Market orientation in managing relationships with multiple constituencies of Croatian higher education

Abstract

In this paper, market orientation in Croatian higher education (HE) is discussed within the context of stakeholder-oriented management. Drawing on existing studies, the 'classical' empirical model, describing the market orientation of generic nonprofit organisations, has been adapted to the contingencies of the Croatian HE sector. Empirical testing of the model, based on primary data drawn from the majority of public institutions of higher learning in the country, reveals inadequate market orientation toward the relevant stakeholders. Although social market orientation currently does not exist in Croatian HE institutions, the empirical results confirm that it might be possible to initiate a 'virtuous circle', in which relevant market orientation and stakeholder management practices, directed toward one or other of the stakeholders, simultaneously enhance orientation toward the other stakeholders. Unfortunately, the current situation in HE is not satisfactory, which could hinder the implementation of development of knowledge society in Croatia.

The marketing orientation as a university management philosophy: a framework to guide its application

“…We understood and share the perspective outlined by Ma and Todorovic (2011) and, despite not constituting an objective measure, we believe that the best way of measuring it is through the perceptions (image or reputation) that the different stakeholders hold regarding the achievements of universities in their different facets (teaching, research and dissemination of knowledge and culture). Such a measure is among those previously suggested by other authors (Kotler and Fox 1995;Pavicic et al 2009;Duque 2014;Tran et al 2015). In addition, this is a strategic aspect that universities have started to attribute greater importance and devote more resources to (Parameswaran and Glowacka 1995;Curtis et al 2009;Maringe and Mourad 2012) as a result of the influence it has on HE choice (Hemsley-Brown and Oplatka 2016).…”

“…The possibilities and problems that HEIs experience in making the transfer from a traditional approach to one of market orientation (Siu and Wilson 1998) or the degree to which universities or the university systems of different countries target the market (Stewart 1991;Hammond et al 2006;Pavicic et al 2009;Bakar et al 2014) have also been studied, even managing to establish comparisons among them (Hemsley-Brown and Oplatka 2010). With regard to the relations between the market orientation construct and other variables, different authors have researched the antecedents or factors that influence market orientation in the HE context and also the effects it has on other variables.…”

“…In the HE sector this question is a matter of greater complexity (Pavicic et al 2009). Due to the social function that universities play it would be advisable for measurements to encompass a review of the degree to which they are effective and efficient in reaching their objectives, which do not necessarily have to coincide with those of other kinds of organizations such as companies.…”

Stakeholder-Oriented Principal Development in Croatian Elementary Schools

“…By reproducing the methodology previously used in the Croatian higher education sector (Pavičić, Alfirević & Mihanović, 2009), respondents were asked to assign subjective assessments to multiple items, describing the orientation of their school toward the relevant stakeholders, grouped according to the three components of the »strategic intelligence« model (creation and dissemination of relevant stakeholder data and organizational response/action toward it). Principals' assessments were measured on a five-point Likert scale, with a value of 3.0 determining a non-existing orientation of a school toward a specific stakeholder and, consequently, a lack of »strategic intelligence« actions related to such a stakeholder within the school.…”

“…Selection of these stakeholders (constituencies) and their evaluation as relevant in the educational environment is based on a previous study on the Croatian higher education (Pavičić, Alfirević & Mihanović, 2009). rolled in the institution of primary education in the (physical) community of their residence and the choice of such private institutions is quite limited, without the practical option for school choice, the logical interpretation of this construct is not especially beneficial.…”