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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
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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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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
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Table of Contents
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
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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