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Rule 2
If (Effective Learning and Teaching = poor) and(Administrative
Setup = poor) then (Grade = poor).
5 Discussion
Higher education institutions like universities, colleges, research institutes have
extensively relied on qualitative and quantitative tools of quality (such as inter-
views, focus groups, survey questionnaire and observation studies) to measure the
perception of students and other stakeholders regarding the quality of education.
This chapter also employed one such tool, namely, survey questionnaire because of
its ease and accuracy in comparison to other tools. More importantly, RST as data
mining technique can better extract information from a close ended questionnaire
rather than other highly qualitative data collection instruments.
Several quality models have been employed and tested in higher education to
achieve the perennial goal of quality improvement like TQM, QFD, Six Sigma, ISO
9001, theMalcolmBaldrigeNational QualityAward, theEFQMModel, SERVQUAL
and many more (Houston and Studman
2001
; Wiklund et al.
2003
; Kanji et al.
1999
;
Talib
2013
). However, our choice of TQM attributes or parameters is largely based on
the fact that TQM remains the generic philosophy which continues to in
uence other
qualitymodels in oneway or other. Nine condition attributes and one decision attribute
are used for RST analysis. The value of decision or dependent attribute depends on the
values of nine condition or independent attributes and each condition attribute further
has three sub attributes. Decision attribute assume values ranging fromgrade 1 to grade
5 and condition attributes assume values ranging from 1 to 4. RST analysis (see
Table
3
) returns
fl
'
Effective Learning and Teaching
'
attribute as the most signi
cant
attribute of the dataset because it appears as
'
Core
'
. A brief discussion of this attribute
follows:
Core: Effective Learning and Teaching
Condition attribute
'
Effective Learning and Teaching
'
has sub attributes
'
Appro-
priateness of learning methods
.
There are varieties of learning methods (Traditional Class room teaching, Infor-
mation Technology based teaching aids, case study method, industrial training and
projects etc.) and the choice of a particular learning method or combination of those
depends on intra institution and inter institution factors. However, their appropri-
ateness certainly in
'
,
'
Curriculum
'
and
'
Teaching and Evaluation
'
uences the learning and teaching potential of the students and
faculty. Similarly, curriculum quality and design is institution speci
fl
c and depends
on the competence of students and faculty. Modern day higher education imbibes
the practice of
flexible curriculum and regular revision of the same. Since, this study
deals with professional education belonging to the disciplines of management and
engineering therefore industry participation in curriculum development constitute
an important element.
fl
sub attribute refers to quality of
teaching and academic evaluation. This includes student perception of teaching
'
Teaching and evaluation
'
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