A

DISSERTATION REPORT

ON

STUDY OF A LEVEL OF SATISFACTION OF STUDENTS IN DEHRADUN

REGION

Submitted in partial fulfillment of the requirement of the

Degree of

MASTERS OF BUSINESS ADMINISTRATION

Affiliated from

UTTARANCHAL TECHNICAL UNIVERSITY, DEHRADUN

Under the guidance of-

Submitted by-

MR. WASIQ IQBAL (HOD) VARUN

SHUBHAM DIMRI

NEERAJ RANA

SANJAY SRIVASTAVA

DEPARTMENT OF MANAGEMENT

GURU RAM DAS INSTITUTE OF MANAGEMENT AND TECHNOLOGY

DEHRADUN
 CONTENTS

TITLE

ACKNOWLEDGEMENT

GUIDE CERTIFICATE

CANDIDATE’s DECLARATION

CHAPTER NO. DESCRIPTION

Chapter-1 Introduction

1.1 Theories

1.2 Dimensionality

1.3 Causes, covariates and consequencies

Chapter-2 About student Satisfaction

Chapter-3 Research Methodology

Research Objective

Data analysis & Interpretation

Findings of the study

Chapter-4 Recommendations & Suggestions

Chapter-5 Limitation
 ACKNOWLEDGEMENT
At the very outset, I would like to acknowledge with immense
gratitude the support and guidance of some people without whom the
project could not have been completed. Also thanks to them, I learnt a
lot more additional things than just restricted to my project.

First of all I would like to thank my project guide Mr. WASIQ

IQBAL (HOD) FOR HIS SUPPORT AND PATIENCE WITH ME DESPITE HIM
BEING HARD PRESSED for time.

I am thankful to (company’s profile) for providing me with the

wonderful opportunity and allowing me to take this study.

Also I would like to thank the faculty guide of my college who

guided me in my project.

I would also like to thank (other members of your training

institute who helped you out in completion of your project report).

Last but not the least I would like to thank my parents who have
always showed their full faith in me, and the biggest sourse of my
encouragement and guidance.

SHUBHAM DIMRI

VARUN

NEERAJ RANA

SANJAY SRIVASTAV
 Guide Certificate

I have the pleasure in certifying that Neeraj Rana is a bonafide

student of 2nd semester of the MBA (2018-20) of GRD IMT,
Dehradun.
She/He has done dissertation work entitled under my Guidance.
I certify that this is his/her original effort and this project has not
been submitted in any other Institution/University for the purpose
of award of any degree under my guidance.
This project fulfills the requirement of the curriculum prescribed by
this institute for the said course.
I recommend this project work for evolution and consideration for
the award of degree to the student.
 CANDIDATE’S DECLARATION

I declare that dissertation entitled is my own work conducted under the supervision of
MR. WASIQ IQBAL.

I further declare that to the best of my knowledge the dissertation does not contain any part of
my work, which has been submitted for the award of any degree either in this institute or any
other institute without proper citation.

Date :

Place :
 CHAPTER-1

INTRODUCTION
Education is a key driver of economic growth, particularly the higher education sector. With the higher
education sector becoming an increasingly competitive market, university student satisfaction has
become an important component of quality assurance. Thomas and Galambos (2004) argue that
students are regarded as consumers of higher education. University students’ satisfaction is important
to institutional success in that effective institutions have satisfied ‘customers’ because this satisfaction
supports the enrolment of additional students or ‘customers’. Ratings of student satisfaction are
becoming more transparent and readily available. For example, see https://www.qilt.edu.au. As a result,
most universities around the world are constantly looking at how to improve the satisfaction of students
at their institution.

University students' satisfaction with their institution has individual, institutional and social implications.
From an institutional point of view, satisfied students are more likely to continue in their studies
(retention) and are more likely to succeed academically and this is likely to enhance the financial
position and reputation of the institution. Satisfied students also make effective public relations agents.
High student satisfaction helps in attracting and retaining high achievers who in turn increase the
reputation and standing of the university.
Maintaining and improving students’ satisfaction has been considered an important goal of education
and universities (Orpen, 1990), with the assumption that student satisfaction is indicative of institutional
effectiveness (Barton, 1978). A key factor of student satisfaction is the quality of the teaching staff. As a
result, the use of student rating scales as an evaluative component of their teaching system has
increased. The majority, if not all, teaching staff at most universities have been required or expected to
administer some type of teaching evaluation form to their students during each course offering for
some time (Seldin, 1993).
Assessing student satisfaction provides a way that universities can focus directly on issues of quality
development in order to ensure that educational standards are high (Wiers-Jenssen, Stensaker, &
Grogaard, 2002). Measures of student satisfaction can also assist in identifying and implementing areas
for development.
Universities initially set up satisfaction surveys to serve two purposes: to help administrators monitor
teaching quality and to help teaching staff improve on their teaching. University student satisfaction
surveys are being used today in more ways than ever before (Kulik, 2001). For example, to evaluate the
quality and availability of the library resources, to assess whether there is sufficient IT assistance and
support for students and to consider student opinions on the social aspects of university life to name a
few.
Many teachers approve of the increased use of satisfaction surveys in universities. Teaching staff view
these surveys as reliable and valid measures that bring methodical precision to the evaluation of
teaching. However, not all teachers share this view. Some teachers view students’ satisfaction surveys as
meaningless quantification. Teaching staff fear that students too often abuse this anonymous power to
get even or get back at teaching staff and warn that satisfaction surveys may turn the evaluation of
effective teaching into a personality contest (Kulik, 2001).
 THEORIES

Several theories have been proposed in an effort to better

understanding the psycho-social dynamics of student satisfaction. For
example, the “happy-productive” student theory (Cotton, Dollard, & de
Jonge, 2002) suggests that student satisfaction is mediated by psycho-
social factors Ssuch as coping, stress and well-being. It provides
evidence wherein high levels of psychological distress at university is
related to lower satisfaction.
The "investment model" explains the relationship between student
satisfaction, attrition and academic performance. Satisfaction increases
when the rewards of study increase (higher grades). When costs like
financial and time constraints are lower and alternate options are study
are low, satisfaction was higher (Hatcher, Kryter, Prus, & Fitzgerald,
1992). Using the investment model, students at risk for "dropping-out"
can be identified and offered counselling and other student support
services as a preventative measure. To improve retention rates and the
quality of graduates, universities need to consider the satisfaction
needs of students including those currently under-represented such as
non-traditional, indigenous and regional Australians (Bradley, 2009).
A third theoretical approach, based on consumer satisfaction theory,
considers satisfaction as a function of the extent to which students'
expectations about university are met with positive confirmations of
expectations leading to higher levels of satisfaction (Churchill &
Suprenant, 1982).
 DIMENSIONALITY
Understanding the underlying dimensions of student satisfaction and the factors that contribute to student
satisfaction has several potential benefits and applications for institutions, students, and society.
Several studies have examined the dimensionality of university student satisfaction (e.g., Elliott & Healy,
2001; Wiers-Jenssen, Stensaker & Grøgaard, 2002).
Overall, some fairly consistent factors tend to emerge:

1. Education quality - course content and staff teaching

2. Social aspects and/or opportunities
3. Facilities and resources of the campus (DeVore & Handal, 1981; Garcia-Aracil, 2009).
Okun et al. (1981) and Okun, Kardash, Stock, Sandler and Baumann (1986) simply extracted two university
student satisfaction factors:

1. Academic aspects
2. Amenities and services
The College Student Satisfaction Questionnaire (CSSQ) classified six dimensions of university satisfaction:

1. Policies and procedures

2. Working conditions
3. Compensation
4. Quality of education
5. Social life
6. Recognition (Betz, Klingensmith, & Menne, 1970; Betz, Menne, Star, & Klingensmith, 1971).
DeVore and Handal (1981) proposed a five-factor model of university student satisfaction:

1. Working Conditions (relating to University Environment)

2. Compensation (cost vs. benefit)
3. Quality of Education (e.g. relating to teacher capability)
4. Social Life (involvement in social activity)
5. Recognition (social belonging).
Clemes (2007) proposed a three-factor theory with multiple sub factors that further explain Student
Satisfaction:

1. Interaction Quality
2. Outcome Quality
3. Physical Environment
Lo (2010[1]) identified three university student satisfaction factors:

1. Instructor’s directions and support

2. Own commitment to learning
3. Course policies
A study by Wiers-Jenssen et al. (2002) found quality of teaching (academic and pedagogic) to be a crucial
determinant of student satisfaction (Wiers-Jenssen et al.). The study also emphasised that the social climate,
aesthetic aspects of the physical infrastructure and the quality of services from the administrative staff,
quality of supervision and feedback from academic staff, composition, content and relevance of curriculum,
quality of, and access to leisure activities should not be overlooked when considering factors of student
satisfaction (Wiers-Jenssen et al., 2002).

A possible factor structure for the 37 university student satisfaction items in the is shown in Figure 1.

Figure 1. Some possible university student satisfaction factors

Causes, Covariates and Consequencies

The debate about whether student satisfaction improves

students’ academic performance or whether students’
performance improves student satisfaction is an
interesting and important issue (Bean & Bradley, 1986).
Research conducted by Siegel and Bowen (1971) on
measures of satisfaction and performance indicated that
satisfaction follows performance. In addition, they found
that self-esteem moderated the relationship between
performance and satisfaction.
Individual differences in university student satisfaction
may be, in part, due to individual differences in general
life satisfaction. Thus, to better understand student
satisfaction, it could be helpful to remove the influence
of broader life satisfaction. Hence a 5-item measure of
general life satisfaction was introduced in TUSSMSQ v.6
(Diener's Satisfaction with Life Scale).
 CHAPTER-2
Definition of Student Satisfaction

Students’ satisfaction can be defined as a short-term

attitude resulting from an evaluation of students’
educational experience, services and facilities. Earlier it
was measured by common satisfaction frameworks but
later higher education specify satisfaction models were
developed. The objective of this review is to render all
available constructive literature about students’
satisfaction with a sound theoretical and empirical
background. Data were collected from refereed journals
and conference papers, and are constructively analyzed
from different point of views to filter a sound
background for future studies. The first section of the
paper discuss students’ satisfaction, satisfaction models
and frameworks used by previous researchers around
the world and second section explain the empirical
findings of previous studies in real world context.
 RESEARCH METHODOLOGY
Research Objective ;
1. To study the Students preference with respect to their colleges .

2. To examine relative importance of different attrebutes while pursuing their

courses .

3. to study the effect of activities which are served in the college .

4. To study the students behavior in respect to the activities which is offered in their
colleges .

Students categories Under the studies ;

Management & Engineering in dehradun Region

Colleges ; IMS, DIT, GRD IMT, ITM, MIT

Research Design
Research design selected for this project is Descriptive .

Data collection method ;

(A) Primary data collection method :

Survey Method was used for primary data collection .

We used Questionnaire as an instruments for survey method .

Structured Questionnaire .

Type of Questionnaire ; Open ended and closed ended .

(B) Secondary Data Collection method ;

Internet
 SAMPLING DETAIL
1. Target population : The population for this research study consists of the students
of Dehradun.
2. Sampling unit : In this study the sampling unit is individual students .
3. Sample size : 100 Students .
4. Sampling method : The sample is selected by using convenience-sampling method.
 DATA
ANALYSIS

INTERPRETATION
Q1. Are you the student of Management or Engineering?
A. Management ( ) B. Engineering ( )

Management Engineering

40%

60%

INTERPRETATION:

The above questions has been formed to know the level of

satisfaction of engineering and management students in dehradun
region.

From the above result it is clear that out of 100 students 40 students
are from engineering and 60 are from management respectively.
Q2. From how many years are you studying in this college?
A. Less then 1 year ( ) B. 1 year ( )
C. 2 years ( ) D. 3 years ( ) E. More then 3 years ( )

Column1
Less than 1st year 1st year 2nd year 3rd year More than 3rd year

5%
13% 24%

36% 22%

INTERPRETATION:

From the above result it is clear that 36 students are in 3rd year , 24
students are less than 1 year , 22 student are of 1st year and 5 students
are from more than 3 years.
Q3. Do you have experienced faculty members?
A. Yes ( ) B. No ( )

Yes No

23%

77%

INTERPRETATION:

The above question has been formed to know the experienced faculty
members.

From the above result it is clear that out of 100 members more than 70
members are experienced and the rest are inexperienced.
Q4. Do your college staff helpful & supportive?
A. Yes ( ) B. No ( )

YES NO

25%

75%

INTERPRETATION:

The objective behind the question is to know the support of staff members
with students.

If we look at the graph we get to know that 75% of staff is helpfull.

Q5. Is your college environment friendly & safe?
A. Yes ( ) B. No ( )

YES NO
0%

100%

INTERPRETATION:

Answer of this question will get an idea about the friendly and safe
environment of the college.

Here we can see at the graph that 100 out of 100 students feel safe and
friendly & safe environment in their college.
Q6. Is your curriculum in line with your field of study?
A. Yes ( ) B. No ( )

YES NO

22%

78%

INTERPRETATION:

The above question clearly states that the curriculum in line with the field
of study.

The result shows that 78% of activities are in line with the field of study and the
rest are just for the entertainment.
Q7. Rate all these between (1-5)
where, 5=Excellent,4=Very good 3=Good 2=Satisfactory 1=Bad
A. Lecture Room (1 , 2, 3, 4, 5)
B. Drinking Water Facility (1 , 2, 3, 4, 5)
C. Canteen (1 , 2, 3, 4, 5)
D. Behavior of Administrative staff (1 , 2, 3, 4, 5)
90
80
80
70
70

60

50

40 35
30 30
30
20
20
10 10
10 5 6 5
0 0 0
0
LECTURE ROOM Drinking Water Facility Canteen Behavior of
Administrative staff

BAD SATISFACTORY GOOD VERY GOOD EXCELLENT

INTERPRETATION:

In this result the main problem which is arises in the colleges about the
lecture rooms , drinking water facilities , canteen and behavior of administrative
staff are just satisfactory.
Q8. Do your college has any entry & exit timing?
A. Yes ( ) B. No ( )

YES NO

10%

90%

INTERPRETATION:

The above question states that entry and exit timing of college and the
result shows that according to 90%of the students have entry and exit timing.
Q9. What is the quality of food served inside your campus?
A. Poor ( ) B. Satisfactory ( )
C. Good( ) D. Very good ( )

POOR SATISFACTORY GOOD VERY GOOD

14%
29%

15%

42%

INTERPRETATION:

The answer of the students give and idea about the quality of food served
inside the campus where we can see that out of 100 students 42 students are
satisfied 29 students think that the quality of food is poor and the rest thing that
the quality is very good.
Q10. Do you have supportive classmate?
A. Yes, Extremely Supportive ( )
B. They are neither Supportive or Unsupportive ( )
C. No, Extremely Unsupportive ( )

8%
Yes, Extremely Supportive
17%
They are neither Supportive or
Unsupportive
No, Extremely Unsupportive

75%

INTERPRETATION:

This result shows that 75% students are supportive , 17% students neither
supportive or unsuppotive and the rest are unsupportive.
Q11. Do your teachers encourage you to perform well?
A.Yes, All the time ( )
B. Only Sometimes ( )
C. NO, Not at all ( )

Yes, All the time Only Sometimes NO, Not at all

3%

30%

67%

INTERPRETATION:

This result clearly state that 67% of teachers encourage the performance of
the students 33% of teachers are encourage sometimes and the rest of the
teachers are never encourage the performance.
Q12. Do you agree with the statement: “my teacher has fair rules for
the class and is extremely impartial”.
A. Strongly Agree ( ) B. Neutral ( ) C. Strongly Disagree ( )

Strongly Agree Neutral Strongly Disagree

2%

33%

65%

INTERPRETATION:

This result clearly state that out of 100% , 33% of the teachers are get
partial towards the students and 65% of the teachers neutral towards the
students and the rest are always biased towards the student.
Q13. Are you satisfied with the timing of lectures?
A. Very bad ( ) B . Satisfactory ( )
C. Good ( ) D. Very Good ( ) E. Excellent ( )

7%
8% 23%
Very bad
9%
Satisfactory
Good
Very Good
Excellent

53%

INTERPRETATION:

The result shows that out of 100% , 23% of students feel the timing is very
bad, 53% of the students are satisfying with the timing of the lectures and the rest
feel above the satisfaction.
Q14. Do you get regular industry guests to guide?
A. Yes ( ) B. No ( )

YES NO

49%
51%

INTERPRETATION:

The above chart shows that more than 50% say that the industrial visit is
conducted regularly in the college and the rest thing that the visit is not
conducted regularly.
Q15. How your college arrange the seminars?
A. Once in a week ( ) B. Once in a month ( )
C. No particular time ( ) D. Never ( )

Once in a week Once in a month No particular time Never

8%
14%

33%

45%

INTERPRETATION:

The above question state above the arrangement of the seminar and the
result shows that 45% of the student say that the seminar are conducted once
in a month 33% of the students say that there is no particular time to conduct
the seminar and 14% of student say that the seminar is conduct once in a
week and the rest say that seminar are never conducted in their collage.
Q16. How is the placement in your college?
A. Bad ( ) B. Satisfactory ( )
C. Good ( ) E. Very Good ( ) E. Excellent ( )

BAD SATISFACTORY GOOD VERY GOOD EXCELLENT

7%
6%
31%

21%

35%

INTERPRETATION:

The above result shows the placement schedule in the college where, 31%
of student say the placement schedule is very bad 35% say that it is satisfactory
21% , 6% and 7% of student saying the placement scheduling is good , very good
and excellent respectively.
Q17. What is the average package of placement?
A. 2-3 lakh ( ) B. 3-4 lakh ( )
C. 4-5 lakh ( ) D. 4-5 lakh ( )

2-3 lakh 3-4 lakh 4-5 lakh 4-5 lakh

3%

11%

8%

78%

INTERPRETATION:

The above result tells about the average package of placement in the
college where 78% of student say that the average package is 2-3 lakh or less than
2 lakh 8% say that the average package is 3-4lakh , 11% say that the average
package is 4-5 lakh and the 3% are those who say that the average package in
their college is above 5 lakh and those whose are from ims .
Q18. Give overall rating to your college.
A. Bad ( ) B. Satisfactory ( )
C. Good ( ) D. Very Good ( ) E. Excellent ( )

Bad Satisfactory Good Very Good EXCELLENT

11% 14%

14%

39%
22%

INTERPRETATION:

The above result shows about the rating of the college in which 22% of
student out of 100% student rate as good 39% are satisfied to their college 14%
and 11% rate as very good and excellent respectively and the rest rate as very
bad.
 Findings of the report :
 1st Year students are more satisfied then other year’s students .
 Criteria of attendance is most commen problem which is arised in front of students.
 Faculties are experienced in each colleges.
 Placement package is not up to mark in each colleges.
 Teachers are baised some times.
 Lactures rooms are not up to the mark in each college.
 Food facilities are not up to the mark in ITM, GRD IMT & MIT Dehradun.
 Seminars are not condected in MIT Dehradun.
 There is entry & exit timing in each college because of that student can’t attend the
college in between of the timing.
 Recommendation:

 College must have work on the lectures rooms canteen facility and drinking
water facility.

 Seminar should be conducted in a regular period of time ( the period could

be once in a month ).

 College has to work on placements and has to bring more and more
reputed companies for the placements.

 College has to improve the quality of food served in canteen or mess.

 Smart classes must have done in the colleges .

 Curriculum activities should be in line with the field of study.

 Teachers has to treat student equally.

 If the colleges work on these aspect, the standard of the college will
definitely increase.
 LIMITATIONS OF STUDY
 We considered Dehradun region only because of limited time duration .

 We considered 20 students of each college because of limited time

duration .

 Due to this, our sample size is only hundred, which is not very large .

 All the respondents could not fill their questionnaire on their own due to
problem of time and lack of positive behaviour .

 Respondent may give biased answer due to the reputation of His/Her

college .

 Findings of study are based on the assumption that the respondents have
given correct information .
 CONCLUSION OF THE STUDY
 Placement are not up to the mark which is influencing the interest of
student towards the study.
 Facilities which college is offering is not to the up to the mark.
 Colleges are working on the safe and friendly environment to the students
which helps the college to attract the new students and to maintain the
interest of existing students.
 Entry and exit timing of the college is helpful to the students to be
punctual.
 Almost in every college the faculties are experienced which helps the
students to get more and more knowledge.
 BIBLIOGRAPHY

WEBSITE
ANNEXURE
 QUESTIONNAIRE

Name of the student :

Contact number :
Email id :
College name :

Q1. Are you the student of Management or Engineering?

A. Management ( ) B. Engineering ( )
Q2. From how many years are you studying in this college?
A. Less then 1 year ( ) B. 1 year ( )
C. 2 years ( ) D. 3 years ( )
E. More then 3 years ( )
Q3. Do you have experienced faculty members?
A. Yes ( ) B. No ( )
Q4. Do your college staff helpful & supportive?
A. Yes ( ) B. No ( )
Q5. Is your college environment friendly & safe?
A. Yes ( ) B. No ( )
Q6. Is your curriculum in line with your field of study?
A. Yes ( ) B. No ( )
Q7. Rate all these between (1-5)
where, 5=Excellent
4=Very good
3=Good
2=Satisfactory
1=Bad
A. Lecture Room (1 , 2, 3, 4, 5)
B. Drinking Water Facility (1 , 2, 3, 4, 5)
C. Canteen (1 , 2, 3, 4, 5)
D. Behavior of Administrative staff (1 , 2, 3, 4, 5)

Q8. Do your college has any entry & exit timing?

A. Yes ( ) B. No ( )
Q9. What is the quality of food served inside your campus?
A. Poor ( ) B. Satisfactory ( )
C. Good( ) D. Very good ( )

Q10. Do you have supportive classmate?

A. Yes, Extremely Supportive ( )
B. They are neither Supportive or Unsupportive ( )
C. No, Extremely Unsupportive ( )
Q11. Do your teachers encourage you to perform well?
A.Yes, All the time ( )
B. Only Sometimes ( )
C. NO, Not at all ( )
Q12. Do you agree with the statement: “my teacher has fair rules for
the class and is extremely impartial”.
A. Strongly Agree ( )
B. Neutral ( )
C. Strongly Disagree ( )
Q13. Are you satisfied with the timing of lectures?
A. Very bad ( ) B . Satisfactory ( )
C. Good ( ) D. Very Good ( )
E. Excellent ( )
Q14. Do you get regular industry guests to guide?
A.Yes ( ) B. No ( )
Q15. How your college arrange the seminars?
A. Once in a week ( ) B. Once in a month ( )
C. No particular time ( ) D. Never ( )
Q16. How is the placement in your college?
A. Bad ( ) B. Satisfactory ( )
C. Good ( ) E. Very Good ( )
E. Excellent ( )
Q17. What is the average package of placement?
A. 2-3 lakh ( ) B. 3-4 lakh ( )
C. 4-5 lakh ( ) D. 5 & above ( )
Q18. Give overall rating to your college.
A. Bad ( ) B. Satisfactory ( )
C. Good ( ) D. Very Good ( )
E. Excellent ( )
Q19. Give your suggestions for the improvement of your college.