This action might not be possible to undo. Are you sure you want to continue?

# Summer Internship Project Report

**Submitted for the partial fulfillment of PGDM (2010-12)
**

CONDUCTED AT Pharma Publication, New Delhi

“Ranking of Pharmacy colleges in India”

FORE SCHOOL OF MANAGEMENT, New Delhi

Submitted By:

1

Acknowledgement .........................................................................Error! Bookmark not defined. Executive Summary ........................................................................................................................ 4 Introduction ..................................................................................................................................... 6 Way Ahead.................................................................................................................................. 7 Objective ......................................................................................................................................... 8 Literature Review............................................................................................................................ 9 Methodology of Study .................................................................................................................. 14 Problem Discovery................................................................................................................ 15 Exploratory Research ............................................................................................................ 15 Problem Definition................................................................................................................ 15 Literature Review.................................................................................................................. 15 Basic research ....................................................................................................................... 15 2

Questionnaire Construction .................................................................................................. 16 Target Population .................................................................................................................. 16 Analysis................................................................................................................................. 16 Data Collection ............................................................................................................................. 17 Questionnaire Designing ........................................................................................................... 17 Sampling ....................................................................................................................................... 17 Data Analysis ................................................................................................................................ 19 Spearman's Correlations ........................................................................................................... 20 Regression ................................................................................................................................. 44 Conclusion .................................................................................................................................... 49 Findings......................................................................................................................................... 50 Limitations .................................................................................................................................... 51 Recommendations ......................................................................................................................... 52 Bibliography / References............................................................................................................. 53 Appendix ....................................................................................................................................... 55 Company Profile ....................................................................................................................... 55 Questionnaire 1 ......................................................................................................................... 57 Questionnaire 2 ......................................................................................................................... 59

3

Then on all the dependent variable regression was applied to form a regression model with which score for each college is calculated to predict the rank of the college. Last year the course for competition is changed but most of the leading publishers are following old syllabus. This was done to have linear association with each variable depended on over all rank of the institute. Spearman Rank Correlation was used on collected data which was ordinal and it is non parametric test which could be applied on non probability sampling. There is huge demand for competent manpower in this industry. It is now planning to launch a national level pharma magazine with the name of Pharma Post. This test is used because it can be done on non probability sampling. A sample size of 488 respondents was taken from web based . door to door and mail survey For analysis median of collected sample for each variable was taken. Despite this huge number of students appearing for competitive examination it hasn‟t enjoyed such attention from the coaching institutes and publications houses. Pharma Publications basically provides the preparatory books for the competitive examinations for post graduation in the field of pharmaceuticals with the name of GPAT success series and NIPER success series. Pharma Post first issue will include a national level survey on ranking of Pharmacy colleges. then it can be done on ordinal data and it can take care of 16 independent variables at the same time. regression model was used to calculate relation between overall institute and other parameters related. It also provides distance learning education for the same courses. At the same time it is also used as sample size is also less than 30 for normal distribution curve.Executive Summary India‟s Pharmaceutical sector is growing at a rate of 14 % per year. This survey is done by designing two questionnaire. one for students and alumni & other for faculty and staff members of AICTE & PCI approved Pharmacy colleges. Yearly about 60000 students graduate in pharmaceutical courses in India and approximately 50% give GPAT which is competitive examination for masters course in pharmacy. 4 . After calculating the correlation between the overall institute and other variables.

5 .Concluding with the results from the analysis of the questionnaire is that Ranking of Pharmacy colleges depends on student-faculty ratio . relevant material taught apart from books. placement ratio. procedure of admission . library . teaching technology . quality perceived by student of faculty members. interaction with alumni and laboratories. demographics.

According to one report. Seeing this void in the industry . Pharma Publications is a proprietorship firm owned by Ms. publications. except those restricted by the Government of India As Indian Pharmaceutical sector is expected to grow at this rapid rate there is a huge requirement of competent workforce to work in this industry. all their intermediates and formulations. The firm started its operation in 2010 and is at present in the business of education. Despite this huge number of students appearing for competitive examination it hasn‟t enjoyed such attention from the coaching institutes. and increased demand for new medicines to combat lifestyle related diseases Foreign Direct Investment up to 100 per cent is permitted through the automatic route and Automatic approval for Foreign Technology Agreements also is available in the case of all bulk drugs cleared by Drug Controller General (India).Introduction India's US$ 11. Yearly about 60000 students graduate in pharmaceutical courses in India and approximately 50% give GPAT which is competitive examination for masters course in pharmacy. a young entrepreneur from a leading MBA college has come up with a business plan to startup a Publication house Pharma Publications. Growth Drivers for Pharmaceutical Industry The growing population of over of a billion Increasing income Demand for quality healthcare service Changing lifestyle has led to change in disease patterns. Jyotika Kapoor. Last year the course for competition is changed but most of the leading publishers are following old syllabus. The firm basically provides the preparatory books for the competitive examinations for post graduation in the field of pharmaceuticals which are basically 6 . It is one of the largest and most advanced among the developing countries. in 2010 there are 1087 pharmacy colleges and schools in India producing over 60000 pharmacy graduates yearly.9 billion pharmaceutical industry is growing at the rate of 14 percent per year.

It is also pioneer in launching books with complete changed syllabus for the exam. In the coming few months it‟s going to launch a national level pharma magazine on the name of Pharma Post. It is also pioneer in launch of all-India mock online test series for GPAT and NIPER exams with the name of iGPAT and iNIPER. It is planning to start MBA in pharma at the start of next year for which it is in constant talk with one of the pharmacy college in NCR and deal for the same is at infant stage and expected to mature in coming few months. which help students to improve their grip on the subject. which would recommend its books. The list of these clients includes but not limited to VNS Institute of Pharmacy. In such a short span of time it has moved forward at rapid pace and has made relations with few coaching institutes and colleges. It is only player in the market which provides solution detailed analysis of the mock examination. Bhopal IIMT College of Pharmacy. It also provides distance learning education for the same courses. Apart from this these relations also help in providing students for all India test series. Afterwards in the coming few years it has also planned to open virtual class rooms for competitive examinations. It plans to enter different fields related to pharma.GPAT and NIPER with the name GPAT success series and NIPER success series. Hyderabad Essence Academy. Hyderabad Way Ahead In the coming year Pharma Publications intent to grow many times. Greater Noida Pharmula Academy. 7 .

It‟s going to launch a national level pharma magazine with the name of Pharma Post.Objective Pharma Publication which is a budding Publication house for aspiring pharmacy students. As of now there is not much information available about top colleges in pharmacy. faculty and staff members of pharmacy colleges approved AICTE and PCI (Pharma Council of India) and come up with a ranking of these colleges in its first issue. alumni. 8 . For this Pharma Publications is doing a national level survey from the existing students.

As a matter of fact. Second. the executives do know is from reading earlier issues of Business Week.S. The first problem is that people foolishly tend to believe that there is significance to the order in which the schools appear. First flaw in their report was that of some 700 colleges and universities in this country that offer the MBA degree. It is also likely that at best. There are two problems associated with the popular rankings of MBA programs. News & World Report. First. there are no criteria. a good many deans are new to the job (approximately ten percent each year) and don't even know very much about their own school. Ranking of business schools has been a controversial subject for a number of years. Then third flaw in methodology was that judging the quality of a school on the apparent popularity of the graduates. News & World Report survey methodology of ranking the schools by the people who should know -. and a survey of corporate executives. but nevertheless has far fewer graduates. Its further explained with example of two rankings : Business Week and U. But how did they determine which forty-four schools to include in their survey? Anything that they did with the data after that first decision is irrelevant if there is not a valid way of selecting the initial set of schools. It‟s likely that a very large school that is not particularly distinguished will turn out more successful graduates who are visible than a very small school that has higher standards and expectations for its students. In U. The problem with this logic was that these people don't know any more about each other's school. except for a few visits that a given dean may take to other schools for the purpose of evaluating them for continued accreditation. 9 .S. The second problem is that the rankings have a tendency to become self-fulfilling prophecies. Business Week pre-selected forty-four schools to be included. Business Week reportedly bases its rankings on two factors. the executives evaluate the education received by the graduates of these schools on the basis of one or two individual graduates whom they happen to know. even longstanding deans don't really know much about more than a handful of schools.the deans of the 270 MBA programs accredited by the American Assembly of Collegiate Schools of Business. And finally. Another flaw in its methodology rests on the premise that business executives know anything at all about the quality of business schools. rather than on any extensive research. a survey of recent graduates from the schools being evaluated.Literature Review 1 Martin Schatz (1). based on the very high turnover rate of business school deans.

It point out the flaws in the methodology used by magazine in the survey. the proportion of international faculty.2 Morse. Robert J (2) These rankings are based on data from the Times Higher EducationQS World University Rankings. And then article states survey was formed separately and questionnaire contained mostly closed ended questions. 10 . citations per faculty member. mid-size college with 3000-7000 students and large size colleges with more than 7000 students. It was small colleges with fewer than 3000 students. the methodology used to compute the World's Best Colleges is different in many key areas. First. The ranking states that ranking could be done by seeing the size of college. Now point to consider in the article is that every high school doesn‟t have same marking criteria and it is well explained in the article with the example of Alberta high school and with Ontario high school. student/faculty ratio. So students of Ontario can score 80% or more in exams more easily then students in Alberta. It is done by seeing the marks in the high school of the students taking admission in the university. The World's Best Colleges rankings use six criteria: academic peer review. QS Quacquarelli Symonds does all the data collection and calculations for the World's Best Colleges rankings. which were produced in association with QS Quacquarelli Symonds. These ranking are different from other rankings in two ways. 4 Staff. employer review. and the proportion of international students. Second. The methodology gives high percentage of 11% in overall scores to the students admitted in the university. In the ranking methodology 200 community colleges were divided into 3 groups based on the number of students inside the college. In the first marks are highly weighted towards performance in province wide departmental exams whereas in later this aspect is missing. none of the data from the America's Best Colleges and America's Best Graduate Schools lists is used in the World's Best Colleges and Universities rankings. (4) The article is based on community college ranking. 3 Cosh Colby (3) The article is based on Maclean‟s magazine survey of Canadian Universities. Thus college admitting student from Ontario will get benefit in ranking.

In the article a study is shown of various colleges and it is compared from the data it contained earlier since the debut of the U. And in light of surging student demand for service opportunities. which has been the largest component of the U. Amherst College in Massachusetts. baccalaureate colleges. service. David (7). 6 Baumann.5 Editor (5) . they factored five new measures. Harvard University in Massachusetts. It was found that peer assessment. Chu.S.S. News & World Report College Guide has become the premier 'consumer report' of higher education.” which it publishes biennially. Stanford University in California. Possible explanations of the religious penalty included taste-based discrimination. Syracuse University in New York. contained a penalty for religiously affiliated schools that were independent of the other U. Charles (6).S. they have enhanced our service measures for 2010. They have also provided a top fifty ranking for three other categories of schools: master's universities. & Anderton. In addition to rating colleges on criteria such as the number of students participating in ROTC and the Peace Corps. including how many students engage in community service and whether a college provides matching dollars for serviceoriented scholarships like AmeriCorps. Berea College in Kentucky. and social mobility. Its principal objective is to evaluate the statistical consistency in the ranking over the distribution of institutions that compose it. and Bowdoin College in Maine. News & World Report ranking function. 11 . They include the University of California-San Diego. and strategic voting by college administrators. An introduction to a series of articles on the best U. News & World Report College Guide in 1983. David K. 7 Poyer. University of Texas in Austin. The article provides information about the full rankings for national universities and liberal arts colleges. Morehouse College in Georgia. the U. and community colleges. News & World Report variables and several proxies for quality.S. Does the BE report provide an unbiased and consistent assessment of the educational value associated with the institutions included in their listing? Is the ranking method internally consistent? Two experiments were used to evaluate the consistency of the BE ranking. universities and colleges based on how they are meeting their public obligations in the areas of research. perceived differences in the quality of the curriculum. Bryn Mawr College in Pennsylvania. The paper attempts to address two-related questions. Robert W. W. This paper assesses the Black Enterprise Magazine (BE) ranking of the “top 50 colleges for African Americans.S.

This paper is written for an African-American. to determine the rankings of the best universities for African Americans. 4-year Historically Black Colleges or Universities (HBCU) or a Traditionally White Institution (TWI). Numerous periodicals publish annual rankings of the nation's "best colleges. the HBCU or the TWI. News and World Report (USN&WR) as the „Best Liberal Arts Colleges‟ provides one strategy for choosing financial benchmarks to target. structural difference in the model used to rank HBCU and non-HBCU institutions included in the BE listed ranking is tested. This paper assesses about the recent ACRL guidelines and standards urge academic librarians to compare selected input and output measures with peer institutions for assessment. It was also found that although HBCUs represent only 4 percent of the nation's approximately 1. about $2. Janelle Pridgen (9) . & Civils. D. Recently. is the "best" college choice for African-Americans? The results collected on 411 of the most influential African-Americans in the country. Second. 9 Credle.000/FTE would be the 2004 reported amount that the „best‟ colleges spent on library resources.800 four year colleges. Sid Howard. what type of institution. Using liberal arts colleges ranked in the top third by USN&WR. " Black Enterprise magazine (BE) focuses on the best colleges for African-Americans. Sharad & Davenport. Applying the NCES data tool to liberal arts colleges chosen by U. using a freely available statistical tool from the National Center for Education Statistics (NCES). This study uses a variation of the College-Football Success Model (Walker. With this model we also answer the question. indicate that HBCUs with approximately 32 percent of undergraduate degrees conferred nationally produced 156 of the 411 (or 38%) most influential African-Americans in 2005.First. structural difference in the model used to rank the institutions in the upper and lower half of the distribution is tested. In both cases the null hypothesis of the same structure is rejected. BE's rankings were criticized by the editors of the Journal of Blacks in Higher Education (JBHE 2005)for "stacking the deck" in favor of HBCUs by applying a low weight to important factors such as retention and graduation rates. choosing the best college or university is important since the choice of college includes the complex decision of whether to attend one of the nation's 89.S. Keogh. 2006). 8 Jones. Yvonne (8). This paper provides an example of such a comparison. as well as staffing and output measures for comparison. 52 (or 26%) of the 202 undergraduate 12 . Maheshwari.

With generated measure of research aptitude. although valuable in and of itself.D. & Robinson. the number of scholarly publications.D. Michael D (10). News & World Report ranking 13 . Data were collected on the number of Ph.schools attended by these individuals were HBCUs. 10 Hartley.S. Measures of teaching effectiveness are notoriously hard to compute. it was connected to the teaching effectiveness of the college. We controlled department size (assuming bigger departments with more mayors should send a larger number of students to graduate school) and the quality of the institution as measured by the 1995 U. it is straightforward to examine the relationship of faculty research to student achievements. One readily available measure of teaching quality is the number of students from a liberal arts college who go on to graduate work.'s in economics granted between 1989 and 1994 to the graduates of the liberal arts colleges in our sample.The economic research done at national liberal arts colleges. as McCaughey argues. James E.(n7) We estimated a linear regression of the number of Ph. The study also indicates that there is no difference between HBCUs and TWIs in the movement of graduates into "top-quality" graduate schools.'s received by the graduates of a liberal arts college on the total number of publications of the faculty of that college. would be more valuable if.

Methodology of Study The project was desired to follow the below process 14 .

But it was unable to do research project as a result the launch of magazine was delayed because it wanted to launch with ranking. Exploratory Research: Pilot study of the project was carried out and in it two things were done and time period for this was scheduled to be 0. Divanshu Kapoor. Jotika Kapoor and Ashok Kumar. Divanshu Kapoor told about the important parts of a to know about feasibility of the research project and also know all the parameters which are important in a pharma college. Problem Definition: In the exploratory research it was confirmed that ranking could be done for only colleges in Delhi-NCR region and the problem was defined to be calculate ranking for PHARMA colleges in the region which are approved by AICTE and PCI.5 week (3-4 days). Varindra Kumar. Varindra Kumar & Mr. Divanshu Kapoor. Expert Interview: Experts from pharma education sector (Mr. At the same time Mr Mohit Rawal was contacted to know deadlines more accurately and know the various sampling techniques which could be applied to collect data. Ms. One for faculty and other staff members and other for the students and alumni of the college. In both it was also decided two separate questionnaire would be constructed. During the discussion points came in forward were factors on which ranking would depend and it was also suggested that ranking should be done only for colleges in Delhi-NCR region. FGD: Focus group discussion was carried out between Varindra Kumar. Basic research: It was decided that research could be done by primary research in which questionnaire would be filled and secondary research was done on ranking done by other firms on the colleges. Sunil Kumar. So he advised to conduct the survey for colleges in Delhi/NCR region only. So project for me was decided to be all India ranking of Pharma Publications. And flaws in ranking by other magazines were also studied. 15 . so that research could be error less. Mr. At the same time he made point that sampling for All-India level would take much more time and project could not be completed in 6 weeks. now literature review was done on college ranking formats and also it was done to know parameters which should be considered and parameters which should not be considered. Mr. Ms Jotika Kapoor) and research (Mohit Rawal) were contacted. Literature Review: Since problem was finalized. Mohit Rawal.Problem Discovery: When I joined Pharma Publications it has already planned to launch a magazine named Pharma Post but it was unable to do so because it promised its subscribers that it will be doing first pharma college ranking. Time period for the same was decided to be 1 week.

Primary research was done by data collection in the form of survey with the help of questionnaires. ordinal and interval scale. so that analysis could be done on the them. Then index measurement was done to measure the rank depending upon different composite measures like faculty student ratio. Questionnaires were chosen with close end questions. Questionnaire Construction: Scale used in the questionnaires was nominal. While calculating mean was taken from interval data and percentage and median was used from ordinal data. The secondary research was important because we could know regression was to be applied and we require assigning certain weights to components and taking weighted average while calculating the rank. average faculty experience. Sample Frame: the sample frame can be drawn from Students of colleges joined groups on social websites Students who attended seminars from Pharma Publication in past Students who enquired about the Pharma Publications Faculty members who were present on social websites Directors or principal of the institutes Analysis: on the collected data spearman correlation test is done to find the correlation between dependent and independent variables and then regression is done on all the variables which are correlated 16 . alumni and the staff members of institutes under study. And in the grid likert scale was used and it used a series of statements with which respondents indicated their agreement or disagreement about a particular topic. their mode qualification and others parameters collected in survey Target Population: the target population for the survey is all the students.

It was also taken care that questionnaire is not having any leading or loading questions. This was done because it requires lesser time to analyze the responses then it would be required to analyze open ended questions. To make sure of accuracy few pitfall questions were also kept and few questions were repeated in grid in different form. Sumeet Kaur) also rechecked the questionnaire to make sure all are relevant questions and questionnaire is free from errors like double barreled questions or it doesn‟t have any assumptions made or tested the memory of the respondents. So it was beneficial to choose close end questions.Data Collection Questionnaire Designing: The questionnaires were designed in a such a way that it contained mostly fixed alternative questions. To make sure this questionnaire was cross checked by supervisor in the industry as well as faculty member(Ms. So with sampling questionnaires were filled by students by personally interacting with them and explaining them meaning of each and every question. so various sampling techniques were decided which could be used to collect the data. At the same time while framing questions it was taken care that all the questions asked have certain relevancy with the topic. The techniques used for sampling were: Convenience Sampling o Mail Sampling o Internet Sampling o Personal Interview Convenience sampling techniques were chosen for personal interviews in the few colleges which decided to participate in survey in Delhi/ NCR region. So if the respondent was trying to give invalid answer would fall in one of this and all those questionnaire could be rejected as it would not give true picture of the respondents. Sampling: As colleges which were to be ranked were in entire NCR. And it used simple language and it doesn‟t made assumptions. At the same time all the potential options were examined and chosen in the exploratory research stage in personal interview. 17 .

Door to door sampling technique was used for colleges for which database was not sufficient or respondents didn‟t filled the survey. In this way we were able to collect at least 20 entries per college to conduct surveys. orkut were also targeted and links for the surveyed were mailed in the groups also. In mail sampling principals and directors of all the colleges were send postal mails for the surveys and they were requested to submit it back by post or address of links were also given in letters if they wanted to submit it online. 18 .In internet sampling technique mails were floated to all the data base present with the pharma publications and apart from this all college groups on social networking sites like face book.

This test is used because it can be done non probability sampling.Data Analysis In total 488 respondents filled the survey forms and so sample size was of 488. After calculating the correlation between the overall institute and other variables regression model was used to calculate relation between overall institute and other parameters related. In significant rank correlation following formula‟s are used 19 . Out of the above collected samples 62 samples of students were rejected as it contained errors while filling the survey. then it can be done on ordinal data and it can take care of 16 independent variables at the same time. At the same time it is also used as sample size is also less than 30 for normal distribution curve. Spearman Rank Correlation was used collected data was ordinal and it is non parametric test which could be applied on non probability sampling. Out of which total replies from the students were 448 and only 40 replies were collected from the faculty and other staff members of the institute. And on the rest statistics testing was done. This was done to have linear association with each variable depended on over all rank of the institute. Then on all the dependent variable regression was applied to form a regression model with which score for each college could be calculated to predict the rank of the college. For further analysis median of collected sample for each variable was taken.

Correlation is significant at the 0.000 . (2-tailed) N **.000 .01 level (2-tailed).939** .Spearman's Correlations Test 1 To test correlation between overall institute and student faculty ratio H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1.000 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. (2-tailed) N student faculty ratio Correlation Coefficient Sig. student faculty ratio -.000 22 1. 22 -.939** . 22 Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon student faculty ratio 20 .

(2-tailed) N Number of relevant Correlation material apart from Coefficient books taught in the class Sig.602** .01 level (2-tailed).003 22 Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon number of relevant material 21 .Test 2 To test correlation between overall institute and number of relevant material H0: there is no correlation between both H1: there is significant correlation between the both Correlations Number of relevant material apart from books taught in the class rooms .000 .003 22 1.602** . (2-tailed) rooms N **. Untitled Question [Overall institute] 1. Correlation is significant at the 0.000 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. 22 .

000 . So we will not take it in regression testing 22 .702 22 1.702 22 Number of times teachers are late in class .086 .Test 3 To test correlation between overall institute and number of times teachers are late in the calss H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1. (2-tailed) N NONPAR CORR /VARIABLES=UntitledQuestionOverallinstitute We fail to reject null hypothesis of correlation.086 . (2-tailed) N Number of times Correlation teachers are late in class Coefficient Sig.000 . 22 . so we cannot be sure about any relationship between overall institute and number of times teacher is late in the class. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.

(2-tailed) N Demographics of batch Correlation mainly consists of Coefficient students from Sig.01 level (2-tailed).000 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.891** .Test 4 To test correlation between overall institute and demographics of the batch H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1.891** .000 22 1. Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon demographics of the batch 23 . (2-tailed) N **.000 22 Demographics of batch mainly consists of students from .000 . Correlation is significant at the 0. 22 .

01 level (2-tailed).000 .000 22 1. (2-tailed) N **. Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon placement ratio 24 .Test 5 To test correlation between overall institute and placement ratio H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.831** . Correlation is significant at the 0. 22 .831** .000 22 What is the placement ratio of the institute .000 . (2-tailed) N What is the placement Correlation ratio of the institute Coefficient Sig.

25 .

(2-tailed) N How many clubs or Correlation committees are there in Coefficient institute for extra /co. So we will not take it in regression testing 26 .Test 6 To test correlation between overall institute and how many clubs or committees are there in institute for extra/co-curricular activities H0: there is no correlation between both H1: there is significant correlation between the both Correlations How many clubs or committees are there in institute for extra /cocurricular activities .000 .000 . so we cannot be sure about any relationship between overall institute and number of committees/clubs in the institute. (2-tailed) curricular activities N Untitled Question [Overall institute] 1. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.Sig.081 22 NONPAR CORR /VARIABLES=UntitledQuestionOverallinstitute We fail to reject null hypothesis of correlation. 22 .381 .381 .081 22 1.

000 22 1.Test 7 To test correlation between overall institute and number of seminars conducted in the institute H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1. 22 .01 level (2-tailed).000 22 Number of seminars conducted in the premises of the institute .778** . Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon number of seminars conducted in the institute 27 . (2-tailed) N Number of seminars Correlation conducted in the Coefficient premises of the institute Sig. (2-tailed) N **. Correlation is significant at the 0.000 .778** .000 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.

777** .000 .01 level (2-tailed). (2-tailed) N What is procedure of Correlation admission of students in Coefficient college Sig. 22 is of of in Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. (2-tailed) N **.000 . Correlation is significant at the 0.777** .Test 8 To test correlation between overall institute and procedure of admission of the students in the institute H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1. Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon admission procedure in the institute 28 .000 22 What procedure admission students college .000 22 1. 22 .

(2-tailed) N **. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.585** .01 level (2-tailed). 22 .000 .Test 9 To test correlation between overall institute and quality of faculty H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [quality faculty teaching program] . (2-tailed) N Untitled Question Correlation [quality of faculty Coefficient teaching the program] Sig. Correlation is significant at the 0.000 .585** . Untitled Question [Overall institute] 1.004 22 of the Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon quality of faculty teaching 29 .004 22 1.

(2-tailed) N Untitled Question Correlation [curriculum followed by Coefficient the institute/university] Sig. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. 22 . (2-tailed) N **.549** .000 . Untitled Question [Overall institute] 1.000 .Test 10 To test correlation between overall institute and curriculum followed by the institute H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [curriculum followed by the institute/unive rsity] .549** .01 level (2-tailed).008 22 1.008 22 Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon curriculum followed by the institute 30 . Correlation is significant at the 0.

(2-tailed) ] N Untitled Question [Overall institute] 1.378 .Test 11 To test correlation between overall institute and firmness in time table H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [firmness in timetable followed by the institute ] . so we cannot be sure about any relationship between overall institute and firmness in time table followed by institute.082 22 NONPAR CORR /VARIABLES=UntitledQuestionOverallinstitute We fail to reject null hypothesis of correlation. So we will not take it in regression testing 31 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.082 22 1.000 .378 . 22 . (2-tailed) N Untitled Question Correlation [firmness in timetable Coefficient followed by the institute Sig.000 .

(2-tailed) N Untitled Question [Overall institute] 1. (2-tailed) N Untitled Question Correlation [institutes sternness Coefficient about attendance] Sig. So we will not take it in regression testing 32 .270 22 1.246 . so we cannot be sure about any relationship between overall institute and institutes sternness about attendance.000 .270 22 NONPAR CORR /VARIABLES=UntitledQuestionOverallinstitute We fail to reject null hypothesis of correlation.000 . 22 -. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.246 .Test 12 To test correlation between overall institute and sternness about attendance H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [institutes sternness about attendance] -.

05 level (2-tailed). 22 . Correlation is significant at the 0.457* .457* .032 22 1.000 .Test 13 To test correlation between overall institute and institutes existing infrastructure H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1. (2-tailed) N Untitled Question Correlation [institutes existing Coefficient infrastructure] Sig. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.032 22 Untitled Question [institutes existing infrastructure] .000 . Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon institutes‟ infrastructure 33 . (2-tailed) N *.

22 .883** .000 .000 22 Untitled Question [library of the institute] . (2-tailed) N **.000 22 1.883** . (2-tailed) N Untitled Question Correlation [library of the institute] Coefficient Sig. Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon library of the institute 34 . Correlation is significant at the 0.000 .01 level (2-tailed).Test 14 To test correlation between overall institute and library of the institutes H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.

Test 15 To test correlation between overall institute and advancement in teaching technology H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [institutes advancement in teaching technology that is use of multimedia in classrooms] .049 21 1. Untitled Question [Overall institute] 1. (2-tailed) N Untitled Question Correlation [institutes advancement Coefficient in teaching technology Sig. 22 . 21 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.000 .049 21 Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon advancement in teaching technology 35 . Correlation is significant at the 0.000 .434* . (2-tailed) that is use of multimedia N in classrooms] *.434* .05 level (2-tailed).

000 .617** .000 . (2-tailed) other pharma colleges] N **.01 level (2-tailed).002 22 1.002 22 Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon final placement of the institute as compare to others 36 . 22 . Correlation is significant at the 0. Untitled Question [Overall institute] 1.617** .Test 16 To test correlation between overall institute and placement ratio as compare to other institutes H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [final placement of the institute as compare to other pharma colleges] . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. (2-tailed) N Untitled Question [final Correlation placement of the Coefficient institute as compare to Sig.

22 .05 level (2-tailed).Test 17 To test correlation between overall institute and interaction with alumini H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1. Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon interaction with alumni 37 . (2-tailed) N Untitled Question Correlation [Interaction with Coefficient Alumini ] Sig. (2-tailed) N *.000 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. Correlation is significant at the 0.010 22 1.536* .000 .010 22 Untitled Question [Interaction with Alumini ] .536* .

22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon institute laboratories 38 . (2-tailed) N **. 22 .000 22 Untitled Question [institutes laboratories] .01 level (2-tailed).000 . Correlation is significant at the 0.846** .Test 18 To test correlation between overall institute and institutes laboratories H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1.846** .000 . (2-tailed) N Untitled Question Correlation [institutes laboratories] Coefficient Sig.000 22 1.

Test 19

To test correlation between overall institute and opportunities provided in extra-curricular activities H0: there is no correlation between both H1: there is significant correlation between the both

Correlations Untitled Question [opportunities provided in extracurricular activities] .459* .031 22 1.000 . 22

Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. (2-tailed) N Untitled Question Correlation [opportunities provided Coefficient in extra-curricular Sig. (2-tailed) activities] N *. Correlation is significant at the 0.05 level (2-tailed).

Untitled Question [Overall institute] 1.000 . 22 .459* .031 22

Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon opportunities provided in extra-curricular activities

39

Test 20

To test correlation between overall institute and opportunities provided in co-curricular activities. H0: there is no correlation between both H1: there is significant correlation between the both

Correlations Untitled Question [opportunities provided in co-curricular activities] .533* .011 22 1.000 . 22

Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. (2-tailed) N Untitled Question Correlation [opportunities provided Coefficient in co-curricular Sig. (2-tailed) activities] N *. Correlation is significant at the 0.05 level (2-tailed).

Untitled Question [Overall institute] 1.000 . 22 .533* .011 22

Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon opportunities provided in co-curricular activities

40

Test 21

To test correlation between overall institute and computer labs in the latest software

H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Computer Lab in terms of latest software] -.213 .342 22 1.000 . 22

Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. (2-tailed) N Untitled Question Correlation [Computer Lab in terms Coefficient of latest softwares] Sig. (2-tailed) N

Untitled Question [Overall institute] 1.000 . 22 -.213 .342 22

We fail to reject null hypothesis of correlation, so we cannot be sure about any relationship between overall institute and latest software used in the computer lab. So we will not take it in regression testing

41

821** .000 22 average experience of faulty member . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.000 22 1. (2-tailed) N **.000 .01 level (2-tailed).000 . Correlation is significant at the 0. 22 .821** . (2-tailed) N average experience of Correlation faulty member Coefficient Sig.Test 22 To test correlation between overall institute and average experience of faculty H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1. Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon average experience of faculty member 42 .

000 .000 . (2-tailed) N Average qualification of Correlation faculty members Coefficient Sig. (2-tailed) N **. Just from spearman correlation test we can see there is significant correlation between the both variables and thus we reject null hypothesis and we can say that their overall institute is dependent upon average qualification of faculty members 43 .000 22 Average qualification of faculty members .881** .01 level (2-tailed).881** .000 22 1. Correlation is significant at the 0.Test 23 To test correlation between overall institute and Average qualification of faculty members H0: there is no correlation between both H1: there is significant correlation between the both Correlations Untitled Question [Overall institute] 1. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. 22 .

927 a R Std.819 44 .3787 R Square . What is procedure of admission of students in college. What is the placement ratio of the institute. Untitled Question [institutes advancement in teaching technology that is use of multimedia in classrooms]. Untitled Question [Interaction with Alumini ]. Untitled Question [institutes existing infrastructure]. Model Summary Adjusted Model 1 R . Untitled a Question [institutes laboratories]. Number of relevant material apart from books taught in the class rooms. Untitled Question [curriculum followed by the institute/university]. Untitled Question [opportunities provided in co-curricular activities].Regression Variables Entered/Removed Variables Model 1 Variables Entered Removed Method Enter average experience of faulty member. Average qualification of faculty members a. Untitled Question [opportunities . provided in extra-curricular activities]. Untitled Question [quality of faculty teaching the program]. student faculty ratio. Error of the Estimate . Demographics of batch mainly consists of students from. All requested variables entered.859 Square . Untitled Question [library of the institute].

What is procedure of admission of students in college. student faculty ratio. Demographics of batch mainly consists of students from. Untitled Question [library of the institute]. Untitled Question [opportunities provided in co-curricular activities].052 F 25.647 Sig. Predictors: (Constant). What is the placement ratio of the institute.341 .927 a R Std. Untitled Question [institutes laboratories]. Untitled Question [institutes laboratories]. Number of relevant material apart from books taught in the class rooms.859 Square . average experience of faulty member. Untitled Question [institutes advancement in teaching technology that is use of multimedia in classrooms]. Average qualification of faculty members b. Average qualification of faculty members ANOVA Model 1 b Sum of Squares Df Regression Residual Total 21. Untitled Question [Interaction with Alumini ]. Untitled Question [quality of faculty teaching the program]. Untitled Question [quality of faculty teaching the program]. Untitled Question [opportunities provided in extra-curricular activities].667 16 4 20 Mean Square 1.819 a. Untitled Question [Interaction with Alumini ]. Untitled Question [institutes existing infrastructure]. Untitled Question [opportunities provided in cocurricular activities]. Number of relevant material apart from books taught in the class rooms. student faculty ratio. Untitled Question [institutes advancement in teaching technology that is use of multimedia in classrooms].003 a a. Dependent Variable: Untitled Question [Overall institute] 45 . Predictors: (Constant). What is the placement ratio of the institute. . Untitled Question [opportunities provided in extra-curricular activities].Model Summary Adjusted Model 1 R . Untitled Question [institutes existing infrastructure]. average experience of faulty member. Untitled Question [curriculum followed by the institute/university]. Untitled Question [curriculum followed by the institute/university]. Error of the Estimate .458 . Demographics of batch mainly consists of students from.209 21. What is procedure of admission of students in college. Untitled Question [library of the institute].3787 R Square .

138 .115 .123 .048 .538 .182 .146 .339 1.Coefficients a Standardized Unstandardized Coefficients Model 1 (Constant) student faculty ratio B 4.289 .813 .010 -1.686 .157 .033 .017 of students in college Untitled Question [quality of .169 Sig.717 faculty teaching the program] Untitled followed Question by [curriculum -.443 teaching use of .089 .390 .342 Coefficients Beta t 3.347 Std.154 -.307 Average qualification of faculty -.188 .908 .302 .257 2.215 -3.206 .314 members Number of relevant material .392 -2.673 .938 .148 .099 .308 .656 the institute What is procedure of admission -.040 .179 .597 .188 .036 apart from books taught in the class rooms Demographics of batch mainly .109 .467 3.095 institute/university] Untitled Question [institutes .816 -.020 -.498 .396 the .169 1.032 .167 existing infrastructure] Untitled Question [library of the .117 with Alumini ] 46 . Error 1.996 . .245 .125 advancement technology multimedia in classrooms] Untitled Question [Interaction -.556 3.268 -.287 -1.179 .095 consists of students from What is the placement ratio of .898 .282 institute] Untitled Question in that is [institutes .

133 laboratorie . E.359 .226 provided activities] average experience of faulty -.Untitled Question [institutes .429 -3. Similarly based on these factors weights are given to different parameters and rank is calculated.066 member a.166 . As there are three questions pertaining to faculty hence the overall weightage taken for faculty is high..816 On applying the above formula anks were calculated for the institutes I am calculating regression based on 16 variables and if we give equal weight age to each parameter than each parameter would get approximately 6% weightage in the ranking equation.429 X extracurricular .352 . Faculty plays a major role in the ranking of the college. Hence low studentfaculty ratio is considered good for ranking.467 X No.630 provided activities] Untitled Question [opportunities -. 47 . Placements also impacts the ranking though its weighted contribution should be ideally lower than demographics and faculty ratio.133 . Demographics also takes high weightage as a good college must have students from different part of country.166 X co curricular .556 X Placement ratio + .166 -1.169 X infrastructure + .g.187 -.188 X Demographics + .129 -.747 .028 So the regression equation will be Overall institute = -. Dependent Variable: Untitled Question [Overall institute] .477 laboratories] Untitled Question [opportunities -.339 X library + .130 . of relevant material + . I noticed that ranking is more dependent on few of the parameters.078 X exp of faculty + 4. However while doing literature review.597 X student faculty ratio + 0.155 in extra-curricular ..342 X Average qualification of faculty + 0.287 X alumini + .783 .188 -.02 X procedure of admission .257 X advancement in teaching + ...743 in co-curricular .078 -.392 X curriclum followed .

37 0. Ram-Eesh Institute of Vocational & Technical Education Gangami College of Pharmacy School of Pharmacy Chouksey Engineering College Kiet School of Pharmacy Dehat Vikas College Of Pharmacy himalayan Pharmacy institute B.53 1. Osmania University jamia hamdard. Bangalore University Guru Gobind Singh Indraprastha University ROLAND INSTITUTE OF PHARMACEUTICAL SCIENCES Guru Nanak Institute Of Pharmaceutical Science & Technology IIMT college of pharmacy St.92 1. Mary's college of Pharmacy Innovative College of Pharmacy Shree Ganpati Institute of Technology College of Pharmacy.Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Name of college Shri Vishnu College of Pharmacy Vishnupur. Andhra Pradesh .91 0. Sardar Patel University Department of Pharmaceutical Sciences Guru Jambheswar University. Gujarat .64 1.Andhra Pradesh .73 1. hamdard university A R College & G H Patel Institute of Pharmacy .74 2.84 1. Anangpuria Institute Of Pharmacy Score 3.72 0.Andhra Pradesh University Sri Venkateswara College of Pharmacy .05 2.34 3.36 3.S.01 1.19 2.45 2.20 2. Bangalore.39 1.32 48 .13 2. Rajiv Gandhi University mgm institue of health sciences Acharya Institutes .61 2.98 1. Haryana Al-Ameen College of Pharmacy.Bangalore.49 1.

And colleges like himalayan Pharmacy institute.Conclusion On the basis of regression analysis we could see that Shri Vishnu College of Pharmacy Vishnupur topped the ranking from the colleges which participated in the survey as it had low student faculty ratio and scored high on all other parameters.S. Dehat Vikas College Of Pharmacy and B. Anangpuria Institute Of Pharmacy scored high on the variables which were having inverse relation as a result their rank came out to be lowest and their overall score is too low. 49 .

Extra-curricular activities also had negative relation with rank. Strangely quality of faculty had a positive relation with rank but experience of faculty had negative relation with rank. Co-curricular activities also had negative relation with rank. Infrastructure of the institutes has negative relation with rank. And when test with each other I found there is no correlation between experience and quality of faculty 50 . this meant that students and faculty members of institutes which were having lower rank felt that their syllabus is better than other peer institutes.Findings Some of the interesting findings which came in front of the regression test were Curriculum followed by institute/university had negative relation.

self-administered survey . 4. So. 3. web based survey and mail based survey.e. There were three methods followed to conduct the survey i. 51 . There were lesser response from respondents from far of colleges like college from South than colleges from NCR region. 2. Responses from faculty was lesser than expected. there is a chance of respondent error in the other two methods followed. As convenience sampling is used hence there is sampling bias and that the sample is not representative of the entire population.Limitations 1.

Distribution : Proper distribution network should be built to increase its penetration with target students.Recommendations Advertising – focus more on online advertising . social advertising by creating profile of Pharma Publication and joining all the groups of target colleges (Graduate pharmacy colleges). Work Force : Full time experienced and competent marketing employee should be hired. 52 . Tie-ups: Company should make some tie up with the colleges and coaching institutes in the region. Increase the product portfolio : By introducing books for graduate and post graduate Pharma courses. Students database should be enhanced by conducting regular surveys and seminars with students Partnership with Pharma colleges so as to publish articles about their college in Pharma Post or publishing interviews of chairman or director of the colleges. Sales promotions should be done in colleges by tying up with the graduate pharmacy college authorities for example by putting up canopies in front of these colleges and also by placing cloth banner in front of them. These places are frequently visited by the target consumer base.

org/ARWUMethodology2009. Review of Black Political Economy. Sid Howard. How Much Do the "Best" Colleges Spend on Libraries? Using College Rankings to Provide Library Financial Benchmarks. Our First Rankings of the World's Best Colleges. Vol. (2010). Morse. The reporter January 6. 145 Issue 12. Robert W.S. Education Economics. Charles (2009). James E. U. Dec2009. 42 Issue 9/10.(2008). Jones. Ranking Methodology (http://www. 28 Issue 4. 2003. 2 Issue 2. Vol. p15-18 6. Sep/Oct2010. College & Research Libraries. (2003). AN ALTERNATIVE RANKING METHODOLOGY OF THE BEST COLLEGES AND UNIVERSITIES FOR AFRICAN-AMERICANS.jsp) 13. TC3 ties for first in digital community college ranking. News & World Report. Vol. The Black Enterprise Magazine Ranking of Colleges for African Americans: A Structural Analysis. Chu. & Anderton. Martin Schatz. p19-29 8. News & World Report college rankings. Janelle Pridgen(2008). Hartley.educationsector.org/sites/default/files/publications/CollegeRankingsReforme d. Staff.S. Maheshwari. Jul2007. p343-351 9. Sweeney and Williams. David(2008). Michael D (1997). INTRODUCTION: A DIFFERENT KIND OF COLLEGE RANKING. 2007. Why college ranking fails. Spring2008. David K. Robert J. (2007). Statistics for Business and Economics by Anderson . Ph. Fall97. College Ranking Reformed (http://www. 68 Issue 4. p49-66 10. College and University Ranking (http://en. 2008.org/wiki/College_and_university_rankings) 12. W. Vol. Poyer. 35 Issue 1. Editor. Washington Monthly. Cosh Colby.arwu. Baumann. 15-18 2.wikipedia. & Robinson. Religious penalty in the U.Bibliography / References 1. Credle. 20 5. 17 Issue 4. Economic Research at National Liberal Arts Colleges: School Rankings. (1993). Vol. Sharad & Davenport. Yvonne(2007). Vol. Journal of Economic Education. Vol. The Central New York Business Journal April 13. p73-73 3.pdf) 14. Management Research News 16(7).D. p491-504 7. 40-41 4. Global Journal of Business Research (GJBR). 12/1/2008. 53 . What's Wrong With MBA Ranking Surveys. D. p337-349 11.

54 .

It is also pioneer in launching books with complete changed syllabus for the exam. The firm started its operation in 2010 and is at present in the business of education. It also provides distance learning education for the same courses. Hyderabad 55 . It is only player in the market which provides solution detailed analysis of the mock examination. Bhopal IIMT College of Pharmacy. It is also pioneer in launch of all-India mock online test series for GPAT and NIPER exams with the name of iGPAT and iNIPER. In such a short span of time it has moved forward at rapid pace and has made relations with few coaching institutes and colleges. Apart from this these relations also help in providing students for all India test series. Greater Noida Pharmula Academy.Appendix Company Profile Pharma Publications is a proprietorship firm owned by Ms. The list of these clients includes but not limited to VNS Institute of Pharmacy. which help students to improve their grip on the subject. which would recommend its books. Jyotika Kapoor. Hyderabad Essence Academy. The firm basically provides the preparatory books for the competitive examinations for post graduation in the field of pharmaceuticals which are basically GPAT and NIPER with the name GPAT success series and NIPER success series.

56 .

) Q8) Number of national level seminars conducted in the premises of the institute 57 Contact No _____________________ email id ________________________ Q2 No of full time faculty members‟ ____________ .Questionnaire 1 For Faculty/ Staff members Name _______________________ Name of college_________________ Location ______________________ Q1 No of students in a batch __________ Q3 Mode qualification of faculty members A) Graduate or equivalent B) Post Graduate or equivalent C) PHD or equivalent Q4 Average experience of faculty members A) Nil B) Having some experience but less than 2 years C) Greater or equal to 2 but less than 5 years D) 5 years to 8 years E) Greater than 8 years Q5 Average number of papers published by each faculty member in a year A) Nil B) 1-2 C) Greater than 2 Q6) Demographics of batch mainly consists of students from A) Region in which institute is located B) Students in the zone take admission C) Students from 2 zones take admission D) Students from all the Zones take admission E) International students also take places Q7) What is procedure of admission of students in college A) Direct admission on first cum first serve bases B) Based on 10+2 percentage C) State Level entrance test conducted by institute or university D) National level entrance test conducted by institute or university E) Combined national entrance test (like AIEEE. IIT JEE etc.

A) Never B) Once a year C) More than once a year Q9) Number of international level seminars conducted in the premises of the institute A) Never B) Once a year C) More than once a year Q10) What is the placement ratio of the institute (total number of students placed / total number of students passing out in the batch) A) 0-30% B) 30-70% C) 70-90% D) 90-100% E) 100% Q11) What is your perception about? 1 being the worse scenario and 5 being the best quality of students admitted in the program curriculum followed by the institute/university as per requirement of the corporate world firmness in timetable followed by the institute that is classes held as on scheduled time institutes sternness about attendance institutes existing infrastructure average annual expenditure on library of the institute institutes advancement in teaching technology that is use of multimedia in classrooms final placement of the institute as compare to other pharma colleges Alumini network of the institute about positions held by the alumnus of the institute institutes laboratories opportunities provided to students in extra-curricular activities opportunities provided to students in co-curricular activities 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 58 .

) 59 Contact No _____________________ email id ________________________ .Questionnaire 2 For Students Name:_______________________ Name of college_________________ Location ______________________ Q1 No of students in a batch ______________ Q2 Mode qualification of faculty members D) Graduate or equivalent E) Post Graduate or equivalent F) PHD or equivalent Q3 Number of relevant material apart from books distributed in the class rooms A) None B) One or two in entire year C) Few more but only in one subject D) One or two in entire year in each subject E) Many in each subject Q4 No of times teachers are not in time in classrooms A) Never B) Once in a fourth night C) One teacher is mostly late D) Few teachers are mostly late E) Rarely teachers are on time in class Q5) Demographics of batch mainly consists of students from F) Region in which institute is located G) Students in the zone take admission H) Students from 2 zones take admission I) Students from all the Zones take admission J) International students also take places Q6) Process of admission of students in college F) Direct admission on first cum first serve bases G) Based on 10+2 percentage H) State Level entrance test conducted by institute or university I) National level entrance test conducted by institute or university J) Combined national entrance test (like AIEEE. IIT JEE etc.

Q7) Placement ratio of the institute (total number of students placed / total number of students passing out in the batch) F) 0-30% G) 30-70% H) 70-90% I) 90-100% J) 100% Q8) Number of committees are there in institute A) 0-2 B) 3-5 C) 6 or above Q9) Number of seminars/workshops conducted in the premises of the institute A) Never B) Once or twice a year C) More than two in a year Indicate your perception about the following: 60 .

1 being the worse and 5 being the best Overall institute quality of faculty teaching the program curriculum followed by the institute/university firmness in timetable followed by the institute institutes sternness about attendance institutes existing infrastructure library of the institute institutes advancement in teaching technology that is use of multimedia in classrooms final placement of the institute as compare to other pharma colleges Interaction with Alumini institutes laboratories opportunities provided in extra-curricular activities opportunities provided in co-curricular activities scenario Computer Lab in terms of latest softwares 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5 3 4 5 3 4 5 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 61 .