Factors Influencing the Choice of Business Education in Bangladesh..pdf

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Detailed research on Factors Influencing the Choice of Business Education in Bangladesh..pdf

A Research Paper on
Factors Influencing the Choice of Business Education in Bangladesh.
Course Name: Business Research
Submitted to:
Dr. Sumon Das
Professor
Department of Management
Submitted by:
Group 17
Group Members:
Student’s ID Student’s Name
123 Shamim Rana
125 Shekh Sadi
136 Sheikh Md. Siyam
212 Saffat-Al Ashik
221 Sohale Nasrin
Department of Management
Batch: 25th
Section: B
FBS, University of Dhaka
Letter of Transmittal
26th
August, 2023
Dr. Sumon Das
Professor
Department of Management
University of Dhaka
Sub: Submission of research paper on factors affecting business education in Bangladesh.
Dear Sir,
With due respect, It’s our great pleasure to place our research paper on “Factors affecting
business education in Bangladesh” for the course of MGT-407 (Business Research). The
observation and results of the study are embodied on this paper. While conducting this report, we
have tried our best to satisfy all the requirements. we have made our best efforts to make this
research paper successful. This report has been a big source of learning for us. It would be my
immense pleasure if you find this paper useful and informative to have an apparent perspective on
the issue. we would like to express our sincere gratitude to you for your kind guidance and
suggestions in preparing the research paper.
Regards,
Group-17
Department of Management
University Of Dhaka
Acknowledgement
I would like to express my sincere gratitude to all those who contributed to the completion of this
research paper. Firstly, I am deeply thankful to the Almighty Allah, for giving me the ability and
patience for the accomplishment of our first research paper.
I would like to express my heartfelt appreciation to our course teacher, Dr. Sumon Das, Professor,
Department of Management, University of Dhaka for his valuable discussions, suggestions, and
motivations that helped us in completing our research report. Without his proper guidance, this
report would not be possible.
I also extend my appreciation to the participants of this study, whose willingness to share their
perspectives and experiences made this research possible. Their contributions are greatly
acknowledged.
Furthermore, I would like to thank my group members who provided valuable feedback and
encouragement during the course of this study. Your input was instrumental in refining the
research.
Lastly, I would like to express my heartfelt appreciation to my family and friends for their
continuous support, understanding, and encouragement during this journey.
This research paper would not have been possible without the collective contributions and support
of all these individuals and institutions. Thank you.
Table of Contents
References
Appendix Chapter 1: Introduction
• 1.1 Background
• 1.2 Problem Statement
• 1.3 Research Objectives
• 1.4 Rationale
• 1.5 Scope and Limitations of the Research
• 1.6 Structure of the Report
Chapter 2: Literature Review
• 2.1 Historical Evolution of Business Education in Bangladesh
• 2.2 Growth and Transformation of Business Education
• 2.3 Diverse Educational Backgrounds of Business Students
• 2.4 Variations in Educational Systems
Chapter 3: Methodology
• 3.1 Research Approach
• 3.2 Data Sources
• 3.3 Study Population
• 3.4 Sampling Method
• 3.5 Data Collection Process
• 3.6 Data Analysis and Presentation
Chapter 4: Analysis and Findings
• 4.1 Introduction
• 4.2 Objectives
Chapter 5: Conclusion and Recommendations
• 5.1 Introduction
• 5.2 Summary of Findings
• 5.3 Limitations of the Study
• 5.4 Recommendation
• 5.5 Conclusion
1. Introduction
Business education holds a pivotal role in shaping a nation's workforce and economic landscape.
In Bangladesh, a country marked by rapid economic growth and a burgeoning youth population,
the landscape of business education has undergone significant evolution over the years. This
introductory section offers an overview of the factors influencing the business education scenario
in Bangladesh. In Bangladesh, opting for a business education is the result of a complex interplay
of various factors that collectively impact individuals' educational and career choices. One major
driver is the country's strong economic growth, characterized by the growth of industries such as
textiles, telecommunications, and information technology. This economic vitality has led to an
increased demand for skilled business professionals, making business education an appealing
option for those looking for stable and prosperous career paths.
Furthermore, Bangladesh's growing integration into the global economy underscores the
importance of gaining international business knowledge and skills. As local businesses engage
with global markets and standards, individuals realize the necessity of a well-rounded business
education to compete globally.
The presence and quality of educational institutions offering business programs significantly affect
decision-making. Bangladesh boasts prestigious universities and business schools, both public and
private, offering a variety of business-related courses. The reputation and track record of these
institutions often sway the choices of aspiring business students.
Cultural norms and societal expectations also play a pivotal role in shaping decisions about
business education. In many Bangladeshi families, pursuing a business education is seen as
prestigious and a reliable path to success, motivating students to pursue these programs to meet
family expectations.
Additionally, Bangladesh has seen a rise in entrepreneurial aspirations, with many individuals
aspiring to start their businesses. Business education not only imparts essential skills and
knowledge for entrepreneurship but also provides valuable networking opportunities, making it an
attractive choice for those aiming to succeed in the competitive entrepreneurial landscape.
Government policies and initiatives further influence the decision to pursue business education.
Scholarships, loans, and other financial incentives make business education more accessible and
affordable for a broader range of students, expanding the pool of potential business professionals.
Market dynamics and specialization trends also exert a significant influence. As industries evolve
and new sectors emerge, students often choose programs aligned with their career goals and
interests, ensuring they are well-prepared for the job market upon graduation.
Ultimately, individual interests, passions, and long-term career goals are crucial in the decision-
making process. Many students select business education programs that match their personal
interests and ambitions, even if they diverge from societal or economic pressures.
In conclusion, the decision to pursue business education in Bangladesh is a multifaceted process
influenced by economic opportunities, globalization, educational infrastructure, cultural norms,
entrepreneurial aspirations, government policies, market dynamics, and personal aspirations. As
the country continues to evolve and its economy expands, these factors will continue to shape the
educational landscape, emphasizing the importance of understanding these influences for all
stakeholders involved in business education in Bangladesh.
It outlines the historical context, presents the research problem, defines the research objectives,
explains the rationale, defines the scope and limitations, and outlines the structure of this research
report.
1.1. Background
Business education in Bangladesh has seen significant growth in the last 47 years since gaining
independence. The origins of the current business education system in our nation can be traced
back to the 17th century when the British established the East India Company in the Indian
subcontinent, laying the groundwork for business practices. The establishment of businesses
underscored the necessity of creating educational institutions to impart knowledge and expertise
to individuals involved in managing their enterprises (Patil and Popker 2018). During the 19th
century, the British government initiated the establishment of universities in various parts of the
Indian subcontinent, with Dhaka University being founded in 1921 as part of their educational
initiatives. These universities were modeled after the University of London in the United Kingdom
(Vash 1999). According to Banglapedia (2015), following the partition of India in 1947, the
government of Pakistan conducted a survey to assess the demand for human resources in the
industrial sector and the need for business education. After the formation of Bangladesh, business
education initially remained underdeveloped due to a weak industrial and business foundation
resulting from unequal resource allocation during the partition. Over time, the country witnessed
growth in both its education and business sectors. Afzal (2005) notes that business education
underwent a significant transformation in the early 21st century with the establishment of the
University Grants Commission and the passage of the Private University Act-1992 by the National
Parliament. Substantial budgets have since been allocated to the education sector with the goal of
equipping the populace with knowledge and preparing the country to meet the challenges of the
new millennium (Kolachi and Wajidi 2020).
The field of business education in Bangladesh has seen substantial transformations from its
inception to the present day. Historically, public universities were the primary providers of
business education, with programs like the Bachelor of Commerce (B.Com) being the cornerstone
of undergraduate education in this domain. However, the enactment of the Private University Act
in 1992 marked a turning point, ushering in a period of significant expansion. Numerous private
universities and institutions began offering a diverse range of business programs. This shift in the
higher education landscape, coupled with changing student aspirations, has created a complex
interplay of factors that influence the choice of business education.
1.2. Problem Statement
Despite the proliferation of business education options in Bangladesh, there exists a gap in
understanding the motivators driving students to opt for this field of study. This research seeks to
address this gap by delving into the multifaceted factors that shape students' decisions to pursue
business education, encompassing both undergraduate and graduate levels.
1.3. Research Objectives
This research is primarily geared toward achieving the following objectives:
1. To pinpoint the key factors motivating students in Bangladesh to select business education.
2. To dissect how factors affecting the choices of business education.
3. Investigate Future Professional Plans and their Impact.
4. Identify challenges and difficulties faced during the transition from previous academic
backgrounds to business education.
1.4. Rationale
The motivation behind this research is firmly grounded in the necessity for evidence-based insights
that can guide educational institutions, policymakers, and stakeholders in the education sector.
Understanding these influential factors is vital for crafting effective educational programs and
policies that align with students' aspirations and the economic needs of the nation.
1.5. Scope and Limitations of the Research
As the researcher, it is crucial to acknowledge certain constraints. This research draws upon
primary data collected from a sample of business students in selected Bangladesh universities.
While efforts have been made to ensure the sample's representativeness, it may not encompass the
entirety of the diverse student population in the country. Additionally, this study primarily focuses
on factors shaping students' choices and does not delve into broader implications of business
education.
1.6. Structure of the Report
This research report follows the subsequent structure:
Chapter 1: Introduction - It concludes background of the study, problem statement, research
objectives, rationale, scope and limitation of me as a searcher, structure of the report.
Chapter 2: Literature Review - A comprehensive examination of existing literature regarding
factors influencing business education in Bangladesh.
Chapter 3: Methodology - A detailed exposition of the research methodology, including data
collection and analysis techniques.
Chapter 4: Analysis and Findings - Presentation and analysis of data collected through the survey.
Chapter 5: Conclusion and Recommendations - A concise summary of key findings and
recommendations for stakeholders.
❖ References
❖ Appendix
2. Literature Review
Business education has become an increasingly popular choice for students in Bangladesh.
This research aims to identify the key factors motivating students to select business education,
dissect the factors affecting their choices, investigate future professional plans and their
impact, and identify challenges and difficulties faced during the transition from previous
academic backgrounds to business education. Several studies have been conducted on
motivation and its impact on academic performance in Bangladesh. (Milon et al., 2017).
compared motivating factors between university students working as part-time employees and
full-time employees of Chittagong organizations. They found that part-time employees were
more motivated by job security and salary, while full-time employees were more motivated by
job satisfaction and career growth opportunities (Arefin et al., 2019).They found that
supervisory styles and working environment played the most important role in motivating
employees to transfer training (Turgumbayeva et al., 2023). They found that students were
motivated by factors such as career opportunities, personal interest, and parental influence.
Overall, these studies suggest that motivation is a complex and multifaceted concept that is
influenced by various factors such as job security, salary, job satisfaction, career growth
opportunities, supervisory styles, working environment, personal interest, and parental
influence. Understanding these factors can help educators and policymakers to better support
students in their transition to business education and improve their overall academic
performance.
The paper offers a comprehensive review of the landscape of business education in
Bangladesh, focusing on the factors motivating students to choose business education, the
influences shaping their choices, and the challenges they face during the transition. Several
key findings emerge from this analysis:
Complex Motivational Factors:
• Motivation for students in Bangladesh is multifaceted and influenced by various factors,
including job security, salary, job satisfaction, career growth opportunities, supervisory
styles, working environment, personal interest, and parental influence.
• These findings underscore the intricate nature of motivation, suggesting that it cannot be
reduced to a single factor. It requires a holistic understanding and approach to effectively
support students in their educational journeys.
Influential Factors in Student Choices:
• Students' decisions to pursue business education are primarily influenced by academic
reputation, quality of education, availability of scholarships, and location of the institution.
• The geographical divide between urban and rural students in terms of motivation highlights
the potential impact of regional disparities on educational choices.
Alignment of Factors in Business Education Choices:
• Factors affecting the selection of business education closely align with those influencing
higher education institution choices. The importance of academic reputation, quality of
education, scholarships, and location is consistent.
• International students' motivations introduce additional dimensions, such as compliance,
goals, lifestyle, and career choice, suggesting a diverse set of influences.
Challenges in Transition:
• Transitioning to business education in Bangladesh presents challenges encompassing a
wide spectrum of socio-economic factors, including students' behavior, socio-economic
conditions, institutional characteristics, family background, and demographic attributes.
• Constraints faced by students aiming for entrepreneurship, such as limited access to
finance, lack of support networks, and information gaps, emphasize the hurdles associated
with pursuing business careers.
In summary, the research highlights the intricate interplay of motivations, influences, and
challenges in the context of business education in Bangladesh. The findings underscore the
necessity for educators and policymakers to adopt a multifaceted approach when assisting
students in their educational journeys. A nuanced understanding of these influences is essential
for shaping effective educational programs and policies that align with students' aspirations
and contribute to the economic development of the nation. Furthermore, future research should
consider the dynamic nature of these factors and their evolving implications for business
education in Bangladesh, providing valuable insights for ongoing improvements in the field.
2.2 Literature Gap
However, analyzing the provided literature, several potential gaps or areas for further research and
exploration become apparent such as the literature primarily focuses on the historical and national
context of business education in Bangladesh. An international comparative analysis,
benchmarking Bangladesh's business education against global standards and practices, could be
informative. Investigating whether business education programs effectively address the skills and
competencies required by the job market and industries in Bangladesh could be a useful area of
research. Understanding the level of collaboration between academia and industry in Bangladesh
and its effect on the relevance and effectiveness of business education programs could be an
important research area.
3. Methodology
This research primarily relies on primary data, with a limited need for secondary information to
support the study. Primary data collection was accomplished through structured questionnaire
interviews. A sample of 100 business students was chosen using a judgmental sampling approach.
Respondents were randomly drawn from students enrolled at Dhaka University, Jahangirnagar
University, Jagannath University, Daffodil International University, North-South University,
Jatiya Kabi kazi Nazrul Islam University and United International University. Secondary
information was gathered from relevant books, journals, and the website of the University Grants
Commission of Bangladesh. In terms of data analysis, the information has been presented in
numerical and percentage formats for clarity.
3.1. Research Approach
This research employs a deductive approach to research design to investigate the factors that
impact students' decisions to pursue business education in Bangladesh. Quantitative research is
chosen because it allows for the systematic collection and analysis of numerical data, aligning well
with the research objectives.
3.2. Data Sources
This study incorporates both primary and secondary data:
Primary Data: The primary data will be gathered through a structured questionnaire survey. It will
consist of students' responses concerning their motivations and the factors influencing their choice
of business education.
Secondary Data: Secondary data will be acquired from existing literature, research reports, and
academic publications relevant to business education in Bangladesh. This secondary data will
provide a theoretical framework and context for the research.
3.3. Study Population
The intended population for this study comprises 10,000 students enrolled in business education
programs at selected universities in Bangladesh. These universities encompass both public and
private institutions renowned for their offerings in business education. Selecting this population is
pertinent to the research objectives since it represents the demographic most affected by the factors
being examined.
3.4. Sampling Method
We will employ a judgmental sampling approach to select a representative sample from the target
population. In this technique, universities recognized for their business programs will be
purposively chosen, taking into account factors such as reputation and diversity. Subsequently,
students from these universities will be selected based on availability and willingness to participate
in the survey. This method is chosen due to logistical constraints and the need for a manageable
sample size. The sample size is 80.
3.5. Data Collection Process
The data collection process primarily involves administering a structured questionnaire to the
chosen students. The questionnaire will be thoughtfully designed to elicit responses related to the
factors influencing their decision to pursue business education. Additionally, open-ended
questions will be included to allow participants to provide qualitative insights. Data will be
collected during the research period, spanning from June to October.
3.6. Data Analysis and Presentation
Data analysis will encompass two primary methods:
1. Descriptive Statistics: Quantitative data from the survey will be subjected to descriptive
statistics, such as frequencies, percentages, means, and standard deviations. These
analytical tools will offer a comprehensive overview of the factors impacting decisions
regarding business education.
2. Content Analysis: Qualitative data derived from open-ended questionnaire responses will
undergo content analysis. This systematic approach involves categorizing and interpreting
textual data to identify recurring themes and patterns.
The findings are effectively below presented through the use of tables, charts, and graphs to
facilitate a clear and concise understanding of the results,
Factors Influencing the Choice of Business Education in Bangladesh..pdf
Factors Influencing the Choice of Business Education in Bangladesh..pdf
Factors Influencing the Choice of Business Education in Bangladesh..pdf
Factors Influencing the Choice of Business Education in Bangladesh..pdf
4.Analysis and Findings:
4.1. Introduction
At the primary level of the survey, information is collected on respondents’ home district,
residential nature, parent’s educational and professional status, their income level and students’
future professional plan to find out their upshot behind education and professional choice.
Collected information on the aforesaid determinants has been presented in the following tables,
4.2. Objectives
Table-1: Home district of the students (Division wise)
University
Name
Dhaka Barishal Chittagong Rajshahi Sylhet Khulna Others Total
Dhaka
University
3 1 2 2 2 1 2 13
Jahangirnagar
University
4 - - 2 2 - 8
Jagannath
University
3 2 1 1 - 1 8
Daffodil Int.
University
2 - 1 1 2 1 2 9
North South
University
3 1 2 - 1 1 8
JKKNU 1 2 - 1 2 - 2 8
UIU 4 1 - - 2 1 8
National
University
3 2 2 2 - 1 10
Others 2 1 2 - 1 2 8
Total 25 10 10 9 12 8 6
Percentage
(%)
31.25% 12.5% 12.25% 11.25% 13% 20% 7.5%
Source: Field Survey
The above tabular presentation shows that higher percent business students have come from
Dhaka division. Khulna division is in second position and Barisal placed third position. Sofrom
the division-wise analysis it can be inferred that home district has impact for motivating
students to get business education.
Table-2: Residential status of the students
University With Family Without Family Total
Dhaka University 5 8 13
Jahangirnagar
University
5 3 8
Jagannath University 4 4 8
Daffodil Int.
University
6 3 9
North South
University
2 6 8
JKKNU 2 6 8
UIU 2 6 8
National University 2 8 10
Others 0 8 8
Total 30 50
Average % 37.5% 62.5%
Source: Field Survey
From this table it is seen that the most business students staying at hostel. Fewer students are
staying with family for the purpose. The students are staying at hostels for lower distance from the
University department and nothing else. So residential accommodation cannot become a barrier
for choosing business education for those who do not residential facilities with family.
Table-3: Father’s Education
University SSC HSC Graduate Post
Graduate
Others Total
Dhaka
University
6 4 2 1 - 13
Jahangirnagar
University
4 2 1 1 - 8
Jagannath
University
4 2 - 2 - 8
Daffodil Int.
University
2 3 2 2 - 9
North South
University
2 3 3 - - 8
JKKNU 1 1 - - 6 8
UIU 1 1 4 2 - 8
National
University
4 2 - 1 3 10
Others 2 2 4 1 1 8
Total 24 20 16 10 10
Percentage
(%)
30% 25% 20% 12.5% 12.5%
Source: Field Survey
The survey results above demonstrate that the majority of students' fathers have various levels of
education, with 30% having completed secondary education, 25% having completed higher
secondary education, 20% holding graduate degrees, and 12.5% having postgraduate or other
qualifications. Therefore, it can be concluded that the level of education attained by the students'
fathers does not significantly impact the students' choice of education.
Table-4: Father’s profession
University Service Business Agriculture Others Total
Dhaka
University
2 2 6 3 13
Jahangirnagar
University
2 1 3 2 8
Jagannath
University
1 3 3 1 8
Daffodil Int.
University
2 5 - 2 9
North South
University
3 5 - - 8
JKKNU 2 - 1 5 8
UIU - - 5 3 8
National
University
2 - 6 2 10
Others 2 5 1 - 8
Total 16 25 21 18
Percentage(%) 20% 31.25% 26.25% 22.5%
Source: Field Survey
The table emphasizes that the majority of fathers of business students are engaged in various
professions, with business (31.25%) and agriculture (30%) being the most prevalent, followed by
others (22.5%) and service (20%). These survey results indicate that fathers working in the
business sector exhibit a higher inclination to enroll their children in business education.
Table-5: Parent’s/ Income
University Up to 20,000 20,000-
30,000
30,000-
50,000
Above
50,000
Total
Dhaka
University
4 7 2 - 13
Jahangirnagar
University
4 3 1 - 8
Jagannath
University
4 2 1 1 8
Daffodil Int.
University
- - 5 4 9
North South
University
- - 2 6 8
JKKNU 5 1 2 - 8
UIU - - 7 1 8
National
University
4 5 1 - 10
Others 1 7 - - 8
Total 22 25 21 12
Percentage
(%)
27.5% 31.25% 26.25% 15%
Source: Field Survey
The table above illustrates that parents with mid-level income (Tk. 20,000-30,000) exhibit a
higher inclination to educate their children in business education, followed by those with lower-
level income (Up to 20,000), upper-level income (20,000 - 30,000), and higher-level income
(above Tk 50,000). Consequently, it can be inferred that a father's income level plays a role in
influencing students' choice of their educational discipline.
Table-6: Future professional plan
University Govt.
Service
Work in
Business
Concern
Entrepreneurship Other Other
Dhaka
University
8 2 2 1 13
Jahangirnagar
University
5 2 1 - 8
Jagannath
University
5 3 - - 8
Daffodil Int.
University
- - 6 3 9
North South
University
- 4 3 1 8
JKKNU 6 - 1 1 8
UIU - 2 3 3 8
National
University
4 6 - - 10
Others 4 2 2 8
Total 32 25 15 8
Percentage
(%)
40% 31.25% 18.75% 10%
Source: Field Survey
The choice of educational path is often influenced by an individual's future career aspirations. As
per the survey results above, it's noteworthy that 40% of students pursuing business education had
already planned to pursue a career in government service, raising concerns. Additionally, a
significant portion (31.25%) of students opted for business education with the intention of entering
the corporate sector. A smaller percentage (18.75%) aspired to become business entrepreneurs,
while a minority (10%) selected other professions. Hence, it is evident that future career plans play
a significant role in shaping the preference for business education as their chosen degree path.
Table-7: Challenges faced in Transition to Business Education
University No
Challenges
Challenges
related
Curriculum
Challenges
related to
teaching
Method
Challenges
related to
Workload
Challenges
related to
Cultural
Difference
Other
Challenges
Total
Dhaka
University
1 3 3 1 2 3 13
Jahangirnagar
University
- 4 2 1 - 1 8
Jagannath
University
- 2 4 1 - 1 8
Daffodil Int.
University
1 3 3 - - 2 9
North South
University
1 2 2 1 1 1 8
JKKNU - 2 - 2 2 2 8
UIU 1 2 2 2 1 - 8
National
University
1 2 2 1 1 3 10
Others 2 1 2 1 2 - 8
Total 7 21 20 10 9 13
Percentage
(%)
8.75% 26.25% 25% 12.5% 11.25% 16.25%
Source: Survey Field
The tabular presentation above signifies that there is a little number of students (8.75%) who did
not face any challenges while their transition into the Business Education which reflects a bitter
reality of the country’s business education system unfortunately. The most difficult challenge
faced by the students transiting into the business education is related to curriculum (26.25%),
then challenge related to the teaching methods (25%). Challenges related to workload and
challenges related to cultural differences accounted for (12.5%) and (11.25%). And finally,
(16.25%) resulted for others challenges. Hence, it is evident that there are challenges faced by
many students from different various backgrounds while their transition into the business
education in Bangladesh.
5. Conclusion and Recommendations
5.1 Introduction
In this section, we draw conclusions from our comprehensive research on the multifaceted
factors that influence students' decisions to pursue business education in Bangladesh. We also
acknowledge the limitations of our study and provide detailed recommendations aimed at various
stakeholders within the education sector.
5.2 Summary of Findings
Our extensive research has yielded several noteworthy findings that shed light on the complex
dynamics surrounding the choice of business education in Bangladesh:
1. Regional Disparities: Our study underscores that students hailing from the Dhaka
division show a higher propensity to opt for business education. This regional variation
may be attributed to the concentration of educational institutions in Dhaka and the
perception of better opportunities in the capital.
2. Residential Status: A significant majority of business students choose to reside in
hostels or away from their families. This indicates a willingness to make sacrifices for
education and highlights the importance of convenient access to educational institutions.
3. Parental Education: Interestingly, the level of education attained by students' fathers did
not exert a substantial influence on the choice of business education. This suggests that
parental education alone does not dictate career choices.
4. Parental Profession: Fathers involved in business or agriculture were more likely to
encourage their children to pursue business education. This underscores the role of family
background and values in career decision-making.
5. Income Level: Students from families with moderate incomes exhibited a stronger
inclination towards business education. This implies that financial considerations play a
pivotal role in shaping educational choices.
6. Career Aspirations: The future professional plans of students were diverse, with a
significant portion aspiring to government service. Others aimed to enter the corporate
sector or embark on entrepreneurial ventures. This diversity highlights the multifaceted
nature of career ambitions among business students.
7. Transition Challenges: A notable proportion of students faced challenges during their
transition to business education, including issues related to curriculum, teaching methods,
workload, cultural differences, and other unforeseen hurdles. These challenges
underscore the need for continuous improvement in educational practices.
5.3 Limitations of the Study
While our research endeavors to provide a comprehensive understanding of the factors
influencing business education choices, it is important to acknowledge its limitations:
• Sample Size: The sample size of 80 students, while carefully selected, may not fully
capture the diversity of the broader student population in Bangladesh.
• Scope: This study primarily focuses on undergraduate students, and therefore, the
findings may not encompass the perspectives of graduate-level students or working
professionals.
• Self-Reporting: The reliance on self-reported data may introduce biases and recall errors
into our findings.
• Long-Term Outcomes: Our research does not delve into the long-term career outcomes
and job satisfaction of business graduates, which would provide valuable insights into the
effectiveness of business education programs.
5.4 Recommendations
Drawing from our findings, we propose a series of actionable recommendations to enhance the
quality and inclusivity of business education in Bangladesh:
1. Diversity and Inclusion: Educational institutions should actively promote diversity by
recruiting students from a broader range of districts and backgrounds. Scholarships and
outreach programs can facilitate this goal.
2. Holistic Career Counseling: Universities and schools should establish robust career
counseling services that not only assist students in aligning their educational choices with
their career aspirations but also provide guidance on addressing transitional challenges.
3. Curriculum Enhancement: Regular curriculum reviews and updates should be
conducted to address the challenges faced by students during their transition into business
education. Practical experiences and interactive teaching methods should be integrated
into the curriculum to enhance the learning experience.
4. Financial Support: Policymakers should explore opportunities for providing financial
support to students from lower-income families. This can include scholarships, grants,
and low-interest educational loans to ensure equitable access to business education.
5. Industry-Academia Collaboration: Collaboration between academic institutions and
industries should be actively encouraged. This collaboration can ensure that business
education programs align with the evolving skills and knowledge required in the job
market.
5.5 Conclusion
In conclusion, our research underscores the intricate interplay of factors that drive students in
Bangladesh to choose business education. From regional disparities to parental influence and
financial considerations, these factors collectively shape educational and career choices.
To prepare students effectively for the dynamic and competitive professional landscape in
Bangladesh, it is imperative that all stakeholders within the education sector take heed of the
recommendations put forth in this research. As the nation's economy continues to evolve, an
informed and inclusive approach to business education will be pivotal in nurturing the next
generation of skilled and adaptable business professionals.
❖ References
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universities in Bangladesh: A study to identify pitfalls and suggest improvements. European
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Arefin, M.S. and Islam, N., 2019. A study on the motivation to transfer training in the banking
industry of Bangladesh. South Asian Journal of Human Resources Management, 6(1), pp.45-72.
Turgumbayeva, A., Sangilbayev, O., Kirichok, O., Kassymzhanova, A. and Tarman, B., 2023.
The Motivation of Students to Pursue Business Education: Case of Kazakhstan. The Open
Psychology Journal, 16(1).
Schumann, J.H., 1986. Research on the acculturation model for second language acquisition.
Journal of multilingual & multicultural development, 7(5), pp.379-392.
Rahman, S., Munam, A.M., Hossain, A., Hossain, A.D. and Bhuiya, R.A., 2023. Socio-economic
factors affecting the academic performance of private university students in Bangladesh: a cross-
sectional bivariate and multivariate analysis. SN Social Sciences, 3(2), p.26.
Hossain, M.I., Tabash, M.I., Siow, M.L., Ong, T.S. and Anagreh, S., 2023. Entrepreneurial
intentions of Gen Z university students and entrepreneurial constraints in Bangladesh. Journal of
innovation and entrepreneurship, 12(1), pp.1-34.
Abonty, S.Z., 2011. Motivational factors and differences between part-time & full-time
employees of Grameenphone Ltd.-contact center.
Turgumbayeva, A., Sangilbayev, O., Kirichok, O., Kassymzhanova, A. and Tarman, B., 2023.
The Motivation of Students to Pursue Business Education: Case of Kazakhstan. The Open
Psychology Journal, 16(1).
❖ Appendix
Welcome to our questionnaire! Your insights are important to us. Please take a few moments to share
your thoughts and opinions on the following questions. Your input will help us better understand and
serve your needs. Thank you for your time and participation!
Demographic Information:
1. Name (Optional):
2. Age:
3. Gender:
4. Educational Background:
5. Occupation:
6. Location (City/Region):
Factors Influencing Choice of Business Education:
7. Have you pursued or are you currently pursuing business education in Bangladesh?
• Yes
• No
8. If you answered "Yes" to the previous question, please specify the level of business education you are
or were enrolled in:
• Undergraduate (BBA)
• Postgraduate (MBA)
• Professional (e.g., ICAB, ICMAB)
• Other (please specify): ___________
9. What influenced your decision to choose business education in Bangladesh? (Select all that apply)
• Personal Interest
• Career Opportunities
• Family Influence
• University Reputation
• Curriculum
• Cost
• Other (please specify): ___________
10. Did you consider other fields of study before choosing business education?
• Yes
• No
11. If you considered other fields of study, what were they? (List all that apply)
1. Family and Educational Background:
12. What is your home district or division in Bangladesh?
- [ ] Dhaka
- [ ] Barisal
- [ ] Chittagong
- [ ] Rajshahi
- [ ] Shylhet
- [ ] Khulna
- [ ] Other (please specify): ___________
13. Did you have the opportunity to stay with your family while pursuing your business education?
• Yes
• No
14. What is your father's educational background?
• Secondary Education
• Higher Secondary Education
• Graduate
• Postgraduate
• Other (please specify): ___________
15. What is your father's profession?
• Service
• Business
• Agriculture
• Other (please specify): ___________
16. What is your family's approximate monthly income?
• Up to Tk. 20,000
• Tk. 20,000 - Tk. 30,000
• Tk. 30,000 - Tk. 50,000
• Above Tk. 50,000
Future Professional Plans:
17. What are your future professional plans upon completing your business education? (Select all that
apply)
- [ ] Government Service
- [ ] Working in a Business Concern
- [ ] Entrepreneurship
- [ ] Other (please specify): ___________
18. Do you believe your future professional plans influenced your choice of business education?
• Yes
• No
Additional Comments:
19. Is there anything else you would like to share about your experience with choosing and pursuing
business education in Bangladesh or any other factors not covered in this survey?
Academic Background:
20. What was your academic background before enrolling in business education in Bangladesh? (Select
all that apply)
- [ ] Science
- [ ] Arts/Humanities
- [ ] Commerce
- [ ] Engineering
- [ ] Medicine
- [ ] Other (please specify): ___________
21. Did you face any challenges or difficulties when transitioning from your previous academic
background to business education?
Please select one of the following options:
• No, I did not face any challenges or difficulties.
• Yes, I faced challenges related to the curriculum.
• Yes, I faced challenges related to the teaching methods.
• Yes, I faced challenges related to the workload.
• Yes, I faced challenges related to cultural differences.
• Yes, I faced other challenges (please specify): ___________
Influential Factors:
22. How important was the reputation of the institution or university in your decision to pursue business
education?
- [ ] Very Important - [ ] Somewhat Important - [ ] Not Important
23. Did you receive any scholarships, financial aid, or support that influenced your decision to pursue
business education?
• Yes
• No
24. How did you learn about the availability of business education programs in Bangladesh? (Select all
that apply)
• Internet/Website
• Family/Friends
• Educational Fair/Exhibition
• School/College Counselor
• Other (please specify): ___________
Challenges and Opportunities:
25. What challenges, if any, did you face while pursuing your business education in Bangladesh? (Select
all that apply)
- [ ] Financial Constraints
- [ ] Language Barriers
- [ ] Lack of Access to Quality Resources
- [ ] Competitive Admission Process
- [ ] Cultural or Social Factors
- [ ] Other (please specify): ___________
26. Did you have access to extracurricular activities or internship opportunities related to your business
education?
• Yes
• No
27. How satisfied are you with the quality of education you have received in your business studies
program?
• Very Satisfied
• Satisfied
• Neutral
• Dissatisfied
• Very Dissatisfied
Government and Policies:
28. Do you think government policies and regulations in Bangladesh support the development of business
education? - [ ] Yes - [ ] No - [ ] Not Sure
29. In your opinion, what specific changes or improvements are needed in government policies to
enhance business education in Bangladesh?
Greetings for participating in our questionnaire! Your valuable input is greatly appreciated.

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Factors Influencing the Choice of Business Education in Bangladesh..pdf

  • 1. A Research Paper on Factors Influencing the Choice of Business Education in Bangladesh. Course Name: Business Research Submitted to: Dr. Sumon Das Professor Department of Management Submitted by: Group 17 Group Members: Student’s ID Student’s Name 123 Shamim Rana 125 Shekh Sadi 136 Sheikh Md. Siyam 212 Saffat-Al Ashik 221 Sohale Nasrin Department of Management Batch: 25th Section: B FBS, University of Dhaka
  • 2. Letter of Transmittal 26th August, 2023 Dr. Sumon Das Professor Department of Management University of Dhaka Sub: Submission of research paper on factors affecting business education in Bangladesh. Dear Sir, With due respect, It’s our great pleasure to place our research paper on “Factors affecting business education in Bangladesh” for the course of MGT-407 (Business Research). The observation and results of the study are embodied on this paper. While conducting this report, we have tried our best to satisfy all the requirements. we have made our best efforts to make this research paper successful. This report has been a big source of learning for us. It would be my immense pleasure if you find this paper useful and informative to have an apparent perspective on the issue. we would like to express our sincere gratitude to you for your kind guidance and suggestions in preparing the research paper. Regards, Group-17 Department of Management University Of Dhaka
  • 3. Acknowledgement I would like to express my sincere gratitude to all those who contributed to the completion of this research paper. Firstly, I am deeply thankful to the Almighty Allah, for giving me the ability and patience for the accomplishment of our first research paper. I would like to express my heartfelt appreciation to our course teacher, Dr. Sumon Das, Professor, Department of Management, University of Dhaka for his valuable discussions, suggestions, and motivations that helped us in completing our research report. Without his proper guidance, this report would not be possible. I also extend my appreciation to the participants of this study, whose willingness to share their perspectives and experiences made this research possible. Their contributions are greatly acknowledged. Furthermore, I would like to thank my group members who provided valuable feedback and encouragement during the course of this study. Your input was instrumental in refining the research. Lastly, I would like to express my heartfelt appreciation to my family and friends for their continuous support, understanding, and encouragement during this journey. This research paper would not have been possible without the collective contributions and support of all these individuals and institutions. Thank you.
  • 4. Table of Contents References Appendix Chapter 1: Introduction • 1.1 Background • 1.2 Problem Statement • 1.3 Research Objectives • 1.4 Rationale • 1.5 Scope and Limitations of the Research • 1.6 Structure of the Report Chapter 2: Literature Review • 2.1 Historical Evolution of Business Education in Bangladesh • 2.2 Growth and Transformation of Business Education • 2.3 Diverse Educational Backgrounds of Business Students • 2.4 Variations in Educational Systems Chapter 3: Methodology • 3.1 Research Approach • 3.2 Data Sources • 3.3 Study Population • 3.4 Sampling Method • 3.5 Data Collection Process
  • 5. • 3.6 Data Analysis and Presentation Chapter 4: Analysis and Findings • 4.1 Introduction • 4.2 Objectives Chapter 5: Conclusion and Recommendations • 5.1 Introduction • 5.2 Summary of Findings • 5.3 Limitations of the Study • 5.4 Recommendation • 5.5 Conclusion
  • 6. 1. Introduction Business education holds a pivotal role in shaping a nation's workforce and economic landscape. In Bangladesh, a country marked by rapid economic growth and a burgeoning youth population, the landscape of business education has undergone significant evolution over the years. This introductory section offers an overview of the factors influencing the business education scenario in Bangladesh. In Bangladesh, opting for a business education is the result of a complex interplay of various factors that collectively impact individuals' educational and career choices. One major driver is the country's strong economic growth, characterized by the growth of industries such as textiles, telecommunications, and information technology. This economic vitality has led to an increased demand for skilled business professionals, making business education an appealing option for those looking for stable and prosperous career paths. Furthermore, Bangladesh's growing integration into the global economy underscores the importance of gaining international business knowledge and skills. As local businesses engage with global markets and standards, individuals realize the necessity of a well-rounded business education to compete globally. The presence and quality of educational institutions offering business programs significantly affect decision-making. Bangladesh boasts prestigious universities and business schools, both public and private, offering a variety of business-related courses. The reputation and track record of these institutions often sway the choices of aspiring business students. Cultural norms and societal expectations also play a pivotal role in shaping decisions about business education. In many Bangladeshi families, pursuing a business education is seen as prestigious and a reliable path to success, motivating students to pursue these programs to meet family expectations. Additionally, Bangladesh has seen a rise in entrepreneurial aspirations, with many individuals aspiring to start their businesses. Business education not only imparts essential skills and knowledge for entrepreneurship but also provides valuable networking opportunities, making it an attractive choice for those aiming to succeed in the competitive entrepreneurial landscape.
  • 7. Government policies and initiatives further influence the decision to pursue business education. Scholarships, loans, and other financial incentives make business education more accessible and affordable for a broader range of students, expanding the pool of potential business professionals. Market dynamics and specialization trends also exert a significant influence. As industries evolve and new sectors emerge, students often choose programs aligned with their career goals and interests, ensuring they are well-prepared for the job market upon graduation. Ultimately, individual interests, passions, and long-term career goals are crucial in the decision- making process. Many students select business education programs that match their personal interests and ambitions, even if they diverge from societal or economic pressures. In conclusion, the decision to pursue business education in Bangladesh is a multifaceted process influenced by economic opportunities, globalization, educational infrastructure, cultural norms, entrepreneurial aspirations, government policies, market dynamics, and personal aspirations. As the country continues to evolve and its economy expands, these factors will continue to shape the educational landscape, emphasizing the importance of understanding these influences for all stakeholders involved in business education in Bangladesh. It outlines the historical context, presents the research problem, defines the research objectives, explains the rationale, defines the scope and limitations, and outlines the structure of this research report. 1.1. Background Business education in Bangladesh has seen significant growth in the last 47 years since gaining independence. The origins of the current business education system in our nation can be traced back to the 17th century when the British established the East India Company in the Indian subcontinent, laying the groundwork for business practices. The establishment of businesses underscored the necessity of creating educational institutions to impart knowledge and expertise to individuals involved in managing their enterprises (Patil and Popker 2018). During the 19th century, the British government initiated the establishment of universities in various parts of the Indian subcontinent, with Dhaka University being founded in 1921 as part of their educational initiatives. These universities were modeled after the University of London in the United Kingdom (Vash 1999). According to Banglapedia (2015), following the partition of India in 1947, the
  • 8. government of Pakistan conducted a survey to assess the demand for human resources in the industrial sector and the need for business education. After the formation of Bangladesh, business education initially remained underdeveloped due to a weak industrial and business foundation resulting from unequal resource allocation during the partition. Over time, the country witnessed growth in both its education and business sectors. Afzal (2005) notes that business education underwent a significant transformation in the early 21st century with the establishment of the University Grants Commission and the passage of the Private University Act-1992 by the National Parliament. Substantial budgets have since been allocated to the education sector with the goal of equipping the populace with knowledge and preparing the country to meet the challenges of the new millennium (Kolachi and Wajidi 2020). The field of business education in Bangladesh has seen substantial transformations from its inception to the present day. Historically, public universities were the primary providers of business education, with programs like the Bachelor of Commerce (B.Com) being the cornerstone of undergraduate education in this domain. However, the enactment of the Private University Act in 1992 marked a turning point, ushering in a period of significant expansion. Numerous private universities and institutions began offering a diverse range of business programs. This shift in the higher education landscape, coupled with changing student aspirations, has created a complex interplay of factors that influence the choice of business education. 1.2. Problem Statement Despite the proliferation of business education options in Bangladesh, there exists a gap in understanding the motivators driving students to opt for this field of study. This research seeks to address this gap by delving into the multifaceted factors that shape students' decisions to pursue business education, encompassing both undergraduate and graduate levels. 1.3. Research Objectives This research is primarily geared toward achieving the following objectives: 1. To pinpoint the key factors motivating students in Bangladesh to select business education. 2. To dissect how factors affecting the choices of business education. 3. Investigate Future Professional Plans and their Impact.
  • 9. 4. Identify challenges and difficulties faced during the transition from previous academic backgrounds to business education. 1.4. Rationale The motivation behind this research is firmly grounded in the necessity for evidence-based insights that can guide educational institutions, policymakers, and stakeholders in the education sector. Understanding these influential factors is vital for crafting effective educational programs and policies that align with students' aspirations and the economic needs of the nation. 1.5. Scope and Limitations of the Research As the researcher, it is crucial to acknowledge certain constraints. This research draws upon primary data collected from a sample of business students in selected Bangladesh universities. While efforts have been made to ensure the sample's representativeness, it may not encompass the entirety of the diverse student population in the country. Additionally, this study primarily focuses on factors shaping students' choices and does not delve into broader implications of business education. 1.6. Structure of the Report This research report follows the subsequent structure: Chapter 1: Introduction - It concludes background of the study, problem statement, research objectives, rationale, scope and limitation of me as a searcher, structure of the report. Chapter 2: Literature Review - A comprehensive examination of existing literature regarding factors influencing business education in Bangladesh. Chapter 3: Methodology - A detailed exposition of the research methodology, including data collection and analysis techniques. Chapter 4: Analysis and Findings - Presentation and analysis of data collected through the survey. Chapter 5: Conclusion and Recommendations - A concise summary of key findings and recommendations for stakeholders. ❖ References ❖ Appendix
  • 10. 2. Literature Review Business education has become an increasingly popular choice for students in Bangladesh. This research aims to identify the key factors motivating students to select business education, dissect the factors affecting their choices, investigate future professional plans and their impact, and identify challenges and difficulties faced during the transition from previous academic backgrounds to business education. Several studies have been conducted on motivation and its impact on academic performance in Bangladesh. (Milon et al., 2017). compared motivating factors between university students working as part-time employees and full-time employees of Chittagong organizations. They found that part-time employees were more motivated by job security and salary, while full-time employees were more motivated by job satisfaction and career growth opportunities (Arefin et al., 2019).They found that supervisory styles and working environment played the most important role in motivating employees to transfer training (Turgumbayeva et al., 2023). They found that students were motivated by factors such as career opportunities, personal interest, and parental influence. Overall, these studies suggest that motivation is a complex and multifaceted concept that is influenced by various factors such as job security, salary, job satisfaction, career growth opportunities, supervisory styles, working environment, personal interest, and parental influence. Understanding these factors can help educators and policymakers to better support students in their transition to business education and improve their overall academic performance. The paper offers a comprehensive review of the landscape of business education in Bangladesh, focusing on the factors motivating students to choose business education, the influences shaping their choices, and the challenges they face during the transition. Several key findings emerge from this analysis: Complex Motivational Factors:
  • 11. • Motivation for students in Bangladesh is multifaceted and influenced by various factors, including job security, salary, job satisfaction, career growth opportunities, supervisory styles, working environment, personal interest, and parental influence. • These findings underscore the intricate nature of motivation, suggesting that it cannot be reduced to a single factor. It requires a holistic understanding and approach to effectively support students in their educational journeys. Influential Factors in Student Choices: • Students' decisions to pursue business education are primarily influenced by academic reputation, quality of education, availability of scholarships, and location of the institution. • The geographical divide between urban and rural students in terms of motivation highlights the potential impact of regional disparities on educational choices. Alignment of Factors in Business Education Choices: • Factors affecting the selection of business education closely align with those influencing higher education institution choices. The importance of academic reputation, quality of education, scholarships, and location is consistent. • International students' motivations introduce additional dimensions, such as compliance, goals, lifestyle, and career choice, suggesting a diverse set of influences. Challenges in Transition: • Transitioning to business education in Bangladesh presents challenges encompassing a wide spectrum of socio-economic factors, including students' behavior, socio-economic conditions, institutional characteristics, family background, and demographic attributes. • Constraints faced by students aiming for entrepreneurship, such as limited access to finance, lack of support networks, and information gaps, emphasize the hurdles associated with pursuing business careers. In summary, the research highlights the intricate interplay of motivations, influences, and challenges in the context of business education in Bangladesh. The findings underscore the necessity for educators and policymakers to adopt a multifaceted approach when assisting students in their educational journeys. A nuanced understanding of these influences is essential for shaping effective educational programs and policies that align with students' aspirations and contribute to the economic development of the nation. Furthermore, future research should
  • 12. consider the dynamic nature of these factors and their evolving implications for business education in Bangladesh, providing valuable insights for ongoing improvements in the field. 2.2 Literature Gap However, analyzing the provided literature, several potential gaps or areas for further research and exploration become apparent such as the literature primarily focuses on the historical and national context of business education in Bangladesh. An international comparative analysis, benchmarking Bangladesh's business education against global standards and practices, could be informative. Investigating whether business education programs effectively address the skills and competencies required by the job market and industries in Bangladesh could be a useful area of research. Understanding the level of collaboration between academia and industry in Bangladesh and its effect on the relevance and effectiveness of business education programs could be an important research area. 3. Methodology This research primarily relies on primary data, with a limited need for secondary information to support the study. Primary data collection was accomplished through structured questionnaire interviews. A sample of 100 business students was chosen using a judgmental sampling approach. Respondents were randomly drawn from students enrolled at Dhaka University, Jahangirnagar University, Jagannath University, Daffodil International University, North-South University, Jatiya Kabi kazi Nazrul Islam University and United International University. Secondary information was gathered from relevant books, journals, and the website of the University Grants Commission of Bangladesh. In terms of data analysis, the information has been presented in numerical and percentage formats for clarity.
  • 13. 3.1. Research Approach This research employs a deductive approach to research design to investigate the factors that impact students' decisions to pursue business education in Bangladesh. Quantitative research is chosen because it allows for the systematic collection and analysis of numerical data, aligning well with the research objectives. 3.2. Data Sources This study incorporates both primary and secondary data: Primary Data: The primary data will be gathered through a structured questionnaire survey. It will consist of students' responses concerning their motivations and the factors influencing their choice of business education. Secondary Data: Secondary data will be acquired from existing literature, research reports, and academic publications relevant to business education in Bangladesh. This secondary data will provide a theoretical framework and context for the research. 3.3. Study Population The intended population for this study comprises 10,000 students enrolled in business education programs at selected universities in Bangladesh. These universities encompass both public and private institutions renowned for their offerings in business education. Selecting this population is pertinent to the research objectives since it represents the demographic most affected by the factors being examined. 3.4. Sampling Method We will employ a judgmental sampling approach to select a representative sample from the target population. In this technique, universities recognized for their business programs will be purposively chosen, taking into account factors such as reputation and diversity. Subsequently, students from these universities will be selected based on availability and willingness to participate in the survey. This method is chosen due to logistical constraints and the need for a manageable sample size. The sample size is 80.
  • 14. 3.5. Data Collection Process The data collection process primarily involves administering a structured questionnaire to the chosen students. The questionnaire will be thoughtfully designed to elicit responses related to the factors influencing their decision to pursue business education. Additionally, open-ended questions will be included to allow participants to provide qualitative insights. Data will be collected during the research period, spanning from June to October. 3.6. Data Analysis and Presentation Data analysis will encompass two primary methods: 1. Descriptive Statistics: Quantitative data from the survey will be subjected to descriptive statistics, such as frequencies, percentages, means, and standard deviations. These analytical tools will offer a comprehensive overview of the factors impacting decisions regarding business education. 2. Content Analysis: Qualitative data derived from open-ended questionnaire responses will undergo content analysis. This systematic approach involves categorizing and interpreting textual data to identify recurring themes and patterns. The findings are effectively below presented through the use of tables, charts, and graphs to facilitate a clear and concise understanding of the results,
  • 19. 4.Analysis and Findings: 4.1. Introduction At the primary level of the survey, information is collected on respondents’ home district, residential nature, parent’s educational and professional status, their income level and students’ future professional plan to find out their upshot behind education and professional choice. Collected information on the aforesaid determinants has been presented in the following tables,
  • 20. 4.2. Objectives Table-1: Home district of the students (Division wise) University Name Dhaka Barishal Chittagong Rajshahi Sylhet Khulna Others Total Dhaka University 3 1 2 2 2 1 2 13 Jahangirnagar University 4 - - 2 2 - 8 Jagannath University 3 2 1 1 - 1 8 Daffodil Int. University 2 - 1 1 2 1 2 9 North South University 3 1 2 - 1 1 8 JKKNU 1 2 - 1 2 - 2 8 UIU 4 1 - - 2 1 8 National University 3 2 2 2 - 1 10 Others 2 1 2 - 1 2 8 Total 25 10 10 9 12 8 6 Percentage (%) 31.25% 12.5% 12.25% 11.25% 13% 20% 7.5% Source: Field Survey The above tabular presentation shows that higher percent business students have come from Dhaka division. Khulna division is in second position and Barisal placed third position. Sofrom
  • 21. the division-wise analysis it can be inferred that home district has impact for motivating students to get business education. Table-2: Residential status of the students University With Family Without Family Total Dhaka University 5 8 13 Jahangirnagar University 5 3 8 Jagannath University 4 4 8 Daffodil Int. University 6 3 9 North South University 2 6 8 JKKNU 2 6 8 UIU 2 6 8 National University 2 8 10 Others 0 8 8 Total 30 50 Average % 37.5% 62.5% Source: Field Survey From this table it is seen that the most business students staying at hostel. Fewer students are staying with family for the purpose. The students are staying at hostels for lower distance from the University department and nothing else. So residential accommodation cannot become a barrier for choosing business education for those who do not residential facilities with family. Table-3: Father’s Education
  • 22. University SSC HSC Graduate Post Graduate Others Total Dhaka University 6 4 2 1 - 13 Jahangirnagar University 4 2 1 1 - 8 Jagannath University 4 2 - 2 - 8 Daffodil Int. University 2 3 2 2 - 9 North South University 2 3 3 - - 8 JKKNU 1 1 - - 6 8 UIU 1 1 4 2 - 8 National University 4 2 - 1 3 10 Others 2 2 4 1 1 8 Total 24 20 16 10 10 Percentage (%) 30% 25% 20% 12.5% 12.5% Source: Field Survey The survey results above demonstrate that the majority of students' fathers have various levels of education, with 30% having completed secondary education, 25% having completed higher secondary education, 20% holding graduate degrees, and 12.5% having postgraduate or other qualifications. Therefore, it can be concluded that the level of education attained by the students' fathers does not significantly impact the students' choice of education. Table-4: Father’s profession
  • 23. University Service Business Agriculture Others Total Dhaka University 2 2 6 3 13 Jahangirnagar University 2 1 3 2 8 Jagannath University 1 3 3 1 8 Daffodil Int. University 2 5 - 2 9 North South University 3 5 - - 8 JKKNU 2 - 1 5 8 UIU - - 5 3 8 National University 2 - 6 2 10 Others 2 5 1 - 8 Total 16 25 21 18 Percentage(%) 20% 31.25% 26.25% 22.5% Source: Field Survey The table emphasizes that the majority of fathers of business students are engaged in various professions, with business (31.25%) and agriculture (30%) being the most prevalent, followed by others (22.5%) and service (20%). These survey results indicate that fathers working in the business sector exhibit a higher inclination to enroll their children in business education. Table-5: Parent’s/ Income
  • 24. University Up to 20,000 20,000- 30,000 30,000- 50,000 Above 50,000 Total Dhaka University 4 7 2 - 13 Jahangirnagar University 4 3 1 - 8 Jagannath University 4 2 1 1 8 Daffodil Int. University - - 5 4 9 North South University - - 2 6 8 JKKNU 5 1 2 - 8 UIU - - 7 1 8 National University 4 5 1 - 10 Others 1 7 - - 8 Total 22 25 21 12 Percentage (%) 27.5% 31.25% 26.25% 15% Source: Field Survey The table above illustrates that parents with mid-level income (Tk. 20,000-30,000) exhibit a higher inclination to educate their children in business education, followed by those with lower- level income (Up to 20,000), upper-level income (20,000 - 30,000), and higher-level income (above Tk 50,000). Consequently, it can be inferred that a father's income level plays a role in influencing students' choice of their educational discipline. Table-6: Future professional plan
  • 25. University Govt. Service Work in Business Concern Entrepreneurship Other Other Dhaka University 8 2 2 1 13 Jahangirnagar University 5 2 1 - 8 Jagannath University 5 3 - - 8 Daffodil Int. University - - 6 3 9 North South University - 4 3 1 8 JKKNU 6 - 1 1 8 UIU - 2 3 3 8 National University 4 6 - - 10 Others 4 2 2 8 Total 32 25 15 8 Percentage (%) 40% 31.25% 18.75% 10% Source: Field Survey The choice of educational path is often influenced by an individual's future career aspirations. As per the survey results above, it's noteworthy that 40% of students pursuing business education had already planned to pursue a career in government service, raising concerns. Additionally, a significant portion (31.25%) of students opted for business education with the intention of entering the corporate sector. A smaller percentage (18.75%) aspired to become business entrepreneurs,
  • 26. while a minority (10%) selected other professions. Hence, it is evident that future career plans play a significant role in shaping the preference for business education as their chosen degree path. Table-7: Challenges faced in Transition to Business Education University No Challenges Challenges related Curriculum Challenges related to teaching Method Challenges related to Workload Challenges related to Cultural Difference Other Challenges Total Dhaka University 1 3 3 1 2 3 13 Jahangirnagar University - 4 2 1 - 1 8 Jagannath University - 2 4 1 - 1 8 Daffodil Int. University 1 3 3 - - 2 9 North South University 1 2 2 1 1 1 8 JKKNU - 2 - 2 2 2 8 UIU 1 2 2 2 1 - 8 National University 1 2 2 1 1 3 10 Others 2 1 2 1 2 - 8 Total 7 21 20 10 9 13 Percentage (%) 8.75% 26.25% 25% 12.5% 11.25% 16.25% Source: Survey Field
  • 27. The tabular presentation above signifies that there is a little number of students (8.75%) who did not face any challenges while their transition into the Business Education which reflects a bitter reality of the country’s business education system unfortunately. The most difficult challenge faced by the students transiting into the business education is related to curriculum (26.25%), then challenge related to the teaching methods (25%). Challenges related to workload and challenges related to cultural differences accounted for (12.5%) and (11.25%). And finally, (16.25%) resulted for others challenges. Hence, it is evident that there are challenges faced by many students from different various backgrounds while their transition into the business education in Bangladesh. 5. Conclusion and Recommendations 5.1 Introduction In this section, we draw conclusions from our comprehensive research on the multifaceted factors that influence students' decisions to pursue business education in Bangladesh. We also acknowledge the limitations of our study and provide detailed recommendations aimed at various stakeholders within the education sector. 5.2 Summary of Findings Our extensive research has yielded several noteworthy findings that shed light on the complex dynamics surrounding the choice of business education in Bangladesh: 1. Regional Disparities: Our study underscores that students hailing from the Dhaka division show a higher propensity to opt for business education. This regional variation may be attributed to the concentration of educational institutions in Dhaka and the perception of better opportunities in the capital.
  • 28. 2. Residential Status: A significant majority of business students choose to reside in hostels or away from their families. This indicates a willingness to make sacrifices for education and highlights the importance of convenient access to educational institutions. 3. Parental Education: Interestingly, the level of education attained by students' fathers did not exert a substantial influence on the choice of business education. This suggests that parental education alone does not dictate career choices. 4. Parental Profession: Fathers involved in business or agriculture were more likely to encourage their children to pursue business education. This underscores the role of family background and values in career decision-making. 5. Income Level: Students from families with moderate incomes exhibited a stronger inclination towards business education. This implies that financial considerations play a pivotal role in shaping educational choices. 6. Career Aspirations: The future professional plans of students were diverse, with a significant portion aspiring to government service. Others aimed to enter the corporate sector or embark on entrepreneurial ventures. This diversity highlights the multifaceted nature of career ambitions among business students. 7. Transition Challenges: A notable proportion of students faced challenges during their transition to business education, including issues related to curriculum, teaching methods, workload, cultural differences, and other unforeseen hurdles. These challenges underscore the need for continuous improvement in educational practices. 5.3 Limitations of the Study While our research endeavors to provide a comprehensive understanding of the factors influencing business education choices, it is important to acknowledge its limitations: • Sample Size: The sample size of 80 students, while carefully selected, may not fully capture the diversity of the broader student population in Bangladesh. • Scope: This study primarily focuses on undergraduate students, and therefore, the findings may not encompass the perspectives of graduate-level students or working professionals.
  • 29. • Self-Reporting: The reliance on self-reported data may introduce biases and recall errors into our findings. • Long-Term Outcomes: Our research does not delve into the long-term career outcomes and job satisfaction of business graduates, which would provide valuable insights into the effectiveness of business education programs. 5.4 Recommendations Drawing from our findings, we propose a series of actionable recommendations to enhance the quality and inclusivity of business education in Bangladesh: 1. Diversity and Inclusion: Educational institutions should actively promote diversity by recruiting students from a broader range of districts and backgrounds. Scholarships and outreach programs can facilitate this goal. 2. Holistic Career Counseling: Universities and schools should establish robust career counseling services that not only assist students in aligning their educational choices with their career aspirations but also provide guidance on addressing transitional challenges. 3. Curriculum Enhancement: Regular curriculum reviews and updates should be conducted to address the challenges faced by students during their transition into business education. Practical experiences and interactive teaching methods should be integrated into the curriculum to enhance the learning experience. 4. Financial Support: Policymakers should explore opportunities for providing financial support to students from lower-income families. This can include scholarships, grants, and low-interest educational loans to ensure equitable access to business education. 5. Industry-Academia Collaboration: Collaboration between academic institutions and industries should be actively encouraged. This collaboration can ensure that business education programs align with the evolving skills and knowledge required in the job market. 5.5 Conclusion
  • 30. In conclusion, our research underscores the intricate interplay of factors that drive students in Bangladesh to choose business education. From regional disparities to parental influence and financial considerations, these factors collectively shape educational and career choices. To prepare students effectively for the dynamic and competitive professional landscape in Bangladesh, it is imperative that all stakeholders within the education sector take heed of the recommendations put forth in this research. As the nation's economy continues to evolve, an informed and inclusive approach to business education will be pivotal in nurturing the next generation of skilled and adaptable business professionals. ❖ References Milon, M. and Chowdhury, M.T.I., 2017. Business education system of some selected private universities in Bangladesh: A study to identify pitfalls and suggest improvements. European Journal of Business and Management, 9 (14), 16, 23. Arefin, M.S. and Islam, N., 2019. A study on the motivation to transfer training in the banking industry of Bangladesh. South Asian Journal of Human Resources Management, 6(1), pp.45-72. Turgumbayeva, A., Sangilbayev, O., Kirichok, O., Kassymzhanova, A. and Tarman, B., 2023. The Motivation of Students to Pursue Business Education: Case of Kazakhstan. The Open Psychology Journal, 16(1). Schumann, J.H., 1986. Research on the acculturation model for second language acquisition. Journal of multilingual & multicultural development, 7(5), pp.379-392. Rahman, S., Munam, A.M., Hossain, A., Hossain, A.D. and Bhuiya, R.A., 2023. Socio-economic factors affecting the academic performance of private university students in Bangladesh: a cross- sectional bivariate and multivariate analysis. SN Social Sciences, 3(2), p.26. Hossain, M.I., Tabash, M.I., Siow, M.L., Ong, T.S. and Anagreh, S., 2023. Entrepreneurial intentions of Gen Z university students and entrepreneurial constraints in Bangladesh. Journal of innovation and entrepreneurship, 12(1), pp.1-34. Abonty, S.Z., 2011. Motivational factors and differences between part-time & full-time employees of Grameenphone Ltd.-contact center.
  • 31. Turgumbayeva, A., Sangilbayev, O., Kirichok, O., Kassymzhanova, A. and Tarman, B., 2023. The Motivation of Students to Pursue Business Education: Case of Kazakhstan. The Open Psychology Journal, 16(1).
  • 32. ❖ Appendix Welcome to our questionnaire! Your insights are important to us. Please take a few moments to share your thoughts and opinions on the following questions. Your input will help us better understand and serve your needs. Thank you for your time and participation! Demographic Information: 1. Name (Optional): 2. Age: 3. Gender: 4. Educational Background: 5. Occupation: 6. Location (City/Region): Factors Influencing Choice of Business Education: 7. Have you pursued or are you currently pursuing business education in Bangladesh? • Yes • No 8. If you answered "Yes" to the previous question, please specify the level of business education you are or were enrolled in: • Undergraduate (BBA) • Postgraduate (MBA) • Professional (e.g., ICAB, ICMAB) • Other (please specify): ___________ 9. What influenced your decision to choose business education in Bangladesh? (Select all that apply) • Personal Interest • Career Opportunities • Family Influence • University Reputation • Curriculum • Cost • Other (please specify): ___________
  • 33. 10. Did you consider other fields of study before choosing business education? • Yes • No 11. If you considered other fields of study, what were they? (List all that apply) 1. Family and Educational Background: 12. What is your home district or division in Bangladesh? - [ ] Dhaka - [ ] Barisal - [ ] Chittagong - [ ] Rajshahi - [ ] Shylhet - [ ] Khulna - [ ] Other (please specify): ___________ 13. Did you have the opportunity to stay with your family while pursuing your business education? • Yes • No 14. What is your father's educational background? • Secondary Education • Higher Secondary Education • Graduate • Postgraduate • Other (please specify): ___________ 15. What is your father's profession? • Service • Business • Agriculture • Other (please specify): ___________ 16. What is your family's approximate monthly income? • Up to Tk. 20,000 • Tk. 20,000 - Tk. 30,000
  • 34. • Tk. 30,000 - Tk. 50,000 • Above Tk. 50,000 Future Professional Plans: 17. What are your future professional plans upon completing your business education? (Select all that apply) - [ ] Government Service - [ ] Working in a Business Concern - [ ] Entrepreneurship - [ ] Other (please specify): ___________ 18. Do you believe your future professional plans influenced your choice of business education? • Yes • No Additional Comments: 19. Is there anything else you would like to share about your experience with choosing and pursuing business education in Bangladesh or any other factors not covered in this survey? Academic Background: 20. What was your academic background before enrolling in business education in Bangladesh? (Select all that apply) - [ ] Science - [ ] Arts/Humanities - [ ] Commerce - [ ] Engineering - [ ] Medicine - [ ] Other (please specify): ___________ 21. Did you face any challenges or difficulties when transitioning from your previous academic background to business education? Please select one of the following options: • No, I did not face any challenges or difficulties. • Yes, I faced challenges related to the curriculum. • Yes, I faced challenges related to the teaching methods. • Yes, I faced challenges related to the workload. • Yes, I faced challenges related to cultural differences. • Yes, I faced other challenges (please specify): ___________
  • 35. Influential Factors: 22. How important was the reputation of the institution or university in your decision to pursue business education? - [ ] Very Important - [ ] Somewhat Important - [ ] Not Important 23. Did you receive any scholarships, financial aid, or support that influenced your decision to pursue business education? • Yes • No 24. How did you learn about the availability of business education programs in Bangladesh? (Select all that apply) • Internet/Website • Family/Friends • Educational Fair/Exhibition • School/College Counselor • Other (please specify): ___________ Challenges and Opportunities: 25. What challenges, if any, did you face while pursuing your business education in Bangladesh? (Select all that apply) - [ ] Financial Constraints - [ ] Language Barriers - [ ] Lack of Access to Quality Resources - [ ] Competitive Admission Process - [ ] Cultural or Social Factors - [ ] Other (please specify): ___________ 26. Did you have access to extracurricular activities or internship opportunities related to your business education? • Yes • No
  • 36. 27. How satisfied are you with the quality of education you have received in your business studies program? • Very Satisfied • Satisfied • Neutral • Dissatisfied • Very Dissatisfied Government and Policies: 28. Do you think government policies and regulations in Bangladesh support the development of business education? - [ ] Yes - [ ] No - [ ] Not Sure 29. In your opinion, what specific changes or improvements are needed in government policies to enhance business education in Bangladesh? Greetings for participating in our questionnaire! Your valuable input is greatly appreciated.