Mahajan P T Golahit

R C Patel

Are the Services employable? A Scenario of Technical Education in rural India

Keywords: Employability, Skills, Integrated Services, Technical Education

ABSRACT Purpose

One of the most appalling challenges in India is persistently rising unemployment, explicitly in the rural region. More than 20% of Indian youth between the ages of 15 and 24 years are "seeking or available for work," as per 2011 census data. There will be no peace and prosperity in the country unless jobless people get appropriate channel. In India deficiency of skills is among the main constraints for recruitment of Technical Education. Productivity of Technical Education in not entirely absorbed due to lack of skills required by the employers. Along with the ample arguments, taking place in recent times, regarding reformation in the productivity of Technical Education, this present study syndicates focus on services delivered and its impact on employability skills. The objective of this paper is to find out whether Technical Education institutes in rural part are keen to focus on the employability skills? The paper also focuses on distinguished skills required by the employer for recruitment. The study also emphases on the services offered by the Institutes and their correlation on skills development.

Design methodology

A qualitative research survey through a structured questionnaire for the students who are studying or have recently completed their Technical Education affiliated to the North Maharashtra University, Jalgaon was conducted which is situated in rural part of India.

Findings

The study discusses umpteen employability skills and explains how embedding services of technical education are correlated to the growth and development of employability skills. The study finds that these services results in comprehensive and cohesiveness of employability skills.

Research limitations

The survey is delimited to the Technical Education belonging to North Maharashtra University, Jalgaon and located in rural of India.

Practical implications

The institute of TE can be benefited by Integrated Service Model and its impact on the development of the employability skills. The institutes thus can concentrate most effective services. The employer can know what employment skills are embedded through the service delivered by the institutes.

I. INTRODUCTION

The expansion of higher education (HE) participation in many Organization for Economic Cooperation and Development (OECD) countries in recent decades has led to increasing interest by researchers and policy-makers in the 'education-to-work' transition of new graduates and the extent to which they are readily 'employable' [1]. The higher education system has responded to the increased demand for engineers by massively expanding production of engineers. The number of students enrolled increased 800 percent from 1998 to 2008, (MHRD, 2009). This quantitative expansion is widely perceived to have led to an average decline in the quality of the students entering, the teaching and, consequently, the quality of the graduating engineers [START_REF]India's Investment Climate, Voice of Indian Business[END_REF]. A record growth in intake of Technical Education only able to find more than 80% unemployable, reveals a national employability report by Aspiring Minds. As per the report there is no significant improvement in employment in the last five years. It is observed that English language along with issues in computer programing was the biggest problem [START_REF] Laha | Hindustan Times[END_REF]. It is required that rather than opening more engineering colleges, the state needs to concentrate on improving education standards of current engineering colleges [START_REF]Aspiring Minds[END_REF]. The study revealed that, of the 6 lakh engineers that graduate annually, only 18.43% of them are employable for the software engineer-IT services role, while just 3.95% are appropriately trained to be directly deployed on projects. For core jobs in mechanical, electronics/electrical and civil jobs, only a mere 7.49% are employable [5]. Many technical graduates in India are found to be unemployable due to their poor communication skills and lack of confidence. The survey results conducted by [START_REF] Clement | English for Employability: A Case Study of the English Language Training Need Analysis for Engineering Students in India[END_REF] have shown evidence of gap between the English professors' methodology and engineering students' confidence levels and also accentuate the importance of suitable training programs for required for students. [START_REF] Peck | Beyond' employability[END_REF]. The dismal state of higher education in India ensures that they simply do not have adequate skills to be employed [START_REF]Only 7 per cent engineering graduates employable[END_REF]. The latest study conducted by the World Bank points out that 64% of the employs say that they are only a bit satisfied with the performance of the engineering graduates in India [START_REF] Blom | Employability & skills set of newly graduated Engineers in India[END_REF].

According to [START_REF] Mohammad | Enhancing Teaching and Learning through the Incorporation of Generic Skills for Civil Engineering Undergraduates[END_REF], new and fresh engineering graduates these days confront with more "challenges and competitions" in getting employed compared to previous graduates. Reference [START_REF] Harvey | Enhancing employability, recognising diversity[END_REF] highlight the skills graduates need in order to manage their own careers and those that will enable them to continue learning throughout their working lives. In addition, the employability skills agenda is commonly defined to include 'Understanding of the world of work', which typically refers to knowledge about the ways in which organizations work, what their objectives are and how people in those organizations do their jobs [START_REF]An Assessment of Skill Needs in Information and Communication Technology[END_REF]. A range of new and specific technical skills is required to meet the demands of technology and of business. Also of importance is the greater emphasis employers put on personal and generic skills in all areas of work [13].

II. SERVICES DELIVERED BY TECHNICAL EDUCATION

Educational services are personal and characterized by intensive, intellectual, emotional and/or physical participation of students in a service process. Reference [START_REF] Jones | The relationship between writing centers and improvement in writing ability: An assessment of the literature[END_REF] suggested constant collaborative activities between professors and student support services, such as the incorporation of support services or other supportive resources into class curriculum, class visits to support centers, or simply encouragement to take advantage of support services, promoted student involvement and subsequent connectivity. Motivation and students' approaches to learning are dynamically related to each other [START_REF] Cano | University students' achievement goals and approaches to learning in mathematics[END_REF]. Education or an Institute, for most students, is not only a time of academic pursuits but also an opportunity to explore or enhance themselves as social beings. In fact, while some students desire to finish college, they do not consider themselves to be ultra-academic beings and instead want to partake in endeavors that develop them socially [START_REF] Moxley | Keeping students in higher education: Successful practices and strategies for retention[END_REF].

Reference [START_REF] Baker | SACQ student adaptation to college questionnaire[END_REF] detected academic and social integration to be influential on study performance.

Greatest importance needs to be attached to extension work, as a learning and development instrument, for the benefit of community through students and teachers [START_REF] Goel | Encyclopedia in Higher Education in the 21st Century[END_REF]. In fact, many university departments now use a mix of embedded and stand-alone teaching methods in their efforts to develop employability skills. However, as per the findings by reference [19] there is no evidence that the emphasis given by university departments to the teaching, learning and assessment of employability skills has a significant effect on either of the labour market outcomes considered here. In a findings of reference [START_REF] Radhakrishnan | An overview of Emplyability Skills required for Engineering College Leavers[END_REF], the placement officers of TE institutes feel that soft skills should be integrated with the existing curriculum.

III. EMPLOYABILITY SKILLS

Employability skills are captured by training and not by teaching! Whilst Yorke and Harvey argue that, "alignment of higher education with workforce needs should be based on careful action by institutions to embed skills and attributes within instructional programs" [START_REF] Yorke | Graduate attributes and their development[END_REF]. Employability has been viewed differently by different people: 'a set of achievements-skills, understandings and personal attributes-that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy' [START_REF] Yorke | Employability in higher education: What it is-what it is not[END_REF]. 'Employability not only depends on whether one is able to fulfil the requirements of specific jobs, but also on how one stands relative to others within the hierarchy of job seekers' [START_REF] Brown | The mismanagement of talent: Employability and jobs in the knowledge economy[END_REF]. Production-relevant skills are assumed to be embodied in those individuals who have acquired quantity and quality of education, with a 'skills hierarchy' rising from the primary to the tertiary levels [START_REF] Chadha | Human capital base of the Indian labour market: Identifying worry spots[END_REF]. Drawing from extensive review of literature and employers' perspective in India, employability is understood to be a function of two basic factors: (a) academic qualification of an individual; and (b) the learning environment that helps him build certain generic skills [START_REF] Shrivastava | Skills for employability: South Asia[END_REF].

Employability can be constructed as a responsibility of the individual [START_REF] Garsten | Learning to be employable: An introduction[END_REF] or institutions of higher education [START_REF] Harvey | Defining and measuring employability[END_REF]. Employability skills are general skills that are needed to get most jobs, but they also help you to stay in a job and work your way to the top. Vinayak Panase, a career advisor sees; Communication, Teamwork, Problem solving, Basic Numeracy, Leadership, Adaptability and Creativity are the basis for the recruitment in professional jobs [START_REF] Vinayak | What is IQ? What is intelligence?[END_REF]. Intelligence of the skills, is cognitive or intellectual abilities required to obtain knowledge, and to use that knowledge in a good way to solve problems that have a well described goal and structure [29]. Result Orientation is the competency that consistently delivers required business results; sets and achieves achievable, yet aggressive, goals; consistently complies with quality, service and productivity standards and meets deadlines; maintains focus on agency goals. Human intellectual competence must entail a set of skills of problem solving -enabling the individual to resolve genuine problems or difficulties that he or she encounters and, when appropriate, to create an effective product -and must also entail the potential for finding or creating problems -and thereby laying the groundwork for the acquisition of new knowledge [30]. Learning ability is the ability of acquiring new, or modifying and reinforcing existing, knowledge, behaviors, skills, values, or preferences which may lead to a potential change in synthesizing information, depth of the knowledge, attitude or behavior relative to the type and range of experience [START_REF] Gross | Psychology: The Science of Mind and Behaviour 6E[END_REF]. In ethics, integrity is regarded by many people as the honesty and truthfulness or accuracy of one's actions. Integrity can stand in opposition to hypocrisy [START_REF] Louis | Contemporary rhetorical theory: a reader[END_REF]. Interpersonal skills are the skills used by a person to interact with others properly. Good interpersonal skills are a prerequisite for many positions in an organization. [START_REF]Interpersonal Skills[END_REF]. As per the survey conducted by reference [START_REF] Blom | Employability and Skill Set of Newly Graduated Engineers in India[END_REF], core employability skills, communication skills, and professional skills are considered important for hiring. Among all skills, communication in English is among those most demanded [START_REF] Blom | Employability and Skill Set of Newly Graduated Engineers in India[END_REF]. As per panel discussion [36], the institutes need to plug the gap in the first or second year by introducing foundation skills like English and logical ability etc. and internships must be effectively leveraged. As

Assessment of Integrated Services delivered by the TE Institute

Table 1 shows the mean of responses received on students' employability skills. It is

VIII. CONCLUSION

Education is a prerequisite to employment for most people in our society. As we know the face is index of mind, similarly tongue is the index of thought. Oral performance of the learners is always paramount importance of today's competitive and communicative world especially the students who hail from the rural areas face the problems of spoken communication due to the lack of exposure, confidence, skills and the cultural barriers. With the highest youth population in the world, India faces its greatest opportunities as well as challenges. 70% of this population is rural population. India is slated to become the world's youngest nation by 2022 and this population bulge not only provides for a huge pool or manpower but also draws unparalleled focus towards making this talent pool employable. The Government of India through its initiatives; such as Make in India, Smart Cities, Digital India and Strat-up India are working towards making India a global economic capital. Skill development is an essential catalyst for the success of each of these initiatives. The present study showed that other than institute members, employability skills are also affected by the community or surroundings. Students must involve in colleagues, alumni and community interaction. After all employability skills are not taught and they are learnt. Students seeking Technical Education should stop buying degrees, infrastructure or placements. Instead, they should demand comprehensive learning and training including employability skills. It is a worth enough to quote "as you sow, you reap" which means Educators and Service providers must think about employability skills as a shift from teaching to training, from after-thought to proactive action, from discretionary indulgence to mandatory and embedded services. It will boost rural employment of India and will direct contribute to the economy of the nation as well.



  observed that Hardworking Ability (Mean=3.831) is the highest development among all the skills, then followed by Technical Skills (Mean=3.581), Stress Handling Ability (Mean=3.580), Soft Skills (Mean=3.558) and Team Development (Mean=3.507). Infrastructure and Technology have major impact on Leadership (F-value=4.9), Confidence Level (F-value=4.03), Stress Handling (F-value=3.09), Hardworking ability (F-value=3.03), Technical Skills (F-value=2.6), Soft Skills (F-value=2.31) and Team Development (F-value=2.78). Faculty and Teaching methods have found strong association with Creativity / Idea generation (F-value=5.13), Hardworking ability (F-value=5.25) and Stress Handling ability (F-value=2.43). Students Amenities and recreational facilities of institutes seems to be influenced more on Stress Handling Ability (F-value=5.02), Leadership (F-value=3.72), Confidence Level (F-value=3.15), Creativity/Idea Generation (F-value=2.76) and Hardworking Ability (F-value=3.48). Campus placement activity is having impact on only General Knowledge (F-value=3.57). Industry Interaction related service have found strong association with Leadership skills (F-value=3.22). Library and Computational Facilities does not have any relationships with the any employability skills. Co and Extra-curricular activities of the institutes have influenced strongly to gain General Knowledge (F-value=5.00), IQ (F-value=3.72), Technical Skills (F-value=3.52), Creativity / Idea generation (F-value=3.46) and Hardworking Ability (F-value=2.72). Supporting services i.e. Safety and Security and Medical facilities (F-value=3.03) is more effective on Creativity and Idea Generation. Gradation, Accreditation and Recognition is helpful in developing Leadership (F-value=2.38). Alumni Interaction activities is effective in Team Development (F-value=2.77). Soft and Technical Skill development programs are highly associated with Soft Skills (F-value=6.60), Team Development (F-value=2.68) and Hardworking Ability (F-value=2.26). Sports and Cultural Activities have relationship with Team Development (F-value=3.82), Leadership (F-value=2.63), Stress Handling Ability (F-value=2.25), Creativity and Idea Generation (F-value=3.28). Research Activities are associated with Team Development (F-value=2.69), Confidence Level (F-value=3.77), Creativity and Idea Generation (F-value=5.60) and Hardworking Ability (F-value=2.36). Finance and Scholarship support do not have any impact on any Employability skills. Campus Life & Discipline is effective on developing General Knowledge (F-value=2.86), Technical Skills (F-value=3.81), Leadership (F-value=3.98), Confidence Level (F-value=2.64), Stress Handling Ability (F-value=2.79) and Hardworking Ability (F-value=6.60) Integrated Services provided by the institutes such as Soft and Technical Skills development program(F-value=25.09), Faculty and Teaching-Learning Methods (F-value=24.06), Campus Life and Discipline (F-value=23.28) and followed by Campus Placement activities (F-value=122.62) and Students Amenities and Recreation (F-value=21.87) are more powerful in developing employability skills in overall look. VII. EMPIRICAL FINDINGS  General Knowledge is highly governed by Institutes' Co and Extra-Curricular activities (F-value=5.00) and then followed by Campus Placement activities, and Campus Life and Discipline provided by the institutes. For Campus Placement students are required to study more and doing so they acquire General Knowledge too. Co and Extra-curricular activities like paper / poster presentations, participation in technical symposium, seminar and workshops increase level of General Knowledge. Campus Life and Discipline with socialcommunal involvement advances General Knowledge.  Intelligent Quotation (IQ) of students is highly associated with Co and Extra-Curricular activities (F-value=3.72) which involves paper / poster presentations, participation in technical symposium, seminar, workshops industry projects, visiting industrial tours.  It seems that Co and Extra-Curricular activities again have the same effect on Technical Skills development. Providing better Infrastructure and Technology have an impact in developing Technical Skills. However, Campus Life and Discipline which provides good studious environment has more impact (F-value=3.81) with Technical Skill development.  Soft skills are directly related to Soft and Technical Skills (F-value=6.00) programs provided by the institutes followed by Infrastructure and Technology. Some institute might have language laboratory and professional agency to train on soft skills.  Team Development is an ability to work in a group effectively to achieve a certain goal. Team may be a group of students or/and faculty linked together to participate in Co and Extra-curricular activities, Soft and Technical Skill development programs, Sports and Cultural activities or Research Activities. Team Development is also associated with the Infrastructure and Technology and Amenities and Recreation provided by the institutes wherein students in group work together and interact on a common platform such as Library, Canteen, Hostels, Auditorium Hall etc. It is found that students have more impact of Co and Extra-curricular activities (F-value=3.82) in developing their Team Development skills.  Leadership is act of direction, guidance and controlling overall members towards achieving objective. Leaderships qualities are highly associated with Infrastructure and Technology (F-value=4.90), and then is supported by Students Amenities and Recreation, Industry Interactions & Tie-ups, Gradation, Accreditation and Recognition, Sports and Cultural Activities and Campus Life and Discipline.  Confidence Level is associated with Infrastructure and Technology (F-value=4.03), followed by Students Amenities and Recreation, Research Activities and Campus Life and Discipline. Stress Handling Ability is in strong relationship with Students Amenities and Recreation (F-value=5.02) followed by Infrastructure and Technology, Faculty and Teaching-Learning Methods, Sports and Cultural Activities and Campus Life and Discipline.  Creativity and Idea Generation is highly associated Faculty & Teaching Learning Methods Research Activities (F-value=5.13) trailed by Research Activities (F-value=5.60), Students Amenities and Recreation, Co and Extra-curricular activities, Safety, Security and Medical Facilities. Safe and secured campus provides students to concentrate on their study more with secured and insured life and equipment as well. Also, peaceful mind and brain generates creative ideas. Research activities ignite brain for thinking.  Hardworking Ability is highly linked Campus Life and Discipline (F-value=6.60), followed by with Infrastructure and Technology, Faculty and Teaching-Learning Methods, Students Amenities and Recreation, Co and Extra-curricular activities, Soft & Technical Skills programs, Research Activities.  Overall Integrated Services provided by the institutes shows that Soft Skills (F-value=17.13), Team Development (F-value=15.14) and Leadership (F-value=15.83) qualities of students are highly influenced and effective with the integrated services provided by the institutes.  When considered specific skills, the students have gained Hardworking Ability (Mean=3.831), Technical Skills (Mean=3.581), Stress Handling Ability (Mean=3.580), Soft Skills (Mean=3.558) and Team Development (Mean=3.507).  Services which are related to staff and faculty have an impact on developing Employment Skills. On the other hand, services or facilities provided by the management like; Infrastructure and Technology, Students Amenities and Recreation, Safety and Secured campus, Sports and Cultural facilities and Campus Life and Discipline are also very important for development of Employability Skills. These facilities create vibrant campus and a platform for the engagement of students activities. Alumni and Community/People also have relation with the development of Employability Skills through Alumni Interaction and Campus Life respectively provided by the institutes though indirectly.

  per reports of Wheebox, which is India's leading talent assessment company; Learning Abilities, Result Orientation, Interpersonal Skills, Integrity and Values and Adaptability are main recruitment skills that are required by the industries; Engineering & Automation, Internet Based Industry, Telecomm. and Allied Industry, Service Industry, Core Sector and BPO/KOP Industry [37].The objective of this paper is to find out whether Technical Education institutes are keen to focus on the employability skills? And to find out integrated services offered by the Institutes that have correlation on skills development. A qualitative research through a survey was made. It comprised of a structured questionnaire sent through e-mail to the current-students enrolled and recently passed-out students belonging to the institutes of TE affiliated to North Maharashtra University.

						Employability Skills
	Individual Mean	3.230	3.349	3.581	3.558	3.507	3.330	3.533	3.580	3.440	3.831
	Sample size (n) was calculated at 95% Confidence Level for which Standard Normal Variate (Z) Integrated Services General Knowledge Intelligence Quotient Technical Skills Soft Skills Team Developme nt Leadership Confidence Level Stress Handling Ability Creativity / Idea Generation Hardworki ng Ability Model F-value & p-Value
	IV. Infrastructure is 1.96 & at Standard Error (e) of 0.03 by n=Z 2 (p)(1-p)/e 2 ; where n = Sample Size to be used for 1.00 0.54 2.60 2.31 2.78 4.90 4.03 3.09 0.83 3.03 18.88 & Technology 0.420 0.744 0.025 0.043 0.017 0.000 0.001 0.009 0.530 0.010 0.000 FRAMEWORK OF INTEGRATED SERVICES AND EMPLOYABILITY Faculty & this study, N = unknown population, p = Estimated Portion of Population N. For p = 90%, 'n' Teaching 1.00 2.19 1.70 1.03 0.72 2.10 1.19 2.43 5.13 5.25 24.06 SKILLS Methods comes out to be 553. However, sample size of 664 was selected by quota sampling from technical Learning 0.417 0.054 0.132 0.398 0.608 0.063 0.310 0.034 0.000 0.000 0.000
	(Fig 1: Model of Integrated Services and Employability Skills for Technical Education, Self-institutes offering different programs in engineering, pharmacy and management & various Students 1.29 0.91 0.88 0.32 2.99 3.72 3.15 5.02 2.76 3.48 21.87 Amenities & 0.266 0.474 0.493 0.899 0.011 0.003 0.008 0.000 0.018 0.004 0.000 Recreation Creation through Literature Review) Campus 3.57 1.46 1.78 1.93 1.28 1.07 1.34 0.43 1.66 0.46 22.62
	Placements	0.003	0.201	0.115	0.087	0.269	0.373	0.244	0.831	0.143	0.804	0.000
	Industry Interactions & Tie-Ups	0.59 0.705	0.80 0.551	0.30 0.911	1.04 0.393	1.07 0.377	3.22 0.007	1.96 0.082	1.11 0.351	2.16 0.057	1.06 0.379	19.08 0.000
	Library & Computational Facilities Co & Extra-Curricular Activities	1.06 0.379 5.00 0.000	0.29 0.918 3.72 0.003	0.90 0.484 3.52 0.004	General 0.45 0.814 Knowledge 0.62 0.683 2.17 0.88 0.056 0.493	1.29 0.268 1.08 0.369	Technical 0.98 0.427 Skills 1.61 0.156	0.16 0.977 2.02 0.075	0.43 0.827 3.46 0.004	0.58 0.716 2.72 0.019	18.17 0.000 17.12 0.000
	Safety, Security & Medical	2.49 0.30	Creativity & 1.86 Idea Generation 1.50 1.54 0.189 0.099 0.175	0.76 0.580	1.52 0.181	1.58 0.164	Hard-working Ability 1.11 3.03 0.354 0.010	0.65 0.665	18.20 0.000
	Facilities
	Gradation, Accreditation & Recognition Alumni Interaction	0.33 0.895 0.59 0.707	Soft Skills 0.72 1.16 0.611 0.328 0.42 0.90 0.838 0.480	1.86 0.100 0.42 0.838	1.17 0.324 Integrated 2.38 1.27 0.037 0.276 2.77 0.88 0.71 Services 0.017 0.493 0.615	1.61 0.155 1.67 0.140	Intelligent Quotient 0.72 0.611 0.88 0.497	1.18 0.319 0.17 0.975	17.43 0.000 17.62 0.000
	Soft Skills & Technical Skills	0.57 0.721	0.62 0.687	1.63 0.150	6.60 0.000	2.68 0.021	1.51 0.184	1.51 0.186	1.89 0.093	0.54 0.745	2.26 0.047	25.09 0.000
	Sports & Cultural Activities Research	1.67 0.140 2.06	Stress-handling 0.39 0.83 0.26 0.853 0.528 0.934 Ability 1.10 1.47 1.61	3.82 0.002 2.69	2.63 0.023 0.82	1.49 0.192 3.77	Team Development 2.25 3.28 0.048 0.006 1.68 5.60	1.13 0.342 2.36	14.26 0.000 17.20
	Activities	0.069	0.358	0.198	0.155	0.020	0.524	0.002	0.136	0.000	0.039	0.000
	Finance & Scholarships	0.53 0.750	0.75 0.589	0.95 0.449	Confidence 1.23 1.11 Level 0.291 0.353	Leadership 1.29 0.95 0.265 0.451	0.89 0.489	1.94 0.087	0.39 0.854	13.99 0.000
	Campus Life	2.86	2.14	3.81	1.43	1.90	3.98	2.64	2.79
	& Discipline	0.015	0.059	0.002	0.212	0.093	0.001	0.023	0.017
	V.	RESEARCH METHODOLOGY

students based on their location of native place and gender. The google form -questionnaire was sent through E-mail which comprised structured and closed ended questions measuring various services offered by TE Institute and its' relation with employability skills. Responses were obtained on a scale ranging from 0 to 5, where value zero is low weightage and value five is high weightage. The characteristics of the sample is described as below; By Gender: Male: 454; Female: 210 By Native Place: District: 162; Taluka: 283; Village: 219 By Technical Educational Program: Engineering: 492; Pharmacy: 113; Management: 59 VI. DATA INTERPRETATION AND OBSERVATION

The Hindu 2016. Panel Discussion: Most of engineering students lack employability skills. http://www.thehindu.com/news/national/andhra-pradesh/most-of-engineering-studentslack-employability-skills-say-experts/article8319173.ece


Registrar, R Mr C Mahajan Prashant

Patel

Dr Golahit Suresh

Keywords: Enrollments, Segmentation, Promotion Mix, Holistic Marketing, Technical Education

Purpose: Modern history has shown that only those countries, which could acquire capability to develop and apply science and technology, have found great success to grow their wealth and improve living conditions of their population.

Technical education in India contributes a major share to the overall education system and plays a vital role in the social and economic development of the nation. There is a rapid growth of technical education in last decade in terms of the no. of institutes and intake capacity in India, however, institutes failed to attract enrollments which observed noticeable gap in between the actual no. of enrollments and intake capacity. In the year 2015-16, 46% of seats were vacant in Technical Education in India. The purpose of this paper is to highlight holistic marketing approach with promotion mix on diversified enrollments to motivate enrollments in selecting institute of Technical education. Design methodology: A qualitative research by a survey (through a structured questionnaire) of students who are presently enrolled (Current-students) and those who have completed their study (Post-students) belonging to the institutes offering Technical Education situated in Khandesh region of India and affiliated to the North Maharashtra University, Jalgaon. Findings: The study found that diversified characteristics of enrollments are related with the promotion mix of TE institute in selection of technical educational institute. This study investigates the usefulness of school visits, institution publications, websites, campus visits, word-of-mouth (friends, alumni, school teachers), advertisements (radio, television, magazines) and events on campus, as a tool of holistic marketing and promotion mix. Social Networking and Institute's Website are the emerging tools of promotion mix in selection TE institute in Khandesh Region. Research limitations: The survey is delimited to the enrollments of technical education belonging to North Maharashtra University, Jalgaon and located in Khandesh region of India. Practical implications: This article provides relationship of promotion mix & diversified characteristics of enrollments on institutional choices. Different communication strategies of promotion mix can be used based on diversified characteristics (segmentation) of enrollments to attract enrollments. The paper also represents new form of promotion mix of educational service that affects students' decision in selecting their technical educational institute.

I. INTRODUCTION

Technical Education is a basic and essential input for national development and for strengthening of the industry, economy and ultimately improving the quality of life of the people. It has made a significant contribution to India's economic development. Technical Education contributes 23% in terms of enrollments in higher education in India [START_REF]Data Source: Government of India[END_REF].

The program which have advanced the country and diversified and augmented its production since independence are largely because of the man power produced by technical institution of the country. Technical education contributes substantially to the socio-economic development of the country [START_REF] Kasturirangan | Technical education and national development[END_REF]. The economic growth of a country largely depends on technological improvements and on its scientific and technical manpower. Technical education, therefore, has a crucial role in speeding up the country's industrial development. It provides one of the most potent means for development of skilled manpower as required by various sectors in the country's economy. India possesses Asia's oldest, largest and most diverse infrastructure for scientific and technical training that has made important contributions to the country's scientific and industrial development [START_REF] Dasgupta | Urban Affairs and Employment[END_REF].

Literature showed, historically, institutes & universities have been extremely slow in adapting to societal change [START_REF] Smith | Marketing Planning for Colleges & Universities[END_REF]. [START_REF] Kotler | A Generic Concept of Marketing[END_REF], has an argument that marketing is a generic concept applicable to all organizations (not just profit seeking business corporations), various sectors of our society have "discovered marketing" [START_REF] Kotler | A Generic Concept of Marketing[END_REF]. While laggards to the adoption of a marketing orientation, many universities have now adopted the conscious practice of strategic marketing [START_REF] Kotler | Strategic Planning for Higher Education[END_REF]. Because marketing and strategy are not at the top of the administration's things-to-do list, many institutes find themselves in reactive positions to repair damages left from their inability to adjust. Whether it is higher education or business, the strategic framework should be underpinned by the same characteristics: reflective, innovative, brand supportive dominant logic and exceptional capabilities [START_REF] Beverland | Industrial global brand leadership[END_REF]. According to Darrell Norman Bureell, Brain C, [START_REF] Bureell | Competitive Marketing and Planning Strategy in Higher Education[END_REF], the most successful institutes will be those that can do strategic marketing planning carve out niches and fulfill needs of students by adding valuable services that will drive students to the institution [START_REF] Bureell | Competitive Marketing and Planning Strategy in Higher Education[END_REF]. Part of this planning will include investment in advertising and marketing initiatives aimed at developing institutional brand names and student prospect leads. Growth in this climate will be hinged on organizational changes that support environment that is market driven and sales oriented. Because today's students have so many choices, enrollment personnel must become more skilled at selling prospective students on the benefits of their institution over another [START_REF] Levine | The future of colleges: 9 inevitable Changes[END_REF]. Johnson and Jones (2006), in 'Declining Interest in Engineering Studies at a Time of Increased Business Need', have stated that the area of concern in the engineering education pipeline is the lack of diversity in the student population [START_REF] Wayne | Declining Interest in Engineering Studies at a Time of Increased Business Need[END_REF]. They suggested to expand pre-college efforts at attracting women into the engineering education pipeline and enhance the public understanding of engineering and its contributions to society. P.B. Sathivel

Mahajan P. T., Golahit S. B.

(2003) see demographic variable like type of institutions, gender of respondents, size of institutions, age of institutions and commitment of top management and its leadership as major factor in attracting the prospective students [START_REF] Sathivel | TQM Implementation and students' satisfaction of academic performance[END_REF]. He also emphasis on some value based education services like customer focus, course delivery, communication, campus facilities learning environment as major factors. Kelley and Mahady (2003:2) believe that promotion is an element sometimes overlooked by non-profit organizations [START_REF] Kelley | Marketing for non-profit organizations -Introduction[END_REF]. The increasingly competitive higher education market, which began decades ago and continues today, has more recently pushed colleges and universities to evaluate their identity and their image, establish what their strengths and weakness are, and develop a clear mission and vision that reflects organizational identity and aspiration as colleges and universities develop strategies for positioning or repositioning themselves [START_REF][END_REF].

II. PROMOTION MIX AND HOLISTIC MARKETING

Promotion is a process of communication between an institute and service user with an aim to create a positive attitude on services, which leads accepting services. An effective communication understands that the institute knows students' needs and wishes. The marketing communicator must make the following decisions [START_REF] Kotler | Strategic marketing for educational institutions[END_REF]: (1) identify the target audience, (2) clarify the sought response, (3) develop a message, (4) choose the medium or media, (5) select source attributes, and (6) collect feedback. Lamb et al. (2004:466) describe the promotional strategy as a plan for the optimal use of the elements of promotion, namely advertising, sales promotion, publicity and personal selling [START_REF] Kotler | Strategic marketing for educational institutions[END_REF]. Higher education institutions are making use of radio, television, newspapers, buses, taxis and open days as well as more professional brochures and promotional material as vehicles for communication Higher education institutions are the senders, while the receivers of the message are the potential students, existing students, parents, employers or alumni. The most popular communication/promotion objectives are general image enhancement and awareness of the institutions [START_REF] Kittle | Institutional advertising in higher education[END_REF]. [START_REF] Kotler | Strategic marketing for educational institutions[END_REF] view that Higher education institutions need to select a medium that will attract attention, arouse interest and present the message clearly. Higher education institutions need knowledge about the language of the prospective students, knowledge of forms of communication and general background information about the prospective students in order to encode successfully. [START_REF] Laurer | Advancing higher education in uncertain times[END_REF] suggests that institutions must coordinate all the promotional elements so that they meet the needs of students and parents who will pay for their products and services [START_REF] Laurer | Advancing higher education in uncertain times[END_REF].

As Technical Education (TE) in India is turning more competitive, it has become necessary for TE institutions to engage in strategic marketing. More than promotional activities, strategic marketing involves to draw students toward the institution; it should also include market segmentation and positioning [START_REF] Cann | Key elements of a successful drive toward marketing strategy making[END_REF]. The reason why segmentation is important and timely is that universities and institutes are currently struggling with how to best serve their learners in the face of declining financial resources, increased calls for accountability by Government, increasing competition among institutions and more discerning students, particularly those referred to as the 'millennials' [START_REF] Howe | Millennials rising: the next great generation[END_REF].

The holistic marketing concept is based on the development, design, and implementation of marketing programs, processes, and activities that recognizes their breadth and inter-dependencies. Holistic marketing recognizes that "everything matters" with marketing-and that a broad, integrated perspective is often necessary. Four components of holistic marketing are relationship marketing, integrated marketing, internal marketing, and social responsibility marketing [START_REF] Kevine | Holistic Marketing -A broad, Integrated Prospective to Marketing Management[END_REF].

A. Internal marketing

Internal marketing refers to the process of planning and executing marketing activities aimed at the creation and improvement of exchange processes within the organization. The goal of internal marketing is to accomplish the organization's objectives and communication processes in a more efficient and effective way [START_REF] Lamb | Marketing management[END_REF]. Internal marketing ensures that the promises made by the marketing function of TE institutions to external markets are delivered. For internal marketing to be effective and function properly, various process is needed: exchanges between the institutions and their staff & current-students, exchanges between top management and the departments, exchanges between different departments, and exchanges between the department and current-students and alumni. In internal marketing communication flows, vertically as well as in horizontal directions. In addition, [START_REF] Ahmed | Internal Marketing and the Mediating role of Organizational Competencies[END_REF] propose the concept of IM mix or set of controllable instrument inside the organizational that can be used effectively to influence employees so that they are motivated and acted in customer-oriented fashion [START_REF] Ahmed | Internal Marketing and the Mediating role of Organizational Competencies[END_REF]. Lamb et al. (2004:323) express that opinion that relationship selling emphasizes a win-win situation and the accomplishment of mutual objectives that benefit both the buyer and seller in the long-term.

B. Integrated marketing

Integrated marketing communications (IMC) is an expansion of modern and traditional marketing strategies, to optimize the communication of a consistent message conveying the company's brands to stakeholders [START_REF] Kitchen | Integrated marketing communications: Making it work at a strategic level[END_REF]. Integrated Marketing is an approach to creating a unified and seamless experience for consumers to interact with the brand/enterprise; it attempts to meld all aspects of marketing communication such as advertising, sales promotion, public relations, direct marketing, and social media, through their respective mix of tactics, methods, channels, media, and activities, so that all work together as a unified force. It is a process designed to ensure that all messaging and communications strategies are consistent across all channels and are centered on the customer [START_REF] Belch | Advertising and promotion: An integrated Marketing communications perspective[END_REF]. Integrated marketing communication enables all aspects of service mix to work together in harmony to promote institute's service effectively among end-users.

C. External marketing

Bansal & Sharma, (2001) attempt to develop and sustaining an organizational culture that emphasizes internal customer well-being as a means to attract and retain external customer patronage. Once internal marketing processes are completed, institute starts to use external marketing communication, which extends from the organization to the customer, and this includes promotional tools such as advertising, sales promotions, public relations and direct marketing [START_REF] Bansal | The Impact of Internal Marketing Activities on External Marketing Outcomes[END_REF]. These tools are discussed briefly as below;

Personal Selling: Personal selling is a paid communication, which normally calls for a personal and often one-to-one contact between the organization and customer [START_REF] Machado | Marketing for entrepreneurs[END_REF]. It is the most effective way of oral or face-to-face communication.

Here staff or faculty of institute acts on the behalf of the institute and interact with the family of the students or teachers of schools. Staff can interact with families, students and school teachers through career counselling seminars arranged in schools. Even education fairs can take a form of personal selling where the representative of the institute interact with the visitors. However, this form is economically useful when the institute think that its customers are in the near and surrounding region. Customers on large scale cannot be targeted. But this form creates a positive influence on the customers.

Sales Promotion: Sales promotions can be described as all the activities, methods and incentives designed to speed up the response from customers [START_REF] Strydom | Marketing management[END_REF]. Institutes sales promotional activities includes fee concessions, loan facilities, medical and insurance, fee installments, scholarships etc. This form is frequently used to attract economically backward students and to attract talents. Communication of this form can be made through advertisement or distributing leaflets or brochures.

Public Relations: Strydom et al. (2000:350) define public relations as management through communication or perception, and the strategic relationship between an organization and its internal and external public. Public relations can be defined as a deliberate, planned and sustained efforts to establish or to maintain mutual and understanding between the institute and the customers to develop core values of the institute. This may be in between; staff-alumni, institute-alumni, staff-schools & teachers, institute-schools and teachers or institute-community. It creates, develops and maintains positive image of the institute which is very effective tool of promotion in era of competition. Institute do arrange social programs like health & medical campus, cleanliness drive, tree plantation, computer literacy programs to develop public relation with the community. Institute also take support of Facebook, twitter, LinkedIn and social blogs to maintain their relations with the customers of technical education. It is the responsibility of the public relation officer to maintain good relationships with the education departments of government, principals of schools, school teachers, society, press and alumni, because they are role-players that can influence the institution's selection process. According to Jones (2002:58), open days, social events and winter or summer schools are all used by higher education institutions with great success to improve and maintain the relationship [START_REF] Jones | The effectiveness of marketing communication strategies employed by universities and Technikons in the Cape Peninsula with specific reference to career exhibitions and open days in attracting first year students[END_REF]. Advertising: It is paid and impersonal form of promotion to attract mass customers. Advertising can also supply information on price, guarantees and performance evidence [START_REF] Kotler | Principles of marketing[END_REF]. Advertising can be defined as impersonal, paid, one-way mass communication about the service product of an organization used to reach the target market and fulfil the organization's overall goals (Lamb et al., 2004:467). All customers can be targeted through radio, TV or print media advertisement through mass communication. It is created to develop attitudes, create awareness. It also includes outdoor advertising. Institutes use banners and hoardings, TV advertisement on local channels and cinema hall, audio advertisement on radio or bus stand to promote themselves. Not many TE institutes advertise on television, because it is expensive and reaches to a general audience.

Sponsorship: Sponsorship is the paid association for an event, program or for a cause. Lagae defines sponsorship as 'a business agreement between two parties. The sponsor provides money, goods, services or know-how. In exchange, the sponsored party (individual, event or organization) offers rights and associations that the sponsor utilizes commercially' [START_REF] Lagae | Sports Sponsorship and Marketing Communication: A European Perspective[END_REF]. Sponsoring events is a great way for companies to promote their brands, logos and products. Social responsibility is a factor of why companies get involved in sponsorship. Sponsorship of schools can help boost the reputation of a company in its given community. This will give a caring and socially responsible image to the consumers [START_REF] Jobber | Principles and Practice of Marketing[END_REF]. It creates social impact on community. Institutes sponsors sports event, cultural nights, technical symposium or competitions; even they sponsor social events like health & medical camps, education fairs, cleanliness drive etc. Attributes of such events are then associated with sponsored institutes. TE institutes use sponsoring programs to improve goodwill, enhancing image, increase awareness, staff and student's recruitment and to create competitive advantage. Publicity: It is non-paid form of promotion which may be due to the customers 'word of mouth' with the other customers or with the community. Institute's best publicity is through the news published in the newspapers. It creates a huge impact on customers as well as on community. TE institutes can make use of public relations and publicity, not only to maintain a positive image but also to educate the public about the institutions' goals, objectives, introduce new programs. [START_REF] Chester | EDU Internet strategies to market higher education organizations[END_REF] believes the new tool that higher education institutions must make use of is writing press releases or articles that will be highly visible on search engines like Google [START_REF] Chester | EDU Internet strategies to market higher education organizations[END_REF]. Publicity is directly related to the attitude of institute towards its service and the satisfaction of the customers towards the service delivered. Institute that delivers quality service and have satisfied customers are more likely to get positive publicity. Institutes have now started to follow social networking (Facebook, twitter, LinkedIn) for their publicity. More likes, more followers; more favorable the institute is.

Direct Marketing: It is processed through E-mail, SMS and Telephonic Communication: Direct marketing is defined as the use of mail, telephone, fax, e-mail and other non-personal tools to communicate directly with specific consumers to obtain a direct response [START_REF] Du Plessis | Buyer behavior: A multi-cultural approach[END_REF]. This form of promotion used when the institute has known customers with the database of customer. Institute design highly focused communication with highlighting features. Institute can even negotiate on the financial aspects.

Social and Digital marketing: Webpages and brochures must be user-friendly and reflect the image of the institution. Students are making use of search engines as a tool for finding higher education institutions [START_REF] Seymour | Giving the Web the new college try: Students online surf to sample life on campus[END_REF]. The terms "social" and "digital" refer to the use of both social media and digital marketing more generally, and include the role of effective and intuitive websites. Institutes are making greater use of social media and digital platforms like Twitter, Facebook, YouTube, and podcasts to market their programs, while website design and interface is proving a crucial component in how institutes present themselves to prospective students. The latest poll indicated that 100 percent of respondent institutions are now using some form of social mediabut there is no reliable data on how effective the use of such tools are in terms of enrollment or elevating institutional value [START_REF] Barnes | Social Media Adoption Soars as Higher-Ed Experiments and Reevaluates Its Use of New Communications Tools[END_REF].

D. Relationship marketing

It is a key goal of marketing is to develop deep, enduring relationships with all customers of TE that could directly or indirectly affect the success of the institute's marketing activities. American Marketing Association (AMA) defines relationship marketing as Marketing is an organizational function and a set of processes for creating, communicating and delivering value to customers and for managing customer relationships in ways that benefit the organization and its stakeholders.' As per [START_REF] Morgan | The commitment-trust theory of relationship marketing[END_REF]; 'RM refers to all marketing activities toward establishing, developing, and maintaining successful relational exchanges' [START_REF] Morgan | The commitment-trust theory of relationship marketing[END_REF]. TE institutes through relationship management seek to create new value for its customers and then share it with other customers. Relationship management represents continuous cooperative effort between the institutes and students, parents, schools, alumni and community. Despite of fee reimbursement schemes of Central Government of India for economically backward and category students and with some other form of fee concessions offered by TE institutes at institute levels, TE institutes have failed to attract enrollments. Though, every year 50-70% of students are benefited through these schemes, 40-50% seats remained vacant in India. This created an importance of holistic marketing and promotion mix to encourage the enrollments in TE.

Conceptual framework of Holistic marketing and Promotion

IV. RESEARCH METHODOLOGY

current-students enrolled and passed-out students (alumni) belonging to the technical institutes affiliated to North Maharashtra University. Sample size (n) was calculated at 95% Confidence Level for which Standard Normal Variate (Z) is 1.96 & at Standard Error (e) of 0.03 by n=Z 2 (p)(1-p)/e 2 where n = Sample Size to be used for this study, N = unknown population, p = Estimated Portion of Population N. For p = 90%, 'n' comes out to be 553. However, sample size of 655 was selected by quota sampling from technical institutes offering different programs in engineering, pharmacy and management & different students (Current as well Post-students) based on their location of native place, gender, father's qualification, occupation and income and technical educational program. The questionnaire comprised of geographic and demographic factors of students with questions measuring influencers impact on the selection of technical institute on a scale ranging from 0 to 5, where value zero, was no influence at all and value five, was most influence. The characteristics of the sample is described as below; Promotion mix which influences the selection of TE institute is associated with diversified students.

By

V. DATA INTERPRETATION AND FINDINGS

A. Descriptive statistics of influence of promotion mix on

Gender in selecting TE institute. Bar-chart 1 represents mean of responses given by Male and Female on promotion mix which influenced them in selecting TE institute. Table 1 shows MANOVA calculated for all responses combined is significant at 0.05 i.e. p =0.010<0.05 with F-value 3.3. Hypothesis H1 is accepted for factor, gender. This means, there is difference in between male and female students in accepting 'Promotion Mix' as an influencer. Male and Female responses are not same on at least for one promotion mix.

Table 1 shows F-value and p-value of gender-wise responses on Promotion Mix in the selection of TE institute, calculated with On-Way ANOVA by Minitab 17. There is a relationship between Gender and influence of promotional mix; Institute Website (F-value= 20.51, p-value= 0.000), Social Networking (F-value= 17.99, p-value= 0.000), Face-to-face counseling (F-value= 10.55, p-value= 0.001), Educational fairs (F-value= 7.65, p-value= 0.006), Brochure/leaflet (F-value= 6.02, p-value= 0.014), Sponsorship Programs (F-value= 5.50, p-value= 0.019) and Publicity (F-value= 5.25, p-value= 0.022); which is significant at 0.05; as p<0.05 for all these promotional mix. The strength of relationship can be measured by F-value, which is high for Institute Website, Social Networking, Face-to-face counseling and Educational fairs, which indicates that these promotional mixes are highly associated with the gender. However, based on the same test, there is no difference in gender (male & female) on the influence of Visual/Air Media (p=0.163) and Banners/Hoardings (p=0.142), where p value is >0.05. We reject H1 for these influencers. It can be seen from bar-chart that mean of female responses on the influence of all promotion mix is higher than male students which indicates that female students have more influence of promotional mix in selecting TE institute than male students.

B. Descriptive statistics of influence of promotion mix on Native Place in selecting TE Institute.

Bar-chart 2 represents mean of responses given by students residing in District, taluka and Village place on promotion mix which influenced them in selecting TE institute. Table 2 shows MANOVA calculated for all responses combined is significant at 0.05 i.e. p =0.002<0.05 with F-value 2.252. Hypothesis H1 is accepted for native place. This means, there is difference in between students residing in District, Taluka and Village place in accepting 'Promotion Mix' as an influencer. Responses of these students are not same on at least for one promotion mix.

VI. SUMMARY OF FINDINGS

• It is found that female students, search and analyze all sources of primary information available through promotional activities. Institute website, social networking sites, face-to-face communication, education fairs, institute's print material, sponsorship and publicity programs have influenced them in selecting institute of TE of their choice. This is may be for, backing-up their decision and to convince their parents and family for the decision which is essential in case of female.

• It is surprising that, instead of less infrastructural facilities, rural students (belonging to village) are keen to search and gather information from institute websites and social networking sites. Villages students have considered all sources of promotion mix as well as they are influenced from these sources.

• Management students are influenced by all the promotional activities of institute ahead of engineering and pharmacy students. Engineering students are less influenced by the promotional mix, this means that they are searching new sources.

• Institutes who are placed in villages are concentrating only on social networking. They are lagging in other promotional mix. Institutes placed in urban are strong in their publicity program than the others. Institute those who are placed in urban area are strong in face-to-face interactions, website and print materials.

VII. CONCLUSION

It is important to know institute's strongest influencers and the customers of technical education, so that the institute can create a communication and promotional strategy that incorporates them into the outreach process. Technical Educational (TE) institutions need to communicate effectively with their target groups. TE institutes must inform students and parents about its brand, program offered, its goals, service activities facilities available, campus life and culture and offerings and should motivate them to take an interest in the institution. Everything and everybody in an institution shall have a responsibility of communicating all information related to institute. While some prospective students share similar characteristics but most of them are not similar in gender, age, geographical location, parent's income etc. Students with similar characteristics can be grouped and can be yielded for definable segments. Technical Education (TE) institutions communicate with various groups (students, parents, donors, employees and community), whose interests vary. Schools, universities and other educational institutions are interested in achieving understanding and sympathy of the public. The public, particularly, can affect attitudes and behavior of other members of external environment through an institution. Their enthusiasm will additionally motivate the teachers, professors, to improve their services. In addition, alumni can be generous donors and promoters of a faculty, and in that way students influence the attitudes and behavior of the remaining part of university public/ partners. Promotion, and especially promotion that provides a value service, can play a great part in increasing the visibility, prestige and status of institutes. The success key is to provide services to sources of pre-students, current-students, alumni and schools who in return through word of mouth marketing, make an effective marketing and public relation at low-cost. The most successful promotional efforts in the future will involve alumni and parents in developing promotional programs and generating publicity themselves with gentle oversight from the campus. Social media (engagement through Facebook pages, LinkedIn) is an important part of alumni, current-students and pre-students' engagement. It's a means to stay connected for long way and forever. The other source of low-cost of promotion is publicity. Publicity can be effortless when the institutes are in focus with their services, campaign, sponsorship programs and social activities through media; may be print or visual. Institute website can act as mirror image for the institute. It is a primary source and can be impressive source through creative design, informative stats and the depth of engagement. As one can now tell these are not futuristic and farfetched predictions. All the areas discussed already exist at numerous institutions. Yet change with technology is difficult especially in TE institutes. Trustees need to accept new forms of promoting an institution and a holistic marketing approach by developing relationships and bonds with the community as their customer.

Fig 1 :Fig 2 :

 12 Fig 1: Holistic Marketing and Promotion Mix, Self-Creation through Literature Review

Table 1 : Cells contains F-value & p-value obtained from One-Way ANOVA calculated from Minitab17: Figures in bold are significant at 0.05. p <0.05; confidence level 95%

 1

	Gender	Visual/Air Media	Banners/Hoardings	Institute Website	Social Networking	Face-to-face	Counseling	Educational Fairs	Brochure/ Leaflet	Sponsorship	Program	Publicity	MANOVA	by Wilks'

Table 2 shows F-value and p-value of responses of students as per their native place on Promotion Mix in the selection of TE institute, calculated with On-Way ANOVA by Minitab 17. There is a relationship between native place of students and influence of promotional mix on them in selecting TE institute. Banners/Hoardings (F-value= 5.43, p-value= 0.005), Face-to-face counseling (F-value= 4.64, p-value= 0.010), Educational fairs (F-value= 9.46, p-value= 0.000), Brochure/leaflet (F-value= 4.21, p-value= 0.015), Sponsorship Programs (F-value= 9.94, p-value= 0.000) are significant at 0.05; as p<0.05 for all these promotional mixes and hence their influences are related to the native place of students. The strength of relationship can be measured by F-value, which is high for Educational fairs, Sponsorship Programs & Banners/Hoardings which indicates that these promotional mixes are highly associated with their Native Place. However, based on the same test, there is no difference in the responses given by students residing in District, taluka and Village place on the influence of Visual/Air Media (p=0.223), institute Website (p=0.082) and Publicity (p=0.062), where p value is >0.05. We reject H1 for these influencers. It can be seen from bar-chart 2 that Banners/Hoardings (mean=2.67) have created much impact on Village students than the District (mean=2.10) and Taluka students (mean=2.84). Similarly, Face-to-face counseling, Educational fairs, Brochure/leaflet and Sponsorship Programs for which mean of responses belonging to Village students is higher than the mean of students belonging to District and Taluka place which shows Village students are more influenced by these promotional mixes than District and taluka students in selecting TE institutes.

C. Descriptive statistics of influence of promotion mix on Technical Program in selecting TE institute.

Bar-chart 3 shows mean of responses given by students admitted in Engineering, Management and Pharmacy on promotion mix which influenced them in selecting TE institute. Table 3 shows MANOVA calculated for all responses combined is significant at 0.05 i.e. p =0.000<0.05 with F-value 3.241. Hypothesis H1 is accepted for Technical Program. This means, there is difference in between students admitted in different Technical Program in accepting 'Promotion Mix' as an influencer. Responses of these students are not same on at least for one promotion mix.

Table 3 is However, based on the same test, there is no difference in the responses given by students differed by type of Technical Program on the influence of Visual/Air Media (p=0.676), Banners/Hoardings (p=0.436), where p value is >0.05. We can reject H1 for these influencers.

Students admitted in Management program are highly influenced by Education Fairs, Institute Website followed by the Pharmacy and Engineering students.

D. Descriptive statistics of influence of promotion mix on Location of Institute in selecting TE institute.

Bar-chart 4 shows mean of responses given by students admitted in institutes located at District, Taluka and Village on promotion mix which influenced them in selecting TE institute. Table 4 shows MANOVA calculated for all responses combined is significant at 0.05 i.e. p =0.002<0.05 with F-value 2.259. Hypothesis H1 is accepted. This means, there is difference in between students admitted in institutes located at District, Taluka and Village in accepting 'Promotion Mix' as an influencer. Responses of these students are not same on at least for one promotion mix. Students admitted in different location of institutes have different opinions on accepting Banners/Hoardings (p-value=0.033, F-value=3.42) and Brochure/Leaflet (p-value=0.021, F-value=3.86) as an influencer in selecting TE institute. Students belonging to institutes located at Taluka have more impact of Banners/Hoardings (mean=2.433) and Brochure/Leaflet (mean=2.827) than the students belonging to institutes located at District and Village.

However, there is no difference among the students differed by location of their institutes on the influence of Visual/Air Media (p=0.110), Institute Website (p=0.501), Social Networking (p=0.695), Face-to-face Counseling (p=0.480), Educational Fairs (p=0.392), Sponsorship Program (p=0.365), and Publicity (p=0.060) where p value is >0.05. We can reject H1 for these influencers.