MBA Oath: Long way to go

After the appointment of one of its strongest advocates Nitin Nohria as Dean of Harvard Business School, the MBA Oath has regained spotlight. The question remains however is whether such an oath is meaningful in a context where the MBA graduate is expected to work purely to achieve higher targets and greater profits with little or no attachment to ethics. With Nitin Nohria’s appointment as dean of Harvard Business School (HBS) came reams of newsprint on the MBA Oath – a ritual conceived by a few Harvard students and given prompt fillip by Nohria.

Nohria holds the view that the MBA Oath needs to be as ritualistic (and hopefully meaningful) a practice like the Hippocratic Oath which doctors take worldwide. In an address to media after becoming the dean. According to him, the oath sought to help those “who have power and privilege in a society to conduct themselves in a way where they exhibit the highest standard of personal conduct… then they will endorse society’s trust and be able to fulfill their responsibilities that come with their positions of power in a way that will benefit society.”

The concept behind ethics in business can actually be traced back to the initial formation of management education in the early 20th century. Business schools have strayed away from their initial intent. The university-based business school of today is a troubled institution, one that has become unmoored from its original purpose and whose contemporary state is in many ways antithetical to the goals of professional education itself.

Today, Oaths are a must in a profession. If doctors take it, then MBAs also should. While there are no foolproof guarantees that people will act ethically, pledges and oaths remind them to aim for the highest professional standards. The oaths serve as a reminder for business school graduates to act with integrity, prudence and transparency.

The MBA Oath concept has attracted more brickbats than bouquets over time. Primary among the arguments is the notion that signatures on such pledges fade as fast as the paper they are signed on as the business manager’s real world and the one at the campus are poles apart. An oath for MBA though might help some but the fundamentals of ethical leadership and business practice cannot be taught by either a business school or using an oath. It may be a good step in the direction. One can get a perfect A+ in an ethics course and take the Oath and still be a super crook and morally corrupt. Knowing ethics and being ethical are two different ball games and either the Oath or an ethics course in a b-school may be a necessary condition but not sufficient.

It is believed that while the global financial crisis gave rise to MBA oaths and pledges, singing on a piece of paper blindly is not going to avert the next financial crisis. The only thing the Oath may do is help nail a person for the problem if caught.

Youngest boy to crack IIT JEE Exam

According to a recent news, 14 year old Sahal Kaushik from Dwarka, New Delhi, has created the history by becoming the youngest ever student to crack the super prestigious IIT-JEE with flying colours.

Kaushik, a student of Vandana International School, has the knack of creating records as he cleared his Class X board exams with 76 per cent marks when he was just 12. Kaushik scored 73 per cent marks in his Class XII board exams.

It was his mother, Ruchi Kaushik, who noted the signs of a genius in her son when he was only two years old. The mother had bid adieu to the medical profession some 12 years ago and focused on teaching her son at home. He recited mathematics tables, solved maths sums with ease and spelt four and five-letter words accurately.

Kaushik also gave tips to those who are preparing for IIT-JEE next year. According to him, studying for six hours, understanding the concepts and taking the test is the key.

Kaushik has kept his options open — he may take admission at IIT Kanpur or may move to the US as research is

what he is focused on.

The Scholarships and Opportunities are Available for Faculty/Staff for Anderson's EMBA Program

In a recent news, The Vice President for Business and Finance, and the Vice President of Health Sciences are sponsoring scholarship opportunities for UNM staff employees and faculty, showed their interested in attending the Anderson School of Management's Executive MBA (EMBA) Program.

The EMBA program is a 25-month, on-campus weekend program for those with at least five years of significant work experience. The program begins once each year in late June. Classes meet every other weekend on Friday afternoons and Saturday mornings. The next class will begin on June 25, 2010.

To be considered for a scholarship, applicants must first meet the admissions criteria for the EMBA program.

UNM staff are eligible to apply for one of two full scholarships which will pay 100 percent of the EMBA program costs (less tuition remission) for the length of the program. UNM faculty and staff are eligible to apply for a partial scholarship which will pay all but $2,000 per semester (after tuition remission) for the length of the EMBA program..

Shaheen Mistri thinks no education system is ideal

Shaheen Mistri, entrepreneur and founder of the Akanksha Foundation as well as the chief executive officer of Teach For India (TFI), one of the six delegates who represented the country at the presidential summit on Entrepreneurship at Washington DC in April thinks no education system is ideal

According to her, there’s too much pressure in our education system, hence suicides happen. Her NGO is taking initiatives, to show that education need not be about rote learning or results oriented. No education system is ideal, but we can look at what’s working and how we can adapt it to the Indian context.

Harvard B-school makes highest earning graduates

In a recent article, it was said that, Harvard Business School gives highest earning graduates and because of this, it is one of the most expensive B-schools in the world.

On an average, MBAs from the top 45 B-schools make around $2.5 million in base pay and bonuses over the course of a 20-year career. But a grad from Harvard, earns approx. $4 million over the span of two decades. Grad from the second top University, i.e, University of Iowa's Tippie College of Business earns even less than half of that. Newly minted MBAs at some top programs, such as Yale, earn high starting salaries but experience only a minimal increase over time. At other schools, such as the University of Connecticut, MBA grads more than double their salaries over the 20-year period.

IITs are opening wider for more students

India's leading institutes for 50 years, and giving admission to only the brightest of students , the Indian Institutes of Technology will finally open their gates more wide. Assigned with the task of reaching out to more Indian students, IIT directors are drawing up plans to set up a virtual university, says a report published in The Times of India.. This decision has been taken as part of the National Mission on Education through ICT (NMEICT) whose details is still needs to be worked out and the plan will take minimum two years to get implemented..



The main purpose of this decision is to make quality education accessible to many more students using modern tools instead of setting up brick-and-mortar campuses. Many industries will be involved in administering the programmes and labs will be created where students can perform experiments. The IITs will take care of the entry, the exit and develop the courses.

An European student awarded AMBA 2009 Student of the Year award

Last year, Lindsey Nefesh-Clarke, graduate of the ESCP Europe Executive MBA programme, was awarded 2009 Student of the Year by the AMBA organised by Association of MBAs (AMBA) and British newspaper The Independent, it aimed to recognise the broad scope and international attitude of today's most outstanding scholars.

Lindsey Nefesh-Clarke graduated from University of Cambridge in 1994, after which she went to New York for Human Rights Watch. She presently lives in France and works for the humanitarian organisation Enfants d'Aise, where she is the director of the Philippines programme, which brings food, shelter, medical care and education to children living in slums. She graduated with the executive MBA from ESCP Europe in June 2009.

Finding ways to provide small loans to help people from extremely poor communities provide for themselves is one of her passions. Lindsey Nefesh-Clarke is also the founder of the Women's Worldwide Web, a not-for-profit online platform that seeks to empower women through small loans to help them establish a livelihood, education, mentoring and networking.

UP and Bihar are the two highest money spending states on education in India.

In a recent news, it was said that Uttar Pradesh and Bihar spend the most on education in Northern India. Unfortunately, still, in these two states, literacy levels in the two states still lie stagnant.

Among these two states, UP spends 3.67% of its GDP in education system modernisation and Bihar doles out as much as 5.7%. Still, the average literacy rates in UP and Bihar continue to stagnate at 56.27% and 47% respectively. Two progressive states of India, Punjab and Haryana, spend 2.23% and 2.05% of their GDP on education respectively whereas Delhi spends 1.17% on education. Still, its literacy rate is 81.67%.

Actually, in our country, total average of GDP spent on education is estimated at 0.7%.

India's school education

India's US$40b education market is experiencing a surge in investment. Capital, both local and international, and innovative legal structures are changing the face of this once-staid sector

The liberalisation of India's industrial policy in 1991 was the catalyst for a wave of investment in IT and infrastructure projects. Rapid economic growth followed, sparking a surge in demand for skilled and educated workers. This, combined with the failure of the public system to provide high quality education and the growing willingness of the burgeoning middle class to spend money on schooling, has transformed India's education sector into an attractive and fast-emerging opportunity for foreign investment.

Despite being fraught with regulatory restrictions, private investors are flocking to play a part in the "education revolution". A recent report by CLSA (Asia-Pacific Markets) estimated that the private education market is worth around US$40 billion. The K-12 segment alone, which includes students from kindergarten to the age of 17, is thought to be worth more than US$20 billion. The market for private colleges (engineering, medical, business, etc.) is valued at US$7 billion while tutoring accounts for a further US$5 billion.

Other areas such as test preparation, pre-schooling and vocational training are worth US$1-2 billion each. Textbooks and stationery, educational CD-ROMs, multimedia content, child skill enhancement, e-learning, teacher training and finishing schools for the IT and the BPO sectors are some of the other significant sectors for foreign investment in education.

Opportunity beckons

The Indian government allocated about US$8.6 billion to education for the current financial year. But considering the significant divide between the minority of students who graduate with a good education and the vast majority who struggle to receive basic elementary schooling, or are deprived of it altogether, private participation is seen as the only way of narrowing the gap. Indeed, it is estimated that the scope for private participation is almost five times the amount spent on education by the government.

CLSA estimates that the total size of India's private education market could reach US$70 billion by 2012, with an 11% increase in the volume and penetration of education and training being offered.
The K-12 segment is the most attractive for private investors. Delhi Public School operates approximately 107 schools, DAV has around 667, Amity University runs several more and Educomp Solutions plans to open 150 K-12 institutions over the next four years. Coaching and tutoring K-12 students outside the range of school education is also big business with around 40% of urban children in grades 9-12 using external tuition facilities.

Opening the doors

Private initiatives in the education sector started in the mid-90s with public-private partnerships set up to provide information and communications technology (ICT) in schools. Under this scheme, various state governments outsourced the supply, installation and maintenance of IT hardware and software, as well as teacher training and IT education, in government or government-aided schools. The central government has been funding this initiative, which follows the build-own-operate-transfer (BOOT) model, under the Sarva Shiksha Abhiyaan and ICT Schools programmes. Private companies such as Educomp Solutions, Everonn Systems, and NIIT were among the first to enter the ICT market, which is expected to be worth around US$1 billion by 2012.

Recently, the central government invited private participation in over 1,000 of its industrial training institutes and offered academic and financial autonomy to private players. Companies such as Tata, Larsen & Toubro, Educomp and Wipro have shown keen interest in participating in this initiative.

Regulatory roadblocks

Education in India is regulated at both central and state government levels. As a result, regulations often differ from state to state. K-12 education is governed by the respective State School Education Act and the Central Board of Secondary Education (CBSE) Rules and Regulations concerning affiliation and/or the rules of any other affiliating body. Under current regulations, only not-for-profit trusts and societies registered under Societies Registration Act, 1860, and companies registered under section 25 of the Companies Act, 1956, qualify to be affiliated with the CBSE and to operate private schools.

While the K-12 segment accounts for the lion's share of India's educational market, weaving through the complex regulatory roadmap to qualify for affiliation poses serious difficulties for investors. The CBSE requires privately-funded schools to be non-proprietary entities without any vested control held by an individual or members of a family. In addition, a school seeking affiliation is expected to have a managing committee controlled by a trust, which should approve budgets, tuition fees and annual charges. Any income accrued cannot be transferred to the trust or school management committee and voluntary donations for gaining school admission are not permitted.
Schools and higher education institutions set up by the trust are entitled to exemptions from income tax, subject to compliance with section 11 of the Income Tax Act, 1961. In order to qualify for tax exemptions, the trust needs to ensure that its predominant activity is to serve the charitable purpose of promoting education as opposed to the pursuit of profit.

Alternative paths

Alternative routes do exist for investors seeking to avoid the web of regulatory barriers that constrain their involvement. Sectors such as pre-schools, private coaching and tutoring, teacher training, the development and provision of multimedia content, educational software development, skill enhancement, IT training and e-learning are prime sectors in which investors can allocate their funds. These areas are attractive because while they relate closely to the profitable K-12 segment, they are largely unregulated. As such, they make attractive propositions for private investors interested in taking advantage of the burgeoning demand for quality education. Companies such as Educomp Solutions, Career Launcher, NIIT, Aptech, and Magic Software, are market leaders in these fields. Educomp recently acquired a large number of educational institutes and service providers across India. It has also formed joint ventures with leading higher education groups, including Raffles Education Singapore, for the establishment of higher education institutions and universities in India and China. Furthermore, it has entered into a multi-million dollar collaboration with Ansal Properties and Infrastructure to set up educational institutions and schools across the country and closed an US$8.5 million deal to acquire Eurokids International, a private provider of pre-school educational services in India. Gaja Capital India, an education-centric fund, has completed the funding of three education services companies in India. NIIT and Aptech, meanwhile, are engaged in the IT training business.

Core Projects and Technology is also focusing heavily on India and is likely to bid to takeover, upgrade and run public schools for specified periods on a public-private partnership basis.

Higher hurdles

While state governments are largely responsible for providing K-12 education in India, the central government is accountable for major policy decisions relating to higher education. It provides grants to the University Grants Commission (UGC) and establishes central universities in the country. The UGC coordinates, determines and maintains standards and the release of grants. Upon the UGC's recommendation, the central government declares the status of an educational institution, which once authorized, is entitled to award degrees.

State governments are responsible for the establishment of state universities and colleges and has the power to approve the establishment of private universities through State Acts. All private universities are expected to conform to the UGC guidelines to ensure that certain minimum standards are maintained.

Amity University in Uttar Pradesh is one of the private universities to open its doors. It was approved by the Uttar Pradesh state legislature on 12 January 2005 under section 2(f) of the University Grants Commission Act.

Not-for-profit and anti-commercialization concepts dominate higher education fee structures. To prevent commercialization and profit-making, institutions are prohibited from claiming returns on investments. This, however, does not pose a hurdle for universities interested in mobilizing resources to replace and upgrade their assets and services. A fixation of fees is required in accordance with the guidelines prescribed by the UGC and other concerned statutory bodies. For this purpose, the UGC may request the relevant information from the private university concerned, as prescribed in the UGC (Returns of Information by Universities) Rules, 1979.

In line with the policy on Fee Fixation in Private Unaided Educational Institutions Imparting Higher and Technical Education, two types of fees are required: tuition fees and development fees. Tuition fees are intended to recover the actual cost of imparting education without becoming a source of profit for the owner of the institution. While earning returns on investment would not be permissible, development fees may provide an element of partial capital cost recovery to the management, serving as a resource for upkeep and replacement.

Legal precedents

In order to be awarded university status by the UGC, institutions must comply with the objectives set forth in the Model Constitution of the Memorandum of Association/Rules, and ensure that no portion of the income accrued is transferred as profit to previous or existing members of the institution. Payments to individuals or service providers in return for any service rendered to the institute are, however, not regulated.

In this context recent court judgments on private universities are relevant. The Supreme Court, in Unnikrishnan JP v State of Andhra Pradesh, introduced a scheme regulating the admission and levy of fees in private unaided educational institutions, particularly those offering professional education. The ruling was later notified in the fee policy.

Subsequently, in the case of Prof Yashpal and Anr v State of Chattisgarh and Ors in 2005, the Supreme Court assailed the Chattisgarh government's legislation and amendments which had been abused by many private universities. It was contended that the state government, simply by issuing notifications in the Gazette, had been establishing universities in an indiscriminate and mechanical manner without taking into account the availability of any infrastructure, teaching facilities or financial resources. Further, it was found that the legislation (Chhattisgarh Niji Kshetra Vishwavidyalaya (Sthapana Aur Viniyaman) Adhiniyam, 2002) had been enacted in a manner which had completely abolished any kind of UGC control over private universities.

The Supreme Court concluded that parliament was responsible for ensuring the maintenance and uniformity of higher education institutions in order to uphold the UGC's authority. Following the judgment, only those private universities that satisfied the UGC's norms were able to continue operating in Chattisgarh.

Professional institutions

Professional and technical education in India is regulated by professional councils such as the All India Council for Technical Education (AICTE). Established under the AICTE Act, 1987, AICTE gives recognition to courses, promotes professional institutions, provides grants to undergraduate programmes, and ensures the coordinated and integrated development of technical education and the maintenance of standards. The AICTE has recently exerted pressure on unrecognized private technical and management institutes to seek its approval or face closure.

A single bench decision of the Delhi High Court in Chartered Financial Analysis Institute and Anr v AICTE illustrates the far-reaching implications this kind of pressure can have on all institutions operating independently of the AICTE. The court found that the Chartered Financial Analyst Institute, a US-based organization, was engaged in imparting technical education and that its charter, though not described as a degree or diploma, was nevertheless descriptive of the candidate attaining an academic standard, entitling him to pursue further courses, and achieve better prospects of employment in the investment banking profession. The AICTE argued that the Chartered Financial Analyst Institute fell within the ambit of its regulation and was therefore obliged to submit to the jurisdiction of the regulatory body. The Delhi High Court upheld the AICTE's view that the Chartered Financial Analyst Institute did qualify as an institution imparting technical education..

This judgment may have emboldened the AICTE to proceed against a number of other establishments that are on its list of unapproved institutions. It holds particular significance since despite not granting degrees and diplomas, the Chartered Financial Analyst Institute was still deemed by the court to be covered under the description of a "technical institute".

Enthusiasm grows for foreign participation

While regulators such as the AICTE continue to exercise influence in the Indian education system, the sector is expected to witness a surge in foreign investment and perhaps a reduction in the number of regulatory roadblocks as a result of the central government's enthusiasm for overseas investors. Foreign direct investment in higher education could help reduce government expenditure and there is a general consensus that education as a whole should be opened for domestic and foreign private participation.

The entry of foreign educational institutions into India will be covered by the new Foreign Education Providers (Regulation for Entry and Operation) Bill. The bill seeks to regulate the entry and operation of foreign education providers, as well as limit the commercialization of higher education. Foreign education providers would be given the status of "deemed universities" allowing them to grant admissions and award degrees, diplomas or certificates.

Operationally, the bill proposes to bring foreign education providers under the administrative umbrella of the UGC, which would eventually regulate the admissions process and fee structures. Since these foreign institutions will have to be incorporated under central or state laws, they will also be subject to the government's policies of reservations. The bill is pending approval from the Indian Parliament but it is unclear if it will be taken by the present government for a vote prior to the general elections in 2009.

Innovative structures unlock profitability

The regulatory restraints on running profitable businesses in the K-12 and higher education sectors have driven Indian lawyers to devise innovative structures that enable private investors to earn returns on their investments. These typically involve the establishment of separate companies to provide a range of services (operations, technology, catering, security, transport, etc.) to the educational institution. The service companies enter into long term contracts with the trust operating the institution. Payments made by the trust to the service companies must be comparative and proportionate to the services rendered by such companies. Furthermore, in order to qualify for tax exemptions, the expenses paid by the trust to the service companies must not exceed what may reasonably be paid for such services under arm's length relationships.
Despite the regulatory constraints, the Indian education sector is on a path of exponential growth. A growing number of private companies are undertaking creatively structured projects in the education business and the level of investor confidence is demonstrated by the recent spate of M&A activity that has taken place.

With more domestic players emerging, the education sector is likely to witness consolidation, but at the same time, increasing foreign participation will drive competition and raise standards. Liberalization will continue to intensify as the government struggles to remedy its poor public education system and provide quality institutions to educate India's masses.

How to Prepare for MBA Entrance Exams

Vince Lombardi once said "Dictionary is the only place that success comes before work. Hard work is the price we must pay for success. I think you can accomplish anything if you're willing to pay the price."

Success in MBA Entrance Exam in India is also no cake walk. You need in-depth knowledge, analytical mind, sharp memory and above all, systematic planning and preparation. Needless to say that the candidates cannot and should not attempt preparation for his MBA Entrance Test overnight. Since the competition is amongst the best available talent from all disciplines, meticulous and long term preparation are required to get admitted to the MBA program. Although the syllabi in the admission/entrance test differ from university to university, there are certain common aspects that appear in most of the entrance test, CAT, XAT, MAT, XLRI, SNAP and MBA Entrance Exams conducted by State Universities in one form or the other. These aspects include tests on quantitative aptitude, reasoning, intelligence, comprehension, case analysis, relationships, word power, synonyms, antonyms, general knowledge/awareness, etc. It is therefore, essential that the candidates start preparing well in advance on all the above aspects. If one can get hold of previous year's papers or at least the pattern, this would go a long way in guiding the candidates to prepare properly for the test.

Here are some tips to prepare on important aspects which are common to most of the MBA entrance examinations in India:

(a) Quantitative Aptitude: A candidate seeking admission to MBA programme is expected to have aptitude for basic and elementary accounting as well as the knack of solving the simple arithmetic problems. This is one of the areas in the admission test which, if properly prepared and practiced, is likely to put the candidate ahead of others, as one can hope to score even 100% marks in this part. There may be several types of questions that may form part of quantitative aptitude test. The first category could be simple arithmetic problems including profit and loss, percentages, ratio, averages, partnership, etc. Such problems involve simple calculations and with a little practice and basic aptitude, can be solved correctly. The second category of questions could involve multiplication or divisions in 5 to 6 figures or decimals. It may be quite time-consuming if the candidates start actually attempting the entire calculations. Since the candidates are required to work against time it is not advisable to waste time on such calculations. With a little practice, the candidates can easily eliminate most of the choices straight away to arrive at the correct answer even without any calculations. This can be achieved if the candidates look at all the choices carefully before actually attempting the calculations. Another category of questions may be directed at testing only the intelligence of the candidate and not his/her ability to calculate. There may be some other questions aimed at testing the common sense of the candidates. The entire area of quantitative aptitude, therefore, needs constant practice to calculate quickly with accuracy. More practice is also essential for the candidates to gain confidence in this part of the test. Even if a candidate does not have the basic aptitude for figure-work, he/she can make up for this deficiency by regular practice and a lot of hard work. It is strongly recommended that the candidates practice and attempt all the questions on quantitative.

(b) Logical Reasoning: Questions on logical reasoning may be of several types and in several forms. These could include a statement on which the candidates are asked to draw correct interference out of the given choices. There could be questions on series of words and figures, arrangement of alphabets, brain teasers or even such questions as only call for drawing logical inferences. Just like quantitative aptitude test, this portion of admission test also needs special and detailed preparations and practice. Most of the questions under this category in fact test the common sense and sense of proportion and reasoning among the candidates and therefore, must be attempted with a cool head. In case of statements, the given statement as well as choices given must be read at least twice before choosing the right answer. In case there are more than three questions on arrangements of alphabets, it is advisable to write down all the alphabets on the rough work sheet. This will facilitate easy and quick attempt of questions on alphabets. Similarly, there could be certain questions on distances traveled in different directions. In such questions it is proper to draw a rough diagram giving distances travelled in various directions to get the correct answer. Constant practice in the questions on reasoning would make the candidates confident to tackle this particular aspect of the test. To do well in this part of the test, the candidates must therefore, practice hard.

(c) Comprehension Test: Comprehension test is aimed at gauging the understanding of English language by the candidates. Usually, a paragraph is given which the candidates are required to go through carefully and then answer the question by choosing the correct answer. To attempt this part speedily and correctly, the candidates must practice reading with a quick speed and understanding the entire passage. Answer to most of the questions are easily located within the passage itself. But there are certain questions, answers to which are not directly available in the given passage. Such questions can only be answered by those candidates who can understand the passage fully. Regular practice would help the candidates to attempt the comprehension test in more effective and appropriate manner. Tests of English language given in every issue of this magazine invariably contain small comprehension passages. Practice of such passages may be of great help to the candidates for preparing this test.

(d) General Awareness: As the name suggests, the test of general awareness aims to judge the general knowledge of the candidates. Basic facts about all aspects of general knowledge like Science, Geography, History, Economics, Polity, etc are essentially required to be known. A good knowledge of all branches of general knowledge is essential which can only be achieved by reading good books. Reading Newspapers regularly will keep you updated in whatever important is happening around the world.

IIT Entrance Exam Tricky and Mind Boggling

Are you aware of the fact that almost 4.75lakhs students appeared for the IIT entrance exam this year. It is very difficult to select the students as the major population scores high marks in the entrance exam.

Institutes have found a new method to assess the students through IIT entrance exam. IIT Institutes is full of intelligent Professors. They draft difficult and tricky paper to assess the intelligence of the students. Professors want to churn the cream out of the lot. They design IIT JEE question paper for only the select few. The rest of the crowd is sure to get disappointed out of this regime.

IIT entrance exam is the most crucial exam for the student. Most students want to get through this test and this is the reason that almost 4.75lakhs students appeared for the test this year. It involves loads of commitment from Institute also. The Professors have to check each and every answer-sheet through computerized answer sheet. This job is time-taking and performed through high concentration.

IIT entrance test is based upon the last year's performances also. If the paper is solved by many at a time; then it is difficult for Professors to choose the eligible candidate for IIT entrance. Professors play safe by drafting quizzical question paper. They are well aware of the mental level of students and draft a tricky and mind-boggling question paper, which can be solved by the select few only. These select few are the future IIT Graduates.

IIT question paper is within the reach of few people only. Even the most intelligent and fastest aspirant can't solve the problem, unless he has that kind of intelligent level. On the contrary, a mediocre student can solve the IIT question-paper through his intelligence and ability to apply the knowledge to solve problem.

Institutions try to grab the most intelligent students to maintain the standard of the Institute and also maintain the Institutes prestige in the process. This can be achieved when the exceptional are chosen from the masses. IIT JEE entrance test is hard and aligned as per the last years' trend and current conditions.

IIT JEE is hard and IIT JEE question papers are harder. Simply mugging-up the concepts is not sufficient.