1.

1 INTRODUCTON OF THE STUDY

MARKETING:
is the management process responsible for identifying, anticipating and satisfying
customer requirements efficiently and profitably.
-Charted Institute of marketing
Marketing is the human activity directed at satisfying needs and wants through an exchange
process.
-Philip kotler
MARKETING MANAGEMENT:
It is the art or science of choosing target market, and getting, keeping and growing
customers through creating delivery and communicating superior customer value.
The present marketing environment is turbulent and dynamic. We have global
markets, the marketing universe has undergone tremendous changes in the economic,
technological ,social & political spheres. In a fast changing environment marketing
management has to meet the challenge of managing the change, achieve progress and
prosperity through marketing innovators. Hence integrated marketing planning and
strategies will be the key to the survival of free enterprise system.
The marketer has to face competition and increasing demands of consumerism.
Technology, telecommunication, computer and television have made a quantum jump in
the concept of time distance.
SERVICE:
is any activity or benefit that one party can offer to another that is intangible and
doesn’t result in the ownership of anything. Its production may or may not be tied to a
physical product.
-Kolla & Armstong
STRATEGY:
is a unified comprehensive and integrated plan designed to ensure that the basic
objectives of the enterprise are achieved
Glueck-

1
SERVICE STRATEGY:
Service strategy provides guidance on developing service base
business models and strategies. It defines the value creating context and principles of
service management that shape decisions, polices and processes across the ITIL service
lifecycle.
Service strategy represents advanced thinking on how services define relationships
between customers and service provides based on mutual dependence and welfare. It
places business outcomes for customers at the centre of all dialogue in service
management. Services are viewed as mechanisms for engaging the capabilities and
resources of service provides for the support of the customer’s business activity.

SERVICE MARKETING:
Service marketing as the label suggest, relates to the marketing of services, as
opposed to tangible products( in standard economic terminology, a tangible product is
called a good)
• The use of it is inseparable from its purchase
• It does not possess material form, and thus cannot be smelt, heard, tasted or felt of
service is inherently subjective, in that due to the human condition, all persons
experiencing a service would experience it uniquely.

2
 1.2 INDUSTRY PROFILE

Over 6000 engineers and 250 organizations in India and abroad have so far benefited from
this unique course in the last 15 years. It would not be out of place here to highlight those features
of the course which have got it such massive support from industry circles. The last year shows
three editions of the course conducted in Sharjah and Dubai for the benefit of the engineering
community in the Middle East countries.

Piping Engineering is a truly multidisciplinary subject. It draws its knowledge base from
chemical, mechanical, civil, electrical, metallurgical, instrumentation, control engineering, to
name a few. Traditionally, chemical or mechanical engineers have taken to this profession and it
is believed that about 10 years on-job experience and exposure can make a few gifted ones 'piping
engineers' in real sense. Design/engineering sector as well as operating companies have always
yearned for a formal training programme in piping engineering so that this slow self-training
approach could be replaced by a fast track.

Continuing Education and Quality Improvement Programmers’ & Piping Engineering

Cell,IIT Bombay

Once it was offered in 1991, the course has had a fairy tale like journey and is the most the
sought after course in the engineering circles. The course sought after course in the engineering
circles. The course has undergone Few design organizations as well as eminent piping engineers
joined hands with IIT Bombay and methodically designed a formal Certificate Course on Piping
Engineering for chemical and mechanical continuous revisions, helped to a large extent by the
feedback given by the participants and the industry. It is now an optimal mixture of theory and
practice. The instruction hours are shared by IIT faculty and speakers from industry, the latter
playing a significant role. The activity was institutionalized through the formation of Piping
Engineering Cell in CAD Centre which now conducts this course. The acceptance of the course
by the industry has virtually forced the hands of various software houses and the Piping
Engineering Cell has now a collection of most state-of-the-art piping engineering software.

3
COURSE COVERAGE:

Fresh or working, chemical or mechanical engineering graduates are normally preferred.

Few seats are also given to the instrumentation, production and refinery engineering graduates on
proven aptitude basis. Diploma holders are normally not admitted. In exceptional cases, diploma
holders with considerable relevant experience (at least 7 Years) are admitted. It is an exposure
level course and the participant profile is young. Experienced working engineers from operating
companies and design organizations also attend in significant numbers and have found the course
a horizon - widening experience.

Practical's are an important part of the course. The participants are encouraged to develop
rational thinking skills through a case study approach. Exposure to important CAD tools available
in Piping Engineering arena is offered.

4
 1.3 COMPANY PROFILE:

Bibrain is a professionally managed company promoted by experienced information

technology professionals with more than 21 years. They are gratified to present themselves
as an out pouring company in catering needs of the information technology in CAD
related services.
Bibrain institute of technical engineering [(BITE) ISO 9001:2008] is the pioneer in
conducting piping , PDS courses and engineering design based courses. BITE’s attention
mainly relies on plant design and detail engineering. These PDS& piping courses form the
basics of plant engineering and plant detail engineering. Accordingly BITE feels,
engineering design does not only mean the technical term-design tank, design plant etc. it
is the complete design and detail engineering from the basics to the latest till date (3D
piping/smart plat 3D etc.)
The PDS, piping course is more of piping concepts, standard and procedures and
3Dpiping. BITE is the pioneer in offering quality & piping PDS training in Chennai, India.
Apart from this BITE also conducts training programs in CADworx ( A 3D software ,
which uses 3D piping to design plant). TANK( A software mainly used to design tanks) &
I –sketch (windows-based, pipe-sketching application used to produce industry-standard
isometric drawings quickly and cost-effectively )
Origin of BITE:
BITE identified the huge potential and on-going demand of piping/ PDS professionals in
the industry. Based on the practical experience in detail & plant engineering and the
expertise in both 2D and 3D software, BITE has devised courses which fits an engineering
professional into a dream career.
Training Methodology:
*Backed up with hands on live project experience for more than a decade.
*Industry-demanding Unique curriculum
*Individual attention
*Backed up by experienced faculty
*State-of-the art ambience and location
*Certification & Placement

5
 1.4 PRODUCT PROFILE:

The PDS, piping course is more of piping concepts, standard and procedures and
3Dpiping. BITE is the pioneer in offering quality & piping PDS training in Chennai, India.
Apart from this BITE also conducts training programs in CADworx ( A 3D software ,
which uses 3D piping to design plant). TANK( A software mainly used to design tanks) &
I –sketch (windows-based, pipe-sketching application used to produce industry-standard
isometric drawings quickly and cost-effectively )

Bibrain institute of technical engineering is pioneer in offering quality training services in

piping, PDS courses and engineering design based course. It mainly attention relies on
plant design and detail. Piping is used to convey fluids (anything that can flow liquids,
gases and/or solids) from one location to another. it has been used to do so in one form or
another for over two thousand years.
Industrial process piping(and accompanying in-line components)can be manufactured
From wood, glass, steel, aluminum, plastic and concrete. The in-line components typically
sense and control pressure, flow rate and temperature of the transmitted fluid, and usually
are included. When one discusses the concept of piping design. Process piping is not what
you see under your sink.

CADworx plant design software:

Uses:
* For plant design automation.
*It increases accuracy design and improve the quality of deliverable for both designers
and engineers.
* It allows us to work in 2D or3D made with full intelligence because CAD worx pipe
uses standard auliced solids it delivers some of the best performance.

6
What is PDS:(plant design system)
is comprehensive intelligent computer aided design /engineering (CAD/CAA
application) for plant design construction and operation.

*It helps to reduce a cost of a project microstation is a suite of CAD software products for
2D & 3D design and drafting.

Smart plant 3D:

is a complementary full suite solution that provides all the capabilities needed design a
Plant then keep it as built throughout its life cycle.

7
 1.5 OBJECTIVES OF THE STUDY:

PRIMARY OBJECTIVE:
* To study the various strategies to develop the student base of Bibrain Institute
of Technical engineering
SECONDARY OBJECTIVE:
*To gauge the level of students’ satisfaction
*To find out the influence of advertising and promotion tools
*To know the effectiveness of training of training

8
 1.6 SCOPE OF THE STUDY

Today world’s is very competitive so sufficient strategies must need every sector of business must
be a suitable to run its day to day operations, A company can’t survive without a good marketing
strategy in present world. The researcher would like

* to know the satisfaction level of the students about training.

* to know the view of the students about the institute.

9
 1.7 LIMITATIONS OF THE STUDY

* The analysis is made only for a period of one month

* The study is based on primary data obtained from the students during their leisure hours
* Some of respondents are unwilling to answer questions
* Some of the respondents may be given wrong information due to lack of time

10
 2.1 REVIEW OF LITERATURE:

MARKETING:
is the management process responsible for identifying, anticipating and satisfying
customer requirements efficiently and profitably.
-Charted Institute of marketing
Marketing is the human activity directed at satisfying needs and wants through an exchange
process.
-Philip kotler
If the company has obtained an adequate understanding of student base and its own competitive
position in the company, marketing managers are able to make their own key strategic decisions
and develop a marketing strategy designed to maximize the revenues and profits of the institute.
The selected strategy may aim for any of a variety of specific objectives, including optimizing
short term unit margins, revenue growth, market share, long term profitability, or other goals.
In conjunction with targeting decisions, marketing managers will identify the desired positioning
they want the company, course, or brand to occupy in the target customer’s(student’s) mind. This
positioning is often an encapsulation of a key benefit the company’s products or service offers
that is differentiated and superior to the benefits offered by competitive service.
Ideally, a firm’s positioning can be maintained over a long period of time because the
company possesses, or can develop, some form of sustainable competitive advantage. The
positioning should also be sufficiently relevant to the target segment such that it will drive the
purchasing behavior of target customer(student).
Marketing concept:
*Student satisfaction is not only means to earn profit but also the socio economic
justification for the survival of business enterprise.
*Profits are major incentive for being in business and prerequisite for remaining in
business.

11
 *Profitable satisfaction of student wants requires an integration & coordination of all
business activities and this can be accomplished through customer oriented plans and
strategies.
Modern marketing :
Modern marketing begins with student not with , technological land marks and it ends
with the customer satisfaction and social well being.
Opportunities for marketing success:
*Opportunity to provide student satisfaction is of paramount importance. It is the ultimate
justification for marketing. It represents discovery of student wants yet to be satisfied.
*Opportunity to innovative:
i.e. to develop new course to devise new service to fine new ways of distributing
course.
*Opportunity to improve marketing efficient is also challenge in marketing management. .
*Opportunity to create competitive difference is big challenge in all means of promotion.
It can give individuality &unique status. Branding & advertising can create competitive
difference.
*Opportunity to carve out a market niche is based on market segmentation an extremely
useful & important device in modern marketing.
unapplication of marketing techniques and the management of a firm’s marketing resources and
activities. Rapidly emerging forces of globalization have compelled firms to market beyond the
borders of their home country making international marketing highly significant and an integral
part of firm’s marketing strategy. Marketing managers are often responsible for influencing the
level, timing and composition of student demand accepted definition of the term. In part, this is
because the role of a marketing manager can vary significantly based on a business’s size,
corporate culture.

ADVERTISING:
is a form of commercial mass communication designed to promote the sale of product or
service or message on behalf of an institution, organization or candidate for political office.

12
 Advertising is any paid form of non personal presentation and promotion of ideas, goods
and services through mass media such as newspapers, magazines, television or radio by an
identified sponsor.

OBJECTIVES OF ADVERTISING:
• to announce the new course
• to make special offer
• to announce a course modification

STUDENT DEVELOPMENT:
In the middle of the twentieth century the student service paradigm started to be replaced
by the student development paradigm. This paradigm was influenced by the growing body of
psychological and sociological theories, reflecting the idea that student learn both in class and out
of class and are influenced both by their genetics and social environment. Student development
theories stress that every student is a different individual with unique needs.

Basic assumptions guiding the student development movement:

1. The individual student must be considered as a whole.

2. Each student is a unique person and must be treated as such.
3. The total environment of the student is educational and must be used to help the student
achieve full development.
4. The major responsibility for a student's personal and social development rests with the
student and his/her personal resources.

TRAINING:

is a process of learning a sequence of programmed behavior. It is application of

knowledge. It gives people an awareness of the rules and procedures to guide their
behavior, prepare them for an intended job. Development is a related process. It covers not
only those activities which improve job performance but also which bring about growth of
the personality .

13
 3.1 RESEARCH METHODOLOGY:

INTRODUCTION:
Research includes scientific and inductive thinking which promotes development if logical
habit of thinking and organization it has special significance in solving various operational and
planning problems of business and industry.
Research design is purely and simply the framework or plan for a study that guides the
collection and analysis of data. It is blue print that follows completing a study.

Research design adapted for the purpose of this study has been descriptive in nature. The
conclusion has been drawn by making a detailed analysis of whole data collected for the purpose
study from the existing respondents.
Research methodology is a systematic way to solve the research problem. It may be
understood as a science of studying how research is done scientifically. It is we study the various
steps that are generally adopted by a researcher in studying the research problem along with the
logic behind them. It is necessary for the researcher to know not only the research method or
techniques but also methodology. Researcher need to know how to develop the tests, how to
calculated the mean, how to apply research technique which are relevant and which not the
knowledge or research methodology provide tools to take things objectively.
RESEARCH DESIGN:
Research design is the blue print of the proposed study. It represented the overall scheme
of the study. “A research design is a logical and systematic planning and it helps directing a piece
of research according to Shah Jahan in his book, “ Research Methodology” .
Studies concerned with individual, market condition, demand status and so on.
Descriptive research design is used for this study.

SAMPLE DESIGN:
A sample design is a definite plan for obtaining a sample from a given population. It refers
to the technique or the procedure the researcher would adopt in selecting items for the sample.

14
Sample design may as well lay down the number of items to be included in the sample that is the
size of the sample. Sample design in determined before data are collected.
DESCRIPTIVE RESEARCH DESIGN :
Descriptive research studies are those studies which are concerned with describing the
characteristics of the particular individual or of a group. Studies concerned with specific situation
or change with narration of facts and characteristics concerning individual , group of people ,
market condition, demand status and so on.
SAMPLE UNIT:
At Bibrain institute 80 students are studying. These 80 students were considered as the
sample unit.
SAMPLE SIZE:
All the 80 students were considered as the samples. So the sample size taken for
this research is 80.
DATA COLLECTION METHOD:
Structured questionnaire was prepared for the purpose of collection of data.
Primary data collection through a structured questionnaire a combination of dichotomous
questions, closed-ended questions, open-ended questions were prepared. The closed ended
questions are prepared using likert’s point scale.
Primary data it is collected a fresh for the first time and is thus original in character.

STATISTICAL TOOLS AND TECHNIQUES

1. Chi –square test is used for this study

CHI-SQUARE TEST:
Objective of the chi-square test to determine whether there is any significant differences
exists among the various groups. Chi-square test involves comparison of expected frequency(E)
with observed frequency(0) to determine whether difference between the two greater than the
tabulated value that might occur by chance.
There are five steps in using chi- square test:
1.The different between each observed frequency and each expected frequency is computed
2.The difference is squared

15
3.Each squared difference is divided by the respective expected frequency
4.Their quotients are added together to obtain the computed chi-square value
5.This computed value is the compared to tabulated chi-square value

If the compute x2 value is greater than tabulated x2 value at a level of significance and degrees of
freedom, the hypothesis is rejected
On the other hand if the calculated x2 value is less than the tabulated value the hypothesis is
accepted.

FORMULA:
X2=(O-E)2/E
Where x2 =chi-square
O=Observed frequency
E=Expected frequency

PERIOD OF THE STUDY:

The undertaken period of the study was 1 month from July 1 st 2010 to July 31 st 2010.

16
 3.2 DATA ANALYSIS AND INTERPRETATION

TABLE NO: 3.2.1

Responses regarding educational qualification

S.no Particular No of responses Percentage

1 Mechanical Engineering 47 58.75
2 DME 28 35
3 Others 5 6.25
Total 80 100

INFERENCE:
• 58.75% of respondents have completed their Mechanical engineering course.
• 35% of respondents have completed their DME
• 6.25% of respondents have completed other engineering course.

17
 FIGURE NO : 3.2.1

Responses regarding educational qualification

6.25
Mechanical
Engineering
35 DMI
58.75
Others

18
 TABLE NO: 3.2.2

Responses regarding to whether the respondent is college student

S.no Particular No of responses Percentage

1 I 1 1.25
2 II 2 2.25
3 III 9 11.25
4 IV 10 12.25
5 Others 58 72.5
Total 80 100

INFERENCE:
*1.25% of respondents are pursuing their I year
*2.25% of respondents are pursuing their II year
*11.25% of respondents are pursuing their III year
*12.25% of respondents are pursuing their IV year
*72.5% of respondents have completed their course.

19
 FIGURE NO : 3.2.2

Responses regarding to whether the respondent is college student

1.25
2.25
11.25
I

12.25 II
III
IV
72.5 Others

20
 TABLE NO: 3.2.3

Responses regarding the knowledge about Bibrain Institute through

S.no Particular No of responses Percentage

1 Net 40 50
2 Posters 22 27.5
3 Handouts 10 12.5
4 Friends 8 10
Total 80 100

INFERENCE:
*50% of respondents knew about Bibrain Institute of technical engineering through the net.
*27.5% of respondents knew about Bibrain Institute of technical engineering through the posters.
*12.5% of respondents knew about Bibrain Institute of technical engineering through the
handouts.
*10% of respondents knew about Bibrain Institute of technical engineering through their friends.

21
 FIGURE NO : 3.2.3

Responses regarding the knowledge about Bibrain Institute through

10
12.5 Net
Posters
50
Handouts
Friends
27.5

TABLE NO: 3.2.4

22
 Responses regarding to awareness of Auto CAD

S.no Particular No of responses Percentage

1 Yes 62 77.5
2 No 18 22.5
Total 80 100

INFERENCE:
*77.5% respondents are aware about Auto CAD.
*22.5% of respondents are not aware about Auto CAD.

23
 FIGURE NO : 3.2.4

Responses regarding to awareness of Auto CAD

22.5

Yes
No

77.5

TABLE NO: 3.2.5

Responses regarding the course taken in this institute

24
 S.no Particular No of responses Percentage
1 Piping 22 27.5
2 PDS 38 47.5
3 Smart plant 13 16.5
4 Cardworx 7 8.75
Total 80 100

INFERENCE:
27.5% of respondents have joined for Piping course.
*47.5% of respondents have joined for PDS course.
*16.5% of respondents have joined for Smart plant course.
*8.75% of respondents have joined for Cardworx course

FIGURE NO : 3.2.5

25
 Responses regarding the course taken in this institute

8.75
27.5
16.5 Piping
PDS
Smart plant
Cardworx

47.5

TABLE NO: 3.2.6

Responses regarding the timing of course

26
 S.no Particular No of responses Percentage
1 Yes 74 92.5
2 No 6 7.5
Total 80 100

INFERENCE:
*92.5% of respondents tell that course timings are comfortable to them.
*7.5% of respondents tell that course timings are not comfortable to them.

FIGURE NO : 3.2.6

Responses regarding the timing of course

27
 7.5

Yes
No

92.5

TABLE NO: 3.2.7

Responses regarding their likeness to the institute

S.no Particular No of responses Percentage

1 Environment 30 37.5

28
 2 Quality of teaching 35 43.5
3 Timing of classes 7 8.75
4 Fee structure 8 10
Total 80 100

INFERENCE:
*37.5% of respondents like the environment
*43.5% of respondents like the quality of teaching
*8.75% of respondents like the timing of classes
*10% of respondents like the fee structure.

FIGURE NO : 3.2.7

Responses regarding their likeness to the institute

29
 Environment
10
8.75
37.5 Quality of
teaching
Timing of classes

43.5 Fee structure

TABLE NO: 3.2.8

Responses regarding the purpose of joining the course

S.no Particular No of responses Percentage
1 Training 8 10
2 Placement 12 15
3 Both a& b 52 65
4 Course 8 10
Total 80 100

30
INFERENCE:
*10% of respondents have joined for training only
*15% of respondents have joined for placement only
*65% of respondents have joined for both training and placement
*10% of respondents have joined for course only.

FIGURE NO : 3.2.8

Responses regarding the purpose of joining the course

31
 10 10

15 Training
Placement
Both a& b
Course
65

TABLE NO: 3.2.9

Responses regarding the training method

S.no Particular No of responses Percentage
1 Vestibule training 11 13.75
2 Programmed instruction training 14 17.5
3 Audiovisual training 10 12.5

32
 4 Computer assisted instruction training 45 56.25
Total 80 100

INFERENCE:
*13.75% of respondents expect a vestibule training method
*17.5% of respondents expect a programmed instruction training method
*12.5% of respondents expect an audiovisual training method
*56.25% of respondents expect a computer assisted instruction training method

FIGURE NO : 3.2.9

Responses regarding the training method

33
 Vestibule training

13.75

Programmed
17.5 instruction training
56.25
Audiovisual
12.5 training

Computer
assisted
instruction training

TABLE NO: 3.2.10

Responses regarding the satisfaction of training provided

S.no Particular No of responses Percentage

1 Yes 72 90
2 No 8 10
Total 80 100

34
INFERENCE:
*90% of respondents tell that their expected training is given
*10% of respondents tell that their expected training is not given.

FIGURE NO : 3.2.10

Responses regarding the satisfaction of training provided

35
 10

Yes
No

90

TABLE NO: 3.2.11

Responses regarding the rankness of various training method

I Preference

S.no Particular No of responses Percentage

1 Vestibule training 33 41.25
2 Programmed instruction training 6 7.5
3 Audiovisual training 4 5
4 Computer assisted instruction training 37 46.25
Total 80 100

36
INFERENCE:

*41.25% of respondents give first preference to vestibule training method

*7.5% of respondents give first preference to programmed instruction training method
*5% of respondents give first preference to audiovisual training method
*46.25% of respondents first fourth preference to computer assisted instruction training method.

FIGURE NO : 3.2.11

Responses regarding the rankness of various training method

I Preference

37
 Vestibule training

Programmed
41.25 instruction training
46.25

Audiovisual
training
5 7.5
Computer
assisted
instruction training

TABLE NO: 3.2.12

Responses regarding the rankness of various training method

II Preference
S.no Particular No of responses Percentage
1 Vestibule training 37 46.25
2 Programmed instruction training 4 5
3 Audiovisual training 6 7.5
4 Computer assisted instruction training 33 41.25

38
 Total 80 100

INFERENCE:
*46.25% of respondents give second preference to vestibule training method
*5% of respondents give second preference to programmed instruction training method
*7.5% of respondents give second preference to audiovisual training method
*41.25% of respondents give second preference to computer assisted instruction training method.

FIGURE NO : 3.2.12

Responses regarding the rankness of various training method

II Preference

39
 Vestibule training

Programmed
41.25 instruction training
46.25

Audiovisual
training
7.5 5
Computer
assisted
instruction training

TABLE NO: 3.2.13

Responses regarding the rankness of various training method

III Preference
S.no Particular No of responses Percentage
1 Vestibule training 4 5
2 Programmed instruction training 37 46.25
3 Audiovisual training 33 41.25
4 Computer assisted instruction training 6 7.5

40
 Total 80 100

INFERENCE:
*5% of respondents give third preference to vestibule training method
*46.25% of respondents give third preference to programmed instruction training method
*41.25% of respondents give third preference to audiovisual training method
*7.5% of respondents give third preference to computer assisted instruction training method.

FIGURE NO : 3.2.13

Responses regarding the rankness of various training method

III Preference

41
 Vestibule training
7.5 5

Programmed
instruction training
41.25 46.25
Audiovisual
training

Computer
assisted
instruction training

TABLE NO: 3.2.14

Responses regarding the rankness of various training method

IV Preference
S.no Particular No of responses Percentage
1 Vestibule training 6 7.5
2 Programmed instruction training 33 41.25
3 Audiovisual training 37 46.25
4 Computer assisted instruction training 4 5

42
 Total 80 100

INFERENCE:
*7.5% of respondents give fourth preference to vestibule training method
*41.25% of respondents give fourth preference to programmed instruction training method
*46.25% of respondents give fourth preference to audiovisual training method
*5% of respondents give fourth preference to computer assisted instruction training method.

FIGURE NO : 3.2.14

Responses regarding the rankness of various training method

IV Preference

43
 Vestibule training
5 7.5

Programmed
instruction training
46.25 41.25
Audiovisual
training

Computer
assisted
instruction training

TABLE NO: 3.2.15

Response regarding the important of Piping course

S.no Particular No of responses Percentage
1 Very important 20 25
2 Important 27 33.75
3 Neutral 20 25
4 Not important 13 16.35
Total 80 100

44
INFERENCE:
*25% of respondents think that piping course is very important
*33.75% of respondents think that piping course is important
*25% of respondents think that piping course is neutral
*16.35% of respondents think that piping course is not important.

FIGURE NO : 3.2.15

Responses regarding the important of piping course:

45
 TABLE NO: 3.2.16

Responses regarding the ambition of student

S.no Particular No of responses Percentage
1 Piping designer 20 25
2 PDS designer 19 23.75
3 Smart plant 3Dexpert 8 10
4 Piping engineer 33 41.25
46
 Total 80 100

INFERENCE:
*25% of respondent’s ambition is to become a piping designer
*23.75% of respondent’s ambition is to become a PDS designer
*10% of respondent’s ambition is to become a smart plant 3Dexpert
*41.25% of respondent’s ambition is to become a piping engineer

FIGURE NO : 3.2.16

Responses regarding the ambition of student

47
 Piping designer
25
PDS designer
41.25

Smart plant
3Dexpert
23.75 Piping engineer
10

TABLE NO: 3.2.17

Responses regarding the requisition of many branches

S.no Particular No of responses Percentage

1 Yes 41 51.25
2 No 39 48.75
Total 80 100

48
INFERENCE:
*51.25% of respondents expect to establish many branches
*48.75% of respondents did not expect to establish many branches.

FIGURE NO : 3.2.17

Responses regarding the requisition of many branches

49
 Yes
48.75 51.25
No

3.3 STATISTICAL ANALYSIS

TEST -3.3.1
Different training methodology Vs Students’ satisfaction level
Training methodology Yes No Total
Vestibule training 7 4 11
Programmed training 12 2 14
Audiovisual training 5 5 10

50
 Computer assisted training 43 2 45
Total 67 13 80

Step1:
Null Hypothesis: H0: There is no significant difference between the various training
methodology and students’ satisfaction level
Alternate Hypothesis: H1: There is a significant difference between the various training
methodology and students’ satisfaction level
Step2: Computation of test statistics:
O E (0-E) (0-E)2 (0-E)2/8
7 9.21 2.21 4.89 0.61
4 1.78 2.21 4.89 0.61
12 11.72 0.27 0.07 0
2 2.27 0.27 0.07 0
5 8.37 3.37 11.35 1.4
5 1.67 3.37 11.35 1.4
43 37.68 5.31 28.22 3.52
12 7.31 5.31 28.22 3.52
Total 11.31

Step3: Level of significance

X2=5%=0.05
=7.81
Step4: Critical value
Degrees of freedom
d.f=(r-1)*(c-1)
=(4-1)*(2-1)
=3
Step6: Decision:
Since the calculated value of x2(=11.37) ≥ table value(=7.81 )so null hypothesis is rejected.
Conclusion:
There is a significant between training methodology and student’s satisfaction level

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 4.1 FINDINGS:

1. * 58.75% of respondents have completed their Mechanical engineering course.

*35% of respondents have completed their DME
*6.25% of respondents have completed other engineering course.
2.
* 1.25% of respondents are pursuing their I year
*72 .5% of respondents have completed their course.
3.
*50% of respondents knew about Bibrain Institute through the net .
*10% of respondents knew about Bibrain Institute through their friends.
4.
*77.5% respondents are aware about Auto CAD.

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 *22.5% of respondents are not aware about Auto CAD.
2.
*47.5% of respondents have joined for PDS course.
* 8.75% of respondents have joined for Cardworx course
6.
*92.5% of respondents tell that course timings are comfortable to them.
*7.5% of respondents tell that course timings are not comfortable to them.
7.
**43.5% of respondents like the quality of teaching
*8.75% of respondents like the timing of classes
.
8. *10% of respondents have joined for training only
*65% of respondents have joined for both training and placement
*10% of respondents have joined for course only.

9. *12.5% of respondents expect an audiovisual training method

*56.25% of respondents expect a computer assisted instruction training method

10. *90% of respondents tell that their expected training is given

*10% of respondents tell that their expected training is not given.

11. *5% of respondents give first preference to audiovisual training method

*46.25% of respondents give first preference to computer assisted instruction training

12. *46.25% of respondents give second preference to vestibule training method

*5% of respondents give second preference to programmed instruction training method

13. *5% of respondents give third preference to vestibule training method

*46.25% of respondents give third preference to programmed instruction training method

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14. *46.25% of respondents give fourth preference to audiovisual training method
*5% of respondents give fourth preference to computer assisted instruction training

15. *33.75% of respondents think that piping course is important

*16.25% of respondents think that piping course is not important.

16 *10% of respondent’s ambition is to become a smart plant 3Dexpert

*41.25% of respondent’s ambition is to become a piping engineer

17 *51% of respondents expect to start a many branches

*49%of respondents not expect to start a many branches

4.2 SUGGESTIONS:

In general the company may continue the same strategy. In present situation is not bad. Whereas
some specific suggestions towards the improvement of marketing strategy of Bibrain institute of
technical engineering to improve a student base.
*The company should make awareness about the piping course
*Most of student expect computer assisted training programme so the institute may
implement more advancement in this part of training
*Most of the students like the quality of teaching, environment structure, and timing of
classes. So the institute can proceed further.
*Most of the students has come through net only so the institute may concentrate on other
advertisement tools also.
* Most of the student expects to start a many branches, so the institute must start many
branch.

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 4.4 CONCLUSION:

Finally the project has been concluded by that the present strategy that has been followed
by institution is good and the students who have trained under the institutions are successive in
their fields. As a researcher I have given some suggestions if they implement it will increase
student enrollment in the institute.

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 APPENDIX
QUESTIONNAIRE

A STUDY ON STRATEIGES ADOPTED BY BIBRAIN INSTITUTE OF TECHNICAL

ENGINEERING TO DEVELOP STUDENT BASE
1. Personal details:
Name of the respondent:
Age:
Gender:
Occupation:
2. Educational Qualifications:
a. Mechanical engg [ ] b.DME[ ] c. others[ ]
3.If student ,which year are you pursuing?

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a. I[ ] B.II[ ] C.III[ ] D.IV[ ] E.Others[ ]
4.How did you come to know about Bibrain Institute?
a.Net[ ] b. Posters[ ] C. Handouts[ ] d. Friends[ ]
5.Are you aware of Auto CAD?
a. Yes[ ] b. No[ ]
6. what course have you joined in this Institute?
a.PDS[ ] b. Piping[ ] c. Smart plant[ ] d. Cardworx[ ]
7.whether the course timings are very comfortable for you?
a. Yes[ ] b. No[ ]
8.What do you like in this Institute?
a. Environment[ ] b. Quality of teaching[ ] c. Timing of classes[ ]
d. Fee structure[ ]
9. For what purpose did you join in this institute?
a. Training[ ] b. Placement[ ] c. Both a &b[ ] d. Course[ ]

10.What type of training do you expect?

a. Vestibule training[ ] b. Programmed instruction training[ ]
c. Audiovisual training[ ] d. Computer assisted instruction training[ ]
11.whether your expected training is given?
a. Yes [ ] b. No[ ]
12.Accoring to you, Effective methodology used in training. Rank the following four factor in [1-
4] basis
a. Vestibule training 1 2 3 4
b. Programmed instruction training 1 2 3 4
c. Audiovisual training 1 2 3 4
d. Computer assisted instruction training 1 2 3 4
13.How important do you think is this piping course?
a. Very important [ ] b. Important[ ] c. Neutral[ ] d.Not important[ ]
14.what do you expect to be when you go out from this Institute?
a. Piping designer[ ] b.PDS designer[ ] c. Smart plant 3Dexpert[ ]
d. Piping engineer[ ]

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15. Do you require many branches?
a. Yes[ ] b. No[ ]

BIBLIOGRAPHY:

Book Material:
Marketing Management: Philip kotler
Marketing Management: S.A.Sherlekar (Himalaya publishing)
Marketing Management: Institute of distance education University of Madras
Website: www.google.com
Website: www.biteindia.com

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