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    Education is an engine for social progress. A country’s education system shapes the destiny of its society and the happiness level of the people through its innovative curriculum. Education is important for human beings both at individual and collective levels to realize their capabilities in dealing with social issues such as wellbeing, health, environment, conflicts, and economy and so on in a peaceful manner. Hence, societies would desire educational policies and strategies geared towards happiness in a holistic and sustainable approach. Gaeddu College of Business studies (GCBS) being one of the educational institutes has also implemented the GNH concept through various activities such as culture, management, environment, etc… The objective of this paper is to finding out whether the college activities are in line and promotes the philosophy of GNH and what GNH means to the students. And also to find out the level of student’s satisfaction and ratings of various college activities in understanding the concept of GNH towards social change. This paper contains four sections. The first section of introductory nature about the concept of GNH. The second chapter deals about the adaptability of GNH in GCBS. The third section contains the analysis of the sense of satisfaction of students of GCBS. The final section gives the conclusions and suggestions.

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    Education is an engine for social progress. A country’s education system shapes the destiny of its society and the happiness level of the people through its innovative curriculum. Education is important for human beings both at individual and collective levels to realize their capabilities in dealing with social issues such as wellbeing, health, environment, conflicts, and economy and so on in a peaceful manner. Hence, societies would desire educational policies and strategies geared towards happiness in a holistic and sustainable approach. Gaeddu College of Business studies (GCBS) being one of the educational institutes has also implemented the GNH concept through various activities such as culture, management, environment, etc… The objective of this paper is to finding out whether the college activities are in line and promotes the philosophy of GNH and what GNH means to the students. And also to find out the level of student’s satisfaction and ratings of various college activities in understanding the concept of GNH towards social change. This paper contains four sections. The first section of introductory nature about the concept of GNH. The second chapter deals about the adaptability of GNH in GCBS. The third section contains the analysis of the sense of satisfaction of students of GCBS. The final section gives the conclusions and suggestions.

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    24 views7 pages

    A Study of Social Progress in Educational Institutions Through GNH

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    Integrated Intelligent Research
    Education is an engine for social progress. A country’s education system shapes the destiny of its society and the happiness level of the people through its innovative curriculum. Education is important for human beings both at individual and collective levels to realize their capabilities in dealing with social issues such as wellbeing, health, environment, conflicts, and economy and so on in a peaceful manner. Hence, societies would desire educational policies and strategies geared towards happiness in a holistic and sustainable approach. Gaeddu College of Business studies (GCBS) being one of the educational institutes has also implemented the GNH concept through various activities such as culture, management, environment, etc… The objective of this paper is to finding out whether the college activities are in line and promotes the philosophy of GNH and what GNH means to the students. And also to find out the level of student’s satisfaction and ratings of various college activities in understanding the concept of GNH towards social change. This paper contains four sections. The first section of introductory nature about the concept of GNH. The second chapter deals about the adaptability of GNH in GCBS. The third section contains the analysis of the sense of satisfaction of students of GCBS. The final section gives the conclusions and suggestions.

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    Indo-Bhutan International Conference On Gross National Happiness Pages: 131-137

    Vol 02, October 2013

    A Study of Social Progress in Educational Institutions through GNH


    Ugyen Kelzang1, Kinley Wangdi2, Nima3, Kinley Drukpa4, Rinchen Wangmo5, Pema Zangmo6, Pem7, Kinzang Peldon 8 Gaeddu College of Business studies 1 kurtopugyen@yahoo.com 2 keldenwang@gmail.com 3 lobzang.nima@yahoo.com 4 rwangmo14@yahoo.com 5 pemnad@yahoo.com 6 drupkin@gmail.com 7 pinkupem@yahoo.com 8 kinzangpeldon@gmail.com Abstract Education is an engine for social progress. A countrys education system shapes the destiny of its society and the happiness level of the people through its innovative curriculum. Education is important for human beings both at individual and collective levels to realize their capabilities in dealing with social issues such as wellbeing, health, environment, conflicts, and economy and so on in a peaceful manner. Hence, societies would desire educational policies and strategies geared towards happiness in a holistic and sustainable approach. Gaeddu College of Business studies (GCBS) being one of the educational institutes has also implemented the GNH concept through various activities such as culture, management, environment, etc The objective of this paper is to finding out whether the college activities are in line and promotes the philosophy of GNH and what GNH means to the students. And also to find out the level of students satisfaction and ratings of various college activities in understanding the concept of GNH towards social change. This paper contains four sections. The first section of introductory nature about the concept of GNH. The second chapter deals about the adaptability of GNH in GCBS. The third section contains the analysis of the sense of satisfaction of students of GCBS. The final section gives the conclusions and suggestions. Key words: GNH, Academic programmer, Activities, Development, Library, Religious, Club, Games and Sports, Management, Leadership and Hostel. particular and the nation in general. The Section One: Introduction philosophy of GNH consists of four main Happiness is the most common yearning of pillars - sustainable and equitable socioevery living being. By nature every individuals economic development; conservation of seeks happiness throughout their life as it environment; preservation and promotion of makes individuals to be satisfied or culture; and promotion of good governance. dissatisfied. It is believed that if there is GNH recognizes that happiness should not be happiness in the society, the society will be approached or viewed as competitive goods to enshrined with peace and prosperity. be realized by the individual rather it supports Considering the fact that happiness plays a the notion that happiness pursued and realized vital role in ones life, Royal Government of within the context of the greater good of Bhutan has initiated the promulgation of the society that offers the best possibility for the economic development model based on the sustained happiness of the individual. human happiness rather than the Gross In this era of globalization, the concept of Domestic Product (GDP) growth. This model GNH is gaining the attention of the whole is developed based on the concept widely world, from school kids to the politicians. The known by the term Gross National nation and the leaders globally are Happiness (GNH). This concept of GNH is continuously trying to implement this concept the brainchild of His Majesty the fourth Druk in their economic developmental activities. Gyalpo Jigme Singye Wangchuck. GNH in What GNH calls for is a holistic, common parlance means the holistic approach comprehensive approach to development. It towards overall development of individuals in calls for proactive public policy and International Journal of Business Intelligents (IJBI) www.ijbui.com 131

    Indo-Bhutan International Conference On Gross National Happiness Pages: 131-137 programme intervention and commitment of necessary resources. But these diverse efforts and coalescence of interests can and must contribute to the promotion of happiness as a serious state responsibility, and that it must not be rejected conveniently as utopian or ideological. The above mentioned activities set by various leaders will remain sustained if the same is imparted to the young ones, as youths of today are the future guardians of the nation. In order to infuse the concept of GNH to the youths, it would be more effective and efficient if the students are taught in their schools, institutes and colleges through various GNH related activities. As important it is, the concept of GNH has been introduced in the education curriculum of Bhutan and it is mandatorily implemented in all the schools, institutions and colleges in the kingdom. Education is an engine for social progress. A countrys education system shapes the destiny of its society and the happiness level of the people through its innovative curriculum. Education is important for human beings both at individual and collective levels to realize their capabilities in dealing with social issues such as wellbeing, health, environment, conflicts, and economy and so on in a peaceful manner. Hence, societies would desire educational policies and strategies geared towards happiness in a holistic and sustainable approach. Gaeddu College of Business studies (GCBS) being one of the educational institutes has also implemented the GNH concept through various activities such as culture, management, environment, etc This study is carried out with the objective of finding out whether the college activities are in line and promotes the philosophy of GNH and what GNH means to the students. Section Two: The Adaptability of GNH in GCBS. As youths of today are the future guardians of the nation, the infusion of GNH concept to the youths has become important. As important it

    Vol 02, October 2013

    is, the concept of GNH has been introduced in the education curriculum of Bhutan and it is mandatorily implemented in all the schools, institutions and colleges in the kingdom. Education is important for human beings both at individual and collective levels to realize their capabilities in dealing with social issues such as wellbeing, health, environment, conflicts, and economy and so on in a peaceful manner. Hence, societies would desire educational policies and strategies geared towards happiness in a holistic and sustainable approach. GCBS as an educational institution has the responsibility to promote and uphold the philosophy of GNH. And for the same, it has implemented the GNH concept through various activities such as culture, management, environment, games and sports, academic, religion, etc However, it has been observed that some of the students seem to be dissatisfied with the activities carried out by the college and feels that it does not contribute towards enhancing their happiness level. This may be because individual understands the concept of GNH in different ways. Section Three: The Analysis of the Sense of Satisfaction of GCBS Students. A study about the sense of satisfaction among the students of GCBS being conducted by taking a random sample of size 322. The 322 sample constitutes BBA 144 (students), B.Com 128 and 1st semester 50 of which 132 are male and 187 female. The study focused about the following Overall academic programmer Academic Activities Academic Development Activities Library Facilities Religious Activities Club Activities Games and Sports Activities College Management Leadership Hostel

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    132

    Indo-Bhutan International Conference On Gross National Happiness Pages: 131-137 3.1. The sense of satisfaction regarding activities Level of Academic Academic Religious Satisfacti Activities Development Activities on Activities Frequen cy 10 % 3.1 Frequen cy 17 % 5.3 Frequen cy 8 % 2.5

    Vol 02, October 2013

    Club Activities

    Games and Sports Activities Frequen cy 19 % 5.9

    Highly Dissatisfi ed Dissatisfi ed Don't know Satisfied Fully Satisfied Total

    Frequen cy 17

    % 5.3

    32 11 210 59 322

    9.9 3.4 65.2 18.3

    32 37 185 51

    9.9 11.5 57.5 15.8

    15 12 201 86

    4.7 3.7 62.4 26.7

    65 20 179 40

    20.2 6.2 55.8 12.5

    37 31 191 44

    11.5 9.6 59.3 13.7

    100. 322 100. 322 100. 321 100. 322 100. 0 0 0 0 0 The sense of satisfaction among the activities, the academic activities is topping the rank followed by Religious Activities, Games and Sports Activities, Academic Development Activities and Club Activities. 3.2.The sense of satisfaction regarding facilities Level of Library Hostel Others Satisfaction Frequency % Frequency % Frequency % Highly 17 5.3 36 11.2 45 14.0 Dissatisfied Dissatisfied 65 20.2 70 21.7 69 21.4 Don't know 20 6.2 17 5.3 18 5.6 Satisfied 179 167 157 55.8 51.9 48.8 Fully Satisfied 40 12.5 32 9.9 33 10.2 Total 321 100.0 322 100.0 322 100.0 The sense of satisfaction among the facilities activities Library is topping in the ranking followed by Hostel and others. 3.3. The sense of satisfaction regarding Governance Level of Satisfaction College Management Leadership Frequency % Frequency % Highly Dissatisfied 42 13.0 30 9.3 Dissatisfied 66 20.5 42 13.1 Don't know 22 6.8 27 8.4 Satisfied 146 193 45.3 60.1 Fully Satisfied 46 14.3 29 9.0 Total 322 100.0 321 100.0 The sense of satisfaction among the Governance Leadership followed by college management. International Journal of Business Intelligents (IJBI) www.ijbui.com 133

    Indo-Bhutan International Conference On Gross National Happiness Pages: 131-137 3.4. The sense of overall Academic satisfaction Level of Satisfaction Highly Dissatisfied Dissatisfied Don't know Satisfied Fully Satisfied Total 3.5.The sense of overall satisfaction Level of satisfaction Highly Dissatisfied Dissatisfied Valid Don't know Satisfied Fully Satisfied Total Total percentage 83.3 166.0 77.4 623.3 150.1 1100.0

    Vol 02, October 2013

    Overall academic programme Frequency Valid Percent 10 3.1 32 9.9 11 3.4 210 65.2 59 18.3 322 100.0 Overall percentage of activities 8 15 7 56 14 100 Frequency 24 49 23 182 44 322

    Overall Academic Programme


    80
    No. of Respondents in %

    72.3

    70 60 50 40 30 20 10 0
    Dissatisfied Dissatisfied Don't know Satisfied Satisfied Highly Fully

    3.7

    7.5

    12.5 4.0

    Leve l of Satis faction

    Overall Students Satisfaction


    14% 8% 15% 7% 56% Highly Dissatisfied Dissatisfied Don't know Satisfied Fully Satisfied

    Source: Field The overall satisfaction is topping all the other satisfaction. In general, the students are satisfied with the academic environment. International Journal of Business Intelligents (IJBI) www.ijbui.com 134

    Indo-Bhutan International Conference On Gross National Happiness Pages: 131-137 Section Four: Findings, Conclusion And Suggestions 4.1 Findings The findings of the study were discussed in line with the research objectives and the research questions stated. Descriptive statistics like Tabulation, Graphical representation, Z Test, percentage, frequency were used in this study. The findings of the study were as follows: The study finds out that academic and cocurricular activities do promote GNH in GCBS. As most of the respondents responded that academic activities such modules standards, library facilities, academic developmental activities, etc and the cocurricular activities such as club activities, cultural programs, religious discourse, etc that are existing at GCBS promote GNH. However, the study also reveals that the games and sport activities conducted in the college does not promote GNH. For the students to learn effectively in their respective institutes and to be satisfied with the same, it is important that they be happy and content with the initiative taken by their management. So, the study has also found that most of the students are satisfied with the activities that are conducted in the college and the students rated average for the initiatives taken by the college towards the promotion of GNH philosophy. The study also reveals that the students of GCBS have a common understanding of the GNH concept that is most of the students view GNH as A more sustainable and holistic approach to development. However, some of the students view the GNH concepts as all about getting job and money at the end of their graduation, there are some of the students that feel that GNH is just a philosophy. It shows that in general the students understands the concept of GNH in most appropriate way that suits them because of the fact that this term does not have a concrete definition.

    Vol 02, October 2013

    4.2 Conclusions GNH is one of the topics that are debated around the world with its wide range of scope not only in the developmental activities plan but in smaller areas such as in education. So this study had tried to explore the happiness of the students of GCBS and students understanding of the GNH. The study has also tried to bring out different activities that are followed in the college with which the happiness of the students was mainly determined. The study concludes that the academic and cocurricular activities do promote GNH and the students satisfaction level regarding the activities provided at GCBS is also high but the students are not clear about the GNH concept. The overall observation of the study shows that the GNH is present in all the activities that are there in GCBS. 4.3 Recommendations 4.3.a Recommendations to the College Management: Though 44% of the respondents know what GHN really is but still more than 50% of them were not clear. They misunderstood GNH concept as an individual concept so therefore the college should take initiative to invite guest speakers and other GNH representatives to talk about GNH and the new changes taking place. It was found out that the college was engrossed in different initiative programs to promote GNH but they only concentrate on the Environment Protection areas. The shows and other co- curricular activities they conduct could base its theme on GNH likewise. Help Educate and teach the local community about GNH. Since most of the local people are uneducated, unaware and not exposed to GNH concept the college management could conduct seminars and workshop for those people.

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    Indo-Bhutan International Conference On Gross National Happiness Pages: 131-137 Assign and encourage more research projects and assignments based on GNH to the students A separate GNH class could be allocated so that students could bring in new thoughts and share ideas to help achieve GNH. The class could concentrate more on culture promotion and driglam namzha (etiquette) which could benefit the student in their future years. 4.3.b Recommendations to the Students: Students should also realize their responsibilities and duties towards the protection of environment and preservation of culture but they should not also forget their main duty that is academic excellence. Students should avail opportunities and other self enhancement programmes (ESU, cultural club, etc.) not only for the certificates but with good motive and their dedication to contribute to them. Students are more interested in the western cultures than our unique culture and traditions. Students should therefore, try to influence and help one another to promote our cultures. Organize traditional based tournaments (archery, khuru, etc.) on social gatherings and festivals rather than always focusing on international games (basketball, football, etc.) Reference [1]Gupta, S.P & Gupta, M.P. (2007). Business Statistic. 23 Daryaganj, New Delhi : Sultan Chant & Sons [2] Kothari, R.C. (2004). Research Methodology: Methods and Techniques. (2nd edition), India, Delhi: New age international (P) limited, publisher. [3] Powdyel, Thakur.singh. (2010).Nurturing Green School for Green Bhutan: Dzongkhags Lead the Way.14th Annual Education Confrence, Phuntsholing, 27-29 December 2010 (p. 1-10).

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    [4] Royal Government of Bhutan. (2008). The Constitution of the Kingdom of Bhutan. [5] Sapam, Rajeeta. (2011). Value Education and GNH- A general perspective. Bhutan Journal of Business and Management,1(1), 83-88 [6] Sekaran, U. (2003). Research Methods in Business: A Skill Building Approach. (4th edition), United States of America: Hermitage Publishing Service, p.117 The Royal University of Bhutan Prospectus 2010-11 Web resources [1] Alliso,E. (2011). Gross National Happiness and Biodiversity Conservation in Bhutan, retrieved from http://www.thomascaspari.de/bhutan/landeskunde/allison.pdf (09/09/11) [2] Asian Institute of Technology. ( 2005). WRITING A LITERATURE REVIEW, retrieved from http://web.pdx.edu/~bertini/pdf/literature_revi ew.pdf ( 11/10/11) [3] Chua, M. (2008).The Pursuit of Happiness: Issues facing Bhutanese youths and the challenges posed to Gross National Happines. Retrieved from [4] http://www.isas.nus.edu.sg/Attachments/Re searchAttachment/Report%20%20Melissa%20 (13%20Aug%2008).pdf (09/09/11) [5] Dorji,B.P., & Schreven, A.M. (2011). Gross National Happiness and Good Governance: Civil Service Reform towards achieving Gross National Happiness. Retrieved from http://www.gnhmovement.org/papers/schreven.pdf.(10/08/11) (09/09/11) [6] Hayward,K & Colman,R. (2009), Educating for Gross National Happiness Workshop, 712 December, retrieved from http://www.gpiatlantic.org/pdf/educatingforgn h/educating_for_gnh_proceedings.pdf (10/10/11) [7] Ministry of Education. (2010). Education Policy of the Kingdom of Bhutan. Thimphu: Tertiary Education Division. Retrieved from Department of Adult and Higher Education

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    Indo-Bhutan International Conference On Gross National Happiness Pages: 131-137 websitehttp://www.education.gov.bt/DAHE/T ED/TEP%20puplished%20copy.pdf(17/10/11) [8] Priesne, S. (2008), Gross National Happiness Bhutans Vision of Development and its Challenge, Retrieved from http://www.bhutan2008.bt/ndlb/typescripts/10/ GNH_Ch3_Priesner.pdf (17/10/11) [9] Rapten, P. (2011), Good Governance and Gross National Happiness, Center for Bhutan Studies, Retrieved from JSTOR database. [10] Riley, Katherine (spring, 2011). Educating for Gross National Happiness, retrieved from http://www.rec.org.bt/?page_id=782 on 10/10/11

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    [11] Wangchuck, J.K.N. (2006), His Majesty the Kings National Day Address to the nation, retrieved from http://no.dou.bt/2006/12/17/kings-speechnational-day/#more-36 (10/10/11) [12] Zurick,D. (2006). Gross National Happiness and Environment Status In Bhutan, The Geographical Review, 96(4), 657-681, retrieved from http://www.amergeog.org/gr/oct06/zurick.pdf( 17/10/11)

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