About this paper

Appears in:
Pages: 7476-7483
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain


L. Doña Toledo, T. Luque Martínez

University of Granada (SPAIN)
The present work analyzes the key factors in the University experience that affect graduates’ intention to repeat the same studies and the same University, in the hypothetical case of being able to make that choice again. Segmentation techniques are applied to identify those variables with the greatest influence on intention. Consideration has been given to the motives for choosing studies and institution, the area of knowledge that the graduate studied, and the influence of parents’ educational level.

The intention to repeat the same course of study is strongly influenced by intrinsic motives, particularly a sense of vocation. In the case of motives for intending to repeat the same University, the knowledge area is the most influential, followed by the parents’ level of education. Those graduates whose parents have a lower educational level have a stronger intention to repeat the same University.

In short, a choice of study for intrinsic motives leads to greater satisfaction with that choice. Graduates who select their course of study out of a sense of vocation or in order to expand their knowledge present a greater level of reaffirmation of their chosen studies.

On the other hand, the lowest level of intention is to be found amongst those who felt ‘obliged’ to take a particular course of study, as their preferred choice was unavailable. This scenario is the principal source of dissatisfaction and frustration.

In a comparative analysis of the two intentions, a lower level of depth and a smaller difference between the maximum and minimum values are found for the intention to repeat the same University. Furthermore, it can be concluded that the variables that determine the intention to repeat the same University differ considerably from those that influence the intention to repeat the same studies. Motives exert a powerful influence on intention with the degree course itself, whilst intention to repeat the same university is mediated by parents’ level of education and by the area of knowledge the graduate studied. In light of the above, it can be confirmed that it is intrinsic motives that lie behind the strongest intentions.

Segmentation trees of this kind enable Universities to design and deliver communications or marketing activities that are more appropriate for each particular segment, thus helping to improve student engagement by understanding the characteristics that shape the level of intention to repeat the same studies and University. Universities can better address each of the segments in the particular way deemed most meaningful to that segment.

The findings of the present study are of major importance for various publics. For students, the key message is to base their selection of degree course on their genuine desire or vocation. The present work can also contribute to driving up University quality, as it helps Higher Education institutions to better understand the relationship between original motives for choice and subsequent evaluation of that choice, relating to studies and University. This knowledge is a fundamental ingredient in achieving a high level of student focus. This also applies to parents, advisers and teaching staff, helping to guide their approach to supporting the student in their decision-making process. Finally, for University management these findings are of direct relevance not only in relation to the admissions stage but above all in monitoring students’ ongoing progress.
author = {Do{\~n}a Toledo, L. and Luque Mart{\'{i}}nez, T.},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {7476-7483}}
AU - L. Doña Toledo AU - T. Luque Martínez
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 7476
EP - 7483
ER -
L. Doña Toledo, T. Luque Martínez (2012) SEGMENTATION BASED ON MOTIVATION IN HIGHER EDUCATION, EDULEARN12 Proceedings, pp. 7476-7483.