137 Chapter 4 Data Analysis and Hypothesis testing 4.1 Introduction In this chapter the researcher has represented the collected data and interpretations drawn out of the data analysis. The task of the data collection begins after a research problem has been defined and research design/plan chalked out. While deciding about the methods of data collection to be used, the researcher categorized data requirement into two types viz. primary and secondary. During the conduct of this research, researcher used different techniques for collection of primary and secondary data. The primary data are those which are collected afresh and for the first time and thus happen to be original in character. The secondary data, on the other hand, are those which have already been collected by someone else. 4.2 Data Collection 4.2.1 Primary data collection Primary data is collected through the various survey methods as listed bellow- 1. Through personal interview with the help of structured questionnaires 2. By observation method 3. Through telephonic interview 4. By mailing of questionnaires 5. Discussions and expert opinions 4.2.2 Secondary data collection Secondary data is collected from various journals, books, research papers, various entrepreneurship supporting institutes and consulting organizations like EDI, NIESBUD, SIDO, SISI, SSI, SIDBI, NSTEDB, TCO, DIC, MCCIA and concerned websites.
138 4.2.3 Sample size 1. 26 number of entrepreneurs who have formal education in management sciences from University of Pune (for case study). 2. 500 number of respondents from various management institutions under the University of Pune. 4.2.4 Nature of the Data Primary data were collected in the form of responses of the respondents to close ended questions formulated in a structured way into the questionnaire. Secondary data were collected in the form of theory and literature from various sources. 4.3 Data Processing The data processing involved the following operations 1. Editing Collected raw data was examined to detect errors and omissions and corrected wherever possible. It involved a careful scrutiny of the complete questionnaires. It was done to make sure that the data are accurate, consistent with other facts gathered, uniformly entered as complete as possible and have been well arranged to facilitate coding and tabulation. 2. Coding It is a process of assigning numerals or other symbols to answers so that responses can be put into a limited number of categories or classes. Coding is done for efficient analysis and through it the several replies reduced to small number of classes. 3. Classification The raw data collected were in large volume which must be reduced into homogeneous groups to get meaningful relationship. In this step data are arranged into groups on the basis of common characteristic. 4. Tabulation When mass of collected data assembled, it became necessary for the researcher to arrange the same in some kind of concise and logical order in the form of tabulation i.e. the data is orderly arranged in columns and rows. Researcher summarized raw data and displayed in compact form for further analysis. Wherever there was the need to find out the association between two
139 or more variables, cross tabulations were generated. The generation of tabulations and cross tabulation helped the researcher following ways i) To conserve space and reduced explanatory and descriptive statement to a minimum. ii) It facilitated the process of comparison. iii) It facilitated the summation of items and the detection of errors and omissions. iv) It provided basis for various statistical computations. 4.4 Tools used for Data Analysis 1. SPSS 13.0 Update Version (Statistical Package for the Social Sciences) was used for data analysis. 2. Microsoft Office Excel 2007 is used to generate graphs. 4.5 Data Analysis and Presentation After the data have been collected a number of closely related operations such as establishment of categories, the application of these categories to raw data through coding & tabulation are done and then statistical inferences are drawn. The collected data was in discrete categorical form hence simple percentile analysis of the date is done. The various variables are analyzed based on their frequency of occurrence. The cross tabulation analysis of various variables is done to understand the association between the respective variables. The data is represented in the form of frequency tables. All the responses to relevant questions are converted into respective frequency tables. Based on the objectives and hypothesis wherever required, cross tabulations are generated. At all required places data is represented in the form of graphs to simplify the interpretation. The researcher has represented the data analysis into two parts Part 1 includes data analysis of the student respondents. Part 2 includes data analysis of the entrepreneur respondents.
140 Part 1 -Data analysis of the student respondents 1. Profile of the Respondents 1. Age of respondents Table 4.1: Age of respondents Age Frequency Percent Cumulative Percent 20 1.2.2 21 28 5.6 5.8 22 82 16.4 22.2 23 106 21.2 43.4 24 126 25.2 68.6 25 70 14.0 82.6 26 37 7.4 90.0 27 24 4.8 94.8 28 9 1.8 96.6 29 6 1.2 97.8 30 8 1.6 99.4 31 2.4 99.8 34 1.2 100.0 Graph 4.1: Age of respondents The analysis of the above data shows that the age of respondent is between 20 years to 34 years. It shows that all the students are very young while acquiring their management education. Majority of students join management programme just after the completion of their graduation.
141 2. Gender of respondents Table 4.2: Gender of respondents Gender Frequency Percent Cumulative Percent Male 365 73.0 73.0 Female 135 27.0 100.0 Graph 4.2: Gender of respondents The analysis of above data shows the dominance of male student. There are 73.0% male students and only 27.0% female students out of all student respondents. 3. Degree of respondents Table 4.3: Degree of respondents Degree Frequency Percent Cumulative Percent Arts 19 3.8 3.8 Commerce 91 18.2 22.0 Science 104 20.8 42.8 Engineering 217 43.4 86.2 Agriculture 10 2.0 88.2 Management 26 5.2 93.4 Computers 17 3.4 96.8 Pharmacy and Medicine 14 2.8 99.6 Law 2.4 100.0
142 Graph 4.3: Degree of respondents The analysis of above data indicates that people who have professional degrees are more into management programme. There are more number of engineering graduates (43.4%), followed by science (20.8%) and commerce (18.2%) respectively. There are students from other stream but these are less in number. Thus students having professional education at degree level are more inclined towards management programme compared to other streams of education. 4. PG-specialization of respondents Table 4.4: PG-specialization of respondents PG-specialization Frequency Percent Cumulative Percent Marketing 231 46.2 46.2 H R 65 13.0 59.2 Finance 163 32.6 91.8 System 9 1.8 93.6 Production 31 6.2 99.8 Others 1.2 100.0
143 Graph 4.4: PG-specialization of respondents The analysis of above data indicates that the first most opted specialization among the management students is marketing (46.2%), second most opted specialization is finance (32.6%), and third most opted specialization is human resource (13.0%). There are students who opt for other remaining specializations in management but these are less in numbers. Thus it shows that students perceive marketing specialization as providing more job opportunities followed by finance and human resources. 5. Occupation of Mother of respondents Table 4.5: Occupation of Mother of respondents Occupation of Mother Frequency Percent Cumulative Percent Not Responded 2.4.4 Home maker 361 72.2 72.6 Salaried 107 21.4 94.0 Self employed 29 5.8 99.8 Others 1.2 100.0 The analysis of the above data indicates that most of the respondent s mother s (72.2%) are home makers compared to those who are doing salaried job (21.4%). Thus it is found that in Indian culture women are mostly into household activities than in salaried vocations.
144 6. Occupation of Father of respondents Table 4.6: Occupation of Father of respondents Occupation of Father Frequency Percent Cumulative Percent Not Responded 10 2.0 2.0 Salaried 263 52.6 54.6 Farmer 23 4.6 59.2 Businessmen 155 31.0 90.2 Other 49 9.8 100.0 The analysis of the above data indicates that most of the respondent s fathers are salaried (52.6%) persons. There are almost one third (31.0%) of the total respondents whose father are already into business activities. Thus it is found that in Indian culture people are mostly dependent on service occupation and comparatively less number of inhabitants are into business activities. Majority of the students joining the management programme are have financially secured and well educated parental background. 7. Income of Mother per annum Table 4.7: Income of Mother per annum Income of Mother per annum Frequency Percent Cumulative Percent Not Responded 7 1.4 1.4 Nil 351 70.2 71.6 10-50 Thousand 20 4.0 75.6 1-2 Lakhs 49 9.8 85.4 2-3 Lakhs 43 8.6 94.0 3-4 Lakhs 14 2.8 96.8 4-5 lakhs 5 1.0 97.8 5 Lakhs and above 11 2.2 100.0 The analysis of the above data indicates that mother of majority of respondents (70.2%) are having no income. Remaining (22.2%) of mothers are having income 1 lakh and above. Thus it is found that comparatively less number of mothers financially supporting their family. It shows that there is less contribution of females in financially supporting their family
145 8. Income of Father per annum Table 4.8: Income of Father per annum Income of Father per annum Frequency Percent Cumulative Percent Not Responded 13 2.6 2.6 Nil 6 1.2 3.8 10-50 Thousand 24 4.8 8.6 1-2 Lakhs 95 19.0 27.6 2-3 Lakhs 131 26.2 53.8 3-4 Lakhs 94 18.8 72.6 4-5 lakhs 50 10.0 82.6 5 Lakhs and above 87 17.4 100.0 The majority of respondent s fathers (91.4%) have an income one lakh and above. Thus it indicates that vast majority of the students pursuing management programme are from financially secured families. 9. Education of Mother Table 4.9: Education of Mother Education of Mother Frequency Percent Cumulative Percent Not Responded 9 1.8 1.8 Uneducated 2.4 2.2 Up to SSC 95 19.0 21.2 Undergraduate 97 19.4 40.6 Graduate 226 45.2 85.8 P G 61 12.2 98.0 Professional 10 2.0 100.0 The analysis of the above data indicates that the majority of respondent s mothers are graduate (45.2%) and postgraduate (12.2%).
146 10. Education of Father Table 4.10: Education of Father Education of Father Frequency Percent Cumulative Percent Not Responded 13 2.6 2.6 Uneducated 1.2 2.8 Up to SSC 32 6.4 9.2 Undergraduate 44 8.8 18.0 Graduate 206 41.2 59.2 P G 75 15.0 74.2 Professional 129 25.8 100.0 The majority of respondent s fathers are graduate (41.2%), postgraduate (15.0%) and professionally qualified (25.8%). Thus vast majority of respondents pursuing management programme have well qualified family background. 11. Religion of respondents Table 4.11: Religion of respondents Religion Frequency Percent Cumulative Percent Not Responded 5 1.0 1.0 Hindu 402 80.4 81.4 Muslim 39 7.8 89.2 Buddhist 16 3.2 92.4 Jain 12 2.4 94.8 Parsi 2.4 95.2 Shikh 11 2.2 97.4 Christian 13 2.6 100.0
147 Graph 4.5: Religion of respondents The analysis of the above data indicates that vast majority of the respondents are from Hindu religion (80.4%). There are students from other religions but they are less in numbers. 12. Caste of respondents Table 4.12: Caste of respondents Caste Frequency Percent Cumulative Percent Not Responded 7 1.4 1.4 Business 136 27.2 28.6 Non Business Community 357 71.4 100.0 Graph 4.6: Caste of respondents
148 There are almost one fourth of the respondents (27.2%) who are from business community and majority (71.4%) of respondents are from non business community. Thus majority of the students are from non business community and substantial number from business community. 13. Industry Experience before joining management program Table 4.13: Industry Experience before joining management program Industry Experience Frequency Percent Cumulative Percent Not Responded 2.4.4 Yes 204 40.8 41.2 No 294 58.8 100.0 Graph 4.7: Industry Experience before joining management program 14. Level at which worked Table 4.14: Level at which worked Level of Experience Frequency Percent Cumulative Percent Not Applicable 294 58.8 58.8 Junior 149 29.8 88.6 Middle 48 9.6 98.2 Senior 9 1.8 100.0
149 Graph 4.8: Level at which worked The analysis of the above data indicates that majority of the respondents do not have any kind of industry experience before joining the management programme (58.8%). There are significant numbers of respondents (40.8%) who have industry experience before joining management programme. Those who are having industrial experience majority of them worked at junior level (29.8%) and very few worked at middle level (9.6%) and senior level (1.8%) respectively. Thus it is found that most of the students are inclined to join management programme as soon as they complete their graduation level studies. Cross Tabulation 15. Industry Experience before joining management programme and Any Business Background. There are students who are from business families but these students joins the industry for experience out side their own business.
150 Table 4.15: Industry Experience before joining management programme and Any Business Background. Any Business Industry Experience before joining management program Background Yes Total Not Responded Count 2 2 % of Total 1.0% 1.0% Yes Count 88 88 % of Total 42.5% 42.5% No Count 117 117 % of Total 56.5% 56.5% Total Count 207 207 % of Total 100.0% 100.0% The above cross tabulation analysis indicates that there are substantial numbers of respondents (42.5%) who have businesses background but even then they had joined industry to take experience outside their own business. 16. Experience in Type of Industry Table 4.16: Experience in Type of Industry Type of Industry Frequency Percent Cumulative Percent Not Applicable 296 59.2 59.2 IT and ITES 49 9.8 69.0 Manufacturing 81 16.2 85.2 Services 74 14.8 100.0 Graph 4.9: Experience in Type of Industry
151 Majority of the respondents who have industrial experience, are from manufacturing industry (16.2%) followed by services sector (14.8%) and IT and ITES (9.8%). Thus majority of the experienced respondents have exposure to manufacturing industry, services sector and IT & ITES. 17.1 Experience (Number of Years) in Marketing Dept Table 4.17a: Experience (Number of Years) in Marketing Dept Number of Years Frequency Percent Cumulative Percent Not Applicable 452 90.4 90.4 1.00 29 5.8 96.2 2.00 11 2.2 98.4 3.00 5 1.0 99.4 4.00 3.6 100.0 17.2 Experience (Number of Years) in H R Dept Table 4.17b: Experience (Number of Years) in H R Dept Number of Years Frequency Percent Cumulative Percent Not Applicable 491 98.2 98.2 1.00 5 1.0 99.2 2.00 4.8 100.0 17.3 Experience (Number of Years) in Production Dept Table 4.17c: Experience (Number of Years) in Production Dept Number of Years Frequency Percent Cumulative Percent Not Applicable 443 88.6 88.6 1.00 34 6.8 95.4 2.00 9 1.8 97.2 3.00 10 2.0 99.2 4.00 1.2 99.4 5.00 2.4 99.8 7.00 1.2 100.0
152 17.4 Experience (Number of Years) in System/IT Dept Table 4.17d: Experience (Number of Years) in System/IT Dept Number of Years Frequency Percent Cumulative Percent Not Applicable 458 91.6 91.6 1.00 16 3.2 94.8 2.00 18 3.6 98.4 3.00 5 1.0 99.4 4.00 2.4 99.8 6.00 1.2 100.0 17.5 Experience (Number of Years) in Finance Dept Table 4.17e: Experience (Number of Years) in Finance Dept Number of Years Frequency Percent Cumulative Percent Not Applicable 489 97.8 97.8 1.00 6 1.2 99.0 2.00 4.8 99.8 4.00 1.2 100.0 17.6 Experience (Number of Years) any Other Table 4.17f: Experience (Number of Years) any Other Number of Years Frequency Percent Cumulative Percent Not Applicable 451 90.2 90.2 1.00 26 5.2 95.4 1.50 1.2 95.6 2.00 16 3.2 98.8 3.00 3.6 99.4 4.00 3.6 100.0 The analysis of the above data indicates that majority of the respondents have the experience of working in production department (11.4%), marketing department (9.6%), system/it (8.4%), finance department(2.2%), human resource (1.8%) and other unspecified areas of work(9.8%).
153 Thus majority of experienced respondents have exposure in production department, marketing department, system/it, finance department and human resource department in the corporate world respectively. 18. Any Business Background Table 4.18: Any Business Background Business Background Frequency Percent Cumulative Percent Not Responded 20 4.0 4.0 Yes 207 41.4 45.4 No 273 54.6 100.0 19. Relation with the Businessmen Table 4.19: Relation with the Businessmen Relation Frequency Percent Cumulative Percent Not Applicable 288 57.6 57.6 Blood Relation 168 33.6 91.2 Relatives 41 8.2 99.4 Others 3.6 100.0 The above analysis indicates that there are significant numbers of respondents who (41.4%) have business background i.e. there are relatives, close friends and own family members into business activities. The analysis also indicates that one third of the respondents (33.6%) have their blood relatives (Parents/Sister/Brother) into business profession. 2. Methods/Techniques for developing entrepreneurial Qualities There are many teaching tools and techniques used in the management programmes. The researcher intends to find out the appropriate combination of teaching techniques and quality development. Simply to find out the better match or suit of teaching technique and its applicability for development of entrepreneurial quality. For the research purpose the researcher has considered the best proven seven number of techniques used in the world of management education system namely 1. Assignments and Projects 2. Business Games
154 3. Case Studies 4. Industry Academia Interaction 5. Psychological Counseling 6. Role Play 7. Structured Syllabus 1. Methods/Techniques for developing Creativity and innovativeness The first important quality considered for the study is creativity and innovativeness. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of creativity and innovativeness based on their own perception and experiences. Table 4.20a: Assignments and projects Not Applicable 316 63.2 63.2 Assignments and projects 184 36.8 100.0 Table 4.20b: Business Game Not Applicable 197 39.4 39.4 Business Games 303 60.6 100.0 Table 4.20c: Case Studies Not Applicable 328 65.6 65.6 Case Studies 172 34.4 100.0 Table 4.20d: Industry and Academia Interaction Not Applicable 447 89.4 89.4 Industry and Academia Interaction 53 10.6 100.0
155 Table 4.20e: Psychological Counseling Not Applicable 460 92.0 92.0 Psychological Counseling 40 8.0 100.0 Table 4.20f: Role Play Not Applicable 334 66.8 66.8 Role Play 166 33.2 100.0 Table 4.20g: Structured Syllabus Not Applicable 473 94.6 94.6 Structured Syllabus 27 5.4 100.0 After analyzing the above data it is found that for the development of creativity and innovativeness the appropriate technique is business games. Majority of the respondents (60.6%) recommended business games as appropriate teaching technique for the development of creativity and innovativeness. Some number of the respondents suggested assignments and projects (36.8%); case studies (34.4%) and role play (33.2%) can also be used appropriately for development of creativity and innovativeness. Thus it is found that while playing business games students start thinking in different way to succeed in it. This will automatically lead to the development of creativity and innovativeness. 2. Methods/Techniques for developing Dignity for labor The second important quality considered for the study is dignity for labor. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of dignity for labor based on their own perception and experience.
156 Table 4.21a: Assignments and projects Not Applicable 380 76.0 76.0 Assignments and projects 120 24.0 100.0 Table 4.21b: Business Games Teaching Technique/ Tool Frequency Percent Cumulative Percent Not Applicable 455 91.0 91.0 Business Games 45 9.0 100.0 Table 4.21c: Case Studies Teaching Technique /Tool Frequency Percent Cumulative Percent Not Applicable 423 84.6 84.6 Case Studies 77 15.4 100.0 Table 4.21d: Industry and Academia Interaction Not Applicable 306 61.2 61.2 Industry and Academia Interaction 194 38.8 100.0 Table 4.21e: Psychological Counseling Not Applicable 371 74.2 74.2 Psychological Counseling 129 25.8 100.0 Table 4.21f: Role Play Not Applicable 378 75.6 75.6 Role Play 122 24.4 100.0
157 Table 4.21g: Structured Syllabus Not Applicable 458 91.6 91.6 Structured Syllabus 42 8.4 100.0 After analyzing the above data it is found that for the development of dignity for labor the appropriate technique is industry and academia interaction. Majority of the respondents (38.8%) recommended industry and academia interaction is appropriate teaching technique for the development of dignity for labor. Some number of respondents suggested assignments and projects (24.0%), case studies (15.4%), psychological counseling (25.8%) and role play (24.4%) can also be used appropriately for development of dignity for labor. Thus interaction with industry gives opportunity to the students to see the people working in factory environment and discuss the various issues related to work environment. This helps the students to develop dignity for labor. 3. Methods/Techniques for developing Flexibility The third important quality considered for the study is flexibility. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of flexibility based on their own perception and experience. Table 4.22a: Assignments and projects Not Applicable 346 69.2 69.2 Assignments and projects 154 30.8 100.0 Table 4.22b: Business Games Not Applicable 348 69.6 69.6 Business Games 152 30.4 100.0 Table 4.22c: Case Studies Not Applicable 392 78.4 78.4 Case Studies 108 21.6 100.0
158 Table 4.22d: Industry and Academia Interaction Not Applicable 400 80.0 80.0 Industry and Academia Interaction 100 20.0 100.0 Table 4.22e: Psychological Counseling Not Applicable 399 79.8 79.8 Psychological Counseling 101 20.2 100.0 Table 4.22f: Role Play Not Applicable 360 72.0 72.0 Role Play 140 28.0 100.0 Table 4.22g: Structured Syllabus Not Applicable 452 90.4 90.4 Structured Syllabus 48 9.6 100.0 After analyzing the above data it is found that for the development of flexibility appropriate techniques are assignment and projects & business games. Majority of the respondents recommended assignment and projects (30.8%) & business games (30.4%) as appropriate teaching techniques for the development of flexibility. Some number of respondents suggested case studies (21.6%), industry and academia interaction (20.0%), psychological counseling (20.2%), role play (28.0 %) can also be used appropriately for development of flexibility. An assignment, projects and business games creates new situations which forces students to change themselves to adopt the change and this may leds to the development of flexibility.
159 4. Methods/Techniques for developing High self esteem The fourth important quality considered for the study is high self esteem. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of high self esteem based on their own perception and experience. Table 4.23a: Assignments and projects Not Applicable 401 80.2 80.2 Assignments and projects 99 19.8 100.0 Table 4.23b: Business Games Not Applicable 416 83.2 83.2 Business Games 84 16.8 100.0 Table 4.23c: Case Studies Not Applicable 442 88.4 88.4 Case Studies 58 11.6 100.0 Table 4.23d: Industry and Academia Interaction Not Applicable 363 72.6 72.6 Industry and Academia Interaction 137 27.4 100.0 Table 4.23e: Psychological Counseling Not Applicable 292 58.4 58.4 Psychological Counseling 208 41.6 100.0
160 Table 4.23f: Role Play Not Applicable 377 75.4 75.4 Role Play 123 24.6 100.0 Table 4.23g: Structured Syllabus Not Applicable 468 93.6 93.6 Structured Syllabus 32 6.4 100.0 After analyzing the above data it is found that for the development of high self esteem the appropriate technique is psychological counseling. Majority of the respondents (41.6%) recommended psychological counseling as appropriate teaching technique for the development of high self esteem. Some number of respondents suggested industry and academia interaction (27.4%) and role play (24.6%) can also be used appropriately for development of high self esteem. Psychological counseling creates confidence in the mind of students that they can achieve whatever they wants in their life which leads to the development of high self esteem. 5. Methods/Techniques for developing Initiative taking ability The fifth important quality considered for the study is initiative taking ability. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of Initiative taking ability based on their own perception and experience. Table 4.24a: Assignments and projects Not Applicable 289 57.8 57.8 Assignments and projects 211 42.2 100.0
161 Table 4.24b: Business Games Not Applicable 285 57.0 57.0 Business Games 215 43.0 100.0 Table 4.24c: Case Studies Not Applicable 371 74.2 74.2 Case Studies 129 25.8 100.0 Table 4.24d: Industry and Academia Interaction Not Applicable 411 82.2 82.2 Industry and Academia Interaction 89 17.8 100.0 Table 4.24e: Psychological Counseling Not Applicable 438 87.6 87.6 Psychological Counseling 62 12.4 100.0 Table 4.24f: Role Play Not Applicable 323 64.6 64.6 Role Play 177 35.4 100.0 Table 4.24g: Structured Syllabus Not Applicable 480 96.0 96.0 Structured Syllabus 20 4.0 100.0
162 After analyzing the above data it is found that for the development of initiative taking ability the appropriate techniques are assignments and projects and business games. Majority of the respondents recommended assignments and projects (42.2%) and business games (43.0%) as appropriate teaching techniques for the development of initiative taking ability. Some number of respondents suggested that case studies (25.8%) and role play (35.4%) can also be used appropriately for the development of initiative taking ability. An assignment, projects and business games create new situations which forces students to take initiative to accomplish the job successfully. 6. Methods/Techniques for developing Knowledge for commercial and legal aspect of business The sixth important quality considered for the study is knowledge for commercial and legal aspect of business. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of knowledge for commercial and legal aspect of business based on their own perception and experience. Table 4.25a: Assignments and projects Not Applicable 390 78.0 78.0 Assignments and projects 110 22.0 100.0 Table 4.25b: Business Games Not Applicable 439 87.8 87.8 Business Games 61 12.2 100.0 Table 4.25c: Case Studies Not Applicable 349 69.8 69.8 Case Studies 151 30.2 100.0
163 Table 4.25d: Industry and Academia Interaction Not Applicable 283 56.6 56.6 Industry and Academia Interaction 217 43.4 100.0 Table 4.25e: Psychological Counseling Not Applicable 474 94.8 94.8 Psychological Counseling 26 5.2 100.0 Table 4.25f: Role Play Not Applicable 456 91.2 91.2 Role Play 44 8.8 100.0 Table 4.25g: Structured Syllabus Not Applicable 192 38.4 38.4 Structured Syllabus 308 61.6 100.0 After analyzing the above data it is found that for the development of knowledge for commercial and legal aspect of business the appropriate techniques are structured syllabus and industry and academia interaction. Majority of the respondents recommend structured syllabus (61.6%) and industry and academia interaction (43.4%) as appropriate teaching techniques for the development of knowledge for commercial and legal aspect of business. Some number of respondents suggested assignments and projects (22.0%) and Case Studies (30.2%) can also be used appropriately for development of knowledge for commercial and legal aspect of business. The structured syllabus in the form of full fledge theory subject can make acquainted students about commercial and legal aspect of business.
164 Interaction with industry can make students aware about commercial and legal aspect of business. 7. Methods/Techniques for developing Need for achievement The seventh important quality considered for the study is need for achievement. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of the need for achievement based on their own perception and experience. Table 4.26a: Assignments and projects Not Applicable 355 71.0 71.0 Assignments and projects 145 29.0 100.0 Table 4.26b: Business Games Not Applicable 331 66.2 66.2 Business Games 169 33.8 100.0 Table 4.26c: Case Studies Not Applicable 413 82.6 82.6 Case Studies 87 17.4 100.0 Table 4.26d: Industry and Academia Interaction Not Applicable 331 66.2 66.2 Industry and Academia Interaction 169 33.8 100.0
165 Table 4.26e: Psychological Counseling Not Applicable 361 72.2 72.2 Psychological Counseling 139 27.8 100.0 Table 4.26f: Role Play Not Applicable 395 79.0 79.0 Role Play 105 21.0 100.0 Table 4.26g: Structured Syllabus Not Applicable 445 89.0 89.0 Structured Syllabus 55 11.0 100.0 After analyzing the above data it is found that for the development of need for achievement the appropriate techniques are business games and industry and academia interaction. Majority of the respondents recommended business games (33.8%) and industry and academia interaction (33.8%) as appropriate teaching techniques for the development of need for achievement. Some number of respondents suggested assignments and projects (29.0%) and psychological counseling (27.8%) can also be used appropriately for development of need for achievement. The business games develop the winning attitude among students and industry interaction motivates students to start their own venture which eventually leads to the development of need for achievement. 8. Methods/Techniques for developing Need for influencing others The eighth important quality considered for the study is need for influencing others. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of need for influencing others based on their own perception and experience.
166 Table 4.27a: Assignments and projects Not Applicable 373 74.6 74.6 Assignments and projects 127 25.4 100.0 Table 4.27b: Business Games Not Applicable 329 65.8 65.8 Business Games 171 34.2 100.0 Table 4.27c: Case Studies Not Applicable 407 81.4 81.4 Case Studies 93 18.6 100.0 Table 4.27d: Industry and Academia Interaction Not Applicable 399 79.8 79.8 Industry and Academia Interaction 101 20.2 100.0 Table 4.27e: Psychological Counseling Not Applicable 402 80.4 80.4 Psychological Counseling 98 19.6 100.0 Table 4.27f: Role Play Not Applicable 304 60.8 60.8 Role Play 196 39.2 100.0
167 Table 4.27g: Structured Syllabus Not Applicable 481 96.2 96.2 Structured Syllabus 19 3.8 100.0 After analyzing the above data it is found that for the development of need for influencing others the appropriate techniques are role play and business games. Majority of the respondents recommended role play (39.2%) and business games (34.2%) as appropriate teaching techniques for the development of need for influencing others. Some number of respondents suggested assignments and projects (25.4%) and industry and academia interaction (20.2%) can also be used appropriately for development of need for influencing other. A role play and business game gives opportunity to act like a protagonist, This ultimately results into the development of need for influencing others. 9. Methods/Techniques for developing Need for power The ninth important quality considered for the study is need for power. Respondents had been asked to suggest that which above mentioned teaching techniques are best suited for the development of need for power based on their own perception and experience. Table 4.28a: Assignments and projects Not Applicable 416 83.2 83.2 Assignments and projects 84 16.8 100.0 Table 4.28b: Business Games Not Applicable 361 72.2 72.2 Business Games 139 27.8 100.0
168 Table 4.28c: Case Studies Not Applicable 415 83.0 83.0 Case Studies 85 17.0 100.0 Table 4.28d: Industry and Academia Interaction Not Applicable 338 67.6 67.6 Industry and Academia Interaction 162 32.4 100.0 Table 4.28e: Psychological Counseling Not Applicable 400 80.0 80.0 Psychological Counseling 100 20.0 100.0 Table 4.28f: Role Play Not Applicable 360 72.0 72.0 Role Play 140 28.0 100.0 Table 4.28g: Structured Syllabus Not Applicable 483 96.6 96.6 Structured Syllabus 17 3.4 100.0 After analyzing the above data it is found that for the development of need for power the appropriate technique is industry and academia interaction. Majority of the respondents recommended industry and academia interaction (32.4%) as appropriate teaching technique for the development of need for power. Some number of respondents suggested business games (27.8%) and role play (28.0%) can also be used appropriately for development of need for power.
169 Industry and academia interaction motivate students to become successful business person. This ultimately results into the development of need for power to become successful. 10. Methods/Techniques for developing Optimism The tenth important quality considered for the study is optimism. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of optimism based on their own perception and experience. Table 4.29a: Assignments and projects Not Applicable 392 78.4 78.4 Assignments and projects 108 21.6 100.0 Table 4.29b: Business Games Not Applicable 380 76.0 76.0 Business Games 120 24.0 100.0 Table 4.29c: Case Studies Not Applicable 376 75.2 75.2 Case Studies 124 24.8 100.0 Table 4.29d: Industry and Academia Interaction Not Applicable 366 73.2 73.2 Industry and Academia Interaction 134 26.8 100.0
170 Table 4.29e: Psychological Counseling Not Applicable 281 56.2 56.2 Psychological Counseling 219 43.8 100.0 Table 4.29f: Role Play Not Applicable 413 82.6 82.6 Role Play 87 17.4 100.0 Table 4.29g: Structured Syllabus Not Applicable 463 92.6 92.6 Structured Syllabus 37 7.4 100.0 After analyzing the above data it is found that for the development of optimism the appropriate technique is psychological counseling. Majority of the respondents recommended psychological counseling (43.8%) as appropriate teaching technique for the development of optimism. Some number of respondents suggested case studies (24.8%) and industry and academia interaction (26.8%) can also be used appropriately for development of optimism In today s competitive environment it s very important to have positive attitude to be successful and psychological counseling is a tool which can boost the optimism. 11. Methods/Techniques for developing Problem solving attitude The eleventh important quality considered for the study is problem solving attitude. Respondents had been asked to suggest that which above mentioned teaching techniques are best suited for the development of problem solving attitude based on their own perception and experience. Table 4.30a: Assignments and projects Not Applicable 321 64.2 64.2 Assignments and projects 179 35.8 100.0
171 Table 4.30b: Business Games Not Applicable 296 59.2 59.2 Business Games 204 40.8 100.0 Table 4.30c: Case Studies Not Applicable 201 40.2 40.2 Case Studies 299 59.8 100.0 Table 4.30d: Industry and Academia Interaction Not Applicable 422 84.4 84.4 Industry and Academia Interaction 78 15.6 100.0 Table 4.30e: Psychological Counseling Not Applicable 441 88.2 88.2 Psychological Counseling 59 11.8 100.0 Table 4.30f: Role Play Not Applicable 404 80.8 80.8 Role Play 96 19.2 100.0 Table 4.30g: Structured Syllabus Not Applicable 435 87.0 87.0 Structured Syllabus 65 13.0 100.0
172 After analyzing the above data it is found that for the development of problem solving attitude the appropriate techniques are case studies and business games. Majority of the respondents recommended case studies (59.8%) and business games (40.8%) as appropriate teaching techniques for the development of problem solving attitude. Some number of respondents suggested assignments and projects (35.8%) can also be used appropriately for development of problem solving attitude. Case studies and business games develop analytical skills which is useful for the development of problem solving attitude. 12. Methods/Techniques for developing Risk taking ability The twelfth important quality considered for the study is risk taking ability. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of risk taking ability based on their own perception and experience. Table 4.31a: Assignments and projects Teaching Technique / Tool Frequency Percent Cumulative Percent Not Applicable 367 73.4 73.4 Assignments and projects 133 26.6 100.0 Table 4.31b: Business Games Teaching Technique / Tool Frequency Percent Cumulative Percent Not Applicable 279 55.8 55.8 Business Games 221 44.2 100.0 Table 4.31c: Case Studies Not Applicable 392 78.4 78.4 Case Studies 108 21.6 100.0 Table 4.31d: Industry and Academia Interaction Not Applicable 385 77.0 77.0 Industry and Academia Interaction 115 23.0 100.0
173 Table 4.31e: Psychological Counseling Not Applicable 404 80.8 80.8 Psychological Counseling 96 19.2 100.0 Table 4.31f: Role Play Not Applicable 372 74.4 74.4 Role Play 128 25.6 100.0 Table 4.31g: Structured Syllabus Not Applicable 475 95.0 95.0 Structured Syllabus 25 5.0 100.0 After analyzing the above data it is found that for the development of risk taking ability the appropriate technique is business games. Majority of the respondents recommended business games (44.2%) as appropriate teaching technique for the development of risk taking ability. Some number of respondents suggested assignments and projects (26.6%) and role play (25.6%) can also be used appropriately for development of risk taking ability. Business games create various hypothetical challenges which compel players to face it by taking risk. 13. Methods/Techniques for developing Strong willpower The thirteenth important quality considered for the study is a strong willpower. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of a strong willpower based on their own perception and experience. Table 4.32a: Assignments and projects Not Applicable 392 78.4 78.4 Assignments and projects 108 21.6 100.0
174 Table 4.32b: Business Games Not Applicable 391 78.2 78.2 Business Games 109 21.8 100.0 Table 4.32c: Case Studies Not Applicable 425 85.0 85.0 Case Studies 75 15.0 100.0 Table 4.32d: Industry and Academia Interaction Teaching Technique / Tool Frequency Percent Cumulative Percent Not Applicable 383 76.6 76.6 Industry and Academia Interaction 117 23.4 100.0 Table 4.32e: Psychological Counseling Not Applicable 286 57.2 57.2 Psychological Counseling 214 42.8 100.0 Table 4.32f: Role Play Not Applicable 395 79.0 79.0 Role Play 105 21.0 100.0 Table 4.32g: Structured Syllabus Not Applicable 464 92.8 92.8 Structured Syllabus 36 7.2 100.0
175 After analyzing the above data it is found that for the development of strong willpowerthe appropriate technique is psychological counseling. Majority of the respondents recommended psychological counseling (42.8%) as appropriate teaching technique for the development of strong willpower. Some number of respondents suggested industry and academia interaction (23.4%) and business games (21.8%) can also be used appropriately for development of Strong willpower. Psychological counseling develops confidence that one can become successful by utilizing all available competencies. 14. Methods/Techniques for developing Time management The fourteenth important quality considered for the study is time management. Respondents had been asked to suggest which of the above mentioned teaching techniques are best suited for the development of time management based on their own perception and experience. Table 4.33a: Assignments and projects Not Applicable 213 42.6 42.6 Assignments and projects 287 57.4 100.0 Table 4.33b: Business Games Not Applicable 305 61.0 61.0 Business Games 195 39.0 100.0 Table 4.33c: Case Studies Not Applicable 399 79.8 79.8 Case Studies 101 20.2 100.0 Table 4.33d: Industry and Academia Interaction Not Applicable 415 83.0 83.0 Industry and Academia Interaction 85 17.0 100.0
176 Table 4.33e: Psychological Counseling Not Applicable 425 85.0 85.0 Psychological Counseling 75 15.0 100.0 Table 4.33f: Role Play Not Applicable 410 82.0 82.0 Role Play 90 18.0 100.0 Table 4.33g: Structured Syllabus Not Applicable 372 74.4 74.4 Structured Syllabus 128 25.6 100.0 After analyzing the above data it is found that for the development of time management the appropriate technique is assignments and projects. Majority of the respondents recommended assignments and projects (57.4%) as appropriate teaching technique for the development of time management. Some number of respondents suggested industry and business games (39.0%) and structured syllabus (25.6%) can also be used appropriately for development of time management. Assignment and projects are time bound academic activities which teaches students to plan all their actions to accomplish it successfully within a given period of time. 3. Additional Inputs to be added in present management education system There could be many possible ways or strategies to develop entrepreneurship activities among the management students. Based on the expert s opinion, literature review, pilot survey and visiting premier national entrepreneurship development institutes, some of the best strategies are selected for opinion. If these strategies are followed or implemented then there are chances of developing entrepreneurship among the management students. How much importance respondents perceive for the various adoptable strategies is analysised here. 1. Arranging Entrepreneurship Development Programme To put the management students into EDP (Entrepreneurship Development
177 Programme) along with regular management programme can be helpful. Giving such extra relevant input is necessary to understand how to start and maintain own venture. Table 4.34a: Arranging Entrepreneurship Development Program Importance of the Input Frequency Percent Cumulative Percent Not Responded 1.2.2 Not at all Important 3.6.8 Less Important 20 4.0 4.8 Neutral 24 4.8 9.6 Important 222 44.4 54.0 Very Important 230 46.0 100.0 Graph 4.10a: Arranging Entrepreneurship Development Program After the analysis of the above data it is found that vast majority of the respondents (90.4%) are giving the importance to arrange entrepreneurship development programme for management students. Where as very little number of respondents (4.0%) are giving less importance to arrange entrepreneurship development program for management students. There are very less number (0.6%) of respondents who thinks that arranging entrepreneurship development program for management students is not at all important. Thus from above it is found that, it is an important activity of arranging entrepreneurship development programme for the management students to develop entrepreneurial confidence. 2. Arranging more Interaction with Entrepreneurs Interaction with entrepreneurs may clear the various doubts and myths prevailing among the management students.
178 Table 4.34b: Arranging more Interaction with Entrepreneurs Importance of the Input Frequency Percent Cumulative Percent Not Responded 1.2.2 Not at all Important 2.4.6 Neutral 6 1.2 1.8 Important 156 31.2 33.0 Very Important 335 67.0 100.0 Graph 4.10b: Arranging more Interaction with Entrepreneurs After the analysis of the above data it is found that vast majority of the respondents (98.2%) are giving the importance to arranging more interaction with entrepreneurs. There are no respondent who feel that arranging more interaction with entrepreneurs is of less importance. There is little number (0.4%) of respondents who think that arranging more interaction with entrepreneurs is not at all important. Thus from above it is the found that it is an important activity of arranging more interaction with entrepreneurs for the management students to develop entrepreneurial confidence.
179 3. Collaboration with various ED support agencies (EDII, DST, NIESBUD, VC, SIDO, SISI, SSI, SIDBI, NSTEDB, TCO, DIC, & MCCIA etc) There are many agencies and institutions which promote entrepreneurial activities but all those institutes are not known to everybody. It is very important to have knowledge about all those support institution if one want to become entrepreneur. Table 4.34c: Collaboration with various ED support agencies (EDII, DST, NIESBUD, VC, SIDO, SISI, SSI, SIDBI, NSTEDB, TCO, DIC, & MCCIA etc) Importance of the Input Frequency Percent Cumulative Percent Not Responded 1.2.2 Not at all Important 1.2.4 Less Important 31 6.2 6.6 Neutral 59 11.8 18.4 Important 214 42.8 61.2 Very Important 194 38.8 100.0 Graph 4.10c: Collaboration with various ED support agencies (EDII, DST, NIESBUD, VC, SIDO, SISI, SSI, SIDBI, NSTEDB, TCO, DIC, & MCCIA etc) After the analysis of the above data it is found that vast majority of the respondents (81.6%) are giving the importance to collaboration with various ED support agencies. Where as very little number of respondents (6.2%) are giving less importance to collaboration with various ED support agencies. There are very less number (0.2%) of respondents who thinks collaboration with various ED support agencies is not at all important. Thus from above it is found that it is important to have collaboration with various ED support agencies.
180 4. Creating Entrepreneurship Development (ED) Cell Today most of the IIT s and IIM s have taken initiative to start entrepreneurship development (ED) cell. The objective of this cell is to promote entrepreneurial activities among the students. The other professional education providing institutes are following the same to promote entrepreneurial activities among the students in campuses. Table 4.34d: Creating Entrepreneurship Development (ED) Cell Importance of the Input Frequency Percent Cumulative Percent Not Responded 2.4.4 Not at all Important 24 4.8 5.2 Less Important 67 13.4 18.6 Neutral 99 19.8 38.4 Important 200 40.0 78.4 Very Important 108 21.6 100.0 Graph 4.10d: Creating Entrepreneurship Development (ED) Cell After the analysis of the above data it is found that majority of the respondents (61.6%) are giving the importance to creating entrepreneurship development (ED) cell. Where as very little number of respondents (13.4%) are giving less importance to creating entrepreneurship development (ED) cell. There are very less number (4.8%) of respondents who thinks to creating entrepreneurship development (ED) cell is not at all important. Thus from above it is found that it is important to create entrepreneurship development (ED) cell.
181 5. Give more Project work/assignments on Entrepreneurship Development The academic institute can give more emphasis on practical training rather than theoretical inputs. To give live projects on starting own business or to give assignment on reviving sick unit or developing business plan and strategies are some of the forms of Project work/assignments on Entrepreneurship Development. Table 4.34e: Give more Project work/assignments on Entrepreneurship Development Importance of the Input Frequency Percent Cumulative Percent Not Responded 1.2.2 Not at all Important 11 2.2 2.4 Less Important 41 8.2 10.6 Neutral 47 9.4 20.0 Important 226 45.2 65.2 Very Important 174 34.8 100.0 Graph 4.10e: Give more Project work/assignments on Entrepreneurship Development After the analysis of the above data it is found that vast majority of the respondents (80.0%) are giving importance to give more project work/assignments on entrepreneurship development. Where as very little number of respondents (8.2%) are giving less importance to give more project work/assignments on entrepreneurship development. There are very less number (2.2%) of respondents who thinks giving more project work/assignments on entrepreneurship development is not at all important. Thus from above it is found that it is important to give more project work/assignments on entrepreneurship development.
182 6. Give Specialization in Entrepreneurship Development Along with regular specialization in management sciences the institutes should start giving specialization in entrepreneurship development. This specialization would be having more inputs related with own business creation and management of it. Table 4.34f: Give Specialization in Entrepreneurship Development Importance of the Input Frequency Percent Cumulative Percent Not Responded 1.2.2 Not at all Important 34 6.8 7.0 Less Important 76 15.2 22.2 Neutral 88 17.6 39.8 Important 157 31.4 71.2 Very Important 144 28.8 100.0 Graph 4.10f: Give Specialization in Entrepreneurship Development After the analysis of the above data it is found that majority of the respondents (60.2%) are giving importance to have specialization in entrepreneurship development. Where as very little number of respondents (15.2%) are giving less importance to give specialization in entrepreneurship development. There are very less number (6.8%) of respondents who think that giving specialization in entrepreneurship development is not at all important. Thus from above it is found that it is an important to give specialization in entrepreneurship development.