An investigation into international postgraduate students’ decision-making process

Abstract

This paper analyses the student decision-making model for international post graduate students with a concentration of consumer service marketing principles. Using a Grounded Theory approach, exploratory techniques (focus groups) it investigates qualitatively why the United Kingdom (UK) is the destination choice, the rationale for the programme of study and the feelings of these students as they have progressed throughout the whole of the service consumption period. The longitudinal study incorporated focus groups with a sample size of 35 MBA students with each participant contributing four times over an eighteen months period and seven sets of focus groups were held making a total of 28 focus group sessions (Table 1). Results found that uncertainty and shock in the initial periods were followed by more positive experiences later in the consumption process. Being a post graduate (PG) student can be challenging as tutors presume there is a prior awareness of the UK Higher Education (HE) learning environment and this was certainly not the case. Consequently students had felt intimidated earlier on but as the consumption process progressed and they started to experience their modules and learn, their confidence grew, because they had found their voice.

Understanding Postgraduate Student Preferences for University Choice in Zambia: The Case of ZCAS University

“…Other influencers of postgraduate student choice include alumni, employer, and parents, each accounting for 3% of total references. The influencers identified in this study are comparable to those unveiled by other researchers such as (Moogan, 2018), (Towers & Towers, 2018), (Nyaribo, Prakash, & Owino, 2012), although the degree of influence is different. Parents, for example, were identified as more prolific influencers of student choice compared to the case at ZCAS University (Moogan, 2018).…”

“…The influencers identified in this study are comparable to those unveiled by other researchers such as (Moogan, 2018), (Towers & Towers, 2018), (Nyaribo, Prakash, & Owino, 2012), although the degree of influence is different. Parents, for example, were identified as more prolific influencers of student choice compared to the case at ZCAS University (Moogan, 2018). It is evident from the study that most postgraduate students in Zambia are turning to their friends and workmates and/or making the final HEI choice decisions themselves.…”

“…The review suggested the following as the most commonly consulted sources for information by prospective postgraduate students: social media such as Facebook, LinkedIn, and Instagram (Galan, Lawley, & Clements, 2015); Internet (AL-Mutairi & Saeid, 2016), and friends and family (AL-Mutairi & Saeid, 2016). Other information sources include print media (AL-Mutairi & Saeid, 2016); university agents (Moogan, 2018); and alumni, campus visit, and education expos (AL-Mutairi & Saeid, 2016). In the case of Zambia, there is no reported study in the context of the postgraduate market.…”

“…There are few reported studies on influencers of prospective postgraduate students globally. Parents have been identified as influencers of postgraduate student choice in various studies such as (Liu & Morgan, 2015), (Moogan, 2018), (Nyaribo, Prakash, & Owino, 2012) and (Towers & Towers, 2018). Other prolific influencers identified include alumni and current students (Towers & Towers, 2018), friends (Nyaribo, Prakash, & Owino, 2012), college teachers (Nyaribo, Prakash, & Owino, 2012), and university agents (Towers & Towers, 2018).…”

Australian postgraduate student experiences and anticipated employability: A national study from the students’ perspective

“…The reasons students pursue postgraduate study appear to be clearer for degrees associated with established and aligned careers. For example, the majority of MBA students appear to be motivated by the potential to broaden career options and increase earnings (Moogan, 2020). In enterprise and entrepreneurship postgraduate education, the majority of students provide rationales associated with developing entrepreneurial capabilities for management-related jobs in established companies, or to prepare themselves for self-employment or start-up ventures (Rae, Woodier-Harris, & Matlay, 2013).…”