SCOPE OF PERSONALITY BUILIDING IN POST GRADUATE BUSINESS
EDUCATION DEGREES: A STUDY BASED ON PAKISTANI
UNIVERSITIES
By
Huma Nawaz*
BBA and MBA Graduate of COMSATS, Lahore, Pakistan
Paper Publications:
1. Huma Nawaz (2012). Customer behavior approach for using mico-credit:Analysis of rural
community of Pakistan. 2nd international conference on contemporary issues in business
management. University of central Punjab Lahore,Pakistan.
2. Huma Nawaz & Hira Nawaz,(2013). Compliance of investment sukuk with shariah. Global forum
on islamic finance(GFIF). COMSATS :Lahore,Pakistan.
Page 1
Abstract
Business education degrees have become more scrummy as organizations vie for managers attention in an over
saturated market. One such scrummy approach is the use of ‘personality appeals’ that led to widespread fast-andeasy’ assessment tool. This study investigates the scope of personality building in postgraduate business education
degrees of Pakistani higher education institutions, as well as market need towards this trait. The result should assist
marketers to ascertain whether personality building consider as widespread tool or whether just flimsier tool in
learning process of postgraduate business education degrees. The study measures post graduates of business
education personality traits based on big 5 traits (Neuroticism, Extraversion, Openness, Agreeableness and
Conscientiousness).A descriptive analysis of twenty four randomly selected business education institutes in Pakistan
found statistically significant differences among universities ways of polishing graduates skills. As marketers take,
personality appeal is one of the most important traits in buttonholing and addressing objective of organizations. The
result suggests that HEI need serious consideration regarding fulfilling competitive market needs. This study
contributes to business education of Pakistani universities by evaluating quality of education. Marketers should,
however. Carefully evaluate the specific job description; the level of theoretical and practical applications
according to need should be justified.
Keywords: Business education; Big 5;Pesonlaity; BIG 5 and Business education; Analysis of Pakistani universities;
Personality traits based on universities learning; Organizations perspective towards university graduates.
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1. Introduction
Human Personality differs radically from one another due to natural and learning environment.
An individual self-confidence, communication, interpersonal relationship, social values, norms
may be inconsistent with other society members. For example, a person who has enthusiasm and
self-confidence will try to bend others with his/her views and opinions. It makes sense that
personality characteristics may be more important for the decision to become a founder than for
success (Begley & Boyd, 1987; Heron & Robinson, 1983).
At marketplace, one of the key tools to trade is ‘appealingness’.Good personality led to chase
and perform this in a subsequent way. Previous researches suggest that the reasons for failure are
most often associated with decision-making problems and/or interpersonal conflicts resulting
from arrogance, untrustworthiness, insensitivity, inability to confront issues, and an inability to
delegate (Hogan, Curphy, & Hogan, 1994).)
Hence, a teaching practice motive for preparing successful future business manager and leader
evaluate the personality building trait in business education degrees. Although some researches
have paid attention to importance of personality building in business phenomena extensive
research of Leading electronic journal databases i.e. emerald, Google scholar, Elsevier etc
suggest no practical research in the way of interpreting scope of personality building in business
education degrees of Pakistani education institutes. The continuing proliferation of business and
education institutes in Pakistan arose a need of identifying quality and market needs.
In Pakistan, currently all of higher education institutes are operating after recognition of higher
education commission of Pakistan.Uptill now HEC has recognized 199 fully functional
institutes. Total output of HEIs reached to thousands per year in business education of
postgraduate level (HEC, 2012).
Moreover, several growing trends in industry competition are bringing attention towards
increasing importance of social interaction and appeal. To be optimally active and to develop
effectively— they require nutrients from the social environment (Deci & Vansteenkiste, 2004,
pp. 23-24). Because of growing need of marketplace, many business education providing
institutes drawing its attention towards personality development, that is a key part of cognitive
ability. But the lack of much attention on enhancing personality development in various
Pakistani business education institution lead to increasing unsuccefull graduate at market place.
This understanding created a challenge for Pakistani business education institutes for enhancing
effort in practical way.
Past research on business and education degrees in Pakistan has concentrated only on developing
theoretical and practical knowledge rather on Personality building (cognitive abilities).
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Considering the issue of personality development, the literature is almost silent on the
personality building ways with its effect on student’s market productivity in Pakistani education
institution.
The purpose of this study was to determine the influence of personality building in business
education on student’s ability to face market challenges and to investigate performance
capability of higher education institutions. In our study for empirical and descriptive study, we
made theory of big 5 traits as a basis for research for personality study in post graduate business
education degree. In Pakistani education system, master and doctorate level are consider for
postgraduate degree (HEC, 2002).
The Big 5 traits—Neuroticism (Anxiety, Hostility, Depression, Self-Consciousness,
Impulsiveness, Vulnerability), Extraversion (Warmth, Gregariousness, Assertiveness, Activity,
Excitement-Seeking, Positive Emotions), Openness (Fantasy, Aesthetics, Feelings, Actions,
Ideas, Values), Agreeableness (Trust, Modesty, Compliance, Altruism, Straightforwardness,
Tender-Mindedness), and Conscientiousness (Competence, Self-Discipline, AchievementStriving, Dutifulness, Order, Deliberation) —emerged from decades of research. These have
been celebrated for their ability to simplify an otherwise overwhelming number of traits
(Hofstee, 1994; John, 1990; McCrae & Costa, 1987), their cross-cultural applicability(McCrae &
Costa, 1997b).
Against this background, more specifically, the main objective of this research study is to:
1. Find out the significance of post business education degree with personality applications.
2. How much a personality building playing a part in students success at marketplace.
3. Taking perceptions about the quality of students of twenty-four Pakistani universities in terms
of personality traits (Big 5).
The rest of the paper has following major sections: First literature review. This is followed by a
methodology used to get study objective. Thirdly, described conclusion driven from this study.
Finally at the end is appendix and references.
2. Literature review
Personality is the set of psychological traits and mechanisms within the individual that are
organized and relatively enduring and that influence his or her interactions with, and adaptations
to, the intra psychic, physical, and social environments (Larsen & Buss, 2005, p. 4).
The higher education structure in Pakistan is consisting of two main sectors: the
university/Degree Awarding Institutes (DAI) sector and the affiliated Colleges sector.
In this study, our focus is towards the postgraduate degree of business education.
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2.1 An overview of the Pakistani education institutions:
In Pakistan, all of higher education institutes are working under recognition of higher education
commission of Pakistan.
2.1.1 About higher education commission
The Higher Education Commission has been set up by the Government of Pakistan to facilitate
the development of indigenous universities to be world-class centers of education, research and
development. Through facilitating this process, the HEC intends to play its part in spearheading
the building of a knowledge-based economy in Pakistan2 (Higher Education Commission).
2.2 Characteristics of business education degree
Literature on the higher education sector has highlighted the problems associated with
operational issues; internationalization of business education (Yu, 1996; Teichler, 1999;Dobson
& Holtta, 2001, Altbach, 2004) and the issues of quality assurance, and control in educational
administration (Lloyd & Wiser, 2006; Fallshaw, 2003).
In Pakistan, from different secondary data, it has has been found that near about more than
50,000 students are enrolled in different universities of Pakistan for business education of which
approximately 10%-25% are master level students.
2.2.1 Importance of personality building in business education degree
Different authors have designed different measures as personality indicators. The active traits
that have an important spectrum in business world are good attention span for completion of
tasks, empathy, self-regulation, hyperactivity, emotionality, conduct, pro-social behavior and
peer-to-peer relations (Jen Lexmond, Richard Reeves, 2009).
For the business career success the right objectives, personality and skills, and a helpful degree
are important characters (Donald W. Mitchell 2008).Some authors find out the direct relationship
of educational degrees with cognitive ability at a major level..Evans
reported that “the statistical evidence…indicated formal education for African-American
Business professionals, as measured by the DIT, results in increased levels of cognitive
moral development (CMD)” (2004, p. 81).
2.2.2 Measuring students enrollment in post graduate business education degree
With the establishment of new universities, student’s enrollment in Pakistani universities
increases gradually. Today, however, large number of students still tried to find a way in abroad
universities for education, With almost $30 billion in revenue collected as tuition fees from an
Page 5
estimated two-million students studying abroad. Higher education is a large global enterprise
where both public and private sectors universities in the West cater to the demand for higher
education generated by foreign students. The huge sums received for higher education resulted in
a dramatic expansion in the higher education sector in Pakistan where university enrolment
jumped from under 100,000 in 1998-99 to an estimated 1.1 million in 2011. (Dawn news, 2012).
According to QS worldwide university ranking, based on different indicators including student
enrollment, six Pakistani universities come in top 300 universities of Asia. National University
of Sciences And Technology (NUST) Islamabad, University of Karachi, Aga khan university,
University of engineering and technology, University of Lahore, LUMS rank wise got
108,191,201,201,251,251 position respectively.
2.3 Attitudinal and behavioral impact of personality relationship with industry
requirement
The Big 5 traits— Neuroticism, Extraversion, Openness, Agreeableness, and
Conscientiousness—emerged from decades of research and have been celebrated for their ability
to simplify an otherwise Overwhelming number of traits (Hofstee, 1994; John,1990; McCrae &
Costa, 1987), their cross-cultural applicability (McCrae & Costa, 1997b), and their ability to
predict health-relevant and other outcomes (e.g., Emmons, 1995).
McCosta and McCrae’s NEO-PI-r application for this purpose is commercially used in global
arena. The NEO-PI-3 is the updated version of the Revised NEO Personality Inventory (NEO PIR) - the standard questionnaire of the Five-Factor Model (FFM). It is a concise measure of the
five major domains of personality (Neuroticism, Extraversion, Openness, Agreeableness, and
Conscientiousness) and the six facets that define each domain (SIGMA Assessment Systems,
2012).
Furthermore, Moscoso and Slagado (2004) also examined negative types of personalities, which
they refer to as the ―dark side and its effect on job performance. The study showed that there
were seven types of personality styles that negatively affected job performance—shyness,
suspiciousness, sadness, pessimism, suffering, eccentricity, and riskiness.
2.4 Potential moderator of the personality building and postgraduate business education
degree
Hurdles in delivering and developing learning led to pessimistic output of degrees. Different
moderators affect the degree of acceptance and learning abilities of students. One by one, each
item is briefly described at following sub headings.
2.4.1 Fundamental cultural differences
In Pakistan, diversity and different cultural difference (Sindhi culture, Punjabi culture, Pashto
culture etc.) causes difference in fundamental landscape of Pakistani education system .To cover
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overlaps in delivering education to Pakistani students required major level of transformation.
Educational spaces should build a culture of learning awash with uncertainty and in which
uncertainty provokes transformative yet precautionary commitment rather than paralysis.” Togo
(2009, p. 34). Students who self-regulate on one occasion may not self-regulate their studying on
another occasion, despite the acknowledged benefits (Learning and Instruction,1997).
2.4.2 Intelligence quotient (1Q)
Many authors study human intelligence in different subjects in different ways. Recent views of
intelligence have much enlarged on this traditional but narrow conception of intelligence (e.g.,
Brown, 1978; Carroll, 1993; Sternberg, 1985a, 1985b).
Many scientists had found a positive relationship between IQ and personality. But IQ is naturally
build characteristic of human whose presence level is different in humans. A major purpose of
business administration degree is to develop and prepare human resources for corporate world. It
tends to involve students in delivering practical and theoretical knowledge of the industry and
polished cognitive ability for future market commitments. Thus cognition play a most important
role in this degree relative to other educational degrees i.e medical, engineering etc. Where only
grades are considered important variable for success. Intelligence is usually not controlled, so we
do not know whether actually a personality variable (namely cognitive ability) is the third
variable producing the correlation between educational level and success1 (Rauch, A., & Frese,
M. 2000).
Binet and Simon (1905/1961, 1908/1961) argued that they wished to separate "natural
intelligence from instruction" by “disregarding, in so far as possible, the degree of instruction
which the subject possesses" (as translated by Kite in Binet & Simon, 1908/1961, p. 93). That is,
Binet and Simon attempted to provide an estimate of individual differences in intellectual ability,
which was, to a great degree, separated from influences of experience, social privilege, and other
confounds of socioeconomic status.
2.4.3 Faculty training
Teaching of future business runners is perquisite challenge for professional teaching staff. From
Conclusions of Intensive Feedback Method, It had been seen that, teaching will not improve on
its own and teaching without intervention, may deteriorate (Skeff, American Journal of
Medicine, 1983)
This demands full diagnosis of theoretical and practical applications for learners. There are many
obstacles in designing and adopting teaching ways. The lack of information on the actual needs
of faculty members and the type of format that should be utilized for those training needs
(Galanouli, Murphy, & Gardner, 2004).
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A study by Richardson and Arker (2010) suggested that personality styles need to be recognized
to meet individual students’ needs. Understanding personality profiles allows educators to be
proactive in determining a better fit for each student (Richardson & Arker, 2010). Teachers
training in the way of teacher and student relationship pursuing student personality development.
Davis (2006) and McCombs and Miller (2006) emphasized that good relationships between
students and teachers often lead to increased student performance.
2.4.4 Market familiarity
Competitiveness in world market demands competitive and highly skilled workforce that also
knows the norms and ways of living at marketplace according to market need. As a reflection of
this competition, employers have raised their demand for quality of recruits (Saunders & Zuzel,
2010) who apply for jobs. For complying with high quality standards, students are reconstructing
their perceptions about university education (Lawrence & Sharma, 2002) and demanding
knowledge that meets worldwide acceptable standards (Nagy, 2006).
Business education, course structures, is specially designed to fulfill market compatibility need.
This situation provides power to the employers to raise the demand for quality of graduate. For
fulfilling this demand, universities need development and application of specific quality
standards (LeBlanc & Nguyen, 1997; Dinham, 2006) for instruction and curricula (Seah &
Edward, 2006) such as provided by The National Commission on Excellence in Education
(1983) and Education Sector Reforms Action Plan 2001-2004 (Government of Pakistan, 2001) to
respond to international standards in higher education and its implications for universities (Seah
& Edward, 2006). Universities are under pressure to meet standards (Nagy, 2006; Mishra, ates
(Raza, Majid, & Zia, 2010; Saunders, & Zuzel, 2010).Universities need to follow road map of
business education provided by higher education system on 2012.
This study is exploratory and descriptive. Some empirical evidences were also found about
personality of randomly selected HEIs.Details of randomly selected HEI with measuring
parameters are described in Table 1.
Page 8
Table 1: Variables of study
Serial
NO.(N)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Pakistani higher education
institutions
Institute of Management
Sciences
Fatima Jinnah Women
University
Imperial College of Business
Studies
Allama Iqbal Open University
Minhaj International University
Kinnaird College
Virtual University of Pakistan
Virtual University of Pakistan
Air University
Hajvery University
Muhammad Ali Jinnah
University, Faculty of
Management & Social Science
National College of Business
Administration & Economics
National University of
Computer and Emerging
Sciences - FAST
Iqra University
National Defence University
Lahore School of Economics
University of Central Punjab
Quaid-i-Azam University,
Quaid-i-Azam School of
Management Sciences
(QASMS),
Lahore College for Women
University
COMSATS Institute of
Information Technology
International Islamic
University, Faculty of
Management Sciences,
Islamabad, NU FAST
Lahore University of
Management Sciences
Bahria University
Government College University
Respondents of
industry
1. HBL
2.
ZONG
3.
FFC
4.
Askari
bank
Limited
5.
PPAF
Personality traits(Content items)

Neuroticism(Anxiety, Hostility,
Depression, Self-Consciousness,
Impulsiveness, Vulnerability)

Extraversion(Warmth,
Gregariousness, Assertiveness,
Activity, Excitement-Seeking,
Positive Emotions)

Openness(Fantasy, Aesthetics,
Feelings, Actions, Ideas, Values)

Agreeableness(Trust, Modesty,
Compliance, Altruism,
Straightforwardness, TenderMindedness)

Conscientiousness(Competence,
Self-Discipline, AchievementStriving, Dutifulness, Order,
Deliberation)
Page 9
3. Methodology
The target population for this study consisted of 24 higher education institution graduates of
Pakistan out of 199 HEIs that are offering postgraduate business education degrees. The unit of
analysis was personality of passing out students. A computer-generated database of these twentyfour educational institutions was collected from primary data, with established validity, and
secondary data of these institutions. In order to find the personality trait of postgraduate students
of different institutions, selected experts of heterogeneous number of companies of different
sector of Pakistani market (service and production sector) works as a rater. These are belong to
Habib Bank Limited, Zong, Fauji fertilizer company Limited, Askari commercial bank limited,
Pakistan poverty alleviation fund (PPAF),
For this study percentile, rating system was used due to its simplification, cost effectiveness and
time constraints to measure expert perception about university students. Experts rated survey
items Neuroticism (Anxiety, Hostility, Depression, Self-Consciousness, Impulsiveness,
Vulnerability), Extraversion (Warmth, Gregariousness, Assertiveness, Activity, ExcitementSeeking, Positive Emotions), Openness (Fantasy, Aesthetics, Feelings, Actions, Ideas, Values),
Agreeableness (Trust, Modesty, Compliance, Altruism, Straightforwardness, TenderMindedness), and Conscientiousness (Competence, Self-Discipline, Achievement-Striving,
Dutifulness, Order, Deliberation) of twenty four education institutions graduates of Pakistan.
Mail survey have been used previously in studies on perceived value (cf.Yi & Jeon, 2003:229240 Zaichkovsky:2000;320-351).Questionnaire items were send for percentile rating to experts
through emails.
By following the pattern of different reputed researchers, the study used descriptive statistics.
Descriptive statistics (Mean. Err.,95% Conf.,Interval, Std. Dev., Skewness, Kurtosis) of each
content item(Neuroticism, Extraversion, Openness, Agreeableness, Conscientiousness)of each
university was determined. Composite scale score of universities derived after multiple items
measurement, (Feldman (2004:3) .The data interpretation was analyzed by composite values.
Table 2: Composite results by descriptive statistics
Scale items
categories
Obs
Mean
Std. Err.
Neuroticism
HBL
ZONG
FFC
Askari
Bank
PPAF
HBL
ZONG
FFC
24
24
24
24
57.70833
60.875
59.41667
59.29167
24
24
24
24
66.25
51.54167
60.875
60.41667
Extraversion
Interval
Std. Dev.
Skewness
Kurtosis
2.92136
3.167608
2.28092
3.043453
95%
Conf.
51.66504
54.3223
54.69822
52.9958
63.75163
67.4277
64.13511
65.58753
14.31168
15.5180
11.17418
14.90981
-.3854466
-.7129152
.623799
-.6059299
3.311637
3.724409
2.901347
3.105198
1.807041
2.235241
3.167608
2.139955
62.51185
46.91772
54.3223
55.98983
69.98815
56.16561
67.4277
64.8435
8.852659
10.9504
15.51805
10.4836
-.8248061
-.6982104
-.7129152
.7164402
3.896253
4.187735
3.724409
2.954261
Page 10
Openness
Agreeableness
Conscientiousness
Askari
Bank
PPAF
HBL
ZONG
FFC
Askari
Bank
PPAF
HBL
ZONG
FFC
Askari
Bank
PPAF
HBL
ZONG
FFC
Askari
Bank
PPAF
24
60.20833
3.167989
53.65485
66.76182
15.51991
-.6240475
2.883338
24
24
24
24
24
67.75
53.5
62.625
58.83333
60
1.374259
2.406212
2.033071
2.417978
2.87102
64.90713
48.52237
58.41927
53.83136
54.06084
70.59287
58.47763
66.83073
63.8353
65.93916
6.732465
11.78798
9.959974
11.84563
14.06507
.0038205
-.6005506
-.0840092
-.3648437
-.3934325
1.838441
4.153998
2.064111
2.409409
2.486589
24
24
24
24
24
52.58333
50.91667
52.875
45
56.25
2.456075
3.908796
3.637223
3.34599
3.144612
47.50255
42.83071
45.35083
38.07829
49.74487
57.66411
59.00263
60.39917
51.92171
62.75513
12.03226
19.14911
17.81868
16.39194
15.40539
-.4192553
.1051263
.0970733
.3635602
-.0724036
3.748742
1.954753
1.58549
2.001335
1.54794
24
24
24
24
24
63.25
50.91667
60.41667
55.20833
53.5
2.615623
3.908796
2.139955
3.778745
2.406212
57.83917
42.83071
55.98983
47.3914
48.52237
68.66083
59.00263
64.8435
63.02526
58.47763
12.81389
19.14911
10.4836
18.51199
11.78798
-.3332454
.1051263
.7164402
-.4808885
-.6005506
2.504699
1.954753
2.954261
3.030883
4.153998
24
54.66667
3.187763
48.07228
61.26106
15.61679
.0865978
2.126467
3.1 Results
The composite mean irritability rating of post business education degrees of selected HEIs was
presented with descriptive statistics in Table 2.The highest irritation is associated with
neuroticism with Composite high mean and composite lowers standard deviation. The lowest
irritation is associated with agreeableness with lowest composite mean and highest composite
standard deviation. On average, openness is perceived as most irritating.
The respondent profile revealed that Government College University, Lahore post business
education degree holders percentile rank of neuroticism was highest (HBL: 78,Zong:67,FFC
87,Askari commercial bank 81 and PPAF 79). While Allama Iqbal Open University post
business education degree holders percentile rank of neuroticism was lowest (HBL: 22,Zong:19,
FFC 49,Askari commercial bank 21 and PPAF 41). Government College University, Lahore post
business education degree holders percentile rank of extraversion was highest(HBL:
55,Zong:67,FFC 87,Askari commercial bank 81 and PPAF 73).While Institute of Management
Sciences, Lahore post business education degree holders percentile rank of extraversion was
lowest (HBL: 33,Zong:34,FFC 55,Askari commercial bank 35 and PPAF 55). Quaid-i-Azam
University, Quaid-i-Azam School of Management Sciences (QASMS) post business education
degree holders percentile rank of openness was highest (HBL: 76,Zong:76,FFC 65,Askari
commercial bank 71 and PPAF 76). While Institute of Management Sciences, Lahore post
business education degree holders percentile rank of openness was lowest (HBL: 33,Zong:55,
FFC 54,Askari commercial bank 35 and PPAF 33). National Defence University post business
education degree holders percentile rank of agreeableness was highest(HBL: 54,Zong:77,FFC
65,Askari commercial bank 45 and PPAF 76).While Hajvery University Lahore post business
education degree holders percentile rank of agreeableness was lowest (HBL: 55,Zong:34,FFC
25,Askari commercial bank 36 and PPAF 54). Minhaj International University Lahore post
business education degree holders percentile rank of conscientiousness was highest(HBL:
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54,Zong:77,FFC 65,Askari commercial bank 45 and PPAF 76).While Bahria University post
business education degree holders percentile rank of conscientiousness was lowest (HBL:
76,Zong:78,FFC 75,Askari commercial bank 49 and PPAF 63).
The column six and seven of the Table 2 provides 95% confidence with internal value, that
depicted significance level of 0.05%.So that the study depicted 95%confident on the true value
of the parameter is in confidence interval. Standard error was high on agreeableness data while
lowest at extraversion data .The level of skewness was highly at right skewed on
Conscientiousness (PPAF) while highly negatively skewed on left side at neuroticism (PPAF).
Column 10 provides kurtosis values that have peaked distribution. Thus, this shows problems in
postgraduate business education of HEIs on the quality of theoretical and practical application
regarding personality development.
3.2 Discussion and implications
This study investigated the characteristics of postgraduate business education degrees of HEIs
regarding market needs. Results of observed samples indicate that outputs of HEIs regarding
market needs are not as such good. This is in line with previous studies conducted on Pakistani
universities. This state of affairs highlights the need for improvement in teaching learning
process of universities for which teachers play their pivotal roles.
After answering and rating, one respondent of service sector (PPAF) said, “In Pakistan, all the
above traits of building personality characteristics are considered highly acknowledged and
strongly approved. “Current situation of HEIs are actually confirmed by actual comments since
one respondent mentioned the following:
“Personality building traits for business education graduates in HEIs are not implemented
practically in the true sense of the word, especially in the education institutions established in
Pakistan. Compromises on quality, based on the doctrine of necessity are the common practices
in public and private sectors education institutions in our country. Being on the principled level
of personality development, I am of the view that complete adoption of BIG 5 traits are although
difficult to be adjusted in our country-learning environment, yet is ultimately rewarded with real
success in the long run by the grace of Allah”.(Habib Bank Limited, Pakistan Respondent in
Multan, March 2013)
With respect to personality characteristics, performance of university student at market shows
quality of business graduates that are poor in case of many HEIs.No one university in our study
fulfilling the criteria of best business education degree. Therefore, the current situation speaks of
relative weakness of teachers of universities in playing their instructional, professional, and
organizational roles (DeRuntz & Meier, 2004; Clayton & Ash, 2005; Lasley, Sciedentop, &
Yinger, 2006;; Doyle, 2008; Tierney,2008; Raza,Majid, and Zia ,2010),
Page 12
Our study indicates serious tangles in quality of postgraduate business degrees. Employer’s
perception about universities graduates shows non-satisfactory situation by keeping in view
market requirements. This shows bad standard of business education learning process.
Today, managers as well as academics recognize the importance of personality trait for increased
market competitiveness. This study sheds some light into HEIs situation of building personality
traits. Obtruding student’s personality development causes serious concerns for business
education providing HEIs. Although, giving much importance to theoretical knowledge cannot
be antecede. However, these could be wrapped up with building personality traits equally. These
issues cannot only be seeing on micro level. Micro level importance for economic progression
also affected with these concerns.
The result of this suggest that post graduate business education degrees should not only limited
to delivering theoretical and some practical knowledge but also on personality development.HEIs
administration are, therefore advised to continue lerning process through theoretical way.It is
important to increased attention on building students personality enhancement by keeping in
view personality traits.
In this study, personality traits (The Big 5 traits)—Neuroticism, Extraversion, Openness,
Agreeableness, and Conscientiousness were the most important factor in determining validity
and quality of post graduate business education degrees of HEIs. Building personality traits that
is likely to increase graduates output in competitive market situation.
Similarly, business education degree offering HEIs should be careful in that their learning ways
are perceived as not market compatible. They should try to fulfill market needs by wrapping up
theoretical knowledge with personality building.
As with other costly effort to enhance quality of business degrees, faculty training, studying
environment and practical application in structuring of degree programs should be enhanced.
This would play a significant role in quality enhancement.
3.3 Limitations
Measurement tool were not such sufficient for deep and complete precise analysis of this study.
Secondly, small sample frame of underlying raters may lead to biasness regarding accuracy, quality and
validity of data results. Thirdly, results of study on postgraduate business education degree in a one
context (managerial level) cannot necessarily be generalized on other contexts (i.e. technical level,
logistics etc.).At last, Study based on some probability samples students cannot be generalized to whole
population(Doherty, M. (1994). Study focus only on students sample that are rated by experts of some
market segment.
4. Conclusion
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Large number of higher education institutions offering post graduates business education degrees, but
most of them could not impart quality education according to market needs. Since from last few years,
many revolutions embarked on improving business education system, by monitoring business education
roadmaps, could bring a few on the track based on the HEC policies. This research paper has touched
some already discussed topic of weakness in Pakistani business education degrees, but reported major
flaws and effective tools to enhance quality output of graduates. This research conclude that our
business education in universities can be improved if gives importance to enhance cognitive abilities of
students.
Though our HEIs has knowledge and resources for improvement, yet, teachers and department heads
reluctant to implement because of the environmental and lack of proper framework to implement this
in Pakistani institutions. Pakistani nation has diversity (Balochi, Sindhi,Punjabi etc.) in cultural
norms,values,traits that lead to lethargic behavior.
Further, it also concludes that many HEIs institution focus is on enhancing student’s enrollment quantity
on the cost of quality. As Pakistani teachers have lesser inspiration to update because of increased
burden than then their capacity to deliver. In this regard, HEC must specify the enrollment of specific
number of students in a batch of business education students according to each university capacity to
deliver.HEC needs to strictly regulate and monitor the role of each university in imparting market needs.
Our business education set up can improve HEC by regarding the universities output according to
market performance. Some of the HEC highly ranked institutions have the potentiality to be
internationally recognized, but still lack some of the modern techniques for enhancing student’s
capacity (Nadir Ali Kolachi; Abu Zar Wajidi 2008).
5. APPENDIX
5.1 Acronyms
HEC
Higher education commission
HEIs
Higher education institutions
HBL
Habib Bank Limited
FFC
Fauji fertilizers company
PPAF
Pakistan Poverty alleviation fund
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