International Journal of Evaluation and Research in Education (IJERE)

Vol.3, No.2, June 2014, pp. 99~108

ISSN: 2252-8822 99

Analysis of Quality in Public and Private Universities

in Bangladesh and USA

Quamrul H. Mazumder
Department of Computer Science, Engineering and Physics
University of Michigan-Flint, USA

Article Info ABSTRACT

Article history: To meet the growing need for increased capacity in higher education, the
government of Bangladesh encouraged development of private universities
Received April 8, 2013 in
Revised Jan 20, 2014 1992. Currently, there are sixty private universities, thirty-four public
Accepted April 26, 2014 universities and three international universities in Bangladesh. Although the
increased number of universities has provided opportunities, a debate has
emerged over the quality of education at these institutions due to the
Keyword: significant difference among these institutions. These inconsistencies in
quality may be due to the lack of regulatory oversight and inefficiencies of
Student satisfaction the regulatory agencies of the government. The cost of education at private
Quality universities is high compared to the significantly lower cost at public
Private universities that are subsidized by the government. In spite of the higher
Public cost, student satisfaction levels have not been higher at private universities
Universities in the past. The work presented in this paper seeks to determine the quality
of education in public and private universities in Bangladesh using student
satisfaction as a measure of quality. It is well understood that student
satisfaction measure may not be the only indicator of quality, but it can be
considered as one of the important indicators. The Noel-Levitz student
satisfaction index (SSI) survey questions were modified to adapt them to the
context of Bangladesh. The twenty-two question survey results from
private and public university students of Bangladesh were compared to
determine the level of student satisfaction. The results of the current
study were compared with the SSI data of US private and public
universities. In contrast to past results, results of the current study showed
that the students in public universities of Bangladesh had lowest level of
satisfaction and the private universities of Bangladesh had highest
satisfaction. The results derived from this data can be used by both public
and private universities for improving quality in higher education.
Copyright © 2014 Institute of Advanced Engineering and Science.
All rights reserved.

Corresponding Author:
Quamrul H. Mazumder ,
Department of Computer Science, Engineering and Physics,
University of Michigan-Flint,
303 East Kearsley Street, Flint, MI 48502, USA.
Email: qmazumde@umflint.edu

1. INTRODUCTION
Since the 1980’s, there has been a growing trend in higher education to pursue quality management
practices in preparation for the business world. In general, university faculty protested against the application
of some of the current quality management trends, especially rejecting those that defined students as
“customers.” Some of these trends, such as Total Quality Management (TQM), were passing movements[1],
but, others are still widely recognized in other industries. Despite the faculty resistance, interest in applying
quality management methodology in higher education continues, perhaps, because of the rise of private
universities. Although for-profit universities have existed for quite some time in most developed countries,

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the unprecedented growth of private universities in the 1990’s and 2000’s has led to more efforts toward
quality management in higher education [2]. Also, with the rise of private universities has come an effort to
determine which type of university, public or private, can provide a higher quality education to students. It is
important to note that, in many cases, university location plays a role in the determination of which type of
university prevails. In Canada, for example, public universities are considered to be much more effective than
private universities, and are ranked higher in national ratings [3]. In Jakarta, Indonesia, private universities
are more highly rated [4]. It is also generally agreed that private universities provide more opportunities for
an increasing number of students seeking quality higher education. There is a common perception that the
cost at private universities is unreasonably high, despite the higher quality [5]. However, a previous study of
private and public universities in Bangladesh provides preliminary data suggesting that it is possible that
students may still be more satisfied with private universities in Bangladesh than with public universities. For
example, students at Ahsanullah University of Science and Technology (AUST), a private university, were
shown to be more satisfied than students at Chittagong Veterinary and Animal Sciences University
(CVASU), a public university [6].
This study seeks to determine students’ levels of expectation and satisfaction with various services
(professor, curriculum, university resources and extracurricular activities) at each type of college in order to
determine whether private or public universities in Bangladesh provide better educational services.
Comparing and contrasting across universities, specifically private and public, and using the gap between
expectations and satisfaction levels for each service as indicators, we will provide recommendations for
improvement at each university based on the university type. The research questions or hypothesis is to
evaluate whether there is a significant difference in
1) Importance and satisfaction with professors, curriculum, campus resources and extra-curriculum activities
between public and private universities in Bangladesh
2) Satisfaction of male and female students in public and private universities in Bangladesh

2. LITERATURE REVIEW
While some studies have shown that private universities provide better quality education, there are
some disadvantages of private universities, including the high cost of attendance and lack of consistent
regulatory practices. Also, it remains to be determined whether or not students are actually more satisfied
with the overall quality at private universities in Bangladesh or just with some aspects that are contributing
factors to quality. Private universities are expected to take initiatives to provide a higher quality education by
implementing best practices in pedagogy, curriculum, instructional methods and necessary resources. With
the higher cost of tuition, private universities have an economic advantage that enables them to use state of
the art curriculum and faculty in efforts to maintain higher quality. The challenges faced by private
universities include motivation for profit, inability to attract talented students who lack sufficient financial
resources, and reliance on revenue from students that force the institutions to view students as “customers”
who are paying for services. Although, it cannot be conclusively determined from this limited study whether
the private university or public university in Bangladesh are of higher quality, the current study will be able
to shed some light on the issues and provide directions toward quality improvement initiatives.
Total Quality Management (TQM) and other quality management practices have been used since the
early 1980s, often to improve credibility with the public, but in many cases they have been used only in order
to satisfy internal accountability [7]. While many educators and administrators have suggested a “best-
practices” framework, recommending that educational quality be assessed holistically, it is too often the case
that, instead, educational quality is assessed by focusing too narrowly on one or two areas of achievement
[8]. It is also often the case that higher education institutions assess their programs independently, instead of
comparing and contrasting them with other universities. The advantage of comparing and contrasting one
university to other universities is that a university can identify areas where they can improve competitiveness,
and also learn from what another university is doing well. The Noel-Levitz Student Satisfaction Inventory
(SSI) is useful both for assessing one university independently and also for comparing and contrasting that
university to other universities. In this study, the Noel-Levitz SSI is used because it offers students the option
to rate their levels of expectation and satisfaction within a university. Determining the aspects that the
students feel are important and which are not is useful so that a university might avoid spending valuable
resources improving services that students are not actually interested in [9]. Then, the gaps between the
importance ratings and satisfaction ratings are compared and contrasted across universities of the same type,
public or private.
Previous studies of universities in Bangladesh have provided evidence of the many reasons these
universities should be assessed by student importance and satisfaction levels, rather than by the “areas of
achievement”, as mentioned above. A previous study conducted by the author revealed that students value

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IJERE ISSN: 2252-8822 101

qualifications of the professors and condition of campus facilities as an important determinant of quality. It
is not clear whether or not the high costs of private universities in Bangladesh are justified [10]. One of the
professors of a public university noted, “The overall education system in Bangladesh has been subject to
severe criticism as the government has intensified its privatization program…However, a mere change in the
ownership through a privatization program does not produce better results” [11]. Another study noted that
though private university graduates are considered “above average” in a number of categories, they “have not
yet reached satisfactory level.” This study also suggests that in order to satisfy employers’ concerns about the
preparation of graduates, private universities must guarantee a high quality education [12]. Yet another study
also highlights the disparities in cost between more established private universities in Bangladesh, and those
that are newer [13]. Consequently, it is the case that while the addition of many private universities in
Bangladesh has expanded opportunities for the increasing numbers of students seeking a higher quality
education, it remains to be determined whether or not these private universities can achieve and maintain
high quality educational services and whether or not high costs of private universities are reasonable.
Investigation of student satisfaction in one private university and one public university showed higher levels
of satisfaction among students in the private university [14]. To validate the previous study, the work
presented in this paper investigated student satisfaction in five different public and private universities across
different geographical regions of the country. This study seeks to determine which areas (professor,
curriculum, university resources and extracurricular activities) students have high expectations, and whether
or not they are being met. Therefore, the analysis of the results have developed recommendations for
universities so that they can continue to provide high quality educational resources or to begin providing such
services if they are not doing so already.

3. RESEARCH METHOD
The survey questionnaires were distributed to all public and private universities of Bangladesh
through HEQEP (Higher Education Quality Enhancement Project) sub-project managers. Only five
universities responded to the survey because the other universities were unable to see any tangible benefit
from this study. This may indicate that most of the higher education institutions fail to consider student
satisfaction as a priority. The five universities that participated in the study demonstrated their commitment
to making initiatives towards improvement of quality by placing a high value on their students’ points of
views. The survey questions used a seven point Likert scale to measure students’ perceived level of
importance and level of satisfaction. The questions were developed using Noel-Levitz student satisfaction
index (SSI), a reliable instrument widely used by a large number of universities in the USA to improve
student satisfaction [15]. Another reason for using this instrument is the availability of previous data from US
universities that can be used in this comparative study. The questions were grouped in four major categories
to summarize the results. Questions 1-7 were related to the professor, questions 8-13 were related to
curriculum and questions 14-19 related to campus resources and extra-curricular activities.
Data was collected from students at different class rankings ranging from first year to fifth year to
assure that the samples were collected from a diverse group of students as shown in Figure 1. The survey
respondents included 31% female, 64% male students, and 5% who chose not to respond to the question
related to gender. This distribution of male and female students is representative of students at higher
education institutions in Bangladesh. Explaining research chronology, including research design, research
procedure (in the form of algorithms, Pseudocode or other), one of the previous study discussed how to select
statistical test and data acquisition [16]-[18]. The description of the course of research should be supported
references, so the explanation can be accepted scientifically [17], [19].
Number of students

200
150
100 Public
50
0

Figure 1. Diversity of Students Responded to the Questionnaire

Analysis of Quality in Pulic and Private Universities in Bangladesh and USA (Quamrul H. Mazumder)
102 ISSN: 2252-8822

Not
Reported
5%
Female
31%

Male
64%

Figure 2. Gender Distribution of Participants

This study used a modified Noel-Levitz Student Satisfaction Inventory (SSI) and expands upon 216
data points in an earlier study [18] to include 518 data points. Three public universities and two private
universities were surveyed. An array of geographic locales were surveyed, with two universities from the
capital city of Dhaka (IUBAT, AUST), one university from the southeast (CVASU), one from the southwest
(KU) and one from the central part of the country (BAU) to provide a representative sample across the
country. The importance-satisfaction performance gaps were calculated for both private and public
universities of Bangladesh and compared with results from USA universities.

4. RESULTS AND ANALYSIS

4.1. Analysis of Results

Table 1 shows the results of a t-test to compare between public and private universities. The
importance and satisfaction of each category of survey questions were analyzed as shown in Table 1. The
analysis results showed significant differences in importance in professor (p =0.001) and campus resources
(p=0.000). Significant differences in satisfaction were observed in all four categories (p < 0.005). There was
no significant difference in how well the universities were able to meet the students’ expectations.
University

Table 1. Importance and Satisfaction in Public and Private Universities (N=518)

Type

Criteria Significance (p-

Mean value)

Public 5.95
Importance 0.001
Professor Private 5.55
Public 4.31
Satisfaction Private 4.29 0.000
Public 6.03
Importance Private 5.71 0.178
Curriculum Public 4.78
Satisfaction Private 4.53 0.000
Public 6.21
Importance Private 5.93 0.000
Campus Resources Public 4.53
Satisfaction Private 4.5 0.000
Public 5.85
Importance Private 5.67 0.170
Extra -curricular Activities Public 4.25
Satisfaction Private 4.48 0.000
Public 2.27
How Well Expectations are Met Private 2.14 0.028
Public 59.78
Overall Satisfaction Private 65.25 0.004

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IJERE ISSN: 2252-8822 103

Analysis of importance and satisfaction between males and female students using t-statistics showed
nosignificant difference in any of the four categories, but the mean values indicated female students to be
more satisfied than male students. The importance and satisfaction responses for each question were
averaged to calculate the performance gap. The performance gap is the difference between importance and
satisfaction for each question. A positive gap indicates that the student level of satisfaction is lower than the
level of importance.
The survey questions were grouped into four different categories to further evaluate categories that
showed largest gap. The questions related to each category were described in the methodology section of this
paper. For example, the satisfaction responses of questions 1-8 were averaged to calculate the average
satisfaction with professors as these questions are related to professor category. The categorized average
responses are presented in Table 2 showing higher performance gaps among public university student
responses. Using the performance gap analysis results, the five universities were ranked based on student
satisfaction measures. The analysis considered the lowest gap in a category to be highest performance in that
category and, therefore, was ranked number one. For example, in the professor category, IUBAT had the
lowest performance gap of 0.62 and, therefore, ranked number 1 in Table 3.

Table 2. Performance Gap by Categories in Private and Public Universities in Bangladesh

Private Public
AUST IUBAT KU BAU CVASU
IMP SAT GAP IMP SAT GAP IMP SAT GAP IMP SAT GAP IMP SAT GAP
Professor 5.92 4.0 1.92 5.20 4.58 0.62 5.83 4.20 1.63 5.95 3.61 2.34 6.07 5.13 0.94
Curriculum 6.02 4.3 1.72 5.40 4.75 0.65 6.05 5.09 0.96 5.78 3.99 1.79 6.27 5.27 1.0
University 6.37 4.43 1.94 5.51 4.58 0.93 6.17 4.39 1.78 6.28 4.13 2.15 6.19 5.07 1.12
Resource
Extra-Curricular 5.97 4.21 1.76 5.38 4.76 0.62 5.73 4.61 1.12 5.72 3.31 2.41 6.10 4.84 1.26

Table 3. Relative Ranking of Five Universit ies Based on Performance Gaps

Category AUST IUBAT KU BAU CVASU
Professor 4 1 3 5 2
Curriculum 4 1 2 5 3
University Resources 4 1 3 5 2
Extra-Curricular 4 1 2 5 3

4.2. Comparison between USA and Bangladesh

To compare and contrast the quality of public and private universities with those in the USA, the
survey responses were further analyzed and presented in Figure 3. Noel-Levitz student satisfaction survey
responses from different universities across the USA were used to compare student satisfaction [15]. The
survey responses for questions 5, 7, 10, 20, and 21 were not available, as indicated in the table, and,
therefore, were not compared. The overall performance gap in public universities appears to be higher than
private universities in both countries. Another notable observation was that the performance gaps at the
private universities of Bangladesh were higher than private universities in USA. The data indicates similar
results for public universities in Bangladesh and USA.
A comparison of public and private universities of Bangladesh and USA is presented in Figure 4.
The overall performance gaps are higher at public universities except in a few areas. For example,
performance gap at private universities is higher for questions number 11, 13 and 17 that are related to
availability of courses to students, cost of education and library resources. Students reported lower
satisfaction at private universities in these areas. Students expected better course offerings and library
resources from private universities as they are paying a higher tuition rate for their education.

Analysis of Quality in Pulic and Private Universities in Bangladesh and USA (Quamrul H. Mazumder)
104 ISSN: 2252-8822

3.5

Bangledash public US public

3

Performance Gap
2.5

1.5

0.5

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Question number

Figure 3. Performance Gap in public and private universities

2 USA Private USA Public

1.8
Performance Gap

1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Question number

Figure 4. Performance Gap at public and private universities in the USA

Comparsion of public universities of Bangladesh and USA showed higher dissatisfaction among
students in Balgladesh in all areas except for the amount in which the cost of education influences the
students’ decisions to enroll. Comparison of gap levels for each question is presented in Figure 5. It must be
noted that during this study, the cost of education at public universities in Bangladesh is neglible as these
higher education institutions are fully subsidized by government. The difference in gap between Bangladesh
and USA are significant in most questions with higher gaps present in data originating from Bangladesh.

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2.5
Bangladesh Public USA Public

Performance Gap
2

1.5

0.5

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Question Number

Figure 5. Gap in Public Universities in US and Bangladesh

Further analysis of private universities of Bangladesh and USA showed similar gaps in most of the
questions except questions 11 and 13 where higher differences were observed. Question number 11 referred
to availability of courses to students and question number 13 referred to cost of education. It appears that
students in Bangladesh are more satisfied than USA in these two questions as shown in Figure 6.
2.5
Bangladesh-Private USA-Private
Performance Gap

1.5

0.5

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Question number

Figure 6. Performance Gap in private Universities of USA and Bangladesh

The results of the survey responses were grouped together in the four categories by averaging the
responses of the questions in each category. The summary of the performance gap is presented in Table 4.
The largest gap was observed among students of public universities in Bangladesh. The performance gap in
private universities of the USA and Bangladesh are similar with a lower gap reported by private university
students in Bangladesh.

Analysis of Quality in Pulic and Private Universities in Bangladesh and USA (Quamrul H. Mazumder)
106 ISSN: 2252-8822

Table 4. Comparison of Performance Gap in Bangladesh and USA

Bangladesh Private Bangladesh Public USA Private USA Public
IMP SAT GAP IMP SAT GAP IMP SAT GAP IMP SAT GAP
Professor 5.55 4.29 1.26 5.95 4.31 1.64 6.37 5.29 1.08 6.38 5.07 1.49
Curriculum 5.71 4.53 0.88 6.03 4.78 1.25 6.46 5.21 1.25 6.40 5.16 1.23
UNIV resource 5.93 4.50 1.43 6.21 4.53 1.68 6.34 5.13 1.21 6.25 4.87 1.38
Extra-Curricular 5.67 4.48 1.19 5.85 4.25 1.60 5.63 4.84 0.79 5.82 4.32 1.50

5. DISCUSSION
To address an important question about the quality in public and private universities in Bangladesh
and compare them with those of USA, a study was conducted using student satisfaction as a determinant of
quality. Analysis of the results showed a larger gap in student satisfaction in public universities compared to
private universities in Bangladesh in all four categories. This indicates that private university students in
Bangladesh are more satisfied. However, smaller gaps were observed between private and public universities
of USA indicating no significant difference in student satisfaction. The observations and results of this study
is similar to a previous study but contradicts with general view of government and people of Bangladesh
who perceives higher quality at public universities. One of the possible reasons for this disparity may be
absence of any quality standards or accreditation bodies in Bangladesh and government oversight on quality
of universities that may be biased and inefficient.
Due to their reputations and negligible tuition rates, public universities in Bangladesh were able to
attract higher quality of students with higher grade point averages. However, the quality of instruction,
infrastructures, bureaucratic policies and involvement in political activities results in a poor academic
environment. The public universities are resistant to update their curriculum, instructional methods and
adapting new pedagogical approaches such as active learning and assessment techniques. The University
Grants Commission of Bangladesh (UGC) has recently developed an accreditation policy that will be only
applicable to private universities as public universities expressed strong opposition to be assessed. In
contrast, the private universities have been working towards developing new programs, curriculum,
pedagogy and assessment to improve the quality of education at their institutions. Incorporating world-class
standards and curriculum and attracting faculty members from universities across the world, their recent
efforts have been successful in improving the quality. However, the higher cost of tuition in private
universities of Bangladesh made them beyond the reach of students from middle-income families of
Bangladesh. The higher profit motivation by the private universities is also a deterrent to investment in
quality.
The results of this study can be effectively used by higher education institutions and the government
to improve quality of education. Potential students, parent and other stakeholders can also use this
information to have a better understanding of quality in terms of student satisfaction.

6. CONCLUSION
A survey was conducted to evaluate the importance and satisfaction of students at five different
public and private universities in Bangladesh. The survey was based on a modified Noel-Levitz Students
Satisfaction Index questionnaire. The results best exemplifies a study of students in Bangladesh,
understanding education and the relationship between the quality of higher education and students’
satisfaction in their education at their chosen university. This study included information from each
respondent, asking for their importance and their satisfaction ratings toward their professor, curriculum,
resources, and other extracurricular activities. It also compared and contrasted the deviations and means
between public universities and private universities. Alongside of tested survey results, there are referenced
resources that make common claims to this study. The hypothesis states that students attending private
universities in Bangladesh are more satisfied than students attending public universities. After analyzing the
survey results, the conclusion does in fact support that claim. The data portrays that private universities have
the resources and services that meets the needs of their students and that they have a higher satisfaction levels
than public universities. The higher satisfaction levels may justify higher costs, and public universities may
also be able to improve services, based on private university services.
Comparison of private and public universities in Bangladesh and the USA showed the largest gap in
ratings from public universities in Bangladesh followed by public universities in the USA. Performance gaps
in ratings from private universities are lower than public universities in both USA and Bangladesh.

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IJERE ISSN: 2252-8822 107

ACKNOWLEDGEMENTS
The author would like to acknowledge Dr. Rezaul Karim of Khulna University, Dr. Alimullah
Miyan of IUBAT, Dr. Gouranga Chandra of CVASU, Dr, Nazrul Islam of BAU, Vice Chancellor of AUST
of Bangladesh for their support in collecting the data for this study.

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BIBLIOGRAPHY OF AUTHORS

Dr. Quamrul Mazumder is an associate professor of mechanical engineering at University of

Michigan-Flint, USA. His research areas include metacognition, student motivation,
engagement, teaching and learning styles of student in USA and Asia. As an international
consultant on teaching and learning methodologies, he conducted seminars and workshop in
USA, Canada and other countries around the world. Dr. Mazumder is a Fulbright scholar in the
engineering education discipline. His current research includes development of quality models
for higher education across the world.
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Appendix

IJERE Vol. 3, No. 2, June 2014 : 99 – 108