“From School to the University of the Western Cape.
If we know what attracts prospective students to our doors of
learning, we could develop a student centred and caring campus
culture.”
SAASSAP 13th Annual Conference
19- 21 October 2011
Introduction
The paper addresses the factors and marketing information that
influence prospective students to pursue tertiary studies and to select
the University of the Western Cape as their preferred higher education
institution; and how these choice factors could inform the student
marketing and recruitment strategies and new students’ entry and
orientation to the UWC campus environment in order to develop a
student centred and caring campus culture.
Dearth of local literature -> speculation
Reasons-> choosing tertiary studies in general and the University of the
Western Cape -> largely untested
While UWC’s ‘struggle history’ was a strong attraction in the past, it may
not be a critical consideration by the current cohort of undergraduate
students.
Research Objectives
The research addresses three key questions.
• What factors motivated prospective students to
consider tertiary studies?
• What factors motivated prospective students to
consider UWC?
• What marketing media informs prospective
students about UWC?
Process of decision-making
The decision to enter higher education often involves several processes and a
series of successive decisions which include a decision on particular
programme/s of study and institution/s, and finally results in application/s,
selection and subsequent enrolment (Cosser and du Toit, 2002).
Models of decision-making
• Economic models focus on the individual characteristics of students as
consumers , cost-benefit analysis
• Sociological models focus on the identification and interaction of variables
that influence / predispose students’ decisions
• Information processing models explain student choice behaviour by
combining indicators in the economic and sociological models
Four models of IPM have dominated the research on student choice during the
1980s
David Chapman Model of Student College Choice (1981)
Identified specific student characteristics
 which interact with external influences
 institutional characteristics
 institutional effort to communicate with students
The Jackson Model (1982)
 preference stage
 exclusion stage
 evaluation stage
Hanson and Litten (1982)
 aspiration
 commencement of the search process
 information gathering
 submission of application
 Enrolment
Hossler and Gallagher (1987)
 predisposition stage
 search stage
 choice stage
Choosing a HEI
Main Choice Factors - International Studies
USA studies
 quality and responsiveness of staff (helpfulness and accessibility)
 research activities
 social life opportunities
 economic considerations (location of campus and work opportunities)
 campus size
(Bajsh and Hoyt, 2001; Espinoza, Bradshaw and Hausman, 2002, in Wiese, van
Heerden, Jordaan and North, 2009).
United Kingdom
 details of course and field of study (academic programme)
 price, place (diversity and campus accommodation)
 reputation of institution
(Maringa, 2006 cited in Jordaan and Wiese, 2010)
Australia
career preparation
specific academic programmes
academic reputation
distance from home
library resources
the quality of the research programme
(Martin 1996; James 1999).
Main Choice Factors – South African Studies
Choosing to enter HE
Intention to enter higher education, listed below in order of importance
(Cosser and du Toit, 2002)
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Cosser and du Toit (2002)
HE enhancing employability
Intrinsic interest in a field of study
HE leading to higher income
Family urging HE study
Offer of a bursary
Family urging HE study to support learner and for themselves
Ability to finance study through NSFAS
Offer of a scholarship
Ability to finance study through a bank loan
Teacher urging HE study
Classmates intending to enter HE
Being unsure about direction in life
Parents having money to finance HE study
Romantic attachment
Several similarities and a few stark differences
Mean
4.4
4.1
3.9
3.8
3.5
3.5
3.3
3.2
3.0
2.9
2.8
2.7
2.4
2.1
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Cosser and du Toit (2002)
It has a good reputation
The school/ faculty/ department in which I
want to study has a good reputation
It is far away from home, and I want to live
in residence / other accommodation while
studying
There are better sporting facilities there
than other universities/technikons
The fees are lower than at other
universities/technikons
My friends recommended it to me
It allows me to study via correspondence
It is near my home, where I want to live
while studying
My parents / relatives studied there
I have been awarded a scholarship to study
there
Mean
4.3
4.2
3.2
3.1
2.8
2.5
2.4
2.4
2.1
1.8
Wiese et al. (2009)
Quality of teaching
Employment prospects (possible job
opportunities)
Campus safety and security
Mean
4.51
4.45
Academic facilities (libraries and
laboratories)
International links ( study and job
opportunities)
Language policy
Image of higher education institutions
Flexible study mode ( evening classes and
use of computers)
Academic reputation (prestige)
Wide choice of subjects / courses
4.21
Entry requirements
Links with the industry
Fees (costs)
Financial assistance (bursary and loans)
Location of higher education institutions
Attractiveness of campus
Multi-cultural/diversity
Social Life on campus
On-campus/ Hostels
Sports programmes
Friends went there
Brother/sister went there
Parents went there (tradition)
3.75
3.71
3.70
3.69
3.69
3.51
3.35
3.17
3.12
2.69
2.35
1.93
1.83
4.33
4.18
4.05
4.04
4.02
3.99
3.97
Marketing implications for HEIs
Jordaan and Wiese (2010) suggest Black African and White students
different needs and -> unique marketing -> diversity in the HE system.
Recruitment strategies and communication messages:
Black African students: multi-cultural climate at the institution
White students: social factors such as sports programmes, social life on campus,
attractiveness of the campus and on-campus housing
We do not necessarily agree with this finding and suggest that the communication
messages rather than the marketing strategy should be adjusted to hone into the
needs and perceptions of different prospective student groups.
Comparisons
SA and International Studies
Overall, the findings of SA studies (support some of the international and local
findings.
United States :
Beauty of the campus, good sporting facilities and the reputation of a prestigious
institution. In this study, however, campus attractiveness ranked only 16th, while
sporting programmes were ranked 20th.
Hoyt and Brown (2003 in Wiese et al 2009): academic reputation, quality of faculty
and instruction and employment opportunities as important choice factors.
Australia:
Martins, Loubser and Van Wyk (1996 cited in Wiese et al 2009): career preparation,
specific academic programmes, distance from home, academic reputation and library
resources.
The results of the Wiese et al studies support the findings of Coetzee and Liebenberg
(2004 cited in Wiese et al 2009), in that academic reputation and image are viewed as
important choice factors.
However, location, friends and sporting programmes were not indicated as very
important factors by the respondents in this study.
Research Methodology
UWC OSD Pre-entry Attribute Survey
2006-2010 with new, first year, undergraduate students.
Self-administered questionnaire
Piloted with a group of 20 students in 2005
The questionnaire used a five-point Likert-type scale ranging from 5 = very important
and 1 = can’t say.
The results reported are indicated as “very important and important” were collapsed.
The survey was quantitative utilising a non-probability, purposive method of sampling.
On average, 40% of first year students completed the survey during Orientation Week
prior to their first lecture.
Respondents accepted into University were exposed to campus culture but not
immersed in it.
Establish a trend of factors relating to students’ decision to enrol
for tertiary studies and their choice to attend UWC.
Test of significance yet to be undertaken.
Research Findings
•
•
•
•
•
40% of population participated
80% of respondents from High School
Gender: 60% Female 40 Male
Race: Black African: 35% Coloured: 60%
Language:
Home Language
45% English
23% Xhosa
20% Afrikaans
Indian, White and Other: 5%
High School Language
75% English
20% Xhosa
3% Afrikaans
• 70% from Urban Areas
• 75% attended Public High Schools
Preferred Language
80% English
10% Xhosa
2% Afrikaans
Social and Cultural Capital
•
•
•
•
•
Mother and Father’s level of educational qualifications has been
increasing up to tertiary level
50% had concerns about fees
50-50 distribution fees will be paid between family and bursary/loans
Family monthly income:
25% > R20000.00
40% < R 5000.00
50% described Grade 12 teachers as motivated and hardworking
UWC
•
•
•
35% indicated family and siblings have graduated from UWC
22% indicated siblings are currently studying at UWC or another
institution
Advice of significant others contributed to decision to study at UWC
Family 55%,
Friends 35%,
Teachers
40%
Marketing and Recruitment
• 65% indicated they learnt about UWC through family and friends
• 55% use public transport to travel to campus
Comparison: Cosser and du Toit (2002) and UWC Study (2010)
Choice factors considered by South African students when selecting a higher education institution
Rank Cosser and du Toit (2002)
1 It has a good reputation
The school/ faculty/ department in which I want to study has
2 a good reputation
It is far away from home, and I want to live in residence /
3 other accommodation while studying
There are better sporting facilities there than other
4 universities/technikons
Mean Wiese et al. (2009)
Mean UWC
Mean
4.3 Quality of teaching
Employment prospects (possible job
4.2 opportunities)
4.51 Good academic reputation
4.17
4.45 Family members advice
4.11
4.33 UWC graduates are successful
3.87
4.21 Teache r's advice
3.56
5 The fees are lower than at other universities/technikons
3.2 Campus safety and security
Academic facilities (libraries and
3.1 laboratories)
International links ( study and job
2.8 opportunities)
3.42
6 My friends recommended it to me
2.5 Language policy
4.18 UWC graduates get good jobs
4.05 UWC offered financial assistance
7 It allows me to study via correspondence
4.04 Friend 's advice
3.32
8 It is near my home, where I want to live while studying
2.4 Image of higher education institutions
Flexible study mode ( evening classes
2.4 and use of computers)
4.02 UWC had low tuition
3.28
9 My parents / relatives studied there
2.1 Academic reputation (prestige)
3.05
2.39
11
Entry requirements
3.99 Wanted to study near home
3.97 Wanted to study away from home
Parents / family member graduated
3.75 from UWC
12
Links with the industry
3.71 Recruited by UWC
13
3.69
15
Fees (costs)
Financial assistance (bursary and
loans)
Location of higher education
institutions
16
Attractiveness of campus
3.51
17
Multi-cultural/diversity
3.35
18
Social Life on campus
3.17
19
On-campus/ Hostels
3.12
20
Sports programmes
2.69
21
Friends went there
2.35
22
Brother/sister went there
1.93
23
Parents went there (tradition)
1.83
10 I have been awarded a scholarship to study there
14
1.8 Wide choice of subjects / courses
3.7 Not accepted anywhere else
3.69
3.35
2.5
2.45
2.3
Research findings
Choice of a HEI is influenced by a complex set of inter-related factors including a
student’s personal identity, life experience, academic achievement, socio-economic
status and social-cultural capital.
Our 2010 results indicate main reason they were attracted to UWC was that they
believed it has a good reputation (67-76% over 5 years).
Followed by advice and influence of family members, UWC graduates are successful,
advice of teachers, UWC graduates get good jobs, UWC offered financial assistance,
advice of friends, and UWC has lower tuition fees.
Friends and teachers are also contributing factors.
Data was corroborated by the fact that, on average, 68.5% of students indicated that
UWC was their first choice.
Strengths, Limitations and Recommendations
Other studies have been with Grade 12 learners, and senior and post graduate
students.
Little research has been conducted in South Africa with Grade12 learners.
Our data was collected over 5 consecutive years during Orientation week prior to
commencement of lectures.
As the questions were ‘closed’, the possible factors were limited in scope and
depth.
This study is limited by its focus on a single HEI and the retrospective nature of the
research.
It is recommended that a follow up qualitative study be conducted.
The professional career guidance teacher role in schools must be re-introduced.
Scope for further local research.
Conclusion
Path from high school to university challenging for 1st gen & SES challenged
learners.
Early identification, nurturing and coaching by tertiary students of learners
with tertiary potential to develop university aspirations, rigorous academic
attitude and conduct, and support them through decision-making process.
Partnerships with schools by universities should be encouraged for mutual
benefit (e.g. Rachels Angels of US)
Whole university community must note of the factors identified by students
in deciding to embark on tertiary studies and prioritising HEIs.
Staff involved in student marketing and recruitment should factor these into
their strategies and campaigns.
On arrival, the 1st impression which students get of campus must be a
positive and lasting one.
At UWC, we factor in the positive energy about UWC on the
1st day of the Student Orientation Programme to demonstrate
that we care.
References List
Chapman, D.W. 1981. A Model of Student College Choice. The Journal of Higher Education, Vol. 52, No. 5 (Sep. - Oct., 1981), pp. 490-505.
Cosser, M. and J. du Toit. (Eds). 2002. From school to higher education: Factors affecting the choice of grade 12 learners.
Cape Town: HSRC Publishers.
James, R. 1999. How school-leavers choose a preferred university course and possible effects on the quality of the
school-university transition.
Jordaan, Y and Wiese, M. 2010. The role of ethnicity in the higher education institution selection process.
South African Journal of Higher Education 24(4)2010 pp 538–554.
Martin, C.1994. Institutional Research and Student Recruitment or How do Institutions of Higher Education Know What
Attracts Students to their Doors?
Mavondo, F and Zaman, M. 2000. Student satisfaction with tertiary institution and recommending it to prospective students.
ANZMAC 2000 Visionary Marketing for the 21st Century: Facing the Challenge
The Sutton Trust, 2011. Degrees of Success. University Chances by Individual School.
The Guardian (http://www.guardian.co.uk/theguardian), accessed 8 July 2011
Wiese, M., van Heerden, N., Jordaan, and Y. 2010a. Ethnic group differences regarding choice factor
importance in public higher education institution selection. African Journal of Business Management Vol. 4(7), pp. 1289-1298.
Wiese, M., van Heerden, N., Jordaan, and Y. 2010b.The role of demographics in students’ selection of higher education institutions.
Acta Comercii. pp150-163.
Wiese, M., van Heerden, N., Jordaan, Y., and North, E. 2009. A marketing perspective on choice factors considered by South African
first year in selecting a higher education institution. Southern African Business Review Volume 13 Number 1.
Contact Details
Winston Middleton
Manager: Office for Student Development
Centre for Student Support Services
wmiddleton@uwc.ac.za
Nazrana Parker
Coordinator: Career Development Programme
Office for Student Development
Centre for Student Support Services
nparker@uwc.ac.za
Fatima Peters
Research Assistant
Office for Student Development
Centre for Student Support Services
fatima01peters@gmail.com
THANK YOU!
DANKIE!
ENKOSI KAKHULU!