project on student satisfaction
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Introduction
The analysis of students' satisfaction with their course of study is an important research area within
educational evaluation. With the growing concern for accountability in educational outcomes, the need
for meaningful and stable measures has grown.
The conventional analysis of satisfaction has been based on the assumption that satisfaction is best
seen in terms of student response to course components and the methods used by teaching staff. Much
of this analysis has been focussed upon comparing mean trends in these components.
Some work has been done to define fitted models for student satisfaction. Malley (1998) has
extensively reviewed this area and has shown that there is a need to carry out more research into
structural models which can help explain the complexities of student satisfaction. The research which
is being reported here is the application of an alternative approach to satisfaction which is derived from
work based on customer satisfaction with products and services as developed by Fornell and others at
the University of Michigan and extended into commercial applications through the work of the CFI
Group.
Satisfaction
Satisfaction is defined as being a consequence of the expectations and experiences of the subject
and/or course. The general schematic of the approach is shown in Figure 1.
Teacher performance, in this model, is seen as only one of a number of antecedents of satisfaction. In
fact, it is seen as contributing only when students perceive that teacher performance has dropped below
a critical level or when teacher performance surpasses student expectations. That is, the performance
of the teacher will reduce satisfaction when student feel that they are not being given enough
information on how to pass the subject but will only increase satisfaction when his/her performance
stimulates students well beyond personal, arbitrary standards of "interesting teaching". The complexity
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of this relationship is shown in the likelihood that where a teaching performance brilliantly but fails to
give students a sense of what is formally needed, then the effect will be overall negative on
satisfaction.
An important point about this approach is that it is not a simple linear model running from
expectations to outcomes. It assumes that, along with most expectancy-value models of behaviour, that
the outcome perceptions have an implicit feedback loop back to expectations.
Customer Satisfaction
Customer satisfaction refers to the extent to which customers are happy with the products and services
provided by a business. Customer satisfaction levels can be measured using survey techniques and
questionnaires. Gaining high levels of customer satisfaction is very important to a business because
satisfied customers are most likely to be loyal and to make repeated orders and to use a wide range of
services offered by a business.
The need to satisfy customer for success in any commercial enterprises is very obvious. The income of
all commercial enterprises is derived from the payments received for the products and services to its
external customers. Customers are the sole reason for the existence of commercial establishments.
Since sales are the most important goal of any commercial enterprise, it becomes necessary to satisfy
customers. For customer satisfaction it is necessary to establish and maintain certain important
characteristics like:
a. Quality
b. Fair prices
c. Good customer handling skills
d. Efficient delivery
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e. Serious consideration of consumer complaints.
Customer satisfaction is the state of mind that customers have about a company when their
expectations have been met or exceeded over the lifetime of the product or service. The achievement
of customer satisfaction leads to company loyalty and product repurchase. There are some important
implications of this definition:
Because customer satisfaction is a subjective, nonquantitative state, measurement won't be exact and
will require sampling and statistical analysis.
Customer satisfaction measurement must be undertaken with an understanding of the gap between
customer expectations and attribute performance perceptions.
There should be some connection between customer satisfaction measurement and bottom-line
results.
"Satisfaction" itself can refer to a number of different facts of the relationship with a customer. For
example, it can refer to any or all of the following:
Satisfaction with the quality of a particular product or service
Satisfaction with an ongoing business relationship
Satisfaction with the price-performance ratio of a product or service
Satisfaction because a product/service met or exceeded the customer's expectations
Each industry could add to this list according to the nature of the business and the specific relationship
with the customer. Customer satisfaction measurement variables will differ depending on what type of
satisfaction is being researched. For example, manufacturers typically desire on-time delivery and
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adherence to specifications, so measures of satisfaction taken by suppliers should include these critical
variables.
Clearly defining and understanding customer satisfaction can help any company identify opportunities
for product and service innovation and serve as the basis for performance appraisal and reward
systems. It can also serve as the basis for a customer satisfaction surveying program that can ensure
that quality improvement efforts are properly focused on issues that are most important to the
customer.
Objectives of a customer satisfaction surveying program
In addition to a clear statement defining customer satisfaction, any successful surveying program must
have a clear set of objectives that, once met, will lead to improved performance. The most basic
objectives that should be met by any surveying program include the following:
Understanding the expectations and requirements of all your customers
Determining how well your company and its competitors are satisfying these expectations and
requirements
Developing service and/or product standards based on your findings
Examining trends over time in order to take action on a timely basis
Establishing priorities and standards to judge how well you've met these goals
Before an appropriate customer satisfaction surveying program can be designed, the following basic
questions must be clearly answered:
How will the information we gather be used?
How will this information allow us to take action inside the organization? 4
How should we use this information to keep our customers and find new ones?
Careful consideration must be given to what the organization hopes to accomplish, how the results will
be disseminated to various parts of the organization and how the information will be used. There is no
point asking customers about a particular service or product if it won't or can't be changed regardless
of the feedback.
Conducting a customer satisfaction surveying program is a burden on the organization and its
customers in terms of time and resources. There is no point in engaging in this work unless it has been
thoughtfully designed so that only relevant and important information is gathered. This information
must allow the organization to take direct action. Nothing is more frustrating than having information
that indicates a problem exists but fails to isolate the specific cause. Having the purchasing department
of a manufacturing firm rate the sales and service it received on its last order on a scale of 1 (terrible)
to 7 (magnificent) would yield little about how to improve sales and service to the manufacturer.
The lesson is twofold. First, general questions are often not that helpful in customer satisfaction
measurement, at least not without many other more specific questions attached. Second, the design of
an excellent customer satisfaction surveying program is more difficult than it might first appear. It
requires more than just writing a few questions, designing a questionnaire, calling or mailing some
customers, and then tallying the results.
Understanding differing customer attitudes
The most basic objective of a customer satisfaction surveying program is to generate valid and
consistent customer feedback (i.e., to receive the voice of the customer, which can then be used to
initiate strategies that will retain customers and thus protect the most valuable corporate asset--loyal
customers).
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As it's determined what needs to be measured and how the data relate to loyalty and repurchase, it
becomes important to examine the mind-set of customers the instant they are required to make a pre-
purchase (or repurchase) decision or a recommendation decision. Surveying these decisions leads to
measures of customer loyalty. In general, the customer's pre-purchase mind-set will fall into one of
three categories--rejection (will avoid purchasing if at all possible), acceptance (satisfied, but will shop
for a better deal), and/or preference (delighted and may even purchase at a higher price).
This highly subjective system that customers themselves apply to their decisions is based primarily on
input from two sources:
The customers' own experiences--each time they experience a product or service, deciding whether
that experience is great, neutral or terrible. These are known as "moments of truth."
The experiences of other customers--each time they hear something about a company, whether it's
great, neutral or terrible. This is known as "word-of-mouth."
There is obviously a strong connection between these two inputs. An exceptional experience leads to
strong word-of-mouth recommendations. Strong recommendations influence the experience of the
customer, and many successful companies have capitalized on that link.
How does a customer satisfaction surveying manager make the connection between the survey
response and the customer's attitude or mind-set regarding loyalty? Research conducted by both
corporate and academic researchers shows a relationship between survey measurements and the degree
of preference or rejection that a customer might have accumulated. When the customer is asked a
customer satisfaction question, the customer's degree of loyalty mind-set (or attitude) will be an
accumulation of all past experiences and exposures that can be indicated as a score from 1 (very
dissatisfied) to 5 (very satisfied). It can also be captured with other response formats with an odd
number of choices (e.g., 1 to 3 or 1 to 7) to allow for a neutral response.
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Obviously, the goal of every company should be to develop customers with a preference attitude (i.e.,
we all want the coveted preferred vendor status such that the customer, when given a choice, will
choose our company), but it takes continuous customer experience management, which means
customer satisfaction measurement, to get there--and even more effort to stay there.
Customer satisfaction and customer loyalty are the key concepts in planning marketing strategies. The
importance of customer satisfaction has already been recognized by private industry. Successful and
innovative companies, such as Procter and Gamble and American Express, are increasing their efforts
to monitor and improve satisfaction, because they realize the value of these activities in enhancing
their images, understanding their markets, and increasing their profits.Same as education business,
student satisfaction can have a very important impact on future behavior. An abundance of researches
were conducted to measure student satisfaction during past 20 years, one of the earlier researchers in
this field, used a five-choice Likert-type scale to measure six dimensions of student satisfaction:
Policies and Procedures, Working Conditions, Compensation, Quality of Education, Social Life, and
Recognition. The later researchers developed many satisfaction scales through factor analysis to
measure student satisfaction, and the number of satisfaction factors varied three to nine, however, most
of them obtained the similar structures with Betz (1970).
This study adopts “relationship marketing” perspective to find empirical evidence of the relationship
between “customer (student) satisfaction” and “customer (student) loyalty” of PCTEGOI,Ludhiana.
Customer loyalty is a primary goal of relationship marketing and sometimes even equated with the
relationship marketing concept itself (Sheth 1996). Two main ideas referred to customer loyalty are
“customer’s repeat purchase behaviors” or “customer word-of-mouth communication”.
Students are among the principal concerns of a school; hence the level of student satisfaction
influences the success or failure of the school operation greatly. In the past few years, more and more
academicians conducted studies on the different aspects of student satisfaction, as well as presented
some recommendations on this matter for the references of education and related establishments.
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However, until so far, most studies about loyalty and customer satisfaction were emphasized on
studying the correlation between both subjects for business companies. There are few studies focused
on educational areas. Therefore, this study is attempted to found on the consumer behaviour theory
regarding customer (student) satisfaction” in PCTEGOI, Ludhiana.
Two Types of Customer Satisfaction Surveys
Customer satisfaction is a key component of a good business, and the only way to accurately gauge
customer satisfaction is using some type of customer satisfaction measurement, often a survey.
Surveys allow your business to learn from how the actual customer is experiencing your business,
rather than simply relying on what your subjective eyes and ears tell you. Customer satisfaction
surveys come in several different shapes and styles, and most companies come up with their own
unique way of gauging satisfaction accurately. Satisfaction for an insurance company, for example,
may not be the same as satisfaction at a grocery store. The type of business, client list, etc., all change
satisfaction results. Yet in general, most surveys fall under two categories: • Direct Transaction
Surveys • Overall Satisfaction Surveys Both of these types of surveys can provide you with interesting
results that may affect your own marketing or business strategy. Both have completely different results
and relate back to your company in completely different ways. The basics of these two surveys are
described below. Direct Transaction Surveys This type of customer satisfaction survey is immediate,
and is designed to gauge how the customer viewed a very specific transaction – namely, the
transaction that (hopefully) immediately preceded filling out the survey. For example, “how easy was
it for you to find help” and “what was your experience like on DATE?” These surveys are not
necessarily interested in your overall opinion of the company. They are primarily concerned with your
most recent transaction. Overall Satisfaction Surveys Sometimes referred to as “relationship surveys,”
these surveys are designed to gauge how the customer feels about the company in general, based on a
combination of all of their experiences and any additional factors that may affect that result. Rarely are
these surveys purposely given to customers immediately following a transaction, although they may be
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colored by the most recent experience if that experience was particularly awful or pleasant. Using
These Customer Satisfaction Surveys Ideally, your own customer satisfaction survey should have
questions that are most relevant to the questions you are trying to answer, in order to ultimately
provide you with the best analysis. Customer satisfaction surveys often differ from one survey to the
next based on how the company wants to drive its research. But most surveys fall under one of the two
categories, depending on whether you are looking to find out about specific customer experiences or
hoping to gauge the overall satisfaction level with the company
Four levels of customer satisfaction
Goal or Problem
There are thousands of factors, which influence customer satisfaction. These factors differ per product
and/or service, per industry, per sector, per country etc. People have different expectations from the
service they receive from a bank, in a grocery store, from a repairman or in a hospital. Wouldn’t it be
nice to understand, which factors influence customer satisfaction the most and based on this profound
understanding, make steps having the biggest impact on improvements in customer satisfaction.
Idea
Over twenty years, Gallup interviewed more than one billion customers, trying to identify what
contributes to their satisfaction. Despite all the differences, there are four expectations, which remain
remarkably consistent: accuracy, availability, partnership and advice. These four expectations are
hierarchical, which means that the lower-level expectations must be met before the customer is ready
to pay attention to the higher levels.
1.Accuracy
If the job is not done correctly, customers do not care how courteous or friendly the employees are.
They will most likely try their luck at the competition. Examples of accuracy are that a bank produces
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correct bank statements, a hotel room that has been reserved will be available upon arrival, and that a
waiter will bring the food we ordered in a restaurant. Web site visitors expect the web pages to load
correctly, information to be accurate and easy to find. Hyperlinks should not to be broken. Web site
navigation should be easy to use.
2.Availability
Customers do not want to spend more time than necessary to buy a product or receive a service. This
means that shops and banks should be open at times convenient for customers, the lines at cache
registers should be as short as possible, there is enough parking places around shopping malls and a
shop or a restaurant is within a reasonable distance from majority of potential clients. On internet,
users expect web pages to load quickly. Web server maintenance periods should be minimal and if
possible not even noticeable. There should also be no obstacles in the checkout and payment flows on
e-commerce web sites.
Lack of accuracy and availability causes customer dissatisfaction. If not addressed, most of the
customers will try to look for better products and services somewhere else. Innovations in this area
give companies competitive advantage. However, these innovations are often easy to copy by
competitors.
3.Partnership
Customers want to feel they are understood and receive personalized services and products. It begins
with using customers’ names when being in contact with them. Companies create various schemes to
reward customers’ loyalty, such as airlines providing special treatment to frequent flyers.
Customers also want employees to put themselves in customers’ shoes when discussing options and
helping to make decisions. Customers also appreciate to be able to purchase personalized and thus
unique items, such as mugs, training shoes, etc. Web sites offer the users possibility to personalize
their environments. User-created content is welcome. Based on amount and quality of contributed
content, users may receive various awards and privileges.
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4.Advice
Customers feel the strongest bond with organizations, which help them to learn. Ways to offer advice
may come in the form of teaching customers how to use a product better, additional insights or inside
tips, which are not advertised to all. Customers, which feel empowered after interacting with an
organization are more likely to come back and purchase additional products and services. Personalized
advice on web sites can be a list of products or content that the user might be interested in based on his
previous actions.
Businesses, which are able to consistently provide services, which satisfy the customers on all four
levels are more likely to create loyal customers, which will become fans or advocates. They will
promote the businesses by “word of mouth”, which is one of the best and cheapest way of advertising.
Ten Ways to Improve Customer Satisfaction
Understanding how to improve customer satisfaction can make a huge difference to your bottom line.
Try these 10 tips, and you are more likely to see changes in your relationship with the public.
Be honest with your client. If you can't meet a requested deadline, tell your client before you take the
order. While you may lose that one order, you are more likely to keep the customer over the long haul.
Listen. Sometimes people just need to rant, even when they are wrong. Try to avoid taking this
personally, and respond professionally.
Don't be part of the customer "run-around-refer-the-poor soul-to-someone-else" team. Be the one to
get answers for your client, and get those answers in as timely a manner as possible.
Develop a personal relationship with your customer. Treat your client as if he is a person, not a way to
make money. This does not necessarily mean that you have to become "buddy-buddy." It does mean
that if your customer drops personal information such as the client's birthday, where the customer is
going on vacation or that a child is graduating from high school, you call back with "congratulations"
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or ask follow-up questions the next time that you speak. People like working with people who treat
them as people.
Keep your promises. Don't agree to do anything that you can't deliver.
Be knowledgeable. Know the facts about your products or services. Understand company policies. In
addition, know as much about your client's business and needs as you can.
Anticipate your client's needs. Take the extra step, and be ahead of your customer.
If you are wrong, apologize.
Ask for feedback. Obviously, customers are going to want more quality at a lower price with speedier
delivery. However, your clients may provide you with valuable information that you can use to
improve the reputation of your business.
Thank your clients for their business. After all, you do have competitors who would love to have
your customers.
We all know that the reality is that customers are not always right. However, if you always treat your
customers as if they are right, your client satisfaction factor will improve.
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Student Satisfaction
“Student Satisfaction” which is used to describe whether students are happy and contented and
fulfilling their desires and needs during study. Factors contributing to student satisfaction include
treating students with respect, providing student recognition, offering required benefits and positive
management within a success framework of goals, measurements, and expectations.
Factors affecting student satisfaction:
1. Quality of study: This study investigates the impact of multiple teaching quality factors on course
satisfaction and instructor satisfaction as perceived by students. It applies established theory from customer
satisfaction and educational psychology research to a sample of MBA and Undergraduate students from
multiple sections of an introductory marketing course. In doing so, it demonstrates a method of obtaining
diagnostic information to prioritize weaknesses and discover strengths of teaching performance that
complements existing feedback processes. Substantive results indicate that learning was strongly related to
course satisfaction and instructor enthusiasm was strongly related to instructor satisfaction. A discussion
addresses how to use the results while managerial implications summarize benefits and requirements to
implement the method.
2. Faculty service: This study examines the perceptual difference between faculty and students regarding the
quality of education service rendered at a higher education institution. It hypothesizes and empirically
investigates the significance of perceptual differences between the groups, the effects of the differences upon
student satisfaction with their education, and the students' intentions to recommend the school. Data were
collected at a major college located in Southeastern United States. Findings support most hypotheses
developed in this study, indicating a significant difference between the faculty and students regarding the
quality of the educational service. In addition, such perceptual differences were found to affect the students'
satisfaction with the school and their intentions to recommend the school. Implications for service
practitioners and researchers are provided.
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3. Administration Facilities:
Work of forms, documents etc.
4. Placements of the college:
It is directly related to the career and growth of students.
It may be the ultimate goal of the students.
5. Library Facility:
It includes the suitability of Library opening and closing hours.
Availability of books in adequacy.
Proper sitting arrangement for students.
Peaceful environment
6. Internet availability:
Availability of the internet in the campus
7. Living Conditions (air, water, sanitary facilities etc.)
Availability of Water coolers.
Availability of Wash Rooms.
Availability of Air Coolers.
8. Security Staff and Grievance Handling Procedure
9. Practical Exposure to work:
It concerns mainly with the extra activities such as
Guest lectures
Industrial visits
Assignments14
Presentations
10. Fee Structure:
Affordability to the Customer i.e Student.
11. Others: Canteen, stationary etc.
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PCTE GROUP OF INSTITUTES
PCTE (Punjab College of Technical Education) was founded in the year 1999 by Punjab Management
Education Trust based at Ludhiana. PCTE is an academic institution that is set up to develop professional
entrepreneurial and executive skills in India. PCTE is a one leading B school of Punjab.
PCTE Group of Institutes has four colleges offering different courses in two campuses Near Baddowal
Cantt on Ferozpur Road, Ludhiana with a current strength of more than 2700 students from more than 7
different countries pursuing full-time courses like BCA, BBA, B. Pharmacy, BSc. (ATHM), BSc.
(Biotech), B. HMCT, MCA, MSc. IT, MBA, MBA-IB and PGDM. All the courses are affiliated with
Punjab Technical University while PGDM is an AICTE approved, independent course.
About PCTE Group
We’re the PCTE Group. We’re about new ideas and open people. We number more than 2,700.
Unique
Passionate
Evolved
Learners and Facilitators
We’re global because students from various countries like to study with us, and yet local because we
are still the first choice in Punjab, and the surrounding states. Jet around our brochure and you’ll get a
taste of what we’re all about. Well, kind of…. You’ll find the food tastes much better in the real PCTE
cafe though…. so don’t get bogged down by pictures!!
PCTE Group of Institutes is set up to develop professional entrepreneur and executive skills pan globe.
The institute primarily aims at imparting relevant education to young men and women with a view to
provide them with the expertise to become effective professionals. The institute also purposes to
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conduct research as applied to the needs of the industry. Through such research, the intent is to create
and share new knowledge in this fast growing and increasingly important field.
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The Beginning
PCTE (Punjab College of Technical Education) was first institute established by Punjab Management
Education Trust in 1999. It was a response to certain fundamental changes taking place in the Indian
education system then. Technical education took a new dimension in the India’s emerging fields.
India’s banking system, insurance, telecom sector and capital markets had seen an overhauling change
in the fabric, and it was evident that a predictable large gap existed between the requirement in the
market and the available skilled professionals available in the country.
The Journey
PCTE addressed this unprecedented demand for evolved professionals in the fast growing world of
Management and IT and then expanded to Pharmacy, Biotechnology,
Airlines, Tourism, Hotel Management et al. Now PCTE Group of Institutes has five institutes offering
different courses in two campuses Near Baddowal Cantt on Ferozpur Road. * Punjab College of
Technical Education * PCTE Institute of Hotel Management * PCTE Institute of Pharmacy * PCTE
Institute of Management and Technology * PCTE Business School
PCTE is ever alive educational campus, creating professional and focused human resources in wide
variety of fields. With this consistent approach, PCTE for the past eight years is ranked the best B-
School in Punjab, HP, J & K, and Rajasthan by various national magazines and journals, including
Outlook, Business India, AIMA, MINT etc., and has been conferred with different awards like “B-
School that encourages leadership as part of curriculum”, Most Outstanding B-School of North India,
DNA Award for Innovation Leadership and B-School Leadership, which goes on to prove that PCTE
was a concept that had to be born when it arrived….
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Mission
The Industrial landscape of the world is constantly changing, and so must our mission. PCTE aspires
to serve this continuously evolving country and its business fabric with best of human resources in
various technical fields…
Vision
“If you know where you are heading; don’t just wait on…come and join us, we’ll take you there.”
PCTE Group of Institutes thrives on high standards of innovation and aims at producing leading
learning attitude in thinking. Our philosophy guides us to remain responsive to challenging times
ahead and to produce global professionals capable of bracing the ever evolving business environment.
International Associations
1. At present, 94 students from 11 different countries (Mozambique, Rwanda, Tanzania, Zimbabwe,
Uganda, Angola, Nigeria, Lesotho, Bhutan, USA, Afghanistan) are studying at PCTE.
2. PCTE has collaborations with 9 different foreign universities from various countries like UK, South
Africa, Sri Lanka, Sudan, Lithuania, Poland, Pakistan and Bangladesh.
3. Over 15 PCTE faculty members have traveled abroad on various academic and literary exchanges.
4. PCTE has organized 8 International conferences which were attended by Scholars from UK, USA,
Saudi Arabia, Pakistan, Sri Lanka and Bangladesh.
Pedagogy
Learning is the foundation for personal growth and wise decision making. PCTE has been successful
enough in creating and enriching learning environment both within and without the classrooms. We
believe and enforce the concept of PARTICIPATIVE learning, wherein students are free to put up
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their points on management truths and thus evolve not only as mere adopters but as explorers of new
horizons and think beyond visible limits. That is how, PCTE has excelled in various fields whether in
academics, cultural, field, or literary.
To prepare the students to face the challenges of the complex business and organizational environment
we use various teaching techniques like Lectures, case analysis, presentations, simulation games and
exercises, quiz contests, group discussions, term papers, videos, on-field activities, guest lectures,
brain storming sessions, workshops, Industrial visits and practical project work.
Students’ performance is assessed through a continuous system of tests, quizzes, assignments and mid-
term and semester-end examination to ensure highest academic standards as well as practical
orientation.
Campus
IT Labs
Classrooms
Library
Sports
Seminar Hall
Canteen
WiFi Campus
Coffee Corners
Achievements
Rankings & Awards
Academics
Kudo PCTEians
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Activities
Koshish
Weekly Activity
SWAP
Tours & Trips
Guest Lectures
Industrial Visits
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OBJECTIVES:
1. To determine the satisfaction level of students of all courses.
2. To construct a valid and reliable scale to understand the level of student satisfaction.
Definition of Terms
1. Student satisfaction: The term “student satisfaction” in this study is based on the scores responded
by surveying students in the “PCTEGOI Student Satisfaction Survey”, a self-developed instrument to
achieve the research purposes.
2. Survey respondents: The term “survey respondents” herein refers to the 135 students, randomly
selected among the different courses.
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Review of Literature
This study aimed to explore the correlation between the student satisfaction (that is, customer
satisfaction) and the degree of their loyalty (that is, referral inclination). Accordingly, the subjects,
presented in the following, are student satisfaction, post-purchase behaviors, and loyalty and
customer/student satisfaction in sequence.
Customer/Student Satisfaction
Hague (1869) gave the research of customer satisfaction on Hero Honda Motorcycles, which shows
the need for providing basic facilities to customers satisfies their desires and fulfills their expectations
from the company. As students are the customers of any college or institutes. They are necessary to be
served at first
Tough (1982) defined student satisfaction as the following: student satisfaction refers to the student’s
perception or attitude towards the learning activities. Where the student is happy with his/her studies or
adopts an aggressive learning attitude, student is deemed to be “satisfied”; where the student is
unhappy or adopts negative or passive attitude, student is deemed to be “dissatisfied”. Hence, student
satisfaction could be perceived as the student’s positive feelings or attitude towards his/her learning
activities. The degree of student satisfaction is as the margin between “level of anticipation” and
“actual results”. A smaller margin would mean greater satisfaction and a larger margin would mean
lower satisfaction.
The concept of a student satisfaction is derived from the concept of customer satisfaction. Customer
satisfaction not only plays an essential role in marketing, but also a critical factor in persuading
consumers to make repurchases (Churchill & Surprenant, 1982). However, in conflict with the
traditional concept of consumer satisfaction, Oliver & Swan (1985) argued that satisfaction is an
emotional factor. Thus, satisfaction can be considered as a reflection of life experience: it is a
subjective view based on personal experience, individual beliefs and relationships. Parasuraman,
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Zeithaml and Berry (1986) proposed that the concept of satisfaction could be equated to the gap
between real-life experiences and expectations. However, all the concepts mentioned above are from a
business operation viewpoint to discuss customer satisfaction. Stone and Thomson indicated that the
notion and the contents of customer satisfaction should be modified for educational application. It
should include constitutional amendments, administrative policies, educational goals and educational
processes.
Roberts (1986) made the project regarding the satisfaction of students and considered wise decision
Parasuraman, Zeithmal & Berry (1994) proposed three kinds of behaviors which customers may adopt
whenever they feel dissatisfied after purchases made: 1. take business away: customers would do
purchasing of the products or services from other suppliers or companies; 2. external reaction:
customers would air complaints to other individuals or organizations rather than the company; and 3.
internal reaction: customers would directly react or complain to the company or supplier
Post-purchase Behavior
Post-purchase behavior could be expressed in several aspects. On the positive side, it may be referred
as “brand loyalty”. The “referral inclination” used in this study is one form of brand loyalty in post-
purchase behaviors. On the negative side, it is manifested in the forms of complaints, brand
replacement, or negative publicity, etc. The following discussions are focused on the positive side of
post-purchase behaviors, especially on “brand loyalty”.
According to Parasuraman, Zeithaml, and Berry (1994), loyalty may be exhibited by the following five
aspects: 1. commend the company to other persons; 2. recommend the company to inquirers; 3.
encourage people to consume with the company; 4. regularly do business or shop with the company;
and 5. give priority consideration to the company in the next shopping or business opportunity.
Griffin (1995) deemed that loyal customers would behave as following: 1. make purchases regularly;
2. be willing to purchase all types of products offered by the company; 3. be willing to build up a good
image for the company; and 4. quite immune to the sales or marketing campaigns of other companies.
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As for Jones & Sasser (1995), they perceived that loyalty is performed through the following three
behaviors: 1. willingness to purchase again; 2. primary behaviors: including the number of times,
frequencies, amounts, and quantities consumed by the customer most recently; and 3. secondary
behaviors: willingness to recommend or introduce the company to other parties.
Fredericks (2000) indicated that loyalty may be expressed through the following behaviors: 1. large
volumes of purchases; 2. high frequency of purchases; 3. less sensitivity on price; and 4. brings new
customers to the company.
Chaudhuri & Holbrook (2001) defined loyalty under the following two dimensions: faithful devotion
(meaning the customer strongly identify with the brand), and loyal behavior (meaning the customer is
willing to make repeat purchases).
In summary of the above, the study defines brand loyalty through two types of post-purchase
behaviors: 1. repeat purchases: the willingness of doing purchases with the same company again, and
2. referral inclination: the willingness of recommending or introducing the company to others. For
educational market, the concerns of brand loyalty in this study is mainly focused on the latter one,
referral inclination.
Loyalty and customer/student satisfaction
Most studies about loyalty and customer satisfaction were focused on studying the correlation between
both subjects for business companies. The following presents a compilation of the findings about the
correlation of loyalty and customer satisfaction. Through these research conclusions, it is apparent that
a positive relationship does exist between customer satisfaction and loyalty.
According to the empirical research by Oliva & Macmillan (2002), there is a non-linear relationship
between customer satisfaction and loyalty. Their study found that the critical point of satisfaction is
related to the customer’s willingness of making repeat purchases. When level of satisfaction is higher
25
than the critical point, the customer’s inclination would rapidly increase as customer satisfaction
grows. Where the contrary is manifested, inclination would drop quickly.
In the “service – profit chain” study, Heskett, Jones, Lovemen, Sasser & Schlesinger (2002) also
discovered a positive relationship between customer loyalty and customer satisfaction.
Ianhf Bull (2005) worked upon research regarding employee satisfaction and concluded that
motivational techniques must be used to encourage the employee similarly a student must be given
time to time motivational activities like prize distribution, bonus prizes, Monetary and Non –monetary
distributions for participations.
Harris (2006) made the project regarding the satisfaction of students and considered excellent faculty
as a good source for enhancing student satisfaction.
Murrels (2008) studies shows how satisfaction promotes the growth of an organization. He researched
on satisfaction level of nurses in an hospital.
Bajaj Auto Ltd. (2010) made research upon customer satisfaction of its automobile products and found
that customer loyalty can be obtained by providing loyal and time to time services to them and
satisfaction merely depends upon the after sale services.
Goyal (2011) prepared a research project regarding satisfaction level of customers’ regarding
particular product and found that identifying and meeting customer needs is the basic idea to get higher
satisfaction level of customers.
26
Research Methodology
Research methodology is the way in which researchers specify how they are going to retrieve the all-
important data and information that companies will need to make vital decisions. The way in which
research is conducted may be conceived of in terms of the research philosophy subscribed to, the research
strategy employed and so the research instruments utilized (and perhaps developed) in the pursuit of a
goal – the research objective(s) - and the quest for the solution of a problem - the research question.
Scope of Study
In terms of a Research Paper, the scope of the study refers to the parameters in with the study will be
operating in. You will want to make it as clear as possible what you will be studying this also helps you
remember and keep within the accepted range of your study. This also reminds a research, that his
method of investigation should be centred around trying to solve the problem within the provide scope.
Scope of study means up to what level research study must extend. This research project will cover
selective courses in the colleges of Ludhiana city, PCTE Baddowal. This study will identify the
satisfaction level of the students studying in PCTEGOI.
Sampling Design
Sample method is that method in which data is collected about the sample on a group of item taken from
the population for examination and conclusions are drawn on their basis. In this research project
Proportionate Stratified sampling technique will be used. Random sampling means choosing respondents
on random bases.
Convenience Sampling:
In convenience sampling selection, the sampler chooses the sampling units on the basis of convenience or
accessibility. This form of sample selection is commonly used in the³man on the street´ form of
27
interviewing and at times, associates may be interviewed and at times associates may be interviewed
simply because they are accessible.
Research Instruments
Questionnaire is a very useful tool of data collection. In this research study, questionnaire will be used as
research instrument. In this research project questionnaire will be use.
Sample size
Sample size is the number of observations used for calculating estimates of a given population. For
example we interviewed 135 students from different strata where strata reveals different courses in
PCTEGOI, so was our sample size.
Sample size is 135.
List of Stata
B.B.A
Sample size is 34
B.C.A
Sample size is 33
Hotel Management
Sample size is 8
Pharmacy
Sample size is 10
BSc.ATHM
Sample size is 7
Biotech
Sample size is 3
M.B.A(general)
28
Sample size is 12
M.B.A(IB)
Sample size is 6
M.C.A
Sample size is 9
MSc (IT)
Sample size is 4
PGDM
Sample size is 8
M.Pharma
Sample size is 1
Collection of Data
Any marketing research requires data collection to arrive at the solution of the problem. Data collection
always starts with secondary data. Hence, in a way we can say that any marketing research starts with
secondary data. Data can be broadly classified into two categories:
1. Primary Data
2. Secondary Data
A) Primary Data:
It can be defined as the data which are collected at first hand either by the researcher or by someone else
especially for the purpose of the study. For example, I collected the data from administration block of the
college to get the list of number of students in different courses.
B) Secondary Data:
29
Any data which have been gathered earlier for some other purpose are secondary data in the hands of the
marketing researcher. When sufficient secondary data are available, considerable time and money may be
saved. It helps us in better understanding of the problem. The secondary data is collected by the internet.
30
METHOD OF DATA COLLECTION
Person-Administered:
In this method interviewer reads questions, either face-to-face, to the respondent or record his or her
answers. Different ways of this method are as follows:-
Face-to-face:
Involves trained interviewers visiting people to collect scheduled data. It is a good approach for ensuring
a high response rate to a sample survey or census, and trained interviewers gather better quality data. So
during the survey I did the face to face interaction with the people so by this way I understand the
respondent behaviour towards my research topic.
Close-end questions-
Respondents choose from possible answers included on the questionnaire. Types of close-end questions
include: Multiple choice questions which offer respondents the ability to answer "yes" or "no" or choose
from a list of several answer choices. Like in questionnaire I we asked about whether advertisement
effects the admission decision, and answer option are yes and no.
Scales refer to questions that ask respondents to rank their answers or measure their answer at a particular
point on a scale. For example, a respondent may have the choice to rank their feelings towards a
particular statement like course content, Faculty service, WiFi service, Parking facility, Sanitary facility
etc. may range from "Extremely satisfied", " satisfied " and "neutral" to "Dissatisfied" and "Extremely
dissatisfied".
Data collection is very important aspect of any research study, it wider effect the results of research study.
From various available techniques of data collection, in this project personal interview will be used. That
personal questionnaire will contain close ended questions.
31
Data Analysis
Data analysis simply means interpreting and analysis collected data for the purpose of getting some
meaningful results. Any suitable technique will be used to analysis data.
1. Sense of belongingness to the college
Options No. of respondents Percentage (%)Extremely satisfied 33 25Partially satisfied 45 33Neutral 41 30Partially dissatisfied 7 5Extremely dissatisfied 9 7
Table 1. No. of students who feel a sense of belongingness in the college.
Graph 1 : . No. of students who feel a sense of belongingness in the college.
From the above table and graph ,it is concluded that 25% students are extremely satisfied, 33%
students are partially satisfied, 30% are neutral, 5% are partially dissatisfied and 7% are extremely
dissatisfied regarding sense of belongingness to the college.
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24%
33%
30%
5%7%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied extremely dissatisfied
2. Suitability of college Library opening and closing hours
Options No. of respondents Percentage (%)
Extremely satisfied 39 29
Partially satisfied 44 32
Neutral 44 33
Partially dissatisfied 5 4
Extremely dissatisfied 3 2
Table 2. No. of students to whom Library opening and closing hours suits
Extrem
ely sa
tisfied
Partially
satisfied
Neutra
l
Partially
dissati
sfied
Extrem
ely diss
atisfied
39 44 44 5 3
No. of respondentsNo. of respondents
Graph 2 : . No. of students to whom Library opening and closing hours suit
From the above table and graph ,it is concluded that 29% students are extremely satisfied, 32%
students are partially satisfied, 33% are neutral, 4% are partially dissatisfied and 2% are extremely
dissatisfied with the library opening and closing hours of the college.
33
3. Campus Staff of the college
Options No. of respondents Percentage (%)
Extremely satisfied 42 31
Partially satisfied 41 30
Neutral 40 30
Partially dissatisfied 4 3
Extremely dissatisfied 8 6
Table 3. No. of students for whom campus staff is caring and helpful.
Extremely satisfied Category 2 Neutral Partially dissatisfied Extremely dissatisfied0
5
10
15
20
25
30
35
40
45
42 41 40
4
8
Graph 3. No. of students for whom campus staff is caring and helpful.
From the above table and graph ,it is concluded that 31% students are extremely satisfied, 30%
students are partially satisfied, 30% are neutral, 3% are partially dissatisfied and 6% are extremely
dissatisfied with the faculty of the college.
34
4. Faculty service provided by the college
Options No. of respondents Percentage (%)
Extremely satisfied 29 22
Partially satisfied 49 36
Neutral 37 27
Partially dissatisfied 9 7
Extremely dissatisfied 11 8
Table 4. No. of students to whom faculty is careful as an individual.
Extrem
ely sa
tisfied
Partially
satisfied
Neutra
l
Partially
dissati
sfied
Extrem
ely diss
atisfied
29 49 37 9 11
No. of respondents
Graph 4. No. of students to whom faculty is careful as an individual
From the above table and graph ,it is concluded that 22% students are extremely satisfied, 36%
students are partially satisfied, 27% are neutral, 7% are partially dissatisfied and 8% are extremely
dissatisfied by the faculty service of the college.
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5. The valuability of the content of the course for the students.
Options No. of respondents Percentage (%)
Extremely satisfied 33 24
Partially satisfied 54 40
Neutral 39 29
Partially dissatisfied 7 5
Extremely dissatisfied 2 2
Table 5. No. of students who feel that the content of the course is valuable
Extremely satis-fied24%
Partially satisfied40%
Neutral29%
Partially dissatisfied5%
Extremely dissatisfied1%
No. of respondents
Graph 5. No. of students who feel that the content of the course is valuable
From the above table and graph ,it is concluded that 24% students are extremely satisfied, 40%
students are partially satisfied, 29% are neutral, 5% are partially dissatisfied and 2% are extremely
dissatisfied with the content of the course provided by the college.
36
6. Approach to the Administration
Options No. of respondents Percentage (%)
Extremely satisfied 25 19
Partially satisfied 40 30
Neutral 57 42
Partially dissatisfied 7 5
Extremely dissatisfied 6 4
Table 6. No. of students who feel that the Administrators are approachable to them
Extrem
ely sa
tisfied
Partially
satisfied
Neutra
l
Partially
dissati
sfied
Extrem
ely diss
atisfied
25 40 57 7 6
No. of respondentsNo. of respondents
Graph 6. No. of students who feel that the Administrators are approachable to them
From the above table and graph ,it is concluded that 19% students are extremely satisfied, 30%
students are partially satisfied, 42% are neutral, 5% are partially dissatisfied and 4% are extremely
dissatisfied with the administration services of the college.
37
7. Concern of Academic advisor to the students
Options No. of respondents Percentage (%)
Extremely satisfied 35 26
Partially satisfied 49 30
Neutral 37 27
Partially dissatisfied 2 2
Extremely dissatisfied 12 9
Table 7. No. of students who feel that the Academic advisor is concerned to them
26%
36%
27%
1% 9%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph 7. No. of students who feel that the Academic advisor is concerned to them
From the above table and graph ,it is concluded that 26% students are extremely satisfied, 36%
students are partially satisfied, 27% are neutral, 2% are partially dissatisfied and 9% are extremely
dissatisfied with the concerned academic advisor in the college.
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8. Excellence of Faculty in students’ major field
Options No. of respondents Percentage (%)
Extremely satisfied 35 26
Partially satisfied 49 36
Neutral 37 27
Partially dissatisfied 2 2
Extremely dissatisfied 12 9
Table 8. No. of students who feel that the faculty in their major field is excellent
Extremely satisfied
Partially satisfied
Neutral
Partially dissatisfied
Extremely dissatisfied
35
49
37
2
12
No. of respondentsNo. of respondents
Graph 8. No. of students who feel that the faculty in their major field is excellent
From the above table and graph ,it is concluded that 26% students are extremely satisfied, 36%
students are partially satisfied, 27% are neutral, 2% are partially dis satisfied and 9% are extremely
dissatisfied with the faculty excellence in their major field.
39
9. Helping academic advisor available to the students
Options No. of respondents Percentage (%)
Extremely satisfied 36 20
Partially satisfied 59 33
Neutral 62 35
Partially dissatisfied 12 7
Extremely dissatisfied 9 5
Table 9. No. of students who feel that the faculty in their major field is excellent.
20%
33%
35%
7%5%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph 9. No. of students who feel that the faculty in their major field is excellent.
From the above table and graph ,it is concluded that 20% students are extremely satisfied, 33%
students are partially satisfied, 35% are neutral, 7% are partially dissatisfied and 5% are extremely
dissatisfied with their academic advisor assistance.
40
10. Parking space available to the students
Options No. of respondents
Percentage (%)
Extremely satisfied 53 39
Partially satisfied 44 33
Neutral 32 24
Partially dissatisfied 4 3
Extremely dissatisfied 2 1
Table 10. No. of students who feel that the Parking space available to them is adequate.
Extrem
ely sa
tisfied
Partially
satisfied
Neutra
l
Partially
dissati
sfied
Extrem
ely diss
atisfied
53
44
32
42
No. of respondentsNo. of respondents
Graph10. No. of students who feel that the Parking space available to them is adequate
From the above table and graph, it is concluded that 39% students are extremely satisfied, 33%
students are partially satisfied, 24% are neutral, 3% are partially dissatisfied and 1% are extremely
dissatisfied with the parking space available to them by the college.
41
11. Living conditions in the college.
Options No. of respondents Percentage (%)
Extremely satisfied 37 28
Partially satisfied 42 31
Neutral 37 27
Partially dissatisfied 7 5
Extremely dissatisfied 12 9
Table 11. No. of students who feel that the Living conditions in the college are appropriate
27%
31%
27%
5%9%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph 11. No. of students who feel that the Living conditions in the college are appropriate
From the above table and graph, it is concluded that 28% students are extremely satisfied, 31%
students are partially satisfied, 27% are neutral, 5% are partially dissatisfied and 9% are extremely
dissatisfied with the Living conditions available to them in the college.
42
12. Biasness in faculty members for the students
Options No. of respondents Percentage (%)
Extremely satisfied 56 42
Partially satisfied 41 30
Neutral 23 17
Partially dissatisfied 6 4
Extremely dissatisfied 9 7
Table 12. No. of students who feel that the Faculty treats fairly and in an unbiased manner
Extrem
ely sa
tisfied
Partially
satisfied
Neutra
l
Partially
dissati
sfied
Extrem
ely diss
atisfied
56
41
23
6 9
No. of respondentsNo. of respondents
Graph 12. No. of students who feel that the Faculty treats fairly and in an unbiased manner
From the above table and graph, it is concluded that 42% students are extremely satisfied, 30%
students are partially satisfied, 17% are neutral, 4% are partially dissatisfied and 7% are extremely
dissatisfied with the treatment behaviour of teachers with the students.
43
13. Enjoyable experience of students in the college
Options No. of respondents Percentage (%)
Extremely satisfied 32 24
Partially satisfied 44 33
Neutral 48 35
Partially dissatisfied 8 6
Extremely dissatisfied 3 2
Table 13. No. of students who feel that It is an enjoyable experience of being a student of this college
24%
33%
36%
6%2%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph 13. No. of students who feel that It is an enjoyable experience of being a student of this college
From the above table and graph, it is concluded that 24% students are extremely satisfied, 33%
students are partially satisfied, 35% are neutral, 6% are partially dissatisfied and 2% are extremely
dissatisfied with the experience in the college.
44
14. Response of Security Staff in emergencies
Options No. of respondents Percentage (%)
Extremely satisfied 20 15
Partially satisfied 24 18
Neutral 74 55
Partially dissatisfied 8 6
Extremely dissatisfied 9 6
Table 14. No. of students who feel security staff respond well during emergencies
15%
18%
55%
6%7%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph14. No. of students who feel security staff respond well during emergencies
From the above table and graph, it is concluded that 15% students are extremely satisfied, 18% students are partially satisfied, 55% are neutral, 6% are partially dissatisfied and 6% are extremely dissatisfied with the Security staff of the college.
45
15. Sense of pride in the campus
Options No. of respondents Percentage (%)
Extremely satisfied 12 9
Partially satisfied 56 41
Neutral 48 36
Partially dissatisfied 12 9
Extremely dissatisfied 7 5
Table 15. No. of students who feel a sense of pride in the college.
Extremely satisfied
Partially satisfied
Neutral
Partially dissatisfied
Extremely dissatisfied
12
56
48
12
7
No. of respondentsNo. of respondents
Graph15. No. of students who feel a sense of pride in the college.
From the above table and graph, it is concluded that 9% students are extremely satisfied, 41% students are partially satisfied, 36% are neutral, 9% are partially dissatisfied and 5% are extremely dissatisfied with the feeling of pride in the college.
46
16. Supportive Faculty to the students
Options No. of respondents Percentage (%)
Extremely satisfied 53 39
Partially satisfied 37 28
Neutral 31 23
Partially dissatisfied 4 3
Extremely dissatisfied 10 7
Table16. No. of students who feel that the Faculty is supporting and understanding for them
39%
27%
23%
3%7%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph 16. No. of students who feel that the Faculty is supporting and understanding for them
From the above table and graph, it is concluded that 39% students are extremely satisfied, 28% students are partially satisfied, 23% are neutral, 3% are partially dissatisfied and 7% are extremely dissatisfied with the support of faculty to the students.
47
17. Course curriculum help students to achieve goals
Options No. of respondents Percentage (%)
Extremely satisfied 37 27
Partially satisfied 43 32
Neutral 33 25
Partially dissatisfied 7 5
Extremely dissatisfied 15 11
Table 17. No. of students who feel that the course curriculum is helpful to them for achieving goals
Extrem
ely sa
tisfied
Partially
satisfied
Neutra
l
Partially
dissati
sfied
Extrem
ely diss
atisfied
37 43
33
7 15
No. of respondentsNo. of respondents
Graph17. No. of students who feel that the course curriculum is helpful to them for achieving goals
From the above table and graph, it is concluded that 27% students are extremely satisfied, 32% students are partially satisfied, 25% are neutral, 5% are partially dissatisfied and 11% are extremely dissatisfied with the course curriculum to be followed in the college
48
18. Appropriate guidance by faculty to the students
Options No. of respondents Percentage (%)
Extremely satisfied 40 32
Partially satisfied 45 36
Neutral 27 22
Partially dissatisfied 8 6
Extremely dissatisfied 5 4
Table 18. No. of students who feel that the Faculty provide appropriate guidance when they need
Extrem
ely sa
tisfied
Partially
satisfied
Neutra
l
Partially
dissati
sfied
Extrem
ely diss
atisfied
40 45 27 8 5
No. of respondentsNo. of respondents
Graph18. No. of students who feel that the Faculty provide appropriate guidance when they need
From the above table and graph, it is concluded that 32% students are extremely satisfied, 36% students are partially satisfied, 22% are neutral, 6% are partially dissatisfied and 4% are extremely dissatisfied with guidance provided by the Faculty to the students.
49
19. Comfortable complaint handling system for the students
Options No. of respondents Percentage (%)
Extremely satisfied 36 27
Partially satisfied 41 30
Neutral 39 29
Partially dissatisfied 11 8
Extremely dissatisfied 8 6
Table 19. No. of students who feel that the Complaint handling system is appropriate
27%
30%
29%
8%6%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph19. No. of students who feel that the Complaint handling system is appropriate
From the above table and graph, it is concluded that 27% students are extremely satisfied, 30% students are partially satisfied, 29% are neutral, 8% are partially dissatisfied and 6% are extremely dissatisfied with the Complaint handling system of the college.
50
20. Excellent Wi-Fi Facilities to the students
Options No. of respondents Percentage (%)
Extremely satisfied 33 24
Partially satisfied 13 10
Neutral 29 21
Partially dissatisfied 28 21
Extremely dissatisfied 32 24
Table 20. No. of students who feel that the Wi-Fi facilities are appropriate
Extremely satisfied
Partially satisfied
Neutral
Partially dissatisfied
Extremely dissatisfied
33
13
29
28
32
No. of respondentsNo. of respondents
Graph 20. No. of students who feel that the Wi-Fi facilities are appropriate
From the above table and graph, it is concluded that 24% students are extremely satisfied, 10% students are partially satisfied, 21% are neutral, 21% are partially dissatisfied and 24% are extremely dissatisfied with the Wi-Fi facilities in the college.
51
21. Report of cultural events to the students
Options No. of respondents Percentage (%)
Extremely satisfied 73 54
Partially satisfied 33 24
Neutral 18 13
Partially dissatisfied 9 7
Extremely dissatisfied 2 2
Table 21. No. of students who feel that the cultural festivals are well celebrated and reported to the students
Extremely satisfied
Partially satisfied
Neutral
Partially dissatisfied
Extremely dissatisfied
73
33
18
9
2
No. of respondentsNo. of respondents
Graph 21. No. of students who feel that the cultural festivals are well celebrated and reported to the students
From the above table and graph, it is concluded that 54% students are extremely satisfied, 24% students are partially satisfied, 13% are neutral, 7% are partially dissatisfied and 2% are extremely dissatisfied with the reporting system of the college regarding cultural events.
52
22. Provision of opportunities to the students to nurture their skills
Options No. of respondents Percentage (%)
Extremely satisfied 68 50
Partially satisfied 33 25
Neutral 15 11
Partially dissatisfied 12 9
Extremely dissatisfied 7 5
Table 22. No. of students who feel that they are provided with various opportunities to nurture their skills and talents
50%
24%
11%
9%5%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph22. No. of students who feel that they are provided with various opportunities to nurture their skills and talents
From the above table and graph, it is concluded that 50% students are extremely satisfied, 25% students are partially satisfied, 11% are neutral, 9% are partially dissatisfied and 5% are extremely dissatisfied with the opportunities provided to the students to nurture their skills and talent.
53
23. Provision of proper sanitary facilities to the students
Options No. of respondents Percentage (%)
Extremely satisfied 21 16
Partially satisfied 26 19
Neutral 45 33
Partially dissatisfied 18 13
Extremely dissatisfied 25 19
Table 23. No. of students who feel that they are provided with the adequate sanitary facilities
Extrem
ely sa
tisfied
Partially
satisfied
Neutra
l
Partially
dissati
sfied
Extrem
ely diss
atisfied
21 26 45 18 25
No. of respondentsNo. of respondents
Graph23. No. of students who feel that they are provided with the adequate sanitary facilities
From the above table and graph, it is concluded that 16% students are extremely satisfied, 19% students are partially satisfied, 33% are neutral, 13% are partially dissatisfied and 19% are extremely dissatisfied with the sanitary facilities in the college.
54
24. Printing and Stationary facilities available to the students
Options No. of respondents Percentage (%)
Extremely satisfied 61 45
Partially satisfied 41 30
Neutral 25 19
Partially dissatisfied 5 4
Extremely dissatisfied 3 2
Table24. No. of students who feel that they are provided with the adequate Printing and Stationary facilities
Extremely satisfied
Partially satisfied
Neutral
Partially dissatisfied
Extremely dissatisfied
61
41
25
5
3
No. of respondentsNo. of respondents
Graph24. No. of students who feel that they are provided with the adequate Printing and Stationary facilities
From the above table and graph, it is concluded that 45% students are extremely satisfied, 30% students are partially satisfied, 19% are neutral, 4% are partially dissatisfied and 2% are extremely dissatisfied with the Printing and Stationary facilities in the college.
55
25. Provision of green and clean campus to the students
Options No. of respondents Percentage (%)
Extremely satisfied 31 23
Partially satisfied 38 28
Neutral 29 22
Partially dissatisfied 23 17
Extremely dissatisfied 14 10
Table25. No. of students who feel that they are provided with the green and clean campus
23%
28%21%
17%
10%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph25. No. of students who feel that they are provided with the green and clean campus
From the above table and graph, it is concluded that 23% students are extremely satisfied, 28% students are partially satisfied, 22% are neutral, 17% are partially dissatisfied and 10% are extremely dissatisfied with the greenery and cleanliness of the campus.
56
26. Fine fee structure of the college
Options No. of respondents Percentage (%)
Extremely satisfied 21 15
Partially satisfied 44 33
Neutral 35 26
Partially dissatisfied 24 18
Extremely dissatisfied 11 8
Table26. No. of students who feel that the fee structure is fine
Graph26. No. of students who feel that the fee structure is fine
From the above table and graph, it is concluded that 15% students are extremely satisfied, 33% students are partially satisfied, 26% are neutral, 18% are partially dissatisfied and 8% are extremely dissatisfied with the Fee Structure the college
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Extrem
ely sa
tisfied
Partially
satisfied
Neutra
l
Partially
dissati
sfied
Extrem
ely diss
atisfied
21 44 35 24 11
No. of respondentsNo. of respondents
27. Practical exposure of work to the students
Options No. of respondents Percentage (%)
Extremely satisfied 41 30
Partially satisfied 43 32
Neutral 45 33
Partially dissatisfied 4 3
Extremely dissatisfied 2 2
Table27. No. of students who feel that the college provide practical exposure of the work
30%
32%
33%
3% 1%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph27. No. of students who feel that the college provide practical exposure of the work
From the above table and graph, it is concluded that 30% students are extremely satisfied, 32% students are partially satisfied, 33% are neutral, 3% are partially dissatisfied and 2% are extremely dissatisfied with the practical exposure of work in the college.
58
28. Scheduled time is given by the faculty to the students
Options No. of respondents Percentage (%)
Extremely satisfied 32 24
Partially satisfied 47 35
Neutral 32 24
Partially dissatisfied 13 9
Extremely dissatisfied 11 8
Table28. No. of students who feel that the faculty works as scheduled in the time table
Extremely satisfied
Partially satisfied
Neutral
Partially dissatisfied
Extremely dissatisfied
32
47
32
13
11
No. of respondentsNo. of respondents
Graph28. No. of students who feel that the faculty works as scheduled in the time table
From the above table and graph, it is concluded that 24% students are extremely satisfied, 35% students are partially satisfied, 24% are neutral, 9% are partially dissatisfied and 8% are extremely dissatisfied with the Punctuality of faculty members as scheduled in the college
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29. Condition of the class rooms provided to the students
Options No. of respondents Percentage (%)
Extremely satisfied 37 27
Partially satisfied 35 26
Neutral 36 27
Partially dissatisfied 14 10
Extremely dissatisfied 13 10
Table29. No. of students who feel that the class room conditions are fine to them
Extremely satisfied
Partially satisfied
Neutral
Partially dissatisfied
Extremely dissatisfied
37
35
36
14
13
No. of respondentsNo. of respondents
Graph29. No. of students who feel that the class room conditions are fine to them
From the above table and graph, it is concluded that 27% students are extremely satisfied, 26% students are partially satisfied, 27% are neutral, 10% are partially dissatisfied and 10% are extremely dissatisfied with the condition of classrooms in the college
60
30. Information given in handbook assists the students
Options No. of respondents Percentage (%)
Extremely satisfied 33 24
Partially satisfied 54 40
Neutral 45 33
Partially dissatisfied 2 2
Extremely dissatisfied 1 1
Table30. No. of students who feel that the handbook is helpful to them for getting information regarding the college
24%
40%
33%
1% 1%
No. of respondentsExtremely satisfied Partially satisfied NeutralPartially dissatisfied Extremely dissatisfied
Graph30. No. of students who feel that the handbook is helpful to them for getting information regarding the college
From the above table and graph, it is concluded that 24% students are extremely satisfied, 40% students are partially satisfied, 33% are neutral, 2% are partially dissatisfied and 1% are extremely dissatisfied with the information handbook provided by the college to the students.
61
Findings
Students are mostly happy with the study criteria of the college.
They are less satisfied with the WiFi facilities.
They face problems regarding Printing and Stationary availability.
Students from campus-2 are less happy with the sanitary facilities.
Faculty service is also satisfactory.
Fee structure is also fine.
Grievance handling procedure is acceptable.
Parking Space is adequate.
Security Staff is working well.
Cultural festivals are celebrated regularly and leads to student satisfaction.
Recommendations and Suggestions:
There is need to improve Printing and Stationary such as availability of more printers as per the
requirements.
There must be proper sitting arrangement for the students in vacant lectures.
There is need to make available proper WiFi system for the convenience of the students.
Limitation
1. The main limitation of this research was availability of time. Due to short span of time, some
inaccuracy occurred.
2. The main source of data for the study was primary data with the help of self-administration
questionnaire.
3. Due to short span of time it was not possible to access all students as college is wide.
4. The size of sample is a limitation of study.62
5. Busy schedule of the students may lead to biasness in filling the questionnaire.
6. List of student names was not available.
Conclusion
From the overall study it can be concluded that majority of the students are satisfied with the study
criteria of the college and various other factors also. Above seventy percent of the total questions in
the questionnaire are covering extremely satisfied, partially satisfied and neutral and very limited
questions reveals dissatisfaction. so it is self explanatory statement that the college is performing well
and students’ feedback is positive for the college on the behalf of various parameters. In spite of that
their are some problems faced by the students such as improper sitting arrangement for vacant
periods, improper Wi-Fi facilities, inadequate Printing and Stationary facility etc. so there are various
factors which are needed to be improved upon to increase the student satisfaction level. The student
satisfaction level according to this research is optimum or satisfactory.
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Result and Discussion
The results from the research provide continuing data on the complexity of student satisfaction. Of
particular interest is the difference between the satisfaction with the subject and the satisfaction with
the course and the university where there is a stronger relationship between the more global measures
than with the specific subject measure. Within this particular subject environment, it is clear that the
subject is viewed differently from the overall course and the university within the context of student
satisfaction. This is in agreement with the basic structure of the satisfaction model because there will
be different salience applied to different components of the higher education experience.
The differential nature of the students' expressed satisfaction is also reflected in the outcome measures.
In the first place, it is only the satisfaction with the subject with contributes significantly to total
assessment suggesting a specific behavioural link in the model. In the second, the recommendation of
the course and of the university are linked to their appropriate specific source of staisfaction.
The nature of the distribution for subject satisfaction raises some questions about the interpretation of
the analyses. It could be argued that their responses probably reflect the reality of the experience of the
programming support tool. A number of students had difficulty in adjusting with the college campus
environment and this might be assumed to impact on satisfaction.
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Summary
This research project has done to know the impact of various college activities, policies and procedures
upon the students’ satisfaction level. The objective of this project is to measure the students’ satisfaction
level regarding various parameters.
Questionnaire is a very useful tool of data collection. In this research study, questionnaire was used as
research instrument. Personal interviews Data collection method was used in this project.
Questionnaires were filled from 135 students.
Results of this study are: Students are mostly happy with the study criteria of the college.
They are less satisfied with the Wi-Fi facilities. They face problems regarding Printing and Stationary
availability. Students from campus-2 are less happy with the sanitary facilities. Faculty service is also
satisfactory. Fee structure is also fine. Grievance handling procedure is acceptable. Parking Space is
adequate. Security Staff is working well. Cultural festivals are celebrated regularly and leads to student
satisfaction.
Limitations are: The main limitation of this research was availability of time. Due to short span of time,
some inaccuracy occurred. The main source of data for the study was primary data with the help of self-
administration questionnaire. Due to short span of time it was not possible to access all students as
college is wide. The size of sample is a limitation of study.
At the end, on the bases of finding we can say students are mostly satisfied with various factors but
some factors need improvement to boost the satisfaction level of students at higher level.
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Websites
http://new.eupan.eu/files/repository/20101215131727_EU_Primer_English__FINAL_LR.pdfhttp://new.eupan.eu/files/repository/20101215131727_EU_Primer_English__FINAL_LR.pdfhttp://www.streetdirectory.com/etoday/definition-of-customer-satisfaction-jejac.htmlhttp://blog.surveymethods.com/2-types-of-customer-satisfaction-surveys/http://www.ideas-smart.com/four-levels-of-customer-satisfaction
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STUDENT SATISFACTION SURVEY (2012)
AT
PCTE GROUP OF INSTITUTES
This instrument is for your own use, so be frank in your responses. Read each statement given below and tick mark in the box for your response about your institute:
S No.
PARTICULARS ExtremelySatisfied
PartiallySatisfied
Neutral PartiallyDissatisfied
ExtremelyDissatisfied
1 I feel a sense of belongingness here
2 Library opening and closing hours suits me
3 The campus staff is caring and helpful
4 Faculty cares about me as an individual
5 The content of the course within my major is valuable
6 Administrators are approachable to students
7 My academic advisor is concerned about my success as an individual
8 The faculty in my major field is excellent
9 The academic advisor helps me to set my goals
10 Adequacy of space for student parking in campus
11 Adequacy of living conditions(Air, lightening, heat etc.)
12 Faculty treats fairly and in an unbiased manner
13 It is an enjoyable experience to be a student in this campus
14 Security staff responds quickly in emergencies
15 I feel a sense of pride about my campus
16 Faculty is very supporting and understanding
17 I feel my course curriculum helps me to achieve my goals
18 The faculty provides 69
appropriate guidance when I am in need of it
19 I am comfortable with complaint handling system here
20 The Wi-Fi facilities are excellent in the campus
21 The cultural festivals are well celebrated and reported to all students in the campus
22 I get various opportunities to nurture my talent and skills
23 I am comfortable with the sanitary facilities provided in the campus
24 Proper printing and stationary facilities are available to the students
25 The campus is green and clean26 Fee structure is fine and good27 I get exposure to the practical
work28 Faculty gives proper time as
scheduled29 Classroom conditions are best
as required30 The student handbook
provides helpful information about the campus life
Name : ....................................................... Class : ......................................................
Campus No. : ............................................. Date : ......................................................
Thank You
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VITA
Name of the student : Sonam
Father’s name : Satpal Singla
Mother’s name : Vanita Singla
Nationality : Indian
Date of birth : 30-08-1990
Permanent home address : Bathinda
E-mail : sonamsingla3008@gmail.com
EDUCATIONAL QUALIFICATIONS
Bachelor degree : Bachelor of Business Administration
University : Punjabi University, Patiala
Year of award : 2011
% marks : 78
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