Literaturnachweis - Detailanzeige
| Autor/inn/en | Nonis, Sarath A.; Hudson, Gail I.; Philhours, Melodie J. |
|---|---|
| Titel | Differentiated: Segmentation for Improved Learning Strategies |
| Quelle | In: Journal of Marketing for Higher Education, 31 (2021) 2, S.155-174 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0884-1241 |
| DOI | 10.1080/08841241.2020.1761931 |
| Schlagwörter | Undergraduate Students; Learning Strategies; Student Characteristics; Personality Traits; Academic Achievement; Student Satisfaction; School Holding Power; Student School Relationship; Demography |
| Abstract | Higher education has historically focused on demographics to target prospective students in recruitment and retention efforts. This study focuses on the effect of psychographic and behavioral elements at the learner level to identify student segments and to influence the outcomes that lead to retention and ultimately graduation. Psychographics that include several motivation, resource, and demographic variables were used to segment 245 undergraduate college students from a four year medium size AACSB accredited state school in the United States. Results from a Hierarchical Cluster Analysis identify four segments that differ significantly in terms of not only motivation, resource, and demographic variables but also outcome variables such as academic achievement, satisfaction, and university loyalty. Findings suggest students to be heterogeneous needing different interventions targeted to different student groups. Discussion includes implications for students, instructors, and administrators, as well as actions that may positively influence retention, and graduation efforts among different student segments. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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