NoCHALLENGES FACED BY BBA STUDENTS AFTER

COMPLETION OF BBA

By
Sushram Pradhan
Exam Roll No: 24930/19
T.U. Reg. No: 7-2-20-677-2019

A Summer Project Report Submitted to

Faculty of Management, Tribhuvan University
in the partial fulfillment of the requirements for the degree of
Bachelor of Business Administration

at the
Bhaktapur Multiple Campus
Tribhuvan University

Dudhpati, Bhaktapur
March 2024
 STUDENT DECLARATION

This is to certify that I have completed the Summer Project entitled

“CHALLENGES FACED BY BBA STUDENTS AFTER COMPLETION
OF BBA” under the guidance of “Mr. Janardan Sharma” in partial
fulfillment of the requirements for the degree of Bachelor of Business
Administration at Faculty of Management, Tribhuvan University. This is my
original work that I have not submitted it earlier elsewhere.

Date: March, 2024

Signature:

Name: Sushram Pradhan

ii
 CERTIFICATE FROM THE SUPERVISOR

This is to certify that the summer project entitled " CHALLENGES FACED BY
BBA STUDENTS AFTER COMPLETION OF BBA” is an academic work done
by “Sushram Pradhan” submitted in the partial fulfillment of the requirements for
the degree of Bachelor of Business Administration at Faculty of Management,
Tribhuvan University under my guidance and supervision. To the best of my
knowledge, the information presented by her in the summer project report has not
been submitted earlier.

………………………

Janardan Sharma
Lecturer

March, 2024

iii
 LETTER OF APPROVAL

This Summer Project entitled "CHALLENGES FACED BY BBA STUDENTS

AFTER COMPLETION OF BBA” has been submitted by “Sushram Pradhan”
for the examination to the faculty of Management, Tribhuvan University, in the
fulfillment of the requirement for the degree of the Bachelor of Business
Administration (BBA). This research sub-committee of this campus has found this
Summer Project report satisfactory in scope and quality and has therefore forwarded
for examination.

……......
…………………
Dr. Gyani Malla Shah
Chairman
BBA Research Sub Committee

iv
 ACKNOWLEDGEMENTS

This study has been prepared for partial fulfillment of Bachelors of Business
Administration (BBA). It is a privilege to complete this study entitled
“CHALLENGES FACED BY BBA STUDENTS AFTER COMPLETION OF
BBA”. It is a pleasure to express my sincere gratitude to Mr. Janardan Sharma for
his support throughout the research process. He had devoted his valuable time and
efforts in patiently guiding us to complete this project. His wide knowledge and
logical way of thinking have created a great value to us. Besides, his understanding,
encouraging and personal guidance has provided the good basis for this present form
of project report. Therefore, I would like to convey my special thanks to him for his
valuable inputs.

I owe a deep sense of gratitude to our honorable Campus Chief Dr. Kabita Luitel,
Program Coordinator Mr. Tulsi Ram Ghemosu, and Head of the BBA Research Sub
Committee Dr. Gyani Shah Malla for extending their cooperation and guidance in
this report creation. Special thanks, to all of my friends in BBA 7th semester, who
gave me useful material, response and experience to conduct this study. I would like
to express my grateful thanks to the respondents who participated in filling the
questionnaires and provided the valuable information for this study. I greatly thank
my dearest Parents, who encouraged me to extend my reach. With this help and
support, I have been able to complete this works.

Sushram Pradhan

March, 2024

v
 TABLE OF CONTENT

LIST OF TABLES

Table 1: Gender of the respondent...............................................................................15

Table 2: Age of Respondents.......................................................................................16

Table 3: Profession of respondent................................................................................17

Table 4: Pursuit of further education after BBA..........................................................18

Table 5: Impacts of grade in further study...................................................................19

Table 6: Applicability of grading system.....................................................................20

Table 7: Implications of theoretical knowledge...........................................................21

Table 8: Assessing the gap between skill acquired and its application........................22

Table 9: Difficult in finding a job................................................................................23

Table 10: Extent of technology and digital skills.........................................................24

Table 11: Effectiveness in facilitating workplace communication and relationships..25

Table 12: Adaptability to workplace............................................................................26

Table 13: International Exposure and Global Perspective in BBA Program...............27

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Table 14: Employee challenges after post-BBA completion.......................................28

LIST OF FIGURES
Figure 1: Gender of respondent....................................................................................15

Figure 2: Age of Respondents......................................................................................16

Figure 3: Profession of respondents.............................................................................17

Figure 4: Pursuit of further education after BBA.........................................................18

Figure 5: Impacts of grade in further study..................................................................19

Figure 6: Applicability of grading system...................................................................20

Figure 7: Implications of theoretical knowledge.........................................................21

Figure 8: Assessing the gap between skill acquired and its application......................22

Figure 9: Difficult in finding a job...............................................................................23

Figure 10: Extent of technology and digital skills.......................................................24

Figure 11: Effectiveness in facilitating workplace communication and relationships 25

Figure 12: Adaptability to workplace..........................................................................26

Figure 13: International Exposure and Global Perspective in BBA Program.............27

vii
Figure 14: Employee challenges after post-BBA completion......................................29

LIST OF ABBREVIATIONS

BBA Bachelor of Business Administration

BMC Bhaktapur Multiple Campus

E.g. Example

Fig Figure

i.e. That is

Mr. Mister

Mrs. Miss

Q. No Question Number

SLC School Level Certificate

SPSS Statistical Package for Social Science

TV Television

% Percentage

viii
 1

CHAPTER 1
INTRODUCTION

1.1 Context Information

Tribhuvan university: The first national institution of higher education in Nepal which
was established in 1959. The central administrative office and central campus of
university are located on the north eastern facade of Kirtipur, an ancient and small
town located 5 kilometers away from Kathmandu city center. It is a non-profit making
autonomous institution funded by the government of Nepal. On January 8, 2013, the
government of Nepal has principally agreed to declare Tribhuvan university as the
central university. The main purpose of Tribhuvan university is to produce skilled
human resources necessary for the national development by providing quality
education and to involve in extensive, empirical and timely creation of knowledge
and research in the field of arts, science, technology and vocation. The high priority to
practical knowledge and researches is carried out with semester system-based
curriculum and evaluation, in order to achieve its objectives.

Bhaktapur Multiple Campus (BMC), located in the serene city of Bhaktapur in

Doodhpati which was established in 2016 B.S with an aim to break the stereotype of
Bhaktapur being just an agricultural hub and transition it to an educational center. The
establishment of BMC proved to be a stepping stone to the foundation of education in
the city of Bhaktapur. It is affiliated to Tribhuvan University and has BBA (4 years,
120 credit hours semester system) programs along with BA, BBS, B.Sc., BBM, BIM
under bachelor degree and MBS and MA in sociology under master programs (faculty
of management, 2015). Bachelor in business administration (BBA) is long felt
professional academic programs introduced by the faculty of management, Tribhuvan
university in the year 2001 A.D. Putting aside the traditional and conventional
method of teaching- learning, the program aims at producing bachelor level graduates
of international standards in management education with applied and pragmatic
philosophies of acquiring knowledge. BMC feels proud to be the first campus in
Bhaktapur district to introduce BBA program from academic year 2070/71. BBA
mission is to produce socially responsible, creative, broadminded, competent
management professional to meet the need of middle level managerial position in and
outside the country.
 2

BBA is a course design for students with management background or without

management background. This course can be done by the student with science or
management student of high school commonly referred to +2, in Nepal. This course
in the beginning years focuses on basic concept of business, management and
commerce studies. And toward the end of four years, it gives in-depth knowledge on
the same for further specific concentration.

The bachelor of business administration (BBA), program in Tribhuvan University, is

the four years degree in commerce and business administration. The course is
projected to be 8 semester programs. Within the program duration, all students should
effectively finish 120 credit hours for graduation. The BBA program includes the
business-related courses, also the specific advanced courses. The program instructs
the students and trains them to undertake the managerial responsibility when they
engage in a job or business. And the course suggests the functional roles of the
company and interconnects links, it will empower them to control dependable
position in residential and worldwide business association with different skills and
specialized expertise of the latest patterns in the worldwide business. The program
will create inspirational disposition, capacities and abilities that are required for a
capable and dependable administrator.

BBA program of Tribhuvan University aims at educating students and preparing them
for handling managerial position to start a professional career in business or public
management. It will enable them to take over responsible position in domestic and
global business organization with modern impersonal skills and technical know-how
of the recent trends in global business. This BBA program will develop positive
attitudes, abilities and practical skills that are needed for a competent and responsible
manager; and the program will work as foundation for master's studies in the
management.

The BBA program is designed to prepare professionals manager and entrepreneurs

needed for the nation. The program provides students with sound conceptual
foundation and practical skills in various areas of management. It is a four- year, 120
credit hour, intensive program that teaches, motivates, challenges and stretches you to
 3

explore and find solutions to today's most significant business and social issue in the
global environment.

Above all, the program is directed to prepare the people to face successfully in the
field of ever expanding and challenging knowledge economy. The main purpose of
the BBA program is to prepare students to be fit for middle-level managerial position
and to develop students' skills in objective oriented business management and making
them capable of understanding and problem solving on business (K.C, 2023). Its
mission is to produce socially responsible, creative, broad minded, competent
management professionals to meet the need of middle level managerial position in
and outside the country. The BBA course is the gateway to plethora of job
opportunities in numerous sectors such as sales, marketing, education, finance, sales
and government to name a few. It offers knowledge and training in management and
leadership skills to prepare them for managerial roles and entrepreneurship. The
course will help the students to learn various aspects of business administration and
management through classroom lectures and practical project like internship.

1.2 Purpose of the Study

The main purpose of this study is to understand the challenges faced by BBA students
after completion of BBA. The other specific objectives of this study are as follows:
1. To examine the education system of BBA
2. To identify the work system after completion of BBA
3. To determine the probable job opportunities after BBA

1.3 Significance of the study

On completion of the BBA course, aspirants can study the Master’s program in
business administration. The course structure of the BBA program is designed in such
a manner that it acts as a foundation for the MBA program. The BBA curriculum
prepares aspirants to perform their fullest extent in their post-graduation program.
This degree provides you excellent skills and overall knowledge of business
operations. With the ultimate growth industries all over the globe, the need of being a
BBA and MBA becomes a must in order to survive in this tough competition. This is
one of the prime reasons that make BBA and MBA popular worldwide.
 4

There was an era when it was believed that BBA degree provides us a gateway for the
working in the corporate world. But today, the opinions have changed. BBA today not
only provides gateway to corporate sector, but opens the door of opportunities in
every sector of transaction.

Apart from all the above-mentioned points, BBA also provides a candidate with ideas
of starting their own enterprise. Many of the present BBA degree holders are rejecting
good job offers and are going for their own business. This is resulting in the
industrialization growth of the country. Many have even succeeded pretty well in their
ventures after completion of BBA degree. The course of BBA is designed in such a
way that it makes the student aware of all the aspects of business, and thus risk factor
gets decreased when that person starts his or her own enterprise.

The need of the study is to prepare students for professional career in business or
public management at entry level managerial position, to inculcate positive attitudes,
abilities and practical skill that is essential for a socially responsible and competent
manager and to develop adequate foundation for higher studies in management.

Other than higher studies, BBA can offer disparate alternatives for occupation too,
unlike other courses. They can search out for businesses in business partnerships,
commercial ventures etc. They can likewise work in government sector or in IT
commercial ventures. Having an MBA degree improves your profile radically and
open various opportunities. For a BBA graduate, no mandatory field is followed. This
program/ course can take you to the top most assignment like Directors, Managers
and professional in multi-national organization. Also, MBA expert can appreciate
higher compensation.

1.4 Literature Survey

Literature survey on literature review in a project report is that section which shows
the various analysis and research made in the field of interest and the result already
published, taking into account various parameters of project and the extent of the
project. Literature review presents the overview of literature and models that are
related to the research problem that are presented before. A literature review is an
evaluative report of information found in the literature related to the selected area
after report.
 5

A literature survey, also known as a literature review, is an overview or summary of

the existing literature in a particular field of study. It involves conducting a
comprehensive search and analysis of academic and non-academic sources such as
books, journal articles, conference proceedings, and other relevant publications, to
identify the key concepts, theories, methodologies, and findings related to the research
question or topic at hand. The main purpose of a literature survey is to provide a
critical evaluation and synthesis of the current knowledge and research gaps in a
specific area of interest. It can help researchers to identify potential research
questions, hypotheses, and research designs, as well as to refine their research
objectives and methodology.

A literature survey typically involves several steps, including defining the research
question, conducting a thorough search of relevant literature, evaluating the quality
and relevance of the sources, and synthesizing the information obtained to develop a
coherent and comprehensive understanding of the existing literature.

The literature survey may be a part of a larger research project or thesis, or it may be
conducted independently as a standalone review. The output of a literature survey is
typically a written report or paper that summarizes the main findings and conclusions,
as well as recommendations for future research.

1.4.1 Theoretical Literature Review

A theoretical literature review can be defined as a theoretical structure of
assumptions, principles, and rules that holds together the ideas comprising a broad
concept. The framework is supposed to help the readers make logical sense of the
relationships of the variables/ factors/ themes that have been deemed relevant to the
research problem. It presents the relationship between dependent and independent
variables that helps to develop hypothesis.

ERG theory, developed by psychologist Clayton Alderfer, defines human needs into
Existence, Relatedness, and Growth categories. For students embarking on their post-
graduate careers, Existence needs entail seeking roles that fulfill basic material and
physiological requirements, such as salary and job security. Relatedness needs drive
their search for positions facilitating interpersonal connections and social interactions,
emphasizing collaboration and a sense of belonging. Growth needs prompt students to
pursue opportunities enabling personal development, skill enhancement, and career
 6

advancement. By applying ERG theory, students can evaluate career options based on
their alignment with these needs, facilitating informed decisions about their post-
graduate paths and ensuring fulfillment in their chosen careers (Pradhan, 2018).

Equity theory, which centers on individuals' comparisons of their inputs and outcomes
with those of others to gauge fairness, holds relevance in multiple facets of students'
lives post-graduation. Firstly, it influences their assessment of job market
opportunities and compensation fairness compared to peers. Secondly, it extends to
perceptions of equity regarding student debt, particularly when graduates feel their
burden outweighs educational benefits compared to others. Additionally, equity
considerations arise in assessing career progression and opportunities for
advancement relative to peers. Moreover, graduates evaluate access to alumni
networks and resources, with disparities potentially breeding feelings of disadvantage.
Lastly, equity theory informs graduates' quest for recognition and validation, with
disparities in acknowledgment fostering feelings of unfairness. In essence, equity
theory illuminates how graduates navigate post-study complexities, shaping their
perceptions of fairness in job prospects, debt, career advancement, resource
accessibility, and recognition (Pradhan, 2018).

1.4.2 Empirical Review

The review of earlier literature relevant to the present study and elsewhere are
included here. Empirical literature means the study in the area, past statistical data,
information and experiences. It is viewing the articles to carry out the research work.

Empirical evidence can be analyzed quantitatively and qualitatively. Through

quantifying the evidence or making sense of it in qualitative form, a researcher can
answer empirical questions, which should be clearly defined and answerable with the
evidence collected (usually called data).

Mukherjee, A., & Bhattacharya, S. (2018), The main objectives of this article is to
investigate the perception of business students towards employability skills and to
identify the significant employability skills that are required to improve their
employability prospects. The study aims to fill the gap in the existing literature by
providing an insight into the views and opinions of business students regarding the
importance of various employability skills. The study also aims to provide
recommendations for improving the employability prospects of business graduates.
 7

The article used a quantitative research design. The researchers used a structured
questionnaire to collect data from 250 business graduates. The questionnaire included
closed-ended questions and used a Likert scale to measure the respondents' opinions
about the importance of various employability skills. The data collected was analyzed
using descriptive statistics such as mean and standard deviation.

The study found that communication skills, analytical skills, problem-solving skills,
teamwork skills, and leadership skills were the most important employability skills
that business graduates should possess. The study also revealed that the majority of
the students believed that their curriculum lacked practical application and did not
provide adequate opportunities for skill development. Additionally, the study found
that there was a gap between the skills that students perceived as important and the
skills that they believed were being developed through their education. Overall, the
study highlighted the need for educational institutions to focus on developing
practical and industry-specific skills to enhance the employability of business
graduates.

Alshehhi, S., & Khan, M. Y. A. (2021), The main objective of the article "Challenges
faced by BBA graduates in the UAE job market" by Sultan AL Shehhi and
Mohammed Yaseen Ali Khan is to identify and examine the challenges faced by BBA
graduates in the job market in the United Arab Emirates (UAE). The study aims to
provide insights into the factors that hinder the employability of BBA graduates and
to recommend strategies to improve their chances of finding employment. The authors
conducted a survey of 240 BBA graduates from various universities in the UAE to
identify the challenges they faced in finding employment. The survey consisted of
closed-ended questions, and the data was analyzed using descriptive statistics. The
study found that the majority of BBA graduates faced several challenges in the job
market in the UAE, including a lack of practical skills, limited work experience, and
competition from other graduates. Additionally, the study found that the most
significant challenge faced by BBA graduates was the lack of networking
opportunities.

Mamman, A., & Musa, A. (2016), The main objective of the study was to identify the
factors that contribute to career indecision among final year undergraduate students. It
examines the relationship between career indecision and academic performance and
 8

determine the differences in career indecision based on gender, faculty, and parental
education level. The study used a quantitative research design and collected data
through a structured questionnaire. The data collected were analyzed using descriptive
statistics and inferential statistics, such as correlation and regression analysis. The
findings of the study revealed that several factors contributed to career indecision
among final year undergraduate students, including lack of information about career
options, fear of making the wrong career choice, and parental pressure. The study also
found a significant negative correlation between career indecision and academic
performance.

Ullah, M. S., & Rahman, S. (2019), The article aims to explore the employability
skills of BBA graduates in Bangladesh and identify the challenges they face in finding
suitable employment. The authors conducted a case study using a mixed-methods
approach, including surveys and interviews with employers, educators, and BBA
graduates. The study found that BBA graduates possess several employability skills,
including communication, problem-solving, and teamwork. However, they face
challenges such as a lack of practical experience and inadequate preparation for the
job market. The article recommends that universities in Bangladesh should enhance
their BBA programs to develop practical skills and offer more internships and
industry-academic collaborations to better prepare graduates for the job market.

Rashid, M. M., & Rana, M. J. (2019), The main objectives of the study were to
identify the challenges faced by BBA graduates in the global job market, including a
lack of practical skills, limited work experience, and intense competition. The study
analyzes the opportunities available to BBA graduates in the global job market,
including the growing demand for skilled workers in emerging economies and the
increasing use of technology in the workplace. And evaluates the skills and
competencies required for BBA graduates to succeed in the global job market,
including communication, critical thinking, problem-solving, and cultural awareness.
The study suggests that BBA graduates need to develop a wide range of skills to
succeed in the global job market, including communication, critical thinking, and
problem-solving skills. The authors also recommend that universities focus on
developing practical skills and work experience for their BBA programs, such as
internships, projects, and hands-on training. Furthermore, the study highlights the
importance of networking and building relationships with employers, as well as the
 9

need to develop an international mindset and cultural awareness to succeed in the

global job market.

Amjad, S., & Noor-ul-Ain, H. (2021), The main objectives of the study were to
identify and examine the challenges faced by BBA graduates in Pakistan during the
transition from academia to the workforce. The study aims to provide insights into the
factors that hinder the employability of BBA graduates and to recommend strategies
to improve their transition from academia to industry. The authors conducted a survey
of 200 BBA graduates from various universities in Pakistan to identify the challenges
they faced during the transition from academia to industry. The survey consisted of
both closed and open-ended questions, and the data was analyzed using descriptive
statistics. The study found that the majority of BBA graduates faced several
challenges during the transition, including a lack of practical skills, limited work
experience, and a lack of networking opportunities. Additionally, the study found that
there was a significant gap between the skills taught in the classroom and the skills
required by employers. The authors also identified several factors that could help
BBA graduates overcome these challenges, including internships, mentorship
programs, and industry-specific training. The study recommends that universities and
employers work together to provide BBA graduates with the necessary skills and
experiences to succeed in the workforce.

Sharma, A., & Bhatnagar, R. (2018), The main objective of the article is to investigate
the factors that influence the career choices of BBA graduates in India. Specifically,
the authors aim to identify the personal, family, and environmental factors that shape
the career choices of BBA graduates and to examine the challenges that they face in
finding suitable employment. The authors conducted a survey among BBA graduates
in India and found that personal interests, family influence, and job prospects were the
main factors that influenced their career choices. The study also revealed that many
BBA graduates face challenges such as a lack of job opportunities, fierce competition,
and a skills gap between industry requirements and academic education. The article
recommends that Indian universities and colleges should focus on developing
students' skills and offering career counseling and placement services to help BBA
graduates make informed career choices and succeed in the job market.
 10

Mangalmay Group of Institutions (2016), The main objective of Mangalmay Group of

Institutions is to provide a holistic education that empowers students to achieve their
full potential and make a positive impact in the world. It aims to collaborate with
industry partners, academic institutions, and other stakeholders to create meaningful
partnerships that benefit students, faculty, and the wider community. The article
argues that there is significant potential for financial gains in the higher education
sector, with the number of students seeking degrees increasing each year.

A lot of BBA graduates go after jobs once they have completed their study. While it
may seem to be a good choice to make, but the prospects of growth are often very
limited because organizations are already equipped with employees having more
qualification, knowledge, skill and experience than you.

Joshi, J. (2014), The main objectives of this study was to identify the key challenges
faced by management graduates in India: The study aimed to identify the primary
challenges that management graduates face in India, including those related to
employment, education, and skill development. This study examines the impact of
these challenges on management graduates: The authors aimed to explore how these
challenges affect management graduates in terms of their career development, job
prospects, and overall professional growth. The research design used in this study was
descriptive, which aimed to provide a detailed and accurate description of the
challenges faced by management graduates in India. The study found that
management graduates in India face several challenges, including a lack of practical
skills, insufficient industry exposure, and inadequate soft skills. Additionally, the
study found that there is a gap between the expectations of employers and the skills
possessed by management graduates. The authors recommend that management
education in India should be restructured to incorporate more practical training and
industry exposure, along with a focus on developing soft skills.

Journal of Management Studies (June 2016), The main objectives of this journal are
to contribute to the advancement of management research by publishing high-quality
empirical and theoretical articles. It also explores new perspectives and approaches to
management issues, including the intersections between management and other
disciplines. The journal publishes a variety of articles with different research designs.
The research designs used in the June 2016 issue of the Journal of Management
 11

Studies vary depending on the specific article and research questions being addressed.
The designs include qualitative case studies, mixed-methods approaches, cross-
sectional surveys, and conceptual frameworks. The Journal of Management Studies
(June 2016) includes several articles, each with its own findings.

1.5 Research Methodology

Research methodology refers to the method and techniques used in the planning of the
research design, collection of the data, tabulation and analysis of the collected data to
provide valuable information to achieve the objective of the study. Following are the
parts of research methodology:

1.5.1 Research design

Research design is the arrangement of conditions for collection and analyses of data
in a systematic manner that aims to combine relevance to research purpose with
economy. The research design applied here is descriptive.

1.5.2 The population and sample

The population of this study is the BBA passed out students from Bhaktapur Multiple
Campus i.e. from Batch 2016, Batch 2017 and Batch 2018. Purposive sampling
method was used in order to collect information. Total 104 respondent were asked to
fill up the questionnaire. Out of 104 respondent, 68 respondent were selected as
sample for this study or research purpose.

1.5.3 Sources of Data

Within the study area, the study is based on primary data. The study used primary
data since this study is related with the problem faced by BBA student after
completion of BBA. The study mostly used primary data collection while taking a
little help from secondary data. In primary data questionnaire method and personal
interview were used to obtain the information via newspaper and magazines were
used in the secondary data. There are two types of sources used when during the data
collection time:

 Primary Data
Primary data is original research that is obtained true first-hand investigation. When
the data are collected directly by the researcher for the first time is called as primary
data. It is original in nature and is specific to a research problem under study. Primary
 12

data includes information collected from interviews, experiments, surveys,

questionnaires, focus group and measurement.

 Secondary Data
Secondary data refers to data which is collected by someone who is someone other
than the user. Common sources of secondary data for social science include censuses,
information collected by government departments, organizational records and data
that was originally collected for other research purposes. What these data help us our
research. Here in this study data and information were collected from:
• News published in the newspaper about multiplex
• TV and radio news about multiplex

1.5.4 Method of Data Analysis

The survey data initially inputted into SPSS and then being analyzed by using various
statistical techniques. Necessary coding, recoding and calculation of variables in
SPSS before analyzing the data was done. The analytical method was based on mean,
median, pie chart, bar diagram.

1.5.5 Data Collection

The research is based on the following method:
• Interview
Interviews are usually carried out in person that is face to face what can also be
administered by telephone or using more advanced computer technology such as
Skype. Sometimes they are held in the interviewee’s home, sometimes at a more
neutral place. It is important for interviewees to decide whether they are comfortable
about inviting the researchers into their home and whether they have a room or areas
where they can speak freely without disturbing others member of the household. By
keeping in mind about such facts we conducted our research.

• Questionnaires Method
Questionnaires are a good way to update information from a large number of people
and/or people who may not have the time to attain an interview or take part in
experiments. They enable people to take their time, think about it and come back to
the questionnaire later. Participants can state their views or feelings privately without
 13

worrying about the possible reaction of the researcher. We use this particular method
with Liker type question format.

1.5.6 Scale used

There are three types of scale used when during the data collection. They are:
• Nominal Ratio
It also called the categorical variable scale, is defined as a scale used for labelling
variables in two distinct classifications and doesn’t involve or quantitative value or
order. This scale is the simplest of the four variable measurement scales. Calculations
done on these variables will be futile as there is no numerical value of the options.

• Ordinal Ratio
It is defined as a variable measurement scale used to simply depict the order of the
variables and not the difference between each of the variables. These scales are
generally used to depict non-mathematical ideas such as frequency, satisfaction,
happiness, degree of pain etc. It is quite straightforward to remember the
implementation of this scale as ‘Ordinal’ sounds similar to ‘Order’, which is exactly
the propose of this scale.

• Likert Scale
Likert scale is a psychometric scale where questions based on this scale are normally
used in a survey. It is one of the most widely used question types in a survey. Likert
scale is typically a five-, seven- or nine-point agreement scale used to measure
respondents’ agreement with a variety of statements. it is the most widely used
approach to scaling responses in survey research, such that the term is often used
interchangeably with rating scale, although there are other types of rating scale.

1.5.7 Sampling Method

Sampling is the process of selecting a representative group from the population under
study. The target population is the total group of individuals from which the sample
might be drawn. A sample is the group of people who take part in the investigation.

 Non-Probability Sampling Method

Sampling is the use of or subset of the population to represent the whole population or
to inform about processes that are meaningful beyond the particular cases, individuals
or sites studied. The most popular useful method of non-probability sampling i.e.,
 14

convenience method used during the data collection. Convenience sampling is a type
of non-probability sampling that involves the sample being drawn from the part of the
population that is close to hand. This type of Sampling is most useful for pilot testing.

 Actual Survey
The respondents of the research were very friendly and enthusiastic to give answer to
the question. Some of the respondents hesitate to take survey but later they were also
eager to answer the questionnaire. Respondents were very supportive to this kind of
research project work.

1.6 Limitations of the Study

During the process of Data collection on different limitation were faced. Some of
them are:
 It was time consuming.
 Difficult to collect the accurate data.
 Respondent answers were hard to collect.
 Some respondent felt difficult to understand the questions.
 15

CHAPTER 2
DATA PRESENTATION AND ANALYSIS

2.1 Respondents Profile

The research is conducted with respondents differed by various factors like Gender,
Age group, Gender discrimination, etc. The data related to those factors are presented
in tabular and graphical form.

2.1.1 Gender of Respondent

It is one of the important factors that determines the status, role and responsibilities of
an individual in a family, community and the society. It represents the responses of
the respondents on the basis of gender. The result which is presented in the table
shows that there were 68 respondents that are involved in the research. Out of the total
respondents, 38 were male (55.88%) and 30 were female (44.12%). The tabular
representation of the gender of the respondent is shown as follows:

Table 1
Gender of the respondent
Gender No. of respondents Percentage
Male 38 55.88%
Female 30 44.12%
Total 68 100%
Sources: Questionnaire survey, 2024

Male
Female

Figure 1 Gender of respondent

 16

The above figure represents the distribution of male and female that are involved in
this research. Above figure shows that there was total 68 respondents. Among which
38 respondents were male and 30 respondents were female.

2.1.2 Age of Respondents

Age is an important acquired status which influences on the socio-economic and
cultural behavior of an individual. The result which is presented in the below table
shows that among 68 respondents, 22 respondents (32.35%) were age between 22-24,
36 respondents (52.94%) were of age between 25-27, 8 respondents (11.76%) were of
age between 28-30 and 2 respondents (2.94%) were of age above 30. The below table
shows the composition of age groups:

Table 2
Age of Respondents
Age No. of respondents Percentage
22-24 22 32.35%
25-27 36 52.94%
28-30 8 11.76%
Above 30 2 2.94%
Total 68 100%
Sources: Questionnaire survey, 2024

40
35
30
No. of respondants

25
20
15
10
5
0
22-24 25-27 28-30 Above 30
Age category

Figure 2 Age of Respondents

The above figure shows that the age of the respondent involved in research. The
above figure shows that out of 68 respondents, 22 respondents are of age between 22-
24, 36 respondents are of age between 25-27, 8 respondents are of age between 28-30
and 2 respondents are of age above 30.
 17

2.1.3 Profession of the respondents

Profession is crucial as it provides individuals with financial stability and
opportunities for personal and professional growth. Additionally, it plays a significant
role in shaping societal structures, economies, and individual contributions to various
sectors.

Table 3
Profession of respondent
Profession No. of respondents Percentage
Government employee 5 7.35%
Private Company employee 11 16.18%
Unemployed 34 50.00%
Business 10 14.71%
Others 8 11.76%
Total 68 100%
Sources: Questionnaire survey, 2024

40

35

30

25
No. of respondants

20

15

10

0
Government Private Company Unemployed Business Others
employee employee
Profession

Figure 3 Profession of respondents

The above table and figure represents the distribution of respondents across various
professions. Out of total 68 respondents, 6 respondents are working as a government
employee, 11 respondents are working as private company employee. Similarly, 34
respondents are still unemployed whereas, 10 respondents are doing business as a
profession. Additionally, 8 respondents fell into the category labelled as ‘Others”.
 18

2.2 Data Analysis and Presentation

This section involves presentation and analysis of data after administrating the
questionnaire to the respondents. Data collected through questionnaire is edited,
coded and summarized to make the study simpler. In this research frequency table is
used in order to find out the percentage of respondents and simple percentile analysis
is used to analyze the data. Similarly, data has been presented in bar diagrams or pie
charts. Thus, descriptive data analysis tool is used in this research. The conclusion has
been drawn from the findings about “Challenges faced by BBA students after
completion of BBA”.

2.2.1 Application of knowledge acquired by BBA graduates on further education

The respondents were asked to answer weather they pursued further education (such
as master’s degree) or not.

Table 4
Pursuit of further education after BBA
Criteria No. of respondents Percentage
Yes 35 51.47%
No 33 48.53%
Total 68 100%
Sources: Questionnaire survey, 2024

Yes
No

Figure 4 Pursuit of further education after BBA

 19

The above table and figure reflects responses to the criteria "Did you pursue further
education (such as a master's degree) immediately after completing your BBA
course?" Out of a total of 68 respondents, 35 respondents answered "Yes," indicating
that they did pursue further education following their BBA. Whereas, 33 respondents
answered "No," signifying that they did not immediately pursue additional education
after completing their BBA.

2.2.2 Impacts of grade in further study

The respondents were asked to answer how high is the impact of grades on further
study of BBA students.

Table 5
Impacts of grade in further study
Criteria No. of respondent Percentage

High 34 50.00%

Low 16 23.53%

Doesn't matter 18 26.47%

Total 68 100%
Sources: Questionnaire survey, 2024

40

35

30

25
No. of respondant

20

15

10

0
High Low Doesn't matter

Criteria

Figure 5 Impacts of grade in further study

 20

The above table 5 and figure 5 outlines responses to the criteria "How high is the
impact of grades in further study for BBA students?" Among 68 respondents, 34
respondents has a perception of belief that high grades significantly influence further
study opportunities. 16 respondents responds that there is low impact of grades in
further study. Additionaly, 18 respondents stated that grades doesn’t matter in further
study for BBA students.

2.2.3 Applicabilty of grading system

The respondents were asked to answer weather the grades system in BBA programme
is totally applicable or not.

Table 6
Applicability of grading system
Criteria No. of respondents Percentage
Yes 49 72.06%
No 19 27.94%
Total 68 100%
Sources: Questionnaire survey, 2024

Yes
No

Figure 6 Applicability of grading system

The above table and figure represent responses to the question "Is the grade system in
the BBA program totally applicable?" Among the 68 respondents, 49 respondents
(72.06%) agreed that the grade system is entirely applicable to the BBA program.
Likewise, 19 respondents (27.94%) responded ‘No’, indicating that the grade system
is not entirely applicable in the BBA program.
 21

2.2.4 Implications of theoretical knowledge to real-world scenarios

It's crucial to apply theoretical knowledge to real-world scenarios in BBA to equip
students with practical skills and insights necessary for success in the dynamic
business environment. So, the respondents were asked if they find it challenging to
apply theoretical knowledge learned during their BBA program to real-world
scenarios?

Table 7
Implications of theoretical knowledge
Criteria No. of respondents Percentage

Yes 52 76.47%

No 16 23.53%

Total 68 100%
Sources: Questionnaire survey, 2024

Yes
No

Figure 7 Implications of theoretical knowledge

The above table and figure show the responses responded by respondents’ weather
they find it challenging to apply theoretical knowledge learned during their BBA
program to real-world scenarios or not. 52 respondents out of 68 responded ‘Yes’
indicating they find it challenging to apply theoretical knowledge to real-world
scenarios. Whereas, 16 respondents responded ‘No’ in the given question.
 22

2.2.5 Assessing the gap between skill acquired and its application
Assessing the gap between skills acquired during a BBA program and their
application is crucial for identifying areas where further training or education may be
necessary to meet the demands of the job market, ensuring graduates are adequately
prepared for real-world employment opportunities. Therefore, Respondents were
asked whether they perceived a gap between the skills acquired during their BBA
program and the skills demanded by their employer.

Table 8
Assessing the gap between skill acquired and its application
Criteria No. of respondents Percentage

Yes 49 72.06%

No 19 27.94%

Total 68 100%
Sources: Questionnaire survey, 2024

Yes
No

Figure 8 Assessing the gap between skill acquired and its application
The above table and figure show the responses of 68 respondents regarding the
perception of a gap between the skills acquired during their BBA program and the
skill demands by their employer. Out of these respondents, 49 respondents (72.06%)
indicated that they felt such a gap existed, while 19 respondents (27.94%) did not
perceive a gap.
 23

2.2.6 Employment related challenges

The respondents were asked whether they faced difficulty in finding a job related to
their BBA degree after graduation.

Table 9
Difficult in finding a job
Criteria No. of respondents Percentage
Yes 57 83.82%
No 11 16.18%
Total 68 100%
Sources: Questionnaire survey, 2024

Yes
No

Figure 9 Difficult in finding a job

The above table and figure show the responses of 68 respondents regarding whether
they faced difficulty in finding a job related to their BBA degree after graduation. Out
of these respondents, 57 respondents (83.82%) indicated that they did face difficulty,
while 11 respondents (16.18%) stated that they did not encounter difficulty in finding
job after graduation.

2.2.7 Technology and Digital Skills

BBA programs must equip students with essential digital and technological skills
required in the contemporary workplace through coursework, practical applications,
and exposure to relevant tools and technologies.
 24

Table 10
Extent of technology and digital skills
Criteria No. of respondents Percentage
Fully equipped 10 14.71%
Partially equipped 50 73.53%
Not equipped at all 8 11.76%
Total 68 100%
Sources: Questionnaire survey, 2024

60

50

40
No. of respondants

30

20

10

0
Fully equipped Partially equipped Not equipped at all
Criteria

Figure 10 Extent of technology and digital skills

The above table and figure show the responses of 68 respondents regarding the extent
to which their BBA program equipped them with essential digital and technological
skills required in the contemporary workplace. Out of these respondents, 10
respondents felt fully equipped, 50 respondents felt partially equipped, and 8
respondents felt not equipped at all.

2.2.8 Effectiveness of BBA program in facilitating workplace communication and

relationships
The BBA program helps students communicate and build relationships at work
effectively, making them ready for real-world jobs. These skills are important for
working well with others and achieving success in the workplace.
 25

Table 11
Effectiveness in facilitating workplace communication and relationships
Criteria No. of respondents Percentage

Very effective 18 26.47%

Somewhat effective 44 64.71%

Not effective at all 6 8.82%

Total 68 100%
Sources: Questionnaire survey, 2024

50
45
40
35
No. of respondants

30
25
20
15
10
5
0
Very effective Somewhat effective Not effective at all
Criteria

Figure 11 Effectiveness in facilitating workplace communication and relationships

The above table and figure show the effectiveness of BBA programs in facilitating
communication and building relationships in the workplace, based on responses from
68 respondents. Among the respondents, 18 respondents (26.47%) rated their BBA
program as very effective. 44 respondents (64.71%) considered BBA program
somewhat effective. However, 6 respondents (8.82%) responded that their BBA
program is not effective at all in facilitating communication and building relationships
in the workplace.

2.2.9 Adaptability to workplace

The respondents were questioned about their perception of how well their BBA
program prepared them for adapting to the dynamics of a workplace environment.
 26

Table 12
Adaptability to workplace
Criteria No. of respondents Percentage
Very well 15 22.06%
Moderately well 43 63.24%
Not well at all 10 14.71%
Total 68 100%
Sources: Questionnaire survey, 2024

50
45
40
No. of respondants

35
30
25
20
15
10
5
0
Very well Moderately well Not well at all
Criteria

Figure 12 Adaptability to workplace

The above table and figure represent responses from 68 respondents regarding how
well their BBA program prepared them for adapting to the dynamics of a workplace
environment. Among the respondents, 15 respondents felt their program prepared
them very well, 43 respondents indicated they were prepared moderately well, and 10
respondents expressed that they were not prepared well at all. This shows varying
perceptions among respondents regarding the effectiveness of their BBA program in
preparing them for workplace dynamics, with a majority feeling moderately prepared.

2.2.10 Globalization and international exposure

The international exposure or global perspective of a BBA program refers to its
provision of opportunities for students to engage with diverse cultural, economic, and
business contexts worldwide, fostering a broad understanding of global markets and
practices. Here, the respondents were questioned about the extent to which their BBA
program provided opportunities for international exposure or a global perspective.
 27

Table 13
International Exposure and Global Perspective in BBA Program
Criteria No. of respondents Percent

Extensively 13 19.12%

Moderately 44 64.71%

Not at all 11 16.18%

Total 68 100%
Sources: Questionnaire survey, 2024

50
45
40
35
No. of respondants

30
25
20
15
10
5
0
Extensively Moderately Not at all
Criteria

Figure 13 International Exposure and Global Perspective in BBA Program

The above table and figure show the responses of 68 respondents regarding the extent
to which their BBA program provided opportunities for international exposure or a
global perspective. Among the respondents, 13 respondents felt that their BBA
program provided opportunities extensively, 44 respondents felt moderate extent of
opportunities for international exposure or global perspective, and 11 respondents
reported not having such opportunities at all.

2.2.11 Challenges for employment after post-BBA completion

After completing their BBA, many graduates face challenges transitioning into
leadership roles due to lack of experience and skill development. Finding a suitable
job can be difficult as employers often seek candidates with practical experience,
making adaptation to the professional environment crucial for success. Additionally,
 28

getting through issues such as nepotism in the workplace can present further hurdles
for young professionals seeking to establish themselves.

Table 14
Employee challenges after post-BBA completion
Strongly
Strongl Neutra Disagre Disagre
Statement y Agree Agree l e e
BBA program adequately
prepared me for a leadership
role. 12 31 19 4 2

It was challenging for me to

find a job after completion
of BBA degree. 17 29 13 6 3

BBA program prepared me

well for adapting to the
dynamics of the workplace. 6 33 19 6 4

I feel less risk of

competition in my
workplace due to my
experience of internship. 11 23 20 8 6

The knowledge I acquire

during BBA course are
enough for me for appearing
job vacancies examination. 6 21 19 13 9

I feel there is high nepotism

and favoritism during the
selection of candidates. 25 15 21 4 3

Sources: Questionnaire survey, 2024

 29

30

No. of respondants
20
10
0

Strongly Agree Agree Neutral Disagree Strongly Disagree

Figure 14 Employee challenges after post-BBA completion

The above table show the results of a survey conducted among 68 respondents who
have completed the BBA program. Each row represents a statement, and the columns
represent the level of agreement respondents have with each statement, ranging from
"Strongly Agree" to "Strongly Disagree," along with a “Agree”, “Disagree” and
“Neutral" option.

The first statement is “BBA program adequately prepared me for a leadership role.”
This shows whether respondents feel their BBA program adequately equipped them
for leadership roles. Out of 68 respondents, 12 respondents strongly agreed, 31
respondents agreed, 19 respondents stayed neutral, 4 respondents disagreed and 2
respondents strongly disagreed in this statement.

The second statement is “It was challenging for me to find a job after completion of
BBA degree.” This shows the difficulty respondents faced in securing employment
after completing their BBA degree. 17 respondents strongly disagree, 29 respondents
agree, thus, found it challenging to secure employment after completing their BBA
degree. Likewise, 13 respondents stayed neutral. 6 respondents disagree and 3
respondents strongly disagree in this statement.

The third statement is “BBA program prepared me well for adapting to the dynamics
of the workplace.” This evaluates whether respondents felt adequately prepared by
their BBA program to adapt to workplace dynamics. 6 respondents strongly agree
about adaption of dynamics in workplace through BBA program. 33 respondents
 30

agree, 19 respondents stayed neutral and 6 respondents disagree whereas, 4

respondents strongly disagree about this statement.

The fourth statement is “I feel less risk of competition in my workplace due to my

experience of internship.” This shows respondents' perception of the impact of their
internship experience on reducing competition in the workplace. Half of the
respondents (11 respondents strongly agree, 23 respondents agree) felt that their
internship experience reduced the risk of competition in the workplace. 20
respondents stayed neutral. Likewise, 8 respondents disagree and 6 respondents
strongly disagree in this statement.

The fifth statement is “The knowledge I acquire during BBA course are enough for
me for appearing job vacancies examination.” This shows respondents' confidence in
the proper knowledge acquired during their BBA program for job vacancy
examinations. Out of 68 respondents, 6 respondents strongly agree, 21 respondents
agree and they felt that the knowledge acquired during their BBA program was
adequate for job vacancy examinations. 19 respondents stayed neutral. 13 respondents
disagree and 9 respondents strongly disagree in this statement.

The sixth statement is “I feel there is high nepotism and favoritism during the
selection of candidates.” This shows respondents' perceptions of nepotism and
favoritism in candidate selection processes. 25 respondents strongly agree and 15
respondents agree which shows majority of respondents expressed concerns about
nepotism and favoritism in candidate selection processes. 21 respondents stayed
neutral while, 4 respondents disagree and 3 respondents strongly disagree in this
statement.

2.3 Findings and Discussion

Findings and discussion in the context of this topic would provide summarizing the
results of the survey conducted among BBA graduates, indicating key insights
regarding their experiences, perceptions, and challenges in transitioning from
academia to the professional world. This would include analyzing responses related to
leadership preparation, job search challenges, adaptation to workplace dynamics,
internship experiences, adequacy of BBA knowledge, and perceptions of nepotism
and favoritism in candidate selection processes. The discussion would delve into the
implications of these findings, such as the need for developed career support services
 31

and curriculum alignment with industry demands, aiming to inform improvements in

BBA programs to better prepare graduates for successful careers.

2.3.1 Findings
The major findings of this study are:
 51.47% of respondents pursued further education, such as a master's degree,
after completing their BBA, while 48.53% did not. This indicates a substantial
portion of BBA graduates choose for higher education, possibly to enhance
their career prospects or get deeper into their field of study.
 50.00% of respondents believe that high grades significantly influence further
study opportunities, while 23.53% perceive low impact. Additionally, 26.47%
stated that grades don't matter in further study for BBA students. This reflects
varying perceptions among respondents regarding the importance of grades in
advancing their academic pursuits.
 72.06% of respondents agreed that the grading system in the BBA program is
entirely applicable, while 27.94% disagreed. This suggests a general
acceptance of the grading system within the BBA program, although there is a
minority who question its applicability.
 76.47% of respondents find it challenging to apply theoretical knowledge
learned during their BBA program to real-world scenarios, while 23.53% do
not. This highlights a significant gap between theoretical learning and
practical application, indicating a potential area for improvement in BBA
curriculum or teaching methodologies.
 72.06% of respondents perceive a gap between the skills acquired during their
BBA program and the skills demanded by their employer, while 27.94% do
not. This underscores the importance of aligning educational outcomes with
industry demands to enhance graduates' employability.
 83.82% of respondents faced difficulty in finding a job related to their BBA
degree after graduation, while 16.18% did not. This indicates challenges in
translating BBA qualifications into tangible employment opportunities,
possibly due to market dynamics or mismatched skill sets.
 Only 14.71% of respondents felt fully equipped with digital and technological
skills through their BBA program, while 73.53% felt partially equipped, and
11.76% felt not equipped at all. This highlights the need for enhancing
 32

technological integration in BBA curriculum to better prepare students for the

digital workplace.
 While 26.47% of respondents rated their BBA program as very effective in
facilitating workplace communication and relationships, 64.71% considered it
somewhat effective. However, 8.82% reported it as not effective at all,
suggesting room for improvement in facilitating interpersonal skills within
BBA program.
 22.06% of respondents felt very well prepared by their BBA program for
adapting to workplace dynamics, 63.24% felt moderately prepared, and
14.71% felt not well prepared at all. This indicates mixed perceptions
regarding the extent to which BBA programs adequately prepare students for
the complexities of real-world workplaces.
 While 19.12% of respondents felt their BBA program provided extensive
opportunities for international exposure, 64.71% perceived moderate
opportunities. However, 16.18% reported not having such opportunities at all,
suggesting a need for broader global perspectives within BBA education to
prepare students for globalized business environments.
 Many BBA graduates (12 strongly agree, 31 agree) believed their program
prepared them well for leadership roles. However, quite a few (19 neutral, 4
disagree, 2 strongly disagree) didn't feel the same way. This shows that
opinions on whether the program adequately prepares for leadership roles vary
among graduates.
 The majority of respondents (17 strongly agree, 29 agree) found it challenging
to secure employment after completing their BBA degree, highlighting
potential difficulties in transitioning from academia to the job market. This
highlights the need for enhanced support services and career guidance for
BBA graduates.
 While a large portion of respondents (6 strongly agree, 33 agree) felt well-
prepared by their BBA program to adapt to workplace dynamics, there were
also respondents (6 disagree, 4 strongly disagree) who expressed reservations.
This suggests a varied perception of the effectiveness of BBA education in
preparing graduates for the complexities of real-world workplaces.
 33

 Half of the respondents (11 strongly agree, 23 agree) felt that their internship
experience reduced the risk of competition in the workplace, indicating the
perceived value of practical experience in mitigating workplace competition.
However, a considerable number (8 disagree, 6 strongly disagree) did not
share this sentiment, suggesting differing experiences and interpretations
regarding the role of internships in workplace dynamics.
 While some respondents (6 strongly agree, 21 agree) expressed confidence in
the knowledge acquired during their BBA program for job vacancy
examinations, a significant portion (13 disagree, 9 strongly disagree)
disagreed. This highlights potential gaps between academic learning and
practical application, emphasizing the need for aligning curriculum with
industry demands.
 A majority of respondents (25 strongly agree, 15 agree) expressed concerns
about nepotism and favoritism in candidate selection processes, indicating
widespread perceptions of unfair practices in recruitment. This underscores the
importance of promoting transparency and meritocracy in hiring practices to
ensure equal opportunities for all candidates.

Overall, the findings highlight various aspects of BBA education, including further
study trends, grading system perceptions, challenges in applying theoretical
knowledge, skill gaps, employment struggles, technological readiness, effectiveness
in workplace communication, adaptability to workplace dynamics, and international
exposure. Addressing these findings can enhance the quality and relevance of BBA
programs, better preparing graduates for successful careers in the dynamic business
landscape.

2.3.2 Discussions
The study was undertaken in order to find out the challenges faced by BBA students
after the completion of BBA. Under this research various challenges faced by BBA
students after the completion of their study are discussed. After completing a
Bachelor's in Business Administration (BBA), students face several challenges as they
move into the workforce or further education.

The study by Amjad, S., & Noor-ul-Ain, H. (2021) found that the majority of BBA
graduates faced several challenges during the transition, including a lack of practical
 34

skills, limited work experience, and a lack of networking opportunities. Additionally,

the study found that there was a significant gap between the skills taught in the
classroom and the skills required by employers. The authors also identified several
factors that could help BBA graduates overcome these challenges, including
internships, mentorship programs, and industry-specific training. The study
recommends that universities and employers work together to provide BBA graduates
with the necessary skills and experiences to succeed in the workforce.

The main challenges faced by BBA graduates is finding a job in their field of study.
The job market is highly competitive, and employers often require work experience
along with a degree. BBA graduates may have to start with an entry-level position and
work their way up the ladder. BBA students may have to choose a specialization in
their final year of study, which can be challenging as it requires them to decide on a
career path. It is important to choose a specialization that aligns with their interests
and career goals. BBA graduates must develop soft skills like communication,
teamwork, and problem-solving, as these skills are highly valued by employers. It is
crucial to work on developing these skills during their studies and through internships
or part-time work. Business is a dynamic field that is constantly evolving, and BBA
graduates must keep up with industry trends and changes to remain competitive in the
job market. They must continue to learn and adapt to new technologies and practices
to remain relevant.

It is important to prepare for these challenges and work on developing the skills and
knowledge necessary to succeed in the business world.
 35

CHAPTER 3
CONCLUSION AND ACTION IMPLICATIONS
3.1 Summary
The project discusses the history and purpose of Tribhuvan University, the
establishment of Bhaktapur Multiple Campus, and the Bachelor of Business
Administration (BBA) program offered at the university. The BBA program is a four-
year degree in commerce and business administration, designed to prepare
professionals for managerial positions and entrepreneurship. The project also outlines
the objectives and significance of a study to understand the challenges faced by BBA
students after completion of the program, including examining the education system,
identifying work opportunities and job prospects, and determining further
enhancement opportunities.

The data presented in the survey shows various aspects of BBA graduates'
experiences, perceptions, and challenges in further education, employment, and
workplace adaptation. Firstly, regarding further education, it's notable that a
significant portion of respondents (51.47%) pursued higher education after
completing their BBA, indicating a commitment to academic advancement. However,
opinions on the impact of grades on further study were mixed, with 50%
acknowledging a high influence, while others believed it to be of low importance or
irrelevant. This highlights different perspectives on academic performance's
significance in post-BBA pursuits.

Furthermore, the applicability of grading systems within BBA programs received

approval from the majority (72.06%) of respondents, suggesting confidence in the
relevance and effectiveness of grading system. However, there was a general opinion
(76.47%) that translating theoretical knowledge from BBA programs into real-world
scenarios posed challenges, highlighting a potential gap between academic learning
and practical application. Additionally, a large portion (72.06%) perceived a gap
between skills acquired during their BBA studies and those demanded by employers,
underscoring the need for bridging programs to align educational outcomes with
industry requirements.
 36

In terms of employment challenges, a huge majority (83.82%) faced difficulty on

securing jobs related to their BBA degree, indicating a competitive job market or
potential mismatches between skills and employer expectations. Moreover, while
BBA programs aim to equip students with digital and technological skills, the survey
revealed that only 14.71% felt fully equipped, while 73.53% expressing partially
equipped, suggesting for improvement in technological skill development within BBA
program. Communication and relationship-building skills, crucial for workplace
success, were perceived as moderately effective by 64.71% of respondents, while
26.47% respondent rated them as very effective. However, some respondents (8.82%)
considered their BBA programs ineffective in this aspect, indicating areas for
enhancement in facilitating interpersonal competencies. Adaptability to workplace
dynamics was perceived moderately well by almost 63.24% of respondents, although
only 14.71% of respondent felt not well prepared, emphasizing the importance of
curriculum enhancements to better simulate real-world scenarios.

Regarding globalization and international exposure, 64.71% reported moderate

opportunities provided by their BBA programs, with 16.18% lacking such exposure
entirely. This indicates potential gaps in preparing students for global business
environments, suggesting a need for expanded internationalization efforts within BBA
program. Lastly, respondents expressed varied opinions on post-BBA challenges, with
concerns ranging from leadership preparedness, job search difficulties, and
perceptions of nepotism in the workplace. These findings highlight the multifaceted
nature of challenges faced by BBA graduates, ranging from academic transitions to
workplace integration and career progression.

In summary, the survey highlights the diverse experiences, perceptions, and

challenges encountered by BBA graduates in further education, employment, and
workplace adaptation. It underscores the importance of continuous curriculum
refinement, alignment with industry demands, and enhancement of practical skills to
better prepare graduates for the evolving business landscape.

3.2 Conclusion
From the analysis, it is concluded that respondent is satisfied with the education
system of BBA but at the same time they feel difficulty in some extent. As a course is
vast and less adequate time for experience to the student.
 37

Thanks for the education level and understanding of respondent, the BBA education is
applicable in world wide. There are few comments withdrawn from the participant
which can be used for the overall development of the BBA education in a country like
Nepal. Besides these, the study concluded that the current practices of the education
system are good because looking at the scenario of Nepal the education system is
wider and most of people are educated which helps to make the education smooth and
effective. For making the BBA education better the university should implement or
change some strategy. BBA student also should be responsible by following
University rules and regulation strictly without any fraud. BBA graduates may face
several challenges after completing their degree program, including career
uncertainty, lack of practical experience, financial burden, skill gaps, and lack of
specialization, and challenges in building professional networks. To overcome these
challenges, BBA graduates should focus on developing their skills, gaining practical
experience, building professional networks, and pursuing specialized certifications or
advanced degrees. Additionally, universities should focus on providing practical
training, specialized courses, and opportunities for professional networking to prepare
BBA graduates for the challenges they may face in the job market.

3.3 Action Implications

Based on the findings of the survey regarding BBA graduates' experiences,
perceptions, and challenges, several actionable implications can be drawn to enhance
BBA programs and better prepare graduates for the demands of the modern business
world:

 Incorporate practical, hands-on learning experiences into the curriculum to

bridge the gap between theoretical knowledge and real-world application.
Integrate case studies, simulations, and industry projects to provide students
with opportunities to apply concepts learned in the classroom to practical
scenarios.
 Strengthen the focus on developing digital and technological skills within the
curriculum to ensure graduates are proficient in tools and technologies
relevant to today's workplace. Offer specialized courses or workshops on
digital literacy, data analysis, and emerging technologies to equip students
with essential skills.
 38

 Enhance career services support to assist graduates in navigating the job

market effectively. Provide resources for resume building, interview
preparation, and job search strategies. Foster partnerships with employers to
facilitate internship and job placement opportunities for students.
 Expand internationalization efforts within BBA programs to provide students
with exposure to diverse cultural, economic, and business contexts. Offer
study abroad programs, international internships, and cross-cultural learning
opportunities to develop global perspectives and intercultural competencies.
 Integrate training programs to develop soft skills such as communication,
teamwork, and adaptability, which are essential for success in the workplace.
Offer workshops, seminars, and coaching sessions to help students enhance
their interpersonal and leadership skills.
 Implement a feedback mechanism to solicit input from students, alumni, and
industry partners on the effectiveness of the BBA program in meeting
educational and employment objectives. Use feedback to identify areas for
improvement and make necessary adjustments to the curriculum and program
offerings.
 Provide ongoing professional development opportunities for graduates to
enhance their skills and stay updated on industry trends. Offer alumni
networking events, continuing education programs, and executive education
courses to support lifelong learning and career advancement.
 Foster a diverse and inclusive learning environment within BBA programs to
prepare graduates for working in multicultural and global settings. Promote
diversity initiatives, cultural competency training, and inclusive leadership
development to cultivate a more inclusive business community.

By implementing these action implications, BBA programs can better equip graduates
with the knowledge, skills, and competencies needed to succeed in today's dynamic
and competitive business environment. This holistic approach to education will not
only enhance the academic experience but also facilitate the professional and personal
growth of BBA graduates.
39
 REFERENCES

Alshehhi, S., & Khan, M. Y. A. (2021). Challenges faced by BBA graduates in the
UAE job market. International Journal of Business and Management Studies,
13(1), 15-26.
Amjad, S., & Noor-ul-Ain, H. (2021). Transition from academia to industry:
Challenges faced by BBA graduates. Journal of Education and Vocational
Research, 12(1), 1-8.
faculty of management. (2015, April 26). Retrieved from fomecd.edu.np.
Joshi, J. (2014). Challenges Faced by Management Graduates in India. International
Journal of Research in Commerce, IT and Management, 4(4), 18-22.
Journal of Management Studies (June 2016)
K.c, S. (2023 ). Challanges faced by management students after completion of
Bachelor level. Kathmandu, Nepal: Tribhuvan University.
Mukherjee, A., & Bhattacharya, S. (2018). Employability Skills of Business
Graduates: Students' Perspectives. International Journal of Business and
Administration Research Review, 2(7), 1-6.
Mamman, A., & Musa, A. (2016). Factors affecting career indecision: A study of final
year undergraduate students. Journal of Management Studies, 13(1), 55- 63.
Mangalmay Group of Institutions. (2016). Higher Education Makes Money. Retrieved
from http://www.hec.gov.pk
Pradhan, G. M. (2018). Organizational Behaviour. Kathmandu: Advance Sarswoti.
Rashid, M. M., & Rana, M. J. (2019). Challenges and opportunities for BBA
graduates in the global job market. International Journal of Business and
Management, 14(10), 8-23.
Sharma, A., & Bhatnagar, R. (2018). Factors influencing the career choices of BBA
graduates in India. International Journal of Management Studies and
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Ullah, M. S., & Rahman, S. (2019). Employability skills of BBA graduates: A case
study in Bangladesh. Journal of Education and Practice, 10(1), 1-11.
 APPENDICES

Dear respondent,

My name is Sushram Pradhan. I am undergraduate student of Bhaktapur Multiple

Campus, Tribhuvan University Nepal. At the present time, I am doing research
project work under the title "Challenges Faced aby BBA Students After
Completion Of BBA". I will be grateful if you provide a few minutes to answer my
questions appearing in the enclosed questionnaire. Your participation in this study is
entirely voluntary. All the response will be kept confidential and used for research
purpose only.

Thank you for the cooperation...!!

Email: …………………………...
Name: ……………………………
Respondent’s Profile

Q. No Question Options

1. Gender of respondent o Male

o Female
o Prefer not to Say

2. Age of respondent o 22-24

o 25-27
o 28-30
o Above 30

3. Profession of respondent o Government employee

o Private Company employee
o Unemployed
o Business
o Others
Main Part
Q. No Question Options
4. Did you pursue further education (such as o Yes
master's degree) immediately after completing o No

your BBA course?

5. How high is the impact of the grades in further o High

study of BBA students? o Low
o Doesn't matter

6. Is grade system in BBA program totally o Yes

applicable? o No

7. Do you find it challenging to apply theoretical o Yes

knowledge learned during your BBA program o No

to real world scenarios?

8. Do you feel there was a gap between the skill o Yes
you acquired during your BBA program and the o No

skill demands by the employer?

9. Did you face difficulty in finding a job related o Yes

to your BBA degree after graduation? o No

10. To what extent did your BBA program equip o Fully equipped
you with essential digital and technological o Partially equipped
o Not equipped at all
skills required in the contemporary workplace?
11. How effective has your BBA program been in o Very effective
facilitating communication and building o Somewhat effective
o Not effective at al
relationships in the workplace?

12. How well do you think your BBA program o Very well
prepared you for adapting to the dynamics of a o Moderately well
o Not well at al
workplace environment?

13. To what extent did your BBA program provide o Extensively

opportunities for international exposure or o Moderately
o Not at all
global perspective?
How much do you agree or disagree with the following statement?

Strongly
Strongly Neutra Disagre Disagre
Statement Agree Agree l e e

BBA program adequately

prepared me for a leadership
role. o o o o o

It was challenging for me to

find a job after completion of
BBA degree. o o o o o

BBA program prepared me

well for adapting to the
dynamics of the workplace. o o o o o

I feel less risk of competition

in my workplace due to my
experience of internship. o o o o o

The knowledge I acquire

during BBA course are
enough for me for appearing
job vacancies examination. o o o o o

I feel there is high nepotism

and favoritism during the
o o o o o
selection of candidates.