Gender Differences in Students' and Parents' Evaluative Criteria When Selecting a College

Mansfield, Phylis; Warwick, Jacquelyn

doi:10.1300/j050v15n02_03

Cited by 23 publications

(37 citation statements)

References 35 publications

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“…However, in this study, even though higher levels of parents' education positively affected women's intent to study abroad; it had no effect on men's aspirations. These results are consistent with previous research regarding the influence of parents on women's postsecondary education decisions (Mansfield and Warwick 2005;Sax 2008). Indeed, compared to their male counterparts, female students are more likely to make college-going decisions in accordance with their parents' preferences.…”

Section: Discussionsupporting

confidence: 92%

“…Likewise, several scholars have examined the impact of student-faculty interaction on college students and found that men and women respond differently to similar levels of student-faculty contact across a range of other experiences and attitudes (Pascarella et al 1997;Sax et al 2005;Whitt et al 1999). Finally, gender differences have been found to play a role in the criteria that students use to evaluate and choose a college (Galloti and Mark 1994;Mansfield and Warwick 2005;Shank and Beasley 1998) and the way that men and women evaluate college courses (Darby 2006). Given the pervasive effects of gender on both decisions about educational opportunities prior to college and educational experiences and outcomes during college, it seems plausible that gender would affect the ways in which students consider the possibility of intending to participate in a study abroad opportunity.…”

Section: Literature Reviewmentioning

confidence: 99%

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To See the World or Stay at Home: Applying an Integrated Student Choice Model to Explore the Gender Gap in the Intent to Study Abroad

2010

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Although interest in study abroad has grown consistently in recent decades, study abroad professionals and higher education scholars have been unable to explain or rectify the long-standing gender gap in study abroad participation. This study applies an integrated model of the student-choice construct to explore differences between male and female intent to study abroad. Results indicate that, not only can various forms of social and cultural capital predict student decisions about curricular opportunities during college such as study abroad, but gender plays a substantial role in altering the ways in which those forms of capital shape student decisions differently. These findings present a range of implications for researchers interested in better understanding the decision making process of college students as well as study abroad professionals and national policymakers intent on narrowing the gender gap in study abroad participation.

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Section: Discussionsupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

To See the World or Stay at Home: Applying an Integrated Student Choice Model to Explore the Gender Gap in the Intent to Study Abroad

2010

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“…In order to respond to these challenges, higher education institutions have shown an increasing interest in the adoption of a marketing orientation within the sector (Thomas & Cunningham 2009;Mansfield & Warwick 2006;Helgesen 2008). By adopting a marketing orientation, higher education providers can increase their international presence, and enhance their profile (Ramachandran 2010).…”

Section: Introductionmentioning

confidence: 99%

An Appealing Connection–The Role of Relationship Marketing in the Attraction and Retention of Students in an Australian Tertiary Context

Moore¹,

Bowden²

2012

ASS

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The higher education sector is increasingly facing competition from tertiary providers at both a domestic and international level. This has led to a range of ever more complex challenges with regard to the attraction, maintenance and retention of the student base. There is an important need therefore to understand the factors which contribute to positive perceptions of tertiary services and the way in which these affect the student experience and drive student retention. The improvement of retention rates through the formation of meaningful and long-term relationships with students is subsequently of high importance. This research explores students' perceptions of the relationship that they enter into with their chosen tertiary institution and the effect that this has on the development of student loyalty. In particular this research examines the salience of relationship appeal, satisfaction, affective commitment and trust on student loyalty. A structural equation modelling approach was adopted using a sample of 426 first year undergraduate students of a large Australian metropolitan university. Importantly, next to satisfaction, relationship appeal was found to be the second strongest determinant of student loyalty. This was then followed by affective commitment. Interestingly trust did not influence relationship development. Conclusions, implications and opportunities for future research are presented. From a managerial perspective, it is expected that uncovering first year students' perceptions of the student-institution relationship will enable higher education institutions to develop more targeted relationship marketing programs and increase student retention.

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“…This interest appears to have been driven by a range of challenges that tertiary institutions are presently dealing with including high student drop-out rates, a student population that views tertiary education as a necessity rather than as a privilege, political and economic pressure to be more responsive to industry needs, as well as an increasingly globalised competitive environment (Helgesen, 2008;Mansfield & Warwick, 2006;Yang, Allessandri & Kinsey, 2008). These new marketing challenges have necessitated a need to more comprehensively understand the university experience from the student's perspective as well as the factors that lead to high levels of student satisfaction and loyalty (Mansfield & Warwick, 2006). This is particularly relevant for the first year student since it is the first year where students' expectations with regard to their learning, the quality of their education as well as the value that they perceive from their qualification are established (Nicol, 2006).…”

Section: Introductionmentioning

confidence: 99%

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Bowden¹,

D’Alessandro²

2011

ASS

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As competition intensifies, it is essential that higher education providers endeavour to develop and offer high quality, satisfaction-creating service experiences. This requires a comprehensive understanding of the factors that lead to positive perceptions of the institutions services. Current perspectives suggest that the student should be engaged as an active co-producer of the university experience. Interactive classroom technologies may enhance the student experience by encouraging participation. This study examines whether student perceived value, namely social or functional value, satisfaction, and loyalty differs for students participating in a personal response technology enabled classroom experience, versus a more traditional classroom experience. A partial least squares approach was adopted using a sample of 184 students. The use of personal response technology was not found to be positively related to the student experience. In the current context, it appeared to break classroom social patterns resulting in an individualistic, disengaging educational experience. Interestingly, in the traditional, non-technology condition social interaction was enhanced and social value strongly determined students' perceptions of loyalty. These results suggest that it is the pedagogy, and not the technology that matters in higher education provision. Conclusions, implications and opportunities for future research are presented.

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Gender Differences in Students' and Parents' Evaluative Criteria When Selecting a College

Cited by 23 publications

References 35 publications

To See the World or Stay at Home: Applying an Integrated Student Choice Model to Explore the Gender Gap in the Intent to Study Abroad

To See the World or Stay at Home: Applying an Integrated Student Choice Model to Explore the Gender Gap in the Intent to Study Abroad

An Appealing Connection–The Role of Relationship Marketing in the Attraction and Retention of Students in an Australian Tertiary Context

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

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