Reading Comprehension
Reading Comprehension: English Reading Comprehension Exercises with Answers, Sample Passages for Reading Comprehension Test for GRE, CAT, IELTS preparation
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English Reading Comprehension Test Questions and Answers. Improve your ability to read and comprehend English Passages
Q231. > Management education gained new academic stature within US
> Universities and greater respect from outside during the 1960s and
> 1970s. Some observers attribute the competitive superiority of US
> corporations to the quality of business education. In 1978, a
> management professor, Herbert A. Simon of Carnegie Mellon University,
> won the Nobel Prize in economics for his work in decision theory. And
> the popularity of business education continued to grow since 1960’s
> and the MBA has become known as the passport to the good life. By the
> 1980s, however, US business schools faced critics who charged that
> learning had little relevance to real business problems. Some went so
> far as to blame business schools for the decline in US
> competitiveness. Amidst the criticisms, four distinct arguments may be
> discerned. The first is that business schools must be either
> unnecessary or deleterious because Japan does so well without them.
> Underlying these arguments is the idea that management ability cannot
> be taught-one is either born with it or must acquire it over years of
> practical experience. A second argument is that business schools are
> overly academic and theoretical. They teach quantitative models that
> have little application to real world problems. Third, they give
> inadequate attention to shop floor issues, to production processes and
> to management resources. Finally, it is argued that they encourage
> undesirable attitudes in students, such as placing value in the short
> term, on bottom line targets, while neglecting longer term
> developmental criteria. In summary, some business executives complain
> that MBA’s are incapable of making day-to-day peritoneal decisions,
> unable to communicate and to motivate people, and unwilling to accept
> responsibility for following through implementation plans. We shall
> analyze these criticisms after having reviewed experiences in other
> countries. In contrast to be the expansion and development of business
> education in the United States and more recently in Europe, Japanese
> business schools graduate no more than two hundred MBA’s each year.
> The Keio Business School (KBS) was the only graduate school of
> management in the entire country until the mid 1970s and it still
> boasts the only two-year masters programme. The absence of business
> schools in Japan would appear in contradiction with the high priority
> placed upon learning by its Confucian culture. Confucian colleges
> taught administrative skills as early as 1630 and Japan wholeheartedly
> accepted Western learning following the Meiji restoration of 1868 when
> hundreds of students were dispatched to universities in the U.S.A.,
> Germany, England and France, to learn the secrets of western
> technology and modernization. Moreover, the Japanese educational
> system is highly developed and intensely competitive and can be
> credited for raising the literary and mathematical abilities of the
> Japanese to the highest level in the world. Until recently, Japanese
> corporations have not been interested in using either local or foreign
> business schools for the development of their future executives. Their
> in-company-training programmers have sought the socialization of
> newcomers, the younger the better. The training is highly specific and
> those who receive it. Have neither the capacity nor the incentive to
> quit. The prevailing belief says Imai, is that management should be
> borne out of experience and many years of effort and not learnt from
> educational institutions. A 1960 survey of Japanese senior executives
> confirmed that a majority (54%) believed that managerial capabilities
> can be attained only on the job and not in universities. However, this
> view seems to be changing, the same survey revealed that even as early
> as 1960, 37% of senior executives felt that the universities should
> teach integrate professional management. In the 1980s, a combination
> of increased competitive pressures and greater multi-nationalisation
> of Japanese business are making the Japanese take a fresh look at
> Management Education.
According to the passage,
- learning, which was useful in the 1960s and 1970’s became irrelevant in the 1980s.
- management education faced criticisms in the 1980s.
- business schools are insensitive to the needs of industry.
- by the 1980s, business schools contributed to the decline in US competitiveness.
- prevailing beliefs regarding educational institutions.
Solution : management education faced criticisms in the 1980s.
Q232. > Management education gained new academic stature within US
> Universities and greater respect from outside during the 1960s and
> 1970s. Some observers attribute the competitive superiority of US
> corporations to the quality of business education. In 1978, a
> management professor, Herbert A. Simon of Carnegie Mellon University,
> won the Nobel Prize in economics for his work in decision theory. And
> the popularity of business education continued to grow since 1960’s
> and the MBA has become known as the passport to the good life. By the
> 1980s, however, US business schools faced critics who charged that
> learning had little relevance to real business problems. Some went so
> far as to blame business schools for the decline in US
> competitiveness. Amidst the criticisms, four distinct arguments may be
> discerned. The first is that business schools must be either
> unnecessary or deleterious because Japan does so well without them.
> Underlying these arguments is the idea that management ability cannot
> be taught-one is either born with it or must acquire it over years of
> practical experience. A second argument is that business schools are
> overly academic and theoretical. They teach quantitative models that
> have little application to real world problems. Third, they give
> inadequate attention to shop floor issues, to production processes and
> to management resources. Finally, it is argued that they encourage
> undesirable attitudes in students, such as placing value in the short
> term, on bottom line targets, while neglecting longer term
> developmental criteria. In summary, some business executives complain
> that MBA’s are incapable of making day-to-day peritoneal decisions,
> unable to communicate and to motivate people, and unwilling to accept
> responsibility for following through implementation plans. We shall
> analyze these criticisms after having reviewed experiences in other
> countries. In contrast to be the expansion and development of business
> education in the United States and more recently in Europe, Japanese
> business schools graduate no more than two hundred MBA’s each year.
> The Keio Business School (KBS) was the only graduate school of
> management in the entire country until the mid 1970s and it still
> boasts the only two-year masters programme. The absence of business
> schools in Japan would appear in contradiction with the high priority
> placed upon learning by its Confucian culture. Confucian colleges
> taught administrative skills as early as 1630 and Japan wholeheartedly
> accepted Western learning following the Meiji restoration of 1868 when
> hundreds of students were dispatched to universities in the U.S.A.,
> Germany, England and France, to learn the secrets of western
> technology and modernization. Moreover, the Japanese educational
> system is highly developed and intensely competitive and can be
> credited for raising the literary and mathematical abilities of the
> Japanese to the highest level in the world. Until recently, Japanese
> corporations have not been interested in using either local or foreign
> business schools for the development of their future executives. Their
> in-company-training programmers have sought the socialization of
> newcomers, the younger the better. The training is highly specific and
> those who receive it. Have neither the capacity nor the incentive to
> quit. The prevailing belief says Imai, is that management should be
> borne out of experience and many years of effort and not learnt from
> educational institutions. A 1960 survey of Japanese senior executives
> confirmed that a majority (54%) believed that managerial capabilities
> can be attained only on the job and not in universities. However, this
> view seems to be changing, the same survey revealed that even as early
> as 1960, 37% of senior executives felt that the universities should
> teach integrate professional management. In the 1980s, a combination
> of increased competitive pressures and greater multi-nationalisation
> of Japanese business are making the Japanese take a fresh look at
> Management Education.
The growth in the popularity of business schools among students was most probably due to
- Herber A. Simon, a management professor winning the Nobel Prize in economics.
- the gain in academic stature.
- the large number of MBA degrees awarded.
- a perception that it was a ‘passport to the good life’.
- is better that the American system
Solution : the gain in academic stature.
Q233. > Management education gained new academic stature within US
> Universities and greater respect from outside during the 1960s and
> 1970s. Some observers attribute the competitive superiority of US
> corporations to the quality of business education. In 1978, a
> management professor, Herbert A. Simon of Carnegie Mellon University,
> won the Nobel Prize in economics for his work in decision theory. And
> the popularity of business education continued to grow since 1960’s
> and the MBA has become known as the passport to the good life. By the
> 1980s, however, US business schools faced critics who charged that
> learning had little relevance to real business problems. Some went so
> far as to blame business schools for the decline in US
> competitiveness. Amidst the criticisms, four distinct arguments may be
> discerned. The first is that business schools must be either
> unnecessary or deleterious because Japan does so well without them.
> Underlying these arguments is the idea that management ability cannot
> be taught-one is either born with it or must acquire it over years of
> practical experience. A second argument is that business schools are
> overly academic and theoretical. They teach quantitative models that
> have little application to real world problems. Third, they give
> inadequate attention to shop floor issues, to production processes and
> to management resources. Finally, it is argued that they encourage
> undesirable attitudes in students, such as placing value in the short
> term, on bottom line targets, while neglecting longer term
> developmental criteria. In summary, some business executives complain
> that MBA’s are incapable of making day-to-day peritoneal decisions,
> unable to communicate and to motivate people, and unwilling to accept
> responsibility for following through implementation plans. We shall
> analyze these criticisms after having reviewed experiences in other
> countries. In contrast to be the expansion and development of business
> education in the United States and more recently in Europe, Japanese
> business schools graduate no more than two hundred MBA’s each year.
> The Keio Business School (KBS) was the only graduate school of
> management in the entire country until the mid 1970s and it still
> boasts the only two-year masters programme. The absence of business
> schools in Japan would appear in contradiction with the high priority
> placed upon learning by its Confucian culture. Confucian colleges
> taught administrative skills as early as 1630 and Japan wholeheartedly
> accepted Western learning following the Meiji restoration of 1868 when
> hundreds of students were dispatched to universities in the U.S.A.,
> Germany, England and France, to learn the secrets of western
> technology and modernization. Moreover, the Japanese educational
> system is highly developed and intensely competitive and can be
> credited for raising the literary and mathematical abilities of the
> Japanese to the highest level in the world. Until recently, Japanese
> corporations have not been interested in using either local or foreign
> business schools for the development of their future executives. Their
> in-company-training programmers have sought the socialization of
> newcomers, the younger the better. The training is highly specific and
> those who receive it. Have neither the capacity nor the incentive to
> quit. The prevailing belief says Imai, is that management should be
> borne out of experience and many years of effort and not learnt from
> educational institutions. A 1960 survey of Japanese senior executives
> confirmed that a majority (54%) believed that managerial capabilities
> can be attained only on the job and not in universities. However, this
> view seems to be changing, the same survey revealed that even as early
> as 1960, 37% of senior executives felt that the universities should
> teach integrate professional management. In the 1980s, a combination
> of increased competitive pressures and greater multi-nationalisation
> of Japanese business are making the Japanese take a fresh look at
> Management Education.
A criticism that management education did not face was that:
- it imparted poor quantitative skills to MBAs.
- it was unnecessary and deleterious.
- it was irrevocably irrelevant.
- it inculcated undesirable attitudes in students.
- when quality business education contributed to the superiority of US corporations.
Solution : it was irrevocably irrelevant.
Q234. > Management education gained new academic stature within US
> Universities and greater respect from outside during the 1960s and
> 1970s. Some observers attribute the competitive superiority of US
> corporations to the quality of business education. In 1978, a
> management professor, Herbert A. Simon of Carnegie Mellon University,
> won the Nobel Prize in economics for his work in decision theory. And
> the popularity of business education continued to grow since 1960’s
> and the MBA has become known as the passport to the good life. By the
> 1980s, however, US business schools faced critics who charged that
> learning had little relevance to real business problems. Some went so
> far as to blame business schools for the decline in US
> competitiveness. Amidst the criticisms, four distinct arguments may be
> discerned. The first is that business schools must be either
> unnecessary or deleterious because Japan does so well without them.
> Underlying these arguments is the idea that management ability cannot
> be taught-one is either born with it or must acquire it over years of
> practical experience. A second argument is that business schools are
> overly academic and theoretical. They teach quantitative models that
> have little application to real world problems. Third, they give
> inadequate attention to shop floor issues, to production processes and
> to management resources. Finally, it is argued that they encourage
> undesirable attitudes in students, such as placing value in the short
> term, on bottom line targets, while neglecting longer term
> developmental criteria. In summary, some business executives complain
> that MBA’s are incapable of making day-to-day peritoneal decisions,
> unable to communicate and to motivate people, and unwilling to accept
> responsibility for following through implementation plans. We shall
> analyze these criticisms after having reviewed experiences in other
> countries. In contrast to be the expansion and development of business
> education in the United States and more recently in Europe, Japanese
> business schools graduate no more than two hundred MBA’s each year.
> The Keio Business School (KBS) was the only graduate school of
> management in the entire country until the mid 1970s and it still
> boasts the only two-year masters programme. The absence of business
> schools in Japan would appear in contradiction with the high priority
> placed upon learning by its Confucian culture. Confucian colleges
> taught administrative skills as early as 1630 and Japan wholeheartedly
> accepted Western learning following the Meiji restoration of 1868 when
> hundreds of students were dispatched to universities in the U.S.A.,
> Germany, England and France, to learn the secrets of western
> technology and modernization. Moreover, the Japanese educational
> system is highly developed and intensely competitive and can be
> credited for raising the literary and mathematical abilities of the
> Japanese to the highest level in the world. Until recently, Japanese
> corporations have not been interested in using either local or foreign
> business schools for the development of their future executives. Their
> in-company-training programmers have sought the socialization of
> newcomers, the younger the better. The training is highly specific and
> those who receive it. Have neither the capacity nor the incentive to
> quit. The prevailing belief says Imai, is that management should be
> borne out of experience and many years of effort and not learnt from
> educational institutions. A 1960 survey of Japanese senior executives
> confirmed that a majority (54%) believed that managerial capabilities
> can be attained only on the job and not in universities. However, this
> view seems to be changing, the same survey revealed that even as early
> as 1960, 37% of senior executives felt that the universities should
> teach integrate professional management. In the 1980s, a combination
> of increased competitive pressures and greater multi-nationalisation
> of Japanese business are making the Japanese take a fresh look at
> Management Education.
US business schools faced criticism in the 1980s because:
- of the decline in Japanese competitiveness.
- many critics felt that learning had little relevance to business problems.
- people realized that management ability cannot be taught.
- MBAs were unwilling to accept responsibility for implementation on the shop floor.
- management education faced criticisms in the 1980s.
Solution : many critics felt that learning had little relevance to business problems.
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Q235. > Management education gained new academic stature within US
> Universities and greater respect from outside during the 1960s and
> 1970s. Some observers attribute the competitive superiority of US
> corporations to the quality of business education. In 1978, a
> management professor, Herbert A. Simon of Carnegie Mellon University,
> won the Nobel Prize in economics for his work in decision theory. And
> the popularity of business education continued to grow since 1960’s
> and the MBA has become known as the passport to the good life. By the
> 1980s, however, US business schools faced critics who charged that
> learning had little relevance to real business problems. Some went so
> far as to blame business schools for the decline in US
> competitiveness. Amidst the criticisms, four distinct arguments may be
> discerned. The first is that business schools must be either
> unnecessary or deleterious because Japan does so well without them.
> Underlying these arguments is the idea that management ability cannot
> be taught-one is either born with it or must acquire it over years of
> practical experience. A second argument is that business schools are
> overly academic and theoretical. They teach quantitative models that
> have little application to real world problems. Third, they give
> inadequate attention to shop floor issues, to production processes and
> to management resources. Finally, it is argued that they encourage
> undesirable attitudes in students, such as placing value in the short
> term, on bottom line targets, while neglecting longer term
> developmental criteria. In summary, some business executives complain
> that MBA’s are incapable of making day-to-day peritoneal decisions,
> unable to communicate and to motivate people, and unwilling to accept
> responsibility for following through implementation plans. We shall
> analyze these criticisms after having reviewed experiences in other
> countries. In contrast to be the expansion and development of business
> education in the United States and more recently in Europe, Japanese
> business schools graduate no more than two hundred MBA’s each year.
> The Keio Business School (KBS) was the only graduate school of
> management in the entire country until the mid 1970s and it still
> boasts the only two-year masters programme. The absence of business
> schools in Japan would appear in contradiction with the high priority
> placed upon learning by its Confucian culture. Confucian colleges
> taught administrative skills as early as 1630 and Japan wholeheartedly
> accepted Western learning following the Meiji restoration of 1868 when
> hundreds of students were dispatched to universities in the U.S.A.,
> Germany, England and France, to learn the secrets of western
> technology and modernization. Moreover, the Japanese educational
> system is highly developed and intensely competitive and can be
> credited for raising the literary and mathematical abilities of the
> Japanese to the highest level in the world. Until recently, Japanese
> corporations have not been interested in using either local or foreign
> business schools for the development of their future executives. Their
> in-company-training programmers have sought the socialization of
> newcomers, the younger the better. The training is highly specific and
> those who receive it. Have neither the capacity nor the incentive to
> quit. The prevailing belief says Imai, is that management should be
> borne out of experience and many years of effort and not learnt from
> educational institutions. A 1960 survey of Japanese senior executives
> confirmed that a majority (54%) believed that managerial capabilities
> can be attained only on the job and not in universities. However, this
> view seems to be changing, the same survey revealed that even as early
> as 1960, 37% of senior executives felt that the universities should
> teach integrate professional management. In the 1980s, a combination
> of increased competitive pressures and greater multi-nationalisation
> of Japanese business are making the Japanese take a fresh look at
> Management Education.
The absence of business schools in Japan
- is due to the prevalent belief that management ability can only be acquired over years of practical experience.
- was due to the high priority placed on learning as opposed to doing in Confucian culture.
- is hard to explain for the proponents of business education.
- contributed a great deal to their success in international trade and business.
- it inculcated undesirable attitudes in students.
Solution : is due to the prevalent belief that management ability can only be acquired over years of practical experience.
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Solution :
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