Lack Of Practical Learning In MMS Finance Curriculum
Authors :- Meghna Undegaonkar [127] , Dhruv Padge [109] , Vishal Shinde [122].
Introduction :-
This report examines the lack of practical learning in the MMS Finance curriculum. A survey of 100 students and professionals revealed a gap between theory and real-world application. The findings highlight the need for hands-on learning to enhance industry readiness. Possible improvements are suggested to bridge this gap.
OBJECTIVE :-
To understand the underlying phenomena of lack of practical learning in MMS FINANCE curriculum.
LITERATURE REVIEW :-
Challenges in Teaching Practical Subjects
M Jagadeesha , P Venkata & Aruna (2020) presented Expatriate faculty members often face challenges when teaching subjects like International Business in Ethiopian universities. These challenges include students’ lack of practical business skills and the need for a curriculum that balances theoretical knowledge with practical application. This highlights the broader issue of integrating practical learning experiences in management education.
Financial Literacy and Practical Skills
Bongini , Trivellato & Mariangela (2015) Presented A study on business students’ financial literacy found no significant gender gap among a homogeneous group of freshmen enrolled in an Italian Business School. This suggests that personal interest in financial matters can mitigate potential disparities in financial literacy, emphasizing the importance of fostering such interest to enhance practical financial skills among students.
DATA COLLECTION :-
For the above problem we framed 5 questions on the Likert Scale and we approached 100 students of KBS with google form. With the answers strongly agree, agree, neutral, disagree and strongly disagree. They were coded as 5,4,3,2 and 1. So that hypothesised mean is 3. Also, for each question mean, standard deviation, standard error and z – scores were calculated. The questions were as follows:
1. I struggled to analyze financial data.
2. I lacked experience in preparing financial reports.
3. I practiced financial decision-making.
4. I connected classroom learning with real-world finance.
5. I interacted with industry experts
Data Analysis :-
Conclusion :-
1. Students were neutral in struggled to analyze financial data.
2. Students were neutral in lacked experience in preparing financial reports.
3. Students were neutral in practiced financial decision-making.
4. Students were connected classroom learning with real-world finance.
5. Students were interacted with industry experts.
REFERENCES :-
M Jagadeesha & P Venkata Durga Rao & Aruna Polisetty, 2020. “Challenges for Expatriate Faculties to Teach International Business course in Ethiopian Universities (Case of Dilla University),” International Journal of Higher Education, Sciedu Press, vol. 9(6), pages 151-151, December.
Paola Bongini & Paolo Trivellato & Mariangela Zenga, 2015. “Business Students and Financial Literacy: When Will the Gender Gap Fade away?,” Journal of Financial Management, Markets and Institutions, Società editrice il Mulino, issue 1, pages 13-30, June.