Impact of Cost, Quality and Support Services on Students Perception in Self-financed Higher...

7/31/2019 Impact of Cost, Quality and Support Services on Students Perception in Self-financed Higher Education Institutes

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A THESIS

SUBMITTED TO THE

GURU JAMBHESHWAR UNIVERSITY, HISAR

FOR THE DEGREE OF

IN

BY


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Page

Preface: i - v

Acknowledgements

: vi - viii

List of Tables : ix

- xiii

CHAPTER

I. INTRODUCTION

: 1-54

II. INDIAN HIGHER EDUCATION THROUGH AGES

: 55-130

III. LITERATURE REVIEW AND THEORETICAL

CONSTRUCTS : 131-201

IV. RESEARCH METHODOLOGY

: 202-231

V. DATA ANALYSIS AND INTERPRETATION

: 232-263

VI. RESULTS AND DISCUSSIONS

: 264-290

VII. CONCLUSIONS AND POLICY IMPLICATIONS: 291-312

BIBLIOGRAPHY

: 313-323

QUESTIONNAIRE

: 324-330


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PREFACE

The system of higher education in India has been highly

structured, intensely stratified and predominantly publicly

controlled and funded. In spite of sever resource crunch, it

has been undergoing major transformation since

independence. Access, equity and parity issues have been the

major concern all through. On one hand political compulsions,

social demands, external pressures, internal dissatisfactions

have been increasing and on the other hand students unrest

and demand for relevance and quality of education is growing

day by day. The resultant outcome has been the expansion

and growth of higher education system in various dimensions

from a relatively small and uniform system with a few

universities to a diversified and large number of

universities and institutes of higher education today.

As we enter the new millennium, the world economy is

experiencing unprecedented change. New development in

science and technology, competition, media revolution, and

internationalization are revolutionizing the education sector.

They make new demands and pose fresh challenges to our

established educational system. Quality professional

education has become a key to success in career. Research

and innovations have a direct bearing on economic

development and technology process. It has not only opened

up possibilities for new methods of teaching, but has also

provided new aids to research.


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Although, since seventies welfare state concept started

paving way for a market economy. Liberalized policies after

1991, adopted by government of India, has further fastened

such trends. As on today, it is an accepted proposition of the

government that private initiative in higher education is not

only justifiable, it is earnestly needed also. Everyone knows

that in a globalised environment when everything has to

compete to survive it should not surprise anybody that higher

education is being reduced to a product, which must roll its

wares competitively in open market. It is no longer possible

therefore to keep higher education either away from getting

evaluated for the quality of its product or the cost at which

these products are readied for the market.

The pivotal role of higher education in development of human

resources of the country has been one of the inspiration of

this research. Not less important are the economic reasons for

undertaking such a study. Self-financing higher education

institutions are employing huge resources of the country.

These resources must be utilized to the maximum benefits of

the society, as these have an opportunity cost. In view of this,

there is a need for a basic understanding of students

perception and their behavior and the effect of the cost of

education, quality of education and the type of support

services on their behavior. This is to ensure the maximum

benefits to the society and to new class of private

entrepreneurs in higher education.


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The study has been divided into seven chapters. The first

chapter is introductory by its nature and deals with the failure

of traditional education system, which has led to the

emergence of self-financing institutions. Relevant

terminologies also have been touched in this chapter.

Chapter 2 is historical in nature. An effort has been made to

walk through ages to highlight the educational system and

characteristics of higher education in ancient, medieval and

modern India. The chapter also makes an analytical

discussion on national policies on education till date, with

special reference to higher education. With reference to the

emerging market oriented professional higher education trend

in India, an attempt has been made to elaborate paradigm

shift in the field of higher education.

Chapter 3 is aimed at developing a theoretical foundation.

The chapter reviews the existing literature on the subject. It

includes concept and models of consumer behavior and

services marketing. It also develops an interface of these with

higher education. Research methodology has been discussed

at length in chapter 4. Besides discussing the tools and

techniques of data analyses and interpretation, the chapter

also throws light on the sample and the questionnaire.


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Chapter 5 and 6 are dedicated to data analyses and

interpretation. The available data have been presented by

way of different tables and graphs, keeping the objectives of

the study in mind. Results and discussions with reference to

the individual characteristics are also part of this. Chapter 7

is concluding and recommendatory in nature.

I have no doubt in claiming that the study is a first systematic

research on this emerging field on different dimensions of

self-financing institutions so far as they are related to

students. Being first venture it might have limitations, which

have been duly mentioned at appropriate place. Nevertheless,

further research in this area will be highly valuable.

Regards,


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LIST OF TABLES

Table No Title PageNo.

1.1 Distribution of government expenditure on

higher education

:

6

1.2 Ninth Five Year Plan outlay on technical and

university education

:

7

1.3 Ninth Five Year Plan expenditure and Tenth

Plan approved outlay

: 8

5.1 Students perception in terms of level of

agreement to reasonableness of fee

charged by the institute (N=410)

: 235

5.2 Affordable fee (cost) as a reason of

pursuing the course (N=410)

: 236

5.3 Affordable fees (cost) as a reason for joining

a particular institute (N=410)

: 237


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5.4 Perception of the entire population about

select variables depicting reasons that

guided them to join an institute

: 240

5.5 Perception the entire population about the

level of satisfaction for different variables

relating to quality and support services.

: 241

5.6 Mean values for Importance and availability

of each variable of faculty as intellectual

capital enhancing the quality of an institute.

: 243

5.7 Comparison of importance of faculty as

intellectual capital enhancing the quality of

an institute and its availability to the

students (N=410)

: 245


different reasons that they considered for

pursuing the current program.

: 246


the importance of the various indicators of

quality in relation to the course being

pursued.

: 247

5.10 Perception of the entire population withregard to different variables depicting


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expectation of the student on completion of

the course.

: 248

5.11 Students perception of the importance of

support services as depicted by different

variables (N=410)

: 252

5.12 Students perception of the availability of

support services as depicted by different

variables (N=410)

: 253

5.13 Comparison of importance and availability

of infrastructure facilities (canteen labs

building etc.) and other support services

playing an important role in shaping the

brand image of the institute (N=410)

: 254

5.14 Relationship of level of agreement of the

student as regards reasonable fee charged

by the institute and other indicators.

: 255

5.15 Relationship of assessment of the institute

in comparison to the other Institutes and

other indicators.

:

257


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5.16 Relationship of independent variables with

dependent variables: expectation on

completion of the course.

: 258

5.17 Determinants of expectation (on completion

of the course) of the respondents by

indicators.

: 261


of faculty as intellectual capital enhancing

the quality of an institute between male

and female respondents.

: 273

6.2 Comparison of Importance and availability

of infrastructure facilities like hostel

canteen labs library etc. as support services

that play an important role in shaping the

brand image of the institute between male

and female students.

:

274


of faculty as intellectual capital enhancing

the quality of the institute between

undergraduate and postgraduate students.

: 275


of infrastructure facilities and support


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services that play an important role in

shaping the brand image of the institute

between undergraduates and

postgraduates students.: 276


of Faculty as intellectual capital enhancing

the quality of the institute between

management and technical (Engineering &

IT) students.

: 277


of infrastructure facilities and other support

services that play a major role in shaping

the brand image of the institute between

technical and management students.

: 278

6.7 Comparison of level of satisfaction between

undergraduate and postgraduate

respondents for given variables of Cost

Quality and Support Services.

:

280

6.8 Comparison of level of importance attached

to different variables of cost quality and

support services by undergraduate and

postgraduate students.

:

282


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6.9 Comparison of level of satisfaction between

technical and management respondents for

given variables of Cost Quality and Support

Services.: 284

6.10 Comparison of level of importance attached

to different variables of cost quality and

support services by technical and

management students.

:

285

6.11 Comparison of variables related to cost

quality and support services in terms of

their importance among respondents by

three categories of their parent occupation.

:

286

6.12 Comparison of level of expectation on completion of thecourse among respondents by three categories of their parentoccupation. : 288


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CHAPTER - 1

INTRODUCTION


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CHAPTER 1

INTRODUCTION

1.1. Failures of traditional education system

1.2. Changing scenario in higher education

1.3. Privatisation of higher education: emergence and

rational

1.4. About the present study

1.4.1. Objectives

1.4.2. Significance

1.5. Relevant terminology

1.6. The essence


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1. INTRODUCTION

If all is well with higher education all would be well with the

nation

Jawaharlal

Nehru.

education is a first class ticket to life and I want to see that

the ticket is given to as many people as possible

Tony Blair1

The above two quotations of the towering personalities of

their time, emphasise beyond doubt that higher education in

general, and professional and technical education in

particular, plays a vital role in the economic and social

development of a country. It provides a wide range of

increasingly sophisticated and ever changing variety of

trained manpower needed in education, engineering,

medicine, agriculture, management, communication, etc. It

1

South China Morning Post,27 January 2000.


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produces researchers, who through their activities, deepen

and extend frontiers of scientific and technical knowledge

leading to innovations, which energise engines of economic

growth and development. Apart from developing human

resources, higher education turns out thinkers who reflect on

critical problems that affect humanity and thereby ensure its

survival and growth. Thus the single most important indicator

of national future can be said to be the state of his higher

education.

During ancient times in India the educational system was

mostly individualistic education was being provided by a few

learned persons, in their individual capacity as a matter of

devotion, sacrifice and service, and education was being

received by a group of individuals out of their own interest,

love and requirement for learning. Teachers used to live in the

bosom of nature in a sylvan with very limited needs and

hardly any anxieties of life. They were held in high esteem

and they devoted their heart and soul to the furtherance of

education

Students were living in the Ashrams with their teachers,

sharing all the rites as well as responsibilities there. In such

residential institutions there was close and cordial relations

among the teachers and pupils. The pupils were gaining

knowledge and acquiring learning according to their own


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individual interests and abilities. Dhoumya, Sandipani,

Vasistha, Viswamitra, Vyas and so on were the celebrated

Gurus or teachers who imparted education to their pupils

with deep love, care and dedication. Nalanda, Taxila, Mithila,

Rajagrih, Rajagiri and Lalitgiri were a few renowned seats of

higher learning.

But sadly at the time of colonial invasion India was

fragmented and weak. Our culture and education were frozen

in time, unequal to meet the needs of the society despite their

excellent context. The foundation relationship with the world

then was isolationist. Today despite our poverty, our low

share in world science and technology, markets and wealth

creation, there is a reiteration of its native genius.

1.1 FAILURES OF TRADITIONAL EDUCATION SYSTEM

After the slow down of 1970s expansion programe of higher

education, the decade thereafter (1980s) had witnessed

gradual but definite resource crunch almost all over the world

forcing administrators and policy makers of higher education

to think of alternative modes of funding such education.

Scarce resources in two decades thereafter have had lasting

and lingering impact on the way higher education is to be

funded and managed. Higher education pays heavy dividend


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to the beneficiaries. It should not be provided free or at

heavily subsidised price at the cost of other welfare sectors

and sectors needing investments for economic progress. Cost

has risen everywhere and of every thing. Institute of higher

education are not out of it. Thus there is a need to be cost

effective and quality effective through new techniques,

educational technology and by improving efficiency at all

levels and ultimately to be competitive in terms of cost,

quality and other support services provided by these

institutions.

Sadly, after about four decades of political independence

people of India started questioning the wisdom in the role of

government in almost all service sectors including education.

People had started asking for quality in service. Hence, quality

consciousness could be explicitly observed as it was talked

and written about in a healthy debate. In the fifth decade of

our political independence the process of quality

consciousness got further hastened with the globalisation in

the market.

Let us first look closely at our university system, its strengths

and weaknesses, its reach and amplitude, its relevance and

flexibility, its content and curriculum, its professionalism and

prestige and much more. The system is such that, no body is


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given the right to act in any manner that would run counter to

the considered views of those who are in authority. Our

university system is still cast in an out dated mould, our

curriculum outdated, the content rigidly structured, the

teaching stilted, the books out-of-date and the final outcome

with no relation to the world of reality. The system of higher

education in India is excessively structured, intensely

stratified and predominately publicly-controlled and funded.

University teachers should not be unshackled from their

fascination for high salaries and low workload, promotion

schemes that lead to the malaise of inbreeding, a cadre

structure that creates only generals and no foot soldiers, a

system that value research degrees as a precondition for

employment but has little to show by way of original

contribution.

The achievement of a university is judged not on the basis of

the quality of its research or the competence of its students

but by its adherence to the schedules of examinations and the

prevention of forced closures. No institutional arrangements

to evaluate, renew, pretest and monitor curricular work for

the universities and college exit.


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Table 1.1

Distribution of the expenditure

(Rs. Inlakhs)

Central/state

governments

University

education

Technical/vocationa

l educationCentral Government 2,47.0 11,55.0States 9,25.1 9,90.4Total

(1954-56)

11,72.1

(7.8%)

21,45.4

(14.2%)

DevelopmentExpenditure in 1950-51

1,20.1(6.2%)

2,65.6(13.6%)

Source:First Five Year Plan 1951-56; Planning Commission, 1952;p.65.

In the ninth five-year plan 1997-02 the government accorded

high priority to education in the central and allocated

Rs.24908.38 crore against the expenditure of Rs.8521.89in

the eighth five-year plan representing nearly a three-fold

increase in the fund available to the union department of

education. The outlays of university and technical education

are shown in the following table:

Table 1.2

Ninth Five Year Plan outlay on university and technical

education

(Rs. Incrores)

Sub-heads Eight Five Year

Plan

Ninth Five Year

Plan

Proportion

of funds

Balance

amount


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allocated

during

1997-2000

Ninth Plan

(%)

in last

two

years of

the

expenditure

Rs. in crores

outlay Rs.

in crores

%

University higher

education

10,55.82 12.4 25,00.00 10.0 50.47 51.55

Technical

education

10,86.72 12.8 23,73.51 9.5 52.97 53.89

Source: Tenth Five-Year Plan 1997-02; Mid-Term Appraisal;Planning

Commission, 2002, p.199.

During the plan period it was observed that the importance of

higher education was constantly growing till 2000, Rs.2270.92

was spent. The planning commission approved the outlay for

the tenth five-year plan (2002-2007). The figures are shown

as follows:

Table 1.3

Ninth Plan expenditure and Tenth plan approved

outlay (2002-07)

(Rs.In crores)

Sub-head Ninth Plan

expenditure

Tenth Plan

approved outlay

University and higher education 22,70.92 41,76.50Technical education 21,09.54 47,00.00

Source: Tenth Five Year Plan 2002-07; Planning Commission,2002,

Vol. II, p.65.

The approved outlay for education in this plan is

Rs.42850crore, 1.7 times the Ninth five year plan outlay of


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Rs.24908.38crore. During 2002-03, the outlay for higher

education, including secondary education is 30.25 percent,

which includes Rs.615crore for university and higher

education and Rs.650crore for technical education.

From the first five-year plan to the tenth, allocation for

education has been increasing significantly. The first plan

outlay was Rs.151crore, which increased to 42,850crore in the

tenth.

The expenditure on higher and technical education has

increased many folds since independence. Consequently,

higher education has expanded under different heads such as

degrees and diplomas. An analysis of data of the pattern of

financing education has revealed that the Central

Governments contribution to financing higher education has

been continuously increasing. Besides the Central and State

Government grants, the strategy for financing higher

education needs diversification of sources of finance.

It is believed that the minimum expenditure on education

should be about six percent of the gross national product

(GNP) but hardly 1.2 percent to 3.9 percent was spent

between 1950 and 1987. Todays position is very much close

to this percentage, which indicate urgent need for reform. The


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institutions should manage their finances from their own

sources, in addition to the grants from the state government

or the affiliating agency or from endowment funds. The

expenditure of the institution needs to be based on objectives

directly related to targets. The achievement of the objectives

needs to be evaluated annually. Private initiative deserves to

be encouraged. It is necessary to encourage private initiatives

in the interest of higher education as long as it does not harm

any section of society. Private funds can be generated

through donations, endowments, contributions for

infrastructure and building development, from fees and rental,

besides the regular grants.

In the case of central universities, dependence on (Punnayya,

1993) government funds varies from 89% (Delhi University) to

98% (Vishwa Bharti) and, the contribution of fees varies from

less than 1% (JNU) to 10% (Delhi University). The amount of

fees has kept frozen at a minimum level for the last 2 decades

and has not been revised upwards in view of the rising costs.

Although, government contribution has been increasing. It has

not kept pace with the rapid rise in enrolment and escalation

in prices. The enormous expansion accompanied by

diversification, especially in technical and professional

courses, and rise in salaries of employees have increased the

demand for funds. There are two related problems regarding


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resources, the overall paucity of funds and the inequity in the

distribution of available funds among different types of

institutions.

Development of higher education in India has been subjected

to many social pressures. The demand for it generally comes

from upper and middle-income groups. The liberal subsidy of

about 90% makes higher education cheap and easily available

to these classes. This subsidy is not accompanied by rationing

of seats by admission standards. In fact, education in India

has been considered a social service.

In a study conducted a few years ago, it was found that

beneficiaries of higher education received Rs.9,750crores as

subsidy while paying only 1.3% of the total cost of their

education. During the mid-sixties, a survey conducted by the

N.C.E.R.T. (1971) showed that 80% of the university and high

school completers form the top 20% of the income groups.

A similar study conducted by the U.G.C. during 1970s showed

that 70% of the university students came from top 20% of the

income groups. On the other hand, 70% of the government

revenue came from indirect taxes, which was paid by all

citizens, of which 60% were living in poverty (Mitra, 1993).

The heavy subsidisation of university education (about 90%)


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by the government means that university education is acting

as a via-media to transfer scarce resources from the poor to

the rich. Through we cannot ignore the fact that education is

a social responsibility, yet the level to which it needs to be

subsidised leaves an open question or to be debated upon.

General Maladies

Due to negligible cost, the beneficiaries of higher education

are not bothered about its quality and pick up promptly

whatever is available free. The beneficiaries dont even

bother to contribute something to educational funds.

Consequently, the available government funds are spread

thinly over large numbers and wider areas. This obviously has

adverse effect on quality of education. In the case of higher

education, there is negative correlation between quantity and

quality when there is financial crisis. During the last five

decades, the academic standards have been allowed to

deteriorate in order to accommodate growing pressure of

enrolment.

The amount of fees was kept frozen and low in higher

education in order to democratise it and equalise

opportunities to benefit from it. Due to monopolisation of

seats by the well to do, the major part of the subsidy is going

to those who do not need it. Another paradox is that the more


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expensive the course, the larger the subsidy(Balachander,

1993). A graduate in general education (arts, science and

commerce) receive a subsidy of 86%, while a graduate in

professional and more profitable courses receive a subsidy of

over 90%. This goes against all the basic principles of equity

and social justice.

A document, Challenge of Education, brought out by the

Ministry of Education in August, 1985, highlighted the funding

problems for the development of education. It said in para

3.10: While budgetary allocation for Plan expenditure for

education have gone up substantially over the years, these

have not kept pace with the growth in enrollment or rise in

prices. As a result, the total expenditure per students per

year, by the Central and the States has declined in real terms.

More than 90% of the expenditureis spent on teachers

salaries and administration. There is a wide gap between the

funds given to Central and State universities. At present, 19

Central Universities and Institutions of National Importance

claim about 71% of the total annual budget of the U.G.C

(Powar, 1996) and only 29% is available to all the state

universities and affiliated college.

1.2 CHANGING SCENARIO OF HIGHER EDUCATION


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At the fag end of the 20th century, for the first time

representative of 128 nations responsible for education and

higher education met to discuss matter in higher education

and to agree on the higher education we need for the present

century. The Conference was unanimous in considering that

a renewal of higher education is essential for the whole

society to be able to face-up the challenges of the twenty-first

century, to ensure its intellectual independence, to create and

advance knowledge, and to educate and train responsible,

enlightened citizens and qualified specialists, without whom

no nation can progress economically, socially, culturally or

politically. The Declaration of the World Conference

emphasise since society is increasingly knowledge-based

(), higher education and research now act as essential

components of culture, socio-economic and environmentally

sustainable development of individuals, communities, even in

twenty-first century, feature among the highest national

priorities throughout the world.

The globalisation is having impact on the education also and

this is happening more immediately because of shrinking

space, shrinking time and disappearing borders as a result of

information and communication revolution. Hence even

though educating the youths will continue to remain the

responsibility of public universities, it may not necessarily be


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their sole concern. Alternatives like private institutions and

spreading of teaching activities by foreign universities are

emerging in India. These alternatives, albeit expensive, are

equipped to offer better and useful results?

In recent years Indian graduates have done well in knowledge

industry and they are now at an advantageous position in

knowledge-controlled world economy. Jobs, particularly in

disciplines and subjects that have link with knowledge

industry, have increased. The Indian youths are now looking

for education that would be of quality and immediate utility.

The private institutions have come up to fulfill the demand by

introducing large number of specific skill oriented courses.

The foreign universities are also looking forwards to encash

on such demands. The Indian economy also has shown steady

growth in recent years. This has enhanced the percentage of

families who can afford to spend more money on education.

Thus raising interest in utility oriented education and

enhanced economic strength of few have encouraged the

growth of private institutions and entry of foreign universities

in India.

The growing Indian economy and the nation which is

relocating itself to face the challenges of globalization, also

need highly skilled human power to manage its own affairs.


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This demands that our education system must address the

question of quality and of producing value added trained

human power, in all disciplines and all subjects that would

sustain and enhance our advantage as a nation contributing

to the Gray Revolution.

In recent times, we have seen rapid expansion of private

education institutions in skill oriented professional disciplines.

They are attracting large number of students and the question

of their legal legitimacy is still open. In addition, foreign

universities have started projecting their programmes. Thus

the competition to public education system is increasing and

enhancing quality of its functioning and working is the need of

the hour.

It is also true that even though the world as a whole is passing

through a Knowledge Revolution, the four key principle

Quality, Access, Equity and Accountability which have been

good old prime things in the growth of higher education,

continue to be the basic guiding principles even while

planning for higher education for the 21st century.

Higher education in India is at crossroad. This may sound like

often used clich but in a true sense when we are on the

threshold of 21st century, our higher education system is


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facing a bigger challenges. This scenario has emerged

because of distinct things that have happened in the past few

years.

It is interesting to note that job opportunities pattern is also

undergoing a change. The jobs in government and

government supported/funded organizations are under

decline. In industry also the job profile is changing. All over

the world the manufacturing industry is undergoing a sea

changes - there is downsizing, there is outsourcing, and there

is otherwise a whole new approach in managing of industries.

Another sector that would be on the rise is the service sector.

It is projected that in 20 years time at global level almost sixty

to seventy percent of jobs would be in service sector. The

world is looking for not only persons who are experts and/or

innovators at high end but also for high skilled persons who

can work at second or third level. Hence globally the demands

are increasing in pure sciences and technology sectors, in

social and humanity area, in economics and commerce

domain as well as in utility sectors. It is in these areas that

there are shortages of human power and the expanding gap

between demand and supply.

The developed world is worried about this. The impact is

clearly seen in recent moves by US, Canada, UK, Germany


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and many nations in Europe to enhance the work permit

quota and initiatives taken by countries like Japan, Korea,

Malaysia, and Australia to drop their visa barriers,

accelerating the outflow of skilled human power from India.

We must also realize that it is not only shear shortage that

has made these countries to open the doors for Indians. The

world now believes that the trained Indian human-power is of

much superior quality and is of significance on its own right.

It must, once again, be emphasized that internally also the job

scenario is changing. The universalisation of job market and

acceptance of Indian skills at a global level has opened

opportunities for creation of new jobs internally particularly at

back office. Moreover, the service sector in India, in its own

right, is also on the rise. This would call for trained human

power at various levels to fulfill our own demand.

The demography is also changing. When many of the

advanced nations, in twenty years time, would have large

percentage of senior persons, India would have become

young. In twenty years from now, 45% of Indians would be in

plus twenties. This means young Indians would be on demand

for managing administrative and other affairs of other nations.

They would have more scope for competing in a global market

as entrepreneurs or as service providers. Internally also, as


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said earlier, this would open doors for more opportunities.

Thus demographic changes offer advantages for the Indians

who serve outside India and continue to keep links with their

mother nation. They like to contribute for its growth by

sharing their knowledge and wealth. The challenges come

through demands for quality in higher education. However, to

take advantage of this demographic change, we need to

produce trained persons who are at par with global standards.

The globalisation has thus spurred demand for quality in

education. Interestingly enough, it has pushed the demand for

quantity also. There is a genuine demand for Indian

brainpower. The recognition of Indian graduates at global

level has given rise to enhancement of expectations of

masses internally. The student community in rural, semi-rural

and urban places are craving to be a part of changing India;

they not only want education in modern fields but they want

education which is of quality which will give them an identity.

They do not want to be neglected of opportunities because of

their social or economic background. They want to be a part

of new revolution, which has given a place of pride for Indians

at global level; they want to have advantages of this

emerging economy.


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Our higher education system has a role and challenges carved

out to give skilled human power at all levels, which is

confident, flexible and enjoys knowledge and technical skills

needed to effectively confront the social and economic

realities of the twenty-first century.

1.2 PRIVATISATION OF HIGHER EDUCATION:

Emergence and rational

In India, private initiatives in education came from

philanthropists who set up educational institutions and

nurtured these institutions by endowments and liberal

donation. with the main aim of rendering service to the

society. Over a period of time, with the increase in demand

and rise in the recurring and non-recurring cost, the private

efforts, with the sole aim of service has declined significantly

Great institutions require managements with visions, heads

with missions and teachers with commitment. While it is not

impossible for government to create such institutions, it is

easier for private institutions to do so. The nature of public

accountability in such government institutions cannot have

kind of independent space that heads will need for converting

the vision into a mission. Land and buildings and facilities


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provide the base, but it is the ability to recruit good teachers

and heads and maintain their level of commitment that is the

most critical factor in developing both good and great

institutions. Again government rules may come in the way of

linking assessment with rewards and punishments. Too many

cooks spoil the broth. The continuity of vision and

commitment that comes from good private educational

managements cannot be built easily in the public sector. For

these reasons alone, if not for other consideration like lack of

finance there is need to encourage private educational

enterprise.

Private sector has thus a major role in establishing new

institutions, new leadership and management, providing

enough freedom and space, conditions and facilities for

teachers to develop themselves professionally, this

contributing to the welfare and development of the student

community and consequentially, the society.

There are enormous opportunities for India to provide

education of the highest order that can greatly benefit both

generation of knowledge as well as its application. India

should be in the lead in establishing these world-class

institutions of higher education, technology and research.

There is a great reservoir of talented people in our country


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whose talent is vastly under utilised. Thus, we should have an

aggressive policy of promoting and establishing of high

quality self-financing educational institutions with linkages to

various universities and technical institutions abroad.

Globalisation and privatisation throw up unprecedented

challenges before the educational community, entrepreneurs

and government. Together they have a unique opportunity to

build institutions that will cater to diverse educational and

cultural needs of this country and the world. Also the public

system of higher education is neither ensuring the cognitive,

affective and psychomotor inputs to the students nor

matching the inputs to employment requirements.

Degrees and grades do not generally command credibility due

to poor quality of higher education as these mismatches with

current requirements of the society. A noted sociologist

Dipankar Gupta has recently reported that the total number of

diplomas and degrees holders in India is equal to the entire

population of one of the most developed countries in the

world France.

The private organisations have done wonderfully well in

school education and also in computer application education.

It is largely due to achievements of such organisations that in


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the field of education, India is a force to reckon with. Similarly

our MBA graduates from many such organisations are working

in MNCs all over the world. In fact many private business

school have been rated higher than public funded business

schools.

According to a study conducted by Business Today and

reported in its May 22 1997 issue, these institutions have

established beyond doubt that there is willingness of the

students to pay for quality education. Report of the UNESCO

of the International Commission on Education for the Twenty

First Century entitled Learning: The Treasure Within 1996

states, Further the Commission feels that it is not only

justifiable but also desirable to raise money from private

sources in order to ease the pressure on national budgets.

Private funding can come from variety of sources; contribution

by individuals families and students towards fees.

What we need is less of proliferation and more of quality, that

students and parents should expect less of subsidy and spoon

feeding and more of relevant teaching that they would gladly

pay for, that emerging vocations have to be locally identified

by a constant interaction with those who are the potential

employees and paymasters, that courses of study have to

contain less of core courses and more of optional, that


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flexibility means the bee way to choose different

permutations and combinations at will, that vocational

guidance should relate emerging vocations to flexible choice,

that a little theory should be mixed with lots of hands on

practice and that there should be a close interaction between

academician and captains of industry and commerce.

By enhancing the connectivity between people, resources and

skills of entire humanity, the process of globalisation is

beginning to unleash profound changes in our lives. Apart

from distribution of goods and services, a whole gamut of

activities including medical treatment, research, working

hours, entertainment and travel etc. are likely to transform

our lives in a major way in the near future.

Amongst these changing sectors again, education seems to

be the most critical zone: as it is not only a recipient but also

a major instrument of the process of globalisation. Indeed, the

core concern of education, viz. knowledge, is a resource that

is best attuned to the forces of globalisation such as the

internet, distance learning, DTH and convergence between

computer and wireless communication techniques. These

changes will not only internationalise the market of

educational services, but also make continuous learning-

essential in a world of fast changing skills and careers and


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ultimately force the traditional education system to change by

linking students to global pools of knowledge and databases.

Indeed, the very character of the teacher-taught relation is

bound to transform slowly in this backdrop.

Thus, the welfare state philosophy has paved the way for free

market economy. In the current scenario, it is believed that, it

is not the government but the market that can do everything

for everybody. The education sector is also influenced by this

philosophy. Corresponding the centers decision of removing

higher education from the service sector has further directed

higher education to look for alternative resources for its own

survival. The resultants out-come has been the establishment

of higher education institutions, which are founded, funded

and run by private agencies. The primary motive of these

private bodies in setting up educational institutions is to earn

profit.

These educational institutions subscribe to the view of full

recovery of cost from those who derive benefit from

education. Such private higher education institutions have

been established in India since 1970s and were known as

capitation fee colleges, which may be called self-financing

colleges. The centre and the state have been favouring this


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trend, as these colleges impose no financial burden on the

exchequer. Moreover, they meet the ever-increasing, demand

for professional education. Majority of these self-financing

institutions are catering to the market need and students

requirements. It is also considered relevant to mention here

that education is not the only input for creating a knowledge-

based society. Economic opportunities are equally important.

Education is necessary but not enough. Opportunities to

harness that education and knowledge need to be created.

This would necessitate an economy free from controls that

fosters new opportunities. These new opportunities, in turn,

place new demands on education. They also help reverse the

process of brain drain. In this sense, reforms in education and

in the economy are mutually reinforcing.

1.4 ABOUT THE STUDY

In a globalised environment when every thing has to compete

to survive it should not surprise us if higher education has not

only been reduced to the level of being a commodity but it

must also sell its wares competitively on the open market.

Since higher education is an intellectual affair, its quality

should not merely be guaranteed but be market savvy as

well. The fact that an institution would be judged by the


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quantum of distinctiveness it possesses over others but also

how it deals in similar or identical products. Time was when

higher education was meant to develop certain faculties only

totally unrelated to the job market. Things stand radically

changed now. Degrees and jobs have become totally

interdependent. Therefore, it is no longer possible to keep

higher education away either from getting evaluated for the

quality of its product or the cost at which these products are

readied for the market.

Since seventies, welfare state philosophy has been paving the

way for free market philosophy. This philosophy stresses

individual values and gains. It gives preferences to individual

freedom and choice as against social or public choice. It is

argued increasingly now-a-days that it is not the government,

but the market that can do everything for everybody.

1990s in India saw the unrestricted play of market forces in

all activities. Higher education was no exception. Traditionally

universities do not change easily, but they have changed a

good deal in 1990s and would continue to change, may be

even to an unrecognisable state in the 21st centaury. Changes

are not only due to scarce resources. Social accountability

and demand by the society for a socially relevant quality


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education in lieu of the price being paid are also the

contributing factors.

The changes in higher education in post globalisation era may

broadly be summarized as follows:

Emergence of professional education comprising of

technical and management education as the most

sought after option.

Private participation in higher education especially

technical and management education in a different

way.

Changes in societal perceptions in general and

educational entrepreneur in particular from higher

education (specially professional education) being a

welfare activity to a business activity.

Entry of market forces compelling the institutions of

higher learning to become cost effective and

competitive.

The new developments demanding multi discipline

orientation and skills and abilities of highest order.


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Dr. Hari Gautam, the then Chairman, University Grants

Commission, New Delhi, while delivering the convocation

address at the Vth convocation of Kathmandu University,

Nepal said, The question of encouraging private initiative in

higher education needs to be taken more seriously. The time

has come to make serious efforts to fully harness the human

and material resources of civil society. The main purpose of

this is to bring the increasing gap between good opportunities

available for higher education and those required to meet the

growing demand. Self-financing universities and institutions of

excellence should be encouraged, which in fact shall be a

private initiative to meet the growing demands of newer

forms of education and skill, development being met with

private funding and support.

The government is encouraging establishment of self-

financing institutions, which are founded, funded and run by

private agencies. These recover the entire cost of providing

education from the students. Higher education will effectively

be a market of Seller and Buyer, institutions will be forced

to market its transparent facilities and capabilities so that

students as clients could choose based on their tastes, needs,

and buying capacity, the institutions as seller would make

best efforts to satisfy their clients with quality and


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environment. A strong built-in-market research mechanism is

necessary to obtain feedback about the performance of

students.

1.4.1Objectives of the study

Till now the need to market their services had not really been

felt by the educational sector, as, educational institutions, be

it colleges or universities or institutions catering to specific

fields, especially in developing countries like ours, have

always faced more demands than they could cope with. For

specialized fields like management and computer education,

where attractive market potentials have increasingly caused

more and more institutions to be set up, competitive situation

is slowly changing. Even the institutions facing heavy demand

have been confronted with the question of being able to

choose the desired kind of target customers and are,

therefore, face to face with issue like product differentiation,

product extension, diversification and service integration. Of a

far basic and far reaching nature is their concern with building

and retaining organizational reputation for creating a pull in

the market. All this has activated interest in the hitherto

neglected area of marketing of education services.

A study in the Indian context, concerning management

education, reveals that some of the criteria applied by


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students while choosing between institutions have been

observed as under:

1. Reputation of the institution

2. Number of applicants keen to enroll in the course

3. Past placement record

4. Faculty expertise

5. Range of specializations offered

6. Infrastructure facilities

7. Fees

The Traditional 4Ps concept developed for marketing of

products has been conceptually extended by Booms and

Bitner,2 to include three more Ps, i.e. people, physical

evidence and process, to explain the marketing elements

used for services. Developing the right marketing mix for

marketing of education would mean constantly fashioning and

reshaping the components of the mix into the most effective

combination at any point of time. Let us, by considering these

components, try to study what considerations do education

planners and dispensers need to keep in mind with respect to

these elements of services marketing.

Students planning to enter self-financing higher education

institutions are treated as consumers and coming out of the

2 B H Brooms and M J Bitner, Marketing Strategies and Organisation Structure for Service Firms, inJ Donnelly and W R George, (Ed. S), Marketing of service, AMA, 1981


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institutions after finishing their course are final products. The

quality of final product (students) and the cost at which they

are readied are two important dimensions affecting the

decision making process of the consumers (students). As in

buying decisions after-sale-service (support service in case of

self-financing institutions) also have an impact on consumers

decision. Therefore, studying the impact of cost, quality and

support services on students perception can lead us to

understand the market dimensions of self-financing

institutions. This in fact is the basic objective of the study.

Briefly, the following objectives were intended to be achieved

by the present study:

(i) To study the cost of professional education (technical

and management) to the students both in absolute and

relative terms in selected self-financing institutions.

(ii) To study the quality of education on various parameters

(viz; intellectual capital, delivery system, relevance of

curricular etc.) in these institutes.

(iii) To assess the scope and utility of various other services

provided by these institutes.

(iv) To study the impact of each one of the above on

students' perception thereby influencing their decision

marking.


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[v] To assess the determinants of desired expectation of

the students on completion of course being pursued.

(vi) To identify the weakness of the system on the one hand

and pattern of student's perception on the other hand

and to lay down certain prescriptions (in terms of

ongoing techniques and policy frameworks) to enhance

the benefits to both the provider and the receiver of

education, ultimately maximizing the welfare of the

society.

(vii) To study the effect of individual characteristics on

perception of students as regard to cost, quality and

support services of an educational package.

1.4.2 Significance of the study

The strengthening of market economy and consequently the

mantra of liberalization followed by treaties such as WTO and

the issue related to intellectual property right have affected

all respective countries, as all our universities and institutions

of higher learning. Thus, the modern face of India share all

features of fast transforming society where knowledge and

information are making significant inroads in tune with global

intend of expansion of service sector. The share of service

sector in GNP is continuously increasing and shortly expected

to make an equal mark of the other components. Higher


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education is showing positive trends even at a time when the

world economy today seems slowly coming into the grip of

recession. In the higher education changes have been

phenomenal, changes are utterly fast and changes will

continue to be inevitable.

The basic change in higher education as a result of

globalisation includes emergence of professional education,

private participation in higher education and educational

service coming into the category of business activity.

According to one estimate the private participation in

professional education today is more than 60% and is likely to

increase in near future, As in other industrial service activities

there is only one Guru now competition. Education sector,

especially higher and professional education, cannot remain

untouched by the same Guru.

Today, as in other fields, the market forces have started

dictating and would determine whether institutions of higher

learning as brand and students as consumer will survive,

excel or go under. It is with this background in mind that the

techniques of marketing and consumer perception and

consumer behavior become highly relevant forcing all of us to

think students as consumer and self-financing educational

institution as industry.


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1.5 RELEVANT TERMINOLOGY

PERCEPTION

The various sense organs are constantly receiving stimuli

from the outside environment and also from inside. These

sensory inputs or information form the basis of our

knowledge. This selective process by which certain select

sensory stimulations from among many come to occupy the

center of our awareness is known as attention. If sensation

constitutes the first stage of a cognitive act, and attention,

the second stage, the third stage involves perception.

Perception is a complicated process and involve the

organisation and interpretation of the stimuli which have

crossed the threshold of the attention process and get into

focus of awareness to make them meaningful.

Perception is much a more complex process involving past

knowledge, awareness etc. Perception involves arriving at

meanings often leading to action. In addition to the nature of

the stimuli, and past knowledge, perception is influenced by

many other factors.

Perception is important because human behaviour is based on

their perception of what reality is, not on reality itself. We


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dont see reality. We interpret what we see and call it reality.

The world as it is perceived is the world that is behaviorally

important. Perception is like beauty, in that it lies in the eye

of the beholder.

Individuals in organizations make decisions. That is, they

make choices from among two or more alternatives. How

individuals make decisions, and the quality of their final

choices, are largely influenced by their perceptions. Every

decision requires interpretations and evaluation of

information. Data is typically received from multiple sources

and it needs to be screened, processed and interpreted. What

data, for instance, is relevant to the decision and what isnt?

The perception of the decision maker will answer this

question. Alternatives will be developed and the strengths

and weaknesses of each will need to be evaluated. Again,

because alternatives dont come with red flags identifying

themselves as such or with their strengths and weaknesses

largely marked, the individual decision makers perceptual

process will have a large bearing on the final outcome.

There can be no behaviour without perception; and perception

like personality lies at the base of every individual behaviour.


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Human beings are essentially creatures who have the power

to give meanings to things and objects they come in contact.

Perceptual Process

Human behaviour in its simplest form can be seen as a

persons response to a stimulus in his environment. This is

known as the S-R (Stimulus-Response) model. A process

intervening between S and R is perceptual process, which

stands as follows:

Stimulus Attention Organisation Interpretation

Response

Perpetual inputs are first received, and then processed by the

perceiver and the resultant output becomes the base of the

behaviour. In this case, the inputs are equated to stimulus

and outputs to response. Then the perceptual process can be

depicted as under in figure:

Perceptual Process

Inputs = Stimulus Outputs=information objects,Responsestatements, people

behavior,actionevents etc.

attitudes,beliefs feelingssentiments,

Organisational

Attention

Interpretation


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Source: G.C.Deka, Organisational Behaviour: A Conceptualand

Applicational Approach, (1999), KanishkaPublishers, Distributors, India.

The model has four variables:

Inputs : Perceived inputs are the objects, events,

statements, and people etc.

Process : The received inputs are processed through

attention, organization and interpretation.

Outputs : Through the processing mechanism, the output

is derived. These outputs are actions, attitudes, beliefs,

feelings, sentiments etc.

Behaviour : Behaviour is reflected through response. It is

dependent on these perceived outputs, that is, the perceivers

behaviour generates responses from the perceived and these

responses give rise to a new set of inputs.

COST OF EDUCATION

The cost of education is a composite measure comprising the

social cost, institutional cost, and private cost. This further

involves estimation of the direct and indirect costs. The

institutional cost includes the capital and maintenance


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expenditure. The private cost would imply the cost or

expenditure incurred by students. This would have mainly two

dimensions of accounting tuition and non-tuition.

(I) Student Cost: Such type of cost can also be termed as

'out of pocket' expenses. This is borne by the individuals from

out of their own pockets. This cost has four major

components. These are (1) Direct expenditure (2) Collateral

expenses (3) Maintenance expenditure (4) Miscellaneous

expenses. Items of cost included under each category are as

follows:-

1) Direct Expenditure: Such type of expenditure includes

tuition fees and other types of fees. In other fees we may

include the admission fee, laboratory fee, games and

sports fee, identity card fee, development fee, union fee,

library fee, magazine fee, enrolment fee and examination

fee.

2) Collateral Expenses: Apart from tuition fee and other

types of fees, there are other cost items, which are directly

related to education. These are the transportation

expenses, expenses on uniform or dress, money spent on

own books and stationery, and money spent on private

tuition.

3) Maintenance Expenditure: Under this head come the

expenses on medicine, money spent on additional diet for

study purpose, hostel expenses or house rent. Though


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these expenses are not directly related to education, yet

because students are the raw material for education

industry, so to maintain the raw material in a good

condition, these expenses are done.

4) Miscellaneous Expenses: The expenses on laundry,

money spent on recreation and cosmetics, pocket money,

money spent on hobbies, are the major expenses, which

are included under this head. All this is, what we call

private cost to the individual or student cost.

(II) Institutional Cost: The institutional cost would mean,

the cost involved in running the educational unit. This cost is

borne by the management or government. The prime cost in

the educational institutions is entirely made up of the cost of

teaching staff. There is no doubt that they form the major

percentage. The non-teaching staff, as we call them, can be

divided into two categories, one is auxiliary to the teaching

and the other is administration. The auxiliary to the teaching

staff, as we call them, can be divided into two categories, one

is auxiliary to the teaching and the other is administration.

The auxiliary to the teaching staff can consists of those

employed on sports, workshops, laboratory and other

incidental activities. Administration will consist of office staff,

accounts, bookstores and supporting staff.


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This cost has three major components i.e., (1) Capital cost (2)

Equipment cost (3) Operating cost. Items of cost included

under each category are as follows:-

1) Capital Cost: These include cost of acquiring land and

construction of laboratories, hospitals, waterworks,

college buildings, library buildings, staff quarters and

hostels buildings. Apart from these, this category also

includes the rent or rental value, cost of water,

electricity and telephone bills, and the value of taxes as

building tax, water tax. These items of cost are of non-

recurring type.

2) Equipment Cost: This component of cost includes as

estimated value of services rendered by total stock of

books in the library, equipment in the laboratory, gas

plant and printing presses. This is also non-recurring

type expenditure.

3) Operating Cost: Items of costs under this head

include, teachers salary, laboratory cost, examination

cost, current expenditure on books and journals added

to a library, scholarships and free ships paid.

(III) Opportunity Cost: This is an important component of

educational cost. It is most wider concept and includes

transfer cost, which in case of education would mean the

earning forgone by students by taking to education instead of


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going in for employment. This is the loss of income by the

students while the study equals to the amount of money they

would have earned, had they not attended the college. The

cost thus involved is not only a private cost to the students or

their parents but it is also a social cost, because the potential

addition to GNP remains unrealised.

Social cost of education is the sum of institutional cost,

student cost and opportunity cost. But when we come to

underdeveloped countries, social cost of education is only a

sum of institutional and students cost. The concept of

opportunity cost however seems to have a doubtful validity in

this context. In underdeveloped economies, which are

characterized by wide, spread unemployment, under

employment and non-employment, the opportunity cost of

matriculates or other students will be equal to zero. Thus on

the whole there were the strange grounds for the omission of

opportunity costs in underdeveloped countries.

QUALITY

The word quality is derived from the Latin word such as the

thing really is. The Oxford Dictionary describes it as degree

of excellence. Another meaning given to the word quality by

the Oxford Advanced Learners Dictionary is to reach the

standard of ability and knowledge. required to enter a

particular profession. Quality is defined as the totality of


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features and characters of a product or services that bear on

its ability to satisfy stated or implicit needs3. All those

definitions are general definitions of quality, which are not

useful in the field of education. They do not help us to define

the quality of education or in understanding the features of

the quality of education. Quality in education is a complex

concept. Terry melia states, Quality is an elusive concept. All

claim to recognize it but few can adequately describe what

they mean by it, much less define and measure it4.

It is said that quality like beauty is an elusive concept.

Quality in higher education is a complex idea, but above all it

is about what students learnt (what they know, what they can

do and what their attitudes are) as a result of their interaction

with their teachers, department and university5.

Quality is also a relative and subjective concept. What is

considered as of good quality may not be considered so at all

times and in all places. Perceptions and conceptions regarding

quality differ from person to person. Quality being vague,

relative, subjective and related to value judgment is difficult

to define. Inspire of all those difficulties, specifications for the

quality of products and even services are formulated and the

3 K.B. Powar and S.K.Pande (eds.) Higher Education In India In Search of Quality,

p.3304

Terry Melia, Inspecting Quality in the Class room, an HMI Perspective, in Diana Green(ed.)( What is Quality in Higher Education?p.385 Malcom Frazer


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quality of those products or services are measured with

reference to the specifications. The guidelines or

specifications regarding quality will naturally vary from one

group of goods or services to another group of goods or

services. However, inspite of the wide differences, regarding

specifications for quality, certain principles or conditions of

quality are uniform to all products and services. Some of

those principles are:

Specific and Clear

The specification of quality in any field, to be followed for

quality control or maintenance or measurement should be

specific and clear. Vague, ambiguous conditions give scope

for lot of problems.

Capable of Quantification

The feature of any quality is that it should be capable of

quantification. Any quality is related to quantity. The two are

inseparable. But with regard to even abstract matters like

love, teaching, and learning, though quantification is not

possible, by comparison they are capable of some kind of

quantification.

Measurement


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Material products or goods can be measured. Hence their

qualities can also be measured. So one of the qualities of all

goods is that they can be measured. The same thing cannot

be said about services. But here again it is possible to have a

rough measure of services by comparison or by detailed

description. We may not be able to express the services of a

doctor, a teacher, a writer in terms of weight and measures

but we do measure those services by using words like

outstanding, excellent, very good, good, bad, poor and so on.

Comparison

Another common feature of the quality of goods and services

is that they can be compared. Comparisons are always made

while describing the quality of material objects or abstract

services. The quality of one type of car is described by

comparing it with another type of car. Similarly the quality of

teaching of a lecturer or professor is described by comparing

it with the teaching or work of another lecturer or professor.

Comparisons help in describing quality or in measuring

quality.

Institutional Components Of Quality

It is not possible therefore to talk about quality as a unitary

concept, quality must be defined in terms of qualities with

recognition that an institution may be of high quality in


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relation to one factor but low quality in relation to another.

The important parameters can be as follows.

Research

What exactly do we mean by quality in higher education? By

quality do we refer to the quality of research in Universities?

Research is an important part of the work in the universities.

As such there is no denying the fact that quality in higher

education includes the quality of research also. But research

is not the only activity in the educational institutions. Many

other academic and intellectual activities are undertaken.

Hence quality in higher education does not refer to research

only.

Inputs

By quality do we mean the quality of inputs in the institutions

of higher education? The buildings, furniture, scientific and

other equipment, library facilities, teachers and even the

students and various services provided in the institutions can

be considered as the inputs of higher education. The quality

of the outputs or the quality of education in the educational

organizations depends on the quality of the inputs. If the

institution lacks good infrastructure, good teachers and if the

students admitted are poor quality, the quality of education is

bound to be low. Hence it can be safely said that the term


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quality of higher education includes the quality of inputs also.

But the quality of the product of any organization is ultimately

judged by its quality when it comes out of the organization.

Though the inputs have a bearing on the quality of the

product, by quality we do not refer to the quality of inputs

only.

Teachers

The staff or teachers play a crucial role in determining the

quality of education in educational organisations. So can we

say that quality in higher education means the quality of

teaching or the quality of teachers? The competence and the

efficiency of the faculty are very important factors in shaping

the quality of education in a college or university. Quality,

however, does not depend on the faculty only. The work of

the students,environment in the institution, the management,

are also deciding factors which contribute to quality. So by

quality in higher education we do not mean the quality of

teaching only though that is a very important aspect of the

quality framework in higher education.

Outputs

Quality in an industrial or commercial arena formally refers to

the quality of the outputs or products. Quality in the context

of a cement factory refers to the quality of cement produced


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in the factory. Quality with reference to a steel plant refers to

the steel produced in the plant. Similarly, can we say that

quality in the higher education means the quality of the

students or the products of the educational institutions.

Generally by quality in a college or university, people mean

the quality of the students.

With reference to the knowledge and skills acquired by the

students of an institution, comments are made on the quality

of education. In this context, the following lines of Malcolm

Frazer, are worth quoting: In summary quality in higher

education is a complex idea, but above all it is about what

students have learnt (what they know, what they can do, and

what their attitudes are) as a result of their interaction with

their teachers, departments and the university6.

Does Quality Include Discipline?

A very important question that has to be answered in the

discussion on the quality in higher education is, does quality

include discipline? Without discipline in an institution, nothing

of good quality will emerge. Indiscipline, chaos and confusion

are the opposite of quality. Wherever the students and staff,

(teaching and non-teaching) are disciplined, there can be

education of good quality. If the students are undisciplined

6 Malcolm Frazer, Quality in Higher Education: An International Perspective, in TomSchuller (ed.) The Future of Higher Education ,pp. 104-105.


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inside and outside the class and the staff quarrels among

themselves and are not amenable to rules of discipline, the

quality of education is bound to be low. T.N. Seshan, former

Chief Election Commissioner, speaking in the convocation

function of the Allahabad University said that the disruption

caused by some students to the function speaks about the

standard of education. True, disruptions in meeting,

misbehavior by students in and outside the classes, aping the

politicians in college or university elections, will all affect the

quality of education. Hence one can say without any

hesitation that discipline is an integral part of quality.

SUPPORT SERVICES

Indian education is currently experiencing a massive and, to

some, a terrifying expansion. Not only is the number of

students demanding admission to higher education

increasing, but there is also a great diversity of students with

respect to educational and social backgrounds. If for no other

reason, the numbers and the increasing diversity of the

student would be enough to demand the attention of persons

specially trained to handle the problems students face.

The Indian college students non-class hours were too often

wasted, or at least relatively unproductive, not necessarily

due to students slothfulness, responsibilities at home,

necessity of working, or other extra-college factors. University


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do not just equip the student with marketable skills; they

attempt to give him a whole personality, In a word,

universities, like schools, are socializing agents.

Increasing attention is being paid to the development of

students as individuals and increasing concern is being shown

for the educational experiences, both within and outside the

classroom that facilitates this individual development. Student

services programme are being introduced on some campus to

fill part of the void created by an educational system that has

long focused its attention on lectures and examinations.

Need For Student Services

One need not look far long at the Indian higher education

scene before spotting factors which have helped produce a

need for student services. An obvious fact of university life in

India in the 1960s was student unrest, or indiscipline, in

various forms. A second major negative factor is the massive

wastage of human time, energy, and talent on the part of the

thousands of students each year who fail their final

examinations. It may be stated that student services, no

matter in what quantity, are not apt to cure these ills by

themselves. However, assistance provided to students

through such services and directed at increasing their

effectiveness and efficiency as students may well be


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instrumental in achieving the removal of many of the causes

of these maladies.

A third factor contributing to the need for student services is

the fact that students spend two to three times as many

hours outside college class-rooms as in them during a college

session. This makes a strong case for giving careful attention

to ways in which colleges can provide positive direction to

students by influencing how they use those non-class hours.

A fourth important factor is that adolescents need assistance

on successfully making the transition from secondary school

to college and must get that assistance from someone.

Colleges can aid their cause by having someone as a teacher

with high motivation, a trained counselor, or an interested

dean willing to take time to listen and talk sympathetically

with students. This is infinitely better than permitting the

influence to come from a senior student with perhaps

questionable motives or adults unrelated to the college with

motivations not necessarily in the students best interest.

By another approach one can relate student services to the

fundamental goals of higher education. Mueller has listed four

such goals as: (1) preserving, transmitting and enriching the

culture, (2) developing all aspects of a students personality,

7/31/2019 Impact of Cost, Quality and Support

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