Internship Report On Marketing Services of The Private Universities in Bangladesh -A Case Study On Southern University Bangladesh

BBA Program

FACULTY OF BUSINESS ADMINISTRATION

SOUTHERN UNIVERSITY BANGLADESH

Submitted By Muhammad Mahmud Hossain Mamun ID Number: 111-24-18 BBA Program Faculty of Business Administration Southern University Bangladesh.

Under the Guidance of

Prof. A. J. M. Nuruddin Chowdhury,

Former Vice- Chancellor, University of Chittagong & Southern University Bangladesh.

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Table of Contents
Particulars Letter Of Submission Letter Of Declaration Supervisors Declaration Preface Acknowledgement Objectives Of The Study Rationale Of The Study Scope Of The Study Methodology Of The Study Page No. 1 2 3 4 5 6 7 8 8

Introduction
About Southern University Bangladesh Mission Statement Vision Statement Degree Program Goals Code Of Ethics UNAI Initiatives SWOT Analysis

9 10 10 10 11 12 13 14 15 15 16 17 17 19 20 21 21 22

Service Marketing: A Conceptual Review

Basic Characteristics Of Services The Expanded Marketing Mix Gap Theory On The Five Dimensions Of Service Quality On The Three Elements Of Service Elements The Importance Of Faculty

Southern University Bangladesh: An Organizational Overview

Southern University Trustee Board Southern University Bangladesh Syndicate Southern University Academic Council Finance Committee Selection Committee

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Planning And Development Committee Quality Assurance Committee Curriculum Committee Discipline Committee Flowchart

22 22 23 23 24 25 25 27 31 34 41 42 43 46 54 54 55 55 56 57 61 62 65 66 66 67 67

Academic Program Of Southern University Bangladesh

Academic Programs Faculty Of Business Administration Faculty Of Science And Engineering Faculty Of Arts, Law And Social Science Admission & Registration Financial Assistance For Students Grading System Extra- Curriculum Activities Teaching Method

Costing And Pricing Strategy Of Sub

Forward Aims And Objectives Corporate Responsibilities Staff Development Intellectual Property Right Implementation Plan Think Tank Tuition Fees Of Sub Setting Tuition Fees Of Sub: Key Factors To Consider Comparative Analysis Among The Universities

Service Delivery Strategy In Sub

University Education And Manpower Development Service Quality In Sub Using An Enhanced SERVQUAL Approach SERVQUAL Data Analysis Pre-Evaluation Factor Analysis

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Evaluation Of Gap Scores Stepwise Regression On Overall Satisfaction Demographic Profiling Students From Different Region (Comparative Analysis) The Gap Model Analysis Of Service Quality In Sub Students Perception Regarding Sub Higher Education Scenario In Bangladesh Gap Model Analysis Of Service Quality Based On Sub

68 70 72 73 74 74 75 76 82 82 83 85 87 88 90 95

Promotional Strategy In Sub

Editorial And Publication Advertising Social Networking

Suggestions: Marketing Strategies For Sub Conclusion Glossary Questionnaires References

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LETTER OF SUBMISSION
OCTOBER 12, 2011 To The Dean Faculty of Business Administration Southern University Bangladesh, Chittagong. Sub: Submission of Internship Report. Sir, I have the honor to inform you that I have prepared my internship report entitled Marketing services of the private universities in Bangladesh -A case study on Southern University Bangladesh. I have given my best efforts to prepare the internship report with relevant information that I have collected from field and Southern University Bangladesh. This internship report is based on my practical organizational situation and made me familiar with the corporate level environment. I have concentrated my best efforts to achieve the objectives of the work and hope that my endeavor will serve the purpose. In consequence, I am requesting your kind perusal to accept my report & evaluate it with your sagacious judgment. I would be pleased to clarify any confusion. Sincerely Yours,

______________________________ Muhammad Mahmud Hossain Mamun ID: 111-24-18 Program- BBA Southern University Bangladesh.

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LETTER OF DECLARATION

This internship report is prepared on the basis of practical data gathered from the practical field. My practical field for preparing this report was Marketing services of the private universities in Bangladesh-A case study on Southern University Bangladesh. I do hereby declare that, the study on Marketing services of the private universities in Bangladesh-A case study on Southern University Bangladesh and has been submitted to the Southern University Bangladesh in partial fulfillment for the degree of BBA, with major in Marketing. It is the original work of me. The ideas developed here are my original thought and thinking which has been supported and guided by my Supervisor.

_______________________________ Muhammad Mahmud Hossain Mamun ID: 111-24-18 Program: BBA Faculty of Business Administration Southern University Bangladesh

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SUPERVISORS DECLARATION

This internship report entitled Marketing services of the private universities in Bangladesh-A case study on Southern University Bangladesh is submitted for the partial fulfillment of the requirements for the degree of BBA from the Southern University Bangladesh by Muhammad Mahmud Hossain Mamun, ID: 111-24-18 under my supervision and guidance. It is an original piece of work on the basis of field investigation and also has made contributions to the existing store of knowledge. I have gone through the report very carefully. In preparing this report, he has spared much time and efforts.

His thirst over seeking depth of every aspect is very much satisfactory. I suppose, the internship report may be considered for the award of BBA degree.

______________________________ Prof. A. J. M. Nuruddin Chowdhury, Former Vice- Chancellor, University of Chittagong & Southern University Bangladesh.

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PREFACE

A newborn baby can be compared with water, in the sense that, water takes the shape of its container. In the same way the child takes the shape of activities it found from its environment. The baby gradually knows how to talk, act, re-acts and studying is the starting points for him of his academic learning procedures, which is based on the theories. We have learned and read theories to know and realize as well as to find worthiness of those in considering knowledge in the work field is known as practice. Through practice, decision making is guided by experience. Thus, the demand of practical knowledge is increasing day by day.

BBA degree as a practical knowledge, it is a crucial part of the curriculum of business education by which, one can demonstrate his ability to work independently.

This study has uncovered important aspects of educational services provided by Southern University Bangladesh. This university has attained considerable progress in attaining its corporate mission by dint of its wide- range of services.

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ACKNOWLEDGEMENT

As a student of BBA, I have to complete, a report relating to internship study to achieve practical knowledge along with the theoretical knowledge. Besides this, I am grateful to some particular persons who have helped and encouraged me at each and every step. In this regard, I would like to thank my honorable teacher Professor A. J. M. Nuruddin Chowdhury, Former Vice- Chancellor, University of Chittagong & Southern University Bangladesh for his support, supervision, guidance and cooperation. I would also like to thank the officials of the SUB for industrial visit and market survey report. It would be injustice if I do not express gratitude to the Authority which helped me to get introduced with the available data on market share. My thanks also go to the authors of various articles & papers that I gone through in preparing my internship report.

At last, I remember all those people whose names are not mentioned here but lent me a hand directly or indirectly in preparing this paper.

OBJECTIVES OF THE STUDY

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The objective of the paper is to bring into focus the marketing issues that need to be taken into account by the private universities in general and the SUB in particular. It will investigate the prevailing marketing system, as employed by the SUB and how to utilize the strengths and opportunities and deal with the recent problems related to marketing and business. The main objective of the study to help overcome the problems of Southern University Bangladesh by understanding the followings o The Expanded Marketing Mix o The importance of Faculty o Intellectual Property Right o University education and manpower development o Service quality in SUB using an enhanced SERVQUAL Approach o The Gap Model analysis of service quality in SUB o Corporate responsibilities o Editorial and Publication

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RATIONALE OF THE STUDY

In the business strategy of any service provider organization, be it profit related or a not-for-profit sector organization, there are fundamental requirements. The SUB must develop an effective marketing strategy so that its objectives are clearly focused and the customer segmentation it intends to serve is appropriately identified. Within this marketing strategy or marketing plan, the organization should be able to define its competitive edge, i.e. what advantages it has over its competitors. This marketing plan will also act as a set of sales forecasts and a budget by providing a solid framework for the marketing activities of the SUB. To adopt such a strategy means that the personnel required to develop marketing plans based on the expert knowledge and experience regarding the market issues, such as the competition, the customers and the best way to provide and consolidate the niche in the market that has been recognized. Unfortunately, as education providers in Bangladesh move into the business arena, there is tendency to believe that no additional guidance or support is required to undertake this co-ordination and lead in marketing. This may then lead to marketing being conceived as a separate function, which has nothing to do with the achievement of the corporate business strategy and therefore, the mission statement. Moreover, it is assumed that present marketing strategies of SUB are not up to the mark to gain competitive advantage in the very dynamic and challenging market. Considering the present condition and the importance of marketing this internship report will emphasize on the development of a service centric comprehensive and constructive strategic marketing approach, policies and active plans.

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SCOPE OF THE STUDY The present study is confined to the review of the present condition and formulation of a marketing plan for the SUB. The study will not be limited to the present data alone. The future growth of the SUB will be given due consideration. The limit of the future growth of the study will be decided by mutual agreement between SUB and the management of research team. Although the SUB is facing problem from the various types of management, administration and marketing issues, this paper will concentrate only on the strategic issues of educational service marketing. The study area will be limited within Chittagong and Dhaka. However, the study will include all the faculties and departments of the SUB to make the study more pragmatic and focused. METHODOLOGY OF THE STUDY The study is based on both the primary and secondary data for an in-depth survey of various departments of the SUB and Premier University. A sampling plan and questionnaire have been prepared for the collection of the primary data. Secondary data available in the various research reports and the data base of the SUB have also been considered. Questionnaires have been distributed to the randomly selected students of SUB and Premier University. Interview of intellectuals, people from various professions will help evaluating their opinions on problem that they face in the SUB. The students under a course work assignment have been divided as field workers into a number of groups to visit various departments and faculties for collecting and recording the opinions of the concerned and evaluating their operations and marketing functions.

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About Southern University Bangladesh

The Southern is the pathway. At the Southern, we provide pathway to global success through quality education since 2003. Southern has fully accredited courses, which are recognized internationally and provide students with pathways to quality universities in Australia, UK, USA and other selected International Universities. It offers higher educational programs in various academic disciplines including English, Law, Business Administration, Computer Science, Information Technology, Pharmacy, Electronic & Communication Engineering, Electrical Engineering, Civil Engineering, Islamic Studies and Public Health under three separate faculties namely Faculty of Business Administration, Faculty of Arts, Social Science & Law, and Faculty of Science & Engineering. In all academic disciplines, undergraduate programs and Graduate programs have been carefully designed in keeping with the needs of job market at home & abroad. Efforts have been made to enhance the practical orientation of the courses so that effective products can be develop up-to-date knowledge base, technical skills and high-level of analytical & decision making skills among the graduates. These programs develop the student's knowledge of the theory and practice and an understanding of the codes of professional responsibility. Interactive teaching methods, case study, internship and research project assignments are employed to develop the graduates properly in keeping with the demand of time. The University emphasizes on the arrangement of co-curricular activities on a regular basis to develop the inherent potentialities of the students. In order to ensure quality education, Southern University emphasizes on creating a conducive learning environment through notable infrastructural developments, employment of highly qualified & experienced faculty members, and creation of modern laboratory facilities and regular arrangement of seminars, workshops and discussion programs. In the present campus at Mehedibag, Chittagong , Southern University has been operating in five multistoried buildings where more than seventy thousand square feet space are available for use as class rooms,

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laboratory rooms, seminar rooms , library , reading room, teachers' rooms, canteen, departmental office rooms and administrative offices . The University has planned to develop its permanent campus at the outskirt of Chittagong City. It has been working systematically to develop its permanent campus with all sorts of modern facilities in a few of years. Southern University has developed organization culture comprised of certain unique values including teamwork, cooperation, empathy, non-discrimination, skill development and accountability. The University indoctrinates its employees in these values. There exists hearty relationship among the organizational members of this University who are motivated and committed to work for attaining increasingly better organizational performance. The University has BNCC Unit, Free Legal Advice Center and Business & Society Forum which differentiate this University from other private Universities of Bangladesh. In essence, these organizational units perform corporate social responsibility for the University. Southern University is located at the port city of Chittagong on the South-eastern part of Bangladesh. Chittagong with its natural beauty, stands as the historic gateway to Bangladesh, It is the second largest city, popularly known as commercial capital of Bangladesh. This port city has an International airport, Sea beach, Export Processing Zone for direct foreign investment.

Mission Statement
Southern University's mission is to offer high quality educational opportunities to enable students to reach their individual academic goals.

Vision Statement
The vision of Southern University Bangladesh is to provide the highest quality personal educational experience for students in Chittagong and beyond. Our vision is to create and maintain personal environment for students, employees, alumni, and visitors from diverse backgrounds-to be a catalyst for individual and professional growth within an international setting. Our vision is to effectively serve the needs of the region while fulfilling the University's fundamental educational mission.

Degree Program Goals

The goal of all Southern University degree programs is to offer students the opportunity to obtain a high quality education designed to develop competent individuals who possess the skills necessary for personal growth and professional advancement.

Implementation of the Mission

This mission is, accomplished by offering specialized course works in a variety of disciplines. A highly individualized, creative learning environment incorporates both traditional and innovative instructional techniques.

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 Programs are highly flexible involving directed course works together with supervised study and research. University does not discriminate on the basis of race, color, national origin, sex, age, religious affiliation or disability in any of its programs or activities. To provide services and programming for students that will complement their educational experiences and prepare them to live and work in the new century. To enhance the University's efficiency and effectiveness in order to help fulfill its vision and mission. The Board of Trustees adopted the Vision Statement, Mission Statement and Goals of the University on May 13, 1999.

Code of ETHICS Preamble

We believe in a student-centered educational environment, which is personal, natural and superior. These themes permeate the vision and mission statements of Southern University Bangladesh and are embodied in the principles of our Code of Ethics. We value a personal approach to education which provides the student access to faculty and staff - education provided in a small collegial atmosphere. We value our high quality academic programs which provide practical, technical education with the liberal arts tradition. We value a supportive, caring environment exemplified by mutual trust and respect and where each individual has worth through a holistic, student-centered focus. We value systematic assessment of all aspects of the University's operation and constructive improvements based on these evaluations. We value our collaborative partnerships characterized by high ethical standards with international colleagues, businesses, other educational institutions, community organizations, regional contacts and governmental entities. We respect not only the rights but also the feelings of others. We value our unique geographical setting with its natural beauty and its international focus. We value the educational opportunities, which are provided in a safer environment. We value work ethics which emphasize on productive time on-task, diligence, ethical behavior and responsibility in the student's personal development. We value our extracurricular, co-curricular programs and other activities which contribute to the students' personal and professional growth. We value the exploration of new paradigms and the creative energy needed to stay at the forefront of knowledge. We value our public service role. "Enter to learn, go forth to serve" is a traditional motto at Southern University Bangladesh. We value an environment which celebrates diversity and focuses on the value of each individual's contribution to the general welfare.

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We value the alumni and friends of the University who provide inspiration, loyalty and support. We value decisions which are in the best interests of the University and its students.

United Nations Academic Impact Initiative

Southern University Bangladesh has accepted an invitation from the United Nations to become a charter member of the United Nations Academic Impact Initiative. In doing so, Southern University is affirming basic principles to which Southern University Bangladesh are committed. The Initiative aims to connect universities around the world with the United Nations, and with each other, through a commitment to supporting and advancing the following ten basic principles. A commitment to the principles inherent in the United Nations Charter as values that education seeks to promote and help fulfill. A commitment to human rights, among them freedom of inquiry, opinion, and speech; A commitment to educational opportunity for all people regardless of gender, race, religion or ethnicity; A commitment to the opportunity for every interested individual to acquire the skills and knowledge necessary for the pursuit of higher education; A commitment to building capacity in higher education systems across the world; A commitment to encouraging global citizenship through education; A commitment to advancing peace and conflict resolution through education; A commitment to addressing issues of poverty through education; A commitment to promoting sustainability through education; A commitment to promoting inter-cultural dialogue and understanding, and the "unlearning" of intolerance, through education.

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SWOT Analysis of Southern University Bangladesh

However, these strategies have to be developed from the perspective of the universitys strengths and weaknesses (factors that are internal to the university concerned), and opportunities and threats (factors that are external to the university concerned). This perspective can be done by using SWOT analysis (strengths, weaknesses, opportunities and threats analysis) as detailed below:

Strengths:
Huge infrastructure of the SUB Cost effective education offered by the SUB. Wide and deep routed network, and Qualified Faculties

Weaknesses:
Lack of market-orientation in designing curriculum. Laxity and inefficiency in the system. Inadequate academia-university interaction and collaboration in the areas of curriculum design and development, resource mobilizations, and applied research. Inadequate collaboration amongst professional organizations. Exodus of talents from one profession to the other solely for career development purposes. Heavy academic focus. Brain drain. Heavy unproductive expenditure on maintenance. Excessive standardization. Lack of training in the university administration.

Opportunities:
Huge demand for higher education due to population explosion. Huge inflow of foreign students resulting in the huge revenues. Opportunities to expand the universities beyond the boundaries of the country. Increased competition resulting in improved efficiency of SUB

Threats:
Competition with Reputed universities like NSU, AIUB, EWU, IUB etc. would enhance the cost of higher education making it beyond the reach of the meritorious but poor students. Reputed universities through their innovative marketing techniques would sell courses that have become irrelevant in their countries to the Sothern University Bangladesh students. Marketing of higher education would adversely affect the culture of the Southern University Bangladesh.

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Service Marketing: A conceptual Review

The publication of Zeithaml and Bitners Services Marketing in 1996 has brought together in a highly accessible form much of what we know about the marketing of services. As a result, it is now easy to apply services marketing concepts to any service of interest. This paper shows how these concepts would apply to a business school. The paper follows the Zeithaml book and page references are given throughout. The sections that the author considered to be especially relevant to a business school are touched upon.

Basic Characteristics of Services

Services differ from products in four important ways: intangibility, heterogeneity, simultaneous production and consumption and perish ability (page 18 in Zeithaml). All of these ways affect marketing strategy. Services are intangible and teaching is among the least tangible services. Intangibility leads to two problems. It is difficult to describe teaching and it is difficult to evaluate its quality. Regarding the first difficulty, it is very important to be careful in describing teaching fully and accurately in order to avoid building up unrealistic expectations in the minds of students. Regarding the second difficulty (evaluation), schools have to anticipate that students will use a variety of sources of information in evaluating the quality of the teaching, including people (administrators, faculty, staff and other students), physical evidence (classrooms, lounges, labs, libraries) and processes (instructional and administrative). Services are heterogeneous. Even within one institution, teaching is produced by different people, in different places, at different times, with different students. Therefore, the quality of the service delivered depends on the capabilities, demeanor and motivation of service providers (teachers), the adequacy of the physical surroundings and the interest and behavior of the students. The challenge of maintaining the quality of teaching in an institution requires measures that affect positively the behavior of many people in different places, in the absence of close supervision. Indirect methods, such as marketing to the service providers (teachers) need to be used. Services are produced and consumed simultaneously. All service providers, administrators, teachers and staff are producers and simultaneously marketers of the educational service. At the same time, the behavior of students may affect the quality of the education received by all students. These factors lead to two conclusions. To achieve best results, all service providers should have a basic understanding of marketing and possess marketing skills. In addition, students must be selected and oriented and if need be trained, in ways that will enhance the learning experience of all students.

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Services are perishable. Teaching cannot be stored. It cannot be returned or replaced. To achieve satisfactory financial results proper scheduling becomes an important issue. On the other hand, in order to enable students to get a good education, it may appear necessary, at times to schedule small classes. Conflicting goals may require creative problem-solving.

The Expanded Marketing Mix

For all services marketing, including teaching, three elements have to be added (26) to the usual four part marketing mix consisting of product, price, promotion and distribution. The following three elements also have to be considered in formulating marketing strategy because all of them play a role in student pre-purchase and post-purchase evaluation: 1. People: administrators, teachers and students. 2. Physical evidence: buildings, classrooms, computer labs, libraries, student lounges. 3. Process: teaching methods, technology, level of student involvement.

Gap Theory

The first gap of concern to us is the customer gap (37) which is defined as the difference between customer expectations and perceived service delivery. In the instance of business education, two sets of customers that are important: students and employers. Student expectations are formed by school-controlled factors such as pricing, advertising and other promises and external factors such as student needs and competitive offerings. Student needs include: to obtain a broad business background, a strong specialization in a business discipline, career advancement and to make personal connections. Employers want students, who possess a broad business background, a strong specialization in a business discipline and who communicate effectively orally and in writing, have excellent interpersonal skills, are good team workers, have a strong work ethic and are enthusiastic about their jobs. The marketing objective of the school is to eliminate or greatly reduce the customer gap. It does this by addressing the four provider (school) gaps (38). Gap 1. Not knowing what students and employers expect. Difficulties occur because students expectations are not uniform and expectations of students differ from expectations of employers. While they are attending school, some students want easy courses and generous grading while others want to learn a lot and expect a lot of homework and high grading standards. As they approach completion of their studies, most students want offers of good jobs. Another difficulty is that while many students are content with interesting lectures that prepare them well for exams, many employers want people who posses skills that are not developed through note taking and

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answering questions on examinations. In order to close the first provider gap, the school needs to define reliably the wants of employers and of students, in the short run and at graduation time. Gap 2. Not designing the curricula that meet students and employers expectations. A problem occurs if students and employers expectations differ. Another problem may occur if AACSB curriculum requirements differ substantially from employers and students expectations. A third problem may be faculty resistance to change. A fourth problem may come from a faculty teaching evaluation system that relies entirely, or almost entirely on end-of-term student evaluations because then teachers are driven to teach-to-the-test, a practice that does little to develop the skills that employers need.

Gap 3. Not offering the planned courses or not teaching them properly. Need to limit actual course offerings to those that attract a certain minimum enrollment may reduce the number of courses offered. Also strong emphasis on research and publication limits the time that teachers have for developing new teaching materials that would lead to satisfaction of employer needs. This in turn, makes it difficult for students to satisfy their needs at the time that they apply for jobs or seek other forms of career advancement.

Gap 4. Not matching performance to promises. The school promises a good education which students interpret as being an education that leads to attractive job offers from good employers. In reality, students may not get any job offers because of the schools inability to resolve conflicts among the expectations of students, employers and the AACSB and because the school uses inappropriate faculty performance evaluations and rewards.

On the Five Dimensions of Service Quality

1. Reliability is the ability to deliver important promised results, such as career advancement, consistently. Alumni testimonials and placement and career progress data would have to be offered to support this type of positioning. In addition, some form of guarantees might have to be offered.

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2. Responsiveness is the willingness to help students. Substantial advisory and tutoring services would have been offered to support such positioning. 3. Assurance positioning would have to be backed up by evidence of the knowledge and thoughtfulness of administrators, faculty and staff and their ability to inspire trust and confidence. 4. Empathy positioning would have to be supported by evidence that caring, individualized attention is given to students by administrators, faculty and staff. 5. Tangibles positioning would have to be supported by the appearance, usefulness and comfort of physical facilities and the quality and availability of computers, on-line services and library, etc.

On the Three Elements of Service Evidence

1. People positioning would claim (and offer credible evidence) that the schools administrators, faculty and staff are superior to those of competing schools in their knowledge, availability, thoughtfulness, courtesy and ability to inspire trust and confidence. Even more important, would be the claim, supported by proof, that the school admits only very highly qualified students. A graduate business school might claim that all entering students have a 600+ GMAT score and two years of significant business experience. 2. Physical Evidence positioning would have to be supported by the factors listed above under Tangibles: the appearance, usefulness and comfort of physical facilities and the quality and availability of computers, on-line services and library, etc. 3. Process positioning would have to demonstrate the superiority of the curriculum and instructional methods used and support services provided.

The Importance of Faculty

In the marketing and delivery of services, the good performance of employees is essential to success (303). Which employees? All employees who come into contact with the students: administrators, faculty and staff. A relevant concept is that employee satisfaction is a prerequisite for achieving student satisfaction (304). Furthermore, employee satisfaction and student satisfaction are mutually reinforcing The following section focuses on faculty because it is the performance of this group that has the greatest effect on ultimate satisfaction of students. Administrators need to consider two factors if their aim to maximize student satisfaction: role ambiguity and conflict and the evaluation and reward system. Role ambiguity and conflict occur when it is not clear to the employee which objectives to pursue and the objectives being considered are in conflict with each other. In business schools, faculty are confronted with two sets of teaching objectives:

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1. Students short term objectives of achieving good grades with moderate effort and anxiety. To satisfy these objectives, teachers present detailed (and sometimes interesting) lectures geared to the mid-term and final exams. In elementary schools, this practice is derisively called teaching to the test. In AACSB accredited business schools this is called excellent teaching and receives the highest evaluations, especially if the lectures are accompanied by multimedia computer-generated entertainment. 2. Students end-of-the-program objectives of getting a good job or a promotion or a raise in pay. To satisfy these objectives, teachers have to impart marketable and transferable skills, as well as career marketing skills in addition to covering the required content of their courses. This increases students workload substantially and also provokes anxiety because many students discover that they are deficient in important skills and that these skills are difficult to learn. Some students are frustrated by this extra work and anxiety and vent their frustration by giving their teachers low scores on evaluations. The problematical situation described above calls for clear definition of objectives and proper orientation of students so that they obtain a clear understanding of what they need in order to achieve their objectives. The faculty evaluation and reward system has to recognize that students may have to work hard to achieve their objectives and that they may experience anxiety and frustration on the way and that faculty members should not be penalized for trying to prepare students for the challenges of the real world.

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Southern University Bangladesh: An organizational Overview

Southern University Trustee Board
In 2000, Mr. Sarwar Jahan conceived the idea and created a team to establish a Private University in the light of Private University Act of Bangladesh. Team members were Mrs. Ishrat Jahan, A. H. M. Alamgir, A. B. M. Shajahan, Naeem Jahangir, M. R. Alam; where Mr. Sarwar Jahan was the main initiator and founder. In 2005, Mr. Sarwar Jahan re-organized trustee board.

Sl. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Name Al- Haj Khalilur Rahman, Chairman, KDS Group

Position Chairman, Southern Trustee Board

Mr. Likat Ali Chowdhury, M. D., Bangladesh Ship Vice- Chairman, Southern Trustee Breaking Board Al- Haj Shafiq Uddin, Vice- Chairman, Mostafa Vice- Chairman, Southern Trustee Group Board Mr. Sarwar Jahan, Founder & Treasurer, Southern Secretary, Southern Trustee Board University Bangladesh Professor Mohammad Ali. ViceSouthern University Bangladesh Chancellor, Member, Southern Trustee Board

Prof. M. M. Kamal Uddin Chowdhury, Chairman, Member, Southern Trustee Board Clifton Group Mrs. Ishrat Jahan, Co- Founder Mr. Nurul Abser, Chairman, MEB Group Member, Southern Trustee Board Member, Southern Trustee Board

Mr. Abdus Salam, M. D., Haji Mir Ahmed Member, Southern Trustee Board Showdagar Mr. Mamun Salam, M. D., Selim Brothers Member, Southern Trustee Board Al- Haj Ferdous Khan Alamgir, Chairman, Baghdad Member, Southern Trustee Board Group Mr. Saifuzzaman Chowdhury Javed, M. D., Aramit Member, Southern Trustee Board Group Mr. Abdus Salam, Chairman, Well Group Mr. Lokman Hakiem, Ziri Steel Ltd. Member, Southern Trustee Board Member, Southern Trustee Board

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Southern University Bangladesh Syndicate

Sl. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Name Professor Mohammad Ali Alhaj Khalilur Rahman Md. Liakat Ali Alhaj Shafiquddin Prof. Dr. Sharifuzzaman Mr. Sarwar Jahan Representation Designatio n Chairman Member Member Member Member Member Member Member Member Member Member Secretary

Vice- Chancellor Chairman, Trustee Board Vice- Chairman, Trustee Board Vice- Chairman, Trustee Board Pro- VC (In charge) Treasurer & Founder, Southern University Bangladesh Prof. Dr. Moin- Ud- Din Dean, Faculty of Arts, Social Science & Ahmed Law, VCs nominee from Dean Prof. Mohiuddin Chowdhury Head, Dept. of Pharmacy, VCs Nominee from Head Mrs. Ishrat Jahan Head, Dept. of GED, VCs Nominee from Academic Council Nominee from Ministry of Nominee from Ministry of Education Education Prof. Dr. A. F. Imam Ali Nominee from UGC Prof. Zahiruddin Ahmed Registrar, Southern University Bangladesh

Southern University Academic Council

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Sl. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Name Professor Mohammad Ali Prof. Dr. Sharifuzzaman Mr. Sarwar Jahan

Representation

Position Chairman Member Member Member Member Member Member Member Member Member Member Member Member Member Member

Vice- Chancellor Pro Vice- Chancellor Secretary & Founder, Southern University Bangladesh, Trustee Board Nominee Member of Trustee Board Trustee Board Nominee Member of Trustee Board Trustee Board Nominee Prof. Dr. Moin- Ud- Din Dean, Faculty of Arts, Social Science & Law Ahmed Prof. Dr. Mohitul Alam Syndicate Nominee Prof. Dr. Shahadat Hossain Syndicate Nominee Prof. Md. Mozammel Hoque Head, Dept. of Civil Engineering Prof. A. Z. M. Head, Dept. of English Shamsuzzaman Prof. Mohiuddin Chowdhury Head, Dept. of Pharmacy Prof. Dr. P. K. Sadhu Khan Head, Dept. of EEE, ECE & CSIT Prof. Mohiuddin Khaled Head, Dept. of Law Mrs. Ishrat Jahan Head, dept. of GED Prof. Zahiruddin Ahmed Registrar, Southern University Bangladesh

Finance Committee
Sl. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. Name Alhaj Khalilur Rahman Professor Mohammad Ali Mr. Sarwar Jahan Member, Trustee Board Member, Trustee Board Dean, Faculty of Business Prof. Dr. Salah Jahur Mrs. Ishrat Jahan Mr. S. M. Sirajul Munir Representation Position

Chairman, Trustee Board Chairman Vice- Chancellor, Southern University Member Bangladesh Fonder & Treasurer, Southern University Member Bangladesh Trustee Board Nominee Member Trustee Board Nominee Member VCs nominee from Head Member Syndicate Nominee Member Syndicate Nominee Member Deputy Director, Accounts Secretary

Selection Committee
Sl. No. 1. Name Vice- Chancellor Representation Vice- Chancellor Position Chairman

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2. 3. 4. 5. 6. 7. 8. 9.

Secretary Pro- Vice Chancellor Respective Subject Expert Respective Subject Expert Trustee Board Trustee Board Respective Dean Respective Head of the department in the rank of Professor

Trustee Board Southern University Bangladesh Syndicate Nominee Syndicate Nominee Trust Board Nominee Trustee Board Nominee Southern University Bangladesh Southern University Bangladesh

Member Member Member Member Member Member Member Member

Planning & Development Committee

Sl. No. 1. 2. 3. 4. 5. 6. Name Vice- Chancellor Trustee Board Trustee Board Trustee Board Foundation Secretary & Treasurer Pro- Vice Chancellor Position Chairman Member Member Member Member Member

Quality Assurance Committee

Sl. No. 1. 2. 3. 4. 5. 6. 7. Name Vice- Chancellor Secretary Pro- Vice Chancellor All Dean of the faculty All Head of the department Controller of Examinations Registrar Position Chairman Member Member Member Member Member Secretary

Curriculum Committee
Sl. No. 1. 2. Name Vice- Chancellor Secretary Position Chairman Member

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3. 4. 5.

Pro- Vice Chancellor Respective Dean of the faculty Respective Head of the department

Member Member Member

Discipline Committee
Sl. No. 1. 2. 3. 4. 5. 6. 7. 8. Name Vice- Chancellor Secretary Pro- Vice Chancellor Vice Chancellor All Dean of the faculty All Head of the department Controller of Examinations Trustee Board Pro-vice Proctor in Charge Chancellor Position Chairman Member Member Member Member Member Member Member

Vice President (operation & Treasure) Chancellor

Registrar

Controller of Examination

Assistant Registrar

Deputy Director (Accounts & Finance) Sr. Assistant Director (Accounts & Finance) P a g e | 27

Assistant Controller of Examination

Sr. Accounts/Finance officer

Officers

Academic Program of Southern University Bangladesh

Academic Programs
Academic Faculties, Academic Programs and Support Units: Although Southern University Bangladesh has a long-term plan to become involved in the higher education on all salient academic disciplines including Business Administration, Basic Science,

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Engineering & Technology, Arts , Social Science and Law. Presently, the following degree programs are offered for students of different academic disciplines. These are presented below:

FACULTY OF BUSINESS ADMINISTRAION Department of Business Administration

The principal objectives of the Master of Business Administration are:

To establish and maintain high professional standards among contractors in the construction industry; To promote and advance the building construction industry in Western PA; To promote improved relations between private owners, public bodies, their architects or engineers and contractors; To provide members and the general public with information on current trends and industry concerns; To maintain a skilled workforce, by supporting industry-sponsored apprenticeship training programs; To advocate, foster and promote legislation impacting the building industry; To make membership in this Association a hallmark of the skill, integrity and responsibility of its members.

Executive Master of Business Administration (EMBA) with specialization in Accounting Finance Marketing Banking HRM International Business MIS E-Commerce

Graduate Program Master of Business Administration (MBA) with specialization in Accounting Marketing E-Commerce HRM Finance Banking

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MIS International Business

Undergraduate Program The Faculty of Business Administration prepares qualified students for leadership positions in the 21st century global marketplace. Future leaders will need to balance the goals of economic success with the constraints of greater social and environmental responsibility. Students are instructed by a distinguished faculty and learn to integrate changing human and information resources with continually developing technology, while nurturing the entrepreneurial spirit that has always been one of the key characteristics to successful businesses and management. The School of Business offers a Bachelor of Business Administration degree in the following three concentrations: International Business, Marketing, and Finance. In business organizations and situations, SUB BBA graduates will be able to:

Conceptualize a complex issue into a coherent, persuasive written or oral statement. Use critical thinking skills to evaluate information, solve problems, and make sound decisions. Use information technology in decision-making. Apply general concepts of ethical behavior in dealing with stakeholders. Understand the importance of group dynamics in achieving organizational goals and use the skills needed for effective teamwork. Understand the importance of culture and diversity.

Bachelor of Business Administration (B.B.A.) with specialization in Accounting Finance Marketing Banking Entrepreneurship Hotel management E-Commerce MIS Management

FACULTY OF SCIENCE AND ENGINEERING Department of Computer Science & IT

Outcomes for our Current Objectives

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In the following list, educational outcomes are grouped with the corresponding educational objective. The outcomes given here are the outcomes used to conduct assessment at the program level during this assessment cycle. Computer Science graduates: Objective 1. Are successful professionals and if they desire, are prepared to pursue graduate study Obtain employment in the computing field Gain acceptance into graduate school

Objective 2. Have a broad knowledge of CSC and substantial knowledge of one key area of computer science A broad knowledge of the theoretical foundations of computer science Knowledge of the fundamental areas of computer science (for example, programming languages, operating systems, computer architecture, programming, and software engineering) Substantial knowledge of one key area of computer science (enough knowledge that a student is well prepared to specialize in that area)

Objective 3. Think independently, acquire knowledge, and continue their development as computer professionals Acquire new knowledge (continue learning throughout a graduate's professional career) Think independently and rigorously Develop a plan for professional development

Objective 4. Apply scientific and engineering methodology to the design, implementation, analysis, and evaluation of computer based systems Effectively apply scientific and engineering principles to the.. design of computer based systems implementation of computer based systems analysis of computer based systems evaluation of computer based systems

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Objective 5. Communicate effectively, both orally and in writing, and collaborate effectively in teams Conduct effective professional technical and non-technical conversations with coworkers and clients Communicate effectively in writing Work effectively in a team environment with people from other disciplines, throughout the problem-solving process

Objective 6. Are prepared for the ethical, societal, and global issues associated with the computing field Understand contemporary legal, social, and ethical issues in computing Identify and analyze legal, social, and ethical impacts of professional behavior and actions.

Graduate Program Master of Science in Computer Science. & Information Technology (M.S. in CSIT) with specialization in Database E-Commerce MIS Programming Telecommunication Engineering Undergraduate Program Bachelor of Computer Science & Information Technology (B.Sc. in CSIT) with specialization in Database E-Commerce MIS Programming Telecommunication Engineering

Department of Electronic & Communication Engineering

Undergraduate Program Bachelor of Science in Electronic & Communication Engineering (B.Sc. in ECE)

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Department of Electrical & Electronic Engineering

The Department of Electronic and Electrical Engineering aims to fulfil the Universitys mission to provide high quality education for students from a wide variety of educational and social backgrounds. This is carried out in a research-underpinned environment with staff working at the frontiers of academic enquiry. The Department believes that it fulfils this role based upon the following aims and objectives: Aims to provide access to undergraduate and graduate Engineering degree courses for students with a suitable level of academic ability to provide a range of degree courses accredited by professional institutions and with a level of internal choice in the later years, to cover a diversity of students aspirations to provide teaching that is underpinned by the research attainment and scholarship of the staff to test students competencies and skills by use of appropriate assessment methods to prepare students for a professional career in the field of Engineering, including the provision of suitable interpersonal skills to upgrade the knowledge and skills of graduates appropriately beyond first-degree level to enable graduates with experience of work to update their engineering proficiency to enable graduates qualified in other engineering or scientific disciplines to convert to the disciplines of the department

Objectives The objectives of all courses are that, upon completion, the students should have developed: the ability to gather, organize and critically evaluate information needed to formulate and solve problems a thorough understanding of the subject area which is aligned with the current requirements of the professional institutions, leading to eligibility for Chartered status for those achieving a 1st or 2nd class degree the ability to apply acquired knowledge effectively and efficiently to all work in the relevant areas of Engineering skills in oral and written communications appropriate for the presentation of technical information abilities in observation, measurement and the design and conduct of experiments through practical experience in the laboratory the ability to work independently on technical problems, demonstrating in a major item of individual work

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the ability to work collaboratively with others through the development of team skills the ability to apply advanced techniques to the solution of problems at the frontiers of knowledge an extended range of professional knowledge and management skills a deep knowledge and advanced understanding in specialist areas.

Undergraduate Program Bachelor of Electrical and Electronic Engineering (B.Sc. in EEE)

Department of Civil Engineering

Objectives Graduates will be prepared with a solid foundation in mathematics, sciences, and technical skills needed to analyze and design civil infrastructure systems. Graduates will possess strong written and oral communication skills. Graduates will be familiar with current and emerging civil engineering and global issues, and have an understanding of ethical and societal responsibilities. Graduates will have the ability to obtain professional licensure, and will recognize the need for engaging in life-long learning. Graduates will have the necessary qualifications for employment in civil engineering and related professions, for entry into advanced studies, and for assuming eventual leadership roles in their profession.

Undergraduate Program Bachelor of Civil Engineering (B.Sc. in CE)

Department of Pharmacy
The primary objective of the Board of Pharmacy is to promote, preserve, and protect the public health, safety, and welfare. In meeting this objective, the Board shall develop and maintain a registry of drug outlets engaged in the manufacture, production, sale, and distribution of drugs, medications, and such other materials as may be used in the diagnosis and prevention of illness and disease and in the treatment of injury, and shall monitor the outlets to insure safe practices. The secondary objective of the Board is to maintain minimum standards of professional competency in the practice of pharmacy. In meeting its objectives, the Board shall develop standards assuring professional competence; shall monitor complaints brought against pharmacists regulated by the Board; shall adjudicate at formal complaint hearings; shall promulgate rules and regulations; and shall impose sanctions,

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where necessary, against pharmacists. This chapter must be liberally construed to carry out these objectives. Undergraduate Program Bachelor of Pharmacy (B. Pharm) Graduate Program Master of Pharmacy (M.Pharm),

FACULTY OF ARTS, LAW AND SOCIAL SCIENCE Department of Law

The overall objective of the Fellowship Programme is to provide interactive, intensive, practical, theoretical and thorough knowledge on International and Comparative Environmental Law and policy. Given the advanced nature of the Fellowship Programme, it is mandatory for candidates to have professional experience in environmental issues. The Programmer seeks in particular:

To develop knowledge and awareness on the major environmental conventions; To enhance capacities for the adequate implementation of environmental law; To promote knowledge sharing and dissemination of good practice in the implementation of MEAs; To stimulate the discussion and critical analysis of environmental issues; To improve and/or develop participants problem solving and negotiation skills; To strengthen capacity development by providing training tools to ensure that the newly acquired knowledge and problem solving skills are retained.

Undergraduate Program Bachelor of Law (LLB 4 Years) Bachelor of Law (LLB 2 Years) Graduate Program Master of Laws (LLM)

Department of English
Objectives

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The objectives of the Department of English are closely related to those of the University as a whole, but also reflect the special nature of our discipline and our commitment to literature, language, and the arts. Our commitment to the quality of education that we offer is reflected in our determination to maintain a relatively low student/teacher ratio and to give our students the benefit of direct contact with scholars in the field. Our goals in teaching are to enable our students to read well, to write well, and to think well, and to provide them with appropriate knowledge in the discipline of English language and literature. More specifically, we aim to graduate students who have:

the reading skills to examine literature from multiple eras, cultures, and genres with critical understanding; the ability to express themselves clearly and comprehensively, orally and in writing; research skills which enable them to expand, from a variety of perspectives, their own readings of literature and understanding of language; an appropriate knowledge of relevant fields within the discipline, including literature; literary history, criticism, and theory; the language structures of modern English and the history of the English language; an enhanced appreciation and enjoyment of literature and language.

The specific strategies we use to achieve these goals include:

the close reading of texts in lectures, seminar presentations, and small-group discussions; the writing of analytical and other kinds of essays; creative writing; professional writing; studio classes in theatre/drama and video production.

The Department of English fosters the creation of literature as well as the study of it. We have on our faculty a number of writers who have national and international recognition as poets, short story writers and essayists. We work closely with the creative writers of the province to offer our students unique creative writing courses.

Our goals in research and scholarship are to work independently or collaboratively on aspects of literature and language and to publish the results of our work widely. Research in our department includes:

literary-historical studies of texts; language studies in regional lexicon and onomastics; all forms of creative work in poetry, fiction, journalism, and drama;

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the organizing and hosting of scholarly meetings.

Undergraduate Program Bachelor of Arts in English (B.A. in English) Graduate Program Master of Arts in English (M.A. in English)

Department of Islamic Studies

Objectives Contributing to the spreading out of the right moderate Islamic thinking and giving the chance to the students who are eager to acquire legal science, and this has consequently an affective role in bringing up generations and educating the community. providing the students of the department with the right foundations of knowledge ,ethics and behavior to be able to serve the community. Preparing specialists in Sharia sciences who are qualified to know Allahs law in whatever comes up of life affairs. Preparing graduates to teach Islamic Education courses in different educational levels and work in different areas of the call to Allah, preaching, guidance, and arithmetical problems, legal consulting in government departments and charitable institutions and others. Preparing competent specialists of women to meet the needs of dialogue among civilizations and international scientific legal conferences. Reviving the Islamic heritage in order to serve Islam and its sublime purposes.

Graduate Program Master of Arts in Islamic Studies (MA in IS)

INSTITUTES
Institutes Institute of Management & Information Technology- Various Short Course (es), workshop conducted through this Institute, such as Southern's professional Education for Executive Development (SPEED). Southern University Research Center various academic and non academic research conducted through this center. Southern Language Institute Arabic, English, French.

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Southern University Bangladesh developed as a scholarly alternative to the traditional institutions of higher education for those persons who have been unable to experience college-level learning for various reasons. The University has been committed to a credo that each individual is a unique and diverse person, and that society will benefit to the extent that each individual is able to add to the societal pool of talent and competence if given the opportunity to develop personal skills and knowledge. Southern maintains the highest standard of academic excellence. The purpose of our existence is to allow the students to earn a degree on a much more flexible basis than traditional colleges and universities. The responsibility for learning is shared by the student and the University. Students are not arbitrarily assigned a course of study and then left by him to figure out what to do with it. Students receive as much direction, guidance and assistance as required.

Admission and Registration Admission policy

Students are admitted into different academic programs before the start of Spring, Summer and Fall semesters, provided they satisfy the minimum admission requirements prescribed by the University Grants Commission(UGC). Interested students will be required to check the last date of submitting application in a particular semester and application forms are available from the Accounts office subject to the payment of TK 400. Only completed applications with all certificates, transcripts / mark-sheets, letters of recommendation and photographs are processed by the Admission office. We assess each applicant as an individual, Acceptable scores at Southern Admission Test (SAT), by evaluating work experience, academic profile, professional and personal maturity, and patterns of success. The Admission Committee of the Department evaluates the suitability of the students for admission and usually looks for students having potentiality for development as future leaders. The university does not discriminate any individual because of age, sex, race, marital status, physical disability or religious affiliations. The office of admission reserves the right to request any additional information before a decision for admission is made. Providing false or incomplete information on the application for admission may result in a denial of admission or revocation of enrollment.

Admission: Undergraduate
Minimum 12 (Twelve) years of schooling prior to undergraduate program or equivalents. At least a second division or 2.0/4.0 GPA or 2.5/5.0 GPA in the examinations.

Admission: Graduate
To enter into the Master's Program, one must have the following: Minimum 15 (Fifteen) years of schooling prior to Masters. Or 4 (Four) years Bachelor's Degree (or 3 years Bachelor plus 1 year Master degree).

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Relative 3-5syears working experience is to be considered as an added advantage to enroll into Graduate Program. Only self-motivated persons are encouraged to apply in Executive program.

Course Enrollment Dates

Students approved for admission may enroll in on-campus courses any time prior to and including the first two weeks of class for each semester.

Credit Evaluations
Official evaluation of transferred credit is made as quickly as possible after you are admitted to a program. The Admissions Office will help you with an unofficial transcript review at your request. If a course taken at another institution is not offered at SOUTHERN, elective credit may be granted for that course. Elective credits may be applied toward degree requirements but may not be used to satisfy any specific course requirement. Grades less than C- will not transfer. The Registrar's Office completes transferred credit evaluations. The application for course exemption and credit transfer by a newly student in to a program may be submitted to the concerned dean/head of the department and the decision of the Dean will be final.

Entrance Examinations
All incoming freshmen are required to take admission/evaluation test. The results are helpful in counseling and placement. An applicant who does not hold a high school diploma may be admitted if s/he is qualified through an interview with the Admission committee and presents all required documents.

English Proficiency
All new applicants to the program are required to present the evidence of proficiency in English language.

Guest Students
Students enrolled at another university may be admitted to Southern for one semester as a guest student. An extension of one additional semester may be granted for extenuating circumstances. If student intend to enroll full-time for more than one semester, Student must submit an application for admission as a transferred student. Guest students assume responsibility for determining if Southern courses apply to their program at the University from which they intend to graduate.

International Admission

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All International students must submit a certified letter of support from the sponsor. Students must submit application two months before the semester begins. International students must comply with the government formalities for admission.

Readmission
Students seeking readmission must complete an application for admission if more than two semesters have elapsed since their last attendance at this University.

Transferred Students
Transferred students must possess a 2.0 cumulative GPA and be eligible to return to your former Institution(s). Contact the Registrar's Office or Admission office to have an official transcript mailed to our Registrar's Office. Transcripts sent via facsimile or hands delivered are not considered as official. All transcripts become the property of Southern University Bangladesh and are not returnable. Your complete application should be submitted at least 30 days before/prior to the semester of entry. Transferred students who were denied before admission may reapply after taking additional courses that raise their overall GPA to above a 2.0.

Transfer for Degree

Transferred students seeking admission to University must have a minimum 2.0 grade point average from recognized institution of higher education and must have been in good standing from the institution last attended. In addition, applicants must fulfill and submit the admission requirements of the University.

Tuition & Fees Policy

All tuition and fees are payable according to established due dates. Students delinquent in payment of a financial obligation are subject to enrollment cancellation and/or late fees until all amounts due the University are paid or satisfactory arrangements are made with the accounts office. Anyone who is delinquent in any obligation to the University will not be allowed to register for classes. Additionally, University services will not be provided until financial obligations are met. Registration is not complete until fees are paid. A check or draft returned to the University and not honored by the bank constitutes nonpayment and results in cancellation of registration.

Withdrawal/ Refunds
If you decide to drop your classes, you must complete each step to officially withdraw from the University. 1. Pick up an Official Withdrawal Request from the Student Affairs/Admission 2. Clear any outstanding charges or holds that may prevent your return at a later date or prevent the release of your academic record. 3. Complete the entire Withdrawal Form and obtain the required signatures (shown on the form). 4. If you have benefited from financial aid, you may be required to visit Financial Aid Office.

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5. Deliver the completed form to the Accounts Office. Your withdrawal date will be determined by the date the completed form is submitted to the Registrar's Office. Any refund will be calculated as of that date. All withdrawals should be done in person. If you are unable to complete the process in person, the registrar is the only University authority who can authorize the process of your withdrawal over the phone. Refunds are made in accordance with the above schedule. After your completed Withdrawal Form is accepted, your University charges will be reduced according to the schedule. If you have not received any form of financial aid and there is a credit balance on your account, you will be sent a refund check. If you have received aid, your aid may have to be returned to the appropriate source. You may owe money!

Withdrawal and Refund Policy

Courses Dropped Time of Withdrawal % of Refund Any or all classes prior to class - 6th school day* 100% Dropping all classes 7th-8th school day 90% Dropping all classes 9th-19th school day 50% Dropping all classes 20th-38th school day 25% *There are no refunds for partial drops after the sixth day.

Tuition & Fees

Those students seeking admission into any program must pay a one-time nonrefundable application and admission fees. This fee is paid at the time of submitting the application. Books and all study materials for students enrolled in degree programs for each course at additional cost.The tuition pay ment options are available at accounts/finance office. Approved methods of payment (no cash) bank draft, wire transfer or pay order drawn on a financial institution. Regardless of the mode of payment, the total tuition for the student's program must be paid before course grades, degrees, diplomas, or transcripts will be issued.

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The tuition fees for various academic programs of the university will be as follows: Program Qualifications Credits Duration Costs(Tk)

Graduate Programs Executive MBA Bachelor Degree & work 42 Credits Experience MBA MBA MS in CSIT MS in CSIT LLM LLM MA in English MA in English MPharm 4 Years Business Graduates Bachelor Degree Bachelor Education with 39 Credits 63 Credits Computer 60 Credits 39 Credits 36 Credit 60 Credit 36 Credit 60 Credit 36 Credit 12 Months, semester 12 Months, semester 20 Months, semester 20 Months, semester 12 Months, semester 12 Months, semesters 20 Months, semesters 12 Months, semesters 20 Months, semesters 12 Months, 3 75,000 3 64,000 5 1,00,000 5 1,10,000 3 75,000 3 60,000 5 60,000 3 60,000 5 60,000 3 85,000

4 Years IT / CS Graduate 4 Years LLB Bachelor Degree 4 Years Bachelor in English Bachelor Degree BPharm

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semesters MA in IS MPH Bachelor Degree 60 Credit 20 Months, semesters 20 Months, semesters 5 60,000 5 85,000

4 Yrs Bachelor in Nursing / 60 Credit MBBS

Two Years Programs LIB (2 years) Bachelor Degree 60 Credits 20 Months, semesters 5 50,000

Undergraduate Programs BBA B. Sc in CSIT LLB 4Years B.A. in English B. Sc in ECE B. Sc in EEE B. Pharm Hotel &Tourism Management Civil Engineering HSC or Equivalent from all 126 Credits disciplines HSC or equivalent from all 141 Credits disciplines HSC or equivalent from all 120 Credits disciplines HSC or equivalent from all 120 Credits disciplines HSC or eguivalent from all 157 Credits disciplines HSC or equivalent from all 157 Credits disciplines HSC or equivalent from all 161 Credits disciplines HSC or Equivalent from all 120 Credits disciplines HSC or Equivalent from all 161 Credits disciplines 4 Years, semesters 4 Years, semesters 4 Years, semesters 4 Years, semesters 4 Years, semesters 4 Years, semesters 4 Years semesters 4 Years, semesters 4 Years, semesters 1 12 1,78,000 12 2,21,500 12 125,000 12 125,000 12 2,60,500 12 2.60.500 2 2,76,000 12 2,15,000

12 2,59,000

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Adding
Course(s) additions will not be complete until validated by the accounts office. Class additions not taken to the accounts office for validation will be removed from the computer.

Dropping Courses
Course(s) dropping will not be complete until validated by the accounts office. Courses dropping not taken to the accounts office for validation will not be removed from the computer. Tuition adjustments, if any, are based on the date of accounts validation.

Identification Cards
Identification Cards (ID) issued to all students are valid for as long as the student is enrolled in the University. Students must pay required fees to collect their ID card.

Refund Policy
Tuition paid for individual courses are refundable as indicated below. Students should contact the Registrar immediately if they decide to withdraw from a class. The application and admission fees are nonrefundable. Class count begins from the first class meeting. The effective date of withdrawal is the last date the student attended classes. Refund checks will be issued to the student within ten (10) days of withdrawal from the class. Refunds are calculated according to the following schedule.

Rules & Payment of Tuition

All tuition charges and fees are due on the first day of official registration, Students at the discretion of the accounts office may be allowed to make contract for deferred payment arrangements. A late fee of taka 300 will be charged if the unpaid balance is paid after first ten (10) days of the month. Discount will not effect on any payment arrangements. No student will be allowed to enroll in any semester or term if the student's account is past due. No student will be given a statement of honorable dismissal, transcript or diploma until all financial obligations to the University are paid. All tuition, fees and charges made by the university are payable in the accounts office by cheque. Additional penalties could be added for the dishonored cheque.

Special Service Fees

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A fee for access to the academic computer system and pharmacy lab will be charged each semester. Students enrolling late will be charged a late registration fee. Those who pre-enroll and pay late will be charged a late payment fee. A charge is made for each copy of a student's transcript after the first copy, which is furnished free to all students.

Withdrawals
Withdrawal is not complete until validated by the accounts office. Appropriate necessary paperwork and instructions must properly be filled out and processed through the office of the registrar and the accounts.

Financial Assistance for Students Scholarship for academic achievement

Southern University scholarships are based solely on a student's high school/college or transfer academic record. The required information is supplied as part of the application for admission. The admission office uses official transcripts and official test scores to identify eligible first-time freshmen students. Students are required to have a 3.2 college grade point average. Scholarships are renewable each year provided the recipient maintains a 3.2 grade point average each academic year. It is possible however to reduce the cost at University program by qualifying for academic and student scholarships. Financial aid and scholarships not cover the costing books, lab fees, exam fees, and graduation fees. Please consider the cost of our institution before you continue with your application process. This is the student's responsibility.

Requirements for student's aid/ scholarships

Good academic standing is determined by measuring the student's academic performance at University and consists of the following: 1. Satisfactory academic progress- In order to meet the satisfactory academic progress requirement, the student must maintain a cumulative grade point average greater than that which would result in academic dismissal. 2. Program requirement -In order to meet the pursuit of program requirement, the student must pass a minimum number of credit hours each semester and complete all degree requirements within a specified number of semesters. 3. Consideration- Following each semester, the cumulative GPA and number of credits earned by each student are reviewed for complainer with the criteria for good academic standing. Students not receiving financial aid are subject to the same criteria and can be placed on financial aid probation or suspension for future consideration. 4. Probation- A student who fails to meet the above criteria in any semester is placed on financial aid probation. A student placed on financial aid probation may receive financial aid for the next three (3) semesters; student failing to maintain good academic standing can be placed on financial aid probation at Southern University, Bangladesh. 5. Suspension- A student is placed on financial aid suspension if the student fails to pass any credit hours or withdrawing from classes. If a student on financial aid probation does not regain good academic standing by the end of the probationary period. The student is placed

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on financial aid suspension. Any student who regains good academic standing and then loses it during a subsequent semester is also placed on financial aid suspension. Violation of any rule of Southern University Bangladesh is a disqualification for enjoying scholarship/ any financial aid.

Grading System
All course work are graded according to a uniform grading system decided by the University Grants Commission of Bangladesh (UGC), the highest controlling authority of the Universities in Bangladesh (Public, Private). The following identical Grading system will be effective from the session 2006-2007: Numerical Grade 80% and above 75% to less than 80% 70% to less than 75% 65% to less than 70% 60% to less than 65% 55% to less than 60% 50% to less than 55% 45% to less than 50% 40% less than 45% Less than 40% Repeat Credit Granted Incomplete Satisfactory Letter Grade A+ A AB+ B BC+ C D F R CR I S Grade Point 4.0 3.75 3.5 3.25 3.0 2.75 2.5 2.25 2.0 0.0 Description Above Excellent Excellent Very Good Good Above Satisfactory Satisfactory Above Average Average Pass Fail

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Unsatisfactory Withdraw

U W

Uniform Grading System

The minimum GPA for remaining in University degree programs: Undergraduate: 2.5 (a C average); Graduate Program: 3.0 (a B average)

Extra- Curriculum Activities Southern University Career Planning and Placement

Southern University supports its students and alumni in their career planning and placement. The concerned office at Southern University works with the students and alumni to develop their interview skills, competence in resume writing and effective communication skills. The office also provides information regarding employment opportunities in private and public enterprises and negotiate temporary and permanent job for the students. Advisory service is also available for career planning of the students.

Club activities
In order to develop inherent potentialities of the students and build up leadership skills, numerous exciting, campus wide events are planned and coordinated by students clubs are in operation in various departments. These student clubs organize co-curricular activities and observe various nationally important days with the support of the concerned departments and the University administration.

Global Standard Education (GSE) Eligibility

A University seeking target standard should be authorized to grant the award degrees either in specie consideration or normal basis. These programs should be part of an institution accredited by an institution an accrediting body recognized or authorized by the appropriate international accreditation body to enable the awarded degrees accepted worldwide.

Internships
Internships are available in a wide variety of settings, can make a student's academic lessons come alive by providing practical experience related to their academic goals. Some internship are paid positions; others may provide the opportunity to earn credit toward a degree while gaining practical work experience.

Monitoring System
All degree programs at Bachelors, Masters, level will be reviewed to determine whether they should be considered in the eligibility for Global Standard Education (GSE) process or not.

Leadership

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Providing leadership opportunities is a major component of the student's services mission. University will provide leadership seminars and many opportunities for students to get involved in campus.

Laboratory Facilities
Modern laboratory facilities are needed in the science and engineering departments to make education & training effective. Keeping this in view, Southern University has developed eight modern Pharmacy laboratories in which 22 practical courses are conducted. There are six electronics & Electrical laboratories, four Civil Engineering laboratories and number computer laboratories for use by the concerned students. The University has also developed a language laboratory to enhance communication skills of the students. Engineering Lab Analog Electronic Lab Chemistry Lab Circuit Lab Computer Lab Communication Lab Computer Hardware Lab Digital Electronic Lab Drawing Lab Environmental Lab GEO Technical Lab Physics Lab Structural Lab Surveying Lab Transportation Lab Machine Lab

Labs of Pharmacy Department

Physiology & Anatomy Lab Pharmacology Lab Pharmaceutical Microbiology Lab Pharmacognosy Lab Inorganic, Organic & Physical Pharmacy Lab Pharmaceutics Lab Medicinal Chemistry Lab

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Library
Wide verities of books, such as Books on Economics, Marketing, Management, Computer, Business communication, Accounting, Finance, Mathematics, Statistics, Business law, software tools for business, Human resources management, organizational behavior will be equipped in library. University has a separate section for dictionaries, encyclopedias, world almanac and other valuable books, which are not available in the market. The library has regular supply of newspapers and magazines related to the subjects taught at the university. A special feature of the library is that it will maintain a special section for the material from the research and development cell. Students will issue a library card enabling access to library.

Professional Program
Getting result through people is not an easy task for most employees. This Professional Program is directed to help participants improve their personal and organizational growth in Management, Finance, Banking, and Marketing and IT. The prime focus is on participants knowing about trends and requirements in any discipline where the generation of ideas is of paramount importance to an organization. Consult the admission office for more details.

Personalized Approach
Every student matters at Southern. Whether it is for extra English class of help with filling out forms, Southern goes the extra mile to help every student. Class sizes are optimal at Southern. It tries to provide the best teachers, with every student being able to receive personalized attention. Southern values long-term relationships with its students. Many students keep in touch even after they have gone to university!

Research For Business And Society

In cooperation with the business and professional community, Southern conducts various research projects, In the process of serving the community, research for business and society acts as an interface, providing both faculty and students the opportunity to confront significant business and social problems and apply the varied tools of their disciplines.

Social Responsibility
Social awareness program through Southern University Research Center Observe United Nations declared International Days Southern University Free Legal Aid Service Bangladesh National cadet corps. (BNCC).

Study Environment
Southern provides a unique place to study for students. It provides a supportive and caring environment for those with English as a second language, helping them learn to study and live in a different culture, with the support of other students.

Student's Discipline
University assumes that men and women of college age are able and willing to maintain standards of self-discipline appropriate to membership in a university community. Students are expected to

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consider the rights of the others and to use mature and reasonable judgment concerning their actions while at campus.

Students Affairs
Student Affairs division provides a number of programs and services, which provide academic support, creative and cultural enrichment, extra-curricular activities, career planning, personal and leadership development.

Study Abroad
Studying abroad is an excellent way to learn and receive a global education. As well as gaining academic skills, students develop life skills and experiences that greatly enrich their lives. Study abroad program, which assists students in finding study abroad, relationships exist with 37 institutes around the world. Southern is well equipped and linked to help you to pursue your higher education in Australia, UK, USA and other selected International Universities.

Teaching Methods
In this time of rapid change, there's no standing still when it comes to learning. Southern University, Bangladesh will solely dedicate to help adults integrate relevant, advanced study. So students can tailor their undergraduates/graduate programs to achieve their career and personal goals. Our supported learning means students will receive a level of personal attention and individualized support, not found in many traditional programs. Through this integrated program, students will learn how to play a leadership role in fast-paced, growing organizations. This program emphasizes practical knowledge that can be put to use immediately. These programs emulate the real world business environment. Learners gain functional expertise through case based learning experiential learning, learning through synergistic team interaction, leadership and interpersonal skills. Make anc test decision, build plans, and collaborate in teams. Interactive course materials make extensive use of case studies that present challenging business issues. Course(s) must be finished within time limit of each semester. Duration of each One-hour class is in Forty-Twc classes or one and a half hour class in Twenty-Eight Classes or two hours class in twenty classes respectively. Teacher will develop and provide detail course outlines within main framework of University course curriculum/ syllabus. The course outlines must be given to student before the class begins.

Southern Full Time & Adjunct Faculty The Senior and experienced Teachers of the Public University associated with Governs and academic life of the Southern University. Department of General Education (GED) Inter Disciplinary Courses for All Departments

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1 2 3

Mrs. Ishrat Jahan Dr. Sharifuzzaman Md. Jamir Uddin

PhD(Fellow-CU); MBA (USA), Assistant MSS(Pub.Ad-CU); BSS Hon's (Pub.Ad-CU); Head, GED PhD (USA), MBBS (CU) MSS(CU) ; BSS Hon's(CU) Professor Lecturer

Professor,

Adjunct Faculty Members

1. Professor Dr. Abu Tayab Professor, University of Chittagong 2. Professor Hasina Zakaria, MA (Economics), DU, UK 3. Amir M. Nasrullah, PhD(Fellow)UK; MSS(CU);BSS(CU)Asstt. Professor, University of Chittagong.

Department of Business Administration

1 2 3 4 5 6 7 8 9 Mr. A. J. M. Nuruddin MSc. (Durham,UK); Professor Chowdhury M.Com(CU); Bcom(CU) Prof. Dr. A. N. M. Abdul PhD(CU), M.Com(CU); Professor Mukthadir B.Com Hon's(CU) Mr. M.A. Bari Mrs. Ishrat Jahan Mr.Kazi Nazmul Huda Kamrul Hossan Mr. Rezaul Karim Mrs. Shakina Sultana Pomy Mr.Bablu Kumar Dhar M. Professor Ph. D (Fellow) Asstt. Professor; Coordinator CU;MBA(USA); MSS(CU);BSS Hon's(CU) MDS(EWU);MBA(SU);M Asstt. Professor A(NU) MBA (UK) MS(Vrije, Belgium);M.Com(CU) MSS(CU); BSS(CU) M.Com(NU);Bcom,Hon's; (NU) Asstt. Professor Sr. Lecturer Lecturer Lecturer Lecturer

10 Mr. A.B. Hasan

Rashedul MBA(MUAUS);BBA(USTC)

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11 Mrs. Rehnuma Sultana 12 Mr. Md.AbdullahAI Hasan 13 Mr. Nasir Uddin

MBA(IUB);BBA(IUB) MBA(CU);BBA(CU) MBA(CU);BBA(CU)

Lecturer

Adjunct Faculty Members 1. Professor Ranjit Kumar Dey, Department of Accounting, CU 2. Professor Anwarul Azim Arif, Department of Management, CU 3. Professor Abdun Nur, Department of Public Ad, CU 4. Professor Dr. Abu Taher, Department of Management, CU 5. Professor Dr. Shirajul Islam, Department of Economics, CU 6. Prof. Dr.Saleh Jahur .Department of Finance, CU 7. Prof. Tayab Chowdhury, Department of Marketing, CU 8. Prof. Dr. Ismat Ara Hoque, Department of Finance, CU 9. Prof. Dr. Shamim Uddin, Department of Finance, CU 10. Prof. Dr. Abdul Karim, Department of Statistics, CU 11. Prof. Dr. Moazem Hossain, Department of Management, CU 12. Professor Dr.Ayub Islam, AIS, CU 13. Prof. Dr. A.S.M.Nasrul Kadir, Department of Finance, CU 14. Mr. Md Shhadat, Former Chairman, Chittagong Port 15. Mr. Md Rafiq, Former Chairman, ICMA 16. Mr. Joynul Abedin, Income Tax Advisor 17. Mr. Mizanur Rahman, Assistant Professor Department of Management, CU 18. Mr. Shajib Kumer Gosh , Department of Marketing Assistant Professor, CU 19. Mr. Mir Shohel, Department of Marketing Assistant Professor, CU 20. Mr. Shsudoha, Department of Marketing Assistant Professor, CU 21. Mr. Md.Alamgir, Department of Marketing Assistant Professor, CU 22. Mr. Md. Maruf, Department of Marketing Assistant Professor, CU 23. Mr. Bazlur Rahman, Department of Marketing Assistant Professor, CU 24. Mr. Ziaul Hoque, Department of Finance, CU

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Department of Electronic & Comunication Engineering (ECE) & Department of Electrical & Electronic Engineering(EEE)
1 2 3 4 5 6 7 8 9 Prof. Dr. P. K.Shadu Khan Mr. Golam Nayeem Ph. D (Malaysia) Coordinator Lecturer Lecturer B. Sc.(RU) Gold Lecturer Lecturer (Leave) Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer TA TA

Moktader M. Sc.(IUT); B. Sc.(IIUC) B. Sc. IIUC M. Sc.(RU); Medalist B. Sc.(CUET) M. Sc.(IU); B. Sc.(IU)

Mr. Hrishi Rakshit Mr. Hadaate Ullah Mr. Toaha Mobashsher Mr. Md. Mannaf Hossain Mr. Khan

Md.Asaduzzaman M. Sc.(BTH, Sweden) B. Sc.(AIUB) Arif Sobhan M. Sc.(CU); B. Sc(CU); B. Sc.(CUET) B. Sc.(IUB) Hoque B. Sc.(IUB) B. Sc.(CUET)

Mr. Md Bhuiyan

Ms. Barnali Barua

10 Ms. Tarmin Younus 11 Ms.Rubana Chowdhury 12 Mr.Papan Dey 13 Mr.Md. Jakir Hossain 14 Mr.Rubel Kanti Das

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Adjunct Faculty Members

1. Mr. Muntasir Hanif MS, BS (ME) WSU(USA) 2. Mr. Muntasir Quiym Khan BSc EEE(BUET)

Department of Civil Engineering

1 2 3 4 5 Prof. Mohammad Mozammel Hoque Aju Paul Amita Das Mun Mun Biswas Taslima Akther MS B. Sc. (CUET) B. Sc. (CUET) B. Sc. (CUET) Head, Dept. of CE Lecturer Lecturer Lecturer Lecturer

Adjunct Faculty Members 1. 2. 3. 4. 5. 6. 7. 8. Professor Dr. Sunil Dhar, (CUET) Professor Dr. Bikaran Prashad Barua, Department of Physics, CU Professor Dr.Anjan Kumer Chowdhury, Department of Physics, CU Professor Dr.A.K.M.Moynul Hoque Niazi, Department of Physics, CU Md Tarequl Alam, MSc. (CUET) B. Sc. (CUET), Asssitant Professor Masudul Alam, MSc & BSc Asssitant Professor Aftabur Rahman , B. Sc. (CUET) Bipul Chandra Mondal B. Sc. (CUET)

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Department of Pharmacy
1 2 3 4 b 6 7 8 9 10 Professor. Md. Chowdhury Mohiuddin M.Pharm(DU) B.Pharm(DU) M.Pharm(RU) B.Pharm(RU) M.Pharm(USTC), B.Pharm(USTC) Mahmood M.Pharm(APU) B.Pharm(USTC) M.Pharm(APU) B.Pharm(APU) B.Pharm(KU) B.Pharm(KU) B.Pharm(EWU) M.Pharm(APU) B.Pharm(APU) B.Pharm(USTC) Head, Dept. of Pharmacy Asstt. Professor, Coordinator Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer TA

Mr. Mohammed Ibrahim Mrs. Irin Sultana MissAyesha Chowdhury

Mr.A.K.M. Moyeenul Huq Mr.Md. AhadAli Khan 1 Mr.MD. Toriqul Islam Mrs. Romana Rasfii'd Mr. Qamrul Ahsan Miss Zilla Huma

Adjunct Faculty Members

1. Professor Hasan Mahmud, Ph. D, Chairman Accreditation Committee, Pharmacy Council of Bangladesh 2. Professor Abdur Rashid, Ph. D Dean & Faculty of Pharmacy, University of Dhaka 3. Professor A.B.M. Faruk, Department of Pharmaceutics, University of Dhaka

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4. Professor Habibur Rahman, Ph. D, Chairman, Department of Pharmaceutics, University of Dhaka 5. Professor Md. Anwar Ul Islam, Ph. D, Department of Pharmacy, University of Rajshahi 6. Professor Sohel Rana , PhD, Department of Pharmacy, Jahangir Nagar University, Dhaka 7. Hassan Kawsar, PhD(Fellow)JU; Associate professor & Chairman Dept. of Pharmacy, BU 8. Lab Assistant: Munni Yasmin

Department of Law
1 2 3 4 5 6 7 8 9 Professor Mohiuddin Khaled Mr. Atiqur Rhaman LLM(DU); LLB(CU) LLM(CU); LLB(CU) Coordinator Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer

Mr. Mortaza Islam ZohanZeb LLM(CU); LLB(CU) Tareq Mr. Md. Shahab Uddin Mr. Md. Yasin Khan Chy Mr. Md. Siraj Uddin Mr. Md. Saidul Islam Ms. Suraya Momtaz Ms. Sharmin Afroz LLM(CU); LLB(CU) LLM(CU); LLB(CU) LLM(CU); LLB(CU) LLM(CU); LLB(CU) LLM(CU); LLB(CU) LLM(CU); LLB(CU) LLM(CU); LLB(CU) LLM(CU); LLB(CU)

10 Mr. Fariduddin Ahmed 11 Mr. Zakir Hossain

Adjunct Faculty Members

1. 2. 3. 4. 5. Mr.lstiak Hossain , Chairman Labor court Md. Zakir Hossain , Dean Faculty of Law, CU Dr. Abdullah AI-Faruk, Asso. Professor, CU Md.ZulfikerAli, Sr. Juditial Magistrate Mahbubur Rahman, Metropolitan Magistrate, Ctg.

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Department of English
1 2 3 4 5 6 7 Professor Md Shamsuzzaman MA(CU); BAHon's(CU) Khan Mr. Pankaj Barua Mrs. Zubaida Rizvi Mr. Md. Absar Uddin Mr. Shafin Md. John Mrs. Nasima Akter Mr. Salim Taher MA(NU);MA(DU) MA(NU);BAHon's(NU) MA(DU); BAHon's(DU) MA(PU); DA(NU) MACU): BA Hon's(CU) MA(CU) Head, Dept. of English Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer

Adjunct Faculty Members

1. Professor Dr. Masud Mahmud, Department of English, CU

Department of Islamic Studies

1 2 Dr. Muin-ud-Din Khan Ahmad PhD; MA Head Lecturer

Sayed Mohammad Jalal Uddin MPhil

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Costing & Pricing Strategy of Southern University Bangladesh

The University's Strategy for Costing and Pricing derives from its Vision to become "a leading university in Bangladesh. Southern University Bangladesh is offering high quality teaching in a high technology learning environment" and from the commitment articulated in its Mission Statement to "the continuing review and improvement of the quality of its activities". The Strategy for Costing and Pricing is congruent with the institutional approach to managing risk, and will form part of the University's framework of financial policies and procedures. The University's Strategy for Costing and Pricing is intended to provide an overarching framework for the promulgation of good practice in costing and pricing across the institution. It reflects the University's commitment to improving the quality of its planning, decision-making and risk evaluation processes and recognizes the University's position in the Higher Education market.

Foreword
The University regards teaching and research as complementary activities and believes that its brand of high quality teaching can only be achieved in combination with the invigorating stimulus of active research. As a consequence, the University equally and actively promotes high quality in teaching and research. The University also aims to make its academic activities more accessible to industry, business, the professions, public services, charities and voluntary organizations, through, the expansion of research partnerships. The University believes that its marketing and costing & pricing strategies should reflect its position in the top ten* of Bangladeshi universities. The University offers teaching, research and technology transfer activities of a very high standard and aims to ensure that its pricing decisions reflect the real value of its services. Similarly, its marketing strategy seeks to ensure that the University's brand recognition is consistent with its national and international achievements. The University's income profile reflects a significant reduction in its reliance on Funding Council teaching grants In moving towards a broader income base, and in planning for an increasingly diversified income profile in the future, the University increases its reliance on sound business planning, pricing and risk evaluation practices.

Aims and Objectives

The main aim of the Strategy for Costing and Pricing is to underpin the future financial strength of the University by: improving our understanding and awareness of the true cost of services and activities, ensuring that best practice in costing and pricing is embedded in the University's business practices and documented in widely-disseminated guidelines and procedures; developing accessible, transparent and consistent costing methodologies for academic activities; simplifying the University's costing model and increasing its central capacity to provide financial forecasts based on user-defined variables;

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ensuring that all costing and pricing outcomes are the result of an explicit process of decision making; recognizing that costing and pricing decisions reflect the tolerance threshold of individual markets without contributing to the perceived low price culture within the sector; ensuring that within the management infrastructure there are appropriate lines of accountability and levels of responsibility for costing and pricing decisions.

In order to achieve these aims, the University will need to fulfill a number of key objectives: pricing decisions should be consistent with the achievement of the University's strategic objectives and the fulfillment of its Mission; pricing decisions should be underpinned by high quality management information and should be consistent with the principle of costing transparency; business practices should be re-engineered to ensure due consideration is given to both the direct and indirect costs of new project proposals; business plans should be consistent in terms of quality and content through the use of institutionally-approved pro-formas; staff with responsibility for costing and pricing decisions should be supported by a formal framework of staff development activities.

Corporate Responsibilities
Council is the governing body of Southern University Bangaldesh with a statutory responsibility for managing the University's financial affairs. In discharging this responsibility, Council seeks to secure the economical, efficient and effective management of the University's resources and expenditure. Council has corporate responsibility for the approval and development of the University's framework of financial policies and procedures. The Audit Committee, on behalf of Council, has an ongoing programme for reviewing the effectiveness of the University's system of internal control. It is responsible for meeting the external auditors and the internal auditor of the University and reviews and discusses reports issued. The Committee considers detailed reports together with recommendations for the improvement of the University's systems of internal control and management's response and implementation plans. The University recognizes the need to provide specialist central support for the costing and pricing of its three core institutional activities - teaching, research and enterprise/reach-out.

Staff Development
In appointing Deans and Heads of Department, the University has sought to appoint individuals with strong records of academic achievement. Deans are appointed for a period of five years and Heads of Department are appointed for three years. The University recognizes that it needs to ensure that these senior academic managers have the appropriate knowledge and skills to make sound costing and pricing decisions. The University will introduce mandatory induction programs for new Heads of Department and Deans to ensure that its senior academic managers are fully aware of the University's strategic objectives, the cost drivers underlying the Resource Allocation

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Model and the institutional requirements in terms of financial/resource plans for new academic initiatives. The need to provide an appropriate infrastructure of staff development activities to inform costing and pricing decisions can be equally important for heads of central support services, particularly as the University expands its commercial activities. The University recognizes the need to provide central expertise to support costing and pricing decisions in academic, support and commercial departments. The University will review its central expertise and address any specific deficiencies through re-training or appropriate staff development.

Intellectual Property Rights

The University has a central policy for handling the intellectual property rights associated with its research activities that provides for a fair and equitable distribution of the profits arising from the commercial exploitation of research undertaken by staff and students of the University. In particular, the University appreciates the value of patents and where possible will support patent applications. Registrar/Legal Adviser has responsibility for overseeing and initiating patent applications.

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Implementation Plan - THINK TANK (Transparency, Accountability, Numeracy and Know-how)

Priority: 1. Transparency Aims and Objectives

Mechanisms

Improve our understanding and awareness of the true cost of services and activities; Ensure that pricing decisions are consistent with the achievement of the University's strategic objectives; Recognize that costing and pricing decisions reflect the tolerance thresholds of individual markets;

Utilize the transparency review data to develop a better understanding of the costs of academic and non-academic services and activities; Refine the University's strategic planning processes to ensure greater 'ownership' and awareness of its strategic objectives throughout the community; Provide clear, accessible guidelines to inform costing and pricing decision making;

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Priority: 2. Accountability Aims and Objectives

M Mechanisms

Ensure that all costing and pricing decisions are the result of an explicit process of decision making; Ensure that there are appropriate lines of accountability and levels of responsibility for costing and pricing decisions; Approval/scrutiny of costing and pricing decisions should be undertaken at an organizational tier at least one removed from that at which proposals are made.

Review the job descriptions of senior managers to reflect financial and planning responsibilities; Provide explicit organizational charts for resource/financial planning and costing/pricing decisions; P Publish guidelines for the approval of costing and pricing decisions;

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Priority: 3. Numeracy Aims and Objectives

M M Mechanisms

Staff with responsibility for costing and pricing decisions should be supported by a formal framework of staff development activities; Staff whose roles include external funding applications, promotion of commercial activities and provision of services should have clear reference materials to inform their activities.

Provide a formal induction programme for new heads of department, including detailed consideration of the Resource Allocation Model; Provide a rolling program of staff development activities for senior and middle managers to improve understanding of financial/business processes; Provide targeted staff development for central support units to underpin their role as a source of advice.

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Priority: 4. Know-how Aims and Objectives

M M Mechanisms

Simplify the University's costing model and increase its central capacity to provide financial forecasts based on user-defined variables Develop accessible, transparent and consistent costing methodologies Ensure that best practice in costing and pricing is embedded in the University's business practices Review current costing methodologies and identify weaknesses; Seek Council approval for revisions to costing methodologies; Develop pro-formas for financial/resource planning and business plans; Review central expertise available and determine if staffing/expertise is a appropriate to meet future needs;

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List Of Tuition Fees Of Various Program Of Southern University Bangladesh

Sl. 01. 02. 03. 04. 05. 06. 07. 08. 09. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. Name of Program BBA HTM MBA (Regular) MBA (Regular) MBA (2 years) EMBA LL. B. (Hons) LL. B. (2 years) LL. M. (1 year) LL. M. (2 years) B. A. in English M. A. in English (1 year) M. A. in English (2 year) M. A. in Islamic Studies (1 year) M. A. in Islamic Studies (1 year) B.Pharm. M. Pharm (Thesis) M. Pharm (Non- Thesis) CSIT (Hons.) BS in CSIT MSIT (2 years) MSIT (1 year) EEE (Hons.) BS in EEE ECE (Hons.) BS in ECE Civil Engg. (Hons.) BS in Civil Engg. Credit 129 126 39 45 63 42 120 60 30 48 120 30 60 30 60 162 36 30 142 98 60 39 157 109 160 112 162 142 Per Credit Fee BDT. 1380 BDT. 1754 BDT. 1640 BDT. 1423 BDT. 1588 BDT. 1786 BDT. 1042 BDT. 834 BDT. 1000 BDT. 1042 BDT. 1042 BDT. 1000 BDT. 834 BDT. 834 BDT. 584 BDT. 1715 BDT. 2362 BDT. 2667 BDT. 1650 BDT. 1650 BDT. 1710 BDT. 1710 BDT. 1700 BDT. 1700 BDT. 1700 BDT. 1700 BDT. 1715 BDT. 1715 Total Fees BDT. 1,78,000 BDT. 2,21,000 BDT. 64,000 BDT. 64,000 BDT. 1,00,000 BDT. 75,000 BDT. 1,25,000 BDT. 50,000 BDT. 30,000 BDT. 50,000 BDT. 1,25,000 BDT. 30,000 BDT. 50,000 BDT. 25,000 BDT. 35,000 BDT. 2,77,830 BDT. 85,000 BDT. 80,000 BDT. 2,34,300 BDT. 1,61,700 BDT. 1,02,600 BDT. 66,690 BDT. 2,66,900 BDT. 1,85,300 BDT. 2,72,000 BDT. 1,90,400 BDT. 2,77,830 BDT. 2,43,530

These tuition fees of SUB are based on these following 8 factors:

Setting Tuition Fees of SUB: Key Factors to Consider

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Higher education, like any business, must listen to the "voice of the customer" in pricing deliberations. It's not like 15 years ago, when most colleges and universities set price based on what was necessary to balance the budget (and, for public institutions, what would be politically acceptable). Now, more higher education institutions understand that market forces factor into the price-setting deliberations. To appropriately factor in market considerations, however, there are eight key points to mull over:

1. Include the Right People in the Discussion

Budget committees often lack members that can bring an external perspective to pricing questions. Including representation from enrollment-related offices of admissions and financial aid, or at least gathering their input early in the process, is critical.

2. Select the Right Comparison Group

When benchmarking with other institutions on things like faculty salaries and endowments per student, institutions often use a set of peer or aspiration of SUB, with little consideration given to whether SUB are actually its competitors. The most relevant price comparisons, however, are with the SUB that most frequently appear in the choice sets of students who are part of your applicant pool.

3. Look At More than Just Sticker Price

SUB is at the top of their competitor set in terms of sticker price, but toward the bottom in terms of prestige measures, typically faces significant challenges in meeting their enrollment goals. Therefore, when benchmarking with competitors, it's vital to compare prestige as well as sticker price. In addition, data should be collected to understand the net price being charged by your competitors, not just the sticker price, because sticker price discounts can vary widely from institution to institution.

4. Pay Attention to the Behavior of Your Applicant Pool

It is critical that attention be paid to student matriculation rates, based on whether or not they apply for aid, their level of need and discount rate, their quality profile, and so on. This will help clarify how a significant price increase may impact the achievement of your institution's enrollment goals. Some institutions are becoming quite sophisticated at using econometric analysis to understand the price sensitivity of their pool, based on historical responses to aid offers. Other institutions that have not provided much financial aid in the past conduct market research to assess how students might react to various price increases.

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5. Consider the Advantages (and Disadvantages) of Differential Pricing

Although more common at public institutions than private institutions, setting different prices for different institutional "products" is becoming more popular. Similarly, statewide systems often charge less for regional campuses than for the system "flagship." Some institutions charge a different rate for cohort-based, accelerated programs than for traditional, semester-based courses. These differential pricing schemes, ideally, reflect differences in the market's "willingness to pay." However, when considering such approaches, it is important to ensure that the resulting tuition schedule does not become so complex that it is difficult to explain. Moreover, once the differential has been established, be aware that across-theboard percentage increases can impact different populations very differently.

6. Think Long-Term
At many institutions, setting price is viewed as an annual decision. While it is certainly important to review assumptions annually, the institution should have a longer-term strategy in mind that annual decisions about price should support. SUB tuition fees are often held constant for years at a time, only to increase suddenly and significantly. This longer-range approach represents a much more rational and predictable model for the institution to explain, and for parents to plan.

7. Remember that Market Perceptions Lag

Some institutions make the mistake of thinking that they can immediately charge more because they have made desirable changes in or investments to facilities or programs. While those investments may well change the perceived value of the institution in the marketplace over time-thus increasing the market's willingness to pay--it is unlikely that the change in perception will be immediate. Pricing changes need to follow a change in the perceived value of an institution, not lead it.

8. Consider the Economic Conditions of Your Primary Draw Area

If institution has a local or regional market, you need to factor into your pricing deliberations the current economic conditions of the area. For example, if unemployment is at an all-time high, a significant tuition increase may not be sustainable, even though demand among non-traditional age students may be increasing. The good news is that higher education is becoming more marketaware in establishing pricing and discounting policies. However, many institutions have a long way to go in terms of the sophistication of their market assessments. It requires discipline and time to gather and analyze the data needed to measure the perceived value of the institution. But it is that perception that determines what people are willing to pay and, therefore how you should price, and discount, your educational "products."

Comparative Tuition Fees

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Name of University Southern University Bangladesh Premier University IIUC East- Delta University BBA 1,79,000 Taka 1,85,000 Taka 2,84,200 Taka 6,00,800 Taka

Program MBA 1,00,000 Taka 1,00,000 Taka 1,21,000 Taka 3,88,400 Taka

Explanation: Considering only tuition cost of BBA, MBA of these three universities, we see that East Delta University is taking highest tuition fees for BBA, and MBA. Moreover, Premier University and IIUC are in second and third position respectively. Furthermore, Southern University Bangladesh offers BBA and MBA with lowest cost which has been shown above Bar Chart.

Service Delivery Strategy in Southern University Bangladesh

This paper examined university educational service delivery strategy in a changing world as it affects ethical values and leadership integrity in Southern University Bangladesh. This was for the

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purpose of determining appropriate strategies for improving the quality of service delivery system in SUB. The paper submits that the quality and quantity of educational services has considerably been improved in relation to internal efficiency of resources. Moreover, the problem of access to education has become a significant phenomenon with its deleterious effect on labor market supply. The university education has also become more relevant to manpower training and development.

UNIVERSITY EDUCATION AND MANPOWER DEVELOPMENT

The National Policy on Education (2002) shapes the focus of Nigerian university towards achieving the following objectives: the acquisition, development and inculcation of the proper value orientation for the survival of the individual and society; development of the intellectual capacities of individuals to understand and appreciate their environments, acquisition of both physical and intellectual skills which will enable individual to develop into useful members of the community, and the acquisition of an objective view of the national and international environments. University education is thus meant to be development-oriented, whether in respect of the society or the individual and whether in physical or psychological dimensions. Clement (2004) asserts that over the years, the university has meant different things to different people yet; it has not detracted from the fact that it has a core meaning and set of functions as understood by scholars. However, the primary function of university is manpower development. Hannah (1998) and Ujomu (2001) contend that universities are enterprises that produce and distribute a public good, which is knowledge. In the same vein, Salter (1983) argues that production of knowledge is the major focus of universities and that production of knowledge has always linked up with teaching and research. Apart from teaching and research universities also grant academic degrees (Dohn, 1970). The National Policy on Education (1989) admits that the higher education should, among other things aim at: The acquisition, development and inculcation of the proper knowledge, skills and values orientation for the survival of individual and society, the acquisition of both physical and intellectual skills which will enable individuals to develop into useful members of the community. In essence, the philosophy of education in Bangladesh holds that university teaching should seek to inculcate a spirit of community in the students. It is however, being observed that this spirit of community, which is lacking in most universities, is required both within and among the different levels of staff in the university, as well as, between the students and staff. The failure of National Policy on Education is clearly seen in the fact that, over the years, acts such as victimization of staff and students, examination malpractices, cultism, sexual harassment tyranny, high handedness, and corruption in the university system have grown to unprecedented proportions. Furthermore, besides production of knowledge and skills impartation, the university serves other important purpose in the society. Plessner (1992) asserts that the modern university makes possible the acquisition of independence by individuals which has been shown in Southern University Bangladesh. It promotes the awakening and consolidation of critical awareness of independence and creative thinking of the ability to go beyond what is already known. Similarly, Rohrs (1989) holds that the university strives towards intellectual freedom, by posing fundamental questions and isolating itself from social pressure in an environment of meditative calm. He posits further that:

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The essence of university education is manpower development, which takes place in the living confrontation with knowledge; professional competence and a civil sense of responsibility is merely the product of having received university education. Meanwhile, the important point to note is that though the university is a centre for the creation, processing and dispersal of knowledge, it also instills values and good traits of character in individuals so that they can fulfill their social roles more properly. This supports the assertion of Akinpelu (2001) who posits that universities are the seed-beds of liberty, of humanity, emancipation, freedom from poverty and of the charity of thought and deed. Reflecting on the role of university in human resource development, it could be observed that, the university, right from its inception, has neither inculcated a spirit of community and emancipation in the students, nor has it imbued this value system in the staff. There remains a high incidence of political and ethnic conflicts among the staff. There are conflictual interests and goals between Southern University Bangladesh administration and various academic and non-academic unions. There are conflicts between factions of the students union and organized students fraternity or cult groups. These are evidences that the much needed ethical values, such as, dialogue, fraternity, peace and discipline are lacking in most of the university systems across the nations (Geoffrey, 2005).

Service Quality in Southern University Bangladesh Using an Enhanced SERVQUAL Approach

Customer service and quality are driving forces in the business community. As higher educational institutions tussle for competitive advantage and high service quality, the evaluation of educational service quality is essential to provide motivation for and to give feedback on the effectiveness of educational plans and implementation. I try to present an enhanced approach to using SERVQUAL for measuring student satisfaction. It involves the use of factors concerning student services that are queried and surveyed using the SERVQUAL methodology. The proposed instrument was tested at Department of Business Administration in Southern University Bangladesh. A rigorous analysis demonstrates the usefulness of the approach in gathering students perceptions, analyzing them, and reducing them to a form usable by management as an off-the-shelf service quality measurement tool.

SERVQUAL
SERVQUAL measures the difference between what is expected from a service encounter and the perception of the actual service encounter (Parasuraman et al., 1988). The authors named this the disconfirmation paradigm, and operationalised it as: Service Quality (Q) _Perception (P) _Expectation (E). The SERVQUAL instrument is actually a survey form containing 22 items, each item measuring both the perception and the expectation of a particular service attribute. SERVQUAL is widely used as an off-the-shelf instrument in many service settings. In education, it has been significantly adapted to form LibQUAL, which is used to measure academic library service quality (Cook & Thompson, 2000)

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Data Analysis
In all there are 958 usable returns (497 from Southern University Bangladesh and 461 from Premier University), TABLE 1. Selected demographic data of survey respondent Particulars Southern University Premier Bangladesh University Gender Male Female Nationality Local students International Students Year of study First-year undergraduates Second-year undergraduates Third-year undergraduates Fourth-year undergraduates Graduate students 333 164 328 5 79 129 97 91 101 254 207 330 93 87 105 142 34 Total

587 371 658 5 172 216 202 233 135

Note: Only students in the faculty of Business Administration are surveyed, yielding an overall response rate of approximately 19%. A broad cross-section of gender, race, nationality, age, and different cohorts were represented (Table 1).

Pre-evaluation: factor analysis

An initial factor analysis is carried out to validate the gap scores (that is, perception minus expectation). The principal component method and VARIMAX rotation are used (see Gorsuch, 1983, for explanation of these techniques). By evaluating the scree plots and eigenvalues, the relevant factors and their related statements are identified. The factors from both university samples are able to explain approximately 65% of the total variance. Note that this exceeds the 54.2% reported by Kwan and Ng (1999). Following the factor analysis, statements with a loading less than 0.5 are dropped from further analysis. This resulted in a reduced 44-statement set (within eight factors) for Southern University Bangladesh, and a 51-statement set (within nine factors) for Premier University. Note that the original survey had 76 statements or attributes grouped into eight factors. The majority, but not all, of the attributes were returned to their original classification. For both universities, the factors workload, assessment, learning, university facilities, and social activities were returned successfully.

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At Southern University Bangladesh, students tended to perceive teaching and advising differently from communicating with the universitys management (Table 2). For the other university, students had not distinguished between these two factors, but instead regarded them under a single factor of school authority.

Evaluation of Gap Scores

As mentioned, service quality gap scores are obtained by subtracting the expectation scores from the perception scores. Positive gap scores indicate satisfaction or a positive perception of the product or service consumed. Negative gap scores imply that there was dissatisfaction. The results of the survey indicate a range of predominantly negative service quality gaps

TABLE 2. Mean gap scores and satisfaction grid results Factors Mean Expected Service

Mean perceived Service

Mean Action on gap satisfaction

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Score Southern University Bangladesh Course Assessment Workload Learning Teaching and advising 5.68 Communicating with the universitys Management University facilities Social activities Premier University Course content Course organization Assessment Workload Learning School authority (Teaching, advising, Communication) SUB appearance University facilities Social activities 6.14 5.95 6.00 5.79 6.09 5.87 5.30 5.94 5.47 4.19 6.11 5.87 5.65 5.95 4.03 5.86 5.76 5.39

Score 4.31 4.52 4.19 4.12 -1.65 3.35 4.80 4.33

score grid -1.81 -1.36 -1.47 -1.83 C -2.51 -0.97 -1.06 D B B B B C C

-1.96 4.48 4.17 4.20 4.02 3.84 4.64 4.42 4.20 -1.47 -1.82 -1.59 -2.07 -2.03 -0.66 -1.52 -1.27

C B C C C C B B B

at both universities (see Table 2). Both universities registered large gap scores of -2.03 and -2.51 for school authority and communicating with the universitys management. This shows that the business students at both universities expected a higher level of service with regards to the availability of channels for conveying their ideas to management and the willingness of the universities to consider their opinions. On the other hand, several factors scored closer to the students expectations. For example, their expectations were better met for university facilities and social activities at Southern University Bangladesh. Attributes under these two factors include campus security, facility cleanliness, sports and recreation facilities, campus events, and value for money at on campus canteens. It is important to note that a large negative gap may be the result of either a high expectation or a low perception, the two of which are independent from one another.

Stepwise Regression on Overall Satisfaction

To further investigate the cause-and-effect relationships and the determinants of overall satisfaction, stepwise regression analyses were conducted to identify the factors significant in

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contributing to the students overall satisfaction. These analyses were performed separately for Southern University Bangladesh and for Premier University using the factors recovered. For Southern University Bangladesh, the final model to emerge from the stepwise regression analysis had an adjusted r2 value of 0.59, which means that the factors accounted for 59% of the variation. The largest negative gaps occurred for attributes E9 (willingness of the university management to listen to the opinion of students, score of -2.59) and E10 (channels for TABLE 3. Stepwise regression analysis results for overall satisfaction at Southern University Bangladesh Factors and attribute that affect overall satisfaction Factor 1 B6 B7 Factor 2 C3 Factor 4 D1 D2 D4 D10 D11 D12 D13 Factor 6 E9 E10 Factor 7 F1 F4 F7 Course The quality of material emphasized in the teaching The usefulness of the module components offered in your career development Assessment Clarity of information about assessment criteria Mean gap score -1.73 -2.04 -1.62

Learning The course has developed your subject knowledge -1.49 You are learning what you hoped to learn -1.78 The chance to explore important ideas from fellow students -1.48 The development of your team-working skills -1.64 The development of your communication skills -1.79 The development of your practical skills -2.11 The development of your analytical ability -1.75 Communicating with the universitys management The willingness of the university management to listen to the opinion of students The channels for reflecting students ideas to management University facilities The general appearance of your campus Value for money in the canteen Amount and availability of library facilities

-2.59 -2.43 -0.31 -0.77 -1.20

TABLE 4. Stepwise regression analysis results for overall satisfaction at Premier University Factors and attribute that affect overall satisfaction Mean gap score

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Factor 1 B1 B6 D2 Factor 5 D3 Factor 6 E2 E10 Factor 7 F1 Factor 8 F4 F8

Course Knowing what you can expect from your course and your tutors -2.10 The quality of material emphasized in course -1.95 You are learning what you hoped to learn -1.92 Learning Your confidence to learn has been enhanced -1.93

School authority (teaching, advising, communication) The extents to which teaching staff are sympathetic and supportive of the needs of students -2.03 The channels for reflecting students ideas to management -2.82 Southern University Bangladesh appearance The general appearance of your campus University facilities Value for money in the canteen Amount and availability of computing facilities -0.66 -1.26 -1.91

reflecting students ideas to management, score of -2.43). The learning factor (Factor 4) featured the largest of all in determining overall student satisfaction (Table 3). A similar stepwise regression analysis was performed for the recovered factors of Premier University (see Table 4), which accounted for 67.4% of the variation. This is better than the variation accounted for in Southern University Bangladesh. Interestingly, the attribute with the largest negative gap score was the same as for Southern University Bangladesh: E10 (channels for reflecting students ideas to management score of -2.82). This gap is somewhat larger than the gap for Southern University Bangladesh. Students also reported a large negative gap for attribute B1 (knowing what you can expect from your course and your tutor, score of -2.10). Similar stepwise regressions were performed to determine significance in specific other areas. For example, for the factors of library and computing facilities, the attributes that exhibited relatively larger positive service gaps include range of books, and adequacy of individual workspace and group study space. Students valued also the long operating hours of these facilities. The mean gap scores were also relatively larger for the important attribute of overall skills development for the students future employability (that is, problem-solving and interpersonal skills, team-work, communication, practical and analytical skill sets).

Demographic Profiling

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Analysis was also performed to identify perception of the level of service quality in subsets of the samples across various demographic groups. For example, to explore the hypothesis that students Surveyed Chittagong Percent of those surveyed 4.3 Feni 2.5 Coxs Bazar 3.5 Comilla 4.5

across different years had different perceptions and expectations of the various aspects of education, mean scores were computed for different year cohorts of undergraduates. This analysis can help illuminate the direction and magnitude of change that students experience across years in relation to each service quality attribute. At Southern University Bangladesh, course organization, learning, and social activities exhibited improvement in the perception of service quality. Social activities displayed a significant increase in its gap score of -0.36 for final-year students at Southern University Bangladesh. The opposite effect was displayed for Premier University. This finding points to the utility of the present study in identifying service gaps for management to focus improvement efforts at. Another important result was that the factors of learning, teaching and advising, and communication with the universitys management all showed significant decreases in their negative gap scores for the finalyear students at both universities. This indicated longitudinal improvement of service performance across the years. Other analyses were performed to evaluate differences between graduates and undergraduates, local and foreign students, and male and female students. Compared to the undergraduates, the graduate students at Southern University Bangladesh perceived a higher level of service quality. For Premier University, the opposite was found to be the case (that is, graduate students of Premier University recorded a lower service quality level compared to undergraduate students). At both universities, the foreign students perceived a higher level of service quality than the local students. Both male and female students identified practical skills as a key attribute for future employability.

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Explanation: By surveying almost 100 students of Southern University Bangladesh, I saw that majority students come from Chittagong (4.5) and Comilla (4.3). Furthermore, Coxs Bazar (3.5) and Feni (2.5) hold 4th & Fifth position respectively which has been shown on top of the schedule and chart.

The GAP Model Analysis of Service Quality in Southern University Bangladesh

Reputed educational institutions have started to choose to be independent from UGC and parents as well are distancing their young ones from the government educational institutions. The credible reasons for this could be the overriding impact of globalization and privatization on one hand and a cut in the government budget on higher education on the other hand.

Students perception regarding SUB

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Challenging 4.3

Helpful 2.5

Top 5 words or phrases Reputation/Prestigious Quality 3.5 4.5

Environment 4.2

Explanation: By surveying almost 100 students of Southern University Bangladesh, Most of the students are openhanded their perception regarding environment, quality, reputation, helpful and challenging of Southern University Bangladesh. According to survey, quality (4.5), challenging (4.3), environment (4.2) which is very close to quality & challenging as well. Moreover, reputation (3.5) and helpful (2.5) are holding 4th and fifth position.

Higher education scenario in Bangladesh:

It is most evident by the fact that Bangladesh is lagging behind in higher education services as it comprises only 6-7% students as against 16% in most of the development countries. Of this 7% elite academia, 87% of it is concentrated in three faculties of arts by 42%, science by 20%, and commerce by 21% and remaining 13% is absorbed by professional faculties like medicine and engineering though the number of universities and students is increased from just 17 and 3.5 lakhs in 1957 to 350 and 1 crore respectively in 2009.As well the dependence of government funds has increased from 57% to 82%, while the percentage of plan expenditure on higher education total education has fallen from 22% in fifth five year plan to 6% in eleventh five year plan (2007-12).

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The universities of Bangladesh can be classified in various categories like Public universities, private universities, agricultures universities and Open Southern University Bangladesh shown in table 1. Realizing the urgent need of revamping Bangladeshi Higher education system the ministry of Human Resource Development has proposed to establish 8 Bangladeshi Institutes of Technology, 7 Bangladeshi Institutes of Management under the 11th five year plan. SL No. Types of universities in Bangladesh No. (31st April 2011) 01 Public universities 34 02 Private universities 54 03 Agricultures universities 04 04 Open University 01 05 International University in Bangladesh 03 Table 1: No. of universities existing in Bangladesh as on 31st April 2011 In the changing scenario of globalization and privatization, the education can not remain aloof. The government has taken a stand not to bear additional expenditure over the present 10% budget on higher education, whose output is just 6% of total Bangladeshi education. It started allowing private institutions to impact education permanently on non-grant basis. In other words, higher education is slowly moving from its era of highest subsidy through participative route i.e., initiation self-supporting courses, distance education courses, and allowing many unaided affiliated colleges.

GAP model analysis of service quality based on Southern University Bangladesh:

GAP model analysis of service quality, developed by Zeithaml, Bitner, and Parasuraman of USA(1988), can be bitter utilized in order to have introspection and to diagnose the syndromes the Southern University Bangladesh has been suffering from and to suggest remedial measures and strategies for preventing or minimizing the specific syndromes, and for revamping the various strategic elements of system.

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The actors that are noted in its original model are named differently for our purpose in this thesis. The student is substituted for a customer (Service Taker), while the university is substituted for a marketer (Service Provider). As is advocated by Booms and Bitner an effective marketing of educational services includes the effective management of the following 7Ps (the words starting with bold letter P) of services marketing mix: Product: It includes degree awarded and their syllabi, paper exemptions, brand name of their degrees and its history, placement facility, lateral entries, grading given by SUB, recognition by UGC, demand and supply conditions of the degrees offered, etc. Price: It includes admission and term fees structure, fee concessions and exemptions, exams fees etc. Place: It includes selection of approved universities based on their strength and weaknesses, and evaluation of approved universities and study center based on their performance. Promotion: It includes media propagation, CRM, public relation of the government, UGC, press meets and public awareness programs. People: This P includes professors, students themselves, other students, and non-teaching staff which the university have to plan and implement the number of teaching and non-teaching staff, their qualifications, recruitment and selection, procedure, their training and rewards, and conducting research on need and wants of students and professors; educating the students about their role and responsibility, and communicating the cultural values with the students , their background and interest and aptitude for the course in which he is studying. Physical evidence: This P includes design, aesthetics, functionality and ambient conditions of the class rooms and buildings, equipment in the labs, library facilities, dress code of the students, and non-teaching staff, annual reports and calendar of the university, visiting cards of the staff and computer labs etc. Process: This P includes type of the service standardized or customized , number of steps involved in the service process simple or complex, and the level of involvement by student, professor and non-teaching staff in the service delivery. The students perceptions are subjective assessments of actual service experiences. The success of student exceptions consists of marketer controlled factors (such as advertising, pricing and sales promises) as well as factors that the marketer has limited ability to affect (innate personal needs, word-of-mouth communications, and competitive services offered by competing universities). GAPS in the service quality: But in practice, these concepts are separated by some discrepancies within the universities that inhibit delivery of quality education. These are:

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Provider (University) gap 1: Not knowing what the student expects. Provider gap 2: Not selecting the right service designs and standards. Provider gap 3: Not delivering to service standards. Provider gap 4: Not matching performance to promises. Customer (student) gap 5: Not knowing what the university delivers.

Fig.1 conveys a clear message that the key to closing the student gap is to close gaps 1 through 4. To the extent that one or more of gaps 1 through 4 exist, students perceive service quality shortfalls. The basic objective of the university is to develop the strategies in such a way that it can influence the students expectations and perceptions so that all the four gaps that take place due to differences in expectations and perceptions can be filled up. Let us diagnose the specific causes for each of the gaps as shown in fig.1. University Gap-1: Services expected by students minus Universitys perception of students expectations. Causes for Gap 1: Inadequate research on market research on what the student, and industry need and want from the university.

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 Even if there is any research on this objective, it is not focused on quality of the services offered in the university. Lack of interaction between university and students, and between university and industry. Insufficient communication between students and professors, professors and administrators, and students and administrators. Too many procedural layers between the front-end employees professors and non-teaching staff) and board of management, such as many redundant layers and sub-layers through head, principal/dean, registrar, and vice chancellor in order to have link by the students, teachers and non-teachers. Lack of customer relationship management (CRM) with the students. University Gap-2: Universitys perceptions of students expectations minus student- driven service designs and standards. Causes for Gap 2: Lack of student-driven service standards. Vague, undefined design of the services to be provided to students, scholars and teachers. Absence of process (delivery of services) management to focus on student requirements. Absence of formal system for setting service quality. Inadequate administration commitment towards the services. No systematic process for the development of new courses to be offered so as to sustain the competition from other established public or private universities from regular or distance mode services. University Gap-3: Student-driven service designs minus service delivery. Causes for Gap 3: Ineffective recruitment and selection of professors and non teaching staff. Role ambiguity and role conflict among professors. Inappropriate evaluation and compensation system for professors. Lack of empowerment, team-work, collaborative research, etc. Failure to smooth peaks and valley of demand for certain courses. Over reliance on government funds for running the course University Gap-4: Service delivery minus external communications to students. Causes for Gap 4: Ineffective CRM to manage students expectations about services from the universities. Failure to educate students about their roles and responsibilities. Over or under promising about the quality of education (placements, lab, teaching, etc) through cues for physical evidence. Insufficient communication between teaching and non-teaching staff. Differences in the policies and procedures (structure of syllabi, examination schedules and model papers, infrastructural facilities) Student Gap-5: Students expectations of service minus students perceptions of service. Causes for Gap 5:

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 The first impression that the students get while interacting with the administration and professors over phone or in person during admission in to the university campus. Response of professors and staff (employees) to their failure in service delivery; to student needs and requests; to problematic students; and spontaneity in delivering memorably good or poor service to students. Student assessment of service quality dimensions*, such as reliability, responsiveness, assurance, empathy, and tangibles of university education, as shown in fig.2.

Reliability Assurance Service quality

rendered by professors and staff

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Responsiveness

Reliability: Ability of the professors and staff to perform the promised service dependably and accurately. Tangibles Assurance: Knowledge, courtesy, and ability of the professors and staffFig. 2. Dimensions used for judging the quality of university education to inspire trust and confidence among the students about their placement. Service quality dimensions: of the professors and staff to help Responsiveness: Willingness students and provide prompt service. Empathy: Caring and individualized attention given to students by professors. Tangibles: Appearance of physical facilities equipment in the labs, LCD, OHP, computers, internet, dress code, non-teaching staff, answer sheets, question papers, records, attendance sheet, project reports, letter heads, and other written materials. Marketing triangle of higher education services Reliability: Ability of the professors and staff to perform the promised service dependably and accurately. Assurance: Knowledge, courtesy, and ability of the professors and staff
to inspire trust and confidence among the students about their placement. Responsiveness: Willingness of the professors and staff to help students and provide prompt service. Empathy: Caring and individualized attention given to students by professors. Tangibles: Appearance of physical facilities equipment in the labs, LCD, OHP, computers, internet, dress code, non-teaching staff, answer sheets, question papers, records, attendance sheet, project reports, letter heads, and other written materials.

Empathy

Marketing Triangle of Higher Education Services

The strategies that could be followed by Indian universities can be broadly divided into three groups in terms of type of marketing: 1. External marketing strategies, 2. Internal marketing strategies, 3. Interactive marketing strategies.

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University (Board of Management/Executive Council)

Internal marketing Enabling the promises Professors staff (Employees)

External marketing Setting the promises Students (Customers)

Interactive marketing Delivering the promises Fig 3. Marketing triangle for higher educational services

Fig. 3 shows that external marketing strategies, internal marketing strategies, and interactive marketing strategies are to be developed within the encounters (interactions) that take place in between the university and the students, the university and the professors and staff, and professors and staff, and students respectively.

Promotional Strategy in Southern University Bangladesh

Editorial & Publication Advertising Social network

Editorial & Publication

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The Department of General Education offers a variety of editorial services, including researching, writing, proofreading and editing. The department assists in the development of the communications plan, prepares articles for target publications, edits existing copy and develops new copy for a wide variety of University-wide publications including brochures, calendars, newsletters, posters and handbooks.

Advertising policy
The University of Southern have a plan to provide potential sources of revenue or other nonfinancial benefits through legitimate and worthwhile opportunities for advertising, sponsorships and other promotional activities. This revenue can be beneficial to the entire university community. But its also necessary to recognize that the university is a Private institution and that its reputation and image must be protected. Therefore, the university has adopted the following policies applicable to the granting of advertising.

Explanation: In my field survey, I saw that most of the students are admitted in SUB by conversation with officers of admission office. They play vital role for admitting the students in SUB. After that others media like newspaper, SUB website, SUB graduates, current students and brochures and booklets.

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Social Networking
Social networking is the grouping of individuals into specific groups, like small rural communities or a neighborhood subdivision, if you will. Although social networking is possible in person, especially in schools or in the workplace, it is most popular online. This is because unlike most colleges, or universities, the internet is filled with millions of individuals who are looking to meet other internet users and develop friendships and business relationships, too. When it comes to online social networking, websites are commonly used like www.facebook.com, www.sitetalk.com etc. These websites are known as social sites. Social networking websites function like an online community of internet users. Depending on the website in question, many of these online community members share a common interest such as hobbies, religion, or politics. Once you are granted access to a social networking website you can begin to socialize. This socialization may include reading the profile pages of other members and possibly even contacting them. The friends that you can make are just one of the many benefits to social networking online. Another one of those benefits includes diversity because the internet gives individuals, from all around the world, access to social networking sties. Not only will you make a new friend, but you just might learn a thing or two about a new culture and new languages. And, learning is always a good thing.

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Suggestions: Marketing Strategies for Southern University Bangladesh

There could be innumerable number of strategies that could be developed with the help of 7Ps of marketing. The following could be some possible strategies: 1. The universities should try to expand the market for its offerings as follows: a) Offering existing courses to the existing students and Scholars. b) Offering the existing courses to the new students (Customers). c) Offering new courses to the existing customers. d) Offering new courses to the new customers. It is very inevitable that the universities should identify the desired service standards by the recruiting industry and then design those courses that suit their specified needs. They must establish the target levels for each teacher in terms of quality and quantity and then measure their performance at the end of every half a year. Update periodically the target levels and measures for the professors and staff. The ambient conditions have to be created for the students as well as professors to enable their concentrated study. The signs, symbols and artifacts are to be very attractive to create first impressions and for communicating new courses. It is the responsibility of the universities to train the professors for technical and interactive skills. Since your students are contributors to teaching quality and satisfaction, you must define their role in the class rooms, such as helping oneself, helping other students and participation in the discussions and debates. The universities should become the preferred employer by the intellectuals, including the practitioners from the industry.

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 Even India's elite institutions - the IITs and IIMs are finding it increasingly difficult to attract and retain world class faculty members in the face of attractive offers from foreign universities, research institutes and multi-national corporations. So, there is a substantial risk that Indian universities and their students could end up as serious losers in the global higher education "game". Hence, the professors must be rewarded to attract them and to perform their duties effectively. The customer relationship management (CRM) has to be undertaken (develop continuous relationships with prospects, applicants, students, and alumni with relevant communication, rather than one-way blasts and leveraging the most cost-effective and appropriate communication channels) to attract the best students, retaining the existing students and The SUB should retain the best professors even by paying extra increments by treating them as your customers, and by developing a service culture in their universities. The SUB has to be made very strong and healthy with latest technology coupled with stricter quality standards. There must be joint ventures (JVs) between SUB and foreign universities in order to develop the needed courses and create the demand for those by Bangladeshi industries and international students as well. The role of the public sector has to be gradually reduced while protecting the countrys welfare policy towards backward students to the extent possible.

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Conclusion
Higher education is the reflection of ones premium privilege of any country. Unless and until the parties (marketers)involved in delivering quality higher education in Bangladesh, it becomes wellnigh impossible to survive in its present form of metamorphosis, especially in the juncture of cutthroat competition in terms of pull and push strategies proposed by international players in this field, especially from English speaking countries around the globe offering the best quality. The government as well as the private sector players in Bangladesh involved in providing educational services must change their paradigm shift in their outlook toward their wards from mere while elephants to customer-gods through implementing various communication models and consumer research programs.

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Glossary
o Admission- The process by which a student to enter in to permission specific program/classes by pay payment. o Add/Drop - The process by which a student changes his/her class schedule by adding or dropping a course or both. o Academic Year(Semester): Two 14-week semesters plus a summer semester. o Accredited: Quality of academic programs has been approved by a rating agency. o Advisor: Faculty member who offers you academic advice, explains requirements and assists in scheduling. Ask your department head for an advisor. o Bachelor Degree-A degree awarded for the successful completion of an approved undergraduate program. Awarded for a "four-year program. o Course: Descriptions in this catalog generally show a course number, followed by the course name, and the number of academic credits shown at the right of the columned 1100 Freshmen Composition (3). o Credit Hour- the unit of credit for one hour of lecture per week for a semester or the equivalent. Or one academic credit is generally earned for every 15 hours in lecture during a semester. o Calendar: Important dates of the academic year o Curriculum: A program of study (major, program) Courses required for specific degree or certificate. o Degree- A title conferred upon one who has successfully completed an approved program of study. o Departments: Academic units, each administered by a "chair" and offering courses in one or more related disciplines. o Diploma-An official document certifies a degree earned. o Discipline: Group of related courses, such as mathematics.

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o Dissertation(Thesis)- A written report of research or creative activity completed in partial fulfillment of the requirements for a degree. o Earned Hours- The total number of credit hours awarded for completed courses in which the student has earned a passing grade. o Electives - Course distinguished from required course. You select it from a number of specified courses. o Enrollment (Registration)- The process of choosing and officially registering a course or Courses for specific class(es) for a specific semester. o Financial Aid: Includes grants, loans, scholarships or work study. o Full-Time Student: If you enroll for 12 or more credits in a semester. o General Education Requirements: Courses you must take in addition to your core and electives. o Grade Point Average (GPA): Number of points divided by the hours of credit attempted. It figures your grade for a class. Cumulative grade point average is the average for all courses attempted. o Graduate student- a student who has already earned a bachelor degree and who is admitted to the graduate program. o Internship: (practicum, field placement): Working in a 'real life' setting for academic credit. o Letter Grade- A+AA-, B+,B,B-, C+,C, D, F, o Major- The subject matter chosen for in-depth study. A concentration of courses in your specific area of study o Minor- A secondary field of study in addition to the major. A lesser concentration (20 credits or more). o Neutral Grade-A grade which is not used in calculating GPA (grade point average) (AU, P, NP, S, U, W, I, N, CR, R) o Part-Time Student: If student take less than 12 credits in a semester. o Pre-requisite: Certain courses you must successfully complete before enrolling in a specific course. You must satisfy prerequisites, and other stated conditions, before enrolling in a course, or have permission from an instructor to waive the prerequisites. It is your responsibility to be certain you have the approved prerequisites. o Program (also curriculum): A group of courses you must take in order to earn a degree or certificate. o Required Courses: You must take these to earn your degree. Courses with dissatisfactory result must be repeated. o Scholarship- Fee waiver awarded to a student. o Transcript- A written (official/unofficial) report of a student's academic record, issued from the registrar's office. It must bear the seal of the institution and signature or stamp for official. o Tuition- The charge/fees to enroll for a course o Undergraduate-A student enrolled in courses leading to a bachelor degree. o Withdrawal: Procedure when you drop a course or from school

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SERVICE QUALITY QUESTIONNAIRE

The questionnaire comprises three parts (A to C). Part A - a single question on your level of satisfaction with the overall services Part B - a set of 26 statements on your assessment of the quality of services delivered within Southern University Bangladesh, compared with the service level of an excellent university Part C - four questions: one on overall service quality assessment; one on your years of service experience; one on your rating of the importance of the 10 service quality dimensions and a final question for additional comment The questionnaire will take no longer than 10 minutes to complete NAME OF UNIVERSITY: SOUTHERN UNIVERSITY BANGLADESH Part A Q1. Please indicate your degree of SATISFACTION with the overall services provided by your University, by placing a check mark X in the relevant box below. Completely dissatisfied Very dissatisfied Mildly dissatisfied Neither dissatisfied nor satisfied Mildly satisfied Very satisfied Completely satisfied

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Part B ASSESSMENT OF SERVICE QUALITY DELIVERY This section of the questionnaire contains 26 statements relating to the quality of service delivery of your university Considering an excellent university would be scored as Absolutely Agree, please indicate your degree of agreement with the following 26 statements, on your universitys performance on the service feature described. Absolutely Disagree 1 Strongly Disagree 2 Slightly Disagree 3 Neither Disagree nor Agree 4 Slightly Agree 5 Strongly Agree 6 Absolutely Agree 7

You should insert the number that reflects your rating of that service feature in the Answer Box

Absolutely Disagree 1 1. 2. 3. 4. 5. 6. 7.

Strongly Disagree 2

Slightly Disagree 3

Neither Disagree nor Agree 4

Slightly Agree 5

Strongly Agree 6

Absolutely Agree 7

The terms and conditions of your right to services are negotiated. The service, physical facilities, equipment, staff, and communication materials are accessible to you. Information, advice and support on potential funding sources are made available to you. Staff provide prompt and timely service to you. Your complaints are constructively handled. The University is willing to defend and fight for your individual rights. A flexible service is provided to meet your individual needs.

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8. 9. 10. 11.

Staff are polite and courteous with you. Staff are willing to listen to your individual point of view. Staff communicate in a language that you understand. Complete and accurate information is provided to you in good time.

12. 13. 14. 15.

Staff reassure you in terms of your personal anxieties, concerns and problems. Staff are sympathetic to your individual needs, while respecting your privacy Staff respect your confidences and feelings. You feel safe under the care of the staff.

16. 17.

Accurate and secure student records are maintained. The university environment enables you to take responsibility for your personal development. Specific opportunities and support for you to attain your personal goals are provided. The required level of service is delivered, with clearly stated terms and conditions. The required number of staff have the ability to do the job.

18.

19.

20.

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21. 22. 23. 24.

The full range of services is delivered to meet your changing needs. Staff deliver the appropriate service as promised. A dependable service which does not vary over time is provided. The behavior of staff makes you feel that you can trust them And have confidence in them.

25.

An equitable service is delivered to individual students, as well as groups of students.

Part C

FINAL SECTION

Q1. Please indicate your overall evaluation of the QUALITY of the services provided by your University, by placing a check mark X in the relevant box below Extremely poor Very poor Fairly poor Neither poor nor good Fairly good Very good Extremely good

Q2. Please enter the number of years experience that you have of the services of your University Number of years ____________ Q3. Please rate the importance of the following ten service quality dimensions, by giving a mark out of 100 for each. Insert your mark in the answer box provided. 1. Access to overall services

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2. Responsiveness to your needs 3. Communication style and information provision 4. Humaneness in dealing with you 5. Security of your care 6. Enabling/Empowerment of your development 7. Competence in overall service delivery 8. Reliability of overall service delivery 9. Equity of overall service delivery 10. Tangibles: up-to-date range of physical facilities

Q4.

ADDITIONAL COMMENT ON HOW YOUR UNIVERSITY COULD IMPROVE ITS SERVICE DELIVERY?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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END OF QUESTIONNAIRE, THANK YOU

References
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