Chapter 9: Discussion and Conclusions
9.4 Objective two
9.4.1 University scores on the important factors
In the comparison of the positive ratings (i.e. good and excellent responses) for each factor across the universities UKZN had the highest responses for all except one factor the university is far from my home. In this case UCT’s rating was higher. The factors are discussed in order of importance, i.e. the mean scores. Mean scores indicated in the discussion below are specific to that institution.
For infrastructure of the university, (facilities e.g. library, laboratories, computer labs, accommodation etc.) Factor 13 where UKZN was given the highest mean score of 4.50. University of Cape Town was given the second highest mean score of 4.36 and followed by University of Pretoria with 4.35 for this factor. Thus the respondents perceive UKZN to be the best in this area but the other universities were very close. This the most important factor for the respondents which had a mean of 4.75. The focus group participants were particularly interested in laboratory facilities as this exposure was something that they lacked during their schooling. Many of the disadvantaged schools are known to not have any laboratories or equipment. “During the apartheid era resources were lavished on schools serving white students while schools serving the black majority were systematically deprived of qualified teachers, physical resources and teaching aids such as textbooks and stationery” (Fiske and Ladd, 2006, p.96).
For Factor 2, financial assistance (loans or bursaries) was given the highest mean score of 4.44 for UKZN. University of Zululand was given the second highest mean score of 4.24, followed by University of Cape Town with 4.13 for this factor. Thus the respondents perceive UKZN to be the best in this area too but again the other universities are very close. This factor was the second most important factor for the respondents in their selection of a university with an importance score of 4.72. There is a small difference of 0.28 between UKZN’s rating and the respondents expectation.
The issue of finance is huge for this target market. The target market for the access programme experience economic difficulties which cause much anxiety and negatively affects their academic work (Science Foundation Programme, 1998, p.7 and Schafer (2006) cited in Robotham and Julian,
2006, p.111). Repeatedly in the focus groups participants mentioned the lack of finances and its impact on their university education. The cost of fees is thus a real concern for them.
Factor 4, Vocation, i.e. the careers and qualifications offered, has the highest mean score of 4.47 for UKZN. University of Cape Town was given the second highest mean of 4.28 and this was followed by University of Zululand with a mean of 4.23. This the third most important factors for the respondents which had a mean of 4.71. There is a small difference of .23 between the target market ideal position and UKZN’s rating indicating their satisfaction with UKZN. The focus group participants were very sure of what they wanted to study and were not just interested in being a university student. They also said that they would go to the institution that offered the qualifications or career they wanted to do and also who are known to be the best in that qualification. This factor was also important for students around the world as shown in literature (Bonnema and Van der Walt, 2008, p.318 and Soutar and Turner, 2002, p.40).
Factor 5, studying at that university will lead me to employment, was given a mean score of 4.43 for UKZN. University of Cape Town was given the second highest mean score of 4.30 followed by University of Zululand with 4.26 for this factor. Thus the respondents perceive UKZN to be the best in this area. This was the fourth most important factor to respondents in their university selection with a mean of 4.66. Bonnema and Van der Walt (2008, p.318) referred to employability of a university as aspects of the institution that will enhance the chances of gaining employment after the completion of studies. This also shows a concern for long-term need fulfilment and not just the short term aspects of being a student (Bonnema and Van der Walt, 2008, p.319). This is an important area for this target market because of the financial difficulties they experience. Focus group participants expressed a strong desire to find good employment after their university studies so that they can change their financial circumstances and support their families.
For Factor 11, quality education (includes quality teaching staff) the highest rating was given to UKZN with a mean of 4.52 which was also its highest rating among all the factors. University of Pretoria was given the second highest mean score 4.34 and this was followed by University of Cape Town with a mean of 4.33. Thus the respondents perceive UKZN to be doing well in this area. In terms of importance this factor was the sixth most important with a mean of 4.61. Focus group participants felt that they could change their circumstances by having a quality education. Getting a quality education is the main reason why students attend a university and is the core aspect of the service offering (Lovelock, 1996, p.339). The teaching staff plays a huge role in affecting the
quality of the education received. According to Garden (2003, p.165) “highly qualified lecturers would be seen as an indicator of a quality university and therefore quality education. People are a vital element of the marketing mix and affect the quality of service received (McColl et al., 1998, p.20).
Factor 10, Security, was given a mean score of 4.42 for UKZN. University of Zululand was given the second highest mean score of 4.33 followed by University of Cape Town with 4.32 for this factor. Thus the respondents perceive UKZN to be the best in this area but there is still room for improvement. Security was important to the respondents with a mean of 4.54. Focus group participants said having good security would allow them to focus on their studies. Safety is a basic need. Abraham Maslow’s in his theory on the Hierarchy of Needs states that basic physiological and safety needs must first be met in order to achieve the higher needs, i.e. social, esteem and self- actualisation needs (Kotler and Armstrong, 2008, p.143).
Factor 14, seeing successful graduates of the university, was given mean score of 4.47 for UKZN.
University of Cape Town was given the second highest mean score of 4.30 followed by Universities of Zululand had a mean score of 4.29 of for this factor. Thus the respondents perceive UKZN to be the best in this area. This was an important factor for the respondents with a mean of 4.47. Having successful graduates can be a strength and achievement of an institution which can separate them from others. This is important for its positioning and can help create the “distinctiveness”
(McDonald and Payne, 1996, p.97) it needs for a service.
In Factor 1, communication from university UKZN had a mean score of 4.42 for UKZN regarding this factor. The next highest rating for this factor was given to University of Zululand who had a mean score of 4.23 followed by University of Pretoria with 4.20. Thus the respondents perceive UKZN to be the best in this area. According to Joseph and Joseph (1998, p.95) “promotional activities developed by tertiary institutions should support their market positioning and reflect the importance of the value of education and degree (content and structure) attributes”. This is reflective in the university’s communication through written information such as posters, brochures, letters, and presentations by a university staff or other forms of advertising. As discussed earlier this was an important factor for the respondents with a mean of 4.4. Participants from the focus group indicated that this would influence them in which university to attend.
Positive feedback from university students attending that university, Factor 6, was given mean score of 4.31 for UKZN. University of Zululand was given the second highest mean score of 4.10 followed by University of Cape Town with 4.05 for this factor. Thus the respondents perceive UKZN to be the best in this area. In terms of importance factor had a score of 4.34. The focus group participants felt that the university students would not lie to them and therefore their opinion could be trusted.
Reputation of the institution, which was Factor 3, was given a mean score of 4.29 for UKZN.
University of Cape Town was given the second highest mean score of 4.14 followed by University of Pretoria with 4.08 for this factor. Thus the respondents perceive UKZN to be the best in this area.
This factor was important to the respondents with a mean of 4.29. The focus group participants also felt that the reputation of the institution would help them when they are searching for a job. They also spoke about their parents being unwilling to send them to a university with a bad reputation especially where there is violence etc. occurring. Veloutsout et al. (2004p.161) suggests that “this is usually related to the earlier performance of the institution rather than its current performance, structure and offering”. The reputation of the institution speaks of the performance of the institution, quality, history, legitimacy, staff and its general management.
Factor 15, the university will allow me to be independent, was given a mean score of 4.39 for UKZN. University of Zululand was given the second highest mean score of 4.36 followed by University of Cape Town with 4.27 for this factor. Thus the respondents perceive UKZN to be the best in this area.In terms of importance this factor scored 4.24. Participants from the focus group explained that their time at university would be when they want to grow and learn to do things for themselves. They would also be away from home making it an appropriate time to mature and learn to be more independent.
Factor 12, sports, was given a mean score of 4.31 for UKZN. University of Zululand was given the second highest mean score of 4.22 followed by University of Pretoria with 4.18 for this factor. Thus the respondents perceive UKZN to be the best in this area. Bonnema and Van der Walt (2008, p.318) explain that sporting includes the opportunities for and the quality of sport at the institution.
Respondents had indicated this was important to them and this scored 3.92. Focus group participants were divided regarding whether sports was important to them. According to Bonnema and Van der Walt (2008, p.321) a university being sporting also includes the social aspects such as being in a team and meeting people.
For quality of life while studying (university atmosphere, entertainment or being with friends studying at the same university, Factor 9, the ratings of the universities exceed the respondents ideal position, i.e. the importance of it which had a mean of 3.57. UKZN was rated the highest with a mean of 4.14. University of Zululand was given the second highest mean score of 4.11 followed by University of Cape Town with 4.01 for this factor. Thus the respondents perceive the universities to be great in this area. The surroundings and available facilities becomes important as students will spent a few years of their lives living in the area (Chapman, 1981, Coccari and Javalgi, 1995 cited in Veloutsou, 2004, p.162). There were mixed views from focus group participants concerning entertainment, some felt this was important whilst others felt that it was not the purpose of them coming to university.
Apart from distance from home none of the negative ratings for any of the universities were significantly high. Although UKZN stands out from other institutions in all but one factor, there is still room for improvement in these areas. However the other universities had very close scores to UKZN. There is possibly proximity or familiarity bias for UKZN.