ANALYZING THE FACTORS AFFECTING THE SATISFACTION LEVEL OF STUDENTS REGARDING THE QUALITY OF...

ANALYZING THE FACTORS AFFECTING THE SATISFACTION LEVEL

OF STUDENTS REGARDING THE QUALITY OF EDUCATION(A STUDY OF SELECTED PRIVATE MANAGEMENT INSTITUTES IN HARYANA)

*Arti Gaur**Khushbu Singla

_________________________________________________ ***Meenakshi Azad_

ABSTRACT: Over the past few years private MBA institutes, business

schools and management institutes is growing rapidly in India.

The competition in the private education sector has always been

high. Private Management Institutions, which want to gain

competitive edge 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 education quality

and students’ satisfaction level in private management institutes

in Haryana and to identify the impact of the personal factors of

students including gender, age and occupation on the level of

their 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 important influential

dimension affecting the students’ satisfaction level is faculty

quality and majority of the students are dissatisfied with the

quality of the education provided in their institutes.

Keywords: Education Quality, Student’s Satisfaction, QualityDimensions, ANOVA.

*Dr. Arti Gaur, Assistant Professor, Deptt. of Business Administration, CDLU, Sirsa.E-mail: [email protected]

**Ms. Khushbu Singla, Research Scholar (JRF), Deptt. of Business Administration, CDLU, Sirsa. E-mail: [email protected]

***Mrs. Meenakshi Azad, Assistant Profesor, Greater Noida Institute ofTechnology-MBA Institute, Greater Noida. E-mail: [email protected]

Section I - Introduction

It is believed that people can bring about development and

this process can only be successful if people themselves are

developed. Education is the cornerstone of this development.

Management education in India has seen tremendous growth over the

past decade, both in number of students and number of private

institutes. Private Management Institutes emerged as an

alternative to cope up with the expanding demand of higher

technical education. But regrettably observed in most of private

management private institutes, the quality of education is

declining rapidly. They are charging very high tuition fees but

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fail to provide good faculty, infrastructure facilities like

laboratory, classrooms, library etc., update curriculum and most

important placement of students in reputed companies. It is

commonly observed that private management institutes are

commercializing higher education rather than providing service.

Students from top management institutes like IIMs, IITs etc.

rank excellently in employment suitability but there is a steep

decline in quality beyond these top ten tier schools. Quality is

a multidimensional construct. It is also a relative issue.

Quality may differ to different people. Quality means to maintain

certain standards and norms to equip the institutions of higher

learning with more vitality, continuity, stability and

legitimacy.

In this context, this study has been initiated to explore

the quality of education of private management institutes and

satisfaction level among the students of private management

institutes situated in Haryana as there is a dearth of knowledge

concerning quality of education and variables affecting students’

satisfaction in private management institutes especially in

Haryana. This research study will help to know the strengths and

areas where private management institutions need improvement and

thus to provide some recommendations which are expected to

provide the policy implications for the Private Management

Institutions particularly in Haryana.

Section II - Literature Review3

Patti, Tarplcy, Goree, & Tice, (1993) conducted a study to examine the link

between student’s retention and student’s 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 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.

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

institute’s experience.

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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.

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.

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.

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’5

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 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.

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.

Section III - Research Methodology

Objectives of the Study

1. To identify the impact of the personal factors of students

including gender, age and occupation on the level of their

satisfaction from private management institutes.

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2. To explore the quality of education in private management

institutes in Haryana .

3. To identify critical education quality factors (faculty

quality, Administrative staff quality, Curriculum quality.

infrastructure quality and placement quality) which have

been given priority by students in assessing the quality of

education and satisfaction.

4. To know the satisfaction level of the students in the

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, higher is the agreement with the statement under

study while the secondary data were obtained through published

books, magazines, national & international journals,

statistical reports, text books and internet.

Sampling Technique

Random sampling method is adopted for this study. A sample

size of 160 MBA students was selected from different Private

Management institutes situated in Haryana. Data were collected

from Indian Institutes of Technology and Management, N.C

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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 gender on the

factors affecting the satisfaction level of students

regarding education quality provided in the private

management institutes.

H02 : There is no significant impact of age on the factors

affecting the satisfaction level of students regarding

education quality provided in the private management

institutes.

H03 : There is no significant impact of occupation on the

factors affecting the satisfaction level of students

regarding 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 (16.0) using the following statistical

tools -

i. Descriptive statistics

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ii. ANOVA

Section IV – Data Analysis and Interpretation

Table 1(a): Effect of gender on satisfaction level of students

regarding education quality provided in the private management

institutes

ANOVA

Between

Groups

F Sig.

Qualification of the faculty is up to

the mark..013 .910

I am satisfied with the characteristics

of the faculty members..004 .951

The practice prevailed by the faculty

members is satisfactory..102 .749

The services provided by the

administration staff are effective and

efficient.

.398 .529

The administration staff is always

willing to help the students.1.245 .266

The staff is accommodating and

understanding.1.496 .223

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The staff listens to the problems of

students patiently and in a friendly

manner.

.111 .740

The contents provided to the students

are relevant to the industry.1.901 .170

There is compatibility in the balance

between theory and practical..184 .669

The curriculum provided to the students

is helpful in improving the skills of

the students.

.034 .853

After completing the course, the

placement of the students is up to the

mark.

2.768 .098*

Job opportunities available to the

students are satisfactory..763 .384

The salary package provided to the

students in the job is satisfactory.734 .393

Source: Data processing and analysis done through SPSS package (16.0)*Significant at 10% level.

For considering the effect of gender on satisfaction level

of students regarding education quality provided in the private

management institutes in Haryana; thirteen statement related to

satisfaction level of students regarding education quality

provided in the management institutes were being studied and out

of these statements one statement was found to be significant

affected by the students’ gender as shown in Table 1(a).

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Table 1(b): Descriptive table showing the impact of gender on


provided in the management institutes

Statement Male Femal

e

Total

After completing the course,

the placement of the students

up to the mark.

2.543

72.2456 2.4375

Source: Data processing and analysis done through SPSSpackage (16.0)

It is clear from the descriptive mean analysis shown in

Table 1(b) that the males are more satisfied as compared to

females with the statement because males are given more

opportunities for the job as compared to females during the

placement procedure. The mean value of male is 2.5437 and female

is 2.2456. Therefore, the null hypothesis H01 is rejected and it

means gender has significant impact on the satisfaction level of

student regarding education quality in the private management

institutes.

Table 2: Effect of different age group of students on their

satisfaction level regarding education quality provided in the

management institutes

ANOVA

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F Sig.


the mark.1.273 .286

I am satisfied with the

characteristics of the faculty

members.

.431 .731




administration staff are effective

and efficient.

1.144 .333

.609 .610


willing to help the students..397 .755


understanding.2.059 .108



manner.

.156 .926


are relevant to the industry..479 .698



The curriculum provided to the

students is helpful in improving the

skills of the students.

.726 .538

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placement of the students is up to

the mark.

2.039 .111



Source: Data processing and analysis done through SPSS package (16.0)

Table 2 highlights that for considering the effect of

different age groups on satisfaction level of students regarding

education quality provided in the private management institutes

in Haryana; thirteen statement related to students satisfaction

were being studied and out of these statements no statement was

found significant thereby accepting the null hypothesis H02 that

age group does not significantly affect the satisfaction level of

students.

Table 3(a): Effect of different occupations on satisfaction level

of students regarding education quality provided in the

management institutes

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ANOVA

Statement F Sig.


the mark..249 .862

I am satisfied with the characteristics

of the faculty members.3.956 .009*




administration staff are effective and

efficient.

1.759 .157

.750 .524


willing to help the students..749 .524


understanding..995 .397



manner.

.730 .536


are relevant to the industry..129 .943



The curriculum provided to the students

is helpful in improving the skills of

the students.


placement of the students is up to the

mark.

.163 .921



The salary package provided to the

students in the job is satisfactory.045 .987

Source: Data processing and analysis done through SPSS package (16.0)*Significant at 1% level.

For considering the effect of different occupations on


provided in the private management institutes in Haryana;

thirteen statement related to students satisfaction were being

studied and out of these statements one statement was found to

have significant impact on the education quality at 1% level of

significance as shown in Table 3(a). Hence, the null hypothesis

H03 is rejected and it means occupation has significant impact on

the satisfaction level of student regarding education quality in

the private management institutes.

Table 3(b): Descriptive statistics of the impact of occupation on


provided in the management institutes

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Statement Busine

ss

Servic

es

Professi

onal Other Total

I am satisfied

with the

characteristics

of the faculty

members.

3.0000 1.3333 1.5294 1.9556 1.9000

Source: Data processing and analysis done through SPSS package (16.0)

It is evident from the descriptive mean analysis shown in

Table 3(b) that the mean value of the level of satisfaction of

students with the characteristics of faculty members is 1.3333

for service-sector, 1.5294 for professionals, 3.0000 for

businessmen and 1.9556 for others.

Section V – Findings

The major findings of this research study can be summarized as

follows -

Students feel fairly well adjusted to their academic and

social lives at private management institutes in Haryana.

Poor attendance relates to low motivation, lack of

integration and risk of withdrawal.

Staff has a fairly accurate awareness of students’

lifestyles but would like more information and more accurate

information about these.

A relatively high number of students state that they

sometimes lack motivation.

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

one’s abilities, time pressures, unclear or undefined

priorities and poor study habits.

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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.

A number of students are ‘reactive’ entrants to private

institutes; they are vulnerable to failure and/or

withdrawal.

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.

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.

Realistic expectations lead to a more satisfying experience

and better adjustment.

Perceptions of private institutes are shaped by the

relationship of expectations to experience.

Many non-traditional students are highly motivated and have

strong study habits.

Staff feels positive towards non-traditional students.

Female students are in general less confident (academically

and socially) than males.

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Students who live in halls of residence have better

adjustment, attendance and persistence than students who

live at home.

Students’ perceptions of staff approachability relate at

least partly to the academic support available.

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.

Staff worry that some students do not engage with personal

development activities and favor a ‘transactional’ approach

to learning.

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.

Staff notes that generic skills improve throughout the

course and especially during or after work placements.

Students confidence is often low and students would benefit

from more feedback on their progress and interaction with

staff.

Staff and students may bring different unspoken assumptions

to the private institutes; a lack of communication may be

responsible for some difficulties.

Section VI – Conclusion18

Well-educated population is considered as a powerful

resource of a country. The study shows that majority of the

students are not satisfied with the present quality of education

in private management institutes in Haryana. The most important

dimension which influences students’ satisfaction is faculty

quality. Actually students want such faculty whose knowledge and

expertise is up to the mark. Based on the sample analysis of the

survey findings

using basic percentage measurement shows that there’s need to

practice effective teaching management, well supported

infrastructure, efficient administrative staff and a quality

placement which can satisfy the students expectations. Private

management institutes along with their public sector counterparts

are playing an important role in generating the resource base for

the country by creating skilled human resources. Private

Management institutions, which want to gain competitive edge and

sustainable growth, need to improve quality of education to

enhance the satisfaction level of the students.

Section VII – Limitations of the Study

1) It is confined to the MBA students only.

2) Geographical area covered in the study is limited. It includes

only Haryana.

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3) The sample size of the present study is limited to 160 MBA

students of private management institutes.

4) Limitation of the study may also include the lion-serious

attitude of students towards filling the questionnaire.

References:

Atheeyaman, A. (1997), “Linking student satisfaction and

service quality perceptions: the case of university

education”, European Journal of Marketing, 31(7), 500-560.

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.

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.

Best, J.W., & Khan, J.V. (2004), “Research in Education”

(7th Ed.), New Delhi: Prentice-Hall of India Private Ltd.

Garrett, H. E. (1981), “Statistics in psychology and

education”, Kalyani Publishers Ludhiana pp.243-245.

Harvey, L., & Gree D. (1993), “Defining quality-Assessment

and Evaluation in HigherEducation”, 18(1), 20-30.

Kashyap, R. (2005), “Higher Education in India-A critical

Analysis”, Indian Journal of Marketing, Vol.VI, Issue 5, pp. 34-35.

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Kotler, Philip & Karen, F.A. (1995), “Strategic Marketing

for Educational Institutions”, Second Edition, Prentice-Hall,

Inc., Englewood Cliffs, New Jersey.

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