The findings of this research showed that the overall positioning of the Foundation Program is not aligned with the needs of the target market. Recommendations were made to improve the Foundation Program's position in the minds of the target market.
Introduction
- Introduction
- Background and Context
- Research Question
- Research objectives
- Anticipated Contribution
- Overview of the dissertation
An overview is provided of the Foundation Program within the Center for Science Access (CSA) at the University of KwaZulu-Natal (UKZN). Chapter 10 makes recommendations to improve the positioning of the Foundation Program at UKZN.
Positioning Theory as a Theoretical Framework for the Research
- Introduction
- Positioning in Marketing Strategy
- Positioning and Competitive Advantage
- Importance of Positioning
- Bases for Positioning
- The Positioning Process
- Techniques in Positioning Research
- Positioning in the Marketing Mix
- Conclusion
Positioning is the image that the product or service has in the consumer's mind” (Schiffman and Kanuk, 1997, p.171). Kotler and Armstrong (2004, p.259) define a product position as “the way the product is defined by consumers based on key attributes – the place the product occupies in the world.
Services and Education as a Service
- Introduction
- Definition of a service
- Marketing Strategy for Services
- Positioning a service
- Services Marketing Mix
- Positioning of a University
- Conclusion
In addition to the traditional marketing mix of the four Ps, the service marketing mix includes people, physical evidence and processes (Zeithaml and Bitner, 2003, p.24). Too high prices can create expectations that may be difficult to match in service delivery (Zeithaml and Bitner, 2003, p.484).
Science Access Education in South Africa and the UKZN Foundation Programme
Introduction
The History of Science Access Education in South Africa
In addition to the history of the apartheid education system in South Africa, there is also a shortage and need to increase the number of science graduates. There has also been a significant increase in the number of accessible programs in science.
Foundation or Access Programmes for Science Education
University of the Witwatersrand University of the Witwatersrand College of Science Cape Peninsula University of. University of Pretoria University of Pretoria Foundation Year Program in Mathematics and the Basic Sciences UPFY.
Competition
University of Western Cape University of Western Cape Science Foundation Program University of the Witwatersrand University of the Witwatersrand Engineering Foundation. North West University University of Potchefstroom OPIPUK Academic Support Program for Engineers Rhodes University Rhodes University Science Foundation Program University of Cape Town University of Cape Town General Entry Program i.
Overview of the Foundation Programme at UKZN
The presentation of the Foundation Program on the Westville campus and the presentation of the Supplemental program can be a form of internal competition according to the Head of the KSA (Kioko, 2008). Since its inception, the Foundation Program has been successful in producing Mathematics and Science graduates at the University of KwaZulu-Natal.
Impact of the Merger on the Foundation Programme
It should be noted that these students did not meet the university's admission requirements based on their matric results and would not have been admitted to a science degree without the Foundation programme. It is important to understand what effect this merger has on potential students in their choice of university and Foundation programme.
Financial Assistance for Access Students
According to De Villers and Steyn (2006, p.36), one of the challenges that higher education institutions face internationally is the pressure from the decrease in public funds. The tendency for students to pay more out of pocket for higher education costs is pointed out by De Villiers and Steyn (2006, p.38), who also suggest that there is therefore a need for a scheme to help the poor.
Needs of access students
In her study of the SFP students who looked at their experiences at UKZN, Keke also identified needs of the Foundation students. It is therefore important to first determine what the needs of the target market are.
Introduction of the Augmented Programme
The target market for this program is "a fraction" of those who would have been taken on the Foundation Program prior to the delivery of the Extended program at the Pietermaritzburg campus. Therefore, the researcher wants to consider the impact of the Added Program on the Foundation's objectives that have not been met.
Marketing Strategy of the Foundation Programme
The image that the CSA would like its target market to have of the Foundation Program is one of success (Kioko, 2008,). The image the CSA would like its target market to have of the Foundation Program is one of success (Kioko, 2008).
Other Research on the Foundation Programme
Therefore, it can be seen that the service marketing mix for the core program is unique and different from the regular courses. The purpose of this study is to define the image that the target market has about the Foundation program.
Problem
It would be valuable for the CSA to know where they stand in the minds of the target market and whether there is alignment with what they are trying to portray.
Conclusion
It is therefore important that CSA strategically improves the positioning of the Foundation Program at UKZN in the mind of the target market to help attract the best students and meet its enrollment targets. Also included in this chapter was a detailed discussion of the Foundation Program at UKZN and potential issues that may contribute to enrollment targets not being met.
Research Methodology
- Introduction
- Statement of the problem
- Research Question
- Research objectives
- Research Design
- Research Population Sample
- Focus Group Sample (Stage 1)
- Stage 1: Qualitative Research Design (Stage 1)
- Justification for the use of Focus Groups
- The Focus Group Interview Guide
- Focus Group Procedure
- Data Analysis
- Ethical Requirements
- Conclusion
In analyzing the data, the researcher used a content analysis approach. 2007, p.475) defines content analysis as "the process of summarizing and reporting written data - the main content of the data and their messages". Content analysis involves counting the frequencies and order of particular words, phrases or concepts to identify words or themes." (Welman et al., 2005, p.221). The numbers reported for each identified theme do not represent the number of respondents who agreed with the statement, but it represented the frequency.
Findings and Discussion: Stage 1
- Introduction
- Description of Focus Group Sample
- Presentation of Findings and Discussion of Focus Group Interviews
- Conclusion
Some of the participants agreed that the "university atmosphere" does influence their decision about which university to attend. The merger did not affect any of the participants' decision about which university to attend.
Research Methodology for Stage 2: Quantitative Survey
Introduction
Quantitative Research Design (Stage 2)
- Questionnaire Design
- Pilot Questionnaire
- Reminder about the Sample Design
- Data Collection
- Data Analysis
- Reliability of the Questionnaire
Regarding the distance of the university from home, the focus group participants were different. This question was asked to determine which channel is appropriate for CSA's target market.
Validity
Each of the components can thus be viewed as an underlying variable and the items associated with each variable form a coherent cluster. The questionnaire was seen and approved by the researcher's supervisor, who, in her capacity as an experienced researcher, determined the face validity of the instrument.
Ethical Requirements
Face validity examines whether or not an instrument is useful within the research problem being investigated; At first glance, the instrument will allow the researcher to collect data that will answer the research problem (Pietersen and Maree, 2007, p.217). Content validity examines whether or not an instrument contains a comprehensive range of items that are representative and applicable to the research problem under investigation (Cohen et al., 2007, p.137).
Conclusion
The range of items should be broad in the sense that it covers a broad category of aspects within the problem rather than having a large number of items in the questionnaire. The questionnaire included a range of items that were drawn from the literature, interviews with the CSA manager, a representative of the Ministry of Education and the Stage 1 focus group of this research, so the instrument was valid.
Findings for Stage Two
Introduction
Results of Section A
In the case of who are the breadwinners in the family or home, most of the respondents, i.e.
Results of Section B
92% of respondents indicated that financial aid (loans or scholarships or low fee costs) was somewhat important to them. Quality education (including the quality of teaching staff) was to some extent important to 85% of respondents.
Results of Section C
The largest gap was in financial aid (.28), followed by college infrastructure (.25). It is offered at both the Pietermaritzburg and Westville campuses of the University of KwaZulu-Natal.
Results of Section D
69% were unaware of the merger of the former Universities of Natal and Durban Westville into the University of KwaZulu-Natal. To this question, 79% of respondents indicated that the merger has no influence on their choice of which university to study at.
Conclusion
Discussion and Conclusions
Introduction
Background to Discussion
In the case of other university students, 58% of respondents agreed that they influenced their decision. Most respondents (66%) were not aware of an access program at the University of KwaZulu-Natal or at another university (69%).
Objective 1
- Influential Factors
The teaching staff affects the quality of the education and the service the university provides. Sometimes communication from the university creates the first impression of the institution for the prospective student.
Objective two
- University scores on the important factors
- Perceptions about UKZN’s position
- Positions held by the different universities
The University of Fort Hare was rated highest for university infrastructure with an average score of 4.14. The highest rated factor for the University of Pretoria was university infrastructure with an average score of 4.35.
Objective 3
I need laboratories was the second important need for the target market with an average score of 4.67. I need the university to make me feel welcome was the fourth important need of the target group with an average score of 4.55.
Objective 4
These are important needs of the target group and unique because of their background. Information is needed on how many members of the target market actually access and read newspapers.
Objective 5
Students from the target market also come from disadvantaged schools where they pay either no fees or a minimal amount of fees. Again this shows that UKZN is not outstanding in the area of financial assistance for the target market.
Objective 6
The merger does not seem to have had a negative impact on the perception of the target market. The merger did not have a negative impact on the perception of this target market regarding university choice, but rather on the distribution of students between campuses.
Objective 7
If the expanded program was not introduced, the core program would accept students with higher matriculation results. If the expanded program was not introduced, the core program would accept students with higher matriculation results.
Conclusion
Nor has the expanded program affected enrollment targets for the Foundation Programme, rather it has affected the "quality" of students in the Foundation Programme. Nor has the expanded program affected enrollment targets for the Foundation Programme, rather it has affected the 'quality' of students in the Foundation Programme.
Recommendations
Introduction
Recommendations in terms of the positioning strategy
Positioning Statement for the CSA
Recommendation in terms of services mix
- Product
- Price
- Place
- Promotion
- People
- Physical Evidence
- Process
Conclusion
Limitations and Recommendations for Future Research
Introduction
Limitations
Recommendations for Future Research
Conclusion
Tables referred to in Chapters 7 and 8
