The educational institutions are supposed to facilitate required facilities like libraries, laboratories, advanced teaching and practical job-related facilities to the students. Teacher abilities and expertise in inspiring and motivating the student to achieve better outcomes is the next important aspect to be looked upon. Teachers are supposed to instruct and direct the students to perform qualitatively in the academics and in attaining the jobs. And finally, the student personal characteristics like self-interest, career aspiration, engagement and involvement are also important to achieve better results. As Indian higher educational institutes, more particularly the Management colleges in private sector, are poor in these lines, students are not getting equipped properly and placed in the industries to the extent it actually needs. Hence, the present study has been taken up to develop the scales for measuring the institutional and instructional quality of the teachers and assessing the impact of these factors on the student satisfaction and engagement which may lead to job readiness of the student.
The study adopted purposive sampling technique for data collection from the student respondents connected to various MBA colleges in the state of Andhra Pradesh. The data were anlayzed using suitable statistical techniques like Structural Equation Modeling with help of SPSS, AMOS, and jamovi. The results have showed that the student job readiness is possible through Institutional quality, teacher instructional quality and student factors like satisfaction and engagement. Based on these five constructs, the study proposed a Research conceptual model with direct and indirect relationships of institutional quality and instructional quality on student job readiness. To predict the student job readiness, the researcher developed two scales namely, HiEdInstaQual and InstructQual by identifying the student perceived institutional quality and instructional quality measuring factors with the support of literature and expert suggestions.
In order to improve student job readiness, it is required to improve the teacher instructional quality and inspire the student to be engaged in academic activities. The proposed research model can be applied in any educational research studies in the context of predicting student job readiness from student perspective. The stakeholders like colleges, students, teachers, policy makers and industries may focus on these aspects.
Table of Contents
I. INTRODUCTION TO MANAGEMENT EDUCATION
1.1 Introduction
1.2 Management Education in India
1.3 Management Education in Andhra Pradesh
1.4 Regulation of Management Education
1.5 Emerging Issues in Management Education
1.6 Chapter Structure
II. LITERATURE REVIEW
2.1 Theoretical Foundation
2.2 Conceptual Definitions
2.3 Relationship between Service Quality and Student Satisfaction
2.4 Relationship between Service Quality, Engagement and Job Readiness
2.5 Models to measure Service Quality in Higher Education
2.6 Reviews on Service Quality in Higher Education Models
2.7 Dimensions of Service Quality in Higher Education
2.8 Conceptualization
2.9 Research Gap
2.10 Proposed Multi-Level Model
2.11 Problem Statement
2.12 Purpose Statement
III. RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Questions
3.3 Study Objectives
3.4 Hypothesized Conceptual Model
3.5 Research Design
3.6 Data Collection Mechanism
3.7 Data Analysis Mechanism
3.8 Structural Equation Modeling
IV. HiEdInstaQual SCALE DEVELOPMENT AND VALIDATION
4.1 Introduction
4.2 HiEdInstaQual Scale Development Process
4.3 Phase 1 Construct Development
4.4 Phase 2 Theoretical Model Development
4.5 Model Reliability and Assessment
4.6 Model Validity Assessment
4.7 Phase 3 Model Confirmation
4.8 Confirmatory Factor Analysis
4.9 First Order Measurement Model
4.10 Second Order Measurement Model
4.11 Conclusion
V. InstrcuQual SCALE DEVELOPMENT AND VALIDATION
5.1 Introduction
5.2 Phase 1 Construct Development
5.3 Phase 2 Theoretical Model Development
5.4 Model Reliability and Assessment
5.5 Model Validity Assessment
5.6 Phase 3 Model Confirmation
5.7 Confirmatory Factor Analysis
5.8 First Order Measurement Model
5.9 Second Order Measurement Model
5.10 Conclusion
VI. STRUCTURAL EQUATION MODELING
6.1 Introduction
6.2 Individual CFA for each Variable
6.3 CFA for Student Job Readiness Construct
6.4 First Order Measurement Model of Student Job Readiness
6.5 Reliability and Validity of Student Job Readiness Construct
6.6 Second Order Measurement Model
6.7 CFA for Student Job Readiness Construct
6.8 CFA for Student Academic Engagement Construct
6.9 Research Measurement Model Development
6.10 Structural Models Development
6.11 Structural Relationships Assessment
6.12 Hypotheses Test Results
VII. RESULT DISCUSSIONS AND CONCLUSIONS
7.1 Introduction
7.2 Result Discussion
7.3 Implications
7.4 Research Contribution
7.5 Limitations
7.6 Directions for Future Research
7.7 Conclusion
Research Goal & Topics
The primary goal of this work is to develop scales for measuring institutional quality and instructional quality in management educational institutions and assess the impact of these factors on student satisfaction and engagement, which in turn leads to the job readiness of the students.
- Institutional quality in higher education
- Teacher instructional quality dimensions
- Student academic engagement and satisfaction
- Job readiness of management graduates
- Structural Equation Modeling (SEM) application
Auszug aus dem Buch
1.1 INTRODUCTION
Management education has gained a real impetus due to the liberalization and globalization. Internationalization of labour market, commodity market and capital market created incredible opportunities for all by offering choices at the competitive prices, raising quality of life and aspirations, expanding service sector and providing decent employment to millions of management graduates. The explosion in number of management colleges/institutions during 1990s and 2000s put the management education in a horrendous condition and exposed to a unique crisis in the contemporary scenario. Many aspects of Business education such as quality of MBA aspirants, curriculum, business research, quality of research publications, industry-institute interface, placements, career development trajectory of alumni, diversity among faculty as well as students, governance and accountability, etc. are in perilous condition. it has become really a challenging task for the industry to get the right type and number of employable graduates (Jones, 2013).
Summary of Chapters
I. INTRODUCTION TO MANAGEMENT EDUCATION: This chapter covers the history, growth, and structure of management education in India and Andhra Pradesh, identifying current emerging issues and concerns.
II. LITERATURE REVIEW: This chapter explores relevant literature concerning service quality, student satisfaction, academic engagement, and job readiness within the context of higher education.
III. RESEARCH METHODOLOGY: This chapter details the research design, study objectives, and the methodological approaches, including data collection and statistical analysis techniques like Structural Equation Modeling.
IV. HiEdInstaQual SCALE DEVELOPMENT AND VALIDATION: This chapter describes the multi-stage process of developing and validating the institutional quality measurement scale.
V. InstrcuQual SCALE DEVELOPMENT AND VALIDATION: This chapter covers the iterative development and rigorous validation process for the teacher instructional quality assessment scale.
VI. STRUCTURAL EQUATION MODELING: This chapter presents the construction and assessment of the structural models to test the complex relationships between institutional/instructional quality and job readiness.
VII. RESULT DISCUSSIONS AND CONCLUSIONS: This chapter summarizes the empirical findings, outlines the theoretical/practical implications, and provides recommendations for researchers and industry stakeholders.
Keywords
Management Education, Institutional Quality, Instructional Quality, Student Satisfaction, Student Academic Engagement, Job Readiness, Service Quality, Higher Education, Structural Equation Modeling, Curriculum Design, Teaching Practices, Employability, Educational Institution, Statistical Analysis, Factor Analysis.
Frequently Asked Questions
What is the core focus of this research?
The research fundamentally examines the role of institutional and instructional quality in management educational institutions and how these factors influence the job readiness of management graduates.
What are the central topics addressed in the book?
The central topics include institutional quality measurements, teacher instructional quality, student satisfaction levels, academic engagement, and the transition of management students into the workforce.
What is the primary research objective?
The primary objective is to develop new multi-dimensional scales (HiEdInstaQual and InstructQual) and a structural model that tests the relationships between institutional quality, instructional quality, satisfaction, engagement, and job readiness.
Which scientific methods are utilized?
The book employs a mixed-methods approach, utilizing Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) to test hypothesized relationships and build conceptual models.
What does the main body of the work cover?
The main body systematically covers the literature background, the exhaustive scale development process for institutional and instructional quality, the validation of these scales, and the final structural modeling analysis.
Which keywords best characterize this work?
Key terms include Management Education, Institutional Quality, Instructional Quality, Student Readiness, Student Satisfaction, Academic Engagement, and Structural Equation Modeling.
What constitutes the "HiEdInstaQual" scale?
It is a research-developed, multi-dimensional scale comprised of 27 items across six factors (e.g., Curriculum Design, Teaching Practices, Career Support, Administrative Services, Learning Resources, and Infrastructure) used to measure institutional quality.
What constitutes the "InstructQual" scale?
It is an 18-item scale consisting of five factors (e.g., Teacher Quality, Teaching Content Quality, Classroom Management, Academic Support, and Evaluation Methods) specifically designed to assess the quality of instruction provided to students.
What is the conclusion regarding job readiness?
The research concludes that institutional and instructional quality do not have a direct effect on job readiness, but they significantly influence it indirectly through the mediators of student satisfaction and student academic engagement.
- Quote paper
- Dr. Ellaturu Nagaraju (Author), Dr. Y. Subbarayudu (Author), 2021, Job Readiness among Management Graduates. Role of Institutional and Instructional Quality, Munich, GRIN Verlag, https://www.grin.com/document/1239314
