Students’ perceptions towards teaching faculty and administrative functioning: A case study of Maharashtra Animal and Fishery Sciences University, Nagpur

Introduction

India is one of the world's leading agricultural and livestock-based economies, where animal husbandry, dairy, and fisheries sectors play a crucial role in rural livelihood and national development. The livestock sector alone contributes significantly to agricultural GDP, food security, and employment generation, especially in rural and periurban areas. Veterinary and animal sciences education, therefore, holds a vital position in supporting sustainable livestock development, improving animal health, and ensuring the welfare of farmers and society. The Maharashtra Animal and Fishery Sciences University (MAFSU), Nagpur, was established to impart quality education, research, and extension in veterinary, dairy, and fishery sciences. The university aims to produce skilled, ethical, and socially responsible veterinarians who can address the challenges of animal health, production, and management in a rapidly evolving agricultural landscape. The effectiveness of this mission largely depends on the quality of teaching, faculty competence, and institutional environment provided to students. Education, particularly professional education like veterinary science, is not merely the transmission of knowledge but a process of shaping students' attitudes, skills, and professional values. The success of this educational process depends on a dynamic interaction between teachers and students. Teachers are expected to create conducive learning environments, encourage critical thinking, and foster problem-solving abilities among students (Slameto, 2010) [4] . Students, in turn, evaluate their teachers based on communication skills, teaching strategies, subject expertise, and ability to relate theory with practical experience. Understanding students' perceptions toward their teachers and university administration provides valuable feedback for improving academic quality and institutional performance. Studies (Etuk et al., 2013; Laxman et al., 2020) [1,3] have shown that positive student perceptions are closely linked with academic motivation, satisfaction, and learning outcomes. Despite the importance of such feedback, limited research has been conducted on veterinary and allied universities in India to assess students' views on teaching effectiveness and administrative functioning. Recent studies by Singh and Sharma (2019) and Sharma and Chaturvedi (2021) emphasized the growing need for systematic evaluation of teaching quality and learner www.extensionjournal.com satisfaction in veterinary education across India. Hence, the present study was undertaken to assess the perceptions of undergraduate students towards the teaching faculty and college administration at the Faculty of veterinary, Maharashtra Animal and Fishery Sciences University, Nagpur. The findings are expected to provide insights for enhancing academic standards, teacher-student relationships, and overall institutional performance in veterinary and allied education.

Methodology

The present study was conducted at the Maharashtra Animal and Fishery Sciences University (MAFSU), Nagpur, during the academic year 2016-2017. The main objective was to assess the perceptions of undergraduate students toward the teaching faculty and the functioning of the college administration at the faculty of veterinary under MAFSU. A total of 50 final-year Bachelor of Veterinary Science and Animal Husbandry (B.V.Sc. & A.H.) students were selected using a random sampling technique to ensure fair representation of the student population. Data were collected through a structured and pre-tested questionnaire, developed in consultation with experts from the fields of veterinary education, animal science, extension, and social sciences.

Responses were measured on a five-point Likert scale (Excellent-Very Poor) with assigned weights of 5 to 1. The collected data were coded, tabulated, and analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation to assess overall perception levels.

Results and Discussion

The results are presented with various heads such as personal characteristics of the students, student's perception towards the teaching faculty, Student's perception towards the college administration and conclusion.

Personal Characteristics of the Students

The socio-personal profile of the students is presented in Table 1. The findings revealed that among the 50 respondents, 52 per cent were male and 48 per cent were female, indicating an encouraging participation of women in veterinary and allied sciences. This growing gender balance reflects the increasing interest of female students in professional courses such as veterinary science, animal husbandry, and fisheries. A majority (66%) of the respondents belonged to rural areas, while 34 per cent came from urban backgrounds. This suggests that students from rural families are increasingly pursuing veterinary education, possibly due to their familiarity with livestock and a strong inclination toward animal-based livelihoods. Regarding the medium of schooling, half of the students (50%) studied up to SSLC in the state language, while the remaining half studied in English medium. This balanced distribution highlights the linguistic diversity of students and underscores the need for bilingual instructional approaches in veterinary education to ensure better comprehension of technical subjects. Parental occupation analysis showed that nearly 48 per cent of fathers were engaged in farming, followed by 28 per cent in government service, while 58 per cent of mothers were homemakers. These figures reflect the rural agricultural background of most students and the role of farming families in contributing to the pool of veterinary graduates. With respect to academic performance, 60 per cent of students secured a second class, 38 per cent achieved a first class, and only 2 per cent attained distinction. This performance pattern indicates that while most students maintain satisfactory grades, there remains scope for academic enhancement through better learning support and mentorship programs. Similar findings were reported by Govindagowda et al. (2012) [2] in agricultural universities, emphasizing the need for academic counseling and improved practical exposure.

Overall Perception of Students towards Teaching Faculty

The overall perception of students towards their teaching faculty is summarized in Table 2. A majority (52%) of the respondents rated their teachers' performance as average, 34 per cent rated them as good, and 10 per cent perceived them as poor. This suggests that while most veterinary faculty members are viewed positively, there is still a need for enhancement in teaching methodologies and interactive learning. Veterinary education demands a blend of theoretical knowledge and practical clinical training; therefore, continuous innovation in teaching methods, including simulation-based learning, case studies, and ICT integration, could improve students' learning experience.

Perception of Students towards Teaching Faculty Attributes

Students' detailed perceptions about various aspects of teaching are presented in Table 3. The results revealed that the highest proportion of students (62%) rated teachers as excellent in sincerity and commitment to teaching, followed by excellence in conducting examinations and evaluations (44%) and organization & completion of syllabus (30%). These findings indicate that most teachers perform their academic responsibilities effectively and with dedication. A considerable proportion of students rated their teachers as good in areas such as Interaction with students, updating & acquiring the new development in veterinary sector (62%), Teaching skills (54%), depth of subject knowledge (50%), motivation and career guidance (46%) and use of practical knowledge (40%), Veterinary teaching requires not only conceptual clarity but also practical demonstration in animal handling, clinical diagnosis, and farm management. Hence, students' appreciation of faculty sincerity and subject expertise reflects positively on the professional quality of veterinary education at MAFSU. However, some areas received average or lower ratings, particularly summarization at the end of class, use of their experience in teaching (54%), providing course materials and use of teaching aids & addressing student problems (40%), use of ICT tools (36%) and innovation in teaching (30%). These findings point to the need for professional development programs that enhance teachers' digital competence, student engagement, and mentoring capacity. Integrating multimedia tools, virtual dissections, and elearning modules could enrich the veterinary curriculum and bridge these gaps. Similar trends were reported by Etuk et al. (2013) [1] , who emphasized that students' perceptions are strongly influenced by teachers' ability to innovate and communicate effectively. These findings are consistent with Singh and Sharma (2019) and Sharma and Chaturvedi (2021), who found that effective use of modern teaching methods and regular feedback mechanisms significantly, enhance veterinary students' learning satisfaction.

Overall Perception of Students about College Administration

Students' overall perception of the college administration is shown in Table 4. A majority (54%) of the respondents rated administrative functioning as average, while 30 per cent rated it good, and 16 per cent considered it poor. This indicates that while the university maintains satisfactory governance, there is still room for improvement in terms of student services, responsiveness, and efficiency in addressing student concerns. Effective administration plays a vital role in shaping the learning environment, especially in professional institutions like veterinary colleges where clinical facilities, laboratories, and hostels require systematic management. Students' Perception about Specific Administrative Aspects Detailed results on students' satisfaction with various administrative aspects are presented in Table 5. The majority (58%) of students expressed that they were fully satisfied with functioning of alumni association followed by

Conclusion

The study found that students of MAFSU, Nagpur, generally have a positive perception of their teaching faculty and college administration. Teachers were viewed as sincere, knowledgeable, and effective, though improvement is needed in ICT use, innovative teaching, and student guidance. Students were satisfied with campus discipline and safety measures, but expected better administrative efficiency and academic support. Strengthening teacher-student interaction, adopting modern teaching tools, and improving student services will enhance the overall learning experience. Regular feedback and continuous faculty development are essential to ensure high-quality veterinary education that produces skilled and responsible veterinarians for the livestock sector.

Acknowledgement

AcknowledgementThe authors gratefully acknowledge the financial and technical support received from the Indian Council of Agricultural Research (ICAR), New Delhi, under the Extramural Research Project titled "Indicators for Monitoring and Evaluation of Agricultural Education System." The study was conducted at the Maharashtra Animal and Fishery Sciences University (MAFSU), Nagpur. The authors also extend sincere thanks to the university authorities, faculty members, and students for their cooperation during data collection and field investigation.

References

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