Carry-over effects in perceptions of educational value

Abstract

The marketisation of higher education has led to the need for universities to apply marketing concepts normally associated with commercial markets to the educational context. Consumer value, which considers how consumers perceive the outcomes of their consumption experiences, is one such concept. This study examines the impact that students' perceptions of educational value at a specific point in time have on subsequent evaluations of value during a one-year programme of study. Data were collected from a matched sample of 45 postgraduate students at three time points, and the resultant data were analysed using partial least squares. The results confirm the presence of carry-over effects in perceptions of value and indicate that, during the consumption experience, there is re-formulation, modification and adjustment in students' perceptions of value. The findings demonstrate the temporal nature of perceptions of educational value, and offer new insights for education managers in understanding the student consumption experience.

Was it worth it? A qualitative exploration into graduate perceptions of doctoral value

“…In almost all cases, these perceptions became more positive as the applicability of the skills gained, and status afforded by the doctorate, became more apparent. Changes in perceptions of educational value in undergraduate study have been identified (Kalafatis & Ledden, 2013), but our results are the first to suggest an increase in perceived doctoral value over time.…”

“…Postgraduates in HE may experience changing value perceptions affected by social and cultural factors, in addition to economic reward (Kalafatis & Ledden, 2013). Despite much media commentary on the subject, very little research explores the contextual factors of personal, social, and cultural value that individuals derive from the doctorate (Raddon & Sung, 2009), and the intellectual perspectives they develop (Boulos, 2016;Pitt, 2008).…”

“…The wider marketisation of the global HE sector distorts the individual's perspective of value, reducing it to the more transactional view of 'economic value' apparent in undergraduate education, and which appears to be progressing to postgraduate level analyses (Kalafatis & Ledden, 2013). For example, UK policies on doctoral education, such as doctoral loans available in the 2018-2019 academic year (DofE, 2017), emphasise the value of doctoral graduates to the employer and economy, over that of the individual and society.…”

International Students’ Experiences at a Saudi University and Academic Leaders’ Perceptions Regarding Them

“…While the international perception over the last century has been that the United States' culture of innovation and its university system's emphasis on private-public partnership has created the best higher education system in the world, this perception is changing [8]. Perceptions of quality and value are not static and are highly influenced by changes in stakeholder perceptions of success, shifts regarding competitive forces within markets, and new social attitudes [3,[9][10][11][12][13][14][15][16][17][18][19][20][21][22]. For example, while conceptions of "quality" and "value" in the service industry are based upon previous experience, personal expectations, and institutional image, in higher education, they may derive from institutional reputation, esteem of research, the volume of work published, and postgraduate employability rates [23].…”

The impact of leadership style and corporate social responsibility practices on financial performance: Evidence from Textile industry ,

“…2. Use of both formative construct and reflective variables (Kalafatis & Ledden, 2013). CSR practices are modeled as a formative variable, 2nd order-factor including 6 aspects forming at lower level form and financial performance is also a formative variable, 2nd order-factor consists of 2 aspects forming at lower level.…”