One of the most important aims of Europe for a standardization and transparency of education was claimed by the Sorbonne Declaration in 1998 and concretised and expended through the Bologna Process. This process purposes three main aims: the promotion of mobility, international competitiveness, international employability.
The Department of Education of the 27 European Nations concluded the implementation of a consecutive, two stage graduation system called “bachelor” and “master”. In global thinking standardization and therefore comparability is getting more and more important. 2006 an overall of 22,300 international students in Germany reached a graduation and qualified them to get a profession in Germany.
Not only the education system in Germany is getting more and more international, also the companies are rising for the global market. In the near past German companies zoomed into the growing market of China, but recently India is increasing its importance. With a GNP of 1,098,945 million USD and in real terms a market growth over 13.6% the Indian market is coming into view of many German companies like Bosch, SAP or Deutsche Bank which enlarge their activities to India. At the other side more and more Indian companies settle down in Germany or even buy German companies. In this context not only the impact of an international education in India and Germany is getting more important, also the partnership between Indian and German universities.
For this reasons the Riedlingen University (Germany, Baden Wuerttemberg) and the Kannur University (India, Kerala) have built a partnership with an exchange programme for the respective students. Within this exchange programme the students as well as the professors have the chance to get to know the other educational institutions, culture, country; the different way of life.
The aim oft the present study is to get a general overview of the differences and the similarities between the Indian and German students and the MBA programmes. As a further step the following career expectations of the students will be analysed.
Table of Contents
1 Introduction
1.1 Characterisation and meaning of the study
1.2 Aim and structure
2 Description of the school systems in India and Germany
2.1 India
2.2 Germany
2.3 Comparison
3 Description of the MBA Programmes in India and Germany
3.1 Kannur University
3.2 Riedlingen University
3.3 Comparison
4 Comparison of the student situation on the basis of a survey
4.1 General aspects
4.2 Selection criteria of the MBA programme and university
4.3 Career advancements and expectations
4.4 Results of the comparison between the MBA students
5 Career expectations in India and in Germany
5.1 Economic situation
5.1.1 India
5.1.2 Germany
5.2 Job opportunities on the basis of a survey
5.2.1 Regional aspects and companies of Kerala
5.2.2 Regional aspects and companies of Baden Wuerttemberg
6 Conclusion
Research Objectives and Main Topics
The research paper aims to provide a comprehensive comparative analysis of MBA programs and student profiles between Kannur University in India and Riedlingen University in Germany. It explores the educational frameworks, student demographics, career aspirations, and labor market opportunities in both countries to understand how these factors influence the professional development and expectations of MBA graduates.
- Comparative analysis of Indian and German education systems.
- Evaluation of MBA curriculum structures and specialization options.
- Survey-based insights into student selection criteria and personal motivations.
- Assessment of career expectations and job market readiness for MBA graduates.
- Analysis of regional industry demands in Kerala and Baden-Wuerttemberg.
Excerpt from the Book
1.1 Characterisation and meaning of the study
One of the most important aims of Europe for a standardization and transparency of education was claimed by the Sorbonne Declaration in 1998 and concretised and expended through the Bologna Process. This process purposes three main aims: the promotion of mobility, international competitiveness, and international employability.
The Department of Education of the 27 European Nations concluded the implementation of a consecutive, two stage graduation system called “bachelor” and “master”. In global thinking standardization and therefore comparability is getting more and more important. 2006 an overall of 22,300 international students in Germany reached a graduation and qualified them to get a profession in Germany (Figure 1). This responds to 8.8 % of all alumni in the tertiary sector.
Not only the education system in Germany is getting more and more international, also the companies are rising for the global market. In the near past German companies zoomed into the growing market of China, but recently India is increasing its importance. With a GNP of 1,098,945 million USD and in real terms a market growth over 13.6% the Indian market is coming into view of many German companies like Bosch, SAP or Deutsche Bank which enlarge their activities to India. At the other side more and more Indian companies settle down in Germany or even buy German companies.
Summary of Chapters
1 Introduction: This chapter introduces the context of educational standardization in Europe and outlines the motivation for comparing Indian and German academic programs.
2 Description of the school systems in India and Germany: Provides an overview of the structural differences in basic and higher education systems between both countries.
3 Description of the MBA Programmes in India and Germany: Details the specific academic frameworks and focus areas of MBA programs at Kannur and Riedlingen Universities.
4 Comparison of the student situation on the basis of a survey: Analyzes survey data regarding student demographics, personal choices, and their motivation for pursuing an MBA.
5 Career expectations in India and in Germany: Explores the economic environments and job market realities that shape the future professional paths of MBA graduates.
6 Conclusion: Summarizes the key findings and highlights the similarities and differences in the educational and career-related outlooks of students from both institutions.
Keywords
MBA, Higher Education, India, Germany, Kannur University, Riedlingen University, Student Survey, Career Expectations, Bologna Process, Economic Growth, Internationalization, Job Market, Education Systems, Academic Comparison, Professional Development.
Frequently Asked Questions
What is the primary focus of this research?
The paper examines the differences and similarities between MBA programs and student career expectations at Kannur University (India) and Riedlingen University (Germany).
What are the central themes of the work?
Key themes include educational system structures, MBA curriculum design, student demographic trends, and the influence of regional economic factors on career planning.
What is the main objective of this study?
The study aims to provide a general overview of the academic and professional landscape for MBA students, helping to identify how internationalization and local factors influence their career path.
Which research methodology was used?
The author conducted a student exchange survey in 2008, gathering primary data from students at both universities and supplementing this with business surveys in Kerala and Baden-Wuerttemberg.
What is covered in the main section of the paper?
The main section covers the institutional descriptions of both universities, an in-depth survey analysis regarding student personal aspects, and an economic assessment of job prospects for graduates.
Which keywords characterize this paper?
Keywords include MBA, Higher Education, India, Germany, Student Survey, Career Expectations, and Academic Comparison.
Why is there a notable age gap between the students of the two universities?
The German students at Riedlingen University are generally older, largely because the program requires at least two years of prior professional experience, whereas Indian students often begin their MBA immediately after their Bachelor studies.
How do financing models differ for MBA students in India and Germany?
German students are typically financially independent and pay their fees themselves, while Indian students largely rely on the support of their families or spouses to finance their studies.
What role does the IT branch play in the career expectations of Indian students?
The IT branch is highly favored by Indian students, with 56.9% expressing interest in it, driven by the proximity to major IT hubs and the outsourcing-led growth of the Indian economy.
- Quote paper
- Dipl. Betriebswirtin (BA) Chantal Maichel (Author), 2009, MBA-Programmes and MBA-Students of Kannur University (India) and Riedlingen University (Germany), Munich, GRIN Verlag, https://www.grin.com/document/146113
