COMPARATIVE ANALYSIS OF HIGHER EDUCATION IN INDIA AND ABROAD

1
A
PROJECT REPORT
ON
COMPARATIVE ANALYSIS OF HIGHER EDUCATION IN INDIA AND ABROAD
WITH SPECIAL REFERENCE TO SAFAL ENDEVOUR
(SUBMITTED FOR THE PATIAL FULLFILMENT OF BACHELOR OF
BUSINESS ADMINISTRATION DEGREE FROM BARKATULLAH
UNIVERSITY, BHOPAL
GUIDED BY SUBMITTED BY
MRS.SUNITA ANAND ANKUR SHARMA
HEAD OF DEPARTMENT BBA SEMESTER VI
(H.O.D)
ACADEMIC YEAR 2014-15
BHOPAL SCHOOL OF SOCIAL SCIENCES
AFFILIATED TO BARKATULLAH UNIVERSITY BHOPAL

2
PREFACE
This Project Report has been prepared in partial fulfillment of the requirement of the programme
B.B.A in The academic year 2014-15. For preparing the Project Report, I have visited “SAFAL
ENDEVOUR” company/institution during the suggested duration for the period of 30 days, to
avail the necessary information. The blend of learning and knowledge acquired during my
practical studies at the company is presented in this Project Report. The rationale behind visiting
the company/institution and preparing the Project Report is to study “COMPARATIVE
ANALYSIS OF HIGHER EDUCATION IN INDIA AND ABROAD”.
The project is divided into six chapters.
The first chapter deals with relevance to the topic Comparative Analysis , that what their search
is all about and its related research problems what are the objectives which further divided into
primary and secondary, methodology and limitations.
Chapter II profile of Safal Endevour which reflects what is organization all about and how it
works
Chapter III is review of literature
Chapter IV deals with data analysis where data is prepared for every question with the help of
graphs and the analysis of every question
Chapter V is about the findings which shows what we found after analysis of data
Chapter VI is the last chapter which is the conclusion of the report and suggestions

3
ACKNOWLEDGEMENT
I take this opportunity to express my profound gratitude and deep regards to my guide MRS.
SUNITA ANAND for her exemplary guidance, monitoring and constant encouragement
throughout the course of this research project. The blessings, help and guidance given by her
from time to time, shall carry me a long way in the journey of life on which I am about to
embark.
I also take this opportunity to express a deep sense of gratitude to MRS. MANISHA ANAND
MANAGING DIRECTOR (MD), SAFAL ENDEVOUR) for his cordial support, valuable
Information and guidance, which helped me in completing this task through various stages. I am
obliged to the staff members of SAFAL ENDEVOUR, for the valuable information provided by
them in their respective fields. I am grateful to their co-operation during the period of my study. I
also thank our Principal Fr. Dr. Joseph P.P for his encouragement and support in the form of
various facilities which create a very peaceful atmosphere for our studies. Lastly, I thank
Almighty, my parents, sister and friends for their constant encouragement without which this
project would not be possible.

4
CERTIFICATE
This is to certify that the Project work titled “COMPARATIVE ANALYSIS” is bonafide work
of MR.ANKUR SHARMA (ENROLLMENT NO: R13-24288) under taken for the partial
fulfillment of Bachelor of Business Administration (BBA) degree of Barkatullah University
under my guidance. This project work is original and has not been submitted earlier for the
award of any degree/diploma or associate ship of any other University/Institution.
Signature of the guide-
Name- MRS. ALPA GHOSH
Designation- ASSISTANT PROFESSOR

5
I, ANKUR SHARMA, hereby declare that the project work titled “COMPARATIVE
ANALYSIS OF HIGHER EDUCATION IN INDIA AND ABROAD” is an authentic work
done by me under the guidance and supervision of my guide MRS.SUNITA ANAND. This
project has been submitted for partial fulfillment as a requirement of B.B.A. Degree from
Barkatullah University, Bhopal.
I also declare that I haven’t submitted this work for any other purpose to any university or other
Institutions for the award of any degree or any other professional diploma.
Name of the student- ANKUR SHARMA
Class- B.B.A. VIth semester
Section- “B”

6
INDEX
CHAPTER-I
INTRODUCTION
RELEVANCE TO THE TOPIC
RESEARCH PROBLEMS
OBJECTIVES-PRIMARY, SECONDARY
METHODOLOGY
LIMITATIONS
CHAPTER-II
PROFILE OF THEORGANISATION
CHAPTER-III
REVIEW OF LITERATURE
CHAPTER-IV
DATA ANALYSIS AND INTERPRETATION
CHAPTER-V
FINDINGS
CHAPTER-VI
CONCLUSION

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INTRODUCTIONTO THE TOPIC
The number of Indian students going overseas to study rose a stunning 256% – from 53,266 to
189,629 – in just nine years (2000–2009) according to a study called “Indian student mobility to
selected European countries: An overview” by researchers at one of India’s top business schools,
the Indian Institute of Management–Bangalore.
This is welcome news for the many institutions in Europe and North America that are the main
recipients of Indian students, but it is also cause for concern in some quarters in India.
A different study done by the Associated Chamber of Commerce and Industry of India
(ASSOCHAM) estimated that the hundreds of thousands of Indian students now studying abroad
cost India as much as US $17 billion a year in lost revenue. The report said most students go
abroad as they do not find seats in quality institutions within the
Country.
Thus, India has a huge capacity constraint when it comes to quality higher education. The
answer, lies in establishment of high standard quality institutions, the paper said and suggested a
public-private partnership (PPP) model. "Higher education in India is subsidized in the
government sector. An IIT student pays an average $150 in monthly fee, while students opting
for education in institutions in Australia, Canada, Singapore, the US and UK shell out $1,500-
4,000 as fees every month", ASSOCHAM secretary general D S Rawat said.
Although there are still a few pockets of excellence, the average quality of India's higher
education has been falling steadily behind the world average. We may be outsourcing our brains,
but we are far from educating them to maximum potential. There is something rotten in the state
of higher education and research when overseas Indians can hold almost 30,000 patents for every
one held by an Indian. India's higher education and research sector is over-regulated and under-
funded, with professors being burdened with excessive student numbers and teaching to the
neglect of quality original research. Tsinghai has 4,600 faculties for 26,500 students, including
5,000 PhD candidates.
. The survey, Open Doors, comes out annually and draws on data collected from around
3,000 U.S. colleges and universities. Indian students are a strong presence on U.S. campuses,
contributing an estimated $3.3 billion to the U.S. economy as IIE reports, using U.S. Department
of Commerce data. This year, the number of Indian students in the United States surpassed the
100,000 mark, ticking up to 102,673, keeping India the number two country of origin for foreign
students in the United States.

9
There is no doubt that higher education from foreign universities will help you to make your
career in a fast pace or can boost in your career making as foreign universities are not only
working in education sector they think of overall development of a students and thus, they have
wide variety of courses available with them which give numerous choice to the students. This
facility of wide variety of subjects attracts the nomads from other countries to approach to
foreign universities as future is bright in other fields than education.
The list of the leading destinations for study abroad programs (2012-13) contains few surprises.
The United Kingdom is hands-down the most sought-after destination, comprising 12.5% of the
total, or more than 36,000 students. Italy comes in a close second, then Spain, France and China
as number five. As a graphic on the Open Doors website shows, the UK, Italy and Spain
together host 32% of all Americans studying abroad.

10
RESEARCH PROBLEMS
 JOB OPPORTUNITIES AFTER HIGHER
EDUCATION
 Job opportunities for an MBA student in India begin from the college campus. The
training and placement cell in Indian B schools facilitate the placement process and
provide support to students at every stage of process.
 Career development cells in foreign B schools work to educate, connect and advise
students about summer opportunities and provide a network of career communities to
help students and alumni achieve job opportunities. But campus placements are much
less and one has to work her/his own way to get a job.
 PLACEMENT OPPORTUNITIES
As we are seeing that there is emigration in a high percentage more and more people want to go
abroad for further post graduate program as they get international exposure and the universities
in abroad have modern approach and groom their students according to current business
scenario as the abroad universities have more ties up international industries and big corporate
houses so they happen to give more wealthy job and placements to their students and their
internship program like summer internship students get the multinational company to get the real
corporate feel

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 BRAIN DRAIN
Although there are still a few pockets of excellence, the average quality of India's higher education
has been falling steadily behind the world average. We may be outsourcing our brains, but we are far
from educating them to maximum potential. There is something rotten in the state of higher
educationand researchwhen overseasIndians can hold almost 30,000 patentsfor every one held by
an Indian. India's higher education and research sector is over-regulated and under-funded, with
professors being burdened with excessive student numbers and teaching to the neglect of quality
original research. Tsinghai has 4,600 facultiesfor 26,500 students, including 5,000 PhD candidates.

12
OBJECTIVES
PRIMARY OBJECTIVE
 To find out the comparison of standard of Higher Studies in Top Indian
Institutes against Renounced Institutes Abroad
SECONDARY OBJECTIVE
 To find out Cost Effectiveness
 To find out Caliber of Research Facilities in India Abroad
 To Find out Placement Opportunities after Higher Education in India and
Abroad

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RESEARCH METHODOLOGY
SAMPLING METHOD
The method used for sampling is “Random Sampling”.
SAMPLE SIZE
The Sample Size to achieve the reliable result is between 30-40
respondents.
DATA ANALYSIS & INTERPRETATION
Graphs, Charts, Tables & other tools relevant to data.
GEOGRAPHICAL AREA
The research will be in Bhopal (M.P.).
DATA COLLECTION
PRIMARY DATA:-Primary Data can be collected by Questionnaire
and Interviews with the consumers.

14
SECONDARY DATA:-Internet and Existing Literature of different
organization can be source of secondary data
LIMITATIONS

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INTRODUCTION TO THE ORGANISATION
Safal Endeavour’s are a team of young Professional Counselors, Trainers and Mentors, guiding
students for their career. They have been preparing students for various competitive/conventional
examinations in the city; also conducting management courses from last 6 years. They also
conduct workshops to provide the students a better insight and introduction of practical aspects
for the upcoming opportunities in their career. They specialize in developing personalities in
accordance to their special career needs.
As an educational organization sworn to “Student Success”, they train students for below
mentioned courses:
 Management (CAT,MAT,CMAT)
 Banking Sector
 Civil Services
 CLAT
 Personality Development
 Study Abroad (GRE,GMAT, IELTS, TOEFL, SAT)

18
REVIEW OF LITERATURE
FRANCISCO O. RAMIREZ
Department of sociology, San Francisco State University San Francisco, California
94132
JOHN W. MEYER
Department of sociology Stanford University, Stanford, California 94305
INTRODUCTION
The possibilities for comparative research on educational systems have been
enhanced by the development of cross national data bases. Most of these cover
national educational systems (UNESCO 1950-1971; UNESCO World Survey of
Education 1955-1971 OECD 1972-1973) but a few contain information on
individuals or schools ( Husen 1967; Passow et al 1976). The need for such
materials is widely recognized Merritt & Coombs 1977).

20
DATA ANALYSIS AND INTERPRETATION
Q.What makes you go Abroad for Studies?
CRITERIA MALE FEMALE
INFRASTRUCTURE 1 1
QUALITY OF EDUCATION 3 9
EXPOSURE 9 5
OTHER REASONS 3 0

21
Q. Compare the expenses in India and Abroad?
SAME 0 0
ALMOST SAME 0 0
DIFFERENCE 6 7
HUGE DIFFERENCE 9 8
0
1
2
3
4
5
6
7
8
9
10
QUALITY OF
EDUCATION
EXPOSURE OTHER REASONS
MALE
FEMALE

22
Q. Where do you find good Research Facilities.?
INSTITUTIONS MALE
FEMA
LE
IIM’S 6 4
SP JAIN 1 1
JBIMS 0 0
NMIMS 0 1
FMS Delhi 0 1
London Business School 4 5
Wharton Business School 1 1
Stanford Graduate School of Business 1 0
Harvard University 6 3
Oxford University 4 5
0
2
4
6
8
10
12
14
ENTREPRENUER TEACHING RESEARCH
MALE
FEMALE

23
Q. After completing higher education from which universities you get more placement
opportunities?
UNIVERSITIES MALE FEMALE
FOREIGN 7 4
INDIAN 9 11
0
2
4
6
8
10
12
14
ENTREPRENUERTEACHINGRESEARCH
MALE
FEMALE

24
Q. Which Higher Indian Universities provide you Multinational Faculty.?
INSTITUTIONS MALE FEMALE
IIM’S 11 10
SP JAIN 2 2
JBIMS 1 0
MDI Gurgaon 0 0
XLRI Jamshedpur 1 2
FMS Delhi 1 2
IIFT 0 1
NMIMS 0 0
SIBM PUNE 2 3
SCMHRD 1 0
0
2
4
6
8
10
12
14
MALE
FEMALE

25
Q. According to you which degree has Worldwide Recognition.?
INDIAN UNIVERSITIES 3 3
FOREIGN UNIVERSITIES 7 3
SOME INDIAN UNIVERSITIES 2 3
BOTH 4 6
0
2
4
6
8
10
12
14
MALE
FEMALE

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Q. Which Universities can give International Cultural Exposure.?
IIM’S 5 3
SP JAIN 2 1
JBIMS 0 0
NMIMS 1 1
FMS Delhi 0 1
0
2
4
6
8
10
12
14
MALE
FEMALE

27
Q. Q. Higher Education from which Universities can boost your career or help in career
making.?
IIM’S 7 9
SP JAIN 3 0
JBIMS 1 1
NMIMS 0 0
FMS Delhi 1 1
MDS Gurgaon 0 1
0
2
4
6
8
10
12
14
MALE
FEMALE

28
Q. For doing Higher Education is Work Experience Require.?
YES 4 2
NO 12 13
0
2
4
6
8
10
12
14
MALE
FEMALE

29
Q. Which Universities provide you with a Practical knowledge and wide range of Business
Administration.?
INSTITUTIONS MALE FEMALE
IIM’S 7 6
SP JAIN 0 0
JBIMS 0 1
NMIMS 0 0
FMS Delhi 1 1
MDS Gurgaon 0 0
0
2
4
6
8
10
12
14
MALE
FEMALE

30
Q. What is the Teaching Methodology used by Modern Universities.?
METHODS MALE FEMALE
THEORITICAL 0 0
PRACTICAL 7 4
CASE STUDIES 10 9
RESEARCH METHOD 0 2
0
2
4
6
8
10
12
14
JOBENTREPRENUERTEACHINGRESEARCH
MALE
FEMALE

31
Q. What are the subject depth between Indian and Foreign Universities.?
CRITIERIA MALE FEMALE
SAME 1 0
ALMOST SAME 3 2
DIFFERENCE 10 13
HUGE DIFFERENCE 2 0
0
2
4
6
8
10
12
14
MALE
FEMALE

32
Q. Is the learning experience between Indian and Foreign Universities are same.?
YES 3 3
NO 13 12
0
2
4
6
8
10
12
14
MALE
FEMALE

33
Q. What are the average fees of Indian Educational Institutes.?
5-6 lakhs 2 4
7-8 lakhs 9 6
9-10 lakhs 4 4
Above 10 lakhs 1 1
0
2
4
6
8
10
12
14
MALE
FEMALE

34
Q. What are the average fees of Foreign Educational Institutes.?
10 lakhs 1 0
10-15 lakhs 2 5
15-20 lakhs 9 5
Above 20 lakhs 4 5
0
2
4
6
8
10
12
14
MALE
FEMALE

35
Q. What are the average placements Indian Educational Institutes provide?
3-4 lakhs 1 4
4-6 lakhs 12 8
6-8 lakhs 2 3
Above 8 lakhs 0 0
0
2
4
6
8
10
12
14
MALE
FEMALE

36
Q. What are the average placements Foreign Educational Institutes provide?
8-10 lakhs 5 4
10-15 lakhs 8 7
15-20 lakhs 3 4
Above 20 lakhs 0 0
0
2
4
6
8
10
12
14
MALE
FEMALE

37
Q. After Higher Education from Universities which profession do people choose.
JOB 8 12
ENTREPRENUER 8 2
TEACHING 0 0
RESEARCH 0 1
0
2
4
6
8
10
12
14
MALE
FEMALE

38
TESTING OF HYPOTHESIS
There is no significant difference in the opinion of male and female respondents as
to learning experience in India and foreign Universities (at 5% level of
significance)
YES NO TOTAL
MALE 3 13 16
FEMALE 3 12 15
TOTAL 9 25 31
0
2
4
6
8
10
12
14
MALE
FEMALE

39
OBSERVED EXPECTED O-E (O-E)2/E
3 9X16/31=4.64 -1.64 0.57
3 9X15/31=4.35 -1.35 0.41
13 25X16/31=12.90 0.1 0
12 25X15/31=12.09 0.09 0
0.98
JOB
MALE
FEMALE

40
 The value of dʃ = 4-1= 3
 The table value of dʃ =3 is 7.815
As the calculated value is 0.98 which is less than table value the hypothesis
is accepted.
0
2
4
6
8
10
12
14
1 2 3 4 5
CRITIERIA
MALE
FEMALE

41
CHAPTER-V
FINDINGS
 10/16 MALE has found that the subject depth between Indian and Foreign Universities
are SAME.
13/15 FEMALE has found that the subject depth between Indian and Foreign Universities
are SAME.
 6/16 MALE have found that HARVARD UNIVERSITY provides good research
facilities.

42
5/15 FEMALE have found that LONDON BUSINESS SCHOOL provides good
research facilities.
5/15 FEMALE have found that OXFORD UNIVERSITY provides good research
facilities.
 7/16 MALE has found that Higher Education from IIM’S can boost your career or help
in career making.
7/16 FEMALE has found that Higher Education from IIM’S can boost your career or
help in career making
 9/16 MALE have found that there is HUGE DIFFERENCE of expenses in India and
Abroad.
8/15 FEMALE have found that there is HUGE DIFFERENCE of expenses in India and
Abroad.
 9/16 MALE has found that after completing higher education from FOREIGN
UNIVERSITIES gets more placements.
11/15 MALE has found that after completing higher education from FOREIGN
UNIVERSITIES get more placements.
 9/16 MALE has found 7-8 lakhs is the average fees of Indian Educational Institutes.
6/15 FEMALEhas found 7-8 lakhs is the average fees of Indian Educational Institutes.
 9/16 MALE has found 9-10 lakhs is the average fees of Foreign Educational Institutes.
5/15 FEMALE has found 10-15 lakhs is the average fees of Foreign Educational
Institutes.
5/15 FEMALE has found 15-20 lakhs is the average fees of Foreign Educational
Institutes.
5/15 FEMALE has found above20 lakhs is the average fees of Foreign Educational
Institutes.
 12/16 MALE has found 4-6 lakhs is the average placements Indian Educational
Institutes.
8/15 FEMALE has found 4-6 lakhs is the average placements Indian Educational
Institutes.
 8/16 MALE has found 10-15 lakhs is the average placements Foreign Educational
Institutes.

43
7/15 FEMALE has found15-20 lakhs is the average placements Foreign Educational
Institutes.

44
CHAPTER-VI
CONCLUSION
This project report brought forward many points of advantage and disadvantage of
Indian and foreign universities also through the project work I was able to find

45
students opinion about both the aspects. The research h ended with a note that both
have certain advantages and certain limitations and it depend on the view and
perspective of the student which he/she wants to join. This research will also act as
a light thrower to mba coaching proving institutions for better understanding the
demands of students. Concluding with the work I found that Indian universities are
working on themselves to make them compete with the foreign standards and
provide students a better learning experience.
Indian students are a strong presence on U.S. campuses, contributing an
estimated $3.3 billion to the U.S. economy as IIE reports, using U.S. Department
of Commerce data. This year, the number of Indian students in the United States
surpassed the 100,000 mark, ticking up to 102,673, keeping India the number two
country of origin for foreign students in the United States.
As the Open Doors fact sheet on India shows, India was the number one place of
origin for foreign students in the United States for eight years, from the 2001-02
survey year through 2008-09. In 2009-10, however, China surpassed India as a
place of origin, with more than 127,000 students in the United States that year
compared with India’s nearly 105,000. The number of students from India then
began to dip slightly, dropping to below 100,000 by 2012-13, although it was still
the number two place of origin. By comparison, students from China have been
rapidly increasing in numbers such that for the 2013-14 year just released, there
were close to 275,000 Chinese students in the United States.
An overwhelming number of Indian students in the United States are at the
graduate level, 59.5%. Just 12.3% of the Indian students here are undergrads, and
27% are pursuing optional practical training (a year of work preceding or
following degree completion). This profile differs substantially from the
breakdown of Chinese students in the United States, of whom 40% are undergrads,
42% are graduate level and 12.2% are carrying out optional practical training.
More interestingly, 78.6% of the Indian students in the United States are in the
“STEM” (Science, Technology, Engineering, Math) fields. The only country
sending a higher proportion of its students in the STEM fields is Iran, with 79.6%
the number of Indian students in business is just 11.7%. Every other field of study
tracked by Open Doors clocks in at 3% or less for Indian students: the social
sciences, just 2.7%; fine arts, 1.4%; humanities, a mere 0.5%, as was education.
This means the average Indian student in the United States is highly likely to be in
a STEM graduate degree program

46
India comes in at number thirteen. The number of Americans heading to
India has certainly increased; back in 1996-97, for example, just 601 American
students went to India. According to the Open Doors data, the number of U.S.
study abroad students in India was 4,377 for 2012-13. India as a study destination
has been on a slow upward trend, with a big 44% jump in 2009-10 from 2,690 to
3,884 students. In subsequent years the growth has been much smaller, and last
year the numbers actually dipped a bit.
SUGGESTIONS

47
1. Indian universities should provide more of research work and practical
knowledge to students.
2. Indian universities should focus more on placements of students and should
try to provide them with better placement offers.
3. Foreign universities should give a look to overall personality development of
students.
4. Indian universities should focus more on subject depth.

48
BIBLOGRAPHY
 http://monitor.icef.com/2012/11/number-of-indian-students-
heading-abroad-up-300-over-past-decade/
 http://www.hotcoursesabroad.com/india/why-study-
abroad/study-in-india-or-abroad/
 http://www.jstor.org/discover/10.2307/2946013?sid=21105516
190051&uid=2&uid=4
 http://www.forbes.com/sites/alyssaayres/2014/11/18/india-and-u-s-higher-
education-strong-indian-presence-in-the-united-states-but-americans-
studying-in-india-still-meager/

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