An Analysis of Quality of Education and Value for Money in Private Business Schools of Bangladesh: Students Perspective

An Analysis of Quality of Education and Value for Money in Private Business Schools of Bangladesh: Students Perspective

Prepared for: Dr. Muhammad Ziaulhaq Mamun Professor Course Instructor Research Methods (K301)

Prepared by: Group III Ashapurna Das Purba (RQ-15) Rafi Ahmed (ZR-32) Amir Muhammad Rahat Khan (ZR-33) Ahnaf Zabee (ZR-35) Muhammad Sabbir Rashid (ZR-38) Hammad Bin Noor (ZR-49) Mazharul Islam Bin Towhid (ZR-89) BBA 18th Batch

Institute of Business Administration University of Dhaka

30 June, 2012

Letter of Transmittal
30 June, 2012 Dr. Muhammad Ziaulhaq Mamun Professor Institute of Business Administration (IBA) University of Dhaka Dear Sir: Here is the report, which you asked us to submit for the requirement of our undergraduate course- Research Methodology. The main topic of the report is An Analysis of Quality of Education and Value for Money in Private Business Schools of Bangladesh: Students Perspective. As per the requirement of the report, it is based both on primary and secondary information. Secondary information was considered only for the purpose of the literature reviews. Surveys were taken of private business school students in Bangladesh, mainly residing in the Dhaka Metropolitan City Area. The survey documents, questionnaires and all other related materials are attached herewith for your kind perusal. We would like to mention that we carried out this entire report under your supervision and that this report has not been formerly presented in IBA to the best of our knowledge. We also pledge that either today or in the future, no part of this report may be reproduced without your express written permission. We sincerely hope that you we were able to fulfil the course requirement successfully through the submission of this report. We have put in our best effort to contribute towards the successful completion of this report. We earnestly hope that you will accept our report and that it will reach your level of expectations. Yours sincerely Ashapurna Das Purba (RQ-15) Amir Muhammad Rahat Khan (ZR-33) Muhammad Sabbir Rashid (ZR-38) Mazharul Islam Bin Towhid (ZR-89) Rafi Ahmed (ZR-32) Ahnaf Zabee (ZR-35) Hammad Bin Noor (ZR-49)

BBA 18th Batch Page | i

Acknowledgement

Carrying out an intensive research on Private Business Schools in Bangladesh and gathering the perspective of their students takes not only the effort of the researchers but also the continuous support and cooperation of the surveyed students. The report was a challenge, but highly rewarding all the same. This report has increased our knowledge considerably and has given us the opportunity to apply what weve studied in the class. It has provided us with a new perspective in regard to ethical practices of insurance companies, a true eye-opener. Firstly, we would like to thank Dr. Muhammad Ziaulhaq Mamun for giving us the opportunity to conduct such a study. We truly enjoyed writing this report because it has given us a chance to undertake thorough research on the quality of education and value for money in Private Business Schools of Bangladesh. Secondly, we would like to express our earnest gratitude to all the survey participants who were kind enough to spare their valuable time to provide their just opinions on the practices and methods adopted by their respective universities. We would like to express our utmost gratitude, again, towards our course instructor, Dr. Muhammad Ziaulhaq Mamun, for his guidance in dealing with the topic issue and for his insight. He guided us throughout the entire duration of our writing and answered all of our queries. He also provided valuable insight in respect to our literature survey and directed us on the relevance of it to our report topic. And finally, we would like to congratulate all of our group members for finishing this report through team effort.

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Table of Contents
Executive Summary ........................................................................................................................ v Introduction ..................................................................................................................................... 1 Background ................................................................................................................................. 1 Objectives ................................................................................................................................... 1 Broad Objective ...................................................................................................................... 1 Specific Objectives ................................................................................................................. 2 Hypotheses .................................................................................................................................. 2 Rationale ..................................................................................................................................... 4 Scope ........................................................................................................................................... 4 Limitations .................................................................................................................................. 4 Literature Review............................................................................................................................ 5 Methodology ................................................................................................................................... 8 Data Collection ........................................................................................................................... 9 Sample Size Determination....................................................................................................... 10 Sample Frame ........................................................................................................................... 10 Questionnaire Development...................................................................................................... 11 Data Analysis ............................................................................................................................ 11 Research Design............................................................................................................................ 12 Quality of Education Measuring Variable .................................................................................... 12 Independent Variables .......................................................................................................... 12 Dependent Variables ............................................................................................................. 13 Demographic Variables ............................................................................................................ 14 Report Findings and Analysis ....................................................................................................... 14 Reliability Test .......................................................................................................................... 14 Analysis from mean and one sampled T-test ............................................................................ 14 Confirmatory factor analysis..................................................................................................... 20 Regression Analysis .................................................................................................................. 22 Page | iii

Analysis from Independent sample Non-Parametric test.......................................................... 23 Recommendations and Conclusion ............................................................................................... 24 Bibliography ................................................................................................................................. 26 Appendix A: .................................................................................................................................. 28 Questionnaire ............................................................................................................................ 28 Appendix B ................................................................................................................................... 32 Appendix N ................................................................................................................................... 33 Factor Analysis Results............................................................................................................. 33

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Executive Summary
Bangladesh, at the time of liberation in 1971, was dominated by public sector activities and state initiatives. Schools and universities too were public sector institutions. By the 1980s, the social demands for higher education increased and they could not be absorbed by the existing public institutions. Since the state could not fund the establishment of new institutions, it considered the option of non-state (private universities). It took almost a decade to concretize the proposals in terms of a parliamentary act in 1992. In the same year, the government approved the establishment of the first private university in the country. As of 2012, there are 54 private universities in Bangladesh. Fees from students continue to be the major source of income for private universities. A major attraction to the private universities is the job-oriented courses they offer. Due to the current trend of students picking BBA as the most sought after degree, a study of the private business schools to understand the current scenario of the quality of education is very important. This report aims at analyzing the quality of education and value for money in private business schools in Bangladesh from the perspective of a student. According to the World Bank, quality in education is difficult to define and measure. An adequate definition must include student outcomes. Most educators would also include in the definition the nature of the educational experiences that help to produce thus outcomesthe learning environment. So, the report focused on the students perspective of their universities in order to understand whether they were receiving adequate value for money. The demand for educational opportunities seems to have increased dramatically. As a result, the number of students in the private universities is on the rise. Private universities in Bangladesh recorded a phenomenal growth after the enactment of the Private University Act in 1992. This report tries to illustrate an analysis regarding the satisfaction levels of students in the private business schools. While preparing the report, only the students perspective has been taken into account. Firstly, an extensive literature review was done on this topic from which the research design was conceptualized. A detailed questionnaire, designed to test the satisfaction levels of students of private business schools including 42 variables which measured distinct areas of student sensitivity, was prepared. A total of 214 students were surveyed. After the survey, the data was compiled and analyzed. Various statistical tools such as simple and stepwise multiple regression, descriptive statistics, one and two sample t-tests and confirmatory factor analysis were used to critically analyze the data. Through Ranking, the top seven variables which account for the most variance in both the private business schools were found and also all of the variables were grouped into factors via Confirmatory Factor Analysis.

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Introduction
Background
Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. In its narrow, technical sense, education is the formal process by which society deliberately transmits its accumulated knowledge, skills, customs and values from one generation to another. Primary education occurs in schools and is the 5-7 years of formal, structured education. Secondary education is the formal education that occurs during adolescence. Higher education or tertiary education also called post-secondary education is one that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Since the enactment of the Private Universities Act of 1992, Bangladesh has seen a tremendous growth in the number of private educational platforms over the recent years, mainly through the emergence of a large number of universities in the private sector. Yet, this growth also has a downside to it, as rapid expansion entails a risk of compromise on quality and expenses. However, the combined effect is a vibrant education sector with a healthy rivalry among the competing institutions. Undoubtedly, the main beneficiary is the student community, which gains access to a wider platform of selection with the comparative cost advantage of domestic study over studying abroad. Thus, society and the nation are the ultimate gainers. Although the number of private universities in Bangladesh has risen to 54, little is known about the quality of education provided by such institutions. The aim of this study would be to find out the perceived quality of education in private universities in Bangladesh against the fees required to complete business education.

Objectives
Broad Objective To find out the quality of education perceived by students in private universities against the monetary compensation paid by them.

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Specific Objectives 1. To find out whether better faculty credentials ensure better quality of education in business schools 2. To find out whether better classroom facilities determine better quality of education 3. To find out if academic calendar plays a role in quality of education 4. To find out it campus facility determines quality of education 5. To find out if having research facility in universities gives better quality of education 6. To find out if cost of education directly correlates to the quality of education 7. To measure the perceived quality of education in business schools 8. To find out whether future prospects determine better quality of education

Hypotheses
Regarding the Faculty Credentials Better faculty credentials ensure better quality of education in business schools 1. Facultys academic background determines quality of education 2. Facultys teaching experience determines quality of education 3. Updated course content determines quality of education 4. Facultys communication skills determines quality of education 5. Fair treatments to students determines quality of business education 6. Helpful behavior of faculties after graduation

Regarding the Classroom Facilities Better classroom facilities determine better quality of business education 1. Presence of good and peaceful learning atmosphere 2. Usage of modern teaching aids 3. Presence of air-conditioned rooms 4. Presence of spacious rooms 5. Presence of neat and clean room

Regarding the Academic Calendar Academic calendar plays a role in quality of education 1. Maintaining strict schedules 2. Make-up class provisions 3. Presence of automated registration process 4. Timely completion of registration Page | 2

 Regarding the Campus Facility Campus facility determines quality of education 1. Modern campus building 2. Availability of transport facility 3. Availability of dormitory facilities 4. Availability of dining facilities 5. Recreation and gym facilities 6. Presence of high-speed internet access 7. Availability and presence of extensive library 8. Availability of computer lab facilities Regarding the Research Facility Research facility in universities gives better quality of education 1. Support in students research 2. Support in facultys research 3. Existence of research centre 4. Publication Facilities Regarding the Cost of Education Cost of education directly correlates to the quality of education 1. High tuition fees 2. Financial aid for poor students 3. Scholarships provided 4. On-campus job facilities 5. Cost of study materials

Regarding Quality of Education To find out the perceived quality of education 1. Nationwide recognition for providing excellent education 2. High paid graduates in job market 3. Foreign university affiliation 4. Students pride and sense of belongingness towards the university 5. Facultys availability to help students Regarding Future Prospects Future prospects determine better quality of education 1. Existence of campus recruitment 2. Future prospects in same university 3. Favorability in job market 4. Foreign scholarships by the university Page | 3

Rationale
This paper has been prepared as a partial requirement for the course Research Methods, for the Bachelor of Business Administration in Institute of Business Administration, University of Dhaka, as assigned by our respected course instructor Dr. Muhammad Ziaulhuq Mamun. Since that enactment of the Private Universities Act of 1992, Bangladesh has seen a tremendous growth in the number of private educational platforms over the recent years, mainly through the emergence of a large number of universities in the private sector. Yet, this growth also has a downside to it, as rapid expansion entails a risk of compromise on quality and expenses. As of today, there is nobody to regulate private universities and to assure the quality of education other than through the weak supervision of the University Grant Commission (UGC). (Mohammad A. Ashraf et al. 2009) This study is, thus, an attempt to examine the opinion or satisfaction level of the clientele or consumers (students) regarding the quality and cost of education in the private sector in Bangladesh. We hope our research will help the UGC better regulate quality of education in private universities by focusing on the problems identified. It will help the government, the UGC and the general population to decide whether the disparity in tuition fees among different universities is justified. The variables identified in this report can also be further used to create a single and unanimously accepted rating system for private universities in Bangladesh. It will also help prospective students analyze how much value for money to expect from different universities.

Scope

Our research topic is the quality of education provided by the private universities, and we will be trying to focus mainly on the undergraduate level students and their various margins of output desired from the university. One of our major focuses will be the satisfaction criteria that are desired and evaluated by the students.

Limitations
Most of the promising and largely populated private universities are located within Dhaka city. So we will be obtaining data only based on the urban population Due to time constraints, our research data will be more prone to average values obtained from a select segment of variables, as we might not have the required time to conduct a full scale research Some universities might not provide us with the sufficient amount of information required to conduct the research because of miscommunication and judgmental issues Page | 4

Our resources and capabilities are limited, as we are not highly proficient as researchers and might continue the research with faulty techniques and methods Since the report is based primarily on students perception, respondents may provide biased answers which may seem more favorable rather than their actual opinions There are prevailing time and budgetary constraints, which may hinder the field research process Due to semester breaks in private universities, the number of respondents could be low

Literature Review
There are a large number of reports and theoretical works on quality from the perspective of quality assurance and quality improvement. In many of them, research scholars have identified different views on the issue of quality education and its determining factors. However, a very limited amount of empirical work is available on this particular issue in the case of Bangladeshi private higher educational organizations. (Andaleeb, 2003) conducted another study in 2003 used 9 factor model to explain the satisfaction of alumni with their education. These factors include teacher quality, method and content, peer quality, facilities and resources, the effectiveness of the administration, campus politics, gender and year of graduation. (Andaleeb, 2003) analyzed seven issues crucial for effectively fostering higher education in Bangladesh, namely, teaching quality, method, content, peer quality, direct facilities, indirect facilities and political climate.

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Figure 1: Growth of private universities in Bangladesh, 19922008 (Ashraf, Ibrahim, & Joarder, 2009) (Sabur, 2004) compared private and public educations on the basis of quality assurance. He discussed several points of debate rather than prescribing any solutions to problems regarding the quality of education associated with the two different platforms. (Spanbauer, 1992) discussed the need for educational institutions to institute quality policies. (Lamanga, 2002) highlighted three different aspects involved in measuring quality education in private universities in Bangladesh: the quality of teaching and research, responsiveness to the demands of the labor market, and equity. (Dhali, 1999) emphasized techniques related to student evaluation procedures, which he classifies as either formative or summative. In (Lamanga, 2002) report on quality assurance in tertiary education in the case of Bangladesh, he recommended several initiatives that can ultimately ensure a quality education system for the higher learning institutions in the country. (Aminuzzaman, 2007) noted that most departments of universities do not have a long-term national vision, but that such a vision is crucial to quality education. According to (Aminuzzaman, 2007): Quality education in universities will be achieved through changing the method of teaching and learning as well as assessment methods, renewing the curriculum continually, updating and upgrading professional knowledge and skills and improving the broader educational, administrative and resource environments. Actually, the student/lecturer interface is important in determining quality, and it is appropriate to seek to monitor this quality through appropriate quality assurance processes. Though this is a superficial approach, the real challenge is the enhancement of quality. Different institutions have started to investigate approaches to quality enhancement (Rowley, 1996). For instance, (Hart & Shoolbred, 1993) cited Wolverhampton University as seeking registration under BS 5750 and a number of other universities as taking the TQM path, including Aston, South Bank, Robert Gordons and Wolverhampton. Other contributions that describe initiatives in this area include (Marchese, 1991), (Ewell, 1991) and (Cornesky, 1991). A paper by the Further Education Unit (1991) offers six criteria for a quality model: (1) it seeks to improve the quality of teaching and learning strategies, (2) it is flexible, (3) it harnesses the commitment of all staff, (4) the learner should be involved, (5) there must be enhanced working relationships associated with all functions of the organization, and (6) requirements can be measured and progress can be demonstrated. (Hart & Shoolbred, 1993) seek to emphasize the relationship between quality and culture; it is relevant to mention that quality management is after all related to how people act, and that this element of action is manifested in an organizations work atmosphere and culture. If further and higher education institutions are proceeding to make serious moves towards effective quality Page | 6

assurance, they need to be aware of how much the culture may have to change. This may be highly uncomfortable for senior management and for the entire workforce of the institution. With respect to the cost of private university education, (Kotler, 2003) is right to mention that cost is a foregoing measure or an exchange price or sacrifice made to secure a benefit. Hence, the cost of education, according to Kotler, means the sacrifice made or price paid by the beneficiaries (students) so that they can achieve the specific objective of learning. Previous findings have reported mostly results that are based on purely theoretical considerations. Given the circumstances, the present study takes the initiative to conduct an empirical investigation based on a new approach that evaluates the quality as well as the cost of education in the private sector of Bangladesh. The findings from this study are valuable in guiding professionals and policy-makers to further formulate effective educational policy in this country. In Bangladesh, only a few studies have been done to explore the education quality of private universities. UNESCO and IIEP have conducted a research in 2006. This study analyzes growth and expansion of the private sector and discusses the financing,management and administrative control, and regulation of quality control measures. In that study, the researchers took into account the indicators among others, those are selected for this study. A study by (Alam, Haque, & Siddiqui, 2007) explored the role of private universities in human resource development. The aim of the study is to analyze the effectiveness of private universities in promoting quality higher education in Bangladesh and their contribution to human resource development (HRD) in the country. He argued that despite many shortcomings, private universities provide a global flavor to their students. Some of their facilitiesare of a very high standard. In fact, taking advantages of shortcomings of the Private University Act (PAU) 1992, many universities have been established that lack essential academic infrastructures. These universities are likely to bring bad name to others who are providing high quality education in the country. Finally he argued that though at a high cost, private universities in Bangladesh definitely have contribution in human resource development. (Lewis & Smith, 1998) in their book total quality in higher education focused four on pillars of Quality. According to them 4 pillars are serving the customer, continuous improvement, managing with facts, and respect for people. All are distinct, but equal in potential strength. All four must be addressed; minimizing one weakens the others. By not addressing one, the entire house of quality will fail. (Bonaccorsi, 2007) in his book University: Strategic Knowledge Creation identified variables in six broad areas to analyze the quality of higher education. Those areas are; general information on HEIs, revenues, expenditures, personnel, education production and research and technology production.

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International workshop on the development of measurements for higher education quality assurance in Bangladesh (2007) proposed indicators/measures of higher education quality in Bangladesh. In working paper-2, the workshop proposed some areas with specific parameter. Some of the areas are; purpose and objective, faculty, instruction, student service, library, laboratories, infrastructure, research culture, etc. Another conference on higher education in the Asia-Pacific Region was organized by UNESCO in Macao held in 25-26 September, 2008. In conference report highlighted some key issues, such as; statements of intent, institutions and policy, curricula, equity and participation, research, teaching and service, etc. Shun-Hsing et. al. establish performance evaluation indicators for higher education. The study concluded with 18 important evaluation items and 84 indicators through the Delphi Method. They divided the areas in input, process and output aspect. Every area has some factors or items those are explained by various indicators. According to Shun-Hsing Study the factors are 1. Input aspect: Student quality, faculty resources, financial resources, teaching resources, student structure, and development target. 2. Process Aspect: Teaching quality, research results, curriculum planning, tutorship result, retention rate, and 3. Output Aspect: School reputation, financial donation, Strategic Planning for Higher Education in Bangladesh: 2006-2026 (2006) talked about the infrastructure and faculty quality of private universities with other relevant issues. This report pointed out, a large number of private universities are operating in makeshift arrangements in hired accommodation. They have failed to meet the minimum requirements of physical infrastructures, full time qualified faculty, teaching aids and other facilities that are essential for imparting proper education. UGC recently published its Annual Report 2008 (UGC, 2008). In this report UGC recommended that student intake should be merit-based, more transparent and legitimized. Moreover, report focused on the infrastructure, quality faculty. It says, more education facilities should be provided. UGC prescribed rules must be followed at the faculty selection. Mohammed Ehsan (2008) in his book Higher Education Governance in Bangladesh focused that qualified full time faculty members must be recruited in the private universities, at least 80 percent faculty members should be full time. Ehsan expressed his concern, unless campus facilities are upgraded largely,we cannot expect vibrant academic atmosphere in the private universities. In his book he tried to explore the status of governance in Public and Private Universities in Bangladesh.

Methodology
The main objective of conducting this research was to analyze the satisfaction level of students of private business schools of Bangladesh. This was done by measuring the perceived level of Page | 8

satisfaction of the students with the variables identified. The students were also asked to provide their demographic profiles.

Data Collection
As our research is about the quality of education in private universities of Bangladesh from the students perspective we will need to collect feedback from students of different private universities about their perception. We can get this information from two ways. 1) Primary data 2) Secondary data. The secondary data is collected from the existing articles and reports. The things found in those articles and reports are discussed elaborately in the literature review. We plan on collecting the primary data i.e. feedback by questionnaire. We selected some variables which in together will indicate the quality of education provided in a private university. Our questionnaire will have objective and rating scale based questions about those variables. We will need sampling for collecting the necessary data from the students. As the population is unknown we will be using non-probability sampling specifically convenient sampling. We will be measuring the quality of education with respect to the tuition fees per credit. So we have divided the private universities in three different strata according to their tuition fees, high, medium and low. We will select some universities from each stratum and collect data from the students of those universities. The universities are:
Table 1: Stratified Sampling of Private Business Schools

Category

Fees Range (BDT per credit)

More than 4000

Universities chosen
North South University BRAC University Independent University, Bangladesh American International University of Bangladesh Daffodil International University East West University Northern University Ahsanullah University of Science and Technology Stamford University Bangladesh United International University IBAIS University State University of Bangladesh World University of Bangladesh

High

Medium

2500 to 4000

Low

Less than 2500

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Sample Size Determination

We used non-probability sampling specifically convenience and snowball sampling for this research. For our research, we used the following formula n= ( z2pq ) /{do2 + (z2pq/N)} Where, n=Sample size N=Population size z=cut-off value for desired confidence level P=Proportion of customers getting quality education q=1-p do= precision We wanted a confidence level of 90% which of which the corresponding Z value is 1.65. The precision level in this research is 5%.The value of p and q would be taken as 0.5 because we wanted equal representation of the population. The population size is very large and hence we can assume that z2pq/N would be a negligible value. So our sample size is calculated as follows: n = z2pq/do2 => n= 1.652*0.5*0.5/ .052 = 272 The actual number of surveys taken, however, was 214 due to various constraints. For data analysis, both narrative or descriptive and inferential methods has been used.

Sample Frame
The targets of this study are the students of private business schools of the country. The population is heterogeneous in demographics but homogeneous in their needs of banking services. Therefore, a stratified sampling method was used. To evaluate the data collection and sampling method, pretesting was conducted with 10 respondents. To collect data from the required respondents, different private business schools across Dhaka city were visited, where on-the-spot surveys were collected from the customers available at the university premises, who were willing to provide responses. Some surveys were undertaken using the Internet as well. The private business schools from which data collection was done were: Page | 10

North South University East West University Independent University BRAC University United International University University of Liberal Arts Bangladesh American International University of Bangladesh State University of Bangladesh World University of Bangladesh Daffodil International University Stamford University Bangladesh

The selection of the universities has been done based on the strata defined earlier.

Questionnaire Development
For the purpose of conducting this primary research, a standardized questionnaire was developed which includes general (multi-chotomous), satisfaction item (5-Point Likert Scale; where -2 = Strongly Dissatisfied and +2 = Strongly Satisfied) and demographic questions (multichotomous). A total of 43 variables were identified, for which respondents were asked their relative satisfaction level. The full questionnaire presented to respondents is included in the Appendix A. To confirm the validity of the study, respondents were asked to provide their names and contact details.

Data Analysis
Data analyses were done using a number of statistical tests. Different tests were required to test each of the specific objectives. The tests used for testing were: One-sample and two-sample t- tests: These tests were used to compare the satisfaction levels of students of various private business schools. Descriptive Statistics: These were used to determine which variables students were most and least satisfied with in their respective universities. Regression analysis: o Multiple regression: This analysis was used in order to assess the extent to which the various factors and variables affecting student satisfaction contributed to the variability in the overall satisfaction.

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Chi-Square tests: This test was used to determine whether or not any association existed between various demographic factors (i.e. gender, source of tuition, educational background) of the respondents and their level of satisfaction with the university. Confirmatory Factor Analysis (CFA): This analysis was used to identify the variables which basically measured the same thing. Based on this analysis, the variables were grouped under their underlying factors and then these factors were compared with the predefined grouping structure of the variables.

Research Design
Quality of Education Measuring Variable
A total of 44 satisfaction measuring variables were identified to measure the satisfaction level of the students in various areas of the educational system of private business schools. These 44 satisfaction measuring variables were broadly divided into two categories. Independent variables Dependent variables

Independent Variables The independent variables measured the satisfaction level of the students in various areas of the educational system of private business schools. There were a total of 42 independent variables which were measured to test the satisfaction levels of the customers. These are: 1. Academic background 2. Teaching experience 3. Course content 4. Communication skills 5. Fair treatment 6. Help after graduation 7. Peaceful learning atmosphere 8. Modern teaching aids 9. Air conditioned rooms 10. Spacious rooms 11. Neat and clean rooms 12. Maintaining schedule 13. Make up class provisions 14. Automated registration process 15. Timely registration 16. Modern campus building 17. Transport facility Page | 12

18. Dormitory facilities 19. Dining/canteen facility 20. Recreation and gym facilities 21. High speed Internet 22. Extensive library 23. Computer lab facilities 24. Support in students research 25. Support in facultys research 26. Research center 27. Publication Facilities 28. High tuition fees 29. Financial aid for poor students 30. Scholarships provided 31. On-campus job facilities 32. Cost of study materials 33. Nationwide recognition 34. High paid graduates in job market 35. Foreign university affiliation 36. Students pride 37. Sense of belonging 38. Facultys availability to help students 39. Campus recruitment 40. Future prospects in same university 41. Favorability in job market 42. Foreign scholarships by the university Dependent Variables Two dependent variables 1) Overall perceived quality of education and 2) Overall value for money was measured. Overall perceived quality of education measured the satisfaction level of the students with the faculty credentials, classroom facilities, academic calendar, campus facility, research facility, the cost of education, quality of education and future prospects regarding the universities. These two variables were assumed to be the dependent variables because overall satisfaction and value for money is affected by all the independent variables mentioned above. The overall satisfaction level of the students and the value for money that is received is the function of their satisfaction levels regarding the various areas mentioned earlier.

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Demographic Variables
The demographic variables were required to test if there is any association between the students choice of private business schools and various demographic factors. The demographic variables were Gender Educational background Source of tuition fees

Report Findings and Analysis

Reliability Test
Cronbach's alpha is a coefficient of reliability. It is commonly used as a measure of the internal consistency or reliability of a psychometric test score for a sample of examinees. Theoretically, alpha varies from zero to 1, since it is the ratio of two variances- 1 being the most reliable. The Alpha value for the survey data of this research was found to be .970, and hence it can be considered quite reliable.

Analysis from mean and one sampled T-test

From the one sampled T-test done in SPSS. We had 5-Point Likert Scale; where -2 = Strongly Disagree, -1 = Disagree, 0 = Neutral, +1 = Agree and +2 = Strongly Agree). Our questions were developed in such a way that Strongly Agree would reflect that the respondents are very satisfied with the given facility. We decided that variables with Mean Difference >1 and Lower and Upper Limit both > 1 at 95% confidence level will reflect that the respondents are surely happy with the facilities. The detailed tabled data is given in Appendix B. The following are the variables where respondents were satisfied with the quality: The educational backgrounds of the faculty are good in your university: with mean value of 1.25, students think that the educational backgrounds of the faculties are good in their respective universities. Faculty members of your university have good communication skills: with mean value of 1.117, students that the communication skills of their faculties are good in their respective universities.

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The air-conditioning facilities are adequate in your university: with mean value of 1.355, students think that with the air-conditioning facilities are good in their respective universities. The rooms are fairly spacious in your university (to fit all the students in one course): with mean value of 1.300, students think that with the rooms being spacious in their respective universities. The class rooms are neat and clean in your university: with mean value of 1.358, students are content with the rooms being neat and clean in their respective universities. The university maintains strict schedules and routines: with mean value of 1.239, students are content with the strict schedules in their respective universities. Make-up classes are taken promptly when required by the faculty in your university: with mean difference of 1.229, students are content with the make-up class provisions in their respective universities. The registrations are completed timely in your university: with mean difference of 1.132, students are content with the registration process in their respective universities.

The above were concluded as according to our hypothesized variables with Mean Difference >1 and Lower and Upper Limit both > 1 at 95% confidence level reflects that the respondents think that those factors in their respective universities are good and they are surely happy with the facilities. Then again, there were factors that reflected that the students were not satisfied with the quality. Variables with Mean value from o to 1 at 95% confidence level will reflect that the respondents are not happy with the facilities. The following are the variables where respondents were not satisfied with the quality: Transport facilities to and from your university is good: with mean value of 0 .159, students were not content with the transport facilities to and from their respective universities. Dormitory facilities provided by your university are good (if any): with mean value of 0 .029, students were not content with dormitory facilities provided by their universities. Recreation and gym facilities provided by your university are good (if any): with mean value of 0.019, students were not content with the recreation and gym facilities provided by their respective universities. Page | 15

You will do MBA from the same university you are currently studying: with mean value of 0.085, students were not content with the future prospects in their respective universities.

The above can be concluded as according to our hypothesized variables with Mean Difference close to 0 and Lower < 1 at 95% confidence level will reflect that the facilities in the respondents respective universities a are not good and thus they are not happy with the facilities.

We were interested to see what the students perception about the overall quality of education was across the three different strata we defined according to the tuition fees.

Name of the University 1 2 3 Total

Mean 1.14 1.25 1.29 1.21

N 95 83 34 212

Std. Deviation .974 .809 .836 .889

The table shows the mean value of respondents attitude to overall quality of education in their universities, broken down into the three strata according to tuition fees. It can be noticed that the mean value is quite similar across the different ranges, but the students of universities falling in the high tuition fees category see the quality they receive as lower than the other two and the overall average. Another fact to note is that the mean of all 42 variables is 0.79, which differs from the overall mean of perceived quality. Then we tried to see the respondents attitude to the value for money they are getting, broken down to the three strata according to the tuition fees.
You are receiving adequate value for your tuition fees Name of the University 1 2 3 Mean .36 .78 .54 N 95 83 35 Std. Deviation 1.051 .884 .980

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Total

.55

213

.992

The mean value of perceived value for money is lowest it the high fees category, and it is consistent with the table above. Students of this stratum tend to think they are paying more than they should. The medium tuition fees range students seem most content with the quality they receive in exchange of the fees they pay. But overall satisfaction with value for money is quite low compared to perceived overall quality.

Gender

The educational backgrounds of the faculty are good in your university

Faculty members of your university have good communication skills

The airconditioning facilities are adequate in your university

The rooms are fairly spacious in your university (to fit all the students in one course)

The class rooms are neat and clean in your university

The university maintains strict schedules and routines

Make-up classes are taken promptly when required by the faculty in your university

The registrations are completed timely in your university

Mean Female N Std. Deviation Mean Male N Std. Deviation Mean Total N Std. Deviation

1.21 81 .876 1.27 133 .880 1.25 214 .877

1.00 81 .987 1.19 133 .897 1.12 214 .935

1.21 81 .984 1.44 133 .856 1.36 214 .912

1.19 80 .969 1.37 133 .812 1.30 213 .876

1.32 81 .946 1.38 131 .940 1.36 212 .941

1.22 80 .941 1.25 133 .965 1.24 213 .954

1.25 81 .994 1.22 133 .873 1.23 214 .919

1.09 80 .930 1.16 132 .979 1.13 212 .960

Page | 17

The table above compares response of males and females to the 7 main factors identified. It is interesting to note that the male respondents have rated higher for all the factors except one: scheduling of make-up classes. In each of the other factors, female students are less content with the performance of their university compared to their male counterparts. If we look at the following two tables, there is not much variance of attitude to quality of education received among students of English and Bengali medium background, though Bengali medium students have rated slightly higher. But when we see individual factors, English medium students rate their universities higher in some factors, but the spread is quite even.

Page | 18

Education Background

There are a good number of high paid graduates in job market from your university

Research center facilities for the students are good

The airconditioning facilities are adequate in your university

The faculties in your university are fairly experienced (measured in number of years they have been teaching)

You have good computer lab facilities in your university

Number of foreign scholarships provided by your university is good

Your university provides financial aid for poor students

Mean N Std. Deviation Mean Bengali Medium N Std. Deviation Mean English Medium N Std. Deviation Mean Total N Std. Deviation

1.40 5 .894 1.01 142 .978 1.21 67 .897 1.08 214 .953

1.60 5 .548 .38 142 1.276 .45 67 1.063 .43 214 1.211

1.80 5 .447 1.26 142 .950 1.52 67 .823 1.36 214 .912

1.40 5 .548 .91 142 .945 .87 67 .833 .91 214 .904

1.60 5 .548 .80 142 1.087 .88 67 1.080 .85 214 1.079

1.20 5 .447 .52 141 1.119 .42 67 1.002 .50 213 1.076

1.00 5 .707 .99 140 1.042 .67 66 1.072 .89 211 1.052

Overall quality of business education is good in your university Education Background Mean 2.00 Bengali Medium English Medium Total 1.21 1.13 1.21 N 5 140 67 212 Std. Deviation .000 .896 .886 .889

Page | 19

Confirmatory factor analysis

Confirmatory factor analysis (CFA) seeks to determine if the number of factors and the loadings of measured (indicator) variables on them conform to what is expected on the basis of preestablished theory. The researcher's a priori assumption is that each factor (the number and labels of which may be specified a priori) is associated with a specified subset of indicator variables. Factor Analysis was performed on the data to select grouping of variables under common premise. The result from Principal Axis Factoring and Varimax rotated component matrix with Kaiser Normalisation grouped the 42 variables into seven factors that explained 61.416% of the total cumulative variance. The K-M-O score was 0.938. (See Appendix D for detailed results).

Table 2: Factors Returned by Factor Analysis

Factors
Facilities Available

Variables
Research center facilities for the students Internet access speed Support in facultys research Recreation and gym facilities Dormitory facilities Publication facilities Transport facilities Support in students research Dining/canteen facilities On-campus job facilities Future prospects in same university Facultys communication skills Helpful behavior of faculties after graduation Cost of study materials High paid graduates in job market Nationwide recognition for providing excellent education Maintaining strict schedules Students sense of belongingness towards the university Students pride towards the university Make-up class provisions Favorability in job market Facultys availability to help students Usage of modern teaching aids Presence of air-conditioned rooms Modern campus building Presence of spacious rooms Presence of neat and clean rooms Availability and presence of extensive library Foreign university affiliation

Quality of Education according to National Job Market

Campus Facilities

Page | 20

Faculty Credentials

Foreign Scholarship Facility Computer Lab Facilities Cost of Education & Financial Aids

Presence of good and peaceful learning atmosphere Faculties are fairly experienced Fair treatments to students by faculties Presence of automated registration process Timely completion of registration Facultys academic background Updated course content Foreign scholarships by the university Existence of campus recruitment Availability of computer lab facilities Scholarships for meritorious students Financial aid for poor students High tuition fees

Some of these factors were similar to the previously identified 8 factors but there were many notable differences in the variables identified. The previously identified factor Faculty Credentials got divided among the newly formed 7 factors. Even Campus Facility got divided among the newly formed variables. The Factor Analysis combined the Campus Facility and Research Facility defined previously into a new factor of Facilities Available in the university. The newly formed 7 factors are Facilities Available, Quality of Education according to National Job Market, Campus Facilities, Faculty Credentials, Foreign Scholarship Facility, Computer Lab Facilities and Cost of Education & Financial Aids. Some factors have remained same but their corresponding variables have changed. Facilities Available includes research center facilities for the students, internet access speed, support in facultys research, recreation and gym facilities, dormitory facilitie s, publication facilities, transport facilities, support in students research, dining/canteen facilities, on-campus job facilities, future prospects in same university, facultys communication skills, helpful behavior of faculties after graduation and cost of study materials. Quality of Education according to National Job Market includes high paid graduates in job market, nationwide recognition for providing excellent education, maintaining strict schedules, students sense of belongingness towards the university, students pride towards the university, make-up class provisions, favorability in job market, facultys availability to help students and usage of modern teaching aids. Campus Facilities now includes presence of air-conditioned rooms, modern campus building, presence of spacious rooms, presence of neat and clean rooms, availability and presence of extensive library, foreign university affiliation and presence of good and peaceful learning atmosphere.

Page | 21

Faculty Credentials has changed to include faculties are fairly experienced, fair treatments to students by faculties, presence of automated registration process, timely completion of registration, facultys academic background and updated course content. Foreign Scholarship Facility is formed by the variables foreign scholarships by the university and existence of campus recruitment. Computer Lab Facilities includes availability of computer lab facilities and scholarships for meritorious students. Cost of Education & Financial Aids includes financial aid for poor students and high tuition fees. So, the Factor Analysis presented new constructs not found by Mohammad A. Ashraf, Yusnidah Ibrahim and Mohd. H. R. Joarder.

Regression Analysis
Through factor analysis, we have identified 7 factors as independent and most important for our research hypothesis. And associated with these 7 factors are 42 variables which independently will affect the overall outcome of the research. We run a regression analysis taking these variables as the independent variable and the overall quality variable as the dependent one. In order to run a regression analysis on the 7 key factors, we selected the first variables for all the seven factors, and the resultant adjusted r square value came out as 0.464, or 46.4%. The 7 factors that were selected by the students partaking the survey as most important are a) b) c) d) e) f) g) Facilities available Quality of education according to national job market Campus facilities Faculty credentials Foreign scholarship facilities Computer lab facilities Cost of education and financial aids

And for each of these factors, the following variables were chosen respectively for the regression analysis: a) b) c) d) e) Research center facilities for the students High paid graduates in job markets Presence of air-conditioned rooms Faculties are fairly experienced Foreign scholarships by the university Page | 22

f) Availability of computer lab facilities g) Financial aid for poor students With these 7 factors and their corresponding variables, we obtained a result of 46.4% reliability which means that the remaining 53.6% were not reliable as our survey findings were not completely accurate. The 46.4% reliability shows that the entire research findings will be affected if there are any changes in these factors. So the factors now help us decide where to focus and give much more importance to them. Regression using the seven important factors as independent variable and overall quality as dependent variable:
Model Summary Model R R Square Adjusted R Square 1 .694
a

Std. Error of the Estimate

.482

.464

.652

But on the other hand, if we consider all the initial 42 variables to be affecting the research findings, then the adjusted r square results in a reliability of 65.1%. This means that any changes in the variables will be affecting up to 65.1% of the research findings. Regression using the 42 variables as independent and overall quality as dependent:
Model Summary Model R R Square Adjusted R Square 1 .854
a

Std. Error of the Estimate

.730

.651

.534

For regression analysis of factors, we took the 7 most important variables which will in turn affect the factors.

Analysis from Independent sample Non-Parametric test

We decided to check the overall perceived quality of education of the respondents according to the tier of university they were from. We wanted to see if the perceived quality of education is similar or different through the three different strata of universities. These strata were defined according to their tuition fees per credit. So we run an independent sample Kruskal-Wallis test in SPSS and found out the following table :-

Page | 23

So from the table we can see that we can conclude at the level of significance of 5% that the overall quality of business education was perceived to be same across the three different categories of universities.

Recommendations and Conclusion

The students are the main stakeholders of the education system just like the customer is the main driving force in any market. It is also said that perception is greater than reality, and this report tried to analyze perception of the private business school students of Bangladesh towards their universities, and can possibly give us an idea of the prevailing scenario. The 7 major factors that come into consideration while determining quality of education were identified as Facilities Available, Quality of Education according to National Job Market, Campus Facilities, Faculty Credentials, Foreign Scholarship Facility, Computer Lab Facilities and Cost of Education & Financial Aids. It has to be accepted that this research did not manage to find all the variables that contribute to overall quality of education (as shown by the regression analysis Adjusted R Square value of 0.651 when the 42 independent variables were considered), but an understanding of perceived quality of education has been established. The research has come up with some positive things prevalent among the private business schools. The most optimistic finding is that students are greatly satisfied with the academic background and communication skills of their teachers. The students are also satisfied with their classrooms in terms of space, cleanliness and air-conditioning. Positive answers were also received in questions regarding efficient routines and schedules, make-up systems and timely registration processes.

Page | 24

But a number of issues must be addressed by these universities in order for them to provide the best service to their students. From our research findings, we suggest the following sections to be looked in to: Transport facilities to and from the universities is unsatisfactory as of now. Students are discontented with this issue. Being an overpopulated country, transportation is a big problem for the general people, and students are no exception. Finding public transportation is a big problem, and add to that- most large universities face (and cause) huge traffic jams in their neighborhood. The research only proved this problem and the universities must look into it. A possible solution can be creating their own bus service and spreading out of class timings with traffic situation in mind. The universities lack proper dormitory facilities. Students coming to study in Dhaka from outside face problems in finding dwelling with rising living costs of the capital, and the dissatisfaction shown by respondents confirm it. This must be in consideration as many universities are making new campus and buildings. Recreation and gym facilities are lacking in the universities. There is not much left to say about the dangers of a generation that lives life without physical activity, and though it may be difficult to make space for huge playing fields at the moment, gym and indoor facilities must at least be provided to students. Most respondents did not see themselves coming back to the same university to do their MBA. This shows a lack of belief in the prospects of higher education in the private universities as perceived by their own students. This is probably the most difficult issue to fix, but needs to be done over time. Focusing on the other issues at first with this ultimate goal in mind will help the universities reach a high standard where people will want to come to in pursuit of higher education.

It is noticed that there is a disparity between perceived quality of education and value for money. Students generally think that they receive good quality of education, but are less satisfied with the value for money they receive. This suggests education is overpriced (in the case of private business schools). An interesting finding was that students of universities of medium tuition fees (BDT 2500-BDT 4000) are most content in terms of value for money, and have higher perceived quality of education. This is something the top (highest charging) universities should look into. In the future, they will face tough competition from universities that provide better education at lesser cost (as perceived by students). Theyll need to focus on the 4 issues highlighted above to sustain in the future as top varsities. On the other hand, the issues highlighted can be a guideline for new and upcoming universities to succeed in the future. An important issue that came up was the fact that female students are less contented with their universities. In almost all the important factors, they have rated lower. This matter can be a Page | 25

subject of further research on why there is a difference in perception of quality of education and value for money among male and female students. Not much difference was found when Bengali and English medium students perception was considered separately, suggesting there is not much difference in expectation and treatment at the universities. If these problems are fixed, over time Bangladeshi private universities will reach a high standard. And we may hope one day Bangladesh will become an important education hub where students from other countries will come in the search of knowledge.

Bibliography
Alam, M., Haque, M. S., & Siddiqui, S. F. (2007). Private higher education in Bangladesh. Paris: International Institute for Education Planning. Aminuzzaman, S. (2007). Overview of quality assurance in the context of Bangladesh. Dhaka: American International University Bangladesh. Andaleeb, S. S. (2003). Rejuvenating the Nations Higher Education System. Dhaka: International University of Business Agriculture and Technology. Ashraf, M., Ibrahim, Y., & Joarder, M. (2009). QUALITY EDUCATION MANAGEMENT AT PRIVATE UNIVERSITIES IN BANGLADESH: AN EXPLORATORY STUDY. Jurnal Pendidik dan Pendidikan, 17-32. Bonaccorsi, A. (2007). University: Strategic Knowledge Creation. Cornesky, R. (1991). Implementing total quality management in Higher Education. WI: Magnar Publications. Dhali, S. K. (1999). Measurement and evaluation in education. Dhaka: Pravati Library. Ewell, P. T. (1991). Assessment and TQM: In search of convergence. New Directions for, 18, 3952. Hart, C., & Shoolbred, M. (1993). Organizational culture, rewards and quality in higher education. Quality Assurance in Education(1), 22-29. Kotler, P. (2003). Marketing Management. Delhi: Pearson Education Inc.

Page | 26

Lamanga, C. Z. (2002). Strategic view of the development of Higher Education: Bangladesh AIUB perspective. A1 Publication: Dhaka. Lewis, & Smith. (1998). Total quality in higher education. Marchese, T. (1991). TQM reaches the academy. (44), 3-9. Rowley, J. (1996). Motivation and academic staff in higher education. Quality Assurance in Education, 4, 11-16. Sabur, M. A. (2004). Dhaka University verses private university: A comparative analysis of quality of education offered by the institutions. Dhaka: University of Dhaka. Spanbauer. (1992). A quality system for education. Milwaukee: WI: ASQC Quality Press. UGC. (2008). Annual Report 2008. Dhaka: University Grants Commission. Promotion of higher education in Bangladesh: a comparative analysis between public and private universities. (2011, July). Journal of Research in International Business and Management (ISSN: 2251-0028), 1(5), 136-146. Ashraf, M., Ibrahim, Y., & Joarder, M. (2009). QUALITY EDUCATION MANAGEMENT AT PRIVATE UNIVERSITIES IN BANGLADESH: AN EXPLORATORY STUDY. Jurnal Pendidik dan Pendidikan, 1732. Baniaamin, H. M., & Monem, M. (2010). Higher Education in Bangladesh: Status, Issues and Prospects. Pakistan Journal of Social Sciences (PJSS), 30(2). Haque, H., Das, D., & Farzaha, R. (2011). Satisfaction of Student Services in Tertiary Level: Perspective Bangladesh. European Journal of Social Sciences, 19(2). Islam, M. (n.d.). HIGHER EDUCATION IN BANGLADESH: DIVERSITY, QUALITY AND ACCESSIBILITY. Rajshahi University, Department of Social Work, Rajshahi. Mannan, A. (2007). Reforming University Education in Bangladesh: A Historical View. Bangladesh Educational Journal, 6. Naser, M. (n.d.). Education Quality of Private Universities in Bangladesh: faculty resources and infrastructure perspective. Varghese, N. (2004). Private Higher Education. Paris: Paris: IIEP-UNESCO.

Page | 27

Appendix A:
Questionnaire

Survey Questionnaire on Quality of Education and Value for Money in Private Business Schools of Bangladesh: Students Perspective Students Name: ................ Name of the University: .. Telephone: ............ Date: Time...

We, a group of students from Institute of Business Administration (IBA), University of Dhaka, have undertaken a research on Quality of Education and Value for Money in Private Business Schools of Bangladesh: Students Perspective for our Research Method course. The information provided by you will solely be used for academic purposes. We would appreciate your cooperation in spending a few minutes in filling this questionnaire. A. Please give your agreement regarding the following statements on a scale of 1(Strongly Disagree) to 5(Strongly Agree). You may circle your answers.
Strongly Disagree Disagree Strongly Agree Neutral Agree

1 2 3 4

The educational backgrounds of the faculty are good in your 1 university. The faculties in your university are fairly experienced (measured 1 in number of years they have been teaching). The university constantly monitors updating of course content so 1 that they meet global demands. Faculty members of your university have good communication 1 skills.
Strongly Disagree

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

Disagree

Page | 28

Strongly Agree

Neutral

Agree

5 6 7 8 9

Students are treated fairly by the faculties in your university.

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

Faculties are helpful towards students after their graduation in the 1 university. There is good and peaceful learning atmosphere prevailing in your 1 university. There are modern teaching aids available in the university. The air-conditioning facilities are adequate in your university. 1 1

10 The rooms are fairly spacious in your university (to fit all the 1 students in one course). 11 The class rooms are neat and clean in your university. 12 The university maintains strict schedules and routines. 1 1

13 Make-up classes are taken promptly when required by the faculty 1 in your university. 14 The university has a good automated registration process. 15 The registrations are completed timely in your university. 16 The campus buildings of your university can be considered 1 1 1 1

modern.
17 Transport facilities to and from your university is good.

18 Dormitory facilities provided by your university are good (if 1

any).
19 Dining/canteen facilities provided by your university are 1

adequate (if any).

20 Recreation and gym facilities provided by your university 1

are good (if any).

21 Internet access speed is adequate in your university. 1

Strongly Disagree

Disagree

Page | 29

Strongly Agree

Neutral

Agree

22 Library facilities are good in your university. 23 You have good computer lab facilities in your university. 24 Support in students research by the university is adequate. 25 Support in facultys research by the university is fairly good. 26 Research center facilities for the students are good. 27 Publication facilities in your university are good. 28 The tuition fees charged by your university are not too high. 29 Your university provides financial aid for poor students. 30 Your

1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

university provides meritorious students.

sufficient

scholarships

for 1
1 1 1 1 1 1

31 On-campus job facilities are good in your university. 32 Cost of study materials is acceptable in your university. 33 Your university is nationally recognized for providing high

quality education.
34 There are a good number of high paid graduates in job

market from your university.

35 There is good affiliation with foreign universities. 36 There is pride for your university among its students.

37 There is sense of belongingness towards the university 1

among your fellow students.

Strongly Disagree Disagree Strongly Agree Neutral Agree

38 Faculty is available to help students in any problem in your

university. Page | 30

39 Campus recruitment by the employers is held regularly.

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

40 You will do MBA from the same university you are 1

currently studying.
41 There is high favorability for graduates from your university 1

in job market.
42 Number of foreign scholarships provided by your university 1

is good.
43 You are receiving adequate value for your tuition fees. 44 Overall quality of business education is good in your 1 1

university.

B. Please fill-up the following with appropriate answers: 1. Gender: . 2. Background (Bangla Medium/English Medium/Madrasa): 3. Source of Tuition Fees: ........

Page | 31

Appendix B
One-Sample Test Test Value = 0 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower The backgrounds educational of the 20.808 213 .000 1.248 1.13 1.37 Upper

faculty are good in your university Faculty members of your university have good

17.480

213

.000

1.117

.99

1.24

communication skills The air-conditioning 21.746 213 .000 1.355 1.23 1.48

facilities are adequate in your university The rooms are in fairly your

spacious

university (to fit all the students in one course) The class rooms are

21.661

212

.000

1.300

1.18

1.42

neat and clean in your university The university maintains strict routines The registrations are schedules and

21.025

211

.000

1.358

1.23

1.49

18.969

212

.000

1.239

1.11

1.37

completed timely in your university

17.177

211

.000

1.132

1.00

1.26

Page | 32

Appendix N
Factor Analysis Results
KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. Approx. Chi-Square Bartlett's Test of Sphericity df Sig. .938 5948.299 861 .000

Communalities Initial Extraction

The educational backgrounds of the faculty are good in your university The faculties in your university are fairly experienced (measured in number of years they have been teaching) The university constantly monitors updating of course content so that they meet global demands Faculty members of your university have good communication skills Students are treated fairly by the faculties in your university Faculties are helpful towards students after their graduation in the university There is good and peaceful learning atmosphere prevailing in your university There are modern teaching aids available in the university The air-conditioning facilities are adequate in your university The rooms are fairly spacious in your university (to fit all the students in one course) The class rooms are neat and clean in your university The university maintains strict schedules and routines

1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000

.659 .674 .676 .592 .594 .522 .613 .690 .693 .663 .678 .721

Page | 33

Make-up classes are taken promptly when required by the faculty in your university The university has a good automated registration process The registrations are completed timely in your university The campus buildings of your university can be considered modern Transport facilities to and from your university is good Dormitory facilities provided by your university are good (if any) Dining/canteen facilities provided by your university are adequate (if any) Recreation and gym facilities provided by your university are good (if any) Internet access speed is adequate in your university Library facilities are good in your university You have good computer lab facilities in your university Support in students research by the university is adequate Support in facultys research by the university is fairly good Research center facilities for the students are good Publication facilities in your university are good The tuition fees charged by your university are not too high Your university provides financial aid for poor students Your university provides sufficient scholarships for meritorious students On-campus job facilities are good in your university Cost of study materials is acceptable in your university Your university is nationally recognized for providing high quality education There are a good number of high paid graduates in job market from your university

1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000

.667 .618 .659 .742 .545 .631 .593 .601 .610 .669 .708 .637 .733 .750 .608 .729 .656 .593 .635 .594 .728 .740 Page | 34

There is good affiliation with foreign universities There is pride for your university among its students There is sense of belongingness towards the university among your fellow students Faculty is available to help students in any problem in your university Campus recruitment by the employers is held regularly You will do MBA from the same university you are currently studying There is high favorability for graduates from your university in job market Number of foreign scholarships provided by your university is good Extraction Method: Principal Component Analysis.

1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000

.708 .682 .679 .675 .613 .564 .681 .651

Compone nt

1 2 3 4 5 6 7 8

Total Variance Explained Initial Eigenvalues Extraction Sums of Rotation Sums of Squared Squared Loadings Loadings Total % of Cumulati Total % of Cumulati Tota % of Cumulati Varianc ve % Varianc ve % l Varianc ve % e e e 18.15 18.15 6.67 43.221 43.221 43.221 43.221 15.897 15.897 3 3 7 5.98 2.633 6.268 49.489 2.633 6.268 49.489 14.252 30.149 6 4.26 1.906 4.538 54.028 1.906 4.538 54.028 10.146 40.295 1 3.95 1.416 3.372 57.400 1.416 3.372 57.400 9.418 49.712 5 2.73 1.224 2.914 60.313 1.224 2.914 60.313 6.522 56.234 9 1.98 1.097 2.611 62.925 1.097 2.611 62.925 4.733 60.967 8 1.86 1.047 2.492 65.416 1.047 2.492 65.416 4.449 65.416 9 .990 2.357 67.773 Page | 35

9 .875 2.082 69.855 10 .834 1.985 71.841 11 .779 1.854 73.694 12 .760 1.809 75.504 13 .722 1.720 77.223 14 .621 1.480 78.703 15 .595 1.416 80.119 16 .583 1.387 81.506 17 .556 1.324 82.831 18 .510 1.214 84.045 19 .496 1.181 85.226 20 .446 1.063 86.289 21 .438 1.044 87.333 22 .411 .979 88.312 23 .387 .921 89.233 24 .384 .914 90.147 25 .359 .856 91.003 26 .356 .848 91.850 27 .326 .776 92.626 28 .298 .710 93.336 29 .288 .686 94.022 30 .270 .644 94.666 31 .260 .618 95.284 32 .247 .589 95.873 33 .226 .539 96.412 34 .222 .528 96.940 35 .213 .507 97.446 36 .202 .482 97.928 37 .189 .450 98.378 38 .168 .400 98.778 39 .157 .374 99.152 40 .137 .327 99.479 41 .121 .287 99.766 42 .098 .234 100.000 Extraction Method: Principal Component Analysis.

Page | 36

1 Research center facilities for the students are good Internet access speed is adequate in your university Support in facultys research by the university is fairly good Recreation and gym facilities provided by your university are good (if any) Dormitory facilities provided by your university are good (if any) Publication facilities in your university are good Transport facilities to and from your university is good Support in students research by the university is adequate Dining/canteen facilities provided by your university are adequate (if any)

Rotated Component Matrixa Component 2 3 4 .289 .120 .172

5 .166

6 -.041

7 -.055

.769

.715

.078

.144

.143

-.040

.195

.110

.673

.487

.100

.092

.122

.098

.000

.660

.052

.269

.111

.270

.051

.046

.656

.086

.113

.170

.023

.032

.388

.628

.115

.260

.287

.136

-.004

.177

.613

.201

.034

.112

.136

.179

.253

.563

.372

.144

.248

.253

.177

-.062

.518

.304

.424

-.030

.163

.129

.092

Page | 37

On-campus job facilities are good in your university You will do MBA from the same university you are currently studying Faculty members of your university have good communication skills Faculties are helpful towards students after their graduation in the university Cost of study materials is acceptable in your university There are a good number of high paid graduates in job market from your university Your university is nationally recognized for providing high quality education The university maintains strict schedules and routines There is sense of belongingness towards the university among your fellow students There is pride for your university among its students Make-up classes are taken promptly when required by the faculty in your university

.507

.058

.149

.131

.472

.332

.048

.507

.193

.049

.280

.415

.012

.129

.431

.360

.276

.429

.085

.094

.024

.410

.237

.297

.269

.204

.308

.025

.389

.250

.039

.313

.360

.154

.358

.264

.691

.414

.106

.078

.032

.060

.304

.670

.250

.229

.240

.110

-.041

.257

.650

.287

.266

-.199

.134

.146

.301

.628

.268

.065

.243

.173

.168

.048

.609

.249

.252

.366

.198

.102

.247

.598

.318

.286

-.106

.208

.106

Page | 38

There is high favorability for graduates from your university in job market Faculty is available to help students in any problem in your university There are modern teaching aids available in the university The air-conditioning facilities are adequate in your university The campus buildings of your university can be considered modern The rooms are fairly spacious in your university (to fit all the students in one course) The class rooms are neat and clean in your university Library facilities are good in your university There is good affiliation with foreign universities There is good and peaceful learning atmosphere prevailing in your university The faculties in your university are fairly experienced (measured in number of years they have been teaching)

.267

.594

.207

.278

.368

.006

-.041

.035

.479

.087

.350

.281

.444

.196

.294

.433

.355

.356

.246

.220

-.232

.148

.183

.752

.198

.005

.168

.075

.265

.212

.731

.144

.226

-.142

.003

.066

.303

.667

.280

.076

.158

.110

.159 .307 .249

.450 .354 .466

.596 .482 .475

.161 .043 -.039

-.068 .102 .440

.210 .452 -.048

.142 -.019 .077

.403

.371

.425

.320

.034

.167

.030

.131

.316

.180

.658

.287

-.032

.088

Page | 39

Students are treated fairly by the faculties .330 .062 .147 in your university The university has a good automated .272 .017 .123 registration process The registrations are completed timely in .092 .380 .185 your university The educational backgrounds of the .187 .404 .250 faculty are good in your university The university constantly monitors updating of course .486 .391 .129 content so that they meet global demands Number of foreign scholarships provided .261 .125 .047 by your university is good Campus recruitment by the employers is .331 .320 .159 held regularly You have good computer lab facilities .414 .142 .403 in your university Your university provides sufficient .066 .423 .070 scholarships for meritorious students Your university provides financial aid .193 .281 .163 for poor students The tuition fees charged by your .169 -.146 -.006 university are not too high Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization.

.634

.098

.037

.216

.628

.120

.333

.092

.613

-.080

.234

.188

.558

.274

.058

.100

.498

.133

-.064

.005

.182

.704

.116

.150

.150

.442

.356

.178

.192

.065

.548

-.109

.159

.223

.502

.279

.097

.000

.089

.704

.277

.348

-.005

.693

Page | 40

a. Rotation converged in 12 iterations.

Component Transformation Matrix Component 1 2 3 4 5 1 .530 .512 .399 .383 .274 2 .583 -.500 -.475 .079 .305 3 -.562 .084 -.302 .555 .220 4 .143 -.323 .242 .452 -.751 5 -.067 -.108 .318 -.543 .005 6 -.189 -.595 .554 .198 .444 7 -.053 .108 .239 .024 .149 Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization.

6 .229 -.089 .139 -.035 .256 .098 -.919

7 .154 .278 .459 .216 .723 -.239 .249

Page | 41