Final Project (MBA Management)

MGT-619 Final Project

Final Project

“Comparative analysis of management strategies, policies & practices of BUITEMS & UOB”

A REPORT SUBMITTED TO THE DEPARTMENT OF MANAGEMENT SCIENCES, VIRTUAL UNIVERSITY OF PAKISTAN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER IN BUSINESS ADMINISTRATION

Submitted By

MC070200304 Muhammad Safdar Niazi Spring 2009 Submitted on: 09-06-2009

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Acknowledgment

Thanks to Almighty Allah for providing me the strength, courage, direction and skills to learn, acquire knowledge and the ability to accept and meet challenges.

Secondly I would like to thank all those who have helped in performing this research especially my colleagues Mr. Nabeel-ul-Haq & Mr. Tanveer Ahmed.

I would like to appreciate all those people who give their precious time to fill questionnaire.

Once again, I would like to thank all those who have been involved directly or indirectly in this project.

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Executive Summary
Management of higher education involves the authority about fundamental policies and practices in several critical areas concerning universities. Universities are a place where knowledge and skills are transferred to young generation and ultimately produce better, responsible and productive citizens. The ultimate goal of the application of management techniques is to enable the administrators to make more rational among conflict, uncertainty and unfavorable circumstances. Therefore, it is intended to profound a study in the area of management practices, policies and measures the extent to which members of university bodies adopt management techniques in making administrative and academic policies and strategies.

The purpose of the research is to compare the administrative and academic management of Balochistan University of IT, Engineering and Management Sciences (BUITEMS) & University of Balochistan (UOB). This research focuses on managerial techniques, policies and practices in the management university and its impact on students, teachers and Administration itself. Due to the nature of this study and the level of interference no manipulations can be done in the study setting so the data is collected in the natural environment which makes this research a non contrived in its nature. Data were collected using Questionnaire, having close ended questions. Primary data were collected through Websites, journals, articles, books and news papers.

The results of the both universities were compared and it was found that in many sectors the BUITEMS management is working better than the management of UOB. The main reason behind the deficiencies of the UOB is interference of political activists and other reasons which are discussed in detail in this research.

University of Balochistan should take special steps to resolve the issues of ethnic and political bias and also focus on the issues regarding the discipline. Management of both the universities should review the management policy and also can do a combine effort to make joint strategies to remove any discrepancies present in the management and share the experiences & problems faced as they can learn from each other.
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Table of Contents
Acknowledgement Executive Summary
SECTION-I..........................................................................................................................1 CHAPTER 1 INTRODUCTION.......................................................................................1 1.1 INTRODUCTION OF THE PROJECT .........................................................................................1 1.1.1 UNIVERSITY POLICIES.....................................................................................2 1.1.2 FACULTY POLICIES..........................................................................................3 1.1.3 ADMINISTRATIVE POLICIES...........................................................................3 1.2 BACKGROUND OF THE PROJECT...........................................................................................3 1.3 INTRODUCTION OF THE UNIVERSITIES..................................................................................4 1.3.1 Balochistan University of Information Technology, Engineering & Management Sciences (BUITEMS)....................................................................................4 1.3.2 University of Balochistan (UOB).........................................................................5 1.4 OBJECTIVES OF THE PROJECT.............................................................................................6 1.5 SIGNIFICANCE..................................................................................................................6 CHAPTER 2 HIGHER EDUCATION.............................................................................7 2.1 THE HIGHER EDUCATION COMMISSION (HEC)....................................................................8 2.2 ESTABLISHMENT OF HIGHER EDUCATION COMMISSION (HEC) ..............................................8 CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY...................................10 3.1. Purpose of Study .................................................................................................10 3.2. Type of Research .................................................................................................10 3.3. Level of Researcher Interference ........................................................................11 3.4. Study Settings ......................................................................................................11 3.5. Unit of Analysis ...................................................................................................11 3.6. Time Horizon ......................................................................................................11 3.7. Sample..................................................................................................................11 3.9. Data Collection ...................................................................................................11 3.9.1 Primary Data source.........................................................................................11 3.9.2 Secondary Data source......................................................................................12 CHAPTER 4 DATA PROCESSING...............................................................................12 4.1 RESULTS AND DISCUSSION..............................................................................................12 4.1.1 BUITEMS Results .............................................................................................13 ....................................................................................................................................13 4.1.2 University of Balochistan Results......................................................................16 CHAPTER 5 SUMMARY................................................................................................21 .............................................................................................................................................21 CHAPTER 6 CONCLUSION..........................................................................................24 CHAPTER 7 RECOMMENDATIONS..........................................................................26 SECTION-II......................................................................................................................27
A) INTRODUCTION OF THE STUDENT.........................................................................................27 B)

APPENDICES ...................................................................................................................27

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TABLES.............................................................................................................................30 ..........................................................................................................................................38 FIGURES...........................................................................................................................52 BIBLIOGRAPHY.....................................................................................................................74

List of Tables

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TABLE 1-A........................................................................................................................30 TABLE 2-A........................................................................................................................30 TABLE 3-A........................................................................................................................31 TABLE 4-A........................................................................................................................31 TABLE 5-A........................................................................................................................32 TABLE 6-A........................................................................................................................32 TABLE 7-A........................................................................................................................33 TABLE 8-A........................................................................................................................33 TABLE 9-A........................................................................................................................34 TABLE 10-A......................................................................................................................34 TABLE 11-A......................................................................................................................35 TABLE 12-A......................................................................................................................35 TABLE 13-A......................................................................................................................36 TABLE 14-A......................................................................................................................36 TABLE 15-A......................................................................................................................37 TABLE 16-A......................................................................................................................37 TABLE 17-A......................................................................................................................38 TABLE 18-A......................................................................................................................38 TABLE 19-A......................................................................................................................39 TABLE 20-A......................................................................................................................39 TABLE 21-A......................................................................................................................40 TABLE 22-B......................................................................................................................41 TABLE 23-B......................................................................................................................41 TABLE 24-B......................................................................................................................42 TABLE 25-B......................................................................................................................42 TABLE 26-B......................................................................................................................43 TABLE 27-B......................................................................................................................43 TABLE 28-B......................................................................................................................44 TABLE 29-B......................................................................................................................44 TABLE 30-B......................................................................................................................45 TABLE 31-B......................................................................................................................45 TABLE 32-B......................................................................................................................46 TABLE 33-B......................................................................................................................46 TABLE 34-B......................................................................................................................47

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TABLE 35-B......................................................................................................................47 TABLE 36-B......................................................................................................................48 TABLE 37-B......................................................................................................................48 TABLE 38-B......................................................................................................................49 TABLE 39-B......................................................................................................................49 TABLE 40-B......................................................................................................................50 TABLE 41-B......................................................................................................................50 TABLE 42-B......................................................................................................................51

List of Figures
FIGURE 1-A......................................................................................................................52 FIGURE 2-A......................................................................................................................52 FIGURE 3-A......................................................................................................................53 FIGURE 4-A......................................................................................................................53 FIGURE 5-A......................................................................................................................54 FIGURE 6-A......................................................................................................................54 FIGURE 7-A......................................................................................................................55 FIGURE 8-A......................................................................................................................55 FIGURE 9-A......................................................................................................................56 FIGURE 10-A....................................................................................................................56 FIGURE 11-A....................................................................................................................57 FIGURE 12-A....................................................................................................................57 FIGURE 13-A....................................................................................................................58 FIGURE 14-A....................................................................................................................58 FIGURE 15-A....................................................................................................................59 FIGURE 16-A....................................................................................................................59 FIGURE 17-A....................................................................................................................60 FIGURE 18-A....................................................................................................................60 FIGURE 19-A....................................................................................................................61 FIGURE 20-A....................................................................................................................61 FIGURE 21-A....................................................................................................................62 FIGURE 22-B....................................................................................................................63

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FIGURE 23-B....................................................................................................................63 FIGURE 24-B....................................................................................................................64 FIGURE 25-B....................................................................................................................64 FIGURE 26-B....................................................................................................................65 FIGURE 27-B....................................................................................................................65 FIGURE 28-B....................................................................................................................66 FIGURE 29-B....................................................................................................................66 FIGURE 30-B....................................................................................................................67 FIGURE 31-B....................................................................................................................67 FIGURE 32-B....................................................................................................................68 FIGURE 33-B....................................................................................................................68 FIGURE 34-B....................................................................................................................69 FIGURE 35-B....................................................................................................................69 FIGURE 36-B....................................................................................................................70 FIGURE 37-B....................................................................................................................70 FIGURE 38-B....................................................................................................................71 FIGURE 39-B....................................................................................................................71 FIGURE 40-B....................................................................................................................72 FIGURE 41-B....................................................................................................................72 FIGURE 42-B....................................................................................................................73

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Section-I Chapter 1 Introduction

1.1 Introduction of the Project
This study is about administrative and academic management. It focuses on management techniques, policies and practices adapted by the two universities i.e. University of Balochistan (UOB) and Balochistan University of Information Technology, Engineering & Management Sciences (BUITEMS) and its overall influence on the people working under these policies.

At present, the practice of educational administration and management has changed in response to historical conditions and theoretic developments. The main purpose of administration and management is to help achieving the objectives of an institution. Unless administration or management of education is improved or it is geared to the new needs, changes and challenges, the system or organization cannot secure the desired results or reach the target (Mohanty, 1998).

Management of higher education involves the authority about fundamental policies and practices in several critical areas concerning universities. These areas stretch from their number and location, their mission, their enrolment size, access of students to their instructional programs and access of the public to other auxiliary services on offer. Other issues of concern include degree requirements; standards expected in student performance, the quality of research and public service activities, the freedom available to individual faculty members in their instructional and research efforts, the appointment of staff, internal organizational structure and allocation of available resources to operating and support programs (Iqbal, M. A 1981).

Universities are a place where knowledge and skills are transferred to young generation and ultimately produce better, responsible and productive citizens. Smooth operation of university matters requires competent bodies like syndicate, academic council, selection board, finance and planning committee, advance study and research board. Bodies
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provide instructional leadership as well as manage day-to-day activities in universities. They also direct the educational programs and community service organizations. These bodies set educational standards, goals, rules and regulations and establish the policies and procedures to carry them out. Bodies also supervise and support faculty members, librarians, coaches, affairs and management of the property of the university. They develop academic programs, standard of teaching, monitor students, educational progress, train and motivate teachers and other staff, manage guidance and other students services, administer record keeping, planning & development, prepare budget, handle relation with parents, prospective and current students, and the community, and performs many other duties. Bodies may handle all these functions effectively if the members are well-trained, equipped with new knowledge, management skills and decision power (Ahmad, K., 1990).

Presently, universities are facing the pressure of growing enrollments, curriculum modernization, shortage of funds, source allocations, appointment of staff, maintaining educational standard, offering courses as per new demands of changing era, staff development, research and scientific developments. The ultimate goal of the application of management techniques is to enable the administrators to make more rational among conflict, uncertainty and unfavorable circumstances. Therefore, it is intended to profound a study in the area of management practices, policies and measures the extent to which members of university bodies adopt management techniques in making administrative and academic policies and strategies.

1.1.1 UNIVERSITY POLICIES
A modern university is an integrated community made up of three distinct sub communities, faculty, staff, and students working together to create and transfer knowledge. Even though faculty, staff and students have significantly different roles and responsibilities in the larger university community, there are important overarching policy issues of common concern that should be addressed by University Policies and these policies should apply to the entire Lehigh University community. This section is devoted to the establishment of a body of University Policies. It is desirable that policies have broad community support. Consequently, effective communication with the faculty, staff and students during the creation of a University Policy is essential.
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1.1.2 FACULTY POLICIES
Faculty play the most essential role in the educational mission of the University, and it should also play a unique and critical role in the policy arena. The responsibility for maintaining effective university-wide educational policies, procedures and rules is delegated to the Faculty. To meet its policy obligations, the Faculty is responsible for maintaining an active and healthy governance structure and for abiding by the provisions of its own governance structure.

1.1.3 ADMINISTRATIVE POLICIES
Of growing importance in a modern university is a third body of policy that rests between University Policy and routine operating procedures. It can best be called Administrative Policy. It sets campus standards for the development, approval, dissemination, and implementation of Administrative Policy. The University must be administered on firm legal and financial grounds consistent with University and Faculty Policies. Since the administration of the campus also affects the daily lives of faculty, staff, and students in significant ways, the creation and application of Administrative Policies should be a known and open process and should appropriately balance the needs of the institution and the individual. Important campus administrative responsibilities include, but are not limited to, responsibility for student life, finance, business services and practices, human resources, information technology, athletics, fund raising, and sponsored projects.

1.2 Background of the project
In modern era role of education has been changed. In the past education was considered as a tool for human development. At this age, it is considered as a tool of development in vast meanings such as economical development, social development and also development of human resources.

Education sector is not an island. It is necessarily part and parcel of any society. The overall atmosphere and poor condition of a society is, the lower the standard of education will be.
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The higher education sub-sector of the entire education system is very important and plays pivotal role in all occupations. Quality in the universities cannot orchestrate without charismatic and effective administration. Every university has its own bodies that shape the university organization and make decisions such as the Senate, the Syndicate, the Academic Council, the Selection Board, the Board of Advance Study & Research, the Finance and Planning Committee etc. As the effective functioning of university is absolute and entire responsibility of these bodies, therefore, high leveled decision-making ability and techniques for selection of best course of action are expected from them.

In Pakistan, the universities have two parallel systems supporting each other for providing services to the students. One is the administration system responsible for overall management of the university, while the other is faculty system responsible for providing education to the students. Both the systems repot to Vice chancellor and have their own chain of command & management system individually. Both the systems work with coordination for overall management of the university and keeping the system intact.

The study will aim to evaluate the management techniques used in administration and faculties of Balochistan University of Information, Engineering & Management Sciences (BUITEMS) & University of Balochistan (UOB). It is important to find out that the management practices used in the universities is flawless or not. As both the universities, have management sciences departments and providing services to the students to enhance their management skills. The selected universities are ISO 9001 certified.

1.3 Introduction of the Universities
To evaluate the management techniques used in administrative and academic decisionmaking in universities. I have selected two universities i.e. Balochistan University of Information, Engineering & Management Sciences (BUITEMS) & University of Balochistan (UOB).

1.3.1 Balochistan University of Information Technology, Engineering & Management Sciences (BUITEMS)
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The foundation of Balochistan University of Information Technology, Engineering & Management Sciences (BUITEMS) were laid on the sound principles of excellence in academic standards, equity, equality, sincerity of purpose, and the vision for the future in 2002. The university is fully functional as a premier seat of higher education and research. All university bodies like the Senate, the Syndicate, Academic Council, Board of Advanced Studies, Departmental Boards of Study, Finance and Planning Committee and Selection Board are in place in accordance with Amendment Ordinance 2007. Top class academicians, administration and educational leaders represent these bodies.

BUITEMS, quest for academic excellence is based on five fundamental pillars; the students, the faculty, curriculum, the learning environment and the civil society we serve. It is resolved that in our academic offering, we shall not only follow the standards; we shall also set new “records of excellence.” Combination of excellent precision and crafted curriculum, highly ranked academic research with excellent corporate relations and a blend of soft skills with hard knowledge, are the ways to guide our graduates to the best of business and technological world. At BUITEMS students are led to harness the richness of content and diversity of communication in an environment conducive to learning.

1.3.2 University of Balochistan (UOB)
The University of Balochistan, Quetta was founded in 1970 and is the oldest educational institution of higher learning of the province entrusted with the responsibilities to educate and train the potentially talented human resource and work force to meet the emerging needs of the industry and society. It plays a vital role in development of Pakistan in general and Balochistan in particular. The province of Balochistan is passing through a process of rapid socio-economic development, which needs well qualified and competent scientists, professionals, academicians and administrators. The University is cognizant of this need and prepared to provide meaningful higher education to the youth of the province The University of Balochistan offers graduate, postgraduate, doctoral and advanced programs of studies in various disciplines i-e Natural Sciences, Social Sciences, Business & Public Administration, and Computer etc. The students of this University share some key characteristics: high talent, leadership quality and commitment for accomplishment of tasks.
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The University is equipped with the state of the art scientific equipped and well-qualified faculty with in the country and abroad. The courses in different discipline of Science and Arts are designed to emphasize on research. Students are encouraged to think creatively and communicate their ideas effectively. The Science & Technology plays a vital role in the development of a country. Any nation cannot progress with out the help of trained professionals in Science & Technology. At the University of Balochistan, students are trained in the area of Natural, Physical, Chemical & Biological Sciences.

The employers can recruit employees as per demand of their operation; the University of Balochistan produce human resource frequent in Pushto, Balochi, Baruhi and Persian languages for better communication with the local population. Human and Social Sciences departments of this University may help employers for launching their development strategies.

1.4 Objectives of the Project
The objectives of the study are:

• •

To identify management techniques used in administration and faculties of both universities of Balochistan. To identify any flaw if present in the current management system of both the universities. Investigate teachers' participation in management process. To examine the problems faced by university bodies in applying management techniques.

•
•

1.5 Significance
The results of the study will help in rectifying the discrepancies (if found any) in management techniques of both the selected universities. Further, the results of the study

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will help these universities as well as other universities in improving their management techniques facing similar problems.

Chapter 2 Higher Education
Higher education refers to a level of education that is provided by universities, vocational universities, community colleges, liberal arts colleges, institutes of technology and other collegiate level institutions, such as vocational schools, trade schools and career colleges that award academic degrees or professional certifications.
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At the world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966, guarantees this right under its Article 13, which states that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education".

2.1 The Higher Education Commission (HEC)
The Higher Education Commission (HEC), formerly the University Grant Commission (UGC), is the primary regulator of higher education in Pakistan. It also facilitates the development of higher educational system in Pakistan. Its main purpose is to upgrade the Universities of Pakistan to be world-class centers of education, research and development.

2.2 Establishment of Higher Education Commission (HEC)
Government of Pakistan vide Ordinance No. LIII of 2002, dated September 11th 2002, established the Higher Education Commission of Pakistan. Higher Education Commission (HEC) embarked upon a mission of putting the higher education sector of Pakistan on its right path leading to a ‘Knowledge Based Economy’. HEC was designed to be the body that would formulate higher education policy, plan for the improvement of higher education and research, and allocate funds for operation and development of Universities, set standards for the enhancement of quality of education and research, and work with the Government to ensure harmony with the overall objective of building a prosperous Pakistan”. For the evaluation, improvement, and promotion of higher education, research and development, according to the Ordinance Commission has the following powers and functions:
a. formulate policies, guiding principles and priorities for higher education

Institutions for promotion of socioeconomic development of the country;
b. cause evaluation of the performance of Institutions; c. prepare, through consultation with the Institutions, plans for the development of

higher education and express its opinion on all matters relating thereto;
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the State educational system, may be opened and operated;
e. set up national or regional evaluation councils or authorize any existing council or

similar body to carry out accreditation of Institutions including their departments, faculties and disciplines, by giving them appropriate ratings. The Commission shall help build capacity of existing councils or bodies in order to enhance the reliability of the valuation carried out by them; f. advise the Federal Government and the Provincial Governments on proposals for granting a charter to award degrees in both public and private sector;
g. submit to the Federal Government the recurring and development budgets for

public sector Institutions and allocate funds to public sector Institutions out of bulk financial provision received from the government and other resources on performance and need basis;
h. review and examine the financial requirements of public sector Institutions;

approve and provide funds to these Institutions on the basis of annual recurring needs as well as for development projects and research based on specific proposal performance and while approving funds for a public sector Institution the Commission shall ensure that a significant proportion of the resources of the Institution are allocated to research support and libraries; i. approve projects within the same ceilings as are specified for Department Development Working Party;
j.

advise Institutions in raising funds from sources other than the Government; national and international organizations that fund research and development with a view to enhancing research;

k. support the development of linkages between Institutions and industry as well as

l.

facilitate the introduction of educational programs that meet the needs of the employment market and promote the study of basic and applied sciences in every field of national and international importance in Institutions;

m. advise Institutions in ensuring a proper balance between teaching and research;

n. cause to be set up testing bodies or designate any existing body for the purpose;
o. determine the equivalent and recognition of degrees, diplomas and certificates

awarded by Institutions within the country and abroad;
p. develop guidelines and facilitate the implementation of a system of evaluation of

performance of faculty members and Institutions;
q. provide

guidelines as regards minimum criteria and qualifications for
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appointment, promotion; salary structure in consultation with the Finance Division and other terms and conditions of service of faculty for adoption by individual Institutions and review its implementation;
r.

take measures, including the allocation of funds, for the establishment of fellowships, scholarships, visiting professorships programs or any other program, in addition to assistance of a similar program of Institutions; and facilitate greater mobility of faculty through national and international contacts;

s. set up committees comprising national and international experts in various

disciplines to advise the Commission on its affairs;
t.

promote formal links between Institutions in the country to make the most effective use of experience and specialized equipment and promote national and international linkages with respect to knowledge sharing, collaborative research, personnel exchange and cost sharing;

u. encourage, support and facilitate training programs, workshops and symposia;
v. guide Institutions in designing curricula that provides a proper content of basic

sciences, social sciences, humanities, engineering and technology in the curricula of each level and guide and establish minimum standards for good governance and management of Institutions and advise the Chancellor of any institutions on its statutes and regulations;
w. establish an endowment fund for higher education with contributions from

governmental as well as nongovernmental resources;
x. collect information and statistics on higher education and Institutions as it may

deem fit and may cause it published; and y. perform such other functions consistent with provision of this Ordinance as may be prescribed or as may be incidental or consequential to the discharging of the aforesaid functions.

Chapter 3 Research Design and Methodology
3.1. Purpose of Study
Purpose of study is to compare the management practices prevailing in BUITEMS and UOB Quetta.

3.2. Type of Research
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Descriptive study as the management of both the Universities were described and compared in the study.

3.3. Level of Researcher Interference
The research requires minimal researcher’s interference as the primary data were collected through questionnaires.

3.4. Study Settings
Due to the nature of this study and the level of interference no manipulations can be done in the study setting so the data were collected in the natural environment which makes this reading a non contrived in its nature.

3.5. Unit of Analysis
The primary data were gathered through the Questionnaire as an effective tool used in the research, from the individuals including Faculty staff, administrative staff and students. Thus, the unit of analysis was individuals.

3.6. Time Horizon
Time horizon for our research is cross sectional because data were collected with in a week from Faculty staff, administrative staff and students.

3.7. Sample
For this research a sample of 200 individuals form BUITEMS and UOB 100 each were taken from the total population.

3.9. Data Collection
The general approach for the collection of data for this research work is based on primary data collection. The researcher used the questionnaire to collect the data from the individuals. For the questionnaire having close ended questions were used so that the results can be interpreted easily.

3.9.1 Primary Data source
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Primary source for data collection were individuals form BUITEMS & UOB including Faculty staff, administrative staff and students

3.9.2 Secondary Data source
Secondary data were collected through Websites, journals, articles, books and news papers.

Chapter 4 Data Processing
4.1 Results and Discussion
For the purpose of data processing frequency distribution is used.

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4.1.1 BUITEMS Results
The results of table A-1 shows that in total sample size 57% respondents were students, 24% were faculty and 19% were admin staff.

The results of table A-2 shows that 55% of respondents were agreed that the top management effectively communicates with them regarding university policies and strategies which were comparatively greater than a total of 39% disagreement.

The result of table A-3 shows that 36% respondents strongly agreed and 23% respondents were agreed that management of the university treated them equally. Therefore a total agreement was 59% which is greater than a total of 31% disagreement.

The table A-4 shows that 54% respondents were strongly agreed and 19% respondents agreed that learning facilities provided by the university is sufficient to them where as a total of 15% respondents were disagreed. Therefore greater population was satisfied with the learning facilities provided to them.

The table A-5 shows that 21 % respondents were strongly satisfied and 38% respondents satisfied whereas 14% respondents were strongly dissatisfied and 16% respondents dissatisfied that discipline maintained by the university is satisfied. Therefore a total of greater population i.e. 59% respondents were satisfied as compare to a total of 30% respondents dissatisfied. The table A-6 shows that 34% respondents were strongly satisfied and 20% respondents satisfied whereas 22% respondents were strongly dissatisfied and 16% respondents dissatisfied. Therefore a total of greater respondents i.e. 54% agreed as compare to total of 38% disagreement that top management fairly appointed the staff.

The results of table A-7 shows 58% respondents were strongly satisfied and 24% respondents satisfied as compare to 6% strongly dissatisfied and 3% dissatisfied with the

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curriculum. Therefore a total of 82% respondents were satisfied in contrast with a total of 9% dissatisfaction.

The results of table A-8 shows that 64% respondents agreed that their work related to management is completed within 2-3 days and 13% respond 4-6 days and remaining 23% respond that their management takes 7-10 days to complete their work.

The results of table A-9 shows that 31% respondents were strongly satisfied and 37% respondents satisfied as compare to 7% strongly dissatisfied and 22% dissatisfied with rewards given to them by the university. Therefore a total of 68% respondents were satisfied in contrast with a total of 29% dissatisfaction.

The results of table A-10 shows that 46% respondents were strongly agreed and 10% respondents agreed while 32% respondents were strongly disagreed and 8% respondents agreed that their complaints are fairly treated. Therefore a total of 56% population of respondents agreed which is greater than a total of 40% population disagreement.

The results of table A-11 shows that 40% respondents were strongly satisfied and 24% respondents satisfied in contrast with 12% respondents strongly dissatisfied and 14% dissatisfied. Therefore a total of 64% respondents have satisfaction as compare to a total of 26% respondents’ dissatisfaction over the procedure adopted to address the complaints by the university.

The results of table A-12 shows that 46% respondents were strongly disagreed and 17% respondents were disagreed as compare to 15% respondents strongly agreed and 11% agreed that management may pressurize due to political influences. Therefore greater population of respondents i.e. 63% disagreed as compare to 26% agreed.

The table A-13 shows that 32% respondents strongly disagreed and 15% respondents were disagreed as compare to 22% strongly agreed and 11% agreed that there is any

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discrimination in top management on ethnic grounds. Therefore a total of 47% respondents disagreed which was greater than 33% agreed.

The results of table A-14 shows that 33% respondents were strongly disagreed and 28% respondents disagreed as compare to 6% respondents strongly agreed and 23% agreed that management policies should be revised. Therefore a total of 61% disagreement was greater than 29% agreement.

The results of table A-15 shows that 38% respondents strongly agreed and 17% agreed as compare to 21% respondents strongly disagreement and 18% agreement that university is able to allocate appropriate resources in support of management policy and practices. Therefore a total of 55% respondents were agreed which was greater than a total of 39% respondents disagreement.

The results of table A-16 shows that 58% respondents were strongly agreed and 13% respondents agreed as compare to 3% respondents disagreed and 7% respondents agreed that an effective management can improve their university performance. Therefore a total of 71% population of respondents agreed which was greater than a total of 10% respondents’ disagreement.

The results of table A-17 shows that 59% respondents were strongly satisfied and 13% satisfied as compare to 4% respondents strongly dissatisfied and 7% dissatisfied with the institutional and management polices adopted at BUITEMS. Therefore a total of 72% respondents satisfied which was greater than a total of 11% dissatisfied.

The table A-18 shows that 44 % respondents were strongly agreed and 28% respondents agreed as compare to 6% respondents strongly disagreed and 19% respondents agreed that teachers should be involved in decision making process. Therefore a total of 72% respondents agreed which was greater than 25% disagreement.

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The results of table A-19 shows that 64% respondents were strongly disagree and 6% respondents disagreed as compare to 18% respondents strongly agreed and 4% respondents agreed that students should be involved in policy making process. Therefore a total of 70% respondents strongly disagreed which was greater than 22% agreement.

The results of table of A-20 shows that 32% respondents were strongly disagreed and 15% respondents disagreed while 29% respondents were strongly agreed and 11% were agreed that strategies implemented by the management always results in a failure. Therefore a total of disagreement i.e. 47% respondents was higher than 40% respondents agreement.

The results of table A-21 shows that 44% respondents were strongly agreed and 24% agreed as compare to 7% respondents strongly agreement and 21% respondents agreement that strategies to improve management should be made in such a way that all stakeholders would become satisfied. Therefore a total of 68% respondents agreed which was greater than 28% disagreement.

4.1.2 University of Balochistan Results
The results of table B-1 shows 24% respondents were faculty staff, 57 % were students and 19% were administrative staff.

The results of table B-2 shows that 29% respondents strongly disagreed and 19% were agreed as compare to 17% respondents strongly agreed and 26% respondents agreed that top management is effectively communicate with them. Therefore a total of 48% respondents were disagreed which was greater than a total of 43% respondents agreement.

The results of table B-3 shows that 32% respondents strongly disagreed and 18% were agreed as compare to 19% respondents strongly agreed and 16% respondents agreed that management treat them equally. Therefore a total of 50% respondents disagreed which was greater than a total of 35% agreement.
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The results of table B-4 shows that 32% respondents strongly agreed and 13% agreed while 22% respondents strongly disagreed and 22% disagreed that university has provided them sufficient learning facilities. Therefore a total of 45% respondents agreed which was greater as compare to 44% respondents disagreement.

The results of table B-5 shows that 32% respondent strongly dissatisfied and 31% respondents’ dissatisfied while 22% respondents strongly satisfied and 9% respondents satisfied with the level of discipline maintained by the management. Therefore a total of 63% respondents were dissatisfied as compare to a total of 31% satisfied respondents.

The results of table B-6 shows that 30% respondents strongly satisfied and 19% respondents’ satisfied while 23% respondents strongly dissatisfied and 21% dissatisfied that top management appointed the staff on merit. Therefore a total of 49% satisfaction was greater than 44% respondent’s dissatisfaction.

The results of table B-7 shows that 35% respondents strongly satisfied and 26% respondents satisfied as compare to 14% respondents strongly dissatisfied and 7% respondents dissatisfied with the curriculum. Therefore a total of 61% respondents satisfied which was greater than 21% dissatisfied respondents.

The results of table B-8 shows that 51% responded that their work related to management is completed within 4-6 days while 34% responded that management took 2-3 days and 3% responded for 21 and above days.

The results of table B-9 shows that 16% respondents strongly satisfied and 34% respondents satisfied while 4% respondents strongly dissatisfied and 30% dissatisfied with the rewards given them to the university. Therefore a total of 50% respondents were satisfied which was higher as compare to 34% dissatisfaction.

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The results of table B-10 shows that 50% of the respondents strongly disagreed and 9% respondents agreed as compare to 24% respondents strongly agreed and 9% agreed that their complaints are fairly treated. Therefore a total of 59% respondent’s agreement was higher as compare with a total of 33% disagreement.

The results of table B-11 shows that 40% of respondents strongly dissatisfied and 19% respondents dissatisfied while 17% respondents strongly satisfied and 18% respondents satisfied with the procedure regarding to handle the complaints. Therefore a total of 59% respondents were dissatisfied as compare to 35% satisfied respondents.

The results of table B-12 shows that 40% respondents were strongly agreed and 16% agreed while 19% respondents strongly disagreed and 11% agreed that management is effected from political influence. Therefore a total of 56% of respondent’s agreement was higher than 30% respondent’s disagreement.

The results of table B-13 shows that 40% respondents were strongly agreed and 13% agreed as compare to 3% respondents strongly disagreed and 7% disagreed and 37% didn’t respond regarding the question that top management treats them on ethnic grounds. Therefore a total of 53% respondent’s agreement was higher than a total of 10% respondent’s disagreement.

The results of table B-14 shows that 31% were strongly agreed and 26% agreed while 15% respondents strongly disagreed and 16% were disagreed that policies of the management should be revised. Therefore a total of 57% respondent’s agreement was higher as compare to 31% disagreement.

The results of table B-15 shows that 47% respondents strongly agreed and 17% respondents agreed while 5% respondents strongly disagreed and 15% disagreed that university is able to allocate appropriate resources in support of management policy and practice. Therefore a total of 64% respondent’s agreement was greater than 20% respondent’s disagreement.
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The results of table B-16 shows that 56% respondents were strongly agreed and 12% respondents agreed while 14% respondents strongly disagreed and 7% respondents disagreed that an effective management can improve their university performance. Therefore a total of 68% respondent’s agreement was higher as compare to 21% respondent’s disagreement.

The results of table B-17 shows that 21% respondents strongly satisfied and 20% respondents satisfied while 17% respondents strongly dissatisfied and 32% respondents dissatisfied with the overall performance of management. Therefore a total of 49% disagreement was higher than 37% agreement.

The results of table B-18 shows that 16% respondents were strongly agreed and 34% respondents agreed as compare to 4% respondents strongly disagreed and 30% disagreed. Therefore a total of 50% respondent’s agreement was higher than 34% respondent’s disagreement that teachers should be involved in decision making process.

The results of table B-19 shows that 50% respondents strongly disagreed and 9% respondents disagreed and 24% strongly agreed and 9% agreed by involving students in policy making process. Therefore a total of disagreement i.e. 59% was greater than 33% respondent’s agreement.

The results of table B-20 shows that 28% of respondents were strongly agreed and 17% respondents agreed as compare to 16% respondents strongly disagreed and 18% were disagreed that strategies implemented by the management always results in failure. Therefore a total of agreement i.e. 45% was greater than 34% disagreement.

The results of table B-21 shows that 39% respondents were strongly agreed and 31% respondents agreed while 4% respondents strongly disagreed and 15% respondents disagreed that strategies to improve management should be made in such a way that all stakeholders would become satisfied. Therefore a total of agreement i.e. 70% was greater than 19% respondent’s disagreement.
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Chapter 5 Summary
The purpose of the research is to compare the administrative and academic management of BUITEMS & UOB. It focuses on managerial techniques, policies and practices in management of higher education in Pakistan.

Management of higher education involves the authority about fundamental policies and practices in several critical areas concerning universities. These areas stretch from their number and location, their mission, their enrolment size, access of students to their instructional programs and access of the public to other auxiliary services on offer. Other issues of concern include degree requirements; standards expected in student performance, the quality of research and public service activities, the freedom available to individual faculty members in their instructional and research efforts, the appointment of staff, internal organizational structure and allocation of available resources to operating and support programs.

Presently, universities are facing the pressure of growing enrollments, curriculum modernization, shortage of funds, source allocations, appointment of staff, maintaining educational standard, offering courses as per new demands of changing era, staff development, research and scientific developments. The ultimate goal of the application of management techniques is to enable the administrators to make more rational among conflict, uncertainty and unfavorable circumstances. Therefore, it is intended to profound a study in the area of management practices, policies and measures the extent to which members of university bodies adopt management techniques in making administrative and academic policies and strategies.

Education sector is not an island. It is necessarily part and parcel of any society. The overall atmosphere and poor condition of a society is, the lower the standard of education will be. The higher education sub-sector of the entire education system is very important and plays pivotal role in all occupations. Quality in the universities cannot orchestrate without charismatic and effective administration. As the effective functioning of
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university is absolute therefore, high leveled decision-making ability and techniques for selection of best course of action are expected from management.

The Higher Education Commission (HEC), formerly the University Grant Commission (UGC), is the primary regulator of higher education in Pakistan. It also facilitates the development of higher educational system in Pakistan. Its main purpose is to upgrade the Universities of Pakistan to be world-class centers of education, research and development. In Pakistan, the universities have two parallel systems supporting each other for providing services to the students. One is the administration system responsible for overall management of the university, while the other is faculty system responsible for providing education to the students. Both the systems repot to Vice chancellor and have their own chain of command & management system individually. Both the systems work with co-ordination for overall management of the university and keeping the system intact.

This study aimed to evaluate the management techniques used in administration and faculties of Balochistan University of Information, Engineering & Management Sciences (BUITEMS) & University of Balochistan (UOB). It is important to find out that the management practices used in the universities is flawless or not. The results of the study will help in rectifying the discrepancies in management techniques of both the selected universities. Further, the results of the study will help other universities in improving their management techniques facing similar problems.

This study is descriptive and the individuals were contacted for data. These individuals were the primary source for data collection. A questionnaire was distributed among Administration staff, Faculty staff and the students of both the universities selected for research. This data was then checked for errors and omissions, corrections were made where necessary and where major deficiencies were found the data was discarded. .The secondary data was collected from websites, journals and newspapers. The data were analyzed through SPSS and frequency tables and Pie charts were drawn. First the results of both the universities were individually described. Then the results of the both universities were compared to get conclusion. It was found that in many sectors the BUITEMS is better than the UOB. The administration/management of BUITMS is better
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then UOB. The main reason behind the deficiencies of the UOB is interference of political activists. Political activities do not exist in BUITMS while it is not in control of UOB. Also the appointments and admissions are influenced and on quota basis in UOB while it is done on merit in BUITEMS.

University of Balochistan should take special steps to resolve the issues of ethnic bias and political bias present and also focus on the issues regarding the discipline. Management of both the universities should review the policy making in accordance with the will of the people who are directly affected by universities policies. Both universities can do a combine effort to revise curriculum, make joint strategies to remove any discrepancies present in the management and share the experiences & problems faced as they can learn from each other.

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Chapter 6 Conclusion
•

After comparison of the results of information gathered from data form both the universities it was concluded that it is indispensable for an effective management to take onboard all stakeholders therefore top management must look into it.

•

The responses of research shows that there a higher proportion of effective communication present in BUITEMS between the employees and management in comparison with the UOB.

•

Respondents agreed that they are equally treated in BUITEMS where as respondents from UOB had a very low agreement with this notion.

•

Analysis also depicts that facilities for students in both the universities are sufficient where as discipline is maintained at a higher level in BUITEMS as compared with UOB.

•

Respondents from both the universities agree that appointments made are fair and curriculum is up to date. Average work time of any individual work in BUITEMS was 2-3 days and sixty four percent of the responses supported this aspect, whereas in UOB this working time is 4-6 days.

•

Respondents were found to be much satisfied with the reward policy in both the universities; complaint handling and its procedure were found enhanced in BUITEMS as compared with UOB.

•

Political influences and Ethnic support of management on in UOB were found to be very strong as compared with BUITEMS.

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•

Respondents of both the institutions were found to be satisfied with the resource allocation and were of the same view that effective management policies can rectify different loops present in the system.

•

Respondents from BUITEMS were more satisfied by the management as compared with that of UOB, they also believed students and teachers of both the universities should have a say in the universities policy making and decision making process.

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Chapter 7 Recommendations
•

Both the universities are well established and well governed. Management of both the universities should review the policy making keeping in view the suggestion of the people who are directly affected by universities policies.

•

University of Balochistan (UOB) should take special steps to resolve the issues of ethnic bias and political bias present, otherwise feeling of dissatisfaction among the non favored employees may create management deadlocks.

•

The average time for any procedure to take completion in both is relatively greater than any private sector, so universities should also focus to decrease this time span.

•

Management of UOB should also focus on the issues regarding the discipline.

•

Management of both the universities can do a combine effort to revise curriculum, make joint strategies to remove any discrepancies present in the management and share the experiences & problems faced as they can learn from each other.

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Section-II

a) Introduction of the student
?
? ? ? ?

Name: Muhammad Safdar Niazi Last Degree Obtained: MA (Economics) Organization’s Name: Arid Zone Research Centre (PARC)
Designation: PA to DG Experience (Years): 18-Years

b) Appendices
Questionnaire
Dear Respondent,

I would like your help through this Questionnaire in completion of my research. I want to identify the management strategies, policies and practices being used in your university and its overall performance.

1. 2. 3.

Name of Institution: ___________________________________________ Occupation: ___________________________________________

No. of Years in University: _______________________________________

1

Do you agree that top management effectively communicates with you? Do you agree that the employees are equally treated? Do you agree that facilities provided to you are sufficient for student learning?

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

2

Strongly Agree Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree Strongly Disagree

3

Agree

Neutral

Disagree

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4

Are you satisfied with the level of discipline maintained by the management? What is the degree of fairness of top management in appointing qualified staff? Are you satisfied with the curriculum?

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

5

Very High

High

Moderate

Low

Very Low

6 7

Strongly satisfied

satisfied 4-6 days

Neutral 7-10 days

Dissatisfied 11-20 days Disagree

Strongly satisfied 21 and above Strongly Disagree Strongly Disagree Strongly satisfied

What is the average time 2-3 days span of any work to be completed? Are you satisfied with Strongly the rewards given to you Agree by the university? Do you agree that your complaints are fairly treated? Are you satisfied with the procedure of complaint/queries handling. Do you agree that management may pressurize due to the political influences? Do you agree that there is any discrimination in Top Management on ethnic grounds? Do you agree that Management policies should be revised? Do you agree that your organization is able to allocate appropriate resources in support of management policy and practice? Do you agree that Effective management can improve your organization’s performance? Strongly Agree Strongly satisfied

8

Agree

Neutral

9

Agree

Neutral

Disagree

1 0 1 1 1 2 1 3 1 4

satisfied

Neutral

Dissatisfied

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Strongly Agree Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree Strongly Disagree

Agree

Neutral

Disagree

1 5

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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1 6 1 7 1 8 1 9 2 0

Overall, I am satisfied with this Intuitional Policies and its Management. Teachers should be involved in decision making or not Should the students be involved in policy making process? Strategies implemented by the Management always results in a failure. Strategies to improve management should be made in such a way that all stakeholders would become satisfied.

Strongly satisfied

satisfied

Neutral

Dissatisfied

Strongly satisfied

Strongly Agree Strongly Agree Strongly satisfied

Agree

Neutral

Disagree

Strongly Disagree Strongly Disagree Strongly satisfied

Agree

Neutral

Disagree

satisfied

Neutral

Dissatisfied

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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Tables
Analysis of BUITEMS

occupation Cumulative Frequency Valid Lecturer Student Admin. Total 24 57 19 100 Percent 24.0 57.0 19.0 100.0
Table 1-A

Valid Percent 24.0 57.0 19.0 100.0

Percent 24.0 81.0 100.0

Do you agree that top management effectively communicates with you? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 29 26 6 19 20 100 29.0 26.0 6.0 19.0 20.0 100.0
Table 2-A

Cumulative Percent 29.0 55.0 61.0 80.0 100.0

Percent 29.0 26.0 6.0 19.0 20.0 100.0

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Do you agree that the employees are equally treated? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 36 23 10 14 17 100 36.0 23.0 10.0 14.0 17.0 100.0
Table 3-A

Cumulative Percent 36.0 59.0 69.0 83.0 100.0

Percent 36.0 23.0 10.0 14.0 17.0 100.0

Do you agree that facilities provided to you are sufficient for student learning? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 54 19 12 10 5 100 54.0 19.0 12.0 10.0 5.0 100.0
Table 4-A

Cumulative Percent 54.0 73.0 85.0 95.0 100.0

Percent 54.0 19.0 12.0 10.0 5.0 100.0

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Are you satisfied with the level of discipline maintained by the management? Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 21 38 11 16 14 100 21.0 38.0 11.0 16.0 14.0 100.0 Percent 21.0 38.0 11.0 16.0 14.0 100.0 Cumulative Percent 21.0 59.0 70.0 86.0 100.0

Table 5-A

What is the degree of fairness of top management in appointing qualified staff? Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 34 20 8 16 22 100 34.0 20.0 8.0 16.0 22.0 100.0 Percent 34.0 20.0 8.0 16.0 22.0 100.0 Cumulative Percent 34.0 54.0 62.0 78.0 100.0

Table 6-A

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Are you satisfied with the curriculum? Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 58 24 9 6 3 100 58.0 24.0 9.0 6.0 3.0 100.0 Percent 58.0 24.0 9.0 6.0 3.0 100.0 Cumulative Percent 58.0 82.0 91.0 97.0 100.0

Table 7-A

What is the average time span of any work to be completed? Cumulative Frequency Valid 2-3 days 4-6 days 7-10 days Total 64 13 23 100 Percent 64.0 13.0 23.0 100.0
Table 8-A

Valid Percent 64.0 13.0 23.0 100.0

Percent 64.0 77.0 100.0

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Are you satisfied with the rewards given to you by the university? Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 31 37 3 22 7 100 31.0 37.0 3.0 22.0 7.0 100.0 Percent 31.0 37.0 3.0 22.0 7.0 100.0 Cumulative Percent 31.0 68.0 71.0 93.0 100.0

Table 9-A

Do you agree that your complaints are fairly treated? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 46 10 4 8 32 100 46.0 10.0 4.0 8.0 32.0 100.0
Table 10-A

Cumulative Percent 46.0 56.0 60.0 68.0 100.0

Percent 46.0 10.0 4.0 8.0 32.0 100.0

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Are you satisfied with the procedure of complaint/queries handling. Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 40 24 10 14 12 100 40.0 24.0 10.0 14.0 12.0 100.0 Percent 40.0 24.0 10.0 14.0 12.0 100.0 Cumulative Percent 40.0 64.0 74.0 88.0 100.0

Table 11-A

Do you agree that management may pressurize due to the political influences? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 15 11 11 17 46 100 15.0 11.0 11.0 17.0 46.0 100.0
Table 12-A

Cumulative Percent 15.0 26.0 37.0 54.0 100.0

Percent 15.0 11.0 11.0 17.0 46.0 100.0

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Do you agree that there is any discrimination in Top Management on ethnic grounds? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 22 11 20 15 32 100 22.0 11.0 20.0 15.0 32.0 100.0
Table 13-A

Cumulative Percent 22.0 33.0 53.0 68.0 100.0

Percent 22.0 11.0 20.0 15.0 32.0 100.0

Do you agree that Management policies should be revised? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 6 23 10 28 33 100 6.0 23.0 10.0 28.0 33.0 100.0
Table 14-A

Cumulative Percent 6.0 29.0 39.0 67.0 100.0

Percent 6.0 23.0 10.0 28.0 33.0 100.0

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Do you agree that your organization is able to allocate appropriate resources in support of management policy and practice? Cumulative Frequency Valid Strongly agree Agree Neither Disagree Strongly disagree Total 38 17 6 18 21 100 Percent Valid Percent 38.0 17.0 6.0 18.0 21.0 100.0
Table 15-A

Percent 38.0 55.0 61.0 79.0 100.0

38.0 17.0 6.0 18.0 21.0 100.0

Do you agree that Effective management can improve your organization's performance? Cumulative Frequency Valid Strongly agree Agree Neither Disagree strongly disagree Total 58 13 19 7 3 100 Percent Valid Percent 58.0 13.0 19.0 7.0 3.0 100.0
Table 16-A

Percent 58.0 71.0 90.0 97.0 100.0

58.0 13.0 19.0 7.0 3.0 100.0

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Overall, I am satisfied with this Institutional Policies and its Management. Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 59 13 17 7 4 100 59.0 13.0 17.0 7.0 4.0 100.0 Percent 59.0 13.0 17.0 7.0 4.0 100.0 Cumulative Percent 59.0 72.0 89.0 96.0 100.0

Table 17-A

Teachers should be involved in decision making process? Cumulative Frequency Valid Strongly agree Agree Neither Disagree Strongly disagree Total 44 28 3 19 6 100 Percent Valid Percent 44.0 28.0 3.0 19.0 6.0 100.0
Table 18-A

Percent 44.0 72.0 75.0 94.0 100.0

44.0 28.0 3.0 19.0 6.0 100.0

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Should the students be involved in policy making process? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 18 4 5 9 64 100 18.0 4.0 5.0 9.0 64.0 100.0
Table 19-A

Cumulative Percent 18.0 22.0 27.0 36.0 100.0

Percent 18.0 4.0 5.0 9.0 64.0 100.0

Strategies implemented by the Management always results in a failure. Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 29 11 13 15 32 100 29.0 11.0 13.0 15.0 32.0 100.0
Table 20-A

Cumulative Percent 29.0 40.0 53.0 68.0 100.0

Percent 29.0 11.0 13.0 15.0 32.0 100.0

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Strategies to improve management should be made in such a way that all stakeholders would become satisfied. Cumulative Frequency Percent Valid Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 44 24 4 21 7 100 44.0 24.0 4.0 21.0 7.0 100.0
Table 21-A

Percent 44.0 68.0 72.0 93.0 100.0

44.0 24.0 4.0 21.0 7.0 100.0

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Analysis of University of Balochistan

occupation Cumulative Frequency Valid Lecturer Student Admin. Total 24 57 19 100 Percent 24.0 57.0 19.0 100.0
Table 22-B

Valid Percent 24.0 57.0 19.0 100.0

Percent 24.0 81.0 100.0

Do you agree that top management effectively communicates with you? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 17 26 9 19 29 100 17.0 26.0 9.0 19.0 29.0 100.0
Table 23-B

Cumulative Percent 17.0 43.0 52.0 71.0 100.0

Percent 17.0 26.0 9.0 19.0 29.0 100.0

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Do you agree that the employees are equally treated? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 19 16 15 18 32 100 19.0 16.0 15.0 18.0 32.0 100.0
Table 24-B

Cumulative Percent 19.0 35.0 50.0 68.0 100.0

Percent 19.0 16.0 15.0 18.0 32.0 100.0

Do you agree that facilities provided to you are sufficient for student learning? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 32 13 11 22 22 100 32.0 13.0 11.0 22.0 22.0 100.0
Table 25-B

Cumulative Percent 32.0 45.0 56.0 78.0 100.0

Percent 32.0 13.0 11.0 22.0 22.0 100.0

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Are you satisfied with the level of discipline maintained by the management? Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 6 22 9 31 32 100 6.0 22.0 9.0 31.0 32.0 100.0 Percent 6.0 22.0 9.0 31.0 32.0 100.0 Cumulative Percent 6.0 28.0 37.0 68.0 100.0

Table 26-B

What is the degree of fairness of top management in appointing qualified staff? Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 30 19 7 21 23 100 30.0 19.0 7.0 21.0 23.0 100.0 Percent 30.0 19.0 7.0 21.0 23.0 100.0 Cumulative Percent 30.0 49.0 56.0 77.0 100.0

Table 27-B

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Are you satisfied with the curriculum? Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 35 26 18 7 14 100 35.0 26.0 18.0 7.0 14.0 100.0 Percent 35.0 26.0 18.0 7.0 14.0 100.0 Cumulative Percent 35.0 61.0 79.0 86.0 100.0

Table 28-B

What is the average time span of any work to be completed? Cumulative Frequency Valid 2-3 days 4-6 days 7-10 days 11-20 days 21 and above Total 34 51 10 2 3 100 Percent 34.0 51.0 10.0 2.0 3.0 100.0
Table 29-B

Valid Percent 34.0 51.0 10.0 2.0 3.0 100.0

Percent 34.0 85.0 95.0 97.0 100.0

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Are you satisfied with the rewards given to you by the university? Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 16 34 16 30 4 100 16.0 34.0 16.0 30.0 4.0 100.0 Percent 16.0 34.0 16.0 30.0 4.0 100.0 Cumulative Percent 16.0 50.0 66.0 96.0 100.0

Table 30-B

Do you agree that your complaints are fairly treated? Cumulative Frequency Valid Strongly agree Agree Neither Disagree Strongly disagree Total 24 9 8 9 50 100 Percent Valid Percent 24.0 9.0 8.0 9.0 50.0 100.0
Table 31-B

Percent 24.0 33.0 41.0 50.0 100.0

24.0 9.0 8.0 9.0 50.0 100.0

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Are you satisfied with the procedure of complaint/queries handling. Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 17 18 6 19 40 100 17.0 18.0 6.0 19.0 40.0 100.0 Percent 17.0 18.0 6.0 19.0 40.0 100.0 Cumulative Percent 17.0 35.0 41.0 60.0 100.0

Table 32-B

Do you agree that management may pressurize due to the political influences? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 40 16 14 11 19 100 40.0 16.0 14.0 11.0 19.0 100.0
Table 33-B

Cumulative Percent 40.0 56.0 70.0 81.0 100.0

Percent 40.0 16.0 14.0 11.0 19.0 100.0

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Do you agree that there is any discrimination in Top Management on ethnic grounds? Cumulative Frequency Valid Strongly agree Agree Neither Disagree Strongly disagree Total 40 13 37 7 3 100 Percent 40.0 13.0 37.0 7.0 3.0 100.0
Table 34-B

Valid Percent 40.0 13.0 37.0 7.0 3.0 100.0

Percent 40.0 53.0 90.0 97.0 100.0

Do you agree that Management policies should be revised? Frequency Valid Strongly agree Agree Neither Disagree Strongly disagree Total 31 26 12 16 15 100 Percent 31.0 26.0 12.0 16.0 15.0 100.0
Table 35-B

Valid Percent 31.0 26.0 12.0 16.0 15.0 100.0

Cumulative Percent 31.0 57.0 69.0 85.0 100.0

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Do you agree that Management policies should be revised? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 31 26 12 16 15 100 31.0 26.0 12.0 16.0 15.0 100.0
Table 36-B

Cumulative Percent 31.0 57.0 69.0 85.0 100.0

Percent 31.0 26.0 12.0 16.0 15.0 100.0

Do you agree that your organization is able to allocate appropriate resources in support of management policy and practice? Cumulative Frequency Valid Strongly agree Agree Neither Disagree Strongly disagree Total 47 17 16 15 5 100 Percent Valid Percent 47.0 17.0 16.0 15.0 5.0 100.0
Table 37-B

Percent 47.0 64.0 80.0 95.0 100.0

47.0 17.0 16.0 15.0 5.0 100.0

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Do you agree that Effective management can improve your organization's performance? Cumulative Frequency Percent Valid Percent Valid Strongly agree Agree Neither Disagree strongly disagree Total 56 12 11 7 14 100 56.0 12.0 11.0 7.0 14.0 100.0
Table 38-B

Percent 56.0 68.0 79.0 86.0 100.0

56.0 12.0 11.0 7.0 14.0 100.0

Overall, I am satisfied with this Institutional Policies and its Management. Valid Frequency Percent Valid Strongly satisfied Satisfied Neither Dissatisfied Strongly dissatisfied Total 21 20 10 32 17 100 21.0 20.0 10.0 32.0 17.0 100.0 Percent 21.0 20.0 10.0 32.0 17.0 100.0 Cumulative Percent 21.0 41.0 51.0 83.0 100.0

Table 39-B

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Teachers should be involved in decision making process? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 16 34 16 30 4 100 16.0 34.0 16.0 30.0 4.0 100.0
Table 40-B

Cumulative Percent 16.0 50.0 66.0 96.0 100.0

Percent 16.0 34.0 16.0 30.0 4.0 100.0

Should the students be involved in policy making process? Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 24 9 8 9 50 100 24.0 9.0 8.0 9.0 50.0 100.0
Table 41-B

Cumulative Percent 24.0 33.0 41.0 50.0 100.0

Percent 24.0 9.0 8.0 9.0 50.0 100.0

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Strategies implemented by the Management always results in a failure. Valid Frequency Percent Valid Strongly agree Agree Neither Disagree Strongly disagree Total 28 17 21 18 16 100 28.0 17.0 21.0 18.0 16.0 100.0
Table 42-B

Cumulative Percent 28.0 45.0 66.0 84.0 100.0

Percent 28.0 17.0 21.0 18.0 16.0 100.0

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Figures
Analysis of BUITEMS

Figure 1-A

Figure 2-A

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Figure 3-A

Figure 4-A

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Figure 5-A

Figure 6-A

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Figure 7-A

Figure 8-A

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Figure 9-A

Figure 10-A

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Figure 11-A

Figure 12-A

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Figure 13-A

Figure 14-A

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Figure 15-A

Figure 16-A

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Figure 17-A

Figure 18-A

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Figure 19-A

Figure 20-A

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Figure 21-A

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Analysis of University of Balochistan

Figure 22-B

Figure 23-B

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Figure 24-B

Figure 25-B

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Figure 26-B

Figure 27-B

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Figure 28-B

Figure 29-B

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Figure 30-B

Figure 31-B

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Figure 32-B

Figure 33-B

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Figure 34-B

Figure 35-B

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Figure 36-B

Figure 37-B

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Figure 38-B

Figure 39-B

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Figure 40-B

Figure 41-B

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Figure 42-B

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Bibliography
Ahmad, K., (1990) The Role of Universities in Pakistan. Bhatti M.A., Sheikh, I.E., and Khalid, H., (1989) Standards of Education in Pakistan. Improvement Measures. Working Paper for Senate Standing Committee, National Education Council, Islamabad. Baldwin, R. "Planning and Action on Campus." In Expanding Faculty Options: Career Development Projects at Colleges and Universities, pp. 5-6. Washington, D.C.: American Association for Higher Education, 1981. Higher Education in the Twenty-first Century: Vision an Action. Final Report (1998). H.L. (1977): Management and Organization, Soults Western Publishing Co., Ohio. Iqbal, M. A (1981). Education in Pakistan. Lahore, Pakistan: Aziz. Mughal, N. A, & Manzoor. (1999). Issues in higher education: Problems and prospects of the Pakistani university. Jamhsoro, Pakistan: University of Sindh. National Education Policy 1998-2010. Ministry of Education (1998) Islamabad. The State of Education in Pakistan 2003-2004, Ministry of Education, Government of Pakistan March 2005. Varghese, A. V. (1980). Higher education and management. New Delhi, India: S. B. Nangia. Woodburne, L. S. 1958 Principles of College and University Ad- ministration. Stanford: Stanford University Press. www.paksitan.gov.pk www.hec.gov.pk www.nationalreview.com www.buitems.edu.pk www.uob.edu.pk

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Index
Balochistan...................4, 5, 6, 16, 22, 41, 63 BUITEMS.......i, 4, 10, 11, 12, 13, 21, 22, 52 chancellor..................................................22 Commission.................................8, 9, 10, 22 community...................................................7 comparison................................................24 Council......................................................74 curriculum................................21, 28, 33, 44 descriptive.................................................22 Engineering............................................4, 22 environment...............................................11 establishment.............................................10 ethnic.............................................28, 36, 47 faculty........................................9, 10, 21, 22 financial.......................................................9 frequency...................................................22 governance.................................................10 HEC.......................................................8, 22 Information............................................4, 22 Institutions.........................................8, 9, 10 Management 4, 21, 22, 28, 29, 36, 38, 39, 47, 48, 49, 51, 74 modernization............................................21 organization.............................28, 37, 48, 49 Pakistan......................................8, 21, 22, 74 questionnaire...............................................ii resources........................9, 10, 21, 28, 37, 48 scientific....................................................21 Significance.................................................6 staff..............................11, 12, 21, 28, 32, 43 Summary.........................................iii, iv, 21 techniques........................................6, 21, 22 UGC......................................................8, 22 universities.............................6, 7, 21, 22, 24 Universities............................4, 8, 11, 22, 74 UOB......................i, 5, 10, 11, 12, 21, 22, 63 vocational....................................................7

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