FACTORS THAT INFLUENCE STUDENT’S DECISION TO PURSUE, SUSTAIN OR TERMINATE THEIR RELATIONSHIP WITH THE UNIVERSITY

Dominic Osei-Boakye, Isaac Boakye

Abstract


The overall purpose of the study is to determine key factors that influence students in the quest to continue their relationship with their university or to quit. The study employed the use of the descriptive design. Data was collected from three private and public universities in Ghana. These were to ensure equal representation from both sectors. The study used standardized questionnaires as the main source of data collection instrument. In terms of the analysis of data, the study employed the use of the statistical package for social sciences version 21. Both descriptive and inferential statistics were used. it is evident that fulfilment was significant in determining student continues relationship with university (β= 0.713, p=0.014). Furthermore, the table also reveals that there was a positive and significant relationship between maximum academic support individuals had and their continuous relationship with university (β= 0.511, p=0.000). Thus, maximum academic support individuals had was significant to their investment behavior after controlling for all other demographics. This was in line with the assertions of Tandoh (2011) when he indicated that factors such as fulfilment, reward for hardwork, fulfilment and the likes can affect hugely the continuous relationship with university by individuals.

Article visualizations:

Hit counter


Keywords


student decision making, relationship, university

Full Text:

PDF

References


Danneels, E. (2003). Tight-loose coupling with customers: The enactment of customer orientation. Strategic Management Journal, 24, 559– 576.

Delucchi, M., & Korgen, K. (2002). We’re the customer – We pay the tuition: Student consumerism among undergraduate sociology majors. Teaching Sociology, 30(1), 100 –107.

Desai, S., Damewood, E., & Jones, R. (2001). Be a good teacher and be seen as a good teacher. Journal of Marketing Education, 23(8), 136 –144.

DeShields, O. W. Jr., Kara, A., & Kaynak, E. (2005). Determinants of business student satisfaction and retention in higher education: Applying Herzberg’s two-factor theory. The International Journal of Educational Management, 19(2/3), 128 –139.

Driscoll, C., & Wicks, D. (1998). The customer-driven approach in business education: A possible danger? Journal of Education for Business, 74(1), 58 – 61.

Eagle, L., & Brennan, R. (2007). Are students customers? TQM and marketing perspectives. Quality Assurance in Education, 15(1), 44 –60.

Edmunson, M. (1997). On the uses of a liberal education as lite entertainment for bored college students. Harper’s. Retrieved from http://www.ljhammond.com/essay.htm

Emery, C., Kramer, T., & Tian, R. (2001). Customers vs. products: Adopting an effective approach to business students. Quality Assurance in Education, 9(2), 110 – 115.

Fowler, F. J. Jr. (2009). Survey research methods (4th ed.). Thousand Oaks, CA: Sage.

Franz, S. (1998). Whatever you do, don’t treat your students as customers! Journal of Management Education, 22(1), 63 – 69.

Goodwin, J. C. (2009). Research in psychology: Methods and design. Crawfordsville: John Wiley.

Greenberg, M. (2004). A university is not a business (and other fantasies). EDUCAUSE Review, 39(2), 10– 16. Retrieved from http://www.educause.edu/ero/article/university-not-businessand-other-fantasies

Hamel, G., & Prahalad, C. K. (1994). Competing for the future. Harvard Business Review, 72(4), 122– 128.

Helms, S., & Key, C. H. (1994). Are students more than customers in the classroom? Quality Progress, 27(9), 97 –99.

Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27(1), 53 –64.

Holbrook, M. B. (2004). Gratitude in graduate MBA attitudes: Re-examining the business week poll. Journal of Education for Business, 80(1), 25 – 28.

Holbrook, M. B. (2005). Marketing education as bad medicine for society: The gorilla dances. Journal of Public Policy & Marketing, 24(1), 143 – 145.

Holbrook, M. B. (2007). Objective characteristics, subjective evaluations, and possible distorting biases in the business-school rankings: The case of U.S. News & World Report. Marketing Education Review, 17(2), 1 –12.

Holbrook, M. B., & Hulbert, J. M. (2002). What do we produce in the “Knowledge factory” and for whom? A review essay of The Knowledge Factory by Stanley Aronowitz. The Journal of Consumer Affairs, 36(1), 99– 126.




DOI: http://dx.doi.org/10.46827/ejmms.v6i3.1152

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Dominic Osei-Boakye, Isaac Boakye

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2015-2018. European Journal of Management and Marketing Studies (ISSN 2501 - 9988) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.