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AILET Mock Test-8 (New Pattern) - CLAT MCQ


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30 Questions MCQ Test AILET (UG) Mock Test Series - AILET Mock Test-8 (New Pattern)

AILET Mock Test-8 (New Pattern) for CLAT 2024 is part of AILET (UG) Mock Test Series preparation. The AILET Mock Test-8 (New Pattern) questions and answers have been prepared according to the CLAT exam syllabus.The AILET Mock Test-8 (New Pattern) MCQs are made for CLAT 2024 Exam. Find important definitions, questions, notes, meanings, examples, exercises, MCQs and online tests for AILET Mock Test-8 (New Pattern) below.
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AILET Mock Test-8 (New Pattern) - Question 1

Directions: Read the passage and answer the question based on it.

The world dismisses curiosity by calling it idle, or mere idle curiosity – even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced every day with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is mainly what a university is for. Some of the questions that scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires one of them why he wants to know the answer to a particular question, he may say, especially if he is a scientist, that the answer will, in some obscure way, make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility. But to you who are now part of the university, he will say that he wants to know the answer, simply because he does not know it. The way a mountain climber wants to climb a mountain simply because it is there. Similarly a historian, when asked by outsiders why he studies history, may come out with an argument that he has learnt to repeat on such occasions, something about knowledge of the past, making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened, and he would like to know what. All this does not mean that the answers which scholars find to their questions have no consequences. They may have enormous consequences, but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary function of the scholar, for the consequences are usually subordinate to the satisfaction of curiosity.

Q. Common people consider some of the questions asked by scholars as unimportant

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 1
Refer to Line 5,"Some of the questions that scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation."option 1 is irrelevant as these people do not understand these questions.

Option 2 is also irrelevant as the passage does not mention these topics as the major areas of concern.

Option 1 & 3 are also irrelevant as the author mentions in the passage that the questions asked by the scholars are beyond the comprehension of the common man. So,option 4 is the most appropriate.

AILET Mock Test-8 (New Pattern) - Question 2

Directions: Read the passage and answer the question based on it.

The world dismisses curiosity by calling it idle, or mere idle curiosity – even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced every day with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is mainly what a university is for. Some of the questions that scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires one of them why he wants to know the answer to a particular question, he may say, especially if he is a scientist, that the answer will, in some obscure way, make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility. But to you who are now part of the university, he will say that he wants to know the answer, simply because he does not know it. The way a mountain climber wants to climb a mountain simply because it is there. Similarly a historian, when asked by outsiders why he studies history, may come out with an argument that he has learnt to repeat on such occasions, something about knowledge of the past, making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened, and he would like to know what. All this does not mean that the answers which scholars find to their questions have no consequences. They may have enormous consequences, but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary function of the scholar, for the consequences are usually subordinate to the satisfaction of curiosity.

Q. According to the passage the general public respects

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 2
Refer to line 6,"If the world inquires of one of them why he wants to know the answer to a particular question, he may say, especially if he is a scientist, that the answer will, in some obscure way, make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility."It’s evident from the passage as given in the line ‘The world understands & respects utility.

Option 1 is inappropriate as it talks of inventions and not its utility value.

Option 4 talks only about scientific inventions.

In option 3 this aspect is not mentioned explicitly in the passage.So,option 2 is correct.

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AILET Mock Test-8 (New Pattern) - Question 3

Directions: Read the passage and answer the question based on it.

The world dismisses curiosity by calling it idle, or mere idle curiosity – even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced every day with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is mainly what a university is for. Some of the questions that scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires one of them why he wants to know the answer to a particular question, he may say, especially if he is a scientist, that the answer will, in some obscure way, make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility. But to you who are now part of the university, he will say that he wants to know the answer, simply because he does not know it. The way a mountain climber wants to climb a mountain simply because it is there. Similarly a historian, when asked by outsiders why he studies history, may come out with an argument that he has learnt to repeat on such occasions, something about knowledge of the past, making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened, and he would like to know what. All this does not mean that the answers which scholars find to their questions have no consequences. They may have enormous consequences, but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary function of the scholar, for the consequences are usually subordinate to the satisfaction of curiosity.

Q. The primary function of a scholar is different from the search for a cure for cancer because

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 3
Refer to 3rd last line,"It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary function of the scholar, for the consequences are usually subordinate to the satisfaction of curiosity."

Option 2 & 4 are irrelevant, as nowhere does the author talk of the selfishness of the scholar.

Option 1 is also irrelevant as the scholar’s questions are of some consequence, as given in the passage.

Option 3 is correct as it captures the essence of difference between a scholar and a cancer researcher.

AILET Mock Test-8 (New Pattern) - Question 4

Directions: Choose the option which is most Opposite in meaning of the underlined word as used in the context of the sentence.

Q. His description of the event was rather pejorative.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 4
The meaning of the ‘pejorative’ is ‘derogatory/criticize so the opposite of ‘pejorative’ is ‘laudatory/praising’. The clue here is 'rather' as after this word mostly negative words are used so 'pejorative' will also have negative connotation and opposite to this word should have positive connotation. The only positive word here is 'laudatory'. 'predictive' has neutral connotation i.e. its meaning is 'pertaining to prediction/foretelling'.SO,option 1 is correct.
AILET Mock Test-8 (New Pattern) - Question 5

Directions: From the sentences given below choose the ones in which the highlighted word usage is correct. Then choose the appropriate option.

ALMOST

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 5
In this almost is an adverb. The sentence talks of a situation where I was very nearly saved i.e. the scooters just passed by me i.e. slightly short of B is incorrect because 'Almost' is misplaced C is incorrect because of 'Across'

D is grammatically incorrect because of tense.

AILET Mock Test-8 (New Pattern) - Question 6

Directions: Choose the option which is most Similar in meaning of the underlined word as used in the context of the sentence.

Q. Sordid : His dress was of a piece with his countenance, neither affectedly sordid nor pompous.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 6
sordid means involving immoral or dishonourable actions and motives; arousing moral distaste and contempt. Prosaic is common or plain. Tingleis experience or cause to experience a slight prickling or stinging sensation. Rhetoric is the art of effective or persuasive speaking or writing, especially the exploitation of figures of speech and other compositional techniques.
AILET Mock Test-8 (New Pattern) - Question 7

Directions: Choose the correct synonymous word or description for each italicized word.

The Jan Lokpal Bill, also referred to (/) as the citizens' ombudsman bill, is a proposed independent (__) anti-corruption law in India. Anti-corruption social activists proposed it as a more effective improvement on the original Lokpal bill, which is currently being proposed by the Government of India. The Jan Lokpal Bill aims to effectively deter (/) corruption, redress grievances (/) of citizens, and protect whistle-blowers. If made into law, the bill would create an independent ombudsman (/) body called the Lokpal. It would be empowered to register and investigate complaints of corruption against politicians and bureaucrats without prior government approval.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 7
Independent here means impartial
AILET Mock Test-8 (New Pattern) - Question 8

Directions: Choose the correct synonymous word or description for each italicized word.

The Jan Lokpal Bill, also referred to (/) as the citizens' ombudsman bill, is a proposed independent (/) anti-corruption law in India. Anti-corruption social activists proposed it as a more effective improvement on the original Lokpal bill, which is currently being proposed by the Government of India. The Jan Lokpal Bill aims to effectively deter (/) corruption, redress grievances (__) of citizens, and protect whistle-blowers. If made into law, the bill would create an independent ombudsman (/) body called the Lokpal. It would be empowered to register and investigate complaints of corruption against politicians and bureaucrats without prior government approval.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 8
Grievances are complains
AILET Mock Test-8 (New Pattern) - Question 9

Directions: In the following question, out of the given group of wordings, choose one inappropriately spelled.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 9
Correct spelling is ‘Diarrhoea’.
AILET Mock Test-8 (New Pattern) - Question 10

Directions: In the following question, out of the given group of wordings, choose one inappropriately spelled.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 10
Amelioration is spelled with only one ‘m’ Others are correct
AILET Mock Test-8 (New Pattern) - Question 11

Directions: Find the ODD one out from the group of words which are related in some way or the other

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 11
Option 2. Esoteric means mystical, mysterious or occult. Exigent means urgent.
AILET Mock Test-8 (New Pattern) - Question 12

Directions: A set of four words is given. Three of the words are related in some way, the remaining word is not related to the rest. Pick the word which does not fit in the relation.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 12
Except Ecstacy all words represent sadness.Ecstasy means 'a feeling or state of very great happiness'.
AILET Mock Test-8 (New Pattern) - Question 13

Directions: Find the ODD one out from the group of words which are related in some way or the other

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 13
Bludgeon means to hit with or as if with a heavy club, OR to intimidate, Blackjack means to corece/ threaten. Order also means the same.
AILET Mock Test-8 (New Pattern) - Question 14

Directions: There are two gaps in the following sentence. From the pairs of words given, choose the one that fills the gaps most appropriately. The first word in the pair should fill the first gap.

Q. The Internet is a medium where users have nearly _________ choices and _____constraints about where to go and what to do.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 14
The rightful sentence should convey the idea of the maximum possible choice, which can result only in the presence of minimal constraints.
AILET Mock Test-8 (New Pattern) - Question 15

Directions: Fill in the blanks using the appropriate options.

Q. The law prohibits a person from felling a sandalwood tree even if it grows on one's own land, without prior permission from the government. As poor people cannot deal with the government, this legal provision leads to a rip-roaring business for _______ who care neither for the ________ nor for the trees.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 15
Since the sentence has a negative tone, the word should be “touts” who do not care for the poor.
AILET Mock Test-8 (New Pattern) - Question 16

Directions: Fill in the blanks using the appropriate options.

Q. The argument that the need for a looser fiscal policy to _________ demand outweighs the need to ________ budget deficits is persuasive.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 16
Some knowledge of economics helps here. By looser fiscal policy implies higher government spending – which obviously would lead to a higher deficit. Govt. spending is supposed to boost the economy.
AILET Mock Test-8 (New Pattern) - Question 17

Directions: Complete the following sentence with the best alternative:

Q. “Over the decades, _______ films have attempted to capture the full horror of her ‘Frankenstein's Story, but none have come close to equaling the power of Mary Shelley’s frightening prose.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 17
The idea being put forth is that over the decades many films have attempted to …. but none … Hence numerous.
AILET Mock Test-8 (New Pattern) - Question 18

Directions: Choose the set of words that best fits the meaning of the given sentence.

Q. Just as his elder brother’s __________academic record had enabled him to attend one of the best universities, Rahul was also _______ to secure admission in one of the premier business schools.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 18
The brother’s excellent academic record enabled him to secure admission to one of the best universities. Rahul also is keen to secure admission in one of the premier business schools.

Hence exemplary (excellent) and eager ( keen to ) . Presumptuous means arrogant or conceited.

AILET Mock Test-8 (New Pattern) - Question 19

Directions: Complete the following sentence with the best alternative:

Q. In the month of May the ____sound of the ice-cream cart can be heard.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 19
During the month of May the sound of the ice-cream cart is heard time and again . Ubiquitous means present everywhere. The sound of the ice-cream cart is music to the ears. If it is cacophonic (very loud and harsh) it would hardly attract people or children.
AILET Mock Test-8 (New Pattern) - Question 20

Directions: Fill in the blanks using the appropriate options.

Q. This simplified _________ to the decision-making process is a must read for anyone ________ important real estate, personal, or professional decisions.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 20
The key here is the second blank.Option a) is ruled out because you cannot maximize decisions,even under a decision is grammatically incorrect, so option b) is out. Out of option c) and d), option d) is better, since a guide would be a more appropriate must-read.The word guide means a book,pamphlet etc giving information,instructions or advice.
AILET Mock Test-8 (New Pattern) - Question 21

Directions: Fill in the blank of the following sentence by using the most appropriate word from the options given below the sentence.

Q. The drought has led to an _________ in the cost of vegetables

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 21
escalation – increase to a great extent and here the context says 'the drought has led to..'', means prices will go up at higher pace than usual.Also used in 'a time when prices esclate because of something unusal. 'Increase' may or may not represent 'unusalnes of the situation' here as it has got neutral connotation.Hence option C is rejected.

Option B is wrong because 'Inflation in the cost' is wrong usage.

Option D is wrong because 'Increment' depicts a step up from the previous value. The meaning of the statement is not intended towards this as there is no mention of any previous value.

AILET Mock Test-8 (New Pattern) - Question 22

Directions: Fill in the blank of the following sentence by using the most appropriate word from the options given below the sentence.

Q. A ________ of rain-drops splattered against the windowpanes.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 22
Option A is wrong because Splash is not used for rain drops.

Option B is wrong because drop of rain drops is wrong.

Option C is wrong because gush meaning sudden flow, is used for flows and not for something coming from upwards.

Option D is right because Flurry means sudden flow of rain drops or snow.

AILET Mock Test-8 (New Pattern) - Question 23

Directions: Fill in the blank of the following sentence by using the most appropriate word from the options given below the sentence.

Q. Bringing up children needs a ____________ mix of strictness and freedom

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 23
judicious – exercising sound judgement and it is the best fit as we need to include wisdom also to deal with the children and also to mix strictness/freedom. Balance/equal would mean the same hence rejected. 'Clever' has negative connotation therefore rejected.
AILET Mock Test-8 (New Pattern) - Question 24

Directions: Fill in the blank of the following sentence by using the most appropriate word from the options given below the sentence.

Q. This cruise gives you a taste of ________________ living

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 24
high living – As it refers to the cruise journey thus it should be great and enjoyable. 'Fine' seems to be close but it is about elegance/style and not about fun/adventure/journey. Therefore the best fit will be 'high'.

Gacious is more or less the same as 'fine therefore rejected. 'Cool' is out of context therefore rejected. Hence the best option is B.

AILET Mock Test-8 (New Pattern) - Question 25

Directions: Fill in the blank in the following sentence by using the most appropriate word from the options given below the sentence. Although more than one option may be correct, only one amongst them is the most effective

Q. Use this spray to _______________ the weeds in your garden

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 25
Weeds are the plants that cannot be removed with roots thus it can only be eliminated at a given stage by using a spray.
AILET Mock Test-8 (New Pattern) - Question 26

Directions: Choose the most logical order of sentences from among the given choices to construct a coherent paragraph.

A. At a time when growth in the Indian mobile phone market has flattened out over the last one year, the rural markets are providing a vital lifeline.

B. Nokia is also betting on rural specific mobile services to drive growth.

C. Leading cell phone makers claim that these markets are witnessing sales growth upwards of 30%.

D. This includes separate distribution models, tying up with microfinance companies to offer handsets at easy installments and launching handsets customized for the rural consumer.

E. So much so that the likes of Nokia, Samsung, Motorola and Spice are drawing up separate business plans for these markets.

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 26
The paragraph talks about the growth in rural markets with reference to mobile phones. Hence A introduces the topic. The separate business plans for the rural markets talked about in E are elaborated in D. Hence the option is A – C – E – D – B.
AILET Mock Test-8 (New Pattern) - Question 27

Directions: Read the passage and answer the question based on it.

Management education gained new academic stature within US Universities and greater respect from outside during the 1960’s and 1970’s. 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, the number of master’s degrees awarded annually has grown from under 5000 to over 50,000 in the mid 1980’s as the MBA has become known as ‘the passport to the good life’.

By the 1980’s, 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 this argument 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 on the short term and ‘bottom line’ targets, while neglecting longer term development criteria. In summary, some business executives complain that MBA’s are incapable of handling day to day operational decisions, unable to communicate and to motivate people, and unwilling to accept responsibility for following through on implementation plans. We shall analyze these criticisms after having reviewed experiences in other countries.

In contrast to 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 1970’s 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 US, 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, Japan corporations have not been interested in using either local or foreign business schools for the development of their future executives. Their in-company training programs 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 management should be born 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 integrated professional management. In the 1980’s a combination of increased competitive pressures and greater multi-nationalisation of Japanese business are making it difficult for many companies to rely solely upon internally trained managers. This has led to a rapid growth of local business programmes and a greater use of American MBA programmes. In 1982-83, the Japanese comprised the largest single group of foreign students at Wharton, where they not only learnt the latest techniques of financial analysis, but also developed worldwide contacts through their classmates and became Americanized, something highly useful in future negotiations. The Japanese, then do not ‘do without’ business schools, as is sometimes contended. But the process of selecting and orienting new graduates, even MBA’s, into corporations is radically different than in the US. Rather than being placed in highly paying staff positions, new Japanese recruits are assigned responsibility for operational and even menial tasks. Success is based upon Japan’s system of highly competitive recruitment and intensive in-company management development, which in turn are grounded in its tradition of universal and rigorous academic education, life-long employment and strong group identification.

The harmony among these traditional elements has made Japanese industry highly productive and given corporate leadership a long term view. It is true that this has been achieved without much attention to university business education, but extraordinary attention has been devoted to the development of managerial skills, both within the company and through participation in programmes sponsored by the Productivity Center and other similar organizations.

Q. Which of the following is absolutely true, about Japenese education system, according to the passage?

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 27
The author states that the harmony among these traditional elements has made Japanese industry highly productive and given corporate leadership a long term view For further clarity refer to the last part of the 5th paragraph- 'Success is based upon Japan’s system of highly competitive recruitment and intensive in-company management development, which in turn are grounded in its tradition of universal and rigorous academic education .. . .. .. . '.
AILET Mock Test-8 (New Pattern) - Question 28

Directions: Read the passage and answer the question based on it.

Management education gained new academic stature within US Universities and greater respect from outside during the 1960’s and 1970’s. 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, the number of master’s degrees awarded annually has grown from under 5000 to over 50,000 in the mid 1980’s as the MBA has become known as ‘the passport to the good life’.

By the 1980’s, 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 this argument 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 on the short term and ‘bottom line’ targets, while neglecting longer term development criteria. In summary, some business executives complain that MBA’s are incapable of handling day to day operational decisions, unable to communicate and to motivate people, and unwilling to accept responsibility for following through on implementation plans. We shall analyze these criticisms after having reviewed experiences in other countries.

In contrast to 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 1970’s 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 US, 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, Japan corporations have not been interested in using either local or foreign business schools for the development of their future executives. Their in-company training programs 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 management should be born 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 integrated professional management. In the 1980’s a combination of increased competitive pressures and greater multi-nationalisation of Japanese business are making it difficult for many companies to rely solely upon internally trained managers. This has led to a rapid growth of local business programmes and a greater use of American MBA programmes. In 1982-83, the Japanese comprised the largest single group of foreign students at Wharton, where they not only learnt the latest techniques of financial analysis, but also developed worldwide contacts through their classmates and became Americanized, something highly useful in future negotiations. The Japanese, then do not ‘do without’ business schools, as is sometimes contended. But the process of selecting and orienting new graduates, even MBA’s, into corporations is radically different than in the US. Rather than being placed in highly paying staff positions, new Japanese recruits are assigned responsibility for operational and even menial tasks. Success is based upon Japan’s system of highly competitive recruitment and intensive in-company management development, which in turn are grounded in its tradition of universal and rigorous academic education, life-long employment and strong group identification.

The harmony among these traditional elements has made Japanese industry highly productive and given corporate leadership a long term view. It is true that this has been achieved without much attention to university business education, but extraordinary attention has been devoted to the development of managerial skills, both within the company and through participation in programmes sponsored by the Productivity Center and other similar organizations.

Q. According to the passage

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 28
Option A is no where stated. Options C and D are stated to be the criticisms of the management education , but these are not established facts. Option B is clearly the answer as it is a fact stated in the 2nd paragraph.
AILET Mock Test-8 (New Pattern) - Question 29

Directions: Read the passage and answer the question based on it.

Management education gained new academic stature within US Universities and greater respect from outside during the 1960’s and 1970’s. 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, the number of master’s degrees awarded annually has grown from under 5000 to over 50,000 in the mid 1980’s as the MBA has become known as ‘the passport to the good life’.

By the 1980’s, 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 this argument 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 on the short term and ‘bottom line’ targets, while neglecting longer term development criteria. In summary, some business executives complain that MBA’s are incapable of handling day to day operational decisions, unable to communicate and to motivate people, and unwilling to accept responsibility for following through on implementation plans. We shall analyze these criticisms after having reviewed experiences in other countries.

In contrast to 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 1970’s 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 US, 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, Japan corporations have not been interested in using either local or foreign business schools for the development of their future executives. Their in-company training programs 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 management should be born 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 integrated professional management. In the 1980’s a combination of increased competitive pressures and greater multi-nationalisation of Japanese business are making it difficult for many companies to rely solely upon internally trained managers. This has led to a rapid growth of local business programmes and a greater use of American MBA programmes. In 1982-83, the Japanese comprised the largest single group of foreign students at Wharton, where they not only learnt the latest techniques of financial analysis, but also developed worldwide contacts through their classmates and became Americanized, something highly useful in future negotiations. The Japanese, then do not ‘do without’ business schools, as is sometimes contended. But the process of selecting and orienting new graduates, even MBA’s, into corporations is radically different than in the US. Rather than being placed in highly paying staff positions, new Japanese recruits are assigned responsibility for operational and even menial tasks. Success is based upon Japan’s system of highly competitive recruitment and intensive in-company management development, which in turn are grounded in its tradition of universal and rigorous academic education, life-long employment and strong group identification.

The harmony among these traditional elements has made Japanese industry highly productive and given corporate leadership a long term view. It is true that this has been achieved without much attention to university business education, but extraordinary attention has been devoted to the development of managerial skills, both within the company and through participation in programmes sponsored by the Productivity Center and other similar organizations.

Q. The absence of business schools in Japan

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 29
Japan has traditionally believed that management ability can only be acquired through years of practical experience.

For further clarity refer to fifth paragraph - The prevailing belief, says Imai, ‘is management should be born out of experience and many years of effort and not learnt from educational institutions.

AILET Mock Test-8 (New Pattern) - Question 30

Directions: Read the passage and answer the question based on it.

Management education gained new academic stature within US Universities and greater respect from outside during the 1960’s and 1970’s. 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, the number of master’s degrees awarded annually has grown from under 5000 to over 50,000 in the mid 1980’s as the MBA has become known as ‘the passport to the good life’.

By the 1980’s, 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 this argument 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 on the short term and ‘bottom line’ targets, while neglecting longer term development criteria. In summary, some business executives complain that MBA’s are incapable of handling day to day operational decisions, unable to communicate and to motivate people, and unwilling to accept responsibility for following through on implementation plans. We shall analyze these criticisms after having reviewed experiences in other countries.

In contrast to 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 1970’s 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 US, 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, Japan corporations have not been interested in using either local or foreign business schools for the development of their future executives. Their in-company training programs 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 management should be born 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 integrated professional management. In the 1980’s a combination of increased competitive pressures and greater multi-nationalisation of Japanese business are making it difficult for many companies to rely solely upon internally trained managers. This has led to a rapid growth of local business programmes and a greater use of American MBA programmes. In 1982-83, the Japanese comprised the largest single group of foreign students at Wharton, where they not only learnt the latest techniques of financial analysis, but also developed worldwide contacts through their classmates and became Americanized, something highly useful in future negotiations. The Japanese, then do not ‘do without’ business schools, as is sometimes contended. But the process of selecting and orienting new graduates, even MBA’s, into corporations is radically different than in the US. Rather than being placed in highly paying staff positions, new Japanese recruits are assigned responsibility for operational and even menial tasks. Success is based upon Japan’s system of highly competitive recruitment and intensive in-company management development, which in turn are grounded in its tradition of universal and rigorous academic education, life-long employment and strong group identification.

The harmony among these traditional elements has made Japanese industry highly productive and given corporate leadership a long term view. It is true that this has been achieved without much attention to university business education, but extraordinary attention has been devoted to the development of managerial skills, both within the company and through participation in programmes sponsored by the Productivity Center and other similar organizations.

Q. US business schools faced criticism in the 1980’s because

Detailed Solution for AILET Mock Test-8 (New Pattern) - Question 30
In 1980's critics charged that learning had little relevance to real business problems.(Refer to second paragraph)
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