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Comprehensive Project Report "A Study on factors affecting Willingness to

admit of Students in MBA Program." At Ahmedabad City
Thesis · June 2022
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Comprehensive Project Report
On
“A Study on factors affecting Willingness to admit of Students in MBA Program.”
At
Ahmedabad City
Submitted to
Institute Code: 807
Institute Name: Sal Institute of Management
Under the Guidance of:
Dr. Shital Bhatt
In partial Fulfilment of the Requirement of the award of the degree of
Master of Business Administration (MBA)
Offered By
Gujarat Technological University, Ahmedabad
Prepared by:
Vaishvik Patel (208070592068)
Manthan Vora (208070592039)
MBA
(Semester – 4)
Month & Year:

June 2022
Date: 16/06/2022
Company Certificate
To whomsoever it may concern
This is to certify that Vaishvik Patel (208070592068) and Manthan Vora (208070592039) of
Sal Institute of Management (807) has successfully completed COMPREHENSIVE Project
Report titled “A Study on factors affecting Willingness to admit of students in MBA
Program” at Ahmedabad City, Gujarat.
Students Declaration
I hereby declare that the Comprehensive Project Report on “A Study on factors affecting
Willingness to admit of students in MBA Program” at Ahmedabad City, Gujarat is a result
of our own work and my/our indebtedness to other work publications, references, if any, has/have
been duly acknowledged. If we are found guilty of copying from any other report or published
information and showing as my/our original work, or extending plagiarism limit, we understand
that Iwe shall be liable and punishable by the university, which may include ‘Fail’ in examination
or any other punishment that university may decide.
Enrollment no. Name Signature

208070592068 Vaishvik Patel
208070592039 Manthan Vora
Place: Ahmedabad Date: 16/06/2022

Date: 16/06/2022
Institute Certificate
“This is to Certify that this COMPREHENSIVE Project Report Titled “A Study on factors
affecting Willingness to admit of students in MBA Program” at Ahmedabad City,
Gujarat is the bonafide work of Vaishvik Patel (208070592068) and Manthan Vora
(208070592039), who has/have carried out their project under my supervision. I also certify
further, that to the best of my knowledge the work reported herein does not form part of any
other project report or dissertation on the basis of which a degree or award was conferred on
an earlier occasion on this or any other candidate. I have also checked the plagiarism extent
of this report which is 9.6 % and it is below the prescribed limit of 30%. The separate
plagiarism report in the form of html /pdf file is enclosed with this.
Rating of Project Report [A/B/C/D/E]:

(A=Excellent; B=Good; C=Average; D=Poor; E=Worst)
(By Faculty Guide)
Signature of the Faculty Guide/s

(Name and Designation of Guide/s
Signature of Principal/Director with Stamp of Institute
(Name of Principal / Director)

PLAIGAIRISM REPORT
External Examiner Report
This is to certify that project work embodied in this report entitled “A Study on factors affecting
Willingness to admit of students in MBA Program” at Ahmedabad City, Gujarat was carried
out by VAISHVIK PATEL (208070592068) and MANTHAN VORA (208070592039) of Sal
Institute of Management (807)
The report is approved / not approved
Comments of External Examiner:
This report is for the partial fulfillment of the requirement of the award of the degree of Master of
Business Administration offered by Gujarat Technological University.
(Examiner’s Sign)
Name of Examiner:
Institute Name: Sal institute of management
Institute Code: 807
Date: 16/06/2022
Place: Ahmedabad
PREFACE
As a part of the MBA curriculum and in order to gain practical knowledge in the field of
management, we are required to make a report on “A Study on factors affecting Willingness to
admit of students in MBA Program” at Ahmedabad City, Gujarat. The basic objective behind
doing this project report is to get knowledge regarding the factors that affects the willingness of
students for takin admission in MBA program
Doing this project report helped us to enhance our knowledge regarding Willingness of
Students. WE underwent many experiences related with our topic concepts. Through this
report we came to know about the factors that plays vital role in selecting any
Institute/University for MBA programs.
ACKNOWLEDGEMENT
This is a great privilege to acknowledge each and every one who are associated with us while
carrying out this study. We acknowledge each one of them for their support.
Firstly we would like to thank Dr. Viral Bhatt, Director SAL Institute of Management for diving
me the opportunity of this project and I would also like to thank my faculty guide Dr. Shital Bhatt
for her guidance encouragement, support and generous help to make this support and generous
help to make this project work successful and support throughout the completion of this study.
I am equally thankful to my family and friends for their help and support for the successful
completion of this project.
Table of Contents
Chapter Particulars Page

No. No.
1 Introduction 1-23
1.1 Introduction Of Topic 1-3
1.2 History Evaluation 4-6
1.3 Current Perspective 7-8
1.4 Porter’s Five Forces 9-13
1.5 Challenges of Industry 14-16
1.6 Advantages 17-20
1.7 Need of the study 21
1.8 Identification of problem 22
1.9 Research Question 23
2 Literature Review 24-35
2.1 Review of Literature 24-31
2.2 Research GAP 32
2.3 Conceptual Framework 32-33
2.4 Measurement Model 34-35
3 Research Methodology 36-40
3.1 Research Objective 36
3.2 Research Design (6W’s) 36
3.3 Data Collection 37-39
3.4 Sampling Design 39-40
4 Data Analysis & Interpretation 41-66
5 Findings 67-68
6 Contributions, Managerial Implication & Limitations 69-71
7 Conclusion 72
8 Bibliography & Annexure 73-83
Chapter – 1 Introduction
1.1) Introduction of Topic
Without education, a man is akin to a ship without a rudder. In today's competitive environment,
education is becoming increasingly important. Master in Business Administration is commonly
abbreviated as MBA.
MBA is one of the most popular professional options among Indian students nowadays. This is
solely due to the advantages that the course provides. There are an increasing number of MBA
programmes and business institutes in India.
Over a thousand institutes are offering full-time residential MBAs across the country. Part-time
executive MBAs, online MBAs, and distance learning MBAs are also gaining popularity. With the
growing demand for world-class managers in the sector, the number of MBA programmes has
increased in recent years.
One of the greatest human innovations of the twentieth century was management. Major
developments in scientific discovery had occurred in Europe and Asia in previous centuries, but
science's application and impact on most people's lives had been restricted. Simultaneously, a
genuine in Europe and the United States, a revolution in the structure of industrial production was
underway. States, on the other hand, would make it possible for such discoveries to have a broader
impact - the formation of the As a result of the modern company, which influenced manufacturing,
distribution, and management. To master the complexity of corporate life, a new career is required.
One of the primary difficulties plaguing management schools is employability. According to the
Merit Trac MBA employability Study 2011-2012, just 1 in 5 MBAs are employable. Thus
management schools need to think differently. They should be considered closer to the industry to
validate and enrich MBA programmes.
An MBA is now considered a requirement for most jobs. The glitz and chances that a B-school
education offers entice bright young people. Business schools must address how they might
1
contribute to rethinking the firm's position in society and what role business leaders should play.
This is a priority because if business schools want to impact them positively, they require strong
enterprises with a defined purpose. If companies do not have a good social reputation, business
schools will likely lose relevance and have a tough time attracting top teachers, companies, and
students.
The institute's level largely determines the employability of management graduates. The top-tier
colleges that provide MBA degrees do not need to go through any placement process. As a
result, to improve the employability of business graduates, the inferior colleges should maintain
a close eye on the superior colleges' patterns. This will undoubtedly assist them in diligently
carrying out placements, resulting in a rise in both the strength and quality of employment.
The low employability results demonstrate that management students and colleges require
individualized employability feedback and support to take the necessary corrective actions. In a
statement, Varun Aggarwal, COO and CTO of Aspiring Minds, stated, "This will not only result
in more students gaining jobs, but it will also address the massive talent demands of our
developing sector."
In India, management education has grown rapidly, from around 200 MBA colleges in the early
1990s to around 3300 MBA colleges now. However, management students' employability ranges
from 10% to 20% for sales and client service positions.
Management education in India has rapidly expanded, from around 200 MBA campuses in the
early 1990s to around 3300 MBA colleges. However, management students' employability
ranges from 10% to 20% for sales and customer service occupations.
2
3
1.2) History Evaluation
Since its inception, management education has been quite dynamic. It was shaped by elements
such as the end user's preference for management education, the knowledge, skills, and abilities
expected of students, and the types of management colleges that offer management degrees.
Management school teaches only management ideas and does not prepare students for the real-
world issues they will confront in the workplace. Management institutes were once thought to be
among the best in the world. As a result, they held a strong position for many years and served as
a great professional course worldwide. Management education has long been thought to lead to
attractive job opportunities for management graduates. It has contributed to the resolution of
challenges such as smoothly conducting mergers and acquisitions, change process implementation,
strategy formulation, and company slowdown, among others.
Since the turn of the century, the primary goal of management education has been to contribute
significantly to organizational operations by providing important insights. Due to changes in skill
requirements, globalization, society, and demographics, many changes have occurred in
management education and management institutes. If the gap between management graduates and
corporate executives is not bridged, management colleges will perish (Grey, 2002). Competent
managers that can work quickly are in high demand in the industry. (Spender, 1995)
Management colleges are responsible for demonstrating professional challenges, as this is the
primary necessity of today's corporations. (Klimorski, 2008).
According to the Gujarat government, industrialists and private entrepreneurs should contribute to
expanding higher education and professional courses such as BE, BBA, and BCA. The need for
higher education was recognized by the 12th Five-Year Plan, which said that there was an urgent
demand for higher education that the government could not meet.
As a result, SFIs were enlisted. Following the liberalization of the 1990s, there was significant
demand for skilled people who could comprehend and handle the finance, marketing, advertising,
procurement, human resources, and production in any company.
As a result, many new businesses have sprung up in Gujarat to start MBA programmes. However,
by 2010, management institutes had begun to see a decrease in enrollment. Management of self-
4
financed institutions failed to register admissions, and many institutions closed down over time.
The decrease in management school admissions has been linked to various factors, including
insufficient infrastructure and less competent faculty.
In recent years, the MBA degree, which serves as a gateway certificate for corporate India and the
rest of the world, has come under increased scrutiny. As the cost of admission to these management
colleges has risen and new technology has altered how businesses are run, many students have
begun to wonder if a business school education is truly worthwhile. And, from a business
standpoint, are business school grads truly the problem-solvers they claim to be?
Santanu Paul, the CEO and managing director of TalentSprint, an edtech platform that works with
several higher education institutes, including B-schools, says, "The traditional business school
education as we know it is not working, just like the traditional executive education [meant for
professionals looking to up-skill themselves] is not working." "The same questions are being asked
again and again. Do MBA grads have the necessary skills? Do they have the necessary knowledge
and comprehension of what the modern world entails?"
These questions have arisen due to the emergence of the so-called digital age, in which new
technologies such as artificial intelligence (AI) and machine learning (ML) are disrupting the way
businesses are conducted. New fields such as fintech are emerging, as well as new possibilities
emerging from the massive amounts of data being generated. With the emergence of these new
technologies, the distance between industry and academics that often afflict B-school education
may threaten to widen to the point where MBAs lose their lustre.
Unsurprisingly, business school education is transforming. In traditional MBA programmes, new

classes on business and data analytics, AI, ML, fintech, blockchains, and management science are
being added, new certificate courses for management professionals and recent graduates are being
introduced, and in some cases, entirely new MBA degrees in these fields are being created.
A bachelor's degree in business administration was first proposed around the turn of the century.
In 1908, the Harvard Business School was one of the first to launch a two-year MBA
programme, just as the United States was shedding its frontier image and began to industrialize.
This concept gained widespread favor, and as businesses sought a scientific approach to
management, MBA programmes sprung up worldwide. The rise of new enterprises centered on
5
oil, machines, and the jet age, as well as the changing nature of banking and finance over time,
has emphasized the manager's position even more.
According to those in charge of B-schools, we are on the verge of a new era—the digital age—
and, while this shift is putting new strain on B-schools and the education they provide, a new
type of manager is emerging. And this new manager, competent in areas such as data analytics
and artificial intelligence, will become an even more important figure in the business world.
"Because of the rapid changes in technology and its application, as well as advances that affect
practically every industry and function, technology is gradually becoming an important
component of the MBA curriculum." "The pandemic has only added to that," says a
spokesperson for the Indian Institute of Management, Ahmedabad (IIMA), which has recently
begun to offer many new electives and courses in tech-aided areas, such as AI and marketing, AI
and HR (human resources), as well as a 16-month blended programme aimed at skilling
professionals and entrepreneurs in subjects like data mining and big data analysis.
Data analytics is becoming one of the hottest new subjects among MBAs. If data is the new oil,
as the cliché goes, the suits in charge are the new power brokers. The initial technical ability
demanded of a management analyst includes skills such as using statistical software for data
collecting, data curation, data mining, and data visualization tools.
"What is it that managing entails?" Most of the time, it's about people management. Every
manager's dream has always been to manage people. That's why the management pathway has
proven to be so appealing. However, any organization you join as a leader or manager today
heavily relies on technology or automation. As a result, there is more technology but fewer
humans.
6
1.3) Current Perspective
Management education should be societally relevant. However, the primary issue with
management education is that it primarily prepares students for careers in finance and consulting.
Gujarat's management education is comparable to that of its counterparts.
For better involvement of all stakeholders in business education, immediate course correction is
required. Because the environment today is dynamic and constant changes are occurring, a dent
has been made in the current study to investigate the perspectives of faculty members, students,
and the corporations that recruit students for B- Schools to better understand the existing
management education system, it's functioning, and identifying areas for improvement to meet the
ever-changing needs and requirements of the corporate world.
For corporations worldwide, management has become increasingly difficult in the globalized
period. Today's manager needs strong leadership abilities and solid knowledge background.
As a result, management education outperforms other fields of study. B-schools worldwide are
working to develop a portfolio of competencies that will bring management education closer to
management practice. The unprecedented rate of change in the global business world has increased
the pressure on business schools to experiment with curricula and stay up with these developments.
For the majority of the brightest and most brilliant graduates, management education is the most
desired higher education option.
Universities in major countries such as the United States, Europe, and Japan, which now attracts
millions of students from all over the world, have evolved into industrial and scientific research
powerhouses. Through immersion programmes and alumni connections, business programmes
worldwide are increasingly tied to the sectors. In these countries, industry-institute contact may be
witnessed at every level.
This aids in delivering a high-quality, industry-ready product in high demand. As a result of this
tendency, business schools in developing nations are being influenced and encouraged to align
their programmes in this way.
Since India's independence, when there were only 20 universities and 500 colleges, higher
education has grown tremendously. India had around 3000 educational establishments by the end
7
of 2010. In India alone, there are already approximately 3500 business schools. Munjal (2018)
examines the current state of Indian business programmes. The main problem with higher
education in India has been a persistent gap with industry regarding the quality of graduates or
postgraduates generated from an employability standpoint.
This issue necessitates a reassessment of the 'graduate qualities' required in knowledge and skill
components, as well as the curriculum and its delivery modalities, by institutions and their
academic leadership.
When it comes to business schools, international business programmes have a distinct advantage
in that they have a strong industry focus and connections. Learning methods and pedagogical
interventions are also more in line with today's learners and the corporate context in which they
are expected to perform.
The content has been thoroughly verified for its suitability to develop predetermined graduate
qualities in real-time. Given the rapid pace with which the global business world might change, a
diligent periodic evaluation has guaranteed that curricula are relevant and have not become
obsolete.
8
1.4) Porter's five forces (Industry)
Porter's five forces model analyses the external business environment and identifies potential
opportunities and threats in the industry. This includes evaluating the threat of new entrants, the
threat of substitutes, bargaining power of suppliers, bargaining power of customers and
competitive rivalry among existing players.
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9
Competitive Bargaining Power Bargaining The threat of New The Threat of
Rivalry of Suppliers Power of Entrants Substitute
Buyers Products
1) Professors 1) Professors Only students are 5) Economies of The pressure from

considered Scale substitute products
2) Programme 2) Assistant
buyers of the is rather from the
s Professors 6) Product/Servic
programme. same product in
e
3) Research 3) Associate different modes and
Differentiation
and Professor abundant specialized
Knowledge 7) Capital master programmes
4) Full-Time
Transfer Requirement in management and
Professor
business, or
4) Fees of 8) Switching
corporate training
Programme Cost
and development
5) Better 9) Access to programmes.
Placement Distribution
Channel
10) Government
Policy
Competitive rivalry:
The level of competition among current competitors adds to the industry's competitiveness. Higher
management institutes in India are in a good position to charge significantly higher tuition fees to
attract and pay top professors, improve research conditions, and transfer knowledge. Asia's
management education is rising, catching up to the world's most prestigious business schools
(Indian School of Business and Indian Institute of Management). Looking at the global picture of
business schools in developed and emerging zones, these numerous business and management
schools are pitted against one another in a fierce competition to recruit students, maintain high
10
teaching and research quality, provide and maintain high and well-paid alumni, maintain good
relations with the business community, and so on.
Bargaining power of suppliers:
Suppliers might be considered an insiders' group in this industry, with the faculty ensuring the
teaching activities and the outside business world providing business practice and cases for the
courses. Professors of various ranks make up the faculty, including assistant professors, associate
professors, and (full) professors, who are normally tenured (or tenure-track) in employment
contracts. Faculty is seen as an institutional asset while being a major supplier. Faculty members
must have an up-to-date understanding of business practice earned through recent managerial
experience, consulting, and other means to build bargaining power. In other words, theory and
practice must be linked in the classroom.
Bargaining power of buyers:
In this industry, students are the most powerful buyers. Students, unlike regular purchasers, must
go through an application process to become buyers. Management education has few entry
requirements in terms of foundational knowledge due to the nature of management disciplines.
Business schools use management science as knowledge for action; therefore, candidates must
have prior experience and essential management knowledge.
First, pupils are unfamiliar with the subject matter being taught; if they were, they would not have
enrolled. That is, purchasers only purchase items while they are unaware of them. Second, even if
they adore a certain educational programme, they will not enrol in it twice, demonstrating that
purchasers will only purchase a product once, regardless of its excellence. Third, individuals may
be unsure whether the education they received was good or bad even after it is completed because
the true test of education does not appear until after a significant time of professional life. Overall,
the three qualities indicate that students are inexperienced buyers.
The threat of new entrants:
Government rules and quality organizations consider this industry to be highly regulated. For a
new programme, the entry barriers are high, and product differentiation is challenging.
Universities will be unwilling to admit new fields or establish new educational institutes. Such
11
hesitancy isn't always a sign of a lack of resources. On the other hand, new pedagogies and
disciplines evolve in response to new management concerns.
The threat of substitutes:
Graduate management education has long been regarded as a "golden passport" for various careers,
with the MBA degree becoming the most popular offering from business schools. Rather than
substitute items, the pressure comes from the same product in numerous modalities, various
specialized master's programmes in management and business, and corporate training and
development programmes. In a job placement study, data from case studies in the book
"Rethinking MBA: Business Education at a Crossroads" was used. Financial services and
consulting, where earnings are greatest (Datar, Garvin, Cullen, 2010), are the categories where
most full-time MBA graduates from top-ranked MBA programmes choose positions. Companies
in other industries will find it harder to compete for graduates. Other sorts of MBAs or double
degrees in Management and Techniques could pose a threat to this industry's alternatives.
Conclusion:
According to the analysis above, government policy and quality organizations are the primary
causes that keep the barriers to new entrants in place. Due to industrial competition, business
schools are forced to create alternatives, either through new programmes or through joint
programmes created by merging and cooperating companies among existing schools. The latter
trend of integrated and combined programmes gives the industry a fresh direction to approach the
other forces. Institutes lower the threat of replacements and raise the obstacles to entry with self-
generated alternatives. Because suppliers are both insiders and outsiders, institutes can diminish
suppliers' power by combining faculty resources, requiring them to participate in updated and
substitute programmes, and using them to impose product quality as a requirement of quality
barriers and attract customers. Institutes also inform purchasers, such as applicants and students,
that distribution channels may be extensive, easing the burden on institutes. Candidates are also
hand-picked to join the programme and create their programmes in different locations or with
different technical electives that better suit them or prepare them for future careers. With this
perspective, Porter's five forces model of industrial competitiveness has been warped, and
collaboration inside the industry is now the driving force. Rather than being threatened and shaped
12
by the dynamics, the management education sector mitigated them through cooperative
programmes.
13
1.5) Challenges of Industry
The appeal of management education has waned, as seen by the decline in enrolment at various
management institutes around the country. Several management institutes have been closed down.
Management students lacked competencies and employability abilities, resulting in a business
losing trust. Regulatory organizations were more concerned with issuing approvals to management
institutes than with increasing the quality of management education. As a result, management
education has become diluted. He was joined by a slew of other issues, including poor governance,
inexperienced teachers, a low student-to-faculty ratio, and unmet corporate demand, to name a
few. This situation necessitated immediate changes to the course material and increased
participation from all stakeholders.
Any management institute's primary focus has shifted from skill development to job placement.
Even before the foundation of professional management institutes, organizations such as the Indian
Institute of Social Welfare and Business Management (1953), Tata Institute of Social Sciences
(1936), and Xavier Labor Research Institute (1946) provided training for managers. The main goal
of such programmes was to teach management skills to experienced individuals so that they could
either operate their current businesses or start their own.
Regarding employability, management education was quite beneficial, especially after the
nineteenth century. Parents encouraged their children to pursue a career in commerce rather than
science because there was less rivalry among students in this field.
Following liberalization, India's economy underwent a significant transition as many global

corporations entered the Indian market. Existing domestic firms faced stiff competition from these
giants. As a result, the demand for skilled business graduates grew rapidly. Many business houses
saw a void in the market and an opportunity; therefore, they created management institutes in
various parts of India. Soon after, a slew of management institutes popped up, but they couldn't
keep up with the demand for management graduates.
As the number of management graduates entering the market each year increased, businesses
began complaining about the incompetence of management graduates and unskilled managers.
Later, society had doubts about business schools' ability to produce solutions to social problems.
14
Business schools were the academic realm in which management foundations could be
systematically learned and improved, as well as research into management problems and
difficulties. Wharton was the first business school in the United States, founded in 1881 as part of
the University of Pennsylvania. (Khurana, \s2007) Dartmouth, Harvard, and Kellogg were among
the graduate institutions formed in the United States before World War I, but they flourished before
and after WWII. Most of Europe's top schools were formed in the late 1950s and 1960s.
In India, business schools are still relatively new. They have positively impacted people,
businesses, and society by training generations of managers. Thousands of people are enrolled in
MBA programmes and open executive education programmes worldwide. It is commonly agreed
that a business school education positively impacts many people's lives and the success of many
businesses.
Leading business schools have become key paradigms of excellence in graduate education
relatively short time. Many have globalized education in ways that no other university has
previously done. The numerous threats and opportunities confronting organizations and society in
the twenty-first century will continue to drive up demand for professional managers and
entrepreneurs, and business schools will continue to play a critical role in educating them and
providing society with the managerial talent it requires to meet some of the century's most pressing
challenges.
True, business schools have significant challenges and must address several problems, particularly
regarding their value to society. They must also play a key part in restructuring the firm's vision
and mission and rethinking senior management's role in the company.
Developing vital, relevant knowledge, serving as a source of critical thought and inquiry about
organizations and management, and advancing the general public's interest and the management
profession are all key functions of business schools. Business schools would play this function by
providing objective study and critical analysis of business, business practices, and their
consequences on people and society to serve both business and broader societal concerns.
An MBA is now considered a requirement for most jobs. The glitz and chances that a B-school
education offers entice bright young people. On the other hand, business schools are making the
most of this chance to expand their capacities and maximize the use of their facilities. Business
15
schools must address how they might contribute to rethinking the firm's position in society and
what role business leaders should play. This is a priority because if business schools want to impact
them positively, they require strong enterprises with a defined purpose. If companies do not have
a good social reputation, business schools will likely lose relevance and have a tough time
attracting top teachers, companies, and students. This is the reason for the need for further research
in this area. This research will look at management institutes' role in students' future career
development.
16
1.6) Advantages
An MBA, especially one from a prestigious business school, will provide you with many benefits.
Obtaining a high MBA income after graduation, securing a management job, building a strong
professional network, and even being your boss are just a few of the benefits of pursuing an MBA
overseas.
 Develop advanced and flexible management skills.

 A lot of MBA specializations fit your exact goals.
 Access to an extensive business network.
 MBA salaries are some of the highest on the job market.
 Start your own company from scratch.
 MBAs are great for career change and thriving business opportunities.
 Study excellent MBAs all over the world.
 MBAs are challenging but not difficult to graduate.
 You can study for an MBA part-time or online.
 MBA degrees accept older students.
1. GREATER AWARENESS OF A GLOBAL MARKET
Earning an MBA puts you in close contact with other students from around the world who have
different work experiences and perspectives on the global economy. In addition to learning from
professors, MBA students can expand their knowledge of other industries in the U.S. and
abroad.
2. IMPROVING COMMUNICATION SKILLS
Effective communication is a fundamental skill required for professionals to succeed. While

communication may be considered a "soft skill" compared to "hard skills" such as constructing a
P&L model, it's no less valuable. An MBA can help hone verbal and written communication
skills, allowing you to successfully convey concepts to different people at different levels of an
organization to ensure everyone can work together toward a common goal.
17
3. EXPAND YOUR PROFESSIONAL NETWORK
Earning an MBA makes you part of a global network of nearly 100,000 alumni, giving you
access to respect and intelligent professionals with whom you may not have otherwise had a
chance to connect. Beyond being part of a broader community, you'll also have the opportunity
to build relationships with other professionals in the classroom and beyond.
4. INCREASED JOB OPPORTUNITIES
In a highly-competitive job market, an advanced degree can help set an applicant apart from their
peers. An MBA can be an asset in any industry, from energy to consumer products to start-ups.
Employers typically look to hire or promote a candidate with an MBA because they have skills
in marketing and finance that others within the organization may lack. This allows them to hit
the ground running with various initiatives and help their company increase profits.
5. BETTER TIME MANAGEMENT
Earning an MBA requires juggling extracurricular alongside a challenging course load — not to
mention other personal and professional pursuits. Getting an MBA can help you manage your
time effectively, which is not only an in-demand skill among employers but also a valuable life
skill.
Advantages Disadvantages
Increased job opportunities Cost of study
Personal and entrepreneurial skill development Time commitment
Specialized in the field of interest with management skills Lack of practical and applied learning
High salary Risk of ROI
Career up-gradation Lack of work experience
18
Specialized Studies:
Subjects taught in an MBA help student grasp the global market and the present state of
affairs. In addition to a core programme focusing on accounting, ethics, banking, marketing,
and macro/microeconomics, MBA students take electives that help them build leadership
abilities, such as networking, school forums, and advanced student programmes. As a result
of their popularity, several colleges and business schools have launched a wide range of
MBA programmes, concentrating on diverse areas of the business world.
The specializations in an MBA program can include:

 MBA in Marketing
 MBA in Finance
 MBA in Operations Management
 MBA in HR
 MBA in IT
 MBA in Travel and Tourism
 MBA in Digital Marketing
This is highly technical information, and students will benefit much from their exposure to these
technical fields. Practical learning, case discussions, and peer learning are all emphasized in this
course, making the information obtained extremely beneficial.
Development of Personal Skills:

An MBA is beneficial in more ways than one. It provides students with expertise and course
content. The course is structured so that students can grow both within and outside of the
classroom. While enrolled in full-time residential courses, students gain various skills outside the
classroom. The course includes a mandatory summer training programme comprising various
group projects, team duties, and a mandatory summer training programme. All of these will aid in
the creation of future job prospects for pupils. The following are some of the abilities that students
will learn during the course.
19
Communication Skills: In each organization, communication is at the heart of a manager's job.
Communication is considered a "soft skill," yet it is no less important. An MBA can help
students enhance their written and verbal communication skills, allowing them to successfully
express ideas to others at all levels of a business so that everyone can work together for the same
goal.
Financial Management: Many MBA candidates are aware of their improved financial
intelligence, which they will use for their finances, savings, and professional activities. As a
result of their study, students enhance their risk assessment, understanding of inflation and
interest rates, and response to global changes and price volatility.
Networking: Students can interact with their peers, teachers, and instructional staff throughout
the course. This will assist them in honing their managerial skills. They'll be connected to a
sizable alumni network. These contacts will provide you with a complete picture of the business
world. Students benefit greatly from contacts and personal relationships with peers and alumni,
and improved networking typically leads to better comfort in acquiring information and working
in previously undiscovered areas.
Time management: To earn an MBA, students must attend lectures and review sessions,
submit assignments on time, and finish extensive, complicated coursework. They'll probably
have to do it while you're still on the job. All of this needs a level of time management that does
not come naturally but can be learned with effort and dedication when obtaining an MBA. That
could also mean being more effective during working hours to do more in less time or with less
effort.
Transferable skills: Many MBA students learn they may be applied to other fields. Leadership,
strategic and analytical thinking, innovation, and teamwork are all abilities that help graduates
become more professional and resilient, regardless of industry or job title. An MBA can be
rapidly translated to a multitude of industries and can lead to a wide range of work prospects
during one's career.
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1.7) Need of the study
 The study is conducted to evaluate the factors affecting students' Willingness while
taking admission to the MBA program.
 The present study is undertaken to know how far the factors affect the minds of students,
their responses towards enrolling on an MBA program and various factors which are not
primarily important while enrolling on an MBA program.
 A study on Willingness to take admission in an MBA program is an important aspect of

research. Generally, customers go for a product or service according to their intentions,
like why they should choose the services, what they should get back for choosing the
product or service, how it can benefit them, etc.
21
1.8) Identification of a problem
Business schools are heading in the wrong direction. MBA programmes have enjoyed increasing
academic respectability and business renown for many years. Admissions became more selective,
and graduate salary packages became more spectacular. On the other hand, MBA schools are
frequently chastised for failing to transmit practical skills, prepare leaders, promote ethical conduct
norms, and even place graduates in desirable corporate roles. The true reason for today's
management education dilemma is much broader in scale and can be traced back to a radical shift
in business school culture. Many premier B schools have silently adopted an inappropriate—and
ultimately self-defeating—model of academic greatness over the last several decades.
Management institutes were thought to be profitable because their start-up costs were lower than
other medicine or engineering programmes. One of the causes for the rise in the number of
management institutes was this. The total revenue generation model has declined due to the
increased number of institutes, unskilled faculty, and mismatched demand from corporations.
A student faced many other difficulties while admitting the MBA Program Fees pay scale is
large, less availability of seats, Entrance exams appearance, no knowledge or good feedback of
institutions, faculty knowledge, best guidance and infrastructure and management by colleges.
As enrolment in these new programs grew, the number and quality of students in the "regular"
MBA declined. MBA programs were now experiencing competition from inside their university
and outside. As a result, both revenue and enrolment suffered.
22
1.9) Research Questions
 What are the core factors influencing the Willingness of students?
 What is the effect of demographic factors on influencing the Willingness of students?
 What is the interrelationship between the various factors influencing the Willingness of
students?
 What is the impact of factors influencing the Willingness of students for taking admission
to an MBA program?
23
Chapter – 2 Literature Review
2.1) Review of Literature
Meaning - The literature review is a written summary of major writings and other sources on a
selected topic. Sources covered in the review may include scholarly journal articles, books,
government reports, Web sites, etc.
Infrastructure
Education is one among the necessary service of human beings. Now a day, MBA is one of the
career choices students make to pursue their post-graduation studies (Ritesh & Mitesh, 2012).
The college choice is a decision influenced by a number of demographics, economic, social,
political, and institutional factors. Different types of students chose to attend certain universities
on the basis of one or more factors that link directly to their characteristics and needs. Major factors
cited in the literature to influence college choice are: the advice of parents, academic reputation of
the institution, availability of the desired program, availability of financial aid, cost of attending
the institution, and the location of the institution (Ritesh & Mitesh, 2012). Among all the
infrastructure related factors, computer lab facility is the most influencing factor at the time of
selection of the institute. Positive word of mouth is one of most influencing factors in the selection
of the institute (Ritesh & Mitesh, 2012). There is a general belief that the condition of school’s
learning environment including infrastructure has an important impact on teachers’ effectiveness
and students’ academic performance. The facilities that are needed to facilitate effective teaching
and learning in an educational institution include the classrooms, offices, libraries, laboratories,
conveniences and other buildings as well as furniture items and sporting equipment (Ayeni &
Adelabu, 2012). The quality of infrastructure and learning environment has strong influence on
the academic standard which is an index of quality assurance in the institutions (Ayeni & Adelabu,
2012). Comfortable classroom temperature and smaller classes enhance teachers’ effectiveness
and provide opportunities for students to receive more individual attention, ask more questions,
participate more fully in discussions, reduce discipline problems and perform better than students
in schools with substandard buildings by several percentage points (Earthman, 2002). A good
environment reinforces the efforts of the teacher by providing a good stimulus for effective
teaching and learning to take place (Ayeni & Adelabu, 2012).
24
H1 = Infrastructure of an Institute/University have a significant impact on Willingness of
Students for taking admission in MBA program.
Library
The library plays an important role in the academic world by providing access to world class
information as well as stimulating research and development in the country. The primary
philosophy of any library is to serve its users with quality information resources and services
(Keralapura, Technology and customer expectation in academic libraries: A special
reference to technical/ management libraries in Karnataka, 2009). Libraries have existed in
different forms as centers for information storage and retrieval since ancient times (Keralapura,
Technology and customer expectation in academic libraries: A special reference to technical/
management libraries in Karnataka, 2009). The library has long been a laboratory for testing
technologies for information production, storage and retrieval. Open rack systems, book binding
methods, card catalogues/ cabinet systems, card punching and photocopying are some of the
examples of application of technology in libraries (Keralapura, Technology and customer
expectation in academic libraries: A special reference to technical/ management libraries in
Karnataka, 2009). Knowing that the institution’s undergraduate and graduate students were likely
engaged in related employment where information-seeking behaviors are used, library
administration concluded that there was a need to address international business students’
perceptions and expectations of library services at the institution to improve the quality of services
provided (Michalak & Rysavy, 2018). The customers of academic libraries (in particular
technical/management education in India), consider their institute’s library as the first choice for
their information requirements. However, they are empowered with other sources too
reference to technical/ management libraries in Karnataka, 2009). The impact of technology
on library functions as it is perceived by customers is mainly in the areas of related access to
electronic resources, technology supported facilities and services and library automation
reference to technical/ management libraries in Karnataka, 2009). A typical eLearning system
has a user-friendly interface with concise course notes and communication programs, which are
25
for students to communicate or interact with other students or with the instructor. eLearning allows
students a convenient and flexible means to upgrade their knowledge at their own time and
schedule, which is less expensive than instructor-based training (Ramaiah, Emerging Trends in
Electronic Learning for Library & Information Science Professionals, 2015). E-Learning is
learning fully utilizing electronic technologies to access learning materials outside of a traditional
classroom from a computer via the Internet or an intranet, or through a hand-held device like a
smartphone. Thus, e-Learning refers to the use of Internet or wireless technologies to deliver a
broad array of instructional or training solutions to academic and corporate environments
(Ramaiah, Emerging Trends in Electronic Learning for Library & Information Science
Professionals, 2015).
H2 = Library of an Institute/University have a significant impact on Willingness of

Digital Infrastructure
Traditionally education is centered on sources such as schools, teachers and print media. The
learners reached the information sources by enrolling with schools, teachers and libraries. Internet
provides a cost-effective global network backbone. It connects users from anywhere, as long as
they have access to the web. Advances in digital technology have opened up many avenues of
learning. Technology has made information accessible / transmittable from anywhere and by / to
all groups of people. Universities having campuses spread over larger geographical locations have
their staff meetings through such technology. This saves travel time of individual. Some
universities use this technology for teaching as well. Students ask questions by posting them to the
teacher using the technology (Wikramanayake, 2005). The use of digital technologies in
education started about half a century ago. It created the need to develop conceptual frameworks
for effective pedagogy and strategies to enhance active, engaged and meaningful student learning
that will lead to better learning outcomes. Digital technologies in 1 Change and Continuity in
Educational Uses of New Digital Technologies 5 education, also referred to as educational
technologies include desktop computers; mobile devices such as laptops, tablets, mobile phones,
smartphones; digital recording devices such as cameras, voice and video recorders; data logging
26
equipment and associated probes; interactive whiteboards (also called Smart Boards); Web 2.0
technologies and other online resources, and the variety of educational software packages that can
be purchased commercially and used offline such as Aakash byjus, Unacademy, etc. (Ng, 2015).
Developing professionally is important for improving and maintaining teaching quality and
students’ learning outcomes. the quality of educators is a key determinant of students’ achievement
(Darling-Hammond, 2000). Our contemporary and technologically oriented society, educators in
schools and higher education are expected to regularly incorporate digital technologies into their
teaching and their students’ learning (Ng, 2015). The need to establish the value of technology to
education remains important, particularly where there is an emphasis on standards-based
accountability and also because of the substantial cost of implementing technology innovation in
the classroom (Becta, 2009) Digital technology helps the students to increase learner effectiveness
or performance gains, increase their efficiency, greater learner engagement and satisfaction and
most importantly positive attitude towards learning (Becta, 2009).
H3 = Digital Infrastructure of an Institute/University have a significant impact on

Willingness of Students for taking admission in MBA program.
Policies
The effectiveness of institutional and state policies meant to promote postsecondary teaching and
learning in colleges and universities is open to question (Fairweather & Beach, 2002). It is the
rise in prominence, the underlying rationales and the dimensions of teaching and learning that the
chapter intends to disentangle. Based on an analysis of the central policy documents of the Bologna
Process and key reports of other influential supra-national actors, a proposition is put forward that
attention to teaching and learning became focal when this dimension began to be perceived as
critical to ensure that higher education served the mission assigned to it by policy-makers,
primarily of a utilitarian and economic nature (Curaj, Matei, Pricopie, Salmi, & Scott, 2015)
Commission has indirectly overcome its limited capacity of statutory intervention, exerting
influence on European higher education policy by alternative means (Curaj, Matei, Pricopie,
Salmi, & Scott, 2015). Since the early 1990s, the importance of quality assurance in higher
education (HE) has steadily increased on the European higher education policy agenda (Curaj,
27
Matei, Pricopie, Salmi, & Scott, 2015). Governance is one of the main policy reform areas on
higher education modernization agendas. (Castro, 2012). Institutions nowadays have to justify
their performance to a greater extent than in the past, notably as a result of introducing external
quality assurance systems. This is placing new demands on senior management within higher
education institutions, which calls for a professionalization of such management, including
through training. This need for further leadership and management is also reflected as a priority
topic in EU programmes (Castro, 2012).
H4 = Policies of an Institute/University have a significant impact on Willingness of Students

for taking admission in MBA program.
Teaching Faculty
Managing faculty, the challenges relate to developing and rewarding the capabilities and the sense
of professional responsibility for contributing to these transformations. This will have to span all
their activities in teaching, research and public engagement (Dyllick, Responsible management
education for a sustainable world: The challenges for business schools, 2015). Mostly students
are asked to practice distant substitutes for what faculty really wants them to know and be able to
do. These substitutes are more likely to be selected based on academic tradition, limited
understandings on the part of faculty of what the needs of practice really are and how they can be
taught effectively, as well as ease of delivery (Colby, Ehrlich, Sullivan, & J.R., 2011).
Increasingly academically qualified core faculty lacks relevant work experience prior to their
entrance into doctoral programs where they typically are being very narrowly educated in a
functional specialty (Dyllick, Responsible management education for a sustainable world: The
challenges for business schools, 2015). Also, business school faculty gets trained in highly
specialized doctoral programs. The higher the academic ambitions of these programs are, the
stronger will be their specialization and their focus on academic rigor. As a consequence, the
programs lack sufficient breadth of understanding of real-world business problems and its
graduates are not able to see how diverse factors and functions interact to influence these problems.
The same criticisms apply to a deeper understanding and insight into societal challenges and their
impact on business, which are usually even further removed from business faculty training
28
(Dyllick, Responsible management education for a sustainable world: The challenges for
business schools, 2015). business school faculty increasingly sees other academics, rather than
practicing managers or society as their main constituency (Khurana, 2007). A surprising and
highly problematic aspect of business faculty training is the conspicuous absence of a formal
training and professionalization process that goes beyond demonstrated research performance in a
highly specialized field (Darling-Hammond, 2000). The perceptions of what characteristics,
skills, and activities employers consider critical should be compared with perceptions of marketing
faculty and students to provide insight and find where gaps may exist (Hopkins, Raymond, &
Carlson, 2011). Identifying these differences may aid faculty in pinpointing the specific types of
activities and skills that are of most importance to employers and help students sharpen skills,
pursue opportunities to enhance value, and realize what they must do to achieve a sustainable
competitive advantage in the job market (Hopkins, Raymond, & Carlson, 2011).
H5 = Teaching Faculty of an Institute/University have a significant impact on Willingness

of Students for taking admission in MBA program.
Placement
The increased use of student internships and other forms of work placements in higher education
programmes brings recognized benefits to students but also changes the risks for higher education
institutions (HEIs) globally (Odlin, Benson-Rea, & Sullivan-Taylor, 2022). Previous research
into internships and placements identified the importance of such factors as the structure and nature
of internships and their design, and whether they are mandatory, compulsory or
facultative/voluntary (Bittmann & Zorn, 2020). Undergraduate programmes in UK higher
education often include optional planned periods of industry placements sandwiched between
significant periods of on-campus learning (Little & Harvey., 2006). If placements are likely to
increase the final-year marks of international students, universities should encourage international
students to select a placement option for a better academic result (Crawford & Wang, 2014). he
evidences from previous studies, therefore, tends to be overwhelmingly positive about work
placements on sandwich degrees, the benefits of which are one aspect of higher education that
employers, higher education institutions and graduates appear Studies in Higher Education to agree
29
upon (Wilton, 2012). more recent evidence suggests that greater numbers of students are choosing
not to take work placements so as to accelerate progression into the labor market proper (Bullock,
Gould, Hejmadi, & Lock, 2009). An undergraduate work placement is likely to be an opportunity
for students to further develop particular employability skills, the foundations for which may have
been laid in the earlier phase of study, and to apply these skills in a work context (Bullock, Gould,
Hejmadi, & Lock, 2009).
H6 = Placement of an Institute/University have a significant impact on Willingness of

Services
The significance of internationalization is with the understanding that international students are
incorporated in the institution and their inclusion is dependent on their perceptions consequent on
services received (Chaguluka, Beharry-Ramraj, & Amolo, 2018). There is a mismatch between
the expectations of international postgraduate students and their perceptions of the actual services
delivered by the university. They suggested that previous and current cohorts of international
postgraduate students have not been satisfied adequately with the service quality to stimulate
further enrolments through positive word of mouth (Baines, Fill, & Page, 2011). A university’s
global recognition and its international students’ enrolment are among the indicators that
determine service quality at a tertiary institution. The perception that a public university does not
meet the expectations of international students may negatively affect its reputation (Naidoo, 2011).
Service quality as an attitude or overall impression adopted by customers about the relative
inferiority or superiority of the organization and its services. They further observed that consumer
expectations determine their perceptions of service quality, especially when they have no prior
experience of the service. (Lovelock & Wirtz, 2011). Maintaining service quality is the ability of
a public university to constantly and consistently meet the students’ expectations and student
retention they further observed that student retention is a financially-sustaining avenue for public
universities (Kotler & Keller, 2012). Education, as an instrument of national development has
often been regarded as the responsibility of the government on its citizen. Thus, in many countries,
the provision of schools, colleges and universities are mainly public sector driven (Ahmed &
30
Masud, 2014). Over the past decades however, in the case of Malaysia, liberalization of education
saw many private universities and colleges being established with the aim of generating revenue
from education tourism, as well as to stem the flow of Malaysians going abroad for higher
education (Ahmed & Masud, 2014). The education service providers have started the innovative
and strategic process to provide quality service to the society in order to sustain in the global
competition (Latwal, A Comparative Analysis of Student Satisfaction towards Service
Quality of Post Graduate Management Institution: A Case Study of Delhi Metropolitan City,
2015). Students’ satisfaction should always be considered important by the institutions due to
intensive competition among institutes, higher expectation of customer towards higher educational
institution, and the classification of education as a marketable service (Kwek, 2010). The physical
facilities do influence the overall students’ perceived service quality because students will
associate various tangible elements with the services provided by the higher education institution
(Bitner, 1990).
H7 = Services of an Institute/University have a significant impact on Willingness of

31
2.2) Research Gap
In the past studies, the age group of respondents lies between many more continuous data limits
while in current study, there are only 3 ranges i.e., 20-22 years, 22-24 years and 24-26 years.
In the current study, students are provided with 2 modes of institute/university to join for further
MBA programs i.e., 1) Government Collage/University and 2) Private Collage/University.
The past studies cover various geographical areas such as Sri Lanka, Australia, UK, Nigeria etc.
and also in terms of Indian region, studies cover cities like Delhi, Pune, Kolkata, etc. while current
study is conducted on region of Ahmedabad City of Gujarat.
In current study, there are seven Independent Variables i.e., Infrastructure, Library, Digital
Infrastructure, Policies, Faculty, Placement, Services. While Willingness to Admit is Dependent
Variable on the above Independent Variables.
Formulation of Hypothesis
H0: There is no significant association between Willingness to Admit and factors affecting it.
H1: There is significant association between Willingness to Admit and factors affecting it.
2.3) Conceptual Framework
From the above literature, researcher have developed the conceptual model that examines the
‘Willingness to Admit’ on the basis of major factors like Infrastructure, Library, Digital
Infrastructure, Policies, Faculty, Placement, Services
32
Infrastructure
Library
Digital
Infrastructure
Willingness to
Admit
Policies
Teaching Faculty
Placement
Services
2.4)
33
2.4) Measurement Model
Infrastructure
H1
Library
H2
Digital
H3
Infrastructure
Willingness to
Admit
Policies H4
H5
Teaching Faculty
H6 H6
Placement
H7
Services
34
Hypothesis Statement
H1 Infrastructure of Institute affects willingness of students to take
admission in MBA program.
H2 Library of Institute affects willingness of students to take admission in
MBA program.
H3 Digital Infrastructure of Institute affects willingness of students to
take admission in MBA program.
H4 Policies of Institute affects willingness of students to take admission
in MBA program.
H5 Teaching Faculty of Institute affects willingness of students to take
H6 Placement of Institute affects willingness of students to take
H7 Services of Institute affects willingness of students to take admission
in MBA program.
35
Chapter – 3 Research Methodology
3.1) Research Objectives
Primary Objective-
The primary objective of study is to evaluate Willingness of Students participating for further
studies in MBA programs.
Secondary Objective-
The secondary objective of study is to evaluate the factors affecting Willingness of Students for
joining MBA programs.
3.2) Research Design
(6 W’s)-
Research design shall answer the six W’s and one H (What, Why, When, Where, Who, Which and
How) for the research work. Descriptive research design is mainly applied where the researches
want to improve on existing work (Kureshi & Bhatt, 2018).
1) What is the objective of research?
In this research the main objective is to study the Willingness of students to admit and factors
affecting it for joining MBA programs.
2) Who are the respondents?
 The respondents are mostly from Ahmedabad city, Gujarat.

 The respondents have been divided into 3 age groups mainly 20-22, 22-24 and 24-26
years.
36
 The respondent qualifications are graduate in field of B.Com, BBA, BE, B-Pharm, BCA,
B.Sc., etc.
3) Why this research has been conducted?
The research has been conducted to check or know the factors affect Willingness of Students to
participate in MBA programs.
4) Where the research has been conducted?
The research has been conducted in Ahmedabad city of Gujarat, India.
5) When this study has been conducted?
This study has been conducted from March till May during the year 2022.
6) How this study has been conducted?
 The study has been conducted mainly through primary data collection i.e. through
questionnaire.
 The “Literature Review” has also been added to the study.
 After collecting all the data and reviewing the literature all the analysis part is done
through SPSS software and then the suggestions & conclusion are given.
3.3) Data Collection
In this research project we have used both primary and secondary data.
Data collection was done using primary as well as secondary data sources. Secondary data sources
such as journal articles and websites were referred. Primary data collection was done through self-
administered structured questionnaire (Mehta & Bhatt, 2020).
37
Primary Data:
⮚ Primary data is the data that is collected by a researcher from first hand sources using
methods like surveys, interviews and experiments. There are different types of primary
data and they include observation, interview, questionnaire and experiment are used
accordingly to the type of study.
⮚ The primary data can be qualitative and quantitative in nature. Qualitative research
provides some sights and understanding of the problem setting while Quantitative research
quantify the data and applies some form of statistical analysis. In the current study
quantitative data is collected under descriptive research.
⮚ In this survey, primary data is collected through structured questionnaire.
Secondary Data:
⮚ Secondary data means the data which are already available i.e., the data which is already
collected and analyzed by other which are to be collected from research papers, magazines,
management books, articles etc.
Adopted Scale-
The scale adopted in this research for data collection is 7-point Likert Scale where degree
pertaining to each number is given as follows:
1. Strongly Disagree
2. Somewhat Disagree
3. Disagree
4. Neutral
5. Agree
6. Somewhat Agree
38
7. Strongly Agree
⮚ The reason behind taking the Likert scale is because this is a behavioral type research where
a structured questionnaire is employed for data collection purposes.
⮚ As the Likert scale is considered more reliable in structured questionnaire where the data
collection takes place many times without the supervision of the researcher or an employed
supervisor for the specific task.
⮚ With the use of Likert scale, we have collected more accurate data to the researcher for
knowing the exact intensity of the respondents in terms of degree to which they are
agreeing or disagreeing to the statement given.
3.4) Sampling Design
⮚ Sampling design that will be used in the research is Convenience sampling as it allows
researcher to obtain basic data and trends regarding to the study without any complication
of using random sampling.
⮚ Convenience sampling is a specific type of non-probability sampling method that relies on

data collection from population member who are conveniently available to participate in
study.
Sampling Plan-
● Sample Size: - The total sample size of project is 390.

● Sample Unit: - Ahmedabad city.
● Sampling Method: - Non-Probabilistic – Convenience Sampling.
39
Tools for study:
The major tools and techniques used in the current study include:
● Google Forms
● IBM SPSS
The different statistical tools used for analysis purposes in SPSS include-
● Cross tabulation
● Chi square
● One way ANOVA
● Regression
● Multiple Regression
40
Chapter – 4 Data Analysis and Interpretation
Data analysis is the process of systematically applying statistical techniques to describe and
illustrate and evaluate data. An essential component of ensuring data integrity is the accurate and
appropriate analysis of research findings. Data analysis was done by using the SPSS software
where we had collected 390 responses.
Sample characteristics of the Respondents:
Particulars Options Frequency Percentage

Gender Male 187 47.9
Female 203 52.1
Total 390 100.0
Age Group 20-22 Years 184 47.2
22-24 Years 129 33.1
24 Years & Above 77 19.7
Total 390 100.0
Type of Selected Government 160 41.0
Institute
Private 230 59.0
Total 390 100.0
Monthly Family Below Rs. 50,000 99 25.4
Income
Rs. 51,000 – Rs. 191 49.0
1,00,000
Above Rs. 1,00,000 100 25.6
Total 390 100.0
41
Preferred Fees of Below Rs. 1,50,000 92 23.6
MBA Program
Rs, 1,50,000 – Rs. 176 45.1
3.00.000
Above Rs. 3,00,000 122 31.3
Total 390 100.0
1) Gender
Interpretation-
The above pie-chart indicates that amongst the 390 respondents, 187 (47.9%) are male and 203
(52.1%) are female.
42
2) Age Group
Interpretation-
Out of the total 390 respondents, highest respondents 184 (47.2%) are from the age group of
20-22 years, 129 (33.1%) are from the age group of 22-24 years, 77 (19.7%) are from the age
group of 24 years & above.
43
3) Preferred Type of Institute/University
Interpretation-
Out of 390 respondents, 160 (41%) respondents prefer Government Institute/University while
remaining 230 (59%) respondents prefer Private Institute/University for MBA program.
44
4) Monthly Family Income
Interpretation-
Out of 390 respondents, 99 (25.4%) belong to the monthly income group of Below Rs. 50,000,
191 (49%) belong to Rs. 51,000-Rs. 1,00,000, while 100 remaining (25.6%) belong to Above
Rs. 1,00,000 monthly income group.
45
5) Fees of MBA program
Interpretation-
Out of 390 respondents, 92 (23.6%) respondents prefer to pay Below Rs. 1,50,000, 176
(45.1%) respondents prefer to pay Rs. 1,50,000 – Rs. 3,00,000 and remaining 122 (31.3%)
prefer to pay Above Rs. 3,00,000.
46
6 Cross Tabulation and Chi Square Analysis
6.1 Fees of an Institute and Income of a Family
H0: There are no significance difference between Preferred Fees of an institute and Monthly
Income of a family.
H1: There are significance difference between Preferred Fees of an institute and Monthly
Income of a family.
[Table 6.1.1]
FEES * INCOME Crosstabulation

Count
INCOME Total
0-50 51-100 100>
0-1.5 33 38 21 92
FEES 1.5-3 39 97 40 176
>3 27 56 39 122
Total 99 191 100 390
[Table 6.1.2]
Chi-Square Tests
Value df Asymptotic Significance
(2-sided)
47
Pearson Chi-Square 10.680a 4 .030
Likelihood Ratio 10.188 4 .037
Linear-by-Linear Association 5.285 1 .022
N of Valid Cases 390
[Table 6.1.3]
Directional Measures
Value Asymptotic Approximat Approximat
Standard e Tb e
Errora Significance
Symmetric .105 .048 2.205 .027
Ordinal by Somers' FEES Dependent .106 .048 2.205 .027
Ordinal d INCOME
.104 .047 2.205 .027
Dependent
[Figure 6.1.1]
(Figure showing association among fees of an institute and income of family)
48
Interpretations-
[Table 6.1.1] indicate the value of cross tabulation between Fees of an Institute and Income of a
family. It represents that the most of 97 respondents were belongs in Rs. 51,000 – Rs. 1,00,000
monthly income level and in Fees of Institute, it belongs in Rs. 1,50,000 – Rs. 3,00,000 category.
[Table 6.1.2] indicate that the value of significant level is 0.022 which is less than 0.05 which
indicates that there are significant association between Preferred Fees of an Institute and
Monthly Income of a Family. Thus, H1 Accepted and H0 Rejected.
[Table 6.1.3] indicate Directional Measures which is important for an Ordinal Variable. The
value of Somers’d is 0.105 which is less than 0.150. So, there are low level association between
Preferred Fees of an Institute and Monthly Income of a Family.
[Figure 6.1.1] indicate-
 In the preferred fees of Below Rs. 1,50,000, there are 33 respondents whose Family
Monthly Income is Below Rs. 50,000.
 In the preferred fees of Rs. 1,50,000 – Rs. 3,00,000, there are 39 respondents whose Family
 In the preferred fees of Above Rs. 3,00,000, there are 27 respondents whose Family
Monthly Income lies in Rs. 51,000 – Rs. 1.00.000.
Monthly Income lies in Rs.51,000 – Rs. 1,00,000.
Monthly Income lies in Rs.51,000 – Rs. 1,00,000.
Monthly Income is Above Rs. 1,00,000.
49
6.2 Gender and Preferred Type of Institute
H0: There are no significance difference between Gender and Preferred Type of Institute.
H1: There are no significance difference between Gender and Preferred Type of Institute.
[Table 6.2.1]
TYPE * GENDER Crosstabulation

Count
GENDER Total
MALE FEMALE
GOV 89 71 160
TYPE
PVT 98 132 230
Total 187 203 390
[Table 6.2.2]
Chi-Square Tests
Value df Asymptotic Exact Sig. (2- Exact Sig. (1-
Significance (2- sided) sided)
sided)
Pearson Chi-Square 6.405a 1 .011
Continuity Correctionb 5.895 1 .015
50
Likelihood Ratio 6.417 1 .011
Fisher's Exact Test .013 .008
Linear-by-Linear
6.389 1 .011
Association
[Table 6.2.3]
Symmetric Measures
Value Approximate
Significance
Phi .128 .011

Nominal by Nominal Cramer's V .128 .011
Contingency Coefficient .127 .011
[Figure 6.2.1.1]
51
(Figure showing association among Gender and Preferred Type of Institute)
Interpretations-
[Table 6.2.1] indicate the value of cross tabulation between Gender and Type of preferred Institute.
It represents 230 respondents (98 males and 132 females) prefer Private Institute/University for
enrolling in MBA program while remaining 160 respondents (89 males and 71 females) prefer
Government Institute/University for enrolling in MBA program.
[Table 6.2.2] indicate the value of significant level is 0.008 which is less than 0.05 which indicate
that there are significant association between Gender and Type of Preferred Institute. Thus, H1
Accepted and H0 Rejected.
[Table 6.2.3] indicate Symmetric Measures which is important for Nominal Variable. The
Cramers’ V Value is 0.128 which is less than 0.150. So, there are low level association between
Gender and Type of Preferred Institute.
[Figure 6.2.1.1] indicate-
52
 Out of 390 respondents, 160 respondents preferred Government Institute/University for
pursuing further MBA program in which 89 are male and 71 are female respondents.
 Out of 390 respondents, 230 respondents preferred Private Institute/University for pursuing
further MBA program in which 98 are male and 132 are female respondents.
So, it can be interpreted that preference regarding choosing Private Institute/University is

more as compared to Government Institute/University.
53
7 Regression, ANOVA and Multiple Regression
Regression analysis gives the understanding and estimation of the relationships among variables.
It helps in understanding how the distinctive value of dependent variable changes with the change
in one of the independent variables when other independent variables are unchanged (Kureshi &
Bhatt, 2018). Multiple Regression analysis helps in understanding how the distinctive value of
dependent variable changes with the change in one of the independent variable when other
independent variables are changed. We have used Multiple Regression Analysis to determine the
ability of factors which affects the highest to lowest to Willingness to admit.
Y = A + b1x1+b2x2+b3x3+b4x4+b5x5+b6x6+b7x7+ E
Here, Y = Willingness to admit (Dependent Variable)
b1 = Infrastructure
b2 = Library
b3 = Digital Infrastructure
b4 = Policies
b5 = Teaching Faculty
b6 = Placement
b7 = Services
H0 = Regression model is not Significant.
H1 = Regression model is significant.
54
7.1 Independent and Dependent Variables
[Table 7.1.1]
Model Summaryf
Model R R Square Adjusted R Durbin-
Square Watson
Sig. F Change
1 .726a .527 .526 .000
b
2 .814 .662 .660 .000
c
3 .850 .722 .720 .000
d
4 .858 .736 .734 .000
e
5 .862 .743 .740 .002
a. Predictors: (Constant), TEACHING
b. Predictors: (Constant), TEACHING, SERVICES
c. Predictors: (Constant), TEACHING, SERVICES, PLACEMENT
d. Predictors: (Constant), TEACHING, SERVICES, PLACEMENT, LIBRARY
e. Predictors: (Constant), TEACHING, SERVICES, PLACEMENT, LIBRARY, DIGITAL
f. Dependent Variable: WILLINGNESS
[Table 7.1.2]
ANOVAa
Model Sum of df Mean F Sig.
Squares Square
1 Regression 370.234 1 370.234 431.901 .000b
55
Residual 332.601 388 .857
Total 702.835 389
Regression 465.435 2 232.718 379.368 .000c
2 Residual 237.400 387 .613
Total 702.835 389
Regression 507.527 3 169.176 334.353 .000d
3 Residual 195.308 386 .506
Total 702.835 389
Regression 517.476 4 129.369 268.705 .000e
4 Residual 185.359 385 .481
Total 702.835 389
Regression 522.155 5 104.431 221.948 .000f
5 Residual 180.680 384 .471
Total 702.835 389
a. Dependent Variable: WILLINGNESS
b. Predictors: (Constant), TEACHING
c. Predictors: (Constant), TEACHING, SERVICES
d. Predictors: (Constant), TEACHING, SERVICES, PLACEMENT
e. Predictors: (Constant), TEACHING, SERVICES, PLACEMENT, LIBRARY
f. Predictors: (Constant), TEACHING, SERVICES, PLACEMENT, LIBRARY,
DIGITAL
[Table 7.1.3]
Coefficientsa
Model Unstandardized Coefficients Standardized t Sig.
Coefficients
B Std. Error Beta
(Constant) 1.285 .182 7.075 .000
1
TEACHING .749 .036 .726 20.782 .000
(Constant) .250 .175 1.431 .153
2 TEACHING .601 .033 .582 18.343 .000
SERVICES .342 .027 .395 12.458 .000
(Constant) .000 .161 .001 .999
3
TEACHING .467 .033 .452 14.076 .000
56
SERVICES .249 .027 .288 9.241 .000
PLACEMENT .272 .030 .314 9.121 .000
(Constant) -.293 .170 -1.728 .085
TEACHING .400 .036 .387 11.249 .000
4 SERVICES .247 .026 .286 9.417 .000
PLACEMENT .275 .029 .317 9.450 .000
LIBRARY .130 .029 .135 4.546 .000
(Constant) -.333 .168 -1.979 .049
TEACHING .373 .036 .361 10.306 .000
SERVICES .219 .027 .253 7.985 .000
5
PLACEMENT .256 .029 .296 8.742 .000
LIBRARY .128 .028 .134 4.554 .000
DIGITAL .087 .028 .104 3.154 .002
[Charts]
Chart 7.2.1
Chart 7.2.2
57
Interpretations-
[Table 7.1.1] indicate that considering model summary value of R=0.862 and value of coefficient
of determination R2 is 0.743. This means 74.3% changes in Willingness to admit because of all
independent variables i.e. Teaching Faculty, Services, Placement, Library and Digital
Infrastructure while remaining 25.7% changes occurs because of all remaining factors. In the third
column, value of Adjusted R2 is very close to coefficient of the determination because all the five
independent variables significantly contribute in the changes in dependent variable.
[Table 7.1.2] indicate that researchers want to derive that whether independent variables have a
significant impact on dependent variable or not. To understand this, researchers has applied
ANOVA test to check the significant impact.
H0: There is no significant impact of all independent variables on dependent variables.
58
H1: There is significant impact of all independent variables on dependent variables.
Interpretation- If the researcher considers the value of the table, mean square is 104.431 and F
ratio is 221.948, while significant value is 0.000 which is less than 0.05 hence the null hypothesis
is failed to accept and the researchers has to accept alternative hypothesis that there is significant
impact of all independent variables on dependent variables.
[Table 7.1.3] indicate an individual impact of each factors on dependent variable, since this is
cross sectional research therefore researchers emphasize on unstandardized coefficient. The
coefficient table first column indicates the value of constant and respective regression coefficient
of independent variables shows their relative impact on dependent.
H1: There is a significant impact of Teaching Faculty on the Willingness to admit of students
for MBA program.
H2: There is a significant impact of Services on the Willingness to admit of students for MBA
program.
H3: There is a significant impact of Placement on the Willingness to admit of students for
MBA program.
H4: There is a significant impact of Library on the Willingness to admit of students for MBA
program.
H5: There is a significant impact of Digital Infrastructure on the Willingness to admit of

students for MBA program.
In the table, fifth column indicates the significant value for each independent factor is 0.000, 0.000,
0.000, 0.000 and 0.002 respectively all of which are less than 0,05 hence it shows that all the
independent variables have a significant impact on the dependent factor.
B01= when teaching faculty changes 1 unit it creates 0.373 changes in the value of overall
Willingness.
B02= when services changes 1 unit it creates 0.219 changes in the value of overall Willingness.
59
B03= when placement changes 1 unit it creates 0.256 changes in the value of overall
Willingness.
B04= when library changes 1 unit it creates 0.128 changes in the value of overall Willingness.
B05= when digital infrastructure changes 1 unit it creates 0.087 changes in the value of overall
Willingness.
Chart 7.2.1. It indicate the Histogram and it is clearly indicate the bell shape of curve. However,
some of the values are above normal curve but majority of them are following the normal bell
curve. Therefore from chart 7.2.1, it clearly indicate that existing data set follow the normal
distribution. In addition to that, here on X-axis we consider Standardised Predicted Value and on
Y-axis, Residuals are considered.
Chart 7.2.2. It indicate core observed cum probability line is nearby straight line which ensures
multiple linearity of data.
7.2 Gender and Independent Variables
[Table 7.2.1]
Model Summary
GENDER Model R R Square Adjusted R Std. Error of
Square the Estimate R Square F Change
Change
MALE .884a .781 .773 .67198 .781 91.418
FEMALE .851b .725 .715 .68473 .725 73.339
a. Predictors: (Constant), SERVICES, LIBRARY, POLICIES, DIGITAL, INFRA, TEACHING, PLACEMENT
b. Predictors: (Constant), SERVICES, POLICIES, LIBRARY, DIGITAL, INFRA, PLACEMENT, TEACHING
60
[Table 7.2.2]
ANOVAa
GENDE Model Sum of df Mean F Sig.
R Squares Square
Regression 288.961 7 41.280 91.418 .000b
MALE Residual 80.828 179 .452
Total 369.789 186
Regression 240.699 7 34.386 73.339 .000c
FEMAL
Residual 91.427 195 .469
E
Total 332.127 202
b. Predictors: (Constant), SERVICES, LIBRARY, POLICIES, DIGITAL, INFRA,
TEACHING, PLACEMENT
c. Predictors: (Constant), SERVICES, POLICIES, LIBRARY, DIGITAL, INFRA,
PLACEMENT, TEACHING
[Table 7.2.3]
Coefficientsa
GENDE Model Unstandardized Standardized t Sig.
R Coefficients Coefficients
B Std. Error Beta
(Constant) -.468 .237 -1.975 .050
MALE
INFRA -.001 .052 -.001 -.026 .979
61
LIBRARY .069 .042 .070 1.637 .103
DIGITAL .088 .040 .101 2.208 .029
POLICIES -.006 .035 -.007 -.158 .875
TEACHING .452 .055 .421 8.197 .000
PLACEME
.222 .047 .247 4.770 .000
NT
SERVICES .257 .046 .282 5.531 .000
(Constant) -.306 .246 -1.245 .215
INFRA .105 .050 .108 2.115 .036
LIBRARY .145 .042 .156 3.495 .001
DIGITAL .100 .039 .124 2.532 .012
FEMALE POLICIES .074 .034 .098 2.161 .032
TEACHING .243 .054 .246 4.531 .000
PLACEME
.232 .043 .280 5.394 .000
NT
SERVICES .175 .036 .214 4.837 .000
Interpretations-
[Table 7.2.1]
(Male) indicate that considering model summary value of R=0.884 and value of coefficient of
determination R2 is 0.781. This means 78.1% changes in Male respondents because of all
independent variables i.e. Teaching Faculty, Services, Placement, Library, Policies, Infrastructure
and Digital Infrastructure while remaining 21.9% changes occurs because of all remaining factors.
In the third column, value of Adjusted R2 is very close to coefficient of the determination because
all the seven independent variables significantly contribute in the changes in demographic variable.
62
(Female) indicate that considering model summary value of R=0.851 and value of coefficient of
determination R2 is 0.725. This means 72.5% changes in Female respondents because of all
independent variables i.e. Teaching Faculty, Services, Placement, Library, Policies, Infrastructure
and Digital Infrastructure while remaining 27.5% changes occurs because of all remaining factors.
In the third column, value of Adjusted R2 is very close to coefficient of the determination because
all the seven independent variables significantly contribute in the changes in demographic variable.
[Table 7.2.2]
(Male) indicate that researchers want to derive that whether independent variables have a
significant impact on demographic variable or not. To understand this, researchers has applied
H0: There is no significant impact of all independent variables on male variable.
H1: There is significant impact of all independent variables on male variable.
impact of all independent variables on male variable.
(Female) indicate that researchers want to derive that whether independent variables have a
significant impact on demographic variable or not. To understand this, researchers has applied
H0: There is no significant impact of all independent variables on female variable.
H1: There is significant impact of all independent variables on female variable.
impact of all independent variables on female variable.
63
[Table 7.2.3]
(Male) indicate an individual impact of each independent factors on demographic variable, since
this is cross sectional research therefore researchers emphasize on unstandardized coefficient. The
of independent variables shows their relative impact on demographic variable.
H1: There is a significant impact of Infrastructure on the male variable.
H2: There is a significant impact of Library on the male variable.
H3: There is a significant impact of Digital Infrastructure on the male variable.
H4: There is a significant impact of Policies on the male variable.
H5: There is a significant impact of Teaching Faculty on the male variable.
H6: There is a significant impact of Placement on the male variable.
H7: There is a significant impact of Services on the male variable.
0.029, 0.875, 0.000, 0.000 and 0.000 respectively all of which Teaching Faculty, Placement,
Digital Infrastructure and Services values are less than 0.05 while Infrastructure, Library and
Policies values are more than 0.05 hence it shows that all the independent variables have a
significant impact on the male variable.
B01= when male changes 1 unit it creates -0.001 changes in the value of overall infrastructure
variable.
B02= when male changes 1 unit it creates 0.069 changes in the value of overall library variable.
B03= when male changes 1 unit it creates 0.088 changes in the value of overall digital
infrastructure variable.
64
B04= when male changes 1 unit it creates -0.006 changes in the value of overall policies
variable.
B05= when male changes 1 unit it creates 0.452 changes in the value of overall teaching faculty
variable.
B06= when male changes 1 unit it creates 0.222 changes in the value of overall placement
variable.
B07= when male changes 1 unit it creates 0.257 changes in the value of overall services variable.
(Female) indicate an individual impact of each independent factors on demographic variable, since
this is cross sectional research therefore researchers emphasize on unstandardized coefficient. The
of independent variables shows their relative impact on demographic variable.
H1: There is a significant impact of Infrastructure on the female variable.
H2: There is a significant impact of Library on the female variable.
H3: There is a significant impact of Digital Infrastructure on the female variable.
H4: There is a significant impact of Policies on the female variable.
H5: There is a significant impact of Teaching Faculty on the female variable.
H6: There is a significant impact of Placement on the female variable.
H7: There is a significant impact of Services on the female variable.
0.012, 0.032, 0.000, 0.000 and 0.000 respectively all of which are less than 0,05 hence it shows
that all the independent variables have a significant impact on the demographic variable.
B01= when female changes 1 unit it creates 0. 0.105 changes in the value of overall
infrastructure.
65
B02= when female changes 1 unit it creates 0.145 changes in the value of overall library
variable.
B03= when female changes 1 unit it creates 0.100 changes in the value of overall digital
infrastructure variable.
B04= when female changes 1 unit it creates 0.074 changes in the value of overall policies
variable.
B05= when female changes 1 unit it creates 0.243 changes in the value of overall teaching
faculty variable.
B06= when female changes 1 unit it creates 0.232 changes in the value of overall placement
variable.
B07= when female changes 1 unit it creates 0.175 changes in the value of overall services variable.
66
Chapter 5 Findings
5.1 Findings from Demographic Factors
 There are total of 390 respondents out of which majority respondents are female i.e. 203
(52.1%) while remaining 187 (47.9%) respondents are male.
 The maximum number of respondents out of 390 respondents belongs to 20-22 age group
(47.2%), 22-24 age group (33.1%) and 24 Years & Above (19.7%).
 Out of 390 respondents, 230 (59.0%) respondents selected Private Institute/University
while remaining 160 (41.0%) respondents selected Government Institute/University for
doing MBA further.
 In terms of Monthly Family Income, out of 390 respondents 99 (25.4%) respondents
income lies Below Rs. 50,000, 191 (49.0%) respondents income lies between Rs. 51,000
– Rs. 1,00,000 and remaining 100 (25.6%) respondents income lies Above Rs. 1,00,000.
 For paying Fees for MBA program, out of 390 respondents 92 (23.6%) respondents
prefer to pay Below Rs. 1,50,000, 176 (45.1%) respondents prefer to pay between Rs.
1,50,000 – Rs. 3,00,000 and remaining 122 (31.3%) respondents prefer to pay Above Rs.
3,00,000.
5.2 Findings from Chi Square Test
 Preferred Fees*Income: According to the Chi-square test, the significance value is

0.022 which is less than 0.05 which shows significance difference between Monthly
Family Income and Preferred Fees for MBA program of respondents.
 Gender*Preferred Type of Institute: According to the Chi-square test, the significance
value is 0.008 which is less than 0.05 which shows significance difference between male
and female and their preference regarding pursuing MBA program.
67
5.3 Findings from ANOVA
 Independent Variables*Dependent Variable: There is significant impact of

Independent Variables (Teaching Faculty, Services, Placement, Library and Digital
Infrastructure) on Dependent Variable (Willingness to admit) as the significant value
is 0.000 which is less than 0.05.
 Gender*Independent Variables: There is significant impact of all seven
Independent Variables (Services, Policies, Library, Digital Infrastructure,
Infrastructure, Placement and Teaching Faculty) on Male and Female as the
significant value is 0.000 which is less than 0.05.
5.4 Findings from Regression and Multiple Regression Analysis
 Dependent Variable (Willingness) is affected by 74.3% because of five Independent

Variables (Teaching Faculty, Services, Placement, Library and Digital Infrastructure).
 Demographic Variable (Male) is affected by 78.1% because of all seven Independent
Variables (Teaching Faculty, Services, Placement, Library, Policies, Infrastructure and
Digital Infrastructure).
 Demographic Variable (Female) is affected by 72.5% because of all seven Independent
Variables (Teaching Faculty, Services, Placement, Library, Policies, Infrastructure and
Digital Infrastructure).
 Teaching Faculty, Services and Placement are the most important factors for male and
female respondents which creates significant impact on their willingness to take
admission.
 Policies and Infrastructure are found to be insignificant factors for male respondents as
they wouldn’t make any impact on willingness for taking admission.
68
Chapter 6 Contributions. Managerial Implications and Limitations
6.1) Contributions
 From this comprehensive project report, we got the knowledge about how different
factors affects Willingness of students to take admissions in MBA program.
 We understand the preference of students by asking question through questionnaire about

the factors which are most important while taking admission.
 Through study, we get an idea that factors which are insignificant (Infrastructure and
Policies Variables) are not to be addressed more to any student during the time of
admission.
 The Findings of study can be used by any new Institute/University as well as existing
Institute/University to overcome the limitations and for achieving desired outcomes.
69
6.2) Managerial Implications
 This study can be beneficial to higher management Institutes/Universities by attracting

more students and offering admission.
 This study provides important information for practitioners (institutes), academicians

(lecturers) and students.
 On the practitioners’ side, (specifically for Government Institute/University) the

management of Institute/University must create favorable beliefs of Teaching Faculty,
Services and Placement factors as they are the main factors which make impact on
Willingness to take admission.
 On the academicians’ side, this study will help in increasing the base of knowledge
regarding the key factors of higher management Institute/University which increases the
Willingness of student to participate in MBA program. Also, study encourages for more
future research in the same area.
 For students, this study will offer an idea regarding the key parameters through which the
career enhancement can be done after participating in respected any of the Higher
Management Institute/University.
70
6.3) Limitations
 The study is conducted in Ahmedabad City of Gujarat. So, the results derived cannot be
used for other cities.
 The sample size of study is limited to 390 respondents. So, it becomes difficult to provide
accurate results and conclusions.
 There may be possibility of ‘Respondent Bias.’ It means that people may be bias in
giving response to the question or they might provide wrong information which affects
the research as a whole.
 The study contains few measures, other potential measures like Seminars, Industrial
Visits, Industrial Expert sessions, etc. are not included in the study.
 The duration of study completion is less.
However, these limitations are not too serious since they provide a direction for future study in
the same area.
71
Chapter 7 Conclusion
The thorough study is based on the analysis of the factors which makes an impact on mind of
students willingly to take admission in MBA program. In order to convince students, higher
management institutes must make an effort by properly disclosing all the relevant information by
mentioning the core USP’s of institute as well as the course provided by them.
No doubt that preference regarding joining Private Institute/University is comparatively higher

than Government Institute/University. So, Government Institute/University must taken care of
the requirements of students and provide them with all the facilities that required.
There are several factors which may influences Willingness of Students but on the basis of
current study, it was found that Teaching Faculty, Services and Placement Facilities provided by
any institute are the most prominent factors which can be considered while getting enroll in
MBA program.
72
Chapter 8 Bibliography & Annexure
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8.2) Annexure
1 Age-
20-22 Years 1
22-24 Years 2
24-26 Years 3
2 Gender-
Male 1
Female 2
3 Preferred type of Institution/University-
Government 1
Collage/University
Private Collage/University 2
4 Monthly Family Income-
78
Below Rs. 50,000 1
Rs. 51,000 – Rs. 1,00,000 2
Above Rs. 1,00,000 3
5 Preferred Management course fees-
Up to 1.5 lac 1
1.5 lacs – 3 lacs 2
3 lac or above 3
6 Rate the following statements on the basis of your preferences, regarding

INFRASTRUCTURE of institution/university.
(7=Strongly Agree, 6=Somewhat Agree 5=Agree, 4=Neutral, 3= Disagree, 2=Somewhat

Disagree and 1=Strongly Disagree)
Sr. No 7 6 5 4 3 2 1
1 Institute campus is sufficient large
for MBA program.
2 Parking of vehicle is available.
3 Classrooms have limited sitting
capacity for effective interaction
among faculty and students.
4 Institute has better canteen facility.
5 Institute has enough hostel capacity
to fulfill residential demand.
7 Rate the following statements on the basis of your preferences, regarding LIBRARY of
institution/university.
79
Sr. No 7 6 5 4 3 2 1
1 Library has enough number of
books to support each student
intake batch.
2 Availability of library 24*7.
3 Library is digitally well equipped
and advance.
4 Library access all kinds of
magazines.
5 Library access newspapers.
6 Availability of renowned
international journal subscriptions.
7 Availability of past projects and
research papers to support current
research work.
8 Rate the following statements on the basis of your preferences, regarding DIGITAL
INFRASTRUCTURE of institution/university.

Sr. No 7 6 5 4 3 2 1
1 Institute has sufficient number of
computers in computer lab for each
program intake.
2 Computer lab has advance software
and hardware system.
80
3 Institute has excellent WI-FI
facility in educational premise.
4 Availability of anti-virus system to
protect database.
5 Availability of IT interfaces for
knowledge sharing between alumni
and corporate.
9 Rate the following statements on the basis of your preferences, regarding POLICIES of

Sr. No 7 6 5 4 3 2 1
1 Institute/University follows policies
efficiently.
2 Institute/University’s policies are
made as per the current
requirements.
flexible.
compulsorily adopted by all.
10 Rate the following statements on the basis of your preferences, regarding TEACHING
FACULTY of institution/university.

Sr. No 7 6 5 4 3 2 1
81
1 Institute has sufficient number of
full-time faculties to cater the
student educational requirement.
2 Faculty should possess the required
subject knowledge.
3 Faculty should possess relevant
industrial experience.
4 Faculty should ready to solve
student problems.
5 Faculty provides subject related
assignment and do regular rigorous
follow-up.
11 Rate the following statements on the basis of your preferences, regarding PLACEMENT of

Sr. No 7 6 5 4 3 2 1
1 Institute/University fulfills all
placement related services.
2 Institute/University has large
number of regular recruiters.
3 Placement department provides
interview training before placing
students.
4 Institute/University provides 100%
placement assistance.
82
12 Rate the following statements on the basis of your preferences, regarding SERVICE by
SUPPORTING STAFF of institution/university.

Sr. No 7 6 5 4 3 2 1
1 Institute’s supporting staff prompt
in attending to customers and
solving their requirements.
2 Supporting staff possess problem
solving attitude.
3 Supporting staff provide
information on time.
13 Rate the following statements on the basis of your preferences, regarding Willingness to
admit in MBA Program of institution/university.

Sr. No 7 6 5 4 3 2 1
1 The fee is reliable.
2 The nature of Teaching Faculty is
very good.
3 Information relating course
provided is well versed.
4 Service Staff is easily
approachable.
5 Course Structure is well developed.
83
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Comprehensive Project Report "A Study on factors affecting Willingness to

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“A Study on factors affecting Willingness to admit of Students in MBA Program.”

Institute Code: 807

Institute Name: Sal Institute of Management

Under the Guidance of:

Dr. Shital Bhatt

In partial Fulfilment of the Requirement of the award of the degree of

Master of Business Administration (MBA)

Gujarat Technological University, Ahmedabad

Vaishvik Patel (208070592068)

Manthan Vora (208070592039)

Month & Year:

To whomsoever it may concern

Enrollment no. Name Signature

208070592039 Manthan Vora

Place: Ahmedabad Date: 16/06/2022

Rating of Project Report [A/B/C/D/E]:

Signature of the Faculty Guide/s

Signature of Principal/Director with Stamp of Institute

(Name of Principal / Director)

The report is approved / not approved

Comments of External Examiner:

Institute Name: Sal institute of management

Institute Code: 807

Chapter Particulars Page

1.1) Introduction of Topic

Unsurprisingly, business school education is transforming. In traditional MBA programmes, new

1) Professors 1) Professors Only students are 5) Economies of The pressure from

Bargaining power of suppliers:

Bargaining power of buyers:

The threat of new entrants:

The threat of substitutes:

Following liberalization, India's economy underwent a significant transition as many global

 Develop advanced and flexible management skills.

1. GREATER AWARENESS OF A GLOBAL MARKET

2. IMPROVING COMMUNICATION SKILLS

Effective communication is a fundamental skill required for professionals to succeed. While

4. INCREASED JOB OPPORTUNITIES

5. BETTER TIME MANAGEMENT

Increased job opportunities Cost of study

Personal and entrepreneurial skill development Time commitment

High salary Risk of ROI

Career up-gradation Lack of work experience

The specializations in an MBA program can include:

Development of Personal Skills:

 A study on Willingness to take admission in an MBA program is an important aspect of

 What are the core factors influencing the Willingness of students?

 What is the effect of demographic factors on influencing the Willingness of students?

2.1) Review of Literature

H2 = Library of an Institute/University have a significant impact on Willingness of

H3 = Digital Infrastructure of an Institute/University have a significant impact on

H4 = Policies of an Institute/University have a significant impact on Willingness of Students

H5 = Teaching Faculty of an Institute/University have a significant impact on Willingness

H6 = Placement of an Institute/University have a significant impact on Willingness of

H7 = Services of an Institute/University have a significant impact on Willingness of

2.3) Conceptual Framework

3.1) Research Objectives

3.2) Research Design

1) What is the objective of research?