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Management education has assumed phenomenal prominence in India in recent years, with branding being a prime factor used as a yardstick, rather a benchmark or point of reference, for one institution having an edge over the other. The purpose of this paper is to explore the factors leading to branding of management education in India. It proposes two frameworks using Total Interpretive Structural Model (TISM) for public and private sector management colleges. For this purpose, variables are extracted using systematic literature review, which play a crucial role in changing the dynamics of college rankings. The inquiry distinctly examines the nature of relationship between them for public and private colleges offering higher education. The study further proposes strategies for improvement of rankings by discussing the hierarchy and interrelationship among the enablers.

The study uses Interpretive Structural Model (ISM) to ascertain the linkages between the variables, and employs TISM to validate the reasons of association. The model was fabricated by consulting the experts from various spheres closely allied to branding and higher education, including the private agencies and decision makers in the selected colleges. The variables were furthermore structured for classification using Matrice d’Impacts Croises-Multiplication Appliqué an Classment Analysis.

It was observed that the variables behave differently when studied from the perspective of private sector colleges and public sector colleges; the former have seven levels of arrangement while it is only four for the latter. Quality of Faculty and Research were the key areas of concern for private sector colleges while infrastructure featured as a focal point for those in public sector. It was also evident that the placement of variables and their flow were different. Rankings should thus be premeditated differently for both the sectors and different weights should be assigned to rank the colleges.

The study is confined to branding of management education institutes in India, without considering other important disciplines for generalizing the framework. It is based on literature review followed by ISM, while other approaches such as ethnographic research methods and appreciative inquiry could have been possible alternatives as well.

The paper helps in developing different frameworks for private and public sector institutes, which would assist them to have a homogenous completion within their respective sectors. The study can be used to measure the performance of colleges on various parameters and gives them linking variables to enhance their productivity.

The paper discusses the need for developing a different barometer to measure the performance of private sector and public sector colleges offering higher education.

Time was — and not so long ago either — when the function of the technical college in the management field was to lay on a collection of courses carried out wholly within the college. It was as though the college decided, autocratically and independently, on a programme of courses which it placed in its shop window and then waited for customers to turn up and buy. This system failed for the simple reason that it didn't work although in too many colleges this attitude still survives. Now a revolution is under way: the colleges are finding a new role. It is one based on the consultancy principle leading to a close relationship between college and firm out of which grows a meaningful and relevant joint training exercise. This form of co‐operation is available to any firm that wishes to engage in it. For those firms anxious to develop good management training but lacking the expertise to carry it out here is a way in: help is close at hand. Perhaps most important of all in this article is the explanation of how a college can help to reveal true training needs at the management level.

The purpose of this paper is to examine changes in the management of further education (FE) colleges in England following the Further and Higher Education Act (1992) and the removal of colleges from Local Education Authority control. These changes are mapped against developments in the management of public service organisations, more generally, labelled new public management (NPM), and the adoption of “business‐like” tools to support management responses to a new environment for colleges.

The paper draws upon a national survey of general FE colleges and four case studies, researched in depth through semi‐structured interviews and analysis of relevant documents. The research was carried out between 1997 and 2000. The case studies were revisited through recent Inspection reports.

The paper finds that colleges reacted differently to the imperatives of change and that the extent to which the prescriptions of NPM were acted out depended upon a range of factors that were not included in many configurations of NPM.

The research was carried out in the 1990s and the original cases were revisited through Inspection reports post 2002. The inspectors had a different agenda than the original researchers and care needs to be taken in utilising the Inspectors' reports.

The implementation of a uniform public policy across a diverse and complex sector is not guaranteed to succeed. Policy‐makers need to be aware of the “one‐size‐fits‐all” tendency of public policy making.

The management of the FE sector is under researched. This paper researches key issues for practitioners following on from education reform and provides empirical evidence for academics of the extent to which NPM reforms take hold on the ground.

This article presents key findings from a JISC‐funded research project “Developing records management in further education: responding to the requirements of the Freedom of Information Act 2000”, considering issues raised in a study of 15 colleges in northern England in 2003. It highlights difficulties of raising awareness of records management in this context; the value of the “Model action plan for achieving compliance with the Lord Chancellor’s Code of Practice on the management of records in higher and further education institutions”; and barriers to be overcome in institutions where the appointment of a professional records manager is not a possibility. It considers whether preparations for FoI have had an impact on records management in this sector, and whether this is likely to continue or increase in future, after the Act comes into force in England, Wales and Northern Ireland in January 2005.

This paper presents a case study of a management development programme, which adopts a competence‐based approach aimed at middle managers in a further education college. The programme takes place in a context that promotes the concept of general management. However, the programme, in which the general management approach is embedded, is resisted by the participating middle managers, to the extent that the programme “collapses” half way through and is never revived. As the paper suggests, there may be two reasons for this. First, in considering any potential relationship between public and private sectors, a key question is whether generic transfer of managerial ideas and practices from private to the public sector is appropriate. Second, it may be a question of the way in which the programme was implemented and delivered.

This paper is focused on sectoral restructuring and changes in industrial relations in further education (FE colleges) during the 1990s, brought about by the 1992 Further and Higher Education Act. Its concern is particularly with the workplace implications of such restructuring and change for lecturers' union representatives and their members. The very rapid pace and fundamental nature of these developments generated deep and considerable workplace discontent, lecturers were denied an effective voice for the expression of this discontent and something close to a “Bleak House” scenario in FE colleges was created. There was a significant departure from what were essentially corporatist industrial relations traditions in the sector, and the paper suggests that there has been a lasting and critical effect on the nature and trajectory of industrial relations in FE in spite of policy initiatives and developments in the post‐1997 period of Labour government.

This paper aims to share the success story of a residential college based in Australia through a case study approach.

The paper discusses the setup of the college in terms of its management structure, demographics of residents, sustainability initiatives and the resident life programs which run every semester. A survey was conducted to gather feedback from the residents and identify areas for future improvement.

Generally, residents are satisfied with the living conditions. Affordability, the collegiate experience and the convenience of living on campus are primary factors affecting the decision of residents to move into a residential college.

The paper provides an insight into the management of a residential college which has not been discussed in the literature.

The Management College at Henley was founded in 1946. It was established under the name “Administrative Staff College”. At that time this was an appropriate title because administration was defined as the highest form of management. Over the years, it has become known as Henley. The College is the longest established management school in Europe and the seed‐bed for many developments in management education in the U.K. and the rest of the world. Many thousands of senior managers from industry, commerce, financial institutions and the public service and from all over the world have attended Henley courses.

The purpose of the paper is to discuss how the so‐called “modernisation” agenda has triggered changes in the structure and management of the UK public sector. The concern of the paper is with how such changes have impacted on the labour process of lecturers in the English further education sector.

A Bravermanian approach is adopted to examine aspects of change in the FE lecturer labour process. Empirical evidence is derived from three FE colleges and draws on data from semi‐structured interviews, a survey of lecturers and documentary evidence.

Power relations have been radically reinvented in these colleges, with senior managers now able to redefine the parameters of lecturers' contractual obligations. These colleges were characterised by standardisation, routinisation and rules driven by senior managers who saw themselves as “change agents” and “modernisers”. Lecturers, on the other hand, felt that they had less power, job autonomy and task discretion. The labour process provides a valid explanatory framework for linking these observed changes in workplace relations to broader matters of political economy.

The research provides detailed insights into changes in FE lecturers' working experiences. However, the reliance on three colleges may place some limitations on the generalisability of these findings.

FE lecturers are central to delivering on ministerial priorities around skills for work. The paper reveals that lecturers feel under‐valued, over‐worked and over‐managed. This raises questions as to the sustainability of current approaches to the management of FE lecturer labour.

The FE sector continues to be under‐researched and the paper therefore provides a valuable contribution.

The findings reported here are part of a larger study of the role of middle managers in the UK further education colleges. The study proposes and discusses a typology for the middle manager role, analyses factors which facilitate and impede managers in role, and models the interaction of the college environment with the role. This process gives insight into the emerging concepts of professionalism, which are discussed here in relation to the literature of managerialism and “new” professionalism. The paper discusses what manifestations of new professionalism can be observed in the colleges, how perceptions of professionalism differ from role to role and from college to college, and how professionalism can be modelled and further understood.