marketing research report
TRANSCRIPT
Professional Higher Education Bachelor's Programme“European business Studies”
Marketing Research Report
RISEBA advertising
Prepared for: RISEBA
Prepared by:
Vladislav Tihomirov
Igor Dolya
Oleg Kononov
Yaroslav Smirnov
Riga, May 2010
1
1. Table of contents
1. Table of contents................................................................................................................................2
2. List of tables.......................................................................................................................................3
3. List of graphs.....................................................................................................................................4
4. List of exhibits....................................................................................................................................5
5. Executive summary...........................................................................................................................6
5.1. Major findings...................................................................................................................................6
5.2. Recommendations............................................................................................................................7
6. Problem definition.............................................................................................................................8
6.1. Problem definition................................................................................................................................8
6.2. Research objective...............................................................................................................................8
7. Approach to the problem................................................................................................................11
8. Research design...............................................................................................................................11
8.1. Information needs..........................................................................................................................11
8.2. Data collection from primary sources.............................................................................................11
8.3. Scaling techniques..........................................................................................................................11
8.4. Questionnaire development and pretesting...................................................................................12
8.6. Sampling techniques and field work...............................................................................................12
9. Data analysis....................................................................................................................................13
9.1. Methodology..................................................................................................................................13
9.2. Plan of data analysis.......................................................................................................................13
10. Results..........................................................................................................................................14
As it was mentioned previously, 237 pupils were surveyed in order to obtain the information needed.....14
11. Limitations and caveats...............................................................................................................30
Questionnaire........................................................................................................................................33
14. Bibliography.................................................................................................................................37
2
2. List of tables
Table 1: Institutes .........................................................................................................................18
Table 2: Course/profession ...........................................................................................................18
Table 3: Comments about RISEBA presentation .........................................................................25
Table 4: University .......................................................................................................................25
Table 5: Program ..........................................................................................................................26
Table 6: Program in English .........................................................................................................26
Table 7: Satisfaction with the information ...................................................................................27
Table 8: INTOPIA, LCCI, Erasmus, Double degree ....................................................................28
3
3. List of graphs
Figure 1: Gender ...........................................................................................................................14
Figure 2: Age ................................................................................................................................14
Figure 3: Income and number people in the family ......................................................................15
Figure 4: Grade .............................................................................................................................15
Figure 5: Continuation of studies .................................................................................................16
Figure 6: Language .......................................................................................................................17
Figure 7: Place of study ................................................................................................................16
Figure 8: Search for information ..................................................................................................19
Figure 9: Sources of information ..................................................................................................19
Figure 10: Friends/relatives in RISEBA .......................................................................................20
Figure 11: Recommendations from friends/relatives ...................................................................21
Figure 12: Events attended ...........................................................................................................21
Figure 13: Program or university ..................................................................................................22
Figure 14: Time to choose university ...........................................................................................22
Figure 15: School 2010 .................................................................................................................23
Figure 16: Time spent at each stand .............................................................................................23
Figure 17: Attendance of RISEBA stand .....................................................................................24
Figure 18: Satisfaction with the information at RISEBA stand ...................................................25
Figure 19: Advertising of RISEBA ..............................................................................................28
Figure 20: Intention to know more about Erasmus, LCCI, Intopia, Erasmus ..............................29
Figure 21: Social networks ...........................................................................................................30
4
4. List of exhibits
Questionnaire ............................................................................................................................... 38
5
5. Executive summary
5.1. Major findings
92% of the respondents consider opinion of friends the most reliable, stating that the
information is checked and is based on personal experience of the friend.
According to the results, 77% stated that they do not have any friends or relatives in
RISEBA, and only 23% stated that they have someone who studies or studied in
RISEBA.
From those, who stated that they have friends or relatives in RISEBA, 63% said that they
have been recommended to study in RISEBA, and 37% have not.
156 scholars (66%) would like to study abroad. While in the questionnaire most of the
respondents stated that they would like to study abroad because there are no perspectives
in Latvia, when choosing the program in English, criteria “Difficult to find job in Latvia”
is on the 5th position out of 6.
The most appropriate time for searching the information about universities for scholars is
the beginning of the 12th grade.
For both 11th and 12th grade scholars it will take less than half a year to choose the
university.
Quality of faculty, graduate employment and range of programs influence the choice of
the university.
Interest in the subject, costs and possible discounts/budget places influence the choice of
the program.
Majority of the respondents would like to study on English program in order to improve
their English and increase their competitiveness that will be used for further migration
from Latvia.
74% of the respondents have never seen the advertising of RISEBA.
Majority of the respondents would like to know more about prices/budget
places/discounts and how it all affects the number of lectures; spheres where you can
work and future perspectives; comments from graduates; cooperation with international
universities; information about lecturers; quality of studies; students’ life.
6
5.2. Recommendations
1. Since the pupils of 11 and 12 grades look for the information in the beginning of the 12th
grade, it is the best time to advertise the university by distributing brochures with the
information about RISEBA, programmes, activities etc. in schools.
2. Since the quality of faculty, graduate employment and range of programs influence the
decision of the pupil, it is recommended to include it in the advertising.
3. Since the interest in the subject, price and discounts influence the choice of the program,
it is recommended to include this information about it into advertising.
Programs and main subjects should be described so that they would be
understandable for everyone.
Number of budget places and possible ways to get a discount should be
mentioned since they influence the decision of the student.
The information about lecturers of the program as well as guest lecturers should
be included in order to give an overview of the future studies.
The information about graduates should also be included, e.g. current place of
work, since real examples may influence the final decision.
4. The best way to advertise RISEBA is through internet on websites like one.lv or
draugiem.lv since most of the current scholars use them most often.
5. RISEBA can also review the design of the web site, since it is one of the main sources of
information for pupils.
7
6. Problem definition
6.1. Problem definition
Riga International School of Economics and Business Administration (RISEBA) has a 16-year
long history in the sphere of higher education. RISEBA originally was established as a
professional education college in collaboration with Manchester College of Arts and Technology
(MANCAT) on 9 September 1992. On 19 October 1994 RISEBA was reorganized into a higher
educational establishment.
RISEBA is known for its individual attitude towards its students. Their staff creates a study-
friendly environment where there is a trust, faith and co-operation.
Currently, RISEBA is thinking of reviewing its current promotional campaign. Previous studies
made by RISEBA showed that almost 80% of the students found out the information about
university and its programs from their relatives and friends. This means that current promotional
campaign used by RISEBA to promote its programs does not work as it was intended to.
Thus, the management decision problem will be: What should be changed in the current
advertising campaign of the RISEBA in order to attract more pupils?
6.2. Research objective
Broad statement of marketing research objective will be to determine the aspects students
consider when they chose the university and program.
The specific components will be:
1. What information sources do they use and find the most reliable?
2. When do they start to search for the information about the university and programmes it
offers?
3. Do pupils attend any specific events to look for information about the university and
programs it offers?
4. How do students chose the university in which to study?
5. What information is of most interest for the student, when they look through the
advertising materials of programs?
6. How do students evaluate RISEBA in comparison with other universities in terms of
programs offered?
7. What they would like to see about different programs and university itself in the
advertising?
8
6.3. Analysis of secondary data
We have analyzed the exploratory research concerning the effectiveness of printed advertising
materials.
Hypothesis that is brought forward in the report is: secondary school pupils do not perceive
RISEBA’s advertising materials as attractive, interesting and useful. By the thoughts of the
author this report could be used in order to design new advertising materials for RISEBA,
bearing in mind all the proposals and needs expressed by secondary school students. Taking into
consideration previously mentioned circumstances the author of the report has chosen the
following theme of the research: Secondary School Students’ assessment of RISEBA printed
advertising materials.
While analyzing RISEBA’s printed advertising materials for secondary school students, the
author of the report wanted to choose pupils in the most effective way. As the target group of
advertising materials are secondary school pupils author has organized a meeting with the
administration of Ogre Gymnasium to fix up an interview with students. Gymnasium’s
administration was responsive and helped to organize an interview. Pupils from 11th and 12th
forms were selected of both genders. In all there were 4 males and 6 females. The condition for
the focus group’s members was that they haven’t chosen a university or a programme where to
study and that they are not planning to study abroad.
Members of the focus group:
Māris, 17 years old, 11th form
Kaspars, 18 years old, 12th form
Ivo, 18 years old, 11th form
Jānis, 17 years old, 11th form
Laura, 16 years old, 11th form
Katrīne, 17 years old, 12th form
Marika, 18 years old, 12th form
Dace, 18 years old, 11th form
Ilgma, 17 years old, 12th form
Karīna, 17 years old, 12th form
9
The author of the report can conclude that the hypothesis that has been brought forward in the
beginning of the research – secondary school pupils do not perceive RISEBA’s advertising
materials as attractive, interesting and useful – is approved.
Conclusions:
1. The first impression is that RISEBA’s printed advertising materials are not something
special and do not attract attention.
2. Advertising materials are too big and it’s very hard to read any information on it because
the background is too dark.
3. Secondary school pupils cannot understand what is the most important in advertising
materials.
4. There is a lack of visual and graphical materials.
5. Because of too few visual and graphical materials it seems that there is too much
information and there is too much to read to learn something.
6. Pupils would like to see some photos of the university and its students.
7. Photos in the booklet are darksome and incomprehensible.
8. Qualifications to receive sound too complicated and obscure.
9. There is too few information about exchange student programs.
10. There is a lack of information about extracurricular activities and sports.
11. Advertising materials do not stimulate positive emotions and interest.
Recommendations
1. The format of the advertising materials should be smaller in order to be more convenient,
2. Advertising materials should be much brighter and attractive to excite pupils.
3. There should be more distinct pictures of the premises both of the inside and the outside.
4. Important information should be highlighted and the other information should not be that
flashy.
5. Qualifications to acquire should be explained more thoroughly so that it would be easier
for people who know nothing about that to understand presented information.
6. Information about extracurricular activities, sports and events should be included in the
advertising materials.
7. There should be more information about student exchange programs.
10
7. Approach to the problem
In order to solve and find the answers to previously stated management and marketing research
problems it was decided to survey 237 respondents by using a specially developed questionnaire.
The choice of place where to study is influenced by several factors that will be analyzed further
in the report.
In general, pupils follow the most common model:
1. Subject to study, e.g. medicine, pedagogy, IT etc.
2. Place of study, e.g. Latvia or abroad
3. Language of studies, e.g. Russian, Latvian, English etc.
4. Budget allocated for studies.
5. Evaluation of possible universities
6. Final decision
8. Research design
8.1. Information needs
In the survey conclusive research design is used since all the information needed is clearly
defined in the marketing research problem. It was decided to use cross sectional design since the
information will be collected from a representative sample, which will consist of students.
The information will be used to create the profile of the pupil, to analyze the factors that are
considered when chosing the university and program.
8.2. Data collection from primary sources
Questionnaires were used to collect primary data from 237 students from local schools who are
currently finishing 11 and 12 grades.
The survey was done in the premises of local schools, who gave their permission for surveying.
8.3. Scaling techniques
In the questionnaire 3 primary scales of measurement such as nominal, ordinal and scale were
used.
Nominal technique was used for questions where the researchers would like to know the gender
of the respondent.
Ordinal technique was used to rank preferences for choosing the program in English.11
Ratio technique was used for identifying the average income and number of people in the family.
From non comparative techniques Likert scale will be used to determine students’ preferences
for universities and programs.
8.4. Questionnaire development and pretesting
The questionnaire had been prepared by the researchers on the basis of objectives and research
questions.
There are in total 30 questions that include unstructured and structured questions such as
multiple choice and dichotomous questions.
Before distributing the final version of the questionnaire, it has been improved several times.
Improvements included reducing the size of questionnaire from 8 till 3 pages, as well as
simplifying questions so that they would be understandable.
8.6. Sampling techniques and field work
Since elements were defined as students of 11 and 12 grades, we used non-probability technique.
The field work was performed by the researchers themselves with the help of teachers. 4 local
schools were surveyed in order to get the neccessary data.
12
9. Data analysis
9.1. Methodology
Questionnaires were analyzed using SPSS software and Excel 2007. All the 237 questionnaires
were put in the SPSS premade file and checked for consistency of the answers and for missing
values.
9.2. Plan of data analysis
Since the data collected was both non-numiric and numiric the researchers were not limited in
the number of SPSS functions thet could be applied in order to analyze and interpret the findings.
The data analysis method can be summarized in the following list of 6 steps
1. Create an SPSS file
2. Input data from questionnaires
3. Check the data
4. Analyze the data
5. Interpret the findings
6. Draw conclusions
The list of functions used in order to interpret the data includes
Crosstabs
Multiple response crosstabs
Frequencies
Descriptives
13
10.Results
As it was mentioned previously, 237 pupils were surveyed in order to obtain the information needed.
100
137
Gender
MaleFemale
Figure 1: Gender 1
There were 100 males and 137 females (Figure 1).
15
92
110
17
1
Age
161718192123
Figure 2: Age 1
From Figure 2, it can be seen that most of the respondents were 18 years old (110) and 17 years old (92).
14
1 2 3 4 or more0
5
10
15
20
25
30
35
40
1
8
20
34
0
5
37 38
0
57
23
1 1
58
Income and number of people in the family
<500 Ls501-1000 Ls1001 - 1500 Ls>1501 Ls
Number of people in the family
Resp
onde
nts
Figure 3: Income and number people in the family 1
As it can be seen from the Figure 3, most of the respondents have families of 3 and more people.
Thus the average income in these families is starting from less than 500 Ls till 1000 Ls. Only in
families with 4 or more people, the income reaches 1500 Ls.
Full – time courses Fee (per year)Work Safety 990 LsReal Estate Management 990 LsBusiness Studies 990 LsElectronic Commerce 1390 LsPublic Relations and Advertising Management
1400 Ls
Business Studies 1390 LsEuropean Business Studies 3190 LsAudiovisual art of medias 1500 Ls
As it can be seen from the table above, most of the respondents are able to afford to study in
RISEBA, except EBS program that will require additional funds from other sources like study
loans from banks but in crisis most of people are now reluctant to take loans.
15
155
82
Grade
1112
Figure 4: Grade 1
The researchers interviewed 155 scholars from 11th grades and 82 from 12th grades.(Figure 4)
227
10
Will you continue your studies?
YesNo
Figure 5: Continuation of studies 1
95% of the respondents stated that they will continue their studies.(Figure 5)
16
79
156
Where would you like to study?
LatviaAbroad
Figure 6: Place of study 1
156 scholars (66%) would like to study abroad, whereas only 79 of them would like to study in Latvia. (Figure 6)
Typical comments in favour of studying abroad were that there are no perspectives in Latvia and the education abroad is better.
Scholars in favour of staying in Latvia stated that they do not want to leave their motherland and family. Also, they commented that they have no interest in international education due to financial, e.g. expensive and personal issues, e.g. will be hard to study abroad without any support.
105
754
41
614
4
1 23
Language
RussianLatvianEnglishRussian or englishDoes not matterRussian or latvianEnglish or latvianItalianGermanEnglish or german
Figure 7: Language 117
44% of the respondents would like to study in Russian because it is their mother tongue and would be easy for them to understand the material.
22% stated that they would like to study in English because it is an international and well known language.
17% would like to study either in Russian or English because they know both languages very well. (Figure 7)
Frequency Percent Valid PercentValid Baltic International
Academy 3 1,3 3,3
Salon Clears 1 ,4 1,1 Medicine 1 ,4 1,1 Police academy 2 ,8 2,2 LU 23 9,7 25,6 TSI 5 2,1 5,6 London university 1 ,4 1,1 RTU 12 5,1 13,3 University of Glasgow 2 ,8 2,2 RSEBAA 2 ,8 2,2 RAI 5 2,1 5,6 Stradina university 8 3,4 8,9 Turiba university 2 ,8 2,2 Oxford university 2 ,8 2,2 Cambridge university 1 ,4 1,1 Harvard university 1 ,4 1,1 LSPA 4 1,7 4,4 Universities in Moscow 6 2,5 6,7 Universities in UK 6 2,5 6,7 Edinburgh university 1 ,4 1,1 NAA 2 ,8 2,2 Total 90 38,0 100,0Missing System 147 62,0Total 237 100,0
Table 1: Institutes 1
In the questionnaire, pupils were asked to state where they would like to study. Out of 21 potential places to study the most popular were LU, RTU and Stradina University. (Table 1)
Frequency Percent Valid PercentValid TV host 2 ,8 2,2 Hairdresser 1 ,4 1,1 Air traffic contoller 1 ,4 1,1 Entrepreneurship 10 4,2 11,2 IT sphere 7 3,0 7,9 Linquist 2 ,8 2,2 Sea business 2 ,8 2,2 Sociology 13 5,5 14,6 Medicine 19 8,0 21,3
18
Engineering 3 1,3 3,4 Tourism 13 5,5 14,6 Pedagogy 2 ,8 2,2 Interpreter 2 ,8 2,2 Psychology 4 1,7 4,5 Jurist 6 2,5 6,7 Architecture 1 ,4 1,1 Music 1 ,4 1,1 Total 89 37,6 100,0Missing System 148 62,4Total 237 100,0
Table 2: Course/profession 1
In the questionnaires 17 potential professions were mentioned and the most popular were medicine, sociology (business, economy), tourism and entrepreneurship. (Table 2)
11 120
10
20
30
40
50
60
70
51
36
106
19
6
58
25
15
51 20 1
Search for information
In the beginning of the 12th gradeIn the middle of 12th gradeHave not started yetAm planning to start nowWill not search for informationIn the beginning of the 11th gradeIn the beginning of the 12th grade2
Grade
Resp
onde
nts
Figure 8: Search for information 1
37% of all respondents will start or started to search for information about the university in the beginning of the 12th grade. (Figure 8)
38% of respondents from 11 grade will start to look information about university now (starting from June), whereas 30% of 12 grade scholars are going to start looking for information now.
19
219
10527
66
168
30
Reliable sources of information
Opinion of friendsOpinion of familyTVNewspapersInternetOther
Figure 9: Sources of information 1
In Figure 9, 92% of the respondents consider opinion of friends the most reliable, stating that the information is checked and is based on personal experience of the friend.
Internet is considered to be the most reliable source of information by 70% of the respondents, because it is easy to access and find any information you need either on official web site of the university or on the forums.
44% think that the family is also one of the most reliable sources of information, because according to most of the comments, they never lie and will give only good advice.
20
52
164
Friends or relatives in RISEBA
YesNo
Figure 10: Friends/relatives in RISEBA 1
According to the results from Figure 10, 77% stated that they do not have any friends or relatives in RISEBA, and only 23% stated that they have someone who studies or studied in RISEBA.
33
19
Did friends recommend RISEBA ?
YesNo
Figure 11: Recommendations from friends/relatives 1
From those, who stated that they have friends or relatives in RISEBA, 63% said that they have been recommended to study in RISEBA, and 37% have not. (Figure 11)
21
91
70
27
21
Events
University open daysSkolaBothOther
Figure 12: Events attended 1
45% stated that will or have attended only university open days in order to get the information about the university, while 33% attended only School event in order to get information about university. 13% attended both events. (Figure 12)
61
149
26
Program or university
UniversityProgramBoth
Figure 13: Program or university 1
64% stated that the program influence their place of studies, while only 26% stated that the university, e.g. reputation, image, influence their decision. (Figure 13)
22
11 120
10
20
30
40
50
60
70
8071
4034
18
50
23
Time to chose university
Less than half a yearMore than a yearLess than a year
Grade
Resp
onde
nts
Figure 14: Time to choose university 1
47% of all respondents stated that it will take them less than half a year to choose the university.
31% of all respondents stated that it will take less than a year to choose the university, and only
22% said that it will take more than a year to chose university. (Figure 14)
11 120
20
40
60
80
100
120
55
33
98
47
School 2010
YesNo
Grade
Resp
onde
nts
Figure 15: School 2010 1
As it can be seen from the figure, most of the 11th grade scholars (64% of 11th grades) did not attend School 2010. From 12th grades 59% did not attend School 2010. (Figure 15)
23
35
32
12
8
Time spent at each stand
Less than 10 minutes11-15 minutes16-20 minutesMore than 20 minutes
Figure 16: Time spent at each stand 1
In general, 77% of the respondents spent less than 15 minutes at each stand. (Figure 16)
4648
Attendance of RISEBA stand
YesNo
Figure 17: Attendance of RISEBA stand 1
49% attended RISEBA stand and 51% did not, stating that they were not interested in business. (Figure 17)
24
44
18
Satisfaction with the information at RISEBA stand
YesNo
Figure 18: Satisfaction with the information at RISEBA stand 1
From those who attended RISEBA stand 85% were satisfied with the information presented. (Figure 18)
Sum MeanStd.
Deviation VarianceThe presenter was pleasant and polite. 155 2,98 ,754 ,568
The materials provided are comprehensive.
144 2,77 ,831 ,691
There was enough information provided. 141 2,66 ,783 ,613
The presenter thoroughly explained the content of the programs I was interested in.
132 2,49 ,800 ,639
I was given enough materials for decision making.
131 2,47 ,799 ,639
Table 3: Comments about RISEBA presentation 1
From the table it can be seen that the difference in mean is 0.5, which mean that the respondents
were almost of the same opinion. (Table 3)
25
The criteria used in the questionnaire were from 1 (Totally disagree) to 4 (Totally agree) and the
mean shows that the statements were between 2.4 and 2.9, which means that the majority did not
agree with the statements presented.
Sum MeanStd.
Deviation VarianceQuality of faculty 665 2,82 ,408 ,167Graduate Employment 662 2,81 ,457 ,209
Range of programms 658 2,79 ,449 ,202Own perception 638 2,70 ,527 ,278Entry requirements 617 2,61 ,598 ,357Reputation 605 2,56 ,598 ,358Location 577 2,44 ,627 ,393Student placements 576 2,44 ,666 ,443Social life 575 2,44 ,652 ,426Competition for place 564 2,39 ,733 ,537
Guidance from parents 521 2,21 ,681 ,463
Guidance from friends 471 2,00 ,723 ,523
Table 4: University 1
From the table it can be seen that the decision on choosing the university is mainly influenced by
quality of faculty, graduate employment and range of programs.
While family and friends are concerned to be the most reliable sources of information, their
guidance is least concerned when choosing the university, whereas respondents own perception
play one of key roles in choosing the university. (Table 4)
Sum MeanStd.
Deviation VarianceInterest in the subject 674 2,86 ,397 ,158
Cost 647 2,74 ,510 ,261Possible discounts and budget places 621 2,63 ,615 ,378
Image of the profession 590 2,50 ,656 ,430
Amount of course work 567 2,40 ,668 ,446
Intellectual challenge of the subject
565 2,39 ,660 ,436
Opinion of others 429 1,82 ,747 ,558Table 5: Program 1
26
Choice of the program is influenced by three main factors: interest in the subject, costs and
possible discounts/budget places.
As well as in the previous table, opinion of others has the least influence on choosing the
program. (Table 5)
Sum MeanStd.
Deviation VarianceImprove English 490 2,53 1,604 2,572Future migration opportunity after graduation
604 3,11 1,712 2,930
High competetiveness 644 3,32 1,648 2,716Gain western experience 680 3,51 1,451 2,106
Difficult to find job in Latvia 812 4,19 1,549 2,401
Learn culture of other countries 855 4,41 1,595 2,543
Table 6: Program in English 1
The main factors that influence the choice of the program in English are to improve the
language, future migration opportunity after graduation and high competitiveness.
While in the questionnaire most of the respondents stated that they would like to study abroad
because there are no perspectives in Latvia, criteria “Difficult to find job in Latvia” is on the 5th
position out of 6. (Table 6)
59
170
Have you seen any advertising of RISEBA up till now?
YesNo
Figure 19: Advertising of RISEBA 1
74% of the respondents have not seen advertising of RISEBA before and only 26% have seen it.
27
Was the information interesting for you?
Yes NoDo not
remeberHave you seen any advertising of RISEBA up till now?
33 24 2
Table 7: Satisfaction with the information 1
55% of the respondents who have seen advertising of RISEBA stated that the information was
interesting for them. (Table 7)
42% stated that the information was not interesting: it was short and did not have anything that
would help it to outstand among other advertisings of universities. They said that they would like
to know more about:
Prices/budget places/discounts and how it all affect the number of lectures.
Spheres where you can work
Future perspectives
Comments from graduates
Cooperation with international universities
Information about lecturers
Quality of studies
Students’ lifeDid you hear or know about INTOPIA, LCCI, Erasmus, Double degree?
INTOPIA LCCI Erasmus Double degreeKnow 10 14 39 35Heard 45 40 69 75Do not know and heard
158 161 106 103
Table 8: INTOPIA, LCCI, Erasmus, Double degree 1
From the table it can be seen that the majority do not know and have never heard about INTOPIA, LCCI, Erasmus and Double degree system.
28
170
35
Would you like to know more about LCCI, Intopia, Erasmus and double degree system?
YesNo
Figure 20: Intention to know more about Erasmus, LCCI, Intopia, Erasmus 1
83% of the respondents would like to know more about it.(Figure 20)
35
64
89
70
203
60
Social networks
TwitterFacebookDraugiem.lvBoomtime.lvOne.lvOther
Figure 21: Social networks 1
The most popular social network is one.lv, which is used by 86% of the respondents. (Figure 21)
29
11.Limitations and caveats
During the research, the researchers have faced some limitations. They are the following:
1. Students’ unwillingness to respond to some questions
2. Lack of time
3. Failure to provide reasonable recommendations
12.Conclusions and recommendations
Conclusions
1. 237 pupils have been surveyed, thus making the research representative and it can be
generalized to the whole population.
2. Average income in families of 3 and more people starts from less than 500 Ls till 1000
Ls. Only in families with 4 or more people, the income reaches 1500 Ls.
3. Majority of the respondents can afford to study in RISEBA. As concerns EBS program,
there can arise some difficulties with attracting pupils to study it since the price is too
high (one of the main priorities of choosing the program is price).
4. 95% would like to continue their studies and 66% would like to study abroad because
according to the comments, 45% stated that there are no perspectives in Latvia and
education abroad is better.
5. Majority of the respondents would like to study either only in Russian or in
Russian/English.
6. LU, RTU and Stradina University are the most popular universities among students. Most
of them commented that they are the most well known in Riga.
7. Potential spheres of studies are medicine, sociology (business, economy), tourism and
entrepreneurship.
8. The most appropriate time for searching the information about universities for scholars is
the beginning of the 12th grade.
9. According to the analysis the most reliable sources of information are opinions of friends,
family and internet.
10. 77% stated that they do not have any friends or relatives in RISEBA. 63% said that they
have been recommended to study in RISEBA.
11. 64% stated that the program influence their place of studies
12. Attending of such event as “School” is mostly preferred by 12th grade students. 77% of
the respondents spent less than 15 minutes at each stand.
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13. For both 11th and 12th grade scholars it will take less than half a year to choose the
university.
14. From those who attended RISEBA stand 85% were satisfied with the information
presented, but analyzing more specifically, most of them disagreed with the statements
presented in the questionnaire.
15. Quality of faculty, graduate employment and range of programs influence the choice of
the university.
16. Interest in the subject, costs and possible discounts/budget places influence the choice of
the program.
17. Majority of the respondents would like to study on English program in order to improve
their language and increase their competitiveness that will be used for further migration
from Latvia.
18. 74% of the respondents have never seen the advertising of RISEBA.
19. Majority of the respondents would like to know more about prices/budget
places/discounts and how it all affects the number of lectures; spheres where you can
work and future perspectives; comments from graduates; cooperation with international
universities; information about lecturers; quality of studies; students’ life.
20. Almost all of the respondents would like to know about Erasmus, LCCI, Double degree,
Intopia.
21. Most popular social networks are one.lv and draugiem.lv
Recommendations
1. Since the pupils of 11 and 12 grades look for the information in the beginning of the 12th
grade, it is the best time to advertise the university by distributing brochures with the
information about RISEBA, programmes, activities etc. in schools.
2. Since the quality of faculty, graduate employment and range of programs influence the
decision of the pupil, it is recommended to include it in the advertising.
Faculties should be described in details.
3. Since the interest in the subject, price and discounts influence the choice of the program,
it is recommended to include this information about it into advertising.
Programs and main subjects should be described so that they would be
understandable for everyone.
Number of budget places and possible ways to get a discount should be
mentioned since they influence the decision of the student.
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The information about lecturers of the program as well as guest lecturers should
be included in order to give an overview of the future studies.
The information about graduates should also be included, e.g. current place of
work, since real examples may influence the final decision.
4. The best way to advertise RISEBA is through internet on websites like one.lv since most
of the current scholars use them most often.
5. RISEBA can also review the design of the web site, since it is one of the main sources of
information for pupils.
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13.Exhibits
Questionnaire
Questionnaire Date: ______________
1. Are you planning to continue your studies in university, high school, college etc.? Yes No
2. Where would you like to continue your studies?Latvia Abroad
3. Please, mention the name of the institution in which you would like to continue your studies and specify why? (if you do not know the name please mention the sphere)______________________________________________________________________
4. In what language you would like to study? Why?____________________________________________________________________________________________________________________________________________________________________________
5. When have you started or are planning to start searching for information about the university in which to study?
In the beginning of the 12th gradeIn the middle of 12th gradeHave not started yetAm planning to start nowAm planning to start in a monthWill not search for information
6. What do you consider to be the most reliable source/s of information about higher education? (choose all that apply)
Opinion of FriendsOpinion of FamilyTVNewspapersInternet resourcesOther: ___________
Why? ____________________________________________________________________________________________________________________________________________________________________________
7. What events did you attend or will attend in order to get information about higher education? University open days Skola Other_______________________________
8. What are you more interested in when choosing a place where to study: the brand and status of the university or the programmes that are offered by the institution?Programme University
9. What is your preferred language to study in? Why?____________________________________________________________________________________________________________________________________________
10. How much time do you think you need to choose the university?Less than half a year More than half a year Half a year More than a year
11. Have you attended “Skola 2010”?Yes No
12. How much time did you spend at each stand on average at the event?< 10 minutes 16-20 minutes 11-15 minutes > 20 minutes
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13. Have you attended the stand of RISEBA? Yes No If not, than state the reason why._______________________________________________________________________________________________________________________________________________
14. Were you satisfied with the information presented at RISEBA stand?Yes No
15. How would you evaluate the way how RISEBA presented the information about itself at Skola 2010?
Strongly disagree
DisagreeNeither
agree nor disagree
Agree Strongly agree
There was enough information provided. 1 2 3 4 5
The presenter was pleasant and polite. 1 2 3 4 5
I was given enough materials for decision making. 1 2 3 4 5
The presenter thoroughly explained the content of the
programmes I was interested in.
1 2 3 4 5
The materials provided are comprehensive. 1 2 3 4 5
16. Please, circle the variant, which best describes your attitude to the importance of the factor shown in the table when choosing the university.1=Unimportant; 2=Neither Unimportant or Important; 3=Important
Factor UnimportantNeither
Unimportant or Important
Important
Reputation 1 2 3Location 1 2 3Own Perception 1 2 3Graduate Employment 1 2 3Social Life Nearby 1 2 3Range of programs 1 2 3Entry Requirements 1 2 3Quality of Faculty 1 2 3Guidance from Parents 1 2 3Student Placements 1 2 3Competition for Place 1 2 3Costs 1 2 3
17. Please, circle the variant, which best describes the importance of the factor shown in the table when choosing a particular study programme.1=Unimportant; 2=Neither Unimportant or Important; 3=Important
Title UnimportantNeither
Unimportant nor Important
Important
Professional image of the profession 1 2 3Social image of the profession 1 2 3Amount of course work 1 2 3Interest in the subject 1 2 3Intellectual challenge of the subject 1 2 3
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18. Rate the following criteria by their importance from 1 till 6 - where 1 being the most important and 8 being the least important - when you would like to choose the programme in English.
RankGain western experienceLearn culture of other countriesImprove EnglishDifficult to find job in Latvia
Challenges
Future migration opportunity after graduation
19. Have you seen any advertising of RISEBA up till now?Yes No
20. Was the information interesting for you?
Yes No 21. What information it lacked if you compare it to other advertising materials presented by other higher
education establishments?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
22. What information would you like to see in the advertising?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
23. Do you know or have heard about:
Would you like to know more about it?Yes No
24. Do you have any friends or relatives who study in or finished RISEBA?
Yes No 25. Did they recommend RISEBA to you as your future place of studies?
Yes No 26. Gender
Male Female 27. Your Age
_____28. Your Grade/Form
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Yes No
INTOPIALCCIErasmusDouble degree system
_____29. How much does your family earn per month on average?
Less than 500 Ls 1001 Ls – 1500 Ls
501-1000 Ls More than 1501 Ls
30. Do you use the following social networking websites? Twitter Draugiem.lv One.lv Facebook Boomtime.lv Other: ______________
Thank you for your cooperation!
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14.Bibliography
Books
1. Malhotra N. K. & Birks D. F. 1999, Marketing Research, European Edition, Pearson
Education, London.
2. Uma Sekaran 2003, Research methods for business, 4th edition, Malloy Lithographing,
United States
Articles
1. Journal of Higher Education Policy and Management, Vol. 29, No. 1, March 2007, pp.
57–72
2. DWYFOR DAVIES and JOHN LEE, To attend or not to attend? Why some students
chose school and others reject it.
3. Kursa darbs reklāmā ” Vidusskolēnu vērtējums par RSEBAA drukātajiem reklāmas
materiāliem”
4 . “AN EXPLORATORY STUDY ON FACTORS INFLUENCING MAJOR
SELECTION”
Web Pages
1. RISEBA undergraduate programs,
http://riseba.lv/Studies/tabid/64/language/en-US/Default.aspx
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