The International journal of analytical and experimental modal analysis ISSN NO:0886-9367

Private Universities and Quality of Education in Ruchi Rastogi Assistant Professor, Bareilly

Dr Ashutosh Priya Associate Professor MJP Rohilkhand university Bareilly.

ABSTRACT

Now a day’s private Universities are playing a very important role in higher education. However, private Universities are very much different from each other in terms of infrastructure, research, courses and faculty and only a few private Universities are capable of providing the quality education. Still the public Universities are considered as the best option among the students. But public Universities alone can not cater the need of higher education, so, the private Universities are emerging. This study aims the exploration of the parameters which are responsible for quality of the education in the private Universities in Uttar Pradesh.

Key words: PrivateUniversities, Higher Education, Uttar Pradesh, Quality in Education

INTRODUCTION

In India the private Universitiesare established the through the state act and sponsored by any non profit organization like a society under the Societies Registration Act 1860 or a public trust or a company registered under Section 25 of the Companies Act, 1956, or any other body which corresponds to the concerned law.

Section 2 (f) of the UGC Act, 1956 described,“University” as any institution which is established or integrated under a Central Act, or a State Actor a Provincial Act, and it also includes the institutions, in consultation with the University concerned, and to be in accordance with the regulations made under the Act (e.g., deemed Universities under Section 3, UGC Act) (UGC 2002: 6), recognized by the Commission (UGC).According to this definition of University, all the institutions or Universities has to be cover under the state or central legislature system.

There are many factors which differ the private Universities. Some of them are infrastructure, vision and mission of the management, courses offered, faculty profile etc. Most of the PrivateUniversities are now a days doing business and more of profit concerned rather than providing quality education.Therefore, the government Universities are still the first choice among the students for higher education. Private Universities can only serve as the substitute to this increasing demand for higher education among students. However, some of the private Universities are now emerging and branding themselves as the quality institutions.

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PRIVATEUNIVERSITIES IN HIGHER EDUCATION IN INDIA – BACKGROUND

In year 2000 government realised the need for private Universities in India. Till then the higher education was given by the government Universities which were not capable of fulfilling the increasing demand of higher education. After that many philanthropists, and business persons came and setup the private Universities as non profit organizations. According to the latest notification of UGC (June 2020) at present there are around 356 private Universities are in India out of which around 29Universities are present in Uttar Pradesh. (Annexure-1)

However, these private Universities very important and have a crucial role in providing higher education among students in Uttar Pradesh, have been criticised by many as profit making organizations with a very high fee, inferior quality of education, inferior infrastructure, etc.

In this study I tried to explore the parameters which are responsible the quality education and the issues related to these parameters in providing the quality education by these private Universities.

KEY CHALLENGES FOR THE PRIVATE UNIVERSITIES IN UTTAR PRADESH:

There are many challenges in establishing and providing the quality education by these private Universities. Some of these challenges are as follows:

AMBIGUITY ON THE INCEPTION

States likeAssam, Rajasthan, Gujrat, and Haryana have an overall act which covers all the provisions of the establishing these private Universities, known as “umbrella Act”and which also specify the details of the process and requirements to setup a private University.

But most of the states do not have any umbrella act to setup a private University. In Uttar Pradesh also there is no umbrella act and each University is established through a separate Act. Over the years the requirements of these private Universities increased that leads to inaccurate and ambiguous ways incorporated at different time. This provide a very fake and unclear guideline for the new Universities which ultimately leads to clumsy and time taking process of inception for private Universities in Uttar Pradesh.

STANDARDS FOR LAND

Land norms are always an argumentative thing as it includes the major portion of the investment and expenditure while setting up a private University. The land acquisition is time consuming and tedious process. For instance, in Uttar Pradesh the land acquisition process takes more than three years.

Uttar Pradesh has land requirement for setting up a private University is of fifty acres in comparison to the other states where this is much less like the land requirement in for a private University in Rajasthan is thirty acres and in Haryana it is twenty acres.

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NON-PROFIT NATURE OF THE PRIVATE UNIVERSITIES

Because all the private Universities established as the not-for-profit organizations raising the finances is the significant hurdle before the Universities. They can not go to stock market and raise the as equity because the dividends cannot be distributing. Universities only can raise funds through the bank loans. However, as per discussions with some private University officials in Uttar Pradesh, banks have no experience in lending to educational institutions.

ACADEMIC EXPERTISE AND EXPERIENCE

In Uttar Pradesh for setting up any private University or institution prior academic experience and expertise in that field is necessary. This creates barrier for the individuals with no experience in academics which leads to a very few players in the market and affects to the quality of education.

BEQUEST FUND

There should a minimum fund is required for the as endowment or bequest under the state Universities act. It is required so that in case of the shutdown of the University that fund can be used as to meet the necessary requirements.

In Uttar Pradesh there no specified guidelines under the legislation for the requirements of the fund as compare to the other neighbouring states.

INFRASTRUCTURE AND LIBRARYNECESSATIES

Under the Universities act in the Uttar Pradesh private Universities has to spend a certain amount on the library books and journals. Which a large amount nearly five million and can not be possible to affords most of the Universities. Apart from the books and journals other assets requirements are also there according to the legislation makes it tougher for the Universities.

The requirements of physical books and journals are not very logical in today digital age as students prefer online access of the soft copies of the library books and journals

IMPORTANCE OF THE PROBLEM

Higher education plays a very important role in the countries like India. By viewing the increasing rate of the private Universities the maintenance of the quality education is a big challenge. The objective of these private Universities are not only providing higher education but also conducting research activities and creating and maintaining new knowledge in the form of knowledge management. According to Andaleeb (2003), higher education is necessary not only the development of the human resources but also for the knowledge management.

So, there is a need to explore the parameters which define the quality education, apart from teaching by the private Universities. In most of these private Universities there is a shortage of the funds and resources due to which some of the parameters like research and

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infrastructure are missing. In this study we try to these factors and importance of these parameters in terms of the quality education.

SCOPE OF THE PROBLEM

The scope of this research paper includes all the private Universities formed under the UGC Act with in the geographic region of Uttar Pradesh.

LITERATURE REVIEW

According to the Oxford Dictionary the Latin word “qualitas” is the origin of the word “Quality”. The dictionary also defined the meaning of the term quality as “excellence. In terms of the education the definition of the Commbs (1985) seems to be accurate. Which says that quality is judged by the students according to the norms and rules defined under subject curriculum. And if the procedures are according to the said standards the education is of quality education.

Quality definitions in terms of education is very challenging task as we do not get any tangible output in education and the knowledge provided can not be measured in case of education. So definitions applicable in the case of goods and services are not exactly applicable in the case of education. According to Cheng and Tam (1997)quality in education is an ambiguous and can not be measured. Pounder (1999) emphasised that the definition given by Cheng and Tam by saying it as a vague term. In the larger terms we can view the quality of education as the number of parameters that are acted as the contribution in the system of education. According to Cheng and Tam (1997), these parameters mustprovide the complete user i.e. student satisfaction in terms of covert and overt expectations of the students.

The primary goal of the higher education providing knowledge, building life skill and develop a right attitude and value system among the students to serve the society in a more productive and sustainable way. According to Aminuzzaman, Salahuddin M (2008) education quality is very much required for any nation’s social and economic growth. It shapes any nation and while designing any curriculum one has to take this into consideration.

According toRanjan, R. (2014)quality of the higher education leads to the many qualities among students like leadership, independence and awareness about the environment of the country. It is not only required for the survival in the competitive environment but also for the growth of the human being as resources and a nation as a whole.

INFERENCES - IMPORTANT PARAMETERS FOR QUALITY EDUCATION

By extensive literature research we found many factors or parameters which determine the quality of education. All the factors are beyond the scope of this paper. We include all the major parameters which are described by most of the writers to achieve the goal of quality education by all major Universities. These parameters include the faculty profile, remuneration and promotion opportunities for faculty, modes of teaching, research and development activities, and infrastructure.

1. Profile of the Faculty: In any educational institution teachers are the backbone of the organization. Skilled and experienced faculty members are the utter most important

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fro quality of education provided to the students.Good educational background and experience are very much required for the quality of education. Teaching is not only art but also the science in which a good teacher uses his/her skills of communication and teaching techniques for the development of the students. So, the well qualified teachers are the most important thing for any educational institute.

2. Faculty Remuneration and Promotion opportunities:As we already said the faculty are the backbone of any educational institution and most important for quality of education. Faculty satisfaction reflects in the working of the teachers. Motivation is very much required and a very important factor for skill development and satisfaction to work. If faculty don’t get proper remuneration andrecognition, then they will get demotivated and results will be futile.

Recognition also includes the opportunities for promotion which is another important factor to motivate the faculty members and to achieve the goal of quality education. Justice oriented recognition and promotion inculcates dedication among faculty members.

3. Pedagogy or modes of teaching: Teaching is the most important parameter in any education institution.Teaching includes the transfer of the knowledge. Pedagogy of the teaching includes the synchronization of the all the aids of the teaching with learning and inculcate a better learning environment. This includes the amalgamation of the all the learning methods like classroom teaching case studies, industrial training and other means of learning. 4. Research and Development activities: Higher education Universities should also aim for research and development activities which includes the creation and development of the knowledge. UGC guidelines also suggest that research is an important parameter in determining the quality of education provided by the Universities. In fact, research and development plays a significant role in the ranking of the Universities. But, the financial support and the motivation should be there among the institutions to promote and nourish the research culture. In reality there is no research culture present with in most of the private Universities in India till now. 5. Infrastructure facilities:Infrastructure includes the physical facilities present in the University. According to Jamal (2002), the physical infrastructure is one of the major parameter for defining the quality of any University. A well equipped infrastructure with a good library and laboratory with wi-fiare the important factors in terms of a good infrastructure. For the mental and physical development of the students there must be sports ground and social clubs, auditorium for cultural functions are must in any educational institution.Sports facility is also important for the educational institutes. Library isan integral part of any academic and research institution. It should be well equipped with books and journals and internet facilities.

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CONCLUSION

The environment for private Universities in India is getting more competitive day by day with a remarkable increase in the demand for these Universities. Every day one more University are coming up to cater this increasing demand for higher education among students. In this scenario the quality of education provided by these private Universities is questionable. Only some of these Universities are actually able to compete with the government Universities and are providing quality education. The course fee charging by these Universities is another parameter to consider, as it is not affordable by most of the middle class and lower class public in India.

Higher education aim is to create and disseminate the knowledge and even more skill development among the students to face the economic challenges. Balance quality education help to achieve this aim. This can be achieved through the research and development activities in the educational institutions. In job market, the corporates do not have the same perception about all the Universities. Only a few private Universities have good reputation among the corporates and students graduated from these Universities have an upper hand in the global job market. Research showsthat only a very few private Universities got reputation in the global market but most of them are still not up to the mark.

Research is another parameter which is neglected by most of the private Universities. Most of the private Universities do not have a favourable culture for research. Faculties and students do not get facilities and financial and other support for doing research. Research is an integral part of higher education. But most of these private Universities neglect and pay no attention to research and development. This trend affects the quality of education among these Universities.

REFERENCES

AmlanjyotiGoswami (2012), “Higher Education Law and Privately-Funded University Education in India; Towards a Vision?”, India Infrastructure Report 2012.

Andaleeb, S. S. (2003), “Rejuvenating the Nation‟s Higher Education System”, Proceeding of the workshop organized by International University of Business Agriculture and Technology, Dhaka, Bangladesh.

Asaduzzaman, MoyazzemHossain, MahabuburRahman (2013), „Service Quality and Student Satisfaction: A Case Study on Private Universities in Bangladesh”, International Journal of Economics, Finance and Management Sciences, Vol. 1(3), pp. 128-135

Aminuzzaman, Salahuddin M. (2008), “Quality Issues of Higher Education in Bangladesh”, Retrieved July 24, 2014, from http://www.educationdev.net/educationdev/Docs/ban_2.PDF

Andaleeb, Syed Saad (2003), “Revitalizing Higher Education in Bangladesh: Insights from Alumni and Policy Prescriptions”, Higher Education Policy, Vol. 16, No. 4 (December).

Cheng, Y. C. and Tam, W. M. (1997), “Multi-models of Quality in Education, Quality Assurance in Education”.

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Coombs, P. H. (1985), “The world crises in education: The view from the eighties”, OxfordUniversity Press, New York.

Harvey, L., Plimmer, L., Moon, S. and Geall, V. (1997), “Student Satisfaction Manual”, John F. Kennedy in a special message to the Congress on Education, 20 February 1961, http://www.presidency.ucsb.edu/ws/index.php?pid=8433 (accessed 8 November 2012).

Md. Abu Naser (2013), “Education Quality of Private Universities in Bangladesh: faculty resources and infrastructure perspective”, Department of General and Continuing Education (GCE), North South University Dhaka, Downloaded from Google 12 aug.2013.

Murad Ali and Rajesh Kumar Shastri (2010), “Implementation of Total Quality Management in Higher Education”, Asian Journal of Business Management, Vol. 2(1), pp. 9-16, ISSN: 2041- 8752 © Maxwell Scientific Organization, 2009

MahmudulAlam, M. ShamsulHaque and Syed FahadSiddique (2007), “Private higher education in Bangladesh” , International Institute for Educational Planning , 7-9 rue Eugè ne Delacroix, 75116 Paris

Mohammad A. Ashraf and Yusnidah Ibrahim (2009), “Quality Education Management at Private Universities in Bangladesh: An Exploratory Study”, JurnalPendidikdanPendidikan, Jil. 24, 17–32.

Mohammad A. Ashraf, H.R. Joarder, R.A. Masum and Yusnidah Ibrahim (2013), “Quality Management and Cost of Education at Private Universities in Bangladesh”, Downloaded from: Google 12th Aug., 2013

Md. Parves Sultan and TasmihaTarafder (2013), “Critical Factors in Service Quality Measurement for Private Universities: The Case of Bangladesh”. Downloaded from: Google 12th Aug., 2013

National Council of Educational Research and Training (NCERT) (1986), “National Policy on Education”, http://www.ncert.nic.in/oth_anoun/npe86.pdf (accessed 8 November 2012). Oxford (2003), “The Oxford Compact English Dictionary”, Oxford University Press, New York “Private sector participation in Indian higher education”, FICCI Higher education summit 2011.

Ranjan, R. (2014), “Private Universities in India and quality of education”, International Journal of Humanities Social Sciences and Education (IJHSSE),Volume 1, Issue 9, September 201 4, PP 140-144

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ANNEXURE -1

List of Private Universities in Uttar Pradesh

1. Amity University, Sector-125, Noida - 201303 (U.P.) 2. BabuBanarasi Das University, 55, BabuBanarasi Das Nagar, , Uttar Pradesh.

3. Bareilly International University, Rohilkhand Medical College Campus, Pilibhit Bypass Road, Bareilly – 243006, Uttar Pradesh. 4. , Plot No. 8-11, Tech Zone II, Greater Noida – 201301, Uttar Pradesh.

5. , Sarfarazganj, Hardoi road, Lucknow-226003, Uttar Pradesh. 6. G.L.A. University, Mathura (Uttar Pradesh) 6. GalgotiasUniversity, 1, Knowledge Park, Phase-II Greater Noida – 201 306, Uttar Pradesh. 8. IIMT University, O Pocket, Ganga Nagar, Mawana Road, – 250001, Uttar Pradesh. 9. IFTM University, Lodhipur Rajput, Delhi Road, Moradabad – 244 102, Uttar Pradesh. 10. , Kursi Road, Lucknow-226 026 (U.P) InvertisUniversity, Invertis Village, Bareilly-Lucknow National Highway-24, Bareilly-243 11. 123 (U.P,) 12. JagadguruRambhadracharya Handicapped University, Chitrakoot Dham-210 204. 13. JaypeeUniversity, Aligarh Road, Anoopshahar, Dist. Bulandshahar – 203 390, Uttar Pradesh. 14. J.S. University, Shikohabad, Firozabad, Uttar Pradesh. 15. MangalayatanUniversity, Aligarh, UP. Maharishi University of Information Technology, Maharishi BalVidyaMandir&University 16. Campus, Sitapur Road, Post-Diburia, Lucknow – 226 020, Uttar Pradesh. 17. Mohammad Ali JauharUniversity, Rampur, UP. 18. , Kasmabad, PO-Pilkhua, Dt. Hapur, Uttar Pradesh. Noida International University Plot No. 1, Sector-17A, Yamuna Expressway, GautamBudh 19. Nagar, (U.P) 20. , Rama City, G.T. Road, Mandhana, Kanpur – 209217, Uttar Pradesh. 21. SanskritiUniversity, 28 KM Stone, Mathura-Delhi Highway, Chhata, Mathura, Uttar Pradesh. 22. ShardaUniversity, GautamBudh Nagar, Uttar Pradesh 23. Shiv NadarUniversity, Dadri, GauthamBudh Nagar, Uttar Pradesh ShobhitUniversity, Adarsh Institutional Area, BabuVijendraMarg, Gangoh, Distt. – 24. Saharanpur – 247 341, (Uttar Pradesh) ShriRamswaroop Memorial University, Hadauri, Deva-Lucknow Road, Dt. Barabanki, Uttar 25. Pradesh. 26. ShriVenkateshwaraUniversity, NH-24, Rajabpur, Gajraula, J.P. Nagar, Uttar Pradesh. 27. Swami VivekanandSubhartiUniversity, Delhi-HaridwarByepass Road, Meerut, U.P. 28. TeerthankerMahaveerUniversity, Delhi Road, Moradabad. The GlocalUniversity, Ali Akbarpur, Mizapur Pole, Tehsil – Behat, Saharanpur – 247001, 29. Uttar Pradesh.

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