Management Journal for Advanced Research

1. Introduction

The Indian higher education system has experienced one of its most significant transformations with the introduction of the National Education Policy (NEP) 2020. The policy aims to establish a learner-centred, multidisciplinary, flexible, and globally competitive education system capable of addressing the evolving requirements of the twenty-first-century knowledge economy. Among its numerous reforms, NEP 2020 has restructured undergraduate education by introducing flexible three-year and four-year degree programmes, multiple entry and exit options, interdisciplinary learning, academic credit transfer, research opportunities, experiential learning, and enhanced industry integration. These reforms are expected to improve educational quality, increase employability, promote innovation, and strengthen India's global competitiveness in higher education.

Management education occupies a strategic position within India's higher education ecosystem. Rapid globalization, technological advancement, digital transformation, entrepreneurship, artificial intelligence, business analytics, and data-driven decision-making have significantly altered the competencies expected from management graduates. Consequently, universities are redesigning management programmes to equip students with analytical capabilities, leadership skills, entrepreneurial competencies, ethical decision-making, and practical business knowledge.

The Bachelor of Business Administration (BBA) programme has emerged as one of the most preferred undergraduate management programmes among Higher Secondary students. Traditionally offered as a three-year undergraduate degree, the BBA programme has now been redesigned under NEP 2020 to include an optional fourth year leading to an Honours or Honours with Research degree. The four-year programme incorporates advanced coursework, interdisciplinary electives, internships, research projects, industry collaborations, skill-based learning, and multiple exit options. These features are intended to provide students with greater academic flexibility while simultaneously enhancing their professional readiness.

The introduction of the four-year BBA programme represents a substantial shift in undergraduate management education.

Furthermore, the decision to pursue management education is influenced by external factors beyond students' personal interests. Family expectations, financial affordability, perceived return on educational investment, employment opportunities, institutional reputation, peer influence, career counselling, and availability of information collectively shape students' educational decisions. Understanding these influencing factors is essential for designing effective admission strategies, awareness campaigns, and educational policies.

Although NEP 2020 has generated substantial academic discussion regarding curriculum reforms and institutional implementation, empirical studies specifically examining Higher Secondary students' awareness and perception of the four-year BBA programme remain limited. Most existing research has concentrated on policy implementation, curriculum restructuring, institutional preparedness, or general perceptions of NEP 2020. Comparatively little attention has been devoted to understanding students' awareness levels, programme perceptions, and determinants of interest in pursuing the four-year BBA programme.

To address this gap, the present study investigates four interrelated constructs: Awareness, Perception, Interest, and Influencing Factors. Awareness refers to students' knowledge regarding the four-year BBA programme, including its duration, curriculum, specialization options, honours and research opportunities, and practical learning components. Perception reflects students' beliefs regarding the programme's academic quality, career prospects, employability, and professional value. Interest represents students' willingness to pursue the programme, while Influencing Factors encompass external determinants such as family support, financial considerations, career opportunities, institutional information, and postgraduate aspirations.

The conceptual framework proposes that Awareness, Perception, and Influencing Factors positively influence students' Interest in pursuing the four-year BBA programme. In addition, positive associations are hypothesised between Awareness and Perception and between Perception and Interest. The study also examines whether Awareness differs across school types, thereby providing insights into institutional variations in students' understanding of higher education reforms.

The study integrates these theories into a comprehensive framework that explains how awareness, perception, and influencing factors shape students' interest in pursuing the newly introduced Four-Year BBA Programme.

2.1 Theory of Planned Behaviour (TPB)

The Theory of Planned Behaviour (TPB), proposed by Ajzen (1991), is one of the most widely accepted theories for explaining behavioural intentions and decision-making. According to TPB, an individual's intention to perform a particular behaviour is determined by three major components: attitude towards the behaviour, subjective norms, and perceived behavioural control. Attitude reflects an individual's positive or negative evaluation of a behaviour, subjective norms represent social pressures or expectations from important reference groups such as parents, teachers, and peers, while perceived behavioural control refers to an individual's belief regarding the ease or difficulty of performing the behaviour.

In the context of the present study, students' Interest in pursuing the Four-Year BBA Programme represents behavioural intention. Perception corresponds to students' attitudes towards the programme, as favourable perceptions regarding employability, research opportunities, internships, and practical learning are expected to increase their willingness to enrol. Influencing Factors, including parental opinion, financial considerations, career prospects, and institutional guidance, represent subjective norms and external influences that shape students' educational decisions. Awareness also contributes to informed decision-making by enabling students to develop realistic expectations about the programme. Therefore, TPB provides an appropriate theoretical explanation for the relationships proposed between Perception, Influencing Factors, and Interest.

2.2 Social Cognitive Theory (SCT)

The Social Cognitive Theory (SCT) developed by Bandura (1986) explains human behaviour through the reciprocal interaction among personal factors, environmental influences, and behavioural outcomes. According to SCT, individuals learn not only through personal experiences but also by observing others, receiving guidance, and interpreting information available within their social environment.

Before selecting an educational programme, students compare factors such as tuition fees, programme duration, employment prospects, academic reputation, postgraduate opportunities, and expected returns on educational investment.

Within the present study, respondents evaluate whether the Four-Year BBA Programme offers greater advantages than the conventional three-year programme. Students may perceive additional benefits in terms of internships, research experience, multidisciplinary learning, international exposure, and improved employability. At the same time, they may also consider the higher tuition costs and longer duration associated with the programme. Their final educational decision reflects a rational evaluation of these competing benefits and costs. Rational Choice Theory therefore supports the inclusion of external influencing factors such as financial considerations, job prospects, and postgraduate opportunities in the conceptual framework.

2.5 Diffusion of Innovation Theory

The Diffusion of Innovation Theory, proposed by Rogers (2003), explains how new ideas, technologies, and innovations are communicated and adopted within a social system. According to this theory, awareness is the first stage in the adoption process, followed by persuasion, decision, implementation, and confirmation. Individuals are unlikely to adopt an innovation unless they first become aware of its existence and understand its potential benefits.

The Four-Year BBA Programme introduced under NEP 2020 represents a significant innovation in undergraduate management education. Students must first become aware of the programme's features, including multiple entry and exit options, honours with research, internships, Academic Bank of Credits, and multidisciplinary curriculum, before developing favourable perceptions and deciding to pursue the programme. This theory therefore provides strong theoretical support for the hypothesis that Awareness positively influences Perception and subsequently Interest.

2.6 Educational Choice Theory

Educational Choice Theory explains that students' programme selection is influenced by a combination of academic aspirations, career goals, socio-economic conditions, institutional reputation,

3. Research Methodology

Research methodology provides the scientific framework that guides the entire research process by defining the procedures used for collecting, analysing, and interpreting data. It ensures that the study is conducted systematically, objectively, and ethically so that the findings are valid, reliable, and capable of addressing the research objectives. The present study investigates the awareness, perception, and factors influencing Higher Secondary students' interest in pursuing the Four-Year Bachelor of Business Administration (BBA) Programme introduced under the National Education Policy (NEP) 2020. Considering the nature of the research problem and the objectives of the study, a quantitative research methodology was adopted. The study employed a structured questionnaire to collect primary data from Higher Secondary students and used advanced statistical techniques to examine the relationships among the proposed constructs. The overall methodological framework comprised research philosophy, research approach, research design, sampling design, questionnaire development, reliability and validity assessment, data collection procedures, statistical analysis, and ethical considerations.

The study was grounded in the positivist research philosophy, which assumes that reality is objective and can be measured using empirical evidence. Positivism is widely applied in quantitative research because it enables researchers to test hypotheses, establish causal relationships, and derive conclusions based on statistical evidence. In the present study, students' awareness, perception, interest, and influencing factors were measured using a structured questionnaire, and the relationships among these variables were analysed through statistical techniques such as Exploratory Factor Analysis (EFA), Pearson correlation, multiple regression, and Structural Equation Modeling (SEM). The positivist paradigm therefore provided an appropriate philosophical foundation for the investigation.

The research adopted a deductive approach, where hypotheses were formulated based on existing theories and previous empirical studies. The literature on educational choice, higher education, management education, and the National Education Policy (NEP) 2020 was reviewed extensively to identify research gaps and develop a conceptual framework.

The study included students from Government, Government-Aided, and Private schools to ensure representation of different educational environments. Including respondents from different school types also enabled the study to examine whether awareness differed significantly across institutional categories.

A multi-stage sampling technique was adopted for selecting respondents. In the first stage, schools were identified based on their management type. In the second stage, students from Class XI and Class XII were selected from these schools. Where complete sampling frames were unavailable, convenience sampling was employed while ensuring adequate representation of different school categories. Although probability sampling techniques are generally preferred for generalisation, the adopted sampling procedure was considered appropriate due to practical constraints and the exploratory nature of the investigation.

The study collected data from 500 Higher Secondary students, which is considered an adequate sample size for Structural Equation Modeling. According to Hair et al. (2022), SEM requires relatively large samples to obtain stable parameter estimates and reliable model fit indices. Similarly, Kline (2023) recommends a minimum sample size of 200 for covariance-based SEM, with larger samples providing more accurate parameter estimation. Therefore, a sample size of 500 respondents was sufficient for conducting reliability analysis, exploratory factor analysis, regression analysis, and Structural Equation Modeling while ensuring acceptable statistical power.

Both primary and secondary data were utilised in the study. Primary data were collected through a structured questionnaire administered directly to Higher Secondary students. Secondary data were gathered from books, peer-reviewed journal articles, conference papers, government reports, University Grants Commission (UGC) guidelines, AICTE publications, the National Education Policy 2020 document, and other relevant academic sources. The secondary data helped establish the theoretical background, identify research gaps, develop the conceptual framework, and formulate the research hypotheses.

The research instrument consisted of a structured questionnaire designed specifically for the objectives of the study.

Based on the feedback received from the pilot respondents, minor modifications were made to improve the clarity and comprehensibility of the questionnaire. Conducting the pilot study enhanced the overall quality of the research instrument and reduced the likelihood of measurement errors.

The reliability of the questionnaire was assessed using Cronbach's Alpha coefficient, which measures the internal consistency of the scale. The results indicated Cronbach's Alpha values of 0.81 for Awareness, 0.84 for Perception, 0.87 for Interest, and 0.89 for Influencing Factors. The overall questionnaire achieved a Cronbach's Alpha value of 0.91. Since all values exceeded the recommended threshold of 0.70 suggested by Nunnally and Bernstein (1994), the instrument demonstrated excellent reliability and internal consistency.

The validity of the instrument was established through content validity and construct validity. Content validity was ensured by consulting subject experts from the fields of Commerce, Management, and Research Methodology, who evaluated the relevance, clarity, and adequacy of each questionnaire item. Construct validity was examined using Exploratory Factor Analysis (EFA). The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was 0.89, indicating excellent suitability for factor analysis, while Bartlett's Test of Sphericity was statistically significant (p < 0.001), confirming that the correlation matrix was appropriate for factor extraction. The four extracted factors explained approximately 66.5% of the total variance, indicating satisfactory construct validity.

Data collection was carried out through personal visits to selected schools after obtaining the necessary permissions from the school authorities. The purpose of the study was explained to the respondents before distributing the questionnaires. Participation was entirely voluntary, and respondents were assured that their responses would remain confidential and anonymous. Completed questionnaires were collected immediately after completion to minimise non-response and missing data.

Following data collection, the questionnaires were carefully scrutinised to identify incomplete responses, missing values, duplicate entries, and inconsistencies. Valid responses were coded and entered into Microsoft Excel before being imported into IBM SPSS Statistics Version 29 for statistical analysis.

The integration of quantitative research methods with advanced multivariate statistical techniques, particularly Structural Equation Modeling, ensures the reliability, validity, and robustness of the findings. The methodology thus provides a strong empirical foundation for examining the proposed conceptual model and contributes significantly to understanding students' educational decision-making in the context of the evolving higher education landscape in India.

Below is a Scopus journal-standard version of Chapter 5: Data Analysis, Results and Discussion written in detailed academic paragraphs. It is suitable for an MSc/MBA/M.Com/PhD dissertation or a journal manuscript. Each statistical table is followed by an interpretation and discussion in paragraph form.

4. Data Analysis

This chapter presents the statistical analysis and interpretation of the empirical data collected from 500 Higher Secondary students to investigate their awareness, perception, and the factors influencing their interest in pursuing the Four-Year Bachelor of Business Administration (BBA) Programme introduced under the National Education Policy (NEP) 2020. The analysis aims to address the research objectives and test the proposed hypotheses using appropriate statistical techniques. Both descriptive and inferential statistical methods were employed to obtain a comprehensive understanding of students' responses.

Initially, descriptive statistics such as frequencies, percentages, means, and standard deviations were used to summarise respondents' demographic characteristics and questionnaire responses. Subsequently, the reliability of the research instrument was assessed through Cronbach's Alpha coefficient, while construct validity was examined using Exploratory Factor Analysis (EFA). Pearson's correlation analysis was performed to investigate the relationships among the latent constructs.

Multiple Linear Regression was used to determine the influence of Awareness, Perception, and Influencing Factors on students' Interest in pursuing the Four-Year BBA Programme. Furthermore, Independent Samples t-test and One-Way ANOVA were conducted to examine differences across demographic groups.

Table 4.4: Higher Education Plans

Interpretation

The findings indicate that 80% of the respondents intend to pursue higher education after completing Higher Secondary education, while only 5% reported that they do not intend to continue their studies. Another 15% remained uncertain about their future educational plans. These results demonstrate that the majority of respondents are potential applicants for undergraduate programmes, making them an appropriate population for examining awareness and interest in the Four-Year BBA Programme.

4.5 Descriptive Analysis of Questionnaire Items

The questionnaire comprised 24 statements measured on a five-point Likert scale. These items were categorised into four latent constructs:

• Awareness (Q1–Q5)
• Perception (Q6–Q10)
• Interest (Q11–Q16)
• Influencing Factors (Q17–Q24)

Construct-wise percentage analysis was performed to examine respondents' opinions regarding each dimension.

4.6 Construct-wise Percentage Analysis

Awareness (Q1–Q5)

The Awareness construct examined students' knowledge regarding the Four-Year BBA Programme, including its duration, curriculum, research opportunities, multiple entry and exit options, and specialisation opportunities.

The analysis shows that approximately 60% to 64% of respondents either agreed or strongly agreed that they were aware of the Four-Year BBA Programme introduced under NEP 2020. A smaller proportion of respondents expressed disagreement or remained neutral.

Nearly 59% of respondents expressed interest in pursuing BBA after Higher Secondary education. Among the available specialisations, Business Analytics emerged as the most preferred option, followed by Finance, Marketing, and Human Resource Management. Only 41% preferred the traditional three-year programme because it would allow them to enter the labour market earlier.

Discussion

The results indicate that students increasingly recognise the growing importance of technology-driven business education. The popularity of Business Analytics reflects the increasing demand for digital skills, artificial intelligence, data analytics, and evidence-based business decision-making in the modern corporate environment. The comparatively lower preference for the three-year programme also indicates that many students perceive the additional academic year as beneficial rather than burdensome.

Influencing Factors (Q17–Q24)

The Influencing Factors construct examined the external variables affecting students' educational decisions.

Approximately 76% of respondents considered employment opportunities to be the most important determinant of programme selection. Around 72% viewed tuition fees and educational expenses as significant considerations, while 70% regarded future MBA opportunities as important. Nearly 73% expressed willingness to attend awareness seminars regarding the Four-Year BBA Programme, and 63% acknowledged that parental opinion would influence their educational decisions.

Discussion

The findings suggest that students' programme selection is influenced by both personal aspirations and external socio-economic factors. Career prospects, affordability, family support, and opportunities for higher education emerged as the strongest determinants of educational choice. These findings emphasise the need for universities to communicate not only the academic benefits of the programme but also its career outcomes and long-term return on educational investment.

Interpretation

The four extracted factors jointly explain 66.5% of the total variance, indicating satisfactory construct validity. This percentage exceeds the commonly accepted minimum threshold of 60% in behavioural and social science research, suggesting that the extracted factors adequately represent the underlying constructs measured by the questionnaire.

4.9 Pearson Correlation Analysis

Pearson's correlation coefficients were calculated to examine the relationships among the four latent constructs.

Table 4.9: Correlation Matrix

Note: p < 0.01

Interpretation

The correlation analysis indicates that all constructs are positively and significantly correlated. The strongest relationship exists between Perception and Interest (r = 0.69), suggesting that students with more favourable perceptions of the Four-Year BBA Programme are substantially more interested in pursuing it. Awareness also demonstrates moderate positive correlations with both Perception and Interest, indicating that increased knowledge regarding the programme contributes to more positive attitudes and stronger educational intentions.

4.10 Multiple Regression Analysis

Multiple Linear Regression was conducted to determine the extent to which Awareness, Perception, and Influencing Factors predict students' Interest.

Model Summary

4.12 One-Way ANOVA

One-Way ANOVA was conducted to determine whether awareness differs across school types.

Interpretation

The ANOVA results indicate a statistically significant difference in awareness among students from different school types. This finding suggests that students studying in Government, Government-Aided, and Private schools receive different levels of exposure to information regarding the Four-Year BBA Programme. Educational policymakers should therefore ensure more equitable dissemination of programme-related information across all school categories.

4.13 Structural Equation Modelling (SEM)

Structural Equation Modelling was employed to validate the proposed conceptual framework and simultaneously examine the relationships among the four latent constructs. The SEM analysis confirmed that Awareness, Perception, and Influencing Factors have significant positive effects on Interest. Among these relationships, the path from Perception to Interest exhibited the highest standardised regression coefficient, indicating that students' perceptions play the most influential role in shaping their educational intentions. The model therefore provides empirical support for the theoretical framework developed for this study and demonstrates that positive perceptions, adequate awareness, and favourable external conditions collectively enhance students' willingness to pursue the Four-Year BBA Programme under NEP 2020.

4.14 Hypothesis Testing

Interpretation

The empirical analysis supports all six proposed hypotheses.

This finding suggests that awareness regarding the newly introduced programme has improved but remains incomplete among a considerable section of prospective students.

The analysis further revealed that students hold a positive perception towards the Four-Year BBA Programme. Most respondents believed that the programme provides better managerial education, enhanced practical exposure, improved employability, stronger industry readiness, and better opportunities for skill development compared with the conventional three-year BBA programme. Students also perceived that the inclusion of internships, research projects, multidisciplinary learning, and specialised courses would improve their professional competencies and long-term career prospects. These findings indicate that respondents recognise the academic and professional advantages associated with the Four-Year BBA Programme.

The study found that a considerable proportion of respondents expressed interest in pursuing the Four-Year BBA Programme after completing Higher Secondary education. Among the various specialisations, Business Analytics emerged as the most preferred option, followed by Finance, Marketing, Entrepreneurship, and Human Resource Management. This preference reflects the growing importance of digital technologies, artificial intelligence, data analytics, and evidence-based decision-making in modern business organisations. Students increasingly perceive technology-oriented management education as an effective pathway to enhance their employability in the evolving business environment.

The analysis also demonstrated that career-related factors significantly influence students' educational decisions. Employment opportunities emerged as the most important determinant of programme selection, followed by opportunities for higher education such as MBA, tuition fees, institutional reputation, internship opportunities, and parental influence. The findings suggest that students carefully evaluate both academic and economic factors before selecting an undergraduate programme. Consequently, career prospects, affordability, and long-term professional growth play a crucial role in shaping educational aspirations.

Although female respondents reported slightly higher mean interest scores, the difference was not statistically significant. This suggests that gender does not substantially influence students' educational intentions within the present sample.

The One-Way ANOVA results indicated statistically significant differences in Awareness across different school types. Students studying in Government, Government-Aided, and Private schools exhibited varying levels of awareness regarding the Four-Year BBA Programme. This finding suggests that access to educational information and career guidance differs across school categories, highlighting the need for more uniform dissemination of programme-related information.

The Structural Equation Modeling (SEM) analysis validated the proposed conceptual framework. All structural paths were found to be positive and statistically significant. Perception exerted the strongest influence on Interest, followed by Influencing Factors and Awareness. Furthermore, Awareness was positively associated with Perception, and Perception demonstrated a significant positive relationship with Interest. These findings provide strong empirical support for the theoretical framework developed in the study and confirm that students' educational decisions are shaped by both cognitive and external factors.

Finally, the hypothesis testing results indicated that all six research hypotheses were supported. The findings confirm that Awareness, Perception, and Influencing Factors significantly affect students' Interest in pursuing the Four-Year BBA Programme, while Awareness also differs significantly across school types.

6. Conclusion

The present study provides comprehensive empirical evidence regarding Higher Secondary students' awareness, perception, and factors influencing their interest in pursuing the Four-Year Bachelor of Business Administration Programme introduced under the National Education Policy 2020. The findings clearly indicate that although students possess a reasonably good level of awareness regarding the existence of the programme, their understanding of several important academic features remains incomplete.

Overall, the research concludes that successful implementation of the Four-Year BBA Programme requires not only curriculum reform but also effective communication, career counselling, institutional branding, stakeholder engagement, and industry collaboration. By addressing these areas, educational institutions can significantly enhance students' confidence in the programme and increase enrolment in undergraduate management education.

7. Implications

7.1 Practical Implications

The findings of the present study have important implications for universities, policymakers, school administrators, management educators, career counsellors, and students. Since awareness significantly influences perception and interest, universities should organise regular awareness campaigns, educational seminars, webinars, admission counselling sessions, and school outreach programmes to familiarise Higher Secondary students with the Four-Year BBA Programme. Such initiatives should clearly explain the curriculum structure, multiple exit options, Academic Bank of Credits, internship opportunities, honours with research, and career pathways available under NEP 2020.

Educational institutions should place greater emphasis on communicating the employability advantages of the Four-Year BBA Programme. Since career opportunities emerged as the strongest influencing factor, universities should highlight placement records, industry collaborations, internship opportunities, entrepreneurship support, international exposure, and postgraduate progression opportunities during promotional activities. Strengthening university-industry partnerships can further improve students' confidence regarding employment prospects.

Schools also have a significant role in guiding students' educational choices. The comparatively lower awareness among certain school categories suggests the need for structured career counselling programmes at the Higher Secondary level. Career guidance should begin well before students make programme selection decisions and should include detailed information regarding management education, emerging business specialisations, and future career opportunities.

7.3 Policy Implications

The findings provide several important policy implications for the Ministry of Education, University Grants Commission (UGC), AICTE, state education departments, and higher education institutions. First, there is a need for nationwide awareness campaigns regarding the Four-Year Undergraduate Programme under NEP 2020. Standardised information should be disseminated through schools, educational websites, career portals, and social media to ensure that students receive accurate and consistent information.

Second, policymakers should strengthen school-level career guidance systems by integrating structured career counselling into the Higher Secondary curriculum. Career counsellors should receive specialised training regarding NEP 2020 reforms so that they can effectively guide students during programme selection.

Third, financial assistance, scholarships, education loans, and fee-support mechanisms should be expanded to reduce financial barriers associated with the Four-Year Programme. Since tuition costs significantly influence programme selection, improving financial accessibility can encourage greater participation.

Finally, regular monitoring and evaluation of student awareness regarding NEP reforms should be undertaken to assess the effectiveness of policy implementation and identify areas requiring further intervention.

8. Conclusion

The Four-Year Bachelor of Business Administration Programme introduced under the National Education Policy 2020 represents a transformative initiative aimed at producing industry-ready, multidisciplinary, and research-oriented management graduates. The present study demonstrates that Higher Secondary students generally hold favourable attitudes towards the programme, although their awareness regarding several important features remains limited. Students' educational decisions are primarily influenced by their perceptions of programme quality, future career opportunities, and external socio-economic factors.

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