SUBMITTED TO: SUBMITTED BY:
Prof. Reena Raj GROUP-6(MBA-M)
GAURAV KRISHNA MISHRA(1221406)
MANPREET SINGH JASSAL(1221415)
IMPACT OF STATUS PRODUCTS ON ACADEMICS OF CHRIST UNIVERSITY STUDENTS
In India, the trade and economic liberalization process initiated during 1980’s has led to rapid changes in consumer mindset. The consumption rate of most items has picked up primarily due to the shift in the business ...view middle of the document...
The area of concern here is that an increasing number of Indian consumers are taking high cost personal loans to fund their acquisitions of status items. Large number of media point at the high incidence of consumerism by Indians especially the youth, which is clear behavioral deviation from the tradition- bound earlier generations. The typical middle-class which was debt-adverse, has changed and is currently buying, more and more through loans or through credit cards. According to the reports, the segment most affected is personal loans, credit cards and auto loans. It is time bomb of non-performing assets ticking away in loan portfolio of many lenders in India, similar to what emerged as subprime bubble in the US.
The present study proposes to understand the consumption of status products among the students of Christ University and analyze the gap between utility and usefulness of the product in terms of academics.
* To estimate the impact of the status products on the academics of Christ university students
* To identify the impact of peer pressure and social compulsion on the students of Christ University in buying the status products like expensive mobile, laptops and two-wheelers.
REVIEW OF LITERATURE :
Saju Eapen and P.R.Wilson (2012) conducted a study to identify the consumption of status product among the students of professional college with the prevalence of social pressure.
They found that for mobile students found it very useful but for academics they found less utility. Even for two-wheelers, the mean value of utility for academics is very little and for other usage it is high. Only in case of laptops students find 75% utility in academics.
Also, they found that ‘social pressure’ plays an important role in driving the students to buy
such status products.
Donner (2008)  in ―Research Approaches to Mobile Use in the Developing World: A Review of the Literature‖ reviews 200 recent studies of mobile phone use in the developing world. Donner states a good number of studies consider mobile devices as a resource for e learning in Tanzania (Stone, Lynch, and Poole 2003) and Thailand (Whattananarong) 2005. All argue that the mobiles portability, simplicity, and affordability make it a natural fit for education initiatives in places where PCs and internet connectivity may be scarce.
Bebell and Kay (2010) found laptops helped students achieve higher marks in the language arts, but not in math or science. Dunleavy and Heinecke (2007) found that laptops helped increase students achievement in science, but not math. Gulek and Demirtas (2005) found all students academic areas achievement increased by laptop program participation.
Brown(2003)  argues that it is timely to envision a future where the mobile devices play a pivotal role in education in developing countries. According to Brown, while there are as many people using mobile technologies as there are opinions on...