The academic wealth of the universities is not only decided by the content and the quality of
the knowledge collected in the libraries but also by way, the education is imparted and
delivered to the students. The services quality of education delivery is important because it
trains the students by developing their personality and building the skills to create a better
tomorrow. The aim of the paper is to build the strategic inputs for designing the quality
delivery of education to the students who have the analytical power and confidence to
contribute the destiny of better tomorrow for the country.
Impact of Academic Wealth and Facilities of Universities on the Student Perceptions:
A Case Study of University Education in Udaipur
Dr. Meeta Nihalani
Head
Department of Management Studies
Jai Narain Vyas University Jodhpur
Abstract
The academic wealth of the universities is not only decided by the content and the quality of the knowledge collected in the libraries but also by way, the education is imparted and delivered to the students. The services quality of education delivery is important because it trains the students by developing their personality and building the skills to create a better tomorrow. The aim of the paper is to build the strategic inputs for designing the quality delivery of education to the students who have the analytical power and confidence to contribute the destiny of better tomorrow for the country.
Key –words- Education, delivery, quality, students, and teaching practices
Introduction
Education is the beauty of life as it builds the attitude and personality of an individual to create a future of his own desires and passions. The quality education impacts the skills and competencies of people to respond to the challenges of life. The focus of education needs to be designed in such a way that the students gain the confidence to handles the activities and challenges of professional and personal life. The growth of the country is reflected by the quality of education given in the universities. The research and the academic wealth of the educational institutes are noting the libraries and stores but how much knowledge creates is assimilated by the students to take up the successful life and cares. The success of institute does not lies in creation of knowledge but it depends on education is delivered to the students to handle the knowledge and impend in their life.
The universities and the can design the new and innovative courses with equality contents... The knowledge driven economy is used to describe an economy in which the generation and the exploitation of knowledge have come to play for the creation of wealth. The universities can be aid to the development of knowledge economy. The university can use the data as its raw material and transforms it using technology, analysis tools, and human intelligence into expertise. India has an immense resource of experienced, high caliber professionals in all spheres of knowledge and technology. There is a large pool of English speaking professionals which helps in getting a huge support for growth in the dire diversified global economy. By embracing the knowledge economy, we have to strengthen the economic and institutional regime and develop educated and skilled workers through the divined and universities... The awareness is required among all interested stakeholders in government, private sector, and civil society. Creating a shared vision with government, regulatory bodies and the universities is essential to build the accelerated of the country
Literature review
An analysis international quality management practices in the colleges and universities According to Cruickshank, 2003; Motwani and Kumar, 1997; Eriksen, 1995) – The total quality management (TQM), defined as: management approach of an organization, centered on quality, based on the participation of all its members and aiming at long run success through customer satisfaction and benefits to all members of the organization and to society
TQM has the potential to
- encompass the quality perspectives
- external and internal stakeholders
- Facilitate change and innovation.
The SERVQUAL, a model that focuses on the assessment of quality solely from the consumer perspective.
illustration not visible in this excerpt
According to Tam (2002, 2006), Hong Kong- the assessment of quality in higher education should be measured in terms of student growth. This calls for attention to student outcomes, including cognitive and non-cognitive aspects of learning, skills and satisfaction with university environment Investigates relationship between university experience and student outcomes as a means of determining a university’s success in meeting its educational goals and proposes approach oriented to this. Instrument designed to help understand the student experience
According to Widrick 2002), Motwani and Kumar, -1997, Aly and Akpovi,-2001 Lawrence McCollough, 2001, Roberts and Tennant, - 2003, Roffe, 1998, Pounder, 1999, Srikanthan and Dalrymple, - 2002 (Thakkar, 2006; Hwarng and Teo, - 2001 The quality in academic excellence is important to promte the intable assets of knowledge to increase the operational efficiency of the people through the development of better skills
- Improvements in customer service
- university processes
- staff and faculty morale
- Course quality and personnel hiring.
- Involvement of students
- faculty and funding/
- Statutory bodies recommended.
- Finance/administration services.
- Teaching is a major challenge.
- Different approach required for teaching and research.
- Leadership and campus-wide strategic planning.
- Defining role of students as co-producers, consumers or customers.
- defining outputs; challenges related to leadership skills
- TQM requirement for teamwork/customer involvement
Objective of the study
The basic objective of the study
1. The quality of university education provided by the various universities in Udaipur
2. To determine the impact of knowledge management on student skills development and satisfaction
3. To frame the suggested strategy for providing the better education to the students
Hypothesis
Null Hypothesis -H01: There is no significant difference about student perception and university facilities and academic wealth amongst students classified by gender
Alternative Hypothesis -H01: There is a significant difference about student perception and university facilities and academic wealth amongst students classified by gender
Null Hypothesis- H02: There is no significant difference about student perception and university facilities and academic wealth amongst students classified by age
Alternative Hypothesis -H02: There is a significant difference about student perception and university facilities and academic wealth amongst students classified by age
Null Hypothesis - H103: There is no significant difference about student perception and university facilities and academic wealth amongst students classified by parent’s occupation
Alternative Hypothesis- H03: There is a significant difference about student perception and university facilities and academic wealth amongst students classified by parent’s occupation
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