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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
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
viii
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
2
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
(Southern African Regional Universities Association:Online).
In the late 1960’s this institution was renamed to Cape College for
Advanced Technical Education due to the new status gained as
College for Advanced Technical Education. However, the Technikons
Act was promulgated a decade later, therefore in 1976 the institution
was allowed to offer degree programmes as it had become known as
Cape Technikon (Cape Peninsula University of Technology:Online).
During the apartheid era educational institutions were forced to serve
specific race groups. Cape Technikon offered courses for white
students, however, it later changed in 1987 due to government
regulations. In 2001 the Boland and Mowbray Education Colleges
were incorporated into the Cape Technikon, forming the Faculty of
Education at sites in Wellington and Mowbray (Cape Peninsula
University of Technology:Online).
2.2.2 THE PENINSULA TECHNIKON Peninsula Technical as it was known at the time, was established to
cater for the solid growth in the coloured community that met the
requirements to be admitted to a HE institution. Classes were firstly
14
conducted in Cape Town until the relocation to the venue in Bellville in
1967 (Southern African Regional Universities Association:Online).
The Bellville venue is today the administrative venue of the Cape
Peninsula University of Technology.
2.3 BACKGROUND OF CPUT’S OPEN DAY Open Day is an event aimed at showcasing Cape Peninsula
University of Technology’s high-quality study programmes in order to
attract as much students as possible to its vast alumni family. Hence
students and staff members gather together to help all who have their
sights set on a successful career from engineering to business, health
and wellness to informatics and design, or education and applied
science (CPUT:Online).
This year event took place at the Cape Town Campus Multipurpose
Hall from the 9th to the 11th of May. Prospective students, parents, and
guardians were encouraged to attend the event with the purpose of
seeing what the university had to offer.
2.3.1 PREPARATION PHASE This phase equips faculty departments with everything necessary
regarding stands and designs, exhibitors’ build up, and evaluation.
It is of utmost importance that a high standard of design is maintained
as far as internal design is concerned. Therefore the MCD advises
participating departments to use relevant and well-presented
advertising material and posters on their stands due to its importance
on catching prospective students attention, and also due to the
difference they make on how the course is viewed and perceived
(CPUT MCD, 2013).
15
During opening times all stands must be completely open, exhibits
uncovered and adequate number of staff must be in attendance not
later than fifteen minutes before the opening time, during the three-
days of the event. According to the MCD (2013) evaluation is done
by means of an evaluation form distributed to the exhibitors as well as
a meeting after the event. Judges are chosen to evaluate the best stall
under the following criteria:
Ø Information display;
Ø visual impact;
Ø learner involvement; and
Ø presentation (personnel and visual).
A service information desk was placed at the entrance of the hall, with
the prime function of welcoming the public and directing all concerned
to the relevant stands, being therefore a point of enquiries (CPUT
MCD, 2013).
2.3.2 ADVERTISING AND PROMOTION STRATEGY A successful advertising strategy was put in place and resulted in a
broad and diverse group of learners being exposed to the exhibition
over the three-day period. The event was advertised in community
newspapers due to their ability to reach more people. These
newspapers included Plainsman, Tygerburger, Athlone News,
Swartland Monitor, Die Courant Freegig, Cape Flat News, Vukani,
Paarl Pos, Overberg Venster, Worcester Standard and Eikestad Nuus
(CPUT MCD, 2013).
Posters advertising the event were put up in the surrounding areas
and distributed to most of the schools, libraries and career advisory
centres in the Peninsula. The OD coordinator performed direct
marketing by ways of school visits and exhibitions. The event was
also advertised on CPUT’s website and generated many queries from
the general public (CPUT MCD, 2013).
16
Good Hope radio launched an advertising campaign two weeks prior
to OD. During the three-day event the radio station provided a live
broadcast including interviews with various CPUT’s academic and
service departments (CPUT MCD, 2013).
2.3.3 ADMINISTRATION OD was organised by a coordinating committee comprising of
representatives of academic and administrative departments.
Planning meetings were help prior to the event. All schools in the
Western Cape were invited to the event. Follow up was done with
selected schools that did not respond to the initial invitation. During
the week of the event another letter was faxed to schools as a
reminder (CPUT MCD, 2013).
Schools participating at OD received an information package
containing application forms, brochures, and promotional material,
whilst learners received course booklets, a CPUT pen, and a pencil
bag.
Departments worked hard to create displays that were visually
attractive and interactive. Students assisting at the stands were
professional in their attitude and promoted their courses with
enthusiasm. These students were provided with refreshments in order
for them to sustain themselves and motivate them to work towards the
successfulness of the event (CPUT MCD, 2013).
2.4 CONCLUSION After having a holistic overview of how OD works and how it
contributes to CPUT’s brand it is important to note that, OD has
clearly been boosting CPUT as a brand, making it more popular
amongst prospective students. The increase in the number of
17
students enrolling the institution is a strong indicator that the event’s
advertising strategies are effective and therefore contributing to the
recruitment strategy.
The following chapter articulates a literature study supporting the
research problem previously rose in chapter one.
18
CHAPTER 3: LITERATURE REVIEW 3.1 INTRODUCTION Saunders, et al. (2000:42) (cited by Watkins, 2012:35-36), are of the
opinion that reviewing the literature is essential thus this statement in
particular, as a project assessment criteria usually requires one to
demonstrate awareness of the current state of knowledge of a
particular subject, its limitations and how the research fits into the
wider context. In addition, the literature review demonstrates the
depth (quality and quantity) of academic reading the student has
undertaken, prior to embarking on the formulation of the research
proposal.
This chapter is a review in the field of marketing and total quality
management. This review is outlined in three parts. The first part is
concentrated in marketing where aspects such as customer
satisfaction and branding are discussed. The second part is focused
on total quality management where aspects pertaining to it such as
the definition of quality, quality function deployment and leading
contributors to total quality management are addressed. The third part
details a link between marketing and total quality management.
3.2 MARKETING Boshoff et al. (2008:4) explain that the concept of marketing is highly
misunderstood due to the fact that people commonly associate or
relate the concept in discussion to selling and advertising. However
marketing includes these concepts and much more. Marketing is
therefore a set of activities used to implement a philosophy, an
attitude and a perspective that stresses customer satisfaction.
Marketing is a critical business function for attracting customers by
communicating the value of a product or service with the purpose of
19
selling it. In case of a University which is the focus of this research,
ensuring that the core activity is sustained by stakeholder needs and
wants, to ascertain that the service provided offers tangible results to
add value to the target audience (Durham University:Online).
The most important primary goal of marketing is customer satisfaction
and loyalty. Without satisfying customer needs no firm can survive
over the long term (Boshoff et al, 2008:5).
3.2.1 CUSTOMER SATISFACTION Customers are the sole reason for the existence of businesses,
therefore making sure they are satisfied is key to survival and well
being of organisations. Obtaining high levels of customer satisfaction
is important to organisations because a satisfied customer might
become a loyal customer, which is a guarantee of repeated sales and
good word-of-mouth.
Customer satisfaction is defined as the degree to which a business’
product or service performance matches the expectations of the
customer. Thus, if performance matches or exceeds expectations the
customer is satisfied, if it happens otherwise then the customer is
dissatisfied (van Vuuren, Roberts-Lombard and Tonder, 2012: 84).
3.2.2 BRANDING Murphy (1992:1) explains that the ways in which brands have
developed over the years are essentially threefold. First, legal
systems have recognised the value of brands to both consumers and
producers. Secondly, the concept of branded goods has been
extended successfully to embrace services; hence service brands
now generally enjoy the same statutory rights as product brands.
Thirdly, and perhaps most importantly, the ways in which branded
products or services are distinguished from one another have
20
increasingly come to embrace non-tangible factors, as well as such
real factors as size, shape, make-up and price.
Branding is therefore regarded as the main tool marketers use to
distinguish their products from the competitions (Boshoff et al,
2008:214). Hankinson (2004) (cited by Chapleo, 2010) argues that
branding has its roots in product marketing and its application in areas
such as education is limited.
Chernatony and McDonald (1992:17-18) stress that successful brands
are the focus of marketing resources, and represent valuable
marketing assets. Hence, because consumers recognise and
appreciate the added value of successful brands, they are able to
sustain a higher price premium over equivalent commodity items and
generally generate health profits. Brands are successful when
developed with a clear statement of intent about the product or
service’s purpose, the specific group of customers the brand is
targeted at, and a commitment to equipping the brand with the right
types of resources to achieve the stated purpose.
Branding is a creative process, which uses research techniques and
skills of a number of specialists. It is focused on creating
distinctiveness, to be distinctive takes courage to refuse to follow the
herd due to the fact that being unique gives to customers what other
brands cannot, therefore can be highly rewarded (Murphy, 1992:12).
3.2.2.1 Characteristics of brands Chernatony and McDonald (1992:20) are of the opinion that a brand
adheres to a model which shows the extent to which a product or
service can satisfy customers needs. A brand consists of the following
characteristics:
21
Ø Generic: refers to the product or service that meets the user’s
basic need. It is the easiest aspect for competitors to copy due to
the fact that it refers to the product or service intended use.
Ø Expected: refers to the engineered value added to the product or
service in order to satisfy a specific target’s minimum purchase
conditions (functional capabilities, availability or pricing).
Ø Augmented: refers to the ways in which the brand is able to add
value in order to satisfy non-functional (emotional) and functional
needs.
Ø Potential: it is the characteristic, which provides a brand with
distinctiveness as it relates to creativity, an aspect that only
experienced and mature brands can manage.
To succeed in the long run a brand must offer added value over and
above the basic product characteristics (Chernatony and McDonald,
1992:21).
3.2.2.2 Importance of brands Brands that are well adapted to the environment, and thus survive and
flourish are considered by consumer to be powerful and important
brands. They represent an organisation’s excellent marketing skills,
therefore act as a credible guarantee for a product or service allowing
the customer to identify added value. Brands relate to the
development and maintenance of products or services attributes and
values that are coherent, appropriate, distinctive and appealing to the
customer, that is the reason why the end result must be differentiated
from the brands of the competitors, giving the consumers a reason to
chose one brand over all the others (Murphy, 1992:3).
When consumers choose a brand over all other brands it becomes a
valuable asset (competitive advantage). This competitive advantage
should be maintained by giving consumers the values they require in
a long and never-ending term, due to the fact that it gives
22
organisations an edge comparing to others. Competitive advantage in
this context refers to a brand that embraces a set of values that
consumers perceive to be unique, therefore they reject or tend to
reject alternatives that may not posses all these values (Murphy,
1992:4).
3.2.2.3 Branding in Higher Education The concept of marketing has grown in importance for universities
across the world. As a result sectorial competition has increased,
highlighting the need to create more distinct brands and forcing
universities to fully consider marketing principles as they improve their
efforts to attract and retain students both in the domestic and
international markets (Brookes, 2003; Domino et al., 2006; Bennett
and Ali-Choudhury, 2009) (cited by Durkin, McKenna and Cummings,
2011).
The aim of developing a brand for HE institutions is to enable the
various universities to attract students and to differentiate their
education from its major competitors. HE institutions need to develop
and/or maintain a distinct image to create a competitive advantage in
an increasingly competitive market. Such a distinct image is likely to
impact a student’s willingness to apply to an institution (Ivy, 2001)
(cited by Durkin, McKenna and Cummings, 2011), however students
will only enrol at an institution if the investment seems attractive to
them in terms of the economic return (Lang, 2005; Moogan et al.,
2001) (cited by Curtis et al, 2009).
A strong HE brand has increased ability to compete for the best
students, gain alumni membership and support (Judson et al., 2009)
(cited by Makgosa, 2012). From the students’ viewpoint, branding
serves as a promise to meet their expectations and facilitates
decisions relating to the selection of which institution to attend.
Branding is also more critical for higher education institutions, since
23
education as a product is experiential, intangible and its perceived
value is difficult to assess prior to consumption (Lowrie, 2007) (cited
by Curtis et al, 2009).
Curtis et al (2009) citing the study of Heaney and Heaney (2008);
Lang (2005); and Lowrie (2007); explain that a HE brand provides a
life-long bond with the university and provides students with a sense
of identification with the brand even after graduation (award of a
degree). Examples of strong brands in HE include Oxford University,
Harvard University, the Massachusetts Institute of Technology and
University of Liverpool. These institutions actively engage in
promoting their reputations as brand names. These brands provide
clear positioning in consumer’s minds. As a result, customers know
exactly what those names stand for.
Today, branding HE institutions has become an effort not only for the
marketing department, but also the university as the whole (Chapleo,
2007). The marketing of education is an important component for
successful recruiting of students, faculty and staff, and for increasing
market share of resources. Successful branding requires an alignment
of resources within the institution, led by the institution’s president,
and focuses on an integrated institution’s strategy (Blanton, 2007;
Heaney and Heaney, 2008) (cited by Curtis et al, 2009).
The corporate image represents the end product of branding. In the
HE environment, universities with distinct images are in a better
competitive position in the marketplace, as students only associate
with reputable institutions or institutions that gives them some sort of
recognition or belonging.
In this context the researcher is of the opinion that CPUT is branding
itself as a home for the community and all African countries. By doing
that the institution is engaging on a process of becoming competitive
not only in South Africa but in Africa as a whole, due to the fact that
24
international students from all over Africa, depending on the
experience they acquire from CPUT will use word-of-mouth to brand
the institution outside South Africa.
3.3 TOTAL QUALITY MANAGEMENT Total Quality Management (TQM) has its roots attached to when
statistical theory was firstly applied to product quality control. The
concept became popular and was further developed by the Japanese
who were constantly improving and pushing for perfection, while the
Americans were satisfied with an acceptable quality. The conventional
thinking at the time was that higher quality could only be achieved at a
higher cost. The Japanese were proving the Americans wrong, and
today we can see that a superior quality not only raises customer
satisfaction but increases market share. Increased market share on
the other hand provides the organisation the power to have
economies of scale, which may drive costs down.
TQM deals with quality, therefore it is important to understand what
quality is, before a detailed literature on total quality management is
given. The concept “quality” encompasses a lot of definitions and it
means different things to different people. Garvin categorised five
approaches to quality: the transcendent, product-based, user-based,
manufacturing-based and the value-based.
Ø Transcendent approach to quality: quality is achieving or
reaching for the highest standard as against being satisfied with
sloppy or fraudulent. However, these items may not represent
quality to everyone, and this lack of objectivity creates a problem
for the worker who is striving for quality in a business environment
(Rao et al. 1996:26). Tenner and DeToro (1992:30) explain that quality is understood
only after exposure to a series of objects that develop its
characteristics. The idea behind this definition is that quality cannot
25
be defined, because one can only recognise quality once in its
presence. Ø Product-based approach to quality: according to Rao et al.
(1996:26) this approach identifies specific features or attributes
that can be measured to indicate higher quality. In this regard if an
attribute is desired, greater amounts of that attribute would label a
product or service as one of a higher quality (Tenner and DeToro,
1992:30). This approach is characterised by its objective measures
of quality, and its disadvantage is that it assumes that the absence
or presence of an attribute implies higher quality (Rao et al.
1996:27).
Ø User-based approach to quality: the user-based approach to
quality emphasizes the aim of satisfying the user’s expectations.
Therefore quality is dependent on the user’s evaluation (New Age
Publishers:Online). Juran (cited by Rao et al. 1996:27) refers to
this approach as fitness for use. It implies learning how the user
plans to use the product and making the product fit that need.
Tenner and DeToro (1992:30) argue that the ability to satisfy the
customers’ requirements, expectations, or wants is the sole
criterion quality will be determined.
An organisation adopting this view of quality needs to accurately
identify its target market, identify its needs, design, construct, and
then deliver the appropriate product. To achieve success using this
approach all of the functions contributing to the value of the
product must be involved and correlate (Rao et al. 1996:27).
Ø Manufacturing-based approach to quality: Crosby (cited by Rao
et al. 1996:27) described quality as conformance to a set of
requirements. Engineering specifies the product characteristics,
and the more closely manufacturing can conform to those
requirements, the better the quality of the product. Tenner and
DeToro (1992:30) add that failure to meet these requirements is a
deviation, and, as such represents lack of quality.
26
This approach has the advantage of providing objectively
measurable quality standards and of reducing the costs of quality
(Rao et al. 1996:27). The disadvantage of this measure lies on its
lack of concern for the customer’s preferences. It assumes that if
product specifications are met the customer would ultimately be
satisfied (Tenner and DeToro, 1992:30).
Ø Value-based approach to quality: the value-based approach
explains that value is one attribute of quality. The purchase
decision involves trading off the quality against the price, because
many of the attributes of quality are subjective assessments, the
assessment is not effective in introducing objective criteria (Rao et
al. 1996:28). Therefore quality under this approach consists of
offering a product or service to a customer with certain
characteristics at an acceptable price (Tenner and DeToro,
1992:30).
Unfortunately most of these approaches are subjective. Although the
manufacturing and product-based approaches are the most objective,
both fail to account sufficiently for customer preferences. In this
context Garvin created the eight dimensions of quality for a better
understanding of the elements of quality as perceived by the user.
According to Rao et al. (1992:29-30) Garvin’s eight dimensions of
quality are as follows:
Ø Performance: refers to the primary characteristics of the product
or service, these characteristics are usually measurable.
Ø Features: are additional characteristics that enhance the product
or services appeal to the user.
Ø Reliability: is the assurance that a product will not fail within a
specific time period. Although Garvin states that reliability is more
relevant to durable goods there are examples of reliability as a key
element of a service.
Ø Conformance: is the precision with which the product or service
meets the specified standards. It simply means that the greater the
27
deviation from the intended value, the less satisfied the customer
will be.
Ø Durability: measures the length of a product’s life. When a
product can be repaired it will be used until it is no longer
economical to operate it.
Ø Serviceability: it is the speed to which the product can be put into
service when it breaks down, as well as the competence and
behaviour of the service person.
Ø Aesthetics: is the subjective dimension indicating the kind of
respond a user has to a product. It represents the ways and
individual responds to the look, feel, sound, taste and smell.
Ø Perceived quality: it is the quality attributed to a good or service
based on indirect measures.
The concept of quality was explained and is now understood,
therefore total quality management can be defined and all aspects
pertaining to it explained.
TQM evolved from many different management practices and
improvement processes. TQM is a process-oriented system built on
the belief that quality is a matter of conforming to a customer's
requirements. These requirements can be measured, and deviations
from them can then be prevented by means of process improvements.
Managers can implement TQM in any organisation (manufacturing,
service, non-profit, or government) as it will improve overall products
and service quality, reduce costs, satisfy customers and improve
bottom line financial performance (Walton, 1986) (as cited by Powel:
Online).
Total Quality Management is defined as an integrated management
philosophy and set of practices that emphasises continuous
improvement, customer satisfaction, reducing rework, long range
thinking, increased employee involvement and team work, process
redesign, team based problem solving, constant measurement of
28
results, closer relationships with suppliers and management
involvement (Powel: Online).
In the above definition one can find the following ingredients
necessary for TQM to flourish in any company: customer satisfaction,
continuous improvement, management involvement and team based
problem solving.
Jablonski (1992:101) stated that customer satisfaction, both internal
and external is a function of quality of service, quality of product, and
quality of treatment. Therefore the achievement of improvement
usually requires that organisations’ teams reconsider their current
level of commitment to satisfy their customers. TQM is customer
oriented; a lot of authors emphasize the importance of a customer
focus philosophy when adopting TQM as it affects the organisation’s
performance.
According to Jablonski (1992:21) management’s involvement comes
about by practicing TQM. The author explains that recognising the
capabilities and contributions employees can make to improve
business will begin to chip away at the traditional barriers that
separate management and labour. However it does not happen
overnight and will only occur if management listens, and the workforce
feels involved with the ownership of the process.
Continuous improvement means accepting small incremental gains as
a step in the right direction towards TQM. It recognizes that
substantial gains can be achieved by the accumulation of many minor
improvements (Jablonski, 1992:22).
The Total Quality Management initiatives that have produced
significant success and that have begun to realise the goal of
continuous improvement all have in common one obvious and
dominant characteristic known as “team work”. Teamwork is the major
29
strategy and underlying framework of TQM, thus Total Quality
Management is a team centred and a team driven activity (Kinlaw,
1992). In this context researchers have concluded that TQM involves
the following principles:
Ø Customer focus: no matter what an organisation does to foster
quality improvement the customer ultimately determines the level
of quality (American Society for Quality:Online), thus no matter
how many resources are pulled to train employees, upgrading
machines, incorporating design and standards, the customer is the
ultimate judge (Etech Global Services:Online). Ø Total employee involvement: total employee commitment can
only be achieved once fear has been driven from the workplace,
when empowerment has occurred and management has provided
proper environment (American Society for Quality:Online). Ø Continual improvement: considered a major component of TQM,
continual improvement will lead to improved and higher quality
processes (Etech Global Services:Online). The American Society
for Quality (Online) explains that continual improvement drives an
organisation to be both analytical and creative in finding ways to
become more competitive and more effective at meeting
stakeholders’ expectations. Ø Strategic and systematic approach: in order to achieve its goals,
vision and mission the organisation must adopt a strategic and
systematic approach, due to the fact that a strategic plan is of
utmost importance to ensure that quality becomes the core aspect
of all business functions (Etech Global Services:Online). Ø Integrated system: organisation’s departments have different
functionality purposes and these purposes are interconnected with
various horizontal processes focused on TQM. It is very important
to promote a quality work culture, ensuring that everyone in the
organisation understands the quality policy, standards and
objectives. By adopting a quality work culture the organisation will
achieve a competitive edge, continual improvement and meet or
exceed customer expectations (Etech Global Services:Online).
30
Ø Decision-making: TQM requires organisations to collect and
analyse data to improve quality, decision-making accuracy,
achieve consensus and forecasts. It is important to base decision-
making on statistical figures in order to avoid mistakes and
empirical decisions (American Society for Quality:Online). Ø Communication: it is as important as all the above-mentioned
principles. Communication plays a crucial role in motivating and
improving employees’ morale during daily routine operations
(American Society for Quality:Online). The researcher is of the opinion that, the key to obtaining competitive
advantage through TQM is to adopt a leadership philosophy whereby
management is fully involved, encourages teamwork and empowers
the workforce. It will drive fear away, generate free range of thinking,
involvement and everyone working together towards achieving
organisational goals and striving to continually meet or exceed
customer’s expectations.
3.3.1 QUALITY FUNCTION DEPLOYMENT Cohen (1995:2) stresses that TQM uses tools to assist in creative
thinking and problem solving. These are not physical tools; instead,
they are methods that relate ideas to ideas, ideas to data and data to
data, encouraging team members to communicate more effectively
with each other to formulate solutions to business problems. Quality
Function Deployment is an adaption of some of these tools.
Quality Function Deployment (QFD) also known as “house of quality”
(HOQ) is a comprehensive quality system that systematically links the
needs of the customer with various business functions and
organisational processes, such as marketing, design, quality,
production, manufacturing, and sales, aligning the entire company
towards achieving a common goal (QFD Institute:Online).
31
Stated and unstated customer needs or requirements above
mentioned are captured in a variety of ways such as interviews,
surveys, focus groups, customer specifications, and observation. This
understanding of the customer needs is then summarised in a product
planning matrix or house of quality (IEEE Long Island:Online). These
matrices are used to translate objectives (whats) into the responses
(hows), therefore QFD provides a method for evaluating ‘how’ a team
should accomplish the ‘whats’ (Cohen, 1995:2).
QFD was invented to support the product design process, but today
its application goes beyond these activities and it can be applied in the
following activities such as ‘a university course design’. The ‘whats’ in
this example relate to the needs of students for acquiring skills and/or
knowledge in a certain area. The ‘hows’ relate to course module and
course teaching style (Cohen, 1995:21).
According to Cohen (1995:69-73) there are seven sections within the
HOQ namely:
Ø Customer needs and benefits: often called ‘the voice of the
customer’, the customer needs section is usually the first section to
be constructed, since the needs are normally derived from the
actual words of the customers. Once gathered customer wants are
arranged into a hierarchy whereby the most detailed needs are
place at the lowest level and the most abstract needs in higher
levels of the hierarchy. It is important for product development
teams to understand their customer needs well to avoid slow
product planning or non-competitive products.
Ø Planning matrix: it is a crucial step in product or service planning,
as it requires a high-level product or service goal setting
(combining the organisation’s business priorities with the customer
priorities). The planning matrix has information regarding how
important the need of the customer is, how well the team’s most
similar product or service meets customers’ needs, and how well
the competition’s most similar product or service meets customers’
32
needs. The answer to these questions combine to create
prioritisation of the customer needs.
Ø Technical response: it is a product or process requirements
stated in the organisation’s internal language. The most common
information placed here includes: independent measurement or
metrics and product or service requirements or capabilities. This
type of information is called Substitute Quality Characteristics
(SQC), thus represents the voice of the developer.
Ø Relationship: for each cell in the relationship section the team
enters a value that reflect the extent to which the SQC contributes
to meeting the voice of the customer. This value, along with the
prioritisation of the customer needs establishes the contribution of
the SQC to overall customer satisfaction.
Ø Technical targets: located at the bottom of the HOQ, the
technical targets are normally expressed in language compatible
with the language of the SQC.
Ø Technical correlation matrix: usually regarded as the final step
in completing the house of quality. It is therefore used to record the
way in which the substitute quality characteristics either support or
block each other. The result often helps QFD teams to identify
design bottlenecks, and key communication paths among
designers.
33
Figure 3.1: House of Quality (source: Cohen:1995:70)
3.3.2 CONTRIBUTORS TO TQM Organisations that want to embark on a quality journey need to
analyse the studies, thinking and tools developed by the most
influential writers on the topic. Edwards Deming, Joseph Juran, Kaoru
Ishikawa, Philip B. Crosby and other quality gurus were pioneers on
the topic, thus played an important role in trying to make a common
sense out of what they believed would change the way organisations
operate and the way of doing business.
After an investigation about Juran’s quality trilogy (Juran and Godfrey,
1999), Crosby’s four absolutes of quality management (Rao et al.
1996) and Deming’s fourteen points to quality improvement and seven
deadly diseases (Rao et al. 1996), the researcher decided to use
Edwards Deming’s management principles and Juran’s quality trilogy,
since both authors principles and ideas correlate, therefore if they are
combined better quality results can be achieved.
34
3.3.2.1 W. Edwards Deming Edwards Deming was the first American to introduce quality to the
Japanese on a large scale (Rao et al. 1996:37). He trained Japanese
engineers and was credited by them for assisting in their remarkable
recovery after the devastation of the World War II. Deming
emphasised that quality is primarily the result of senior management
actions and decision, and not the result of workers’ action. He
believed that only managers have the power to allocate resources,
provide training to employees and provide the necessary environment
to achieve quality. In addition to that Deming defended the use of
statistical quality control since it allows accurate diagnosis and
solution of problems.
Deming’s contributions to quality explained in this research include:
the fourteen points, and the PDCA cycle.
According to Deming (1986:17) the fourteen points to quality
improvement are as follows:
Ø Point 1 – Create constancy of purpose: Deming believed that
many organisations have short-term goals and do not look fifteen
to twenty years ahead. The constancy of purpose should be
created to allow continual improvement of products and services,
therefore resources should be allocated to provide for long-range
needs, with a plan to become competitive, to stay in business, and
to provide jobs.
Ø Point 2 – Adopt a new philosophy: the author talks about a new
philosophy of change, because we can no longer live with
commonly accepted levels of delays, mistakes, defective
materials, and defective workmanship. There is a new way of
doing business therefore it is necessary to adopt this philosophy
and stop the continued decline of industry.
Ø Point 3 – Cease dependence on mass inspection: dependence
on mass inspection should be ceased in order to improve quality.
35
To build quality products or services quality should be instituted
into the product or service itself. Ø Point 4 – End the practice of awarding business on the basis
of price: instead, minimise total cost. Move towards a single
supplier for any one item, based on a long-term relationship of
loyalty and trust.
Ø Point 5 – Constantly improve the system: improve constantly
and permanently the system of production and services, to
improve quality and productivity, and thus constantly decrease
costs. It is management’s job to work continually on the system
and institute innovation of product, service, and process. Ø Point 6 – Institute training on the job: people must have the
necessary training and knowledge to perform their job. Since the
organisation is embarking on a continuous improvement journey
people will require new skills to keep up with the change. Training
helps employees better perform tasks and increases motivation
levels. Ø Point 7 – Improve leadership: the aim of supervision should be
to help people, machines, and gadgets to do a better job.
Therefore management should encourage employees in this
regard. Ø Point 8 – Drive out fear: encourage effective two-way
communication and other means to drive out fear throughout the
organisation, so that teamwork is emphasised and everybody may
work effectively and more productively for the company. Ø Point 9 – Break down the barriers between departments:
teamwork among different departments in the organisation is
essential for effective productivity and quality improvement to take
place. Departments should work together because they are
interrelated and their work contributes to the overall organisational
goals. Ø Point 10 – Eliminate slogans: eliminate the use of slogans in the
workforce, demanding zero defects and new levels of productivity.
36
The bulk of causes of low quality and low productivity belong to
the system, and thus lie beyond the power of the workforce.
Ø Point 11 – Eliminate work standards: eliminate work standards
on the factory floor, since they are often symptoms of
management inability to understand the work process. Working
towards meeting numerical quotas usually leads to cutting corners
and diminution in quality. Ø Point 12 – Remove barriers that discourage employees from
doing their jobs: employees should feel valued by the
organisation they work for, therefore, their suggestions and
complaints should be considered. The responsibility of supervisors
must switch from pressuring employees to meet sheer numbers to
quality. Ø Point 13 – Institute education and self-improvement: it is more
related to organisational learning as it requires a structure that
reinforces and rewards learning. An educated workforce will be
more creative and innovative towards quality improvement.
Ø Point 14 – Put everybody to work: put everybody in the
company to work to accomplish the transformation. This structure
must include the whole organisation including top management
because continuous improvement is a common goal. The author stressed the importance of the PDCA cycle as a guide for
improvement in his book ‘Out of Crisis’ (Deming, 1986:11). The PDCA
cycle is a never ending four steps cycle. The picture below illustrates
it.
37
Figure 3.2: The PDCA cycle (source: Out of the crisis, Deming 1986). Ø Plan: this phase includes the development of a plan for improving
quality of the organisation.
Ø Do: the plan developed on the previous step is now executed, and
it is usually carried on a small scale. During this phase organisations
delegate authority and responsibility clearly, hence, it is important to
keep records of everything to allow analysis at a later stage.
Ø Check: the results of the execution of the plan are now analysed
to determine what was learned and where changes need to be
implemented. Ø Act: after the analysis done in the previous step the organisation
has to decide whether to adopt or abandon the changes. In case of
complex problems several cycles are need, so organisations go
back to follow all the steps in order to achieve continuous
improvement. 3.3.2.2 Joseph M. Juran Joseph M. Juran has published several references and training
material on managing for quality, a field in which he was one of the
pioneers (Juran and Godfrey, 1999) thus that is the reason the
researcher decided to include Juran in this research. Juran arrived in
Japan four years after Deming, founded the Juran Institute in 1979
(Rao et al. 1996:40), helped the creation of the U.S Malcom Baldrige
National Quality Award, and has received medals and awards from
38
fourteen countries.
Juran and Godfrey (1999) argue that managing for quality makes
extensive use of three managerial processes, which Juran named the
Quality Trilogy, these processes are namely:
Ø Quality planning: refers to identifying the customer. After
determining the customer’s needs, it is necessary to develop the
product or service to meet those needs and establish quality goals
that included the minimum possible cost without compromising the
quality of the product or service. Process design is the next stage,
whereby the process should be tested capable of producing the
product or service. Finally the process should be transferred to the
operations and management should ensure that everybody is
involved and appropriately trained.
Ø Quality control: in order to control, standards of performance
must be established. Management should then measure actual
performance against standard performance and take action on the
difference. The author advocated that quality control should be
delegated to the lowest possible level, and if possible, the workers
responsible for performing the task should be the ones doing it.
Ø Quality improvement: initiates by providing the need for
improvement and establishing specific improvement projects. The
appropriate team had to be organised with the necessary
resources, training and motivation to guide the project, discover
the causes, and stimulate remedies that work under operating
conditions. Finally mechanisms to control the new process and
hold the gains have to be developed.
39
Figure 3.3: Juran’s Quality Trilogy (source: Juran’s Quality Handbook 5th Edition,
1999)
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.
66
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
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ANNEXURE A: Descriptive Statistics
Variable N Mean StdDev Minimum Maximum Range ------------------------------------------------------------------ Q1A 46 4.28 0.91 1.00 5.00 4.00 Q1B 46 3.98 0.98 1.00 5.00 4.00 Q1C 46 3.85 0.94 2.00 5.00 3.00 Q1D 46 3.96 0.84 2.00 5.00 3.00 Q1E 46 3.67 1.12 1.00 5.00 4.00 Q2F 46 4.09 0.94 2.00 5.00 3.00 Q2G 46 3.96 0.97 1.00 5.00 4.00 Q2H 46 4.07 0.98 1.00 5.00 4.00 Q2I 46 3.89 1.16 1.00 5.00 4.00 Q2J 46 4.02 0.98 1.00 5.00 4.00 Q3K 46 4.09 1.11 1.00 5.00 4.00 Q3L 46 4.04 0.89 1.00 5.00 4.00 Q3M 46 3.61 1.14 1.00 5.00 4.00 Q4N 46 3.89 1.12 1.00 5.00 4.00 Q4O 46 4.13 0.88 1.00 5.00 4.00 Q4P 46 3.98 0.93 1.00 5.00 4.00 Q4Q 46 3.78 1.03 1.00 5.00 4.00 ------------------------------------------------------------------
Variable N Median Mode ------------------------------------ Q1A 46 4.00 5.00 Q1B 46 4.00 4.00 Q1C 46 4.00 4.00 Q1D 46 4.00 4.00 Q1E 46 4.00 4.00 Q2F 46 4.00 5.00 Q2G 46 4.00 5.00 Q2H 46 4.00 5.00 Q2I 46 4.00 4.00 Q2J 46 4.00 4.00* Q3K 46 4.00 4.00 Q3L 46 4.00 4.00 Q3M 46 4.00 4.00 Q4N 46 4.00 4.00* Q4O 46 4.00 4.00 Q4P 46 4.00 4.00 Q4Q 46 4.00 4.00
------------------------------------
79
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
-------------------------------------- Missing cases: 1
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 --------------------------------------
Missing cases: 1
83
ANNEXURE C: Cronbach Alpha Coefficients RELIABILITY /VARIABLES=Q1a Q1b Q1c Q1d Q1e /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /STATISTICS=CORR /SUMMARY=CORR.
RELIABILITY /VARIABLES=Q2f Q2g Q2h Q2i Q2j /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /SUMMARY=CORR.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.716 .716 5 RELIABILITY /VARIABLES=Q3k Q3l Q3m /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /SUMMARY=CORR.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.353 .388 3
RELIABILITY /VARIABLES=Q4n Q4o Q4p Q4q /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /SUMMARY=CORR.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.482 .492 5
84
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.726 .717 4
Cronbach Alpha after items were deleted RELIABILITY /VARIABLES=Q1a Q1b /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /SUMMARY=CORR
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.671 .672 2 RELIABILITY /VARIABLES=Q2i Q2j Q3k Q3l /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /SUMMARY=CORR.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.660 .661 4 RELIABILITY /VARIABLES=Q4n Q4p Q4q /SCALE('ALL VARIABLES') ALL /MODEL=ALPHA /SUMMARY=CORR.
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based on
Standardized
Items
N of Items
.808 .812 3
85
ANNEXURE D: Questionnaire
FACULTY OF ENGINEERING
(Bellville Campus) Telephone: +27 +21 959 6600
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
________________
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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.
1 2 3 4 5