An Exploratory Study of Factors Influencing the College Choice Decision of Undergraduate Students in Malaysia

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1 Asia Pacific Management Review (2003) 8(3), An Exploratory Study of Factors Influencing the College Choice Decision of Undergraduate Students in Malaysia Samsinar Md. Sidin*, Siti Rahayu Hussin** and Tan Ho Soon*** The higher education services industry in Malaysia has been given a boost in the 1990s by the Government s policy liberalization and quite ironically, the Asian financial crisis. More students are now opting to study locally instead of going abroad. However, with the myriad of institutions and courses around, it is very difficult to understand how students select colleges of their choice. This study seeks to explore the criteria with which students select their tertiary institutions. In essence, we would try to establish the ranking of variables thought to be important for college selection. Also, the degree of influence by external sources on students decisions would also be gauged. A total of 210 respondents from the Klang Valley were surveyed in this study. They comprised first-year undergraduate students from four public universities and four private establishments. The data collected from the survey was analyzed using the SPSS programme. A series of analyses, including descriptive and factor analysis were conducted on the data. The results validated three of the four hypotheses of the research. It confirms that student selection of colleges actually depends on several criteria, including academic quality, facilities, campus surroundings, and personal characteristics. It also validates the contention that income affects the choice of students along the public-private education divide Keywords: consumer decision-making,influence, college choice 1. Introduction The 1990's have been an exciting period for educational establishments in Malaysia. The fast-changing educational services scene in this country has been most breathtaking. Even the most casual observers would have noticed the mushrooming of private tertiary institutions offering a myriad range of courses. The already robust scene has been given quite ironically, a further boost by the recent Asian financial crisis (in late 1997 and 1998), which grounded the dreams of many students planning to study abroad. These students * Associate Professor and Head, Department of Management and Marketing, Faculty of Economics and Management, Universiti Putra Malaysia, Serdang. ** Lecturer, Department of Management and Marketing, Faculty of Economics and Management, Universiti Putra Malaysia, Serdang. *** Former MBA student at Malaysian Graduate School of Management, Universiti Putra Malaysia, Serdang. 259

2 have turned toward local colleges and universities for further studies. Nevertheless, proprietors and managers of local institutions are still complaining about stiff contention for students and faculty staff. The competition seems certain to heat up with the government's liberalization move in allowing the market entry of foreign universities to Malaysia. The government of Malaysia, in particular the Ministry of Education (MOE), has of late been trying to transform Malaysia into a center of excellence for education. Pursuant to this goal, certain policies with regards the educational systems were liberalized. These include the licensing of private institutions of higher learning to confer baccalaureate degrees and to conduct courses in collaboration with foreign universities. A direct repercussion of such liberalization has been the mushrooming of private higher educational establishments throughout the country. The main benefactors seem to be big corporations such as Tenaga Nasional Bhd, Telekom Malaysia and Petronas. These corporations have jumped onto the education bandwagon as the educational services industry promises potentially lucrative returns. They also have the necessary resources and funding to set up campuses and faculties across the country. Nevertheless, smaller colleges and establishments have also benefited from the growing trend of private education. Many of these colleges have been in existence for the past decade or even longer, although some have been set up more recently to take advantage of the relaxation of government policies. 1.1 Problem Statement Tertiary education is arguably a high-involvement product [6]. For many students and their parents, it represents a substantial investment in monetary and temporal terms. Hence, we might safely deduce that prospective students and their sponsors would look carefully into the options available in the market. The present financial crisis and economic downturn in Malaysia had ballooned the cost of studying overseas, hence preventing many students from going abroad. As such, it is a blessing in disguise for private local colleges and universities, which are swarmed by anxious students and their parents. Nonetheless, the scenario is far from plain sailing for the colleges because they also face immense competition amongst their own. Educational marketers must therefore attempt to answer some fundam- 260

3 ental questions: why do students select a particular college or university from the large number of alternatives? In evaluating the many options available to them, how would students (and their sponsors) come to a purchase decision? On what criteria would they appraise their options? These questions parallel a common marketing question: how do consumers select a particular product or service? The role of attracting consumers to a product and having those consumers make a purchase is the most important function of marketing. Colleges and universities often accomplish this function without recognizing it as a marketing application [7]. 1.2 Objectives The objectives of this study are: 1. To explore factors influencing in college decision making. 2. To determine the importance and degree of influence of these external sources of information. 3. To determine whether demographic factors influence college choice 1.3 Hypotheses Hypothesis 1 Gender and ethnicity are not likely to directly affect students' college choice decision. Hypothesis 2 The family income of students is likely to affect the college choice decision in terms of public-private institutions. The lower the average family income, the less likely students would be opting for private establishments. Hypothesis 3 Student's college choice decision is affected by the highest university academic qualification attained thus far. The higher the pre-university qualification, the more likely the student would choose public institutions. Hypothesis 4 Student s perception of various college and academic characteristics influence higher college choice decision. 261

4 2. Literature Review 2.1 Decision-making Process College/university choice has been viewed as a three-stage decision process [3, 4]. During the first stage college aspiration formation - students develop the predisposition or intention to continue their education beyond secondary level. Sometime after college aspirations are formed, students enter the second stage - search and application. At this stage, students begin to acquire information regarding the college attributes that are particularly important to them in deciding which college/university to consider attending. This phase ends when students decided to apply to a particular set of institutions. After their application and the colleges' acceptance, students enter the third-stage - actual selection and attendance. During this phase, students compare and evaluate their preferred alternatives in terms of college attributes most important to them. This phase ends with the final attendance or enrollment decision [8]. Student choice is a basic and integral part of theory and research on higher education. For unlike elementary, primary and secondary schools (to a large extent), post-secondary students have the freedom to choose [10]. They must decide whether to go to college, which college to enroll in, what to major in, which courses to take, and so on. 2.2 College Selection Criteria For service marketers, it is critical to understand which cues or attributes of the service offerings are valued most in the decision making process of current and potential customers. Students were found to select those colleges that match their selection criteria academically, socially, and financially [2]. [9] 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). [11] did a survey using a 52-item questionnaire, which resulted in the clustering of ten criteria for students selecting a college, namely: 1. Academic programmes available 2. Academic reputation of institution 3. The marketability of the degree conferred 4. Faculty contact time 262

5 5. Accreditations 6. Campus employment 7. Financial aids 8. Placement reputation 9. Completion time 10. Library size Seventeen college image components were identified in a study using students at Ball State University [2]. These components were researched by measuring the importance of each in predicting a student's selection of a college or university. Quality of education, recreational activites, educational facilities and the faculty members are some of these components. In another study by [1], twenty-nine college image components were identified in a study of university students at the University of North Alabama These components were investigated by measuring the importance of each in predicting a student's selection of a college or university. Some of these factors were convenient and accessible location, types of academic programmes, community in which college is located, and overall quality of education. In a study on service quality in higher education, [5]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) 6. Time (i.e. duration of studies) The program issues category comprises the availability of specialist programmes, 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 nationality or internationally. Physical aspects include the quality of facilities for academic, accommodation, sports, and recreation. 263

6 3. Methodology A survey was conducted using first year students at public and private universities in Klang Valley as the respondents. Convenience sampling was used as the sampling method. Enumerators were trained and hired to conduct face-face interview with these students. Questionnaires were distributed to 90 public universities and 110 private institutions students. The questionnaire was divided into two sections. The first section consisted of questions pertaining to the demographic as well as background information. The second part of the questionnaire included the semantic differential (SD) Scale on college selection criteria. Statistical Package for Social Sciences (SPSS) software was used in the analysis of primary data. Some of the descriptive statistics used include frequencies, means and percentages. Other statistical analyses used in this study were Chi-square analysis and factor analysis. 4. Research Findings 4.1 Respondents' Personal Characteristics Table 1 Respondent Profile: Gender Frequency Valid Cumulative Male Female Total Table 2 Respondent Profile: Age Frequency Valid Cumulative Below and and and and above Total The breakdown of respondents by their gender, age, ethnicity, home- 264

7 tates, academic background, and institutions, appear in this section. Frequency and percentage measures are used in reporting figures. As shown on the table above, female respondents outnumbered males by 122 (or 58.1%) to 88 (41.9%) The majority of the respondents were 20 or 21 years old, (41.4%). 31.0% were 18 and 19 years old, and 15.7% are between 22 and % were 24 to 28 years old. 76.2% of the sample population were 21 or younger. Table 3 Respondent Profile: Ethnicity Frequency Valid Cumulative Malay Chinese Indian Total (or 60%) of the respondents were ethnic Chinese students. 60 respondents (28.6%) were ethnic Malay students, while 24 (11.4%) were Indians. The higher number of Chinese student respondents was purely by chance. In private colleges we surveyed, Chinese students form the bulk of student population Table 4 Respondent Profile: Academic Qualification Frequency Valid Cumulative Valid F5/SPM/O-level F6/STPM/A-level Diploma Bachelors degree Others Total In terms of the highest academic qualification attained, most students (36.2%) cited the Sijil Pendidikan Malaysia (SPM) or GCE O-levels. A sizable percentage (32.9%) has attained passes in Sijil Tinggi Pelajaran Malaysia (STPM) or GCE A-levels. (STPM was the traditional university-entry qualification benchmark in Malaysia.) 20% of the respondents have had a Diploma, mostly from private colleges. Interestingly, 6.2% of the respondents were university graduates (with bachelors degrees). These students were 265

8 mostly enrolled in public universities for the Diploma in Education course. They also form the majority of older students in our survey. 4.8% of students have other forms of qualification, notably professional qualifications or general certificates. Table 5 Respondent Profile: Monthly Family Income Frequency Valid Cumulative RM1000 or Less RM1001 to RM RM2501 to RM RM4001 to RM RM6001 or more total % of the respondents reported earning a monthly family income of between RM1,001 and RM2, % reported incomes of RM2,501 to RM4, % mentioned their family incomes exceed RM4, College Choice Decision Factors Table 6 College Choice Decision Factors Profile: Type of Diploma/Degree Conferred Frequency Valid Cumulative Certificate Diploma Advanced/HigherDiploma Bachelors degree Masters degree Others Total % of the students surveyed were enrolled in courses leading up to a bachelor degree. 20.5% would be conferred diplomas or advanced diplomas upon completing their courses. Interestingly, four respondents (1.9%) would be conferred masters degree upon graduating. 8.1% of the sample population would receive certificates or other professional accreditations on graduation. 53.8% of the respondents reported that their degrees would be confered by local (Malaysian) universities. A further 12.9% would receive their di- 266

9 plomas or degrees from local colleges and institutions. Hence, 66.7% of the sample population would in other words graduate with a local degree. 31% of the respondents would have their degrees conferred by foreign universities. Table 7 College Choice Decision Factors Profile: Institution Conferring Diploma/Degree Frequency Valid Cumulative Local College/institution Local university Foreign college/university Local branch of foreign institution Others Total Table 8 College Choice Decision Factors' Profile: Number of Visits to Institution Prior to Enrollment Frequency Valid Cumulative Once Twice More than twice Never Visited Total The majority of respondents (37.1%) reportedly never visited their present institutions prior to enrollment. 31.9% visited their institutions only once; 17.6% reported visiting twice, and only 13.3% visited their institutions more than twice. One respondent cited visiting his college 10 times before enrolling. Such extreme was, however, a misnomer. Almost all of those who reported visiting their colleges more than twice only did so three or four times. An equal percentage of students (31% each) reported making up their minds to enroll in an institution within a week and between one to two weeks. 16.7% said they required two to four weeks to decide. A significant pro- portion of those surveyed (21.4%) needed more than four weeks to 267

10 decide. This seems to support the contention (Kotler, 1996) that purchasing education is a high-involvement decision. Table 9 College Choice Decision Factors' Profile: Length of Time to Make Decision Frequency Valid Cumulative Within one Week Between one and two weeks Between two and four weeks More than four weeks Total Total Table 10 College Choice Decision Factors Profile: Individual Making the Final Decision Frequency Valid Cumulative Parent(s) Yourself Sibling(s)/relative(s) Corporate body Government institution Others Total Source : Survey 75.7% of the surveyed students reportedly made the final decision to enroll in a particular institution themselves. 15.7% reported that their parents made the final decision. 5.2% said that the choice of institution was decided for them by the government. The latter were mostly students on government scholarships. Only 3.3% mentioned that the final choice was made by their siblings, relatives, corporate bodies, or others. 4.3 Factor & Cluster Analyses Factor analysis was conducted to explore the major factors considered in decision making regarding college choice. Through this analysis, five 268

11 major components were extracted from the 20 variables. These components represent % of the variance. Only factors with Eigenvalues of more than 1.00 were selected. Table 11 presents rotated sums of squared loadings of the various factors. Table 11 Total Variance Explained Initial Rotated sum of square loadings Factors Total % of variance Cumulative % Total % of variance Cumulative % , Data Analysis The first factor component as shown in the Table above explains % of the variance. Similarly, the second, third, fourth, and fifth factor components explain 15.31%, 12.71%, 8.34%, and 8.265% of the total variance respectively. Altogether, the five factor components explained % of the variance. Each of the five factor components was given a name depending on the general characteristics of the factors that fall within it. Table 12 below shows the rotated component matrix using the extraction method of Principal Component Analysis. Each of the factors having multiple values is grouped under the iteration where it has the highest value. 269

12 Table 12 Rotated Component Matrix Component Job opportunities Availability of courses Time required for completion Tuition fees Entry requirements Availability of part-time studies Marketability of degree Quality of teaching Library collection Institution s reputation Facilities Programme structure Campus size and layout Campus attractiveness Number of students Extra-curricular activities Opportunity to meet friends Campus location Scholarship/financial aid Procedure and policies Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization Data Analysis Table 13 below presents the five factor components as derived from the Varimax rotation method of factor analysis, each given an 'interpretative' name. Only sum of squared loadings of more than.300 are considered. That, however, qualifies all the variables (as their values have exceed.300). The first college choice decision factor has been named "Personal factors". The choice for this name stems from the fact that every student has his or her own set of circumstances quite independent from the others, hence the word 'personal'. There are seven variables in this factor component namely, 'Job opportunities', 'Availability of course', 'Time required for completion', 'Tuition fees', 'Entry requirements', 'Availability of part-time studies', and 'Marketability of degree'. Together, they account for % of the variance. The sec- 270

13 Table 13 College Choice Decision Factors & Variables College choice decision factor 1. "Personal factors" 2. "Academic quality & facilities" 3. "Campus" 4. "Socialization" 5. "Financial aid and procedures" Data Analysis College choice decision variables Job opportunities Availability of course Time required for compietion Tuition fees Entry requirements Availability of partätime studies Marketability of degree Quality of teaching Library collection Institution's reputation Facilities Programme structure Campus size and layout Campus attractiveness Number of students Extra-curricular activities Opportunity to meet friends Sholarship/financial aid Procedures and policies ond factor has been named "Academic quality and facilities to reflect variables such as 'Quality of teaching', 'Library collection', 'Institution's reputation', 'Program structure' and 'Facilities'. The second factor group explains 15.31% of the total variance. The third group, which represents 12.71% of the variance, is named "Campus" as it contains variables such as 'Campus size and layout', 'Campus attractiveness', and 'Number of students'. The fourth factor Socialization -- refers to extra-curricular activities on campus as well as the opportunity to meet friends. It represents 8.34% of the variance. The fifth factor includes variables such as 'Scholarship/financial aid and 'Procedures and policies'. This refers to the availability (or not) of financial support plus the ease of which to enroll in the college. This last component explains 8.265% of the total variance. 271

14 4.4 Comparison of Means The comparison of means would allow us to establish the following: 1. A ranking of the degree of influence by external sources on the college choice decision; and 2. The ranking of various variables that affect the college selection of students. Table 14 Ranking of Degree of Influence by External Sources Ranking Sources of influence Mean value 1 Sources of influence Friends & schoolmates Parents & relatives Newspapers Education fairs College promotional material College counselors & representatives School teachers Magazines Secondary school counselor 2.43 Television & radio Data Analysis Note: 5 Very influential 1 Not influential at all Table 14 above shows the ranking of the degree of influence of external sources on students' college choice decision. Friends and schoolmates appear to have the greatest influence over students in making a college choice. Parents and relatives also seem to be very influential over the decision. Newspapers and educational fairs came in third and fourth respectively. College promotional material and representatives have a moderate influence over students, ranking at fifth and sixth place respectively. Television and radio seem to have the least influence among the ten sources on students' college choice decision. Table 15 above only lists the top ten variables that influence students' college choice decision. Students appear to be very concerned about the quality of teaching, the institution's reputation, and the marketability of degree in selecting their colleges, as these three variables rank first, second, and third respectively. Job opportunities (related to marketability of degree) and tuitions fees also seem to be important considerations to the students. The lowest ranking variable (with a mean 272

15 value of 2.58) was the availability of part-time studies. This supposedly did not concern the respondents as they were all full-time. Table 15 Ranking of Variables Influencing College Choice Decision by Importance: Top Ten Factors Variables influencing college choice Mean value 1 Quality of teaching Institution's reputation Marketability of degree Job opportunities Tuition fees Program structure Time required for completion Facilities Availability of courses Entry requirements 3.86 * Other lower-ranking (i.e. less influential) factors have been left out. Data Analysis Note: 5 Very important 1 Not important at all 4.5 Cross-Tabulations & Chi-Square Tests Hypotheses Testing Hypothesis 1 Gender and ethnicity are not likely to affect students' college choice decision. As Table 18 shows, the significant values from the Chi-square test were significant since they are lower then 0.05 (or 95% confidence interval). We therefore may conclude that Hypothesis 1 is supported, i.e. gender and ethnicity are not likely to directly affect students' college choice decisions. Hypothesis 2 The family income of students is likely to affect the college choice decision in terms of public-private institutions. The lower the average family income, the less likely students would be opting for private establishments. The Chi-square analysis in Table 17 above shows significant relationship between income levels and the choice of colleges. Particularly, the lower income group would more likely opt for public institutions. The higher income group was more likely to choose private education. This provides su- 273

16 pport for the Hypothesis 2. Table 16 College Choice by Gender and Ethnicity Variables Public. Inst. Private Inst. Chi-square Significance Gender Male Female Ethnicity Malay Chinese Indian Table 17 College Choice by Family Income Variables Public Inst. Private Inst. Chi-square Significance Family income <RM RM RM RM >RM Hypothesis 3 Student's college choice decision is affected by the highest pre-university academic qualification attained thus far. The higher the pre-university qualification, the more likely the student would choose public institutions. Table 18 College Choice by Pre-University Academic Qualification Variables Public Inst. Private Inst. Chi-square Significance Qualification SPM/O level STPM/Ä level Diploma 2 40 Bachelors 13 0 Others 2 8 The significance value (0.112) as shown in Table 18 above indicates that Hypothesis 3 cannot be supported. Statistically, it cannot be proven that students with higher pre-university qualifications would choose public instit- 274

17 utions over private establishments. However, at a glance, we see that more students with STPM/A-level chose public universities instead of private ones; and more students with only SPM/O-level qualifications chose private colleges instead. Hypothesis 4 Student's perception of various college and academic characteristics influence his/her college choice decision. Table 19 Chi-Square Results of College Choice Decision by Various College Characteristics Charateristics Chi-square Significance Institution's reputation Library collection Facilities* Quality of teaching Procedures and policies* Scholarship/financial aid Availability of courses Time required for completion Tuition fees Job opportunities Programme structure Entry requirements* Availability of part-time studies Campus location Campus size and layout Campus attractiveness Number of students Extra-curricular activities* Opportunity to meet friends Marketability of degree * Statistically significant factors Table 19 above presents a summary of the results of cross-tabulating each characteristic with students' choice decisions. Four items were shown to be statistically significant in affecting college choice decision. The four items are: Facilities 275

18 Procedures and policies Entry requirements Extra-curricular activities This result supports hypothesis 4 by showing the significance of various college characteristics in influencing the choice of college. In other words, it proves that the decision to enroll in a particular college depends on more than one factor. 5. Discussion on Findings & Conclusion 5.1 Major Findings It was found that students with only SPM qualification mostly opted for private institutions of higher learning. This is understandable as usually public universities only accept candidates with STPM qualification. Students with STPM however, mostly chose public universities (78.26%). Most students have not visited their institutions prior to enrollment. 31.9% says they paid only one visit to their colleges. 61.9% of students made their decision to enroll in a college within two weeks. About 31% each said they decided to enroll within one week, and another 31% mentioned making decision between one to two weeks. In terms of gathering information about their colleges, 84.3% reported gathering the information themselves. A significant proportion (31.9%) also relied wholly or partially on friends in gathering information. Parents, siblings, and relatives do not seem to play a major role in gathering information for most respondents. Five factors, explaining 61% of the total variance were identified. These factors were named Personal, Academic Quality and Facilities, Factors, Campus, Socialization, and Financial aid and procedures. A ranking of means revealed that friends and schoolmates, parents and relatives were some of the sources of influence on students college choice decision making. Newspapers were found to be more influential relative to television and radio. Hypothesis 1 was supported whereby gender and ethnicity are proven not likely to affect students' college choice decision. Hypothesis 2 is also supported whereby the income of the student's immediate family is likely to affect the college choice decision in terms of public-private institutions. Respondents from the lower family income group are less likely to enroll in pri- 276

19 vate institutions. There is a significant bias in students from higher income families enrolling in private establishments. Hypothesis 3 is rejected. It cannot be proven that the college choice decision is affected by the highest preuniversity academic qualification thus far attained by the student. There is no significant support for the premise that students with higher academic qualifications would choose to enroll in public universities. Hypothesis 4 was partially supported with the findings that factors such as facilities, procedures and policies and entry requirements are some of the significant factors influencing college choice. 5.2 Implications The Government, desirous of turning Malaysia into a center of excellence for education, has taken momentous strides in liberalizing the educational services industry by encouraging competition amongst operators in public as well as private sectors. The effect of this effort is not just the setting up of more institutions of higher learning, it has also witnessed greater participation of Malaysians regardless of their ethnicity and gender, particularly the younger generation, in tertiary education. In 1995, the percentage of year olds in tertiary education was only 3.5%. In 1999, it has risen to 12%. By 2020, the Government hopes the percentage will increase to 40%, in line with that of advanced countries. The rapid expansion and mushrooming of educational institutions is not without its problems. For one, many students and parents are complaining about the poor quality of certain programs offered at a few private colleges. Letters to the editors in our major dailies often highlight the plight of tertiary students in being unfairly treated, or worse still misrepresented, by their universities or colleges. The irresponsibility of the college operators drew wrath and scorns form a cross-section of the Malaysian public. These college operators should also be concerned with the fees charged as it was found that family income does affect college choice between public and private institutions. 84.3% of the students gather college information on their own. A large proportion also rely on friends and family members for information. As newspapers are proven to be very influential source of information, college operators should utilize this media to the fullest possible. Television and radio are proven to be less influential in students' college choice decision. It may well be as students usually pour through written material in getting information on higher education. Besides, education fairs and nationwide tours by college representatives are also important sources of information for pot- 277

20 ential students. The frequency of such events that would provide the greatest impact is hard to tell, but a conservatively suggestion of one nationwide tour every year, and three education fairs would in our opinion be a good start. This research has also indicated what students actually value in selecting a college to enroll in. In particular, the quality of teaching, institution's image, and campus surroundings must all be considered by college operators in attracting students. Preparing to give what students want is the first step in applying marketing concepts to higher education. 5.3 Research limitations The sample size of 210 is considered very small compared to an estimated 340,000 students currently enrolled in institutions of higher education. Furthermore, samples were only drawn from university and college students from the Klang Valley, which may not be representative of tertiary student population in Malaysia as a whole. Data gathering used the convenience sampling method, whereby students were approached personally by the interviewers. This technique has been criticized by many researchers as not being accurate and representative of the entire population. Although extreme care has been taken not to cause business to the sampling process, a strong element of subjectivity is still present. The construct of influence on college choice decision is one which is very difficult to define, much less to measure. The way the questionnaire was worded may actually skew the answers of the respondents. This study is mainly descriptive in nature, as intended. The important aspects of college choice decision affecting post-purchase behaviour, academic achievements, and satisfaction levels were not examined. 5.4 Implications for Future research This study has effected more questions than answers. It is an encouraging sign that more research into this area should be carried out in the near future. In particular researchers can look into other aspects of the student decision-making process, including personal factors, family background, academic achievements, and other considerations. The causal relationship between college choice and post-purchase behaviour, academic achievements, and satisfaction levels, can also be examined. Similarly, more constructs can be defined and measured in follow-up studies. As this research is meant for exploratory purposes, we believe that a wealth of other follow-up studies can and should be carried out. In particular, more studies in this field need to be conducted before a clearer picture of the education industry in Malaysia emerge. 278

21 5.5 Conclusion As education strongly reflects and affects the soundness of the nation, we should thus try to understand it better. The burgeoning industry that we now witness today is the result of a greater awareness and need for higher learning and achievement. That greater need and awareness is very much a part of human striving to perfect oneself and to self-actualize. As our nation progresses towards its coveted dream of developed statehood, education (and in particular tertiary education) plays a major role in its actualization. Therefore, problems faced within the current system, such as the questions of cost, quality, creativity, and morality, must be solved quickly yet effectively. Academicians and policy makers must be careful in their planning and implementation of national education objectives so that we can continue to produce generations after generations of useful, knowledgeable, upright. and competent citizens. On a smaller scale, universities and colleges, being the front-runners and implementers of national educational objectives, must be made aware of their significant roles and responsibilities in moulding the new generation of professionals, leaders, planners, technocrats, operators, and more. Another important task in assisting national development is to stem the outflow of foreign exchange to support the thousands of Malaysian students abroad. There is also strong possibility of attracting foreign students to our shores, thus reversing the outflow of funds and reduce our service deficit. In doing all these, university and college authorities must be aware of students' needs and college selection criteria. Only then can their actual needs be catered for. Through this study, students have shown that they are amiable to and satisfied with local tertiary education. Nevertheless, many of them expressed the desire to see improvements in quality of teaching, social life, and facilities. Besides, the ubiquitous factors of costs, duration of studies, and academic quality are also important considerations for students and their families. Our policy planners should take these omni-present factors into consideration in providing a better deal for students in Malaysia. College and university authorities too should strive to ensure that students are given a holistic education and not just a paper qualification. Only then can we boast of a worldclass education system and achieve the spirit of Malaysia Boleh!" In conclusion, this study is an early attempt to explore the wide fields of Malaysian education scene, particularly from the viewpoint of immediate customers, the students. It is hoped that follow-up studies would provide more coverage relative to the findings of this research. 279

22 References [1] Absher, K. G., G. Crawford, K. P. Gatlin Identifying college selection factors among students of a regional university. Southwest Business Symposium Proceedings [2] Brown, J. D Identifying benefit segments among college students. The Journal of College Admission (Spring) [3] Hossler, D. R., K. S. Gallagher Studying student college choice. A three-phase model and the implications for policy-makers. College and University 62 (3) [4] Jackson, T. J Bolstering graduate school enrollments through effective use of alumni. College and University 60 (3) [5] Joseph, M. B., J. B. Ford Importance-performance analysis as a strategic tool for service marketers: The case of service quality perceptions of business students in New Zealand and the USA. The Journal of Services Marketing 13 (2) [6] Kotler, P Applying marketing theory to college admissions. In College Entrance Examination Board (ed.). A Role for Marketing in College Admission New York: College Entrance Examination Board. [7] Pate, W. S., Jr Consumer satisfaction, determinants, and post-purchase actions in higher education: A model to guide academic managers. College and University [8] Paulsen, M. B College choice: Understanding student enrollment behavior (ASHEÄERIC higher education report No. 6). Washington, DC: The George Washington University. School of Education and Human Development. [9] Plank, R. E., L. Chiagouris Perceptions of quality of higher education: An exploratory study of high school guidance counselors. Journal of Marketing for Higher Education 7 (1) [10] St., E. P. John. 1990a. Price response in enrollment decisions: An analysis of the high school and beyond sophomore cohort. Research in Higher Education 31(2) [11] Webb, M. S., R. L. Coccari, A. Lado, L. C. Allen, A. K. Reichert Selection criteria used by graduate students in considering doctoral business programs offered by private vs. public institutions. Journal of Marketing for Higher Education 8 (1)

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