This assignment requires you to read and annotate ONE academic journal publication of the quantitative article.
For all annotation, your final submission should include the:
Completed Annotation in MS Words or Pdf format.
Annotation Format
Your article annotation should have four sections as described below:
1. Title of the Article
2. Name of the Author(s)
3. Source of the Article
a. Journal Name
b. Publication Details – Year, Volume, Issue, and page nos.
1. Purpose of Research – summarize the aim of the study and specific research objectives
2. Nature of Research – is the study exploratory, descriptive, causal?
3. Theoretical Framework – describe the model followed or proposed in the study
4. Conclusion – summarize the major findings of the study.
1. Research Method – describe in detail the research method used in this study.
If the author(s) does not discuss the research method in detail, or the explanation is not clear from the article, please refer to external sources.
2. Data Collection
a. Identify the prime mode of data collection.
b. Describe the process of data collection.
c. Discuss the measuring instrument.
3. Sampling Technique
a. Identify the target population.
b. Describe the sampling technique.
c. Assess how well the sample represents the population.
4. Goodness of Measures & Analysis
a. Describe the efforts made by the researcher(s) to ensure reliability & validity of the study.
b. Describe the tools used for analyzing the data.
Use this space to note your overall evaluation of the article. In your opinion, how good this article was compared to other articles, either in the discipline/area or in the same journal.
Purpose – The purpose of this paper is to investigate two areas of interest: first, to determine business student customer satisfiers that could be contributors to students’ current and predicted retention in a higher educational institution (HEI) and second, to use these satisfiers to inform HEI marketing planning. Design/methodology/approach – The survey used 10 percent of the sampling frame from the faculty total business students population. Descriptive statistics and correlation were employed to
describe and measure the relationship between the teaching and non-teaching antecedents of student satisfaction and their five constructs (academic experience, teaching quality, campus life, facilities and placement support) and current and intended retention. Standard multiple regressions were run to measure the β and significant values of the composite variables as stated.
Findings – Quantitative results revealed that students were most satisfied with academic experience and it was also the most dominant predictor of students’ retention. Other elements such as quality teaching, facilities and internship, though important for student satisfaction, were not predictors of retention.
Research limitations/implications – Findings based on one Malaysian institution could not be used as a representation of other institutions either locally or internationally.
Practical implications – Suggestions are made as to how HEIs can defend and safeguard their existing and future position by giving maximum attention to both “hard” and “soft” student satisfiers which would add customer value and strengthen their competitive position.
Originality/value – Based on teaching and non-teaching antecedents and constructs, enable HEIs to predict retention and so inform marketing planning in a highly competitive higher education environment.
Keywords Marketing, Malaysia, Student satisfaction, Intended retention Paper type Research paper
Competitiveness and sustainability are now totems amongst education fraternities in Malaysia’s education sector. The higher education (HE) sector in Malaysia is getting more competitive with 414 private colleges, 37 private universities, 18 public universities, 20 university colleges and eight foreign branch campuses competing for the same pool of the local eligible students population and regional students, along
with Singapore, Philippines, Hong Kong and Indonesia. Sustainability is, therefore, crucial to all the higher educational institutions (HEIs) at present and in the immediate future. Given the heavy competition (a sure sign that the education market is gradually maturing in Malaysia) one of the ways to enable the organisation to sustain itself is to maintain or increase its level of income from its “core market”(domestic) and/or increase its level of income from overseas students via increased numbers or tuition fees.
According to Miles et al. (1974), given the stable political and economic conditions present in a country like Malaysia, the name of the game is to defend and expand market position. To “defend” means a HEI must provide a quality product or service, have a wide choice of product/service offerings, promote and maintain good service and loyalty amongst its existing customers, aligned to their needs. This package should create an “irresistible” value proposition. Whichever organisation posits the greatest value proposition to the students will most likely prevail (Piercy, 2001).
Recent literature (e.g. Hoyer et al., 2010) has suggested that the differentiation of the product or service, and the development of new products or services should not be just
organisation led and concentrate on “product characteristics”, like, for example, a well devised curriculum but involve the customer’s perceptions and emotions as well, like, for example, valuing student opinions, so called “co-creation”. So the old concept of marketing an organisation’s product or service attributes as a competitive differentiator, (the so called unique selling proposition (USP)) has now given way to
the emotional selling proposition (ESP) (Bainbridge, 2004) in which the organisation now may not only have to produce a product or service but incorporate customer emotions as well. HEIs have been slow to recognise this change. The authors contend that this is done by increasing customer satisfaction and loyalty, and differentiating the
“service” from competitors on both “hard” and “soft” factors which make up student satisfaction and loyalty. (We would contend that “Education” is a service as it displays the essential characteristics of a service, i.e. is “consumed” simultaneously as when offered and is “intangible” (Voon, 2007).)
We define “satisfaction” as a measure of student contentment with each course or programme, whereas we define “student retention and loyalty” as persistence from first year to graduation, and potential contributions beyond, i.e. potential return to their
alma mater. Establishing satisfaction early on should lead to a greater likelihood that loyalty will follow (Rowley, 2003). Tinto (2006) formulated a student integration theory of persistence or retention based on the relationships between students and institutions. He argued that retention involves two commitments on the part of the student. The first commitment is the goal commitment to obtain a college degree, and the second is the decision to obtain that degree at a particular institution (institutional commitment). Moreover, if HEIs could predict “retention” based on the antecedents that
make up “satisfaction” and “loyalty”, these could be used to inform the organisational
marketing plan in terms of future student numbers and income.
DeShields et al. (2005) posited that due to the changing nature of the HE marketplace; it encourages college administrators to apply the customer-oriented principles that are used in profit-making institutions. These principles assume that “consumers”, by definition, have: needs and wants (in this case a HE degree); the means to purchase from a number of choices; and seek a satisfying “exchange” by parting with their money to a HEI which provides their perceived quality service, in this case, the HE “package”. Students can “consume” HE and, in Malaysia, from a large number of choices. The key is to change student “consumers” into “satisfied and retained customers”, and this can only be done by offering a HE experience that meets the student’s needs and wants and is superior in value to that offered by other HEIs (Kotler, 2003) By being more customer oriented, colleges and universities can provide this superior offering.
Given the intense competitiveness of the education industry, weighing the satisfying effects of students and the possibility of retaining them has now become the mainstay of educational marketing strategists. Given the fact that research into determinants of student satisfaction abound and also general consensus manifested in most of the research findings (e.g. Arambewela and Hall, 2009; Wilkins and Balakrishnan, 2012; Douglas et al., 2006; Husain et al., 2009), there is little research of the similar nature conducted in the context of a Malaysia HEI, uniquely peculiar to a quasi-government funded university college where teaching academic and professional programmes are the central stage and mainstay of the institutional sustainability. The purpose of this study, therefore, is to determine the student/customer satisfiers and current satisfaction on these (based on the sample of Malaysian students) that could be potential contributors for students’persistence (retention and loyalty), both actual and predicted, in a HEI in Malaysia and to
use these satisfiers for informing marketing planning and implementation so as create a competitive advantage and so support and grow current and future student numbers and income.
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