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Marketing Strategy: Evidence from Factors Associated with
Students’ Choice
Dr. David Cababaro Bueno
Dr. Anatalia Sanchez-Sy
Dr. Jimmy S. Ledda
Prof. Iziel Ann B. Milo
==========================================
Abstract-A little research was done on the college selection process and factors that influence the
process. This study focused on the analysis of several factors associated with student’s choice for
Columban College as the basis for a marketing strategy. In this descriptive study, data were collected
using the survey-questionnaire method and statistical analysis without deliberate manipulation of
variables of control over the research settings. The study was retrospective. Participants were asked to
reflect and recall situations and decisions that occurred in the past. Marketing activities/ publicity
including publications/brochures, telephone calls from institution/marketing officer were the major
sources of information. Other related factors were information from high school counselors, personal
visits to the College campus, religious adviser, teachers/ instructors/ professors, personal letters from
the College, and presence and accessibility of school sponsored activities. However, the high school
principal and advertisement such as through TV/radio/mass media announcement were considered
moderately important for them. The accreditation status of the College, athletic opportunities, available
scholarship, closeness to home (location of the College), cost of living, family tradition/ religion, high
expectation of learning outcomes, qualified professors/ instructors, religious and values atmosphere,
reputation/prestige, size/ number of student population, tuition and other school fees, variety of
specialized courses offered and quality instruction offered were considered very much important factors in
choosing Columban College, Inc. There were significant variations on the perceptions of college students
on the sources of information and influences and the institutional factors and characteristics in choosing
Columban College. A strategic marketing plan is very timely for implementation to increase the
number enrollees this coming school year.
Keywords- Education, marketing strategy, college choice, descriptive-survey, Columban College,
Olongapo City, Philippines
INTRODUCTION
Every year graduating high school students are faced with the problem
of having to decide on future career paths. The decision whether or not to
continue with post secondary education and the choice of an institution to
attend are two critical decisions that students make at this time in their lives
(Johnson & Chapman, 1979).
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For those students considering attending a university, the selection
process probably assumes high priority. This process typically spans a number
of years and may have begun in early childhood when prospective students
develop perceptions of universities and university life (Maguire & Lay, 1981).
Many factors probably affect the final decision. Graduating high
school students may have only a vague notion of future educational needs and
benefits (Litten, Sullivan, & Brodigan, 1983), however, the university selection
process allows students to investigate various alternatives. Identifying factors
that have been considered by recent high school graduates in this decisionmaking process is the goal of this study.
The process of college selection and the factors of significant influence
have been a frequent research topic during the past years.
The anticipated decrease in enrollment every year forced universities
and colleges to examine future markets. Numerous variables that affected the
choice process were examined in an attempt to understand and ultimately to
affect that process.
However, little research was done on the college selection process and
factors that influence the process. The admissions staff at colleges and
universities was concerned with selecting and rejecting students rather than
with recruiting high school seniors. The anticipated decline in college
applications and the resulting decreased enrollment motivated post secondary
administrators search for more effective ways to attract new students
(Chapman, 1981). A closer examination of the process of college selection was
necessary to search for new ways to affect the process. This need produced
research literature suggesting different systematic models of influences on
college choice.
More recently, the concern regarding public spending on post
secondary institutions, student financial aid, and student access has produced
an increased interest in the area of choice research.
Growing competition for limited space has resulted in a trend to
market-oriented research which is particularly useful to institutions wishing to
attract and retain the best students.
The literature dealing with the college selection process and factors
that influence the process has focused on the central characteristics of the
student’s choice process. Several models of the process have been developed
to assist college administrators who are responsible for implementing
recruitment policy. They need to understand the process and to be able to
identify the pressures and influences involved when developing recruiting
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policy has been recognized. General conceptual models of student college
choice that specify significant influences or "variable sets" and their
interrelationships can be used as a resource for guiding both future inquiry and
current admissions practices (Chapman, 1981).
Identifying lists of factors considered in the selection process has been
the subject of several studies. Students and/or parents and/or counselors have
been surveyed to establish the criteria involved in the process. This has
produced data for further research that has focused on specific influences and
the relevance of the selected influences to the process. Many of these studies
have been sponsored by institutions and administered by their own staff.
There is general agreement among researchers about the factors that
are considered the most important in the choice process. Having an
understanding of these factors and process has prompted researchers to
compare choices made between institutions, to rate individual factors, and to
assess the impact of changing external and internal influences on the selection
process.
Because the evolution of research dealing with the selection process
has focused on specific stages and establishing influences, rather than refining
the process, a variety of studies not easily grouped has been produced.
The review begins with an examination of process approaches used by
researchers to explain the series of steps or stages believed to be used by
students during the selection process. The models include a multistage
approach, a six stage approach, and a variety of three stage approaches to the
process of college selection. These approaches vary with the starting point of
the process and the inclusion of various influencing factors. A review of
studies using factor approaches follows. The factor approach involves basically
the survey research method which has produced lists of factors that have
affected the university or college selection process.
Researchers surveyed students and others involved to determine
factors of influence. Most of the studies have focused on the urban areas
where the population of students, a variety of institutions, and financial
environments differ greatly from the rural situation.
The purpose of this study is to identify factors considered by
Columban College’s students to be significant in the process of choosing a
college to attend as a basis for the propose marketing strategy.
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OBJECTIVES OF THE STUDY
This study focuses on the analysis of several factors associated with
student’s choice for Columban College as the basis for a marketing strategy.
The following specific objectives of the study: (1) determine the sources of
information and influences specific to students in choosing Columban College;
(2) analyze the institutional factors and characteristics that are considered
significant in choosing Columban College; and (3) propose a marketing plan to
attract more students.
METHODOLOGY
In this descriptive study, data were collected using the surveyquestionnaire method without deliberate manipulation of variables of control
over the research settings. The study was retrospective. Participants were asked
to reflect and recall situations and decisions that occurred in the past. Although
most of the questions refer to the recent past, the problem of accurate
recollection must be considered. On the other hand, the time lapse may have
served to gain a more objective description of factors affecting choice in that
the responses were less "colored" by an emotionalism which may have initially
surrounded the choice. Individuals participating may also have felt a need to
justify their choice; this tendency must be considered a possible limitation.
The population of this study was all the freshman students currently
enrolled from various programs during the first semester of the AY 2014-2015.
Thus, there was no sampling technique used.
From a review of the literature on questionnaire design and use (Borg
& Gall, 1983), the advantages and disadvantages of a questionnaire survey
method of data collection were considered. The decision to use a questionnaire
was based on the following advantages: 1. compared to other methods of data
collecting, it is relatively inexpensive; 2. questionnaires are suitable for large
samples; 3. questionnaires are relatively easy for volunteers to complete; and, 4.
questionnaires take less time to complete than other data gathering methods
such as personal interviews.
The questionnaire was constructed by the researchers, utilizing
information derived from similar studies by Sanders (1986), Lolli and Scannell
(1983), Litten, Sullivan, and Brodigan (1983), and Erdmann (1983).
The questionnaire was designed to collect information about sources
of influence and information; factors of significance; and final choice and
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feelings of the school. Most questions could be answered by checking the
appropriate space. A few open-ended questions with sufficient space following
to allow the student to answer were also included. Explanation and discussion
preceded all questions.
Students were asked to rate the importance of each item by checking
the appropriate number. A five-point Likert scale with 5 assigned to high
importance and 1 to no importance was placed next to each item listed. Space
was left at the end for students to list and rate sources not included, but
personally important to the student.
The questionnaire was validated by small groups of students as part of
the development process. The first group consisted of five graduate students
studying at CCGS who were experienced in the use of a survey-questionnaire.
The critical comments regarding style, format, and appropriateness of
questions suggested by this group were helpful. The second validation was
conducted in July 2014, using a group of second senior high school students. It
was assumed that this group would be nearing completion of the selection
process and would be able to complete most of the questions on the
questionnaire. The group provided useful critical comments on the
appropriateness and wording of questions.
The researchers sought permission from the College President to
conduct the research. After the permission was granted, the researcher
prepared letters to the respondents. After being granted permission,
questionnaires were hand delivered to the respondents. The respondents were
informed of the objective of the study. The questionnaires were selfadministered.
The data gathered were recorded, tabulated, and analyzed by means of
Percentage, Mean and Analysis of Variance.
RESULTS AND DISCUSSION
1. Sources of Information and Influences
Marketing activities/ publicity of the College in the school, including
publications/brochures
of
the
College,
telephone
calls
from
institution/marketing officer are the major sources of information. Moreover,
their family members such as parents, relative/ siblings and friends as well as
recommendation of former students are also considered by them. Other
related factors are information from high school counselors, personal visits to
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the College campus, religious adviser (e.g. priest), teachers/ instructors/
professors, personal letters from the College, and presence and accessibility of
school sponsored activities. However, the high school principal and
advertisement such as through TV/radio/mass media announcement are
considered moderately important for them.
School choice arguments have long presented contested views on its
benefits and risks. Throughout the proponents’ arguments, freedom of choice
and productive efficiency are most strongly advocated for, while opponents put
relatively more emphasis on equity and social cohesion. As Levin (2002)
indicates, there is obvious tension between these two sets of criteria.
Proponents stress freedom of choice mainly because school choice is regarded
as an element of ‘civil rights’ and ‘social justice’ which are widely demanded by
citizens. As for productive efficiency, proponents argue that market
competition among schools for students will create strong incentives to
improve educational productivity (Friedman, 1962). In comparison to the
proponents’ arguments, the arguments presented to oppose school choice put
relatively more emphasis on equity and social cohesion.
Concerning equity, opponents argue that school choice programs
worsen inequity by promoting exclusion or prejudice based on ability, gender,
religion, or race. They also argue that the introduction of market mechanisms
into the school system, by principle, will enhance only the freedom of the
privileged to pursue their advancement unfettered by obligation to the
community and promote racial segregation. Furthermore, the scale of finance
and lack of support systems attract their attention as factors that exacerbate
inequity (special education, bilingual education, and transportation). As for
social cohesion, opponents argue that freedom of choice is not secured by
private schools that indeed can do the choosing without being accountable to
the public. As for productive efficiency, opponents argue that there is no
evidence for whether existing measures such as smaller schools, smaller classes,
teacher training, and adequate resource (re)allocation are less efficient than
school choice programs.
Thus, there are various factors considered by students in choosing
Columban College.
The role of parents in the college selection process is complex and not
disputed; parents wield significant power. Other individuals influence students,
but parents appear to be the most influential (Puffet, 1983; Murphy, 1981;
Litten & Brodigan, 1982; Conklin & Dailey, 1981; and MacDermott, Conn, &
Owen, 1987). Research literature dealing with parental influence focuses on
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how parents shape their children's post secondary plans, the qualities sought in
a college, parental expectations of student undergraduate years, the influence of
parental education level on the final choice, and parental perceptions of "
consumer" roles in college choice.
Most parents appear to believe that graduation from a good school will
improve chances of favorable employment; consequently parents take an active
interest in the selection of the college.
Parental education level is related to student college choice. Ihlanfeldt
(1980) concluded that students whose parents did not attend college were likely
to choose a college close to home. Although few students travel more than five
hundred miles from home to attend university (Astin, 1985), those students
whose parents have a college education are more likely to have a broad or
national scope of selection (Zemsky & Oedel, 1983; MacDermott, Conn, &
Owen, 1987).
Two studies have concluded that the final choice of a college rests
with the student. Murphy found that students whose parents had a college
education had a tendency to make the choice themselves and that the parents
appreciated the student's need to exercise this option. MacDermott, Conn, and
Owen (1987) refer to this as parental veto. Students in their study were
permitted to make a choice, even though it may not have been the first choice
of the parents. Parents stated that their contribution to the decision came
earlier in the process when institutions were first being discussed.
Generally, professional counselors have the background to teach
courses in vocational, personal, and social areas. Therefore, they can teach
certain topics within their areas of expertise to students in the institutions of
learning. For instance, courses or units dealing with career awareness, personal
development of the professional student counselors at the universities, cultural
differences, sex and marriage, family relationships, individual rights and
responsibilities, gender roles and alcohol and drug abuse.
However, as noted by Frank and Karyn (2005), counselors who may
teach in personal and social development areas must be cautious about pushing
their personal beliefs or social attitudes onto their students. On the other hand,
counselors in a university setting can hold workshops and provide educational
group experiences to students to help them develop their personal, academic
and social competencies. The counselors can often make surveys of students or
staff members about the types of workshops or group experiences they would
like.
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2. Institutional Factors and Characteristics
Accreditation status of the College, athletic opportunities in the
College, availability of scholarship in the College, closeness to home (location
of the College), cost of living, family tradition/ religion, high expectation of
learning outcomes, qualified professors/ instructors in the College, religious
and values atmosphere, reputation/prestige of the College, size/ number of
student population in the College, tuition and other school fees, variety of
specialized courses offered in the College, and quality instruction offered in the
College are considered very much important factors in choosing Columban
College, Inc.
For service marketers, it is critical to understand which cues or
attributes of the service offerings valued most in the decision are making
process of current and potential customers. Students were found to select
those colleges that match their selected criteria academically, socially, and
financially (Brown, 1991). Plank and Chiagouris (1998) reported that the
choice of which college to enroll in depends on five components: academic
programs offered, leadership opportunities in college, perceived good job after
graduation, financial aid, and value for money (cost /benefit analysis). Webb,
Coccari, Lado, Allen and Reichert (1998) did a survey using a 52-item
questionnaire, which resulted in the clustering of ten criteria for students
selecting a college, namely: 1. Academic programs available; 2. Academic
reputation of institution; 3. The marketability of the degree conferred; 4.
Faculty contact time; 5. Accreditations 6. Campus employment; 7. Financial
aids; 8. Placement reputation; 9. Completion time and 10. Library size.
In a study on service quality in higher education, Joseph and Ford.
(1997) showed that six factors that are important to students were: 1. Program
issues; 2. Academic reputation; 3. Physical aspects; 4. Career opportunities; 5.
Geographical location (of institution); and 6. Time (i.e. duration of studies).
The program issues category comprises the availability of specialized
programs, degree flexibility, availability of several course options, and flexible
entry requirements. ‘Academic reputation’ refers to the prestige of the degree
conferred, such as whether it is recognized nationally or internationally.
‘Physical aspects’ include the quality of facilities for academic, accommodation,
sports, and recreation.
Moreover, research shows influence college choice for today’s
students. Geography, wherein the location is significant in many students’
minds, either because they want to live in a certain part of the country or
because of financial constraints. The New York Times posted a study by the
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National Association for College Admission Counseling that indicates that the
education level, income, and travel experience of parents are the easiest ways to
determine how far away a student is willing to go for college. Still, 72% of
Americans go to college in their home state. No huge surprise here, but it’s a
nice reminder to keep the bulk of your digital media dollars close to home and
focusing the rest on your key out of state pipelines. On financial aspect, a
recent survey by The Higher Education Research Institute shows that the
availability of financial aid heavily influences college selection. 48% reported
that a financial aid offer was a “very important” factor, up from 33% in 2004.
The overall cost is considered as well. More than half of first-generation
students indicated that the cost of attending was a “very important” factor.
Continuing-generation students consider cost also, but at a lower rate “” only
43% rated cost as “very important” in their enrollment decision. On academic
excellence and reputation, although students see academics as important,
they’re not looking at ranking lists to judge them, according to USA Today.
Students report that broader academic reputation leads their decision-making.
And Inside Higher Ed says that faculty in particular plays an important role in
college decisions. At the right stage in the process, key faculty can be really
influential in a student’s choice of college and their major once they get there.
Of course, it’s pretty common that on most college visits students have the
opportunity to meet key faculty. But, if you can connect students and faculty
earlier through digital, you may be able to get an early advantage. Professors of
social media could make for great digital recruiters. Equally important are
parents and peers influence. As much as kids do not like to admit that their
parents affect their decisions, parental input does matter, according to higher
education consultants Noel-Levitz. Nearly 60% of prospective college students
report their colleagues with their parents, and 61% of parents say that the final
decision on where to enroll is made together. As expected, students are also
affected by peers, but as a study by ACSD points out, that relationship is
correlational. Researchers have not determined whether like-minded students
tend to become friends or if friendship affects college choices.
Marketing still matters, of course, but it’s changing. The 2014 Social
Admissions Report, a survey of college-bound high school students, shows that
institutions’ websites are the most heavily-accessed online resources, with 86%
of respondents listing these as very or extremely useful. We all know mobile is
a priority, but a key takeaway is the lack of interest in university apps. While
97% of students have viewed college sites on their phones, nearly ¾ of
students said they had no interest in downloading a university’s app. If your
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college’s site isn’t yet responsive, we’d recommend this be the priority.
However, this effort at an institutional level could be pretty monumental in its
own right. Changing a college website is a little like turning a cruise ship. It is
not going to be quick. If that’s the case, it may be worthwhile to explore a
micro-site aimed specifically at prospective students. That can give you a quick,
effective destination that you can use for other digital campaigns. The report
also included a few great insights on social media usage. Social is a huge play
space, and it’s hard to understand where to focus. Even if you have that figured
out, great content is still difficult to create. Students claimed that only 44% of
the content was relevant, namely because colleges still need to communicate
with current students and faculty. One way to combat this is to create specific
groups for admitted students. 63% of students said they would join a
Facebook group at a school they were admitted to. This is great info because
you can focus content directly relevant to this audience, but you can also start
conversations with them. 2/3 of the students said that conversations over
social directly influenced their decision.
3. Significant Variations on the Factors Across Colleges
There are significant variations in the perceptions of college students
on the sources of information and influences (F-value = 21.62) and the
institutional factors and characteristics (F-value = 7.807) in choosing
Columban College because the computed F-values are greater than the critical
values. Thus, the null hypothesis was rejected. Thus, the perceptions of the
students on the importance of the sources of information and institutional
characteristics vary across colleges.
4. School Marketing Plan
As with any plan, this is not a static document, but rather one that has
been created to reflect the current climate and objectives that guide the
college’s marketing efforts. This plan is based upon the ongoing contributions
and feedback provided by students at the output of this research. It will be
fine‐tuned and adjusted as necessary to ensure that the marketing activities are
well coordinated and continuously improved to create the most impact with
the available resources. This plan is based upon the solid foundation of the
College brand and reflects qualitative and quantitative research results from the
survey. Specific methods employed in this research included surveys with first
year students. Immersion into the culture of the College has also served as a
solid basis for this writing of this plan. The marketing plan that follows aims to
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strengthen the reputation of the College and enhance its visibility. In addition,
it will encourage alumni, friends, donors, parents, students, prospective
students, faculty, and staff cherish their association with the College. It will
inspire those who are not directly connected with the institution to take notice
of its academic reputation and contributions to the region and beyond.
Brand Statement: The following brand statement is the foundation
upon which much of the institutional marketing plan will be built:
Mission: To produce graduates who are equipped with Christian
values, knowledge, and skills to excel in life and to serve others.
Market Niche: Christ-centered and service-oriented educational
formation.
Target Market:
Internal audiences include:



Students
Faculty
Staff








High school students
Prospective transfer students
Parents
Alumni
Community
Media
Donors/potential donors
High school teachers, guidance counselors, and other
administrators in the school system
Members of the Alumni Board and Trustees
External audiences include:

The Competition
For the College to remain competitive, technology should act as a
driver behind decisions made regarding the future of the college. Marketing
and communications should remain aware of the emerging alternatives to a
traditional educational environment and find effective methods of promoting
the College in a climate that is changing rapidly. As expectations for accessing
education change to reflect the on‐demand 24‐hour‐a‐day access provided by
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on‐line environments, marketing communications should convey the benefits
of College to appeal to these shifting values and preferences. In addition, staff
and faculty involved with recruitment should be cognizant of and promote the
fact that the cost of a college education is comparable to that of the public and
private universities and colleges. In promotions, there is a need to continue to
focus on the mission in order to show the distinctive niche within the local
market. To promote the College’s unique value to prospective students, we
must remain knowledgeable regarding the strategies and benefits promoted by
the competitors in Olongapo City, Bataan and Zambales areas.
Proposed Marketing Objectives
The strategy in this marketing plan is to emphasize the distinctive
programs and members of the College community, which make the College the
unique and special institution that it is. Several offices and departments will
have key roles in implementing this plan because of their visibility, their
interactions with key audiences, and their roles at the college. These are:
Admissions and Registration Office, Marketing and Communications (External
and Alumni Affairs), Academic Affairs, Student Services, and Guidance
Services.
Goal #1: Increase enrollment by 100 students for 2016‐2017 using
enrollment numbers from 2014‐2015 as a baseline.
Strategies to communicate with prospective students:
(1) Website Development. The College website is the first contact
that most prospective students will have with the college.
Therefore, this communication channel should be utilized as one
of the college’s main marketing tools. There is quality evidence to
support the direct correlation between a college website and the
level of student enrollment.
(2) Facebook and Twitter. This will be an important component of
the site. The focus of the site will be on the student experience
(i.e. student life, testimonials, and atmosphere).
(3) Collateral Materials. The printed pieces are important
components of the recruitment efforts. These should remain a
part of the overall marketing plan.
(4) Maintain a presence in state/local media outlets to attract a
qualified and diverse student population.
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(5) Build database of prospective student emails through offering
give‐away items at college fairs. Monitor students as they are filling
out their inquiry forms to ensure we get a valid email address.
Call/FB/text students for whom we do not have a valid email
address. Utilize our email blast services we have to contact
regarding presidential scholarship days/bulldog visit days.
(6) Have an event per major each year to get students on campus.
(7) Guidance counselor, bus tour‐have admissions counselors drives
and meet with guidance counselors in the areas they serve.
Distribute collateral materials at this time. Build relationships.
(8) It is highly encouraged that faculty and guidance counselors
reincorporate hand written letters/cards into their recruitment
practices. (It was noted in a focus group that none of the students
received follow‐up from their ambassador/guide after their visit.
(9) Realizing that one half of our students are athletes, collaboration
between athletics and marketing will be critical for future efforts.
Goal #2: Increase social media use among faculty and staff on campus
(specifically Facebook, Twitter, and blogging.) Improve the quality and
frequency of the interactions.
Strategies to communicate:
(1) A major component of the website redesign is the incorporation
of blogs, Facebook, and Twitter. The new site will link to each
department’s social media outlet. This will allow individual
departments to post authentic, real‐time information, videos, and
photos.
(2) The CCS will train staff/faculty (in multiple small‐group settings)
on how to set‐up and use the various social media tools within the
next five months. We will share best practices for updating these
pages with interaction driven posts.
(3) Marketing and Communications will continue to maintain the
College Facebook Fan Page and use this page as a model for other
Facebook fan pages.
(4) Begin tracking interactions/fans of the College Facebook page.
Increase these numbers yearly by 5 percent from 2016‐2017.
(5) Continue to read, attend training, and follow social media news
and updates in order to stay ahead with these constantly‐changing
tools.
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(6) Incorporate cost‐per‐click advertising on Facebook in order to
drive fans and traffic to our web site.
(7) Explore LinkedIn and Skype as future tools to begin utilizing.
Goal #3: Improve our alumni base, interactions, and relationships to
increase donor receipts by 5 percent during the 2016‐2017 school term. Use
data from 2015‐2016 as a baseline. By 2017, increase donor receipts by 10
percent.
Strategies:
(1) In goal #2, we will focus on increasing social media usage, which
will also support the above referenced goal. This can be done by
creating an alumni Facebook fan page per department over the
next two months. With this page, it will be vital to have alumni
interacting and feeling good about their experiences with the
College, and we will incorporate posting strategies that will
accomplish this goal.
(2) Review publication per year. Incorporate more feel good stories
that highlight what current students are doing so that they will
support us financially. Incorporate more feel good photos. To
make this a more “warm” piece.
(3) Send an annual President’s report to all donors.
(4) Aggressively involve alumni in initiatives to encourage good
feelings towards the college.
(5) Continue to develop and distribute printed materials to support
development initiatives.
Goal #4: Increase the effectiveness of our promotional efforts
through the incorporation of success metrics/cost‐benefit analysis.
Strategies:
(1) For every contact made, whether it is development or admissions,
track the source of lead. Ask “Where did you hear about us? What
led you to contact us?”
(2) Track this information using a basic spreadsheet that lists all
appeals and responses.
Goal #5: Begin tracking our web site traffic through Google analytics.
Analyze metrics and institute actions that will improve search engine
optimization.
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Strategies:
(1) Analyze bounce rates, web traffic, demographics, and other
(2)
(3)
(4)
(5)
important data. Compare to previous data. Incorporate
improvements based on data analysis.
Train staff/faculty on search engine optimized blogging. Explain
and demonstrate cross‐ linking.
Incorporate a College general blog that includes all press releases.
Cross link the content.
Submit press releases to online release sites for search engine
optimization purposes.
Incorporate a College Twitter account. Create tweets that will
maximize search engine optimization. Generate tweets that are
embeddable, linkable, clickable, and shareable.
Goal #6: Increase awareness and effectiveness of STC website and
portal. Use website as a major marketing tool.
Strategies:
(1) Redesign
(2)
(3)
(4)
(5)
a current website to target potential students and the
community.
Raise awareness of the My Campus Portal for all current students
through new student orientation, college success classes, flyers,
help sessions, emails, and social media.
Keep website up to date.
Use pictures of “real” students throughout the site.
Submit a press release of the website redesign.
Goal #7: Raise public awareness of educational opportunities in high
schools, the communities and individuals in the service areas.
Strategies:
(1) Provide marketing materials to the High School Initiatives
Coordinators and/or instructors recruiting in the high schools in
the service areas and to community groups to improve visibility,
recognized value and support of technical education.
(2) Keep the College in the spotlight through sponsorships of
community and high school events and activities.
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(3) Keep College’s website up to date with news articles and notice of
events to help raise public awareness of the College and
academic/technical education’s relevance.
Goal #8: Expand awareness and recognition of the college, its
programs, offerings, and events in an effort to promote student access and
success.
Strategies:
(1) Submit an average of two news releases to areas and radio stations
about the college, its programs, and offerings.
(2) Produce marketing materials and purchase paid advertising
targeted specifically toward prospective students showcasing
programs and career opportunities available at the College.
(3) Post news releases to the website.
(4) Promote the College and student success stories through news
releases to area newspapers, radio, and television stations.
(5) Incorporate social media like Facebook, Twitter, and YouTube to
update students, prospective students and the public about
information on the College.
CONCLUSIONS AND RECOMMENDATIONS
Marketing activities/ publicity of the College, including
publications/brochures, telephone calls from institution/marketing officer are
the major sources of information. Moreover, family members such as parents,
relative/ siblings and friends as well as recommendation of former students are
also considered by them. Other related factors are information from high
school counselors, personal visits to the College campus, religious adviser (e.g.
priest), teachers/ instructors/ professors, personal letters from the College, and
presence and accessibility of school sponsored activities. However, the high
school principal and advertisement such as through TV/radio/mass media
announcement are considered moderately important for them. The
accreditation status of the College, athletic opportunities, available scholarship,
closeness to home (location of the College), cost of living, family tradition/
religion, high expectation of learning outcomes, qualified professors/
instructors, religious and values atmosphere, reputation/prestige, size/ number
of student population, tuition and other school fees, variety of specialized
courses offered and quality instruction offered are considered very much
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important factors in choosing Columban College, Inc. There are significant
variations on the perceptions of college students on the sources of information
and influences and the institutional factors and characteristics in choosing
Columban College.
A strategic marketing plan is very timely for
implementation to increase the number enrollees this coming school year.
The marketing activities/ publicity of the College should be
strengthened starting from the internal stakeholders to the external
stakeholders. The College’s website should post new releases to prospective
students and the entire community. It should incorporate social media like
Facebook, Twitter, and YouTube to update students, prospective students and
the public about information on the College. The accreditation process of the
College should be continuous to the highest possible level of sustaining the
athletic opportunities, available scholarship, high expectation of learning
outcomes, qualified professors, religious and values atmosphere,
reputation/prestige, size/ number of student population, tuition and other
school fees, variety of specialized courses and quality instruction offered. The
strategic marketing plan should be implemented immediately.
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