Enhancing students’ satisfaction with their university experience in transition economies

Olga SaginovaPlekhanov Russian Academy of Economics

Modern business tendencies and changing educational needs

• Globalization - working in multicultural teams

• Deployment of value chain stages in different parts of the world – working under insufficient information and uncertainty

• Growing environmental concerns – strategic and ethical thinking

What universities are accused of

• Late reaction to the changing industry needs

• Graduates have poor interpersonal and leadership skills

• Business programs are too general/ too specialised

University responses to 21 century challenges

Changes Marketing strategies Organisation Universities’ response

Some markets are fashionable, some are not

Shorter PLC,New products are

developed more speedily

Hierarchy Attention to product portfolio New products being developed to

cater for the needs of new emerging audiences

Micromarkets development

Products customisation Smaller business units

Business schools are set both independent and within universities

Corporate universities branch in most sectors

Growing customer expectations (“made in .. “ no longer works

Quality is key Self-managed teams

Traditional education centres are still preferred (UK, USA), though strong business schools emerge in other regions (Europe, China, Australia)

Macro crisis Innovations are key Breakthrough brands

Universities are developing their brands

New technologies Information networks creation

Reengineering Learning networks are created, distance learning is spread

Growing competition Focus on core competences

Entrepreneurial flexibility

Is visible in the leading business schools only

Why transition economy?• Even higher level of risk and

uncertainty• Continuous reforms creating

resistance both within universities and in society at large

• Balancing global market requirements against national needs

• Even lower levels of financing, hence the need to generate revenue

Research base

• 2006 Business of Branding International Project (EFMD and CarringtonCrisp)

• 2007 - 2009 Plekhanov Graduate school students and alumni satisfaction surveys

• 2009 Corporate recruiters Survey (GMAC, EFMD and CSC)

University stakeholders and markets• Current students and

applicants (and their parents) – Choice of university and program– Satisfaction with study experience– Satisfaction with study results

(degree and employability)

• Employers– Employing university graduates

• Government (representing society interests)– Defining educational standards– Setting quality assurance systems– Distribution of funds

2009 recruiters research:Variables affecting customers satisfaction

• Tangible factors– Ability to manage– Technical foundation– Work experience– Execution

• Intangible factors– Professionalism– Divergent thinking– Interpersonal skills

Correlation analysis of tangible and intangible factors• Ability to manage –

interpersonal skills• Technical foundation –

professionalism• Work experience –

interpersonal skills• Ability to execute –

divergent thinking

Students/alumni satisfaction surveys: Factors enhancing satisfaction with study experience

Tangible factors

Broad managerial competences

Technical skills Practical competences International perspective

Strategic management Quantitative skills Research projects experience

International aspects of different subject areas

Planning Presentation and reporting skills

Team work and management experience

Study abroad experience

Risk management Marketing research skills

Guest lecturers from companies providing insights into the changing business environment in the country, region, industry

Cross-cultural communication and management skills

Project management Information analysis and decision making skills

Additional professional qualifications/ certificates

Foreign guest lecturers

Students/alumni satisfaction surveys: Factors enhancing satisfaction with study experience

Intangible factors

Program flexibility Personnel friendliness

Faculty professionalism University/school brand

Individual study track Personnel interpersonal skills

Professionalism Experience and traditions

Innovation and creativity in program content, design and administration

Empathy Motivation Quality of graduates

Choice and electivity Listening skills Discipline Visibility and prestige

Collaboration and initiative

Tact and diplomacy

Collaboration and initiative

Networks and partnerships

Russian national education standard• Personal competences

– Interpersonal communication– Socialization– Adapting to new environment– Tolerance to diversity

• Professional competences– Interdisciplinary and cross-functional– Business ethics and corporate

responsibility

• Development competences– Ability to learn– Personal development planning and

exercising

University product and experience

University product and experience

Tangible and intangible factors reflecting the needs of all target markets

Government requirementsEmployers’ requirements

Students and applicants needs

Tangible:

•Technical skills•Management competencies•Practice experience•International perspective

Intangible:

•Professionalism•Interpersonal skills•Divergent thinking•Brand

Developing entrepreneurial approach• Free generation of ideas

– Interdisciplinary and cross-functional teams

• Developing customised product offerings– Teams of specialists and

integrators (project managers)– Partnerships with university

customers

• Flexible structure, content and study paths

• Customer-oriented and customer-friendly attitude

Enhancing students’ satisfaction: Friendly front office

• What students complain of– You should know it by now…– Don’t bother me…– I’m not changing the rules for you…

• Developing customer-friendly attitude– Involve staff in satisfaction surveys– Provide special training– Provide front office with sufficient

information

Enhancing students’ satisfaction:Clear rules of the game

• Rules and procedures in high context cultures

• Visualization of processes and procedures

Enhancing students’ satisfaction:Welcome guests

• Practical application and professionalism

• Challenges of inviting guest lecturers

• Academically and professionally qualified lecturers

• When guests add value– Integrate in the regular program– Plan ahead– Inform students

Enhancing students’ satisfaction:Cross selling

• Generate revenue• Add value to regular

programs• Demonstrate desirable

competences

Conclusions

• Know what is important– Monitor stakeholders needs

and markets requirements

• Teach what you know– Flexibility– Tolerance of change and

diversity

• Do what you teach– Interpersonal skills– Customer-friendly attitude