Factors Affecting Quality and Delivery of Higher Education

This document discusses the five major factors affecting the quality and delivery of higher education services to students. It covers topics such as classroom size, teaching qualifications, program variety, technological advancements, and faculty. The document also includes a marketing promotional plan for 2020.

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Student’s Name
University Name
Author’s Note

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Table of Contents
1. Five major factors affecting quality and delivery of higher education service to the students 3
1.1 Classroom size..................................................................................................................3
1.2 Teaching qualifications.....................................................................................................4
1.3 Program variety.................................................................................................................5
1.4 Technological advancements............................................................................................6
1.5 Faculty...............................................................................................................................6
2. Marketing promotional plan for 2020......................................................................................7
2.1 Marketing Communication objectives..............................................................................7
2.2 Promotion mix...................................................................................................................8
2.2.1 Advertising................................................................................................................8
2.2.2 Sales promotion.......................................................................................................10
2.2.3 Personal selling........................................................................................................10
2.2.4 Publicity...................................................................................................................11
2.3 Objective measurement criteria......................................................................................11
2.4 Budget and timeline........................................................................................................11
3. Reference List.........................................................................................................................13

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1. Five major factors affecting quality and delivery of higher education service to the
students
1.1 Classroom size
Empirical research and meta-analysis of several studies by researchers like Ali et al. (2016),
regarding the impact of the size of the class has made it evident that more is the number of
students In a class, lower is the level of individual achievement of the students. Other important
educational variables that are negatively influenced as an outcome of larger proportion of class
size is the quality of the process of education important in the class, the physical learning
environment, the extent to which individual students are able to exhibit their attitude for learning
and the extent to which they are able to exhibit conducive behaviour towards learning. In context
to the quality of education imparted to the class, researchers like Alsabawy, Cater-Steel and Soar
(2016), argue that the individual teaching skills of the teachers are curetted to deliver lectures for
the best learning accomplishment of a class of small number of students. In this context,
researchers like Yirdaw (2016), have also argued that the negative impacts of larger class size is
greatest among the the students over 18 years that is for the higher education students. So far as
the younger students are concerned Badwan et al. (2017), argue that they learn better among
larger number of fellow students because this gives them the spirit to attend the class and learn
new concept as they are motivated to see others surrounding them doing the same thing.
Nevertheless, the learning outcome as well as the learning process of the theoretical concepts
conveyed to the students in the class by the teachers, requires attentive listening and Critical
individual understanding. Empirical research conducted by Ahmad (2015), shows primary data
collection from an English Polytechnic College where the probability of getting a grade is less
than 50% in a module where 50 to 60 students are enrolled compared to a module where only 20

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students have enrolled. Actually Sarrab, Elbasir and Alnaeli (2016), define that large classes not
only negative impacts the performance but also of the quality of engagement of the students. As
argued by Annamdevula and Bellamkonda (2016), in this context, the students generally
undertakes a surface approach to learning in large classes and hence they attitude is to memorize
concepts other than understanding or implementing those concepts in practical fields.
1.2 Teaching qualifications
Teachers having qualifications like postgraduate certification of Higher Education or any similar
degree are found to get more rating from the students compared to those teachers who have
lower or no higher education qualification. This finding has been rooted to analysis of empirical
articles by researchers like Elsharnouby (2015), where the contacts offing higher qualification by
teachers is mainly voluntary and those who have achieved qualification are perceived to be
different in some way or other compared to them who have not received the higher education.
This difference might taken to context the extent of professionalism or commitment regarding
teaching however no control room has been evident in the empirical studies. Primary analysis
conducted by researchers like Danylchuk et al. (2015), shows that the higher education contacts
of teachers in one demography and Geographic region is not contextual or relevant for imparting
education to students in another Geographic region. This is revealed in a questionnaire based
survey developed in one of the higher education institution of USA. The students were asked to
rate the teachers on the basis of their qualification. In this context it is evident that the
qualifications chosen where considered being most appropriate for the higher education features
of UK. In this service was revealed that most of the students in USA validated the teachers in
context to their educational qualification which degrade inauguration process that included
marks from A to E. the teachers qualifications is also validated in consideration to the

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sophistication in the thinking capacity of the teachers comma is highlighted in the approaches to
teaching inventory by Trigwell et al. (2004).This is a parameter in that analyses the educational
qualification of the teachers in context to the quality of student learning achieved in a given time
period. In most of the studies, that has applied this parameter, it is evident that teaching quality
has been appropriated with the maturity level that grows with the experience of teachers in a
controlled situation in an individual Institution. This means that the teachers who are adopted to
the teaching conditions of an individual institution for a considerable period, are able to exhibit
the most professional attitude of teaching, in that respective educational setting only. It is
arguable whether they will be able to provide equal level of education, maintaining the
qualitative standards in any other Institutions with different parameters or not. However,
researchers like Teeroovengadum, Kamalanabhan and Seebaluck (2016), argue that the teachers
who have undergone initial teaching training before joining a higher education institution are
able to impart education under several conditions.
1.3 Program variety
Program variety is a factor that has reasonable influence on higher education. Some Institutions
emphasize on specific carrier paths in contrast to the career variety. Institutions that Incorporated
several teaching programs have larger body of students and therefore they have large size of
classes. That is why the extent of individualized attention received by students also very and this
kind of teaching experience is conducive for a section of students whereas detrimental for
another. Certain colleges are career focus and therefore they provide courses which have high
relevance towards career fields and are more individualized with concentration to the learning
category of the student. As highlighted by Naidoo and Hollebeek (2016), this kind of service
works best for the students who needs more attention for retaining information. The same

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researchers also argue that Career College can be at the best decision for the students who are
determined to progress their career in a certain way. However, one negative impact of studying
in these institutions is that they are not able to provide the flexibility to students for switching
programs, increase they are not completely decided regarding what they need.
1.4 Technological advancements
Recent graduates from High Schools who enter higher education Institutions are acquainted with
Computer technology and so if the higher educations Institutions are also using Technology, they
are supposed to get positive responses from the students. In this context it deserves mention that
internet has disrupted the education welding process with the introduction of online schools.
However, there are schools who are able to offer hybrid programs where the students can attend
physical classes as well as online classes also. Attending physical classes is essential for those
students who leader face to face learning and hands on learning processes for understanding
concepts. Nevertheless, with the online class facility, the students who are involved as part time
workers with various Institutions, or you might be undergoing apprenticeship with different
companies will find it easier to undergo these classes. This is because they can attend the classes
at their own free will and according to their time convenience (Naidoo & Hollebeek, 2016). They
can post their qualities to online chat bottle or through direct email facility to the teachers
directly who also answers to those email or direct messages according to their time
conveniences.
1.5 Faculty
Faculty is actually one of the biggest institutional factors that have high impact on higher
education. The qualities required for imparting education institution vary from one institution to

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another and this requires professors with variable expertise level in their respective field of
education (Sarrab, Elbasir & Alnaeli, 2016). Professor to have experience of teaching for many
years can help other faculty who are comparatively new in new institutional settings. On the
contrary, in a recent institution, it is expected that they will be new technologies because of
which professors of younger generation will find it easier to adapt to teaching situations in those
institutions.
2. Marketing promotional plan for 2020
2.1 Marketing Communication objectives
The higher education institution is a popular brand name in West Australia. the current
Marketing Communication objectives are visited to the opening of a new Study Centre in
Tasmania. The educational needs as well as teaching qualifications required for the educational
courses in the two different regions are different. The marketing department of the institution has
the role of informing the new community regarding the kind of education, the education courses,
the qualification of teachers as well as the basic principles of education followed in this
institution. With these considerations in mind, the measurable marketing communication
objectives have been incorporated as a part of the marketing Communications plan for the
establishment of the higher education institution in Tasmania. The marketing communication
objectives are as follows:
 To penetrate into the the higher education market of of Tasmania korma by promoting the
innovative education Solutions like 15:1 student to Professor ratio and other factors to
develop brand preference by at least 30%

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 To target the the increase in membership for the upcoming educational near by at least
25% of the average admission rate
 To incorporate the average student ratings and their review regarding the the interactive
teacher to student sessions in the marketing campaign
 To promote the the teaching qualifications of the core group of faculty which has been
selected for important education at the facility of Higher Education institution at
Tasmania in the form of distribution of leaflets and banners as well as posts of social
media highlighting the individual teaching profile of teachers
 Providing short online course by the most reputed teachers for free in order to spread the
popularity of the vocational teaching courses of our educational institution.
 To put strong emphasis on the program variety implemented by our Institution and
promote the strong focus that we provide on specific carrier paths emphasizing on the
lack of career focused colleges in this part of the country
 To communicate the flexibility that we provide in terms of providing flexibility to the
students regarding the choice of subject, if they are unable to decide their educational
needs and also help them with a liquid career guidance depending on their individual
needs and the best scope for career advancement.
 to promote the culture of our dependence on latest technology like online classes, buddy
tutor, as well as one is to one interactive sessions with the professors where digital
medium will be implemented for clarifying educational concepts to the students
2.2 Promotion mix
2.2.1 Advertising

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Direct advertising strategies have to be decided at first. Most importantly, the higher education
institution needs to promote the policy of content marketing on their respective website as well
as on YouTube along with the digital direct response advertisement on several selected websites.
They also need to contact a consumer consultancy form for sending email to a large customer
base regarding the news of opening of a branch of the educational institution in this part of the
country also. This information will automatically attract the attention of alert section of target
customers who will be eager to know more about the opening of this institution.
This opportunity will be utilised for effective media publicity in physical and online domains.
All the direct advertisements should be accompanied with response contact numbers as well as
WhatsApp contact numbers so that interested students might contact the institution.
The next strategy will be utilisation of direct media promotional activities like developing
television advertisements or newspaper articles which will emphasize on the quality of classroom
atmosphere. Media releases will also include promotional YouTube videos which will
demonstrate the effectiveness of the small size of classroom and the impact of experienced
faculty in developing the knowledge and expertise of students.
The institution also needs to develop some voice advertisements which will utilise voices of
successful students who have passed from the institution in order to make the audiences aware of
the high-end technological medium used for effective learning of students in this institution.
The next strategy will be brand development, based on developing a reputable image of the
educational brand in the minds of the local students. The point of sales in this context will be
experienced interactive session with student’s career advisory classes as well as flexibility for
students to shift to their careers until the end of the second year.

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In this context the consumer involvement theory can also be highlighted. This theory holds that
instead of allowing the audience to make the same Purchase Decision, mindlessly comma the
brands should emphasize on making them homework before making purchase decisions. This
kind of activities include launch of promotional campaigns which questions audience regarding
what criteria the look for while selecting a higher education Institution. The SIM advertisements
will also include the section where the specific point of sales of our higher education institution
will also be communicated, either in visual or audio form.
2.2.2 Sales promotion
They should be to sales promotion strategies employed. The first strategy will be a free
introductory session with the most reputed professors of the Institution who will provide them
with the basic guidance regarding their career in and the best career courses that they can select
for most effective advancement of their career. In this context, there will be an implied and
subtle promotion of the institution from the end of the professors. Secondly, this activity can be
utilised as a measurement metrics for understanding the trend among students regarding which
educational courses they are referring the most. In context to that data, the higher authority will
decide to provide instant discount to supposedly first 50 or 100 students who will join the course
in this institution. For foreign students or for the students of ethnic minority, there can be
exclusive discount and scholarship programs also.
2.2.3 Personal selling
The person selling strategies short courses based on the student's career expectations, conduction
of career development seminar, providing free ticket to specific number of students and lastly

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sales call strategy to invite the students for registering with our institution at discounted rates
within a given period of time.
2.2.4 Publicity
For the purpose of publicity, social media campaigns with effective advertisements on Instagram,
Facebook as well as physical publicity like setting up banners in various parts of the city can be
done. Campaigns like distribution of free electronic gadgets to you are specific group of students
achieving respectable academic success over any popular public media like a news channel can
be done in order to attract the students also.
2.3 Objective measurement criteria
The basic criteria will be the calculation of monthly new sales which will be the admission of
students within stipulated time period of 3 months. The next measurement criteria will be e e e
getting feedback from students on various platform regarding how much are they attracted with
the strategies like interactive small classrooms coma employment of technological medium of
imparting education as well as career focused courses of this institution.
Based on the monthly sales at youth, the cost per lead is to be calculated. In case if the cost per
lead exceeds 15 Australian dollars and the value proposition of individual customers do not
exceed 300 Australian dollars, the sales to conversion rate have to be evaluated and the sales and
promotion budget have to be shuffled again.
After one year of operations, the customer turnover rate has to be evaluated, which will be ideal
at below 20%.
2.4 Budget and timeline

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The fixed expense of the institution for the first four years up to the second quarter of 2020-21 is
supposed to be $15000 AUD. The flexible expenses, which will depend on the the proper
payment of tuition fees by the students and sales outcome from the interactive sessions by the
processes as well as also the guest lectureship by foreign university teachers will encourage a
total cost volume of $10350 AUD.
Outstanding expenses will be about 30000 Australian dollars. The total monthly income is
supposed to be 10.5 million Australian dollars for after the third quarter of the financial year
2020-21 and the disposable income is supposed to be 5000 Australian dollars.
The timeline for marketing survey is four months. This will be followed by an admission phase
going on for 3 months. the facility development and infrastructure development will take 14
months of time. One month of anticipated time is taken for activities like division of students
based on the courses they have enrolled, registering them, setting up contracts with the new and
existing features and other misc activities. The facility is supposed to start its operations since
July 2020.

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3. Reference List
Ahmad, S. Z. (2015). Evaluating student satisfaction of quality at international branch
campuses. Assessment & Evaluation in Higher Education, 40(4), 488-507.
Ali, F., Zhou, Y., Hussain, K., Nair, P. K., & Ragavan, N. A. (2016). Does higher education
service quality effect student satisfaction, image and loyalty? A study of international students in
Malaysian public universities. Quality Assurance in Education, 24(1), 70-94.
Alsabawy, A. Y., Cater-Steel, A., & Soar, J. (2016). Determinants of perceived usefulness of e-
learning systems. Computers in Human Behavior, 64, 843-858.
Annamdevula, S., & Bellamkonda, R. S. (2016). Effect of student perceived service quality on
student satisfaction, loyalty and motivation in Indian universities: development of
HiEduQual. Journal of Modelling in Management, 11(2), 488-517.
Badwan, J. J., Al Shobaki, M. J., Naser, S. S. A., & Amuna, Y. M. A. (2017). Adopting
technology for customer relationship management in higher educational
institutions. International Journal of Engineering and Information Systems (IJEAIS), 1(1), 20-28.
Danylchuk, K., Baker, R., Pitts, B., & Zhang, J. (2015). Supervising international graduate
students in sport management: perspectives of experienced advisors. Sport Management
Education Journal, 9(1), 51-65.
Elsharnouby, T. H. (2015). Student co-creation behavior in higher education: the role of
satisfaction with the university experience. Journal of Marketing for Higher Education, 25(2),
238-262.

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Naidoo, V., & Hollebeek, L. D. (2016). Higher education brand alliances: Investigating
consumers' dual-degree purchase intentions. Journal of Business Research, 69(8), 3113-3121.
Pucciarelli, F., & Kaplan, A. (2016). Competition and strategy in higher education: Managing
complexity and uncertainty. Business Horizons, 59(3), 311-320.
Sarrab, M., Elbasir, M., & Alnaeli, S. (2016). Towards a quality model of technical aspects for
mobile learning services: An empirical investigation. Computers in Human Behavior, 55, 100-
112.
Teeroovengadum, V., Kamalanabhan, T. J., & Seebaluck, A. K. (2016). Measuring service
quality in higher education: Development of a hierarchical model (HESQUAL). Quality
Assurance in Education, 24(2), 244-258.
Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching
inventory. Educational Psychology Review, 16(4), 409-424.
Yirdaw, A. (2016). Quality of education in private higher institutions in Ethiopia: The role of
governance. Sage Open, 6(1), 2158244015624950.