Ever since the inception of management education, efforts have been made to have a comprehensive pedagogy for management subjects and in the process many models were also developed by management experts. These models primarily involve the teaching/learning process which includes various internal and external factors of the institution. Pedagogy differs from institution to institution. However, while deciding on pedagogy, it is necessary to focus on all the stakeholders, i.e., teachers, students and industry. In this article, the author shares his own experiences in teaching management subjects and his opinion on further discourse.

Management education has evolved over the years since it came into existence in 1881 at the Wharton School of Finance and Commerce. Then in 1898 another two management schools were established at the Universities of California and Chicago. The Harvard Business School started operating in 1908. Thereafter, growth of business schools in the US was rapid and slowly the same trend started all over the world. And today, there are thousands of management schools across the world and India is no exception.

Since the inception of management education, efforts are on to have an effective teaching pedagogy, which will lead to an all-round development of the students. In this direction, in 1980s several researchers developed models of teaching-learning process as a basis to further decide on the teaching pedagogy. But, these models didn't address all the issues and focussed mainly on increasing the test scores. Till date the same trend is on. Teaching pedagogy should lead to overall development of the students and develop analytical and conceptual skills. A right teaching-learning process must be in place in all B-Schools for effective teaching.

Attempts to have a holistic teaching-learning process in management education are on by all the business schools across the world. In the process transactional model has evolved as an effective teaching-learning process. This model is followed in management education across the world. But to have an all-round development among the students, I strongly feel something more is required. It is required to identify the different areas to be touched upon for teachers and students ''in the'' classroom processes.

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