Factors Influencing Kazakh Students’ Intention to Study at Private Higher Education

Institutions in Malaysia.

Chapte

r 1

Chapte

r 2

Chapte

r 3

Chapte

r 4

Chapte

r 5

Researcher Name & ID :

Zhazira Sautova (I13004353)

Research Supervisor Name

: Dr. Winnie Mujah

Course Code : MGT 7999

Ethics Protocol Number

: cBUS/PG/CP/00391

Broad Area : Marketing

Introduction Literature Review

Research Methodology

Findings And

Discussions

Conclusions, Recommendations

And Personal

Reflections

Background of the study Chapter 1

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 20130%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Asia: Students from Kazakhstan, both sexes (mobility)

Country Belarus (n)

Canada Czech Republic

France Germany

Kyrgyzstan Malaysia

Poland Republic of Korea

Russian Federation Saudi Arabia

Tajikistan Turkey

United Kingdom of Great Britain and Northern Ireland United States of America

(UNESCO Institute for Statistics , 2015)

Problem Definition Problem Definition Chapter 1 Chapter 1

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 20140

100

200

300

400

500

600

700

800

Malaysia: Students from Kazakhstan, both sexes (mobility)

Malaysia

(UNESCO Institute for Statistics , 2015)

According to UNESCO Institute for Statistics (2015) in 2011 year in Malaysia had been studying 681 and in 2014 year 611. It can be seen that intention of Kazakh students study in Malaysia is dramatically decreasing year by year.

Malaysian Education System in 2015 is ranked on 27th place overall out of 50 where it got 12 for Recourses, 15 for Environment, 32 for Connectivity and 44 for Output (Universitas 21, 2015).

Moreover, Malaysia listed in top 10 countries of origin of mobile students as number 8 with 55, 600 students studying abroad (UNESCO Institute for Statistics , 2015).

Thus, the focus of this study is to understand how can the efficiency, coordination and positioning of the Malaysian higher education system be improved to enable it to be respected, recognised and referred to globally. This paper also attempts to answer a question: what are the factors that influence on Kazakh students intention to study in Private Higher Education Institutions (PrHEIs) in Malaysia?

(ETAWAU , 2015)

Research Objectives Research Questions

• To evaluate the relationship between country image and Kazakh students’ intention to study at private higher education institutions in Malaysia.

• To evaluate the relationship between city image and Kazakh students’ intention to study at private higher education institutions in Malaysia.

• To evaluate the relationship between institution image and Kazakh students’ intention to study at private higher education institutions in Malaysia.

• To evaluate the relationship between programme evaluation and Kazakh students’ intention to study at private higher education institutions in Malaysia.

• To evaluate the relationship between future job prospects and Kazakh students’ intention to study at private higher education institutions in Malaysia.

RQ1: What are the key factors that drives students from Kazakhstan pursue education in private higher education institutions in Malaysia?

RQ2: Which factor is the highly significant in affecting students from Kazakhstan pursue education in private higher education institutions in Malaysia?

RQ3: Why there is sharp decrease of enrolment in private higher education institutions in Malaysia by students from Kazakhstan?

Chapter 1 Chapter 1

Scope of the Study Significance of the Study

The population for this study is students from Kazakhstan.

The unit of the study is based on Kazakh students who currently studying at private higher education institutions in Malaysia.

In addition, to determine sample size of the study Krejcie and Morgan table will be used. Sample size for study is 234 (Krejcie and Morgan, 1970).

The study will be helpful for other academic researchers interested in researching about marketing education abroad, especially in context of marketing high education institutions in Malaysia to Kazakhstan.

Malaysian government can gain significant benefit from this research and this study will help to examine the reason of declining enrollment of students from Kazakhstan in higher education institutions in Malaysia.

The result of the study will be useful especially for marketing professionals in Malaysian education industry in order to have in depth understanding of intention to purchase for international tertiary education destination by students from Kazakhstan.

Chapter 1 Chapter 1

Literature ReviewChapter 2

Key Constructs Literature Hypotheses

Country Image (COI) - IV

The decision of acquiring a product or service can be positively influenced by the country image. This is a potentially powerful variable for differentiating a product or a service. This factor has great influence on the purchase intention and the quality perception (Morrish & Lee, 2011; Herrero, et al., 2015).

H1: COI ISHEI

Institution Image (II) - IV

A positive image can strongly influence the decision to attend an educational institution. The institution selection is determined by several factors such as the academic reputation of the institution, the quality and expertise of its teaching faculty, attractiveness and campus atmosphere (Wilkins and Huisman, 2013).

H2: II ISHEI

City Image (CII) - IV

The city represent the environment in which the service will be produced and consumed. Since the education service is a complex service jointly produced with a wide group of services, the physical environment will be made up of the institution facilities and the city as a whole. In this way, the students’ perception about the destination city will influence the decision process as well as the country image (Herrero, et al., 2015).

H3: CII ISHEI

Programme Evaluation (PE) - IV

Programme evaluation is conceptualised as the attitude of consumers toward targeted programmes. Hooley and Lynch (1981) observe that the suitability of the programme is the most important factor, since students will accept any level of the other factors (Bohman, 2014).

H4:PE ISHEI

Key Constructs Literature Hypotheses

Future Job Prospects (FJP) - IV

In the context of participation in overseas education programs students’ believes that their participation in overseas education programs will contribute to the achieve of desired goals. These goals can be linked to the students’ personal, academic or job related objectives (Schnusenbera, et al., 2012)

H5:FJP ISHEI

Intention to study at private higher education institutions in Malaysia(ISHEI) - DV

Students have recognized and accepted the true value of obtaining international education in today’s global living environment such as the learning the foreign languages, the exploration and adoption of new cultures and business practices and so forth. De Jong, et al. (2010), found that students genuinely take into consideration many different factors when the decision has to be made towards the participation in educational programs abroad.

Literature ReviewChapter 2

Hypotheses Development Chapter 2 Chapter 2

H1: There is significant and positive relationship between country image and Kazakh students’ intention to study at Private Higher Education Institutions (PrHEIs) in Malaysia.

H2: There is significant and positive relationship between city image and Kazakh students’ intention to study at Private Higher Education Institutions (PrHEIs) in Malaysia.

H3: There is significant and positive relationship between institution image and Kazakh students’ intention to study at Private Higher Education Institutions (PrHEIs) in Malaysia.

H4: There is significant and positive relationship between programme evaluation and Kazakh students’ intention to study at Private Higher Education Institutions (PrHEIs) in Malaysia.

H5: There is significant and positive relationship between future job prospects and Kazakh students’ intention to study at Private Higher Education Institutions (PrHEIs) in Malaysia.

Conceptual Framework

The conceptual framework was developed from previous theories of international students’ preference and planned behaviour

Source: Modified by using Cubillo, et all. (2006) and Schnusenbera, et al. (2012)

Research Methodology

Research MethodologyChapter 3 Chapter 3

Research Design Framework

• Sampling Procedure and SizeThe population for this study is students from Kazakhstan (611 students). The unit of the study is based on Kazakh students who currently studying at PrHEIs in Malaysia. Sample size 234 (Krejcie and Morgan, 1970). • Data Collection Procedure In order to get reliability and validity, primary and secondary data, and pilot study (30 respondents) will be used to support some useful information to archive an effective study. • Measurement Approach A questionnaire is developed to address the research questions. The total 40 items are written in the form of the statement with which the respondents is to agree or disagree on 5 points Likert Scale (1=strongly disagree to 5=strongly agree). • Data Analysis Quantitative research strategy was used in the study because the collected data can transfer accurate information for archiving research objectives. Thus, using Statistical Package for Social Science (SPSS 20.0) and Partial Least Square (PLS) can help to record and analyse the collected data.

Pilot Study Results

Descriptive Results Chapter 4 Chapter 4

  CII COI FJP ISPHEI PE PHEII Cronbach’

s Alpha

Composit

e

Reliability

CII 0.81

4

          0.821 0.887

COI 0.46

9

0.85

5

        0.831 0.890

FJP 0.39

1

0.43

2

0.91

8

      0.785 0.941

ISPH

EI

0.51

1

0.53

9

0.76

1

0.854     0.925 0.942

PE 0.45

1

0.57

0

0.80

0

0.826 0.85

3

  0.907 0.941

PHEI 0.38

0

0.47

5

0.71

0

0.697 0.77

1

0.83

7

0.925 0.874

The Summary of the Pilot Study (Reliability and Validity)

The pilot study for this research used only 10 percent of the targeted sample size. Therefore, 30 respondents out of 234 targeted sample size were gathered. However, due to convenience sampling that has been used to select and email the questionnaire to 234 participants an additional 6 respondents were gathered. Hence, total sample size of the research is 240 Kazakh students.

Demographic Characteristic Frequency (n=240)

n %

Gender Male 80 32.3

Female 160 66.7

Age 18-20 74 30.8

21-30 163 67.9

31-40 3 1.3

41 or above 0 0

Current Educational Level

Foundation 65 27.1

Diploma 33 13.8

Bachelor Degree 74 30.8

Master Degree 67 27.9

PhD 1 0.4

Monthly Income/Allowance Level (USD)

Less than USD1000

144 60.0

USD1000-USD1999

76 31.7

USD2000 and above

20 8.3

Demographic Profile of the Respondents

Measurement Model Results

Chapter 4

The Summary of Outer Model Evaluation

Constructs

Cronbach’s Alpha Composite Reliability

AVE AVE2

(COI) 0.821

 

0.890 0.731 0.855

(CII) 0.831 0.887 0.662 0.814

(PHEII) 0.785 0.874 0.700 0.837

(PE) 0.925 0.941 0.728 0.853

(FJP) 0.907 0.941 0.842 0.918

(ISPHEI) 0.925 0.942 0.730 0.854

COI – Country Image; CII – City Image; PHEII – Private Higher Education Institutions Image; PE – Programme Evaluation; FJP – Future Job Prospects; ISPHEI – Intention to study at Private Higher Education Institutions.

>0.7 >0.7 >0.5

Measurement Model Results

Measurement Model ResultsChapter 4 Chapter 4

Inner Model Evaluation

Variance Inflation Factor (VIF) Result

Independent Variables VIF

CII 1.378

COI 1.633

PHEII 2.973

PE 4.118

FJP 2.639

The findings of the Variance Inflation Factor (VIF) measurement shows that all the VIF values for all the constructs were between 1.378 and 4.118 (higher than minimum threshold of 0.20 and lower than the maximum threshold of 0.50). This indicates that the study does not have multicollinearity present in any of the predictor variables (or no collinearity problems exist)

Summary of Inner Model Evaluation

Path Relationships

Path Coefficient Remarks

Correlation (β)

T-statistics P-value

H1:

COI –> ISPHEI

0.065 1.601 0.115 Not Significant and Not Supported

H2:

CII –> ISPHEI

0.146 4.928 0.000 Significant and Supported

H3:

PHEI –> ISPHEI

0.077 1.416 0.229 Not Significant and Not Supported

H4:

PE –> ISPHEI

0.457 5.281 0.000 Significant and Supported

H5:

FJP –> ISPHEI

0.258 3.358 0.002 Significant and Supported

Coefficient of Determination (R2 )

ISPHEI 0.737

moderate

Structural Model & Hypothesis Testing

Structural Model & Hypothesis TestingChapter 3 Chapter 3

Hypothesis 1: Country image has a weak positive and not significant relationship (β = 0.065, t = 1.601) with Kazakh students’ intention to study at Private Higher Education Institutions in Malaysia. Consequently, hypothesis 1 is not supported. Hypothesis 2: City image has a weak positive and significant relationship (β = 0.146, t = 4.928) with Kazakh students’ intention to study at Private Higher Education Institutions in Malaysia. Hence, hypothesis 2 is supported.Hypothesis 3: Private higher education institutions image has a weak positive and not significant relationship (β = 0.077, t = 1.416) with Kazakh students’ intention to study at Private Higher Education Institutions in Malaysia. Hence, hypothesis 3 is not supported.Hypothesis 4: Programme evaluation has a weak positive and significant relationship (β = 0.457, t = 5.281) with Kazakh students’ intention to study at Private Higher Education Institutions in Malaysia. Hence, hypothesis 4 is supported.Hypothesis 5: Future job prospects has a weak positive and significant relationship (β = 0.258, t = 3.358) with Kazakh students’ intention to study at Private Higher Education Institutions in Malaysia. Hence, hypothesis 5 is supported.

COI – Country Image; CII – City Image; PHEII – Private Higher Education Institutions Image;PE – Programme Evaluation; FJP – Future Job Prospects; ISPHEI – Intention to study at Private Higher Education Institutions.

Conclusions

Chapter 5 Chapter 5 Conclusions

• One of the main issue that was emphasised by the researcher is high cost of living and low level of security in city. From the findings, city image is second highest important factor that influence on Kazakh students’ intention to study at PrHEIs in Malaysia. Therefore, high cost of living and low level of security in city can be essential sub factors that dramatically decrese nubmer of the international students from Kazakhstan in Malaysia.

• As theory of planned behaviour (TPB) has discussed human behaviours can be predicted and planned. Therefore, increasing outcome of these five factors will help to attract more students from Kazakhstan to pursue their higher education at PrHEIs in Malaysia.

• In addition, there is still space in Malaysian’s private higher education context to be improved and explored. Therefore, by implementing the output of this research can contribute into knowledge and understanding of PrHEIs and come up with the strongest strategies for Malaysia in the future.

Recommendations

Chapter 5 Chapter 5 Recommendations

City where students live has to be secure and safe place by providing 24/7 security inside and outside of the accommodation.

Nevertheless, this has to be supported by requesting all residents of the accommodation to have access card. This request by the security will protect residents from theft or other unwanted incidences.

PrHEIs should make flexible payment for international students and do let them in to the classrooms even if they have not paid yet their tuition fee.

The institutions should make good collaboration with immigration and help students to get visa during short period and without complications. This will help PrHEIs to enhance their image along with high flow of the international students from Kazakhstan.

The local government in the city should also create adequate and fully functional infrastructure, such as adequate transportation, to support the lifestyle and standard of living within the city.

The industry players has to apply for PrHEIs lectures that have high achievements in academic field.

English proficiency has to be taken into consideration as well because based on respondents’ feedback they do not see Malaysia as a place where all people speak in English. By hiring lecturers that have English proficiency students will have positive image about the institution and the country.

THANK YOU!

References

Bohman, E., 2014. Attracting the World: Institutional Initiatives’ Effects on International Students’ Decision to Enroll. Community College Journal of Research and Practice , Volume 38, pp. 710-720.

De Jong , P., Schnusenberg , O. & Goel, L., 2010. Marketing study abroad programs effectively: what do American business students think?. Journal of International Education in Business, 3(1/2), pp. 34 - 52.

ETAWAU, 2015. Education System in Malaysia. [Online] Available at: http://www.etawau.com/edu/Department/EducationSystem.htm [Accessed 1 July 2015].

Herrero, A., Martin, H. S., de los Salmones, M. d. M. G. & Pena, A. d. R., 2015. Influence of country and city images on students’ perception of host universities and their satisfaction with the assigned destination for their exchange programmes. Place Branding and

Public Diplomacy, 10(5), pp. 25-35.

Krejcie, R. V & Morgan, D.W., 1970. ACTIVITIES. EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 38, pp.607–610.

Morrish, S. C. & Lee, C., 2011. Country of origin as a source of sustainable competitive advantage: the case for international higher education institutions in New Zealand.. Journal of Strategic Marketing, 19(6), pp. 517-529.

Schnusenberg, O., de Jong , P. & Goel , L., 2012. Predicting Study Abroad Intention Based on the Theory of Planned Behavior. Journal of Innovative Education, 10(3), pp. 337-361.

UNESCO Institute for Statistics , 2015. GLOBAL FLOW OF TERTIARY-LEVEL STUDENTS. [Online] Available at: http://www.uis.unesco.org/Education/Pages/international-student-flow-viz.aspx [Accessed 27 May 2015].

Universitas 21, 2015. 2015 Ranking Map. [Online] Available at: http://www.universitas21.com/ranking/map [Accessed 27 May 2015].

Wilkins, S. & Huisman , J., 2013. The components of student–university identification and their impacts on the behavioural intentions of prospective students.. Journal of Higher Education Policy and Management, 35(6), pp. 586-598.

Questionnaire

No Measures Items Scale Source

1 Gender Male

Female

Nominal  

 

 

 

 

Self-Developed Questions

2 Age 18-20

21-30

31-40

41 or above

Ordinal

3 Current education level Foundation

Diploma

Bachelor Degree

Master Degree

PhD

Nominal

4 Monthly income/Allowance level (USD)

 

Less than USD1000

USD1000-USD1999

USD2000 and above

Ordinal

Section A: The respondents’ demographic information

Questionnaire

Country Image (COI) SourcesCOI.1 The country is famous with its outstanding quality in higher education industry  

 

Self-Developed based on (Cubillo, et all., 2006; Llewellyn-Smith & McCabe, 2008; Ming, 2010)

COI.2 Political and economic situation in the country is stable

COI.3 I think country is more developed than my country of origin

COI.4 Cost of living in this country is at reasonable cost

COI.5 The country is famous with tourist and cultural attractions

COI.6 Obtaining student visa in the country is easy and takes short period of time to get

COI.7 The country offers opportunity of working during the course

Section B: Importance of factors that influence respondents’ intention to study at private HEI in Malaysia

PrHEI Image (II) SourcesPII.1 The institution prestige is recognized around the world Self-developed based on

(Cubillo, et all., 2006; Ming, 2010)

 

 

PII.2 The institution is ranked as a best provider of high-quality higher education in the country

PII.3 In the institution studies large amount of international students which defines its brand recognition

PII.4 The lecturers in the institution have high achievement in academic field and responsive to students needs

PII.5 The institution has large campus and outstanding facilities that fulfill requirements of the students (e.g. library, hostel, cafeteria, recreation zones)

PII.6 The institution recognizes previous qualification of students from my country of origin

PII.7 The institution makes scholarships available to its students

PII.8 The institution makes flexible payment of fee to its students

Questionnaire

Section B: Importance of factors that influence respondents’ intention to study at private HEI in MalaysiaCity Image (CII) Sources

CII1 The city where is located the institution is big and well developed Self-developed based on (Cubillo, et all., 2006; Ming, 2010)

CII2 The city where is located the institution is well known in my country of origin as a place that offers affordable prices for living (e.g. apartment, food)

CII3 It is easy to get from the city where is located the institution to other cities due to the development of transportation facilities (e.g. Kuala Lumpur City Center (KLCC))

CII4 The city where is located the institution has a good reputation as a highly secure and safe city (e.g. 24/7 security service in apartment, low criminal recorded)

CII5 The city where is located the institution offers wild range of social facilities that are easily available and accessible (e.g. cinema, gym)

CII6 The city where is located the institution lives high percentage of international students

Programme Evaluation (PE)  SourcesPE.1 The programme offered in the institution is well known for its reputation and its academic value  

Self-developed based on (Cubillo, et all., 2006; Ming, 2010)

 

PE.2 The programme offered in the institution is well recognized by other academic institutions

PE.3 The programme offered in the institution is specialized programmes to suit students need

PE.4 The programme offered in the institution has reasonable cost PE.5 The programme offered in the institution is recognized internationally

PE.6 The programme offered in the institution is well recognized by respected industriesFuture Job Prospectus (FJP) Source

FJP.1 Studying at Private Higher Education Institution in Malaysia will give me a competitive advantage in the job market Self-developed based on (Schnusenberg, et al., 2012) FJP.2 Skill obtained through study at Private Higher Education Institution in Malaysia would allow me to advance my career

FJP.3 Studying at Private Higher Education Institution Malaysia will help me to achieve my professional goals quicker

Questionnaire

Section B: Importance of factors that influence respondents’ intention to study at private HEI in Malaysia

Intention to study at PrHEI (ISPHEI) SourceISPI.1 The likelihood of furthering my study at the institution is high  

 

Self-developed on (Ming, 2010)

ISPI.2 I have a strong interest in pursuing my study at the institution

ISPI.3 I will recommend the institution I choose to my friends

ISPI.4 I will say favorable things about the institution I choose ISPI.5 I am willing to spend to study at the institutionISPI.6 I am willing to pay a high rate for the institution I chose

Ranking of factors Source

COI Country Image  

 

Self-developed on (Ming, 2010)

PrHEII Private High Education Institution Image

CI City Image

PE Programme Evaluation FJP Future Job Prospectus

Section C: The most important factor influencing Kazakh students’ intention to study at Private Higher Education Institution in Malaysia