Beruflich Dokumente
Kultur Dokumente
Impact Of Students Demographics On Their Level Of Satisfaction From Quality Education In Private Management Institutes
In Haryana
Ms. Sonam Kumari, Teaching Associate, Department of Business Administration, CDLU, Sirsa, Haryana, India
Dr. Arti Gaur, Assistant Professor, Department of Business Administration, CDLU, Sirsa, Haryana, India
Ms. Khushbu Singla, Research Scholar (JRF), Department of Business Administration, CDLU, Sirsa, Haryana, India
Abstract
: The uprising existence and rapid growth of private MBA institutes and business schools can be undoubtedly witnessed in
India over last few years. The competition in the private education sector has always been at its peak, but private Management Institutions which want to gain competitive advantage and sustainable growth need to improve quality of education to provide better satisfaction to the students. The main objective of this study is to explore the quality of education
provided to students in private management institutes in Haryana and to identify the impact of the personal factors of students including their education level, gender, marital status and age on the level of students satisfaction from private
management institutes. The study examined the students satisfaction through questionnaires consisting of five specific
education quality dimensions; i.e. faculty quality, curriculum quality, administrative staff quality, infrastructure quality &
placement quality. Further the study also revealed critical quality factors in each these dimensions which were perceived
as important to the students. A survey has been conducted among 160 MBA students of different private management institutes in Haryana by using questionnaire. The results revealed that the most influential dimension affecting the students
satisfaction level is quality of faculty and majority of the students are dissatisfied with the quality of the education provided
in their institutes.
Keywords: Education quality, Students satisfaction, Quality dimensions, Private Business Schools
Introduction
Well-educated population is considered as a powerful
resource of a country. Private management institutions
along with their public sector counterparts are playing an
important role in generating the resource base for the
country by creating skilled human resources. Management education in India has seen tremendous growth
over the past decade, both in terms of number of students
and number of private institutes. Students from topmost
management institutes undoubtedly rank excellent in
employment suitability but there is a steep decline in
quality beyond these top ten tier schools. Private Management Institutes emerged as an alternative to cope up
with the expanding demand of higher technical education. But regrettably, it is commonly observed that private management institutes are commercializing higher
education rather than providing service. They are charging very high tuition fees but fail to provide good faculty, infrastructure facilities like laboratory, classrooms,
library etc., updated curriculum and most importantly
placement of students in reputed companies is not satisfactory for the students pursuing their graduate or postgraduate level management courses from private business schools.
Quality is relative to the user of the term and the concept
of quality is even more complex in higher education as
opposed to in the industry where the end products are
clearly defined. Through the present study, we have attempted to draw a sketch of the quality of education provided in private management institutes particularly in
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II Review of Literature
Uddin & Hossain, (2012) made a study investigating the
factors affecting quality education in the private universities. They identified four independent determinants,
viz. faculty credentials, students personal development
and safety measurement, academic and supportive facilities, and social status of the private institutes. The study
showed that faculty credential is the most important of
all the factors under study.
Siew Fun Tang, (2012) mentioned that quality of education depends upon four factors, i.e. academic programme, lecturers, administrative services and private
institutes facilities. Two conflicting arguments emerge
over the discussion of students rather than institutional factors in explaining students withdrawal. One states
that students with similar personal circumstances and
academic experiences can show radically different levels
of satisfaction and retention, and that therefore it is wise
to look at individual factors such as preparation and
motivation. The other condemns this sort of approach as
victim blaming, convenient only for the institutions
30
which can then evade their responsibilities. Instead, institutions should examine themselves in order to explain
retention rates. Most realistic studies of retention, not
surprisingly, combine these approaches.
Zakaria & Yusoff, (2011) stated that quality education
means good infrastructure, team of good and competence
educators, the syllabus, resources and the teaching
process. They examined six factors i.e. lecture facilities,
ancillary facilities, facilitating process, explicit and implicit services to explain students satisfaction with their
education.
Ashraf & Ibrahim, (2009) mentioned that quality education in universities will be achieved through changing
the method of teaching and learning as well as assessment methods, renewing the curriculum continually,
updating and upgrading professional knowledge and
skills and improving the broader educational, administrative and resource environments.
Lopez, (2006) stated that it is necessary to meet the
needs and expectations of the students. Students satisfaction is the term which can be explained and evaluated
in many ways. It is, therefore, relatively easy to find
percentage scores indicating the proportion of students
in an institution who are very satisfied, satisfied, neither satisfied nor dissatisfied etc. with the elements of
university life considered salient within the standard
survey design, and this information is, of course, invaluable in setting policy within the system.
Bean & Vesper, (1994) investigated gender differences
in satisfaction and found that social/relational factors
were important for women, but not for men; additionally,
they found that occupational certainty was significantly
related to satisfaction for men, but not for women. For
both genders, confidence in being a student and having
attractive courses were important, and the researchers
suggested that faculty members comprise the most influential group on campus for both of these variables.
They have the ability to influence the confidence of students and they are also responsible for making courses
relevant and exciting. The study concluded that formal
contact with faculty is extremely important in the first
and second years of the students private institutes experience.
Patti, Tarplcy, Goree, & Tice, (1993) conducted a study
to examine the link between students retention and students satisfaction with students services, facilities, and
programs provided in private institutes. Their results
showed a significant portion of variance in retention was
predicted by three factors: use of the Counseling Center;
use of the Career Services Center; and responses to the
item addressing concern for you as an individual. The
increased use of both the Counseling Center and Career
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To study the impact of the personal factors including education level, gender, marital status and age of
students pursuing BBA or MBA from selected private management institutes in Haryana on the level
of their satisfaction from education quality provided
in their institutes.
2.
3.
To explore the overall satisfaction level of the students in the selected private management institutes
in Haryana.
Sampling Technique
Judgment sampling method has been adopted for this
study. A sample size of 160 BBA or MBA students was
selected from different Private Management institutes
situated in Haryana including Indian Institutes of Technology and Management, N.C Institutes of Management,
Gyan Private Institutes of Management, M.M Institutes
of Technology and Management (Fatehabad), R.P.I.I.T
(Karnal), Royal institutes of Management & Technology
(Sonipat) and J.I.E.T. (Jind).
Hypothesis Formulation
H01 : There is no significant impact of the educational
qualification of students on the factors affecting their
level of satisfaction from education quality provided in
the private management institutes.
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H02 : There is no significant impact of the gender of students on the factors affecting their level of satisfaction
from education quality provided in the private management institutes.
H03 : There is no significant impact of the marital status
of students on the factors affecting their level of satisfaction from education quality provided in the private management institutes.
Descriptive statistics
ANOVA
H04 : There is no significant impact of the age of students on the factors affecting their level of satisfaction
Table 1(b): Descriptive table showing the impact of educational qualification of students on their satisfaction from
quality of education in the private management institutes
Under
Post GradGraduate
Total
Statements
Graduate
uate
The students are satisfied with the characteristics of the
1.7500
faculty members.
2.0200
1.8824
1.9000
2.3400
2.0000
2.1000
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1.5000
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2.1062
Table 2(a): Impact of gender of students on their level of satisfaction from education quality
agement institutes
ANOVA
Statements
Qualification of the faculty is up to the mark.
The students are satisfied with the characteristics of the faculty members.
The practice prevailed by the faculty members is satisfactory.
The services provided by the administration staff are effective and efficient.
The administration staff is always willing to help the students.
The staff is accommodating and understanding.
The staff listens to the problems of students patiently and in a friendly manner.
The contents provided to the students are relevant to the industry.
There is compatibility in the balance between theory and practical.
The curriculum provided to the students is helpful in improving the skills of the students.
After completing the course, the placement of the students is up to the mark.
Job opportunities available to the students are satisfactory.
After completing the course, the salary package provided to the students in the job is satisfactory.
Source: Data processing and analysis done through SPSS package (19.0)
*Significant at 1% level.
**Significant at 5% level.
***Significant at 10% level.
For considering the effect of gender of students on their
level of satisfaction from education quality provided in
the private management institutes in Haryana; thirteen
statement related to satisfaction level of students from
quality of education provided in these management institutes were being studied and out of these statements,
only one statement was found to be significantly affected
F
.013
.004
.102
.398
1.245
1.496
.111
1.901
.184
.034
2.768
.763
.734
Sig.
.910
.951
.749
.529
.266
.223
.740
.170
.669
.853
.098***
.384
.393
Table 2(b): Descriptive table showing the impact of gender of students on their satisfaction from quality of education in the private management institutes
Statements
Male
Female
2.2456
Total
2.4375
Source: Data processing and analysis done through SPSS package (19.0)
Table 2(b) depicts that the female students are in higher
agreement with the statement After completing the
course, the placement of the students is up to the markas
compared to the male students; since the mean score of
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Table 3(a): Impact of marital status of students on their level of satisfaction from education quality in
management institutes
ANOVA
Statements
F
Qualification of the faculty is up to the mark.
5.246
The students are satisfied with the characteristics of the faculty members.
3.631
The practice prevailed by the faculty members is satisfactory.
4.078
The services provided by the administration staff are effective and efficient.
1.494
The administration staff is always willing to help the students.
2.325
The staff is accommodating and understanding.
.515
The staff listens to the problems of students patiently and in a friendly manner.
.049
The contents provided to the students are relevant to the industry.
.459
There is compatibility in the balance between theory and practical.
2.084
The curriculum provided to the students is helpful in improving the skills of the students.
.457
After completing the course, the placement of the students is up to the mark.
1.058
Job opportunities available to the students are satisfactory.
.831
After completing the course, the salary package provided to the students in the job is satisfactory. 1.838
Source: Data processing and analysis done through SPSS package (19.0)
*Significant at 1% level.
**Significant at 5% level.
***Significant at 10% level.
For exploring the impact of marital status of students on
their level of satisfaction from education quality provided in the private management institutes in Haryana;
thirteen statement related to satisfaction level of students
from quality of education provided in these management
institutes were being studied and out of these statements,
three statements (two statements at 5% level of signific-
the private
Sig.
.006*
.029**
.019**
.228
.101
.598
.952
.633
.128
.634
.350
.437
.162
Table 3(b): Descriptive table showing the impact of marital status of students on their satisfaction from quality of
education in the private management institutes
Statements
Married
Unmarried
Total
Qualification of the faculty is up to the mark.
1.9302
1.8276
1.8688
1.8879
1.9000
1.8534
1.9188
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Table 4: Impact of the age of students on their level of satisfaction from education quality in the private management institutes
ANOVA
Statements
F
Sig.
Qualification of the faculty is up to the mark.
1.273 .286
The students are satisfied with the characteristics of the faculty members.
.431
.731
The practice prevailed by the faculty members is satisfactory.
.402
.752
The services provided by the administration staff are effective and efficient.
1.144 .333
The administration staff is always willing to help the students.
.609
.610
The staff is accommodating and understanding.
.397
.755
The staff listens to the problems of students patiently and in a friendly manner.
2.059 .108
The contents provided to the students are relevant to the industry.
.156
.926
There is compatibility in the balance between theory and practical.
.479
.698
The curriculum provided to the students is helpful in improving the skills of the students.
.282
.838
After completing the course, the placement of the students is up to the mark.
.726
.538
Job opportunities available to the students are satisfactory.
2.039 .111
After completing the course, the salary package provided to the students in the job is satisfactory. .965
.411
Source: Data processing and analysis done through SPSS package (19.0)
*Significant at 1% level.
**Significant at 5% level.
***Significant at 10% level
For assessing the effect of the age of students on their
level of satisfaction from education quality provided in
the private management institutes in Haryana; thirteen
statement related to satisfaction level of students from
quality of education provided in these management institutes were being studied and out of these statements,
none of the statements was found to be significantly affected by the students age as shown in Table 4. Therefore, the null hypothesis H04 is accepted which shows
that the age of students has no significant impact on their
level of satisfaction from education quality in the private
management institutes in Haryana.
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VI Implications
The study has highlighted that majority of the students
are not satisfied with the existing quality of education in
private management institutes in Haryana. Based on the
analysis of the survey findings using basic percentage
measurement, the study revealed that there is a need to
practice effective teaching management, well supported
infrastructure, efficient administrative staff and a quality
placement which can satisfy the students expectations.
Besides these, students also want such faculty whose
knowledge and expertise is up to the mark. Private management institutions and business schools need to improve the quality of education to enhance the satisfaction
level of the students for gaining competitive edge and
sustainable growth.
References
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31(7), 500-560.
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Management
Studies
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[3] Bryan, M.E. (1977), An analysis of the relationship between academic achievement and five dimensions of satisfaction with the college environment, Dissertation Abstracts International (A):
584-585.
[4] Best, J.W., & Khan, J.V. (2004), Researching Education(7th Ed.), New Delhi: Prentice-Hall of India Private Ltd.
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