IMPROVING THE QUALITY OF CAPE PENINSULA UNIVERSITY OF TECHNOLOGY’S BRAND USING OPEN DAY by LEONEL GALVINO LUCIANO SOBRINHO Student no: 208198741 Research report submitted in fulfilment of the requirements for the degree BACCALAUREUS TECHNOLOGIAE In Quality Faculty of Engineering CAPE PENINSULA UNIVERSITY OF TECHNOLOGY Supervisor: Prof. M. Moll Cape Town, South Africa October 2013
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IMPROVING THE QUALITY OF CAPE PENINSULA UNIVERSITY
Research report submitted in fulfilment of the requirements for the degree
BACCALAUREUS TECHNOLOGIAE
In
Quality
Faculty of Engineering
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY
Supervisor: Prof. M. Moll
Cape Town, South Africa October 2013
ii
DECLARATION
I, Leonel Sobrinho, hereby declare that the contents of this research report
submitted for the degree Baccalaureus Technologiae: Quality at the Cape
Peninsula University of Technology, represents my own original unaided
work, and has not previously been submitted to any other higher education
towards any qualification. Furthermore it represents my own opinions and
not necessarily those of the Cape Peninsula University of Technology.
Leonel Galvino L. Sobrinho
Signature:
October 2013
iii
ACKNOWLEDGMENTS
I wish to thank God Almighty for giving me the strength, courage,
knowledge and perseverance to complete this qualification, as well as
making me believe it was possible. Thank you Father.
A ‘thank you’ is not enough for my mother, Teresa Hebo, as she is my
driving force, my inspiration, my everything. Without you this dream was
never going to become a reality. Love you more than anything in the
world.
My father Paulo Sobrinho, my aunt Irene Sobrinho and my cousin Mário
Diogo, for the unconditional love.
Thank you to my girlfriend Érica, for the support during the tiring sleepless
nights of research. Also for motivating me, caring and showing me love
during hard times. You are the one I chose, you are the one I want to love.
Prof. Moll thanks for being patient while guiding me through this research
study. For your support, encouragement and all the knowledge shared. I
must say ‘I couldn’t have had a better supervisor’.
Thank you to Liiza Gie, for the early explanations of research and for
giving me the idea to research about Open Day.
iv
ABSTRACT
Author: Leonel Galvino L. Sobrinho (ND Management)
Degree: Btech: Quality
Title: Improving CPUT’s brand using Open Day
Institution: Cape Peninsula University of Technology
Department: Industrial and Systems Engineering
Supervisor: Prof. M. Moll
Date: October 2013
Key words: Open Day, higher education, CPUT, TQM
The Higher Education (HE) sector is growing at a rapid rate worldwide.
The sector is an important part of a country as it contributes to knowledge
and development through graduates’ employability. Therefore universities
are turning into marketing in order to create more distinct brands to battle
in the highly competitive HE sector. In this regard universities are forced to
differentiate to attract and retain students.
The main purpose of this research is to investigate whether Open Day
(OD) influences prospective students’ HE institution choice and adds the
perception of quality to the university’s brand. A literature study in the field
of Marketing and Total Quality Management (TQM) was conducted with
the aim of understanding what quality tools would best link with branding
strategies in order to improve Open Day as an event, as well as
perceptions regarding the quality of the Cape Peninsula University of
Technology’s (CPUT) brand.
The methodology chosen as appropriate involves a descriptive research
approach. The data collection method was a survey aimed at prospective
students and parents visiting CPUT’s Open Day. Data collected was
analysed using descriptive statistics and its reliability was proven
consistent by making use of the Cronbach Alpha test.
v
The result of this research study showed that OD indeed adds the
perception of quality to CPUT’s brand, as well as influences prospective
students’ and parents’ decision of enrolling at the institution. The research
further provides evidence that, the majority of prospective students and
parents believe that CPUT creates quality graduates and provides them
with the competencies required by the industry.
vi
GLOSSARY OF TERMS
CPUT: Cape Peninsula University of Technology
OD: Open Day
HE: Higher Education
MCD: Marketing and Communication Department
TQM Total Quality Management
QFD Quality Function Deployment
SQF Substitute Quality Characteristics
Comprehensive University A university that offers a diverse range of academic
programmes (vacational, carrer-focus, professional, and
general formative) of both universities and technikons
type.
University of Technology A university that offers carrer oriented (work-integrated
learning) programmes and prepares graduates for the
world of work.
vii
TABLE OF CONTENTS PAGE DECLARATION (ii) ACKNOWLEDGEMENTS (iii) ABSTRACT (iv) GLOSSARY OF TERMS (vi) LIST OF ANNEXURES (x) LIST OF FIGURES (x) LIST OF TABLES (xi)
CHAPTER 1: SCOPE OF THE RESEARCH
1.1 INTRODUCTION AND MOTIVATION 1
1.2 BACKGROUND TO THE RESEARCH PROBLEM 2
1.3 STATEMENT OF THE RESEARCH PROBLEM 3
1.4 THE RERSEARCH QUESTION 3
1.5 INVESTIGATIVE QUESTIONS 3
1.6 RESEARCH PROCESS OBJECTIVES 4
1.7 THE RESEARCH PROCESS 4
1.8 RESEARCH DESIGN AND METHODOLOGY 5
1.9 DATA COLLECTION DESIGN AND METHODOLOGY 6
1.10 DATA VALIDITY AND RELIABILITY 7
1.11 ETHICS 8
1.12 RESEARCH ASSUMPTIONS 8
1.13 RESEARCH CONSTRAINTS 9
1.14 CHAPTER CONTENT ANALYSIS 9
1.15 RESEARCH TIME SCHEDULE 10
1.16 CONCLUSION 11
CHAPTER 2: HOLISTIC OVERVIEW OF THE RESEARCH ENVIRONMENT
2.1 INTRODUCTION 12
2.2 CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 12
2.2.1 THE CAPE TECHNIKON 13
2.2.2 THE PENINSULA TECHNIKON 13
2.3 BACKGROUND OF CPUT’S OPEN DAY 14
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2.3.1 PREPARATION PHASE 14
2.3.2 ADVERTISING AND PROMOTION STRATEGY 15
2.3.3 ADMINISTRATION 16
2.4 CONCLUSION 16
CHAPTER 3: LITERATURE REVIEW 3.1 INTRODUCTION 18
3.2 MARKETING 18
3.2.1 CUSTOMER SATISFACTION 19
3.2.2 BRANDING 19
3.2.2.1 Characteristics of brands 20
3.2.2.2 Importance of brands 21
3.2.2.3 Branding in higher education 22
3.3 TOTAL QUALITY MANAGEMENT 24
3.3.1 QUALITY FUNCTION DEPLOYMENT 30
3.3.2 CONTRIBUTORS TO TQM 33
3.3.2.1 W. Edwards Deming 34
3.3.2.2 Joseph M. Juran 37
3.4 THE LINK BETWEEN MARKETING AND TOTAL
QUALITY MANAGEMENT
40
3.5 CONCLUSION 42
CHAPTER 4: RESEARCH DESIGN AND METHODOLOGY 4.1 INTRODUCTION 43
4.2 RESEARCH DESIGN 43
4.3 THE CHOICE OF SAMPLING METHOD 44
4.4 THE TARGET POPULATION 44
4.5 DATA COLLECTION 45
4.6 MEASUREMENT SCALES 46
4.7 SURVEY DESIGN 47
4.8 SURVEY SENTITIVITY 48
4.9 RESPONDENT BRIEFING 48
4.10 THE VALIDATION SURVEY QUESTIONS 49
4.10.1 LIST OF QUESTIONS/STATEMENTS 49
4.11 CONCLUSION 50
ix
CHAPTER 5: DATA ANALYSIS AND INTERPRETATION 5.1 INTRODUCTION 51
5.2 METHOD OF ANALYSIS 51
5.2.1 VALIDATION OF SURVEY RESULTS 51
5.2.2 DATA ANALYSIS 52
5.2.3 PRELIMINARY ANALYSIS 52
5.2.4 INFERENTIAL STATISTICS 53
5.2.5 SAMPLE 53
5.3 ANALYSIS 53
5.3.1 QUESTIONNAIRE/STATEMENTS DESCRIPTION 53
5.3.2 RELIABILITY TESTING 54
5.3.3 DESCRIPTIVE STATISTICS 56
5.3.3.1 Uni-variate Graphs 56
5.4 CONCLUSION 65
CHAPTER 6: CONCLUSION AND RECOMMENDATIONS 6.1 THE RESEARCH THUS FAR 66
6.2 ANALOGIES DRAWN FROM THE DATA ANALYSIS 66
6.3 RECOMMENDATIONS TO MITIGATE THE
RESEARCH PROMEM
67
6.4 THE RESEARCH QUESTION REVISITED 68
6.5 RESEARCH INVESTIGATED QUESTIONS REVISITED 68
6.6 RESEARCH OBJECTIVES REVISITED 69
6.7 FINAL CONCLUSION 69
BIBLIOGRAPHY 70
x
LIST OF ANNEXURES
ANNEXURE A: Descriptive statistics 74
ANNEXURE B: Descriptive statistics: Frequency Tables 75
ANNEXURE C: Cronbach Alpha Coefficients 79
ANNEXURE D: Questionnaire 80
LIST OF FIGURES
Figure 3.1: House of Quality 33
Figure 3.2: The PDCA Cycle 37
Figure 3.3: Juran’s Quality Trilogy 39
Figure 3.4: Juran’s cost of quality 40
Figure 4.1: Likert Scale 47
Figure 5.1: Greater awareness of the institution 56
Figure 5.2: Promoting CPUT’s core values 57
Figure 5.3: Promoting CPUT’s objectives 57
Figure 5.4: Measurement and improvement on perception
about CPUT
58
Figure 5.5: Attract high quality students 58
Figure 5.6: Environment od equality, freedom and civil
rights
59
Figure 5.7: Environment where student’s social needs are
satisfied
59
Figure 5.8: Environment where parents feel comfortable
leaving their sons in
60
Figure 5.9: Personnel counselling about career choice 60
Figure 5.10: Personnel identify strengths and opportunities
about career choice
61
Figure 5.11: Informed decision of joining CPUT 61
Figure 5.12: Convincing people of the potential to study at
CPUT
62
Figure 5.13: Open Day recruits students who would have
studied elsewhere
62
xi
Figure 5.14: CPUT contributes to knowledge creation and
economic growth
63
Figure 5.15: Professional and quality graduates 63
Figure 5.16: Competencies required by the industry 64
Figure 5.17: Goodwill towards surrounding communities 64
LIST OF TABLES
Table 1.1: Research time schedule 10
Table 5.1: Statement reference in questionnaire. 53
Table 5.2: Cronbach Alpha Coefficient for different
construct
55
Table 5.3: Cronbach Alpha Coefficient after items were
deleted
55
1
CHAPTER 1: SCOPE OF THE RESEARCH 1.1 INTRODUCTION AND MOTIVATION This chapter discusses all the elements pertaining to the extent of the
study of this research project. The background to the research
problem, the statement to the research problem, the primary research
objectives, the research process, the research question and the
supporting sub-questions are the main elements discussed in the first
chapter, hence they enable the reader to understand the rationale that
lead to this research.
The Higher Education (HE) sector has become one of the fastest
growing industries particularly in developing nations. Enrolment in HE
is projected to increase in the coming years due to the surge in the
university-age population (Curtis, Abratt and Minor, 2009). The HE
sector is an important part of a country’s economy both in terms of its
contribution to knowledge through graduate employability, research
and interaction with the industry.
Although South Africa’s democracy is young, the country is rich in
cultural values and possesses the largest and strongest Higher
Education sector in Africa, offering a full range of courses and
qualifications not always available in other African countries with
smaller HE sector. The South African HE system comprises twenty-
three public HE institutions of which eleven universities, six
comprehensive universities and six universities of technology. These
institutions accommodate more than 892 936 students and employ
nearly 127 969 staff of which 46 579 are academic staff (Council on
Higher Education, 2010).
A large number of universities are turning to marketing and advertising
due to the need to create more distinct brand identities and
considering marketing principles that improve the efforts of attracting
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and retaining students (Durkin, McKenna, and Cummins, 2012). The
importance of managing and improving the quality of a brand helps to
create and maintain a competitive advantage in the HE sector (Curtis,
et al, 2009) which positively impacts the perception potential students
and parents have regarding a university’s brand.
The research benefits the academic world by suggesting how HE
institutions can improve on perceptions about the quality of their brand
by successfully managing and showcasing a good Open Day. If
universities can successfully improve their brands, students, parents,
the industry and the society at large can benefit from it, as they will
have a better perception of the institution’s education and educational
experience (Curtis et al, 2009).
1.2 BACKGROUND TO THE RESEARCH PROBLEM The research is conducted at Cape Peninsula University of
Technology’s (CPUT) Open Day (OD). CPUT operates in the HE
sector and is one of the six public universities of technology operating
in South Africa. The institution’s Marketing and Communication
Department (MCD) is responsible for hosting the OD once a year with
the support of other departments. Open Day is the biggest marketing
event in CPUT’s calendar. It is targeted at grade 11 and 12 students,
and is aimed at getting these students on campus to interact with
them, expose them to the large variety of courses offered by CPUT
and help them make the right career choice.
Universities battle to attract the same students, therefore a good
brand strategy should be in place to ensure differentiation which leads
to competitive advantage, and results in having an image of prestige.
In this regard universities begun to realise that branding is important
to them as it is for any other institution, therefore started to develop
sustainable brand strategies (Pinar, Trapp, Girard and Boyt, 2011). In
3
this context universities are forced to differentiate, in order to attract
more students.
The rationale to conduct this research is to investigate whether Open
Day influences prospective students’ HE institution choice and adds
the perception of quality to the university’s brand.
1.3 STATEMENT OF THE RESEARCH PROBLEM According to Cooper and Schindler (2006:96) (cited by Watkins,
2012:32) the statement of the research problem pertains to a problem
within the research environment, and forms the primary focus of the
research. Against the above background the research problem that is
researched within the ambit of this research study, reads as follows:
‘The Open Day initiative does not contribute fully towards parents’ and
prospective students’ perception regarding the quality of CPUT’s
brand and decision making in enrolling at the institution’.
1.4 THE RESEARCH QUESTION The research question, forming the crux of this research study, reads
as follows:
‘How does Open Day add the perception of quality to CPUT’s brand?’
1.5 INVESTIGATIVE QUESTIONS The investigative questions, which are researched in support of the
research question, are listed below:
Ø How does Open Day contribute to the promotion of CPUT’s brand?
Ø How does Open Day reflect the idea of a student friendly
environment to CPUT’s academic?
4
Ø How does Open Day influence parents’ and prospective students’
higher education choice?
Ø What contribution does CPUT add to society?
1.6 RESEARCH OBJECTIVES The research objectives of this research study are listed below:
Ø To determine Open Day’s contribution to CPUT’s brand.
Ø To analyse how prospective students and parents perceive
CPUT’s brand.
Ø To determine Open Day’s influence on parents’ and prospective
students’ higher education choice.
Ø To investigate CPUT’s contribution to society.
1.7 THE RESEARCH PROCESS According to Watkins (2012:36-37) the research process provides an
insight into the process of ‘how’ the research will be conducted, from
formulating the research proposal to final submission of the thesis or
dissertation.
Remenyi, Williams, Money, and Swartz (2002:64-65) (cited by
Watkins, 2012:37) explain the research process as consisting of eight
specific phases, namely:
Ø Reviewing the literature;
Ø formalising a research question;
Ø establishing the methodology;
Ø collecting evidence;
Ø analysing the evidence;
Ø developing conclusions;
Ø understanding the limitations of the research; and
Ø producing management guidelines or recommendations.
5
According to Collis and Hussey (2003:10) (cited by Watkins, 2012:39)
the research process consists of six fundamental stages in the
research process, namely:
Ø The identification of the research problem;
Ø definition of the research problem;
Ø determine how the research is going to be conducted;
Ø collection of the research data;
Ø analysis and interpretation of the research data; and
Ø writing up of the dissertation or thesis.
After considering both types of processes, the researcher chose the
Collis and Hussey method for the purpose of the research project. The
method was chosen for being direct, simple to follow and the
researcher is of opinion that it better suits the research.
1.8 RESEARCH DESIGN AND METHODOLOGY Every type of research should have its roadmap and its appropriate
methodology. Research design refers to a logical sequence that
connects the empirical data to a study’s initial research question and
ultimately, to its conclusions (Yin 1994:19) (cited by Watkins,
2012:40). Case study research was selected as research method for
this research study, which is elaborated upon below due to the
importance thereof.
According to Watkins (2012:45) a case study is an empirical enquiry
that investigates a contemporary phenomenon within its real-life
context, especially when the boundaries between phenomenon and
context are not clearly evident. Furthermore:
Ø Case study research aims not only to explore certain phenomena,
but also to understand them in a particular context.
Ø In case study research it is likely to use ‘how’ and ‘why’ questions
due to its explanatory sense.
6
Ø A case study illuminates a decision or a set of decisions – why
they were taken, how they were implemented, and with what
result.
Ø The case study as a research strategy comprises an all-
encompassing method – with the logic of design incorporating
specific approaches to data collection and data analysis.
Ø A case study is typically used when contextual conditions are the
subject of research.
According to Collis and Hussey (2003:82) (cited by Watkins, 2012:46),
case studies are often described as exploratory research used in
areas where there are few theories or a deficient body of knowledge.
In addition, the following types of case studies can be identified:
Ø Descriptive case studies: where the objective restricted to
describing current practice.
Ø Illustrative case studies: where the research attempts to
illustrate new and possibly innovative practices adopted by
particular companies.
Ø Experimental case studies: where the research examines the
difficulties in implementing new procedures and techniques in an
organisation and evaluating the benefits.
Ø Explanatory case studies: where existing theory is used to
understand and explain what is happening.
1.9 DATA COLLECTION DESIGN AND METHODOLOGY Questionnaires will serve as the data collection methodology, as it
falls within the broader definition of ‘survey research’ or ‘descriptive
survey’ (Remenyi et al, 2002:290) (cited by Watkins, 2012:61). The
author defines the concept of ‘survey’ as: “. . . the collection of a large
quantity of evidence, usually numeric, or evidence that will be
converted to numbers, normally by means of a questionnaire”. A
questionnaire consists of a list of questions compiled in order to elicit
7
reliable responses from a chosen sample, with the aim of determining
what the participants do, think or feel.
There are two approaches in structuring questionnaires namely,
quantitative approach (structures close questions) and a qualitative
approach (structures open-ended questions). In this research different
questionnaires will be designed for a particular event and the
researcher will employ convenience sampling as means of drawing
the sample.
1.10 DATA VALIDITY AND RELIABILITY According to Collis and Hussey (2009:204) (cited by Watkins,
2012:74-75) ‘validity’ is concerned with the extent to which the
research findings accurately represent what is happening. More
specific, whether the data is a true picture of what is being studied. On
the other hand ‘reliability’ is concerned with the findings of the
research (Collis and Hussey, 2009:64). The findings can be said to be
reliable if you, or anyone else, repeated the research and obtained the
same results.
The following aspects pertaining data validity and reliability apply to
this research study:
Ø Content validity: content for measuring instrument is the extent
to which it provides adequate coverage of the investigative (sub-)
questions guiding the study. If the instrument contains a
representative sample of the universe of subject matter of
interest, then content validity is good.
Ø Construct validity: in attempting to evaluate construct validity,
both the theory and the measuring instrument being used should
be considered. According to Collis and Hussey (2003:59) (as
cited by Watkins, 2012) construct validity relates to the problem
that there are a number of phenomena, which are not directly
8
observable, such as motivation, satisfaction, ambition and
anxiety.
Ø Internal consistency method: every item is correlated with
every other item across the entire sample and the average inter-
item correlation is taken as the index of reliability.
1.11 ETHICS In the context of research, according to Saunders, et al (2000:130)
(cited by Watkins, 2012:77) “… ethics refer to the appropriateness of
your behaviour in relation to the rights of those who become the
subject of your work, or are affected by it.
The following ethical considerations will be applied to this research
study:
Ø Informed consent: participants should be given the choice to
participate or not to participate, to withdraw from the study at any
time and furthermore be informed in advance about the nature of
the study.
Ø Right to privacy: the nature and quality of participants’
performances will be kept strictly confidential.
Ø Honesty with professional colleagues: findings will be reported
in a complete and honest fashion, without misrepresentation.
Ø Voluntary participation: participants will be informed of what is
required and will not be forced to take part in the research.
Ø Confidentiality/anonymity: confidentiality and anonymity will
apply to questionnaires, as this will lead to participants giving more
open and honest responses.
1.12 RESEARCH ASSUMPTIONS An assumption represents a condition that is taken for granted,
without which the research study would be pointless. The
requirement to state assumptions on which the research is undertaken
9
is based on the fact that it is essential that others know what one
assumes with respect to a research study (Watkins, 2012:80).
The following assumptions apply to this research study:
Ø Participants are comfortable in answering the questions.
Ø Participants are truthful when answering the questionnaire to
contribute to accurate results.
1.13 RESEARCH CONSTRAINTS Collis and Hussey (2009:124-125) (cited by Watkins, 2012:86) refer to
research constrains as limitations and delimitations. The two concepts
are explained below.
Ø Limitations: refers to all the factors hampering the ability of the
research student to conduct the research in a normal manner.
Ø Delimitations: refers to the geographical area where the research
is going to be conducted.
Against the above background the research limitations and
delimitations that apply to this research are as follows:
Ø ‘Limitations’: high schools not allowing the researcher to send
questionnaires to prospective students.
Ø ‘De-limitations’: the research is conducted to an Open Day event
and questionnaires are answered at the event or sent to high
schools attending the event to allow prospective students to help
the researcher into gathering the information for the research.
1.14 CHAPTER AND CONTENTS ANALYSIS The chapter and content analysis applicable to this research project
are the following:
Ø Chapter 1 – Scope of the research: in this chapter the scope of
the research is discussed in particular as it pertains to a specific
research environment. Furthermore, the research problem is
10
elaborated upon, which will not only form the focus of the
research study, but sets the scene for the research. In addition,
aspects pertaining to the research process, investigative
questions, research objectives, research design and
methodology, assumptions and significance of the research, are
elaborated upon.
Ø Chapter 2 – A holistic perspective of the research environment: in this chapter, the reader is provided with a
holistic perspective of CPUT’s Open Day.
Ø Chapter 3 – Literature review: in depth literature review is
conducted on marketing, branding and total quality management.
Furthermore all aspects impacting these areas are explained as
well as a link between branding and quality.
Ø Chapter 4 – Research design and methodology: this chapter
includes research based on a questionnaire, conducted at
CPUT’s Open Day.
Ø Chapter 5 – Data analysis and interpretation of results: in
this chapter the researcher analyses the data collected in
chapter four and interpret its results.
Ø Chapter 6 – Conclusion: this is the last chapter the research is
concluded and recommendations are made.
1.15 RESEARCH TIME SCHEDULE The research time schedule should be structured in such a way to
allow enough time for changes and rework while maintaining a
sustained focus. For the purpose of this research, the time schedule is
presented in the table below.
No. Task Description Start Targeted Completion
1 Topic Selection 27/02/2013 1/03/2013
2 Preparation for topic approval 04/03/2013 30/03/13
11
3 Submission of topic approval 30/04/2013 30/04/2013
4 Research on literature 10/13/2013 31/07/2013
5 Compilation of first proposal draft 31/04/2013 07/05/2013
6 Submission of final proposal 28/05/2013 28/05/2013
7 Gather information for Chapter 2 10/06/2013 30/06/2013
8 Consult supervisor for guidance 20/06/2013 28/06/2013
9 Gather information for Chapter 3 1/07/2013 31/07/2013
10 Consult supervisor for guidance 15/07/2013 31/07/2013
11 Gather information for Chapter 4 01/08/2013 31/08/2013
12 Consult supervisor for guidance 20/08/2013 31/08/2013
13 Gather information for Chapter 5 02/09/2013 30/09/2013
14 Consult supervisor for guidance 15/09/2013 30/09/2013
15 Conclude research 01/10/2013 15/10/2013
16 Submission of final research 21/10/2013 21/10/2013
Table 1.1: Research time schedule (source: own)
1.16 CONCLUSION
In this chapter an introduction and motivation was provided to
substantiate the need for the research to be conducted. The aim of
the research is to mitigate whether Open Day contributes fully towards
prospective students’ and parents’ perception regarding the quality of
CPUT’s brand and decision making in enrolling at the institution. this
chapter served as the basis for the proposed research and provided
the necessary background for the following chapter, which provides
the reader a holistic overview of the research environment.
12
CHAPTER TWO: HOLISTIC OVERVIEW OF THE RESEARCH ENVIRONMENT 2.1 INTRODUCTION The previous chapter provided a framework for this research study.
This second chapter of the research enables the reader to have an in-
depth understanding of the research environment by outlining the
history of CPUT and Open Day as an event that boosts CPUT’s brand
popularity.
For one to understand CPUT as a brand, one needs to understand the
history of the institution, as it is the foundation of the brand. Hence a
brief history of CPUT is provided to the reader, followed by an
overview of the background of OD.
2.2 CAPE PENINSULA UNIVERSITY OF TECHNOLOGY’S HISTORY The Cape Peninsula University of Technology is the only university of
technology in the Western Cape, and the largest university in the
region. It was established as a result of the merger between Cape
Technikon and Peninsula Technikon in January 2005 (South African
Technology Network, 2008). The merger was part of a national
process that transformed the HE landscape in South Africa (Cape
Peninsula University of Technology:Online).
The university offers more than 70 career focused programmes at
various campuses and service points such as Bellville, Cape Town,
Granger Bay, Mowbray and Wellington. CPUT hosts more than 50
000 students in disciplines that include applied sciences, business,
education and social sciences, engineering, health and wellness
sciences, and informatics and design (Cape Peninsula University of
Technology:Online).
13
As stated above the institution has its roots in the Cape Technikon
and Peninsula Technikon, which dates back to the 1920’s, therefore a
brief history of these two technikons, is needed.
2.2.1 THE CAPE TECHNIKON Cape Technikon dates from 1920 when the foundation stone of the
Longmarket Street, of the then Cape Technical College was laid in
Cape Town. The representation of the college followed more than 10
years of representations by the community for the consolidation of the
technical courses that had been offered in various venues in town
Figure 3.3 above illustrates the relationship among the three
processes in the Quality Trilogy. At the beginning is Quality Planning.
When the product or service and the process design are completed,
the operators become responsible. The errors made during the initial
planning phase result in 20% of work being redone due to quality
deficiencies. These errors increases costs, therefore Juran labelled it
‘chronic waste’. A sudden ‘sporadic spike’ raises costs to over 40%. It
happens due to an unplanned event such as power failure or human
error, but it easily brought under control. At some point management
recognises the cost of chronic waste as being excessive, therefore a
quality improvement project is initiated and succeeds in reducing the
chronic waste, establishing a new quality control zone (Rao et al.,
1996:41).
Rao et al. (1996:42) explain that Juran also created the concept of
‘cost of quality’ due to the fact that he felt that a cost measure would
be an effective form of communication. Figure 3.4 below shows that
cost of conformance (appraisal and prevention) increase as the defect
40
rate declines. However the costs of non-conformance (internal and
external failures) decrease. The trade-off leads to an optimal
conformance level. This approach implies that zero defects is not a
practical goal, due to the fact that for a certain level of quality the
costs of conformance would exceed those of non-conformances.
Figure 3.4: Juran’s Cost of Quality (source: Rao et al. Total Quality Management,
1996)
3.4 THE LINK BETWEEN MARKETING AND TOTAL QUALITY MANAGEMENT After reviewing the literature on marketing and total quality
management, the researcher is now knowledgeable to explain an
understanding of the link pertaining the two subjects.
For the researcher the link lies in three distinct categories namely:
Ø Customer satisfaction and quality (fitness for purpose): marketing focuses on attracting and satisfying customers with
quality products. In both perspectives the customer is the focus
and determines quality; therefore fitness for purpose combines
customer satisfaction with quality. Rao et al., (1996:27) explain
that customer satisfaction reflects the attitudes of the consumer,
thus the product or service needs to be appropriate for the
intended use. However, customer satisfaction sometimes is not
achieved for reasons that have nothing to do with the quality of the
41
product, due to the fact that the customer may not understand or
appreciate the benefits of the product or service right away. Hence
until the customer acknowledges the benefits of the product or
service the product is not considered to have a good quality.
In this context, organisations need to develop products or service
taking into considerations customer needs, because products or
services are only accepted by customers if they meet or exceed
their expectations. Expectations on the other hand are driven by
the need that needs to be satisfied.
Ø Cost effective (value for money): customers want good
products, but they want to get the value of the product or service
they purchase without overpaying. For this reason the price or
value of a product or service is directly attached to its quality. Gale
and Swire (2006:2) argue that customers will compare a product or
service against the competition in order to understand strengths
and weaknesses to decide what product or service gives them the
best value at an affordable price.
For the HE sector, students seek for institutions that provide the
best education for what they can afford. It includes the quality of
the lecturers, infrastructure, technology offered and of course
reputation due to the fact that it plays a big role once they graduate
and therefore have to face the industry.
Ø On time: customers want products or services available to them
when they want it, because if it takes too long it makes no sense to
purchase it, even if it fits the purpose or if it is cost effective. Due to
the fact that the desire to satisfy a certain need is influenced by the
time customers feel that need. For this reason organisations trying
to attract customers need to ensure that their marketing
department understands customer needs and their behaviour in
order to have quality products or services at the right place at the
right time.
42
3.5 CONCLUSION This chapter presented an in-depth literature review on the concepts
of Marketing and TQM. Both concepts were explained with the focus
of understanding the concepts pertaining to it.
In the following chapter, the survey environment is elaborated upon,
as well as the data collection method and the target population.
43
CHAPTER 4: RESEARCH DESIGN AND METHODOLOGY 4.1 INTRODUCTION The previous chapter provided an explanation of relevant literature for
this research study. This chapter presents the methodology used to
conduct the survey in order to provide relevant answers to the primary
research question and sub-questions proposed in chapter one. An
empirical survey is presented for measurement in order to draw
conclusions and to provide recommendations.
4.2 RESEARCH DESIGN Research design refers to a logical sequence that connects the
empirical data to a study’s initial research question and ultimately, to
its conclusions (Yin 1994:19) (cited by Watkins, 2012:40). A research
design is therefore an action plan presenting the roadmap and the
appropriate methodology used to answer the initial problem, which
reads as follows:
“The Open Day initiative does not contribute fully towards parents and
prospective students’ perception regarding the quality of CPUT’s
brand and decision making in enrolling at the institution”.
According to Collis and Hussey (2009:82) (cited by Watkins, 2012:45-
46) case studies are often described as exploratory research used in
areas where there are few theories or a deficient body of knowledge.
In addition, the following types of case studies can be identified:
Ø Descriptive case studies: where the objective restricted to
describing current practice.
Ø Illustrative case studies: where the research attempts to
illustrate new and possibly innovative practices adopted by
particular companies.
44
Ø Experimental case studies: where the research examines the
difficulties in implementing new procedures and techniques in an
organisation and evaluating the benefits.
Ø Explanatory case studies: where existing theory is used to
understand and explain what is happening.
In this study a descriptive case study is used to reach the objectives of
the research, as the current practice of the institution needs to be
highlighted, described and analysed in order to provide a positive
contribution to the business and academic world.
4.3 THE CHOICE OF SAMPLING METHOD Collis and Hussey (2009:209) (cited by Watkins, 2012:63) argue that a
sample is made up of some members of the population. Hence the
authors list the following three non-probability sampling methods:
Ø Convenience sampling: does not identify a subset of the
population and makes use of people that are readily available.
Ø Quota sampling: selects respondents in the same proportion that
they are found in the general population, but not randomly.
Ø Purposive sampling: used for a particular purpose or a specific
requirement being that the researcher should state why a
particular sample was selected.
Convenience sampling was chosen as a sampling method for this
research. Due to the fact that it works best for evaluating events,
where it is easier to get people willing to collaborate with the research.
4.4 THE TARGET POPULATION With any survey, it is necessary to clearly define the target population,
which Collis and Hussey (2009:209) (cited by Watkins, 2012:63)
define as “a set of people or any other collection of items under
consideration for the purpose of the research”.
45
Collis and Hussey (2009:209) (cited by Watkins, 2012:63) define
‘sampling frame’ as a list or any other record of the population from
which all the sampling units are drawn. Forty-six prospective students
and/or parents were selected from CPUT’s Open Day as the target
research population. The selection took place via a randomised
selection process, to ensure that the target population had an equal
opportunity to participate in this research study.
4.5 DATA COLLECTION Watkins (2012: 66-74) explains the following data collection methods:
Ø Focus groups;
Ø game or role playing;
Ø in-depth surveys;
Ø large scale surveys;
Ø laboratory experiments;
Ø scenario research;
Ø interviews;
Ø observation;
Ø critical incident technique;
Ø diaries;
Ø protocol analysis;
Ø repertory grid technique;
Ø data triangulation; and
Ø questionnaires.
Self-administered questionnaires served as the primary data collection
in this research study, which falls within the broader definition of
‘survey research’ or ‘descriptive survey’. The concept of ‘survey’ is
defined as the collection of a large quantity of evidence, usually
numeric, or evidence that will be converted to numbers, normally by
means of a questionnaire”. A questionnaire consists of a list
structured of questions compiled in order to elicit reliable responses
from a chosen sample, with the aim of determining what the
46
participants do, think or feel (Remenyi et al, 2002:290) (cited by
Watkins, 2012:74).
There are two approaches in structuring questionnaires namely,
quantitative approach (structures close questions) and a qualitative
approach (structures open-ended questions). In this research the
quantitative approach will be used (Remenyi et al, 2002:290) (cited by
Watkins, 2012:74).
The researcher decided to distribute the questionnaires during OD.
This ensured that the researcher received all the questionnaires back
from the target population, without delay. However, not distributing the
questionnaires at the event would reduce the number of
questionnaires filled due to the impossibility in reaching the target
population.
4.6 MEASUREMENT SCALES The survey is based on the Likert scale, where respondents are asked
to respond to each of the statements, by choosing one of the five
agreement choices (Emory and Cooper, 1995:179) (cited by Watkins,
2012:177).
The advantages of using the well-known Likert scale according to
Emory and Cooper (1995:180-181) (cited by Watkins, 2012:177) are
namely:
Ø Easy and quick to construct;
Ø each item meets an empirical test for discriminating ability;
Ø the Likert scale is probably more reliable than the Thurston scale,
and it provides a greater volume of data than the Thurston
differential scale; and
Ø the Likert scale is also treated as an interval scale.
47
Interval scales have the benefit that the scale data can be analysed by
virtually the full range of statistical procedures. Interval scales facilitate
meaningful statistics when calculating means, standard deviation and
Pearson correlation coefficients. 1 2 3 4 5
Strongly
Disagree
Disagree Undecided Agree Strongly
Agree
Figure 4.1: Likert scale (Source: Emory and Cooper 1995: 179) (cited by Watkins,
2012:177).
4.7 SURVEY DESIGN Leedy and Ormrod (2001:196) (cited by Watkins, 2012:154) are of the
opinion that a survey is simple in design due to the fact that the
researcher poses a series of question to willing participants,
summarises their responses with percentages, frequency counts, or
more sophisticated statistical indexes, and then draws inferences
about a particular population from the responses of the sample.
A questionnaire-based survey should be executed in accordance with
the following process:
Ø Evaluate the research question, the investigative sub-questions,
and the key research objectives.
Ø Consider any other information, which is relevant to the research
and include such information in the questionnaire.
Ø Identify the sample frame from the target population and select a
representative sample.
Ø Choose an interviewing method.
Ø Conduct a pilot survey to ensure that the questions are easily
understood, and clear to the respondents.
Ø Conduct the survey.
Ø Data processing follows.
Ø Data analysis.
Ø Report formulation.
48
In this research a descriptive survey is used, due to the fact that the
more adequate the description, the greater is the likelihood that the
units derived from the description will be useful in subsequent theory
building (Emory and Cooper, 1995:11) (cited by Watkins, 2012:61).
According to Watkins (2012:154) descriptive surveys are commonly
used in business and management.
Watkins (2012:155-158) explains that the critical aspect of a good
questionnaire design is to ensure that the questionnaire addresses the
primary theme of the proposed research study. Therefore questions or
statements within the survey are designed with the following principles
in mind:
Ø Avoidance of double-barrelled statements;
Ø avoidance of double-negative statements;
Ø avoidance of prestige bias;
Ø avoidance of leading statements; and
Ø avoidance of the assumption of prior knowledge
4.8 SURVEY SENSITIVITY This research study is not conducted in an environment of sensitive
nature. Therefore this is not applicable under this chapter.
4.9 RESPONDENT BRIEFING Prior to distributing the questionnaire to respondents, the researcher
provided each respondent with detailed information pertaining to the
questionnaire as well as the objective of the research. Questionnaires
were accompanied by a letter (refer to Annexure D) explaining the
confidentiality of the research and that answers could not be traced to
any individual.
49
4.10 THE VALIDATION SURVEY QUESTIONS The researcher developed a questionnaire to determine the level of
understanding of the research problem to be uncovered. Validity is
concerned with the extent to which the research findings accurately
represent what is happening (Collis and Hussey, 2009:204) (cited by
Watkins, 2012:74-75). Results from the survey obtained are to be
analysed in terms of descriptive statistics using Moonstas.
4.10.1 LIST OF QUESTIONS/STATEMENTS The following list of statements was posed to respondents as Section
1 in the survey:
Ø Statement A: Open Day creates greater awareness of the
institution.
Ø Statement B: Open Day promotes CPUT’s core values.
Ø Statement C: Open Day promotes CPUT’s objectives.
Ø Statement D: Open Day attempts to measure and improve on
perceptions about CPUT.
Ø Statement E: Open Day attempts to attract high quality students.
The following list of statements was posed to respondents as Section
2 in the survey:
Ø Statement F: CPUT provides an environment of equality, freedom
and civil rights.
Ø Statement G: CPUT provides an environment where students’
social needs are satisfied.
Ø Statement H: Open Day provides an environment where parents
feel comfortable leaving their sons/daughters in.
Ø Statement I: Personnel at Open Day counsel about career choice.
Ø Statement J: Personnel at Open Day identify strengths and
opportunities about potential students’ career choice.
50
The following list of statements was posed to respondents as Section
3 in the survey:
Ø Statement K: Open Day provides sufficient information for an
informed decision of joining CPUT.
Ø Statement L: Open Day convinces prospective students who were
uninformed of the potential of studying at CPUT.
Ø Statement M: Open Day recruits new students who would have
studied elsewhere.
The following list of statements was posed to respondents as Section
4 in the survey:
Ø Statement N: CPUT contributes to knowledge creation and
economic growth.
Ø Statement O: CPUT creates professional and quality graduates.
Ø Statement P: CPUT provides its graduates the competencies
required by the industry.
Ø Statement Q: CPUT displays goodwill towards the surrounding
communities in which it operates.
4.11 CONCLUSION The objective of this chapter was to describe the survey methodology
adopted in this research study. Hence it was discussed under the
following headings:
Ø Introduction;
Ø target population;
Ø data collection;
Ø measurement scales
Ø survey design;
Ø survey sensitivity; and
Ø the validation survey questions.
In the next chapter data analysis is to be conducted and the survey
results interpreted.
51
CHAPTER 5: DATA ANALYSIS AND INTERPRETATION OF RESULTS 5.1 INTRODUCTION The previous chapter presented the structure of the research process
whereas this chapter discusses the statistical analysis of the
questionnaires. Data analysis refers to the computation of measures
along with searching for patterns of relationship that exist among the
collected data (Kothari, 2004:122). The aim of this chapter is to
determine whether Open Day fully contributes towards parents’ and
prospective students’ perception regarding the quality of CPUT’s
brand. In this chapter the data obtained from the completed
questionnaires will be presented and analysed.
Watkins (2012:178) explains that, in most social research data
analysis involves three major steps, namely:
Ø Cleaning and organising the data for analysis (data preparation
step);
Ø describing the data (descriptive statistics step); and Ø testing hypothesis and models (inferential statistics).
5.2 METHOD OF ANALYSIS 5.2.1 VALIDATION SURVEY RESULTS A descriptive analysis of the survey results returned by the research
questionnaire respondents is reflected in paragraph 5.3.3. The
responses to the questions obtained through the questionnaires are
indicated in summative table format for ease of reference. Data
validation is the process of ensuring that a programme operates on a
clean, correct and useful data. The construct validation, however, can
only be taken to the point where the questionnaire measures what it is
supposed to measure. Construct validation should be addressed in
52
the planning phases of the survey, and when the questionnaire is
developed. This questionnaire is aimed at measuring Open Day’s
contribution to the perception of quality to CPUT’s brand.
5.2.2 DATA FORMAT The respondents’ data was received in questionnaires, which was
captured on Microsoft Excel database. It was then imported into
Moonstats for analysis and interpretation. These questionnaires data
was captured twice and then the two datasets were compared to
ensure that the information was correctly captured. When the
database was developed, use was made of the rules with respect to
the questionnaire, which set boundaries for the different variables
(statements) according to the Likert scales. The boundaries are
explained below:
Ø ‘Strongly disagree’ is coded as 1.
Ø ‘Disagree’ is coded as 2.
Ø ‘Undecided’ is coded as 3.
Ø ‘Agree’ is coded as 4
Ø ‘Strongly agree’ is coded as 5.
5.2.3 PRELIMINARY ANALYSIS The Cronbach Alpha test (refer to paragraph 5.3.2) illustrates the
reliability of the variables (statements) in the questionnaire posed to
the respondents from the CPUT OD. A Uni-variate descriptive
analysis was performed on all the original variables, with the aim of
displaying charts for ease interpretation, frequencies, percentages,
cumulative percentages, means, standard deviations, range, median
and mode. These descriptive statistics are discussed in paragraph
5.3.3 (also refer to Annexure A and B).
53
5.2.4 INFERENTIAL STATISTICS The following inferential statistics is performed on the data:
Ø Cronbach Alpha: in order to test the reliability of the construct.
5.2.5 SAMPLE The target population forming the sample frame are prospective
students, parents and or guardians, who attended CPUT’s OD. A
convenient sample was drawn and the number of the target
population that completed the sample was fourty-six.
5.3 ANALYSIS 5.3.1 QUESTIONNAIRE/STATEMENTS DESCRIPTION Questionnaire statements are shown in Table 5.1 below, with each
variable name and the different sections of the questionnaire.
Table 5.1: Statement reference in the questionnaire
Statement Variabl
e Name
Section 1: Open Day contributes to the promotion of CPUT’s brand.
a. Open Day creates a greater awareness of the institution. Q1A
b. Open Day promotes CPUT’s core values. Q1B
c. Open Day promotes CPUT’s objectives. Q1C
d. Open Day attempts to measure and improve on perceptions about
CPUT.
Q1D
e. Open Day attempts to attract high quality students. Q1E
Section 2: Open Day reflects the idea of a student friendly environment to
CPUT’s academic.
f. CPUT provides an environment of equality, freedom and civil rights. Q2F
g. CPUT provides and environment where students’ social needs are
satisfied.
Q2G
h. Open Day provides an environment where parents feel comfortable Q2H
54
leaving their sons/daughters in.
i. Personnel at Open Day counsel about carrier choice. Q2I
j. Personnel at Open Day identify strengths and opportunities about
potential students’ career choice.
Q2J
Section 3: Open Day influences parents and prospective students’ higher education choice.
k. Open Day provides sufficient information for an informed decision of
joining CPUT.
Q3K
l. Open Day convinces people who were uninformed of the potential to
study at CPUT.
Q3L
m. Open Day recruits new students who would have studied elsewhere. Q3M
Section D: Quality Management Implementation.
n. CPUT contributes to knowledge creation and economic growth. Q4N
o. CPUT creates professional and quality graduates. Q4O
p. CPUT provides its graduates the competencies required by the
industry.
Q4P
q. CPUT displays goodwill towards the surrounding communities in which
it operates.
Q4Q
5.3.2 RELIABILITY TESTING Cronbach’s Alpha is an index of reliability associated with the variation
accounted for the true score of the underlying construct. Construct is
the hypothetical variables that are being measured (Schindler &
Cooper, 2003:216-217) (cited by Botha, 2010:52).
Table 5.2 shows the reliability test (Cronbach Alpha Coefficient)
performed on sets of items (statements), to measure internal
consistency with respect to the responses rendered in the
questionnaires. The test was calculated for each construct as well as
the overall scale (questionnaire). In general a Cronbach’s Alpha of 0.7
is the criterion used to establish an acceptable level of reliability
(Nunnaly 1978; Robinson, Shaver and Wrightsman, 1991) (cited by
Hassad, 2009:3).
55
The values obtained for the overall scale Cronbach’s Alpha
questionnaire is 0.814, which is higher than the acceptable level 0.70
indicating therefore that the questionnaire is reliable and consistent.
However variables from Q1A to Q1E and Q3K to Q3M may be multi-
dimensional. This problem can be dealt with by deleting the items that
add inconsistency to the questionnaire. After deleting variables Q1C
to Q1E the Cronbach’s Alpha increased and is now considered
moderate.
Table 5.2: Cronbach Alpha Coefficient for different construct.
Statements Construct Cronbach’s Alpha
Strength of Association
Q1A – Q1E Promotion of
CPUT’s brand
0.482 Bad
Q2F – Q2J Student friendly
environment
0.716 Good
Q3K – Q3M Higher education
choice
0.353 Bad
Q4N – Q4Q Contribution to
society
0.726 Good
Table 5.3: Cronbach Alpha Coefficient after items were deleted.
Statements Construct Cronbach’s Alpha
Strength of Association
Q1A – Q1B Promotion of
CPUT’s brand
0.671 Moderate
Q2F – Q2J Student friendly
environment
0.716 Good
Q2I – Q3L Higher education
choice
0.66 Moderate
Q4N, Q4P
and Q4Q
Contribution to
society
0.808 Very Good
56
Thus items (statements) Q1C, Q1D, Q1E were deleted from the
reliability coefficient to ensure that the section in question becomes
more consistent and reliable. The same applies to statements Q3M
and Q4O.
5.3.3 DESCRIPIVE STATISTICS The data containing descriptive statistics for all the variables in the
questionnaire, with frequencies in each category and the percentage
out of the total number of questionnaires completed is shown within
the ambit of Annexure A and B. It is important to note that the
descriptive statistics are based on the total sample.
Each section of the questionnaire is interpreted below and illustrated
by means of a bar graph. Therefore, the following presents the
findings for each section of the questionnaire.
5.3.3.1 Uni-variate Graphs Section 1: Open Day contributes to the promotion of CPUT’s brand.
Barchart for Q1A
ValueSD D UN A SA
Freq
uenc
y
26242220181614121086420
2.17 % 4.35 % 4.35 %
41.3 %
47.83 %
Figure 5.1: Greater awareness of the institution.
The above chart illustrates the responses of prospective students and
parents or guardians’ regarding the greater awareness Open Day
creates to CPUT. Respondents agree the most with the statement
57
(89.13% agree and strongly agree), thus only 6.52% disagree and
strongly disagree, and the remaining 4.35% were undecided.
Barchart for Q1B
ValueSD D UN A SA
Freq
uenc
y
242220181614121086420
2.17 %6.52 %
15.22 %
43.48 %
32.61 %
Figure 5.2: Promoting CPUT’s core values.
The respondents indicated that Open Day promotes CPUT’s core
values by agreeing in majority (76.09% agree and strongly agree) with
the statement. The number of undecided respondents was 15.22%
whilst the ones that disagreed amount to 8.69% (disagree and
strongly disagree).
Barchart for Q1C
ValueD UN A SA
Freq
uenc
y
242220181614121086420
10.87 %
19.57 %
43.48 %
26.09 %
Figure 5.3: Promoting CPUT’s objectives.
The majority of the respondents (69.57%) agree and strongly agree
with the statement ‘Open Day promotes CPUT’s objectives’. However
19.57% are undecided and 10.87% of the respondents disagree with
the statement.
58
Barchart for Q1D
ValueD UN A SA
Freq
uenc
y
20
18
16
14
12
10
8
6
4
2
0
2.17 %
30.43 %
36.96 %
30.43 %
Figure 5.4: Measurement and improvement on perception about CPUT.
It is important to note that there is a fair undecided factor of 30.43%.
However 67.39% agree and strongly agree with the statement ‘Open
Day attempts to measure and improve on the perceptions about
CPUT’ and 2.17% disagree.
Barchart for Q1E
ValueSD D UN A SA
Freq
uenc
y
18
16
14
12
10
8
6
4
2
0
6.52 %4.35 %
30.43 %32.61 %
26.09 %
Figure 5.5: Attract high quality students.
The respondents indicated that Open Day attempts to attract high
quality students by agreeing in majority (58.7% agree and strongly
agree) with the statement. The number of undecided respondents is a
factor as it account to two quarters (30.43%) whilst respondents that
disagreed amount to 10.87% (disagree and strongly disagree).
59
Section 2: Open Day reflects the idea of a student friendly environment to CPUT’s academic.
Barchart for Q2F
ValueD UN A SA
Freq
uenc
y
2220181614121086420
6.52 %
19.57 %
32.61 %
41.3 %
Figure 5.6: Environment of equality, freedom and civil rights
Respondents agree the most (73.91% agree and strongly agree) with
the statement ‘CPUT provides an environment of equality, freedom
and civil rights, thus only 6.52% disagree, and the remaining 19.57%
were undecided.
Barchart for Q2G
ValueSD D UN A SA
Freq
uenc
y
18
16
14
12
10
8
6
4
2
0
2.17 % 2.17 %
28.26 %
32.61 %34.78 %
Figure 5.7: Environment where students’ social needs are satisfied.
It is clear from the above chart that most of the respondents agree
(67.39% agree and strongly agree) with CPUT providing an
environment where students’ social needs are satisfied. A fair number
60
of respondents were undecided (28.26%) whilst a small number was
equally distributed between agree and disagree (2.17%).
Barchart for Q2H
ValueSD D UN A SA
Freq
uenc
y
20
18
16
14
12
108
6
4
2
0
2.17 %4.35 %
17.39 %
36.96 %39.13 %
Figure 5.8: Environment where parents feel comfortable leaving their sons in
The respondents indicated that Open Day provides an environment
where parents feel comfortable leaving their sons or daughters in, by
agreeing (76.09% agree and strongly agree) with the statement. The
number of undecided respondents accounts to 17.39% and
respondents that disagreed amount to 6.52% (disagree and strongly
disagree).
Barchart for Q2I
ValueSD D UN A SA
Freq
uenc
y
242220181614121086420
6.52 %8.7 %
6.52 %
45.65 %
32.61 %
Figure 5.9: Personnel counselling about career choice
The majority of the respondents (78.26%) agree and strongly agree
with the statement ‘Personnel at Open Day counsel about career
choice’. However 15.22% disagree and strongly disagree and 6.52%
of the respondents were undecided with the statement.
61
Barchart for Q2J
ValueSD D UN A SA
Freq
uenc
y
20
18
16
14
12
10
8
6
4
2
0
2.17 %4.35 %
19.57 %
36.96 % 36.96 %
Figure 5.10: Personnel identify strengths and opportunities about career choice.
Respondents were equally distributed between agree and strongly
agree (36.96% respectively) with the statement ‘Personnel at Open
Day identify strengths and opportunities about prospective students’
career choice’, thus only 6.52% disagree and strongly disagree, and
the remaining 19.57% were undecided.
Section 3: Open Day influences parents and prospective students’ higher education choice.
Barchart for Q3K
ValueSD D UN A SA
Freq
uenc
y
242220181614121086420
6.52 %4.35 % 4.35 %
43.48 %41.3 %
Figure 5.11: Informed decision of joining CPUT
The respondents indicated that Open Day provides sufficient
information for an uninformed decision of joining CPUT by agreeing in
majority (84.78% agree and strongly agree) with the statement. The
62
number of undecided respondents was 4.35% whilst the ones that
disagreed amount to 10.87 % (disagree and strongly disagree).
Barchart for Q3L
ValueSD D UN A SA
Freq
uenc
y
242220181614121086420
2.17 % 2.17 %
17.39 %
45.65 %
32.61 %
Figure 5.12: Convincing people of the potential to study at CPUT
Respondents agree in majority (78.26% agree and strongly agree)
with the statement ‘Open Day convinces people who were uninformed
of the potential to study at CPUT’. However 17.39% were undecided
and 4.34% disagree (disagree and strongly disagree).
Barchart for Q3M
ValueSD D UN A SA
Freq
uenc
y
18
16
14
12
10
8
6
4
2
0
6.52 %8.7 %
26.09 %
34.78 %
23.91 %
Figure 5.13: Open Day recruits students who would have studied elsewhere.
The respondents indicated that Open Day recruits new students who
would have studied elsewhere, by agreeing (58.69% agree and
strongly agree) with the statement. The number of undecided
respondents is 26.09% and respondents that disagreed amount to
15.22% (disagree and strongly disagree).
63
Section 4: CPUT contributes to society.
Barchart for Q4N
ValueSD D UN A SA
Freq
uenc
y18
16
14
12
10
8
6
4
2
0
6.52 %
2.17 %
21.74 %
34.78 % 34.78 %
Figure 5.14: CPUT contributes to knowledge creation and economic growth.
The majority of the respondents (69.56%) agree and strongly agree
with the statement ‘CPUT contributes to knowledge creation and
economic growth’. However 21.74% are undecided and 8.69% of the
respondents disagree and strongly disagree with the statement.
Barchart for Q4O
ValueSD UN A SA
Freq
uenc
y
30
25
20
15
10
5
0
4.35 %0 %
6.52 %
56.52 %
32.61 %
Figure 5.15: Professional and quality graduates
The respondents (89.13%) agree and strongly agree with the
statement ‘CPUT creates professional and quality graduates’.
However 6.52% are undecided and 4.35% of the respondents strongly
disagree with the statement.
64
Barchart for Q4P
ValueSD D UN A SA
Freq
uenc
y
25
20
15
10
5
0
2.17 %6.52 %
10.87 %
52.17 %
28.26 %
Figure 5.16: Competencies required by the industry.
Respondents agree with the statement ‘CPUT provides its graduates
the competencies required by the industry’ (80% agree and strongly
agree). However 10.87% are undecided and 8.69% disagree and
strongly disagree.
Barchart for Q4Q
ValueSD D UN A SA
Freq
uenc
y
2826242220181614121086420
6.52 %2.17 %
19.57 %
50 %
21.74 %
Figure 5.17: Goodwill towards surrounding communities
Respondents agree the most with the statement ‘CPUT displays
goodwill towards the surrounding communities in which it operates’
(71.74% agree and strongly agree). However 19.57% are undecided
and 8.69% disagree and strongly disagree.
65
5.4 CONCLUSION As for the results obtained through this survey on whether Open Day
adds the perception of quality to CPUT’s brand, the following
analogies can be drawn from this research:
Ø The respondents show a high degree of agreement regarding
Open Day’s contribution to the promotion of CPUT’s brand.
Ø The majority of respondents are of the opinion that Open Day
creates greater awareness of the institution
Ø Open Day reflects the idea of a student friendly environment to
CPUT’s academic by providing an environment of equality,
freedom and civil rights.
Ø Open Day influences respondents’ higher education choice as it
informs them the potential to study at CPUT.
Ø Respondents indicate that CPUT contributes to society and
creates quality graduates with the competencies required by the
industry.
Ø CPUT displays goodwill towards surrounding communities in which
it operates.
Although the respondents mostly agree with all the statements of
survey, the reader’s attention is to be drawn to the fact that there is a
fair amount of undecided respondents regarding the following:
Ø Open Day’s attempt to measure perceptions about CPUT.
Ø Open Day’s attempt to attract high quality students.
Ø CPUT provision of an environment where students’ social needs
are satisfied.
Ø Open Day recruiting students who would have studied elsewhere.
The researcher is of the opinion that the fair amount of undecided
respondents refers to the fact that they are not yet part of the
institution, therefore they cannot decided whether they agree or
disagree with the statements.
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CHAPTER 6: CONCLUSION AND RECOMMENDATIONS 6.1 THE RESEARCH THUS FAR: A REFLECTIVE PERSPECTIVE In the research thus far, the extent of the research was elaborated
upon in Chapter one which indicated the research problem, the
research question and research objectives. A holistic perspective on
the research environment was provided within the ambit of Chapter
two. In Chapter three, a literature review was conducted with specific
focus on the following:
Ø Marketing;
Ø customer satisfaction;
Ø branding in higher education;
Ø TQM
Ø QFD; and
Ø the link between marketing and TQM.
In Chapter four, the research design and methodology was elaborated
upon in detail to ultimately culminate in Chapter five, where the survey
data was analysed and interpreted. In this final Chapter six, the
research is to be concluded and final analogies drawn.
6.2 ANALOGIES DRAWN FROM THE DATA ANALYSIS As from the results obtained through the survey from the previous
chapter the following analogies can be drawn from this survey:
Ø The respondents show a high degree of agreement regarding
Open Day’s contribution to the promotion of CPUT’s brand.
Ø Open Day reflects the idea of a student friendly environment to
CPUT’s academic by providing an environment of equality,
freedom and civil rights.
Ø Respondents confirm that CPUT contributes to society and creates
quality graduates with the competencies required by the industry.
67
Ø Open Day influences respondents’ higher education choice as it
informs them the potential to study at CPUT.
Ø A fair amount of respondents is undecided about Open Day’s
attempt to measure perceptions about CPUT, and the provision of
an environment where students’ social needs are satisfied.
6.3 RECOMMENDATIONS TO MITIGATE THE RESEARCH PROBLEM The research problem that was researched within the ambit of this
dissertation reads as follows:
‘The Open Day initiative does not contribute fully towards parents’ and
prospective students’ perceptions regarding the quality of CPUT’s
brand and decision making in enrolling at the institution’.
To mitigate the research problem the following recommendations
culminated as a result of the literature review and the data analyses:
Ø Marketing’s primary goal is to satisfy customers, thus the survey
revealed that a fair amount of respondents is unaware or
undecided about CPUT satisfying students social needs, therefore
strategies to adjust that problem should be implemented.
Ø An informed customer is the one that makes the right decision
according to his or her needs. In this regard Open Day is providing
sufficient information for a decision of joining CPUT, therefore the
Marketing and communication department should be
congratulated.
Ø Open Day is providing CPUT with a distinct image, which helps in
recruiting students who would have studied elsewhere, but
improvement needs to be done in this regard due to the number or
undecided survey respondents.
Ø The survey revealed that respondents are unaware or undecided
regarding Open Day’s attempt to measure and improve on
68
perception about CPUT as well as Open Day’s attempt to attract
high quality students. Therefore this matter should be addressed.
Ø The survey lastly revealed that the MCD is positively working
towards boosting the university’s brand as well as convincing
parents and prospective students to make the decision of enrolling
at the institution. Therefore the good job should look for continuous
improvement and maintaining a high standard.
6.4 THE RESEARCH QUESTION REVISITED The research question, which forms the crux of this research study
reads as follows:
‘How does Open Day add the perception of quality to CPUT’s brand?’
According to the findings in Chapter five, OD creates greater
awareness of the institution, promotes the institution’s core values,
provides an environment where parents feel free to leave their sons
and daughters in, provides sufficient information for a decision of
enrolling at CPUT and recruits students who would have studied
elsewhere. Therefore the researcher is able to state that the research
question was answered.
6.5 RESEARCH INVESTIGATIVE QUESTIONS REVISITED The following investigative questions were researched in support of
the research question:
Ø How does Open Day contribute to the promotion of CPUT’s brand?
Ø How does Open Day reflect the idea of a student friendly
environment to CPUT’s academic?
Ø How does Open Day influence parents’ and prospective students’
higher education choice?
Ø What contribution does CPUT at to society?
69
6.6 RESEARCH OBJECTIVES REVISITED The key research objectives, which were formulated in Chapter one
read as follows:
Ø To determine Open Day’s contribution to CPUT’s brand.
Ø To analyse how prospective students’ and parents’ perceive
CPUT’s brand.
Ø To determine Open Day’s influence on parent’s and prospective
students’ higher education choice.
Ø To investigate CPUT’s contribution to society.
6.7 FINAL CONCLUSION Open Day proved to be an effective tool in the pursuit of improving
perceptions about CPUT’s brand, as CPUT aims to become reference
of education in Africa. Nevertheless, it is critical to invest in brand
strategies linked with quality principles in order to create a distinct
brand (image of prestige) that will attract and retain more students.
70
BIBLIOGRAPHY
American Society for Quality. n.d. Total quality management.
ANNEXURE B: Descriptive statistics: frequency tables
Frequency table for Q1A
-------------------------------------- Value N % Cum. % -------------------------------------- SD 1 2.17 2.17 D 2 4.35 6.52 UN 2 4.35 10.87 A 19 41.30 52.17 SA 22 47.83 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q1B -------------------------------------- Value N % Cum. % -------------------------------------- SD 1 2.17 2.17 D 3 6.52 8.70 UN 7 15.22 23.91 A 20 43.48 67.39 SA 15 32.61 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q1C -------------------------------------- Value N % Cum. % -------------------------------------- D 5 10.87 10.87 UN 9 19.57 30.43 A 20 43.48 73.91 SA 12 26.09 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q1D -------------------------------------- Value N % Cum. % -------------------------------------- D 1 2.17 2.17 UN 14 30.43 32.61 A 17 36.96 69.57 SA 14 30.43 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q1E -------------------------------------- Value N % Cum. % -------------------------------------- SD 3 6.52 6.52 D 2 4.35 10.87 UN 14 30.43 41.30
80
A 15 32.61 73.91 SA 12 26.09 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q2F -------------------------------------- Value N % Cum. % -------------------------------------- D 3 6.52 6.52 UN 9 19.57 26.09 A 15 32.61 58.70 SA 19 41.30 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q2G -------------------------------------- Value N % Cum. % -------------------------------------- SD 1 2.17 2.17 D 1 2.17 4.35 UN 13 28.26 32.61 A 15 32.61 65.22 SA 16 34.78 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q2H -------------------------------------- Value N % Cum. % -------------------------------------- SD 1 2.17 2.17 D 2 4.35 6.52 UN 8 17.39 23.91 A 17 36.96 60.87 SA 18 39.13 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q2I -------------------------------------- Value N % Cum. % -------------------------------------- SD 3 6.52 6.52 D 4 8.70 15.22 UN 3 6.52 21.74 A 21 45.65 67.39 SA 15 32.61 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q2J
81
-------------------------------------- Value N % Cum. % -------------------------------------- SD 1 2.17 2.17 D 2 4.35 6.52 UN 9 19.57 26.09 A 17 36.96 63.04 SA 17 36.96 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q3K -------------------------------------- Value N % Cum. % -------------------------------------- SD 3 6.52 6.52 D 2 4.35 10.87 UN 2 4.35 15.22 A 20 43.48 58.70 SA 19 41.30 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q3L -------------------------------------- Value N % Cum. % -------------------------------------- SD 1 2.17 2.17 D 1 2.17 4.35 UN 8 17.39 21.74 A 21 45.65 67.39 SA 15 32.61 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q3M -------------------------------------- Value N % Cum. % -------------------------------------- SD 3 6.52 6.52 D 4 8.70 15.22 UN 12 26.09 41.30 A 16 34.78 76.09 SA 11 23.91 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q4N -------------------------------------- Value N % Cum. % -------------------------------------- SD 3 6.52 6.52 D 1 2.17 8.70 UN 10 21.74 30.43 A 16 34.78 65.22 SA 16 34.78 100.00
82
-------------------------------------- TOTAL 46 100.00
Frequency table for Q4O -------------------------------------- Value N % Cum. % -------------------------------------- SD 2 4.35 4.35 UN 3 6.52 10.87 A 26 56.52 67.39 SA 15 32.61 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q4P -------------------------------------- Value N % Cum. % -------------------------------------- SD 1 2.17 2.17 D 3 6.52 8.70 UN 5 10.87 19.57 A 24 52.17 71.74 SA 13 28.26 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Missing cases: 1
Frequency table for Q4Q -------------------------------------- Value N % Cum. % -------------------------------------- SD 3 6.52 6.52 D 1 2.17 8.70 UN 9 19.57 28.26 A 23 50.00 78.26 SA 10 21.74 100.00 --------------------------------------
TOTAL 46 100.00 --------------------------------------
Email: [email protected] Department: Industrial and Systems Engineering
Date: 09 May 2013
TO WHOM IT MAY CONCERN
This letter serves as confirmation that this survey is to assess if Open
Day adds the perception of quality to CPUT’s brand. The survey is the
method chosen by the researcher to collect data for a final research
report for a BTech in Quality. The researcher is under the supervision
of Professor Mellet Moll.
The survey is anonymous and responses cannot be traced to any
individual. The information provided by the respondent will be kept
confidential and it is only required for academic purposes. However
the report may be used by CPUT if deemed fit to use.
You are requested to tick under each statement of the survey that
best suits your level of agreement or disagreement after reading it.
The time taken to complete this survey is highly appreciated.
Yours Sincerely
Leonel Sobrinho
________________
86
QUESTIONAIRE: IMPROVING THE QUALITY OF CPUT’S BRAND USING OPEN DAY Please answer the following questions as honestly as possible by giving each a rating, by referring to the grid below. Please mark the appropriate block with “X”. 1 2 3 4 5 Strongly Disagree
Disagree Undecided Agree Strongly Agree
(1) Open Day contributes to the promotion of CPU’s brand
(a) Open Day creates greater awareness of the institution.
1 2 3 4 5
(b) Open Day promotes CPUT’s objectives. 1 2 3 4 5
(c) Open Day promotes CPUT’s objectives. 1 2 3 4 5
(d) Open Day attempts to measure and improve on perception about CPUT.
1 2 3 4 5
(e) Open Day attempts to attract high quality Students.
1 2 3 4 5
(2) Open Day reflects the idea of a student friendly environment to CPUT’s academic
(f) CPUT provides an environment of equality, freedom and civil rights.
1 2 3 4 5
(g) CPUT provides an environment where students’ social needs are satisfied
1 2 3 4 5
(h) Open Day provides an environment where parents feel comfortable leaving their sonsdaughters in.
1 2 3 4 5
(i) Personnel at Open Day counsel about career choice.
1 2 3 4 5
(j) Personnel at Open Day identify strengths and opportunities about potential student’s career choice.
1 2 3 4 5
(3) Open Day influences parents’ and prospective students’higher education choice
(k) Open Day provides sufficient information for an informed decision of joining CPUT.
1 2 3 4 5
(l) Open Day convinces people who were uninformed about the potential to study at CPUT.
1 2 3 4 5
(m) Open Day recruits students who would have studied elsewhere.
1 2 3 4 5
87
(4) CPUT contributes to society
(n) CPUT contributes to knowledge creation and economic growth.
1 2 3 4 5
(o) CPUT creates professional and quality graduates.
1 2 3 4 5
(p) CPUT provides its graduates the competencies required by the industry.
1 2 3 4 5
(q) CPUT displays goodwill towards the surrounding communities in which it operates.