Sustained Student Enrolments at a Historically White South African University: A case study of Rhodes University

Imenda, S. N.; Kongolo, Mukole

doi:10.1080/1360080022000013536

Cited by 9 publications

(4 citation statements)

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“…Each of the empirical research papers selected was subjected to a review by the researchers using a standard framework to extract key information about: country of origin, the size and type of sample, the data collection method, the background and 1) UK ( 14) USA ( 8) Hung et al (2000), Patitu (2000), Harker et al (2001), Imenda and Kongolo (2002), Price et al (2003), Bornholt et al (2004), Dawes and Brown (2004), Imenda et al (2004), Menon (2004) Ireland (1) the Netherlands (3) UK (3) USA (3) Oosterbeek et al (1992), Davies and Guppy (1997), Bratti (2002), Hagy and Staniec (2002), McGregor et al (2002), Leslie (2003), Sá et al (2004), Thomas (2004), Drewes and Michael (2006), Gormley and Murphy (2006), Siegfried and Getz (2006) context of the research, the theoretical basis for the research and the key findings. Researchers aimed to select papers from across the world and not focus only on papers from the USA and the UK, nonetheless the papers are predominantly but not exclusively from the USA and the UK.…”

Section: Review Methodsmentioning

confidence: 99%

“…Considerable research on university choice also relies on arguing that increasing competition for international students as a result of globalisation (Mazzarol and Soutar, 1999;Czarniawska and Genell, 2002) necessitates research in the field of choice better to understand the choice process and associated factors. Changes in funding arrangements and concerns about the rising cost of tuition fees (Hemsley- Brown and Oplatka, 2006) are also provided as the rationale for research on choice, and aligned with these concerns are topics such as employability post-university (Imenda and Kongolo, 2002;Imenda et al, 2004) future earnings (Strayer, 2002) and student performance (Bratti, 2002). Concern about equal access to higher education has led to a number of papers which focus on social inequality, for example Baker and Brown (2007), and these studies are particularly prevalent in the UK, whilst in the USA studies on equality of access for non-white racial groups is a well-research field (Hagy and Staniec, 2002;Thomas, 2004).…”

Section: Introductionmentioning

confidence: 99%

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University choice: what do we know, what don’t we know and what do we still need to find out?

Hemsley‐Brown

Oplatka

2015

International Journal of Educational Management

113

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University choice: what do we know, what don't we know and what do we still need to find out? Jane Hemsley-Brown Izhar Oplatka Article information: To cite this document: Jane Hemsley-Brown Izhar Oplatka , (2015),"University choice: what do we know, what don't we know and what do we still need to find out?" AbstractPurpose -The purpose of this paper is to systematically document, scrutinise and critically analyse the current research literature on higher education choice to: establish the scope of the studies; map the factors associated with choice; identify the key strengths and weaknesses in the research literature; critically analyse the extant research and make recommendations for further research in this field. Design/methodology/approach -The authors conducted extensive searches of relevant and education and management databases. The search is limited to publications between 1992 and 2013 and is intended to cover national and international research. The review is based on 75 papers which focus on institutional choice, assembled on an Excel database (45 surveys, 13 secondary data studies, one experimental study, two longitudinal studies, 11 qualitative studies and three studies that use both qualitative and quantitative techniques). Findings -Results are presented under thematic headings which emerged from the analysis: first, demographics and academic factors; second, factors which relate to the institution: quality, outcomes and benefits, facilities, and characteristics of institutions. Finally factors which affect both the institution and the students: price and price sensitivity, information and information sources, and travel and geographical factors are considered. Originality/value -Comprehensive analysis of prior research in the field of institutional choice is long overdue. Theoretical models for future research are presented as a result of the findings.

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Section: Review Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

University choice: what do we know, what don’t we know and what do we still need to find out?

Hemsley‐Brown

Oplatka

2015

International Journal of Educational Management

113

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“…A review of the literature shows that limited studies have been carried out to measure the high school learner's information needs regarding further study (Bruwer, 1996;Gaika, 2002;Imenda and Kongolo, 2002). Certain studies have focussed on the perceptions of students attending a university or a Technikon.…”

Section: Introductionmentioning

confidence: 99%

Information and source preferences of a student market in higher education

Bonnema

Waldt

2008

International Journal of Educational Management

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Purpose -Marketing communication practitioners in higher education have not yet identified specific subgroups with similar characteristics within the prospective student (target) market, and do not always know which preferred sources learners consult when deciding on a tertiary institution for further or higher education. In addition, little is known about prospective students' information needs when deciding which institution to attend. As a result many tertiary institutions still use one message in one medium for all target markets. The aims of this paper are: to determine if sub-groups exist within the student recruitment market that need tailor made persuasive messages; to determine the preferred sources of information gathering for prospective students that influences their choice of tertiary institution; and to determine the information needs of prospective students that influence their decisions to select an institution of higher education.Design/methodology/approach -A stratified random sample of 19 schools was drawn, from which a total of 716 successfully completed questionnaires were used to conduct factor and cluster analyses to determine information needs and source preferences of these respondents.Findings -Ten factors under the VARCLUS procedure with high eigen values were grouped together with the following labels: university, college, employability aspects, course content, student experience, sporting aspects, financial aspects, direct sources, media sources and social sources. Five sub-groups clustered together with the K-means analysis, labelled: have lots, aspiring have lots, little direction and new lifers.Research limitations/implications -A limited amount of literature is available on the current use of media and sources by the target market. Decisions on the choice of a tertiary institution for higher education are most probably influenced by socio-economic circumstances in a developing context, like South Africa.Practical implications -An integrated and well co-ordinated media and message strategy for each of the various sub-groups should be specified for an IMC plan to be successful.Originality/value -This is one of the few research articles on media and source preferences of potential students in the Cape Metropolitan. The cluster analysis revealed five clusters of sub-groups that have specific media and source needs to make the decision on furthering studies at tertiary level.

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“…Much research in the field, however, has been based on studies using secondary data from high school students (often dating back 5–10 years), regional (including some single institution) studies, studies with relatively small and often convenience samples (for example an insightful qualitative study by Baker and Brown () relies on interviews with 14 students), and studies conducted in countries outside Europe with somewhat unique education systems (e.g. Imenda & Kongolo, ; Imenda et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Getting into a Russell Group university: high scores and private schooling

Hemsley‐Brown

2014

British Educational Res J

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Despite substantial prior research on higher education choice, top universities in the UK continue to stand accused of favouring socio-economically advantaged students, to the detriment of those from poorer backgrounds. The objectives of this study are to test whether students with the same or equivalent entry scores are more or less likely to enter a top (Russell Group) university based on their social class background, parental education, occupation, age and racial group. Are students from disadvantaged backgrounds achieving the same entry grades or scores as other students, and based on their grades, are they equally likely to be studying at Russell Group universities? The research is based on primary data from a national (UK) survey with 10,723 respondents from 140 universities and higher education institutions. The findings from binary logistic regression show that prior schooling (private schooling) and high entry grades are the best predictors of attendance at Russell Group universities in the UK. The model with twelve predictors is significant using the full sample and the random sub-samples, and four key variables are strong predictors for all models: schooling, entry scores, age (under-19) and non-widening participation status predict the likelihood of attending a Russell Group university in 70% of cases. The respondents in this study who attended a private school are one and a half times more likely to attend a Russell Group university than students who attended a state-funded school. Black students are also underrepresented in Russell Group universities, but their entry scores are significantly lower.There is no single published, definitive list of influential factors in terms of choosing a university, nor would these factors influence every student if researchers were able to identify and map them-different types of students by age, gender, programme choice, lifestyle, etc., are influenced in different ways by these factors. Analysis of Getting into a Russell group university 399

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Sustained Student Enrolments at a Historically White South African University: A case study of Rhodes University

Cited by 9 publications

References 0 publications

University choice: what do we know, what don’t we know and what do we still need to find out?

University choice: what do we know, what don’t we know and what do we still need to find out?

Information and source preferences of a student market in higher education

Getting into a Russell Group university: high scores and private schooling

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