Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 management is to remain acquainted with the innate autonomy of human race that alters into dependency and makes the outcomes vague, which limits the upshot of all institutional perspective to a great extent. (Pérez-Díaz, V. & Rodríguez, 2001). This freedom of thought always creates the environment for conflict and competition rather than shared vision and closer association as the educational institutions looking for change are more vulnerable to a crowd of influential and authoritative external and internal forces(Haag, S. & Smith, M.L 2002). It is also worth mentioning that proper selection and effective training also optimize the success and minimize the risk for the administrators looking for organizational success, but mostly the good deeds like skill developments, enhancement or improvement of knowledge and attitude development are ignored (Vance & Paik 2006; Suutari 2002). As the global market is becoming highly competitive so, inflexible schedules for learning may also be risky in the innovative ideas transformation and this risk may be addressed through flexible scheduling.(Smith and Oliver, 2000; Bok, 2003; Attwood and Gill, 2008). Risk is sometime so much threatening that people who are reluctant to face the risk, do like to scarify some of their most important and valuable assets to avoid the uncertainty of the risk (Ghadim & Pannell 2003; Marra et al 2003; Ghadim & Pannell 1999; Cary et al 2002; Dalgleish & White 2001). Perception of risk and its management is mainly dependent upon the trust in personal capabilities and their utilization (Petts & Leach 2000; Finucane 2000; Siegrist & Cvetovich 2000). METHOD AND MATERIAL The study was conducted to gather information regarding percept of the heads of the institutions, teachers and parents regarding risk management processes to consider viable change in the present educational system in the southern districts of NWFP. To collect necessary data survey method was considered to be helpful as the human populace was being studied (Bulmer and Warwick), a total of 800 respondents equally representing all the three categories of the population were taken as sample population, selected through disproportionate stratified sampling methods (Birchall, 2010) and 587 (both genders male and female in all categories with a ratio of 399:188 respectively) responded to the questionnaire, which is 73.38 percent of the total sample. A five point Likert scale in a structured questionnaire was served to all of the respondents (strongly agree, agree, uncertain, disagree and strongly disagree) (Likert, 1931) suited the collection of ordinal data for the above said purpose. The data collected was treated statistically using SPSS (Statistical Package for Social Scientists) version 12, whereas independent sample t-test and different parametric and non parametric correlation coefficients were applied. Reliability of the scale based on standardized items on Cronbach’s Alpha proved to be 0.969. HYPOTHESES H 0 : There is no significant difference in the perception of risk management in Change activities for the uplift of education and educational institutions among the respondents on the basis of gender H 0 : There is no significant difference in the approach of the teachers and administrators upon risk management H 0 : There is no significant difference in the approach of the administrators and parents upon risk management H 0 : There is no significant difference in the approach of the teachers and parents upon risk management. H 0 : Risk management has no significant correlation with planning, liaison, contingency and mitigation actions, review and record while looking for some positive change in the present educational scenario. RESULTS AND DISCUSSION The research was pinpointed to consider the perception of the stakeholders about management of risk in the processes of change that may prove worthwhile in the present educational system and for organizational success. The results depicts that a major portion of the stakeholders (48.6%) including Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 262
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 administrators have shown disagreement for being notified or informed about the advantages and disadvantages of different events taking place in the institution while (14.5%) remained uncertain. The data reveals that (40.4%) of respondents (majority from the teachers and parents) don’t consider the use of financial resources in accordance with the need, therefore the adjustments are also not justified and risks are not covered by judicious use of resources whereas (23.3%) showed uncertainty. The results disclose that (45.5%) of the stakeholders illustrate dissatisfaction on the crises management when they start to happen, and (14.8%) stay uncertain. The stakeholders’ major segment (42.6%) mainly teachers and parents) believes that the administrators neither direct the daily tasks nor they follow well defined procedures while (17%) were doubtful. INFERENCES The histogram below figure 1 elucidates that majority of parents and teachers don’t show goodwill to the administrator in management of risk for the uplift and bearing good name to their respective institutions. Most significantly round about 50% showed concern over the present situation of risk management in bringing change for the uplift and bearing good name to their institutions and a major fraction of the population was distrustful about the administrators’ role, however there were many who favored them above indecision as the histogram indicates in the right hand side area. Favoring the analysis Curran (1988) tells that it is important to take into account the effect of change and the risk involved. He adds that risk analysis at proper time pays a lot in return as one can control a possible overrun, which may be financial, moral or ethical in its nature and in addition opportunities can be capitalized. From the above results it is evident that proper management of risk has a very significant role in bringing meaningful change for the uplift of the education and educational institutions and it is evident from the stakeholders’ response irrespective of their categories and gender. They believe that proper risk management can curb upon many superfluous, void and simulated problems rising from communication gap. 80 Mean = 3.02 Std. Dev. = 0.885 N = 587 60 Frequency 40 20 0 1 2 3 4 5 Risk Management Figure 1. Good of administrator by parents and teachers for risk management No significant difference of perception between female and male about risk management in change activities was observed as the t-test results reveled reveal that x = 3.91 > 3.01, S.D = .951 > .880. C.V = 24.32 < 29.23, α= 0.05; respectively for female and male with n=587 affirm the hypothetical stance of the researchers that there is no significant difference in the perception of risk management in Change activities for the uplift of education and educational institutions among the respondents on the basis of gender as both packs lacks the fundamental knowledge of change. According to (Paté-Cornell 2002) indecision is the resultant of absence of the basic information about the point of concern in addition to accidental happenings within the sample for which the prospects of happening are known. In addition to the above it is also said that gender based analysis of events is often influenced by society, culture and history and it is never permanent rather rapidly changing with the society. It has Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 263
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