Marketing for Higher Education: A Relationship Marketing Approach

Retaining students is becoming increasingly important for institutions offering higher education. Thus, ideas from relationship marketing (RM) should be of great interest to university and college officials entrusted with student enrollment and retention. The RM approach means that great importance is attached to the creation of student value. The value proposition to students should match their needs. The creation of value should be regarded as an ongoing process over the lifetime of the relationship. Student surveys should be carried out and analyzed thoroughly in order to identify key success factors for student value and student loyalty. This study is based on a research model in which loyalty is the ultimate variable. Path coefficients of direct and indirect drivers of loyalty are estimated by way of a structural equation modeling approach, and implications for decision makers and further research are discussed.     

Student satisfaction with Canadian music programmes: the application of the American Customer Satisfaction Model in higher education

The purpose of this project is to empirically investigate several antecedents and consequences of student satisfaction (SS) with Canadian university music programmes as well as to measure students’ level of programme satisfaction. For this, the American Customer Satisfaction Model was tested through a survey of 276 current Canadian music students. The results indicate that customer satisfaction is strongly affected by programme quality, is slightly impacted by its perceived value but is not influenced by prior student expectations. Satisfaction strongly increases programme loyalty and positive word‐of‐mouth, marginally raises tuition change loyalty, and slightly decreases complaining behaviour. Contrary to expectations, tuition‐related constructs play only a minor role in the model. Therefore, money is a marginal factor in the educational environment; this empirically demonstrates the flaws underlying the premises of the students‐as‐customers metaphor. The resulting satisfaction index may facilitate the comparison among institutions. It was also found that the level of SS with Canadian music programmes was somewhat lower than those with services in other industries.     

Understanding the characteristics of effective professors: the student's perspective

Increasingly, higher education institutions are realising that higher education could be regarded as a business-like service industry and they are beginning to focus more on meeting or even exceeding the needs of their students. Recent research findings suggest that the factors that create student satisfaction with teaching (‘teaching satisfiers’) may be qualitatively differently from the factors that create dissatisfaction with teaching. Thus, this research uses the Kano methodology to reveal the characteristics of professors that students take for granted (‘Must-be factors’) and that have the potential to delight them (‘Excitement factors’). Kano questionnaires containing 19 attributes of effective professors taken from previous studies and focus group discussions were handed out in two marketing courses to 63 postgraduate students enrolled in a service marketing course. The Kano results corroborate previous US findings that revealed the importance of personality in general and support studies that stress the importance of professors creating rapport with their students in particular.     

Strategic and bonding effects of enhancing the student feedback process

In order to produce distinctiveness that leads to competitive advantage, higher education institutions must remain cognizant that students are co-creators. Thus, to create genuine value in educational service delivery, there is a need for a more highly developed understanding of the student-institutional intersection. The present research contributes to the marketing of higher education by developing and testing a model related to the antecedents of a broader conception of student feedback as part of student/customer orientation and co-creation. Conceived as customer feedback, student feedback to an educational institution can be positive (compliment), negative (complaint), or be an idea for an improvement to any person, or service group of the institution. Perceived ease of the feedback process and perceived usefulness, customer orientation and affective commitment are found as antecedents to intention to provide feedback. The result is a model with conceptual and managerial implications for strategically bonding students to universities.     

Early withdrawal from higher education: a focus on academic experiences

Early withdrawal from higher education (HE) programmes can be detrimental for the students and institutions involved. Quantitative research has often concentrated on demographic and social antecedents (e.g. gender, prior education). Other factors may be more open to intervention e.g. students’ academic experiences in HE. Using data from an institutional survey (N?=?1170), logistic regression tested a range of academic experiences, regarding their relationship to contemplation of withdrawal (‘COW’: a recognised marker for actual withdrawal). COW was associated with student perceptions of low one-to-one contact with staff; non-traditional delivery methods; low peer-interaction; and high assessment load. Interestingly, COW was not associated with overall contact hours, large classes, or personal tutoring. The contributing factors explained 5.1%–8.6% of variance in COW, suggesting they may be meaningful levers for optimising retention. The paper discusses links to existing literature, future research directions, and applied implications for institutions.     

SERVMO: A Measure for Service-Driven Market Orientation in Higher Education

With the intensified pace of globalization and increasing customer expectations, the higher education sector, like other economy sectors, faces increasing competition in terms of serving customers better. Service has been recognized as an effective tool for a competitive advantage. Thus, there is always a need for a more effective way of improving service, specifically in higher education. For this, a strategic and service-oriented marketing construct that is empirically operationalized and tested is deemed necessary. However, this measure of customer-perceived market orientation for service has yet to be developed for academic and practical purposes.

This paper presents the scale development for a service-driven market orientation (SERVMO) in higher education using data from Malaysian institutions of higher learning. The perceptions of senior students were analyzed and the results show that the proposed multi-dimensional construct consists of six components, namely customer orientation, competitor orientation, inter-functional orientation, performance orientation, long-term orientation, and employee orientation. This construct is closely correlated with service quality, customer satisfaction and customer loyalty. Some key implications and future research are also discussed.     

Students’ perceptions of the academic environment and approaches to studying in British postgraduate business education

Recent research on student learning in higher education has identified clear associations between variations in students’ perceptions of the academic environment and variations in their study behaviour. This study investigated a general theoretical model linking students’ demographic characteristics, perceptions and study behaviour with measures of outcome, and in particular, compared three accounts of the causal relationship between perceptions and study behaviour. Data were obtained from 469 postgraduate students at six British business schools. Path analysis was used to assess the causal relationships among the students’ age and gender, their scores on the Course Experience Questionnaire, their scores on the Revised Approaches to Studying Inventory and their ratings of general satisfaction with their programmes. This yielded evidence for the causal efficacy of most of the paths identified in the general theoretical model. In particular, as in the case of students taking more traditional academic subjects, there exists a bidirectional causal relationship between variations in students’ perceptions of the academic environment and variations in their study behaviour.     

Higher Education Institutions: Satisfaction and Loyalty among International Students

This study empirically investigates the relationship between satisfaction with educational service augmenters and consumer loyalty within the context of the international student market. An enhanced state of consumer satisfaction, also labeled as delight, is captured by focusing on service augmenters that fall outside the domain of the core educational service. The results indicate that while satisfaction with the augmenters does determine consumer loyalty, the augmenters that enhance the delivery of the core seem to have the strongest impact on consumer loyalty. Apart from research implications, the findings have interesting managerial implications, especially for administrators in educational institutions and policy makers associated with U.S. higher education.     

休闲农场的体验认同度、顾客满意度及忠诚度研究——以文山休闲农场为例

以文山休闲农场为研究对象,探讨农场提供的设施及活动对游客游憩满意度、体验认同度、忠诚度的影响。研究发现受访者对于文山休闲农场的游憩满意度、忠诚度颇高;对农场提供的体验活动持认同态度,其中以"增进人与人之间的感情"认同度最高,对"挑战困难,肯定自我"部分认同度最低,体验活动设计部分对"挑战困难,肯定自我"项目希望有进一步改善。研究发现,除性别外,其余受访者的教育、年龄、职业、个人所得等社会背景不同,对满意度的高低有显著影响,在满意度方面,以未婚及18岁以下的受访者满意度较高,显示学生族群受访者满意度高于社会人士;在体验认同度方面:已婚受访者对于"放慢生活步调,享受片刻"认同度最高;"接近大自然"在南部居住地受访者的认同度较高;"放松身心、减轻压力"及"吸取农场知识,增广见闻"在北部、东部居住地受访者的认同度较高,"放慢生活步调,享受片刻"、"挑战困难,肯定自我"在东部居住地受访者的认同度较高,"了解生态的多样化"在北部居住地受访者之认同度较高。忠诚度部分,以未婚及51岁以上的受访者较高,学生的忠诚度也高于社会人士。回归分析显示农场游憩体验认同度对农场整体满意度有正向影响,同时,农场游憩体验认同度及满意度均对忠诚度有正向影响。     

Values education and student satisfaction: German business students' perceptions of universities' value influences

As a result of the past decade's financial crises, the focus on students' values as an output of higher management education has increased. Simultaneously, marketing theory has become prevalent in the management of higher education institutions, such that student satisfaction represents a key output variable for their service provision. This study integrates both perspectives to investigate how values-oriented education relates to student satisfaction. A sample of 191 respondents from a German university reveals that business students expect more value influence than they believe their institution actually delivers. Furthermore, students' perceptions of the value influence delivered by their university increase their satisfaction with the institution. Finally, the value influence students expect is more closely associated with universalism values (connected to sustainability and CSR) than with power values. These results imply that universities can increase student satisfaction if they coordinate opportunities to discuss and shape values, particularly with regard to universalism ideals.     

On the evaluation of teaching and learning in higher education: a multicultural inquiry

The aim of the study was to develop a model of positive word‐of‐mouth (WoM) intentions in a higher education context. WoM was found to be directly influenced by satisfaction levels and indirectly by antecedents of satisfaction, namely positive and negative emotions and perceptions of performance. The model provided a good fit to the data and explained 58% of the variance in WoM intentions. When the model was tested on samples of domestic and international students, significant differences were noted in that the model explained only 21% of the variance in WoM for international compared to 68% for domestic. Moreover, emotions for the international sample did not significantly influence satisfaction or WoM intentions.     

The forgotten minority: examining religious affiliation and university satisfaction

Researchers and practitioners generally discuss disparities in university student satisfaction and graduation rates in terms of race/ethnicity, gender, and socioeconomic status. However, religious affiliation constitutes another important—yet often overlooked—form of identity that may be associated with student outcomes. In the context of Christian privilege in the United States, students from marginalized religions and those who do not identify with any organized religion can face significant challenges on university campuses and throughout society. Using a 4-year longitudinal sample of 3,098 undergraduates at 28 institutions, this study conducted hierarchical linear modeling analyses to examine the extent to which university satisfaction varies as a function of students’ religious affiliation (or lack thereof). Even when controlling for various individual and institutional characteristics, students who do not identify with any religious group have the lowest university satisfaction, whereas Protestant students have the highest satisfaction. Group disparities in satisfaction are also observed for race/ethnicity, gender, parental education, and academic preparation. Implications for practice and future research are discussed.     

Gender,ethnicity, science achievement,and attitudes

Science achievement and attitudes were assessed for a series of students in Grades 3–12 representing the four major ethnic groups in Hawai'i (USA). It was found that more differences were accounted for by ethnicity and even grade than by gender; in addition, there was little interaction between ethnicity and gender. With respect to ethnicity, Caucasian and Japanese-American students outscored Hawaiians and Filipino Americans at all grade levels. Caucasians also expressed the most positive attitudes toward science and Japanese expressed the most positive perceptions of scientists; Hawaiians generally expressed the least positive perceptions. Younger students generally expressed more positive attitudes toward science but less positive perceptions of scientists compared to older students. Caucasians expressed the most positive perceptions of their own science ability and achievement. With respect to gender, there were no consistent differences in science achievement and very few in science attitudes and perceptions. The major differences were that males reported more experiences with physical science activities and also expressed a more male-stereotyped view of science than females, with some variation by ethnicity and grade. There were differences in enrollment in advanced science and mathematics classes in that females were more likely than males to enroll in many, but for both genders the major reason was college admission: Japanese students were most likely and Hawaiians least likely to indicate science interest as a reason. Findings are discussed within the context of cultural ecology and feminist social theory. © 1996 John Wiley & Sons, Inc.     

Hedonic and utilitarian value: the role of shared responsibility in higher education services

While on-campus student housing availability has been shown to improve retention, the interdependence between students and providers in creating the value of campus living has not been explored. This paper, therefore, draws on theories from marketing and education to investigate the role of shared responsibility in educational service outcomes (perceived utilitarian value, perceived hedonic value, satisfaction, and positive word-of-mouth) in the context of university housing. Analysis using a general linear model shows that all dependent variables increase as students’ sense of shared responsibility increases. These results contribute to the literature by introducing the notion of shared responsibility to the examination of student housing value perceptions. After implications for various stakeholders are discussed, recommendations for future research are given.     

Are they thinking what we're thinking? College staff and student perceptions of the impact of ethnicity and gender on completion and achievement at a college of further education

This study was carried out with students and staff from a college of further education in south London. The college has a mix of male and female students from a range of ethnic groups, the largest of which is white British. A study undertaken by the college in 2003 indicated that there may be significant differences in achievement and completion rates between genders and between ethnic groups. The college commissioned Kingston University to research into the relationship between gender and ethnicity on student achievement and completion. In this article the qualitative findings from data on the experiences and perceptions of the staff and full‐time students are discussed in the context of the variable completion and achievement rates of the students and results from other studies. The main themes linked to ethnicity, gender, completion and achievement emerging from the analysis indicate broad agreement between students and staff over issues around learning and teaching and written and spoken English; however, their particular perspectives led to their having differing views on the most important factors external to the college and those affecting student motivation.     

The role of trust in creating value and student loyalty in relational exchanges between higher education institutions and their students

The globalization of educational services and the increasing competition coming from the private sector have forced higher education institutions to market their programs more aggressively and to look at student loyalty as the key for future success. Student loyalty to higher education institutions represents not only a more stable financial basis for such institutions but also continuing support for them after graduation. The present research examines the relational exchange process between higher education institutions and their students. Specifically, it explores the process by which trust is first developed and then translated into students' perceived value of the higher education institutions, ultimately leading to the development of student loyalty toward those institutions. The identification of the components and the outcomes of student trust are presented on the basis of Sirdeshmukh, Singh, and Sabol's trust–value–loyalty framework.     

Who is listening? An examination of gender effects and employment choice in sustainability education in an undergraduate business school

Whilst universities acknowledge the importance of sustainability education, numerous problems exist in relation to the nature, delivery and outcomes of sustainability instruction. Many of these problems arise due to a lack of understanding about students’ perception towards, and knowledge about business sustainability. This article examines gender-specific perceptions of business sustainability issues, sustainability education and the importance students attach to sustainability in their choice of future employer. A paper-based self-complete survey was used to collect data from a convenience sample of 224 undergraduate marketing students at an Australian University. Factor analysis, T-tests, and multiple regression were used to test the hypothesised relationships. Results show significant differences between the female and male cohorts, supporting all but one of the hypothesised relationships. In addition, gender differences were observed across the constructs predicting employment choice. Implications for teaching practice and future research are provided.     

The influence of organisational identification on employee attitudes and behaviours in multinational higher education institutions

In order to operate effectively and efficiently, most higher education institutions depend on employees performing extra-role behaviours and being committed to staying with the organisation. This study assesses the extent to which organisational identification and employee satisfaction are antecedents of these two important behaviours. Key objectives of the research were to identify possible antecedents of organisational identification and to discover whether the consequences of organisational identification vary among the employees of multinational universities at home and foreign campuses. We developed a model that was tested using structural equation modelling, which assesses the influences of organisational identification on employee satisfaction, extra-role behaviours and turnover intentions. All of the paths in our model were significant, but employee identification, satisfaction and extra-role behaviours were lower at foreign branches than at the home campuses of universities, and turnover intentions were higher. These results suggest that higher education institutions need to implement different human resource strategies at home and foreign branches, with a focus on improving organisational identification at the foreign subsidiaries.     

College in the media: the relationship between repeated exposure and college expectations

Media consumption can influence viewer perceptions and attitudes. Recent research on media’s effect on college students has failed to address gender differences. Using Mere Repeated Exposure Theory (traditionally used in marketing research), this study aims to answer three research questions regarding college media consumption and college perceptions: What types of fictional college media do college students consume? How does college media consumption differ by gender? How does fictional college media consumption relate to perceived college expectations? Results suggest that college students who consume high amounts of fictional college media are more likely to have positive attitudes towards partying and socializing in college. High consumers of college media, however, do not believe that college media influences their college perceptions. Men are more likely to socialize in college and are more aware than women that college media influences their college perceptions. Women are more likely to believe that college is difficult regardless of media consumption.     

The Challenges of Attracting Asian Students to Study Higher Education in Hong Kong

This article reports a commissioned research project on exploring the emerging issues and challenges of attracting Asian students to study in Hong Kong's higher education institutions. Findings reveal the rapidly growing demand for quality transnational education in Asia and the strengths, weaknesses, opportunities and threats of exporting Hong Kong's higher education. The challenges include the need to arrive at a consensus on the aims of internationalisation of Hong Kong's higher education, issues related to promotion strategies overseas, as well as problems of social and multi‐cultural inclusion of non‐local students. Drawing on the research findings, the author suggests going beyond the notion of profit‐oriented vision and exploring the real mission of promoting higher education services overseas that contributes to the enhancement of higher education receivers' learning experiences and preparing students to be future leaders in a humane environment.