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Evaluating the performance of the

education system for the flagship PGP


course of IIM L and recommending
possible steps for improvement

GROUP-10

MOHIT MALHAN | AMOL| NEELABH | ARANI HALDER| SOURAV SARKAR| MANISHA


Motivation behind the project
Objective: To study parameters
of the PGP Course that students The need of change
feel crucial for learning

Relevance in Management

Importance of Feedback Mechanism

Attention Span; need of incorporating it


while designing a course
Theories Applicable:

Comparative Post-purchase
Influence of Group: Dissonance of
As the MBA aspirants and students: As the students are
converts and Alums make one the ones behaving as consumers in
large group impacted by the this transaction when the
curriculum, the influence their curriculum is seen as a
voice holds is significant and it service/product, it is really
needs to be ensured that their important to reduce the post-
voice is reflected back into the purchase dissonance in the
system-hence this project consumers behaviour. This is
another aspect that our project aims
to target.
Analysis of the problem
Research Design and data collection

Participants review about the PGP


Step 1 course outline

Step 2 Survey Method to find key parameters

Step 3 Survey of 22 Statements


Data Collection
Qualitative Data: Through DI (5 nos., Alumni) and FGD( Current Students)
FGD Technique: Through MIND MAPPING
Discussion Topics:
Expectations from the PGP Course
Actual Yield of the Course
Comparison of course structure of various institutes
Exploratory study post DI and FGD to gain insights and define parameters
for the study.
Transcript Questions
What are your expectations from the PGP Course?
What are the skillsets that you expected to learn/develop from the course?
What are the parameters students should evaluate a PGP course on?
What are the characteristics of a good faculty?
What kind of pedagogy and culture you expect from a B-School?
What courses you think should be added and removed? Why?
What do you think you still lack?
Did you think the projects added value?
What did students of other colleges know which you didnt?
What was the value addition of the guest lectures?
Second Part: Survey Questionnaire
Received 30 filled statements
Questionnaire contained inputs from the DI/FGD
Likert Scale used to evaluate customer responses

Third Part: Survey Questionnaire


Received 49 filled statements
Questionnaire: IIML Course outline in meeting industry requirements
Likert Scale used to evaluate customer responses
Survey results used to study students view on current program and possible
suggestions
Survey Questionnaire 1
What factors do you consider important for evaluating the PGP program?
Learning by activities (live project, case study, etc.) is crucial for the PGP program?
Exams are very important to evaluate the course understanding
Recent happenings in the Industry should be given more weightage in the curriculum
Relevant Content (Examples used, Applications of theories, Topics structure) used by a faculty to teach concepts is
very important
Mentoring is very crucial to learn the nuances of the PGP course
How important is the communication style of the teacher, on a scale of 5, 5 being the highest
Student engagement during lectures is crucial to realise the goal of the PGP course (Strongly Disagree to Strongly
Agree)
Infrastructure (Hostel, Library, Classroom facilities) is critical to achieve the goal of the PGP Course (Strongly
Disagree to Strongly Agree)
Cooperative support staff goes a long way in realising the aim of the PGP Course
Faculty-Student interaction is needed to achieve the aim of the PGP Course
Globalised Mindset/Course Structure (Acceptance of varieties in culture, management styles etc.) is necessary to
achieve the objective of the PGP course (Strongly Disagree to Strongly Agree)
Survey Questionnaire 2
PGP Course Feedback
On a scale of 1-7, do you think the course has enough number of business related activities like cases or live
projects to better showcase real business environments?
To learn about the business environment what is the best resource available: Case Studies/Corporate Cases
How relevant do you feel the cases discussed in class are in context of the jobs you see yourself doing in the next 5
years?
On a scale of 1 to 7, how much co-relation is there between exam performances and actual business acumen
required in the job. (Refer to your internship experience)
Of the various components in the grading process which do you feel is the most important: Quiz/CP/Assignments
Based on your answer in the previous question what percentage of marks would you assign to that?
On a scale of 1-7, how accurately does the current curriculum reflect business world developments?
How much do the concepts and frameworks taught in class pan out in the business world?
In terms of on-job learning do you find the difference between real world practises and what we learn as part of
the course similar or diverse?
Do you agree with the current structure of the PGP course with regards to the sequence in which concepts are
taught and distributed across years?
Do you feel the current concept of tutors that have been implemented by the PGP chair will help in understanding
concepts better
Do you feel the teachers communicate their ideas, understanding and teachings in an easily comphrehensible
way?
Data Analysis and Recommendations: Activity based
Learning

INITIAL INSIGHT DETAILED INSIGHT RECOMMENDATION

93% of the students felt that 75% of the respondents No. of case studies adequate
learning through activities like replied 4+ on a 7-point
case studies or live projects Likert scale for Activity A general dearth of live
Based Learning projects has been felt
42% felt that live projects
were the best source. Incorporating case studies
Case discussion in class was with Indian backdrop and
rated effective by only 11%. more number of live projects
7% felt that the would be the main
opportunities available were recommendation
not adequate
Data Analysis and Recommendations: Relevance of
Exams

INITIAL INSIGHT DETAILED INSIGHT RECOMMENDATION

In the initial survey, equal 86% of the respondents Reduce the exam pressure
number of people agreed and think there is no relationship and increase weightage in
disagreed to the notion that between exams and business other evaluation parameters
exams were an important tool acumen for more holistic learning
to evaluate course 29% felt that mid term and
understanding. end term were good
performance evaluation
measures
Majority think that Live
Projects and Assignments
were most important
parameters
Data Analysis and Recommendations: Relevance
of content and reflection of current trends

INITIAL INSIGHT DETAILED INSIGHT RECOMMENDATION

97% of the respondents felt Industry Happenings There is very little difference of
that it was of paramount Oriented Curriculum: 80% opinion and we can continue
importance for the course to people rating between 3 and with the same practises. No
reflect the recent trends in 5 on the 7-point Likert Scale changes required with respect to
the industry 72% felt that concepts taught this parameter.
in class were relevant in a
94% of the respondents job-context
wanted to ensure concepts 85% felt there was significant
and frameworks used in class on job learning
were similar to what was 68% feel that the
being used in the industry distribution of courses across
the years is good enough.
Data Analysis and Recommendations: MENTORING

INITIAL INSIGHT DETAILED INSIGHT RECOMMENDATION

More than 63% respondents More than 80% students feel Make it a permanent fixture
felt that mentoring was the new student tutor that
crucial for being able to cope has been introduced in the
with the demands of the PGP pilot form from this year is
course and the academic going to be highly beneficial
rigour that is expected for the students
Data Analysis and Recommendations: Communication Style

INITIAL INSIGHT DETAILED INSIGHT RECOMMENDATION

On a Likert scale of 1-5, 57% When asked amongst the Change the delivery mechanism.
respondents rated 5 and 43% senior batch over 72% of the Perhaps make it more
rated 4 when asked how respondents rated 4 or interactive and reduce the use
important it was for a below on a 7-point Likert of jargon. The gap could perhaps
professor to be good, Scale meaning that most of be because of age old delivery
consistent and clear in his them felt that they were practices being followed by
communication. unable to grasp what was some of the faculties.
being communicated to
them and had a hard time
understanding the professor!
Data Analysis and Recommendations: International Exposure

INITIAL INSIGHT DETAILED INSIGHT RECOMMENDATION

Almost 60% of the batch felt > 78% of the respondents More opportunities for students
that it was of paramount felt that student exchange for foreign exchange and more
importance that there be were the best means of influx of foreign students on
some form of cross-cultural developing a global campus
management style imparted leadership perspective.
and there be a global outlook 70% of the respondents felt
to the course structure and that there should be a
the mind-set. mandatory exchange stint.
More foreign students
should be encouraged to
spend a trimester in the
institute as they add a fresh
perspective to discussions.
Data Analysis and Recommendations: Class Participation

INITIAL INSIGHT DETAILED INSIGHT RECOMMENDATION

This component attracted rather mixed reviews, the results were slightly skewed towards positive
response though. This replicated the pattern visible in classroom onto observation- there are always
merely a handful of students interacting with the professor. As a dissonance between attitude and
behaviour, most of the respondents did feel CP enhanced the quality of interaction happening in
classroom but seem unwilling to act on it. This aspect definitely needs a bit more probing to be able
to make any recommendations regarding the same.
Possible Shortcomings:

Response Rate Low Questionnaire Bias Hypothesis Bias


Considering the response rate, The questionnaire formulated, for Before the formulation of the
based on a small sample size for the survey to be conducted, was questionnaire, not much of the
Survey 1 (30 responses) & Survey pre-tested only on the group qualitative analysis for it was
2 (49 responses), it is difficult to members. undertaken before the quantitative
measure the impact of it on the This creates a bias in the approach. The low response rate for
results achieved. Therein lies a questionnaire, as the factors taken the surveys triggered a biasedness in
possibility of the result not into consideration for the analysis the hypothesis generation for the
pertaining to the general opinion of were discussed project.
the people who did not participate in a small group of individuals.
in the survey
Thank You

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