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A Strategic Paradigm: Linking Marketing and TQM in Higher Educational Institutions

Lin, L.

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Citation for published version (APA):Lin, L. (1999). A Strategic Paradigm: Linking Marketing and TQM in Higher Educational Institutions. Den Haag:Dutch Quality Schools.

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Download date: 07 Sep 2020

Table of Contents

Table of Contents

Chapter I: Laying the Groundwork

I. Introduction 1

II. Strategic Marketing Management & Higher Educational Institutions 3

I I I . What Orientation Is Required of A Successful Organization? 3

II.2. Marketing Definition 4

11.2.1 Marketing as the Philosophy 4

11.2.2 Marketing as the Strategy & Tactics 6

11.2.3 Marketing as the Methodology 7

113. Is Marketing Relevant to Higher Educational Institutions? 8

II .4. To What Extent Has A Marketing Approach Been Utilized in

Strategic Planning Among Higher Educational Institutions? 9

11.4.1. Development in the US 9

11.4.2. Development in The Netherlands 11

UI. TQM & Higher Educational Institutions 12

III-1 _ Quality Concept Evolution 12

IH.2. TQM Definition 14

111.2.1 TQM as the Philosophy 14

111.2.2 TQM as the Business Strategy 15

III.23 TQM as the Management Methodology 19

111.3. Is TQM Relevant to Higher Educational Institutions? 20

111.4. To What Extent Has the Concept of TQM Ben Utilized in Higher Educational Institutions? 22

IV. A Strategic Paradigm: Linking Strategic Marketing Management & TQM in Higher Educational Institutions 24

IV.l. Marketing & TQM Compliment Each Other 24

IV.2. A Brief Description of the Proposed Model 26

IV.3. Advantages of Using the Proposed Model 28

VI

A Strategic Paradigm : Linking Marketing & TQM in Higher Educational Institutions

V. Thesis Contribution 28

VI. Description of Chapters 30

Chapter II: Research Objectives & Questions

I. Research Objectives 33

II. Research Questions 34

11.1. Questions Formulation 34

11.2. Literature Review on Student Education, Communications, & Information Needs 36

QI. Student Needs & Decision Model Development 38

111.1. The Concept of Need 38

111.2. The Prevailing Theories on Consumer Decision-Making Process ... 39

ir i3. Student Decision Model 42

1113.1 Purpose 42

1113.2 Components of the Model 42

I I I33 Research Questions & Student Decision Stages 45

IV. Industry Needs 46

IV. 1. Are There Different Management Needs for Different Industries? .... 46

IV.2. The Future Manager Profile 47

V. Are Higher Educational Institutions Able to Meet Student Educational Needs 50

V.l. Reasons for Not Being Able to Meet Student Needs 50

V.2. Educational Institutions & Student Educational Needs? 51

Chapter III: Research Methodology

I. Identifying Student Needs 54

1.1. Exploratory Focus Group 54

1.2. The Measurement Process 57

VII

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1.3. The Process of Designing the Student Questionnaire 61

1.4. Developing A Sampling Plan 64

II. Student Needs & Higher Educational Institutions 67

II. 1. The Process of Designing the Questionnaire for Education Administrators 67

II.2. Developing A Sampling Plan 68

Chapter IV: Research Findings

I. Sampling 71

I I . Student Sample 71

1.2. Education Administrator Sample 73

II. Data Analysis 73

II. 1. Statistical Techniques and Justifications 73

11.2. Research Findings & Statistical Presentation 77

113. Research Findings: Broad Education & Education-Related Needs (BEN) 78

11.3.1. Student Survey 78

1. BEN: Ranking, Frequency, Mean, & Percentile of

Attributes by Total Sample 79

2. BEN: Factor Analysis 80

3. BEN: Scale Reliability Analysis & Scale Importance Ranking 83

4. BEN: Ranking, Mean, & Percentile by Total Sample & Each Educational Institution 84

5. BEN: Scales Comparison of Subgroups with One-Way ANOVA 87

11.3.2. BEN: Ranking, Percentile, & T-Test Comparisons between Education Administrator & Student Surveys 91

II.4. Research Findings: Specific Education & Education-Related Needs (SEN) 95

II.4.1. Student Survey 94

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A Strategie Paradigm : Linking Marketing & TQM in Higher Educational Institutions

1. SEN: Ranking, Frequency, Mean, & Percentile of

Attributes by Total Sample 94

2. SEN: Factor Analysis 97

3. SEN: Scale Reliability Analysis & Scale Importance Ranking 100

4. SEN: Ranking, Mean, & Percentile by Total Sample & Each Educational Institution 101

5. SEN: Scales Comparison of Subgroups with One-Way ANOVA 104

II.4.2. SEN: Ranking, Percentile, & T-Test Comparisons between Education Administrator & Student Surveys 107

II .5. Research Findings: Who Exerts Most Influence During the Student Decision Process? 109

1. Student & Education Administrator Surveys - Frequency & Ranking of Variables 109

2. Student Survey - Ranking, Mean, & Percentile by Total Sample & Each Educational Institution I l l

II .6. Research Findings: What Type of Information Is Most Helpful to Students? 112

II.6.1 Who Are Most Likely to Initiate the Information Search? 112

11.6.2. What Types of Communications Do Students Find Most Helpful? 113

1. Student & Education Administrator Surveys -Ranking, Mean, & Percentile of Variables 113

2. Student Survey - Ranking, Mean, & Percentile by Total Sample & Each Educational Institution 115

11.6.3. What Information Subjects Do Students Find Most Helpful? 116

1. Student & Education Administrator Surveys-Ranking, Mean, & Percentile of Important Information Subject (IIS) Variables 116

2. Student Survey - Factor Analysis on IIS 119

3. Student Survey - Scale Reliability Analysis & Scale Importance Ranking 121

4. Student Survey - Ranking, Mean, & Percentile by Total Sample & Each Educational Institution 122

5. Student Survey - Scales Comparison of Subgroups with One-Way ANOVA 124

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Table of Contents

II .7: Research Findings: How Did the Education Administrators Rate the Effectiveness of Marketing & TQM Applications in Higher Educational Institutions? 127

11.8. Research Findings: If Students Could Finish Their Study Six Months to One Year Faster Without Compromising the Quality of Their Education, Would They Do It? 129

III. Summary & Conclusions 129

III. 1. Summary 129

III.2. Conclusions '32

111.2.1. General Remarks 132

111.2.2. Specifics 134

111.2.3. Research Data Applicability 138

Chapter V: Theoretical Framework & Development I -Organization External Issues

Orientation 142

I I . The Model Provides Logical Thinking & Helps to Overcome Emotional Barriers 142

1.2. The Model Establishes A set of Theoretical Guidelines 143

n. Macro Environment 144

11.1. Megatrends in Education 145

11.2. Political Environment: Demand & Restrictions 146

113. Environmental Audit 149

HI. Market Environment 150

111.1. Clients I 5 0

111.2. Competition 150

012.1. Levels of Competition 150

III.2.2. Assessing Competitors 153

103. Competitive Advantage — The Higher Educational Institution As A Competitor in the Student Market 156

A Strategic Paradigm : Linking Marketing & TQM in Higher Educational Institutions

III3.1. Elements of Competitive Advantage 156

IV. Targeting & Positioning Strategy 158

IV.1. Segmentation & Targeting 158

IV.2. Positioning 160

Chapter VI: Theoretical Framework & Development II Organization Internal Issues

I. Orientation 162

II. Organization Internal Environment 163

11.1. Internal Driving Forces 163

11.2. Organization Culture 163

11.2.1. National Culture 164

11.2.2. Student Subculture 165

11.23. How Is Organization Culture Developed? 166

II.2.4. What Can be Done if the Organization Culture Is

Dysfunctional or Even Destructive? 167

UI. Organization Internal Strategic Issues 170

111.1. Philosophy, Mission, & Goals 171 111.2. Academic Standards & Education Quality 174

III.2.1. How to Set the Appropriate Level of Academic Standards? 174

IV. Designing Institution Offer 176

V. Integrated Marketing Communications or IMC 180

V.l . What Does IMC Integrate? 180

V.2. Designing the Communications Plan 181

Chapter VII: Theoretical Framework & Development III Organization Internal Issues

Orientation 186

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Chapter VII: Theoretical Framework & Development III Organization Internal Issues

I. Orientation 186

II. Organization Development & Management System 187

n . l . Leadership 188

11.2. Staffing for Excellence 190

113 Performance Management 191

11.3.1. Manage Performance by Utilizing the Appropriate Intrinsic and Extrinsic Rewards 192

11.3.2. Manage Performance by Recognizing that There Are Three Types of Workers 193

11.3.3. Manage Performance by Using Performance Evaluation . 195

r i3 Organization Design 196

11.3.1. Professional Bureaucracy 1%

11.3.2. The Inverted Pyramid 197

III. Evaluation & Control 197

Chapter VIII: Assumptions & Limitations

I. Assumptions & Limitations 201

II. Suggestions for Future Research 202

Chapter IX: Summary & Conclusions

I. Summary 204

II. Conclusions 206

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A Strategic Paradigm : Linking Marketing & TQM in Higher Educational Institutions

Appendixes

No Chapter/ Index

Title Page

1. Appendix 1.1.

2. Appendix II. 1

3. Appendix II .2

4. Appendix 113

5. Appendix HI. 1

6. Appendix III.2

7. Appendix III.3

8. Appendix III.4

9. Appendix HI.5

10 Appendix ITI.6

11. Appendix ELI.7

12. Appendix IV. 1

13. Appendix IV.2

14. Appendix IV3

15. Appendix IV.4

16. Appendix IV.5

17. Appendix IV.6

18. Appendix IV.7

Statistical Tools for Gathering, Analyzing, & Displaying Data, & Planning for Action 208

Manager Qualities 1980 - 2000 211

Manager Attribute for Success 212

Most Important Managerial skills Ranked by

Faculty & Students 213

Summary of Exploratory Focus Group Interviews 214

Student Questionnaire Scale Items Description Table 219 Instruction for Collecting Student Questionnaire

Data 220

Student Questionnaire 221

Introduction Letter from Dr. Cassée 227

Cover Letter for Education Administrators 228

Education Administrator Questionnaire 229

Location of the Surveyed Schools 235

Stratified Student Sample Demographic & Behavioral Profile - Hotelschool The Hague 236 Stratified Student Sample Demographic & Behavioral Profile - NHTV, Breda 237

Stratified Student Sample Demographic & Behavioral Profile - R.K. Technical Higher Educational Institution, Rijswijk 238

Stratified Student Sample Demographic & Behavioral Profile - International Agricultural School, Velp 239

Stratified Student Sample Demographic & Behavioral Profile - The Hague Higher Educational Institution, Economic Studies 240

Stratified Student Sample Demographic & Behavioral Profile - The Higher Educational Institution, de Horst, Driebergen 241

XIII

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Appendixes Continued

No Chapter / Index

Tit le Page

19. Appendix I V.8

20. Appendix IV.9

21. Appendix IV. 10

22. Appendix IV. 11

23. Appendix IV. 12

24. Appendix IV.13

25. Appendix IV.14

26. Appendix IV.15

27. Appendix IV.16

28. Appendix IV. 17

29. Appendix IV.18

30. Appendix IV.19

31. Appendix IV.20

32. Appendix IV.21

33. Appendix IV.22

Stratified Student Sample Demographic & Behavioral Profile - Academy of Industrial Design, Eindhoven 242

Student Survey on BEN: 'Well-Rounded Education' Attributes Subgroup Mean Comparisons 243

Student Survey on BEN: Individual Institution Mean Summary on 'Well-Rounded Education' Attributes 244

Student Survey on BEN: 'Successful Life' Attributes Subgroup Mean Comparisons 246

Student Survey on BEN: Individual Institution Mean Summary on 'Successful Life' Attributes ... 247

Student Survey on BEN: 'Personal Growth' Attributes Subgroup Mean Comparisons 249

Student Survey on BEN: Individual Institution Mean Summary on 'Personal Growth' Attributes . 250

Student Survey on BEN: 'Social Concerns' Attributes Subgroup Mean Comparisons 252

Student Survey on BEN: Individual Institution Mean Summary on 'Social Concerns' Attributes . 253

Student Survey on BEN: 'Least-Important Issues' Attributes Subgroup Mean Comparisons 255

Student Survey on BEN: Individual Institution Mean Summary on 'Least-Important-Issues' Attributes 256

P-Value & Significant Testing for BEN Attributes - Comparisons of Education Administrator & Student Surveys 258

Student Survey on SEN: 'Quality of Education' Attributes Subgroup Mean Comparisons 259

Student Survey on SEN: Individual Institution Mean Summary on 'Quality of Education' Attributes 261 Student Survey on SEN: 'International' Attributes Subgroup Mean Comparisons 264

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A Strategic Paradigm : Linking Marketing & TQM in Higher Educational Institutions

Appendixes Continued

No Chapter/ Index

Title Pas

34. Appendix IV.23

35. Appendix IV.24

36. Appendix IV.25

37. Appendix IV.26

38. Appendix IV.27

39. Appendix IV.28

40. Appendix IV.29

41. Appendix IV30

42. Appendix IV.31

43. Appendix IV32

44. Appendix IV.33

45. Appendix IV .34

46. Appendix IV.35

47. Appendix IV.36

48. Appendix IV.37

Student Survey on SEN: Individual Institution Mean Summary on 'International' Attributes 265

Student Survey on SEN: 'Facilities & Costs' Attributes Subgroup Mean Comparisons 267

Student Survey on SEN: Individual Institution Mean Summary on 'Facilities & Costs' Attributes 269

Student Survey on SEN: 'Social Environment' Attributes Subgroup Mean Comparisons 271

Student Survey on SEN: Individual Institution Mean Summary on 'Social Environment' Attributes 273

P-Value & Significant Testing for SEN Attributes - Comparisons of Education Administrator & Student Surveys 276

Student Survey: Who was the Primary Decision-Maker? 277

Student Survey: Who Initiated the Information Search? 278

Student Survey: The Most Helpful Type of Communications 279

Student Survey on IIS: 'Quality of Education' Attributes Subgroup Mean Comparisons 280

Student Survey on IIS: Individual Institution Mean Summary on 'Quality of Education' Attributes 282

Student Survey on IIS: 'International' Attributes Subgroup Mean Comparisons 285

Student Survey on IIS: Individual Institution Mean Summary on'International ' Attributes 286

Student Survey on IIS: 'Facilities & Costs' Attributes Subgroup Mean Comparisons 288

Student Survey on IIS: Individual Institution's Mean Summary on 'Facilities & Costs' Attributes 289

XV

Table of Contents

Appendixes Continued

No Chapter/ Title Pag. Index

49. Appendix Student Survey on IIS: 'General Information' IV.38 Attributes Subgroup Mean Comparisons 291

50. Appendix Student Survey on IIS: Individual Institution IV39 Mean Summary on 'General Information'

Attributes 292

51. Appendix Student Survey on IIS: 'Social Environment' IV.40 Attributes Subgroup Mean Comparisons 294

52. Appendix Student Survey on IIS: Individual Institution IV.41 Mean Summary on 'Social Environment'

Attributes 295

53. Appendix Student Preference on Duration of the Education IV.42 Subgroup Comparison 297

Samenvatting (Dutch Summary) 300

References 304

Subject Index 315

XVI