Factors Influencing Kazakh Students’ Intention
to Study at Private Higher Education
Institutions in Malaysia.
Researcher Name & ID
: Zhazira Sautova (I13004353)
Research
Supervisor : Dr. Winnie Mujah
Name
Course Code
: MGT 7999
Ethics Protocol Number : cBUS/PG/CP/00391
Findings
And
Discussions
Chapter 5
Research
Methodology
Chapter 4
Literature
Review
: Marketing
Chapter 3
Introduction
Chapter 2
Chapter 1
Broad Area
Conclusions,
Recommendations
And
Personal
Reflections
Background of the study
Chapter 1
Asia: Students from Kazakhstan, both sexes (mobility)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
20002001200220032004200520062007200820092010201120122013
Country
Belarus (n)
Canada
Czech Republic
France
Germany
Kyrgyzstan
Malaysia
Poland
Republic of Korea
Russian Federation
Saudi Arabia
Tajikistan
Turkey
United Kingdom of Great Britain and Northern Ireland
United States of America
(UNESCO Institute for Statistics , 2015
Chapter 1
Problem Definition
Chapter 1
Problem Definition
Malaysia: Students from Kazakhstan, both sexes (mobility)
800
700
600
500
400
300
200
100
(ETAWAU , 2015)
Malaysian Education System in 2015 is ranked on
27th place overall out of 50 where it got 12 for
Recourses, 15 for Environment, 32 for
Connectivity and 44 for Output (Universitas 21,
2015).
0
Malaysia
(UNESCO Institute for Statistics , 2015)
According to UNESCO Institute for Statistics (2015) in
2011 year in Malaysia had been studying 681
and in 2014 year 611. It can be seen that intention
of Kazakh students study in Malaysia is dramatically
decreasing year by year.
Moreover, Malaysia listed in top 10 countries of
origin of mobile students as number 8 with 55,
600 students studying abroad (UNESCO Institute
Thus, the focus of this study is to understand how can the efficiency, coordination and positioning of the Malaysian higher
for Statistics
education
system, 2015).
be improved to enable it to be respected, recognised and referred to globally. This paper also attempts to
answer a question: what are the factors that influence on Kazakh students intention to study in Private Higher Education
Chapter 1
Research Objectives
•
To evaluate the relationship between country
image and Kazakh students’ intention to study at
private higher education institutions in Malaysia.
•
To evaluate the relationship between city image
and Kazakh students’ intention to study at private
higher education institutions in Malaysia.
•
To evaluate the relationship between institution
image and Kazakh students’ intention to study at
private higher education institutions in Malaysia.
•
To evaluate the relationship between programme
evaluation and Kazakh students’ intention to
study at private higher education institutions in
Malaysia.
•
To evaluate the relationship between future job
prospects and Kazakh students’ intention to
study at private higher education institutions in
Malaysia.
Chapter 1
Research Questions
RQ1: What are the key factors that drives
students from Kazakhstan pursue education in
private
higher
education
institutions
in
Malaysia?
RQ2: Which factor is the highly significant in
affecting students from Kazakhstan pursue
education
in
private
higher
education
institutions in Malaysia?
RQ3: Why there is sharp decrease of enrolment
in private higher education institutions in
Malaysia by students from Kazakhstan?
Chapter 1
Scope of the Study
The population for this study is students from
Kazakhstan.
The unit of the study is based on Kazakh students
who currently studying at private higher
education institutions in Malaysia.
In addition, to determine sample size of the study
Krejcie and Morgan table will be used. Sample size
for study is 234 (Krejcie and Morgan, 1970).
Chapter 1
Significance of the Study
The study will be helpful for other academic
researchers interested in researching about
marketing education abroad, especially in context
of marketing high education institutions in Malaysia
to Kazakhstan.
Malaysian government can gain significant benefit
from this research and this study will help to
examine the reason of declining enrollment of
students from Kazakhstan in higher education
institutions in Malaysia.
The result of the study will be useful especially for
marketing professionals in Malaysian education
industry in order to have in depth understanding of
intention to purchase for international tertiary
education destination by students from Kazakhstan.
Chapter 2
Literature Review
Key Constructs
Literature
Hypotheses
Country Image
(COI) - IV
The decision of acquiring a product or service can be positively influenced
by the country image. This is a potentially powerful variable for
differentiating a product or a service. This factor has great influence on the
purchase intention and the quality perception (Morrish & Lee, 2011; Herrero,
et al., 2015).
H1: COI
ISHEI
Institution Image
(II) - IV
A positive image can strongly influence the decision to attend an
educational institution. The institution selection is determined by several
factors such as the academic reputation of the institution, the quality and
expertise of its teaching faculty, attractiveness and campus atmosphere
(Wilkins and Huisman, 2013).
H2: II
City Image
(CII) - IV
The city represent the environment in which the service will be produced
and consumed. Since the education service is a complex service jointly
produced with a wide group of services, the physical environment will be
made up of the institution facilities and the city as a whole. In this way, the
students’ perception about the destination city will influence the decision
process as well as the country image (Herrero, et al., 2015).
H3: CII
ISHEI
Programme Evaluation
(PE) - IV
Programme evaluation is conceptualised as the attitude of consumers
toward targeted programmes. Hooley and Lynch (1981) observe that the
suitability of the programme is the most important factor, since students will
accept any level of the other factors (Bohman, 2014).
H4:PE
ISHEI
ISHEI
Chapter 2
Literature Review
Key Constructs
Literature
Future Job Prospects
(FJP) - IV
In the context of participation in overseas education programs students’
believes that their participation in overseas education programs will
contribute to the achieve of desired goals. These goals can be linked to
the students’ personal, academic or job related objectives
(Schnusenbera, et al., 2012)
Intention to study at
private higher education
institutions in Malaysia
(ISHEI) - DV
Students have recognized and accepted the true value of obtaining
international education in today’s global living environment such as the
learning the foreign languages, the exploration and adoption of new
cultures and business practices and so forth. De Jong, et al. (2010), found
that students genuinely take into consideration many different factors
when the decision has to be made towards the participation in
educational programs abroad.
Hypotheses
H5:FJP
ISHEI
Chapter 2
Hypotheses Development
H1: There is significant and positive relationship
between country image and Kazakh students’
intention to study at Private Higher Education
Institutions (PrHEIs) in Malaysia.
Chapter 2
Conceptual Framework
The conceptual framework was developed from
previous theories of international students’ preference
and planned behaviour
H2: There is significant and positive relationship
between city image and Kazakh students’ intention to
study at Private Higher Education Institutions (PrHEIs)
in Malaysia.
H3: There is significant and positive relationship
between institution image and Kazakh students’
intention to study at Private Higher Education
Institutions (PrHEIs) in Malaysia.
H4: There is significant and positive relationship
between programme evaluation and Kazakh
students’ intention to study at Private Higher Education
Institutions (PrHEIs) in Malaysia.
H5: There is significant and positive relationship
between future job prospects and Kazakh students’
Source: Modified by using Cubillo, et all. (2006) and Schnusenbera, et al. (2012)
Chapter 3
Research Methodology
Research Design Framework
Chapter 3
Research Methodology
• Sampling Procedure and Size
The population for this study is students from
Kazakhstan (611 students). The unit of the study is
based on Kazakh students who currently studying at
PrHEIs in Malaysia. Sample size 234 (Krejcie and
Morgan, 1970).
• Data Collection Procedure
In order to get reliability and validity, primary and
secondary
data,
and
pilot
study
(30
respondents) will be used to support some useful
information to archive an effective study.
• Measurement Approach
A questionnaire is developed to address the research
questions. The total 40 items are written in the form
of the statement with which the respondents is to
agree or disagree on 5 points Likert Scale (1=strongly
disagree to 5=strongly agree).
• Data Analysis
Quantitative research strategy was used in the study
because the collected data can transfer accurate
information for archiving research objectives. Thus,
using Statistical Package for Social Science (SPSS
20.0) and Partial Least Square (PLS) can help to
Pilot Study Results
Chapter 4
Chapter 4
Descriptive Results
he Summary of the Pilot Study (Reliability and Validity)Demographic Profile of the Respondents
CII
COI
FJP
ISPHEI
PE
PHEII
Cronbach’
Composit
s Alpha
e
CII
0.81
0.821
Reliability
0.887
COI
4
0.46
0.85
0.831
0.890
FJP
9
0.39
5
0.43
0.91
0.785
0.941
ISPH
1
0.51
2
0.53
8
0.76
0.854
0.925
0.942
EI
PE
1
0.45
9
0.57
1
0.80
0.826
0.85
0.907
0.941
The pilot study for this research used only 10
1
0
0
3
percent
the0.71
targeted
size.
Therefore,
PHEI
0.38 of
0.47
0.697 sample
0.77 0.83
0.925
0.87430
respondents out of 234 targeted sample size
0
5
0
1
7
were gathered. However, due to convenience
sampling that has been used to select and email
the questionnaire to 234 participants an
additional 6 respondents were gathered. Hence,
total sample size of the research is 240 Kazakh
Demographic Characteristic
Gender
Male
Female
Age
18-20
21-30
31-40
41 or above
Current
Foundation
Educational Level Diploma
Bachelor Degree
Master Degree
PhD
Monthly
Less
than
Income/Allowance USD1000
USD1000Level (USD)
USD1999
USD2000
and
above
Frequency (n=240)
n
80
160
74
163
3
0
65
33
74
67
1
144
The Summary of Outer Model Evaluation
>0.7
Construct Cronbach’s Alpha
s
(COI)
0.821
>0.7
>0.5
Composite
Reliability
0.890
AVE
AVE2
0.731
0.855
(CII)
0.831
0.887
0.662
0.814
(PHEII)
0.785
0.874
0.700
0.837
(PE)
0.925
0.941
0.728
0.853
(FJP)
0.907
0.941
0.842
0.918
(ISPHEI)
0.925
0.942
0.730
0.854
COI – Country Image;
CII – City Image;
PHEII – Private Higher Education Institutions Image;
PE – Programme Evaluation;
FJP – Future Job Prospects;
ISPHEI – Intention to study at Private Higher Education Institutions.
Chapter 4
Measurement Model Results
Chapter 4
Inner Model Evaluation
Variance Inflation Factor (VIF) Result
Independent Variables
VIF
Measurement Model Results
Summary of Inner Model Evaluation
Path
Relationships
CII
1.378
COI
1.633
PHEII
2.973
H2:
PE
4.118
CII –> ISPHEI
FJP
2.639
H1:
Path Coefficient
Correlation
(β)
T-statistics
Remarks
P-value
0.065
1.601
0.115
Not Significant
and
Not
Supported
0.146
4.928
0.000
Significant and
Supported
0.077
1.416
0.229
Not Significant
and
Not
Supported
0.457
5.281
0.000
Significant and
Supported
0.258
3.358
0.002
Significant and
Supported
COI –> ISPHEI
H3:
PHEI –> ISPHEI
The findings of the Variance Inflation Factor (VIF)
measurement shows that all the VIF values for
all the constructs were between 1.378 and
4.118 (higher than minimum threshold of 0.20
and lower than the maximum threshold of
0.50). This indicates that the study does not
have multicollinearity present in any of the
predictor variables (or no collinearity problems
H4:
PE –> ISPHEI
H5:
FJP –> ISPHEI
Coefficient of Determination (R2 )
ISPHEI
0.737
moderate
Chapter 3
Structural Model &
Hypothesis Testing
COI – Country Image;
CII – City Image;
PHEII – Private Higher Education Institutions Image;
PE – Programme Evaluation;
FJP – Future Job Prospects;
ISPHEI – Intention to study at Private Higher Education Institutions.
Chapter 3
Structural Model & Hypothesis
Testing
Hypothesis 1: Country image has a weak positive and
not significant relationship (β = 0.065, t = 1.601) with
Kazakh students’ intention to study at Private Higher
Education Institutions in Malaysia. Consequently,
hypothesis 1 is not supported.
Hypothesis 2: City image has a weak positive and
significant relationship (β = 0.146, t = 4.928) with
Kazakh students’ intention to study at Private Higher
Education Institutions in Malaysia. Hence, hypothesis 2
is supported.
Hypothesis 3: Private higher education institutions
image has a weak positive and not significant
relationship (β = 0.077, t = 1.416) with Kazakh students’
intention to study at Private Higher Education Institutions
in Malaysia. Hence, hypothesis 3 is not supported.
Hypothesis 4: Programme evaluation has a weak
positive and significant relationship (β = 0.457, t =
5.281) with Kazakh students’ intention to study at
Private Higher Education Institutions in Malaysia. Hence,
hypothesis 4 is supported.
Hypothesis 5: Future job prospects has a weak positive
and significant relationship (β = 0.258, t = 3.358) with
Kazakh students’ intention to study at Private Higher
Chapter 5
Conclusions
• One of the main issue that was emphasised by
the researcher is high cost of living and low
level of security in city. From the findings, city
image is second highest important factor that
influence on Kazakh students’ intention to study
at PrHEIs in Malaysia. Therefore, high cost of
living and low level of security in city can be
essential sub factors that dramatically decrese
nubmer of the international students from
Kazakhstan in Malaysia.
• As theory of planned behaviour (TPB) has
discussed human behaviours can be predicted
and planned. Therefore, increasing outcome of
these five factors will help to attract more
students from Kazakhstan to pursue their higher
education at PrHEIs in Malaysia.
Chapter 5
Conclusions
• In addition, there is still space in Malaysian’s
private higher education context to be
improved and explored. Therefore, by
implementing the output of this research can
contribute into knowledge and understanding
of PrHEIs and come up with the strongest
strategies for Malaysia in the future.
Chapter 5
Recommendations
City where students live has to be secure
and safe place by providing 24/7 security
inside and outside of the accommodation.
Nevertheless, this has to be supported by
requesting all residents of the accommodation to
have access card. This request by the security will
protect residents from theft or other unwanted
incidences.
PrHEIs should make flexible payment for
international students and do let them in
to the classrooms even if they have not
paid yet their tuition fee.
The
institutions
should
make
good
collaboration with immigration and help
students to get visa during short period
and without complications. This will help
PrHEIs to enhance their image along with
Chapter 5
Recommendations
The local government in the city
should also create adequate and fully
functional infrastructure, such as
adequate transportation, to support
the lifestyle and standard of living
within the city.
The industry players has to apply for
PrHEIs
lectures
that
have
high
achievements in academic field.
English proficiency has to be taken into
consideration as well because based on
respondents’ feedback they do not see Malaysia
as a place where all people speak in English. By
hiring lecturers that have English proficiency
students will have positive image about the
institution and the country.
THANK YOU!
References
Bohman, E., 2014. Attracting the World: Institutional Initiatives’ Effects on International Students’ Decision to Enroll. Community College Journal of
Research and Practice , Volume 38, pp. 710-720.
De Jong , P., Schnusenberg , O. & Goel, L., 2010. Marketing study abroad programs effectively: what do American business students think?. Journal of
International Education in Business, 3(1/2), pp. 34 - 52.
ETAWAU, 2015. Education System in Malaysia. [Online] Available at: http://www.etawau.com/edu/Department/EducationSystem.htm [Accessed 1 July
2015].
Herrero, A., Martin, H. S., de los Salmones, M. d. M. G. & Pena, A. d. R., 2015. Influence of country and city images on students’
perception of
host universities and their satisfaction with the assigned destination for their exchange programmes. Place
Branding and Public
Diplomacy, 10(5), pp. 25-35.
Krejcie, R. V & Morgan, D.W., 1970. ACTIVITIES. EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 38, pp.607–610.
Morrish, S. C. & Lee, C., 2011. Country of origin as a source of sustainable competitive advantage: the case for international higher education
institutions in New Zealand.. Journal of Strategic Marketing, 19(6), pp. 517-529.
Schnusenberg, O., de Jong , P. & Goel , L., 2012. Predicting Study Abroad Intention Based on the Theory of Planned Behavior. Journal of Innovative
Education, 10(3), pp. 337-361.
UNESCO Institute for Statistics , 2015. GLOBAL FLOW OF TERTIARY-LEVEL STUDENTS. [Online] Available at:
http://www.uis.unesco.org/Education/Pages/international-student-flow-viz.aspx [Accessed 27 May 2015].
Universitas 21, 2015. 2015 Ranking Map. [Online] Available at: http://www.universitas21.com/ranking/map [Accessed 27 May 2015].
Wilkins, S. & Huisman , J., 2013. The components of student–university identification and their impacts on the behavioural intentions of prospective
students.. Journal of Higher Education Policy and Management, 35(6), pp. 586-598.
Questionnaire
Section A: The respondents’ demographic information
No
Measures
Items
Scale
1
Gender
Male
Nominal
Age
Female
18-20
2
Ordinal
Current education level
Nominal
Diploma
Bachelor Degree
Master Degree
4
Monthly income/Allowance level
(USD)
PhD
Less than USD1000
USD1000-USD1999
USD2000 and above
31-40
3
21-30
41 or above
Foundation
Source
Ordinal
Self-Developed Questions
Questionnaire
Section B: Importance of factors that influence respondents’ intention to study at private HEI in Malaysia
Country Image (COI)
COI.1 The country is famous with its outstanding quality in higher education industry
Sources
COI.2 Political and economic situation in the country is stable
COI.3 I think country is more developed than my country of origin
Self-Developed
based
on
(Cubillo, et all., 2006; LlewellynSmith & McCabe, 2008; Ming,
2010)
COI.4 Cost of living in this country is at reasonable cost
COI.5 The country is famous with tourist and cultural attractions
COI.6 Obtaining student visa in the country is easy and takes short period of time to get
COI.7 The country offers opportunity of working during the course
PII.1
PrHEI Image (II)
The institution prestige is recognized around the world
PII.2
The institution is ranked as a best provider of high-quality higher education in the country
PII.3
In the institution studies large amount of international students which defines its brand recognition
PII.4
The lecturers in the institution have high achievement in academic field and responsive to students needs
PII.5
PII.6
The institution has large campus and outstanding facilities that fulfill requirements of the students (e.g. library,
hostel, cafeteria, recreation zones)
The institution recognizes previous qualification of students from my country of origin
PII.7
The institution makes scholarships available to its students
PII.8
The institution makes flexible payment of fee to its students
Sources
Self-developed
based
on
(Cubillo, et all., 2006; Ming,
2010)
Questionnaire
Section B: Importance of factors that influence respondents’ intention to study at private HEI in Malaysia
CII1
CII2
City Image (CII)
The city where is located the institution is big and well developed
Sources
Self-developed
based
on
(Cubillo,
et
all.,
2006;
Ming,
The city where is located the institution is well known in my country of origin as a place that offers affordable prices
2010)
for living (e.g. apartment, food)
CII3
It is easy to get from the city where is located the institution to other cities due to the development of transportation
facilities (e.g. Kuala Lumpur City Center (KLCC))
CII4
The city where is located the institution has a good reputation as a highly secure and safe city (e.g. 24/7 security
service in apartment, low criminal recorded)
CII5
The city where is located the institution offers wild range of social facilities that are easily available and accessible
(e.g. cinema, gym)
CII6
The city where is located the institution lives high percentage of international students
PE.1
Programme Evaluation (PE)
The programme offered in the institution is well known for its reputation and its academic value
PE.2
The programme offered in the institution is well recognized by other academic institutions
PE.3
The programme offered in the institution is specialized programmes to suit students need
PE.4
PE.5
The programme offered in the institution has reasonable cost
The programme offered in the institution is recognized internationally
PE.6
FJP.1
FJP.2
The programme offered in the institution is well recognized by respected industries
Future Job Prospectus (FJP)
Studying at Private Higher Education Institution in Malaysia will give me a competitive advantage in the job market
Skill obtained through study at Private Higher Education Institution in Malaysia would allow me to advance my career
FJP.3
Studying at Private Higher Education Institution Malaysia will help me to achieve my professional goals quicker
Sources
Self-developed
based
on
(Cubillo, et all., 2006; Ming,
2010)
Source
Self-developed
based
on
(Schnusenberg, et al., 2012)
Questionnaire
Section B: Importance of factors that influence respondents’ intention to study at private HEI in Malaysia
ISPI.1
ISPI.2
Intention to study at PrHEI (ISPHEI)
The likelihood of furthering my study at the institution is high
I have a strong interest in pursuing my study at the institution
ISPI.3
ISPI.4
ISPI.5
ISPI.6
I will recommend the institution I choose to my friends
I will say favorable things about the institution I choose
I am willing to spend to study at the institution
I am willing to pay a high rate for the institution I chose
Source
Self-developed on (Ming,
2010)
Section C: The most important factor influencing Kazakh students’ intention to study at Private Higher
Education Institution in Malaysia
Ranking of factors
COI
PrHEII
CI
PE
FJP
Country Image
Private High Education Institution Image
City Image
Programme Evaluation
Future Job Prospectus