3

Global Information and Business Strategy

Edited By Dr Snehal Mistry

rightC 010, SnehalKumar Mistry Rights Resernod

w Horirons Group of Researeh

Sashray nagar sN Dhula Roai. Bardoli

iartat

part of this publication may be repraduced or transmitted in any form by any means, electronie or

nicchanical. including pheotocopy, recomding. or any intonmation storage and retrieval system. withou Nrmission in writing trom the copyright owners.

DISCLAIMER

The authors are solely responsible tor the contents ot the papers compiled in this volume. The publishers

or editors do not take any responsibility for the same in any manner. Emors, if any, are pure

unintentional and readers are requested to communicate seh emors to the editors or publishers to ao

discrepancies in tuture.

Content

Editorial

Chapter 1 Digital Marketing in India: A case of Indian Insurance Industry

Pratibha Maurya

10 Chapter 2 New Produet Development Proces and Key Success Faetors:

Literature Review Rashvin M. Tailor & Dr. Manisha P'anwala

Role of Stock Market Analyst in Risk ManagementDr. Chetankumar J Lad & Mr. Divyesh.J Gandhi

Chapter 3

26 Chapte 4 A Study on Financial Inclusion- With Special Reference to

Pradhan Mantri Jan Dhan Yojna.

Jaydipsinh R Desai

Causes for Delays in R&D Project (lndian Context) and DARPA's 44

Model-An Analysis Dr. Sumati Sidharth, Satpal Singh Tomar & Ekanto Ghosh

Chapter5

51 Chapter6 GST- A TOOL OF BENEFITS

Dr. Yagna Vyas

64 GST: Impact on online market places and Recommendations

Dr. Snehal kumar H Mistry Chapter 7

83 Chapter 8 Study of Employee Retention in Global Competitive Environment

Dr. Shweta Arora & Sneh Arora

97 Chapter9 Tailoring Balanced Scorecard to the Technical Educational

Institutions

Dr. Yathish Kumar & Rajeshwari 1 S

108 Chapter 10 A Role of Strategic Global Human Resource Management

in Global Business

Dr. Chetan kumar Lad

120

Chapter 11 mpact of Demonetisation on Indian Rcal Estate.

Ms. Zankhana Atodaria

128

Chapter 12 -Governance & Digitization (lndia Change & changing)

Harshad M Patel

aloring Balanced Scorecard to the Technical Educational Institutions

Cailoring Balanced Scorecard to the Technical Educational Institutions

Dr. Yathish Kumar

Rajeshwari HS

Abstract

The technical

haical education sector in India is gaining much importance. The educational

institutio are growing

af globalisation on the education sector is widely recognisable. Now the technical

ving like mushrooms and competing with each other. On the other hand

effects

institutions require a new performance evaluation technique to develop better educationalins

rich the existing teaching process. Balanced Scorecard is one of the search and enric

erformance evaluation

f the organisation. Balanced Scorecard does not embarrass the corporate field but only techniques to evaluate the performance against the mission statement

imjted documentation can be seen for the educational institutions. Balanced Scorecard needs

to be tailored according to the requirements of the educational environment as the basic

objective of existence for the corporate and educational organisations' differs. This article will

follow the conceptual method of study to validate the Balanced Scorecard to the educational

institutions and endowed to provide a clear picture of Balanced Scorecard and its utility in the

background of the educational environment.

Keywords: Balanced Scorecard, Performance

Evaluation, Technical

Educational Institutions

1. Introduction

echnical Education has the highest contribution to the Higher

Education of India. India has

ne potential to be the global technical

leader. Indian engineers have been recognised

crnationally. But over a period of time, only the IIT's of India are getting recognised

globally.

CChnical

educational institutions

require a new performance

evaluation technique

to

develop beter researg

of the performance

slatement of the organisation.

earch and enrich the existing teaching

process.

Balanced Scorecard is one

ice evaluation

techniques to

evaluate the performance

against the

mission

Danced

Scorecard and to

tailor the Balanced

Scorecard for the technical

cducational institutions.

Or the organisation.

With this background this article

endowed to provide a clear

picture

97

Global Infomation

and Business

Strategy

nced Scorecard an 2. Literature Review

ter of educa.

the article on

A large number of articles published is focussing on the Bala

institutions, only limited

articles are traceable. In this article. th

originally characterised by Kaplan and Norlon followed by the artil..

applications the corporate sector.

But when it comes to the me

s of BSC n

cducational institutions are

referred.

,

Measures That Drive Performance paints the picture of BSC with itc t.

must we C

Robert S. Kaplan (1992) in his first article on BSC titled as "The Balan.

four dimen

namely (a) How do customers see us? (Customer perspective) (b) What

e? (Inn,z (Internal process perspective) (c) Can we continue to improve and create value?d

and growth perspective) (d) How do we look to shareholders? (Financial Pee

nder yeariong research on twelve companies helps them to identify the measures

objective. Robert S. Kaplan (1993) in the article, "Putting, the Balanced Scorecard t

covers the experience of major American companies, through which he analyse the ar

features. adaptability and the benefits derived from the BSC implementation. BSC StrLct

of Rockwater, Apple Computers and FMC Corporation proves that one size does nce f

all and needs customisation to match with the vision of the organisation. Robert S. Kan

and Norton (1996) opens the article, "Translating strategy into action: The Bala

Scorecard" with the irony about the utilisation of a single measure (Financial

performance appraisal of the whole organisation. They also present the need for eie

organisation to transform them to Information Technology infrastructure and for which 3s.

act as a facilitator. Robert S. Kaplan (1996) in the article" Using the Balanced Scorecare

a Strategic Management System", provides a comprehensive framework of BSC eNplan

the strategic functions of BSC, building and implementation process of BSC. linking

organisational scorecard to a unit and individual scorecard, and at last advantages der

from the BSC. Robert S. Kaplan (2012) in the article, "The balanced scorecard: co

deriid

mmens

on balanced scorecard commentaries" reply to major five person's commentary o the

anniversary year of BSC article publication.

Karathanos and Karathanos (2005) had applied the Balanced Scorecard to ne ecard to the Balirg

Award winner educational institutions. They compare the best features of n Tcatures of the Baldne

award measures and the Balanced Scorecard measures. Fahmi Fadal and San Sandah Sofin

98

ailoring Balance ed Scorecard to theT chnical Educati the literature on B: o15) Review

of educ aational institutions functions. Carls J Pineno focuses integrated approach

Balanced Scorecard which is focused on the different

Insitutions

Simensions lementing Balanc Scorecard strategy implementation.

nhile

Objectives

nderstand the concept of Balanced Scorecard To understa

To tailor the Balanced Scorecard applicable to the educational institutions he utility of Bala alanced Scorecard in the background of educational institutions To study

Methodology

canceptual in nature. Ihe literature review form a stepping stone for the further The study is

study of Balanced Scorecar cpalanced Scorecard in education institutions environment. The scope of the study

s ited to the technicale educational institutions of India only.

Conceptual Framework

Here the conceptual framework will provide the basic knowledge about the Balanced

Scorecard and its various dimensions.

5.1 Balanced Scorecard

The formal beginning of the work traced back to 1990 when research wing of Nolan Norton

Institute sponsored a multi-company study, "Measuring Performance in the Organizations of

the Future". David P Norton served as the study leader, Robert S Kaplan as an academic

Onsultant and representatives from dozens of companies met bi-monthly to develop a new

ertormance measurement

model. At the early period. it was named as the 'corporate

SOTecard. A Later group of discussion led to an extension of the word to

Balanced

Orecard. Balance between short and long-term goals. financial and

non-tinancial result.

ompanies had been adopting the same gradually.

Since then it had been used for various

uTpose by the various institutions

according to their

requirement.

g and leading indicators,

external and internal performance

communication. Their

WOrk released through the series of articles in Harvard

Business Review and a lot of

is highly difficult to lcuit to give a concrete

and specific detinition of the

Balanced

Scorecard by

Porating all its fund S functions. As people

moditj it as

and when

required and tind a new

g9

Global

Information

and Business

Strategy

em raher implication

of it. That's why

some

authors call it as a 'Manage

Balanced Scorecard provides

executives with a

comprehensive fra.

rformance measures,

Management Strategy".

framework that randate

BS measures organised into four &

the learning company's

vision and strategy into a

coherent set of perfo

the mission and vision strategy into objectives

and

and yro Derspectives:

financial. customer,

internal business process and the

perspectives.

strategy over Balanced

Scorecard is a strategic measurement system to manage their

like long run. The utility of the scorecard to accomplish

critical management nran

a. To clarify and translate the vision strategy

b.Communicate and link strategic objectives and measures

c.Plan. set targets and align strategic initiatives

d.Enhance strategic feedback and learning

Eah Balanced Scorecard provides four major perspectives to fulfil its said obiectiu

and perspective indicates the sub-divided objectives, a measure to gauge the same, tarvet cu

etive.

the future initiatives. These were shown in the chart I.

a. Financial: Allocate budget to support business goals and objectives, LaNMe

financial benefits are maximized through smart. transparent financial decisions

b. Customer: Collaborate with customers to identify and understand customer needs

and expectations. Deliver timely, accurate, and high-quality services and produci

increase value and achieve customer satisfaction.

c. Internal Processes: Utilize innovation to advance and improve internal proceses

keep business moving forward. Implement strategies to maximize the resources and

infrastructure.

d. Learning and Growth: Promote a culture and work ing environment that c mbraes

growth and development to meet the individual needs of our employees. reu employee engagement and overall employee satisfaction.

sMtions 1: Perspectives Balanced Seore yrecard Char

Financtat

Customer

Vision and

Sirategy ndornal Busines ProEo9995 satnty

,

at toSires

earnin9 and Growth Toathwve v stairi

Source: Kaplan and Norton (1996)

Balanced Scorecard: Contemporary Issues

memporary issues of the Balanced Scorecard revealed by the Global State of Strategy

t eadership Survey Report (2014) that, 64% of the respondents are using Balanced

Sard for the strategic management. Balanced Scorecard Forum reported that 80% of the

sianced Scorecard users reported improvements in the operating performance and 66% of

reported an increase in profit. The Balanced Scorecard adoption rate is around 45% in

Oate India. The success story of the Balanced Scorecard in the corporate sector

ivated us to tailor it to the educational institutions.

3 Performance Evaluation at Technical Educational Institutions

Tumber of technical educational institutions was just 50 in the year 1950 which, rose to

in the year 1990 then it got a tremendous

increase and stood at 10328 in the year 2015-l

:CTE website 2016).

A India Council for Technical Education) set up by the Ministry of Human

Vrce Developmen ent under the UGC (University Grant

Commission) accredit the technical

of AICTE approved institutions

are appraised for not

exceeding 6 years.

The non-

ational institutions nstitutions in India. Accreditation

is the process of quality assurance

whereby tne

parability of the institutions is the major

problem of grading by the statutory

authorities.

ihobal hifomaboin

ad fusin aleyy

Natio Inrst k the cducational instituticw ons Ministry

ol Human

Resoure

evehopunenl

(MIIRI) came

Management, Pharm harrmewsy Rank ing ramework

(NIRI) in 2015 To rank

the world performance. NIRF

ranks Institulions

ol Engineering, Man.

institutions a Iniversities, The basic olto is to preparc

the Indian institutions t.

Apart from these, there are privatc

agcncies lo rank thc cducational inest

the pertormance of the

educatioal

institutions.

6. Tailoring BSC Model to the

Eaducational Institutions

Ihe Balanced seorecard nainly prepared for the profit-oriented organi.

cial parameter the non-profit organisat. obiectives and the measures are specitically running around the financiol

Balanced Scorccard necds to be tailored to the specific necds of the non-nr

tike cducational institutions. The generic objectiVes and the measures of Balan.

1o the educational institutions are presented in the tablel.

The educational institutions are requiring one more set of the persnectis

needs the responsibility in this regard. The contribution to society can be iuduei thevega

social audit by ascertaining the net benefit the surrounding society. Remainin

development. As the educational institutions are the transforming institutione oe.

perspectives are as same as the corporate sector but their objéctive and measiures s

translated into the non-financial terms which are shown in table 1.

Table 1: Generie Balanced Scorecard Measures to the Educational Institutions

Objectives Measures

Societal Development Perspeetive

Contribution to the Society Social Audit Customer Perspective

Student high Quality| Market share of student enrolment Altract

Student

Student Development of High| Placement Ratio Quality Student Achievement in the Competitive Exam Student Retain the 1ligh Quality

Student Intake to output Ratio Employer Satisfaction Survey

Educationai Number S ludents ppuinted from Paricipation in Decsm Making Institution aculiy Satislaction Survey Alunni Ahievement on the Society Aumn Asistance to the fnstitution Aumat nteraction with the institutions uleachh P'rogranme to the community sis P'racess Perspective

Evaluatlion by external Reviewers ami! seellence Peer review Sludent Salistaction with the quality Degree of using technology in teaching-learning Periodic review of each program

Xcellence Faculty credentials, development plans, appraisals Contaçts with business and industry Trend

Uilization rate of multimedia in classrooms o of students completing program in +years ald al i'ureney

of tacult

Analysis of use of space Placement services and opportunities

ii en d

cllectiveness of

Availability of internships co-ops Allocation and use of equipment and supplies

Learning and Growth Perspective

Number of innovations incorporated into classroom

Level of equipment

Number of ongoing instructional developmen

rac hing and learning innovation

programs

and taculty Number ot new iniatives

courses programs

krlopment Expenditures

for teaching enhancement

Number and quality of faculty publication

presentations

lonours and awards received by taculty

decision strategie

nple decentralization

of|> Evaluation of strategic planning

TeSus

103

Glo

tal In

fo

mato

n

an

d R

ug

in

ess 5

tate

cam

pu

scs

Fina

ncia

l Per

spec

tiv e

To

tal f

unds

rais

ed

Alu

mn

i/

busi

ness

fund

s gen

erat

ed

Fu

nd

rars

ing

S

ize/

grow

th o

f end

owm

ent

Tu

itio

n re

venu

e gro

wth

No

n-t

uit

ion

rev

en

ue a

s %

of

annu

al

Rev

en

es tro

m o

peratio

ns

bu

dg

et

% of

fund

s fr

om

tui

tion

that

sta

ternall

So

urce

Carl

s !

Pin

en

o.

Mo

dified

versio

n

on

s

Bala

nced

Sco

recard

Mo

del

to t

he T

ech

nical E

du

catio

nal In

stit

uti

on

s

eve

its mi

ss

A B

ala

nced

Sco

recard

sh

ou

ld t

ell

th

e s

tory

of b

usin

ess u

nit

's s

trateg

y t

o a

m

an

overa

ll bir

stal

emen

t. It

sho

uld

lin

k t

he

vari

ou

s s

trate

gie

s und

er re

spec

tive

hea

ds

to f

orm

:

e o

n th

e u

nit

's s

trat

egy

. T

he c

hart

2

pre

sen

ts th

e B

ala

nced

S

core

card

ala

ns

strat

eg

at var

ios

Maslo

w's

N

eed

H

iera

rchy

Th

eory

to

d

escri

be

the

imp

ort

an

ce o

f each

str

ate

s

stag

es in

th

e acco

mp

lish

men

t o

f the

ov

era

ll o

bje

ctiv

e S

ocia

l D

ev

elo

pm

en

t.

Fin

an

cia

l ob

ject

ives

are j

ust fo

r su

rviv

e i

n th

e c

ase o

f edu

cati

onal

inst

itut

ions

an

d

hen

sa

i

are

plac

ed

at

the

bo

tto

m o

f the

tri

angl

e.

Tea

chin

g a

nd

le

arni

ng

inno

vati

on

ard

ieu

dev

elo

pm

en

t are t

he n

ex

t st

ages

nee

d re

sult

in

the o

vera

ll g

row

th o

f the

orga

nisa

tion.

Inte

elle

nce

nelp

s

nem

a

Bu

sin

ess

P

roce

ss o

f te

achi

ng l

earn

ing

exce

llen

ce,

cu

rric

ulu

m

pro

gra

m

succ

eed

ov

er th

e co

mpe

titor

s. M

ost o

f the

inst

itu

tio

ns

wil

l st

op a

t th

e cu

sto

mer

sati

saet

icr

prod

ucin

g hi

ghly

ef

fici

ent

stu

den

ts t

o

the

soci

ety

for

the

requ

irem

ent

of

the

job.

Typia

orga

nisa

tion

s st

ill

go

ah

ead

of

the

pro

spero

us

stag

e by

co

ntrib

utin

g to

th

e see

ie

deve

lopme

nt C

har

t 2

Bal

ance

d S

core

card

Mo

del

fo

r E

du

cati

on

al I

nst

itu

tio

ns

Contr

ibution

to So

cial De

velopm

ent

Actya

lsktio

n C

usto

mer

Sat

isfa

ctio

n P

rosp

er

Inte

rnal

Bus

ines

s Pr

oces

s Su

cceed

Learn

ing an

d Grow

th Pers

pective

Gr

owth

Fina

ucia

l Per

spec

tive

Sur

vive

Tailo

ring

nced

Sco

reca

rd t

Te

chni

cal E

duca

tiona

l Ins

titut

ions

Lesso

ns

Learn

t

reco

gnis

able

le

b

en

efi

t fr

om

th

e imp

lement

ation

of ba

lance

d sc

orec

ard i

s lis

ted

in

the

otlo

n in

g m

an

ner

a rec

ognis

e an

d to

imple

ment

the

strate

gic g

oals

at

each

lev

el of

the

asi

er

way

to

rec

An

Eas

in

stitu

tio

ns.

d w

ill b

ring

the

coor

dina

tion

amon

g th

e de

partm

ents.

Th

e

Sco

recard

d w

ill a

ssis

t in

th

e re

sou

rce

allo

catio

n am

ong

the

acad

emic

uni

ts.

Th

e

Sco

recard

ole

tte o

f in

form

ation

abo

ut t

he org

aniza

tion,

the

man

ager

can

tak

e m

ore

As it is

in

fo

rm

ed

d

ecis

ion

s (H

ess

& F

uller

ton,

200

9).

Scor

ecar

d can

al

so

be

used

to

ge

t co

mpeti

tive

adva

ntag

e. B

alan

ced

Bala

nced

s a

tool

fro

m t

he

Blu

e O

cean

Stra

tegy.

lts

focu

s o

n th

e sa

tisfa

ctio

n of

the

co

recard

is

a

toc

cust

om

by c

reat

in

vid

es

a sy

ste

mati

c

ing

the

thin

gs w

ith t

he fo

resig

ht o

f lon

g-ter

m (H

ladch

enko

, 201

5).

and

cons

iste

nt

way

fo

r th

e pe

rform

ance

ev

alua

tion

and

rep

ort

ing

.

9.

Co

nclu

sio

n

just

a

perfo

rman

ce e

valu

atio

n te

chni

que,

it is

th

e m

anag

emen

t Ba

lanc

ed S

core

card

is

no

t

Bal

ance

d

Sco

recard

is

u

sed

as

a

stra

teg

ic t

oo

l, c

om

mu

nic

atio

n t

ool,

per

form

ance

S

stem

.

alua

tion

tec

hn

iqu

e, a

nd

as

a re

ward

tec

hn

iqu

e an

d f

eed

bac

k t

ool.

Th

e ho

list

ic p

erfo

rman

ce

alua

tion

can

be o

bta

ined

alo

ng

wit

h t

he

ind

ivid

ual

un

its'

co

ntr

ibu

tio

n.

Th

e b

est

thin

gs o

f

the

Bal

ance

d S

co

recard

are

bro

ug

ht

to

the

edu

cati

on

al

inst

itu

tio

ns

wit

h

requ

ired

mod

ifica

tions

. T

his

gen

eral

str

uctu

re o

f t

he

Bal

ance

d S

core

card

nee

ds

to

be t

ailo

red

to

the

indi

vidu

al t

ech

nic

al e

du

cati

on

in

sti

tuti

on

s a

ccor

ding

to

th

eir

mis

sio

n s

tate

men

t in

ord

er

to b

e

fruitf

ul.

Refer

ences

Alh

osain

i,

F.

F.,

&

So

fain

, S

. (2

015)

. *

A

Rev

iew

of

Bal

ance

dS

co

recard

Fra

mew

ork

in

Hig

her

Ed

ucati

on

In

stit

uti

on

".

Inte

rnati

on

al

Rev

iew

of M

anag

emen

t

and M

arketi

ng, 5

(1),

26-3

5

ess,F

. M

., &

F

ull

ert

on

, J.

(n

.d.)

.T

he N

umbe

rs w

e n

eed

: B

ringi

ng B

alan

ced

recard

to

Ed

ucati

on

Data

. 7T

he P

hi

Delt

a K

appa

n, 9

0(9)

, 6

65

-66

9.

105

tegic

Manag

ement

Sysem

3

. H

lad

ch

en

ko

, M

. (2

01

5).

Bala

nced

Sco

rccard

- A

S

trat

epic

the

lig

her

Fd

ucati

on

S

yste

m in

In

dia

. D

uali

ty A

ssur

ane

Glo

bal in

fo

rm

atio

n an

d B

usin

ess S

trateg

y

in Ed

ucati

on,

24

balanc

ed So

27

8-3

02

Seoretar

Vol.8 s

4.

K

apla

. (2

01

2).

"Ih

e

bala

nced

sco

recard

:

co

mm

en

ts

on

.

co

mm

en

tari

es".

Jo

urn

al

of A

cco

un

tin

g &

O

rgan

izati

on

al

Cha

no

30

545

Strategy

. Califo

rn 5.

K

apla

n.

R.

S.

(199

6,

Fal

l).

Lin

king

Bala

nced

S

core

card

to

S

t.

Man

age m

em R

evie

n,

39

1).

53

-79

.

ve P

erform

ance

6

. K

apla

n. R

. S

. (1

999)

. T

he

Bala

nced

Sco

recard

- M

easu

res

that

dri.

Harw

ard

Bu

sn

ess R

evie

w,

71

-79

.

oplyin

g the

Balane,

Kara

than

os,

Dem

etri

us

and

Pat

rici

a K

ara

than

os (

2005

). "A

pplv

ino

Scor

ecar

d to

E

duca

tion

" Jo

urn

al

of E

duca

tion

for

Bus

ines

s, vo

l.ga

230

8.

Pin

eno.

C.

J. (n

.d.).

"T

he B

usi

ness

Sch

oo

l S

trat

egy:

Con

tinuo

us Im

prov

e Im

plem

entin

g th

e B

alan

ced

Sco

reca

rd".

Res

earc

h in

Hig

her E

duca

tion.

6R-

7

9.

Ret

riev

ed f

rom

AIC

TE

: w

ww

.aic

te-i

ndia

.org

7. T

echn

ical

Edu

cati

on.

(201

6).

Ret

riev

ed f

rom

ww

w.m

hrd

.go

vt.

in

10

alor

ing

Bal

ance

d Sc

orec

ard

to t

he Te

chnic

al Ed

ucati

onal

insti

t

Dr. ath

ish

K

um

na,

ath

ish

K

um

ar

bo

th w

ith

dist

inct

ion.

He

has

also

a

Post-

Gira

duati

on D

iplo

ma

in M

arke

ting

has

tw

o

post

gr

adua

te de

gree

s, M

.com

an

d M

BA

(H

R

ecia

lizati

on

) an

d h

is P

hD i

n th

e are

a o

f H

uman

Res

ourc

e M

anag

emen

t. F

rom

tw

enty

fi

ve

Man

ag

cm

cn

m

1au

gh

t th

e st

uden

ts o

f M

BA

, M

.com

, B

.com

and

BB

M.

He

has

pres

ente

d 5

arti

cles

in

blish

ed

20

article

cars. h

e

he

Inte

rnat

iona

l C

onie

renc

es a

nd

mor

e th

an

30

in N

atio

nal

Con

fere

nces

and

in

the

refe

rred

jur

nals

an

d

10 b

ooks

. H

e al

so s

erve

d as

a re

sou

rce

in

12

Co

nferen

ce.

pC

TsO

.aas

serv

ed

as

a C

oo

rdin

ato

r o

f M

BA

E

ven

ing

C

oll

ege.

U

nive

rsit

y C

oll

ege

He

Man

galo

re

fo

r m

an

y y

ears

. C

urr

en

tiy

h

e

is an

A

sso

cia

te P

rofe

sso

r in

th

e D

ep

art

men

t o

t

nm

erc

e. U

nive

rsity

Col

lege

Man

galo

re.

Co

ntact N

um

ber: 9

73

84

24

84

7

E-m

ail: y

ath

ish

3 1

3@

gm

ail.co

m

Raje

shw

ari

H

$

Pu

rsu

ed M

.co

m (S

pecia

lizati

on

in

A

ccou

ntin

g an

d T

axat

ion)

wit

h 9

ra

nk

an

d

Po

st

Gra

du

ate

D

iplo

ma

in

Hu

man

R

eso

urc

e

Man

agem

ent.

Pu

bli

sh

ed

4

art

icle

s in

th

e j

ourn

mal

and

pre

sent

ed 2

pap

er

at

in

tern

atio

nal co

n fere

nce a

nd

2 a

t n

ati

on

al

co

nferen

ce.

Had

serv

ed

on

e y

ear

at

Sri

JC

BM

Co

lleg

e S

ring

eri

as

a le

ctu

rer.

At

pre

sen

t. s

he

is

a

Jun

ior

Rese

arc

h F

ell

ow

at

the C

om

merce D

ep

art

men

t, M

an

galo

re U

niv

ersi

ty a

nd

pu

rsu

ing

her

Ph

D d

eg

ree i

n t

he f

ield

of H

um

an

R

eso

urc

e M

an

ag

em

en

t co

up

led

wit

h M

an

ag

em

en

t

Acco

untin

g8

Co

ntact N

um

ber: 8

19

70

35

49

2

E-m

ail: h

s.rajesh

wari@

yah

oo

.co

.in

107