What’s in a Name? Impact of Marketing Different Course Titles on Enrollment for Online Classes

Kemper, Kathi J.; Woods, Charles R.; McBride, Allison

doi:10.1097/acm.0b013e31818c6a3e

Academic Medicine

2008

DOI: 10.1097/acm.0b013e31818c6a3e

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What’s in a Name? Impact of Marketing Different Course Titles on Enrollment for Online Classes

Kathi J. Kemper

Charles R. Woods²,

Allison McBride³

Abstract: Differences in titles and levels of generality significantly impacted enrollment rates in these online classes on an unfamiliar topic. Additional marketing research is needed to inform efforts to enroll clinicians into courses on more familiar topics.

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“…A literature review of the relationship between catchy course titles and student interest unearths one scholarly publication (Kemper, Woods, & McBride, 2008), which is only loosely associated with this topic. This study explored the impact of course titles on student enrolment figures by marketing the same course under two different titles: a "knowledge oriented" title vs. a "behavior oriented" title.…”

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Words Matter: The Impact of “Catchy” vs Conventional Course Titles on Student Interest

2017

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Anecdotal evidence suggests that post-secondary institutions in Canada and beyond are experimenting with the practice of substituting conventional, discipline-centred course titles with more creatively phrased, learner-centred titles. However, we could find no scholarly research to affirm, challenge or guide this practice. This study represents a preliminary foray into that research. We surveyed 368 business undergraduate and graduate students at a mid-sized Canadian university to address, and explore the implications of, this question: "Does a catchy course title elicit more student interest than its conventional counterpart?" Our findings provide some, but not unqualified, support for the practice of using catchy course titles as a way of attracting student interest. We found the most significant influence on student preference toward conventional or catchy course titles to be year of registration (first year and fourth year students showed the most interest in catchy course titles; graduate students and those registered in second and third year showed a preference for conventional course titles). Implications regarding marketing and pedagogy are discussed, as is the need for further research. Des preuves non scientifiques sembleraient suggérer que les établissements d’enseignement supérieur du Canada et au-delà sont en train d’essayer de substituer les titres de cours conventionnels centrés sur la discipline par des titres centrés sur l’apprenant et formulés de façon plus créatrice. Toutefois, nous n’avons trouvé aucune recherche savante qui pourrait affirmer, mettre au défi ou guider cette pratique. Cette étude représente une expérience préliminaire dans cette recherche. Nous avons fait un sondage auprès de 368 étudiants de premier cycle et de cycles supérieurs en administration des affaires dans une université canadienne de taille moyenne afin d’explorer les implications de la question suivante : « Est-ce qu’un titre de cours accrocheur attire davantage l’intérêt des étudiants qu’un titre plus conventionnel? » Nos résultats présentent un certain soutien non qualifié à cette pratique qui consiste à utiliser des titres de cours accrocheurs dans le but d’attirer l’intérêt des étudiants. Nous avons trouvé que l’influence la plus significative sur la préférence des étudiants entre les titres conventionnels et les titres accrocheurs était l’année d’inscription (les étudiants de première et de quatrième année étaient davantage attirés par les titres de cours accrocheurs; les étudiants des cycles supérieurs et ceux inscrits en deuxième et troisième année semblaient préférer les titres de cours conventionnels). Les implications en matière de marketing et de pédagogie sont discutées, ainsi que la nécessité de faire des recherches plus avancées sur la question.

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Words Matter: The Impact of “Catchy” vs Conventional Course Titles on Student Interest

2017

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What’s in a Name? Impact of Marketing Different Course Titles on Enrollment for Online Classes

Abstract: Differences in titles and levels of generality significantly impacted enrollment rates in these online classes on an unfamiliar topic. Additional marketing research is needed to inform efforts to enroll clinicians into courses on more familiar topics.

Cited by 1 publication

References 13 publications

Words Matter: The Impact of “Catchy” vs Conventional Course Titles on Student Interest

Words Matter: The Impact of “Catchy” vs Conventional Course Titles on Student Interest

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