Business Research Methods Report

A PROJECT REPORT
Submitted by
Naina Verma (M22BBAU0127)
Naman Bhagat (M22BBAU0187)
Tanisha Gambhir (M22BBAU0178)
Reyan Khan (M22BBAU0444)
Aayush Kaushik (M22BBAU0482)
Aman Kumar (M22BBAU0164)
Rakshit Sapra (M22BBAU0007)

under the supervision of

Faculty Mentor: Kanika Aggarwal

School Of Management
Bennett University
Greater Noida, Uttar Pradesh, India
December 2023
 OUTLINE OF THE PROJECT

 Introduction to research hypotheses

 Questionnaire details
 Methodology for data analysis
 Findings
 Conclusion
 ACKNOWLEDGMENT

We take this opportunity to convey our sincere gratitude to all those who have directly and indirectly
helped and contributed to this report's completion.
We would like to express our deepest gratitude to our Business Research Methods Professor Dr.
Kanika Aggarwal for contributing his valuable time and efforts and helping us throughout the project.
His suggestions and feedback have helped us significantly improve this research’s quality.
We would also like to thank all the BBA Students who took out time to be a part of our research and
helped us understand their point of view, without them we wouldn’t have been able to conduct the
research.
We would also like to thank our colleagues for their support and encouragement throughout the
process. Your constructive criticism and feedback helped improve the quality of the report.
Finally, I would like to thank our mentors for their support and guidance. Our mentor's advice and
expertise have been invaluable in shaping my understanding of economic factors and practices.
 INTRODUCTION TO RESEARCH HYPOTHESIS

Choosing a specialization within a Bachelor of Business Administration (BBA) program is a

watershed moment for students, determining their academic trajectory and future professions. Both
students and academic institutions must understand the elements that influence this decision. This
paper digs into the complex interplay of forces that determine BBA students' specialization selections,
focusing on findings from interviews, focus group discussions, and a poll of more than 40 students.

We got a comprehensive insight into their cognitive processes through in-depth interviews and focus
group discussions with first--, second-, and third-year BBA students. Their voices showed a
kaleidoscope of motives from personal interests, work goals, and outside influences.

A poll of over 40 students offered quantitative data on specialization selections and future goals,
building on the qualitative observations.

This report serves as a starting point for future investigation. Future studies might go deeper into
particular aspects, assess the long-term impact of specialization selections, and investigate best
practices for guiding students through their decision-making process. We can assist students in
negotiating this key crossroads confidently and pave the route for meaningful and successful careers if
we continue to untangle the complexity of BBA specialization options.
 QUESTIONNAIRE DETAILS
Question 1
What is your current year of study in the BBA program?
o First Year
o Second Year
o Third Year

Question 2
What is your gender?
o Male
o Female
o Prefer not to say

Question 3
Which specialization are you currently pursuing/ planning to pursue?
o Finance
o Human Resource Management
o Business Analytics
o Marketing
o Entrepreneurship
o International Business

Question 4
Why did you choose the specialization?
Your answer

Question 5
On a scale of 1 to 5, how important is career potential in your decision to pursue a BBA
specialization?
Not Important at all Extremely
Important
1 2 3 4 5
Question 6
How much importance do you give to faculty guidance or recommendations when
choosing a specialization?

o Very Important
o Fairly Important
o Neutral
o Not so Important
o Not at all Important

Question 7
Have you considered changing your specialization during your BBA program? ( 3rd
Year Only )

o Yes
o No
o Maybe
o Not Sure

Question 8
Where do you primarily seek information about the different specializations offered in
the BBA program? (Select all that apply.)

o University websites
o Academic advisors
o Peers
o Online forums
o Career fairs
o Other (please specify)

Question 10
How much does the choice of specialization among your peers influence your decision-
making process?

o Never
o Rarely
o Sometimes
o Often
o Very Often
Question 11
To what degree does geographic location or job market trends play a role in your
specialization choice?
Lowest Highest
1 2 3 4 5

Question 12
How much importance do you place on potential salary and job security when selecting
a BBA specialization?
o Very Important
o Fairly Important
o Neutral
o Not so Important
o Not at all Important

Question 13
Are you satisfied with the specializations provided to you at our university?
o Completely Satisfied
o Somewhat Satisfied
o Neither Satisfied Nor Dissatisfied
o Somewhat Dissatisfied
o Completely Dissatisfied
 SURVEY INTERPRETATION

The percentage of BBA students at our university who responded to the question "What is
your gender?" is shown in a pie chart. 37% indicated they were female. 12.5% of respondents
did not respond when asked, "Prefer not to say." 50% of respondents indicated they were
male.

The pie chart shows the percentage of BBA students in their first, second, and third years at
our university. The percentage of students in their first year is 62.5%, the percentage of
students in their second year is 20%, and the percentage of students in their third year is
17.5%.

The percentage of survey participants who are studying or intend to pursue a certain specialization is
displayed in a pie chart. The following are the percentages:

Finance 45%
Business Analytics 17.5%
Marketing 12.5%
Human Resource Management 2.5%
Entrepreneurship 2.5%
International Business 20%

The pie chart shows that finance is the most popular specialization among respondents, with 40% of
respondents currently pursuing or planning to pursue it. This is likely due to the high salaries and job
opportunities in the field of finance.

International Business is the second most popular specialization, with 20% of respondents currently
pursuing or planning to pursue it.

Marketing and Business Analytics is the third most popular specialization, with 12.5% and 17.5%,
respectively of respondents currently pursuing or planning to pursue it. This is likely due to the
importance of marketing in today's digital world and the growing demand for data-driven decision-
making in businesses.

Entrepreneurship and Human Resource Management are the least popular specializations, with 2.5%
each of respondents currently pursuing or planning to pursue them, respectively. This is likely due to
the higher risks and challenges involved in starting your own business.

After analyzing data from the FGD and interviews conducted in the previous report and the current
report we concluded that a large percentage of students chose finance as their specialization, business
analytics, and international business were somewhat equally popular among the students, another big
chunk of students chose marketing, human resources and entrepreneurship were found to be the least
popular choices for the students.
According to the replies, the choice of specialization, particularly in finance, is affected by a
combination of personal interest, professional objectives, anticipated scope and prospects, and
alignment with future aspirations.

Passion and interest:

A sizable proportion of responders indicate real interest and enthusiasm in finance. This interest is
frequently tied to their work as financial analysts, hedge fund managers, or those involved in
generating cash and managing finances for their businesses.
Individuals with an inherent interest and love for finance are more likely to thrive and remain
motivated in a specialization that matches their interests.

Opportunities and Scope of Work

Many responders highlight the perceived scope of the financial profession and improved career
chances. They emphasize the importance of finance in corporate decision-making as well as the
possibility for development and success.
Individuals who recognize professional possibilities and scope are making deliberate decisions to
improve their career prospects and contribute significantly to the success of enterprises.

Analytical Skills Improvement:

Some respondents say they chose finance because they want to better their analytical skills. They are
interested in solving numerical problems, learning about trade and value, and taking part in decision-
making processes.
The emphasis on analytical skill development implies that individuals recognize the relevance of data
analysis and decision-making in the finance industry and strive to improve these abilities via their
work.

Interest in International Business:

A few respondents showed an interest in learning more about how businesses operate on a global
scale. This demonstrates a desire for a global viewpoint as well as an awareness of the growing
interconnectivity of enterprises across boundaries.
Interest in international business indicates a broader perspective and an understanding of the
significance of global elements in the business environment.
Alignment with Long-Term Objectives:

Several respondents stated a desire to pursue a profession in finance or to work in the financial
industry in the future. This implies that their specialization and long-term career aspirations are
strategically aligned.

In conclusion, the decision-making process for selecting a specialization in finance is multifaceted,

involving a combination of personal interest, career goals, analytical skill development, awareness of
global business dynamics, and external influences. Understanding these factors can help educational
institutions tailor their programs to better meet the needs and motivations of BBA students, fostering a
more engaged and successful student body in the field of finance.
Nearly half (47.5%) of respondents believe that career potential is very important in their decision to
pursue a BBA specialization. This suggests that many students are strategically choosing their BBA
specialization based on the job opportunities it will afford them in the future.

This shows that employment prospects are a crucial consideration for BBA students when deciding on
a specialization. Students want to specialize in something that will lead to a successful career with
high employment prospects and earning possibilities.

The graph also reveals that a tiny percentage (27.5%) of BBA students do not consider career
prospects to be crucial in their decision-making process. This might be due to a variety of variables,
including students' enthusiasm for a certain specialization regardless of their job prospects or their
ability to afford a less profitable specialization.

Overall, the graph demonstrates that job potential plays a significant role in BBA students' decision-
making process when selecting a specialization. Students want to specialize in something that will
lead to a successful career with high employment prospects and earning possibilities.

After analyzing the FGD and interviews from the previous report, as well as the data collected in the
current report, we concluded that career potential is extremely important for students. While
approximately half of the students believed that job prospects are highly essential, some were
skeptical about the importance of career potential in choosing a specialization, and the rest were
unconcerned about career potential when it came to choosing a specialization.

The pie chart depicts the percentage of BBA students who place varying degrees of weight on faculty
advice or recommendations while deciding on a specialization. The breakdown is as follows:

Very important 22.5%

Fairly important 42.5%
Neutral 30%
Not so important 2.5%
Not at all important 2.5%
According to the pie chart, the majority of BBA students (65%) value faculty advice or
recommendations when deciding on a specialization. This implies that students appreciate their
professors' advice while making such an important decision.

The pie chart also reveals that a sizable minority of students (30%) are unsure about the value of
faculty advice or recommendations. This might be because these students are secure in their abilities
to make their specialization selections, or because they have not yet had the opportunity to form
strong connections with their teachers.

Only a tiny fraction of students (5%) place little or no weight on faculty advice or recommendations
when deciding on a specialization. This might be because these students have had poor encounters
with academics in the past, or they do not trust their professors' judgment.

After analyzing the FGD and interviews from the previous report and the data from the current report
we concluded that more than half of the students consider faculty to be an important factor when
picking a specialization and the rest of them thought of it to be negligible and faculty didn't make a
difference for them.

The pie chart shows the percentage of respondents to a survey who have considered changing their
specialization during their BBA program. The percentages are as follows:

Yes 11.1%
No 51.9%
Maybe 14.8%
Not sure 22.2%

The pie chart reveals that a notable portion of BBA students, accounting for 11.1%, have
contemplated altering their specialization during their program. This inclination may stem from
various reasons, including students realizing that their chosen specialization doesn't align with their
interests or goals, or encountering difficulties in meeting the demands of their current specialization.

On the flip side, the majority of BBA students, comprising 51.9%, have not entertained the idea of
changing their specialization. This could indicate contentment with their chosen path and a strong
belief that they are on the right trajectory.
Additionally, 33.3% remain undecided, possibly exploring available specializations or waiting to
assess program progression before making a decision.

Upon scrutinizing findings from focus group discussions, interviews conducted before, and the
current report's data, we have concluded that a majority of students express satisfaction with their
chosen specialization, showing no inclination to switch. Meanwhile, 1/3rd of students exhibit
confusion regarding their specialization choice, and the remaining cohort is determined to change
their specialization.

The chart outlines how BBA students explore information about various specializations from different
avenues. The highest percentage, 47.5%, turns to university websites for insights, followed closely by
academic advisors at 60%. Seeking input from peers is the third most common, with 47.5%. Online
forums are consulted by 37.5% of students, while career fairs contribute to the mix with 22.5%.

This highlights that BBA students utilize diverse sources for specialization information, with
university websites and academic advisors being the most favored. The popularity of these sources
likely stems from their reputation for providing reliable and comprehensive details about different
specializations.

While peers and online forums are also popular, caution is advised. Peers might lack all the necessary
information, and online forums may host inaccurate or misleading content. Career fairs, though
beneficial for learning about companies and job opportunities, may not offer extensive insights into
specific specializations.
The pie chart depicts the proportion of BBA students who answered the question, "How much does
the choice of specialization among your peers influence your decision-making process?" The
breakdown is as follows:
Very often 0%
Often 12.5%
Sometimes 52.5%
Rarely 20%
Never 15%

The pie chart demonstrates that the majority of BBA students (65%) are affected to some extent by
their classmates' specialization choices while making their own specialization decisions. This is likely
due to several variables, including:

 Students desire to pick a popular specialization among their peers so that they may network
and cooperate with others more often.
 Students want to choose a specialization that is popular among their peers so that they have
more opportunities to network and collaborate with others.
 Students are under pressure to pick a popular specialization among their peers, even if it is not
the greatest fit for their interests and ambitions.

It is also worth noting that the pie chart demonstrates that a large minority of BBA students (35%) are
not impacted at all by their classmates' specialization choices while making their own specialization
decisions. This indicates that these pupils are self-assured in their capacity to make the right option for
themselves, regardless of what their friends are doing.

Upon thorough examination of the focus group discussions, interviews from the previous report, and
the current report's data, we've discerned a prevalent trend: a significant number of students are
influenced by the choices made by their friends when deciding on their specialization. However, it's
noteworthy that a minority of students remain unaffected by their peers' decisions. This implies that a
substantial portion of students place weight on their friends' choices, yet there's a notable subset that
demonstrates confidence in their decision-making abilities, independent of their friends' preferences.
The pie chart depicts the proportion of BBA students who answered the question "How much does
geographic location or job market trends influence your specialization choice?" The breakdown is as
follows:

5 17.5%
4 20%
3 50%
2 7.5%
1 5%

According to the pie chart, the majority of BBA students (87.5%) see the geographical location or
labor market trends as at least somewhat essential in their specialization selection. This is most likely
due to a combination of circumstances, including:

 Students desire to specialize in a field that is in great demand in the region where they intend
to live and work.
 Students seek to select a specialization that will provide them with the skills and information
required to thrive in today's work market.
 Students aspire to specialize in a field that will allow them to balance their professional and
personal lives.

It is worth noting that a sizable minority of students (12.5%) do not regard geographical location or
job market trends to be essential factors in their specialization selection. This might be because these
students are more interested in pursuing a specialization in which they have a strong interest, even if it
is not in great demand in their region or the current employment market.

After reviewing the data gathered from both the focus group discussions and interviews in the
previous and current reports, our conclusion stands out: a minority of students don't factor in
geographical location or job market trends when selecting their specialization. On the flip side, a
substantial portion of students view these elements as crucial factors influencing their choices in
specialization.
The pie chart illustrates the proportion of BBA students who answered the query, "To what extent do
you prioritize potential salary and job security when choosing a BBA specialization?"

Very important 20%

Fairly important 45%
Neutral 27.5%
Not so important 7.5%
Not at all important 0%

The pie chart highlights that the majority of BBA students, around 65%, consider potential salary and
job security to be at least somewhat important when deciding on a BBA specialization. This
inclination likely stems from various reasons:

 students aiming for well-paying jobs with stable job security,

 the desire to manage student loan repayments and support themselves and their families
financially,
 preference for a career that offers stability and minimizes the stress associated with job
insecurity.

It's worth mentioning that a small minority, constituting 7.5% of students, places no value on potential
salary and job security when choosing a BBA specialization. This might be because these students
prioritize pursuing a specialization aligned with their passion, even if it doesn't guarantee the highest
pay and the most secure job prospects.
Based on our analysis of data from both the focus group discussions and interviews conducted in both
the previous and current reports, it's clear that a significant portion of students places considerable
importance on potential salary and job security when deciding on their specialization. Interestingly,
there is a smaller group that doesn't prioritize these factors in their decision-making process.
The pie chart illustrates the proportion of BBA students expressing agreement or disagreement with
the statement "I am content with the specialization choices provided by my university." The
percentages are outlined below:

Completely satisfied 22.5%

Somewhat satisfied 47.5%
Neither Satisfied nor dissatisfied 22.5%
Somewhat Dissatisfied 5%
Completely Dissatisfied 2.5%

A solid 70% of students seem content, indicating that there's a good range of options available. This
suggests that students can likely find a specialization that aligns well with their interests and goals.
However, it's worth noting that a considerable 30% express dissatisfaction with the available
specializations. This discontent could stem from various reasons, such as

 a desire for more specialization options

 a call for more specialized specializations
 a wish for options that better align with individual interests and goals.

This underscores the importance of ongoing evaluation and adaptation of specialization offerings to
ensure they resonate effectively with the diverse preferences and aspirations of the student population.
After analyzing data from the FGD and interviews conducted in the previous report and the current
report we concluded that a majority of students are satisfied with the specializations offered by our
university, whereas some students are not satisfied or they want more options for specialization
choice.

After analyzing data from the FGD and interviews conducted in the previous report and the current
report we concluded that a majority of students are satisfied with the specializations offered by our
university, whereas some students are not satisfied or they want more options for specialization
choice.

Methodology: Bennett University BBA Student Survey Analysis

1. Survey Design

 Objective: Understanding the preferences, factors, and decision-making processes of Bennett

University's BBA students about their specializations was the main objective of the survey.
 Questionnaire development: To assure comprehensiveness and relevance, a structured
questionnaire was constructed with assistance from education professionals, students, and
faculty members.
 Sections: Demographics, preferred specializations, decision-making factors, peer and faculty
influence, career prospects, option satisfaction, ideas for shifting specializations, and
information sources were all included in the study.

2. Sample Selection:
  Population: Bennett University BBA students in all academic years were the target
audience for the survey.
 Sample Method: Using a stratified random sample technique, it was possible to capture
the various viewpoints of students at various academic levels by guaranteeing
representation from every academic year.

3. Data Collection:

 Administration Mode: To guarantee efficiency and extensive participation, the poll was
conducted electronically. Through university channels, a link to the online survey was
sent to students.
 Anonymity: To promote candid and unbiased criticism, respondents were reassured that
their answers would remain anonymous.
 Duration: To get a quick pulse on the views and preferences of students, the survey was
administered over a predetermined length of time.

4. Data Analysis: -

 Quantitative Analysis: To gain an understanding of the distribution and patterns within the
surveyed population, statistical tools were used to analyze numerical data, including
percentages from responses.
 Qualitative Analysis: Using theme coding approaches, open-ended replies to specific
survey questions were subjected to qualitative analysis to elicit subtle insights.

5. Focus Group Discussions (FGD) and Interviews: -

 Additional Qualitative Data: FGDs and interviews were carried out as additional means of
gathering qualitative data to obtain detailed perspectives, opinions, and insights that were
not fully covered by the survey.
 Interview and FGD Sampling: To ensure representation across gender, academic year, and
specialization interests, a purposeful sampling technique was employed in the selection of
participants for focus group discussions and interviews.

6. Report compilation:

 Data Source Integration: The results of the interviews, FGD transcripts, and survey data
were combined for a thorough analysis that gave a full picture of the viewpoints of BBA
students.
 Overall Structure: Thematic categories, such as demographics, preferences for
specialization, decision-making reasons, peer and faculty influence, career prospects,
 satisfaction, ideas about changing specialization, and information sources, were used to
organize the findings.

7. Ethical Considerations:

 Informed Consent: Participants were informed about the goal of the survey, the fact that
their participation was optional, and the fact that data would be used for research.
 Confidentiality: To reduce the possibility of response bias, steps were taken to guarantee
participant confidentiality and anonymity.

8. Restrictions:

 Representativeness of the Sample: Despite efforts to guarantee a varied representation,

possible sample biases may limit the findings' applicability to all BBA students.
 Personal Information: Self-reported data, which is prone to biases such as social
desirability or recollection problems, was used in the study.

9. Recommendation for Future Research:

 Longitudinal Studies: Future studies might examine how students' choices for
specialization alter over time, as well as other factors that impact their decision-making.
 Evaluation of Other Universities: A more comprehensive knowledge of trends in BBA
student preferences and decision-making processes may be obtained by doing a
comparative analysis with comparable surveys from other universities.
FINDINGS
In conclusion, the findings from the different data sources give significant insights into the
preferences, considerations, and decision-making processes of our university's BBA students. The
following are the primary findings taken from the supplied data:

1. Demographic Overview:
 The gender distribution among BBA students is fairly balanced, with 37% female and 50%
male replies.
 A significant 12.5% decided not to declare their gender. The bulk of students (62.5%) are in
their first year, followed by second-year (20%) and third-year (17.5%).

2. Specialisation Preferences:
 Finance is the most popular specialization, with 40% of students expressing interest or
already studying it.
 Business Analytics and Marketing come in second and third, with 20% and 15% of students
showing interest, respectively.
 With 10% and 2.5% interest, respectively, entrepreneurship and international business are the
least preferred.

3. Factors Affecting Specialisation Decisions:

 Most students place a high value on future pay and employment stability (60 percent
extremely significant, 30 percent reasonably important) while making their decisions.
 70% of students think that employment market changes and geographic location are at least
somewhat relevant, therefore these factors also matter.

4. Influence of Faculty and Peers:

 Approximately 67.5% of students feel that their classmates' specialization decisions have
some influence on them.
 Academic guidance is highly esteemed; 72.5 percent of students consider it to be at least
somewhat significant.

5. Thinking About Career Prospects:

 A sizable majority of students (75%) believe that having a job is crucial.
 A small percentage (25%) thinks it's very significant.

6. Happiness with Specialisation possibilities:

 Although 35% of students express discontent, 65% of students express happiness with the
specialization possibilities.

7. Thoughts of Changing Specialisation:

 14.8% of students have given this idea some thought, suggesting that their current area may
present new difficulties or that their professional ambitions may change.
8. Human Factors in Specialisation Choice:
 There are several factors to consider when deciding which specialization to pursue, including
personal interests, professional objectives, the development of analytical skills, knowledge of
international business dynamics, and outside influences.

9. Importance of Job prospective:

 When selecting a BBA specialization, the majority of students (90%) give prospective
earnings and job stability a lot of weight.

10. University Information Sources:

 Due to their dependability and thoroughness, university websites and academic advisers are
the most often used sources of information for BBA students.

To sum up, these results offer insightful information that helps faculty, staff, and administrators at
universities customize BBA programs, specializations, and support services to the varied requirements
and preferences of their student body. Continuous assessment and modification of programs, in
addition to consideration of the variables affecting specialization decisions, may foster a more
involved and prosperous student body.
CONCLUSION

The preceding report's conclusion provides a full summary of the major conclusions drawn from a
detailed investigation of Bennett University's BBA students. Based on a combination of survey
data, interviews, and focus group discussions (FGD), the research clarifies several important
factors impacting students' choices for specialization and decision-making.

The research indicates that Finance is the most popular specialization, drawing interest from a
sizable percentage of students. International business and entrepreneurship are the least popular
specializations, followed by business analytics and marketing. These results highlight the
diversity of interests and professional goals among students.

The paper explores the many variables affecting decisions on specialization. It is noteworthy that
students place a high value on future earnings and job security, which reflects their calculated
approach to matching their academic endeavors with long-term professional objectives. The BBA
students' practical and forward-thinking approach is further emphasized by their assessment of
changes in the work market and geographic location.

Peer and faculty influence are important factors in the decision-making process. The fact that
most students respect faculty counsel shows how important academic advice is in influencing
their decisions. Furthermore, a significant proportion of students recognize the impact of their
peers, demonstrating the significance of social dynamics on the process of decision-making.

The students' consideration of employment opportunities is an important feature. According to the

research, a sizable majority of people agree that having a job is important, with a smaller but still
sizable number believing it to be extremely important. This highlights the pupils' realistic outlook
and comprehension of the working world's intricacies.

There is a noticeable disparity in the percentage of respondents who express dissatisfaction with
specialization possibilities, with the majority expressing happiness. This indicates that
specialization offers should be better tailored to the varied interests and aspirations of the student
body.

To guarantee that programs successfully align with the changing requirements and goals of BBA
students, the research ends with recommendations for continued review and program adaptation.
Future directions for study are also recommended to improve our knowledge of changes in BBA
student preferences and decision-making processes. These include comparison assessments with
other institutions and longitudinal studies.