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SOURCES OF INFORMATION WHICH INFLUENCE ADULT STUDENTS
IN THEIR CHOICE OF A PROGRAM/CLASS IN
ADMINISTRATION/BUSINESS AT AN INSTITUTION OF
HIGHER EDUCATION:
A MARKETING INFORMATION STUDY OF ADULT STUDENTS
by

Robert D. LaMoreaux

A DISSERTATION

Submitted to
Michigan State University
In partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Educational Administration

1990

$43 - 0 “fig.

ABSTRACT

SOURCES OF INFORMATION WHICH INFLUENCE ADULT STUDENTS
IN THEIR CHOICE OF A PROGRAM/CLASS IN
ADMINISTRATION/BUSINESS AT AN INSTITUTION OF
HIGHER EDUCATION:

A MARKETING INFORMATION STUDY OF ADULT STUDENTS

BY
Robert D. LaMoreaux

The primary purpose of this study was to explore the sources of
information adults find useful in choosing a college, and which
of these sources are most influential in adult decision-making
processes. The study was conducted in the winter and spring of
1989. The survey sample consisted of approximately 160 adult
students attending business/administration classes at eight
higher education institutions in the Lansing, Michigan area.
One of these was a local research university, one was a local
community college and six were branches of out-of-town
institutions. The questionnaire was completed during a class

period at each of the schools.

Procedure of the Study
The data were grouped and tested. Each group was compared to
the others using Bonferroni method tests for significance.

Within each category each source was analyzed for value against

the other sources. For each component grouping, comparative
statistics were developed that allowed pairing between, and
within groups, to test significance at the 95% confidence level.
From this comparison statements of item strength were made to

determine sources of greatest influence.

Conclusions of the Study
Students did not spend much time in their college search nor
did they use a wide array of information sources. Adults used
sources familiar to them. School provided material was most
useful to the respondents. This included both written material
and personal interaction with individuals connected with the
college. Individuals with first hand knowledge of the ,
organization were most influential on adults choosing a college.
Advertising media were not considered influential. Respondents
sought information about the schools of which they were aware
and which they felt could provide them with the means to
accomplish their own personal objectives. Adults considered
most useful information about where and when classes would be

held. Cost was important but financial aid was not.

Copyright by
ROBERT DAN LaMOREAUX
1990

ACKNOWLEDGMENTS

The activities involved in writing this dissertation have
been some of the most interesting of my life. While the
educational benefits have been vast, the humbling knowledge of
all the people who have helped me is almost overwhelming.

My committee chair, advisor and friend, Robert Church‘s
efforts to enhance my knowledge of both adult education and
dissertation writing have been substantial. His editing has been
superb; his countless hours spent appreciated.

I would pick the same committee, if I had it to do it again.
Joseph Carter has helped me keep a business/management/
marketing perspective. I have benefitted from his writing
ability. Dick Gardner gave me discipline. Eldon Nonnamaker has
been a friend with his sage advice and enumeration of real-life
academe. I missed Penny Martin's writing skills and help.

The people in The Office of Adult Services who helped me are
appreciated. Patricia Reis and Therese Bergeson helped me get
started and cheered me on when I was low. I shall forever be
indebted to Linda Minter for her optimism, academic advice and
loan of materials. Fantaye Mekbeb could always cut through the
haze to find my real problems and helped solve them with her

insightful questions and exuberant personality.

People at many schools helped. Harold Hughes was an ideal
role model and a constant encouragement. He and the others at
the School of Packaging have my highest respect and appreciation.
Richard Potter gave me the seed from which this study germinated
and I hope to help him soon. Jack Dezek gave me practical adult
education insights as well as basic dissertation requirements.
William Crissy has remained a primary role model. I often refer
to his methods and thoughts.

As in everything I shall be forever grateful to my family
for their help and encouragement. Rita and Hilda gave me
positive reinforcement in the proper vein, as needed. Catherine,
Mary, James and Carole continued to be concerned. I appreciate
my mother who watched my academic life and writing with amusement
from her bed; my only regret is that she did not live until this
was completed. No one could ever be as great as my wife who
advised, constantly encouraged me, shared my frustrations, typed,
edited, was a continual sounding board and for whom I did it all.
Words alone cannot express the appreciation and love I have for
her.

But far more than any other, I thank Coyne and Robert,
without their help this would not have been accomplished. Rob is
the best computer person I have ever met. He knew what was
needed, was tolerant of my frustrations and when I would not
punch the manual he patiently explained the operations. He
designed the hardware and wrote the programs so I could do this

paper. If he does not get his doctorate it will be a terrible

vi

waste of a great mind.

Finally, as for all of us, there is Coyne! When I
could not/would not get going she locked me in my office until
the original writing was done, while the rest of the family went
on great trips around the country. If she had not done this I
would still be on page 5. She and my respect for her was the

discipline which propelled me on: Thanks.

vii

TABLE OF

LIST OF TABLES . . . . . . . .

LIST OF FIGURES. . . . . .

Chapter

I.

II.

III.

PURPOSE OF THE INQUIRY .

Introduction to the Problem

Statement of the Problem
Background . . . . . . .
Research Questions . .
Definitions . . . . . . .
Methodology . . . . .
Survey Area . . . . .

Assumptions and Limitations

Importance . . . .

Overview of the Dissertation

REVIEW OF THE LITERATURE

Introduction . . . . . .
Background . . . . .

CONTENTS

Studies of Traditional Undergraduate Students

Models . . . . . . .
Chapman . . .
Litten . . . .
Kotler- -Fox . .
Ihlanfeldt .

Studies of Graduate Students

Studies of Adult Students
sumary O O O O O O O O 0

DESIGN AND METHODOLOGY .
Introduction . . . . .

Questions to be Studied .
Background . . . . . .

Survey Area and Institutions

Survey Population . . . .
Questionnaire . . . . .
Items Used and Rationale

viii

Data Collection . . . . . . . . . .
Data Analysis . . . . . . . . . . .
Summary . . . . . . . . . . .

IV. ANALYSIS OF THE DATA . . . . . .

Introduction . . . . . .

Overview . . . . . . . . . . . . .
Section A: Research Questions 1 and
Items #1-#35 Introduction . . . . .
Graph of the Study Data . . . . . .
Items fil-fiBS Discussion . . . . . .

OOINOO

Bonferroni Method Tests for Significance

Data Analysis Using Kotler-Fox .
Section B: Research Question 3 Item
Section C: Research Question 4 Item
Miscellaneous Information . . . . .
Summary . . . . . . . . . . . .

V. CONCLUSIONS AND RECOMMENDATIONS .

Introduction . . . . . . . . .
Conclusions . . . . . . .
Research Question 1
Research Question 2
Research Question 3
Research Question 4 . . . . .

izé I
#56 .

Application of Study Data to Kotler-Fox .

Recommendations for Further Study .
smary O O O O O O O O O O O O O

APPENDICES
A. QUESTIONNAIRE . . . . . . . . .

B. ANALYSIS OF QUESTIONS WITH CHARTS

BI BLI OGRAPHY O O O O O O O O O 0

ix

109

111
116

134

LIST OF TABLES

Table
l. Malaney's information sources . . . . . . . .
2. Summary table of the data sources which adult

10.
11.
12.
13.

14.
15.

16.
17.
18.

students surveyed found useful . . . . . . .

Summary analysis of the sources of information
and student self-designated perceptions of
usefulness with statistical data . . .

. Major information source groups . . . . .

Family information source group, Items #1-6 .

Student information source group, Items #7-11

. Job related information source group,

Items #12-18 . . . . . . . . . . . . . . . .

. Media information source group, Items #19-25.

. Mail information source group, Items *26-27 .

College information source group, Items #28-35
Completed Kotler-Fox data sources matrix . .
Kotler-Fox statistical comparison . . . . . .

Responses for Items #1-#38, first twenty as

ranked by frequency of response with percentage

to total responses given . . . . . . . . . .
Useful information desired by respondents .

Item #43, number of colleges the adult student
has attended . . . . . . . . . . . . . .

Parental higher education . . . . . .
Parents who influenced choice of college . .

Age of respondents . . . . . . . . . . . . .

Page
35

63

64
75
77
78

79
80
81
82
84
85

87
90

93
94
95
96

19. Ethnic background .
20. City/county of residence .

21. Other colleges considered .

xi

97
97
98

LIST OF FIGURES
Figure Page
1. Chapman model of traditional student choice . . . 26
2. Litten model of college attendance/choice . . . . 29
3. Source/Marketer matrix . . . . . . . . . . . . . 31
4. Ihlanfeldt model of information sources . . . . . 32
S

. Chain of response (COR) model for understanding

participation in adult learning activities . . . 39
6. College applicants . . . . . . . . . . . . . . . 44
7. Information sources chart . . . . . . . . . . . . 67

xii

CHAPTER I
PURPOSE OF THE INQUIRY
Introduction to the Problem

As the enrollment of traditional students in colleges and
universities has decreased because of diminished birth rates in
the 1960's and early 1970's, attendance of adults has increased.
These older, non-traditional students are expanding the
enrollment of colleges and universities. Little is known about
the factors influencing these students‘ choice of educational
institution or the sources of information that influences those
choices (Cross, 1980; Hu, 1985; Kotler and Fox, 1985). This
study is an exploration of the sources adults found influential
and useful in making their college decisions, and the sources
they would recommend to others. Learning what may attract more
students and help maintain or increase enrollment promises to be
beneficial information for institutions of higher education
(Kotler and Fox, 1985).

This dissertation includes a discussion of where the non-
traditional adult students obtained information in their search
for higher education. Sources which were the most influential in
selecting a college are also explored.

The highest concentration of these adult students is found

in evening pre- and post—bachelors degree administration and

1

2
business curriculums. Using a single geographic area, data were
gathered from surveys of adult students in administration and
business programs. Individuals surveyed have made the decision
to satisfy their needs through education and are currently
attending classes. The majority of these students attend on a
part-time basis. The survey results indicate education is a
service, purchased by the student consumer, in a fashion similar
to that employed in the purchase of other services and products.
This is particularly true of adult students (Kotler and Fox,
1985). Administrators and marketers of education who seek to
increase enrollments of non-traditional students may look at this
dissertation to find what influences such students in their
educational decisions.

This investigation contributes knowledge to help answer the
question: How did the adult students learn about the institutions
where they are currently enrolled?

The exploration takes multiple related perspectives: .

1. What sources adults said were useful or influential in
their decision to attend their current school.

2. What these students, now that they are enrolled and have
experience with the educational-system, feel should have been the
most influential sources in their decision.

3. What sources of information would these adults recommend
to others who are looking for a school to attend.

The question, "Why did the students apply and matriculate to

the particular schools they are attending?" is related to the

3
questions to be studied here, but is not a subject of this study.
The focus of this investigation is on the information sources

helpful in making the decision, not the decision itself.

Statement of the Problem

The central purpose of this dissertation is exploration of
sources of information an adult finds useful in choosing a
college, and the influence of these sources on the adult‘s
decision-making processes. This study is designed to contribute
to the research, revealing information about adult sources, and
supplementing what is known about traditional student choice
processes.

Due to the low number of births in the 1960's and 1970's,
there are not enough traditional-age students available to fill
classroom seats. Administrators in higher education,
knowledgeable in marketing to this type of student, must expand
their goals to understand and satisfy the needs of non-
traditional students if they wish to fill the void left by the
diminishing populations of traditional-age students. Schools
must adjust for the reduction, and plan accordingly. Three
possible suggested alternative steps are; reducing the size of
the institution, recruiting overseas, or appealing to adult
students. There is great potential in recruiting adult students
because the number of adults seeking education is growing rapidly
(Kotler and Fox, 1985).

Recruiting adult students does not involve the same

4
strategies as recruiting traditional students. Adults have
different data sources, interests, perceptions, information about
and familiarity with higher eduction. Educators should know what
information sources influence adults in their college decisions

(Buchanan and Hoy, 1983).

Background

Although the number of adults in the United states between
1969 and 1984 grew by 33%, the number of people in adult
education grew 79%, over twice the population increase. During
this time, the percentage of job related courses, especially for
business, increased 50%. In 1969 11% of the mid-career
population were taking courses; by 1984 this had increased to 17%
(Edmondson, 1988).

Models, developed in both the field of marketing and the
field of education, are helpful in the process of analyzing the
consumer's choice process for goods and services, including
education. Most models developed in the field of education
explain the traditional student‘s movement from secondary school
to early undergraduate years. This study of the adult learner is
based on models taken from the traditional student market (Kotler
and Fox, 1985; Litten, 1983; Ihlanfeldt, 1980).

A model developed by Larry H. Litten depicts the college
search process as a series of stages containing steps that
proceed from desire to enrollment. In another model, Kotler and

Fox distinguish the college choice information sources as

S
marketer-(college) controlled, and non-marketer-(non-college)
controlled, as well as personal and non-personal. These models
delineate the basis for analysis in this dissertation.

The Litten model has three stages. Stage 1 is the
individual's actions prior to the Institutional Investigation.
The first step is Desire to Attend. Desire to Attend is followed
by either the Decision (Plans) to Attend step, or the termination
process. Stage 2 is the most significant one for the current
study, as it contains the Investigation of Institutions step,
which entails information gathering. Following Stage 2, the
information gathering step, are the Application, Admission and
Enrollment steps, Stage 3. Not all individuals reach this Stage.

Kotler and Fox say students, as all purchasers of goods and
services, find useful both personal and non-personal sources of
information. Some of these are controlled by the marketer, and
the balance are substantially beyond the direct control of the
marketing persons (Kotler and Fox, 1985). The results are a
matrix into which the various information sources fit. This
matrix will be discussed, in detail, in later chapters. It is

used as a basis for analyzing the data found in this study.

Researcthuestiggg
This investigation is an exploration of the usefulness and
influence of sources of information adults encounter in choosing
a college. The resulting data may provide marketing information

for the adult educator. The data can help determine where adults

6
search for information prior to enrolling in an educational
program, as Litten‘s model suggests.

This study is not guided by a hypothesis, but four research
questions assist in determining what sources are useful, and the
influence of those sources.

1. What sources of information do adult students find
useful in their college choice plans, decision and actions?

2. Which source(s) do adults find most influential?

3. Would the adult student who is now in school be
influenced by the same sources, at the same magnitude, if the
individual had to undergo the choice process all over again?

4. What things do adults consider most useful to know about

a school?

Definitions
Adult students in this study are those who are at least age
25, attending school full- or part-time, or at least 22 and

part-time students.

Consumer behavior can be defined as the actions and
decision processes of individuals and organizations
involved in discovering, evaluating, acquiring, consuming

and disposing of products and services (Harrell, 1986).

Influence is the power or capacity to cause an effect

in an intangible way, to have an effect on the condition

7
or development (Webster, 1981). In this dissertation
influence is the strength (power or capacity) of a source

to precipitate an action which affects an individual's
choice of a school. That is, how motivating, as measured by
the indication on the Likert scale of the survey instrument,
did an individual or aggregate of individuals find a source

listed on the survey form.

Marketing is the analysis, planning, implementation, and
control of carefully formulated programs designed to

bring about voluntary exchanges of value with the target
market to achieve institutional objectives. Marketing
involves designing the institution's offerings to meet the
target markets' needs and desires, using effective pricing,
and communicating to inform, motivate and service the

markets (Kotler and Fox, 1985).

Search refers to seeking to learn about the attribute
values which Characterize colleges. Relevant college
attributes might include cost, academic quality, future
career prospects and opportunities (upon graduation),
quality of life while a student is at the college, and
related considerations that might be of interest to
students in the ultimate college choice decision (Chapman,

1986).

8
Useful refers to the frequency that the respondents marked a
source on the Likert scale to indicate they found the source

of some value in their college search process.

Methodology

The data were obtained through a survey of a sample of the
adult population currently attending classes at various
higher education institutions in the Lansing, Michigan area in
early 1989. A survey instrument was developed, and several pilot
trials were used to develop the questionnaire‘s content and
structural validity as well as its rational equivalence
reliability. After further development and approvals the
instrument was finalized. Permission to give the questionnaire
was obtained from administrators and class room instructors at
the chosen schools. The forms were delivered to each selected
class for completion. Approximately one hundred and sixty survey
responses were collected at eight institutions. A computer
program was used to tabulate and analyze the data. From this
information the analysis was made and final reports prepared.

Students primarily in business or administration courses are
studied because this is an area which has attracted a large body
of adult learners. Carla Shere, in a study of the demographics
of adult part-time students in higher education, found that the
largest student group was composed of those taking business
courses. Another significant group was in health care programs.

This finding was applicable to both credit and non-credit

9
students (Shere, 1988). Many of the adult students in higher
education in Lansing are part-time, studying business.

Students in evening classes generally were surveyed because
they typically have a higher proportion of adults than day
sections. For consistency, general business or marketing classes
were given first preference, as were Tuesday evening sessions.
Classes were selected by the researcher from the available
offerings, and proposed to the schools for approval. Only groups
whose instructors agreed to have their sections polled were
utilized in the survey. Those persons in class at the time of
the survey were requested to complete the survey.

The data were grouped and tested using the Bonferroni method
tests for significance which can compare, analyze and predict
from a small number of statements within a group. This
statistical method is advantageous because it can compare groups
containing different sample quantities. For each component
grouping, comparative statistics were developed that allowed
pairing between, and within groups, to test significance of the
statements at the 95% confidence level. From this comparison.
statements of item strength were made to determine sources of

greatest influence (Miller, 1966).

Survey Area
Lansing is the capital city of Michigan. Population of the
metropolitan area is just under 500,000. The area, like most of

southern Michigan, is heavily industrialized. Automobile-related

10
industry predominates.

Data were collected from students attending classes in this
single urban area. The sample group consisted of a class from
each of the eight schools offering substantive business or
administration classes in the Lansing region. The eight schools
included two main campus educational institutions and six
branches of colleges whose main campuses are located outside the
area. Represented in the sample are schools which are public and
private, large and small, two- and four-year, graduate and
undergraduate, low tuition and high tuition. Some have
predominantly traditional students and others mostly adults.
Seven of the schools welcome part-time students and one
discourages them. The most significant higher education
institutions available to the adult business or administration
student in the Lansing area are:

Aquinas College, a small private religious school from Grand
Rapids, 50 miles northwest.

' Central Michigan University, a public university from 60
miles north in the town of Mt. Pleasant.

Davenport College, a private business school of 1,000
students. This school is part of a group which is headquartered
in Grand Rapids.

Lansing Community College, the local community college,
second largest in the state.

Michigan State University, a local research university with

approximately 40,000 students.

11
Northwood Institute, a private school from Midland, north of
Saginaw, 100 miles northeast of Lansing.
Spring Arbor College, a small, church-supported college
whose campus is 30 miles south near Jackson.
Western Michigan University, a public university from

Kalamazoo, 75 miles west, towards Chicago.

Assumptions and Limitations
This study is of adult students in one metropolitan area
with two main campuses and several branches of colleges from
outside of the area. Only evening classes were studied, and one
section from each school represented that school. The total
sample from all of the schools provided the data from which
conclusions were drawn.
Assumed are:
The adults sampled are representative of all adult
students in this area.
The adults in this area are representative of those in
other areas.
Adult students studying business do not differ in their
college search from adult students studying other subjects.
The adults in the study search for information with the

same fervor as adult students in other subject matter areas.

12
Importance

The purpose of this study is to provide facts on the sources
of information adults actually find influential and useful, or
feel would have been useful, in choosing a college. There is
substantial information on sources traditional students use in
their choice of a higher education institution, but the minimal
data available on the adult student‘s use of information sources
creates a need for a study like this one which is designed to
contribute information to help administrators' decisions when
marketing programs or classes for adult students.

In preliminary discussions between the researcher and
several area educational managers, the researcher heard initial
comments indicating the administrators knew their markets, and
what influences potential students in their choice decision.
Further discussion with these personnel revealed that this
knowledge is limited. They believed their schools needed and

would like additional facts.

Overview of the Dissertation
In Chapter I the study was introduced with the background,
research questions and methodology to be followed. Research
questions, assumptions, purposes, and importance were stated.
Chapter II contains a review of the literature pertaining to
student choice and consumer behavior. In Chapter III the
methodology used in the study is discussed. In Chapter IV data

is analyzed, and important areas and findings expanded. In the

13
final chapter conclusions which may be drawn from the information
found in the study are presented along with recommendations for

further research.

CHAPTER II
REVIEW OF THE LITERATURE

Introduction

There are approximately 3000 institutions of higher
education in this country, but individual students consider only
a small number of them to satisfy their personal education needs
(Carnegie, November/December 1986). The literature reviewed in
this chapter examines studies of the sources of information that
influenced, and were useful to students in their choice of higher
education. Studies of traditional and graduate student searches
predominate in the literature, and serve as background for the
adult study.

The studies demonstrate that students are influenced by
interpersonal factors, and find school affiliated sources of
information useful. The bulk of the evidence suggests that
undergraduates, as well as graduates, depend on familiar sources:
parents and friends are often mentioned. These are some of the
same sources used by adults looking for institutional
information. Prospective students look first for image and
reputation, and then, to a lesser extent, for location and
funding (Maguire and Lay, 1981).

The review of the literature also includes models of college

choices for the undergraduate student. Randall Chapman's is the

14

15
basic model, which was been expanded and further developed by
other writers, especially Larry Litten. Kotler and Fox provide a

transition model between the academic and the marketing arenas.

Background

Schools, especially the smaller, lesser known ones, or those
less able to offer financial aid, are feeling the dearth of
traditional students (Kellaris, 1988). One method of offsetting
these declines is marketing to adults (Hu, 1985; Kotler & Fox,
1985). The schools experiencing or anticipating enrollment
declines view the rising number of people in the 25 to 64 age
group as a viable alternative market.

According to the National Center for Education Statistics,
the traditional college-age population (ages 18-24) in 1988 was
26,907,000 and has been decreasing at approximately 1.7% per year
over the past eight years (Malaney, 1987; Strayer, 1988). This
group has historically provided the bulk of the students in
higher education in the United States (Malaney, 1987).

In contrast, the adult population most prone to college
attendance (ages 35-44) is increasing at a rate of approximately
2.6% per year (Cross, 1980; Malaney, 1987; Miller, 1980). In
1979, one in every four American adults was involved in some form
of organized instruction. Adult participation in education is
said to be increasing twice as fast as the number of adults is
increasing (Iovacchini, 1985; Strayer, 1988; Cross, 1980).

There is considerable research and material available to

16
describe traditional students and their search/choice behavior.
There is relatively little information available on adult search
and choice.
Customer or consumer behavior is defined and described by
Gilbert Harrell as:

The actions and decision processes of individuals and
organizations involved in discovering, evaluating,
acquiring, consuming and disposing of products and
services. When businesses understand how and why
consumers make purchase choices, they are better able to
address the needs and wants of consumers and to generate
greater customer satisfaction (Harrell, 1986, p. 2).
Institutions are developing a pattern which tends towards

considering students as both consumers and products (Litten,
1983). The student consumes the educational output of the school
to become a product of that school. This attitude can encourage

offerings that meet the needs, and respond to the educational

interests of the students (Litten, 1975; Litten, 1983).

Studies of Traditional Undergraduate Students

Murphy made a marketing study of the influences on students
and parents in their choice of colleges. Because Murphy employed
the group-buying-center perspective, he studied the parent as
well as the student viewpoints and compared them. Student and
parent answers differed significantly only in the area of per-
ceived influence of friends on the individual's choice of col-
lege; the students felt friends were a greater influence (Murphy,
1981).

The student portion of the study was comprised of seniors

17
from six high schools in Milwaukee, Wisconsin. In order to
obtain a sample of perceptions of all socio-economic strata, the
study included parochial, public, city and suburban, all-male and
coeducational schools. Murphy provided questionnaires to
guidance counselors at each school. The questionnaires were
administered to a class selected by the guidance counselor.

In the parent study Murphy sampled randomly from a list of
parents of Milwaukee area students who had applied and were
accepted at Marquette University in Milwaukee. Parents were
interviewed by telephone. In addition to the questions on
choice, the parents were asked for information about other items
of interest to the school or the researcher, such as financial
aid, and attitudes towards area colleges.

The first part of the study concerned parental versus
student perceptions of decision timing, and influence to attend
college. The second part, more relevant to this dissertation,
concerned the factors which affected college choice. The
research found the family has the largest influence in the
student choice process. In addition, Murphy found that academic
reputation was important with cost, location and distance from
home following in that order. The conclusions imply that college
marketing personnel need to reach students at an early period,
make them aware of the school, promote it to friends and parents,
and develop and maintain a high level of academic reputation for
their college.

A study published by the Carnegie Foundation for the

18
Advancement of Teaching in early 1986 provided data on the
sources of information 1,000 high school seniors found useful in
the process of choosing a college. The respondents were
requested not only to provide data on information used, but also
to rank the usefulness of this information. In addition parents
were asked to rate the materials received from colleges, plus
other materials provided by the surveying agency. One thousand
college-bound seniors, and a number of parents, were mailed a
survey with both ranking questions and open ended requests for
perceptions and feelings (Carnegie, January/February 1986).

It was determined in the study that college publications
were the most useful source of information. Personal letters
from the school were followed by guidebooks sent by the colleges
and, then, visits to the campus. But, as a result of asking
respondents to rank sources according to importance, the study
found the visit was first with publications, college
representatives and guides following.

Students found many sources useful, but when they made an
effort to visit, they were close to a decision. A trip to a
campus was a memorable occasion of substantial magnitude.
On-the-spot impressions influenced the prospective student
(Carnegie, January/February 1986; Kellaris, 1988).

The late 1986 Carnegie study of influences on individuals
involved in the college decision found parents dominated the high
school senior student‘s choice. Fifty-one percent of the stu-

dents polled cited parents as the source of most influence in

19
selecting their college. Friends were most influential to 23% of
the students, counselors to 16% and teachers to 10% (Carnegie,
November/December 1986).
In this Carnegie study it was found that:

Parents who did not themselves graduate from college

appear to exert the most direct influence on .. this

choice. Parental persuasion may be more subtle in

families where going to college is accepted as a normal

part of life (Carnegie, November/December 1986, p. 31).

Where students reported "much influence" by parents in
making a decision to go to college, 80% were from homes where at
least one parent had not earned a college degree (Carnegie,
November/December 1986).

The Maguire and Lay study, published in 1981, was taken from
material collected in a survey which is administered annually to
accepted applicants at Boston College to assist the College's
marketing program. The 1977 survey encompassed over 2,500
students. This study is of both acceptees who attended and those
who did not.

Conclusions reached by the authors were relevant for Boston
College, and useful in the school‘s recruiting. Financial aid
7 was most important to the matriculated students. Parental
preference and academic programs were also important to the
Boston College student. The study concluded that having students
perceive improvements in these areas would increase enrollment
more than perceived improvements in other factors (Maguire and
Lay, 1981).

Gorman evaluated promotion and consumer behavior with a

study which was administered to a random sample of freshmen at

20
the University of Tennessee at Martin. The study was of
traditional students who were attending classes. The
questionnaire was developed for a student project in a Consumer
Behavior class. Each of twenty students personally interviewed
ten freshmen using the survey instrument. The sample was
randomly computer selected from a population of 878 full-time,
first-quarter freshmen. If a person could not or would not be
interviewed, another individual was randomly selected from the
same population so that a total of 200 respondents was studied.
The study was hand-tabulated and analyzed. It was believed the
population was too small and questions not complicated enough to
warrant computer analysis.

Gorman found image and competitive edge are necessary for
educational institutions in the changing marketing era which
necessitates new recruiting and retention efforts. Institutional
features must be matched to the existing and potential student
target market. Strategies necessary include Product
Differentiation with differential advantage of the school
promoted, and Market Segmentation to adjust the product offering
to specific target markets, such as socio-economic profiles of
prospective students. Tactics to carry out these strategies
would be good taste advertising, direct mail to the geographic
area, sampling techniques such as visits and athletic camps, and
special emphasis on specific areas of high visibility to
potential students (Gorman, 1976).

An all-school assembly of new students early in the first

21
term was utilized in the Kellaris and Kellaris study of student
college choice. This study was made using a sample of freshmen
and transfer students. The setting was a small private
church-related college of a major Protestant denomination. The
goal was to gather empirical evidence to test Chapman‘s original
model of pre-search behavior, search behavior, application
decision, choice decision and matriculation decision. All
students in this sample had completed all of the steps in the
model and were in-fact attending the school. A questionnaire was
given to everyone at the assembly. The usable response was
76.4%. Other demographic statistics included 41% males, average
age 18.8, 74% in-state residents, and over 50% members of the
church. College majors reported in the sample were business
29.8%, liberal arts 20.2%, education 13.8% and religious studies
12.8%, which reflected the population (Kellaris and Kellaris,
1988).

In the study, activities where the student took a proactive
stance were perceived as more influential in the student's
decision. Material which has a high opportunity for "selective
screening" by the student, such as magazines and other media, was
less influential. Counselor and other school personnel must be
trained, evaluated, and controlled to insure they are providing a
proper image. Multi-purpose meetings are tangential influences.
This study found, as opposed to others, that unsolicited mail and
telemarketing were strong influences. The conclusions were:

1. Students prefer to evaluate experientially.

22

2. Recommendations of others are important.

3. Proper information must be given by school personnel.

4. Each student reacts differently (Kellaris and Kellaris,

1988).

Sevier studied enrolled freshmen at selective liberal arts
schools in the Midwest and Northwestern United States. These
schools recruit high school seniors with high indicated
achievement. The schools studied also met other parameters
including private, well-endowed, high reputation, enrollment of
750-1,300 and a history of accepting well—qualified applicants.
The written survey instruments were provided to samples derived
from non-honors freshmen English classes with over eleven
students in attendance. Another companion study was made by
personal interview with juniors and seniors at three New England-
high schools, one rural public, one urban public and one private.

Parents were found to be a powerful influence on the student
while the high school counselor was of little value. Friends
were important, especially if they had attended the school.
Parents were more interested in knowing about drug and alcohol on
campus than financial aid or costs. Recruitment publications
were examined by the prospective students and utilized, if
personal and informative. The mailings were a decidedly negative
influence if they were cold, impersonal, full of busy typography,
bombarded the prospect, and/or were irrelevant to the student's
interests (Sevier, 1987).

Sheffield studied sources of college information, and the

23
usefulness of those sources. The sources could be classified in
five major categories into which students placed sources of
information they found useful (Sheffield, 1985).

1. Friends and relatives

2. The college and its representatives

3. Location of the college close to home

4. Campus visits and other direct campus exposure

5. Other.

These findings were also shown by Strayer's 1988 study. He
found that the literature showed traditional students rely on
personal sources, such as friends and campus visits, as well as
advertising and sales promotion literature, such as catalogs and
brochures. Strayer reported that the Carnegie foundation, in
1986, concluded publications were the most frequently used, but
least relevant and accurate source of school information.
Although students seemed to enjoy receiving this material, they
found it questionable. Students comments were: "I was delighted
by all the attention I was getting," "Recruiters and pamphlets
never tell you about the bad things," and simply "Recruiters are
dishonest" (Carnegie, January/February 1986; Strayer, 1988).

Strayer concluded that when students are actively involved
in the selection process, individual sales promotion
communications can be used by colleges. Students reported
receiving, on the average, materials from over 100 colleges.
Mass communications including advertisements as well as

articles/stories about the institutions were not remembered nor

24
found useful. Most students had a predisposition towards a
school. Where this predisposition was obtained is not explained
(Strayer, 1988).

In addition, it was found that students employed the
mailings and promotion media for two purposes, after they had
focused on and/or selected an institution:

1. To keep them informed about the institution. Through the
media the students felt the school was interested in them.

2. The students utilized the media for decision
reinforcement. As happens with physical products, the
advertising served to convince the person they had made the
correct choice (Strayer, 1988; Kotler, 1988; Maguire and Lay,
1988; Carnegie, January/February 1986; Kellaris, 1988).

The college chOice process of traditional-age undergraduate
matriculants is thought of in two ways:

1. As a process spanning many years, resulting in the image
the person develops from childhood.

2. The appraisal leading to the final decision.

In making the final choice, the student makes a selection
based on his or her actions and reactions to various available
information sources. If the information does not match the image
perceived by the student, the information will not be used. The
image can be modified given other affectants, such as
institutional or applicant characteristic changes, which enter
into the picture as the student approaches the decision stage

(Maguire and Lay, 1981).

25
Models

Models have been developed, in both the field of marketing
and the field of education, to help analyze the consumer's choice
process for goods and services, including education. Most models
developed in the field of education seek to explain the
traditional student's movement from the secondary school setting
into the early undergraduate years.

A student, adult or traditional, chooses a school using a
decision-making process. Steps in this decision process have
been studied in diverse ways. The issues studied are the sources
of information individuals, within the major market groups, find
influential in making their final decisions to purchase (to
attend college), as well as what to purchase (the particular
college to attend) (Kotler and Fox, 1985).

A model developed by Randall S. Chapman, modified and
expanded by Larry H. Litten, is often used in the higher
education choice literature. Kotler and Fox describe a grouping
of college information sourCes, that they have used with
Ihlanfeldt's Marketing Molecule which illustrates the
relationships between the school‘s professional staff and other
groups that affect the student's choice.

Chapman

The Chapman model (Figure 1) has two components, SEARCH and
CHOICE.

SEARCH includes three steps: Pre-search Behavior, Search

Behavior and the Application Decision.

26
CHOICE contains two steps: the Choice Decision and the

Matriculation Decision.

 

Pre-search Behavior

(SEARCH COMPONENT) Search Behavior

Application Decision

I Choice Decision
(CHOICE COMPONENT) I
I Matriculation Decision

 

Source: Chapman, Randall G. "Toward a Theory of College
Selection: A Model of College Search and Choice Behavior."
Advances in Consumer Research Volume XIII (Association for
Consumer Research, Provo, Utah) (1986): 246-250.

Figure 1.--Chapman model of traditional student choice.

SEARCH COMPONENT

Search refers to the actions of students as they seek to
determine the characteristic attributes of various schools.
Included among these attributes are items of cost, academic
quality, transferability of credit, time, student life quality,
and other things of interest to the student prospect. Search
concludes with the decision to apply to certain schools.
FEE-SEARCH BEHAVIOR

In Pre-search the student recognizes the possible need or
want for higher education. This step may last for many years,
especially in the case of the adult. Chapman said:

Given the recognition of the possible need for a

college-level education, a student implicitly and
perhaps continually scans a range of possible

27

information sources, to learn about the availability of

those infonmation sources, their content, and some

information about various college options, and even

specific colleges (Chapman, 1986, p. 246).
SEARCH BEHAVIOR

The student who reaches the Search Behavior step has
concluded that higher education is viable and desirable. In this
step, Chapman suggests that some of the research questions to be
asked by scholars or students would include how extensive a
search the student makes, plus the influence of personal
circumstances. He suggests knowledge of the information sources
a potential student uses is needed. In addition he asks, "What
influences are interacting on the potential student." Other
questions include what activities occur, what materials are
collected, what attributes are viewed as important, and what
colleges are known to the student.
APPLICATION DECISION

At the Application Decision step, the student decides to
which college or colleges he or she will apply for admission. At
this point, their information gathering has been substantially
completed, except for specific information needs, such as
financial aid and school conditions,that must be met after the
student has chosen a particular school to attend. The final two
steps, Choice Decision - choosing the specific school from the
list accepting the student - and the Matriculation Decision have
only minor information gathering requirements.

Litten

Litten's six-market study mailed a questionnaire to seniors

28
in six metropolitan areas (Washington, Chicago, Minneapolis,
Dallas, Denver and San Francisco). All the recipients had
received scores of more than 100 on the PSAT. A response rate of
50% was obtained (Litten, Sullivan and Brodigan, 1983).

These investigations were performed under the auspices of
the College Board which used Carleton College of Minnesota as the
coordinating facility for the Board committee. Issues addressed
included:

* Objectives of the marketing strategy

* Tactics in marketing strategy

* Market research objectives (listed by priority)

* Models, hypotheses and specific questions to be

addressed in the research

* Formulations of hypotheses, models and modes of

analysis

* Listing of tables and other analyses to be produced

from the research (Litten, Brodigan and Sullivan,
1983).

Prior to the explanation of the six-market study, Litten
wrote of the evolution of educational marketing. A key
descriptor is the model which depicts the process a student
transits in the journey from desire to attendance. This model
(Figure 2) has been expanded further by both Litten and other
writers (Litten, Brodigan and Sullivan, 1983).

STAGE 1

The Litten model has three stages. Litten's Stage 1

29

encompasses the individual‘s actions prior to the Institutional

 

 

 

 

 

Desire to ----- >Decision ----- >
Attend to Attend
1 Stage 1 |
Investigation of Institutions ----- >
(Information Gathering)
| Stage 2 |
Application ----- >Admission ----- >Enrollment
1 Stage 3 I

 

 

 

Source: Litten, Larry H., Sullivan, Daniel, and Brodigan, David
L. ApplyinggMarket Research In College Admissions. College
Entrance Examination Board, New York, 1983: 30.

Figure 2.--Litten model of college attendance/choice.

Investigation. The first stage is Desire to Attend which he
calls College Aspirations in his later modification of this
model. Desire to Attend is followed by either a Decision (Plans)
to Attend step or a Decision to Start the Process, which is
carried out by some of the individuals who desire college before
they reach their Decision to Attend step.
STAGE 2

Stage 2 applies to the current study because this stage
contains the information gathering step, which he calls
Investigation of Institutions. In a latter expansion of this
model Litten adds two influences: that of the college actions,

and that of the actual influences and media useful to the

30

student.
STAGE 3

Following the information gathering step comes Stage 3, the
Application for Admission, where the students pursue the issue
past the information step. College actions of admission (or
denial), financial aid and other activities result from the
application, and are separate from the student actions. The
final step is enrollment.
Kotler-Fox

Kotler and Fox provide a description of college student
choice sources (Figure 3) that were useful in conjunction with
the William Ihlanfeldt model (Figure 4), described later. Kotler
and Fox's discussion revolves around four consumer groupings.
Students, as all purchasers of goods and services, find useful
both personal and non-personal sources of information. Some of
these are controlled by the marketer, the balance are
substantially beyond the direct control of that marketing person
(Kotler and Fox, 1985).

The four information sources which Kotler and Fox say act on
the student are:

1. Personal, Non-marketer Controlled sources which include
family, friends, and acquaintances.

2. Non-personal, Non-marketer Controlled settings,
especially publicity and public relations, which may be
influenced, but not controlled by covert and overt actions of the

school. These include mass media reporting and stories.

31
3. Personal, Marketer Controlled sources are the sales
representatives/counselors/admissions personnel, who have direct

contact with the public and particularly the students.

 

MARKETER NON-MARKETER
CONTROLLED CONTROLLED

 

 

PERSONAL SOURCES

 

NON-PERSONAL SOURCES

 

 

 

 

 

Figure 3.-—Source/Marketer matrix.

4. Non-personal, Marketer Controlled sources are advertising
and sales promotion. These would include catalogs,
advertisements, mailings, brochures, pens, file folders, scarfs,
etc.

Ihlanfeldt

Ihlanfeldt (Figure 4) looks at marketing information from
the institution's professional staff perspective, to show sources
in the communications network that assist the institution's
efforts. He calls this figure the "Marketing Molecule."

The total communications program of an institution should
include outsiders as well as the school admissions staff.

Ihlanfeldt calls this role interaction the “Communications

32
Network,“ and sees them all as integral parts of the total

marketing team, for the institution's recruitment effort.

 

PROFESSIONAL STAFF
I
. I
I I I I
I I I I I I

‘—
—

 

Friends Academics
High Personnel Students
School Alumni Parents President Faculty Graduate
Personnel Deans UG
Peers Support
I I I I I I
I I I I I I
I
I
CANDIDATES

 

Source: Ihlanfeldt, William. Achieving Optimal Enrollments and
Tuition Revenues. Jossey-Bass, San Francisco, 1980: 129.

Figure 4.--Ihlanfeldt model of information sources.

Some of the roles include the faculty who represent their
disciplines, the students who believe in the school, and alumni
who work with the school. For example, the current student can
provide substantive, credible reasons, in the candidate‘s
perception, for his attendance. The potential student is
indirectly influenced by the school‘s professional staff, but
directly influenced by students. The alumni are directly
influenced by the staff, but their influence on candidates is
indirect and oblique. The staff may, but should not, influence

the faculty. Faculty are influential only in their area of

33
disciplinary expertise.

Ihlanfeldt also says there are direct and indirect
influences involved, both from the professional staff to the
sources, and from the infonmation sources to the candidates.

The professional staff has a direct influence, and, often,
control on the friends-high school-peer group, the alumni and the
academic employees except the faculty. Indirectly, the school's
staff influences the parents, faculty and undergraduates.

Friends from high school or the peer group, professional staff
and undergraduates all typically influence candidates directly.
Indirect influence over candidate's information and thinking is
exercised by alumni, parents, academic departments and faculty.
Marketing personnel can learn to work primarily with sources
which they directly influence because that is where efforts will

yield the greatest returns (Ihlanfeldt, 1980).

Studies of Graduate Students

While graduate students are not the same as adults,
discussing them is relevant to this study. Graduate students may
be a bridge between traditional age and adult students, as they
tend to be older and have many characteristics similar to those
in the "adult" category. The constraints under which the
graduate student functions are similar to those of the adult,
according to Olson, and a study by Cooper, which Olson
referenced. These may include the grade point average earned in

previous schooling, grades on admissions tests, income given up

34
during the school period, education and living expenses, family
and peer perceptions and lost employment opportunities (Malaney,
1987; Olson and King, 1985).

Malaney reported on graduate student choices. Students
studied were new graduate students at a large Midwestern research
university. There was no information given about the student
majors, or which schools within the university the students were
attending. While 20% of the student population was part-time,
only 10% of the respondents reported part-time status. The total
population was 2,385, with usable responses received from 45%.
The questionnaire was designed by a faculty/student ad hoc
committee in 1982. With modifications, the instrument was used
for several consecutive years, including 1985, when this study
was made. Each question was provided with several possible
answers for the student to check. There did not appear to be a
method of investigating strength of feeling.

The survey was tabulated for the total sample, with
responses available for graduate school use in recruiting or
related activities. Items studied included:

* Why go to graduate school

* Reasons to attend school

* How information was received which affected the

choice
* Why attend this specific school.
Malaney found that older graduate students received

information about the programs they attended from the sources

35

shown in Table 1.

Table 1.--Malaney's Information sources.

 

 

 

Indicator 3
Attended institution as an undergraduate 23.0
Department brochure 28.1
Department letter 10.0
Personal visit from faculty member of institution 5.1
Personal phone call from faculty member 3.4
Newspaper or other advertisement 3.4
Alumni 16.7
Career day at undergraduate institution 1.4
Recommended by professor 25.3

 

Source: Malaney, Gary D. "Why students Pursue Graduate
Education, How They Find Out About a Program and Why They Apply
to a Specific School." College and University Volume 62, #3
(Spring 1987): 248.

Women received their information more from alumni, while men
received it from brochures. Younger students were likely to
receive information from department brochures or letters, but
older students obtained their information from professors,
advertisements or alumni. Part-time students obtained
information from alumni, while full-time students utilized
professors (Malaney, 1987).

Olson and King studied choice of non-traditional age
students, other than undergraduate students. The study‘s purpose
was to look at the choice process of individuals who would fill
the seats vacated by the lack of traditional-age graduate

students.

36

The study looked at:

* initial consideration of institutions

* ultimate decision to enroll at a particular

institution (Olson and King, 1985).

The instrument was sent to current graduate students at a
large Midwestern state university, which offers doctoral degrees
in 46 fields, and masters in 68. The population consisted of
3,350 United States citizens. The sample was randomly selected,
with attempts made to stratify by major and degree. This
stratification was difficult because many departments were small,
and/or had large proportions of foreign students. The resulting
total sample was 750, with a response rate of 40.4%. The
questionnaire had two sections, one to investigate student
initial school considerations and the other, ultimate enrollment
decisions. Factors studied in the first section included
reputation, personal involvement with college personnel, costs,
financial aid and communications with the university. Questions
in the second section of the instrument concerned the financial
aid package, application.processing speed, enrollment,
employment, personal involvement with university personnel at the
decision point, and personal reasons for enrollment.

This study found that location was the most important
consideration in the choice decision. This result occurred
because the student population came primarily from the
surrounding area, even though the school did enroll students from

all the states, and 50 foreign countries. Other influential

37
factors were personal contact with faculty and other university
personnel, previous undergraduate attendance at the school, and
cost of the education. The authors concluded that graduate
student recruiting should not be patterned after undergraduate
methods as graduate students are influenced by different
variables.

The 1977 study made by Michael Houston at the University of
Wisconsin-Madison provided data on the decision process of
graduate students, with applications to the marketing decisions
of the educational institution. Areas studied included the
information search efforts and usage patterns. While most
studies of college student search and choice are made by
educators and published in educational publications, this study
was made by a business oriented professor and published for the
consumer research practitioner. In addition, the study was made
of business graduate students at the university.

The study instrument was a questionnaire mailed to accepted,
but not enrolled students in the masters program in the business
school. A follow-up mailing was sent to the entire sample ten
days after the initial mailing. The combination of these
inquiries resulted in a return rate of 64.7% for the total
37l-person sample. The researcher was concerned that only people
who actually planned to enroll would return the questionnaire,
but the response was typical of the population, including both
enrolles and those who did not enroll.

A Likert type scale with three responses provided a gauge of

38
importance. Information source items surveyed were 22 attributes
relating to student choice, including reasons to attend, as well
as sources of information useful in the choice decision.

Houston found that the respondent behavior was conditioned
by prior experiences. For those recently out of school, useful
sources included individuals associated with their undergraduate
institutions. For those graduated a longer time useful sources
would be current friends and associates, plus publications. In
addition, persons with working experience gave less effort to

their college search (Houston, 1977).

Studies of Adult Students

Iovacchini states greater attention is now paid to
investigating differences between the older and the more
traditional age student. His study investigated:

1. demographics

2. motivation to obtain a degree

3. selection of the college

4. college plans

5. academic characteristics of students.

Academic and socioeconomic characteristics of adult students
differ from those of traditional students. For example, adults
in degree programs have more working-class backgrounds. The
students are usually first generation college students, as
opposed to traditional-age students whose parents tend to be

better educated (Cross, 1981). Older students often have better

39

educations, and hold full time jobs at higher levels than their
peers in the general population (Iovacchini, 1985; Shipp, 1981).
These same adults tended to be in business or health program
areas - 28% and 15% of the total as compared to the next highest
bracket, the social sciences at 9% of the total (Miller, 1980).

Cross has written extensively about the adult learner, but
she has written little about information sources. The COR model
(Figure 5) has an information link, which may affect the adults
as they travel the route from self-evaluation to participation in

education. Information provides knowledge of opportunities and

 

(D) (F)
Life Transitions Information
I I
(A) I I
Self Evaluation I I

I I I

I Importance of goals I

I and expectation Opportunities (G)
--------- >that participation--->and barriers-->Participation
‘ I will meet goals< ---------- (E)

I (C)

I
I I

I Attitudes about
I

I

I
I
I
education I
(B) I

V

 

Source: Cross, K. Patricia. Adults As Learners. Jossey-Bass, San
Francisco, 1981: 124. ‘

Figure 5.--Chain of response (COR) model for understanding
participation in adult learning activities

helps overcome barriers. In her material on this model Cross

40
discusses the market mentality of adult educators and makes
comparisons with non-marketers (Cross, 1981).

The sixth item (F) in the path to education is the
information the adult uses. In this 1981 publication are
indications of the emergence of outside sources, such as brokers.
This diverse group could appeal to a wide range of potential
student motivations and expectancies. The recruiters were
marketer-controlled in two ways. They were students, and they
attended indoctrination meetings with the school staff. These
meetings provided the student recruiters with detailed
information about the school, and they supplied input to the
institution. Methods used to provide information to potential
students included posters, flyers, catalogs, schedules,
enrollment forms, and news stories of their efforts. Seniors
meetings, AARP, senior meal sites, Sierra Club meetings,
Pen-women's Association and a Christmas party sponsored by a
local department store were some locations the recruiters visited
while successfully enlisting new students for the school (Gunn

and Parker, 1987).

Summary

A review of the literature on college choice, and influences
on that choice has been presented in this chapter. The studies
of sources of information that influenced and were useful to
potential traditional, graduate and adult students were

described. Models to describe student choice were provided.

41
Relevant literature on graduate student and adult choice were

furnished.

CHAPTER III
DESIGN AND METHODOLOGY

Introduction

A research design and method were chosen to determine the
sources of information influencing adult students in their choice
of a post-secondary program or class in administration or
business at an institution of higher education. The exploration
takes a dual perspective:

1. What sources adult students said were useful and
influential in the decision to attend their current
school.

2. What the same students feel, now that they are
enrolled and have further experience with the educational

system, should have been the most influential.

Questions to be Studied

Four research questions guide the collection of data in this
exploration study. Responses answer the following questions.

1. What sources of information do adult students find useful
in their college choice plans, decisions and actions?

2. Which source(s) do adults find most influential?

3. Would the adult student, who is now in school, be
influenced by the same sources, at the same magnitude, if he/she

42

43

had to undergo the choice process again?

4. What would be useful for adults to know about a school.

This study was a descriptive comparative exploration, with
ranking of responses and counts. The major goal was to determine
what sources of information are useful and influential in adults'
choices of colleges and what strength of influence those sources
have on each person. Individuals were surveyed to determine the
sources they found useful, or the ones that influenced them in
choosing the college they are currently attending. From this
comparison, higher education marketing personnel can extrapolate
marketing information to assist in making informed decisions and

minimizing risk in their market planning.

Background
Huddleston, in his study of marketing and the applicant
questionnaire, uses a model applicable to this report (Figure 6).
In the model the applicant is the subject and two questions are
asked: Did the applicant come or did he not?

This dissertation is a study of students who made the
decision to attend (applicants who "came"). Those who completed
the survey were in the classroom at the time of completion.

Huddleston divided applicants into residents and commuters.
Although this current study does not consciously segment the
market in this way, it does in fact. It is assumed that the
majority, except the Michigan State University pool, are

commuters, students who live at home and have responsibilities

44

away from the school.

 

Applicant
/ \
/ \
/ \
/ \
/ \
/ \
/ \
/ \
Came Did Not
/ \ / \
/ \ / \
/ \ / \
/ \ / \
Resident Commuter Resident Commuter

 

Source: Huddleston, Thomas, Jr. "Marketing: The Applicant
Questionnaire." College and University Volume 51, #2 (Winter
1976): 215.

Figure 6.--College applicants.

The current study was of students in a metropolitan area.
The level in school was not an important factor, and comparison,
by program level, was secondary. The community college students
may be at any level, high school through Ph.D. The common bond

was their desire for the course.

SurveygArea and Institutions
A standard metropolitan statistical area of slightly less
than 500,000 people was used to develop this study. The site is
Lansing, Michigan, located in the central part of the state,
about 100 miles north-west of Detroit and 250 miles north-east of

Chicago, Illinois. It is the capital of Michigan with a

45
high-level professional/technical, tri-pointed employment base of
government (State of Michigan), education (Michigan State
University) and industry (especially the General Motors
Oldsmobile/80C complex).

This geographic area provides large numbers of people
enrolled in education at all levels; literacy, technical,
managerial and general. No accurate count has been found of
potentially interested customer/prospects. Most of these people
work, and their work hours vary around the clock.

Data from individual schools can be indicative of individual
institutional profiles. A class at an institution, if properly
chosen, can provide a sufficient sample to reflect quantitative
trends, and qualitative conditions at that institution (Borg and
Gall, 1983; Miller, 1966). In some cases, the numbers of adults
attending a school is small, and/or class sizes are small. When
this is true, the data analyzed is from a modest sample of the
school population.

There are eight key higher educational institutions
providing business/administration courses for students in the
area; these eight are included in the study. Some are local, and
some are branches of outside organizations. [Not studied were
several schools of lesser importance to the student population.]
Institutions available to the adult business or administration
student in the Lansing area and included in this study are:

Aquinas College from Grand Rapids. This small, liberal arts

school has implemented a Masters of Management degree program in

46
several locations in Michigan, including a Lansing middle school.
There are approximately 50 students in the Lansing program; about
one third work in the medical field, one third have
engineering/technical jobs, and the balance are in other areas,
or are not currently employed. Aquinas may be considered a small
school expanding for survival, taking in small market segments,
to supplement the income earned on the main campus. There are no
employees on-site; all business is handled through an 800
telephone number. Most of the instructors are regular employees
of the school, who come to Lansing to teach the classes. Tuition
was almost $200 per semester hour in the Summer of 1989.

Central Michigan University has a large and growing student
body in classes at their Lansing Center in downtown Lansing. The
school has one of the largest extension programs in the country,
with classes in over 50 locations throughout the world. It is
well-developed, professionally-staffed, and experienced at
serving the adult student. For example, a full-time librarian is
available for the southern Michigan area, and books can be
located and delivered overnight from the main library in Mt.
Pleasant. In Lansing one part-time person assists students and
prospective students in the Masters of Science in Administration
degree program. Instructors are both regular faculty and
adjunct. Tuition is $146.00 per semester hour.

Davenport College in Lansing has a traditional age student
body. It offers two-year business/secretarial programs. The

college is initiating a bachelors degree program in Lansing.

47
There are few evening classes, and very few adults currently
attend this institution. The school was the Lansing Business
Institute until purchased by Davenport, a large Grand Rapids
private school which offers two-and four- year degrees,
predominantly in business. Most faculty are full time employees
of the school. Tuition cost is $119.00 per quarter credit.

Lansing Community College is a large, local community
college offering extensive, wide-ranging courses. Tuition is
low. LCC will hold classes almost anytime, anywhere for anyone,
if sufficient numbers enroll. A large proportion of the students
are adults. Many of those, in business courses, hold bachelors
or higher degrees, taking courses for specific purposes. A
third-year Management Certificate degree is offered, and well
subscribed. A faculty member, plus a part time assistant,
coordinate an LCC transfer agreement with Northwood Institute,
allowing LCC students to obtain a business bachelors degree by
enrolling for three years at Lansing Community College and for
one, final year at Northwood. LCC resident tuition is $21.00 per
quarter hour.

Michigan State University is a local Morrill land grant
research university, offering degrees at every level, over a
wide-ranging curricula. Business and administration courses are
available from the College of Business, the School of Labor and
Industrial Relations, and various other schools. Most students
are on campus, full time. There are few evening courses or

opportunities for the working adult. Summer, 1989, tuition was

48
$56.00 per quarter hour for lower division undergraduate, $61.50
for upper division undergraduate, and $82.75 for graduate
credits.

Northwood Institute is a private, Midland based, two- and
four-year school, with various certificate programs. Lansing
students can obtain a bachelors degree in business in one year
with a combination of three prior years of credits and/or
experience. Course work involves papers, on-campus weekend
seminars, seminars in Lansing, usually at Lansing Community
College facilities, and some traditional classes on weekends in
Lansing. This program enrolls over 300 students in Lansing. A
large number of graduates hold good jobs in the Lansing area,
especially at the State of Michigan and General Motors, which are
very supportive of Northwood and its graduates. Tuition varies
by course type.

Spring Arbor College is a small, church-supported college
near Jackson, which has several branches throughout Michigan. In
Lansing there is an office, a classroom, and a full-time staff
available in an office building near the Michigan State
University campus. Over 300 students are involved. Spring Arbor
uses a cohort system, where a group attends class together for
one year. Graduates receive a business-type bachelors degree,
Bachelor of Arts in Management of Human Resources. Multiple
cohorts are in process at any one time. Students become very
strong supporters, and graduates are well motivated. Many part-

time faculty are employed. Tuition is $6,500.00 for the one year

49

session, or as explained by the school, "two years in one."

Western Michigan.University has had an office in Lansing for
several years, predominantly offering courses in public or health
administration to state workers. The office is staffed full
time. Most faculty appear to be full time. There are many
graduates, who form a strong support group in the state
government. Bachelors, masters and doctoral degrees are offered.
In addition, many students attend some or all classes in
Kalamazoo, especially in special fields such as Library Science.
Tuition is $74.00 per semester hour for undergraduate, and $91.25

for graduate courses, with no registration or other fees.

Surveygpopulation

The survey was conducted during regular class sessions
conducted by each of the eight schools. Characteristics of
participants, as concluded from observation, interview and the
instrument questionnaire, include:

Aquinas College - These graduate students typically have
engineering/technical, or medical related undergraduate degrees.
Many of the students are in medical administration jobs including
training, pharmacy and medical technician. There are, also, many
students from the industrial sector, including engineers,
industrial sales and logistics managers.

Central Michigan University - The graduate students, in this
program, generally have liberal arts or business degrees. The

job areas are in industrial and commercial organizations. Most

50
of the students indicated first and second level management on
their survey form. Jobs generally are in personnel, sales or
finance.

Davenport - These students are working on associate degrees,
with some in the bachelors program. The students are in retail,
or light industry; working as nurses aides, route work, other
lower sales, and factory jobs (worker or supervisor).

Lansing Community College - The individuals surveyed reflect
the diversity of the students at the college. They are in every
kind of work, from manager to assembly line worker, including
skilled trades. Purchasing is a typical office type job.

Michigan State University - These graduate students, in the
Labor and Industrial Relations program, often come from human
services/personnel type jobs. Department head and company owner
are other titles.

Northwood Institute - Northwood students are working on
bachelors degrees, with apparent desire to advance to better
jobs. The students hold driving jobs, sales, bookkeeping and
planning.

Spring Arbor - These students also are working on bachelors
degrees. It is a hurry-up group, anxious to complete a degree,
to get ahead faster. Purchasing, insurance claims and marketing
jobs predominate.

Western Michigan - This program‘s recruitment effort is
directed towards the State of Michigan worker. Jobs reflect this

orientation. Students are in administration type jobs, such as

51

analyst or auditor.

Questionnaire

The questionnaire was the result of continual consultation
with adult educators and marketing personnel familiar with the
study and with questionnaires. Content and structure validity
were obtained by testing and revision, plus advisors‘ comments in
related areas. Reliability was verified by testing and analysis
of individual questions. Consensus was obtained from faculty
cognizant in the uses of questionnaires and the subject area.
Approval was secured for research in the subject and question
areas from the University Committee for Research Involving Human
Subjects (Borg and Gall, 1983).

A survey form was developed from questionnaires in several
other studies and dissertations in which student choice was
investigated. Particular emphasis was placed on marketing
information useful to the student. This served as a base for a
project in a marketing class; as a result a second instrument was
developed. The two questionnaires were combined. Similar and
common questions related to the project were consolidated.
Questions not pertaining to the subject area were removed.
Another marketing class, of predominantly adult students,
critiqued the resulting instrument in their marketing information
session. This class answered the questions and then discussed
the usage, relevance, reliability and validity. Time necessary

to complete it was verified. This original version of the

52
instrument was free-form, with considerable writing required from
the respondent. There were thirty numbered questions, but most
questions had three to eight sub-questions. Check marks and
rankings were added, with individual questions numbered. The
Likert scale was reduced from seven to five choices (Ballian,
1982; Chadwick, 1981; Crosby, 1985; Manski, 1983; Shaink, 1985;
Sheffield, 1975).

The instrument was next presented to a focus group of adult
students from various schools in the area. The group was
preselected by the researcher from those known for capability,
interest and ability to critique programs and forms. They
suggested substantial changes, such as rearrangement, placing the
check marked source-of-information questions first, with
demographics and fill in answers later. A question to allow the
respondent to look at the choice sources from a detached position
was suggested.

The survey was pre-tested a third time, with changes made.
The revised survey form, and cover letter, were presented to
professors in related areas. Each had some problems and several
questions. The numbers were removed from the Likert scale
headings and changed in the program from 5 being lowest ranking,
to 5 being highest, for Very Useful, and 1 being lowest.

An expert in survey instruments critiqued the survey form,
making many suggestions in both content and format. The letter
had been in two sections, it was shortened to improve clarity, as

well as adhere to anonymity requirements. The survey form was

53
tightened up to conform to analysis methods. Question areas
were, again, rearranged to flow with the respondent‘s thought
processes. Cogent suggestions on headings plus white space made
the questionnaire easier to read, comprehend and complete.

A final trial test was performed, and checked for content,
format, completion time, answers, validity and reliability. The
instrument was presented to the Doctoral Guidance Committee, and
revisions made. The instrument was printed in final form for
data collection. A copy is included in the appendix of this

dissertation.

Items Used and Rationale

Items #1 through #35, found in Table 3, form the central
portion of this study. They were designed to answer Research
Questions 1 and 2. These questions involve the items influencing
adults in their search for an institution of higher education.
The items were proposed, changed in trial, and modified, as found
beneficial. They are arranged in major categories. These
categories and detailed sources within them are:

A. "Family/friends" include Mother, Father, Other family
members, Other relatives, Friends and High school classmates.

B. "Students" include Family member, this college;
Graduate, this college; Former student, this college; Other
students, this college; Any at other college.

C. "Job Related" sources are Co-workers; My union

representatives; My supervisor; My company personnel

54
representative; Personnel Department, another firm; Managers,
another firm; Other friends.

D. "Media" are Radio, Television, Newspaper advertisements,
Newspaper stories, Magazines, Handouts/wall flyers and
Billboards.

E. "Mail" was that which was College initiated or I
(student) requested.

F. "College Related" sources included College guidebooks,
College counselors, Private counselors, Educational brokers,
College faculty, College admission person, Visit to college, and
College provided materials not listed above.

Items 36, #37, #38, which are not found on Table 3, were
added to give respondents an opportunity to express themselves
with items not included in the other questions. Few people
provided responses in these spaces.

Item #39, which asked a respondent to indicate sources they
would recommend to someone else, had two purposes. It served as
a check on the first thirty-five questions, and allowed the
students to disengage themselves from the personal side of their
choice process in order to give impersonal answers based on what
they would do if they were making the choice again. This item
was designed to answer Research Question 3.

Items #40 (number of credits being taken), 441 (number of
credits completed) and 443 (number of colleges attended) gave
information about the person's college attainment and activities.

Items #42 and #48 (currently in college/currently working full-

55
or part-time) qualified a person as an adult if within
traditional student age. Item #44 asked if the respondent is
currently taking classes in another college to determine if the
student was taking courses outside of the major school.
Northwood and Michigan State University have many students who
take classes at Lansing Community College. Number #45 asked for
sources of funds, and allowed analysis of several other questions
based on the method the student used to pay for the classes.

Items #46 and #47 asked if either parent had attended
college, and their influence on the present student. Question
#49 requested the student‘s job function, to allow cross checking
influences.

The demographics questions were designed to indicate student
attributes.

Items #54 and #55 questioned where the student learned of
the college, and from how many colleges the respondent received
information. These items were included to determine the breadth
of colleges the adult students in this area considered, enabling
a school marketing manager to determine patterns and location
spread of student search.

"What are the five most useful things you found out about
this college before choosing to attend" (Item #56) was asked in
order to tie in the influences of information sources to what
information was found about an institution. Item #56 answered
Research Question 4. This yielded information for the

educational marketing person and allowed comparison with other

56

studies of traditional students.

Data Collection

An initial parameter of this study was to cover the
business/administration programs in the Lansing area. Six
schools were selected to include a cross section of the programs,
graduate/undergraduate, public/private, junior/senior colleges.
It was later decided to include two additional institutions in
the survey. The following eight schools were contacted:

1. Aquinas College Director of the Graduate Management
Program.

2. Central Michigan University, Institute for Personal
and Career Development, Michigan Regional Director.

3. Davenport Lansing Academic Dean.

4. Lansing Community College, Business Division,
Management Systems Program Director.

5. Michigan State University College of Business, later
changed to School of Labor and Industrial Relations.

6. Northwood Institute coordinator at Lansing Community
College, and the Midland extension director.

7. Spring Arbor, Lansing Director.

8. Western Michigan University, Lansing Director.

Seven expressed interest and desire to cooperate. In the
eighth case, a higher level person later approved and located an

instructor willing to help.

r

J7
Data Analysis

Only those answers which indicate a source was useful (coded
3, 4, 5,) are applicable to this study, the not-useful answers
(coded 0, 1, 2) are not relevant. The final analysis resulted in
removal of answers indicating less than useful (no answers, not-
applicable, 1 and 2) because they did not show students felt the
source useful. This allowed the researcher to concentrate on the
items the respondents found actually useful and influential.
Discussion with the students, and the instructors who received
the instrument, revealed that the respondents marked the right
two columns when a source was not used interchangeably with not-
applicable. Respondents used the 1 and 2 column to indicate
items they did not use, not those which they used and did not
find useful. Therefore included in this study are only those
responses which were useful and influenced the students, coded 3,
4, or 5 on the Likert scale. Minimum usefulness would be 3.000
and maximum 5.000.

To analyze the data developed through the instrument, the
average, frequency of response, variance and standard deviation
were calculated. The average value (influence) was 4.080. The
average frequency of response (that is, the number of people who
found a source useful) was 34. Answers were clustered around the
average.

Average, response count, standard deviation and variance for
Items #1 through #38 were the most significant statistics. These

were computed, and are in the appendix for the all-schools

58
composite, and for each individual school studied. Sorts were
also made for other data required to produce information for
analysis. The Research Questions could be answered from the data
available. Analysis, such as comparative ranking, individual
item count and other studies, were done to produce Chapter IV.
Data are available for educational marketing personnel to use for
future plans.

The questions were simultaneously tested against each other
by major group, and within each major group, for significance,
using the Bonferroni inequality method for t-distribution.
Bonferroni was used for the distribution values, because many
simultaneous significance tests were required, and the
E-distribution is not appropriate for multiple tests that are not
independent (Gill, 1989; Moses, 1986).

The Bonferroni method formula for analysis of variance,
followed by multiple comparisons among the means of major groups,
and among the means of minor groups within each major

group is:

 

1 l
95% MSD = (E-FWI) MSE [ n1 + n2 ]

t-FWI = Percentage point for the Bonferroni t-distribution

with Family Wise Type I error rate for a set of tests

MSE = Mean Square Error from analysis of variance
MSD = Minimum Significant mean Difference between groups
n = Sum of the counts in each cell or group

When different groups must be tested against each other to

59
determine significance, the Bonferroni method test for
significance controls the Type I error rate, i.e., the
probability that a mean difference may be perceived as
significant because of chance or because there were insufficient
numbers.

When simultaneous intervals are compared, if the MSD is
narrower than the difference between group means, then that
difference is significant, and one can be 95% confident that
there is a meaningful difference between the groups within the
pair. The item which has the highest mean would be of most

importance (Gill, 1989; Miller, 1966; Miller, 1981).

Summar 2

Presented in this chapter has been the research plan for this
explorative study and the resulting dissertation. The population
and sample subjects, schools and individuals were delineated.

The questionnaire was described, including its use in this study.
The data collection and analysis were given. The next chapter
will report and analyze information from the study. Chapter V

will present conclusions and recommendations.

CHAPTER IV

ANALYSIS OF THE DATA

Introduction

In this chapter, the research data are explored through
various means. In the text is described the usefulness and
influence of the sources used by the adult students who have made
the choice to attend college. The statistical analysis indicates
the significance of individual items in relation to each other,
and to the groups. Data has established the sources students,
who have made the choice, would use if they were repeating their
search. A matrix ties together the education and the marketing
aspects. What students wanted to know and miscellaneous
information developed from the survey is presented.

Data were gathered from 157 adult students in business/
administration, in regular class sessions, in eight schools, in
Lansing, Michigan. The schools included in the survey were
Aquinas College, Central Michigan University, Davenport College,
Lansing Community College, Michigan State University, Northwood
Institute, Spring Arbor College and Western Michigan University.
A survey instrument included thirty-eight sources where students
could find information about a school. The respondents ranked
the usefulness of these items, using a Likert type scale.

Questions respondents answered covered topics on choosing a

60

61
college today, demographic information, and information about the
schools they considered attending.

This study was not guided by a hypothesis, but used four
research questions to assist in determining the useful sources,
and their influence on the students. The research questions, as
stated in Chapter 1, were:

1. What sources of information do adult students find
useful in their college choice plans, decision and
actions?

2. Which source(s) do adults find most influential?

3. Would the adult student who is now in school be
influenced by the same sources, at the same magnitude,
if the individual had to undergo the choice process
again?

4. What do adults consider most useful to know about a
school?

In Chapter III of this dissertation how the questionnaire
was developed was presented. This chapter presents the data and
analyzes of the research questions.

1. Research Questions 1 and 2, pertaining to usefulness and
influence of information sources, are discussed in relation to
the adult student responses to the survey instrument Items
#1—#38. Analysis is made of total sample results, with
comparisons among individual schools that note where patterns
differ from the general results. The discussion of the questions

is followed by an analysis of the statistical significance of the

62
responses, in relation to each other and each group.

2. Research Question 3 asked what sources of information an
adult should find useful, and is answered by Item #39.

3. In the next section of the dissertation are the answers
to Research Question 4 from data found in the questionnaire Item
#56 which asked the respondent what they consider most useful to
know about a school.

4. The miscellaneous questions in the survey are discussed.

5. Other indications from findings in the questionnaire

responses are interspersed.

Overview

Average, frequency, variance and standard deviation for the
first thirty-five questions were computed, using only the
responses that indicated the adult student found the source
useful. Table 2 reveals information on the average number of
sources used by students at each school and the average value of
those sources, the number of individual respondents, and the
percent of the total responses from each school in the survey.

Average number of useful sources is the total sources marked
in the useful columns, divided by the number of students who
answered the survey. Average value is the mean Likert score
computed (Likert Scale described in the Data Analysis section of

Chapter 3). The typical student looked at only a few sources of

63

I Table 2.--Summary table of the data sources which adult students
surveyed found useful.

 

 

 

 

SOURCE AVERAGE NUMBER AVERAGE NUMBER OF PERCENT OF
SCHOOL OF SOURCES VALUE RESPONDENTS TOTAL
Aquinas 5.5 4.1 17 11%
CMU 6.7 3.8 23 14%
Davenport 6.2 3.9 17 11%
LCC 8.6 4.1 28 18%
MSU 8.5 4.2 20 13%
Northwood 9.3 4.1 19 12%
Spring Arbor 7.2 4.0 20 13%
Western Mich 7.9 4.0 13 8%
Average 7.5 4.0 157 100%

 

information, usually variations of the same major source. Some
students accepted the first school they perceived would provide a
program meeting their requirements.

Of the 157 respondents, the average indicated they used 7.5
sources. One student reported finding 26 different sources of
useful information. At the opposite extreme, four of the
students surveyed said they did not find any of the sources

listed on the questionnaire useful.

Section A: ResearchQuestions 1 and 2.
What sources of Information Did the Respondent Find Useful and
Influential?
Items #1-#35 Introduction
The first 35 items in the survey are listed in Table 3,

grouped within the major categories as they appeared on the

64

Table 3.--Summary analysis of the sources of information and
student self-designated perceptions of usefulness with
statistical data.

 

 

CATEGORY
Std.

Item # and Source Average Count Dev. Variance
FAMILY/FRIENDS

1. Mother 3.828 29 .912 .832

2. Father 3.714 28 .881 .776

3. Other family members 4.085 47 .871 .759

4. Other Relatives 3.143 14 .515 .265

5. Friends 4.155 71 .833 .694

6. High School Classmates 4.000 11 .853 .727
STUDENTS

7. Family member, this college 4.350 20 .910 .828

8. Graduate, this college 4.438 48 .704 .496

9. Former student,this college 4.128 47 .841 .707
10. Other student, this college 4.100 51 .823 .677
11. Any at other college 3.853 34 .733 .537
JOB RELATED

12. Co-workers 4.158 57 .812 .659
13. My union representatives 4.333 3 .943 .889
14. My supervisor 4.000 32 .866 .750
15. My company personnel rep 4.095 21 .868 .753
16. Personnel Dept, other firm 4.167 6 .687 .472
17. Managers, another firm 3.714 14 .700 .490
18. Other friends 3.865 37 .844 .712
MEDIA

19. Radio 3.692 13 .722 .521
20. Television 4.000 18 .817 .667
21. Newspaper advertisements 4.075 40 .877 .769
22. Newspaper stories 3.727 11 .445 .198
23. Magazines 3.375 8 .484 .234
24. Handouts/wall flyers 4.059 34 .873 .761
25. Billboards 3.429 7 .495 .245
MAIL

26. College initiated 3.824 34 .857 .734
27. I requested 4.532 111 .695 .483
COLLEGE RELATED

28. College guidebooks 4.087 69 .847 .717
29. College counselors 4.079 76 .774 .599
30. Private counselors 4.182 11 .936 .876
31. Educational brokers 4.167 6 .898 .806
32. College faculty 4.096 52 .741 .548
33. College admission person 4.035 57 .794 .630
34. Visit to college 3.958 48 .841 .707
35. College provided materials 4 192 26 .878 .771

 

65
survey instrument. After the name of each source of information
appears:

1. The average value attributed to that source.

2. The number of students among the 157 who ranked this
source 3, 4 or 5 on the Likert scale.

3. Standard deviation of the average Likert score.

4. Variance.

Family and friends are grouped in the first category. Those
people who are described as students, when considering their
information source role, are next. Job related sources are
neither family, friends nor student sources. All media are
grouped together. Mail is one group, whether requested by the
student or sent at the volition of the school. Sources directly
related to the colleges are grouped separately.

The categories were designed to allow respondents to group
thoughts, and to provide the researcher with a means of data
analysis. In the next section of the chapter is discussed the
sources of information, according to relative position on a graph
(Figure 7), locating each source according to the number of
respondents indicating its usefulness (y-axis), and influence (x-
axis).

Analysis, by Bonferroni methods, was made by the groupings,
and within each group, to show tests for significant differences.
Sources were also analyzed by placing each source into a quadrant

of the Kotler-Fox matrix, then comparing the groups.

66
Graph of the Study Data

The results of the data are shown in the graph (Figure 7).
By locating each source of information useful to the adult in its
relative place on the x-Y axes, one finds the relative value of
each factor. The factors located furthest from the zero point
are the most important. The items have two dimensions: influence
or the average ranking on the Likert scale (found on the
horizontal line), and the count of individuals indicating that
factor was useful (the vertical line).

Within this graph are indicated what college-related sources
of information were found useful by the greatest number of
respondents. "Mail I requested" was useful to 111 people.
"College counselors," "Guidebooks," "College admissions,” and
"Faculty" are high on the chart. Interspersed with these college
controlled sources are "Friends" and "Students" who are important
to the respondent. Most of these sources cluster to the center,
left to right, on the chart indicating that they were of moderate
or slightly higher influence to the individuals.

"Visits" and "Family" were useful, but of low influence.
"Graduates," "Former students," and "Newspapers" were useful, but
of higher influence. In the lower portion of the chart are-the
balance of the queried information sources. Items like "News
stories" and "Billboards" were of very low influence, and seldom
useful. Private counselors" and "Union representatives" were not
useful to many respondents, but the values were high, indicating

that those few who did employ these sources were strongly

67

influenced by them.

 

 

 

COUNT
120
*Mail I requested
90
*College counselors
*Friends
*Guidebooks
60 *College admissions
*Co-workers
*Faculty
*Students
*Visits *Graduate
*Family *Former student
*Newspaper
*College mail
*Other friends *Flyers
*Students other coll *Supervisor
30 *Mother *Other college materia
*Father *Pers. rep
*Family this school
*Television
*Other relatives *Other managers
*Radio
*News story *H.S. classmate *Private counsel
* Pers dept, other firm
/ / *Magazine *Educ broker
_3 \ *Billboards *My union rep___
0 4.0 5.0
USEFUL INFLUENCE, AVERAGE RANKING

 

 

 

Figure 7.--Information sources chart.

68
Items #1:#35 Discussion

Items #1-#35 are be discussed to answer the two research
questions:

1. What sources of information do adult students find
useful in their college choice plans, decision and actions?

2. Which source(s) do adults find most influential?

The appendix gives the statistical compilation, including
average, variance, and standard deviation of each item.

Tables and charts are provided for the total group, and then for
each school.

"Parents" were not a statistically significant influence on
most of the adult students who completed this survey. Some
students at Lansing Community College found their mother a
significant influence. Students at Michigan State and Spring
Arbor found their "Parents" were of little or no influence.
Other sources close to students received weak responses from the
few who said they found them useful.

"Friends" were the third highest item in terms of number of
respondents indicating usefulness. Seventy-one of 157 indicated
they were a useful source, but their influence was weak.
Students at Lansing Community College and Michigan State
University found "Friends" important in their choice decision.
Spring Arbor students and those from Western Michigan University
did not feel friends valuable. Spring Arbor and Western Michigan
students had relatively few responses in general in this

category.

69

Individuals who had been students at a school, and were
known to the potential applicant tended to be beneficial
information sources to these prospective students. This category
includes "Graduates, this college;" former, and current students.
"Graduates, this college" ranked as the ninth most useful item,
and the second highest influence on a student‘s choice. In the
ranking, 48 students found this source influential, with an
average of 4.4 on the Likert scale.

Northwood and Michigan State University students found
"Graduates, this college" an important source of information.

The source was useful to a high proportion of Spring Arbor
students, but not influential.

"Media," especially "Newspaper advertisements," were useful
to some respondents in this marketing information study. Most
students, however, indicated they did not find other media useful
nor influential in their decision. This may indicate a non-use
of the media by the institutions, or the media may have done
their informing without the student's conscious perception.
"Newspapers" were useful, but not influential, for students at
several schools included in the survey. Lansing Community
College has extensive advertising campaigns in some areas, but
not in business. It rated low for the ten students who responded
to this item. A key element in the LCC media program is the
inclusion of the class schedule in the local newspaper prior to
telephone registration.

Davenport College advertises heavily, but only a few people

70
indicated its usefulness. Those who did answer found the
advertisements influential. Spring Arbor, which uses a heavy
advertising schedule, had the greatest response rate from the
students. They found the source influential (4.6).

Studies indicated "Unrequested mail" from colleges had a
strong influence on the traditional student, but that was not
the case for the adult students who responded to this survey.
The item had a 3.8 average influence ranking, with only 34
people indicating it useful. A high proportion (17 of 28) of
the Lansing Community College students indicated they had found
mail influential, but not strongly so.

"Mail I requested" was intended to be a question where the
students could indicate they had contacted the school for written
information. Many had made the contact, as it received the
highest usage response. Of the respondents in this survey, 71%
(111 of 157) of the sample found this useful. The ranking of
4.5 indicates it was the information they wanted, and they were
influenced by it. Western Michigan University, in Lansing, was
the institution which differed substantially from the group .
average. Its students found "Requested mail" much lower in
influence.

"College guidebooks" caused confusion in the minds of the
respondents so the answers to this question are not valid.

"College counselors" were useful to the second highest
number of respondents. Aquinas students (with no local

counselors) ranked this source very low. Western Michigan

71
University, with a full time office and staff available in the
area, did not rank much higher in the counselor category. In
contrast Davenport and Northwood students found “Counselors"
were influential. A large number of students responded
positively to this source. Both schools have staffs available
in the area. Davenport‘s counselors are at the school, but spend
considerable time traveling to the prospective students. Some of
Northwood‘s representatives are Lansing Community College
employees. At other schools this item received no exceptional
response. Spring Arbor has a full-time office and counseling
staff in Lansing. Michigan State is a local school with people
available. Central Michigan has one part-time person to help
students and prospective students.

Students found college "Faculty" useful (52 responses or
33%). The influence of faculty was rated low by these 52. There
was a wide difference of opinion, by schools, of the value of the
item as a source of useful information. Students from Davenport,
Lansing Community College, Michigan State University and Spring
Arbor felt their faculty useful, and were influenced by them.
Western Michigan University students ranked the faculty low.

Five respondents from Spring Arbor ranked the influence of the
faculty highest at 4.6. The next highest faculty ranking was at
Davenport, where five students gave their instructors a 4.4
average rank followed closely by Lansing Community College. A
large number of Michigan State students felt faculty were

influential.

72

"Admissions personnel" at the colleges were useful. The
total number of respondents was 57, the sixth highest. However,
the ranking at 4.0 was not high. As was the case with faculty,
the perceived influence of the admission people varied by school.
The eight Davenport College students who responded ranked the
admission people as influential at 4.3. Michigan State
University and Western Michigan students surveyed found the
admissions personnel of low influence.

College "Visits" were popular and found useful by
traditional students, but not by the adults in the sample.
"Private counselors" and "Educational brokers" are seldom known
in the Lansing area, and only a few students in the sample marked
them as a useful source.

Item #35, "Other college provided materials," allowed the
student to add any utilized materials from the school which they
could not include in the previous categories. Not many students
responded to this question. Those who replied found the
materials they received helpful. Typical items mentioned include
program and curriculum guides, course outlines and schedule
booklets. Many could have been included in previous category
questions.

The researcher could not draw any conclusions for the three
free-form questions because the answers to them were

insufficient.

73
Bonferroni Method Tests for Significance

Average, count, standard deviation and deviation for Items
#1 through #35 were the most vital statistics in response to
Research Questions 1 and 2. They were computed, and appear in
the appendix for the aggregate, and for each school studied. The
average Likert scale results, for the major grouping of
questions, were simultaneously tested for significance against
each other, using the Bonferroni method test for significance for
t-distribution. Within each major group, the average Likert
value fer individual item, was simultaneously tested for
significance, against the others in that group. Bonferroni was
used because simultaneous significance tests were required (Gill,
1989).

The groups were paired for similarity to each other. The
Minimum Significant Difference (MSD) was computed using the
Bonferroni method formula at the 95% confidence level, using the
Family Wise Type I error rate (FWI) from the table in the
Appendix. The net mean difference between each group in the pair
was determined. The simultaneous intervals were compared. If
the MSD was narrower than the difference between group means, the
item was significant, and the researcher 95% confident of a
meaningful difference between the groups. The item with the
highest mean would be the most important (Gill, 1989; Miller,
1966; 1981).

The following tables compared, and tested for, significance

of the major groups and items in the first thirty-five items from

74

the questionnaire. Significant items are those of greater
influence to the respondents. Each major group of sources is
tested against each other group. First, the calculated
Bonferroni t-comparison is given. Listed under it is the
difference between the item or group averages. Each group is
tested against each other group. The major groups are shown in
Table 4. In later tables, each item within each major group is
shown tested against each other item within the group

The first example of this statistical method is in Table 4.
"Family" was paired with and compared to "Students." The
calculation for Minimum Significant Difference (MSD) from the
Bonferroni formula above is .236. The average Likert value for
all the items under "Family" was 3.821, and that for "Students"
was 4.173. Subtracting 3.821 from 4.173 gives .352. Because the
difference in average values is greater than the calculated
figure of .236, "Students" are significantly more influential
sources than "Family.“ Comparisons, where the difference in
values is significant, are indicated by parenthesis around the
difference between item averages, (.352) in this example. The
higher average value for "Students" was not due to chance or
sampling errors. The balance of the calculations follow this
pattern.

In the major groupings, the MSD (computed value) for
"Family" compared to "Students," "Mail," and "College“ is less
than the difference between the groups. (Student mean difference

of .352 over "Family" is greater than the computed .236, likewise

75

"Mail" over "Family" is .357 compared to computed .257.

Table 4.--Comparison among the major information source groups
using the Bonferroni method.

 

Family Students Company Media Mail College

 

Family .236* .245 .265 .257 .210
3.821& (.352)# .227 .056 (.357) (.279)
Students .245 .265 .257 .210
4.173 .125 (.408) .005 .073
Company .273 .266 .220
4.048 (.283) .130 .052
Media .284 .242
3.765 (.413) (.335)
Mail .233
4.178 .078
College

4.100

 

* .236 is the calculated Minimum Significant Difference (MSD).

& 3.821 is the average Likert value for all items under “Family"
in the survey.

# (.352) is the difference between the average Likert value for
"Family“ [3.821] and "Students" [4.173], it is bracketed by

parenthesis because the value is significant. Since "student"
value is greatest, "students“ are significantly more influential.

The mean difference of "College" over "Family" is .279 vs. .210.
These are significant differences. Sources included under
"Students," "Mail" and "College" have greater influence than

“Family." This indicates educational marketers should

76
concentrate their communications to the students or college over
the family.

Examination of the table indicates that "Students" were‘
significant when compared to "Media," but not when compared to
"Company," "Mail" and “College“ sources. The "Company" sources
were found somewhat significantly different than "Media" (.283
difference and .273 value), with the "Company" sources having the
greatest mean influence ("Company“ 4.048, "Media" 3.765). The
figures indicate that a marketing person, having to choose
between promoting to students and/or company sources and media,
should choose students or company. There was no indicated
significance between students and the other groups, including the
company. No comparative benefit from either source was
discerned.

The results indicated the "Company" sources were not
significantly more influential than any other group, and "Media"
was of significantly less value than either “Mail" or "Colleges."

No significance was found in other pairings in this study.

77
Within the "Family" group (Table 5), there were few items
significantly different from others. "Other relatives" were the
only area where respondents made a clear distinction in
significance. They were significant, and lower than either

"Friends" or "Other family members."

Table 5.--Family information source group, Items #1-6.

 

1. 2. 3. 4. 5. 6.
Mother Father Oth.Fam. Oth.Rel. Friends Hi Sch

 

1. Mother .648 .579 .799 .541 .872
3.828 .114 .257 .685 .327 .172
2. Father .583 .803 .546 .878
3.7143 .371 .571 .441 .286
3. Other Fam. .748 .462 .826
4.0851 (.942) .070 .085
4. Other Rel. .719 .993
3.1429 (1.012) .857
5. Friends .799
4.1549 .155
6. Hi. Sch

4.000

 

78
"Graduates, this college" (Table 6) were significantly
different than "Students at another college," as an influence on
adult respondents to this survey. In this case the "Graduates"
were significantly better as a source than the "Students." No

other source can be considered statistically different.

Table 6.--Student information source group, Items #7-11.

 

 

7. 8. 9. 10. 11.
Family Graduate Former Other Student

7. Family member,
this college .583 .584 .580 .616
4.350 .088 .222 .252 .493

8. Graduate,

this college .449 .443 .490
4.375 .316 .340 (.585)

9. Former student,
this college .443 .490
4.127 .030 .275

10. Other students,
this college .485
4.098 .245

11. Students at

another college
3.853

 

79
No source in the job related category (Table 7) produced

a significant difference.

Table 7.-—Job related information source group, Items #12-18.

 

12. 13. 14. 15. 16. 17. 18.
Co-work Union Super Pers. Pers. Mgr. Friend

 

12. Co-workers 1.479 .550 .565 1.073 .743 .527

4.158 .175 .158 .063 .009 .444 .293
13. Union Rep. 1.507 1.542 1.767 1.589 1.499

4.333 .333 .238 .166 .619 .468
14. Supervisor .702 1.112 .799 .602

4.000 .095 .167 .286 .135
15. My company

Pers. Rep. 1.159 .852 .684

4.095 .072 .381 .230
16. Pers. Rep.

other firm 1.219 1.100

4.167 .453 .302
17. Managers,

other firm .782

30714 ' 0151
18. Other

friends

3.865

 

80
In the Media information source groups, shown in Table 8,
there was a difference in net influence and usefulness by
respondents over other media, but there was no significant

statistical difference.

Table 8.--Media information source group, Items #19-25.

 

19. 20. 21. 22. 23. 24. 25.
Radio TV Paper Story Magaz. Flyer Board

 

19. Radio .931 .815 1.046 1.147 .831 1.194
3.692 .308 .383 .035 .317 .367 .264
20. Television .726 .979 1.086 .744 1.136
4.000 .075 .273 .625 .059 .571
21. Newspaper .879 .989 .593 1.040
4.075 .348 .700 .016 .646
22. News Story 1.186 .884 1.232
3.727 .352 .332 .298
23. Magazines .884 1.002
3.375 .684 .054
24. Flyers 1.056
4.059 .630

25. Billboard
3.429

 

81
Table 9 is for the mail group items. Previous
information given in this dissertation indicted "Mail" was
important to both traditional students, as discussed in the
literature, and adult respondents. Within the "Mail" group,
"Mail I requested" was significantly different from "College

initiated" mail.

Table 9.--Mail information source group, items #26-27.

 

 

26. 27.
College I
Initiated Requested
26. College Initiated .281
3.824 (.708)

27. I Requested
4.532

 

82
"College“ information sources (Table 10) were shown
to be statistically more significant than "Family“ or “Media"
categories. Within the college group, there was no source
which differed statistically. A difference within these sources
cannot be predicted with confidence from the information

developed in this survey.

Table 10.--College information source group, Items 28-35.

 

28. 29. 30. 31. 32. 33. 34. 35.
Guide Coll. Priv. Broker Fac. Admiss Visit Other

 

28. Guides .416 .820 1.077 .459 .453 .473 .107
4.087 .008 .095 .080 .009 .052 .129 .105
29. College .323 1.074 .453 .446 .467 .571
4.079 .103 .088 .017 .044 .121 .113
30. Private 1.285 .839 .835 .847 .909
4.182 .015 .086 .147 .224 .011
31. Brokers 1.091 1.088 1.097 1.146
4.167 .071 .132 .208 .025
32. Faculty .486 .506 .604
4.096 .061 .138 .096
33. Admiss. .449 .599
4.035 .077 .157
34. Visit .615
3.958 .234
35. Other

4.192

 

83
Data Analysis Using Kotler and Fox

Research Questions 1 and 2 were analyzed using the Kotler
and Fox model in a relationship matrix and the Bonferroni method
to locate statistical significance. The information sources used
in college choice are categorized by Kotler and Fox as Marketer
(college) and Non-Marketer (not college) Controlled, as well as
Personal and Non-Personal.

Students, as purchasers of goods and services, employ both
personal and non-personal sources of information. Some of these
are controlled by the marketer. The balance are significantly
beyond the direct control of the marketing person (Kotler and
Fox, 1985).

The four information sources which Kotler and Fox say act on
the student are:

1. Personal, Non-marketer Controlled sources, which include
family, friends and acquaintances.

2. Nonspersonal, Non-marketer Controlled sources include
mass media, news stories, etc.

3. Personal, Marketer Controlled sources such as sales
representatives, counselors, and admission personnel
having direct contact with the public and particularly
the students.

4. Non-personal, Marketer Controlled sources including
advertising and sales promotion. Catalogs, advertisements,
mailings, brochures, pens, folders, scarfs, etc., are normally

considered typical examples of advertising and sales promotion.

84

The sources of information from the current study are

inserted into the matrix shown on Table 11.

Table ll.--Completed

Kotler-Fox data SOUICOS matrix .

 

 

 

MARKETER NON-MARKETER
CONTROLLED CONTROLLED
PERSONAL SOURCES Mail I requested Friends
College Counselors Co-workers

NON-PERSONAL SOURCES

 

Admissions people

Faculty

Visits

Graduates

Former students

College mail

Family, this school

Other students,
this school

Other college
provided material

Other family

Job related friends
Students, other col
Supervisors

Mother

Father

Personnel rep.
Other relatives
Union rep.

Other managers

HS classmates
Private counselors
Educational brokers
Personnel dep't,

 

Newspapers.
Flyers
Television
Radio
Magazines
Billboards

 

College guidebooks
News stories

 

 

The Bonferroni comparison, of these quadrants of widely

 

85
differing information and numbers of sources, compares the
significance of the sources involved. In Table 12 each group in
the Table 11 matrix was shown tested against each other group.
First the calculated Bonferroni t-comparison is given, listing
under it the difference between the group averages. In the
comparison between Group 1 (Personal, Marketer Controlled) and
Group 2 (Non-personal, Marketer Controlled) the figure calculated
from the Bonferroni formula above was .106. The Group 1 average
Likert score was 4.157, Group 2 was 3.772, subtracted yields a
figure of .385 which is greater than the .106. Therefore, the
difference in reported usefulness is significant, not due to
chance or sampling errors. The balance of the calculations

follow this pattern. A discussion follows Table 12.

Table 12.-~Kotler-Fox statistical comparison.

 

 

GROUP > 1 2 3 4
\/
1. Personal,
Marketer Controlled .106 .006 .125
Group average 4.157 (.385) (.191) (.250)

for 11 sources

2. Non-personal,

Marketer Controlled .110 .153

Group average 3.772 for 6 sources (.194) .135
3. Personal,

Non-marketer controlled .128

Group average 3.966 for 16 sources .059

4. Non-personal,
Non-marketer Controlled
Group average 3.907 for 2 sources

 

86

These figures would indicate that the "Personal, Marketer
Controlled" sources were, at a 95% confidence level,
significantly different than any of the other sources. The
"Non-personal, Marketer Controlled“ sources could be said to be
significantly different than the "Personal, Non-marketer
Controlled sources" and of less importance (3.772 is less than
3.966 group average). The comparisons which do not indicate
significant differences were the "Non-personal, Marketer
Controlled" group compared to the "Non-personal Non-marketer
Controlled" group and the "Personal Non-marketer Controlled"
group compared to the "Non-personal Non-marketer Controlled"

group.

Section B: ResearchQuestion 3.
What Would the Respondent Suggest?
Item #39.

In Research Question 3 the researcher asked, "Would the
adult student now in school be influenced by the same sources, at
the same magnitude, if the individual had to do the choice
process again?" Answers given to Item #39 on the survey form
answer Research Question 3. The resulting data is shown in Table
13. Table 13 shows the counts the adult respondents gave when
asked to mark the five sources they would suggest a friend use,
in the friend's choice of college search.

In the first column are ranked the twenty questions

respondents indicated important, listing them by rank, based on

87
number (count) of people who circled that question as important.
The second column gives the number of people who indicated that
the source would be useful, with the percentage of that number to
the total respondents. The source item number (#1-35), and the

source name are listed in the last two columns.

Table 13.-—Responses for Items #1-#38, first twenty as ranked by
frequency of response with percentage to total responses given.

 

RANK FREQ/% ITEM # SOURCE

 

1 48/31% 29 College counselor
2 38/24% 8 Graduate,this college
3 38/24% 28 College guidebook
4 30/19% 32 College faculty
5 28/18% 9 Former student, this college
6 28/18% 27 Material I requested
7 27/17% 33 College admissions
8 26/17% 34 College visit
9 24/15% 12 Co-workers
10 21/13% 10 Other student, this college
11 17/11% 5 Friends
12 15/10% 35 College provided material not
otherwise listed
13 13/08% 15 My company personnel rep
14 12/08% 24 Handouts/flyers
15 12/08% 26 Mail, college initiated
16 12/08% 30 Private counselors
17 10/06% 21 Newspaper advertisements

18 06/04% 14 My supervisor
19 06/04% 16 Personnel, another firm
20 06/04% 18 Other friends

 

This ranking gives an indication of what sources a student
found useful, now that, having completed their search, they know
more about the system and could place the sources into better

context. The responses differ from the answers to Items #1-38

88
because the responses to #39 are what the adults students now
feel would be the best source. The answers differ from the
sources the respondent named in the first ranking because this
item allows a detached look at the search and the sources,
permitting a respondent to indicate true personal feelings.

Respondents felt that the best sources of information were
"Counselors" at the colleges in which a student was interested.
Since this ranked second highest in the sources students said
were useful, it correlated well on both lists. The second
highest count for Item #39 was "Graduates, this college." This
was ninth in count, but second in value on the Item #l-#38 Likert
scale tabulation. Following graduates was "College guidebooks,"
an external source of information.

All college controlled items were the next five highest
sources of information students felt were useful. They were
"Faculty," "Former students," "Requested material,“ "Admissions
personnel," and "Visits." Ninth on this list is “Co-workers,"
whom respondents of this survey thought were knowledgeable about
available college choices.

These figures reinforce indications in this dissertation
that students felt an adult who is choosing an institution of
higher education should take advantage of information sources

that are familiar (and/or connected with) with the schools.

89
Section C: ResearchyQuestion 4.
What Did the Students Want To Know and Why?
Item #56

In this section of the study is analyzed the answers to the
question, "What are the five most useful things you found
out about this college before choosing to attend?" This
analysis serves to answer Research Question 4. "What do adults
consider most useful to know about a school?“ Table 14
summarizes the findings. The most important information, the
adult respondents in this survey wanted to know, was when and
where they could take classes.

According to the survey, time of classes was vital to
Aquinas, Central Michigan and Western Michigan University
graduate or higher level students. Responses indicated time is
not important to the Michigan State University student.

Location was important to Central Michigan and Western
Michigan respondents taking classes in the downtown area.
Lansing Community College students take classes in the same
geographical location, but the LCC classes surveyed were in
off-site locations. There was a heavier response regarding
location from these LCC students than from the CMU and WMU
students, because they desired classes close to home and/or not
in the center city area.

School reputation, including faculty and advisor‘s
reputation, was the next greatest influence mentioned by the

students. Reputation was not useful knowledge for Lansing

90
Community College students before making their college selection
decision. It was important to the four-year school students

included in the survey.

Table 14.--Useful information desired by respondents.

 

 

RANK ITEM TOTAL COUNT
ACCEPTANCE
17 Admission Requirements 7
11 Accepts prior work 16
FINANCIAL
2 Cost 39
15 Financial aid available 11
17 Whether company pays 7
PROGRAM
1 Location 57
2 Night classes available 39
4 Class availability 31
6 Curriculum 22
8 Time classes are held 20
9 Program available 17
9 Time to complete (long/short) 17
13 Offerings in work area 14
14 Flexible 13
16 For adults/working students 10
17 Transferable 7
20 Small classes 6
REPUTATION
5 Reputation of the School 25
6 Advisor‘s influences 22
12 Reputation of the faculty 15
20 Suggested by friend, boss 6

(arbitrary cutoff of 6 responses)

 

Available class/program information was important to some

students participating in this survey. Information on class

91
availability was important to Western Michigan University
students. Program and curriculum offerings were bmportant to the
Michigan State University students. Most of the students in the
survey were in a specialized graduate program.

Acceptance questions were important to some students.
Northwood Institute and Spring Arbor College give bachelor
degrees in one year to students who have substantial prior work.
They have open admissions, accept any credits, and allow credit
for work experience. Over one half of the Northwood students
mentioned acceptance of prior work as a key factor influencing
their decision to attend.

Financial factors had a high response rate. Most
respondents listed cost as a key influence. Those paying their
own tuition seldom indicated "cost" as important. Financial aid
availability is a similar item. The primary finance method for
53 of the students was themselves, and 33 received direct tuition
reimbursement from their firms. Others appear to have financed
their education by these means, but their wording was not clear.
Financial aid was a factor to consider.and thus an influence, but
it did not appear to prevent those wanting to attend from doing
so. Only a small number of people listed tuition reimbursement
by their employer as an influence on their attendance.

Several other key influences were given. The school's
flexibility was a term used by many students at Aquinas, CMU,
LCC, Northwood and Spring Arbor. This could mean scheduling

flexibility, flexibility to meet the needs of the students in

92
classes and timing, or the school's willingness to accommodate
the problems of the student.

Transferability of credits to other institutions was of
importance to some students. This was especially important to
the community college student interested in further work at
another institution.

Small classes were important to some people. The local
major university has very large classes at all levels. Many
students at other schools were attending an extension with small
classes.

The last significant item, listed as an influence on
attendance, was the class, college or program was suggested by
someone of significance to the students, especially their
supervisor. The persons listing this did not correlate with
those who listed their supervisor as a major influence in
Question #14. It showed a feeling by many students that they

want to do what the supervisor wanted.

Miscellaneous Information

In this section is provided information on questions that
are not discussed in other parts of this paper.

Table 15 shows the 132 people who answered this question
attended an aggregate total of 376 colleges, implying the
average adult student in this survey has attended 2.4
colleges (376 divided by 132); or two colleges prior to

enrolling in their current school. Almost 1/2 (15) of the

93
students from Lansing Community College attended no previous
schools. Seven of the twenty Michigan State University graduate

students reported that they attended no other school.

Table 15.--Item #43, number of colleges the adult student has
attended.

 

 

NUMBER OF COLLEGES NUMBER OF PEOPLE TOTAL
ATTENDED ATTENDING

1 32 32

2 46 92

3 48 144

4 22 88

5 4 20

TOTAL INDICATING 132 376

none indicated = 25

TOTAL SAMPLE 157

 

94
The survey results shown in Table 16 indicate a high
proportion of the adult students had parents who had not attended
college, making these adult students first generation college

matriculants.

Table 16.--Parental higher education.

 

37 respondents reported both parents attended college
17 reported Mothers attended college, father did not
21 reported Fathers attended college, mother did not

 

Schools attended

 

Father Mother
CMU 4 3
LCC 2 l
U of M 2 4
MSU 5 l
WMU 2 4
Multiple 2 1
Other 20 16

 

95
All six students who said yes to the question in Table 17
had parents who attended college. One adult student in the
survey, attended a college where one of his parents had gone; the
others gave no indication which school their parents attended.
The parents who attended college were there an average of 5.11

years .

Table 17.-~Parents who influenced choice of college.

 

INFLUENCED? NUMBER

 

No 140
Yes 6
No answer 11

 

There were 75 females, 80 males and two undecided. Lansing
Community College and Central Michigan University had the highest
proportion of female students (57 and 61%). Spring Arbor and
Western Michigan had the highest percentage of males (60 and
62%). Michigan State University had 50% male, 50% female and one
undecided. No difference was noted in the response ranking of

any question in the survey.

96

Table 18 indicates a wide age spread in this group, ranging
past 51 years of age. Twenty-three percent were above 39 years
old. A large number of the older students were at Lansing
Community College and Northwood Institute. Michigan State
students tended to be the youngest group, the majority below
thirty-five. Spring Arbor students were spread across the age
bands, but none were under 25. No correlation between age and

information sources in the first 39 survey items was found.

Table 18.--Age of respondents.

 

 

 

SCHOOL AGE
Not 21-25 26-30 31-35 36-40 41-45 46-50 51+
Given
Aquinas 2 0 3 2 5 3 2
CMU 2 5 3 6 2 2 3
Davenport l 5 2 6 1 1 1
LCC 6 10 3 5 4
MSU 3 3 4 5 l 3 1
Northwood 1 2 2 5 2 5 2
Spring Arb 4 0 4 3 4 3 2
Western MI 2 2 3 3 0 3
TOTALS 12 19 33 29 28 21 14 1

 

97

Table 19 gives the ethnic background of respondents.

Table 19.-~Ethnic background.

 

Other 3
Black 15
Asian 2
White 126
Hispanic 3

Not given 7

 

Table 20 gives the county of residence of the respondents.
Ingham, Eaton and Clinton counties with some of Shiawassee
county comprise the Lansing trading area. One hundred and
twenty five, (80%) of the students surveyed, lived in various
incorporated and unincorporated areas of these counties. The
students from Calhoun County were generally in one cohort

group.

Table 20.--City/county of residence.

 

Ingham 88
Eaton 19
Clinton 13
Shiawassee 7
Calhoun 5
Other 12

 

98
The data shown in Table 21, was requested to determine the
breadth of colleges considered by the adult students in this
area. The majority of students only looked at schools in the

Central Michigan area.

Table 21.--Other colleges considered.

 

 

 

COLLEGE PERSONS WHO CONSIDERED IT
Michigan State University 44
Central Michigan University 38
Lansing Community College 37
Western Michigan University 24
Davenport College 21
Northwood Institute 19
University of Michigan 15
Aquinas College 14
Ferris State University 13
Spring Arbor College 11

Summary

The data obtained in the study was discussed in several
ways. Responses were explored in descriptive terms, to look at
both usefulness (Research Question 1), and influence (Research
Question 2) on the adult student making their choice of college
decisions. Statistical analysis established the significance

of the items in relation to each other. An educational
marketing matrix of the data, in relation to its use, put the
information into forms usable by professional recruiters. The
third research question, which asked what the student would

suggest to someone starting their search, was answered.

99
Replies to the survey item on what the student wanted to know
were the base for discussion of Research Question 4.
Miscellaneous information, derived from the survey, completed the

chapter. Chapter V includes conclusions and recommendations.

CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS

Introduction

A study of the sources of information useful and influential
to adult students in their choice of college has been presented
in this dissertation. Explored were the Sources of information a
student found influential, and those sources they felt would be
most influential if they were to make the choice-of-college
decision again. The study had a marketing orientation. In the
current era of overcapacity and lack of students, marketing can
fill seats available at many institutions of higher education in
the United States. This study of information from adult students
now in school and how they arrived at their choices was designed
to inform educators as they develop plans, make decisions and
take actions.

The four research questions that guided the collection of
data were: I

1. What sources of information do adult students find
useful in their college choice plans, decision and actions?

2. Which source(s) do adults find most influential?

3. Would the adult student now in school be influenced by
the same sources, at the same magnitude, if the individual had to

undergo the choice process again?

100

101

4. What things do adults consider useful to know about a
school?

To answer these questions a survey was designed, and
administered to one hundred and fifty seven adult students
currently attending higher education classes, in the Lansing,
Michigan area. The responses were tabulated, ranked and
analyzed.

In general the adult students who answered the survey
indicated they looked to the familiar when they made their choice
of college search. Friends and some family members are examples
of these useful sources. They also found valuable sources
affiliated with the school, such as mail requested from the
college, former students, counselors and admissions persons.
Media, such as billboards and television, which are often used by
the schools, were not thought to be useful sources of information

by the study respondents.

Conclusions

Research Question 1.

What sources of information do adult students find useful in
their college choice plans, decision and actions?

College-provided material was useful to the adult students
in their choice of college search. Material that the student
requested was a source of information involved in the decision
making process. The figures indicate students found the material

useful, and were influenced by it. College counselors were

102
utilized by a large number of adult students. Students at
schools that have full time office and staff in the area, ranked
them useful and influential. Other college employees, such as
admissions personnel and faculty, were often useful.

Data in this survey indicated the average adult student did
not employ a wide array of information sources. There were
indications they did not spend time on this search. It could be
concluded that adults who are willing to take the time and effort
to attend school are busy people with many activities. To
accomplish specific objectives, they become action centered.

They tend to do a search through immediately available sources of
information, and they make decisions based on perfunctory data
gathering.

The typical adult looked at/looked for few sources of
information, usually variations of the same major source group.
They often accept the first school appearing to provide a program
which meets their perceived requirements. The average student
found just 7.5 sources of information useful.

Research Question 2.

Which source(s) do adults find influential?

School employees, such as counselors, are important
information sources, with substantial influence on potential
students. Individuals with first hand knowledge of the school,
such as former students and graduates, influenced prospective
enrolles.

Adults searched through sources familiar to them. They are

103
drawn to the schools by advertisements and similar sources after
they have made the decision to attend higher education. Calls to
the college yielded information. When a person requests
information, they are a choice prospect with a high propensity to
purchase. Telephone answerers, counselors, admissions people,
all those who have contact with prospects, should provide maximum
assistance of a credible nature to prospective students.

The study results indicated individuals known to the
student, but not school controlled or relatives, may influence
adults to attend a specific school. Friends ranked high for
influence, just under requested mail and college counselors.
Further down were co-workers, graduates and other students.

Adults found newspapers, flyers, supervisors and some family
members/acquaintances influential sources in their college
search. They learned a school exists from information sources
such as advertisements and then they contacted the school for
more information.

Many information sources thought useful to the traditional
student were not of value to the adult and therefore, did not
warrant effort by the school in adult recruitment. Adults go to
school when ready. Mothers, fathers and other family members did
not influence adult students, as they do traditional aged
students. If a family member is a friend and/or is attending the
school, they will have greater credibility and interest for the
adult student.

Promotional media, other than newspaper advertisements and

104
flyers, were of little value to the adults responding to the
survey. Communication methods such as television, magazine,
billboard, radio and public relations were not useful. This
finding suggested that schools should not spend money on these
sources.

Company personnel may be influential, but did not influence
adults in this study. These students did not indicate they
approached work sources, such as supervisors, personnel
representatives, union representatives and managers at either the
adult's or other organizations. By marketing to these high
influence sources, schools may be able to obtain greater indirect
value.

Useful sources varied by schools, but there was no
difference by program level.

Research Question 3.

Would the adult student who is now in school be influenced
by the same sources, at the same magnitude, if the individual had
to do the choice process again at this time?

Research Question 1 asked what sources were useful, while
Question 3 asks what sources the students would find useful if
they did the search again. There is some agreement as to the
most influential items in each list. Former students of the
schools were a viable source, more useful than friends.

According to the respondents, the best source of information
for students interested in a particular college is the counselors

at that college. College admissions people, similar to college

105
counselors, would be another source of useful information.
Graduates of a college may be a valuable information source for
that college. Faculty, can be important. College visits,
co-workers and other students at the college complete the top ten
items in the list of what adult college students recommend to
others who are making their choice of college search. These are
significant information sources, influencing potential students.
Indications are higher education marketing personnel should use
them in the school's enrollment efforts.
Research Question 4.

The final research question asked, "What things do adults
consider most useful to know about a school?" The survey answers
indicated many useful items.

Adult respondents to this exploration indicated they have
clear ideas of what they need to know about a school. They were
not looking for financial aid or admission requirements. Adults
want to know where and when classes are held, and by
extrapolation, what the school can do for the adult student.
Location was a vital consideration to many people. Educators
working with adults must find classrooms that appeal to the
student.

Cost is important, as reported in this survey, but financial
aid is of low value to the adults as adult students in the
current era are not eligible for financial aid outside of their
own or company resources (tuition reimbursement).

The adults in this study had much in common with the

106
traditional students in the literature. Adults sought
information about the schools of which they were aware, and which
they felt could provide them with the means to accomplish their
ends. Publications were sometimes useful. Respondents talked to
the employees of the school, as do younger student prospects.
Adults do not utilize parents, and may not be affected by
personal letters from the schools.

Personnel marketing to adults should utilize the present
adult students to help locate and motivate other potential
adults. School personnel should be trained, familiar and willing
to satisfy the needs of the adults. Marketing personnel should
know their market. Understanding the differences and
similarities, between adults and traditional students, can make

marketing effective and efficient to each group.

Application of Study Data to Kotler and Fox

Kotler and Fox, in their discussion of the information model
from William Ihlanfeldt classify information sources into four
groups. The model (given in Chapter IV) supports the findings
that the school and its professional staff are the largest
influence on the adult student's choice of college.

Personal, marketer controlled sources of influence,
including the students and graduates of the school, are
important to adults selecting a school. This conclusion has
validity as the students and graduates are those who have been

influenced by the college. The Ihlanfeldt model confirms that

107
the most influence on the student in this model is the
professional staff talking to the potential student. This was
shown in the current study.

The personal, non-marketer controlled group in Kotler-Fox
includes family, friends and acquaintances. The current research
indicates that some sources in this group had a significant'
effect on the adult's choice, and some did not. Influence of
co-workers was ranked high by respondents. Friends also were
influential. The balance of the personal sources of information
were low on all lists.

Friends who are known by the individual but not under
control or influence by the school are personal non-
marketer controlled sources of information. Friends or family
who have attended the school are personal but since they have
been influenced by the school are here considered marketer
controlled. These friends tended to be trusted and knowledgeable
in their opinion of the school‘s value.

The non-personal, non-marketer controlled group seems to
have had little effect on the students surveyed as well as those
in the Kotler-Fox text. The only direct figures in this study
are from newspaper stories, which were in twenty-ninth place

among sources of information useful to students.

Recommendations for Further Study
Several questions surfaced during this study which are

unanswered and beyond the scope of this study. Future study

108
would help educators enhance their marketing decision making
abilities.

1. What is the time elapsed from an adult's initial interest
in education to the decision to attend school?

2. Why did the adults choose college over other
alternatives to achieve their purpose at this point in their
lives? One would need to gather data on their need/want/purpose,
for which college is the satisfier.

3. Studies have indicated adults employ college classes to
satisfy ulterior motives, which they do not feel they can
articulate in our society (Cross, 1981, Houle, 1973). Classes
are a laudable reason for leaving the children and spouse for an
evening or Saturday morning, alleviating guilt and gaining
strokes from peers and family.

4. Why did the adult chose one institution over other
available schools? What are the parameters an adult uses in
their choice-of-college decisions?

5. Most of the adults in this study were first generation
college students, who did not have parental role models to
emulate. What will be the results on their children who see
parents in this non-traditional role? Will this provide
incentives for these children to attend and better their
secondary and higher eduction?

6. What are the effects of the media on the adult student‘s
choice process? This study indicated little influence, yet some

schools use the source heavily, particularly newspaper

109
advertising. Do the media bring adults into the schools for
personal sales to implement the enrollment? Or is media a waste
of money needed elsewhere?

7. This survey indicated mail requested by the students was
a strong influence in the choice process. Is it the mail or some
other aspect which affects the adult? Does the mail do any good?

8. What are the total effects of graduates of a school on a
prospective adult student? Should colleges involve graduates in
the recruiting programs for other adults? Can the integrity of
all concerned be ensured and not tarnished? Would former
students yield benefits or disadvantages to a marketing program?
If beneficial, how can a school determine which former students
would be positive, and which negative towards the school?

9. There were indications that adults, who employed the
company and union representatives, found these representatives
strong, positive influences. Not many adults fund these sources
useful. How and when should institutional marketers utilize
these sources to assist the prospective student in their choice

process to pick the marketer‘s school?

Summa; 2

This is a marketing study which sought to determine the
sources of information adults found useful in their choice
process. Information added to the literature may enhance the
availability of data to help higher educators understand the

sources which influence the adult student. The data may prevent

110
wasted attempts to reach prospective adult students. Many
people, involved with marketing, recruiting, and enrollment, need
to reach prospects to inform them about their institution. The
information provided in this study may help these individuals,
and their organizations, be more effective, efficient and
productive by using only information sources found to be useful

and influential to adults.

APPENDI CES

APPENDIX A

QUESTIONNAIRE

111

HI- EDUCATIOI CHOICE SURVEY - 1989
Rev'I/ll
Dear Student:

Please complete the attached survey form and deposit it in
the class envelope. It will be used to help determine how
adult students in the area choose a college. People from
classes at several schools are being surveyed to gather data
from which schools can make plans, decisions and actions to
better serve your mds and desires. The form will take you
approximately 10 minutes to complete.

Your participation is entirely voluntary and you may chose
to participate or not as you wish. It will have no effect
on your activity or grade in this class. no NOT put your
name on the form. The completed for- will be collected as
a group and tabulated with all those received from other
classes. All results will be treated with strict confidence
and the subjects will remain anonymous in any report of
research findings. You may request the results and final
report, within the restrictions above.

You indicate your voluntary agreement to participate by
completing and returning this questionnaire.

INSTRUCTIONS: Please answer the following questions. If
youdonotcaretoansweranyquestionleaveitblank.
Feel freetomakeadditionalcommentsonthebackoradd
additional sheets, your ideas are valuable to this project.

Unless otherwise indicated, where I'cnllege" is used,
considerittomeantheschoolwhichsponsorstheclassyou
arenowattending. Pleasedonoteraseanyanswerafteryou
putitdown, ifyouchangeyourminddrawalinethrough
yourfirstanswerandaddthesecond.

I am a doctoral student in Adult and Continuing Educational
Administration at Michigan State. The information we are
collecting will be used in my dissertation which is titled,
"Sources of Information Used by Adult Students in Their
Choice of an Institution of Higher Education'. If you wish
to discuss this personally or have any questions please feel
free to call u at 517-323-3210.

Thank you for your assistance.

@M/f/é M

Roberto. Laloreaux

112
Pm I - SOURCES OF aroma-1w

1 - 40. now much did the following sources of information

prove useful and/or influence your decision to attend this
school or class (consider only those with.which you have had

contact in your most recent college experience)?

Check the space corresponding to your rating of its

usefulness, to you, of each source. ‘lrite 'IAP if not

Applicable to your latest college experience.

very useful - useful - lot useful

FAMILY/FRIENDS
1 Mother
2 Father
3 Other family members
4 Other Relatives
5 Friends
6 High School Classmates

STUDHITS
7 Family member, this college__
8 Graduate, this college ‘__
9 Former student,this college__

10 Other students,this oollege__

11 Any at other college

JOB RELATED

12 Co-workers

13 My union representatives
14 My supervisor

15 My company personnel rep
16 Personnel Dept,another firm
1? Managers, another firm
is Other friends

MEDIA

19 Radio

20 Television

21 Newspaper advertisements
22 Newspaper stories

23 Magazines

24 Handouts/wall flyers

25 Billboards

HAIL
26 College initiated
27 I requested

113
comm mm

28 College guidebooks

29 College counselors

30 Private counselors

31 Educational brokers

32 College faculty

33 College admission person

34 Visit to college

35 College provided materials
not listed above
Indicate material

comma-roam (pleasegivenamesandratecther
sources you used)

36.

37.

38.

39. Please go back over the list above

(Questions 3 1-38) and CIRCLE the numbers of the five (5)
sourcesycuwouldrecccmmendsomecneelseuseiftheywere
nking their choice of college decision today.

PM 11 - cum INFORMATION

40. some: of college credits you have ccqleted....

41.!umercfcollegecreditsycuarecurrentlytaking '

42. Are you attending college Full Time? Yes lo
Part time? Yes No
Other? fee No

If other, please indicate what
43. Number of colleges you have attended..............

44. Currently taking classes in another college? Yes No
If so, which college (s)

 

45. Scurcescftuitionfundsandperc-Itsgefrcmeech
‘e e
b.
c.

#

 

 

 

U

 

 

 

 

46 . Did either parent attend college? Yes__lc_
If yes, give college and number of years attended.
a. Mother ___yeers
b. Father __years

 

47. Did mother's cr father's attendance influence your
choice of college? fes_lc__

114
‘8. may mu”?00000000OOOOOOOOOOOOOOOO“L

 

 

 

Ful Lame—
Part time—

49. What is/was your job function?

pm III - names

50. Female Male

51. Age

aw“ W mam— as

53. City of residence County

 

 

Pm IV - SEARCH INFORMATION Please answer questions 54-57
in respect to only the current college experience.

54. Where did you first learn about the college you are
attending?

55. Please list each college from which you have received
materials or had contacts and give who initiated the
contact? (use back of sheet if necessary)

College Initiated by

a.
b.
c.
d.
e.

 

 

 

 

 

 

56. Whatarethefivemoetusefulthingsyoufoundcutabout
this college before choosing to attend?
1.

115
57. What other activities or sources of information did you
use in your search for a college/university?

58. Please provide any additional co-ents you wish
regarding the adult student college selection process in
Lansing and the information used in the decision.

OiCOOOOOQOQOCQOQOOOCOOCOOOCOit

Ihenyouhavecompletedthesurveyformplease
leave itintheclass envelope. Thankycufcr
yourtimeandeffcrt.

APPENDIX B

ANALYSIS OF QUESTIONS WITH CHARTS

School

01
02
Q3
Q4
05
Q6
Q7
Q8
09
010
011
012
013
014
015
016
017
018
019
020
021
022
023
024
025
026
027
028
029
030
031
032
033
034 .
035
036
037
038

116

157

Average

3.8276
3.7143
4.0851
3.1429
4.1549
4

4.35
4.4375
4.1277
4.098
3.8529
4.1579
4.3333
4
4.0952
4.1667
3.7143
3.8649
3.6923
4
4.075
3.7273
3.375
4.0588
3.4286
3.8235
4.5315
4.087
4.0789
4.1818
4.1667
4.0962
4.0351
3.9583
4.1923
0

0

All Schools - All Records
Number of records '
Question

COME

Std Dev.
29 0.9123
28 0.8806
47 0.871
14 0.5151
71 0.8333
11 0.8528
20 0.9097
48 0.7043
47 0.8409
51 0.8226
34 0.7329
57 0.812
3 0.9428
32 0.866
21 0.8677
6 0.6872
14 0.6999.
37 0.8435
13 0.7216
18 0.8165
40 0.8771
11 0.4454
8 0.4841
34 0.8725
7 0.4949
34 0.8565
111 0.6952
69 0.8468
76 0.774
11 0.936
6 0.8975
52 0.7406
57 0.7939
48 0.8406
26 0.8779
13 0
1 0
0 ERR

variance

0.8323
0.7755
0.7587
0.2653
0.6943
0.7273
0.8275
0.4961
0.7071
0.6767
0.5372
0.6593
0.8889
0.75
0.7528
0.4722
0.4898
0.7115
0.5207
0.6667
0.7694
0.1983
0.2341
0.7612
0.2449
0.7336
0.4832
0.7171
0.599
0.876
0.8056
0.5484
0.6303
0.7066
0.7707
0

0

117

 

com-s6

nogggguoggnggsg-OeO—O papa—.090 2.909088500083882.
Q6

2 QP

:0...
:QN

C “N

q
*

 

 

332 ..<

m_oo:om __<

um 03/ :00;ch

School

01

02

03

04

05

06

07

08

09

010
011
012
013
014
015
016
017
018
019
020
021
022
023
024
025
026
027
028
029
030
031
032
033
034
035
036
037
038

Aquinas
Number of records

Question

17

Average

5.0000
ERR
4.0000
ERR
4.0000
ERR
ERR
4.1667
4.5000
4.5000
3.0000
3.7143
ERR
3.5000
3.6000
ERR
ERR
4.0000
ERR
3.0000
4.3000
4.0000
ERR
4.5000
ERR
3.5000
4.6000
4.7500
3.8000
ERR
ERR
ERR
3.6667
4.5000
4.5000
0.0000
0.0000
ERR

118

count

1.0000
0.0000
1.0000
0.0000
6.0000
0.0000
0.0000
6.0000
2.0000
2.0000
1.0000
7.0000
0.0000
4.0000
5.0000
0.0000
0.0000
2.0000
0.0000
1.0000

10.0000

1.0000
0.0000
4.0000
0.0000
4.0000

10.0000

4.0000
5.0000
0.0000
0.0000
0.0000
6.0000
2.0000
4.0000
4.0000
1.0000
0.0000

Std DOV.

0.0000
ERR
0.0000
ERR
0.5774
ERR
ERR
0.6872
0.5000
0.5000
0.0000
0.4518
ERR
0.8660
0.8000
ERR
ERR
1.0000
ERR
0.0000
0.9000
0.0000
ERR
0.5000
ERR
0.5000
0.4899
0.4330
0.4000
ERR
ERR
ERR
0.7454
0.5000
0.5000
0.0000
0.0000
ERR

Variance

0.0000
ERR
0.0000
ERR
0.3333
ERR
ERR
0.4722
0.2500
0.2500
0.0000
0.2041
ERR
0.7500
0.6400
ERR
ERR
1.0000
ERR
0.0000
0.8100
0.0000
ERR
0.2500
ERR
0.2500
0.2400
0.1875
0.1600
ERR
ERR
ERR
0.5556
0.2500
0.2500
0.0000
0.0000
ERR

119

 

3226.... .58.
3.633383333883838332."...5533335383383333

2

 

 

2.6.88: .4 :83.

03:00 mo:_:o<

”WM

School

Number of records

Question
01
02
03
04
05
06
07
08
09
010
011
012
013
014
Q15
016
017
018
019
020
Q21
022
023
024
025
Q26
027
028
029
030
031
Q32
033
034
035
Q36
037
038

120

23
Average

3

3

‘07s

3

4.125

4

4

4.1667

4.1111

3.75

4

4.4

5

4

3.6667'

3.5

on
O
BUGfifififih-lfi.

b
O
4»
Q
*3
.h

3.9231
4
5
3
4.3333
3
4
0

PM
PFNPMPPPNPUHNUUPU”NUGNNOIbI...

H
U

OONflNONNP

Std Dev.

0

0
0.433
0
0.927
1

1
0.6872
0.8749
0.8292
1

0.8

0
0.8165
0.9428
0.5

0
0.8165

'0
O
OOOOOOPO

0.6598
0.8528
0.7298
0
0
0
0.6667
0
1
0

variance

0

0
0.1875
0
0.8594
1

1
0.7654
0.6875
1

0.64

0
0.6667
0.8889
0.25

0
0.6667

OOIbOOOO-‘O

0.4354
0.7273
0.5325
0
0
0
0.4444
0
1
0
ERR
ERR.

121

 

32264. 58'
c8150
BBBBBBSBSSSSEBSS55553panopopo—OBBBSSEBEE

Eigsiar

3°?

flea/M

.vop

 

 

$568222 5 9

3.9622: 1.69:2: Ettoo

School

Question
01
Q2
Q3
04
Q5
06
Q7
Q8
Q9
010
Q11
012
Q13
Q14
Q15
016
017
Q18
019
020
Q21
022
Q23
024
Q25
Q26
027
Q28
029
030
Q31
Q32
Q33
034
035
036
Q37
Q38

Davenport
Number of records

122

17
Average

5

5

4.3333

ERR
4.125
ERR

4.25
4.3333
4

4

4

4

3.75
4.4444
4

4.5

5

5

4.4
4.25

4

0

count

“NPHOOOUNP

O083°.OUFNOHOONOPNUubUNOONI-‘OUU

Std Dev.
0
0
0.9428

ERR
0.927
ERR
0
0
1
0.833
0.4714
0.8165
ERR
0
0.5

0
0.8165
0.8292
0.4714

0

0
0.7071

0
0.8292
0.6849

0

0.5

0

0

0.8
0.8292
0.7071

0

variance
0
0
0.8889
ERR
0.8594
ERR
0
0
1
0.6939
0.2222
0.6667
ERR
0
0.25
ERR
ERR
0
0.6667
0.6875
0.2222
0
0
0.5
0
0.6875
0.4691
0
0.25
0
0
006‘
0.6875
0.5
ERR
0
ERR
ERR

123

 

39.26.... 58'
com-So
2.3333388888832885355555555888886385

i
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82.16

03:00 tooco>oo

fi'd/M

124

School Lansing Community College

Number of records 28

Question Average count Std Dev. Variance
01 4.8333 6 0.3727 0.1389
02 4.25 4 0.8292 0.6875
03 4.1333 15 0.8844 0.7822
04 3.4 5 0.8 0.64
05 4.3333 15 0.7888 - 0.6222
06 3.8 5 0.7483 0.56
Q7 4.4444 9 0.8315 0.6914
Q8 4.5 6 0.7638 0.5833
Q9 3.8333 6 0.8975 0.8056
Q10 4.3333 6 0.7454 0.5556
011 4 5 0.8944 0.8
012 4 13 0.9608 0.9231
Q13 5 1 0 0
014 3.5 6 0.7638 0.5833
015 4 3 0.8165 0.6667
016 0 ERR ERR

017 3.6667 3 0.4714 0.2222
Q18 3.8 10 0.8718 0.76
Q19 4 4 0.7071 0.5
Q20 4.2 5 0.7483 0.56
021 3.7 10 0.9 0.81
022 3.25 4 0.433 0.1875
023 3 2 0 0
024 3.625 8 0.857 0.7344
025 3 2 0 0
026 4.0588 17 0.9375 0.8789
027 4.5263 19 0.7517 0.5651
028 4.2222 18 0.8535 0.7284
Q29 3.8462 13 0.8635 0.7456
030 4.3333 3 0.9428 0.8889
031 ERR 0 ERR ERR

032 4.25 8 0.6614 0.4375
033 4 6 0.8165 0.6667
034 3.6364 11 0.8814 0.7769
035 4.5 4 0.866 0.75
036 ERR 0 ERR ERR

037 ERR 0 ERR ERR

038 ERR 0 ERR ERR

 

125

8826.... .53.
38.8
33338888888888888355555585335383385

__ 55...: .________.=

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:2.

:5.

.12.

3.9

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82.16

30:00 bEzEEoo @533

Inc/mm

126

School Michigan State University
Number of records 20
Question Average count
Q1 3.5714
Q2 3.5
Q3 3.7143
Q4 3
Q5 4.5714
Q6 4.25
Q7 5
Q8 4.8
Q9 4.75
Q10 4.5
Q11 4.5
Q12 4.3333
Q13 ERR

014 4.5
Q15 4.5
016 4
017 4
018 4
Q19 ERR

Q20 3
021 3
Q22 4
Q23 3.3333
024 4
Q25 3
026 4
027 4.7857
028 4.4444
Q29 4.1429
Q30 3
031 3.5
032 4.2
Q33 3.8333
034 4.6667
036 ERR

037 ERR

038 ERR

p

p
PNOOOQOOONfiflNQOQ

OOOU‘DGUNNQ‘OOUPIDUNUPOOU

Std Dev.

0.7284
0.7638
0.8806
0
0.4949
0.8292
0

0.4
0.433
0.6708
0.5
0.9428

0.7638
0.5

0
0.8165
0.8165

0

0

0
0.4714
1

0
0.8165
0.4103
0.6849
0.6389
0

0.5
0.5416
0.6872
0.4714
0.8

variance

0.5306
0.5833
0.7755
0
0.2449
0.6875
0

0.16
0.1875
0.45
0.25
0.8889

0.5833
0.25

0
0.6667
0.6667

0

0

0
0.2222
1

0
0.6667
0.1684
0.4691
0.4082
0

0.25
0.2933
0.4722
0.2222
0.64

127

 

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3.962;: 22m com—:22

0..

390/

School

01

02

03

04

05

06

07

08

09

010
011
012
013
014
015
016
017
018
019
020
021
022
023
024
025
026
027
028
029
030
031
032
033
034
035
036
037
038

128

Northwood Institute
Number of records
Question

19

Average

3

3.75

4

3
4.1818

5
4.6667
3.7143

3.875

4

4.5556

ERR .
4.5

4.75
4.5

3
3.3333
3.3333

count

UOMHHHPUGNNbOOWOOQONOPNOON

15

Std DOV.

0
0.8292
0.8165

0
0.8332

0
0.4714
0.6999
0.7806
0.6667
0.4969

0.7638
0.433
0.5

0
0.4714
0.4714
0

0

0

0
0.7483

0.4714
0.4714
0.7986
0.7378
0

0
0.8528
0.5
0.8307
0.8975
0

variance

0
0.6875
0.6667

0
0.6942

0
0.2222
0.4898
0.6094
0.4444
0.2469

0.5833
0.1875
0.25

0
0.2222
0.2222
0

0

0

0

0.56

0.2222
0.2222
0.6378
0.5444
0

0
0.7273
0.25
0.69
0.8056
0

129

 

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School

Question
01
02
Q3

021
022
023
024
025
026
027
028
029
030
031
032
033
034
035
036
037
038

130

20
Average

3.5

3.5

3.7778

3

3.8889

ERR

3

‘0375

4

4.3333

3.5

4.3333

3

3.5

auu

3.5
4.625

4.4167
3
4.125
3

‘06

5
3.8333
3.3333

Spring Arbor College
Number of records

COME

OOOUOOUOPQUNOOPOOOONfiPOPbHOOGQONODI-‘OOO

Std Dev. variance

0.7638 0.5833
0.7638 0.5833
0.7857 0.6173
0 0
0.737 0.5432
ERR ERR
0 0
0.857 0.7344
0.9258 0.8571
0.9428 0.8889
0.5 0.25
0.7454 0.5556
0 0
0.5 0.25
0 0
ERR ERR
0 0
0.7071 0.5
0.5 0.25
0.7071 0.5
0.696 0.4844
ERR ERR
ERR. ERR
0 0
ERR ERR
ERR ERR
0.862 0.7431
0 0
0.7806 0.6094
0 0
ERR ERR
0.4899 0.24
3.4059 11.6
0.6872 0.4722
0.4714 0.2222
ERR ERR
ERR ERR
ERR ERR

131

 

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3.830
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School

01

02

03

04

05

06

07

08

09

010
011
012
013
014
015
016
017
018
019
020
021
022
023
024
025
026
027
028
029
030
031
032
033
034
035
036
037
038

132

13

Average

4
4
5

3.8571

4
4.2

4.1667

3.75
3.5

4
4
3

4.0909
3.8571

3.7143

Western Michigan University
Number of records
Question

count

oat-oncemmooquwwaooaooaeo—u—ouomnemuuoqowuu

Std

“Ve
1
1
0

0.9897

1

0.7483

0.6872
0.433
0.5

0.7071

0
0
0
0.7071

0.8292

0.7071

00°F

0.
0.833
0.8806

0.5
0.7638
0.8292

1
0

variance

1
1
0

0.9796

1
0.56

0.4722
0.1875

0.25
0.5

0
0
0
0.5

0.6875

0.5

1
0
0

0.8099
0.6939
0.7755

0.25

0.5833
0.6875

1
0

133

 

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"‘IIIIIIIIIIIIIIIII“