Human Organizational Beh

TERM END PROJECT

ON
A comprehensive study on students' commitment to
successfully completing a Two-year PGDM program
9/30/2023

Group 7:

Aprajita Khanna 321127

Ritika Negi 321158
Aashit Sharma 321148
Sanjog Ganotra 321168
Tanmay Tarun 321178
Topic: A comprehensive study on students' commitment to successfully
completing a Two-year PGDM program

Objective:
The objective of this report is to comprehensively explore and analyze the factors influencing student
commitment to continue their enrollment in MBA/PGDM programs. This report aims to provide insights,
strategies, and recommendations for educational institutions to enhance student commitment, thereby improving
retention rates and overall program success.

Introduction:
The pursuit of higher education, particularly in the realm of MBA (Master of Business Administration) and
PGDM (Post Graduate Diploma in Management) programs, has become increasingly competitive and pivotal in
today's knowledge-driven world. These programs serve as gateways to promising career opportunities and
personal growth. However, as institutions strive to attract and retain students, it is essential to delve into the
factors that influence student commitment to MBA/PGDM programs. This research aims to identify the factors
that primarily influence the commitment of a student.

Importance and relevance of the study

The success of students, the efficiency of programs, and the sustainability of educational institutions are all
directly impacted by student commitment in MBA/PGDM (Master of Business Administration/Post Graduate
Diploma in Management) programs.

The success of students in MBA and PGDM programs depends heavily on their dedication to attending classes.
This paper examines the different aspects of student commitment, such as normative, affective, and continuance
commitment, and how these commitments affect students' decisions to continue taking classes in two-year
MBA or PGDM programs. With the help of recent research, we explore the many facets of student commitment
in this review in order to better comprehend its dynamics

Program Relevance and Quality:

● Evaluate the perceived relevance and quality of the MBA/PGDM program curriculum.
● Explore how aligning the program with current industry trends and expectations enhances
commitment.
● Assess the role of faculty in delivering high-quality education.

Financial Considerations:

● Investigate the impact of tuition fees, scholarships, and financial aid on student commitment.
● Analyze the correlation between student debt and the likelihood of continuing the program.
Support Systems:

● Examine the availability and effectiveness of academic and career counseling services.
● Explore the role of peer and mentor support in shaping student commitment.

Student Engagement:

● Assess the level of student involvement in extracurricular activities, clubs, and networking
opportunities.
● Analyze the connection between engagement and commitment to the program.

Work-Life Balance:

● Investigate how the demands of work and personal life impact a student's ability to commit to
their MBA/PGDM program.
● Examine flexible scheduling and remote learning options.

Expectations and Goals:

● Explore how students' initial expectations and long-term goals align with their commitment to
the program.
● Analyze the impact of goal-setting and career planning on retention.

Communication and Feedback:

● Evaluate the effectiveness of communication between students, faculty, and administrators.

● Examine the role of feedback mechanisms in addressing issues and enhancing commitment.

Career Opportunities:

● Investigate the correlation between perceived career prospects and student commitment.
● Analyze the role of internships, job placement services, and alumni networks in shaping
commitment.

Institutional Reputation:

● Assess the impact of the institution's reputation on student commitment.

● Examine the role of rankings, accreditations, and alumni success stories.

Strategies to Enhance Student Commitment:

Curriculum Enhancement:

○ Revise and update the curriculum to align with industry needs and student interests.
 ○ Incorporate practical experiences, case studies, and real-world projects.

Financial Aid and Scholarships:

○ Expand scholarship opportunities and financial aid packages.

○ Provide financial literacy resources to help students manage their expenses.

Support Services:

○ Strengthen academic and career counseling services.

○ Implement mentorship programs to connect students with experienced peers.

Engagement Initiatives:

○ Promote extracurricular activities, student clubs, and networking events.

○ Encourage faculty involvement in mentoring and engagement activities.

Flexibility:

○ Offer flexible scheduling options and the possibility of remote learning.

○ Provide accommodations for students managing work and family commitments.

Goal Alignment:

○ Foster goal-setting and career planning throughout the program.

○ Help students connect their academic experiences to their long-term objectives.

Communication Improvement:

○ Establish regular communication channels for students to voice concerns and provide feedback.
○ Encourage transparency in decision-making processes.
Career Development:
○ Strengthen career services and internships to enhance post-graduation prospects.
○ Leverage alumni networks to provide mentorship and job placement opportunities.
Reputation Building:
○ Invest in marketing and branding efforts to boost institutional reputation.
○ Showcase success stories of alumni to inspire current students.
Enhancing Student Success:
A fundamental reason for studying factors influencing student commitment in MBA/PGDM programs is
the direct link to student success. Commitment is a driving force behind academic achievement and
program completion. When students are committed to their studies, they are more likely to engage
deeply with the curriculum, seek help when needed, and persevere through challenges. Understanding
and enhancing commitment can contribute to higher graduation rates and better academic outcomes.
Elevating Institutional Reputation:
Educational institutions, particularly business schools offering MBA/PGDM programs, often compete
on a global scale. A strong commitment from students can translate into positive outcomes that reflect
well on the institution. Graduates who are satisfied with their education and committed to their programs
are likely to become brand ambassadors, speaking highly of their alma mater. This word-of-mouth
reputation can attract more applicants and improve institutional rankings, further strengthening the
institution's standing in the academic world.
Economic Impact:
The economic implications of student commitment in MBA/PGDM programs are substantial. Students
invest considerable financial resources in pursuing these degrees, including tuition fees, books, and
living expenses. When students drop out or fail to complete their programs due to a lack of commitment,
both they and the institution face financial losses. On the contrary, committed students are more likely to
complete their studies successfully, leading to a positive return on investment for both parties.
Workforce Readiness:
MBA/PGDM programs are designed to prepare students for leadership roles in the business world.
Committed students are more likely to acquire the knowledge, skills, and experiences necessary to excel
in their careers. Thus, studying factors that enhance commitment can contribute to producing a
workforce that is better prepared to meet the demands of the business industry, thereby fostering
economic growth and innovation.
Student Well-being and Satisfaction:
The well-being and satisfaction of students pursuing MBA/PGDM programs are integral to their overall
quality of life during their studies. A high level of commitment often correlates with positive emotional
well-being and satisfaction with the educational experience. Conversely, students who are not
committed may experience stress, anxiety, and dissatisfaction, which can adversely affect their mental
health and overall college experience.
Addressing Dropout Rates:
Dropout rates in higher education, including MBA/PGDM programs, are a persistent concern for
institutions. Studying factors that influence student commitment allows institutions to identify and
address the root causes of attrition. By implementing strategies to enhance commitment, such as
academic support services and engagement initiatives, institutions can reduce dropout rates and improve
student retention.
Diversity and Inclusion:
Understanding the factors that influence student commitment also plays a vital role in promoting
diversity and inclusion in MBA/PGDM programs. Different students may face unique challenges and
motivations that impact their commitment levels. By identifying and addressing these factors,
institutions can create a more inclusive environment that supports the success of a diverse student body.
Lifelong Learning and Alumni Engagement:
The commitment of students during their MBA/PGDM programs can extend beyond graduation.
 Committed alumni are more likely to stay engaged with their alma mater, participate in networking
events, and support the institution through donations or mentorship. These alumni contributions can
enhance the overall educational experience for current students and provide valuable resources for the
institution.
Research and Continuous Improvement:
Studying factors influencing student commitment in MBA/PGDM programs contributes to ongoing
research and knowledge development in the field of higher education. Research findings can inform best
practices and innovative strategies for enhancing commitment, leading to continuous improvement in
educational programs and services.
Global Competitiveness:
In today's globalized economy, countries and institutions vie for a competitive edge. Nations that
produce highly committed, skilled, and innovative business professionals are better positioned to excel
in the international marketplace. By prioritizing the study of commitment factors, institutions can
contribute to their nation's competitiveness on the global stage.

Previous Work Related to the Study

Literature Survey: Student Commitment to Continue Classes in MBA/PGDM Programs-

Student commitment in MBA/PGDM (Master of Business Administration/Post Graduate Diploma in

Management) programs is a critical area of study, as it directly impacts student success, program effectiveness,
and educational institutions' sustainability.

Commitment to attending classes is a critical factor in the success of students in MBA and PGDM programs.
This survey of the literature draws insights from a research paper to explore the various dimensions of student
commitment, including normative, affective, and continuance commitment, and how these commitments
influence their decisions to continue classes in two-year MBA or PGDM programs. In this literature survey, we
delve into the multifaceted aspects of student commitment, drawing insights from recent research to better
understand its dynamics.

Searching for Relevant Literature

Searching for relevant literature is the foundational step in a literature review. In the context of student
commitment in MBA/PGDM programs, several studies contribute valuable insights:

Anu Singh Lather, Puja Khatri, Shilpa Jain (2015): Global Journal of Educational Studies (ISSN 2377-
3936)
In their paper, Anu Singh Lather, Puja Khatri, and Shilpa Jain investigate the factors influencing student
commitment in MBA programs, emphasizing the need for more research in this area. This paper is published in
a reputable journal, indicating its scholarly credibility. The authors employ rigorous research methods,
including surveys and interviews, to collect data, enhancing the reliability of their findings.
Identifying Themes, Debates, and Gaps

Themes: The themes in these papers revolve around student commitment in MBA/PGDM programs,
encompassing normative, affective, and continuance commitment. These themes resonate with Meyer and
Allen's Three-Component Model of Commitment.

Debates: While the papers provide insights into student commitment, there may be debates regarding the
generalizability of findings, particularly across different institutions or cultural contexts. These debates
underscore the need for a comprehensive literature review.

Gaps: Despite valuable contributions, there are gaps in the literature. For instance, the papers focus primarily
on metropolitan settings and do not delve deeply into regional variations. Additionally, the intersection of
gender and commitment remains an area with potential for further exploration.

Theoretical Framework
To anchor our exploration, we adopt Meyer and Allen's Three-Component Model of Commitment, which
categorizes commitment into three components: normative, affective, and continuance. This framework
provides a comprehensive lens through which we can analyze and evaluate the research findings.

1. Commitment in Higher Education:

The literature review begins with a foundational understanding of commitment in higher education. Meyer and
Allen's (1991) Three-Component Model of Commitment, adapted for this context, provides a framework to
assess student commitment. Commitment can be categorized into three types: Normative, Affective, and
Continuance.

2. The Genesis of the Study:

The first research paper, authored by Anu Singh Lather, Puja Khatri, and Shilpa Jain, underscores the
importance of student commitment in the context of MBA programs. The authors share an anecdote that served
as the genesis of their study, highlighting the concern that students may attend classes without a genuine
commitment to learning.

3. Student Engagement and Academic Achievement:

The literature emphasizes the strong link between student engagement and academic achievement. Students
who are engaged in their studies are more likely to achieve higher grades, better test scores, and lower dropout
rates. This underscores the importance of understanding students' commitment to attending classes.

4. Normative Commitment:
Normative commitment refers to students attending classes to comply with institutional norms or rules. The first
research paper by Singh Lather, Khatri, and Jain reveals that both working and non-working MBA students may
attend classes due to normative commitment, viewing it as an acceptable norm or rule. The study emphasized
normative commitment in the context of MBA/PGDM programs. They found that students often feel morally
obligated to complete their programs due to the investment of time and resources. This highlights the
significance of institutionally driven commitment factors, such as a strong curriculum and faculty-student
relationships, in fostering normative commitment.
5. Affective Commitment:
Affective commitment pertains to students attending classes because they genuinely want to learn and value
their educational institution. The study underscores the importance of emotional attachment to the institution
and peers. Positive emotional experiences, including faculty support and peer relationships, were identified as
key drivers of affective commitment. Such emotional bonds can enhance the overall commitment of students to
their programs.

6. Continuance Commitment:
Continuance commitment involves students attending classes because they perceive no better alternatives or
fear negative consequences. The literature indicates that some non-working students may attend classes due to a
lack of better options, while working students may have a more pragmatic approach. Students often continue
their MBA/PGDM programs due to perceived costs associated with discontinuation, such as lost time, tuition
fees, and career opportunities. Research indicates that institutions can influence continuance commitment by
providing academic and career support, ensuring students see the value in program completion.

7. Implications and Recommendations

The literature highlights the implications of these findings. It suggests that educators should strive to enhance
effective commitment by employing innovative teaching methods. Moreover, as the study was conducted in a
metropolitan setting, the literature suggests that differences in commitment may be even more pronounced in
smaller cities and towns.

In conclusion, the literature survey synthesizes key insights from the three research papers, highlighting the
multifaceted nature of student commitment in MBA and PGDM programs. Understanding and nurturing
effective commitment appears crucial for fostering a positive learning environment and improving academic
outcomes in two-year MBA or PGDM programs.
Viewing higher education from the same lens we propose that a student‟s commitment to attend classes is also
an integral part of student engagement with their institution (Figure 1). Talking of engagement from student‟s
perspective several types of engagement were noted by researchers such as academic, cognitive, intellectual,
institutional, emotional, behavioral, social, and psychological to name a few

Factors Influencing Completion Rates in PGDM Classes

In a two-year PGDM program, several factors have been identified in the literature as critical influencers of
student commitment and completion rates.

1. Academic and Social Integration

Students who feel a strong connection to their academic program and enjoy positive relationships with both
faculty and peers are more likely to commit to completing their classes.

2. Perceived Quality of Teaching

The perceived quality of teaching has emerged as a decisive factor influencing students' intention to enroll and
continue with a specific institution (Argüelles & Batalla-Busquets, 2016). High-quality teaching directly
impacts student satisfaction levels, which, in turn, influence their commitment to the program.

3. Institutional Commitment
Students who develop a strong attachment to their academic institution, including factors such as its location,
values, and mission, are more likely to demonstrate commitment and successfully complete their PGDM
program.

4. Family Support
Students' attitudes toward the alignment of their goals or commitment to their course is also affected by the
influence of their family support which plays a significant role in their commitment to completing classes.

5. The Role of Faculty Engagement

● The engagement level of faculty members is crucial in shaping students' commitment. Research by
Garcia and Gonzalez (2010) highlights that faculty members who actively engage with students
inside and outside the classroom contribute significantly to student commitment.
● Faculty-student interactions, including mentorship, support, and personalized guidance, foster a
sense of belonging and commitment among students.

6. Program Flexibility and Relevance

● The flexibility and relevance of the PGDM curriculum are essential factors influencing commitment.
As highlighted in the study by Smith and Johnson (2018), programs that offer opportunities for
customization, industry relevance, and real-world application tend to attract and retain committed
students.
● The alignment between the program's content and students' career goals enhances their motivation to
complete the course.

7. Peer Support and Group Dynamics

● Peer support and group dynamics have a significant impact on student commitment. Research by
Wang and Li (2012) emphasizes that students who establish strong peer relationships are more likely
to remain committed throughout the program.
● Collaborative learning, teamwork, and peer accountability contribute to a positive learning
environment.

8. Psychological Factors
 Psychological factors, such as self-efficacy and motivation, are key determinants of student
commitment. Bandura's self-efficacy theory suggests that students with a strong belief in their ability to
succeed are more likely to stay committed (Bandura, 1997).
 Motivation theories, including self-determination theory (Deci & Ryan, 1985), underline the importance
of intrinsic motivation in sustaining commitment. Programs that nurture students' intrinsic motivation
tend to have higher retention rates.
9. Financial Considerations
 Financial factors, including tuition costs, scholarships, and financial aid, can influence student
commitment. Research by DesJardins and McCall (2014) indicates that students with concerns about the
affordability of education may be less committed.
 Institutions that offer financial support options often see improved commitment levels among their
students.

10. Career Services and Internships

 Access to career services and internship opportunities is another critical factor. Studies by Hall and Irby
(2017) have shown that students who engage with career services and participate in internships are more
likely to remain committed, as they see a direct connection between their education and future career
prospects.

11. Gender Differences:

 The research papers explore gender differences in student commitment. The interactive effects of gender
and employment status reveal nuanced variations. For instance, male non-working MBA students may
exhibit higher normative commitment than their working counterparts, while female non-working
students might display lower normative commitment compared to working female students.

These additional factors provide a more comprehensive overview of the multifaceted nature of student
commitment in a two-year PGDM program. They highlight the significance of faculty engagement, program
design, peer interactions, psychological aspects, financial considerations, and career-related opportunities in
shaping students' commitment to completing their classes.

Generation of hypothesis:

Some proposed statements or assumptions were drawn beforehand, based on the parameters influencing the
commitment of students to continue classes in a two-year PGDM course. In this section, these hypotheses will
be tested and analyzed based on the results drawn from the survey.
Here are some hypothetical hypotheses that we will consider:

Hypothesis 1 (H1): There is a direct relationship between academic rigor in the PGDM program and the
commitment of B- school students to complete the program successfully.

This hypothesis proposes a connection between the level of academic rigor of a PGDM (Post Graduate Diploma
in Management) program and the commitment of students in business schools to successfully complete the
program. Academic rigor describes the breadth, depth, and intensity of the curriculum and educational
experiences. According to this theory, students' dedication to successfully complete a PGDM program grows as
academic rigor in the program increases.
Academic rigor frequently denotes a demanding and comprehensive curriculum that necessitates complete
intellectual participation from students. Students are more likely to develop a strong sense of purpose and
dedication toward finishing their studies when they are intellectually stimulated and frequently challenged.
This hypothesis suggests that students who perceive their PGDM program as academically challenging and
rigorous are more likely to be committed to completing it. It assumes that the more demanding the coursework
and academic requirements, the more determined students will be to excel and graduate.
Students are committed to succeed academically by the intellectual challenges that force them to develop their
problem-solving talents, critical thinking skills, and general knowledge.
These qualities not only transfer into academic performance but also into a strong determination to overcome
obstacles and effectively finish the program.
The theory contends that a rigorous academic setting cultivates students' profound dedication to finishing the
PGDM program successfully in addition to improving their abilities and knowledge. Student dedication to the
effective completion of their academic objectives is ultimately ensured by academic rigor, which serves as a
catalyst for students to devote their time, enthusiasm, and energy to their studies.

Hypothesis 2 (H2): Students’ commitment to complete the program is more influenced by their future
ambitions to earn better as compared to their desire to gain specific knowledge and skills in their respective
fields.

According to this hypothesis, a student's desire to finish an academic degree is more motivated by their want to
rise financially than by the desire to gain specialized information and skills in their chosen area. In short, it
makes the case that students are more strongly motivated by the desire to increase their future earning potential
than by an innate passion for learning a particular field of expertise. This theory draws on the pragmatic side of
education and contends that, especially in professional or business-oriented courses, students frequently place
more importance on their future employment possibilities than on merely acquiring knowledge.
Furthermore, it emphasizes the importance of striking a balance between conveying broad information and
addressing the practical, career-oriented components of education. Understanding the role of economic
aspirations in molding student commitment gives vital insights for educational tactics, emphasizing the
significance of personalized approaches that cater to both intellectual development and future financial goals.

Hypothesis 3 (H3): The support of a student’s family acts as the biggest parameter driving their commitment to
complete their course successfully.
According to the idea, the support of a student's family is the most important aspect determining their
commitment to successfully complete their academic degree. In the context of higher education, family support
might include emotional encouragement, financial aid, and overall familial understanding of the student's
scholastic goals.
Family influences an individual's educational path significantly. Emotional and spiritual support from family
members can increase a student's confidence and resilience, allowing them to face academic problems with grit.
Furthermore, financial support from family, which generally involves supporting tuition fees, housing, and
study supplies, reduces the student's financial load.
This financial support can alleviate financial stress, allowing students to concentrate more on their academics
and fully commit to their academic aspirations.
Furthermore, parental awareness and belief in the necessity of education can develop a sense of responsibility in
the student. When a student believes that their educational endeavors are valued and supported by their family,
they are more likely to have a strong commitment to meeting the expectations imposed on them. This sense of
responsibility, combined with emotional and material support, provides a tremendous motivating factor.
The influence of family support on a student's devotion is considerable. A student who feels supported by their
family is more likely to have stronger self-esteem and motivation.

Sampling Method & Questionnaire design:

Sampling method :

A questionnaire is a vital tool used for research purposes, which contains a certain set of questions or
parameters to garner information from a respondent.
In 1838 the Statistical Society of London developed the research questionnaire.
We have used a free-flowing questionnaire design for our research, which is crucial in qualitative studies.

Types of questions that were included in the questionnaire

● Open-Ended Questions: Open-ended questions permit the respondent to provide a free-form,

minimally constrained response, which aids in the collection of qualitative data in a questionnaire.

● Multiple-Choice Questions: In a multiple-choice question, the respondent must choose one (for a
single-select multiple-choice question) or many (for a multi-select multiple-choice question) responses
from a list of alternatives. The multiple-choice question has a stem that is incomplete, the respondents
can choose from the options which resonated with them. Such questions help in backing the hypothesis,
based on the diversified set of answers that are received.

● Dichotomous Questions: Close-ended "yes/no" questions are the norm for dichotomous questions.
Usually, when necessary\ validation is required, this question is asked.

● Scaling Questions: The concepts behind the four measuring scales—nominal, ordinal, interval, and
ratio—are the foundation for these issues. For our research we have used interval scales questions.
Interval Scale: An interval scale is a scale where the magnitude of the difference between each answer
variable and the order of the answer variables are both calculable. An interval scale lacks an absolute or
real zero value.
 Data Collection:

 Primary Data Collection Methods: Primary data is gathered from first-hand experience and hasn't been
applied before. The data acquired through primary data-gathering techniques are highly precise and
specific to the research's purpose.

 In order to conduct our research, we collected data from students currently enrolled in PGDM programs.
We have collected data of 84 students, studying in the diversified B-Schools to understand their
commitment towards pursuing the course. A number of students studying in B-schools located in Delhi
NCR and outstations are included in this number, to make the data more diverse. Students from the B-
Schools like IIFT, IIM, FORE School of Management, IMI, LBSIM, Amity & etc. were considered. Out
of 85 respondents, 46 were Males & 39 were females. People of various ages were also taken into
consideration and were categorized into the following groups:

● 20-25 years
● 25-35 years
● 36 years & above

Study Analysis, Interpreting major findings & drawing

conclusions

Based on the data collected from the questionnaire, the above-stated hypothesis will be tested using Qualitative
analysis of the gathered data.
Further

1. Analyzing Hypothesis 1 (H1):

 Academic rigor encompasses the complexity, intensity, and depth of the curriculum, including
challenging, rigorous assessments, and high-quality teaching standards. This hypothesis assumes that the
students who view their coursework as more demanding and challenging are more committed to their
coursework. (refer to figure 1).
 44 out of 85 students, i.e. approximately 60% of students believe that increasing academic rigor makes
the program more intellectually challenging and interesting. This proves that it is safe to consider H1 as
true because 60% of the sample space shows a positive response to it.
 An interesting thing to note is that out of these 44 students, 25 had prior work experience, i.e. %, and 19
students did not have prior work experience, i.e. 44%.
  Therefore, this hypothesis is true for both students having work experience and those who don't have
work experience.

2. Analyzing Hypothesis 2 (H2):

 This hypothesis aims to measure the impact of money and return on investment of the program with
respect to the knowledge gained from it.
 52 out of 85 students, ie, 61%, are committed to pursuing their classes because they want to advance in
their careers and increase their earning potential, whereas only 25% of the students are committed to
gaining knowledge in their specific fields. 17 out of 52, i.e. 41% of the sample size have prior work
experience and the remaining do not.
 Therefore, this hypothesis stands true for the population who do not have prior work experience.

Analyzing Hypothesis 3 (H3):

Strong family support is important for a student’s commitment.
According to the data gathered 51 students out of the sample space have rated a 5 score to the family support
system acting as their biggest commitment factor. ( Refer to figure 3 )
Out of which only 31 out of 85 participants (Refer to figure 4) believe that family support adds to or decreases
their commitment to successfully complete their PGDM course. Only 8, i.e 25%, of these students had prior
work experience, whereas 23 students did not have prior work experience.
Therefore, this hypothesis is true for students who don’t have prior work experience.

Conclusion:
 The findings of this research study shed light on the diverse dynamics of students' commitment to
successfully complete a 2-year PGDM program, particularly highlighting the impact of prior work
experience.

 The research indicates a significant variance in the behavior and commitment levels between students
with work experience and those without. Students with prior work experience tend to approach their
PGDM program with a different mindset. Their exposure to the professional world seems to cultivate a
sense of responsibility and determination as shown in the above formed hypothesis.

 They often demonstrate higher levels of commitment, understanding the value of the education they are
receiving and its direct applicability to their future careers. This group of students appears to be more
focused, proactive, and goal-oriented, perhaps drawing from their practical work experiences to navigate
academic challenges effectively. On the contrary, students without prior work experience may lack the
same level of understanding about the real-world applications of their education.

 This lack of exposure might lead to a comparatively lower commitment level, as they might not fully
grasp the immediate relevance of their studies. Additionally, these students might face challenges in
 adapting to the rigorous demands of a PGDM program, further impacting their commitment to
completing it successfully.

Discussion & Implications:

In a two-year PGDM program, there are several factors that can influence student commitment and completion
rates. One of the key factors identified in the literature is academic and social integration. Students who feel
connected to their academic program and have positive relationships with faculty and peers are more likely to
be committed to completing their classes. Furthermore, the perceived quality of teaching has emerged as a
decisive factor in students' intention to enroll and continue with a specific institution (Argüelles & Batalla-
Busquets, 2016). This is because the quality of teaching directly impacts students' satisfaction levels, which in
turn influences their commitment to the program. Another significant factor that influences student commitment
in a two-year PGDM program is the financial stability & the ROI.
For the responses, it was also observed that the individual who is committed to their course is likely to suggest
others to pursue the course.

Recommendations for Improving Student Retention in PGDM

Courses

 Based on the findings of the study, there are several recommendations that can be made to enhance
student commitment and retention in PGDM courses. Firstly, universities should prioritize creating a
supportive and engaging academic culture.
 This can be achieved by providing students with access to resources and support services, such as
academic advising, counseling, and mentoring. Additionally, universities should strive to create a strong
sense of community and belonging among students. This can be accomplished through orientation
programs, extracurricular activities, and opportunities for peer collaboration.
 Furthermore, faculty members should foster a positive and inclusive learning environment by utilizing
innovative teaching methods, incorporating real-world examples into the curriculum, and providing
timely feedback to students.
 Moreover, it is important for universities to regularly assess and update the curriculum of PGDM
courses to ensure they align with industry demands and equip students with relevant knowledge and
skills.
 By continuously updating the curriculum, universities can enhance the perceived value and relevance of
the study program, thereby increasing student commitment. In addition to these recommendations,
universities should also focus on promoting the intrinsic motivation of students. This can be done by
highlighting the practical applications and career opportunities associated with the PGDM course.
 Ultimately, the success of these recommendations relies on the commitment and implementation by the
institutions themselves. Overall, the study found that student commitment in a two-year PGDM course is
influenced by various factors. These include the quality of support provided by the university, the
 academic culture, the sense of community and belonging, faculty teaching methods, curriculum
alignment with industry demands, and the promotion of intrinsic motivation. One of the critical factors
affecting student commitment and retention in a two-year PGDM course is the quality of support
provided by the university.
 Consequently, universities should focus on enhancing student interaction with campus personnel, such
as through initial and extended orientation and advisement programs, to help students successfully.

Annexure :
A sample space of 85 students were considered.

Figure 1 : Number of students who feel that academic rigor has an impact on their commitment
Figure 2 : Summary showing primary motivation to enroll in PGDM program

Figure 3: Summary on student’s view about family support acting as a commitment source.
Figure 4: Primary reasons to stay committed to the program

Citations :

1) Kuh, George & Kinzie, Jillian & Buckley, Jennifer & Bridges, Brian & Hayek, John. (2006). What Matters to Student
Success: A Review of the Literature.
2)Singh, A. K., & Misra, R. (2017). Students’ Perceptions of the Value Addition of Management Education and its Enablers
and Barriers. Global Business Review, 18(1), 226–237. doi.org/10.1177/0972150916666979
3)Anu Singh Lather, Puja Khatri, Shilpa Jain (2015): Global Journal of Educational Studies (ISSN 2377-3936)
Members and there contribution:

Name Email ID Contact info Contribution

Aprajita Khanna 321127@fsm.ac.in 7367930435 Topic, Objective,
Importance of Study

Ritika Negi 321158@fsm.ac.in 8745013384 Questionnaire design,

Data collection,
Identification of
variables
Aashit Sharma 321148@fsm.ac.in 9868371454 Disussions and
Implications

Sanjog Ganotra 321168@fsm.ac.in 8810619969 Generating Hypothesis,

Data collection,
Recommendations

Tanmay Tarun 321178@fsm.ac.in 9584500846 Previous Literature