rahul's final project on education industry

UNDESRTANDING MARKETING STRATEGIES & PERCEPTIONS IN PROFESSIONAL EDUCATION INDUSTRY- STUDY ON MBA

CERTIFICATE

This is to certify that Mr. Rahul Parmar is bona fide student of Master of Business

Administration (Final Year) of Indus Institute of Technology and Engineering, Ahmedabad. He

has completed his Grand Project entitled “UNDESRTANDING MARKETING STRATEGIES

& PERCEPTIONS IN PROFESSIONAL EDUCATION INDUSTRY- STUDY ON MBA”

under my guidance in the partial fulfillment towards the completion of Master’s Degree in

Business Administration. This work is up to my satisfaction.

Prof. S.K. Singh Mrs.Garima Mishra (Director) (Project Guide) I.I.T.E. Ahmedabad. I.I.T.E. Ahmedabad.

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING

Indus Institute of Technology & Engineering, RanchardaDist: Ahmedabad, Gujarat.


A PROJECT REPORT ON

DEVELOPED BY

RAHUL B. PARMARRAHUL B. PARMAR(07MBA034)(07MBA034)

IN REQUIREMENT OF PARTIAL FULFILLMENT OF MASTER OF BUSINESS ADMINISTRATION (MBA) 2-YEARS FULL TIME PROGRAM OF

GUJARAT UNIVERSITY THROUGH

Indus Institute of Technology & Engineering, RanchardaDist: Ahmedabad, Gujarat.


“UNDESRTANDING MARKETING STRATEGIES & PERCEPTIONS IN PROFESSIONAL EDUCATION

INDUSTRY- STUDY ON MBA”

PROJECT GUIDE (INTERNAL)

MRS. GARIMA MISHRALecturer in MBA Department,

IITE, Rancharda


PREFACE

Today, is the age of globalization, age of science and technology where one will find

new invention and discoveries at every mode of life. The standard of living of every person is

changing and becoming sophisticated everyday. Also number of industrial sectors in the world.

so, requirement of the trained and skilled people to manage the industrial work.

I selected this topic for grand project because I am very much interested in

education sector. I want to know that which are the criteria that students prefer while joining any

professional institute and professors perception regarding the professional education. At last but

not the least I also wanted to know how this industry is working and growing and how these

institutes promote themselves.

I have selected three institutes named Nirma, Indian Institute of Planning and

Management (IIPM) and institute of Chartered and Financial Analyst of India (ICFAI). These are

the main institutes who promote themselves in the professional education market consistently.

During my project work I met with different stakeholder of professional

education like students, professors and marketing executives of these three institutes. I also have

known the work procedure of the all departments. So, it will very useful in my future.



ACKNOWLEDGEMENT

Every study requires a guidance of someone who is working in that field. Firstly I would

like to thank Director Sir S.K.Singh, for providing an opportunity of preparing a Grand Project

Report and allowing me to use the resources of the institution during this project.

I am extremely thankful to my Project Guide, Mrs. Garima Mishra, of INDUS for her

precious guidance regarding the preparation of the Project Report. Her guidance has proved to be

useful and without her, the preparation of this report might not have been possible.

I am also thankful to the other faculty members of the INDUS for extending their

valuable support for this project.

I also extend my sincere thanks to, who helped me during the course of my project and

for their gracious attitude.

I would like to take this opportunity to extend our warm thoughts to those who helped me

in making this project a wonderful experience.

Last but not the least; I would also like to thank my family for their support and

encouragement.

With Gratitude

RAHUL PARMAR



4. TABLE OF CONTENT

CHAPTERS TOPIC PAGE NO.

1 EXECUTIVE SUMMARY 6

2 INTRODUCTION TO INDIAN EDUCATION

INDUSTRY

8

2.1 MBA PROGRAMMES IN AHMEDABAD 21

2.2 PROFESSSI0NAL EDUCATION 24

2.3 LITERATURE REVIEW 25

2.3 (A) LITERATURE ON NIRMA 25

2.3 (B) LITERATURE ON IIPM 35

2.3 (C) LITERATURE ON ICFAI 43

3 APPROACH & METHODOLOGY 54

3.1 PROBLEM STATEMENT 54

3.2 RESEARCH METHODOLOGY 55

3.3 ANALYSIS & INTERPRETATION 56

3.4 FINDINGS 78

4 CONCLUSION 81

5 LIMITATIONS AND RECOMMENDATIONS 82

6 APPENDICES/ANNEXURES 84



7 BIBLIOGRAPHY 88

CHAPTER-1

EXECUTIVE SUMMERY

As a student of professional it is good to do project on professional education. The idea comes

from the present flood in number of these institutes. The report on “Understanding Marketing

Strategies and Perceptions in Professional Education Industry: Study on MBA” aims to

assimilate data about the various aspects of professional education. To analyze the perceptions of

the professors and the students regarding their respective institutes. We have taken 3 institutes

which are the leading institute in education industry.

- Nirma institute of Management

- IIPM

- ICFAI

The criteria for selecting these institutes were their presence in Ahmedabad and have they

ae promoting their courses and they have large students base.

The report is a mixture of Secondary and Primary data, with Questionnaires being our

major instrument to collect primary data.

Major topics we have attempted to cover in this project are to: -

- Explore the strategies applied by different institutes and factors considered by students

while selecting the institutes.

- Understand the perception of the professors with respect to professional education offered

by the institutes.

- Understand the perception of the students with respect to facilities provided by their

respective institutes.

- Compare the three institutes based on the factors considered in finding views of students

and professors.



- Conclude and enumerate the recommendations that might help to find out the factors

which are most preferred by students while selecting professional education institutes According

to the survey we came to the conclusion that

- Education is the experience that student get when they go through the entire course period

unlike physical commodity that can be experienced by shape, size, colour.

- Students are value the institute which are providing better placement good infrastructure

and quality of education.

- There is selected number of tools to market the institute like print media and word of

mouth as well as brand name.

- By the views of students and professors now professional education becomes an Industry

where the sole aim is not only provide knowledge but profit too.



CHAPER-2

INTRODUCTION TO INDIAN EDUCATION INDUSTRY

BACKGROUND

Education is the learning of knowledge, information and skills during the

life. It lightens our society from small villages to the developed city also. Education in India

takes major changes. As the time passes we had KASHI, TAKSHSHILA, and NALANDA one

of the most famous education institutes in the ancient world.

Today the model of education has changed from knowledge based to carrier

based. People study to secure carrier and not to get adequate knowledge. Knowledge is the

confident understanding of a subject with the ability to use it for a specific purpose while the

education is the approach to acquire the knowledge.

Education industry is the second largest industry in India after the food

industry. It is growing with the rapid pace with the growth rate of more 100%. Its capital growth

is around of Rs 10000 crore in comparison of previous year. Near around 12% of the total

employment is due to education industry. From this data we can get idea that there is large

opportunity of business in this particular industry.

Knowledge is the driving force in the rapidly changing globalised economy

and society. Emergence of knowledge as a driving factor results in both challenges and

opportunities. The growth of the global economy has increased opportunities for countries with

good levels of education.



In today’s global environment, an accessible and high quality higher

education system is imperative for a nation’s economic progress. A sound higher education

system supports and enhances the process of economic and social development for a better

future.

Developing and transition countries are particularly challenged in a highly

competitive world economy because their higher education systems are not adequately developed

for the creation and use of knowledge. Converting the challenges into opportunities depend on

the rapidity with which they adapt to the changing environment.

Higher Education System in India

The primary role of higher education is increasingly to transform students

by enhancing their knowledge, skills, attitudes and abilities while simultaneously empowering

them as lifelong critical, reflective learners. The higher education system in India grew rapidly

after independence.

By 1980, there were 132 universities and 4738 colleges in the country

enrolling around five per cent of the eligible age group in higher education. Today, in terms of

enrolment, India is the third largest higher education system in the world, behind China and the

USA, with 17973 institutions (348 universities and 17625 colleges). The number of institutions is

more than four times the number in the United States and entire Europe. Higher education in

China having the highest enrolment in the world (nearly 23 million), is organized in only about

2,500 institutions. While the average enrolment in a higher education institution in India is about

500-600 students, a higher education institution in the United States and Europe would have

3000-4000 students and in China this would be about 8000-9000 students. This makes the system

of higher education in India a highly fragmented one that is far more difficult to manage than any

other system of higher education in world. However, other than a handful few institutions of

national importance providing high quality higher education, the system is failing to produce

wealth creators and creative, intellectual leaders who are much needed in all sectors of the

society. India’s higher education sector has failed to map the future demand for various skills and

it has not kept pace with industry’s growth.



Since higher education in India is an important part of modern Indian

society and is intertwined in the political and social systems of the society, this sector is in need

of change, development and improvement. At independence in 1947, India inherited a system of

higher education which was not only small but also characterized by the persistence of large

intra/ inter-regional imbalances. Determined efforts were made to build a network of universities,

and their affiliated colleges which provided tremendous outreach to a country of vast diversities

in language as also in prevailing standards offing the post independence period, higher education

expanded fast and today India ranks very high in terms of the size of the network of higher

education institutions, with 6.75 million students enrolled and teaching force numbers about

321,000. Student’s enrolment increased from 263,000 to 6,755,000 by 1996-97, growing at an

estimated rate of 7 per cent between 1987 and 1993 but now declined to 5.5 percent compound

rate of growth, with 14 states having a lower rate. In spite of this phenomenal growth, the total

enrolment, however, forms only about six percent of the relevant age- group (17- 23) population.

The number of students per 100,000 populations has increased significantly since independence.

It was only 48 per 100,000 in 1951 increasing to 613 per 100,000 in 1997. The number of

women’s colleges has recorded a substantial increase from 780 colleges in 1986–87 reaching a

figure of 1195 in 1996-97. Of the total enrolment, women’s enrolment accounts for 34 percent.

Out of the total number teachers in higher education, Professors and Readers account for 12.8

and 26.2 % respectively, in the University Department and University Colleges. In the affiliated

colleges there are13.9 % senior teachers and 81.7 % lecturers. There were 21 students for one

teacher in 1996- 97 as compared to 12 students per teacher in 1965- 66. The number of students

has reached the level of 6.75 million and there are 3, 21,000 teachers in the higher education

system. A special emphasis has come to be laid on women’s education. The enrolment of women

at the beginning of 1997-98 was 2.303 million, 34 percent of them being of the postgraduate

level. At the beginning of the year 1999-2000, the total number of students enrolled in the

universities and colleges was 74.18 lakh-12.25 lakh in university departments and 61.93 lakh in

the affiliated colleges. Eighty percent of total enrolment was concentrated in the three faculties of

Art (40%), Science (20%) and commerce (20%) while the remaining 20% was absorbed by the

professional faculties. Enrolment at the degree level was 65.20 lakh (87.9 percent), at the PG

level 7.25 lakh (9.8 percent) and the remaining at research and diploma/certificate levels. The

enrolment of women students in the year 1999-2000 was 27.74 lakh at the graduate and



postgraduate levels, accounting for 34 percent of the total enrolment. The strength of the faculty

went upto 3.42 lakh in 2000.

Education scenario and needs in India: Building a perspective for 2025

The Indian Constitution resolves to provide quality education to all and in an effort to

fulfill the educational needs of the country specifically for the diverse societies and cultures of

the country the government has chalked out different educational categories: Elementary

education, Secondary education, Higher education, Adult education, Technical and Vocational

education. Despite serious handicaps of means and resources, the country has built up during the

last 50 years, a very large system of education and has created a vast body of men and women

equipped with a high order of scientific and technological capabilities, robust humanist and

philosophical thought and creativity. It would be worthwhile to observe the trends in the different

sectors of education from post Independence period to the present scenario.

Sectors of Education



At the time of Independence, only fourteen percent of the population as literate and only one

child out of three had been enrolled in primary school. The need for universal education for all

children in the age group of 6-14 years recognized as a crucial input for nation building, was

given due consideration in successive Five Year Plans and has resulted in a manifold increase of

spatial spread, infrastructure facilities, increased coverage of various social groups; but the goal

of providing basic education to all continues to be elusive. The elementary education system of

India has expanded into one of the largest in the world The number of primary schools increased

from 2.15 lakhs in 1950-51 to 6.1 lakhs in 1997-98; the corresponding increase in upper primary

schools was from 0.14 lakhs to 1.85 lakhs 1. These 8.17 lakh schools together enrolled 1110 lakh

children as compared to 192 lakh in 19512. Universal provision of education has been

substantially achieved at the primary stage (classes I-V). An estimated 95 percent of the rural

population living in 8.26,000 habitations has a primary school within a walking distance of 1 Km

and about 85 percent of the rural population has an upper primary school within a walking

distance of 3 Kms 3. More than 150 million children are currently enrolled covering around 90

percent of the children in the age group of 6-14 years. Recent surveys on literacy rates indicate a

phenomenal progress in the nineties and indicate a significant rise in the literacy level. (Refer

Table 1.1) According to the National Sample Survey estimates, the literacy rate has increased

about 12 percentage points in a period of six years from 52.21 in 1991 to 64.20 percent by 1997.



Year Literacy Rate (%) Number of Schools

Persons Males Females Primary Upper

Primary

1951 18.33 27.16 8.86 215036 14576

1961 28.31 40.40 15.34 351530 55915

1971 34.45 45.95 21.97 417473 93665

1981 43.56 56.37 29.75 503763 122377

1991 52.21 64.13 39.29 566744 155926

Since independence, there has been a substantial increase in enrolment at all levels of

education, five fold from 19.2 million to 110.9 million in 1998- 99 at the primary stage; 3.1

million to 40.4 million in the upper primary stage. The gross enrolment ratios of children in the

age group 6-11 increased from 42.6 percent in 1950-51 to 92.14 percent in 1998-99. Likewise,

the gross enrolment of 11-14 years age group increased from 12.7 percent in 1950- 51 to 57.58

percent in 1998-99.



Adult Literacy

Since independence, eradication of illiteracy has been one of the major national

concerns of the Government of India. The Kothari Commission (1964-66) emphasized the

importance of spreading literacy as fast as possible and suggested measures for the same.The

Resolution on NPE 1968 not only endorsed the recommendations of the Education Commission

but also reiterated the significance of universal literacy and developing adult and continuing

education as matters of priority. Later, the National Policy on Education (1986) gave an

unqualified priority to programmes for eradication of illiteracy, particularly among women,

members belonging to Scheduled Castes and Scheduled Tribes particularly in the rural areas. As

per the NSSO survey, the literacy rates have jumped from 52 percent in 1991 to 62 percent in

1997 against the countering factor of population growth. This has to be seen against the backdrop

of an average decadal growth of only 8.5 percent between 1951 and 1991. The wide gap between

male and female literacy rates seems to be narrowing as also the urban and rural difference.

Recent surveys indicate an improvement in the pace of

literacy, mobilization of communities for education, provision of a life long opportunity to non-

literates and creation of a learning society.

Secondary Education

Secondary education serves as a bridge between elementary and higher education

and prepares young persons in the age group of 14 18 for entry into higher education. Children’s

population at the secondary and senior level, as projected in 1996-97 by NSSO has been

estimated at 9.66 crores. Against this, the enrolment figures of 1997-98 show that only 2.70 crore

are attending schools. Thus, two-thirds of the eligible population remains out of school system.

Vocational Education:

Prior to the introduction of vocational courses in general schools and colleges at

all levels, there have been conventional models of vocational education in operation, in

institution under Technical education, Pharmacy Council, Nursing Council, Dental council,

Agricultural Council, and the Directorate General of Employment and Training in the labour

ministry, etc. Vocational education was also in operation in non- formal, adult and voluntary

sectors in addition to the formal sector. Recently, VE was introduced in Secondary schools meant

for general education, which are concerned primarily with basic academic subjects, in no way

connected with vocational courses or apprenticeship. Vocational courses started in general



education at +2 and +3 stages of 10+2+3 aimed at imparting both knowledge and skill pertaining

to vocation and attained equal importance. Currently vocational education and training is being

offered by a variety of Government and Non-government Institutions nation-wide: a) Schools

with vocational stream at the +2 level b) Industrial Training Institutes (ITIs) c) Community

Polytechnics d) National Open School e) Open Universities, Selected College / Universities f)

Krishi Vigyan Kendras g) Non Government Organizations e) Special Institutions. Although

substantial expansion in facilities has taken place in the last 10 years with new schemes, new

courses and new institutions, these have been unable to meet the challenge and demand of

industry, employment and the public.

During the past five decades, there has been a phenomenological expansion of

technical education facilities in the country and it has played a significant role in the process of

economic and technological development of India by producing high quality manpower needed

for various sectors and by providing essential services through research and innovations. Strong

linkages between technical institutions and industry were developed. Several new initiatives have

been effected such as the Technology Development Missions, modernization and removal of

Obsolescence, research and development etc. The thrust areas of technical education is to provide

project based financial support for creation of infrastructure in terms of modern laboratories in

the thrust areas, a strong base for advanced level work by identifying programmes and courses by

institutions, taking into account the country’s and regional needs with special attention to rural

society and disadvantaged sections and develop horizontal and vertical linkages with other

institutions, research laboratories, industry and user agencies through multiplicity of programmes

including consultancy. Different state governments have taken a variety of initiatives to promote

IT education. In addition, several innovations are taking place outside the Government system. In

most cases replication of such innovations is neither time consuming nor expensive.



Allocation and Expenditure on Education

The concept of ‘investment in education’ was explicitly adopted by the

Government of India in the National Policy on Education, 1968.Keeping in view the growing

requirements of the education system, the Government of India promised to allocate at least six

percent of national income to education from the public exchequer, a goal set for realization by

the end of the Ninth Five Year Plan i.e., by 2002. The educational explosion that has taken place

in India during the post-independence period in terms of number of students, schools and

colleges, and teachers, is also reflected in the growth of expenditure on education (at least in

current prices). In absolute terms, the educational expenditure increased from Rs 1.1 billion in

1950-51 to Rs. 412 billion in 1997-98. The increase is by a staggering 360 times. But this

impressive growth is belittled by (a) rapid growth in population, (b) phenomenal increase in

student numbers, and above all, (c) escalation in prices. While the total expenditure increased by

360 times, in per capita terms the increase during 1950 51 to 1997-98 has been by about 130

times. In contrast, the expenditure per pupil increased only by 62 times during the same period,

from Rs. 35.60 to Rs. 2224. Presently 3.6 percent of GNP is invested in education in India (1997-

98). Compared to the very low level of 1.2 percent in 1950-51, this marks a very significant

progress. Plan expenditure on education, including in case of elementary education, is relatively

very small compared to non-plan expenditures form the major chunk of expenditure on

education. However, the budget for Elementary Education has been enhanced from Rs. 2852

crores (1 Crore = 10 Million) in 1999-2000 to Rs. 3608 crores in 2000-01. Huge investments

have been made in higher education in independent India with total expenditure on higher

education increasing remarkably. On the whole, the trends suggest that the higher education had

a good start during the 1950s (with real growth of 7.5 % per annum), and had its golden days

during the 1960s, with the real expenditure increasing at an annual rate of growth of 11 percent;

but it suffered significantly during the 1970s, with the rate of growth coming down to a meagre

3.4 % as educational planners aimed at consolidation of higher education instead. The 1990s

heralded an era of austerity and higher education suffered greatly. Although, in 1996-97, the

government expenditure of Rs. 42,035 million rose further during the subsequent period, this

impressive growth was, however, considerably offset by increase in prices, and increase in

population, more particularly student numbers in higher education. Inflation has had an adverse

effect on education. For the Vocationalisation of Secondary Education, an amount of Rs 100

crore was provided under the Ninth Five Year Plan. By 1999, about 11 crores were spent on the



implementation of the program. For the year 2000, an amount of Rs 10.50 crore was budgeted.

The expenditure went down in the first two years of the plan. An amount of Rs. 100 crores was

provided for the program of vocationalisation during the 9th Five Year Plan. The Budget for the

current financial year has been enhanced from Rs. 10.5 crores in 1999-2000 to Rs. 35 crores in

2000-2001. For Information Technology, the existing plan allocations of the Ministry for

Technical Education sector have been to tune of around Rs 500 crore, total Ninth Plan outlay is

Rs 2375 crore. This provision is made against earmarked all ongoing and already approved

schemes.

Quality of Education

Education quality is the character of the set of elements in the input process and

output of the education system that provides services that completely satisfy both internal and

external strategic constituencies by meeting their explicit and implicit expectations. The literature

of educational quality has developed along a distinct path. The definition offered by Gordon and

Partington characterizes the general approach to educational quality as: “the success with which

an institution provides educational environments that enable students effectively to achieve

worthwhile learning goals, including appropriate academic standards”. The higher education

system in India has been of mediocre status for decades. Now, as India strives to compete in a



globalize economy in areas that require highly trained professionals, the quality of higher

education becomes increasingly important. Like any other business, higher education also needs

quality. So far, India’s large educated population base and its reservoir of at least moderately

well-trained university graduates have permitted India to move ahead. But the competition is

fierce. China in particular is heavily investing in improving its best universities with the aim of

making a small group of them world class in the coming decade, and making a large number of

internationally competitive research universities. Other Asian countries are also upgrading higher

education with the aim of building world class universities. To compete successfully in the

knowledge-based economy of the 21st century, India needs enough higher educational

institutions that not only produce bright graduates for export but can also support sophisticated

research in a number of scientific and scholarly fields and produce at least some of the

knowledge and technology needed for an expanding economy. How can India build a higher

education system that will permit it to join developed economies? The newly emerging private

sector in higher education cannot spearhead academic growth. Several of the well-endowed and

well managed private institutions maintain reasonably high standards, but whether these

institutions are going to be able to sustain themselves in the long run remains to be seen. They

can help produce well-qualified graduates in such fields as management, but they cannot form

the basis for comprehensive research universities. This sector lacks the resources to build the

facilities required for quality instruction and research in the sciences. Nor can enough money be

earned by providing instruction in the mainstream arts and sciences disciplines. Most of the

private institutions do not focus on advanced training in the sciences.



" Education And The Significance Of Life "

TO DISCOVER what part education can play in the present world crisis; we should

understand how that crisis has come into being. It is obviously the result of wrong values in our

relationship to people, to property and to ideas. If our relationship with others is based on self-

aggrandizement, and our relationship to property is acquisitive, the structure of society is bound

to be competitive and self-isolating. If in our relationship with ideas we justify one ideology in

opposition to another, mutual distrust and ill will are the inevitable results.

Then there is the whole question of patriotism. When do we feel patriotic? It is

obviously not an everyday emotion. But we are sedulously encouraged to be patriotic through

school-books, through newspapers and other channels of propaganda, which stimulate racial

egotism by praising national heroes and telling us that our own country and way of life are better

than others. This patriotic spirit feeds our vanity from childhood to old age.

Our present social institutions cannot evolve into a world federation, for their

very foundations are unsound. Parliaments and systems of education which uphold national

sovereignty and emphasize the importance of the group will never bring war to an end. Every

separate group of people, with its rulers and its ruled, is a source of war. As long as we do not

fundamentally alter the present relationship between man and man, industry will inevitably lead

to confusion and become an instrument of destruction and misery; as long as there is violence

and tyranny, deceit and propaganda, the brotherhood of man cannot be realized.

Merely to educate people to be wonderful engineers, brilliant scientists, capable

executives, able workmen, will never bring the oppressors and the oppressed together; and we

can see that our present system of education, which sustains the many causes that breed enmity

and hatred between human beings, has not prevented mass murder in the name of one's country

or in the name of God.

But has military training any place in education? It all depends on what kind of human

beings we want our children to be. If we want them to be efficient killers, then military training is

necessary. If we want to discipline them and regiment their minds, if our purpose is to make them

nationalistic and therefore irresponsible to society as a whole, then military training is a good



way to do it. If we like death and destruction, military training is obviously important. It is the

function of generals to plan and carry on war; and if our intention is to have constant battle

between ourselves and our neighbors, then by all means let us have more generals.

. Government control of education is a calamity. There is no hope of peace and order in

the world as long as education is the handmaid of the state or of organized religion. Yet more and

more governments are taking charge of the children and their future; and if it is not the

government, then it is the religious organizations which seek to control education. .

Education throughout the world has failed, it has produced mounting destruction and

misery. Governments are training the young to be the efficient soldiers and technicians they

need; regimentation and prejudice are being cultivated and enforced. Taking these facts into

consideration, we have to inquire into the meaning of existence and the significance and purpose

of our lives. We have to discover the beneficent ways of creating a new environment; for

environment can make the child a brute, an unfeeling specialist, or help him to become a

sensitive, intelligent human being. We have to create a world government which is radically

different, which is not based on nationalism, on ideologies, on force.

Right education is obviously a danger to sovereign governments - and so it is

prevented by crude or subtle means. Education and food in the hands of the few have become the

means of controlling man; and governments, whether of the left or of the right, are unconcerned

as long as we are efficient machines for turning out merchandise and bullets.

Now, the fact that this is happening the world over means that we who are the citizens

and educators, and who are responsible for the existing governments, do not fundamentally care

whether there is freedom or slavery, peace or war, well-being or misery for man. We want a little

reform here and there, but most of us are afraid to tear down the present society and build a

completely new structure, for this would require a radical transformation of ourselves. .

Outward security for all can come only when there is love and intelligence; and since

we have created a world of conflict and misery in which outward security is rapidly becoming

impossible for anyone, does it not indicate the utter futility of past and present education? As



parents and teachers it is our direct responsibility to break away from traditional thinking, and not

merely rely on the experts and their findings.

2.1 PROFESSIONAL EDUCATION

A business management course is like a cruel grinding axe. All the students need to do is to

align themselves to the leading edge of the roller. They are automatically sucked in, crushed

and thrown out of the system in a matter of two years. In between, it is a suffocating

experience. But they learn to go through the routine.

Management Education: The Academic Perspective

Beginning with a serious stock-taking of what management education in India has

achieved so far, senior academics at IIMB and elsewhere zeroed in on what ails it, before coming

forward with their views on what needs to be done to face the challenges ahead. Core academic

issues of management education, ranging from its epistemological bases, approaches and

methods, to area or sector specific concerns were given a close up view by the faculty. The

exercise succeeded in raising a lot of questions even where it did not lead to concrete proposals.

Business Management Education Time for Soul Searching

In popular talk shows as well as in serious debates, the hottest topic today is the virtues of

the buyers' market versus the vices of sellers' market. This realization has partly been due to the

recent transition from a "planned" economy to a "market" economy in our country. In a sellers'

market, it is said, service and goods providers do not have any motivation to provide quality as

they tend to develop an "internal focus" as opposed to a "customer focus". Improvements in their

product/service and their operations do take place, albeit slow. The logic is simple. Whatever

they offer is simply absorbed by the market. The consumers, in such a situation, are invariably

left to choose between the devil and the deep sea. Unfortunately, business management education



in this country falls in the sellers' market. Recently, the AICTE approved over 500 business

schools. Informal reports suggest that most of them will belong to the "also ran" category.

Business schools of course, choose to narrate their success stories about how they have

been improving the course curricula, and how their students are placed in better positions year

after year. However, a recent issue of Business India reported that business management

graduates are raw, and far removed from reality. The report further adds, "Academics are

supposed to provide an agenda of ideas for industry. In India, they learn from industry rather than

contribute to it." Where does the problem lie? Who is to be blamed for this state of affairs? Is it

the curriculum or is it the manner in which business schools are organised? Do business leaders

have any role to play other than being mute spectators? Four major areas of concern need

immediate attention.

A business management course is like a relentless grinding axe. All the students need

to do is to align themselves to the leading edge of the roller. They are automatically sucked in,

crushed and thrown out of the system in a matter of two years. In between, it is a suffocating

experience. But they learn to go through the routine. The course work and the number of credits

required to complete the course appear to be very high. For example, at IIM Bangalore, a

minimum of 106 credits are required to complete the course. Students and participants of various

programs often complain of less learning under such heavy course load. Students end up chasing

deadlines than actually applying concepts to practical situations. Either the process adopted by

business schools in imparting learning is flawed or there is a genuine overload. Asian Institute of

Management, Manila expects its students to earn fewer credits to qualify for the award of a

degree. The emphasis, apparently, is on action learning. It appears that a reduction of the course

load to around eighty credits will allow more learning. Business schools claim to kaizen their

curriculum periodically but this needs to be debated.



Collapsing Functional Area Barriers

The manner in which business schools have been organized and their style of working

has not changed much since the first Indian Institute of Management was set up in the country in

Calcutta nearly forty years ago. Despite several changes in the corporate market, and business

education needs and student profiles, even today course offerings in business schools have a

functional area orientation. If collapsing functional area barriers is one of the often talked about

themes in business schools, do we not have to make certain changes in the business school set

up? For example, the Operations Management faculty in most business schools offers TQM.

However, this leaves a mindset among the other faculty that quality is operations management's

job and not theirs. This is similar to the traditional mindset of leaving quality to the quality

control department and cost control to the cost accountant rather than to the production worker



2.2 MBA PROGRAMME IN AHMEDABAD

Bangalore image of the brand can be a drubbing in Bangalore. But AAPNU AMDAVAD,

praised the global branding of the world there are many brands woke up, is in a glittering new

arena mark. Years after the “Manchester of the East” is mitigated day, the last Mega City is a

brand new look. Today there are many MBA colleges in Amdavad. Some of them are listed

below.

1. Indian Institute of Management-Ahmedabad (IIM-A)

2. Mudra Institute of Communication Ahmedabad (MICA)

3. Nirma Institute of Management (NIM)

4. Indian Institute of Planning and Management (IIPM)

5. Institute of Chartered and Financial Analysts of India (ICFAI)

6. B.K. School of Business Management Gujarat University

7. A.E.S. Post Graduate Institute of Business Management

8. Gujarat Law Society's G.L.S. Institute of Business Management

9. Chimanbhai Patel Institute of Management (CPIM)

10. Lok Jagruti Institute of Management Studies (LJIMS)

11. Indus Institute of Technology & Engineering (INDUS)

Out of these top institutes my main focus for this project is on three institutes

Which are,

1. Nirma Institute of Management (NIM)

2. Indian Institute of Planning and Management (IIPM)

3. Institute of Chartered and Financial Analysts of India (ICFAI)



2.3 LITERATURE REVIEW ON THREE INSTITUTES:

2.3 (A) NIRMA INSTITUTE OF MANAGEMENT

VISION

Shaping a better future for mankind by developing effective and socially responsible individuals

and organization.

MISSION

To be one of the best business schools in the Asia Pacific Region by developing leaders and

entrepreneurs through cutting edge and relevant management education and development,

conducting applied research, and preparing instructional resources.

VALUES

Academic Excellence, Creativity, Respect for the individual, Concern for Society.

CAMPUS TOUR

The Institute is situated on Nirma University campus, about 15 Km. from Ahmedabad city,

on the Sarkhej-Gandhinagar Highway. A 110-acre sprawling campus in picturesque surroundings

provides a refreshing environment, stimulating intellectual alertness and creativity. The campus

has an ambience that motivates students to grow. The Institute building, which is centrally air-

conditioned, has several amphitheatres, flat classrooms, an auditorium with the capacity of 450

seats, computer centers, a communication lab, a fully automated library, an art gallery, faculty

and administration blocks, conference rooms and other facilities. Modernity, aesthetics and

grandeur characterize the building. The campus also has modern sports facilities. The overall



atmosphere at the campus is distinguishable by serenity, which is conducive for intellectual

pursuits.

Dr. Karsanbhai K. Patel

President, Nirma University of Science And Technology

Chairman, Nirma Ltd.

Dr. Karsanbhai Patel is recipient of the Udhyog Ratna” and “Gujarat Businessman 1998”

Awards. He is also the recipient of Earnest Young Lifetime Achievement Award 2006 “.He is

best known for his contribution in the country. In the last one decade, he has turned his attention

to the growing challenges in the education. This has perhaps been the most fortuitous

development for the younger generation of the country.

Dr. Patel was awarded Honorary Doctorate of Humane Letters By Florida Atlantic

University, USA for business and marketing acumen and philanthropy. He was also awarded

Honorary D.Litt by Devi Ahilya Vishwavidhyalaya, Indore. Among many Social Projects that he

has initiated, Nirma Education and Research Foundation (NERF) is monumental of his

commitment to the society.

Dr. Patel firmly believe that to withstand global competition and to satisfy the growing

need for quality professionals, on academic institution must constantly grow, innovate, build

strength and strive to become self-reliant.



Academic Programs

Master of Business Administration (MBA) Full Time

Master of Business Administration (MBA) Part Time

Master of Business Administration (Family Business and Entrepreneurship)

Doctor of Philosophy Program (Ph. D.)

Executive Diploma Program

Doctor of Philosophy Program (Ph. D.) (External)

MBA (Full Time):

The curriculum is innovative and is continuously updated to integrate changes that are taking

place in the business environment. The curriculum consists of compulsory and elective courses.

Program Structure

Duration : 2 Years

Credit Requirements : Total 102 Credit Hours

Summer Project Duration : 8-10 Weeks

Core Courses (Compulsory Courses)

Core courses are the foundation courses of management education. They are compulsory for all

students and mostly they are offered in the first year. Some courses provide perspective on

management, while other courses focus on functional knowledge. Some courses, on the other

hand, are related to self-development and skill building. A few core courses are offered in the

second year also.

Elective Courses

Elective courses are offered in the second year of the programme. Students are required to opt for

twelve elective courses (36 credit hours).

Field Courses

There are two field courses: Managing Social Project and Capstone Project. The former is



scheduled in the first year, while the latter is slated in the second year.

Audit Courses

An audit course is not meant for earning academic credit. A student audits a course as a matter of

personal interest and knowledge enhancement. Audit students are not entitled for assessment. An

audit course by a student has to be approved by the Chairperson, MBA (FT).

Additional Credit Courses

A student s required to take 102 credit hours of courses to be eligible for the award of the degree.

However, a student is allowed to take additional elective courses.

Summer Project/Internship

At the end of the third term, all students are required to do summer project/internship of 8-10

weeks with an industrial, business or service organisation. The conditions of successfully

completing the programme are not deemed to have been satisfied unless a student does summer

project/internship. The project is intended to give the students an opportunity to sharpen their

knowledge and skills, to appreciate the practical problems of management, and to begin planning

their career in light of the practical experience gained during the period.

Specialization

A student will be allowed to take duel specialization viz: Major and Minor specialization. The

student is required to take certain number of credit hours of courses from the area of

specialization to be eligible for major specialization. Similarly, a student is required to take

certain number of credit hours of courses from particular area of specialization to be eligible for

minor specialization. While opting major & minor specialization, the course should be mutually

exclusive for meeting the credit requirements.

MBA (Family Business & Entrepreneurship)

Two-year, Full-Time Residential MBA in Family Business & Entrepreneurship

A program to develop future owners-managers, it aims to equip young people with modern

management knowledge and skills, family business management techniques and an

entrepreneurship approach.

Program Structure:



Duration : 2 Years

Credit Requirements: Total 102 Credit Hours

Summer Project Duration : 8-10 Weeks

Curriculum Architecture

1st year structure (Compulsory Courses) :

Term I

Computer Skills for Management Managerial Accounting I

Managerial Economics Managerial Oral Communication

Marketing Management I Organizational Behaviour I

Quantitative Techniques in Mgmt. I

Term II

Analysis of Cases and Written Comm.

Financial Management I

Macro Economics Managerial Accounting II

Managing Social Projects Marketing Management II

Operations Management I Quantitative Techniques in Mgmt. II

Term III

Analysis of Cases and Written Comm.

Financial Management II

Human Resource Management Management Information Systems

Managing Social Projects Marketing Research

Organizational Behaviour II Operations Management II

Strategic Management I

2nd year structure (Compulsory Courses) :

Strategic Management - II Business Laws

Capstone



Marketing Finance

Advertising and Sales Promotion Bank Management

Business-to-Business Marketing Mgmt. of Direct and Indirect Taxes

Consumer Behaviour Management of Financial Services

International Marketing Insurance

Product and Brand Management International Finance

Retail Marketing Management Control Systems

Sales and Distribution Management Project Planning and Control

Services Marketing Strategic Cost Management

Strategic Marketing Working Capital Management

Managing Corporate Relations Derivatives and Risk Management

Direct Marketing Mergers and Acquisitions

Rural Marketing Econometrics for Finance

Internet Marketing Investment and Portfolio Management

Customer Relationship Management

Marketing of Innovation

Advanced Marketing Research

HRM Infomation Technology

Compensation Management Client Server Application Management

Industrial Relations & Labour Laws

Data Warehousing and Data Mining

International HR Management Enterprise Resource Planning

Organization Deve. & Change Mgmt. IT Strategy for Business

Performance Management Managing Electronic Business

Recruitment and Selection Relational Database Mgmt. Systems

Strategic HR Management Software Project Management

Training and Development Telecomm. and Networking for Busi.

Human Resource Development Multi-Media Management

Security and Control of Info.



Systems

Business Process Reengineering

Knowledge Management

International Business Operations Management

Export- Import Management Logistics Management

Export- Import Policy, Procedures and Documentation

Operations Management in Services

International Business Supply Chain Management

International Business Laws Total Quality Management

International Market Research World Class Manufacturing

International Organisations, Regional Blocks, and WTO

Project Management

International Technology Transfer / Multinational Corporations

Management of Business Process Outsourcing (BPO) Organisations

International Trade Technology Management

Global Management

Library Resources:

Print Resources Non-Print Resources

Book - 25,033 CDs – 1423

Newspapers – 17 Databases – 13

Bound Volumes – 1903 Video Cassettes – 185

Periodicals – 5902 Audio Cassettes – 136

(251 print & 5651 e-Journals) Photograph Albums – 189



Placements:

On successful completion of the program, the Institute facilitates the students in

meeting their career aspirations by inviting various companies for campus recruitment. The

Institute has a dedicated placement cell, which is in constant touch with the industry and

essentially keeps the students informed about the requirements and developments in different

industry sectors regarding the career opportunities available.

Successful placement of each student at the Institute is a result of interaction with the

industry and career counseling to the students. Right from the admission into the program, each

student is very consciously counseled as regards to his/her career aspirations and options, which

in turn is followed up with the potential companies participating in the final and summer

placement program of the Institute.

Workshops on career counseling, business etiquette, group discussions and interview

skills, verbal and non-verbal communication skills are a regular feature at the Institute.

The Placement Cell is also guided by a Faculty Advisory and supported by Student Placement

Committee.

The Institute has a good record of placements with a constant increase in the average salary each

year. The average salary for the 2006-2008 batch was Rs. 7 lacs per annum.

Every year there are companies from various sectors participate in placement process offering the

best profiles. Companies visiting IMNU campus are from IT, Retail, Consulting, Automobile,

Marketing Research, KPO/BPO, Manufacturing, Finance, Banking, Insurance sector.



Batch 2006-2008:



Following is a list of Organizations, which participate in placement program of NIRMA



Automobiles Insurance

Ashok Leyland Bajaj Auto Eicher Motors TVS Motor Company

ICICI Prudential Life Insurance OM Kotak Mahindra Life

InsuranceSBI Life Bharti AXA

Banks Information Technology & Consultancy

Citibank,N.A. HDFC Bank ICICI Bank IDBI Bank Kotak Mahindra Bank

Accenture ACNielsen ORG-MARG Adventity Care Cognizant Technology Solutions Collabera HCL Technologies Horwarth Consultants HP IBM India IMRB International Infosys Karvy Stock Broking NSEiT Omnitech Solutions Satyam Computer Services Singhi & Associates Advisors Tata Consultancy Services Wipro Technologies

Financial Services Engineering and Manufacturing

Citigroup Citigroup Global Services Global Trade Finance Irevna JP Morgan Chase Kotak Securities TATA Capital TATA Motor Finance

Gujarat Gas Company Indian Oil Corporation Vedanta Resources

Telecommunications Textiles

IdeaTata CommunicationsTata Teleservices Vodafone Essar

Arvind Mills VF Arvind Brands

Operations

TNT



2.3 (B) INDIAN INSTITUTE OF PLANNING AND MANAGEMENT

The Social Vision of IIPM:

Though Capitalism has contributed to tremendous growth of productivity, has enriched

material life of man, has expanded scope of freedom, yet it has not made of colours one can

dream of.

Communism, as practiced in so called Communist countries has lead to totalitarianism

and loss of democratic rights, though the rate of growth of national economy in these countries

have been much higher than Capitalism ever achieved. Rapid rise of Soviet Union in the past and

recent unparallel growth rate of GDP in China amply demonstrates the inherent strength of

planned national economic growth. Distributive justice in these countries also forced Capitalism

to introduce welfare states. Historical experience therefore compels us to think of possibilities of

combining higher growth rate with distributive justice while not sacrificing democratic rights of

the people. Indeed, sustained high growth rate in GDP is not possible in the long run if

distributive justice is not there.

IIPM’s Social Vision follows from the above mentioned historical evidence :

IIPM wants to contribute to the creation of a movement, backed by proper education and

research which will create a society where exploitation of man by man does not exist, where each

individual has the scope to achieve his / her potential to the fullest extent. Distributive justice in

this society will ultimately mean “to each according to his need” a transition from “to each

according to his contribution”. In other words, universal humanism is the social vision of

IIPM.

HISTORY



Year 1963: A proposal by Dr. M.K.Chaudhuri to set up an institute under the name of "Institute

for Planning and Administration of National Economy" was forwarded to Pt. Jawaharlal Lal

Nehru, the then Prime Minister and Chairman, Planning Commission, Government of India. The

institute was committed to cutting edge research and education on economics, entrepreneurship

and management. A study tour was undertaken by Dr. M.K.Chaudhuri during 1964-65 to acquire

first hand knowledge about the working of similar institutions in Europe. A working paper on

Regional Planning was circulated to leading academicians under the name of "Indian Institute of

Planning" in 1969.

Year 1973: The founder Director resigned from professorship of Indian Institute of Management,

Bangalore (IIM-B) and established IIPM in New Delhi. The first residential full-time post

graduate diploma program commenced on 12th August, 1974, with students selected through

admission tests-cum-inter views held in Delhi, Kolkata, Bombay and Bangalore.

Year 2006: IIPM has grown to become the world's largest business school with 5000

postgraduate management students in nine campuses across seven of India's largest cities, with

placement offices in San Francisco, New York, London, Dubai and Singapore.

Dr. M. K.Chaudhuri



Research Professor & Founder Director

BA Honours (Economics), Presidency College, Kolkata

Msc, Ph.D, D.Sc, Berlin School of Economics

Malay Chaudhuri studied in Presidency College, Kolkata and in The Berlin School of

Economics. He did his M.Sc. in National Economic Planning and management. He was awarded

'excellent' and is a co-record holder. His Ph.D thesis was on the 'Role of small-scale, village and

cottage industries for solution of the unemployment problem in India'. His D.Sc thesis was on

'reform plans of the international monetary system.

He worked in private sector organizations like Hindustan Lever, Kuljian Corporation and

WS Atkins. He also worked in City and Industrial Development Corporation (CIDCO)- a public

sector organization

Before founding IIPM, he was Senior Fellow, Indian Institute of Advanced Study,

Shimla. He was also Professor of Economics at XLRI, Jamshedpur and IIM,Bangalore. His book

Theory of Economic Justice - Production of skills by means of skills, deals with the measurement

of contribution of each individual to the process of production and thereby seeks to answer the

question of just reward for an individuals' contribution. He believes that integrating the concepts

that emerge from IIPM's national economic planning research would create barefoot managers,

committed to eradicating poverty. His second book, The Great Indian Dream, outlines a series of

steps that the Government of India must undertake to allocate resources towards this end

IIMs and the MBA education scenario in India

Unlike other fields of higher education like Economics, Psychology, Physics or Chemistry,



Master level program in Business Management is not built on successful completion of Bachelor

level program in Business Management. Graduates of all streams can join MBA programs. It was

envisaged by the Ministry of Education that for a multidimensional program which includes

subjects like Operation Research, Organizational Behavior, Accounting, Finance, Economics and

Marketing, etc. would need 1024 contact hours (16 hours a week, 32 weeks a year) for 2 years

MBA Program. In contrast, to achieve master level proficiency in areas like Economics or

Physics, one has to have around 3000 contact hours. Obviously, the contact hours available in the

MBA programs were not found adequate. IIMs therefore, increased contact hours to around 24

hours a week, enabling them to teach the whole program in about 1500 contact hours.

Academically justified MBA programs with students of diverse background should be of three

years duration with at least 24 hours a week of contact hours. A recent proposal to introduce 1-

year MBA program to people having 5-years’ work experience (obviously non-managerial

supervisory level experience for most of them) is deemed to dilute academic content of the

program to cater to emerging markets as demonstrated by Indian School of Business (with 250

acres of campus, which is double the size of an average IIM campus), Hyderabad. Having failed

to prove the superiority of their 2-years MBA programs, the IIMs are lured by the high fees that

ISB is able to charge and also to secure very high level of entry salary superceding the elitist

salary of IIM pass-outs. Lacking confidence in their academic standards and contributions to

business success, IIMs are trying to overcome their second-class citizen status by entering into

devalued 1-year MBA programs. The IIMs are thus, victims of their own criteria of judging an

institute’s academic status by the level of salaries its graduates can command from the market by

restricting artificially the supply of such graduates available to the industry.

A few years’ work experience at supervisory level neither makes it easy to understand

complexities of business nor develops faster learning capacities. On the other hand, a break from

academic studies, growing age, fast social and personal life, makes it relatively difficult to

concentrate on studies again. In the West, parents rarely finance expenses of University level

studies. High fees charged create snobbish value around MBA courses while restricting entry of

students (which in turn jacks up the entry level salary), compelling people to work a few years to

save for the fees. Investment for studying MBA also includes sacrifice of their salary during the

duration of study. Therefore, potential participants of the MBA program are also reluctant to

study for a longer period, Market conditions, therefore, are the compelling reasons for shortening



the durations of the program. These truths are being covered by all sorts of spurious theories

exaggerating the usefulness of work experience.

Why IIPM courses are superior to MBA

IIPM has so far claimed the superiority of its Entrepreneur-ship program neither by the size of its

campus, nor by the entry level salary of its pass-outs, but by its qualitatively superior and

intellectually stimulating academic program. The IIPM course is a 22 month, 1944 hour course

which includes in depth studies of national economic processes and ways to regulate its

parameters to achieve higher growth rate of GDP ensuring higher growth of market segments

within the national economy as well as higher growth of income of all sections of the people,

including those who are below the poverty line.

The importance of including studies in national economic planning processes can be explained

with an example of natural science. At one level of knowledge it appeared that the Sun revolves

around the Earth. At a higher level of knowledge it was discovered that the Earth rotates around

its axis and also revolves around the Sun. Similarly, present MBA course structure concentrating

only on market segments by individual profit making units. This fails to explain the potentiality

of market expansion through distributive justice. Potentiality of business is always in not made of

colours one can dream of.

Communism, as practiced in so called Communist countries has lead to totalitarianism and loss

of democratic rights, though the rate of growth of national economy in these countries have been

much higher than Capitalism ever achieved. Rapid rise of Soviet Union in the past and recent

unparallel growth rate of GDP in China amply demonstrates the inherent strength of planned

national economic growth. Distributive justice in these countries also forced Capitalism to

introduce welfare states. Historical experience therefore compels us to think of possibilities of

combining higher growth rate with distributive justice while not sacrificing democratic rights of

the people. Indeed, sustained high growth rate in GDP is not possible in the long run if

distributive justice is not there.

IIPM’s Social Vision follows from the above mentioned historical evidence. IIPM wants to

contribute to the creation of a movement, backed by proper education and research which will



create a society where exploitation of man by man does not exist, where each individual has the

scope to achieve his / her potential to the fullest extent. Distributive justice in this society will

ultimately mean “to each according to his need” a transition from “to each according to his

contribution”. In other words, universal humanism is the social vision of IIPM.

COURSE CONTENT

The IIPM program is today regarded as the only course with a wider coverage than MBA courses

taught anywhere else in the world because of its integration with National Economic Planning

and a compulsory Marketing Specialization making it the most intellectually stimulating course

in India. In the light of globalization, IIPM aims to create a new generation of entrepreneurial

managers, who can face with confidence emerging challenges of international markets, while

remaining committed to remove massive poverty masses within a generation. For this, we must

achieve a growth rate of 14% and more of the national economy and engineer market extension

and social entitlements favouring the bottom 80% of the population. This is essential for

corporate growth rate of the same order & more. Future entrepreneurial managers must be aware

of this and not remain intellectually handicapped.

1) 2-year full time Programme in National Economic Planning and Entrepreneurship

(leading to the award of the MBA degree from IMI)

2) 3-year full-time Integrated Programme in National Economic Planning and

Entrepreneurship

(leading to the award of the BBA degree from IMI)

3) European Exchange Program with IMI (INTERNATIONAL MANAGEMENT

INSTITUTES)

DETAILS OF GOTA


http://www.iipmgota.com/DETAILS-OF-GOTA-2006.pdf


Leading to CERTIFICATION IN GLOBAL MANAGEMENT from one of the Top 20 Global B-

School/University IIPM programs include a FREE STUDY TOUR TO EUROPE/USA etc. for 2

weeks inclusive of Industry visits for all students under IIPM’s Global Opportunities and

Threat Analysis programme (GOTA). From the batch of 2009 onwards GOTA is being taken

to a completely different level all together. 100% of students joining IIPM will be doing a special

course on Global Management for one week in one of the top 20 B-Schools/Universities* of the

world and getting a Certificate in Global Management from the B-School/University that they

attend. Students will be sent to different institutions (which will impart the programme) as per the

sole discretion of IIPM. More than 7500 students have gone for IIPM’s GOTA to countries like

USA, UK, Switzerland, Italy, France etc. in the last two years alone. The chosen

B-Schools/Universities all rank amongst the top 20 in highly respected rankings like Business

Week/Economist/ Financial Times etc. for the years 2006-07/2008.

INFRASTRUCTURE

The 8 Wi-Fi IIPM Towers are modern architectural wonders equipped with air-conditioned

classrooms, auditoriums, huge state-of-the-art computer domes & well stocked libraries. Each

student is also given a laptop computer to accelerate the learning process.

IIPM Branches & Happenings

IIPM New Delhi IIPM Gurgaon IIPM Cochin

IIPM's Jaipur IIPM Deharadun IIPM Noida

IIPM Bangalore IIPM Mumbai IIPM Bhopal

IIPM Chennai IIPM Hyderabad IIPM Bhuvneshwar

IIPM pune IIPM kolkatta IIPM Indore

IIPM chandigarh IIPM lakhnavow

SELECTION PROCEDURE



E-PAT :-The real test of management Aptitude:

IIPMs Admission teat E-PAT (Entrepreneurship & Planning Admission Test) is based upon a

written test, group discussion and interview. Unlike CAT, IIPM’s admission test E-PAT is based

more on parameters pertaining to EQ ( Emotional Quotient) and overall personality mapping

since it has been globally observed that high IQ often takes a backseat to high EQ when it comes

to Entrepreneurship, Management and dealing with human beings. Thus, the total scores of the

written test, group discussion and personal interview are compiled together to compose the final

score. Success in E-PAT is more likely to make you a better future leader than success in any

other examination focused primarily on IQ. E-PAT is conducted throughout India in more than

15 centres.

IIPM PLACEMENT

A RECORD 2650 STUDENTS PLACED FOR THE CLASS OF '08 AND AN AMAZING -165

INTERNATIONAL PLACEMENTS.

IIPM INTERNATIONAL PLACEMENTS

IIPM KICKED OFF THIS YEAR’S INTERNATIONAL PLACEMENTS BY PLACING 30

STUDENTS OF THE 2006-08 BATCH IN THE LARGEST OUTDOOR ADVERTISING &

PUBLICITY COMPANY OF U.A.E IN DUBAI.

More than 20 Fortune-500 companies have recruited students from the 2007-08 batch. Over the

years more and more students have been placed at international locations with global giants.

IIPM started this year’s INTERNATIONAL PLACEMENTS by placing 30 STUDENTS of the

2006-08 batch in the largest Outdoor Advertising & publicity company of U.A.E named Emirates

Neon Group (ENG) in DUBAI.


http://www.thehindubusinessline.com/2008/04/12/stories/2008041251572100.htm

http://www.thehindubusinessline.com/2008/04/12/stories/2008041251572100.htm


2.3 (C) INSTITUTE OF CHARTERED FINANCIAL ANALYSTS OF INDIA

The ICFAI University (hereinafter referred to as the University) refers to

the Universities sponsored by the Institute of Chartered Financial Analysts of India

(hereinafter referred to as the Institute) in Uttarakhand, Tripura, Sikkim, Meghalaya,

Mizoram, Nagaland, and Jharkhand under respective legislations. The Governments of

Rajasthan, Chhattisgarh and Punjab issued letters of intent to the Institute for the

establishment of Universities. Each University is a separate and independent legal entity.

Consequently, the University confers degrees at Bachelor’s, Master’s and Doctoral levels

on eligible students subject to the University Regulations.

The University Grants Commission has included the Institute of Chartered

Financial Analysts of India University at Dehradun (Uttarakhand) and at

Agartala (Tripura) in the list of Universities maintained by the University Grants

Commission under Section 2(f) of the UGC Act, 1956.

The University believes in creating and disseminating knowledge and skills

in core and frontier areas through innovative educational programs, research, consulting

and publishing, and developing a new cadre of professionals with a high level of

competence and deep sense of ethics and commitment to the code of professional

conduct.

A number of educational programs are offered in management, finance,

banking, insurance, accounting, law, information technology, arts, commerce, education

and science and technology at Bachelor’s and Master’s levels on full-time campus and

flexible learning formats. Examinations are conducted at over 168 test centers all over

India, four times a year. The University has no study centers outside the authorized

jurisdictions.

The University also allows private candidates to enroll in various programs

if they satisfy the eligibility criteria. The University does not provide any courseware, nor

conduct any contact classes, nor offer any other support services to private candidates.

Such candidates have to prepare for the programs on their own as per the curriculum and

are required to attend the examinations, as per the rules and regulations of the University.

The University has no study centers/branches outside the jurisdiction


http://www.iujharkhand.org/

http://www.iunagaland.org/

http://www.iumizoram.edu.in/

http://www.iumeghalaya.edu.in/

http://www.iusikkim.edu.in/

http://www.iutripura.edu.in/

http://www.iuuttarakhand.edu.in/


ICFAI BUSINESS SCHOOL (IBS)

IBS offers high-quality programs in different areas of management to a cross-section

of students, executives and professionals across India. IBS has a reputation for innovative

program design and delivery, quality courseware, personalized instruction, strong industry

interface, and research, consultancy and publications.

Within a span of 13 years since it was established in 1995, IBS has grown

impressively and achieved widespread recognition from industry, academic circles, and

professional bodies. IBS has also been consistently ranked among the top B-Schools in India, in

the annual B-School surveys conducted by independent research agencies.

IBS has strong and growing presence across India, with campuses at Ahmedabad,

Bangalore, Bhubaneswar, Chandigarh, Chennai, Dehradun, Goa, Gurgaon, Hyderabad, Indore,

Jaipur, Kochi, Kolkata, Lucknow, Managalore, Mumbai, Nagpur, Noida and Pune. In addition,

new campuses will be established at Coimbatore, Faridabad and Visakhapatanam.

IBS provides academic support and placement assistance to students interested in

pursuing the two year campus-based MBA Program of the ICFAI University. IBS also conducts

a one year residential Executive PG Program at Hyderabad, which is designed to help working

professionals enhance their career prospects.

IBS APPROACH

IBS has a unique and innovative approach to business education, that focuses on providing the right knowledge, imparting the right skills for enduring success in management careers, and shaping the right attitudes.



Knowledge

The right knowledge is clearly a critical success factor in business. The right knowledge implies relevant, contemporary and cutting-edge knowledge, in the theory and practice of a variety of core, functional and integrative subjects. As practice precedes theory in business, equal emphasis is placed on concepts and applications. This blending of ideas and actions is achieved through various pedagogic techniques like lectures, case studies, business games, the summer internship program, the business research project, etc.

Skills

What matters most in business is what one can actually do. Doing well implies mastering and applying the skills - professional, personal and human - required for effective decision-making and execution. IBS trains the students in these skills through a series of soft-skills lab sessions scheduled over the duration of the program.

In addition, case-based learning at IBS helps students develop good analytical skills.

The Stipendiary Assignment Program is another unique skill-development program. Through this program, students have an opportunity to develop their communication, presentation, HR and marketing skills.

Attitudes

A critical attribute for success in life is cultivating the right attitudes like positive thinking, risk-taking, opportunity seeking, adapting to change, and achieving a proper balance between divergent goals of life. IBS helps students develop the right attitudes, and encourages them to grow into balanced and well-rounded individuals capable of taking up leadership positions.

A GLOBAL NETWORK

1) THE ASSOCIATION TO ADVANCE COLLEGIATE SCHOOLS OF BUSINESS, USA2) THE EUROPEAN FOUNDATION FOR MANAGEMENT DEVELOPMENT, BELGIUM3) THE ASSOCIATION OF ASIA PACIFIC BUSINESS SCHOOLS, KOREA4) SYRACUSE UNIVERSITY, USA5) MONASH UNIVERSITY, AUSTRALIA6) UNIVERSITY OF SOUTH AUSTRALIA

Selection Procedure

The Application Modalities are with reference to the IBS Aptitude Test (IBSAT 2008), for the 2-

year MBA Program and the 1-year Executive PG Program.

IBSAT ®



All the applicants seeking admission into the MBA/ Executive PG Programs have to appear for

the IBS Aptitude Test (IBSAT 2008). IBSAT consists of multiple choice questions. This is

followed by a general essay test. A CD consisting of sample question papers is enclosed along

with this Bulletin

ADMISSION CALENDAR

Last date for receipt of completed OMR Application Form for IBSAT 2008 is

November 20, 2008 (Thursday).

Online Admit Cards: From November 25, 2008 onwards

at www.ibsat.org

(No hard copies will be mailed)

IBSAT 2008 Test Date:

December 21, 2008 (Sunday)

9.30 am – 12.00 noon

Reporting Time: 8.30 am at Test Center.

Dispatch of Interview Call letters: January 6, 2009.

Interviews & Admission Decision: February 9-28, 2009.

Eligibility Criteria

A bachelor’s degree from any discipline, with 50% and above as calculated by respective

University



Students in their final year bachelor’s degree course are also eligible to apply, provided they

complete their graduation requirements including practical examinations / viva / assignments

before April 30, 2009. Such applicants will have to produce a certificate to that effect at the time

of admission. For any extension of this deadline, the applicants should apply separately, giving

the schedule of their graduation examination. Extension may be granted on the basis of the

circumstances of the case. The admission of applicants will however, remain provisional until

they produce mark sheets and a degree certificate establishing their eligibility. The last date for

submitting the proof of graduation is October 01, 2009, failing which the provisional admission

will automatically stand cancelled

Executive PG Program

A bachelor’s degree from any discipline, with 50% and above as calculated by respective

university and 3 years or more of executive level work experience after graduation as on May 01,

2009. Age should be more than 25 years as on May 01, 2009

For the purpose of determining eligibility (for both programs) based on aggregate percentage of

marks, the procedure used by the respective University in award of the degree will only be taken

into consideration. All applicants should have completed a minimum of 15 years of formal

schooling (on 10+2+3 or 10+2+4 basis). Applicants who have completed their graduation on a

one-time sitting basis or on a 2-year basis are not eligible.

Work experience

Applicants with work experience of 3 years and above and of age 25 years and above as on May

01, 2009 are eligible to apply for both the programs namely MBA and Executive PG Programs. If

they are selected for both the programs, they can decide at a later stage which program they wish

to join

Hence, such applicants who meet above criterion are advised to keep both the options open and

opt for both the programs in the OMR Application Form

HOW TO APPLY



Applicants interested in appearing for IBSAT 2008 can apply by any one of the following

methods.

A) OMR Application Form

Applicants who have purchased the IBSAT bulletin can fill up the OMR Application Form

enclosed and send it to the Admissions Officer, IBS Head Office. The attested copies of X,

XII and graduation marks sheets are to be enclosed along with the OMR Application Form.

The students in the final year of graduation may enclose the mark sheets up to the current

semester/ year

B) Online application

Applicants can apply online by filling up the Application Form available at website and make

payment of Rs.1,100 towards cost of IBSAT 2008 Bulletin, using Credit/Debit Card

(Visa/MasterCard/Citibank Card) through secure internet payment gateway. Applicants applying

through online should attach their scanned color photograph along with the Online Application.

The IBSAT 2008 Bulletin will be sent to such applicants through Courier/Speed post.

C) Download of Application Form

Alternatively, applicants can download the Application Form from www.ibsat.org, complete it

and send it to the Admissions Officer along with the demand draft of Rs.1,100 towards cost of

IBSAT 2008 Bulletin (DD drawn in favor of "IUCF A/c IBSAT 2008" payable at Hyderabad).

The IBSAT 2008 Bulletin will be sent to such applicants through Courier/Speedpost

D) GMAT® (Graduate Management Aptitude Test)

GMAT® scores are also accepted by IBS. The GMAT® Code number of IBS is 7061. Applicants

with GMAT® score of 550 and above are exempted from appearing for IBSAT

Applicants with GMAT® scores have to download the Application Form from website, complete

it and send it along with the GMAT® score report and a demand draft of Rs.1,100 towards

the cost of IBSAT 2008 Bulletin, to the Admissions Officer, IBSAT 2008. DD should be in

favor of "IUCF A/c IBSAT 2008" payable at Hyderabad


http://www.ibsat.org/


143 Test Centers all over India

IBSAT 2008 will be conducted at 143 test centers across India. The applicants can choose any

one of the test center available for IBSAT 2008. The list of all the 143 test centers is provided in

the instructions for completing the OMR Form Brochure enclosed. Please note that requests for

change of test center will not be entertained under normal circumstances. In the event of not

having enough seats at the requested test center, applicants will be allotted the nearest alternative

center. IBS Admissions Office reserves the right to add or delete a few test centers depending

upon the situation. The same will be intimated on the website www.ibsat.org for the benefit of

applicants.

ONLINE ADMIT CARD

All applicants who have applied for IBSAT 2008 are eligible to download Online Admit Cards

from www.ibsat.org, using the application number and date of birth as their username and

password respectively from November 25, 2008 onwards. The online admit card will carry the

photo, name, address, roll number of the applicant, test date, timings, and details of the test

center. No hard copies of Admit Cards will be sent. The admit card is not transferable.

Impersonation is a punishable offence under law.

IBSAT RESULTS

The results of the IBSAT test will be hosted online on http://www.ibsat.org/www.ibsat.org on

January 06, 2009. The details of the score obtained in IBSAT 2008 will be intimated to all

applicants

SELECTION BRIEFINGS IN 30 CITIES DURING JANUARY 2009

IBS conducts the selection briefings for the benefit of shortlisted candidates in 30 cities across

the country during January 2009, to clarify various aspects of the selection process, financial aid

and placements at IBS. All shortlisted candidates are invited to attend the selection briefings

along with their parents. The schedule and venues of the selection briefings will be intimated

later.

SELECTION PROCESS AT HYDERABAD IN FEBRUARY 2009


http://www.ibsat.org/www.ibsat.org


The shortlisted candidates will be called for participation in the selection process between

February 9-28, 2009. The selection process for each candidate will be completed in one day.

The shortlisted candidates will be called for participation in the selection process between

February 9-28, 2009. The selection process for each candidate will be completed in one day.

Candidates have to undergo the following activities during the selection process.

GK Test, comprising of 100 objective type questions for duration of 30 minutes.

Micro presentation.

Interview.

The details of the selection process will be provided to candidates through a letter and selection

process kit which will be sent in the first week of January, 2009.

ADMISSION PROCESS

Diverse backgrounds and experiences and who collectively enrich the educational experience.

The admissions committee seeks to admit a mix of applicants who bring unique contributions

from their

The applicants will be selected based on the merit list. A composite score out of 100 is arrived

based on various parameters. The final campus allotment for an applicant is based on this

composite score and the campus preferences of the applicant.

The weightage allotted to different components in the IBS admission process are as follows:

IBSAT

The IBSAT which is for 2 hours duration is aimed to test the applicant’s ability in quantitative

techniques, data interpretation, data adequacy, vocabulary, analytical reasoning and reading

comprehension. The weightage for the IBSAT is 25% in the admission process.

IBS SELECTION PROCESS



General Knowledge Test

All the short listed candidates will have to take a General Knowledge Test on the day of the

interview at Hyderabad. The test will be for a duration of 30 minutes and will have 100 multiple

choice questions. This is to test the applicants knowledge on current affairs and general

awareness. The weightage for the General Knowledge test is 10% in the admission process.

MICRO PRESENTATION

Each candidate has to make a presentation on a selected topic for 5-7 minutes. The list of topics

will be provided in the selection kit. The weightage for the Micro presentation is 20% in the

admission.

INTERVIEW

The interview is the final stage of selection process. The Interview Panel will focus on testing the

knowledge of the candidates on the topic presented in the micropresentation and understanding

the attitude, aptitude and aspirations of the candidates. The weightage for the interview is 20% in

the admission process.

COMMENCEMENT OF CLASSES

The MBA Program

The MBA Program

Preparatory Classes : May 01, 2009

Regular Classes : June 01, 2009

The Executive PG Program

Regular Classes : May 01, 2009

IBS Ahmedabad



IBS Ahmedabad has come a long way since its inception in 1995. It has reached its present position of eminence by ensuring academic rigor, encouraging faculty and student development, and actively promoting industry interaction.

Faculty

A team of full-time faculty members, with rich experience in management education and industry, who are engaged in research in addition to teaching.The research center at IBS Ahmedabad has published several books, cases and research papers.

Facilities

State-of-the-art physical facilities in a 34,000 sq ft complex.Learning halls that are technology enabled with LAN, Wi-Fi, and the latest projection facilities.A computer lab with state-of-the-art computing facilities.A web portal for faculty student interaction and development.A library with more than 15,000 books, 100 magazines and journals, and 600 CDs on topics relating to management and allied subjects, and access to various databases.

Placements



Placements

2006 2007 2008

Students (Nos.) 96 117 153

Placements 100% 100% 100%

Average Salary* 3.50 5.15 5.30

Highest Salary*

National

International

5.70

-

7.10

-

7.70

11.00

Average Salary* (Top 10%) 8.22

Average Salary* (Top 25%) 7.22

*Rs. in lakhs

Top 10 Recruiters

Citigroup Global Services. DE Shaw

Future Group HDFC Bank

ICICI Bank J P Morgan

Kotak Group Reliance ADAG

Satyam Computers TCS

CHAPTER-3



APPROACH AND METHODOLOGY

RESEARCH METHODOLOGY

3.1 PROBLEM STATEMENT:

WHAT ARE THE DIFFERENT MARKETING STRATEGIES AND CRITERIA THAT

INFLUENCE PEOPLE’S DECISION WHILE SELECTING ANY PROFESSIONAL

EDUCATION INSTITUTES AND HOW TO ENHANCE THE QUALITY OF

PROFESSIONAL EDUCATION?

3.1.1 RESEARCH OBJECTIVE

(1) To identify the criteria which influence students in the selection of professional education

Institutes.

(2) To identify the different marketing strategies followed in Education Industry and its current

Scenario.

(3) To know the Perceptions of faculty members and researcher in education industry.

(4) To compare three institutes based on the views of students and

Professors.

3.2 RESEARCH METHODOLOGY:



3.2.1 Research Design:

Exploratory Research and Descriptive Research.

3.2.2 Data Collection:

Sources of Data Collection

Primary Data

Survey of Professors and students.

Depth interviews of Deputy Registrars and Professors.

Secondary Data

Internet

Books, Articles and Magazines.

Newspapers and Editorials.

3.2.3 SAMPLING DESIGN:

Sampling unit : Professors, Students, Deputy Registrars and

Marketing Executives.

Sampling size : 150 Students (50 from each institute),

30 Professors (10 from each institute),

3 Deputy Registrars (1 from each institute),

2 Marketing Executives.

Sampling technique : Convenience sampling

Research Instrument : Questionnaires and Depth interviews

3.3 ANALYSIS / INTERPRETATIONS



3.3.1` ANALYSIS / INTERPRETATIONS OF STUDENTS

QUESTIONNAIRE

AREA OF SPECIALISATION: -

SPECIALIZATION

22, 15%

61, 41%

67, 44%

HR FINANCE MKTG

The above graph indicates that today majority of the people are choosing Marketing and Finance from which the Marketing field is leading as it is a vast field and scope of jobs are very high.

GRADUATION BACKGROUND

GRADUATION BACKGROUND

5, 3%

68, 45%

25, 17%

39, 26%

13, 9%

BA B.Com BBA BE B.Sc

The above Pie Chart shows that majority i.e., 45% of the people doing MBA are from the Commerce background rather than doing M.com its better to do MBA as it helps to get better job position

WORK EXPERIENCE:-



AVERAGE WORK EXPERIENCE (IN YEAR)

0.88

0.72

10.91

0

0.2

0.4

0.6

0.8

1

1.2

Overall Nirma IIPM ICFAI

From the above graph, it can be easily understood that people doing MBA from IIPM and ICFAI are having more work experience than NIRMA because working people find it easy to get admission in IIPM and ICFAI rather than clearing CAT to enter into NIRMA.

WHY MASTER DEGREE?

WHY MASTER DEGREE?

74

24

72

0

10

20

30

40

50

60

70

80

Series1 74 24 72

HQ C BJP

The above chart clearly indicates that today Majority of the people are doing MBA for Higher Qualification and Better Job Position as both are necessary for High Salary and Higher Authority

IS EDUCATION AN INDUSTRY?



Education as an Industry

139

11

0

20

40

60

80

100

120

140

160

Series1 139 11

YES NO

From the above Graph we can say that Education is an Industry because like an Industry, there are many players like Charitable Trusts and some of the Private Companies who run the institutes and collect huge amount of money and compete with each other for generating Profit as the demand for Education is High.

YOUR FATHER’S OCCUPATION



FATHER'S OCCUPATION

58

26

66

269 15 16 9

25 16 826

020406080

Govt. Pvt. OwnBiz

Govt. Pvt. OwnBiz

Govt. Pvt. OwnBiz

Govt. Pvt. OwnBiz

OVERALL NIRMA IIPM ICFAI

The above Graph indicates that if we see an overall view, Parents of the students who are doing MBA are having their own business as they want their children to enter into their own business and lead it properly. But the graph also indicates that children of Govt. Employee’s are preferring Nirma as it a Renowned (well known) name in the field of Education and most of the govt. employee are aware of Nirma but many of them are not aware of IIPM and ICFAI so there will be always some impact on children so that they can do focus on CAT to get into Nirma.

KEY DECISION MAKER



WHO IS THE KEY DECISION MAKER?

95

55

24 2634

18

37

13

0

20

40

60

80

100

Self Parents Self Parents Self Parents Self Parents


The above Graph indicates that if we see an overall view, at Post Graduate level majority of the people select their own institutes rather than their parents or friends as they know that what they have to do ahead. But graph of Nirma shows that majority of key decision makers are parents as most of the people are aware of Nirma but many of them are not aware of IIPM and ICFAI so they always want their child to do join Nirma and so they can give advise to their children.

SOURCE OF INFORMATION

AVERAGE RATING FOR SOURCE OF INFORMATION

3.57

2.83.19

1.72

3.88

1.54

0

0.51

1.52

2.53

3.54

4.5

The above graph indicates that the Newspapers, Relatives, Magazines and websites are the major sources of information in the market as these sources are widely and cheaply available. From this we can also say that institutes promotes themselves by either word of mouth or through print media and they have collaboration with medias and ICFAI is having 250-300 Cr of revenue and they spend 7% of it on Marketing.RATING FOR NEWSPAPER



COMPERISION OF RATING FOR NEWSPAPER

3.57

2.8

4.123.78

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5


The above graph indicates that the average ratings given to the newspapers by IIPM and ICFAI are higher than NIRMA as it is the institutes which is doing least marketing through print media while IIPM is doing maximum marketing through newspaper as we know that they gives every information by printing in whole pages.

RATING FOR MAGAZINES :

COMPERISION OF RATING FOR MAGAZINE

2.8

2.52

3

2.88

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

3

3.1


The above graph indicates that the average ratings given to the magazines by IIPM because they also uses magazines as one of the tool to reach their customers and they publish their own magazines in the market to give various information. Magazines of ICFAI like HRM review, Marketing Mastermind, Marketing Management, Knowledge Management, Service Marketing etc., Magazines of IIPM like 4Ps etc.

RATING FOR WEBSITES:



COMPERISION OF RATING FOR WEBSITE

3.19

3.3

3.04

3.24

2.9

2.95

3

3.05

3.1

3.15

3.2

3.25

3.3

3.35


The above graph indicates that the average ratings given to the websites by each institutes are nearly somewhat near to each other. NIRMA is one who give higher ratings to websites as it provides all information in the websites and does not spend much on other advertising media.

RATING FOR TELEMARKETING:

COMPERISION OF RATING FOR TELEMARKETING

1.72

1.52

1.881.76

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2


The above graph indicates that the average ratings given to the Telemarketing by each institutes are nearly somewhat near to and if we see it overall, ratings given are very less as it is not much affective and people don’t give proper responses to calls and thus it is not an good option to provide proper information and only a single call can not influence students to take important decision

RATING FOR RELATIVES / FRIENDS:



COMPERISION OF RATING FOR RELATIVES / FRIENDS

3.884.26

3.48

3.9

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5


The above graph indicates that the average ratings given to the Relatives and Friends by each institutes are quite higher but ratings given by NIRMA is higher than the other two. So we can say that main source of information of NIRMA are relatives and friends so we can say that it is getting marketed by WOM (word of mouth).

RATING FOR RADIO/ TV:

COMPERISION OF RATING FOR RADIO / TV

1.541.4

1.52

1.7

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8


The above graph indicates that the average ratings given to the Radio and TV by each institutes are very low because advertising time in these two vehicles is very less and thus it is not possible to provide important information to the public and these two sources are used for entertainment and people do not respond to advertisement of education during such time. IIPM is having collaboration with CNBC and NDTV.

CRITERIA WHILE SELECTING AN INSTITUTE



AVERAGE RATING FOR CRITERIAS FOR SELECTING INSTITUTE

4.21

3.213.96

4.653.91

2.55

3.83

00.5

11.5

22.5

33.5

44.5

5

The above graph indicates that the overall average ratings given to Placement and Education Quality are higher than other criteria because today students are more focused on quality of education and Placement efficiency of any particular institutes.

RATING FOR EDUCATIONAL QUALIFICATION:

COMPERISON FOR AVERAGE RATING FOR EDUCATION QUALITY

4.21

4.42

4.12 4.1

3.9

4

4.1

4.2

4.3

4.4

4.5


The above graph indicates that the average ratings given to education quality by NIRMA students is highest as we know that it is having a high reputation in society because of its Quality of providing education.

RATING FOR GEOGRAPHIL LOCATION:



COMPERISION FOR GEOGRAPHIC LOCATION

3.21

3.4

3.143.1

2.95

3

3.05

3.1

3.15

3.2

3.25

3.3

3.35

3.4

3.45


The above graph indicates that the average ratings given to geographic location by NIRMA students is highest as we know that it is 15 km away from Ahmedabad city so it is too much away from noise and air pollution and campus is full of greenery and atmosphere over there is ambient.

RATING FOR INFRASTRUCTURE:

COMPARISON OF RATING FOR INFRASTRUCTURE

3.96

4.32

3.823.74

3.4

3.5

3.6

3.7

3.8

3.9

4

4.1

4.2

4.3

4.4


The above graph indicates that the average ratings given to Infrastructure by NIRMA students is highest because IIPM and ICFAI have only a building use for study purpose while NIRMA has each and everything like laboratory, classes, play grounds, swimming pool, Transportation facility, canteen etc., in a single campus.

RATING FOR PLACEMENT :



COMPERISION OF RATING FOR PLACEMENT

4.65

4.8

4.62

4.52

4.354.4

4.454.5

4.554.6

4.654.7

4.754.8

4.85


The above graph indicates that the average ratings given to Placement by NIRMA students is highest because according it is a only institute from these three that provides 100% placement with highest average salary and placement of NIRMA is not at all affected by the Recession.

RATING FOR BRAND NAME:

COMPERISION OF RATING FOR BRAND NAME

3.91

4.16

3.98

3.6

3.3

3.4

3.5

3.6

3.7

3.8

3.9

4

4.1

4.2

4.3


The above graph indicates that the average ratings given to Brand Name by NIRMA students is highest because NIRMA is a well known Brand in the market. Its salt and washing powder has cover large market and its name in education sector is also taken as a Reputed university.

RATING FOR FEE STRUCTURE :



COMPERISION OF RATING FOR FEE STRUCTURE

2.55

2.54

2.58

2.54

2.52

2.53

2.54

2.55

2.56

2.57

2.58

2.59


The above graph indicates that the average ratings given to Fee structure by all institutes are somewhat closer to each other but here the fees in IIPM is to be paid in installments and students find it somewhat comfortable.

RATING FOR FACULTY MEMBERS:

COMPERISION OF RATING FOR FACULTY MEMBERS

3.95

4.2

3.9

3.74

3.5

3.6

3.7

3.8

3.94

4.1

4.2

4.3


The above graph indicates that the average ratings given to Faculty members by NIRMA students is highest because faculty members of NIRMA are more experienced than faculty members of IIPM and ICFAI because knowledge itself comes out with experiences.

3.3.2 ANALYSIS / INTERPRETATION OF PROFESSOR’S

QUESTIONNAIRE



AREA OF SPECIALISATION: -

SPECIALIZATION

3, 10%

10, 33%17, 57%

hr fin mktg

COMPARISON OF AGE GROUP:-

COMPARISON OF AVERAGE AGE (IN YEARS)

34.5

42.3

27.7

33.5

0

5

10

15

20

25

30

35

40

45


The above graph indicates that the average age of NIRMA’S professors is higher than IIPM and

ICFAI, that means NIRMA is having faculty with tremendous work experience.

COMPARISON OF WORK EXPERIENCE:-



COMPARISON OF AVRAGE WORK EXPERIENCE (IN YEARS)

6.45

16.4

3.6

9.3

02468

1012141618


The above graph indicates that the average work experience of NIRMA’S professors is very

much higher than IIPM and ICFAI, that means NIRMA is having faculty with tremendous work

experience and thus we can say that NIRMA is a institute having mines of knowledge in the form

of professors.

EDUCATION IS A GROWING INDUSTRY?

IS EDUCATION AN INDUSTRY?

30

00

5

10

15

20

25

30

35

Series1 30 0

YES NO

The above graph indicates that all professors have accepted that education becomes an

industry and it is growing with a rapid speed.

DO YOU THINK METHODS FOR PROVIDING PROFESSIONAL EDUCATION

NEEDS IMPROVEMENT?



IF YES THEN WHAT TO IMPROVE?

A) Basic technical facility required

B) Selection of staff should not be biased

C) Basic Qualifications

D) Infrastructure

E) Quality of student

*From survey it has been found that 29 professors out of 30 have said YES for the above

question, which means education really needs some changes.

WHAT SHOULD BE CHANGE?

15

11

8

12 12

0

2

4

6

8

10

12

14

16

Series1 15 11 8 12 12

BTF biased staff BQ INFRA QOS

The above graph indicates that majority of the professors thinks that there should be change done

in providing BTF, changes in Infrastructure and improving qualities of student and selection of

staff should not be biased.

RECESSION EFFECT



DOES RECESSION EFFECTS Edu.Ind. ?

16

14

13

13.5

14

14.5

15

15.5

16

16.5

Series1 16 14

YES NO

From the above graph it can be said that more than 50% of professors believes that education has

affected education industry.

WHAT IS AFFECTED?

WHAT IS AFFECTED?

8

15

0

2

4

6

8

10

12

14

16

Series1 8 15

PERCEPTION OF STUDENTS PLACEMENT

This graph tells that most of the professors believes that Placement is surely affected due to

current recession and perceptions of students towards professional courses also changes

because many companies have stop there recruiting procedure and there is vast job lay off

their minds may get diverted.

WHAT NEEDS TO BE CHANGE ?



WHAT NEEDS TO BE CHANGE?

38%

13%13%

36% Entrance test

Mock Interviews

Selection committee

Basic Qualifications

From the above graph it can be said that according to the service providers (professors), 38% of

them believes that Entrance Tests needs to be change so that only eligible students can enter in

such courses and there must be changes made for the basic educational qualifications.

LACK OF FACULTY MEMBERS

IS THERE ANY LACK OF FACULTY MEMBERS?

4

26

0

10

1

9

3

7

0

5

10

15

20

25

30

Yes No Yes No Yes No Yes No

ALL NIRMA IIPM ICFAI

From the above graph we can understand that most of the professors believes that their institutes

does have sufficient faculty but there are near about 14% of faculty sais that there is LOFM like 1

from IIPM and 3 from ICFAI have said that there is LOFM, but NIRMA is having full staff.



CRITERIA FOR SELECTING AN INSTITUTE

RANKING FOR SALARY:-

COMPARISON OF RANKING FOR SALARY

2.452.2

2.9

2.2

0

0.5

1

1.5

2

2.5

3

3.5


The

above graph indicates that the average of rank for salary by NIRMA’S professors is least means

salary is better than professor’s of IIPM and ICFAI. That is NIRMA is having faculty with high

knowledge, experience and salary.

RANKING FOR RESEARCH FACILITY:

COMPARISON OF RANKING FOR RESEARCH FACILITY

2.63

1.8

32.8

0

0.5

1

1.5

2

2.5

3

3.5


The above graph indicates that the average of rank for R.F by NIRMA’S professors is least

means it is better than R.F of IIPM and ICFAI. That is professors like joining NIRMA because of

good Research work can be done.

RANKING FOR LOCATION:-



COMPARISON OF RANKING FOR LOCATION

4.72

3.3

4.7 4.6

00.5

11.5

22.5

33.5

44.5

5


The above graph indicates that the average of rank for location by NIRMA’S professors is least means it is better than location of IIPM and ICFAI. We know NIRMA is 15 km away from Ahmedabad city so it is too much away from noise and air pollution and campus is full of greenery and atmosphere over there is ambient so one have keep good health fitness.

RANKING FOR INFRASTRUCTURE-

COMPARISON OF RANKING FOR INFRASTRUCTURE

3.82

3.1

4.34

00.5

11.5

22.5

33.5

44.5

5


The above graph indicates that the average ranking given to Infrastructure by NIRMA Professors is least means its infrastructure is better than IIPM and ICFAI as they have a building use for study purpose while NIRMA has each and everything like laboratory, classes, play grounds, swimming pool, canteen etc., in a single campus.

RANKING FOR FREEDOM:-



COMPARISON OF RANKING FOR FREEDOM

2.82

5.4

2.8 2.7

0

1

2

3

4

5

6


The above graph indicates that the average ranking given to Freedom by NIRMA’S Professors is

Highest means the freedom for faculty is very much less than that of faculties of IIPM and ICFAI

as there have very tight securities and NIRMA believes in Punctuality.

RANKING FOR QUALITY OF STUDENTS:-

COMPARISON OF RANKING FOR QUALITY OF STUDENTS

4.55

5.2

3.3

4.7

0

1

2

3

4

5

6


The above graph indicates that the average ranking given to Quality of students by NIRMA’S

professors is highest means the faculty believes that quality of students doesn’t matters but it can

be improved by providing more efforts on students.

WHY STUDENT SELECT YOUR RINSTITUTE?



RATING FOR EDUCATION QUALITY:

COMPARISON OF RATING FOR EDUCATIONAL QUALITY

3.82

4.6 4.4

3.7

0

1

2

3

4

5


From the above graph we can understand that most of the professors believes that

their institutes does have sufficient faculty and so they believes that their educational

qualities are better than the other but average rating of NIRMA is more than IIPM

and ICFAI as it is having sufficient staff with vast experience.

RATING FOR INFRASTRUCTURE:

COMPARISON OF AVERAGE RATING FOR INFRASTRUCTURE

4.09

4.5

3.94

3.63.73.83.9

44.14.24.34.44.54.6


The above graph indicates that the average ratings given to Infrastructure by NIRMA professors and students is highest because IIPM and ICFAI have infrastructure that can be use for study purpose while NIRMA has each and everything like laboratory, Transportation facility, Bank Facility, classes, play grounds, swimming pool, canteen etc., in a single campus.RATING FOR PLACEMENT:



COMPARISON OF AVERAGE RATING FOR PLACEMENT

4.45

4.7

4.6

4.4

4.254.3

4.354.4

4.454.5

4.554.6

4.654.7

4.75


The above graph indicates that the average ratings 4.7 given to Placement by NIRMA professors is highest and we can say both students and professors rate placement with an high average..

RATING FOR FACULTY MEMBERS:

COMPARISON OF AVERAGE RATING FOR FACULTY MEMBERS

4

4.4

4.2

4

3.8

3.9

4

4.1

4.2

4.3

4.4

4.5


The above graph indicates that the average ratings given to Faculty members by NIRMA students and professors is highest because faculty members of NIRMA are more experienced than faculty members of IIPM and ICFAI and knowledge itself comes out with the experiences.

RATING FOR BRAND NAME:



COMPARISON OF AVERAGE RATING FOR BRAND NAME

3.55

4.5 4.5

3.4

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5


The above graph indicates that the average ratings given to Brand Name by NIRMA and IIPM professors and is highest and same because faculty members of NIRMA are more experienced than faculty members of IIPM and ICFAI.

3.4 FINDINGS



After data analysis we come with the following findings:-

Near about 50% of the people doing MBA are from the Commerce background because

they feels that rather than doing M.com its better to do MBA as it helps to get better job

position

Students in IIPM and ICFAI are having more work experience than NIRMA because

working people find it easy to get admission in IIPM and ICFAI rather than giving full

time for preparation of CAT to enter into NIRMA.

Majority of the people are doing MBA for Higher Qualification and Better Job Position as

both are necessary for High Salary and Higher Authority.

Most of the Professors Believes that Education is an Industry because like an Industry,

there are many institutes in market, some of them are run by Charitable Trusts and Private

Companies who run the institutes and collect huge amount of money and compete with

each other for generating Profit as the demand for Education is high.

Majority Parents of the students who are doing MBA are having their own business as

they want their children to enter into their own business and lead it properly.

At Post Graduate level majority of the people select their own institutes rather than their

parents or friends as they know that what they have to do ahead. But data shows that in

case of NIRMA, majority of key decision makers are parents as most of them are aware

of it but many of them are not aware of IIPM and ICFAI so they always want their child

to do join NIRMA and so they can give advice to their children.

The data indicates that the Newspapers, Relatives, Magazines and websites are the major

sources of information in the market as these sources are widely and cheaply available.

From this we can also say that institute’s promotion depend on either word of mouth or

through print media most of the times.

The data indicates that the average ratings given to the newspapers by IIPM and ICFAI

are higher than NIRMA as it is the institute which is doing least marketing through print

media while IIPM is doing maximum marketing through print media by publishing full

page color advertisement in local as well as English newspapers and magazines like 4Ps.

IIPM offers free tour to USA/EUROPE for students under GOTA (Global opportunity

and threat analysis).



ICFAI publishes its own journals and magazines like HRM Review, Marketing

Mastermind, SCM, Marketing Management, knowledge management and Service

Marketing.

The revenue of ICFAI is 250-300 crores and 7 % of revenue; they are spending on

marketing activities.

IIPM provide free Laptop with every admission and helps in getting low rate loan.

The average work experience of NIRMA’S professors is very much higher than IIPM and

ICFAI, that means NIRMA is having faculty with tremendous work experience and thus

we can say that NIRMA is a institute having mines of knowledge in the form of

professors with more experience and high salary.

All professors believe that education becomes an industry and it is growing with a rapid

speed.

Majority of the professors thinks that there should be changes made in providing Basic

Technical Facility, changes in Infrastructure and improving qualities of student and

selection of staff should not be biased.

Professors believes that Placement is somewhat affected due to current recession and

perceptions of students towards professional courses also changes

Around 38% of professors believe that Entrance Tests needs to be change so that only

eligible students can enter in such courses and there must be changes made for the basic

educational qualifications.

The data analysis indicates that the Research Facilities provided to NIRMA’S professors

is better than Research Facilities in IIPM and ICFAI.

IIPM and ICFAI have buildings use for study purpose only while NIRMA has each and

everything like laboratory, classes, play grounds, swimming pool, transport facility,

canteen etc., in a single campus. So its infrastructure is more better than other two.

NIRMA’S professors believe that quality of students doesn’t matters as it can be

improved by providing more efforts on students.



CHAPTER-5

CONCLUSIONS

- Education is the experience that student get when they go through the entire course period

unlike physical commodity that can be experienced by shape, size, and colour.

- Students value that institutes which are providing better placement good infrastructure

and quality of education.

- There are selected numbers of tools for effective marketing of institutes like print media,

websites, word of mouth as well as brand name.

- By the views of students and professors now professional education becomes an Industry

where the sole aim is not only provide knowledge but earning profit too.

- IIPM and ICFAI are spending lots of money in Marketing activities and NIRMA is

spending very less as it is a Brand name and it is getting marketed by word of mouth by

its ALUMNI and other people too.



CHAPTER-5

LIMITATION OF STUDY

The sample size was restricted with in the area Ahmedabad.

Further it was a convenience sampling.

There were time and cost limitations.

The three institutes selected have been considered as representatives of the education

industry. Also the opinions have been generalized to the public.

This project has been done for academic purpose – and not done as a professional researcher

for the company.



RECOMMEDATIONS

- There should be prime focus on education quality and revise syllabus as per the

requirement of the industry.

- Professional study should not be oriented to placement only, the prime thing is learning

knowledge and education, and the placement will inevitably follow.

- Professional education should be application oriented and there should be appropriate

goals which can helps students to relate theory with practical.

- Radio / TV are not the reliable source for marketing professional education as they both

are sources for Entertainment, so people will not give proper response.

- Telemarketing is also not the reliable source for marketing professional education as no

body can take such important decisions of life by a single call which can’t even provides

sufficient information.

- Institutes should develop the infrastructure which can give each and every facilities to

people.



CHAPTER-7

BIBLOGRAPHY

1. Books and Magazines :

Marketing Research – By Naresh K MalhotraIndia todayBusiness world

2. Newspapers:

Times of IndiaDNASandeshGujarat SamacharDivya Bhaskar

3. Brochures and Catalogues Provided By: Nirma institute of Management Indian Institute of Planning & Management (IPM) Institute of Chartered Financial Analyst of India (ICFAI)

4. Internet Web-Sites: google.com nirma.edu.co.in iipm.edu.com ibs.com icfaitripura.org



CHAPTER-6

APPENDICES / ANNEXURES

Questionnaire to know the views of students on Education Industry

NOTE : This is the clarification that the information, which is provided by you, is used for only research’s perspective and not for any other purpose. In addition, it is assurance from me that your identity would not be revealed to any one at any cost.

1. NAME:__________________________________________________________2. AGE (IN YEARS): -_______________________________________________3. GENDER: - [ ] male, [ ] female.4. NAME OF YOUR INSTITUTE:- ______________________________5. DESIGNATION:- __________________________________________6. DEGREE PURSUING:- ______________________________________7. AREA OF SPECIALISATION: - ______________________________8. WORK EXPERIENCE(IN YEARS): - _________________________

****************************************************************************

Q-1 In which field you have completed your graduation? ----------------------------------------.

Q-2 Why you have chosen Master Degree?

A) Higher qualificationB) CompetitionC) Better Job Position

Q-3 Do you think education as an INDUSTRY?

YES _____ NO _____

Q-4 What is your Father’s Occupation?

A) Government employeeB) Employee of Private OrganizationC) Own Business



Q-5 Which of the following private institutes are you familiar with that provides same courses?

A) NIRMA __________B) ICFAI __________C) IIPM __________ D) NIM __________

Q-6 Who was the key decision maker in selecting this institute?

A) YOUB) PARENTSC) IF OTHER THEN SPECIFY ___________________

Q-7 Rate the following sources from which you got information about the institutes. (Rate from 1 to 5, where 1 is the least and 5 is the most favorable)

A) Newspaper ________B) Magazines ________C) Websites ________D) Telemarketing ________E) Relatives/friends ________F) Radio/TV ________

Q-8 Rate the following criteria while selecting an institute. (Rate from 1 to 5, where 1 is the least and 5 is the most favorable)

A) Education Quality _______B) Geographic location _______C) Infrastructure Facility _______D) Placement _______E) Brand Image _______F) Fee Structure _______G) Faculty members _______

YOUR RECOMMADATIONS ON EDUCATION INDUSTRY:- ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Questionnaire to know the views of Professors on Education Industry

NOTE : This is the clarification that the information, which is provided by you, is used for only research’s perspective and not for any other purpose. In addition, it is assurance from me that your identity would not be revealed to any one at any cost.

1. NAME:____________________________________________________1. AGE (IN YEARS): -_________________________________________2. GENDER: - [ ] male, [ ] female.3. NAME OF YOUR INSTITUTE:- _____________________________4. DESIGNATION:- __________________________________________5. AREA OF SPECIALISATION: - ______________________________6. WORK EXPERIENCE(IN YEARS): - _________________________

Q-1 Do you think Education is a Growing Industry?

YES _______ NO _______

Q-2 Do you think methods for providing professional education needs improvement?

YES _____ NO _____ If YES then what to improve?

F) Basic technical facility required ___________G) Selection of staff should not be biased ___________H) Basic Qualifications ___________I) Infrastructure ___________J) Quality of student ___________

Q-3 What type of effect will be there on education industry due to current Recession?

A) Perception of student change towards professional coursesB) Effects on PlacementC) No effectD) If other then specify ____________________________________________________



Q-4 According to your views which of the following things required to be change for Professional courses?

A) Standard of Entrance test ________B) Mock Interviews ________C) Quality of Selection Committee ________D) Basic Graduation Qualification ________E) If any other than specify _______________________________________________

Q-5 Is there any lack of Faculty members in your institute?

A) YES _______B) NO _______

Q-6 Do you think your Students are satisfied?

A) YES ______B) NO ______

Q-7 Rank the following that attracts you most towards any institutes as a faculty Member? (Rank 1 as a most favorable and 6 as a least favorable)

A) Salary _________B) Research Facility _________C) Location _________D) Infrastructure _________E) Freedom _________F) Quality of student _________

Q-8 As per your perception why students prefer this institute? (Rate following out of 5 with 1 as least and 5 as most favorable)

H) Education Quality _______I) Geographic location _______J) Infrastructure Facility _______K) Placement _______L) Faculty Members _______M) Brand Name _______

YOUR RECOMMADATIONS ON EDUCATION INDUSTRY:- __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


rahul's final project on education industry

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