BORJ

Journal of Business Management & Social Sciences Research (JBM&SSR)
Volume 3, No.3, March 2014
ISSN No: 2319-5614
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
www.borjournals.com
Haryana and satisfaction level among the students of

such institutes to assess the areas where private management institutions can improve their education quality.
Besides, the relationship between the demographic variables of the students and their satisfaction level from
various quality dimensions of education provided in private management institutes has also been outlined
through this study.
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
Blue Ocean Research Journals
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
www.borjournals.com
ISSN No: 2319-5614
Services Center was associated with students choosing to

leave the institution, even though the students expressed
satisfaction with those services. They also found that
students who perceived a personal concern for them
were more likely to plan to return to the University than
those who did not.
III - Research Methodology

Objectives of the Study
1.
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.
To identify critical education quality dimensions

(faculty quality, Administrative staff quality, Curriculum quality, infrastructure quality and placement
quality) which are majorly considered by the students while assessing their satisfaction level from
the quality of education.
3.
To explore the overall satisfaction level of the students in the selected private management institutes
in Haryana.
Data Collection Technique

The present research study is based on both primary and
secondary data collected from various sources. Primary
Data is collected through survey method using questionnaires designed on the basis of Likert Scale (Strongly
Agree=1, Agree=2, Uncertain=3, Disagree=4, strongly
Disagree=5). Hence lower the mean score of a statement,
higher is the agreement of respondents with the statement under study. The secondary data was obtained
through published books, magazines, national & international journals, statistical reports, text books and internet.
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.
31

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.
ISSN No: 2319-5614
from education quality provided in the private management institutes.
Statistical Tools used for Data Analysis

The data processing in this research study has been done
through SPSS package (19.0) using the following statistical tools i.
ii.
Descriptive statistics
ANOVA
H04 : There is no significant impact of the age of students on the factors affecting their level of satisfaction
IV Data Analysis and Interpretation

Table 1(a): Impact of educational qualification 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.
1.206 .310
The students are satisfied with the characteristics of the faculty members.
2.204 .090***
The practice prevailed by the faculty members is satisfactory.
.898
.444
The services provided by the administration staff are effective and efficient.
.425
.735
The administration staff is always willing to help the students.
.386
.763
The staff is accommodating and understanding.
2.259 .084***
The staff listens to the problems of students patiently and in a friendly manner.
4.640 .004*
The contents provided to the students are relevant to the industry.
.822
.484
There is compatibility in the balance between theory and practical.
.919
.433
The curriculum provided to the students is helpful in improving the skills of the students.
.767
.514
After completing the course, the placement of the students is up to the mark.
1.533 .208
Job opportunities available to the students are satisfactory.
.927
.429
After completing the course, the salary package provided to the students in the job is satisfactory. .208
.891
Source: Data processing and analysis done through SPSS package (19.0)
*Significant at 1% level.
**Significant at 5% level.
***Significant at 10% level.
For analyzing the impact of educational qualification 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
10% level of significance and one statement at 1% level
of significance) were found to be significantly affected

by the students educational qualification as shown in
Table 1(a). Therefore, the null hypothesis H01 is rejected
and it means that the educational qualification of students has significant impact on their level of satisfaction
from education quality in the private management institutes.
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
www.borjournals.com
1.5000
32

ISSN No: 2319-5614
The staff listens to the problems of students patiently

3.0000
2.4200
1.9118
and in a friendly manner.
Table 1(b) illustrates that the under-graduates are in
highest agreement with the statements The students are
satisfied with the characteristics of the faculty members
and The staff is accommodating and understanding;
since the mean score of both these statements is lowest
2.1062
for the under-graduate respondents. On the other hand,

the mean score of the statement The staff listens to the
problems of students patiently and in a friendly manner
is lowest for the post-graduate respondents showing their
highest agreement with this statement.
Table 2(a): Impact of gender of students on their level of satisfaction from education quality
agement institutes
ANOVA
Statements
After completing the course, the salary package provided to the students in the job is satisfactory.
For considering the effect of gender of students on their
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
in the private man-
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
by the students gender (at 10% level of significance) as

shown in Table 2(a). Therefore, the null hypothesis H02
is rejected and it means that the gender of students has
significant impact on their level of satisfaction from education quality in the private management institutes in
Haryana.
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
After completing the course, the placement of the stu2.5437

dents is up to the mark.
Female
2.2456
Total
2.4375
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
www.borjournals.com
this statement is lower for the female respondents which

shows that the female students are more satisfied with
the placement opportunities in the private management
institutes in Haryana.
33

ISSN No: 2319-5614
Table 3(a): Impact of marital status of students on their level of satisfaction from education quality in
management institutes
ANOVA
Statements
F
5.246
3.631
4.078
1.494
2.325
.515
.049
.459
2.084
.457
1.058
.831
After completing the course, the salary package provided to the students in the job is satisfactory. 1.838
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
ance and one statement at 1% level of significance) were

found to be significantly affected by the students marital
status as shown in Table 3(a). Therefore, the null hypothesis H03 is rejected and it means that the marital status
of students has significant impact on their level of satisfaction from quality of education in the private management institutes.
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
1.9302
1.8276
1.8688
The students are satisfied with the characteristics of the

1.8837
faculty members.
1.8879
1.9000
1.8534
1.9188
The practice prevailed by the faculty members is satis2.0465

factory.
Table 3(b) represents that the unmarried students are in
higher agreement with the statements Qualification of
the faculty is up to the mark and The practice prevailed
by the faculty members is satisfactory as compared to
the married respondents; since the mean score of both
these statements is lower for the unmarried respondents.
www.borjournals.com
On the other hand, the mean score of the statement The

students are satisfied with the characteristics of the faculty members is lower for the married student respondents
showing their higher agreement with this statement as
compared
to
the
unmarried
students
34

ISSN No: 2319-5614
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.
1.273 .286
.431
.731
.402
.752
1.144 .333
.609
.610
.397
.755
2.059 .108
.156
.926
.479
.698
.282
.838
.726
.538
2.039 .111
After completing the course, the salary package provided to the students in the job is satisfactory. .965
.411
***Significant at 10% level
For assessing the effect of the age of students on their
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.
V Results and Discussion

The major findings of this research study can be summarized as follows 1) The most important dimension which influences
students satisfaction is quality of faculty in private
management institutes.
2) A number of students are reactive entrants to private institutes; they are vulnerable to failure and/or
withdrawal.
3) Low motivation is in a vicious cycle with poor study
habits, lack of enjoyment and integration, and a failure to engage with personal development aspects of
the course.
4) Students feel fairly well adjusted to their academic
and social lives at private management institutes in
Haryana.
5) A relatively high number of students state that they
sometimes lack motivation.
6) Poor attendance relates to low motivation, lack of
integration and risk of withdrawal.
www.borjournals.com
7) Staff has a fairly accurate awareness of students

lifestyles but would like more information and more
accurate information about these.
8) Reasons for entry shape students behavior; students
who decide to go to private institutes because of interest in a particular subject are more likely to persist and be satisfied.
9) Demotivators include: lack of interest, a failure to
connect employment goals with current tasks (especially where future goals themselves lack clarity),
worry, lack of confidence in ones abilities, time
pressures, unclear or undefined priorities and poor
study habits.
10) A number of students take a strategic approach to
their course; this puts them at risk of failure/withdrawal and disrupts the learning of other
students, in particular making it difficult to use students centered teaching methods.
11) Staff and students may bring different unspoken
assumptions to the private institutes; a lack of communication may be responsible for some difficulties.
12) Students confidence is often low and students
would benefit from more feedback on their progress
and interaction with staff.
13) Staffs are aware of enormous diversity in the attitudes and lifestyles of students self-management,
prioritization, note-taking, listening and directed
reading, written and verbal communication, problem-solving, conceptual work, and reflection and report on their own learning.
14) Realistic expectations lead to a more satisfying experience and better adjustment.
15) Many non-traditional students are highly motivated
and have strong study habits.
35

16) Staff feeling is positive towards non-traditional students.

17) Female students are in general less confident (academically and socially) than males.
18) Students who live in halls of residence have better
adjustment, attendance and persistence than students
who live at home.
19) Students perceptions of staff approachability relate
at least partly to the academic support available.
20) Staff and at least some students share a view that the
mission of the private institutes is to offer both vocational training and intellectual growth through
personal development.
21) Staff worry that some students do not engage with
personal development activities and favor a transactional approach to learning.
22) Staff notes that generic skills improve throughout
the course and especially during or after work
placements.
23) Perceptions of private institutes are shaped by the
relationship of expectations to experience.
ISSN No: 2319-5614
[5] Garrett, H. E. (1981), Statistics in psychology and

education, Kalyani Publishers Ludhiana pp.243245.
[6] Harvey, L., & Gree D. (1993), Defining quality-Assessment and Evaluation in Higher Education, 18(1),20-30.
[7] Kashyap, R. (2005), Higher Education in India-A
critical Analysis, Indian Journal of Marketing,
Vol.VI, Issue 5, pp. 34-35.
[8] Kotler, Philip & Karen, F.A. (1995), Strategic
Marketing for Educational Institutions, Second
Edition, Prentice-Hall, Inc., Englewood Cliffs, New
Jersey
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
[1] Atheeyaman, A. (1997), Linking student satisfaction and service quality perceptions: the case of university education, European Journal of Marketing,
31(7), 500-560.
[2] Hameed, A. & Amjad, S. (2011), Students Satisfaction in Higher Learning Institutions: A Case
Study of COMSATS Abbottabad, Pakistan, Iranian
Journal
of
Management
Studies
(IJMS),Vol.4, No.1, 63-77.
[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.
www.borjournals.com
36

BORJ

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

BORJ

Caricato da

Copyright:

Formati disponibili

Journal of Business Management & Social Sciences Research (JBM&SSR)

Volume 3, No.3, March 2014

ISSN No: 2319-5614

Haryana and satisfaction level among the students of

Blue Ocean Research Journals

Journal of Business Management & Social Sciences Research (JBM&SSR)

ISSN No: 2319-5614

Services Center was associated with students choosing to

III - Research Methodology

To identify critical education quality dimensions

Data Collection Technique

Blue Ocean Research Journals

Journal of Business Management & Social Sciences Research (JBM&SSR)

ISSN No: 2319-5614

from education quality provided in the private management institutes.

Statistical Tools used for Data Analysis

IV Data Analysis and Interpretation

of significance) were found to be significantly affected

The staff is accommodating and understanding.

Blue Ocean Research Journals

Journal of Business Management & Social Sciences Research (JBM&SSR)

ISSN No: 2319-5614

The staff listens to the problems of students patiently

for the under-graduate respondents. On the other hand,

in the private man-

by the students gender (at 10% level of significance) as

After completing the course, the placement of the stu2.5437

this statement is lower for the female respondents which

Blue Ocean Research Journals

Journal of Business Management & Social Sciences Research (JBM&SSR)

ISSN No: 2319-5614

ance and one statement at 1% level of significance) were

The students are satisfied with the characteristics of the

The practice prevailed by the faculty members is satis2.0465

On the other hand, the mean score of the statement The

Blue Ocean Research Journals

Journal of Business Management & Social Sciences Research (JBM&SSR)

ISSN No: 2319-5614

V Results and Discussion

7) Staff has a fairly accurate awareness of students

Blue Ocean Research Journals

Journal of Business Management & Social Sciences Research (JBM&SSR)

16) Staff feeling is positive towards non-traditional students.

ISSN No: 2319-5614

[5] Garrett, H. E. (1981), Statistics in psychology and

Blue Ocean Research Journals

Potrebbero piacerti anche