Perceived Risk in College Selection: Differences in Evaluative Criteria Used by Students and Parents

Warwick, Jacquelyn; Mansfield, Phylis

doi:10.1300/j050v13n01_07

Cited by 22 publications

(31 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, in the case of academic standards, comprehensive answers may only be made available when the individual begins his/her search for employment. In a study by Warwick and Mansfield (2003), several authors (Admissions Marketing Group, 1985;Krukowski, 1985;Sekely and Yates, 1991;Shank and Beasley, 1998;Widdows and Hilton, 1990) found the quality of academic staff, quality of majors of interest, and overall academic reputation as being the most important factors when prospective students and their parents engage in the process of assessing functional risk.…”

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

“…Joseph, 2009;SAPA, 2007). According to Warwick and Mansfield (2003), Broekemier and Seshadri (1999) suggest that elements of the institution such as size, location and even weather are significant in terms of physical risk.…”

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

“…so that their financial input is deemed acceptable. According to Warwick and Mansfield (2003), Chapman (1993) and Shank and Beasley (1998) found cost to be one of the most important factors in the college selection process. Similarly, Freeman (1984) found that financial aid also influenced this process, with the exception of high income (i.e.…”

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

“…Owing to the fact that many institutions in South Africa are still classified by some as 'previously black' or 'previously white', it may even be a social taboo for certain students to cross this unofficial ethnic divide. According to Warwick and Mansfield (2003), Clark and Crawford (1992) propose two concepts -academic integration and social integration. The former relates to the degree to which the student achieves academic success, whereas the latter refers to the student's personal and social success.…”

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

“…According to Warwick and Mansfield (2003), authors such as Conard and Conard (2000) and Murphy (1981) advocate that an institution's reputation is, arguably, the most prominent influence in terms of minimizing psychological risk However, Conard and Conard's argument appears to lack the required depth and consideration of actual psychological risk factors. Instead, it is proposed that reputation is most important in mitigating functional risk.…”

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

See 4 more Smart Citations

Marketing the Institution to Prospective Students – A Review of Brand (Reputation) Management in Higher Education

Beneke¹

2010

IJBM

View full text Add to dashboard Cite

This article considers an overview of brand (reputation) management in higher education, with a focus on South Africa. The literature paints a picture necessitating a proactive stance on maximizing the appeal of the institutional brand so as to recruit desirable students and ensure that the institution's strategic goals are achieved. Inherent in this approach is embracing the competitive challenge, effecting internal remedies and thereafter ensuring that all branding elements are cohesively aligned. Findings suggests that just like any other brand, an institutional brand has the effect of reducing perceived risk for consumers (the students) and allowing the institution a degree of stability in the market place. However, marketers of institutional brands are cautioned against the multiplicity effect, whereby the multifaceted brand can prove challenging to manage. Lastly, a South African framework is reviewed as a means to achieve the above.

show abstract

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

Section: Perceived Risk In Higher Education Brand Managementmentioning

confidence: 99%

See 3 more Smart Citations

Marketing the Institution to Prospective Students – A Review of Brand (Reputation) Management in Higher Education

Beneke¹

2010

IJBM

View full text Add to dashboard Cite

show abstract

2008

ASHE Higher Education Report

View full text Add to dashboard Cite

Overview P ARENTAL INVOLVEMENT. This term, previously reserved for the K-12 lexicon, has recently migrated into the vocabulary of college administrators. Since the late 1990s, colleges and universities have noted a cultural shift in the relationship between most parents and their traditional-age college students. This new relationship is puzzling to college staff and administrators, partly because it does not reflect the experience of their own college years but mostly because it affects the relationship of each party-students and parents-to the college or university itself. The role of parents as a critical secondary audience has introduced a new dynamic in providing communications, events, and services for families. As we consider the continuing role of parents in the lives of their college-age students, we seek to define the issues, the questions, and the relationships that the phenomenon of parental involvement has raised for students, parents, and the institution. Introduction to the MonographThis report is divided into three main sections: theoretical grounding, student identity, and implications. The first section, theoretical grounding of parental involvement, looks at the reasons parents today are more likely to be involved in their students' lives and then reviews the literature of K-12 education and compares that information with what exists on the transition to college and higher education. It considers the current student development and higher education literature and the tension that exists between them with regard to separation-individuation and attachment theory. This section goes on to look 1 Parental Involvement in Higher EducationPublished online in Wiley InterScience (www.interscience.wiley.com) •

show abstract

Evaluative Criteria for Selection of Higher Education Institutions in Nigeria

Ikaba

Enyindah

2020

Higher Education Marketing in Africa

View full text Add to dashboard Cite

Perceived Risk in College Selection: Differences in Evaluative Criteria Used by Students and Parents

Cited by 22 publications

References 21 publications

Marketing the Institution to Prospective Students – A Review of Brand (Reputation) Management in Higher Education

Marketing the Institution to Prospective Students – A Review of Brand (Reputation) Management in Higher Education

Table of Contents

Evaluative Criteria for Selection of Higher Education Institutions in Nigeria

Contact Info

Product

Resources

About