Page 1
حوه
I og
G00
Gunapala
to mark 25 уe to university and m 1973 Silver
 

Ву Nanayakkara
ars of his service
anagement education Jūbitāre 1993

Page 2


Page 3
998 Golden Jubilee of the Ren
50 YE
Development of Management
By Gunapala Nai
To mark 25 years of his se of Sri Jayewardenepura an in Sri Lanka as Assistant Lectl
Senior Lecturer 1986,
Director of Postgradua
I 973 SjVer JU
D 5 YE
 

wal of independence in 948
ARS
Studies in Modern Sri Lanka
mayakkhra
rvice to the University d Management Studies rer 1973, Lecturer 1979, rofessor 1996, and te Studies 1981-98
are 99 S
ARS

Page 4
About the Author
Professor Gunapala NanayaWa Postgraduate Institute of Managemen He received his Bachelor's degree Vidyodaya University of Ceylon i obtained the Master's degree fron Doctoral degree Tom Carleton Un published many research articles in studies and authored, among other w Lanka, Organizational Processes Development, Sri Lankan Cases Communication for Sri Lankan M interests include culture and comp. management communication. , Duri Fulbright Senior Fellow at the Whitt of New Hampshire.
Development of Management Studies
Copyright (C) 1998 G. Nanayakkara.
Financial assistance received Tom Germany, for this publication is grate
Postgraduate Institute of Managemen 28, Lesley Ranagala Mawatha, Color
Tel: 689639 - 42 F:
E-mail: director G-pim.ccom.lk W

ra (51) is currently the Director of the t, University of Sri Jayewardenepura. in Public Administration Tom the n 1970. In the same discipline, he n York University (1976) and the liversity (1979) in Canada. He has the diverse branches of management orks, Culture and Management in Sri of Technological Change and in Management, and Business anagers. His research and teaching arative management, leadership, and ng the year 1988/89, he was US emore School of Business, University
in Modern Sri Lanka
All rights reserved.
the Konrad Adenauer Foundation, fully acknowledged.
t nbo. 8, Sri Lanka.
aX: 94-1-689643
Veb page: http://www.edsasia.com/pim/

Page 5
ForeWord
An attempt to develop a chronicle of ma an arduous one. It not only requires an that have unfolded over the years, but a effect nexus. This difficult task is ably
who, by virtue of his long, distinguishec analytical prowess, is most qualified to u
The publication of this comprehensive es Studies in Sri Lanka, marks 25 years of as an outstanding academic. Having ent Assistant Lecturer of the University of S the Professor of Management Studi Management (PIM). From 1980 onwar sphere of postgraduate education in mal the PIM to its present state of visibility a of Business.
Prof. Nanayakkara's commitment to Ma view is best exemplified by his resolve not many sought-after academics, and de in particular through a multitude of management training and pedagogy.
Prof. Nanayakkara has championed the in Sri Lanka. The widespread and unc approaches has perhaps made Prof. Nana a steadfast researcher of Management an many culture-specific management thi through his incisive writing and provo management practitioners readily on occ other times. However, at all times, he h; managerial fraternity in this country, b This, of course is a direct reflection of P status as an academic who maintains practice in management.

nagement studies in Sri Lanka is, indeed
intimate knowledge of the many events lso the ability to treat them as a causehandled by Prof. Gunapala Nanayakkara | University career and his characteristic ndertake such.
say on the Development of Management Prof. Nanayakkara's service to the nation ered the University system in 1973 as an ri Jayewardenepura, in 1996, he became es of the Postgraduate Institute of ds he has been a driving force, in the nagement which decisively spearheaded nd vanguard status as the nation's School
nagement Education in Sri Lanka, in my to remain in the country - a choosing of dicate himself to postgraduate education, f research publications and extensive
cause of adaptive management practices ritical adoption of Western Management iyakkara a vocal critic of such modes and d Culture in the Sri Lankan context. The emes Prof. Nanayakkara has launched cative discourse have been accepted by asion and with a measure of suspicion at as not failed to attract the attention of the e it of the private or the public sector. rof. Gunapala Nanayakkara's undisputed the critical balance between theory and
Prof. P. Wilson
Vice Chancellor University of Sri Jayewardenepura

Page 6
AfterWord
Management education has always been many years to come, simply because it with insight into tomorrow's problems,
any educational Institute anywhere in th with a clearer direction of overall strat continuous adjustments to the objective leaving the less developed countries su them without taking into consideration th
At present the void between the employe actual competence possessed by thos programmes at various levels has becom re-examine their objectives and expectati
In this context, the issues this paper ha highlighted pave the way for a frank c academics, between the students and academics themselves. Professor Nana necessity for University teachers to pra significant departure from the presented
The employers will be more than glad Postgraduate Institute of Managemer education at postgraduate level long bef for professional marfagers and created a CEOs. The tremendous contribution P confidence it has won among the industr will, in future act as the path finder in the
Professor Gunapala Nanayakkara, who academic, has expanded his interests mus arena of research in management educa gap between the industry and the Unive cooperation in management education. university community to face the chal marking the dawn of a new era in mana 21 century.

under fire and will continue to be so for is expected to instantly generate people a task which is, no doubt, a challenge to : world. The more independent countries 'gies, overcome the problem by making s as well as methods of their education, ch as ours the easy option of following e local realities.
rs’ demands on managerial skills and the e who follow management education e enormous, compelling all concerned to OS.
s most boldly and succinctly raised and liscussion between the industry and the
the academics and also among the yakkara has very clearly identified the ctise management before it is taught, a ucation system.
to see this suggestion coming from the it which has pioneered management ore the industry commenced demanding n awareness and liking for MBA among IM has made over the years, and the ialists make the employers believe that it direction suggested in this paper.
is completing 25 years of service as an h beyond the limits of a teacher, into the tion, methods of teaching, bridging the rsities and building regional and global We are confident that he will lead the enges he has identified in this paper, gement education in preparation for the
Rienzie T. Wijetilleke
Managing Director & Chief Executive Hatton National Bank Limited

Page 7
Management Educatio
Management and Comme
Table 1: Admissions to undergradu
Table 2. Popularity and competition at minimum mark
Table 3: Student enrolment i
Table 4: Student enrolment (external
Table 5: Admissions to undergradual
Table 6: Place of women in commerce ana
Table 7: Graduates entering labour force 19 Table 8: Graduates entering labour force I Table 9: Postgraduate studies: admissio
Table 10: Po
Commerce and Management
Table II: G
-W-

Contents
Foreword iii
Afterword iv
An Overview 1
n and National Development 6
ce Education in Universities 9
ate programmes 1960-1997 16
G.C.E. (A/L) examination: 17 for selection to university
n universities 1966 - 1996 18
) in universities 1974-1995 19
te programmes 1960-1997: 19
cumulative data
management programmes 20
1966-1996
66 - 1996 (selected years) 22
958-1997: cumulative data 22
as (selected years and total) 27 stgraduate studies: outputs 28
Professional Institutes 28
Education at Technical Level 28
rowth of technical institutes 30
Continued...

Page 8
Managemen
Table 12: Employment preferences among
Table 13: Activities in work: vier
Table 14: Educational coi
Table 15. T
Resource
Table 16: Universit Table 17: Volumes a
Management
Reflecting on Some Issues
-vi

Contents (contd....)
International Cooperation
Local Partnerships
t Education and Employment
management and commerce 40
graduates
ws of unemployed graduates 41
and executives mposition ofundergraduates 41
he background of executives 42 is for Management Education
y teaching staff 1983- 1997 46
fbooks/journals in libraries 48 Development and Research
for the Future: Old Issues in
New Settings
Notes
32
32
33
44
49
52
56

Page 9
DEVELOPMENT OF MA
IN MODERN
1. An Overview
Management, as an academic st
the science of the art of reachi
organizational or national level. Educ modern managers operating in t environments drive SBUs to achieve
with MBO, deliver products JIT whi EPS to accelerate." The world of ma;
than the progress that Sri Lanka has be of management infrastructure in such products and markets, production ti people in this country. Therefore, the dependence on Western sources of examined, and the role of managem
development should be recognized b priority.
* This paper will be a chapter of a volume Commission to mark the Fiftieth Anniversary
* SBU = strategic business unit; TQM = tota by objectives; JIT = just-in-time; CFT = cust

ANAGEMENT STUDES
SRI LANKA
ubject, is essentially concerned with ng important goals at individual, :ated in the science of management, he globally competitive business zorporate missions. They adopt TQM le CFTs provide services, and await nagement has progressed much faster :enable to realize in the development h areas as Systems and procedures, echnology, and skills and values of
continuation of Sri Lanka’s uncritical
management know-how should be
enteducation and research in national
y the policy makers as a matter of
2 to be published by the University Grants
of Independence,
l quality management; MBO = management omer first teams; EPS = earnings per share.

Page 10
Golden Jubilee of Independence
Over the last three decades, the has become increasingly popular am of students at the levels of high scho and postgraduate studies. In 1965 applicants came from the Commer Commerce students had risen to 42. (A/L) applicants. This relatively hig the last fifteen years while the total the G.C.E. (A/L) examination in 1" school level is naturally extended to annual enrolment in Manageme undergraduate level rose from 50 in to 17% of total intake) and 2000 Postgraduate study in Management h years: the universities could accomn admit about 300 per year.
As a field of study, Commerce the most competitive disciplines for minimum marks required to enter a gained much popularity in the la minimum marks required in this fiel all the disciplines. However, by 1994 the Colombo district, Management subject, and two years later, 1996/97 marks which was the highest in all di
Sri Lankan universities have independence, approximately 7.0 Commerce graduates, and over 1,000 (Ph.D, MBA, MPA, and Diploma).

: study of Management and Commerce ong students in Sri Lanka. This is true ol, technical, university undergraduate , only 570 or 1.8% of G.C.E. (A/L) ce stream. By 1982, the number of 800 or approximately 30% of G.C.E. h level of interest has continued over number of Commerce students sitting 996 rose to 72,000. Popularity at the the university level. Accordingly, the nt and Commerce at university 1966/67 to 800 in 1981/82 (from 1.5% in 1996/97 ( 17.2% of total intake). has also become very popular in recent nodate only 40 in 1981, and now they
and Management has become one of university admission. Judged from the given stream of study, this field has st decade or so. For example, the d in 19981/82 were the lowest among /95, according to the cut-off points for was placed the third most competitive , Management required 286 minimum sciplines.
produced, during the 50 years of 00 Management graduates, 8,000 | postgraduates in Management studies As a percentage of the total number of

Page 11
graduates that all universities in Sri L decades, which is 134,350, Commerce at the bachelor's degree level. A n graduate output is that 37% of th Management graduates have joined decade.
Since independence, the educati social change, particularly in p Traditionally, Commerce and Mana, primarily for male candidates. In the - Management study programmes in ur The place of women students in the seventies and reached the current plat
The larger society in Sri Lank Management as a distinct profession training. Therefore, non-Weberial pervade particularly in the private Management graduates is imperfect o been perfect on the other, in producir the employers would like to hire. Th market is now causing unemploym
underemployment that has existed am
Despite the fact that the nun increased, educational facilities in th students have not expanded to accom students eligible to enter universities.
upon to play a larger and more m

Management Studies in Modern Sri Lanka
anka have produced during these five
and Management account for 11.4% oteworthy feature of the trend of Le total number of Commerce and he labour force only during the last
on system has played a leading role in romoting education for women. gement, like engineering, was meant : 1960's, females in Commerce and iversities were less than 20 per cent. se study areas rose to 32% in mideau of 41% as early as 1982.
a has not yet adequately recognized based on disciplinary education and l, paternalistic personnel practices sector. While the demand for in the one hand, universities have not g the type of Management graduates le gap between education and the job :nt among graduates, an addition to ong them for sometime.
ber of universities has dramatically em for Management and Commerce modate the ever increasing number of Therefore, technical colleges are called
aningful role especially in view of

Page 12
Golden Jubilee of independence
their employment after studies. The quantitatively and qualitatively, has b
In recent years, the University thought to the development ofunivers Commerce. The total staff strength concentrated at the University of Sri discipline. Again, about two-thirds lecturers who require advanced rese Being a relatively younger discipline qualified persons, universities hav recruit/develop a strong teaching fac
current teacher/student ratio. The Co
local resources and opportunities to capabilities of faculty members throu
Another significant feature of M has been the international exchanges c of Sri Jayewardenepura experimente two Canadian universities (Carleton CIDA. While the project continues w in operation since 1982 between the and University of Leuven, Belgium Faculty of Management Studies and promote her postgraduate program
abroad.
Retention of qualified and cc problem since the 1970s. The Fa Commerce at Sri Jayewardenepura a
about one dozen of well qualified sen

response of technical colleges, both een rather disappointing.
Grants Commission has given serious sity teaching staff in Management and
is about 240 of which 40% are
Jayewardenepura, the leader in this of the total number are junior-level :arch and professional qualifications. and due to market competition for
e to make an additional effort to
Lulty, and thereby, improve upon the
immission's effort has been to utilize
) upgrade the teaching and research gh special projects.
Management education in recent years if personnel. In 1981, the University 'd with an exchange programme with and Ottawa) through the help of fith success, a similar project has been > University of Sri Jayewardenepura 1. These projects have enabled the Commerce at Sri Jayewardenepura to
mes and training of academic staff
mpetent teaching staff has been a culty of Management Studies and lone has lost to universities overseas
or staff members.

Page 13
Creating an environment for thi university Seems to require, interalia, and research through a strong Postgr fruitful interactions between un
community/government, (c) meaningf Lanka and abroad (d) systematic r publication requirements of teachers, financial environment of better qua
universities.
Postgraduate Management educ phenomenon. In a period of sixteen and disciplinary developments have urgency assigned by the business c. agencies to the development of consultancy practice. The Postgradu was set up as a result, in 1986, as an a Jayewardenepura. While two univer, postgraduate level, the PIM continues & research. Of the total number o diplomas awarded by the universities been by the University of Sri Jayew Management.
Management education in our U been a point of open discussion and debate has revolved around issues rela of output, and composition of output. transformations in business firms a
patterns of demand for professional Universities elsewhere have responde
-5.

Management Studies in Modern Sri Lanka
2 academics to be committed to the
(a) promotion of postgraduate study aduate Institute of Management, (b) iversity faculties and business
ul relations between universities in Sri
gulation of teaching, research, and and (e) provision of a physical and lity for teachers' work within the
ation in Sri Lanka is a more recent
years (after 1981) the organizational signaled a sense of importance and ommunity, government, and related Management study, training, and late Institute of Management (PIM) ffiliated body of the University of Sri sities conduct courses of study at to be the center for advanced study f masters degrees and postgraduate in Sri Lanka to date, over 70% has ardenepura/Postgraduate Institute of
'niversities and technical colleges has debate for quite some time. The ting to the numbers produced, quality
In the more recent decades, due to nd public sector restructuring, the managers have changed significantly. i to local and global changes through

Page 14
Golden Jubilee of independence
organizational adaptation and introc into programmes of study as well as faculties of Management and Comm been aloof to the changing demands marginalized institutions in the
professionalization of organizations.
2. Management Education and
Management is a dynamic force direction necessary to acquire and organization. The progress and deve the dynamic character of Managemer
basic societal entity of “organization.
In his sociological analysis of
has said that most of us are t
organizations, work for organizations playing, and praying in organization management process. Management which regulates the use of all other Management is increasingly interpre which is a function of knowledge, individual and his environment. Edu
adequate supply of effective mana
overall human resource development
The quality of a nation's man one hand, the efficiency and effectiv the other, the welfare of employees

luction of market-driven innovations
teaching methodology. However, the
merce in Sri Lankan Universities have
on them and as a result, have become
processes of modernization, and
National Development
2. It is an activity which provides the combine resources into a productive lopment of a society largely depend on it which provides the lifeblood for the
modern organizations, Amitai Etzioni born in organizations, educated by , and spend most of our time paying, s. Truly, man is in the centre of the t operates through the human factor factors of production. Fortunately,
:ted as a matter of human behaviour
skills, values, and attitudes of the ucational programmes for ensuring an gers is an important element in the
effort of any nation.
agerial community determines, on the eness of its productive systems, and on
in organizations - career development,

Page 15
work satisfaction, etc. Education in M development of managers with quality managers in Sri Lanka showed that on education related to Management or had much less exposure to this type
system, despite all its great achiever and leap-frog where necessary, in t
training, and research.
The field of Management is a management processes such as planni work and decision-making; (ii) basic production, administration of person management such as methods of work Statistical and mathematical applicat computers, and methods of investigati of organization including Socio-ecor
international components of it.
Management education covers Traditionally, they are categorized
technical. Recent curricula reforms in
six core skills for managers: (i) diagno relational skills, (iv) communication s self-managementskills. These skills h MBA first year programme at the Pos
The field of Management can Management in organization, such a level, according to which the content

Management Studies in Modern Sri Lanka
Management is a sine qua non for the . A study of the background of 813 ly about 12% of them had university 3conomics.' Private sector managers
of education. Sri Lankan education
ments is yet to take significant steps,
he area of Management education,
bout the study of (i) fundamental ng, motivation, communication, teamfunctional fields such as marketing, nel and finance; (iii) basic tools of simplification, cost-benefit analysis, ions in business situations, use of on and research; and (iv) environment
nomic, political, legal, technological,
an interesting variety of life-skills. as conceptual, interpersonal, and Sri Lanka have chosen to emphasize ostic skills, (ii) operational skills, (iii) kills, (v) development skills, and (vi) have now been incorporated into the tgraduate Institute of Management.
also be viewed from the level of
s top level, middle level, and lower and depth of education would vary.

Page 16
Golden Jubilee of Independence
One could categorize the content i training & development or long-term
Management and Commerce a confuse many. Historically, Comme Britain as a consequence of the indu industrial development in North Am appropriately, as business administrat
termed public administration.
Attempt is made often to di Commerce by suggesting that Comm with trade, distribution and auxiliary: and banking. In practice, many Com tend to emphasize areas like account Management is more concerned wi whatever objectives they pursue. Ir processes in organizations, Managen areas such as production, small busin (vs. economics of trade) etc. At the u for the study of Management while choice. Time has come for higher e curricula in these disciplines, prol Commerce with economics at the
vocational orientation to courses in CC duplication can be eliminated and emphasis.
While the University of Ceyl nineteen fifties teaching the subject r branch of Economics, the Vidyodaya

Management into educational vs. vs. short-term activity as well.
ire two key terms which seem to ce as a discipline grew first in Great strial revolution in Europe. Modern erica later conceived this field, quite
ion; and business in government was
stinguish between Management and arce is (or should be) more concerned Services such as transport, insurance, merce programmes in our universities tng, banking, and economics of trade. th what happens in organizations, addition to the study of various ment also has concern for functional ess, finance (vs. banking), marketing niversities, students show preference Commerce is very often the second ducational institutions to review the bably with a view to integrating university level, and giving a more ommerce at the technical level. Thus,
Management could be given due
Dn (Peradeniya) started in the late natter as Commerce as a specialized University (presently, University of

Page 17
Sri Jayewardenepura) during the sam leading to bachelor's degrees in E Administration. Today, eight univ programmes in Commerce and/o Administration). However, only the
offers Public Administration as a sepa
In Sri Lanka, the term “highe education both at university and tec should briefly look into the ev
programmes at the technical level as w
3. Management and Commerce
3. I Objectives
In general, the universities in Sri examination of what kind of object through Management and Commerce This is probably true of many Col handbooks refer to various objective preparation for general and speciali general and professional education. T to public statements. For example, t the student both a broad understa
environment and a basic knowledge c not have general education requireme objective. From the view point of the know about our educational objective
careers are open to Management a

Management Studies in Modern Sri Lanka
e era (1960) started courses of study
usiness Administration and Public rsities in Sri Lanka conduct degree r Management studies (Business University of Sri Jayewardenepura
rate discipline for a degree.
r education is often used to cover hnical college levels. Therefore, we
olution of Management education sell.
Education in Universities
Lanka have almost neglected a careful tives they should strive to achieve educational programme for students.
mmonwealth Universities: university 's such as preparation for first job, zed careers, and grounding in both he objectives are seemingly confined hose universities which claim to give inding of his social and economic if the structure of business often do nts in the curricula to implement this : student or his employer what do we s? What kind of employment or other ld Commerce students? What are

Page 18
Golden Jubilee of independence
the qualifications common to mar qualifications vary according to
Commerce education meet common
employee? Empirical evidence ab scanty not only in Sri Lanka but also the state of underdevelopment of M lack of answers to such questions is r
In 1982, after a careful anal Faculty of Management Studies an formulated a policy of devoting
education and the balance 60% for Education subjects included La Psychology and Sociology, Political Religion, Philosophy, and Law. general and professional education. were to further the development oft
human being who,
- can find meaning in life,
philosophy;
- has some understanding
environment;
- can make the decisions ne
daily life;
- has the capacity to act as a ri
- has some appreciation forth
Professional education compo curricula would serve the following (

ly jobs and to what extent do the the job? Does Management and and specific qualities required from an out these types of vital questions is in many developed countries. Given anagement education in Sri Lanka the 'eally a depressing situation.
ysis of educational programmes, the d Commerce at Sri Jayewardenepura 40% of subject content for general professional education. The General nguages, Mathematics, Economics, Science, Geography, History, Logic, Objectives were identified for both
The objectives of general education he individual as a thinking and feeling
reflective of an underlying personal
of the physical and socio-economic
cessary to cope with the demands of
esponsible and intelligent citizen; and
e aesthetic aspects of life.
onent of the Management education objectives:

Page 19
- To develop the student's anal well as his or her capacity to goodjudgement;
- To teach the student the bas,
Management and Commer situations; and,
- To develop the student's
questions in Management anc
In pursuing these broad purpose to emphasize the preparation of stud the preparation for a first job. This im and awareness that the student can d his or her career. It also implied that learning of the details of the first organization rested with the employer
The policy also emphasized the breadth of training, rather than a dep was not to imply that the student emphasize that training of students
speciality was not a priority.
Over the years, these polic abandoned. The over-riding conc Jayewardenepura and other Universiti degree to an increasing number of programmes, a distinction, is mainta
subject combinations, titles of courses.
-1

Management Studies in Modern Sri Lanka
ytical and problem solving ability, as learn from experience and to exercise
c body of knowledge in the field of :e and its applications in specific
awareness of ethical issues or value
Commerce.
s it was the policy of the University ent for a life-time career, more than plied the development of capabilities raw on immediately and throughout the responsibility for the student’s job and standard practices of the as well as the student.
need to provide the student with a th in an area of specialization. This would not specialize at all, but to
to become experts' in a given
y objectives have been gradually :ern at the University of Sri es has been the offering of a “special' students. Among these degree ined by way of introducing varied
and unique degree terminologies.

Page 20
Golden Jubilee of independence
With the adoption of open-mi in business and government alike leadership abilities such as making abilities of synthesis. This challenge successfully by the various postgrad
that were introduced in the 1980s.
expected from the MBA students Management illustrate the practical postgraduate Management education.
O Learning the art and Science strategic thinking, to business less environments;
o developing an ability to thinl
integrative, and intuitive;
O acquiring new values and
particularly in groups and tear
O mastering the application of
productivity and quality enhai
improving organizational and (
The University is so many th
client groups. It can, of necessity, me
3.2 Education at undergraduate ley
When Commerce as a speciali Peradeniya in the late 1950s, it was o the Arts faculty. In contrast, the B. (Business Administration) at Vidyoda courses for executives, who entered t

arket economic policies, organizations began to demand managers with strategic and policy decisions, and for universities was partly taken up late degree and diploma programmes The following learning outcomes of the Postgraduate Institute of
and the professional orientation of
4.
of providing leadership, including organizations competing in border
k of problems in new ways such as
skills of working with people
nS,
modern Management techniques for hcement, and
cross-cultural communication skills.
ings to so many different people or et expectations of all only partially.
el
zed branch of study was started at pen to full-time students who entered A. (Public Administration), and B.A. aya were first introduced as part-time
he courses through an admission test.

Page 21
Both general and special/honours deg i.e. 1960. The degree courses were Economics and Political Science.
In 1966, the Public/Business were reorganized firstly to make th secondly, to admit students (both mal (A/L) through the regular admissio Council of Higher Education (NCHE was replaced with a new structure of
annual examinations. This model
University System. The Department Management Studies was established changed from B.A. (Business Admin. Business Admin. (BBA) or Bachelor 1976 these names were revised agai Admin.).
With the rationalization of uni
university reorganization in 1972, a Commerce was set up at the Univer; Vidyodaya Campus of the Unive Management and Commerce program of instruction, from a single institutic admission requirements were linked school. However, the Peradeniya Ur
students in the Arts stream to obtain th
Dept. of Economics after 2 years of s of centralization of Management C university was changed within the spa Campus at Kelaniya started a B.Com.
13

Management Studies in Moden Sri Lanka
rees were available from the outset, conducted under the Department of
Administration degree programmes nem full-time regular courses, and e and female) on the basis of G.C.E. h process adopted by the National .5
four-year special programme having
The general-honours dichotomy
was copied from the American was split up and a Department of in 1968. Name of the Degree was ) or (Public Admin.) to Bachelor of of Public Administration (BPA). In n as B.Sc. (Business Admin./Public
versity courses of study under the Faculty of Management Studies and sity of Sri Jayewardenepura (then rsity of Sri Lanka) to conduct mes of study, in all the three media on in the university set up. Student up with the Commerce stream in liversity campus continued to allow e B.Com. general degree through the pecial study in the area. The concept Commerce degree courses at one ce of a few years, and Vidyalankara degree programme in 1976/77.

Page 22
Golden Jubilee of Independence
At Kelaniya, the Commerce Department of Economics (Faculty Department of Commerce was estat instructions were available in both Sir Tamil stream at Sri Jayewardenep perhaps with a view to fostering th where Commerce and Management
introduced.
With the assistance of a progr Industrial Management was set up in Kelaniya University. This was development of Management educ, physical sciences. Industrial Manag available to undergraduates in scie practical, social-science discipline. were gradually expanded, and a fo Industrial Management was launched
In 1978 when the university status, Peradeniya University enlar; year duration, still catering to Arts Colombo, Jaffna, and Ruhuna (Univ special degree programme for Comm the Commission in separate Dep Departments of Economics. Thus, t laid in many universities by the end ( students to a newly established disc
studies.

degree programme was under the of Humanities) until 1980 when the lished. Initially, the B.Com. degree hala and Tamil. In the late 1970s the
ura and Kelaniya were abandoned, e same at the University of Jaffna,
studies programmes had just been
imme of foreign aid, a Department of 1967 at the Faculty of Science of the
a unique feature of Sri Lanka's ation because it branched out from
ement as a major subject was made nce who wished to specialize in a The Department and the curriculum ur-year special degree programme in
in 1985.
campuses were granted university ged its B.Com. programme to a four
students. Three other universities, ersity Campus) soon started B.Com. erce stream students admitted through partments of Commerce or in the
he organizational foundation had been of the 1970s to admit a large number of
ipline of Commerce and Management

Page 23
3.2.1 Trends in admissions
In the early years of Manageme were adults who had executive experie background in their school educatic abandoned in 1965/66 when the poli G.C.E. (A/L) examination results was and Science were admitted by the preference and examination marks. programme was open, at the beginning substantial work experience and certail Certificate in Accounting and the Tr meantime, entrance to B.Com. deg through the Arts stream, and this po rationalization of programmes was car As a result, Commerce and Manager linked to the Commerce Stream of the
shows the patterns of admission since
It is interesting to note that “Buddhist University governed by first decade of establishment, took programmes in Public and Business A about the needs of a society that w independence legacies into a moderni colonial British model of University, elite in Sri Lanka's society sought i
discarded business education to a education. In fact, the birth of the stu core of Accountancy took place in th technical colleges. As the patterns

Management Studies in Modern Sri Lanka
nt education, the students admitted nce. They had either Arts or Science bn. The special admission test was cy of admitting students based on
introduced. Students from both Arts
University on the basis of their However, the Management degree of the second year, to persons with in qualifications such as the Licentiate
ained Teacher's Certificate. In the
ree programme was possible only licy continued until 1973 when the tried out in a comprehensive manner. ment studies were amalgamated and G.C.E. (A/L) examination. Table 1
1960/61.
the then Vidyodaya University, a leading Buddhist monks during the
pioneering steps to launch degree dministration demonstrating a vision as transforming itself from her prezed economy. It was a time that the from which the Western-educated
inspiration for new ideas, passively
subsidiary level of polytechnical dy of Commerce and its professional e post-independent Sri Lanka at the of admission to Management and

Page 24
Golden Jubilee of independence
Commerce in Table 1 indicate, the 1
did not have a noticeable trend of adı
decade that followed university refo growth of admission, and by the n maturity level of 18% of the total adı student numbers, Commerce and Ma Between 1960 and 1983/84, the Un only University that offered Manage admitted a total of 3,094 students to
total admissions to the Commerce :
students.
Table I: Admissions to Undergraduate
Year Management Commerce
1996/97 1,135 824
1995/96 860 986
1993/94 624 829
1991/92 714 812
1986/87 386 583
1981/82 216 578
1976/77 151 200
1972/73 167 116.
1966/67 48 O
1960/61 118 O
Source : UGC Statistical Hankbook on U Jayewardenepura, Unv. of Colombo, Unv. C

wo decades of post- independent era mission to the university system. The rms in 1972/73 witnessed the fastest
mid-eighties, the total had reached a missions to all disciplines. In terms of nagement fell marginally behind Arts. liversity of Sri Jayewardenepura (the ment degrees during this period) had Management degrees alone, while the
stream in all universities were 3,593
Programmes 1960-1996/97
Total Admissions Admissions as
as % of % Of Otta
Eligible Admissions
1959 9.4 17.2
1832 8.0 18.7
1,453 8.5 18.1
1,526 12.5 17.1
969 17.7 18.1
794 6.4 14.8
351 1O.O
283 > 9.4
48 1.8
118
niversity Education, 1982-1994; Unv. of Sri f Kelaniya

Page 25
By the 1980s, students in schoo for Commerce. They saw a better futu of Management and its job-oriente Marketing, and Estate Management obviously created pressure for adm numbers at schools as well as the
admissions. In 1983, over 40,000 st (A/L) examination. However, only those candidates could enter the U increased marginally to 2.8 per cent. Studies had become the most cor
competitive minimum marks require
university admission.
Table 2: Popularity and Competition a Minimum Marks for Selection
Selected Degree Programme
198
O Commerce 22
O Management 23 O Medicine 2. O Engineering 2.
O Arts 2C
Source: UGC Statistical Handbook on Un Lankan Universities Year Book 1996; Divisic
Engineering * GCE (
-17

Management Studies in Modern Sri Lanka
ls had developed a strong preference ire for themselves through the study d branches such as Accountancy, and Valuation. This popularity ssions as reflected in the galloping competitive marks for university :hool candidates sat for the G.C.E.
397 or 2.2% of the total number of niversity. By 1995/96 this ratio As seen from Table 2, Management mpetitive stream in terms of the 'd (from the Colombo district) for
't G.C.E. (AML) Examination: a to University
Minimum Marks for Selection (Cut-off Points) Colombo
1182 1994/95 4996/97**
26 269 274
6 288 286
50 291 285
50 289* 270*
O 250 258
versity Education, 1983 and 1995; Sri n of Research & Statistics, UGC.
AVL). Examination 1995

Page 26
Golden Jubilee of Independence
Table 3 shows data on univer
and Management for selected years period, the total number of Comr against the total registered in all dis time, has risen from around 1 per ce full-time courses is difficult, there
external degrees in the discipline (Tab
Table 3: Student Frrollment in Univer,
Academic Year Commerce and
Management
(1)
1996/97 6,523
1994/95 6,038
1993/94 5,930
1990/91 5,900
1980/81 2,400
1975/76 1,350
1969/70 330
1966/67 80
Source : UGC, Statistical Handbooks on F Secretariat; and University of Sri Jayeward

'sity student enrolment in Commerce in the 1966/1997 period. During this merce and Management students, as ciplines in the universities at a given :nt to 19 per cent. Since admission to seems to be a growing demand for ble 4).
Sities 1966 - 1996
Total Enroment
(2) (1)/(2)
34,526 18.9
32,800 18.4
32,000 18.5
31,450 18.8
17,200 14.0
13,000 10.4
9,300 O3.6
6,000 O13
-higher Education 1983, 1995; UGC enepura

Page 27
Table 4 : Student Enrolment (Externa
Commerce and A. Management Disci (1) (
1974 312
1993 896 59,
1995 3,317 76,
Source : UGC, op. cit.
Cumulative data on admissions of students that the universities hav
25,588. Arithmetically, this accounts independence in 1948. However, the had been admitted during the last 15
Table 5: Admissions to Undergraduat
Cumulative Data
Stream
1960-1982 Averag per Yea
O Management 3,094 141
Studies
O Commerce 3,593 163
Total 6,687 304
The role of women in Comm changed in keeping pace with the soci

Management Studies in Modern Sri Lanka
) in Universities 1974-1995
plines %
2) (1)/(2)
578 015
600 04.3
(Table 5) show that the total number e been able to accommodate so far is for an average of 500 per year after fact is that nearly 75% of this number
years or so.
e Programmes 1960-1997
Total Admissions
e 1983-1997 Average Total up |r per Year to 1997
8,444 563 11,538
10,457 697 14,050
18,901 1,260 25,588
erce and Management education has al developments elsewhere in society.

Page 28
Golden Jubilee of independence
Sri Lanka ranked high among the promotion of education as a basic soc British granted political independenc reasons for women to enter Com
university level are (i) egalitarian schi girls to study for employment, (ii) lin the Arts stream, and (iii) a belief that easy path to teaching jobs in the sch that the intensity of female participat formed a set pattern by the early 198 Science 35%; and Arts 60% (see Tabl
Table 6: Place of Women in Commerc
1966-1996
Number of Females Year admiಣ್ಣRಇಂಗ್ಲ"Ce &
c. Ma
1993/94 592
1989/90 441
1982/83 363
1981/82 262
1975/76 114
1969/70 19
1966/67 03
Source : bid.

Commonwealth countries for the
io-cultural value even well before the
:e to the country. Among the many merce and Management stream at pol education system that encouraged nited opportunities and competition in Commerce and Management made an ool system. It is interesting to note ion in university courses of study had
Os: Management and Commerce 40%; e 6).
2 and Management Programmes
Females as % of Total Admitted in
merces Science Arts anagement
41 33 59
41 36 63
41 37 55
38 35 57
32
19
O6 -

Page 29
3.2.2 Trends in outputs
In developing countries, governn the intake to university programmes b those who demand higher education. H generally unhappy to see that inci universities to join the labour market thus, better governance. Twenty years 200 Commerce and Management g produce 1,200 per year. One out of ev universities now carries the title of B (Table 7). Since independence, the approximately 135,000 graduates fo over the 50-year period, this would r graduates joining the economy every y story that about 5,700 new graduates more disturbing news is that almo universities have produced to date, h 15 years. Another alarming picture periods of graduation are associate violence in universities/society; andw which is noticeably steep (see Table 8

Management Studies in Modern Sri Lanka
lents are generally happy to increase ecause it eases dissatisfaction among owever, those same governments are easing numbers of graduates leave because it calls for more jobs, and ago, our universities produced only raduates per year, but today they tery five graduates comingout of the ..Com or B.Sc. (Management) degree nation's universities have produced r all disciplines. Evenly distributed nean an average of about 2,700 new fear. However, it is a rather unhappy
now enter the economy annually. A st 50% of the graduates that our ave joined the society during the last emerges from the trend: the peak d with or followed by periods of
e are now experiencing another peak
).

Page 30
Golden Jubilee of independence
Table 7: Graduates Entering Labour
Year Commerce Management Graduating (1) (2)
1996 640 57.1
1994 584 438
1991 602 494
1986 431 287
1980 271 116
1976 120 86
1970 20 43
1966 20 16
Source: Ibid. " Provisional Data
Table 8: Graduate Entering Labour F
Cumulative Data
Time Period All Management
Disciplines Studies
1993 - 97 28,583 2,595
1988 - 92 16,062 1,557
1983 - 87 17,890 1,007
1978 - 82 18,299 871
1973 - 77 16,873 590
1968 - 72 20,545 277
1963 - 67 12,411 261
1958 - 62 3,682
Total 134,345 7,158
Source: UGC, Statistical HandbookS on UI Research and Statistics, Raja Korale, Uni Paper presented at Seminar on University

orce: 1966 - 1996 (Selected Years)
Tota All Disciplines %
(3) (4) (3)/(4)
1211 6,038 20.1
1,022 5,533 18.5
1,096 5,329 20.6
718 4,179 17.2
387 3,552 10.9
206
63
36 --
ሻorCe 1958-1997
Commerce Management Management & Commerce & Commerce as % of Total
2,932 5,527 19.3
1,336 2,893 18.0
2,008 3,015 16.8
1,362 2,233 12.2
279 869 5.1
161 438 2.1
75 336 2.7
8,153 15,311 11.4
择
hiversity Education 1980 to 1995; Division of versity Admissions and Manpower Demand, Admissions, SLFI, Colombo, Oct.1983, p.2

Page 31
3.3 Postgraduate level
3.3.1 Landmarks and philosoph
Postgraduate business (Commer Lanka is three decades old. The Maste
and Master of Public Administration started in this country in 1968 at the Two batches of students were e discontinued due to faculty shortages the University of Sri Jayewardenepur result, new MBA/MPA degree prograr important element in this was the faculty from Canada and Belgium specifically for the promotion of Mana Lanka. Two years later, the Unive executive Management diploma course University introduced an MBA progr Institute of Management (PIM) was an affiliate of the University of Sri programmes of the University were t was physically located outside the ma
As the demand for postgradu. Faculty of Management Studies and responded with a new M.Sc. (Mana Commerce and Management Studies degree. Both these degree programme examinations. The PIM expanded its Doctoral Degree Programme in ) Postgraduate Diploma in Provincia
-23

Management Studies in Modern Sri Lanka
*e and Management) education in Sri r of Business Administration (MBA) h (MPA) degree courses were first University of Sri Jayewardenepura. nrolled and the programme was in 1974. Fresh efforts were made at
a toward the end of 1970s, and as a mmes were commenced in 1981. An participation of foreign university through link arrangements designed gement education and research in Sri rsity of Colombo also launched an ; on an extension basis. and soon the amme as well. In 1986, Postgraduate set up under the Universities Act as Jayewardenepura. The MBA/MPA
ansfered to the new Institute which in University Campus.
ate degrees continued to rise, the Commerce at Sri Jayewardenepura gement) degree, and the Faculty of at Kelaniya launched an M.Com. S had an orientation for theory and WBA/MPA profile, and introduced a Business/Public Administration, a
Governance, and a Postgraduate

Page 32
Golden Jubilee of independence
Diploma in Management with s Production and Technology, and Pub
The 1990s witnessed a new tre
collaboration in the market to offer c
Motivated by financial pressures wit
extension facilities to institutions i
Lankan market. Institute of Techn
private university collegein Sri Lanll other private organizations followed
OVECSECS.
The postgraduate programmes are founded on the belief that manag commoncertain managerial requirem further specializations are encouragec with the development of participar manager with a view to enabling managerial leadership. In addition tomorrew, the MBA at the PIM Management through research, with
cultural context of Sri Lanka. As a
study development have been made c six months of the 30-month period ( more serious research undertaking,
paper/policy report.
In Sri Lanka, bostgraduate s primarily on a part-time basis. Ther programmes are conducted on ev employed in managerial and profes

pecializations in Marketing, MIS, lic Administration.
ld of private sector/foreign university ompetitive MBA degree programmes. nin, universities abroad beganto offer n developing areas including the Sri ological Studies (ITS) was the first
ka to enter the MBA market. A few
suit with collaborative arrangements
of study in Management in Sri Lanka erial tasks of all organizations share in 2nts. On the basis of a common core, i. All MBA programmes are concerned its in the multi-faceted tasks of the
their fast progress on the lines of
to the preparation of managers for 1 has the objective of promoting
a particular emphasis on the sociomeans to this, research work and case compulsory in many courses, and then pf study are devoted exclusively to a
leading to a thesis or a research
tudy in Management is undertaken efore, the state sector degree/diploma enings and week-ends for persons
isional jobs. This marked difference in

Page 33
Sri Lanka compared to the United S factors as (a) the practice of conside qualification as the entry requirement the universities that postgraduate leve delivered to persons with real life wor of free education at this level, and diff to support students.
Like the basic bachelor's degre education in Management in Sri Lank
From the American model We have c.
structure, case method of instruction, ; the texts and readings used are largely from North America. Despite our ov of world business development, we h significant research component in the
the course contents to suit more eff
incorporating local business cases in features such as residential study assignments, oral presentations, and reports have also made Sri Lanka's Ml
3.3.2 Postgraduate Institute of
The primary objective of the es centralize postgraduate instruction, efforts of the university system. The premises, has class room capacity for working relations with industry, go universities/institutes of repute in th

Management Studies in Modern Sri Lanka
tates, UK, and India is due to such ring the first degree or professional
for executive level jobs, (b) belief in 2l education in Management is better k experience, and (c) non-availability iculty of securing scholarships/funds
e model, the model of postgraduate
a is a copy of the American model.
opied the course unit system, credit
and evaluation schemes. In addition,
y drawn from publications originating 2rwhelming dependence on the leader lave been successful in (a) retaining a
degree programme, (b) re-engineering ective Management learning, and (c)
to class-room work. Several unique
sessions, company-based group
oral defense of final research/policy
BA a novel and challenging one.
Management (PIM)
stablishment of this Institute was to
training, research, and development PIM, now located at its own campus 560 students at a time. Having good overnment, professional bodies, and e region, PIM now offers attractive
5

Page 34
Golden Jubilee of Independence
faculty resources, learning options, operates the best Management lib Management Research, the Sri Lank regular publications invite research PIM's future-directed programnm development.
On the eve of the Golden Ju
completed a decade of performance. Golden Jubilee celebrations, the PIM
Institute has reached self-finance sta
educational institution of the gove sufficiency. This, we hope, would h more responsible, and innovative. training, consultancy, publications, a
generate approximately Rs. 25 millio
3.3.3 Performance at postgrad
Performance at postgraduate
postgraduate degrees/diplomas/ce publications, extension services to c such as academics in other disciplin business and industry clients. Tables to programmes of study and out respectively. The total output of thousand which is a dismal perf
educational and human resources di
class of managers, often estimated to both public and private sectors.

and research opportunities. While it rary of the country, its Center for an Journal of Management, and other rs and contributors to take part in
es and activities for disciplinary
ubilee of Independence, the Institute
As a special tribute to the event of declared in January this year that the tus, and thus, became the first higher
•rnment to reach the target of self elp all at PIM feel truly independent, PIM's programmes in education, und extension services are expected to
in this year.
uate level
level could be assessed in terms of
rtificates awarded, research-based lients, and links with support groups es, professionals, foreign universities, s 9 and 10 give the data on admissions put of higher degrees and diplomas
higher degrees to date is about one ormance when compared with the 2velopment needs of the Sri Lanka's
be around 25,000 persons working in
26

Page 35
Published quarterly, the Sri La is the principal means by which lo Lanka and abroad. It is estimated t Lanka have produced to-date appl
publications. About 500 student re
could be added here.
Table 9: Postgraduate Studies
Admissions (Selected Years an
1968
1970
1981
University of Sri Jayewardenepura
(a) Postgraduate
Institufe of Management
Ph.D
O Masters
O Diploma
O Certificate
(c) Other
O Masters
30
45
36
O Diploma
(c) Other Universities
(Colombo & Kelaniya)
O Ph.D
O Masters
O Diploma
Source: PM; Faculties of Graduate Stuc
University of Colombo

Management Studies in Modern Sri Lanka
nkan Journal of Management of PIM cal research is disseminated in Sri
hat academics and researchers in Sri
roximately 120 research articles or search papers and 100 case studies
di Total)
1986 1991 1996 1997 || Total up to December 1997
22
52 83 91 65 850
a 64 118 31 495
m 113 115 120 456
52 55 278
54 54
16 16
45 50 50 240
40 40 40 230
lies, University of Sri Jayewardenepura &

Page 36
Golden Jubilee of Independence
Table 10: Postgraduate Studies
Outputs: All Universities
1970 1972 1
O Ph.D O -
O Masters 17 31
O Diploma -
o Certificate
Source: Universities
4. Professional Institutes
Pressures on the nation's unive
growing population of school candic the various professional institutes. Institute of Chartered Accountants o of Business Management. During th for the young to obtain professional ( new comers such as the Chartere Branch), Sri Lanka Institute of Development Centre, and the C
Accountants.
5. Commerce and Management
The history of Commerce edu Nineteenth Century." However, it 1948 that Commerce education at te
government.

984 1991 1996 Total up to
December 1997
O3 O3
23 88 170 562
56 136 490
79 97 442
rsities to provide higher education to a lates are, at least in part, absorbed by Among the oldest institutes are the f Sri Lanka and the National Institute
e last two decades, more opportunities ualifications have been created by the di Institute of Marketing (Sri Lanka
Marketing, Sri Lanka Business 2hartered Institute of Management
: Education at Technical Level
cation in Sri Lanka goes back to the is only after political independence in
chnical level received attention of the
28

Page 37
In Sri Lanka, technical educat preparation of skills for occupation education. Unlike in the UK, Sri Lar degrees. However, four-year diplo accountancy offered by the techni equivalent to abachelor's degree.
Management and Commerce colleges in Sri Lanka caterprimarily to to enter the universities, and employec their skills. From the mid 1960s, uni had begun to face employment diffic began to join the Commerce stream at Commerce/Management degree prog expectations soon became a dream to the next attractive target of educatio
school leavers.
In 1965, the number of Commel
examination was 568 or 1.8% or the year." Five years later, this number ro had risen to 42,800 or approximatel
streams at the examination. Under th
school education system, it is quit system would have been under heavy Management and Commerce courses. began to grow by the latter half of the
of various types of technical institutes
-2

Management Studies in Modern Sri Lanka
ion is heavily concentrated on the s and the provision of continuing kan technical colleges do not award pmas in business, Commerce and cal colleges are often accepted as
programmes of study at technical school drop-outs, students who fail i persons who are willing to upgrade versity graduates in Arts/Humanities culties, and therefore, more students school level with the hope of entering rammes in the universities. These many, and the technical level became n for the overwhelming majority of
rce candidate sitting the G.C.E. (AVL)
total number of candidates of that
pse to 8.2%, and by 1982, the number y 30% of the total appearing in all his phenomenal rate of change in the e evident that the technical college pressure to accommodate more in its
Thus, the technical college system a 1960s. Table 11 shows the growth
; in Sri Lanka.

Page 38
Golden Jubilee of Independence
Table II: Growth of Technical Institui
Type of institute
1960
National Institute of Technical Education"
O Advanced Technical
Colleges
O Technical Colleges 2
Q Polytechnical Colleges 2
On Junior Technical 4
Colleges
O Affiliated Technical Units -
Source : Ministry of Higher Education, Development
* Prior to 1997, this was known as Technica
Prior to the reorganization in 19 institutions: Technical Colleges, P Affiliated Technical Units. The type at these institutes (in Business, Ac Work) were in three categories: ) Diploma; and National Certificate. E level, all other courses were offered Tamil, and English.
The total number of Commerce above courses was 10,100 in 1982 courses in the technical institutions. to university bachelor's degrees were elated disciplines. Admissions and en
a down-ward trend as discussed belo

2S
Number of institutes
1965 1970 1977 1982 1993 1997
R 1 1
- 4
2 2 2 2 2 25
5 7 8 9 11
4 8 14 14 ao
4. 8 9
Ministry of Vocational Training & Rural
al Teacher Training College of Sri Lanka
994, there were four types of technical olytechnical, Junior Technical, and s of programmes of study conducted
:counting, Commerce, and Secretarial
Higher National Diploma; National xcept the courses at National Diploma
in the three official languages: Sinhala,
and business students enrolled in the
or 51% of the total registered in all
Studying for the Diplomas equivalent aroximately 2,0pp00 students in the olments in the decade to follow took
V.

Page 39
In 1994, at the reorganizati Technical Colleges were set up. This technical institutes. Polytechnical a upgraded to the status of Technical C education was transferred from the N Ministry of Labour. Three years lat made the subject of the Ministry of Vc At the same time, the Technical Teac as National Institute for Technical E study (Business, Accountancy, Com “Management” (and other categories b English & General Studies). This reorg an expansion of courses or admissio1 decline of enrolment of students in N between 1983 and 1996.
The technical college system ha education in Commerce and Managem rapidly increasing student population. colleges had not been able to record a According to the indicators available, dismal 12%, which reached an all-time progress in the input-output ratio has b student/teacher ratio, institutional re activity, increased resource allocat organizations and parents for speedy r
-31.

Management Studies in Modern Sri Lanka
n of institutions, four Advanced was done by upgrading four existing d Junior Technical Colleges were olleges; and the subject of technical linistry of Higher Education to the r, in 1997, technical education was cational Training & Rural Industries. hers' Training College was re-named ducation. The various branches of merce, etc.) were categorized under eing Engineering, Craft Studies, and ganization, however, did not result in h of students. In fact, a significant vanagement (12%) has been noted
as not been able to provide higher 2nt to a reasonable proportion of the Rather unfortunately, the technical in attractive level of performance. he overall pass rate in 1990 was a peak of 31% in 1996. This apparent een due to such factors as increased -organization, low level of overall on, and pressures from student
sults.

Page 40
Golden Jubilee of independence
6. International Cooperation
Cooperation with universities which the groundwork for progra
particular has been laid over the yea
UNDP and CDA had been the
programmes at university of Sri Jaye and University of Colombo. The Uni the Universities, gives high priority
educational institutions abroad. The i
staff for developing e. se on the disciplinary development in the inte driving forces behind the enthusiasm are affected by a lack of funds and fa arrangements and unstable political e greater scope for collaboration exists partnerships with higher learning inst
7. Local Partnership
Both business and government other higher education institutions a and training. Government agencies w of specialized programmes of tra University of Sri Jayewardenepura, l University of Colombo, and Univers or Departments have successfully co as Government Accounting, Local Administration, and Industrial Manag

abroad has been a principal means by mmes of study in management in rs at many universities. The USAID, sources of assistance to the key wardenepura, University of Kelaniya versity Grants Commission, as well as to the development of linkages with nadequacy of depending only on local one hand, and the desire to promote rnational context on the other, are the for cooperation. Cooperation efforts cilities at the universities for bi-lateral
nvironment in the country. However, a in the sphere of short-term projects or .itutions in the region.
have look forward to universities and
s the main source of formal education
York with universities for the purpose ining for public officers. With the Postgraduate Institute of Management, ity of Kelaniya government Ministries mpleted training projects in such areas
Government Administration, Public
gement.

Page 41
Private sector industry and bar promotion of human resource develo through the universities. Private se come forward whenever required by their undergraduates in internships a in working out practical relationships been the Department of Industrial M and the Department of Accountir Jayewardenepura).
8. Management Education and
Sri Lanka's business faces professionalization arising from fun have followed liberalization and priv decades. Both the continuity and gro ability of firms to compete, w organizational restructuring, diversif COSt strategies, divestments, join networking. As a result, greater profe operations for productivity and qual customer, improvement of team w technology for manufacturing and se current thinking & practice of manage
In the advanced economies, ecc
decades has meant a shift of business
to services. This has also meant a nev modernization of the work envi
technology, research and devel Unfortunately, the kind of transforn

Management Studies in Modern Sri Lanka
nks have played a leading role in the pment programmes for their managers ctor assistance and cooperation had
the university departments to place nd field projects. The most successful with industry for this purpose have Ianagement (University of Kelaniya), ng and Finance (University of Sri
Employment
challenges of modernization and damental shifts in the economy that atization policies during the last two wth of business depend largelyon the hich often requires business and ication, adoption of turnaround and t-venture operations, and business ssionalization of internal Management lity enhancement, getting closer to the York, and utilization of information 2rvice delivery seem to dominate the
ment.
onomic transformation in the past few
and employment from manufacturing w emphasis on the knowledge worker. ironment centred on information
lopment, and global networking. nation that we are witnessing in this

Page 42
Golden Jubilee of independence
part of the world does not have histo leap-frogging the stages of developm successfully completed in their histo through a difficult shift from an agi economy, without experiencing the development. Most of the prese unemployment among the university be traced back to this rather unique These changes are governed by the fa are dominated by multinational and 1 reforms in Management education framework of strategic thinking and m
Concurrent with this change ov part of this shift has been an incr entrepreneurism -- a growth of smal ownership, employee-share holding, sector, however, is not strong enou problem of graduate employment professionalism. It is rather an outgr business class, a manifestation of mc than the universities, the professiona changes.
There appear to be two area namely, industrial automation, whic collar aspects of work, and computeri way in which white-collar work is higher significance to Sri Lanka, whi graduate is most likely to go afte
computerized work environment?
-3

rical parallels because we are, in fact, 2nt that the advanced countries have
ry. It means that we are struggling icultural-base to a service-orientated
richness of an industrial stage of :nt day dimensions of structural graduates in this country could well pattern of change in our economy. r-reaching forces of globalization that transnational corporations. Therefore, should be undertaken within a
acro-economic policy.
ver in the economy, and as an integral ease in what has become known as
l business, a new middle-class based and a new spirit. The new business gh to pave the way for solving the
or propelling a new wave of owth of the older, mercantile trading bdernity in the service sectors. More al institutes have responded to these
S of impact of technological change, h is expected to influence the blueIzation, which is expected to affect the done. The latter area of change is of ère it is the white-collar job that our r. Is our graduate prepared for a Information technology is giving an

Page 43
impetus to a new form of organization In essence, this could be viewed as because businesses use outside ven design, manufacturing, and distributi tended to be performed in-house. technological advances, there would
internationalization, of management a
In the contemporary border-les to our door-step. Sri Lanka’s moi externally-driven system. It is rather of experience of open market compet basic patterns of university educati exporter of agricultural produce, Sri L. exporting whatever it could to new quality, continuous quality improv other advanced managerial and work looking culture, Sri Lanka's society h rather back-ward economy. It is now
outlook and adopt a progressive and c
Universities elsewhere have res forces, business organization, and te changes themselves. Faculties of Mal up more autonomous schools of bu lecture method with the case method not the producer (teacher), and computerized environment to harne trend is for the selection of teaching ar
the realities ofmanagement. This hast
-3.

Management Studies in Modern Sri Lanka
which is called “dynamic networks.' the opposite of vertical integration, dors to perform such functions as on-functions which historically have One has to acknowledge that with be further sophistication, and often hd markets.
s society,' internationalism has come dern economy has always been an unfortunate that nearly two decades ition has made little impact on the on in Management. After being an anka is now faced with a situation of markets. They demand high product ement, meeting tight schedules, and practices. Being a passive, inwardlas not been able to take-off from its called upon to develop an aggressive 'ompetitive approach everywhere.
sponded to global changes in market chnology by embracing some of the hagement have responded by setting siness, substituting the traditional focusing on the recipient (student), empowering the learner with a ss individual and team efforts. The d learning methods that approximate e en supported by such policies and

Page 44
Golden Jubilee of Independence
programmes as mixing of teaching a
exposure to numerous work situation
Management education in our debate and discussion for quite som efforts could be summarized as a w continuation of disparities or misma produced, quality of output, and adequate and reliable data are not av, of Management and Commerce employment. The University Grant absorption level of 33 per cent. gravity of our problem, and hence, curriculum, orientation of prog Management of teaching faculty, ins methods.
Studies undertaken elsewhere c in Management have produced evid are essential for executive or manage a level higher than the average in leadership positions. They tend to and aptitudes; they have better than display mental and emotional ma cooperative effort and seem to kno' and, move generally, they know how executive skills. Perhaps most clea drive that impels them to strive Management, thus, is an occupation attitudes. In developing countries managers, including some of the n

ld consulting workloads, and student , local and foreign.
universities has been a point of open : time. What has transpired in these ide recognition of the existence and tohes in three areas, namely, numbers composition of output. However, ailable as to the industry's absorption graduates for early and productive Commission's estimates indicate an
These estimates are indicative of the is the need to focus, inter alia, on rammes, linkages with industry, titutional re-orientation, and teaching
on the qualifications needed for success ence to convince that certain qualities ial success. According to these studies telligence is required of persons in be well-rounded in terms of interests average skills in communication; they turity; they appreciate the value of v how to deal effectively with people
to make effective use of the so-called rly of all, they possess a strong inneror accomplishment and recognition." equiring specific knowledge, skills and like Sri Lanka, the large majority of ost successful CEOs, do not have a

Page 45
formal education or training in M. development of managers, and for t Lanka is therefore, great.
The government is aware of shortage of trained and experienced m Ministry of Plan Implementation ha and Commerce graduates have to co these positions. In addition, the stri the prevailing patterns of recruitmen administrative and managerial p recommendations of known persons to these graduates. The provision of postgraduate courses directed to pe administrators, managers, and train
intervention.”
A 1982 survey of Management private sector of Sri Lanka suggeste short and long run training and deve institutions:
Production Management
Marketing
Human Relations and Personne
Business Communication & Da Processing

Management Studies in Modern Sri Lanka
anagement. The scope for further
he education of new managers in Sri
the market situation that there is a
hanagers in Sri Lanka. However, as the
d recognized in 1982, “Management mpete along with other graduates for ucture of industry in the country and it particularly in the private sector for bositions based on kinship and will reduce the opportunities available graduate education through university
irsons who are already employed as ees will be a more fruitful way of
training and development needs of the 'd the following list of areas for both lopment efforts by higher educational
Project Management
Management for Bankers
Financial Investments
ta Trade and Investment

Page 46
Golden Jubilee of independence
These were vital information who should look for the perceptions of curriculum reforms in undergrad hardly benefited from such informa there are continuing questions abou and Commerce graduates. Discussic and professional bodies in Sri Lanka look for the following types of attrib
O Analytical skills
O Skills in team work
O Adaptation skills
O Communication skills
O Leadership potential
University graduates acquire necessarily while in universities, but education. Their formal education inc private tutories whose only fun competitive examinations. A few ex interesting information about their
they are summarized below.
What are the job aspiratio) graduates? This question was dealt over 6,000 graduates who had regist Ministry of Policy Planning and Imp asked to indicate their first three im
a series of sub-sectors of work in

or the higher educational institutions
)f practicing managers. In the process
late programmes, the reformers have ion. As a result, on the output side, t the marketability of Management ns with private sector organizations have revealed that employers generally
utes of a graduate's preparation.'
their skills and orientations not
throughout their entire life of formal cludes the period spent in schools and :tion is to prepare students for ercises with recent graduates revealed kills, preferences and attributes, and
ls of Commerce and Management with in a series of questions put to ered for employment purposes at the ementation in mid-1994.' They were ortant preferences for employment in public and private spheres. Table 12

Page 47
summarizes the preferences given b graduates. The sample of graduates (T from the three main streams of educi and discipline-wise composition of the patterns of distribution of :
universities.
The survey of preferences, re popularly held view that gradua convenience of location, and fina employment. Their attraction to pub banks is explained by these views. T that the majority of graduates tend to : require hard work and adaptation ir realities. For example, many graduate a career with good prospects (manufacturing/garment factories) orp cultures (foreign companies/NGOs). enhancing the chances of employabilit developing a more balanced distribut rational from the national economic questions that should be addressed b
-3'

Management Studies in Modern Sri Lanka
1634 Commerce and Management able 14) comprised males and females tion in the universities. The gender he sample roughly corresponded to tudent population in Sri Lanka's
ported in Table 12, confirmed the tes prefer job security, prestige, ncial rewards in their choice of lic sector schools and private sector he data could be interpreted to mean avoid challenging work situations that cluding acceptance of certain social s do not see the rationality of building in difficult work environments bositions in unfamiliar work and social Should teaching techniques aim at y in the preferred market segments or ion of preferences which would be point of view are two of the vital
university educators.

Page 48
Golden Jubilee of Independence
Table 12: Employment Preferences Am
Graduates
Public Sector
preferences
Employment Sector First or %
second
choice"
Development programmes 290 19.3
Divisional Secretariats 186 12.4
Foreign investment 14 0.9 projects
industrial organizations 16 1.1
Infrastructure development um projects - Inland revenue 231 s Pradeshiya sabhas -
Provincial administration 24 16
Research institutes 33 2.2
Schools 708 47.1
Number of revealed 1,502 100.0
Source: G Nanayakkara, "Teaching Ma Challenges and Pradoxes, Sri Lankan Jour!
Some had given only one choice

ong Management and Commerce
Private Sector
Employment sector First or %
Second choice"
Advertising & packaging 18 3.5
Agrobusiness O2 O4
Banking and finance 457 88.6
Business Services
Construction and engineering
Foreign investor companies a
insurance 15 2.9
Manufacturing organizations
NGOs
Self-employment 12 2.3
Textiles and garments a
Transport, travel and hotel 12 2.3
516 100.0
Inagement in Undergraduate Programmes: all of Management, Vol.1, No.3, 1996. P. 289
40

Page 49
Table 13: Activities in Work: Views of
I Production ActivitieS
cut, mend, lift, fit, mix, process, bind,
O Development Activities
analyse, integrate, experiment, decide
O Soft Activities
write, talk, report, instruct, sing, draw, data, etc.
Source: Ibid, p.290
Table 14: Educational Composition of
Field of study No of Gr,
O Arts 134
O Commerce & Management 115
O Science & other 71
Totallaverage 320
Source: Ibid. p. 291
A successful work life often r
values. In the selection of teaching tec to promoting values among universil successful in their lives?, Industrialis recruits must demonstrate an intrinsi
nature and the attractiveness of tasks
into the programme of training of th

Management Studies in Modern Sri Lanka
Unemployed Graduates and Executives
Unemployed Executives
Graduates
(s = 320) (s = 277)
store, etc. 6.5%
etC. 15.0% 29.0%
Collect 85.0% 64.5%
Undergraduates
ads. % Male (%) Female(%)
41.9 45 55
35.9 60 40
22.2 47 53
100.0 51 49
ests largely on the employee's work chniques should teachers pay attention ty students so that they would be ts in Sri Lanka emphasize that new c liking for work, irrespective of the
given. This point was incorporated
he National Project for Professional

Page 50
Golden Jubilee of independence
Development of Graduates (1994) of Implementation, and 320 graduate tra to think about the meaning of work 'work' comprised. The purpose of
graduates thought of the nature of question was asked from executives ( training courses at the Postgraduate period 1994 to 1996, and the results a of executives comprised graduates a sectors of economic activity: servici They were executives having a back; professional qualifications (37%). Th sample could be considered represen executive class today (Table 15).
Table 15: The Background of Executi
Employment sector
No. of executives
O Banking and 117 4
Services
O Manufacturing 30 1
O Govt/local 86 3
authorities/ enterprises
O Other 44 1
Totallaverage 277 1(
Source: Ibid.

the Ministry of Policy Planning and inees (in 8 training groups) were asked and list activities that they thought this question was to find out what obs in the world of work. The same 277) who participated in Management Institute of Management during the re compared in Table 13. The sample hd professionals from three principal es, manufacturing, and public sector. ground of university degrees (56%) or ese background characteristics of the tative of the Sri Lanka's middle-level
V62S,
Education Background
% Graduates Professionals Other
2.2 36% 55% 9%
0.8 73% 27% O
1.1 81% 19%
5.9 50% 34% 16%
)0.0 56% 37% O7%

Page 51
As seen from the responses (Ta a 'soft activity which revolv communication, and artistic expres: which could be classed under 'pro Contrary to what entrepreneurs oft beliefs or the orientations of exei
employment - are not radically diffe awaiting a call for employment. Wit seem to have a problem of not rec manufacturing and developmental ac or a much wider problem of our peop choice of teaching techniques but it i: of all.
The experience oftechnical col the pattern of relationship betw university graduates. A study of a s Management and Commerce at techn 78 was conducted in 1983. This found employment in the public sec by the private sector was less tha employment was only 3 per cent. technical college as strictly relevantt at all. Their access to managerialjo seemed to end up in accounting, book
The above study also reveale courses simultaneously at, a number as university (22%), Institute of Chal and other places (20%). This pheno

Management Studies in Modern Sri Lanka
ble 13) the graduates perceive a job as es around interpersonal relations, ion. Only a few recalled activities duction' or 'development' activity. he country demand of employees, the cutives - those who are already in ent from the views of those who are h regard to work in this country, we ognizing or appreciating the worth of tivity. Is this a problem of education le? It has serious implications for the s a problem that deserves the attention
lege students has been no exception to een education and employment of ample of 300 students who studied ical colleges in Sri Lanka during 1974study revealed that a large majority tor (63%) and the level of absorption n the expectation (34%), while selfOnly 43% found their education at o their job while 20% saw no relevance bs was strictly limited and thus, they -keeping, teaching, and clerical jobs.
d that most of the students attended
of higher educational institutions such tered Accountants of Sri Lanka (18%)
menon was probably a reflection of a

Page 52
Golden Jubilee of independence
lack of confidence among students
qualification to find employment su
overlap between the various course
perhaps certain weaknesses in the col
During the past twenty years schism has developed between busing in this country.' Many myths constituency about the other. Ma convinced that universities are too ins
business. Further, they believe that students against business by teachin practical business problems, and of political ideas. If the dictum “custo situation too, then the solutions are W
themselves.
9. Resources for Management
Calculation of total resource
Commerce education either at univers
task. A meaningful calculation is maintain programme-based budgets relating to expenditures by disciplin lengthy period of time is also difficu look into the teaching resources and l:

in the adequacy or strength of one
|ccessfully. It could also reflect an
's offered by these institutions, and
urses themselves.
or so, an unnecessary and unhealthy ss and higher educational institutions and some truths are held by each ny business leaders are seemingly
ular and not interested in the needs of
many universities create a bias in gbook knowledge, and thus avoiding ten cultivating revolutionary/violent mer is always right is held in this fith the higher educational institutions
Education
a utilization for Management and sity level or technical level is a difficult
difficult because universities do not
and accounts. Gathering of data e for all universities in respect of a ult. Therefore, in this section we may
ibrary information.

Page 53
6.1 Teaching staff
Management and Commerce ec popularity only as a late comer. The
staff in this area to be the weakest in
universities. At present, the total fu
and Commerce is 8.6% of the total ti
Lanka (The latter figure was estimate figure of 2,734 for 1995). A detailed Table 16 for the period 1983 to 1997.
Here again, a comparative asse personnel of universities is difficult f of qualifications and experience, an teaching or research etc. It is estima teaching staff fall into the junior ca lecturers and therefore, they are r academic and research/work experien in the most senior category of profes the teaching staff is relatively your work-loads show that they carry a h those in other disciplines.

Management Studies in Modern Sri Lanka
lucation, as discussed earlier, gained arefore, one could expect the teaching comparison to other disciplines in our ll-time staff strength in Management eaching staff of the universities in Sri >d as 2,800, on the basis of the UGC account of staff available is given in
ssment of strengths of the teaching or many reasons such as (i) variation d (ii) variation of time devoted to
ited that about 75% of the full-time
tegory of lecturers and probationary 2latively young and awaiting higher ce. In 1997, there were only 6 teachers sor/associate professor. Even though ng and less-experienced, the data on igher teaching work load compared to

Page 54
Golden Jubilee of independence
Table 16: University Teaching Staff 19
University
1983
O Sri Jayewardenepura
a) Faculty of 40
Management Studies & Commerce
b) Postgraduate institute
of Management
O Colombo 9
O Kelaniya 8
C. Jafna 3
O Peradeniya 3
O Ruhuna 5
O Sabaragamuwa
臺
Eastern
0 Rajarata
O Open University
Tota 68
Source: UGC and Universities
Note: Full-time category includes Temporary
Part-time work-load is 8-12 hrs. of te

83 - 1997
Teaching Staff
Full-time Part-time
1997 1983 1997
99 53 42
8 18
46 19 22
24 8 10
11 12 6
4 4. 4.
8 12 7
10 6
17 8
8 6
5 ar 10
240 108 139
f Staff as well.
eaching per month

Page 55
In 1973, the total strength ofun & Commerce was less than twenty. F of Management Studies and Jayewardenepura, and the balance Economics and Political Science a
Industrial Management at Kelaniya there were 68 full-time faculty which As Table 16 indicates, there has be part-time faculty which has begun to need more resourceful teaching sta particularly for those that are located to the brain-drain from the island, th in Colombo and major cities for partimproved. Professional institutes such Management, Sri Lanka Institute of D Institute of Plantations Management, Centre, which were regular sources university courses, have suffered frc especially during the last decade.
6.2 Library facilities
Table 17 gives an account
Management and Commerce availab volumes available in the country, inc public library in Colombo, and libr British Council and United States Inf
85,000 books and journals. Nearly journals originating mainly from the
are available only in the medium of university student population in M:

Management Studies in Modern Sri Lanka
iversity teaching staff in Management Fourteen of them were at the Faculty
Commerce, University of Sri
few were at the Department of it Peradeniya, and Department of University. A decade later, in 1983, increased to 240 by the year 1997. en a very significant dependence on decline in recent years. Universities ff in Management and Commerce, in the less-developed provinces. Due e availability of visiting staff persons time positions at Universities had not
has the National Institute of Business
Development Administration, National and Sri Lanka Business Development
of supply of part time faculty to om a high turnover of resource staff,
of the main library facilities on
le in Sri Lanka. The total number of
luding libraries of all universities, the aries of foreign agencies such as the ormation Service, is estimated around 99% of them are foreign books and UK, USA, and India. Therefore, they English. Not more than 6-7% of the
anagement and Commerce could read

Page 56
Golden Jubilee of independence
and understand the subject matter ir high as 40% in respect of studer conducted either in Sri Lanka or abro;
Table 17: Volumes of Books/Journals
Institution
O University of Sri Jayewardenepura
O Postgraduate Institute of Managemer
O University of Colombo
O University of Kelaniya
O The Open University of Sri Lanka
O National Institute of Business Manag
O Sri Lanka Institute of Development A
O . Institute of Chartered ACCountants of
O Chartered Institute of Management A
Note: Number of volumes refer to items or on economic theory and economic history
A major deficiency in our l coverage of current journals publishe library of a nationally recognized Institute at Bangalore or Ahmedaba and over 20,000 journals. In compari library development. Publications of very few and therefore, it is very im the region and of East-Asia readily a expansion of the facilities, there

English. This percentage could be as
its reading for professional courses ad.
in Libraries
Volumes
9,800
t 10,200
3,800
4,660
1,600
ement 12,000 dministration 7,200
Sri Lanka 4400
ACCOuntantS 3,000
Management and Commerce, and volumes in university main libraries are excluded.
ibraries seems to be the inadequate d elsewhere. In India, for example, the Institute of Management (such the il) would carry over 120,000 volumes son, Sri Lanka has to go a long way in Sri Lankan origin in this discipline are portant to have current publications of vailable to our readers. Apart from an
is a need for cooperation among

Page 57
universities and institutes for the bett rationalization of access to students
essential.
10. Management Development an
From the foregoing discussion education in Sri Lanka, it would ap study, is rather underdeveloped. The the arena of management practice. competitive intensity and accelerati found it extraordinarily difficult to c doing things for decades - their bus their people. Thus, they have expc stagnation or increasing technologica loss of market shares locally and abro
The public sector organizatic pressure to transform, from a post-c public service of modern Sri Lanka. I pressures to move to the people and
good governance, attempts were m colonial public administration to dev new public management. During the recommendations of donor agencies downsize public services, divest state administrative and legislative power introduce quality circles, performan practices, uncritically borrowed fron

Management Studies in Modern Sri Lanka
ir use of existing facilities for which a and users in the discipline would be
d Research
of the state of the art of management pear that management, as a field of same state of affairs could be seen in
With the arrival of unprecedented ng change, our organizations have hange what and how they had been iness processes and the behaviour of sed low productivity, technological l dependence on foreign sources, and ad.
ons too came under environmental :olonial bureaucracy to a responsive Driven along by structural adjustment, o the market, and the global wave of ade to shift first from traditional and elopment administration, and then to last two decades or so, following the in particular, attempts were made to enterprises, decentralize and devolve s to provincial and local levels, and ce evaluation and other managerial | other countries. To date, however,

Page 58
Golden Jubilee of Independence
there is little evidence that such r
benefits of improved public serviced
As Peter Drucker often asserte
successfully externally requires internally.' Though the idea is sim professionals and practitioners have 1 Instead, in the absence of a holistic a rather narrow and discipline-based v problems seem to govern many discu policy-making forums emphasize sociologists emphasize social struct worried about bureaucratic restrictic managers complain about loyalty of and administrators as hands without
A survey was conducted amoj 1991 in order to ascertain the opi managerial community about m opportunities in Sri Lanka.' Whil importance of people, technology, organizational success varied among that the most important success fac managers. Sixty four per cent of t managers' as number one factor and factor of success. The next importan government policy (11%). The su (private sector 65% and public sec requirements mostly at the mi supervisory level (27%). About 90% was “overloading of work at the top

'forms have produced the promised
alivery or 'good governance.
l, it is rather obvious that to compete people to perform appropriately ple, neither the educationists nor the recognized the power of this assertion. pproach to management development, iews about the nature of management ssions. For example, the economists in resource allocation and utilization; uring and conflict, businessmen are ons, taxes, and lack of state support, workers; and politicians see managers skill or brains without heart.
ng 115 industrial organizations in July inions shared by the leaders of the anagement development needs and e it was recognized that the relative finance, markets, and management for the organizations, there was agreement
·tor was the availability of competent he respondents identified competent 23% of the respondents as the second t factor was finance (19%) followed by rvey revealed that the organizations :tor 35%) were deficient in their staff iddle management level (32%) and 6 of the organizations found that there
) and the senior levels of management.

Page 59
The need to delegate was felt great bu dearth of competent managers at the mangers perform in their manageri: respondents (responding sample com that both men and women did their jo the needs for systematic managem marketing (48%) and finance (20%). most in corporate planning, market ar levels." Thus, there is evidence ti organizations is strained by centraliz management practices often lead t interests, crisis management, and unh this process, our senior managers fai professional management such development, empowerment, product organizational values and culture.
In discussing IBM, Thomas J W
values and norms play in achieving su
"Consider any great organiza years - and I think you will its form of organization or a of what we call beliefs and
people.'
When leaders engage themselv activity at the cost of leadershi organizations on shaky grounds. Top to emotionally involve themselves wi than vith its mundane activity. Fon
cross-functional management roles

Management Studies in Modern Sri Lanka
it the delays in delegation were due to subordinate levels. How did women
al jobs? Sixty two per cent of the prised 11 women and 102 men) said bs equally well. The industry felt that ent improvement were a priority in (ndustry expects MBAs to contribute halysis, and decision making at middle hat the competitive success of our ed managementpractices. Centralized ) an over emphasis of short-run healthy diversification of business. In l to pay attention to vital aspects of as strategy formation, systems
tivity improvement, innovations, and
Watson Jr. stressed the critical role that
ccess, over time:
ation - one that has lasted over the find that it owes its resiliency, not to dministrative skills, but to the power the appeal these beliefs have for its
es in administrative and managerial p functions, they build up their managers must have time to reflect,
th the institution and its ideals rather
seka and Jayawardana in a study of
have shown empirical evidence of

Page 60
Golden Jubilee of independence
leadership styles emphasizing value productivity and company growth.' to be weak in masculine behavioural
they seek comfort in “feminine' work consideration.' Even many business design entrepreneurial strategies on th managerial practices that are best necessarily the practices found effect culture and its relations to human
systematic study of the foundations ( much needed guidance and inspiratio scholars in history, philosophy and Harry Triandis, Hajime Nakamura, a cultural management such as Gee Mandoza, and Richard Meado“ Beir liberal market environment, Sri Lanl should be supported and guided
framework of cross-cultural managem
11. Reflecting on Some Issues fo
Settings
The objectives, design, conten education in our higher educational upon those of the developed countric relationship is a belief in the univers and a complacency among university
of Western models. Maintenance of
one of the consequences of bi-la
assistance to Sri Lanka after indepen

s and empowerment result in higher
However, Sri Lankan managers seem
attributes such as decisiveness while
environments typified by loyalty and
leaders cultivate 'feminine values and he strengths of social affiliations.' The for Sri Lankan organizations are not ive in other societies. Understanding a thought and behaviour requires a of the society's culture. In this regard, in could be drawn from the works of
sociology such as Jurgen Habermas, nd contemporary researchers in crossrt Hofstede, Nancy Adler, Gabino ng a developing country operating in a ka's management development efforts by local research undertaken in the
lent.
r the Future: Old Issues in New
ht, and methodology of Management institutions are exclusively dependent 2s. The main thrust of this dependency salism of sound management practices,
academics about the uncritical transfer this dependency relationship has been teral and multilateral programmes of
dence. A fundamental issue is whether

Page 61
the design and content of Managemen old paradigm of universalism or ni
particularism.
The task of placing the Man scholarship of teaching staff in conte be impossible to understand the socia Management education (estimated ( expenditure in universities per yea traditions of western models and it isolation from the socio-economic sy should find ways to bring together thi
valuable today, with the evolving need
Universities are “Corporate en which transcends the boundaries divisions....” In this traditional, W monitor, and Sustain the task of inquil intellectual communities around th
enterprises. None of these is to assi faculty as an intellectual community meeting points for disciplinary anc affected by sheer growth in numbers, and by tensions of conflicting forces c of internal bickering over mundane is administrative power positions, st promotion of money-making ventur Faculties need to define a philosoph balance between teaching and resea direction.
-5

Management Studies in Modern Sri Lanka
t education should be drawn from the
aw trends toward the primacy of
agement education programmes and xt is a priority. Put simply, it would lworth of public funds for efforts in over Rs. 350 million for recurrent
r) if they are abstracted from the f they are viewed and assessed in stem of Sri Lanka. Our universities
2 traditions of our own past, that are
is of productive organizations.
tities animated by a common spirit of disciplines and specialties and estern perspective, they concentrate, y, which spills over into innumerable e world, but united in common Srt that the nature of our university was ever transformed into central l intellectual concerns. In contrast, both students and faculty colleagues, urfaculties gave priority to problems sues involving disciplinary identities, udents politics and welfare, and es for them outside the university. ly of community and strike a new rch, and flexibility and a sense of

Page 62
Golden Jubilee of independence
The possible implications for u and techniques in Management and obviously wide-ranging -- from thi learning, and from financing to relat staff development, and some points commitment from teachers at all leve
evaluation; c) faculty research, con academic administration; e) deve exposure; f) access to teaching re. Universities elsewhere, including C
teachers to Secure research contr
projects, and work periodically or p efforts result in substantial sources university and for the teachers. Th experience to teachers. Our universi and thereby make a difference to the
One of the most important where activities will have a major assessing, and responding to the vi "Stay close to customer is a simple university could expect from a succ times. The principal customers of th
business orindustrial and services se
expectations in the coming decades
that determine the direction of societ decade or the early part of the 21"c struggles attempting to grapple with
O Increased market competi programmes directed by pa
country;

niversities for adopting new concepts
Commerce programmes of study are
e curriculum to the environment of
ions with industry. Implications for
for attention include: a) obtaining ls; b) teaching faculty assessment and Sultancy, training, and workloads; d) lopment of teachers and international Sources; and g) career advancement. Jhina, strongly encourage university 'acts, consultancy work and other art-time in private enterprises. These
of alternative income - both for the
ey provide invaluable Management ty teachers too can work in business
shape and work of our universities.
guiding principles of any institution effect on society should be obtaining, ews and expectations of that society. but perhaps the strongest advice that a essful business person of the modern e university are the general public, the :ctor, and government. Their needs and would be governed by the mega-trends al change. It is inevitable that the next entury Sri Lanka would be a period of
the following kinds of issues:
tion, particularly from educational rties in developed countries to this

Page 63
O Continued technological devel required for the teaching of, ar
O Continued restraint on govel education, calling for market di
O Increased opportunities for i both public and private sector
O Increased support from pol professional bodies for the tr new sectors, cadres and purpo
It appears that business in part programmes in Management studies they were to be actors in the cor managers: a) to prepare graduates fo world; b) to make available dynam people with problem solving skills, organize efforts for the transfer of d) to provide assistance in retraining to expand the skills of employees. future university to expand its profes. launching of careers. The alarming ch for the Management faculties themsel acquisition of professional business Without these skills and attitudes Management teachers and trainers. T implement them fearlessly, because change appears to be fast waning out

Management Studies in Modern Sri Lanka
opment, affecting the kinds of skills d training in, management;
nment expenditure for Management riven policies offinance;
nnovations in managerial practice in
S.
icy makers, industry leaders, and ansfer of Management know-how to
|SՇS.
icular, would expect that University respond in the following directions if mpetitive game of producing future r the realities and shocks of the real ic, bright, innovative and disciplined c) to conduct sound research and to know-how into business reality; and and continuous education programmes Thus, the society at large expect the sional outlook and become the site for allenge that is hidden in these issues lves, though unpalatable, would be the skills and attitudes in the first place.
they would not be effective as hey ought to design new strategies and the time appropriate for fundamental
55

Page 64
Golden Jubilee of independence
Notes:
l.
Survey of managers in Sri Lan Postgraduate Studies, Faculty of University of Sri Jayewardenep managers from top, middle, and lo
. Some useful studies on universit
studies) and employment in Sri La University Education and Gra (UNESCO: Marga Institute, 1983
This policy formulation exercise 1 July 1982. The Author was a mer
PIM Programme Calendar 1997 -
Up to 1973 admission to univers streams of study at school. To should have offered four subjects Commerce & Finance, Economics that examination.
In 1891 classes in Commerce w (College) Kotahena and St. Patric for London Cambridge Examinat was started in 1893 but Commer was not successful.
Statistics Division, Ministry of Research, UGC.
The programmes of study un Accountancy, Commerce, and V Cooperative Management, and Stenography (full-time and part-ti
A D V de S Indraratne, “Graduat Supply Side, in Proceedings Employment in the Private Sec1 Council, Mar. 1994, pp. 35-44.0

ka; conducted by the Division of Management Studies and Commerce, Ira, April 1983. Survey included wer levels oforganization.
y education (excluding Management Linka are reported in, Marga Institute: duate Employment in Sri Lanka,
).
ook place during the period of Janmber of this committee.
-98, p. 20.
ity programmes was open to all the pe eligible for admission, a candidate at GCE (A/L) including Accountancy, and any one other subject available at
ere started at St. Benedict Institute k College, Jaffna to prepare students ions. The Ceylon Technical College xe education there at the initial period
Education; Division of Planning and
der each category are: (i) HIND: 'aluation, (ii) ND: Business Studies,
(iii) NC: Business Studies and me).
e Employment in the Private Sector : of HRD Workshop on Graduate or, Human Resources Development

Page 65
10.
11.
12.
13.
14.
15.
16.
17.
18.
Robert A. Gordon & James E. Ho (New York, Columbia Uni. Press, i.
Raja Korale, University Admissio presented at Seminar on Universit Foundation Institute, Colombo, Oc
G. Nanayakkara, “Management Promotion in Sri Lanka. Study pay
Interview with Mr G CB Wijey Professional Associations of Sri La
National Project for Professional
project of the Ministry of Policy Pl The project made an attempt fi Development Assistants in publi period of one year, and then to pri period. The number of graduates set 8,000 in July 1994.
P A A Weerasinghe, “Commerc Technical Level, MBA Policy Rep
Jayewardenepura, 1984.
To understand the gaps between Western societies read, William A Staying Near the Customer, in U Institution in the Twenty-first Centu Gaffield (eds.), The Institute for R 1986. pp. 29-44
See Peter F. Drucker, Managingfö New York, 1992, and for a discuss economies, read Mike Davidson, T Macmillon Business: London, 1995
The details of this survey conducte in his paper, "Managing in Sri I presented at the Fourth annual Professional Associations in Sri La
-57

Management Studies in Modern Sri Lanka
well, Higher Education for Business 959) pp. 77-78
ns and Manpower Demand, paper y Admissions, Sri Lanka Institute ... 1983, p.5.
Training for Private Enterprise per for USAID, 1982.
esinghe, President, Organization of nka, 1995.
Development of Graduates was a anning and Implementation in 1994. rst to place graduates as Trainee c and private organizations for a Dvide job-related training during the aking employment was estimated at
:e and Management Education at Iort (unpublished), University of Sri
universities and client groups in Cochrane, "Society's Expectations: niversities in Crisis: A Mediaeval y, William A. W. Neilson and Chad esearch on Public Policy, Montreal:
r the Future, Truman Tally Books: on of Drucker in relation to market
he Transformation of Management, , pp. 13-15.
i by the author were first published anka: An Academic Perspective,” sessions of the Organization of ka, BMICH, September, 6-7, 1991.

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Golden Jubilee of independence
19.
20.
2.
22.
23.
24.
25.
Industry expectations of MBAs in of business education since 1960, Lawrence E. Mckibbin, Managi McGraw-Hill: New York, 1988.
IBM, Thirty Years of Managen Corporation, New York, 1988.
A. T. Fonseka and A. K. L. Jay Organizational Performance: the Sri Lanka,” Sri Lankan Journal pp.375-400.
Uditha P. Liyanage, "Femininity Journal of Management, Vol.1, Sudatta Ranasinghe, “Work Applicability of the Protestant W ibid. pp. 19-36.
Travis Perera, “The Need for Behaviour of Entrepreneurs.' S Vol.1, No.3, 1996, pp.252-261.
Some of the key studies on cros Richard Mead, International Mai Blackwell Business: Cambridge, Cross-Cultural Management, Bu and Fons Trompenaars, Riding t. Cultural-Diversity in Business, N
Edward Shils, “Government an Minerva,Vol.17, No.1, p.151

the United Status, based on a study are discussed in Lyman W. Porter and 2ment Education and Development,
1ent Briefings, 1958 to 1988, IBM
awardena, “Self-managed Teams and Experience of Asian Cotton Mills Ltd., of Management, Vol.1, No.4, 1996,
as a Managerial Value, Sri Lankan No. 1, 1996, pp.37-47, and also refer Centrality and Job Satisfaction: ork Ethic in the Sri Lankan Context,
Affiliation as a Moderator in the ri Lankan Journal of Management,
s-cultural management are reported in nagement -Cross Cultural Dimensions, Mass., 1994; Terence Jackson, (ed) utterworth-Heinemann; Oxford, 1995; he Waves of Culture - Understanding icholas Brealey; London, 1994.
i Universities in the United States,
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