Factors Affecting Quality of Management Education A Study of Selected Management Institutes in Haryana State

Abstract

The results indicated that marital status, age, academic qualifications and work newlineexperience makes a significant difference in the quality of faculty. However, gender newlinemakes no significant difference in quality of faculty. Several previous researches have newlinesupported these findings. Chalmers, (2007) points out that experience matters: newlineempirical studies show that years of experience in teaching and specific teaching newlinequalifications are significantly correlated to better student achievement. On a newlinecontrary, Robert T., et al., (1991) younger faculty members are publishing more newlinepublications also supported that gender is not a predictor. On a contrary Blackburn et newlineal., (1991) found that men published more than women, when self-competence was newlineintroduced. Goutam G. Saha, (2012) identified that the quality of management newlineeducation is largely dependent on the quality of its faculty, and the latter should be newlineconstantly enhanced by encouraging faculty to attend Faculty Development Programs newlineand promoting a research culture. The results indicated that according to faculty there newlineis a significant difference between perception and expectation of faculty with respect newlineto tangibility, reliability, responsiveness, assurance and empathy of management newlineorganizations. The gap analysis of the data reveals that the management faculty is newlinedissatisfied in four dimensions assurance, empathy, tangibility and reliability except newlineresponsiveness. The level of dissatisfaction is higher in the case of assurance, then newlineempathy, followed by tangibility and reliability. Supported by Sahney et al., (2008) newlinealso found that there was a great deal of dissatisfaction amongst the faculty from the newlineeducational system and there was a need for improvement. On a contrary Pariseau and newlineMcDaniel, (1997) found that there is a significant difference between responsiveness, newlinereliability and tangibility between the two groups (students and faculty) and there is newlineno significant difference between student and faculty perceptions of the quality for the newlinedimensions of assurance and empathy. newline110 newlineThe results indicated that according to faculty and Dean s there was a significan newline