Market segments for higher education

Tonks, David; Farr, Marc

doi:10.1108/02634509510089008

Cited by 27 publications

(21 citation statements)

References 6 publications

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“…For example, the sub-groups they named "have lots" and "university lifers" rely on information about courses, whereas the sub-group "little direction" need information about sport and "new lifers" were interested in student life (Bonnema and van der Weldt, 2008). The finding that choice factors often vary for different groups or segments of students is further supported by Harker et al (2001) and suggests that details of the institution are not important for all types of studentsthey differ in importance depending upon a range of lifestyle characteristics and demographic factors (Tonks and Farr, 1995). There are no factors or characteristics of universities identified which drive the choices of all students, academic reputation was the highest ranked factor in a study conducted in the UK by Briggs (2006), see also studies on "reputation" by Nguyen and LeBlanc (2001), Daily et al (2010), Dunnett et al (2012), Hoyt and Howell (2012).…”

Section: Institutional Characteristicsmentioning

confidence: 98%

University choice: what do we know, what don’t we know and what do we still need to find out?

Hemsley‐Brown

Oplatka

2015

International Journal of Educational Management

106

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University choice: what do we know, what don't we know and what do we still need to find out? Jane Hemsley-Brown Izhar Oplatka Article information: To cite this document: Jane Hemsley-Brown Izhar Oplatka , (2015),"University choice: what do we know, what don't we know and what do we still need to find out?" AbstractPurpose -The purpose of this paper is to systematically document, scrutinise and critically analyse the current research literature on higher education choice to: establish the scope of the studies; map the factors associated with choice; identify the key strengths and weaknesses in the research literature; critically analyse the extant research and make recommendations for further research in this field. Design/methodology/approach -The authors conducted extensive searches of relevant and education and management databases. The search is limited to publications between 1992 and 2013 and is intended to cover national and international research. The review is based on 75 papers which focus on institutional choice, assembled on an Excel database (45 surveys, 13 secondary data studies, one experimental study, two longitudinal studies, 11 qualitative studies and three studies that use both qualitative and quantitative techniques). Findings -Results are presented under thematic headings which emerged from the analysis: first, demographics and academic factors; second, factors which relate to the institution: quality, outcomes and benefits, facilities, and characteristics of institutions. Finally factors which affect both the institution and the students: price and price sensitivity, information and information sources, and travel and geographical factors are considered. Originality/value -Comprehensive analysis of prior research in the field of institutional choice is long overdue. Theoretical models for future research are presented as a result of the findings.

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Section: Institutional Characteristicsmentioning

confidence: 98%

University choice: what do we know, what don’t we know and what do we still need to find out?

Hemsley‐Brown

Oplatka

2015

International Journal of Educational Management

106

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“…Variation in access by institution or institution type could also be a result of segmentation and positioning policies adopted by providers (Tonks and Farr 1995), including government policies. In the United Kingdom for instance, social class has also been used for describing the social origins of the actual or potential student body and to identify and assess differences between universities and polytechnics in terms of segmentation outcomes (Halsey 1992).…”

Section: Access Location Facilities and Infrastructure Of Higher Edmentioning

confidence: 99%

Specific remedy for specific problem: measuring service quality in South African higher education

Jager

Gbadamosi

2009

High Educ

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This study commences a process of developing a scale for the measurement of service quality in higher education in South Africa and also examines the relationship between the measures of service quality on the one hand and some other related variables such as intention to leave the university, trust in management of the university and the overall satisfaction with the university. Using structured questionnaires, survey data was collected from students (n = 391) in two South African universities. Findings indicate that the 52-item measure of service quality in higher education is a multidimensional construct loading on 13 factors with a high reliability coefficient (0.93) and some construct validity. Significant relationships were also found between service quality in HE and other study variables-intention to leave university, trust in management of the university and overall satisfaction with the university. Some further research directions were suggested and policy implications of findings discussed.

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“…Next, the association of the contributor's profiles and their motivations were analyzed in IBM SPSS version 22, where motivations were categorize as endogenous variables and socio-demographics as exogenous variables. Geodemographic analysis presents an interesting alternative, particularly because it can also be a powerful device for implementing policy (Tonks and Farr, 1995). According to Tonks and Farr (1995), the merit of using geo-demographics is the fine level analysis which become possible and the avoidance of methodological problems.…”

Section: Motivations Of Contributorsmentioning

confidence: 99%

Motivational factors for educational tourism: marketing insights

Harazneh¹,

Al-Tall

Al‐Zyoud

et al. 2018

Management &Amp; Marketing

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Intertwined with other structural changes, are policies to increase the number of international students to diversify tourism activities into what is known as educational tourism (edutourism). Of immediate relevance to this article is the implementation of policies and strategies to attract students from all over the world. Unfortunately, these policies are partially implemented opting out important factors, as such this article attempt to conceptualize the motivational factors associated with edu-tourism. Data garnered from foreign students in North Cyprus suggest that cost, quality, environmental, regulatory, cultural, political, safety and social factors are key factors for edu-tourism. The outcome in this study will help policy makers determine the factors that influence the choice of tertiary institutions in North Cyprus associated with a particular geodemographic setup. This will also enable policy makers to create a tailor made persuasive strategies, policies, adverts and messages to increase their market share.

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Market segments for higher education

Cited by 27 publications

References 6 publications

University choice: what do we know, what don’t we know and what do we still need to find out?

University choice: what do we know, what don’t we know and what do we still need to find out?

Specific remedy for specific problem: measuring service quality in South African higher education

Motivational factors for educational tourism: marketing insights

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