10120140502014 2

International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online),
Volume 5, Issue 2, February (2014), pp. 107-115 © IAEME
107
‘MANAGEMENT TEACHING FRATERNITY SERVICES’ ROLE IN
SUSTAINING ENTREPRENEURIAL INTENTIONS AMONG STUDENTS: A
STUDY ON MANAGEMENT COLLEGES IN KADAPA DISTRICT OF
ANDHRA PRADESH
Juturu Viswanath
Research Scholar, Department of Business Management, Yogi Vemana University, Kadapa,
Andhra Pradesh, India.
Dr. B.Gangaiah
Assistant Professor, Department of Business Management, Yogi Vemana University, Kadapa,
Andhra Pradesh, India.
ABSTRACT
‘Acharya Devo Bhava’ - A Teacher is similar to God
The ‘Teacher’ occupies third place after mother and father, in every walk of human’s life as
per the Indian philosophy. This avowal indicates the priority of a teacher’s part in molding a student
as socially responsible and improving quality of human resources in the nation at large. Management
education meant for designing, driving and deciding the business needs and demands. In India, the
private management college’s role is highly imperative in making the students as entrepreneurs
specifically through sustaining entrepreneurial intentions and attitudes at every stage of management
education. This paper explores the impact of various teaching aspects and services on management
students and effects of proactive teacher-student academic relations in sustaining entrepreneurial
intentions i.e. creating the ‘Employers’.
Keywords: Teacher, Indian, Student, Management education, Entrepreneurs, Employers.
INTRODUCTION
Entrepreneurial competencies will direct the young management students to take up relevant
activities after completion of the course. Developing those competencies requires lot of effort and
commitment from both faculty and student sides. The role of management teacher in this purview is
INTERNATIONAL JOURNAL OF MANAGEMENT (IJM)
ISSN 0976-6502 (Print)
ISSN 0976-6510 (Online)
Volume 5, Issue 2, February (2014), pp. 107-115
© IAEME: www.iaeme.com/ijm.asp
Journal Impact Factor (2014): 3.2150 (Calculated by GISI)
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© I A E M E

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significant and proactive teaching methodologies can help in sustaining those entrepreneurial
intentions among the students. Recent scenario of Indian management education is obviously not up
to the mark with regard to entrepreneurial transformations i.e. from student to entrepreneur. In fact
the management education has become like a conventional course, doesn’t showing any impact on
socio-economic dynamics of the nation.
The modern society is looking for a right teacher but not only ‘good’. A right teacher is one
who understands the influence of past experiences, uses apt teaching methodologies which suits to
the present and puts continual efforts to connect perfectly with the future anticipated academic needs.
There are many challenges before the management teacher in a globalized economic context.
Changing business environmental mechanisms compels the academicians to think and renovate the
present role of a management teacher. Traditional mode of handling curriculum what now the
management teachers are practicing may leads to the creation of deadwood or a waste. The
management studies should generate the entrepreneurial intentions among the students. It needs the
institutionalized changes.
The country like India needs more entrepreneurs to sustain its industrial growth rate to
become as a super power by 2020. But the reality is entirely contrasted with regard to management
education role in creating and developing entrepreneurial intentions among the students. Now in
India almost all the Universities, Deemed or Private Universities, Professional Private Colleges
including IIM’s offering Business Management Course at UG and PG level. Even the student
number is also showed a positive trend toward choosing this course. Governments are also focusing
less on the further course improvements and developments. Students are also joining the course
without knowing the basics of the management course objectives.
Hence this scene demands a change. The transformational process must start from the
teacher’s part. This may be called as a paradigm shift. Clearly defining the role of a management
teacher solves many critical issues related to the assessing and sustaining entrepreneurial intentions
of students. In other words it is a quality improvement of teaching service. This study covers the
above said concerns with a critical analysis.
REVIEW OF LITERATURE
Student’s feedback can be used as a tool to measure the quality of teaching services. They are
the real customers who judge the effect of teaching service on their academic accomplishments
(Anderson & Susan, 1997). Academicians have to use the latest technologies to serve better their
customers (Sujadjaja, 2003). Student’s expectations enormously increased, want to see their teachers
as mentors (Takenchi & Quelch, 1983). The academic institutions realized importance of
implementing Total Quality Management practices in their routines to optimize their performances
(Sohail, 2003).
The institutional image and perceived quality for sustainable competitive position are
influenced by the five factors. The factors include personal reasoning, previous experiences and
location of the program (External), reputation and competition (Internal); all these collectively
materialize the convention making positive impressions among stakeholders (Cubillo, 2006). Service
quality is a classical term, it has many dimensions and deep understanding is highly needed
(Cuthbert, 1996). SERVQUAL model, designed by Parasuraman for measuring the service quality
perceptions; recommended to study the service quality perception of students in relation to key
variables like assurance, responsiveness, empathy, reliability and tangibles (Susan & McDaniel,
1997).
Universities are concentrating on improvising the quality of services in the context of
increased competition and amplified global opportunities to the students (Beaver, 1994). Quality

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services only saves the academic institutions in today’s cut throat competition, it purely an
unavoidable concept to maintain safely their competitive position (Nasser, 2002). The level of
student satisfaction decides the institutional competition position and financial stability (Oldfield &
Baron, 2000). The severe problems like inadequate attention on quality process from a student
perspective required to be corrected (Chaffee & Sherr, 1992). Academics pay more attention on
conceptual concerns rather than the task of measurement (Gundersen, 1996). Global educational
opportunities available to the students also promotes services quality in the academic institutions i.e.
Transnational Education Scenario (Lenn, 2000). Organizational performance can be easily analyzed
and measured through its contributions done in the form of service quality enhancements in all the
key resource areas (Jensen & Markland, 1996).
SIGNIFICANCE OF THE STUDY
The present study encapsulates role of management teacher’s services in sustaining
entrepreneurial intentions among students through their proactive teaching methodologies which
suits in an ever changing business environment. Because academic institutions receive a vital part in
developing and sustaining entrepreneurial attitudes among the students through providing quality
teaching services in form of teachers, whose role is primary in transforming the students into
entrepreneurs. To fill up gap between the demand and supply for quality human resources i.e. with
regard to management students to meet local and global business needs. This study aimed at attaining
the best solutions to the socio-economic issues of the nation like unemployment, poverty, regional
imbalances and industrial sector strengthening through developing and motivating management
students to take-up entrepreneurial activities.
OBJECTIVES OF THE STUDY
The following are the objectives of the study:
1. To assess the various factors influencing ‘quality services aspect’ on management teachers;
2. To study the perceptions of the management students in taking entrepreneurship as a
profession and
3. To study the impact of teaching fraternity quality services role on sustaining entrepreneurial
intentions among the management students;
HYPOTHESES
The following are the hypotheses for the study:
1. Quality services of management teachers will have a positive impact on sustaining
entrepreneurial intentions among students.
2. Managing entrepreneurial intentions of management students will results in creation of
entrepreneurs.
3. Proactive Teaching methodologies will have a positive impact on student and institutional
advancements.
METHODOLOGY
This study is intended to examine the role of management teaching fraternity services on
sustaining entrepreneurial intentions among the students. A descriptive research design taking a
survey approach is used. Data is collected from the respondents by using the interview schedule

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specifically designed for the purpose. A non probabilistic sampling method namely convenience
sampling is used to draw sample for the study. Population consists of Teaching Fraternity and
Students belongs to different Private Management Colleges exists in Kadapa district of Andhra
Pradesh. The population includes various categories of Academicians like Professors, Associate
Professors, Assistant Professors and Course pursuing students. Researcher visited the 10 educational
institutions to take responses from the respondents. Looking into convenience total 150 respondents
considered for the study. The Questionnaire consists of 16 items which are intended to know the
perceptions of the respondents toward sustaining entrepreneurial intentions of the students through
teaching fraternity ‘quality-service’ facet. Likerts summated rating technique is the method adopted.
Accordingly each scale item consisted of 5 response categories: Strongly Agree, Agree, Undecided,
Disagree, Strongly Disagree, which are scored from 5 to 1. A high score for response to any of the
items indicates a high level of effectiveness rating and low score indicates a low level of
effectiveness rating. Out of these 150 respondents 100 are from teaching community and remaining
50 are management students. The survey was conducted from November to December 2013. All the
recorded responses are carefully tabulated. Tabulated data is analyzed with various statistical tools
like Simple Percentages, Weighted Averages, Chi-Square Test and Correlation.
Analysis:
Table 1: Factors influencing quality-service aspect on management teachers:
Table 1.1: Factor: Learning Aspect
Outlook Number Rating Value Observations (100)
Strongly Agree 28 5 140
Agree 20 4 80
Undecided 24 3 72
Disagree 18 2 36
Strongly Disagree 10 1 10
Mean Score 3.38
Table 1.1 shows that the learning aspect with regard to latest happenings in the corporate
world of the teachers influences inform of improved quality in their teaching and the item is
indicated with mean score of 3.38.
Table 1.2: Factor: Empathy
Agree 29 4 116
Undecided 08 3 24
Disagree 27 2 54
Mean Score 3.28
Table 1.2 reflects the impact of faculty emphatic attitude towards understanding the student’s
intentions and the item is indicated with mean score of 3.28.

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Table 1.3: Factor: Responsiveness
Agree 25 4 100
Undecided 06 3 18
Disagree 17 2 34
Mean Score 3.36
Table 1.3 visibly shows the responsive or accountability for the actions performed by the
teachers improves quality of teaching and the item is indicated with mean score 3.36.
Table 1.4: Factor: Institutional Environment
Agree 33 4 132
Undecided 02 3 06
Disagree 18 2 36
Mean Score 4.09
Table 1.4 presents the impact of institutional environment on teaching quality improvement
considerations by the teachers and indicated with mean score 4.09.
Table 1.5: Factor: Financial Concerns
Agree 36 4 144
Undecided 01 3 03
Disagree 09 2 18
Mean Score 4.15
Table 1.5 shows the decisive role played the financial concerns like salaries and other
incentives on teaching faculty with regard to their quality services and the item is indicated with the
mean 4.15.
Table 1.6: Factor: Self-esteem
Agree 29 4 116
Undecided 03 3 09
Disagree 19 2 38
Mean Score 3.56
Table 1.6 obviously shows the impressions of self-esteem on teaching fraternity towards
improving quality service aspect and the item is indicated with mean score 3.56.

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Table 1.7: Factor: Self-Analysis
Agree 25 4 100
Undecided 08 3 24
Disagree 24 2 48
Mean Score 3.39
Table 1.7 demonstrates the significance of self-analysis in self-correcting towards providing
quality teaching services and the item is indicated with mean score 3.39.
Table 1.8: Factor: Open-mindedness
Agree 19 4 76
Undecided 15 3 45
Disagree 21 2 42
Mean Score 3.08
Table 1.8 presents the attribute of open-mindedness in understanding the student pulse on
teaching service quality improvement and the item is indicated with mean score 3.08.
Table 2: Perceptions of management students in taking entrepreneurship as a profession
Aspect Yes No χ2 Value
Risk-Taking Attitude 38 (76% ) 12(24%) 0.732807
Family Influence 31(62% ) 19(38%) 0.550453
Guidance 35(70% ) 15(30%) 0.752784
Future Prospects 41( 82% ) 09(18%) 0.723674
Enthusiasm 36(72% ) 14(28%) 0.507801
Inspiring Mentors 39( 78% ) 11(22%) 0.461603
Role-Model Impressions 34( 68% ) 16(32%) 0.528733
Core Curriculum 37( 74% ) 13(26%) 0.754553
N=50, df = 1, χ2 at 0.05 Level of Significance = 3.841
Table 2 clearly shows the perceptions of the management students in taking entrepreneurship
as a profession. The highest factor which directs them towards accepting entrepreneurship is future
prospects followed by inspiring mentors, risk-taking attitude, core curriculum, enthusiasm, guidance,
role-model impressions and family influence. The calculated values of Chi-squares are greater than
tabulated value of Chi-square at 5% level of significance. Hence, it can be concluded that there is a
significant relationship between the managed entrepreneurial intentions of the students and taking
entrepreneurship as a profession after the course completion.

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Table 3: Impact of management teaching fraternity services on sustaining entrepreneurial intentions
among the students
Respondents Professors /
HOD’s
Associate
Professors
Assistant
Professors
Course Pursuing
Students
No. of Respondents 10 24 66 50
Impact of teaching services
on sustaining entrepreneurial
intentions
07 21 63 45
Correlation Coefficient 0.999281
Table 3 clearly shows that there is a positive relationship between the management teaching
fraternity services impact on sustaining entrepreneurial intentions among the students. The
correlation coefficient value is 0.999281 indicates a strong proximity between these two factors.
CORE FINDINGS
The following are the core findings of the study:
Majority of the respondents opined that the learning aspect improves the teaching quality and
even makes them to update with the industrial requisites. Emphatic attitude of the teachers helps to
understand better the student intentions toward entrepreneurship profession. Responsiveness culture
enhances the teaching services impact on student all-round development. Institutional environment
decides the level of teaching fraternity involvement in rendering services. Financial concerns such as
salaries, fringe benefits and competitors pay structure etc. psychological factors like self-esteem and
self-analysis possess high influence on teaching services. Being open-minded creates an opportunity
to adopt and adjust to the situations. Perceptions of the respondents belongs to the student category
are positive towards taking entrepreneurship as a profession after the completion of their course. The
aspects like future prospects rests with the entrepreneurial activities, inspiring mentors/teachers, risk-
taking attitude, core curriculum, enthusiasm, guidance, role-model impressions and family factor
influences are more on management students with regard to entrepreneurial intentions. Effective
teaching services sustain the entrepreneurial intentions among the management students. Almost all
the respondents agreed with this statement. Hence, the required element is only the better
understanding and analysis of student intentions. The following practical implications are suggested
to improve management teaching fraternity ‘quality services’ in order to sustain entrepreneurial
aspirations and intentions of students.
PRACTICAL IMPLICATIONS AND CONCLUSIONS
Teaching, which has been recognized as a noble profession meant for serving society is now
under critical tribulations. In fact the severity is high in management education. As the world
countries are moving towards creating a new history, India’s contribution and moves are not up to
mark. India is certainly generating employees rather than employers. Management education is
intended to create, develop and motivate not only effective employees but also nation needed
employers i.e. The Entrepreneurs. In this arena the role of management teaching fraternity is
obviously imperative.
• An effective teacher inspires the student aspirations and intentions; moreover cooperates with
the students in materializing them. Here the teacher proactive attitude plays vital role in
filling gaps arises due to conventional modes of curriculum settings.

114
• The educational institutions, governments, monitoring bodies and universities should work
collectively towards improvising the management education outcomes. The academic
institutions should be cautious in identifying the right teacher who suits to train the students.
• The traits like self-analysis, learning, social-adjusting, adopting and being emphatic are
essential to exist among the management teaching fraternity.
• The management colleges must pay attention on financial issues i.e. reasonable pay and
create healthy environment through encouraging acquiring new abilities, skills and
knowledge on continuous process. This helps the students indirectly in updating, sharing their
ideologies and finally being in the contemporary happenings in the field.
• Entrepreneurial intentions among management students are influenced by various critical
variables like environmental concerns like situations including family factor i.e.
encouragement.
• The teacher should render their service as a mentor in identifying and directing the student
intensions toward a reality.
• Entrepreneurial development programs must be organized regularly to sustain that zeal facet
among the students. A clear explanation of future prospects in entrepreneurial activities will
assists the students in sustaining their positive attitudes on entrepreneur profession.
• Setting up entrepreneur development cells in the colleges may help to the current scenario. It
requires extra patience, attention and involvement of teaching community.
• The management teaching group has to perform their role as counselors to guide students on
various entrepreneurship ideologies and innovations.
• Involving local entrepreneurs in those EDP cells marginalizes the student aspirations in
taking entrepreneurship as their profession.
• Industry-campus connectivity element sustains the entrepreneurial intentions among the
students; probably it becomes a high motivating factor for them.
“Indian industrial sector needs more and more new-young entrepreneurs to change its fate and to
promote its socio-economic balanced growth cum development. It’s a time to have transformational
changes in the management education in India through teacher’s proactive engagement”.
SCOPE FOR FURTHER RESEARCH
This study is limited to assessing the role of management teaching fraternity on sustaining
entrepreneurial intentions among students. So, there is ample amount of scope to explore in this
arena like emotional intelligence, social recognition concern, perseverance attitude, profile building
v/s professional contributions, entrepreneurial propensity etc.
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