The document analyzes and summarizes the existing admission process of Preston University. It finds that the process is ineffective at attracting and admitting quality students. Specifically, it notes that the policy prioritizes revenue generation over student quality, minimum requirements are often reduced to increase admissions, and the aptitude test and interviews have no significance in decisions. As a result, most admitted students have low grades, language barriers, and the university fails to meet its enrollment targets. Recommendations include more intensive marketing, empowering the committee to reject students, and revising criteria to focus on student quality rather than numbers.
New Charter School Application Evaluation Process 2016 DeLaina Tonks
A meta-evaluation of the new charter school application process for Utah. See what works and what can be improved using survey and interview data from applicants, evaluators, staff, and board members.
For your initial post, review Applying the Master Narrative FramewShainaBoling829
For your initial post, review Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood and answer the following questions:
· How does the article help us to understand gender identity development beyond the research in the textbook?
· How can a theorist that you have explored help us understand gender identity development? Describe three ways that you can support a friend, colleague, or family member who identifies as nonbinary.
· How does gender identity development apply to any of the following programmatic themes? You may want to review the Programmatic Themes document.
· Self-care
· Social justice
· Emotional intelligence
· Career connections
· Ethics
HA 705 - Continuous Quality Improvement in Health Care
Wendy Brizer-Maciol
Instructor’s Contact Information:
Office Hours: Will be posted weekly and by appointment
Email: [email protected]
Best way to communicate with the professor is via e-mail
Course Information:
On-lineCourse Description
This course provides the student with the tools they need to improve the quality of health care across the spectrum of institutions, by applying systematic measures to identify opportunities for improvement, implement change, and assess outcomes. This course provides the theoretical framework and the practical skills to understand the processes under the auspices of quality improvement and real-world examples.
Prerequisites
NONE
Learning Objectives
By the end of the course, students should be able to:
1. Design strategies to identify, evaluate, and resolve performance issues.
2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission compliance.
4. Evaluate systematic methods of problem identification, resolution, and ongoing monitoring.
5. Apply performance improvement strategies to medical and administrative indicators and events.
6. Describe the relationship of leadership and quality improvement.
Course Materials
No Textbook – resources will be provided by professor
Monroe College Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
King Graduate School Attendance Policy
Students are expected to come to class on time and to attend all classes. More than two absences in this course will result in the reduction of the student’s final grade by a full letter (for example from A to B). Students who are absent more than four (4 ...
Accelerate Your Financial Career: M.Com Program at SVIETAkashSingh69971
The M.Com program at SVIET is a transformative journey that accelerates your financial career. With a focus on finance, accounting, and business management, this program equips you with practical skills and industry insights to thrive in the dynamic business world.
Doctor of Medicine (MD) program at Texila American University – College of Medicine (TAU-COM) is an undergraduate medical program.
The Doctor of Medicine program has the following:
Basic Sciences – 2 Years
Clinical Sciences – 2 Years
In the first two years, the basic medical sciences are taught in the context of their relevance to patient care. Later in the last two years of the program, clinical teaching builds upon and reinforces this strong scientific foundation.
New Charter School Application Evaluation Process 2016 DeLaina Tonks
A meta-evaluation of the new charter school application process for Utah. See what works and what can be improved using survey and interview data from applicants, evaluators, staff, and board members.
For your initial post, review Applying the Master Narrative FramewShainaBoling829
For your initial post, review Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood and answer the following questions:
· How does the article help us to understand gender identity development beyond the research in the textbook?
· How can a theorist that you have explored help us understand gender identity development? Describe three ways that you can support a friend, colleague, or family member who identifies as nonbinary.
· How does gender identity development apply to any of the following programmatic themes? You may want to review the Programmatic Themes document.
· Self-care
· Social justice
· Emotional intelligence
· Career connections
· Ethics
HA 705 - Continuous Quality Improvement in Health Care
Wendy Brizer-Maciol
Instructor’s Contact Information:
Office Hours: Will be posted weekly and by appointment
Email: [email protected]
Best way to communicate with the professor is via e-mail
Course Information:
On-lineCourse Description
This course provides the student with the tools they need to improve the quality of health care across the spectrum of institutions, by applying systematic measures to identify opportunities for improvement, implement change, and assess outcomes. This course provides the theoretical framework and the practical skills to understand the processes under the auspices of quality improvement and real-world examples.
Prerequisites
NONE
Learning Objectives
By the end of the course, students should be able to:
1. Design strategies to identify, evaluate, and resolve performance issues.
2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission compliance.
4. Evaluate systematic methods of problem identification, resolution, and ongoing monitoring.
5. Apply performance improvement strategies to medical and administrative indicators and events.
6. Describe the relationship of leadership and quality improvement.
Course Materials
No Textbook – resources will be provided by professor
Monroe College Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
King Graduate School Attendance Policy
Students are expected to come to class on time and to attend all classes. More than two absences in this course will result in the reduction of the student’s final grade by a full letter (for example from A to B). Students who are absent more than four (4 ...
Accelerate Your Financial Career: M.Com Program at SVIETAkashSingh69971
The M.Com program at SVIET is a transformative journey that accelerates your financial career. With a focus on finance, accounting, and business management, this program equips you with practical skills and industry insights to thrive in the dynamic business world.
Doctor of Medicine (MD) program at Texila American University – College of Medicine (TAU-COM) is an undergraduate medical program.
The Doctor of Medicine program has the following:
Basic Sciences – 2 Years
Clinical Sciences – 2 Years
In the first two years, the basic medical sciences are taught in the context of their relevance to patient care. Later in the last two years of the program, clinical teaching builds upon and reinforces this strong scientific foundation.
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
Building a Highly Effective Coaching and Mentoring Program at ScaleInsideTrack
Developing an effective, scalable coaching program requires cross-functional commitment and success requires clear and realistic goals, based on current realities.
"Students Behaviour While Choosing a Bschool" project work.Nikhil Gupta
This document will contain the project report of the study titled "Students behaviour while choosing a B-school". The project report shows the result of the research findings and questionnaire. regarding the project.
The Rise of Test-Optional Admissions: What It Means for Studentshussanisoyat
In recent years, a significant shift has taken place in the realm of college admissions. Many universities and colleges across the globe have embraced test-optional admissions policies, where students are given the choice to submit standardized test scores, such as the SAT or ACT, as part of their application.
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
Building a Highly Effective Coaching and Mentoring Program at ScaleInsideTrack
Developing an effective, scalable coaching program requires cross-functional commitment and success requires clear and realistic goals, based on current realities.
"Students Behaviour While Choosing a Bschool" project work.Nikhil Gupta
This document will contain the project report of the study titled "Students behaviour while choosing a B-school". The project report shows the result of the research findings and questionnaire. regarding the project.
The Rise of Test-Optional Admissions: What It Means for Studentshussanisoyat
In recent years, a significant shift has taken place in the realm of college admissions. Many universities and colleges across the globe have embraced test-optional admissions policies, where students are given the choice to submit standardized test scores, such as the SAT or ACT, as part of their application.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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1. www.theinternationaljournal.org > RJEBS: Volume: 02, Number: 05, March-2013 Page 1
Admission Process in PRESTON University
Dr. Rukhsar Ahmed, Professor and Dean, Preston University
Dr. Imam ud Din, Assistant Professor, University of Baluchistan
15, Bangalore Town, Main Shah rah-e-Faisal, Karachi.
Rukhsarahmed2000@yahoo.com
Abstract:
The objective of this study is to analyze the existing admission process of the Preston
University and to give recommendations in order to improve it.
The study is descriptive and qualitative in nature. It will collect and analyze the qualitative data
in general to reach a conclusion.
The focus areas are as follows:
To conduct a detailed analysis of existing Admission Policy of Preston University at
Degree Level
To highlight the negative aspects of this policy which cause problems in achieving
University Objectives
To give conclusions and recommendations in order to improve the Admission Process.
Key words:
Admission Process, Higher Education, Business Studies, Universities in Pakistan
1. INTRODUCTION
Preston University started functioning on ad hoc basis in the then affiliated from USA 1995, with the
aim of providing excellent facilities to the students in a healthy academic environment. The Preston
University was shifted to its present campus on 2002. In a short period of time the University made a
name for itself as one of the best University in Karachi.
Ideally located on Shah rah-e-Faisal, the main campus provides a quiet and peaceful atmosphere for all
academic and co-curricular activities. The University, with great ideals and achievements is still
growing fast and moving from strength to strength, establishing excellent standards and new records.
Like other educational institutions of Karachi, this college is also running under the HEC.
2. Existing Admission Process/ Policy of the
The Preston University follows the following Admission policy:
2.I Admission Policy
The policy governing admissions to under graduates is as follows:
1. Admission is open to eligible male candidates for Degree classes.
2. Admission to a candidate is granted after his performance before Interview Board of the
University.
3. Admission to Degree Classes BBA is accepted after qualifying A Level/ HSC or
equivalent Examination from any recognized Board. Candidates may also be allowed
Admission to Degree Classes BBA after passing the respective Part-I Degree Examination as
per rules of the HEC.
2. www.theinternationaljournal.org > RJEBS: Volume: 02, Number: 05, March-2013 Page 2
4. Admission may be refused on grounds of poor academic standard/result/reputation of the
candidate /inability to speak and comprehend English language/or without assigning.
2.2 Documents required at the time of Admission
a) Provisional Certificate in original with one attested photocopy.
b) Character Certificate in Original with one attested photocopy.
c) Marks sheet in Original with one attested photocopy. In case of Class X Marks Sheet is
not available the candidate has to submit Class IX Marks Sheet & Class X (Board
Admit Card's) attested photocopy.
d) One attested photocopy of Father/Guardian's CNIC.
e) Three recent passport size and one 1"x 1" photograph.
f) Undertaking on court stamp paper of Rs 20/- as given in the prospectus of college.
g) Migration certificate in original (if candidate belongs to a Board other than Karachi
Board).
h) Equivalence Certificate & General Permission (For O/A level and students other than
Karachi Board).
i) Ten self addressed and postage stamped envelopes.
3. The Existing Admission Process
The college follows following Admission Process.
3.1 Formation and Functions of Admission Committee
An Admission Committee is formed by the Principal before the commencement of
Admission.
The Committee is supervised by an associate professor
There are around 7 or 8 Lecturers/ Asst. Professors in the Committee as members
including Admin Staff
The Committee gives information about the admission, issues Prospectus along with
admission forms, , receives the forms and scrutinizes the forms with supporting
documents
The Committee also gives a brief aptitude test.
The Committee takes the interview and gives its comments and forwards the
candidate to the Principal for final interview and selection
3.2 Eligibility Criteria
The Candidate must have a minimum cut off percentage in Intermediate for the
eligibility of Admission in BBA
The percentage required is different in different groups.
Qualifying aptitude test is NOT necessary.
The candidate should qualify the interview
3.3 Process of admission
Announcement for the Admission is made by an advertisement is in the Dawn
or in any renowned newspaper
Enquiries from the students are handled by marketing staff.
3. www.theinternationaljournal.org > RJEBS: Volume: 02, Number: 05, March-2013 Page 3
A Prospectus containing detailed admission guidelines is issued to the
prospective students after charging a certain amount of money
Prospective students submit their forms to the admission committee along with
the required documents.
After scrutiny, the admission committee gives a date for aptitude test and
interview to the candidate.
The candidate comes on the date and takes a very short aptitude test.
The test is marked on the spot and the candidate is forwarded to a member of
admission committee for interview.
The member asks some questions on the subject the candidate has studied and
asks some general question as well.
Having been satisfied, the member jots down the comments about the candidate
After Interview, the interviewer may exercise any of the three options i.e. he
may recommend the candidate for admission, he may not recommend the
candidate or he may ask the candidate to re-appear in the interview after some
preparation.
If the candidate is recommended, the Principal takes the final interview.
After the approval of the Principal, the candidate is selected and he is asked for
depositing the admission fee
After the deposit of fee, the student is deemed to be admitted and he is allocated
a GR Number, Class and Section.
This concludes the Process of Admission.
As mentioned above, the objective of this report is to find out the loopholes in existing policy. The
Admission policy and process seems to be error free and very effective from the surface. How can we
assure that the policy is effective or ineffective? The following questions to be answered in order to
check the efficiency and effectiveness of the policy.
A. Is the policy helpful in achieving the mission of the Preston University which is
"To provide quality education with strong emphasis on development of character
and personality in a congenial learning environment"?
B. Is the policy helpful in attracting the adequate no. of students to generate revenue in order to
achieve breakeven point?
C. Is the policy helpful to attract quality intake of students?
4. OUTCOMES OF THE POLICY
If the answers to these questions are positive, the policy is acceptable, if not, some serious analysis
should be taken into account to improve the situation.
Unfortunately, the answer of the above three questions is negative. The analysis of the students
reveals the following facts:
Most of the newly admitted students are A or B graders.
Most of the students do not belong the posh area of Defence which means the local market is
not properly targeted by the college.
No. of admissions are declining day by day and they are less than the required capacity.
Majority of the students is unable to speak, read and understand English properly while the
medium of teaching is English.
4. www.theinternationaljournal.org > RJEBS: Volume: 02, Number: 05, March-2013 Page 4
Due to low grades and language barriers, the students’ learning capability is not up to the
standard.
The poor discipline of the college also shows that the intake of the students is not of the desired
standard.
5. CAUSES OF THESE OUTCOMES
Following are the main causes of problems in the admission process:
The Admission Policy makers are more conscious about revenue generation.
The policy maker ignores/gives less attention to quality while giving admission and they
tend to give admission even to a poor candidate just to achieve the desired no. of
admissions.
Therefore, the members of admission committee are advised to give admission even if a
student does not qualify test or interview.
So, the only criterion left is the past examination marks which does not give a true picture
of quality of the student. Some of the students who belong to a board other than Karachi
have very good percentage which is a false statement of their real status most of the times
Most of the times, the minimum cut off percentage is also reduced just to increase the no.
of admissions.
The aptitude test has no significance in the process. As per policy, no students can be
rejected if he/she fails in the test.
The members of admission committee are not empowered to reject a student in the
interview. Rather, they are discouraged to do so.
CONCLUSIONS
On the basis of above findings, following conclusions are drawn:
a. The existing Admission Policy of Preston University is not capable to achieve its
targets.
b. It is unable to filter the candidates so as to give quality students to the college.
c. It does not succeed to attract a large no. candidates for filtration process
d. It is based on a compromising attitude in order to generate revenue
e. Despite its compromising attitude, it fails to catch desired no. of admission required by
the college.
RECOMMENDATIONS
The study does not recommend to replace the whole admission policy altogether. Instead, it
suggests following amendments to improve the existing Admission Process:
Intensive Marketing Campaign is required to make the people aware of the opportunities
and environment of the college.
As mentioned above, the College works under the shelter of Defence Housing Authority,
any budget deficit is met by the head office as the whole body is a non-profit organization.
So, the management should sacrifice the option of revenue generation for few sessions.
The members of Admission Committee should be given full liberty to exercise their powers
to reject or select a candidate.
A comprehensive Aptitude test should be designed in order to get rid of the illusion of
Examination Marks/ Percentage.
Interviews should be conducted by a subject specialist and the analysis of interview should
be quantified.
5. www.theinternationaljournal.org > RJEBS: Volume: 02, Number: 05, March-2013 Page 5
A weight-age system should be designed for Examination Marks, Aptitude test and
Interview.
There should be no compromise on the quality even if the strength of the Preston
University falls by a substantial number of students.
The College should follow MBO in order to design tactics and to be goal oriented.
Feedback system should be generated, to get ideas and opinions for possible
improvement in admission policy, from students, their parents and professors of other
colleges.
Genius students could be attracted by providing discount in admission fee.
Rewards should be given to the members of admission committee to enhance their
performance.
Seminars and symposia should be organized in different institutions and schools in order
to promote college image.
Once the college becomes quality conscious, a positive message will go to the prospective
customers and the problem of revenue generation will be solved within two to three years.