Research Methodology 72 CHAPTER 3 RESEARCH METHODOLOGY Chapter Overview This chapter highlights the research objectives of the study, hypotheses, research design, questionnaire design, sampling method, data collection and administration. In addition, this chapter delineates the conceptual underpinnings based on which analysis has been performed in the subsequent chapter of the study. Finally, the limitations of the study and assumptions relevant to this research are discussed. 3.1 The Problem Statement The new generation in search for professional career has begun to aspire for MBA education which is now a new status symbol. Now the management education has become “Mass Education” rather than “Class Education”. Today B-schools are emerging in like the beauty shops in every market corner. This quantitative expansion in B-schools without adequate preparation and even lack of basic infrastructure has adversely affected the quality of management education. In order to evaluate performance of an institution and bring about a measure of accountability, a mechanism of accreditation has been developed by UGC. But the numbers of accredited institutes are very-very few and even most of the institutes are in category C. The higher management education industry in India is encountering problems related to quality standards of education, inadequate infrastructure, industry interaction, reliability issues, course curriculum, degradation in studies and low levels of student satisfaction. To control the quality degradation in management education, there should be a regular feedback from those who received management education. This study is an attempt to investigate that seeks to establish a method to predict service quality perception, measure the gap between expectations and perceptions of the students, and measure the effect of service on user satisfaction and institution reputation.
37
Embed
CHAPTER 3 RESEARCH METHODOLOGY Chapter Overviewshodhganga.inflibnet.ac.in/bitstream/10603/40536/4/12_chapter3.pdf · CHAPTER 3 RESEARCH METHODOLOGY Chapter Overview ... significantly
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Research Methodology
72
CHAPTER 3
RESEARCH METHODOLOGY
Chapter Overview
This chapter highlights the research objectives of the study, hypotheses, research design,
questionnaire design, sampling method, data collection and administration. In addition,
this chapter delineates the conceptual underpinnings based on which analysis has been
performed in the subsequent chapter of the study. Finally, the limitations of the study and
assumptions relevant to this research are discussed.
3.1 The Problem Statement
The new generation in search for professional career has begun to aspire for MBA
education which is now a new status symbol. Now the management education has
become “Mass Education” rather than “Class Education”. Today B-schools are emerging
in like the beauty shops in every market corner. This quantitative expansion in B-schools
without adequate preparation and even lack of basic infrastructure has adversely affected
the quality of management education. In order to evaluate performance of an institution
and bring about a measure of accountability, a mechanism of accreditation has been
developed by UGC. But the numbers of accredited institutes are very-very few and even
most of the institutes are in category C.
The higher management education industry in India is encountering problems related to
quality standards of education, inadequate infrastructure, industry interaction, reliability
issues, course curriculum, degradation in studies and low levels of student satisfaction.
To control the quality degradation in management education, there should be a regular
feedback from those who received management education. This study is an attempt to
investigate that seeks to establish a method to predict service quality perception, measure
the gap between expectations and perceptions of the students, and measure the effect of
service on user satisfaction and institution reputation.
Research Methodology
73
3.1.1 Research Objectives
This study attempts to examine the customers’ (in our context students) perceptions and
expectations of service quality in NAAC accredited B-schools in Uttar Pradesh and
National Capital Region (NCR) of India. This will help in evolving a model of service
parameters that B-schools could adopt in order to have competitive advantage.
Research Questions
RQ1: To investigate the extent of applicability of the SERVQUAL instrument to the
Education Industry in Indian context.
RQ2: To compare service expectations; perceptions and the gaps using the SERVQUAL
scale.
RQ3: To compare the quality of services being offered by different category of B-
schools accredited by NAAC.
RQ4: To develop a reliable and valid instrument for measuring various dimensions of
service quality in Education Industry (if required).
RQ5: To understand and prioritize the dimensions of service quality as valued by
students.
RQ6: To assess satisfaction level of students on various dimensions of service quality.
RQ7: To explore the relationship between service quality dimension and student
satisfaction.
3.1.2 Significance of the Study
Enhancing service quality has been demonstrated across numerous industries. B-schools
while attempting to compete at academic levels with other players in this field should
offer an added advantage to champion quality services to their students. It is important
Research Methodology
74
for the competitive excellence for the service oriented organization. By neglecting these
aspects of quality services, the organization will be at competitive disadvantage
compared to its counterparts. Because most of its revenues are enrollment related thus
affecting its financial health (Zammuto et al., 1996). “Presumably, if quality programs
were initiated based on marketing research – that is, the changes were market driven and
customer oriented, the quality improvements should lead to customer satisfaction”.
The result from the study can be used to give valuable information on the elements and
the dimensions, which have been given a priority by students in assessing the quality of
services and satisfaction. In addition to that, this study is going to provide the conclusion
and some recommendations, which will provide useful information to the B-schools. The
information can be used by the management of B-schools to adopt effective service
quality strategy which could include the need for modification of the work structure, the
relationship with students and teamwork, and cross-functional group problem solving.
The B-schools should assess service quality regularly as service quality perceptions of
students are always changing. The study can also be used by the accrediting organizations
for accreditation purposes.
3.2 Research Hypotheses
Based on extant literature and objectives of the study, hypotheses were framed and they
have been placed under two groups. The first group of hypotheses (H01 to H08) was
developed to measure the overall difference in expectations and perceptions of students
towards service quality provided by different category of NAAC accredited B-schools.
The second group of hypotheses (H09 to H018) is related to prioritizing the dimensions of
service quality as valued by students.
One way Analysis of Variance (ANOVA) and t-test was used for testing the hypotheses.
It involved statistically examining the differences in the mean value of the dependent
variables associated with the effect of controlled independent variables (Malhotra, 2007).
Here independent variable considered was different category of B-school as accredited by
Research Methodology
75
NAAC. The hypotheses were tested at significance level less than 0.05. The null
hypotheses considered for the study are listed below:
Group I: Hypotheses related to service quality in Education Industry
H01: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Tangibility among
different categories of B-schools.
H02: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Reliability among
different categories of B-schools.
H03: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Empathy among
different categories of B-schools.
H04: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Responsiveness among
different categories of B-schools.
H05: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Assurance among
different categories of B-schools.
H06: Significant differences do not exist in the mean scores of the students’ expected
service quality among different categories of B-schools.
H07: Significant differences do not exist in the mean scores of the students’ perceived
service quality among different categories of B-schools.
H08: Significant differences do not exist in the mean scores of the students’ perceived
and expected service quality among different categories of B-schools.
Research Methodology
76
Group II: Hypotheses related to prioritizing the dimensions of service quality as
valued by students.
H09: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Tangibility and
Reliability in one category of B-schools.
H010: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Tangibility and
Empathy in one category of B-schools.
H011: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Tangibility and
Responsiveness in one category of B-schools.
H012: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Tangibility and
Assurance in one category of B-schools.
H013: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Reliability and
Empathy in one category of B-schools.
H014: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Reliability and
Responsiveness in one category of B-schools.
H015: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Reliability and
Assurance in one category of B-schools.
H016: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Empathy and
Responsiveness in one category of B-schools.
Research Methodology
77
H017: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Empathy and
Assurance in one category of B-schools.
H018: Significant differences do not exist in the mean scores of the gap between
students’ perceived and expected service quality vis-à-vis Responsiveness and
Assurance in one category of B-schools.
H019: Student satisfaction is not significantly related with the placement in the process
phase of Input-Process-Output Model.
Research Methodology
78
3.3 Research Design
A summary of research design used for this study is presented in Exhibit 3.1.
Exhibit 3.1 Showing Research Design of the Study
Note: The shaded boxes suggest the design followed for the present research.
Source: Adapted from Malhotra, N K (2007).
Descriptive Research Causal Research
Research Design
Exploratory Research Design Conclusive Research Design
Cross-Sectional Design Longitudinal Design
Single Cross-Sectional
Design
Multiple Cross-
Sectional Design
Conclusive Research: Information needed is clearly defined and the research process is formal
and structured. Sample is representative and data analysis is quantitative.
Descriptive Research: It describes the relation between independent and dependent variable. It
has a structured research design conducted normally through surveys.
Cross-Sectional Design: Involves the collection of information from any given sample of
population elements only once.
Research Methodology
79
3.4 Questionnaire Development and Administration
Development of research instrument involved identification of constructs, method of
survey to be employed, questionnaire design, pre-testing of questionnaire and
administration of final questionnaire. The broad methodology adopted in developing the
survey instrument in the study is illustrated in Exhibit 3.2. The same is followed by a
discussion on the steps involved in the design.
3.4.1 Specification of the Information Needed
Service Quality in Higher Management Education Industry
The objectives of the first stage were two-fold: identify the information requirements and
determine the source from which the information could be obtained. This stage begins
with identifying the information needed to meet the research objectives. As such an
exploratory study was carried out. In depth interviews were held with students in NAAC
accredited B-schools located in NCR and Uttar Pradesh of India to obtain inputs in
developing the questionnaire. In addition, the service quality measures were checked
against other independent sources of literature related to service quality. From these
interviews, feedback was obtained on the variables so that were considered for inclusion
in preliminary questionnaire. The above exercise resulted in the identification of service
quality dimensions suitable for the higher management education industry pertaining to
expectation and perception rating for each driver. The questionnaires developed for the
study incorporates the 23 items of SERVQUAL model (Appendix 1).
Table 3.1 outlines the higher management education service quality dimensions explored
in the study.
Research Methodology
80
Exhibit 3.2 Showing the Steps in Questionnaire Design Process
Source: Adapted from Malhotra, N K (2007); Kassim N M (2001); Hamid, N R A (2006)
Pilot Test 2 (44 Users)
� Factor Analysis
� Reliability
Finalization of Questionnaire
Questionnaire Distribution and Administration
� Population
� Sample Frame
� Sample Method
� Sample Size
� Final Sample
Assessment, Refinement and Validation of Measurement Scales
Specify Information and Source
Selection of Survey Method
Develop Questionnaire
� Measurement Scales
� Question Content and Wording
� Response Format
� Sequence of Questions
� Physical Layout
Pilot Test 1 (46 Users)
Revision in Questionnaire
Research Methodology
81
Table 3.1: Showing Higher Management Education Service Quality –
Operationalization of Variables
Dimensions/
Variable
Definition of
Variables
Service Quality
Construct/Parameters
Original/
New
Parameter
Reference
Tangibility
(TAN)
Appearance of
physical
facilities,
equipment,
personnel and
material used
to provide
services to
students in the
institute.
Visually appealing
Physical Facilities
Original GE1/GP1/GG1
Modern class room with
up-to-date facilities
Original GE2/GP2/GG2
Neat well dressed and
visually appealing staff
Original GE3/GP3/GG3
Efficient handling
mechanism (equipments)
in delivery of services
Original GE4/GP4/GG4
Materials associated with
the education services
(wi-fi system, LCD,
blackboard etc.) are
visually appealing
Original GE5/GP5/GG5
Reliability
(REL)
Ability of the
institute to
perform the
promised
service
dependably
and accurately.
Meet time commitment Original GE9/GP9/GG9
Special need students Original GE6/GP6/GG6
Perform service right the
first time
Original GE19/GP19/GG19
Problems due to critical
incidents
Original GE7/GP7/GG7
Keep error free records Original GE15/GP15/GG15
Responsiveness
(RESP)
Willingness of
the institute
staff to help
students and
provide prompt
service.
Prompt service to
students
Original GE11/GP11/GG11
Keep students informed
about time of service
Original GE20/GP20/GG20
Always willing to help
students
original GE12/GP12/GG12
Staff never too busy to original GE21/GP21/GG21
Research Methodology
82
respond to student’s
request
Staff behaviour should
instill confidence
Original GE14/GP14/GG14
Assurance
(ASS)
Institute’s
employees’
knowledge and
courtesy and
their ability to
inspire trust
and
confidence.
Individual attention to
students
Original GE18/GP18/GG18
Consistently courteous
staff
Original GE16/GP16/GG16
Knowledge to answer
students’ queries
Original GE17/GP17/GG17
Assures campus
placement
New GE22/GP22/GG22
Empathy
(EMP)
Institute shows
empathy
towards the
students.
Staff gives personal
attention to students.
Original GE8/GP8/GG8
Student’s best interest at
heart
Original GE10/GP10/GG10
Understand specific
needs of students
Original GE13/GP13/GG13
Convenient teaching
hours
Original GE 23/GP23/GG23
Satisfaction
(SAT)
Students feel
satisfaction for
the services
provided by
the Institute.
Overall perception that
institute satisfy student’s
need
New
GPM
GAP between overall
perception and
expectation that institute
satisfy student’s need
New GGM
Brand Image
(BRD IMG)
Builds brand
image of the
institute.
Recommend institute to
friends and other students
New E2
Source: Parasuraman et. al., (1988)
Research Methodology
83
3.4.2 Selection of Survey Method
The decision to choose a survey method may be based on a number of factors which
include sampling, type of population, question form, question content, response rate,
costs, and duration of data collection (Aaker, Kumar and Day, 2002). Owing to the nature
of the study it was decided, to personally administer the structured research instrument
developed for the study. The language used in the questionnaire was English and no
problem was faced in administration as the target populations (post graduate management
students) are well versed with it. Otherwise too, English is widely spoken and understood
in India. The main benefits of the method adopted are listed below:
� The questions can be answered by circling the proper response format and with an
interviewer present respondents could seek clarity on any question (Aaker et al.,
2002; Boyd, Westfall and Stasch, 2003).
� The respondents are more motivated to respond as they are not obliged to admit
their confusion or ignorance to the interviewer (Hayes, 1998; Boyd et al., 2003).
� A higher response rate can be assured since the questionnaires are collected
immediately once they are completed (Malhotra, 2007).
� This method offered highest degree of control over sample selection (Malhotra,
2007).
However, it can be very time consuming if a wide geographic region is involved.
3.4.3 Measurement Scale
This study aims to measure the customer perceptions towards the education service
quality, multiple-item scales were deemed appropriate as it is frequently used in
marketing research to measure attitudes (Parasuraman et al., 1991). The use of a multi-
item scale would ensure that the overall score, which was a composite of several
observed scores, was a reliable reflection of the underlying true scores (Hayes, 1998).
Research Methodology
84
Two types of measurement scales were used in this research: nominal and interval.
Nominal scales were used for identification purposes because they have no numeric value
(Hayes, 1998) for example, respondents’ name, and their institutes’ name. Interval scales
were used to measure the subjective characteristics of respondents. For example, in this
study respondents were asked about their expectations and perceptions in relation to
service quality in NAAC accredited B-schools. This scale was used due to its strength in
arranging the objects in a specified order as well as being able to measure the distance
between the differences in response ratings (Malhotra, 2007).
3.4.4 Question Content and Wording
The questions were designed to be short, simple and comprehensible. Care was taken to