Institutional image indicators of three Universities: basis for attracting prospective entrants

Abstract

This study determined the student profile and enrollment of the three Universities in the University Belt. It also found out the respondents' level of consideration concerning the institutional image indicators that served as basis for attracting prospective entrants. Descriptive statistics revealed the following: most of the respondents belonged to families with five members and lived in family-owned houses in the cities of Manila and Quezon; most of the respondents were taking up Medicine-related courses; most of FEU and UE respondents belonged to less-than-Php 30,000-monthly family income bracket, while UST respondents belonged to greater-than-Php 100,000-monthly family income; and UST had the most number of respondents with family members studying in the same school. A Geographical Information System-generated map also showed that there were more respondents from Marikina than from the nearby municipality of San Juan. For non-Metro Manila settlers, most of the respondents were from the provinces of CALABARZON (Region 4-A) or Central Luzon (Region 3). The three sets of respondents considered five indicators but had different levels of considerations in six indicators. Analysis of variance (ANOVA) showed that five out of six indicators were found to have a significant difference in the level of consideration. Further comparison was utilized through the use of Tukey-HSD. Thus, the hypothesis stating that there is no significant difference in the level of consideration of the respondents from the three Universities regarding institutional-image indicators is partially upheld.

Employing Mean-End-Chains theory to explore students’ values from school’s image characteristics - A case study of a business school in Ho Chi Minh City

“…High Education Institutions (HEIs) in Vietnam have been facing more competitive pressure not only from local institutions but also from foreign ones. This fact is similar to many other HEIs in the globe, such as the Portuguese higher education industry (1983, as cited in Duarte, Alves, & Raposo, 2010 or institutions in Bosnia and Herzegovina (Manov, Mujkić, & Husić-Mehmedović, 2020), or universities in Philippines (Bringula & Basa, 2011). Therefore, in order to create a competitive advantage, HEIs need to develop a distinct image to attract students to apply for enrollment (Ivy, 2001).…”

Assessing the Acceptance by Tourism and Hospitality Students of Jordanian Universities' Contribution to Their Training and Employment

“…The satisfaction of students on quality of educational process became significant to numerous research works, which dealt with different aspects such as: institutional image (Bringula & Basa 2010;Brown & Mazzarol, 2009), teaching methods (Abdullah, 2006;Baum, 1991;Burbidge, 1994;Dimmock et al, 2003;Knutson, 1992;Lee et al, 2009;Munar & Montano, 2009;Moscardo, 1997;Wang et al, 2010), training (Arif et al, 2013;Gruber et al, 2010), evaluation process (Sultan & Wong, 2012), competencies achieved by programs (Mustafa et al, 2017), admission procedures (Sultan ^ Wong, 2012), and coordination with employers (O'Driscoll, 2012). Moreover, different instruments were developed to measure the satisfaction of higher education and vocational students; these include: The Student Outcomes Survey in Australia (Fieger, 2012), British National Student Survey (NSS) (Ipsos MORI, 2019), the American National Survey of Student Engagement (NSSE) (Indiana University School of Education, 2019), HEdPERF and SERVPERF (Abdullah, 2006), and European Customer Satisfaction index (ECSI) (ECSI Technical Committee, 1998).…”

Predicting the percentage of student placement: A comparative study of machine learning algorithms

“…Students in many nations have the opportunity to choose the university which they want to study (Bringula & Basa, 2011). There are some challenges aiming to attend a university.…”

“…The academic reputation of the university tends to be a strong influence on the students' university choices (Briggs, 2006). Academic reputation (Dao & Thorpe, 2015;Simões & Soares, 2010;Briggs, 2006;Veloutsou et al, 2004;Soutar & Turner, 2002), programs offered (Pampaloni, 2010;Veloutsou et al, 2004;Moogan et al, 1999), academicians' profiles (Bringula & Basa, 2011), and reputations of the departments (Simões & Soares, 2010) are among the university image attractors related to the university's quality. These variables are among the quality components of attracting students to universities, such as university's academic curriculum, personnel, education and facilities for the student, scientific research performed at the university, and graduate qualifications.…”