Random - Quality of Edu

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An Analysis of Quality of Education and Value for

Money in Private Business Schools of Bangladesh:

Students Perspective


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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


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Letter of Transmittal

30 June, 2012

Dr. Muhammad Ziaulhaq Mamun

ProfessorInstitute 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) 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


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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 BusinessSchools 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 relevanceof 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 ............................................................................................................ 14Report Findings and Analysis ....................................................................................................... 14

Reliability Test .......................................................................................................................... 14

Analysis from mean and one sampled T-test ............................................................................ 14

Confirmatory factor analysis..................................................................................................... 20

Regression Analysis .................................................................................................................. 22


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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 throughany 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 educationgenerally 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 ObjectiveTo 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 education4. 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


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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 research3. 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 ofbelongingness 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


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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 Dhakacity. 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


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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 theneed 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 allfunctions 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


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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 thebeneficiaries (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 privateuniversities. 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 highstandard. 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 entirehouse 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, studentstructure, 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 privateuniversities. 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


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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 thestudents 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

CategoryFees Range (BDT per

credit)Universities chosen

High More than 4000

North South University

BRAC University

Independent University, Bangladesh

American International University of Bangladesh

Medium 2500 to 4000

Daffodil International University

East West University

Northern University

Ahsanullah University of Science and Technology

Stamford University Bangladesh

Low Less than 2500

United International University

IBAIS University

State University of Bangladesh

World University of Bangladesh


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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 ) /{do

2+ (z

2pq/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/do

2

=> n= 1.652*0.5*0.5/ .05

2= 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:


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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 background2. 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


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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 materials33.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 TestCronbach'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



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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


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: withmean difference of 1.229, students are content with the make-up class provisions in their


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 thefacilities.

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.


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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 Mean N Std. Deviation

1 1.14 95 .974

2 1.25 83 .809

3 1.29 34 .836

Total 1.21 212 .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 Mean N Std. Deviation

1 .36 95 1.051

2 .78 83 .884

3 .54 35 .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 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

Make-up

classes

are taken

promptly

when

required

by the

faculty in

your

university

The

registration

are

completed

timely in

your

university

Female

Mean 1.21 1.00 1.21 1.19 1.32 1.22 1.25 1.0

N 81 81 81 80 81 80 81 8

Std.

Deviation.876 .987 .984 .969 .946 .941 .994 .93

Male

Mean 1.27 1.19 1.44 1.37 1.38 1.25 1.22 1.1

N 133 133 133 133 131 133 133 13

Std.

Deviation.880 .897 .856 .812 .940 .965 .873 .97

Total

Mean 1.25 1.12 1.36 1.30 1.36 1.24 1.23 1.1

N 214 214 214 213 212 213 214 21

Std.

Deviation.877 .935 .912 .876 .941 .954 .919 .96


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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.


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Overall quality of business education is good in your university

Education Background Mean N Std. Deviation

2.00 5 .000

Bengali Medium 1.21 140 .896

English Medium 1.13 67 .886

Total 1.21 212 .889

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 air-

conditioning

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 1.40 1.60 1.80 1.40 1.60 1.20 1.00

N 5 5 5 5 5 5 5

Std.

Deviation.894 .548 .447 .548 .548 .447 .707

Bengali

Medium

Mean 1.01 .38 1.26 .91 .80 .52 .99

N 142 142 142 142 142 141 140

Std.

Deviation.978 1.276 .950 .945 1.087 1.119 1.042

English

Medium

Mean 1.21 .45 1.52 .87 .88 .42 .67

N 67 67 67 67 67 67 66

Std.

Deviation.897 1.063 .823 .833 1.080 1.002 1.072

Total

Mean 1.08 .43 1.36 .91 .85 .50 .89

N 214 214 214 214 214 213 211

Std.

Deviation.953 1.211 .912 .904 1.079 1.076 1.052


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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 pre-

established 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 Varimaxrotated 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 VariablesFacilities Available 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 universityFacultys communication skills

Helpful behavior of faculties after graduation

Cost of study materials

Quality of Education according to National Job Market 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 marketFacultys availability to help students

Usage of modern teaching aids

Campus Facilities 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


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Presence of good and peaceful learning atmosphere

Faculty Credentials 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 Scholarship Facility Foreign scholarships by the university

Existence of campus recruitment

Computer Lab Facilities Availability of computer lab facilities

Scholarships for meritorious students

Cost of Education & Financial Aids 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 FacultyCredentials 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 ofFacilities 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 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 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.


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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) Facilities available

b) Quality of education according to national job market

c) Campus facilities

d) Faculty credentials

e) Foreign scholarship facilities

f) Computer lab facilities

g) Cost of education and financial aids

And for each of these factors, the following variables were chosen respectively for the regression

analysis:

a) Research center facilities for the students

b) High paid graduates in job markets

c) Presence of air-conditioned rooms

d) Faculties are fairly experienced

e) Foreign scholarships by the university


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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 notcompletely 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 tofocus and give much more importance to them.Regression using the seven important factors as independent variable and overall quality as

dependent variable:

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

Std. Error of the

Estimate

1 .854a

.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 issimilar 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 :-

Model Summary

Model R R Square Adjusted R

Square

Std. Error of the

Estimate

1 .694a

.482 .464 .652


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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 academicbackground 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.


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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 bigproblem 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


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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

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Paris: International Institute for Education Planning.

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American International University Bangladesh.

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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.


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Lamanga, C. Z. (2002). Strategic view of the development of Higher Education: Bangladesh

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Marchese, T. (1991). TQM reaches the academy. (44), 3-9.

Rowley, J. (1996). Motivation and academic staff in higher education. Quality Assurance in

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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.

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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).

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ACCESSIBILITY. Rajshahi University, Department of Social Work, Rajshahi.

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Appendix A:

Questionnaire

Survey Questionnaire on Quality of Education and Value for Money in

Private Business Schools ofBangladesh: 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

Neutral

Agree

Strongly

Agree

1 The educational backgrounds of the faculty are good in your

university.

1 2 3 4 5

2 The faculties in your university are fairly experienced (measured

in number of years they have been teaching).

1 2 3 4 5

3 The university constantly monitors updating of course content so

that they meet global demands.

1 2 3 4 5

4 Faculty members of your university have good communication

skills.

1 2 3 4 5

Strongly

Disagree

Disagree

Neutral

Agree

Strongly

Agree


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5 Students are treated fairly by the faculties in your university. 1 2 3 4 5

6 Faculties are helpful towards students after their graduation in the

university.

1 2 3 4 5

7 There is good and peaceful learning atmosphere prevailing in youruniversity. 1 2 3 4 5

8 There are modern teaching aids available in the university. 1 2 3 4 5

9 The air-conditioning facilities are adequate in your university. 1 2 3 4 5

10 The rooms are fairly spacious in your university (to fit all the

students in one course).

1 2 3 4 5

11 The class rooms are neat and clean in your university. 1 2 3 4 5

12 The university maintains strict schedules and routines. 1 2 3 4 5

13 Make-up classes are taken promptly when required by the faculty

in your university.

1 2 3 4 5

14 The university has a good automated registration process. 1 2 3 4 5

15 The registrations are completed timely in your university. 1 2 3 4 5

16 The campus buildings of your university can be consideredmodern.

1 2 3 4 5

17 Transport facilities to and from your university is good. 1 2 3 4 5

18 Dormitory facilities provided by your university are good (if

any).

1 2 3 4 5

19 Dining/canteen facilities provided by your university are

adequate (if any).

1 2 3 4 5

20 Recreation and gym facilities provided by your university

are good (if any).

1 2 3 4 5

21 Internet access speed is adequate in your university. 1 2 3 4 5

Strongly

Disagree

Disagree

Neutral

Agree

Strongly

Agree


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22 Library facilities are good in your university. 1 2 3 4 5

23 You have good computer lab facilities in your university. 1 2 3 4 5

24 Support in students research by the university is adequate. 1 2 3 4 5

25 Support in facultys research by the university is fairly good. 1 2 3 4 5

26 Research center facilities for the students are good. 1 2 3 4 5

27 Publication facilities in your university are good. 1 2 3 4 5

28 The tuition fees charged by your university are not too high. 1 2 3 4 5

29 Your university provides financial aid for poor students. 1 2 3 4 5

30 Your university provides sufficient scholarships for

meritorious students.

1 2 3 4 5

31 On-campus job facilities are good in your university. 1 2 3 4 5

32 Cost of study materials is acceptable in your university. 1 2 3 4 5

33 Your university is nationally recognized for providing highquality education.

1 2 3 4 5

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

market from your university.

1 2 3 4 5

35 There is good affiliation with foreign universities. 1 2 3 4 5

36 There is pride for your university among its students. 1 2 3 4 5

37 There is sense of belongingness towards the university

among your fellow students.

1 2 3 4 5

Strongly

Disagree

Disagree

Neutral

Agree

Strongly

Agree

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

university.

1 2 3 4 5


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39 Campus recruitment by the employers is held regularly. 1 2 3 4 5

40 You will do MBA from the same university you are

currently studying.

1 2 3 4 5

41 There is high favorability for graduates from your universityin job market.

1 2 3 4 5

42 Number of foreign scholarships provided by your university

is good.

1 2 3 4 5

43 You are receiving adequate value for your tuition fees. 1 2 3 4 5

44 Overall quality of business education is good in your

university.

1 2 3 4 5

B. Please fill-up the following with appropriate answers:

1. Gender:

.

2. Background (Bangla Medium/English Medium/Madrasa):

3. Source of Tuition Fees:........


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Appendix B

One-Sample Test

Test Value = 0

t df Sig. (2-tailed) Mean

Difference

95% Confidence Interval of the

Difference

Lower Upper

The educational

backgrounds of the

faculty are good in your

university

20.808 213 .000 1.248 1.13 1.37

Faculty members of your

university have good

communication skills

17.480 213 .000 1.117 .99 1.24

The air-conditioning

facilities are adequate in

your university

21.746 213 .000 1.355 1.23 1.48

The rooms are fairly

spacious in your

university (to fit all the

students in one course)

21.661 212 .000 1.300 1.18 1.42

The class rooms are

neat and clean in your

university

21.025 211 .000 1.358 1.23 1.49

The university maintains

strict schedules and

routines

18.969 212 .000 1.239 1.11 1.37

The registrations are

completed timely in your

university

17.177 211 .000 1.132 1.00 1.26


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Appendix N

Factor Analysis Results

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .938

Bartlett's Test of Sphericity

Approx. Chi-Square 5948.299

df 861

Sig. .000

Communalities

Initial Extraction

The educational backgrounds of the faculty aregood in your university

1.000 .659

The faculties in your university are fairly

experienced (measured in number of years they

have been teaching)

1.000 .674

The university constantly monitors updating of

course content so that they meet global demands1.000 .676

Faculty members of your university have good

communication skills1.000 .592

Students are treated fairly by the faculties in your

university 1.000 .594

Faculties are helpful towards students after their

graduation in the university1.000 .522

There is good and peaceful learning atmosphere

prevailing in your university1.000 .613

There are modern teaching aids available in the

university1.000 .690

The air-conditioning facilities are adequate in your


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

1.000 .663

The class rooms are neat and clean in your


The university maintains strict schedules and

routines1.000 .721


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Make-up classes are taken promptly when

required by the faculty in your university1.000 .667

The university has a good automated registration

process1.000 .618

The registrations are completed timely in your


The campus buildings of your university can be

considered modern1.000 .742

Transport facilities to and from your university is

good1.000 .545

Dormitory facilities provided by your university

are good (if any)1.000 .631

Dining/canteen facilities provided by your

university are adequate (if any)1.000 .593

Recreation and gym facilities provided by youruniversity are good (if any)

1.000 .601

Internet access speed is adequate in your


Library facilities are good in your university 1.000 .669

You have good computer lab facilities in your


Support in students research by the university is

adequate1.000 .637

Support in facultys research by the university is

fairly good 1.000 .733Research center facilities for the students are good 1.000 .750

Publication facilities in your university are good 1.000 .608

The tuition fees charged by your university are not

too high1.000 .729

Your university provides financial aid for poor

students1.000 .656

Your university provides sufficient scholarships

for meritorious students1.000 .593

On-campus job facilities are good in your


Cost of study materials is acceptable in your


Your university is nationally recognized for

providing high quality education1.000 .728

There are a good number of high paid graduates in

job market from your university1.000 .740


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There is good affiliation with foreign universities 1.000 .708

There is pride for your university among its

students1.000 .682

There is sense of belongingness towards the

university among your fellow students1.000 .679

Faculty is available to help students in any

problem in your university1.000 .675

Campus recruitment by the employers is held

regularly1.000 .613

You will do MBA from the same university you

are currently studying1.000 .564

There is high favorability for graduates from your

university in job market1.000 .681

Number of foreign scholarships provided by your

university is good

1.000 .651

Extraction Method: Principal Component Analysis.

Total Variance Explained

Compone

nt

Initial Eigenvalues Extraction Sums of

Squared Loadings

Rotation Sums of Squared

Loadings

Total % of

Varianc

e

Cumulati

ve %

Total % of

Varianc

e

Cumulati

ve %

Tota

l

% of

Varianc

e

Cumulati

ve %

118.15

343.221 43.221

18.15

343.221 43.221

6.67

715.897 15.897

2 2.633 6.268 49.489 2.633 6.268 49.4895.98

614.252 30.149

3 1.906 4.538 54.028 1.906 4.538 54.0284.26

110.146 40.295

4 1.416 3.372 57.400 1.416 3.372 57.4003.95

59.418 49.712

5 1.224 2.914 60.313 1.224 2.914 60.313 2.739

6.522 56.234

6 1.097 2.611 62.925 1.097 2.611 62.9251.98

84.733 60.967

7 1.047 2.492 65.416 1.047 2.492 65.4161.86

94.449 65.416

8 .990 2.357 67.773


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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 89.23324 .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 96.41234 .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.


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Page | 37

Rotated Component Matrixa

Component

1 2 3 4 5 6 7

Research center

facilities for the

students are good

.769 .289 .120 .172 .166 -.041 -.055

Internet access speed is

adequate in your

university

.715 .078 .144 .143 -.040 .195 .110

Support in facultysresearch by the

university is fairly

good

.673 .487 .100 .092 .122 .098 .000

Recreation and gym

facilities provided by

your university are

good (if any)

.660 .052 .269 .111 .270 .051 .046

Dormitory facilities

provided by your

university are good (if

any)

.656 .086 .113 .170 .023 .032 .388

Publication facilities in

your university are

good

.628 .115 .260 .287 .136 -.004 .177

Transport facilities to

and from your

university is good

.613 .201 .034 .112 .136 .179 .253

Support in students

research by theuniversity is adequate

.563 .372 .144 .248 .253 .177 -.062

Dining/canteen

facilities provided by

your university are

adequate (if any)

.518 .304 .424 -.030 .163 .129 .092


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Page | 38

On-campus job

facilities are good in

your university

.507 .058 .149 .131 .472 .332 .048

You will do MBA

from the same

university you are

currently studying

.507 .193 .049 .280 .415 .012 .129

Faculty members of

your university have

good communication

skills

.431 .360 .276 .429 .085 .094 .024

Faculties are helpful

towards students after

their graduation in the

university

.410 .237 .297 .269 .204 .308 .025

Cost of study materials

is acceptable in your

university

.389 .250 .039 .313 .360 .154 .358

There are a good

number of high paid

graduates in job

market from your

university

.264 .691 .414 .106 .078 .032 .060

Your university is

nationally recognizedfor providing high

quality education

.304 .670 .250 .229 .240 .110 -.041

The university

maintains strict

schedules and routines

.257 .650 .287 .266 -.199 .134 .146

There is sense of

belongingness towards

the university among

your fellow students

.301 .628 .268 .065 .243 .173 .168

There is pride for your

university among its

students

.048 .609 .249 .252 .366 .198 .102

Make-up classes are

taken promptly when

required by the faculty

in your university

.247 .598 .318 .286 -.106 .208 .106


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Page | 39

There is high

favorability for

graduates from your

university in job

market

.267 .594 .207 .278 .368 .006 -.041

Faculty is available to

help students in any

problem in your

university

.035 .479 .087 .350 .281 .444 .196

There are modern

teaching aids available

in the university

.294 .433 .355 .356 .246 .220 -.232

The air-conditioning

facilities are adequate

in your university

.148 .183 .752 .198 .005 .168 .075

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