| dc.description.abstract | Higher education institutions are facing an increasing number of complex challenges
that are threatening their future. These include an increasingly complex market place
and constantly evolving customer needs. To manage these challenges, the concept
of the education market has gradually been introduced to education management
and increasingly education is being perceived as a commodity which can be sold
and individuals can choose among various institutions and course offers. This study
was conducted to determine the extent Kenyan Universities practice education
marketing and whether education marketing practices of public universities differ
from those of private universities.
This study was based on a descriptive design; the population included all Kenyan
Universities, both Private and Public. Due to the small number of universities a
census study was conducted. Primary data was collected using a semi-structured
questionnaire which was divided into two parts. Part A collected data on the type of
courses the respondent university was offering while Part B contained Likert type
questions that collected data on the extent of practice of education marketing in
universities. Some of the questionnaires were personally administered while others
were administered through the drop and pick later method. The questionnaire was
pre-tested to confirm clarity of questions.
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The analysis indicates that most Kenyan Universities offer sciences, arts, theology
and business oriented courses. All public universities studied offer sciences, arts,
and theology oriented courses. Only one public university does not offer business
oriented courses. The results show that Universities in Kenya practice education
marketing. The variables of education marketing are used to different extents by the
universities. All universities practice product, people, process and promotion
dimensions of education marketing to a large extent. Variables of probe/research,
price and physical evidence dimensions are practiced to a moderate extent by all
Kenyan universities.
The practice of education marketing differs in some aspects between public and
. private universities. The main differences are in the product, physical evidence and
promotion dimensions. There are few significant differences in the probe and price
dimensions and no significant differences in people, process and place dimensions.
It is suggested that a study could be carried out to establish the extent which other
higher education institutions like polytechnics, tertiary colleges and high schools
practice education marketing. | en |
