Copy of ?????? ????? Finalthesis 3shodhganga.inflibnet.ac.in/bitstream/10603/7337/14/14_chapter 5.pdf · methodology of the same has been detailed in earlier chapter. The data thus

96

Chapter 4

Data Analysis and Findings

Chapter Scheme:-

This chapter includes the compilation of primary data collected from field work.

The data was collected from private and government colleges in Iraq; the complete

methodology of the same has been detailed in earlier chapter. The data thus

collected was tabulated and analyzed and various statistical methods like frequency,

percentage, arithmetic mean, standard deviation, factors analysis and discriminant

analysis were applied to derive information. For the data analysis SPSS (statistical

package for social sciences) was used. Finally, the conclusions are drawn based on

this analysis.

4.1: Size

4.1.1 Faculty : There are two types of faculties in the government and private

colleges, first is the faculties which are on the official permanent staff, second are

called the collaborators and they are not permanent. We have excluded

collaborators from our study, as they are collaborators non persistent and stable.

Tables No 20 and 21 shows the strength of the faculty in the both government and

private colleges.

Table No. (20)

Faculty in the government colleges

Years college

2006 2007 2008 2009 2010 Percentage

Increase

Education 167 211 274 281 287 1.7 Literature 156 193 198 207 211 1.35 Engineering 183 224 261 273 276 1.5 Sciences 352 387 416 425 425 1.2 Administration 184 211 218 229 237 1.26 Total 1042 1226 1367 1415 1426 1.40

97

Graph No. 1 Faculty in the government colleges

0

200

400

600

800

1000

1200

1400

1600

college

Edu cation

Litera ture

Eng ineering

Sc ien ces

Adm inistratio

n Total

2006

2007

2008

2009

2010

Percentage Increase

Table No. (21) Faculty i n the private colleges

Years Colleges

2006 2007 2008 2009 2010 Increase according to the base year

Baghdad 42 42 47 50 51 1.2 Almamoon 71 73 76 79 81 1.14 Alrafiden 72 85 85 88 92 1.17 Alturaath 20 21 23 25 26 1.30 Almansur 49 51 58 58 62 1.26 Total 260 272 289 300 212 1.21

98

Graph No.2

Faculty in the private colleges

0

50

100

150

200

250

300

350

Coll

eges

Baghd

ad

Almamoon

Alrafid

en

Altura

ath

Almans

ur Tot

al

2006

2007

2008

2009

2010

Increase according to the baseyear

We can observe from the two tables, that the number of faculty has increased in

both government and private colleges in the pasts years, where as the rate of

change in the government colleges in 2010 compared to the base year ie 2006 is

1.40 % and in the private colleges it is 1.21%. The reasons for this increase can be

attributed to following factors: -

1. The escalation of security gradually and destruction of most of the

terrorist groups that targeted the faculty especially in the universities.

2. Opening up of new universities and colleges for those who have

advanced degree to provide employment opportunities to them after the

migration of a large number of faculties which started from 1990 onwards

after the Second gulf war.

3. The increase in the government colleges is more than the private colleges.

This is linked with several aspects such as the society prefers the

government job as compared to private job due to more security, better

salary and more opportunities offered for training, research etc. Besides

government grants to government universities are huze and faculty gets

99

several privileges like scholarships for higher studies in foreign

universities, deputations etc .

It is clearly getting reflected in table No. 22 that government colleges have more

number of faculty as compared to any private college. Besides private colleges don’t

offer all the specialization branches as offered by government universities

Table No. (22) Number of faculty for government and private colleg es

Type Colleges Number of faculty

Government Education Literature Engineering Sciences Administration

244 193 188 401 216

Private Baghdad Almamoon Alrafiden Alturaath Almansuor

46 76 86 23 56

Graph No. 3

Number of faculty and medium value for government a nd private colleges

Number of f acult y

050

100150200250300350400450

Government Privat e

Number of f acult y

100

We can classify the government colleges as large size and the private colleges

as small size. This classification is due to several reasons such as:-

1. The existence of government colleges since long time in comparison with

the private colleges.

2. The people in Iraq prefer government sector as compared to private sector

as far as employment is concerned.

3. As the private colleges are new they don’t have stable rules and

regulations.

Table No. (23) Number of faculty in the government colleges classified according to the qualification

Qualification College

Diploma Master Ph.D. Total

Education Literature Engineering Science Administration

- - - - -

86 70 77

147 93

158 123 111 254 123

244 193 188 401 216

473 769 1242

101

Graph No. 4

Number of faculty in the government colleges classi fied according to qualification

0

200

400

600

800

1000

1200

1400

Qualifi

catio

n

College

Educa

tion

Liter

ature

Engine

ering

Science

Admini

strat

ion

Diploma

Master

PhD

Total

The table clearly shows that there are more number of faculty possessing PhD

degree (769) followed by master’s degree (473).

Table No. (24) Classification of Faculty by Qualification in private colleges

Qualification Colleges

Diploma Master Ph .D Total

Baghdad Almamoon Alrafiden Alturaath Administration

3 - - 5 -

24 58 47 10 24

17 18 39 8 32

46 76 86 23 56

8 163 116 287

102

Graph No. 5

Classification of Faculty by Qualification in priva te colleges

0

50

100

150

200

250

300

350

1 2 3 4 5 6 7 8

Qualification

Diploma

Master

Ph .D

Total

We can infer from table No 24 above that the faculty possessing Ph.D. degree is

less as compared to master’s degree. The average number of doctorate is 116 and

the teachers with master degree are 163 and the Diploma holders are 8.

Table No. (25) Percentage of Faculty in the government and privat e colleges classified accord ing to qualification

Qualification Type

Diploma Master Ph . D

Government colleges Zero 38.08 61.92 Private colleges 2.78 56.79 40.43

103

Graph No.6 Percentage of Faculty in the government and private colleges classified

according to qualification

0

10

20

30

40

50

60

70

Diploma Master Ph . D

Type

Government colleges

Private colleges

We deduce from table No 25 that the percentage of faculty who have a doctorate

degree in the government colleges is 61.92% which is higher than private colleges

ie 40.43%

Table No. (26)

Number of Faculty in the government colleges classi fied according to

the position

Position College

Assistant reader Reader

Assistant professor Professor Total

Education Literature Engineering Science Administration

54 44 72

147 85

84 70 73

148 74

71 59 38 90 51

35 20 5

16 6

244 193 188 401 216

Total 402 449 309 82 1242

104

Graph No. 7

Number of Faculty in the government colleges classi fied according to the position

0

200

400

600

800

1000

1200

1400

Coll

ege

Educa

tion

Liter

atur

e

Engine

ering

Scienc

e

Admini

strat

ion

Total

Assistant reader

Reader

Assistant professor

Professor

Total

It can be observed that there are more number of readers and assistant readers

as compared to assistant professors and professors. There are many reasons for

the same. After 1990 when UN Security Council took control of Iraq the situation was

very unstable and salaries paid were low, so many people left Iraq and settled in

other countries .After 2003 when America occupied Iraq people returned to their jobs.

But still many experienced people have left the country being afraid of getting killed.

This is getting reflected in the table above where we find more of junior faculty as

compared to senior faculties.

105

Table No. (27) Number of Faculty in the private colleges classif ied according to the position

position Colleges

Assistant reader Reader

Assistant professor Professor Total

Baghdad Almamoon Alrafiden Alturath Almansuor

24 48 39 13 20

15 15 32 3 28

4 10 10 5 7

3 3 5 2 1

46 76 86 23 56

Total 144 93 36 14 283

Graph No. 8

Number of Faculty in the private colleges classifie d according to the position

0

50

100

150

200

250

300

Coll

eges

Baghd

ad

Almamoon

Alrafid

en

Altura

th

Almans

uor

Total

Assistant reader

Reader

Assistant professor

Professor

Total

The situation in private colleges is more or less same as far as qualification is

concerned because of the reason that private colleges have attracted people from

industries such as banks, insurance companies etc. So they are new to academics

and have yet not acquired doctorate, so have not been promoted to professor’s post.

106

Table No. (28) Percentage of Faculty in government and privat e colleges according to the

position

Position

Type

Assistant reader

Reader Assistant Professor

Professor

Government 32.36 36.15 24.87 6.62 Private 50.17 32.40 12.54 4.89

Graph No. 9

Percentage of Faculty in government and private col leges according to the position

0

10

20

30

40

50

60

Assistant reader Reader AssistantProfessor

Professor

Type

Government

Private

It is getting reflected in table No. 28 that number of assistant professors are

almost double in government colleges as compared to private colleges as there

are certain requirements to be fulfilled by these faculties as it is mandatory for

their promotions whereas private universities may not be strictly applying these

rules .These figures clearly suggest that government colleges are large in size

as compared to private colleges in terms of number of employees.

107

4.1.2 Assistant Units :

There are many assistant units in the government and private colleges which

include financial, management, research and development, legal,

library ….etc, but the number of these units in the government colleges are

more than private colleges.

Table No (29)

The number of units and workers in the gove rnment colleges

Colleges

Numbers of units Number of workers

Education literature engineering sciences administration

18 20 17 14 16

80 87 75 73 77

Total 85 392

Graph No. 10

Number of units and workers in the g overnment college

0

50

100

150

200

250

300

350

400

450

Educa

tion

litera

ture

engin

eerin

g

scien

ces

admini

strat

ion

Total

Numbers of units

Number of workers

108

Table No (30) The number of units and workers in the private coll eges

Colleges

Number of units Number of workers

BaGhdad Al-Mamoon Al-Rafiden Al-Turaath Al-Mansour

8 12 10 9 11

44 58 52 48 55

Total 50 257

Graph No.11

The number of units and workers in the private coll ege

0

50

100

150

200

250

300

BaGhdad

Al-Mam

oon

Al-Raf

iden

Al-Tur

aath

Al-Mans

our

Total

Number of units

Number of workers

It is worth mentioning that the existence of a large number of assistant units in

the large government colleges according to the classification of this study is

consistent with the administrative thought and what the previous researchers have

mentioned earlier.

4.2 Hypothesis Testing: -

With the help of parametric tests the means of populations can be derived. The t

statistic assumes that the variable is normally distributed and the mean is known,

and the population variance is estimated from the sample1. One sample T test is

1-Malhotra Naresh K. (2008), “ Marketing Research-An Applied Orientation” , Pearson Education in South Asia,

New Delhi, pp-453 .

109

applied when the statements about a single variable are translated to null hypothesis.

For this research also similar statements were used and four null hypotheses were

derived and t test was applied to these entire four hypotheses. The data analysis

and interpretation of the same is discussed as under: -

4.2.1 Hypothesis 1:

Ho: Government colleges are using more offensive strategies as compared to private

colleges

H1: Government colleges are using less offensive strategies as compared to private

colleges

T test was performed on statements regarding offensive strategy which is shown in table No. 31.

Table No. 31

Group Statistics

Col_Type N Mean Std.

Deviation Std. Error

Mean

ST_Q9 There is clear plan of the college considering all the environmental changes

1.00 55 3.29 .712 .096

2.00 55 3.71 .658 .089

ST_Q10 Open new courses and specialization.

1.00 55 3.93 .979 .132

2.00 55 4.02 .593 .080

ST_Q11 There are training programs organized regularity for faculty.

1.00 55 2.91 .752 .101

2.00 55 3.67 .640 .086

ST_Q12 Continuous collaboration relationship between the college and other research center and industry.

1.00 55 2.75 .673 .091

2.00 55 3.91 .554 .075

ST_Q13 Granting additional incentives to faculties whether financial or non financial.

1.00 55 3.02 .871 .117

2.00 55 4.11 .599 .081

ST_Q14 Emphasis on participation in decision - making.

1.00 55 1.91 1.005 .136

2.00 55 2.80 .755 .102

110

ST_Q15 Effective conflict resolution system.

1.00 55 2.58 .686 .092

2.00 55 3.36 .677 .091

ST_Q16 Work load is equally divided and justified.

1.00 55 3.07 .742 .100

2.00 55 3.64 .677 .091

ST_Q17 Regular performance evaluation of faculty.

1.00 55 3.09 .727 .098

2.00 55 3.64 .677 .091

ST_Q18 Coordination and cooperation with other colleges in different domains.

1.00 55 2.95 .650 .088

2.00 55 3.76 .637 .086

ST_Q19 Focusing on research and development.

1.00 55 3.76 .693 .093

2.00 55 4.04 .576 .078

ST_Q20 Inviting experts for guest /visiting lecturers.

1.00 55 3.13 .610 .082

2.00 55 3.02 .527 .071

Table No. 32

Independe nt Samples Test

Levene's Test for Equality of

Variances t-test for Equality of Means

F Sig. t df Sig. (2-tailed)

Mean Differen

ce

Std. Error

Difference

95% Confidence Interval of the

Difference

Lower Upper Lower Upper Lower Upper Lower Upper Lower


Equal variances assumed 1.273 .262 -3.201 108 .002 -.418 .131 -.677 -.159

Equal variances not assumed

-3.201 107.332 .002 -.418 .131 -.677 -.159


Equal variances assumed

18.780 .000 -.589 108 .557 -.091 .154 -.397 .215

111


-.589 88.938 .557 -.091 .154 -.397 .216



.023 .881 -5.735 108 .000 -.764 .133 -1.028 -.500


-5.735 105.297 .000 -.764 .133 -1.028 -.500



8.529 .004 -9.906 108 .000 -1.164 .117 -1.396 -.931


-9.906 104.139 .000 -1.164 .117 -1.397 -.931


Equal variances assumed 5.750 .018 -7.654 108 .000 -1.091 .143 -1.373 -.808


-7.654 95.691 .000 -1.091 .143 -1.374 -.808



.826 .366 -5.256 108 .000 -.891 .170 -1.227 -.555


-5.256 100.240 .000 -.891 .170 -1.227 -.555



.027 .871 -6.019 108 .000 -.782 .130 -1.039 -.524


-6.019 107.982 .000 -.782 .130 -1.039 -.524



.130 .720 -4.163 108 .000 -.564 .135 -.832 -.295


-4.163 107.103 .000 -.564 .135 -.832 -.295

ST_Q17 Regular performance

Equal variances

.056 .814 -4.073 108 .000 -.545 .134 -.811 -.280

112

evaluation of faculty. assumed


-4.073 107.448 .000 -.545 .134 -.811 -.280



.002 .964 -6.664 108 .000 -.818 .123 -1.062 -.575


-6.664 107.955 .000 -.818 .123 -1.062 -.575



2.305 .132 -2.244 108 .027 -.273 .122 -.514 -.032


-2.244 104.522 .027 -.273 .122 -.514 -.032



3.770 .055 1.004 108 .318 .109 .109 -.106 .325


1.004 105.742 .318 .109 .109 -.106 .325

The mean Value of all the statements are shown in column No.4 of table No.32 . It

very well reflects that the mean score in all the statements except for one is more in

case of private colleges as compared to government colleges. In statement no. 20 ie

inviting experts for guest/visiting faculties, the mean score of government colleges is

high ie 3.13 as compared to private colleges ie 3.02. In the remaining statements

mean scores of private colleges are higher as compared to government colleges.

Hence, overall it can be inferred that government colleges are less offensive than

private colleges. Therefore we reject null Hypothes is that government

colleges are more offensive than private colleges.

4.2.2 Hypothesis 2 :

Ho : Government colleges consider that they are operating in relatively more

stable environment as compared to private colleges .

H1 : government colleges consider that they are operating in relatively less stable

environment as compared to private colleges .

113

Table No. 33

Group Statistics

Col_Type N Mean Std. Deviation Std. Error

Mean

EN_Q1 It is easy to monitor the changes of the environment.

1.00 55 2.85 .891 .120

2.00 55 4.13 .579 .078

EN_Q2 Environmental changes are intermittent and occur in long intervals (more than year).

1.00 55 3.18 .796 .107

2.00

55 3.18 .772 .104

EN_Q3 Environmental changes are similar.

1.00 55 3.91 .948 .128

2.00 55 4.20 .558 .075

EN_Q4 There is possibility to determine the procedure and actions because the changes are similar.

1.00 55 4.02 .952 .128

2.00 55 4.24 .470 .063

Table No,34

Independent Sa mples Test




Mean Differen

ce Std. Error Difference

95% Confidence Interval of the

Difference



Equal variances assumed 7.199 .008 -8.885 108 .000 -1.273 .143 -1.557 -.989


-8.885 92.734 .000 -1.273 .143 -1.557 -.988

EN_Q2 Environmental changes are intermittent and occur in long intervals (more

Equal variances assumed .163 .687 .000 108 1.000 .000 .149 -.296 .296

114

than year).


.000 107.902 1.000 .000 .149 -.296 .296



6.270 .014 -1.961 108 .052 -.291 .148 -.585 .003


-1.961 87.378 .053 -.291 .148 -.586 .004



12.799

.001 -1.524 108 .131 -.218 .143 -.502 .066


-1.524 78.826 .132 -.218 .143 -.503 .067

Another T test was performed on the statements regarding environment. The hypothesis

formulation was as under: -

Ho : Government colleges consider that they are operating in relatively more stable

environment as compared to private colleges.

The group statistics are shown in table No.33, and the mean scores are shown in table No 34.

The mean differences of private and government colleges are shown in the table which shows

that there is no difference in the perception of respondents regarding environment that they

are operating in .

4.2.3 Hypothesis 3: The third hypothesis formulated was as under:

Ho: There is negative relation between the stable environment and offensive

strategy Used by the colleges.

115

The analysis of pervious two hypothesis leads us to the inference for the third

hypothesis .We rejected first null hypothesis , ie government colleges are using

more offensive strategy as compared to private colleges . we accepted second

hypothesis ie government colleges are operating in relatively more stable

environment as compared to private colleges . Hence, it can now be inferred from

the previous two hypothesis that the third hypothesis is rejected ie these is negative

relation between stable environment and offensive strategy. We can infer that there

is positive relation between stable environment and defensive strategy.

4.2.4 Hypothesis 4: The fourth and the last hypothesis is as under: -

Ho: Government colleges are more effective as compared to private colleges.

H1: Government colleges are less effective as compared to private colleges.

Table No.35

Group Statistics

Col_Type N Mean Std. Deviation Std. Error

Mean

EF_Q41 Open new department or section according to environmental requirements.

1.00 55 3.04 .744 .100

2.00 55 3.29 .786 .106

EF_Q42 It is easy for the college to adapt to the circumstances and different environmental conditions.

1.00 55 4.07 .466 .063

2.00

55 3.60 .807 .109

EF_Q43 The university can open the branches in different parts of Iraq.

1.00 55 2.11 1.012 .137

2.00 55 2.00 1.054 .142

EF_Q44 There is exchange and flow of information between the university administration and the departments as well as

individuals.

1.00 55 4.02 .733 .099

2.00

55 4.18 .475 .064

EF_Q45 The faculty at the college can get all the information they needed immediately.

1.00 55 4.13 .721 .097

2.00 55 4.09 .617 .083

116

EF_Q46 The college uses the computer for analyzing and exchanging information.

1.00 55 4.25 .726 .098

2.00 55 4.27 .489 .066

EF_Q47 The college informs the faculty with all the changes which affect their work in a quick and orderly way.

1.00 55 4.05 .705 .095

2.00 55 3.73 .732 .099

EF_Q48 The college adopts clear plans for different objectives.

1.00 55 4.16 .714 .096

2.00 55 4.11 .629 .085

EF_Q49 The objectives of the college are clear and specific.

1.00 55 4.16 .714 .096

2.00 55 4.24 .576 .078

EF_Q50 The administration takes into account the policies of the college when they implement their plans.

1.00 55

4.24 .576 .078

2.00 55 4.31 .505 .068

EF_Q51 The plans of the college are very flexible in order to adapt with environmental changes.

1.00 55 3.89 .786 .106

2.00 55 3.73 .781 .105

EF_Q52 There is mutual trust between administration and the faculty in the college.

1.00 55 4.25 .726 .098

2.00 55 4.15 .650 .088

EF_Q53 There is cooperation between faculty in different departments and specializations.

1.00 55 4.20 .678 .091

2.00 55 4.18 .475 .064

EF_Q54 All the employees are respective of administration and teaching, feel collective responsibility in order to improve performance.

1.00 55 4.02 .527 .071

2.00

55 4.05 .488 .066

EF_Q55 The qualification of faculty in the college is suitable for their needs.

1.00 55 3.75 .775 .105

2.00 55 2.55 1.086 .146

EF_Q56 The college considered the faculty as most important assets and pay great attention to improve their quality.

1.00 55 4.16 .601 .081

2.00 55 4.07 .504 .068

117

EF_Q57 The college always tries to retrain faculty with experience and knowledge.

1.00 55 4.40 .655 .088

2.00 55 4.24 .470 .063

EF_Q58 Policies and programs are designed to attract the creative and capable faculty and good students

1.00 55 3.60 .760 .102

2.00 55 3.87 .771 .104

Table No. 36

Independent Samples Test

Levene's Test for Equality of Variances t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)

Mean Differe

nce

Std. Error

Difference

95% Confidence

Interval of the Difference




1.383 .242 -1.744 108 .084 -.255 .146 -.544 .035

Equal

variances not assumed

-1.744 107.686 .084 -.255 .146 -.544 .035



21.309 .000 3.761 108 .000 .473 .126 .224 .722

Equal variances not assumed 3.761 86.346 .000 .473 .126 .223 .723

EF_Q43 The university can

Equal variances

.541 .464 .554 108 .581 .109 .197 -.282 .500

118

open the branches in different parts of Iraq.

assumed


.554 107.824 .581 .109 .197 -.282 .500

EF_Q44 There is exchange and flow of information between the university administration and the departments as well as individuals.


.000 1.000 -1.390 108 .167 -.164 .118 -.397 .070


-1.390 92.579 .168 -.164 .118 -.397 .070



.679 .412 .284 108 .777 .036 .128 -.217 .290


.284 105.452 .777 .036 .128 -.217 .290



2.744 .101 -.154 108 .878 -.018 .118 -.252 .216


-.154 94.651 .878 -.018 .118 -.252 .216



4.633 .034 2.389 108 .019 .327 .137 .056 .599

119


2.389 107.851 .019 .327 .137 .056 .599


Equal variances assumed 1.033 .312 .425 108 .672 .055 .128 -.200 .309


.425 106.299 .672 .055 .128 -.200 .309


Equal variances assumed .246 .621 -.588 108 .558 -.073 .124 -.318 .172


-.588 103.388 .558 -.073 .124 -.318 .173



.020 .889 -.704 108 .483 -.073 .103 -.277 .132


-.704 106.150 .483 -.073 .103 -.277 .132



1.450 .231 1.096 108 .276 .164 .149 -.132 .460


1.096 107.995 .276 .164 .149 -.132 .460



.287 .593 .830 108 .408 .109 .131 -.151 .370

Equal variances not

.830 106.727 .408 .109 .131 -.151 .370

120

assumed



3.400 .068 .163 108 .871 .018 .112 -.203 .239


.163 96.738 .871 .018 .112 -.203 .240



.012 .913 -.376 108 .708 -.036 .097 -.228 .155


-.376 107.361 .708 -.036 .097 -.228 .155



8.456 .004 6.672 108 .000 1.200 .180 .843 1.557


6.672 97.696 .000 1.200 .180 .843 1.557

EF_Q56 The college

considered the faculty as most

important assets and pay great attention to improve their

quality.


3.754 .055 .859 108 .392 .091 .106 -.119 .301


.859 104.789 .392 .091 .106 -.119 .301

EF_Q57 The college always tries to retrain faculty with experience and

Equal variances assumed 15.423 .000 1.505 108 .135 .164 .109 -.052 .379

121

knowledge.


1.505 97.916 .136 .164 .109 -.052 .379



1.100 .297 -1.868 108 .064 -.273 .146 -.562 .017


-1.868 107.978 .064 -.273 .146 -.562 .017

The mean scores of government and private colleges regarding effectiveness are

given in table No.36, Column No. 4. The table clearly reflects that government

colleges are more effective than private colleges in case of following statements: -

� It is easy for college to adapt to the circumstances and different environmental conditions .

� The university can open the branches in different parts of Iraq .

� The faculty at the college can get all the information they needed immediately .

� The college informs the faculty about all the changes which affect their work in a quick and orderly way .

� The college adopts clear plans for different objectives .

� The plans of the college are very flexible in order to adapt with environment changes .

� There is mutual trust between administration and the faculty in the colleges.

� There is cooperation between faculty in different departments and specializations.

122

� The qualification of faculty in the college is suitable for their needs.

� The college considered the faculty as most important assets and pay great attention to improve their quality.

� The college always tried to retain faculty with experience

and Knowledge. This clearly reflects that government colleges have clear plans and policies, better

relations with faculty, better qualified faculty and they are more informed in

comparison with private colleges.

4.3 Paired T-Test

A paired sample’s test is test for differences in the means of paired

samples1 .The t – test for differences between group means can be conceptualized

as the difference between the means divided by the variability of random means.

The t value is a ratio of the difference between the two sample means and the

standard error. The t – test tries to provide a rational way of determining if the

difference between the two sample means occurred by chance2.

For this study the statements regarding perception of respondents about strategy used

by colleges under different environmental conditions and the effectiveness of the

colleges were compared. A comparison is made between government and private

colleges. The hypothesis formulated is :

Ho: There is no difference between the perceptions of respondents pertaining to

statements regarding environment, strategy, and effectiveness among private

and government colleges

H1: There is a difference between the perceptions of respondents among private

and government colleges .

1-Malhotra Naresh K. (2005) , “ Marketing Research-An Applied Orientation”, Pearson Education, New Delhi, p-.453.

2-Joseph Hair Jo.F., Bush Robert R. and Ortinau David J. (2003), “ Marketing Research”, Tata Mc Graw-Hill Pub. Co. New Delhi, Second Edition, pp-542 .

123

Table No. 37 Group Statistics

Type N Mean Std. Deviation Std. Error

Mean


1 55 2.85 .891 .120

2 55 4.13 .579 .078

EN_Q2 Environmental changes are intermittent and occur in long intervals (more than year).

1 55 3.18 .796 .107

2

55 3.18 .772 .104


1 55 3.91 .948 .128

2 55 4.20 .558 .075


1 55 4.02 .952 .128

2 55 4.24 .470 .063

Table No. 38 Independent Samples Test



Mean Differen

ce

Std. Error

Difference

95% Confidence





7.199 .008 -8.885 108 .000 -1.273 .143 -1.557 -.989


-8.885 92.734 .000 -1.273 .143 -1.557 -.988

EN_Q2 Environmental changes are intermittent and occur in long intervals


.163 .687 .000 108 1.000 .000 .149 -.296 .296

124

(more than year).


.000 107.902 1.000 .000 .149 -.296 .296



6.270 .014 -1.961 108 .052 -.291 .148 -.585 .003


-1.961 87.378 .053 -.291 .148 -.586 .004



12.799 .001 -1.524 108 .131 -.218 .143 -.502 .066


-1.524 78.826 .132 -.218 .143 -.503 .067



Mean


1 55 3.29 .712 .096

2 55 3.71 .658 .089


1 55 3.93 .979 .132

2 55 4.02 .593 .080


1 55 2.91 .752 .101

2 55 3.67 .640 .086

ST_Q12 Continuous collaboration relationship between the college and

1 55 2.75 .673 .091

2 55 3.91 .554 .075

125

other research center and industry.


1 55 3.02 .871 .117

2 55 4.11 .599 .081


1 55 1.91 1.005 .136

2 55 2.80 .755 .102


1 55 2.58 .686 .092

2 55 3.36 .677 .091


1 55 3.07 .742 .100

2 55 3.64 .677 .091


1 55 3.09 .727 .098

2 55 3.64 .677 .091


1 55 2.95 .650 .088

2 55 3.76 .637 .086


1 55 3.76 .693 .093

2 55 4.04 .576 .078


1 55 3.13 .610 .082

2 55 3.02 .527 .071

ST_Q21 Sufficient courses and specializations offered and no need to expand.

1 55 4.11 .762 .103

2 55 3.40 .683 .092

ST_Q22 Only senior management is responsible for decision making.

1 55 3.44 .714 .096

2 55 2.96 .508 .068

ST_Q23 Environmental changes don’t have impact on planning and decision making.

1 55 3.78 .854 .115

2 55 2.07 .325 .044

ST_Q24 There is no procedure or incentives to attract efficient faculty.

1 55 4.62 1.009 .136

2 55 3.27 1.193 .161

ST_Q25 There is no procedure or incentive to attract good students.

1 55 3.89 .875 .118

2 55 2.44 .660 .089

ST_Q26 Extensive division 1 55 4.00 .839 .113

126

of labor and tasks. 2 55 3.49 .690 .093

ST_Q27 No training programs needed.

1 55 3.45 .878 .118

2 55 2.65 .645 .087

ST_Q28 Coordination and cooperation with other colleges are existing.

1 55 3.45 .857 .116

2 55 3.05 .678 .091

ST_Q29 No need to invite guest / visiting experts.

1 55 3.22 .786 .106

2 55 2.82 .512 .069

ST_Q30 Performance appraisal is frequent.

1 55 3.71 .685 .092

2 55 3.22 .498 .067

ST_Q31 Continuous need for new courses.

1 55 4.35 .726 .098

2 55 3.35 .700 .094

ST_Q32 Planning is intensive and comprehensive.

1 55 4.67 .771 .104

2 55 3.51 .767 .103

ST_Q33 Lack of focus on research and development.

1 55 4.05 .558 .075

2 55 2.85 .756 .102

ST_Q34 Always monitor the environmental changes.

1 55 3.78 .917 .124

2 55 2.93 .634 .085

ST_Q35 Do not have any training programs for faculty.

1 55 3.44 .660 .089

2 55 2.51 .635 .086

ST_Q36 Careful in opening new departments unless it is really needed.

1 55 3.24 .922 .124

2 55 2.53 .634 .085

ST_Q37 No need to have coordination and cooperation with other college.

1 55 4.02 .782 .105

2 55 3.55 .812 .110

ST_Q38 There is no clear plan for the college.

1 55 2.85 .678 .091

2 55 2.42 .712 .096

ST_Q39 Environmental changes are not taken into account while designing the strategy.

1 55 3.09 .727 .098

2 55 3.00 .923 .124

ST_Q40 It is risky to open new courses and departments.

1 55 4.31 .791 .107

2 55 4.05 .558 .075

127

Table No. 40 Independent Samples Test


F Sig. t df

Sig. (2-

tailed)

Mean Differe

nce

Std. Error

Difference

95% Confidence





1.273 .262 -3.201 108 .002 -.418 .131 -.677 -.159


-3.201 107.332 .002 -.418 .131 -.677 -.159



18.780 .000 -.589 108 .557 -.091 .154 -.397 .215


-.589 88.938 .557 -.091 .154 -.397 .216



.023 .881 -5.735 108 .000 -.764 .133 -1.028 -.500


-5.735 105.297 .000 -.764 .133 -1.028 -.500



8.529 .004 -9.906 108 .000 -1.164 .117 -1.396 -.931


-9.906 104.139 .000 -1.164 .117 -1.397 -.931

128



5.750 .018 -7.654 108 .000 -1.091 .143 -1.373 -.808


-7.654 95.691 .000 -1.091 .143 -1.374 -.808


Equal variances assumed .826 .366 -5.256 108 .000 -.891 .170 -1.227 -.555


-5.256 100.240 .000 -.891 .170 -1.227 -.555


Equal variances assumed .027 .871 -6.019 108 .000 -.782 .130 -1.039 -.524


-6.019 107.982 .000 -.782 .130 -1.039 -.524



.130 .720 -4.163 108 .000 -.564 .135 -.832 -.295


-4.163 107.103 .000 -.564 .135 -.832 -.295


Equal variances assumed .056 .814 -4.073 108 .000 -.545 .134 -.811 -.280


-4.073 107.448 .000 -.545 .134 -.811 -.280

ST_Q18 Coordination and cooperation with other colleges in different


.002 .964 -6.664 108 .000 -.818 .123 -1.062 -.575

129

domains.


-6.664 107.955 .000 -.818 .123 -1.062 -.575



2.305 .132 -2.244 108 .027 -.273 .122 -.514 -.032


-2.244 104.522 .027 -.273 .122 -.514 -.032




1.004 105.742 .318 .109 .109 -.106 .325

ST_Q21 Sufficient courses and specializations offered and no need to expand.


2.656 .106 5.139 108 .000 .709 .138 .436 .983


5.139 106.739 .000 .709 .138 .436 .983

ST_Q22 Only senior management is responsible for decision making.


20.758 .000 4.001 108 .000 .473 .118 .239 .707


4.001 97.505 .000 .473 .118 .238 .707

ST_Q23 Environmental changes don’t have impact on planning and decision making.


41.926 .000 13.871 108 .000 1.709 .123 1.465 1.953


13.871 69.334 .000 1.709 .123 1.463 1.955

130

ST_Q24 There is no procedure or incentives to attract efficient faculty.

Equal variances assumed 10.636 .001 6.385 108 .000 1.345 .211 .928 1.763


6.385 105.095 .000 1.345 .211 .928 1.763

ST_Q25 There is no procedure or incentive to attract good students.

Equal variances assumed .739 .392 9.842 108 .000 1.455 .148 1.162 1.747


9.842 100.424 .000 1.455 .148 1.161 1.748

ST_Q26 Extensive division of labor and tasks.


1.032 .312 3.475 108 .001 .509 .147 .219 .799


3.475 104.151 .001 .509 .147 .219 .800

ST_Q27 No training programs needed.


5.746 .018 5.447 108 .000 .800 .147 .509 1.091


5.447 99.101 .000 .800 .147 .509 1.091

ST_Q28 Coordination and cooperation with other colleges are existing.


7.344 .008 2.715 108 .008 .400 .147 .108 .692


2.715 102.594 .008 .400 .147 .108 .692

ST_Q29 No need to invite guest / visiting experts.


7.361 .008 3.161 108 .002 .400 .127 .149 .651


3.161 92.867 .002 .400 .127 .149 .651

131

ST_Q30 Performance appraisal is frequent.


2.195 .141 4.299 108 .000 .491 .114 .265 .717


4.299 98.591 .000 .491 .114 .264 .717

ST_Q31 Continuous need for new courses.


.018 .895 7.357 108 .000 1.000 .136 .731 1.269


7.357 107.857 .000 1.000 .136 .731 1.269

ST_Q32 Planning is intensive and comprehensive.



7.936 107.996 .000 1.164 .147 .873 1.454

ST_Q33 Lack of focus on research and development.


9.126 .003 9.472 108 .000 1.200 .127 .949 1.451


9.472 99.425 .000 1.200 .127 .949 1.451

ST_Q34 Always monitor the environmental changes.

Equal variances assumed 12.209 .001 5.686 108 .000 .855 .150 .557 1.152


5.686 96.043 .000 .855 .150 .556 1.153

ST_Q35 Do not have any training programs for faculty.

Equal variances assumed .015 .903 7.510 108 .000 .927 .123 .683 1.172


7.510 107.833 .000 .927 .123 .683 1.172

ST_Q36 Careful in opening new

Equal variances 3.452 .066 4.699 108 .000 .709 .151 .410 1.008

132

departments unless it is really needed.

assumed


4.699 95.727 .000 .709 .151 .410 1.009

ST_Q37 No need to have coordination and cooperation with other college.


4.821 .030 3.110 108 .002 .473 .152 .171 .774


3.110 107.839 .002 .473 .152 .171 .774

ST_Q38 There is no clear plan for the college.


2.128 .147 3.291 108 .001 .436 .133 .174 .699


3.291 107.744 .001 .436 .133 .174 .699

ST_Q39 Environmental changes are not taken into account while designing the strategy.


7.657 .007 .574 108 .567 .091 .158 -.223 .405


.574 102.387 .567 .091 .158 -.223 .405

ST_Q40 It is risky to open new courses and departments.



1.951 97.144 .054 .255 .131 -.004 .514

133



Mean


1 55 3.04 .744 .100

2 55 3.29 .786 .106


1 55 4.07 .466 .063

2 55 3.60 .807 .109


1 55 2.11 1.012 .137

2 55 2.00 1.054 .142

EF_Q44 There is exchange and flow of information between the university administration and the departments as well as individuals.

1 55 4.02 .733 .099

2

55 4.18 .475 .064


1 55 4.13 .721 .097

2 55 4.09 .617 .083


1 55 4.25 .726 .098

2 55 4.27 .489 .066


1 55 4.05 .705 .095

2 55 3.73 .732 .099


1 55 4.16 .714 .096

2 55 4.11 .629 .085


1 55 4.16 .714 .096

2 55 4.24 .576 .078


1 55 4.24 .576 .078

2 55 4.31 .505 .068

EF_Q51 The plans of the 1 55 3.89 .786 .106

134

college are very flexible in order to adapt with environmental changes.

2 55 3.73 .781 .105


1 55 4.25 .726 .098

2 55 4.15 .650 .088


1 55 4.20 .678 .091

2 55 4.18 .475 .064


1 55 4.02 .527 .071

2

55 4.05 .488 .066


1 55 3.75 .775 .105

2 55 2.55 1.086 .146


1 55 4.16 .601 .081

2 55 4.07 .504 .068


1 55 4.40 .655 .088

2 55 4.24 .470 .063


1 55 3.60 .760 .102

2 55 3.87 .771 .104

135

Table No. 42

Independent Samples Test



F Sig. t df

Sig. (2-

tailed) Mean

Difference Std. Error Difference

95% Confidence





1.383 .242 -

1.744 108 .084 -.255 .146 -.544 .035


-

1.744 107.686 .084 -.255 .146 -.544 .035



21.309 .000 3.761 108 .000 .473 .126 .224 .722


3.761 86.346 .000 .473 .126 .223 .723



.541 .464 .554 108 .581 .109 .197 -.282 .500


.554 107.824 .581 .109 .197 -.282 .500

EF_Q44 There is exchange and flow of information between the university administration and the departments


.000 1.000 1.390 108 .167 -.164 .118 -.397 .070

136

as well as individuals.


1.390 92.579 .168 -.164 .118 -.397 .070



.679 .412 .284 108 .777 .036 .128 -.217 .290


.284 105.452 .777 .036 .128 -.217 .290



2.744 .101 -.154 108 .878 -.018 .118 -.252 .216


-.154 94.651 .878 -.018 .118 -.252 .216



4.633 .034 2.389 108 .019 .327 .137 .056 .599


2.389 107.851 .019 .327 .137 .056 .599


Equal variances assumed 1.033 .312 .425 108 .672 .055 .128 -.200 .309


.425 106.299 .672 .055 .128 -.200 .309

EF_Q49 The objectives of the college are clear


.246 .621 -.588 108 .558 -.073 .124 -.318 .172

137

and specific.


-.588 103.388 .558 -.073 .124 -.318 .173



.020 .889 -.704 108 .483 -.073 .103 -.277 .132


-.704 106.150 .483 -.073 .103 -.277 .132



1.450 .231 1.096 108 .276 .164 .149 -.132 .460


1.096 107.995 .276 .164 .149 -.132 .460



.287 .593 .830 108 .408 .109 .131 -.151 .370


.830 106.727 .408 .109 .131 -.151 .370



3.400 .068 .163 108 .871 .018 .112 -.203 .239


.163 96.738 .871 .018 .112 -.203 .240

EF_Q54 All the employees are

Equal variances

.012 .913 -.376 108 .708 -.036 .097 -.228 .155

138

respective of administration and teaching, feel collective responsibility in order to improve performance.

assumed


-.376 107.361 .708 -.036 .097 -.228 .155




6.672 97.696 .000 1.200 .180 .843 1.557



3.754 .055 .859 108 .392 .091 .106 -.119 .301


.859 104.789 .392 .091 .106 -.119 .301



15.423 .000 1.505 108 .135 .164 .109 -.052 .379


1.505 97.916 .136 .164 .109 -.052 .379



1.100 .297 1.868 108 .064 -.273 .146 -.562 .017

139


1.868 107.978 .064 -.273 .146 -.562 .017

Table No. 42 column No. 5 shows the gap mean differences between the perception

of respondents in government and private colleges. The value less than .05 indicate

that there is a difference in perception and values more than.05 indicates no

difference in perception.

The Paired t test significance values in table No. 42 indicate that the difference

between perception is statistically significant at 95% confidence level for the

following statements:-

� It is easy to monitor the changes of the environment. � There is clear plan of the college considering all the environmental

changes.

� There is training programs organized regularly for faculty.

� Continuous collaboration relationship between the college and other

research center and industry.

� Granting additional incentives to faculties whether financial or non

financial.

� Emphasis on participation in decision making.

� Effective conflict resolution system.

� Work load is equally divided and justified.

� Regular performance evaluation of faculty.

� Coordination and cooperation with other colleges in different domains.

� Focusing on research and development.

� Inviting experts for guest/ visiting lecturers.

� Sufficient courses and specializations offered and no need to expand.

� Only senior management is responsible for decision making.

� Environmental changes don’t have impact on planning and decision

making.

� There is no procedure or incentives to attract efficient faculty.

� There is no procedure or incentive to attract good student.

140

� Extensive division of labor and tasks.

� No training programs needed.

� Coordination and cooperation with other colleges are existing.

� No need to invite guest/ visiting experts.

� Performance appraisal is frequent.

� Continuous need for new courses.

� Planning is intensive and comprehensive.

� Lack of focus on research and development.

� Always monitor the environmental development.

� Do not have any training programs for faculty.

� Careful in opening new departments unless it is really needed.

� It is easy for the college to adapt to the circumstances and different

environmental conditions.

� The college informs the faculty with all the changes which affect their

work in a quick and orderly way.

� The qualification of faculty in the college is suitable for their needs

Hence, for these features the null hypothesis can not be accepted and it can be

inferred that these is a difference between the perception of respondents in

government and private colleges.

For the following statements it can be inferred that there is no difference in the

perception of respondents of government and private colleges: -

� Environmental changes are intermittent and occur in long intervals (more than

one Year

� Environmental changes are similar

� There is possibility to determine the procedure and actions because the

Changes are similar

� Open new courses and specialization � Open new department or section according to environmental requirements

� The university can open the branches in different parts of Iraq

� There is exchanges and flow of information between the university

administration and the departments as well as individuals

141

� The faculty at the college can get all the information the needed immediately

� The college uses the computer for analyzing and exchanging information

� The college adopts clear plans for different objectives

� The objectives of the college are clear and specific

� The administration takes into account the policies of the college when they

implement their plans

� The plans of the college are very flexible in order to adapt with

environmental changes

� There is mutual trust between administration and the faculty in the college

� All the employees are respective of administration and teaching, feel

collective responsibility in order to improve performance

� The college considered the faculty as most important assets and pay great

attention to improve their quality

� The college always tries to retain faculty with experience and knowledge

� Policies and programs are designed to attract the creative and capable

faculty and good students

Hence , for these features null hypothesis is accepted and it can be inferred that

there is no difference between the perception of respondents of both type of colleges.

Overall, it can be said that there are several issues in which these is a great deal of

difference in the perception of respondents from both type of colleges ie private and

government like workload performance evaluation , procedures of recruitment , pay

package , training programs , focus on research, inviting guest faculty etc .

Besides there is no difference in the perception of issues such as opening new

branches or courses , use of information technology, sharing of information,

flexibility , collective responsibility etc .

Thus the major difference in perception of respondents is regarding human resource

management. If there are clear and specific policies about matters pertaining to

employees such differences will not exist and effectiveness can be improved in

private colleges also .

142

4.4 Discriminant Analysis

4.4.1 Discriminant Analysis for Strategy Statements :

For this study discriminant analysis is performed to identify the discriminant

function which is helpful in differentiating the private colleges and public

colleges with respect to the statements related to Strategy. For developing

this model, 32 independent variables of strategy were selected.

The classification matrix in table No. 43 represents more towards the goodness of

the model. It shows that 98.2% of the colleges are correctly classified. Hence the

model can be considered as good. Out of total 110 respondents predicted to be in

group 1, 53 were observed to be in group 1 and remaining 2 are misclassified in

group 2. Similarly from the column of group 2 it is found that 55 respondents are

correctly classified while 0 respondents is misclassified in group 1.Thus on a whole

02 cases out of total 110 were misclassified by the given discriminant model, thus

giving us a classification accuracy level of 98.2%.

The statistical significance of this model is given in table No.45. The probability value

of F-test indicates that the discrimination between the two groups is significant. This

value is 0.000, which indicates that the F-test would be significant at a confidence

level of up to 99.99%

Table No. 43 Classification Results (a)

Table No.43 reflects that 98.2% of original grouped cases are correctly classified.

Coll_Type

Predicted Group Membership Total

1 2 1

Original

Count

1 53 2 55

2 0 55 55

% 1 96.36 3.63 100.0

2 0 100 100.0

143

Table No. 44

Eigenvalues

Function

Eigenvalue

% of Variance

Cumulative %

Canonical Correlation

1 6.567617 100 100

0.931588972

a First 1 canonical discriminant functions were used in the analysis.

Table No.45

Wilks' Lambda

Test of Function(s)

Wilks' Lambda

Chi-square df Sig.

1 0.132142

208.459462 10

.000

For developing this model, 32 independent variables of strategy were selected. Out

of those 10 were identified as relatively more important than others. The table No. 46

of discriminant function coefficients gives the relative importance of selected

variables.

Table No. 46

Standardized Canonical Discriminant Function Coeffi cients

Function

1

ST_Q12 Continuous collaboration relationship between the college and other research center and industry. -0.483

ST_Q14 Emphasis on participation in decision - making. -0.364

ST_Q17 Regular performance evaluation of faculty. -0.293

ST_Q18 Coordination and cooperation with other colleges in different domains. -0.401

ST_Q20 Inviting experts for guest /visiting lecturers. 0.442

144

ST_Q23 Environmental changes don’t have impact on planning and decision making. 0.649

ST_Q33 Lack of focus on research and development. 0.381

ST_Q35 Do not have any training programs for faculty. 0.269

ST_Q36 Careful in opening new departments unless it is really needed. 0.354

ST_Q40 It is risky to open new courses and departments. -0.340

The Discriminant function can be developed from the coefficient value given in Table

above. The function is as under:-

Y (coll_type) =

-0.68 +

[(-0.783)*( Continuous collaboration relationship b etween the college and

other research center and industry.)] +

[(-0.409)*( Emphasis on participation in decision - making)] +

[(-0.417)*( Regular performance evaluation of facul ty.)] +

[(-0.623)*( Coordination and cooperation with other colleges in different

domains)] +

[(0.774)* (Inviting experts for guest /visiting lec turers)] +

[(1.003)*( Environmental changes don’t have impact on planning and decision

making)] +

[(0.574)*( Lack of focus on research and developmen t)] +

[(0.4158)*( Do not have any training programs for f aculty)] +

[(0.446)*( Careful in opening new departments unles s it is really needed)] +

[(-0.496)*( It is risky to open new courses and dep artments)] +

145

Table No. 47

Canonical Discriminant Function Coefficients

Function

1

ST_Q12 Continuous collaboration relationship between the college and other research center and industry. -0.78332

ST_Q14 Emphasis on participation in decision - making. -0.40939

ST_Q17 Regular performance evaluation of faculty. -0.41701

ST_Q18 Coordination and cooperation with other colleges in different domains. -0.62345

ST_Q20 Inviting experts for guest /visiting lecturers. 0.774543

ST_Q23 Environmental changes don’t have impact on planning and decision making. 1.00371

ST_Q33 Lack of focus on research and development. 0.574036

ST_Q35 Do not have any training programs for faculty. 0.415897

ST_Q36 Careful in opening new departments unless it is really needed. 0.44677

ST_Q40 It is risky to open new courses and departments. -0.49634

(Constant) -0.68508

Unstandardized coefficients

For identifying whether the college is type 1 or 2 the function value has to be

checked. If the function value(Y) is nearer to 2.539 then the college is type 1. While,

if the function value is nearer to -2.539 then the college type will be classified as 2.

The group centroids of College type is given in table below:-

Table No. 48 Functions at Group Centroids

Coll_Type Function

1

1 2.539332

2 -2.53933

Unstandardized canonical discriminant functions evaluated at group means

146

With the help of this discriminant function one can classify the college type

based on 1 or 2. In analysis type 1 is classified as government college and

type 2 as private college .

4.4.2 Discriminant Analysis for Effectiveness Statements:

For this study discriminant analysis is performed to identify the discriminant

function which is helpful in differentiating the private colleges and public

colleges with respect to the statements related to Effectiveness. For

developing this model, 04 independent variables of effectiveness were

selected. They are:

• EF_Q42 It is easy for the college to adapt to the circumstances and

different environmental conditions.

• EF_Q47 the college informs the faculty with all the changes which

affect their work in a quick and orderly way.

• EF_Q55 the qualification of faculty in the college is suitable for their

needs.

• EF_Q58 Policies and programs are designed to attract the creative

and capable faculty and good students

The classification matrix in table No. 49 represents more towards the goodness of

the model. It shows that 79.1% of the respondents are correctly classified. Hence

the model can be considered as good. Out of total 53 cases predicted to be in group

1, 45 were observed to be in group 1 and remaining 10 are misclassified in group 2.

Similarly from the column of group 2 it is found that 42 respondents are correctly

classified while 5 respondents are misclassified in group 1.Thus on a whole 23

cases out of total 110 were misclassified by the given discriminant model, thus

giving us a classification accuracy level of 79.1%.

The statistical significance of this model is given in table No. 51. The probability

value of F-test indicates that the discrimination between the two groups is significant.

This value is 0.000, which indicates that the F-test would be significant at a

confidence level of up to 99.99%

.

147

Table No. 49

Classif ication Results (a)

Table No.49 reflects that 79.1% of original grouped cases are correctly classified.

Table No. 50

Eigenvalues

Function

Eigenvalue

% of Variance

Cumulative %

Canonical Correlation

1 0.758742 100 100 0.656

a First 1 canonical discriminant functions were used in the analysis

Table No.51

Wilks' Lambda

Test of Function(s)

Wilks' Lambda

Chi-square df Sig.

1 .568 59.84 4 .000

For developing this model, 04 independent variables of effectiveness were selected. Out of those all 04 were identified as important. The table No. 52 of

discriminant function coefficients gives the relative importance of selected variables.

Coll_Type

Predicted Group Membership Total

1 2 1

Original Count 1 45 10 55

2 13 42 55

% 1 81.81 18.18 100.0

2 23.63 76.36 100.0

148

Table No. 52

Standardized Canonical Discriminant Function Coefficients

Function

1

EF_Q42 It is easy for the college to adapt to the circumstances and different environmental conditions. 0.417209

EF_Q47 The college informs the faculty with all the changes which affect their work in a quick and orderly way. 0.370332

EF_Q55 The qualification of faculty in the college is suitable for their needs. 0.840055

EF_Q58 Policies and programs are designed to attract the creative and capable faculty and good students -0.53182

The Discriminant function can be developed from the coefficient value given in Table

No.44 above. The function is as under:

Y (coll_type) =

-4.64 +

[(0.633)*(It is easy for the college to adapt to th e circumstances and different

environmental conditions)] +

[(0.515)*(The college informs the faculty with all the changes which affect their

work in a quick and orderly way)] +

[(0.890)*(The qualification of faculty in the colle ge is suitable for their needs)] +

[(-0.694)*(Policies and programs are designed to at tract the creative and

capable faculty and good students)]

149

Table No. 53

Canonical Discriminant Function Coefficients

unstandardized coefficients

For identifying whether the college is type 1 or 2 the function value has to be

checked. If the function value(Y) is nearer to 0.863 then the college is type 1. While,

if the function value is nearer to -0.863 then the college type will be classified as 2.

The group centurions of College type are given in table below

Table No. 54

Functions at Group Centroid

Coll_Type Function

1

1 0.863103

2 -0.8631

Unstandardized canonical discriminant functions evaluated at group means

With the help of this discriminant function one can classify the college type based on

1 or 2.

Function

1

EF_Q42 It is easy for the college to adapt to the circumstances and different environmental conditions. 0.633049

EF_Q47 The college informs the faculty with all the changes which affect their work in a quick and orderly way. 0.515464

EF_Q55 The qualification of faculty in the college is suitable for their needs. 0.890675

EF_Q58 Policies and programs are designed to attract the creative and capable faculty and good students -0.69461

(Constant) -4.6405

150

4.5 Factor Analysis

4.5.1 Factor Analysis for 32 statements of strategy

Factor analysis is a multivariate statistical technique that is used to summarize the

information contained in a large number of variables into a smaller number of

subsets or factors1. Factor analysis is used (1) to identify underlying dimensions, or

factors, that explain the correlations among a set of variables (2) to identify a new,

smaller set of uncorrelated variables to replace the original set of correlated

variables (3) to identify a smaller set of salient variables from a larger set2.

For the present study factor analysis is performed on the 32 statements of strategy

used in educational institutes. The responses of the respondents for these

statements were measured on a continuum ranging from one to five (1 – Completely

Disagree and 5 – Completely Agree).

Bartlett’s Test of Sphericity : As shown in Table No. 55, the significance value of

Bartlett’s Test is 0.000, this leads to rejection of the idea that the correlation matrix is

identity matrix.

Kaiser-Meyer-Olkin Test for Sampling Adequacy : The Kaiser-Meyer-Olkin (KMO)

measure of sampling adequacy is an index used to examine the appropriateness of

factor analysis. It compares the magnitudes of observed correlation coefficients to

magnitude of partial correlation coefficients. High value (between 0.5 and 1.0)

indicates factor analysis is appropriate. Small values of KMO Statistic indicate that

correlations between pair of variables cannot be explained by other variables, and

hence, factor analysis is not suitable3. The data has KMO statistic as 0.807 (Table

No. 55), which is greater than 0.5. Hence, this value is acceptable and justifies the

appropriateness of factor analysis .

1 Joseph Hair Jr. F., Bush Robert P. and Ortinau David J. (2003), “Marketing Research – Within a Changing Information Environment”, Tata McGraw Hill Publishing Company Limited, New Delhi, Second Edition, pp – 601. 2 Malhotra Naresh K. (2008),”Marketing Research – An Applied Orientation”, Pearson Education in South Asia, New Delhi, pp – 640-641. 3 Malhotra Naresh K. (2008),”Marketing Research – An Applied Orientation”, Pearson Education in South Asia, New Delhi, pp – 642.

151

Table No. 55

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .807

Bartlett's Test of Sphericity

Approx. Chi-Square 1399.851

df 496

Sig. .000

Communalities

Communality is the amount of variance a variable can explain with all the factors being

considered. This is also the percentage of variance explained by the common factors. The

method selected for conducting the factor analysis here is Principal Component Analysis. In

this method the total variance in the data is considered. The initial communalities for

Principal Component Analysis are 1. However, the primary concern is the extracted

communalities, which are achieved after extraction of factors. The communalities are shown

in Table No. 56.

Variance explained

It is required that the scale constructed and the components extracted should be

able to explain maximum variance in the data. For this, an analysis of the Eigen

values is required. Eigen value represents the total variance explained by each

factor. Table No. 57 shows the Eigen values of all the components that can be

extracted. A maximum of 32 components can be extracted as there are 32

statements. The table also shows the cumulative variance. However, it is required

that the maximum amount of variance should be explained in minimum number of

components – for this reason extraction of the components is required. Only those

factors are extracted for which the Eigen values are greater than one. These factors

are six in number and together contribute 54.289% of total variance. This is a fair

percentage of variance to be explained and hence the factor analysis can be

performed. Thus extracting six dimensions from a total of 32 statements for

understanding the strategy of educational institutions is good by all means.

Further table No. 57 shows the extraction sum of square loadings for the scale for

measuring the perception. However, a careful look at the table shows that 54.289%

152

variance is not uniformly distributed across all components where only the first

component accounts for 26.859% of variance. Thus in order for the variance to be

uniformly distributed across all the components a rotation of the components matrix

is required. Components matrix is the loadings of various variables to the extracted

components.

Although the initial or unrotated matrix indicates the relationship between the factors

and individual variables, it seldom results in factors that can be interpreted, because

the factors are correlated with many variables. In such a complex matrix it is difficult

to interpret the factors. Therefore, through rotation, the factor matrix is transformed

into a simpler one that is easier to interpret. There are three types of methods for

rotation (1) Orthogonal rotation – In which while rotation of factors the axes are

maintained at right angles (20 Varimax procedure – This is an orthogonal method of

factor rotation that minimizes the number of variables with higher loadings on a

factor, thereby enhancing the interpretability of the factors and (3) Oblique rotation –

Rotation of factors when the axes are not maintained at right angles4.

The method of rotation used for this analysis is VARIMAX, which is the most

commonly used rotation method. The variance explained by each component after

the rotation method is shown in table No. 57. It is visible from table No. 57 that the

variance is now evenly distributed in a range of 12.239% – 6.591%, which was

26.856% - 3.908% before rotation.

Table No. 56 Communalities Initial Extraction

ST_Q9 There is clear plan of the college considering all the environmental changes 1 0.63323014

ST_Q10 Open new courses and specialization. 1 0.58176994

ST_Q11 There are training programs organized regularity for faculty. 1 0.56091545

ST_Q12 Continuous collaboration relationship between the college and other research center and industry. 1 0.69460936

ST_Q13 Granting additional incentives to faculties whether financial or non financial. 1 0.56783409

4 Malhotra Naresh K. (2008),”Marketing Research – An Applied Orientation”, Pearson Education in South Asia, New Delhi, pp – 648-649.

153

ST_Q14 Emphasis on participation in decision - making. 1 0.63506161

ST_Q15 Effective conflict resolution system. 1 0.6857117

ST_Q16 Work load is equally divided and justified. 1 0.49963288

ST_Q17 Regular performance evaluation of faculty. 1 0.49162441


1 0.57625167

ST_Q19 Focusing on research and development. 1 0.63344127

ST_Q20 Inviting experts for guest /visiting lecturers. 1 0.78306594

ST_Q21 Sufficient courses and specializations offered and no need to expand. 1 0.62176591

ST_Q22 Only senior management is responsible for decision making. 1 0.54655599

ST_Q23 Environmental changes don’t have impact on planning and decision making. 1 0.71309346

ST_Q24 There is no procedure or incentives to attract efficient faculty. 1 0.63506647

ST_Q25 There is no procedure or incentive to attract good students. 1 0.64533272

ST_Q26 Extensive division of labor and tasks. 1 0.62760546

ST_Q27 No training programs needed. 1 0.67347928

ST_Q28 Coordination and cooperation with other colleges are existing. 1 0.46875811

ST_Q29 No need to invite guest / visiting experts. 1 0.68998629

ST_Q30 Performance appraisal is frequent. 1 0.57591227

ST_Q31 Continuous need for new courses. 1 0.5880234

ST_Q32 Planning is intensive and comprehensive. 1 0.62812717

ST_Q33 Lack of focus on research and development. 1 0.61955887

ST_Q34 Always monitor the environmental changes. 1 0.49080208

ST_Q35 Do not have any training programs for faculty. 1 0.67895673

ST_Q36 Careful in opening new departments unless it is really needed. 1 0.49597614

ST_Q37 No need to have coordination and cooperation with other college. 1 0.66648519

ST_Q38 There is no clear plan for the college. 1 0.63125217

ST_Q39 Environmental changes are not taken into account while designing the strategy. 1 0.75763144

ST_Q40 It is risky to open new courses and departments. 1 0.52150063

Extraction Method: Principal Component Analysis.

154

Table No. 57

Total V ariance Explained

Component Initial Eigenvalues Extraction Sums of Squared

Loadings Rotation Sums of Squared

Loadings

Total % of

Variance Cumulative % Total % of

Variance Cumulative % Total % of

Variance Cumulative %

1 8.595 26.859 26.859 8.595 26.859 26.859 3.917 12.239 12.239

2 2.426 7.580 34.440 2.426 7.580 34.440 2.837 8.865 21.104

3 2.110 6.595 41.035 2.110 6.595 41.035 2.770 8.657 29.760

4 1.611 5.035 46.070 1.611 5.035 46.070 2.568 8.026 37.786

5 1.379 4.310 50.380 1.379 4.310 50.380 2.273 7.103 44.889

6 1.251 3.908 54.289 1.251 3.908 54.289 2.109 6.591 51.481

7 1.144 3.575 57.863

8 1.103 3.446 61.309

9 0.973 3.040 64.350

10 0.938 2.931 67.281

11 0.881 2.752 70.032

12 0.853 2.666 72.698

13 0.831 2.596 75.294

14 0.761 2.379 77.672

15 0.731 2.285 79.957

16 0.683 2.135 82.092

17 0.652 2.037 84.128

18 0.585 1.829 85.957

19 0.532 1.664 87.621

20 0.487 1.523 89.144

21 0.463 1.448 90.592

22 0.421 1.317 91.909

23 0.359 1.122 93.032

24 0.352 1.099 94.130

155

25 0.318 0.993 95.123

26 0.289 0.904 96.027

27 0.270 0.843 96.870

28 0.251 0.784 97.654

29 0.234 0.730 98.384

30 0.210 0.656 99.040

31 0.167 0.523 99.563

32 0.140 0.437 100.000


Rotated Factor Matrix : An analysis of factor loadings in the rotated factor matrix

helps in interpreting and naming the six factors that have been extracted in the

earlier section. Interpretation is done by identifying the statements that have very

high loadings on the same component. These factors can then be interpreted in

terms of the statements that load highly on it. Table No.58 shows the rotated

component matrix.

Table No. 58

Rotated Component Matrix (a)

1 2 3 4 5 6

St_Q9 There is clear plan of the

college considering all the

environmental changes.

St_Q10 Open new courses and

specialization

-.088

-.016

-.064

-.110

.042

.635

.215

.342

-.179

-.068

-.480

-.203

156

St_Q11 There are training programs

organized regularity for faculty

St_Q12 Continuous collaboration

relationship between the college

and other research center and

industry

St_Q13 Granting additional

incentive to faculties whether

financial or non financial

St_Q14 Emphasis on participation

in decision- making

St_Q15 Effective conflict resolution

system

St_Q16 Work load is equally divided

and justified

St_Q17 Regular performance

evaluation of faculty

St_Q18 Coordination and

cooperation with other colleges in

different domains

St_Q19 Focusing on research and

development

-.091

-.287

-.132

-.165

-.478

-.060

-.170

-.550

.064

-.666

-.692

-.520

-.500

-.421

-.451

-.022

-.189

-.092

-.107

-.163

-.385

-.322

-.133

..032

-.151

-.094

-.010

.033

.134

.271

,250

.172

.431

.646

.418

.

763

-.051

-.053

-.105

.000

.051

-.072

-.022

.065

.098

-.277

-.204

-.199

-.047

-.002

-.051

.099

-.091

-.063

157

St_Q20 Inviting experts for guest /

visiting lecturers

St_Q21 Sufficient courses and

specialization offered and no

need to expand

St_Q22 Only senior management is

responsible for decision-making

St_Q23 Environmental changes

don’t have impact on planning

and decision-making

St_Q24 There is no procedure or incentives to attract efficient faculty

St_Q25 There is no procedures or

incentive to attract good student

St_Q26 Extensive division of labor

and tasks

St_Q27 No training programs

needed

St_Q28 Coordination and cooperation with other colleges are existing

-.109

.068

.110

.604

.661

.582

.642

.397

.090

-.160

.249

.668

.431

.357

.412

-.008

.081

.245

-.106

.545

-.015

.128

.021

.068

.416

.548

.590

.297

-.439

.080

-.186

-.101

-.201

-.016

.012

-.041

.661

.170

.029

.283

-.109

.217

-.081

.391

-.062

.238

.054

-.132

.174

-.061

.210

-.111

.137

-.183

158

St_Q29 No need to invite guest/

visiting experts

St_Q30 Performance appraisal is

frequent

St_Q31 Continuous need for new

courses

St_Q32 Planning is intensive and

comprehensive

St_Q33 Lack of focus on research

and development

St_Q34 Always monitor the

environmental changes

St_Q35 Do not have any training

programs for faculty

St_Q36 Careful in opening new

departments unless it is really

needed

St_Q37 No need to have coordination and cooperation with other college

St_Q38 There is no clear plan for

college

.673

.105

.222

.664

.295

.564

.250

.320

.340

.180

-.092

.095

.408

.237

.491

.169

.427

.038

.155

.316

-.156

.606

.142

.265

.208

.313

-.027

.366

.351

-.049

.082

-.297

-.040

-.013

-.154

.090

-.261

-.113

-.182

.047

.332

.249

.587

.188

.460

.169

.505

.328

-.163

-.086

.037

.182

-.002

.068

.012

-.054

-.156

-.139

-.283

.682

159

St_Q39 Environmental changes are not taken into account while designing the strategy

St_Q40 It is risky to open new

courses and department

.140

.

12

-.016

.100

.008

.463

.084

-.121

-.012

-.182

.771

.147

For better data reduction those statements that had the factor loadings more than

0.580 were considered under each factor. The statements which had factor loadings

less than 0.580 were as follows:

� There is clear plan of the college considering all the environmental changes.

� Granting additional incentive to faculties whether financial non financial

� Emphasis on participation in decision- making

� Effective conflict resolution system

� Work load is equally divided and justified

� Sufficient courses and specialization offered and no need to expand

� No training programs needed

� Lack of focus on research and development

� Do not have any training programs for faculty

� Careful in opening new departments unless it is really needed

� No need to have coordination and cooperation with other college

� It is risky to open new courses and department

Therefore 32 statements were reduced to 18 statements which came under six

factors. Under Varimax rotation, 6 out of 18 statements have factor loadings ≥0.580

in case of Factor 1. This reveals that 33.33% of the statements are clubbed into

Factor 1 . In the similar way 3 out of 18 statements have factor loading ≥0.580 in

case of Factor 2, and Factor 3. This reveals that 16.66% of the statements are

clubbed into Factor 2, , and Factor 3. In the similar way 2 out of 18 statements have

factor loadings ≥0.580 in case of Factor 4 , 5 and Factor 6. This reveals that 11.11%

of the statements are clubbed into Factor 4 , 5 and Factor 6. On the basis of

Varimax rotation with Kaiser Normalization, 6 factors have emerged.

160

Naming of the factors :- The following six factors were identified as per the factor loading in Table No.58:

Factor 1: Defensive strategic Planning and Procedures: -

The universities are not considering environmental changes while planning. There

are neither any procedures to attract good quality faculty and neither students nor

they are inviting experts from outside. This reflects the defensive strategy adoption

in the universities.

Factor 2: Decision making and institutional development:-

The statements incorporated here are like the role of only senior management in decision making and aspects related to development of faculty by way of training. It reflects that management is conscious about development of the institution but decision making authority lies only with top management.

Factor 3: Offensive Strategic Planning and Procedures: -

The statement included here reflects the offensive strategy adoption like opening

new courses, coordination with other institutions for research, inviting experts and

frequent performance appraisal.

Factor 4: Enhancement of Quality Education:-

The statements that emerged under this factor states the need for research and

development and performance evaluation also linked with research, so the clear

focus is on enhancing quality of education.

Factor 5: Analyzer Strategy Adoption: -

This factor is more close to analyzer strategy as it states only about continuously

opening new courses and inviting expert faculties to run these courses.

Factor 6: Reactor Strategy adoption:-

The statements included under this factor reflect the lack of vision on the part of

management such as no clear plan for the college and no consideration for

environmental changes while designing strategies. These are typical characteristics

of reactor strategy as discussed in our model earlier.

161

Table No. 59

Grouping of Key Statement s Based on Factor Loadings

Statements Factor 1

Factor 2

Factor 3

Factor 4

Factor

5

Factor

6

Environmental changes don’t have impact on planning and decision-making

.604

There is no procedure or incentives to attract efficient faculty

.661

There is no procedures or

incentive to attract good student

.582

Extensive division of labor and tasks

.642

No need to invite guest/ visiting experts

.673

Planning is intensive and comprehensive

.664

There are training programs organized regularity for faculty

-.666

Continuous collaboration relationship between the college and other research center and industry

-.692

Only senior management is responsible for decision-making

.668

Open new courses and specialization

.635

Coordination and cooperation with other colleges are existing

.590

Performance appraisal is frequent

,606

Regular performance evaluation of faculty

.646

Focusing on research and development

.763

Inviting experts for guest /visiting lecturers

.661

162

Continuous need for new courses

.587

There is no clear plan for college

.682

Environmental changes are not taken into account while designing the strategy

.771

4.5.2 Factor Analysis for 18 statements of effectiv eness

Factor analysis is a multivariate statistical technique that is used to summarize the

information contained in a large number of variables into a smaller number of subsets

or factors5. Factors analysis is used for (1) to identify underlying dimensions, or

factors, that explain the correlations among a set of variables (2) to identify a new,

smaller set of uncorrelated variables to replace the original set of correlated variables

(3) to identify a smaller set of salient variables from a larger set6.

For the present study another factor analysis is performed on the 18 statements of

effectiveness of environment in educational institutes. The responses of the

respondents for these statements were measured on a continuum ranging from one

to five (1 – Completely Disagree to 5 – Completely Agree).

Bartlett’s Test of Sphericity : As shown in Table No. 60 , the significance value of

Bartlett’s Test is 0.000, this leads to rejection of the idea that the correlation matrix is

identity matrix.

Kaiser-Meyer-Olkin Test for Sampling Adequacy : The Kaiser-Meyer-Olkin (KMO)

measure of sampling adequacy is an index used to examine the appropriateness of

factor analysis. It compares the magnitudes of observed correlation coefficients to

magnitude of partial correlation coefficients. High value (between 0.5 and 1.0)

indicates factor analysis is appropriate. Small values of KMO Statistic indicate that

5 Joseph Hair Jr. F., Bush Robert P. and Ortinau David J. (2003), “Marketing Research – Within a Changing Information Environment”, Tata McGraw Hill Publishing Company Limited, New Delhi, Second Edition, pp – 601 6 Malhotra Naresh K. (2008),”Marketing Research – An Applied Orientation”, Pearson Education in South Asia, New Delhi, pp – 640-641.

163

correlations between pair of variables cannot be explained by other variables, and

hence, factor analysis is not suitable7. The data has KMO statistic as 0.799 (Table

No. 60), which is greater than 0.5. Hence, this value is acceptable and justifies the

appropriateness of factor analysis.

Table No. 60

KMO and Bar tlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .799

Bartlett's Test of Sphericity Approx. Chi-Square 611.823628

df 153

Sig. .000

Communalities

Communality is the amount of variance a variable can explain with all the factors being

considered. This is also the percentage of variance explained by the common factors.

The method selected for conducting the factor analysis here is Principal Component

Analysis. In this method the total variance in the data is considered. The initial

communalities for Principal Component Analysis are 1. However, the primary concern is

the extracted communalities, which are achieved after extraction of factors. The

communalities are shown in Table No. 61 .

Variance explained

It is required that the scale constructed and the components extracted should be able to

explain maximum variance in the data. For this, an analysis of the Eigen values is

required. Eigen value represents the total variance explained by each factor. Table

No.62 shows the Eigen values of all the components that can be extracted. A maximum

of 18 components can be extracted as there are 18 statements. The table also shows

the cumulative variance. However, it is required that the maximum amount of variance 7 Malhotra Naresh K. (2008),”Marketing Research – An Applied Orientation”, Pearson Education in South Asia, New Delhi, pp – 642.

164

should be explained in minimum number of components – for this reason extraction of

the components is required. Only those factors are extracted for which the Eigen values

are greater than one. These factors are four in number and together contribute

54.103% of total variance. This is not a very fair percentage of variance to be explained

but still factor analysis can be performed to reduce the statements into few factors.

Thus extracting four dimensions from a total of 18 statements for measuring the

effectiveness of educational institutions is good by all means.

Further table No.62 shows the extraction sum of square loadings for the scale for

measuring the perception . However, a careful look at the table below shows that

54.103% variance is not uniformly distributed across all components where only the first

component accounts for 29.590% of variance. Thus in order for the variance to be

uniformly distributed across all the components a rotation of the components matrix is

required. Components matrix is the loadings of various variables to the extracted

components.

Although the initial or unrotated matrix indicates the relationship between the factors

and individual variables, it seldom results in factors that can be interpreted, because

the factors are correlated with many variables. In such a complex matrix it is difficult

to interpret the factors. Therefore, through rotation, the factor matrix is transformed

into a simpler one that is easier to interpret. There are three types of methods for

rotation (1) Orthogonal rotation – In which while rotation of factors the axes are

maintained at right angles (20 Varimax procedure – This is an orthogonal method of

factor rotation that minimizes the number of variables with higher loadings on a

factor, thereby enhancing the interpretability of the factors and (3) Oblique rotation –

Rotation of factors when the axes are not maintained at right angles8.

The method of rotation used for this analysis is VARIMAX, which is the most commonly

used rotation method. The variance explained by each component after the rotation

method is shown in table No. 62 .It is visible from this table that the variance is now

evenly distributed in a range of 17.057% – 09.010%, which was 29.590% - 7.147%

before rotation.

8 Malhotra Naresh K. (2008),”Marketing Research – An Applied Orientation”, Pearson Education in South Asia, New Delhi, pp – 648-649.

165

Table No. 61

Communalities

Statements Initial Extraction

EF_Q41 Open new department or section according to

environmental requirements. 1 0.5214

EF_Q42 It is easy for the college to adapt to the circumstances

and different environmental conditions. 1 0.4725

EF_Q43 The university can open the branches in different parts of

Iraq. 1 0.5309

EF_Q44 There is exchange and flow of information between the

university administration and the departments as well as

individuals. 1 0.6342

EF_Q45 The faculty at the college can get all the information they

needed immediately. 1 0.7322

EF_Q46 The college uses the computer for analyzing and

exchanging information. 1 0.6012

EF_Q47 The college informs the faculty with all the changes which

affect their work in a quick and orderly way. 1 0.4820

EF_Q48 The college adopts clear plans for different objectives. 1 0.6202

EF_Q49 The objectives of the college are clear and specific. 1 0.6812

EF_Q50 The administration takes into account the policies of the

college when they implement their plans. 1 0.5922

EF_Q51 The plans of the college are very flexible in order to adapt

with environmental changes. 1 0.4104

EF_Q52 There is mutual trust between administration and the

faculty in the college. 1 0.4335

EF_Q53 There is cooperation between faculty in different

departments and specializations. 1 0.4275

166

EF_Q54 All the employees are respective of administration and

teaching, feel collective responsibility in order to improve

performance.

1 0.5342

EF_Q55 The qualification of faculty in the college is suitable for

their needs. 1 0.5961

EF_Q56 The college considered the faculty as most important

assets and pay great attention to improve their quality. 1 0.4780

EF_Q57 The college always tries to retrain faculty with experience

and knowledge. 1 0.5401

EF_Q58 Policies and programs are designed to attract the

creative and capable faculty and good students 1 0.4506


Table No. 62

Total Variance Explained

Component Initial Eigenvalues

Extraction Sums of Squared Loadings

Rotation Sums of Squared Loadings

Total

% of Varianc

e

Cumulative

% Total

% of Varianc

e Cumulative % Total

% of Variance

Cumulative %

1 5.326 29.590 29.590 5.326 29.590 29.590 3.070 17.057 17.057

2 1.650 9.168 38.758 1.650 9.168 38.758 2.799 15.552 32.609

3 1.476 8.199 46.956 1.476 8.199 46.956 2.247 12.485 45.094

4 1.286 7.147 54.103 1.286 7.147 54.103 1.622 9.010 54.103

5 0.979 5.441 59.544

6 0.893 4.959 64.503

7 0.866 4.814 69.317

8 0.804 4.469 73.785

9 0.773 4.292 78.077

167

10 0.742 4.124 82.201

11 0.590 3.277 85.478

12 0.558 3.101 88.579

13 0.463 2.569 91.149

14 0.397 2.205 93.354

15 0.393 2.183 95.537

16 0.340 1.887 97.424

17 0.253 1.404 98.828

18 0.211 1.172

100.000


Note: Extraction Method: Principal Component Analysis. Varimax Rotation Method

Rotated Factor Matrix : An analysis of factor loadings in the rotated factor matrix

helps in interpreting and naming the four factors that have been extracted in the

earlier section. Interpretation is done by identifying the statements that have very

high loadings on the same component. These factors can then be interpreted in

terms of the statements that load highly on it. Table No. 63 shows the rotated

component matrix.

Table No. 63

Rotated Com ponent Matrix (a)

Component

1 2 3 4

EF_Q41 Open new department or section according to environmental requirements. -0.324 -0.185 0.607 -0.119

EF_Q42 It is easy for the college to adapt to the circumstances and different environmental conditions. -0.073 0.566 -0.093 0.372

EF_Q43 The university can open the branches in different parts of Iraq. -0.116 -0.181 -0.024 0.696

168

EF_Q44 There is exchange and flow of information between the university administration and the departments as well as individuals. -0.012 0.742 0.263 -0.117

EF_Q45 The faculty at the college can get all the information they needed immediately. 0.337 0.750 0.089 -0.221

EF_Q46 The college uses the computer for analyzing and exchanging information. 0.486 0.537 0.273 -0.044

EF_Q47 The college informs the faculty with all the changes which affect their work in a quick and orderly way. 0.526 0.441 0.064 0.081

EF_Q48 The college adopts clear plans for different objectives. 0.342 0.466 0.523 -0.109

EF_Q49 The objectives of the college are clear and specific. 0.440 0.201 0.649 -0.161

EF_Q50 The administration takes into account the policies of the college when they implement their plans. 0.181 0.246 0.692 0.139

EF_Q51 The plans of the college are very flexible in order to adapt with environmental changes. 0.278 0.404 0.142 0.386

EF_Q52 There is mutual trust between administration and the faculty in the college. 0.564 0.136 0.310 0.021

EF_Q53 There is cooperation between faculty in different departments and specializations. 0.357 0.474 0.121 -0.246

EF_Q54 All the employees are respective of administration and teaching, feel collective responsibility in order to improve performance. 0.703 0.172 0.005 -0.101

EF_Q55 The qualification of faculty in the college is suitable for their needs. 0.106 0.003 0.049 0.763

169

EF_Q56 The college considered the faculty as most important assets and pay great attention to improve their quality. 0.664 0.176 0.075 -0.031

EF_Q57 The college always tries to retrain faculty with experience and knowledge. 0.686 -0.119 0.136 0.192

EF_Q58 Policies and programs are designed to attract the creative and capable faculty and good students 0.192 0.123 0.618 0.129


Rotation Method: Varimax with Kaiser Normalization. a Rotation converged in 6 iterations.

For better data reduction those statements that had the factor loadings more than

0.550 were considered under each factor. The statements which had factor

loadings less than 0.550 were as follows:

� The college informs the faculty with all the changes which affect their work in

a quick and orderly way.

� The college adopts clear plans for different objectives.

� The plans of the college are very flexible in order to adapt with

environmental changes.

� The college uses computer for analyzing and exchanging information.

� There is cooperation between faculty in different departments and

specializations.

Therefore 18 statements were reduced to 13 statements which came under four

factors. Under Varimax rotation, 4 out of 13 statements have factor loadings ≥0.550

in case of Factor 1 and Factor 3. This reveals that 32.5% of the statements are

clubbed into Factor 1 and Factor 3. In the similar way 3 out of 13 statements have

factor loading ≥0.550 in case of Factor 2. This reveals that 23.07% of the

statements are clubbed into Factor 2. In the similar way 2 out of 13 statements

have factor loading ≥0.550 in case of Factor 4. This reveals that 15.38% of the

statements are clubbed into Factor 4. On the basis of Varimax rotation with Kaiser

Normalization, 4 factors have emerged.

170

Naming of the factors

The following four factors were identified as per the factor loading in Table No. 63 :

Factor 1: Human Resource Assets

The statements in this factor focus on relationship of faculty/staff with the college.

The statements show that the college considers the faculty members as important

asset of the educational institution and always tries to retain the knowledgeable and

experienced faculty members. Also the college staff members and faculty

members’ feel that it is their collective duty and responsibility to improve the

performance of the college.

Factor 2: Information sharing and Technology

The statements in this factor focus on information flow and related activities in the

college as well as university. The statements here show that university and college

provides all types of information to the staff members. Also the college uses

computers to share information among the staff members and faculty members.

Hence information technology is an important aspect of the university and effective

functioning of the college .

Factor 3: Clear Objectives and Policies

The statements in this factor are related to clear and well defined objectives of the

college. The college also has few polices and plans which they implement very

effectively. Hence there are well defined objectives, plans and procedures in the

college which is implemented in a very effective way .

Factor 4: Qualification and Future Plans

This factor is named as qualification and future plans. The two statements included

in this factor says that the college has qualified faculty members as per the

requirement of the college. Also the university can open other courses in various

parts of Iraq.

171

Table No. 64

Grouping of Key Sta tements Based on Factor Loadings

Statements Factor1

Factor 2 Factor 3

Factor 4

All the employees are respective of administration and teaching, feel collective responsibility in order to improve performance. 0.703

The college always tries to retrain faculty with experience and knowledge .

0.686

The college considered the faculty as most important assets and pay great attention to improve their quality.

0.664

There is mutual trust between administration and the faculty in the college .

0.564

The faculty at the college can get all the information they needed immediately .

0.750

There is exchange and flow of information between the university administration and the departments as well as individuals .

0.742

It is easy for the college to adapt to the circumstances and different environmental conditions .

0.566

The administration takes into account the policies of the college when they implement their plans .

0.692

The objectives of the college are clear and specific 0.649

Policies and programs are designed to attract the creative and capable faculty and good students 0.618

Open new departments or section according to environmental requirements 0.607

The qualification of faculty in the college is suitable for their needs.

0.763

The university can open the branches in different parts of Iraq .

0.696

Documents

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