A STUDY ON SIGNIFICANCE PRINCIPLES OF MBA By MADHU SUDHANAN.K Reg. No.

: 1025850 A PROJECT REPORT Submitted to the FACULTY OF MANAGEMENT SCIENCE in partial fulfilment for the award of the degree Of MASTER OF BUSINESS ADMINISTRATION

ANNA UNIVERSITY OF TECHNOLOGY, CHENNAI CHENNAI 600 025

AUGUST 2011.

BONAFIDE CERTIFICATE
Certified that this project report titled A STUDY OF SIGNIFICANCE PRINCIPLES OF MBA is the bonafide work of MADHU SUDHANAN.K ([Link].1025850) who carried out the research under my supervision. Certified further, that to the best of my knowledge the work reported herein does not form part of any other project report dissertation on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate.

Signature of Supervisor [Link] [Link]

Signature of the HOD Dr. L. Vijay Head of the Department

Submitted to project Viva Voce held on

Internal Examiner

External Examiner

DECLARATION

I hereby declare that the project entitled SIGNIFICANCE PRINCIPLES OF MBA submitted for the M.B.A. Degree is my original work and the dissertation has not formed the basis for the award of any degree, associate ship, fellowship or any other similar titles.

Place: Date: Signature of the student (MADHU SUDHANAN)

ABSTRACT

The study deals with A STUDY OF SIGNIFICANCE PRINCIPLES OF MBA. The main objective of this study is to know about the recruitment and training process in [Link] College Through this project, I came to know about the importance of theoretical knowledge of HR practices viz. recruitment process, training process etc, thereby bringing about conceptual clarity. This research study is descriptive in nature. The size of the sample is 50 and the sampling technique used is convenience sampling (non-probability sampling), through the questionnaire method. Both the sources of data collection viz. primary and secondary have been used in this report. The questionnaire has been conducted with many questions concerning the recruitment, selection and training & development practices undertaken in. A thorough analysis has also been done on the responses given by the respondents based upon which conclusions have been drawn.

ACKNOWLEDGEMENT

Foremost, I thank the almighty without whose grace anything is possible. We are indebted to our dynamic Director, Mr. P. VENKATESH RAJA for providing generous opportunity, excellent environment and infrastructure at S. A. ENGINEERING COLLEGE, Chennai. I express our sincere gratitude to our Principal, Dr. S. SUYAMBAZAHAN for his enthusiastic support and enlightening guidance. I extend my thanks to our beloved Head of the Department Department of Master of Business Administration, Dr. L. Vijay, M.B.A, Ph.D, for his encouragement throughout the project. I also thank my guide [Link] for guiding me in all works in a kind manner and told me to march towards the successful finishing of this project. I would also like to thank all the teaching and non teaching staff of my institute for their continuous support and encouragement. I would like to express my thanks to [Link] [Link] who has kindly permitted me to undertake the project in the organisation. I am also thankful to all the members of the organization for their support and providing the required information. My hearty thanks to my parents and friends for their continuous support and encouragement in the successful completion of the project.

CONTENTS CHAPTE R NO. 1 Introduction 1.1 Objectives of the Study 1.2 Scope of the study 1.3 Company Profile 1.4 Project Profile 1.5 Limitations of the study 2 3 4 5 Review of Literature Research Methodology Data Analysis and Interpretation Summary 5.1 Findings 5.2 Suggestions 5.3 Conclusions Appendix Bibliography PARTICULARS PAGE NO

CHAPTER I INTRODUCTION

INTRODUCTION
The purpose of this project was to pilot a study examining the college choice process of

students currently attending ANNA UNIVERSITY, Tamil Nadu. As preliminary research, the study is limited but will be used to assist in the development of a more comprehensive report in 2012. For the initial report, the research team included: Assistant Professor [Link],[Link] Mr. [Link], Head of the Department [Link] and all the other staffs (from [Link] College, Chennai) who guided us and make this project in a successful manner. Background and Significance: Why study college choice here at Anna University (Affiliated Colleges) When do young people begin to think about going to college? Who encourages their attendance and choice of college? What factors influence which college they attend or whether they attend at all? This study seeks to examine college choice in the new millennium. Most of the research was performed using data with a sample of 18-25year-old students. The students largely were traditional, full-time students who immediately attended a four-year college upon graduation from high school. Much of the research on college student decision-making employs economic and sociological theoretical frameworks to examine the phenomenon of college choice. These frameworks have been used to develop conceptual models of college choice. There are basically three strands of theoretical approaches: 1) economic models, 2)status-attainment models, and 3) combined models. Each of these models significantly contributes to attempts at developing a theoretical construct explaining the decision-making process that students employ when choosing a college. The economic models center on the econometric assumptions that respective college students are rational actors and make careful cost-benefit analyses when choosing a college or university .The status attainment models are rooted in sociological theory and assume a utilitarian decision-making process that students go through in choosing a college or university. These models specify a variety of social and individual factors leading to occupational and educational aspirations. Educational attainment (which includes college entry) results from the interaction between

these aspirations and real-world effects . Since the effect of constraints on college attendance is of less interest to sociologists than the aspiration-building process, studies based on the status attainment model usually focus on aspirations themselves. The combined models share the rational assumptions suggested in the economic models but corporate components of the statusattainment models. College choice is a complex process involving many factors and variables. Most combined models divide the student decision-making process into three phases. First, students aspirations develop as sociologists suggest they do; these, along with an assessment of resources, combine to yield criteria for evaluating alternatives. Next, students consider their options, excluding some as unfeasible and obtaining information about others. Finally, students evaluate the remaining options and select according to their judgments. The results were very different from previous studies, with the factors price and location featuring most prominently in the decision. For this study, a hybridcombined model was utilized. The factors most commonly associated with a comprehensive college choice model include student background characteristics .Using a small sample of entering students attending the annual orientation session at the Anna University, data was collected to address the commonly associated with a comprehensive college choice model. The following data is the compiled results of the approximately 200 surveys administered over the summer of 2010 at 6 different orientation sessions. As noted, this data gives a preliminary breakdown of some factors influencing students college choice. In the fall semester, a focus group was conducted using a sampling of the same subjects to explore in greater detail elements of college choice. The data from the focus groups is currently being coded and analyzed.

OBJECTIVES OF THE STUDY

The main objective of this study is to know clearly about students preference and opinion before pursing MBA..

PRIMARY OBJECTIVE

Before starting this project, questioner was prepare to know and understand the exact requirement of students who are willing to continue their carrier in the world of MBA. SECONDARY OBJECTIVE. To being out the fact that S.A Engineering college , got all facilities to satisfy the thrust of MBA student.

Scope of the study.

Company profile
The Dharma Naidu Educational and Charitable Trust started functioning under the leadership of late [Link], M.L.A. The S.A. Engineering College got established in the Academic Year 1998-99 with the approval of the AICTE and affiliation with the University of Madras and the general policy of the Govt. of TamilNadu to give high priority to Technical Education The college offers:

6 UG programmes in ECE, CSE,CIVIL, MECH, EEE and IT, with a total intake of 480 students. 5 PG programmes in which 2 of MCA and MBA each with 60 students and 3 M.E programmes in Engineering with an intake of 18 students.

In recognition of quality system of high caliber being implemented in the administration of the institution and achievement of its goals, M/s. TUV. Nord has agreed to award ISO 9001:2008 Certification to the college. Also UG programmes of our college were accredited by NBA, AICTE, New Delhi. The college is provided with dedicated & well qualified staff and infrastructural facilities as stipulated by All India Council of Technical Education and Anna University to provide good discipline, quality education and placement to the student community. The campus is spread over a vast area of about 42 acres and has 2.95 lakh [Link]. of constructed area which includes class rooms, drawing halls, laboratories, workshops and associated facilities.

VISION : To transform our institution into quality technical education center imparting updated technical knowledge with character building. MISSION: To create an excellent teaching and learning environment for our staff ad students to realize their full potential thus enabling them to contribute positively to the [Link] significantly enhance the self-confidence level for developing creative skills of staff and students. QUALITY POLICY We are committed to provide Quality Education to students to acquire life skills enabling them to achieve academic and professional excellence.

We continually motivate all our educators and support service providers for enhancing professional competencies for effective implementation of Quality Management System. HISTORY Towards fulfilling the above objectives, the Dharma Naidu Educational & Charitable Trust established the S.A. Engineering College in the year 1988 99 in accordance with the general policy of the Govt. of TamilNadu to give high priority to Technical Education. The campus is spread over a vast area of about 42 acres and has 2.25 lakh [Link]. of constructed area which includes class rooms, drawing halls, laboratories, workshops and associated facilities. In recognition of the quality system of high caliber being implemented for the administration of the institution and achievement of its goals, m/s. TUV NORD have recorded ISO 9001: 2008 certification. The process of obtaining accreditation by NBA, New Delhi is on its way.

INFRASTRUCTURE : FACULTY Consistent with the high standard of excellence aimed at by the institution, it has got a team of highly experienced, well qualified and dedicated faculty members in all disciplines. In addition, eminent professors, scientists and experts from industry give guest lectures to the students in their respective areas

of specialization. Periodical Industrial Visits and educational tours are also arranged to supplement the classroom lectures. LABORATORIES Department of Basic Sciences

The college is provided with the following well equipped laboratories to cater to the instructional needs of the practical courses in the first year : 1. Workshops & Basic Engineering Practices Laboratories 2. Physics Laboratory 3. Chemistry Laboratory 4. Computer Laboratory 5. Communication skills Laboratory 6. English Language Laboratory Dept. of Electronics and Communication Engineering The department has the following well-equipped laboratories accommodated over an area of 3300sq.m.
1. 2. 3. 4. 5. 6. 7. 8. 9.

Communication Systems Laboratory Microwave Laboratory Integrated circuits Laboratory Optical communication Laboratory Electronics System Design Laboratory Microprocessor and Interfacing Laboratory Microprocessor and Micro Controller Laboratory Linear Integrated Circuits Laboratory Assembly Language Programming Laboratory

10. Digital 11. Digital

Signal Processing Laboratory Electronics Laboratory Laboratory Simulation Laboratory

12. Network

13. Electronics

Department of Electrical and Electronics Engineering The department has the following well-equipped laboratories accommodated over an area of 1500sq.m. 1. Electrical Workshop 2. Electric Circuits Laboratory 3. Electrical Machines Laboratory 4. Control Systems Laboratory 5. Measurements and Instrumentation Laboratory 6. Microprocessor Laboratory 7. Power System Simulation Laboratory Department of Mechanical Engineering

The department has the following well equipped laboratories and workshops accommodated over an area of 1000sq.m.:
1. 2. 3. 4. 5. 6. 7. 8.

Lathe shop CAD Laboratory CAM Laboratory Metrology Laboratory Metallurgy Laboratory Special Machines Shop Material Testing Laboratory Thermal Engineering Laboratory

Department of Computer Science and Engineering / Information Technology The Department of Computer Science and Engineering and the Department of Information Technology have the following well-equipped laboratories accommodated over an area of 1200sq.m.: 1. Data Structures Laboratory 2. Visual Programming Laboratory 3. Network Laboratory 4. Case Tools Laboratory 5. Operating Systems Laboratory 6. DBMS Laboratory 7. Software Component Laboratory 8. Graphics and Multimedia Laboratory 9. Software Engineering Laboratory [Link] Oriented Programming Laboratory Department of Civil Engineering 1. Strength of Material Lab 2. Fuild Mechanics Lab 3. Auto Cad 4. Environmental Lab 5. Soil Mechanics Lab 6. Concenrate and Highway Engineering Lab 7. Survey Lab I & II

Post Graduate Programmes A separate block with a floor area of 3000 sq.m. is exclusively allocated for M.B.A and M.C.A departments.

Department of Master of Computer Applications The laboratory facilities in the Department of the Master of Computer Applications include : Computer Laboratory well equipped with 60 terminals and 2 servers with the latest configuration capable of performing middleware technologies and the relevant software for the curricular requirements. Department of Management Sciences The facilities of the Department of Management Sciences include :

An excellent core faculty supported by eminent visiting faculty for the corporate sectors. A computer centre with 2 Mbps dedicated line with internet facility. Active partnership with industries Well furnished Air Conditioned Auditorium

Department of Master of Engineering M.E - Computer Science and Engineering The Department of M.E Computer Science and Engineering was established in the year 2006. The infrastructure of the Department includes

class rooms equipped with modern audio video aids, tutorial rooms, well equipped laboratories, departmental library & seminar hall. The Department has laboratories Project Lab. These laboratories include IBM X225 Series server and IBM Series X226 Servers and a cluster of Ethernet LANs and standalone personal computers. The software available are Windows 2000 server, Windows XP, Windows NT, Red Hat Linux, Rational Suite, Microsoft visual studio, Microsoft office 2000 professional, Microsoft Front page 2003, Oracle 9i, Adobe In design, Studio MX, Direct MX, Borland Turbo C++ Suite, and Borland Enterprise server. M.E - Communication Systems The Department of M.E Communication Systems was established in the year 2006. The Department has the best facilities available in the region in terms of infrastructure including laboratories and teaching faculties. The Department imparts quality education to its students, in modern lecture rooms equipped with appropriate teaching aids. The Departments laboratories include Linear Integrated circuits lab with function generators, Digital storage oscilloscopes, digital trainer kits, Microprocessor lab (8085 and 8086), communication lab, Radio frequency lab, Digital and system design lab, network lab. Optical communication lab has link A, link B, link-C, Link D and Link-E kits. The software available are multisim, Ulti sim, Mat lab, GPS kit, Windows 2000 server , Windows XP, Microsoft visual studio , Microsoft office 2000 professional , The department provides 2Mbps RF leased line Internet connectivity. M.E - Embedded System Technologies

The Department of M.E Embedded system technologies was established in the year 2005. The Department has the best facilities available in the region in terms of infrastructure including laboratories and teaching faculty. In laboratories, students experiment with the latest technologies, which help them in kindling their latest skills. The students are encouraged to participate in State and National level symposium, extra curricular activities and conferences. They have also won prizes in the above said activities.

ANNA UNIVERSITY ELIGIBILITY CONDITION FOR ADMISSION TO B.E. / [Link] PROGRAMMES (i) Admission of HSC Qualified students in First Year B.E. / [Link]. Programmes Candidates should have passed the H.S.C. Examination of the State Board of high Secondary Education of Tamil Nadu or any other Equivalent examination as approved by Anna University. Candidates should have obtained marks as prescribed below : A. Academic Stream OC Aggregate percentage of Marks in Mathematics, Physics & Chemistry put together 50% 45% 40% 35% BC MBC / DNC SC/ST/NRI

B. Vocational Stream OC Aggregate percentage of Marks in 50% related subjects (Mathematics, Physics or Chemistry) and Vocational subjects put together BC 45% MBC / DNC SC/ST/NRI 40% 35%

(ii) Admission of Engineering Diploma holders and [Link] Graduates directly

into II year of B.E. / [Link] Programmes (Lateral entry) Candidates should have passed the Diploma Examinations in appropriate branches of Engineering of the State Board of Technical Education, Tamilnadu or any other equivalent examinations and [Link] with Maths as approved by Anna University. Candidates should have obtained marks as prescribed below : OC Aggregate percentage of Marks 50% in Pre-final Semester & Final Semester put together BC 45% MBC / DNC SC/ST/NRI 40% 35%

Sl. No. 1

P.G. Programmes Offered M.E.(Embedded System Technologies)

Qualifications for Admission B.E.( EEE / ECE / CSE / I&C / E&I) [Link]. (IT / Electronics / Instrumentation) B.E./[Link].( ECE / Electronics) B.E. / [Link]. ( EEE / ECE / CSE / IT / I&C / E&I / IT / Electronics / Instrumentation) (or) M.C.A * or [Link]. 5 years integrated (IT / CSE /tSoftware Engg.) * (10+2+3+3 years pattern) B.E. / [Link]. ( Mechanical / Automobile / Manufacturing / Production / Industrial engineering /

2 3

M.E. (Communication Systems) M.E. (Computer Science and Engineering)

M.E. (Product Design and Development)

Mechatronics ) Master of Computer Applications Any degree with the condition that the (MCA) candidate must have studied Core Mathematics either at +2 level or Mathematics / Statistics as one of the subjects at the degree level. Master of Business Administration Any Degree (MBA)

DEPARTMENT OF MANAGEMENT SCIENCE AIMS: "To be a Centre of Excellence in transforming the Student Community into Professional Business Leaders through a sustained strategy of Innovation,

Quality Improvement and Value addition, thereby significantly contributing to the whole of society."

OBJECTIVE OF THE DEPARTMENT: "The Department has a Primary Objective in transforming a student into a Manager. On this primary objective the department has goals in building confidence, imparting more technical and practical knowledge in support with theoretical knowledge and kicking off the fire in one, matching to the environments need. Apart from Sumer Project work and Main Project work, students are practically induced into taking assignments on Studying Market, Organization Study, Research Study and Seminar Presentation. Equal weightage is given to all this activities. VISION: To transform the department in to a quality center imparting management education along with professional excellence.

MISSION: To create an excellent teaching and learning environment for our students to realize their full potential and to enhance their self confidence, creative skills and professional expertise. QUALITY POLICY: We are committed to provide quality education to the students through professional standard and motivate our students for acquiring the necessary soft skills and achieve professional excellence

REVIEW OF LITERATURE
A literature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally you will be asked to write one as a separate assignment (sometimes in the form of an annotated bibliography see the bottom of the next page), but more often it is part of the introduction to an essay, research report, or thesis. In writing the literature review, your purpose

is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries Besides enlarging your knowledge about the topic, writing a literature review lets you gain and demonstrate skills in two areas
1.

information seeking: the ability to scan the literature efficiently,

using manual or computerized methods, to identify a set of useful articles and books critical appraisal: the ability to apply principles of analysis to identify unbiased and valid studies.
2.

A literature review must do these things 1. be organized around and related directly to the thesis or research question you are developing 2. synthesize results into a summary of what is and is not known

3.

identify areas of controversy in the literature

4.

formulate questions that need further research

RESEARCH METHODOLOGY
Research methodology refers to the process of collecting and analyzing of data in a manner, which is relevance to the research purpose with economy in procedure.

SAMPLING

Sampling is that part of statistical practice concerned with the selection of an unbiased or random subset of individual observations within a population of individuals intended to yield some knowledge about the population of concern, especially for the purposes of making predictions based on statistical inference. Sampling is an important aspect of data collection.

DATA COLLECTION METHOD

For collecting primary data, questionnaires method was followed. The questionnaires were issued to collect the data. Interaction with the employees was also done in a formal way.

PRIMARY DATA

The primary data has been collected by means of questionnaires and interview method and also to the students who are willing to join in MBA course.

SECONDARY DATA

The secondary data has been collected from various public sources. Books, journals and various website.

LIMITATIONS OF THE STUDY

Only opinions of the new students staffs have been considered. The study expresses only the general view of the students. The study could be more effective if we concentrate even on old students who completed MBA.

DATA ANALYSIS & INTERPRETATION

[Link] 1 2

PARTICULARS MALE FEMALE TOTAL

NO OF RESPONDENTS 14 11 25

PERCENTAGE 56% 44% 100%

SOURCE: Data gathered from the primary source

INTERPRETATION: from the above table it shows the 56% of the respondents were male and 44% of the respondents were female CHART 2.1.2 :DISTRIBUTION OF RESPONDENTS BASED ON THE GENDER

TABLE 2.1.2 DISTRIBUTION OF RESPONDENTS BASED ON KINDS OF COLLEGES SNO 1 2 PARTICULAR ENGINEERING ARTS AND SCIENCE TOTAL RESPONDENTS 20 5 25 PERCENTAGE 80% 20% 100%

SOURCE : Data gathered from the primary source INTERPRETATION: From the above table it is inferred that 80% of the respondents were likes to join engineering and 20% of the respondents were Arts & Science

CHART 2.1.2 DISTRIBUTION OF RESPONDENTS BASED ON KINDS OF COLLEGES

TABLE 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON PERCENTAGE OF PLACEMENTS AND TRAINING [Link] 1 2 3 4 5 PARTICULARS BELOW 20% 20-50% 50-75% 75-90% 100% TOTAL RESPONDENTS 2 10 18 12 8 50 PERCENTAGE 4% 20% 36% 24% 16 100%

SOURCE : DATA GATHERED FROM THE PRIMARY SOURCE

INTERPRETATION: from the above table it is inferred that 4% give importance to placement and training for below 20% and 20% of the respondents were give importance to placement and training for 20-50% and 36% were giving 50-75% for placement and training and 24% were giving 75-90% importance to training and development and rest were 100% for placement and training CHART 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON PERCENTAGE OF PLACEMENTS AND TRAINING

TABLE 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON CAMPUS PLACEMENTS [Link] 1 2 3 4 PARTICULARS WIPRO HCL INFOSYS TATA TOTALS RESPONDENTS 69 21 43 17 150 PERCENTAGE 46% 14% 29% 11% 100%

SOURCE: DATA GATHERED FROM THE PRIMARY SOURCE INTERPRETATION: from the above table it is inferred that 46% were liking to be placed in wipro and 14% were liking to be placed in hcl and 29% were liking to be placed in Infosys and 11% were liking to be placed in tata.

CHART 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON CAMPUS PLACEMENTS

TABLE 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON TEACHING METHODOLOGY [Link] 1 2 3 4 PARTICULARS PPT AV PRESENTATION BLACK BOARD SEMINAR RESPONDENTS 21 43 17 69 PERCENTAGE 14% 29% 11% 46%

TOTALS

150

100%

SOURCE :DATA GATHERED FROM THE PRIMARY SOURCE INTERPRETATION: from the above table that is inferred that 14% were liked to take classes in PPT form and 29% were liked to AV presentation and 11% were liked Black board and 46% were liked seminars. CHART 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON TEACHING METHODOLOGY

TABLE 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON CHOOSING MBA [Link] 1 2 PARTICULAR BUSINESS JOBS TOTALS RESPONDENTS 15 10 25 PERCENTAGE 60% 40% 100%

SOURCE :DATA GATHERED FROM THE PRIMARY SOURCE

INTERPRETATION : from the above table it is inferred that 60% were liked to do business and 40% were liked the opportunities of Jobs after their selection of MBA

CHART 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON CHOOSING MBA

TABLE 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON HOUSING [Link] 1 2 PARTICULAR SATISFIED DISSATISFIED TOTALS RESPONDENTS 85 15 100 PERCENTAGE 85% 15% 100%

SOURCE :DATA GATHERED FROM THE PRIMARY SOURCE INTERPRETATION : from the above table it is inferred that 80% were liked housing and 15% were dissatisfied about housing.

CHART 2.1.3 DISTRIBUTION OF RESPONDENTS BASED ON HOUSING

H ousing
90 80 70 60 50 40 30 Series1 20 10 0 Satisfied Dissatisfied

y c n u q e r F

Housing

SUMMARY
After completing the project we came to a conclusion stating that SA ENGINEERING COLLEGE is the apt place to pursue MBA as it concentrate on all channels for developing the carrier of the [Link] college helps in skills development according to the latest trends and fast growing competitive world needs.

To fulfill the ever growing corporate needs and expectations from the students. Training and development is becoming inevitable and the result is quite evident. Considering the fact in mind, we conduct training & development programmers not only for soft skills and aptitude skills but we also give due importance for communication skills and technical skills development according to the latest trends and fast growing competitive world needs.

FINDING
Summary of Preliminary Findings The data from the completed survey was compiled into descriptive representations to help illuminate some of the possible areas of future study as well as provide preliminary insight about undergraduate students reasons for attending Anna University . These are discussed in the following sections. The compiled data are charted and provided at the end of this report.

The

participants were male (56%) and female (44%); nearly all of them

reported their age as 22 years or younger. Seventy-five percent of the respondents were students of color.

The participants in the study had enrolled in 12 hours or more of coursework. Interesting but not surprising, were findings that a majority (nearly 90%) of the respondents were entering postsecondary education for the first time, and only one student indicated transferring from another state. Also, a full two-thirds of the respondents reported that they had at least one parent who had attended a postsecondary institution (67.3% of mothers and 68.6% of fathers). Notably, when surveyed about their financial support in college, more than 30% received a Pell Grant. Fifty-one percent indicated receipt of a student loan, while 61% of the respondents reported receiving another type of financial aid from the university.

Why do these students attend college?

Based on the participants ratings of importance, the majority indicated that college attendance is somewhat or very important for the following reasons: career preparation (97%); job advancement (91.8%); obtain a bachelors degree (98.7%); financial wellness (94.5%); better opportunity for children (77.3%); and career success (99.5%).

SUGGESTIONS
Choosing where you want to go to college is an extremely personal -- and frequently stressful -- decision that teens and their families have to make. So, how can this article help you? This article's intent is to give you a framework that will help you choose the college that is right for you. One piece of advice before we begin: It's best to start this process as early as possible, ideally in the junior year of high school (although some experts say to start even earlier). If you're a senior, go to our College-Bound High School Senior Planning Calendar. Step 1: Determine what you might like to study or major in at college. Yes, many students enter college as undecided, and that's fine, but if you have some idea of a career or a major, that information can help in finding colleges

that offer (and even specialize) in that field. You might like to try some of these career assessment tests to help you with this step. You could also read our article, Choosing a College Major: How to Chart Your Ideal Path. Step 2: Develop a list of criteria you want to use to evaluate and weed out colleges. Do you want to live close to home, or far away? Do you want a large university or a small college? What about costs? Here's a list of common criteria:

degrees offered majors/minors location (rural or urban setting)/distance from home size of the student population (from small at 1,000 to large at 35,000+) public vs. private costs (tuition, room and board, etc.) financial assistance packages campus resources (labs, libraries, computer access, etc.) graduation rate/time placement success/internship and co-op programs accreditation class size faculty contact/classes taught by full-time doctorally qualified faculty quality/reputation/ranking degree of pressure to excel safety (campus, community) student body (diversity, gender, etc.) social life (Greek organizations, sports, school spirit, etc.) religious affiliation/independent housing options (dorms, apartments, living at home) realistic entry expectations (based on typical student admitted)

Step 3: Compile a list of possible colleges and universities. With at least some idea of the criteria that are important to you, begin the gathering phase. You can find college information in books, such as The Fiske Guide to Colleges, which you can find among other college books in our Teen Books section. Another resource are college-related Websites, such as [Link]. Find that Website, as well as many others, in our College Planning Resources for Teens. You will surely also get suggestions from family, friends, and high school teachers and guidance counselors. You should also consider attending college fairs, where you can actually meet representatives from the schools, as well as gather important literature.

Step 4: Gather all your resources and information about each school you're considering. If you don't have all the information you need on a particular college, you should consider visiting the college's Website. And most colleges offer some sort of virtual campus tour, so you can get an early taste of the look and feel of a college from your PC. Step 5: Use the criteria from Step 2 to narrow your list of colleges to a manageable number. This number will vary widely among teens and their families, depending in part on how many you and your family can realistically visit. Most experts suggest narrowing the list to 10 or fewer, but we have known some students who had close to 20 colleges after completing this step. Step 6: Visit the colleges on your list from Step 5. The best way to really get a feel for a college is by visiting the campus, taking a tour, meeting with students, attending a class, reading the campus newspaper, eating in the cafeteria, and spending the night in a dorm (if possible). You have to feel "at home" at the place where you will spend the next four years of your life, so visiting is important. For more information and strategies, read our article, How to Make the Most of Your Campus Visit. If some schools on your list are just too far away to make a trip, then at least take a virtual tour of the campus and try to talk to people who have attended the school to get a feel for [Link] (listed on our College Planning Resources for Teens) is a great place for links to virtual tours and college Webcams.

CONCLUSION
Your conclusion is the easiest to revise, because you will probably have already written a conclusion that makes a good point. Most of us write to discover, and it is at the end where we discover our most interesting ideas. We have to make sure our introductions cohere with our conclusions, but for the most part, our conclusions will be the richest, most complex part of our paper, because that is where we are prepared to do our richest and most complex thinking. In addition to stating--or restating--the main point, usually as the first or second sentence of the conclusion, most writers want to go beyond it. You can do that in three ways:

1. You can suggest the significance of your conclusion. You do that by suggesting the consequences of answering the question you asked, solving the problem you posed. In effect, you answer the question "So what?" Try that as a strategy of revision: State your main point, and then have someone ask, "So what?" If you can answer that question, you have identified the significance of your point. The following is a conclusion from a paper whose main point was that the character Kurtz in Heart of Darkness did not accomplish a "moral victory." But as you'll see, the writer ended the essay not only by restating this point but also by suggesting that this problem of Kurtz's morality has implications for another problem: the problem of whether Heart of Darkness is a racist text. The contrast between Kurtz and Nietzsche's Superman has shown that Kurtz did not achieve any kind of 'moral victory' by being true to his nature. On the contrary, Conrad has shown in Kurtz the moral defeat not only of one individual but of European civilization in general. One implication of this defeat stems from the fact that it is highlighted by the contrast between the hypocrisy of the Europeans and utter honesty of the savages. Those who have denounced Heart of Darkness as racist seem to assume that Conrad denigrates the native Africans. The question of Conrad's racism becomes much more complicated if we understand that the savages of the novel stand in contrast to the object of the book's true condemnation. The honesty of the savages only intensifies Conrad's moral condemnation of his own European culture. 2. Another way of thinking about your conclusion is to try to say what further questions your paper raises--what would you like to know more about, what puzzle remains--better yet, what bigger puzzle do you now have? 3. The last thing you might add to your conclusion is a quotation from the text that brings your paper to a graceful close. The quotation should be striking, gnomic, epigrammatic--a quotation that is especially graceful or figurative.

PERSONAL DETAILS NAME UG DEGREE ADDRESS PHONE NO E-MAIL ID : : : : :

QUESTIONARIES

1. WHAT KIND OF COLLEGES WOULD YOU LIKE TO JOIN AND WHY? A. ARTS & SCIENCE B. ENGINEERING

WHAT ARE THE FACTORS THAT YOU WOULD CONSIDERED IN JOINING A COLLEGE A. TEACHING METHODOLOGY B. STAFF STRENGTH C. INFRA STRENGTH D. BRAND IMAGE

2.

3. WHAT PERCENTAGE OF IMPORTANCES WILL YOU PROVIDE PLACEMENTS AND TRAINING A. BELOW 20% E.100% B. 20 TO 50% C. 50 TO 70% D. 75 TO 90%

4. WHAT ARE ALL COMPANY YOU WILL EXPECTS, FOR YOUR CAMPUS PLACEMENTS [Link] [Link] C.I.B.M [Link]

5. WHY DID YOUR CHOOSE MBA AFTER YOUR U.G DEGREE EVEN THOUGH LOT OF OTHER CAREER OPTION ARE AVAILABLE. A. JOB B. BUSINESS

6. WHAT MADE OF TEACHING METHODOLOGY YOU EXPECT IN TEACHING MBA CURRICULAR [Link] B. AV PRESENTATION [Link] C. BLACK BOARD [Link]

[Link] YOU AWARDED THE COLLEGE OF YOUR CHOICE OR YOU HAD TO OPTION FOR SOME OTHER COLLEGES.