Rahul's Final Project On Education Industry

UNDESRTANDING MARKETING STRATEGIES & PERCEPTIONS IN PROFESSIONAL
EDUCATION INDUSTRY- STUDY ON MBA
CERTIFICATE
Indus Institute of Technology & Engineering, Rancharda

Dist: Ahmedabad, Gujarat.
This is to certify that Mr. Rahul Parmar is bona fide student of Master of Business
Administration (Final Year) of Indus Institute of Technology and Engineering, Ahmedabad. He
has completed his Grand Project entitled “UNDESRTANDING MARKETING
STRATEGIES & PERCEPTIONS IN PROFESSIONAL EDUCATION INDUSTRY-
STUDY ON MBA” under my guidance in the partial fulfillment towards the completion of
Master’s Degree in Business Administration. This work is up to my satisfaction.
Prof. S.K. Singh Mrs.Garima Mishra

(Director) (Project Guide)
I.I.T.E. Ahmedabad. I.I.T.E. Ahmedabad.
INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 1

A PROJECT REPORT ON
“UNDESRTANDING MARKETING STRATEGIES &

PERCEPTIONS IN PROFESSIONAL EDUCATION
INDUSTRY- STUDY ON MBA”
DEVELOPED BY
RAHUL B. PARMAR
(07MBA034)
PROJECT GUIDE (INTERNAL)
MRS. GARIMA MISHRA

Lecturer in MBA Department,
IITE, Rancharda
IN REQUIREMENT OF PARTIAL FULFILLMENT OF MASTER OF BUSINESS

ADMINISTRATION (MBA) 2-YEARS FULL TIME PROGRAM OF
GUJARAT UNIVERSITY THROUGH
Indus Institute of Technology & Engineering, Rancharda

Dist: Ahmedabad, Gujarat.

PREFACE
Today, is the age of globalization, age of science and technology where one will find
new invention and discoveries at every mode of life. The standard of living of every person is
changing and becoming sophisticated everyday. Also number of industrial sectors in the world.
so, requirement of the trained and skilled people to manage the industrial work.
I selected this topic for grand project because I am very much interested in
education sector. I want to know that which are the criteria that students prefer while joining any
professional institute and professors perception regarding the professional education. At last but
not the least I also wanted to know how this industry is working and growing and how these
institutes promote themselves.
I have selected three institutes named Nirma, Indian Institute of Planning and
Management (IIPM) and institute of Chartered and Financial Analyst of India (ICFAI). These are
the main institutes who promote themselves in the professional education market consistently.
During my project work I met with different stakeholder of professional

education like students, professors and marketing executives of these three institutes. I also have
known the work procedure of the all departments. So, it will very useful in my future.

ACKNOWLEDGEMENT
Every study requires a guidance of someone who is working in that field. Firstly I would
like to thank Director Sir S.K.Singh, for providing an opportunity of preparing a Grand Project
Report and allowing me to use the resources of the institution during this project.
I am extremely thankful to my Project Guide, Mrs. Garima Mishra, of INDUS for her
precious guidance regarding the preparation of the Project Report. Her guidance has proved to be
useful and without her, the preparation of this report might not have been possible.
I am also thankful to the other faculty members of the INDUS for extending their
valuable support for this project.
I also extend my sincere thanks to, who helped me during the course of my project and
for their gracious attitude.
I would like to take this opportunity to extend our warm thoughts to those who helped me
in making this project a wonderful experience.
Last but not the least; I would also like to thank my family for their support and
encouragement.
With Gratitude
RAHUL PARMAR

4. TABLE OF CONTENT
CHAPTERS TOPIC PAGE NO.
1 EXECUTIVE SUMMARY 6
2 INTRODUCTION TO INDIAN EDUCATION 8
INDUSTRY
2.1 MBA PROGRAMMES IN AHMEDABAD 21
2.2 PROFESSSI0NAL EDUCATION 24
2.3 LITERATURE REVIEW 25
2.3 (A) LITERATURE ON NIRMA 25
2.3 (B) LITERATURE ON IIPM 35
2.3 (C) LITERATURE ON ICFAI 43
3 APPROACH & METHODOLOGY 54
3.1 PROBLEM STATEMENT 54
3.2 RESEARCH METHODOLOGY 55
3.3 ANALYSIS & INTERPRETATION 56
3.4 FINDINGS 78
4 CONCLUSION 81
5 LIMITATIONS AND RECOMMENDATIONS 82
6 APPENDICES/ANNEXURES 84
7 BIBLIOGRAPHY 88

CHAPTER-1
EXECUTIVE SUMMERY
As a student of professional it is good to do project on professional education. The idea comes

from the present flood in number of these institutes. The report on “Understanding Marketing
Strategies and Perceptions in Professional Education Industry: Study on MBA” aims to
assimilate data about the various aspects of professional education. To analyze the perceptions of
the professors and the students regarding their respective institutes. We have taken 3 institutes
which are the leading institute in education industry.
- Nirma institute of Management
- IIPM
- ICFAI
The criteria for selecting these institutes were their presence in Ahmedabad and have they
ae promoting their courses and they have large students base.
The report is a mixture of Secondary and Primary data, with Questionnaires being our
major instrument to collect primary data.
Major topics we have attempted to cover in this project are to: -
- Explore the strategies applied by different institutes and factors considered by students
while selecting the institutes.
- Understand the perception of the professors with respect to professional education offered
by the institutes.
- Understand the perception of the students with respect to facilities provided by their
respective institutes.
- Compare the three institutes based on the factors considered in finding views of students
and professors.
- Conclude and enumerate the recommendations that might help to find out the factors
which are most preferred by students while selecting professional education institutes According
to the survey we came to the conclusion that

- Education is the experience that student get when they go through the entire course period
unlike physical commodity that can be experienced by shape, size, colour.
- Students are value the institute which are providing better placement good infrastructure
and quality of education.
- There is selected number of tools to market the institute like print media and word of
mouth as well as brand name.
- By the views of students and professors now professional education becomes an Industry
where the sole aim is not only provide knowledge but profit too.

CHAPER-2
INTRODUCTION TO INDIAN EDUCATION INDUSTRY
BACKGROUND
Education is the learning of knowledge, information and skills during the

life. It lightens our society from small villages to the developed city also. Education in India
takes major changes. As the time passes we had KASHI, TAKSHSHILA, and NALANDA one
of the most famous education institutes in the ancient world.
Today the model of education has changed from knowledge based to carrier
based. People study to secure carrier and not to get adequate knowledge. Knowledge is the
confident understanding of a subject with the ability to use it for a specific purpose while the
education is the approach to acquire the knowledge.
Education industry is the second largest industry in India after the food
industry. It is growing with the rapid pace with the growth rate of more 100%. Its capital growth
is around of Rs 10000 crore in comparison of previous year. Near around 12% of the total
employment is due to education industry. From this data we can get idea that there is large
opportunity of business in this particular industry.
Knowledge is the driving force in the rapidly changing globalised economy

and society. Emergence of knowledge as a driving factor results in both challenges and
opportunities. The growth of the global economy has increased opportunities for countries with
good levels of education.
In today’s global environment, an accessible and high quality higher

education system is imperative for a nation’s economic progress. A sound higher education
system supports and enhances the process of economic and social development for a better
future.

Developing and transition countries are particularly challenged in a highly

competitive world economy because their higher education systems are not adequately developed
for the creation and use of knowledge. Converting the challenges into opportunities depend on
the rapidity with which they adapt to the changing environment.
Higher Education System in India
The primary role of higher education is increasingly to transform students

by enhancing their knowledge, skills, attitudes and abilities while simultaneously empowering
them as lifelong critical, reflective learners. The higher education system in India grew rapidly
after independence.
By 1980, there were 132 universities and 4738 colleges in the country
enrolling around five per cent of the eligible age group in higher education. Today, in terms of
enrolment, India is the third largest higher education system in the world, behind China and the
USA, with 17973 institutions (348 universities and 17625 colleges). The number of institutions is
more than four times the number in the United States and entire Europe. Higher education in
China having the highest enrolment in the world (nearly 23 million), is organized in only about
2,500 institutions. While the average enrolment in a higher education institution in India is about
500-600 students, a higher education institution in the United States and Europe would have
3000-4000 students and in China this would be about 8000-9000 students. This makes the system
of higher education in India a highly fragmented one that is far more difficult to manage than any
other system of higher education in world. However, other than a handful few institutions of
national importance providing high quality higher education, the system is failing to produce
wealth creators and creative, intellectual leaders who are much needed in all sectors of the
society. India’s higher education sector has failed to map the future demand for various skills and
it has not kept pace with industry’s growth.
Since higher education in India is an important part of modern Indian

society and is intertwined in the political and social systems of the society, this sector is in need
of change, development and improvement. At independence in 1947, India inherited a system of

higher education which was not only small but also characterized by the persistence of large
intra/ inter-regional imbalances. Determined efforts were made to build a network of universities,
and their affiliated colleges which provided tremendous outreach to a country of vast diversities
in language as also in prevailing standards offing the post independence period, higher education
expanded fast and today India ranks very high in terms of the size of the network of higher
education institutions, with 6.75 million students enrolled and teaching force numbers about
321,000. Student’s enrolment increased from 263,000 to 6,755,000 by 1996-97, growing at an
estimated rate of 7 per cent between 1987 and 1993 but now declined to 5.5 percent compound
rate of growth, with 14 states having a lower rate. In spite of this phenomenal growth, the total
enrolment, however, forms only about six percent of the relevant age- group (17- 23) population.
The number of students per 100,000 populations has increased significantly since independence.
It was only 48 per 100,000 in 1951 increasing to 613 per 100,000 in 1997. The number of
women’s colleges has recorded a substantial increase from 780 colleges in 1986–87 reaching a
figure of 1195 in 1996-97. Of the total enrolment, women’s enrolment accounts for 34 percent.
Out of the total number teachers in higher education, Professors and Readers account for 12.8
and 26.2 % respectively, in the University Department and University Colleges. In the affiliated
colleges there are13.9 % senior teachers and 81.7 % lecturers. There were 21 students for one
teacher in 1996- 97 as compared to 12 students per teacher in 1965- 66. The number of students
has reached the level of 6.75 million and there are 3, 21,000 teachers in the higher education
system. A special emphasis has come to be laid on women’s education. The enrolment of women
at the beginning of 1997-98 was 2.303 million, 34 percent of them being of the postgraduate
level. At the beginning of the year 1999-2000, the total number of students enrolled in the
universities and colleges was 74.18 lakh-12.25 lakh in university departments and 61.93 lakh in
the affiliated colleges. Eighty percent of total enrolment was concentrated in the three faculties of
Art (40%), Science (20%) and commerce (20%) while the remaining 20% was absorbed by the
professional faculties. Enrolment at the degree level was 65.20 lakh (87.9 percent), at the PG
level 7.25 lakh (9.8 percent) and the remaining at research and diploma/certificate levels. The
enrolment of women students in the year 1999-2000 was 27.74 lakh at the graduate and
postgraduate levels, accounting for 34 percent of the total enrolment. The strength of the faculty
went upto 3.42 lakh in 2000.

Education scenario and needs in India: Building a perspective for 2025
The Indian Constitution resolves to provide quality education to all and in an effort to
fulfill the educational needs of the country specifically for the diverse societies and cultures of
the country the government has chalked out different educational categories: Elementary
education, Secondary education, Higher education, Adult education, Technical and Vocational
education. Despite serious handicaps of means and resources, the country has built up during the
last 50 years, a very large system of education and has created a vast body of men and women
equipped with a high order of scientific and technological capabilities, robust humanist and
philosophical thought and creativity. It would be worthwhile to observe the trends in the different
sectors of education from post Independence period to the present scenario.
Sectors of Education
Graph I: Comparative Statement of Number of

Institutions in 1950-51 and 1998-99
7 6.27
6
5 Primary schools(in
4 lakh)
3 2.1 1.9 Upper Primary
2 schools (in lakh)
1 0.13
0
1950-51 1998-99

Comparative Statement of Numbers of Students

(Upper Primary Stage) in 1950-51 and 1998-99
500
403.53
400
Total Enrolment(in
300 Lakh)
200 Gross Enrolment
Ratio(Percent)
100 57.58
31.19 12.7
0
1950-51 1998-99
At the time of Independence, only fourteen percent of the population as literate and only one
child out of three had been enrolled in primary school. The need for universal education for all
children in the age group of 6-14 years recognized as a crucial input for nation building, was
given due consideration in successive Five Year Plans and has resulted in a manifold increase of
spatial spread, infrastructure facilities, increased coverage of various social groups; but the goal
of providing basic education to all continues to be elusive. The elementary education system of
India has expanded into one of the largest in the world The number of primary schools increased
from 2.15 lakhs in 1950-51 to 6.1 lakhs in 1997-98; the corresponding increase in upper primary
schools was from 0.14 lakhs to 1.85 lakhs 1. These 8.17 lakh schools together enrolled 1110 lakh
children as compared to 192 lakh in 19512. Universal provision of education has been
substantially achieved at the primary stage (classes I-V). An estimated 95 percent of the rural
population living in 8.26,000 habitations has a primary school within a walking distance of 1 Km
and about 85 percent of the rural population has an upper primary school within a walking
distance of 3 Kms 3. More than 150 million children are currently enrolled covering around 90
percent of the children in the age group of 6-14 years. Recent surveys on literacy rates indicate a
phenomenal progress in the nineties and indicate a significant rise in the literacy level. (Refer
Table 1.1) According to the National Sample Survey estimates, the literacy rate has increased
about 12 percentage points in a period of six years from 52.21 in 1991 to 64.20 percent by 1997.

Year Literacy Rate (%) Number of Schools
Persons Males Females Primary Upper

Primary
1951 18.33 27.16 8.86 215036 14576
1961 28.31 40.40 15.34 351530 55915
1971 34.45 45.95 21.97 417473 93665
1981 43.56 56.37 29.75 503763 122377
1991 52.21 64.13 39.29 566744 155926
Since independence, there has been a substantial increase in enrolment at all levels of
education, five fold from 19.2 million to 110.9 million in 1998- 99 at the primary stage; 3.1
million to 40.4 million in the upper primary stage. The gross enrolment ratios of children in the
age group 6-11 increased from 42.6 percent in 1950-51 to 92.14 percent in 1998-99. Likewise,
the gross enrolment of 11-14 years age group increased from 12.7 percent in 1950- 51 to 57.58
percent in 1998-99.
Adult Literacy

Since independence, eradication of illiteracy has been one of the major national
concerns of the Government of India. The Kothari Commission (1964-66) emphasized the
importance of spreading literacy as fast as possible and suggested measures for the same.The
Resolution on NPE 1968 not only endorsed the recommendations of the Education Commission
but also reiterated the significance of universal literacy and developing adult and continuing
education as matters of priority. Later, the National Policy on Education (1986) gave an
unqualified priority to programmes for eradication of illiteracy, particularly among women,
members belonging to Scheduled Castes and Scheduled Tribes particularly in the rural areas. As
per the NSSO survey, the literacy rates have jumped from 52 percent in 1991 to 62 percent in
1997 against the countering factor of population growth. This has to be seen against the backdrop
of an average decadal growth of only 8.5 percent between 1951 and 1991. The wide gap between
male and female literacy rates seems to be narrowing as also the urban and rural difference.
Recent surveys indicate an improvement in the pace of
literacy, mobilization of communities for education, provision of a life long opportunity to non-
literates and creation of a learning society.
Secondary Education
Secondary education serves as a bridge between elementary and higher education
and prepares young persons in the age group of 14 18 for entry into higher education. Children’s
population at the secondary and senior level, as projected in 1996-97 by NSSO has been
estimated at 9.66 crores. Against this, the enrolment figures of 1997-98 show that only 2.70 crore
are attending schools. Thus, two-thirds of the eligible population remains out of school system.
Vocational Education:
Prior to the introduction of vocational courses in general schools and colleges at
all levels, there have been conventional models of vocational education in operation, in
institution under Technical education, Pharmacy Council, Nursing Council, Dental council,
Agricultural Council, and the Directorate General of Employment and Training in the labour
ministry, etc. Vocational education was also in operation in non- formal, adult and voluntary
sectors in addition to the formal sector. Recently, VE was introduced in Secondary schools meant
for general education, which are concerned primarily with basic academic subjects, in no way
connected with vocational courses or apprenticeship. Vocational courses started in general
education at +2 and +3 stages of 10+2+3 aimed at imparting both knowledge and skill pertaining

to vocation and attained equal importance. Currently vocational education and training is being
offered by a variety of Government and Non-government Institutions nation-wide: a) Schools
with vocational stream at the +2 level b) Industrial Training Institutes (ITIs) c) Community
Polytechnics d) National Open School e) Open Universities, Selected College / Universities f)
Krishi Vigyan Kendras g) Non Government Organizations e) Special Institutions. Although
substantial expansion in facilities has taken place in the last 10 years with new schemes, new
courses and new institutions, these have been unable to meet the challenge and demand of
industry, employment and the public.
During the past five decades, there has been a phenomenological expansion of
technical education facilities in the country and it has played a significant role in the process of
economic and technological development of India by producing high quality manpower needed
for various sectors and by providing essential services through research and innovations. Strong
linkages between technical institutions and industry were developed. Several new initiatives have
been effected such as the Technology Development Missions, modernization and removal of
Obsolescence, research and development etc. The thrust areas of technical education is to
provide project based financial support for creation of infrastructure in terms of modern
laboratories in the thrust areas, a strong base for advanced level work by identifying programmes
and courses by institutions, taking into account the country’s and regional needs with special
attention to rural society and disadvantaged sections and develop horizontal and vertical linkages
with other institutions, research laboratories, industry and user agencies through multiplicity of
programmes including consultancy. Different state governments have taken a variety of
initiatives to promote IT education. In addition, several innovations are taking place outside the
Government system. In most cases replication of such innovations is neither time consuming nor
expensive.

Allocation and Expenditure on Education
The concept of ‘investment in education’ was explicitly adopted by the

Government of India in the National Policy on Education, 1968.Keeping in view the growing
requirements of the education system, the Government of India promised to allocate at least six
percent of national income to education from the public exchequer, a goal set for realization by
the end of the Ninth Five Year Plan i.e., by 2002. The educational explosion that has taken place
in India during the post-independence period in terms of number of students, schools and
colleges, and teachers, is also reflected in the growth of expenditure on education (at least in
current prices). In absolute terms, the educational expenditure increased from Rs 1.1 billion in
1950-51 to Rs. 412 billion in 1997-98. The increase is by a staggering 360 times. But this
impressive growth is belittled by (a) rapid growth in population, (b) phenomenal increase in
student numbers, and above all, (c) escalation in prices. While the total expenditure increased by
360 times, in per capita terms the increase during 1950 51 to 1997-98 has been by about 130
times. In contrast, the expenditure per pupil increased only by 62 times during the same period,
from Rs. 35.60 to Rs. 2224. Presently 3.6 percent of GNP is invested in education in India (1997-
98). Compared to the very low level of 1.2 percent in 1950-51, this marks a very significant
progress. Plan expenditure on education, including in case of elementary education, is relatively
very small compared to non-plan expenditures form the major chunk of expenditure on
education. However, the budget for Elementary Education has been enhanced from Rs. 2852
crores (1 Crore = 10 Million) in 1999-2000 to Rs. 3608 crores in 2000-01. Huge investments
have been made in higher education in independent India with total expenditure on higher
education increasing remarkably. On the whole, the trends suggest that the higher education had
a good start during the 1950s (with real growth of 7.5 % per annum), and had its golden days
during the 1960s, with the real expenditure increasing at an annual rate of growth of 11 percent;
but it suffered significantly during the 1970s, with the rate of growth coming down to a meagre
3.4 % as educational planners aimed at consolidation of higher education instead. The 1990s
heralded an era of austerity and higher education suffered greatly. Although, in 1996-97, the
government expenditure of Rs. 42,035 million rose further during the subsequent period, this
impressive growth was, however, considerably offset by increase in prices, and increase in
population, more particularly student numbers in higher education. Inflation has had an adverse
effect on education. For the Vocationalisation of Secondary Education, an amount of Rs 100
crore was provided under the Ninth Five Year Plan. By 1999, about 11 crores were spent on the

implementation of the program. For the year 2000, an amount of Rs 10.50 crore was budgeted.
The expenditure went down in the first two years of the plan. An amount of Rs. 100 crores was
provided for the program of vocationalisation during the 9th Five Year Plan. The Budget for the
current financial year has been enhanced from Rs. 10.5 crores in 1999-2000 to Rs. 35 crores in
2000-2001. For Information Technology, the existing plan allocations of the Ministry for
Technical Education sector have been to tune of around Rs 500 crore, total Ninth Plan outlay is
Rs 2375 crore. This provision is made against earmarked all ongoing and already approved
schemes.
Sectoral Outlays on Education for 1999-2000

2% 10%
9%
12%
2%
65%
Technical Education University & HE Secondary Education

Adult Education Elementry Education Others
Quality of Education
Education quality is the character of the set of elements in the input process and
output of the education system that provides services that completely satisfy both internal and
external strategic constituencies by meeting their explicit and implicit expectations. The literature
of educational quality has developed along a distinct path. The definition offered by Gordon and
Partington characterizes the general approach to educational quality as: “the success with which
an institution provides educational environments that enable students effectively to achieve
worthwhile learning goals, including appropriate academic standards”. The higher education
system in India has been of mediocre status for decades. Now, as India strives to compete in a

globalize economy in areas that require highly trained professionals, the quality of higher
education becomes increasingly important. Like any other business, higher education also needs
quality. So far, India’s large educated population base and its reservoir of at least moderately
well-trained university graduates have permitted India to move ahead. But the competition is
fierce. China in particular is heavily investing in improving its best universities with the aim of
making a small group of them world class in the coming decade, and making a large number of
internationally competitive research universities. Other Asian countries are also upgrading higher
education with the aim of building world class universities. To compete successfully in the
knowledge-based economy of the 21st century, India needs enough higher educational
institutions that not only produce bright graduates for export but can also support sophisticated
research in a number of scientific and scholarly fields and produce at least some of the
knowledge and technology needed for an expanding economy. How can India build a higher
education system that will permit it to join developed economies? The newly emerging private
sector in higher education cannot spearhead academic growth. Several of the well-endowed and
well managed private institutions maintain reasonably high standards, but whether these
institutions are going to be able to sustain themselves in the long run remains to be seen. They
can help produce well-qualified graduates in such fields as management, but they cannot form
the basis for comprehensive research universities. This sector lacks the resources to build the
facilities required for quality instruction and research in the sciences. Nor can enough money be
earned by providing instruction in the mainstream arts and sciences disciplines. Most of the
private institutions do not focus on advanced training in the sciences.

"Education And The Significance Of Life"

TO DISCOVER what part education can play in the present world crisis; we should
understand how that crisis has come into being. It is obviously the result of wrong values in our
relationship to people, to property and to ideas. If our relationship with others is based on self-
aggrandizement, and our relationship to property is acquisitive, the structure of society is bound
to be competitive and self-isolating. If in our relationship with ideas we justify one ideology in
opposition to another, mutual distrust and ill will are the inevitable results.
Then there is the whole question of patriotism. When do we feel patriotic? It is

obviously not an everyday emotion. But we are sedulously encouraged to be patriotic through
school-books, through newspapers and other channels of propaganda, which stimulate racial
egotism by praising national heroes and telling us that our own country and way of life are better
than others. This patriotic spirit feeds our vanity from childhood to old age.
Our present social institutions cannot evolve into a world federation, for their
very foundations are unsound. Parliaments and systems of education which uphold national
sovereignty and emphasize the importance of the group will never bring war to an end. Every
separate group of people, with its rulers and its ruled, is a source of war. As long as we do not
fundamentally alter the present relationship between man and man, industry will inevitably lead
to confusion and become an instrument of destruction and misery; as long as there is violence
and tyranny, deceit and propaganda, the brotherhood of man cannot be realized.
Merely to educate people to be wonderful engineers, brilliant scientists, capable

executives, able workmen, will never bring the oppressors and the oppressed together; and we
can see that our present system of education, which sustains the many causes that breed enmity
and hatred between human beings, has not prevented mass murder in the name of one's country
or in the name of God.
But has military training any place in education? It all depends on what kind of human
beings we want our children to be. If we want them to be efficient killers, then military training is
necessary. If we want to discipline them and regiment their minds, if our purpose is to make
them nationalistic and therefore irresponsible to society as a whole, then military training is a

good way to do it. If we like death and destruction, military training is obviously important. It is
the function of generals to plan and carry on war; and if our intention is to have constant battle
between ourselves and our neighbors, then by all means let us have more generals.
. Government control of education is a calamity. There is no hope of peace and order in

the world as long as education is the handmaid of the state or of organized religion. Yet more and
more governments are taking charge of the children and their future; and if it is not the
government, then it is the religious organizations which seek to control education. .
Education throughout the world has failed, it has produced mounting destruction and
misery. Governments are training the young to be the efficient soldiers and technicians they
need; regimentation and prejudice are being cultivated and enforced. Taking these facts into
consideration, we have to inquire into the meaning of existence and the significance and purpose
of our lives. We have to discover the beneficent ways of creating a new environment; for
environment can make the child a brute, an unfeeling specialist, or help him to become a
sensitive, intelligent human being. We have to create a world government which is radically
different, which is not based on nationalism, on ideologies, on force.
Right education is obviously a danger to sovereign governments - and so it is

prevented by crude or subtle means. Education and food in the hands of the few have become the
means of controlling man; and governments, whether of the left or of the right, are unconcerned
as long as we are efficient machines for turning out merchandise and bullets.
Now, the fact that this is happening the world over means that we who are the citizens
and educators, and who are responsible for the existing governments, do not fundamentally care
whether there is freedom or slavery, peace or war, well-being or misery for man. We want a little
reform here and there, but most of us are afraid to tear down the present society and build a
completely new structure, for this would require a radical transformation of ourselves. .
Outward security for all can come only when there is love and intelligence; and since
we have created a world of conflict and misery in which outward security is rapidly becoming
impossible for anyone, does it not indicate the utter futility of past and present education? As

parents and teachers it is our direct responsibility to break away from traditional thinking, and
not merely rely on the experts and their findings.
2.1 PROFESSIONAL EDUCATION
A business management course is like a cruel grinding axe. All the students need to do is to
align themselves to the leading edge of the roller. They are automatically sucked in, crushed
and thrown out of the system in a matter of two years. In between, it is a suffocating
experience. But they learn to go through the routine.
Management Education: The Academic Perspective
Beginning with a serious stock-taking of what management education in India has

achieved so far, senior academics at IIMB and elsewhere zeroed in on what ails it, before coming
forward with their views on what needs to be done to face the challenges ahead. Core academic
issues of management education, ranging from its epistemological bases, approaches and
methods, to area or sector specific concerns were given a close up view by the faculty. The
exercise succeeded in raising a lot of questions even where it did not lead to concrete proposals.
Business Management Education Time for Soul Searching
In popular talk shows as well as in serious debates, the hottest topic today is the virtues of
the buyers' market versus the vices of sellers' market. This realization has partly been due to the
recent transition from a "planned" economy to a "market" economy in our country. In a sellers'
market, it is said, service and goods providers do not have any motivation to provide quality as
they tend to develop an "internal focus" as opposed to a "customer focus". Improvements in their
product/service and their operations do take place, albeit slow. The logic is simple. Whatever
they offer is simply absorbed by the market. The consumers, in such a situation, are invariably
left to choose between the devil and the deep sea. Unfortunately, business management education

in this country falls in the sellers' market. Recently, the AICTE approved over 500 business
schools. Informal reports suggest that most of them will belong to the "also ran" category.
Business schools of course, choose to narrate their success stories about how they have
been improving the course curricula, and how their students are placed in better positions year
after year. However, a recent issue of Business India reported that business management
graduates are raw, and far removed from reality. The report further adds, "Academics are
supposed to provide an agenda of ideas for industry. In India, they learn from industry rather than
contribute to it." Where does the problem lie? Who is to be blamed for this state of affairs? Is it
the curriculum or is it the manner in which business schools are organised? Do business leaders
have any role to play other than being mute spectators? Four major areas of concern need
immediate attention.
A business management course is like a relentless grinding axe. All the students need
to do is to align themselves to the leading edge of the roller. They are automatically sucked in,
crushed and thrown out of the system in a matter of two years. In between, it is a suffocating
experience. But they learn to go through the routine. The course work and the number of credits
required to complete the course appear to be very high. For example, at IIM Bangalore, a
minimum of 106 credits are required to complete the course. Students and participants of various
programs often complain of less learning under such heavy course load. Students end up chasing
deadlines than actually applying concepts to practical situations. Either the process adopted by
business schools in imparting learning is flawed or there is a genuine overload. Asian Institute of
Management, Manila expects its students to earn fewer credits to qualify for the award of a
degree. The emphasis, apparently, is on action learning. It appears that a reduction of the course
load to around eighty credits will allow more learning. Business schools claim to kaizen their
curriculum periodically but this needs to be debated.

Collapsing Functional Area Barriers
The manner in which business schools have been organized and their style of working
has not changed much since the first Indian Institute of Management was set up in the country in
Calcutta nearly forty years ago. Despite several changes in the corporate market, and business
education needs and student profiles, even today course offerings in business schools have a
functional area orientation. If collapsing functional area barriers is one of the often talked about
themes in business schools, do we not have to make certain changes in the business school set
up? For example, the Operations Management faculty in most business schools offers TQM.
However, this leaves a mindset among the other faculty that quality is operations management's
job and not theirs. This is similar to the traditional mindset of leaving quality to the quality
control department and cost control to the cost accountant rather than to the production worker

2.2 MBA PROGRAMME IN AHMEDABAD
Bangalore image of the brand can be a drubbing in Bangalore. But AAPNU AMDAVAD,
praised the global branding of the world there are many brands woke up, is in a glittering new
arena mark. Years after the “Manchester of the East” is mitigated day, the last Mega City is a
brand new look. Today there are many MBA colleges in Amdavad. Some of them are listed
below.
1. Indian Institute of Management-Ahmedabad (IIM-A)

2. Mudra Institute of Communication Ahmedabad (MICA)
3. Nirma Institute of Management (NIM)
4. Indian Institute of Planning and Management (IIPM)
5. Institute of Chartered and Financial Analysts of India (ICFAI)
6. B.K. School of Business Management Gujarat University
7. A.E.S. Post Graduate Institute of Business Management
8. Gujarat Law Society's G.L.S. Institute of Business Management
9. Chimanbhai Patel Institute of Management (CPIM)
10. Lok Jagruti Institute of Management Studies (LJIMS)
11. Indus Institute of Technology & Engineering (INDUS)
Out of these top institutes my main focus for this project is on three institutes
Which are,
1. Nirma Institute of Management (NIM)

2. Indian Institute of Planning and Management (IIPM)
3. Institute of Chartered and Financial Analysts of India (ICFAI)

2.3 LITERATURE REVIEW ON THREE INSTITUTES:
2.3 (A) NIRMA INSTITUTE OF MANAGEMENT
VISION
Shaping a better future for mankind by developing effective and socially responsible individuals
and organization.
MISSION
To be one of the best business schools in the Asia Pacific Region by developing leaders and
entrepreneurs through cutting edge and relevant management education and development,
conducting applied research, and preparing instructional resources.
VALUES
Academic Excellence, Creativity, Respect for the individual, Concern for Society.
CAMPUS TOUR
The Institute is situated on Nirma University campus, about 15 Km. from Ahmedabad city,
on the Sarkhej-Gandhinagar Highway. A 110-acre sprawling campus in picturesque surroundings
provides a refreshing environment, stimulating intellectual alertness and creativity. The campus
has an ambience that motivates students to grow. The Institute building, which is centrally air-
conditioned, has several amphitheatres, flat classrooms, an auditorium with the capacity of 450
seats, computer centers, a communication lab, a fully automated library, an art gallery, faculty
and administration blocks, conference rooms and other facilities. Modernity, aesthetics and
grandeur characterize the building. The campus also has modern sports facilities. The overall

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

pursuits.
Dr. Karsanbhai K. Patel

President, Nirma University of Science And Technology
Chairman, Nirma Ltd.
Dr. Karsanbhai Patel is recipient of the Udhyog Ratna” and “Gujarat Businessman 1998”
Awards. He is also the recipient of Earnest Young Lifetime Achievement Award 2006 “.He is
best known for his contribution in the country. In the last one decade, he has turned his attention
to the growing challenges in the education. This has perhaps been the most fortuitous
development for the younger generation of the country.
Dr. Patel was awarded Honorary Doctorate of Humane Letters By Florida Atlantic
University, USA for business and marketing acumen and philanthropy. He was also awarded
Honorary D.Litt by Devi Ahilya Vishwavidhyalaya, Indore. Among many Social Projects that he
has initiated, Nirma Education and Research Foundation (NERF) is monumental of his
commitment to the society.
Dr. Patel firmly believe that to withstand global competition and to satisfy the growing
need for quality professionals, on academic institution must constantly grow, innovate, build
strength and strive to become self-reliant.

Academic Programs
Master of Business Administration (MBA) Full Time

Master of Business Administration (MBA) Part Time
Master of Business Administration (Family Business and Entrepreneurship)
Doctor of Philosophy Program (Ph. D.)
Executive Diploma Program
Doctor of Philosophy Program (Ph. D.) (External)
MBA (Full Time):
The curriculum is innovative and is continuously updated to integrate changes that are taking
place in the business environment. The curriculum consists of compulsory and elective courses.
Program Structure
Duration : 2 Years
Credit Requirements : Total 102 Credit Hours
Summer Project Duration : 8-10 Weeks
Core Courses (Compulsory Courses)

Core courses are the foundation courses of management education. They are compulsory for all
students and mostly they are offered in the first year. Some courses provide perspective on
management, while other courses focus on functional knowledge. Some courses, on the other
hand, are related to self-development and skill building. A few core courses are offered in the
second year also.
Elective Courses
Elective courses are offered in the second year of the programme. Students are required to opt for
twelve elective courses (36 credit hours).
Field Courses
There are two field courses: Managing Social Project and Capstone Project. The former is

scheduled in the first year, while the latter is slated in the second year.
Audit Courses
An audit course is not meant for earning academic credit. A student audits a course as a matter of
personal interest and knowledge enhancement. Audit students are not entitled for assessment. An
audit course by a student has to be approved by the Chairperson, MBA (FT).
Additional Credit Courses
A student s required to take 102 credit hours of courses to be eligible for the award of the degree.
However, a student is allowed to take additional elective courses.
Summer Project/Internship
At the end of the third term, all students are required to do summer project/internship of 8-10
weeks with an industrial, business or service organisation. The conditions of successfully
completing the programme are not deemed to have been satisfied unless a student does summer
project/internship. The project is intended to give the students an opportunity to sharpen their
knowledge and skills, to appreciate the practical problems of management, and to begin planning
their career in light of the practical experience gained during the period.
Specialization
A student will be allowed to take duel specialization viz: Major and Minor specialization. The
student is required to take certain number of credit hours of courses from the area of
specialization to be eligible for major specialization. Similarly, a student is required to take
certain number of credit hours of courses from particular area of specialization to be eligible for
minor specialization. While opting major & minor specialization, the course should be mutually
exclusive for meeting the credit requirements.
MBA (Family Business & Entrepreneurship)

Two-year, Full-Time Residential MBA in Family Business & Entrepreneurship
A program to develop future owners-managers, it aims to equip young people with modern
management knowledge and skills, family business management techniques and an
entrepreneurship approach.
Program Structure:

Duration : 2 Years
Credit Requirements: Total 102 Credit Hours
Summer Project Duration : 8-10 Weeks
Curriculum Architecture
1st year structure (Compulsory Courses) :
Term I
Computer Skills for Management Managerial Accounting I

Managerial Economics Managerial Oral Communication
Marketing Management I Organizational Behaviour I
Quantitative Techniques in
Mgmt. I
Term II
Analysis of Cases and Written

Financial Management I
Comm.
Macro Economics Managerial Accounting II
Managing Social Projects Marketing Management II
Quantitative Techniques in
Operations Management I
Mgmt. II
Term III
Analysis of Cases and Written

Financial Management II
Comm.
Management Information
Human Resource Management
Systems
Managing Social Projects Marketing Research
Organizational Behaviour II Operations Management II
Strategic Management I
2nd year structure (Compulsory Courses) :
Strategic Management - II Business Laws

Capstone

Marketing Finance
Advertising and Sales Promotion Bank Management

Mgmt. of Direct and Indirect
Business-to-Business Marketing Taxes
Management of Financial
Consumer Behaviour Services
International Marketing Insurance
Product and Brand Management International Finance
Retail Marketing Management Control Systems
Sales and Distribution
Management Project Planning and Control
Services Marketing Strategic Cost Management
Strategic Marketing Working Capital Management
Derivatives and Risk
Managing Corporate Relations Management
Direct Marketing Mergers and Acquisitions
Rural Marketing Econometrics for Finance
Investment and Portfolio
Internet Marketing Management
Customer Relationship
Management
Marketing of Innovation
Advanced Marketing Research
HRM Infomation Technology
Client Server Application

Compensation Management Management
Industrial Relations & Labour Data Warehousing and Data
Laws Mining
International HR Management Enterprise Resource Planning
Organization Deve. & Change
Mgmt. IT Strategy for Business
Performance Management Managing Electronic Business
Relational Database Mgmt.
Recruitment and Selection Systems
Strategic HR Management Software Project Management
Telecomm. and Networking for
Training and Development Busi.
Human Resource Development Multi-Media Management
Security and Control of Info.
Systems

Business Process Reengineering

Knowledge Management
International Business Operations Management
Export- Import Management Logistics Management

Export- Import Policy, Operations Management in
Procedures Services
and Documentation
International Business Supply Chain Management
International Business Laws Total Quality Management
International Market Research World Class Manufacturing
International Organisations, Project Management
Regional Blocks, and WTO
International Technology
Transfer / Multinational Management of Business Process
Corporations Outsourcing (BPO) Organisations
International Trade Technology Management
Global Management
Library Resources:
Print Resources Non-Print Resources
Book - 25,033 CDs – 1423

Newspapers – 17 Databases – 13
Bound Volumes – 1903 Video Cassettes – 185
Periodicals – 5902 Audio Cassettes – 136
(251 print & 5651 e-Journals) Photograph Albums – 189

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

meeting their career aspirations by inviting various companies for campus recruitment. The
Institute has a dedicated placement cell, which is in constant touch with the industry and
essentially keeps the students informed about the requirements and developments in different
industry sectors regarding the career opportunities available.
Successful placement of each student at the Institute is a result of interaction with the
industry and career counseling to the students. Right from the admission into the program, each
student is very consciously counseled as regards to his/her career aspirations and options, which
in turn is followed up with the potential companies participating in the final and summer
placement program of the Institute.
Workshops on career counseling, business etiquette, group discussions and interview

skills, verbal and non-verbal communication skills are a regular feature at the Institute.
The Placement Cell is also guided by a Faculty Advisory and supported by Student Placement
Committee.
The Institute has a good record of placements with a constant increase in the average salary each
year. The average salary for the 2006-2008 batch was Rs. 7 lacs per annum.
Every year there are companies from various sectors participate in placement process offering
the best profiles. Companies visiting IMNU campus are from IT, Retail, Consulting, Automobile,
Marketing Research, KPO/BPO, Manufacturing, Finance, Banking, Insurance sector.

Batch 2006-2008:

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

Automobiles Insurance
Ashok Leyland ICICI Prudential Life Insurance
Bajaj Auto OM Kotak Mahindra Life Insurance
Eicher Motors SBI Life
TVS Motor Company Bharti AXA
Information Technology &
Banks
Consultancy
Citibank,N.A. Accenture
HDFC Bank ACNielsen ORG-MARG
ICICI Bank Adventity
IDBI Bank Care
Kotak Mahindra Bank Cognizant Technology Solutions
Collabera
HCL Technologies
Horwarth Consultants
HP
IBM India
IMRB International
Infosys
Karvy Stock Broking
NSEiT
Omnitech Solutions
Satyam Computer Services
Singhi & Associates Advisors
Tata Consultancy Services
Wipro Technologies
Financial Services Engineering and Manufacturing
Citigroup Gujarat Gas Company
Citigroup Global Services Indian Oil Corporation
Global Trade Finance Vedanta Resources
Irevna
JP Morgan Chase
Kotak Securities
TATA Capital
TATA Motor Finance
Telecommunications Textiles
Idea Arvind Mills
Tata Communications VF Arvind Brands
Tata Teleservices
Vodafone Essar
Operations
TNT

2.3 (B) INDIAN INSTITUTE OF PLANNING AND MANAGEMENT
The Social Vision of IIPM:
Though Capitalism has contributed to tremendous growth of productivity, has enriched

material life of man, has expanded scope of freedom, yet it has not made of colours one can
dream of.
Communism, as practiced in so called Communist countries has lead to totalitarianism

and loss of democratic rights, though the rate of growth of national economy in these countries
have been much higher than Capitalism ever achieved. Rapid rise of Soviet Union in the past and
recent unparallel growth rate of GDP in China amply demonstrates the inherent strength of
planned national economic growth. Distributive justice in these countries also forced Capitalism
to introduce welfare states. Historical experience therefore compels us to think of possibilities of
combining higher growth rate with distributive justice while not sacrificing democratic rights of
the people. Indeed, sustained high growth rate in GDP is not possible in the long run if
distributive justice is not there.
IIPM’s Social Vision follows from the above mentioned historical evidence:
IIPM wants to contribute to the creation of a movement, backed by proper education and
research which will create a society where exploitation of man by man does not exist, where each
individual has the scope to achieve his / her potential to the fullest extent. Distributive justice in
this society will ultimately mean “to each according to his need” a transition from “to each
according to his contribution”. In other words, universal humanism is the social vision of
IIPM.
HISTORY

Year 1963: A proposal by Dr. M.K.Chaudhuri to set up an institute under the name of "Institute
for Planning and Administration of National Economy" was forwarded to Pt. Jawaharlal Lal
Nehru, the then Prime Minister and Chairman, Planning Commission, Government of India. The
institute was committed to cutting edge research and education on economics, entrepreneurship
and management. A study tour was undertaken by Dr. M.K.Chaudhuri during 1964-65 to acquire
first hand knowledge about the working of similar institutions in Europe. A working paper on
Regional Planning was circulated to leading academicians under the name of "Indian Institute of
Planning" in 1969.
Year 1973: The founder Director resigned from professorship of Indian Institute of Management,
Bangalore (IIM-B) and established IIPM in New Delhi. The first residential full-time post
graduate diploma program commenced on 12th August, 1974, with students selected through
admission tests-cum-inter views held in Delhi, Kolkata, Bombay and Bangalore.
Year 2006: IIPM has grown to become the world's largest business school with 5000
postgraduate management students in nine campuses across seven of India's largest cities, with
placement offices in San Francisco, New York, London, Dubai and Singapore.
Dr. M. K.Chaudhuri
Research Professor & Founder Director

BA Honours (Economics), Presidency College, Kolkata

Msc, Ph.D, D.Sc, Berlin School of Economics
Malay Chaudhuri studied in Presidency College, Kolkata and in The Berlin School of
Economics. He did his M.Sc. in National Economic Planning and management. He was awarded
'excellent' and is a co-record holder. His Ph.D thesis was on the 'Role of small-scale, village and
cottage industries for solution of the unemployment problem in India'. His D.Sc thesis was on
'reform plans of the international monetary system.
He worked in private sector organizations like Hindustan Lever, Kuljian Corporation and
WS Atkins. He also worked in City and Industrial Development Corporation (CIDCO)- a public
sector organization
Before founding IIPM, he was Senior Fellow, Indian Institute of Advanced Study,
Shimla. He was also Professor of Economics at XLRI, Jamshedpur and IIM,Bangalore. His book
Theory of Economic Justice - Production of skills by means of skills, deals with the measurement
of contribution of each individual to the process of production and thereby seeks to answer the
question of just reward for an individuals' contribution. He believes that integrating the concepts
that emerge from IIPM's national economic planning research would create barefoot managers,
committed to eradicating poverty. His second book, The Great Indian Dream, outlines a series of
steps that the Government of India must undertake to allocate resources towards this end
IIMs and the MBA education scenario in India
Unlike other fields of higher education like Economics, Psychology, Physics or Chemistry,
Master level program in Business Management is not built on successful completion of Bachelor

level program in Business Management. Graduates of all streams can join MBA programs. It was
envisaged by the Ministry of Education that for a multidimensional program which includes
subjects like Operation Research, Organizational Behavior, Accounting, Finance, Economics and
Marketing, etc. would need 1024 contact hours (16 hours a week, 32 weeks a year) for 2 years
MBA Program. In contrast, to achieve master level proficiency in areas like Economics or
Physics, one has to have around 3000 contact hours. Obviously, the contact hours available in the
MBA programs were not found adequate. IIMs therefore, increased contact hours to around 24
hours a week, enabling them to teach the whole program in about 1500 contact hours.
Academically justified MBA programs with students of diverse background should be of three
years duration with at least 24 hours a week of contact hours. A recent proposal to introduce 1-
year MBA program to people having 5-years’ work experience (obviously non-managerial
supervisory level experience for most of them) is deemed to dilute academic content of the
program to cater to emerging markets as demonstrated by Indian School of Business (with 250
acres of campus, which is double the size of an average IIM campus), Hyderabad. Having failed
to prove the superiority of their 2-years MBA programs, the IIMs are lured by the high fees that
ISB is able to charge and also to secure very high level of entry salary superceding the elitist
salary of IIM pass-outs. Lacking confidence in their academic standards and contributions to
business success, IIMs are trying to overcome their second-class citizen status by entering into
devalued 1-year MBA programs. The IIMs are thus, victims of their own criteria of judging an
institute’s academic status by the level of salaries its graduates can command from the market by
restricting artificially the supply of such graduates available to the industry.
A few years’ work experience at supervisory level neither makes it easy to understand
complexities of business nor develops faster learning capacities. On the other hand, a break from
academic studies, growing age, fast social and personal life, makes it relatively difficult to
concentrate on studies again. In the West, parents rarely finance expenses of University level
studies. High fees charged create snobbish value around MBA courses while restricting entry of
students (which in turn jacks up the entry level salary), compelling people to work a few years to
save for the fees. Investment for studying MBA also includes sacrifice of their salary during the
duration of study. Therefore, potential participants of the MBA program are also reluctant to
study for a longer period, Market conditions, therefore, are the compelling reasons for shortening
the durations of the program. These truths are being covered by all sorts of spurious theories

exaggerating the usefulness of work experience.
Why IIPM courses are superior to MBA
IIPM has so far claimed the superiority of its Entrepreneur-ship program neither by the size of its
campus, nor by the entry level salary of its pass-outs, but by its qualitatively superior and
intellectually stimulating academic program. The IIPM course is a 22 month, 1944 hour course
which includes in depth studies of national economic processes and ways to regulate its
parameters to achieve higher growth rate of GDP ensuring higher growth of market segments
within the national economy as well as higher growth of income of all sections of the people,
including those who are below the poverty line.
The importance of including studies in national economic planning processes can be explained
with an example of natural science. At one level of knowledge it appeared that the Sun revolves
around the Earth. At a higher level of knowledge it was discovered that the Earth rotates around
its axis and also revolves around the Sun. Similarly, present MBA course structure concentrating
only on market segments by individual profit making units. This fails to explain the potentiality
of market expansion through distributive justice. Potentiality of business is always in not made of
colours one can dream of.
Communism, as practiced in so called Communist countries has lead to totalitarianism and loss
of democratic rights, though the rate of growth of national economy in these countries have been
much higher than Capitalism ever achieved. Rapid rise of Soviet Union in the past and recent
unparallel growth rate of GDP in China amply demonstrates the inherent strength of planned
national economic growth. Distributive justice in these countries also forced Capitalism to
introduce welfare states. Historical experience therefore compels us to think of possibilities of
combining higher growth rate with distributive justice while not sacrificing democratic rights of
the people. Indeed, sustained high growth rate in GDP is not possible in the long run if
distributive justice is not there.
IIPM’s Social Vision follows from the above mentioned historical evidence. IIPM wants to
contribute to the creation of a movement, backed by proper education and research which will
create a society where exploitation of man by man does not exist, where each individual has the

scope to achieve his / her potential to the fullest extent. Distributive justice in this society will
ultimately mean “to each according to his need” a transition from “to each according to his
contribution”. In other words, universal humanism is the social vision of IIPM.
COURSE CONTENT
The IIPM program is today regarded as the only course with a wider coverage than MBA courses
taught anywhere else in the world because of its integration with National Economic Planning
and a compulsory Marketing Specialization making it the most intellectually stimulating course
in India. In the light of globalization, IIPM aims to create a new generation of entrepreneurial
managers, who can face with confidence emerging challenges of international markets, while
remaining committed to remove massive poverty masses within a generation. For this, we must
achieve a growth rate of 14% and more of the national economy and engineer market extension
and social entitlements favouring the bottom 80% of the population. This is essential for
corporate growth rate of the same order & more. Future entrepreneurial managers must be aware
of this and not remain intellectually handicapped.
1) 2-year full time Programme in National Economic Planning and Entrepreneurship

(leading to the award of the MBA degree from IMI)
2) 3-year full-time Integrated Programme in National Economic Planning and
Entrepreneurship
(leading to the award of the BBA degree from IMI)
3) European Exchange Program with IMI (INTERNATIONAL MANAGEMENT
INSTITUTES)
DETAILS OF GOTA
Leading to CERTIFICATION IN GLOBAL MANAGEMENT from one of the Top 20 Global B-

School/University IIPM programs include a FREE STUDY TOUR TO EUROPE/USA etc. for 2
weeks inclusive of Industry visits for all students under IIPM’s Global Opportunities and
Threat Analysis programme (GOTA). From the batch of 2009 onwards GOTA is being taken
to a completely different level all together. 100% of students joining IIPM will be doing a special
course on Global Management for one week in one of the top 20 B-Schools/Universities* of the
world and getting a Certificate in Global Management from the B-School/University that they
attend. Students will be sent to different institutions (which will impart the programme) as per
the sole discretion of IIPM. More than 7500 students have gone for IIPM’s GOTA to countries
like USA, UK, Switzerland, Italy, France etc. in the last two years alone. The chosen B-
Schools/Universities all rank amongst the top 20 in highly respected rankings like Business
Week/Economist/ Financial Times etc. for the years 2006-07/2008.
INFRASTRUCTURE
The 8 Wi-Fi IIPM Towers are modern architectural wonders equipped with air-conditioned
classrooms, auditoriums, huge state-of-the-art computer domes & well stocked libraries. Each
student is also given a laptop computer to accelerate the learning process.
IIPM Branches & Happenings
IIPM New Delhi IIPM Gurgaon IIPM Cochin
IIPM's Jaipur IIPM Deharadun IIPM Noida
IIPM Bangalore IIPM Mumbai IIPM Bhopal
IIPM Chennai IIPM Hyderabad IIPM Bhuvneshwar
IIPM pune IIPM kolkatta IIPM Indore
IIPM chandigarh IIPM lakhnavow
SELECTION PROCEDURE

E-PAT :-The real test of management Aptitude:
IIPMs Admission teat E-PAT (Entrepreneurship & Planning Admission Test) is based upon a
written test, group discussion and interview. Unlike CAT, IIPM’s admission test E-PAT is based
more on parameters pertaining to EQ ( Emotional Quotient) and overall personality mapping
since it has been globally observed that high IQ often takes a backseat to high EQ when it comes
to Entrepreneurship, Management and dealing with human beings. Thus, the total scores of the
written test, group discussion and personal interview are compiled together to compose the final
score. Success in E-PAT is more likely to make you a better future leader than success in any
other examination focused primarily on IQ. E-PAT is conducted throughout India in more than
15 centres.
IIPM PLACEMENT
A RECORD 2650 STUDENTS PLACED FOR THE CLASS OF '08 AND AN AMAZING -165
INTERNATIONAL PLACEMENTS.
IIPM INTERNATIONAL PLACEMENTS
IIPM KICKED OFF THIS YEAR’S INTERNATIONAL PLACEMENTS BY PLACING 30

STUDENTS OF THE 2006-08 BATCH IN THE LARGEST OUTDOOR ADVERTISING &
PUBLICITY COMPANY OF U.A.E IN DUBAI.
More than 20 Fortune-500 companies have recruited students from the 2007-08 batch. Over the
years more and more students have been placed at international locations with global giants.
IIPM started this year’s INTERNATIONAL PLACEMENTS by placing 30 STUDENTS of the
2006-08 batch in the largest Outdoor Advertising & publicity company of U.A.E named
Emirates Neon Group (ENG) in DUBAI.

2.3 (C) INSTITUTE OF CHARTERED FINANCIAL ANALYSTS OF INDIA
The ICFAI University (hereinafter referred to as the University) refers to

the Universities sponsored by the Institute of Chartered Financial Analysts of India
(hereinafter referred to as the Institute) in Uttarakhand, Tripura, Sikkim, Meghalaya,
Mizoram, Nagaland, and Jharkhand under respective legislations. The Governments of
Rajasthan, Chhattisgarh and Punjab issued letters of intent to the Institute for the
establishment of Universities. Each University is a separate and independent legal entity.
Consequently, the University confers degrees at Bachelor’s, Master’s and Doctoral levels
on eligible students subject to the University Regulations.
The University Grants Commission has included the Institute of Chartered

Financial Analysts of India University at Dehradun (Uttarakhand) and at
Agartala (Tripura) in the list of Universities maintained by the University Grants
Commission under Section 2(f) of the UGC Act, 1956.
The University believes in creating and disseminating knowledge and skills

in core and frontier areas through innovative educational programs, research, consulting
and publishing, and developing a new cadre of professionals with a high level of
competence and deep sense of ethics and commitment to the code of professional
conduct.
A number of educational programs are offered in management, finance,

banking, insurance, accounting, law, information technology, arts, commerce, education
and science and technology at Bachelor’s and Master’s levels on full-time campus and
flexible learning formats. Examinations are conducted at over 168 test centers all over
India, four times a year. The University has no study centers outside the authorized
jurisdictions.
The University also allows private candidates to enroll in various programs

if they satisfy the eligibility criteria. The University does not provide any courseware, nor
conduct any contact classes, nor offer any other support services to private candidates.
Such candidates have to prepare for the programs on their own as per the curriculum and
are required to attend the examinations, as per the rules and regulations of the University.
The University has no study centers/branches outside the jurisdiction

ICFAI BUSINESS SCHOOL (IBS)
IBS offers high-quality programs in different areas of management to a cross-section

of students, executives and professionals across India. IBS has a reputation for innovative
program design and delivery, quality courseware, personalized instruction, strong industry
interface, and research, consultancy and publications.
Within a span of 13 years since it was established in 1995, IBS has grown
impressively and achieved widespread recognition from industry, academic circles, and
professional bodies. IBS has also been consistently ranked among the top B-Schools in India, in
the annual B-School surveys conducted by independent research agencies.
IBS has strong and growing presence across India, with campuses at Ahmedabad,
Bangalore, Bhubaneswar, Chandigarh, Chennai, Dehradun, Goa, Gurgaon, Hyderabad, Indore,
Jaipur, Kochi, Kolkata, Lucknow, Managalore, Mumbai, Nagpur, Noida and Pune. In addition,
new campuses will be established at Coimbatore, Faridabad and Visakhapatanam.
IBS provides academic support and placement assistance to students interested in

pursuing the two year campus-based MBA Program of the ICFAI University. IBS also conducts
a one year residential Executive PG Program at Hyderabad, which is designed to help working
professionals enhance their career prospects.
IBS APPROACH
IBS has a unique and innovative approach to business education, that focuses on providing the
right knowledge, imparting the right skills for enduring success in management careers, and
shaping the right attitudes.

Knowledge
The right knowledge is clearly a critical success factor in business. The right knowledge implies
relevant, contemporary and cutting-edge knowledge, in the theory and practice of a variety of
core, functional and integrative subjects. As practice precedes theory in business, equal emphasis
is placed on concepts and applications. This blending of ideas and actions is achieved through
various pedagogic techniques like lectures, case studies, business games, the summer internship
program, the business research project, etc.
Skills
What matters most in business is what one can actually do. Doing well implies mastering and
applying the skills - professional, personal and human - required for effective decision-making
and execution. IBS trains the students in these skills through a series of soft-skills lab sessions
scheduled over the duration of the program.
In addition, case-based learning at IBS helps students develop good analytical skills.
The Stipendiary Assignment Program is another unique skill-development program. Through this
program, students have an opportunity to develop their communication, presentation, HR and
marketing skills.
Attitudes
A critical attribute for success in life is cultivating the right attitudes like positive thinking, risk-
taking, opportunity seeking, adapting to change, and achieving a proper balance between
divergent goals of life. IBS helps students develop the right attitudes, and encourages them to
grow into balanced and well-rounded individuals capable of taking up leadership positions.
A GLOBAL NETWORK
1) THE ASSOCIATION TO ADVANCE COLLEGIATE SCHOOLS OF BUSINESS, USA

2) THE EUROPEAN FOUNDATION FOR MANAGEMENT DEVELOPMENT, BELGIUM
3) THE ASSOCIATION OF ASIA PACIFIC BUSINESS SCHOOLS, KOREA
4) SYRACUSE UNIVERSITY, USA
5) MONASH UNIVERSITY, AUSTRALIA
6) UNIVERSITY OF SOUTH AUSTRALIA
Selection Procedure
The Application Modalities are with reference to the IBS Aptitude Test (IBSAT 2008), for the 2-
year MBA Program and the 1-year Executive PG Program.
IBSAT®

All the applicants seeking admission into the MBA/ Executive PG Programs have to appear for
the IBS Aptitude Test (IBSAT 2008). IBSAT consists of multiple choice questions. This is
followed by a general essay test. A CD consisting of sample question papers is enclosed along
with this Bulletin
ADMISSION CALENDAR
Last date for receipt of completed OMR Application Form for IBSAT 2008 is
November 20, 2008 (Thursday).
Online Admit Cards: From November 25, 2008 onwards
at www.ibsat.org
(No hard copies will be mailed)
IBSAT 2008 Test Date:
December 21, 2008 (Sunday)
9.30 am – 12.00 noon
Reporting Time: 8.30 am at Test Center.
Dispatch of Interview Call letters: January 6, 2009.
Interviews & Admission Decision: February 9-28, 2009.
Eligibility Criteria
A bachelor’s degree from any discipline, with 50% and above as calculated by respective
University

Students in their final year bachelor’s degree course are also eligible to apply, provided they
complete their graduation requirements including practical examinations / viva / assignments
before April 30, 2009. Such applicants will have to produce a certificate to that effect at the time
of admission. For any extension of this deadline, the applicants should apply separately, giving
the schedule of their graduation examination. Extension may be granted on the basis of the
circumstances of the case. The admission of applicants will however, remain provisional until
they produce mark sheets and a degree certificate establishing their eligibility. The last date for
submitting the proof of graduation is October 01, 2009, failing which the provisional admission
will automatically stand cancelled
Executive PG Program
A bachelor’s degree from any discipline, with 50% and above as calculated by respective
university and 3 years or more of executive level work experience after graduation as on May 01,
2009. Age should be more than 25 years as on May 01, 2009
For the purpose of determining eligibility (for both programs) based on aggregate percentage of
marks, the procedure used by the respective University in award of the degree will only be taken
into consideration. All applicants should have completed a minimum of 15 years of formal
schooling (on 10+2+3 or 10+2+4 basis). Applicants who have completed their graduation on a
one-time sitting basis or on a 2-year basis are not eligible.
Work experience
Applicants with work experience of 3 years and above and of age 25 years and above as on May
01, 2009 are eligible to apply for both the programs namely MBA and Executive PG Programs.
If they are selected for both the programs, they can decide at a later stage which program they
wish to join
Hence, such applicants who meet above criterion are advised to keep both the options open and
opt for both the programs in the OMR Application Form
HOW TO APPLY

Applicants interested in appearing for IBSAT 2008 can apply by any one of the following
methods.
A) OMR Application Form
Applicants who have purchased the IBSAT bulletin can fill up the OMR Application Form
enclosed and send it to the Admissions Officer, IBS Head Office. The attested copies of X,
XII and graduation marks sheets are to be enclosed along with the OMR Application Form.
The students in the final year of graduation may enclose the mark sheets up to the current
semester/ year
B) Online application
Applicants can apply online by filling up the Application Form available at website and make
payment of Rs.1,100 towards cost of IBSAT 2008 Bulletin, using Credit/Debit Card
(Visa/MasterCard/Citibank Card) through secure internet payment gateway. Applicants applying
through online should attach their scanned color photograph along with the Online Application.
The IBSAT 2008 Bulletin will be sent to such applicants through Courier/Speed post.
C) Download of Application Form

Alternatively, applicants can download the Application Form from www.ibsat.org, complete it
and send it to the Admissions Officer along with the demand draft of Rs.1,100 towards cost of
IBSAT 2008 Bulletin (DD drawn in favor of "IUCF A/c IBSAT 2008" payable at Hyderabad).
The IBSAT 2008 Bulletin will be sent to such applicants through Courier/Speedpost
D) GMAT® (Graduate Management Aptitude Test)
GMAT® scores are also accepted by IBS. The GMAT® Code number of IBS is 7061. Applicants
with GMAT® score of 550 and above are exempted from appearing for IBSAT
Applicants with GMAT® scores have to download the Application Form from website, complete
it and send it along with the GMAT® score report and a demand draft of Rs.1,100 towards
the cost of IBSAT 2008 Bulletin, to the Admissions Officer, IBSAT 2008. DD should be in
favor of "IUCF A/c IBSAT 2008" payable at Hyderabad

143 Test Centers all over India
IBSAT 2008 will be conducted at 143 test centers across India. The applicants can choose any
one of the test center available for IBSAT 2008. The list of all the 143 test centers is provided in
the instructions for completing the OMR Form Brochure enclosed. Please note that requests for
change of test center will not be entertained under normal circumstances. In the event of not
having enough seats at the requested test center, applicants will be allotted the nearest alternative
center. IBS Admissions Office reserves the right to add or delete a few test centers depending
upon the situation. The same will be intimated on the website www.ibsat.org for the benefit of
applicants.
ONLINE ADMIT CARD
All applicants who have applied for IBSAT 2008 are eligible to download Online Admit Cards
from www.ibsat.org, using the application number and date of birth as their username and
password respectively from November 25, 2008 onwards. The online admit card will carry the
photo, name, address, roll number of the applicant, test date, timings, and details of the test
center. No hard copies of Admit Cards will be sent. The admit card is not transferable.
Impersonation is a punishable offence under law.
IBSAT RESULTS
The results of the IBSAT test will be hosted online on http://www.ibsat.org/www.ibsat.org on

January 06, 2009. The details of the score obtained in IBSAT 2008 will be intimated to all
applicants
SELECTION BRIEFINGS IN 30 CITIES DURING JANUARY 2009
IBS conducts the selection briefings for the benefit of shortlisted candidates in 30 cities across
the country during January 2009, to clarify various aspects of the selection process, financial aid
and placements at IBS. All shortlisted candidates are invited to attend the selection briefings
along with their parents. The schedule and venues of the selection briefings will be intimated
later.
SELECTION PROCESS AT HYDERABAD IN FEBRUARY 2009

The shortlisted candidates will be called for participation in the selection process between
February 9-28, 2009. The selection process for each candidate will be completed in one day.
The shortlisted candidates will be called for participation in the selection process between
February 9-28, 2009. The selection process for each candidate will be completed in one day.
Candidates have to undergo the following activities during the selection process.
GK Test, comprising of 100 objective type questions for duration of 30 minutes.
Micro presentation.
Interview.
The details of the selection process will be provided to candidates through a letter and selection
process kit which will be sent in the first week of January, 2009.
ADMISSION PROCESS
Diverse backgrounds and experiences and who collectively enrich the educational experience.
The admissions committee seeks to admit a mix of applicants who bring unique contributions
from their
The applicants will be selected based on the merit list. A composite score out of 100 is arrived
based on various parameters. The final campus allotment for an applicant is based on this
composite score and the campus preferences of the applicant.
The weightage allotted to different components in the IBS admission process are as follows:
IBSAT
The IBSAT which is for 2 hours duration is aimed to test the applicant’s ability in quantitative
techniques, data interpretation, data adequacy, vocabulary, analytical reasoning and reading
comprehension. The weightage for the IBSAT is 25% in the admission process.
IBS SELECTION PROCESS
General Knowledge Test

All the short listed candidates will have to take a General Knowledge Test on the day of the
interview at Hyderabad. The test will be for a duration of 30 minutes and will have 100 multiple
choice questions. This is to test the applicants knowledge on current affairs and general
awareness. The weightage for the General Knowledge test is 10% in the admission process.
MICRO PRESENTATION
Each candidate has to make a presentation on a selected topic for 5-7 minutes. The list of topics
will be provided in the selection kit. The weightage for the Micro presentation is 20% in the
admission.
INTERVIEW
The interview is the final stage of selection process. The Interview Panel will focus on testing the
knowledge of the candidates on the topic presented in the micropresentation and understanding
the attitude, aptitude and aspirations of the candidates. The weightage for the interview is 20% in
the admission process.
COMMENCEMENT OF CLASSES
The MBA Program
The MBA Program

Preparatory Classes : May 01, 2009
Regular Classes : June 01, 2009
The Executive PG Program
Regular Classes : May 01, 2009
IBS Ahmedabad
IBS Ahmedabad has come a long way since its inception in 1995. It has reached its present
position of eminence by ensuring academic rigor, encouraging faculty and student development,
and actively promoting industry interaction.
Faculty

A team of full-time faculty members, with rich experience in management education and
industry, who are engaged in research in addition to teaching.
The research center at IBS Ahmedabad has published several books, cases and research
papers.
Facilities
State-of-the-art physical facilities in a 34,000 sq ft complex.

Learning halls that are technology enabled with LAN, Wi-Fi, and the latest projection
facilities.
A computer lab with state-of-the-art computing facilities.
A web portal for faculty student interaction and development.
A library with more than 15,000 books, 100 magazines and journals, and 600 CDs on topics
relating to management and allied subjects, and access to various databases.
Placements
Placements
2006 2007 2008
Students (Nos.) 96 117 153

Placements 100% 100% 100%
Average Salary* 3.50 5.15 5.30
Highest Salary*
National 5.70 7.10 7.70
International - - 11.00
Average Salary* (Top 10%) 8.22
Average Salary* (Top 25%) 7.22
*Rs. in lakhs
Top 10 Recruiters
Citigroup Global Services. DE Shaw

Future Group HDFC Bank
ICICI Bank J P Morgan
Kotak Group Reliance ADAG
Satyam Computers TCS
CHAPTER-3
APPROACH AND METHODOLOGY
RESEARCH METHODOLOGY

3.1 PROBLEM STATEMENT:
WHAT ARE THE DIFFERENT MARKETING STRATEGIES AND CRITERIA THAT

INFLUENCE PEOPLE’S DECISION WHILE SELECTING ANY PROFESSIONAL
EDUCATION INSTITUTES AND HOW TO ENHANCE THE QUALITY OF
PROFESSIONAL EDUCATION?
3.1.1 RESEARCH OBJECTIVE
(1) To identify the criteria which influence students in the selection of professional education
Institutes.
(2) To identify the different marketing strategies followed in Education Industry and its current
Scenario.
(3) To know the Perceptions of faculty members and researcher in education industry.
(4) To compare three institutes based on the views of students and
Professors.
3.2 RESEARCH METHODOLOGY:
3.2.1 Research Design:
• Exploratory Research and Descriptive Research.

3.2.2 Data Collection:

• Sources of Data Collection
 Primary Data
 Survey of Professors and students.

 Depth interviews of Deputy Registrars and Professors.
 Secondary Data
 Internet
 Books, Articles and Magazines.
 Newspapers and Editorials.
3.2.3 SAMPLING DESIGN:

• Sampling unit : Professors, Students, Deputy Registrars and
Marketing Executives.
• Sampling size : 150 Students (50 from each institute),
30 Professors (10 from each institute),
3 Deputy Registrars (1 from each institute),
2 Marketing Executives.
• Sampling technique : Convenience sampling
• Research Instrument : Questionnaires and Depth interviews
3.3 ANALYSIS / INTERPRETATIONS
3.3.1` ANALYSIS / INTERPRETATIONS OF STUDENTS

QUESTIONNAIRE

AREA OF SPECIALISATION: -
SPECIALIZATION
22, 15%
67, 44%
61, 41%
HR FINANCE MKTG
The above graph indicates that today majority of the people are choosing Marketing and Finance
from which the Marketing field is leading as it is a vast field and scope of jobs are very high.
GRADUATION BACKGROUND
GRADUATION BACKGROUND
13, 9% 5, 3%
39, 26%
68, 45%
25, 17%
BA B.Com BBA BE B.Sc
The above Pie Chart shows that majority i.e., 45% of the people doing MBA are from the
Commerce background rather than doing M.com its better to do MBA as it helps to get better job
position
WORK EXPERIENCE:-

AVERAGE WORK EXPERIENCE (IN YEAR)
1.2
1
1 0.88 0.91
0.8 0.72
0.6
0.4
0.2
0
Overall Nirma IIPM ICFAI
From the above graph, it can be easily understood that people doing MBA from IIPM and ICFAI are
having more work experience than NIRMA because working people find it easy to get admission in IIPM
and ICFAI rather than clearing CAT to enter into NIRMA.
WHY MASTER DEGREE?
WHY MASTER D EGR EE?
80 74 72
70
60
50
40
30 24
20
10
0
HQ C BJP
Series1 74 24 72
The above chart clearly indicates that today Majority of the people are doing MBA for Higher
Qualification and Better Job Position as both are necessary for High Salary and Higher Authority
IS EDUCATION AN INDUSTRY?

Education as an Industry
160
139
140
120
100
80
60
40
20 11
0
YES NO
Series1 139 11
From the above Graph we can say that Education is an Industry because like an Industry, there
are many players like Charitable Trusts and some of the Private Companies who run the
institutes and collect huge amount of money and compete with each other for generating Profit as
the demand for Education is High.
YOUR FATHER’S OCCUPATION

F A T H E R 'S O C C U P A T IO N
80 58 66
60
40 26 26 25 26
9 1 5 1 6 9 1 6 8
20
0
G o v Pt. v t.O w nG o v Pt. v t .O w nG o v Pt. v t .O w nG o v Pt. v t.O w n
B iz B iz B iz B iz
O V E R A L L N IR M A IIP M IC F A I
The above Graph indicates that if we see an overall view, Parents of the students who are doing
MBA are having their own business as they want their children to enter into their own business
and lead it properly. But the graph also indicates that children of Govt. Employee’s are preferring
Nirma as it a Renowned (well known) name in the field of Education and most of the govt.
employee are aware of Nirma but many of them are not aware of IIPM and ICFAI so there will
be always some impact on children so that they can do focus on CAT to get into Nirma.
KEY DECISION MAKER

WHO IS THE KEY DECISION MAKER?
95
100
80
55
60
34 37
40 26
24
18
20 13
0
Self Parents Self Parents Self Parents Self Parents
OVERALL NIRMA IIPM ICFAI
The above Graph indicates that if we see an overall view, at Post Graduate level majority of
the people select their own institutes rather than their parents or friends as they know that
what they have to do ahead. But graph of Nirma shows that majority of key decision makers
are parents as most of the people are aware of Nirma but many of them are not aware of IIPM
and ICFAI so they always want their child to do join Nirma and so they can give advise to
their children.
SOURCE OF INFORMATION
AVERAGERATINGFOR SOURCEOFINFORMATION
4.5
3.88
4 3.57
3.5 3.19
2.8
3
2.5
2 1.72
1.54
1.5
1
0.5
0
g
ne
ti n
s
er
ite
V
ce
ap
ke
zi
/T
bs
tiv
a
R
sp
ar
e
ag
a
W
em
el
ew
R
el
N
The above graph indicates that the Newspapers, Relatives, Magazines and websites are the major
sources of information in the market as these sources are widely and cheaply available. From this
we can also say that institutes promotes themselves by either word of mouth or through print
media and they have collaboration with medias and ICFAI is having 250-300 Cr of revenue and
they spend 7% of it on Marketing.
RATING FOR NEWSPAPER

COMPERISIONOFRATINGFORNEWSPAPER
4.5 4.12
4 3.78
3.57
3.5
3 2.8
2.5
2
1.5
1
0.5
0
The above graph indicates that the average ratings given to the newspapers by IIPM and
ICFAI are higher than NIRMA as it is the institutes which is doing least marketing through
print media while IIPM is doing maximum marketing through newspaper as we know that
they gives every information by printing in whole pages.
RATING FOR MAGAZINES:
COMPERISION OF RATING FOR MAGAZINE
3.1
3
3
2.88
2.9
2.8
2.8
2.7
2.6 2.52
2.5
2.4
2.3
2.2
The above graph indicates that the average ratings given to the magazines by IIPM because
they also uses magazines as one of the tool to reach their customers and they publish their
own magazines in the market to give various information. Magazines of ICFAI like HRM
review, Marketing Mastermind, Marketing Management, Knowledge Management, Service
Marketing etc., Magazines of IIPM like 4Ps etc.
RATING FOR WEBSITES:

COMPERISION OF RATING FOR WEBSITE
3.35
3.3
3.3
3.24
3.25
3.19
3.2
3.15
3.1
3.04
3.05
3
2.95
2.9
The above graph indicates that the average ratings given to the websites by each institutes
are nearly somewhat near to each other. NIRMA is one who give higher ratings to websites
as it provides all information in the websites and does not spend much on other advertising
media.
RATING FOR TELEMARKETING:
COMPERISIONOFRATINGFOR TELEMARKETING
2 1.88
1.72 1.76
1.8
1.52
1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
The above graph indicates that the average ratings given to the Telemarketing by each institutes
are nearly somewhat near to and if we see it overall, ratings given are very less as it is not much
affective and people don’t give proper responses to calls and thus it is not an good option to
provide proper information and only a single call can not influence students to take important
decision
RATING FOR RELATIVES / FRIENDS:

COMPERISION OF RATINGFOR RELATIVES / FRIENDS
4.5 4.26
3.88 3.9
4
3.48
3.5
3
2.5
2
1.5
1
0.5
0
The above graph indicates that the average ratings given to the Relatives and Friends by each
institutes are quite higher but ratings given by NIRMA is higher than the other two. So we can
say that main source of information of NIRMA are relatives and friends so we can say that it is
getting marketed by WOM (word of mouth).
RATING FOR RADIO/ TV:
COMPERISION OF RATING FOR RADIO / TV
1.8 1.7
1.54 1.52
1.6
1.4
1.4
1.2
1
0.8
0.6
0.4
0.2
0
The above graph indicates that the average ratings given to the Radio and TV by each
institutes are very low because advertising time in these two vehicles is very less and thus it
is not possible to provide important information to the public and these two sources are used
for entertainment and people do not respond to advertisement of education during such time.
IIPM is having collaboration with CNBC and NDTV.
CRITERIA WHILE SELECTING AN INSTITUTE

AVERAGE RATING FOR CRITERIAS FOR SELECTING INSTITUTE
5 4.65
4.21
4.5 3.96 3.91 3.83
4 3.21
3.5
3 2.55
2.5
2
1.5
1
0.5
0
E
N
TY
T
R
Y
D
O
E
EN
TU
LT
N
TI
LI
FE
A
U
M
A
R
U
C
C
B
.Q
FA
O
C
T
LA
.L
du
S
eo
P
A
E
FR
G
IN
The above graph indicates that the overall average ratings given to Placement and Education
Quality are higher than other criteria because today students are more focused on quality of
education and Placement efficiency of any particular institutes.
RATING FOR EDUCATIONAL QUALIFICATION:
COMPERISONFORAVERAGERATINGFOREDUCATIONQUALITY
4.5
4.42
4.4
4.3
4.21
4.2
4.12
4.1
4.1
3.9
The above graph indicates that the average ratings given to education quality by NIRMA
students is highest as we know that it is having a high reputation in society because of its Quality
of providing education.
RATING FOR GEOGRAPHIL LOCATION:

COMPERISION FOR GEOGRAPHIC LOCATION
3.45 3.4
3.4
3.35
3.3
3.25 3.21
3.2
3.14
3.15 3.1
3.1
3.05
3
2.95
The above graph indicates that the average ratings given to geographic location by NIRMA
students is highest as we know that it is 15 km away from Ahmedabad city so it is too much
away from noise and air pollution and campus is full of greenery and atmosphere over there is
ambient.
RATING FOR INFRASTRUCTURE:
COMPARISONOFRATINGFORINFRASTRUCTURE
4.4 4.32
4.3
4.2
4.1
3.96
4
3.9 3.82
3.8 3.74
3.7
3.6
3.5
3.4
The above graph indicates that the average ratings given to Infrastructure by NIRMA students is
highest because IIPM and ICFAI have only a building use for study purpose while NIRMA has
each and everything like laboratory, classes, play grounds, swimming pool, Transportation
facility, canteen etc., in a single campus.
RATING FOR PLACEMENT :

COMPERISION OF RATING FOR PLACEMENT
4.85 4.8
4.8
4.75
4.7 4.65
4.65 4.62
4.6
4.55 4.52
4.5
4.45
4.4
4.35
The above graph indicates that the average ratings given to Placement by NIRMA students is
highest because according it is a only institute from these three that provides 100% placement
with highest average salary and placement of NIRMA is not at all affected by the Recession.
RATING FOR BRAND NAME:
COMPERISION OF RATING FOR BRAND NAME
4.3
4.16
4.2
4.1
3.98
4 3.91
3.9
3.8
3.7 3.6
3.6
3.5
3.4
3.3
The above graph indicates that the average ratings given to Brand Name by NIRMA students is
highest because NIRMA is a well known Brand in the market. Its salt and washing powder has
cover large market and its name in education sector is also taken as a Reputed university.
RATING FOR FEE STRUCTURE :

COMPERISION OF RATING FOR FEE STRUCTURE
2.59
2.58
2.58
2.57
2.56
2.55
2.55
2.54 2.54
2.54
2.53
2.52
The above graph indicates that the average ratings given to Fee structure by all institutes are
somewhat closer to each other but here the fees in IIPM is to be paid in installments and students
find it somewhat comfortable.
RATING FOR FACULTY MEMBERS:
COMPERISION OF RATING FOR FACULTY

MEMBERS
4.3 4.2
4.2
4.1
4 3.95
3.9
3.9
3.8 3.74
3.7
3.6
3.5
The above graph indicates that the average ratings given to Faculty members by NIRMA
students is highest because faculty members of NIRMA are more experienced than faculty
members of IIPM and ICFAI because knowledge itself comes out with experiences.
3.3.2 ANALYSIS / INTERPRETATION OF PROFESSOR’S

QUESTIONNAIRE

AREA OF SPECIALISATION: -
SPECIALIZATION
3, 10%
17, 57% 10, 33%
hr fin mktg
COMPARISON OF AGE GROUP:-
COMPARISON OF AVERAGE AGE (IN YEARS)

45 42.3
40 34.5 33.5
35
30 27.7
25
20
15
10
5
0
The above graph indicates that the average age of NIRMA’S professors is higher than IIPM and
ICFAI, that means NIRMA is having faculty with tremendous work experience.
COMPARISON OF WORK EXPERIENCE:-

COMPARISON OF AVRAGE WORK EXPERIENCE

(IN YEARS)
18 16.4
16
14
12
9.3
10
8 6.45
6
3.6
4
2
0
The above graph indicates that the average work experience of NIRMA’S professors is very
much higher than IIPM and ICFAI, that means NIRMA is having faculty with tremendous work
experience and thus we can say that NIRMA is a institute having mines of knowledge in the form
of professors.
EDUCATION IS A GROWING INDUSTRY?
IS EDUCATION AN INDUSTRY?
35
30
30
25
20
15
10
5
0
0
YES NO
Series1 30 0
The above graph indicates that all professors have accepted that education becomes an
industry and it is growing with a rapid speed.
DO YOU THINK METHODS FOR PROVIDING PROFESSIONAL EDUCATION

NEEDS IMPROVEMENT?

IF YES THEN WHAT TO IMPROVE?

A) Basic technical facility required
B) Selection of staff should not be biased
C) Basic Qualifications
D) Infrastructure
E) Quality of student
*From survey it has been found that 29 professors out of 30 have said YES for the above
question, which means education really needs some changes.
WHAT SHOULD BE CHANGE?
16 15
14
12 12
12 11
10
8
8
6
4
2
0
BTF biased staff BQ INFRA QOS
Series1 15 11 8 12 12
The above graph indicates that majority of the professors thinks that there should be change done
in providing BTF, changes in Infrastructure and improving qualities of student and selection of
staff should not be biased.
RECESSION EFFECT

DOES RECESSIONEFFECTS Edu.Ind. ?
16.5
16
16
15.5
15
14.5
14
14
13.5
13
YES NO
Series1 16 14
From the above graph it can be said that more than 50% of professors believes that education has
affected education industry.
WHAT IS AFFECTED?
WHAT IS AFFECTED?
16 15
14
12
10
8
8
6
4
2
0
PERCEPTION OF STUDENTS PLACEMENT
Series1 8 15
This graph tells that most of the professors believes that Placement is surely affected due to
current recession and perceptions of students towards professional courses also changes
because many companies have stop there recruiting procedure and there is vast job lay off
their minds may get diverted.
WHAT NEEDS TO BE CHANGE?

WHAT NEEDS TO BE CHANGE?
36% 38% Entrance test

Mock Interviews
Selection committee
Basic Qualifications
13% 13%
From the above graph it can be said that according to the service providers (professors), 38% of
them believes that Entrance Tests needs to be change so that only eligible students can enter in
such courses and there must be changes made for the basic educational qualifications.
LACK OF FACULTY MEMBERS
IS THERE ANY LACK OF FACULTY MEMBERS?
30
26
25
20
15
10 9
10 7
4 3
5
0 1
0
Yes No Yes No Yes No Yes No
ALL NIRMA IIPM ICFAI
From the above graph we can understand that most of the professors believes that their institutes
does have sufficient faculty but there are near about 14% of faculty sais that there is LOFM like 1
from IIPM and 3 from ICFAI have said that there is LOFM, but NIRMA is having full staff.

CRITERIA FOR SELECTING AN INSTITUTE

RANKING FOR SALARY:-
COMPARISONOF RANKINGFOR SALARY
3.5
2.9
3
2.45
2.5 2.2 2.2
2
1.5
0.5
0
The
above graph indicates that the average of rank for salary by NIRMA’S professors is least means
salary is better than professor’s of IIPM and ICFAI. That is NIRMA is having faculty with high
knowledge, experience and salary.
RANKING FOR RESEARCH FACILITY:
COMPARISON OF RANKING FOR RESEARCH FACILITY
3.5
3
3 2.8
2.63
2.5
2 1.8
1.5
1
0.5
0
The above graph indicates that the average of rank for R.F by NIRMA’S professors is least
means it is better than R.F of IIPM and ICFAI. That is professors like joining NIRMA because of
good Research work can be done.
RANKING FOR LOCATION:-

COMPARISON OF RANKING FOR LOCATION
5 4.72 4.7 4.6

4.5
4
3.3
3.5
3
2.5
2
1.5
1
0.5
0
The above graph indicates that the average of rank for location by NIRMA’S professors is least
means it is better than location of IIPM and ICFAI. We know NIRMA is 15 km away from
Ahmedabad city so it is too much away from noise and air pollution and campus is full of
greenery and atmosphere over there is ambient so one have keep good health fitness.
RANKING FOR INFRASTRUCTURE-
COMPARISON OF RANKING FOR INFRASTRUCTURE
5
4.3
4.5 4
3.82
4
3.5 3.1
3
2.5
2
1.5
1
0.5
0
The above graph indicates that the average ranking given to Infrastructure by NIRMA
Professors is least means its infrastructure is better than IIPM and ICFAI as they have a building
use for study purpose while NIRMA has each and everything like laboratory, classes, play
grounds, swimming pool, canteen etc., in a single campus.
RANKING FOR FREEDOM:-

COMPARISON OF RANKING FOR FREEDOM
6 5.4
4
2.82 2.8 2.7
3
0
The above graph indicates that the average ranking given to Freedom by NIRMA’S Professors is
Highest means the freedom for faculty is very much less than that of faculties of IIPM and ICFAI
as there have very tight securities and NIRMA believes in Punctuality.
RANKING FOR QUALITY OF STUDENTS:-
COMPARISON OF RANKING FOR QUALITY OF STUDENTS
6
5.2
4.55 4.7
5
4 3.3
3
0
The above graph indicates that the average ranking given to Quality of students by NIRMA’S
professors is highest means the faculty believes that quality of students doesn’t matters but it can
be improved by providing more efforts on students.
WHY STUDENT SELECT YOUR RINSTITUTE?

RATING FOR EDUCATION QUALITY:
COMPARISON OF RATING FOR EDUCATIONAL

QUALITY
5 4.6 4.4
3.82 3.7
4
0
From the above graph we can understand that most of the professors believes that
their institutes does have sufficient faculty and so they believes that their educational
qualities are better than the other but average rating of NIRMA is more than IIPM
and ICFAI as it is having sufficient staff with vast experience.
RATING FOR INFRASTRUCTURE:
COMPARISON OF AVERAGE RATING FOR

INFRASTRUCTURE
4.6 4.5
4.5
4.4
4.3
4.2 4.09
4.1 4
4 3.9
3.9
3.8
3.7
3.6
The above graph indicates that the average ratings given to Infrastructure by NIRMA
professors and students is highest because IIPM and ICFAI have infrastructure that can be
use for study purpose while NIRMA has each and everything like laboratory, Transportation
facility, Bank Facility, classes, play grounds, swimming pool, canteen etc., in a single
campus.
RATING FOR PLACEMENT:

COMPARISON OF AVERAGE RATING FOR PLACEMENT
4.75 4.7
4.7
4.65 4.6
4.6
4.55
4.5 4.45
4.45 4.4
4.4
4.35
4.3
4.25
The above graph indicates that the average ratings 4.7 given to Placement by NIRMA
professors is highest and we can say both students and professors rate placement with an high
average..
RATING FOR FACULTY MEMBERS:
COMPARISON OF AVERAGE RATING FOR FACULTY

MEMBERS
4.5
4.4
4.4
4.3
4.2
4.2
4.1
4 4
4
3.9
3.8
The above graph indicates that the average ratings given to Faculty members by NIRMA
students and professors is highest because faculty members of NIRMA are more
experienced than faculty members of IIPM and ICFAI and knowledge itself comes out with
the experiences.
RATING FOR BRAND NAME:

COMPARISON OF AVERAGE RATING FOR

BRAND NAME
5 4.5 4.5
4.5
4 3.55 3.4
3.5
3
2.5
2
1.5
1
0.5
0
The above graph indicates that the average ratings given to Brand Name by NIRMA and
IIPM professors and is highest and same because faculty members of NIRMA are more
experienced than faculty members of IIPM and ICFAI.
3.4 FINDINGS
After data analysis we come with the following findings:-
 Near about 50% of the people doing MBA are from the Commerce background because
they feels that rather than doing M.com its better to do MBA as it helps to get better job
position
 Students in IIPM and ICFAI are having more work experience than NIRMA because
working people find it easy to get admission in IIPM and ICFAI rather than giving full
time for preparation of CAT to enter into NIRMA.
 Majority of the people are doing MBA for Higher Qualification and Better Job Position
as both are necessary for High Salary and Higher Authority.
 Most of the Professors Believes that Education is an Industry because like an Industry,
there are many institutes in market, some of them are run by Charitable Trusts and Private
Companies who run the institutes and collect huge amount of money and compete with
each other for generating Profit as the demand for Education is high.
 Majority Parents of the students who are doing MBA are having their own business as
they want their children to enter into their own business and lead it properly.
 At Post Graduate level majority of the people select their own institutes rather than their
parents or friends as they know that what they have to do ahead. But data shows that in
case of NIRMA, majority of key decision makers are parents as most of them are aware
of it but many of them are not aware of IIPM and ICFAI so they always want their child
to do join NIRMA and so they can give advice to their children.
 The data indicates that the Newspapers, Relatives, Magazines and websites are the major
sources of information in the market as these sources are widely and cheaply available.
From this we can also say that institute’s promotion depend on either word of mouth or
through print media most of the times.
 The data indicates that the average ratings given to the newspapers by IIPM and ICFAI
are higher than NIRMA as it is the institute which is doing least marketing through print
media while IIPM is doing maximum marketing through print media by publishing full
page color advertisement in local as well as English newspapers and magazines like 4Ps.
IIPM offers free tour to USA/EUROPE for students under GOTA (Global opportunity
and threat analysis).

 ICFAI publishes its own journals and magazines like HRM Review, Marketing
Mastermind, SCM, Marketing Management, knowledge management and Service
Marketing.
 The revenue of ICFAI is 250-300 crores and 7 % of revenue; they are spending on
marketing activities.
 IIPM provide free Laptop with every admission and helps in getting low rate loan.
 The average work experience of NIRMA’S professors is very much higher than IIPM and
ICFAI, that means NIRMA is having faculty with tremendous work experience and thus
we can say that NIRMA is a institute having mines of knowledge in the form of
professors with more experience and high salary.
 All professors believe that education becomes an industry and it is growing with a rapid
speed.
 Majority of the professors thinks that there should be changes made in providing Basic
Technical Facility, changes in Infrastructure and improving qualities of student and
selection of staff should not be biased.
 Professors believes that Placement is somewhat affected due to current recession and
perceptions of students towards professional courses also changes
 Around 38% of professors believe that Entrance Tests needs to be change so that only
eligible students can enter in such courses and there must be changes made for the basic
educational qualifications.
 The data analysis indicates that the Research Facilities provided to NIRMA’S professors
is better than Research Facilities in IIPM and ICFAI.
 IIPM and ICFAI have buildings use for study purpose only while NIRMA has each and
everything like laboratory, classes, play grounds, swimming pool, transport facility,
canteen etc., in a single campus. So its infrastructure is more better than other two.
 NIRMA’S professors believe that quality of students doesn’t matters as it can be
improved by providing more efforts on students.

CHAPTER-5
CONCLUSIONS
- Education is the experience that student get when they go through the entire course period
unlike physical commodity that can be experienced by shape, size, and colour.
- Students value that institutes which are providing better placement good infrastructure
and quality of education.
- There are selected numbers of tools for effective marketing of institutes like print media,
websites, word of mouth as well as brand name.
- By the views of students and professors now professional education becomes an Industry
where the sole aim is not only provide knowledge but earning profit too.
- IIPM and ICFAI are spending lots of money in Marketing activities and NIRMA is
spending very less as it is a Brand name and it is getting marketed by word of mouth by
its ALUMNI and other people too.

CHAPTER-5
LIMITATION OF STUDY
• The sample size was restricted with in the area Ahmedabad.

• Further it was a convenience sampling.
• There were time and cost limitations.
• The three institutes selected have been considered as representatives of the education
industry. Also the opinions have been generalized to the public.
• This project has been done for academic purpose – and not done as a professional researcher
for the company.

RECOMMEDATIONS
- There should be prime focus on education quality and revise syllabus as per the
requirement of the industry.
- Professional study should not be oriented to placement only, the prime thing is learning
knowledge and education, and the placement will inevitably follow.
- Professional education should be application oriented and there should be appropriate
goals which can helps students to relate theory with practical.
- Radio / TV are not the reliable source for marketing professional education as they both
are sources for Entertainment, so people will not give proper response.
- Telemarketing is also not the reliable source for marketing professional education as no
body can take such important decisions of life by a single call which can’t even provides
sufficient information.
- Institutes should develop the infrastructure which can give each and every facilities to
people.

CHAPTER-7
BIBLOGRAPHY
1. Books and Magazines:
Marketing Research – By Naresh K Malhotra

India today
Business world
2. Newspapers:
Times of India
DNA
Sandesh
Gujarat Samachar
Divya Bhaskar
3. Brochures and Catalogues Provided By:
Nirma institute of Management

Indian Institute of Planning & Management (IPM)
Institute of Chartered Financial Analyst of India (ICFAI)
4. Internet Web-Sites:
google.com
nirma.edu.co.in
iipm.edu.com
ibs.com
icfaitripura.org

CHAPTER-6
APPENDICES / ANNEXURES
Questionnaire to know the views of students on Education Industry
NOTE: This is the clarification that the information, which is provided by you, is used for only
research’s perspective and not for any other purpose. In addition, it is assurance from me that
your identity would not be revealed to any one at any cost.
1. NAME:__________________________________________________________
2. AGE (IN YEARS): -_______________________________________________
3. GENDER: - [ ] male, [ ] female.
4. NAME OF YOUR INSTITUTE:- ______________________________
5. DESIGNATION:- __________________________________________
6. DEGREE PURSUING:- ______________________________________
7. AREA OF SPECIALISATION: - ______________________________
8. WORK EXPERIENCE(IN YEARS): - _________________________
****************************************************************************
Q-1 In which field you have completed your graduation?
----------------------------------------.
Q-2 Why you have chosen Master Degree?
A) Higher qualification
B) Competition
C) Better Job Position
Q-3 Do you think education as an INDUSTRY?
YES _____
NO _____
Q-4 What is your Father’s Occupation?
A) Government employee
B) Employee of Private Organization
C) Own Business

Q-5 Which of the following private institutes are you familiar with that provides same courses?
A) NIRMA __________
B) ICFAI __________
C) IIPM __________
D) NIM __________
Q-6 Who was the key decision maker in selecting this institute?
A) YOU
B) PARENTS
C) IF OTHER THEN SPECIFY ___________________
Q-7 Rate the following sources from which you got information about the institutes.
(Rate from 1 to 5, where 1 is the least and 5 is the most favorable)
A) Newspaper ________
B) Magazines ________
C) Websites ________
D) Telemarketing ________
E) Relatives/friends ________
F) Radio/TV ________
Q-8 Rate the following criteria while selecting an institute.

(Rate from 1 to 5, where 1 is the least and 5 is the most favorable)
A) Education Quality _______

B) Geographic location _______
C) Infrastructure Facility _______
D) Placement _______
E) Brand Image _______
F) Fee Structure _______
G) Faculty members _______
YOUR RECOMMADATIONS ON EDUCATION INDUSTRY:-

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Questionnaire to know the views of Professors on Education Industry
NOTE: This is the clarification that the information, which is provided by you, is used for only
research’s perspective and not for any other purpose. In addition, it is assurance from me that
your identity would not be revealed to any one at any cost.
1. NAME:____________________________________________________
1. AGE (IN YEARS): -_________________________________________
2. GENDER: - [ ] male, [ ] female.
3. NAME OF YOUR INSTITUTE:- _____________________________
4. DESIGNATION:- __________________________________________
5. AREA OF SPECIALISATION: - ______________________________
6. WORK EXPERIENCE(IN YEARS): - _________________________
Q-1 Do you think Education is a Growing Industry?
YES _______
NO _______
Q-2 Do you think methods for providing professional education needs

improvement?
YES _____
NO _____
If YES then what to improve?
F) Basic technical facility required ___________

G) Selection of staff should not be biased ___________
H) Basic Qualifications ___________
I) Infrastructure ___________
J) Quality of student ___________
Q-3 What type of effect will be there on education industry due to current
Recession?
A) Perception of student change towards professional courses

B) Effects on Placement
C) No effect
D) If other then specify ____________________________________________________

Q-4 According to your views which of the following things required to be change
for Professional courses?
A) Standard of Entrance test ________

B) Mock Interviews ________
C) Quality of Selection Committee ________
D) Basic Graduation Qualification ________
E) If any other than specify _______________________________________________
Q-5 Is there any lack of Faculty members in your institute?
A) YES _______
B) NO _______
Q-6 Do you think your Students are satisfied?
A) YES ______
B) NO ______
Q-7 Rank the following that attracts you most towards any institutes as a faculty
Member? (Rank 1 as a most favorable and 6 as a least favorable)
A) Salary _________
B) Research Facility _________
C) Location _________
D) Infrastructure _________
E) Freedom _________
F) Quality of student _________
Q-8 As per your perception why students prefer this institute?

(Rate following out of 5 with 1 as least and 5 as most favorable)
H) Education Quality _______

I) Geographic location _______
J) Infrastructure Facility _______
K) Placement _______
L) Faculty Members _______
M) Brand Name _______
YOUR RECOMMADATIONS ON EDUCATION INDUSTRY:-

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________


Rahul's Final Project On Education Industry

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UNDESRTANDING MARKETING STRATEGIES & PERCEPTIONS IN PROFESSIONAL

EDUCATION INDUSTRY- STUDY ON MBA

Indus Institute of Technology & Engineering, Rancharda

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

has completed his Grand Project entitled “UNDESRTANDING MARKETING

STRATEGIES & PERCEPTIONS IN PROFESSIONAL EDUCATION INDUSTRY-

Master’s Degree in Business Administration. This work is up to my satisfaction.

Prof. S.K. Singh Mrs.Garima Mishra

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 1

“UNDESRTANDING MARKETING STRATEGIES &

PROJECT GUIDE (INTERNAL)

MRS. GARIMA MISHRA

IN REQUIREMENT OF PARTIAL FULFILLMENT OF MASTER OF BUSINESS

Indus Institute of Technology & Engineering, Rancharda

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 2

During my project work I met with different stakeholder of professional

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 3

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 4

CHAPTERS TOPIC PAGE NO.

2 INTRODUCTION TO INDIAN EDUCATION 8

2.2 PROFESSSI0NAL EDUCATION 24

2.3 LITERATURE REVIEW 25

2.3 (A) LITERATURE ON NIRMA 25

2.3 (B) LITERATURE ON IIPM 35

2.3 (C) LITERATURE ON ICFAI 43

3 APPROACH & METHODOLOGY 54

3.1 PROBLEM STATEMENT 54

3.2 RESEARCH METHODOLOGY 55

3.3 ANALYSIS & INTERPRETATION 56

5 LIMITATIONS AND RECOMMENDATIONS 82

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 5

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

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 6

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 7

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

Knowledge is the driving force in the rapidly changing globalised economy

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

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 8

Developing and transition countries are particularly challenged in a highly

Higher Education System in India

The primary role of higher education is increasingly to transform students

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

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 9

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 10

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

Graph I: Comparative Statement of Number of

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 11

Comparative Statement of Numbers of Students

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 12

Year Literacy Rate (%) Number of Schools

Persons Males Females Primary Upper

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 13

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 14

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 15

Allocation and Expenditure on Education

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

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 16

Sectoral Outlays on Education for 1999-2000

Technical Education University & HE Secondary Education

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 17

INDUS INSTITUTE OF TECHNOLOGY & ENGINEERING Page 18

"Education And The Significance Of Life"