Final Report Ranking

7/31/2019 Final Report Ranking

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Summer Internship Project ReportSubmitted for the partial fulfillment of PGDM (2010-12)

CONDUCTED ATPharma Publication, New Delhi

Ranking of Pharmacy colleges in India

FORE SCHOOL OF MANAGEMENT, New Delhi

Submitted By:


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Acknowledgement .........................................................................Error! Bookmark not defined.

Executive Summary ........................................................................................................................ 4

Introduction ..................................................................................................................................... 6

Way Ahead.................................................................................................................................. 7

Objective ......................................................................................................................................... 8

Literature Review............................................................................................................................ 9

Methodology of Study .................................................................................................................. 14

Problem Discovery................................................................................................................ 15

Exploratory Research ............................................................................................................ 15

Problem Definition................................................................................................................ 15

Literature Review.................................................................................................................. 15

Basic research ....................................................................................................................... 15


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Questionnaire Construction .................................................................................................. 16

Target Population .................................................................................................................. 16

Analysis................................................................................................................................. 16

Data Collection ............................................................................................................................. 17

Questionnaire Designing ........................................................................................................... 17

Sampling ....................................................................................................................................... 17

Data Analysis ................................................................................................................................ 19

Spearman's Correlations ........................................................................................................... 20

Regression ................................................................................................................................. 44

Conclusion .................................................................................................................................... 49

Findings......................................................................................................................................... 50

Limitations .................................................................................................................................... 51

Recommendations ......................................................................................................................... 52Bibliography / References............................................................................................................. 53

Appendix ....................................................................................................................................... 55

Company Profile ....................................................................................................................... 55

Questionnaire 1 ......................................................................................................................... 57

Questionnaire 2 ......................................................................................................................... 59


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Executive Summary

Indias Pharmaceutical sector is growing at a rate of 14 % per year. There is huge demand for

competent manpower in this industry. Yearly about 60000 students graduate in pharmaceutical

courses in India and approximately 50% give GPAT which is competitive examination for

masters course in pharmacy. Despite this huge number of students appearing for competitive

examination it hasnt enjoyed such attention from the coaching institutes and publications

houses. Last year the course for competition is changed but most of the leading publishers are

following old syllabus.

Pharma Publications basically provides the preparatory books for the competitive examinations

for post graduation in the field of pharmaceuticals with the name of GPAT success series and

NIPER success series. It also provides distance learning education for the same courses. It is now

planning to launch a national level pharma magazine with the name of Pharma Post. Pharma Post

first issue will include a national level survey on ranking of Pharmacy colleges.

This survey is done by designing two questionnaire, one for students and alumni & other for

faculty and staff members of AICTE & PCI approved Pharmacy colleges. A sample size of 488respondents was taken from web based , door to door and mail survey

For analysis median of collected sample for each variable was taken. This was done to have

linear association with each variable depended on over all rank of the institute. Then on all the

dependent variable regression was applied to form a regression model with which score for each

college is calculated to predict the rank of the college.

Spearman Rank Correlation was used on collected data which was ordinal and it is non

parametric test which could be applied on non probability sampling. At the same time it is also

used as sample size is also less than 30 for normal distribution curve.

After calculating the correlation between the overall institute and other variables, regression

model was used to calculate relation between overall institute and other parameters related. This

test is used because it can be done on non probability sampling, then it can be done on ordinal

data and it can take care of 16 independent variables at the same time.


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Concluding with the results from the analysis of the questionnaire is that Ranking of Pharmacy

colleges depends on student-faculty ratio , quality perceived by student of faculty members,

relevant material taught apart from books, demographics, placement ratio, procedure of

admission , library , teaching technology , interaction with alumni and laboratories.


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Introduction

India's US$ 11.9 billion pharmaceutical industry is growing at the rate of 14 percent per year. It

is one of the largest and most advanced among the developing countries. According to one

report, in 2010 there are 1087 pharmacy colleges and schools in India producing over 60000

pharmacy graduates yearly.

Growth Drivers for Pharmaceutical Industry

The growing population of over of a billion

Increasing income

Demand for quality healthcare service

Changing lifestyle has led to change in disease patterns, and increased demand for new

medicines to combat lifestyle related diseases

Foreign Direct Investment up to 100 per cent is permitted through the automatic route

and Automatic approval for Foreign Technology Agreements also is available in the case

of all bulk drugs cleared by Drug Controller General (India), all their intermediates and

formulations, except those restricted by the Government of India

As Indian Pharmaceutical sector is expected to grow at this rapid rate there is a hugerequirement of competent workforce to work in this industry. Yearly about 60000

students graduate in pharmaceutical courses in India and approximately 50% give GPAT

which is competitive examination for masters course in pharmacy. Despite this huge

number of students appearing for competitive examination it hasnt enjoyed such

attention from the coaching institutes, publications. Last year the course for competition

is changed but most of the leading publishers are following old syllabus.

Seeing this void in the industry , a young entrepreneur from a leading MBA college has come up

with a business plan to startup a Publication house Pharma Publications. Pharma Publications is

a proprietorship firm owned by Ms. Jyotika Kapoor. The firm started its operation in 2010 and is

at present in the business of education. The firm basically provides the preparatory books for the

competitive examinations for post graduation in the field of pharmaceuticals which are basically


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GPAT and NIPER with the name GPAT success series and NIPER success series. It also

provides distance learning education for the same courses. It is also pioneer in launch of all-India

mock online test series for GPAT and NIPER exams with the name of iGPAT and iNIPER. It is

only player in the market which provides solution detailed analysis of the mock examination,

which help students to improve their grip on the subject. It is also pioneer in launching books

with complete changed syllabus for the exam.

In such a short span of time it has moved forward at rapid pace and has made relations with few

coaching institutes and colleges, which would recommend its books. Apart from this these

relations also help in providing students for all India test series. The list of these clients includes

but not limited to

VNS Institute of Pharmacy, Bhopal

IIMT College of Pharmacy, Greater Noida

Pharmula Academy, Hyderabad

Essence Academy, Hyderabad

Way Ahead

In the coming year Pharma Publications intent to grow many times. It plans to enter different

fields related to pharma. In the coming few months its going to launch a national level pharma

magazine on the name of Pharma Post. It is planning to start MBA in pharma at the start of next

year for which it is in constant talk with one of the pharmacy college in NCR and deal for the

same is at infant stage and expected to mature in coming few months. Afterwards in the coming

few years it has also planned to open virtual class rooms for competitive examinations.


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Objective

Pharma Publication which is a budding Publication house for aspiring pharmacy students. Its

going to launch a national level pharma magazine with the name of Pharma Post. As of now

there is not much information available about top colleges in pharmacy. For this Pharma

Publications is doing a national level survey from the existing students, alumni, faculty and staff

members of pharmacy colleges approved AICTE and PCI (Pharma Council of India) and come

up with a ranking of these colleges in its first issue.


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Literature Review

1 Martin Schatz (1), Ranking of business schools has been a controversial subject for a

number of years. There are two problems associated with the popular rankings of

MBA programs. The first problem is that people foolishly tend to believe that there is

significance to the order in which the schools appear. The second problem is that the

rankings have a tendency to become self-fulfilling prophecies.

Its further explained with example of two rankings :Business Weekand U.S. News &

World Report.Business Weekreportedly bases its rankings on two factors; a survey of

recent graduates from the schools being evaluated, and a survey of corporate

executives. First flaw in their report was that of some 700 colleges and universities inthis country that offer the MBA degree, Business Weekpre-selected forty-four

schools to be included. But how did they determine which forty-four schools to

include in their survey? Anything that they did with the data after that first decision is

irrelevant if there is not a valid way of selecting the initial set of schools. Another

flaw in its methodology rests on the premise that business executives know anything

at all about the quality of business schools. As a matter of fact, the executives do

know is from reading earlier issues ofBusiness Week. It is also likely that at best, the

executives evaluate the education received by the graduates of these schools on the

basis of one or two individual graduates whom they happen to know, rather than on

any extensive research. Then third flaw in methodology was that judging the quality

of a school on the apparent popularity of the graduates. Its likely that a very large

school that is not particularly distinguished will turn out more successful graduates

who are visible than a very small school that has higher standards and expectations

for its students, but nevertheless has far fewer graduates.

In U.S. News & World Reportsurvey methodology of ranking the schools by the

people who should know -- the deans of the 270 MBA programs accredited by the

American Assembly of Collegiate Schools of Business. The problem with this logic

was that these people don't know any more about each other's school. First, based on

the very high turnover rate of business school deans, a good many deans are new to

the job (approximately ten percent each year) and don't even know very much about

their own school. Second, except for a few visits that a given dean may take to other

schools for the purpose of evaluating them for continued accreditation, even long-

standing deans don't really know much about more than a handful of schools. And

finally, there are no criteria.


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2 Morse, Robert J (2) These rankings are based on data from the Times Higher Education-QS World University Rankings, which were produced in association with QSQuacquarelli Symonds. These ranking are different from other rankings in two ways.

First, none of the data from the America's Best Colleges and America's Best GraduateSchools lists is used in the World's Best Colleges and Universities rankings. QSQuacquarelli Symonds does all the data collection and calculations for the World'sBest Colleges rankings.

Second, the methodology used to compute the World's Best Colleges is different inmany key areas. The World's Best Colleges rankings use six criteria: academic peerreview, employer review, student/faculty ratio, citations per faculty member, theproportion of international faculty, and the proportion of international students.

3 Cosh Colby (3) The article is based on Macleans magazine survey of Canadian

Universities. It point out the flaws in the methodology used by magazine in the

survey. The methodology gives high percentage of 11% in overall scores to the

students admitted in the university. It is done by seeing the marks in the high school

of the students taking admission in the university. Now point to consider in the article

is that every high school doesnt have same marking criteria and it is well explained

in the article with the example of Alberta high school and with Ontario high school.

In the first marks are highly weighted towards performance in province wide

departmental exams whereas in later this aspect is missing. So students of Ontario can

score 80% or more in exams more easily then students in Alberta. Thus college

admitting student from Ontario will get benefit in ranking.

4 Staff, (4) The article is based on community college ranking. The ranking states that

ranking could be done by seeing the size of college. In the ranking methodology 200

community colleges were divided into 3 groups based on the number of students

inside the college. It was small colleges with fewer than 3000 students, mid-size

college with 3000-7000 students and large size colleges with more than 7000

students. And then article states survey was formed separately and questionnairecontained mostly closed ended questions.


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5 Editor (5) , The article provides information about the full rankings for national

universities and liberal arts colleges. They have also provided a top fifty ranking for

three other categories of schools: master's universities, baccalaureate colleges, and

community colleges. And in light of surging student demand for service

opportunities, they have enhanced our service measures for 2010. In addition to rating

colleges on criteria such as the number of students participating in ROTC and the

Peace Corps, they factored five new measures, including how many students engage

in community service and whether a college provides matching dollars for service-

oriented scholarships like AmeriCorps. An introduction to a series of articles on the

best U.S. universities and colleges based on how they are meeting their public

obligations in the areas of research, service, and social mobility. They include the

University of California-San Diego, Stanford University in California, University of

Texas in Austin, Syracuse University in New York, Harvard University in

Massachusetts, Morehouse College in Georgia, Bryn Mawr College in Pennsylvania,

Berea College in Kentucky, Amherst College in Massachusetts, and Bowdoin Collegein Maine.

6 Baumann, Robert W, Chu, David K. W. & Anderton, Charles (6), In the article a study is

shown of various colleges and it is compared from the data it contained earlier since

the debut of the U.S. News & World Report College Guide in 1983, the U.S. News &

World Report College Guide has become the premier 'consumer report' of higher

education. It was found that peer assessment, which has been the largest component

of the U.S. News & World Report ranking function, contained a penalty forreligiously affiliated schools that were independent of the other U.S. News & World

Report variables and several proxies for quality. Possible explanations of the religious

penalty included taste-based discrimination, perceived differences in the quality of

the curriculum, and strategic voting by college administrators.

7 Poyer, David (7), This paper assesses the Black Enterprise Magazine (BE) ranking of the

top 50 colleges for African Americans, which it publishes biennially. Its principal

objective is to evaluate the statistical consistency in the ranking over the distribution

of institutions that compose it. The paper attempts to address two-related questions.

Does the BE report provide an unbiased and consistent assessment of the educational

value associated with the institutions included in their listing? Is the ranking method

internally consistent? Two experiments were used to evaluate the consistency of the

BE ranking.


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First, structural difference in the model used to rank the institutions in the upper and

lower half of the distribution is tested.

Second, structural difference in the model used to rank HBCU and non-HBCU

institutions included in the BE listed ranking is tested. In both cases the null

hypothesis of the same structure is rejected.

8 Jones, D. Yvonne (8), This paper assesses about the recent ACRL guidelines and

standards urge academic librarians to compare selected input and output measures

with peer institutions for assessment. This paper provides an example of such a

comparison, using a freely available statistical tool from the National Center for

Education Statistics (NCES). Applying the NCES data tool to liberal arts colleges

chosen by U.S. News and World Report (USN&WR) as the Best Liberal Arts

Colleges provides one strategy for choosing financial benchmarks to target, as wellas staffing and output measures for comparison. Using liberal arts colleges ranked in

the top third by USN&WR, about $2,000/FTE would be the 2004 reported amount

that the best colleges spent on library resources.

9 Credle, Sid Howard, Maheshwari, Sharad & Davenport, Janelle Pridgen (9) , This paper

is written for an African-American, choosing the best college or university is

important since the choice of college includes the complex decision of whether to

attend one of the nation's 89, 4-year Historically Black Colleges or Universities(HBCU) or a Traditionally White Institution (TWI). Numerous periodicals publish

annual rankings of the nation's "best colleges. " Black Enterprise magazine (BE)

focuses on the best colleges for African-Americans. Recently, BE's rankings were

criticized by the editors of the Journal of Blacks in Higher Education (JBHE 2005)for

"stacking the deck" in favor of HBCUs by applying a low weight to important factors

such as retention and graduation rates.

This study uses a variation of the College-Football Success Model (Walker, Keogh, &

Civils, 2006), to determine the rankings of the best universities for African

Americans. With this model we also answer the question; what type of institution, theHBCU or the TWI, is the "best" college choice for African-Americans? The results

collected on 411 of the most influential African-Americans in the country, indicate

that HBCUs with approximately 32 percent of undergraduate degrees conferred

nationally produced 156 of the 411 (or 38%) most influential African-Americans in

2005. It was also found that although HBCUs represent only 4 percent of the nation's

approximately 1,800 four year colleges, 52 (or 26%) of the 202 undergraduate


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schools attended by these individuals were HBCUs. The study also indicates that

there is no difference between HBCUs and TWIs in the movement of graduates into

"top-quality" graduate schools.

10 Hartley, James E. & Robinson, Michael D (10),The economic research done at national

liberal arts colleges, although valuable in and of itself, would be more valuable if, asMcCaughey argues, it was connected to the teaching effectiveness of the college.

Measures of teaching effectiveness are notoriously hard to compute. One readily

available measure of teaching quality is the number of students from a liberal arts

college who go on to graduate work.

With generated measure of research aptitude, the number of scholarly publications, it

is straightforward to examine the relationship of faculty research to student

achievements. Data were collected on the number of Ph.D.'s in economics granted

between 1989 and 1994 to the graduates of the liberal arts colleges in our sample.(n7)

We estimated a linear regression of the number of Ph.D.'s received by the graduates

of a liberal arts college on the total number of publications of the faculty of that

college. We controlled department size (assuming bigger departments with more

mayors should send a larger number of students to graduate school) and the quality of

the institution as measured by the 1995 U.S. News & World Report ranking


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Methodology of Study

The project was desired to follow the below process


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Problem Discovery: When I joined Pharma Publications it has already planned to launch a

magazine named Pharma Post but it was unable to do so because it promised its subscribers that

it will be doing first pharma college ranking. But it was unable to do research project as a result

the launch of magazine was delayed because it wanted to launch with ranking. So project for me

was decided to be all India ranking of Pharma Publications.

Exploratory Research: Pilot study of the project was carried out and in it two things were

done and time period for this was scheduled to be 0.5 week (3-4 days).

Expert Interview: Experts from pharma education sector (Mr. Varindra Kumar, Mr.

Divanshu Kapoor, Ms Jotika Kapoor) and research (Mohit Rawal) were contacted. Mr.

Varindra Kumar & Mr. Divanshu Kapoor told about the important parts of a to know

about feasibility of the research project and also know all the parameters which are

important in a pharma college. At the same time Mr Mohit Rawal was contacted to know

deadlines more accurately and know the various sampling techniques which could be

applied to collect data. At the same time he made point that sampling for All-India level

would take much more time and project could not be completed in 6 weeks. So he

advised to conduct the survey for colleges in Delhi/NCR region only.

FGD: Focus group discussion was carried out between Varindra Kumar, Sunil Kumar,

Divanshu Kapoor, Mohit Rawal, Ms. Jotika Kapoor and Ashok Kumar. During the

discussion points came in forward were factors on which ranking would depend and it

was also suggested that ranking should be done only for colleges in Delhi-NCR region.

In both it was also decided two separate questionnaire would be constructed. One for faculty and

other staff members and other for the students and alumni of the college.

Problem Definition: In the exploratory research it was confirmed that ranking could be done

for only colleges in Delhi-NCR region and the problem was defined to be calculate ranking for

PHARMA colleges in the region which are approved by AICTE and PCI.

Literature Review: Since problem was finalized, now literature review was done on college

ranking formats and also it was done to know parameters which should be considered andparameters which should not be considered. And flaws in ranking by other magazines were also

studied, so that research could be error less. Time period for the same was decided to be 1 week.

Basic research: It was decided that research could be done by primary research in which

questionnaire would be filled and secondary research was done on ranking done by other firms

on the colleges.


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Primary research was done by data collection in the form of survey with the help of

questionnaires. Questionnaires were chosen with close end questions, so that analysis could be

done on the them.

The secondary research was important because we could know regression was to be applied and

we require assigning certain weights to components and taking weighted average whilecalculating the rank.

Questionnaire Construction: Scale used in the questionnaires was nominal, ordinal and

interval scale. And in the grid likert scale was used and it used a series of statements with which

respondents indicated their agreement or disagreement about a particular topic. While calculating

mean was taken from interval data and percentage and median was used from ordinal data.

Then index measurement was done to measure the rank depending upon different composite

measures like faculty student ratio, average faculty experience, their mode qualification and

others parameters collected in survey

Target Population: the target population for the survey is all the students, alumni and the staff

members of institutes under study.

Sample Frame: the sample frame can be drawn from

Students of colleges joined groups on social websites

Students who attended seminars from Pharma Publication in past

Students who enquired about the Pharma Publications

Faculty members who were present on social websites Directors or principal of the institutes

Analysis: on the collected data spearman correlation test is done to find the correlation between

dependent and independent variables and then regression is done on all the variables which are

correlated


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Data Collection

Questionnaire Designing:

The questionnaires were designed in a such a way that it contained mostly fixed alternative

questions. This was done because it requires lesser time to analyze the responses then it would berequired to analyze open ended questions. At the same time all the potential options were

examined and chosen in the exploratory research stage in personal interview. So it was beneficial

to choose close end questions.

At the same time while framing questions it was taken care that all the questions asked have

certain relevancy with the topic. To make sure this questionnaire was cross checked by

supervisor in the industry as well as faculty member(Ms. Sumeet Kaur) also rechecked the

questionnaire to make sure all are relevant questions and questionnaire is free from errors like

double barreled questions or it doesnt have any assumptions made or tested the memory of the

respondents. It was also taken care that questionnaire is not having any leading or loadingquestions. And it used simple language and it doesnt made assumptions.

To make sure of accuracy few pitfall questions were also kept and few questions were repeated

in grid in different form. So if the respondent was trying to give invalid answer would fall in one

of this and all those questionnaire could be rejected as it would not give true picture of the

respondents.

Sampling: As colleges which were to be ranked were in entire NCR, so various sampling

techniques were decided which could be used to collect the data. The techniques used for

sampling were:

Convenience Sampling

o Mail Sampling

o Internet Sampling

o Personal Interview

Convenience sampling techniques were chosen for personal interviews in the few colleges which

decided to participate in survey in Delhi/ NCR region. So with sampling questionnaires were

filled by students by personally interacting with them and explaining them meaning of each and

every question.


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In internet sampling technique mails were floated to all the data base present with the pharma

publications and apart from this all college groups on social networking sites like face book,

orkut were also targeted and links for the surveyed were mailed in the groups also.

In mail sampling principals and directors of all the colleges were send postal mails for the

surveys and they were requested to submit it back by post or address of links were also given inletters if they wanted to submit it online.

Door to door sampling technique was used for colleges for which database was not sufficient or

respondents didnt filled the survey. In this way we were able to collect at least 20 entries per

college to conduct surveys.


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Data Analysis

In total 488 respondents filled the survey forms and so sample size was of 488. Out of whichtotal replies from the students were 448 and only 40 replies were collected from the faculty andother staff members of the institute. Out of the above collected samples 62 samples of students

were rejected as it contained errors while filling the survey. And on the rest statistics testing wasdone.

For further analysis median of collected sample for each variable was taken. This was done tohave linear association with each variable depended on over all rank of the institute. Then on allthe dependent variable regression was applied to form a regression model with which score foreach college could be calculated to predict the rank of the college.

Spearman Rank Correlation was used collected data was ordinal and it is non parametric testwhich could be applied on non probability sampling. At the same time it is also used as samplesize is also less than 30 for normal distribution curve.

After calculating the correlation between the overall institute and other variables regressionmodel was used to calculate relation between overall institute and other parameters related. Thistest is used because it can be done non probability sampling, then it can be done on ordinal dataand it can take care of 16 independent variables at the same time.

In significant rank correlation following formulas are used


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Spearman's Correlations

Test 1

To test correlation between overall institute and student faculty ratio

H0: there is no correlation between both

H1: there is significant correlation between the both

Correlations

Untitled

Question

[Overall

institute]

student faculty

ratio

Spearman's rho Untitled Question

[Overall institute]

Correlation

Coefficient

1.000 -.939**

Sig. (2-tailed) . .000

N 22 22

student faculty ratio Correlation

Coefficient

-.939** 1.000

Sig. (2-tailed) .000 .

N 22 22**. Correlation is significant at the 0.01 level (2-tailed).

Just from spearman correlation test we can see there is significant correlation between the both

variables and thus we reject null hypothesis and we can say that their overall institute is

dependent upon student faculty ratio


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Test 2

To test correlation between overall institute and number of relevant material

H0: there is no correlation between bothH1: there is significant correlation between the both

Correlations

Untitled

Question

[Overall

institute]

Number of

relevantmaterial apart

from books

taught in the

class rooms


[Overall institute]

Correlation

Coefficient

1.000 .602**


N 22 22

Number of relevantmaterial apart from

books taught in the class

rooms

CorrelationCoefficient

.602**

1.000


N 22 22

**. Correlation is significant at the 0.01 level (2-tailed).



dependent upon number of relevant material


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Test 3

To test correlation between overall institute and number of times teachers are late in the calss


Correlations

Untitled

Question

[Overall

institute]

Number of

times teachers

are late in

class


[Overall institute]

Correlation

Coefficient

1.000 .086


N 22 22

Number of times

teachers are late in class

Correlation

Coefficient

.086 1.000


N 22 22

NONPAR CORR /VARIABLES=UntitledQuestionOverallinstitute

We fail to reject null hypothesis of correlation, so we cannot be sure about any relationship

between overall institute and number of times teacher is late in the class. So we will not take it in

regression testing


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Test 4

To test correlation between overall institute and demographics of the batch


Correlations

Untitled

Question

[Overall

institute]

Demographics

of batch

mainly

consists of

students from


[Overall institute]

Correlation

Coefficient

1.000 .891**


N 22 22

Demographics of batch

mainly consists of

students from

Correlation

Coefficient

.891** 1.000


N 22 22




dependent upon demographics of the batch


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Test 5

To test correlation between overall institute and placement ratio


Correlations

Untitled

Question

[Overall

institute]

What is the

placement

ratio of the

instituteSpearman's rho Untitled Question

[Overall institute]

Correlation

Coefficient

1.000 .831**


N 22 22

What is the placement

ratio of the institute

Correlation

Coefficient

.831** 1.000


N 22 22




dependent upon placement ratio


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Test 6

To test correlation between overall institute and how many clubs or committees are there ininstitute for extra/co-curricular activities


Correlations

Untitled

Question

[Overall

institute]

How many

clubs or

committees

are there ininstitute for

extra /co-

curricular

activities


[Overall institute]

Correlation

Coefficient

1.000 .381


N 22 22

How many clubs orcommittees are there in

institute for extra /co-

curricular activities


.381 1.000


N 22 22



between overall institute and number of committees/clubs in the institute. So we will not take it

in regression testing


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Test 7

To test correlation between overall institute and number of seminars conducted in the institute


Correlations

Untitled

Question

[Overallinstitute]

Number of

seminars

conducted in

the premisesof the institute


[Overall institute]

Correlation

Coefficient

1.000 .778**


N 22 22

Number of seminars

conducted in the

premises of the institute

Correlation

Coefficient

.778** 1.000





dependent upon number of seminars conducted in the institute


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Test 8

To test correlation between overall institute and procedure of admission of the students in theinstitute


Correlations

UntitledQuestion

[Overall

institute]

What is

procedure ofadmission of

students in

college


[Overall institute]

Correlation

Coefficient

1.000 .777**


N 22 22

What is procedure of

admission of students incollege

Correlation

Coefficient

.777**

1.000


N 22 22




dependent upon admission procedure in the institute


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Test 9

To test correlation between overall institute and quality of faculty


Correlations

Untitled

Question

[Overall

institute]

Untitled

Question

[quality of

faculty

teaching the

program]


[Overall institute]

Correlation

Coefficient

1.000 .585**


N 22 22

Untitled Question

[quality of faculty

teaching the program]

Correlation

Coefficient

.585** 1.000


N 22 22


Just from spearman correlation test we can see there is significant correlation between the bothvariables and thus we reject null hypothesis and we can say that their overall institute is

dependent upon quality of faculty teaching


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Test 10

To test correlation between overall institute and curriculum followed by the instituteH0: there is no correlation between bothH1: there is significant correlation between the both

Correlations

Untitled

Question

[Overall

institute]

Untitled

Question

[curriculum

followed by

the

institute/unive

rsity]


[Overall institute]

Correlation

Coefficient

1.000 .549**


N 22 22

Untitled Question

[curriculum followed by

the institute/university]

Correlation

Coefficient

.549** 1.000


N 22 22


Just from spearman correlation test we can see there is significant correlation between the bothvariables and thus we reject null hypothesis and we can say that their overall institute is

dependent upon curriculum followed by the institute


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Test 11

To test correlation between overall institute and firmness in time table


Correlations

Untitled

Question

[Overall

institute]

Untitled

Question

[firmness in

timetable

followed by

the institute ]


[Overall institute]

Correlation

Coefficient

1.000 .378


N 22 22

Untitled Question

[firmness in timetable

followed by the institute

]

Correlation

Coefficient

.378 1.000


N 22 22



between overall institute and firmness in time table followed by institute. So we will not take it

in regression testing


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Test 12

To test correlation between overall institute and sternness about attendance


Correlations

Untitled

Question

[Overall

institute]

Untitled

Question

[institutes

sternness

about

attendance]


[Overall institute]

Correlation

Coefficient

1.000 -.246


N 22 22

Untitled Question

[institutes sternness

about attendance]

Correlation

Coefficient

-.246 1.000


N 22 22



between overall institute and institutes sternness about attendance. So we will not take it in

regression testing


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Test 13

To test correlation between overall institute and institutes existing infrastructure


Correlations

Untitled

Question

[Overall

institute]

UntitledQuestion

[institutes

existing

infrastructure]


[Overall institute]

Correlation

Coefficient

1.000 .457*


N 22 22

Untitled Question[institutes existing

infrastructure]


.457* 1.000


N 22 22

*. Correlation is significant at the 0.05 level (2-tailed).



dependent upon institutes infrastructure


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Test 14

To test correlation between overall institute and library of the institutes


Correlations

Untitled

Question

[Overallinstitute]

Untitled

Question

[library of theinstitute]


[Overall institute]

Correlation

Coefficient

1.000 .883**


N 22 22

Untitled Question

[library of the institute]

Correlation

Coefficient

.883**

1.000


N 22 22




dependent upon library of the institute


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Test 15

To test correlation between overall institute and advancement in teaching technology


Correlations

Untitled

Question

[Overall

institute]

Untitled

Question[institutes

advancement

in teaching

technology

that is use of

multimedia in

classrooms]


[Overall institute]

Correlation

Coefficient

1.000 .434*


N 22 21

Untitled Question

[institutes advancement

in teaching technology

that is use of multimedia

in classrooms]

Correlation

Coefficient

.434*

1.000


N 21 21




dependent upon advancement in teaching technology


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Test 16

To test correlation between overall institute and placement ratio as compare to other institutes


Correlations

Untitled

Question

[Overall

institute]

UntitledQuestion

[final

placement of

the institute as

compare to

other pharma

colleges]


[Overall institute]

Correlation

Coefficient

1.000 .617**


N 22 22

Untitled Question [final

placement of the

institute as compare to

other pharma colleges]

Correlation

Coefficient

.617** 1.000


N 22 22




dependent upon final placement of the institute as compare to others


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Test 17

To test correlation between overall institute and interaction with alumini


Correlations

Untitled

Question

[Overall

institute]

Untitled

Question

[Interaction

with Alumini ]


[Overall institute]

Correlation

Coefficient

1.000 .536*


N 22 22

Untitled Question

[Interaction with

Alumini ]

Correlation

Coefficient

.536* 1.000


N 22 22




dependent upon interaction with alumni


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Test 18

To test correlation between overall institute and institutes laboratories


Correlations

Untitled

Question

[Overallinstitute]

Untitled

Question

[instituteslaboratories]


[Overall institute]

Correlation

Coefficient

1.000 .846**


N 22 22

Untitled Question

[institutes laboratories]

Correlation

Coefficient

.846** 1.000





dependent upon institute laboratories


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Test 19

To test correlation between overall institute and opportunities provided in extra-curricularactivities


Correlations

Untitled

Question

[Overall

institute]

Untitled

Question[opportunities

provided in

extra-

curricular

activities]


[Overall institute]

Correlation

Coefficient

1.000 .459*


N 22 22Untitled Question

[opportunities provided

in extra-curricular

activities]

Correlation

Coefficient

.459*

1.000


N 22 22




dependent upon opportunities provided in extra-curricular activities


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Test 20

To test correlation between overall institute and opportunities provided in co-curricular activities.


Correlations

UntitledQuestion

[Overall

institute]

Untitled

Question

[opportunitiesprovided in

co-curricular

activities]


[Overall institute]

Correlation

Coefficient

1.000 .533*


N 22 22

Untitled Question

[opportunities providedin co-curricular

activities]

Correlation

Coefficient

.533* 1.000


N 22 22




dependent upon opportunities provided in co-curricular activities


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Test 21

To test correlation between overall institute and computer labs in the latest software


Correlations

UntitledQuestion

[Overall

institute]

Untitled

Question

[ComputerLab in terms

of latest

software]


[Overall institute]

Correlation

Coefficient

1.000 -.213


N 22 22

Untitled Question

[Computer Lab in termsof latest softwares]

Correlation

Coefficient

-.213 1.000


N 22 22


between overall institute and latest software used in the computer lab. So we will not take it in

regression testing


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Test 22

To test correlation between overall institute and average experience of faculty


Correlations

Untitled

Question

[Overallinstitute]

average

experience offaulty member


[Overall institute]

Correlation

Coefficient

1.000 .821**


N 22 22

average experience of

faulty member

Correlation

Coefficient

.821** 1.000


N 22 22




dependent upon average experience of faculty member


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Test 23

To test correlation between overall institute and Average qualification of faculty members


Correlations

Untitled

Question

[Overall

institute]

Average

qualification

of faculty

members


[Overall institute]

Correlation

Coefficient

1.000 .881**


N 22 22

Average qualification of

faculty members

Correlation

Coefficient

.881** 1.000


N 22 22




dependent upon average qualification of faculty members


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Regression

Variables Entered/Removed

Model Variables Entered

Variables

Removed Method

1 average experience of faulty member, Untitled Question [opportunities

provided in extra-curricular activities], Untitled Question [institutes

advancement in teaching technology that is use of multimedia in

classrooms], Untitled Question [institutes existing infrastructure], Untitled

Question [curriculum followed by the institute/university], Untitled Question

[opportunities provided in co-curricular activities], Untitled Question

[Interaction with Alumini ], Untitled Question [quality of faculty teaching the

program], Untitled Question [library of the institute], student faculty ratio,

What is the placement ratio of the institute, Number of relevant material

apart from books taught in the class rooms, What is procedure of admission

of students in college, Untitled Question [institutes laboratories],

Demographics of batch mainly consists of students from, Average

qualification of faculty membersa

. Enter

a. All requested variables entered.

Model Summary

Model R R Square

Adjusted R

Square

Std. Error of the

Estimate

1 .927a

.859 .819 .3787


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Model Summary

Model R R Square

Adjusted R

Square

Std. Error of the

Estimate

1 .927a

.859 .819 .3787

a. Predictors: (Constant), average experience of faulty member,

Untitled Question [opportunities provided in extra-curricular activities],

Untitled Question [institutes advancement in teaching technology that is

use of multimedia in classrooms], Untitled Question [institutes existing

infrastructure], Untitled Question [curriculum followed by the

institute/university], Untitled Question [opportunities provided in co-

curricular activities], Untitled Question [Interaction with Alumini ],

Untitled Question [quality of faculty teaching the program], Untitled

Question [library of the institute], student faculty ratio, What is the

placement ratio of the institute, Number of relevant material apart from

books taught in the class rooms, What is procedure of admission of

students in college, Untitled Question [institutes laboratories],

Demographics of batch mainly consists of students from, Average

qualification of faculty members

ANOVAb

Model Sum of Squares Df Mean Square F Sig.

1 Regression 21.458 16 1.341 25.647 .003a

Residual .209 4 .052

Total 21.667 20

a. Predictors: (Constant), average experience of faulty member, Untitled Question [opportunities

provided in extra-curricular activities], Untitled Question [institutes advancement in teaching

technology that is use of multimedia in classrooms], Untitled Question [institutes existing

infrastructure], Untitled Question [curriculum followed by the institute/university], Untitled Question

[opportunities provided in co-curricular activities], Untitled Question [Interaction with Alumini ],

Untitled Question [quality of faculty teaching the program], Untitled Question [library of the

institute], student faculty ratio, What is the placement ratio of the institute, Number of relevant

material apart from books taught in the class rooms, What is procedure of admission of students in

college, Untitled Question [institutes laboratories], Demographics of batch mainly consists of

students from, Average qualification of faculty members

b. Dependent Variable: Untitled Question [Overall institute]


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Coefficientsa

Model

Unstandardized Coefficients

Standardized

Coefficients

B Std. Error Beta t Sig.

1 (Constant) 4.816 1.498 3.215 .032

student faculty ratio -.347 .115 -.597 -3.010 .040

Average qualification of faculty

members

-.314 .268 .342 -1.169 .307

Number of relevant material

apart from books taught in the

class rooms

.898 .289 .467 3.109 .036

Demographics of batch mainly

consists of students from

.095 .245 .188 .390 .717

What is the placement ratio of

the institute

.656 .206 .556 3.188 .033

What is procedure of admission

of students in college

-.017 .138 .020 -.123 .908

Untitled Question [quality of

faculty teaching the program]

.099 .148 .089 .673 .538

Untitled Question [curriculum

followed by the

institute/university]

-.396 .182 .392 -2.179 .095

Untitled Question [institutes

existing infrastructure]

.302 .179 .169 1.686 .167

Untitled Question [library of the

institute]

.282 .146 .339 1.938 .125


advancement in teaching

technology that is use of

multimedia in classrooms]

.443 .157 .257 2.813 .048

Untitled Question [Interaction

with Alumini ]

-.308 .154 -.287 -1.996 .117


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laboratories]

.130 .166 .133 .783 .477

Untitled Question [opportunities

provided in extra-curricular

activities]

-.630 .188 -.429 -3.359 .028

Untitled Question [opportunities

provided in co-curricular

activities]

-.226 .129 -.166 -1.747 .155

average experience of faulty

member

-.066 .187 -.078 -.352 .743

a. Dependent Variable: Untitled Question [Overall institute]

So the regression equation will be

Overall institute = -.597 X student faculty ratio + 0.342 X Average qualification of faculty +

0.467 X No. of relevant material + .188 X Demographics + .556 X Placement ratio + .02 X

procedure of admission - .392 X curriclum followed - .169 X infrastructure + .339 X library +

.257 X advancement in teaching + .287 X alumini + .133 laboratorie - .429 X extracurricular -

.166 X co curricular - .078 X exp of faculty + 4.816

On applying the above formula anks were calculated for the institutes

I am calculating regression based on 16 variables and if we give equal weight age to each

parameter than each parameter would get approximately 6% weightage in the ranking equation.

However while doing literature review, I noticed that ranking is more dependent on few of the

parameters. E.g. Faculty plays a major role in the ranking of the college. Hence low student-

faculty ratio is considered good for ranking. As there are three questions pertaining to faculty

hence the overall weightage taken for faculty is high. Demographics also takes high weightage as

a good college must have students from different part of country. Placements also impacts the

ranking though its weighted contribution should be ideally lower than demographics and faculty

ratio. Similarly based on these factors weights are given to different parameters and rank iscalculated.


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Rank Name of college Score

1 Shri Vishnu College of Pharmacy Vishnupur, Andhra

Pradesh ,Andhra Pradesh University3.36

2 Sri Venkateswara College of Pharmacy ,Andhra

Pradesh , Osmania University3.34

3 jamia hamdard, hamdard university 3.13

4 A R College & G H Patel Institute of Pharmacy ,

Gujarat , Sardar Patel University2.74

5 Department of Pharmaceutical Sciences Guru

Jambheswar University, Haryana2.61

6 Al-Ameen College of Pharmacy, Bangalore, Rajiv

Gandhi University2.45

7 mgm institue of health sciences 2.208 Acharya Institutes ,Bangalore, Bangalore University 2.19

9 Guru Gobind Singh Indraprastha University 2.05

10 ROLAND INSTITUTE OF PHARMACEUTICAL SCIENCES 2.01

11Guru Nanak Institute Of Pharmaceutical Science &

Technology1.98

12 IIMT college of pharmacy 1.92

13 St. Mary's college of Pharmacy 1.84

14 Innovative College of Pharmacy 1.73

15Shree Ganpati Institute of Technology College of

Pharmacy,1.64

16Ram-Eesh Institute of Vocational & Technical

Education1.53

17 Gangami College of Pharmacy 1.49

18 School of Pharmacy Chouksey Engineering College 1.39

19 Kiet School of Pharmacy 1.37

20 Dehat Vikas College Of Pharmacy 0.91

21 himalayan Pharmacy institute 0.72

22 B.S. Anangpuria Institute Of Pharmacy 0.32


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Conclusion

On the basis of regression analysis we could see that Shri Vishnu College of PharmacyVishnupur topped the ranking from the colleges which participated in the survey as it had low

student faculty ratio and scored high on all other parameters. And colleges like himalayan

Pharmacy institute, Dehat Vikas College Of Pharmacy and B.S. Anangpuria Institute Of

Pharmacy scored high on the variables which were having inverse relation as a result their rank

came out to be lowest and their overall score is too low.


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Findings

Some of the interesting findings which came in front of the regression test were

Curriculum followed by institute/university had negative relation, this meant that students

and faculty members of institutes which were having lower rank felt that their syllabus is

better than other peer institutes.

Infrastructure of the institutes has negative relation with rank.

Extra-curricular activities also had negative relation with rank.

Co-curricular activities also had negative relation with rank.

Strangely quality of faculty had a positive relation with rank but experience of faculty

had negative relation with rank. And when test with each other I found there is no

correlation between experience and quality of faculty


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Limitations

1. There were three methods followed to conduct the survey i.e. self-administered survey ,web based survey and mail based survey. So, there is a chance of respondent error in theother two methods followed.

2. There were lesser response from respondents from far of colleges like college from Souththan colleges from NCR region.

3. Responses from faculty was lesser than expected.

4. As convenience sampling is used hence there is sampling bias and that the sample is not

representative of the entire population.


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Recommendations

Advertisingfocus more on online advertising , social advertising by creating profile ofPharma Publication and joining all the groups of target colleges (Graduate pharmacy

colleges).

Students database should be enhanced by conducting regular surveys and seminars with

students

Partnership with Pharma colleges so as to publish articles about their college in Pharma

Post or publishing interviews of chairman or director of the colleges.

Sales promotions should be done in colleges by tying up with the graduate pharmacy

college authorities for example by putting up canopies in front of these colleges and also

by placing cloth banner in front of them.

Work Force : Full time experienced and competent marketing employee should be hired.

Distribution : Proper distribution network should be built to increase its penetration with

target students.

Increase the product portfolio : By introducing books for graduate and post graduatePharma courses.

Tie-ups: Company should make some tie up with the colleges and coaching institutes in

the region. These places are frequently visited by the target consumer base.


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Bibliography / References

1. Martin Schatz, Ph.D. (1993). What's Wrong With MBA Ranking Surveys, Management

Research News 16(7), 15-18

2. Morse, Robert J.(2008). Our First Rankings of the World's Best Colleges. U.S. News &

World Report; 12/1/2008, Vol. 145 Issue 12, p73-73

3. Cosh Colby, (2003). Why college ranking fails, The reporter January 6, 2003, 40-41

4. Staff, (2007). TC3 ties for first in digital community college ranking, The Central New

York Business Journal April 13, 2007, 20

5. Editor, (2010). INTRODUCTION: A DIFFERENT KIND OF COLLEGE RANKING,

Washington Monthly; Sep/Oct2010, Vol. 42 Issue 9/10, p15-18

6. Baumann, Robert W, Chu, David K. W. & Anderton, Charles (2009). Religious penaltyin the U.S. News & World Report college rankings. Education Economics; Dec2009,

Vol. 17 Issue 4, p491-504

7. Poyer, David(2008). The Black Enterprise Magazine Ranking of Colleges for African

Americans: A Structural Analysis. Review of Black Political Economy; Spring2008, Vol.

35 Issue 1, p19-29

8. Jones, D. Yvonne(2007). How Much Do the "Best" Colleges Spend on Libraries? Using

College Rankings to Provide Library Financial Benchmarks. College & Research

Libraries; Jul2007, Vol. 68 Issue 4, p343-351

9. Credle, Sid Howard, Maheshwari, Sharad & Davenport, Janelle Pridgen(2008). AN

ALTERNATIVE RANKING METHODOLOGY OF THE BEST COLLEGES ANDUNIVERSITIES FOR AFRICAN-AMERICANS. Global Journal of Business Research

(GJBR); 2008, Vol. 2 Issue 2, p49-66

10.Hartley, James E. & Robinson, Michael D (1997). Economic Research at National

Liberal Arts Colleges: School Rankings. Journal of Economic Education; Fall97, Vol. 28

Issue 4, p337-349

11.College and University Ranking

(http://en.wikipedia.org/wiki/College_and_university_rankings)

12.Ranking Methodology (http://www.arwu.org/ARWUMethodology2009.jsp)

13.College Ranking Reformed

(http://www.educationsector.org/sites/default/files/publications/CollegeRankingsReforme

d.pdf)

14.Statistics for Business and Economics by Anderson , Sweeney and Williams.


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Appendix

Company Profile

Pharma Publications is a proprietorship firm owned by Ms. Jyotika Kapoor. The firm started its

operation in 2010 and is at present in the business of education. The firm basically provides the

preparatory books for the competitive examinations for post graduation in the field of

pharmaceuticals which are basically GPAT and NIPER with the name GPAT success series and

NIPER success series. It also provides distance learning education for the same courses. It is also

pioneer in launch of all-India mock online test series for GPAT and NIPER exams with the nameof iGPAT and iNIPER. It is only player in the market which provides solution detailed analysis

of the mock examination, which help students to improve their grip on the subject. It is also

pioneer in launching books with complete changed syllabus for the exam.

In such a short span of time it has moved forward at rapid pace and has made relations with few

coaching institutes and colleges, which would recommend its books. Apart from this these

relations also help in providing students for all India test series. The list of these clients includes

but not limited to

VNS Institute of Pharmacy, Bhopal

IIMT College of Pharmacy, Greater Noida

Pharmula Academy, Hyderabad

Essence Academy, Hyderabad


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Questionnaire 1

For Faculty/ Staff members

Name _______________________ Contact No _____________________Name of college_________________ email id ________________________Location ______________________

Q1 No of students in a batch __________ Q2 No of full time faculty members ____________

Q3 Mode qualification of faculty membersA) Graduate or equivalent

B) Post Graduate or equivalent

C) PHD or equivalent

Q4 Average experience of faculty membersA) Nil

B) Having some experience but less than 2 years

C) Greater or equal to 2 but less than 5 years

D) 5 years to 8 years

E) Greater than 8 years

Q5 Average number of papers published by each faculty member in a yearA) Nil

B) 1-2C) Greater than 2

Q6) Demographics of batch mainly consists of students fromA) Region in which institute is located

B) Students in the zone take admission

C) Students from 2 zones take admission

D) Students from all the Zones take admission

E) International students also take places

Q7) What is procedure of admission of students in collegeA) Direct admission on first cum first serve bases

B) Based on 10+2 percentage

C) State Level entrance test conducted by institute or university

D) National level entrance test conducted by institute or university

E) Combined national entrance test (like AIEEE, IIT JEE etc.)

Q8) Number of national level seminars conducted in the premises of the institute


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A) Never

B) Once a year

C) More than once a year

Q9) Number of international level seminars conducted in the premises of the institute

A) NeverB) Once a year

C) More than once a year

Q10) What is the placement ratio of the institute(total number of students placed / total number of students passing out in the batch)

A) 0-30%

B) 30-70%

C) 70-90%

D) 90-100%

E) 100%

Q11) What is your perception about?1 being the worse and 5 being the best

scenario

quality of students admitted in the program 1 2 3 4 5

curriculum followed by the institute/university as per requirement of the

corporate world1 2 3 4 5

firmness in timetable followed by the institute that is classes held as on

scheduled time1 2 3 4 5

institutes sternness about attendance 1 2 3 4 5

institutes existing infrastructure 1 2 3 4 5

average annual expenditure on library of the institute 1 2 3 4 5

institutes advancement in teaching technology that is use of multimedia in

classrooms1 2 3 4 5

final placement of the institute as compare to other pharma colleges 1 2 3 4 5

Alumini network of the institute 1 2 3 4 5

about positions held by the alumnus of the institute 1 2 3 4 5

institutes laboratories 1 2 3 4 5

opportunities provided to students in extra-curricular activities 1 2 3 4 5

opportunities provided to students in co-curricular activities 1 2 3 4 5


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Questionnaire 2

For Students

Name:_______________________ Contact No _____________________Name of college_________________ email id ________________________Location ______________________

Q1 No of students in a batch ______________Q2 Mode qualification of faculty members

D) Graduate or equivalent

E) Post Graduate or equivalent

F) PHD or equivalent

Q3 Number of relevant material apart from books distributed in the class roomsA) None

B) One or two in entire year

C) Few more but only in one subject

D) One or two in entire year in each subject

E) Many in each subject

Q4 No of times teachers are not in time in classroomsA) Never

B) Once in a fourth night

C) One teacher is mostly lateD) Few teachers are mostly late

E) Rarely teachers are on time in class

Q5) Demographics of batch mainly consists of students fromF) Region in which institute is located

G) Students in the zone take admission

H) Students from 2 zones take admission

I) Students from all the Zones take admission

J) International students also take places

Q6) Process of admission of students in collegeF) Direct admission on first cum first serve bases

G) Based on 10+2 percentage

H) State Level entrance test conducted by institute or university

I) National level entrance test conducted by institute or university

J) Combined national entrance test (like AIEEE, IIT JEE etc.)


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Q7) Placement ratio of the institute(total number of students placed / total number of students passing out in the batch)F) 0-30%

G) 30-70%

H) 70-90%

I) 90-100%

J) 100%

Q8) Number of committees are there in instituteA) 0-2

B) 3-5

C) 6 or above

Q9) Number of seminars/workshops conducted in the premises of the instituteA) Never

B) Once or twice a year

C) More than two in a year

Indicate your perception about the following:


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1 being the worse and 5 being the best

scenario

Overall institute 1 2 3 4 5

quality of faculty teaching the program 1 2 3 4 5

curriculum followed by the institute/university 1 2 3 4 5

firmness in timetable followed by the institute 1 2 3 4 5

institutes sternness about attendance 1 2 3 4 5

institutes existing infrastructure 1 2 3 4 5

library of the institute 1 2 3 4 5

institutes advancement in teaching technology that is

use of multimedia in classrooms1 2 3 4 5

final placement of the institute as compare to other

pharma colleges1 2 3 4 5

Interaction with Alumini 1 2 3 4 5

institutes laboratories 1 2 3 4 5

opportunities provided in extra-curricular activities 1 2 3 4 5

opportunities provided in co-curricular activities 1 2 3 4 5

Computer Lab in terms of latest softwares 1 2 3 4 5

Final Report Ranking

Documents

Transcript of Final Report Ranking