Choosing transfer institutions: examining the decisions of Texas community college students transferring to four-year institutions

Jabbar, Huriya; Edwards, Wesley

doi:10.1080/09645292.2019.1690636

Cited by 2 publications

(2 citation statements)

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“…This study aims to fill the gap by proposing a conceptual model of experiential marketing, Islamic branding and WOM. This model is based on the college decision theory, which says that potential students choose universities based on experiential marketing in the form of learning activities and educational services (Daftary et al , 2020; Raub et al , 2017), the branding of an educational institution in the form of the quality and added value of higher education in particular (Jabbar and Edwards, 2019; Lent et al , 2017; Yi et al , 2020) and word of mouth from colleagues in the form of recommendations and positive information (Bruni-Bossio and Delbaere, 2021; Kaye et al , 2010). This research is so crucial because Muhammadiyah, through its higher education institutes, supports the Indonesian government from having to teach its people.…”

Section: Introductionmentioning

confidence: 99%

Experiential marketing and Islamic branding: a new perspective on college decision in Islamic higher education

Ambarwati,

Sari

2023

JIMA

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Purpose This study aims to determine the effect of Islamic branding, experiential marketing and word of mouth on college decisions and to find marketing strategies through strengthening Islamic branding based on experiential marketing to increase the number of students at Muhammadiyah-Aisyiyah Higher Education. Design/methodology/approach This study used a quantitative method, with data collection carried out using a survey method by giving questionnaires to respondents. The respondents' criteria are active students, at least in semester three, who have studied at Muhammadiyah-Aisyiyah Higher Education in Indonesia, using a sampling technique with accidental sampling. Data analysis used Partial Least Square - Structural Equation Modeling to determine the estimated results or model predictions. Findings The results showed a significant direct effect of experiential marketing, Islamic branding and word of mouth on college decisions. There is an indirect effect between experiential marketing and Islamic branding on college decisions through word of mouth, but the word-of-mouth variable could not mediate the relationship between experiential marketing and Islamic branding on college decisions perfectly. Research limitations/implications The limitation of the results of the study is that it uses respondents who are and have participated in learning activities on the Muhammadiyah-Aisyiyah Higher Education, where the Muhammadiyah-Aisyiyah Higher Education has added value compared to other private campuses. The added value on the Muhammadiyah-Aisyiyah Higher Education is the overall learning activity based on Kemuhammadiyahan Islam in Indonesia. Islam Kemuhammadiyahan is the identity of the Islamic branding strategy on the Muhammadiyah-Aisyiyah Higher Education, which is only owned by the Muhammadiyah-Aisyiyah Higher Education. Practical implications This study recommends marketing strategies through strengthening Islamic branding based on experiential marketing to increase the number of students at Muhammadiyah-Aisyiyah Higher Education. Originality/value The novelty of this research is the addition of experiential marketing and Islamic branding variable measurements on word of mouth and college decisions, especially prospective students to study at Islamic Higher Education in Indonesia.

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Section: Introductionmentioning

confidence: 99%

Experiential marketing and Islamic branding: a new perspective on college decision in Islamic higher education

Ambarwati,

Sari

2023

JIMA

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“…Students who need to develop TSC may leverage both formal and informal processes at both the sending and the receiving institutions. For example, TSC can be gained through interactions with peers, previous transfer students, friends, family, faculty members, high school staff, community college staff, and pre-transfer advisors; it can also be gained through coursework, pamphlets, websites, or other official sources ( Townsend, 1995 ; Tovar, 2015 ; Laanan and Jain, 2016 ; Starobin et al, 2016 ; Jabbar et al, 2019 ; Mobley and Brawner, 2019 ; Rodriguez et al, 2019 ; Dang, 2020 ; Hayes et al, 2020 ; Jabbar and Edwards, 2020 ; Lukszo and Hayes, 2020 ; Schudde et al, 2020 ). Through these formal (institutional) and informal (social/cultural) sources, transfer students gain information necessary to navigate the transfer process, such as which courses to take at the community college in order to ensure seamless transfer of credits to their destination college, or when and how to complete an application to that college.…”

Section: Introductionmentioning

confidence: 99%

“Like a Freshman Who Didn’t Get a Freshman Orientation”: How Transfer Student Capital, Social Support, and Self-Efficacy Intertwine in the Transfer Student Experience

et al. 2021

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Community colleges and other open-access two-year campuses provide an important pathway to higher education; however, a surprisingly small proportion of these students successfully transfer to and graduate from a bachelor’s degree-granting institution. The present study examined barriers and challenges students faced as they built their sense of self-efficacy as transfer students. We conducted interviews with 65 prospective or recent transfer students, including “internal” transfers (moving from an open-access predominantly two-year campus to their university’s flagship campus) and “external” transfers (moving from a community college to the university’s most selective campus). Our results indicate that both internal and external transfer students experienced challenges in terms of obtaining accurate information about transfer (transfer student capital, or “TSC”), but these challenges were easier to overcome for internal transfers, in part due to their social support networks. While both sets of transfer students utilized social support networks as an informal source of TSC, internal transfer students reported a more extensive social support network. Gaining accurate information about transfer and being supported by members of their social networks seemed to boost self-efficacy for transfer as well as adjustment during the post-transfer experience period. Recommendations for sending and receiving institutions are provided.

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Choosing transfer institutions: examining the decisions of Texas community college students transferring to four-year institutions

Cited by 2 publications

References 50 publications

Experiential marketing and Islamic branding: a new perspective on college decision in Islamic higher education

Experiential marketing and Islamic branding: a new perspective on college decision in Islamic higher education

“Like a Freshman Who Didn’t Get a Freshman Orientation”: How Transfer Student Capital, Social Support, and Self-Efficacy Intertwine in the Transfer Student Experience

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