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:

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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

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A sample size of 488 respondents was taken from web based . then it can be done on ordinal data and it can take care of 16 independent variables at the same time. 4 . At the same time it is also used as sample size is also less than 30 for normal distribution curve. After calculating the correlation between the overall institute and other variables. There is huge demand for competent manpower in this industry. It also provides distance learning education for the same courses. Pharma Post first issue will include a national level survey on ranking of Pharmacy colleges. door to door and mail survey For analysis median of collected sample for each variable was taken. 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. 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. 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. regression model was used to calculate relation between overall institute and other parameters related. This survey is done by designing two questionnaire.Executive Summary India‟s Pharmaceutical sector is growing at a rate of 14 % per year. 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. one for students and alumni & other for faculty and staff members of AICTE & PCI approved Pharmacy colleges. This test is used because it can be done on non probability sampling. Despite this huge number of students appearing for competitive examination it hasn‟t enjoyed such attention from the coaching institutes and publications houses. It is now planning to launch a national level pharma magazine with the name of Pharma Post. Yearly about 60000 students graduate in pharmaceutical courses in India and approximately 50% give GPAT which is competitive examination for masters course in pharmacy.

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

publications. The firm started its operation in 2010 and is at present in the business of education. 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. Seeing this void in the industry . in 2010 there are 1087 pharmacy colleges and schools in India producing over 60000 pharmacy graduates yearly. Pharma Publications is a proprietorship firm owned by Ms. It is one of the largest and most advanced among the developing countries. 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.Introduction India's US$ 11. The firm basically provides the preparatory books for the competitive examinations for post graduation in the field of pharmaceuticals which are basically 6 . Despite this huge number of students appearing for competitive examination it hasn‟t enjoyed such attention from the coaching institutes. Last year the course for competition is changed but most of the leading publishers are following old syllabus. According to one report.9 billion pharmaceutical industry is growing at the rate of 14 percent per year. 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). a young entrepreneur from a leading MBA college has come up with a business plan to startup a Publication house Pharma Publications. Yearly about 60000 students graduate in pharmaceutical courses in India and approximately 50% give GPAT which is competitive examination for masters course in pharmacy. all their intermediates and formulations.

Greater Noida Pharmula Academy. which help students to improve their grip on the subject. which would recommend its books. In the coming few months it‟s going to launch a national level pharma magazine on the name of Pharma Post. Bhopal IIMT College of Pharmacy. 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. 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 also provides distance learning education for the same courses. 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.GPAT and NIPER with the name GPAT success series and NIPER success series. Apart from this these relations also help in providing students for all India test series. Hyderabad Way Ahead In the coming year Pharma Publications intent to grow many times. It plans to enter different fields related to pharma. 7 . The list of these clients includes but not limited to     VNS Institute of Pharmacy. It is also pioneer in launching books with complete changed syllabus for the exam. It is only player in the market which provides solution detailed analysis of the mock examination. Afterwards in the coming few years it has also planned to open virtual class rooms for competitive examinations. Hyderabad Essence Academy.

8 . As of now there is not much information available about top colleges in pharmacy. For this Pharma Publications is doing a national level survey from the existing students. It‟s going to launch a national level pharma magazine with the name of Pharma Post. alumni.Objective Pharma Publication which is a budding Publication house for aspiring pharmacy students. 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.

In U.Literature Review 1 Martin Schatz (1). 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. First. Then third flaw in methodology was that judging the quality of a school on the apparent popularity of the graduates. Business Week reportedly bases its rankings on two factors. The first problem is that people foolishly tend to believe that there is significance to the order in which the schools appear. Ranking of business schools has been a controversial subject for a number of years. Another flaw in its methodology rests on the premise that business executives know anything at all about the quality of business schools. 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. except for a few visits that a given dean may take to other schools for the purpose of evaluating them for continued accreditation. News & World Report. It is also likely that at best. The second problem is that the rankings have a tendency to become self-fulfilling prophecies. News & World Report survey methodology of ranking the schools by the people who should know -. there are no criteria.S. based on the very high turnover rate of business school deans. rather than on any extensive research. And finally. the executives do know is from reading earlier issues of Business Week. and a survey of corporate executives. 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. As a matter of fact. 9 . Business Week pre-selected forty-four schools to be included. but nevertheless has far fewer graduates. 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. Second. Its further explained with example of two rankings : Business Week and U. a survey of recent graduates from the schools being evaluated.S. The problem with this logic was that these people don't know any more about each other's school. First flaw in their report was that of some 700 colleges and universities in this country that offer the MBA degree. 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. There are two problems associated with the popular rankings of MBA programs.

the proportion of international faculty. 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. So students of Ontario can score 80% or more in exams more easily then students in Alberta. 3 Cosh Colby (3) The article is based on Maclean‟s magazine survey of Canadian Universities. student/faculty ratio. The methodology gives high percentage of 11% in overall scores to the students admitted in the university. First. In the first marks are highly weighted towards performance in province wide departmental exams whereas in later this aspect is missing. These ranking are different from other rankings in two ways. mid-size college with 3000-7000 students and large size colleges with more than 7000 students. 10 . Thus college admitting student from Ontario will get benefit in ranking. The World's Best Colleges rankings use six criteria: academic peer review. which were produced in association with QS Quacquarelli Symonds. 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. It was small colleges with fewer than 3000 students. Robert J (2) These rankings are based on data from the Times Higher EducationQS World University Rankings. 4 Staff. Second. citations per faculty member. In the ranking methodology 200 community colleges were divided into 3 groups based on the number of students inside the college. It is done by seeing the marks in the high school of the students taking admission in the university. The ranking states that ranking could be done by seeing the size of college. the methodology used to compute the World's Best Colleges is different in many key areas. employer review. And then article states survey was formed separately and questionnaire contained mostly closed ended questions.2 Morse. (4) The article is based on community college ranking. It point out the flaws in the methodology used by magazine in the survey. QS Quacquarelli Symonds does all the data collection and calculations for the World's Best Colleges rankings. and the proportion of international students.

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

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

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

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

Varindra Kumar & 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. 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. Ms. Literature Review: Since problem was finalized. One for faculty and other staff members and other for the students and alumni of the college. So project for me was decided to be all India ranking of Pharma Publications. 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.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. 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. Divanshu Kapoor. Mr. 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. Varindra Kumar.5 week (3-4 days). 15 . Ms Jotika Kapoor) and research (Mohit Rawal) were contacted. Mr. So he advised to conduct the survey for colleges in Delhi/NCR region only. 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. Jotika Kapoor and Ashok Kumar. Divanshu Kapoor. 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. And flaws in ranking by other magazines were also studied. so that research could be error less.  Expert Interview: Experts from pharma education sector (Mr. Time period for the same was decided to be 1 week. Sunil Kumar. But it was unable to do research project as a result the launch of magazine was delayed because it wanted to launch with ranking. FGD: Focus group discussion was carried out between Varindra Kumar. Mohit Rawal.  In both it was also decided two separate questionnaire would be constructed.

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. average faculty experience. alumni and the staff members of institutes under study. their mode qualification and others parameters collected in survey Target Population: the target population for the survey is all the students. 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 . ordinal and interval scale. 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. so that analysis could be done on the them. While calculating mean was taken from interval data and percentage and median was used from ordinal data. Questionnaire Construction: Scale used in the questionnaires was nominal.Primary research was done by data collection in the form of survey with the help of questionnaires. 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.

So it was beneficial to choose close end questions. 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. 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. And it used simple language and it doesn‟t made assumptions. It was also taken care that questionnaire is not having any leading or loading questions. To make sure this questionnaire was cross checked by supervisor in the industry as well as faculty member(Ms. At the same time while framing questions it was taken care that all the questions asked have certain relevancy with the topic. 17 . So with sampling questionnaires were filled by students by personally interacting with them and explaining them meaning of each and every question. This was done because it requires lesser time to analyze the responses then it would be required to analyze open ended questions. so various sampling techniques were decided which could be used to collect the data. Sampling: As colleges which were to be ranked were in entire NCR. To make sure of accuracy few pitfall questions were also kept and few questions were repeated in grid in different form.Data Collection Questionnaire Designing: The questionnaires were designed in a such a way that it contained mostly fixed alternative questions. At the same time all the potential options were examined and chosen in the exploratory research stage in personal interview. 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.

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 . 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.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. orkut were also targeted and links for the surveyed were mailed in the groups also.

This was done to have linear association with each variable depended on over all rank of the institute. 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. Spearman Rank Correlation was used collected data was ordinal and it is non parametric test which could be applied on non probability sampling. 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. then it can be done on ordinal data and it can take care of 16 independent variables at the same time. Out of the above collected samples 62 samples of students were rejected as it contained errors while filling the survey. And on the rest statistics testing was done. At the same time it is also used as sample size is also less than 30 for normal distribution curve. 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. For further analysis median of collected sample for each variable was taken. 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 .

01 level (2-tailed). (2-tailed) N student faculty ratio Correlation Coefficient Sig.000 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.000 . student faculty ratio -.000 22 1.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] 1.939** . 22 -.939** . Correlation is significant at the 0. (2-tailed) N **.000 . 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 .

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 . 22 .602** . Correlation is significant at the 0. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.000 .01 level (2-tailed). (2-tailed) rooms N **.000 . Untitled Question [Overall institute] 1. (2-tailed) N Number of relevant Correlation material apart from Coefficient books taught in the class Sig.602** .003 22 1.003 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 .

22 .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 Number of times Correlation teachers are late in class Coefficient Sig.702 22 1. 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.702 22 Number of times teachers are late in class . (2-tailed) N NONPAR CORR /VARIABLES=UntitledQuestionOverallinstitute We fail to reject null hypothesis of correlation.086 .086 .000 .000 . So we will not take it in regression testing 22 .

000 22 Demographics of batch mainly consists of students from .000 22 1.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** . (2-tailed) N **. Correlation is significant at the 0. 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 .891** .01 level (2-tailed).000 . 22 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.000 . (2-tailed) N Demographics of batch Correlation mainly consists of Coefficient students from 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 placement ratio 24 . Correlation is significant at the 0. (2-tailed) N What is the placement Correlation ratio of the institute Coefficient Sig.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] 1.000 .01 level (2-tailed). 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.000 22 What is the placement ratio of the institute . (2-tailed) N **. 22 .000 22 1.831** .000 .831** .

25 .

081 22 1.000 .381 .Sig. So we will not take it in regression testing 26 . so we cannot be sure about any relationship between overall institute and number of committees/clubs in the institute. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.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 . (2-tailed) curricular activities N Untitled Question [Overall institute] 1. (2-tailed) N How many clubs or Correlation committees are there in Coefficient institute for extra /co.000 . 22 .381 .081 22 NONPAR CORR /VARIABLES=UntitledQuestionOverallinstitute We fail to reject null hypothesis of correlation.

000 22 1. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.01 level (2-tailed).000 .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. (2-tailed) N **. (2-tailed) N Number of seminars Correlation conducted in the Coefficient premises of the institute 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 number of seminars conducted in the institute 27 .000 22 Number of seminars conducted in the premises of the institute . 22 . Correlation is significant at the 0.778** .000 .778** .

22 is of of in Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. (2-tailed) N What is procedure of Correlation admission of students in Coefficient college Sig.000 22 What procedure admission students college .01 level (2-tailed). 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 .777** .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] 1.000 22 1.000 . (2-tailed) N **. 22 .000 . Correlation is significant at the 0.

(2-tailed) N Untitled Question Correlation [quality of faculty Coefficient teaching the program] Sig.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] .585** .585** . Untitled Question [Overall institute] 1.000 . 22 . Correlation is significant at the 0. (2-tailed) N **.004 22 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 .000 .01 level (2-tailed). 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.

000 . (2-tailed) N **.008 22 1. Correlation is significant at the 0. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.549** . (2-tailed) N Untitled Question Correlation [curriculum followed by Coefficient the institute/university] Sig.549** .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] .01 level (2-tailed). 22 .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 . Untitled Question [Overall institute] 1.000 .

So we will not take it in regression testing 31 . 22 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.082 22 NONPAR CORR /VARIABLES=UntitledQuestionOverallinstitute We fail to reject null hypothesis of correlation. (2-tailed) N Untitled Question Correlation [firmness in timetable Coefficient followed by the institute Sig.378 . (2-tailed) ] N Untitled Question [Overall institute] 1.000 .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 1.000 .

(2-tailed) N Untitled Question Correlation [institutes sternness Coefficient about attendance] Sig.246 .246 .270 22 NONPAR CORR /VARIABLES=UntitledQuestionOverallinstitute We fail to reject null hypothesis of correlation.270 22 1.000 . So we will not take it in regression testing 32 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. so we cannot be sure about any relationship between overall institute and institutes sternness about attendance. 22 -.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] -.000 . (2-tailed) N 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 institutes‟ infrastructure 33 .000 . Correlation is significant at the 0. (2-tailed) N *.032 22 1.032 22 Untitled Question [institutes existing infrastructure] . 22 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.457* .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] 1.000 .457* .05 level (2-tailed). (2-tailed) N Untitled Question Correlation [institutes existing Coefficient infrastructure] Sig.

000 22 Untitled Question [library of the institute] . 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 . (2-tailed) N Untitled Question Correlation [library of the institute] Coefficient Sig.883** . Correlation is significant at the 0. 22 .000 . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.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] 1.000 .01 level (2-tailed). (2-tailed) N **.883** .000 22 1.

434* . 22 . (2-tailed) N Untitled Question Correlation [institutes advancement Coefficient in teaching technology 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] .434* .000 . (2-tailed) that is use of multimedia N in classrooms] *. Untitled Question [Overall institute] 1.049 21 1.000 . 21 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.05 level (2-tailed).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.

(2-tailed) other pharma colleges] N **.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] . Correlation is significant at the 0. (2-tailed) N Untitled Question [final Correlation placement of the Coefficient institute as compare to Sig.01 level (2-tailed). Untitled Question [Overall institute] 1.617** .617** . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.000 .002 22 1.000 .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 .

536* . (2-tailed) N Untitled Question Correlation [Interaction with Coefficient Alumini ] Sig. 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.010 22 Untitled Question [Interaction with Alumini ] .05 level (2-tailed).000 . 22 .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 interaction with alumni 37 .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] 1.010 22 1. Correlation is significant at the 0.536* . (2-tailed) N *.

(2-tailed) N **.000 22 1.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] 1.01 level (2-tailed). 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig.000 22 Untitled Question [institutes laboratories] .000 .846** . 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 Untitled Question Correlation [institutes laboratories] Coefficient Sig. 22 .846** .000 . Correlation is significant at the 0.

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

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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

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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

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821** .000 22 1.821** . Correlation is significant at the 0. 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 average experience of faculty member 42 .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. (2-tailed) N average experience of Correlation faulty member Coefficient Sig.000 . 22 . (2-tailed) N **.000 .01 level (2-tailed).000 22 average experience of faulty member .

000 .01 level (2-tailed).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. (2-tailed) N **.881** .000 22 1. Correlation is significant at the 0.000 22 Average qualification of faculty members . (2-tailed) N Average qualification of Correlation faculty members 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 average qualification of faculty members 43 .000 .881** . 22 Spearman's rho Untitled Question Correlation [Overall institute] Coefficient Sig. 22 .

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

Untitled Question [institutes existing infrastructure].209 21.3787 R Square . average experience of faulty member. Demographics of batch mainly consists of students from. . Predictors: (Constant). What is procedure of admission of students in college.052 F 25. Untitled Question [curriculum followed by the institute/university]. Number of relevant material apart from books taught in the class rooms. Untitled Question [institutes laboratories].458 .859 Square . Untitled Question [institutes advancement in teaching technology that is use of multimedia in classrooms]. Untitled Question [library of the institute]. What is the placement ratio of the institute. Untitled Question [institutes laboratories]. Untitled Question [institutes advancement in teaching technology that is use of multimedia in classrooms].927 a R Std. Average qualification of faculty members ANOVA Model 1 b Sum of Squares Df Regression Residual Total 21.341 . Number of relevant material apart from books taught in the class rooms.819 a.647 Sig. Untitled Question [curriculum followed by the institute/university]. Untitled Question [quality of faculty teaching the program]. Untitled Question [Interaction with Alumini ]. Untitled Question [Interaction with Alumini ]. average experience of faulty member. Average qualification of faculty members b.Model Summary Adjusted Model 1 R . student faculty ratio. Untitled Question [opportunities provided in cocurricular activities]. Predictors: (Constant). Dependent Variable: Untitled Question [Overall institute] 45 . Untitled Question [opportunities provided in co-curricular activities].003 a a. student faculty ratio. Demographics of batch mainly consists of students from. Error of the Estimate . Untitled Question [opportunities provided in extra-curricular activities]. Untitled Question [institutes existing infrastructure].667 16 4 20 Mean Square 1. Untitled Question [opportunities provided in extra-curricular activities]. Untitled Question [library of the institute]. Untitled Question [quality of faculty teaching the program]. What is the placement ratio of the institute. What is procedure of admission of students in college.

117 with Alumini ] 46 .138 .339 1.287 -1.392 -2.033 .188 .245 .498 .908 .188 .302 .257 2.597 .467 3.032 .036 apart from books taught in the class rooms Demographics of batch mainly .938 .813 .816 -.020 -.390 .182 .342 Coefficients Beta t 3.347 Std.040 .167 existing infrastructure] Untitled Question [library of the .538 .686 .146 .996 .109 .017 of students in college Untitled Question [quality of .154 -.289 .307 Average qualification of faculty -.215 -3.099 . .169 1.095 institute/university] Untitled Question [institutes .089 .443 teaching use of .123 .Coefficients a Standardized Unstandardized Coefficients Model 1 (Constant) student faculty ratio B 4.282 institute] Untitled Question in that is [institutes .115 .396 the .125 advancement technology multimedia in classrooms] Untitled Question [Interaction -.673 .157 .010 -1.095 consists of students from What is the placement ratio of .169 Sig.268 -.148 .179 .556 3.656 the institute What is procedure of admission -.308 .048 .898 .717 faculty teaching the program] Untitled followed Question by [curriculum -. Error 1.314 members Number of relevant material .179 .206 .

. As there are three questions pertaining to faculty hence the overall weightage taken for faculty is high.392 X curriclum followed . of relevant material + .Untitled Question [institutes ..133 laboratorie .287 X alumini + .359 .187 -.129 -. Dependent Variable: Untitled Question [Overall institute] . Demographics also takes high weightage as a good college must have students from different part of country.188 -.166 X co curricular .028 So the regression equation will be Overall institute = -.066 member a.342 X Average qualification of faculty + 0.02 X procedure of admission .467 X No.169 X infrastructure + .783 .078 -.133 .130 ..166 -1.477 laboratories] Untitled Question [opportunities -.257 X advancement in teaching + .188 X Demographics + .630 provided activities] Untitled Question [opportunities -.g.597 X student faculty ratio + 0. Hence low studentfaculty ratio is considered good for ranking.155 in extra-curricular .166 .556 X Placement ratio + . I noticed that ranking is more dependent on few of the parameters.352 . Placements also impacts the ranking though its weighted contribution should be ideally lower than demographics and faculty ratio.. However while doing literature review.747 .339 X library + .429 -3. Similarly based on these factors weights are given to different parameters and rank is calculated.743 in co-curricular .078 X exp of faculty + 4.816 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 .226 provided activities] average experience of faulty -. E. 47 . Faculty plays a major role in the ranking of the college.

Mary's college of Pharmacy Innovative College of Pharmacy Shree Ganpati Institute of Technology College of Pharmacy.98 1.53 1.49 1.Andhra Pradesh .34 3.72 0. Sardar Patel University Department of Pharmaceutical Sciences Guru Jambheswar University.36 3.39 1.92 1. Bangalore University Guru Gobind Singh Indraprastha University ROLAND INSTITUTE OF PHARMACEUTICAL SCIENCES Guru Nanak Institute Of Pharmaceutical Science & Technology IIMT college of pharmacy St. hamdard university A R College & G H Patel Institute of Pharmacy .01 1. Anangpuria Institute Of Pharmacy Score 3.91 0.S.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.84 1. Gujarat .19 2.37 0.73 1. Bangalore. Rajiv Gandhi University mgm institue of health sciences Acharya Institutes . Osmania University jamia hamdard.32 48 .20 2.Bangalore. 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.64 1.05 2. Andhra Pradesh .Andhra Pradesh University Sri Venkateswara College of Pharmacy .74 2.61 2.45 2. Haryana Al-Ameen College of Pharmacy.13 2.

Dehat Vikas College Of Pharmacy and B. 49 .S. 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. 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.

Findings Some of the interesting findings which came in front of the regression test were  Curriculum followed by institute/university had negative relation. Extra-curricular activities also had negative relation with rank. Co-curricular activities also had 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. Infrastructure of the institutes has negative relation with rank. Strangely quality of faculty had a positive relation with rank but experience of faculty had negative relation with rank.

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

Work Force : Full time experienced and competent marketing employee should be hired. Distribution : Proper distribution network should be built to increase its penetration with target students. social advertising by creating profile of Pharma Publication and joining all the groups of target colleges (Graduate pharmacy colleges).Recommendations  Advertising – focus more on online advertising . Tie-ups: Company should make some tie up with the colleges and coaching institutes in the region. 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.        52 . These places are frequently visited by the target consumer base. Increase the product portfolio : By introducing books for graduate and post graduate Pharma courses. 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.

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

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Apart from this these relations also help in providing students for all India test series. 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.Appendix Company Profile Pharma Publications is a proprietorship firm owned by Ms. Jyotika Kapoor. Hyderabad 55 . Greater Noida Pharmula Academy. Bhopal IIMT College of Pharmacy. It is only player in the market which provides solution detailed analysis of the mock examination. which would recommend its books. 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. which help students to improve their grip on the subject. The list of these clients includes but not limited to     VNS Institute of Pharmacy. Hyderabad Essence Academy. 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 also pioneer in launch of all-India mock online test series for GPAT and NIPER exams with the name of iGPAT and iNIPER.

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) 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 .

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.) 59 Contact No _____________________ email id ________________________ .

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 .

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