THE UNIVERSITY of LIVERPOOL Management School The
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THE UNIVERSITY OF LIVERPOOL Management School The Expectations, Outcomes and Perceived Benefits of Postgraduate Business Programmes for Indian Nationals by Kaye Foskett Thesis for the degree of Doctor of Philosophy March 2013 PhD Thesis - K Foskett Abstract The literature suggests that there are several stakeholders who influence postgraduate study for social and personal benefits. These stakeholders comprise governments, employers, HEIs, families and individuals. The findings from this research study suggest that fathers from Indian middle class families play a significant motivational role in the lives of their offspring by encouraging them to develop their cultural capital through postgraduate business programmes. Parents expect that higher level academic study will improve their offspring’s symbolic and social capitals and result in good social and career outcomes (Bourdieu, 1986). Many of these Indian middle class parents who have access to and are willing to use their economic capital, also influence and support their children to gain ‘exposure’ in new environments for example in the USA and the UK . The aim of this parental competitive strategy is to ensure ‘positional advantage’ (Brown, 2003, p3) in the labour market and in some cases to gain experience foreign study that they did not have the opportunity to do. As more Indian nationals undertake postgraduate business programmes there is evidence to suggest that credentialism is resulting in what Brown, Lauder & Ashton (2011) argue is a ‘global auction’, bringing more rewards only for the very best or the educated elite. This perception was found from the respondents in this study. Brown, Lauder & Ashton (2011) further argue that this is perpetuating social divisions in different societies as the labour market becomes more competitive due to economic trends and corporate restructuring. The findings from this study suggest that most Indian respondents who have postgraduate business qualifications achieve some of their expectations, but not at the management level, nor in other areas that they had expected e.g. they achieve a lower than expected salary. To ensure graduates career expectations are realistic, the findings suggest that UK and Indian higher education institutions, should report in an ethical and honest way, the destinations and career outcomes of all their Indian business postgraduates. The findings also suggest that UK and Indian institutions should improve their alumni services and forge closer links with Indian employers to support graduates’ career opportunities. Evidence was also found which suggests that there is a perception of greater symbolic capital from UK credentials, which may add value to an individual’s employment opportunities and to their marriage capital and where it occurs, their dowry/gift capital. PhD Thesis - K Foskett Table of Contents Table of Contents i List of Appendices viii List of Figures viii List of Tables ix Declaration of Authorship x Acknowledgements xi List of Abbreviations xii Chapter 1 Introduction and Rationale for the Research 1.11 Introduction to the Study 1 1.12 Rationale for the Study 2 1.13 Background to the Study 9 1.14 The Effects of Globalisation on Higher Education 14 1.15 Higher Education in India 15 1.16 Benefits of Higher Education 20 1.17 The Specific Aims of the Research 23 1.18 Scope of the Qualitative Research study 24 1.19 Benefits of the Research 26 1.20 Research Challenges 26 1.21 Outline of the Thesis 28 1.22 Summary 29 Chapter 2 History of Indian Higher Education and Business and Management Education 2.11 Introduction 30 2.12 Influence of Invaders 32 2.13 East India Company – 1600s 33 2.14 British Rule – British Raj 34 2.15 Education 35 2.16 Development of Higher Education 35 i PhD Thesis - K Foskett 2.17 Universities Act – 1905 37 2.18 Government of India Act – 1919 38 2.19 Independence – 1947 40 2.20 University Education Committee 40 2.21 The Constitution of India 40 2.22 University Grants Commission – 1956 42 2.23 Kothari Commission – 1964 43 2.24 Higher Education Funding 44 2.25 National policy of Education – 1968 45 2.26 Central Agencies for Higher Education 46 2.27 1990s 50 2.28 Higher Education Developments 52 2.29 Development of IIMs and IITs 53 2.30 Indian School of Business – 1990s 54 2.31 University and College Provision 55 2.32 Colleges 56 2.33 Financing Higher Education 57 2.34 Study Abroad 58 2.35 Investment in Higher Education 60 2.36 Growth of Business and Management Education in India 61 2.37 Managing Agency System 63 2.38 Management Education in India 64 2.39 India’s Business schools 65 2.40 Summary 69 Chapter 3 Language, Religion, caste and India’s Emerging Middle Class Marriage and Dowry 3.11 Introduction 70 3.12 Language 70 3.13 Religion 77 3.14 The Caste/Jati (Birth Group) 80 3.15 Kaka Kalelkar Commission and Mandal Report 81 3.16 Creamy Layers of the Caste System 82 3.17 Hierarchical Classes of Caste 84 3.18 The Importance of Caste and Marriage 88 ii PhD Thesis - K Foskett 3.19 Class and Caste 89 3.20 The Indian Middle Class 91 3.21 Marriage and Dowry in India 95 3.22 Marriage in India 96 3.23 Arranged Marriages 97 3.24 Factors Which Influence Marriage 99 3.25 Marriage Gifts 101 3.26 Dowry 105 3.27 Dowry in the UK 113 3.28 Summary 114 Chapter 4 Literature Review 4.11 Introduction 116 4.12 Impact of Globalisation and Internationalisation 117 4.13 India’s Economy 120 4.14 India’s Economic Growth and Education 122 4.15 Effects of Marketisation and Commodification 124 4.16 The Knowledge Economy 127 4.17 Effects of Credentialism 130 4.18 Benefits of Higher Education 134 4.19 Role of Higher Education for Stakeholders 138 4.20 International Student Mobility 146 4.21 Motivation Factors for Student Mobility 147 4.22 Business and Management Education – MBA 153 4.23 MBA Outcomes 166 4.24 MBA Improvements 179 4.25 Section Summary 180 4.26 Capital 181 4.27 Human Capital 184 4.28 Symbolic Capital and Cultural Capital 191 4.29 Social Capital 206 4.30 Fine’s Criticism of Social Capital 225 4.31 Chapter Summary 228 Chapter 5 Methodology iii PhD Thesis - K Foskett 5.11 Introduction 232 5.12 Background and Rationale for the Choice of Study 235 5.13 Benefits of the Research 236 5.14 Theoretical Framework 237 5.15 Review of Research Approaches 238 5.16 Research Paradigms 244 5.17 Qualitative Study 245 5.18 Qualitative Methodology 248 5.19 Research Design and Methods 250 5.20 The Research Process for this Study 252 5.21 The Research Process and Methods of Data Collection 256 5.22 Focus Group Sample 260 5.23 Phase One - Focus Groups in the UK 266 5.24 Ethics Related to the Focus Group 269 5.25 Process of the Focus Groups 270 5.26 Findings from the Focus Group 271 5.27 Problems Encountered with the Focus Groups 277 5.28 Phase 1 - Part Two – Face-to-Face Interviews in India 283 5.29 Obtaining a Purposive Sample for the Interviews 289 5.30 The Semi-Structured Qualitative Face-to-Face Interviews in India 291 5.31 English Language 292 5.32 Ethical Issues for the Face to Face Interviews 293 5.33 Guide to the Closed and Open Questions 295 5.34 Transcription of the Interviews 297 5.35 Problems Encountered Doing Research in India 299 5.36 Obtaining a Purposive Sample of Respondents 300 5.37 Lack of Responses 301 5.38 Respondents 302 5.39 Interview Difficulties 303 5.40 Other Indian Research Experiences 306 5.41 Phase Two of the Qualitative Study 309 5.42 Phase Two – Face-to-Face Interviews in the UK 310 5.43 Face-to-Face Interviews in the UK 311 5.44 Ethics of the Interviews 312 iv PhD Thesis - K Foskett 5.45 Analysis of the Data 312 5.46 Analysis of the Interview Data using NVivo 8 313 5.47 Coding and Data Analysis 314 5.48 Validity and Reliability in Qualitative Studies 316 5.49 Validity 317 5.50 Reliability 321 5.51 Triangulation 322 5.52 Summary 323 Chapter 6 Qualitative Analysis of Findings 6.11 Introduction 324 6.12 Motivation and Expectations 325 6.13 Family Motivation Factors 326 6.14 Respondents Own Expectations of Postgraduate Study 338 6.15 Factors Which Influence Foreign Study 347 6.16 Other Factors Which Influence Study in the UK 349 6.17 Factors Which Influence Study in India 351 6.18 Other Factors Which Influenced Study in India 352 6.19 The Use and Expectations of Social Capital 352 6.20 Outcomes of Studying Postgraduate Business Programmes 356 6.21 Respondents’ Perceptions of Employers Views of Masters Business Qualifications 366 6.22 Recommendations to Study Masters Programmes 373 6.23 Perceptions of the Benefits of Social Capital 373 6.24 Marriage Capital 376 6.25 Dowry Capital 385 6.26 Outcomes Linked to Parental Pressures 393 6.27 Social Capital and Social Mobility Linked to Postgraduate Business Qualifications 397 6.28 Outcomes for Females with Postgraduate Business Qualifications 399 6.29 Summary 401 Chapter 7 Conclusions Contribution to the Literature, v PhD Thesis - K Foskett Recommendations, Implications, Limitations of the Study and Reflexive Account 7.11 Conclusions 404 7.12 Findings – Motivations for and Expectations of Postgraduate Programmes for Indian Nationals 404 7.13 Respondents Outcomes 407 7.14 Other Perceived Benefits of Studying Postgraduate Business Programmes 410 7.15 Implications 413 7.16 Summary 416 7.17 Limitations of the Research 417 7.18 Reflexive Account of the Research 419 7.19 Suggestions for Future Research Studies 421 7.20 Final Comments 422 List of Appendices 1.