education system and employ-ability: from multicultural team perspective

M.JAYANTHI,Research Scholar,

Department of Management studies,

Periyar Maniammai University,

Vallam, Tanjavur.

Research Guide

DR. K.V.R. RAJANDRAN,

Head, Department of Management Studies,

Periyar Maniammai University,

Vallam-Thanjavur, Tamil Nadu - India

Title

Education system andEmployability: From Multicultural Team

Perspective

What is OBE?•What we are going to teach?

• The instructional module that are controlled by the way of learning

•What is the result expected?

• Results that the students should show at the end of the course.

OBE• There is a significant difference between outcome-

based education and simply producing outcomesfor an existing curriculum

• OBE does not mean curriculum based with outcomes sprinkled on top. It is a transformational way of doing business in education (Spady, 1993).

Gap B/w Education and Employability

• In an employability study conducted in August 2010, a consulting firm Aspiring Minds found that merely 4.22% of engineering graduates are employable in product companies and only 17% in IT services.

Gap B/w Education and Employability

•Nasscom says employability percentage of Engineers is very daunting and 30% of engineers in India are not even trainable.

What is to be done?

• Adobe Says,

“Stronger coordination between campuses and companies is needed”.

Methodology

• Sample : Multicultural team

members belongs to a leading IT

company in Chennai

• Method of study : Case study

• Data Collection through: Direct

Interview

• Data analysis : Conceptual Analysis

Data Analysis

• Response 1: Method of training offered by the company was excellent than college, on the same topic which made the trainees easy to understand.

• Finding : Method of teaching plays an important role in learning process.

Finding in line with:

• The effective way of teaching is engaging the students with cooperative learning exercises, empowering them to be decision makers in the course and getting them to analyze their own learning strategies. McGlynn, (2005)

Data Analysis

• Response 2: Our university had communication training in our educational program, but it was conducted in very formal manner and teachers were used to finish those classes for completing academic formalities.

• Findings: What is to be taught, what is the result and what is to be learnt are not clear to both the persons included in this teaching-learning process

Findings in line with:

• Active teaching techniques

• Change the pace of the classroom and

• Creative way to increase students’ involvement, motivation, excitement, attention, and perceived helpfulness and applicability of the class. (Stewart-Wingfield & Black, 2005)

Data Analysis

• Response 3:

• Systematic considering

• Presentation aptitudes

• Critical thinking abilities

• Stress administration systems

• Behavioral ethics

• Problem solving

“which were excluded from the educational curriculum is a huge miss as these attributes assume an indispensable part in workplace”.

Findings

• Findings: Multicultural teams need the candidates with different qualities that will enrich the working environment, so that organizations can harvest the maximum benefits. The features like problem solving, logical analysis, critical thinking, contingency management are very much needed to be successful in a career path.

Finding is inline with

• Active teaching is, a student-centered approach.

• In an active teaching,

–students may engage in higher-order thinking such as analysis, synthesis, and evaluation.

(Hackathorn, et al., 2010)

Data Analysis

• Response 4: “I was an average student among my classmates, but during the time of training, I understood that I had more technical and soft skill than the colleague who was a topper in her college but from rural area”.

• Findings: The students from rural culture suffers in gaining employment in multinational companies as they are lagging in the attributes which is expected by the industries

Finding in line with:

• The students should

–receive structured guidance,

–training in critical thinking.

–They must learn the specific rules of logic.

–The guidance, training to be conducted in class or a formal setup (Mhinga, 2013)

Conclusion

• The curriculum designed should give the right output for which it is designed, rather it should not be in such a way that the studies done just for completing the academic formalities.

Conclusion

• The design should be trained to the teachers who teaches and should be explained to the students as well during the orientation.

Conclusion

• The curriculum that includes the corporate expectations related to the requirement of technical knowledge, communication capabilities, critical thinking, logical analysis, problem solving, systematic approach will improve the employability of the students.