Research Report Perception Towards MBA

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Acknowledgement

I would like to express deep gratitude to my Research Design professor Prabhat Upreti

sir. I have learned many things from his class. He spend very much time to instruct me on how to

select research topic, how to search literature review, how to collect data and how to use various

statistics tool to analyze the data. Also I specially thank to MIS teacher Sanjay Pudashani to

guide me through all the research proposal phase. He helped me to format question and suggest

me which type of question need to include for best research result output.

Special thanks given to the King’s college for helping me to conduct the research in the

premises of college and thanks to all the teacher and student for their support and

encouragement.

Last but not the least, thanks to all the friend and colleagues who helps me and support

me to conduct the research. Without their support it will be very difficult to me to conduct the

research.

Bikram Prajapati

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Table of content

Acknowledgement............................................................................................................................i

Table of content...............................................................................................................................ii

List of figure...................................................................................................................................iv

List of table......................................................................................................................................v

Executive summary.........................................................................................................................1

Chapter 1: Introduction....................................................................................................................2

1.1 Background of the study........................................................................................................2

1.1.1 Definition of MBA..........................................................................................................2

1.1.2: Value of MBA................................................................................................................3

1.1.3: History of MBA.............................................................................................................3

1.2 Problem Statement.................................................................................................................4

1.3. Objective of Study................................................................................................................4

1.4 Theoretical Framework..........................................................................................................5

1.4.1 Dependent and Independent Variable.............................................................................6

1.4.2 Research Question and Hypothesis:................................................................................7

Chapter 2: Literature Review...........................................................................................................9

Chapter 3: Research Design...........................................................................................................11

3.1 Types of Research................................................................................................................11

3.2 Sources of Data....................................................................................................................11

3.3 Questioner Design................................................................................................................11

3.4 Measurement / Scaling.........................................................................................................12

3.5 Sampling Design..................................................................................................................12

3.5.1 Sampling technique.......................................................................................................12

3.5.2 Sample...........................................................................................................................12

3.6 Field management and data collection.................................................................................12

3.7 Data Management and Analysis..........................................................................................13

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3.8 Ethical consideration............................................................................................................13

Chapter 5: Empirical study and Data Analysis..............................................................................14

Shift............................................................................................................................................14

Age:............................................................................................................................................15

Gender:.......................................................................................................................................16

Working and experience Status:................................................................................................17

Bachelor Background of student................................................................................................17

GMAT: Graduate Management Administration Training.........................................................18

Perception towards selecting MBA colleges:............................................................................18

MBA intervention goal:.............................................................................................................19

Section 2: Satisfaction Analysis....................................................................................................21

Confidence level of studying after joining MBA:.....................................................................21

Satisfaction with management of college:.................................................................................21

Satisfaction with curriculum......................................................................................................22

Satisfaction with teaching method:............................................................................................23

Specialization.............................................................................................................................24

Internal motivation.....................................................................................................................26

Conclusion:....................................................................................................................................28

Limitation and future research...................................................................................................29

Appendix A: Question Format.......................................................................................................30

Appendix B....................................................................................................................................32

Appendix B. 1 Factor student consider before choosing MBA College....................................33

Appendix B. 2 Post intervention Goal of student......................................................................37

References......................................................................................................................................39

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List of figure

Fig 1: Characteristics of individual MBA seeker and MBA program. 5Fig 2: MBA intervention of student 6Fig 3: Student perception towards faculty 15Fig 4: Bar chart of Gender distributing 16

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List of table

Table 1: Frequency table of faculty 14Table 2: Statistics of student age 16Table 3: Gender distributing in MBA 16Table 4: Working and experience status 17Table 5: Bachelor education of student 18Table 6: Motivating factor that student consider while choosing business school 19Table 7: MBA intervention goal 20Table 8: confidence level after joining MBA 21Table 9: Satisfaction level with management 22Table 10 : Satisfaction level with curriculum 23Table 11: Satisfaction level with teaching style 23Table 13: Specialization subjects frequency table 25Table 14: Cross tabulation between education background and specialization subject 26Table 15: Internal motivational factor Frequencies 27

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Executive summary

The Master of Business Administration (MBA) program is one of the most popular

qualifications in management education and has become almost a requirement in some business

circles. The ability to think analytically and strategically, complemented by leadership skills,

quantitative skills and communication skills, are attributes that encourage the corporate sector to

hire MBA graduates. I hope that my research result on the field of MBA, student perception

toward MBA will be useful to understand different factor that student consider while doing

MBA. .The MBA program is recognized worldwide and is considered as a major step towards a

successful business management career. They meet new people, share experiences, and discover

new horizons and careers they never knew existed. MBA also gives them confidence and

maturity they never had before

This study shows the internal and external motivational factor and satisfaction factors

influencing students to continue study Master of Business Administration (MBA) .

Theoretical framework had been collected form secondary data. The research found out that most

of the student who had bachelor background as BBA are willing to join MBA. Other background

student chooses MBA to increase the managerial skills. The gender distribution in the MBA is

nearly same.

The study also explained which factor that student most consider before selecting MBA

college like college infrastructure, management structure, curriculum, teaching style, past

achievement of college, affiliated university etc. the research found out most of the student focus

on curriculum and management style of college. The study had also explained the main factors

those lead students decide to study MBA. it describe various factor such as requirement of

MBA increases because of globalization change, Organizations prefer efficiency business

solving-problem skill, leadership and management skills, for career change, for better job

opportunity, at the same time people need to improve their professional career. The study found

out most of the student are doing MBA because to increase their management and leadership

skills. Such that they believe it will increase their knowledge and research found that it actually

happened. Most of the student confidence level are growing after joining MBA

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Chapter 1: Introduction

Education is essential for everyone. In the era of the globalization, strategy and

innovation are changing all the time, the level of education helps to people understand about

changing circumstances and it helps to grape the opportunity and knowledge. In the recent year

the trend has been change there is high demand of skill labor in market. To cope these demand,

educational institution is needed. Out of the different scheme study area, probably the most

famous and attractive study is Master in Business Administration course.

1.1 Background of the study

The Master of Business Administration (MBA) program is one of the most popular

qualifications in management education and has become almost a requirement in some business

circles. The ability to think analytically and strategically, complemented by leadership skills,

quantitative skills and communication skills, are attributes that encourage the corporate sector to

hire MBA graduates. I hope that doing research on the field of MBA, student perception toward

MBA will be useful to understand different factor that student consider while doing MBA. .The

MBA program is recognized worldwide and is considered as a major step towards a successful

business management career. They will meet new people, share experiences, and discover new

horizons and careers they never knew existed. MBA also gives them confidence and maturity

they never had before (Bryne , 1993). The course is designed both for students and professionals

who wish to upgrade their management skills and qualifications to become successful

businessman and entrepreneurs in future

1.1.1 Definition of MBA

“The MBA (Master of Business Administration) is a master’s degree in business

management and administration. It is generally a 2 year, full-time program taught in business

schools of major universities and colleges. An applicant must pass the graduate Management

Admission Test (GMAT) for admission. The instruction is made up of theoretical and practical

training, and degree holders can opt for specialization in marketing, finance, international

business and human resource management. IN recent decades, students are acquiring MBA

degrees in techno-commercial management as well. Professionals with MBA degree is highly

sought in the marketplace and generally lead challenging and fulfilling careers” (Pallab, 2009).

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1.1.2: Value of MBA

The scope of MBA program is growing tremendously. The MBA qualification seen as

passport to managerial and leadership skill. According to Thompson and Gui (2000), the demand

for MBA programs among Asians is driven by the fact that the MBA program will help

graduates by preparing them for managerial roles. Students in this sample appeared to have more

interest in enriching their management skills and capabilities, ranging from better power of

analysis to certain functional managerial skills. The improvement in career development after

obtaining an MBA is one of the values that MBA graduates are looking for upon completion of

the program. It appears that having a management qualification is a basic demand for achieving

senior management positions. The value of MBA for an individual can be viewed as career

development, increase in salary, increase in reputation, improve in knowledge and many more.

The value of MBA program is increasing in Nepal too. Almost from all the faculty student does

MBA as there is high demand of MBA graduate. The value that is adding by MBA also well

recognized by company.

1.1.3: History of MBA

Master of Business Administration (MBA) has begun in the 20th century in United

State of America. In Nepal it has been new course, in recently there are number of MBA

colleges in Nepal, there are two categories of MBA colleges in Nepal—those that are affiliated

with domestic universities and others affiliated with international universities. Most of colleges

running MBA programs in the country are affiliated with domestic universities like Kathmandu

University, Pokhara University, Tribhuvan University and Purbanchal University.

Over the past few years, Nepal has witnessed the entry of MBA colleges with international

affiliation. Institutions like King's College, KFA, Lord Buddha Education Foundation (LBEF),

ICA, Nepal Information Technology and the institute of Banking and Management Studies

(IBMS) are offering MBA degrees in affiliation to various international universities.

Intercontinental American University (USA), Sikkim Manipal University (India), IGNOU

(India) and Vinayak Mission University (India) are some of them (EducateNepal, 2013)

In Nepal there are 27 colleges who are offering MBA ( EMBA, entrepreneurship ) currently.

There are high demand of MBA graduate in the market and colleges are using these situation as

an opportunity for them. Most of college are offering executive MBA, full time MBA, MBA

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entrepreneurship and part time MBA. Master of Business Administration (MBA) allows students

to work while studying at the same time, so called part -time MBA, this type of MBA is

considered to be very preference and biggest growth.

1.2 Problem Statement

Today MBA is growing so fast, many people doing MBA because other are doing. This

research try to find out why people do MBA and while doing MBA what is most important

factor that student consider. Many people does MBA for various reason. This research will try to

find out what is internal and external motivation that drive to student to do MBA.

Many student doing MBA at various college for various reason but the problem is that whether

the learning education is improving their business or work. This research can be used by various

college for developing various infrastructure that student consider before joining MBA. It helps

to improve their curriculum and teaching method. It gives overview why student want to do

MBA, what factor student consider before choosing MBA College, what will be the expectation?

1.3. Objective of Study

The main objective of this is to identify different variable that student consider before

choosing MBA. It try to find out why people does MBA? Whether they are doing for improving

their knowledge or they are just doing because there is high salary offered for an MBA? What is

the inner and external motivation for joining an MBA?

To determine the relationship between age and pursuing behavior of student towards

MBA.

To identify various variable like college infrastructure, management of college that

student look out before selecting any MBA college

To examine whether there is gender inequality in MBA education.

To know the bachelor background study of MBA student

To find out what the external innovation factor behind doing MBA.

To establish relationship between MBA student satisfaction with college management.

To know the current interest level of student who are doing MBA and to know whether

they are satisfied with the service that college are providing.

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1.4 Theoretical Framework

MBA has become one of the most popular fields of study. It is important to note that

potential MBA degree seekers could have a wide variety of backgrounds with respect to age,

education, duration and type of work experience, gender, ethnicity and academic/scholarly

orientation (Iwasaki , Dec 16, 2005). As the research shows there is significant relationship

between the salary and degree of MBA. Most of the people in western done MBA for improving

their knowledge but still in the east people does as expectation of company pays good salary to

them. In his article Maria Alexandra Bujor describe 5 good reason to do an MBA in his Thesis

are high salary, better career opportunity, better business network consolidate, New skill and

knowledge acquisition and A holistic perspective over the business world. People do MBA for

different reason but the ultimate expectation of degree is to improve standard of life wither

paying high salary or improving knowledge.

Tangible Intangible

Individual

MBA seeker

Program

Fig 1: Characteristics of individual MBA seeker and MBA program.

Age

Education Background

Gender

Experience

Full-time MBA

Part-time MBA

Executive MBA

MBA entrepreneurship

Curriculum Structure

Teaching Style

Affiliation

Individual Difference

Knowledge

Experience

Motivation

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An MBA program is explicitly aimed to add value to graduate students giving them

Business-related knowledge and managerial skills. According to Business School Research there

are 9 Key Factors to Consider Before Choosing an MBA Program. That is post MBA goals,

Ranking, Accreditaion, curriculum and internship, class diversity, Alumni network, psot MBA

salary, carrer service and aluminum feedback. In my research I will try to find some of the factor

that people consider like Post MBA goals, according to background and motivation people chose

MBA for switch job functions, increase prospects globally, or use it to explore various career

options.i will alos like to student pereption on chosing MBA college based on colege ranking nad

their affiliation, the alumuni that college had and currrculium and internship.

The tangible charcterstics of MBA seeker can easily measureable through the set of

questioner but to measure intangible properties we have to convert each answer into respective

numerical value and thus we able to meausre it.there are number of independet variable that we

need to measure the relationship with MBA program.

Fig 2: MBA intervention of student

1.4.1 Dependent and Independent Variable

The various independent variable that I try to find the relationship with the dependent variable

MBA study are:

Age : what is average age of student who are doing MBA?

Gender: whether there is gender enquality or not in nepali society while pursuing MBA.

Educational Background: from whose background ,student pursue MBA degree like

engineering , management, arts etc.

MBA intervention

Financial benefit

Employability

Shift in career

Confidence in Knowledge

Career growth

Alumina Network

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External factor: Various factor like college infrastrcture, alumini network, curriculum,

manageent team that effect the slection of MBA college.

Post MBA goals: The main objective of this research is to idnefiy why people are doing MBA

whther they want carrer change, or for high salary or for personal skills and knowledge

development.

1.4.2 Research Question and Hypothesis:

The main aim of this research is to find out student perception towards MBA course. It’s

try to explore why MBA are so being popular among all the field of education. The main three

question that I try to investigate are:

RQ1: There are different external factor that effect the choice of MBA College. Which college

are best and why? It’s all dependent upon various factor like college infrastructure, management

structure, curriculum, teaching style etc and I like to examine what is most significant variable

that student consider.

Null hypothesis: there is no significant relationship between various factor and student decision

to choose college.

Alternative hypothesis: there is significant relationship between various factor and student

decision to choose college

RQ2: all the student who are currently studying MBA may not be from management

background. My study try to explore bachelor background of the student. The background

education can also impact on satisfaction of student toward MBA.

Null hypothesis: there is no significant relationship between bachelor education and MBA

pursuing behavior.

Alternative hypothesis: there is significant relationship between bachelor education and MBA

pursuing behavior.

RQ3: different student doing MBA for various reason. My research will try to find out what is

student MBA intervention that driving them towards into the class of MBA? There are various

factor that motivates student. There are two debate: people do MBA for increase their knowledge

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and skills and people do not for improving knowledge and skills they do it for another reason. So

I decide to examine relationship with pursuing behavior of MBA study with post goal of MBA.

Null hypothesis: Student does not do MBA for to increase their knowledge and skills.

Alternative hypothesis: Student does MBA for to increase their knowledge and skills.

RQ4: This research will try to find out potential energy level of student. Whether their

knowledge are growing or not? Whether they are satisfied with college management. Curriculum

structure, teaching style etc. the finding of this question will be very useful to the college in order

to build necessary infrastructure to attract new student.

RQ5: What is the average age of the student who are currently doing MBA?

Null hypothesis: there is no significant relationship between age and MBA purchasing behavior.

Alternative hypothesis: there is significant relationship between age and MBA purchasing

behavior.

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Chapter 2: Literature Review

The literature review section traverses through various research studies intended

towards understanding students‟ perception about MBA.

2012 MBA .com Prospective Students Survey Report explores the motivations,

behaviors, program choices, and intended career outcomes of individuals who expressed a desire

to further their education in a graduate business program. Interest in MBA Is Strong on the Rise.

The majority of today’s prospective student respondents were only interested in pursuing an

MBA degree (55%), a figure that has remained steady since 2009. Demand for master’s

programs is greatest among the youngest cohort of prospects, where more than 50 percent of

applicants to management, accounting, and finance programs are younger than 24 years of age.

Students‟ perceptions relating to their expertise of study in a global branch field was

assessed against seven dimensions i.e. learning resources, quality of lecturers and teaching,

student learning, program effectiveness, use of technology, assessment and feedback, facilities

and quality of social life, during a UAE study. The results showed that these international branch

campus of US, UK and Australia were performing well and largely the students were satisfied

(Wilkins, Balakirshna , & Huisman, 2012). A paper that aimed to examine the issue of quality as

determined by Australian and international students found that there were significant differences

between international and Australian students‟ perceptions. Among the various factors, academic

instruction was the most critical aspect of quality of education (Gatfield , Barker, & Graham,

1999).

According to the prospective management survey done by graduate management council

(2012) top motivation for pursuing a graduate management education is for to increased job

opportunities (70%), increased salary potential (67%), develop business KSAs ( 66%), accelerate

care path (63%), develop leadership skills (58%) and for managerial skills (57%). The research

also show lower motivation that drive a student to do management graduate is to improve in the

effectiveness in job (46%). In my research I would try to find out as what will be the top

motivation that driving student to do MBA in Nepal.

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According to master thesis report of Iwasaki (2005) , research done on Japan and USA

seperately, the results supported hypothesis on financial benefit and showed MBA graduates earn

higher income than people without MBA in Japan, The US and also in the combined sample. The

results also showed MBA intervention positively impacted career growth for those who are

working in the US. However, our results did not show any correlation between MBA

intervention and employability, job satisfaction, confidence in knowledge and skills, career

growth or status in Japan.

The results of research Quality in an MBA program: students’ perceptions done by Ainin

Sulaiman and Suhana Mohezar (2008) at University of Malaya indicate that the University MBA

program increases the learning skills of its participants. The overall conclusion is that students

have reaped benefits from their studies and are satisfied with their careers. The added value that

an MBA provides can be seen from the students’ achievement in terms of competency and

personal skills acquired.

Research has shown that, while undertaking an MBA, the majority of students will

change jobs at least once and again within six months of completing the degree (job change is

number 33 on the list of stressful events). This is often the result of the individual feeling that

they are not being given the responsibilities, stature and remuneration that they feel they deserve

in their current position and as they progress through the MBA program, they feel an added

confidence in their abilities, not only to perform better, but to seek a position that will reward

them for this (change in work responsibilities, number 45 on the list) (Henely Business School).

In Canada, the average age of an MBA student is 29.9 years. There is no apparent

correlation between the age of a student and the size, reputation, and/or ranking of the MBA

school he or she attends. However, there is a proportional relationship between age and work

experience (Canada's Higher education and Guide , 2013). Nonbusiness undergraduates were

much more likely than business undergraduates to consider only MBA programs (Graduate

management council, 2012).

Based on the available information I formulate the hypothesis for my research and I try o

find out what is relevant factor that affect the choice of MBA and post MBA goals of the student

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Chapter 3: Research Design

An MBA program is explicitly aimed to add value to graduate students giving them

business-related knowledge and managerial skills. Empirical studies seem to lend support for this

contention. In the USA, (Boyatiz & Renio, 1989)have showed that an MBA program had a

significant positive effect on graduates’ managerial competencies in areas of information

analysis, quantitative analysis, and implementation of projects. The research design part include

the research methodology and tools that will be used to measure the outcome of result. The

research focus on above three question and try to explore student perspectives towards the MBA

degree.

3.1 Types of Research

I used the quantitative research technique. This technique is to quantify data and generalize

results from a sample to the population of interest. It measures the incidence of various views

and opinions in a chosen sample. Different question has been asked to respondent to identify the

relationship between various variable and MBA degree.

3.2 Sources of Data

The sources of data are primary and it was collected through quantitative research

technique. Primary data is the data collected by the researcher themselves. I collected the list of

the student from college administration and selected student are requested to fill the questioner.

The responses of student are my data to do further analysis.

3.3 Questioner Design

The questioner design are based on different variable that are raised in the problem

statement. I am looking to test and quantify hypotheses and the data need to be analyzed

statistically, a formal standardized questionnaire is designed. The series of the question are

prepared and requested to fulfill by MBA student. The quantitative research is done. A well-

designed questionnaire should make it easy for respondents to give the necessary information

and for the interviewer to record the answer, and it should be arranged so that sound analysis and

interpretation are possible. The different statistics test are done to measure the reliability and

validity of the collected data. Student current educational level are recorded to valid the research

program.

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3.4 Measurement / Scaling

In the first part of the questionnaire through completion-type questions, graduates

provided information of demographic characteristics. In the second part, through single response

answer, multiple, a Likert-type of scale respondents were asked to evaluate their post MBA’s

goals for employability and improving career, alumni network, better job opportunity. Thus

respondents’ self-reporting allowed me to analyze graduates’ attitudes and perceptions and

helped to examine closely the research questions.

3.5 Sampling Design

Sampling is a process of measuring a small portion of something and then making a

general statement about the whole thing. It is Process of selecting a number of units for a study

in such a way that the units represent the larger group from which they are select. I will use

probability sampling method. Probability sampling is a sampling technique wherein the samples

are gathered in a process that gives all the individuals in the population equal chances of being

selected. The population of my research are the student who are currently doing MBA in King’s

colleges. Such that MBA student will be my respondent.

3.5.1 Sampling technique

Simple random sampling technique is used to collect the data. Simple random sampling is

easiest form of probability sampling. All the members of the population are included in the list

and then randomly select the desired number of subjects. Hence the probability of selecting any

student from the sample frame are same and there is no any bias or judgmental used by

researcher. Random number generator tool is used to generate the list of selected student.

3.5.2 Sample

The total student in sample frame are 255 and due to the limitation of time and money, I

limit my research to around (20% of total student) 50 respondent.

3.6 Field management and data collection

All the data are collected through self-administration technique. I distributed question to

the selected student and they filled the question and backed me return. No fieldworker is hired

for field work and data collection.

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3.7 Data Management and Analysis

The data are collected through primary survey where respondent are store in appropriated

data analyze tool i.e. SPSS. All the collected data are converted into meaning full form of

numerical value and stored in data analysis tool. SPSS statistical is used to analyze the data.

Different descriptive analysis, pie chart diagram, ANOVA test, correlation and regression etc are

computed to verify the statement i.e. hypothesis. I used Microsoft word to prepare report.

3.8 Ethical consideration

Verbal permission is obtained from college administration.

Verbal permission is obtained from the respondents.

Nobody are forced to participate in the study.

Privacy and confidentiality are maintained by not disclosing the name in questioner

sheet.

The information just used for research purpose only.

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Chapter 5: Empirical study and Data Analysis

This chapter provides the facts of the result obtaining from the respondents in the

interview. The interview was conducted, during the month of June, 2014 from student who are

studying in Master of Business Administration program at King’s college. The results are

divided into two parts; the first part is related to their personal information such as shift, age,

gender, major, work experience, and previous background of study, the second part is

related to their multiple perspectives on why they are doing MBA? And their motivational

forces.

Shift: Most of the colleges are offering MBA course in various flexible time. According to the

data collected through research 40% of student are prefer to choose to join a working class, 56%

prefer to join non-working class, flexible time, and 4% student join an Entrepreneurship class .

All the class are running in the morning. There is no more difference between people perception

to choose the timing of class. Either they choose regular or working group to do MBA. People

likely to join working professional group may be because of they will have an opportunity to use

the knowledge that they gain in workplace. They do MBA parallel with their work. It will

increase their confidence in workplace.

Table 1: Frequency table of Shift

Shift

Frequency Percent Valid Percent

Cumulative

Percent

Valid Working 20 40.0 40.0 40.0

Non-working 28 56.0 56.0 96.0

Entrepreneurship2 4.0

4.0100.0

Total 50 100.0 100.0

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Fig 3: Student perception towards faculty

Age: The respondent’s age are between 22 and 49 years old. Most of the student prefer to do

MBA in early age of around 22-30. Out of 50 respondent 13 student are year of 24 and other 13

students are year of 25. Frequencies Statistics table are shown to summarize the output.To test

the null hypothesis as stated like there is no significant different between age of student and

doing MBA I calculated p-value from ANOVA analysis and I get P-value= 0.054 which is

greater than significance level (0.05) so Null Hypothesis (Ho) is accepted. (I.e. there is no

significant difference between age of student and doing MBA.

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Gender: out of 50 respondent, 28 respondent are Male and 22 respondent are female. To test the

null hypothesis I did independent sample T test and I get p-value 0.333 which is greater than the

significant level 0.05 so the null hypothesis is accepted such that there is no significant

difference between gender and doing MBA. It shows doing MBA is popular among both male

and female

Table 2: Statistics of student age

N Valid 50

Missing 0

Mode 24 a

Minimum 22

Maximum 49

a. Multiple modes exist. The smallest value is shown

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Table 3: Gender distributing in doing MBA

Fig 4: Bar chart of Gender distributing

Gender N

MBA male 28

female 22

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Working and experience Status: out of 50 respondent 22 are currently working and 28 are non-

working. This result can be compare with working and non-working faculty chooses of the

student. Similarly 36 student had an experience of working before joining MBA. It shows that

student perception on before doing MBA. They believe that the experience will certainly help to

do MBA more effectively. Out of 36 students now currently working are 22 it indicates that 14

student left their job for to do MBA. It shows how popular the MBA course in the Nepal. 14

students don’t have any experience so we can conclude that there is number of student who

wants to continue their study just after finishing bachelor degree.

Table 4: Working and experience status

Frequency Percent Frequency Percent

Valid Yes 22 44.0 22 72.0

No 28 56.0 28 28.0

Total 50 100.0 50 100.0

Bachelor Background of student; most respondents have the background related to the

business field from their Bachelor’s degree. These majors consist of Business Administration,

Management, Commercial Management, and Marketing. There are only 9 Persons who have

non-related business background because they graduated from Humanities (1) and Engineering

(8). It shows that most of the student who had business related background are motivated to do

MBA course. But now days its emerging field so all most from every type of bachelor

background student like to join MBA.

Working status Experience status

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Table 5: Bachelor education of student

Frequency Percent

Valid Management 12 24.0

Engineering 8 16.0

hotel management 2 4.0

Humanities 1 2.0

BBA 23 46.0

BBS 4 8.0

Total 50 100.0

All the student who are currently studying MBA are not from management background.

My study tried to explore bachelor background of the student. The background education can

also impact on satisfaction of student toward MBA. The calculated p-value is 0.007 which is less

than significant level 0.05 so the null hypothesis is rejected such that there is significant

relationship between bachelor background of study and doing MBA.

GMAT: Graduate Management Administration Training: out of 50 student only 12 student

did GMAT and remaining 38 student did not. It shows that most of the student don’t want to take

preparation course before giving an entrance exam. The student who did GMAT have a better

opportunity to explore their knowledge.

Perception towards selecting MBA colleges: There are different external factor that effect the

choice of MBA College. Which college are best and why? It’s all dependent upon various factor

like college infrastructure, management structure, curriculum, teaching style etc. and I examined

what is most significant variable that student consider. I formulated ranking question and based

on the respondent I made conclusion.

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Table 6: Motivating factor that student consider while choosing business school

First priority Faculty member

Second priority Curriculum design

Third priority Management of College

Fourth priority Teaching style

Fifth priority Affiliation

Sixth priority College infrastructure

Seventh priority Past achievement of college

Most of the student consider the faulty member as their first priority before choosing an

MBA colleges. They analyze the team of teacher and faculty member. The second priority is

curriculum design. This result shows that which is most factor that student look to before joining

and selecting the college. This information will certainly help a colleges to more emphasize on

faculty member and curriculum design more than building college infrastructure. Student more

focus on quality of study. Such that there is significant relationship between various factor and

student decision to choose MBA colleges.

MBA intervention goal: We hypothesized effectiveness of MBA with respect to financial

benefit, employability, job satisfaction, confidence in knowledge and skills, career growth and

status. In order to examine these hypotheses, I formulated ranking order question. Different

student doing MBA for various reason. My research find out what is student MBA intervention

that driving them towards into the class of MBA. There are various factor that motivates student.

There are two debate: people do MBA for increase their knowledge and skills and people do not

for improving knowledge and skills they do it for another reason. So I decided to examine

relationship with pursuing behavior of MBA study with post goal of MBA. The following

frequency table shows which is first motivating factor for a student.

21

Table 7: MBA intervention goal

First priority To improve managerial and leadership skills

Second priority To make career growth

Third priority Career change

Fourth priority To increase better job opportunity

Fifth priority For Entrepreneurship skills

Sixth priority For Aluminum skills

This result shows that most of the student (18 students) are doing MBA to improve their

managerial and leadership skills. Other 15 students chose their second motivating factor i.e. to

make career change through MBA course. This result shows that most of the student are focusing

on leadership skills so colleges must focus on the various training and development.

The major internal motivation that leads the students to study MBA is for career

reasons. Most students, especially the students who did not have business background before,

believe that if they study MBA, they would be able to improve their managerial skills and

knowledge and also to increase their values that would lead to their higher position in

the organization.

As the present, MBA is more popular and most of the job descriptions prefer students

who graduate in business fields, in the opinions of the applicants, they believe that Bachelor’s

degree is not enough to apply for a job and graduating from business field provides more job

opportunity than other fields. The respondents who did not have business background in their

Bachelor’s degree explained their reason that they were interested in MBA because they

expected to gain managerial skills to gain more competitiveness and chances in their career

Progress because their only specific skills in IT or engineering fields would not work well in the

future.

22

Section 2: Satisfaction Analysis

Confidence level of studying after joining MBA: this result try to find out whether the student

are learning or not. Whether the education they are getting are helping in their work or not. it

analyze the difference in confidence of student before and after joining MBA course. Most of the

student agree that the knowledge and skills that they are gaining from MBA course is improving

their confidence level. The respondents perceived that learning from theories and case

studies in MBA helped expanding their ideas because when they were working on assignments,

they had to get deep into the materials before wrote it down and came up with their own ideas.

Table 8: confidence level after joining MBA

The knowledge and skills I am gaining from MBA program is improving my confidence

level


Cumulative

Percent

Valid Disagree 1 2.0 2.0 2.0

Neutral 9 18.0 18.0 20.0

Agree 31 62.0 62.0 82.0

Strongly agree 9 18.0 18.0 100.0

Total 50 100.0 100.0

Satisfaction with management of college: most of the student put third priority to the

management of college before selecting the colleges. The management of college directly

influence the teaching style of the college and also effect on learning curve of student. If the

management of college is well and class and extra activity is run according to the predetermine

schedule then student will learn more. The research shows 21 students are neutral to the

23

management of college. They are either satisfied or dissatisfied with management of their

college. Among 50 student 19 student are not satisfied with management of college. The college

need to focus on this factor and need to try find out where is the problem.

Table 9: Satisfaction level with management

I am Satisfied with management of my college


Cumulative

Percent

Valid Strongly disagree 6 12.0 12.0 12.0

Disagree 13 26.0 26.0 38.0

Neutral 21 42.0 42.0 80.0

Agree 9 18.0 18.0 98.0


Total 50 100.0 100.0

Satisfaction with curriculum: the student’s look the curriculum that university are offering

before choosing an MBA colleges. They put first priority it before choosing college so it is very

much important to develop the strong and labor market demand curriculum. Most of the student

are satisfied with the current curriculum design of college. The student need to appear in the

online course and they have an opportunity to communicate with foreign instructor.

24

Table 10 : Satisfaction level with curriculum

I am Satisfied with Curriculum of my MBA course


Cumulative

Percent


Disagree 4 8.0 8.0 10.0

Neutral 21 42.0 42.0 52.0

Agree 18 36.0 36.0 88.0


Total 50 100.0 100.0

Satisfaction with teaching method: the teaching style also impact on the quality of MBA

education. The knowledge that student gain is directly related with teaching style of college.

Most college are focusing on lifelong learning and interactive environment for learning. They

more focus on practical knowledge, presentation, report writing, group work. The research shows

that most of the student are satisfied with teaching style of king’s college. The way how student

and teacher interact is increasing their knowledge.

25

Table 11: Satisfaction level with teaching style

I am Satisfied with Teaching style of my college


Cumulative

Percent


Disagree 2 4.0 4.0 10.0

Neutral 28 56.0 56.0 66.0

Agree 14 28.0 28.0 94.0


Total 50 100.0 100.0

Specialization: MBA specializations - also known as MBA concentrations - are offered by many

business schools. While most MBA programs offer a similar set of "core" courses (like Finance

and marketing), some specialized programs let students focus their elective courses on a specific

industry or function. Most of the college are offering the specialization in five area as Finance,

Marketing, HRM, MIS, and operational management. Depending upon the student background

and their future plan they choose the specialization subject. Financial specialization students

focus more heavily on accounting, economics, finance, and other related classes whereas

marketing student focus more on channel development, brand management, customer

relationship management and many more. In the similar way each specialization subject has their

own benefit and scope area.

26

Table 13: Specialization subjects frequency table


Cumulative

Percent

Valid Finance 22 44.0 44.0 44.0

Marketing 15 30.0 30.0 74.0

HRM 10 20.0 20.0 94.0

MIS 1 2.0 2.0 96.0

Business Planning 2 4.0 4.0 100.0

Total 50 100.0 100.0

The research shows that out of 50 student 44% of the student choose to do/doing

specialization in finance. This shows that student are more focusing on financial sector. In

marketing there is only 30% of the student are interested. Similarly in HRM there is 20%, in MIS

1% and in business planning there is 4%. The student of entrepreneurship choose to do

specialization in business planning. Hence there is different prospectus in choosing specialization

subject. Most of student are interested in finance because may be of growing economy in the

country and there will an opportunity in a government agency, financial firm, mortgage company

or educational facilities.

27

Table 14: Cross tabulation between education background and chosen specialization

subject

Specialization

TotalFinance Marketing HRM MIS

Business

Planning

educational

background

management 6 3 2 1 0 12

engineering 3 3 2 0 0 8

hotel management 1 1 0 0 0 2

Humanities 0 0 0 0 1 1

BBA 8 8 6 0 1 23

BBS 4 0 0 0 0 4

Total 22 15 10 1 2 50

The above cross table shows that the student who had bachelor degree in management

likely to choose finance subject. The interesting fact is that the student who does BBA in

bachelor have different prospectus in specialization subject. 8 student choose to do in finance,

other 8 student choose to do in marketing and other 6 students chose to do specialization in

HRM. We conclude that in selecting the concentration subject it is influence by various factor. It

doesn’t only depend on background study. Most of the student are from BBA background (23)

and most student choose specialization subject as finance (22)

Internal motivation: The internal motivation in this case means the motivation that comes

from the real needs or inner desires of the students. From the empirical result, it shows that

28

most of respondents decided to continue MBA by their own decisions whereas only a few of

them were influenced by other people such as parents, friends, and relatives

Table 15: Internal motivational factor Frequencies

Responses

Percent of CasesN Percent

internal motivation Family 30 38.0% 60.0%

Friend 6 7.6% 12.0%

Self-decision43 54.4% 86.0%

Total 79 100.0% 158.0%

a. Dichotomy group tabulated at value 1.

The above table shows that 86% of the student (43 out of 50) join an MBA course

because of self-decision and with suggestion of family and friends. They are internally motivate

to join an MBA. 30 students (60%) join MBA because of family suggestion. The table also

shows that most (54.4%) of the student choose an MBA because of only self-decision whereas

the family influence factor is only 38%

29

Conclusion:

The main aim of this research is try to find out the external and internal motivational

factor. The objective of this is to identify different variable that student consider before choosing

MBA. It also describe their MBA intervention goal.

Human motivation can come from external and internal factors. From the study, it can be

concluded that the student’s motivation on studying MBA comes from both external and internal

factors. Most of the student that comes from different bachelor background join an MBA

because to increase their business competencies. Also research shows that there is no gender

inequality in MBA study and most of student continue their study without break in middle. The

research also shows that the student who are currently working or had experience of work are

more satisfied with MBA degree.

At the same time, the internal factor that affects the most on student’s decision to

study MBA is their psychological need to be in progress, to have leadership and management

skills, for for better job opportunity to have career advancement, to get higher position. Their

decision are influence by family and friend. Most of the student choose to do MBA byself-

decision.

There is no exact right and wrong teaching method depending upon the circumstances

and curriculum structure. Most of the student are neutral in response to the satisfaction with

teaching style of king’s college. The satisfaction level towards curriculum is acceptable and

college needed more focus on improving management. Therefore, education institution must

provide human skill related to the circumstances. The most important point is that program

design, teaching styles and academic should suitable for the situation.

Despite the limitations of this study, we still believe that our study was significant

because it will help us design better research programs to evaluate the influence of MBA

intervention on job related outcomes. This will in turn help potential MBA students on their

decision making process, employers understand the role and purpose of MBA education and all

business schools can gain insight about the actual out of their MBA programs and could use this

information to further improve the curriculum.

30

Limitation and future research

The research is done in the premises of king’s college. And all respondent are student of

king’s college. That may slightly impact on the result as we believe that similar thought of

student join similar college. Due to limitation of time and cost, the research limit to 50

respondent only.

According to this research, I hope it can be developed to future research in terms of

what and how the university should improve and develop to serve students requirement in

the future. The research can also lead to development of educational policy and curriculum

structure. Various MBA school can take reference this research to develop the necessary

infrastructure that student are looking. I personally feel that if this research takes broadly it will

answer more and more question related to education system. Also I would propose that future

study should pay more attention to overcome some of the methodological difficulties

encountered in the present study and believe future research will establish clear relationship

between MBA course and MBA intervention goal.

31

Appendix A: Question Format

“Perception towards MBA “

Dear Respondents,

I would like to introduce myself as a student of MBA 4th Semester King’s College. I am preparing report entitled "perception towards MBA. I assure you that it is only on academic research and you comment and suggestion will be kept confidential.

Level: ------------------------ shift ----------------

1. Age

Gender: Male Female

2. Are you currently working or not?

a. yes b. No

3. Do you have working experience?

a. yes b. No

4. What is your bachelor educational background?

5. I did GMAT before applying for MBA.

a. yes b. No

6. Who motivate you to do MBA? (Multiple response answer)

a. family b. friend c. self-decision d. other

7. Which factor you most considered while selecting MBA Colleges?

Rank 1 for most than so onCollege infrastructure Management teamFaculty memberCurriculumTeaching styleAffiliationPast achievement of college

32

8. .Reason for choosing an MBA degree.

Rank 1 for most than so onTo increased better Job opportunity To enable Career ChangeTo improve Managerial and leadership skillsTo Career GrowthTo start own business (entrepreneurs skills)For Alumni network

9.

Strongly agree (5)

Agree (4)

Neutral (3)

Disagree (2)

Strongly disagree (1)

The knowledge and skills I am gaining from MBA program is improving my confidence level I am Satisfied with management of my college

I am Satisfied with Curriculum of my MBA course

I am Satisfied with Teaching style of my college

10. In which subject you are planning/doing specialization?

a. Finance b. Marketing c. HRM d. Operational Management e. MIS

10. I did right thing choosing MBA program

a. True b. false

11. I am happy to continue my study, I am learning

a. True b. false

*** Thank U ***

33

Appendix B

ANOVA analysis to measure Age distribution in MBA

ANOVA

MBA

Sum of Squares df Mean Square F Sig.

Between Groups

3326.872 9 369.652 2.087 .054

Within Groups 7085.628 40 177.141

Total 10412.500 49

Independent Sample test to measure Gender inequality

Independent Samples Test

Levene's Test for Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)Mean

DifferenceStd. Error Difference

95% Confidence

Interval of the Difference

Lower Upper

MBA Equal variances assumed

.957 .333-.13

548 .893 -.568 4.195 -9.004 7.867

Equal variances not assumed

-.133

42.125 .895 -.568 4.262 -9.169 8.033

34

Appendix B. 1 Factor student consider before choosing MBA College

Level of priority towards College infrastructure

Frequency PercentValid

PercentCumulative

Percent

Valid First priority 5 10.0 10.0 10.0

Second priority

4 8.0 8.0 18.0

Third priority 10 20.0 20.0 38.0

Fourth priority

8 16.0 16.0 54.0

Fifth priority 5 10.0 10.0 64.0

Sixth priority 10 20.0 20.0 84.0

Seventh priority

8 16.0 16.0 100.0

Total 50 100.0 100.0

Level of priority towards Management of college


PercentCumulative

Percent


Second priority

7 14.0 14.0 28.0


Fourth priority

11 22.0 22.0 74.0



Seventh priority

3 6.0 6.0 100.0

Total 50 100.0 100.0

35

Levels of Priority towards Faculty


PercentCumulative

Percent


Second priority 16 32.0 32.0 44.0


Fourth priority 5 10.0 10.0 78.0



Seventh priority 1 2.0 2.0 100.0

Total 50 100.0 100.0

Levels of Priority towards Curriculum design


PercentCumulative

Percent


Second priority

11 22.0 22.0 48.0


Fourth priority

9 18.0 18.0 72.0



Seventh priority

3 6.0 6.0 100.0

Total 50 100.0 100.0

36

Levels of Priority towards Teaching style


PercentCumulative

Percent


Second priority

4 8.0 8.0 22.0


Fourth priority

10 20.0 20.0 58.0



Seventh priority

6 12.0 12.0 100.0

Total 50 100.0 100.0

Level of priority towards Affiliation of University

FrequencyPercent

Valid Percent

Cumulative Percent


Second priority

5 10.0 10.0 24.0


Fourth priority

4 8.0 8.0 36.0



Seventh priority

7 14.0 14.0 100.0

Total 50 100.0 100.0

37

Level of priority towards Past achievement of college


PercentCumulative

Percent


Second priority

3 6.0 6.0 16.0


Fourth priority

3 6.0 6.0 28.0



Seventh priority

22 44.0 44.0 100.0

Total 50 100.0 100.0

38

Appendix B. 2 Post intervention Goal of student.

To increased better Job opportunity


PercentCumulative

Percent







Total 50 100.0 100.0

To enable Career Change


PercentCumulative

Percent







Total 50 100.0 100.0

To improve Managerial and leadership skills


PercentCumulative

Percent






Total 50 100.0 100.0

39

To Career Growth


PercentCumulative

Percent







Total 50 100.0 100.0

To start own business (entrepreneurs skills)


PercentCumulative

Percent






Sixth priority 13 26.0 26.0 100.0

Total 50 100.0 100.0

For Alumni network

Frequency Percent

Valid Percent

Cumulative Percent

Valid Second priority 1 2.0 2.0 2.0




Sixth priority 29 58.0 58.0 100.0

Total 50 100.0 100.0

40

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Documents

Research Report Perception Towards MBA