A Study of The Relationship Between Leadership Styles and Employee Commitment An Empirical Study of Private Un Aided B Schools of Maharashtra Priyadarshini Poddar

A STUDY OF THE RELATIONSHIP BETWEEN LEADERSHIP
STYLES AND EMPLOYEE COMMITMENT: AN EMPIRICAL STUDY OF PRIVATE UN-

MAHARASHTRA.
Dissertation Submitted to the Padmashree Dr. D. Y. Patil University’s,
Department of Business Management
In partial fulfilment of the requirements for the award of the Degree of
DOCTOR OF PHILOSOPHY IN
BUSINESS MANAGEMENT
Submitted by
MS. PRIYADARSINI KHASTAGIR PODDAR
(Enrolment Number: DYP-Ph.D. - 09001)
RESEARCH GUIDE
PROF. DR. PRADIP MANJREKAR
DEAN
PADMASHREE DR. D.Y.PATIL UNIVERSITY’S, DEPARTMENT OF BUSINESS MANAGEMENT
CBD Belapur, Navi Mumbai- 400614
November,2012
A Study of the Relationship between Leadership
Styles and Employee Commitment: An Empirical
Study of Private Un-Aided B-Schools of Maharashtra

DECLARATION
I hereby declare that dissertation entitled, “A study of the Relationship between Leadership Styles and Employe
Study of Private Un-aided B-Schools of Maharashtra.” submitted for the Award of the Degree of Doctor of Philo
at the Padmashree Dr. D.Y.Patil University’s Department of Business Management, Navi Mumbai is my original
formed the basis for the award of any degree, associate ship, fellowship or any other similar titles. This study contain
totally personal work and view point of the researcher and no other body should be held responsib
Place: Navi Mumbai (Ms.Priyadarsini Khastagir Poddar) Date: 12 th November’2012

the Candidate
CERTIFICATE
This is to certify that the dissertation entitles “A study of the Relationship between Leadership Styles and Employ
Study of Private Un-aided B-Schools of Maharashtra”, is a bonafide research work carried out by Ms.Priyadars
Doctor of Philosophy(Business Management), at Padmashree Dr. D. Y. Patil University’s Department of Busine
during the year 2009-2012, in partial fulfilment of the requirements for the award of the Degree of Doctor of Philos
and that the dissertation has not formed the basis for the award previously of any degree, diploma, associate ship, fel
of any University or Institution.
Prof. Dr.Pradip Manjrekar Prof. Dr.R.Gopal
Dean & Ph.D. Research Guide Director & HOD
Dept. of Business Management Dept. of Business Management Padmashree Dr. D.Y. P

Padmashree Dr. D.Y.Patil University, Navi Mumbai University, N
Place: Navi Mumbai
Date:
Dean & Ph.D. Research Guide Director & HOD
Dept. of Business Management Dept. of Business Management Padmashree Dr. D.Y. P

Padmashree Dr. D.Y.Patil University, Navi Mumbai University, N
Place: Navi Mumbai
Date:
This Thesis Is Dedicated To My Parents

ACKNOWLEDGEMENT
I am indebted to the Padmashree Dr. D.Y. Patil University, Department of Business Management, which has provided
out the Doctorate program.
This dissertation or research study would not have been possible if the Director and Head of the Department of Busin
Dr.D.Y.Patil University, Dr.R.Gopal did not provide me with his constant encouragement, suggestions, constructive c
blessings lead to the completion of the final dissertation.
My sincere thanks and appreciations extended to my guide, Head of the Department of Business Management of Padm
Dr. Pradip Manjrekar. His constant inspiration shaped me to a better researcher.
I would also like to thank Dr.A.K.Sengupta, Chairman of Higher Education Forum for his valuable peer review of my
pilot study of my research work.
In addition, I extend my heartfelt gratitude to all the 47 Directors, all over Maharashtra for allowing me to co
faculties, as well as I thank all my respondents.
Finally, the blessings of my parents, Late Sri Sitanath Khastagir and Late Smt Sunanda Khastagir and support
Mr. Nilanjan Poddar and my two sons Aryaman and Shauryaman lead to the completion of this research study .I wou
and appreciation to my sister Tinku Bhattacharya.
(Ms.Priyadarsini Khastagir Poddar) Signature of the Candidate
TABLE OF CONTENTS
Chapter No. Title
Preliminary Cover Page
Title
Declaration
Certificate
Acknowledgement
Table of Contents
List of Tables
List of Figures
List of abbreviations
Executive Summary
Chapter – 1 Introduction
1.1 Introduction & Background of Leadership Style
1.2 Leadership Styles and Employee Commitment
1.3 Employee Commitment

1.4 The Determinants of Employee Commitment
1.5 Affective Commitment
1.6 Business School Management Education in India
Chapter – 2 Review Of The Literature
2.1 Leadership
2.2 Leadership Style Theories
2.3 Situational Leadership Style Theories
2.4 Recent Theories of Leadership Style
2.5 Transformational Leadership Style and Employee

Commitment
2.6 Summary of Leadership Style Theories
2.7 Theoretical Framework on Leadership Style
2.8 Leadership styles within academic institutions
2.1 Conceptualization of Commitment
2.11 Dimensions of Employee Commitment
2.12 Antecedents of Employee Commitments
2.13 Employee Commitment within Academic Institution

2.14 Literature review on Education Sector with emphasis over
B-Schools.
2.15 Research Gap
Chapter 3 Education System In India
3.1 Introduction To The Education System In India
3.2 Structure Of Educational System In India.
3.3 Accreditation
3.4 Administration of Education
3.5 Types of Colleges
3.6 Universities: The Organisational Framework
3.7 The People Who Manage the Universities
3.8 Conclusion
Chapter 4 An Overview of the B-Schools of Maharashtra
4.1 Introduction to Business Management Education:
4.2 Present Situation of Business Management Education in
Maharashtra.
4.3 Growth and Meaning of Un-Aided Private B-Schools of
Maharashtra
4.4 Norms & Requirements in Private un-aided B-Schools of
Maharashtra as laid down by All India Institute of Technical
Education.
4.5 Conclusion
Chapter-5 Objectives, Hypothesis And Research Methodology
5.1 Statement of Research Problem:
5.2 Research Questions
5.3 Scope of the Study:
5.4 Purpose of the Study
5.5 Objectives
5.6 Statement of Hypothesis
5.7 Population and Sample Selection
5.8 Sampling Design
5.9 Data Source
5.1 Pilot Study
5.11 Data Collection for the Main Research Study
5.12 Measurement of the Data
5.13 Reliability of the Study Instrument
5.14 Data Analysis Tools

5.15 Interpretation and Report Writing
5.16 Limitation of the Study
Chapter-6 Research Findings
6.1 Introduction
6.2 Pilot Study Report
6.3 Description of Respondent‟s Characteristics
6.4 Statistical Results
6.5 Testing the Expectations and Hypotheses
6.6 Testing the expectations:
6.7 Testing the Hypothesis
Chapter-7 Discussions And Conclusions
7.1 Discussion
7.2 Conclusion
Chapter 8 Recommendations And Suggestions
8.1 Recommendations
8.2 Suggestions
Bibliography
Annexure I
Annexure II
List of Tables
Table Content
No
1 Dimensions of Employee Commitment within
Multidimensional Models
2 Bifurcations of Universities in India
3 Number of Private Un-Aided B-Schools of Maharashtra as
per Directorate of Technical Education, Maharashtra State,
with the total number of private un-aided B-schools in the
regions of the research study.
4 4(i) gives the intake in the B-Schools of Maharashtra
4(ii) shows the seats available for allotment under CAP for
un-aided private B-Schools in Maharashtra.
5 5-(i) Gives the Norms for Cadre Ratio (PG) in B-Schools of
Maharashtra.
5-(ii) Gives the essential and desirable Facilities in B-
Schools of Maharashtra
5-(iii) Gives the evaluation guidelines for the teaching and
learning process.
5-(iv) Gives the evaluation guidelines for the teaching and
non-teaching staff of private un-aided B-Schools of
Maharashtra.
6 Area vies Collection of the Research Data
7 7-(i) shows frequency distribution of respondents by Age.
7-(ii) Frequency distribution of Respondent‟s Educational
Level
7-(iii) shows frequency distribution of respondents by
Marital Status.
7-(iv) shows frequency distribution of respondents by
Occupational Status.
7-(v) shows frequency distribution of respondents by Salary
(Monthly income)
7-(vi) shows frequency distribution of respondents by
Length of service.
7-(vii) shows frequency distribution of respondents by
Gender.
8 8(i-a) Correlations of Transformational leadership styles

8
(perceived) with organizational commitment.
8(i-b) Correlations of Transformational leadership styles
(expected) with organizational commitment.
8(ii-a) Correlations of Transactional leadership styles
(perceived) with organizational commitment.
8(ii-b) Correlations of Transactional leadership styles
(expected) with organizational commitment.
8(iii-a) Pearson‟s Co-relation results of transformational
leadership style and transactional Leadership style on
employee commitment as perceived by the academic
employees of B-schools.
8(iii-b) Pearson‟s Co-relation results of transformational
leadership style and transactional Leadership style on
employee commitment as expected by the academic
employees of B-schools.
8(iv-a) Correlation of Laissez –Faire Leadership style
(Observed) with Organizational commitment of employees.
8 (iv-b) Correlation of Laissez –Faire Leadership styles
(Expected) with Organizational commitment of employees.
8v (a & b) ANOVA shows relationship between age and
level of organizational commitment of private B-Schools
academic faculties of Navi Mumbai.

8(vi) ANOVA shows relationship between Education and
8(vii-a, b) shows relationship between Length of service and
8(viii-a, b), shows relationship between occupational status
and level of organizational commitment of private B-
Schools academic faculties of Navi Mumbai.
8 (ix-a, b), shows relationship between pay (salary) and
8 (x-a, b), shows relationship between marital status and
8 (xi-a, b), shows relationship between gender and level of
organizational commitment of private B-Schools academic
faculties of Navi Mumbai.
9 9-(i). Frequency Distribution of Respondents by Age.

9
9-(ii) Frequency distribution of Respondent‟s Educational
Level
9-(iii) shows frequency distribution of respondents by
Marital Status.
9-(iv) shows frequency distribution of respondents by
Occupational Status.
9-(v) shows frequency distribution of respondents by Salary
(Monthly income)
9-(vi) shows frequency distribution of respondents by
Length of service.
9-(vii) shows frequency distribution of respondents by
Gender.
9-(viii) shows frequency distribution of respondents by
Internal promotion taken place within the particular time
span.
10 10-(i). Intercorrelations Among the MLQ Scales and
Organizational Commitment Measure.
10-(ii).Range (%), Mean, Median, and Standard Deviation
of all the Variables

11 11 – (i). Frequency Distribution of Respondents by their
Level of Organizational Commitment.
11 – (ii). Frequency Distribution of Heads/Deans/Directors
According to Their Transactional Characteristics as
Perceived by their sub-ordinate Academic Faculties.
11 – (iii). Frequency Distribution of Transactional
Heads/Deans/Directors According to Their Characteristics
as Expected by their Sub-Ordinate Academic Faculties.
11–(iv). Frequency Distribution of Heads/Deans/Directors
According to Their Transformational Characteristics as
Perceived by their sub-ordinate Academic Faculties.
11–(v). Frequency Distribution of Heads/Deans/Directors
According to Their Transformational Characteristics as
Expected by their Sub-Ordinate Academic Faculties.
12 12 (i) shows Regression analysis of Transformational
leadership styles (OBSERVED „OBS‟ or perceived “P”) on
employee commitment.
12(ii) shows Regression analysis of Transformational
leadership styles (Expected “Exp”) on employee

commitment.
12(iii) Correlations of Transformational leadership styles
(Observed „Obs‟/Expected „Exp‟) with employee
commitment.
12 (iv) Correlations of Transformational leadership styles
(Observed „Obs‟) with employee commitment.
12 (v) Correlations of Transformational leadership styles
(Expected „Exp‟) with employee commitment.
12(vi) Correlations of Transformational leadership styles
(with GAP between observed „OBS‟/expected „EXP‟) with
organizational commitment.
13 13 (i) shows Regression analysis of Transactional leadership
styles (Observed „Obs‟ Or Perceived “P”) on employee
commitment.
13 (ii) shows Regression analysis of Transactional
leadership styles (Expected „Exp‟) on employee
commitment.
13(iii) Correlations of Transactional leadership styles

(Observed „Obs‟/Expected „Exp‟) on employee
commitment.
13(iv) Correlations of Transactional leadership styles
(Expected „Exp‟) on employee commitment.
13(v) Correlations of Transactional leadership styles
(Observed „Obs‟) on employee commitment.
13(vi) Correlations of Transformational leadership styles
(with GAP between observed „OBS‟/expected „EXP‟) on
14 14(i) shows the Regression Analysis between
Transformational Leadership (OBS), Transactional
Leadership (OBS), on Employee Commitment.
14(ii) shows the Regression Analysis between
Transformational Leadership (EXP),
Leadership (EXP), on Employee Commitment.
15 15(i) shows the Regression Analysis between Laissez-Faire
Leadership (OBS), and Employee Commitment.
15(ii) shows the Regression Analysis between Laissez –
Faire Leadership (EXP),) on Employee Commitment.

15(iii) Correlations of Laissez – Faire leadership styles
(Observed „Obs‟ Or Perceived) with organizational
commitment.
15(iv) Correlations of Laissez – Faire styles (Expected
„Exp‟) with organizational commitment.
15(v) Correlations of Laissez – Faire styles (with GAP
between observed „OBS‟/expected „EXP‟) with
16 Correlations of Transformational/ Transactional leadership
styles (with GAP between observed „OBS‟/expected „EXP‟)
with organizational commitment.
17 17(i) shows Regression analysis of Transformational and
Transactional leadership styles (OBSERVED „OBS‟ or
perceived “P”) on employee commitment.
17(ii) shows Regression analysis of Transformational /
Transactional leadership styles (Expected “Exp”) on
18 18-(i). Correlation Results of the Level of Education on
Employee Commitment.
18-(ii). Regression Results of the Level of Education on
19 19-(i). Correlation Results of the Age on Employee
Commitment.
19-(ii). Regression Results of the Age on Employee
Commitment.
20 20-(i). Correlation Results of the Occupational Status on
20-(ii). Regression Results of the Occupational status on
21 21-(i). Correlation Results of the Salary (Monthly In-Come)
on Employee Commitment.
21-(ii). Regression Results of the Salary (Monthly In-Come)
on Employee Commitment.
22 22-(i). Correlation Results of the Marital Status on
22-(ii). Regression Results of the Marital Status on
22-(iii). Mean Difference of the Marital Status on Employee

Commitment.
23 23-(i). Correlation Results of the
Commitment.
23-(ii). Regression Results of the
Commitment.
23-(iii). Mean Difference of the
Commitment.
24 24-(i). ANOVA for the Internal Promotions on Employee
Commitment.
24-(ii). Regression Results of the Internal Promotions on
24-(iii). Mean Difference of the Internal Promotion on
25 Regression Results of all the Independent Variables on
Employee Commitment
List of Figures
Figure No. Content
1 Predictors and Outcomes of Affective Employee
Commitment
2 The Managerial Grid (adopted from Blake and
Mouton, 1975).
3 Model of Theoretical Framework on Leadership
Styles
4 General Model of Workplace Commitments
5 Hypothesized Antecedents and Outcomes of
Employee Commitment
6 Structure of Indian Education System.
List of Abbreviations
HCM High Comm
Strategies
OSU Ohio State Unive
LPC Least-Preferred C
MLQ Multifactor Lead
MBE Management By
B.C. Before Christ
PEG Pride, Enjoymen
OD Organization De
OCTAPACE Openness, C
Authenticity, Pr
Collaboration An
OCQ Organizational
Questionnaire
ECQ Employee Comm
MCom Master of Comm
MA Master of Arts
OHU Other than Home
ME Master in Engine
CAP Centralised Adm

Executive Summary
The purpose of this study was threefold: first, to investigate the effects of transformational, transactional and laissez-f
organizational commitment of employees; second, to determine the gap between the perceived and expected leadersh
and deans of the private un-aided B- Schools of Maharashtra and its impact on employee commitment; and thir
between selected demographic variables and employee commitment.
The Objectives of the study were as follows:
1) To study the relationship between the Transformational, Transactional and Laissez-Faire Leadership Styles
level of commitment among the academic faculties of private un-aided B-Schools of Maharashtra.
2) To study the impact of Transformational Leadership Style on the academic faculties of the selected B-Schoo
to the Transactional and Laissez-Faire leadership styles of the Heads/Directors.
3) To study the differences in Leadership Styles of HOD/Directors as observed and expected by the academic facultie
B-schools of Maharashtra.
4) To determine the effects of age, level of education, marital status, gender, educational qualifications and job-related
salary and length of service, internal promotions) on the level of commitment of the private un- aided selected B-Scho
Maharashtra.
5) To study the level of commitment among the academic faculties of the private un-aided select B- Schools of Mah
Statement of Hypothesis:
H01: The Transformational Leadership Style (as observed and expected) of the Heads of the Departments has no posit
employees‟ commitment of private un-aided B-Schools of Maharashtra.
H11: The Transformational Leadership Style (as observed and expected) of the Heads of the Departments/Directors ha
of employees‟ commitment of private un-aided B-Schools of Maharashtra.
H02: The Transactional Leadership Style (as observed and expected) of the Heads of the Departments/Directors has n
H12 : The Transactional Leadership Style (as observed and expected) of the Heads of the Departments/Directors has a
H03: The Transformational Leadership Style (as observed and expected) of the Heads of the Departments/Directors of
Maharashtra will not have a greater impact on the level of employees‟ commitment compared to the Transactio
H13 : The Transformational Leadership Style (as observed and expected) of the Heads of the Departments/Directors o
Maharashtra will have a greater impact on the level of employees‟ commitment compared to the Transactional
H04: The Laissez-Faire Leadership Style of the Heads of the Departments/Directors
has no negative impact on the level of employees‟ commitment of private un-aided B- Schools of Maharashtra.
H14: The Laissez-Faire Leadership Style of the Heads of the Departments/Directors has a negative impact on the level
private un-aided B- Schools of Maharashtra.
H05: There is no difference between the expected and observed leadership styles of the Heads of the Departments/Dire
Schools of Maharashtra on the level of employee‟s organizational commitment.
H15: There is difference between the expected and observed leadership styles of the Heads of the Departments/Directo
of Maharashtra on employee‟s organizational commitment.
H06: Together the Transformational and Transactional Leadership Styles of the Heads of the Departments/Directors o
Maharashtra will not have a greater impact on the employee‟s commitment level, rather than either of the two separat
H16 : Together the Transformational and Transactional Leadership Styles of the Heads of the Departments/Directors o
Maharashtra will have a greater impact on the employee‟s commitment level, rather than either of the two separately.
H07 : There will be no positive relationship with the level of education and the level of

H17 : There will be a positive relationship with the level of education and the level of
H08 : There will be no positive relationship with the age and the level of employees‟
commitment of private un-aided B-Schools of Maharashtra.
H18: There will be a positive relationship with the age and the level of employees‟
H09: There will be no positive relationship between occupational status and the level
H19: There will be a positive relationship between occupational status and the level of
H010: There will be no positive relationship between pay (salary) and the level of employees of private un-aided B-Sc
H110: There will be a positive relationship between pay (salary) and the level of
H011: Married Employees of private un-aided B-Schools of Maharashtra will not be more committed to their organiza
widowed employees.
H111 : Married Employees of private un-aided B-Schools of Maharashtra will be more committed to their organization
widowed employees.
H012: Male gender of private un-aided B-Schools of Maharashtra will not be more committed to their organization tha
H112: Male gender of private un-aided B-Schools of Maharashtra will be more committed to their organization
H110: There will be a positive relationship between pay (salary) and the level of
H011: Married Employees of private un-aided B-Schools of Maharashtra will not be more committed to their organiza
widowed employees.
widowed employees.
H013: Employees undergoing internal promotions of private un-aided B-Schools of
Maharashtra will not be more committed to their organization.
Maharashtra will be more committed to their organization.
Scope of the Study:
The study is restricted to the level of academic faculties of private un-aided B-Schools of Maharashtra. It could be ex
concerning the non-teaching staffs of the private un-aided B-Schools as well as to the higher levels where the Deans a
leadership styles followed by the trustees. The study could also be extended to other states of India and globally too.
Research Methodology: Sampling Design:

This study was conducted in Navi-Mumbai, Mumbai, Pune, Nasik, Aurangabad area of Maharashtra. The targeted po
full-time academic faculties of private un-aided B-Schools of Maharashtra area. There are altogether 390
B-schools in Maharashtra according to DTE Report 2010-2011.The study has been conducted in 47 B-Schools of the
Maharashtra. The total number of sample is 570 academic faculties of selected un-aided private B-Schools of Mahara
Data Source: Descriptive Survey:

Review of literature and other available information from various published and
unpublished reports, journals, and periodicals, books, newspapers, etc. (including databases like EBSCO, Pro-quest, a
Field Survey: Research Tool:

The research instrument used for collecting primary data was questionnaire. The
Questionnaires used for the final data collection were close ended questionnaires. Different Questionnaires used for d
were as follows:
1. Questionnaire for employee commitment.
2. Questionnaire for demographic details.
3. Questionnaire for Leadership Styles - (i) Transformational; (ii) Transactional; (iii) Laissez-Faire.
Pilot Study:
A total of 150 questionnaires were distributed among the academic faculties of private un-aided B-Schools of Navi-M
91respondent‟s instruments were analysed. The final questionnaire had been moderated based on the pilot study. The
questionnaire was made and was found to be good.
Data Collection:
The data for this study were collected through a questionnaire administered to all the employees of private unaided B
number of completed and returned questionnaires was 570. Descriptive statistics, Correlational statistics,
The data for this study were collected through a questionnaire administered to all the employees of private unaided B
number of completed and returned questionnaires was 570. Descriptive statistics, Correlational statistics,
simple and multiple regression analysis, one way analysis of variance (ANOVA), and
Cronbach‟s alpha were used to analyze the data.
Tabulation and Statistical Analysis of Data:
The responses observed from each of the items in the instrument used for primary data collection were scored and tab
statistical tools used included Co-relation, Regression technique, Multiple Regression, Anova; Descriptive Statistics h
conclusions. The analysis was done using Statistical Package of Social sciences (SPSS: Version 17).
Interpretation and Report Writing:
The analysed data were finally interpreted to draw the conclusions and reported with the objective of the study in view
Major Findings:
The questionnaire used for the study of the respondent‟s characteristics included 8 items. All the respondents were D
Schools of Maharashtra. They were asked about their age, education, marital status, occupational status, salary (mon
services, gender, and internal promotion. The questionnaire used for the testing of Hypothesis consists of three sets:
1) Employee Commitment 2) Leadership Styles as observed by the employees 3) Leadership Styles as Expected by th
immediate Heads.
The Hypotheses of this study addressed the field of Leadership and Employee Commitment and the relationship betw
employee commitment. In the current study there were 13 hypothesis tested. To test this hypothesis, some appropriate
frequency analysis, analysis of
employee commitment. In the current study there were 13 hypothesis tested. To test this hypothesis, some appropriate
frequency analysis, analysis of
variance (ANOVA), and Pearson‟s correlation techniques, regression techniques,
multiple regression techniques are used. The findings are discussed below:
Transformational Leadership Style: Transformational leadership as “expected” by the employees of the organisatio
significantly correlated with the employee commitment.
Transformational leadership styles as “observed” by the employees of the organisation are found to be pos
significant with the employee commitment.
Transactional Leadership Style: Transactional Leadership Style as “expected” by the employees of the organisation
related but not significant with employee commitment.
Transactional leadership styles as “observed” by the employees of the organisation are found to be positively correlat
Laissez-Faire Leadership Style : Laissez – Faire Leadership style as “expected” by the employees of the organisat
correlated and highly significant with employee commitment.
Laissez – Faire Leadership style as “observed” by the employees of the organisation are found to be negatively correl
Demographic Details:
Age: Age of the employees of the organisation is positively co- related with employee
Age: Age of the employees of the organisation is positively co- related with employee
commitment.
Education: Educational qualifications of the employees of the organisation are positively co-related with employee c
Marital Status: Married employees of the private un-aided B-Schools of Maharashtra are found to be more committe
employees.
Occupational Status: Occupational status of the employees of the organisation is positively co-related with employe
Monthly Income: Salary of the employees of the organisation is positively and significantly co-related with em
Length of Service: Experience of the employees of the organisation is positively and significantly co-related with em
Gender: Gender of the employees of the organisation is positively co-related with employee commitment. Male gend
than the female gender.
Internal Promotion: Internal Promotion is positively and significantly co-related with employee commitment.
Analysis:
As organizations strive to improve, there is a pressing need to understand the factors that may directly or indirectly im
organizations. This study was concerned with two important issues in the field of organizational behaviour, org
leadership. The literature revealed that both subjects were considered as major contributors to the success of an
organization, public or private. Based on the findings of the present study, the
researcher developed the following conclusions:
1. The findings of this study indicated that transactional and transformational leadership styles positively impacted t
of the academic faculties of the B-Schools of Maharashtra. Additionally, the findings showed that the organizationa
was negatively affected by the laissez-faire leadership style. Thus, in terms of organizational commitment, these resu
cultural applicability of Bass‟s augmentation theory of leadership, which postulates that successful leaders are both tr
Bass (1996) stated that „ although the model of transformational or transactional leadership may have needs for adjus
move across cultures, particularly into non-Western, overall, it holds up as having a lot of universal potential”. Furthe
theory that stressed that successful leaders are more transformational, the findings of this study demonstrated that th
Schools of Maharashtra keeps an expectation from their Heads of the Departments and Directors to be more transact
sub-ordinates and confirmed that sub-ordinates of transformational leaders were more committed to the organization
transactional leaders.
2. The results revealed that the majority of the academic faculties of the B- Schools of Maharashtra were found to be
3. The majority of the academic faculties of the B-Schools of Maharashtra perceived/observed their leaders or Heads
exhibit transformational and transactional characteristics, but keeps an
expectation from their Heads to whom they report to be more transformational
in nature and follow contingent reward as well as management by exception- active when concerning transactional le
exception – passive was not accepted by the B-School academic employees.
4. Consistent with early research studies, the demographic variables of age, education, monthly income, marital status
significant positive impacts on employee commitment. The result also shows that length of service, internal promotio
positively related to employee commitment but the statistical results are not significant. The result also shows that bo
positively related to employee commitment but their statistical findings showed no significant difference.
The analysis of this study indicated that the level of employee commitment of the academic faculties of the B-Schools
high. With regard to leadership styles, the results showed that the transformational leadership style had the greatest
employee commitment, followed by the transactional leadership style, and while the laissez-faire leadership style
employee commitment to their organization as perceived or observed by the employees of the B-School. Whereas in t
the B-School employees, it is found that the employees expect their Leader to follow transformational leadership sty
Faire Leadership style remains the same as the perceived leadership style.
In addition, the relationship between the employee commitment of the employees and some selected demographic var
findings indicated that age,
monthly income, internal promotion and length of service had a significant positive
effect on the level of the employee commitment. The findings also indicated that married employees were found to be
organization compared to single, divorced, or widowed employees.
Limitation of the Study:
The study is limited to the state of Maharashtra and that too specifically with Navi- Mumbai, Mumbai, Pune, Nasik an
with a longer span of time, similar studies can be carried out in the other states of the country and even globally. Also
related to leadership style and employee commitment may be identified and subsequently, the study may be carried o
Suggestions:
It is suggestive that the Heads of the departments or the Directors under whose leadership the academic faculties of th
Maharashtra are working should be more transformational and transactional in nature while dealing with the academi
It is even more suggestive that the Heads or the directors should be more transformational in their leadership styles. T
and participative in nature. Though they are expected to be transactional in their leadership styles but they shou
finding mistakes in their sub-ordinate faculties.
The Heads and the Directors should not avoid or delay in taking decisions .They should be more punctual by nature a
to urgent
questions. They should not be absent when needed and should not wait for things to
go wrong before taking actions. Their steady involvement in all the important issues and problems should be there.
For newly joined faculties orientation programs should be conducted.
Regular communications should be there between the management and highly educated faculties.
Regular increments as per the HR of the institutions should be there. Whenever new openings are there, internal cand
for the promotions.
Inspirational and motivational training programmes should be there for the faculties. For good academic achieveme
students or conducting National and International seminars or for resource generation for the institute, the faculties s
Employees who are working for a considerable period of time and the senior employees should be given more import
the decision– making process. Their wisdom and experience can be beneficial to the organisation.
CHAPTER 1
INTRODUCTION
CHAPTER 1
INTRODUCTION
1.1 Introduction & Background
Many authors have associated leader‘s characteristics with the development of employee commitment (Bennis and G
Townsend, 1995; Kerfoot, 1998). Bennis and Goldsmith (1994) and Bennis and Townsend (1995), believe that vision
integrity in a leader could foster development of trust and thereby enhancing the commitment of the employees to the
indicate that leaders generate and sustain trust by acting in ways that produce constancy, congruity, reliability and inte
these availability and accessibility, communicating with candour and a willingness to invest in employees.
The topic of this study is concerned with two important aspects of organizational behaviour which address leadership
Leadership has been viewed by academicians and practitioners as the most important topic within the realm of organi
In fact it is considered to be an essential aspect of successful management. Furthermore it has been argued that with
management cannot be possible (Steers, 1981). Employee commitment, at the same time, has attracted attention from
(Mowday et al, 1982). According to Buchanan (1974A), employee commitment is no less than a precondition for suc
In the United States and other developed countries some research has focused on the study of leadership styles and on
commitment among
employees. Within this body of research, however, very few studies have been
devoted to examining the relationships between leadership styles and employee commitment.
The importance of leadership refers to the fact that the success of an organisation is heavily dependent on the quality
a major role in making decisions that determine organizational goals and how these goals can be accomplished. Their
influencing the behaviour and potential of the organization‘s members (Williams, 1978). The drive to globalize impli
managers with a global outlook. Next generation managers must work effectively with diverse constituencies within a
Not only is the workforce becoming more diverse by gender, age, ethnicity, and cultural background, but leaders also
dispersed and diverse stakeholders – locally, nationally, and globally. These factors are combining to produce an envi
challenges (Meena Surie Wilson and Emily Hoole, 2011, Vikalp).
Employee commitment is a complex concept. Researchers have debated the nature of this concept and empirical studi
between both commitment and other outcomes, and commitment and the antecedents of management and supervision
This study was designed to investigate the relationships between leadership styles and employee commitment among
Maharashtra. Therefore, it is necessary to include background information about the state of Maharashtra and its High
the academic institutions pertaining to the B-schools. The data for this study were collected by administering surveys
private un-aided B-Schools of Maharashtra.
1.2 Concept of Leadership Styles and Employee Commitment
Effective Leadership Style enhances Employee Commitment to a greater extent. Kahn (1990) recognizes the impact o
that a supportive management style positively affects level of engagement. Kahn (1990) describes this as a supportiv
trial and error, and creates varying degrees of openness in the environment. This research aims to specifically focu
and Transformational Leadership and Laissez -Faire Leadership Styles. The instrument of data collection is designed
Leadership style ―refers to the pattern or constellation of leadership behaviours that characterize a given leader‖ (Wi
Transformational Leadership Style is a leadership style that strives to elevate the desires of individual followers for
development, while also promoting the development of the group and organization (Bass & Avolio, 1990). Transform
motivate followers to do more than originally was expected (Bass, 1985).
Transactional leadership Style is a type of leadership based on an exchange process between leaders and followers
leaders focus on the clarification of task requirements and the specification of contingent rewards (Bass,
1990).
Employee commitment has been defined as ―the strength of an individual‘s identification with and involveme
(Porter et al. 1974). Laissez –Faire Leadership style represents a style used by leaders who try to avoid responsibility
1997).
Gallie and White (1993) measured employee commitment to paid work from a 1990 survey and found that it was rela
whole and appeared to have increased compared with 15 years earlier. There was little difference between men and w
employees exhibited high involvement in their current job, usually called task commitment. A recent consultancy Rep
from a survey of 1570 workers, that 39 per cent of UK workers were committed to continuing in their jobs, usually ca
Other studies have fiercely debated the gender differences in employee commitment. Hakim‘s1993 division of British
committed workers and the part time uncommitted workers have been debated extensively, although a further third ad
(Hakim, 2000). While there are clearly attitudinal and some behavioural differences between women who work full o
determinants of women‘s orientations to work, over and above their hours. Age, life cycle, occupations, education, w
distinguish between women‘s attitudes towards work (Healy, 1999; Dex, 1988). AON (2000) found that UK women
men did to continue in their jobs. Commitment was also higher in the following groups; among married people; the m
living outside London; in higher-grade occupations, especially in teaching and health professions; with longer job ten
organizations with 1000 to 5000 employees.
The many research studies that have focussed on work commitment have served to uncover the complexity of this con
have characterised it as having no stable meaning (Becker, 1964), elusive (Guest, 1992) and pluralist (Coopey and
1983). Morrow identified 25 forms of
commitment although they were able to be reduced to 5 main foci; a value, career,
job, organisation or union focus. The focus of our interest is in organisational commitment. Even under this heading t
employee commitment; for example, task commitment (to see the job through), and continuance commitment (to sta
normative or affective commitment (feelings of loyalty or shared values with the organisation), financial commitme
temporal commitment (to a certain amount or work)
1.4 The Determinants of Employee Commitment
Gallie and White (1993) found that employee commitment was related to personal characteristics that they called exte
success) and internal organizational factors including the structure and policies of the organization. Internal factors th
commitment included:
the opportunities for personal development;
the higher the extent to which employees felt their skills were utilized;
the greater the access to training;
the greater the extent the organization was seen as a caring employer; and the existence of teamwork as a form of
Cohen (1995) and others have also found that so-called non-work domains, the
amounts of outside ties, the organization‘s support for non-work, as well as personal coping strategies, had significan
organizational commitment. There are elements of these studies, therefore, that suggest indirectly that work-life balan
employee commitment. There has been a growing consideration, through econometrics studies, of the assumptions un
management theories. In these theories, the more people centered focus of high commitment management strategies (
employees as an asset, has been argued to lead to an increase in employee
commitment. As noted earlier, employee commitment has been viewed as an intermediate outcome, on the way to im
performance (Huselid,
1995). As Guest et al (2000) note, however, few studies have examined both of these relationships together and show
commitment. Criticisms have also been made by other researchers that the ‗commitment‘ element was left as an une
al, 1995; Purcell et al, 1999). Employee commitment has typically been viewed as the relative strength of an indiv
involvement in an organization as well as his or her willingness to exert effort and remain in the organization. Comm
related to leadership (Walumbwa, Orwa, Wang, and Lawler, 2005). One of the aims of this study is to determine how
expectations of leadership styles followed by their Heads influence their commitment, and the meaning of the study
reference to Meyer and Allen‘s conceptualisation of organisational commitment.
1.5 Affective Commitment
This research study focuses on affective commitment which is defined as the employee's positive emotional attachme
employee who is affectively committed strongly identifies with the goals of the organization and desires to rem
This employee commits to the organization because he/she "wants to". In developing this concept, Meyer and Alle
Porter, and Steers's (1982) concept of commitment, which in turn drew on earlier work by Kanter (1968). Accordi
although the relationship is not strong, there is a positive relationship between the transformational leadership beha
suggests that,
leadership behaviours which involve building trust, inspiring a shared vision,
encouraging creativity and emphasizing development is somewhat positively related to employee commitment. For af
suggests that these leadership behaviours are positively related to how employees feel about wanting to stay with the
transformational leadership style will encourage employees to commit highly with their work. Another findings by V
transformational leadership is directly and positively associated with role clarity, job satisfaction and affective organi
indirectly associated with job performance, across all three functional areas. Therefore, it is strong that transform
direct impact to the employee‘s commitment. The significance of mechanisms used by transformational leaders to inf
motivation and organizational commitment is addressed.
A selected organizational characteristic and other selected personal and work experience characteristics explained aff
among the academic employees of private un-aided B-Scholl‘s of Maharashtra. Personal characteristics were gender
(organizational tenure), monthly income, internal promotion, occupational status and marital status within the private
Maharashtra. The Leadership styles followed by the Heads of the Departments/Deans/Directors of the private un-aide
also perceived. These variables (Figure 1) were examined to determine the extent to which they explained affective o
dependent variable.
Predictors and Outcomes of Affective Employee Commitment
PREDICTORS
PREDICTORS
Age
Gender
Length of
Service
AFFECTIVE
Occupationa
l Status ORGANIZATIONAL
COMMITMENT
Marital Status
Internal
Promotion
Monthly
INcome
Transformational & Transactional Leadership

Styles
Figure 1. Source: Adapted from Chelte & Tausky, (1987).
1.6 Business School Management Education in India with emphasis on
Maharashtra.
India's education system is divided into different levels such as pre-primary level, primary level, elementary educati
undergraduate level and postgraduate level.
India's higher education system is the third largest in the world, after China and the
United States. The main governing body at the tertiary level is the University Grants
Commission (India), which enforces its standards, advises the government, and helps
coordinate between the centre and the state. Accreditation for higher learning is overseen by 12 autonomous insti
University Grants Commission. In India, education system is reformed. In future, India will be one of the largest educ
As of 2009, India has 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established
Act, and 33 institutes which are of national importance Other institutions include 16000 colleges, including 1800 excl
functioning under these universities and institutions. The emphasis in the tertiary level of education lies on scie
technology. Indian educational institutions by 2004 consisted of a large number of
technology institutes. Distance learning is also a feature of the Indian higher education system.
Management education in India has come a long way. The history of management education in India goes back to t
first college level business school in the country was founded in 1913 in Mumbai and was soon followed by a
business colleges imparted basic skills about the principles of trade and commerce to clerks and supervisors from fiel
transport, and accounting. (Indian Management, Sept 2004). The first Business School in India was Indian Institute of
Management, Kolkata, which was established in 1953. The All India Institute of Management and Labour welfare
management, Delhi University followed suit in 1968.
A number of universities set up their MBA programme in 1960s. The IIMs were
patterned on the recommendation of Dean Robbins of the University of California, which was invited by the planning
set up in 1961 at Kolkata followed by IIMs at Ahmadabad in 1961, Bangalore in 1971 and Lucknow in
1974 and in the late 1990s at Indore and Calicut. The flagship management education programme, MBA, is widely po
to the riches and to the top echelon of corporate world. Indian Business School varies widely in terms of the calibre o
curriculum and infrastructure, and placement record. A few of the schools including the Indian Institutes of Managem
high quality education and their graduates compete successfully for global placement opportunities. Regarding syll
schools over the world have been modifying their curricula. Growing globalisation of business has led to greater inter
incorporating courses on global leadership, diversity management, managing across cultures, etc. Moving a little awa
compared to some other disciplines wherein knowledge generation and its dissemination through education sets th
knowledge in the field, management as a discipline has been a lot more reactive to its environment. Much greater em
India on basic and applied research for management education to lead practice.
For bolstering their position good management schools in the country need to keep the Global best Schools as their lo
exceptionally bright students, dedicated faculty, and staff, and a formidable reputation for professionalism, IIMs have
leaders in setting new aspirations for management education, and showing the way to achieve them. And they
determining their salary structures, raising funds etc. It is their
autonomy which has brought IIMs this far .For raising management education in the
country to the next level, it is vital that this autonomy of IIMs is protected and enhanced.
The education sector has changed a lot and as such numerous educational colleges have come up in the recent times. I
come across various kinds like government, self-financing, aided and unaided colleges. It is with the advent of
unaided colleges have now dominated the education sector. When talking of aided and unaided colleges, there are m
One of the main differences between aided and unaided B-Schools is with regard to funds. A B-School that gets aid
as aided B-School whereas a B-School that does not get any funds or aid from the government is called as unaided B-
support from the government, unaided B-School do not get any support from the government side. The aided B-Scho
government for various purposes like infrastructure development, academic activities.
Another major difference that can be seen between aided and unaided B-School is in the fee structure. The unaided B
the students whereas the aided B-School only charges the fees stipulated by the government.
While the government pays the teachers of the aided B-School it is the management that pays the salary of the unaide
teachers in aided B- Schools are protected whereas the teachers have no protection in unaided B-Schools.
In terms of autonomy, the unaided B-Schools have great autonomy when compared
to aided B-Schools. This is because the unaided B-Schools, unlike the aided ones, do not have any liability. Though p
two sectors of colleges, the unaided colleges have more freedom and liberty than the aided colleges.
The early 90's saw the boom of founding new management schools, most of them in private sector. In the last three ye
came into existence. Few Business Schools have also established collaboration with some western Universities. India
over 30, 000 full-time MBAs and
10,000 part-time MBAs every year. Many business schools are also running MBA equivalent program such as dist
Management (PGDM), Masters in International business (MIB) etc. Even some of the leading business houses are es
schools like Infosys, Birla‘s etc. Management education gives a holistic picture to the students about how to manage t
i.e. money, material, man and machine. Whether the knowledge about management principles is obtained through for
Universities or internally through on the job training or through external seminars or programs, it is of the utmost imp
in life; even for the self-employed, entrepreneurs.
In Maharashtra there are nine Universities spread all over Maharashtra with sanctioned intake capacity for MMS co
number of students passing MMS / MBA CET is almost 70000, who compete for these seats and about
800 Management schools. Graduates from any discipline (Arts, Science, Commerce, Engineering, Computer Science
pursue MMS PROGRAMME provided they pass any of the CETs: MH – CET, CAT, MAT. Students are admi
prepared by DTE in this regard.
CHAPTER 2
REVIEW OF THE LITERATURE

CHAPTER 2
REVIEW OF THE LITERATURE

2.1 Leadership
Leadership is a universal human phenomenon. The study of Leadership is not a new phenomenon, but it is an ancient
Egypt and Rome showed examples of leadership practices. Regardless of the culture, leadership occurs universally am
From ancient to modern times, scholars, military generals, politicians, and more casual observers have been interested
styles have been studied extensively; perspectives on leadership have been written and revised. Despite all the
effectiveness is still far from settled (Gordon, 1982).
Even though the word leadership has been used since the beginning of the 19th century (Stogdill, 1974), there co
comprehensive approach to assess cause and effect of successful leadership (Taylor and Rosenbach,
1989).Burns (1978) described this situation by asserting that ―Leadership is one of the most observed and least unde
(p.2).In fact, the concept of leadership has been defined by various scholars in almost as many ways. Stogdill (1974)
observed that ―there are almost as many different definitions of leadership as there are persons who have attemp
This proliferation of definitions for leadership is primarily due to the complexity and elusiveness of the concept. Lass
complexity by observing that ―there is no clear-cut agreement on the meaning of Leadership for all circumstances‖ (
discrepancy of
definitions, Chemers (1997) developed what he believed to be an umbrella definition
of Leadership that would earn the acceptance of a majority of theorists and researchers. Chemer‘s definition d
of social influence in which one person is able to enlist the aid and support of others in the accomplishment of commo
In the literature, leadership has been a subject of interest since the 18th century. However according to Chemers (1997
scientifically studied until the early 20th century .Bass (1981) contended that early theorists attempted to identify lead
approach. He continued with this analysis to suggest that researchers failed to develop sufficient theories because they
interactions between individuals and situational variables. Bass compared early researchers on leadership to their r
that the former tried to develop comprehensive theories with theoretical bases and not on empirical research.
In considering the differences between a manager and leader, many scholars agree to differences, but widely disagree
Schon (1986) argued that leadership and management are not synonymous terms. It is possible, Schon argued, to be a
and also to be a manager without being a leader. Davis and Newstrom (1985) viewed leadership as a part of managem
are concerned with planning and organizing activities while leaders are involved in influencing others to enthusiastica
158). In this same vein Battern (1989) distinguished between a manager and a leader by saying that managers push an
expect. Bass (1985) argued that leadership is not only management nor is management only leadership. According to
generally expected not only top
manage, but also to lead. He suggested that they should be criticized if they fail to do
both. Davis and Newstorm (1985) suggested that excellent managers are also expected to exhibit strong leaders
(1991) asserted that the difference between a manager and a leader is very similar to the transformational/transactiona
will be discussed in detail in subsequent sections.
2.2 Leadership Style Theories
In studying leadership, scholars and theorists have developed many different theories and approaches in their attempt
been noted that until the
20th century, research on leadership was not based on scientific inquiry (Chemers,
1997).The following sections include a review of the most popular theories and approaches to leadership.
2.2.1The Great Man Theory
Early research on leadership attempted to identify those traits which differentiated great persons in history from the g
The concern of 18th and 19th century philosophers focused on great men rather than on situations (Spotts,1964).The G
leaders are endowed with unique qualities not to be found among the masses (Jabati,1997). It also assumes that ―lea
are born, not made‖ (Kolb et al., p.239). This theoretical perspective is considered to be the simplest, oldest, and most
leadership. The theory ignores the past achievements of an organization and magnifies the greatness of executives in
the theory implies that the success of an organization depends entirely on the greatness of its executives ( Smi
1946).According to this theory, it could be assumed that history was shaped solely
through the efforts of great men such as Moses, Churchchill, and Lenin( Bass ,1981).
In his study of 14 nations over a long period of time, Woods (1913) mentioned the influence of the man in the making
the man shaped the nation in accordance with his abilities. The Great Man Theory, like others, is not without weakne
Smith (1964) criticized the theory in several ways. First, he asserted that great leaders do not have universal traits
that different traits are demanded and valued by different societies. Smith argued further that in the same society
different traits and that within an organization different department would demand different traits.
2.2.2Trait Theory
During the first half of the 20th century, trait theory was considered to be the dominant theory of leadership (Chem
trait approach sought to determine the personal, psychological, and physical traits of strong leaders. The theory held t
superior traits or characteristics that differentiated them from their followers, it should be possible for these traits or c
1981).
In a classic review of the literature on leadership, Stogdill (1948) reviewed 124 studies of leadership traits. The purp
the relationship between the traits approach and effective leadership. As a result, Stogdill found that there were some
physical, social background, personality, and task-related characteristics) that could be used to distinguish leaders fro
revealed little or no link between other characteristics and effective leaders. They also led to Stogdill to the realiz
situational variables in determining effective leadership. In general, Stogdill‘s
conclusion did not support the study of trait theory as the sole approach to leadership research. He concluded that:
A person does not become a leader by virtue of the possession of some combination of traits, but the pattern of per
leader must bear some relevant relationship to the characteristics, activities, and goals of the followers. Thus, leade
of the interaction of variables which are in constant flux and change. The persistence of individual patterns of
constant situational change appears to be the primary obstacle encountered not only in the practice of leadershi
placement of leaders. (pp. 63-64).
The work of Stogdill and other researchers weakened the argument that trait theory is a complete explanation of leade
(1969) also criticized trait theory because of its failure to determine the most important traits that could be associated
their argument, they also posited that leadership effectiveness is not totally dependent on personality factors and th
situational factors, are also important. Gordon (1981) summarized numerous studies that placed emphasis on leadersh
totally explain leadership success. Goulder (1950) reduced the downfall of the trait approach to two key factors. First
common to all good leaders could not be identified. Secondly, it could not be documented that leaders possess a set o
possessed by followers.
The numerous shortcomings of the trait approach led many researchers to try to find a better explanation of leadership
Consequently, in the early
1950s, researchers had changed their focus from studying the personal characteristics
of leaders to the study of leader‘s observable behaviours (Schermerhorn et al.,
1982).Even so; this shift in the focus of research did not lead to the complete demise of the trait theory school. The th
applied in research in the
1990s (Bryman, 1996).
2.2.3 Behavioural Theory
During the 1950s, once researchers observed that the trait theory was not an adequate approach to explain leadership
focus on behavioural traits of leaders. Specifically, they began to focus on ―what the leader does and how he or she
p. 277). This approach assumed that successful leaders with a particular style of behaviour were expected to be fruitfu
toward the achievement of specific goals, which consequently led to high productivity and morale (Ansari, 1990). Th
aimed to identify certain kinds of behaviours that leader‘s exhibit and to determine the effects of such behaviours on s
these behaviours is referred to as leadership style. Ultimately, researchers were able to isolate two contrasting styles o
variously called initiating structure versus consideration, autocratic versus democratic, task-oriented versus socio-e
cantered versus employee- centred( Trice et al.,
1993).
Robbins (1994) observed that behavioural style was the focus of a number of studies in the decade of the 1950s. The
reviews of the more popular studies that were conducted at Ohio State University and the University of Michigan. Th
Blake and Mouton is also included.
2.2.3.1The Ohio State University Studies
By the late 1940s, some of the most widely known studies had been conducted by researchers at Ohio State Universit
studies was to determine the types of behaviours leaders display and to determine the effects of leadership style on wo
satisfaction (Fleishman, 1957). At the beginning, researchers developed a list of more than 1,000 leadership behaviou
this list was eventually narrowed into two categories, initiating structure and consideration (Robbins, 1994).Initiating
that is concerned with defining and organizing the work, work relationships and goals. Consideration refers to the beh
mutual trust, respect, and rapport between the leader and his subordinates. A leader of the consideration category was
takes care of the needs of subordinates. A leader of the consideration category was described as one who frequently ta
subordinates. A leader of the consideration category was described as one who frequently takes care of the needs of s
initiating category was described as one who was frequently concerned with structure, task, and routine (Reitz, 1
In these studies of the behaviours of leaders, researchers at OSU could not adequately identify the most effective lead
that a high consideration and a high initiating structure lead to effective leadership could not be proved true in all stud
single style emerged as the best. As a result, this approach also received much criticism from researchers in the field.
weaknesses, the importance of these efforts should not be diminished. The contributions of OSU provided significant
of a theory that allowed for describing the behaviours of leaders. Indeed,
these studies served as the foundation upon which later research was built (Ivancevich
et al., 1977).
2.2.3.2 University of Michigan Studies
At the same time that the OSU researchers were conducting studies in leadership, other studies on the same topic wer
Michigan (UM). The studies at UM sought to identify styles of leadership that resulted in increased work-group perfo
to OSU, the UM‘s researchers developed two distinct styles of leadership labelled as production-centred and employe
(Ansari, 1990).
The Michigan studies revealed that leaders with a production-centered leadership style emphasized close supervision
routine, and performance. This style was viewed as similar to the OSU dimension of initiating structure. Leaders with
leadership style were described as more concerned about their subordinates as people. These leaders recognized the n
welfare, advancement, and growth. Similarly, the OSU dimension of consideration described like behaviours (Ivance
Michigan researchers concluded that the employee-oriented leadership style would lead to higher productivity and
the production- oriented leadership style would lead to lower productivity and lower job satisfaction (Robbins,1994
studies were not above criticism. Hill (1973) proposed that there was evidence to support the idea that the behaviour o
to situation. From these studies, another branch of leadership research emerged-situational theories.
2.2.3.3 Managerial Grid
Another influential behavioural approach to leadership/management is the Managerial Grid developed by Blake an
focuses on task (production) and employee (people) orientations of managers, as well as combinations between the t
concern for production on the horizontal axis and concern for people on the vertical axis plots five basic management
2). The first number refers to a leader's production or task orientation and the second, to people or employee or
‗Team Management‘ - a high concern for both employees and production - is the most effective type of leadership be
Figure 2: The Managerial Grid (Blake and Mouton, 1964)
2.3 Situational Leadership Style Theories
In the 1960s, behavioural theories were found to be insufficient approaches for studying leadership (Ivancevich et al.,
had come to recognize that situational factors such as characteristics of leaders and subordinates, the nature of the task
be considered in the study of leadership effectiveness (Ansari, 1990). The implication was that the determination of s
depended on the situation (Schermerhorn et al.,
1982). Situational or contingency theories held that there was no universal leadership behaviour that could be applied
review will highlight the main contingency theories: Fiedler‘s Contingency Theory, Path-Goal Theory, and the Vroom
2.3.1 Fiedler‟s Contingency Theory
The first comprehensive contingency leadership theory was developed by Fred Fiedler. The basic tenet of the th
dependent upon the proper match between the leader‘s personality or style and the demands of the situation. The mod
oriented and employee-oriented were the two major styles of leadership. To determine whether the leader was task-or
Fiedler developed an instrument called the Least-Preferred Co- worker (LPC) Questionnaire (Fiedler, 1967). To arriv
asked to think of the person with whom he or she has worked least well in accomplishing some task, using a series of
point scale (e.g., friendly-unfriendly, pleasant-unpleasant). A high LPC leader who describes his least preferred co-w
concepts is people-motivated. A low LPC leader who uses relatively negative concepts is task-motivated (Siegel & La
1982). According to Fiedler, leaders who are characterized as task-oriented will be
effective in favourable and unfavourable situations. Also, Fiedler assumes that employee-oriented leaders will b
moderate favourability than in situations at either extreme. Favourableness was defined by Fiedler as the degree to w
leader to exert influence over his group. According to this definition, situational favourableness consists of three elem
relations, which refers to the degree of personal relationship between the leader and group members; (2) task structure
which the task requirements are clear and spelled out; and (3) leader position power, which refers to the degree to wh
reward or to punish followers (Fiedler, 1967). Bryman (1996) pointed out that Fiedler viewed these elements as chang
personality as an unchangeable factor. Therefore, the theory resolved that the work situation must be changed to fit th
Although many researchers considered the work of Fiedler as a major contribution to leadership studies, the theory fa
Schriesheim, 1976).For one thing, the validity of the model was questioned. The inconsistency between the results an
1986).
2.3.2 Path-Goal Theory
Path- Goal theory is a contingency model of leadership developed by Robert House and based on the works of the ex
on the work of the OSU group. This theory was promoted as an approach that could explain how a leader might succe
and performance of his subordinates. The
term path-goal is used to indicate the role of a leader in making an effective link
between the follower‘s personal goals and the work goals (House, 1971).
The theory was built upon two propositions. The first proposition was that the behaviour of the leader would be accep
subordinates to the extent that the subordinates perceived it as either an immediate source of satisfaction or as an instr
satisfaction. The second proposition was that the behaviour of the leader would be motivational to the extent that (a) i
subordinates contingent upon effective performance and (b) that it complemented the work environment of subordina
direction, support, and reward for effective performance. For the purpose of testing these propositions, House devised
(a) directive, (b) supportive, (c) achievement-oriented, and (d) participative. According to House, the use of any of th
situation-dependent.
2.3.3 The Vroom –Yetton Model
Vroom and Yetton (1973) developed a model that was designed to help a leader through a rational process to choose
that fits with a given situation. The basic premise of the model is that the degree to which the leader should share deci
subordinates depends on the situation. The model identified five leadership styles, each of which reflects a behavioura
AI: The leader makes the decision alone.
AII: The leader asks for information from subordinates but makes the decision alone. Subordinates may or may not
CI: The leader shares the situation with the individual. The leader asks subordinates
for information and evaluation, but the leader alone makes the decision.
CII: The leader and subordinates meet as a group to discuss the situation, but the leader makes the decision.
GII: The leader and subordinates meet as a group to discuss the situation, and the group (which includes the leader)
Vroom and Yetton (1973) argued that the ultimate effectiveness of decisions could be judged on the following factors
the decision, (2) the acceptance of the decision by employees, and (3) the amount of time required to make the decisio
as complex and cumbersome (Field,
1979). However, the work of Vroom and Yetton has been supported by some researchers and considered as a useful a
1985; Schermerhorn, Jr., 1982).
2.4 Recent Theories of Leadership Styles
A new theory of leadership emerged in the 1970s. Transactional and Transformational leadership styles were first intr
years later, Bass (1985) expanded the theory and came up with the Multifactor Leadership Questionnaire (MLQ). Th
that was introduced by Avolio and Bass (1991) gave more advancement to the theory. This theoretical model included
transactional, (b) transformational, and (c) Laissez- Faire. According to Hartog et al. (1997), Bass‘s theory or the new
ideas from trait, style, and contingency approaches of leadership and also incorporates and builds on work of sociolog
political scientists such as Burns (1978)‖(P.19).The three styles of leadership
mentioned above are essential elements in this research and are discussed in greater detail below.
2.4.1Transactional and Transformational leadership Styles
In distinguishing between transactional and transformational leadership.Burns (1978) noted that transactional leadersh
that is based on an exchange relationship between leader and follower.Burns felt that this exchange could take differe
psychological forms. Such leadership, he argued, does not bring leaders and followers together to pursue higher purpo
transactional focus on the clarification of task requirements and the specification of contingent rewards. Transformati
followers in such a way that both leader and followers raise each other to higher levels of motivation and morality (B
Performance beyond Expectations, Bass (1985) expanded the theory of transactional and transformational leadership.
on the application of the theory in political setting, Bass (1985) was concerned with its application to business organi
(1985), transformational leaders are those who motivate followers to do more than originally was expected. That coul
argued,through anyone of the following steps: (1) increasing followers awareness and consciousness of the impo
and the steps that lead to these outcomes, (2) encouraging followers to transcend their own self interests , and (3) exp
and wants according to Maslow‘s Hierarchy of Needs .In distinguishing between the Burns and Bass theories of trans
and Perrewe (1995) stated that:
“The main difference between these two theories was that Burns restricts this type of
leadership only to leaders who appeal to positive moral values. On the other hand, Bass argues that a transformation
commitment regardless of the final effect on the follower. Regardless, when transformational leadership is enac
longer seek merely self interest, but that which is beneficial to the organisation as a whole.”(p.832)
Fiedler and House (1988) proposed that transformational theories seek to address the actions of leaders that cause f
needs, goals, and aspirations. In making the distinction between transactional and transformational leadership forms
leadership forms as independent dimensions. In other words, Burns (1978) viewed Transactional and Transformation
constructs while Bass (1985) viewed them as complementary constructs. Bass viewed successful leaders as both trans
who differ in degrees. In his conclusion, Bass expressed the notion that ―to be transactional is the easy way out; to b
difficult path to pursue‖ (p.26)
Transactional behaviours involve structuring performance environment to assist subordinates in achieving organizatio
rewards, while transformational behaviours focus on creating changes in followers` values, self- perceptions, and
2010). Generally speaking, studies conducted on transactional and transformational leadership have added impor
leadership effectiveness.
In this content, the researcher should differentiate between two concepts: transactional leadership and transformation
transactional leadership is a
process in which the relationship leader-follower is reduced to simple exchange of a
certain quantity of work for an adequate price. Contrary to this, transformational leadership is far more complex proce
requires more visionary and more inspiring figures (Bowditch and Buono, 1990).
Different empirical studies have been conducted to support the effects or transformational leaders‘ behaviours. A prev
transformational leadership is positively related to employee satisfaction and to job performance (Bass,
1995). Ozaralli (2003) found that transformational leadership contributes to the prediction of subordinates‘ self-repor
Transformational leadership enhances organizational citizenship behaviours (Koh et al, 1995) and employees‘ commi
addition, transformational leadership mediates the relationship between leaders‘ emotional intelligence and group
Huang, 2009).
2.4.2 Transactional Leadership Style Dimensions
Bass (1989) suggested that transactional leadership involves two distinct dimensions: (1) the use of contingent reward
reward followers in exchange for attaining the specified performance levels; and (2) management by exception (MB
Active and Passive. In Active MBE, leaders monitor their follower‘s performances and take corrective actions a
leaders do not intervene until mistakes or problems occur, then leaders take corrective actions.
2.4.3 Transformational Leadership Style Dimensions

In 1995, a new version of the Multi-factor Leadership Questionnaire (MLQ) was
developed to measure transactional, transformational, and laissez-faire styles of leadership. For this version, Bass and
dimensions that refer to transformational leadership characteristics. The term ‗transformational leadership‘ was first c
emerged as an important approach to leadership research by Burns [9]. Based on these early works, several theories o
10] were generated to advance this new leadership concept. These works broadened the traditional concept of leaders
exchange that offers rewards or compensation for a desired behaviour by viewing leadership as a change process and
behaviour on followers‘ values, beliefs and higher-order needs [11]. Specifically, Bass [6] described transformational
that stimulate and inspire followers to achieve extraordinary outcomes by raising the level of motivation and morality
followers. Transformational leaders are effective in promoting organizational commitment by aligning goals and valu
leader, and the organization [10, 12, and 21]. Its strong, positive effects on followers‘ attributes and commitment will
their fullest potential and exceed expected performance [11]. Bass and his colleagues further conceptualized transform
components: idealized influence; inspirational motivation; intellectual stimulation; and individualized consideration. E
build followers‘ commitment in different ways [6, 19, and 22]. The following texts discuss these components and the
organization commitment in detail.
2.4.3.1 Idealized influence, also called charisma, describes transformational leaders who behave as role models for t
perceive these
leaders as having extraordinary capability, persistence and determination, as well as
high standards of moral and ethical conduct. They deeply admire, respect and trust
these leaders, and thus identify with leaders‘ goals, interests and values [19, 21].
2.4.3.2 Inspirational motivation occurs when leaders motivate and inspire those around them by providing challen
work. They provide visions of what is possible and how to attain these goals. More specifically, these leaders get fo
envisioning the future, and then they promote positive expectations about what needs to be done and demonstrate
vision[19]. With this dimension, leaders are able to promote followers‘ emotional commitment and excitement to a m
2.4.3.3 Intellectual stimulation encourages followers to be creative and innovative. In practice, transformational lead
problems in new ways, and to continuously question and develop their own beliefs, assumptions and values. These le
followers to deal with problems in innovative ways. The pride in actions of all those involved and joint success in ove
organizational commitment of followers [11, 19].
2.4.3.4 Individualized consideration means understanding and sharing others‘ concern and developmental needs
follower uniquely. Leaders act as coaches and advisors to not only identify and satisfy each individual follower‘s curr
expand and elevate the needs in order to assist followers become fully actualized. By emphasizing on followers‘ perso
them with a sense of increased competence to carry out duties, leaders could further enhance followers‘ commitment
have empirically validated the positive effects of transformational leadership on followers‘ organizational commitmen
leadership
was found to be significantly related to organizational commitment and organizational
citizenship behaviour in a study of 864 teachers in Singapore [15]. Rai and Sinha [23] conducted a test of 261 middle
sector in India, and identified that managers‘ score on transformational leadership accounted for significant
commitment to the organizations. In a similar vein, positive relationships between all components of transformational
commitment were also identified with a total of124 manager from banking and food industries in U.S. [14]. 124 ma
industries in U.S. [14] in the context of family business, however, little empirical evidence has been provided to
relationship between transformational leadership and followers‘ organizational commitment [16]. Transformational
inspiration and intellectual simulation, inspiration and intellectual simulation (Conger, 1999). Charisma generates th
leaders encourage their workers to have in themselves, their leaders and their technological organization, while in
motivate followers through communication of high-technological expectations (Garcia-Morales, Matias-Rech
Intellectual simulation refers to the leaders‘ behaviour that leads to promoting employees' intelligence, knowled
be innovative.
Transformational leaders have charisma, inspiration and intellectual simulation, inspiration and intellectual simulation
generates the pride, faith and respect that leaders encourage their workers to have in themselves, their leaders and th
while inspiration is the ability to motivate followers through communication of high-technological expecta
Reche and Hurtado- Torres, 2008). Intellectual simulation
refers to the leaders‘ behaviour that leads to promoting employees' intelligence,
knowledge and learning so that they can be innovative.
Transformational leader raises aspiration and shifts people and organizational systems into new, high-performance pa
transformational leadership is reflected in followers who are enthusiastic about the leader and her or his ideas (Scherm
transformational leaders inspire their followers to think more than their own aims and interests and to focus on greate
and also global objectives (Jandaghi et al, 2009).
While transactional and transformational leaders were described as active leaders (Yammarino & Bass, 1990), laissez
inactive. Laissez- faire leaders are characterized by avoiding responsibility and decision–making. Although such a sty
example, with a group of scientists or college professors) will be effective (Sutermeister, 1969; Williams, 1978), it wa
of leadership indicated, in fact, the absence of leadership. Therefore, this type of leadership was considered to be an in
et al., 1997).
2.4.4 Laissez-Faire Leadership Style
While transactional and transformational leaders were described as active leaders (Yammarino & Bass, 1990), laissez
inactive. Laissez- faire leaders are characterized by avoiding responsibility and decision–making. Although such a sty
example, with a group of scientists or college professors) will be effective (Sutermeister, 1969; Williams, 1978), it wa
of leadership indicated, in fact, the absence of leadership. Therefore, this type of leadership was considered to be an in
et al., 1997).
2.5 Transformational Leadership Style and Employee Commitment
Organization will be higher, Lio (1995) concluded that ―workers‘ organizational commitment is significantly c
security‖ (p.241). Management styles can influence the commitment level of employees. Koopman (1991) studied
employees and found those employees who favoured their manager‘s style also favoured the organization more. Thou
between commitments, it could be argued that this would then affect their levels of commitment to the organization. N
the ―overall management culture and style driven by the top management actions are strongly related to the degre
(p. 344). These correlations bring to light the importance of having strong managers and their roles in the overall org
Eisenberger et al (1990) discuss that those employee‘s who feel that they are cared for by their organization and mana
levels of commitment, but that they are more conscious about their responsibilities, have greater involvement in the
innovative. Managers and organizations must reward and support their employees for the work that they do becaus
for more trust in the organization.
2.6 Summary of Leadership Style Theories
Since the 18th century, leadership has been a subject of interest. However, the field of leadership had not been scien
20th century. Early research on leadership attempted to identify leadership through a theoretical approach. The Great
leaders are endowed with unique qualities not to be found among the masses. The trait theory, which was consi
dominate theory of leadership during the first half of the 20th century, sought to
determine the personal, psychological, and physical traits of strong leaders. During the 1950s, the theoretical approac
inability to explain leadership effectiveness. As a result, the behavioural theory represented by the studies of Ohio Sta
of Michigan had taken place. The behavioural approach simply aimed to identify certain kinds of behaviours th
determine the effects of such behaviours on subordinates. In the 1960s, leadership researchers focused their attention
their effects on leadership effectiveness. Situational or contingency theories held that there was no universal leadershi
to all situations. The full range of leadership that included three styles (transformational, transactional, and laissez-fai
field. This approach integrated ideas from trait, behavioural, and situational theories and built on these. Transformatio
rise above self-interest for the greater good of the group and to do more than originally was expected. Transactional le
of task requirements and the specification of contingent rewards.
2.7 Theoretical Framework on Leadership Style
The broad fields of this research are Transformational and Transactional leadership. The transformational leadership
that build the subject and transactional leadership has 3 dimensions or factors that build the subject .(The five factors
styles are: Idealized influence {attributes and behaviours}, inspirational motivation, intellectual stimulation, encourag
individualized consideration). (The three factors of transactional leadership are: MBE-A: Management-By-Exception
By-Exception: Passive and CR: Contingent Reward).
The dependent variable ―employee commitment‖ relies on the factors of
transformational and transactional leadership, which are the independent variables in the Research Study. In today‘s c
for organization to compete or even to survive without satisfying the most valued asset of the organization and
employees towards their Leader and organization. Since yet more emphasis has been given to the outcome of transfor
leadership and less to the demographic variables which plays the role of another set of independent variables. Hence,
commitment with the leader and in turn towards the organization from the perspectives of these two leadership styles
Model of theoretical framework on Leadership Styles
Factors
IA
Transformational IB
Leadership Style
IM
IS
IC
Factors
Transactional MBE-P
Leadership
Style MBE-A
CR
Figure 3. Source: Based on the concepts of Bass and Riggio, 2006
2.8 Leadership styles within academic institutions:
According to Bryman (1992), transformational form of leadership has only recently become the subject of systematic
although it has been studied extensively within business settings. The studies of leadership within an educationa
several reasons. Educational institutions, especially Higher Education Institutions, which use public funds, are under
produce value for money performance (Bess and Goldman,2001; Pounder 2001). Expectations are that these
―business units‖ making profit. This has led to a tendency to transfer commercial business models into the education
As Bess and Goldman (2001) have put it, a new managerial culture, which promotes economic efficiency and bottom
policy and practice often overriding most concerns for social goals, quality of teaching and research and intern
adopted in higher education. As a result leaders within academic institutions struggle to respond to business interests
freedom.
As a sub-discipline or content area of leadership studies, educational leadership is still in its infancy. Most of the emp
been done in schools with a limited number of studies concentrating on higher education (Brown & Moshavi,
2002). While it is acknowledged that the organizational cultural legacies and leadership within schools and high
different, Bess and Goldman (2001) point out that professor and teachers have much in common. Both do work with
intellectual content, and have substantial independence and autonomy where they work closely with students and asso
with their own peers. Professors and teachers enjoy a tenure system that provides job
security and a buffer that characterizes their profession and the leadership context. Based on Bess and Goldman‘s (20
the common goal of education pursued by both types of institution might allow for comparisons or generalizations fro
Educational leadership researchers have drawn selectively from the broader perspectives or approach to leadership an
transformational and charismatic leadership. A review of the literature indicates a limited number of papers focusing
transformational and transactional leadership in the context of higher education. In a study of principals of 89 high sc
(1995), found that transformational leadership behaviours hold an additive effect on outcomes such as satisfactio
recent study of 440 university faculty members, Brown and Moshavi (2002) showed that the idealized influence or ch
leadership was significantly predictive of desired organizational outcomes. Using the MLQ, they found that the aggre
transformational leadership is significantly related to the faculty‘s satisfaction, their perceptions of their organization‘
willingness to give extra effort.
Other authors who also believed that leadership is essential in educational institutions include Rowley (1997) argues
exercised in academic institutions, which is academic leadership, is unique to higher education. He indicates that thi
organization into the wider community served by higher education and is central to academic excellence. Such Leade
all levels in higher education and is not only vested in top management.
Ogshabemi (2001) looked at the level of satisfaction that academics derive from the
behaviour of their line managers. Line managers in higher education could be of head of the department, a dean of a f
or the Vice chancellor of the institution. He found that approximately half (52.4%) of university teachers are satisfied
managers while about a third (34.4%) is dissatisfied. Through regression analysis, he found that the age and the lengt
were important in explaining an academic‘s satisfaction or dis-satisfaction with the behaviour of their line managers.
The literature review of leadership in academic institution indicates that leadership is as essential as it is in other orga
influence on employee‘s work attitudes.
2.9 Employee Commitment:
No organizations in today‘s competitive world can perform at peak levels unless each employee is committed to the o
as an effective team member. It is no longer good enough to have employees who come to work faithfully everyday a
Employees now have to think like entrepreneurs while working in teams, and have to prove their worth. However the
successful organisation which provides a good income and the opportunity for development and secured employment
In the past, organizations secured the loyalty of their employees by guaranteeing job security. However many organiz
competitive pressures by downsizing, restructuring and transformation and thus created a less secure organizational c
employees therefore feel that they are victims of broken promises. One of the challenges facing modern organiz
involves maintaining employee commitment in the current business environment.
These organizations can achieve by developing a new ―work contract‖. In today‘s workplace, employees face more
and decreased job security (Bergmann, Lester, De Meuse and Grahn, 2000). With no assurance of continued em
raised their expectations in other areas. For instance, the employees expect employer to demonstrate their commitmen
conditions, access to training and development, provision of a safe working environment and a balance between work
outside the workplace.
Organizations are faced with ever increasing competition and as they prepare for new challenges, one of the key comp
and upgrading the organization‘s ability to use human resources effectively and efficiently. According to Katz (1964)
for organizational effectiveness includes employee‘s (1) entering and remaining with the organisation, (2) carrying ou
(3) engaging in innovative and spontaneous activity that goes beyond role prescriptions. The appointment of good wo
greater significance is the organisation‘s ability to create a committed workforce. Hence the need for managers to und
commitment – what it is how it operates, and most importantly, which behaviours are displayed by employees commi
The importance of employee commitment is quite evident if one considers prior research into the relationship betwee
satisfaction (Bateman and Organ, 1983), trust in and loyalty to the leader (Deluga, 1994) and perception of supervisor
1993). It is an important concept in the management and behavioural sciences. It is concerned with the relationship b
an organization and its employees. The roots of organizational commitment of
employees go back to the human relations movement of the early to mid-20th century. At that time, the concept was re
feelings and behaviours among employees toward the organizations they worked for (Baruch, 1998).
The importance of organizational commitment of employees refers to its presumed relationship with important organi
turnover, absenteeism, and performance (Mowday, Porter, & Steers, 1982). Committed employees are expected to ide
toward their organization; to feel the importance of the agency‘s values, goals, and mission; and also to feel that their
compatible with their personal values and ethics (Romzak, 1990). It has been reported that ―Organizational commitm
managers, because employees with strong commitment tend to be highly productive and loyal, while those with low l
incidence of turnover, absenteeism, stress-related health claims, and other workplace problems‖ (Ward & Davis, 1995
committed employees are thought to act without basing their actions on any calculation of what they have inve
also thought to believe that the values they share with the organization will provide them with a sense of persona
1990).Buchanan (1974a) viewed commitment as ―no less than a precondition for successful social organization‖ (p.
individuals and agencies, employee commitment is believed to be a positive factor (Romzek, 1990).
Many authors associate the development of organisational commitment with variables such as the personal cha
organisational characteristics and work characteristics (Mowday et al.,1979; Nijhof et al., 1992).The influence of pe
organisational commitment has been
extensively studied with the focus on demographic variables such as age, gender,
occupational status, length of service, salary, internal promotion period, marital status, educational level,( Nijhof et al
characteristics that have been studied include leadership and management style and various Demographic details. In
organisational commitment, we need to understand how these various variables fit together and lead to the developme
In the literature, there is no universal definition of organizational commitment of employees. Researchers with differe
defined the concept of employee commitment in various ways. Buchanan (1974b) observed that there is little consen
commitment or its measurement. Morrow (1983) reviewed the literature on commitment that has been written since
1965 and found more than 25 employee commitment concepts and measures. Grouping these concepts and mea
distinct types: commitment to work, the organization, the job, the career, and the union. The present study was concer
organization.
Organizational researchers agree that a consensus has not yet been reached over the definition of organizational com
1981; Benkhoff,
1997a; Mowday 1998; Suliman and Isles, 2000a, 2000b; Zangaro, 2001). Scholl (1981) indicates that the way em
depends on the approach to commitment that one is adhering to. Accordingly employee commitment is defined either
force that binds an employee to an organization. According to Suliman and Isles (2000a), there are currently four mai
conceptualization and exploring organizational commitment. There
is the attitudinal approach, the behavioural approach, the normative approach and the
multi-dimensional approach.
Mowday et al. (1979) pointed out that most researchers‘ defined organizational commitment in terms of either a beha
attitudinal perspective. Alpander (1990) distinguished between the attitudinal and behavioural approaches to commitm
commitment has been viewed differently from the two perspectives. The former, Alpander (1990) argued, views com
the latter views it as ―the state of being bound to the organization by personal investment‖ (p.53). Mowday et al.
relationship exists between the two types in which commitment attitudes lead to committing behaviours which,
attitudes. An important observation is that, throughout the literature, commitment has been viewed as a more active a
organization from both perspectives (Johnston et al., 1990).This study focused on employee commitment as an attitud
The attitudinal approach views commitment largely as an employee attitude or more specifically as a set of behaviour
accepted attitudinal conceptualization of organizational commitment is that by Porter and his colleagues who define
that by Porter and his colleagues who define organizational commitment as the relative strength of an individual‘s i
involvement in a particular organization (Mowday et al.,
1979).They mention three characteristics of employee commitment: (1) a strong belief in and acceptance of the orga
willingness to exert a considerable effort on behalf of the organization and (3) a strong intent or desire to remain wit
approach, the factors associated with commitment include positive work experiences; personal characteristics and job
characteristics while the outcomes include increased performance, reduced
absenteeism and reduced employee turnover.
The second approach refers to organizational commitment of employee‘s behaviour (Suliman and Isles, 2000b; Zanga
according to the behavioural approach is on the overt manifestations of commitment. The Behavioural approach emph
continues his/her employment with an organization because investments such as time spent in the organization,
organization and pension benefits, tie the employee to the organization. Thus an employee become committed to an o
―sunk costs‖ that is too costly to lose. Becker‘s (1960) side bet theory forms the foundation of this approach. Accord
is continued association with an organization that occurs because of an employee‘s decision after evaluating the costs
emphasizes that this commitment only happens once the employee has recognised the cost associated wit
with the organization. In a similar vein, Kanter (1968) defined organizational commitment as ―profit‖ associated wit
―cost‖ associated with leaving. That is, an employee stands to either profit or lose depending on whether he/she choo
organization. Whereas the attitudinal approach uses the concept of commitment to explain performance and members
the concept of ―investments‖ as ―a force that ties employees to organizations‖, to explain organizational commi
1981).
The Normative approach is the third approach, which argues that congruency between employee goals and values and
employee feel obligated to his/her organization (Becker, Randall, & Reigel 1995).From this point of view,
organizational commitment has been defined as ―the totality of internalized normative
pressures to act in a way which meets organizational goals and interests‖ (Weiner,
1982).
The last approach, the multidimensional approach, is relatively new. It assumes that organizational commitment is mo
attachment, perceived costs or moral obligations. This approach suggests that organizational commitment develops be
these three components. Several studies according to Suliman and Isles (2000b) have contributed to this n
organizational commitment. They credit Kelman (1958) as the earliest contributor to the multidimensional approach.
for the multidimensional approach when he linked compliance, identification and internalisation to attitudinal change
Etzioni (1961) who, as cited by Zangaro (2001), describe organizational commitment in terms of three dimensions; m
involvement and alimentative involvement, with each of these dimensions representing an individual‘s response to or
involvement is defined as a positive orientation based on an employee‘s internalisation and identification with organis
involvement is defined as either a negative or a positive orientation of low intensity that develops due to an employee
organization that match his/her contributions. Alienative involvement on the other hand is described as a negative att
this situation, individuals perceive a lack of control or of the ability to change their environment and therefore remain
because they feel they have no other options. Etzioni‘s three dimensions incorporate the attitudinal, behavioural a
organizational commitments of employees.
O‘Reilly and Chatman (1986) also support the notion that organizational commitment
should be seen as the multi-dimensional construct. They developed their multidimensional approach based on the
represents an attitude toward the organization, and the fact that various mechanisms can lead to attitudes developmen
(1958) work as their basis, they argue that commitment could take three distinct forms that they called compliance, id
They believed that compliance would occur when attitudes and corresponding behaviours are adopted in order to gain
would occur when an individual accepts influence to establish or maintain a satisfying relationship. Lastly, internaliza
attitudes and behaviours that one is encouraged to adopt are congruent with one‘s own values.
The most popular multi-dimensional approach to employee commitment is that of Meyer and his colleagues. In 1984,
Becker‘s side-bet theory, introduced the dimension of continuance commitment to the already existing dimension of a
organizational commitment of employees was regarded as a bi-dimensional concept that included an attitudinal
aspect. In 1990 Allen and Meyer added a third component, normative commitment to their two dimensions of organiz
proposed that commitment as a psychological attachment may take the following three forms: the affective, continuan
Meyer and Allen (1984) defined affective commitment as ―an employee‘s emotional attachment to, identification wi
organization‖, continuance commitment as ―commitment based on the costs that employees associate with lea
normative commitment as ―an employee‘s feelings of
obligation to remain with the organization‖. Each of these three dimensions represents
a possible description of an individual‘s attachment to an organization.
Inverson and Buttibeig (1999) examined the multidimensionality of employee commitment. Based on a sample of 505
they found that four dimensions that are affective, normative, low perceived alternatives, and high personal sacrifice,
commitment.
Meyer and Herscovitch (2001) have pointed out that there are differences in the dimensions, forms or components of
described in the different multi-dimensional conceptualizations of organizational commitment. They attribute these d
motives and strategies involved in the development of these multidimensional frameworks. These included attemp
(Angle & Perry 1981), distinguished among earlier one dimensional conceptualizations (Allen and Meyer, 1990; Jaro
1993), ground commitment within an established theoretical context (O‘ Reilly and Chatman, 1986), or some combin
Schoorman 1992). Meyer and Herscovitch (2001) have tabulated these different dimensions for easier comparison as
Table 1. Dimensions of Employee Commitment within Multidimensional Models
1 Angle & Perry(1981) ―Commitment
Value Commitment
Commitment to stay
1 Angle & Perry(1981)
Value Commitment organizations‖.
Commitment to stay ―Commitment
membership‖.
2 O‘Reilly and Chapman ―Instrumental involveme

(1986) rewards‖.
Compliance ―Attachment based on de
Identification organization‖.
Internalization ―Involvement predicted
individual and organization
3 Penley and Gould (1988) ―Acceptance of and
Moral Calculative Alienative organizational goals‖.
―A commitment to an org
the employee‘s receiving i
contributions‖.
―Organizational attachme
employee no longer pe
rewards commensurate w
he/she remains due to envi
4 Meyer and Allen (1991) ―The employee‘s em
Affective Continuance Normative identification with and
organization‖.
―An awareness of the cos

organization‖.
―A feeling of obligation t
5 Mayer and ―A believe in and acce

5
Schoorman(1992) goals and values and
Value considerable effort on beha
Continuance ―The desire to remai
organization‖.
6 Jaros et al.(1993) ―The degree to which an
Affective Continuance Moral sense of being locked in pl
costs of leaving‖.
―The degree to which an

attached to an employing o
internalization of its goals,
Mowday et al. (1979) pointed out that most researchers defined employee
commitment in terms of either a behavioural perspective or an attitudinal perspective. Alpander (1990) distinguished
behavioural approaches to commitment and described how commitment has been viewed differently from the two per
(1990) argued, views commitment as an internal state, but the latter view it as ―the state of being bound to the organ
(p.53). Mowday et al. (1982) proposed that a cyclical relationship exists between the two types in which commit
committing behaviours which, in turn, reinforce commitment attitudes. An important observation is that, throughout
been viewed as a more active and positive attitude toward the organization from both perspectives (Johnston et al., 19
employee commitment as an attitude.
One of the aims of this study is to determine how employee‘s perceptions and expectations of Leadership Styl
influence their commitment, and the meaning of the concept will therefore be explained with reference to Mey
component‘s conceptualisation of organisational commitment. The importance of employee commitment, the factors
should build employee commitment will also be discussed.
Organisational commitment researchers can be divided into two major camps, those who view organizational comm
who view it as behaviour (Meyer & Allen 1991; Jaros et al., 1993). Meyer and Allen (1991) regard attitudinal com
and think about their organisations, while behavioural commitment reflects the way individuals have become locked i
attitudinal approach regards commitment as an employee
attitude that reflects the nature and quality of the linkage between an employee and an
organisation (Meyer and Allen, 1991).
2.10 Conceptualization of Commitment
O‘Reilly and Chatman (1986) developed their multi-dimensional framework on the basis of the assumption that comm
towards the organization. According to these authors, commitment takes on three distinct forms, which they labelled c
internalisation.
Compliance occurs when attitudes and corresponding behaviours were adopted in order to gain specific rewards .Iden
individual accepts influence to establish or maintain a satisfying relationship. Finally internalization occurs when inf
attitudes and behaviours one is being encouraged to adopt are congruent with existing values. Employees thus becom
which they share values. Figure 4 provides a schematic representation of a general model of workplace commitment.
P.T.O
P.T.O
GENERAL MODEL OF WORKPLACE COMMITTMENT.

COMMITMENT
Affective(Desire) - Continuance(cost) -
Bases (identity Bases(Investment ,lack
relevance,shared alternatives)
values,personal
involvment)
EMPLOYEE BEHAVIOUR
Figure 4. Source: Adapted from Meyer & Herscovitch (2001: 320)
In conclusion, employee commitment is defined as an individual‘s identification with and involvement in a particular
a strong belief in and acceptance of the organization‘s goals and values, a willingness to exert considerable effort o
maintain membership of it.
2.11 Dimensions of Employee Commitment
Among the proponents of attitudinal approach, researchers have started to view employee commitment as a multi dim
factors associated with it, outcomes and implications for human resources management (Meyer and Allen, 1997). M
Meyer, 1990; Meyer
and Allen, 1991; Meyer and Allen 1997; Meyer and Herscovitch, 2001) have been at
the forefront of the multi-dimensional approach. Their three component model of organisational commitment incorpo
normative as the three dimensions of organisational commitment.
2.11.1 Affective Commitment
Allen and Meyer (1990) refer to affective commitment as the employee‘s emotional attachment to, identification with
organisation. Affective commitment involves three aspects: (1) the formation of an emotional attachment to an organi
and the desire to maintain organisational membership. Allen and Meyer (1990) argue that an individual will develop e
he/she identifies with the goals of the organisation and is willing to assist the organisation in achieving these g
that identification with an organisation happens when the employees own values are congruent with the organisationa
to internalise the values and goals of the organisation. With this, there is a psychological identification with and a prid
organisation.
Jaros et al. (1993) suggest that affective commitment is the most widely discussed form of psychological attachment t
This could probably be because affective commitment is associated with desirable organisational outcome. Meyer and
affective commitment has been found to correlate with a wide range of outcomes such as turnover, absenteeism, job p
citizenship behaviour.
2.11.2 Continuance Commitment
The next dimension of employee commitment is continuance commitment (Allen and Meyer, 1990) which is based on
The theory speaks of that as an individual remains in the employment of an organisation for longer periods; they accu
becomes costly to lose the longer the individual is attached to the organisation. These investments includes t
specific skills that might not be transferable or greater cost of leaving the organisation that discourage them from seek
work friendships and political deals.
Allen and Meyer (1990) describe continuance commitment as a form of psychological attachment to an employing or
employee‘s perception of the loss he/she would suffer if they were to leave the organisation. They explain that contin
awareness on the employee‘s part of the costs associated with leaving the organisation. This then forms the employee
organisation and his/her decision to remain with the organisation is an effort to retain the benefits accrued.
Romzek (1990) describes this type of attachment as a transactional attachment. He argues that employees calculate th
based on what they have put into the organisation and what they stand to gain if they remain with the organisation. Fo
choose not to change employers because of the time and money tied up in an organisation‘s retirement plan. Such an
stands to lose too much if he/she were to leave the organisation.
In addition to the fear of losing investments, individuals develop continuance
commitment because of a perceived lack of alternatives. Allen and Meyer (1990) and Meyer and Allen (1991) argue t
commitment to the organisation would be based on his/her perceptions of employment options outside the organisatio
starts to believe that his/her skills are not marketable or that he does not have the skill required to complete for the po
employee would feel tied to the organisation. People who work in environments where the skills and training they get
possibly develop such commitment. As a result, the employee feels compelled to commit to the organisation because
psychological and other costs associated with leaving the organisation. Unlike affective commitment which involves
continuance commitment reflects a calculation of the costs of leaving versus the benefits of staying.
2.11.3 Normative Commitment
The third dimension of employee‘s commitment in an organization is normative commitment, which reflects a f
employment. Employees with a high level of Normative Commitment feel they ought to remain with the organisation
Researchers have overlooked this view of employee commitment as relatively few studies explicitly address normativ
(1990) Allen and Meyer (1990) and O‘Reilly, Chatman, Caldwell (1991) are some of the few who have attempted to
commitment from the other commitments of the employee‘s organisational commitment.
(Randall and Cote) regard normative commitment in terms of the moral obligation the
employee develops after the organisation has invested in him/her. They argue that when an employee starts to feel tha
too much time or money developing and training him/her, such an employee might feel an obligation to stay with the
employee whose organisation paid his tuition while he/she is improving qualifications might believe that he or she ca
continuing to work for it. In general normative commitment is most likely when individuals find it difficult to recipro
in them.
2.12 Antecedents of employee commitments
The concept of employee commitment has been conceptualized and measured in different ways by many researchers.
employee commitment have used many different variables as possible antecedents of commitment and have assigned
(Mowday et al., 1982). Steers (1977) proposed a dichotomy that he believed explains antecedents and outcomes of or
argument associated with antecedents was built heavily on previous research. Steer‘s view was that the antecedents o
categories of personal characteristics, role-related characteristics, and work experiences. Mowday et al. (1982), in the
conducted on the topic of organisational commitment, found that most of the studies of this nature were correlation. M
proposed by Steers (1977) and came up with another model. As shown in the given figure 5 below, the new model inc
antecedents of organisational commitment: personal characteristics, role-related characteristics, structural characterist
Personal
characteristics
Outcomes
Desire to remain
Intent to remain
Attendance
Retention
Job effort
Role-related Employee
characteristics
Commitment
Structured
characteristics
Work
experiences
Work
experiences
Figure 5. Hypothesized Antecedents and Outcomes of Employee Commitment
(adapted from Mowday et al. 1982).
2.12.1 Personal Characteristics
Many studies were concerned with the effects of various personal characteristics on employee commitment (Angle Pe
Mowday et al., 1982). The effects of age, educational level, tenure, gender, race, and other personality factors o
commitment of employees were examined in such studies. For example, various researchers have found a positive im
level of commitment. The logic behind this, positive relationship is that when the individual gets older and remains w
individual‘s opportunities for alternative employment tend to decrease, thereby enhancing the employee‘s commitmen
&Allen, 1984; Mowday et al., 1982). In contrast to age and tenure, education has been found to be
inversely related to commitment (Mathieu & Zajac, 1990; Mowday et al., 1982;
Steers, 1977). It can be assumed that employees with higher levels of education may have higher expectations which
organization to meet such expectations and results in less committed employees (Steers,1977). Marital status and gen
organizational commitment of employees. Kawakubo (1987) and Lincoln & Kalleberg (1990) argued that marital stat
factor in employee commitment. According to Kawakubo, it was found that married and separated persons were com
were single persons. The logic behind that could be that married and separated persons have more responsibilities
&Kalleberg,
1990).With respect to gender, Angle and Perry (1981) and Mathieu and Zajac (1990) found that females were more st
organizations than were males.
2.12.2 Role Related Characteristics
Mowday et al. (1982) were concerned with the relationship between job characteristics and commitment:
conflict, and role ambiguity. They indicated that increased job scope would lead to an increase in commitment. Rega
ambiguity, Mowday et al. reported that where there is role ambiguity and role conflict, and role ambiguity. They indic
would lead to an increase in commitment. Regarding role conflict and role ambiguity, Mowday et al. Reported th
ambiguity and role conflict, employee commitment tended to decrease. Austin and Gammon (1983) reviewed the liter
academic administrators and the link to employee commitment. They found that compensation is critical to commitm
administrators feel that they are not
valued for their contributions and are not rewarded to at least some reasonable degree,
their commitment may be threatened‖ (p.61). Occupational status has also been identified as a significant factor in
Wiener and Vardi (1980) found that employees who occupy managerial positions tend to be more committed
who do not occupy managerial positions. They contended that this is due to the difference in prestige and pay among
2.12.3 Structural Characteristics
Within the body of literature on organizational commitment of employees, researchers have investigated the influence
commitment. Stevens et al. (1978) found that organization size, span of control, union, presence, and centralization of
commitment. Later, Morris and Steers (1980) conducted a study to determine what effects of structural characteristics
dependence, supervisory span of control, span of subordination, decentralization, and work group size had on commit
be positively related to employee participation, decentralization, functional dependence, and formalization. When ind
in the organization, their ego involvement is enhanced which eventually leads to increased commitment. Employees w
decentralization, greater dependence on the work of others, and greater formality of written rules and procedures were
to their organizations than employees experiencing these factors to a lesser degree (Mowday et al., 1982).
2.12.4 Work Experiences
Work experience is viewed as a major socializing force and important antecedent of commitment. This category o
employee commitment represents the nature and quality of an employee‘s work experiences that occur during his or
(Steers, 1977). In the literature, several work experiences variables were found to be related to employee commitmen
example, organizational dependability which has been defined as ―the extent to which employees felt the organizatio
after employees‘ interest‖ (p.34) was found to have a significant and positive effect on organizational commitment of
addition, research by Buchanan (1974) found that when employees feel that their co-workers maintain positive attitud
organizational commitment increases.
2.13 Employee Commitment within Academic Institution
Many studies were conducted to determine the organisational commitment of both educators and administrator in aca
them shows organisational commitment. In a survey of general and special academicians, Billingsley and Cross (1992
teacher‘s commitment. Their cross- validated regression results suggested that work-related variables such as leadersh
ambiguity, and stress are the best predictors of commitment of academicians. They concluded that increasing admini
behaviour such as feedback , encouragement , acknowledgement , use of participative decision making and collaborat
important in building a committed and satisfied teaching staff.
(Chiefo,1991;Billingsley & Cross 1992; Richards ,Arkyod ,& O‘Brien,1993; Raju and
Srivastava, 1994; Thornhill et al.,1996; Borchers and Teahen ,2001;Richards,O‘ Brien
& Arkyod, 2000;Wolverton ,Montez,Guillory and Gmelch,2001).Chieffo (1991) found that mid-level administrat
committed to their organizations largely because they are proud of what they are doing and the autonomy of
showed a significant correlation between leadership behaviours (.60 to .70, p < .0001) such as, vision, influence orien
motivational orientation and values orientation, and organizational commitment. She also positively linked factors
decision making meetings and the organizational structure with higher levels of employee commitment.
In a study of the factors related to the employee commitment of college and University auditors, Colbert a
organizational characteristics such as organizational dependability (R2 = 1.75, p< .01), and
instrumental communication (R2 = 2.09, p <. 01) were significantly related to
employee commitment. They also found a significant positive relationship between organizational commitment and o
p< .05), and skill variety (R2 = 1.51, p< .01).
Wolverton et al., (2001) found that organizational commitment of Deans seemed to increase with Age (t=2.46, p < .05
position (t = 3.00, p < .05), and the level of overall job satisfaction (t=2.69, p < .05). They also found that if Deans be
Universities that exhibited high academic quality (t =
2.88, p < .01) and good environment quality (t = 4.19, p < .01) they tended to be more committed to the organization.
deans who were inside
hires also seemed more committed to their Universities than those who were brought
in from outside.
Celep (1992) tried to determine the level of organisational commitment of teachers with regard to the commitment to
work group and to the teaching profession. Teacher‘s commitment to the school was tested with such factors as exerti
school, among others. His results indicated a direct relationship between the teacher‘s organisational commitment and
the school (t=7.13,p<.01 ) and work group (t= 13.25, p <
.05).
The interest in the commitment of educators has extended to the study of organizational commitment of part-time fac
and part time academics at two mid-western universities, Borchers and Teahen (2001) found that the level of organ
vary significantly between faculty members who are part-time on ground, part- time on-line, full-time on – ground an
findings indicate that despite employment status educators are equally committed to their organization.
Thornhill et al. (1996) have showed that communication with employees is significantly related to the organisati
education institutions. They found that communication in terms of information flow down the organisation, informati
leadership or management style were important in the context of Higher Education of the employees, who believ
positive effort to keep staff well informed, 68% indicated that they felt part of the institution, 88% reported that it was
reported that their organisation had a great future.
In a study to explore the ability of extrinsic and intrinsic work related rewards to
predict the employee commitment to health occupations educators, Richards et al., (1993) found that two intrinsic an
rewards significantly predicted organizational commitment. Significance involvement and general working condition
with standardized beta weights of .2411,
.2135, and .1591, respectively. Similar results were found by Richards et al (2002) when they predicted the organizati
education teachers. They found that six of the eight work related rewards entered the stepwise Multiple Regression. T
at the .01 level were supervision (.2188), significance (.2158), involvement (.2137), promotion (.1592), and co-work
From this analysis of studies of organisational commitment within academic institutions, it can be seen that the develo
dependent on several personal and organisational factors such as Leadership, management policies and practices.
The idea that organizational commitment is important for the realization of organizational goals and professional goal
remained un-tapped by researchers. Organizational Commitment research can possibly provide practical results for ac
insights into the commitment profiles of their professional employees. From the employing organization‘s stand poin
factors motivate academic‘s desire to remain with the organization.
2.14 Literature Review on Education Sector with Emphasis over B-Schools.
The present education system in India mainly comprises of primary education, secondary education, senior secondary
Elementary education consists of eight years of education. Each of secondary and senior secondary education c
education. Higher education in India starts after passing the higher secondary education or the 12th standard.
India has a long history of higher education. The early Gurukul system of education flourished in the Vedic and Upni
huge university was set up at Takshashila in the sixth century BC which was situated at the place now called Taxila, i
universities, namely Nalanda and Vikramshila, were established in the fourth and fifth centuries AD, respectively (Do
2006). The modern higher education system was established in the mid-1850s when the first three universities were s
The thrust of development then was mainly on a liberal arts education. The rate of development was slow, as in a peri
universities were established in India. Most of these followed the model of the three original universities at Bo
When India became independent of Britain in 1947, it had 20 universities and 500 colleges located in different parts o
education system is the second largest in the world and is perhaps the most complex in terms of the geographical area
students and teachers, in terms of their linguistic, social, cultural and economic background. The number of state and
(at the end of the Ninth Five Year Plan from 1997-2002), to 206 in March 2005, to 339 during the Tenth Five Year Pl
and in 2007 it reached 378. Thus, between 1950 and2007, universities in the country increased from 20 to 378, c
064 and teachers from 15,000 to 480,000. The number of students enrolled in higher
education too has increased from 100,000 in 1950, to over 11.2 million in
2005(Thorat, 2007). By 2008, India has 413 universities – 251 of which are state universities, 24 central universities,
they do not offer degrees themselves, but are affiliated to larger universities for awarding degrees), five are institution
Legislation and there are 33 institutes of national importance established by Act of Parliament. In addition, there are n
677 colleges including 2,166 that are women-only colleges. At the beginning of the academic year 2007-2008, the tot
the universities and colleges in India was 116.13 lakhs (11.6 million), of which about 40 per cent were women. This h
higher education, as the enrolment ratio has increased from less than 1 per cent in 1950 to about 10 per cent in 2008.
notwithstanding, the gross enrolment ratio (GER) in relative terms compares quite poorly with 60 per cent in the U
cent in several European countries and more than 20 per cent in many developed and developing countries. The Plann
of India) is also targeting a GER from10 per cent in 2006 to 15 per cent by 2015 (Government of India Planning Com
substantial increase in enrolment would require a multi-pronged strategy. In order to ensure that the facilities for high
enough quantity for all who aspire to it, the federal government decided to establish more universities in the Eleventh
Some announcements have already been made in this regard. These include the establishment of 30 new
Indian Institute of Technology and Indian Institute of Management. Besides, capacity increase will also have to be att
increasing the intake capacity of existing colleges and
the universities through an increase in places on existing courses as well as by
introducing new courses. The Government of India has set up the National Knowledge Commission (NKC) to
modernise and expand its educational institutions and make them worthy of world-class status. According to its webs
commission.gov.in/), the NKC is: A high-level advisory body to the Prime Minister of India, with the objective of tra
society. It covers sectors ranging from education to e- governance in the five focus areas of the knowledge paradigm:
Access – easy access to knowledge.
Concepts – all levels and forms of education. Creation – effective creation of knowledge. Applications of knowle
Services like e-governance.
The NKC has suggested the setting up of 1,500 universities by 2015. The Chairman of NKC (Mr Sam Pitroda) has al
Institute of Library and Information Science to boost the research and development of library systems in India.
(http://knowledgecommission.gov.in/downloads/recommendations/Libraries
LetterPM.pdf).
2.14.1 UGC-Infonet Digital Library Consortium: Background:

The UGC-Infonet Digital Library Consortium was initiated in 2004. The UGC funds all state, ―deemed‖ and central
covering engineering, medicine and agriculture which are funded by other agencies. Unlike many other Consortia, m
scholarly journals without paying the subscription from their library budget. The entire subscription cost is paid
publisher by INFLIBNET as agreed in a deal finalised by the National Steering
Committee (NSC). In essence, the funding for this consortium is top-sliced from UGC funds and offers high quality
academic community, comprising faculty, staff, researchers and students. In terms of the number of users, it is the lar
2007, 179 universities, as well as several thousand colleges affiliated to these universities, qualified for gaining acces
universities are currently (mid-2008) members of the consortium. The consortiums a trend-setter in a thought
without any links to the current print holdings by its member universities. There is no formal membership structure of
institutions that come under the purview of the UGC are members of this consortium. Keeping in view the large numb
implement the new system in various phases as described later. The consortium can take credit for investing significa
resources for selection and obtaining the best pricing terms and models from the publishers. Before extending the acc
network connectivity to these institutions in another major project called UGC- Infonet.
The entire programme is carried out with a systematic approach. The universities and resources were classified under
first phase (2004), 50 of the larger universities were given access to scholarly journals from 16 major publishers,
universities were included and subscriptions to more resources were taken out. In the third phase, there are 70 more u
Jagdish Arora, 2008).
2.14.2 Institutional Development:
The quality of education and innovation in the system depends primarily on the institution. (Ishwar Dayal, 2002) The
discussed at three levels:
The University System
The Support Systems at Macro Level (The Academic Content, Faculty Development, The Monitoring System, Suppo
Service) needs to be supported by Government/AICTE/UGC.
Development Approaches at Institutional Level
Institutional development as discussed by Ishwar Dayal rests on two distinct but related areas which are as follows:
• The administrative arrangements and the institutional leadership; and
• The approaches to institutional development.
In his article “Towards an Educated India: Innovations in education”, in the Free Press Journal, Dr. R. Gopal
School pass outs of India employable, the teaching methodologies adapted by the B-School faculties shoul
make them industry – fit. Dr. Gopal stated that, ‗Specific innovations in the areas of teaching pedagogy will b
areas could be conduct of one week 'appreciation' programme at the beginning of the session, involving the st
specific to social needs for instance, anti ragging poster competition, debates, etc, reverse teaching, guest lectur
industrial visits - national and international, use of select films to stimulate the mind for discussions, organisin
blood donation camps, celebrating festivals with members of an old age homes, children's homes etc,
strengthening the hands of mahila groups and self-help groups, etc., Guest
lectures given to students by industry experts could be another way to let them know the ways of corporate wo
senior leaders from industries in the governing council of institution, live-projects in conjunction with industry
raise the educational bar and make the students employable.
2.14.3 Knowledge Management in Higher Education Institutions:
Knowledge management (KM) is an essential consideration in higher educational institutions (HEIs) to ensure that kn
between the people and processes. The practical implications of KM initiatives in HEIs include the enhancement in th
efficiency. A KM system should be integrated into the institution‘s processes and work environment. Significant wor
KM in higher educational system and many new requirements have been proposed by different people in this fiel
Kidwell, et al.(2000, pp. 28-33) discussed why KM is vital to higher education systems and how an institution
to exponential improvements in knowledge sharing – both explicit and tacit and the subsequent surge benefits. The w
various knowledge management applications on educational institution processes such as research, curriculum develo
services, administrative services and strategic planning.
Ranjan and Khalil (2007,pp. 15-25) have argued that in order to build and develop a robust and thriving knowledge e
look beyond technology and develop the overall culture of accessing, collaborating and managing knowledge.
Yeh (2005,pp.35-42) presented the KM multi-modelling framework to propose four
organizational strategies for higher education – culture, leadership, technology and measurement and three academi
institutional and network.
Nagad and Amin (2006, pp.60-65) concluded that effective KM may require significant change in culture and v
and reward systems. In order to apply KM, knowledge and expertise must be readily accessible, understandabl
Sedziuviene, Vveinhardt, J.(2009, pp. 79-90) concluded that to create a KM system in higher educational institutions
valuable knowledge, to create a methodology for receiving, transforming and consolidating knowledge, to activate an
knowledge formation, transmission and evaluation, to perform spread of knowledge among the staff and studen
knowledge monitoring and make decisions accordingly and to generate new knowledge and new technologies for kno
Rowley (2000, pp. 325-333) in the study on KM in higher education said that KM challenges lie in the creation of a k
recognition of knowledge as intellectual capital. Effective KM in higher education requires significant change in
organizational structures and reward systems.
HEIs in India are facing the pressures for enhanced performance for the reasons argued by Ashish and Arun (2006) an
1 Increasing competition among higher educational institutions
2 Growing awareness about alternate opportunities and value for money among the students and parents
3 Accountability to stakeholders and the accreditation and affiliating bodies
4 Increasing industry demands as employers for recruitments of graduates and
Post graduates
5. Industry expectations for industry-institution partnerships.
In view of the pressures from the stakeholders and the present scenario in HEIs it becomes pertinent to look for soluti
on the existing systems. A blend of KM and IT techniques can offer an appropriate tool to meet this challenge (Kuma
Large number of organizations have implemented KM principles and methods in their routine activities for enhanced
inter and intra organizational platforms. However HEIs have not taken much interest in introducing KM approaches e
learning point of view KM by its nature is essential for HEIs (Ranjan and Khalil, 2007). Today HEIs behave like edu
to adjust themselves and develop strategies to respond rapidly to the increasing demands of stakeholders and mark
A KM approach in HEIs is a conscious integration of all human resources and academic and administrative processes
and sharing of institutional knowledge. Emphasis is required on sharing of knowledge at the institutional level and no
Khalil, 2007)
Higher educational institutions create knowledge during their academic and administrative processes. Knowledge is c
different forms and is required at each level in a different form. The processes of teaching, examination, evaluation, a
and placement and research and consultancy result in numerous beneficial experiences and studies which may be
defined as knowledge in the context of higher educational institutions (Ranjan and
Khalil, 2007).
Knowledge Acquisition – It is the mechanism through which knowledge is gathered and stored from the members of
resources (Schwartz, et al.,
2000). According to Tiwana (2000), knowledge acquisition is the development and creation of insights, skills and rela
information technology. Knowledge acquisition consists of codifying explicit knowledge, modulating tacit knowledg
codifying the explicit knowledge and acquiring tacit knowledge in the form of explicit Meta knowledge i.e. knowledg
Meta knowledge about tacit knowledge contains information about ―who knows what‖ and about how to contact the
codification is to make it easy to organize, locate, share, store and use knowledge (Davenport and Prusak, 1998).
Knowledge may be created and acquired, but if not organized and structured, the organization will not be able to take
actualize all of its potential value (O‘Leary, n.d.). This will result into limited use of the institutional knowledge and i
Knowledge has to be structured into a form which can be used directly in the institutional processes and functions to ―
doing things.
Institutions need to put the knowledge into specific forms viz. documents, databases, pictures, graphs, rules, case base
frequently asked questions (FAQs). It includes organizing, indexing and formatting the acquired knowledge (Schwart
leverages it in other ways and makes it broadly available in the institution.
The knowledge is transformed into appropriate form as used and sought for by the
stakeholders and stored in knowledge bases called knowledge repositories. A knowledge repository is a structur
generated in an organization. The value of organizational knowledge increases when it is available in storage reposito
(Jasimuddin, 2005). The knowledge repository ensures the availability of related knowledge quickly and efficiently a
Natali and Falbo (n.d.), the primary requirement of the knowledge repository is to prevent the loss of knowledge and
organizational knowledge in the form of a centralized well structured resource. Knowledge Dissemination – The sto
for further use within the organization, leads to wastage of organizational resources (Jasimuddin,
2005). According to Schwartz, et al. (2000), knowledge dissemination constitutes retrieval of the relevant knowledge
supports the flow of knowledge in the institution. Knowledge dissemination can be pull based or push based as either
required knowledge or the knowledge management system can offer knowledge that seems relevant for the user‘s
Proactive knowledge dissemination becomes particularly important when users are not motivated to look for informat
relevant knowledge exists or are ignorant of the need for information in the first place (Natali and Falbo, n.d.).
The practical implications of IT based KM initiatives in HEIs imply that the framework should be useful to th
namely –
 Enhanced ability to develop strategic plans
 Enhanced quality of programs and processes by identifying and leveraging best
practices
 Enhanced ability to monitor and sustain ongoing change (Petrides, 2004)
 Enhanced faculty development efforts
 Improved teaching learning processes
 Improved effectiveness and efficiency of administrative services
 Improved sharing of internal and external information to minimize redundant
efforts
 Reduced effort and turnaround time for actions
 Reduced operational costs
To gain user acceptance, a knowledge management system must be integrated into the organization‘s process, allowin
knowledge as it is generated in the processes and functions of the organization (Natali and Falbo, n.d.). Consequently
existing work environment (Abecker, et al., 1998).
2.14.4 Data Envelopment Analysis in Higher Education:
Management studies originally established in the USA were adopted in Europe in the1960s. Since then it has gather
numbers of management schools are operating around the globe and they encounter a strong competition for student
the individuals are developed within the area of management. The aim of MBA programme is to prepare their gradu
them to acquire a better understanding of the industrial and business world and enriching them with relevan
their careers. In other words it is generally agreed that management education adds value to a student. However, in m
kinds of values are added has not been resolved in a widely accepted manner.
kinds of values are added has not been resolved in a widely accepted manner.
In his article „ Towards an Educated India: Academia – Industry Partnership”,
(2010) in the Free Press Journal , Dr. R.Gopal expressed that extremely dynamic business world, and the rapi
based services economy have put in an increased demand for professionals to merge the business effectively. T
amongst the various fields of knowledge, the desire for acquiring management qualifications is growing ra
graduates and working executives. It is in this context that the proposal corporate- academic tie up becomes cr
Boyatzis and Renio (1989) indicate some positive attributes gained from MBA studies. Espey and Batchelor (1987) r
from the students carrying out projects and writing reports relating to the needs of the company, thus making the grad
despite all the rhetoric, few signs of substantive change are evident in most of the B-schools. Fiekers et al. (2
benchmark the postgraduate admission process in their paper. Wan Endut et al. (2000) discussed the benchmarkin
institute. Shaw and Green (2002) and Laugharne (2002) discussed the benchmarking process of academic process and
respectively.
Data envelopment analysis employs mathematical programming to obtain ex post facto evaluation of the relative effic
accomplishments, however they may have been planned and evaluated (Banker et al., 1984). The aim of a central uni
way that the overall goals of the organization are satisfied as well as possible, or specifically, the amount of the total o
maximized (Korhonen and Syrjanen, 2004). DEA model is used to evaluate the relative efficiency of a group or units
(DMUs) in their use of multiple inputs to produce multiple outputs where the form of
production is neither known nor specified as in the case of parametric approach
(Shammari and Salimi, 1998). As a consequence, the DEA efficiency score for a specific decision making unit (DMU
standard, but it is defined relative to the other DMUs in the specific data set under consideration. Farrell (1957) is kno
DEA to solve the problem, which requires careful measurement but also has a limitation of combining the measureme
the overall performance. Later on Charnes et al. (1978) generalized Farnell‘s framework and popularised the concept.
(1996) confirmed of DEA application in previous research and other DEA works that contain more than 1,000 DEA c
decades (Sueyoshi, 1999). The two most frequently applied models used in DEA are the CCR model – after Charnes
– after Banker et al. (1984). The basic difference between these two models is the returns to scale (RTS). While the la
of variable returns- to- scale (VRS), the former restricts DMUs to operate with constant returns- to- scale (CRS). Cha
to evaluate the efficiency of public sector non-profit organizations. DEA aims to measure how efficiently a DMU use
generate a set of outputs and DMUs can include manufacturing units, departments of big organizations such as univer
hospitals, power plants, police stations, tax offices, defence bases, a set of firms or even practising individuals like me
In India, the existing monitoring organization All India Council for Technical Education (AICTE) is responsible for e
institutions through the process of accreditation. The evaluation process is based on a set of broad-based criteria and t
principal feature on the
institutional activities and programme effectiveness. Emphasis is given on entry
qualification, intake of the students, duration of the course, structure of the programme, examination rules and
like computer facilities, library, teaching aids, etc. However, these norms and rules do not help to measure the perform
(1994) presented a generic approach to higher education. Primarily, a customer oriented approach where the service t
training and development. Secondly, a staff focus approach which tries to enhance the contribution of all the member
the institute and finally focus on service agreement. This definition reflects the unique characteristic of the educa
involves input, output and several others factors. Education process is a multi dimensional activity and only one indic
few top institutions in India, rest of them can be categorised into private and government owned B-schools. Since in
of high quality and the objective of the management is to make quick money by spending least. Therefore, the focu
becomes a necessary step. A performance measure helps in monitoring strategic achievements and controlling the stra
institutions as it is strongly related to objectives of the institutions. There are very few papers available in the literatur
of the management institutions. Haksever and Muragishi (1998), Dreher et al. (1985), Hamlen and Southwick (1989
of management education.
(Roma Mitra Debnath, 2009) attempts to measure the efficiency of 20 B-Schools quantitatively and rank them. It has
efficiency can be measured by using the inputs and outputs which are intangible in nature. Although
some of the management schools are analysed in the paper, however the paper
focused on the measurement of the value in management education. Many institutes are being able to charge a high fe
programme. However they are not able to maintain their status and rank in the various rankings. The paper tried to an
draws to a clear and specific conclusion that an efficient institute is able to use all its resources in an optimum way to
2.14.5 Financing Higher Education in India:
It is unambiguous that Policy of the Government of India now encourages augmentation of resources for covering a la
education. Recent policy changes in India often favour to divert resources from higher to primary level of education a
from students even in public higher education institutions. Cost recovery measures comprising of increase in fees, stu
by commercial banks and privatisation will exacerbate inequality in the society. Indeed, there seems to be a nexus
scheme and full cost recovery. Increasing reliance on student fees, student loans and privatisation without considering
produce regressive effects in the society. Under the deep waves of globalisation and competition, important econom
funding especially for higher education is neglected. Public support for higher education remains essential to ensure
educational and social missions, apart from surviving in the knowledge-based society. It is essential that funding sour
sharing with students has social and political limits, and excessive commercialization of higher education should be fo
Dunn and Bradstreet one of the leading consulting houses had elicited
Dr.Gopal‟s views on the Indian Education (2011) especially w.r.t B - schools. He expressed that the institutes s
concept of “fix the fees” and the institutes should be allowed / encouraged to charge whatever fees they want. I
would stabilize at its own level of fees – the market will automatically regulate the fees for ever institute.
Knowledge is the driving force in the rapidly changing globalised economy and society. Quantity and quality of hig
determine their competence in the global market. Emergence of knowledge as driving factor results in both challenge
recognised that the growth of the global economy has increased opportunities for those countries with good levels of
1999; Tilak, 2001; Stewart, 1996; Ilon, 1994). Though the higher education system and the pattern of financing highe
across countries in terms of their size and strength and degree of diversification of higher education institutions, yet th
crisis in the public finances available for higher education. With macro economic reforms resulting in severe cuts on t
hand, hand, the government directs the shift of resources from higher to primary accomplishing the long cherished go
education on the other education. It can be noticed from the approach paper to the Tenth Five-year Plan and Tenth pla
budget resources are limited, and such resources as are available, need to be allocated to expanding primary educ
that the universities must make greater efforts to supplement resources from the government‖ (Government of India, 2
In a federal polity like India, education being concurrent subject since 1976, the
commitment of the centre equally at all levels of education is important. In secondary education, centres‘ share of exp
around 5 per cent. However, federal role in elementary education is on the rise since the middle of
1980s.Whereas for the Higher Education As a result of all these efforts and initiatives by the federal government, the
central to states in elementary education have improved since the late 1980s. It is to be realised that while primary edu
nation, higher education determines its economic and technological progress in the globalised era, which are the nece
growth and development respectively. Even for very low enrolment ratios in higher education in India, it is increasing
cannot adequately fund higher education, particularly when sectors of mass education are starved of even bare needs.
education are being diverted to the development of primary education. But it is stressed that while it is mandatory tha
elementary education and total literacy, it cannot at the same time afford to relegate to a neglected position to achieve
education (UGC, 1993). The funds for higher education in India come mainly from three different sources, viz. gover
and other sources of income from philanthropy industry, sale of publications, etc. Higher education has been large
about three- quarters of the total expenditure being borne by government. The relative shares of non-government sou
voluntary contributions have been declining. Only 7 per cent of the population in the age group 17 to 24 attended hi
India, as against 92 per cent of the eligible age-group population attending higher educational institutions in USA, 52
per cent in Japan. Even for these very low enrolment ratios in India, it is being
increasingly realised that public budgets cannot adequately fund higher education, particularly when sectors of mass e
needs. Hence, in the recent decade, the need for experimentation with several alternatives such as student fees, studen
privatization is intensified. In the eighth plan it financially self-supporting higher education has been advocat
―expansion of higher education in an equitable and cost-effective manner, in the process, making the higher educa
supporting‖ (Government of India, 1992). The approach paper to the Ninth Five-year Plan says,
―Emphasis will be placed on consolidation and optimal utilisation of the existing infrastructure through institutional
university system. Grants-in-aid will be linked to performance criteria to improve quality and inject accountability. Fe
cost criteria and paying capacity of the beneficiaries. Additional resources will be generated by involving industry and
contribution from community‖ (Government of India, 1997, pp.82).
Distinct signals from the government towards hike in fees and shift of resources from higher to primary education can
paper to the Tenth Five-year Plan, ―Since budget resources are limited, and such resources as are available, need to b
education, it is important to recognise that the 7 universities must make greater efforts to supplement resources from t
are unrealistically low and in many universities have not been raised in decades. A substantial hike in university fees i
(Government of India, 2001, pp.37). The Tenth Five-year Plan document as well notes that it is important to recognis
make greater efforts to supplement resources apart from the government (Government
of India, 2002-2007, p.17).
Dunn and Bradstreet one of the leading consulting houses had elicited Dr.Gopal‟s views on the Indian
- Schools. He expressed that there are a large number of opportunities for the Indian Business School. The m
large and is growing rapidly perhaps at double digit rate. Consequently one can see a large amount of competi
proliferating at every nook and corner. This will automatically spur the Indian B Schools to innovate – introdu
program, new methods of pedagogy, use of simulation techniques, increase the institute industry interaction, r
key area of success is the need for the Indian B Schools to transform themselves from a mere teaching/ coachin
Business University/Business School. (S.J.Dhopte, 2011)
It should be noted that higher education institutions play an important role in setting the academic standard for primar
are responsible for not only providing the specialised human capital in order to corner the gains from globalisation, bu
development, training inside the country, provide policy advise, etc. It is to be realized that ‗Higher Education is no l
national, social and economic development‘ (UNESCO,
2000).
The adverse impact of economic reforms reflects upon various revenue diversifications measures such as h
programmes operated by commercial banks and privatisation. Various revenue-raising measures take place in the form
A. raising tuition fee as a significant source of revenue for the support of instructional
cost
B. full cost recovery of other fees such as institutionally provided room and board
C. Sale
It needs to be noted that the maximum income that can be raised from fees is on an average around 25 per cent of the
span of ten years. Further, it is important to notice that self-financing courses are short term in nature and heavy relian
repercussions on the equity, balance and quality of education system in the long run. This will also lead to lack of teac
basic disciplines in the near future as it is being experienced in United Kingdom. Increasing reliance on student fees,
without considering the low-income groups may produce regressive effects in the society. Hence, an alternative stude
the weaker sections should be evolved. Such a programme must be flexible enough to suit their requirements, which m
guaranteed loans, subsidised interest rates, liberal terms of repayment, waivers for those students with less future inco
student support system. Effective financial management at institutional level is mandatory. It is essential that funding
cost-sharing with students has social and political limits, and excessive commercialization of higher education should
National Institute of Educational Planning and Administration).
Many research studies show that the benefits of higher education are largely appropriated by the students belonging to
groups, and those who belonged to the forward communities. Thus, the benefits of liberal government grants/subsidi
already rich sections of
society, whereas the tax receipts, particularly from the indirect taxes - the stable tax
resources of state – used to finance higher education expenses mainly fell on the lower income groups. It can be safel
of privileged sections of society is liberally financed out of the revenue extracted from the poor and such a policy is b
educational and income inequalities in the society (Psacharopoulos, 1994; World Bank, 1994; Psacharopoulos, 1997;
1987, 1994; World Bank, 2000).
However, the debate of increasing grants/subsidies on one hand or rightsizing/ no grants/subsidies to higher education
intensified recently (Hinchiffe, 1993).
2.14.6 Cost of Education: Studies Related to India:
The cost of education has attracted researchers‘ attention at the very early stage. These studies deal with the national e
the individual states of the country. Day‘s study (1963) focuses mainly on the costs of education. For this, he prepare
expenditure on education and grouped these into six categories: (i) direct expenditure; (ii) meals and tiffin; (iii) studen
teachers; (v) administration and inspections; and (vi) transport services. During the pilot enquiry on the provision of p
division of the Indian Statistical Institute collected some data on the cost of education for the period 1963 in Madhya
district of
24 Parganas (West Bengal); ten km away from the Calcutta city. The study presented data on the cost of secondary ed
from five schools in the area. It gives the detailed analysis of receipts and payments, income and expenditure, etc. A c
been prepared for estimating the depreciation. The main purpose of the study was to estimate the cost of education of
product. Panchamukhi (1965) measures the public expenditure on education in India.
The study estimated the total cost of education for the period 1950-51 to 1959-60 and concluded that total cost of edu
GNP in 1959-60. The study also calculated the various components of private and institutional costs of education, fo
females, village and town pupil separately. The study estimated that foregone earnings constituted major proportion
The total cost of education was found to stand between5 per cent and 6.5 per cent of national income in 1960-61 and
cost alone. Pandit (1969) measures the unit cost of education and efficiency of educational expenditure. The study div
into three categories such as institutional cost, students‘ cost and opportunity cost. Dutt (1969) tries to measure the re
Haryana on the basis of sampled 28 colleges of which 24 colleges were private and four were government owned. It f
unit cost of education: age of the college; student enrolments; average pay of teacher; and ratio of non-teacher to total
component of unit cost of education, salary emerged as the main component. For measuring of all the four variabl
analysis were carried out. Regression analysis reveals separate results both for the private and all colleges together. In
enrolment and age of the college had a negative impact on unit cost, and average pay of the teacher and ratio of non-t
positive impact. On the other hand, correlation analysis of all colleges suggests that, if other variables remain constan
be significantly correlated with unit cost followed by average pay of teacher. Neither age of the college nor ratio of no
significant impact. One thing which is very much clear in the study
is that the cost of education of state and private women colleges was more than their
income from all sources. However, in other private colleges, their total income from all sources was more than that of
The study by Shah (1969) analyzes the unit cost of higher education. The study has divided the cost of education i
social cost, (b) opportunity cost. Social cost is again divided into student cost and institutional cost. In student cost, h
double counting in fee and scholarship because at one time it is the income of the institution and at the same time it is
Further, he also feels that there is different unit cost of education of hostellers and day-scholars. Institutional cost can
recurring cost and non-recurring cost. In non-recurring cost, the main components of cost are capital (land on re
and in recurring cost they are divisible and non-divisible. He also points out the complications of calculati
administrative organization. The study suggests that the recurring cost and expenditure should be done very carefully
significance of unit costs in the planning process. The study takes into account the nature and different types of u
levels of education with special reference to Indian conditions, the nature of available statistics, their coverage gap
method has been developed to measure the cost per student at different levels. Various suggestions were available fo
methodology for the estimation of costs, etc. Rao (1969) puts the main attention on the analysis of the various concep
particularly the higher education, in the developing countries like India. He discussed the economic aspect of the educ
of education, he adopted several approaches. In one approach, the main component was
the cost borne by the students. In other approach it is divided into three parts: (i)
institutional cost, (ii) student‘s cost and (iii) opportunity cost. Kulkarni‘s study (1969) also estimates the unit cost of e
at current prices. It shows that the change in pupil-teacher ratio affects the unit cost of education. The decline in pupil
load of the teachers during the period which also leads the teachers to leave the profession. Another study by Shah (1
elementary education under two components: tuition and non-tuition expenditure. It was found that Non-tuition expen
compared to the rich students. This paper points out that there are disparities in the educational standard of private an
that this gap can be reduced only either by reducing the burden of tuition cost or improving the quality of teaching. Th
educational expenditure at constant prices increased at a lower rate as compared to current prices.
Pandit (1972), in his study, described the social and private cost of the resources used in the educational process. This
where the capital cost of education has been measured by calculating the stock of physical capital. The study also ana
opportunity cost in the total private cost, and found that the share of direct cost (tuition and non-tuition) in the total pr
share of opportunity (income foregone) cost had risen. It shows that the students‘ contribution is becoming more and
cost of education. As far as institutional cost is concerned, per unit current cost had risen while the capital cost remain
social cost and that of the share of private cost in the social cost indicated the increasing participation of private secto
Kamat (1973) made a detailed study of arts, science, commerce and technical
education. It also compares the unit recurring cost of education at various levels in the University of Poona and found
science education is more than the arts and commerce education. In commerce, arts and science degree courses the un
1500 and Rs. 1800 respectively. The cost of science courses was higher due to the cost of laboratories and equipment
was four or five times more than degree courses. The cost of technical and professional education like the engineering
was four or five times higher than that of the general higher education. Kamat made a very good attempt of comparin
professional education. This is one of the best analyses of the unit recurring cost of higher education. Chalam (1978)
colleges of Andhra University. The study calculated the institutional and private cost in the colleges. And, it was obse
student was almost double in the science faculty as compare to the arts. The comparative study of cost in both facultie
component of costs in science faculty was related with the common services. In arts, however, the teaching cost was t
Similarly, private cost of former is less and social cost is more and private expenditure of the students was mo
economic background of the students. Ramanujan (1979), while making a comparative study of the per student cost in
Kashmir found that more than 80 per cent of the total expenditure of university is consumed by salaries and very less
laboratories.
Prakash (1978) has developed a detailed methodology for the calculation of the unit cost of education. Moreover, he h
models of education with
an application to the Indian data. He has made estimates of cost of higher education in
the country. He has tried to develop the educational deflators by using various inputs and their prices over the time. In
separate educational deflators are available and most of the time the consumer price index or income implicit deflator
determinates of cost of education and developed the cost of education function. Among others, the major determinant
particularly the salary level, structure of providing basic instructions, research guidance and supervision. The availabi
reduction of educational costs by the process of subsidization of institutional cost of service providers. Tilak (1979) o
education in India relating to the year 1975-76, computed the unit cost of education by various components for the dif
India. It is also attempted to formulate a cost function with an objective of explaining differences in unit cost between
The wide differences have been found in unit cost of different type of higher education such as general, professional a
differences are also found in the analysis of component-wise unit cost among different states/union territories as well
education. In the general education, the average salary of the teacher varies between Rs. 19,546 in Lakshadweep and
student-teacher ratio ranges from 61 in U.P. to 6 in Sikkim and Pondicherry. The size of institution varies between 64
Similar picture emerged in the case of professional education. The average salary of the teacher in Chandigarh was m
in Mizoram. The student-teacher ratio varies between 6 in Mizoram and Pondicherry compared to 35 in Meghalaya. T
the lowest figure was 30 in Mizoram with 803 in Chandigarh. Wider inequalities persist
in the case of other education. In West Bengal, average salary of the teacher was Rs.
1990.50 while Rs. 716 in Manipal.
Sharma (1980) in order to assess the cost and efficiency in Indian university system, made a unit cost study of the uni
study also compared per unit cost of general and professional courses for the period 1974-75 to1976-77. The per uni
under the four heads: teaching; student welfare; supporting services; and examination, and the capital cost were cla
buildings; equipments; libraries; and others. The study concluded that operating cost per student in affiliating univers
of residential universities. Subrahmanyam (1982) by studying the expenditure and financing pattern of Andhra Unive
expenditure side, major proportion was consumed by the teaching departments(between 40 per cent and 69 per cent).
differences were found in the non-tuition components of the cost (general administration 20 per cent to 30 per cent, li
cent) rather than in the tuition cost among the students belonging to the different income strata‘s of the society.
The study done by George (1982) measured the private and social costs of higher education in Tamil Nadu for the per
private expenditure on professional education was higher than that of general education. He also points out that the po
than the urban based families who were enjoying the maximum benefits of higher education. Gupta (1982) and Shah
college education and found that among the main components of private cost, fee consisted of a very small proportion
Todaro (1985) discussed the issues of demand for and supply of education and
concluded that private costs of education are inversely related to the demand for education. Private costs are high at lo
the low government subsidies. Nair (1990), in his study, described the various types of costs and their return in the
the case of private cost of education, the study estimated the average per year expenditure on higher education
in Kerala and showed that tuition fees accounted for minor proportion in the postgraduate courses during 1985
Rajkumari (1986) presents the vital points in the theoretical reconstruction of cost and benefit analysis of college educ
main components were student cost, institutional cost and opportunity cost. In the institutional cost (excluding value o
headings were undertaken. They were: (i) maintenance expenditure; (ii) non-recurring expenditure; and (iii) students-
analysis of cost of college education, it was noted that average cost of all the three attributes were different. The beha
the colleges on different attributes was also in different order. Taking all colleges together, the institutional cost
during the study period. The study also shows that among the total cost, opportunity cost has made a big contribution
institutional cost. Ramachandran (1987) attempted to analyze the problems of higher education in India with special r
the period 1952-75. The study revealed huge growth in students‘ enrolment, number of institutions and expenditures d
growth of expenditure was found to be higher as compared to enrolment and institutions. The bulk of public expendit
on development and maintenance of arts and science colleges in Kerala, and the
salary constituted the largest component in the total cost of education. While
analyzing the cost of education, Kiranmayi (1989) studies the role of organizational structure, financial management a
universities. It discussed the pattern of income and expenditure of the universities and suggested that there was an urg
financial management. Ramamurthy (1989), in his study, tried to analyze in the case of Delhi University the impact o
its financial management. For this, the study take into account the financial performance, resource allocation, p
departments and percentage of expenditure of different heads. It indicates the possibility of better cost management in
Sharma (1992) gives the state-wise detailed analysis of recurring and nonrecurring expenditure of the central, deemed
general institutions from the period 1982-85. The study reveals the income pattern, budgeting and accounting of finan
institutions in India. And, he suggested following recommendations: (i) the universities should be given financial auto
departments should be delegated adequate financial powers; and (iii) the universities must prepare an accounts for the
Dutt (1995) analyzed the cost of education of 12 colleges affiliated to the Delhi University for the period 1976-77
educational expenditure as a proportion to income has risen from 1.26 per cent in 1950-51 to 3.30 per cent in 1992-9
declined from 7.8 per cent in the First Five Year Plan (1951-56) to 4.5 per cent during the Sixth Five Year Plan (1980
expenditure on the university education rose from 9 per cent in
the First Five Year Plan to 19 per cent in Sixth Five Year Plan (1980-85). The average cost per student was worked o
(1996) held that the
cost of medical education in a self-financing college, without any government
subsidy, was about Rs.2.25 lakh per annum. Similarly, the average cost of medical education at the Manipal Academy
year 1993-94 to1996-
97, was about Rs. 1.60 lakh per annum for the post-graduate degrees and diplomas. Regarding the public, private and
on per unit basis, Salim‘s study (1997) is of worth quoting. It also enquires about the extent of government subsidizat
students according to their socioeconomic backgrounds with special reference to Kerala. This review revealed very in
cost estimates of higher education courses. The results show that during 1989-90, per student capital cost of engineeri
and-a half times higher than that of the general education. During1976-90, per pupil capital cost had declined margina
education, while it increased in the case of general education, in spite of the steady rise in enrolment of students. Furt
government engineering college was higher than that of the private engineering college whereas that of the governme
in relation to its counterpart in the private sector. Among the various components of the unit capital cost, during
1989-90, the buildings and equipments together constituted almost 75 per cent of the cost of engineering colleges and
colleges. Over the period of fourteen years, per pupil share of equipments and books had increased in the engineering
of buildings and books which rose in the general education colleges. Over this period, salary remained as the major co
recurring cost of education. Almost 66 per cent of the recurring cost of technical education and 61 per cent of general
Regarding the estimation of private cost, according to the socio-economic background
of the students, it was found that total private cost of engineering education was 21
per cent higher than that of general education. Interestingly, out of the total private cost, almost 50 per cent in the tech
in the general education was allocated to incidental items of expenditure. Across the different components of ac
private tuition and books expenditure earmarked for hostel expenses, travel and clothing. Further all students particula
the case of incidental expenses, the largest share was the substantially reduced the costs borne by their households. PG
considerable amount of money by way of subsidies surprisingly, the net private cost of engineering education, whi
benefits, was considerably lower than that of the general education. Finally, a regression analysis of factors influenci
education showed household income as the major determinant. The estimates of social cost revealed that only about o
engineering education was borne by the students, while nearly one- half of the social cost of general education was in
part of the social cost was borne by the government/institution. The contribution of fees in the institutional cost was o
was declining over the time period.
Heggade (1998) studied the resource allocation and pattern of expenditure on education in Karnataka state duri
institutional cost of higher education and studied the management as well organizational problem of higher edu
while estimating recurring cost of education, concludes that teachers cost account more than 90 per cent of recurring c
India. In his study, Kumar (2004) measures the private cost of MBBS course in Kerala in 2000. It showed that
expenditure was Rs. 8,817 per student and the average post-admission annual private
expenditure Rs. 13,703 including the hostel expenses. Further, the study shows that, the share of private cost was just
However, institutional cost shares a whooping proportion of 87.70 per cent. The study also shows that major section o
high income strata. And fees charged from students form only a minor component of private educational expenses of
courses in Kerala. Nearly, 90 per cent of the cost was incurred on non- fee expenses.
Garg (1985) argued that the unit cost is most often expressed in terms of per student enrolled, but these can be expres
as per student graduated. The main classification of educational costs by the incidence of burden was (a) institutional
or recurring or operating costs and (ii) capital costs; (b) household or private costs which include (i) net tuition costs,
received by a student and (ii) non-tuition costs; (c) social costs which is sum of (i) institutional costs (current costs an
(non-tuition costs) and (iii) earning foregone. The major components of recurring costs in the study were: teachers‘ co
consumable material cost, scholarships, and maintenance cost of infrastructure (playgrounds, repair and maint
durables, unspecified items or miscellaneous) and organization of literary activities, recreation and cultu
capital costs were the buildings and other capital installation, equipments apparatus, teaching aids, library books, peri
However, the private costs consisted of the tuition cost, non-tuition cost (it includes: additional cost of living in hoste
and
opportunity cost. This was the first study which calculated per unit cost of higher
education both at the institutional and private levels in Punjab. The main conclusions of study were: (i) unit cost of ed
capital level had shown an upward trend; (ii) science departments had higher unit cost than that of others; (iii salary c
proportion of recurring cost in each department; (iv) subsidization of unit costs from public funds had increased o
economic status of university students was better than that of affiliated colleges; and (vi) demand for higher educ
households belonged to the administrative and professional services. Another significant study produced by Ghu
measures per unit recurring cost of higher education (general and professional) for Punjab. It measures the unit cost, f
and university level higher education. The study shows that there has been a strong growth of private initiative in high
professional higher education. It found that overall per unit recurring cost in the case of general higher education was
2004-05. Per unit recurring cost was higher in the urban areas colleges (Rs. 13,506) compared to the rural areas colleg
ownership-wise, its level was the highest in the aided private colleges (Rs. 14,600), followed by the governme
lowest in the unaided private colleges (Rs.
10,118). Component-wise, teachers‘ cost dominates across the ownership and locational categories. However, adm
second highest component of recurring cost, where it constituted between 18.16 per cent and33.22 per cent of unit re
education, per unit overall recurring cost was Rs. 1, 17,555. Out of this, teachers‘ cost was Rs. 56,967 (48.50 per cent
(51.49 per cent). Thus, like the general education, teachers‘
cost and administrative cost constituted the substantial proportion of recurring cost
across all the trades/courses of professional education in Punjab. The analysis of cost recovery of general and profess
that its level was quite higher in the professional education than that of the general education. The share of total receip
per cent in general education, and 134.27 per cent in professional education. Moreover, fees and funds alone constitut
cost of general education, and 97.34 per cent in professional education.)
2.14.7 International trends and private higher education in India:
Of late, the debate initiated around the neo-liberal themes of privatization, deregulation, denationalization made its in
education with the advent of new political economy based on ―economic politics‖ applied to
―political markets‖.( Asha Gupta)
Higher education is not an exception to these trends worldwide (Gupta, 2007). With the emergence of knowledge bas
economies, we find a surge in the demand for highly skilled and technologically competent workforce. Wo
attend regular higher education institutions and about
66 million adults, including the working adults, attend some form of continuing education and training under Li
Whereas the demand for higher education is constantly rising, likely to be 160 million by 2025, the state support in te
unit, is declining (Glakas, 2003). We find shifts in expenditure from the state to the market and from the mark
cases, household is spending up to 33 per cent on higher education as it is seen as an embodiment of perso
mobility and political and economic power. It has already become a US $3.2 trillion
enterprise in itself. For example (Glakas, 2003):
Worldwide 84 million students attend 20,000 colleges and universities.
A total of 66 million adults and more than 50 per cent of the working people participate in some form of continuing
Higher education constitutes a US$3.2 trillion market.
The entire developing world has only 15 per cent of the share.
The global demand for higher education is likely to reach 160 million by
2025.
India and China will be the two biggest countries seeking higher education. Demand is growing at the rate of 20 p
Higher education is no longer elitist. It has become more accessible now.
There is an increase in the role of household, private and corporate sector in higher education.
We find a surge in online and for-profit private higher education.
In 2000, global IT companies certified 1.6 million students worldwide with
2.4 million certificates in information technology itself.
Higher education is no longer seen as solely state-funded socio-political priority but also as a service and trade in the
labour market and technological innovations. There is a surge in online and for-profit private in the wake of massifica
consumption due to the hyper-mobility in the wake of globalization and need for trained personnel having the ability
cultural, multi-lingual and multi-ethnic settings(Asha Gupta,2008).
In his article „ Towards an Educated India: Academia – Industry Partnership”,
in the Free Press Journal, Dr. R.Gopal expressed that extremely dynamic business world, and the rapid
services economy have put in an increased demand for professionals to merge the business effectively.
why amongst the various fields of knowledge, the desire for acquiring management qualifications is gro
fresh graduates and working executives. It is in this context that the proposal corporate- academic tie up becom
Trends:
Whereas some studies have been carried out on the need for higher education reforms, in general and privatization,
been published on the mushroom growth of private higher education during the last three decades except some stud
Private Higher Education and Development and Private Higher Education: A Global Revolution by P.G. Altbac
Latin America: Private Challenges to Public Domain and the Unanticipated Explosion: Private Higher Education‘s
Levy, Private Higher Education in Malaysia by M.N. Lee, Minban Education in China by F. Yan, Private Higher Edu
Countries: In Search of Legitimacy by S. Slantcheva, Private Sectors in Higher Education by R.L. Geiger, Earnings f
Profit Universities by Breneman, Pusser and Turner, Rethinking Public-Private Mix in Higher Education by Z. Gilani
2.14.8 Private Higher Education in India:
India has a long tradition of private higher education dating back to the Gurukul system 700 to 500 years before Chris
having ―medieval cosmopolitan universities‖, especially at Taxila and Nalanda 2000 years ago and at
Vikramshila during the fourth and fifth centuries (Joshi, 1998), catching the attention
of all those who had keen interest in diverse cultures and ―knowledge for the sake of knowledge‖. During colonial ru
of higher education and values. The first three universities, modelled on the University of London, were set up in 18
Kolkata. The British Parliament was persuaded to authorize an expenditure of£10,000 annually to promote English
science among the inhabitants of the British territories in India as early as 1813 (Mukherjee, 1971, quoted from Chitn
376). Some of the institutions were also set up by foreign missionaries, such as, the St Stephens College in Delhi, Pre
Joseph‘s College in Trichi, St Xavier‘s College in Chennai, etc. The main motive of such missionaries was to promot
on the one hand and prepare Indian nationals for government employment, on the other. The Muslims too started Dar
(Rudolph and Rudolph, 1972, p. 19). The prime objective behind such private initiatives was social transformation an
of independence in 1947, India inherited 20 universities and 496 colleges with 237,546 students (Basu, 2001, p. 171)
households played a substantial role in supporting higher education. During 1950-1951, the share of Indian governm
just 49.4 per cent. It rose to approximately 80 per cent in early 1980s (Tilak, 1999, p. 129). The private sector com
higher education system by the 1980s and up to 75 per cent by 1990s (Patrinos, 2002). A private university could be e
state act by a sponsoring body, such as, a society registered under the Societies Registration Act of 1860, or a public t
25 of
Company‘s Act of 1956. Though there were many private colleges prior to
independence, there was not a single private university per se. Even today only 350 universities have the power to acc
affiliated to them (Agarwal, 2006, p. 4645).
International trends and private higher education in India:
Of late, the debate initiated around the neo-liberal themes of privatization, deregulation, and denationalization made
higher education with the advent of new political economy based on ―economic politics‖ applied to ―political mark
Higher education is not an exception to these trends worldwide (Gupta, 2007). With the emergence of knowledge bas
economies, we find a surge in the demand for highly skilled and technologically competent workforce. Wo
attend regular higher education institutions and about66 million adults, including the working adults, attend some
training under Life Long Learning program. Whereas the demand for higher education is constantly rising, likely to b
support in terms of funding per student as unit, is declining (Glakas, 2003). We find shifts in expenditure from the
the market to the household. In some cases, household is spending up to 33 per cent on higher education as
of personal growth, social and global mobility and political and economic power. It has already become a US $3.2
example (Glakas, 2003):
 Worldwide 84 million students attend 20,000 colleges and universities.
 A total of 66 million adults and more than 50 per cent of the working people participate in some form of continuin
 Higher education constitutes a US$3.2 trillion market.
 The entire developing world has only 15 per cent of the share.
 The global demand for higher education is likely to reach 160 million by 2025.
 India and China will be the two biggest countries seeking higher education.
 Demand is growing at the rate of 20 per cent per annum in India.
 Higher education is no longer elitist. It has become more accessible now.
 There is an increase in the role of household, private and corporate sector in higher education.
 We find a surge in online and for-profit private higher education.
 In 2000, global IT companies certified 1.6 million students worldwide with
2.4 million certificates in information technology itself.
Higher education is no longer seen as solely state-funded socio-political priority but also as a service and trade in the
In his article „Measuring Effectiveness of Management Education in B School – Caring out Niche, creating C
Published in a journal Edutech, Dr. R. Gopal stated, the need to satisfy consumers in any commercial enterpr
today‟s context. One doubts whether there is any need to establish, the importance of creating „Customer Cen
is, Customer‟s satisfaction is true not only for any
is, Customer‟s satisfaction is true not only for any
organization, but also for provider of management education – the Business
School (B-School). International Trends:

Whereas some studies have been carried out on the need for higher education reforms, in general and privatization,
been published on the mushroom growth of private higher education during the last three decades except some stud
Private Higher Education and Development and Private Higher Education: A Global Revolution by P.G. Altbac
Latin America: Private Challenges to Public Domain and the Unanticipated Explosion: Private Higher Education‘s
Levy, Private Higher Education in Malaysia by M.N. Lee, Minban Education in China by F. Yan, Private Higher Edu
Countries: In Search of Legitimacy by S. Slantcheva, Private Sectors in Higher Education by R.L. Geiger, Earnings f
Profit Universities by Breneman, Pusser and Turner, Rethinking Public-Private Mix in Higher Education by Z. Gilani
Private Higher Education in India:
India has a long tradition of private higher education dating back to the Gurukul system 700 to 500 years before Chris
having ―medieval cosmopolitan universities‖, especially at Taxila and Nalanda 2000 years ago and at Vikramshila d
centuries (Joshi, 1998), catching the attention of all those who had keen interest in diverse cultures and ―knowledge
During colonial rule, it imbibed the British system of higher education and values. The first three universities, modell
were set up in 1857 at Mumbai, Chennai and Kolkata. The British Parliament was persuaded to authorize an
annually to promote English
literature, knowledge and science among the inhabitants of the British territories in
India as early as 1813 (Mukherjee, 1971, quoted from Chitnis and Altbach, 1993, p.
376). Some of the institutions were also set up by foreign missionaries, such as, the St Stephens College in Delhi, Pre
Joseph‘s College in Trichi, St Xavier‘s College in Chennai, etc. The main motive of such missionaries was to promot
on the one hand and prepare Indian nationals for government employment, on the other. The Muslims too started Dar
(Rudolph and Rudolph, 1972, p. 19). The prime objective behind such private initiatives was social transformation an
of independence in 1947, India inherited 20 universities and 496 colleges with 237,546 students (Basu, 2001, p. 171)
households played a substantial role in supporting higher education. During 1950-1951, the share of Indian governme
49.4 per cent. It rose to approximately 80 per cent in early 1980s (Tilak, 1999, p. 129). A private university could be e
state act by a sponsoring body, such as, a society registered under the Societies Registration Act of 1860, or a public t
25 of the Company‘s Act of 1956. Though there were many private colleges prior to independence, there was not a si
Even today only 350 universities have the power to accord degrees and the rest are affiliated to them (Agarwal, 2006,
2.14.9 Faculty Retention:
Teacher attrition has been a topic in the Education literature for many years. It has been claimed that teacher attrition
and that between
20% and 50% of beginning teachers decide to leave the profession in the first three to five years (Ewing, 2001; Ewing
usually considered a
vocation, one involving a long term career path. Manuel (2003, p. 142) states that
teaching isn‗t usually a ―drop in, drop out or revolving door type profession. Huberman as early as 1989 esta
profession usually do so in the first five years of entering the profession. For beginning teachers, how they survive the
significant factor in decisions about remaining in or leaving the profession (Lang, 1999). For example, a 2003 Victori
Training Report reported that in the United States, a third of teachers leave the profession within three years and almo
Britain, a 2003 survey by the University of Buckingham found that 30 per cent of British teachers who left teaching t
profession for less than five years (Hogan, 2007). The problem of faculty turnover has afflicted all disciplines, partic
years. The market for Ph.D.s outside academia has grown along with the dispersion of knowledge-based act
(Bowen and Schuster, 1986). Those with advanced degrees have proven their employability in a variety of fields. Con
roughly 25 to 30% less than similarly educated professionals, there is cause to worry that an increasing number of fac
sector (Bell,
2001). The benchmark study of faculty mobility was conducted by Caplow and McGee and published in 1958 as
Thirty years later, Burke replicated their study, producing ‗The New Academic Marketplace‘ in 1988. Burke found th
become radically different over those three decades. Beginning teachers are leaving their jobs at an alarming rate that
urban ones, and student performance (Ingersoll & Smith,
2003; Howard, 2003). Remaining employees are often forced to shoulder increased workloads without a rise in pay. H
demoralizing effect
on those who remain, as well as a negative effect on prospective employees. More
concretely, high turnover is associated with low job satisfaction, poor productivity, and high stress among employees
In his article “Towards an Educated India: Sustainable Strategies for a B-School in India”, in the Free Press J
that faculty is the back bone of any B-School. Faculty shortages are the order of the day inspite of the 6th pay
commitment and loyalty from the faculty towards the student and the organization lacks. Co-creation of the
feedback, treating the faculty as family members by celebrating their Birthdays and picnic etc., could retain th
In the research paper, Does Academic Leaders Influence Staffs‟ Commitment to Service Quality in Malaysia?, R
University of Management and Technology and Rosli Mahmood from University Utara Malaysia― discussed the rela
of transformational and the commitment to service quality among academic staffs in public and private Malaysian Un
excellent service quality performance is one of the key factors in building niche and having competitive edge that sep
nationally and globally. Total useable questionnaires were 387 with a response rate of 36 percent. The result revealed
relationship between transformational leadership style and commitment to service quality among academic staff at the
study implies to the policy makers and academic leaders at the universities that they should focus in developing their
potentials, inspiring them, promoting collaboration, motivating and reinforcing positive attitudes towards commitmen
Nienhuis (1994) describes faculty as mobile, loyal to the discipline rather than the
institution. Considering the indications of an upward swing in both components, it is safe to assume that faculty turno
for many administrators. Faculty who leave voluntarily tend to be characterized by a high achievement orientation
Schuster‗s American Professors: A National Resource Imperilled, combining several studies, reports a 4% annual ra
Their definition of attrition, distinct from turnover, indicates the number of faculty who leave academia each year for
This figure does not include those faculties who departed for other postsecondary institutions; the rate of turnover as d
higher than the 4% attrition rate. Based on their studies, Bowen and Schuster predicted that attrition (not turno
into the late 1990s and might even reach 6% by 2000. They added that if faculty positions become less economically
in private industry, the rate of attrition could rise substantially. Though faculty salaries do lag considerably behind tho
supply of PhDs in most fields has made faculty positions highly prized, thus potentially reducing turnover. Chairp
are aware that they cannot simply throw money at dissatisfied employees. Salary does not always provide adequat
contentment (Nienhuis, 1994). One study found that higher compensation levels increased the retention of assistant an
no effect on retaining full professors (Gill et al., 1992). The same study reported that six of the top seven reasons for d
such as research opportunities. Naturally, faculty compare not only their salaries to those in other professions, but to o
of their institutions. Universities and college
administrators must be keenly aware of the salary and benefits packages offered by
comparable institutions, but they must also watch out for disparities between and especially within their own departm
collegiality problems are posed when salary ranges are wide, and especially if junior faculty is paid higher than senior
27% of universities had used this particular tactic in an effort to recruit rising stars (Gill et al., 1992). In general, some
equity of pay may be a more important determinant of commitment and satisfaction than basic level of pay (Mowday
should watch for this issue of fairness and not the simple economic bottom line. There is also non-salary incentives th
faculty without raising salaries. One is to speed up the tenure clock. The promise of lifetime job security is certainly a
lower pay.
Dunn and Bradstreet one of the leading consulting houses had elicited Dr.Gopal‟s views on the Indian
Schools. He expressed that every faculty should be encouraged to attend Faculty Development Prog
and attend conferences. Faculty should be encouraged to enrol him / her for the PhD program and incentives g
teaching load. Feedback should be taken from the students on a periodically basis and this must be commu
concerned. This helps in improving the quality of teaching. Consultancy and Management Development progr
by the Institute. (S.J.Dhopte, 2011)
In addition to early promotion, institutions can offer more generous research allowances, more frequent leaves of abse
(Bowen & Sosa, 1989). While each of these tactics has economic consequences, a careful
combination of incentives and salary can end up saving money and retaining more
faculties. Also, empirically, programs of communication intervention can improve job satisfaction, which directly sup
communication and job satisfaction. The crux of the teaching profession lies in communication, and communication i
component of teacher job satisfaction (Miller et al., 1988), but one major gap is the paucity of research directly dealin
variables affect teacher job satisfaction. Teacher job satisfaction is often cited and rendered important in both research
retention (Roach, 1991; Voke, 2002; Stockard & Lehman, 2004). First, some researchers and scholars tried to underst
among beginning teachers by investigating the reasons and causes behind both teacher retention and teacher attrition
Ingersoll & Smith,
2003; Howard, 2003; Inman & Marlow, 2004; Heller, 2004; Stockard & Lehman,
2004). Moreover, teacher job satisfaction is frequently associated with burnout, work quality and professionalism. So
exclusively on burnout in the teaching profession (Ebeling, 1983; Starnaman & Miller, 1992; Evan, 1999; Ven Der D
try conducting model tests and examine hypotheses of communication, burnout, organizational stressors and outcome
stressors, workloads, work assessments, and professionalism influence teachers‘ perceptions and attitudes towards the
many other ways institutions can actively seek to retain more faculty members. One is to address quality of life issues
mean providing assistance with housing or sponsoring faculty clubs. Collegiality is an often- overlooked part of the tu
majorities of the faculty who leave voluntarily cite personal factors such as relationships with colleagues as reasons fo
their departure (Johnsrud & Heck, 1994). Other strategies that have met with success
include spousal hire programs, formalized training programs for department chairs, formal mentoring programs for al
explicitly written guidelines for tenure (Harigan, 1999).An oft-missing component of graduate education is pr
of the professor. That is, graduate students learn to be scholars, with little attention given to the other tasks a professo
attention to this matter in graduate training, along with orientation programs for new faculty, should make professors
more realistic, and reduce their interest in changing jobs. High levels of stress characterize the early years of academ
efforts of colleagues and superiors, they can be reduced. Deans, chairs, and senior faculty need to perceive support o
the success of the individual, the department, and the institution (Olsen, 1993).
Recruiting top faculty is a major challenge for both newer schools and established institutions. Even though the dem
has been growing steadily over the last decade, the production of PhD-trained faculty has not risen to satisfy that dem
declining, making it increasingly difficult for business schools to increase their faculty to meet the demand for busine
biggest challenge faced by technical educational institutions in India is the acute shortage of qualified and competen
2006). The genesis of this lies in rapid mushrooming of technical institutions on account of surging demand of
fast growing industrial sector of Indian economy; and abysmally low number of PhDs
/Fellows in technical disciplines from premier institutions opting for the teaching careers on account of possibility of
academic career
options (Rosenfield & Jones, 1988). Further the problem of faculty shortage has been
accentuated due to the entry of foreign universities in the India post to enactment of provisions of GATS Agreement t
April 2005. This has resulted in a scenario where technical institutions in India are competing with each other to attra
available faculty talent. While most higher education institutions, especially professional institutes and colleges are ab
students for success in the working world, experience shows that the management of upcoming technical and manage
just and fair in the treatment of their faculties. (Rachit gupta*; Hemant Chauhan**; Palki setia***, 2011) Teacher job
rendered important in both research on teacher attrition and teacher retention (Roach, 1991; Voke, 2002; Stockard &
required to manage talents and make them feel belonging and valuable towards institution. Lynn (2002) supported the
should provide professional learning and growth opportunities in order to motivate teachers and to enhance their perfo
can strategically manufacture the quality products in this competitive era of today and teacher could excel in their exp
2.15 Research Gap
The study is one of its kinds. The mentioned literature of leadership styles within academic sector and employee com
institutions as well as the thorough literature on the education sector as given in the research study itself is the eviden
the relationship between leadership styles and employee commitment, especially in the academic sector of the Indian
CHAPTER 3
EDUCATION SYSTEM IN INDIA

CHAPTER 3
EDUCATION SYSTEM IN INDIA
3.1 Introduction to the Education System in India:
India is one of the world‘s oldest civilisations, dating back to 2,500 B.C. Aryan tribes from the northwest invaded t
their merger with the earlier Dravidian century and Turkish in the twelfth century were followed by those of Europe
fifteenth century. By the nineteenth century, Great Britain had assumed political control of virtually all Indian lands.
Nehru helped end British colonialism through non-violent resistance. India achieved independence in1947. T
established in 1947 and comprises 32 states and Union Territories, the latter controlled by the central governm
million square kilometres with a population of 1.029 billion and dominates southern Asia. It is slightly larger than
States. India is home to 17% of the world‘s total population, accommodated in an area that is 2.4% of the world‘s t
twelfth largest economy and the third largest in Asia behind Japan and China, with a total GDP of around $570 b
agriculture account for50.7%, 26.6% and 22.7% of GDP respectively. The United States is India‘s largest trading pa
$18.1 billion. There are some 16 official major languages and 844 dialects. Among these languages, English enjoys
important language for national, political, and commercial communication. Hindi is the national language and p
people. The other official languages are Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kanna
Kashmiri, Sindhi, and Sanskrit. Hindustani is a popular variant of Hindi/Urdu spoken
widely throughout northern India but is not an official language. Hinduism (80.5%), Islam (13.4%), Christianity (2.3%
religions in the country. The literacy rate is 52% (of the total population of age 15 or older).
3.2 STRUCTURE OF EDUCATIONAL SYSTEM IN INDIA:

Figure 6. Source: Adapted from Dogra, S. and Gulati, Anjli (2006).
Indian Education System comprises stages called Nursery, Primary, Secondary, and Higher Secondary, Graduation &
go in different stream after Secondary for 3 Years Technical education called Polytechnics.
There are broadly four stages of pre-university school education in India. Names given by the different State Governm
1. Lower Primary (class 1-5)
2. Upper Primary (class 6-8)
3. Secondary (class 9-10), and
4. Higher Secondary (class 11-12).
Lower Primary and Upper Primary together are named ‗Middle School‘; Middle
School and Secondary together are named high school. Overall, schooling lasts 12
years, following the "10+2 pattern". However, there are considerable differences
between the various states in terms of the organizational patters within these first 10 years of schooling. The governm
universal elementary education (primary and upper primary) education for all children aged 6-14 years of age.
Primary school includes children of ages six to eleven, organized into classes one through five. Upper Primary and Se
eleven through fifteen are organized into classes six through ten, and higher secondary school students ages sixteen th
classes eleven through twelve. In some places there is a concept called Middle/ Upper Primary schools for classes bet
classes nine to twelve are classified under high school category. Higher Education in India provides an opportunity to
technical schools (such as the Indian Institutes of Technology), colleges, and universities. In India, the main types of
• The state government boards like SSC, in which the vast majority of Indian School- children are enrolled,
• The Central Board of Secondary Education (CBSE) board,
• The Council for the Indian School Certificate Examinations (CISCE) board,
• National Open School and
• "International schools." These schools mimic the schools in the West in pattern and syllabi and are considerably mo
The exams conducted have the syllabus of anyone of the above-mentioned Councils or Boards. Overall, according to
undertaken by NUEPA (DISE,
2005-6), there are 1,124,033 schools.
3.2.1 Pre-primary Education:
Pre-primary education in India is not a fundamental right, with a very low percentage of children receiving preschool
source of provision is the so called Integrated Child Development Services (or ICDS); however, the preschool com
In the absence of significant government provisions, private sector (reaching to the relatively richer section of society
in these kindergartens are divided into two stages- lower kindergarten (LKG) and upper kindergarten (UKG). Typical
children3 to 4 years of age, and the UKG class would comprise children 4 to 5 years of age. After finishing upper kin
(or, Standard 1) of primary school. Often kindergarten is an integral part of regular schools. Younger children are also
Toddler/Nursery group at the age of 2–2½. It is run as part of the kindergarten. However, crèches and other early care
sections of society are extremely limited in number. There are some organized players with standardized curricul
Preschools which cover a very small share of the population. Overall, the
% enrolment is pre-primary classes to total enrolment (primary) is 11.22 (DISE, 2005-
06).
3.2.2 Elementary Education
During the eighth five-year plan, the target of "universalizing" elementary education was divided into three broad par
Universal Retention and Universal Achievement i.e., making education accessible to children, making sure that they c
achieving goals. As a result of education programs, by the end of 2000, 94% of India's rural population had primary s
had upper primary schools within 3 km. Special efforts were
made to enrol SC/ST and girls. The enrolment in primary and upper-primary schools
has gone up considerably since the first five-year plan. So has the number of primary and upper primary schools. In 1
had enrolled for primary education. In 1997-98, this figure was 39.5 million. The number of primary and upper prima
1950-51. This figure was 0.775 million in 1996-97. In 2002/2003, an estimated 82% of children in the age group of 6
14 were enrolled in school. The Government of India aims to increase this to 100% by the end of the decade. To achie
Sarva Shiksha Abhiyan. The strategies adopted by the Government to check drop-out rate are:
• Creating parental awareness
• Community mobilization
• Economic incentives
• Minimum Levels of Learning (MLL)
• District Primary Education Programme (DPEP)
• National Programme of Nutritional Support to Primary Education (Mid-day
Meals Scheme)
• The 86th Constitutional Amendment Act was passed by the parliament to make
The Right to Elementary Education a fundamental right and a fundamental duty.
• National Elementary Education Mission
• A National Committee of State Education Ministers has been set up with the
Minister of Human Resource Development as the Chairperson of the committee.
• Media publicity and advocacy plans.
• Sarva Shiksha Abhiyan
However, the poor infrastructure of schools has resulted in fairly high dropout rates. Thus, according to the DISE
schools remain single
• A National Committee of State Education Ministers has been set up with the
Minister of Human Resource Development as the Chairperson of the committee.
• Media publicity and advocacy plans.
• Sarva Shiksha Abhiyan
However, the poor infrastructure of schools has resulted in fairly high dropout rates. Thus, according to the DISE
schools remain single
classroom schools and 10.45% schools lack classrooms. The average pupil teacher
ratio for the country is 1:36, with significant variations to the upper end and 8.39% schools are single teacher schools
than 100 children for each teacher; 30.87% schools lack female teachers. Only 10.73% schools have a computer. Wh
undoubtedly undergone significant progress, a lot still needs to be done to enhance the learning of children
families, scheduled and primitive tribes and religious minorities. Girls' enrolment continues to lag behind that of boys
3.2.3 Non-graduation market
While availability of primary and upper primary schools has been to a considerable extent been created, access to hig
areas) remains a major issue in rural areas (especially for girls). Government high schools are usually taught in the reg
(especially urban) schools are English medium. These institutions are heavily subsidised. Study materials (such as tex
stationary) are sometime but not always subsidised. Government schools follow the state curriculum. There are
schools providing secondary education. These schools usually either follow the State or national curriculum. So
international qualifications and offer an alternative international qualification, such as the IB program or A Levels.
Indian Education System comprises stages called Nursery, Primary, Secondary, and Higher Secondary, Graduation &
go in different stream after Secondary for 3 Years Technical education called Polytechnics. Higher Education in Ind
specialize in a field and includes technical schools (such as the Indian Institutes of Technology), colleges, and univ
Chauhan**; Palki Setia***, 2011)
3.2.4 Higher Education
Higher education in India has evolved in distinct and divergent streams with each stream monitored by an apex body,
Ministry of Human Resource Development and funded by the state governments. Most universities are administered b
18 important universities called Central Universities, which are maintained by the Union Government. The increased
gives them an advantage over state competitors. The Indian Institutes of Technology were placed 50th in the world
Engineering (next only to MIT) by Times Higher World University Rankings although they did not appear in th
Academic Ranking of World Universities. The National Law School of India University is highly regarded, with som
Rhodes Scholarships to Oxford University, and the All India Institute of Medical Sciences is consistently rated the top
Indian School of Business, Hyderabad and the Indian Institutes of Management (IIMs) are the top management institu
strong in Indian higher education. This has been partly as a result of the decision by the Government to divert spendin
of elementary education.
3.3 Accreditation
Accreditations for universities in India are required by law unless it was created through an act of Parliament. Withou
notes "these fake institutions have no legal entity to call themselves as University/Vishwvidyalaya and Academic/emp
‗degree‘ which are not treated as valid for The University Grants Commission Act 1956 explains, "the right of confer
exercised only by a University established or incorporated
by or under a Central Act , or a State Act, or an Institution deemed to be University or
an institution specially empowered by an Act of the Parliament to confer or grant degrees. Thus, any institution which
enactment of Parliament or a State Legislature or has not been granted the status of a Deemed to be University is not
Accreditation for higher learning is overseen by autonomous institutions established by the University Grants Commi
• All India Council for Technical Education (AICTE)
• Distance Education Council (DEC)
• Indian Council of Agricultural Research (ICAR)
• Bar Council of India (BCI)
• National Assessment and Accreditation Council (NAAC)
• National Council for Teacher Education (NCTE)
• Rehabilitation Council of India (RCI)
• Medical Council of India (MCI)
• Pharmacy Council of India (PCI)
• Indian Nursing Council (INC)
• Dental Council of India (DCI)
• Central Council of Homeopathy (CCH)
• Central Council of Indian Medicine (CC)
Higher education in India quantitatively ranks third in the world after China and the US. There are around 16,000
universities, 20 central universities and 215 state universities.
• Dental Council of India (DCI)
• Central Council of Homeopathy (CCH)
• Central Council of Indian Medicine (CC)
Higher education in India quantitatively ranks third in the world after China and the US. There are around 16,000
universities, 20 central universities and 215 state universities.
3.4 Administration of Education
The central and the state governments have joint responsibility for education, with freedom for the state governmen
the national framework of education. Educational policy planning is under the overall charge of the central Ministry
Development which includes the Department of Elementary Education and Literacy and the Department of Secondary
Ministry is guided by the Central Advisory Board of Education (CABE) which is the national level advisory body. Th
different states are members of the board. The National Council of Education Research and Training (NCERT
Frame Curriculum for classes I - XII. It also functions as a resource centre in the field of school development and teac
Educational Research and Training (SCERT) are the principal research and development institutions in all the states.
at state level affiliate schools and set examination standards in accordance with the national framework. The Central B
(CBSE) and Council for Indian School Certificate Examinations (CISCE) cover all India besides the National Institut
3.5 Types of Colleges:
Colleges were mainly established by the governments or private trusts or societies. A government college is one direc
government. It functions like any their government department. The expenditure of the college is met directly by the g
appropriations voted by the legislature; all the personnel working in the college, including teachers, are government e
conditions of service are the same as those applicable to the civil service (recruitment, promotion, and retirement an
major
departure from the regular civil servants is that teachers in government colleges have
vacations. A private college is established by a Trust or a Society registered under the relevant laws in the country. Th
the college a legal status. The management of the college then vests in the Trustees, or the governing body of the soci
Memorandum of Association of the society would provide for the composition of the Board of Trustees or the Govern
administering the college and its properties. The promoters (the Trust/Society) make the initial investments (land, bui
generally seek some support from the concerned state government for maintaining the college in later years, as educa
(the notion here is that private initiatives are only to supplement the state efforts). There is a third category of colleg
These are established and maintained by the universities themselves either on their own campuses or elsewhere in the
colleges will have a management scheme decided by the university which appoints a Managing Committee or a Gove
purposes, these colleges are integral parts of the university which provides the funding and controls its work though t
differentiated management structure. These colleges are also known as constituent colleges.
3.5.1 Colleges and the Universities:
Almost one hundred and sixty years ago, the British said that the purpose of establishing universities in India was to e
languages and science by conferring degrees on those who have shown evidence of having pursued a course of study
passed the required examination. It is unfortunate that this notion of passing an examination and securing a degree co
many Indian students who enrol in
colleges. It is this relationship between the university and the college is what is known
as 'affiliation'. Most Indian Universities require the fulfilment of the following conditions for affiliation:
The college should have a legal status (the management should be by a
Government, or a registered Trust or Society).
It should be providing instruction for courses of study prescribed by the
University.
It should have the infrastructure and staff to organise and conduct teaching according to the standards prescribed by
Teachers should have qualifications laid down by the university.
The management should undertake to meet all the expenditure required for the maintenance of the college.
There could be a long list of these conditions going into minute details of several requirements. It is the fulfilment of
the college the status of affiliation. And once affiliated, all that the college has to do is to teach the courses prescribed
to the syllabi set by it. After completing the prescribed period of study, the college can present the students at the
those who qualify will get the degrees. In this scheme, teachers in colleges have not initiative left to them to decide w
situation often leads to lack of enthusiasm in teaching and indifferent teacher-student interaction. These in turn have s
quality of education.
3.5.2 Autonomous colleges:
It was to remedy some of these inadequacies of the affiliating system that a proposal to convert several colleges into a
seriously canvassed in
the National Policy on Education 1986. The substance of this proposal was a
transformation of the existing university - college relationship in which colleges could take up a lot more initiative wh
status. The proposal involved: the university concerned declares selected colleges as autonomous colleges after satisfy
performance, its commitment to quality, teachers' qualifications and attainments, the quality of management and its ca
declaration, the college would be free to prescribe its own courses of study, design the curricula, determine the teachi
own examinations and decide its own evaluation systems; the university concerned will award the degrees. The respo
enthusiastic. Though it was envisaged that about 500 colleges would become autonomous during the period up to 199
marks at the end of 1999. The reasons for this tardy progress are:
college teachers see the proposal as a device to break their collective strength by separating the managements of sev
unified management structure of the affiliating university;
teachers and employees feel that the managements of colleges (government and private) will become arbitrary as the
discipline of the university;
teachers apprehend an increase in their workload with no corresponding benefits;
students fear that their load will also increase as they will have more to learn; Some universities are reluctant to los
institutions from
their hold.
Whatever the reasons, the fact remains that a necessary and innovative reform which
would have brought the college' teachers centre stage in higher education is languishing for want of support fro
designed and developed. Managing higher education institutions in India is just like a junction, how to show the path
country. There are very hue and cry situations/difficulties in present Indian higher education about what to do and wh
sensitive that it creates conflict in inter and intra management of higher education institutions. In recent years the
controversies regarding management of higher education institutions so as to improve their efficiency. And this has a
and researchers in the field of higher education. One cannot use a single parameter to identify the best way of managi
learning effectively and efficiently. However researchers have identified a set of principles for the above mentioned p
word ―organization‖ and ―institution‖ we must however, make distinction between the two. While an organization
coordinated activities and a rational instrument engineered to do a job, an institution is a responsive, adaptive organis
social needs and pressures. An organization is an artificially created system which strives to maximise the attainment
management. The organization, in this sense, continues to be outside the culture of the society in which it functions. A
values‖ and it comes to symbolise the community‘s aspirations. If we look into this definition of an institution the
any institution of higher learning, be it a college or university, has to play a very broad spectrum of societal role. Hen
argument on the managerial components of higher education institutions, we must not forget
these fundamental aspects. (A Report: Management of Higher Education: Institutional
Level)
3.6 Universities: The Organisational Framework:
The birth of the modern university took place in India in 1857. For almost half a century, the main functions that univ
affiliation to colleges, to hold examinations and to award degrees. It was only in 1904 that Indian universities (there w
given the power to establish departments of teaching, appoint teachers and provide for the instruction of students dire
that the number of new colleges seeking affiliation came down; it also paved the way for the establishment of new tea
new universities at Dacca, Aligarh, Banaras, Rangoon, Patna and Nagpur were established as teaching and residentia
followed by similar universities set up by several princely states that comprised British India before independenc
number of institutions, founded primarily to promote a nationalist system of higher education (as against the modern
pattern) also came up in several parts of the country. These institutions functioned outside the formal structure o
the British period, and were co-opted into the formal system after independence.
The constitutional dispensation did not permit the central government to establish universities till it was revised in197
that certain special institutions were required to be set up by the central government, and a chain of new institutions c
Importance' were soon set up. The Indian Institutes of Technology, the All India Institute of Medical Sciences, etc. co
variations in structures.
3.6.1 Structure of universities:
India has central and state universities, unitary, federal and affiliating universities, institutions of national importance,
universities and open universities. The typical pattern, however, is of a state university with major financial support fr
support for its developmental programmes from the central government via the University Grants Commission (UGC
basis, institutions of higher education consist of multi-faculty universities, single faculty universities (e.g. agricultural
universities,) and institutions of national importance like IITs, AIIMs, etc. in addition to institutions deemed to be uni
specialized universities like women's universities, language universities, Ayurveda universities, etc. The inst
existing at present in India fall into the following broad categories: Universities established under Acts of Parliament
generally known as Central Universities and State Universities respectively (there are only 15 Central Universities in
Universities are either affiliating-cum-teaching or only teaching universities. They are also called federal or unitary un
universities which are engaged in teaching and research in all the traditional disciplines, there are universities devoted
disciplines like agriculture, medicine, technology, languages and law. The pattern and structure of governance of mos
the management responsibility vesting with an Executive Council (also known as syndicate or Board of Management
vesting with the Academic Council (also known as Senate or Academic Senate). Following are the different types of
on the basis of their structural patterns.
3.6.1.1. Affiliating universities
The affiliating types of universities have a number of colleges affiliated to a single university after satisfying the cond
universities. The majority of Indian universities are primarily of the affiliating type. In the affiliating system, the univ
courses of study, holds the examinations and awards the degree while all the teaching is done by the colleges. The un
appointment of teachers, and the adrninistration of day-to-day academic functioning of the colleges. All it does is to p
available to them on the basis of which affiliation is renewed; the major preoccupation of the affiliating univ
examinations. The teachers in the affiliated colleges have very little say in the framing of courses for long, such unive
and examining bodies with no teaching and research The University Act of 1904 made provision for teaching in the u
appointment of the teachers by the university. Thus the model of teaching and affiliating universities emerged at
This model accommodated not only the affiliation of colleges but also teaching students in the university departments
Research has also been an important activity of this type of universities. With the multiplication of the number of univ
assign to each of them specific temporal limits so that there are no jurisdictional conflicts in the matter of granting aff
assignment of jurisdiction (normally a group of districts) really meant that colleges located in those areas did not have
to a university. Their affiliation to the university in whose jurisdiction they were located became compulsory. In the c
purely teaching this problem did not arise as their operations did not go beyond
the campuses on which they were functioning. Nevertheless, their legislation still
defined a jurisdiction, corresponding to the campus area, so that the territorial limits within which the universities can
perform their functions are clearly specified.
3.6.1.2 Unitary Universities:
These are of relatively recent origin in India; they are modelled after the European universities or their more contemp
States. They are essentially teaching campuses where post graduate studies and research or sometimes undergraduate
are held. It directly controls all aspects of curriculum transaction, including curriculum planning, teaching and examin
university comprises of several schools or faculties, each of which, in turn comprises several departments. The schoo
loose administrative units. They are more academic than administrative organs.
All the teachers are appointed by the university, and they have greater representation on the university bodies and
shaping the academic decisions of the university. It is much easier in such universities to introduce innovative chang
curricular and examination practices. It must, however be admitted that although these universities have, perhap
the need for attaining excellence, their response to the demand for access for a greater number of students, has not bee
affiliating universities.
3.6.1.3 Federal Universities:
These universities do not affiliate colleges; instead they have constituent colleges, whose academic as well as adminis
responsibility of the university. The university controls the design of courses, selection of teachers, and
supervision of teaching activities and conduct of examination in constituent colleges.
Teachers in the constituent colleges have greater representation on the university bodies in comparison with those
pressure of the number of colleges, this model has over time become ineffective. For example, Delhi University used
university, but now it has a more complicated structure with both constituent as well as affiliated colleges in addition
3.6.2 Universities according to role functions:
The functional types of the universities in India:
3.6.2.1 Agricultural Universities:
‗Soon after independence, Indian policy makers recognised the need for modernisation of the agricultu
meant creating an infrastructure for preparation of trained professionals in the field and for generating new and vita
agriculture through research and development and for making this know how accessible to farmers. Creation of
primarily to institutionalize the response to the demands on Indian higher education. The first agricultural university w
Agriculture and Technology at Pant Nagar, Uttar Pradesh. At present, 27 agricultural Universities provide educatio
postgraduate levels and undertake research in agricultural and veterinary sciences. In fact extension work is increas
legitimate responsibility of the university in India, and credit for this should go mainly to the model set by the
Indian Council of Agricultural Research (ICAR) does most of the funding for these universities. Most agricultural
institutions, though in some cases there is more than one campus. Some of them have
agricultural and veterinary colleges affiliated to them.
3.6.2.2 Technological Universities
These again are universities specialising in a single faculty area of engineering and technology. The genesis of this ca
conversion of established colleges of engineering into autonomous institutions. The first of its kind was established in
Thomson College of Engineering (established in 1857) was raised to the status of a full-fledged university called the U
Pradesh. In more recent times, and especially in the last three decades, some state governments took the initiative in s
affiliated institutions of different universities within their states. They also organised their teaching programmes. The
Tamil Nadu pioneered this movement and several others followed this example. Some of these technological universi
country in teaching and research.
3.6.2.3 Medical Universities
As in the case of technological universities, the establishment of medical universities also followed a similar pattern.
were established primarily to bring together all the medical colleges in a state affiliated to different universities under
were also established first in Tamil Nadu and then in Andhra Pradesh.
3.6.2.4 Deemed Universities
Section 3 of the UGC ACT provides that an institution of higher education other than a university which is doing w
be declared as an institution deemed to be a university. This provision in the UGC Act enabled the
central government to notify, on the recommendations of the UGC, several
institutions which had made significant contributions to Education and research outside the established universi
to be universities, these institutions were required to redesign their academic and executive management structures to
formal universities. Such institutions enjoy the academic status and privileges of the university and are able to
of their specialization. Some of the prestigious institutions like the Indian Institute of Science, Bangalore, the Birla
Science, Pilani, the Tata Institute of Social Sciences, Mumbai, the Gujarat Vidyapeeth, Ahmedabad, and th
Foreign Languages, Hyderabad are institutions deemed to be universities. There were as many as 39 such institutions
3.6.2.5 Open Universities
With the purpose of democratising higher education and making it widely accessible especially to those sections of th
opportunities for higher education due to socio-economic or geo-demographic reasons or who had missed higher educ
early in life, a few open universities have been established since the eighties. Andhra Pradesh Open University was th
established in India. At the national level the Indira Gandhi National Open University (IGNOU) was established in 19
at these universities later in this course.
3.6.2.6 Institutions of National Importance
The primary responsibility for education was that of the states. Only the state could establish universities; the centre d
However, the centre had the explicit responsibility to establish and maintain institutions and facilities
which were of national importance. In pursuance of this power, the central
government established, under Acts of Parliament the five Indian institutes of Technology as centres of excellence in
education. Two similar institutions were set up in medical education, the All India Institute of Medical Sciences in Ne
Institute of Medical Education and Research in Chandigarh. Another major institution in this category is the India
The total number of such institutions in the country is only 12. All these are highly specialised centres with state-of- t
expertise. Most of them are devoted to education and research and admit students on the basis of all India selection. T
their own degrees. Most of them are funded directly by the central government and have a governance structure comp
though their Governing Bodies have a fair proportion of people nominated by the government on them.
3.6.3 Governance of Universities:
The experience of universities in the country varies depending upon the type of the university, the period for which it
whether it has been under the control of the union government or a state government. One thing, however, is common
is, that they have all been established under legislation, central or state, and that they are all intended to function as au
addition to the state- established universities, there is another category, namely, those which are ‗deemed to be unive
of them. They do not belong to a uniform pattern and their governance structure also varies from institution to institut
Briefly stated, autonomy of a university is its freedom to organize and administer its affairs as a corporate body in acc
is established. The
autonomous character of the university is reflected in its internal management, the
freedom with which it can decide its policies and programmes, appoint its personnel, (both teaching and non-teaching
with one another and facilitate their smooth functioning with a view to realizing their objectives. Obviously, a u
students and scholars and, through them and their work, for the society at large. It provides them learning opportuniti
teachers in the classrooms, books in the libraries and laboratories, opportunities of interaction with other students in
in the field or in the tutorials, group projects or in numerous other forums and activities based in hostels, clubs and as
of learning is actual experience of social and environmental realities first hand, investigation of phenomena and situat
activities of a creative and developmental nature.
The university should have facilities, structures, management, and above all, programmes available in sufficient varie
according to his or her inclination, aptitude and need. It is only thus that the student can get the best out of the univers
from its human resource developed through the university system.
The concept of education and hence of educational institutions has undergone a great change in recent years. Educatio
dissemination of knowledge. Education also has social concerns, and must grapple with the problems of contemporar
of concern. Students and institutions have to be involved in study, work and services related to national development
third dimension of education. Research and creative activities of the students and institutions are channelled for tack
of regional and national development. This new concept has great potential for
making education an investment rather than merely a social service. It should be able to attract far more funds for its p
society hands or lay dividends through not only human resources development, but also participation and intervention
economic and cultural development. Through its linkages with research institutions, industry, agriculture, and the gov
in a position to enrich academic programmes and offer a variety of services to the society.
3.6.4 Constitution of Universities:
Since the university is a creation of the legislature and legislation is always the preserve of the government of the day
decide what all should go into the legislation when establishing a university. It is these provisions in the Act that wil
and extent of autonomy that a university will enjoy. It should be emphasised again that autonomy is not a legal or co
Committee on Governance of Universities said in
1971 "an ethical and an academic concept". This concept does not question the sovereignty of the legislature to make
the nature and structure of universities, as well as their right and their obligations.
University autonomy does not suggest that universities are a state within a state, and a law unto themselves. The univ
matter of privilege, but as a condition necessary for it to discharge its duties and obligations. The two conditions on w
predicated are (i) autonomy within the university, and (ii) autonomy in relation to agencies and authorities external to
Much will depend on how the decision-making bodies of the university are constituted and what their compositio
important to remember a major, and perhaps, a unique feature of the functions
associated with the management of universities.
Universities fall into two categories, namely, (i) functions and processes associated with the administration of the inst
functions (which management' and administration of personnel, finance, infrastructure), the second category is all i
management (curriculum design, instructional system, teaching, student assessment). This latter category of func
to conventional styles and methods of management.
These two distinctive types of managerial functions are reflected in the governance structure of universities. Every un
decision-making bodies. The Executive Council (Board of Management or Syndicate) is the principal executive
functions of the first category, and the Academic council (in some cases called the Senate) is the principal academic b
areas falling in the second category. This duality in the decision-making processes is the unique feature of university
It does not follow that the broad areas of concern assigned to these two bodies are mutually exclusive, and that there a
Further, the decision taken by one body may have implications for the other. For instance, if the Academic Council w
new programme, the Executive Council will have to arrange for personnel, finances and infrastructure. On the other h
finds that due to shortage of resources, some of the current programmes require to be reviewed, the Academic Counci
In other words, it is necessary for the health of the university that the two bodies function organically, with mutual res
practice it is not unusual to see conflicts arising between the two. It is inherent in the nature of
functions of the universities that there is always some tension between the academics
and the administrators, sometimes also institutionalised in terms of the conflicts between the Executive and Academic
prescribing the specify the composition and functions of these two bodies, the legislation also takes care to matters on
either body consults the other. However, since execution of any decision requiring funds, people and facilities is in th
Council, this body is perceived to have an edge over the Academic Council in terms of power and authority. With this
complexity in the structure and pattern of governance of universities, we shall now proceed to take a close look at the
functions they perform and the power they exercise.
3.6.4.1 The executive council:
The Executive Council (also called Syndicate or Board of Management) is the authority that takes all executive decisi
administrative and financial powers are exercised by this body. Generally the Executive Council consists of the Vice-
Pro- Vice-Chancellor, two Deans, three or four representatives of teachers, two or three representatives (genera
institutions affiliated to the university, three or four nominees of the government, and two or three members of the Se
There could be minor variations in this broad pattern of composition from university to university. The significant po
members from within the university, and an adequate representation of interests from outside. The internal and extern
the ratio of 3:2 with the total membership ranging between 15 and 20. The important functions of the Executive Coun
ordinances which govern the conduct of all the sub-
systems of the university, control of the finances and properties, management of
personnel (recruitment, promotion, conditions of service, welfare), supervision over the management of institutions/c
redressal of grievances of teachers, staff and students. It should be noted however that the power of legislation (rule-m
can be exercised only after consulting the Academic Council and its views are obtained.
3.6.4.2 The academic council:
The Academic Council is the principal academic authority of the university. All decisions on programmes, courses,
systems, academic standards, creation of new departments, etc fall within the purview of the Academic Council. How
previous section, the scheme of university management envisages a sharing of powers and authority between th
Academic Council, with the former enjoying a slight edge over the latter. The Academic Council is essentially a body
university. It is chaired by the Vice-Chancellor and consists of the Pro-Vice- chancellor(s), all Deans, all Heads of De
Heads of affiliated institutions and colleges, and representatives of all categories of teachers both from the Departmen
and in several cases also of representatives of students. Depending upon the 250 members where the number of teach
provided normally through the method of election, and where the number of teachers is small, a system of nomination
important functions of the Academic Council are: 'laying down the academic policies of the university; supervision of
directions on methods of instruction, evaluation of research and improvements in academic standards; inter-faculty co
programmes, etc.;
recommending statutes/ordinances concerning academic matters like establishment of
departments, laboratories, research centres, committees for admission and examination, qualification of teach
and other qualifications, conduct of examinations, institution of scholarships and fellowships, student fees, etc. Gen
have a set of academic regulations that provide for procedures to be followed in various matters like admission, ex
etc. These regulations are also framed by the Academic Council. To the extent statutes/ordinances/regulations are inte
approval of the Executive Council. As knowledge expands, and the number of disciplines and specialisations within t
difficult for large bodies like the Academic Council to usefully devote attention to all the academic problems of all
decentralisation of the academic decision - making processes, most universities have constituted faculties or schools t
leaving the Academic Council only to exercise a broad supervisory function. The Faculties/Schools generally co
departments and subjects and function with a broad measure of autonomy. Usually, a Faculty/School consists of the d
by the Academic Council and consists of the Dean, all Professors in the Faculty, all Heads of Departments, representa
teachers (Readers and Lectures), representatives of teacher from other faculties, and a small number of external exper
Faculty/School are: coordination of teaching and research in the departments assigned to the faculty; promotion of int
research; prescribing courses of study and their syllabi; appointment of Boards of Studies and Committees for underta
recommending the scheme of examinations and the
methods of assessment of student performance. The Faculties consisting of the
members mentioned above generally function as the Boards of Studies in the concerned disciplines. Wherever new pr
proposed, the recommendations of the Faculty/School go to the Academic Council for approval ratification. In that se
considered as a sub-system of the Academic Council with no independent authority or power of its own.
3.6.4.3 The court (senate):
The structure of governance described above is the pattern that has emerged in the last three decades or so in India. Pr
the country had a Court (for Central Universities) and Senate (for State Universities). This body was the complexity i
authority of a university. It worked in the older days, but with the growing of universities, there has been a review and
composition, functions and powers of this body. Traditionally, the Court Senate consisted of a cross section of the aca
administrations and students) and representatives of different sections of the general community outside the university
representatives of business/industry, the learned professions, former students, and so on). All decisions taken by orga
to ratification by this body. Over a period of time, this practice became difficult to follow as Court's ratification of all
granted. Where the Courts disapproved decisions, friction followed and the smooth functioning of the university beca
significance of such a body, consisting as it does, of a cross section of the larger society and members of the universit
of. After all, a university existed for the society, and the needs, requirements and aspirations of that society should fin
the university. A body like the court (senate) did
precisely that: on the one hand, it reflected the society's expectations through the
member‘s opportunity to the university community to inform the general society about its policies, programmes and p
building bridges, of reviewing programmes and policies on the basis of informed views and making them responsive
vital function for the management of the university.
In recognition of this role, the Court (Senate) in later legislations were designated as a
'deliberative' body reviewing policies and programmes, making suggestions for improvements and development, and
performance of the university on the basis of its annual performance reports. With this major change in its powers and
continues to be a body provided in the Acts of most Universities in the country. Their composition as indicated above
unchanged. With this change in the functions and powers of the Court (Senate), it is no more saddled with the burden
of the university. For that reason, some of the more recent legislations have altogether dispensed with the provision to
universities established under them.
3.6.4.4 Finance committee:
All universities have Finance Committees which prepare the budget, set the ceilings of expenditure and manage the u
investment of funds which are not required for immediate expenditure, considers and recommends purchases of equip
buildings, considers and makes recommendations on the annual accounts, and so on. The Finance Committee of a Un
decision-making body. It can only make recommendations on financial matters to the Executive Council which alone
decisions on them. Some Acts provide that certain matters which involve continuing
financial commitments like creation of new positions and revision of pay scales should not be considered by the E
Finance Committee has considered them in the first place, and made its recommendations. The Finance Committee is
But its most important members are the nominees (mostly officers) of the government which provide the finances. Th
members of the Executive Council and one or two external members on the Finance Committee. In actual practice, ho
funding agencies play a dominant role in the proceedings of the Finance Committee.
3.7 The People Who Manage the Universities:
In the previous sections, we have looked at the corporate structure of the university, and the powers and functions of i
their very nature, these bodies cannot be expected to run the day-to-day affairs of the university and to remain respon
it does. This responsibility vests with the officers of the university. We shall now consider who these people are, how
functions they perform in the management of the university.
3.7.1 The Visitor Chancellor:
We have seen in the previous unit that the state performs a broad supervisory function over the universities it has s
exercise of this supervisory function, an effort is made to distance the political executive from the university manag
by vesting the supervisory function with the Head of State, President of India in the case of Central Universities and G
State Universities. The University legislations make these provisions. The Visitor Chancellor performs the following
appointment of the Visitor Chancellor,
142
nomination of the specified number of members on the Executive Council of
Syndicate,
approval/disapproval of statutes and ordinances or amendments to them, institution of inquiries into mismanageme
adjudication of appeals against the decisions of the university which are perceived to be in violation of the universit
These functions are vested in an authority outside the university to ensure objectivity
and fairness in their performance. Distancing the political executive from the processes associated with the perf
strengthens this view. Nevertheless, to the extent that the Head of State has to perform his or her functions on the adv
Ministers, the distance remains more symbolic than real. At any rate the Visitor Chancellor cannot be conceived as of
sense that they belong to the category of people who manage the universities. Then, who are the real managers? We s
3.7.2 The Chancellor
The Central Universities have a statutory office of Chancellor who is the head of the University. An eminent person i
office by the Visitor on the recommendation of the Executive Council. He presides over the meetings of the court and
university. He is not vested with any other functions or powers. The State Universities do not have a corresponding st
who is the Chancellor, also performs these roles. To that extent, he is deemed to be an officer of the university.
Chancellor's office in State Universities has often caused considerable ambiguity and confusion.
3.7.3 The Vice-Chancellor
The vice-chancellor is the administrative and academic head (Chief Executive Officer) of the university. He/she
administrator. He or she is the keeper of the university's conscience, as mentioned in the University Education Comm
stated by the Kothari Commission (1964-68), he/she should be committed to the universities pursuit of scholarship an
role to play in the successful functioning of the university. The term of appointment of a vice- chancellor is generally
most of the state universities and five years in central universities. In a few states, it is four years. It is seldom that a V
term. The main functions of a vice-chancellor of a university are the following:
The vice-chancellor is ex-officio the Chairman of the Executive Council (Syndicate or Board of Management)
well as the Finance Committee and other statutory bodies like Planning Board and Selection Committees.
As the Chief Executive, he or she is responsible for ensuring that the university functions in accordance with
statutes, ordinances, and regulations.
He she is responsible for ensuring discipline among teachers, staff and students.
In an emergency, he she can exercise any power of any authority and report the matter to the authority concerned fo
He she can delegate his powers to other officers.
The vice-chancellor of Indian universities is appointed by the Visitor/Chancellor from a panel of names recommen
eminent persons specially
constituted for this purpose. These committees normally have three members - two
nominated by the Execution Council, and one by the Visitor Chancellor. The Committee recommends a panel of three
Visitor Chancellor selects one. Generally, the person to be appointed is recommended by the Government to the Visit
3.7.4 The Pro-Vice-Chancellor / Rector
The Pro-Vice-Chancellor/Rector is the second level executive officer in a university, who is appointed by t
recommendations of the vice-chancellor. In most cases he or she is selected from amongst the senior Professo
appointments from outside the university are also possible. He or she exercises the powers and performs the duties th
or delegated by the vice-chancellor. The term of office of the PVC/Rector is generally laid down by the Executive C
and is co-terminus with the term of office of the vice-chancellor. The Rector is expected to share the responsibilities o
assigned to him/her. He/she also officiates for the vice-chancellor when the latter is either away from the headquarter
Hence, the prime function of the Rector is a kind of partnership with the vice-chancellor to ensure the effective functi
3.7.5 The Deans
Dean of Faculty is the Head of the faculty and is responsible to the Vice- Chancellor for the organisation of the teachi
well as maintenance of the standards of teaching, research and extension functions in the faculty. A Dean is normally
Professors in the Departments that comprise
the faculty for a period of 2-3 years through a system of rotation according to
seniority.
3.7.6 The Registrar
The position of Registrar who is the head of the administrative wing of a university is a key position. He leads the uni
custodian of all university records, and represents the university in all its dealings with the outside world. He is ex-off
statutory bodies of the university, issues notices for their meetings, prepares the agenda, and also the minutes of the m
the Registrar enable him/her to occupy a position of pre-eminence in the university management. He is privy to all dis
various bodies, and has easy and quick access to all records which together96 make him /her most knowledgeable per
management is concerned. For that reason, he/she is in a position to render useful advice to the vice-chancellor and m
The Registrar is normally appointed by the Executive Council (Syndicate) on the recommendation of a Selection Com
chancellor. Once appointed, he/she holds office till retirement. However, in recent times, appointment to this office is
of 5 years at a time. Although this method of appointment continues to be in vogue in several universities, the State G
taken over the responsibility for appointment of Registrars. Where, in a state, there are several universities, a sy
from one university to another is also in vogue.
3.7.7 The Finance Officer:
The Finance Officer is the manager of the University's funds and properties. The financial management practices in th
traditionally confined
to judiciously managing the expenditure since the largest single source of income was
95% of the total income. This required proper preparation of the grants given by the government almost 90- budget, s
of expenditure, and ensuring that the expenditure did not exceed the ceilings. The pre-occupation of university Finan
accounting and monitoring the observance of procedures than mobilising resources and managing the finances. Since
functionary in university management, and was responsible mainly for managing government funds, an officer from t
appointed on deputation to this position by the universities. In recent times, some state governments have taken it upo
finance officer who then was not an employee of the university. Though this practice amounted to the university's los
Finance Officer, given the dependence on the state for funds, it had to go by the wishes of the government. (Annual R
Resource Development, 2006-2007).
3.8 Conclusion:
There is no clear consensus on the overarching purpose of higher education with it being a ―contested issue because
(Watty, 2006: 26). Kapur and Crowley (2008: 87) point out: ―Indeed, what is striking about higher education is the w
frameworks on even the most fundamental questions: what is the purpose of higher education? To train people for a l
that is in turn trainable by employers? To create a middle class? Is the goal of higher education to provide a ladder for
elites? To influence and mould the minds of young people‖? The answer, ―all of the above‖, merely shifts the analyti
principles of higher education in the United States (US) were related to ―public benefits and civic
virtues, in addition to the economic gains achievable by individual students‖. The
founders of Yale University in the early eighteenth century saw their task as preparing youth for public employment i
Thomas Jefferson in establishing the University of Virginia saw his task as training America‘s aristocracy for nationa
Hartely and Rosovsky, 2007). Research undertaken by UNESCO poses the question: ―Is the role of universities limi
have a role in shaping and modelling behaviour to shape particular student attitudes?‖ (Burnett, 2007: 288) Heuser (20
believes that whilst there will be variation between different higher education institutes, all of them should place a pri
―professional and attitudinal values‖ of students whilst they are pursuing higher education. Barnett (2009a and 2009
dominant and marginal perceptions of higher education. The dominant perceptions are those that are systems-based w
on the provision of skilled people for the labour market; whilst marginal perceptions look at the internal purpose of th
the development of individual students‘ attitude, values and behaviour.
CHAPTER-4
AN OVERVIEW OF THE PRIVATE UN-AIDED B- SCHOOLS OF M

CHAPTER-4
AN OVERVIEW OF THE PRIVATE UN-AIDED B-SCHOOLS OF MAHAR
4.1 Introduction to Business Management Education:
Indian business management educational landscape as well as the global has become increasingly turbulent. Competi
more b-schools are joining the market. Changing management education landscape, nationally and globally, has enc
market culture among business schools. B-schools are now in a position where they have to compete for scarce
survive in this competitive environment, institutions must have an advantage. This means that a business managem
target market with more value than its competitors.
In a churning global marketplace, understanding the fundamental connections between business, the environ
essential. The roles and responsibilities of business as a global force are becoming more urgent and complex, and
responsibility and sustainability are gaining recognition as essential elements in business management. Increasing
require new approaches. Companies need integrative management tools that help embed environmental, social, and i
help embed environmental, social, and governance concerns into their strategic thinking and daily operations. They
and integrate these issues into the core of businesses, engage in dialogue with stakeholders, and report their conduct.
leaders who can not only
advance organizational goals and fulfil legal and fiduciary obligations to shareholders,
but who are also prepared to deal with the broader impact and potential of business as a positive global force in societ
change in the conduct of corporations toward societal responsibility and sustainability must involve the institution
drivers of business behaviour, especially academia. Academic institutions help shape the attitudes and behaviour of
business education, research, management development programs, training, and other pervasive, but less tangible, act
advocacy of new values and ideas. Through these means, academic institutions have the potential to generate a wave
helping to ensure a world where both enterprises and societies can flourish. The Management programmes help aspiri
decision makers in their fields through up gradation of knowledge and managerial skills. The programme broadens th
students so that they can become catalysts for change. It develops conceptual, interpersonal and management awarene
structures and strategies. It also improves managerial effectiveness and prepares managers for more senior position
candidates to resolve conflicting business issues, asked to take management decisions and see the business effects of
Candidates learn to win and in seeking to win they imbibe new forms of competitive behaviour that are ideal for toda
conditions. The competition urges students to learn willingly and enhance the pace of learning. The excitement of ma
downwards ensures that the learning elements are retained with candidates longer. Management education is specifica
business decision- making skills of managers. Conflicting situations induce the students to take
decisions under predetermined criteria. These situations closely resemble business
events and are indistinguishable from real life events. For the candidates, the objective of learning is to understand co
solve problems. They learn to take operative and strategic decisions. Competition enhances their abilities not merely t
leader, for their organisations. A major learning gain is that they learn to cooperate with each other and work in teams
use of simulation demonstrates the complexity of business in terms of the dynamic interactions between function
pedagogy of Management education provides an opportunity to test understanding and organise knowledge in a comp
Globalization, students of Management will have to develop skills of quick learning and equally quick decision makin
exposed to business without physical boundaries of the nations.
4.2 Present Situation of Business Management Education in Maharashtra
Today managers are in great demand in every sector of economy. Maharashtra needs a huge reservoir each year of pe
and for management and demands is to last for coming years. But it is matter of concern whether the demand is for w
management education, quality has become a necessity. To make Maharashtra an intellectual capital of the world, we
environment, which can encourage superior quality management education colleges and effort should be made to brea
education.
P.T.O
4.3 Growth and Meaning of Un-Aided Private B-Schools of Maharashtra:
Universities
Higher education in India has evolved in distinct and divergent streams with each stream monitored by an apex body,
Ministry of Human Resource Development and funded by the state governments. In India, most universities and near
public. There are some private undergraduate colleges (mostly engineering schools) and the majority of these are affil
others private colleges are partially-aided by the state and central governments.
Table: 2 Bifurcations of Universities in India
TYPES OF INSTITUTIONS
NUMBER
State Universities
State Private Universities
Central Universities
Deemed Universities
Institutions of National Importance
(Under Acts of Parliament)
Institutions establishes under State

legislations
Total
Other Colleges
SOURCE: MHRD Annual Report, 2009-10
As of March 2009, there are 504 higher education institutions and 25,951 other
colleges in India. Most of these educational institutions need recognition by a competent body / regulatory authority t
Government of India, State Governments or by Societies. The universities of India can be classified in various catego
State Universities, Deemed Universities, Private Universities, Agricultural universities, National Institutes of Importa
of which 243 institutions are State Universities; 53 institutions are State Private Universities; 40 Central Universities;
Under Acts of Parliament 33 are Institutions of National Importance while 5 institutions are established under State le
Governments establish and plan for the colleges and universities in the states and the Central Government does it for
essential that there is adequate cooperation between the State Governments and the Central Government in the field o
Advisory Board of Education (CABE) has therefore been constituted to assist in the functioning of the two Governme
maintained. (Dhopte, 2011)
Regulatory System
The University Grants Commission of India (UGC) is a body of the central government that provides support to th
universities and colleges with funds. The University Grants Commission of India provides recognition to the universi
The All India Council for Technical Education (AICTE) is a body that is involved in the systematic planning and
technical education
system in the country. Presently there are a total of 1,346 engineering colleges all over
India, which have been approved by the All India Council of Technical Education.
Other Statutory Authorities like BCI, MCI, DGCA, ICAR, VCI etc. are catering specific specialized areas. These
standards, conduct inspections and control curriculums.
The Director General of Employment and Training (DGET) under Ministry of labour & employment is granting a
NCVT is granting affiliation to trades/units of ITIs/ITCs.
At present, educational institutions in India can be set up only by trusts, societies or companies. Under Section 25
the government is planning to permit corporate houses to set up higher educational institutions — like multi-discipli
by floating a separate not-for-profit entity. A not-for-profit entity is one that does not distribute its surplus funds to ow
reinvests these in the institute. Many private universities in India have been set up under Section 25 of the Companies
universities are not covered by the Act. Section 25 of the Act, on the other hand, comes under the Central Board of D
control of the Centre and not the state over the manner in which the institutions are run and financed.
The private sector is strong in Indian higher education. This has been partly as a result of the decision by the Govern
goal of universalisation of elementary education. State universities and colleges are funded by the respective states. T
of funding. Self-financed or private universities are not common in India although many colleges are financed by
non-governmental sources. Only universities established or incorporated by or under a
Central Act, Provincial Act or State Act, an institution deemed to be a University under Section 3 of the University G
institution specially empowered by an Act of Parliament have the right to confer degrees in India.
A business school is normally a university-level institution that teaches topics such as accounting, finance, marketing
strategic planning, quantitative methods, etc. These include schools of "business", "business administration", and "ma
students aware of application software such as ERP, POS, Simulation, SCM & logistics. In addition to this they must
running of an enterprise. A business School is an entity by itself and cannot be run as a department of a technical scho
have a branding and that can come from the quality of teaching and their richness. The alumni bring prestige to the sc
quality of teaching staff and education provided in the school.
The education sector has changed a lot and as such numerous b-schools have come up in the recent times. In respect o
various kinds like government, self-financing, aided and unaided B-Schools. It is with the advent of globalization th
have now dominated the education sector.
“Un-aided Management Institute‖ means an institute which is run by a private management without the support of
Central Government.
The growth of industries in the Country, just after independence, also demanded the need for qualified professional
Business Management,
Architecture, Hotel Management, Pharmacy etc. Although the diverse elements of
Management such as Commerce, Economics, Finance, Psychology and Industrial Sociology were being taught fo
Management Education in a formal way was felt in India only in the fifties. The Government of India decided in
1954 to set up a Board of Management Studies under AICTE to formulate standards and promote Management Educa
in Management Education include: setting up of the Administrative Staff College of India at Hyderabad in the
Council and Indian Institution of
Management in the early sixties. Architecture was covered under the Architects‟ Act,
1972‖. Subsequently, for better coordination of the Professional Courses, Architecture
Education was also placed under the purview of AICTE.
Table No. 3. Shows Number of Private Un-Aided B-Schools of Maharashtra as per Directorate of Technical Ed
with the total number of private un-aided B-schools in the regions of the research study.
Category Maharashtra MUMBAI PUNE
Number of 375 75 173

Private Un-
Aided B-
Schools
Source: Director of Technical Education, Maharashtra State, Mumbai (2010-
2011)
4.4. Norms & Requirements in Private un-aided B-Schools of Maharashtra as laid down by All India Institute
All India Council for Technical Education (AICTE) was set-up in November 1945 as a national level Apex Advisory
facilities on technical education and to promote development in the country in a coordinated and integrated manner. A
stipulated in, the National Policy of Education
(1986), AICTE be vested with statutory authority for planning, formulation and
maintenance of norms and standards, quality assurance through accreditation, funding in priority areas, monitoring an
of certification and awards and ensuring coordinated and integrated development and management of technical educa
The purview of AICTE (the Council) covers programmes of technical education including training and research in E
Architecture, Town Planning, Management, Pharmacy, Applied Arts and Crafts, Hotel Management and Catering Tec
4.4.1. Approved Nomenclature of Post Graduate (PG) in Management Courses The list (Refer: Annexure II) cov
the current academic year. If any Institution / University wish to propose any new course, prior concurrence, b
be necessary. For such concurrence, Technical Institution, with due endorsement by the Registrar of affiliating Unive
syllabus content and its nomenclature to the Council. Provided that if any Institution wishes to propose any new Cour
may be, by the Council for the same shall be necessary.
For such concurrence, Registrar of such affiliating University / board or Technical Institute, with due endorsement by
University / Board shall submit detailed syllabus content and its nomenclature to the Council.
The Technical Institutions shall follow Norms for Intake & Number of Courses / Divisions in the Technical Institutio
Program, Diploma Programs, Post Diploma Programs and Post Graduate Diploma Programs level as given below in T
Table4 (i) gives the intake in the B-Schools of Maharashtra
Intake per Maximum number of PG
Division allowed in the New Tech

working)
Division/s
Management 60 2
4.4.2 Admission Procedure of Private Un-Aided B-Schools of Maharashtra
Admission to first year of two year full time post graduate degree courses in Management namely Master
(MBA)/Master of Management Studies (MMS)/ Post Graduate Diploma Course in Business Management
Diploma Course in Management (PGDM). The institutes which qualify for the admission process as per these rules a
• Approved by All India Council for Technical Education (AICTE), New Delhi.
• Recognised by the Government of Maharashtra.
• Affiliated to any one of the ten Non Agricultural/Non Technological Universities in
Maharashtra state.
Following are the types of Institutes in the Maharashtra state covered by these rules;
a) All Government Management Institutes
b) All University Departments of Management
c) All University Managed Management Institutes
d) All Unaided Management Institutes and/or its Association who have given consent to participate in the CAP round
Government.
The admission to the courses MBA/MMS is centralized and is covered under
Centralized Admission Process (CAP) carried out by the Competent Authority of the State of Maharashtra. Admissio
Competent Authority of the State of Maharashtra, the same centralized admission process as that of MBA/MMS cour
4.4.2.1 Seats available for Admission through CAP
Table No. 4(ii) shows the seats available for allotment under CAP for un-aided private B-Schools in Maharash
Sr.No Types of the Institute
1 Un-Aided /Stand alone Non-Minority Institute
2 Un-aided/Stand alone Minority Institute

*―Sanctioned intake‖ means the number of seats sanctioned for admission to first year
of the course as per the State Government resolution with reference to the AICTE‘s
approval.
Types of Seats under CAP:
There are two types of Seats under CAP a) Maharashtra Seats and b) All India Seats. Here we will be discussing only
Maharashtra Seats: These seats are further divided as follows,

1. Home University (HU) seats: Certain percentage of seats of every institute is
reserved for Home University i.e. for the University under the jurisdiction of which that institute is located. Home Un
allotment through CAP only for the Maharashtra candidates having their Home University status as of that University
2. Other than Home University (OHU) Seats: Certain percentage of seats of every Institute is reserved for Other U
other than the University under the jurisdiction of which that institute is located. Such seats are called as OHU seats. O
available for allotment through CAP only for the Maharashtra candidates belonging to Universities in Maharashtra St
under the jurisdiction of which that institute is located. Candidates can opt for the seat of any other University (exclud
under this provision of OHU seats.
Statutory reservations for candidates belonging to backward class categories as per the relevant rules and resolution
Maharashtra will be applicable for admissions against the Maharashtra seats available only to the candidates of back
to Maharashtra State. In Unaided Minority Institutes, there is no reservation for backward class category candidates; h
class candidates can be implemented under CAP provided that the management of the institute gives the written conse
4.4.2.2 Eligibility Criteria:
Basic Qualification: In order to secure admission to first year of two-year full time MBA/MMS/PGDBM/PGDM cou
the following eligibility criteria:
Passed with minimum of 50% marks in aggregate* ( 45% in case of candidates of
backward class categories belonging to Maharashtra State only) in any Full Time Bachelor‘s degree of minimum thre
recognised by the Association of Indian Universities
OR
Appeared** for the final year examination of any Full Time Bachelor‘s degree of minimum three years duration in a
Association of Indian Universities. Such candidates can be considered for provisional admission subject to passing
of 50% marks in aggregate* (45% in case of candidates of backward class categories belonging to Maharashtra State
Eligibility Criteria for admission to Maharashtra State candidates
1. Candidate should be an Indian National and should possess basic qualification.
2. Scored 30 or more marks in the MAH-MBA/MMS-CET 2010 and appeared for the GD & PI conducted by the Com
Maharashtra State for the academic year 2010-11.
4.4.2.3 Assignment of merit number: Merit Number:
Maharashtra State Seats: Each Maharashtra State candidate who has secured 30 marks or more in the MAH-MB
appeared for the GD & PI will be assigned a State level Merit Number, a Home University area Merit numbe
applicable) etc.
4.4.2.4 Age limit:
There is no age limit for admission to first year of two year post graduate course in
Management viz. MBA / MMS / PGDBM / PGDM.

4.4.3 Norms for Land requirement and Building Space for B-Schools of
Maharashtra (ANNXURE-II)
4.4.5 Norms for Faculty Requirements in B-Schools of Maharashtra:
Availability of Principal/Director/Dean and faculty with respect to the qualification, experience and eligibility norms
Table 5(i) gives the Norms for Cadre Ratio (PG) in B-Schools of Maharashtra
Faculty : Principal Professor

Student /
Professor
ratio Director
MBA/PGDM 1:15 1 S -1
15xR
A. S= Sum of number of students at all years, *R= (1+2), #R =(1+2+6)

4.4.6 Other essential and desired facilities in B-Schools of Maharashtra:
Table 5(ii) gives the essential and desirable Facilities in B-Schools of
Maharashtra
1 Language Laboratory:
The Language Laboratory is used for language
tutorials. These are attended by students who
voluntarily opt for Remedial English classes.
Lessons and exercises are recorded on a weekly
basis so that the students are exposed to a
variety of listening and speaking drills. This
especially benefits students who are deficient in
English and also aims at confidence-building
for interviews and competitive examinations.
The Language Laboratory sessions also include
word games, quizzes, extemporary speaking,

debates, skits etc. These sessions are
complemented by online learning sessions
which take place in the Multipurpose Computer
Lab. This Lab shall have 25 Computers For
every 1000 students.
2 Potable Water supply and outlets for drinking
water at strategic locations
3 Electric Supply
4 Backup Electric Supply
5 Sewage Disposal
6 Telephone and FAX
7 Vehicle Parking
8 Institution web site
9 Barrier Free Built Environment for disabled
and elderly persons including availability of
specially designed toilets for ladies and gents
separately. Barrier Free Built Environment for
disabled and elderly persons by CPWD,
Ministry of Urban Affairs & Employment,

India.
10 Safety provisions including fire and other
calamities
11 General Insurance provided for assets against
fire, burglary and other calamities
12 All weather approach road
13 General Notice Board and Departmental Notice
Boards
14 Hostels, Playground, Gymnasium
15 First aid, Medical and Counselling Facilities
16 Public announcement system at strategic
locations for general announcements/paging
and announcements in emergency.
17 Enterprise Resource Planning (ERP) Software
for Student-Institution-Parent interaction
18 Transport
19 Post, Banking Facility / ATM
20 CCTV Security System

21 LCD (or similar) projectors in classrooms
22 Group Insurance to be provided
employees
23 Insurance for students
24 Staff Quarters
4.4.7 Academic and good governance parameters in B-Schools of Maharashtra.
(Refer: Annexure II)
4.4.8 Teaching and Learning Processes
Table No.5 (iii) gives the evaluation guidelines for the teaching and learning
process.
Item Item Description- Evaluation Guidelines
No. Teaching and Learning
Processes
Academic process i Published time-table w
Lectures, labs, self-lear
activities.
ii. Published schedule i
Assignments/mid a sem
of corrected scripts.
iii. Monitoring of Atten

Tutorial classes/ i. Tutorial class
remedial classes/ level doubts,
mentoring ii. Remedial cla
make-up tests
weaker studen
iii. Mentoring sy
levels
Teaching evaluation i. Evaluation criterion a
process : Feedback evaluation
system ii. Feedback analysis an
measures taken, if any
iii. Feedback mechanism
and industry, if any
Self Learning and i Flexibility in academi
Learning beyond learning- provisions fo
syllabus reading courses.
ii. Generation of self-le
availability of materia
prescribed curriculum
iii. scope and mento
learning beyond prescri
Career guidance, i. Assessment : Effectiv
Training, placement Productivity
and Entrepreneurship ii.Career guidance
cell counselling for higher s
iii. Training and pla
training and placement
interaction for training/
iv. Entrepreneurship ce
Co-curricular and i.Co-curricular and ex
extracurricular e.g., NCC/ NSS, cultura
activities ii. Sports grounds, facil
instructors
4.4.9 Quality of Faculty & Supporting Technical Staff in B-Schools of
Maharashtra
Table No.5 (iv) gives the evaluation guidelines for the teaching and non-teaching
staff of private un-aided B-Schools of Maharashtra.

Item Item Evaluation Guidelines
No. Description
Performance i. Evaluation of Teachers by A
ii. Feedback mechanism and E
Teachers by Students
i. Evaluation of Teachers by A
Appraisal ii. Feedback mechanism and E
Teachers by Students
iii. Online and web based regu

iv. Mid course corrections
v. Analysis of feedback and im

measures
Faculty i. Organization participation in
Development conferences etc.
ii. Research Grant iii. Career p

Initiatives iv. Whether sabbatical provide
vi. Whether faculty adequately
administrative and Profession
support
vii. International conferences
viii. Reward /recognition for j
patents
ix. Support for quality improv

studies
Faculty Retention i. Rate of attrition
ii. Percentage of faculty with b
University
iii. Percentage of faculty joine

vacancy against required facu
Faculty Research i. Number of faculty members
Publications in the relevant field
ii. Faculty Research Publicatio
iii. Quality of the research pap

years.
iv. Impact factor of the journa
v. Citation of the papers and H
The research papers considere

located on Internet and/or are
volumes/ proceedings, publish
publishers, and (ii) the faculty
published paper is of the curre
Faculty i. Number of patents filed

Intellectual ii.IPR\Patents granted IP
Property Rights national/international patents,
(IPR)
Faculty R & D i. Number of R&D Projects sa

Consultancy Work ii. The amount of the funds an
iii. Joint collaborative research
& institutes
iv. Participation in nationally
Testing
Amount of consultancy & Tes
vi. Rules for distribution
Faculty Exposure i. Interaction with a well know
ii. Interaction with Institution

National Research Labs, indus
iii. Interaction with State Leve
iv. MOUs with reputed institu
i. Interaction with a well know
to other ii. Interaction with Institution
National Research Labs, indus
institutions iii. Interaction with State Leve
iv. MOUs with reputed institu
and Industry
Technical Support i. Availability of adequate and

Staff supporting staff for programm
ii. Incentives, skill-up gradatio

advancement
iii. Online and web based regular feedback
mechanism
iv. Mid course corrections.

4.4.10. Revision of Pay Scales of Teachers and equivalent cadre in Degree/
Diploma Level Technical Education as per AICTE Scheme (6th Pay
Commission)
All India Council for Technical Education has revised the pay structure of teachers and librarians in degree and diplom
per the 6th pay commission recommendation vide its notification. The scheme announced by the All India Council fo
to related Universities, University Department and University affiliated Professional Degree level and Maharashtra St
Education, provided State Government wishes to adopt and implement the scheme. It is also essential to ensure qualit
education through close monitoring of teachers performance in these institutes. The scheme announced by All Indi
Education(as well as B- Schools of Maharashtra) for the revision of pay scales of teachers, Librarians and equivalen
Government aided and un-aided Post Graduate Degree level institutions conducting professional courses and devising
under consideration of Government.
4.4.11. Action against ragging in B-Schools of Maharashtra:
Maharashtra Prohibition of Ragging Act 1999 and its amendments which may be published from time to time. The A
1999 has the following provisions for Action against Ragging:
a) Ragging within or outside of any educational institution is prohibited.
b) Whosoever directly or indirectly commits, participates in, abets, or propagates
ragging within or outside any educational institution shall, on conviction, be punished with imprisonment for a term u
which may extend to ten thousand rupees.
c) Any student convicted of an offence of ragging shall be dismissed from the educational institution and such
any other educational institution for a period of five years from the date of order of such dismissal.
d) Whenever any student or, as the case may be, the parent or guardian or a teacher of an educational institution comp
the head of the educational institution, the head of the educational institution shall, without prejudice to the foregoing
the receipt of the complaint, enquire into the matter mentioned in the complaint and if, prima facie, it is found true, su
of the offence, and shall, immediately forward the complaint to the police station having jurisdiction over the area in w
is situated, for further action. Where, on enquiry by the head of the educational institution, it is found that there is no
complaint received; he / she shall intimate the fact, in writing, to the complainant. The decision of the head of the edu
e) If the Head of the educational institution fails or neglects to act in the manner specified in section ―d‖ above when
such person shall be deemed to have abetted the offence and shall, on conviction, be punished as provided for in secti
4.5 Conclusion:
The State of Maharashtra is one of the prosperous States with a developed Industrial network and rich agricultural pro
perceptive income. Each
B - School has its 'benchmarks' and unique culture which have evolved over a period
of time which has helped in the grooming and training process of students. That is why TISS has its own eminent pos
ISB offering one year programme has emerged as one amongst the best B-Schools, though unapproved and the honou
over their convocation. It is the market forces and the competition among the Schools, which will enhance the quality
minds of the educationists to innovate and excel which will accelerate the quality standards in management education
are framed arbitrarily. It is high time that true leaders are brought in at helm of affairs so that the conflicts, the confu
B- Schools are eliminated as concerning the present area of research study. Control system has never succeeded in the
The mindset of the nation can be aptly described from the words of what Anna Hazare said recently in Delhi, "There
bureaucrats and it is time that people be allowed to decide what they want".
CHAPTER-V
OBJECTIVES, HYPOTHESIS AND RESEARCH METHOD

CHAPTER-V
OBJECTIVES, HYPOTHESIS AND RESEARCH METHODOLOG
5.1 Statement of Research Problem:
The concept of leadership (Kotter, 1988) and organisational commitment (Mathies & Zajac, 1990; Mowday, Porter, &
been key areas of research for theorists and researchers in the field of organizational behaviour for decades. Howe
organizational commitment have not been clearly articulated or documented.
There is a widespread notion that if employees are not committed to their organization, the success of the or
importance of the subjects of leadership and employee commitment to any organization, the two subjects h
researchers in India. In reviewing the Literature, the researcher did not find any study that examined the rela
employee commitment in the Indian setting. Therefore the researcher focused on both these areas – leadership style
also investigated the relationship between these variables and determined the effects of selected demographic factor
among the academic faculties of the private un-aided B- Schools of Maharashtra. In doing so, this study will contrib
j) 7Level Not
-0-2
3-6
10
Not
NotofTransactional
years
45
Lecturer
k76.3
29.5
and
InternalCommitted
20-29 1Upto
Transactional
Divorced
Little
32%
32% 62% 5organizational
(68-105)
promotion
YearsAssistant
Monthly taken
Transformational
Occupational
Level
Transactional
Transformational
Female Income behaviour,
placeSalary
ofyrsOrganisational
Agewise within
Status
Distribution
leadership inthe
general,
(Perceived)timeand35-44
Commitment
Style(Perceived) leadership
k and27%
Transactional organizational
Rarely
51.6
15.8
33%
31%
19.9
Single
Length 30 Little
3%
Transformational
Rarely
11%
Marital -of
9% 39
6-10
Transactional
Transformational
(Perceived)
Rarely
Gende commitment
Associate
25-34
1%0%
r1%
11.4
4.9
1%
Years
Little Uncomitted
yrs.
Status
service
Little 8%
4% in
Transactional
k(Expected)
2%3% par
(15-52
Transactional
(Exp)
Transformational
above70%55%
1% Professor 25% Professor5%
span
5.2 Research Questions:
1) To what extent are faculties of private unaided B-Schools of Maharashtra committed to their organizations?
2) What Leadership characteristics do Deans/Directors of private un-aided B- Schools of Maharashtra possess as inte
them?
3) What are the effects of the Dean‘s and Director‘s perceived leadership
characteristics on the level of employee‘s organizational commitment?
4) Is there a difference in the level of commitment among academic faculties on the basis of demographic and job rel
5) Is there a difference of Leadership styles perceived and expected by the academic faculties from their respe
5.3 Scope of the Study:
The study is restricted to the level of academic faculties of private un-aided B-Schools of Maharashtra. It could be ex
concerning the non-teaching staffs of the private un-aided B-Schools as well as to the higher levels where the Deans a
leadership styles followed by the trustees. The study could also be extended to other states of India and globally too.
5.4 Purpose of the Study:
The results of the study would help the Heads and the Directors of the B-Schools to determine the types of leadership
and maintain trust and organizational commitment from their employees.
This study examined the relationship of each of the three leadership styles identified by Bass and Avolio (1985) w
commitment among the
commitment among the
academic faculties of the B-schools of Maharashtra. Specifically the aims of the study
were as follows:
1) To study the level of commitment among the academic faculties of the B- Schools of Maharashtra.
2) To study the relationships between the transformational, transactional, and laissez- faire leadership styles and the le
among the academic faculties of the private unaided B-Schools of Maharashtra.
3) To study the difference between employees expected leadership style from their superiors and as observed by them
4) To study the effects of age, level of education, marital status, and job-related variables (internal promotion, occupa
service) on the level of commitment of the academic faculties of private un-aided B-schools of Maharashtra.
5) To study the impact of transformational leadership style on the academic faculties of the B-Schools of Maharashtra
leadership styles.
5.5 Objectives:
The research objectives were:
1) To study the relationship between the Transformational, Transactional and Laissez-Faire Leadership Styles
level of commitment among the academic faculties of private un-aided B-Schools of Maharashtra.
2) To study the impact of Transformational Leadership Style on the academic faculties of the selected private u
Maharashtra in comparison to the Transactional and Laissez-Faire leadership styles.
3) To study the differences in Leadership Styles of HOD/Directors as observed and
expected by the academic faculties of the private un-aided select B-schools of
Maharashtra.
4) To determine the effects of age, level of education, marital status, gender, educational qualifications and job-related
salary and length of service, internal promotions) on the level of commitment of the private un- aided selected B-Scho
Maharashtra.
5) To study the level of commitment among the academic faculties of the private un-aided select B- Schools of Mah
5.6 Statement of Hypothesis:
H01: The Transformational Leadership Style (as observed and expected) of the Heads of the Departments has no posit
employees‘ commitment of private un-aided B-Schools of Maharashtra.
H11: The Transformational Leadership Style (as observed and expected) of the Heads of the Departments/Directors ha
of employees‘ commitment of private un-aided B-Schools of Maharashtra.
H02: The Transactional Leadership Style (as observed and expected) of the Heads of the Departments/Directors has n
H12 : The Transactional Leadership Style (as observed and expected) of the Heads of the Departments/Directors has a
H03: The Transformational Leadership Style (as observed and expected) of the Heads
of the Departments/Directors of private un-aided B-Schools of Maharashtra will not have a greater impact on the leve
compared to the Transactional Leadership Style.
H13 : The Transformational Leadership Style (as observed and expected) of the Heads of the Departments/Directors o
Maharashtra will have a greater impact on the level of employees‘ commitment compared to the Transactional
H04: The Laissez-Faire Leadership Style of the Heads of the Departments/Directors has no negative impact on the lev
H14: The Laissez-Faire Leadership Style of the Heads of the Departments/Directors has a negative impact on the level
H05: There is no difference between the expected and observed leadership styles of the Heads of the Departments/Dire
Schools of Maharashtra on the level of employee‘s organizational commitment.
H15: There is difference between the expected and observed leadership styles of the Heads of the Departments/Directo
of Maharashtra on employee‘s organizational commitment.
H06: Together the Transformational and Transactional Leadership Styles of the Heads of the Departments/Directors o
Maharashtra will not
have a greater impact on the employee‘s commitment level, rather than either of the
two separately.
H16 : Together the Transformational and Transactional Leadership Styles of the Heads of the Departments/Directors o
Maharashtra will have a greater impact on the employee‘s commitment level, rather than either of the two separately.
H07 : There will be no positive relationship with the level of education and the level of employees‘ commitment of pri
Maharashtra.
H17 : There will be a positive relationship with the level of education and the level of employees‘ commitment of priv
Maharashtra.
H08 : There will be no positive relationship with the age and the level of employees‘
H18: There will be a positive relationship with the age and the level of employees‘
H09: There will be no positive relationship between occupational status and the level of employees‘ commitment of pr
Maharashtra.
H19: There will be a positive relationship between occupational status and the level of employees‘ commitment of priv
Maharashtra.
H110: There will be a positive relationship between pay (salary) and the level of employees‘ commitment of private un
Maharashtra.
H19: There will be a positive relationship between occupational status and the level of employees‘ commitment of priv
Maharashtra.
H110: There will be a positive relationship between pay (salary) and the level of employees‘ commitment of private un
Maharashtra.
H011: Married Employees of private un-aided B-Schools of Maharashtra will not be
more committed to their organization than single, divorced and widowed employees.
widowed employees.
Maharashtra will not be more committed to their organization.
Maharashtra will be more committed to their organization.
The major purpose of this study was to examine the effects of the leadership styles of the Heads and the Directors of t
Maharashtra (transformational, transactional and/or laissez – faire) as perceived by their academic faculties on the lev
of employees. Another purpose was to determine the level of organizational commitment and the prevailing lea
employees. The final purpose was to examine the effects of a number of relevant variables (satisfaction with the leade
marital status, occupational status, salary, length of employment and internal promotion) on the level of organiza
presents a detailed description of the population and sample selection, measurement, data collection, and data analysi
marital status, occupational status, salary, length of employment and internal promotion) on the level of organiza
presents a detailed description of the population and sample selection, measurement, data collection, and data analysi
5.7 Population and Sample Selection
This study was conducted in Maharashtra, India. The targeted population for the study was the full-time academic fac
Schools of Maharashtra who are subjected to the field of education. The official number of the academic faculties of t
were approximately 4950.There are some reasons behind the selection of the academic faculties of the B-Schoo
for the current study. First, the researcher had time limitations which prevented the inclusion of other academic facult
other states of the country. Second, the academic faculties who are supposed to be building the future managers for th
represent the pillar of the modern business world. These academicians can bring in change in shaping the future busin
researches and imparting their knowledge to the future managers which might percolates through the system for the b
world. Third, B-Schools from the last two decades turn out to be the most important academic qualification for ho
corporate sector. Students from all streams be it Engineering, Commerce, Arts, Science take up management course t
their service life. Employers also preferred candidates having management degrees for managerial positions. Fourth, s
previously worked for one of the private un-aided B-Schools of Navi Mumbai, it was more attractive subject of intere
Lastly, so far no study was made in Indian sub-continent in the academic sector, subject to leadership and employee c
5.8 Sampling Design:
This study was conducted in Navi-Mumbai, Mumbai, Pune, Nasik, Aurangabad area of Maharashtra. The targeted po
full-time academic faculties of private un-aided B-Schools of Navi-Mumbai area. There are altogether
390 B-schools in the Maharashtra according to DTE Report 2010-2011.The study has been conducted in 47 B-School
of Maharashtra.
Sample Size: According to formula – SS = Z2 * (P) * (1 – p)

C2
Where –Z = Z value (e.g., 1.96 for 95% confidence)
P = Percentage picking a choice, expressed as decimal (.5 used for sample size needed)
C = Confidence interval expressed as decimal (e.g., .04 = + 4)
Total Population is 4590 academic faculties of b – schools of Maharashtra.
Total number of sample is 570 academic faculties of b – schools of Maharashtra.
5.9 Data Source:
5.9.1 Descriptive Survey:
Review of literature and other available information from various published and unpublished reports, journals, and pe
(including databases like EBSCO, Pro-quest, and others).
5.9.2 Field Survey:
5.9.2.1 Research Tool:
The research instrument used for collecting primary data was questionnaire. The
Questionnaires used for the final data collection were close ended questionnaires. Different Questionnaires used for d
were as follows:
5.9.2.1 Questionnaire for employee commitment.
Questionnaire for demographic details: Age; Educational Qualifications; Marital Status; Occupational Status; Monthl
Service; Gender; Internal Promotion..
5.9.2.2 Questionnaire for Leadership Styles:
(a) Transformational
(b) Transactional
(c) Laissez-Faire.
The following are the criteria‘s for Multi factor leadership questionnaire for
Transformational leadership style:
 Builds Trust (IA- Idealized Attributes) -Transformational
 Acts with Integrity (IB- Idealized Behaviours) -Transformational
 Inspires Others (IM- Inspirational Motivation) -Transformational
 Encourages Innovative-Transformational
 Thinking (IS- Intellectual Stimulation) –Transformational
 Coaches People (IC- Individual Consideration) 5-TransformationalI'
The following are the criteria‘s for Multi factor leadership questionnaire for:
Transformational leadership style:
 Builds Trust (IA- Idealized Attributes) -Transformational
 Acts with Integrity (IB- Idealized Behaviours) -Transformational
 Inspires Others (IM- Inspirational Motivation) -Transformational
 Encourages Innovative-Transformational
 Thinking (IS- Intellectual Stimulation) –Transformational
 Coaches People (IC- Individual Consideration) 5-TransformationalI'
The following are the criteria‘s for Multi factor leadership questionnaire for:
Transactional leadership style:
 Rewards Achievement –Transactional
 (CR- Contingent reward) - Transactional
 Monitors Mistakes Transactional
 (MBE-A: Management-By-Exception: Active )Transactional
 (MBE-P: Management-By-Exception: Passive) - Transactional
 Avoids Involvement –Laissez Faire (LF)
5.10 Pilot Study:
A total of 150 questionnaires were distributed among the academic faculties of private un-aided B-Schools of Navi-M
91respondent‘s instruments were analysed. The final questionnaire had been moderated based on the pilot study. The
questionnaire was made and was found to be good.(For Reliability Test refer Annexure II).
5.11 Data Collection for the Main Research Study
Data Collection began after the approval has been acquired from the dissertation committee particularly from Dr.R.G
of Business Management) and Dr.Pradip Manjrekar (Dean of Business Management Department, Padmas
Maharashtra where the study was conducted, the researcher seek permission from the directors of each B-schools bef
collection by distributing the questionnaire among the academic faculties of the departments of each of the private un
questionnaire was validated and the reliability of the questionnaire was measured too. Each questionnaire included a
statements assuring the
of Business Management) and Dr.Pradip Manjrekar (Dean of Business Management Department, Padmas
Maharashtra where the study was conducted, the researcher seek permission from the directors of each B-schools bef
collection by distributing the questionnaire among the academic faculties of the departments of each of the private un
questionnaire was validated and the reliability of the questionnaire was measured too. Each questionnaire included a
statements assuring the
respondent of anonymity and confidentiality. The letter also included clear and
specific directions to fill up the instrument of the study.
To help solicit the sample and prevent management intervention, the researcher distributed and collected the entire qu
department helped the researcher by providing her the necessary information needed in the data collection. Some of th
office for the researcher which facilitated the process of distributing and collecting the questionnaire. The researcher a
benefit of the study and encouraged the respondents to complete the questionnaire.
Before distributing any questionnaire, the researcher met with the Heads/Director of the departments of the selected B
explained the distribution and collection plan. To obtain a high response rate and more accurate results, the researcher
head allow her to distribute the questionnaire to all the academic faculties. It should be noted that a small percentage o
participate in the study for various reason. For example, the employees who were on vacation or participating in train
outside the college were absent during the study. In addition a few faculties refused to participate and answer the ques
left while the survey was conducted and were not present when they were returned to the researcher.
Within a year 850 questionnaires were distributed out of which 690 were returned back. 120 questionnaires were excl
incomplete. Hence the final number of completed questionnaire was 570.
Given below is the bifurcation of the data collected from different geographical
regions of Maharashtra in tabular form:
Table 6: Area vies Collection of the Research Data
Sr.No. Geographical regions of Strength of
Maharashtra. Faculties.
1 Aurangabad
2 Nasik
3 Pune
4 Mumbai
5 Navi-Mumbai
5.12 Measurement of the Data
The questionnaire used in this study is in two separate sets to measure the variables and test the hypotheses. The first
which is meant to be filled up by the supervisors and the second set consisted of four major parts which is meant to be
employees working under the leadership of the supervisor/Head/Director of the department. The first part of the supe
organisational commitment (15 items). The second part was composed of items concerning leadership styles (30 item
questions regarding demographic backgrounds about the respondents such as age, education, marital status, occupatio
services, gender, internal promotion.
5.12.1 Organizational Commitment of Employees
Organizational commitment of employees was measured using the organisational commitment questionnaire (OCQ)d
associates in 1974.This instrument was designed to measure the relative ―strength of an individual‘s identification w
particular organisation‖(Pg.604). According to this definition, organizational commitment could be characterized by a
belief in and acceptance of the organization‘s goals and values; (2) a willingness to invest considerable effort on beha
strong desire to maintain membership in the organization (Mowday et al.1982). The OCQ consists of 15 items, and ea
point Likert scale, ranging from 1 (strongly disagree) to 7(strongly agree). To reduce response bias, six items(item 3,7
were negatively phrased and reverse scored. To arrive at a summary indicator of employee commitment, scores for al
divided by 15. The higher the score, the greater the individual‘s commitment to the organization.
Mowday et al. (1982) reported the results of the administration of the OCQ to 2,563 employees working in a wide var
types of organizations. The results indicated that the questionnaire showed sufficient validity and reliability. Reliabili
of whether a particular technique, applied repeatedly to the same object, would yield the same result each time‖ (Babb
―refers to the extent to which an empirical measure adequately reflects the real meaning of the concept under c
researchers suggested using the OCQ. For example, Morrow (1983) supported the use of the OCQ and argued that the
substantial support regarding its reliability and validity. Mowday et al. (1979) conducted a study using
the OCQ. Their results showed a consistently high coefficient alpha, ranging from .82
to .93. They added that the questionnaire has demonstrated good psychometric properties and has been widely used b
at least 100 published studies, of which 17 were international in scope (Mathieu & Zajac, 1990). Further, the populari
Reichers (1985) to suggest that the ECQ has become the approach to Organizational commitment.
5.12.2 Leadership Styles
Leadership styles were measured using the latest version of the Multifactor Leadership Questionnaire (MLQ)(F
and Avolio (1995). This questionnaire (MLQ),which has been tested and revised over the years, is often used to meas
transactional and Leissez-faire Leadership style. The central thesis of the MLQ is derived from Bass‘s (1985) augmen
transformational leadership. According to Bass and Avolio (1990), transformational leadership is a leadership style th
of individual followers for achievement and self-development, while also promoting the development of the group
transformational leadership ―goes beyond exchanging inducements for desired performance by developing, intellect
followers to transcend their own self-interests for higher collective purpose, mission, or vision‖(Howell & Avolio,199
transactional and laissez-faire leadership styles, Burns (1978) viewed transactional as a type of leadership based on an
leaders and followers. Laissez-faire leadership represents a style used by leaders who try to avoid responsibility and
In developing the MLQ (Form-5x), Bass and Avolio (1995) wanted to create a survey
instrument that could adequately explain the ‗full range‘ of leadership styles, which includes highly transformational
are highly avoidant at the other end. In addition, the development of the MLQ (Form-5x) occurred as a response to cr
MLQ (MLQ Form-5R) raised by several scholars. According to Bass and Avolio (1995), over the last four years, the
about 200 research programs, master theses, and doctoral dissertations around the world. They also stated that the ins
French, Spanish, Arabic, Chinese, Hebrew, and Korean for use in different research projects.
In the present study, employees were asked to rate their immediate supervisors (Head of the department / Director of
that in many of the B- schools in spite of the designated HOD of the department, the employees are found to be direct
institute. The questionnaires for measurement were taken into account as per the applicability. This set of
the sub-ordinate employees were having two sets of MLQ. One set defining the Observed Leadership style of the Dir
the expected leadership style from the director by the employees. Therefore, the MLQ rater form (5x-short) was used
transactional and Leissez-faire leadership style as followed and as perceived and expected by the employees. In addi
characteristics, the MLQ Rater Form (5X-Short) was used to assess employees level of satisfaction with the leadershi
supervisors. The current study included only
30 items relating to 10 scales out of 45 items relating to 12 scales of MLQ. The scales related to Transformational Le
(attributed), idealized
influence (behaviour), inspirational motivation, intellectual stimulation, and
individual consideration. Contingent rewards, management exception (active), management by exception (passive), w
Leadership scales. The remaining two scales indicated laissez –faire leadership and satisfaction with leader. While all
four items, satisfaction with the leader scale has only two items. Each item was rated on a Five point frequency scale
(frequently, if not always). The MLQ scores are the average score from the items on the scale. The score can be deriv
dividing by the number of items that make up the scale.
The validity and reliability of the MLQ have been empirically established. Based on the results of nine studies conduc
using the experimental form of the MLQ (5X), the questionnaire showed a satisfactory level of internal consistency. F
items and for each leadership factor scale ranged from .74 to .94 (Bass & Avolio, 1995) and exceeded the standard re
recommended by Fornell and Larcker (1981). In general, the MLQ (5x-Short) ―appears to be an adequate test w
adequate reliability, and a good research base‖ (Jabati, p.39).
5.12.3 Age
This variable was measured by asking the respondent to choose the category for his age range. Three categories were
20-29 years, the second category was 30-39 years, the third category was 40years and above.
P.T.O
5.12.4 Level of Education
Level of education was measured by asking the respondent to select the category that indicated his educational level.
ranging from graduation through various streams (BA/BCom/BSc/BE), Master Degree (MA/MCom/MSc/ME along w
degree.
5.12.5 Marital Status
Marital status was measured by asking the respondents to mark the category that described their situation. Married (C
single (coded 3), and widowed (Coded 4) were the categories to choose among. (See Annexure-II).
5.12.6 Occupational Level
This variable was measured by asking the respondent to select the category that indicated his occupational position. T
consisted of four categories. The first category (coded 1) included the lecturers, the second category (coded 2) include
third category included the Associate Professors and the fourth category included the professors. (See Annexure-II).
5.12.7 Salary
Salary (monthly income) was measured by asking the respondents to select the category that reflected their salary
broken into five categories. The first category (coded 1) included salaries above 45K,the second category included s
third category included salaries ranging from 25-34 K, and the fourth category included salaries between 15-24
K.(See Annexure-II)
K.(See Annexure-II)
5.12.8 Length of Service
Length of service was measured by asking the respondents to select the category that indicated the number of years o
Schools they were currently in service. The categories were coded as follows: 1 = Upto 5 years, 2 = 6 to
10 years and 3 = more than 10 years.
5.12.9 Gender
Gender was measured by asking the respondents to select the category that indicated the male and female status of the
(coded 1) included the male and the second category (coded 2) included the female.
5.12.10 Internal Promotion
Internal promotion was measured by asking the respondents to select the category that reflected their internal promoti
promotion of the respondents were broken into three categories which indicated the promotion taken place within the
career in a particular institute. The first category (coded 1) indicated the period ranging from 0-2 years, the second ca
ranging from 3-6years, the third category included the period ranging from 7-10 years.
5.13 Reliability of the Study Instrument
In this study, reliability tests were performed to assess the internal consistency of each measure. Cronbach‘s Alpha co
follows: .83 for the Organizational Commitment Questionnaire, .91 for the MLQ Leadership Style Questionnaire. (Re
follows: .83 for the Organizational Commitment Questionnaire, .91 for the MLQ Leadership Style Questionnaire. (Re
5.14 Data Analysis Tools
To analyze the collected data and test the expectations and hypotheses, the Statistical Package for Social Sciences (SP
Windows 2007 was utilized. A number of Statistical tools were used. These included descriptive statistics to describe
respondents. Simple individual regression analysis was utilized to analyze the relationships between the dependent
commitment) and each of the selected independent variables. Multiple regression analysis was used to determine the m
between the dependent variable (organizational commitment) and all the independent variables used in the study Corr
describe and explore the relationships between all the variables used in the study. Finally, one way analysis of varianc
to test the differences in the level of organizational commitment among groups on the basis of the
such as age, educational qualifications, marital status, occupational status, monthly income salary, length of service, g
5.15 Interpretation and Report Writing:
The analysed data were finally interpreted to draw the conclusions and reported with the objective of the study in view
5.16 Limitation of the Study:
The study is limited to the state of Maharashtra and that too specifically with Navi- Mumbai, Mumbai, Pune, Nasik an
with a longer span of time, similar studies can be carried out in the other states of the country and even
globally. Also, in future few more parameters related to leadership style and employee
commitment may be identified and subsequently, the study may be carried out on those identified parameters.
CHAPTER-6
RESEARCH FINDINGS
CHAPTER-6
6.1 Introduction RESEARCH FINDINGS
This chapter presents the results of the study. It is divided into four sections. The first section includes the pilot study
includes a description of the respondent‘s characteristics of the main research study. The third section contains statisti
analyses of the items in the two instruments used, the Multifactor Leadership Questionnaire (MLQ) Rater Form (5x-S
Avolio (1995), and the Employee Commitment Questionnaire (ECQ) developed by Porter and his associates (1974). A
the range, mean, median, and standard deviation of all the scales used in the current study. Results of the expectations
complete regression model are presented in the fourth section.
6.2 Pilot Study Report
A total of 150 questionnaires were distributed as mentioned earlier among the academic faculties of private un-aided
out of which
91respondent‘s instruments were analysed. The final questionnaire had been moderated based on the pilot st
questionnaire was made and was found to be good.
6.2.1 Population and Sample Selection of Pilot Study:
This study was conducted in Navi-Mumbai area of Maharashtra. The targeted population for the study was the full-tim
Schools of Navi-
Mumbai area. There are altogether 15 B-schools in the Navi-Mumbai area. A Total
sample size of 110 academic faculties was studied out of 6 – B-Schools of Navi
Mumbai. The names of the B-School of Navi –Mumbai under study are as follows:
1. Padmashree D.Y.Patil University, Department of Business Management,CBD, Belapur

2. Bharti Vidyapeeth's Institute of Management Studies & Research, Navi
Mumbai
3. Agnel Charities Agnel Seva Sangha's Fr. C. Rodrigues Institute of
Management Studies, Navi Mumbai
4. NCRD's Sterling Institute of Management Studies, Navi Mumbai.
5. Gahlot Institute of Management Studies and Research, Navi Mumbai
6. SIES College of Management Studies, Nerul
6.2.2 Data Collection:
of business Management) and Dr.Pradip Manjrekar (Dean of Business management department, Padmash
Navi-Mumbai area where the study was conducted, the researcher took permission from the directors of each B- scho
collection by distributing the questionnaire among the academic faculties of the departments of each of the B-
validated and the reliability of the questionnaire was measured too. Each questionnaire included a cover letter contain
respondent of anonymity and confidentiality. The letter also included clear and specific directions to fill up the
of business Management) and Dr.Pradip Manjrekar (Dean of Business management department, Padmash
Navi-Mumbai area where the study was conducted, the researcher took permission from the directors of each B- scho
collection by distributing the questionnaire among the academic faculties of the departments of each of the B-
validated and the reliability of the questionnaire was measured too. Each questionnaire included a cover letter contain
respondent of anonymity and confidentiality. The letter also included clear and specific directions to fill up the
Within a two months time 150 questionnaires were distributed out of which 130 were
returned back .Thirty one questionnaire were excluded because they were incomplete. Hence the final number of com
6.2.3 Measurement of the Data:
The questionnaire used in this study is in two separate sets to measure the variables and test the hypotheses. The first
which is meant to be filled up by the supervisors and the second set consisted of four major parts which is meant to be
employees working under the leadership of the supervisor/Head/Director of the department. The first part of the supe
organisational commitment (15 items). The second part was composed of items concerning leadership styles (36 item
questions regarding demographic backgrounds about the respondents such as age, education, marital status, occupatio
services, gender, internal promotion.
6.2.4 Results
Descrip tion o f resp on d en t‟s charact eristics w ith H yp oth eses testin g res u lt:
The questionnaire used for this study included 8 items concerning the respondent‘s
characteristics. All the respondents were Dean and Academic faculties of B-Schools of Navi Mumbai. They were ask
marital status, occupational status, salary (monthly income), and length of services, gender, and internal promotion.
6.2.4.1 AGE:
The age range of the respondents are 20-50years and above.
The table 7-(i) shows the frequency distribution and the percentage of the respondents
by age. It shows that 30 respondents are between the ages 20-29 and 39 respondents are between the ages 30-39 and 1
age 40-49 years and 8 respondents are above 50years of age. It indicates that the plurality of the respondents (42.9%)
and the lowest number of respondents (8.8%) were aged 50 and above. It also reveals that 33% of the respondents are
and 15.4% respondents are between 40-49 years.
Table 7-(i) shows frequency distribution of respondents by Age.
AGE Frequency Percent
20-29 Years 30 33.0
30 - 39 Years 39 42.9
40 - 49 Years 14 15.4
50 and above 8 8.8
Total 91 100.0
6.2.4.2 EDUCATION:
Based on table 7-(ii), the frequency distribution of the respondents by education. It shows that there are 70 academic
21 are with doctoral degree. The table also indicates that 76.9% of the academic faculties are with master‘s degree an
Table 7-(ii) Frequency d ist ribu tion of Respon dent‟s Ed u cati on al Level
EDUCATION Frequency Percent
Master Degree 70 76.9
Doctorate 21 23.1
Total 91 100.0
6.2.4.3 MARITAL STATUS:
Based on table 7-(iii), shows the frequency distribution of the respondents by their marital status. It shows that there a
the majority of the respondents(72.5%) who are married and 25 respondents (27.5%) are un-married i.e.
,single, none are divorced and widowed.
Table 7-(iii) shows frequency distribution of respondents by Marital Status.
Marital Frequency Percent

Status
Married 66 72.5
Single 25 27.5
Total 91 100
6.2.4.4 OCCUPATIONAL STATUS:
Table 7(iv) shows frequency distribution of respondents by their occupational status. Table 7(iv) shows that the plura
in the middle level category that is the Assistant Professors, followed by 15.4% of respondents who are
lecturers; 11% are Sr.Lecturer and 9.9% are the Head of the Departments and 3.3%
are Directors.
Table 7-(iv) shows frequency distribution of respondents by Occupational Status.
Frequency Percent
Director 3 3.3
Head of the 9 9.9
Department
Professor 6 6.6
Asst.Professor 49 53.8
Sr.Lecturer 10 11
Lecturer 14 15.4
Total 91 100
6.2.4.5 SALARY (MONTHLY INCOME):
Respondents are asked about their monthly income or salary. The respondents are asked to choose the category indica
7(v) indicates that the majority of respondents (73.9%) falls within low to middle income group that is between 15-44
respondents had middle high and high salaries.
Table 7-(v) shows frequency distribution of respondents by Salary (Monthly income)
Frequency Percent
1 lakh 4 4.4
80-90 6 6.6
55-65 2 2.2
45—55 8 8.8
35-44 27 29.7
25-34 26 28.6
15-24 16 17.6
Total 89 97.8
Missing System 2 2.2
Total 91 100
6.2.4.6 LENGTH OF SERVICE
Respondents were asked to report how long they are worked in their present institute. The respondents were asked to
the number of years they had spent working in the institute. As shown in table 7(vi), many respondents (about 52.8%
years in any B-schools of Navi Mumbai, the period between less than 1-5 years. The table also shows that 17.6% of t
between 11-15 years. The remaining 6.6% of the respondents have worked between 16-30 years and 1% has worked
Table 7-(vi) shows frequency distribution of respondents by Length of service.
Frequency Percent
Less than 1 year 6 6.6
1- 5 Years 42 46.2
6-10 Years 20 22
11-15 Years 16 17.6

16-20 Years 2 2.2
21-25 Years 2 2.2
26-30years 2 2.2
More than 30 Year 1 1.1
Total 91 100
6.2.4.7 GENDER:
Table 7-(vii) shows that 58.2% of the respondents are females in the B-schools of Navi Mumbai and 41.8% of the res
schools of Navi Mumbai.
Table 7-(vii) shows frequency distribution of respondents by Gender.
Frequency Percent
Male 38 41.8
Female 53 58.2
Total 91 100
6.2.5 Hypotheses Testing:
The Hypotheses of this study addressed the field of Leadership and organizational commitment .In the current study t
To test this hypothesis, some appropriate statistical tools such as frequency analysis, Analysis of variance (ANOVA),
techniques are used.
Testing the Hypothesis:

5.10.5.1 Hypothesis 1: The Transformational Leadership style of the director of B-
schools of Navi Mumbai has a positive impact on the level of Organizational commitment of employees. As
Pearson‘s correlation,
indicated that there was a positive relationship between the transformational
leadership style (perceived by employees in their immediate superior) of the Director/HOD of the B-schools of Navi
commitment of employees at a significant level (level of confidence at .05). These results were consistent with t
hypotheses was accepted.
Table 8(i-a) Correlations of Transformational leadership styles (perceived) with
Builds Trust (IA) - Pearson‘s correlation 0.242
Transformational Significant(2-tailed) 0.021
N 91
IM(inspires others) Pearson‘s correlation .247(*)

IM(Transformational Significant(2-tailed) 0.018
Leadership) N 91
IS (encourages Pearson‘s correlation .253(*)

innovative- Significant(2-tailed) 0.016
transformational N 91
thinking)
IS(Transformational
Leadership)
IC(coaches people) Pearson‘s correlation .232(*)

IC(Transformational Significant(2-tailed) 0.027
Leadership) N 91
* Correlation is significant at the 0.05 level (2-tailed).
As shown in table 8(i-b), the Pearson‘s correlation, indicated that there was a positive relationship between the transfo
(expected by employees in their immediate superior) of the Director/HOD of the B-schools of Navi Mumbai and org
employees at a significant level (level of confidence at
.05) These results were consistent with the hypotheses therefore the hypotheses was
accepted.
Table 8(i-b) Correlations of Transformational leadership styles (expected) with
Encourages Innovative- Pearson‘s correlation
Transformational Thinking Significant(2-tailed)
(IS) -Transformational N
(Expected)
Coaches People (IC) 5- Pearson‘s correlation
Transformational Significant(2-tailed)
(Expected) N
6.2.5.2 Hypotheses 2: The transactional leadership style of the director of B-schools of Navi Mumbai has a positive i
Organizational commitment of employees.
As shown in table 8(ii-a), concerning the relationship between transactional leadership style of the director of B
organizational commitment level of the academic faculties working under him, the Pearson correlation result demons
the two variables are positive and significant also (level of confidence at.05).The results were consistent with the hyp
was supported.
Pearson’s C o -relation results of transactional Leadership style on employee
commitment.
Table 8(ii-a) Correlations of Transactional leadership styles (observed) with

CR Rewards Achievement Pearson‘s correlation
–Transactional (CR) – Contingent reward Transactional Significant(2-tailed) N

As shown in table 8(ii-b), concerning the relationship between transactional leadership style of the director of B
organizational commitment level of the academic faculties working under him, the Pearson correlation result demons
the two variables are positive and significant also (level of confidence at.05). The results were consistent with the hyp
was supported.
Table 8(ii-b) Correlations of Transactional leadership styles (expected) with
Rewards Achievement – Pearson‘s correlation
Transactional (CR) – Significant(2-tailed)
Contingent reward N
Transactional (Expected)
MBE-Active Transactional Pearson‘s correlation
Significant(2-tailed)
Hypotheses 3: The transformational leadership style (observed/expected) of the director of B-schools of Nav
impact on the organizational commitment level of employees compared to transactional leadership
style. To examine this hypothesis, a correlation analysis was performed. As shown in
table 8(iii)The correlation result indicated that the transformational leadership of the director of B-schools of Navi Mu
relationship with the organizational level of employees greater than the relationship between the transactional leaders
Navi Mumbai and the organizational commitment level of employees. These results were consistent with the hypoth
accepted.
Table (8iii-a) Pearson‟s Co-relation results of transformational leadership style and transactional Leadership
as perceived by the academic employees of B-schools.
IM(inspires others) Pearson‘s correlation .247(*)

IM(Transformational Significant(2-tailed) 0.018
Leadership) N 91
IS (encourages Pearson‘s correlation .253(*)

innovative- Significant(2-tailed) 0.016
transformational N 91
thinking)
IS(Transformational
Leadership)
IC(coaches people) Pearson‘s correlation .232(*)

IC(Transformational Significant(2-tailed) 0.027
Leadership) N 91
CR Rewards Pearson‘s
Achievement – correlation .239(*)
Transactional (CR) – Significant(2-tailed) 0.023
Contingent reward N 91
Transactional
** Correlation is significant at the confidence level of .05(2-tailed)
The transformational leadership style (expected by the employees in their immediate
supervisor) of the director of B-schools of Navi Mumbai will have a greater impact on the organizational commitmen
transactional leadership style.
To examine this hypothesis, a correlation analysis was performed. As shown in table
8(iii-b)The correlation result indicated that both the transformational and transactional leadership styles of the direc
Mumbai had a significant positive relationship with the organizational commitment level of employees. These result
hypotheses therefore the hypotheses was rejected.
Table (8iii-b) Pearson ‟s C o -relation results of transformational leadership style and
transactional Leadership style on employee commitment as expected by the

academic employees of B-schools.
Encourages Innovative- Pearson‘s correlation
Transformational Thinking Significant(2-tailed)
(IS) -Transformational N
(Expected)
Coaches People (IC) 5- Pearson‘s correlation

Transformational Significant(2-tailed)
(Expected) N
Rewards Achievement – Pearson‘s correlation

Transactional (CR) – Significant(2-tailed)
Contingent reward N
Transactional (Expected)
MBE-Active Transactional Pearson‘s correlation

Significant(2-tailed)
6.2.5.4 Hypotheses 4: The laissez-faire leadership style of the director of B-schools of
Navi Mumbai has a negative impact on the level of Organizational commitment of employees.
To test these hypotheses correlations were conducted. The results of the correlation analyses revealed that the laissez
of the Director of B-schools had a no significant negative relationship with the level of organizational commitment of
8(iv) but the result shows that Laissez – Faire Leadership style has a negative impact on the level of Organizational co
statistically it is not significant. These results were not consistent with the hypotheses therefore the hypotheses was re
Table 8(iv-a) Correlation of Laissez –Faire Leadership style (Observed) with

Avoids Involve –Leissez Pearson Correlation
Faire (Perceived)
Sig. (1-tailed)
To test this hypothesis correlation were conducted. The results of the correlation analyses revealed that the laissez –fa
the Director of B-schools had no significant negative relationship with the level of organizational commitment of emp
These results were not consistent with the hypotheses therefore the hypotheses was rejected.
Table 8(iv-b) Correlation of Laissez –Faire Leadership style (Expected) with

Avoids Involve –Leissez Pearson Correlation
Faire (Expected)
Sig. (1-tailed)
N
6.2.5.5 Hypotheses 5: There will be a positive relationship between age and the level
of organizational commitment of employees.
According to the result obtained from the correlation analysis there was no significant positive relationship between a
commitment. As shown in Table 8(v), the results revealed that based on Age, there was no significant difference (F=2
organizational commitment between employees. But there is a positive relationship between the age and the level of o
employees. Age of employees between 30-39years (mean=69.74) showed a higher level of commitment to the organ
29(mean=69.60), age between 40-49(mean=63.21), and age above 50 (mean=67.38).But the level of significance (0.1
confidence
0.05. These results were not consistent with the hypotheses therefore the hypotheses was rejected.
P.T.O
Table 8v (a&b) ANOVA shows relationship between age and level of organizational
commitment of private B-Schools academic faculties of Navi Mumbai.
N Mean Std. Std.
Deviation Error
2. 20-29 30 69.60 8.406 1.535
Years
3. 30 - 39 39 69.74 8.756 1.402
Years
4. 40 - 49 14 63.21 11.470 3.066
Years
5. 50 and 8 67.38 6.232 2.203
above
Total 91 68.48 9.094 0.953
Table 8(v-b):
Sum of Df Mean
Squares Square
Between 497.857 3 165.952
Groups
Within Groups 6944.868 87 79.826
Total 7442.725 90
6.2.5.6 Hypothesis 6: There will be a negative relationship between the level of
education and the level of organizational commitment of employees.
Correlation result revealed that the level of education had no statistically significant negative relationship. There is no
of
0.05. The correlation result as shown in Table-8(vi) indicated that employee‘s
education had no significant negative relationship with the level of organizational commitment of academic faculties
These results were not consistent with the hypotheses therefore the hypotheses was rejected.
Table 8(vi) ANOVA shows relationship between Education and level of
organizational commitment of private B-Schools academic faculties of Navi

Mumbai.
N Mean
p3q2
EDUCATION
OC_Scr 2.Master 70 68.99
Degree
3. Doctorate 21 66.81
6.2.5.7 Hypothesis 7: There will be a positive relationship between the length of
service and the level of organizational commitment of employees.
Correlation results indicated that the length of service was positively correlated with the level of organizational comm
the B-Schools of Navi Mumbai but there is no significant difference at the level of confidence0.05 as shown in table 8
rejected. Length of service of employees between 6-10 years (mean=79.88) showed the higher level of organizational
5years (mean=76.60) and service above 10 years (mean=73.60).
Table 8(vii-a, b) shows relationship between Length of service and level of
Mumbai.
Table 8(vii -a) ANOVA
Sum of df
Squares
Organizational Between 374.699 2

Commitment Groups
Score Within 11938.057 83

(Employees) Groups
Total 12312.756 85
Table8 (viib) One-way

N
Organizational 48
Commitment Score
(Employees)
18
20
86
6.2.5.8 Hypothesis 8:There will be a positive relationship between occupational
status and the level of organizational commitment of employees.
According to the results of correlation analysis, the variable of occupational status was found to be positively co-relat
commitment as shown in table 8(viii-a,b), but this correlation was not statistically significant. So, the
hypothesis was rejected. Organizational commitment is higher among Directors
(mean=72.33) than any other.
Table 8 (viii-a, b), shows relationship between occupational status and level of

Mumbai.
8(viii-a): Descriptive
N Mean
Table 8 (viii-b) ANOVA- One-way Std. Std.
Deviation Error
Director 3 72.33 4.509 2.603
Head of the 9 70.67 9.950 3.317
Department
Professor 6 68.67 14.528 5.931
Asst.Professor 49 67.71 9.186 1.312
Sr.Lecturer 10 68.5 7.246 2.291
Lecturer 14 68.86 8.384 2.241
Total 91 68.48 9.094 0.953
Sum of Df Mean
Squares Square
Between 118.511 5 23.702
Groups
Within Groups 7324.214 85 86.167
Total 7442.725 90
6.2.5.9 Hypothesis 9: There will be a positive relationship between pay (salary) and
the level of organizational commitment of employees.
The findings of the correlation analysis indicated that monthly income had a positive relationship with the level of org
employees of private B-Schools of Navi Mumbai and the relationship was significant as shown in Table 8(ix-a,b). Th
The Hypotheses was accepted.
Table 8(ix-a, b), shows relationship between pay (salary) and level of

Mumbai.
Table 8(ix-a) Descriptives
N Mean Std. Std. Error
Deviation
1.1 lakh 4 70 6.782 3.391

2. 80-90 6 63.83 4.665 1.905
3. 55-65 2 44 24.042 17
4.45-55 8 67.63 4.534 1.603
5.35-44 27 68.26 5.835 1.123
6.25-34 26 65.81 8.574 1.682
7.15-24 16 77.88 7.284 1.821
Total 89 68.45 9.189 0.974
Table8 (ix-b) ANOVA

Sum of Df Mean
Squares Square
Between 2942.340 6 490.390
Groups
Within Groups 4487.682 82 54.728
Total 7430.022 88
6.2.5.10 Hypothesis 10: Single Employees will be more committed to their
organization than married employees.
To examine this hypothesis an Anova was performed. As shown in table 8(x-a) and
8(x-b), the result revealed that based on marital status, there was no significant difference (F=1.479 and p=.228) in th
the academic employees of the private B-Schools of Navi – Mumbai. Single employees (mean=70.36) showed
organization than married employees (67.77) but this correlation was not statistically significant. So the hypothesis w
Table 8(x-a, b), shows relationship between marital status and level of

Mumbai.
N Mean Std. Std. Error
Deviation
Married 66 67.77 9.283 1.143

Single 25 70.36 8.465 1.693
Total 91 68.48 9.094 0.953
Table8(x-b) ANOVA
Sum of Df Mean
Squares Square
Between 121.374 1 121.374
Groups
Within Groups 7321.351 89 82.262
Total 7442.725 90
6.2.5.11 Hypothesis 11: Female Gender will be more committed to their organization
than the Male Gender.
To examine this hypothesis an Anova was performed. As shown in table 8(xi-a) and
8(xi-b), the result revealed that based on gender, there was no significant difference (F=.746 and p=.390) in the level
between the academic employees of the private B-Schools of Navi – Mumbai. This result was not consistent with th
Hypotheses was rejected. Male gender showed (mean=69.55) higher level of organizational commitment than t
(mean=67.72)
Table 8 (xi-a, b), shows relationship between gender and level of organizational
commitment of private B-Schools academic faculties of Navi Mumbai.

Table 8 (xi-a) T-Test
Group Statistics:
p3q7 N Mean Std. Deviation
Gender
EC_Scr Male 38 69.55 9.543

Female 53 67.72 8.769
Table 8(xi-b) Independent Samples Test

Levene's Test for Equality of Variances t-test for Equality of M
F Sig. t df
OC_Scr Equal .746 .390 .949 89

variance s assumed
Equal variance s not
assumed
.936 75.638
6.2.6 Conclusion:
Consistent with what this study hypothesized, the results revealed that both transformational and transactional leaders
organizational commitment of employees. These findings support the results of other scholarly studies. Bass and Avo
transactional leadership style enhance the level of commitment to the organization among employees. In other rese
transformational leadership style and the level of organizational commitment was emphasized.(Bateman & Strasser,1
Sector,1982;Morris and Sherman,1981). The effects of both styles on organizational commitment were consistent wit
Bass‘s augmentation theory of leadership postulates that successful leaders are both
transformational and transactional .Based on this theory transformational and
transactional leadership styles should have positive effects on level of organizational commitment of employees and t
demonstrated. The findings showed that transformational and transactional leadership styles positively affected organ
results also indicated that transformational leadership styles had a greater impact on the level of organizational c
compared to transactional leadership style. This could be attributed to two factors; first, the transformational leadersh
side of individuals and second, the transformational leadership component s may be more in practice among the educ
service industries. In relation to this, Carlson and Perrewe (1995) stated that, ―When transformational leadership is e
no longer seek merely self interest, but that which is beneficial to the organization as a whole‖ (P.832).
The findings of this study revealed that there was a significant positive relationship between pay (salary) and the leve
of employees. A logical explanation for such a relationship is that pay or monthly income is one of the most importan
attitude towards their organization. This finding supports previous research studies (AL-Khatany, 1998; Angle and Pe
1983; Becker, 1960). An explanation of this finding could be that since money being one of the main criteria to keep
reduce attrition and the raising expenses due to consumerism, the monthly income (salary) plays a major in maintaini
of the employees. Individuals satisfied with their salaries are likely to develop more positive attitudes toward their org
To conclude, the complete model demonstrated the importance of this study through
its explanation of more of the total variation in the level of organizational commitment of B-schools employee
the model suggested that the most committed employee is the one who is older, is educated with the degree which jus
higher doctoral degrees, is in higher grade, has a higher salary, has served longer, is married, and works under a leade
more transactional, less laissez- Faire, and uses leadership methods that satisfy followers.
6.3 Description of Respondent‟s Characteristics of the main Research Study
The questionnaire used for this study included seven items concerning the respondent‘s characteristics. All
academic faculties of B- Schools of Maharashtra. They were asked about their age, education, marital status, occupa
income), length of service and internal promotional period.
6.3.1Age
The age range of the respondents was from 20 to 50 years and above. Table 9-(i) shows the frequency and percentage
indicates that the plurality of respondents (58.6%) were between the ages of 20 and 29, and the lowest numbers of res
above. It also reveals that 32.1% 0f the respondents were between the ages of 30 and 39.
Table 9-(i).Frequency Distribution of Respondents by Age.
Frequency Percent
Valid 2 20-29 334 58.6

Years
3 30 - 39 183 32.1
Years
4 40 & above Total 53 9.3
570 100.0
6.3.2Education
Based on table 9-(ii), the frequency distribution of the respondents by education. It shows that there are 32 Academic
in MBA/MMS and their graduation in BA/BCom/BSc /BE, 114 academic faculties with their master degree in MBA/
acquired in either MA/MCom/MSc
/ME and 340 respondents mentioned about their master degree in MBA/MMS only.84 respondents out of 570 academ
B-Schools of Maharashtra are with doctoral degree. The table also indicates that 85.2% of the academic faculties are
are with doctoral degree. A total of 486 academic faculties of the private un-aided B-Schools of Maharashtra are eithe
degree.
Table 9-(ii) Frequency d ist ribu tion of Respon dent‟s Ed u cati on al Level
Frequency Percent
Vali 1 BA/BCom/BSc 32 5.6

d /BE
2 MA/MCom/MSc 114 20.0
/ME
3 Master 340 59.6
Degree/MBA/MMS
4 Doctorate 84 14.7
Total 570 100.0
6.3.3Marital Status
Based on table 9 (iii), which shows the frequency distribution of the respondents by their marital status. It shows that
private un-aided B- Schools of Maharashtra were married and 143 of the respondents were un-married. A very low sc
divorced and none are widow. In other words it states that 74.4% of the population from whom the data were collecte
25.1% are un-married and 5% are divorced.
Table 9-(iii) shows frequency distribution of respondents by Marital Status.
Frequency Percent Valid

Percent
Valid 1 424 74.4 74.4

Married
2 Single 143 25.1 25.1
3
Divorced 3 .5 .5
Total
570 100.0 100.0
6.3.4 Occupational Status
Table 9(iv) shows frequency distribution of respondents by their occupational status. Table 9(iv) in detail shows that
(51.6%) are in the middle level category, that is the Assistant Professors, followed by 29.5.% of respondents who are
Professors and 7.5% belong to the Professor category. In other words, the majority of the respondents i.e., 294 of the
faculties of private un-aided B-Schools of Maharashtra belong to the category of Assistant Professor, 168 were Lectu
Professors and 43 of them were Professors.
Table 9-(iv) shows frequency distribution of respondents by Occupational Status.

Frequency Percent
Valid 1 Lecturer 168 29.5

2 Assistant
Professor 294 51.6
3 Associate
Professor 65 11.4
4 Professor
Total 43 7.5
570 100.0
6.3.5 Salary (Monthly Income)
Respondents are asked about their monthly income or salary. The respondents are asked to choose the category indica
9(v) indicates that the majority of respondents (76.3%) falls in high income group that is 45K per month and above, 1
within 35k-44k per month, 4.9% falls within the earning of 25k-34k per month and a very low percentage of 3% falls
income. In other words 435 respondents gets a monthly salary above 45k per month,90 respondents gets within 35k
respondents gets a salary within 25k-34k per month, and only 17 respondents gets salary within 15k-24k per month.
Table 9-(v) shows frequency distribution of respondents by Salary (Monthly income)
Frequency Percent
Valid 1 45 k and
above 435 76.3
2 35-44 k 90 15.8
3 25-34 k 28 4.9
4 15-24k 17 3
Total 570 100
6.3.6 Length of Service
Respondents were asked to report how long they worked in their present institute. The respondents were asked to sele
number of years they had spent working in the institute. As shown in table 9(vi), many respondents (324) about 56.8%
years in private un-aided B-schools of Maharashtra, The table also shows that 31.8%% of the (181) respondent
The remaining 11.4% of the (65) respondents have worked for
10years and above in the currently employed private un-aided B-Schools of
Maharashtra.
Table 9-(vi) shows frequency distribution of respondents by Length of service.

Percent
Valid 1 Upto 5 yrs 324 56.8 56.8

2 6-10 yrs. 181 31.8 31.8
3 10+ 65 11.4 11.4
Total 570 100 100
6.3.7 Gender
Table 9-(vii) shows that 44.7% of the respondents are males in the private un-aided B- Schools of Maharashtra of the
respondents was Females in the private un-aided B-Schools of Maharashtra. In other words out of the 570 respondent
255 were males and 315 were females working in the private un-aided B-Schools of Maharashtra as the academic fac
Table 9-(vii) shows frequency distribution of respondents by Gender.

Percent
Valid 1 Male 255 44.7 44.7

2
Female 315 55.3 55.3
Total 570 100 100
6.3.8 Internal Promotion
Table 9-(viii) shows that 52.8% of the academic faculties have experienced internal promotion within a period of 0-2
employment in the private un-aided B-Schools of Maharashtra,13.3% have experienced internal promotion w
and .7% have experienced internal promotion within the time span of 7-10years.In other words 301 academic facultie
2years,76 employees within 3-6years and 4 faculties within 7-
10years of service in the currently employed private un-aided B-School of
Maharashtra.
Table 9-(viii) shows frequency distribution of respondents by internal promotion taken place within the particular
Frequency Percent
Vali 1 0-2 years 301 52.8

d
2 3-6 years 76 13.3
3 7 - 10 years 4 0.7
Total 381 66.8
Mis System 189 33.2
sing
Total 570 100
6.4 Statistical Results
In order to examine the validity of using regression techniques in this study, the correlations among the independent v
results of the present study indicated that all independent variables of the Multifactor Leadership Questionnaire (MLQ
Commitment Questionnaire utilized in this study did not reach the level of correlation of .8.According to Lewis – Bec
a problem if the highest correlation among independent variables is less than .8. In addition, correlation analysis amon
MLQ and the organizational commitment scale were performed. The results are
presented in Table 10-(i). As might be expected, the correlations provide support for the validity of the measures of o
transactional leadership, transformational leadership, and laissez – faire leadership. Transactional leadership, transfor
positively and significantly with organizational commitment, and organizational commitment correlates negatively an
faire leadership. It is clear from table 10 (i) that the correlation between
the transactional and transformational scale is high (.816**) and significant at the .01
level. This finding was consistent with previous studies. According to Bass and Avolio (1995), highly positive
transformational scales and transactional leadership were expected. Bass and Avolio (1995) mentioned three reasons
First both transactional and transformational leadership represent active, positive, forms of leadership. Secon
repeated investigation to be both transactional and transformational. Third, as Shamir (1995) argues, the cons
transactional agreements builds trust, dependability, and perceptions of consistency with leaders by followers,
transformational leadership. (p.11)
Overall, the results suggested that the data were appropriate for regression techniques.
Table 10-(i).Interco-relations Among the MLQ Scales and Organizational
Commitment Measure.
Correlations
Avoids Involve – Leis
Pearson 1
Correlation
Avoids Involve –
Leissez Faire Sig. (2-tailed) N
Pearson
Correlation
Transactional
Leadership Sig. (2-tailed) N
Pearson
Correlation
Transformational
Pearson
Correlation
OC_SCR
Sig. (2-tailed)
N
Pearson
Correlation
Transactional
Pearson 56
Correlation
Transformational
Leadership Sig. (2-tailed) N .167*
Pearson
Correlation
.00
OC_SCR 50
Sig. (2-tailed)
N
-.120*
.00
49
*
-.14
0.00
56
Correlations
Pears
Correlati
Avoids Involve –Leissez Fa

Sig. (2-taile
N Pears
Correlati
Transactional Leadersh
Sig. (2-taile
N Pears
Correlati
Transformational Leadership Sig. (2-tailed)
Pears
Correlati
Sig. (2-taile
N Pears
Correlati
Transactional Leadersh
Sig. (2-taile
N Pears
Correlati
Transformational Leadership Sig. (2-tailed)
Pears
Correlati
OC_SCR Sig. (2-tailed)

**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
In addition, Table 10- (ii) shows the range, mean, median, and standard deviation of all the scales used in this study. A
indicates the lowest and highest score for each variable. The mean represents the most common average or measure o
dividing the sum of the scores in a set by the number of scores. The median is the measure of central tendency corresp
distribution of scores. Standard deviation (SD) as defined by
Gall et al. (1996) is ―A measure of the extent to which the scores in a distribution
deviate from their mean‖ (p.770).
The transactional leadership scale consisted of 08 items representing three subscales, contingent rewards, and manage
management by exception (passive). The scoring range in the instrument for this variable was between one and five. T
transactional would be 8 and the highest score would be 40. Specifically; the Heads/Deans/Directors of the private un
categorized based on their percentage scores as follows:
Between 0 and 20 they were not transactional, between 21 and 40 they were rarely transactional, between 41 and 60 t
and 80 they were fairly transactional and between 81 and 100 the leaders were highly transactional.
Table 10-(ii).Range (%), Mean, Median, and Standard Deviation of all the
Variables
Commitment Transfor
mational
(Exp)
N 570 570
Valid
Mean 63.386 83.807
Median 64.4444 85
Std. Deviation 13.0652 11.71606
Range 83.33(15- 58.75(18
105) -90)
Since the transformational leadership scale consisted of 18 items scored between one
and five, the range was between 18-90 (as shown in Table 10-(ii).The higher the percentage score ,the more transfo
and the lower score, the less transformational the Heads/Deans/Directors. Specifically
according to their percentage scores, the Heads/Deans/Directors were characterized as
follows: Between 0 and 20 they were not transformational, between 21 and 40 they were rarely transformational, betw
transformational, between 61 and 80 they were fairly transformational and between 81 and 100 the leaders were highl
The laissez – faire leadership scale consisted of four items with each item having a score between one and five. There
between 4 and
20.The higher the score, the more laissez-faire the Head of the Institute, and the lower the score the less laissez-fair
Finally, the scale that measured organizational commitment was made up of 15 statements. Each statement had a sc
Therefore, the range was between 15 and 105.The employees who had a score less than33 were considered to be less
who had a score between 34-66 are moderately committed to the institute. And the academic faculties of the
Maharashtra who had a score above 66 were considered to be highly committed to the Institute.
6.5 Testing the Expectations and Hypotheses of the main Research Study
The research expectations and hypotheses of this study addressed the field of leadership and employee commitment. T
these expectations and hypotheses. In the current study, there were 4 expectations and 13 hypotheses tested. To test th
some appropriate statistical tools such as frequency analysis, Correlation Analysis, Analysis of Variance (ANOVA), a
techniques were used.
6.6 Testing the expectations:
6.6.1 Expectations 1: The majority of the academic faculties of the private un-aided
B-Schools of Maharashtra will be found to be un-committed to their organization.
The level of organizational commitment ranges between 15 and 105. To determine the respondent‘s commitment to th
analysis was utilized, and three cut-off scores were used. Employees having a score from 15 to 52 were considered to
with a score between 68 and 105 were considered to be committed. The employees who had scores between 53 and 6
is, neither uncommitted nor committed to the organization. According to the Table11 (i), the majority of employees (7
to their organization. The table also reveals that 24.6% of the employees were found to be neutral, and 5.3% were fou
organization.
Table 11(i). Frequency Distribution of Respondents by their Level of
Organizational Commitment.
Frequency Percent
Valid 1 Uncommitted 30 5.3

(15-52)
2 Neutral (53-67) 140 24.6
3 Committed (68-
105) Total 400 70.2
570 100
Thus, the expectation was rejected.
6.6.2 Expectation 2: The majority of the Heads/Deans/Directors of the private un-aided B-Schools of Maharash
expected by
their academic faculties do not follow transactional leadership styles.
To examine this expectation, frequency analysis and five cut-off scores were used. The scoring range in the instrumen
one and five. Therefore, the lowest score for transactional would be 8 and the highest score would be 40.Specifically;
private un-aided B-Schools of Maharashtra were categorized based on their percentage scores as follows:
Heads/Deans/Directors having a score between 0 and 20 were considered non- transactional leaders, with a score b
considered rarely transactional, and Heads/Deans/Directors having a score between 41 and 60 were considered to be
the Heads/Deans/Directors who had scores between 61 and 80 were considered fairly transactional and between 81 an
100 the leaders were considered highly transactional. From Table 11- (ii), it is clear that the majority of respondents (
Heads/Deans/Directors to be little transactional. About 26.5% of the respondents perceived their Heads/Deans/Direct
leadership style with their subordinates. Only 3% of the respondents perceived their Heads to be highly transaction in
the Heads/Deans/Directors were perceived to be Non-Transactional by 1.2% of the respondents, and rarel
respondents. Thus the expectation was partially rejected.
Table 11(ii). Frequency Distribution of Heads/Deans/Directors According to
Their Transactional Characteristics as Perceived by their sub-ordinate
Academic Faculties.
Frequency Percent
Not Transactional 7 1.2

Rarely 48 8.4
Little 347 60.9
Transactional 151 26.5
Highly Transactional 17 3
Total 570 100
From Table 11 – (iii), it is clear that the majority of respondents (about 64%)
perceived their Heads/Deans/Directors to be little transactional. About 32.6% of the respondents perceived their Head
Transactional in their leadership style with their subordinates. Only 6% of the respondents perceived their Heads to b
leadership style. The rest of the Heads/Deans/Directors were perceived to be Non-Transactional by .2% of the respon
by 2.1% of the respondents. Thus the expectation was partially accepted.
Table 11(iii). Frequency Distribution of Heads/Deans/Directors According to their Transactional Characte

Sub-Ordinate Academic Faculties.
Frequency Percent
Not Transactional 1 0.2

Rarely 12 2.1
Little 365 64
Transactional 186 32.6
Highly Transactional 6 1.1
Total 570 100
6.6.3 Expectation 3: The majority of the Heads/Deans/Directors of the private
un-aided B-Schools of Maharashtra as perceived or observed and expected by their academic faculties follow t
styles.
The results as shown in Table 11 – (iv& v) reveal, on the one hand, that a plurality (about 47.2%) perceived/observed
immediate supervisor as transformational and highly transformational respectively. On the other hand, (about 31.4%)
34.4%) expected their immediate supervisors to be Highly Transformational and Transformation in their leadership re
reported that their Heads/Deans/Directors are little transformational as in both perceived and expected were
Respondents who perceived/observed that their Heads/Deans/Directors are rarely transformational totalled 3.0%, w
Heads/Deans/Directors as Not-Transformational. The score expected by the respondents for rarely and not Transform
P.T.O
P.T.O
Table 11(iv). Frequency Distribution of Heads/Deans/Directors According to
Their Transformational Characteristics as Perceived by their sub-ordinate
Academic Faculties.
Frequency Percent
Not Transformational 2 0.4

Rarely 17 3
Little 103 18.1
Transformational 269 47.2
Highly 179 31.4
Transformational
Total 570 100
Table 11(v). Frequency Distribution of Heads/Deans/Directors According to
their Transformational Characteristics as Expected by their Sub-Ordinate
Academic Faculties.
Frequency Percent
Little 21 3.
Transformational 196 34.
Highly Transformational 353 61.
Total 570 100
6.7 Testing the Hypothesis
The Hypotheses of this study addressed the field of Leadership and employee commitment. In the current study there
test this hypothesis, some appropriate statistical tools such as frequency analysis, Analysis of variance (ANOVA), an
and regression techniques were used.
P.T.O
Hypothesis Testing 1
6.7.1 H11: The Transformational Leadership Style (as observed and expected) of the Heads of the Departments/D
the level of employees‟ commitment of private un-aided B-Schools of Maharashtra
As shown in Table 12-(i), the regression coefficient (B) indicated that there was a positive relationship between the tr
the dean/director/heads as perceived or observed by the academic faculties of private un- aided B-Schools of Ma
commitment of employees at a significant level (t=4.516, p=.000). For each increment in one standard deviat
transformational leadership Dean‘s/head‘s/director‘s style, the expected value of the level of employee‘s organizati
standard deviation of .186. The results were consistent with the hypothesis. Therefore, the hypothes
But according to Table 12-(ii) , the regression coefficient (B) indicated that there was a positive relationship betwee
style of the dean/director/heads as expected by the academic faculties of private un-aided B- Schools of Maharashtra
of employees at a significant level (t=1.978, p=.048). For each increment in one standard deviation unit of the level o
Dean‘s/head‘s/director‘s style, the expected value of the level of employee‘s organizational commitment increases by
result confirm the hypothesis, therefore the hypothesis gets accepted.
P.T.O
Table 12 (i) shows Regression analysis of Transformational leadership styles
(OB S E R VE D „OBS ‟ or perceiv ed “P”) on employee commitment.
Coefficients (a)
Mod Unstandardized
el Coefficients
B Std.
Error
1 (Constant) 51.823 2.616
Transformational .160 .035
(P)
Dependent Variable: Employee Commitment
Table 12(ii) shows Regression analysis of Transformational leadership styles

(Expected “Exp”) on employee commitment.
Coefficients (a)
Mode Unstandardized
l Coefficients
B Std.
Error
1 (Constant) 55.655 3.946
(Exp)
Correlation Analysis with Explanation
As shown in table 12(iii), the Pearson‘s correlation, indicated that there was a positive relationship between th
(perceived/observed by employees in their immediate superior) of the Director/HOD of the B-schools of Maharashtr
academic faculties of the B-Schools of Maharashtra at a highly significant level of **.166(** Correlation
is significant at the 0.01 level (2-tailed). These results were consistent with the
hypotheses therefore the hypotheses was accepted.
Similarly shown in table 12(iii), the Pearson‘s correlation, indicated that there was a positive relationship between the
(expected by employees in their immediate superior) of the Director/HOD of the B-schools of Maharashtra and empl
academic faculties of the B-Schools of Maharashtra at a significant level of *.094(* Correlation is significant at the 0.
were consistent with the hypotheses therefore the hypotheses was accepted.
Table 12(iii) Correlations of Transformational leadership styles (OBSERVED
„OB S ‟/EX PEC TED „E XP‟) wit h employee commitment.

Ec_Score
Employee
Commitment
EXP_Tf_ld EXP- Pearson
Transformational Correlation .094(*)
Leadership
Sig. (2-tailed) 0.0
N 4
OBS_Tf_ld Pearson
Transformational Correlation .166(**)
Leadership
Sig. (2-tailed)
N 4
** Correlation is significant at the 0.01 level (2-tailed).
As shown in table 12(iv, v, vi), the Pearson‘s correlation, indicated that there was a positive relationship between th
style (observed/expected by employees in their immediate superior) of the Director/HOD of the B-schools of Mahar
of the academic faculties
of the B-Schools of Maharashtra at a highly significant level of .177(**)/.097(*)
respectively. These results were consistent with the hypotheses .Therefore the hypotheses was accepted. The Correlat
the Transformational Leadership Style observed and expected by the employees of private un-aided B-Schools
immediate supervisors indicates a positive correlation of leadership style and employee commitment with the Gap be
leadership styles of the directors rated by the academic faculties is significant at .092(*) for build trust(IA),.097(
059Inspires Others (IM), .071(*) Encourages Innovative- Thinking (IS),and .111(**)Coaches People (IC).
Table 12 (iv) Correlations of Transformational leadership styles (OBSERVED
„OB S ‟) with employee commitment.
Builds Trust (IA) -Transformational Pearson

(Perceived) Correlation
Sig. (1-tailed)
N
Acts With Integrity (IB) - Pearson
Transformational (Perceived) Correlation
Sig. (1-tailed)
N
Inspires Others (IM) -Transformational Pearson
(Perceived) Correlation
Sig. (1-tailed)
N
Encourages Innovative- Pearson
Transformational Thinking (IS) - Correlation
Transformational (Perceived)
Sig. (1-tailed)
N
Coaches People (IC) 5- Pearson
Transformational (Perceived) Correlation
Sig. (1-tailed)
N
Table 12 (v) Correlations of Transformational leadership styles (EXPECTED

„EXP‟) with employee commitment.

(Expected) Correlation
Sig. (1-tailed)
N
Acts With Integrity (IB) -Transformational Pearson
Sig. (1-tailed)
N
Sig. (1-tailed)
N
Encourages Innovative-Transformational Pearson
Thinking (IS) -Transformational Correlation
(Expected)
Sig. (1-tailed)
N
Coaches People (IC) 5-Transformational Pearson
Sig. (1-tailed)
N
Table 12 (vi) Correlations of Transformational leadership styles (with GAP between
observed „ OBS ‟/expecte d „EX P‟) wit h organ ization al commi tm en t.
Builds Trust (IA) -Transformational (Gap) Pearson

Correlation
Sig. (1-tailed)
N
Acts With Integrity (IB) -Transformational Pearson
(Gap) Correlation
Sig. (1-tailed)
N
(Gap) Correlation
Sig. (1-tailed)
N
Encourages Innovative-Transformational Pearson
Thinking (IS) -Transformational (Gap) Correlation
Sig. (1-tailed)
N
(Gap) Correlation
Sig. (1-tailed)
N
H12: The Transactional Leadership Style (as observed and expected) of the Heads of the Departments/Directors ha
Concerning the relationship between transactional leadership style (perceived or observed by employees in the
Directors/Deans/Heads of the Departments and the employee commitment level of the academic faculties of the B
regression results demonstrated that the relationship between the two variables was positive (B=.154) and significant
Table 13(i) below. For each increment in one standard deviation unit of the transactional leadership style of the D
Departments, the expected value in the level of organizational commitment of employees increases by a standard de
consistent with the hypothesis. Therefore, the hypothesis was supported and accepte
But, the relationship between transactional leadership style (expected by the academic faculties in their i
Directors/Deans/Heads of the Departments and the employee commitment level of the academic faculties of the B
regression results demonstrated that the relationship between the two variables was positive (B=.010) but not s
as indicated in Table 13(ii) below. For each increment in one standard deviation unit
of the transactional leadership style of the Directors/Deans/Heads of the Departments, the expected value in the level
employees‘ increases by a standard deviation of .010. The results were not consistent with the hypothesis. Therefore,
thereby rejected.
Table 13 (i) shows Regression analysis of Transactional leadership styles
(OB S E R VE D „OBS ‟ or perceiv ed “P”) on employee commitment.

Unstandardized
Coefficients
Mode B Std.
l Error
1 (Constant) 63.174 3.08
OBS_Ts_ld
Transactional 0.402 0.139
Leadership
Dependent Variable: EC_SCORE Employee Commitment
Table 13 (ii) shows Regression analysis of Transactional leadership styles

(Expected „E X P‟) on employee commitment.
Unstandardized
Coefficients
Mode B Std.
l Error
1 (Constant) 63.174 3.08
EXP_Ts_ld EXP-
Transactional 0.016 0.088
Leadership
Correlation Analysis for Transactional Leadership Styles:
As shown in table 13(iii), concerning the relationship between transactional leadership style(perceived/observe
immediate superior) of the director of B-schools of Maharashtra and employee commitment level of the academic fa
Pearson correlation result demonstrated that the relationship between the two variables are positively correlated and h
level of confidence .01(2 tailed).The results were consistent with the hypotheses therefore the hypotheses was suppor
Similarly as shown in table 13(iii), the Pearson‘s correlation, indicated that there was a positive relationship between
(expected by employees in their immediate superior) of the Director/HOD of the B-schools of Maharashtra and empl
academic faculties of the B-Schools of Maharashtra are positively correlated but not significant .063(* Correlation is
tailed). Therefore it shows that Transactional Leadership Style was positively correlated with employee commitment
difference. Therefore the hypothesis was partially accepted.
P.T.O
P.T.O
Table 13(iii) Correlations of Transactional leadership styles (OBSERVED

„OB S ‟/EX PEC TED „E XP‟ ) on employee commitment.
OC_SCORE
Organizational
Commitment
EXP_Ts_ld EXP- Pearson
Transactional Correlation
Leadership
Sig. (2-tailed)
N
OBS_Ts_ld Pearson
Transactional Correlation .132(**)
Leadership
Sig. (2-tailed)
N 388
N
As shown in table 13(iv, v, vi), the Pearson‘s correlation, indicated that there was a positive relationship between the
(observed/expected by employees in their immediate superior) of the Director/HOD of the B-schools of Maharashtra
the academic faculties of the B-Schools of Maharashtra at a significant level of .132(**)/.063 respectively. These resu
hypotheses. Therefore, the hypotheses were accepted. The Correlations with the Gap shown between the Transac
observed and expected by the employees of private un-aided B-Schools of Maharashtra from their immediate s
correlation of leadership style and employee commitment with the Gap between the observed and expected leadership
Directors/Deans/Heads of the Departments rated by the academic faculties is significant with .162(**)
Reward(CR),.110(**) Management By Exception(Active) (MBE-A), **correlation is
significant at the level of (0.01) and *Correlation (0.05) is significant at the level of (0.01). But Employee Commi
with -.087(*) Management by Exception-Passive (MBE-P) of Transactional Leadership Style followed by the supe
Table 13(iv) Correlations of Transactional leadersh ip styles (EXPE CTED „EXP‟)

on employee commitment.
Rewards Achievement –Transactional (CR) Pearson

– Contingent reward Transactional Correlation
(Expected)
Sig. (1-tailed)
N
MBE-A Transactional (Expected) Pearson
Correlation
Sig. (1-tailed)
N
Fights Fires (MBE-P) MBE- Transactional Pearson
Sig. (1-tailed)
N
Table 13(v) C orrelati on s of Tran saction al leadersh ip styles (OB S E R VE D „OB S ‟ )

on employee commitment.
Rewards Achievement –Transactional Pearson

(CR) – Contingent reward Correlation
Transactional (Perceived)
Sig. (1-tailed)
N
MBE-A Transactional (Perceived) Pearson
Correlation
Sig. (1-tailed)
N
Fights Fires (MBE-P) MBE- Pearson
Transactional (Perceived) Correlation
Sig. (1-tailed)
N
Table 13(vi) Correlations of Transformational leadership styles (with GAP between

observed „ OBS ‟/expecte d „EX P‟ ) on employee commitment.
(CR) – Contingent reward Transactional Correlation
(Gap)
Sig. (1-tailed)
N
MBE-A Transactional (Gap) Pearson
Correlation
Sig. (1-tailed)
N
Fights Fires (MBE-P) MBE- Transactional Pearson
(Gap) Correlation
Sig. (1-tailed)
N
**Correlation is significant at the 0.01 level (1-tailed).
Hypotheses Testing 3
6.7.3 H13 : The Transformational Leadership Style (as observed and expected) of the Heads of the Departments/Di
Schools of Maharashtra will have a greater impact on the level of employees‟ commitment compared to the Trans
To examine this hypothesis a correlation analysis was performed. As shown in Table
14-(i),the correlation results indicated that the transformational leadership style(observed by the academic faculties) f
Directors/Deans/Heads of the Departments had a significant positive relationship (r = .166,p = .000) with the organiza
than the relationship between the transactional leadership style of the Directors/Deans/Heads of the Departments of th
Maharashtra and the employee commitment of the academic faculties working under them (r = .131,p=.010). Furtherm
mentioned earlier in Tables 12(i) and 13(i) showed that the
transformational leadership style of the Directors/Deans/Heads of the Departments
had a greater significant impact (Beta = .186) on the organizational commitment of employees compared to the signif
leadership of the Directors/Deans/Heads of the Departments(Beta = .154).These results were consistent with the hypo
accepted.
Similarly, as shown in Table 14-(ii),the correlation results indicated that the transformational leadership style(expecte
followed by the Directors/Deans/Heads of the Departments had a significant positive relationship (r =
.094,p = .037) with the organizational level of employees greater than the relationship between the transactional leade
Directors/Deans/Heads of the Departments of the private un-aided B-Schools of Maharashtra and the organizational c
academic faculties working under them (r =
.065,p=.146).Furthermore, the correlation analyses as mentioned earlier ,showed that the transformational leadership
of the Departments had a greater significant impact (Beta = .094) on the organizational commitment of employees co
transactional leadership of the Directors/Deans/Heads of the Departments( Beta = .065). These results were con
the hypothesis was accepted.
Table 14(i) shows the Regression Analysis between Transformational Leadership

(OBS), Transactional Leadership (OBS), on Employee Commitment.
Variables Employee Comm
Transformational Leadership .166(**)
Transactional Leadership .131(*)
Table 14(ii) shows the Regression Analysis between Transformational Leadership

(EXP), Transactional Leadership (EXP), on Employee Commitment.
Variables Employee Comm
Transformational Leadership .094(*)
Transactional Leadership 0.065
6.7.4H14: The Laissez-Faire Leadership Style of the Heads of the
Departments/Directors has a negative impact on the level of employees‟
To test this hypothesis, both correlations and regression analyses were conducted. The results of the regression analys
leadership style of the Directors/Deans/Heads of the Departments of the private un-aided B-Schools of Maharashtra(
respondents, the academic faculties) had a significant negative relationship with the level of organizational commitme
011). Likewise, the results of regression analysis indicated that the regression coefficient (B) demonstrated that the va
style of the Directors/Deans/Heads of the Departments had a significant negative effect on the level of employee com
of the B-Schools of Maharashtra as shown in Table 15(i).For each increment in one standard deviation unit of the lais
Directors/Deans/Heads of the Departments, the expected value in the level of employee commitment decreases by a s
results were consistent with the hypothesis. Therefore, the hypothesis was accepted.
On the other hand, the Laissez-Faire Leadership styles of the immediate supervisors
as expected by the B-School‘s academic Faculties were found to have a significant
negative relationship with the level of organizational commitment of employees ( r= -
.121, p = .004), just as it had been found in the findings of the perceived or observed Laissez –Faire Leadership style.
indicated that the regression coefficient (B) demonstrated that the variable of laissez-faire leadership style of the D
Departments had a significant negative effect on the level of employee commitment of the academic faculties of the
in Table 15(ii). For each increment in one standard deviation unit of the laissez-faire leadership style of the Directors/
expected value in the level of employee commitment decreases by a standard deviation of -.121.The results were cons
Table 15(i) shows the Regression Analysis between Laissez-Faire Leadership
(OBS), and Employee Commitment.

Model Unstandardized
Coefficients
B Std.
Error
1 (Constant) 64.065 0.592
Avoids Involve – -.060 .024
Leissez Faire (Perceived or observed)
R=-.106
R Square=.011
Table 15(ii) shows the Regression Analysis between Laissez – Faire Leadership
(EXP),) and Employee Commitment.
Model Unstandardized
Coefficients
B Std.
Error
1 (Constant) 64.065 0.592
Avoids Involve – -.104 .036
Leissez Faire
(Expected)
R=-.121
R SQUARE=.015
Correlation Analysis for Laissez-Faire Leadership Styles:
As shown in table 15(iii), concerning the relationship between Laissez-Faire leadership style(perceived/observ
superior) of the director of B-schools of Maharashtra and employee commitment level of the academic faculties wor
correlation result demonstrated that the relationship between the two variables are negatively correlated and highly sig
confidence of 0.01(2 tailed).The results were consistent with the hypotheses therefore the hypotheses was accepted.
Similarly as shown in table 15(iv), the Pearson‘s correlation, indicated that there was a negative relationship between
(expected by employees in their immediate superior) of the Director/HOD of the private un-aided B-schools of Maha
the academic faculties and are highly significant -.121(**) (* Correlation is significant at the 0.01 level {2- tailed}). T
Leadership Style was negatively
correlated with employee commitment and there is significant difference. Therefore
Table 15(iii) Correlations of Leissez-Faire leadership styles (OB S E R VE D „OB S ‟ or
Perceived) with organizational commitment.

Avoids Involve –Leissez Faire Pearson Correla
(Perceived/Observed)
Sig. (1-tailed)
N
Table 15(iv) Correlations of Leissez-Faire leadership styles (EXPECTED „EXP‟)
with organizational commitment.

Avoids Involve –Leissez Faire (Expected) Pearson
Correlation
Sig. (1-tailed)
N
Correlations – With Gap between Expected and observed Laissez-Faire

Leadership Style:
As shown in table 15(iii and iv), the Pearson‘s correlation, indicated that there was a negative relationship between th
(observed/expected by employees in their immediate superior) of the Director/HOD of the B-schools of Maharashtra
the academic faculties of the B-Schools of Maharashtra at a significant difference of -.146(**)/ -.121(**) respectively
with the hypotheses. Therefore, the hypotheses were accepted. The Correlations with the Gap shown between the Lai
observed and expected by the employees of private un-aided B-Schools of
Maharashtra from their immediate supervisors indicates a negative correlation of leadership style and employee co
the observed and expected leadership styles of the Directors/Deans/Heads of the Departments rated by the academic f
significant difference (.067).
Table 15(v) Correlations of Leissez-Faire leadership styles (with GAP between
observed „ OBS ‟/expecte d „EX P‟) wit h organ ization al commi tm en t.

Avoids Involve –Leissez Faire (Gap) Pearson
Correlation
Sig. (1-tailed)
N
6.7.5 H15: There is difference (GAP) between the expected and observed leadership styles of the Heads of the Depa
aided B-Schools of Maharashtra on employee‟s organizational commitment.
The Correlations with the Gap shown between the Transformational Leadership Style observed and expected by th
aided B-Schools of Maharashtra from their immediate supervisors indicates a positive correlation of leadership style
the Gap between the observed and expected leadership styles of the directors rated by the academic faculties is
trust(IA),.097(*) Acts With Integrity (IB), .059Inspires Others (IM), .071(*) Encourages Innovative- Thinking (IS),an
The Correlations with the Gap shown between the Transactional Leadership Style
observed and expected by the employees of private un-aided B-Schools of Maharashtra from their immediate s
correlation of leadership style and employee commitment with the Gap between the observed and expected leadership
Directors/Deans/Heads of the Departments rated by the academic faculties is significant with .162(**) for Conti
Management By Exception(Active) (MBE-A), **correlation is significant at the level of (0.01) and *Correlation (0.0
(0.01). But Employee Commitment is negatively significant with -.087(*) Management by Exception-Passi
Leadership Style followed by the supervisors.
The Correlations with the Gap shown between the Laissez-Faire Leadership Style observed and expected by the e
B-Schools of Maharashtra from their immediate supervisors indicates a negative correlation of leadership style an
Gap between the observed and expected leadership styles of the Directors/Deans/Heads of the Departments rated by t
having a significant difference (.067).
Table 16 Correlations of Transformational/ Transactional leadership styles (with
GAP between observed „OBS‟/expected „EXP‟) with organizational commitment.

(Gap) Correlation
Sig. (1-tailed)
N
Acts With Integrity (IB) - Pearson
Transformational (Gap) Correlation
Sig. (1-tailed)
N
(Gap) Correlation
Sig. (1-tailed)
N
Encourages Innovative- Pearson
Transformational Thinking (IS) - Correlation
Transformational (Gap)
Sig. (1-tailed)
N
(Gap) Correlation
Sig. (1-tailed)
N
(CR) – Contingent reward Transactional Correlation
(Gap)
Sig. (1-tailed)
N
MBE-A Transactional (Gap) Pearson
Correlation
Sig. (1-tailed)
N
Fights Fires (MBE-P) MBE- Pearson
Transactional (Gap) Correlation
Sig. (1-tailed)
N
Avoids Involve –Leissez Faire (Gap) Pearson
Correlation
Sig. (1-tailed)
N
6.7.6 H16: Together the Transformational and Transactional Leadership Styles of the Heads of the Departments/D
Schools of Maharashtra will have a greater impact on the employee‟s commitment level, rather than either of the
Table 12-(i) and 13-(i) showed the results of regressing transformational and transactional leadership styles (as obs
faculties) of
Heads of the Departments/Directors/Deans of the private un-aided B-Schools of
Maharashtra on the organizational level of employees separately. Table 12-(i) indicated that the R2 was 0.035 an
was 0.024. This means that the transformational leadership style of the Deans/Directors/Heads of the Departments ex
the total variation in the level of organizational commitment and transactional leadership style of the Deans/Directors
explained approximately 02.4% of the total variation in the level of organizational commitment of employees. In addi
results of regressing together the transformational and transactional leadership styles on the organizational commitme
to the table, R2 was 0.116. This means that, together, the two styles explained approximately 11.6% of the
organizational commitment level of employees. Thus, together, the transformational and transactional leade
Deans/Directors/Heads of the Departments had a greater impact on the level of the organizational commitment of em
two separately. Therefore, the hypothesis was supported.
Similar explanation can be given for the results of regressing transformational and transactional leadership styles (a
academic faculties) of Heads of the Departments/Directors/Deans of the private un-aided B-Schools of Maharashtra
employees separately. Table 17-(ii) presents the results of regressing together the transformational and transactional
organizational commitment level of employees. According to
the table, R2 was 0.009. This means that, together, the two styles explained
approximately 9% of the total variation in the organizational commitment level of employees. Thus, together, the tran
leadership styles of
Deans/Directors/Heads of the Departments had a greater impact on the level of the
organizational commitment of employees, rather than either of the two separately. Therefore, the hypothesis was supp
Table 17(i) shows Regression analysis of Transformational and Transactional leadership styles (OBSERVED
Variable Unstandardized Standardized

Coefficients Coefficients
B Std. Beta
Error
(Constant) 51.823 2.616
Transformational (P .160 .035 .186
or OBS)
(Constant) 63.174 3.08
Transactional .402 .139 .154
Leadership(P or
OBS)
R=0.34
R Square=0.116
Dependent Variable: EC_SCORE Employee Commitment
Table 17(ii) shows Regression analysis of Transformational and Transactional

leadership styles (Expected “Exp”) on employee commitment.
Mode Unstandardized
l Coefficients
B Std.
Error
1 (Constant) 55.655 3.946
(Exp)
1 (Constant) 63.174 3.08
Transactional .016 .088
Leadership(Exp)
R=0.093
R Square= .009

6.7.7 H17: There will be a positive relationship with the level of education and
level of employees‟ commitment of private un-aided B-Schools of Maharasht
Correlation results revealed that the level of education has a statistically non- significant negative relationship (z
organizational commitment of employees. In addition, as shown in Table 18-(ii) below, the regression results
of employees had a statistically significant positive effect on their level of commitment toward the organization (t =
one standard deviation unit of education, the expected value in the level of organizational commitment of employee
148.These findings were consistent with the hypotheses. Therefore, the hypothesis was
Table 18-(i). Correlation Results of the Level of Education on Employee

Commitment.
Commitment
Table 18-(ii). Regression Results of the Level of Education on Employee
Commitment.
Mode Unstandardized
l Coefficients
B Std.
Error
1 (Constant) 65.343 1.952

p3q2
EDUCATION 2.369 .666
A Dependent Variable: EC_SCORE Employee Commitment of Employees
6.7.8 H18: There will be a positive relationship with the age and the leve
According to the results obtained from the regression and correlation analyses, there was a significant positive relat
their level of organizational commitment. The correlation results indicated that employee‘s age had a significant pos
with the level of organizational commitment of employees. As shown in Table 19-(ii), the regression results reveal
demonstrated that the employee‘s age had a statistically significant effect on the level of organizational c
increment in one standard deviation unit of the employee‘s age, the expected value in the level of organizational com
standard deviation of .141.These findings supported the hypothesis that employee‘s age will have a positive relatio
commitment of employees. Thus, the hypothesis was accepted.
Table 19-(i). Correlation Results of the Age on Employee Commitment.

Sum of Squares
Commitment Between 3928.367

Groups
Within 93199.683
Groups
Total 97128.051
Table 19-(ii). Regression Results of the Age on Employee Commitment.

Model Unstandardized Standardized
B Std. Beta
Error
1 (Constan .141
t) 68.084 1.272
p3q1
AGE
1.740 .513
Dependent Variable: EC_SCORE Employee Commitment.
6.7.9 H19: There will be a positive relationship between occupational status and the
level of employees‟ commitment of private un-aided B-Schools of Maharashtra.
According to the results of correlation analysis, the variable of occupational status found to be positively correlated w
commitment (r= .071), but this correlation was not statistically significant (p >0.05, i.e., p=.007). Also the regression
(ii) below, confirmed that the occupational status of employees had a positive effect on their level of organizational co
this effect was not statistically significant ( t = .414, p = .679). For each increment in one standard deviation unit of th
expected value in the level of organizational commitment of employees increases by a standard deviation of .017. The
with the hypothesis. Thus, the hypothesis was rejected.
P.T.O
Table 20-(i). Correlation Results of the Occupational Status on Employee
Commitment.
Sum of df Mean
Squares Square
Between 1692.244 2 846.122
Groups
Within Groups 95334.574 566 168.436
Total 97026.818 568
Table 20-(ii). Regression Results of the Occupational status on Employee
Commitment.
Unstandardized
Coefficients
Mode B Std.
l Error
1 (Constant) 71.715 0.966
p3q4
Occupational 0.14 0.339
Status
A Dependent Variable: EC_SCORE Employee Commitment
6.7.10 H110: There will be a positive relationship between pay (salary) and the level
The findings of the correlation analysis indicated that monthly income had a positive relationship with the level of org
employees (r = .000), and this relationship was significant (p> 0.05). In addition, the regression results, as show
that monthly income of employees had a
positive effect on their level of organizational commitment. But this effect was not
statistically significant (t = -2.859, p = .004). For each increment in one standard deviation unit of salary, the expected
commitment increases by a standard deviation of -.119. These results were consistent with the hypothesis. Therefore,
Table 21-(i). Correlation Results of the Salary (Monthly In-Come) on Employee
Commitment. ANOVA
Sum of Squares

Groups
Within 93618.031
Groups
Total 97128.051
Table 21-(ii). Regression Results of the Salary (Monthly In-Come) on Employee
Commitment.
B Std. Beta
Error
1 (Constant) 75.268 1.226 -.119
p3q5
Monthly
Income -0.928 0.325
Salary
A Dependent Variable: EC_SCORE Employee Commitment
6.7.11 H111: Married Employees of private un-aided B-Schools of Maharashtra will be more committed to their o
widowed employees.
To examine this hypothesis, an ANOVA was performed. As shown in Table 22-(i), the results revealed that based o
difference (F =
.014, p = 0.014) in the level of organizational commitment between employees. Married employees (mean
commitment to the single (mean = 61.0256). Thus, the hypothesis was confirmed and
Table 22-(i). Correlation Results of the Marital Status on Emplo
Commitment.
Commitment
Table 22-(ii). Regression Results of the Marital Status on Employee
Commitment.
Unstandardized
Coefficients
Mode B Std.
l Error
1 (Constant) 77.173 1.458
p3q3 Marital
Status -4.055 1.089
A Dependent Variable: OC_SCORE Organizational Commitment
Table 22-(iii). Mean Difference of the Marital Status on Employee Commitment.
Marital N Mean
Status
Commitment Married 426 64.121
Single 143 61.0256
Hypothesis Testing12
6.7.12 H112: Male gender of private un-aided B-Schools of Maharashtra will be more committed to their organi
To examine this hypothesis, a correlation analysis was performed. As shown in Tabl
23(i) this results revealed that based on the gender of the employees of private un- aided B-Schools of Maharasht
difference.(F=
1.081,p=0.280) in the level of organizational commitment between employees. Male gender (mean =64.0436) showe
the organization than their corresponding female gender (mean= 62.8536) but there is no statistically significant diff
was rejected.
Table 23-(i). Correlation Results of the Gender on Employee Commitment.
t-test for Equality of Means
t df Sig. (2-
tailed)
Commitment 1.081 568 0.28
Table 23-(ii). Regression Results of the Gender on Employee Commitment.
B Std. Beta
Error
1 (Constant) 73.746 1.628 -.046

-.046
p3q7
Gender -1.087 0.999
A Dependent Variable: OC_SCORE Organizational Commitment
Table 23-(iii). Mean Difference of the Gender on Employee Commitment.

Gender N Mean
Commitment Male 255 64.0436

Female 315 62.8536
6.7.13 H113: Employees undergoing internal promotions of private un-aided B- Schools of Maharashtra will
organization.
To examine this hypothesis, an ANOVA was performed. In addition, the regression results, as shown in Table 24-
promotions of employees had a positive effect on their level of organizational commitment. But this effect was not s
= .580). For each increment in one standard deviation unit of promotion, the expected value in the level of organizat
standard deviation of .028.This result was not consistent with the hypothesis.). Internal Promotion within zero to t
(mean =63.9694) showed a higher level of commitment to the organization than internal promotion within three to
internal promotion within seven to ten years of promotion (mean = 51.4620) showed a lower level of commitment
confirmed as it is not statistically significant according to regression analysis. But the hypothesis was confirmed
according to correlation analysis. So, it can be stated that the hypothesis was accepte
Table 24-(i). ANOVA for the Internal Promotions on Employee Commitment.
Sum of
Squares
Groups
Within 94225.498
Groups
Total 97066.317
Table 24-(ii). Regression Results of the Internal Promotions on Employee
Commitment.
Coe fficientsa
Model Unstandardiz ed Standardized
Coef f icients Coef f icients
B Std. Error Beta
1 (Cons tant) 71.904 1.729 .028
P3Q8 Internal
promotion taken plac e w ithin the time span 0.739 1.333
a. Dependent Variable: OC_SCR
Table 24-(iii). Mean Difference of the Internal Promotion on Employee
Commitment.
Promotion N
Commitment 0-2 years 407

3-6 142
7-10 19
Total 568
To conclude this section, it is appropriate to include the results of the complete
regression model, the multiple regressions of all the independent variables used in the study on the dependent variable
values of the variables in the model, the estimated level of employee commitment when all non-
dummy variables are at their mean values is 77.469.Coefficient values for each
dummy show the change in the level of commitment for those categories.
Table 25.Regression Results of all the Independent Variables on Employee

Commitment

B Std. Beta
Error
(Constant) 40.522 7.27
AGE 1.49 1.872 0.07
EDUCATION -1.608 1.114 -0.109
Marital Status 0.584 1.825 0.02
Occupational 1.949 1.112 .160
Status
Monthly 6.955 3.025 .176
Income Salary
Length of 5.375 1.798 .288
service
Gender 0.98 1.302 0.04
Internal -.868 1.658 -.035
promotion
taken place
1 within the time
span
Transactional .369 .214 .137

Leadership
Transformation .124 .079 .136
al Leadership
-.338 .186 -.131
NLF1
Dependent Variable: EC_SCR
CHAPTER-7
DISCUSSIONS AND CONCLUSIONS

CHAPTER-7
DISCUSSIONS AND CONCLUSIONS
This chapter is divided into two sections. Discussions, conclusions, and limitations. The discussion section provides
clarifies how they are related to the literature. The second section is concerned with providing meaningful co
findings.
7.1 Discussion
The research questions for this study include the following:
7.1.1 Research Questions:
1) To what extent are faculties of private unaided B-Schools of Maharashtra committed to their o
2) What Leadership characteristics do Deans/Directors of private un-aided B- Schools of Maharashtra possess as in
them?
3) What are the effects of the Dean‘s and Director‘s perceived leadership characteristics on the level of employ
4) Is there a difference in the level of commitment among academic faculties on the basis of demographic a
5) Is there a difference of Leadership styles perceived and expected by the academic faculties from their re
To answer these questions, a thorough and detailed review of the literature on leadership and employee commitme
review of the literature, 4 expectations and 12 hypotheses were derived and tested by the res
3) What are the effects of the Dean‘s and Director‘s perceived leadership characteristics on the level of employ
4) Is there a difference in the level of commitment among academic faculties on the basis of demographic a
5) Is there a difference of Leadership styles perceived and expected by the academic faculties from their re
To answer these questions, a thorough and detailed review of the literature on leadership and employee commitme
review of the literature, 4 expectations and 12 hypotheses were derived and tested by the res
Before discussing the results of testing the expectations and hypotheses, some
comments should be made regarding the characteristics of the respondents. The findings of this study indicated that a
between the ages of 20 and 29 (58.6%), held Masters Degree MMS and MBA (85.2%), among it 5.6% with graduatio
20.0% with masters degree MMS/MBA with another masters degree M.A/M.E./MSc, were married (74.4%), were em
(51.6%), were in the middle and higher income category (76.3%), and had worked between 1 and 5 years of service in
Maharashtra ( 56.8%)., were of the gender female(55.3%), and have experienced internal promotions in their present
(52.8%).The relationships between the answers of the majority on the eight demographic items are logically accepted
With regard to testing the research expectations and hypotheses, the results indicated that only one expectation was su
rejected. The results also indicated that eleven while two were rejected.
The findings of this study revealed that the majority of private un-aided B-School‘s employees (70.2%) of Maharasht
the organization, while the remaining percentage were found either neutral or uncommitted. The highest score f
commitment was 105 and the lowest score was 68.These results were consistent with the hypothesis that the majority
un- aided B-Schools of Maharashtra were found to be highly committed to their organization. One explanation of this
of the B-School employees are well paid and have family responsibility and are belonging to the female gender categ
level of commitment to the organization. Another explanation of this could be that less
number of doctoral degrees was found among the B-Schools academic facilitates were
relatively low in number. Very high levels of education negatively affect the level of commitment of employees. Stee
with higher levels of education may have higher expectations which make it difficult for an organization to meet such
committed employees. Another explanation of this could be that private sector employees are more committed
counterparts in the private sector. Buchanan (1974a) also observed that public managers are ―less involved, less l
identification with the aims of their agencies than business executives‖ (p.345).
The results of the study showed that the majority of the private un-aided B-School‘s academic faculties observed thei
transformational and transactional. This result was also consistent with what the study hypothesized. However, the f
for Head of the Departments categorized as transactional was 45.2% and the score for Head of the Departments ca
about 63.1%. This implied the prevalence of transactional and transformational leadership characteristics among the m
Departments in private un-aided B-Schools of Maharashtra. (The highest score for the category transactional leadersh
score was
20, the highest score for the category transformational leadership style was 90 and the lowest score was 54). But the e
faculties of B-Schools slightly varies in transformational leadership (The highest score for the category transforma
the lowest score was 61). The literature revealed that transactional leadership is a type of leadership that is based on a
leader and follower. The transactional leaders focus on the clarification of task requirements and the specification of c
(Bass, 1990).Whereas the Transformational leaders transform the needs, aspirations,
and values of followers from a focus on self-interest to a focus on collective interest. They practice trust building to c
common mission. They generate emotion, energy, and excitement that cause followers to make significant personal sa
mission, and to perform above and beyond the call of duty. (Lussier /Achua, 2008).One reason behind this could be th
un-aided B-Schools in Maharashtra number more in Female gender (55.3%) than their male counterparts (44.
factors and emotional attachment are more sensitive than male gender. Transformational leadership has been found to
organizational commitment and job-satisfaction. And as found from the result of the study the commitment level
academic faculties of the B- Schools of Maharashtra. Therefore the result confirms the earlier studies and definitions
style too and also indicated that the majority of the respondents viewed their Head of the departments as transformatio
hypothesis that the majority of the academic faculties of the B- Schools of Maharashtra perceive their managers to be
well as transactional in their leadership style and keeps an expectation from their Head of the departments to be more
transactional. The result also shows that the Head of the departments are not following Laissez –Faire Leadership styl
observed leadership style findings of the respondents show that Laissez-faire leadership style has. Thereby we find th
Hypothesis 1, 3, 4, 5&6. The findings confirms the earlier literature too that it describes a process of positive influe
individuals, organizations, and communities. Transformational leaders influence their
constituencies to make the shift from focus on self-interests to a focus on collective
interests. They understand the importance of trust building as a means to creating a high commitment to mission-driv
transformational leaders use their charisma and power to inspire and motivate followers to trust and follow their exam
and energy by focusing on the future (Lussier/Achua, 2008). The present research study have revealed that transforma
to be positively related to organizational commitment and in turn work outcomes. The research data showed that the r
faculties of private un-aided B-Schools of Maharashtra observed/perceived
their immediate Heads of the Departments/Directors to whom they report, with the
following findings of transformational leadership style:
a) Build Trust(IA) [.000(**)]
b) Acts with Integrity(IB)[.000(**)]
c) Inspires other (IM) [.000(**)]
d) Encourages Innovative thinking(IS)[.012(*)]
e) Couches people(IC)[.000(**)]
For the above data: ** Correlation is significant at the 0.01 level (1-tailed).
The research data showed that the respondents i.e., the academic faculties of private un-aided B-Schools of Maharash
immediate Heads of the Departments/Directors to whom they report, with the following findings of transformational
a) Build Trust(IA) [.010(*)]
b) Acts with Integrity(IB)[.047(*)]

c) Inspires other (IM) [.004(**)]
d) Encourages Innovative thinking(IS)[.362]
e) Couches people/Individual consideration(IC)[.122]
Transactional Leadership seeks to maintain stability within an organization through regular economic and social exch
for both the leaders and their followers. Burns indicated that the transactional leaders influence followers by transacti
such as pay, promotions, or status are exchanged for work. Bass maintains that transactional leadership revolves arou
in which the leader rewards the follower for specific behaviours and performance that meets with the leader‘s expecta
behaviour or performance that does not meet expectation. The research data showed that the respondents i.e., the acad
B- Schools of Maharashtra observed/perceived their immediate Heads of the Departments/Directors to wh
following findings of transactional leadership style:
a) Contingent Reward (CR) [.000(**)]
b) Management By Exception-Active(MBE-A) [.000(**)]
c) Fights Fire-Management By Exception-Passive (MBE-P) [.001(**)]
The research data showed that the respondents i.e., the academic faculties of private un-aided B-Schools of Maha
immediate Heads of the Departments/Directors to whom they report, with the following findings of transactional l
The research data showed that the respondents i.e., the academic faculties of private un-aided B-Schools of Maha
immediate Heads of the Departments/Directors to whom they report, with the following findings of transactional l
a) Contingent Reward (CR) [.249]
b) Management By Exception-Active(MBE-A) [.077]
c) Fights Fire-Management By Exception-Passive (MBE-P) [.103]
From the above data it is understood that the academic faculties of the B-Schools of Maharashtra do not want their He
Directors to whom they report to follow transactional leadership style.
The research data also showed that the respondents i.e., the academic faculties of private un-aided B-Schools of Ma
perceived and
observed leadership styles of their immediate Heads of the Departments/Directors
to whom they report, with the following findings of transformational as well as transactional leadership style:
a) Build Trust(IA) [.014(*)]
b) Acts with Integrity(IB)[.011(*)]
c) Inspires other (IM) [.081]
d) Encourages Innovative thinking(IS)[.045(*)]
e) Couches people(IC)[.004(**)]
f) Contingent Reward (CR) [.000(**)]
g) Management By Exception-Active(MBE-A) [.004(**)]
h) Fights Fire-Management By Exception-Passive (MBE-P) [.019(*)]
So, it‘s understood from the above given data that the academic faculties observe their
Heads/Directors to be both transactional and transformational. But their expectation is
more towards transformational leaders than transactional. Despite these differences, it is worth mentioning that effect
transactional and transformational leadership skills in appropriate situations. Along these lines, one study proposed th
organizational context and personality variables would influence or constrain his or her utilization of transformationa
behaviours (S.L.Shivers-Blackwell, 2004 /J.E.Bono and T.A.Judge, 2004). A meta-analytic test of the relative validity
transactional leadership styles revealed that both are valid approaches for achieving organizational objectives,(B.M. B
Y.Berson,2003) with transformational leadership showing the highest overall relations and transactional or contingen
second.(T.Judge and R.Piccolo,2004)
In other research study comparing transformational, transactional, and laissez-faire leadership styles between women
female leaders were more transformational than male leaders, and also engaged in more of the contingent reward beh
transactional leadership. Male leaders were generally more likely to manifest the other aspects of transactional leaders
management by exception) and laissez-faire leadership (A.H. Eagly, M.C. Johannesen Schmidt, and M.L.V.Engen,
Consistent with what this study hypothesized, the results revealed that both Transformational and Transactional Lead
impact on the level of organizational commitment of employees. An explanation for this result could be that B-Schoo
transformational and Transactional leadership styles because they are consistent with the academic values and culture
other scholarly studies. Bass and Avolio (1994) stated that both
transformational and transactional leadership styles enhance the level of commitment
to the organization among employees. Further, it has been found that the level of organizational commitment of empl
the initiating and consideration structure behaviours(which are similar to transactional and transformational leadershi
immediate managers(Brief et al.,1976;Morris & Sherman,1981).In other research, the positive relationship between tr
and the level of organizational commitment was emphasized(Bateman & Strasser,1984;Bycio et al.,1995;Carlson & P
Sector,1982;Morris Sherman,1981). The effects of both styles on organizational commitment were consistent with
leadership. Bass‘s augmentation theory of leadership postulates that successful leaders are both transformational and
theory, transformational and transactional leadership styles should have positive effects on the level of organizational
this is what this study demonstrated. The findings showed that transformational and transactional leadership styles po
commitment. The results also indicated that transformational leadership had a greater impact on the level of organizat
compared to transactional leadership. This could be attributed to two factors; first, the transformational leadership foc
individuals. In relation to this, Carlson and Perrewe (1995) stated that,
―When transformational leadership is enacted, members of organizations no longer seek merely self-interest, but tha
organization as a whole‖ (p.832)
The findings of this study revealed that there was a significant positive relationship between the age of employees
commitment level. An
explanation of this finding could be that when employees get older, their alternative
employment opportunities become limited. As a result, they are likely to develop more positive attitudes toward
organizational commitment. This finding was consistent with the literature (Angle & Perry, 1981; Hrebiniak, 1974;
1990).Mowday et al. (1982) and Meyer and Allen (1984) indicated that when the individual gets older and remains w
individual‘s opportunities for alternative employment tend to decrease, thereby enhancing the employee‘s commitmen
With respect to the relationship between education and the level of organizational commitment of employees, the resu
positive relationship between the two variables but is not statistically significant. To explain this relationship, we can
employees often have higher expectations which may be met with in academic institution, since the promotion is base
not only performance based. Though previous literature and research study conducted in public organization in
highly qualified employees adversely affects employee‘s level of commitment toward their organization(Faisal Homo
to this, Mowday et al.(1982),Steers (1977),Mathieu and Zajac (1990), and AL-Kahtany (1998) found education to be
But with respect to B- School‘s academic faculties of Maharashtra it is not inversely related but positively related but
As predicted, the results of this study showed that there was a significant and positive relationship between the length
employee commitment. This finding was consistent with previous studies (AL-Kahtany, 1998; Angle & Perry,
1981; Hrebiniak, 1974; Lee, 1971; Mathieu and Zajac, 1990). One explanation for this
finding can be that when employees stay longer with an employer; their alternative
employment opportunities become limited. This positively affects the employee‘s attitudes toward the employer and c
organizational commitment. It may also be that the longer one is in an organization, the more acclimated they become
constitute part of the organizational culture.
With regard to occupational status, the results indicated that occupational status was positively related with employee
statistically significant. In other research, it has been found that a positive relationship between occupational status an
(AL-Kahtany, 1998; Wiener & Vardi, 1980). This positive relationship is due to the fact that employees who occupy
department have more pay and prestige. As a result, employees tend to be more committed.
Additionally, the results indicated that there was a positive relationship between monthly income (salary) and employ
was statistically significant at .05 levels; it was significant at .10 levels. A logical explanation for such a relationship i
one of the most important factors that assess employee‘s attitudes toward their organization. This finding supports pre
Kahtany, 198; Angle & Perry, 1983; Becker, 1960).
In testing the hypothesis based on marital status, the findings clearly showed that married employees were found to b
divorced, or widowed employees. This result of this finding was statistically significant and was positively related to
result is consistent with the literature (Kawakubo, 1987; Lincoln & Kalleberg, 1990). To explain this, one may
say that married employees often have big responsibilities for their families which
force them to be more committed than others. For instance, it is more cost incurring and risk taking for a married emp
responsibility upon him to leave his employer without alternative employment or income than a single employee. The
employees to be more committed to their employing organizations.
In testing the hypothesis based on gender classification, the findings clearly showed that there is a positive relation of
commitment, but the result of the findings was not statistically significant. The hypothesis demands that male gender
organizations than their female counterparts‘. Since the frequency and the strength of the female employees are more
B-Schools of Maharashtra, It could be said that the number of female employees along with their male counterparts a
organizations. Gender, as a topic in organizational commitment literature, has been approached from both the gender-
Parker, & McEvoy, 1993). The gender approach to the study of women and organizational commitment was describe
was that, "women accept family roles as a chief source of their identity and fulfilment, leading to a different orientatio
work is paramount" (Loscocco, 1990, p. 155). In contrast, proponents of the job-model view concerning the study of
women indicated that there were no differences in the work attitudes of women and men, and that work attitudes of b
ways (Loscocco).
In testing the final hypothesis, the findings clearly showed that employees who had undergone internal promotion w
committed to their
organization than the rest. The explanation of this could be the simple psychology of
employees‘ ambition to be promoted keeps their commitment to their employer. The descriptive statistics showed tha
internal promotion within a span of 0-2years and employee(63.3099) undergo internal promotion within a span of 3-6
undergo internal promotion within a span of 7-10years. The correlation result shows that internal promotion is st
employee commitment. It should be noted here that the findings of the overall regression results indicated that the res
significant. To explain this, it could be that the existence of multicollinearity between some variables led to incorrect
To summarize the result it could be suggested that the most committed employee is the one who is older, educated
has served the organization for a considerable period of time, is married, male, and undergoes early promotions, and
more of transformational, transactional too but less laissez-faire in following the leadership styles with an expectation
more Transformational in nature.
7.2 CONCLUSION
As organizations strive to improve, there is a pressing need to understand the factors that may directly or indirectly im
organizations. This study was concerned with two important issues in the field of organizational behaviour, org
leadership. The literature revealed that both subjects were considered as major contributors to the success of an
Based on the findings of the present study, the researcher developed the following conclusions:
1. The findings of this study indicated that transactional and transformational
leadership styles positively impacted the level of employee commitment of the academic faculties of the B-Schools of
findings showed that the organizational commitment of individuals was negatively affected by the laissez-faire le
organizational commitment, these results provide support for the cross-cultural applicability of Bass‘s augmentation t
postulates that successful leaders are both transformational and transactional. Bass (1996) stated that ‗ although the m
transactional leadership may have needs for adjustments and fine-tuning as we move across cultures, particularly into
as having a lot of universal potential‖(p.754). Furthermore, consistent with Bass‘s theory that stressed that successful
transformational, the findings of this study demonstrated that the academic faculties of the B-Schools of Maharashtr
Heads of the Departments and Directors to be more transactional in nature while dealing their sub-ordinates and conf
transformational leaders were more committed to the organization than those who were under transactional leaders.
2. The results revealed that the majority of the academic faculties of the B- Schools of Maharashtra were found to be
3. The majority of the academic faculties of the B-Schools of Maharashtra perceived/observed their leaders or Heads
exhibit transformational and transactional characteristics, but keeps an expectation from their Heads to whom they r
in nature and follow contingent reward as well as management by exception-
active when concerning transactional leadership. Management by exception –
passive was not accepted by the B-School academic employees.
4. Consistent with early research studies, the demographic variables of age, education, monthly income, marital status
significant positive impacts on employee commitment. The result also shows that length of service, internal promotio
positively related to employee commitment but the statistical results are not significant. The result also shows that bo
positively related to employee commitment but their statistical findings showed no significant difference.
CHAPTER 8
RECOMMENDATIONS AND SUGGESTIONS

CHAPTER 8
RECOMMENDATIONS AND SUGGESTIONS
8.1 Recommendations:
Based on the results of the research findings, it could be said that, to enhance employee‘s organizational commit
Departments have to utilize both Transformational and Transactional Leadership Style
If employees are highly committed, they are expected to be highly productive and loyal to their employing organiza
study show that the academic faculties of the private un-aided B-Schools are moderately committed to their organisa
important implication that the organization may achieve its goals with the committed employees. Buchanan (1974a) a
is no less than a precondition for successful organizations. In addition, the literature demonstrated that organizationa
positively related to job performance and tenure with the organization, and negatively with turnover, absenteei
Heads of the Departments or the Directors of the B-Schools of Maharashtra, leaders and managers and those who are
of the employees working under their leadership must pay close attention to their styles of dealing people and enh
performance and productivity and their quality of teaching or working.
Heads and Directors of the institutes who hold the leadership position should follow both transformational and trans
findings demonstrated that the employee‘s level of organisational commitment was having pos
findings demonstrated that the employee‘s level of organisational commitment was having pos
by transformational and transactional leadership style.
Leaders who avoid responsibilities and making decisions are not appreciated by their employees as the result of the re
Faire style had a negative impact on the employee commitment. Therefore, it is recommended that Heads should be m
responsibilities and actively taking part in decision–making process.
The findings also indicated that the maximum positive contribution to employee commitment came from the behav
transformational leadership. It implies that a high level of organisational commitment of employees would be a result
the B-Schools who are both transformational and transactional, but who display more transformational characteristics
Orientation programs should be applied. Such programs will provide new employees with a general background abou
values, and its policies.
Communications between management and highly educated employees should take place.
Regular increments and special increments for the deserving candidates should be implemented. Rewards and awar
held on annual occasions to motivate and inspire aspiring employees too.
Experienced employees and employees who are in service to the organisation for a considerable period of time should
taken for granted. Their advice and contributions can be pertinent to the achievement of the organisational goals.
Internal promotional system should be there in terms of the employee‘s performance
and interpersonal communication skills. Institutions should provide a supportive work environment, which creates a m
Institutions should demonstrate their commitment to the employees by providing comprehensive training, sharing
development and growth of employees within the organisation.
8.2 Suggestions:
It is suggestive that the Heads of the departments or the Directors under whose leadership the academic faculties of th
Maharashtra are working should be more transformational and transactional in nature while dealing with the academi
It is even more suggestive that the Heads or the directors should be more transformational in their leadership styles. T
and participative in nature. Though they are expected to be transactional in their leadership styles but they shou
finding mistakes in their sub-ordinate faculties.
The Heads and the Directors should not avoid or delay in taking decisions. They should be more punctual by nature a
to urgent questions. They should not be absent when needed and should not wait for things to go wrong before taking
involvement in all the important issues and problems should be there.
For newly joined faculties orientation programs should be conducted.
Regular communications should be there between the management and highly

educated faculties.
Regular increments as per the HR of the institutions should be there. Whenever new openings are there, internal cand
for the promotions.
Inspirational and motivational training programmes should be there for the faculties. For good academic achieveme
students or conducting National and International seminars or for resource generation for the institute, the faculties s
Employees who are working for a considerable period of time and the senior employees should be given more import
the decision– making process. Their wisdom and experience can be beneficial to the organisation.
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ANNEXURE-I
QUESTIONNAIRES
ANNEXURE-I
QUESTIONNAIRE-1
PART – I
This part contains statements containing concerning general information about the participant. Please read the follow
is through e-mail
then kindly state YES or NO) the category that best describes your situation. (Name
of Institution: )
1) Age :
------------20-29
------------30-39
-----------40+
2) Education :( Type the qualification achieved for, eg. BA-MBA /MMS)
-----------BA/BCom/BSc /BE
-----------MA/MCom/MSc /ME
-----------Master Degree/MBA/MMS
----------Doctorate
3) Marital Status:
-----------Married
-----------Single
-----------Divorced
-----------Widowed
4) Occupational status
------------Lecturer
-----------Assistant Professor
-----------Associate Professor
-----------Professor
5) Monthly income salary

----------45 k and above
----------35-44 k
----------25-34 k
---------15-24k
6) Length of Service
-----------Up to 5 Years
----------6-10years
----------more than 10years
7) Gender
----------Male
----------Female
8) Internal promotion taken place within the time span

----------0-2 years
---------3-6 years
--------7 – 10 years
QUESTIONNAIRE-2
PART – II
Employee Commitment Survey-OCQ Employee Commitment Questionnaire
You are being asked to participate in a survey to provide the state of Maharashtra with information that will help to im
employees. Participation in this survey is voluntary and confidentially is assured. No individual data will be reported.
The following statements concern how you feel about the department where you work. Please indicate the extent of
statement by circling a number from 1 to 7.If answering by way of e-mail then kindly RATE your answer by cho
rating, for e.g., „3‟ under the column Rate. Please do not put your name on this questionnaire.
1 2 3 4
strongly Disagree somewhat Neutral
disagree disagree
Employee Commitment Questionnaire

1 I am willing to put a great deal of effort beyond
that normally expected in order to help this organization be successful
2 I talk high about this organization to my friends
as a great organization to work for
3 I feel very little loyalty to this organization
4 I would accept almost any type of job
assignment in order to keep working for this
organisation.
5 I find that my values and organization‘s values
are very similar
6 I am proud to tell others that I am part of this
organization.
7 I could just as well be working for a different
organization as long as the type of work was
similar
8 This organization really inspires the very best
in me in the way of job performance
9 It would take very little changes in my present

9
circumstances to cause me to leave this
organization
10 I am extremely glad that I choose this
organization to work for over others ,I was
considering at the time I joined
11 There is too much to be gained by sticking to
this organization indefinitely.
12 I find it easy to agree with this organization‘s
policies on important matters relating to its
employees.
13 I really care about the fate of this organization.
14 For me, this is the best of all possible
organizations for which to work.
15 Deciding to work for this organization was a
right decision on my part.

QUESTIONNAIRE-3
PART – III
Head of the Department/Director: M / F - ------------- (Please circle the appropriate response, if by way
in the blank space provided)
This questionnaire is to describe the leadership style of your Head of the Department (or the person you report to), a
answer all items on this sheet. If an item is irrelevant, or if you are unsure or do not know the answer, leave the an
question anonymously.
Thirty descriptive statements are listed on the following pages. Judge how frequently each statement fits the pers
following rating scale by circling your desired option for rating. If answering by way of e-mail, then kindly ra
number you prefer to rate your immediate leader to whom you report, for e.g., „4‟ under your rating column
the blank space provided in the table given below.
Not at all Once in a Sometimes
while
0 1 2
Leadership style preferred by you:

Your designation :
1 Instil pride in me for being associated with
him/her
2 Go beyond self interest for the good of the
group
3 Act in ways that build others respect for him/her
4 Display a sense of power and confidence
5 Talk about his/her most important values and
beliefs
6 Specify the importance of having a strong sense
of purpose
7 Consider the moral and ethical consequences of
decisions
8 Emphasize the importance of having a collective
sense of mission
9 Talks optimistically about the future
10 Talks enthusiastically about what needs to be
accomplished
11 Articulate a compelling vision of the future
12 Express confidence that goals will be achieved
13 Seeks different perspectives when solving
problem
14 Suggest new ways of looking at how to
complete assignments
15 Spend time teaching and coaching sub-ordinates
16 Treat each faculty as an individual rather than
just as a member of the group
17 Consider each faculty as having different needs,
abilities and aspirations from others.
18 Help each faculty to develop their strengths
19 Discuss in specific terms who is responsible for
achieving performance targets
20 Make clear what one can expect to receive when
performance goals are achieved
21 Express satisfaction when expectations are met
22 Focus attention on irregularities, mistakes,
exception and deviations from standards

23 Concentrate his/her full attention on dealing
with complaints and failures
24 Direct his/her attention towards failures to meet
standards
25 Fail to interfere until problems become serious
26 Wait for things to go wrong before taking action
27 Avoid getting involved when important issues
arise
28 He/she is absent when needed
29 Avoid making decisions
30 Delay responding to urgent questions
QUESTIONNAIRE-4
PART – IV
Multifactor Leadership Questionnaire (MLQ)

Head of the Department/Director: M / F - ------------- (Please circle the
appropriate response, if by way of e-mail then kindly state M/F in the blank space provided)
This questionnaire is to describe the leadership style of your Head of the Department (or the person you report to), as
items on this sheet. If an item is irrelevant, or if you are unsure or do not know the answer, leave the answer blank. Pl
anonymously.
Thirty descriptive statements are listed on the following pages. Judge how frequently each statement fits the person y
following rating scale by circling your desired option for rating. If answering by way of e-mail, then kindly rate yo
number you prefer to rate your immediate leader to whom you report, for e.g., „4‟ under your rating column
the blank space provided in the table given below.
Not at all Once in a Sometimes
while
0 1 2
Leadership style followed by my immediate supervisor

Designation of the person you report to ---
1 Instil pride in me for being associated with

him/her
2 Go beyond self interest for the good of the

2
group
3 Act in ways that build others respect for him/her
4 Display a sense of power and confidence
5 Talk about his/her most important values and
beliefs
6 Specify the importance of having a strong sense
of purpose
7 Consider the moral and ethical consequences of
decisions
8 Emphasize the importance of having a collective
sense of mission
9 Talks optimistically about the future
10 Talks enthusiastically about what needs to be
accomplished
11 Articulate a compelling vision of the future
12 Express confidence that goals will be achieved
13 Seeks different perspectives when solving
problem
14 Suggest new ways of looking at how to

14
complete assignments
15 Spend time teaching and coaching sub-ordinates
16 Treat each faculty as an individual rather than
just as a member of the group
17 Consider each faculty as having different needs,
abilities and aspirations from others.
18 Help each faculty to develop their strengths
19 Discuss in specific terms who is responsible for
achieving performance targets
20 Make clear what one can expect to receive when
performance goals are achieved
21 Express satisfaction when expectations are met
22 Focus attention on irregularities, mistakes,
exception and deviations from standards
23 Concentrate his/her full attention on dealing
with complaints and failures
24 Direct his/her attention towards failures to meet
standards
25 Fail to interfere until problems become serious
26 Wait for things to go wrong before taking action
27 Avoid getting involved when important issues
arise
28 He/she is absent when needed
29 Avoid making decisions
30 Delay responding to urgent questions
ANNEXURE-II
Tables and Graphs

ANNEXURE-II
Tables and Graphs
A.1.1Reliability - Expected
Cronbach's Cronbach's Alpha N of

Reliability Statistics
Alpha Based on Standardized Items
Items
0.817 0.826 30
Summary Item Statistics
Mean Minimum Maxim Range
um
Inter-Item .137 -.363 .694 1.057
Correlatio
ns
The covariance matrix is calculated and used in the analysis.
Item-Total Statistics
Scale Scale Corrected
Mean if Variance if Item Deleted Item-Total
Item Correlation
Deleted
Exq1 78.49 73.509 0.533

Exq2 78.47 73.459 0.535
Exq3 78.49 74.243 0.498
Exq4 78.75 76.245 0.293
Exq5 78.77 75.811 0.325
Exq6 78.46 73.064 0.56
Exq7 78.44 73.403 0.562
Exq8 78.39 74.01 0.529
Exq9 78.37 73.752 0.527
Exq10 78.36 73.936 0.548
Exq11 78.44 72.869 0.579
Exq12 78.4 72.988 0.629
Exq13 78.55 72.702 0.591
Exq14 78.59 74.087 0.479
Exq15 78.57 71.817 0.583
Exq16 78.52 72.725 0.578
Exq17 78.59 73.725 0.303
Exq18 78.59 74.544 0.459
Exq19 78.37 73.59 0.535
Exq20 78.37 74.022 0.53

Exq21 78.3 74.13 0.511
Exq22 78.83 77.647 0.19
Exq23 78.86 76.946 0.234
Exq24 78.94 77.996 0.165
Exq25 81.37 82.905 -0.179
Exq26 81.55 82.512 -0.169
Exq27 81.61 83.093 -0.223
Exq28 81.63 82.067 -0.15
Exq29 81.62 82.302 -0.162
Exq30 81.58 82.718 -0.189
A.1.2. Reliability - Observed
Alpha Based on Items
Standardized Items
0.867 0.874 30
Mean
Minimu Maxim
m um
Inter-Item .188 -.303 .794
Correlations
Item-Total Statistics
Scale Scale Corrected Item-
Mean if Variance if Item Deleted Total
Item Correlation
Deleted
Mlq1 71.3 161.414 0.566

Mlq2 71.23 163.291 0.528
Mlq3 71.17 164.723 0.542
Mlq4 70.87 167.445 0.384
Mlq5 70.9 166.488 0.401
Mlq6 70.95 164.561 0.484
Mlq7 71.13 163.974 0.517
Mlq8 71.1 163.974 0.507
Mlq9 71.01 165.346 0.511
Mlq10 71.03 165.027 0.5

Mlq11 70.94 162.367 0.555
Mlq12 70.86 163.965 0.455
Mlq13 71.22 163.265 0.541
Mlq14 71.23 160.928 0.563
Mlq15 71.39 159.347 0.583
Mlq16 71.28 162.639 0.554
Mlq17 71.27 160.884 0.589
Mlq18 71.26 161.51 0.57
Mlq19 71.11 161.221 0.574
Mlq20 71.2 160.868 0.62
Mlq21 71.22 160.203 0.594
Mlq22 71.16 167.984 0.328
Mlq23 71.18 168.075 0.328
Mlq24 71.32 167.392 0.32
Mlq25 73.01 176.302 -0.028
Mlq26 73.19 175.858 -0.004
Mlq27 73.34 174.787 0.034
Mlq28 73.25 173.997 0.059
Mlq29 73.37 175.477 0.01
Mlq30 73.32 176.268 -0.02
A.1.3. Reliability - Employee Commitment
Alpha Based on Standardized Items
Items
0.804 0.821 15

Mean Minimum
Maximu
m
Inter-Item .234 -.234 .806

Correlations

Scale
Mean if
Item
Deleted
I am willing to put a great deal of effort 70.4396

beyond that normally expected in order to help this organization be successful
I talk high about this organization to my 70.9780

friends as a great organization to work for
recp1q3 71.4945
I would accept almost any type of job 72.3626

assignment in order to keep working for this organisation.
I find that my values and organization's 71.6923

values are very similar
I am proud to tell others that I am part of this 70.8242

organization.
I could just as well be working for a different 72.4945

organization as long as the type of work was similar
This organization really inspires the very best 71.4176

in me in the way of job performance
It would take very little changes in my 72.8132

present circumstances to cause me to leave this organization
I am extremely glad that I choose this 71.3956
organization to work for over others ,I was considering at the time I joined
recp1q11 71.9011
recp1q12 72.4505
I really care about the fate of this 70.9890

organization.
For me, this is the best of all possible 71.7363

organizations for which to work.
recp1q15 70.8571
Split Half Reliability

Cronbach's Part 1 Value
Alpha
N of Items
Part 2 Value
N of Items
Total N of Items
Correlation Between Forms
Spearman- Equal Length

Brown
Coefficient
Unequal Length
Guttmann Split-Half Coefficient

A .The items are: I am willing to put a great deal of effort beyond that normally
expected in order to help this organization be successful , I talk high about this organization to my friends as a great o
accept almost any type of job assignment in order to keep working for this organisation., I find that my values and org
to tell others that I am part of this organization., I could just as well be working for a different organization as long as
organization really inspires the very best in me in the way of job performance.
B. The items are: It would take very little changes in my present circumstances to
cause me to leave this organization, I am extremely glad that I choose this
organization to work for over others, I was considering at the time I joined, recp1q11, recp1q12, I really care about th
me, this is the best of all possible organizations for which to work., recp1q15.
A 1.4 Frequency Table with Graphical Representation
a) AGE
Frequency Percent
Valid 2 20-29 Years 334 58.6

3 30 - 39
Years 183 32.1
4 40 & above
Total 53 9.3
570 100
b) EDUCATION
Frequency Percent
Val 1 BA/BCom/BSc 32 5.6

id /BE
2 MA/MCom/MSc 114 20.0
/ME
3 Master 340 59.6
Degree/MBA/MMS
4 Doctorate 84 14.7
Total 570 100.0
c) Marital Status
Percent
Valid 1 424 74.4 74.4

Married
2 Single 143 25.1 25.1
3
Divorced 3 .5 .5
Total
570 100.0 100.0
d) Occupational Status
Frequency Percent
Valid 1 Lecturer 168 29.5

2 Assistant
Professor 294 51.6
3 Associate
Professor 65 11.4
4 Professor
Total 43 7.5
570 100.0
e) Monthly Income Salary

Frequency Percent
Valid 1 45 k and
above 435 76.3
2 35-44 k 90 15.8
3 25-34 k 28 4.9
4 15-24k 17 3
Total 570 100
f) Length of service
Frequency Percent Valid Percen
Vali 1 Upto 5 yrs 324 56.8 56.8

d
2 6-10 yrs. 181 31.8
3 10+ 65 11.4
Total 570 100
g) Gender
Percent
Valid 1 Male 255 44.7 44.7

2
Female 315 55.3 55.3
Total 570 100 100
h) Internal promotion taken place within the time span

Frequency Percent
Valid 1 0-2 years 301 52.8

2 3-6 years 76 13.3
3 7 - 10 years 4 0.7
Total 381 66.8
Missi System 189 33.2
ng
Total 570 100
i) Level of Organisational Commitment

Frequency Percent
Valid 1 Uncommitted 30 5.3

(15-52)
2 Neutral (53-67) 140 24.6
3 Committed (68-
105) Total 400 70.2
570 100
Frequency Percent
Valid 1 Not Transactional 33 5.8

2 Rarely 40 7
Transactional
3 Little 191 33.5
Transactional
4 Transactional 229 40.2
5 Highly 14 2.5
Transactional
Total 507 88.9
Missin System
g
Total 570 100
63 11.1
k) Level of Transactional leadership Style(Expected)
Frequency Percent
Not Transactional 1
Rarely 12
Little 365
Transactional 186
Highly Transactional 6
Total 570
l) Level of Transformation leadership Style(Perceived)

Frequency Percent
Not Transformational 2
Rarely 17
Little 103
Transformational 269
Highly 179 31.4
Transformational
Total 570 100
m) Level of Transformation leadership Style(Expected)

Frequency Percent
Little 21 3.7
Transformational 196 34.4
Highly Transformational 353 61.9
Total 570 100
A.1.5 Tables and data related to the norms of Private Un-aided B-Schools of
Maharashtra.
The following are the list of approved nomenclature of courses at Post Graduate
Degree Program, in Management.
MASTERS IN ADMINISTRATIVE MANAGEMENT
MASTERS IN BUSINESS ADMINISTRATION
MASTERS IN BUSINESS ADMINISTRATION (BUSINESS ECONOMICS) MASTERS IN BUSINESS ADMINIST
335
MASTERS IN BUSINESS ADMINISTRATION (EXECUTIVE)
MASTERS IN BUSINESS ADMINISTRATION (FINANCE MANAGEMENT)

MASTERS IN BUSINESS ADMINISTRATION (FINANCE MARKETING AND HUMAN RESOURCE MANAGEM
MASTERS IN BUSINESS ADMINISTRATION (FINANCE MARKETING) MASTERS IN BUSINESS ADMINIST
MASTERS IN BUSINESS ADMINISTRATION (FINANCIAL ADMINISTRATION)
MASTERS IN BUSINESS ADMINISTRATION (GENERAL MANAGEMENT)
MASTERS IN BUSINESS ADMINISTRATION (HUMAN RESOURCE DEVELOPMENT)
MASTERS IN BUSINESS ADMINISTRATION (HUMAN RESOURCE MANAGEMENT)
MASTERS IN BUSINESS ADMINISTRATION (INFORMATION TECHNOLOGY)
MASTERS IN BUSINESS ADMINISTRATION (INTERNATIONAL BUSINESS)
MASTERS IN BUSINESS ADMINISTRATION (MARKETING AND FINANCE)
MASTERS IN BUSINESS ADMINISTRATION (MARKETING MANAGEMENT)
MASTERS IN BUSINESS ADMINISTRATION (MARKETING) MASTERS IN BUSINESS ADMINISTRATION (
336
MASTERS IN BUSINESS ADMINISTRATION (TOURISM
MANAGEMENT)
MASTERS IN BUSINESS MANAGEMENT MASTERS IN BUSINESS SYSTEMS

MASTERS IN CORPORATE MANAGEMENT
MASTERS IN ENGINEERING AND MANAGEMENT
MASTERS IN FINANCIAL AND PERSONNEL MANAGEMENT MASTERS IN FINANCIAL MANAGEMENT

MASTERS IN HUMAN RESOURCE DEVELOPMENT AND
MANAGEMENT
MASTERS IN HUMAN RESOURCE MANAGEMENT MASTERS IN INDUSTRIAL MANAGEMENT

MASTERS IN INDUSTRIAL RELATIONS AND PERSONNEL MANAGEMENT
MASTERS IN MANAGEMENT STUDIES
MASTERS IN MATERIALS MANAGEMENT MASTERS IN PERSONNEL MANAGEMENT

MASTERS IN PUBLIC SERVICE MANAGEMENT
MHMCT (FOOD AND BEVERAGE MANAGEMENT)
MHMCT (HOSPITALITY AND TOURISM ADMINISTRATION)
337
Norms for Land requirement and Building Space for B-Schools of Maharashtra
Table below shows the Land Requirements for Management Institutions

Land Area requirement in Acres
Other than Rural places
(Competent Authority to certify that
the place is not located in a rural area)
Stand alone Post Graduate Programs
Management 0.5
Table below states the strength of students against per acre of land available for

Program Number of stud
per acre land av
Management 300
Land area shall cover hostel facilities, if any
Land shall be in one continuous piece.
Considering hilly nature of land in North Eastern States, land may be made available in 3 pieces which are not away
Km
Built-up-Area Requirements
The Institution area is divided in, Instructional area (INA, carpet area in sq. m.), Administrative area (ADA, carpet ar
area in sq. m.).
Circulation area (CIA) is equal to 0.25 (INA+ADA+AMA).
Total built up area in sq. m. is equal to (INA+ADA+AMA) + (CIA).
Norms for the building space for B-Schools of Maharashtra.
Table below gives the measurement of building space for Management
Institutions.
The Institution area is divided in, Instructional area (INA, carpet area in sq.
m.), Administrative area (ADA, carpet area in sq. m.), Amenities area
(AMA, carpet area in sq. m.).
Circulation area (CIA) is equal to 0.25 X (INA+ADA+AMA).
Total built up area in sq. m. is equal to (INA+ADA+AMA) + (CIA).
Universities are required to show the proof for availability of total built up
area in each category before the Expert Visiting Committee.
Instructional Area (Carpet Area) in sqm for B-School
Table below gives the measurement of Instructional area in Management
Institutions
Number of Duration of course Class Tutorial

Divisions in Yrs Rooms(C) Rooms(D)
UG (Class
of
60)
1 2 3 4
Carpet 66 33
Area
in sqm per
room
Number A Y C=A D=C/4

of
rooms
required
for
new
Technical
Entity
Total A Y C=AxY D=C/4
Number
of rooms
1.Classrooms, Tutorial rooms and Laboratories required for 2nd (and 3rd) year may
be added progressively to achieve total number as stated2 Round off fraction in calculation to the next integer
Norms for Infrastructure facilities in B-Schools of Maharashtra:
Table below gives the list of computers, software, internet and printers required in any B-Schools of Maharash
Number Legal Legal LAN &

of PCs to System Applica Internet
students Software tion
ratio Softwa
(Min 20 re
PCs)
Manage- PG/ 1:2 10 10 All
ment
Utilization of Open Source Software may be encouraged
Secured Wi Fi facility is highly recommended
Purchase of most recent hardware is desired.
Library, Administrative offices and Faculty members be provided with exclusive computing
Facilities along with LAN and Internet over and above the requirement meant
for students
Adequate number of software licenses is required
Central Xeroxing facility for students is preferred
Table below gives the list of books, journals and library facilities required in any
B-Schools of Maharashtra.
Program Total Titles Volumes
Program Titles Volumes
number
of
Divisions
MBA / B 100/50 500xB/500xB

PGDM /
MCA
(PG)
B= Number of divisions at I year+ Number of II Year direct division.
Mandatory Subscription of e-journals for all Institutions conducting program in Management.
Publisher Subjects E-Content
EBSCO Management Business Source Elite

e-journal Collection(
1802 e-journals &
magazines) (2011)
Academic and good governance parameters in B-Schools of Maharashtra.
Table below gives the academic and governance parameters of B-Schools of
Maharashtra.
Item Item Evaluation
No. Description Guidelines
Organization and Governance, Resources,

Development and Planning
1 Organization, Governance and I Governing bo
Transparency. and functions of
ii. Defined rules,
and promotional
iii. Decentraliza
grievance redress
iv. Transparency
Correct/unambig
2 Budget allocation, I Adequacy of bu
utilization and ii. Utilization of
financial practices iii. Publicly avail
statements of
expenditures
N LEADERSHIP
OF PRIVATE UN-AIDED B-SCHOOLS OF
il University’s,
f the Degree of
N
ODDAR
1)
AR
ESS MANAGEMENT, Sector 4, Plot No. 10,

p Styles and Employee Commitment: An Empirical
ree of Doctor of Philosophy in Business Management
Mumbai is my original work and the dissertation has not
les. This study contains research work which is based on
ould be held responsible for the same.
th November’2012 Signature of
hip Styles and Employee Commitment: An Empirical
d out by Ms.Priyadarsini Khastagir Poddar, student of
Department of Business Management, Navi Mumbai
ee of Doctor of Philosophy in Business Management
oma, associate ship, fellowship or any other similar title
rof. Dr.R.Gopal
irector & HOD
admashree Dr. D.Y. Patil

University, Navi Mumbai
ent, which has provided me with the opportunity to carry
e Department of Business Management of Padmashree.

gestions, constructive comments, and motivations .His
ss Management of Padmashree Dr.D.Y.Patil University,
able peer review of my research paper based on the
for allowing me to collect data from their academic
Khastagir and support and motivation from my husband

research study .I would also like to express my thanks
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217
221
221
222
223
223
224
224
225
227
229
231
VIII
233
233
234
235
237
237
238
239
240
IX
240
242
242
244
245
245
246
247
248
X
Transactional
249
250
251
250
251
251
252
253
256
256
257
XI
257
258
259
260
260
261
261
262
262
263
263
Gender on Employee 263
XII
265
265
265
266
XIII
Pg.No
9
23
37
52
57
114
XIV
High Commitment Management
Strategies
Ohio State University
Least-Preferred Co-worker
Multifactor Leadership Questionnaire
Management By Exception
Before Christ
Pride, Enjoyment and Growth
Organization Development
Openness, Confrontation, Trust,
Authenticity, Pro Activity, Autonomy,

Collaboration And Experimentation
Organizational Commitment
Questionnaire
Employee Commitment Questionnaire
Master of Commerce
Master of Arts
Other than Home University
Master in Engineering
Centralised Admission Process
XV
nsactional and laissez-faire leadership styles upon
and expected leadership styles of the heads/directors
commitment; and third, to explore the relationship
aire Leadership Styles of the Heads/Directors and the

tra.
of the selected B-Schools of Maharashtra in comparison
y the academic faculties of the private un-aided select
ications and job-related variables (Occupational status,

- aided selected B-School‟s academic faculties of
lect B- Schools of Maharashtra.

XVI
partments has no positive impact on the level of
partments/Directors has a positive impact on the level
tments/Directors has no positive impact on the level of
tments/Directors has a positive impact on the level of
partments/Directors of private un-aided B-Schools of

pared to the Transactional Leadership Style.
epartments/Directors of private un-aided B-Schools of

d to the Transactional Leadership Style.
XVII
of Maharashtra.
ive impact on the level of employees‟ commitment of
f the Departments/Directors of private un-aided B-
he Departments/Directors of private un-aided B-Schools

ther of the two separately.

of the two separately.
XVIII
mitted to their organization than single, divorced and
ed to their organization than single, divorced and
o their organization than the female gender.
d to their organization than the female gender.

XIX
arashtra. It could be extended to the lower levels,
vels where the Deans and Directors could judge the
ndia and globally too.
ashtra. The targeted population for the study was the

gether 390
n 47 B-Schools of the above mentioned regions of
e B-Schools of Maharashtra.
XX
e EBSCO, Pro-quest, and others).
estionnaires used for different variables of the study
Faire.
d B-Schools of Navi-Mumbai area, out of which

on the pilot study. The reliability test of the
s of private unaided B-Schools of Maharashtra. The

statistics,
XXI
on were scored and tabulated into a master sheet. The
Descriptive Statistics has been applied to draw logical
n 17).
ive of the study in view.
he respondents were Dean and Academic faculties of B-

al status, salary (monthly income), and length of
s consists of three sets:
tyles as Expected by the employees from their
d the relationship between the demographic factors and

hesis, some appropriate statistical tools such as
XXII
oyees of the organisation are found to be positively and
ion are found to be positively co-related and highly
yees of the organisation are found to be positively co-
o be positively correlated and highly significant with
loyees of the organisation are found to be negatively
to be negatively correlated and highly significant with

XXIII
elated with employee commitment.
nd to be more committed than the un-married
o-related with employee commitment.
ntly co-related with employee commitment.
ntly co-related with employee commitment.
ommitment. Male gender is found to be more committed
yee commitment.
directly or indirectly impact individual‟s behaviours in

zational behaviour, organizational commitment and
to the success of any
XXIV
s positively impacted the level of employee commitment
that the organizational commitment of individuals
ommitment, these results provide support for the cross-
sful leaders are both transformational and transactional.
y have needs for adjustments and fine-tuning as we
ersal potential”. Furthermore, consistent with Bass‟s
demonstrated that the academic faculties of the B-
ors to be more transactional in nature while dealing their
ed to the organization than those who were under
ashtra were found to be committed to the organization.

their leaders or Heads of the Departments/Directors to
XXV
cerning transactional leadership. Management by
income, marital status i.e., married employees had

vice, internal promotion, occupational status are
sult also shows that both male and female employees are
difference.
ulties of the B-Schools of Maharashtra was relatively

tyle had the greatest positive effect on the
z-faire leadership style had a negative impact on
B-School. Whereas in the leadership style expected by
mational leadership style only, while the Laissez-
ected demographic variables was examined. The

XXVI
oyees were found to be more committed to their
Mumbai, Pune, Nasik and Aurangabad only. In future

nd even globally. Also, in future few more parameters
study may be carried out on those identified parameters.
cademic faculties of the private un-aided B-schools of

aling with the academic faculties.
eir leadership styles. They should be more co-operative

hip styles but they should not devote much time over
re punctual by nature and should not delay in responding

XXVII
ems should be there.
es.
are there, internal candidates should be considered first
academic achievements or feedback from the

institute, the faculties should be rewarded and awarded.
be given more importance and should be involved in

on.
XXVIII
1
mitment (Bennis and Goldsmith, 1994; Bennis and
95), believe that vision, empathy, consistency and
of the employees to their organization. They also
uity, reliability and integrity. Kerfoot (1998) adds to
employees.
ich address leadership and employee commitment.

hin the realm of organizational behaviour (Rahim 1981).
been argued that without leadership, successful
ttracted attention from scholars and practitioners
a precondition for successful organisation.
eadership styles and on the study of organizational

2
pendent on the quality of its leaders. These leaders play
e accomplished. Their actions are important in
rive to globalize implies that global organizations need
constituencies within and outside their organizations.
round, but leaders also must deal with bewilderingly
ing to produce an environment that is rich in leadership
ept and empirical studies have examined the links

ement and supervision styles.
e commitment among the private un-aided B-Schools of
aharashtra and its Higher Education Systems, especially
administering surveys to the academic faculties of
3
ecognizes the impact of management style, suggesting
bes this as a supportive manager as one who allows
ms to specifically focus on Transactional Leadership
collection is designed accordingly.
ize a given leader‖ (Williams, 1978, p.217).
dividual followers for achievement and self –

olio, 1990). Transformational leaders are those who
leaders and followers (Burns, 1978). Transactional

ards (Bass,
on with and involvement in a particular organization‖

to avoid responsibility and decision-making (Bass,
4
d found that it was relatively high in the workforce as a
ce between men and women. Only one third of
ecent consultancy Report by AON (2000) claimed,
in their jobs, usually called continuance commitment.
1993 division of British women into the full time

hough a further third adaptive group have been added
omen who work full or part time, there are many
upations, education, work history and other attitudes
ound that UK women exhibited more commitment than
married people; the middle age groups; and those
ns; with longer job tenure; in the private sector; and in
complexity of this concept to the extent that authors

pluralist (Coopey and Hartley, 1991; Morrow,
5
en under this heading there are alternative angles on
e commitment (to stay in the organisation),
n), financial commitment (to the material rewards), or
cs that they called external factors (beliefs, sense of

ion. Internal factors that were found to improve
eamwork as a form of supervision.
ategies, had significant effects on a sample of nurses‘

tly that work-life balance policies may be related to
of the assumptions underlying the high commitment
anagement strategies (HCM), viewing
6
ome, on the way to improvements in business
hips together and shown the intermediary effects on

ent was left as an unexplored ‗black box‘ (Becker et
ive strength of an individual‘s identification with the
e organization. Commitment as outcome has been
dy is to determine how employee‘s perceptions and
meaning of the study will therefore be explained with
ve emotional attachment to the organization. An

ion and desires to remain a part of the organization.
oncept, Meyer and Allen drew largely on Mowday,
Kanter (1968). According to Nyengane, (2007)
onal leadership behaviours and commitment. This
7
ee commitment. For affective commitment, the study
anting to stay with the company. Therefore, using
Another findings by Viator and Ralph (2001) is
on and affective organizational commitment, and
is strong that transformational leadership will give a
mational leaders to influence the followers towards
cteristics explained affective organizational commitment

cteristics were gender, age, and length of service
tatus within the private un-aided B-Schools of
s of the private un-aided B-Schools of Maharashtra were
y explained affective organizational commitment, the
8
OUTCOMES
OUTCOMES
Attendance
CTIVE
ANIZATIONAL
Employee
MITMENT Performance
Decreased
Turnover
vel, elementary education, secondary education,

9
y 12 autonomous institutions established by the

one of the largest education hubs.
institutions established and functioning under the State

es, including 1800 exclusive women's colleges,
education lies on science and
ystem.
in India goes back to the pre-Independence era. The

was soon followed by another in Delhi in 1920. These
d supervisors from fields as diverse as banking,
was Indian Institute of Social Welfare and Business
and Labour welfare and the department of
10
invited by the planning commission. The first IIM was
know in
me, MBA, is widely popular as it offers quick gateway
n terms of the calibre of the faculties, quality of
Institutes of Management have built up a reputation of
nities. Regarding syllabus content, management
has led to greater international focus in the curriculum
tc. Moving a little away from the basic business,
ough education sets the direction for application of
ment. Much greater emphasis is needed especially in
best Schools as their loadstars. Blessed with

essionalism, IIMs have the potential to emerge as global
eve them. And they need complete autonomy in
11
up in the recent times. In respect of colleges, one can
is with the advent of globalization that aided and
d colleges, there are many differences between them.
B-School that gets aid from the government is termed

is called as unaided B-School While aided B-School get
ide. The aided B-Schools get grants from the
ucture. The unaided B-School charges heavy fees from
he salary of the unaided B-School teachers. The

B-Schools.
12
any liability. Though private managements run these
eges.
ctor. In the last three years alone 400 Business Schools

ern Universities. India management institutions produce
program such as distance Post Graduate Diploma in

business houses are establishing their own business
about how to manage the four ‗M‘s of any organization
s obtained through formal study programs at
it is of the utmost importance for any person in any job
e capacity for MMS courses around 150000. The

nd about
ng, Computer Science and Information Technology) can
AT. Students are admitted as per the guidelines
13
TURE 14
RE
on, but it is an ancient art. The old civilizations of
p occurs universally among all people (Bass, 1981).
rs have been interested in leadership. Leadership
revised. Despite all these efforts, the issue of leadership
ogdill, 1974), there continues to be the absence of a

bach,
bserved and least understood phenomena on earth‖
ways. Stogdill (1974) noted this ambiguity when he
sons who have attempted to define the concept‖ (p.7).
ss of the concept. Lassey (1976) described this
or all circumstances‖ (p.15). In an attempt to resolve the
15
Chemer‘s definition describes leadership as ―a process
omplishment of common task‖.
ding to Chemers (1997), leadership had not been

empted to identify leadership through a theoretical
nt theories because they could not consider the
leadership to their recent counter parts, concluding
rical research.
es, but widely disagree on what the differences are.

, Schon argued, to be a leader without being a manager
p as a part of management. They argued that managers
others to enthusiastically pursue defined objectives (p.
that managers push and direct while leaders pull and
dership. According to Schon (1986), managers are
16
o exhibit strong leadership qualities. Finally, Hunt
ormational/transactional leadership differences which
oaches in their attempts to explain leadership. It has
eadership.
s in history from the general masses (Stogdill, 1974).

ns (Spotts,1964).The Great Man Theory assumes that
lso assumes that ―leaders
plest, oldest, and most widely held notion of effective

tness of executives in the organization. In other words,
its executives ( Smith,
17
the man in the making of a nation. He postulated that
is not without weaknesses. Among other critics,
t have universal traits in common. Second, he asserted
hat in the same society, different organizations demand
its.
y of leadership (Chemers, 1997; Gordon, 1981).The

ders. The theory held that if leaders were endowed with
ble for these traits or characteristics to be isolated (Bass,
dership traits. The purpose of the review was to examine

d that there were some characteristics (intelligence,
distinguish leaders from non- leaders. His results
to Stogdill to the realization of the importance of
18
He concluded that:
ut the pattern of personal characteristics of the

e followers. Thus, leadership must be conceived in terms
ndividual patterns of human behaviour in the face of
e practice of leadership, but in the selection and
te explanation of leadership. Hollander and Julian

at could be associated with effective leadership. In
rsonality factors and that many other factors, including
d emphasis on leadership traits, citing their inability to
two key factors. First, leadership traits that were
leaders possess a set of characteristics that are not also
planation of leadership ability (Griffin, 1990).

19
t theory school. The theory is still considered and
to explain leadership effectiveness, they started to

oes and how he or she does it‖ (Ivancevich et al., 1977,
e expected to be fruitful for leading persons and groups
ale (Ansari, 1990). The behavioural approach simply
of such behaviours on subordinates. A composite of
wo contrasting styles of the behaviours of leaders,
riented versus socio-emotional, or production-
ade of the 1950s. The following sections include

ersity of Michigan. The Managerial Grid developed by
20
at Ohio State University (OSU). The purpose of their
leadership style on work-group performance and
00 leadership behaviours. By using statistical analyses,
bbins, 1994).Initiating structure refers to the behaviour
eration refers to the behaviour that is concerned with
ideration category was described as one who frequently
s one who frequently takes care of the needs of
s care of the needs of subordinates. A leader in the
k, and routine (Reitz, 1981).
the most effective leadership style. Moreover, the belief

proved true in all studies. The results varied, and no
esearchers in the field. However, despite obvious
U provided significant building blocks in the evolution
21
on the same topic were in progress at the University of
ased work-group performance and satisfaction. Similar
n-centred and employee-centered leadership styles
ized close supervision, legitimate and coercive power,

structure. Leaders with an employee-centered
aders recognized the needs of followers, such as
ke behaviours (Ivancevich et al., 1977).University of
her productivity and higher job satisfaction and that
faction (Robbins,1994). As with their precursors, these
dea that the behaviour of a leader varied from situation
ries.
22
veloped by Blake and Mouton (1964). This model
binations between the two extremes. A grid with
ive basic management/leadership styles (see Figure
people or employee orientation. It was proposed that
e type of leadership behaviour.
23
ship (Ivancevich et al., 1977). By this time, researchers
s, the nature of the task, and group characteristics must
the determination of successful leadership behaviour
r that could be applied to all situations. The current

Theory, and the Vroom-Yetton Model.
he basic tenet of the theory is that group effectiveness is

the situation. The model further suggested that task-
the leader was task-oriented or employee oriented,
iedler, 1967). To arrive at an LPC score, the leader is
task, using a series of bipolar adjectives rated on an 8-
is least preferred co-worker in relatively positive
motivated (Siegel & Lane,
24
-oriented leaders will be more effective in situations of
edler as the degree to which the situation enabled the
s consists of three elements: (1) affective leader-member
mbers; (2) task structure, which refers to the extent to
ers to the degree to which the leader has authority to
hese elements as changeable and viewed a person‘s
ust be changed to fit the leader rather than the opposite.
p studies, the theory faced criticism (Behling &

between the results and the model was noted (Bryman,
on the works of the expectancy theory of motivation and

w a leader might successfully enhance the satisfaction
25
leader would be acceptable and satisfying to
tisfaction or as an instrumental source to future
l to the extent that (a) it made the satisfaction of
ironment of subordinates by providing guidance, clear
ositions, House devised four types of leader behaviour:
se, the use of any of these types of leadership would be
nal process to choose an appropriate leadership style

eader should share decision- making power with
ch reflects a behavioural option for the leader:
nates may or may not be informed about the situation.

26
s the decision.
h includes the leader) makes the decision.
n the following factors: (1) the quality or rationality of

red to make the decision. The model has been criticized
onsidered as a useful approach of leadership (Landy,
hip styles were first introduced by Burns (1978). A few

estionnaire (MLQ). The full range of leadership models
oretical model included three styles of leadership: (a)
ass‘s theory or the new leadership approach ―integrates
ds on work of sociologists such as Weber (1947) and
27
w.
t transactional leadership refers to a type of leadership

ange could take different economic, political, or
to pursue higher purposes. According to Bass (1990),
rewards. Transformational leaders interact with their
vation and morality (Burns, 1978).In Leadership and
ormational leadership. While Burns (1978) had focused
ion to business organisations. According to Bass
as expected. That could be achieved, Bass
sciousness of the importance of designated outcomes
interests , and (3) expanding or altering followers needs
d Bass theories of transformational leadership ,Carlson
28
s that a transformational leader is one who increases
onal leadership is enacted, members of organisations no
832)
f leaders that cause followers to change their values,

ional leadership forms, Burns (1978) viewed these
al and Transformational forms of leadership as polar
ul leaders as both transactional and transformational
s the easy way out; to be transformational is the more
n achieving organizational objectives and receiving

, self- perceptions, and psychological needs (Fein et al,
hip have added important value into the nature of
hip and transformational leadership. In fact

29
ar more complex process, the realization of which
ers‘ behaviours. A previous study showed that

e (Bass,
ubordinates‘ self-reported empowerment.
and employees‘ commitment (Barling et al, 1996). In
ntelligence and group cohesiveness (Wang and
se of contingent rewards, which implies that leaders

ment by exception (MBE), which has the dimensions of
e corrective actions as necessary. In Passive MBE,
30
this version, Bass and Avolio (1995) listed five
l leadership‘ was first coined by Downton [20], and then
orks, several theories of transformational leadership [6,
onal concept of leadership as a relationship of economic
a change process and by exploring the impact of leader
ribed transformational leadership as leader behaviours
motivation and morality in both themselves and their
aligning goals and values of the follower, the group, the
s and commitment will then motivate followers to reach
onceptualized transformational leadership into four
ualized consideration. Each of the components helps
se components and their impact on followers‘
ve as role models for their followers. Followers usually

31
by providing challenges and meaning to their
y, these leaders get followers involved in
done and demonstrate commitment to the shared
and excitement to a mission [11].
, transformational leaders help others to think about old
ns and values. These leaders also jointly work with their
and joint success in overcoming obstacles will reinforce
d developmental needs, and treating each individual

ividual follower‘s current needs, but also to attempt to
ing on followers‘ personal career needs and providing
ollowers‘ commitment [10, 11]. A number of studies
anizational commitment. For example, transformational
32
ed a test of 261 middle managers from public banking
ounted for significant amounts of variances in their
nts of transformational leadership and followers‘
in U.S. [14]. 124 managers from banking and food
s been provided to support the positive
16]. Transformational leaders have charisma,
Charisma generates the pride, faith and respect that
organization, while inspiration is the ability to
Morales, Matias-Reche and Hurtado- Torres, 2008).
intelligence, knowledge and learning so that they can
intellectual simulation (Conger, 1999). Charisma

s, their leaders and their technological organization,
echnological expectations (Garcia-Morales, Matias-
33
w, high-performance patterns. The presence of
her or his ideas (Schermerhorn, 2008). Furthermore,
and to focus on greater team, organizational, national,
& Bass, 1990), laissez- faire leaders were viewed as

ng. Although such a style under certain conditions (for
Williams, 1978), it was thought that this particular style
s considered to be an inappropriate way to lead (Hartlog
& Bass, 1990), laissez-faire leaders were viewed as

ng. Although such a style under certain conditions (for
Williams, 1978), it was thought that this particular style
s considered to be an inappropriate way to lead (Hartlog
34
tment is significantly correlated to their perceived job
oopman (1991) studied how leadership styles affected
ganization more. Though there was no direct connect
nt to the organization. Nierhoff et al (1990) found that
y related to the degree of employee commitment‖
roles in the overall organization.
organization and managers also have not only higher

r involvement in the organization, and are more
ork that they do because this perceived support allows
p had not been scientifically studied until the early

al approach. The Great Man Theory assumes that
ory, which was considered to be the
35
he theoretical approach was abandoned due to its
the studies of Ohio State University and the University
nds of behaviours that leader‘s exhibit and to
focused their attention on the situational factors and
no universal leadership behaviour that could be applied
ctional, and laissez-faire) is a recent development in the
on these. Transformational leaders inspire followers to
pected. Transactional leaders focus on the clarification
ormational leadership has five dimensions or factors

ject .(The five factors of transformational leadership
l stimulation, encourage innovative thinking and
gement-By-Exception: Active, MBE-P: Management-
36
rch Study. In today‘s competitive world, it is difficult
of the organization and deriving commitment of the
he outcome of transformational and transactional
dent variables. Hence, investigation of subordinate‘s
e two leadership styles is central to this research.
Determinants
Builds Trust
Acts with Integrity
Inspires others
Innovative thinking
Coaches’ people EMPLOYEE
COMMITMENT
Determinants
Passive/Avoidant
Active
Close monitoring of
behaviours and
actively setting
standards.
37
behaviours
actively
standards.
e subject of systematic inquiry in educational contexts,

within an educational context are important for
ublic funds, are under scrutiny and are pressurized to
ectations are that these institutions should operate as
dels into the educational arena.
efficiency and bottom line results, dominates both

d research and internal human relations, is being
d to business interests as secondary to academic
ancy. Most of the empirical studies conducted have

wn & Moshavi,
within schools and higher education institutions may be
n. Both do work with a significant cognitive and
with students and associates
38
ess and Goldman‘s (2001) arguments, it is assumed that
s or generalizations from one to another.
proach to leadership and concentrated mainly on

ber of papers focusing on the efficacy of
rincipals of 89 high schools, Koh, Steers and Telborg
mes such as satisfaction and effectiveness. In a more
ealized influence or charisma factor of transformational
ey found that the aggregated measure of
s of their organization‘s effectiveness and their
Rowley (1997) argues that the type of leadership

n. He indicates that this leadership extends beyond the
xcellence. Such Leadership is important in managers at
39
partment, a dean of a faculty, director of a school or unit
y teachers are satisfied with the behaviour of their line
t the age and the length of service in higher education
of their line managers.
al as it is in other organizations and that it has an
e is committed to the organisation‘s objectives and work

k faithfully everyday and do their jobs independently.
ir worth. However they also want to be a part of
d secured employment.
However many organizations have responded to

ecure organizational climate. A growing number of
acing modern organizations
40
employees face more ambiguity in their daily activities
urance of continued employment, workers have now
strate their commitment in terms of pleasant working
balance between work and employee‘s commitment
es, one of the key components of survival is maintaining

cording to Katz (1964), employee behaviour essential
isation, (2) carrying out specific role requirements and
ppointment of good workers is thus critical, but of even
ed for managers to understand the concept of
d by employees committed to the organisation?
he relationship between commitment and job

erception of supervisor‘s fairness (Nierhoff & Moorman
with the relationship between
41
me, the concept was reflected in focusing on the
1998).
with important organizational outcomes such as

yees are expected to identify with and to feel loyal
d also to feel that their job responsibilities are
Organizational commitment should be of great interest to
while those with low levels tend to have higher
‖ (Ward & Davis, 1995, p.35). In addition to all of this,
what they have invested. Committed employees are
h a sense of personal satisfaction (Romzek,
ocial organization‖ (p.340). In general, for both
990).
uch as the personal characteristics of the employee,

).The influence of personal characteristics on
42
onal level,( Nijhof et al .,1992). The organisational
emographic details. In our attempt to understand
lead to the development of organisational commitment.
esearchers with different theoretical perspectives have

at there is little consensus about the definition of
has been written since
hese concepts and measures, Morrow discerned five
esent study was concerned with only commitment to the
of organizational commitment of employees (Scholl,
dicates that the way employee commitment is defined

tment is defined either as an employee attitude or as
are currently four main approaches to the
43
terms of either a behavioural perspective or an
approaches to commitment and described how
90) argued, views commitment as an internal state, but
.53). Mowday et al. (1982) proposed that a cyclical
ing behaviours which, in turn, reinforce commitment
wed as a more active and positive attitude toward the
mmitment as an attitude.
y as a set of behavioural intentions. The most widely

colleagues who define organizational commitment is
gth of an individual‘s identification with and
acceptance of the organization‘s goals and values, (2) A

or desire to remain with the organization. Within this
characteristics and job
44
nd Isles, 2000b; Zangaro, 2001). The focus of research
vioural approach emphasizes the view that an employee
t in the organization, friendships formed within the
ome committed to an organization because of
this approach. According to him employee commitment
er evaluating the costs of leaving the organization. He
cost associated with discontinuing his association
―profit‖ associated with continued participation and a
on whether he/she chooses to remain with the
ormance and membership, the behavioural school uses
organizational commitment (Scholl,
ee goals and values and organizational aims make the

int of view,
45
onal commitment is more complex that emotional
mmitment develops because of the interaction of all
contributed to this new conceptualization of
dimensional approach. Elman lay down the foundation
n to attitudinal change. Another earlier contributor is
of three dimensions; moral involvement, calculative
vidual‘s response to organizational powers. Moral
ntification with organisational goals. Calculative
ps due to an employee receiving inducements from the
ribed as a negative attachment to the organization. In
nt and therefore remain in the organization only
itudinal, behavioural and normative aspects of
46
pproach based on the assumption that commitment
o attitudes development of attitudes. Taking Kelman‘s
y called compliance, identification and internalisation.
dopted in order to gain specific rewards. Identification
ship. Lastly, internalization would occur when the
is colleagues. In 1984, Meyer and Allen, based on

existing dimension of affective commitment. As a result,
cluded an attitudinal aspect as well as behavioural
dimensions of organizational commitment. They
he affective, continuance and normative forms.
ent to, identification with, and involvement in the

ees associate with leaving the organization‖, and
47
sed on a sample of 505 Australian male fire fighters;
igh personal sacrifice, best represent organizational
rms or components of commitment that have been

They attribute these differences to the different
These included attempts to account for empirical findings
and Meyer, 1990; Jaros, Koehler & Sincich,
1986), or some combination of these (Mayer &
r easier comparison as shown in Table.1
ommitment to support the goals of the

nizations‖.
ommitment to retain their Organizational
mbership‖.
strumental involvement for specific extrinsic
ards‖.
ttachment based on desire for affiliation with the

48
nization‖.
volvement predicted on congruence between
vidual and organizational values‖.
cceptance of and identification with
nizational goals‖.
commitment to an organization which is based on

employee‘s receiving inducements to match
ributions‖.
rganizational attachment which results when an
loyee no longer perceives that there are
ards commensurate with investments; yet
he remains due to environmental pressures‖.
he employee‘s emotional attachment to,
tification with and involvement in the
nization‖.
n awareness of the costs associated with leaving the

nization‖.
feeling of obligation to continue employment.‖
believe in and acceptance of organizational

s and values and a willingness to exert
iderable effort on behalf of the organization‖
he desire to remain a member of the
nization‖.
he degree to which an individual experiences a
e of being locked in place because of the high
s of leaving‖.
he degree to which an individual is psychologically

ched to an employing organization through
nalization of its goals, values and missions‖.
49
r (1990) distinguished between the attitudinal and
rently from the two perspectives. The former, Alpander
ing bound to the organization by personal investment‖
types in which commitment attitudes lead to
ion is that, throughout the literature, commitment has
ves (Johnston et al., 1990). This study focused on
ons of Leadership Styles followed by their Heads

with reference to Meyer and Allen‘s one of the three
mmitment, the factors affecting it and how organisations
organizational commitment as an attitude and those

regard attitudinal commitment as the way people feel
s have become locked into the organisation. The
50
e assumption that commitment represents an attitude
s, which they labelled compliance, identification and
specific rewards .Identification occurs when an

zation occurs when influence is accepted because the
Employees thus become committed to organizations with
orkplace commitment.
51
tinuance(cost) - Normative(Obligation)
s(Investment ,lack of - Bases(Internalizations
natives) of orms,psychological
contract,benefits and
reciprocity norms)
UR
vitch (2001: 320)
lvement in a particular organization. It is characterized by

rt considerable effort on its behalf, and a strong desire to
ment
mmitment as a multi dimensional concept that has different

er and Allen, 1997). Meyer and his colleagues (Allen and
52
al commitment incorporates affective, continuance, and
t to, identification with, and involvement in the

ttachment to an organization, (2) identification with, (3)
dividual will develop emotional attachment when
n achieving these goals. They further explain
with the organisational values and the employee is able
fication with and a pride of association with the
chological attachment to an employing organisation.

al outcome. Meyer and Herscovitch (2001) report that
ver, absenteeism, job performance and organisational
53
990) which is based on Becker‘s (1960) side bet theory.
nger periods; they accumulate an investment, which
nvestments includes time, job, efforts, organisational
ourage them from seeking alternative employment,
ent to an employing organisation that reflects the

hey explain that continuance commitment involves
en forms the employee‘s primary link to the
its accrued.
employees calculate their investment in the organisation

ith the organisation. For example, an individual might
irement plan. Such an employee would feel that he/she
54
nd Allen (1991) argue that such an individual‘s
outside the organisation. This occurs when an employee
to complete for the positions in the field. Such an
ls and training they get are very industry specific can
e organisation because of the monetary, social,
tment which involves emotional attachment,
ying.
ment, which reflects a feeling of obligation to continue

n with the organisation (Allen and Meyer, 1990).
icitly address normative commitment. Randall and Cote
who have attempted to differentiate normative
55
ployee starts to feel that the organisation has spent either
gation to stay with the organisation. For example, an
elieve that he or she can reimburse the organisation by
d it difficult to reciprocate the organisation‘s investment
s by many researchers. Many researchers on the topic of

ent and have assigned these variables to categories
nts and outcomes of organisational commitment. The
that the antecedents of commitment were the three
day et al. (1982), in their review of empirical studies
ure were correlation. Mowday et al., extended the model
low, the new model included four categories of
, structural characteristics, and work experiences.
56
Employee
Commitment
commitment (Angle Perry, 1981; Hrebiniak, 1974;
er personality factors on the level of organizational
ve found a positive impact of age and tenure on the
ts older and remains with an organization longer, the
employee‘s commitment to the organization (Meyer
o be
57
er expectations which makes it difficult for an
Marital status and gender also have effects upon
argued that marital status was found to be a significant
ated persons were committed to organizations more than
more responsibilities than single persons (Lincoln
t females were more strongly committed to their
stics and commitment: job scope or challenge, role

in commitment. Regarding role conflict and role
e ambiguity. They indicated that increased job scope
day et al. Reported that where there is role
983) reviewed the literature on the work experiences of
is critical to commitment. They stated that, ―If
58
significant factor in occupational commitment.
be more committed to their organizations than those
estige and pay among the two groups.
vestigated the influence of structural characteristics on

e, and centralization of authority were not related to
ructural characteristics such as formalization, functional
up size had on commitment. They found commitment to
rmalization. When individuals participate at every level
mmitment. Employees who experience greater
es and procedures were reported to be more committed
al., 1982).
59
nt. This category of antecedents related to
hat occur during his or her tenure with the organization
employee commitment (Mowday et al., 1982). For
yees felt the organization could be counted upon to look
ational commitment of employees (Steers, 1977). In
maintain positive attitudes toward the organization, their
nd administrator in academic institutions and both of

ngsley and Cross (1992) determined the predictors of
riables such as leadership support, role conflict, role
hat increasing administrative support and principal‘s
making and collaborative problem solving are
60
mid-level administrators in higher education are fairly
and the autonomy of their work. Her results also
vision, influence orientation, people orientation,
sitively linked factors such as participation in
mitment.
auditors, Colbert and kwon (2000), found that

and
nal commitment and organizational tenure (R 2 = 2.06,
th Age (t=2.46, p < .05), number of years in the

found that if Deans believed they worked for
ed to the organization. In addition, they found that

61
to the commitment to the school, to teaching work, to
h such factors as exerting efforts on behalf of the
tional commitment and having proper pride to belong to
itment of part-time faculty. In a study of 479 full-time

at the level of organizational commitment does not
ll-time on – ground and full-time on line. These
nization.
ed to the organisational commitment of higher

organisation, information flow up the organisation and
mployees, who believed that management made a
8% reported that it was a good place to work and 85%
62
d that two intrinsic and one extrinsic work related
eral working conditions were significant at the 0.1 level
predicted the organizational commitment of marketing

Multiple Regression. The variables that were significant
n (.1592), and co-workers (.1258)
be seen that the development of commitment is

cies and practices.
s and professional goals of educational institutions has

practical results for academic institutions by providing
anization‘s stand point, it is useful to identify which
63
ation, senior secondary education and higher education.
secondary education consists of two years of
12th standard.
in the Vedic and Upnishadic periods in India, and a

ce now called Taxila, in Pakistan. Two other
s AD, respectively (Dogra and Gulati,
ree universities were set up in 1857 under British rule.
t was slow, as in a period of 90 years only 18
nal universities at Bombay, Calcutta and Madras.
ated in different parts of the country. The present higher
f the geographical area covered and the profile of
he number of state and central universities rose from 133
the Tenth Five Year Plan (up to December 2006),
ased from 20 to 378, colleges from 500 to18,
64
24 central universities, 100 ―deemed‖ universities (i.e.
es), five are institutions established under State
In addition, there are now20,
year 2007-2008, the total number of students enrolled in
nt were women. This has, in turn, enhanced access to
t 10 per cent in 2008. These developments
with 60 per cent in the USA and Canada, to over 40 per
ng countries. The Planning Commission, (Government
of India Planning Commission, 2006). Such a
t the facilities for higher education are available in
ersities in the Eleventh Five Year Plan (2007-2012).
ablishment of 30 new central universities and a new
will also have to be attempted by strengthening and
65
Commission (NKC) to seek ideas on how it can
According to its website (http://knowledge
ith the objective of transforming India into a knowledge
knowledge paradigm:
Applications of knowledge systems.
Mr Sam Pitroda) has also suggested setting up an Indian

ystems in India.
―deemed‖ and central universities excluding those
ny other Consortia, members‘ libraries access
bscription cost is paid to the
66
nd offers high quality publishers/aggregators to the

er of users, it is the largest consortium in India and by
ified for gaining access to the e- resources. About 100
end-setter in a thoughtfully adopted e-only model
membership structure of the consortium. All academic
in view the large number of universities, it is planned to
for investing significant time in the evaluation of
fore extending the access, INFLIBNET is ensuring
s were classified under three different categories. In the

16 major publishers, subsequently in 2005 another 50
se, there are 70 more universities. (Prem Chand and
67
war Dayal, 2002) The needed areas of development are
nitoring System, Support for Research, National Testing
which are as follows:
Journal, Dr. R. Gopal expressed that to make the B-

School faculties should be innovative in nature to
ching pedagogy will be of great use. Some of these
ssion, involving the students in creating posters
teaching, guest lectures, case studies, live projects,
discussions, organising socially involved projects like
homes etc,
68
ways of corporate world and culture, involving
unction with industry personnel etc., can aim to
HEIs) to ensure that knowledge flows efficiently

the enhancement in the overall effectiveness and
nment. Significant work has been done in the area of
erent people in this field.
and how an institution wide approach to KM can lead
surge benefits. The work deals with the benefits of
rch, curriculum development, student and alumni
thriving knowledge environment the institutes need to

ng knowledge.
69
nt and three academic KM strategies – individual,
change in culture and value, organizational structures

cessible, understandable and retrievable.
ducational institutions it is necessary to point out the
owledge, to activate and optimize the process of
the staff and students, to constantly perform
w technologies for knowledge transmission.
ie in the creation of a knowledge environment and the
es significant change in the culture and values,
ish and Arun (2006) and others –
d parents
70
inent to look for solutions which will make an impact
t this challenge (Kumar and Kumar, 2005).
activities for enhanced collaborating of knowledge on
cing KM approaches even though from the academic
y HEIs behave like educational markets. They have
stakeholders and market pressures.
dministrative processes for the acquisition, structuring
stitutional level and not the individual level (Ranjan and
cesses. Knowledge is created at various levels in

mination, evaluation, admissions, counselling, training
dies which may be
71
d from the members of the institution and other
insights, skills and relationships supported by

ulating tacit knowledge to explicit knowledge and
owledge i.e. knowledge about knowledge. The explicit
out how to contact the experts. The purpose of
nd Prusak, 1998).
will not be able to take action on that knowledge or
ional knowledge and its impact on the institution.
esses and functions to ―fit‖ into the institution‘s way of
graphs, rules, case based reasoning (CBR) and

d knowledge (Schwartz, et al., 2000) for reuse and
72
repository is a structured collection of the knowledge
able in storage repositories for present and future use
uickly and efficiently at the same place. According to
oss of knowledge and enhance accessibility to
ssemination – The stored knowledge, if not transferred
n,
he relevant knowledge for use at the right time. It
or push based as either the user can search for the
elevant for the user‘s task (Abecker, et al., 1998).
ed to look for information, are too busy or unaware that
nd Falbo, n.d.).
should be useful to the institutions in many ways
73
ation‘s process, allowing collecting and storing relevant
bo, n.d.). Consequently it should also be integrated to the
Since then it has gathered a global acceptability. Large

ompetition for students. Management is an area where
to prepare their graduates for managerial roles, help
them with relevant skills and competencies for
tudent. However, in management education what
74
s world, and the rapidly developing knowledge
business effectively. This is precisely the reason why
cations is growing rapidly both amongst the fresh
mic tie up becomes crucial.
and Batchelor (1987) report how the company gained
y, thus making the graduates better managers. Yet
ools. Fiekers et al. (2000) discussed how to
ssed the benchmarking process of higher educational
f academic process and the PhD programme
ion of the relative efficiency of management

he aim of a central unit is to allocate resources in such a
he amount of the total outputs of the units will be
ncy of a group or units of decision-making units
75
ion making unit (DMU) is not defined by an absolute
n. Farrell (1957) is known as the pioneer to develop
mbining the measurements of multiple units to measure
opularised the concept. Berger et al. (1997) and Seiford
more than 1,000 DEA contributors in the past two
model – after Charnes et al. (1978) and the BCC model
ale (RTS). While the latter takes into account the effect
- to- scale (CRS). Charnes et al. (1978) developed DEA
efficiently a DMU uses the resource available to
izations such as universities, schools, bank branches,
ing individuals like medical practitioners etc.
TE) is responsible for evaluating the performance of the
oad-based criteria and these criteria serves to assess the
76
examination rules and regulations, infrastructure norms
to measure the performance of any institutions. Harris
ach where the service to students is promoted through
tion of all the member of staff to the effectiveness of
racteristic of the education. An education process
vity and only one indicator cannot assess it. Leaving the
d B-schools. Since intake of these colleges is not
ast. Therefore, the focus on quality value addition
and controlling the strategic movements of the
vailable in the literature for measuring the performance
and Southwick (1989) studied the quality and value
and rank them. It has been argued in her paper that

ough
77
able to charge a high fee for their management
s. The paper tried to answer the question. The result
in an optimum way to produce the maximum output.
ources for covering a larger portion of cost of higher

ry level of education and favours for full cost recovery
of increase in fees, student loans currently operated
re seems to be a nexus between the present student loan
on without considering the low-income groups may
n, important economic rationale for government
ins essential to ensure a balanced achievement of
ential that funding sources must be diversified but cost-
education should be forbidden (P. Geetha Rani).
78
d that the institutes should be freed from the
ever fees they want. In the long run, each B School
r ever institute.
antity and quality of highly specialized human resources
sults in both challenges and opportunities. It is now well
es with good levels of education and vice versa (Carnoy,
tern of financing higher education vary a great deal
ation institutions, yet they all face a severe financial
ting in severe cuts on the education budget on the one
g the long cherished goal of universal elementary
year Plan and Tenth plan document that, ―Since
xpanding primary education, it is important to recognise
Government of India, 2001, 2002-2007).
79
n, centres‘ share of expenditure is minimal ranging
e of
deral government, the flow of plan transfers from
that while primary education is fundamental to the
era, which are the necessary and sufficient conditions for
n India, it is increasingly realised that public budgets
ed of even bare needs. Hence, the resources from higher
hile it is mandatory that the nation achieves universal
ted position to achieve global standards in higher
ent sources, viz. government, fee income from students
cation has been largely a state funded activity with
of non-government sources such as fees and
up 17 to 24 attended higher educational institutions in
nstitutions in USA, 52 per cent in UK and 45
80
when sectors of mass education are starved of even bare
as student fees, student loans, graduate tax and
n has been advocated that
king the higher education system financially self-
,
e through institutional networking and through open
nject accountability. Fees will be restructured on unit
involving industry and commerce and through
primary education can be noticed from the approach

are available, need to be allocated to expanding primary
ement resources from the government. University fees
hike in university fees is essential (emphasis added)‖
s important to recognise that the universities must
81
views on the Indian Education especially w.r.t B
siness School. The market for B Schools is quite
ge amount of competition – what with new B Schools
to innovate – introduce new course and new
ndustry interaction, research papers and so on. The
mere teaching/ coaching class to a full fledged
mic standard for primary and secondary education. They

s from globalisation, but also for research and
gher Education is no longer a luxury; it is essential to
ons measures such as hike in student fees, student loan

es take place in the form of:
82
und 25 per cent of the total recurring expenditure in a
nature and heavy reliance on them will have
also lead to lack of teachers and researchers in pure and
iance on student fees, student loans and privatisation
ce, an alternative student loan scheme specifically for
requirements, which may involve government
ts with less future incomes, etc, in addition to a strong
essential that funding sources must be diversified but
igher education should be forbidden (P. Geetha Rani,
e students belonging to the upper and middle income

rnment grants/subsidies are largely cornered by the
83
groups. It can be safely stated that the higher education
and such a policy is bound to be perpetuating
Psacharopoulos, 1997; Mingat and Tan, 1986; Jimenez,
dies to higher education on the other hand has been
deal with the national education sector as well as that of

n. For this, he prepared a detailed list of items of
s and tiffin; (iii) students‘ health service; (iv) training of
y on the provision of public education, the planning
eriod 1963 in Madhya gram, an urbanized village in the
he cost of secondary education, which was collected

d expenditure, etc. A consolidated list of assets has
he cost of education of each unit of
84
d that total cost of education constituted 6.2 per cent of
costs of education, foregone earnings for males and
ituted major proportion of total factor cost of education.
ncome in 1960-61 and not 2.5 per cent of institutional
enditure. The study divides the total cost of education
tries to measure the recurring unit cost of education in
government owned. It found main factors affecting the
of non-teacher to total teachers. Among all the four
g of all the four variables, regression and correlation
all colleges together. In the case of private colleges, only
cher and ratio of non-teacher to the total cost had a
riables remain constant, student enrolment was found to
e college nor ratio of non teacher to total cost have
85
s was more than that of their cost of education.
e cost of education into two main components: (a)
cost. In student cost, he points out the possibility of
d at the same time it is also the part of institutional cost.
. Institutional cost can be divided into two parts,
are capital (land on rent and building) and equipment
mplications of calculating unit cost due to the
be done very carefully Sharma (1969) highlights the
d different types of unit costs required at different
s, their coverage gap and their limitations. A
tions were available for improvements in the
s of the various concept of the cost of education,
omic aspect of the education. In order to study the cost
86
mates the unit cost of education from the period1962-66
n. The decline in pupil-teacher ratio increases the work
other study by Shah (1969) analyzes the unit cost of
that Non-tuition expenditure of poor students is low as
standard of private and municipal schools. It suggests
quality of teaching. The study concludes that
es.
ucational process. This was the first study in India
tal. The study also analyzed the share of direct cost and
n-tuition) in the total private cost had declined, while the
is becoming more and more prominent in the private
the capital cost remained constant. Thus, increase in the
pation of private sector in education.
87
ity of Poona and found that unit recurring cost of
e degree courses the unit costs were about Rs 1200, Rs.
atories and equipments. Similarly, cost of PG courses
on like the engineering and medicine at the degree level
d attempt of comparing the cost of general higher and
cation. Chalam (1978) analyzed the cost of education in
leges. And, it was observed that institutional cost per
of cost in both faculties has proved that major
the teaching cost was the major component of unit cost.
of the students was mostly influenced by socio-
f the per student cost in the institution of Jammu and
salaries and very less was spent on library and
ucation. Moreover, he has developed input-output

88
prices over the time. In the case of education, no
come implicit deflators are used. He identified various
the major determinants were the academic costs,
pervision. The availability of public resources helps in
oviders. Tilak (1979) on the basis of data on higher
components for the different states/union territories in
es in unit cost between different states/union territories.
general, professional and other types. Similar
nion territories as well as for different types of
6 in Lakshadweep and Rs.975.64 in Tamil Nadu. The
tion varies between 64 in Tamil Nadu and 2,387 in U.P.
r in Chandigarh was more than Rs. 30,000 and Rs. 3,871
to 35 in Meghalaya. The range in size is also quite big
89
it cost study of the universities located in Delhi. The
1976-77. The per unit current cost was estimated
he capital cost were classified into four categories:
nt in affiliating universities was higher compared to that
ttern of Andhra University, shows that on the
cent and 69 per cent). Further, in per pupil cost, larger
r cent to 30 per cent, library 2.58 per cent to 9.12 per
s of the society.
Tamil Nadu for the period 1960-76. He found that
o points out that the poor communities lagged behind
upta (1982) and Shah (1987) estimated private costs of
a very small proportion of the total private cost.
90
vate costs are high at low level of education because of
nd their return in the case of higher education. In
n higher education
ate courses during 1985-86.
analysis of college education. In cost analysis, the three
cost (excluding value of college buildings), mainly three
ure; and (iii) students- fund expenditure. After detailed
ere different. The behaviour of cost per institution for all
r, the institutional cost has increased by 47 per cent
ade a big contribution, followed by student cost, and
in India with special reference to the Kerala state for
ions and expenditures during the study period. But the
ulk of public expenditure on higher education was spent
91
inancial management and their weaknesses in the
d that there was an urgent need to evaluate their
University the impact of introducing computer system on
esource allocation, per student cost of different
ter cost management in the university system.
of the central, deemed and state universities for higher
nd accounting of finances of the university level
be given financial autonomy; (ii), the heads of
are an accounts for themselves.
the period 1976-77 and 1987-88. It was found that
.30 per cent in 1992-93, but in total plan outlay, it
h Five Year Plan (1980-85), while the plan-wise
student was worked out to be Rs. 4,994. Christo‘ study

92
t the Manipal Academy of Higher Education, for the
the public, private and social costs of higher education

government subsidization of higher education to the
eview revealed very interesting results regarding the
apital cost of engineering education was more than two-
t had declined marginally in the case of engineering
ment of students. Further, unit capital cost of
s that of the government art and science college is low
pital cost, during
gineering colleges and 65 per cent of arts and science
ased in the engineering colleges, while it was the share
mained as the major component in pushing up the
61 per cent of general education was taken by this item.
93
50 per cent in the technical education and 61 per cent
erent components of academic costs, the college fee,
er all students particularly played a significant role. In
by their households. PG engineering students received
eering education, which gives larger private
sis of factors influencing private cost of higher
ealed that only about one-fifth of the social cost of
neral education was incurred by them. The remaining
nstitutional cost was only marginal and moreover, it
n Karnataka state during 1981-90. It also measured the

problem of higher education in the state. Sood (2003),
0 per cent of recurring cost of school level education in
2000. It showed that pre-admission
94
of private cost was just 12.3 per cent in the total cost.
ws that major section of the students comes from the
ducational expenses of medical and para - medical
but these can be expressed in other definable units such

n was (a) institutional costs which is sum of (i) current
de (i) net tuition costs, i.e. fee paid minus financial aid
costs (current costs and capital costs), (ii) private costs
tudy were: teachers‘ cost, non-teaching cost,
ds, repair and maintenance of capital assets,
recreation and cultural activities. The components of
ids, library books, periodicals, newspapers, etc.
cost of living in hostels, uniform cost, transport cost)
95
were: (i) unit cost of education both at current and
of others; (iii salary component constituted the major
funds had increased over a periods of time; (v)
mand for higher education was high from the
tudy produced by Ghuman, Singh and Brar (2005)
measures the unit cost, financing and recovery of colleges
private initiative in higher education particularly in the
l higher education was Rs. 13,508 during
to the rural areas colleges (Rs. 10,118). However,
wed by the government colleges (Rs. 12,053), and the
gories. However, administrative cost was the

3.22 per cent of unit recurring cost. In professional
56,967 (48.50 per cent) and other costs Rs. 60,488
96
of general and professional education in Punjab shows
The share of total receipts in recurring cost was 95.72
d funds alone constituted 77.38 per cent of recurring
onalization made its inroads into the realm of higher
ence of knowledge based and technology driven

petent workforce. Worldwide 84 million students
n and training under Life Long Learning program.

, the state support in terms of funding per student as
t and from the market to the household. In some
embodiment of personal growth, social and global
97
me form of continuing education now.
wing at the rate of 20 per cent per annum in India.
n.
ervice and trade in the wake of changing nature of the

n the wake of massification of higher education
nnel having the ability of working comfortably in multi-
98
world, and the rapidly developing knowledge based
business effectively. This is precisely the reason
qualifications is growing rapidly both amongst the
academic tie up becomes crucial. International
ral and privatization, in particular, not much has

ades except some studies such as Private Prometheus:
ution by P.G. Altbach, Higher Education and State in
e Higher Education‘s Global Surge by Daniel C.
an, Private Higher Education in Post-communist
R.L. Geiger, Earnings from Learning: the Rise of for-
Education by Z. Gilani et al.
500 years before Christ. India has the reputation of

o and at
99
ge‖. During colonial rule, it imbibed the British system
don, were set up in 1857 at Mumbai, Chennai and
lly to promote English literature, knowledge and
71, quoted from Chitnis and Altbach, 1993, p.
s College in Delhi, Presidency College in Kolkata, St
onaries was to promote Christianity and western culture
Muslims too started Dar-al- ulum at Deoband in 1887
ocial transformation and not economic gains. At the time
s (Basu, 2001, p. 171) and the private sector and the
are of Indian government in higher education was
The private sector comprised 57 per cent of the total
te university could be established through a central or a
ct of 1860, or a public trust or a company under section
100
s have the power to accord degrees and the rest are
enationalization made its inroads into the realm of

ied to ―political markets‖.( Asha Gupta)
ence of knowledge based and technology driven
petent workforce. Worldwide 84 million students
ng adults, attend some form of continuing education and
antly rising, likely to be 160 million by 2025, the state
expenditure from the state to the market and from
n higher education as it is seen as an embodiment
ady become a US $3.2 trillion enterprise in itself. For
some form of continuing education now.

101
on.
ervice and trade in the wake of changing nature of the

n the wake of massification of higher education
nnel having the ability of working comfortably in multi-
out Niche, creating Competitive Advantage “

y commercial enterprise is obvious , more so in
ating „Customer Centric Organization, Well, there
102
ral and privatization, in particular, not much has
ades except some studies such as Private Prometheus:
ution by P.G. Altbach, Higher Education and State in
e Higher Education‘s Global Surge by Daniel C.
an, Private Higher Education in Post-communist
R.L. Geiger, Earnings from Learning: the Rise of for-
Education by Z. Gilani et al.
500 years before Christ. India has the reputation of

o and at Vikramshila during the fourth and fifth
ures and ―knowledge for the sake of knowledge‖.
ee universities, modelled on the University of London,
uaded to authorize an expenditure of£10,000
103
s College in Delhi, Presidency College in Kolkata, St
onaries was to promote Christianity and western culture
Muslims too started Dar-al- ulum at Deoband in 1887
ocial transformation and not economic gains. At the time
s (Basu, 2001, p. 171) and the private sector and the
are of Indian government in higher education was just
te university could be established through a central or a
ct of 1860, or a public trust or a company under section
nce, there was not a single private university per se.
them (Agarwal, 2006, p. 4645).
d that teacher attrition is a major problem in our schools
s (Ewing, 2001; Ewing & Smith, 2002). Teaching is

104
n as early as 1989 established that those who leave the
s, how they survive the first year, if they do, can be a
xample, a 2003 Victorian Department of Education and
n three years and almost half within five years. In
ers who left teaching that year had been in the
d all disciplines, particularly in the last ten to twenty
knowledge-based activity throughout the economy
a variety of fields. Considering that professors are paid
creasing number of faculty will leave for the private
d published in 1958 as ‗The Academic Marketplace‘.

n 1988. Burke found that the market for professors had
at an alarming rate that harms both the school, especially
without a rise in pay. Heightened turnover often has a

105
ress among employees (Olsen, 1993).
”, in the Free Press Journal, Dr. R. Gopal expressed
nspite of the 6th pay commission. Today
ks. Co-creation of the faculty, 360 degree faculty
ic etc., could retain the faculty pool.‟
uality in Malaysia?, Raemah Abdullah Hashim from

sia― discussed the relationship between leadership style
d private Malaysian Universities. It has been argued that
mpetitive edge that separates one from its competitors
nt. The result revealed that there is a significant
ng academic staff at the Malaysian universities. This
us in developing their academic staff, by tapping their
es towards commitment to service quality.
106
sume that faculty turnover is causing greater problems
evement orientation (Barnhart, 1995) Bowen and
reports a 4% annual rate of attrition in early 1980s.
cademia each year for reasons other than retirement.
he rate of turnover as defined here must have been
that attrition (not turnover) might average 4% per year
me less economically attractive compared to positions
onsiderably behind those of industry, a fairly large
cing turnover. Chairpersons wishing to retain faculty
ways provide adequate recognition or ensure
retention of assistant and associate professors, but had
top seven reasons for departing were intangible benefits
er professions, but to other professors, in and outside
107
thin their own departments. Serious morale and
paid higher than senior faculty. One study found that
1992). In general, some research suggests that perceived
level of pay (Mowday et al., 1982). Administrators
on-salary incentives that can help recruit and retain
b security is certainly alluring, and can compensate for
views on the Indian Education especially w.r.t B-

lty Development Programs, write research papers,
gram and incentives given-like reduction in
d this must be communicated to the faculty
t Development programs should also be encouraged
frequent leaves of absence, and reduced teaching loads

ul
108
ion, which directly supports the link between
, and communication is a significant and integral
esearch directly dealing with how communication
portant in both research on teacher attrition and teacher
cholars tried to understand the high teacher turnover rate
n and teacher attrition (Connolly, 2000; Ingersoll, 2003;
nd professionalism. Some scholars have focused

Evan, 1999; Ven Der Doef & Maes, 2002). Researchers
stressors and outcomes, and they discover that role
nd attitudes towards their job satisfaction. There are
ss quality of life issues more thoroughly, which could
verlooked part of the turnover equation, although
olleagues as reasons for
109
ntoring programs for all probationary faculties, and
raduate education is preparation for the day-to-day life
other tasks a professor must complete. Increased
hould make professors expectations for their careers
early years of academic appointment, but through the
d to perceive support of new faculty as an investment in
Even though the demand for business education

risen to satisfy that demand. On the contrary, it has been
the demand for business programs. Presently, the
ualified and competent faculties (Times News Network,
t of surging demand of technically trained manpower by
count of possibility of higher incomes from the non-

110
of GATS Agreement to education sector in India in
with each other to attract & retain for them the best
utes and colleges are able to develop the needed skills in
technical and management institutions has failed to be
***, 2011) Teacher job satisfaction is often cited and
ke, 2002; Stockard & Lehman, 2004). Hence it is
n (2002) supported the idea that educational leaders
d to enhance their performance so that business schools
could excel in their expertise areas.
tor and employee commitment within academic

udy itself is the evidence that no literature was found on
ic sector of the Indian Sub- continent.
111
NDIA 112
IA
n India:
he northwest invaded the country in about 1,500 B.C.;

wed by those of European traders, beginning in the late
ually all Indian lands. Mohandas Gandhi and Jawaharlal
dependence in1947. The Republic of India was
by the central government. The country covers about 3.3
t is slightly larger than one-third the size of the United
s 2.4% of the world‘s total area. India has the world‘s
GDP of around $570 billion. Services, industry and
dia‘s largest trading partner. Bilateral trade in 2003 was
ages, English enjoys associate status, but is the most
ational language and primary tongue of30% of the
ti, Malayalam, Kannada, Oriya, Punjabi, Assamese,
113
4%), Christianity (2.3%), Sikh (1.9%) are the major

condary, Graduation & Post Graduation. Some students
different State Governments might differ:
114
chooling. The government is committed to ensuring
14 years of age.
Upper Primary and Secondary school pupils aged
students ages sixteen through seventeen are enrolled in
schools for classes between six to eight. In such cases,
vides an opportunity to specialize in a field and includes
dia, the main types of schools are those controlled by:
are enrolled,
d are considerably more expensive than regular schools.

Overall, according to the latest Government Survey
115
en receiving preschool educational facilities. The largest
ver, the preschool component in the same remains weak.
cher section of society) has opened schools. Provisions
garten (UKG). Typically, an LKG class would comprise
ter finishing upper kindergarten, a child enters Class 1
unger children are also put into a special
es and other early care facilities for the underprivileged
standardized curriculums such as the Shemrock
ed into three broad parameters: Universal Access,

making sure that they continue education and finally,
pulation had primary schools within one km and 84%
116
r primary schools. In 1950-51, only 3.1 million students
imary and upper primary schools was 0.223 million in
n in the age group of 6-
of the decade. To achieve this Government launched
ording to the DISE 2005-6 data 9.54% of the

117
single teacher schools and 5.30% schools have more
have a computer. While the education system has
learning of children from scheduled caste (or Dalit)
lag behind that of boys.
n created, access to higher education (especially in rural

usually taught in the regional language, although some
y materials (such as textbooks, notebooks and
curriculum. There are also a number of private
national curriculum. Some top schools provide
ogram or A Levels.
condary, Graduation & Post Graduation. Some students
gher Education in India provides an opportunity to
ogy), colleges, and universities. (Rachit Gupta*; Hemant
118
ored by an apex body, indirectly controlled by the
ities are administered by the States, however, there are
rnment. The increased funding of the central universities
ced 50th in the world and 2nd in the field of
hey did not appear in the Shanghai Jiao Tong University
hly regarded, with some of its students being awarded
onsistently rated the top medical school in the country.
top management institutes in India. The private sector is
nment to divert spending to the goal of universalisation
of Parliament. Without accreditation, the government

aya and Academic/employment purposes." to award
ns, "the right of conferring or granting degrees shall be
119
s, any institution which has not been created by an
o be University is not entitled to award a degree."
iversity Grants Commission:
are around 16,000 colleges, 100 deemed

120
r the state governments to organise education within
of the central Ministry of Human Resource
epartment of Secondary and Higher Education. The
evel advisory body. The education ministers of all the
and Training (NCERT) (1961) defines the National
l development and teacher education. State Councils of
utions in all the states. At secondary level, school boards
mework. The Central Board of Secondary Education
es the National Institute of Open Schooling (NIOS).
ent college is one directly established by a state

is met directly by the government, through
hers, are government employees. All their terms and
on, and retirement and staff benefits. Perhaps, the
121
laws in the country. This registration is essential to give
erning body of the society. The Trust Deed or the
Trustees or the Governing body, and the manner of
investments (land, buildings, equipment and staff) and
n later years, as education remains a state responsibility
hird category of colleges, called the University Colleges.
ses or elsewhere in their jurisdiction. Such university
g Committee or a Governing Body. For all practical
trols its work though they have a technically
rsities in India was to encourage education in European

sued a course of study in an affiliated institution and
d securing a degree continues to dominate the psyche of
122
ffiliation:
tandards prescribed by the university.
f the college.
It is the fulfilment of these requirements that earns for
the courses prescribed by the university according
ent the students at the university held examinations, and
eft to them to decide what to teach and how. This
n. These in turn have serious consequences for the
several colleges into autonomous institutions was

123
a lot more initiative while maintaining their affiliated
us colleges after satisfying itself about the record of its
management and its capacity to raise resources; on such
a, determine the teaching methods and practices, hold its
the degrees. The response to this scheme was less than
ng the period up to 1990, the figure has reached 150
he managements of several colleges from the existing
become arbitrary as they will go out of the governing
ties are reluctant to lose their more prestigious

124
for want of support from those for whom it was
how to show the path to the future nation builder of our
out what to do and what not to do. It becomes so
. In recent years there have been debates and
ciency. And this has attracted the attention of academics
he best way of managing an institution of higher
the above mentioned purpose. We very often use the
While an organization is both a system of consciously
nsive, adaptive organism which is the natural product of
aximise the attainment of objectives and of efficiency in
in which it functions. An institution is ―infused with
on of an institution there will be general consensus that
m of societal role. Hence, before building up the
125
ain functions that universities performed were to grant
an universities (there were only four of them) were
uction of students directly enrolled by them. It meant
tablishment of new teaching universities. Some of these
teaching and residential universities. This was soon
dia before independence. Around the same period, a
as against the modern university modelled on the British
he formal structure of the university system during
ill it was revised in1977. Nevertheless, it was inevitable

n of new institutions called 'Institutions of National
edical Sciences, etc. come in this category, adding to the
126
of national importance, institutions deemed to be
jor financial support from a state government and
nts Commission (UGC) or the AICTE. On a functional
sities (e.g. agricultural, technological and medical
tions deemed to be universities (BITS, IISc) and
rsities, etc. The institutions of higher learning
der Acts of Parliament and state legislatures are
Central Universities in India in 1999). Almost all these
ed federal or unitary universities. Besides general
re universities devoted to clusters of specialised
of governance of most of these universities are similar;
Board of Management) and the academic responsibility
the different types of universities functioning in India
127
fter satisfying the conditions laid down by the
iating system, the university concerned prescribes the
y the colleges. The university has very little to do with
eges. All it does is to periodically review the facilities
n of the affiliating university continues to be conducting
es for long, such universities remained only affiliating
on for teaching in the universities as well as the
iversities emerged at the beginning of this century.
university departments and its constituent colleges.
n of the number of universities, it became necessary to
e matter of granting affiliation to colleges. This statutory
hose areas did not have any choice in seeking affiliation
e compulsory. In the case of universities which were
128
ich the universities can exercise their authority and
or their more contemporary counterparts in the United

metimes undergraduate as well as post graduate classes
g, teaching and examinations. A typical unitary
epartments. The school, faculty and departments are not
niversity bodies and serve much greater role in

duce innovative changes in terms of courses and other
versities have, perhaps, responded to a large extent to
of students, has not been as impressive as in the
mic as well as administrative functions are clearly the

hers, and
129
mparison with those in affiliated colleges. With the
, Delhi University used to be largely a federal
ed colleges in addition to its post graduate campuses.
ion of the agricultural sector. This essentially

enerating new and vital technologies related to
farmers. Creation of agricultural universities was
gricultural university was the GB Pant University of
ies provide education at undergraduate and
tension work is increasingly being considered as the
the model set by the agricultural universities. The
es. Most agricultural universities are single campus
130
The genesis of this category of universities is in the
kind was established in 1949 when the prestigious
d university called the University of Roorkee in Uttar
took the initiative in setting up exclusive technological
hing programmes. The States of Andhra Pradesh and
technological universities are among the best in the
wed a similar pattern. To begin with, such universities

rent universities under one umbrella. Such universities
sity which is doing work of very high standard can

ed the
131
he established university system, as institutions deemed
nagement structures to conform to the pattern of the
rsity and are able to strengthen activities in the field
Bangalore, the Birla Institute of Technology and
th, Ahmedabad, and the Central Institute of English and
as 39 such institutions in 1996.
to those sections of the society which had had no

had missed higher education to enter the world of work
Open University was the first of its kind to be
) was established in 1985. We shall take a detailed look
niversities; the centre did not have the power to do so.

acilities
132
entres of excellence in engineering and technology
Medical Sciences in New Delhi and the Post-Graduate
category is the Indian Statistical Institute at Calcutta.
centres with state-of- the-art facilities and high quality
of all India selection. The Acts empower them to award
ernance structure comparable to that of the universities
on them.
the period for which it has been in existence and

g, however, is common to all Indian universities and that
ended to function as autonomous institutions. In
e ‗deemed to be universities'. There are quite a number
m institution to institution.
a corporate body in accordance with the law by which it
133
ching and non-teaching), determine their relationship
ectives. Obviously, a university exists primarily for its
m learning opportunities in a variety of ways through
with other students in seminars, experimental facilities
n hostels, clubs and associations. An important source
phenomena and situations and actual participation in
able in sufficient variety so that each student can learn

best out of the university and the nation gets sustenance
n recent years. Education is no longer just creation and

oblems of contemporary life outside its immediate areas
national development which have come to be called the
are channelled for tackling specific problems
134
far more funds for its programmes and to pay back to
pation and intervention in the whole process of socio-
griculture, and the government, the university should be
government of the day, it is for the governments to

ons in the Act that will ultimately determine the nature
omy is not a legal or constitutional concept. It is the
he legislature to make laws or to discuss and determine
o themselves. The university cannot claim autonomy as a

he two conditions on which university autonomy is
authorities external to it, particularly the government.
what their composition is. At this point, it is
135
ministration of the institution, and (ii) the teaching-
second category is all in the realm of academic
atter category of functions does not always lend itself
universities. Every university has two important

the principal executive body dealing with all the
e principal academic body, taking all the decisions in
e feature of university management.
clusive, and that there are no overlaps between them.
e Academic Council were to decide to launch an entirely
ructure. On the other hand, if the Executive Council
, the Academic Council will have to look at the issues.
nically, with mutual respect and co-ordination though in
136
xecutive and Academic Councils. Normally, while
akes care to matters on which, and the manner in which,
le and facilities is in the domain of the Executive
and authority. With this understanding of a significant
ake a close look at the institution of these bodies, the
kes all executive decisions and implements them. All

il consists of the Vice-Chancellor as its Chairman, a
epresentatives (generally Heads) of colleges or
ree members of the Senate who are external members.
ity. The significant point is that it has the majority of its
The internal and external representation is generally in
of the Executive Council are: making statutes and
137
ement of institutions/colleges affiliated to the university
er of legislation (rule-making) in all academic matters
programmes, courses, teaching methods, evaluation

cademic Council. However, as we have said in the
authority between the External Council and the
cil is essentially a body comprising the academics of the
Deans, all Heads of Departments, representatives of the
th from the Department and the affiliated institutions,
re the number of teachers is large, representation is
a system of nomination or rotation is followed: The
iversity; supervision of the academic policies and giving
ndards; inter-faculty coordination for joint projects,
138
n, qualification of teachers, award of degrees, diplomas
tudent fees, etc. Generally, the universities will also
ters like admission, examination, declaration of results,
ces/regulations are internal legislations, they require the
specialisations within them multiply, it becomes
ademic problems of all the disciplines. As a measure of
d faculties or schools to take care of these problems
es/Schools generally comprise related or cognate
School consists of the discipline or subjects assigned to it
Departments, representatives of different categories of
mber of external experts. The major functions of the
culty; promotion of inter-disciplinary teaching and
Committees for undertaking research projects;
139
ines. Wherever new programmes and courses are
l ratification. In that sense, the Faculty/School should be
f its own.
cades or so in India. Prior to that, most universities in

y was the complexity in the functioning supreme
e has been a review and reformulation of the
cross section of the academic community (teachers,
y outside the university (legislators, civil servants,
ecisions taken by organs of the university were subject
ourt's ratification of all decisions could not be taken for
g of the university became impossible. Nevertheless, the
embers of the university community were not lost sight
that society should find fulfilment in the activities of
140
ies, programmes and problems. This function of
aking them responsive to social needs was considered a
and development, and to express views on the overall

hange in its powers and functions, the Court (Senate)
tion as indicated above also remains more or less
addled with the burden of having to over-rule decisions
d with the provision to constitute a Court (Senate) for
ture and manage the university fund. It decides on

nds purchases of equipment and stores, construction of
nce Committee of a University is not an independent
e Council which alone can take
141
be considered by the Executive Council unless the
Finance Committee is chaired by the Vice-Chancellor.
rovide the finances. There are, in addition, one or two
e. In actual practice, however, the nominees of the
wers and functions of its decision-making bodies; by

y and to remain responsible and accountable for all that
these people are, how they are appointed and what
e universities it has set up. However, in the

m the university management. This objective is achieved
ntral Universities and Governors of States in the case of
erforms the following functions:
ies into mismanagement, if any
olation of the university law.
ssociated with the performance of these functions

er functions on the advice of the Council of 94.
not be conceived as officers of the university in the
e real managers? We shall now turn to them.
y. An eminent person in public life is appointed to this

eetings of the court and the convocations of the
ave a corresponding statutory office. The Governor,
er of the university. This duality in the role of the
n.
143
the university. He/she is actually a scholar

rsity Education Commission Report 1948-49. And as
ursuit of scholarship and of truth. He or she has a crucial
chancellor is generally for a period of three years in
rs. It is seldom that a Vice Chancellor gets a second
Board of Management) and the Academic Council as

ommittees.
ons in accordance with the provisions of the Act,
authority concerned for ratification of the decision.
of names recommended by a Committee of

144
mmends a panel of three or more persons from whom the
overnment to the Visitor Chancellor.
, who is appointed by the Executive council on the

st the senior Professors of the University though
performs the duties that are prescribed by the university
wn by the Executive Council. It is normally three years
re the responsibilities of the vice-chancellor in the areas
y from the headquarters on official business or on leave.
ure the effective functioning of the university.
ganisation of the teaching and research programmes as

y. A Dean is normally appointed from among the
145
sition. He leads the university's civil service, is the
ide world. He is ex-officio, the Secretary of all the
so the minutes of the meetings. These key functions of
nt. He is privy to all discussions at the meetings of the
ost knowledgeable person as far as the university
vice-chancellor and members of various authorities.
ion of a Selection Committee presided over by the vice-
ntment to this office is also being made for short tenures
niversities, the State Governments in some cases have
everal universities, a system of transfer of the Register
agement practices in the universities in India were

146
nt almost 90- budget, setting the ceilings for every item
on of university Finance Departments was thus more on
ing the finances. Since the Finance Officer was a key
unds, an officer from the government used to be
ments have taken it upon themselves to appoint the
d to the university's loss of the freedom of choice of its
government. (Annual Report, Ministry of Human
ontested issue because [it] underpins academic values‖

igher education is the weakness of the analytical
To train people for a labour force or train a labour force
to provide a ladder for social mobility or create national
merely shifts the analytical burden.‖ The foundational
ivic
147
or public employment in the church and the state.
aristocracy for national positions of leadership (Bloom,
ole of universities limited to technical skills or do they
2007: 288) Heuser (2007) answers affirmatively. He
hem should place a priority on forming the
rnett (2009a and 2009b cited in Watty, 2006) refers to
at are systems-based with an external purpose focussed
e internal purpose of the education process focussing on
148
CHOOLS OF MAHARASHTRA
149
OOLS OF MAHARASHTRA
ducation:
gly turbulent. Competition is much stronger than before;

and globally, has encouraged the development of a
to compete for scarce resources such as finances. To
at a business management institution must provide its
etitors.
n business, the environment, and society has become

gent and complex, and concepts related to societal
anagement. Increasing complexity and interdependence
onmental, social, and integrative management tools that
daily operations. They need support as they internalize
d report their conduct. They require talented and ethical
150
e global force in society. Any meaningful and lasting
involve the institutions that most directly act as
tudes and behaviour of business leaders through
e, but less tangible, activities, such as the spread and
ial to generate a wave of positive change, thereby
programmes help aspiring managers to become effective
rogramme broadens the overall perspective of the
d management awareness for implementation of new
more senior positions. Management education trains
the business effects of such decisions, soon thereafter.
that are ideal for today‘s highly chaotic business
The excitement of managing a company from top
t education is specifically designed to develop the
151
ing is to understand complex business situations and
ir abilities not merely to survive, but also to emerge as
ther and work in teams. Besides integrating subjects the
ons between functions, products and markets. The
e knowledge in a competing environment. In the era of
y quick decision making. As Managers, one will be
servoir each year of people who are trained for business

er the demand is for what they have been taught. In
apital of the world, we have to create a dynamic
should be made to breathe life into management
152
ored by an apex body, indirectly controlled by the
t universities and nearly all research institutions are
ajority of these are affiliated to a public university. Few
NUMBER
243
53
40
130
33
5
5
504
25,951
153
/ regulatory authority that are supported by the

ified in various categories like Central Universities,
al Institutes of Importance and Open Universities. Out
0 Central Universities; 130 are the Deemed Universities;
ablished under State legislations. Since the State
overnment does it for the Central Universities, it is
vernment in the field of higher education. The Central
g of the two Governments and ensure that parity is
provides support to the government-recognized

ognition to the universities in India.
stematic planning and organized development of the

154
ecialized areas. These agencies issue licenses, regulate
mployment is granting affiliation to ITIs and ITCs.
. Under Section 25 of the Companies Act 1956,

s — like multi-disciplinary universities and colleges —
its surplus funds to owners or shareholders. It, instead,
n 25 of the Companies Act. However, deemed
he Central Board of Direct Taxes, thus reinforcing the
and financed.
decision by the Government to divert spending to the

the respective states. There are also some other sources
es are financed by
155
n 3 of the University Grants Commission Act or an
ia.
ing, finance, marketing, organizational behaviour,

ministration", and "management". It must also make
dition to this they must also get to learn of the actual
ment of a technical school now. Business school must
bring prestige to the school. Placement is a sequel to
cent times. In respect of colleges, one can come across

vent of globalization that aided and unaided B-Schools
without the support of any grants from the State or the
qualified professionals in other fields, such as

156
gy were being taught for a long time, the need for
f India decided in
ote Management Education. Other major initiatives taken
a at Hyderabad in the late fifties, National Productivity
orate of Technical Education, Maharashtra State,
PUNE NASHIK AURANGABAD
173 35 23
by All India Institute of Technical Education.
l level Apex Advisory Body to conduct survey on the
d integrated manner. And to ensure the same, as
157
ty areas, monitoring and evaluation, maintaining parity

ment of technical education in the country.
aining and research in Engineering, Technology,

ement and Catering Technology etc. at different levels.
Refer: Annexure II) covers approved nomenclature for

e, prior concurrence, by the Council for the same shall
rar of affiliating University/Board shall submit detailed
propose any new Course, prior concurrence, as the case
th due endorsement by the Registrar of affiliating
he Technical Institution at Post Graduate Degree

vel as given below in Table.
158
aximum number of PG courses and /or divisions
owed in the New Technical campus (Single shift

orking)
vision/s Intake
1
ent namely Master of Business Administration
Business Management (PGDBM)/ Post Graduate
ess as per these rules are:
ipate in the CAP rounds conducted by the State
159
Maharashtra. Admission Process (CAP) carried out by the
at of MBA/MMS course.
Schools in Maharashtra.
Seats available under CAP
(% of *sanctioned intake)
80%
The exact distribution of seats

available for website before submission
of option forms of Centralized
Admission
Process.
will be discussing only about Maharashtra seats.
160
te is located. Home University seats are available for
us as of that University.
s reserved for Other Universities i.e. for the Universities
called as OHU seats. OHU seats of an Institute are
ities in Maharashtra State other than the University
ther University (excluding his/her home university)
t rules and resolutions of the Government of

the candidates of backward class categories belonging
category candidates; however reservation for backward
gives the written consent.
S/PGDBM/PGDM course, the candidate should fulfil

161
egree of minimum three years duration in any discipline
hree years duration in any discipline recognised by the

ion subject to passing the Degree exam with minimum
g to Maharashtra State only).
I conducted by the Competent Authority of the
more in the MAH-MBA/MMS-CET 2010 and

ity area Merit number, Category merit no. (As
162
e and eligibility norms prescribed by the AICTE.
Professor Associate Assistant Total

Professor Professor
Professor Total
S -1 S x2 S x6 S
15xR 15xR 15xR 15
Essential
163
Essential
Essential
Desirable
Essential
Essential
Essential
Essential
Essential
Essential
164
Essential
Essential
Essential
Essential
Essential
Desirable
Essential
Desirable
Desirable
Desirable
Desirable
for the Desirable
Desirable
Desirable
165
Evaluation Guidelines
Published time-table with sufficient hours for
Lectures, labs, self-learning and extra-curricular
ctivities.
i. Published schedule in academic calendar for
Assignments/mid a semester tests, distribution
f corrected scripts.
ii. Monitoring of Attendance,

Tutorial classes to address personal
level doubts, size of tutorial classes
Remedial classes and additional
make-up tests to help academically
weaker students
Mentoring system to help at individual
. Evaluation criterion and process for feedback
valuation
i. Feedback analysis and reward/corrective
measures taken, if any
ii. Feedback mechanism from alumni, parents
nd industry, if any
166
Flexibility in academics with scope for self
earning- provisions for advanced level and
eading courses.
i. Generation of self-learning facilities, and
vailability of materials for learning beyond
rescribed curriculum
ii. scope and mentoring mechanisms for
earning beyond prescribed curriculum
. Assessment : Effectiveness, Efficiency and
Productivity
i.Career guidance services including
ounselling for higher studies
ii. Training and placement facility with
raining and placement officer (TPO), industry
nteraction for training/internship/placement.
v. Entrepreneurship cell and incubation facility
.Co-curricular and extra-curricular activities,
.g., NCC/ NSS, cultural activities etc.
i. Sports grounds, facilities and qualified sports
nstructors
167
tion Guidelines
ation of Teachers by Authorities
back mechanism and Evaluation of
rs by Students
nization participation in seminars/
nces etc.
arch Grant iii. Career path

ether sabbatical provided v. Other service benefit
ether faculty adequately provided financial and
strative and Professional development allowances /
rnational conferences
ward /recognition for journal publication /
port for quality improvement programme and higher
of attrition
entage of faculty with beginning of
sity
entage of faculty joined within one year iv. %

y against required faculty
ber of faculty members having publications
168
elevant field
lty Research Publications in number
lity of the research papers published in the past 3
act factor of the journals
ion of the papers and H-Index
earch papers considered are those (i) which can be

on Internet and/or are included in hard- copy
s/ proceedings, published by well known
ers, and (ii) the faculty member's affiliation, in the
ed paper is of the current institution.
ber of patents filed

Patents granted IPR includes awarded
l/international patents, books and copyrights.
ber of R&D Projects sanctioned
amount of the funds and/or the contributions made.

t collaborative research projects with other
es
icipation in nationally co ordinate projects v.
t of consultancy & Testing earned
es for distribution
ction with a well known Institution abroad,
action with Institution of Eminence in India or

al Research Labs, industry
raction with State Level Institutions and others.
Us with reputed institutions/ organizations
ability of adequate and qualified technical
ing staff for programme specific labs
ntives, skill-up gradation and professional

ement
169
ns in degree and diploma level technical education as
he All India Council for Technical Education is extended
vel and Maharashtra State Board of Technical
sential to ensure quality up-gradation of technical
nounced by All India Council for Technical
ibrarians and equivalent cadres in Government and Non-
al courses and devising quality norms for teachers was
m time to time. The Act is in effect from 15th May,

170
prisonment for a term up to 2 years and / or penalty,
nal institution and such student shall not be admitted in

ssal.
ational institution complaints, in writing, of ragging to
judice to the foregoing provisions, within seven days of
acie, it is found true, suspend the student who is accused
iction over the area in which the educational institution
found that there is no substance, prima facie, in the
of the head of the educational institution shall be final.
ction ―d‖ above when a complaint of ragging is made,
as provided for in section ―b‖ above.
nd rich agricultural production, the state has a high

171
as its own eminent position amongst the B- Schools;
pproved and the honourable HRD Minister presided
will enhance the quality standards. It is the spirit in the
management education and not the enforced laws which
he conflicts, the confusions and uncertainty amongst the
never succeeded in the long run.
ently in Delhi, "There is no faith left in politicians and
want".
172
CH METHODOLOGY
173
METHODOLOGY
90; Mowday, Porter, & Steers, 1982; Steers, 1977) have

our for decades. However, the roles of leadership and
ted or documented.
n, the success of the organisation is at risk. Despite the

on, the two subjects have been almost neglected by
at examined the relationship between leadership and
areas – leadership styles and employee commitment. It
ed demographic factors upon the level of commitment
this study will contribute to the literature in the field of
nal
39
al commitment
1%0%
Years
mational 1%
Status
tional
ormational
ived)
f serviceUncomitted
2% 47%
40in
Transactional
3%Married particular.
Professor
61%
18%
15-24k
Transactional
10+
Highly
59%
57%
(Expected)yrs
(Exp)&
Transformational
Male Highly
(15-52)
7.5
364%
34%
above Transactional
Neutral (53-67)
Transformational
Highly
Highly 79
Transactional
Transformational
5% 74%45% 25%
174
r organizations?
arashtra possess as interpreted by the faculties under
emographic and job related variables?

culties from their respective Deans and Directors?
arashtra. It could be extended to the lower levels,

vels where the Deans and Directors could judge the
ndia and globally too.
the types of leadership styles to adopt in order to induce
and Avolio (1985) with the level of employee

175
ashtra.
dership styles and the level of employee commitment
nd as observed by them in their superiors.
nal promotion, occupational status, salary, and length of

Maharashtra.
Schools of Maharashtra in comparison to the other two
aire Leadership Styles of the Heads/Directors and the

tra.
of the selected private un-aided B-Schools of

176
ications and job-related variables (Occupational status,
- aided selected B-School‘s academic faculties of
lect B- Schools of Maharashtra.
partments has no positive impact on the level of
partments/Directors has a positive impact on the level
tments/Directors has no positive impact on the level of
tments/Directors has a positive impact on the level of

177
ater impact on the level of employees‘ commitment

d to the Transactional Leadership Style.
ative impact on the level of employees‘ commitment of
ive impact on the level of employees‘ commitment of
f the Departments/Directors of private un-aided B-
he Departments/Directors of private un-aided B-Schools

178
of the two separately.
es‘ commitment of private un-aided B-Schools of
s‘ commitment of private un-aided B-Schools of
ees‘ commitment of private un-aided B-Schools of
es‘ commitment of private un-aided B-Schools of
mmitment of private un-aided B-Schools of

179
ed to their organization than single, divorced and
o their organization than the female gender.
d to their organization than the female gender.
s and the Directors of the private un-aided B-Schools of

mic faculties on the level of organizational commitment
and the prevailing leadership style among the B-School
isfaction with the leader, age, level of education,
on the level of organizational commitment. This chapter
ction, and data analysis tools.
180
full-time academic faculties of private un-aided B-
academic faculties of the B- Schools of Maharashtra
ulties of the B-Schools of Maharashtra as the subjects
f other academic faculties of B-Schools belonging to
future managers for the corporate and industrial sector
haping the future business world through their
gh the system for the betterment of future business
ic qualification for holding managerial position in
management course to hold managerial position in
rial positions. Fourth, since the researcher had
active subject of interest to her than any other sector.
ership and employee commitment.
181
ashtra. The targeted population for the study was the

ogether
nducted in 47 B-Schools of the above mentioned regions
eports, journals, and periodicals, books, newspapers, etc.
182
estionnaires used for different variables of the study
ational Status; Monthly Income(Salary);Length of

183
d B-Schools of Navi-Mumbai area, out of which
on the pilot study. The reliability test of the
rticularly from Dr.R.Gopal (Director of the Department

t Department, Padmashree Dr.D.Y.Patil University). In
s of each B-schools before conducting the data
each of the private un-aided B- Schools. The
estionnaire included a cover letter containing
184
collected the entire questionnaire herself. The
a collection. Some of the B-Schools also assigned an
nnaire. The researcher also explained the purpose and
ments of the selected B-Schools of Maharashtra and

e results, the researcher requested that each department
hat a small percentage of the targeted population did not
or participating in training or MDP/FDP programmes
ate and answer the questionnaire. Departments Heads
rcher.
uestionnaires were excluded because they were

185
Strength of B-School‘s Academic
Faculties.
100
60
130
145
135
e hypotheses. The first set consisted of three major parts

ts which is meant to be filled up by the subordinate
e first part of the supervisor‘s instrument dealt with
dership styles (30 items). The third part included eight
marital status, occupational status, salary, length of
186
questionnaire (OCQ)developed by Porter and his
dual‘s identification with and involvement in a
d be characterized by at least three factors: (1) a strong
iderable effort on behalf of the organization; and (3) a
ists of 15 items, and each item was measured on a seven
bias, six items(item 3,7,9,11,12 and 15)in the instrument
mmitment, scores for all items are were summed and
n.
s working in a wide variety of jobs in nine different

nd reliability. Reliability has been defined as ―a matter
result each time‖ (Babbie 1995. P.124). Validity
of the concept under consideration‖ (p.127). Many
CQ and argued that the questionnaire has received
y using
187
has been widely used by researchers. It has been used in
). Further, the popularity of the questionnaire led
ent.
Questionnaire (MLQ)(Form -5x-short)developed by Bass

s, is often used to measure transformational,
Bass‘s (1985) augmentation theory of transactional and
is a leadership style that strives to elevate the desires
velopment of the group and organization. Further,
y developing, intellectually stimulating, and inspiring
(Howell & Avolio,1993,p.891).With regard to
leadership based on an exchange process between
oid responsibility and decision-making (Bass, 1997).
188
ighly transformational leaders at one end to those which
red as a response to criticisms of the old version of the
the last four years, the MLQ (Form-5x) has been used in
also stated that the instrument has been into German,
partment / Director of the institute). It has been found

s are found to be directly reporting to the Director of the
ability. This set of questionnaire which is meant for
dership style of the Director and the other set defining
m (5x-short) was used to measure the transformational,
the employees. In addition to measuring these
tion with the leadership behaviour exhibited by their
o Transformational Leadership were idealized influence

189
exception (passive), were associated with Transactional
with leader. While all the leadership style scale has
point frequency scale ranging from 1 (not at all) to 5
The score can be derived by summing the items and
of nine studies conducted on various organizations and

internal consistency. Further, the reliability for the total
ceeded the standard reliability cut-off of.70
be an adequate test with good construct validity,
Three categories were included. The first category was

190
his educational level. There were four categories,
Com/MSc/ME along with MABA/MMS to a doctorate
r situation. Married (Coded 1), divorced (coded 2),

-II).
ccupational position. The occupational level scale

egory (coded 2) included the Assistant Professor, the
s. (See Annexure-II).
eflected their salary range. The salaries were

nd category included salaries ranging from 35-44K,the
alaries between 15-24
191
the number of years of their employment in the B-
, 2 = 6 to
and female status of the respondents. The first category
d their internal promotion. The period of the internal

taken place within the time span of the respondent‘s
-2 years, the second category indicated the period
e. Cronbach‘s Alpha coefficients were reported as

tyle Questionnaire. (Refer Annexure-IIA)
192
for Social Sciences (SPSS: Version 17 &20) for
ve statistics to describe different characteristics of the
etween the dependent variable (organizational
used to determine the magnitude of the relationship
used in the study Correlational statistics were used to
way analysis of variance (ANOVA) was performed
n the basis of the employee‘s demographic details
ary, length of service, gender, internal promotion.
ive of the study in view.
Mumbai, Pune, Nasik and Aurangabad only. In future

nd even
193
ed parameters.
194
S 195
ncludes the pilot study report. The second section
section contains statistical results of the correlation
MLQ) Rater Form (5x-Short) developed by Bass and
his associates (1974). Also, the third section includes
ults of the expectations and hypotheses testing and the
es of private un-aided B-Schools of Navi-Mumbai area,
ed based on the pilot study. The reliability test of the
e study was the full-time academic faculties of B-

196
rticularly from Dr.R.Gopal (director of the department
department, Padmashree Dr.D.Y.Patil University). In
ectors of each B- schools before conducting the data
s of each of the B- Schools. The questionnaire was
d a cover letter containing statements assuring the
directions to fill up the instrument of the study.
197
he final number of completed questionnaire was 91.
e hypotheses. The first set consisted of three major parts

ts which is meant to be filled up by the subordinate
e first part of the supervisor‘s instrument dealt with
dership styles (36 items). The third part included eight
marital status, occupational status, salary, length of
umbai. They were asked about their age, education,
d internal promotion.
198
en the ages 30-39 and 14 respondents are between the

e respondents (42.9%) are between the age 30-39years
of the respondents are between the ages 20-29 years
there are 70 academic faculties with master degrees and
ith master‘s degree and 23.1% are with doctoral degree.
199
Percent
6.9
3.1
00.0
us. It shows that there are 66 academic faculties, that is
arried i.e.
v) shows that the pluralities of respondents (53.8%) are

who are
200
Percent
3.3
9.9
6.6
53.8
11
15.4
100
ose the category indicating their monthly income. Table

p that is between 15-44K per month, only 22% of the
Percent
.4
.6
201
.2
.8
9.7
8.6
7.6
7.8
.2
00
ondents were asked to select the category that indicates

ondents (about 52.8%) have been employed less than 5
shows that 17.6% of the respondents have worked
s and 1% has worked more than 30 years.
Percent
6.6
46.2
22
17.6
2.2
2.2
202
2.2
1.1
100
ai and 41.8% of the respondents are Males in the B-
t .In the current study there were 10 hypothesis tested.

of variance (ANOVA), and Pearson‘s correlation
ent of employees. As shown in table 8(i-a), the
203
the B-schools of Navi Mumbai and organizational

were consistent with the hypotheses therefore the
0.242
0.021
91
.247(*)
0.018
91
.253(*)
0.016
91
.232(*)
0.027
91
hip between the transformational leadership style

Navi Mumbai and organizational commitment of
204
s correlation .194(*)
ant(2-tailed) .037
91
ant(2-tailed) 0.027
91
Mumbai has a positive impact on the level of
yle of the director of B-schools of Navi Mumbai and

relation result demonstrated that the relationship between
onsistent with the hypotheses therefore the hypotheses
205
on‘s correlation .239(*)
ficant(2-tailed) N .023
91
yle of the director of B-schools of Navi Mumbai and
relation result demonstrated that the relationship between
consistent with the hypotheses therefore the hypotheses
correlation .225(*)
nt(2-tailed) .019
91
correlation .211(*)
nt(2-tailed) 0.026
91
of B-schools of Navi Mumbai will have a greater

rship
206
B-schools of Navi Mumbai had a significant positive
e transactional leadership of the director of B-schools of
sistent with the hypotheses therefore the hypotheses was
sactional Leadership style on employee commitment
.247(*)
0.018
91
.253(*)
0.016
91
.232(*)
0.027
91
.239(*)
0.023
91
207
nizational commitment level of employees compared to
ip styles of the director of B-schools of Navi

mployees. These results were not consistent with the
ant(2-tailed) 0.037
91
ant(2-tailed) 0.027
91
ant(2-tailed) 0.019
91
ant(2-tailed) 0.026
91
208
vealed that the laissez –faire leadership style (Observed)

ational commitment of employees as shown in Table
el of Organizational commitment of employees but
the hypotheses was rejected.
Correlation -.069
led) .264
86
aled that the laissez –faire leadership style (Expected) of

nal commitment of employees as shown in Table 8(iv).
209
Correlation .071
led) 0.257
86
relationship between age and employees organizational
nificant difference (F=2.079, p=.109) in the level of
e age and the level of organizational commitment of
mmitment to the organization than age between 20-
vel of significance (0.109) is close to the level of
ed.
210
Std. 95% Confidence Minimum Maximum
Error Interval for Mean

Lower Upper
Bound Bound
1.535 66.46 72.74 52 88
1.402 66.91 72.58 53 87
3.066 56.59 69.84 27 75
2.203 62.16 72.59 60 77
0.953 66.59 70.38 27 88
Mean F Sig.
Square
165.952 2.079 .109
79.826
elationship. There is no significant difference at the level of confidence
211
of academic faculties of B-Schools of Navi Mumbai.
Mean Std.
Std. Error
Deviation Mean
68.99 7.888 .943
66.81 12.396 2.705
of organizational commitment of academic faculties of

.05 as shown in table 8-(vii). So, the hypotheses is
level of organizational commitment than service up to
212
df Mean F Sig.
Square
2 187.349 1.303 0.277
83 143.832
85
Mean
76.6042
79.8889
73.6
76.593
o be positively co-related with the level of organizational

So, the
213
Std. 95% Confidence Minimum Maximum
Error Interval for Mean

Lower Upper
Bound Bound
2.603 61.13 83.53 68 77

3.317 63.02 78.31 53 87
5.931 53.42 83.91 52 87
1.312 65.08 70.35 27 88
2.291 63.32 73.68 57 81
2.241 64.02 73.7 53 84
0.953 66.59 70.38 27 88
Mean F Sig.
Square
23.702 .275 .926
86.167
214
ip with the level of organizational commitment of the academic
in Table 8(ix-a,b). This result was consistent with the Hypotheses.
Std. Error 95% Confidence Minimum Maximum
Interval for Mean
Lower Upper
Bound Bound
3.391 59.21 80.79 62 77

1.905 58.94 68.73 58 68
17 -172.01 260.01 27 61
1.603 63.83 71.42 63 77
1.123 65.95 70.57 56 79
1.682 62.34 69.27 52 82
1.821 73.99 81.76 69 88
0.974 66.51 70.39 27 88
215
Mean F Sig.
Square
490.390 8.961 .000
54.728
.479 and p=.228) in the level of organizational commitment between

(mean=70.36) showed a higher level of commitment towards
nt. So the hypothesis was rejected.
Std. Error 95% Confidence Minimum Maximum

Interval for Mean
Lower Bound Upper

Bound
1.143 65.49 70.05 27 87

1.693 66.87 73.85 53 88
0.953 66.59 70.38 27 88
216
Mean F Sig.
Square
121.374 1.475 .228
82.262
d p=.390) in the level of organizational commitment

not consistent with the Hypotheses. The
nal commitment than the female counterparts
Std. Deviation Std.
Error
Mean
9.543 1.548
8.769 1.205
217
df Sig. (2- Mea Std. 95% Confidence

tailed) n Diffe Error Interval of the
rence Differen ce Difference
Lower Upper
89 .345 1.83 1.934 -2.007 5.679

6
1.83
75.638 .352 6 1.961 -2.071 5.743
nd transactional leadership styles had a positive impact on the level of
studies. Bass and Avolio (1994) stated that both transformational and
loyees. In other research, the positive relationship between
(Bateman & Strasser,1984;Bycio et al.,1995;Michael &
ent were consistent with Bass‘s augmentation theory of leadership.
218
ent of employees and this is what this study
sitively affected organisational commitment. The
vel of organizational commitment of employees
nsformational leadership focuses more on the human
actice among the educational institutes than other
mational leadership is enacted, members of organization
(P.832).
y (salary) and the level of organizational commitment

e of the most important factors that examines employees
ny, 1998; Angle and Perry,
e main criteria to keep one committed to the service and
ys a major in maintaining the organizational commitment
titudes toward their organization including
219
of B-schools employees of Navi- Mumbai. In addition
h the degree which just satisfy the UGC norms with no
nd works under a leader who is more transformational,
‘s characteristics. All the respondents were

, marital status, occupational status, salary (monthly
quency and percentages of the respondents by age. It

lowest numbers of respondents (9.3%) were aged 40 or
220
Percent Valid Cumulative

Percent Percent
8.6 58.6 58.6
2.1 32.1 90.7
.3 9.3 100.0
00.0 100.0
there are 32 Academic faculties with their master degree
master degree in MBA/MMS after their master degree
ents out of 570 academic faculties from private un-aided

academic faculties are with master‘s degree and 14.7%
f Maharashtra are either with MBA or with MMS

Percent Percent
5.6 5.6 5.6
20.0 20.0 25.6
59.6 59.6 85.3
14.7 14.7 100.0

100.0 100.0
221
al status. It shows that 424 of the respondents of the
married. A very low score of 3 respondents were
the data were collected are married,
Valid Cumulative
Percent Percent
74.4 74.4
25.1 99.5
.5 100.0
100.0
v) in detail shows that the pluralities of respondents
f respondents who are lecturers;111.4% are Associate
ndents i.e., 294 of the population of the academic
fessor, 168 were Lecturer, 65 of them were Associate
222

Percent Percent
29.5 29.5 29.5
51.6 51.6 81.1
11.4 11.4 92.5
7.5 7.5 100.0

100.0 100.0
ose the category indicating their monthly income. Table
per month and above, 15.8%% of the respondents falls
percentage of 3% falls within 15k-24k as their monthly
ndents gets within 35k-44k per month as their salary,28
n 15k-24k per month.

Percent Percent
76.3 76.3 76.3

15.8 15.8 92.1
4.9 4.9 97
3 3 100
100 100
223
ents were asked to select the category that indicates the
dents (324) about 56.8% have been employed up to 5
the (181) respondents have worked for 6-10 years.
Valid Cumulative
Percent Percent
56.8 56.8
31.8 88.6
11.4 100
100
of Maharashtra of the study and 55.3. % of the
of the 570 respondent‘s data analysed for the study,
ra as the academic faculty .
Valid Cumulative
Percent Percent
44.7 44.7
55.3 100
100
224
within a period of 0-2 years in their currently pursued
internal promotion within the time span of 3-6years
301 academic faculties had promotion within 0-
within the particular time span.

Percent Percent
2.8 79.0 79.0
3.3 19.9 99
0.7 1 100
6.8 100
3.2
00
mong the independent variables were computed. The
ip Questionnaire (MLQ) and Organizational
cording to Lewis – Beck (1980), multicollinearity is not
rrelation analysis among all the sub-scales of
225
y of the measures of organizational commitment,

nal leadership, transformational leadership correlate
orrelates negatively and significantly with laissez –
(1995), highly positive correlations between the

entioned three reasons for this phenomenon. They note:
of leadership. Second, leaders have been shown in

1995) argues, the consistent honouring of
leaders by followers, which are each a basis for
226
Avoids Involve – Leissez Faire

Transactional Transformational
Leadership Leadership
1 .167** -.120**
0 0.008
568 505 495
.167** 1 .816**
.000 .000
505 490
507
-.120** 1
.816**
.008
495 .000
490 496
**
-.141
.063 .093*
0.001 0.154 0.038
568 507 496
227
EC_SCR
Pearson -.141
Correlation
ds Involve –Leissez Faire

Sig. (2-tailed)
N Pearson 0.001
Correlation
Transactional Leadership
Sig. (2-tailed)
N Pearson
Correlation
Sig. (2-tailed) N
Pearson
Correlation
568
.063**
.154
507
.093**
.038
496
1**
570
les used in this study. As shown in the table, the range
n average or measure of central tendency calculated by
entral tendency corresponding to the middle point in a
228
nt rewards, and management by exception (active), and

between one and five. Therefore, the lowest score for
ectors of the private un-aided B- Schools of Maharashtra were
l, between 41 and 60 they were little transactional, between 61

onal.
Transfor Transactiona l Transfor Transacti
mational (Exp) mational onal (P)
(Exp) (P)
570 570 570 570
83.807 57.7827 72.4759 54.8709

85 58.3333 73.75 55.5556
11.71606 8.65627 15.24665 12.69931
58.75(18 69.44(8-40) 83.75 88.89
-90)
ore ,the more transformational the Heads/Deans/Directors,
229
transformational, between 41 and 60 they were little
the leaders were highly transformational.
en one and five. Therefore, the range for this style was
e the less laissez-faire the Head/Dean/Director.

ach statement had a score of between 1 and 7.
e considered to be less committed to the institute. Those
c faculties of the private un-aided B-Schools of
.
mployee commitment. This section deals with testing

theses tested. To test these expectations and hypotheses,
Variance (ANOVA), and simple individual regression
230
ent‘s commitment to their organization, the frequency
52 were considered to be uncommitted, while employees
ores between 53 and 67 were considered to be neutral; that
ajority of employees (70-.2% were found to be committed
ral, and 5.3% were found to be un-committed to their

Percent Percent
5.3 5.3 5.3
24.6 24.6 29.8
70.2 70.2 100
100 100
-Schools of Maharashtra as perceived or observed and
231
range in the instrument for this variable was between

uld be 40.Specifically; the Heads/Deans/Directors of the
as follows:
leaders, with a score between 21 and 40 they were

were considered to be little transactional. The rest of
onal and between 81 and
jority of respondents (about 60.9%) perceived their
ir Heads/Deans/Directors to be Transactional in their
e highly transaction in their leadership style. The rest of
spondents, and rarely transactional by 8.4% of the
232
Percent
1.2
8.4
60.9
26.5
3
100
ts perceived their Heads/Deans/Directors to be
eived their Heads to be highly transaction in their
l by .2% of the respondents, and rarely transactional
ansactional Characteristics as Expected by their
Percent
0.2
2.1
64
32.6
1.1
100
233
emic faculties follow transformational leadership
%) perceived/observed and (about 61.9%) expected their

er hand, (about 31.4%) perceived/observed and (about
on in their leadership respectively. Respondents who
and expected were 18.1% and 3.7% respectively.
ional totalled 3.0%, while .4% rated their
rely and not Transformational was nil.
234
Percent
0.4
3
18.1
47.2
31.4
100
Percent
3.7
34.4
61.9
100
the current study there were 13 hypothesis tested. To

ariance (ANOVA), and Pearson‘s correlation techniques
235
of the Departments/Directors has a positive impact on
chools of Maharashtra.
tionship between the transformational leadership style of

aided B-Schools of Maharashtra and organizational
in one standard deviation unit of the level of the
employee‘s organizational commitment increases by a
herefore, the hypothesis was accepted.
ve relationship between the transformational leadership

Schools of Maharashtra and organizational commitment
ation unit of the level of the transformational leadership
mmitment increases by a standard deviation of .083.The
s gets accepted.
236
dardized Standardized t Sig.

ficients Coefficients
Std. Beta
Error
2.616 19.808 0
.035 .186 4.516 .000
R=.186
R SQUARE=.035
andardized Standardized t Sig.

efficients Coefficients
Std. Beta
Error
3.946 14.104 0
.047 .083 1.978 .048
elationship between the transformational leadership style

-schools of Maharashtra and employee commitment of the
Correlation
237
lationship between the transformational leadership style
Maharashtra and employee commitment of the
n is significant at the 0.5 level (2-tailed). These results
Ec_Score
Employee
Commitment
.094(*)
0.037
494
.166(**)
0
446
lationship between the transformational leadership
he B-schools of Maharashtra and employee commitment
238
accepted. The Correlations with the Gap shown between

e un-aided B-Schools of Maharashtra from their
itment with the Gap between the observed and expected
build trust(IA),.097(*) Acts With Integrity (IB), .
People (IC).
Commitment
Pearson .177(**)
Correlation
Sig. (1-tailed) 0
N 570
Pearson .161(**)
Correlation
Sig. (1-tailed) 0
N 570
Pearson .152(**)
Correlation
Sig. (1-tailed) 0
N 570
Pearson .095(*)
Correlation
Sig. (1-tailed) 0.012

N 570
Pearson .169(**)
Correlation
Sig. (1-tailed) 0
N 570
239
Commitment
Pearson .097(*)
Correlation
N 570
Pearson .070(*)
Correlation
N 570
Pearson .112(**)
Correlation
N 570
Pearson .015
Correlation

N 570
Pearson .049
Correlation
N 570
Commitment
Pearson .092(*)
Correlation
N 570
Pearson .097(*)
Correlation
N 570
Pearson .059
Correlation
240
N 570
Pearson .071(*)
Correlation
N 570
Pearson .111(**)
Correlation
N 570
artments/Directors has a positive impact on the level of
of Maharashtra.
ed by employees in their immediate superior) of the

demic faculties of the B-Schools of Maharashtra, the
=.154) and significant (t=2.884, p=.004), as indicated in
eadership style of the Directors/Deans/Heads of the
ases by a standard deviation of .154.The results were
s supported and accepted.
emic faculties in their immediate superiors) of the

demic faculties of the B- Schools of Maharashtra, the
tive (B=.010) but not significant (t=.182, p=.856),
241
cted value in the level of organizational commitment of
hypothesis. Therefore, the hypothesis was not supported and
ndardized Standardized t Sig.

cients Coefficients
Std. Beta B Std.
Error Error
3.08 .154 20.509 0
0.139 2.884 0.004
R= .154
R SQUARE =0.024
ndardized Standardized t Sig.

cients Coefficients
Std. Beta B Std.
Error Error
3.08 .010 20.509 0
0.088 0.182 0.856
R = .010
R SQUARE = .0001
242
yle(perceived/observed by employees in their

evel of the academic faculties working under him, the
tively correlated and highly significant .132(**) at the
hypotheses was supported.
e relationship between the transactional leadership style

Maharashtra and employee commitment of the
t .063(* Correlation is significant at the 0.5 level (2-
mployee commitment but there is no significant
243
OC_SCORE
Organizational
Commitment
0.063
0.154
507
.132(**)
0.009
388
ationship between the transactional leadership style

schools of Maharashtra and employee commitment of
espectively. These results were consistent with the
between the Transactional Leadership Style
from their immediate supervisors indicates a positive
nd expected leadership styles of the
cant with .162(**) for Contingent
244
ut Employee Commitment is negatively significant
e followed by the supervisors.
Pearson .029
Correlation

N 570
Pearson .060
Correlation
N 570
Pearson -.053
Correlation
N 570
‟)
Pearson .206(**)
Correlation
Sig. (1-tailed) 0
N 570
Pearson .173(**)
Correlation
Sig. (1-tailed) 0
N 570
Pearson -.132(**)
Correlation
N 570
245
Pearson .162(**)
Correlation
Sig. (1-tailed) 0
N 570
Pearson .110(**)
Correlation
N 570
Pearson -.087(*)
Correlation
N 570
of the Departments/Directors of private un-aided B-
ompared to the Transactional Leadership Style.
e academic faculties) followed by the

.000) with the organizational level of employees greater
f the Departments of the private un-aided B-Schools of
.131,p=.010). Furthermore, the regression analyses as
246
compared to the significant impact of transactional
onsistent with the hypothesis. Hence, the hypothesis was
eadership style(expected by the academic faculties)

hip (r =
the transactional leadership style of the
nd the organizational commitment of the
ormational leadership style of the Directors/Deans/Heads

ment of employees compared to the significant impact of
hese results were consistent with the hypothesis. Hence,
Employee Commitment
.166(**)
.131(*)
247
Employee Commitment
.094(*)
0.065
of the regression analysis revealed that the laissez-faire
chools of Maharashtra(as perceived or observed by the
ganizational commitment of employees ( r= -.106, p = .
emonstrated that the variable of laissez-faire leadership
level of employee commitment of the academic faculties
eviation unit of the laissez-faire leadership style of the
tment decreases by a standard deviation of -.106.The
248
Faire Leadership style. The results of regression analysis
dership style of the Directors/Deans/Heads of the
ademic faculties of the B- Schools of Maharashtra as shown
style of the Directors/Deans/Heads of the Departments, the
1.The results were consistent with the hypothesis. Therefore,
Unstandardized Standardized t Sig.

Std. Beta
Error
0.592 108.29 0
.024 -.106 -2.547 .011
249
Unstandardized Standardized t Sig.

Std. Beta
Error
0.592 108.29 0
.036 -.121 -2.912 .004
yle(perceived/observed by employees in their immediate
academic faculties working under him, the Pearson
orrelated and highly significant -.146(**) at the level of
otheses was accepted.
e relationship between the Leissez-Faire leadership style

ded B-schools of Maharashtra and employee commitment of
01 level {2- tailed}). Therefore it shows that Laissez - Faire
250
Pearson Correlation -.146(**)
Sig. (1-tailed) 0
N 570
Pearson -.121(**)
Correlation
N 570
elationship between the Laissez-Faire leadership style

schools of Maharashtra and employee commitment of
-.121(**) respectively. These results were consistent
hown between the Laissez-Faire Leadership Style
251
style and employee commitment with the Gap between
ated by the academic faculties is not having a
Pearson -.063
Correlation
N 570
the Heads of the Departments/Directors of private un-
d and expected by the employees of private un-

tion of leadership style and employee commitment with
academic faculties is significant at .092(*) for build
ative- Thinking (IS),and .111(**)Coaches People (IC).
252
from their immediate supervisors indicates a positive
nd expected leadership styles of the
th .162(**) for Contingent Reward(CR),.110(**)
and *Correlation (0.05) is significant at the level of
ent by Exception-Passive (MBE-P) of Transactional
d expected by the employees of private un-aided

of leadership style and employee commitment with the
Departments rated by the academic faculties is not
Commitment
Pearson .092(*)
Correlation
N 570
Pearson .097(*)
Correlation
253
N 570
Pearson .059
Correlation
N 570
Pearson .071(*)
Correlation

N 570
Pearson .111(**)
Correlation
N 570
Pearson .162(**)
Correlation
Sig. (1-tailed) 0
N 570
Pearson .110(**)
Correlation
N 570
Pearson -.087(*)
Correlation
N 570
Pearson -.063
Correlation
N 570
of the Departments/Directors of private un-aided B-

her than either of the two separately.
dership styles (as observed ‗OBS‘ by the academic
254
hat the R2 was 0.035 and Table 13-(i) showed that R2
of the Departments explained approximately 03.5% of
of the Deans/Directors/Heads of the Departments
t of employees. In addition, Table 17-(i) presents the
ganizational commitment level of employees. According
ately 11.6% of the total variation in the
and transactional leadership styles of
nal commitment of employees, rather than either of the
l leadership styles (as Expected ‗EXP‘ by the

chools of Maharashtra on the organizational level of
ional and transactional leadership styles on the
Thus, together, the transformational and transactional

255
he hypothesis was supported.
hip styles (OBSERVED „OBS‟ or perceived “P”) on
Standardized t Sig.
Coefficients
Beta
19.808 0
.186 4.516 .000
20.509 0
.154 2.884 .004
andardized Standardized t Sig.

efficients Coefficients
Std. Beta
Error
3.946 14.104 0
.047 .083 1.978 .048
3.08 20.509 0
.088 .010 .182 .856
256
evel of education and the
Schools of Maharashtra.
negative relationship (z =-1.572, p=.117) with the level of

the regression results demonstrated that the educational level
d the organization (t = 3.555, p= .000). For each increment in
mmitment of employees increased by a standard deviation of .
re, the hypothesis was confirmed.
ucation on Employee
t df Sig. (2-
tailed)
-1.572 242.372 0.117
Standardized t Sig.
Coefficients
Beta B Std. Error
.148 33.479 .000
3.555 .000
R = .148
R 2 =.022.
257
he age and the level of
ols of Maharashtra.
gnificant positive relationship between employee‘s age and

ge had a significant positive relationship (F = 7.952, p=0.01)
egression results revealed that the regression coefficient (B)
of organizational commitment of employees. For each
l of organizational commitment of employee‘s increases by a
have a positive relationship with the level of organizational
s was accepted.
ployee Commitment.
Sum of Squares df Mean F Sig.
Square
928.367 3 1309.456 7.952 .000
3199.683 566 164.664
7128.051 569
P.T.O
258
Standardized t Sig.
Coefficients
Beta B Std. Error
.141
53.535 0
0.001
3.389 R = .141
R2 = .02/.019
positively correlated with the level of employee
7). Also the regression analysis, as shown in Table 20-
vel of organizational commitment of employees. But
ard deviation unit of the occupational status, the
deviation of .017. These findings were inconsistent
259
Mean F Sig.
Square
846.122 5.023 .007
168.436
zed Standardized t Sig.

Coefficients
Std. Beta B Std.
Error Error
0.966 .017 74.261 0
0.339 0.414 0.679

R = .017
ip with the level of organizational commitment of

ssion results, as shown in Table 21-(ii), demonstrated
260
of salary, the expected value in the level of organizational
hypothesis. Therefore, the hypothesis was accepted.
df Mean Square F Sig.
3 1170.007 7.074 .000
566 165.403
569
Standardized t Sig.
Coefficients
Beta B Std.
Error
-.119 61.372 0
-2.859 0.004
261
re committed to their organization than single, divorced and
s revealed that based on marital status, there was a significant
ried employees (mean = 64.1210) showed a higher level of

sis was confirmed and accepted.
Status on Employee
t df Sig. (2-tailed)
2.468 567 0.014
zed Standardized t Sig.

Coefficients
Std. Beta B Std.
Error Error
1.458 -.154 52.918 0
1.089 -3.725 0
262
Mean Std. Std. Error

Deviation Mean
64.121 12.80612 0.62046
61.0256 13.48123 1.12736
mmitted to their organization than the female gender.
med. As shown in Table
chools of Maharashtra, there was no significant
mean =64.0436) showed a higher level of commitment to

stically significant difference. Therefore, the hypothesis
loyee Commitment.
Sig. (2-
ailed)
.28
Standardized t Sig.
Coefficients
Beta B Std.
Error
-.046 45.288 0
-1.089 0.277
263
Mean Std. Std. Error

Deviation Mean
64.0436 13.56764 0.84964
62.8536 12.64054 0.71221
s of Maharashtra will be more committed to their
as shown in Table 24-(ii), demonstrated that internal

ut this effect was not statistically significant (t = .554, p
n the level of organizational commitment increases by a
motion within zero to two years of internal promotion
motion within three to six years (mean= 63.3099) and
er level of commitment. Thus, the hypothesis was not
othesis was confirmed as it is statistically significant
ypothesis was accepted.
264
um of df Mean F Sig.
quares Square
840.818 2 1420.409 8.517 .000
4225.498 565 166.771
7066.317 567
Standardized t Sig.
Coef f icients
Beta
.028 41.583 0
0.554 0.58
N Mean
407 63.9694
142 63.3099
19 51.462
568 63.3862
the dependent variable (employee commitment). Based on the

n-
265
Standardized t Sig.
Coefficients
Beta
5.574 0
0.077 0.796 0.427
-0.109 -1.444 0.151
0.023 0.32 0.749
.160 1.754 .081
.176 2.299 .023
.288 2.989 .003
0.049 0.753 0.453

-.035 -.524 .601
.137 1.719 .087

.136 1.568 .119
-.131 -1.813 0.071
R2=.24
8
F=5.52
6
SIG=.
0
266
USIONS 267
ONS
ssion section provides an explanation of the results and

oviding meaningful conclusions derived from the study
following:
ra committed to their organizations?

aharashtra possess as interpreted by the faculties under
on the level of employee‘s organizational commitment?

basis of demographic and job related variables?
c faculties from their respective Deans and Directors?
d employee commitment was conducted. Based on the

ed and tested by the researcher.
268
study indicated that a plurality of respondents were
it 5.6% with graduation in BA/B.COM/BSc/B.E. and
rried (74.4%), were employed as Assistant Professors
nd 5 years of service in private un-aided B- Schools of
otions in their present organization within 1 and 2 years
are logically accepted.
one expectation was supported, while three were
(70.2%) of Maharashtra were found to be committed to

ed. The highest score for the category of employee
hesis that the majority of the employees of the private
One explanation of this result could be that the majority
e female gender category, that positively affect their
269
ent of employees. Steers (1977) argued that employees
anization to meet such expectations and results in less
are more committed to their organization than their
―less involved, less loyal, and display weaker
faculties observed their Heads of the Departments as

sized. However, the findings indicated that the score
of the Departments categorized as transformational was
acteristics among the majority of Heads of the
y transactional leadership style was 40 and the lowest
core was 54). But the expectation of the academic

he category transformational leadership style was 90 and
rship that is based on an exchange relationship between
d the specification of contingent rewards
270
ctice trust building to create strong commitment to a
significant personal sacrifices in the interest of the
behind this could be that academic faculties of private
male counterparts (44.7%).In female gender emotive
ship has been found to be positively related to
the commitment level (70.2%) is quite high among the
tudies and definitions of transformational leadership
tments as transformational. This finding support the
e their managers to be significantly transformational as
departments to be more transformational than
–Faire Leadership style. Both the expected and
as. Thereby we find that the findings support
cess of positive influence that changes and transforms
271
itment to mission-driven outcomes. Effective
t and follow their example. They generate excitement
evealed that transformational leadership has been found
data showed that the respondents i.e., the academic
B-Schools of Maharashtra expected from their
gs of transformational leadership style:
272
nomic and social exchanges that achieve specific goals
followers by transactions of exchange in which rewards
adership revolves around the leader-follower exchange,
ith the leader‘s expectations, and punishes or criticizes
spondents i.e., the academic faculties of private un-aided
tments/Directors to whom they report, with the
B-Schools of Maharashtra expected their

dings of transactional leadership style:
273
ra do not want their Heads of the Departments and the
ded B-Schools of Maharashtra GAP between the

eadership style:
274
mentioning that effective leaders exhibit both
one study proposed that a manager‘s perceptions of
ion of transformational and transactional leadership
t of the relative validity of transformational and
onal objectives,(B.M. Bass ,B.J.Avolio,D.I.Jung,and
sactional or contingent reward leadership a close
styles between women and men, it was found that

contingent reward behaviours that are a component of
of transactional leadership (active and passive
idt, and M.L.V.Engen, 2003).
nd Transactional Leadership Styles had a positive

could be that B-School Faculties value the
mic values and cultures. These findings support the
275
l commitment of employees was positively related to
sformational leadership styles, respectively)of their
relationship between transformational leadership style
et al.,1995;Carlson & Perrewe,1995;Michael &
were consistent with Bass‘s augmentation theory of
transformational and transactional. Based on this
level of organizational commitment of employees and
nal leadership styles positively affected organizational
n the level of organizational commitment of employees
mational leadership focuses more on the human side of
ly self-interest, but that which is beneficial to the
e age of employees and their organizational

276
ve attitudes toward their organization including
81; Hrebiniak, 1974; Lee, 1971; Mathieu & Zajac,
ets older and remains with an organization longer, the
employee‘s commitment to the organization.
of employees, the results demonstrated that there was a

is relationship, we can say that more educated
e the promotion is based on academic developments and
ublic organization in Saudi Arabia confirms that
anization(Faisal Homoud A-Ammaj,2000). In relation
found education to be inversely related to commitment.
t positively related but not statistically significant.
hip between the length of service of employees and

Angle & Perry,
277
ard the employer and consequently enhances their
cclimated they become to the norms and values that
related with employee commitment but is not

occupational status and employee commitment exists
mployees who occupy top-level or heading the
me (salary) and employee commitment. And this effect

or such a relationship is that pay or monthly income is
his finding supports previous research studies (AL-
oyees were found to be more committed than single,

as positively related to employee commitment. This
plain this, one may
278
king for a married employee who has family
a single employee. These responsibilities force married
s a positive relation of both the gender with employee

ands that male gender will be more committed to their
e employees are more in the academic faculties of the
eir male counterparts are committed to their
from both the gender-model and the job model (Aven,
mmitment was described as one where the basic belief
to a different orientation to work for men, for whom
oncerning the study of organizational commitment and
hat work attitudes of both sexes developed in similar
internal promotion within 0-6 years are more

279
e statistics showed that employee(63.9694) undergo
on within a span of 3-6years,and (51.4620)employees
ernal promotion is statistically significant with
s indicated that the result was not statistically
iables led to incorrect results.
ho is older, educated, has a high monthly income,

early promotions, and works under a leader who is
les with an expectation of their Leaders to be more and
directly or indirectly impact individual‘s behaviours in

zational behaviour, organizational commitment and
to the success of any organization, public or private.
280
ies of the B-Schools of Maharashtra. Additionally, the
d by the laissez-faire leadership style. Thus, in terms of
Bass‘s augmentation theory of leadership, which
d that ‗ although the model of transformational or
ltures, particularly into non-Western, overall, it holds up
ressed that successful leaders are more
Schools of Maharashtra keeps an expectation from their
sub-ordinates and confirmed that sub-ordinates of
ransactional leaders.
ashtra were found to be committed to the organization.
their leaders or Heads of the Departments/Directors to
Heads to whom they report to be more transformational
281
income, marital status i.e., married employees had
vice, internal promotion, occupational status are
sult also shows that both male and female employees are
difference.
282
GESTIONS 283
STIONS
organizational commitment, leaders or Heads of the

tional Leadership Styles.
eir employing organization. However, the results of the

mitted to their organisation. This result carries with it an
es. Buchanan (1974a) argued that employee commitment
ated that organizational commitment of employees is
ith turnover, absenteeism, and tardiness. Therefore, the
gers and those who are responsible for the developments
dealing people and enhance their skills for better job-
hing or working.
nsformational and transactional leadership styles as the

itment was having positive impact
284
es as the result of the research shows that the Laissez-
that Heads should be more active in taking
nt came from the behaviours associated with

yees would be a result of having Deans and Directors of
mational characteristics.
neral background about the organisation, its mission, its
d. Rewards and award giving ceremony should be
e period of time should be given importance and not

ganisational goals.
285
ment, which creates a mutually beneficial environment.
nsive training, sharing information, provide for the
cademic faculties of the private un-aided B-schools of

aling with the academic faculties.
eir leadership styles. They should be more co-operative

hip styles but they should not devote much time over
re punctual by nature and should not delay in responding

go wrong before taking actions. Their steady
286
are there, internal candidates should be considered first
academic achievements or feedback from the

institute, the faculties should be rewarded and awarded.
be given more importance and should be involved in

on.
287
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309
Please read the following statements and check (If reply
310
311
-2
nnaire
tion that will help to improve the working environment for

l data will be reported.
indicate the extent of your agreement or disagreement with each
E your answer by choosing from 1-7 ,any number as per your
tionnaire.
4 5 6 7
Neutral Somewhat Agree Strongly
agree agree
1 2 3 4 5 6 7 RATE
312
313
314
te response, if by way of e-mail then kindly state M/F
person you report to), as you perceive/observe it. Please

he answer, leave the answer blank. Please answer this
statement fits the person you are describing. Use the

e-mail, then kindly rate your answer by stating the
er your rating column and state his/her designation in
n below.
etimes Fairly often Frequently,
if not always
3 4
YOUR
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0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
317
MLQ)
ed)
rson you report to), as you expect it. Please answer all
ve the answer blank. Please answer this question
ement fits the person you are describing. Use the

il, then kindly rate your answer by stating the
er your rating column and state his/her designation in
etimes Fairly often Frequently,
if not always
3 4
318
YOUR
RATING
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
319
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
320
321
N of
Items
30
Range Maximum Varianc No. of

/ Minimum e Items
1.057 -1.915 .081 30
orrected Squared Cronbach's
em-Total Multiple Alpha if Item
orrelation Correlation Deleted
533 . 0.804
535 . 0.804
498 . 0.806
293 . 0.813
325 . 0.812
56 . 0.803
562 . 0.803
529 . 0.805
527 . 0.805
548 . 0.804
579 . 0.802
629 . 0.802
591 . 0.802
479 . 0.806
583 . 0.801
578 . 0.802
303 . 0.815
459 . 0.807
535 . 0.804
322
53 . 0.805
511 . 0.806
19 . 0.817
234 . 0.815
165 . 0.818
.179 . 0.835
.169 . 0.831
.223 . 0.831
.15 . 0.827
.162 . 0.829
.189 . 0.83
Range Maximu
m/
Maxim Minimu Varianc No. of
um m e Items
.794 1.097 -2.621 .069 30
orrected Item- Squared Cronbach's

otal Multiple Alpha if Item
orrelation Correlatio n Deleted
0.566 0.579 0.858

0.528 0.603 0.859
0.542 0.49 0.86
0.384 0.466 0.863
0.401 0.533 0.863
0.484 0.539 0.861
0.517 0.527 0.86
0.507 0.544 0.86
0.511 0.514 0.86
323
0.5 0.55 0.86
0.555 0.634 0.859
0.455 0.458 0.861
0.541 0.541 0.859
0.563 0.55 0.858
0.583 0.563 0.857
0.554 0.539 0.859
0.589 0.64 0.858
0.57 0.614 0.858
0.574 0.581 0.858
0.62 0.572 0.857
0.594 0.521 0.857
0.328 0.463 0.864
0.328 0.53 0.864
0.32 0.457 0.865
.028 0.524 0.875
.004 0.655 0.873
0.034 0.673 0.872
0.059 0.577 0.872
0.01 0.746 0.873
.02 0.691 0.874
N of
Items
15
Range Maximu
m/
Maximu Minimu Varianc N of
m m e Items
.806 1.040 -3.442 .049 15
324
Scale Scale Correcte Squared Cronbac
Mean if Variance if d Item- Multiple h's Alpha if
Item Item Total Correlati Item
Deleted Deleted Correlat on Deleted
ion
70.4396 133.471 .432 .474 .794
70.9780 122.488 .678 .711 .776
71.4945 132.075 0.157 0.373 0.82
72.3626 117.900 .498 .453 .786
71.6923 122.304 .637 .541 .777
70.8242 121.213 .742 .776 .772
72.4945 145.431 -.089 .233 .826
71.4176 122.246 .567 .450 .781
72.8132 139.287 .063 .158 .819

71.3956 122.397 .633 .529 .777
71.9011 124.49 0.498 0.493 0.786
72.4505 126.139 0.447 0.403 0.79
70.9890 135.100 .206 .252 .807
325
71.7363 118.441 .702 .624 .771
70.8571 130.724 0.405 0.393 0.794
alue 0.694
of Items 8(a)
alue 0.665
of Items 7(b)
15
0.644
0.784
0.784
0.778
my friends as a great organization to work for, recp1q3, I would
that my values and organization's values are very similar, I am proud
organization as long as the type of work was similar, This
326
2, I really care about the fate of this organization., For

Percent Percent
58.6 58.6 58.6

32.1 32.1 90.7
9.3 9.3 100

100 100
Percent Percent
5.6 5.6 5.6
20.0 20.0 25.6
59.6 59.6 85.3
14.7 14.7 100.0

100.0 100.0
327
Valid Cumulative
Percent Percent
74.4 74.4
25.1 99.5
.5 100.0
100.0
Percent Percent
29.5 29.5 29.5
51.6 51.6 81.1
11.4 11.4 92.5
7.5 7.5 100.0

100.0 100.0
328
Percent Percent
76.3 76.3 76.3

15.8 15.8 92.1
4.9 4.9 97
3 3 100
100 100
329
Valid Percent Cumulative

Percent
56.8 56.8
31.8 88.6
11.4 100
100
Valid Cumulative
Percent Percent
44.7 44.7
55.3 100
100
330

Percent Percent
52.8 79 79
13.3 19.9 99
0.7 1 100
66.8 100
33.2
100
331

Percent Percent
5.3 5.3 5.3
24.6 24.6 29.8
70.2 70.2 100
100 100
Percent Percent
5.8 6.5 6.5
7 7.9 14.4
33.5 37.7 52.1
40.2 45.2 97.2
2.5 2.8 100
88.9 100
100
332
Percent
0.2
2.1
64
32.6
1.1
100
333
Percent
0.4
3
18.1
47.2
31.4
100
334
Percent
3.7
34.4
61.9
100
BUSINESS ADMINISTRATION (ENVIRONMENT)
T)
SOURCE MANAGEMENT)
BUSINESS ADMINISTRATION (FINANCE)
ION)
T)
)
ADMINISTRATION (TEXTILES)
AL MANAGEMENT
AGEMENT
NT
Rural Places as defined by
Competent Authority
Stand alone Post Graduate
Programs
Number of students generally allowed
per acre land available when FSI = 1
300
ces which are not away from each other by more than 1
338
e area (ADA, carpet area in sq. m.), Amenities area (AMA, carpet
Computer Library Seminar Total requirement
Centre & Reading Halls requirement per
Room (E) (Sum of student
column 3 to (T/60)
8)
5 6 7 8 9
150 100 132
339
1 1 1
1 1 E=C/4
he next integer
-Schools of Maharashtra.
LAN & Mail Internet Printers

Internet Server Mbps / including
& intake of 24 Colour
Client students Printer
with (% of
Bandwidth total no
Contention of PC's)
of 1:1
Min 1
Mbps
All Desired 2 10%
340
olumes National International

olumes
Journals Journals
00xB/500xB 12xB desirable
Management.
Content Annual Subscription

Price Per Institute
usiness Source Elite US$ 3500

journal Collection(
802 e-journals &
agazines) (2011)
341
Evaluation
Guidelines
Resources, Institutional Support,

I Governing body, administrative setup
and functions of various bodies;
ii. Defined rules, procedures, recruitment
and promotional policies etc.;
iii. Decentralization in working and
grievance redressal system;
iv. Transparency and availability of
Correct/unambiguous information.
I Adequacy of budget allocation;
ii. Utilization of allocated funds;
iii. Publicly available the detailed audited
statements of all the receipts and
expenditures
342

A Study of The Relationship Between Leadership Styles and Employee Commitment An Empirical Study of Private Un Aided B Schools of Maharashtra Priyadarshini Poddar

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A Study of The Relationship Between Leadership Styles and Employee Commitment An Empirical Study of Private Un Aided B Schools of Maharashtra Priyadarshini Poddar

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A STUDY OF THE RELATIONSHIP BETWEEN LEADERSHIP

STYLES AND EMPLOYEE COMMITMENT: AN EMPIRICAL STUDY OF PRIVATE UN-

Dissertation Submitted to the Padmashree Dr. D. Y. Patil University’s,

Department of Business Management

In partial fulfilment of the requirements for the award of the Degree of

MS. PRIYADARSINI KHASTAGIR PODDAR

(Enrolment Number: DYP-Ph.D. - 09001)

PROF. DR. PRADIP MANJREKAR

PADMASHREE DR. D.Y.PATIL UNIVERSITY’S, DEPARTMENT OF BUSINESS MANAGEMENT

CBD Belapur, Navi Mumbai- 400614

A Study of the Relationship between Leadership

Styles and Employee Commitment: An Empirical

Study of Private Un-Aided B-Schools of Maharashtra

Place: Navi Mumbai (Ms.Priyadarsini Khastagir Poddar) Date: 12 th November’2012

Prof. Dr.Pradip Manjrekar Prof. Dr.R.Gopal

Dean & Ph.D. Research Guide Director & HOD

Dept. of Business Management Dept. of Business Management Padmashree Dr. D.Y. P

Place: Navi Mumbai

Dept. of Business Management Dept. of Business Management Padmashree Dr. D.Y. P

Place: Navi Mumbai

This Thesis Is Dedicated To My Parents

1.1 Introduction & Background of Leadership Style

1.2 Leadership Styles and Employee Commitment

1.3 Employee Commitment

2.2 Leadership Style Theories

2.3 Situational Leadership Style Theories

2.4 Recent Theories of Leadership Style

2.5 Transformational Leadership Style and Employee

2.7 Theoretical Framework on Leadership Style

2.8 Leadership styles within academic institutions

2.9 Employee Commitment

2.1 Conceptualization of Commitment

2.11 Dimensions of Employee Commitment

2.12 Antecedents of Employee Commitments

2.13 Employee Commitment within Academic Institution

2.15 Research Gap

Chapter 3 Education System In India

3.1 Introduction To The Education System In India

3.2 Structure Of Educational System In India.

3.4 Administration of Education

3.5 Types of Colleges

3.6 Universities: The Organisational Framework

3.7 The People Who Manage the Universities

Chapter 4 An Overview of the B-Schools of Maharashtra

4.1 Introduction to Business Management Education:

4.2 Present Situation of Business Management Education in

4.3 Growth and Meaning of Un-Aided Private B-Schools of

Maharashtra as laid down by All India Institute of Technical

Chapter-5 Objectives, Hypothesis And Research Methodology

5.1 Statement of Research Problem:

5.2 Research Questions

5.3 Scope of the Study:

5.4 Purpose of the Study

5.6 Statement of Hypothesis

5.7 Population and Sample Selection

5.8 Sampling Design

5.9 Data Source

5.1 Pilot Study

5.11 Data Collection for the Main Research Study

5.12 Measurement of the Data

5.13 Reliability of the Study Instrument

5.14 Data Analysis Tools

5.16 Limitation of the Study