The perceived value of higher education: the voice of Chinese students

Abstract

This paper describes an exploratory study on the perceived value of higher education by Chinese students in Macao SAR, Guangzhou, Shanghai, and Taipei. Using responses from 316 students, we find that the Sheth-Newman-Gross Theory of Consumption Values explains how students perceive the services offered by higher education institutions. Students have different opinions on the value items, which we group into two functional values (the usefulness of a degree and the experiential aspect), social value, emotional value, epistemic value, and conditional value using factor analysis. A stepwise multiple regression analysis shows that students' satisfaction depends, to a large extent, on two functional values-the experiential aspect and the usefulness of a degree. Moreover, when comparing value judgments based on gender as well as other demographic and social variables, the results show no significant differences between the mean scores in perceived values. Implications for delivering effective educational services in higher education conclude the paper.

Moving from Marketization to Marketing of Higher Education: The Co-Creation of Value in Higher Education

“…From this list, it is evident that the student's output (skills and knowledge acquired) is far outweighed by the remaining attributes which reflect the institution's input. Lai, To, Lung, and Lai (2012) advocate assessing students' perceived value of higher education via functional value (the usefulness of the degree and the experiential aspect), social value, emotional value, epistemic value, and conditional value. We maintain that this value should be co-created through education involving long-term goals, not delivered to students to fulfill short-term aspirations.…”

The purposes and processes of master's thesis supervision: a comparison of Chinese and Dutch supervisors

“…Niu, 2007). Chinese students often perceive more functional values of higher education, particularly the usefulness of a university degree to gain better career opportunities (Lai, To, Lung, & Lai, 2012). The teacher is a highly respected authority.…”

“…Recognizing such values of both approaches, notwithstanding curricular constraints, supervisors can then decide on the adequate amount of attention to employment-related learning outcomes and attention to the development of critical thinking. Chinese students may prefer a stronger focus on preparation for employability relative to students from Western countries (Lai et al, 2012).…”

Why Do Consumers Buy Fair Trade Products? An Evolutionary Perspective Using the Theory of Consumption Values

“…The theory was originally presented in 1991, and since then it has been used to explain consumer choice in fields as diverse as higher education (Lai, To, Lung, & Lai, 2012), teenagers' smoking behavior (Albaum, Baker, Hozier, & Rogers, 2002), technology adoption (Hedman & Gimpel, 2010;Turel, Serenko, & Bontis, 2010) and ethical consumption (Green & Peloza, 2011). TCV has shown substantial explanatory as well as prescriptive power in more than 200 studies concerning the choice of buying versus not buying, the choice of product type, and the choice of brand type (Sheth et al, 1991a).…”