The BT-MDRA India’s Best B-Schools Ranking has revealed that the two oldest Indian Institutes of Management, IIM Ahmedabad and IIM Calcutta, have secured the top two positions in the latest survey, with a narrow margin of just 0.6 points between them. The rankings included participation from 270 business schools, with IIM Lucknow, SP Jain Institute of Management and Research, and IIM Indore rounding out the top five. Notably, six out of the top ten schools are government-owned IIMs.

Despite these rankings reflecting stability at the top, there are significant challenges within India's business school landscape. Demand for business education remains high as students view it as a pathway to lucrative corporate careers. The average batch size at the top 100 B-schools has increased from 1,076 in 2024 to 1,173 in 2025. However, hiring slowdowns due to global uncertainties and rapid technological advancements like artificial intelligence have led companies to reduce internship offers and job placements.

The average salary for graduates from the Top 25 B-schools has decreased slightly from ₹23.12 lakh (approximately $27,800) in 2023 to ₹22.7 lakh (around $27,400) in 2025. Concurrently, course fees have risen significantly by nearly 23% over five years—from ₹18.78 lakh (about $22,700) to ₹20.17 lakh (approximately $24,400)—impacting return on investment for students.

In response to these challenges and evolving corporate needs, many B-schools are adapting their curricula by incorporating practical experiences such as case studies and simulations alongside traditional classroom learning. Initiatives like NMIMS's "One MBA" aim to standardize education across multiple campuses while fostering collaboration among faculty members.

Additionally, companies are increasingly focusing on skill-based hiring practices which emphasize continuous skill development among employees. This trend is prompting B-schools to enhance their management development programs significantly.

Research capabilities within Indian B-schools have improved markedly; around 95% of permanent faculty at Top 25 institutions hold PhDs according to recent studies. Strong academia-industry linkages are also being prioritized as essential for enhancing global rankings.

As businesses face complex ethical decisions amid competitive pressures and changing economic landscapes, there is a growing call for business schools to rethink their educational goals towards fostering ethical leadership that emphasizes integrity even under challenging circumstances.

Overall, while India's leading business schools maintain strong reputations through established rankings and increasing demand for management education persists amidst economic uncertainties and evolving industry requirements.

Original article (nmims) (india)

The article provides an overview of the current state of business schools in India, particularly focusing on rankings and trends in education and employment. However, it lacks actionable information that a reader can directly use. There are no clear steps, choices, or instructions provided for individuals looking to navigate their educational or career paths based on this information.

In terms of educational depth, while the article presents statistics about average salaries and course fees, it does not delve into the reasons behind these changes or their implications for students. The mention of B-schools adapting curricula is a positive note but lacks specific examples that would help readers understand how these changes might benefit them.

Regarding personal relevance, the information primarily affects prospective students considering business education but does not address broader audiences. The challenges faced by graduates—such as hiring slowdowns—are relevant to those entering the job market; however, there are no practical solutions offered to mitigate these issues.

The public service function is minimal; while the article discusses trends in education and employment within business schools, it does not provide warnings or guidance that would help individuals act responsibly in light of these trends. It recounts facts without offering context or actionable advice.

Practical advice is notably absent from this piece. While it mentions initiatives like NMIMS's "One MBA," it fails to explain how students can leverage such programs or what steps they should take if they wish to pursue similar opportunities.

Long-term impact is also limited since the article focuses on current rankings and statistics without providing insights into how students can prepare for future challenges in the job market or adapt their skills accordingly.

Emotionally, while the article presents some concerning statistics about salary decreases and rising fees, it does not offer constructive thinking or solutions that could alleviate fears among prospective students regarding their investment in education.

There are no signs of clickbait language; however, some statements may seem exaggerated without substantial backing. The tone remains factual but lacks depth that could engage readers more meaningfully.

Missed opportunities include a failure to provide guidance on evaluating which business school might be right for an individual based on their career goals or financial situation. It could have included tips on researching schools beyond rankings—like assessing faculty quality or industry connections—or preparing effectively for interviews with potential employers post-graduation.

To add real value beyond what was presented in the article: prospective business school students should start by clearly defining their career goals before selecting a program. They should research various institutions thoroughly—not just relying on rankings but also looking at alumni success stories and industry partnerships. Engaging with current students through forums can provide insight into daily life at those schools. Additionally, developing soft skills alongside academic knowledge will be crucial as companies increasingly prioritize skill-based hiring practices over traditional qualifications alone. Finally, staying informed about industry trends will help candidates remain competitive after graduation; subscribing to relevant publications can aid this effort significantly.

The current landscape of business education in India, as described, presents a complex interplay of opportunities and challenges that directly affect the strength and survival of families and communities. The emphasis on high salaries and prestigious rankings may seem beneficial at first glance; however, these priorities can inadvertently undermine the foundational responsibilities that bind families together.

The rising costs of education juxtaposed with declining average salaries create a significant burden on families. As course fees increase by nearly 23% over five years while salaries decrease slightly, the financial strain on parents to support their children’s education intensifies. This economic pressure can lead to conflicts within families about resource allocation, potentially fracturing familial bonds when parents feel compelled to prioritize financial stability over educational aspirations. Such dynamics can diminish trust among family members as they navigate these tensions.

Moreover, the trend towards larger batch sizes in B-schools indicates an impersonal approach to education that may further alienate students from their immediate communities. When educational institutions prioritize quantity over quality or personal connection, it diminishes the role of family members—particularly parents and elders—in guiding children through their educational journeys. The nurturing role traditionally held by kin is weakened when students are treated as mere numbers in a system focused on rankings rather than individual growth.

As companies increasingly adopt skill-based hiring practices emphasizing continuous development, there is a risk that traditional family roles will be overshadowed by corporate expectations. This shift could lead to diminished parental involvement in children's career choices and personal development, undermining the natural duty of fathers and mothers to guide their offspring toward fulfilling lives grounded in community values rather than corporate ambitions.

Furthermore, with hiring slowdowns due to global uncertainties affecting job placements for graduates, young adults may find themselves reliant on familial support for longer periods than previous generations experienced. This dependency could erode independence among youth while placing additional burdens on elders who might already be struggling with their own needs for care and support.

In terms of stewardship of land and resources, if business schools focus primarily on producing graduates who excel in competitive environments without instilling values related to ethical leadership or community responsibility, there is a risk that future leaders will prioritize profit over sustainability. This mindset can lead to exploitation rather than stewardship of local resources—an essential aspect for ensuring long-term community health and survival.

If these trends continue unchecked—where economic pressures override familial duties; where impersonal educational experiences replace close-knit guidance; where corporate demands overshadow ethical considerations—the consequences will be dire: families may become fragmented under financial stress; children may grow up disconnected from ancestral values; trust within communities could erode as individuals prioritize self-interest over collective well-being; and ultimately, both land stewardship and cultural continuity will suffer.

To counteract these risks requires a renewed commitment from individuals within families to uphold their responsibilities toward one another—prioritizing care for children’s holistic development alongside elder support—and fostering local accountability through shared values around resource management. By reinforcing these bonds through daily actions rooted in ancestral duty, communities can ensure not only their survival but also thrive amidst changing landscapes.

The text states, "the two oldest Indian Institutes of Management, IIM Ahmedabad and IIM Calcutta, have secured the top two positions." This wording suggests a strong pride in these institutions by emphasizing their age and ranking. It may create a sense of superiority among these schools compared to newer institutions. This can lead readers to believe that older schools are inherently better without considering other factors.

The phrase "with a narrow margin of just 0.6 points between them" implies that the competition is very close. This could evoke feelings of excitement or urgency about the rankings. However, it downplays the fact that such small differences in scores might not significantly impact the quality or reputation of the schools involved.

When discussing hiring slowdowns due to "global uncertainties and rapid technological advancements like artificial intelligence," the text frames these challenges as external forces beyond control. This wording may shift blame away from business schools for not adapting quickly enough to changes in job markets. It suggests that circumstances are responsible for issues rather than potential shortcomings within educational programs.

The statement "the average salary for graduates from the Top 25 B-schools has decreased slightly" uses the word "slightly" to soften the impact of this decline. By downplaying this decrease, it may lead readers to underestimate how serious this trend is for graduates' financial prospects. The choice of language here can mask significant concerns about return on investment for students.

In mentioning that "six out of the top ten schools are government-owned IIMs," there is an implication that government institutions are performing well compared to private ones without offering context on why this might be so. This could promote a bias towards viewing government-run education as superior without acknowledging potential flaws or challenges faced by these institutions compared to their private counterparts.

The phrase “growing call for business schools to rethink their educational goals towards fostering ethical leadership” presents an idealistic view without addressing how current practices may fall short in achieving this goal. It suggests there is a consensus on what needs changing but does not provide evidence or examples showing how widespread this call is among stakeholders in education and industry.

When stating “companies are increasingly focusing on skill-based hiring practices,” it implies that businesses are making positive changes toward more equitable hiring processes without discussing any negative consequences or challenges associated with such shifts. This framing can create an overly optimistic view regarding employment trends while ignoring potential barriers faced by job seekers who do not fit new criteria.

The text claims “around 95% of permanent faculty at Top 25 institutions hold PhDs,” which presents a strong image of academic credibility but does not discuss whether having PhDs directly correlates with effective teaching or student outcomes. By emphasizing credentials alone, it overlooks other important factors like teaching quality and practical experience which also contribute significantly to education quality.

Overall, while discussing India's leading business schools maintaining strong reputations through established rankings, it fails to acknowledge any criticisms or controversies surrounding those rankings themselves. This one-sided presentation could mislead readers into believing there is universal agreement about what constitutes excellence in business education when dissenting opinions might exist within academia or industry circles.

The text expresses a range of emotions that reflect the current state of India's business school landscape. One prominent emotion is pride, particularly evident in the mention of IIM Ahmedabad and IIM Calcutta securing the top two positions in the rankings. This pride is underscored by phrases like "two oldest Indian Institutes of Management," which highlights their historical significance and achievements. The strength of this emotion is moderate to strong, as it serves to reinforce the reputation and prestige associated with these institutions, encouraging readers to feel admiration for their accomplishments.

Conversely, there is an underlying sense of concern or worry regarding the challenges faced by these schools. Phrases such as "hiring slowdowns due to global uncertainties" and "impacting return on investment for students" evoke anxiety about job prospects and financial burdens associated with rising course fees. This emotion is strong as it directly addresses potential fears students may have about their future after investing in business education. By highlighting these challenges, the text aims to create empathy among readers who may be considering or currently pursuing a degree at these institutions.

Additionally, there is an element of urgency reflected in phrases like "growing call for business schools to rethink their educational goals." This urgency suggests a fear that without adaptation, these schools may fall behind in meeting corporate needs or ethical standards. The strength here can be seen as moderate; it serves to inspire action among educators and administrators within B-schools to evolve curricula that align with changing industry demands.

The writer employs emotional language strategically throughout the text to guide reader reactions effectively. Words such as "significant challenges," "decreased slightly," and "impacting return on investment" are chosen not just for factual accuracy but also for their emotional weight—conveying seriousness while maintaining clarity about issues at hand. By using comparative phrases like “narrow margin” when discussing rankings, the writer emphasizes competition while evoking excitement about how close these institutions are in performance.

Moreover, repetition plays a role in reinforcing key ideas; mentioning both rising fees and decreasing salaries multiple times underscores economic pressures faced by students. This technique amplifies feelings of concern regarding financial investments versus potential returns from education.

Overall, through careful word choice and emotional framing, the text successfully stirs feelings that prompt readers to consider both admiration for top institutions while also grappling with real concerns over future employment opportunities and educational value—ultimately guiding them toward a more nuanced understanding of India's evolving business school environment.