Institute Of Pharmaceutical Science (IPS) University Of Veterinary & Animal Sciences

University of Veterinary and Animal Sciences Lahore, is one of the oldest Veterinary

Institutions in Asia. Since its inception in 1882, the staff of this Institution has worked enthusiastically and successfully conducted a wide range of programs that have effectively catered the educational and training needs in the field of Veterinary and Animal Sciences. By now it has emerged as one of the famous centers of teaching in Veterinary Education in Asia.

Institute of Pharmaceutical Sciences (IPS) is a Department of University of Veterinary & Animal Sciences. It was established in 2008.

Dean :Dr. Ashraf Dr. IjazDr. Habib Ur Rehman

Head Of Department (HOD) :Mam Huma Rashid Dr. Farzana Chaudhary

Administration Of IPS:33 Employees

Faculty :18 people in Teaching Staff out of which 4 went Germany for PhD (Doctorate in

Philosophy)

No. Of Current Students:433 Students

Batches :Till now 2 Batches has been pass out from IPS

IPS is offering Bachelor Program (Pharm-D) ‘Doctor Of Pharmacy’ & Post Graduate program ‘MPhil’

Following are the Courses Offered by IPS

Clinical Pharmacy Forensic Pharmacy Hospital Pharmacy Latin Terms and Abbreviations Pharmaceutical Dosage Forms Pharmaceutics Pharmacognosy Pharmacology & Physiology Quality Management

Institute of Pharmaceutical Sciences (IPS) help its students in searching jobs & internships in different Hospitals, Industries.IPS has its own Library of almost 3000 Books. It has given the facility of Lockers to every student.IPS has established its own Societies ‘Drug & Poison Information Center (DPIC IPS’ & Blood Donate Society.

Vision:The Institute of Pharmaceutical Sciences (IPS) envisions itself as an intellectually superior research based institution of Pharmacy, committed to excellence, achievement and innovation in pharmacy education at all levels. It shall be recognized as a premier institution that advances the profession of pharmacy through its highly competent faculty developing leaders of tomorrow capable of meeting the challenges of the profession and society. The students are instilled with the values of professionalism, responsibility, integrity, professional development and ethics, decision making and advancement.

Mission:The Institute of Pharmaceutical Sciences (IPS) is committed to providing excellence in pharmacy education and emerging related disciplines, and, to prepare highly skilled leaders and innovators excelling in pharmacy practice, education, research and public service.

_______________________________________________ MANAGING PHASE

_______________________________________________

o It is observed that the student satisfaction at IPS is been down. There is a need to

improve the level of satisfaction in them.

o Stakeholders Of IPS are as following:

Administration Faculty Students Clerks

Peons

o The team developed to addressed solution to this problem is:

Ali Hassan Fiza Fatima Hina Asif Teeman Saif

_______________________________________________ ANALYZING PHASE

_______________________________________________

o "To determine the Key Factor that influence Student satisfaction at IPS"

o The main departments that contribute or are affected by the

problem are following:

IPS Administration Bio Tech Department Micro Department Information Technology Lab

o Source Of problem are:

Lab Library Student lockers Extracurricular activities Faculty Administration Security & health Furniture Building Timing

oThe dependent & Independent variables are:

Student Satisfaction Dependent Variable Teachers Independent Variable Services Independent Variable Library Independent Variable Faculty Independent Variable Administration Independent Variable Infra Structure Independent Variable Security & health Independent Variable

_______________________________________________ DESIGNING THE PROBLEM

_______________________________________________

oLiterature Reviews:

Key factors influencing student satisfaction related to recruitment & retention

ABSTRACTIn order to attract and retain students, universities must identify and meet student expectations. This article examines which aspects of a student's educational experience are more important in influencing student satisfaction. The findings show that “student centered-ness,” “campus climate,” and “instructional effectiveness,” have a strong impact on how satisfied a student is with his/her overall educational experience. The results also suggest that recruitment strategies may require emphasizing different aspects of a student's educational experience than retention strategies.

http://www.tandfonline.com/doi/abs/10.1300/J050v10n04_01#.VNmyxvnF95k

European Journal OF Marketing

ABSTRACTSuggests that, despite hundreds of publications on consumer satisfaction and service quality, little work has been done to clarify the conceptual basis of these constructs; theorists in the area of service quality argue that the popular press does not differentiate between these two constructs. Clarifies the relationship between consumer satisfaction and perceived service quality using a scenario specific to higher education. Also suggests a model of perceived service quality that could be used in higher education institutions. Discusses conceptual and managerial implications of the findings.

http://www.tandfonline.com/doi/abs/10.1300/J050v10n04_01#.VNmyxvnF95k

Predicting Student Satisfaction in Distance Education and Learning Environments

ABSTRACT

The purpose of this study was to analyze characteristics of online learning environments. Data collected using the Distance Education Learning Environments Survey (DELES) were used to explore the relationship between student satisfaction and the following predictor variables: instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy. The participants of this study were 917 undergraduate students at an Anatolian university in Turkey. Results of the regression analysis show that four of the six DELES scales, namely, personal relevance, instructor support, active learning, and authentic learning, were significantly and positively related to student satisfaction. These results provide valuable feedback to institutions offering online classes and to educators evaluating satisfaction of their students.

http://eric.ed.gov/?id=ED496541

Key Factors for determining student satisfaction in Distance Learning Courses

ABSTRACTSIn this paper, the primary objective of the research team was to find out the relationship between student satisfaction and the following variables of the distance learning environment: instructors' performance, course evaluation and student-instructor interaction. The sample consisted of 245 students of Allama Iqbal Open University of Pakistan. The purpose of this study was to address the most recent problem of AIOU students relevant to their distance learning. The problem was that most of the people in Pakistan perceived distance learning as poorer quality. Therefore, the researchers conducted this study to find out whether it's only people perception or there is any thing in reality about the poorer outcome of the distance learning students as compare to traditional students. By using correlation, regression and descriptive analysis, it was found that just like the traditional education, in distance learning education at AIOU, enough interaction take place between students and their instructors, courses are up to date and well designed, instructors are devoted, motivated and equipped with the required skill and knowledge. Moreover, the faculty at AIOU is delivering distance learning courses that meet the students' needs in regard to students-instructor interaction, instructor performance and course evaluation.

http://eric.ed.gov/?id=EJ964984

Student perceptions of collaborative learning, social presence & satisfaction in a blended learning environment

ABSTRACTThe purpose of this study was to examine the relationships of the student’s perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning

environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.

http://www.sciencedirect.com/science/article/pii/S0360131507000565

o Identifying Key Variables:

Based on article reviews, the identified variables are

Faculty Student centered-ness Climate Service Quality

o Hypotheses :

H1 = Faculty has significant impact on student satisfaction H2 = Student Centered-ness has significant impact on

student satisfaction H3 = Climate has significant impact on student satisfaction H4 = Service Quality has significant impact on student

satisfaction

oDeveloping Framework:

o Relationship Between Variables:

Student satisfaction =f(Faculty, Student Centered-ness, Climate, Service Quality)

_______________________________________________ GATHERING DATA

_______________________________________________

o Developing Questionnaire:

For determining the level of satisfaction in students we developed a questionnaire depending on four categories as followings:

Faculty Student centered-ness Climate Service Quality

Student Satisfaction H3

H4

H2

H1

o Identifying Sample:

We choose students from Pharm-D & MPhil of different years as a sample.

o Getting the questionnaire filled :

We got Questionnaire filled from our sample.

o Entering Data into the excel of SPSS:

_______________________________________________ INTERPRETATION

_______________________________________________

o Faculty:

The responders agreed that there is a favoritism in grades from the teacher, they are satisfied that there is a communication gap & agreed on teacher’s availability after lect. & on their lect. Preparation.

o Student Centered-ness:

The responders agreed on first three questions & they are satisfied on the last one that there course contents are updated.

o Climate:

Responders are satisfied on the environment, some of those are satisfied on well-furnished classrooms but some does not & they also agreed on fully equipped labs.

o Service Quality:

Responders are satisfied on medical and health facility provided by department & on excellent net facility & agreed on corporative Staff.

o Sample (categorize on the basis of years):

Most of the responders are from 5th Year of Pharm-D , average responders are from 1st & 2nd Year & minimum are from 3rd.

___________________________________________University of Veterinary & Animal Sciences, Lahore ___________________________________________ ‘Business Logics’ Project Report

Submitted by:Ali Hassan (2012-bba-

005)Fiza Fatima (2012-bba-

009)Hina Asif (2012-bba-014)Teeman Saif (2012-bba-

039)

Submitted To:

Sir Attique-Ur-Rehman