i

“A CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN

HIGHER EDUCATION IN INDIA”

Thesis Submitted to the D. Y. Patil University,

School of Management

in partial fulfillment of the

requirements for the award of the Degree of

DOCTOR OF PHILOSOPHY

In

BUSINESS MANAGEMENT

Submitted by

Sanjivani Sonavane-Shelke

(Enrollment No. DYP-PHD-126100005)

Research Guide

Dr. R. GOPAL

DIRECTOR

D.Y. PATIL UNIVERSITY,

School of Management,

Sector 4, Plot No. 10,

CBD Belapur, Navi Mumbai – 400 614

June 2015

ii

“CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN

HIGHER EDUCATION IN INDIA”

iii

DECLARATION

I hereby declare that the thesis titled “Critical study of students financial issues in Higher

education in India” submitted for the Award of Doctor of Philosophy (Ph.D) in Business

Management at D.Y. Patil University, School of Management is my original work and

the thesis has not formed the basis for the award of any degree, associate ship, fellowship

or any other similar titles.

The material borrowed from other sources are incorporated in the thesis has been duly

acknowledged.

I understand that I myself could be held responsible for plagiarism, if any declared later

on.

The research papers published based on the research conducted out of and in the course of

study are also based on the study and not borrowed from other sources.

Place: Navi Mumbai. Sanjivani Sonavane-Shelke

Date: Enrollment no: DYP-PHD-126100005

iv

CERTIFICATE

This is to certify that the thesis entitled “Critical study of students financial issues in

Higher education in India” and submitted by Sanjivani Sonavane - Shelke is a Bonafide

research work for the award of the Doctor of Philosophy in Business Management at the

D. Y. Patil University Department of Business Management in partial fulfillment of the

requirements for the award of the Degree of Doctor of Philosophy in Business

Management and that the thesis has not formed the basis for the award previously of any

degree, diploma, associate ship, fellowship or any other similar title of any University or

Institution.

Also it is certified that the thesis represents an independent work on the part of the

candidate.

Place: Navi Mumbai

Date:

Guide Head of the Department

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ACKNOWLEDGEMENT

I raise my heart with gratefulness towards the Good Lord for the providential succour

provided towards me all through my life, especially during the three years of my

association with D.Y. Patil University for my Doctoral studies.

I am indebted to D.Y. Patil University and the School of Management for giving me this

great opportunity to have my doctoral studies under its protective wings.

I thank Dr R. Gopal; my Guide & mentor, who inspired and encouraged me to complete

my work. My heartfelt gratitude is due for his scholarly guidance, constant availability,

his unmatched human concern and wholehearted support.

I am highly indebted to him for this work of mine and the personal growth in me.

I express my thanks to my family members especially my Late Mother for source of

inspiration and continuous support in my success.

Place: Navi Mumbai Sanjivani Sonavane-Shelke

Date:

vi

Table of Contents

Chapter

No

Title Page Number

Preliminary Cover Page i

Declaration ii

Certificate iv

Acknowledgement v

Table of Contents vi

List of Figures ix

List of Tables x

List of Abbreviations xii

Executive Summary xv

1. Introduction

1

1.1. Meaning of the term Education 1

1.2 Definations 3

1.3 Nature of Education 4

1.4 Higher Education: In other words Education 8

1.5 Growth of Higher Education 12

1.6 Current Developments In Education With Particular

Reference To India 22

1.7 In Past Higher Education In India 25

1.8 Brief History of Education in India 30

1.9 Higher Education System in India 39

vii

1.10 48

2 Literature Review 71

2.1 Survey of Available Literatures 72

2.2 Conclusion 106

2.3 Research Gap 108

3 Research Methodology 108

3.1 Statement of Research Problem 109

3.2 Scope of Study 110

3.3 Research Objectives 110

3.4 Statement of Hypotheses 111

3.5 Research Methodology 112

3.5.1 Data Source 112

3.5.2 Research Questionnaires 112

3.6 Research Study 112

3.7 Data Analysis 113

3.8 Questionnaire Design 112

3.9 Objective of the Study 113

3.10 Hypothesis For The Study 113

3.11 Limitations of The Stud 113

4 Data Analysis 114

Pilot Study and Different Tests of Data Analysis 114

viii

4.1 Focus 146

4.2 Demographic Details 150

4.3 Hypotheses Specific Analysis 152

4.4 Frequency Data Analysis 164

5 Conclusion 174

5.1 Specific Conclusion 175

5.2 General Conclusion 178

6 Future Scope for Further Research 180

6.1 Recommendation 181

7 Bibliography 184

8 Questionnaire 190

ix

List of Figures

Fig No Description Page No

Fig. 1. Technical Educational Systems in India xvii

Fig. 2. Higher Education Institutions and Enrolment 10

Fig.3. Sector-wise Expenditure (in Crore Rs.) on Education

2013 -14

11

Fig.4. Quantitative growth of Engineering programs under

DTE-Decade-wise-2015

29

x

LIST OF TABLES

Sr. No. Title Page

No.

1 Descriptive Statistics For College Performance Indicators 117

2 Demographic - Course- Auto. Engineering 121

3 Demographic - Course - Civil Eng 122

4 Demographic - Course - Commu. Eng. 123

5 Demographic - Course - Comp. Eng. 124

6 Demographic -Course - E & Tc 125

7 Demographic - Course - It Eng. 126

8 Demographic - Course - Mech. Eng. 127

9 Demographic - Course - Design Engg. Pg 128

10 Demographic - Course - Constr. Pg 129

11 Demographic - Course - Comp. Sc. Pg 130

12 Demographic - Course - Network Pg 131

13 Demographic - Course - Structure Pg 132

14 Demographic-Course-B.Pharma 133

15 Demographic - Course - Pharma Pg 134

16 Demographic - Course - Cad Cam 135

17 Demographic - Course - Mba 136

18 Demographic - Course - Mca 137

19 Demographic - Accomo - Home 138

20 Demographic - Accomo – College Hostel 139

21 Demographic - Accomo - Private Hostel 140

22 Overall Score Demographic Details 143

23 Demographic - Course- Auto. Engineering 144

24 Demographic - Course - Civil Eng 145

25 Demographic - Course –Communication Engg. 146

26 Demographic - Course - Comp. Engg. 147

27 Demographic -Course - E & Tc 148

28 Demographic - Course - It Eng. 149

29 Demographic - Course - Mech. Engg. 150

30 Demographic - Course - Design Engg. Pg 151

31 Demographic - Course - Constr. Pg 152

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Sr. No. Title Page No.

32 Demographic - Course - Comp. Sc. Pg 153

33 Demographic - Course - Network Pg 154

34 Demographic - Course - Structure Pg 155

35 Demographic-Course-B. Pharmacy 156

36 Demographic - Course - . Pharmacy Pg 157

37 Demographic - Course - Cad Cam 158

38 Demographic - Course - MBA 159

39 Demographic - Course - MCA 160

40 Demographic – Accommodation - Home 161

41 Demographic - Accommodation – College Hostel 162

42 Demographic - Accommodation - Private Hostel 163

43 Frequency Data Tables For Hypothesis 164

xii

List of Abbreviations

AICTE All India Council for Technical Education

AIIMS All India Institute of Medical Sciences

ANSI American National Standard Institute

API Annual Performance Indicators

ASC Adacdemic Staff College

ASER Annual Status of Education Report

BCI Bar Council of India

CEO Chief Executive Officer

COA Council of Architecture

DCI Dental Council of India

DEC Distance Education Council

ESD Education for Sustainable Development

GER Gross Enrolment Ratio

GOI Government of India

ICAR Indian Council of Agriculture Research

IIM Indian Institute of Management

IIT Indian Institute of Technology

ILO International Labour Organization

INC Indian Nursing Council

INQAAHE International Network for Quality Assurance Agencies in Higher

Education

IQAC Internal Quality Assurance Cell

IRAHE Independent Regulatory Authority for Higher Education

xiii

ISO International Organization for Standardization

IT Information Technology JNU - Jawaharlal Nehru University

LCD Liquid Crystal Display

MCI Medical Council of India

MOA Memorandum of Association

NAAC National Assessment and Accreditation Council

NBA National Board of Accreditation

NCTE National Council for Teacher Education

NEP New Economic Policy

NET National Eligibility Test

NGOs Non Government Organizations

NIEPA National Institute of Educational Planning and Administration

NIST National Institute of Standard and Technology

NKC National Knowledge Commission

NPE National Policy of Education

NSS National Service Scheme

OBCs Other Backward Classes

OHP Over Head Projector

PCI Pharmacy Council of India

PISA Programme for International Student Assessment

POA Programme of Action

QS Quality Standard

R&D Research and Development

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RUSA Rashtriya Uchchatar Shiksha Abhiyaan

SCs Scheduled Castes

SEZ Special Education Zone

SQL Students' Quality Literacy

SSA Sarva Shiksha Abhiyaan

MBA Master of Business Studies

TES Trade in Education Services

TRIPS Trade Related Aspects of Intellectual Property Rights

TOFEL Test of Fluency in English Language

TFHES Task Force on Higher Education and Society

UGC University Grants Commission UK United Kingdom

UNESCO United Nations Educational, Scientific and Cultural Organization

VIIT Vishwakarma Institute of Information Technology

PG Post graduate

UG Under graduate

PEO Programme Educational Objectives

NCERT National Council of Educational Research and Training

NCHER National Commission of Higher Education and Research

xv

Executive Summary

Education has always been considered as the only key component of human development

and greatest liberating force.. A large numbers of additional students are knocking at the

doors of higher education institutions in the country. With the public funding being no

more in a position to take-up the challenging task of expansion and diversification of the

higher education system. The role of higher education in the emerging scenario of

knowledge economy is very crucial and multifaceted for any country in general and India

in particular. To keep the higher education within the reach of poor aspir-ants, there is a

strong case for effective monitoring and regulation of the private sector. Hence, it is high

time for planners, policy makers and practitioners of higher education to ponder over it

and make necessary reforms in the course and strategies so that employability skills can

be developed among the students.

The Indian system of higher education is both enormous and complex. India

also has around 250 specialist teaching and research institutions, established to provide

training in such areas as medicine, engineering, agriculture, and computer science, and to

conduct high-level research The University Grants Commission (UGC) of India is a

statutory organization set up by the Union government in 1956, charged with

coordination, determination and maintenance of standards of university education. It

provides recognition to universities in India, and disburses funds to such recognized

universities and colleges. UGC was recommended in 1945 and formed in 1946 to oversee

the work of the three Central Universities of Aligarh, Banaras and, Delhi. In 1947, the

Committee was entrusted with the responsibility of dealing with all the then existing

Universities. The Planning Commission of India sets the broad parameters for the

funding of Indian higher education, while the University Grants Commission (UGC) is

responsible for distributing resources and promoting reforms. The UGC also has a role in

xvi

the processes of coordination, accreditation and quality control. The All India Council for

Technical Education (AICTE) is the statutory body and a national-level council for

technical education, under Department of Higher Education, Ministry of Human

Resource Development. Established in November 1945 first as an advisory body and

later on in 1987 given statutory status by an Act of Parliament, AICTE is responsible for

proper planning and coordinated development of the technical education and

management education system in India. The AICTE accredits postgraduate and graduate

programs under specific categories at Indian institutions as per its charter. The

complexity of Indian higher education has made it difficult for both central and state

governments to implement programs of reform in any systematic and coordinated

manner. and Tech., Management Studies, Vocational Education, Technical Education,

Pharmaceutical Education, Architecture, Hotel Management and Catering Technology,

Information Technology, Town and Country Planning. The AICTE has its headquarters

in 7th Floor, Chanderlok Building, Janpath, New Delhi, which has the offices of the

chairman, vice-chairman and the member secretary, plus it has regional offices at

Kolkata, Chennai, Kanpur, Mumbai, Chandigarh, Guwahati, Bhopal, Bangalore,

Hyderabad and Gurgaon. The environment of higher education has evolved considerably.

Rising costs, shrinking budgets, and an increasing need for distance education (New

Media Consortium, 2007) is causing educational institutions to reexamine the way that

education is delivered. In response to this changing environment, e-learning is being

implemented more and more frequently in higher education, creating new and exciting

opportunities for both educational institutions and students. E-learning, or electronic

learning, has been defined a number of different ways in the literature. In general, e-

learning is the expression broadly used to describe “instructional content or learning

experience delivered or enabled by electronic technologies”. Indian universities face a

number of other difficult issues as well. While many more Indian students now have

access to higher education, the system as a whole is characterized by gross inequalities.

xvii

This section reviews the trend in the engineering education of India, employability of

engineering graduates, how the industries look upon the outgoing engineering graduates

and the problems associated with them.

In general, all the technical institutions in India can be categorized into four types (Figure

2.1). They are

1. Central Government Technical Institutions

2. State Government Engineering Colleges

3. Government Aided Private Engineering Colleges

4. Self-Financed Private Engineering Colleges.

Technical education

System In India

Central Government State Government Government Aided Self-financed

Funded Institutions Funded Institutions Private Engineering Institutions

Deemed Private Non-

autonomous

Private Autonomous

Universities Engg Colleges

Figure 2.1 Technical Educational Systems in India

Source : DTE MHRD Survey2013-14

In the field of professional training in particular, the size of the private sector is

formidable: According to 2003 figures for 19 major Indian states from the Medical

xviii

Council of India (MCI) and the All India Council for Technical Education (AICTE),

of 198 Medical Colleges, 44 percent were private, and of 1102 Engineering Colleges, as

many as 92 percent were private24; similar conditions prevail inbusiness management. In

some instances, competition between public and private institutions has begun to produce

improvements on both sides. In response, the Indian system of higher education has

unleashed a major program of reforms. Many of these reforms can be traced back to a policy

template provided by the National Knowledge Commission (NKC) set up by the Prime Minister in

2011, and chaired by a diasporic Indian entrepreneur, Sam Pitroda. Many of the dilemmas of

reform in Indian higher education are centered on issues of governance. As noted already,

the Indian system of higher education has experienced a massive expansion over the past

two decades, but this has happened in a rather chaotic and unplanned manner. The system

of affiliated colleges, around which the Indian system of higher education is built, has

often been described as a curse. The distinguished scholar and educational leader,

Professor .Kulandai Swami (2006), argues, for example, that the affiliating system is

‘outmoded, anachronistic, and acts as a real curse on the Indian higher education system’.

It holds back any genuine attempt at reform and renewal. Additionally, in

most students, especially those enrolled in tiny affiliated colleges, do not have access to

adequate library and other educational facilities. Their teachers are often poorly trained

and unmotivated, with little enthusiasm either for their disciplines or for teaching.. More

recently however, identifying lucrative opportunities, various entrepreneurs, businessmen

and politicians have established institutions through family trusts, or by taking advantage

of other favorable taxation conditions. The state authorities have encouraged this growth

not only to meet the growing demand but also to introduce what is assumed to be a

greater degree of institutional diversity in the system.

xix

In India, the push towards privatization, as expressed in the Indian government’s support

for the development of private institutions, both for-profit and non-profit, and for the

entry of foreign players into the market, appears to have two main motivations: to

diversify the system and to provide greater access to higher education.

H01 - Full fees must be charged to cover full cost of education.

H11 - Higher education should be free for everyone.

H02 - The role of private players should be restricted and regulated.

H12 - We need greater private participation in higher education.

H03 - A national education regulatory authority should be established to monitor.

H13 There is no need to replace the Existing regulatory authorities Such as

UGC, AICTE etc.

H04 - higher education Fees should reflect cost of providing education.

H14 - Student fees must be kept low by public funding.

H05 - Fees should remain constant even when salaries rise.

H15 - Student fees should be linked to faculty salaries.

H06 - Fees in self financed course is not very high.

H16 - Fees in self-financed courses are generally very high.

H07 - There is no need to increase tuition fees in funded aided courses.

H17 - There is a need to hike the fees in State/Government aided courses.

H08 - Loans are not substitute for state funding education.

H18 - Student loans can take care of needs of poor students.

H09 - Institutions should largely depend on student fees or government funding.

xx

H19 - Higher educational institutions should augment resources by research,

consultancy etc.

H10 - Government lacks the will to spend more on higher education.

H110 - Government lacks the resources to enhance spending on higher

Education.

“Banks and educational institutions need to work together to streamline the loan

application process and align it with the school application process. A two-way channel

of communication needs to be set up between the bank and educational institution. This

will enable accurate and enhanced flow of student information to the bank and at the

same time, institutions will be able to inform students about the benefits and drawbacks

of loans.” says Karan Khemka.(2010) There are significant issues with the current student

financing system in the country. 93% of Indian students do not take educational loans.

Some of the reasons cited in the report are lack of awareness, complexity of application

process and unfavorable loan terms. “The lack of standardization norms makes the loan

application process complex, long and difficult.”This is so because the problems of the

Indian system of higher education are deep, and relate to a range of dilemmas arising out

of the historical constitution of Indian higher education, and to the organizational

traditions and cultural attitudes about its nature and functions in society. We have

suggested that unless these dilemmas are squarely addressed, the Indian system of higher

education will continue to struggle, producing isolated pockets of academic excellence

but leaving the nation as a whole poorly served .

xxi

Research Methodology

This section outlines the research method used for the study, which includes Data

Collection, Sample Design and Data Processing

Scope Of Study:

Considering the wide range of issues mentioned above, the researcher has focused on

students having technical education (management, engineering and pharmacy streams) in

Pune, & Satara District of Maharashtra. The period of the study being 2011 to 2015.

Research Objectives:

1. To analyze the various issues involved in funding higher education in India by

students

2. To analyze various issues in financing of Higher Education in India by students,

3. To understand the structure of fees borne by the students for various types of

technical education.

4. To understand the structure of fees borne by the students for various types of

technical education.

5. To analyze the sources of funding for these fees

6. To analyze the allied expenses during the education to be borne by the students.

Data Source:

The researcher has used secondary data in the form of various governments

reports, published statistics of higher education in India and other such material as

has been published in various research journals and periodicals. For the primary

data, the researcher has approached about 3200 students and about 15 each from

Principles and 05 Bankers.

xxii

Field Study:

A total of 3200 students was targeted and data collected from them, the spatial

distribution of theses 3200 students is as follows:-

Area of Study Pharmacy Engineering Management Total

Pune 160 2210 275 2645

Satara 65 425 65 555

Total 225 2635 340 3200

of these 2442 students data was considered to be valid as relevant.

3Data Analysis:

Data analysis was done using SPSS16 and chi-squared was primarily used as the

tool for analysis

Data Presentation & Analysis:

In this chapter, all the collected data will be presented along with its analysis

Findings & Conclusions:

The concluding chapter will narrate about the findings of the research and how the

hypothesis is proven to be true or false. The interpretation of the data is also analyzed in

this chapter and suggestions and recommendations are given

xxiii

1

CHAPTER 1

INTRODUCTION

Meaning of the term Education :-

Higher education is of vital importance for the country, as it is a powerful tool to build

knowledge-based society of the 21st Century. With the growing size and diversity of

the higher education sector particularly in terms of courses, management and

geographical coverage, it has become necessary to develop a sound database on higher

education. Existing data base on higher education is inadequate and out-of-date.

Collection and dissemination of data on higher education suffers from incomplete

coverage, inordinate time lag etc. Due to this, Gross Enrolment Ratio (GER), which is

being calculated on the basis of available data, does not reflect the correct picture of

the country’s development in respect of Higher Education sector. Government has set

a target of increasing the GER from the present level of about 12% to 15% by the end

of XI Five Year Plan and to 30% by the year 2020. Various new initiatives have been

taken during XI Five Year Plan to increase the GER. Reliable and comprehensive

data-base is an immediate requirement to measure the actual GER and efforts taken to

improve the GER. A sound database on higher education is also required for planning,

policy formulation, fulfilling International Commitments, Research etc.

To address this issue, Department of Higher Education (DHE), Ministry of Human

Resource Development (MHRD) decided to conduct an All IndiaSurvey on Higher

Education for the first time, with the following objectives to identify & capture all the

institutions of higher learning in the country. For the purpose of this Survey, Higher

Education is defined as the education, which is obtained after completing 12 years of

schooling or equivalent and is of the duration of at least nine months (full time) or

after completing 10 years of schooling & and is of the duration of at least 3

2

years.Collect the data from all the higher education institutions on various aspects of

higher education.A Task Force was constituted under the Chairmanship of Sri Sunil

Kumar, Additional Secretary, DHE with members from diversified fields and Dr.

Vijay P.Goel, Deputy Director General, DHE as the Member Secretary.

Prior to the launching of the full-fledged survey, a pilot survey was conducted in some

of the selected Institutions of higher learning of different type. The present report deals

with conduct of pilot survey and its findings.

Education is a systematic process through which a child or an adult acquires

knowledge, experience, skill and sound attitude. It makes an individual civilized,

refined, cultured and educated. For a civilized and socialized society, education is the

only means. Its goal is to make an individual perfect. Every society gives importance

to education because it is a panacea for all evils. It is the key to solve the various

problems of life.Education has been described as a process of waking up to life

Waking up to life and its mysteries, its solvable problems and the ways to solve the

problems and celebrate the mysteries of life. Waking up to the inter-dependencies of

all things, to the threat to our global village, to the power within the human race to

create alternatives, to the obstacles entrenched in economical, social and political

structures.

Education in the broadest sense of the term is meant to aid the human being in his/her

pursuit of wholeness. Wholeness implies the harmonious development of all the

potentialities God has given to a human person.

True education is the harmonious development of the physical, mental, moral

(spiritual), and social faculties, the four dimensions of life, for a life of dedicated

service.

3

a) ‘educare’ which means ‘to bring out’ or ‘to nourish’.

b) ‘educere’ which means ‘to lead out’ or ‘to draw out’.

c) ‘educatum’ which means ‘act of teaching’ or ‘training’.

d) ‘educatus’ which means ‘to bring up, rear, educate’.

e) ‘ēducātiō’ which means “a breeding, a bringing up, a rearing.”

1.2DEFINITIONS:

Since time immemorial, education is estimated as the right road to progress and

prosperity. Different educationists’ thoughts from both Eastern and Western side have

explained the term ‘education’ according to the need of the hour. Various

educationists have given their views on education. Some important definitions are

mentioned in the All India Survey on Higher Education-2010

1. Mahatma Gandhi – “By education I mean an all-round drawing out of the best in

man – body, mind and spirit.”

2. Rabindranath Tagore – “Education enables the mind to find out the ultimate truth,

which gives us the wealth of inner light and love and gives significance to life.”

3. Dr. Zakir Husain – “Education is the process of the individual mind, getting to its

full possible development.”

4. Swami Vivekananda – “Education is the manifestation of divine perfection already

existing in man.”

5. Aristotle – “Education is the creation of sound mind in a sound body.”

6. Rousseau – “Education is the child’s development from within.”

7. Herbert Spencer– “Education is complete living.”

8. Plato – “Education is the capacity to feel pleasure and pain at the right moment.”

9. Aristotle – “Education is the creation of a sound mind in a sound body.”

4

10. Pestalozzi – “Education is natural, harmonious and progressive development

ofman’s innate powers.”

11. Froebel -“Education is enfoldment of what is already enfolded in the germ.”

12. T.P. Nunn – “Education is the complete development of the individuality of the

child.”

13. John Dewey – “Education is the process of living through a continuous

reconstruction of experiences.”

14. Indira Gandhi – “Education is a liberating force and in our age it is also a

democratizing force, cutting across the barriers of caste and class, smoothing out

inequalities imposed by birth and other circumstances.”

“All who have meditated on the art of governing mankind have been convinced that

the fate of empires depends on the education of youth”- Aristotle

1.3 NATURE OF EDUCATION:

As is the meaning of education, so is its nature. It is very complex & the nature of

education can be explained:

1. Education is a life-long process- Education is a continuous and lifelong process. It

starts from the womb of the mother and continues till the death. It is the process of

development from infancy to maturity. It includes the effect of everything which

influences human personality.

2. Education is a systematic process- It refers to transact its activities through a

systematic institution and regulation.

3. Education is development of individual and the society- It is called a force for social

development, which brings improvement in every aspect of the society.

4. Education is modification of behavior- Human behavior is modified and improved

through educational process.

5

5. Education is purposive: Every individual has some goal in his life. Education

contributes in attainment of that goal. There is a definite purpose underlined all

educational activities.

6. Education is a training- Human senses, mind, behavior, activities, skills are trained

in a constructive and socially desirable way.

7. Education is instruction and direction- It directs and instructs an individual to fulfill

his desires and needs for exaltation of his whole personality.

8. Education is life- Life without education is meaningless and like the life of a beast.

Every aspect and incident needs education for its sound development.

9. Education is continuous reconstruction of our experiences- As per the definition of

John Dewey education reconstructs and remodels our experiences towards socially

desirable way.

10. Education helps in individual adjustment: A man is a social being. If he is not able

to adjust himself in different aspects of life his personality can’t remain balanced.

Through the medium of education he learns to adjust himself with the friends, class

fellows, parents, relations, neighbors and teachers etc.

11. Education is balanced development: Education is concerned with the development

of all faculties of the child. It performs the functions of the physical, mental, aesthetic,

moral, economic, spiritual development of the individual so that the individual may

get rid of his animal instincts by sublimating the same so that he becomes a civilized

person.

12. Education is a dynamic process: Education is not a static but a dynamic process

which develops the child according to changing situations and times. It always induces

the individual towards progress. It reconstructs the society according to the changing

needs of the time and place of the society.

6

13. Education is a bipolar process: According to Adams, education is a bipolar process

in which one personality acts on another to modify the development of other person.

The process is not only conscious but deliberate.

14. Education is a three dimensional process: John Dewey has rightly remarked, “All

educations proceeds by participation of the individual in the social consciousness of

the race.” Thus it is the society which will determine the aims, contents and methods

of teachings. In this way the process of education consists of 3 poles – the teacher, the

child and the society.

15. Education as growth: The end of growth is more growth and the end of education

is more education. According to John Dewey, “an individual is a changing and

growing personality.” The purpose of education is to facilitate the process of his/her

growth.

Therefore, the role of education is countless for a perfect society and man. It is

necessary for every society and nation to bring holistic happiness and prosperity to its

individuals.

“Education is what remains in you after you’ve forgotten everything that you’ve

studied”, This famous quote stresses on the values that proper education would

inculcate in humans. But this ideological perception of education has become obsolete

in the 21st century. Value based education is like a foster child after education has

become a commodity. The perception and purpose of education, in the modern world,

has shrunk into viable means of accumulation of information and knowledge which

ultimately leads to a better job. Education as investment is completely perceived in the

materialistic point of view at present.

Among the class sectarianism based on economy, the middle class is the most

obsessed lot with education. Education in the current trend has become the most

7

lucrative business than any other. The fee quoted for the quality education has made

good education a rare privilege only for those who are capacious to afford toEducation

became more accessible to commoners in India during the 70s. Since then literacy rate

of independent India is only ascending. Many of whom who were by then lower class

and also were first generation learners, found education as the sole mean of their

family well being. Through the ladder of education they were able to claim from their

strata to the next level in the societal pyramid. Hence the middle class has developed a

firm and unflinching belief that the prosperity of their generation could only be

realized through education. This is in fact one of the most important mindsets of the

middle class.

The obsession of the parents is only imposed upon their children, and recent years the

academic pressure over students has risen at an alarming level. Without understanding

the individual differences of the kids or their talents and skill sets invariably every

child is expected to excel in academics. This parental and societal expectation has put

an enormous pressure on kids.Studies show this educational pressure is not alike

across the globe. Instead this is more prevalent in countries, especially the developing

nations, with more middle class demographic. In Asian region this academic pressure

is experienced at an unprecedented level among students in India, China and South

Korea. The striking commonality among these nations is that they are all rapidly

growing nations and are becoming the world economic hubs. This results in more job

opportunities for the efficient candidates. Thus every middle class parent is desperate

to get the best available education in the reputed institutions, where a mere entry

assures a job to pupil on completion of the course. Education is the biggest wealth that

every middle class parent is able to afford to his son or daughter for their financially

secured and prosperous future.

8

Education is now just seen as the gateway to grab a dream job offering a salary in five

digits. This is an important outcome of the changing human perception on life post

globalization. To majority of youth who were brought up in this era, values mean….

bull shit! They dream about joining an educational institution that promises them of a

fantastic job opportunity. Sadly the parents also care just about this and are least

bothered about the values that the institution imbibes in their kids.

1.4 1.is the process of facilitating learning, or the acquisition

of knowledge, skills, values, beliefs, and habits. Educational methods

include storytelling, discussion, teaching, training, and directed research. Education

frequently takes place under the guidance of educators, but learners may also educate

themselves.[1] Education can take place in formal or informal settings and

any experience that has a formative effect on the way one thinks, feels, or acts may be

considered educational. The methodology of teaching is called pedagogy.

1.4.1: Current Status

India possesses a highly developed higher education system which offers facility of

education and training in almost all aspects of human creative and intellectual

endeavors: arts and humanities; natural, mathematical and social sciences,

engineering; medicine; dentistry; agriculture; education; law; commerce and

management; music and performing arts; national and foreign languages; culture;

communications etc. The institutional framework consists of Universities established

by an Act of Parliament (Central Universities) or of a State Legislature (State

Universities), Deemed Universities (institutions which have been accorded the status

of a university with authority to award their own degrees through central government

notification), Institutes of National Importance (prestigious institutions awarded the

said status by Parliament), Institutions established State Legislative Act and colleges

9

affiliated to the University (both government-aided and –unaided) As on 31.3.2006,

the re were 367 University level institutions including 20 Central Universities, 217

State Universities, 104 Deemed Universities and 5 institutions established under State

Legislation, 13 Institutes of National Importance established under Central legislation

and 6 Private Universities.. There were 18,064 degree and post-graduate colleges

(including around 1902 women’s colleges), of which 14,400 came under the purview

of the University Grant Commission, the rest were professional colleges under the

purview of the Central Government or other statutory bodies like the AICTE, ICAR,

MCI etc. Of the Colleges under UGC purview 6109 have been recognized by the

University Grants Commission (UGC) under Section 2(f) and 5525 under Section

12(B) of the UGC Act, which recognition permits them to receive grants from the

UGC. In 2011-12, an estimated 14.93 million students were enrolled in the institutions

of Higher Education as against 11.48 million in the previous year and the faculty

strength was 1.488 million as compared to 1.472 m in the previous year. The

enrolment of women students at the beginning of the academic year 2012-13 was

4.466 million, constituting 40.40 per cent of the total enrolment. Of the total women

enrolment, only 12.35 per cent women have been enrolled in professional courses and

the rest in non-professional courses. The women enrolment is the highest in Kerala

(66.00 per cent) and lowest in Bihar (24.52 per cent) in terms of percentage enrolment

to total enrolment. (Annual Report, Ministry of Human Resource Development, 2012-

2013).

10

1.4.1 Table 1: Higher Education Institutions and Enrolment

AISHE -2014-15 - Source: University Grants commission 2014-15

The following table describes contribution to university and higher from total public

expenditure on education.

.Table 1.4.2 : Sector-wise Expenditure (in Crore Rs.) on Education 2013 -14

Plan

Expenditure

Plan %

Share

Non-Plan

Expenditure

Non-

Plan%

Share

Total

Expenditu

re

Total

%

Share

Elementary

Education

64717.68 59.09 98386.12 45.90 163103.80 50.36

Secondary

Education

21437.08 19.57 75839.12 35.38 97276.20 30.04

Adult

Education

915.87 0.84 272.60 0.13 1188.47 0.37

Language

Development

295.11 0.27 844.56 0.39 1139.67 0.35

University &

Higher

Education

11117.33 10.15 31387.28 14.65 42504.61 13.12

Technical

Education

9949.68 9.09 6300.29 2.94 16249.97 5.02

General

Education

1083.33 0.99 1304.03 0.61 2387.26 0.74

Total

Education

109515.98 100.00 214334.00 100.00 323849.98 100.00

11

As shown in the table and figure, university and Higher Education secures about 13%

of the total expenditure on education by education department, as against almost 50%

of investment on elementary education and 30% on secondary education.

1.5 Growth of Higher Education

In its size and diversity, India has the third largest higher education system in the

world, next only to China and the United States. Before Independence, access to

higher education was very limited and elitist, with enrolment of less than a million

students in 500 colleges and 20 universities. Since independence, the growth has been

very impressive; the number of universities (as on31st March 2006) has increased by

18-times, the number of colleges by 35 times and enrolment more than 10 times

(Annual Report, MHRD 2006-07). The system is now more mass-based and

democratized with one third to 40% of enrolments coming from lower socio-economic

strata, and women comprising of some 35%of the total enrolments (Tilak 2004). It is

little more than half a century ever since the government initiated a planned

development of higher education in the country particularly with the establishment of

University Grants Commission in 1953. Thus early 1950’s is an important reference

points from which we could look back at our progress of higher education. Table 1

depicts the growth of institutions from 1950-51 to 2004-05 while Table 2 classifies the

Central and State Universities in the type of disciplines offered by them.

Education system that morphed into an industry during the same time has managed to

equip itself to offer only what is sort after by the public. Value based education system

is now a history. What we have right now is an education system that values, marks

over character formation and credits and academic achievements over values.

Education stream is almost completely industrialized, where the target is to

12

manufacture a pupil with top scores and place him in a lucrative job. Parent’s attitude

has too changed by and large. They want their children to score more and their

character formation is not much cared about.

In the recent decades the Indian educational system which had a great legacy for its

value based and life oriented education has lost it giving away to job market pressure.

Instead of educating the pupils and shaping their character, lately they have reduced to

industries manufacturing bright minds in ways that the industry exactly wants. Now

school, colleges and universities have reduced to mere suppliers of human resource

who have more productivity but are less humane.

Autonomy of Higher Education Institutions is a pre-requisite for enabling them to

achieve their goals and objectives. An honest exercise of autonomy - academic,

administrative and financial – will lead to making these Institutions as centers of

innovation, excellence and development. With this in view the Universities need to be

insulated from internal and external pressures of all kinds, may be bureaucratic,

political and other groups. Towards this end, University Grants Commission,

Government of India and State Governments will have to evolve strategies to realize

the intended objective. Since, autonomy of higher education institution goes hand-in-

hand with its accountability, the delegation and devolution of power and authority

concomitant with responsibility should flow not only from the external environment to

the higher education institution but should be given at different levels within the

higher education institution itself. There should be a charter of responsibility and

devolution and delegation of authority defined for different levels within the university

system and both should be monitored together.

This mechanical system of education grooms an entire generation that is less

emotional, more calculative even with kith and kin, and their survival slogan is

13

much like this – ‘Attaining personal goals are more important than the ways of

attaining it’.

Education is important for every individual in a nation. It plays a vital role to change

the stare of a country. No country could bring a revolution in it unless its people are

educated enough to meet the challenges. Education makes a man realize about himself

and his goals and how to achieve that goals.

Basically, Education is divided into three groups, The Education which teaches the

concerns of a society is called Social Education, The Education which develops a

personality inside a man himself is called Spiritual Education, the Education that

concerns with the professionalism is called Vocational Education. The Technical

Education comes under the branch of Vocational Education which deals practically in

the field of trade, commerce, agriculture, medicine & Engineering.

We are living in the modern age of science where we find Technologies in every

aspect of life. What makes life so easy for us… simply; these are the Technologies

which we use for our ease and comforts. Not only in our daily life but also in the

research centre, in defensive measured of a country, biological aspects etc. No nation

could make the progress unless it promotes technical aspects in its fields. The

technical education produces technicians for all type of industries and it is true that the

progress of a country much depend upon its Industrialization without which a

handsome economy would not be possible Using a technology is far easier than to

develop it. For developing a technology, it needed high skill teams which have a high

knowledge for the theme. It also needed a high amount of time and money. To fulfill

all these, there must be technical institutes which must cover all the faculties of

technological studies and also the support of government to support financially & to

make it at international level. If it would be at an International level then it would be

14

easier to students to acquire knowledge in their own state so that they could do

something for their own country. Pakistan leads in the technological era. The

exhibition canters in Pakistan plays a vital role in backing up the technicians to come

up with more and more new technologies because it gives reflection of our

technologies to the foreigners which are representing their country, which means we

are reflecting our image to that world. By this we have a sense of development and

prosperity that we also produce creative mind in the technological aspect

As far as Pakistan’s implementation in techno field is concern, we can look around

and observe that in every field of life we are using high class technologies whether it is

in the Industrial purpose, business purpose, agriculture purpose or defensive purpose.

There has been a lot of emergence of on-line trading, which deals with high

technological concerns in term of machinery and software. Pakistan

Telecommunication field also deal with high-class technology.

Pakistan also promises to produce best technicians of its own through their technical

education centers which allow approximately all the faculties for technical

development. These institutes also support the new courses of technology which are

introduced at a time so that there would be no line at which we lay behind. The most

important institutes in Pakistan which support the technical courses include, NED

University, GIK University, Karachi University, Mehran University and there are also

some other private Universities which deal in technological subjects. These institutes

promise to produce technicians who could meet the challenges of the technological

era. I feel proud when I watch the students rushing towards these technical institutes to

become a prosperous technician who have a sense of responsibility for the progress of

their national Technical education promotes the material prosperity and economic

advancement. It produces the sense of self-respect and dignity. If a country has her

15

own technical experts, she can save a lot of foreign exchange i.e. Technical Education

makes a country rich, prosperous and resourceful. Our country is rich in raw material

resources but the thing is, we must have enough technical knowledge to benefit from

them. There is a famous saying “Engineers drive the world”. Engineering education is

the backbone of any society. It is the quality of engineering education that decides the

quality of human resources in a country. As stated by Bordia (2001) for the general

public in the developing country like India, any engineering degree is a passport to

lifelong well being of an individual and his family members. Hence, there is fierce

competition among engineering institutions, students and parents of students to get

quality students and quality institution respectively.

1.5.1 AIMS OF EDUCATION

Towards progress : 2016 to 2030

To achieve the envisioned state in 2030, transformational and innovative interventions

would be required across all levers of the higher education system

In recent years, India has undertaken massive structural and systemic changes that

have started to yield encouraging results. The country has been touted to have the best-

in-class post-secondary education system at present. Some of the significant factors

that have contributed to this growth and can help envision the 2030 dream includes:

Expansion of a differentiated university system with a three-tiered formalized structure

Transition to a learner-centered paradigm of education

Intensive use of technology

Reforms in governance

India is among top 5 countries globally in cited research output, with 23 universities in

global top 200.

16

Aims give direction to activities. Aims of education are formulated keeping in view

the needs of situation. Human nature is multisided with multiple needs, which are

related to life. Educational aims are correlated to ideals of life.

The goal of education should be the full flowering of the human on this earth.

According to a UNESCO study, “the physical, intellectual, emotional and ethical

integration of the individual into a complete man/woman is the fundamental aim of

education.”The goal of education is also to form children into human persons

committed to work for the creation of human communities of love, fellowship,

freedom, justice and harmony. Students are to be moulded only by making them

experience the significance of these values in the school itself. Teachers could achieve

this only by the live example of their lives manifested in hundreds of small and big

transactions with students in word and deed.

1.5.1.1 Individual and Social Aims:

Individual aims and social aims are the most important aims of education. They are

opposed to each other individual aims gives importance for the development of the

individuality. Social aim gives importance to the development of society through

individual not fulfilling his desire. But it will be seen that development of individuality

assumes meaning only in a social environment.

1.5.1.2 Individual Aims

Sir Percy Nunn observes, “Nothing goods enters into the human world except in and

through the free activities of individual men and women and that educational practice

must be shaped the individual. Education should give scope to develop the inborn

potentialities through maximum freedom.”

17

1.5.1.3 Social Aim

s Whenever I try to imagine an engineering student in India, the mental imagery that

flashes in my mind at once is that of Hercules shouldering the earth. Oscillating

between the dreams of parents and the societal pressure, every engineering student

confronts a Herculean task both academically and psychologically. What does their

toil for four years fetch them at the end? It is obvious that the mind sets of parents and

students coincide in the idea of getting a job that offers a five digit salary, no matter

how remote is the job offer from their core field. Irrespective of the many branches of

the engineering stream, except a few none bother to switch streams to grab a job offer

with tempting salary package.

High school pupils in his/her pursuit of landing in their dream job have to pass two

stages. First, their four years to be spent in one of the umpteen engineering colleges to

walk out with a degree and next the interview panel of any company to walk out with

an offer letter. Education is one of the best businesses in the current Indian scenario.

The immense interest in engineering courses among Indian parents was aptly followed

by the mushrooming engineering colleges in the past decade. Except a handful, the

histories of majority of engineering colleges in India span not more than 15 years.

Now that the school final results are published, the newspapers and magazines would

in the coming days be filled with advertisements of various colleges. Invariant of all

these ads we could see two things highlighted. They are the pass percentage of their

current year students and the placement details of the final year students who batched

out that year. Both these talk about the credentials and academic excellence of the

institution which the parents are keen to know.

Indian education system is swarmed with a wide variety of curricula most of which are

designed to excel with rote learning. The pupils trained in an education system like

18

this are capable of memorizing chunks of information but only a creamy layer of them

have applicative skills, which is the prime requisite of the recruiting companies.

Anyone with a gifted memory and ability to rote learn any amount of data can pass out

an engineering degree with distinction. The scored marks or percentages can never be

considered as a true measure of intelligence. In India we don’t really face

unemployment but what we actually face is the ‘unemployable’ problem. Current

studies reveal that only about 15-25 % of the Indian engineering grads are employable,

having the skill sets that employers look for. It might level the argument quoting ,the

placement percentages that every collage proudly boasts each year. Almost three

quarters of the placements of very institution are from the IT companies. Everyone get

to know about the placements of freshers in these companies. But how many of them

sustain in these companies? That is something we never get to know. In various

companies many of these fresh recruits struggle to survive. Companies who initially

recruit in bulk have their own strategies of selecting the best among the lot. Among the

rest the mediocre are bench listed and the inefficient are terminated. The terminated

folks settle in smaller companies, with lesser salary packages, for their profile now has

a few months of work experience on a top company as credit.

Irrespective of the core fields grads of every engineering field end up as IT

professional giving way to the high salary bait it throws. After working for a year or

so, the skill sets one groomed as a student for his/her core field get totally replaced by

the skill sets imbibed for IT profession, probably acquired during the training period of

about 2-6 months. So even if one wishes to switch back to their core field it becomes

impossible over years.

Even the top companies are willing to recruit fresh graduates. There are two prominent

reasons behind this. Psychologically a youngster’s loyalty for his company will be at

19

its peak during the initial years. The company’s welfare will take the front seat no

matter if it demands compromising the personal welfare. This attitude is the fresher

special. Besides, the commitment to this degree comes at a lower payment- compared

to their senior counterparts. After extracting the work from the human resource, at a

stage the companies think they are done with them, the treatment one could expect is

nothing less that what we do with juiced out molasses.

In any field the success trumpet is blown at full volume while the melancholies go

unheard. All the dreaming parents and their folks hear are the loud trumpets. The core

intention of this two part article is to show an engineering aspirant about the realities

— plain and frank — so that they might design their years in colleges to hone the

skills that will fetch them a guaranteed future rather than giving way to attractive ads

of the institutions, which might only fetch them just a degree worth for nothing. Be

wise and choose wise.

1.5.2 Theeducation is the process of facilitating learning, or the acquisition

of knowledge, skills, values, beliefs, and habits. Educational methods

include storytelling, discussion, teaching, training, and directed research. Education

frequently takes place under the guidance of educators, but learners may also educate

themselves.[1] Education can take place in formal or informal settings and

any experience that has a formative effect on the way one thinks, feels, or acts may be

considered educational. The methodology of teaching is called pedagogy.

Education commonly is divided formally into such stages

as preschool or kindergarten, primary school, secondary school and then

college, university, or apprenticeship.A right to education has been recognized by

some governments, including at the global level: Article 13 of the United Nations'

1966 International Covenant on Economic, Social and Cultural Rights recognizes a

20

universal right to education In most regions education is compulsory up to a certain

age.In most countries today, full-time education, whether at school or otherwise, is

compulsory for all children up to a certain age. Due to this the proliferation of

compulsory education, combined with population growth, UNESCO has calculated

that in the next 30 years more people will receive formal education than in all of

human history thus far.

Formal education occurs in a structured environment whose explicit purpose is

teaching students. Usually, formal education takes place in a school environment with

classrooms of multiple students learning together with a trained, certified teacher of

the subject. Most school systems are designed around a set of values or ideals that

govern all educational choices in that system. Such choices include curriculum,

physical classroom design, student-teacher interactions, methods of assessment, class

size, educational activities, and more.

Education: derived from educatum or educare means to train, to mould, to bring up, to

lead out, to draw out or propulsion from inward to outward. Narrower meaning: A

process for certain periods from schooling to colleges through fixed time, fixed

curriculum, fixed classes, fixed subjects for degree or certificate. Wider meaning: it

goes on throughout the life from birth till death. Need of aims: To bring certain

desirable change, gives direction to activity. Different aims: The Vocational Aim, The

Knowledge or Information Aim, The Culture Aim, The Character Formation Aim or

the Moral Aim, The Spiritual Aim The Adjustment Aim, The Leisure Aim, The

Citizenship Training Aim, The Harmonious Development Aim, The Complete Living

Aim, The Social Aim. Aims in India: Developing Democratic Citizenship Vocational

Efficiency, Development Personality or Character, Education for leadership,

Increasing national productivity; Achieving social and national integration;

21

Accelerating the process of modernization; Cultivating social, moral and spiritual

values. Process: Education by Accretion or Storage Education as formation of mind,

Education as preparation. Education as mental discipline, Education as growth and

development, Education as direction, Education as adjustment and self-activity,

Education as social change and progress, Education as Process Socialization.

1.6 Current Developments In Education With Particular Reference To India

Providing education to a large population has been a challenging task after

independence. The illiteracy has been widespread throughout the country. Government

was totally committed to avail the infrastructure and other facilities to its people. In

order to achieve these tasks, it has constituted various committees and commissions

from time to time. The first ever commission namely University Education

Commission towards this effort was appointed in 1948. Later, in 1952, the secondary

Education Commission was constituted. The development of Education in India

particularly after independence has been guided by national aspirations as embodied in

Indian Constitution. Education has been regarded in the constitution of India as the

fundamental right of each and every citizen. Since the adoption of the constitution, the

government has been making tremendous efforts to avail education to all sections of

the society. The literacy rate in India has risen to 65.38 percent. A significant

proportion of this growth is attributed to the promotion of non-formal system of

education through non formal centers, community involvement and decentralized

system for management of elementary education. Kerala has always been at the top in

terms of the literacy rate among the states. The states, which fall below national

average, are mostly the BIMARU (Bihar, Madhya Pradesh, Rajasthan and Uttar

Pradesh) states. It may be noted that the elementary education has been given the top

priority during recent years. After the elementary education it is the higher education

22

which has been given due importance. Apart from the elementary and higher

education, the technical education stood at number three up to fourth five plans. Then

it was the secondary education, which has been given more importance. Before 1976,

education was the exclusive responsibility of the States. The Constitutional

Amendment of 1976, which included education in the administrative implication

required a new sharing of responsibility between the Union Government and the

States. The Central Government continues to play a leading role in the evolution and

monitoring of educational policies and programs, the most notable of which are the

National Policies on (NPE), 1986 and the Programme of Action (POA), 1986 as

updated in 1992. The modified policy envisages a national System of Education to

bring about uniformity in education, making adult education programmes a mass

movement, providing universal access, retention and quality in elementary education,

special emphasis on education of girls, establishment of pace-setting schools like

Navodaya Vidyalayas in each district, vocationalization of secondary education

syntheses of knowledge and inter-disciplinary research in higher education, starting

more Open Universities in the States, strengthening of the All India Council of

Technical Education, 30 encouraging sports, physical education, Yoga and adoption of

an effective evaluation method, etc. The POA lays down a detailed strategy for the

implementation of the various policy parameters by the implementing agencies. The

National System of Education as envisaged in the NPE is based on a national

curricular framework, which envisages a common core along with other flexible and

region-specific components. Development in Expenditure In line with the commitment

of augmenting resources for education, the allocation for education has, over the years,

increased significantly. The Plan outlay on education has increased from Rs 151,20

crore in the First Five Year Plan to Rs 43,825 crore in the Tenth Five Year Plan (2002-

23

2007). The expenditure on Education as a percentage of GDP also rose from 0.64 per

cent in 1951-52 to 3.74 per cent in 2013-2014 (BE).The outlay for Education in the

Tenth Five Years Plan of Rs 43,825 crore, is higher than the Ninth Plan outlay of Rs

24,908 crore by 1.76 times.

The Technical Education System in the country covers courses in engineering,

Technology, management, architecture, pharmacy, etc. The Ministry of Human

Resource Development caters to programmes at undergraduate, postgraduate and

research levels. The technical educational system at the central level comprises,

among others, the following: a) The All India Council for Technical Education

(AICTE), which is the statutory body for proper planning and coordinated

development of the technical education system; b) Seven Indian Institutes of

Technology (IITs); Six Indian Institutes of Management (IIMs); d) Indian Institute of

Science (IISc),Bangolore; e) Indian Institute of Information Technology and

Management (IITM), Gwalior; Indian Institute of Information Technology (IIIT),

Allahabad; and its Extension Campus at Amethi; and Pt. Dwarka Prasad Mishra

Institute of Information Technology Design and Manufacturing Jabalpur; and f)

Eighteen National Institutes of Technology (NITs) (converted from RECs with 100

per cent central funding.

1.6.1 The Educator’s Role

The teacher himself should be a properly integrated human being. The teacher has to

be careful, thoughtful and affectionate in the creation of the right environment for the

development of understanding to enable the child to deal intelligently with human

problem. In order to achieve all this, the educator needs to understand himself. In

order to deal with children, great deal of patience and understanding are needed. For a

true teacher, teaching was not a technique but a way of life.

24

1.7 Higher Education In India :

India's education has a long history dating back to institutions such as Nalanda.India,

being a developing nation, struggles with challenges in its primary education. Literacy

rate has increased from around 3% in 1880 to around 65% in 2001. Net enrolment of

6-10 years old Indians increased from 68 percent to 82 percent between 1992/93 and

1998/99. Yet great challenges remain as The Economist reports that half of 10-year-

old rural children can't read at the basic level, over 60% is unable to do simple

division, and half drop out by the age 14. Fewer than 40 percent of adolescents in

India attend secondary schools. Around 1 in 10 young person has access to tertiary

education. Mercer consulting estimates that only a quarter of graduates are

"employable". All levels of education in India, from primary to higher education, are

overseen by the Ministry of Human Resource Development, Department of Higher

Education, India and Department of School Education and Literacy, and heavily

subsidized by the Indian government, though there is a move to make higher education

partially self-financing. The Indian Government is considering allowing 100% foreign

direct investment in Higher Education. (UNKNOWN, 2009) Higher Education in

India has evolved in distinct and divergent streams with each stream monitored by an

apex body, indirectly controlled by the Ministry of Human Resource Development.

The 415 universities/ institutions are mostly funded by the state governments.

However, there are 24 important universities called Central universities, which are

maintained by the Union Government and because of relatively large funding, they

have an edge over the others. The engineering education and business schools are

monitored and accredited by the All India Council for Technical Education (AICTE)

while medical education is monitored and accredited by the Medical Council of India

(MCI). Like-wise, agriculture education and research is monitored by the Indian

25

Council for Agriculture Research. Apart from these, National Council for Teacher

Education (NCTE) controls all the teacher training institutions in the country.

(UNKNOWN, 2008)

It is widely recognized that higher education promotes social and economic

development by enhancing human and technical capabilities of society. Technical

change and institutional change are key components of development. Higher education

plays an important role in facilitating these changes by incorporating all of the various

demographics of the population.

Higher education has been found to be significantly related to the human development

index and greater for the disadvantaged groups (Joshi, K. M. , 2006). Similarly, the

lack of such education causes the inverse to occur; i.e. the greater the level of higher

education in a society, whether in stock or flow forms, the greater the level of human

development can be, through its influence on two main components of human

development index: life expectancy, and GDP per capita (Tilak, J. B. G., 1994). In its

size and diversity, India has the third largest higher education system in the world,

next only to China and the United States. The higher education system in India grew

rapidly after independence (Agarwal, Pawan, 2006). Today, Indian higher education is

comprised of 33,657 institutions, made up of 634 universities and 33,023 colleges; it is

the largest higher education system in the world in terms of the number of institutions.

With the changing demographics, political, philanthropic and economic environment,

the objective of higher education has now a more focused attention on access and

equity. The Indian higher education has seen three phases of funding, philanthropic to

public, and then to private financing. The changing financing patterns have altered

regulations, equity, efficiency and quality aspects of higher education. (Joshi, Dr. K.

M. & Ahir, Dr. Kinjal Vijay, 2013)

26

Between 1948 and 1960, the states of Maharashtra and Gujarat were together. An

engineering college at Ahmedabad, a separate polytechnic at Pune and two model

polytechnics, one at Bombay and another at Ahmedabad were started. Along-with this,

technical high schools and high school centers were started to orient the students

towards the engineering profession. The concept of technical high school centre was a

novel concept, in that; it could cater to the need of purely academic schools in the

locality of very low cost in terms of infrastructure and running expenditure.

The formation of the State of Maharashtra in 1960 opened a new chapter

in technical education and the activities of the Directorate increased manifold.

By 1978 the number of degree level institutes rose to 16, the diploma level institutes to

50. Also, post-graduate facilities were developed in nine institutions. Similarly, the

ITIs and technical high schools also increased in large numbers. By 1987, almost

every district, excepting the four districts of Ahmednagar, Wardha, Gadchiroli and

Raigad had a government polytechnic.

However, the demand for degree and diploma courses was on the rise. Many deserving

students were unable to get admission to these courses due to the limited seats

available in government and government-aided institutes. Therefore, by a pragmatic

view to give opportunities to the aspiring students, the government decided to grant

permission to private, social and educational managements to startup unaided

engineering colleges and polytechnics. Due to the very large growth, and in order to

facilitate monitoring and development of technical institutes and courses, the

Directorate of Technical Education was bifurcated in 1984 and the Directorate of

Vocational Education and Training was formed. This new Directorate was given the

charge of industrial training institutes, technical high schools and certificate course

institutes in the state. The Directorate of Technical Education was given the

27

responsibility of degree and diploma level institutions in Engineering and Technology,

Architecture, Pharmacy, Hotel Management and Catering Technology etc. The

Directorate was also entrusted with the monitoring and control of management

institutions imparting degree and diploma level training in various branches

ofEngineering and Technical education.

Table 2 : Quantitative growth of Engineering programs under

Sr.No. Type of Course Details of growth

1 PG degree courses

in Engineering

and Technology

Year ofRef. No. of

Institutes

SanctionedIntake

1980 10 1701

1990 31 2883

2000 34 2469

2015 176 6050

2 Degree in Engineering

and Technology

1980 9 2934

1990 66 25964

2000 125 43901

2015 336 155691

3 Diploma in Engineering

and Technology

1980 39 9690

1990 117 32590

2000 144 40220

2015 225 45630

Source : DTE-Decade-wise-2015 as per AISHE 2014-15

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1.8 Brief History of Education in India

The education in India has a rich and interesting history. It is believed that in the

ancient days, the education was imparted orally by the sages and the scholars and the

information was passed on from one generation to the other. AICTE -Technical

Education plays a vital role in human resource development of the country by creating

skilled manpower, enhancing industrial productivity and improving the quality of life

of its people. Technical Education covers programmes in engineering, technology,

management, architecture, town planning, pharmacy, applied arts & crafts, hotel

management and catering technology. The impulse for creation of centers of technical

training came from the British rulers of India and it arose out of the necessity for the

training of overseers for construction and maintenance of public buildings, roads,

canals and ports and for the training of artisans and craftsmen for the use of

instruments and apparatus needed for the army, the navy and the survey department.

The superintending engineers were mostly recruited from Britain from the Cooper's

Hill College and this applied as well to foremen and artificers; but this could not be

done in the case of lower grades- craftsmen, artisans and sub-overseers who were

recruited locally. As they were mostly illiterate, efficiency was low. The necessity to

make them more efficient by giving them 65 elementary lessons in reading, writing,

arithmetic, geometry and mechanics, led to the establishment of industrial schools

attached to ordnance factories and other engineering Engineering. In 1865 it was

amalgamated with the Presidency College. Later, in 1880, it was detached from the

Presidency College and shifted to its present quarters at Sibpur, occupying the

premises and buildings belonging to the Bishop's College.

Proposals for having an Engineering College at Bombay city having failed for some

reasons, the overseer‘s school at Poona eventually became the Poona College of

29

Engineering and affiliated to the Bombay University in 1858. For a long time, this was

the only College of Engineering in the Western Presidency.

In the Madras Presidency, the industrial school attached to the Gun Carriage Factory

became ultimately the Guindy College of Engineering and affiliated to the Madras

University (1858). The educational work in the three Colleges of Sibpur, Poona and

Guindy has been more or less similar. They all had licentiate courses in civil

engineering up to 1880, when they organized degree classes in this branch alone. After

1880, the demand for mechanical and electrical engineering was felt, but the three

Engineering Colleges started only apprenticeship classes in these subjects. The

Victoria Jubilee Technical Institute, which was started at Bombay in 1887, had as its

objective the training of licentiates in Electrical, Mechanical and Textile Engineering.

In 1915, the Indian Institute of Science, Bangalore, opened Electrical Engineering

classes under Dr. Alfred Hay and began to give certificates and associate ships, the

latter being regarded equivalent to a degree. 67 In Bengal, the leaders of the Swadeshi

Movement organized in 1907 a National Council of Education which tried to organize

a truly National University. Out of the many institutions it started, only the College of

Engineering and Technology at Jadhavpur had survived. It started granting diplomas

in mechanical and engineering course in 1908 and in chemical engineering in 1921.

The Calcutta University Commission debated the pros and cons of the introduction of

degree courses in mechanical and electrical engineering. One of the reasons cited from

the recommendations of the Indian Industrial Commission (1915), under the

Chairmanship of Sir Thomas (Holland) against the introduction of electrical

engineering courses, is given in the following quotation from their report: "We have

not specifically referred to the training of electrical engineers, because electrical

manufactures have not yet been started in India, and there is only scope for the

30

employment of men to do simple repair work, to take charge of the running of

electrical machinery, and to manage and control hydroelectric and steam-operated

stations. The men required for these three classes of work will be provided by the

foregoing proposals for the training of the various grades required in mechanical

engineering. They will have to acquire in addition, special experience in electrical

matters, but, till this branch of engineering is developed on the constructional site, and

the manufacture of electrical machinery taken in hand, the managers of electrical

undertakings must train their own men, making such use as they can of the special

facilities offered for instruction at the engineering colleges and the Indian Institute of

Science.‖ 68 The credit of first starting degree classes in mechanical engineering,

electrical engineering and metallurgy goes to the University of Banaras, thanks to the

foresight of its great founder, Pt. Madan Mohan Malaviya (1917).

About fifteen years later, in 1931-32, the Bengal Engineering College at Sibpur started

mechanical and electrical engineering courses in 1935-36 and courses in metallurgy in

1939-40. Courses in these subjects were also introduced at Guindy and Poona about

the same time. Quite a number of engineering colleges have been started since August

15, 1947. It is due to the realization that India has to become a great industrial country

and would require a far larger number of engineers than could be supplied by the older

institutions.

The All India Council for Technical Education (AICTE) is the statutory body and a

national-level council for technical education, under Department of Higher Education

Ministry. Established in November 1945 first as an advisory body and later on in 1987

given statutory status by an Act of Parliament, AICTE is responsible for proper

planning and coordinated development of the technical education and management

education system in India. The AICTE accredits postgraduate and graduate programs

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under specific categories at Indian institutions as per its charter. It is assisted by 10

Statutory Boards of Studies, namely, UG Studies in Eng. & Tech., PG and Research in

Eng. and Tech., Management Studies, Vocational Education, Technical Education,

Pharmaceutical Education, Architecture, Hotel Management and Catering Technology,

Information Technology, Town 69 and Country Planning. The AICTE has its

headquarters in Indira Gandhi Sports Complex, Indraprastha Estate, New Delhi, which

has the offices of the chairman, vice-chairman and the member secretary, plus it has

regional offices at Kolkata, Chennai, Kanpur, Mumbai, Chandigarh, Guwahati,

Bhopal, Bengaluru, Hyderabad and Gurgaon

AICTE is vested with statutory authority for planning, formulation and maintenance of

norms and standards, quality assurance through school accreditation, funding in

priority areas, monitoring and evaluation, maintaining parity of certification and

awards and ensuring coordinated and integrated development and management of

technical education in the country as part of the AICTE Act No. 52 of 1987.

The AICTE Act, stated verbatim reads: ―To provide for establishment of an All India

council for Technical Education with a view to the proper planning and co-ordinate

development of the technical education system throughout the country, the promotion

of qualitative improvement of such education in relation to planned quantitative

growth and the regulation and proper maintenance of norms and standards in the

technical education system and for matters connected therewith.

The AICTE comprises nine bureaus, namely:

Faculty Development (FD) Bureau

Undergraduate Education (UG) Bureau

Postgraduate Education and Research (PGER) Bureau

Quality Assurance (QA) Bureau

32

Planning and Co-ordination (PC) Bureau

Research and Institutional Development (RID) Bureau

Administration (Admin) Bureau

Finance (Fin) Bureau

Academic (Acad) Bureau

For each bureau, adviser is the bureau head who is assisted by technical officers and

other supporting staff. The multidiscipline technical officer and staff of the council are

on deputation or on contract from government departments, University Grant

Commission, academic institutions, etc.

The national statutory body called All India Council for Technical Education, is the

only with their approval that a B-School can be started. AICTE advises all B-Schools

of 3 years standing to go in for accreditation. For that purpose, AICTE has created a

special agency called the National Board of Accreditation (NBA).

The accreditation categories are i) Of five years, ii) Three years, iii) Conditional three

years, iv) accreditation refused. The accreditation is a tough process. That could be the

reason why only about 10 percent of the Indian B- Schools have gone in for

accreditation. AICTE does not compel the accreditation to the management institutes,

Which was founded in November 1945, is a not-for-profit organization that brings

together nearly more than 1,00,000 academic institutions, and other organization

interested, in the promotion and improvement of higher education in the areas of

business administration and management. The AICTE plays a prominent thought

leadership in the field of management education. For example organization and

institution commissioned the 71 landmark study as an outcome of several AICTE

sponsored program and conferences. These events bought together business school,

organization and other stakeholders to explore the issues facing industry and society

33

and their impact on management education. The findings from forums identified

various issues: the transition to a service and information economy, the impact of

technology, international issues, entrepreneurial issues, diversity, societal values, and

the accelerating pace of world changes. The AICTE also led sessions on the needs of

future managers meeting to assess what changes had been implemented based on

earlier recommendations.

In addition, AICTE is the oldest accrediting agency of degree programs. The

accrediting process is a voluntary review of educational institutions and their

programs, in 1994, the AICTE established minimum accreditations standards for

graduate‘s business school to dispel the perception by industry of weak professional

standards in business programs. The standards were strengthened further to address

admission standards and faculty improvement issues.

The accreditations standards are dynamics for example the revision encompassed

standards that better reflected the NAAC growing membership and focused on

improving professional business education‘s relevance through a greater balance

between strong scholarship and a deeper connection to current business issues.

Moreover, the standard shifted the focus of the business school curriculum assessment

from a quantitative –based input/ output orientation that asked AICTE members

school. - What are you doing? To a qualitative based 72outcomes assessment, which

asked member school to articulate,-What has been accomplished?‘‘.

However, the AICTE also revised its standards in response to external criticism and

competition in which AICTE introduced peer review process and standards that were

linked to institutional members, were made to keep abreast of initiatives introduced by

the first competing accrediting agency.

34

In addition, the AICTE faced resistance on the implementation of some standards by

higher education institution, owing in part to a general resistance to change in higher

education, and the constraints on public institutions in meeting accreditation standards

in the face of decreased government funding.

However, AICTE plays a critical role in the strategic planning in business schools, as

the institution must consider the issues of curriculum content and business school

alliances within the context of accreditations.

Accordingly, the AICTE recently increased the emphasis on the skills development in

its accreditations standards as a complement to its traditional focus on knowledge, this

change in focus reflected the growing importance to employers and employees ability

to measure skills capability for career success. In addition, the AICTE strengthened its

standards with regards to teaching diversity, awareness of ethical and global issues,

and team development.

After the development of letters, it took the form of writing using the palm leaves and

the barks of trees. This also helped in spreading the written literature. The temples and

the community centers formed the role of schools. Later, the Gurukul system of

education came into existence.

The Gurukuls were the traditional Hindu residential schools of learning which were

typically in the teacher's house or a monastery. Even though the education was free,

the students from well-to-do families paid the Gurudakshina which was a voluntary

contribution after the completion of their studies. At the Gurukuls, the teacher

imparted knowledge on various aspects of the religion, the scriptures, the philosophy,

the literature, the warfare, the statecraft, the medicine astrology and the history. This

system is referred as the oldest and the most effective system of education.

35

In the first millennium and the few centuries preceding, there was a flourishing of

higher education at Nalanda, Takshashila University, Ujjain, and Vikramshila

Universities. The important subjects were mainly the art, the architecture, the painting,

the logic, the grammar, the philosophy, the astronomy, the literature, the Buddhism,

the Hinduism, the arthashastra, the law, and the medicine. Each university specialized

in a particular field of study. For instance, the Takshila specialized in the study of

medicine, while the Ujjain laid emphasis on astronomy.

The Nalanda, being the biggest centre, had all the branches of knowledge, and housed

up to 10,000 students at its peak. The British records reveal that the education was

widespread in the 18th century, with a school for every temple, mosque or village in

most regions of the country. The main subjects were the arithmetic, the theology, the

law, the astronomy, the metaphysics, the ethics, the medical science and the religion.

The school had the student representatives from all classes of the society.

The present system of education was introduced and founded by the British in the

20th century, by the recommendations of Macaulay. It has western style and content.

The British government did not recognize the traditional structures and so they have

declined. It is said that even Gandhi described the traditional educational system as a

beautiful tree which was destroyed during the British rule.

The first medical college of Kerala was started at Calicut, in 1942-43, during World

War II. As there was a shortage of doctors to serve the military, the British

Government opened a branch of Madras Medical College in Malabar, which was

under Madras Presidency then. After independence, the education became the

responsibility of the states and the Central Government coordinated the technical and

higher education by specifying the standards.

36

In 1964, the Education Commission started functioning with 16 members of which 11

were Indian experts and 5 were foreign experts. The Commission also discussed with

many international agencies, experts and consultants in the educational as well as

scientific field. Later in 1976, the education became a joint responsibility of both the

state and the Centre through a constitutional amendment.

The central government through the Ministry of Human Resource Development's

Department of Education and the governments at the states formulated the education

policy and planning. NPE 1986 and revised PoA 1992 envisioned that free and

compulsory education should be provided for all children up to 14 years of age before

the commencement of 21st century. Also, the Government of India made a

commitment that by 2000, 6% of the Gross Domestic Product (GDP) will be spent on

education, out of which half would be spent on the Primary education.

In November 1998, Prime Minister AtalBehari Vajpayee announced setting up of

VidyaVahini Network to link up universities, UGC and CSIR. The general marks-

based education system is now being replaced by the grades-based system.

1.9 Higher Education System in India:

Higher Education in India is one of the most developed in the entire world. There has

in fact been considerable improvement in the higher education scenario of India in

both quantitative and qualitative terms. In technical education, the IITs, and in

management, the IIMs have already marked their names among the top higher

educational institutes of the world. Moreover the Jawaharlal University and Delhi

University are also regarded as good higher educational institutes for doing

postgraduates courses and research in science, humanities and social sciences. As a

result, students from various parts of the world are coming today for higher education

in India. India currently produces a solid core of knowledge workers in tertiary and

37

scientific and technical education, although the country needs to do more to create a

larger cadre of educated and agile workers who can adapt and use knowledge …

Measures are also needed to enhance the quality and relevance of higher education so

that the education system is more demand driven quality conscious, and forward

looking, especially to retain In technical education, the IITs, and in management, the

IIMs have already marked their names among the top higher educational institutes of

the world. Moreover the Jawaharlal University and Delhi University are also regarded

as good higher educational institutes for doing postgraduates courses and research in

science, humanities and social sciences. As a result, students from various parts of the

world are coming today for higher education in India. Most of these universities in

India have affiliating colleges where undergraduate courses are being taught.

According to the Department of higher Education, government of India, there are

16,885 colleges, 99.54 lakh students and 4.57 lakh teachers in various higher

education institutes in India.

CONTEMPORARY EDUCATION ISSUES:

Modern education in India is often criticized for being based on rote learning.

Emphasis is laid on passing examinations with high percentage. Very few institutes

give importance to developing personality and creativity among students. Recently,

the country has seen a rise in instances of student suicides due to low marks and

failures, especially in metropolitan cities, even though such cases are very rare. The

boards are recently trying to improve quality of education by increasing percentage of

practical and project marks.

Many people also criticize the caste, language and religion-based reservations in

education system. Many allege that very few of the weaker castes get the benefit of

reservations and that forged caste certificates abound. Educational institutions also can

38

seek religious minority (non-Hindu) or linguistic minority status. In such institutions,

50% of the seats are reserved for students belonging to a particular religion or having

particular mother-tongue(s). For example, many colleges run by the Jesuits and

Salesians have 50% seats reserved for Roman Catholics. In case of languages, an

institution can declare itself linguistic minority only in states in which the language is

not official language. For example, an engineering college can declare itself as

linguistic-minority (Hindi) institution in the state of Maharashtra (where official state

language is Marathi), but not in Madhya Pradesh or Uttar Pradesh (where the official

state language is Hindi). These reservations are said to be a cause of heartbreak among

many. Many students with poor marks manage to get admissions, while meritorious

students are left out. Critics say that such reservations may eventually create rifts in

the society.

Ragging has been a major problem in colleges and students have died due to ragging.

However, ragging is now a criminal offense, and all universities and colleges are

obliged to publicize the penalties for ragging and monitor hostels to prevent ragging.

Expenditure on education is also an issue which comes under the scanner. According

to the Kothari commission led by Dr Vijay Kothari in 1966, expenditure on education

has to be minimum 6% of the GDP. Whereas in 2004 expenditure on education stood

at 3.52% of the GDP and in the eleventh plan it is estimated to be around 4%. The

"sarva shikshan abhyan" has to receive sufficient funds from the central government to

impart quality education.

1.9.2 Technical Education Courses in India:

The courses, which are known as 'technical' in India and therefore come under the

purview of All India Council of Technical Education are - degree and diploma courses

in Engineering, Master degree Courses in Engineering, Master of Computer

39

Application (MCA), Master of Business Administration (MBA), Pharmacy Courses,

Courses in Architecture and Applied Arts and Hotel Management and Catering

Technology Courses.

1.9.3 EDUCATION FOR SPECIAL SECTIONS OF SOCIETY:

Women:

Under Non-Formal Education programme, about 40% of the centers in states and 10%

of the centers in UTs are exclusively for girls. As of 2000, about 0.3 million NFE

centers were catering to about 7.42 million children, out of which about 0.12 million

were exclusively for girls. In engineering, medical and other colleges, 30% of the seats

have been reserved for women.

SC/STs/SBCs and OBCs:

The Government has reserved seats for SC/STs/SBCs in all areas of education.

Special scholarships and other incentives are provided for SC/STs/SBCs candidates.

Many State Governments have completely waived fees for SC/ST students. The IITs

have a special coaching program for the SC/STs/SBCs candidates who fail in the

entrance exams marginally. Seats have been reserved for candidates belonging to

Other Backward Classes as well in some states like Tamil Nadu, Karnataka and

Andhra Pradesh. The struggle for reserving seats for students from OBC categories in

elite institutions like IITs, IIMs and AIIMS and Central Universities is still going on.

The Supreme Court of India is obstructing this reservation for the reason that there has

been no caste-wise census since 1931 and the population share of OBCs cannot be

based on 1931 census. The Department for the Welfare of SC/ST/OBC/Minorities

introduced the SC/STs/SBCs tuition-fee reimbursement scheme in 2003-2004. The

scheme applies to SC and ST students of states and central who are enrolled in

recognized unaided private schools and who have an annual family income of less

40

than Rs. 1 lakh. It provides a 100% reimbursement of the tuition fees, sports fee,

science fee, lab fee, admission fee and the co-curricular fee if the student's family

income falls below Rs. 48, 000 per annum and a reimbursement of 7% if the family

income is greater than Rs. 48, 000 per annum but less than Rs. 1 lakh. The subsidy

provided by the scheme covers between 85% and 90% of the beneficiary's total

running expenses in studying in a private school.

In Maharashtra from 2005-06 to till 2015-16 The Department for the Social Welfare

of SC/ST/OBC/Minorities introduced the SC/STs/SBCs tuition-fee reimbursement

scheme. SC/STs full tution plus Development fee reimbursement if he came from

CAP Round Admission. OBCs will reimbursed 50% of Tution fees only No

Development fee will reimbursed. TFWS was introduced by AICTE which means

Tution fees Waiver scheme. They have to pay only Development fees as they have

came from special and over and above seats to the Institute.

1.9.4 Institutes offering Technical Education in India:

As the technical education courses in India are quite diverse, the number of institutes

providing technical courses in India is also huge. The number of AICTE approved

institutes that offer engineering degree courses in India is - 4,39,689. There are around

1244 institutes in India that offer diploma courses in engineering, 415 institutes offer

diploma courses in Pharmacy, 63 institutes offer diploma courses in Hotel

Management and Catering Technology Courses and 25 AICTE approved institutes that

offer diploma courses in Architecture. The number of AICTE approved institutes that

offer master of Computer Application courses in India is 1012. Likewise the AICTE

also approves institutes from time to time institutes that offer MBA courses,

M.E./M.Tech, Architecture and Applied Arts Courses, Hotel Management and

Catering Technology Courses.

41

Given the importance of technical education in the further development of the nation,

the Government of India is keen on developing some more institutes in the line of

IITs, IIMs and IISCs. The Prime Minister of India has unleashed a plan to establish 8

IITs, 7 IIMs and 5 IISCs to improve the spread and quality of technical education in

the country. These institutes along with various private institutes and foreign technical

colleges have the potential of making technical education accessible to all sections of

society in India without compromising on the quality of education.

1.9.5 Key players in the Higher Education System in India:

The University Grants Commission of India is not only the lone grant giving agency in

the country, but also responsible for coordinating, determining and maintaining the

standards in institutions of higher education. Apart from the UGC here are various

professional councils that are responsible for recognizing courses, promoting

professional institutes and providing grants to undergraduate programmes. They are

All India Council for Technical Education (AICTE), Distance Education Council

(DEC), Indian Council for Agriculture Research (ICAR), Bar Council of India (BCI),

National Council for Teacher Education (NCTE) Rehabilitation Council of India

(RCI), Medical Council of India (MCI), Pharmacy Council of India (PCI), Indian

Nursing Council (INC), Dentist Council of India (DCI), Central Council of

Homeopathy (CCH) and the Central Council of Indian Medicine (CCIM) are the

statutory professional councils of India. India has one of the largest 'Higher Education

System in the world. Main players in the higher education system in the country are:

University is responsible for coordination, determination and maintenance of

standards, release of grants. Professional Councils are responsible for recognition of

courses, promotion of professional institutions and providing grants to undergraduate

programmes and various awards. Central Government is responsible for major policy

42

relating to higher education in the country. It provides grants to the UGC and

establishes central universities in the country. The Central Government is also

responsible for declaration of Educational Institutions as 'Deemed to be University' on

the recommendation of the UGC. Presently there are sixteen (18) Central Universities

in the country. In pursuance of the Mizoram Accord, another Central University in the

State of Mizoram is planned. There are 99 Institutions which have been declared as

Deemed to be Universities by the Govt. of India as per Section of the UGC Act, 1956.

State. The Industry-Oriented Engineering EducationEngineering has no doubt,

progressed in the last 150 years. The commercial airplane, personal automobile, and

the computer are some of the marvels that engineers have produced. Engineering

pedagogy and curriculum have unquestionably changed as well. I recently skimmed

through a book written in 1918 by Charles Riborg Mann on the subject of engineering

education, highlighting the present conditions, current problems, and suggested

solutions for engineering education. Among the problems, Mann lists admission, time

constraints, course content, testing and grading, and shop work as main sections for

discussion. As we enter 2015, we continue to see the same repeated discussions as 100

years prior. [1]In the compilation, Educating the Engineer of 2020: Adapting

Engineering Education to the New Century published by the National Academy of

Engineering, a discussion ensues about the outlook of engineering education. In a

section entitled, “Pursue Student-Centered Education,” it is stated that “one should

address how students learn as well as what they learn in order to ensure that student

learning outcomes focus on the performance characteristics needed in future

engineers. Two major tasks define this focus: (1) better alignment of engineering

curricula and the nature of academic experiences with the challenges and opportunities

graduates will face in the workplace and (2) better alignment of faculty skill sets with

43

those needed to deliver the desired curriculum in light of the different learning styles

of students.” It is a continual struggle to define what the “best” approach to educating

engineers is. Will that come with improved curriculum? Better grading? Or does the

key lie in how we assist students in drawing meaning and significance from their work

thus motivating them to continue to pursue engineering with excellence? We believe

that reflection plays a vital role in helping students to draw significance and

understanding from their rigorous studies.

Even as we continually make strides towards improving engineering education, we

will still ask similar questions as Professor Mann in 1919, “Do we need fewer or more

schools? Is the curriculum too long or too short? Should the engineering school be

made a graduate professional school? What are the present demands of science, of

industry, and of education? How well are the schools meeting these demands? What

changes, if any, seem desirable?”

Governments are responsible for establishment of State Universities and colleges, and

provide plan grants for their development and non-plan grants for their maintenance.

India is today one of the fastest developing countries of the world with the annual

growth rate going above 9%. In order to sustain that rate of growth, there is need to

increase the number of institutes and also the quality of higher education in India.

Therefore the Prime Minister of India has announced the establishment of 8 IITs,

seven Indian Institutes of Management (IIMs) and five Indian Institutes of Science,

Education and Research (IISERs) and 30 Central Universities in his speech to the

nation on the 60th Independence Day. The outlay for education during the 11th Five

Year Plan, which runs from the current fiscal to 2012-13, represents a four-fold

increase over the previous plan and stands at Rs 2500 billion. The thrust of the policy

underlying the Eleventh Five Year Plan for Higher Education is on increasing access

44

to quality higher education while ensuring equity. A new Scheme for Reduction in

Regional Imbalances, Social Gaps and Promotion of Inclusiveness in Higher

Education has been introduced by the University Grants Commission (UGC) in the XI

Plan, which will serve the rural and tribal areas as well. Central Universities have been

established in all the states in the North-Eastern Region including in states with

predominately tribal population. In addition, during the XI Plan a Central University

will be established in each of those states where there is no Central University. 374

new colleges are proposed to be established one in each district where the Gross

Enrolment Ratio (GER) is lower than the national average. In the XI Plan, a target has

been set to increase the GER of students in the eligible age group of 18-24 years in

higher education by 5 percentage points by the end of the Plan. Provision for

infrastructural and other requirements for this purpose is required to be made by

Central and State Governments. (Arunachalam, P., 2010

1.10 Financing higher education in India:

Higher education in India is primarily funded by the government – central or state

governments and the households. An optimal level of funding is required for

maintenance of reasonable standards of higher education. This may vary across subject

areas and across the country. However, with a view to estimate the overall requirement

of funds for higher education, an average unit cost of Rs.60000 per annum per student

is taken. Based on this norm, for an enrolment of 10.48 million, an annual expenditure

of Rs.628.8 billion is desired on higher education in India. Additional funds are

required for new infrastructure and facilities for expansion of enrolment. Further,

living and transport expenses are borne by the students and parents directly.

Access and Equity:The Central Government is conscious of the need to raise both the

enrolment rate and access to higher education to all who deserve irrespective of class,

45

caste, religion, gender or economic status. In the last plan period enrolment rate has

gone up form some 6% to 10%and the 11th Plan it is proposed to raise it 15 percent. 30

new Central Universities, 8 new IITs, 20 new IIITs and 7new IIMs, and several high

grade Medical Institutes are proposed to be established during the next plan period,

and one degree college would be established in each district of the country. The Prime

Minister has invited private sector participation in this venture. Knowledge

Commission, which was established at the suggestion of the present Government, has

submitted its first report on Higher Education and is under scrutiny for implementation

by the Government. There are proposals for improving access to quality higher

education to disadvantaged groups in the population (Moily Committee and Sachar

Committee reports). The Indian Prime Minister in his Independence Day speech on

15th August 2007 said, “We will also ensure that adequa te numbers of colleges are set

up across the country, especially in districts where enrolment levels are low. We will

help States set up colleges in 370 such districts. The University system, which has

been relatively neglected in recent years, is now the focus of our reform and

development agenda. We will set up thirty new Central Universities. Every state that

does not have a central university will now have one. In order to promote science and

professional education, we are setting up five new Indian Institutes of Science

Education and Research, eight new Indian Institutes of Technology, seven new Indian

Institutes of Management and twenty new Indian Institutes of Information

Technology. These will generate new educational opportunities for our youth.

Against the desired expenses of Rs.628.8 billion on higher education, the government

spends around Rs.290 billion per year. This figure has been arrived at on analysis of

the budgeted expenditure on education by the government for the year 2014/15. The

budget estimate – 2014/15 for higher education (including technical education) for the

46

central government and the state governments taken together was Rs.231.4 billion.

Taking into account an increase of five per cent per year as per historical rate of

increase, this is estimated at Rs.245 billion during the current year. It is estimated that

the government spends another Rs.65 billion every year on post-secondary education

in the agriculture and the health sectors. Altogether, the central and the state

governments spend Rs.290 billion per year on higher education in India.

With the landscape for higher education changing rapidly, one cannot think of a stable

funding structure for higher education. The future of financing higher education

cannot be merely an extension of the present but shaped by new realties, such as

massive growth in enrolment, new mechanism of cost sharing, the appearance of new

cross-border suppliers, the emergence and growth of different types of public and

private higher education providers, distance education and many other innovations.

Consistent with these realties, new and flexible ways of tackling financing issues in

higher education have to be found. This would require alternative policies and

mechanisms to provide answers to these challenges. (Sanyal, C. B. & Martin, M.,

2006) have identified the following seven key factors that would affect the new

funding trends for higher education:

a. The massive expansion of enrolment;

b. The incapacity of the state to fund such an expansion;

c. The vigorous emergence of the private higher education;

d. The tendency to cost sharing by students and their parents;

e. The importance of accountability;

f. The emergence of new providers; and

g. The need for funding by the states to reduce growing inequalities in access.

47

CHAPTER TWO

LITERATURE REVIEW

Financing of education has been a matter of great concern and major policychallenge

across all the countries. A country’s education sector competes for public resources with

all other sectors and has been a competition for resources with in various sub-sectors of

education. There was a time when the educational development of a nation occurred

exclusively with the availability of public resources and the private participation was not

considered that much necessary and a good practice. The governments were having

sound budgets and providing sufficient resources to the education sector, at least, up to

the elementary and secondary levels. The present day advanced economies and even the

newly industrialized countries of East Asia have developed their human resources with

the strong backing of the public funds. However, the situation changed considerably with

the advent of economic reforms under the so-called neo-liberal policies. As a

consequence, the education sectors of many counties were opened up for the private

sector on the massive scale. It has brought up the issues of rising costs, cost recovery and

financing of education on the forefront of any discussion related to the education sector.

For the past many years, not only in India, but also across the world, public expenditure

on higher education has been declining at least in real prices as in relation to state

incomes and budgets. The decline in public expenditure on higher education has emerged

as a global crisis of higher education sectors and is the most noticeable trend. Compelled

by economic reform policies or conceived of the rationale for reduced role of the state in

funding higher education, most countries have inflicted serious cuts in public budgets for

higher education. This trend exist in many countries, in some or all of the areas related to

education: total public expenditure on higher education, per student public expenditure,

public higher education expenditure’s hares in relation to a particular country’s national

48

income or total government expenditure, and allocation in absolute and relative terms to

the important programmes that include research, scholarships and so on. Recognizing the

importance of education in national development, high priority will continue to be

accorded to expansion of education, significantly improving the quality of education

imparted, and ensuring that educational opportunities are available to all segments of the

society. Key education development priorities Owlia and Aspinwall (1998a) have

suggested a revised framework for service quality dimensions which consists of 19

quality characteristics grouped into four attributes namely academic resources,

competence, attitude and content. This frame work could be used for measuring and

improving educational service quality. (St. John Edward P., 1994) College costs are

extremely controversial. St. John explains why and assesses differing financial strategy

contributions and deterrents to the major issues in higher education finance, one of the

most important being how to mediate the negative effects of increased

privatization.Awareness for higher education among society: Towards the end of 19th

century, many visionaries and educational leaders contributed for the “Education

revolution” in the State. This helped to spread the awareness of 93 importance of

education across the entire social fabric of the state. These visionaries promoted Institutes

of high learning in Mumbai and Pune. The subsequent growth of education in these

regions, helped to boost more awareness among the people.

It is generally argued that the fees of various courses in Technical courses are exuberantly

high. Earlier dual fee structure under ‘the Free and Payment seats’ was well accepted by

the society and remained in existence for a long period. This scheme however created a

partition of meritorious students and rich students in the society. After the judgment in

the case of T.M.A. Pai, the principle of ‘cost-based-education’ is now gaining the

acceptance by the society. The sample of institutes charging higher range of fees. It is

49

evident from the table, which shows that candidates as well as parents are opting for the

Quality Education and in spite of higher level of fees in these institutes as the figures

under the column count indicates no. of options opted by the students for that Institute. It

may be also noted that majority of these institutes have been accredited by the National

Board of Accreditation. This shows that the students and parents, both the stakeholders,

are aware of the accreditation and hence quality of education. Most of these institutes are

having standing of almost more than 20 years. Majority of these institutes are located in

Mumbai and Pune region. This adds to our belief that the geographical location definitely

matters to the choice of institute. Those who do not have the accreditation as well as long

standing have earned the reputation through quality consciousness, excellence of

infrastructure and faculty which reflects in the inclusion of these institutes in

sample of institutes charging higher range of fees. These institutes have either NBA

accredited or having long standing in the society and all these institutes are located in

Mumbai and Pune. In addition to this, these institutes recruit faculty from corporate field

which enables students to explore to the practical world. This fact again endorses that

quality education is available in this region. It also shows the sample of institutes

charging lower fees. Like Engineering, due to the fact that these institutes are not

accredited and having reasonable standing, they are not able to attract students by virtue

of their lower fees. Further this may also be due to non attractive pay packages in the

placement of these institutes. Since T.M.A. Pai Judgement, Institutes are permitted to

decide their fees based on the cost of the education. Therefore, every Institute is having a

different fee structure. Course wise minimum and maximum fees range of fees for every

course is also shown. One of the parameters for deciding fee is the actual number of

students on role. Therefore, trusts /societies should come forward to increase their

sanctioned intake so as to reduce the cost of education per student. According to him,

50

attempts can be made to mobilize non-governmental resources from students in the form

of marginal increase in fees, student loan programs can be revitalized to generate some

resources, and attempts may be made to augment resources from the private corporate

sector by forging effect university- industry relations. Tilak cautions that these measures

can be successful only if the government does not reduce its role in funding higher

education significantly and if none of the measures aim to reduce the demand for higher

education. (Patrinos, Harry Anthony & David Lakshmanan Ariasingam, 1997) defines

demand-side financing in public education as the mechanisms through which public

funds are channeled directly to the individual or institutions based on some expression of

demand. Examples of such mechanisms include vouchers, public assistance to private

schools, targeted bursaries etc. The authors review World Bank projects in the mid-1990s

that included demand-side financing components. (Altbach, Philip G. (Ed.), 1999)

examine the parameters of private higher education worldwide. Altbach outlines the

perspectives on private higher education: themes and variations, issues and trends. Levy

explores the diversity of private higher education by analyzing the formulation of

isomorphism. Although the book is mainly about private higher education in Latin

America, the private sectors in other countries including India, the Philippines, Malaysia

and Hungary are also discussed. (Tilak, Jandhyala B. G. & Geetha Rani (Eds.), 2000)

consists of a selection of papers presented at a National Seminar on Education Finance,

organized by the National Institute of Education Planning and Administration (NIEPA).

In the first chapter “Pattern of Financing Education”, Jandhyala Tilak provides a detailed

statistical and analytical profile of various public education expenditure trends in India

.The report of (Independent Committee of Inquiry into Student Finance, 2000) known as

the Cubie Report, discusses the findings of a study that reviewed tuition fees and

financial support for students normally residents of Scotland, who were participating

51

either part- or full-time in further and higher education courses elsewhere in the UK. The

purpose of the report is to make recommendations for changes to the current system that

would promote access to higher education, particularly for those groups currently

underrepresented. The impact of the crisis on higher education is analyzed at the

household, institutional and macro levels. (Varghese, N. V. , 2001) is based on an

International Institute for Educational Planning Policy Forum in 2001. The first paper by

Varghese provides an overview of the major changes in the higher education sector in

selected countries stemming from the economic crisis in East Asia. The other two papers

analyze the crisis and its impact on higher education in Indonesia and Korea. In general,

these changes include: 1) increases in student drop-out rates, 2) shrinking of private

universities, 3) decreases in study-abroad fellowships, 4) regulation changes, 5) inflows

of study-abroad students, and 6) budget cuts in many universities.

The higher education institutions, rather than the federal government, should provide

student loan guarantees. (Archibald, Robert B., 2002) given detailed Such a switch would

provide institutions with more incentive to provide a good education, and would cause a

saving in federal aid spending that could be applied to increasing Pell Grants for students

from lower income families.The colleges and universities are diversifying their revenue

streams, examines how they are doing so, and synthesizes the research on decision-

making processes regarding new revenues. (Hearn, James C., 2003) is explained the

revenue-seeking efforts are investigated in eight domains: 1) instruction, 2) research and

analysis, 3) pricing, 4) financial decision making and management, 5) human resources,

6) franchising, licensing, sponsorship, and partnering arrangements with third parties, 7)

auxiliary enterprises, facilities and real estate, and 8) development. The author asserts

that revenue diversification efforts should not only generate new revenues, but also

generate new net returns. When pursuing new revenues one must deal with the question

52

of why new revenues are being sought. This report is a good reference for leaders of

higher education institutions. Tan and Kek (2004) have provided SERVQUAL model and

Satisfaction Grid analysis to find an immediate action requirement for improvement.

The twenty-year evolution of the United Kingdom’s higher education finance system

from one financed almost exclusively by the government and taxpayers to one with

significant Student/ family financial contributions. (Barr, Nicholas, 2005) He examine the

changes leading up to the highly-contested 2004 legislation that abolished up-front tuition

fees and introduced a scheme that allows students to defer their contribution to the cost of

their courses until after they have graduated in terms of two key elements – the proper

design of student loans and the role of regulated market forces.

To find plausible answers to the ongoing policy debate about financing higher education

through public subsidies versus student loans. It focuses specifically on the financing of

collegiate education, which is part of general higher education. (Narayana, M. R. , 2005)

This study provides interesting data about the development of student lending in India, as

well as the structure of higher education finance. The results of this study imply that the

student loan may not be a perfect substitute for budgetary subsidies to the poor but

deserving student in collegiate education. Thus, the paper recommends a mix of

governmental and private funds in supporting students through collegiate education.

A comprehensive paper on higher education in India that provides an overview of its

structure, the regulatory environment in which it works, its financing and other important

issues including governance, academics and technology. (Agarwal, Pawan, 2006) It

argues that while the higher education system (particularly the private sector) in India has

expanded rapidly over the last 20 years, it has done so with little regulation and

decreasing standards in all but a few quality institutions. Moreover the expansion in

enrolments has taken place at a time when public funding has declined (in real terms) and

53

public universities have started to charge higher tuition fees. These changes have had a

negative impact on access for the poor given the absence of substantial student financial

aid programs. The paper consolidates a number of recommendations into a broad

framework for action. Within this framework it identifies several strategies for making

higher education affordable and accessible to everyone including the introduction of an

income contingent loan program and the establishment of a Social Equity Fund that

would administer financial aid programs for poor students.

Two interrelated facets of Higher Education policy in India: the key distortions in higher

education policies and what explains them. It first sets the stage by laying out the

principal conceptual issues that need to be considered when thinking about an appropriate

policy framework for higher education in India. (Kapur, Devesh & Pratap Bhanu Mehta,

2007) It then examines three key distortions in Indian higher education with regards to

markets, the state and civil society (philanthropy). The next part of the paper examines

the political economy of Indian higher (tertiary) education and seeks to explain the

ideological and political underpinnings of these distortions and how they work in

practice. The authors conclude with some indicative some policy directions for Indian

higher education. The purpose of this exercise is not to make detailed policy

recommendations, but rather to flag the kinds of issues that ought to be addressed.

Mahapatra and Khan (2007) have demonstrated an Educational model for the

measurement of the quality of education in engineering institutions. The Indian higher

education system is presently facing several challenges. The challenge of global

competitiveness has been added to other demanding tasks such as access, equity,

relevance, quality, privatization and internationalization in the face of a resource crunch.

(Ved Prakash, 2007) This article gives an overview of trends in the expansion of higher

education and examines variations in participation across states, gender and social

54

groups. An attempt has also been made to discuss the trends in the financing of higher

education and the required resources to meet the target of allocating 6 per cent of the

GDP to education. It argues that without appropriate policy interventions in school

education, it would be of little use to have interventions at the higher educational level,

which discriminate in favour of girls, SCs and STs. Quality is very much essential today

for the institutions, programmes and teaching for the reasons as mentioned by Mishra

(2007). The advancements in technology necessitated starting new courses in the new and

emerging areas to cater to the needs of industry and society. Therefore, the permission to

the non-aided institutes was granted for the courses in new and emerging technologies.

Thus, non-conventional degree and diploma courses titled Industrial Electronics,

Computer and Information Technology, Petroleum and Polymer, Biomedical

Engineering, Construction Technology, etc. were granted permission. Similarly, diploma

courses such as Leather Technology, Packaging Technology, Foundry Technology, Tool

Design, Plastics and Polymer Engineering, etc. are also started through Government

institutions under the World Bank assisted project.

The nature of the shift from viewing higher education as a public good to a private,

tradable commodity and its dangerous implications. Basically higher education is a public

good; it is also recognized as a merit good. Besides being a public good in itself, it

produces several public goods. The public goods that higher education produces, shapes

and nurtures are also diverse. (Tilak, Jandhyala B. G., 2008) had explained the social

purpose it serves, the nation-building role it performs, the public good nature and the

human right nature of higher education—all these dimensions are very closely related,

and they need to be considered as fundamental and non-compromizable principles in the

formulation of public policies relating to higher education.Globalization has redefined the

constituents and drivers of economic progress over last two decades. The traditional

55

contributors of economic development and economic power such as material resources

and production capabilities have been replaced by knowledge and information.

Globalization has resulted in significant changes in the knowledge economy and ushered

new conditions for the provision of higher education to cater the skill requirement all

across the globe. (Mishra, Jitendra Kumar et al., 2008) is mentioned Higher educational

services have emerged over the last few years as a major economic sector for trade worth

several billion dollars. The key elements of globalization include the knowledge society,

information and communication technologies, the market economy, trade liberalization

and changes in governance structures. The bias against reform means that real reform will

not come from within higher education. Reform will have to come from the outside. As

in a nuclear arms race, actors—in this case, individual colleges and universities—cannot

reform unilaterally. Serious cost control efforts will damage reputations in the short run

and make it more difficult to recruit both gifted students and gifted faculty. (Martin,

Robert E., 2009) had reform effort will have to be industry-wide, and that can only come

from the outside.Finally, the revenue-to-cost spiral suggests that cost control reform must

be a prior condition for any increase in higher education funding. If it is not, the increased

funding will simply drive costs higher, returning little social benefit. But cost-control

reform should not be all stick and no carrot—pay for performance should be a part of

cost-control reform, and an institution’s reward for successful cost-control reform should

be increased funding.It is unambiguous that Policy of the Government of India now

encourages augmentation of resources for covering a larger portion of cost of higher

education. Recent policy changes in India often favour to divert resources from higher to

primary level of education and favours for full cost recovery from students even in public

higher education institutions. Cost recovery measures comprising of increase in fees,

student loans currently operated by commercial banks and privatization will exacerbate

56

inequality in the society. (P. Geetha Rani, 2010) Indeed, there seems to be a nexus

between the present student loan scheme and full cost recovery. Increasing reliance on

student fees, student loans and privatization without considering the low-income groups

may produce regressive effects in the society. Under the deep waves of globalization and

competition, important economic rationale for government funding especially for higher

education is neglected. Education assumes significance as a provider of input for

economic, political and social development, besides as a source of knowledge. (Dr. S.

Puttaswamaiah, 2010) given views regarding Economic growth in recent years has been

based on availability and quality of knowledge in any country, which in turn depends on

access and affordability to education. Hence, importance of education has increased to

supply adequate and qualitative human capital. Functioning of education sector depends

on availability of various resources, of which to a large extent on financial resources.

Finances for education are mobilized from different sources like government spending,

fees, educational loans, and others. The growth of management institutions in India in last

15 years has been rapid. (Havaldar, Krishna K., 2011) has been explained that India has

2000 B-Schools, awarding MBA degrees, or an equivalent and often, more valuable post-

graduate diplomas (like those given by IIMs). It is heartening to find two management

institutes from India, the Indian Institute of Management, Ahmedabad (IIMA) and the

Indian School of Business, Hyderabad, are placed 11th and 13th in the global ranking of

2011 by Financial Times. This study addresses various issues associated with different

categories of management institutions operating in India. Some of the major issues are:

the quality of the faculty, students and facilities; pedagogy and recognition; research

outputs, executive training, and placement and brand equity. These issues are then

analysed with respect to different categories of business schools in India : (1) top 30

government and private B-Schools, including (IIMs), (2) university departments of

57

management studies, (3) private autonomous B-Schools approved by All India Council of

Technical Education (AICTE),(4) university affiliated private colleges, (5) private

institutions not affiliated to any universities nor approved by THE AICTE, (6) private

institutes in collaboration with foreign universities. There is a need to contemplate what

India will need in 2025. Management education in India in 2011 is not what it was in

1950s. Top management institutes’ future should not be what we can learn from Harvard

Business School. It should be what they can learn from us. (Anjum, Dr. Bimal & Rajesh

Tiwari, 2012)explained the data is analyzed to investigate the reasons for large number of

vacant seats in professional colleges. The last two decades had witnessed unprecedented

growth in institutes of higher education primarily due to private sector participation. The

private sector is expected to provide useful contribution in achieving the target of 30%

GER by 2020 set by government of India. Though the private institutes have grown in

number they are not able to attract the high ranking students. The issues of quality,

access, equity, inclusiveness require urgent attention of the stakeholders. Un-

employability of graduates is a cause of concern. Large number of vacant seats in self

financing colleges is threatening the financial viability of these institutions. Proper

regulatory framework supported by mutual trust and accountability is important for the

establishment of vibrant global private higher education institutions which can ensure

quality, access, and inclusiveness.India’s education system is often cited as one of the

main contributors to the economic rise of India. The size of India’s higher education

market is about $40 billion per year. Presently about 12.4 percent of students go for

higher education from the country. If India were to increase that figure of 12.4% to 30%,

then it would need another 800 to one thousand universities and over 40,000 colleges in

the next 10 years. (Gupta, Deepti & Navneet Gupta, 2012) also presents the key

initiatives by the government and recommendations to meet these challenges. In this

58

paper authors have presented the development and present scenario of higher education in

India by analyzing the various data and also identify the key challenges like demand-

supply gap, quality education, research and development and faculty shortage in India’s

higher education sector. In this paper also identified the key initiatives from the

government side which include the establishment of NCHER, independent regulatory

authority for accreditation and national database of academic qualification, increase in

number of universities including IITs, IIMs, NITs and SPAs during 11th five year plan

and increase in the number of seats in existing institutions, and passing of the Right of

Children to Free and Compulsory Education. Looking to the present scenario of the

higher education in India we recommended some points in order to further meet the

challenges.The several basic characteristic features of higher education, such as higher

education as a public good, merit good, social investment, and as a human right are under

attack. Recent evidence shows that many universities are experimenting with cost

recovery measures, generating resources from student fees, and other non-governmental

sources. The effects of these cost recovery measures on the quantity, quality and equity in

higher education need to be examined for sound policy making. (Tilak, Jandhyala B. G. ,

2012) mentioned a quick review of some of these arguments being made in favour of and

against public financing of higher education and restated how important it is for the state

to finance higher education. It is argued that significant reduction in public subsidies to

education is neither feasible, nor desirable, even if feasible. The rising cost of higher

education is a topic of large concern today. As tuition prices continue to grow at a

quicker pace than housing prices, consumer prices and average hourly wages, it is

becoming harder and harder for the average American family to afford going to college.

What factors have been driving this large rise in tuition prices? This thesis aims to set up

a supply and demand framework to analyze the various forces that may be driving the

59

price of higher education to rise above the Consumer Price Index over time. (Li, Helen,

2013) defining long-run supply and demand for the higher education market, this thesis

addresses economy-wide factorsand summarizes the findings of Robert Archibald and

David Feldman in Why Does College Cost So Much?. Next, this thesis examines higher

education-specific factors and specifically tests thehypothesis: The long-run supply curve

for higher education’s is theoretically vertical. Theinability for supply to meet the

increasing demand for higher education results in a supply anddemand imbalance that

drives up the price of higher education. After looking at both economy wideand higher

education-specific factors, it is apparent that slow productivity growth and largewage

increases for professors (cost disease) and an unresponsive total enrolment (supply) in

theface of rising demand are largely driving the increase in the price of higher education.

In order tocurb this rising prices, his thesis will offer a few policy implications and

recommendations.Namely, online education and “blended” courses may offer viable

solutions to increase theproductivity of professors and increase total enrolment at

institutions. The higher education scenario in India and attempts to point out why very

few serious investors invest in higher educational sector. Several factors are responsible

for this. Primary among these are the legal and legislative hurdles in several states.

(Dhanuraj, D. and Kumar, Rahul V., 2015) It is also seen that the bad precedent set by

the existing institutions dissuade serious investments. The education agenda beyond 2015

requires increased and well targeted financing and effective and efficient utilization of

allocated funds. The Central and State governments have been making efforts to provide

adequate and equitable financing to educational priorities. Furthermore, coordination,

monitoring and evaluation will be improved to ensure that the available funds are used

efficiently and effectively, and with measurable outcomes and impacts for children and

youth, in particular, and socio-economic development, in general. These factors have led

60

to specific problems for serious investors in this sector in India. The paper identifies these

problems and suggests that a possible change in perception towards higher education

would be most desired in the current picture. Public funding has its own limitations and

constraints in a diverse and vast nation leading to resources being spread thinly if the

objective of massive expansion in enrolment with equity is to be fulfilled. Public funding

cannot keep pace with rapidly rising costs of higher education. (Themes & Question for

Policy Consultation on Higher Education, 2015) given expansion of student numbers has

presented a major challenge which combined with the goal of inclusivity has aimed to

provide access to all sections and thereby operate a highly subsidized tertiary education.

In financial terms, this has become an unsustainable model. Traditionally, education has

been seen as a public good, contributing to society through educating citizens, improving

human capital, and boosting economic development. Funding shortages due to

“massification” have also meant that higher education system and institutions are

increasingly responsible for generating larger percentages of their own revenue.

It is widely recognized that higher education promotes social and economic development

by enhancing human and technical capabilities of society. Technical change and

institutional change are key components of development. Higher education plays an

important role in facilitating these changes by incorporating all of the various

demographics of the population.

Higher education has been found to be significantly related to the human development

index and greater for the disadvantaged groups (Joshi, K. M. , 2006). Similarly, the lack

of such education causes the inverse to occur, i.e. the greater the level of higher education

in a society, whether in stock or flow forms, the greater the level of human development

can be, through its influence on two main components of human development index: life

expectancy, and GDP per capita (Tilak, J. B. G., 1994). In its size and diversity, India has

61

the third largest higher education system in the world, next only to China and the United

States. The higher education system in India grew rapidly after independence (Agarwal,

Pawan, 2006). Today, Indian higher education is comprised of 33,657 institutions, made

up of 634 universities and 33,023 colleges; it is the largest higher education system in the

world in terms of the number of institutions. With the changing demographics, political,

philanthropic and economic environment, the objective of higher education has now a

more focused attention on access and equity. The Indian higher education has seen three

phases of funding, philanthropic to public, and then to private financing. The changing

financing patterns have altered regulations, equity, efficiency and quality aspects of

higher education. (Joshi, Dr. K. M. & Ahir, Dr. Kinjal Vijay, 2013)Higher education in

India is primarily funded by the government – central or state governments and the

households. An optimal level of funding is required for maintenance of reasonable

standards of higher education. This may vary across subject areas and across the country.

However, with a view to estimate the overall requirement of funds for higher education,

an average unit cost of Rs.60000 per annum per student is taken. Based on this norm, for

an enrolment of 10.48 million, an annual expenditure of Rs.628.8 billion is desired on

higher education in India. Additional funds are required for new infrastructure and

facilities for expansion of enrolment. Further, living and transport expenses are borne by

the students and parents directly.

Against the desired expenses of Rs.628.8 billion on higher education, the government

spends around Rs.190 billion per year. This figure has been arrived at on analysis of the

budgeted expenditure on education by the government for the year 2004/05. The budget

estimate – 2004/05 for higher education (including technical education) for the central

government and the state governments taken together was Rs.131.4 billion. Taking into

account an increase of five per cent per year as per historical rate of increase, this is

62

estimated at Rs.145 billion during the current year. It is estimated that the government

spends another Rs.45 billion every year on post-secondary education in the agriculture

and the health sectors. Altogether, the central and the state governments spend Rs.190

billion per year on higher education in India.It has decided to focus more on the student

related financial aspects in the context of Higher Education (with special reference to

Technical Education Institutes in and around Pune, the major educational hub in

India)The success of any research study depends on the extent to which the advances,

both empirical and the theoretical have been, made by the previous researchers and

authors. Since survey of related literature helps us to show whether evidence already

available solves problems adequately without further investigation and thus may also

suggest the method of research appropriates.

Therefore it has been thought to be appropriate to shift the relevant facts regarding the

present study from the mass of research evidence to this chapter so as to formulate the

proper objectives in order to provide an outline for the successful execution of the

investigation.Research literature related to engineering education, that has been identified

under the present research problem may be classified as per given below:

Issues related to General Growth and Development at the National Level

Issues related to General Growth and Development at the Punjab Level

Issues related to Quality

Issues related to Equity

Issues related to Financing

Issues related to Placement

This framework has been used for classifying the available related literature and the

studies that have been completed over the years in the field of engineering education and

are surveyed in the present review report.

63

According to Government of India Report (1964) the development of human resources in

the form of properly trained scientists and engineers has been the most essential

prerequisite for sustained industrialization. This has led to the massive expansion of

technical/ engineering education in India up to the highest levels. According to Council

of Scientific and Industrial Research’s (CSIR) report (1984-1989) India was exploited by

the Britishers before independence for their own interests. They have not taken any

interest in the establishment of engineering institutions in the country. But after

independence, there has been tremendous growth in engineering institutions. A total of 46

engineering and technology institutions were established by the time India attained

independence in 1947. Most of them were having only bachelor’s degree level

programmes. Four of them had Master’s degree level programmes also. However none

offered the Doctorate degree Programme. Soon after independence India launched a

Programme both for expansion and diversification of engineering and technology.

Education In the 18 years between 1947 and 1965 the number of engineering and

technology institutions increased 3 fold. Between 1950 and 1965 on an average, 6 new

institutions were established each year. Between 1965 and 1983, there occurred a

doubling of engineering institutions. More than 20 engineering institutions were added

each year between 1980 and 1985. In 1989 there were 383 institutions offering various

types of tertiary level courses in engineering. Majority of them (372/383), offered

bachelor level engineering education. A total of 143 institutions including the 11 which

did not offer the bachelor level courses were giving either master’s level degree courses

or post graduate diploma courses in engineering. Seventy four institutions offered

doctorate level courses. According to Chatterjee (1986) only an industrialized economy

can provide sufficient resources for the balanced satisfaction of wants of all sections of

society and engineering education can play a very significant role in this regard. Chugh

64

(1992) and Sonda (1998) prove that with the impact of information technology and

integration among the nations the importance of engineering education has increased

much. Chugh lists three significant opportunities for India in the emerging scenario if it

can produce required number of engineers & technocrats.Financing of education has been

a matter of great concern and major policy challenge across all the countries. A country’s

education sector competes for public resources with all other sectors and has been a

competition for resources within various sub-sectors of education. There was a time when

the educational development of a nation occurred exclusively with the availability of

public resources and the private participation was not considered that much necessary and

a good practice. The governments were having sound budgets and providing sufficient

resources to the education sector, at least, up to the elementary and secondary levels. The

present day advanced economies and even the newly industrialized countries of East Asia

have developed their human resources with the strong backing of the public funds.

However, the situation changed considerably with the advent of economic reforms under

the so-called neo-liberal policies. As a consequence, the education sectors of many

counties were opened up for the private sector on the massive scale. It has brought up the

issues of rising costs, cost recovery and financing of education on the forefront of any

discussion related to the education sector.

For the past many years, not only in India, but also across the world, public expenditure

on higher education has been declining at least in real prices as in relation to state

incomes and budgets. The decline in public expenditure on higher education has emerged

as a global crisis of higher education sectors and is the most noticeable trend. Compelled

by economic reform policies or conceived of the rationale for reduced role of the state in

funding higher education, most countries have inflicted serious cuts in public budgets for

higher education. This trend exist in many countries, in some or all of the areas related to

65

education: total public expenditure on higher education, per student public expenditure,

public higher education expenditure’s shares in relation to a particular country’s national

income or total government expenditure, and allocation in absolute and relative terms to

the important programmes that include research, scholarships and so on. The decline is

not confined

to developing countries, though it is more prevalent in the developing than that in the

developed countries. There has been a significant fall even in the advanced countries such

as the United Kingdom, Australia and New Zealand. But the higher education sector

generally suffered much in the high income countries. However, the decline was steep in

some countries such as Botswana, Jamaica, Hungary and New Zealand (Tilak, 2006).The

financing of higher education is a matter of great theoretical and empirical debate. The

nature, extent and mode of participation of public funds in the education sector involve a

long list of arguments put forward by individual scholars and institutions. As reported

earlier (Chapter 1), these arguments mainly revolve around the ‘public good’ nature of

higher education, dynamic externalities produced by it, its role in achieving equality of

opportunities, and economies of scale (Blaug and Woodhall, 1979; OECD, 1990; Tilak,

1993a; 1997b). However, several arguments have also been cited against the public

subsidization of higher education. These arguments essentially revolve around three

parameters: (a) inefficiency; (b) iniquitous; and (c) pragmatic nature of these

grants/subsidies.

Many research studies show that the benefits of higher education are largely appropriated

by the students belonging to the upper and middle income groups, and those who

belonged to the forward communities. Thus, the benefits of liberal government

grants/subsidies are largely cornered by the already rich sections of society, whereas the

tax receipts, particularly from the indirect taxes - the stable tax resources of state – used

66

to finance higher education expenses mainly fell on the lower income groups. It can be

safely stated that the higher education of privileged sections of society is liberally

financed out of the revenue extracted from the poor and such a policy is bound to be

perpetuating educational and income inequalities in the society (Psacharopoulos, 1994;

World Bank, 1994; Psacharopoulos, 1997; Mingat and Tan, 1986; Jimenez, 1987, 1994;

World Bank, 2000).However, the debate of increasing grants/subsidies on one hand or

right-sizing/no grants/subsidies to higher education on the other hand has been

intensifiedrecently (Hinchiffe, 1993). In the absence of public grants/subsidies, it is

suggested that the cost of higher education should be extracted from the beneficiaries

(students) or financed from the alternate sources like the endowments, industry, charity,

etc. Since the professional education requires huge finances to establish and run the

infrastructural facilities, therefore, costs and financing practices have attained a great deal

of attention of policy makers and academia. Keeping in view the high cost of higher

professional education and financing practices adopted by the students, the present

chapter divides the review of literature into two parts. First, the studies related with the

measurement of cost of higher education both recurring and non-recurring cost; and

second, with the source/s of financing of such education.The cost of delivery of

education determines the resource requirements of an education sector. The cost of higher

education is strongly influenced by the many norms related to the various aspects of the

educational institutions like the level of teachers' salaries, teacher-student ratios,

provisions of physical infrastructure, administrative staff, affiliation norms, etc. The

literature related to the cost of higher education has been examined at two levels: (a) cost

studied related to other countries; and (b) cost studies pertaining to India and its various

states.

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2.1Survey of Available Literature

Higher education is financed in India largely by the government, and the long term trends

in financing show that higher education is increasingly becoming a state funded activity.

There are no private universities in India, but a large number of private colleges, most of

which are privately managed but publicly funded, to the extent of 80-90 per cent of their

recurrent budgets being provided by the government. From the point of view of finance,

and from the point of view of efficiency and equity, the private sector's contribution to

educational development is almost negligible (see (Tilak, J. B. G., 1992). After

independence, when economic and educational planning were first introduced in India,

around 1950-51, the government (federal, provincial/state and local), met only about 40

per cent of the total expenditure on higher education (excluding spending by students

themselves and their families, on books, uniform etc., and other non-fee expenditure).

The government contribution increased to 73 per cent by 1982-83. Correspondingly, the

share of every other sector declined: the share of student fees, the only contribution from

the students and their parents, declined from 37 per cent to 12 per cent, and the share of

other sources such as endowments, donations, etc., remained more or less stable at about

14 per cent. The 'other' sources are rarely considered as reliable sources of funds for

higher education in India. The pattern of fees appears to be particularly illogical. Fees are

not related in any way to the actual costs of education, nor to the ability of students and

their parents to pay for education. Students in arts and science courses (general

education) on average meet about one-fifth of the cost of their education in the form of

fees (of all kinds), while students in costlier, better-rewarding and more prestigious

professional courses like medicine and business management pay only 5-7 per cent of the

costs of their education. Similarly students in degree-level colleges on average meet 15

68

per cent of the costs of their education, while students in universities meet 13 per cent

and those in research and other higher level institutions pay only 1-4 per cent (see (Tilak,

J.B.G. & Varghese, N.V., 1991), (Tilak, J.B.G., 1990). All these trends are indeed

alarming for educational planners in the country, particularly in the context of

economic.Confronted with declining public budgets for education on the one hand, and

the need for more resources on the other, many developing countries including India,

have been in search of alternative methods of generating additional resources for

education. Prominent among the several alternatives, are revision of fees, graduate tax,

and student loans. This article has described the student loan scheme in India and

considered some of its problems. It does not attempt a detailed comparison between loans

and other alternative methods of funding higher education in India. Nor does it explicitly

subscribe to the view prevalent among some researchers and policy makers that student

loans are necessarily more efficient than other methods of financing higher education.

Indeed, it has earlier been argued that discriminatory pricing would work better than

student loans and graduate taxes in India, both from efficiency and equity points of view

(see ibid Tilak and Varghese 1991). In a recent study on Botswana (Colclough, C., 1990)

argued that payroll taxes would satisfy equity and efficiency criteria more effectively

than student loans. Payroll taxes are not a popular option in India. In the overall context

of growing financial requirements of higher education systems in India, the choice is not

simply between one or the other. In fact, one may have to experiment with a set of

alternatives available, rather than relying on a single method of financing. To summaries,

therefore, student loans are not a new phenomenon in India. The National Loan

Scholarship Scheme has been in existence for the last three decades. The scheme is

envisaged in India as a potential mechanism for financing educational expansion and

improvement of quality in due course, but the relative importance given to the scheme so

69

far seems to be insignificant in terms of the overall education budget. While expenditure

on the National Loan Scholarships Scheme forms the single largest proportion of the

central government's expenditure on scholarships for education as a whole (nearly one-

third in 1990-91), loan scholarships form only seven per cent of the total (central plus

state government) expenditure on student aid.(Leslie, Larry & Paul Brinkman, 1988)This

volume, while dated, is valuable both for its treatment of the history of the literature, and

especially of the empirical research, on the economic value of higher education in the

1960’s, 1970’s, and 1980’s, and also for its “integrative review” or “meta-analysis” of

this research. Meta-analysis is an analysis that puts together empirical research from a

large number of studies with slightly different populations and subjected to slightly

different statistical techniques and attempts to draw a new “overview” conclusion from

the substantially larger database, although not necessarily data that was collected at the

same time in the same way. The meta-analysis is particularly useful when much of the

empirical research was based on small or narrowly drawn samples, and which were often

inconclusive because of these limitations. The Leslie and Brinkman meta-analysis is

useful particularly in its attempt to reach conclusion from the many somewhat flawed and

rather small studies on income elasticity of demand for higher education—that is, studies

that have attempted to show the enrollment impact of tuition increases. There remains

considerable controversy regarding the usefulness or even appropriateness of research

that uses aggregate enrollment changes as the only dependent variable, but Leslie and

Brinkman’s meta-analysis is probably the best summary of this body of research

especially from the 70’s and 80’s.

(Albrecht, Douglas & Adrian, Ziderman, 1991)One of the first comprehensive

descriptions of student loan programs worldwide. The information is now dated, but the

70

comprehensiveness is still a useful indicator of both the scope of student loan programs,

worldwide, and some of their important variations.

(Kaul, Rekha, 1993)This book looks at the growth of “capitation fee colleges” in the

State of Karnataka (and the rest of India). It argues, with data from 19 private engineering

and medical colleges, that the capitation fee phenomenon reflects what it terms persisting

inequalities and the elitist base of the education system, works to maintain the caste-class

and power structures and lowers educational standards. The book concludes by outlining

several corrective measures and interventions that need to be made by the government

and social forces.(St. John Edward P., 1994)College costs are extremely controversial. St.

John explains why and assesses differing financial strategy contributions and deterrents

to the major issues in higher education finance, one of the most important being how to

mediate the negative effects of increased privatization.(Tilak, Jandhyala B. G.,

1997)Higher education in India is at cross roads. It has started experiencing significant

stress with respect to financing, particularly since the introduction of adjustment policies

in India in 1990. Hence the need for mobilization of additional resources for higher

education becomes more urgent. Tilak proposes measures/ solutions that can be

experimented with caution. According to him, attempts can be made to mobilize non-

governmental resources from students in the form of marginal increase in fees, student

loan programs can be revitalized to generate some resources, and attempts may be made

to augment resources from the private corporate sector by forging effect university-

industry relations. Tilak cautions that these measures can be successful only if the

government does not reduce its role in funding higher education significantly and if none

of the measures aim to reduce the demand for higher education.(Patrinos, Harry Anthony

& David Lakshmanan Ariasingam, 1997)The book defines demand-side financing in

public education as the mechanisms through which public funds are channeled directly to

71

the individual or institutions based on some expression of demand. Examples of such

mechanisms include vouchers, public assistance to private schools, targeted bursaries etc.

The authors review World Bank projects in the mid-1990s that included demand-side

financing components.

(Payne, Joan and Claire, Callender, 1997)This book on student borrowing in the UK was

written in the context of changing student aid policy that increased the use of loans. The

publication concentrates on the impact of borrowing on students. Among other findings,

looking at student behaviors related to the take-up of student loans, the study concludes

that women were less likely to take out loan than men. The same was true for Asian

students in comparison to members of other ethnic groups. At the same time having

dependent children may possibly have increased take-up, and students who were single

parents had a high loan take-up rate. The likelihood of taking out a student loan increased

with each subsequent year of study, and the level of loan take-up differed between

different age groups. The authors suggest that decisions about whether to take out a loan

are likely to be influenced by expected future earnings. Analyzing the reasons for

borrowing and not borrowing, the authors refer to different rationales for students from

poorer families and students from more prosperous backgrounds. They conclude that

because students from poorer backgrounds incur bigger debts than students from more

wealthy families, the fear of debt might deter some young people from entering higher

education.

(Eicher, Jean-Claude, 1998)One of the many articles presented in this volume of the

European Journal of Education on innovation and changes in financing highereducation

in Europe, the author discusses the costs and financingof higher education in Europe.

Over the last four decades, highereducation systems in Europe have undergone deep

quantitativetransformations that have been accompanied by very great structuralchanges.

72

Based on recent observations and economic analyses of thefinancing of higher education

in Europe, it can be concluded thatstudents’ participation in the financing of their studies

is still lowerthan the optimum seems to justify in many European countries, thattuition

fees are increasing in different forms and methods, that studentaid systems in most

countries must be rethought and amended in relation to the evolution of fees, that a

harmonization of fees andstudent aid systems is highly desirable if a unified Europe is to

bebuilt, and that many problems are still being debated, particularly the level of tuition

fees and the ways of reimbursing loans.

(Altbach, Philip G. (Ed.), 1999)This book includes 10 papers that examine the parameters

of private higher education worldwide. Altbach outlines the perspectives on private

higher education: themes and variations, issues and trends. Levy explores the diversity of

private higher education by analyzing the formulation of isomorphism. Although the

book is mainly about private higher education in Latin America, the private sectors in

other countries including India, the Philippines, Malaysia and Hungary are also

discussed.(Anthony, Susanne, 1999)This article describes the State Educational Grants

and Loans Scheme, the student financial support program in Denmark, and discusses the

issue of students contributing to the costs of education, particularly living expenditures. It

concludes with a historical review of the Danish support system and the effects of the

current system.(Boezerooy, Petra & Vossensteyn, H., 1999)In many countries, the

transition from “elite” to “mass” higher education has provided a strong stimulus for

putting access high on the political agenda. The article explores the accessibility of nine

western European countries on the basis of the concepts of selectivity and affordability.

The nine countries concerned display a degree of variation in terms of relative selectivity,

ranging from those with strong entrance selection procedures, such as Finland, Sweden,

and the United Kingdom, to countries with an open system, such as Austria, Belgium

73

(Flanders), and The Netherlands. In addition, there is a good deal of variation in the

extent to which students can afford to attend higher education. In countries with grants

and loans, they are in a better position to meet their costs than in countries in which

students are mainly subsidized with public support through their families.(Hauptman,

Arthur M., 1999)Hauptman, a long-time player in the analysis of US financial aid and

loan policies, turned his attention in this short article to the possible role that student

loans and tuitions might play in other countries, particularly developing countries. The

short length of the article (a requirement of articles in the Boston College publication)

allows for very little theory or context, and little analysis, but the proposal for tuition in

developing countries (many of which display a political/ ideological rejection of tuition

and other forms of cost-sharing) – a portion of which new revenues could be used to

support a student loan plan – is reasonable, although lacking in specifics.(Ehrenberg,

Ronald G., 2000)This is one of the best recent books on higher education finance,

particularly in the elite, high cost/high price colleges and universities. Ehrenberg is an

economist and former Cornell administrator, and combines a sophisticated yet readable

book on both the economics of rising costs and prices, and on the practical

administrative, or managerial, side of coping with this trajectory.(Gill, T.K. & S. S. Gill,

2000)This short article reviews the options available to universities in developing

countries (and particularly India) to deal with resource constraints including

implementation of, or increases in, tuition fees, privatization, and implementation of

policies to attract foreign students, policies to encourage investment by businesses, and

policies to encourage entrepreneurial activities.(Tilak, Jandhyala B. G. & Geetha Rani

(Eds.), 2000)This book consists of a selection of papers presented at a National Seminar

on Education Finance, organized by the National Institute of Education Planning and

Administration (NIEPA). In the first chapter “Pattern of Financing Education”,

74

JandhyalaTilak provides a detailed statistical and analytical profile of various public

education expenditure trends in India and Shailbala Debi reviews the trends and problems

of state financing of elementary education in Orissa.The second chapter “State Versus

Markets in Education” discusses the changing roles of the public and private sectors in

education. The third chapter “Financial Reforms in Higher Education” examines better

methods of mobilizing and allocating non-government resources. The fourth chapter

“Grants-in-aid to Education” reviews the pattern of grants-in-aid to education in Uttar

Pradesh, examines the levels of grants-in-aid to local bodies for school education in

several states in India, and reviews the role of the local bodies and the state government

in financing education in Tamilnadu. The final chapter “Household Expenditure on

Education” concentrates on various dimensions of household expenditures on education

based on a national survey conducted by the NCAER.

(Independent Committee of Inquiry into Student Finance, 2000)This report, known as the

Cubie Report, discusses the findings of a study that reviewed tuition fees and financial

support for students normally residents of Scotland, who were participating either part- or

full-time in further and higher education courses elsewhere in the UK. The purpose of the

report is to make recommendations for changes to the current system that would promote

access to higher education, particularly for those groups currently

underrepresented.(Bain, Olga, 2001)Using D. Bruce Johnstone’s theoretical framework

of cost-sharing and empirical data from various sources, the author focuses on tuition

policy issues in Russia. She describes the evolution of tuition policy in Russia, where

until relatively recently higher education was free to all qualified students. Cost sharing

was introduced in Russian higher education in the mid-1980s via the contract-training

model, and later via the policy of split admissions whereby a certain number of students

were state-supported, while others had their costs covered by their employers or other

75

sponsors. The 1992 Law on Education and the 1993 Constitution laid the legal

framework for charging tuition fees to students. The author examines the affordability of

tuition and fees in higher education and then summarizes the patterns of fees for

instruction. Lastly she discusses the policy stumbling blocks as well as the relationship of

markets to higher education.(Ruch, Richard S., 2001)The book examines the rise of the

for-profit higher education sector and specifically those colleges and universities that are

regionally accredited, degree-granting institutions that offer associate, bachelor’s,

master’s and doctorate degrees and are owned and operated by publicly traded for-profit

corporations. The author identifies 10 distinctions between private for-profit and non-

profit higher education institutions including, most importantly, the fact that private

institutions are taxpaying rather than tax exempt, have investors versus donors, and have

private investment capital instead of endowment. He shows that for-profits institutions

have learned much from traditional non-profit institutions and have “taken the traditional

model of higher education… and subjected it to modern principles of operations

management, cost accounting, financial management and marketing.” He theorizes that

non-profit colleges and universities could learn from the for-profit sector in terms

improving their responses to market forces, adapting their organizational structure,

redefining their governance structure, and developing a strong customer orientation.

(Varghese, N. V. , 2001)This volume, including three papers, is based on an International

Institute for Educational Planning Policy Forum in 2001. The first paper by Varghese

provides an overview of the major changes in the higher education sector in selected

countries stemming from the economic crisis in East Asia. The impact of the crisis on

higher education is analyzed at the household, institutional and macro levels. The other

two papers analyze the crisis and its impact on higher education in Indonesia and Korea.

In general, these changes include: 1) increases in student drop-out rates, 2) shrinking of

76

private universities, 3) decreases in study-abroad fellowships, 4) regulation changes, 5)

inflows of study-abroad students, and 6) budget cuts in many universities.(Advisory

Committee on Student Financial Assistance, 2002)Building on the Advisory Committee

on Student Financial Assistance’s previous report Access Denied, Restoring the

Nation’sCommitment to Equal Educational Opportunity, this report argues that financial

barriers (shortages of student aid, especially need-based grant aid and rising college

tuitions) prevent significant numbers of low-income, college-qualified graduates from

attending college within two years of graduation. While not discounting the importance

of ongoing efforts to increase academic preparation and information about college and

financial aid, the report argues that such strategies do not solve the financial problems

facing college-qualified, high school graduates and calls for the development of a federal

strategy that focuses specifically on reducing unmet need through the provision of

additional need-based grant aid.(Archibald, Robert B., 2002)The author argues that

higher education institutions, rather than the federal government, should provide student

loan guarantees. Such a switch would provide institutions with more incentive to provide

a good education, and would cause a saving in federal aid spending that could be applied

to increasing Pell Grants for students from lower income families.(Belfield, Clive &

Henry, M. Levin, 2002)This book provides an overview of the phenomenon of

privatization in higher education. The authors define the three forms of privatization as (i)

private provision, (ii) private funding, and (iii) private regulation, decision making and

accountability and analyze the factors that drive it including excess and differentiated

demand, pressure for higher quality, and general pressure linked to globalization. The

authors then set up a framework for evaluating privatization programs that includes the

criteria of freedom of choice, efficiency, equity and social cohesion and summarize

privatization reforms in Chile, Colombia, the USA, the UK, the Netherlands and the

77

Czech Republic. Finally, the authors outline the implications of privatization reforms for

educational planning in the political, legal and economic domains.(Bray, Mark, 2002)Part

of the Education in Developing Asia series produced jointly by the Asian Development

Bank (ADB) and the Comparative Education Research Centre of the University of Hong

Kong, this book looks at the scale and nature of existing education provision and the

volume of expenditures on education in developing member countries of the ADB. Of

particular interest are the sections on cost sharing in education, cost recovery and student

support in tertiary education, and the privatization of education.(Ishengoma, Johnson,

2002)The article reports on the success of Tanzania’s cost-sharing policies in generating

additional resources for, increasing capacity in and improving access to Tanzania’s major

public university, the University of Dar es Salam. It concludes that low enrollments in the

privately sponsored, tuition-fee paying programs, the failure to charge break-even fees on

the university’s cafeteria and hostel operations, the proposal to give more loans to cover

items that were supposed to have been covered by students and parents in a previous

phase of the cost-sharing program, the apparent inability and/or unwillingness to begin

serious efforts to collect on these loans, and the government’s general reluctance to

introduce the next cost sharing phases are all indications that real cost sharing in higher

education in Tanzania has a long way to go in order to reach its goals.(Lee, W. O.,

2002)Part of the Education in Developing Asia series produced jointly by the Asian

Development Bank (ADB) and the Comparative Education Research Centre of the

University of Hong Kong, this book looks at trends of access and equity in education in

the developing member countries of the ADB and then looks at these trends by country to

study the relationship between the degrees of access and equity and individual

characteristics of economic and human development.(Vossensteyn, Hans, 2002)The

article reviews the growing importance of the “cost sharing” phenomenon in the

78

Netherlands in terms of rising tuition fees, decreased general grants, increased means-

tested supplementary grants, the increased role of loans and the increased emphasis on

parental contributions and students’ own resources and looks at the impact of such cost

sharing policies on student enrolment behavior. Similar to findings in a number of other

countries, the article confirms that Dutch students (including those from lower socio-

economic backgrounds) are not very sensitive to changes in financial arrangements in

relation to their enrolment decisions and that student choice is more affected by level of

parental education, performance in secondary education, and distance between home and

higher education institutions.(Abraham, Katherine G. and Melissa A. Clark, 2003)The

study focuses on the impact of the District of Columbia’s Tuition Assistance Grant

Program (DCTAG) on students’ college choices. The DCTAG program, established in

1999, provides a substantial subsidy for DC residents to attend public colleges and

universities throughout the USA. The study found that the number and share of DC

residents applying to four-year colleges increased substantially under the program, and

students were considerably more likely to apply to colleges that were eligible for the

subsidy. According to the study, freshmen enrolments of DC residents also increased

substantially at eligible institutions, although the effect on overall freshmen enrolments of

DC residents was fairly modest, suggesting that in its first year the subsidy had more of

an impact on where students chose to attend than on whether they chose to attend college

at all.(Bekhradnia, Bahram, 2003)Making a distinction between widening participation (a

sector wide issue) and fair access (an institutional issue), the article asserts that it is well

possible to have one without the other and that misdiagnosis of the problems involved

may lead to ineffective and even harmful policies. Evidence cited in the article suggests

that demand for higher education is relatively insensitive to price and is not much

affected by students’ fear of debt and instead is very much tied to the economic and

79

social value that students put on higher education. Policies, therefore, need to be aimed at

understanding and changing these attitudes. In terms of institutional efforts for fair

access, the article dismisses the use of quotas and argues that institutions need to ensure

that a wide variety of student applies and that their admissions staff has effective means

of identifying student academic potential.

(Callender, Claire, 2003)The study investigates the impact of debt and perceptions of

debt on participation in higher education in the United Kingdom. The author concludes

that prospective students with tolerant attitudes towards debt are more likely to go to

university than those who are debt adverse. According to the study, debt aversion deters

entry into higher education and also is a social class issue. Those most anti-debt are the

focus of widening higher education participation policies in the UK and include people

from the lowest social classes, lone parents, Muslims, especially Pakistanis, and black

and minority ethnic groups. The study provides valuable material to inform analysis of

student aid policies.

(Hearn, James C., 2003)This report considers why colleges and universities are

diversifying their revenue streams, examines how they are doing so, and synthesizes the

research on decision-making processes regarding new revenues. The revenue-seeking

efforts are investigated in eight domains: 1) instruction, 2) research and analysis, 3)

pricing, 4) financial decision making and management, 5) human resources, 6)

franchising, licensing, sponsorship, and partnering arrangements with third parties, 7)

auxiliary enterprises, facilities and real estate, and 8) development. The author asserts

that revenue diversification efforts should not only generate new revenues, but also

generate new net returns. When pursuing new revenues one must deal with the question

of why new revenues are being sought. This report is a good reference for leaders of

higher education institutions.(Chapman, Bruce, 2004)The article analyzes the 2005

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reforms to the Australian higher education funding system approved by Parliament in late

2003. While it supports the HECS-HELP policy change (whereby universities will be

able to set their own prices for HECS places up to a certain ceiling) as good economic

and social reform, it criticizes the Fee-Help reform as allowing universities too much

discretion in price setting and not enough in deciding the number of places to be offered

on a fee paying basis. The article concludes by offering a preferred model of Australian

higher education financing that would include price capping, reform of vocational

education and training fees, and removal of all up-front costs.(Chudgar, Amita, 2004)The

paper explores the role of various family characteristics (parental education, family’s

economic status, household size, membership in a social group, student’s gender) in

financing higher education in India. The study finds that these characteristics account for

27 percent variation in higher education expenditure and that they are more important in

explaining variation in educational expenditure at lower levels of education. The findings

are important for the government’s higher education finance policymaking

process.(Mayhew, Ken et al., 2004)This paper describes the course and causes of the

expansion of higher education in the UK since the 1960s. While the number of university

students from modest social backgrounds has increased, they comprise much the same

proportion of the university population as they did 40 years ago. Though personal rates of

return from higher education are generally substantial, there is still doubt about the extent

of the returns to society and how productively new graduates will be employed in the

labor market. The paper considers the impact of this expansion with tight public funding

since the early 1980s and of the increase in compliance and audit costs. Finally it

suggests that the incentive structures applied by the government may have made the

different parts of the sector more homogenous than is desirable.(Palacios Lleras, Miguel,

2004)The “capital markets approach” is a recent expression of the policy generally

81

attributed to conservative economist Milton Freedman’s work from the 1950s and 60s

advocating greatly diminished or even the elimination of most public subsidy to higher

education, pricing college and university education on a full or near-full cost

reimbursement basis and financing the expenses—to be borne principally by students—

through income contingent loans. While income contingent loans are the chosen form of

student loans in Australia, New Zealand, UK, South Africa, and elsewhere and exist as an

infrequently selected option in the US, these income contingent loans--featuring a

repayment obligation expressed as some percentage of either earnings or income--are

nevertheless subsidized for all earners, with those high earners repaying at something less

than the borrower’s cost of money, and the low earners repaying ultimately even less, but

with the shortfall covered by government. The Palacios “capital markets approach,”

however, is quite different, and abdicates a total “equity” approach to higher education

financing, where shortfalls from low lifetime earners are made up by profits,or surplus

effective interest, paid by borrowers who turn out to have high lifetime

earnings.(Palfreyman, David, 2004)This is a book length monograph written about the

debates surrounding the UK 2003 White Paper on Education, and preceding the

enactment in the summer of 2004 of UK’s HigherEducation Act. This work discusses the

economics and politics surrounding the issues of cost sharing and “marketization” of

higher education drawing on many European and especially American examples. While

clearly in favor of a more “liberal” approach to higher education, providing some cost

sharing and allowing more market forces to enter, Palfreyman gives a balanced

accounting of some of the objections both in the UK and in the United States to the

increasing cost of higher education and the increasing portions of that increasing cost

being passed on to parents and especially on to students.(Pell Institute for the Study of

Opportunity in Higher Education, 2004)The report seeks to measure the opportunities for

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low-income students to access and success in higher education, to track progress and

improvement over time and to use the findings to advocate for increased understanding

and support of programs that improve access to higher education. Four key questions are

used as indicators of access: who goes to college, where do they go, what do students pay

for college and who graduates from college. It was found that relative to other groups,

low income students have less opportunity for post-secondary education, have a lower

college participation rate, more frequently attend for-profit institutions and two-year

institutions and take longer to complete their degrees.

(Psacharopoulos, George and Harry Anthony Patrinos, 2004)Psacharopoulos, a Greek

Parliament member in the early 2000s, was also a senior economist in the World Bank.

He is identified with the Bank’s reliance in the 1970s and 80s on rate rate-of-return

analyses to show the relatively low payoff to public investments in higher as opposed to

elementary and secondary education. This article presents the latest estimates and

patterns on social and private returns to investment in education. The paper further argues

that Article 16 of the Greek Constitution, which guarantees free public higher education

and prohibits private universities, has resulted in limited access, declining quality,

unemployment, brain drain, foreign exchange loss, misallocation of resources, reduced

human capital investment and social agony. The paper concludes that article 16 is an

economically inefficient and social inequitable law, but that public opinion continues to

be against private universities.(Usher, Alex, 2004)The report examines the assumption at

the root of Canada’s student financial assistance system that high need students are also

low income students. The author argues that several of the need-based criteria (attending

a more expensive program, living away from home and being “independent” of parents)

actually favor students from upper-income families and funnel aid away from low-

income students. Using national income, loan and grant data, the author shows that while

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children from poorer families receive more assistance than children from richer families,

students from higher income backgrounds still receive over 40 percent of loan

expenditures and 40 percent of student grants and proposes that to reach more low-

income students a more direct income-targeting methods should be adopted.(Barr,

Nicholas, 2005)

The book traces the twenty-year evolution of the United Kingdom’s higher education

finance system from one financed almost exclusively by the government and taxpayers to

one with significant Student/ family financial contributions. The authors examine the

changes leading up to the highly-contested 2004 legislation that abolished up-front tuition

fees and introduced a scheme that allows students to defer their contribution to the cost of

their courses until after they have graduated in terms of two key elements – the proper

design of student loans and the role of regulated market forces.(Herz, Barbara, 2005)This

paper was commissioned by the Carnegie Corporation of New York to explore the

accessibility, value and cost of higher education for African women and the social,

cultural and financial barriers that they face. The author argues that one of the first steps

for improving women’s participation in higher education is to fill in some of the research

and data gaps on current university enrolment patterns, on the economic and social

returns to university education and on strategies for increasing women’s education at the

university level. After reviewing the data that is available in each of the three areas, she

makes suggestions for future research and data collection.(Huang, Lohing, 2005)

A doctoral dissertation, this study presents empirical patterns of social equity in Chinese

higher education based on a questionnaire survey administered to 1,200 students at six

public universities in Southwest China. The survey findings reveal that a disproportionate

number of students come from high-income families and that students from urban areas

are over-represented while rural girls are severely under-represented. It confirms that the

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average cost of higher education in China is far above the average annual income of even

urban families and that about one-third of the students took out student loans, borrowed

elsewhere or received some other form of financial system. The author concludes that

given these results, student loans should be made more accessible to a greater proportion

of students and more financial assistance to students from lower socioeconomic strata,

especially rural girls, should be available. She also concludes that private enterprises

should be more involved in financing and otherwise supporting higher education given

that most of the students aspire to take jobs in the private sector. She suggests further

research on the entire education sector in China to compare to similar data on students in

another system or country and on the gender differences in terms of access to higher

education.(Narayana, M. R. , 2005)This study aims to find plausible answers to the

ongoing policy debate about financing higher education through public subsidies versus

student loans. It focuses specifically on the financing of collegiate education, which is

part of general higher education, in Karnataka State in South India. This study provides

interesting data about the development of student lending in India, as well as the structure

of higher education finance. The results of this study imply that the student loan may not

be a perfect substitute for budgetary subsidies to the poor but deserving student in

collegiate education. Thus, the paper recommends a mix of governmental and private

funds in supporting students through collegiate education.

(Tres, Jaoquim and Francesco Lopez Segrera (Eds.), 2005)This book is timely and well-

edited compilation of papers prepared for the World Report on Higher Education: The

Financing of Universities II international Barcelona Conference on Higher Education,

Barcelona, Spain, November 28-December 2, 2005. Chapters include such international

higher education finance experts as: Arthur Hauptman, Bruce Johnstone, Jan Sadlak,

BikasSanyal, JamilSalmi, JandhyalaTilak, Maureen Woodhall and others.(Agarwal,

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Pawan, 2006)A comprehensive paper on higher education in India that provides an

overview of its structure, the regulatory environment in which it works, its financing and

other important issues including governance, academics and technology. It argues that

while the higher education system (particularly the private sector) in India has expanded

rapidly over the last 20 years, it has done so with little regulation and decreasing

standards in all but a few quality institutions. Moreover the expansion in enrollments has

taken place at a time when public funding has declined (in real terms) and public

universities have started to charge higher tuition fees. These changes have had a negative

impact on access for the poor given the absence of substantial student financial aid

programs. The paper consolidates a number of recommendations into a broad framework

for action. Within this framework it identifies several strategies for making higher

education affordable and accessible to everyone including the introduction of an income

contingent loan program and the establishment of a Social Equity Fund that would

administer financial aid programs for poor students.(Kapur, Devesh & Pratap Bhanu

Mehta, 2007)This paper analyzes two interrelated facets of Higher Education policy in

India: the key distortions in higher education policies and what explains them. It first sets

the stage by laying out the principal conceptual issues that need to be considered when

thinking about an appropriate policy framework for higher education in India. It then

examines three key distortions in Indian higher education with regards to markets, the

state and civil society (philanthropy). The next part of the paper examines the political

economy of Indian higher (tertiary) education and seeks to explain the ideological and

political underpinnings of these distortions and how they work in practice. The authors

conclude with some indicative some policy directions for Indian higher education. The

purpose of this exercise is not to make detailed policy recommendations, but rather to

flag the kinds of issues that ought to be addressed.

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(Ved Prakash, 2007)The Indian higher education system is presently facing several

challenges. The challenge of global competitiveness has been added to other demanding

tasks such as access, equity, relevance, quality, privatization and internationalisation in

the face of a resource crunch. This article gives an overview of trends in the expansion of

higher education and examines variations in participation across states, gender and social

groups. An attempt has also been made to discuss the trends in the financing of higher

education and the required resources to meet the target of allocating 6 per cent of the

GDP to education. It argues that without appropriate policy interventions in school

education, it would be of little use to have interventions at the higher educational level,

which discriminate in favour of girls, SCs and STs.(Tilak, Jandhyala B. G.,

2008)Conventionally, higher education is regarded as a public good, benefiting not only

the individuals but also the whole society by producing a wide variety of externalities or

social benefits. Of late, however, the chronic shortage of public funds for higher

education, the widespread introduction of neo-liberal economic policies and globalization

in every country and in every sector, and the heralding of the international law on trade in

services by the World Trade Organization and the General Agreement on Trade and

Services—all tend to challenge the long-cherished, well-established view of many that

higher education is a public good, and to propose and legitimize the sale and purchase of

higher education, as if it is a normal commodity meant for trade. The very shift in

perception on the nature of higher education from a public good to a private good—a

commodity that can be traded—will have serious implications. The paper describes the

nature of the shift from viewing higher education as a public good to a private, tradable

commodity and its dangerous implications.

Basically higher education is a public good; it is also recognized as a merit good. Besides

being a public good in itself, it produces several public goods. The public goods that

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higher education produces, shapes and nurtures are also diverse. The social purpose it

serves, the nation-building role it performs, the public good nature and the human right

nature of higher education—all these dimensions are very closely related, and they need

to be considered as fundamental and non-compromizable principles in the formulation of

public policies relating to higher education.(Mishra, Jitendra Kumar et al.,

2008)Globalization has redefined the constituents and drivers of economic progress over

last two decades. The traditional contributors of economic development and economic

power such as material resources and production capabilities have been replaced by

knowledge and information. Globalization has resulted in significant changes in the

knowledge economy and ushered new conditions for the provision of higher education to

cater the skill requirement all across the globe. Higher educational services have emerged

over the last few years as a major economic sector for trade worth several billion dollars.

The key elements of globalization include the knowledge society, information and

communication technologies, the market economy, trade liberalization and changes in

governance structures. These elements of globalization have impacted significantly the

education sector in general and higher education in particular. The present study critically

analyzes the growth of higher education sector in India and identifies the major concerns.

It also evaluates the preparedness of the country for the opening up its border for foreign

institutions.(Institute For Higher Education Policy, 2009)This paper uses a multi-country

perspective spanning four countries—the United States, Mongolia, South Africa, and

Ukraine—to highlight a number of strategies and challenges related to the creation and

implementation of suitable higher education finance polices. It draws attention to the

financial imperatives that affect higher education in the four countries and provides an

overview of current policies, contextual influences, identified weaknesses, and proposed

recommendations. Despite the fact that each country has a unique postsecondary context,

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all four countries grapple with strategies to ensure access to higher education for disad-

vantaged students and, more important, to ensure a high-quality education for all

students.

The analysis suggests a number of findings. The first step in policy planning is to conduct

a thorough needs analysis—an understanding of the operational environment and the

social context is important to direct funding to the areas of greatest need. Then, policies

should be created that can be expected to have a significant impact and that will not

exceed the resources available to the government. Policymakers must garner significant

political support from various constituents. A critical dialogue among policymakers, civil

society, and political administrators is essential to create a sustainable framework within

which policy can emerge. Whatever policy is decided upon, the financial and political

resources must be available to ensure effective implementation.(Martin, Robert E.,

2009)The principal/agent problem, the nonprofit status of colleges and universities, and

the emphasis on reputation maximization lead to a bias against reform, a preference

toward increasing revenues, and a revenue-to- cost spiral in higher education. The

evidence—both anecdotal and objective—that cost increases are excessive is compelling.

The cost increases not only create an unnecessary burden on students, their families, and

society as a whole, but they represent a significant wealth transfer from families and the

public to higher education.The bias against reform means that real reform will not come

from within higher education. Reform will have to come from the outside. As in a nuclear

arms race, actors—in this case, individual colleges and universities—cannot reform

unilaterally. Serious cost control efforts will damage reputations in the short run and

make it more difficult to recruit both gifted students and gifted faculty. The reform effort

will have to be industry-wide, and that can only come from the outside.

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Finally, the revenue-to-cost spiral suggests that cost control reform must be a prior

condition for any increase in higher education funding. If it is not, the increased funding

will simply drive costs higher, returning little social benefit. But cost-control reform

should not be all stick and no carrot—pay for performance should be a part of cost-

control reform, and an institution’s reward for successful cost-control reform should be

increased funding.(P. Geetha Rani, 2010)It is unambiguous that Policy of the

Government of India now encourages augmentation of resources for covering a larger

portion of cost of higher education. Recent policy changes in India often favour to divert

resources from higher to primary level of education and favours for full cost recovery

from students even in public higher education institutions. Cost recovery measures

comprising of increase in fees, student loans currently operated by commercial banks and

privatisation will exacerbate inequality in the society. Indeed, there seems to be a nexus

between the present student loan scheme and full cost recovery. Increasing reliance on

student fees, student loans and privatisation without considering the low-income groups

may produce regressive effects in the society. Under the deep waves of globalization and

competition, important economic rationale for government funding especially for higher

education is neglected. Public support for higher education remains essential to ensure a

balanced achievement of educational and social missions, apart from surviving in the

knowledge-based society. It is essential that funding sources must be diversified but cost-

sharing with students has social and political limits, and excessive commercialization of

higher education should be forbidden.(Dr. S. Puttaswamaiah, 2010)Education assumes

significance as a provider of input for economic, political and social development,

besides as a source of knowledge. Economic growth in recent years has been based on

availability and quality of knowledge in any country, which in turn depends on access

and affordability to education. Hence, importance of education has increased to supply

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adequate and qualitative human capital. Functioning of education sector depends on

availability of various resources, of which to a large extent on financial resources.

Finances for education are mobilized from different sources like government spending,

fees, educational loans, and others. Among these, educational loan has been seen as an

alternative way of financing for education. In this background the present paper tries to

analyse the trends and patterns of educational loan in India. Further, an attempt has been

made to understand pattern of student loans provided by selected commercial banks. The

study finds that educational loan is increasing over the years.

(Jongbloed, Ben, 2010)The issue of higher education funding has multiple aspects: who

pays for higher education (including the topics of cost-sharing in higher education and

external funding to universities), how public funding is allocated to universities, what

incentives the allocation mechanism creates, and how much autonomy universities have

in decision-making over financial and human resources. Several funding models were

presented in this report. First they were considered abstractly and placed into a general

categorization, stressing the dimensions of performance orientation and individual

(decentralized) decision-making. The higher education funding mechanism is an

important ingredient in the wider spectrum of governance arrangements. Trends and

practices in Europe increasingly point towards more market-based, or performance-

oriented and decentralized types of funding mechanisms. European governments have

shown a tendency to augment the direct funding of higher education institutions with

competitive funding mechanisms and performance-based funding mechanisms such as

contractual performance agreements. Alongside this, they have started to grant more

autonomy to the institutions, allowing them to make their own decisions about the use of

resources and the generation of new – often external – resources. The introduction or the

increase of tuition fees has been one of the most widely debated issues in higher

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education funding (Teixeira et. al. 2006), but reality shows that, with the exception of

UK, undergraduate fees do not yet cover a substantial share of educational costs in

European countries (Lepori et al. 2007). Surveying the funding mechanisms in place

across European higher education systems, author has shown that in most countries the

allocation of direct appropriations occurs through a formula that uses a mix of input and –

to a lesser extent – output criteria. Often student numbers are the most important criterion

in the funding formula. Overall, author found that institutional budgets depend more on

student choice and increasingly less on central planning, while for research budgets we

observed that competitive funding has become a key allocation mechanism and accounts

already for a substantial share of the universities’ revenues. Some governments have,

next to the above developments, started to work with performance contracts. In

performance contracts, governments enter into regulatory agreements with institutions to

set mutual performance-based objectives.A clear recommendation, also expressed in

other EC communications, is the need for European governments to increase the

autonomy of their national universities and revise their governance structures. However,

this increased autonomy does not rule out a continuing important role for government. As

always, this role lies in providing subsidies, promoting access, organizing student support

and ensuring quality assurance. On top of that, through introducing performance-based

funding mechanisms and more competition the government will set different incentives

that may help to achieve more differentiation in quality, funding and pricing in higher

education. A mass higher education system requires a greater reliance on markets and

their decentralized decision- making by individuals and institutions. Compared to many

other fields in the economy, the sector of higher education and its students and

universities can indeed be trusted to be capable of making good decisions. In the words of

Nicholas Barr: “The days of central planning are gone!” (Barr, 2003).If we believe the

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European Commission to be right then competition and greater institutional autonomy

will drive higher education institutions to become more sensitive to their varied

consumers’ demands for relevance. It remains to be seen whether more countries in

Europe will indeed take further steps along the mercerization route to modernize their

universities.(Havaldar, Krishna K., 2011)The growth of management institutions in India

in last 15 years has been rapid. Data on number of business schools established in India

from 1995 suggest a ‘mushrooming’ growth in terms of numbers and often at the cost of

quality. India has 2000 B-Schools, awarding MBA degrees, or an equivalent and often,

more valuable post-graduate diplomas (like those given by IIMs). It is heartening to find

two management institutes from India, the Indian Institute of Management, Ahemedabad

(IIMA) and the Indian School of Business, Hyderabad, are placed 11th and 13th in the

global ranking of 2011 by Financial Times. This study addresses various issues

associated with different categories of management institutions operating in India. Some

of the major issues are: the quality of the faculty, students and facilities; pedagogy and

recognition; research outputs, executive training, placement and brand equity. These

issues are then analysed with respect to different categories of business schools in India :

(1) top 30 government and private B-Schools, including (IIMs), (2) university

departments of management studies, (3) private autonomous B-Schools approved by All

India Council of Technical Education (AICTE),(4) university affiliated private colleges,

(5) private institutions not affiliated to any universities nor approved by THE AICTE, (6)

private institutes in collaboration with foreign universities.

There is a need to contemplate what India will need in 2025. Management education in

India in 2011 is not what it was in 1950s. Top management institutes’ future should not

be what we can learn from Harvard Business School. It should be what they can learn

from us.(Rizvi, Fazal & Radhika Gorur, 2011) have argued that, faced with a growing

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policy anxiety in India about the risks it confronts of losing its advantage in the fiercely

competitive global knowledge economy unless its universities are re-engineered, the

Indian Government has at last unleashed a series of reforms to its system of higher

education. It has begun to view these reforms as inextricably linked to the requirements

of the global economy and the shifting architecture of global higher education. The

Government has therefore greatly increased its level of investment in higher education,

and has also begun to loosen some of the bureaucratic rigidities in the system, giving

universities greater organizational autonomy. As overdue and welcome as these

initiatives are, they have argued that while additional resources are clearly necessary to

reform Indian higher education, they are not sufficient. This is so because the problems of

the Indian system of higher education are deep, and relate to a range of dilemmas arising

out of the historical constitution of Indian higher education, and to the organizational

traditions and cultural attitudes about its nature and functions in society. The authors have

suggested that unless these dilemmas are squarely addressed, the Indian system of higher

education will continue to struggle, producing isolated pockets of academic excellence

but leaving the nation as a whole poorly served.(Anjum, Dr. Bimal & Rajesh Tiwari,

2012)The paper explores the trend of supply of professional education institutions. The

secondary data is analyzed to investigate the reasons for large number of vacant seats in

professional colleges. The last two decades had witnessed unprecedented growth in

institutes of higher education primarily due to private sector participation. The private

sector is expected to provide useful contribution in achieving the target of 30% GER by

2020 set by government of India. Though the private institutes have grown in number

they are not able to attract the high ranking students. The issues of quality, access, equity,

inclusiveness require urgent attention of the stakeholders. Unemployability of graduates

is a cause of concern. Large number of vacant seats in self financing colleges is

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threatening the financial viability of these institutions. Proper regulatory framework

supported by mutual trust and accountability is important for the establishment of vibrant

global private higher education institutions which can ensure quality, access, and

inclusiveness.(Gupta, Deepti & Navneet Gupta, 2012)India’s education system is often

cited as one of the main contributors to the economic rise of India. The size of India’s

higher education market is about $40 billion per year. Presently about 12.4 percent of

students go for higher education from the country. If India were to increase that figure of

12.4% to 30%, then it would need another 800 to one thousand universities and over

40,000 colleges in the next 10 years. This paper presents the development and present

scenario of higher education in India by analyzing the various data and also identifies the

key challenges that India’s higher education sector is facing. This paper also presents the

key initiatives by the government and recommendations to meet these challenges. In this

paper authors have presented the development and present scenario of higher education in

India by analyzing the various data and also identify the key challenges like demand-

supply gap, quality education, research and development and faculty shortage in India’s

higher education sector. In this paper also identified the key initiatives from the

government side which include the establishment of NCHER, independent regulatory

authority for accreditation and national database of academic qualification, increase in

number of universities including IITs, IIMs, NITs and SPAs during 11th five year plan

and increase in the number of seats in existing institutions, and passing of the Right of

Children to Free and Compulsory Education. Looking to the present scenario of the

higher education in India we recommended some points in order to further meet the

challenges.(Tilak, Jandhyala B. G. , 2012)Conventionally, higher education is heavily

subsidised by the state in almost all countries. This has been justified by the recognition

of education as capable of producing externalities, as a public good (and as a quasi-public

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good in case of higher education), as a merit good, as a social investment for human

development, and as a major instrument of equity, besides as a measure of quality of life

in itself. The launching of neoliberal economic reforms in most developing and

developed countries of the world has led to shrinking the pubic budgets for higher

education. Recent trends in funding higher education are associated with changing

perceptions on the role of higher education. As a result, business models are adopted in

setting and running universities. Private universities, commercial universities, corporate

universities and entrepreneurial universities are becoming the order of the day. The

several basic characteristic features of higher education, such as higher education as a

public good, merit good, social investment, and as a human right are under attack. Recent

evidence shows that many universities are experimenting with cost recovery measures,

generating resources from student fees, and other non-governmental sources. The effects

of these cost recovery measures on the quantity, quality and equity in higher education

need to be examined for sound policy making. The paper presents a quick review of some

of these arguments being made in favour of and against public financing of higher

education and restated how important it is for the state to finance higher education. It is

argued that significant reduction in public subsidies to education is neither feasible, nor

desirable, even if feasible.(Li, Helen, 2013)The rising cost of higher education is a topic

of large concern today. As tuition prices continue to grow at a quicker pace than housing

prices, consumer prices and average hourly wages, it is becoming harder and harder for

the average American family to afford going to college. What factors have been driving

this large rise in tuition prices? This thesis aims to set up a supply and demand

framework to analyze the various forces that may be driving the price of higher education

to rise above the Consumer Price Index over time. After defining long-run supply and

demand for the higher education market, this thesis addresses economy-wide factorsand

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summarizes the findings of Robert Archibald and David Feldman in Why Does College

Cost So Much?. Next, this thesis examines higher education-specific factors and

specifically tests thehypothesis: The long-run supply curve for higher education’s is

theoretically vertical. Theinability for supply to meet the increasing demand for higher

education results in a supply anddemand imbalance that drives up the price of higher

education. After looking at both economy wideand higher education-specific factors, it is

apparent that slow productivity growth and largewage increases for professors (cost

disease) and an unresponsive total enrolment (supply) in theface of rising demandare

largely driving the increase in the price of higher education. In order tocurb this rising

prices, his thesis will offer a few policy implications and recommendations. Namely,

online education and “blended” courses may offer viable solutions to increase

theproductivity of professors and increase total enrolment at institutions.(Walia, Nidhi,

2013)stated that it hardly needs any justification that higher education is an engine of

economic growth in any country including India. Higher education has significant role in

supporting knowledge driven economic growth strategies. It provides an opportunity to

critically reflect upon the social, economic, cultural, moral and spiritual issues facing

humanity. It contributes to national development through dissemination of specialized

knowledge and skills. Indian higher education system has undergone massive expansion

since independence. Keeping in above, present paper seeks to examine the emerging

issues and challenges in Indian higher education system in the present era. Issues like

access, equity, inclusion, quality, privatization and financing concerning higher

education, are very complex and interrelated with political, economical geographical and

international dimensions. To develop India as an education hub or to become a

prosperous partner in global economy, India has to qualitatively strengthen education in

general and higher education with research and development in particular.(Singh, Dr. J.

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D., 2015)stated that although there have been challenges to higher education in the past,

these most recent calls for reform may provoke a fundamental change in higher

education. This change, according to him, may not occur as a direct response to calls for

greater transparency and accountability, but rather because of the opportunity to reflect

on the purpose of higher education, the role of colleges and universities in the new

millennium, and emerging scientific research on how people learn. These disparate

literatures have not been tied together in a way that would examine the impact of

fundamental change from the policy level to the institutional level and to the everyday

lives of college and university administrators, faculty and students. Now the time has

come to create a second wave of institution building and of excellence in the fields of

education, research and capability building. We need higher educated people who are

skilled and who can drive our economy forward. He concludes that when India can

provide skilled people to the outside world then we can transfer our country from a

developing nation to a developed nation very easily and quickly.

2.2Conclusion

We strongly believe that a stratified three tiered structure that enables seamless vertical

and horizontal mobility of students would be able to create the desired intellectual,

economic and social value. The implementation framework suggests the student at the

center stage to foster innovation and choice, that will increase access, equity and quality,

and a transparent governance framework that will enable autonomy and self –regulation.

A framework for governance has been detailed in the addendum document which

proposes a mechanism based on outcomes and strong institutional accountability, clearly

delineating the role and responsibilities of the government as well as public and private

higher education. In this report, we have attempted to provide a brief overview of the

educationalsystem in Pune. The intended audience is Finnish policy makers,

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universitiesand other agencies. Since Pune and Satara have few historical cities,it would

need some concerted effort by both to develop productiveEducation.

Although the modern education system in India is based on the Anglo-American

tradition, there is a great variety of institutional systems in higher education. Government

plays a dominant role not only in providing funds foreducation but also in the

administration and control of these institutions. It isnot uncommon that institutions may

be facing dictums from various entitiesthat are at times confusing and contradictory. Any

foreign organization tryingto build a relationship with these institutions must not be

daunted by suchambiguities and must work with them patiently.We have attempted to

identify various institutions of repute in Pune that

can be excellent candidates for further consideration by Finnish institutions.

Basically, educational planners in India avoid answering some important questions on the

design of a student loan programme. (Woodhall, M., 1987)lists such questions as: what

are the main objectives of the loan programme? What is the corresponding policy on

student fees and other forms of financial assistance? What proportion of students need to

be given loans? What should be the size of the loan for each student in relation to costs

such as tuition fees, expenditure on hostels, books, stationery, and other living costs? Can

loans be used as an incentive mechanism to reward students or motivate them in their

studies? How best can loan programmes reduce rates of default? Can the scheme be made

flexible to adjust to changing socio-economic conditions? etc. These questions assume

much importance for the success of the programme in India, but have never been

satisfactorily resolved, but simply tackled on an ad hoc basis. Student loans are advocated

on the grounds of (a) resource potential; (b) equity in sharing the costs of higher

education; and (c) efficiency by making students more serious with respect to their

education and careers. On the other hand, critics reject student loans on the grounds of (a)

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reducing equity by limiting access to higher education; (b) administrative difficulties in

general; and (c) problems of recovery. All these arguments are open to empirical

verification, but detailed data for a critical analysis of these questions are not available in

India. Nevertheless, this article has discussed some evidence on these questions in the

Indian context. There is not much evidence in support of the arguments made in favour of

student loans, while the scanty evidence available suggests that many of the arguments

made against student loans appear to be valid in India. The main conclusion, therefore, is

that unless student loans are accompanied by carefully formulated policies regarding fees,

loans may aggravate rather than reduce inequities, with the rich getting public subsidies

through low levels of fees, and the poor paying back in full for their education through

student loans. All this may lead to inequality of access and declining participation in

higher education by ethnic minorities, as Indian critics of student loans suggest In all,

access to higher education may be seriously reduced by student loan programmes, as

critics maintain. Hence student loans must be judged more in terms of generating

finances for higher education, rather than as a measure to improve access and equity in

higher education, and this article suggests that the existing loan programme in India is

disappointing in this regard

2.3 Research Gap

The study of the Literature indicates that there are no studies available on financial issues

involved from a student’s perspective inIndia.

100

CHAPTER 3

Objectives, Hypothesis &Research Methodology

3.1 Statement of Research Problem:

Basically, educational planners in India avoid answering some important questions on the

design of a student loan programme. (Woodhall, M., 1987) lists such questions as: what

are the main objectives of the loan programme? What is the corresponding policy on

student fees and other forms of financial assistance? What proportion of students needs to

be given loans? What should be the size of the loan for each student in relation to costs

such as tuition fees, expenditure on hostels, books, stationery, and other living costs? Can

loans be used as an incentive mechanism to reward students or motivate them in their

studies? How best can loan programmes reduce rates of default? Can the scheme be made

flexible to adjust to changing socio-economic conditions? etc. These questions assume

much importance for the success of the programme in India, but have never been

satisfactorily resolved, but simply tackled on an ad hoc basis. Student loans are advocated

on the grounds of (a) resource potential; (b) equity in sharing the costs of higher

education; and (c) efficiency by making students more serious with respect to their

education and careers. On the other hand, critics reject student loans on the grounds of (a)

reducing equity by limiting access to higher education; (b) administrative difficulties in

general; and (c) problems of recovery. All these arguments are open to empirical

verification, but detailed data for a critical analysis of these questions are not available in

India. Nevertheless, this article has discussed some evidence on these questions in the

Indian context. There is not much evidence in support of the arguments made in favour of

student loans, while the scanty evidence available suggests that many of the arguments

made against student loans appear to be valid in India. The main conclusion, therefore, is

that unless student loans are accompanied by carefully formulated policies regarding fees,

101

loans may aggravate rather than reduce inequities, with the rich getting public subsidies

through low levels of fees, and the poor paying back in full for their education through

student loans. All this may lead to inequality of access and declining participation in

higher education by ethnic minorities, as American critics of student loans suggest

(Hansen, J., 1989). In all, access to higher education may be seriously reduced by student

loan programmes, as critics maintain. Hence student loans must be judged more in terms

of generating finances for higher education, rather than as a measure to improve access

and equity in higher education, and this article suggests that the existing loan programme

in India is disappointing in this regard also.

3.2 Scope Of Study:

Considering the wide range of issues mentioned above, the researcher has focused on

students having technical education (management, engineering and pharmacy streams) in

Pune, & Satara District of Maharashtra. The period of the study being 2011 to 2014

3.3 Research Objectives:

1.To understand the structure of fees borne by the students for various types of

technical education.

2.To analyze the sources of funding for these fees.

3.To analyze the allied expenses during the education to be borne by the students.

3.10 HYPOTHESIS FOR THE STUDY

For this research, the researcher has decided to set the following null (in italics) and

alternate hypotheses (in bold):

H01 - Full fees must be charged to cover full cost of education.

H11 - Higher education should be free for everyone.

H02 - The role of private players should be restricted and regulated.

102

H12 - We need greater private participation in higher education.

H03 - A national education regulatory authority should be established to monitor.

H13 - There is no need to replace the Existing regulatory authorities Such as

UGC, AICTE etc.

H04 - higher education Fees should reflect cost of providing education.

H14 - Student fees must be kept low by public funding.

H05 - Fees should remain constant even when salaries rise.

H15 - Student fees should be linked to faculty salaries.

H06 - Fees in self financed course is not very high.

H16 - Fees in self-financed courses are generally very high.

H07 - There is no need to increase tuition fees in funded aided courses.

H17 - There is a need to hike the fees in State/Government aided courses.

H08 - Loans are not substitute for state funding education.

H18 - Student loans can take care of needs of poor students.

H09 - Institutions should largely depend on student fees or government funding.

H19 - Higher educational institutions should augment resources by research,

consultancy etc.

H10 - Government lacks the will to spend more on higher education.

H110 - Government lacks the resources to enhance spending on higher Education.

103

3.5 Research Methodology:

This section outlines the research method used for thestudy, which includes Data

Collection, Sample Design and Data Processing

3.5.1 Data Source:

The researcher has used secondary data in the form of various governments reports,

published statistics of higher education in India and other such material as has been

published in various research journals and periodicals. For the primary data, the

researcher has approached about 3200 students and about 15 each from Principles and 05

from Bankers.

3.5.2 Research Questionnaires:

3 Sets of questionnaire was used for study

1 . for Students

2. for Principal / Trustee

3 .for Bankers

3.6 Research Study

Research Methodology used was descriptive in nature .

Secondary Data for the study was collected from various available sources through desk

research including literature survey and referring e-libraries etc. Review of literature and

other available information from various published and unpublished Reports. Journals,

Books, Newspapers etc (including databases like Ebasco, Pro-quest, Sage Journals,

McKinsey and Co, IJRCM, Google Scholar, HubSpot, LNS Research, and Others

Sampling Plan

The target population of the study was identified as students from Different Institutions

With this assumption, the sample size can be determined by the formula:

104

Size and Design of Sample

The study was conducted Pune & Satara . The sampling method used was Stratified

Random Sampling. The sample units were Students, Principal and Banker

Sample Size: The total valid sample for the study was 2442students 15 Trustee/Principal

& 5 Bankers

Field Study:

A total of 3200 students was targeted and data collected from them, the spatial

distribution of theses 3200 students is as follows:-

of these 2442 students data was considered to be valid as relevant.

Aea of Study Pharmacy Engineering Management Total

Pune 160 2210 275 2645

Satara 65 425 65 555

Total 225 2635 340 3200

3.7 Data Analysis:

Data analysis was done using SPSS16 and chi-squared was primarily used as the

tool for analysis.

3.8 Questionnaire Design:

3.8.1 The questionnaire of students comprised of 19 questions

1.Demographic Issues -8 questions

2.Fees Paid By students – 3 questions

3.Students Loan – 2 questions

4.Faculty Related – 3 questions

5.Perception about College performance – 2 Questions

3.8.2 The questionnaire of Trustee/Principal comprised of 15 questions

1.Demographic Issues -6 questions

2.Fees Paid By students – 1 questions

3.Students Loan – 3 questions

4.Scholarship related – 02 questionns

5.Related to Hypothesis – 3 questions.

105

3.8.3 The questionnaire of Bankers comprised of 13 questions

1.Demographic Issues -4 questions.

2. Students loan – 5 questions.

3. Related to Hypothesis – 4 questions.

3.11 Limitations of The Study:

The study considers only students from chosen cities. Hence, it may not represent the

whole of the India. Additional the study does not consider the aspect of otherhigher

educationlike theHealth Sciences Education etc.

106

CHAPTER 4

DATA ANALYSIS AND FINDINGS

4.1 PILOT STUDY

The researcher has prepared a separate questionnaire for students of different courses.

Such questionnaire has been administered on 150 students undergoing different technical

courses, such as, Engineering (UG & PG), Pharmacy (UG & PG), and Management. The

whole idea was to test the correctness of the structure and language of the questionnaire,

as also the usefulness of the same in the context of this research. Out of these 150

students, only 132 students reliable at valid questionnaire was obtained .

The reliability has been checked with the help of cronbach alpha, the results are as

follows

As the cronbach’s Alpha is 0.801 (i.e. greater than 0.70), the questionnaire has been

proved to be reliable.The data has been tabulated in Microsoft Excel for Demographic

analysis.

COLLEGE

PERFORMAN

CE

PARAMETER

S

TEACHE

R

PERFOR

MANCE

ACAD

EMIC

FACIL

ITIES

NON-

TEACH

ING

BEHAV

IOUR

LIBR

ARY

FACI

LITY

COMP

UTER

FACIL

ITY

PARK

ING

FACI

LITY

SPOR

TS &

CULT

URAL

CO-

CURRIC

ULAR,

EXTRA

CURRIC

ULAR

CANT

EEN

&

MESS

OVER

ALL

COLL

EGE

RATI

NG

Mean 3.03 2.89 3.08 3.19 3.20 2.62 3.26 3.14 2.67 3.08

Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00

Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00

Std.Deviation 0.85 0.95 0.98 0.91 0.86 1.24 0.86 0.91 1.06 0.66

Kurtosis -0.44 -0.87 0.60 2.29 0.20 -0.66 0.87 0.47 -0.15 0.74

Skewness -0.52 -0.37 -1.01 -1.36 -0.93 -0.63 -1.05 -0.94 -0.68 -0.49

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00

Count 132 132 132 132 132 132 132 132 132 132

Confidence

Level(95.0%) 0.04 0.04 0.04 0.04 0.04 0.05 0.04 0.04 0.04 0.03

Reliability Statistics

Cronbach's Alpha N of Items

0.801 38

107

The researcher has collected data from total of 132 students studying various under-

graduate and post-graduate professional courses from various colleges. In one of the

questions, in the questionnaire administered on these students, the researcher has focused

on various aspects of college performance indicators, as well as on an issue of whether

the college fees charged to them is hindrance for their desire for higher education or not.

The above table displays various measures of descriptive statistics for elaborating on the

issues mentioned therein.

In so far as the overall college performance is concerned, the mean, mode and median are

close to 3 on five point Likert scale (0-4) and the standard deviation is mere 0.66. This

shows that the data is having central tendency around 3 as a score, which shows

satisfactory performance of the college. However, the data is not normal, as it is

negatively skewed and platykurtic.

On the issue of whether the college fees is a hindrance for the students’ desire for higher

education, the mean, mode and median are close to 1, where 0 is “no” and 1 is “Yes” and

the standard deviation is mere 0.39. This shows that the data is having central tendency

around 1 as a score, which shows that the students feel college fees as hindrance for their

desire for higher education. However, the data is not normal, as it is negatively skewed

and platykurtic. This can be understood in the following table.

AVERAGE RATING FEES AS HINDRANCE YES / NO

Mean 3.01 0.81

Median 3.10 1.00

Mode 3.00 1.00

Std.Deviation 0.63 0.39

Kurtosis -0.43 0.55

Skewness -0.53 -1.60

Range 2.60 1.00

Count 132 132

Confidence

Level(95.0%) 0.03 0.02

108

FEES AS HINDRANCE

YES / NO

SATISFIED WITH LOAN FACILITIES

YES/NO

Mean 0.81 0.74

Variance 0.15 0.19

Observations 132 132

Pearson Correlation

0.44

df 131

t Stat 7.11

P(T<=t) one-

tail 0.00

t Critical one-

tail 1.65

When the researcher has compared two important issues, i.e. whether fees is a hindrance

for their desire for higher education and whether they are satisfied with education loan

facilities available, there is a weak positive correlation between the two. However, as the

p value is less than 0.05 and the calculated t is greater than the t critical, these two

important issues are statistically significantly different.

PIL

OT

ST

UD

Y

DE

SC

RIP

TIV

E

ST

AT

IST

ICS

Hig

her

ed

uca

tio

n s

ho

uld

be

free

fo

r ev

ery

on

e.

We

nee

d g

rea

ter

pri

va

te

pa

rtic

ipa

tio

n i

n h

igh

er

edu

cati

on

Th

ere

is n

o n

eed

to

rep

lace

th

e E

xis

tin

g

reg

ula

tory

au

tho

riti

es

Su

ch a

s U

GC

, A

ICT

E e

tc.

Sch

ola

rsh

ips

an

d t

uit

ion

fees

waiv

er a

re t

o b

e

giv

en t

o l

arg

e n

um

ber

s o

f

stu

den

ts

Stu

den

t fe

es s

ho

uld

be

lin

ked

to

fa

cu

lty

sala

ries

Fee

s in

sel

f-fi

na

nce

d

cou

rses

are

gen

era

lly

ver

y

hig

h.

Th

ere

is a

nee

d t

o h

ike

the

fees

in

Sta

te/G

ov

ern

men

t

aid

ed c

ou

rses

Stu

den

t lo

an

s ca

n t

ak

e

care

of

nee

ds

of

po

or

stu

den

ts

Hig

her

ed

uca

tio

na

l

inst

itu

tio

ns

sho

uld

au

gm

ent

reso

urc

es b

y

rese

arc

h, co

nsu

lta

ncy

etc

. G

ov

ern

men

t la

cks

the

reso

urc

es t

o e

nh

an

ce

spen

din

g o

n h

igh

er

Ed

uca

tio

n

Mean 0.70 0.50 0.39 0.79 0.69 0.67 0.27 0.63 0.73 0.35

Median 1.00 0.50 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard

Deviatio

n

0.46 0.50 0.49 0.41 0.46 0.47 0.44 0.48 0.45 0.48

Kurtosis -1.20 -2.03 -1.84 0.03

-

1.33 -1.51 -0.85

-

1.74 -0.95 -1.61

Skew

ness -0.91 0.00 0.44 -1.42

-

0.83 -0.72 1.08

-

0.54 -1.03 0.64

Count 132

132 132 132 132 132 132 132 132 132

Confide

nce

Level

(95.0%)

0.08 0.09 0.08 0.07 0.08 0.08 0.08 0.08 0.08 0.08

109

The testing of these hypotheses is relatively not so complex, as the data for each one of

them is dichotomous. Each of the respondents shall either select Null Hypothesis or

Alternative Hypothesis. For Null Hypothesis the score is assumed to be 0 and for

alternative hypothesis the score is assumed to be 1. Hence, if the mean score is greater

than 0.50 and the median and/or mode is 1, the alternative hypothesis is accepted and the

null hypothesis is rejected and the vice versa is also true. Thus, the descriptive statistics

alone can help us decisively prove or disprove our hypotheses.

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

Different Test : 1. Chi - Square Test

From the top row of the table, Pearson Chi-Square statistic, and p < 0.001; i.e., a very

small probability of the observed data under the null hypothesis of no relationship. The

null hypothesis is rejected, since p < 0.05 (in fact p < 0.001).

Frequencies

H1

Observed

N

Expected

N

0 466 1068

1 1670 1068

Total 2136

H1

Chi-Square 678.65918

df 1

Asymp. Sig. 1.31E-149

2. Binomial Test

The output tells us that there are two groups: NO (denoted by 0) and YES (denoted by 1).

The column labeled N tells us that there were 2136 students considered for this test. The

Observed Prop. column gives the observed proportions. The next column, Test Prop.,

110

gives the value that is entered in the Test Proportion box in the Binomial Test dialog box.

The last column, Asymp. Sig. (2-tailed), gives the p value for this statistical test. As

always, when the p value is less than or equal to α level, one can reject H0.

The p value is .000 which is less than or equal to our α level of .05. Thus, we reject H0.

Category N Observed

Prop.

Test

Prop.

Asump. Sig.

(2-tailed)

H1 Group 1 1 1670 0.78 0.5 .000a

Group 2 0 466 0.22

Total 2136 1

3. The Friedman Test :

The Friedman test is the significance test for more than two dependent

samples and is also known as the Friedman two-way analysis of variance; it

is used to test the null hypothesis. In other words, it is used to test that

there is no significant difference between the size of 'k' dependent samples

and the population from which these have been drawn. In SPSS, the

Friedman test is done by selecting "Nonparametric Tests" from the analyze

menu and then selecting "K Related Samples." After this, select "Test

Variables," and then under the option test type, select "Friedman." The

Friedman test statistic is distributed approximately as chi-square, with (k -

1) degrees of freedom. The Friedman test statistic for more than two

dependent samples is given by the formula:

Chi-square Fr iedman = ([12/nk(k + 1)]*[SUM(T i2] - 3n(k + 1))

a. Friedman Test

Test Statistics(a)

N 2136

Chi-Square 3.00E+03

df 9

Asymp. Sig. 0

111

The Friedman test, which evaluated differences in medians among different 10

hypotheses, is not significant χ2(2, N = 2136) = 0.0003, p < .01. Kendall’s W is 0.156,

indicating fairly strong differences among these ten different hypotheses.

4. Kendall's W Test

Kendall 's W Test is referred to the normalization of the Friedman statistic. Kendall's

W is used to assess the trend of agreement among the respondents. In SPSS, Kendall's W

Test is done by selecting "Nonparametric Tests" from the analyze menu, and then by

clicking on "K Related Samples." After this, select "Test Variables," and then under the

option test type, select "Kendall's W." Kendall's W ranges from 0 to 1. The value '1'

refers to the complete agreement among/between the raters, and value '0' refers to the

complete.

Kendall's W Test

Ranks

Mean

Rank

H1 6.57

H2 4.71

H3 4.62

H4 6.69

H5 6.11

H6 5.81

H7 4.05

H8 5.54

H9 6.45

H10 4.46

Test Statistics

N 2136

Kendall's Wa 0.156

Chi-Square 3.00E+03

df 9

Asymp. Sig. 0

a. Kendall's Coefficient of Concordance

112

5. The Cochran's Q test

The Cochran's Q test is used to test whether or not the part of a given

variable is the same across the multiple dependent samples. In SPSS, the

Cochran's Q test is done by selecting "Nonparametric Tests" from the

analyze menu, and then selecting "K Related Samples." After this, select

"Test Variables," and then under test type, select "Cochran's Q."

6. Anova Test

Sum of

Squares df

Mean

Square F Sig.

H1 Between

Groups 88.374682 7 12.624955 97.354154 1.37E-123

Within

Groups 275.96052 2128 0.1296807

Total 364.33521 2135

Test of Hypothesis -2

Chi - Square Test

H2

Observed N Expected N

0 1258 1068

1 878 1068

Total 2136

H2

Chi-Square 67.602996

df 1

Asymp. Sig. 2E-16

Biominal Test

Category N Observed

Prop.

Test

Prop.

Asymp. Sig.

(2-tailed)

H2 Group 1 1 878 0.41 0.5 .000a

Group 2 0 1258 0.59

Total 2136 1

113

ANOVA

Sum of

Squares df

Mean

Square F Sig.

H2 Between Groups 88.051832 7 12.578833 62.388808 7.472E-

82

Within Groups 429.04742 2128 0.20162

Total 517.0992 2135

Test of Hypothesis -3

Chi - Square Test

H3

Observed N Expected N

0 1299 1068

1 837 1068

Total 2136

H3

Chi-Square 99.926966

df 1

Asymp. Sig. 1.581E-23

Biominal Test

Category N Observed

Prop.

Test

Prop.

Asymp. Sig.

(2-tailed)

H3 Group 1 0 1299 0.61 0.5 .000a

Group 2 1 837 0.39

Total 2136 1

ANOVA

Sum of

Squares df

Mean

Square F Sig.

H3 Between

Groups 44.125159 7 6.3035941 28.854049

3.181E-

38

Within

Groups 464.8931 2128 0.2184648

Total 509.01826 2135

114

Test of Hypothesis 4

Chi - Square Test

H4

Chi-Square 798.51873

df 1

Asymp. Sig. 1.13E-175

Biominal Test

Category N Observed Prop. Test Prop. Asymp. Sig.

(2-tailed)

H4 Group 1 1 1721 0.81 0.5 .000a

Group 2 0 415 0.19

Total 2136 1

ANOVA

Sum of Squares df

Mean

Squar

e

F Sig.

Total 509.01826 2135

H4 Between Groups 24.329806 7 3.475

6866

23.855

789 2.024E-31

Within Groups 310.04051 2128 0.145

6957

Total 334.37032 2135

H4

Observed N Expected N

0 415 1068

1 1721 1068

Total 2136

115

Test of Hypothesis 5

Chi - Square Test

H5

Observed N Expected N

0 660 1068

1 1476 1068

Total 2136

H5

Chi-

Square 311.73034

df 1

Asymp.

Sig. 9.168E-70

Binomial Test

Cate

gory N Observed Prop.

Test

Prop.

Asymp.

Sig. (2-

tailed)

H5 Group 1 0 660 0.31 0.5 .000a

Group 2 1 1476 0.69

Total 2136 1

ANOVA

Sum of Squares df

Mean

Squar

e

F Sig.

H5 Between

Groups 131.59928 7

18.79

9896 123.29771 2.4E-152

Within

Groups 324.46814

212

8

0.152

4756

Total 456.06742 213

5

116

Test of Hypothesis 6

Chi - Square Test

H6

Observe

d N

Expe

cted

N

0 790 1068

1 1346 1068

Total 2136

H6

Chi-

Square 144.72659

df 1

Asymp.

Sig. 2.465E-33

Binomial Test

Categor

y N

Observed

Prop. Test Prop.

Asymp. Sig. (2-

tailed)

H6 Group 1 1 1346 0.63 0.5 .000a

Group 2 0 790 0.37

Total 2136 1

ANOVA

Sum of

Squares df

Mean

Square F Sig.

H6

Betwee

n

Groups

94.3278

71 7

13.475

41

71.069

019 1.476E-92

Within

Groups

403.490

48 2128

0.1896

102

Total 497.818

35 2135

117

Test of Hypothesis - 7

Chi - Square Test

H7

Observed N Expected N

0 1541 1068

1 595 1068

Tota

l 2136

H7

Chi-Square 418.96816

df 1

Asymp. Sig. 4.093E-93

Binomial Test

Catego

ry N

Observed

Prop.

Test

Prop.

Asymp. Sig. (2-

tailed)

H7 Group 1 1 595 0.28 0.5 .000a

Group 2 0 1541 0.72

Total 2136 1

ANOVA

Sum of

Squares df

Mean

Square F Sig.

H7

Betwee

n

Groups

86.0014

32 7

12.285

919 76.16588 9.82E-99

Within

Groups

343.256

53 2128

0.1613

048

Total 429.257

96 2135

Test of Hypothesis - 8

Chi - Square Test

H8

Observed N Expected N

0 904 1068

1 1232 1068

Total 2136

118

H8

Chi-Square 50.367041

df 1

Asymp. Sig. 1.275E-12

Binomial Test

Categor

y N

Observed

Prop.

Test

Prop.

Asymp. Sig. (2-

tailed)

H8 Group

1 0 904 0.42 0.5 .000a

Group

2 1 1232 0.58

Total 2136 1

ANOVA

Sum of

Squares df

Mean

Square F Sig.

H8 Between

Groups

147.731

55 7

21.104

507

120.1851

5

5.49E-

149

Within

Groups

373.676

69 2128

0.1755

999

Total 521.408

24 2135

Test of Hypothesis - 9

Chi - Square Test

H9

Observed N Expected N

0 514 1068

1 1622 1068

Total 2136

H9

Chi-Square 574.74906

df 1

Asymp. Sig. 5.2E-127

119

Binomial Test

Categ

ory N

Observed

Prop.

Test

Prop.

Asymp. Sig.

(2-tailed)

H

9 Group 1 0 514 0.24 0.5 .000a

Group 2 1 1622 0.76

Total 2136 1

ANOVA

Sum of

Squares df

Mean

Square F Sig.

H

9 Between Groups 34.781693 7

4.9688

133

29.74039

8

2.011E-

39

Within Groups 355.53104 2128 0.1670

729

Total 390.31273 2135

Test of Hypothesis - 10

Chi - Square Test

H10

Observed N Expected N

0 1367 1068

1 769 1068

Total 2136

H10

Chi-Square 167.4176

df 1

Asymp. Sig. 2.712E-38

a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is

1068.0.

Binomial Test

Categ

ory N

Observed

Prop.

Test

Prop.

Asymp.

Sig. (2-

tailed)

H10 Group 1 1 769 0.36 0.5 .000a

Group 2 0 1367 0.64

Total 2136 1

a. Based on Z

Approximation.

120

ANOVA

Sum of

Squares df

Mean

Square F Sig.

H10 Between

Groups

121.9735

1 7

17.4247

87

100.1694

8 8.51E-127

Within

Groups

370.1720

9 2128

0.17395

31

Total 492.1456 2135

121

As the p value is less than 0.05 in all hypotheses, they are not significant and thus, not random.

Correlations

Runs Test

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Tes

t

Valu

ea

0.7

818

35 2

0.4110

487

0.3918

539

0.805

7116

0.6910

112

0.6301

498

0.278

5581

0.576

779

0.7593

633

0.360

0187

Case

s <

Tes

t

Valu

e 46

6

1258 1299 415 660 790 1541 904 514 1367

Case

s >

=

Tes

t

Valu

e

16

70

878 837 1721 1476 1346 595 1232 1622 769

Tota

l

Case

s

213

6 2136 2136 2136 2136 2136 2136 2136 2136 2136

Nu

mb

er

of

Ru

ns

614 1022 966 751 688 827 654 1058 713 862

Za

-

7.33

986

88

-

0.5899

697

-

2.4083

743

5.618

7485

-

11.410

923

-

7.8765

508

-

11.06

749

0.628

7579

-

4.0646

195

-

5.790

661

Asy

mp

.

Sig

. (2

-

tail

ed)a

2.13

8E-

13

0.5552

109

0.0160

237

1.923

E-08

3.688E

-30

3.365E

-15

1.804

E-28

0.529

5076

4.811E

-05

7.011

E-09

a. Mean

122

UGENGG PGENGG ALLPG

UGENGG Pearson

Correlation 1 0.9740932 0.9740533

Sig. (2-

tailed) 1.91E-06 1.922E-06

N 10 10 10

PGENGG Pearson

Correlation 0.9740932 1 0.9943166

Sig. (2-

tailed) 1.91E-06 4.534E-09

N 10 10 10

ALLPG Pearson

Correlation 0.9740533 0.9943166 1

Sig. (2-

tailed) 1.922E-06 4.534E-09

N 10 10 10

ALLUG Pearson

Correlation 0.9997179 0.9761826 0.9768908

Sig. (2-

tailed) 2.77E-14 1.368E-06 1.213E-06

N 10 10 10

**. Correlation is significant at the 0.01 level(2-tailed).

The Pearson’s correlation is significant in case of different categories of students i.e.

Undergraduate, Post-graduate etc.

Correlations

UGENGG PGENGG ALLPG ALLUG

Kendall's

tau_b UGENGG

Correlation

Coefficient 1 0.8736209 0.8989331 1

Sig. (2-

tailed) . 0.0005823 0.000328 .

N 10 10 10 10

PGENGG Correlation

Coefficient 0.8736209 1 0.9775252 0.8736209

Sig. (2-

tailed) 0.0005823 . 0.0001057 0.0005823

N 10 10 10 10

ALLPG Correlation

Coefficient 0.8989331 0.9775252 1 0.8989331

Sig. (2-

tailed) 0.000328 0.0001057 . 0.000328

N 10 10 10 10

ALLUG Correlation

Coefficient 1 0.8736209 0.8989331 1

Sig. (2-

tailed) . 0.0005823 0.000328 .

N 10 10 10 10

Spearman's

rho UGENGG

Correlation

Coefficient 1 0.9480167 0.9665698 1

Sig. (2- . 3E-05 5.248E-06 .

123

tailed)

N 10 10 10 10

PGENGG Correlation

Coefficient 0.9480167 1 0.9939209 0.9480167

Sig. (2-

tailed) 3E-05 . 5.931E-09 3E-05

N 10 10 10 10

ALLPG Correlation

Coefficient 0.9665698 0.9939209 1 0.9665698

Sig. (2-

tailed) 5.248E-06 5.931E-09 . 5.248E-06

N 10 10 10 10

ALLUG Correlation

Coefficient 1 0.9480167 0.9665698 1

Sig. (2-

tailed) . 3E-05 5.248E-06 .

N 10 10 10 10

**. Correlation is significant at the 0.01 level (2-tailed)

In case of rank correlation coefficient is concerned, as the p value is less than 0.05, it is not

significant. This means the results given by different categories of students are almost similar in

nature.

For different hypotheses we have considered, p < .01. Hence, there is a statistically significant

difference for each of the hypotheses we have considered.

One-Sample Statistics

N Mean Std.

Deviation

Std. Error

Mean

UGENGG 10 0.547 0.1895638 0.0599453

PGENGG 10 0.586 0.2147453 0.0679084

ALLPG 10 0.587 0.2041813 0.0645678

ALLUG 10 0.547 0.1909072 0.0603702

One-Sample Test Test Value = 0

t df Sig.

(2-tailed)

Mean

Difference

95%

Confidence

Interval of

the

Difference

Lower Upper

UGENGG 9.1249787 9 7.626E-06 0.547 0.4113942 0.6826058

PGENGG 8.6292667 9 0.586 0.4323804 0.7396196

ALLPG 9.0912197 9 7.861E-06 0.587 0.4409375 0.7330625

ALLUG 9.0607686 9 8.08E-06 0.547 0.4104332 0.6835668

124

The one sample t-test statistic is close to 9.00 and the p-value from this statistic is less than 0.05

(the level of significance usually used for the test) Such a p-value indicates that the categories of

the students are statistically significantly different from PG Engineering.

TYPE HYPODETAILS HYPONO Mean Median

Standard

Deviation Count

PG COMP SC

Higher

education should

be free for

everyone.

H1 0.80 1.00 0.41 25.00

PG CONSTR

ENGG

Higher

education should

be free for

everyone.

H1 0.89 1.00 0.31 47.00

PG DESIGN

ENGG

Higher

education should

be free for

everyone.

H1 0.86 1.00 0.35 37.00

PG M. PHARMA

Higher

education should

be free for

everyone.

H1 0.58 1.00 0.51 12.00

PG MBA

Higher

education should

be free for

everyone.

H1 0.80 1.00 0.40 132.00

PG MCA

Higher

education should

be free for

everyone.

H1 0.76 1.00 0.44 21.00

PG

NETWORKING

ENGG

Higher

education should

be free for

everyone.

H1 0.87 1.00 0.34 31.00

PG STRUCTURE

ENGG

Higher

education should

be free for

everyone.

H1 0.81 1.00 0.39 153.00

UG AUTO ENGG. Higher

education should

be free for

everyone.

H1 0.73 1.00 0.45 51.00

UG B. PHARMA

Higher

education should

be free for

everyone.

H1 0.77 1.00 0.42 110.00

UG CAD CAM

Higher

education should

be free for

everyone.

H1 0.67 1.00 0.58 3.00

125

UG CIVIL ENGG.

Higher

education should

be free for

everyone.

H1 0.78 1.00 0.42 171.00

UG COMMU

ENGG.

Higher

education should

be free for

everyone.

H1 0.55 1.00 0.51 20.00

UG COMP ENGG

Higher

education should

be free for

everyone.

H1 0.78 1.00 0.42 423.00

UG E & TC

Higher

education should

be free for

everyone.

H1 0.81 1.00 0.40 135.00

UG IT ENGG

Higher

education should

be free for

everyone.

H1 0.73 1.00 0.47 11.00

UG MECH ENGG

Higher

education should

be free for

everyone.

H1 0.77 1.00 0.42 754.00

PG COMP SC

We need greater

private

participation in

higher education

H2 0.60 1.00 0.50 25.00

PG CONSTR

ENGG

We need greater

private

participation in

higher education

H2 0.38 0.00 0.49 47.00

PG DESIGN

ENGG

We need greater

private

participation in

higher education

H2 0.41 0.00 0.50 37.00

PG M. PHARMA

We need greater

private

participation in

higher education

H2 0.50 0.50 0.52 12.00

PG MBA

We need greater

private

participation in

higher education

H2 0.41 0.00 0.49 132.00

PG MCA

We need greater

private

participation in

higher education

H2 0.62 1.00 0.50 21.00

126

PG

NETWORKING

ENGG

We need greater

private

participation in

higher education

H2 0.42 0.00 0.50 31.00

PG STRUCTURE

ENGG

We need greater

private

participation in

higher education

H2 0.39 0.00 0.49 153.00

UG AUTO ENGG. We need greater

private

participation in

higher education

H2 0.29 0.00 0.46 51.00

UG B. PHARMA

We need greater

private

participation in

higher education

H2 0.42 0.00 0.50 110.00

UG CAD CAM

We need greater

private

participation in

higher education

H2 0.33 0.00 0.58 3.00

UG CIVIL ENGG.

We need greater

private

participation in

higher education

H2 0.45 0.00 0.50 171.00

UG COMMU

ENGG.

We need greater

private

participation in

higher education

H2 0.25 0.00 0.44 20.00

UG COMP ENGG

We need greater

private

participation in

higher education

H2 0.39 0.00 0.49 423.00

UG E & TC

We need greater

private

participation in

higher education

H2 0.46 0.00 0.50 135.00

UG IT ENGG

We need greater

private

participation in

higher education

H2 0.45 0.00 0.52 11.00

UG MECH ENGG

We need greater

private

participation in

higher education

H2 0.41 0.00 0.49 754.00

127

PG COMP SC

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.36 0.00 0.49 25.00

PG CONSTR

ENGG

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.45 0.00 0.50 47.00

PG DESIGN

ENGG

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.49 0.00 0.51 37.00

PG M. PHARMA

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.42 0.00 0.51 12.00

PG MBA

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.42 0.00 0.49 132.00

PG MCA

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.33 0.00 0.48 21.00

128

PG

NETWORKING

ENGG

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.39 0.00 0.50 31.00

PG STRUCTURE

ENGG

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.39 0.00 0.49 153.00

UG AUTO ENGG. There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.31 0.00 0.47 51.00

UG B. PHARMA

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.40 0.00 0.49 110.00

UG CAD CAM

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.67 1.00 0.58 3.00

UG CIVIL ENGG.

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.42 0.00 0.49 171.00

129

UG COMMU

ENGG.

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.30 0.00 0.47 20.00

UG COMP ENGG

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.37 0.00 0.48 423.00

UG E & TC

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.42 0.00 0.50 135.00

UG IT ENGG

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.36 0.00 0.50 11.00

UG MECH ENGG

There is no

need to replace

the Existing

regulatory

authorities

Such as UGC,

AICTE etc.

H3 0.39 0.00 0.49 754.00

130

PG COMP SC

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.84 1.00 0.37 25.00

PG CONSTR

ENGG

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.85 1.00 0.36 47.00

PG DESIGN

ENGG

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.81 1.00 0.40 37.00

PG M.

PHARMA

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.75 1.00 0.45 12.00

PG MBA

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.80 1.00 0.40 132.00

PG MCA

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.86 1.00 0.36 21.00

131

PG

NETWORKING

ENGG

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.90 1.00 0.30 31.00

PG

STRUCTURE

ENGG

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.83 1.00 0.38 153.00

UG AUTO

ENGG.

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.76 1.00 0.43 51.00

UG B.

PHARMA

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.80 1.00 0.40 110.00

UG CAD CAM

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.67 1.00 0.58 3.00

UG CIVIL

ENGG.

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.80 1.00 0.40 171.00

132

UG COMMU

ENGG.

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.70 1.00 0.47 20.00

UG COMP

ENGG

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.80 1.00 0.40 423.00

UG E & TC

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.79 1.00 0.41 135.00

UG IT ENGG

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.91 1.00 0.30 11.00

UG MECH

ENGG

Scholarships

and tuition

fees waiver

are to be

given to

large

numbers of

students

H4 0.81 1.00 0.40 754.00

133

PG COMP SC

Student

fees should

be linked

to faculty

salaries

H5 0.72 1.00 0.46 25.00

PG CONSTR

ENGG

Student

fees should

be linked

to faculty

salaries

H5 0.77 1.00 0.43 47.00

PG DESIGN

ENGG

Student

fees should

be linked

to faculty

salaries

H5 0.73 1.00 0.45 37.00

PG M.

PHARMA

Student

fees should

be linked

to faculty

salaries

H5 0.67 1.00 0.49 12.00

PG MBA

Student

fees should

be linked

to faculty

salaries

H5 0.71 1.00 0.45 132.00

PG MCA

Student

fees should

be linked

to faculty

salaries

H5 0.81 1.00 0.40 21.00

PG

NETWORKING

ENGG

Student

fees should

be linked

to faculty

salaries

H5 0.77 1.00 0.43 31.00

PG

STRUCTURE

ENGG

Student

fees should

be linked

to faculty

salaries

H5 0.71 1.00 0.46 153.00

UG AUTO

ENGG.

Student

fees should

be linked

to faculty

salaries

H5 0.65 1.00 0.48 51.00

UG B.

PHARMA

Student

fees should

be linked

to faculty

salaries

H5 0.68 1.00 0.47 110.00

UG CAD CAM

Student

fees should

be linked

to faculty

H5 0.33 0.00 0.58 3.00

134

salaries

UG CIVIL

ENGG.

Student

fees should

be linked

to faculty

salaries

H5 0.67 1.00 0.47 171.00

UG COMMU

ENGG.

Student

fees should

be linked

to faculty

salaries

H5 0.50 0.50 0.51 20.00

UG COMP

ENGG

Student

fees should

be linked

to faculty

salaries

H5 0.69 1.00 0.46 423.00

UG E & TC

Student

fees should

be linked

to faculty

salaries

H5 0.71 1.00 0.45 135.00

UG IT ENGG

Student

fees should

be linked

to faculty

salaries

H5 0.82 1.00 0.40 11.00

UG MECH

ENGG

Student

fees should

be linked

to faculty

salaries

H5 0.68 1.00 0.47 754.00

PG COMP SC

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.76 1.00 0.44 25.00

PG CONSTR

ENGG

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.64 1.00 0.49 47.00

PG DESIGN

ENGG

Fees in

self-

financed

courses

H6 0.54 1.00 0.51 37.00

135

are

generally

very

high.

PG M.

PHARMA

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.75 1.00 0.45 12.00

PG MBA

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.62 1.00 0.49 132.00

PG MCA

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.71 1.00 0.46 21.00

PG

NETWORKING

ENGG

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.68 1.00 0.48 31.00

PG

STRUCTURE

ENGG

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.65 1.00 0.48 153.00

UG AUTO

ENGG.

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.65 1.00 0.48 51.00

136

UG B.

PHARMA

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.63 1.00 0.49 110.00

UG CAD CAM

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.67 1.00 0.58 3.00

UG CIVIL

ENGG.

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.63 1.00 0.49 171.00

UG COMMU

ENGG.

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.45 0.00 0.51 20.00

UG COMP

ENGG

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.64 1.00 0.48 423.00

UG E & TC

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.61 1.00 0.49 135.00

UG IT ENGG

Fees in

self-

financed

courses

are

generally

H6 0.64 1.00 0.50 11.00

137

very

high.

UG MECH

ENGG

Fees in

self-

financed

courses

are

generally

very

high.

H6 0.62 1.00 0.48 754.00

PG COMP SC

There is a need to

hike the fees in

State/Government

aided courses

H7 0.40 0.00 0.50 25.00

PG CONSTR

ENGG

There is a need to

hike the fees in

State/Government

aided courses

H7 0.21 0.00 0.41 47.00

PG DESIGN

ENGG

There is a need to

hike the fees in

State/Government

aided courses

H7 0.24 0.00 0.43 37.00

PG M.

PHARMA

There is a need to

hike the fees in

State/Government

aided courses

H7 0.17 0.00 0.39 12.00

PG MBA

There is a need to

hike the fees in

State/Government

aided courses

H7 0.29 0.00 0.45 132.00

PG MCA

There is a need to

hike the fees in

State/Government

aided courses

H7 0.29 0.00 0.46 21.00

PG

NETWORKING

ENGG

There is a need to

hike the fees in

State/Government

aided courses

H7 0.19 0.00 0.40 31.00

138

PG

STRUCTURE

ENGG

There is a need to

hike the fees in

State/Government

aided courses

H7 0.25 0.00 0.43 153.00

UG AUTO

ENGG. There is a need to

hike the fees in

State/Government

aided courses

H7 0.25 0.00 0.44 51.00

UG B.

PHARMA

There is a need to

hike the fees in

State/Government

aided courses

H7 0.28 0.00 0.45 110.00

UG CAD CAM

There is a need to

hike the fees in

State/Government

aided courses

H7 0.00 0.00 0.00 3.00

UG CIVIL

ENGG.

There is a need to

hike the fees in

State/Government

aided courses

H7 0.30 0.00 0.46 171.00

UG COMMU

ENGG.

There is a need to

hike the fees in

State/Government

aided courses

H7 0.35 0.00 0.49 20.00

UG COMP

ENGG

There is a need to

hike the fees in

State/Government

aided courses

H7 0.27 0.00 0.44 423.00

UG E & TC

There is a need to

hike the fees in

State/Government

aided courses

H7 0.32 0.00 0.47 135.00

UG IT ENGG

There is a need to

hike the fees in

State/Government

aided courses

H7 0.36 0.00 0.50 11.00

UG MECH

ENGG

There is a need to

hike the fees in

State/Government

aided courses

H7 0.28 0.00 0.45 754.00

139

PG COMP SC

Student

loans

can

take

care of

needs

of poor

students

H8 0.40 0.00 0.50 25.00

PG CONSTR

ENGG

Student

loans

can

take

care of

needs

of poor

students

H8 0.64 1.00 0.49 47.00

PG DESIGN

ENGG

Student

loans

can

take

care of

needs

of poor

students

H8 0.70 1.00 0.46 37.00

PG M.

PHARMA

Student

loans

can

take

care of

needs

of poor

students

H8 0.75 1.00 0.45 12.00

PG MBA

Student

loans

can

take

care of

needs

of poor

students

H8 0.60 1.00 0.49 132.00

PG MCA

Student

loans

can

take

care of

needs

of poor

students

H8 0.48 0.00 0.51 21.00

140

PG

NETWORKING

ENGG

Student

loans

can

take

care of

needs

of poor

students

H8 0.65 1.00 0.49 31.00

PG

STRUCTURE

ENGG

Student

loans

can

take

care of

needs

of poor

students

H8 0.58 1.00 0.49 153.00

UG AUTO

ENGG.

Student

loans

can

take

care of

needs

of poor

students

H8 0.57 1.00 0.50 51.00

UG B.

PHARMA

Student

loans

can

take

care of

needs

of poor

students

H8 0.57 1.00 0.50 110.00

UG CAD CAM

Student

loans

can

take

care of

needs

of poor

students

H8 0.33 0.00 0.58 3.00

UG CIVIL

ENGG.

Student

loans

can

take

care of

needs

of poor

students

H8 0.58 1.00 0.49 171.00

UG COMMU

ENGG.

Student

loans

can

take

care of

needs

H8 0.55 1.00 0.51 20.00

141

of poor

students

UG COMP

ENGG

Student

loans

can

take

care of

needs

of poor

students

H8 0.57 1.00 0.50 423.00

UG E & TC

Student

loans

can

take

care of

needs

of poor

students

H8 0.58 1.00 0.50 135.00

UG IT ENGG

Student

loans

can

take

care of

needs

of poor

students

H8 0.64 1.00 0.50 11.00

UG MECH

ENGG

Student

loans

can

take

care of

needs

of poor

students

H8 0.57 1.00 0.50 754.00

PG COMP SC

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.72 1.00 0.46 25.00

142

PG CONSTR

ENGG

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.72 1.00 0.45 47.00

PG DESIGN

ENGG

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.70 1.00 0.46 37.00

PG M.

PHARMA

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.83 1.00 0.39 12.00

PG MBA

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.73 1.00 0.44 132.00

PG MCA

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.76 1.00 0.44 21.00

143

PG

NETWORKING

ENGG

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.77 1.00 0.43 31.00

PG

STRUCTURE

ENGG

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.76 1.00 0.43 153.00

UG AUTO

ENGG.

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.82 1.00 0.39 51.00

UG B.

PHARMA

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.75 1.00 0.43 110.00

UG CAD CAM

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 1.00 1.00 0.00 3.00

144

UG CIVIL

ENGG.

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.75 1.00 0.44 171.00

UG COMMU

ENGG.

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.85 1.00 0.37 20.00

UG COMP

ENGG

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.78 1.00 0.42 423.00

UG E & TC

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.74 1.00 0.44 135.00

UG IT ENGG

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.55 1.00 0.52 11.00

145

UG MECH

ENGG

Higher

educational

institutions

should

augment

resources

by

research,

consultancy

etc.

H9 0.76 1.00 0.43 754.00

PG COMP SC

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.44 0.00 0.51 25.00

PG CONSTR

ENGG

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.32 0.00 0.47 47.00

PG DESIGN

ENGG

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.30 0.00 0.46 37.00

PG M.

PHARMA

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.42 0.00 0.51 12.00

PG MBA

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.34 0.00 0.48 132.00

146

PG MCA

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.43 0.00 0.51 21.00

PG

NETWORKING

ENGG

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.26 0.00 0.44 31.00

PG

STRUCTURE

ENGG

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.35 0.00 0.48 153.00

UG AUTO

ENGG.

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.39 0.00 0.49 51.00

UG B.

PHARMA

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.36 0.00 0.48 110.00

UG CAD CAM

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.00 0.00 0.00 3.00

UG CIVIL

ENGG.

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.35 0.00 0.48 171.00

147

UG COMMU

ENGG.

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.40 0.00 0.50 20.00

UG COMP

ENGG

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.37 0.00 0.48 423.00

UG E & TC

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.36 0.00 0.48 135.00

UG IT ENGG

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.36 0.00 0.50 11.00

UG MECH

ENGG

Government

lacks the

resources to

enhance

spending on

higher

Education

H10 0.36 0.00 0.48 754.00

4.1 Focus

This chapter focuses on the data analysis and findings in the context of this research

work. The researcher has divided this chapter in three sections, namely, Descriptive

Statistics, Demographic Details, and Hypotheses-specific Analysis. The details are given

below.

TABLE B1- DESCRIPTIVE STATISTICS FOR COLLEGE PERFORMANCE

INDICATORS.

148

CO

LL

EG

E

PE

RO

RM

AN

CE

PA

RA

ME

TE

RS

T

EA

CH

ER

PE

RO

RM

AN

CE

AC

AD

EM

IC F

AC

ILIT

IES

NO

N-T

EA

CH

ING

BE

HA

VIO

UR

LIB

RA

RY

FA

CIL

ITY

CO

MP

UT

ER

FA

CIL

ITY

PA

RK

ING

FA

CIL

ITY

SP

OR

TS

& C

UL

TU

RA

L

CO

-CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N &

ME

SS

OV

ER

AL

L C

OL

LE

GE

RA

TIN

G

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 3.03 2.89 3.08 3.19 3.20 2.62 3.26 3.14 2.67 3.08 0.81

Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Std.Dev 0.85 0.95 0.98 0.91 0.86 1.24 0.86 0.91 1.06 0.66 0.39

Kurtosis -

0.44

-0.87 0.60 2.29 0.20 -0.66 0.87 0.47

-

0.15

0.74 0.55

Skewnes -

0.52

-0.37 -1.01 -1.36

-

0.93

-0.63

-

1.05

-0.94

-

0.68

-0.49 -1.60

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count 2136 2136 2136 2136 2136 2136 2136 2136 2136 2136 2136

Conf.lev

el

(95.0%)

0.04 0.04 0.04 0.04 0.04 0.05 0.04 0.04 0.04 0.03 0.02

The researcher has collected data from total of 2136 students studying various under-

graduate and post-graduate professional courses from various colleges. In one of the

questions, in the questionnaire administered on these students, the researcher has focused

on various aspects of college performance indicators, as well as on an issue of whether

the college fees charged to them is hindrance for their desire for higher education or not.

The above table displays various measures of descriptive statistics for elaborating on the

issues mentioned therein.

149

In so far as the teachers’ performance is concerned, the mean, mode and median are close

to 3 on five point Likertscale (0-4) and the standard deviation is mere 0.85. This shows

that the data is having central tendency around 3 as a score, which shows satisfactory

performance of the teachers of the college. However, the data is not normal, as it is

negatively skewed and leptokurtic.

In so far as the academic facilities are concerned, the mean is 2.89, mode and median are

close to 3 on five point Likertscale (0-4) and the standard deviation is mere 0.95. This

shows that the data is having central tendency around 3 as a score, which shows

satisfactory academic facilities provided by the college. However, the data is not normal,

as it is negatively skewed and leptokurtic.

In so far as the behavior of non-teaching staff is concerned, the mean and median are

close to 3 (but the mode is 4) on five pointLikert scale (0-4) and the standard deviation is

mere 0.98. This shows that the data is having central tendency around 3 as a score, which

shows satisfactory behavior of non-teaching staff, may be a little better than the teaching

staff as the mode is 4. However, the data is not normal, as it is negatively skewed and

platykurtic.

In so far as the library facility is concerned, the mean and median are close to 3 (but the

mode is 4) on five pointLiker scale (0-4) and the standard deviation is mere 0.91. This

shows that the data is having central tendency around 3 as a score, which shows

satisfactory library facility of the college. However, the data is not normal, as it is

negatively skewed and platykurtic.

In so far as the computing facility is concerned, the mean and median are close to 3 (but

the mode is 4) on five pointLikert scale (0-4) and the standard deviation is mere 0.86.

This shows that the data is having central tendency around 3 as a score, which shows

150

satisfactory computing facility of the college. However, the data is not normal, as it is

negatively skewed and platykurtic.

In so far as the parking facility is concerned, the mean is 2.62 and mode and median are

close to 3 on five point Likert scale (0-4) and the standard deviation is 1.24. This shows

that the data is dispersed, which shows unsatisfactory parking facility of the college.

However, the data is not normal, as it is negatively skewed and leptokurtic.

In so far as the sports and cultural activities are concerned, the mean and median are

close to 3 (but the mode is 4) on five points Liker scale (0-4) and the standard deviation is

mere 0.86. This shows that the data is having central tendency around 3 as a score, which

shows satisfactory sports and cultural activities of the college. However, the data is not

normal, as it is negatively skewed and platykurtic.

In so far as co-curricular and extra-curricular activities are concerned, the mean and

median are close to 3 (but the mode is 4) on five pointLiker scale (0-4) and the standard

deviation is mere 0.91. This shows that the data is having central tendency around 3 as a

score, which shows satisfactory co-curricular and extra-curricular activities of the

college. However, the data is not normal, as it is negatively skewed and platykurtic.

In so far as the canteen and mess is concerned, the mean is 2.62 and mode and median are

close to 3 on five point Liker scale (0-4) and the standard deviation is 1.04. This shows

that the data is dispersed, which shows unsatisfactory performance of the canteen and

mess of the college. However, the data is not normal, as it is negatively skewed and

leptokurtic.

In so far as the overall college performance is concerned, the mean, mode and median are

close to 3 on five point Liker scale (0-4) and the standard deviation is mere 0.66. This

shows that the data is having central tendency around 3 as a score, which shows

151

satisfactory performance of the college. However, the data is not normal, as it is

negatively skewed and platykurtic.

On the issue of whether the college fees is a hindrance for the students’ desire for higher

education, the mean, mode and median are close to 1, where 0 is “no” and 1 is “Yes” and

the standard deviation is mere 0.39. This shows that the data is having central tendency

around 1 as a score, which shows that the students feel college fees as hindrance for their

desire for higher education. However, the data is not normal, as it is negatively skewed

and platykurtic.

4.2 Demographic Details

The demographic details have been elaborated in this section. The demographic details

have been classified on the basis of (a) Course (further classified as Engineering – UG &

PG, Pharmacy – UG & PG, Other Technical Courses – UG & PG and MBA & MCA –

only PG), (b) Hostel facilities (further classified as staying at Home or College Hostel or

Private Hostel). The details are given below:

152

TABLE C (a) 1 - DEMOGRAPHIC - COURSE- AUTO. ENGINEERING

CO

LL

EG

E

PE

RF

OR

MA

NC

E

PA

RA

ME

TE

R

TE

AC

HE

R P

ER

FO

RM

AN

CE

AC

AD

EM

IC F

AC

ILIT

IES

NO

N-T

EA

CH

ING

BE

HA

VIO

UR

LIB

RA

RY

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS &

CU

LT

UR

AL

CO

-CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N &

ME

SS

OV

ER

AL

L C

OL

LE

GE

RA

TIN

G

FE

ES A

S H

IND

RA

NC

E Y

ES /

NO

Mean 2.76 2.63 2.90 2.96 3.06 2.22 2.98 2.92 2.73 2.98 0.80

Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.91 1.02 1.10 1.06 0.99 1.43 0.97 1.07 1.17 0.73 0.40

Kurtosis

-0.79 -1.07 0.44 1.71 -0.12 -1.35 0.39 -0.24

-

0.48

0.69 0.51

Skewness

-0.17 -0.12 -1.02 -1.29 -0.90 -0.23 -0.78 -0.75

-

0.69

-0.60 -1.58

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count

51.00 51.00 51.00 51.00 51.00 51.00

51.0

0

51.00

51.0

0

51.00 51.00

Confidenc

e Level

(95.0%)

0.26 0.29 0.31 0.30 0.28 0.40 0.27 0.30 0.33 0.21 0.11

The researcher has collected data from 51 students under this category. In all cases, the

mean is less than median and mode (except for computing facility) showing that the data

is dispersed meaning little below average satisfaction of the students on various issues.

The data is not normal, it is negatively skewed and leptokurtic.

153

TABLE C (a) 2 - DEMOGRAPHIC - COURSE - CIVIL ENG

CO

LL

EG

E

PE

RF

OR

MA

NC

E

PA

RA

ME

TE

R

TE

AC

HE

R P

ER

FO

RM

AN

CE

AC

AD

EM

IC F

AC

ILIT

IES

NO

N-T

EA

CH

ING

BE

HA

VIO

UR

LIB

RA

RY

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS &

CU

LT

UR

AL

CO

-CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N &

ME

SS

OV

ER

AL

L C

OL

LE

GE

RA

TIN

G

FE

ES A

S H

IND

RA

NC

E Y

ES /

NO

Mean 3.06 2.91 3.13 3.19 3.25 2.63 3.30 3.16 2.64 3.11 0.82

Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Std,

Deviation

0.82 0.94 0.92 0.91 0.80 1.25 0.81 0.86 1.06 0.62 0.38

Kurtosis -0.41 -0.84 0.58 2.37 0.28 -0.55 0.73 0.31 -0.05 0.83 0.98

Skewness -0.51 -0.39 -0.96 -1.36

-

0.89

-0.68 -1.00 -0.82 -0.70 -0.38 -1.72

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count 171.00 171.0 171.0 171.0

171.

0

171.0 171.0 171.00 171. 171. 171.

Confidenc

e Level

(95.0%)

0.12 0.14 0.14 0.14 0.12 0.19 0.12 0.13 0.16 0.09 0.06

The researcher has collected data from 171 students under this category. In all cases, the

mean and median are close to 3 (but mode is close to 4 sometimes) showing that the data

is having central tendency meaning little above average satisfaction of the students on

various issues. The data is not normal, it is negatively skewed and leptokurtic.

154

TABLE C (a) 3 - DEMOGRAPHIC - COURSE - COMMU. ENG.

TE

AC

HE

R

PE

RF

OR

MA

NC

E

AC

AD

EM

IC F

AC

ILIT

IES

NO

N-T

EA

CH

ING

BE

HA

VIO

UR

LIB

RA

RY

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

& C

UL

TU

RA

L

CO

-CU

RR

ICU

LA

R,

EX

TR

A C

UR

RIC

UL

CA

NT

EE

N &

ME

SS

OV

ER

AL

L C

OL

LE

GE

RA

TIN

G

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 2.45 2.35 2.40 2.45 2.90 1.80 2.65 2.35 2.30 2.80 0.75

Median 2.50 2.50 3.00 3.00 3.00 2.00 3.00 2.50 2.50 3.00 1.00

Mode 3.00 3.00 3.00 3.00 3.00 0.00 3.00 3.00 3.00 3.00 1.00

Std.Dev

iation

0.89 0.99 1.23 1.00 0.91 1.51 0.93 0.93 1.17 0.70 0.44

Kurtosis -0.53 -1.04 -0.43 2.20 0.15

-

1.51

2.24 0.87 -0.92 1.48 -0.50

Skewne

ss

-0.08 -0.08 -0.68 -1.43 -0.71 0.07 -0.92 -0.81 -0.22 -0.75 -1.25

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count 20.0 20.0 20.0 20.00 20.0 20.0 20.0 20.00 20.0 20.0 20.0

Confide

nceLeve

l(95.0%

)

0.42 0.46 0.58 0.47 0.43 0.71 0.44 0.44 0.55 0.33 0.21

The researcher has collected data from 20 students under this category. In all cases, the

mean is less than median and mode showing that the data is dispersed meaning little

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

155

TABLE C (a) 4 - DEMOGRAPHIC - COURSE - COMP. ENG.

TE

AC

HE

R P

ER

FO

RM

AN

CE

AC

AD

EM

IC F

AC

ILIT

IES

NO

N-T

EA

CH

ING

BE

HA

VIO

UR

LIB

RA

RY

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS &

CU

LT

UR

AL

CO

-CU

RR

ICU

LA

R, E

XT

RA

CU

RR

CA

NT

EE

N &

ME

SS

OV

ER

AL

L C

OL

LE

GE

RA

TIN

G

FE

ES A

S H

IND

RA

NC

E Y

ES /

NO

Mean 3.03 2.91 3.09 3.20 3.20 2.62 3.24 3.15 2.69 3.08 0.82

Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.85 0.95 0.99 0.88 0.87 1.24 0.88 0.93 1.06 0.68 0.38

Kurtosis -0.39 -0.83 0.53 2.31 0.30 -0.67 0.77 0.52 -0.23 0.62 0.81

Skewness -0.54 -0.41 -1.02 -1.32 -0.98 -0.62 -1.04 -1.01 -0.66 -0.51 -1.67

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count 423.0 423.0 423.0 423.0 423.0 423.0 423.0 423.0 423.0 423.0 423.0

Confiden

Level

(95.0%)

0.08 0.09 0.09 0.08 0.08 0.12 0.08 0.09 0.10 0.06 0.04

The researcher has collected data from 423 students under this category. In many cases,

the mean is less than median and mode showing that the data is dispersed meaning little

156

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

TABLE C (a) 5 - DEMOGRAPHIC -COURSE - E & TC T

EA

CH

ER

PE

RF

OR

MA

NC

E

AC

AD

EM

IC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N

&

ME

SS

O

VE

RA

LL

CO

LL

EG

E

RA

TIN

G

FE

ES

A

S

HIN

DR

AN

CE

YE

S /

NO

Mean 3.07 2.95 3.16 3.18 3.25 2.76 3.37 3.17 2.59 3.10 0.79

Median 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00

Mode 3.00 4.00 4.00 3.00 4.00 4.00 4.00 3.00 3.00 3.00 1.00

Standard

Deviation

0.79 0.94 0.93 0.86 0.82 1.17 0.76 0.82 1.05 0.61 0.41

Kurtosis -0.26 -0.92 1.02 2.42 0.25 -0.33 2.11 0.99 0.09 1.32 -0.03

Skewness -0.50 -0.39 -1.12 -1.27 -0.91 -0.74 -1.26 -0.91 -0.73 -0.45 -1.40

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count 135.00 135.00

135.0

0

135.

00

135.

00

135.

00

135.

00

135.

00

135.

00

135.

00

135.0

0

Confidence

Leve

l(95.0%)

0.13 0.16 0.16 0.15 0.14 0.20 0.13 0.14 0.18 0.10 0.07

The researcher has collected data from 135 students under this category. In many cases,

the mean and median are close to 3, but the mode is close to 4 showing that the data is

having central tendency meaning little above average satisfaction of the students on

various issues. The data is not normal, it is negatively skewed and leptokurtic.

157

TABLE C (a) 6 - DEMOGRAPHIC - COURSE - IT ENG.

TE

AC

HE

R

PE

RF

OR

MA

NC

E

AC

AD

EM

IC F

AC

ILIT

IES

NO

N-T

EA

CH

ING

BE

HA

VIO

UR

LIB

RA

RY

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

& C

UL

TU

RA

L

CO

-CU

RR

ICU

LA

R,

EX

TR

A C

UR

RIC

UL

AR

CA

NT

EE

N &

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TIN

G

FE

ES

A

S

HIN

DR

AN

CE

YE

S /

NO

Mean 3.36 3.00 3.00 3.45 3.36 2.82 3.55 3.45 2.91 3.27 0.82

Median 3.00 3.00 3.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Mode 3.00 3.00 3.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.67 0.89 0.63 0.69 0.81 0.98 0.69 0.69 0.94 0.47 0.40

Kurtosis -0.29 1.56 0.42 0.08 -0.76 -0.59 0.98 0.08 0.20

-

0.76

2.04

Skewness -0.59 -1.02 0.00 -0.93 -0.85 -0.35 -1.32 -0.93 -0.66 1.19 -1.92

Range 2.00 3.00 2.00 2.00 2.00 3.00 2.00 2.00 3.00 1.00 1.00

Count

11.0

0

11.00 11.00 11.00 11.00 11.00 11.00 11.00 11.00

11.0

0

11.00

Confidenc

e Level

(95.0%)

0.45 0.60 0.42 0.46 0.54 0.66 0.46 0.46 0.63 0.31 0.27

158

The researcher has collected data from 11 students under this category. In all cases, the

mean and median are close to 3, but the mode is close to 4, showing that the data is

having central tendency meaning little above average satisfaction of the students on

various issues. The data is not normal, it is negatively skewed and leptokurtic.

TABLE C (a) 7 - DEMOGRAPHIC - COURSE - MECH. ENG.

TE

AC

HE

R

PE

RF

OR

MA

NC

E

AC

AD

EM

IC

FA

CIL

ITIE

S

NO

N-T

EA

CH

ING

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N

&

ME

SS

O

VE

RA

LL

CO

LL

EG

E

RA

TIN

G

FE

ES

A

S

HIN

DR

AN

CE

YE

S

/ N

O

Mean 2.96 2.82 3.01 3.12 3.16 2.54 3.21 3.09 2.64 3.05 0.81

Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 3.00 3.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.87 0.96 1.01 0.95 0.88 1.27 0.88 0.93 1.07 0.66 0.40

Kurtosis -0.57 -0.94 0.48 2.08 0.11 -0.77 0.86 0.40 -0.25 0.80 0.38

Skewness -0.44 -0.28 -0.96 -1.33 -0.90 -0.56 -1.02 -0.90 -0.65 -0.52 -1.54

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

Confidence

Level(95.0%)

0.06 0.07 0.07 0.07 0.06 0.09 0.06 0.07 0.08 0.05 0.03

The researcher has collected data from 754 students under this category. In many cases,

the mean is less than median and mode showing that the data is dispersed meaning little

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

159

TABLE C (a) 8 - DEMOGRAPHIC - COURSE - DESIGN ENGG. PG

TE

AC

HE

R

PE

RF

OR

MA

NC

E

AC

AD

EM

IC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N

&

ME

SS

O

VE

RA

LL

CO

LL

EG

E

RA

TIN

G

FE

ES

A

S

HIN

DR

AN

CE

YE

S /

NO

Mean 3.41 3.38 3.76 3.51 3.41 3.16 3.59 3.27 2.70 3.24 0.84

Median 3.00 3.00 4.00 4.00 4.00 3.00 4.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 4.00 4.00 4.00 4.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.60 0.64 0.43 0.65 0.72 0.96 0.55 0.73 1.05 0.49 0.37

Kurtosis -0.61 -0.57 -0.47 -0.01 -0.61 -0.03 -0.16 -0.96 0.87 -0.11 1.75

Skewness -0.43 -0.53 -1.25 -1.01 -0.81 -0.94 -0.92 -0.48 -1.03 0.49 -1.91

Range 2.00 2.00 1.00 2.00 2.00 3.00 2.00 2.00 4.00 2.00 1.00

Count

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

Confidence

Level(95.0%)

0.20 0.21 0.15 0.22 0.24 0.32 0.18 0.24 0.35 0.16 0.12

The researcher has collected data from 51 students under this category. In all cases, the

mean is more than median and mode showing that the data is having central tendency

meaning little above average satisfaction of the students on various issues. The data is not

normal, it is negatively skewed and leptokurtic.

160

TABLE C (a) 9 - DEMOGRAPHIC - COURSE - CONSTR. PG

TE

AC

HE

R

PE

RF

OR

MA

N

CE

A

CA

DE

MIC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TIN

G

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 3.34 3.19 3.38 3.60 3.32 3.13 3.45 3.38 2.79 3.26 0.83

Median 3.00 3.00 4.00 4.00 3.00 3.00 4.00 4.00 3.00 3.00 1.00

Mode 3.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.70 0.80 0.82 0.61 0.78 0.92 0.75 0.82 0.91 0.61 0.38

Kurtosis 1.32 -0.31 0.15 0.62 0.23 0.24 -0.51 0.15 0.97 -0.47 1.34

Skewness -0.98 -0.63 -1.08 -1.27 -0.92 -0.95 -0.96 -1.08 -0.83 -0.18 -1.81

Range 3.00 3.00 3.00 2.00 3.00 3.00 2.00 3.00 4.00 2.00 1.00

Count

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

Confidence

Level(95.0%)

0.21 0.23 0.24 0.18 0.23 0.27 0.22 0.24 0.27 0.18 0.11

The researcher has collected data from 47 students under this category. In all cases, the

mean and median are close to 3 but the mode is close to 4, showing that the data is having

central tendency meaning little above average satisfaction of the students on various

issues. The data is not normal, it is negatively skewed and leptokurtic.

161

TABLE C (a) 10 - DEMOGRAPHIC - COURSE - COMP. SC. PG

TE

AC

HE

R

PE

RF

OR

MA

N

CE

A

CA

DE

MIC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TI

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 3.04 2.88 3.16 3.04 3.40 2.60 3.44 3.28 2.60 3.12 0.76

Median 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00

Mode 3.00 2.00 3.00 3.00 4.00 3.00 4.00 3.00 3.00 3.00 1.00

Standard

Deviation

0.79 0.93 0.75 0.68 0.65 1.12 0.65 0.61 1.08 0.53 0.44

Kurtosis -1.35 -1.21 -1.08 -0.61 -0.48 -0.35 -0.35 -0.44 -0.05 0.88 -0.35

Skewness -0.07 -0.09 -0.27 -0.05 -0.61 -0.47 -0.75 -0.22 -0.60 0.18 -1.30

Range 2.00 3.00 2.00 2.00 2.00 4.00 2.00 2.00 4.00 2.00 1.00

Count

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

Confidence

Level(95.0%)

0.33 0.38 0.31 0.28 0.27 0.46 0.27 0.25 0.45 0.22 0.18

The researcher has collected data from 25 students under this category. In many cases,

the mean is less than median and mode showing that the data is dispersed meaning little

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

162

TABLE C (a) 11 - DEMOGRAPHIC - COURSE - NETWORK PG

TE

AC

HE

R

PE

RF

OR

MA

N

CE

A

CA

DE

MIC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TI

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 3.23 3.10 3.13 3.52 3.35 2.81 3.39 3.35 2.87 3.19 0.87

Median 3.00 3.00 3.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Mode 3.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.76 0.87 0.85 0.68 0.75 1.11 0.88 0.80 0.85 0.60 0.34

Kurtosis 0.98 -0.66 -0.37 0.08 -0.85 -0.16 0.29 1.08 -0.16 -0.23 3.65

Skewness -0.90 -0.52 -0.61 -1.10 -0.71 -0.69 -1.19 -1.17 -0.45 -0.09 -2.33

Range 3.00 3.00 3.00 2.00 2.00 4.00 3.00 3.00 3.00 2.00 1.00

Count

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

Confidence

Level(95.0%)

0.28 0.32 0.31 0.25 0.28 0.41 0.32 0.29 0.31 0.22 0.12

The researcher has collected data from 31 students under this category. In all cases, the

mean and median are close to 3 but the mode is close to 4, showing that the data is having

central tendency meaning little above average satisfaction of the students on various

issues. The data is not normal, it is negatively skewed and leptokurtic.

163

TABLE C (a) 12 - DEMOGRAPHIC - COURSE - STRUCTURE PG

TE

AC

HE

R

PE

RF

OR

MA

N

CE

A

CA

DE

MIC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TI

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 3.07 2.91 3.08 3.24 3.19 2.64 3.27 3.21 2.73 3.11 0.82

Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.85 0.95 0.97 0.91 0.89 1.21 0.87 0.92 1.05 0.68 0.39

Kurtosis -0.36 -0.88 0.33 2.53 0.12 -0.62 0.64 0.55 0.00 0.53 0.75

Skewness -0.59 -0.38 -0.93 -1.44 -0.94 -0.62 -1.04 -1.05 -0.74 -0.52 -1.66

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

Confidence

Level(95.0%)

0.14 0.15 0.15 0.15 0.14 0.19 0.14 0.15 0.17 0.11 0.06

The researcher has collected data from 153 students under this category. In all cases, the

mean and median are close to 3 but the mode is close to 4, showing that the data is

dispersed meaning little below average satisfaction of the students on various issues. The

data is not normal, it is negatively skewed and leptokurtic.

164

TABLE C (a) 13 - DEMOGRAPHIC-COURSE-B.PHARMA

TE

AC

HE

R

PE

RF

OR

MA

N

CE

A

CA

DE

MIC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

I

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

ER

tn

g

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 3.11 2.93 3.08 3.28 3.18 2.68 3.23 3.19 2.75 3.15 0.81

Median 3.00 3.00 3.00 3.50 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.86 0.94 1.01 0.91 0.89 1.23 0.90 0.96 1.02 0.69 0.39

Kurtosis -0.07 -0.69 0.32 2.92 0.12 -0.54 0.34 0.32 0.13 0.47 0.55

Skewness -0.74 -0.47 -0.97 -1.56 -0.92 -0.70 -0.94 -1.02 -0.77 -0.54 -1.59

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

Confidence

Level(95.0%)

0.16 0.18 0.19 0.17 0.17 0.23 0.17 0.18 0.19 0.13 0.07

The researcher has collected data from 110 students under this category. In many cases,

the mean is less than median and mode showing that the data is dispersed meaning little

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

165

TABLE C (a) 14 - DEMOGRAPHIC - COURSE - PHARMA PG

TE

AC

HE

R

PE

RF

OR

MA

N

CE

A

CA

DE

MIC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TIN

G

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 3.08 3.00 3.25 3.50 3.33 2.25 3.25 3.08 3.17 3.00 0.83

Median 3.00 3.00 3.00 4.00 3.50 2.50 3.50 3.00 3.00 3.00 1.00

Mode 3.00 4.00 3.00 4.00 4.00 3.00 4.00 3.00 3.00 3.00 1.00

Standard

Deviation

0.79 1.04 0.75 0.67 0.78 1.29 0.97 1.08 0.94 0.74 0.39

Kurtosis -1.26 -0.86 -0.87 0.35 -0.79 -1.00 1.41 0.68 1.33 -0.86 2.64

Skewness -0.16 -0.57 -0.48 -1.07 -0.72 -0.25 -1.32 -1.22 -1.18 0.00 -2.06

Range 2.00 3.00 2.00 2.00 2.00 4.00 3.00 3.00 3.00 2.00 1.00

Count

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

Confidence

Level(95.0%)

0.50 0.66 0.48 0.43 0.49 0.82 0.61 0.69 0.60 0.47 0.25

The researcher has collected data from 12 students under this category. In many cases,

the mean is less than median and mode showing that the data is dispersed meaning little

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

166

TABLE C (a) 15 - DEMOGRAPHIC - COURSE - CAD CAM

TE

AC

HE

R

PE

RF

OR

MA

NC

E

AC

AD

EM

IC

FA

CIL

ITIE

S

NO

N-T

EA

CH

ING

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TIN

G

FE

ES

AS

HIN

DR

AN

CE

YE

S

/ N

O

Mean 3.00 3.33 3.00 3.67 3.00 2.33 3.33 2.67 3.33 3.00 1.00

Median 3.00 4.00 3.00 4.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Standard

Deviation

1.00 1.15 1.00 0.58 1.00 1.15 0.58 1.53 0.58 1.00 0.00

Skewness 0.00 -1.73 0.00 -1.73 0.00 -1.73 1.73 -0.94 1.73 0.00

#DIV

/0!

Range 2.00 2.00 2.00 1.00 2.00 2.00 1.00 3.00 1.00 2.00 0.00

Count 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00

Confidence

Level(95.0%)

2.48 2.87 2.48 1.43 2.48 2.87 1.43 3.79 1.43 2.48 0.00

The researcher has collected data from 3 students under this category. In all cases, the

mean and median are close to 3 showing that the data is dispersed meaning little below

average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

167

TABLE C (a) 16 - DEMOGRAPHIC - COURSE – MBA

TE

AC

HE

R

PE

RF

OR

MA

N

CE

A

CA

DE

MIC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TIN

G

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 3.09 2.98 3.19 3.27 3.24 2.73 3.33 3.17 2.69 3.10 0.82

Median 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.82 0.92 0.93 0.87 0.84 1.20 0.82 0.88 1.06 0.63 0.39

Kurtosis -0.28 -0.68 1.18 2.82 0.31 -0.41 1.28 0.55 -0.02 1.01 0.80

Skewness -0.59 -0.49 -1.19 -1.47 -0.96 -0.73 -1.17 -0.94 -0.73 -0.45 -1.67

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count

132.

00

132.

00

132.

00

132.

00

132.

00

132.

00

132.

00

132.

00

132.

00

132.

00

132.

00

Confidence

Level(95.0%)

0.14 0.16 0.16 0.15 0.14 0.21 0.14 0.15 0.18 0.11 0.07

The researcher has collected data from 132 students under this category. In many cases,

the mean is less than median and mode showing that the data is dispersed meaning little

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

168

TABLE C (a) 17 - DEMOGRAPHIC - COURSE – MCA

TE

AC

HE

R

PE

RF

OR

MA

N

CE

A

CA

DE

MIC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TIN

G

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 2.86 2.67 3.05 2.95 3.33 2.48 3.33 3.19 2.38 3.05 0.81

Median 3.00 2.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 2.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Standard

Deviation

0.73 1.02 0.74 0.67 0.66 1.29 0.66 0.60 1.02 0.50 0.40

Kurtosis -0.94 -1.22 -1.04 -0.50 -0.55 -0.64 -0.55 -0.10 0.08 1.86 0.98

Skewness 0.23 0.13 -0.08 0.05 -0.47 -0.56 -0.47 -0.07 -0.57 0.13 -1.70

Range 2.00 3.00 2.00 2.00 2.00 4.00 2.00 2.00 4.00 2.00 1.00

Count

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

Confidence

Level(95.0%)

0.33 0.46 0.34 0.30 0.30 0.59 0.30 0.27 0.47 0.23 0.18

The researcher has collected data from 21 students under this category. In many cases,

the mean is less than median and mode showing that the data is dispersed meaning little

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

169

TABLE C (b) 1 - DEMOGRAPHIC - ACCOMO – HOME

TE

AC

HE

R

PE

RF

OR

MA

N

CE

A

CA

DE

MIC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

CA

NT

EE

N

&

ME

SS

OV

ER

AL

L

CO

LL

EG

E

RA

TI

FE

ES

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 2.96 2.78 3.02 3.02 3.21 2.46 3.24 3.08 2.55 3.07 0.81

Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00

Standard

Deviation

0.83 0.95 0.95 0.92 0.82 1.30 0.80 0.84 1.10 0.60 0.39

Kurtosis -0.64 -0.91 0.76 2.25 0.50 -0.83 1.07 0.55 -0.40 1.22 0.57

Skewness -0.33 -0.26 -0.96 -1.27 -0.96 -0.52 -0.97 -0.78 -0.60 -0.42 -1.60

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

Confidence

Level(95.0%)

0.06 0.07 0.07 0.07 0.06 0.10 0.06 0.07 0.08 0.05 0.03

The researcher has collected data from 644 students under this category. In many cases,

the mean is less than median and mode showing that the data is dispersed meaning little

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

170

TABLE C (b) 2 - DEMOGRAPHIC - ACCOMO – COLLEGE HOSTEL

TE

AC

HE

R

PE

RF

OR

MA

NC

E

AC

AD

EM

IC

FA

CIL

ITIE

S

NO

N-T

EA

CH

ING

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

C

O-C

UR

RIC

UL

AR

,

EX

TR

A

CU

RR

ICU

LA

C

AN

TE

EN

& M

ESS

OV

ER

AL

L

CO

LL

EG

E R

AT

I F

EE

S

AS

HIN

DR

AN

CE

YE

S /

NO

Mean 3.07 2.95 3.13 3.29 3.21 2.71 3.29 3.19 2.74 3.10 0.82

Median 3.00 3.00 3.00 4.00 3.00 3.00 4.00 3.00 3.00 3.00 1.00

Mode 3.00 3.00 4.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 1.00

Standard

Deviation

0.85 0.94 0.99 0.88 0.88 1.20 0.88 0.94 1.03 0.68 0.39

Kurtosis -0.23 -0.79 0.58 2.54 0.12 -0.56 0.84 0.52 0.01 0.50 0.68

Skewness -0.65 -0.46 -1.07 -1.47 -0.94 -0.68 -1.12 -1.05 -0.74 -0.50 -1.64

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

Confidence

Level(95%)

0.05 0.05 0.05 0.05 0.05 0.06 0.05 0.05 0.06 0.04 0.02

The researcher has collected data from 1312 students under this category. In many cases,

the mean is less than median and mode showing that the data is dispersed meaning little

below average satisfaction of the students on various issues. The data is not normal, it is

negatively skewed and leptokurtic.

171

TABLE C (b) 3 - DEMOGRAPHIC - ACCOMO - PRIVATE HOSTEL

TE

AC

HE

R

PE

RF

OR

MA

NC

E

AC

AD

EM

IC

FA

CIL

ITIE

S

NO

N-

TE

AC

HIN

G

BE

HA

VIO

UR

L

IBR

AR

Y

FA

CIL

ITIE

S

CO

MP

UT

ER

FA

CIL

ITIE

S

PA

RK

ING

FA

CIL

ITIE

S

SP

OR

TS

&

CU

LT

UR

AL

CO

-

CU

RR

ICU

LA

R,

EX

TR

A

CU

RR

ICU

LA

R

CA

NT

EE

N

&

ME

SS

O

VE

RA

LL

CO

LL

EG

E

RA

TIN

G

FE

ES

A

S

HIN

DR

AN

CE

YE

S /

NO

Mean 2.93 2.79 2.97 2.97 3.10 2.48 3.08 2.97 2.61 3.03 0.78

Median 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Mode 3.00 2.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1.00

Standard

Deviation

0.86 0.93 0.96 0.92 0.87 1.28 0.88 0.92 1.07 0.66 0.42

Kurtosis -0.76 -1.08 0.68 2.19 -0.02 -0.82 0.83 0.46 -0.22 1.28 -0.19

Skewness -0.29 -0.08 -0.90 -1.23 -0.77 -0.55 -0.85

-

0.76

-0.57 -0.63 -1.35

Range 3.00 3.00 4.00 4.00 3.00 4.00 4.00 4.00 4.00 3.00 1.00

Count 180.00

180.0

0

180.0

0

180.

00

180.

00

180.

00

180.

00

180.

00

180.0

0

180.

00

180.

00

Confidence

Level(95.0

%)

0.13 0.14 0.14 0.14 0.13 0.19 0.13 0.14 0.16 0.10 0.06

The researcher has collected data from 180 students under this category. In all cases, the

mean is less than median and mode (except for computing facility) showing that the data

is dispersed meaning little below average satisfaction of the students on various issues.

The data is not normal, it is negatively skewed and leptokurtic.

172

4.3 Hypotheses Specific Analysis

For this research, the researcher has decided to set the following null and alternate

hypotheses.

H01 - Full fees must be charged to cover full cost of education.

H11 - Higher education should be free for everyone.

H02 - The role of private players should be restricted and regulated.

H12 - We need greater private participation in higher education.

H03 - A national education regulatory authority should be established to monitor.

H33 - There is no need to replace the Existing regulatory authorities Such as UGC,

AICTE etc.

H04 - higher education Fees should reflect cost of providing education.

H14 - Student fees must be kept low by public funding.

H05 - Fees should remain constant even when salaries rise.

H15 - Student fees should be linked to faculty salaries.

H06 - Fees in self financed course is not very high.

H16 - Fees in self-financed courses are generally very high.

H07 - There is no need to increase tuition fees in funded aided courses.

H17 - There is a need to hike the fees in State/Government aided courses.

H08 - Loans are not substitute for state funding education.

173

H18 - Student loans can take care of needs of poor students.

H09 - Institutions should largely depend on student fees or government funding.

H19 - Higher educational institutions should augment resources by research,

consultancy etc. H10 - Government lacks the will to spend more on higher education.

H110 - Government lacks the resources to enhance spending on higher Education.

The testing of these hypotheses is relatively not so complex, as the data for each one of

them is dichotomous. Each of the respondents shall either select Null Hypothesis or

Alternative Hypothesis. For Null Hypothesis the score is assumed to be 0 and for

alternative hypothesis the score is assumed to be 1. Hence, if the mean score is greater

than 0.50 and the median and/or mode is 1, the alternative hypothesis is accepted and the

null hypothesis is rejected and the vice versa is also true. Thus, the descriptive statistics

alone can help us decisively prove or disprove our hypotheses.

Thus, this section is a combination of the earlier two sections in the sense that the

descriptive statistics are being followed. Further, after these basic tables, the researcher

shall compare these results with that of principals and bankers data as control group.

TABLE D 1 HYPOTHESES – OVERALL SCORE

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.78 0.41 0.39 0.81 0.69 0.63 0.28 0.58 0.76 0.36

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Std.Deviation 0.41 0.49 0.49 0.40 0.46 0.48 0.45 0.49 0.43 0.48

Kurtosis -0.13 -1.87 -1.81 -0.39 -1.32 -1.71 -1.02 -1.91 -0.53 -1.66

Skewness -1.37 0.36 0.44 -1.55 -0.83 -0.54 0.99 -0.31 -1.21 0.58

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count 2136 2136 2136 2136 2136 2136 2136 2136 2136 2136

Confidence

Level(95.0%)

0.02 0.02 0.02 0.02 0.02 0.02 0.02 0.02 0.02 0.02

174

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

TABLE D 2 - DEMOGRAPHIC - COURSEN- AUTO. ENGINEERING

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.73 0.29 0.31 0.76 0.65 0.65 0.25 0.57 0.82 0.39

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard

Deviation

0.45 0.46 0.47 0.43 0.48 0.48 0.44 0.50 0.39 0.49

Kurtosis -0.95 -1.18 -1.37 -0.36 -1.66 -1.66 -0.68 -2.00 1.10 -1.87

Skewness -1.04 0.93 0.83 -1.29 -0.63 -0.63 1.16 -0.29 -1.75 0.46

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

51.00 51.00

51.0

0

51.0

0

51.00 51.00

51.0

0

51.0

0

51.00

51.0

0

Confiden

cLevel

(95.0%)

0.13 0.13 0.13 0.12 0.14 0.14 0.12 0.14 0.11 0.14

175

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

TABLE D 3 - DEMOGRAPHIC - COURSE - CIVIL ENGG.

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.78 0.45 0.42 0.80 0.67 0.63 0.30 0.58 0.75 0.35

Me

dian

1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Std.

Devn.

0.42 0.50 0.49 0.40 0.47 0.49 0.46 0.49 0.44 0.48

Kurt

osis

-0.18 -1.98 -1.90 0.32 -1.47 -1.75 -1.22 -1.90 -0.67 -1.62

Skew

ness

-1.35 0.20 0.35 -1.52 -0.74 -0.52 0.89 -0.35 -1.16 0.63

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

171.

00

171.

00

171.

00

171.

00

171.

00

171.

00

171.

00

171.

00

171.

00

171.

00

Confide

nce

Level(9

5.0%)

0.06 0.08 0.07 0.06 0.07 0.07 0.07 0.07 0.07 0.07

176

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

TABLE D 4 - DEMOGRAPHIC - COURSE - COMMU. ENG.

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.55 0.25 0.30 0.70 0.50 0.45 0.35 0.55 0.85 0.40

Median 1.00 0.00 0.00 1.00 0.50 0.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 0.00 0.00 1.00 1.00 0.00

Standard Deviation 0.51 0.44 0.47 0.47 0.51 0.51 0.49 0.51 0.37 0.50

Kurtosis

-

2.18

-

0.50

-

1.24

-

1.24

-

2.24

-

2.18

-

1.72

-

2.18

2.78

-

2.02

Skewness

-

0.22

1.25 0.95

-

0.95

0.00 0.22 0.68

-

0.22

-

2.12

0.44

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

20.0

0

20.0

0

20.0

0

20.0

0

20.0

0

20.0

0

20.0

0

20.0

0

20.0

0

20.0

0

Confidence

Level(95.0%)

0.24 0.21 0.22 0.22 0.24 0.24 0.23 0.24 0.17 0.24

As the mean score is greater than 0.50 in case of H1, H4, H8, and H9, where the median

and mode are 1, the alternative hypotheses are accepted. However, as the mean score is

less than or equal to 0.50 in case of H2, H3, H5, H6, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

177

TABLE D 5 - DEMOGRAPHIC - COURSE - COMP. ENG.

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.78 0.39 0.37 0.80 0.69 0.64 0.27 0.57 0.78 0.37

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.42 0.49 0.48 0.40 0.46 0.48 0.44 0.50 0.42 0.48

Kurtosis -0.20 -1.82 -1.73 0.30 -1.36 -1.67 -0.92 -1.94 -0.25 -1.72

Skewness -1.34 0.43 0.52 -1.52 -0.80 -0.58 1.04 -0.26 -1.32 0.54

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

423.

00

423.

00

423.

00

423.

00

423.

00

423.

00

423.

00

423.

00

423.

00

423.

00

Confidence

Level(95.0%)

0.04 0.05 0.05 0.04 0.04 0.05 0.04 0.05 0.04 0.05

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

178

TABLE D 6 - DEMOGRAPHIC -COURSE - E & TC

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.81 0.46 0.42 0.79 0.71 0.61 0.32 0.58 0.74 0.36

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.40 0.50 0.50 0.41 0.45 0.49 0.47 0.50 0.44 0.48

Kurtosis 0.49 -2.00 -1.93 -0.03 -1.13 -1.80 -1.40 -1.93 -0.78 -1.69

Skewness -1.58 0.17 0.32 -1.40 -0.94 -0.48 0.79 -0.32 -1.11 0.58

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

135.

00

135.

00

135.

00

135.

00

135.

00

135.

00

135.

00

135.

00

135.

00

135.

00

Confidence

Level(95.0%)

0.07 0.09 0.08 0.07 0.08 0.08 0.08 0.08 0.07 0.08

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

179

TABLE D 7 - DEMOGRAPHIC - COURSE - IT ENG.

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.73 0.45 0.36 0.91 0.82 0.64 0.36 0.64 0.55 0.36

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.47 0.52 0.50 0.30 0.40 0.50 0.50 0.50 0.52 0.50

Kurtosis

-

0.76

-

2.44

-

1.96

11.0

0

2.04

-

1.96

-

1.96

-

1.96

-

2.44

-

1.96

Skewness

-

1.19

0.21 0.66

-

3.32

-

1.92

-

0.66

0.66

-

0.66

-

0.21

0.66

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

11.0

0

11.0

0

11.0

0

11.0

0

11.0

0

11.0

0

11.0

0

11.0

0

11.0

0

11.0

0

Confidence

Level(95.0%)

0.31 0.35 0.34 0.20 0.27 0.34 0.34 0.34 0.35 0.34

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

180

TABLE D 8 - DEMOGRAPHIC - COURSE - MECH. ENG.

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.77 0.41 0.39 0.81 0.68 0.62 0.28 0.57 0.76 0.36

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.42 0.49 0.49 0.40 0.47 0.48 0.45 0.50 0.43 0.48

Kurtosis -0.31 -1.86 -1.79 0.38 -1.38 -1.74 -1.07 -1.92 -0.51 -1.67

Skewness -1.30 0.38 0.46 -1.54 -0.79 -0.52 0.97 -0.29 -1.22 0.58

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

754.

00

Confidence

Level(95.0%)

0.03 0.04 0.03 0.03 0.03 0.03 0.03 0.04 0.03 0.03

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

181

TABLE D 9 - DEMOGRAPHIC - COURSE - CONSTR. PG

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.89 0.38 0.45 0.85 0.77 0.64 0.21 0.64 0.72 0.32

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.31 0.49 0.50 0.36 0.43 0.49 0.41 0.49 0.45 0.47

Kurtosis 5.18

-

1.83

-

2.04

2.25

-

0.33

-

1.72

0.11

-

1.72

-

0.98

-

1.42

Skewness

-

2.64

0.50 0.22

-

2.04

-

1.30

-

0.59

1.45

-

0.59

-

1.03

0.80

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

47.0

0

Confidence

Level(95.0%)

0.09 0.14 0.15 0.11 0.13 0.14 0.12 0.14 0.13 0.14

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

182

TABLE D 10 - DEMOGRAPHIC - COURSE - COMP. SC. PG

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.80 0.60 0.36 0.84 0.72 0.76 0.40 0.40 0.72 0.44

Median 1.00 1.00 0.00 1.00 1.00 1.00 0.00 0.00 1.00 0.00

Mode 1.00 1.00 0.00 1.00 1.00 1.00 0.00 0.00 1.00 0.00

Standard Deviation 0.41 0.50 0.49 0.37 0.46 0.44 0.50 0.50 0.46 0.51

Kurtosis 0.59

-

1.98

-

1.76

2.06

-

1.00

-

0.35

-

1.98

-

1.98

-

1.00

-

2.11

Skewness

-

1.60

-

0.43

0.62

-

1.98

-

1.04

-

1.30

0.43 0.43

-

1.04

0.26

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

25.0

0

Confidence

Level(95.0%)

0.17 0.21 0.20 0.15 0.19 0.18 0.21 0.21 0.19 0.21

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

183

TABLE D 11 - DEMOGRAPHIC - COURSE - DESIGN ENGG. PG

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.86 0.41 0.49 0.81 0.73 0.54 0.24 0.70 0.70 0.30

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.35 0.50 0.51 0.40 0.45 0.51 0.43 0.46 0.46 0.46

Kurtosis 3.12

-

1.95

-

2.11

0.78

-

0.89

-

2.09

-

0.47

-

1.21

-

1.21

-

1.21

Skewness

-

2.23

0.40 0.06

-

1.66

-

1.08

-

0.17

1.25

-

0.92

-

0.92

0.92

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

37.0

0

Confidence

Level(95.0%)

0.12 0.17 0.17 0.13 0.15 0.17 0.15 0.15 0.15 0.15

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

184

TABLE D 12 - DEMOGRAPHIC - COURSE - NETWORK PG

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.87 0.42 0.39 0.90 0.77 0.68 0.19 0.65 0.77 0.26

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.34 0.50 0.50 0.30 0.43 0.48 0.40 0.49 0.43 0.44

Kurtosis 3.65

-

2.02

-

1.89

6.65

-

0.11

-

1.46

0.70

-

1.71

-

0.11

-

0.70

Skewness

-

2.33

0.34 0.49

-

2.87

-

1.38

-

0.80

1.63

-

0.64

-

1.38

1.16

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

31.0

0

Confidence

Level(95.0%)

0.12 0.18 0.18 0.11 0.16 0.17 0.15 0.18 0.16 0.16

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

185

TABLE D 13 - DEMOGRAPHIC - COURSE - STRUCTURE PG

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.81 0.39 0.39 0.83 0.71 0.65 0.25 0.58 0.76 0.35

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.39 0.49 0.49 0.38 0.46 0.48 0.43 0.49 0.43 0.48

Kurtosis 0.57 -1.82 -1.80 1.17 -1.18 -1.64 -0.62 -1.91 -0.42 -1.64

Skewness -1.60 0.45 0.47 -1.78 -0.91 -0.62 1.18 -0.33 -1.26 0.62

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

153.

00

Confidence

Level(95.0%)

0.06 0.08 0.08 0.06 0.07 0.08 0.07 0.08 0.07 0.08

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

186

TABLE D 14 - DEMOGRAPHIC-COURSE-B.PHARMA

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.77 0.42 0.40 0.80 0.68 0.63 0.28 0.57 0.75 0.36

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.42 0.50 0.49 0.40 0.47 0.49 0.45 0.50 0.43 0.48

Kurtosis -0.26 -1.92 -1.86 0.32 -1.40 -1.75 -1.05 -1.95 -0.57 -1.70

Skewness -1.32 0.34 0.41 -1.52 -0.79 -0.53 0.98 -0.30 -1.20 0.57

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

110.

00

Confidence

Level(95.0%)

0.08 0.09 0.09 0.08 0.09 0.09 0.09 0.09 0.08 0.09

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

187

TABLE D 15 - DEMOGRAPHIC - COURSE - PHARMA PG

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.58 0.50 0.42 0.75 0.67 0.75 0.17 0.75 0.83 0.42

Median 1.00 0.50 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 1.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard Deviation 0.51 0.52 0.51 0.45 0.49 0.45 0.39 0.45 0.39 0.51

Kurtosis -2.26

-

2.44

-

2.26

-

0.33

-

1.65

-

0.33

2.64

-

0.33

2.64

-

2.26

Skewness -0.39 0.00 0.39

-

1.33

-

0.81

-

1.33

2.06

-

1.33

-

2.06

0.39

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count 12.00

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

12.0

0

Confidence

Level(95.0%)

0.33 0.33 0.33 0.29 0.31 0.29 0.25 0.29 0.25 0.33

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

188

TABLE D 16 - DEMOGRAPHIC - COURSE - CAD CAM

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.67 0.33 0.67 0.67 0.33 0.67 0.00 0.33 1.00 0.00

Median 1.00 0.00 1.00 1.00 0.00 1.00 0.00 0.00 1.00 0.00

Standard

Deviation

0.58 0.58 0.58 0.58 0.58 0.58 0.00 0.58 0.00 0.00

Skewness

-

1.73

1.73 -1.73

-

1.73

1.73

-

1.73

#DIV/

0!

1.73

#DIV/

0!

#DIV/0!

Range 1.00 1.00 1.00 1.00 1.00 1.00 0.00 1.00 0.00 0.00

Count 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00

Confidence

Level(95.0

%)

1.43 1.43 1.43 1.43 1.43 1.43 0.00 1.43 0.00 0.00

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

189

TABLEA D 17 - DEMOGRAPHIC - COURSE – MBA

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.80 0.41 0.42 0.80 0.71 0.62 0.29 0.60 0.73 0.34

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standar

d

Deviati

on

0.40 0.49 0.49 0.40 0.45 0.49 0.45 0.49 0.44 0.48

Kurtosi

s

0.38 -1.89 -1.91 0.38 -1.12 -1.77 -1.12 -1.86 -0.85 -1.56

Skewne

ss

-

1.54

0.37 0.34 -1.54 -0.95 -0.51 0.95 -0.41 -1.08 0.68

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count 132.

00

132.0

0

132.00 132.00 132.00 132.00 132.0

0

132.00 132.0

0

132.00

Confide

nce

Level

(95.0%)

0.07 0.08 0.09 0.07 0.08 0.08 0.08 0.08 0.08 0.08

190

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

TABLE D 18 - DEMOGRAPHIC - COURSE - MCA

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.76 0.62 0.33 0.86 0.81 0.71 0.29 0.48 0.76 0.43

Median 1.00 1.00 0.00 1.00 1.00 1.00 0.00 0.00 1.00 0.00

Mode 1.00 1.00 0.00 1.00 1.00 1.00 0.00 0.00 1.00 0.00

Standard Deviation 0.44 0.50 0.48 0.36 0.40 0.46 0.46 0.51 0.44 0.51

Kurtosis

-

0.28

-

1.91

-

1.58

3.14 0.98

-

1.06

-

1.06

-

2.21

-

0.28

-

2.12

Skewness

-

1.33

-

0.53

0.76

-

2.20

-

1.70

-

1.02

1.02 0.10

-

1.33

0.31

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

21.0

0

Confidence

Level(95.0%)

0.20 0.23 0.22 0.16 0.18 0.21 0.21 0.23 0.20 0.23

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

191

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

TABLE D 19 - DEMOGRAPHIC - ACCOMO - HOME

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.77 0.43 0.38 0.79 0.67 0.64 0.30 0.52 0.76 0.36

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard

Deviation

0.42 0.50 0.49 0.41 0.47 0.48 0.46 0.50 0.42 0.48

Kurtosis

-

0.42

-

1.94

-

1.77

-

0.02

-

1.48

-

1.68

-

1.19

-

2.00

-

0.45

-

1.66

Skewness

-

1.26

0.26 0.48

-

1.41

-

0.72

-

0.57

0.90

-

0.09

-

1.25

0.59

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

644.

00

Confidence

Level(95.0%)

0.03 0.04 0.04 0.03 0.04 0.04 0.04 0.04 0.03 0.04

192

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

TABLE D 20 - DEMOGRAPHIC - ACCOMO - HOSTEL

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.79 0.40 0.40 0.81 0.70 0.63 0.26 0.60 0.76 0.36

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard

Deviation

0.40 0.49 0.49 0.39 0.46 0.48 0.44 0.49 0.43 0.48

Kurtosis 0.14 -1.82 -1.82 0.59 -1.21 -1.73 -0.77 -1.82 -0.47 -1.64

Skewness -1.46 0.43 0.42 -1.61 -0.89 -0.52 1.11 -0.42 -1.24 0.60

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count 1312.0

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

1312

.00

Confidence

Level(95.0%)

0.02 0.03 0.03 0.02 0.02 0.03 0.02 0.03 0.02 0.03

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

193

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

TABLE D 21 - DEMOGRAPHIC - ACCOMO - PRIVATE HOSTEL

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

Mean 0.74 0.44 0.39 0.82 0.68 0.64 0.37 0.57 0.72 0.39

Median 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Mode 1.00 0.00 0.00 1.00 1.00 1.00 0.00 1.00 1.00 0.00

Standard

Deviation

0.44 0.50 0.49 0.39 0.47 0.48 0.48 0.50 0.45 0.49

Kurtosis -0.73 -1.96 -1.81 0.73 -1.38 -1.68 -1.74 -1.93 -1.07 -1.81

Skewness -1.13 0.25 0.46 -1.65 -0.79 -0.58 0.53 -0.29 -0.97 0.46

Range 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

Count

180.0

0

180.0

0

180.0

0

180.0

0

180.0

0

180.0

0

180.0

0

180.0

0

180.0

0

180.0

0

Confidence

Level(95.0%

)

0.06 0.07 0.07 0.06 0.07 0.07 0.07 0.07 0.07 0.07

As the mean score is greater than 0.50 in case of H1, H4, H5, H6, H8, and H9, where the

median and mode are 1, the alternative hypotheses are accepted. However, as the mean

score is less than or equal to 0.50 in case of H2, H3, H7, and H10, where the median and

mode are 0 (zero), the null hypotheses are accepted.

194

4.4 Frequency Data Analysis

Frequency analysis is a descriptive statistical method that shows the number of

occurrences of each response chosen by the respondents. While using frequency analysis,

SPSS statistics can also calculate the mean, median and mode to help users analyze the

results and draw conclusions. The researcher has used this for the purpose of testing the

hypotheses set for this research. In the questionnaire, the researcher has stated ten

different hypotheses along with the null hypotheses of each of them. The acceptance of

null hypotheses is rated as 0 (zero) and the rejection is rated as 1 (one). The related tables

and graphs are given below for each of the hypotheses.

H01 - Full fees must be charged to cover full cost of education.

H11 - Higher education should be free for everyone.

Frequency Percent Valid Percent

Valid 0 466.00 21.82 21.82

1 1670.00 78.18 78.18

Total 2136.00 100.00 100.00

195

As the majority has chosen 1 as their choice, the hypothesis that “Higher education

should be free for everyone” has been accepted.

H02 - The role of private players should be restricted and regulated.

H12 - We need greater private participation in higher education.

Frequency Percent Valid Percent

Valid 0 1258.00 58.90 58.90

1 878.00 41.10 41.10

Total 2136.00 100.00 100.00

196

As the majority has chosen 0 as their choice, the null hypothesis that “The role of private

players should be restricted and regulated” has been accepted.

H03 - A national education regulatory authority should be established to monitor.

H13 - There is no need to replace the Existing regulatory authorities Such as UGC,

AICTE etc.

H3

Frequency Percent

Valid

Percent

Valid 0 1299.00 60.81 60.81

1 837.00 39.19 39.19

Total 2136.00 100.00 100.00

197

As the majority has chosen 0 as their choice, the null hypothesis that “A national

education regulatory authority should be established to monitor” has been accepted.

H04 - higher education Fees should reflect cost of providing education.

H14 - Student fees must be kept low by public funding.

Frequency Percent

Valid

Percent

Valid 0 415.00 19.43 19.43

1 1721.00 80.57 80.57

Total 2136.00 100.00 100.00

198

As the majority has chosen 1 as their choice, the hypothesis that “Student fees must be

kept low by public funding” has been accepted.

H05 - Fees should remain constant even when salaries rise.

H15 - Student fees should be linked to faculty salaries.

Frequency Percent

Valid

Percent

Valid 0 660.00 30.90 30.90

1 1476.00 69.10 69.10

Total 2136.00 100.00 100.00

199

As the majority has chosen 1 as their choice, the hypothesis that “Student fees should be

linked to faculty salaries” has been accepted.

H06 - Fees in self financed course is not very high.

H16 - Fees in self-financed courses are generally very high.

Frequency Percent

Valid

Percent

Valid 0 790.00 36.99 36.99

1 1346.00 63.01 63.01

Total 2136.00 100.00 100.00

200

As the majority has chosen 1 as their choice, the hypothesis that “Fees in self-financed

courses are generally very high” has been accepted.

H07 - There is no need to increase tuition fees in funded aided courses.

H17 - There is a need to hike the fees in State/Government aided courses.

Frequency Percent Valid Percent

Valid 0 1541.00 72.14 72.14

1 595.00 27.86 27.86

Total 2136.00 100.00 100.00

201

As the majority has chosen 0 as their choice, the null hypothesis that “There is no need to

increase tuition fees in funded aided courses” has been accepted.

H08 - Loans are not substitute for state funding education.

H18 - Student loans can take care of needs of poor students.

Frequency Percent Valid Percent

Valid 0 904.00 42.32 42.32

1 1232.00 57.68 57.68

Total 2136.00 100.00 100.00

202

As the majority has chosen 1 as their choice, the hypothesis that “Student loans can take

care of needs of poor students” has been accepted.

H09 - Institutions should largely depend on student fees or government funding.

H19 - Higher educational institutions should augment resources by research,

consultancy etc.

Frequency Percent Valid Percent

Valid 0 514.00 24.06 24.06

1 1622.00 75.94 75.94

Total 2136.00 100.00 100.00

203

As the majority has chosen 1 as their choice, the hypothesis that “Higher educational

institutions should augment resources by research, consultancy etc.” has been

accepted.

H10 - Government lacks the will to spend more on higher education.

H110 -Government lacks the resources to enhance spending on higher Education.

Frequency Percent

Valid

Percent

Valid 0 1367.00 64.00 64.00

1 769.00 36.00 36.00

Total 2136.00 100.00 100.00

204

As the majority has chosen 0 as their choice, the null hypothesis that “Government lacks

the will to spend more on higher education” has been accepted.

205

CHAPTER 5

CONCLUSIONS

This chapter is focuses the data analysis indicates that

1.The Higher education should be free for everyone and students feel that all fees

should be borne by Government,

2. Need greater private participation in higher education.

3. There is no need to replace the Existing regulatory authorities Such as UGC, AICTE

etc.

4. Student fees must be kept low by public funding.

5. Student fees must be kept low by public funding.

6. Student loans can take care of needs of poor students

7. The maximum satisfaction level in all cases is found to be in Sports and Cultural

Activities

8.There is certain degree of dissatisfaction with teaching performances

9.Students staying in colleges hostels appear to be more satisfied within the college

vies-a-vs students staying in their own hostels or private hostels.

206

CHAPTER 6

Recommendations

Based on the study the researcher supports that the following recommendations may be

considered

1.Access: Though India can boast of having the largest system of higher education In

terms of the number of institutions, in relative terms, it still lags behind developed and

even several developing countries in terms of access. The access to higher and technical

education is still abysmally low, around 12 per cent in 2003-04. Obviously, this means

almost doubling the access to reach a minimum threshold of 20 percent. The primary

onus of increasing access of this level lies with the state, which needs to mobilise

additional resources to open new institutions, besides increasing the intake capacity of the

existing institutions. Priority must be given to the backward areas in opening new

institutions.

2. Equity: It is important that the increased access to higher education should be

inclusive. Education, particularly higher education, is being looked at providing avenues

for social mobility for the marginalised sections. Indeed, the recent spurt in the demand

for reservations for Other Backward Classes (OBCs) may be a reflection of the

important role of higher education in social mobility. We can no longer afford to ignore

such demands. Neither these demands can be satisfied with tokenism.

3.Cost recovery and privatisation: The higher and technical education in India is being

increasingly privatised in multiple ways. On the one hand, the public institutions had to

resort to cost recovery methods to stem out from financial crisis. On the other, private

institutions are cropping in large numbers changing the very face of higher and technical

education.

207

4.Fees: It is asserted that fee levels remain very low compared to the past. Though it is

necessary that fees should not be at an absurdly low level, it may not be fair to expect the

fee to provide substantial resources to higher education. In fact, it is noted by several

researchers that the cost recovery level through fees is not high anywhere in the world

and in advanced countries it hardly touches 15 per cent. In India also the total fee income

constitutes about 15 per cent of expenditure on higher education. In many universities,

the fee income exceeds the recommendations made by the Punnayya Committee [CABE

Committee 2005].

5.Self-financing courses and seats:Many a time, the distance courses are being

introduced solely with the aim of generating revenues for the university. The revenues

generated through distance modes are seldom used for the benefit of distant learners but

utilised to finance mainstream activities of the university. It hits hard the interest of

especially those who are relatively underprivileged.

6.Need to raise public funding: Now, it is very much clear from the above discussions

that the public allocation to higher and technical education is not only inadequate but also

declining since the last decade and a half. As the public funding of higher education

could not keep pace with the growing enrolment, the real unit costs have fallen

dramatically since the 1990s.

7.Need to evolve EMIS: The data base on higher and technical education system in India

is very weak and limited to a few areas like enrolment by disciplines and gender,

aggregate public expenditure, faculty strength, etc. Data is not available on several vital

aspects of higher education. The private sector is either not at all covered or covered in a

restricted way.

208

CHAPTER 7

AREAS FOR FURTHER RESEARCH

The study revealed that as as a supplement to this existing study following areas can

bestudied

1. Parking, Canteen & Mess.

2. Financial analysis of the different colleges as this will be reveal the financial

position of the colleges.

3. In so far as professional and technical courses are concerned, sports and cultural

activities of the students for such professional courses shall be further

investigated.

4. A separate and detailed study of under graduate and post graduate courses shall be

undertaken, as they are bound to differ on their approach.

5. If the data is made available, the detailed study of financials of these colleges

shall be undertaken with the help of their financial statements, preferably for a

longer time frame, e.g. ten years.

209

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215

DOCTORAL RESEARCH -

“A CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN HIGHER

EDUCATION IN INDIA”

QUESTIONNAIRE FOR STUDENTS

1. NAME OF THE STUDENT (Mr. /

Miss)___________________________________

2. NAME OF THE COLLEGE

_____________________________________________

3. COURSE – UG / PG

4. FACULTY OF - ENGINEERING / PHARMACY / MANAGEMENT

5. YEAR – I / II / III / IV

6. ACCOMODATION DURING STUDIES – HOSTEL / PRIVATE / HOME

7. NATIVE PLACE OF THE STUDENT _____________________

8. AGE OF THE STUDENT ______ YRS.

9. HOW MUCH FEES PAID FOR ONE ACADEMIC YEAR?

a. TUTION FEES

b. DEVELOPMENT FEES

c. BOOKS & STATIONARY

d. PRACTICAL FEES

e. UNIVERSITY EXAM. FEES

f. PLACEMENT ASSISTANCE FEES

g. GYMKHANA / SPORTS FEES

h. LIBRARY FEES (Excluding Refundable Deposits)

i. OTHER FEES (Pl. Specify)

216

j. TOTAL FEES

10. WHAT PERCENTAGE OF COST OF EDUCATION SHOULD BE

RECOVERED BY TUITION FEES?

20% / 40% / 60% / 80% / 100%

11. HOW MUCH LIVING COST IS PAID DURING ONE ACADEMIC YEAR?

I. HOSTEL / ACCOMODATION CHARGES

II. FOODS AND BEVERAGES

III. TRANSPORTATION CHARGES

IV. ENTERTAINMENT CHARGES

V. OUTSIDE TUITION CHARGES

VI. OTHER EXPENSES (Pl. Specify)

VII. TOTAL EXPENSES

12. HAVE YOU AVAILED EDUCATION LOAN FACILITY? YES / NO

11-A IF YES, HOW MUCH LOAN RECEIVED (Rs. ___________) from

____________________( NAME OF THE BANK),at _______%p.a.(INTEREST

RATE), and for _________ yrs.(REPAYMENT TIME)

13. CONSIDERING THE FEES PAID TO THE COLLEGE, ARE YOU SATISFIED

WITH THE FACILITIES PROVIDED BY THE COLLEGE – YES / NO

12 – A IF YES, RATE THE COLLEGE ON 5 POINT SCALE (0-4) WITH 0 AS

UNSATISFACTORY AND 4 AS TOTAL SATISFACTION ON THE FOLLOWING:

1. Teacher Performance

2. Other Academic Facilities & Environment

3. Behavior of non-teaching staff

4. Library Facility

217

5. Computer Center Facilities

6. Parking Facility

7. Sports & Cultural Events

8. Co-curricular and Extra-curricular Facilities

9. Canteen and Mess Facility

10. Overall College Rating

12 – B IF NO, WHAT ARE YOUR EXPECTATIONS FROM THE COLLEGE

________________________________________________________________

________________________________________________________________

14. SHALL THE COLLEGE RESORT TO PUBLIC FUNDING (DONATIONS,

SUBSIDIES, AND INDUSTRY GRANTS) TO REDUCE BURDEN OF COST

ON STUDENTS? YES / NO

13 –A IF YES, SUGGEST WAYS AND MEANS FOR THE SAME

_______________________________________________________________

_______________________________________________________________

15. DO YOU AGREE THAT YOU HAVE MISSED SOME OF THE GOOD

OPPORTUNITIES OF HIGHER EDUCATION DUE TO HIGHER FEES AND /

OR NON-AVAILABILITY OF FUNDS / LOANS? YES / NO

14 – A IF YES, SPECIFY THE OPPORTUNITIES YOU HAVE MISSED

______________________________________________________________

16. DO YOU AGREE THAT THE HIGHER THE COST OF EDUCATION THE

BETTER IS THE QUALITY? YES / NO

218

15 – A IF YES, SPECIFY THE TYPE OF COLLEGE YOU WOULD HAVE LOVED

TO TAKE ADMISSION TO _______________________________________

15 – B IF NO, DOES IT MEAN THAT HIGHER COST RESULTS INTO DECREASE

IN QUALITY? YES / NO __________________________________________

______________________________________________(JUSTIFY)

17. TO WHAT EXTENT IS THE ACCESS TO HIGHER EDUCATION

AFFECTED ADVERSELY BY HIGH LEVEL FEES IN SELF FINANCED

COURSES?

TO A GREAT EXTENT / TO A LESSER EXTENT / NOT AT ALL

18. QUESTIONS HERE ARE ARRANGED IN PAIRS. ONE TO THE LEFT IS

THE HYPOTHESIS AND THE OTHER TOWARDS THE RIGHT IS THE

CONVERSE. YOU CAN AGREE WITH EITHER OF THE TWO BUT NOT

BOTH

Agree with the hypothesis Agree with the converse

1) Higher education should be

free for everyone.

1) Full fees must be charged to cover full

cost of education.

2) We need greater private

participation in higher

education

2) The role of private players should be

restricted and regulated.

3) There is no need to replace

the Existing regulatory

authorities Such as UGC,

AICTE etc.

3) A national education regulatory

authority should be established to

monitor and oversee growth of

4) Student fees must be kept

low by public funding

4) higher education Fees should reflect

cost of providing education

5) Scholarships and tuition fees

waiver are to be given to

large numbers of students

5) Such concessions should be restricted

to only a few meritorious students.

6) Student fees should be linked

to faculty salaries

6) Fees should remain constant even

when salaries rise.

7) Fees in self-financed courses

are generally very high.

7) fees in self financed course is not very

high

8) There is a need to hike the

fees in State/Government

aided courses

8) There is no need to increase tuition

fees in funded aided courses.

219

9) Student loans can take care of needs of poor students

9) Loans are not substitute for state funding education

10) Higher educational

institutions should augment

resources by research,

consultancy etc.

10) Institutions should largely depend on

student fees or government funding.

11) Government lacks the

resources to enhance

spending on higher

Education

11) Government lacks the will to spend

more on higher education.

THANK YOU !!!!

220

DOCTORAL RESEARCH -

“A CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN HIGHER

EDUCATION IN INDIA”

QUESTIONNAIRE FOR PRINCIPAL / OWNER

1. Name of the Principal / Owner ______________________________________

2. Name of the College ______________________________________________

3. Address ________________________________________________________

4. Ph. No. _______________________, e-mail ____________________________

5. COURSE – UG / PG/BOTH

6. FACULTY OF - ENGINEERING / PHARMACY / MANAGEMENT

7. HOW MUCH FEES CHARGED FOR ONE ACADEMIC YEAR?

a. TUTION FEES

b. DEVELOPMENT FEES

c. BOOKS & STATIONARY

d. PRACTICAL FEES

e. UNIVERSITY EXAM. FEES

f. PLACEMENT ASSISTANCE FEES

g. GYMKHANA / SPORTS FEES

h. LIBRARY FEES (Excluding Refundable Deposits)

i. OTHER FEES (Pl. Specify)

j. TOTAL FEES

8. BANK LOAN ARRANGEMENT / TIE UPS DONE BY THE COLLEGE

____________________________________________________________

____________________________________________________________

221

8A. IF NO, REASON FOR THE SAME ______________________________________

9. ANY CERTIFICATE ISSUED TO STUDENTS FOR AVAILING BANK

LOAN?

9A. IF YES, WHETHER FEES / CHARGES QUOTED CONSISTS ANYTHING

OTHER THAN ABOVE FEES (Pl. specify)

10. ANY FREESHIP / SCHOLARSHIP PROVIDED BY THE COLLEGE? (Pl.

specify)

_________________________________________________________________

11. ASSISTANCE FOR FREESHIP / SCHOLARSHIP PROVIDED BY THE

COLLEGE

A. NATURE ______________________________

B. AMOUNT PER STUDENT __________________________

12. WHO PROVIDES THE SCHOLARSHIP – STATE / CENTRAL

GOVERNMENT / TRUSTS / COMPANIES / OTHERS

13. HOSTEL FACILITY PROVIDED? YES / NO

13A. IF YES, THE BREAK-UP AND TOTAL OF HOSTEL CHARGES

_________________________________________________________________

_________________________________________________________________

14. TOTAL ANNUAL EXPENSES ON THE FOLLOWING:

A. ANNUAL GATHERING

B. SPORTS FACILITY

C. EXTRA-CURRICULAR ACTIVITIES

D. CO-CURRICULAR ACTIVITIES

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E. STUDENTS’ WELFARE

F. BOOK BANK & OTHER SUCH SCHEMES

G. EARN & LEARN SCHEME

THANK YOU !!!!

223

DOCTORAL RESEARCH -

“A CRITICAL STUDY OF STUDENTS’ FINANCIAL ISSUES IN HIGHER

EDUCATION IN INDIA QUESTIONNAIRE FOR BANKER

1. Name of the Banker - ______________________________________________

2. Name of the Bank _______________________________________

3. Branch Address __________________________________________

4. Ph. No. _____________________, email id. _____________________________

5. THE VOLUME AND VALUE OF THE STUDENTS LOAN ISSUED PER

ANNUM BY THE BRANCH:

VOLUME - _____________(No.)

VALUE Rs._________________

6. LOAN DISTRIBUTED TO : NUMBER AMOUNT Rs.

ENGINEERING STUDENTS ________

_____________

PHARMACY STUDENTS ________

_____________

MANAGEMENT STUDENTS _________

_____________

OTHERS _________

_____________

7. MODUS OPERANDI FOR THE STUDENTS TO KNOW ABOUT SUCH

LOAN SCHEME

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_______________________________________________________________

_______________________________________________________________

8. WHO APPROACHES THE BANK FOR LOAN FACILITY?

STUDENTS, COLLEGE, PARENTS

9. THE RATE OF INTEREST FOR THE STUDENTS LOAN FOR CURRENT

YEAR:

____________________________________________

10. HOW MUCH TIME REQUIRED CLEARING THE LOAN PROPOSAL?

_________________________

11. HOW MUCH TIME REQUIRED TO DISBURSE THE LOAN AMOUNT?

___________________________

12. COLLATERAL SECURITY REQUIRED? YES / NO

12A. IF YES, THE NATURE OF SUCH SECURITY ___________________________

13. GURANTOR/S REQUIRED? YES / NO

13A. IF YES, THE NATURE OF GUARANTEE____________________________

14. HOW MANY OF SUCH LOANS TURNED TO NPA DURING LAST 5

YEARS? WHY?

_________________________________________________________

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___________________________________________________________

THANK YOU !!!!