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Executive summary

The Master of Business Administration (MBA) program is one of the most popular
qualifications in management education and has become almost a requirement in some business
circles. The ability to think analytically and strategically, complemented by leadership skills,
quantitative skills and communication skills, are attributes that encourage the corporate sector to
hire MBA graduates. I hope that my research result on the field of MBA, student perception
toward MBA will be useful to understand different factor that student consider while doing
MBA. .The MBA program is recognized worldwide and is considered as a major step towards a
successful business management career. They meet new people, share experiences, and discover
new horizons and careers they never knew existed. MBA also gives them confidence and
maturity they never had before

This study shows the internal and external motivational factor and satisfaction factors
influencing students to continue study Master of Business Administration (MBA) .
Theoretical framework had been collected form secondary data. The research found out that most
of the student who had bachelor background as BBA are willing to join MBA. Other background
student chooses MBA to increase the managerial skills. The gender distribution in the MBA is
nearly same.

The study also explained which factor that student most consider before selecting MBA
college like college infrastructure, management structure, curriculum, teaching style, past
achievement of college, affiliated university etc. the research found out most of the student focus
on curriculum and management style of college. The study had also explained the main factors
those lead students decide to study MBA. it describe various factor such as requirement of
MBA increases because of globalization change, Organizations prefer efficiency business
solving-problem skill, leadership and management skills, for career change, for better job
opportunity, at the same time people need to improve their professional career. The study found
out most of the student are doing MBA because to increase their management and leadership
skills. Such that they believe it will increase their knowledge and research found that it actually
happened. Most of the student confidence level are growing after joining MBA

Chapter 1: Introduction

Education is essential for everyone. In the era of the globalization, strategy and
innovation are changing all the time, the level of education helps to people understand about
changing circumstances and it helps to grape the opportunity and knowledge. In the recent year
the trend has been change there is high demand of skill labor in market. To cope these demand,
educational institution is needed. Out of the different scheme study area, probably the most
famous and attractive study is Master in Business Administration course.

1.1 Background of the study


The Master of Business Administration (MBA) program is one of the most popular
qualifications in management education and has become almost a requirement in some business
circles. The ability to think analytically and strategically, complemented by leadership skills,
quantitative skills and communication skills, are attributes that encourage the corporate sector to
hire MBA graduates. I hope that doing research on the field of MBA, student perception toward
MBA will be useful to understand different factor that student consider while doing MBA. .The
MBA program is recognized worldwide and is considered as a major step towards a successful
business management career. They will meet new people, share experiences, and discover new
horizons and careers they never knew existed. MBA also gives them confidence and maturity
they never had before (Bryne , 1993). The course is designed both for students and professionals
who wish to upgrade their management skills and qualifications to become successful
businessman and entrepreneurs in future

1.1.1 Definition of MBA


“The MBA (Master of Business Administration) is a master’s degree in business
management and administration. It is generally a 2 year, full-time program taught in business
schools of major universities and colleges. An applicant must pass the graduate Management
Admission Test (GMAT) for admission. The instruction is made up of theoretical and practical
training, and degree holders can opt for specialization in marketing, finance, international
business and human resource management. IN recent decades, students are acquiring MBA
degrees in techno-commercial management as well. Professionals with MBA degree is highly
sought in the marketplace and generally lead challenging and fulfilling careers” (Pallab, 2009).

1.1.2: Value of MBA


The scope of MBA program is growing tremendously. The MBA qualification seen as
passport to managerial and leadership skill. According to Thompson and Gui (2000), the demand
for MBA programs among Asians is driven by the fact that the MBA program will help
graduates by preparing them for managerial roles. Students in this sample appeared to have more
interest in enriching their management skills and capabilities, ranging from better power of
analysis to certain functional managerial skills. The improvement in career development after
obtaining an MBA is one of the values that MBA graduates are looking for upon completion of
the program. It appears that having a management qualification is a basic demand for achieving
senior management positions. The value of MBA for an individual can be viewed as career
development, increase in salary, increase in reputation, improve in knowledge and many more.
The value of MBA program is increasing in Nepal too. Almost from all the faculty student does
MBA as there is high demand of MBA graduate. The value that is adding by MBA also well
recognized by company.

1.1.3: History of MBA


Master of Business Administration (MBA) has begun in the 20th century in United
State of America. In Nepal it has been new course, in recently there are number of MBA
colleges in Nepal, there are two categories of MBA colleges in Nepal—those that are affiliated
with domestic universities and others affiliated with international universities. Most of colleges
running MBA programs in the country are affiliated with domestic universities like Kathmandu
University, Pokhara University, Tribhuvan University and Purbanchal University.

Over the past few years, Nepal has witnessed the entry of MBA colleges with international
affiliation. Institutions like King's College, KFA, Lord Buddha Education Foundation (LBEF),
ICA, Nepal Information Technology and the institute of Banking and Management Studies
(IBMS) are offering MBA degrees in affiliation to various international universities.
Intercontinental American University (USA), Sikkim Manipal University (India), IGNOU
(India) and Vinayak Mission University (India) are some of them (EducateNepal, 2013)
In Nepal there are 27 colleges who are offering MBA ( EMBA, entrepreneurship ) currently.
There are high demand of MBA graduate in the market and colleges are using these situation as
an opportunity for them. Most of college are offering executive MBA, full time MBA, MBA
entrepreneurship and part time MBA. Master of Business Administration (MBA) allows students
to work while studying at the same time, so called part -time MBA, this type of MBA is
considered to be very preference and biggest growth.

1.2 Problem Statement


Today MBA is growing so fast, many people doing MBA because other are doing. This
research try to find out why people do MBA and while doing MBA what is most important
factor that student consider. Many people does MBA for various reason. This research will try to
find out what is internal and external motivation that drive to student to do MBA.

Many student doing MBA at various college for various reason but the problem is that whether
the learning education is improving their business or work. This research can be used by various
college for developing various infrastructure that student consider before joining MBA. It helps
to improve their curriculum and teaching method. It gives overview why student want to do
MBA, what factor student consider before choosing MBA College, what will be the expectation?

1.3. Objective of Study


The main objective of this is to identify different variable that student consider before
choosing MBA. It try to find out why people does MBA? Whether they are doing for improving
their knowledge or they are just doing because there is high salary offered for an MBA? What is
the inner and external motivation for joining an MBA?

 To determine the relationship between age and pursuing behavior of student towards
MBA.
 To identify various variable like college infrastructure, management of college that
student look out before selecting any MBA college
 To examine whether there is gender inequality in MBA education.
 To know the bachelor background study of MBA student
 To find out what the external innovation factor behind doing MBA.
 To establish relationship between MBA student satisfaction with college management.
 To know the current interest level of student who are doing MBA and to know whether
they are satisfied with the service that college are providing.

1.4 Theoretical Framework


MBA has become one of the most popular fields of study. It is important to note that
potential MBA degree seekers could have a wide variety of backgrounds with respect to age,
education, duration and type of work experience, gender, ethnicity and academic/scholarly
orientation (Iwasaki , Dec 16, 2005). As the research shows there is significant relationship
between the salary and degree of MBA. Most of the people in western done MBA for improving
their knowledge but still in the east people does as expectation of company pays good salary to
them. In his article Maria Alexandra Bujor describe 5 good reason to do an MBA in his Thesis
are high salary, better career opportunity, better business network consolidate, New skill and
knowledge acquisition and A holistic perspective over the business world. People do MBA for
different reason but the ultimate expectation of degree is to improve standard of life wither
paying high salary or improving knowledge.

Tangible Intangible

Age Individual Difference

Individual Education Background Knowledge

Gender Experience
MBA seeker
Experience Motivation

Curriculum Structure
Full-time MBA
Teaching Style
Part-time MBA
Affiliation
Executive MBA
Program MBA entrepreneurship

Fig 1: Characteristics of individual MBA seeker and MBA program.


An MBA program is explicitly aimed to add value to graduate students giving them
Business-related knowledge and managerial skills. According to Business School Research there
are 9 Key Factors to Consider Before Choosing an MBA Program. That is post MBA goals,
Ranking, Accreditaion, curriculum and internship, class diversity, Alumni network, psot MBA
salary, carrer service and aluminum feedback. In my research I will try to find some of the factor
that people consider like Post MBA goals, according to background and motivation people chose
MBA for switch job functions, increase prospects globally, or use it to explore various career
options.i will alos like to student pereption on chosing MBA college based on colege ranking nad
their affiliation, the alumuni that college had and currrculium and internship.

The tangible charcterstics of MBA seeker can easily measureable through the set of
questioner but to measure intangible properties we have to convert each answer into respective
numerical value and thus we able to meausre it.there are number of independet variable that we
need to measure the relationship with MBA program.

Financial benefit

Employability

Shift in career
MBA intervention
Confidence in Knowledge

Career growth

Alumina Network

Fig 2: MBA intervention of student


1.4.1 Dependent and Independent Variable
The various independent variable that I try to find the relationship with the dependent variable
MBA study are:

Age : what is average age of student who are doing MBA?

Gender: whether there is gender enquality or not in nepali society while pursuing MBA.
Educational Background: from whose background ,student pursue MBA degree like
engineering , management, arts etc.

External factor: Various factor like college infrastrcture, alumini network, curriculum,
manageent team that effect the slection of MBA college.

Post MBA goals: The main objective of this research is to idnefiy why people are doing MBA
whther they want carrer change, or for high salary or for personal skills and knowledge
development.

1.4.2 Research Question and Hypothesis:


The main aim of this research is to find out student perception towards MBA course. It’s
try to explore why MBA are so being popular among all the field of education. The main three
question that I try to investigate are:

RQ1: There are different external factor that effect the choice of MBA College. Which college
are best and why? It’s all dependent upon various factor like college infrastructure, management
structure, curriculum, teaching style etc and I like to examine what is most significant variable
that student consider.

Null hypothesis: there is no significant relationship between various factor and student decision
to choose college.

Alternative hypothesis: there is significant relationship between various factor and student
decision to choose college

RQ2: all the student who are currently studying MBA may not be from management
background. My study try to explore bachelor background of the student. The background
education can also impact on satisfaction of student toward MBA.

Null hypothesis: there is no significant relationship between bachelor education and MBA
pursuing behavior.

Alternative hypothesis: there is significant relationship between bachelor education and MBA
pursuing behavior.
RQ3: different student doing MBA for various reason. My research will try to find out what is
student MBA intervention that driving them towards into the class of MBA? There are various
factor that motivates student. There are two debate: people do MBA for increase their knowledge
and skills and people do not for improving knowledge and skills they do it for another reason. So
I decide to examine relationship with pursuing behavior of MBA study with post goal of MBA.

Null hypothesis: Student does not do MBA for to increase their knowledge and skills.

Alternative hypothesis: Student does MBA for to increase their knowledge and skills.

RQ4: This research will try to find out potential energy level of student. Whether their
knowledge are growing or not? Whether they are satisfied with college management. Curriculum
structure, teaching style etc. the finding of this question will be very useful to the college in order
to build necessary infrastructure to attract new student.

RQ5: What is the average age of the student who are currently doing MBA?

Null hypothesis: there is no significant relationship between age and MBA purchasing behavior.

Alternative hypothesis: there is significant relationship between age and MBA purchasing
behavior.
Chapter 2: Literature Review

The literature review section traverses through various research studies intended
towards understanding students‟ perception about MBA.

2012 MBA .com Prospective Students Survey Report explores the motivations,
behaviors, program choices, and intended career outcomes of individuals who expressed a desire
to further their education in a graduate business program. Interest in MBA Is Strong on the Rise.
The majority of today’s prospective student respondents were only interested in pursuing an
MBA degree (55%), a figure that has remained steady since 2009. Demand for master’s
programs is greatest among the youngest cohort of prospects, where more than 50 percent of
applicants to management, accounting, and finance programs are younger than 24 years of age.

Students‟ perceptions relating to their expertise of study in a global branch field was
assessed against seven dimensions i.e. learning resources, quality of lecturers and teaching,
student learning, program effectiveness, use of technology, assessment and feedback, facilities
and quality of social life, during a UAE study. The results showed that these international branch
campus of US, UK and Australia were performing well and largely the students were satisfied
(Wilkins, Balakirshna , & Huisman, 2012). A paper that aimed to examine the issue of quality as
determined by Australian and international students found that there were significant differences
between international and Australian students‟ perceptions. Among the various factors, academic
instruction was the most critical aspect of quality of education (Gatfield , Barker, & Graham,
1999).

According to the prospective management survey done by graduate management council


(2012) top motivation for pursuing a graduate management education is for to increased job
opportunities (70%), increased salary potential (67%), develop business KSAs ( 66%), accelerate
care path (63%), develop leadership skills (58%) and for managerial skills (57%). The research
also show lower motivation that drive a student to do management graduate is to improve in the
effectiveness in job (46%). In my research I would try to find out as what will be the top
motivation that driving student to do MBA in Nepal.
According to master thesis report of Iwasaki (2005) , research done on Japan and USA
seperately, the results supported hypothesis on financial benefit and showed MBA graduates earn
higher income than people without MBA in Japan, The US and also in the combined sample. The
results also showed MBA intervention positively impacted career growth for those who are
working in the US. However, our results did not show any correlation between MBA
intervention and employability, job satisfaction, confidence in knowledge and skills, career
growth or status in Japan.

The results of research Quality in an MBA program: students’ perceptions done by Ainin
Sulaiman and Suhana Mohezar (2008) at University of Malaya indicate that the University MBA
program increases the learning skills of its participants. The overall conclusion is that students
have reaped benefits from their studies and are satisfied with their careers. The added value that
an MBA provides can be seen from the students’ achievement in terms of competency and
personal skills acquired.

Research has shown that, while undertaking an MBA, the majority of students will
change jobs at least once and again within six months of completing the degree (job change is
number 33 on the list of stressful events). This is often the result of the individual feeling that
they are not being given the responsibilities, stature and remuneration that they feel they deserve
in their current position and as they progress through the MBA program, they feel an added
confidence in their abilities, not only to perform better, but to seek a position that will reward
them for this (change in work responsibilities, number 45 on the list) (Henely Business School).

In Canada, the average age of an MBA student is 29.9 years. There is no apparent
correlation between the age of a student and the size, reputation, and/or ranking of the MBA
school he or she attends. However, there is a proportional relationship between age and work
experience (Canada's Higher education and Guide , 2013). Nonbusiness undergraduates were
much more likely than business undergraduates to consider only MBA programs (Graduate
management council, 2012).

Based on the available information I formulate the hypothesis for my research and I try o
find out what is relevant factor that affect the choice of MBA and post MBA goals of the student
Chapter 3: Research Design

An MBA program is explicitly aimed to add value to graduate students giving them
business-related knowledge and managerial skills. Empirical studies seem to lend support for this
contention. In the USA, (Boyatiz & Renio, 1989)have showed that an MBA program had a
significant positive effect on graduates’ managerial competencies in areas of information
analysis, quantitative analysis, and implementation of projects. The research design part include
the research methodology and tools that will be used to measure the outcome of result. The
research focus on above three question and try to explore student perspectives towards the MBA
degree.

3.1 Types of Research


I used the quantitative research technique. This technique is to quantify data and generalize
results from a sample to the population of interest. It measures the incidence of various views
and opinions in a chosen sample. Different question has been asked to respondent to identify the
relationship between various variable and MBA degree.

3.2 Sources of Data


The sources of data are primary and it was collected through quantitative research
technique. Primary data is the data collected by the researcher themselves. I collected the list of
the student from college administration and selected student are requested to fill the questioner.
The responses of student are my data to do further analysis.

3.3 Questioner Design


The questioner design are based on different variable that are raised in the problem
statement. I am looking to test and quantify hypotheses and the data need to be analyzed
statistically, a formal standardized questionnaire is designed. The series of the question are
prepared and requested to fulfill by MBA student. The quantitative research is done. A well-
designed questionnaire should make it easy for respondents to give the necessary information
and for the interviewer to record the answer, and it should be arranged so that sound analysis and
interpretation are possible. The different statistics test are done to measure the reliability and
validity of the collected data. Student current educational level are recorded to valid the research
program.
3.4 Measurement / Scaling
In the first part of the questionnaire through completion-type questions, graduates
provided information of demographic characteristics. In the second part, through single response
answer, multiple, a Likert-type of scale respondents were asked to evaluate their post MBA’s
goals for employability and improving career, alumni network, better job opportunity. Thus
respondents’ self-reporting allowed me to analyze graduates’ attitudes and perceptions and
helped to examine closely the research questions.

3.5 Sampling Design


Sampling is a process of measuring a small portion of something and then making a
general statement about the whole thing. It is Process of selecting a number of units for a study
in such a way that the units represent the larger group from which they are select. I will use
probability sampling method. Probability sampling is a sampling technique wherein the samples
are gathered in a process that gives all the individuals in the population equal chances of being
selected. The population of my research are the student who are currently doing MBA in King’s
colleges. Such that MBA student will be my respondent.

3.5.1 Sampling technique


Simple random sampling technique is used to collect the data. Simple random sampling is
easiest form of probability sampling. All the members of the population are included in the list
and then randomly select the desired number of subjects. Hence the probability of selecting any
student from the sample frame are same and there is no any bias or judgmental used by
researcher. Random number generator tool is used to generate the list of selected student.

3.5.2 Sample
The total student in sample frame are 255 and due to the limitation of time and money, I
limit my research to around (20% of total student) 50 respondent.

3.6 Field management and data collection


All the data are collected through self-administration technique. I distributed question to
the selected student and they filled the question and backed me return. No fieldworker is hired
for field work and data collection.
3.7 Data Management and Analysis
The data are collected through primary survey where respondent are store in appropriated
data analyze tool i.e. SPSS. All the collected data are converted into meaning full form of
numerical value and stored in data analysis tool. SPSS statistical is used to analyze the data.
Different descriptive analysis, pie chart diagram, ANOVA test, correlation and regression etc are
computed to verify the statement i.e. hypothesis. I used Microsoft word to prepare report.

3.8 Ethical consideration


 Verbal permission is obtained from college administration.
 Verbal permission is obtained from the respondents.
 Nobody are forced to participate in the study.
 Privacy and confidentiality are maintained by not disclosing the name in questioner
sheet.
 The information just used for research purpose only.
Chapter 5: Empirical study and Data Analysis

This chapter provides the facts of the result obtaining from the respondents in the
interview. The interview was conducted, during the month of June, 2014 from student who are
studying in Master of Business Administration program at King’s college. The results are
divided into two parts; the first part is related to their personal information such as shift, age,
gender, major, work experience, and previous background of study, the second part is
related to their multiple perspectives on why they are doing MBA? And their motivational
forces.

Shift: Most of the colleges are offering MBA course in various flexible time. According to the
data collected through research 40% of student are prefer to choose to join a working class, 56%
prefer to join non-working class, flexible time, and 4% student join an Entrepreneurship class .
All the class are running in the morning. There is no more difference between people perception
to choose the timing of class. Either they choose regular or working group to do MBA. People
likely to join working professional group may be because of they will have an opportunity to use
the knowledge that they gain in workplace. They do MBA parallel with their work. It will
increase their confidence in workplace.

Table 1: Frequency table of Shift


Shift

Cumulative
Frequency Percent Valid Percent Percent

Valid Working 20 40.0 40.0 40.0

Non-working 28 56.0 56.0 96.0

Entrepreneurship
2 4.0 100.0
4.0

Total 50 100.0 100.0


Fig 3: Student perception towards faculty

Age: The respondent’s age are between 22 and 49 years old. Most of the student prefer to do
MBA in early age of around 22-30. Out of 50 respondent 13 student are year of 24 and other 13
students are year of 25. Frequencies Statistics table are shown to summarize the output.To test
the null hypothesis as stated like there is no significant different between age of student and
doing MBA I calculated p-value from ANOVA analysis and I get P-value= 0.054 which is
greater than significance level (0.05) so Null Hypothesis (Ho) is accepted. (I.e. there is no
significant difference between age of student and doing MBA.
Table 2: Statistics of student age

N Valid 50

Missing 0

Mode 24 a

Minimum 22

Maximum 49

a. Multiple modes exist. The smallest value is shown

Gender: out of 50 respondent, 28 respondent are Male and 22 respondent are female. To test the
null hypothesis I did independent sample T test and I get p-value 0.333 which is greater than the
significant level 0.05 so the null hypothesis is accepted such that there is no significant
difference between gender and doing MBA. It shows doing MBA is popular among both male
and female

Table 3: Gender distributing in doing MBA

Gender N

MBA male 28

female 22

Fig 4: Bar chart of Gender distributing


Working and experience Status: out of 50 respondent 22 are currently working and 28 are non-
working. This result can be compare with working and non-working faculty chooses of the
student. Similarly 36 student had an experience of working before joining MBA. It shows that
student perception on before doing MBA. They believe that the experience will certainly help to
do MBA more effectively. Out of 36 students now currently working are 22 it indicates that 14
student left their job for to do MBA. It shows how popular the MBA course in the Nepal. 14
students don’t have any experience so we can conclude that there is number of student who
wants to continue their study just after finishing bachelor degree.

Table 4: Working and experience status

Working status Experience status

Frequency Percent Frequency Percent


Valid Yes 22 44.0 22 72.0

No 28 56.0 28 28.0

Total 50 100.0 50 100.0

Bachelor Background of student; most respondents have the background related to the
business field from their Bachelor’s degree. These majors consist of Business Administration,
Management, Commercial Management, and Marketing. There are only 9 Persons who have
non-related business background because they graduated from Humanities (1) and Engineering
(8). It shows that most of the student who had business related background are motivated to do
MBA course. But now days its emerging field so all most from every type of bachelor
background student like to join MBA.
Table 5: Bachelor education of student

Frequency Percent

Valid Management 12 24.0

Engineering 8 16.0

hotel management 2 4.0

Humanities 1 2.0

BBA 23 46.0

BBS 4 8.0

Total 50 100.0

All the student who are currently studying MBA are not from management background.
My study tried to explore bachelor background of the student. The background education can
also impact on satisfaction of student toward MBA. The calculated p-value is 0.007 which is less
than significant level 0.05 so the null hypothesis is rejected such that there is significant
relationship between bachelor background of study and doing MBA.

GMAT: Graduate Management Administration Training: out of 50 student only 12 student


did GMAT and remaining 38 student did not. It shows that most of the student don’t want to take
preparation course before giving an entrance exam. The student who did GMAT have a better
opportunity to explore their knowledge.

Perception towards selecting MBA colleges: There are different external factor that effect the
choice of MBA College. Which college are best and why? It’s all dependent upon various factor
like college infrastructure, management structure, curriculum, teaching style etc. and I examined
what is most significant variable that student consider. I formulated ranking question and based
on the respondent I made conclusion.
Table 6: Motivating factor that student consider while choosing business school

First priority Faculty member


Second priority Curriculum design
Third priority Management of College
Fourth priority Teaching style
Fifth priority Affiliation
Sixth priority College infrastructure
Seventh priority Past achievement of college

Most of the student consider the faulty member as their first priority before choosing an
MBA colleges. They analyze the team of teacher and faculty member. The second priority is
curriculum design. This result shows that which is most factor that student look to before joining
and selecting the college. This information will certainly help a colleges to more emphasize on
faculty member and curriculum design more than building college infrastructure. Student more
focus on quality of study. Such that there is significant relationship between various factor and
student decision to choose MBA colleges.

MBA intervention goal: We hypothesized effectiveness of MBA with respect to financial


benefit, employability, job satisfaction, confidence in knowledge and skills, career growth and
status. In order to examine these hypotheses, I formulated ranking order question. Different
student doing MBA for various reason. My research find out what is student MBA intervention
that driving them towards into the class of MBA. There are various factor that motivates student.
There are two debate: people do MBA for increase their knowledge and skills and people do not
for improving knowledge and skills they do it for another reason. So I decided to examine
relationship with pursuing behavior of MBA study with post goal of MBA. The following
frequency table shows which is first motivating factor for a student.
Table 7: MBA intervention goal

First priority To improve managerial and leadership skills


Second priority To make career growth
Third priority Career change
Fourth priority To increase better job opportunity
Fifth priority For Entrepreneurship skills
Sixth priority For Aluminum skills

This result shows that most of the student (18 students) are doing MBA to improve their
managerial and leadership skills. Other 15 students chose their second motivating factor i.e. to
make career change through MBA course. This result shows that most of the student are focusing
on leadership skills so colleges must focus on the various training and development.

The major internal motivation that leads the students to study MBA is for career
reasons. Most students, especially the students who did not have business background before,
believe that if they study MBA, they would be able to improve their managerial skills and
knowledge and also to increase their values that would lead to their higher position in
the organization.

As the present, MBA is more popular and most of the job descriptions prefer students
who graduate in business fields, in the opinions of the applicants, they believe that Bachelor’s
degree is not enough to apply for a job and graduating from business field provides more job
opportunity than other fields. The respondents who did not have business background in their
Bachelor’s degree explained their reason that they were interested in MBA because they
expected to gain managerial skills to gain more competitiveness and chances in their career
Progress because their only specific skills in IT or engineering fields would not work well in the
future.
Section 2: Satisfaction Analysis

Confidence level of studying after joining MBA: this result try to find out whether the student
are learning or not. Whether the education they are getting are helping in their work or not. it
analyze the difference in confidence of student before and after joining MBA course. Most of the
student agree that the knowledge and skills that they are gaining from MBA course is improving
their confidence level. The respondents perceived that learning from theories and case
studies in MBA helped expanding their ideas because when they were working on assignments,
they had to get deep into the materials before wrote it down and came up with their own ideas.

Table 8: confidence level after joining MBA

The knowledge and skills I am gaining from MBA program is improving my confidence
level

Cumulative
Frequency Percent Valid Percent Percent

Valid Disagree 1 2.0 2.0 2.0

Neutral 9 18.0 18.0 20.0

Agree 31 62.0 62.0 82.0

Strongly agree 9 18.0 18.0 100.0

Total 50 100.0 100.0

Satisfaction with management of college: most of the student put third priority to the
management of college before selecting the colleges. The management of college directly
influence the teaching style of the college and also effect on learning curve of student. If the
management of college is well and class and extra activity is run according to the predetermine
schedule then student will learn more. The research shows 21 students are neutral to the
management of college. They are either satisfied or dissatisfied with management of their
college. Among 50 student 19 student are not satisfied with management of college. The college
need to focus on this factor and need to try find out where is the problem.

Table 9: Satisfaction level with management

I am Satisfied with management of my college

Cumulative
Frequency Percent Valid Percent Percent

Valid Strongly disagree 6 12.0 12.0 12.0

Disagree 13 26.0 26.0 38.0

Neutral 21 42.0 42.0 80.0

Agree 9 18.0 18.0 98.0

Strongly agree 1 2.0 2.0 100.0

Total 50 100.0 100.0

Satisfaction with curriculum: the student’s look the curriculum that university are offering
before choosing an MBA colleges. They put first priority it before choosing college so it is very
much important to develop the strong and labor market demand curriculum. Most of the student
are satisfied with the current curriculum design of college. The student need to appear in the
online course and they have an opportunity to communicate with foreign instructor.
Table 10 : Satisfaction level with curriculum

I am Satisfied with Curriculum of my MBA course

Cumulative
Frequency Percent Valid Percent Percent

Valid Strongly disagree 1 2.0 2.0 2.0

Disagree 4 8.0 8.0 10.0

Neutral 21 42.0 42.0 52.0

Agree 18 36.0 36.0 88.0

Strongly agree 6 12.0 12.0 100.0

Total 50 100.0 100.0

Satisfaction with teaching method: the teaching style also impact on the quality of MBA
education. The knowledge that student gain is directly related with teaching style of college.
Most college are focusing on lifelong learning and interactive environment for learning. They
more focus on practical knowledge, presentation, report writing, group work. The research shows
that most of the student are satisfied with teaching style of king’s college. The way how student
and teacher interact is increasing their knowledge.
Table 11: Satisfaction level with teaching style
I am Satisfied with Teaching style of my college

Cumulative
Frequency Percent Valid Percent Percent

Valid Strongly disagree 3 6.0 6.0 6.0

Disagree 2 4.0 4.0 10.0

Neutral 28 56.0 56.0 66.0

Agree 14 28.0 28.0 94.0

Strongly agree 3 6.0 6.0 100.0

Total 50 100.0 100.0

Specialization: MBA specializations - also known as MBA concentrations - are offered by many
business schools. While most MBA programs offer a similar set of "core" courses (like Finance
and marketing), some specialized programs let students focus their elective courses on a specific
industry or function. Most of the college are offering the specialization in five area as Finance,
Marketing, HRM, MIS, and operational management. Depending upon the student background
and their future plan they choose the specialization subject. Financial specialization students
focus more heavily on accounting, economics, finance, and other related classes whereas
marketing student focus more on channel development, brand management, customer
relationship management and many more. In the similar way each specialization subject has their
own benefit and scope area.
Table 13: Specialization subjects frequency table

Cumulative
Frequency Percent Valid Percent Percent

Valid Finance 22 44.0 44.0 44.0

Marketing 15 30.0 30.0 74.0

HRM 10 20.0 20.0 94.0

MIS 1 2.0 2.0 96.0

Business Planning
2 4.0 4.0 100.0

Total 50 100.0 100.0

The research shows that out of 50 student 44% of the student choose to do/doing
specialization in finance. This shows that student are more focusing on financial sector. In
marketing there is only 30% of the student are interested. Similarly in HRM there is 20%, in MIS
1% and in business planning there is 4%. The student of entrepreneurship choose to do
specialization in business planning. Hence there is different prospectus in choosing specialization
subject. Most of student are interested in finance because may be of growing economy in the
country and there will an opportunity in a government agency, financial firm, mortgage company
or educational facilities.
Table 14: Cross tabulation between education background and chosen specialization
subject

Specialization

Business
Finance Marketing HRM MIS Planning Total

educational management 6 3 2 1 0 12
background
engineering 3 3 2 0 0 8

hotel management 1 1 0 0 0 2

Humanities 0 0 0 0 1 1

BBA 8 8 6 0 1 23

BBS 4 0 0 0 0 4

Total 22 15 10 1 2 50

The above cross table shows that the student who had bachelor degree in management
likely to choose finance subject. The interesting fact is that the student who does BBA in
bachelor have different prospectus in specialization subject. 8 student choose to do in finance,
other 8 student choose to do in marketing and other 6 students chose to do specialization in
HRM. We conclude that in selecting the concentration subject it is influence by various factor. It
doesn’t only depend on background study. Most of the student are from BBA background (23)
and most student choose specialization subject as finance (22)

Internal motivation: The internal motivation in this case means the motivation that comes
from the real needs or inner desires of the students. From the empirical result, it shows that
most of respondents decided to continue MBA by their own decisions whereas only a few of
them were influenced by other people such as parents, friends, and relatives

Table 15: Internal motivational factor Frequencies

Responses

N Percent Percent of Cases

internal motivation Family 30 38.0% 60.0%

Friend 6 7.6% 12.0%

Self-decision
43 54.4% 86.0%

Total 79 100.0% 158.0%

a. Dichotomy group tabulated at value 1.


The above table shows that 86% of the student (43 out of 50) join an MBA course
because of self-decision and with suggestion of family and friends. They are internally motivate
to join an MBA. 30 students (60%) join MBA because of family suggestion. The table also
shows that most (54.4%) of the student choose an MBA because of only self-decision whereas
the family influence factor is only 38%
Conclusion:

The main aim of this research is try to find out the external and internal motivational
factor. The objective of this is to identify different variable that student consider before choosing
MBA. It also describe their MBA intervention goal.

Human motivation can come from external and internal factors. From the study, it can be
concluded that the student’s motivation on studying MBA comes from both external and internal
factors. Most of the student that comes from different bachelor background join an MBA
because to increase their business competencies. Also research shows that there is no gender
inequality in MBA study and most of student continue their study without break in middle. The
research also shows that the student who are currently working or had experience of work are
more satisfied with MBA degree.

At the same time, the internal factor that affects the most on student’s decision to
study MBA is their psychological need to be in progress, to have leadership and management
skills, for for better job opportunity to have career advancement, to get higher position. Their
decision are influence by family and friend. Most of the student choose to do MBA byself-
decision.

There is no exact right and wrong teaching method depending upon the circumstances
and curriculum structure. Most of the student are neutral in response to the satisfaction with
teaching style of king’s college. The satisfaction level towards curriculum is acceptable and
college needed more focus on improving management. Therefore, education institution must
provide human skill related to the circumstances. The most important point is that program
design, teaching styles and academic should suitable for the situation.

Despite the limitations of this study, we still believe that our study was significant
because it will help us design better research programs to evaluate the influence of MBA
intervention on job related outcomes. This will in turn help potential MBA students on their
decision making process, employers understand the role and purpose of MBA education and all
business schools can gain insight about the actual out of their MBA programs and could use this
information to further improve the curriculum.
Limitation and future research

The research is done in the premises of king’s college. And all respondent are student of
king’s college. That may slightly impact on the result as we believe that similar thought of
student join similar college. Due to limitation of time and cost, the research limit to 50
respondent only.

According to this research, I hope it can be developed to future research in terms of


what and how the university should improve and develop to serve students requirement in
the future. The research can also lead to development of educational policy and curriculum
structure. Various MBA school can take reference this research to develop the necessary
infrastructure that student are looking. I personally feel that if this research takes broadly it will
answer more and more question related to education system. Also I would propose that future
study should pay more attention to overcome some of the methodological difficulties
encountered in the present study and believe future research will establish clear relationship
between MBA course and MBA intervention goal.
Appendix A: Question Format

“Perception towards MBA “

Dear Respondents,
I would like to introduce myself as a student of MBA 4th Semester King’s College. I am preparing
report entitled "perception towards MBA. I assure you that it is only on academic research and
you comment and suggestion will be kept confidential.

Level: ------------------------ shift ----------------


1. Age
Gender: Male Female
2. Are you currently working or not?
a. yes b. No
3. Do you have working experience?
a. yes b. No
4. What is your bachelor educational background?
5. I did GMAT before applying for MBA.
a. yes b. No
6. Who motivate you to do MBA? (Multiple response answer)
a. family b. friend c. self-decision d. other
7. Which factor you most considered while selecting MBA Colleges?
Rank 1 for most than so on
College infrastructure
Management team
Faculty member
Curriculum
Teaching style
Affiliation
Past achievement of college
8. .Reason for choosing an MBA degree.
Rank 1 for most than so on
To increased better Job opportunity
To enable Career Change
To improve Managerial and leadership skills
To Career Growth
To start own business (entrepreneurs skills)
For Alumni network
9.

Strongly Agree Neutral Disagree Strongly


agree (5) (4) (3) (2) disagree (1)
The knowledge and skills
I am gaining from MBA
program is improving my
confidence level
I am Satisfied with
management of my
college

I am Satisfied with
Curriculum of my MBA
course

I am Satisfied with
Teaching style of my
college

10. In which subject you are planning/doing specialization?


a. Finance b. Marketing c. HRM d. Operational Management e. MIS
10. I did right thing choosing MBA program
a. True b. false
11. I am happy to continue my study, I am learning
a. True b. false

*** Thank U ***


Appendix B

ANOVA analysis to measure Age distribution in MBA


ANOVA
MBA
Sum of
Squares df Mean Square F Sig.
Between
3326.872 9 369.652 2.087 .054
Groups
Within Groups 7085.628 40 177.141
Total 10412.500 49

Independent Sample test to measure Gender inequality


Independent Samples Test
Levene's Test
for Equality of
Variances t-test for Equality of Means
95%
Confidence
Sig. Interval of the
(2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
MBA Equal
-
variances .957 .333 48 .893 -.568 4.195 -9.004 7.867
.135
assumed
Equal
-
variances not 42.125 .895 -.568 4.262 -9.169 8.033
.133
assumed
Appendix B. 1 Factor student consider before choosing MBA College

Level of priority towards College infrastructure

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 5 10.0 10.0 10.0
Second
4 8.0 8.0 18.0
priority
Third priority 10 20.0 20.0 38.0
Fourth
8 16.0 16.0 54.0
priority
Fifth priority 5 10.0 10.0 64.0
Sixth priority 10 20.0 20.0 84.0
Seventh
8 16.0 16.0 100.0
priority
Total 50 100.0 100.0

Level of priority towards Management of college

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 7 14.0 14.0 14.0
Second
7 14.0 14.0 28.0
priority
Third priority 12 24.0 24.0 52.0
Fourth
11 22.0 22.0 74.0
priority
Fifth priority 7 14.0 14.0 88.0
Sixth priority 3 6.0 6.0 94.0
Seventh
3 6.0 6.0 100.0
priority
Total 50 100.0 100.0
Levels of Priority towards Faculty

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 6 12.0 12.0 12.0
Second priority 16 32.0 32.0 44.0
Third priority 12 24.0 24.0 68.0
Fourth priority 5 10.0 10.0 78.0
Fifth priority 6 12.0 12.0 90.0
Sixth priority 4 8.0 8.0 98.0
Seventh priority 1 2.0 2.0 100.0
Total 50 100.0 100.0

Levels of Priority towards Curriculum design

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 13 26.0 26.0 26.0
Second
11 22.0 22.0 48.0
priority
Third priority 3 6.0 6.0 54.0
Fourth
9 18.0 18.0 72.0
priority
Fifth priority 8 16.0 16.0 88.0
Sixth priority 3 6.0 6.0 94.0
Seventh
3 6.0 6.0 100.0
priority
Total 50 100.0 100.0
Levels of Priority towards Teaching style

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 7 14.0 14.0 14.0
Second
4 8.0 8.0 22.0
priority
Third priority 8 16.0 16.0 38.0
Fourth
10 20.0 20.0 58.0
priority
Fifth priority 7 14.0 14.0 72.0
Sixth priority 8 16.0 16.0 88.0
Seventh
6 12.0 12.0 100.0
priority
Total 50 100.0 100.0

Level of priority towards Affiliation of University

Frequency Valid Cumulative


Percent Percent Percent
Valid First priority 7 14.0 14.0 14.0
Second
5 10.0 10.0 24.0
priority
Third priority 2 4.0 4.0 28.0
Fourth
4 8.0 8.0 36.0
priority
Fifth priority 10 20.0 20.0 56.0
Sixth priority 15 30.0 30.0 86.0
Seventh
7 14.0 14.0 100.0
priority
Total 50 100.0 100.0
Level of priority towards Past achievement of college

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 5 10.0 10.0 10.0
Second
3 6.0 6.0 16.0
priority
Third priority 3 6.0 6.0 22.0
Fourth
3 6.0 6.0 28.0
priority
Fifth priority 7 14.0 14.0 42.0
Sixth priority 7 14.0 14.0 56.0
Seventh
22 44.0 44.0 100.0
priority
Total 50 100.0 100.0
Appendix B. 2 Post intervention Goal of student.

To increased better Job opportunity

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 12 24.0 24.0 24.0
Second priority 9 18.0 18.0 42.0
Third priority 13 26.0 26.0 68.0
Fourth priority 7 14.0 14.0 82.0
Fifth priority 6 12.0 12.0 94.0
Sixth priority 3 6.0 6.0 100.0
Total 50 100.0 100.0

To enable Career Change

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 9 18.0 18.0 18.0
Second priority 15 30.0 30.0 48.0
Third priority 13 26.0 26.0 74.0
Fourth priority 8 16.0 16.0 90.0
Fifth priority 3 6.0 6.0 96.0
Sixth priority 2 4.0 4.0 100.0
Total 50 100.0 100.0

To improve Managerial and leadership skills

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 18 36.0 36.0 36.0
Second priority 9 18.0 18.0 54.0
Third priority 10 20.0 20.0 74.0
Fourth priority 11 22.0 22.0 96.0
Fifth priority 2 4.0 4.0 100.0
Total 50 100.0 100.0
To Career Growth

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 7 14.0 14.0 14.0
Second priority 13 26.0 26.0 40.0
Third priority 9 18.0 18.0 58.0
Fourth priority 12 24.0 24.0 82.0
Fifth priority 6 12.0 12.0 94.0
Sixth priority 3 6.0 6.0 100.0
Total 50 100.0 100.0

To start own business (entrepreneurs skills)

Valid Cumulative
Frequency Percent Percent Percent
Valid First priority 4 8.0 8.0 8.0
Second priority 3 6.0 6.0 14.0
Third priority 3 6.0 6.0 20.0
Fourth priority 11 22.0 22.0 42.0
Fifth priority 16 32.0 32.0 74.0
Sixth priority 13 26.0 26.0 100.0
Total 50 100.0 100.0

For Alumni network

Frequenc Valid Cumulative


y Percent Percent Percent
Valid Second priority 1 2.0 2.0 2.0
Third priority 2 4.0 4.0 6.0
Fourth priority 1 2.0 2.0 8.0
Fifth priority 17 34.0 34.0 42.0
Sixth priority 29 58.0 58.0 100.0
Total 50 100.0 100.0
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