Modeling the College Application Decision Process in a Land-Grant University

DesJardins, Stephen L.; Dündar, Halil; Hendel, Darwin D.

doi:10.1016/s0272-7757(98)00023-5

Cited by 67 publications

(37 citation statements)

References 11 publications

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“…Gender influences both purchase and consumption situations, as physiological differences between male and female may lead to specialised service product needs (Sheth, Mittal & Newmand, 1999;Arnould, Price & Zinkhan, 2004). Research suggests a variety of gender differences with regard to the choice factors used to select a HEI (Galotti & Mark, 1994;Desjardins, Dunbar & Hendel, 1999). HEIs need to be aware that differences exists which affect how HEIs reach and influence each gender group with appropriate communication messages.…”

Section: Evaluation Criteria As Part Of the Decision-making Processmentioning

confidence: 99%

The role of demographics in students' selection of higher education institutions

2010

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SYNOPSISPurpose: To investigate the choice factors students consider when selecting a higher education institution, with a focus on the differences between gender and language groups. Problem investigated:The educational landscape has seen several changes, such as stronger competition between institutions for both student enrolments and government funding. These market challenges have led to an interest in students' institution selection processes as it has implications for the way higher education institutions (HEIs) manage their marketing and recruitment strategies. The research objective of this study was to identify the most important choice factors of prospective South African students. It also aimed to determine if any gender and language differences exist with regard to students' institution selection processes.Methodology: A convenience sample of 1 241 respondents was drawn, representing six South African universities. A selfadministrated questionnaire was used to collect the data. Questions from the ASQ (Admitted Student Questionnaire) and CIRP (The Cooperative Institutional Research Programme) were used and adapted to the South African context after pilot testing. Hypotheses were analysed using the multivariate analysis of variance (MANOVA) test with Wilks' lambda as the test statistic.Findings/Implications: Irrespective of gender or language, the most important choice factor for respondents was the quality of teaching at HEIs. The findings showed that males and females differ according to the selection of certain choice factors which suggest that HEIs can consider recruitment strategies for each gender group. Significant differences between the language groups were found for 17 of the 23 choice factors, signalling that different language groups make decisions based on different choice factors. African language-speaking students have, amongst other, indicated that the multiculturalism of the institution is a very important choice factor for them. Conclusion:The findings provide HEIs with an indication of the importance of choice factors considered by students in selecting a HEI. This will enable HEIs to use their limited funds more efficiently to attract the right calibre student (recruitment policies), to create a unique position, to segment the student market more appropriately and to gain a competitive advantage.

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Section: Evaluation Criteria As Part Of the Decision-making Processmentioning

confidence: 99%

The role of demographics in students' selection of higher education institutions

2010

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“…Family income is another factor that has been shown to have an effect on the educational attainment of children (Spies, 1973;Venti and Wise, 1983;Kodde and Ritzen, 1988;Becker, 1990;Rouse, 1994, Weiler, 1986DesJardins, Dundar, and Hendel, 1999). The College Board survey asked students to report their family income.…”

Section: Characteristics Of New Hampshire's College-bound Seniorsmentioning

confidence: 99%

Using college board data to examine trends in New Hampshire's college‐bound students

Toutkoushian

2008

New Drctns for Instit Rsrch

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Many public universities are organized as university systems. These systems vary considerably in size, scope, and governance structure. One model is to have a large flagship institution and several satellite or branch campuses. This is the case for the Indiana University system, which consists of the main campus of Indiana University-Bloomington and seven regional campuses (such as Indiana University-South Bend). Another public university system model includes several public institutions that are separate entities and yet report to a single governing board. This model describes the University System of New Hampshire (USNH), which encompasses the University of New Hampshire, Keene State College, Plymouth State University, and Granite State College. There are other structures that can also be used, with variations in governing structure and the range of institutions included in the system. Many public university systems rely on their own institutional research (IR) offices, in addition to the IR offices from their member institutions, to help conduct the work of the university system. In many ways, the range of activities in a system-level IR office is often very similar to that for a campus-based IR office. The office may be collecting and maintaining data, reporting data to internal and external stakeholders, analyzing data and information to help decision makers, and conducting research on issues of importance to the organization, the field of higher education, and the IR profession.

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“…Perhaps the main area where rationality has been used to examine an education issue is with regard to how students make decisions about their education. A considerable body of literature exists on how students determine how much education to acquire (Mincer, 1974;Cohn and Geske, 1990;Becker, 1993;Cohen and Huches, 1994;Butlin, 1999;Monks, 2000), and for those opting for a postsecondary education, where to attend college (Jackson and Weathersby, 1975;Chapman, 1981;Jackson, 1978Jackson, , 1982Manski and Wise, 1983;Hossler and Gallagher, 1987;Leslie andBrinkman, 1987, Young andReyes, 1987;Hearn, 1988;Paulsen, 1990;DesJardins, Dundar, and Hendel, 1999;Perna, 2000;Toutkoushian, 2001;DesJardins, Ahlburg, and McCall, forthcoming), and once enrolled in college whether to continue to completion or drop out (Spady, 1971;Tinto, 1975;Price, 1977;Bean, 1983;Manski, 1989;Cabrera, Nora, and Castaneda, 1993;DesJardins, Ahlburg, and McCall, 1999;Braxton, 2000).…”

Section: Introductionmentioning

confidence: 99%

Are Students Really Rational? The Development of Rational Thought and its Application to Student Choice

DesJardins

Toutkoushian

Higher Education: Handbook of Theory and Research

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114

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Modeling the College Application Decision Process in a Land-Grant University

Cited by 67 publications

References 11 publications

The role of demographics in students' selection of higher education institutions

The role of demographics in students' selection of higher education institutions

Using college board data to examine trends in New Hampshire's college‐bound students

Are Students Really Rational? The Development of Rational Thought and its Application to Student Choice

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