Final Project (MBA Management)

7/29/2019 Final Project (MBA Management)

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MGT-619 Final Project

Final Project

Comparative analysis of management strategies, policies &

practices of BUITEMS & UOB

A REPORT

SUBMITTED TO THE DEPARTMENT OF MANAGEMENT SCIENCES,

VIRTUAL UNIVERSITY OF PAKISTAN

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE DEGREE OF MASTER IN BUSINESS ADMINISTRATION

Submitted By

MC070200304

Muhammad Safdar Niazi

Spring 2009

Submitted on: 09-06-2009

Department of Management Sciences, Virtual University of Pakistan


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MGT-619 Final Project ___ ________________

Executive Summary

Management of higher education involves the authority about fundamental policies and

practices in several critical areas concerning universities. Universities are a place where

knowledge and skills are transferred to young generation and ultimately produce better,

responsible and productive citizens. The ultimate goal of the application of management

techniques is to enable the administrators to make more rational among conflict,

uncertainty and unfavorable circumstances. Therefore, it is intended to profound a study

in the area of management practices, policies and measures the extent to which members

of university bodies adopt management techniques in making administrative and

academic policies and strategies.

The purpose of the research is to compare the administrative and academic management

of Balochistan University of IT, Engineering and Management Sciences (BUITEMS) &

University of Balochistan (UOB). This research focuses on managerial techniques,

policies and practices in the management university and its impact on students, teachers

and Administration itself. Due to the nature of this study and the level of interference no

manipulations can be done in the study setting so the data is collected in the natural

environment which makes this research a non contrived in its nature. Data were collected

using Questionnaire, having close ended questions. Primary data were collected through

Websites, journals, articles, books and news papers.

The results of the both universities were compared and it was found that in many sectors

the BUITEMS management is working better than the management of UOB. The main

reason behind the deficiencies of the UOB is interference of political activists and other

reasons which are discussed in detail in this research.

University of Balochistan should take special steps to resolve the issues of ethnic and

political bias and also focus on the issues regarding the discipline. Management of both

the universities should review the management policy and also can do a combine effort to

make joint strategies to remove any discrepancies present in the management and share

the experiences & problems faced as they can learn from each other.


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Table of Contents

Acknowledgement

Executive Summary

SECTION-I ......................................................................................................................... .1

CHAPTER 1 INTRODUCTION ............................................................................. ........ ..1

1.1 INTRODUCTIONOFTHE PROJECT......................................................................................... 1

1.1.1 UNIVERSITY POLICIES .....................................................................................2

1.1.2 FACULTY POLICIES ..........................................................................................3

1.1.3 ADMINISTRATIVE POLICIES ............................................................... ......... ...3

1.2 BACKGROUNDOFTHEPROJECT...........................................................................................31.3 INTRODUCTIONOFTHE UNIVERSITIES.................................................................................. 4

1.3.1 Balochistan University of Information Technology, Engineering &

Management Sciences (BUITEMS) .................................................................................. ..4

1.3.2 University of Balochistan (UOB) .........................................................................5

1.4 OBJECTIVESOFTHE PROJECT.............................................................................................6

1.5 SIGNIFICANCE..................................................................................................................6

CHAPTER 2 HIGHER EDUCATION ............................................................... ........ ......7

2.1 THE HIGHEREDUCATION COMMISSION (HEC) ....................................................................82.2 ESTABLISHMENTOF HIGHEREDUCATION COMMISSION (HEC) ..............................................8

CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY ............................. ......10

3.1. Purpose of Study .................................................................................................103.2. Type of Research .................................................................................................10

3.3. Level of Researcher Interference ........................................................................11

3.4. Study Settings ......................................................................................................11

3.5. Unit of Analysis ...................................................................................................11

3.6. Time Horizon ......................................................................................................11

3.7. Sample ..................................................................................................................11

3.9. Data Collection ...................................................................................................11

3.9.1 Primary Data source ................................................................................. ........11

3.9.2 Secondary Data source ......................................................................................12

CHAPTER 4 DATA PROCESSING .............................................................................. .12

4.1 RESULTSAND DISCUSSION.............................................................................................. 12

4.1.1 BUITEMS Results .............................................................................................13

.................................................................................................................................... 13

4.1.2 University of Balochistan Results ......................................................................16

CHAPTER 5 SUMMARY ............................................................................................... .21

.............................................................................................................................................21

CHAPTER 6 CONCLUSION .................................................................................... ......24

CHAPTER 7 RECOMMENDATIONS ............................................................ ........ ......26

SECTION-II ........................................................................................................... ........ ...27

A) INTRODUCTIONOFTHESTUDENT.........................................................................................27

B) APPENDICES ...................................................................................................................27


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TABLES ................................................................................................................... ......... .30

..........................................................................................................................................38

FIGURES ........................................................................................................................ ...52

BIBLIOGRAPHY.....................................................................................................................74

List of Tables


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TABLE 1-A........................................................................................................................30

TABLE 2-A........................................................................................................................30

TABLE 3-A........................................................................................................................31

TABLE 4-A........................................................................................................................31

TABLE 5-A........................................................................................................................32

TABLE 6-A........................................................................................................................32

TABLE 7-A........................................................................................................................33

TABLE 8-A........................................................................................................................33

TABLE 9-A........................................................................................................................34

TABLE 10-A......................................................................................................................34

TABLE 11-A......................................................................................................................35

TABLE 12-A......................................................................................................................35

TABLE 13-A......................................................................................................................36

TABLE 14-A......................................................................................................................36

TABLE 15-A......................................................................................................................37

TABLE 16-A......................................................................................................................37

TABLE 17-A......................................................................................................................38

TABLE 18-A......................................................................................................................38

TABLE 19-A......................................................................................................................39

TABLE 20-A......................................................................................................................39

TABLE 21-A......................................................................................................................40

TABLE 22-B......................................................................................................................41

TABLE 23-B......................................................................................................................41

TABLE 24-B......................................................................................................................42

TABLE 25-B......................................................................................................................42

TABLE 26-B......................................................................................................................43

TABLE 27-B......................................................................................................................43

TABLE 28-B......................................................................................................................44

TABLE 29-B......................................................................................................................44

TABLE 30-B......................................................................................................................45

TABLE 31-B......................................................................................................................45

TABLE 32-B......................................................................................................................46

TABLE 33-B......................................................................................................................46

TABLE 34-B......................................................................................................................47


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TABLE 35-B......................................................................................................................47

TABLE 36-B......................................................................................................................48

TABLE 37-B......................................................................................................................48

TABLE 38-B......................................................................................................................49

TABLE 39-B......................................................................................................................49

TABLE 40-B......................................................................................................................50

TABLE 41-B......................................................................................................................50

TABLE 42-B......................................................................................................................51

List of Figures

FIGURE 1-A......................................................................................................................52

FIGURE 2-A......................................................................................................................52

FIGURE 3-A......................................................................................................................53

FIGURE 4-A......................................................................................................................53

FIGURE 5-A......................................................................................................................54

FIGURE 6-A......................................................................................................................54

FIGURE 7-A......................................................................................................................55

FIGURE 8-A......................................................................................................................55

FIGURE 9-A......................................................................................................................56

FIGURE 10-A....................................................................................................................56

FIGURE 11-A....................................................................................................................57

FIGURE 12-A....................................................................................................................57

FIGURE 13-A....................................................................................................................58

FIGURE 14-A....................................................................................................................58

FIGURE 15-A....................................................................................................................59

FIGURE 16-A....................................................................................................................59

FIGURE 17-A....................................................................................................................60

FIGURE 18-A....................................................................................................................60

FIGURE 19-A....................................................................................................................61

FIGURE 20-A....................................................................................................................61

FIGURE 21-A....................................................................................................................62

FIGURE 22-B....................................................................................................................63


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FIGURE 23-B....................................................................................................................63

FIGURE 24-B....................................................................................................................64

FIGURE 25-B....................................................................................................................64

FIGURE 26-B....................................................................................................................65

FIGURE 27-B....................................................................................................................65

FIGURE 28-B....................................................................................................................66

FIGURE 29-B....................................................................................................................66

FIGURE 30-B....................................................................................................................67

FIGURE 31-B....................................................................................................................67

FIGURE 32-B....................................................................................................................68

FIGURE 33-B....................................................................................................................68

FIGURE 34-B....................................................................................................................69

FIGURE 35-B....................................................................................................................69

FIGURE 36-B....................................................................................................................70

FIGURE 37-B....................................................................................................................70

FIGURE 38-B....................................................................................................................71

FIGURE 39-B....................................................................................................................71

FIGURE 40-B....................................................................................................................72

FIGURE 41-B....................................................................................................................72

FIGURE 42-B....................................................................................................................73


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Section-I

Chapter 1 Introduction

1.1 Introduction of the Project

This study is about administrative and academic management. It focuses on management

techniques, policies and practices adapted by the two universities i.e. University of

Balochistan (UOB) and Balochistan University of Information Technology, Engineering

& Management Sciences (BUITEMS) and its overall influence on the people working

under these policies.

At present, the practice of educational administration and management has changed in

response to historical conditions and theoretic developments. The main purpose of

administration and management is to help achieving the objectives of an institution.

Unless administration or management of education is improved or it is geared to the new

needs, changes and challenges, the system or organization cannot secure the desired

results or reach the target (Mohanty, 1998).


practices in several critical areas concerning universities. These areas stretch from their

number and location, their mission, their enrolment size, access of students to their

instructional programs and access of the public to other auxiliary services on offer. Other

issues of concern include degree requirements; standards expected in student

performance, the quality of research and public service activities, the freedom available to

individual faculty members in their instructional and research efforts, the appointment ofstaff, internal organizational structure and allocation of available resources to operating

and support programs (Iqbal, M. A 1981).

Universities are a place where knowledge and skills are transferred to young generation

and ultimately produce better, responsible and productive citizens. Smooth operation of

university matters requires competent bodies like syndicate, academic council, selection

board, finance and planning committee, advance study and research board. Bodies


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provide instructional leadership as well as manage day-to-day activities in universities.

They also direct the educational programs and community service organizations. These

bodies set educational standards, goals, rules and regulations and establish the policies

and procedures to carry them out. Bodies also supervise and support faculty members,

librarians, coaches, affairs and management of the property of the university. They

develop academic programs, standard of teaching, monitor students, educational progress,

train and motivate teachers and other staff, manage guidance and other students services,

administer record keeping, planning & development, prepare budget, handle relation with

parents, prospective and current students, and the community, and performs many other

duties. Bodies may handle all these functions effectively if the members are well-trained,

equipped with new knowledge, management skills and decision power (Ahmad, K.,

1990).

Presently, universities are facing the pressure of growing enrollments, curriculum

modernization, shortage of funds, source allocations, appointment of staff, maintaining

educational standard, offering courses as per new demands of changing era, staff

development, research and scientific developments. The ultimate goal of the application

of management techniques is to enable the administrators to make more rational among

conflict, uncertainty and unfavorable circumstances. Therefore, it is intended to profound

a study in the area of management practices, policies and measures the extent to which

members of university bodies adopt management techniques in making administrative

and academic policies and strategies.

1.1.1 UNIVERSITY POLICIES

A modern university is an integrated community made up of three distinct subcommunities, faculty, staff, and students working together to create and transfer

knowledge. Even though faculty, staff and students have significantly different roles and

responsibilities in the larger university community, there are important overarching policy

issues of common concern that should be addressed by University Policies and these

policies should apply to the entire Lehigh University community. This section is devoted

to the establishment of a body of University Policies. It is desirable that policies have

broad community support. Consequently, effective communication with the faculty, staff

and students during the creation of a University Policy is essential.


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1.1.2 FACULTY POLICIES

Faculty play the most essential role in the educational mission of the University, and it

should also play a unique and critical role in the policy arena. The responsibility for

maintaining effective university-wide educational policies, procedures and rules is

delegated to the Faculty. To meet its policy obligations, the Faculty is responsible for

maintaining an active and healthy governance structure and for abiding by the provisions

of its own governance structure.

1.1.3 ADMINISTRATIVE POLICIES

Of growing importance in a modern university is a third body of policy that rests betweenUniversity Policy and routine operating procedures. It can best be called Administrative

Policy. It sets campus standards for the development, approval, dissemination, and

implementation of Administrative Policy. The University must be administered on firm

legal and financial grounds consistent with University and Faculty Policies. Since the

administration of the campus also affects the daily lives of faculty, staff, and students in

significant ways, the creation and application of Administrative Policies should be a

known and open process and should appropriately balance the needs of the institution and

the individual. Important campus administrative responsibilities include, but are not

limited to, responsibility for student life, finance, business services and practices, human

resources, information technology, athletics, fund raising, and sponsored projects.

1.2 Background of the project

In modern era role of education has been changed. In the past education was considered

as a tool for human development. At this age, it is considered as a tool of development in

vast meanings such as economical development, social development and also

development of human resources.

Education sector is not an island. It is necessarily part and parcel of any society. The

overall atmosphere and poor condition of a society is, the lower the standard of education

will be.


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The higher education sub-sector of the entire education system is very important and

plays pivotal role in all occupations. Quality in the universities cannot orchestrate without

charismatic and effective administration. Every university has its own bodies that shape

the university organization and make decisions such as the Senate, the Syndicate, the

Academic Council, the Selection Board, the Board of Advance Study & Research, the

Finance and Planning Committee etc. As the effective functioning of university is

absolute and entire responsibility of these bodies, therefore, high leveled decision-making

ability and techniques for selection of best course of action are expected from them.

In Pakistan, the universities have two parallel systems supporting each other for providingservices to the students. One is the administration system responsible for overall

management of the university, while the other is faculty system responsible for providing

education to the students. Both the systems repot to Vice chancellor and have their own

chain of command & management system individually. Both the systems work with co-

ordination for overall management of the university and keeping the system intact.

The study will aim to evaluate the management techniques used in administration and

faculties of Balochistan University of Information, Engineering & Management Sciences

(BUITEMS) & University of Balochistan (UOB). It is important to find out that the

management practices used in the universities is flawless or not. As both the universities,

have management sciences departments and providing services to the students to enhance

their management skills. The selected universities are ISO 9001 certified.

1.3 Introduction of the UniversitiesTo evaluate the management techniques used in administrative and academic decision-

making in universities. I have selected two universities i.e. Balochistan University of

Information, Engineering & Management Sciences (BUITEMS) & University of

Balochistan (UOB).

1.3.1 Balochistan University of Information Technology, Engineering &

Management Sciences (BUITEMS)


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The foundation of Balochistan University of Information Technology, Engineering &

Management Sciences (BUITEMS) were laid on the sound principles of excellence in

academic standards, equity, equality, sincerity of purpose, and the vision for the future in

2002. The university is fully functional as a premier seat of higher education and

research. All university bodies like the Senate, the Syndicate, Academic Council, Board

of Advanced Studies, Departmental Boards of Study, Finance and Planning Committee

and Selection Board are in place in accordance with Amendment Ordinance 2007. Top

class academicians, administration and educational leaders represent these bodies.

BUITEMS, quest for academic excellence is based on five fundamental pillars; the

students, the faculty, curriculum, the learning environment and the civil society we serve.

It is resolved that in our academic offering, we shall not only follow the standards; we

shall also set new records of excellence. Combination of excellent precision and crafted

curriculum, highly ranked academic research with excellent corporate relations and a

blend of soft skills with hard knowledge, are the ways to guide our graduates to the best

of business and technological world. At BUITEMS students are led to harness the

richness of content and diversity of communication in an environment conducive to

learning.

1.3.2 University of Balochistan (UOB)

The University of Balochistan, Quetta was founded in 1970 and is the oldest educational

institution of higher learning of the province entrusted with the responsibilities to educate

and train the potentially talented human resource and work force to meet the emerging

needs of the industry and society. It plays a vital role in development of Pakistan in

general and Balochistan in particular. The province of Balochistan is passing through a

process of rapid socio-economic development, which needs well qualified and competent

scientists, professionals, academicians and administrators. The University is cognizant of

this need and prepared to provide meaningful higher education to the youth of the

province The University of Balochistan offers graduate, postgraduate, doctoral and

advanced programs of studies in various disciplines i-e Natural Sciences, Social Sciences,

Business & Public Administration, and Computer etc. The students of this University

share some key characteristics: high talent, leadership quality and commitment for

accomplishment of tasks.


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The University is equipped with the state of the art scientific equipped and well-qualified

faculty with in the country and abroad. The courses in different discipline of Science and

Arts are designed to emphasize on research. Students are encouraged to think creatively

and communicate their ideas effectively. The Science & Technology plays a vital role in

the development of a country. Any nation cannot progress with out the help of trained

professionals in Science & Technology. At the University of Balochistan, students are

trained in the area of Natural, Physical, Chemical & Biological Sciences.

The employers can recruit employees as per demand of their operation; the University of

Balochistan produce human resource frequent in Pushto, Balochi, Baruhi and Persianlanguages for better communication with the local population. Human and Social

Sciences departments of this University may help employers for launching their

development strategies.

1.4 Objectives of the Project

The objectives of the study are:

To identify management techniques used in administration and faculties of both

universities of Balochistan.

To identify any flaw if present in the current management system of both the

universities.

Investigate teachers' participation in management process.

To examine the problems faced by university bodies in applying management

techniques.

1.5 Significance

The results of the study will help in rectifying the discrepancies (if found any) in

management techniques of both the selected universities. Further, the results of the study


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will help these universities as well as other universities in improving their management

techniques facing similar problems.

Chapter 2 Higher Education

Higher education refers to a level of education that is provided by universities, vocational

universities, community colleges, liberal arts colleges, institutes of technology and other

collegiate level institutions, such as vocational schools, trade schools and career collegesthat award academic degrees or professional certifications.


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At the world level, the United Nations' International Covenant on Economic, Social and

Cultural Rights of 1966, guarantees this right under its Article 13, which states that

"higher education shall be made equally accessible to all, on the basis of capacity, by

every appropriate means, and in particular by the progressive introduction of free

education".

2.1 The Higher Education Commission (HEC)

The Higher Education Commission (HEC), formerly the University Grant Commission

(UGC), is the primary regulator of higher education in Pakistan. It also facilitates the

development of higher educational system in Pakistan. Its main purpose is to upgrade the

Universities of Pakistan to be world-class centers of education, research and

development.

2.2 Establishment of Higher Education Commission (HEC)

Government of Pakistan vide Ordinance No. LIII of 2002, dated September 11th 2002,

established the Higher Education Commission of Pakistan. Higher Education

Commission (HEC) embarked upon a mission of putting the higher education sector of

Pakistan on its right path leading to a Knowledge Based Economy. HEC was designed

to be the body that would formulate higher education policy, plan for the improvement of

higher education and research, and allocate funds for operation and development of

Universities, set standards for the enhancement of quality of education and research, and

work with the Government to ensure harmony with the overall objective of building a

prosperous Pakistan.

For the evaluation, improvement, and promotion of higher education, research and

development, according to the Ordinance Commission has the following powers and

functions:

a. formulate policies, guiding principles and priorities for higher education

Institutions for promotion of socioeconomic development of the country;

b. cause evaluation of the performance of Institutions;

c. prepare, through consultation with the Institutions, plans for the development of

higher education and express its opinion on all matters relating thereto;

d. prescribe conditions under which Institutions, including those that are not part of


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the State educational system, may be opened and operated;

e. set up national or regional evaluation councils or authorize any existing council or

similar body to carry out accreditation of Institutions including their departments,

faculties and disciplines, by giving them appropriate ratings. The Commission

shall help build capacity of existing councils or bodies in order to enhance the

reliability of the valuation carried out by them;

f. advise the Federal Government and the Provincial Governments on proposals for

granting a charter to award degrees in both public and private sector;

g. submit to the Federal Government the recurring and development budgets for

public sector Institutions and allocate funds to public sector Institutions out of

bulk financial provision received from the government and other resources on

performance and need basis;

h. review and examine the financial requirements of public sector Institutions;

approve and provide funds to these Institutions on the basis of annual recurring

needs as well as for development projects and research based on specific proposal

performance and while approving funds for a public sector Institution the

Commission shall ensure that a significant proportion of the resources of the

Institution are allocated to research support and libraries;

i. approve projects within the same ceilings as are specified for Department

Development Working Party;

j. advise Institutions in raising funds from sources other than the Government;

k. support the development of linkages between Institutions and industry as well as

national and international organizations that fund research and development with a

view to enhancing research;

l. facilitate the introduction of educational programs that meet the needs of the

employment market and promote the study of basic and applied sciences in everyfield of national and international importance in Institutions;

m. advise Institutions in ensuring a proper balance between teaching and research;

n. cause to be set up testing bodies or designate any existing body for the purpose;

o. determine the equivalent and recognition of degrees, diplomas and certificates

awarded by Institutions within the country and abroad;

p. develop guidelines and facilitate the implementation of a system of evaluation of

performance of faculty members and Institutions;

q. provide guidelines as regards minimum criteria and qualifications for


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appointment, promotion; salary structure in consultation with the Finance Division

and other terms and conditions of service of faculty for adoption by individual

Institutions and review its implementation;

r. take measures, including the allocation of funds, for the establishment of

fellowships, scholarships, visiting professorships programs or any other program,

in addition to assistance of a similar program of Institutions; and facilitate greater

mobility of faculty through national and international contacts;

s. set up committees comprising national and international experts in various

disciplines to advise the Commission on its affairs;

t. promote formal links between Institutions in the country to make the most

effective use of experience and specialized equipment and promote national and

international linkages with respect to knowledge sharing, collaborative research,

personnel exchange and cost sharing;

u. encourage, support and facilitate training programs, workshops and symposia;

v. guide Institutions in designing curricula that provides a proper content of basic

sciences, social sciences, humanities, engineering and technology in the curricula

of each level and guide and establish minimum standards for good governance and

management of Institutions and advise the Chancellor of any institutions on its

statutes and regulations;

w. establish an endowment fund for higher education with contributions from

governmental as well as nongovernmental resources;

x. collect information and statistics on higher education and Institutions as it may

deem fit and may cause it published; and

y. perform such other functions consistent with provision of this Ordinance as may

be prescribed or as may be incidental or consequential to the discharging of the

aforesaid functions.

Chapter 3 Research Design and Methodology

3.1. Purpose of Study

Purpose of study is to compare the management practices prevailing in BUITEMS and

UOB Quetta.

3.2. Type of Research


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Descriptive study as the management of both the Universities were described and

compared in the study.

3.3. Level of Researcher Interference

The research requires minimal researchers interference as the primary data were

collected through questionnaires.

3.4. Study Settings

Due to the nature of this study and the level of interference no manipulations can be done

in the study setting so the data were collected in the natural environment which makes

this reading a non contrived in its nature.

3.5. Unit of Analysis

The primary data were gathered through the Questionnaire as an effective tool used in the

research, from the individuals including Faculty staff, administrative staff and students.

Thus, the unit of analysis was individuals.

3.6. Time Horizon

Time horizon for our research is cross sectional because data were collected with in a

week from Faculty staff, administrative staff and students.

3.7. Sample

For this research a sample of 200 individuals form BUITEMS and UOB 100 each were

taken from the total population.

3.9. Data Collection

The general approach for the collection of data for this research work is based on primary

data collection. The researcher used the questionnaire to collect the data from the

individuals. For the questionnaire having close ended questions were used so that the

results can be interpreted easily.

3.9.1 Primary Data source


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Primary source for data collection were individuals form BUITEMS & UOB including

Faculty staff, administrative staff and students

3.9.2 Secondary Data source

Secondary data were collected through Websites, journals, articles, books and news

papers.

Chapter 4 Data Processing

4.1 Results and Discussion

For the purpose of data processing frequency distribution is used.


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4.1.1 BUITEMS Results

The results of table A-1 shows that in total sample size 57% respondents were students,

24% were faculty and 19% were admin staff.

The results of table A-2 shows that 55% of respondents were agreed that the top

management effectively communicates with them regarding university policies and

strategies which were comparatively greater than a total of 39% disagreement.

The result of table A-3 shows that 36% respondents strongly agreed and 23% respondents

were agreed that management of the university treated them equally. Therefore a total

agreement was 59% which is greater than a total of 31% disagreement.

The table A-4 shows that 54% respondents were strongly agreed and 19% respondents

agreed that learning facilities provided by the university is sufficient to them where as a

total of 15% respondents were disagreed. Therefore greater population was satisfied with

the learning facilities provided to them.

The table A-5 shows that 21 % respondents were strongly satisfied and 38% respondents

satisfied whereas 14% respondents were strongly dissatisfied and 16% respondents

dissatisfied that discipline maintained by the university is satisfied. Therefore a total of

greater population i.e. 59% respondents were satisfied as compare to a total of 30%

respondents dissatisfied.

The table A-6 shows that 34% respondents were strongly satisfied and 20% respondentssatisfied whereas 22% respondents were strongly dissatisfied and 16% respondents

dissatisfied. Therefore a total of greater respondents i.e. 54% agreed as compare to total

of 38% disagreement that top management fairly appointed the staff.

The results of table A-7 shows 58% respondents were strongly satisfied and 24%

respondents satisfied as compare to 6% strongly dissatisfied and 3% dissatisfied with the


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curriculum. Therefore a total of 82% respondents were satisfied in contrast with a total of

9% dissatisfaction.

The results of table A-8 shows that 64% respondents agreed that their work related tomanagement is completed within 2-3 days and 13% respond 4-6 days and remaining 23%

respond that their management takes 7-10 days to complete their work.

The results of table A-9 shows that 31% respondents were strongly satisfied and 37%

respondents satisfied as compare to 7% strongly dissatisfied and 22% dissatisfied with

rewards given to them by the university. Therefore a total of 68% respondents were

satisfied in contrast with a total of 29% dissatisfaction.

The results of table A-10 shows that 46% respondents were strongly agreed and 10%

respondents agreed while 32% respondents were strongly disagreed and 8% respondents

agreed that their complaints are fairly treated. Therefore a total of 56% population of

respondents agreed which is greater than a total of 40% population disagreement.


respondents satisfied in contrast with 12% respondents strongly dissatisfied and 14%

dissatisfied. Therefore a total of 64% respondents have satisfaction as compare to a total

of 26% respondents dissatisfaction over the procedure adopted to address the complaints

by the university.

The results of table A-12 shows that 46% respondents were strongly disagreed and 17%respondents were disagreed as compare to 15% respondents strongly agreed and 11%

agreed that management may pressurize due to political influences. Therefore greater

population of respondents i.e. 63% disagreed as compare to 26% agreed.

The table A-13 shows that 32% respondents strongly disagreed and 15% respondents

were disagreed as compare to 22% strongly agreed and 11% agreed that there is any


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discrimination in top management on ethnic grounds. Therefore a total of 47%

respondents disagreed which was greater than 33% agreed.

The results of table A-14 shows that 33% respondents were strongly disagreed and 28%respondents disagreed as compare to 6% respondents strongly agreed and 23% agreed

that management policies should be revised. Therefore a total of 61% disagreement was

greater than 29% agreement.

The results of table A-15 shows that 38% respondents strongly agreed and 17% agreed as

compare to 21% respondents strongly disagreement and 18% agreement that university is

able to allocate appropriate resources in support of management policy and practices.

Therefore a total of 55% respondents were agreed which was greater than a total of 39%

respondents disagreement.


respondents agreed as compare to 3% respondents disagreed and 7% respondents agreed

that an effective management can improve their university performance. Therefore a total

of 71% population of respondents agreed which was greater than a total of 10%



satisfied as compare to 4% respondents strongly dissatisfied and 7% dissatisfied with the

institutional and management polices adopted at BUITEMS. Therefore a total of 72%

respondents satisfied which was greater than a total of 11% dissatisfied.

The table A-18 shows that 44 % respondents were strongly agreed and 28% respondents

agreed as compare to 6% respondents strongly disagreed and 19% respondents agreed

that teachers should be involved in decision making process. Therefore a total of 72%

respondents agreed which was greater than 25% disagreement.


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The results of table A-19 shows that 64% respondents were strongly disagree and 6%

respondents disagreed as compare to 18% respondents strongly agreed and 4%

respondents agreed that students should be involved in policy making process. Therefore

a total of 70% respondents strongly disagreed which was greater than 22% agreement.

The results of table of A-20 shows that 32% respondents were strongly disagreed and

15% respondents disagreed while 29% respondents were strongly agreed and 11% were

agreed that strategies implemented by the management always results in a failure.

Therefore a total of disagreement i.e. 47% respondents was higher than 40% respondents

agreement.


agreed as compare to 7% respondents strongly agreement and 21% respondents

agreement that strategies to improve management should be made in such a way that all

stakeholders would become satisfied. Therefore a total of 68% respondents agreed which

was greater than 28% disagreement.

4.1.2 University of Balochistan Results

The results of table B-1 shows 24% respondents were faculty staff, 57 % were students

and 19% were administrative staff.

The results of table B-2 shows that 29% respondents strongly disagreed and 19% were

agreed as compare to 17% respondents strongly agreed and 26% respondents agreed that

top management is effectively communicate with them. Therefore a total of 48%

respondents were disagreed which was greater than a total of 43% respondents

agreement.

The results of table B-3 shows that 32% respondents strongly disagreed and 18% were

agreed as compare to 19% respondents strongly agreed and 16% respondents agreed that

management treat them equally. Therefore a total of 50% respondents disagreed which

was greater than a total of 35% agreement.


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The results of table B-4 shows that 32% respondents strongly agreed and 13% agreed

while 22% respondents strongly disagreed and 22% disagreed that university has

provided them sufficient learning facilities. Therefore a total of 45% respondents agreed

which was greater as compare to 44% respondents disagreement.

The results of table B-5 shows that 32% respondent strongly dissatisfied and 31%

respondents dissatisfied while 22% respondents strongly satisfied and 9% respondents

satisfied with the level of discipline maintained by the management. Therefore a total of

63% respondents were dissatisfied as compare to a total of 31% satisfied respondents.

The results of table B-6 shows that 30% respondents strongly satisfied and 19%

respondents satisfied while 23% respondents strongly dissatisfied and 21% dissatisfied

that top management appointed the staff on merit. Therefore a total of 49% satisfaction

was greater than 44% respondents dissatisfaction.


respondents satisfied as compare to 14% respondents strongly dissatisfied and 7%

respondents dissatisfied with the curriculum. Therefore a total of 61% respondents

satisfied which was greater than 21% dissatisfied respondents.

The results of table B-8 shows that 51% responded that their work related to management

is completed within 4-6 days while 34% responded that management took 2-3 days and

3% responded for 21 and above days.


respondents satisfied while 4% respondents strongly dissatisfied and 30% dissatisfied

with the rewards given them to the university. Therefore a total of 50% respondents were

satisfied which was higher as compare to 34% dissatisfaction.


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The results of table B-10 shows that 50% of the respondents strongly disagreed and 9%

respondents agreed as compare to 24% respondents strongly agreed and 9% agreed that

their complaints are fairly treated. Therefore a total of 59% respondents agreement was

higher as compare with a total of 33% disagreement.

The results of table B-11 shows that 40% of respondents strongly dissatisfied and 19%

respondents dissatisfied while 17% respondents strongly satisfied and 18% respondents

satisfied with the procedure regarding to handle the complaints. Therefore a total of 59%

respondents were dissatisfied as compare to 35% satisfied respondents.

The results of table B-12 shows that 40% respondents were strongly agreed and 16%

agreed while 19% respondents strongly disagreed and 11% agreed that management is

effected from political influence. Therefore a total of 56% of respondents agreement was

higher than 30% respondents disagreement.


agreed as compare to 3% respondents strongly disagreed and 7% disagreed and 37%

didnt respond regarding the question that top management treats them on ethnic grounds.

Therefore a total of 53% respondents agreement was higher than a total of 10%


The results of table B-14 shows that 31% were strongly agreed and 26% agreed while

15% respondents strongly disagreed and 16% were disagreed that policies of the

management should be revised. Therefore a total of 57% respondents agreement was

higher as compare to 31% disagreement.

The results of table B-15 shows that 47% respondents strongly agreed and 17%

respondents agreed while 5% respondents strongly disagreed and 15% disagreed that

university is able to allocate appropriate resources in support of management policy and

practice. Therefore a total of 64% respondents agreement was greater than 20%



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respondents agreed while 14% respondents strongly disagreed and 7% respondents

disagreed that an effective management can improve their university performance.

Therefore a total of 68% respondents agreement was higher as compare to 21%



respondents satisfied while 17% respondents strongly dissatisfied and 32% respondents

dissatisfied with the overall performance of management. Therefore a total of 49%

disagreement was higher than 37% agreement.


respondents agreed as compare to 4% respondents strongly disagreed and 30% disagreed.

Therefore a total of 50% respondents agreement was higher than 34% respondents

disagreement that teachers should be involved in decision making process.

The results of table B-19 shows that 50% respondents strongly disagreed and 9%

respondents disagreed and 24% strongly agreed and 9% agreed by involving students in

policy making process. Therefore a total of disagreement i.e. 59% was greater than 33%

respondents agreement.

The results of table B-20 shows that 28% of respondents were strongly agreed and 17%

respondents agreed as compare to 16% respondents strongly disagreed and 18% were

disagreed that strategies implemented by the management always results in failure.

Therefore a total of agreement i.e. 45% was greater than 34% disagreement.


respondents agreed while 4% respondents strongly disagreed and 15% respondents

disagreed that strategies to improve management should be made in such a way that all

stakeholders would become satisfied. Therefore a total of agreement i.e. 70% was greater

than 19% respondents disagreement.


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Chapter 5 Summary

The purpose of the research is to compare the administrative and academic management

of BUITEMS & UOB. It focuses on managerial techniques, policies and practices in

management of higher education in Pakistan.


practices in several critical areas concerning universities. These areas stretch from their

number and location, their mission, their enrolment size, access of students to their

instructional programs and access of the public to other auxiliary services on offer. Other

issues of concern include degree requirements; standards expected in student

performance, the quality of research and public service activities, the freedom available to

individual faculty members in their instructional and research efforts, the appointment of

staff, internal organizational structure and allocation of available resources to operating

and support programs.

Presently, universities are facing the pressure of growing enrollments, curriculummodernization, shortage of funds, source allocations, appointment of staff, maintaining

educational standard, offering courses as per new demands of changing era, staff

development, research and scientific developments. The ultimate goal of the application

of management techniques is to enable the administrators to make more rational among

conflict, uncertainty and unfavorable circumstances. Therefore, it is intended to profound

a study in the area of management practices, policies and measures the extent to which

members of university bodies adopt management techniques in making administrative

and academic policies and strategies.

Education sector is not an island. It is necessarily part and parcel of any society. The

overall atmosphere and poor condition of a society is, the lower the standard of education

will be. The higher education sub-sector of the entire education system is very important

and plays pivotal role in all occupations. Quality in the universities cannot orchestrate

without charismatic and effective administration. As the effective functioning of


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university is absolute therefore, high leveled decision-making ability and techniques for

selection of best course of action are expected from management.

The Higher Education Commission (HEC), formerly the University Grant Commission(UGC), is the primary regulator of higher education in Pakistan. It also facilitates the

development of higher educational system in Pakistan. Its main purpose is to upgrade the

Universities of Pakistan to be world-class centers of education, research and

development. In Pakistan, the universities have two parallel systems supporting each

other for providing services to the students. One is the administration system responsible

for overall management of the university, while the other is faculty system responsible for

providing education to the students. Both the systems repot to Vice chancellor and have

their own chain of command & management system individually. Both the systems work

with co-ordination for overall management of the university and keeping the system

intact.

This study aimed to evaluate the management techniques used in administration and

faculties of Balochistan University of Information, Engineering & Management Sciences

(BUITEMS) & University of Balochistan (UOB). It is important to find out that themanagement practices used in the universities is flawless or not. The results of the study

will help in rectifying the discrepancies in management techniques of both the selected

universities. Further, the results of the study will help other universities in improving their

management techniques facing similar problems.

This study is descriptive and the individuals were contacted for data. These individuals

were the primary source for data collection. A questionnaire was distributed among

Administration staff, Faculty staff and the students of both the universities selected for

research. This data was then checked for errors and omissions, corrections were made

where necessary and where major deficiencies were found the data was discarded. .The

secondary data was collected from websites, journals and newspapers. The data were

analyzed through SPSS and frequency tables and Pie charts were drawn. First the results

of both the universities were individually described. Then the results of the both

universities were compared to get conclusion. It was found that in many sectors theBUITEMS is better than the UOB. The administration/management of BUITMS is better


22
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then UOB. The main reason behind the deficiencies of the UOB is interference of

political activists. Political activities do not exist in BUITMS while it is not in control of

UOB. Also the appointments and admissions are influenced and on quota basis in UOB

while it is done on merit in BUITEMS.

University of Balochistan should take special steps to resolve the issues of ethnic bias and

political bias present and also focus on the issues regarding the discipline. Management of

both the universities should review the policy making in accordance with the will of the

people who are directly affected by universities policies. Both universities can do a

combine effort to revise curriculum, make joint strategies to remove any discrepancies

present in the management and share the experiences & problems faced as they can learn

from each other.


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Chapter 6 Conclusion

After comparison of the results of information gathered from data form both the

universities it was concluded that it is indispensable for an effective management

to take onboard all stakeholders therefore top management must look into it.

The responses of research shows that there a higher proportion of effective

communication present in BUITEMS between the employees and management in

comparison with the UOB.

Respondents agreed that they are equally treated in BUITEMS where as

respondents from UOB had a very low agreement with this notion.

Analysis also depicts that facilities for students in both the universities are

sufficient where as discipline is maintained at a higher level in BUITEMS as

compared with UOB.

Respondents from both the universities agree that appointments made are fair and

curriculum is up to date. Average work time of any individual work in BUITEMS

was 2-3 days and sixty four percent of the responses supported this aspect,

whereas in UOB this working time is 4-6 days.

Respondents were found to be much satisfied with the reward policy in both the

universities; complaint handling and its procedure were found enhanced inBUITEMS as compared with UOB.

Political influences and Ethnic support of management on in UOB were found to

be very strong as compared with BUITEMS.


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Respondents of both the institutions were found to be satisfied with the resource

allocation and were of the same view that effective management policies can

rectify different loops present in the system.

Respondents from BUITEMS were more satisfied by the management as

compared with that of UOB, they also believed students and teachers of both the

universities should have a say in the universities policy making and decision

making process.


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Chapter 7 Recommendations

Both the universities are well established and well governed. Management of both

the universities should review the policy making keeping in view the suggestion

of the people who are directly affected by universities policies.

University of Balochistan (UOB) should take special steps to resolve the issues of

ethnic bias and political bias present, otherwise feeling of dissatisfaction among

the non favored employees may create management deadlocks.

The average time for any procedure to take completion in both is relatively greater

than any private sector, so universities should also focus to decrease this time

span.

Management of UOB should also focus on the issues regarding the discipline.

Management of both the universities can do a combine effort to revise curriculum,

make joint strategies to remove any discrepancies present in the management and

share the experiences & problems faced as they can learn from each other.


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Section-II

a) Introduction of the student

? Name: Muhammad Safdar Niazi

? Last Degree Obtained: MA (Economics)

? Organizations Name: Arid Zone Research Centre (PARC)

? Designation: PA to DG

? Experience (Years): 18-Years

b) Appendices

Questionnaire

Dear Respondent,

I would like your help through this Questionnaire in completion of

my research. I want to identify the management strategies, policies and practices being

used in your university and its overall performance.

1. Name of Institution: ___________________________________________

2. Occupation: ___________________________________________

3. No. of Years in University: _______________________________________

1 Do you agree that top

management effectively

communicates with

you?

Strongly

Agree

Agree Neutral Disagree Strongly

Disagree

2 Do you agree that the

employees are equally

treated?

Strongly

Agree


Disagree

3 Do you agree that

facilities provided to

you are sufficient for

student learning?

Strongly

Agree


Disagree


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4 Are you satisfied with

the level of discipline

maintained by the

management?

Strongly

Agree


Disagree

5 What is the degree of

fairness of topmanagement in

appointing qualified

staff?

Very High High Moderate Low Very

Low


the curriculum?

Strongly

satisfied

satisfied Neutral Dis-

satisfied

Strongly

satisfied

7 What is the average time

span of any work to be

completed?

2-3 days 4-6 days 7-10 days 11-20

days

21 and

above


the rewards given to youby the university?

Strongly

Agree


Disagree

9 Do you agree that your

complaints are fairly

treated?

Strongly

Agree


Disagree

1

0

Are you satisfied with

the procedure of

complaint/queries

handling.

Strongly

satisfied


satisfied

Strongly

satisfied

1

1

Do you agree that

management maypressurize due to the

political influences?

Strongly

Agree


Disagree

1

2

Do you agree that there

is any discrimination in

Top Management on

ethnic grounds?

Strongly

Agree


Disagree

1

3

Do you agree that

Management policies

should be revised?

Strongly

Agree


Disagree

1

4

Do you agree that your

organization is able to

allocate appropriate

resources in support of

management policy and

practice?

Strongly

Agree


Disagree

1

5

Do you agree that

Effective management

can improve your

organizations

performance?

Strongly

Agree


Disagree


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1

6

Overall, I am satisfied

with this Intuitional

Policies and its

Management.

Strongly

satisfied


satisfied

Strongly

satisfied

1

7

Teachers should be

involved in decisionmaking or not

Strongly

Agree


Disagree

1

8

Should the students be

involved in policy

making process?

Strongly

Agree


Disagree

1

9

Strategies implemented

by the Management

always results in a

failure.

Strongly

satisfied


satisfied

Strongly

satisfied

2

0

Strategies to improve

management should bemade in such a way that

all stakeholders would

become satisfied.

Strongly

Agree


Disagree


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Tables

Analysis of BUITEMS

occupation

Frequency Percent Valid Percent

Cumulative

Percent

Valid Lecturer 24 24.0 24.0 24.0

Student 57 57.0 57.0 81.0

Admin. 19 19.0 19.0 100.0

Total 100 100.0 100.0

Table 1-A

Do you agree that top management effectively communicates with

you?

Frequency PercentValid

PercentCumulative

Percent

Valid Strongly agree 29 29.0 29.0 29.0

Agree 26 26.0 26.0 55.0

Neither 6 6.0 6.0 61.0

Disagree 19 19.0 19.0 80.0

Strongly

disagree

20 20.0 20.0 100.0

Total 100 100.0 100.0

Table 2-A


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Do you agree that the employees are equally treated?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 23 23.0 23.0 59.0

Neither 10 10.0 10.0 69.0

Disagree 14 14.0 14.0 83.0

Strongly

disagree17 17.0 17.0 100.0

Total 100 100.0 100.0

Table 3-A

Do you agree that facilities provided to you are sufficient for student

learning?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 19 19.0 19.0 73.0

Neither 12 12.0 12.0 85.0

Disagree 10 10.0 10.0 95.0

Strongly

disagree5 5.0 5.0 100.0

Total 100 100.0 100.0

Table 4-A


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Are you satisfied with the level of discipline maintained by the

management?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid Strongly satisfied 21 21.0 21.0 21.0

Satisfied 38 38.0 38.0 59.0

Neither 11 11.0 11.0 70.0

Dissatisfied 16 16.0 16.0 86.0

Strongly

dissatisfied14 14.0 14.0 100.0

Total 100 100.0 100.0

Table 5-A

What is the degree of fairness of top management in appointing

qualified staff?

Frequency Percent

Valid

Percent

Cumulative

Percent


Satisfied 20 20.0 20.0 54.0

Neither 8 8.0 8.0 62.0


Strongly


Total 100 100.0 100.0

Table 6-A


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Are you satisfied with the curriculum?

Frequency Percent

Valid

Percent

Cumulative

Percent


Satisfied 24 24.0 24.0 82.0

Neither 9 9.0 9.0 91.0


Strongly


Total 100 100.0 100.0

Table 7-A

What is the average time span of any work to be completed?


Cumulative

Percent

Valid 2-3

days64 64.0 64.0 64.0

4-6

days13 13.0 13.0 77.0

7-10

days23 23.0 23.0 100.0

Total 100 100.0 100.0

Table 8-A


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Are you satisfied with the rewards given to you by the university?

Frequency Percent

Valid

Percent

Cumulative

Percent


Satisfied 37 37.0 37.0 68.0

Neither 3 3.0 3.0 71.0


Strongly


Total 100 100.0 100.0

Table 9-A

Do you agree that your complaints are fairly treated?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 10 10.0 10.0 56.0

Neither 4 4.0 4.0 60.0

Disagree 8 8.0 8.0 68.0

Strongly

disagree32 32.0 32.0 100.0

Total 100 100.0 100.0

Table 10-A


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Are you satisfied with the procedure of complaint/queries handling.

Frequency Percent

Valid

Percent

Cumulative

Percent


Satisfied 24 24.0 24.0 64.0

Neither 10 10.0 10.0 74.0


Strongly


Total 100 100.0 100.0

Table 11-A

Do you agree that management may pressurize due to the political

influences?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 11 11.0 11.0 26.0

Neither 11 11.0 11.0 37.0

Disagree 17 17.0 17.0 54.0

Strongly

disagree46 46.0 46.0 100.0

Total 100 100.0 100.0

Table 12-A


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Do you agree that there is any discrimination in Top Management on

ethnic grounds?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 11 11.0 11.0 33.0

Neither 20 20.0 20.0 53.0

Disagree 15 15.0 15.0 68.0

Strongly

disagree32 32.0 32.0 100.0

Total 100 100.0 100.0

Table 13-A

Do you agree that Management policies should be revised?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 23 23.0 23.0 29.0

Neither 10 10.0 10.0 39.0

Disagree 28 28.0 28.0 67.0

Strongly

disagree33 33.0 33.0 100.0

Total 100 100.0 100.0

Table 14-A


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Do you agree that your organization is able to allocate appropriate

resources in support of management policy and practice?


Cumulative

Percent


Agree 17 17.0 17.0 55.0

Neither 6 6.0 6.0 61.0

Disagree 18 18.0 18.0 79.0

Strongly disagree 21 21.0 21.0 100.0

Total 100 100.0 100.0

Table 15-A

Do you agree that Effective management can improve your

organization's performance?


Cumulative

Percent


Agree 13 13.0 13.0 71.0

Neither 19 19.0 19.0 90.0

Disagree 7 7.0 7.0 97.0

strongly disagree 3 3.0 3.0 100.0

Total 100 100.0 100.0

Table 16-A


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Overall, I am satisfied with this Institutional Policies and its

Management.

Frequency Percent

Valid

Percent

Cumulative

Percent


Satisfied 13 13.0 13.0 72.0

Neither 17 17.0 17.0 89.0


Strongly


Total 100 100.0 100.0

Table 17-A

Teachers should be involved in decision making process?


Cumulative

Percent


Agree 28 28.0 28.0 72.0

Neither 3 3.0 3.0 75.0

Disagree 19 19.0 19.0 94.0


Total 100 100.0 100.0

Table 18-A


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Should the students be involved in policy making process?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 4 4.0 4.0 22.0

Neither 5 5.0 5.0 27.0

Disagree 9 9.0 9.0 36.0

Strongly

disagree64 64.0 64.0 100.0

Total 100 100.0 100.0

Table 19-A

Strategies implemented by the Management always results in a

failure.

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 11 11.0 11.0 40.0

Neither 13 13.0 13.0 53.0

Disagree 15 15.0 15.0 68.0

Strongly

disagree32 32.0 32.0 100.0

Total 100 100.0 100.0

Table 20-A


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Strategies to improve management should be made in such a way that

all stakeholders would become satisfied.


Cumulative

Percent


Agree 24 24.0 24.0 68.0

Neither 4 4.0 4.0 72.0

Disagree 21 21.0 21.0 93.0


Total 100 100.0 100.0

Table 21-A


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Analysis of University of Balochistan

occupation


Cumulative

Percent

Valid Lecturer 24 24.0 24.0 24.0

Student 57 57.0 57.0 81.0

Admin. 19 19.0 19.0 100.0

Total 100 100.0 100.0

Table 22-B

Do you agree that top management effectively communicates with

you?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 26 26.0 26.0 43.0

Neither 9 9.0 9.0 52.0

Disagree 19 19.0 19.0 71.0

Strongly

disagree29 29.0 29.0 100.0

Total 100 100.0 100.0

Table 23-B


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Do you agree that the employees are equally treated?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 16 16.0 16.0 35.0

Neither 15 15.0 15.0 50.0

Disagree 18 18.0 18.0 68.0

Strongly

disagree32 32.0 32.0 100.0

Total 100 100.0 100.0

Table 24-B

Do you agree that facilities provided to you are sufficient for student

learning?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 13 13.0 13.0 45.0

Neither 11 11.0 11.0 56.0

Disagree 22 22.0 22.0 78.0

Strongly

disagree22 22.0 22.0 100.0

Total 100 100.0 100.0

Table 25-B


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MGT-

Documents

Final Project (MBA Management)