Sample Of Pest Analysis

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2.1. Chapter Introduction
This chapter describes the theories related to the problem scenario
PEST Analysis
PEST is an acronym for political, economic, social, and technological factors that commonly affect business activities and performance.
Political Environment
In the identified project political environment can be identified as the current government policy regarding the education, and regulations.

Economic Environment
Economic factor examines the outside economic issues that can play a role in an education sector. In the selected scenario economic factors like income level of the people in the area, inflation rate of the country affected.
Social Environment Social factors analyze the demographic and cultural aspects of the identified
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According to Tinto’s Model, withdrawal process depends on how students interact with the social and academic environment of the institution. In an ODL context, researchers tend to place more emphasis on the influence of external environment, such as student’s occupation and support from their family, while the concept of social integration into an ODL institution’s cultural fabric, is given less weight (Kember, 1995). Students enrolled in ODL are typically adults, attend part-time, and may be full-time jobholders who are also shouldering family responsibilities (McGivney, 2004). For such students, factors such as ‘lack of time,’ ‘poor guidance,’ ‘lack of feedback on assignments,’ ‘time management,’ ‘unrealistic expectations,’ and so on, all contribute to withdrawal (Garland, 1993; Ostman & Wagner, 1987). Other factors also reported include ‘lack of guidance and information prior to registering and enrollment,’ ‘lack of support from faculty,’ and difficulty ‘contacting faculty’ (Brown, 1996; Cookson, 1989; Pierrkeas, Xenos, Panagiiotakopoulos, & Vergidis, 2004; Tresman,…show more content…
These evolve over time, as integration and commitment interact, with dropouts depending on commitment at the time of the decision.
A Longitudinal Model of Dropout This model argues that the process of dropout from college can be viewed as a longitudinal process of interactions between the individual and the academic and social systems of the college during which a person's experiences in those systems (as measured by his normative and structural integration) continually modify his goal and institutional commitments in ways which lead to persistence and/or to varying forms of dropout.
Individuals enter institutions of higher education with a variety of attributes (e.g., sex, race, ability), precollege experiences (e.g., grade-point averages, academic and social attainments), and family backgrounds (e.g., social status attributes, value climates, expectational climates), each of which has direct and indirect impacts upon performance in college. More importantly, these back ground characteristics and individual attributes also influence the development of the educational expectations and commitments the individual brings with him into the college

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