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Marketing Strategy: Evidence from Factors Associated with Students’ Choice Dr. David Cababaro Bueno Dr. Anatalia Sanchez-Sy Dr. Jimmy S. Ledda Prof. Iziel Ann B. Milo
========================================== Abstract-A little research was done on the college selection process and factors that influence the process. This study focused on the analysis of several factors associated with student’s choice for Columban College as the basis for a marketing strategy. In this descriptive study, data were collected using the survey-questionnaire method and statistical analysis without deliberate manipulation of variables of control over the research settings. The study was retrospective. Participants were asked to reflect and recall situations and decisions that occurred in the past. Marketing activities/ publicity including publications/brochures, telephone calls from institution/marketing officer were the major sources of information. Other related factors were information from high school counselors, personal visits to the College campus, religious adviser, teachers/ instructors/ professors, personal letters from the College, and presence and accessibility of school sponsored activities. However, the high school principal and advertisement such as through TV/radio/mass media announcement were considered moderately important for them. The accreditation status of the College, athletic opportunities, available scholarship, closeness to home (location of the College), cost of living, family tradition/ religion, high expectation of learning outcomes, qualified professors/ instructors, religious and values atmosphere, reputation/prestige, size/ number of student population, tuition and other school fees, variety of specialized courses offered and quality instruction offered were considered very much important factors in choosing Columban College, Inc. There were significant variations on the perceptions of college students on the sources of information and influences and the institutional factors and characteristics in choosing Columban College. A strategic marketing plan is very timely for implementation to increase the number enrollees this coming school year. Keywords- Education, marketing strategy, college choice, descriptive-survey, Columban College, Olongapo City, Philippines
INTRODUCTION Every year graduating high school students are faced with the problem of having to decide on future career paths. The decision whether or not to continue with post secondary education and the choice of an institution to attend are two critical decisions that students make at this time in their lives (Johnson & Chapman, 1979).
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For those students considering attending a university, the selection process probably assumes high priority. This process typically spans a number of years and may have begun in early childhood when prospective students develop perceptions of universities and university life (Maguire & Lay, 1981). Many factors probably affect the final decision. Graduating high school students may have only a vague notion of future educational needs and benefits (Litten, Sullivan, & Brodigan, 1983), however, the university selection process allows students to investigate various alternatives. Identifying factors that have been considered by recent high school graduates in this decisionmaking process is the goal of this study. The process of college selection and the factors of significant influence have been a frequent research topic during the past years. The anticipated decrease in enrollment every year forced universities and colleges to examine future markets. Numerous variables that affected the choice process were examined in an attempt to understand and ultimately to affect that process. However, little research was done on the college selection process and factors that influence the process. The admissions staff at colleges and universities was concerned with selecting and rejecting students rather than with recruiting high school seniors. The anticipated decline in college applications and the resulting decreased enrollment motivated post secondary administrators search for more effective ways to attract new students (Chapman, 1981). A closer examination of the process of college selection was necessary to search for new ways to affect the process. This need produced research literature suggesting different systematic models of influences on college choice. More recently, the concern regarding public spending on post secondary institutions, student financial aid, and student access has produced an increased interest in the area of choice research. Growing competition for limited space has resulted in a trend to market-oriented research which is particularly useful to institutions wishing to attract and retain the best students. The literature dealing with the college selection process and factors that influence the process has focused on the central characteristics of the student’s choice process. Several models of the process have been developed to assist college administrators who are responsible for implementing recruitment policy. They need to understand the process and to be able to identify the pressures and influences involved when developing recruiting
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policy has been recognized. General conceptual models of student college choice that specify significant influences or "variable sets" and their interrelationships can be used as a resource for guiding both future inquiry and current admissions practices (Chapman, 1981). Identifying lists of factors considered in the selection process has been the subject of several studies. Students and/or parents and/or counselors have been surveyed to establish the criteria involved in the process. This has produced data for further research that has focused on specific influences and the relevance of the selected influences to the process. Many of these studies have been sponsored by institutions and administered by their own staff. There is general agreement among researchers about the factors that are considered the most important in the choice process. Having an understanding of these factors and process has prompted researchers to compare choices made between institutions, to rate individual factors, and to assess the impact of changing external and internal influences on the selection process. Because the evolution of research dealing with the selection process has focused on specific stages and establishing influences, rather than refining the process, a variety of studies not easily grouped has been produced. The review begins with an examination of process approaches used by researchers to explain the series of steps or stages believed to be used by students during the selection process. The models include a multistage approach, a six stage approach, and a variety of three stage approaches to the process of college selection. These approaches vary with the starting point of the process and the inclusion of various influencing factors. A review of studies using factor approaches follows. The factor approach involves basically the survey research method which has produced lists of factors that have affected the university or college selection process. Researchers surveyed students and others involved to determine factors of influence. Most of the studies have focused on the urban areas where the population of students, a variety of institutions, and financial environments differ greatly from the rural situation. The purpose of this study is to identify factors considered by Columban College’s students to be significant in the process of choosing a college to attend as a basis for the propose marketing strategy.
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OBJECTIVES OF THE STUDY This study focuses on the analysis of several factors associated with student’s choice for Columban College as the basis for a marketing strategy. The following specific objectives of the study: (1) determine the sources of information and influences specific to students in choosing Columban College; (2) analyze the institutional factors and characteristics that are considered significant in choosing Columban College; and (3) propose a marketing plan to attract more students. METHODOLOGY In this descriptive study, data were collected using the surveyquestionnaire method without deliberate manipulation of variables of control over the research settings. The study was retrospective. Participants were asked to reflect and recall situations and decisions that occurred in the past. Although most of the questions refer to the recent past, the problem of accurate recollection must be considered. On the other hand, the time lapse may have served to gain a more objective description of factors affecting choice in that the responses were less "colored" by an emotionalism which may have initially surrounded the choice. Individuals participating may also have felt a need to justify their choice; this tendency must be considered a possible limitation. The population of this study was all the freshman students currently enrolled from various programs during the first semester of the AY 2014-2015. Thus, there was no sampling technique used. From a review of the literature on questionnaire design and use (Borg & Gall, 1983), the advantages and disadvantages of a questionnaire survey method of data collection were considered. The decision to use a questionnaire was based on the following advantages: 1. compared to other methods of data collecting, it is relatively inexpensive; 2. questionnaires are suitable for large samples; 3. questionnaires are relatively easy for volunteers to complete; and, 4. questionnaires take less time to complete than other data gathering methods such as personal interviews. The questionnaire was constructed by the researchers, utilizing information derived from similar studies by Sanders (1986), Lolli and Scannell (1983), Litten, Sullivan, and Brodigan (1983), and Erdmann (1983). The questionnaire was designed to collect information about sources of influence and information; factors of significance; and final choice and
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feelings of the school. Most questions could be answered by checking the appropriate space. A few open-ended questions with sufficient space following to allow the student to answer were also included. Explanation and discussion preceded all questions. Students were asked to rate the importance of each item by checking the appropriate number. A five-point Likert scale with 5 assigned to high importance and 1 to no importance was placed next to each item listed. Space was left at the end for students to list and rate sources not included, but personally important to the student. The questionnaire was validated by small groups of students as part of the development process. The first group consisted of five graduate students studying at CCGS who were experienced in the use of a survey-questionnaire. The critical comments regarding style, format, and appropriateness of questions suggested by this group were helpful. The second validation was conducted in July 2014, using a group of second senior high school students. It was assumed that this group would be nearing completion of the selection process and would be able to complete most of the questions on the questionnaire. The group provided useful critical comments on the appropriateness and wording of questions. The researchers sought permission from the College President to conduct the research. After the permission was granted, the researcher prepared letters to the respondents. After being granted permission, questionnaires were hand delivered to the respondents. The respondents were informed of the objective of the study. The questionnaires were selfadministered. The data gathered were recorded, tabulated, and analyzed by means of Percentage, Mean and Analysis of Variance. RESULTS AND DISCUSSION 1. Sources of Information and Influences Marketing activities/ publicity of the College in the school, including publications/brochures of the College, telephone calls from institution/marketing officer are the major sources of information. Moreover, their family members such as parents, relative/ siblings and friends as well as recommendation of former students are also considered by them. Other related factors are information from high school counselors, personal visits to
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the College campus, religious adviser (e.g. priest), teachers/ instructors/ professors, personal letters from the College, and presence and accessibility of school sponsored activities. However, the high school principal and advertisement such as through TV/radio/mass media announcement are considered moderately important for them. School choice arguments have long presented contested views on its benefits and risks. Throughout the proponents’ arguments, freedom of choice and productive efficiency are most strongly advocated for, while opponents put relatively more emphasis on equity and social cohesion. As Levin (2002) indicates, there is obvious tension between these two sets of criteria. Proponents stress freedom of choice mainly because school choice is regarded as an element of ‘civil rights’ and ‘social justice’ which are widely demanded by citizens. As for productive efficiency, proponents argue that market competition among schools for students will create strong incentives to improve educational productivity (Friedman, 1962). In comparison to the proponents’ arguments, the arguments presented to oppose school choice put relatively more emphasis on equity and social cohesion. Concerning equity, opponents argue that school choice programs worsen inequity by promoting exclusion or prejudice based on ability, gender, religion, or race. They also argue that the introduction of market mechanisms into the school system, by principle, will enhance only the freedom of the privileged to pursue their advancement unfettered by obligation to the community and promote racial segregation. Furthermore, the scale of finance and lack of support systems attract their attention as factors that exacerbate inequity (special education, bilingual education, and transportation). As for social cohesion, opponents argue that freedom of choice is not secured by private schools that indeed can do the choosing without being accountable to the public. As for productive efficiency, opponents argue that there is no evidence for whether existing measures such as smaller schools, smaller classes, teacher training, and adequate resource (re)allocation are less efficient than school choice programs. Thus, there are various factors considered by students in choosing Columban College. The role of parents in the college selection process is complex and not disputed; parents wield significant power. Other individuals influence students, but parents appear to be the most influential (Puffet, 1983; Murphy, 1981; Litten & Brodigan, 1982; Conklin & Dailey, 1981; and MacDermott, Conn, & Owen, 1987). Research literature dealing with parental influence focuses on
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how parents shape their children's post secondary plans, the qualities sought in a college, parental expectations of student undergraduate years, the influence of parental education level on the final choice, and parental perceptions of " consumer" roles in college choice. Most parents appear to believe that graduation from a good school will improve chances of favorable employment; consequently parents take an active interest in the selection of the college. Parental education level is related to student college choice. Ihlanfeldt (1980) concluded that students whose parents did not attend college were likely to choose a college close to home. Although few students travel more than five hundred miles from home to attend university (Astin, 1985), those students whose parents have a college education are more likely to have a broad or national scope of selection (Zemsky & Oedel, 1983; MacDermott, Conn, & Owen, 1987). Two studies have concluded that the final choice of a college rests with the student. Murphy found that students whose parents had a college education had a tendency to make the choice themselves and that the parents appreciated the student's need to exercise this option. MacDermott, Conn, and Owen (1987) refer to this as parental veto. Students in their study were permitted to make a choice, even though it may not have been the first choice of the parents. Parents stated that their contribution to the decision came earlier in the process when institutions were first being discussed. Generally, professional counselors have the background to teach courses in vocational, personal, and social areas. Therefore, they can teach certain topics within their areas of expertise to students in the institutions of learning. For instance, courses or units dealing with career awareness, personal development of the professional student counselors at the universities, cultural differences, sex and marriage, family relationships, individual rights and responsibilities, gender roles and alcohol and drug abuse. However, as noted by Frank and Karyn (2005), counselors who may teach in personal and social development areas must be cautious about pushing their personal beliefs or social attitudes onto their students. On the other hand, counselors in a university setting can hold workshops and provide educational group experiences to students to help them develop their personal, academic and social competencies. The counselors can often make surveys of students or staff members about the types of workshops or group experiences they would like.
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2. Institutional Factors and Characteristics Accreditation status of the College, athletic opportunities in the College, availability of scholarship in the College, closeness to home (location of the College), cost of living, family tradition/ religion, high expectation of learning outcomes, qualified professors/ instructors in the College, religious and values atmosphere, reputation/prestige of the College, size/ number of student population in the College, tuition and other school fees, variety of specialized courses offered in the College, and quality instruction offered in the College are considered very much important factors in choosing Columban College, Inc. For service marketers, it is critical to understand which cues or attributes of the service offerings valued most in the decision are making process of current and potential customers. Students were found to select those colleges that match their selected criteria academically, socially, and financially (Brown, 1991). Plank and Chiagouris (1998) reported that the choice of which college to enroll in depends on five components: academic programs offered, leadership opportunities in college, perceived good job after graduation, financial aid, and value for money (cost /benefit analysis). Webb, Coccari, Lado, Allen and Reichert (1998) did a survey using a 52-item questionnaire, which resulted in the clustering of ten criteria for students selecting a college, namely: 1. Academic programs available; 2. Academic reputation of institution; 3. The marketability of the degree conferred; 4. Faculty contact time; 5. Accreditations 6. Campus employment; 7. Financial aids; 8. Placement reputation; 9. Completion time and 10. Library size. In a study on service quality in higher education, Joseph and Ford. (1997) showed that six factors that are important to students were: 1. Program issues; 2. Academic reputation; 3. Physical aspects; 4. Career opportunities; 5. Geographical location (of institution); and 6. Time (i.e. duration of studies). The program issues category comprises the availability of specialized programs, degree flexibility, availability of several course options, and flexible entry requirements. ‘Academic reputation’ refers to the prestige of the degree conferred, such as whether it is recognized nationally or internationally. ‘Physical aspects’ include the quality of facilities for academic, accommodation, sports, and recreation. Moreover, research shows influence college choice for today’s students. Geography, wherein the location is significant in many students’ minds, either because they want to live in a certain part of the country or because of financial constraints. The New York Times posted a study by the
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National Association for College Admission Counseling that indicates that the education level, income, and travel experience of parents are the easiest ways to determine how far away a student is willing to go for college. Still, 72% of Americans go to college in their home state. No huge surprise here, but it’s a nice reminder to keep the bulk of your digital media dollars close to home and focusing the rest on your key out of state pipelines. On financial aspect, a recent survey by The Higher Education Research Institute shows that the availability of financial aid heavily influences college selection. 48% reported that a financial aid offer was a “very important” factor, up from 33% in 2004. The overall cost is considered as well. More than half of first-generation students indicated that the cost of attending was a “very important” factor. Continuing-generation students consider cost also, but at a lower rate “” only 43% rated cost as “very important” in their enrollment decision. On academic excellence and reputation, although students see academics as important, they’re not looking at ranking lists to judge them, according to USA Today. Students report that broader academic reputation leads their decision-making. And Inside Higher Ed says that faculty in particular plays an important role in college decisions. At the right stage in the process, key faculty can be really influential in a student’s choice of college and their major once they get there. Of course, it’s pretty common that on most college visits students have the opportunity to meet key faculty. But, if you can connect students and faculty earlier through digital, you may be able to get an early advantage. Professors of social media could make for great digital recruiters. Equally important are parents and peers influence. As much as kids do not like to admit that their parents affect their decisions, parental input does matter, according to higher education consultants Noel-Levitz. Nearly 60% of prospective college students report their colleagues with their parents, and 61% of parents say that the final decision on where to enroll is made together. As expected, students are also affected by peers, but as a study by ACSD points out, that relationship is correlational. Researchers have not determined whether like-minded students tend to become friends or if friendship affects college choices. Marketing still matters, of course, but it’s changing. The 2014 Social Admissions Report, a survey of college-bound high school students, shows that institutions’ websites are the most heavily-accessed online resources, with 86% of respondents listing these as very or extremely useful. We all know mobile is a priority, but a key takeaway is the lack of interest in university apps. While 97% of students have viewed college sites on their phones, nearly ¾ of students said they had no interest in downloading a university’s app. If your
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college’s site isn’t yet responsive, we’d recommend this be the priority. However, this effort at an institutional level could be pretty monumental in its own right. Changing a college website is a little like turning a cruise ship. It is not going to be quick. If that’s the case, it may be worthwhile to explore a micro-site aimed specifically at prospective students. That can give you a quick, effective destination that you can use for other digital campaigns. The report also included a few great insights on social media usage. Social is a huge play space, and it’s hard to understand where to focus. Even if you have that figured out, great content is still difficult to create. Students claimed that only 44% of the content was relevant, namely because colleges still need to communicate with current students and faculty. One way to combat this is to create specific groups for admitted students. 63% of students said they would join a Facebook group at a school they were admitted to. This is great info because you can focus content directly relevant to this audience, but you can also start conversations with them. 2/3 of the students said that conversations over social directly influenced their decision. 3. Significant Variations on the Factors Across Colleges There are significant variations in the perceptions of college students on the sources of information and influences (F-value = 21.62) and the institutional factors and characteristics (F-value = 7.807) in choosing Columban College because the computed F-values are greater than the critical values. Thus, the null hypothesis was rejected. Thus, the perceptions of the students on the importance of the sources of information and institutional characteristics vary across colleges. 4. School Marketing Plan As with any plan, this is not a static document, but rather one that has been created to reflect the current climate and objectives that guide the college’s marketing efforts. This plan is based upon the ongoing contributions and feedback provided by students at the output of this research. It will be fine‐tuned and adjusted as necessary to ensure that the marketing activities are well coordinated and continuously improved to create the most impact with the available resources. This plan is based upon the solid foundation of the College brand and reflects qualitative and quantitative research results from the survey. Specific methods employed in this research included surveys with first year students. Immersion into the culture of the College has also served as a solid basis for this writing of this plan. The marketing plan that follows aims to
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strengthen the reputation of the College and enhance its visibility. In addition, it will encourage alumni, friends, donors, parents, students, prospective students, faculty, and staff cherish their association with the College. It will inspire those who are not directly connected with the institution to take notice of its academic reputation and contributions to the region and beyond. Brand Statement: The following brand statement is the foundation upon which much of the institutional marketing plan will be built: Mission: To produce graduates who are equipped with Christian values, knowledge, and skills to excel in life and to serve others. Market Niche: Christ-centered and service-oriented educational formation. Target Market:
Internal audiences include:
Students Faculty Staff
High school students Prospective transfer students Parents Alumni Community Media Donors/potential donors High school teachers, guidance counselors, and other administrators in the school system Members of the Alumni Board and Trustees
External audiences include:
The Competition For the College to remain competitive, technology should act as a driver behind decisions made regarding the future of the college. Marketing and communications should remain aware of the emerging alternatives to a traditional educational environment and find effective methods of promoting the College in a climate that is changing rapidly. As expectations for accessing education change to reflect the on‐demand 24‐hour‐a‐day access provided by
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on‐line environments, marketing communications should convey the benefits of College to appeal to these shifting values and preferences. In addition, staff and faculty involved with recruitment should be cognizant of and promote the fact that the cost of a college education is comparable to that of the public and private universities and colleges. In promotions, there is a need to continue to focus on the mission in order to show the distinctive niche within the local market. To promote the College’s unique value to prospective students, we must remain knowledgeable regarding the strategies and benefits promoted by the competitors in Olongapo City, Bataan and Zambales areas. Proposed Marketing Objectives The strategy in this marketing plan is to emphasize the distinctive programs and members of the College community, which make the College the unique and special institution that it is. Several offices and departments will have key roles in implementing this plan because of their visibility, their interactions with key audiences, and their roles at the college. These are: Admissions and Registration Office, Marketing and Communications (External and Alumni Affairs), Academic Affairs, Student Services, and Guidance Services. Goal #1: Increase enrollment by 100 students for 2016‐2017 using enrollment numbers from 2014‐2015 as a baseline.
Strategies to communicate with prospective students:
(1) Website Development. The College website is the first contact that most prospective students will have with the college. Therefore, this communication channel should be utilized as one of the college’s main marketing tools. There is quality evidence to support the direct correlation between a college website and the level of student enrollment. (2) Facebook and Twitter. This will be an important component of the site. The focus of the site will be on the student experience (i.e. student life, testimonials, and atmosphere). (3) Collateral Materials. The printed pieces are important components of the recruitment efforts. These should remain a part of the overall marketing plan. (4) Maintain a presence in state/local media outlets to attract a qualified and diverse student population.
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(5) Build database of prospective student emails through offering give‐away items at college fairs. Monitor students as they are filling out their inquiry forms to ensure we get a valid email address. Call/FB/text students for whom we do not have a valid email address. Utilize our email blast services we have to contact regarding presidential scholarship days/bulldog visit days. (6) Have an event per major each year to get students on campus. (7) Guidance counselor, bus tour‐have admissions counselors drives and meet with guidance counselors in the areas they serve. Distribute collateral materials at this time. Build relationships. (8) It is highly encouraged that faculty and guidance counselors reincorporate hand written letters/cards into their recruitment practices. (It was noted in a focus group that none of the students received follow‐up from their ambassador/guide after their visit. (9) Realizing that one half of our students are athletes, collaboration between athletics and marketing will be critical for future efforts. Goal #2: Increase social media use among faculty and staff on campus (specifically Facebook, Twitter, and blogging.) Improve the quality and frequency of the interactions.
Strategies to communicate:
(1) A major component of the website redesign is the incorporation of blogs, Facebook, and Twitter. The new site will link to each department’s social media outlet. This will allow individual departments to post authentic, real‐time information, videos, and photos. (2) The CCS will train staff/faculty (in multiple small‐group settings) on how to set‐up and use the various social media tools within the next five months. We will share best practices for updating these pages with interaction driven posts. (3) Marketing and Communications will continue to maintain the College Facebook Fan Page and use this page as a model for other Facebook fan pages. (4) Begin tracking interactions/fans of the College Facebook page. Increase these numbers yearly by 5 percent from 2016‐2017. (5) Continue to read, attend training, and follow social media news and updates in order to stay ahead with these constantly‐changing tools.
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(6) Incorporate cost‐per‐click advertising on Facebook in order to drive fans and traffic to our web site. (7) Explore LinkedIn and Skype as future tools to begin utilizing. Goal #3: Improve our alumni base, interactions, and relationships to increase donor receipts by 5 percent during the 2016‐2017 school term. Use data from 2015‐2016 as a baseline. By 2017, increase donor receipts by 10 percent.
Strategies:
(1) In goal #2, we will focus on increasing social media usage, which will also support the above referenced goal. This can be done by creating an alumni Facebook fan page per department over the next two months. With this page, it will be vital to have alumni interacting and feeling good about their experiences with the College, and we will incorporate posting strategies that will accomplish this goal. (2) Review publication per year. Incorporate more feel good stories that highlight what current students are doing so that they will support us financially. Incorporate more feel good photos. To make this a more “warm” piece. (3) Send an annual President’s report to all donors. (4) Aggressively involve alumni in initiatives to encourage good feelings towards the college. (5) Continue to develop and distribute printed materials to support development initiatives. Goal #4: Increase the effectiveness of our promotional efforts through the incorporation of success metrics/cost‐benefit analysis.
Strategies:
(1) For every contact made, whether it is development or admissions, track the source of lead. Ask “Where did you hear about us? What led you to contact us?” (2) Track this information using a basic spreadsheet that lists all appeals and responses. Goal #5: Begin tracking our web site traffic through Google analytics. Analyze metrics and institute actions that will improve search engine optimization.
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Strategies: (1) Analyze bounce rates, web traffic, demographics, and other
(2) (3) (4) (5)
important data. Compare to previous data. Incorporate improvements based on data analysis. Train staff/faculty on search engine optimized blogging. Explain and demonstrate cross‐ linking. Incorporate a College general blog that includes all press releases. Cross link the content. Submit press releases to online release sites for search engine optimization purposes. Incorporate a College Twitter account. Create tweets that will maximize search engine optimization. Generate tweets that are embeddable, linkable, clickable, and shareable.
Goal #6: Increase awareness and effectiveness of STC website and portal. Use website as a major marketing tool.
Strategies:
(1) Redesign (2) (3) (4) (5)
a current website to target potential students and the community. Raise awareness of the My Campus Portal for all current students through new student orientation, college success classes, flyers, help sessions, emails, and social media. Keep website up to date. Use pictures of “real” students throughout the site. Submit a press release of the website redesign.
Goal #7: Raise public awareness of educational opportunities in high schools, the communities and individuals in the service areas.
Strategies:
(1) Provide marketing materials to the High School Initiatives Coordinators and/or instructors recruiting in the high schools in the service areas and to community groups to improve visibility, recognized value and support of technical education. (2) Keep the College in the spotlight through sponsorships of community and high school events and activities.
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(3) Keep College’s website up to date with news articles and notice of events to help raise public awareness of the College and academic/technical education’s relevance. Goal #8: Expand awareness and recognition of the college, its programs, offerings, and events in an effort to promote student access and success.
Strategies:
(1) Submit an average of two news releases to areas and radio stations about the college, its programs, and offerings. (2) Produce marketing materials and purchase paid advertising targeted specifically toward prospective students showcasing programs and career opportunities available at the College. (3) Post news releases to the website. (4) Promote the College and student success stories through news releases to area newspapers, radio, and television stations. (5) Incorporate social media like Facebook, Twitter, and YouTube to update students, prospective students and the public about information on the College. CONCLUSIONS AND RECOMMENDATIONS Marketing activities/ publicity of the College, including publications/brochures, telephone calls from institution/marketing officer are the major sources of information. Moreover, family members such as parents, relative/ siblings and friends as well as recommendation of former students are also considered by them. Other related factors are information from high school counselors, personal visits to the College campus, religious adviser (e.g. priest), teachers/ instructors/ professors, personal letters from the College, and presence and accessibility of school sponsored activities. However, the high school principal and advertisement such as through TV/radio/mass media announcement are considered moderately important for them. The accreditation status of the College, athletic opportunities, available scholarship, closeness to home (location of the College), cost of living, family tradition/ religion, high expectation of learning outcomes, qualified professors/ instructors, religious and values atmosphere, reputation/prestige, size/ number of student population, tuition and other school fees, variety of specialized courses offered and quality instruction offered are considered very much
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important factors in choosing Columban College, Inc. There are significant variations on the perceptions of college students on the sources of information and influences and the institutional factors and characteristics in choosing Columban College. A strategic marketing plan is very timely for implementation to increase the number enrollees this coming school year. The marketing activities/ publicity of the College should be strengthened starting from the internal stakeholders to the external stakeholders. The College’s website should post new releases to prospective students and the entire community. It should incorporate social media like Facebook, Twitter, and YouTube to update students, prospective students and the public about information on the College. The accreditation process of the College should be continuous to the highest possible level of sustaining the athletic opportunities, available scholarship, high expectation of learning outcomes, qualified professors, religious and values atmosphere, reputation/prestige, size/ number of student population, tuition and other school fees, variety of specialized courses and quality instruction offered. The strategic marketing plan should be implemented immediately. REFERENCES Astin, A. (1985). Achieving academic excellence. San Francisco: Jossey-Bass. Brown, J. D. (1991). Identifying benefit segments among college students. The Journal of College Admission (Spring) 30-33. Chapman, D. W. (1981). A model of student choice. Journal of Higher Education Chapman, R. G. (1979). Pricing policy and the college choice process. Research in Higher Education Chapman, R. G. (1984) . Toward a -theory of college choice; A model of college search and choice behavior. Edmonton: University of Alberta. Chapman, R. G., & Jackson, R. (1987). College choices of academically able students: The influence of no-need financial aid and other factors (Research Monograph No. 10). New York: College Entrance Examination Board. Conklin, M. E., & Dailey, A. R. (1981). Does consistency of parental educational encouragement matter for secondary school students? Sociology of Education Erdmann, D. G. (1983). An examination of factors influencing student choice in the college selection process. Journal of College Admissions Hossler, D. (1984). Enrollment management. New York: College Entrance Examination Board. Hossler, D. (1984). Enrollment management. New York: College Entrance Examination Board.
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