...the current state of the industry and target market. According to the book, “Essentials of Marketing 6th ed.”, an industry analysis should also include a report of the trends, competitors, customer profile and technology within the industry. Industry Overview The US colleges and universities industry includes about 4,300 degree-granting institutions with combined annual revenue of approximately $400 billion. Sixty percent of industry revenue is generated by state-operated public schools, 40 percent by private schools. Some 1,700 schools are public, another 1,600 are private nonprofit institutions, and about 1,000 are for-profit private schools. Close to 75 percent of students are enrolled in public schools. Mainly because of big state universities, the industry is concentrated: 50 percent of all students are enrolled in the 400 largest schools. Among the fastest-growing UTPA is ranked in the top ten. Industry Forecast US personal consumption expenditures for higher education, a major driver for university and college revenues, are forecast to grow at an annual compounded rate of 2 percent between 2009 and 2014. Data Published: October 2009. Industry Indicators The bank prime loan rate, an indicator of colleges' and universities' cost to finance construction, renovation, and other capital projects, remains at 3.25 percent as of the week of March 10, 2010, unchanged from the same week in 2009. US personal income, which drives consumer ability to pay for higher education...
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...FACTORS AFFECTING ACADEMIC PERFORMANCE OF WORKING STUDENTS IN MABINI COLLEGES Asis, Mary Joy Aycardo, Joanne Mae Cardinas, Jenelyn Espinosa, Clarissa Mariz Esteleydes, Ayvee Sayno, Charol Mai Tan, Regina Villagen, Sheena Mae Yarte, Mary Louise In Partial Fulfillment of the Requirements in English 2: Writing in the Discipline Mr. Aldrin Ablao Adviser October 2015 Chapter 1 The Problem and Its Setting Introduction Bailey (2001) once said that education is a process of learning and acquiring information. Thus, it is divided into two types: formal learning institutions such as schools and self-learning better known as experience. Moreover, education is essential to every student by bringing them in the future prepared. But as we all know, education is not limited only in institutions and poverty rises which greatly affect the financial stability of every family hindering their children to attain knowledge formally. Today, many choose to work while studying, juggling school responsibility and self-responsibility, they are called, “working students.” Studying, alone, is already a hard task and working is another thing. Putting these two in the context have effects to each other either positive or negative. Weng (2012) elaborated that schooling and work are extremely different but both can bring a successful path. Though, working students strive hard to finance their studies, they also helping their families not only themselves. Those who have parents with...
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...Review of the Article “The changing body of students - A study of the motives, expectations and preparedness of postgraduate marketing students” The fact is that the body of postgraduate marketing students, who decide to study in UK, has become much more different during the last few years. It means that British marketing educators are facing big challenges as well as great opportunities. In order to help the educators keep up with the pace of the change, researches about the postgraduate marketing students have been conducted. According to Liu (2010), the article - “The changing body of students - A study of the motives, expectations and preparedness of postgraduate marketing students” aims at finding out the possible implications for the educators by evaluating the motives, expectations and preparedness of the postgraduate marketing students in UK, and through this, the marketing educators could design their programme better. This paper will try to analyse the article and give a critical review for it. Even facing with the challenges from counterparts such as American universities and Asian domestic universities (Liu, 2010), the trend is that numbers of the postgraduate students in UK including those, who major in marketing, have still increased dramatically. More students choose to take a postgraduate programme in UK, particularly on taught programme (Liu, 2010). Taylor (2002) states that comparing with undergraduates, numbers of postgraduates increase more rapidly. The...
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...INTRODUCTION Many students of HRM in Taguig City University work part-time Employment during school could improve grades if working promotes aspects that correspond with academic success, such as industriousness or time management skills, or instead reduce grades by reducing time and energy available for school work. Otherwise, working might be associated with academic performance, yet not directly influence it, if unobserved student differences influence both labor supply and grades. Unmotivated students might neither work for pay nor receive good grades because they put little effort into the labor market or school. In contrast, HRM students uninterested in academics might work long hours that would otherwise have been devoted to leisure. Students might misjudge the link between college achievement and future earnings when making labor supply decisions. If so, obtaining a consistent estimate of how such decisions affect academic performance is prospectively important for policy consideration. Some of HRM students in Taguig City University Students are more likely to work than they are to live on campus, to study full time, to attend a four-year college or university, or to apply for or receive financial aid. Students work regardless of the type of institution they attend, their age or family responsibilities, or even their family income or educational and living expenses. Most HRM students at Taguig City University face many challenges in their already busy everyday lives...
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...[pic] TOPIC: INTERNATIONAL STUDENTS’ ATTITUDES ABOUT HIGHER EDUCATION IN THE UK Student: Pham Trang Huyen My Student ID: 77142444 10 weeks Pre-sessional course December, 2013 List of content Abstract 3 1. Introduction 4 2. Literature review 5 2.1. Higher Education in the UK 5 2.2. Teacher-student relationships and the quality of teaching 5 2.3. Different learning styles 6 2.4. Group work 7 2.5. Financial issues 8 3. Methodology 9 4. Results 10 5. Discussion 14 6. Conclusion 16 List of References 17 Appendix 19 Abstract Higher education is a competitive business which produces huge benefits for the UK economy. This paper reveals international students’ attitudes about UK higher education and focuses on direct factors which can affect students’ opinions. Reports of international students’ attitudes already carried out in Leeds Metropolitan University are analyzed and the main findings are emphasized. A total of eighteen international students interviewed provided data on their experience in UK education that involves the challenges they have faced and what they have achieved. The project concludes that not only UK tuition fees but also the quality of education can affect international students’ decision to study in the UK. Therefore measures should be taken in...
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...help to grow them better, we have chosen the Triumphant Institute of Management Education Pvt. Ltd., which is popularly known as TIME. Question 1: Select an Industry and an organization within the industry. Identify its Critical Success Factors. Classify the CSFs according to whether they are industry-related, specific to the organization or related to the external environment. In this exercise you may first identify the generic competitive strategy or the desirable strategy of the organization and the industry structure, based on which identification of the CSFs could be done. Answer: Industry specific CSF Porter’s 5 forces analysis Bargaining power of buyers (i.e. Students here) | | Medium to High | | Many good players are there. Many options are available to the student. | Bargaining power of Suppliers (i.e. Faculty here) | | Medium to High | | There is a shortage of the quality faculty leading to their high...
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...strengths Cultural Barriers 6- Re: Recognizing Challenges and Predicting Success in First-Generation University Students. First-generation university students are typically defined as those whose parents have not earned bachelor's degrees, in contrast with continuing-generation students, who have at least one parent with a bachelor's degree (Stebleton & Soria, 2012). The number of first-generation university students in the US has steadily increased (Engle & Tinto, 2008), comprising about 21% of the student population (Pryor, Hurtado, DeAngelo, Blake, & Tran, 2010). Low-income and ethnic minority students are frequently the first members of their families to attend a university (Bui, 2002; Engle & Tinto, 2008; Hertel, 1992;...
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...that demographic factors have on student retention at Embry-Riddle Aeronautical University (Daytona Beach). Our school has tried its best to improve its retention numbers these past ten years by implementing diverse programs geared towards keeping students in school. These programs were built using data provided by the Institutional Research department (IR) on our campus; the IR wishes to see whether student variables can predict retention. This document analyses the data collected from the IR and recent research related to individual student demographic characteristics such as gender, nationality and majors. I was born in San Francisco but raised in Senegal, a francophone West African country. I attended a French school and a bilingual one during my time there because my parents wanted me to be fluent and proficient in their languages (my mother’s first language is English and my dad’s is French). My background can only be beneficial into conducting such a research. I, for one, definitely understand the repercussions that demographics can have on a society or, in this case, a University. Anyone that knows a little bit about our campus can give at least three facts about it: the ratio of boy to girl is pretty big (5 to 1); the two main colleges are the Aviation and Engineering ones(76% altogether); and there are lots of international students (16% of student body). The retention rate at Embry-Riddle is 79%. The demographics of that number will be studied in this research...
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...A. Introduction Effective study habits are necessary for a college student to excel academically. The student must develop these habits in order to retain information learned in the present for future benefit. Study habits can be a combination of several techniques, including time management, note-taking, self-testing and test-wiseness, to name a few. There is one best way to study, therefore, techniques can be tailored to the needs of the student to achieve the most optical result (Blain,2008). However, diagnostic testing is also available to assist students in assessing their weaknesses in their behaviors and study habits. Research has shown that effective study habits lead to improved academic performance (Moseena, 2010). The habits that students develop during their college years will remain with them long after graduation and will be reflected in their performance in the workforce (Blain,2008). Good study habits and academic performance have to accomplish great success in any level of education. By learning good study habits students tend to perform better than struggling students (De Escobar, 2008). The grade or mark earned by a student after a period of learning is a primary indicator of his or her level of knowledge and comprehension in academic performance. Study habits were also related to age, grade point average and the number of hour spent in studying (Onwuegbuzie, 2001). The higher the grade implies more knowledge learned but the lower the grade implies...
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...------------------------------------------------- Caroline LY – Varun Menon – Jörn Meyer – Koen van Luxemburg Course Leader = Helen Preece We certify that this assignment is the result of our own work and does not exceed the word count noted below. Number of words __2554____________ (excluding appendices/bibliographies, tables and diagrams) Executive Summary This research had the intention to find out whether the launch of a new student discount card was feasible or not, and what students’ expectations of this card would be. This was then broken into this three marketing research objectives: 1. To understand students’ needs 2. To examine their attitudes towards and usage of the existing competitor card (the NUS Extra card) 3. To measure potential demand The focus group results pointed out that existing NUS Extra card holders were rather pleased with their card, but that they found the discounts provided by the card rather lacking. Those that did not have an NUS Extra card were unaware of the concept and put more emphasis on supermarkets, bookstores and various online shops. During the questionnaire, we interviewed 100 students. But we could hardly find students having the NUS Extra card already. Hence, only 8 respondents had an NUS Extra card. Of the remaining 92 students, the majority indicated that they had never heard of the concept. Others however indicated that they saw little advantage over the discounts offered by the standard NUS card. Fields of discount that the non-cardholders...
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...into agreements to offer affinity credit cards to students? In my opinion, I say no! Universities should not enter into agreements to offer affinity credit cards to students. Credit card companies are promoting through a number of channels to reach students. They offer select affinity card arrangements intended to bypass marketing limits. Universities are founded to prepare students to enter the real world. Universities were not founded to make profit, they are an institution for education. Where students go to learn, and the student should not be used as tools for profit. Consequently, educational institutions shouldn’t enter into agreements to offer affinity credit cards to students. KEY FINDINGS Examination of affinity agreements involving some of the nation's largest and most prestigious colleges revealed that schools and alumni associations: • Sell students' personal information. Many are contractually obligated to share students' names, phone numbers and addresses with banks. • Earn royalties: Banks typically pay schools $1 for each student who keeps a credit card open for 90 days. When students carry a balance, some schools can collect up to $3 more per card. • Cash in each time a student uses plastic: Many schools are entitled to receive 0.4 percent of all retail purchases made with student cards. • Benefit from marketing incentives: When a university or alumni association agrees to market cards to students itself, the payoff is greater -- sometimes up to...
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...POLICY MANUAL VOLUME IX ADJUNCT FACULTY PERSONNEL, CLASSROOM AND GENERAL MANAGEMENT POLICIES January 2013 Table of Contents Volume IX Adjunct Faculty Personnel, Classroom and General Management Policies 9.1 9.2 9.3 9.4 Information on Holy Family University History, Mission, Governance and Organization ...................................................................................................................... 1 General Institutional Policies ........................................................................................... 1 University-Wide Employment Policies ........................................................................... 1 Adjunct Faculty Employment Policies ............................................................................ 1 9.4.1 Faculty Evaluations ..................................................................................................... 1 9.4.2 Orientation of New Faculty ......................................................................................... 2 9.4.3 Paychecks .................................................................................................................... 2 General Information ......................................................................................................... 2 9.5.1 Campus Maps .............................................................................................................. 2 9.5.2 Academic Calendar .................................................
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...paper. The topic for this term paper was “Student spending habits”. The main purpose of this research was to find out what students actually spend their money on. I wanted to find out whether students are actually spending their money on things which are absolutely necessary or whether they are just wasting their money on unnecessary items. I have tried to reach to my conclusions by taking a survey of 60 students and an interview of a lecturer of Consumer Behavior courses from North South University, Mr. Junaid Khan. Most people think that students nowadays waste more money than students used to 20 or maybe 30 years back. I would like to try to prove them wrong by showing that students nowadays have a lot more expenditure than people used to 20 years back. The average university going students needs at least 100 Taka everyday. This might sound like a very large amount because 100 Taka everyday means that he/she is spends 3000 Taka a month just going to and from university. However, if we look closer and try to find out why so much money is required we can see that the average student needs around 80 Taka just to travel to and from university and home. If the student doesn’t get transport from his house then a major portion of his expenditure consists of traveling. Besides transport there are also other expenses which are simply inevitable, which might not have been there in the past. BACKGROUND The lifestyle difference in students amongst different nations are another...
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...qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwer...
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...Assessment Student Support and Calendar Information So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference: * This Syllabus, including the Course Schedule that is linked on this page as a PDF * Term Calendar * Student Support Credit Hours 5 quarter hours Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. Course Description Students have the opportunity in this course to gain the knowledge and skills required to collect data related to the assessment of individual and population health status. They learn physical examination skills including palpation, percussion, and auscultation. Students gain practical experience in taking patient histories, using interviewing techniques and communication skills, and they discuss the psychological, social, and cultural aspects of clinical assessment. Additionally, students consider...
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