Ledda, J.S., Sy, A.S., & Bueno, D.C.
CC The Journal Vol. 12 Oct. 2016
ISSN 1655-3713
Marketing Strategy: Evidence from Factors
Associated with Students’ Choice
Dr. Jimmy S. Ledda
Dr. Anatalia Sanchez-Sy
Dr. David Cababaro Bueno
Columban College, Inc.-Olongapo City
==========================================
Abstract-A little research was done on the college selection process and factors that influence the
process. This study focused on the analysis of several factors associated with student’s choice for
Columban College as the basis for a marketing strategy. In this descriptive study, data were collected
using the survey-questionnaire method and statistical analysis without deliberate manipulation of
variables of control over the research settings. The study was retrospective. Participants were asked to
reflect and recall situations and decisions that occurred in the past. Marketing activities/ publicity,
including publications/brochures, telephone calls from institution/marketing officers were the major
sources of information. Other related factors were information from high school counselors, personal
visits to the College campus, religious adviser, teachers/ instructors/ professors, personal letters from
the College, and presence and accessibility of school sponsored activities. However, the high school
principal and advertisement such as through TV/radio/mass media announcement were considered
moderately important for them. The accreditation status of the College, athletic opportunities, available
scholarship, closeness to home (location of the College), cost of living, family tradition/ religion, high
expectation of learning outcomes, qualified professors/ instructors, religious and values atmosphere,
reputation/prestige, size/ number of student population, tuition and other school fees, variety of
specialized courses offered and quality instruction offered were considered very much important factors in
choosing Columban College, Inc. There were significant variations on the perceptions of college students
on the sources of information and influences and the institutional factors and characteristics in choosing
Columban College. A strategic marketing plan is very timely for implementation to increase the
number enrollees this coming school year.
Keywords- Education, marketing strategy, college choice, descriptive-survey, Columban
College, Olongapo City, Philippines
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INTRODUCTION
Every year graduating high school students are faced with the problem of
having to decide on future career paths. The decision whether or not to
continue with post secondary education and the choice of an institution to
attend are two critical decisions that students make at this time in their lives
(Johnson & Chapman, 1979).
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For those students considering attending a university, the selection process
probably assumes high priority. This process typically spans a number of years
and may have begun in early childhood when prospective students develop
perceptions of universities and university life (Maguire & Lay, 1981).
Many factors probably affect the final decision. Graduating high school
students may have only a vague notion of future educational needs and benefits
(Litten, Sullivan, & Brodigan, 1983), however, the university selection process
allows students to investigate various alternatives. Identifying factors that have
been considered by recent high school graduates in this decision-making
process is the goal of this study. The process of college selection and the
factors of significant influence have been a frequent research topic during the
past years.The anticipated decrease in enrollment every year forced universities
and colleges to examine future markets. Numerous variables that affected the
choice process were examined in an attempt to understand and ultimately to
affect that process.
However, little research was done on the college selection process and
factors that influence the process. The admissions staff at colleges and
universities was concerned with selecting and rejecting students rather than
with recruiting high school seniors. The anticipated decline in college
applications and the resulting decreased enrollment motivated post secondary
administrators search for more effective ways to attract new students
(Chapman, 1981). A closer examination of the process of college selection was
necessary to search for new ways to affect the process. This need produced
research literature suggesting different systematic models of influences on
college choice.
More recently, the concern regarding public spending on post secondary
institutions, student financial aid, and student access has produced an increased
interest in the area of choice research. Growing competition for limited space
has resulted in a trend to market-oriented research which is particularly useful
to institutions wishing to attract and retain the best students.
The literature dealing with the college selection process and factors that
influence the process has focused on the central characteristics of the student’s
choice process. Several models of the process have been developed to assist
college administrators who are responsible for implementing recruitment
policy. They need to understand the process and to be able to identify the
pressures and influences involved when developing recruiting policy has been
recognized. General conceptual models of student college choice that specify
significant influences or "variable sets" and their interrelationships can be used
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as a resource for guiding both future inquiry and current admissions practices
(Chapman, 1981).
Identifying lists of factors considered in the selection process has been the
subject of several studies. Students and/or parents and/or counselors have
been surveyed to establish the criteria involved in the process. This has
produced data for further research that has focused on specific influences and
the relevance of the selected influences to the process. Many of these studies
have been sponsored by institutions and administered by their own staff.
There is general agreement among researchers about the factors that are
considered the most important in the choice process. Having an understanding
of these factors and process has prompted researchers to compare choices
made between institutions, to rate individual factors, and to assess the impact
of changing external and internal influences on the selection process.
Because the evolution of research dealing with the selection process has
focused on specific stages and establishing influences, rather than refining the
process, a variety of studies not easily grouped has been produced.
The review begins with an examination of process approaches used by
researchers to explain the series of steps or stages believed to be used by
students during the selection process. The models include a multistage
approach, a six stage approach, and a variety of three stage approaches to the
process of college selection. These approaches vary with the starting point of
the process and the inclusion of various influencing factors. A review of
studies using factor approaches follows. The factor approach involves basically
the survey research method which has produced lists of factors that have
affected the university or college selection process.
Researchers surveyed students and others involved to determine factors of
influence. Most of the studies have focused on the urban areas where the
population of students, a variety of institutions, and financial environments
differ greatly from the rural situation.
The purpose of this study is to identify factors considered by Columban
College’s students to be significant in the process of choosing a college to
attend as a basis for the propose marketing strategy. This study focuses on the
analysis of several factors associated with student’s choice for Columban
College as the basis for a marketing strategy. The following specific objectives
of the study: (1) determine the sources of information and influences specific
to students in choosing Columban College; (2) analyze the institutional factors
and characteristics that are considered significant in choosing Columban
College; and (3) propose a marketing plan to attract more students.
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METHODOLOGY
In this descriptive study, data were collected using the survey-questionnaire
method without deliberate manipulation of variables of control over the
research settings. The study was retrospective. Participants were asked to
reflect and recall situations and decisions that occurred in the past. Although
most of the questions refer to the recent past, the problem of accurate
recollection must be considered. On the other hand, the time lapse may have
served to gain a more objective description of factors affecting choice in that
the responses were less "colored" by an emotionalism which may have initially
surrounded the choice. Individuals participating may also have felt a need to
justify their choice; this tendency must be considered a possible limitation. The
population of this study was all the freshman students currently enrolled from
various programs during the first semester of the AY 2014-2015. Thus, there
was no sampling technique used.
From a review of the literature on questionnaire design and use (Borg &
Gall, 1983), the advantages and disadvantages of a questionnaire survey
method of data collection were considered. The decision to use a questionnaire
was based on the following advantages: 1. compared to other methods of data
collecting, it is relatively inexpensive; 2. questionnaires are suitable for large
samples; 3. questionnaires are relatively easy for volunteers to complete; and, 4.
questionnaires take less time to complete than other data gathering methods
such as personal interviews. The questionnaire was constructed by the
researchers, utilizing information derived from similar studies by Sanders
(1986), Lolli and Scannell (1983), Litten, Sullivan, and Brodigan (1983), and
Erdmann (1983). The questionnaire was designed to collect information about
sources of influence and information; factors of significance; and final choice
and feelings of the school. Most questions could be answered by checking the
appropriate space. A few open-ended questions with sufficient space following
to allow the student to answer were also included. Explanation and discussion
preceded all questions. Students were asked to rate the importance of each item
by checking the appropriate number. A five-point Likert scale with 5 assigned
to high importance and 1 to no importance was placed next to each item listed.
Space was left at the end for students to list and rate sources not included, but
personally important to the student. The questionnaire was validated by small
groups of students as part of the development process. The first group
consisted of five graduate students studying at CCGS who were experienced in
the use of a survey-questionnaire. The critical comments regarding style,
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format, and appropriateness of questions suggested by this group were helpful.
The second validation was conducted in July 2014, using a group of second
senior high school students. It was assumed that this group would be nearing
completion of the selection process and would be able to complete most of the
questions on the questionnaire. The group provided useful critical comments
on the appropriateness and wording of questions. The researchers sought
permission from the College President to conduct the research. After the
permission was granted, the researcher prepared letters to the respondents.
After being granted permission, questionnaires were hand delivered to the
respondents. The respondents were informed of the objective of the study.
The questionnaires were self-administered. The data gathered were recorded,
tabulated, and analyzed by means of Percentage, Mean and Analysis of
Variance.
RESULTS AND DISCUSSION
Sources of Information and Influences. Marketing activities/ publicity
of the College in the school, including publications/brochures of the College,
telephone calls from institution/marketing officer are the major sources of
information. Moreover, their family members such as parents, relative/ siblings
and friends as well as recommendation of former students are also considered
by them. Other related factors are information from high school counselors,
personal visits to the College campus, religious adviser (e.g. priest), teachers/
instructors/ professors, personal letters from the College, and presence and
accessibility of school sponsored activities. However, the high school principal
and advertisement such as through TV/radio/mass media announcement are
considered moderately important for them.
School choice arguments have long presented contested views on its
benefits and risks. Throughout the proponents’ arguments, freedom of choice
and productive efficiency are most strongly advocated for, while opponents put
relatively more emphasis on equity and social cohesion. As Levin (2002)
indicates, there is obvious tension between these two sets of criteria.
Proponents stress freedom of choice mainly because school choice is regarded
as an element of ‘civil rights’ and ‘social justice’ which are widely demanded by
citizens. As for productive efficiency, proponents argue that market
competition among schools for students will create strong incentives to
improve educational productivity (Friedman, 1962). In comparison to the
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proponents’ arguments, the arguments presented to oppose school choice put
relatively more emphasis on equity and social cohesion.
Concerning equity, opponents argue that school choice programs worsen
inequity by promoting exclusion or prejudice based on ability, gender, religion,
or race. They also argue that the introduction of market mechanisms into the
school system, by principle, will enhance only the freedom of the privileged to
pursue their advancement unfettered by obligation to the community and
promote racial segregation. Furthermore, the scale of finance and lack of
support systems attract their attention as factors that exacerbate inequity
(special education, bilingual education, and transportation). As for social
cohesion, opponents argue that freedom of choice is not secured by private
schools that indeed can do the choosing without being accountable to the
public. As for productive efficiency, opponents argue that there is no evidence
for whether existing measures such as smaller schools, smaller classes, teacher
training, and adequate resource (re)allocation are less efficient than school
choice programs.
Thus, there are various factors considered by students in choosing
Columban College.
The role of parents in the college selection process is complex and not
disputed; parents wield significant power. Other individuals influence students,
but parents appear to be the most influential (Puffet, 1983; Murphy, 1981;
Litten & Brodigan, 1982; Conklin & Dailey, 1981; and MacDermott, Conn, &
Owen, 1987). Research literature dealing with parental influence focuses on
how parents shape their children's post secondary plans, the qualities sought in
a college, parental expectations of student undergraduate years, the influence of
parental education level on the final choice, and parental perceptions of "
consumer" roles in college choice.
Most parents appear to believe that graduation from a good school will
improve chances of favorable employment; consequently parents take an active
interest in the selection of the college.
Parental education level is related to student college choice. Ihlanfeldt
(1980) concluded that students whose parents did not attend college were likely
to choose a college close to home. Although few students travel more than five
hundred miles from home to attend university (Astin, 1985), those students
whose parents have a college education are more likely to have a broad or
national scope of selection (Zemsky & Oedel, 1983; MacDermott, Conn, &
Owen, 1987).
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Two studies have concluded that the final choice of a college rests with the
student. Murphy found that students whose parents had a college education
had a tendency to make the choice themselves and that the parents appreciated
the student's need to exercise this option. MacDermott, Conn, and Owen
(1987) refer to this as parental veto. Students in their study were permitted to
make a choice, even though it may not have been the first choice of the
parents. Parents stated that their contribution to the decision came earlier in
the process when institutions were first being discussed.
Generally, professional counselors have the background to teach courses
in vocational, personal, and social areas. Therefore, they can teach certain
topics within their areas of expertise to students in the institutions of learning.
For instance, courses or units dealing with career awareness, personal
development of the professional student counselors at the universities, cultural
differences, sex and marriage, family relationships, individual rights and
responsibilities, gender roles and alcohol and drug abuse.
However, as noted by Frank and Karyn (2005), counselors who may teach
in personal and social development areas must be cautious about pushing their
personal beliefs or social attitudes onto their students. On the other hand,
counselors in a university setting can hold workshops and provide educational
group experiences to students to help them develop their personal, academic
and social competencies. The counselors can often make surveys of students or
staff members about the types of workshops or group experiences they would
like.
Institutional Factors and Characteristics. Accreditation status of the
College, athletic opportunities in the College, availability of scholarship in the
College, closeness to home (location of the College), cost of living, family
tradition/ religion, high expectation of learning outcomes, qualified
professors/ instructors in the College, religious and values atmosphere,
reputation/prestige of the College, size/ number of student population in the
College, tuition and other school fees, variety of specialized courses offered in
the College, and quality instruction offered in the College are considered very
much important factors in choosing Columban College, Inc.
For service marketers, it is critical to understand which cues or attributes
of the service offerings valued most in the decision are making process of
current and potential customers. Students were found to select those colleges
that match their selected criteria academically, socially, and financially (Brown,
1991). Plank and Chiagouris (1998) reported that the choice of which college
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to enroll in depends on five components: academic programs offered,
leadership opportunities in college, perceived good job after graduation,
financial aid, and value for money (cost /benefit analysis). Webb, Coccari,
Lado, Allen and Reichert (1998) did a survey using a 52-item questionnaire,
which resulted in the clustering of ten criteria for students selecting a college,
namely: 1. Academic programs available; 2. Academic reputation of institution;
3. The marketability of the degree conferred; 4. Faculty contact time; 5.
Accreditations 6. Campus employment; 7. Financial aids; 8. Placement
reputation; 9. Completion time and 10. Library size.
In a study on service quality in higher education, Joseph and Ford. (1997)
showed that six factors that are important to students were: 1. Program issues;
2. Academic reputation; 3. Physical aspects; 4. Career opportunities; 5.
Geographical location (of institution); and 6. Time (i.e. duration of studies).
The program issues category comprises the availability of specialized
programs, degree flexibility, availability of several course options, and flexible
entry requirements. ‘Academic reputation’ refers to the prestige of the degree
conferred, such as whether it is recognized nationally or internationally.
‘Physical aspects’ include the quality of facilities for academic, accommodation,
sports, and recreation.
Moreover, research shows influence college choice for today’s students.
Geography, wherein the location is significant in many students’ minds, either
because they want to live in a certain part of the country or because of financial
constraints. The New York Times posted a study by the National Association
for College Admission Counseling that indicates that the education level,
income, and travel experience of parents are the easiest ways to determine how
far away a student is willing to go for college. Still, 72% of Americans go to
college in their home state. No huge surprise here, but it’s a nice reminder to
keep the bulk of your digital media dollars close to home and focusing the rest
on your key out of state pipelines. On financial aspect, a recent survey by The
Higher Education Research Institute shows that the availability of financial aid
heavily influences college selection. 48% reported that a financial aid offer was
a “very important” factor, up from 33% in 2004. The overall cost is considered
as well. More than half of first-generation students indicated that the cost of
attending was a “very important” factor. Continuing-generation students
consider cost also, but at a lower rate “” only 43% rated cost as “very
important” in their enrollment decision. On academic excellence and
reputation, although students see academics as important, they’re not looking
at ranking lists to judge them, according to USA Today. Students report that
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broader academic reputation leads their decision-making. And Inside Higher
Ed says that faculty in particular plays an important role in college decisions. At
the right stage in the process, key faculty can be really influential in a student’s
choice of college and their major once they get there. Of course, it’s pretty
common that on most college visits students have the opportunity to meet key
faculty. But, if you can connect students and faculty earlier through digital, you
may be able to get an early advantage. Professors of social media could make
for great digital recruiters. Equally important are parents and peers
influence. As much as kids do not like to admit that their parents affect their
decisions, parental input does matter, according to higher education
consultants Noel-Levitz. Nearly 60% of prospective college students report
their colleagues with their parents, and 61% of parents say that the final
decision on where to enroll is made together. As expected, students are also
affected by peers, but as a study by ACSD points out, that relationship is
correlational. Researchers have not determined whether like-minded students
tend to become friends or if friendship affects college choices.
Marketing still matters, of course, but it’s changing. The 2014 Social
Admissions Report, a survey of college-bound high school students, shows that
institutions’ websites are the most heavily-accessed online resources, with 86%
of respondents listing these as very or extremely useful. We all know mobile is
a priority, but a key takeaway is the lack of interest in university apps. While
97% of students have viewed college sites on their phones, nearly ¾ of
students said they had no interest in downloading a university’s app. If your
college’s site isn’t yet responsive, we’d recommend this be the priority.
However, this effort at an institutional level could be pretty monumental in its
own right. Changing a college website is a little like turning a cruise ship. It is
not going to be quick. If that’s the case, it may be worthwhile to explore a
micro-site aimed specifically at prospective students. That can give you a quick,
effective destination that you can use for other digital campaigns. The report
also included a few great insights on social media usage. Social is a huge play
space, and it’s hard to understand where to focus. Even if you have that figured
out, great content is still difficult to create. Students claimed that only 44% of
the content was relevant, namely because colleges still need to communicate
with current students and faculty. One way to combat this is to create specific
groups for admitted students. 63% of students said they would join a
Facebook group at a school they were admitted to. This is great info because
you can focus content directly relevant to this audience, but you can also start
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conversations with them. 2/3 of the students said that conversations over
social directly influenced their decision.
Significant Variations on the Factors Across Colleges. There are
significant variations in the perceptions of college students on the sources of
information and influences (F-value = 21.62) and the institutional factors and
characteristics (F-value = 7.807) in choosing Columban College because the
computed F-values are greater than the critical values. Thus, the null
hypothesis was rejected. Thus, the perceptions of the students on the
importance of the sources of information and institutional characteristics vary
across colleges.
School Marketing Plan. As with any plan, this is not a static document,
but rather one that has been created to reflect the current climate and
objectives that guide the college’s marketing efforts. This plan is based upon
the ongoing contributions and feedback provided by students at the output of
this research. It will be fine‐tuned and adjusted as necessary to ensure that the
marketing activities are well coordinated and continuously improved to create
the most impact with the available resources. This plan is based upon the solid
foundation of the College brand and reflects qualitative and quantitative
research results from the survey. Specific methods employed in this research
included surveys with first year students. Immersion into the culture of the
College has also served as a solid basis for this writing of this plan. The
marketing plan that follows aims to strengthen the reputation of the College
and enhance its visibility. In addition, it will encourage alumni, friends, donors,
parents, students, prospective students, faculty, and staff cherish their
association with the College. It will inspire those who are not directly
connected with the institution to take notice of its academic reputation and
contributions to the region and beyond.
CONCLUSIONS AND RECOMMENDATIONS
Marketing
activities/
publicity
of
the
College,
including
publications/brochures, telephone calls from institution/marketing officer are
the major sources of information. Moreover, family members such as parents,
relative/ siblings and friends as well as recommendation of former students are
also considered by them. Other related factors are information from high
school counselors, personal visits to the College campus, religious adviser (e.g.
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Ledda, J.S., Sy, A.S., & Bueno, D.C.
CC The Journal Vol. 12 Oct. 2016
ISSN 1655-3713
priest), teachers/ instructors/ professors, personal letters from the College, and
presence and accessibility of school sponsored activities. However, the high
school principal and advertisement such as through TV/radio/mass media
announcement are considered moderately important for them. The
accreditation status of the College, athletic opportunities, available scholarship,
closeness to home (location of the College), cost of living, family tradition/
religion, high expectation of learning outcomes, qualified professors/
instructors, religious and values atmosphere, reputation/prestige, size/ number
of student population, tuition and other school fees, variety of specialized
courses offered and quality instruction offered are considered very much
important factors in choosing Columban College, Inc. There are significant
variations on the perceptions of college students on the sources of information
and influences and the institutional factors and characteristics in choosing
Columban College.
A strategic marketing plan is very timely for
implementation to increase the number enrollees this coming school year.
The marketing activities/ publicity of the College should be strengthened
starting from the internal stakeholders to the external stakeholders. The
College’s website should post new releases to prospective students and the
entire community. It should incorporate social media like Facebook, Twitter,
and YouTube to update students, prospective students and the public about
information on the College. The accreditation process of the College should be
continuous to the highest possible level of sustaining the athletic opportunities,
available scholarship, high expectation of learning outcomes, qualified
professors, religious and values atmosphere, reputation/prestige, size/ number
of student population, tuition and other school fees, variety of specialized
courses and quality instruction offered. The strategic marketing plan should be
implemented immediately.
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