MB23SE601 FUNDAMENTALS OF MARKETING

SPECIAL ELECTIVE

Survey Topic: DECISION MAKING BETWEEN ARTS VS ENGINEERING POST 12TH

– COLLEGE PREFERENCE IN SALEM.

NAME: S. GOKULNATH REGISTER NO: 611223631021

NAME: B. GURUBHARATHI REGISTER NO:
611223631023 NAME: M. HAMEETHUN ASBAK NISHA REGISTER NO:
611223631025 NAME: M. HAIRPRIYA REGISTER NO:
611223631028

OF

KNOWLEDGE INSTITUTE OF TECHNOLOGY

(AUTONOMOUS) SALEM- 637504

Submitted to

ANNA UNIVERSITY, CHENNAI

In partial fulfillment of the requirements

for the award of the degree

Of

MASTER OF BUSINESS

ADMINISTRATION JANUARY 2024

1
 BONAFIDE CERTIFICATE

Certified that the Special Elective Report titled “MB23SE601- FUNDAMENTALS OF

MARKETING SPECIAL ELECTIVE” is the Bonafide work of Mr. S. GOKULNATH
(611223631023), B. GURUBHARATHI (611223631023), MS. M. HAMEETHUN ASBAK
NISHA (611223631025) and M. HARIPRIYA (611223631028) of I MBA, in
Knowledge
Institute of Technology Salem, who carried out the Report under my supervision. Certified
further that to the best of knowledge the work reported herein does not form part of any other
report and it's truly their own work.

Subject in-Charge DIRECTOR-MBA

Dr.V.KUMARESAN Dr.A.STEPHEN

The Special Elective Report Presentation cum viva-voce held on ....................................

Signature of the Internal Examiner Signature of the External Examiner

2
 TABLE OF CONTENTS

SL.NO CONTENTS PAGE

NO
1 Abstract 4
2 List of Charts 5-6
CHAPTERS
I INTRODUCTION ABOUT THE STUDY
1.1 Introduction of the study 7
1.2 Industry Profile 7-15
II MAIN THEME ABOUT THE STUDY
2.1 Objectives of the study 16
2.2 Scope of the study 16
2.3 Limitations of the study 16

III METHOD OF DATA COLLECTION 17

IV ANALYSIS, FINDINGS, SUGGESTIONS
AND CONCLUSION
4.1Data Analysis and Interpretation 18-24
4.2 Findings 25
4.3 Suggestions 26
4.4 Conclusion 27
APPENDICES- QUESTIONNAIRE 28-29
REFERENCES 30

3
 CHAPTER
1
ABSTRACT

This marketing survey explores the intricate decision-making process of students in

Salem as they navigate the choice between pursuing arts or engineering post the 12th grade. The
study hones in on crucial factors such as personal interests, economic conditions, career goals,
and societal influences. With the primary objective of providing a detailed understanding of
college preferences, this research aims to furnish valuable insights for marketers and
institutions. By dissecting these influencing factors, the study seeks to offer actionable
information to marketers, enabling them to better tailor their strategies to the nuanced
preferences of students in Salem.

The survey investigates how marketing efforts can align with the diverse factors
impacting students' decisions, ultimately aiding academics and institutions in refining their
approaches. Through this research, marketers gain a comprehensive understanding of the
multifaceted aspects that shape educational decisions in Salem, allowing for the development of
targeted campaigns and initiatives. This study, therefore, serves as a bridge between academia
and marketing, facilitating a more informed and strategic approach to engaging with students
and meeting their diverse needs in the realm of education.

4
LIST OF CHARTS

5
6
 CHAPTER 2

I INTRODUCTION ABOUT THE STUDY

1.1 INTRODUCTION OF STUDY

The study focuses on analyzing the impact of technology integration in the education
sector, assessing its effectiveness in enhancing learning outcomes and addressing challenges
faced by educators and students. Through a comprehensive review of current practices, the
research aims to provide insights into optimizing technology use for more efficient and inclusive
educational environments.

1.2 INDUSTRY PROFILE

The educational sector is a dynamic industry constantly evolving to meet the needs of
learners in various stages of life. From early childhood education to higher academia, the sector
encompasses a wide range of institutions and organizations. Key players include schools,
colleges, universities, and online learning platforms. Recent trends show a growing emphasis on
digital learning tools, personalized education, and a shift towards hybrid or fully online models.
Challenges such as access to quality education, adapting to technological advancements, and
addressing diverse learning needs shape the landscape, making it crucial for stakeholders to stay
abreast of developments and innovations.

IMPORTANCE OF EDUCATIONAL SECTOR

The education sector holds paramount importance in shaping societies and fostering
individual development. It serves as the bedrock of progress and plays a pivotal role in several
key aspects:

Knowledge and Skill Development:

Education is the primary vehicle for imparting knowledge and equipping

individuals with essential skills. It empowers them to navigate challenges, make informed
decisions, and contribute meaningfully to their communities.

7
Economic Growth:

A well-educated workforce is a driving force behind economic prosperity. Education

enhances productivity, encourages innovation, and fosters a skilled labor pool that is crucial for
economic development.

Social Cohesion: Education promotes social cohesion by fostering understanding, tolerance,

and empathy. It contributes to the development of civic values, ethical behavior, and a sense of
responsibility, creating a foundation for harmonious societies.

Global Competitiveness:

Nations with strong education systems are better positioned to compete globally. A well-
educated populace enhances a country's competitiveness by attracting investments, driving
technological advancements, and participating actively in the global economy.

Health and Well-being:

Education correlates with better health outcomes. It equips individuals with knowledge
about healthy lifestyles, preventive measures, and access to healthcare, contributing to overall
well-being.

Innovation and Research:

Education institutions are hubs for innovation and research. They foster a culture of
curiosity and inquiry, driving advancements in science, technology, and various fields, leading
to societal progress.

Social Mobility:

Education serves as a powerful tool for social mobility, allowing individuals to break
free from socio-economic constraints. It provides opportunities for personal growth, career
advancement, and upward mobility.

8
Cultural Preservation:

Education is instrumental in preserving and transmitting cultural heritage. It helps

individuals appreciate diversity, understand their own history, and contribute to the preservation
of cultural identity.

In essence, the education sector is not only a means of acquiring knowledge but a cornerstone
for building prosperous, inclusive, and forward-thinking societies. Its impact reverberates across
various domains, shaping the present and laying the foundation for a sustainable future.

9
SCOPE OF EDUCATIONAL SECTOR

The scope of the education sector is vast and multifaceted, encompassing various
dimensions that extend beyond traditional classroom settings. It includes:

Formal Education: Primary, secondary, and tertiary education systems provide structured
learning opportunities, ranging from basic skills to specialized knowledge.

Vocational Training: Addressing practical skills and specific professions, vocational education
prepares individuals for various careers, contributing to workforce development.

Higher Education: Universities and colleges play a crucial role in advanced learning, research,
and academic exploration, contributing to the development of expertise and innovation.

Online and Distance Learning: With technological advancements, education extends beyond
physical classrooms, offering flexible learning options through online courses and distance
education programs.

Skill Development Programs: Continuous learning and skill enhancement programs cater to
evolving market demands, ensuring individuals stay relevant in dynamic job markets.

Research and Development: Educational institutions contribute significantly to research,

fostering innovation, and advancing knowledge in various fields.

Globalization of Education: International collaborations and student exchange programs

facilitate cross-cultural learning, enhancing the global perspective of education.

Special Education: Catering to diverse needs, special education addresses unique learning
requirements, ensuring inclusivity within the education sector.

Adult Education: Recognizing the importance of lifelong learning, adult education programs
empower individuals to acquire new skills and knowledge at any stage of life. The broad scope
of the education sector reflects its dynamic nature, constantly adapting to societal needs,
technological advancements, and the evolving landscape of knowledge and skills.

10
OBJECTIVES OF EDUCATIONAL SECTOR

The objectives of the educational sector are multifaceted, aiming to foster holistic development
and address societal needs. Key objectives include:

Knowledge Acquisition: Provide a structured environment for individuals to acquire

fundamental and advanced knowledge across various disciplines.

Skill Development: Cultivate practical skills and competencies essential for personal and
professional success, aligning with the demands of the evolving job market.

Critical Thinking and Problem-Solving: Foster analytical and critical thinking skills to enable
individuals to solve complex problems and make informed decisions.

Character Building: Instill values, ethics, and a sense of social responsibility, contributing to
the development of well-rounded and responsible citizens.

Inclusivity: Ensure equal access to education, addressing diverse learning needs and promoting
inclusivity across gender, socioeconomic status, and abilities.

Research and Innovation: Encourage research and innovation to contribute to the

advancement of knowledge, technology, and societal progress.

Global Competence: Prepare individuals to thrive in a globalized world by fostering

intercultural understanding, language proficiency, and global perspectives.

Health and Well-being: Promote physical and mental well-being through educational
initiatives that address health education, physical fitness, and mental health awareness.

Social Cohesion: Contribute to social harmony by fostering understanding, tolerance, and

collaboration among individuals from diverse backgrounds.

Lifelong Learning: Instill a culture of continuous learning, recognizing that education is a

lifelong journey that extends beyond formal schooling.

Economic Development: Equip individuals with skills and knowledge that contribute to
economic growth, innovation, and competitiveness on both individual and national levels.

Environmental Awareness: Integrate environmental education to promote sustainability,

ecological responsibility, and awareness of environmental challenges. These objectives
collectively contribute to the overarching goal of creating an educated and empowered society
capable of addressing the challenges and opportunities of the present and future.
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TYPES OF EDUCATIONAL SECTOR

The educational sector is diverse and encompasses various types of institutions and programs.
Some key types include:

Formal Education Sector:

Primary Education: Elementary education typically covers early childhood to middle school.

Secondary Education: High school education prepares students for higher education or
vocational paths.

Higher Education: Universities and colleges offering undergraduate and graduate degree
programs.

Vocational Education and Training (VET):

Institutions providing practical skills and specialized training for specific trades and professions.

Online and Distance Education:

Educational programs delivered remotely, often through online platforms, catering to learners
who are not physically present.

Technical and Professional Institutes:

Institutions focused on providing technical skills and professional education in areas like
technology, engineering, and business.

Adult Education:

Programs catering to the educational needs of adults, offering opportunities for skill
development and knowledge enhancement.

Special Education:

Institutions and programs designed to meet the unique learning needs of individuals with
disabilities or special learning requirements.

International Schools:

Schools that follow international curricula often cater to expatriate communities or provide a
globally focused education.

12
Research and Development Institutions:

Organizations dedicated to advanced research, contributing to the expansion of knowledge in

various fields.

Non-formal Education:

Educational activities outside the formal system, such as workshops, community-based learning,
and skill-building programs.

Early Childhood Education:

Institutions focused on the educational needs of young children before they enter formal
schooling.

Language Institutes:

Schools or programs specifically dedicated to language learning, offering courses in various

languages.

E-learning Platforms:

Online platforms and courses that provide learning opportunities in a flexible and digital format.

Corporate Training Programs:

Training initiatives within organizations aimed at enhancing the skills and knowledge of
employees. These types collectively contribute to the multifaceted nature of the educational
sector, addressing diverse learning needs and catering to various stages of life and career
development.

13
EVOLUTION OF EDUCATIONAL SECTOR

The evolution of the educational sector has been a dynamic process shaped by societal changes,
technological advancements, and shifts in pedagogical approaches. Key stages in its evolution
include

Traditional Education:

Early educational systems were often informal, involving apprenticeships and religious
teachings. Formal education emerged with schools and universities, emphasizing classical
subjects and philosophy.

Industrial Revolution and Mass Education:

The Industrial Revolution led to increased demand for basic literacy and numeracy skills.

Public education systems were established to meet the needs of a growing industrial

society. Progressive Education Movement:

The late 19th and early 20th centuries saw the rise of the progressive education movement,
emphasizing child-centered learning and practical skills.

Post-World War II Expansion:

The mid-20th century witnessed a global expansion of education, driven by economic and
social development goals. Increased focus on access to education for a broader population.

Digital Age and Technology Integration:

The late 20th century brought the integration of technology into education, with computers and
the internet transforming teaching and learning. E-learning platforms and online education
emerged, offering flexibility and access to a global audience.

Shift Towards Lifelong Learning:

In the 21st century, there's a growing recognition of the need for continuous learning throughout
life. Lifelong learning programs, professional development, and upskilling initiatives gained
prominence.

14
Focus on Skills-Based Education:

Modern education increasingly emphasizes practical skills, critical thinking, and creativity
alongside traditional academic knowledge.

Vocational and technical education gained importance to meet the demands of a changing job
market.

Globalization and International Education:

Increased mobility and globalization led to a rise in international schools, exchange programs,
and a global perspective in curricular.

Inclusive Education:

Greater emphasis on inclusivity and diversity, with efforts to accommodate learners with
different abilities and backgrounds.

Adaptive Learning Technologies:

The use of artificial intelligence, adaptive learning platforms, and personalized learning
technologies to tailor education to individual student needs.

Challenges and Innovations in Higher Education:

Higher education has faced challenges such as rising costs, alternative credentialing, and a shift
towards online degrees.

Innovations in online courses, micro-credentials, and competency-based education are emerging.

The evolution of the educational sector continues to be a dynamic process, adapting to the needs
of society and leveraging technological advancements to enhance learning opportunities.

15
 II MAIN THEME ABOUT THE STUDY

2.1 OBJECTIVES OF THE STUDY

□ To Investigate the level of awareness among students regarding career opportunities in arts and

engineering fields.

□ To Explore the role of family and peer groups in shaping students' opinions and choices

□ To Base on the findings, offer recommendations for students, parents, educators, and

policymakers to enhance the decision-making process.

2.2 SCOPE OF THE STUDY

□ Explore the decision-making factors influencing students' choice between arts and engineering

post-12th grade.

□ Investigate personal interests, career aspirations, societal expectations, and academic

performance as key determinants.

□ Examine the impact of regional influences on students' decision-making processes.

2.3 LIMITATIONS OF THE STUDY

□ The study relies on self-reported data from students, potentially introducing biases or

subjective perspectives.

□ External factors, such as economic conditions or unforeseen events, may impact the accuracy

and relevance of the findings.

□ The study is limited to the geographical area of Salem, and findings may not be generalized to

other regions with different educational landscapes.

16
 CHAPTER 3
III METHOD OF DATA COLLECTION

A mixed-method approach, incorporating online surveys for quantitative efficiency and

offline methods like interviews and focus groups for qualitative depth, will comprehensively
explore factors shaping the decision between arts and engineering post-12th grade, along with
preferred college selections in Salem. This combined strategy aims to reveal nuanced insights
into students' motivations and challenges.

SURVEY DESIGN
A structured survey was conducted, focusing on individuals aged 18-30 years to explore
decision-making factors between arts and science/engineering post-12th grade, specifically
regarding college preferences in Salem. The survey aimed for demographic diversity,
encompassing both urban and rural areas to capture a comprehensive understanding of
educational choices.

SAMPLE SIZE
To ensure representation, a random sample of 80 respondents was selected. This sample
size was deemed sufficient for meaningful insights into the preferences and decision-making
processes of the young population in the context of selecting colleges in Salem.

DATA COLLECTION

Online data collection provides valuable insights into various aspects of decision-making.

PRIMARY DATA
Primary data is the data that is collected for the first time through personal experiences or
evidence, particularly for research. The primary data was collected through questionnaires from
the public.

SECONDARY DATA
Secondary data can be obtained from many sources: censuses and government departments like
housing, social security, electoral statistics, tax records. Internet searches and libraries.

17
DATA ANALYSIS
Data analysis is defined as a process of cleaning, transforming and modeling data to
discover useful information for business decision making. The purpose of Data Analysis is to
extract useful information from data and take the decision based upon the data analysis.

DATA INTERPRETATION
Data interpretation is the process of reviewing data through some predefined processes
which will help assign some meaning to the data and arrive at a relevant conclusion. It involves
taking the result of data analysis. It is evident that the interpretation of data is very important,
and as such needs to be done properly.

SIMPLE PERCENTAGE ANALYSIS

It refers to a special kind of rate; percentages are used in making comparisons between
two or more series of data. A percentage is used to determine the relationship between the
Series.

NUMBER OF RESPONDENTS
PERCENTAGE = ------------------------------------------------------ x
100 TOTAL NUMBER OF RESPONDENTS

18
 CHAPTER 4

4.1 DATA ANALYSIS AND INTERPRETATION

AGE WISE CLASSIFICATION

PARTICULARS NO. OF RESPONDENTS PERCENTAGE (%)

17 14 17.3%
18 33 40.7%
19 15 18.5%
20 10 12.4%
21 06 7.4%
22 01 1.2%
23 0 0%
24 02 2.5%
TOTAL 81 100%

INTERPRETATION
The data, derived from a survey of 81 participants aged 17 to 24, reveals distinct
patterns. The largest segment comprises 18-year-olds, constituting 40.7% (33 individuals),
followed by 17-year-olds at 17.3% (14 respondents). Ages 19, 20, and 21 represent 18.5%,
12.4%, and 7.4%, respectively. Conversely, 22-year-olds have the lowest presence at 1.2% (one
respondent). Notably, the 23-year-old category has no respondents, while 24-year-olds make up
2.5% (two respondents). This data provides a snapshot of age distribution, emphasizing the
prevalence of 18 to 20-year-olds, with certain age groups showing minimal or no representation.

19
 GENDER WISE CLASSIFICATION

NO. OF
PARTICULARS PERCENTAGE (%)
RESPONDENTS
Male 32 39.5%
Female 49 60.5%
Others 0 0%
TOTAL 81 100%

INTERPRETATION
The provided data illustrates the gender distribution from a survey of 81 respondents.
Among them, 39.5% identify as male (32 individuals), while the majority, comprising 60.5%,
are female (49 individuals). Notably, there are no respondents in the "Others" category. This
data underscores the gender.

AFTER COMPLETING 12TH GRADE

PARTICULARS NO. OF RESPONDENTS PERCENTAGE (%)

Male 32 39.5%
Female 49 60.5%
Others 0 0%
TOTAL 81 100%

INTERPRETATION
The data outlines the gender distribution of 81 respondents. The majority, constituting
60.5%, are female (49 individuals), while 39.5% identify as male (32 individuals). Notably,
there are no respondents in the "Others" category. This information provides a succinct
overview of the gender composition within the surveyed population.

20
 MOTIVATION WISE CALCULATION

PARTICULARS NO. OF RESPONDENTS PERCENTAGE (%)

Interest in tech 37 45.7%
Passion for the arts 6 7.4%
Career Opportunity 4 40.7%
Interest in social science 13 4.9%
Family influence 5 16%
Passion for problem-solving 5 6.2%
Career aspirations in the
3 6.2%
arts field
Easy to study 1 1.2%
Easy group 1 1.2%
Interest in accounts 1 1.2%
For least scored 1 1.2%
Others 3 3.7%
TOTAL 81 100%

INTERPRETATION

The data reflects the diverse factors influencing respondents' career choices. A
significant 45.7% express a keen interest in technology, while 7.4% cite a passion for the arts.
Career opportunities are a motivating factor for 40.7% of participants, with 4.9% indicating an
interest in social sciences. Family influence plays a role for 16% of respondents, and 6.2% are
driven by a passion for problem-solving or aspire to careers in the arts. Other factors, such as
ease of study, group dynamics, accounts, and miscellaneous reasons, have varied but limited
influence, collectively representing 13.7% of responses. This data captures the multifaceted
considerations shaping individuals' career preferences.

21
 ASPECTS OF CHOOSING COLLEGE

PARTICULARS NO. OF RESPONDENTS PERCENTAGE (%)

Reputation of college 18 22.2%
Academic programs offered 2 2.5%
Location and campus facilities 12 14.8%
Alumni success
5 6.2%
Stories
Recommendations
7 8.6%
from teachers/counselors
All the above 37 45.7%
TOTAL 81 100%

INTERPRETATION
The data presents key factors influencing respondents' considerations in choosing a
college. Notably, 45.7% prioritize a holistic approach, valuing the reputation of the college,
academic programs, location, campus facilities, alumni success stories, and recommendations
from teachers or counselors. Specifically, 22.2% emphasize the college's reputation, 14.8%
consider the location and facilities, and 8.6% weigh recommendations. This data underscores
the significance of a comprehensive approach to college selection, encompassing diverse
aspects that contribute to a well-rounded educational experience.

22
 FEES STRUCTURE WISE

PARTICULARS NO. OF RESPONDENTS PERCENTAGE (%)

20,000 25 30.9
50,000 41 50.6
100,000 15 18.5
TOTAL 81 100

INTERPRETATION
The provided data outlines the distribution of respondents based on their income levels.
Among the participants, 30.9% earn 20,000 units, 50.6% earn 50,000 units, and 18.5% earn
100,000 units. This data sheds light on the income diversity within the surveyed group, with a
majority falling into the 50,000 units category. The total number of respondents is 81,
representing a comprehensive overview of income distribution in the sample population.

23
 TOP THREE COLLEGES: A COMPREHENSIVE CLASSIFICATION
IN ENGINEERING AND ARTS

INTERPRETATION
The data reflects the preferences or choices of a surveyed population consisting of 81
individuals regarding various entities. Sona stands out as the most favored, with 53 individuals
choosing it, constituting 65.4% of the total population. Following closely, KIOT is the
preference for 25.9%, and AVS is chosen by 22.2% of individuals. Mahindra, Vysya, and
Saratha each garner the selection of 18.5% of respondents, while Jairam is the choice for 13.6%.
These percentages provide valuable insights into the distribution of preferences within the
surveyed group, indicating the varying popularity of different options among the respondents.

24
4.2 FINDINGS

The findings from the study offer a comprehensive glimpse into the intricate dynamics
shaping students' decisions post-12th grade in the Salem region. Notably, the age distribution
underscores the significance of the transition year at 18, with a substantial 40.7% presence,
signifying the critical juncture for career-related considerations. The gender composition, with
most females at 60.5%, implies potential gender-specific nuances influencing career choices,
calling for tailored guidance and support.

Motivational factors driving career decisions exhibit a pronounced inclination towards

technology, with 45.7% expressing a keen interest, and 40.7% being motivated by promising
career opportunities. The influence of family (16%) and diverse factors like passion for the arts
and social sciences further accentuate the multifaceted nature of individuals' career preferences,
emphasizing the need for holistic career guidance.

In the realm of college selection, the data indicates that 45.7% of respondents prioritize a
holistic approach, considering factors such as the reputation of the college (22.2%) and
recommendations (8.6%). This underscores the importance of a well-rounded evaluation process
in making informed choices about educational institutions. The income distribution findings,
with 50.6% earning 50,000 units, highlight economic diversity within the surveyed population.

This emphasizes the imperative for accessible education options and financial aid
programs to cater to the varied financial backgrounds of students. The revelation of Sona as the
most preferred college (65.4%), followed by KIOT (25.9%) and AVS (22.2%), provides
valuable insights into the popularity and choices within the surveyed group. These preferences
can inform educational institutions and policymakers in tailoring offerings and support systems,
contributing to a more inclusive and informed educational landscape in the Salem region.

25
4.3 SUGGESTIONS

Career Guidance Programs:

● Implement targeted career guidance initiatives to raise students' awareness about

the diverse opportunities available in both arts and engineering fields.

● Provide workshops, seminars, and counseling sessions to guide students in

making informed decisions about their career paths.

Diversity in Education:

● Promote diversity in education by challenging societal expectations and

stereotypes related to career choices.

● Encourage students to explore and appreciate a variety of interests, emphasizing

the value and importance of pursuing careers in both arts and engineering disciplines.

Comprehensive Decision Support:

● Develop and implement robust decision support systems leveraging technology

to assist students, parents, and educators.

● Utilize online platforms and tools to provide personalized insights based on

individual preferences, academic performance, and aptitudes, facilitating more informed
decision-making.

Financial Aid Programs:

● Establish financial aid programs to ensure that economic factors do not serve as
barriers to educational choices.

● Offer scholarships, grants, and support mechanisms to students, particularly

those from diverse economic backgrounds, fostering a more inclusive and accessible
education.

26
CONCLUSION

In summary, this study delves into the intricate factors guiding students' career and
college choices in Salem. The focused examination of age and gender dynamics spotlights the
significance of the 18-year-old phase, while motivational factors, particularly a strong interest in
technology and family influence, showcase the nuanced nature of career aspirations. The call for
holistic considerations in college selection urges a comprehensive educational approach. The
identified economic diversity emphasizes the essential role of financial aid programs. Specific
college preferences, such as Sona, KIOT, and AVS, offer actionable insights for tailored
interventions. Overall, this study lays the groundwork for targeted initiatives, fostering an
inclusive and informed educational landscape in Salem.

27
 APPENDICES

QUESTIONNAIRE

1. What is your gender?

2. What is your age?

3. After completing 12th grade, did you choose to pursue

A. Engineering B. Arts

4. If you chose engineering or arts, what motivated you?

A. Interest in technology and innovation
B. Passion for the arts (literature, fine arts, etc.)
C. Career opportunities
D. Interest in social sciences
E. Family influence
F. Passion for problem-solving
G. Career aspirations in the arts field

5. In below, which aspect would you choose the college

A. Reputation of the college B. Academic programs offered

C. Location and campus facilities D. Alumni success stories
D. Recommendations from teachers/counselors
E. All the above

28
6. In what fee structure would you prefer or expect to enroll in those respective
colleges?

A. 20,000 Below B. 50,000 Below C. 100,000 and Above

7. If you chose engineering Or Arts, please specify the top 3 colleges in Salem,
which is you thought it's afford and Good curriculum

Long answer text

8. What are the additional courses did you expect from

college Short answer text

9. If you have any expectation from your college other than above then please
mention it
Long answer text

29
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https://kahedu.edu.in/engineering-vs-arts-science-benefits-of-studying-engineering-degree-
vs-arts-degree/#:~:text=People%20who%20are%20interested%20in,deals%20with%20e
motions%20and%20creativity

https://www.takshashilauniv.ac.in/arts-science-vs-engineering/#:~:text=problem%2Dsolvin
g%20abilities.-,Final%20Thoughts,individual's%20interests%20and%20career%20aspir
ations

https://collegedunia.com/engineering/salem-colleges#:~:text=The%20best%20placement%
20Engineering%20colleges,GCE%20Salem%2C%20and%20KIOT%20Salem

https://www.quora.com/Which-is-the-best-the-arts-or-engineering#:~:text=Arts%20and%
20Engineering%20both%20are,is%20about%20productivity%20and%20tech.&text=so%
20both%20the%20look%20and%20functionality%20is%20important!&text=Do%20you
%20think%20the%20arts%20are%20just%20as%20important%20as%20the%20science s
%3F

https://collegedunia.com/arts/salem-colleges

30