SATISFACTION OF STUDENT ON THE SERVICES OF LOCAL COLLEGES IN

OLONGAPO CITY AND ZAMBALES

JERICA B. BACCAY

Submitted to the Faculty of the Graduate School of Ramon Magsaysay

State University, Iba, Zambales in Partial Fulfilment of the Requirements
for the Degree of Master of Arts in Education
Major in Educational Administration

December 2018
 Chapter 1
INTRODUCTION

Background

Gordon College (formerly known as N Olongapo City Colleges) is a lLocal

eEconomic eEnterprise (LEE) under the City Government of Olongapo established in

1999. The College operates by virtue of City Ordinance No. 36, Series of 2004 and its

amendment City Ordinance No. 8, Series of 2010 also known as the College Charter.

The college was created in response to the needs and demands of the community

or its constituents. Both an educational institution and one of the departments of the

Olongapo City government, the college adheres to the requirements and standards set

forth by the Commission on Higher Education, Philippine Regulation Commission

(PRC), Civil Service Commission (CSC) and its accrediting agency, the Association of

Local Colleges and Universities- Commission on Accreditation (ALCUCOA).

The efforts of the college to continually keep check with the standards of the

above agencies are primarily for the benefit of its valued stakeholders – the students and

who, in turn, the determining factor of the quality of education and the reflection of

image of the institution.

The concept of satisfaction in the context of higher education focuses on the

student community. According to literature, engaging to activities to increase the user

satisfaction can build public trust or confidence; promote integrity and accountability in

local government. Bal, [Link]. (2011) cited that people with low levels of trust will be more

easily triggered by negative events. Cheema and Popovski (2010) expressed that it would

be gradual and troublesome to recover the trust in public policy and institutions. It will
negatively affect or influence their credibility and may somehow escalate and view as a

hole for public service.

According to Anantha et. al, (2012), student satisfaction is not limited to lectures

in class or guidance by tutors during the consultation hours but it includes the student

experiences while interacting with the non-academic staff, the physical infrastructure and

other non-academic aspects.

While the institution places a high value to its students as stakeholders and

constituents of Olongapo City, there is a need to exert an effort to evaluate the

consistency in satisfaction at any levels of service in order to identify the deficiency or

failing points in the process of service delivery.

The purpose of this study was to determine the satisfaction of student on the

services of local colleges in Olongapo City and Zambales. Dimensions used to measure

satisfaction of student are Guidance and Counselling, Canteen, Admission, Domiciliary,

Instruction Services, Publication, Medical and Dental, Library Services, Sports Services,

Research and Extension, Scholarship and Socio-economic and Entrepreneurship.

Significance of the Study

The results of this study are valuable to the policy-makers and administrators of

the College, as it provides the institution facts about students’ experiences relating to

services/environment vis-à-vis to the vision, mission, goals and objectives of the

institution and to the thrusts of the local government. From the findings, the

administrators may then take actions in identifying whether the service it provides even

matches with the expectations of the students as it primary stakeholders, and, if

unfavourable experiences exists, the institution will initiate changes to ensure that

students expectations and quality of service are being provided with.

For the faculty and administrative personnel, this study will provide them

information about and to assess whether they are aligned to vision, mission, and goals of

the College being at the vanguards of academic institution by not just providing the

services per se but if also ensures quality during the delivery.

Student will learn how to crystalize their thoughts about their expectations and

experiences with the services of the college.

Finally, this study serves as a “filler” to the dearth of local research on tertiary

students’ satisfaction, which can be used as a source of reference by future researchers of

other higher education institutions either public or private. If quality programs are market

driven ad student oriented, then quality improvement should lead to student satisfaction.

Statement of the Problem

The study aims aimed to determine the student’s satisfaction towards the services
provided by the Local Colleges in Olongapo City and Zambales.

Specifically, this study seeks sought to address the following questions:

1. What was the Ddemographical profile of the respondents in terms of:

a. Age Sex;
b. Age;
c. Gender Name of Higher Education Institution;
d.
e. Curricular Year;
f. Curricular Program; and
g. Ethnicity Year Level?
2. What was the satisfaction of the respondents with the following services
 a. of Gordon College

b. Curriculum and InstructiGuidance and Counselling;

c. Canteen;

d. Admission;

e. Domiciliary;

f. Instruction Services;

g. Publication;

h. Medical and Dental;

h. Library Services;

i. Sports Services;

j. Research and Extension;

k. Scholarship; and

l. Socio-economic and Entrepreneurship?

3. What service influences most to the satisfaction of the respondents?

4. Is there a The significant difference on the satisfaction of the respondents when
grouped according to profile?
5. What framework can be proposed for the study?

Scope and Limitations

This study was intended to determine the satisfaction of the Fourth and Third

Year undergraduate students of local colleges in Olongapo City and Zambales composed

of Gordon College, Kolehiyo ng Subic and Polytechnic College of Botolan enrolled

during 2nd Semester of Academic Year 2018-2019 in terms of Guidance and Counselling,

Canteen, Admission, Domiciliary, Instruction Services, Publication, Medical and Dental,

Library Services, Sports Services, Research and Extension, Scholarship and Socio-

economic and Entrepreneurship

Chapter 2
FRAMEWORK OF THE STUDY

This chapter reviews related literature and studies which serves as frame of

reference for this study. Related literature and studies, both foreign and local, were

presented in such that some study’s variables have been tackled. Also, this chapter has

presented the theoretical and conceptual framework and hypotheses to fully understand

the research to be done and lastly the definition of terms for better comprehension of the

study.

Review of the Related Literature and Studies

Higher education institutions have been urged to evaluate their role in society and

identify their stakeholders. Various categories of stakeholders are involved in the higher

education system. For quality assurance to be achieved, managing relations with

stakeholders is crucial because they are involved in internal and external evaluations of

higher education institutions.

According to Kasetwar (2008), key stakeholders categories of higher institutions

are: students, educationalists, parents, faculties, institutional management, industry,

statutory bodies, trainers, education loan providers, researchers and academics, society,

politicians and judiciary. For a higher education institution, students are an important

category of stakeholders and they need to deliver value to this stakeholder category.
 Leisyte et al.(2011) state that students as stakeholders need to be involved in

quality management and internal quality assurance processes at higher education

institutions as equal partners. HEIs need to identify their needs and demands as

stakeholders are seen as customer and customer satisfaction is related to service quality.

According to BNET business library definition of customer satisfaction, it is the

degree to which customer expectation of the product of service are met or exceeded.

Parahoo, Harvey and Tamim (2013) claimed that customer service was a universal

concept for foreseeing customer behaviour, and the term is also well-known in academic

research.

Being a service organization, tertiary education institutions think about students

as clients or the “leading interested party’ who are engaged in the acquisition of higher

education programs and services (Ravindran & Kalpana 2012).

The student satisfaction level is a function of the relative experiences and

perceived performance of educational services provide by higher education institutions

(Mukhtar et al 2015) while (Weerasinghe and Fernando, 2017) said that student

satisfaction level relies on educational experiences, services and facilities student

encounter during the learning process.

In several universities around the word, students’ satisfaction surveys are carried

out yearly. The revolving philosophy points to the belief that successful institutions have

three basic attributes: they focus on the needs of the students; they continually improve

the quality of the educational experience.

Student nowadays are knowledgeable of what they expect and require from a

university or college that delivers quality education. With the paradigm shift in
curriculum where students are empowered and involvement of the students in

accreditation process, students have evolved from the complacent ones to those exert

effort and do not just wait to see the changes to occur, but would find effective channels

to make changes do occur when they are not satisfied or when they unfavourable

experience with service.

The quality of services provided by higher education institutions must be

continuously improved in order keep up with the demands and interests of their

[Link] et al (2015), identified underlying variables that significantly

influence students’ satisfaction in Malaysian Higher education. Accordingly, professional

comfortable environment, student assessment and learning experiences, classroom

environment, lecture and tutorial facilitating goods, textbooks and tuition fee, student

support facilities, business procedures, relation with the teaching staff, knowledgeable

and responsive faculty, staff helpfulness, feedback, and class sizes make significant

impact on students’ satisfaction. Moreover, the study of Karna and Julin (2015) found

that core university activities, such as research and teaching facilities, have greater

impacts on overall students’ and staff satisfaction than supportive facilities. Further,

study found that both academic and students perceive physical facilities are more

important than general infrastructures in which library facilities are the explanatory factor

of overall satisfaction.

Martirosyan (2015) examined the impact of selected variables on students’

satisfaction in Armenia. Light of the study identified reasonable curriculum and faculty

services as key determinants of study satisfaction. The study also examined the effects of

demographic variables on students’ satisfaction. Out of the several variables associated

with student satisfaction, type of institution effect on students’ satisfaction significantly

in which students from private institutions reported a significantly higher satisfaction

level than their peers at public institutions.

In a study conducted by Gines (2014), she found out that the graduates level of

satisfaction with the University services, learning environment and facilities were

generally of high satisfaction, however, computer laboratories with moderate satisfactory

is still much desired especially with rapid advancement of technology needed for learning

and connecting with the world.

Likewise, Guiab (2014) in her study found out that pre-service teachers’ level of

satisfaction on the services and learning climate is moderate and low on facilities.

Theoretical Framework

According to Maslow, individuals are motivated by unsatisfied needs. As each of

these needs is significantly satisfied, it drives and forces the next need to emerge. Maslow

grouped the five needs into two categories - Higher-order needs and Lower-order needs.

The physiological and the safety needs constituted the lower-order needs. These lower-

order needs are mainly satisfied externally. The social, esteem, and self-actualization

needs constituted the higher-order needs. These higher-order needs are generally satisfied

internally, i.e., within an individual.

Student Integration Theory is derived from the research of Vincent Tinto. Tinto

(1975) created a model that sought to describe the factors that cause a student to leave a

degree program before graduation. Tinto believed that student persistence/ retention is

based upon the student‘s commitment to the goal (graduation and degree completion) and

commitment to the institution (one‘s loyalty to the institution) coupled with the student‘s
level of integration within social and academic elements that make up the individual

student experience. Tinto suggested that goal and institutional commitment was not

enough to predict dropout. Social integration is vital, but it is not just restricted to

student-peer relationships. It also includes interactions with staff and faculty on campus.

Another predictor of student retention, academic integration has ‗varying forms‘ (Tinto

1975) that relate to the level of student academic engagement with faculty and fellow

students as reflected in grades, intellectual stimulation, and personal intellectual

development.

Student Attrition Theory is derived from the work of John P. Bean. Bean (1980,

1982, and 1985) developed his model with more focus on environmental/external factors.

These factors include institutional fit which is similar to Rootman‘s ‗person-role

fit‘(Bean 1985), finance attitude or the level of financial funding the student gets from the

institution or from his/her family (Cabrera et al. 1993), outside encouragement which is

the support and encouragement of family and friends of the student to finish the degree

program, and, as Bean (1985) calls it, intent to leave.

The base theory for this study is service quality and customer satisfaction

integrated with salient constructs within student retention theory (Tinto, 1975, 1982,

1988, 1997; Bean, 1983, 1985). The importance of expectations in the

customer‘s/student‘s evaluation of services has been acknowledged in past service quality

literature (Parasuraman, Zeithaml, and Berry 1985, 1988; Cronin and Taylor 1992, 1994).

Zeithaml et al. (1990) had made great progress in identifying and understanding

determinants of service quality, satisfaction, and, subsequent, customer retention.

Conceptual Framework
 The students are the primary reason why universities and colleges exist. The
students grow and gain experiences from the activities and services provided with the
educational institution. In Olongapo City alone, there are nine (9) higher education
institutions both in private and public.

Satisfaction survey is a management information system that continuously

captures the voice of the students through the assessment of performance from the
student’s point of view (Mehdipour 2013). Moreover, Mancao (2013) reaffirms that
through survey of students’ satisfaction, institutions are able to pinpoint their institutional
strength as well as areas in need of improvement. One cannot be productive and excel
when the university has poor services. Thus, the university strives to clear away any
impediment to a student’s ability to function.

In this study, the researcher will use the Input-Process-Output (IPO) Model to
determine the level of satisfaction of the respondents as presented in Figure 1.

The Input includes the demographic profile of the respondents as to their age,
gender, curricular year, curricular program, and the dimensions of satisfaction. The
Process includes the analysis of the variables and the statistical treatment of data while
the Output is a Quality Assurance Framework.

Figure 1

INPUT PROCESS OUTPUT

I. Demographic Profile Survey Questionnaire

Level of Satisfaction
II. Dimensions of Statistical Treatment Proposed
Satisfaction - Frequency Quality Assurance
a. Guidance and - Percentage Framework
Counselling - Mean
b. Canteen - Anova
c. Admission
d. Domiciliary
e. Instruction
Services
f. Publication
g. Medical and
Dental
h. Library Services
i. Sports Services
j. Research and
Extension
k. Scholarship
 The students grow and gain experiences from the activities and services provided
with the educational institution. Several theories have been proposed in an effort to better
psycho-social dynamics of student satisfaction. The “happy-productive” student theory
(Cotton, Dollard,& de Jonge, 2002) suggests that student satisfaction is mediated by
psycho-social factors as coping, stress and well-being.

Hypothesis

In this study, the researcher has proposed four (4) hypotheses:

HO1: There was no significant relationship between the demographic profile and
satisfaction of the respondents.

HO2: The guidance and counselling, canteen, admission, domiciliary, instruction

services, publication, medical and dental, library services, sports services,
research and extension, scholarship and socio-economic and
entrepreneurship has no significant effect to the satisfaction of the
respondents.

HO3: There was no significant difference between the twelve (12) services to the
satisfaction as perceived by the students.

HO4: There was no significant difference between the satisfaction of the

students when grouped according to profile.

Definition of Terms
The following terms were defined conceptually and operationally:
Gender. This refers to the biological sexual category of the respondents as male

and female.

Satisfaction. A fulfillment of need or desire, the pleasure obtained by such

fulfillment. Satisfaction is the feeling of pleasure or disappointment attained from

comparing a product’s perceived performance (outcome) in relation to his or her

expectations.

Services. These refer to the services of the College which students have

experience with relating to guidance and counselling, canteen, admission,

domiciliary, instruction services, publication, medical and dental, library services,

sports services, research and extension, scholarship and socio-economic and

entrepreneurship.
 Chapter 3
METHODOLOGY

In this chapter, the methods and techniques of the study, the population and
samples, the data gathering procedure, and also the statistical treatment of the data were
presented.

Research Design

As primary customer of Colleges and Universities, this study was aimed to

determine the satisfaction of the students with the services of local colleges in Olongapo

City and Zambales according to Guidance and Counselling, Canteen, Admission,

Domiciliary, Instruction Services, Publication, Medical and Dental, Library Services,

Sports Services, Research and Extension, Scholarship and Socio-economic and

Entrepreneurship.

Respondents and Location

The respondents were composed of Third Year and Fourth Year undergraduate

students of local colleges in Olongapo City and Zambales enrolled during the 2 nd Second

Semester of Academic Year 2018-2019 from across all program offerings of the

institution.

Instrument
 In this study, a self-administered questionnaire (Appendix A) was used to gather

information from the respondents. The questionnaire was developed using the survey

instrument of Association and Local Colleges –Commission on Accreditation (ALCU-

COA). For suitability purposes, some items in the survey questionnaire were modified

according to the current operations of local colleges. The first part of the instrument

contains the demographic profile the respondents. The second part requires the

respondents to rate their satisfaction by putting a check on box with the corresponding

sixty (60) statements categorize into 12 namely: guidance and counselling, canteen,

admission, domiciliary, instruction services, publication, medical and dental, library

services, sports services, research and extension, scholarship and socio-economic and

entrepreneurship.

The respondents have rated each item using a scale of 1-4 wherein 4 as highly satisfied,

3- satisfied, 2-less satisfied and 1-strongly dissatisfied.

Data Collection

The primary source of data were the third year and fourth year undergraduate

students enrolled during the 2nd Semester of Academic Year 2018-2019. The number of

enrolees were obtained from the Office of the Registrar with the approval of the Office of

the President.

The questionnaire was administered for five (5) days to third year and fourth year

undergraduate students using the Slovins stratified sampling formula. Those who were

able to answer and return the questionnaire were considered as the official respondents of

this study.

Data Analysis
 The data gathered were subjected to statistical tool using the Statistical Package

for Social Sciences (SPSS). Frequency, percentage and mean were used to analyse the

data on the satisfaction and Anova to determine the significant difference of satisfaction

across profiles.

Bibliography
Anantha, R. A. A., & Abdul Ghani, A. (2012). Service Quality and Students’

satisfaction at Higher Learning Institutions. A case study of Malaysian University

Competitiveness. International journal of Management and Strategy. 3(5), 1 – 16

Bean, J. P. (1983). The Aplication of a Model of Turnover in Work Organizations to

he Student Attrition Process,‘ Review of Higher Education, 6, pp. 129-148.

Bean, J. P. (1985). Interaction Effects Based on Class Level in an Exploratory Model

of College Student Dropout Syndrome. American Educational Research Journal,

22(1), pp. 35-64.

Bean, J. P., & Bradley, R. K. (1986). Untangling the Satisfaction-Performance

Relationship for College Students. Journal of Higher Education, 57(4), pp. 393 -

412.

Gines, Adelaida C. (2014). Tracer Study of PNU Graduates. American International

and Journal of Contemporary Research. Vol. 4. Number 3.

Guiab, Marissa R. (2014). Perception of Pre-Service Teachers on Services and

Academic Programs of Philippine of Philippine Normal University-North Luzon.

Research Journal of Educational Sciences. Vol.2 (7)

Karna, S. & Julin, P., (2015). A framework for measuring students and staff

satisfaction with university campus facilities. Quality Assurance in Education,

pp.47-61.

Kasetwar, R. B. (2008): Quality in Higher Education, University News, 46 (20), pp.

6-12

Leisyte, L., Westerheijden, D. F., Epping, E., Faber, M., de Weert, E. (2011):

Stakeholders and Quality Assurance in Higher Education, Center for Higher

Education Policy Studies, Lausanne. 17.

Mancao, Maria Carmela T. (2005). Student Satisfaction Survey. Philippine Normal

University Research Series. No. 79, July 2005

Martirosyan, N. (2015). An examination of factors contributing to student

satisfaction in American higher education. International Journal of Educational

Management, -29 (2), pp.177-191

Olongapo City Ordinance No. 07, Series of 2018. An Ordinance Revising the

Charter of Gordon College Subject to All Legal and Existing Rules and Regulations.

Parahoo, S. K., Harvey, H. L., & Tamim, R. M. (2013). Factors influencing student

satisfaction in universities in the Gulf region: Does gender of student matter? Journal

of Marketing for Higher Education, 22(2), 1-20

Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1985). A Conceptual Model of

Service Quality and Its Implications for Future Research. Journal of Marketing, 49,

pp. 41-50.

Parasuraman, A., Zeithaml, V. & Berry, L. (1988). SERVQUAL: A multi-item scale

for measuring consumer perceptions of service quality. Journal of Retailing, 64 (3),

pp. 12-41.

Tinto, V. (1982). Limits of Theory and Practice in Student attrition. The Journal of

Higher Education, 53(6), pp. 687-700.

Tinto, V. (1988). Stages of Student Departure: Reflections on the Longitudinal

character of Student Leaving. The Journal of Higher Education, 59(4), pp. 438-455.

Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student

Attrition (2nd Ed.). Chicago: University of Chicago.

Tinto, V. (1997). Classrooms as Communities: Exploring the Educational Character

of Student Persistence. The Journal of Higher Education, 68(6), pp. 599-623.

Yusoff, M., McLeay, F. & Woodruffe-Burto, H., (2015). Dimensions driving

business student satisfaction in higher education. Quality Assurance in Education,

pp. 86-104

[Link]
Appendix A

Republic of the Philippines

President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales

SURVEY QUESTIONNAIRE INSTRUMENT

Dear Respondent,
This questionnaire is a part of the approved thesis proposal of the researcher entitled
“Satisfaction of Student on the Services of Local Colleges in Olongapo City and
Zambales.” There is no right or wrong answer in this survey since this is mostly about
the perceptions of the respondents on the services they received from their institution.
Anent this, the researcher seeks your cooperation by providing the information that
applies to you. Rest assured that all gathered information will be treated with
utmost confidentiality and will be used for continuous improvement. Thank you
very much for taking the time to answer this survey.

JERICA B. BACCAY
Researcher

I. Profile of the Respondent

 Direction: Kindly put a check (√) mark and/or supply the information that
applies to you.
A. Name (Optional) :___________________________________________
B. Sex: Male Female
C. Age: _________
D. Name of Higher Education Institution
Gordon College Botolan Community College Kolehiyo
ng Subic
E. Curricular Program : ________________________________________
F. Year Level : 4th 3rd

II. Student Services

Direction: Kindly rate the services delivered by your institution, based on the
criteria specified below by putting a check (√) mark on the box corresponding
to your answer.

4-Highly Satisfied 3-Satisfied 2-Less Satisfied 1- Strongly

Dissatisfied

Indicators 4 3 2 1
1. Guidance and Counseling
1.1 Orientation program conducted regularly at the start of
the school year
1.2 Guidance and counseling activities/programs for the
students
1.3 Confidentiality of the student’s individual records in
the
Guidance Office
1.4 Institution’s systematic and continuing testing
program
1.5 Available counseling room for the students with
special cases
2. Canteen
2.1 Available area/place for serving meals
2.2 Available meals/food
2.3 Price scheme of food items
2.4 Sanitation and supervision of kitchen
2.5 Sufficient department and health-certified competent
staff who manages the canteen operation
3. Admission
3.1 Established system of student recruitment, selection
and admission
3.2 Implementation and dissemination of policies and
procedures
on the selection and admission of students
3.3 Conformity of the institution’s selection and admission
continuation….
criteria/requirements with those prescribed by CHED
3.4 System of filing of student’s records
3.5 Regular review and monitoring of institution’s
selection and admission policies for students and
students with special needs
4. Domiciliary
4.1 Housing services facility for the students
4.2 Established policies in the operation of housing
services, dormitory rules and regulations
4.3 Management of services by committed, competent and
full –time staff
4.4 Periodic monitoring and evaluation of dormitories and
present boarding houses
4.5 School’s coordination with private boarding houses’
operators and owners for students’ housing needs and
to safeguard the student boarders’ welfare
5. Instruction Services
5.1 Quality and delivery of instruction provided by the
institution
5.2 Implementation of a system of assessment of student’s
academic performance and intervention program for
slow learners
5.3 Feedback to students by the faculty on grades and on
class requirements, exams/tests, projects
5.4 Class requirements stipulated in the course syllabus
5.5 Availability of faculty for consultation and treatment
towards the students
6. Publication
6.1 Policies and guidelines governing student publications
6.2 Student publication manages by an editorial board
assisted by a competent adviser
6.3 Publication of school paper per semester
6.4 Publication office provided with the necessary
facilities, equipment, supplies and materials
6.5 Content of the publication reflecting students’ ideas,
opinions and concerns
7. Medical and Dental
7.1 Heath programs and services for the students provided
by professionally trained personnel
7.2 Medical/dental unit provided with supplies and
equipment
7.3 Available health programs and services to students
including up-to-date information to parents or
guardians whenever students have serious health
problems
7.4 System of filing of medical and dental records
7.5 Continuing medical/dental program designed for the
whole academic year
8. Library Services
8.1 Approach of library staffs to students/faculty/other
library users
8.2 Library materials and books that help student
accomplishes work
8.3 Available library space for the present number of users
8.4 Available references in the library
8.5 Policy on the use of library holdings
9. Sports Services
9.1 Implementation of policies and procedures in the
selection of athletes
9.2 Budget allocation for the implementation of sports
development program
9.3 Available financial support and/or scholarship to
deserving athletes
9.4 Available sports unit provided with the necessary
facilities, equipment, supplies and materials
9.5 Regular monitoring and evaluation of sports activities
10. Research and Extension
10.1 Institution’s research activities in line with its vision,
mission, goals and objectives
10.2 Research activities being undertaken aligned with
the
program/course of the learners
10.3 Conduct of research conference for the students
and faculty
10.4 Policy/guidelines on institutional support for
research presentation in local/international research
conferences
10.5 Dissemination of community programs to
different stakeholders such as parents and students
and adopted community
11. Scholarship
11.1 Implementation of functional and continuing
Scholarship Program
11.2 Implementation of policies and guidelines in the
selection and retention of academic scholars
11.3 Implementation of policies and guidelines in the
selection and retention of grantees such as dependent
children of faculty and staff, dependent children of
barangay officials, indigenous group, handicapped
persons and others
11.4 Implementation of policies and guidelines in the
selection and retention of grantees for cultural group
members
11.5 Implementation of policies and guidelines for
athletes/varsity players
12. Socio-economic and Entrepreneurship
12.1 Grant of financial assistance to students for
academic scholarship, educational loans and student
assistantship
12.2 Financial assistance to students who attend
workshops, seminars and other training opportunities;
12.3 Privileges for varsity players’ and athletes
12.4 Implementation of entrepreneurial
activities/events related to the program/course being
undertaken by the learners
12.5 Integration of entrepreneurship courses in the
program across discipline

What is your over-all rating on the services provided by your institution?

Suggestions/Comments