneurship. They are promoting entrepreneurship just because it is a fashion today and they get some media coverage by doing this. There are many forums that organise some events for promoting entrepreneurship and are able to get a lot of money in the process. They are able to get publicity and show off their activities. Are they really serious to promote entrepreneurship you can judge yourself. If you really want to promote entrepreneurship just focus on creating a culture of entrepreneurship where every student is just talking about entrepreneurship. It should not be a gimmick to get some government funds or some support from some incubator. Entrepreneurs need the entrepreneurial culture to groom and develop. We can together formulate world class entrepreneurship programmes which can benefit millions of people indirectly (one entrepreneur benefits 1000 persons indirectly on an average). Select students not on the basis of CAT / GMAT but on the basis of their willingness to take risk, past accomplishments in leadership and team building, experiences in event management, experiences in group work and on their vision for themselves.
their experiences. They should be able to meet with entrepreneurs and read their case studies. They should be able to develop their passions. However, following topics should be taught : BEP ANALYSIS MARKETING FOR ENTREPRENEURS CUSTOMER RELATIONSHIP MANAGEMENT ACCOUNTING AND FINANCE FOR ENTREPRENEURS BASIC COMPUTER OPERATIONS ADVERTISING AND PUBLICITY NEW PRODUCT AND BRAND MANAGEMENT BASIC LAWS FOR ENTREPRENEURS LEADERSHIP HUMAN RESOURCE DEVELOPMENT E-BUSINESS AND E-MARKETING ORGANISAITON BEHAVIOUR BUSINESS PLAN FORMULATION ENTREPRENEURSHIP IN RURAL / AGRICULTURE / INFRASTRUCTURE / TOURISM / ENTERTAINMENT SECTORS SOCIAL ENTREPRENEURSHIP FAMILY BUSINESS MANAGEMENT FRANCHISING
Each of these courses should have at least 15 case studies and at the end of the course, the student should be evaluated on the basis of his report / presentation/ business plan and not on the basis of typical theory based examinations. There should be concurrent evaluation with at least 50% weightage of the total marks, which should be based on case analysis, real problem solutions, projects, class participation and business plan presentation. Each student must participate in at least 4 B-Plan contests, 4 Trade fairs, 4 Industrial exhibitions and must make at least 10 industrial visits during the study. Each student must write interviews of at least 10 entrepreneurs during his study. The students should also get a chance to interact with technical experts / industry consultants / chartered accountants to enable them to formulate detailed project reports (which would be required as essential part of the programme). It is not what you teach, but how you teach is equally important. Entrepreneurship education should be practical and not like typical lecture oriented classes. Students should be given practical assignment to handle responsibilities and show performance.
30% in case discussions relating to entrepreneurs and in solving business cases 10% in class rooms in attending lectures / presentations / discussions on subjects of their studies