TABLE OF CONTENTS

S.N. Contents

1 Introduction of Project

2 Company Profile

3 Objectives

4 Review of Literature

5 Research Methodology

6 Data Analysis & Interpretation

7 Findings & Suggestions

8 Limitations

9 Conclusion

10 References

Annexure
11
Questionnaire
 CHAPTER-I

INTRODUCTION OF PROJECT

2
 CHAPTER-I

INTRODUCTION

1.1 Introduction:

The higher education system in India has grown in a remarkable way,

particularly in the post-independence period, to become one of the largest system of

its kind in the world. Organizations are becoming increasingly aware of the

importance of quality in maintaining competitive advantage. Quality management

became a buzzword for organizations during the last decade, and whole issue of

quality has received a massive attention in organizations and academic circles. In

educational organizations Quality has also become the defining element. Idea of

“quality of education” is relatively young and it replaced the concept of “effectiveness

of education” which was used until now. The word quality is derived from Latin word

quails, which means “what kind of”. It connotes a variety of meanings and implies

different things to different people. According to Juran “Quality is fitness for use or

purpose”. Crosby considers it as “conformance to standards”. Deming defines quality

as “a predictable degree of uniformity and dependability at low cost and suited to

market”. In general 00quality is one, which satisfies customer needs and continuously

keeps on performing its functions as desired by customers as per specified standards .

Institutional excellence in higher education is the aggregate of the quality services

followed in different areas of institutional performance. Acquisition of quality

services and excellence is the great challenge faced by all higher educational

institutions. Services to the ultimate users. The term quality focuses on standards or

3
specifications that a service generating organization promises. We can’t have clear cut

boundary of quality. Sky is limit for quality generation. Scientific inventions and

innovations make the ways for generation of the qualities. More frequency in

innovations makes fewer gaps in the process of quality up gradation. Further in this

chapter we see definition of services & quality there meaning. Quality of education

takes into account external environment in which institutions operate: internal

environment where teaching learning takes place.

The strategic success of a service organization depends on the ability of service

providers to enhance their images by consistently meeting or exceeding customers’

service expectation. These components must be measured regularly to response to the

changes of the environments where the expectation of the stakeholder is becoming

higher. The outcomes of the measurement are very useful for the faculty

administrators as well as the academic staffs to provide plans and solutions for the

continuous improvement so that the service and the program offered by the faculty are

significant to the students. It is vital to consistently measure the performance of

service quality from student perspective because they were directly involved in the

education process. They can be seen and act as a consumer or customer and also as a

product of the education institution. Students’ views on all aspects of their higher

education experiences are essential to monitor the quality of education.

4
1.2 Definition:

We study the service quality in Institutions of Higher learning. Here Service

Quality it is combination of two words, Service & Quality. The term quality focuses

on standard or specification that a service generating organization promises. In

general quality is one, which satisfies customer needs and continuously keeps on

performing its functions as desired by customers as per specified standards. Here we

see the definition of quality and services separately.

First we see the quality according to Geotsch and Davis (2003), defined the

quality as: “A dynamic state associated with products, services, people, processes, and

environments that meets or exceeds customer expectation”. Quality improvement is a

prerequisite for competing successfully in the highly competitive market. Quality also

means that the different things to different people because customer needs and

expectations may differ.

Payne has broadly defined Services as “An activity which has some elements

of intangibility associated with it, which involves some interactions with customers or

with property in their possessions, and does not result in transfer of ownership. A

change in condition may occur and production of service may or may not be closely

associated with a physical product”.

According to Peters and Waterman, “Services are those separately

identifiable, essentially intangible activities which provide want satisfaction, and are

not necessarily tide to the scale of the product or another service”. While in simple

5
way we can say that “services are those activities which give benefits, satisfactions to

customzers which offered for sale and are provided with the sale of goods”. In higher

educational institutions, services refer to facilities provided to students as per norms

of All India Council for Technical Education (AICTE) to enhance the quality of

institute and to achieve quality assurance.

Now we discuss here the term service quality which draws our intension on the

quality of services made available by the organization. The perception of service

quality keeps on changing and governing factors are the use of sophisticated

technologies, development of personally committed people and availability

infrastructural facilities to make the services attractive. It can also be the collection of

technologies which allows user to request and receive predictable service levels.

Service quality can thus be defined as the difference between customer expectations

of service and perceived service.

1.3 Meaning

Service quality is a concept that has aroused considerable interest and debate in

the research literature because of the difficulties in both defining it and measuring it

with no overall consensus emerging on either (Wisniewski, 2001). There are a number

of different "definitions" as to what is meant by service quality. One that is commonly

used defines service quality as the extent to which a service meets customers’ needs

or expectations. The collective effect of service performances which determine the

6
degree of satisfaction of a user of the service. In other words, quality is the customer’s

perception of a delivered service. By service-quality management, we refer to the

monitoring and maintenance of end-to-end services for specific customers or classes

of customers. Service quality in higher education means that the difference between

what a students expects to receive and students perceptions of actual delivery which

shows that students' perceived service quality is an antecedent to student satisfaction .

1.4 Difference between goods & Services

It is difficult to detach the service from the physical good. Both are now part of

the package. When one buys a refrigerator it is defined as a good but then the service

angle is the part that starts after the sales of the good. Service is an important part of

the entire package that one buys. It is more entwined when one buys a laptop. The

laptop is a physical good but then the service in terms of soft wares or installations etc

is a continuous process.

There are obvious differences between goods and services that are analyzed based on

characteristics of each.

 A good is a tangible object used either once or repeatedly. A service is

intangible. The tangibility differentiator indicates the ability to touch, smell,

taste and see which is absent in services. This can be a deterrent to the service

receiver to gauge the quality and dependant on the service company reputation.

7
 In the case of goods the ownership of the product is transferable from sellers to

0buyers, whereas in services there is no ownership involved.

 Another key distinction is perishability of services and the non- perishability

of goods. Goods will have a long storage life and are mostly non perishable.

Whereas services are delivered at that moment and do not have a long life or

cannot be stored for repeat use. With the production and consumption taking

place simultaneously in services, it differs from goods on simultaneity and the

provisions for quality control in the process.

 Further there is another difference in goods and a service that is goods are

homogeneous during the production of the product quality is uniform across

all line of products. But services offered are heterogeneous since services may

vary in quality. For e.g. in the higher education lecture method is applied for

teaching and it varies from lecture to lecture.

 Goods are separated from seller or provider where as service it is inseparable

from service provider and updated yearly so it services provided are

heterogeneous and inseparable.

1.5 SERVAQUAL Model

A quality service organization, attempt to determine the requirements of its customers

and translate these requirements into product and delivery process specifications to

meet the customer’s satisfaction (Ghobadian,1993). Based on this importance,

8
Parasuraman et al. (1985,1988) initiated a model in measuring quality of services as

a basis for an adapted model for higher education. According to the model that

proposed by Parasuraman et al., a 22 item scale has been developed for

conceptualizing service quality and seeks to estimate customers’ pre-consumption

expectations of service as well as post-consumption perceptions of actual service 12

receive (Pearson, 1997 ; O’Neill et al., 2001). The scale measures five dimensions,

which includes reliability, responsiveness, assurance, empathy and tangibles.

The SERVQUAL instrument has been the predominant method used to measure

consumers’ perceptions of service quality. It has five generic dimensions or factors

and are stated as follows:

Tangibles – The appearance of the physical facilities and materials related to the

service.

Reliability – The ability to perform the service accurately and dependably.

Responsiveness – The willingness to help customers and provide prompt service.

Assurance – The competence of the system and its security, credibility and courtesy.

Empathy – The ease of access, approachability and effort taken to understand

customers’ Requirements.

Servaqual
Model

Reliability Responsiveness Assurance Empathy Tangibles

9
 1.6 The GAP Model

A conceptual Tool to Identify and correct service Quality Problem

If one accepts the view that quality entails consistently meeting or exceeding

customers expectations, the manager’s task is to balance customer expectations and

perceptions and to close any gaps between the two. Zeithmal, Berry and Parasuraman

identify four potential gaps within the service organization that may lead to a final and

most service gap. Following figure explains and refines their framework to identify

five types of gaps that can occur at various points during the design and delivery of a

service performance.

Customer/Students
Expectations

GAP5
Perceived Services

Customer

Company GAP 4
Actual Service External
Delivery Communication

GAP 1 GAP 3
Service Quality
GAP 2 Specifications
10
 Management/Institutes
Perception
Gap1: Students expectations versus management perceptions: (Understanding or

knowledge gap)

It is difference between the service providers institutes believe that students expect

and actual needs and expectations of the students.

For e.g. Hospital administrators might think that patients judge hospital service by the

food quality, whereas patients may be more concerned with nurse responsiveness.

Gap2: Institutes perceptions versus service-quality specifications: (Service

standards gap)

It is difference between institutes perception of student’s expectations of and

standards of quality established for service delivery.

For e.g. An airlines management may want phones to be answered within ten seconds

of ringing but not provides enough operators nor do much about it when service falls

below this level.

Gap3: Service-Quality specifications versus service delivery: (Service

performance):

11
The difference between specified delivery standards of and the service providers

actual performance on these standards.

For e.g. A bank officer who is told by the operations department to work fast and by

the marketing department to be courteous and friendly to each customer.

Gap4: Service delivery versus external communication: (Communications)

The difference between what the institute advertising and sales personnel think are the

products features, performance and service quality level and what the company is

actually able to deliver.

Gap5: The discrepancy between customer expectations and their perceptions of

the service delivered: (Service Gap)

It is a result of the influences exerted from the customer side and the shortfalls (gaps)

on the part of the service provider. In this case, customer expectations are influenced

by the extent of personal needs, word of mouth recommendation and past service

experiences.

12
 CHAPTER-II

COMPANY PROFILE

13
 CHAPTER-II

COMPANY PROFILE

Introduction of Vindhya Group of institution

ABOUT US

Vindhya group of institutions is a chain of management and engineering colleges that

is providing degrees in management and engineering streams across three states.
Vindhya group of institutions is providing a very good quality education for
engineering and management students for development of competencies, skills &
making very good career in their
life.

Vindhya Group of institutions is

entering into its 13th glorious year
with very good reputation for its
quality education in the field of
management & engineering
courses. Various UG and PG level courses are running under this group i.e. UG – BE
(CS, EC, EE, IT, ME, CE), BCA, BBA & B.Com. PG – MBA, MCA, MSW &
M.Tech.

There are 5 branches of Vindhya group of institutions which are located at various
locations of MP, CG & UP, which are Satna, Indore, Jabalpur, Raipur & Allahabad.
The head office of the vindhya group of institutions is located at Satna.

14
The head office and First college of Vindhya Group has established in 2002 in the
name and style of Vindhya Institute of Technology & Science, Satna.

Mr. Sunil Senani (Chairman)

Mr. Sunil Senani is the chairman of the Vindhya Group has been a topper all
along. In 1980, He secured 4th position in Higher Secondary in the entire state of then
undivided Madhya Pradesh (Present Madhya Pradesh and Chhattisgarh) and
completed his B Tech in Electronics from BITS Pilani with distinction in 1984. After
working with WIPRO for close to 4 years, his roots called him and he came back to
Satna. It was here that he felt the need for quality education and the dream called
Vindhya Institution of Technology and Science was born.

“Vindhya believes in being a catalyst to the learning process. It is not just what we
learn that constitutes an education. Education to us is a process of fostering learning
through self realization and exploration of physical and mental ability. The ability to
continuously expand these faculties makes this journey a destination.”

15
 Mr. Anil Senani, (Director)

Mr. Anil Senani is driving force behind this project. He qualified the Civil
Services Examination (popularly known as IAS Examination) in 1990 and served in
Government of India in various important positions including Director Finance in
Ministry of Railways and Director Finance in the Ministry of Environment & Forests.
He has done Masters from IIM Bangalore with an overall a grade. An Ex-IAS, he now
works as a consultant at Dalmia Cement and GMR group. Apart from it he also works
as a family business consultant for leading family owned business groups of India and
abroad. He is also a visiting faculty at ISB, Hyderabad and IIMs.

16
 Brief Discuss about Vindhya Group

Vindhya group of institute, Satna was established in year 2002. Vindhya Institute of
Technology and Science (Now popularly know us Vindhya Satna) is first college for
engineering and management studies established by the Vindhya Group.

Mission:-
“To catalyze transformation of our students into confident and
responsible professionals, endowed with up-to-date knowledge and expertise
in their chosen disciplines, excellent communication skills and sensitive souls
who are assets to their families, community, nation and humanity at large."

 The Mission, Values and Beliefs of the D P R Charitable Trust are all directed
towards imparting quality education and transformation of its students into
responsible citizens and good human beings. A very capable and committed
Advisory Board, comprising of very successful people from different walks of
life,
 supports the trust in moving forward towards accomplishing and living their
Mission.
 Our Mission is like the North Star on the horizon - forever pursued but never
achieved. It is also consistent with our Value of Constant and Never Ending
Improvement. Our mission aligns all stakeholders and energies us to work
relentlessly.

17
Values & Beliefs:-

The Vindhya Group Values and Beliefs includes –

 Welfare of the students above all.
 Climate conducive to trust, open communication and team spirit.
 Excellence in reputation, to be part of something very special.
 Continues & never ending improvement.
 Opportunity based on merit, individual productivity; no one is entitled
to anything.

The values and beliefs of D P R Charitable Trust have been discovered and developed
by involving all the important stakeholders of the Institution. Our values and beliefs
are heart and soul of the organization. They are our light houses and always help us in
resolving the doubts and dilemmas which one invariably comes across, now and then.
They are our guiding principles and a constant reminder of what we are supposed to
do, day in and day out.

Aims & Objectives:-

 To assemble qualified committed and dedicated faculty.
 To create the environment promoting all round excellence.
 To develop the capability to assimilate latest advances in science &
technology in the education process.
 To develop framework of ethics, values and morals in the faculty and
students.
 To play the role of catalyst in the economic transformation of the region.

18
The logo of Vindhya Group is “Triggering Transformation” in which a caterpillar
transforms into a butterfly. In this transforming process it can be seen that a
caterpillar follows a process to become a butterfly from caterpillar. In the same sense,
mission & vision of Vindhya Group is also in transforming form to develop skilled
and versatile professionals from our students who can contribute to the technical
advancement, innovation and welfare in their job.
There are more than 5000 students studying, more than 250 faculties and other staff is
working in vindhya group in all over branches.

Infrastructure of Institutes:
More than 25 acre area is available at each branch of Vindhya Group. Construction
area in each branch is approx same around 5 acre, in which college building, hostel,
Canteen and staff rooms are included, and remain part of land is free for a big play
ground for student and for various culture events with beautiful maintained garden.

Facilities:
Infrastructure Overview: The institute's infrastructure is modern with well-equipped
facilities.

19
Laboratory Details: The College has a state-of-art computer laboratory equipped
with 60 P-IV nodes on LAN system with free internet access through
512 Kbps broadband facility.

Classrooms Details: The classrooms/ lecture halls in the college are well ventilated.

Library Details: College has a well-stocked computerized library.

Extra-Curricular Details: Regular personality development workshops, Regular

seminars, workshops and conferences.

Our Strengths:

 Best of Faculty
 Fully Computerized Library
 Modern Laboratories
 Broad Band Internet Lab
 Sports Facilities
 Separate Hostel for Girls
 In Campus Hostel for Boys
 Transport Facility
 Canteen & Phone Booth
 Effective Training & Placement Cells at the College and Group Levels.
 Regular Campuses
 All stakeholders committed to the Organizational Mission and Values.

20
  Disciplined yet fun filled learning environment

Organization chart
The Structure- Line Authority Chairman
Staff Functions --------------------------

T&P HR Marketi
ng

VITS, VIMR VIMS

Principle Director Principle

HO Faculty
D Members
CS & T.A. Faculty
Membe HOD
HOD HOD
HO Faculty rs & B.Co
BBA BCA
D Members T.A. m
EC & T.A.

HO Faculty
D Members Faculty Facult Faculty
EE & T.A. Membe y Memb
rs & Memb ers &
HO Faculty T.A. ers & T.A.
D Members T.A.
IT/ & T.A.
MC
HO
A Faculty
D Members
ME & T.A. 21
HOD
Basic
Faculty
Science Members
& T.A.
 CHAPTER-III

OBJECTIVES OF THE STUDY

22
 CHAPTER-III

OBJECTIVES OF THE STUDY

Objectives of the study

1. To examine the quality of service provided in higher education.

2. To analyze the relationship between student satisfaction and service quality.
3. To identify the gaps in service quality and give necessary suggestions.

23
 CHAPTER-IV

REVIEW OF LITERATURE

24
 CHAPTER-IV

REVIEW OF LITERATURE

The review conducted for this study reveals that a Higher Education (HE) Institute is

tested quality management models originally developed for industry. This approach

has yielded a number of benefits for managing quality, however, there are also a

number of limitations related to the application and relevance of these models in HE.

Internationally, the model most frequently drawn upon is total quality management

(Motwani and Kumar, 1997; Cruickshank, 2003). Total quality management (TQM)

is defined as:

‘A management approach of an organisation, centred on quality, based on the

participation of all its members and aiming at long run success through customer

satisfaction and benefits to all members of the organisation and to society’ (ISO 8402

in Wiklund et al, 2003:99).

As the definition implies, TQM has the potential to encompass the perspectives of
different stakeholders in an integrated manner and thus is a comprehensive approach
to quality management that can facilitate change and innovation. Other models that

25
have been tested within HE are defined in Table II.

Table: Quality Management Models

Model Definition
EFQM Non-prescriptive framework that establishes 9 criteria (divided
Excellence between enablers and results), suitable for any organisation to use
Model to assess progress towards excellence
Balanced Performance/strategic management system which utilises 4
Scorecard measurement perspectives: financial, customer, internal process,
and learning and growth.
Malcolm Based on a framework of performance excellence which can be
Baldridge used by organisations to improve performance. 7 categories of
Award criteria: leadership; strategic planning; customer and market focus;
measurement, analysis, and knowledge management; human
resource focus; process management; and results.
ISO 9000 International standard for generic quality assurance systems.
Series Concerned with continuous improvement through preventative
action. Elements are customer quality and regulatory
requirements, and efforts made to enhance customer satisfaction
and achieve continuous improvement.
Business System to enable redesign of business processes, systems and
Process structures to achieve improved performance. It is concerned with
Reengineering change in five components: strategy, processes, technology,
organisation and culture.
SERVQUAL Instrument designed to measure consumer perceptions and
expectations regarding quality of service in 5 dimensions:
reliability, tangibles, responsiveness, assurance and empathy and
to identify where gaps exist.

26
These models emulate TQM and concentrate on developing systematic business
processes that are required to achieve measurable quality outputs. For example, the
balanced scorecard requires the identification of appropriate performance indicators
and the European Framework for Quality Model (EFQM), performance enablers and

results. The one exception is SERVQUAL, a model that focuses on the assessment of
quality from a consumer perspective.

However, these benefits must be reconciled with a number of limitations largely

related to the dilemma of applying business models in an HE context. For example,
bureaucratic structures within HEIs and lack of effective leadership are reported to
undermine the application of the models (Roffe, 1998; Osseo- Asare and Longbottom,
2002; Cruickshank, 2003; Mizikaci, 2006). The effectiveness of the models,
particularly TQM models, also relies predominantly on a team-based approach that is
proving contentious to the traditional autonomous role of academics (Srikanthan and
Dalrymple, 2004

27
 CHAPTER-V

RESEARCH METHODOLOGY

28
 CHAPTER-V

Research Methodology

5.1 Meaning of Research:

In simple words research means search for knowledge or it may be a scientific

and systematic search for collection of the knowledge on specific topic. It is actually

voyage of discovery. Research is thus, an original contribution to the existing stock of

knowledge making for its advancement. It is the pursuit of truth with the help of

study, observation, comparison and experiment. In short, the search for knowledge

29
through objective and systematic method of finding solution to problem is research.

The Advanced Learner’s Dictionary of Current English lays down the meaning of

research as “A careful investigation or enquiry especially through search for new facts

in any branch of knowledge.

Redman and Mory define research as a “systematized effort to gain new

knowledge”. D Selsinger and M. Stephenson in the Encyclopedia of Social Sciences

define research as “ the manipulation of things, concepts or symbols for the purpose

of generalizing to extend correct or verify knowledge whether that knowledge aids in

construction of theory or in the practice of an art.”

Purpose of research is to find out answers to the questions through the

application of scientific procedures. The main aim of research is to find out the truth

which is hidden and also with the help of different methods of data collection and

survey questionnaire find out the answer to the problem which face by the

organization.

5.2 Significance of Research :

 Progress is born of enquiry and enquiry lead to invention. The increasingly

complex nature of business and government has focused attention on the use of

research in solving operational problems. This research has helped the institute

in understanding quality parameters to be maintained by educational institute.

30
  This research can provide the basis for understanding the expectations of

students from professional educational institute.

5.3 Objectives of the study:-

1. To examine the quality of service provided in higher education.
2. To analyze the relationship between student satisfaction and service quality.
3. To identify the gaps in service quality and give necessary suggestions.

5.4 Data Collection: –

The task of data collection is important part of project work while deciding

about the method of data collection to be used for the study the researcher should

keep in mind two types of data primary data and secondary data. Here the researcher

uses primary as well as secondary data to complete the project work

5.4.1 Primary Data:

Primary data are those which are collected a fresh and for the first time, and

thus happen to be original in character. There are several methods for collecting the

primary data important ones are: i) Observation method ii) Interview Method, iii)

Questionnaire Method iv) Through schedules etc. Since quite often questionnaire is

considered as the heart of a survey operation and this method of data collection is

quite popular so herewith researcher uses the questionnaire method for collection of

primary data.

Here researcher collected primary data through structured questionnaire; this is

administered among the UG and PG students to take opinion about service quality in

31
the Institute from students point of view. The parameters mentioned in the

questionnaire are according to SERVQUAL Model of service quality. The

SERVQUAL Model focus on Reliability, Responsiveness, Assurance, Empathy &

Tangible . For this study suitable parameters of SERVQUAL Model are selected.

5.4.2 Secondary Data:-

The secondary data are those which have already been collected by someone else and

which have already been passed through the statistical process and analyzed by

someone else. While collecting the secondary data researcher has to look into various

sources from where researcher can obtain them just like the sources are reliable,

suitable and it is adequate or not. This type of data may either be published or

unpublished data.

Here the researcher has used secondary data which is available from the

Institute. This data is prepared by the Institute for various committees, from the

academic record of the institute and annual reports of the Institute.Some part has been

collected through frequent discussions with faculty members. This collected data of

the institute is analyzed. The findings have been found on same analysis.

5.5 Sample Size:

This refers to the number of items to be selected from the universe. The data is

collected from students. Random sampling method is used to select the sample. The

total sample size used for the research work is 80 students. Researcher has selected 40

students from the UG course and 40 students from the PG course.

32
5.6 Brief Profile of Respondents.

In this research respondents are the students of the Institute admitted for the

different courses. Since Institute run undergraduate as well as post graduate courses.

In this research respondents are naturally divided in two group undergraduate and post

graduate. Respondents include girls and boys students. Age group of the respondents

is between 18 to 25. It was observed that 80% students belong to local area and

coming from nearby places of Satna. Rest all students belong to out of Madhya

Pradesh state like Bihar, Uttar Pradesh, Delhi and Maharashtra.

CHAPTER-VI
DATA ANALYSIS & INTERPRETATION

33
 CHAPTER VI

Presentation, Analysis and Interpretation of Data

6.1: Data Presentation

The above chapter includes presentation, analysis and interpretation of data.

Accordingly two separate tables showing percentile value and mean value are presented in

the same chapter. The Table No 4.1 shows evaluation of opinion of post graduate students of

the institute. Whereas Table No 4.2 shows evaluation of opinion of under graduate students

of the institute.

34
The Table No 4.1 and 4.2 below explores the students opinion. Here with we calculated

mean value and percentile value of the student’s opinion. Researcher uses the mean value for

drawing the graph which shows evaluation of student’s opinion about each factor. Herewith

researcher calculated percentile value which is used for the comparison of opinion between

UG and PG students.

Table No 6.1

Opinion of Post Graduate Students

Sr. Particulars 0 1 2 3 4 5 Mean %

No. Value value
Infrastructure and Learning Resources
1. Seating arrangement in the Institute. 1 4 3 9 14 9 3.45 57.5
2. Visually appealing physical facilities. 1 3 8 11 10 7 3.18 52.92
3. Seating arrangement of front office. 3 6 1 5 12 13 3.4 56.67
4. Front office is well equipped with 5 3 4 7 7 14 3.25 54.16
technical instruments like computers,
zerox machine, scanner, telephone,
intercom and required office stationary.
5. The Library has adequate number of 2 2 5 11 10 10 3.38 56.25
textbooks, reference books journals,
Periodicals (National- International)

6. Quality of facilities like internet, study 4 7 5 11 12 1 2.58 42.92

room, extra computer and practical hours.
7. Provision of facilities like common room, 8 3 7 10 8 4 2.55 42.50
separate rest rooms for boys & Girls
students.
8. Access of the on-line and Internet services 4 3 8 8 11 6 2.92 48.75
in the library to the students.
9. Common facilities available with the 4 6 6 9 12 3 2.7 45.00
institution (for e.g. staff room, day care
center, common room for students, rest
rooms, health center, vehicle parking,
guest house, canteen, telephone, internet
cafe, transport, drinking water etc.)
Average Mean Value of Infrastructure and 3.05
Learning Resource
Teaching-Learning and Evaluation
10. Appearance of the staff. 2 0 5 10 12 11 3.58 59.58
11. Preference given to the lectures by the 3 0 7 11 9 10 3.32 55.12

35
 teachers.
12. Internal assessments and attendance kept 0 2 6 4 17 13 4.22 70.42
by teachers.
13. Teacher’s willingness to help students. 3 0 6 5 11 15 3.65 60.83
14. Understanding of teachers regarding 3 1 5 14 11 6 3.12 52.92
specific expectations of students while
teaching.
15. Interest of the staff in solving student’s 2 2 4 8 15 9 3.48 57.92
problem.
16. Non teaching staff provides services as 0 1 1 21 52 35 3.12 52.80
promise. 6
17. Do you feel that teaching staff have 1 2 6 10 13 8 3.4 56.66
adequate knowledge of their subject which
satisfies your need.
18. The existing course syllabi are set to meet 2 1 5 10 16 6 3.38 56.25
the new emerging trends in the market.
Average Mean Value Teaching-Learning and 3.47
Evaluation
Student Support and Progression
19. Provision for Indoor and Outdoor games 6 7 1 7 5 3 2.17 36.25
and necessary sports material available in 2
the Institute.
20. Institution participation in intra-and inter– 3 5 5 8 10 7 2.85 47.50
institutional sports competition
21. Institution participation in intra-and inter 2 3 7 10 7 11 3.25 54.16
–institutional and University level cultural
activities
22. Performance of the students in cultural 2 5 5 12 7 9 3.1 51.66
activities and sports organized by
University.
23. Placement and counseling services for the 5 7 5 12 7 4 2.52 42.08
student.
24. Institutes encouragement to students to 6 5 6 7 7 14 3.4 56.66
publish materials like catalogues, wall
magazines, college magazine, and other
material
25. Value-added programme are introduced 3 5 4 7 7 14 3.3 55
by institution. (Just like other language
teaching, yoga, meditation, blood
donation camp, NSS camus, programme
for community services. )
26. Participation of the institution to 1 5 7 12 7 8 3.08 51.25
encourage and develop entrepreneurial
skills among the students (activities like
giving exposure about Entrepreneurship,
arranging guest lectures on
36
 Entrepreneurship, organizing
‘Entrepreneur Meet
27. Participation of students in the other 5 4 3 10 12 6 2.95 49.16
activities organized by the Institute.
Average Mean Value of Student Support and 2.96
Progression

Above graph shows that up to 60% of PG students are satisfied with the current Service

Quality provided by the Institute. Herewith we observe that the factor Infrastructure and

Learning Resources acquires 3.05 mean value that means above 60% is given by the students

to this factor but the graph also shows that the factor student support and progression need to

be somewhat improvement since it acquires lowest mean value as compared to two other

factors i.e. 2.96.

In case of above table here we consider first point that is infrastructure and learning resources

Table No 6.2

Opinion of Under Graduate Students

Sr. Particulars 0 1 2 3 4 5 Mean %

No. value
Infrastructure and Learning Resources

1. Seating arrangement in the Institute. 0 2 7 15 10 6 3.28 54.83

2. Visually appealing physical facilities. 3 3 9 9 10 6 3.2 53.33

37
 3. Seating arrangement of front office. 3 7 7 5 13 5 2.8 46.67
4. Front office is well equipped with 7 2 5 11 13 2 2.68 44.58
technical instruments like computers,
zerox machine, scanner, telephone,
intercom and required office stationary.
5. The Library has adequate number of 2 0 2 9 13 14 3.8 63.75
textbooks, reference books journals,
Periodicals (National- International)
6. Quality of facilities like internet, study 1 3 6 5 11 9 2.97 49.58
room, extra computer and practical hours.
7. Provision of facilities like common room, 6 5 9 9 3 8 2.55 42.50
separate rest rooms for boys & Girls
students.
8. Access of the on-line and Internet services 5 5 5 9 9 7 2.82 47.08
in the library to the students.
9. Common facilities available with the 5 1 6 7 4 7 2.38 39.58
institution (for e.g. staff room, day care 1
center, common room for students, rest
rooms, health center, vehicle parking,
guest house, canteen, telephone, internet
cafe, transport, drinking water etc.)
Average Mean Value of Infrastructure 2.94
and Learning Resource
Teaching-Learning and Evaluation
10. Appearance of the staff. 0 3 1 12 19 5 3.6 60
11. Preference given to the lectures by the 0 0 2 12 21 5 3.72 62.08
teachers.
12. Internal assessments and attendance kept 0 1 1 4 17 17 4.17 69.58
by teachers.
13. Teacher’s willingness to help students. 0 2 4 7 15 12 3.17 62.91
14. Understanding of teachers regarding 0 1 8 15 11 5 3.28 54.58
specific expectations of students while
teaching.
15. Interest of the staff in solving student’s 2 4 5 7 13 9 3.3 55
problem.
16. Non teaching staff provides services as 2 1 7 7 9 14 3.55 59.16
promise.
17. Do you feel that teaching staff have 0 2 6 11 16 5 3.4 56.66
adequate knowledge of their subject which
satisfies your need.
18. The existing course syllabi are set to meet 0 4 1 13 15 7 3.5 58.33
the new emerging trends in the market.
Average Mean Value Teaching-Learning 3.5
and Evaluation
Student Support and Progression
19. Provision for Indoor and Outdoor games 3 9 10 7 10 1 2.38 39.58

38
 and necessary sports material available in
the Institute.
20. Institution participation in intra-and inter 0 1 12 12 7 8 3.22 53.75
–institutional sports competition
21. Institution participation in intra-and inter 0 0 12 10 12 6 3.3 55
–institutional and University level cultural
activities
22. Performance of the students in cultural 0 0 7 10 8 15 3.78 62.92
activities and sports organized by
University.
23. Placement and counseling services for the 6 5 5 10 10 4 2.6 43.75
student.
24. Institutes encouragement to students to 3 5 4 17 7 4 2.8 46.67
publish materials like catalogues, wall
magazines, college magazine, and other
material
25. Value-added programme are introduced 1 5 9 9 7 9 3.07 51.25
by institution. (Just like other language
teaching, yoga, meditation, blood
donation camp, NSS camps, programme
for community services. )
26. Participation of the institution to 0 1 5 16 13 4 3.28 54.28
encourage and develop entrepreneurial
skills among the students (activities like
giving exposure about Entrepreneurship,
arranging guest lectures on
Entrepreneurship, organizing
‘Entrepreneur Meet
27. Participation of students in the other 3 0 5 15 12 5 3.2 53.33
activities organized by the Institute.
28. Average Mean Value of Student Support 3.07
and Progression

39
 From above graph we can identify that more than 55% of UG students are satisfied

with the Service Quality provided by the Institute. Since good teaching is base of every

educational institution and students gives more than 70% ranking to the factor student

support and progression. They give ranking 55% to 65% to the other two factors which need

to be improved by the Institute.

6.2: Data Analysis and Interpretation

This part of the chapter includes analysis and interpretation of collected data.

Primarily the researcher had selected three factors which focus on comparison

between UG and PG students through percentile values are as below-

a).Infrastructure and Learning Resources

b) Teaching -Learning and Evaluation

c) Student support and Progression

6.2 a) Infrastructure and Learning Resources:

40
 This point focuses on the Infrastructural and Learning Resources provided by the

institute. Infrastructure and Learning resources are concrete base for any educational

Institute which is visually appealing.

Table No. 6.3

Comparison of opinion about Infrastructure and Learning Resources

Sr. Particulars % Value for % Value for

No UG Students PG Students
1. Seating arrangement in the Institute. 54.83 57.5
2. Visually appealing physical facilities. 53.33 52.92
3. Seating arrangement of front office. 46.67 56.67
4. Front office is well equipped with technical instruments like 44.58 54.16
computers, zerox machine, scanner, telephone, intercom and
required office stationary.
5. The Library has adequate number of textbooks, reference 63.75 56.25
books journals, Periodicals (National- International)
6. Quality of facilities like internet, study room, extra computer 49.58 42.92
and practical hours.
7. Provision of facilities like common room, separate rest rooms 42.50 42.50
for boys & Girls students.
8. Access of the on-line and Internet services in the library to the 47.08 48.75
students.
9. Common facilities available with the institution (for e.g. staff 39.58 45.00
room, day care center, common room for students, rest rooms,
health center, vehicle parking, guest house, canteen, telephone,
internet cafe, transport, drinking water etc.)

41
Above table shows that above 50% students are satisfied with the current seating

arrangement but they are not satisfied with the other facilities like common room, rest

rooms, Internet facility etc.

 54.83% UG & 57.2% students of PG are happy with the current seating

arrangement but they give low ranking i.e. 53.33% UG & 52.92% PG for the

visually appealing physical facilities like common room, rest rooms, Internet

facility etc.

 In case of seating arrangement and instrumental equipments in the front office

PG students give more ranking as compared to UG students. UG students gives

46.67% for seating and 44.58% for the instrumental equipments while 56.67%

42
 given for Seating arrangement of front office and 54.16% ranking given to the

instrumental equipments by the PG students.

 We can see from the table that 63.75 % of UG students are satisfied with the

library facility but the percentage of satisfaction of PG students is less as

compared to the UG students i.e. of about 56.25%.

 For the point 6 to 9 both the UG & PG students gives lower ranking. In case of

the facilities like common room, rest room for boys and girls their opinion is

exactly same i.e. 42.50% and for internet and online services their opinion is

approximately same i.e. 47.08% for UG and 48.75 % for PG.

 In general we can see that the PG students gives higher ranking and most of

them are happy while UG students expects more in the infrastructure and

learning resources.

6.2 b) Teaching -Learning and Evaluation

Along with visually appealing facilities, the educational service has to give preference

to teaching, staff appearance, Evaluation of student’s performance. So the same

information is collected in above parameter.

Table 6.4

Comparison of opinion about Teaching Learning Evaluation

Sr. Particulars % Value for % Value for

No UG Students PG Students
11. Appearance of the staff. 60 59.58
12. Preference given to the lectures by the teachers. 62.08 55.12

43
13. Internal assessments and attendance kept by teachers. 69.58 70.42
14. Teacher’s willingness to help students. 62.91 60.83
15. Understanding of teachers regarding specific expectations of 54.58 52.92
students while teaching.
16. Interest of the staff in solving student’s problem. 55 57.92
17. Non teaching staff provides services as promise. 59.16 52.80
18. Do you feel that teaching staff have adequate knowledge of 56.66 56.66
their subject which satisfies your need.
19. The existing course syllabi are set to meet the new emerging 58.33 56.25
trends in the market.

Above table shows that more than 60 % students of both UG and PG courses are satisfied

about the teaching.

 Regarding appearance of the staff both UG and PG gives of about 60% ranking for the

staff.

 62.08% of UG students say that their teacher gives first preference to the lectures

where as 55.12% of PG students have same view.

44
 Both the UG & PG students gives highest ranking to Internal Assessment and

attendance kept by the teachers i.e. 69.58% UG and 70.42 % of ranking by PG

students. It shows the depth of academic contribution of the teachers.

 62.91% of UG students says teachers help them, 54.58% of them also says that

teachers understand the expectations of the students while teaching. While PG students

ranking 60.83% for helping nature of teachers and 52.92 % ranking about their

understanding the expectations.

 55% & 57.92% ranking is given by UG & PG students respectively to show interest of

teachers to solve the problems of students.

 59.16% UG students agrees about the non teaching staff provides services as they

promises while 52.80 % of PG agrees about this. Both the UG and PG students gives

same ranking i.e. 56.66% for teachers knowledge of their subject which satisfies

students needs.

 The existing course syllabi are set to meet the new emerging trends in the

market. So 58.33 % of UG students and 56.25% of PG students are come to same

conclusion.

4.3 c) Student support and Progression: Along with all facilities institute

also provides the sports and cultural facilities to students. This parameter focus

on the participation and organization of sports and cultural activities which

plays important role in student support and their progress in all areas. It also

focus on the value added programme through which students know their social

responsibility.

45
 Table 6.5

Comparison of opinion about Student support and Progression

Sr. Particulars % Value for % Value for

No UG Students PG Students
21. Provision for Indoor and Outdoor games and necessary sports 39.58 36.25
material available in the Institute.
22. Institution participation in intra-and inter–institutional sports 53.75 47.50
competition
23. Institution participation in intra-and inter –institutional and 55 54.16
University level cultural activities
24. Performance of the students in cultural activities and sports 62.92 51.66
organized by University.
25. Placement and counseling services for the student. 43.75 42.08
26. Institutes encouragement to students to publish materials like 46.67 56.66
catalogues, wall magazines, college magazine, and other
material
27. Value-added programme are introduced by institution. (Just 51.25 55
like other language teaching, yoga, meditation, blood donation
camp, NSS camps, programme for community services. )
28. Participation of the institution to encourage and develop 54.28 51.25
entrepreneurial skills among the students (activities like giving
exposure about Entrepreneurship, arranging guest lectures on
Entrepreneurship, organizing ‘Entrepreneur Meet
29. Participation of students in the other activities organized by the 53.33 49.16
Institute.

In the point of student support and progression we can observe that students are happy

with cultural activities organized and participation but they are not satisfied with the

sports facilities available in the institute.

 UG students gives 39.58% ranking to the sports facilities available in the

institute where as 36.25% ranking is given by the PG students.

46
 Ranking for participation in intra and inter institutional sports and cultural

activities by UG students is 53.75 % & 55% respectively. While PG students

gives 55% and 54.16% respectively.

 Institute gives moderate encouragement to students to publish materials like

catalogues, wall magazines, college magazine and other material as per students

ranking i.e. 46.67 % & 56.66% by UG and PG students respectively.

 UG students give 51.25% ranking for value added progremmes while PG

students give 55%. They also gives good number of ranking to efforts taken by

institution to encourage and develop entrepreneurial skills among the students

the percentage of ranking is 54.28% and 51.25% for UG & PG respectively.

 The ranking for participation of students in the other activities organized by the

Institute is 53.33% by UG and 49.16 by PG students.

47
 CHAPTER-VII
FINDINGS & SUGGESTIONS

48
 CHAPTER-VII

FINDINGS & SUGGESTIONS

FINDINGS:

On the basis of Analysis of available table following findings are drawn by the

researcher.

1. Through the research on “A Study of Service Quality in Institutions of Higher

Learning” it was observed that SERVAQUL model introduced by Parasuraman

et al is best suited to judge quality in higher education

2. The GAP model is one of the conceptual tools to identify and correct service

quality problems. During the analysis it was found that students were excepting

the access of online and internet services in library. The Institute has arranged

these services in library with 20 computers and 2 mbps speed.

3. More that 90% of UG students have come to the opinion that teachers

understand specific expectations of students while teaching of course it is the

result of Sponsored Faculty Development Programme of Institute within and

outside for every newly joined teachers.

4. The Institute has proved its quality through infrastructure without lagging

behind as compared to international Universities. Seating arrangement is

visually appealing for staff, non-teaching staff and even classroom for students.

5. Relationship with students are so managed that when they enter and while

interaction a well equipped front office with technical instruments like

49
 computers, zerox machine, scanner, telephone, intercom and required office

stationary is placed. A courteous and trained front office staff is appointed is

appointed by Institute to take care of students in issuing required documents

like Transfer Certificate, Bonafied, Loan Proposal, admission process and

examination related documents.

6. Library is best source of transformation of knowledge and information. The

library of Institute has 15000 volumes of reference and text books, 113

periodicals and text books, 113 periodicals, (National and International) and 20

daily newspapers. Library has maintained up to date record of daily issues,

fines and necessary documents of faculties and students. As compare to PG

students UG students are more satisfied with library facilities.

7. Teaching, learning and Evaluation is the core product of every educational

service as far as teaching is concerned syllabus and its periodical revision

knowledge, qualification of teacher and also willingness to help students on

academics are the main three aspects.

8. Students are interacting with teachers on various isssues related to academics.

Faculties are showing interest in solving those problems. But apart from

academics other problems are also redressed by committee members. Institute

has established one committee “Grievance Redressal Cell” with one Chairman

and some of male and female faculty members as a member.

9. Every course curriculum gives minimum 20% weight age to internal

assessments. Institute has updated record of internal assessment and

50
 attendance. They are following good practice of sending letters to frequently

absent student. The initiative is taken by co-ordinator.

10. Keeping in mind the health of the students even sports activities are given more

consideration, A separate “Spots Committee” with one chairman and members

is established to take care of inter college and intra college sports competitions

at State and University level. Still, many of the students are unable to take

benefits from provision of indoor and outdoor games and necessary sports

material.

11. Maximum number of students take active participation in inter and intra

institutional sports and cultural events. Students participate in state and

university level management events the lead is taken by “Cultural Committee”.

These committee members are always supporting, guiding and accompanying

students on various events. Students have won many prizes through the events.

12. Institute motivate students to publish materials like catalogues, wall magazines,

college magazine, and other their own material through establishing

“Magazine committee” which develop the reading and writing skill among

them.

13. “Healthy body is healthy mind” this principle is better followed in the institute.

Yoga and meditation programmes are periodically arranged for faculties and

students.

51
 14. It is also observed that there is separate NSS unit, headed by one chairman and

members student shows deep interest in activities of NSS unit like blood

donation, NSS Camp every year.

15. Infrastructure and Learning Resources, Teaching-Learning and Evaluation &

Student Support and Progression are the three main aspects strongly co-related

with satisfaction of the students and quality of the service offered by the

Institute. It was found that student satisfaction and service quality are

dependent on each other.

SUGGESIONS

On the basis of the findings following suggestions are given by the researcher.

1. Students in the institute are coming not only from local area and nearby places

of Satna but also from out of Madhya Pradesh state like Bihar, Uttar Pradesh,

Delhi and Maharashtra so they are demanding the facility of hostel, especially

for girl students. In order to maintain the safety of student’s hostel facility

should be essential for the students.

2. The members of existing sports committee should motivate students to use

maximum facilities available for indoor and outdoor games and also students

should be informed about necessary sports equipments available with Sports

Department.

52
3. Placement Cell in the institute should arrange Personality Development

Programme for students. It should cover interview techniques, confidence

building, and communication skills development.

4. As the participation of students in other activities like paper presentation

competition, software development test, and general knowledge test is

minimal, they should be motivated to participate in these activities.

5. Library of the Institute is well equipped with the books but students should be

given open access in a library for magazines and journals. Students can learn

about all areas related to the subject and about other areas also.

6. As it was observed that Institute has initiated Yoga, Meditation, Blood

Donation Camp within campus every student should motivated to take full

benefit of it.

53
CHAPTER-VIII
LIMITATIONS

54
LIMITATIONS:

1. The study thus conducted is restricted to the “VITS, SATNA only.

2. The accuracy of the study is based on the information given by the respondents.

3. Due to time constraints the sample size had to be confirmed to 80.

4. The respondents were unable or unwilling to give a complete and accurate response
to certain questions

55
CHAPTER-IX
CONCLUSION

56
CONCLUSION:

The researcher has conducted an empirical study on service qualities. The Service
quality dimensions and student satisfaction are depending upon each other. Students
and relatives expect good behavior of teaching staff and non-teaching staff, good
physical facilities, cleanliness, knowledge of teachers to answer student’s queries.
Researchers observed and analyzed the opinions of respondents during the survey
conducted at institute.

This study has served to identify a number of common environmental forces in

different national environments that are serving to put the issue of quality
management firmly on HEI agendas. These forces have been categorised into
political, economic and socio-cultural factors in Table I. Key impacts include a drive
for increased access to HE resulting in diversified student populations and
massification, this is taking place in conjunction with increased accountability
requirements and the necessity for enhanced efficiency. In response, many HEIs are
testing or implementing quality management models developed for industry. While
there are benefits to be gained from using these models, such as engagement in self-
assessment by academic departments and a greater focus on a strategic approach to
quality management, these are related predominantly to the efficiency and
effectiveness of non-academic functions. Effort has been made within HE to identify
appropriate quality management methods which relate more closely to the particular
characteristics of teaching and learning in universities. This review suggests that it
may be time to further rethink current approaches to quality management in HE to
ensure that the quality of teaching and learning is not neglected.

57
CHAPTER-X
REFERENCES

58
REFERENCES

1. Abdullah, F. (2006) Measuring Service Quality in Higher Education:

HEdPERF Versus SERVPERF, Marketing Intelligence and Planning, 24(1),

31– 47.

2. Grant, D., Mergen, E. and Widrick, S (2002) Quality Management in US

Higher Education, Total Quality Management, 13(2), 207 – 215.

3. Grant, D., Mergen, E. and Widrick, S. (2004) A Comparative Analysis of

Quality Management in US and International Universities, Total Quality

Management, 15(4), 423 - 438.

4. Jagadeesh, R. (2000) Assuring Quality in Management Education; the Indian

context, Quality Assurance in Education, 8(3), 110 – 119.

5. Sahney, S., Banwet, . and Karunes, S. (2004) Conceptualising Total Quality

Management in Higher Education. The TQM Magazine, 16(2), 145 - 159.

59
CHAPTER-XI
ANNEXURE

60
Questionnaire

RESEARCH SURVEY QUESTIONNAIRE ON SERVICE QUALITY

I am a student of A.P.S University, Rewa pursuing M.B.A. with Marketing Specialization. I

am currently doing a survey regarding “A Study of Service Quality in Institutions of
Higher Learning with reference to VITS, Satna”. Please spend your precious time by
filling up this questionnaire. Your feedback will be kept confidential. Your answers are
valuable to my research. Thank you for your kind cooperation.

Opinion of Post Graduate Students

Sr. Particulars 0 1 2 3 4 5 Mean %

No. Value value
Infrastructure and Learning Resources
1. Seating arrangement in the Institute.
2. Visually appealing physical facilities.
3. Seating arrangement of front office.
4. Front office is well equipped with
technical instruments like computers,
zerox machine, scanner, telephone,
intercom and required office stationary.
5. The Library has adequate number of
textbooks, reference books journals,
Periodicals (National- International)

6. Quality of facilities like internet, study

room, extra computer and practical hours.
7. Provision of facilities like common room,
separate rest rooms for boys & Girls
students.
8. Access of the on-line and Internet services
in the library to the students.
9. Common facilities available with the
institution (for e.g. staff room, day care
center, common room for students, rest
rooms, health center, vehicle parking,

61
 guest house, canteen, telephone, internet
cafe, transport, drinking water etc.)
Average Mean Value of Infrastructure and
Learning Resource
Teaching-Learning and Evaluation
10. Appearance of the staff.
11. Preference given to the lectures by the
teachers.
12. Internal assessments and attendance kept
by teachers.
13. Teacher’s willingness to help students.
14. Understanding of teachers regarding
specific expectations of students while
teaching.
15. Interest of the staff in solving student’s
problem.
16. Non teaching staff provides services as
promise.
17. Do you feel that teaching staff have
adequate knowledge of their subject which
satisfies your need.
18. The existing course syllabi are set to meet
the new emerging trends in the market.
Average Mean Value Teaching-Learning and
Evaluation
Student Support and Progression
19. Provision for Indoor and Outdoor games
and necessary sports material available in
the Institute.
20. Institution participation in intra-and inter–
institutional sports competition
21. Institution participation in intra-and inter
–institutional and University level cultural
activities
22. Performance of the students in cultural
activities and sports organized by
University.
23. Placement and counseling services for the
student.
24. Institutes encouragement to students to
publish materials like catalogues, wall
magazines, college magazine, and other
material
25. Value-added programme are introduced
by institution. (Just like other language

62
 teaching, yoga, meditation, blood
donation camp, NSS camus, programme
for community services. )
26. Participation of the institution to
encourage and develop entrepreneurial
skills among the students (activities like
giving exposure about Entrepreneurship,
arranging guest lectures on
Entrepreneurship, organizing
‘Entrepreneur Meet
27. Participation of students in the other
activities organized by the Institute.

Comparison of opinion about Infrastructure and Learning Resources

Sr. Particulars % Value for % Value for

No UG Students PG Students
1. Seating arrangement in the Institute.
2. Visually appealing physical facilities.
3. Seating arrangement of front office.
4. Front office is well equipped with technical instruments
like computers, zerox machine, scanner, telephone,
intercom and required office stationary.
5. The Library has adequate number of textbooks, reference
books journals, Periodicals (National- International)
6. Quality of facilities like internet, study room, extra
computer and practical hours.
7. Provision of facilities like common room, separate rest
rooms for boys & Girls students.
8. Access of the on-line and Internet services in the library to
the students.
9. Common facilities available with the institution (for e.g.
staff room, day care center, common room for students,
rest rooms, health center, vehicle parking, guest house,
canteen, telephone, internet cafe, transport, drinking water
etc.)

Comparison of opinion about Teaching Learning Evaluation

Sr. Particulars % Value for % Value for

No UG Students PG Students
11. Appearance of the staff.

63
12. Preference given to the lectures by the teachers.
13. Internal assessments and attendance kept by teachers.
14. Teacher’s willingness to help students.
15. Understanding of teachers regarding specific
expectations of students while teaching.
16. Interest of the staff in solving student’s problem.
17. Non teaching staff provides services as promise.
18. Do you feel that teaching staff have adequate knowledge
of their subject which satisfies your need.
19. The existing course syllabi are set to meet the new
emerging trends in the market.

Comparison of opinion about Student support and Progression

Sr. Particulars % Value for % Value for

No UG Students PG Students
21. Provision for Indoor and Outdoor games and necessary
sports material available in the Institute.
22. Institution participation in intra-and inter–institutional
sports competition
23. Institution participation in intra-and inter –institutional
and University level cultural activities
24. Performance of the students in cultural activities and
sports organized by University.
25. Placement and counseling services for the student.
26. Institutes encouragement to students to publish
materials like catalogues, wall magazines, college
magazine, and other material
27. Value-added programme are introduced by institution.
(Just like other language teaching, yoga, meditation,
blood donation camp, NSS camps, programme for
community services. )
28. Participation of the institution to encourage and develop
entrepreneurial skills among the students (activities like
giving exposure about Entrepreneurship, arranging guest
lectures on Entrepreneurship, organizing ‘Entrepreneur
Meet
29. Participation of students in the other activities organized
by the Institute.

64
65