Filling the quality gaps for a futuristic management education K.B. Sridevi MBA, Sri Krishna College of Engineering and Technology, Coimbatore, India Abstract Purpose – Management is a blended discipline with characteristics of both science and art. The component science is to be learnt and art to be practiced. This art component of management education is the really challenging part, and this is where the management educational institutions build their uniqueness. The present management education needs a paradigm shift in order to fulfill the growing futuristic demands of the industry. The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies. The researcher has taken an attempt to do a dyadic study in India. Design/methodology/approach – The researcher has taken an attempt to do a dyadic study in India to analyze the perception of the management faculty and management students toward filling the quality gaps for a futuristic management education. The study has included 125 management faculties and 1200 management students through simple random sampling, and the data are collected through survey method. Findings – The independent “t” test has been applied. The management faculties exhibit high degree of acceptance for filling the quality gaps such as research gaps, online platforms and industry and institution linkages since the mean scores are 4.22, 4.20 and 4.14 respectively. The management students exhibit high degree of acceptance for filling the quality gaps such as online platforms, updated pedagogies and soft skills development since the respective mean scores are 3.87, 3.85 and 3.82. Research limitations/implications – The research area chosen for the study is reflecting the scenario of management education in developing countries such as India. The scenario may differ to developed countries. Practical implications – When the quality of the management education is enriched, it will create global management professionals who will contribute qualitatively to the industries and uplift the overall global economic developments. Social implications – The present study is enriching the existing literature review, by comparing the perception of both the counterparts, the management faculty and students, about the teaching and learning process. Thus, it can be concluded that the outcome of this study is relevant for the management educational institutions, and the need of the hour for the management education is definitely to fill the quality gaps, and all the management educational institutions have to be prepared enough to overcome the gaps with the support of their well-planned strategies. The futuristic demands are ever growing, even then the gap between the present and future expectations of the industry need to be well considered and bridged. As a result of the paradigm shift, the quality of the management education will be enriched, and it will create global management professionals. As a result of this quality-conscious education, a reputed brand image and set of loyal customers may also be developed (Akareem and Hossain, 2016). The learners of quality management education will contribute qualitatively to the industries and uplift the overall global economic developments. Further research is needed to measure the post impact of filling the quality gaps in the arena of management education. Originality/value – The quality gaps identified through review of literature are preach–practice, industry– institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies. Keywords Futuristic management education, Quality gaps, Industry-institution linkages, Soft skills development, Global management professionals Paper type Research paper Introduction Management is a blended discipline with characteristics of both science and art. The component science is to be learnt and art to be practiced. Management theories are universally common, and it is always constant in standard conditions. Whereas, art is the changing part and it demands varying skill sets at different conditions. As far as management education is concerned, books are the source of the scientific part of management, and the practices followed to impart the management education is the art part of management. As the outcome Futuristic management education The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/1026-4116.htm Received 2 September 2018 Revised 9 May 2019 20 September 2019 Accepted 6 October 2019 Journal of Economic and Administrative Sciences © Emerald Publishing Limited 1026-4116 DOI 10.1108/JEAS-09-2018-0097