Undergraduate Marketing Student Retention: The Role of Personal Values
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| Title: | Undergraduate Marketing Student Retention: The Role of Personal Values |
|---|---|
| Language: | English |
| Authors: | Herjanto, Halimin, Amin, Muslim, Burke, Megan M., Burke, Marcus J. |
| Source: | Marketing Education Review. 2023 33(4):303-319. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, School Holding Power, Values, Marketing, Business Administration Education, Student Motivation, Student Experience, Job Security |
| DOI: | 10.1080/10528008.2022.2159438 |
| ISSN: | 1052-8008 2153-9987 |
| Abstract: | Student retention is a critical issue for higher education institutions. This study investigates the motivation of marketing student retention in the United States. The study was conducted by exploring the underlying personal values that drive student retention through the means-end chain (MEC) laddering approach. A total of 55 usable student comments were gathered from two mid-sized (1 public, 1 private) institutions and analyzed using MEC. The findings show that marketing student retention was influenced by hedonism, power, achievement, and self-direction and, to a lesser extent, by the other-regarding value of benevolence. In addition, the hierarchical value map shows the importance of the industry category-building marketing courses to emphasize the industry and marketing environment. It must be recognized, however, that the strength of the industry category depends on how universities maintain their brand image and that image's congruency with students' personal values. Finally, the study results revealed that marketing course factors (e.g., course content and course excitement) and job security are fundamental attributes that enhance student retention. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1401882 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHWPNnL6XfVUDpgGGT-RxpMAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDBJEGoNZKSEhjZhrwAIBEICBm7p7TQ9hS2JgsWrk0x6CjoTlUkc-b7q96NWXRJfrocoW6TRU-TQBVhzLAnEbRNVy5GfF-i2yEEceF8lPDwqDwjrYbgTR0CSVXceVaZnrT7CJ1ke8e3FMJSA9y7URtMzAH1k6EY4O1onYTKbhIJOzYomj5Lx6lQbIFZ_2GPvUD3JrOcc2EiKcWSIlheIWBijYhtjcMkM1V4DTCVUP Text: Availability: 1 Value: <anid>AN0173117611;fm401dec.23;2023Oct25.06:31;v2.2.500</anid> <title id="AN0173117611-1">UNDERGRADUATE MARKETING STUDENT RETENTION: THE ROLE OF PERSONAL VALUES </title> <sbt id="AN0173117611-2">Introduction</sbt> <p>Student retention is a critical issue for higher education institutions. This study investigates the motivation of marketing student retention in the United States. The study was conducted by exploring the underlying personal values that drive student retention through the means-end chain (MEC) laddering approach. A total of 55 usable student comments were gathered from two mid-sized (1 public, 1 private) institutions and analyzed using MEC. The findings show that marketing student retention was influenced by hedonism, power, achievement, and self-direction and, to a lesser extent, by the other-regarding value of benevolence. In addition, the hierarchical value map shows the importance of the industry category-building marketing courses to emphasize the industry and marketing environment. It must be recognized, however, that the strength of the industry category depends on how universities maintain their brand image and that image's congruency with students' personal values. Finally, the study results revealed that marketing course factors (e.g., course content and course excitement) and job security are fundamental attributes that enhance student retention.</p> <p>The National Student Clearinghouse 2021 Report states that overall college undergraduate student enrollment was down nearly 5%, or approximately 730,000 students (Sedmak, [<reflink idref="bib101" id="ref1">101</reflink>]), which may account for up to $26 billion in lost revenue (Education Data Initiative, [<reflink idref="bib27" id="ref2">27</reflink>]). Nathan Grawe, an economist at Carleton College in Minnesota forecasted that US colleges may lose 15% of their students by 2025 (Barshay, [<reflink idref="bib7" id="ref3">7</reflink>]). Issues with lower enrollments are exacerbated by lower student retention rates. Reports have shown that low student retention is the result of ongoing issues of student financial hardship, lack of family support, and unprecedented issues stemming from the COVID-19 pandemic (Chilburn &amp; Bohanon, [<reflink idref="bib18" id="ref4">18</reflink>]). During the pandemic, many institutions postponed face-to-face classes and shifted their teaching methods to an online instruction modality, which has been found to increase student anxiety (Unger &amp; Meiran, [<reflink idref="bib117" id="ref5">117</reflink>]) and further deteriorate overall student retention rates (Brown, Kush, &amp; Volk, [<reflink idref="bib14" id="ref6">14</reflink>]). Decreased retention and enrollment had adverse knock-on effects on auxiliary incomes such as housing, dining plans (Seltzer, [<reflink idref="bib102" id="ref7">102</reflink>]), and parking fees (Deloitte, [<reflink idref="bib23" id="ref8">23</reflink>]). Accordingly, Ramlo ([<reflink idref="bib90" id="ref9">90</reflink>]) concludes that the pandemic has caused the issue of student retention to become a focal point for all institutions. This negative trend is likely to continue in the near term as the pandemic has forced students to refocus their priority to get back into the labor market to support their life (Osterland, [<reflink idref="bib84" id="ref10">84</reflink>]). Nietzel ([<reflink idref="bib81" id="ref11">81</reflink>]) asserted that one out of four (26%) first-year students decided not to return to their institution for their sophomore year. According to Karen Stout, the president and CEO of Achieving the Dream, a nonprofit organization that focuses on community college reform, undergraduate students are the "livelihood" of colleges, prompting calls for urgent attention (Whitford, [<reflink idref="bib122" id="ref12">122</reflink>]).</p> <p>Scholars have extensively investigated student retention issues, and their studies can be classified into two streams. The first stream of studies concentrates on building models or theories that explain student retention. Some notable theories include the undergraduate dropout process theory (Spady, [<reflink idref="bib110" id="ref13">110</reflink>]), the student attrition model (Bean, [<reflink idref="bib10" id="ref14">10</reflink>]), the student involvement theory (Astin, [<reflink idref="bib4" id="ref15">4</reflink>]), and the institutional departure model (Tinto, [<reflink idref="bib114" id="ref16">114</reflink>]). The second stream examines student attrition factors. This research focuses on identifying factors or decisional antecedents that drive students to leave their program of study before it has been completed (Gill &amp; Singh, [<reflink idref="bib37" id="ref17">37</reflink>]). Researchers have identified social (Harrison, Villano, Lynch, &amp; Chen, [<reflink idref="bib40" id="ref18">40</reflink>]), economic (Muzumdar, Basyal, &amp; Vyas, [<reflink idref="bib79" id="ref19">79</reflink>]), cultural (Lewis, [<reflink idref="bib68" id="ref20">68</reflink>]), institutional (Muzumdar et al., [<reflink idref="bib79" id="ref21">79</reflink>]), environmental (Li &amp; Liang, [<reflink idref="bib69" id="ref22">69</reflink>]), and psychological factors (Nowell, [<reflink idref="bib83" id="ref23">83</reflink>]) as significant predictors that determine student motivation to complete their degree at their educational institution.</p> <p>Despite these efforts, Aljohani ([<reflink idref="bib1" id="ref24">1</reflink>]) has criticized the extant literature as being overly focused and dependent on the leading theoretical models. This dependency has resulted in a wide range of factors that have been inadequately explored, resulting in a skewed, or incomplete, picture of student retention. Thus, scholars have urged future researchers to expand their investigations by incorporating more psychological variables (Owusu, Bekoe, Okyere, &amp; Welbeck, [<reflink idref="bib85" id="ref25">85</reflink>]). Scholars (Dalangin, [<reflink idref="bib22" id="ref26">22</reflink>]; Giannakos, Pappas, Jaccheri, &amp; Sampson, [<reflink idref="bib36" id="ref27">36</reflink>]; Kural &amp; Ozyurt, [<reflink idref="bib63" id="ref28">63</reflink>]; Nowell, [<reflink idref="bib83" id="ref29">83</reflink>]) have integrated different psychological factors into their studies to address this issue. While these studies present a good idea of how psychological components influence student retention, Greenland and Moore ([<reflink idref="bib38" id="ref30">38</reflink>]) assert that, apart from Henderson-King and Smith's ([<reflink idref="bib41" id="ref31">41</reflink>]) and Giannakos et al.'s ([<reflink idref="bib36" id="ref32">36</reflink>]) study, there is a dearth of research that focuses on the link between different type of personal values and a student's decision to select and complete their marketing degree. This study seeks to extend the literature by continuing this examination.</p> <p>Psychologically, personal values refer to "an individual's enduring belief that a specific mode of behavior or end state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence" (Rokeach, [<reflink idref="bib95" id="ref33">95</reflink>], p. 5). Based on this definition, Herjanto and Amin ([<reflink idref="bib46" id="ref34">46</reflink>]) suggest that personal values are a crucial component in determining individuals' motivation. In the context of this study, understanding marketing students' underlying personal values may assist higher education institutions with their strategic efforts to improve student retention. According to Veludo-de-Oliveira et al. ([<reflink idref="bib118" id="ref35">118</reflink>]), researchers investigating personal values should utilize MEC, as this approach is considered the most appropriate method for discovering personal values. Unlike Henderson-King and Smith's ([<reflink idref="bib41" id="ref36">41</reflink>]) survey-based study, the MEC laddering approach allows researchers to conduct a close and in-depth analysis, which helps identify the best and nearest path to a subject's actual mental projection (Castellano, Khelladi, &amp; Menvielle, [<reflink idref="bib16" id="ref37">16</reflink>]). To the best of our knowledge, this study is one of the few in the extant research that utilizes the MEC laddering approach to investigate student retention and the only one that focuses on marketing students. Specifically, this study aims to answer these two research questions:</p> <p>RQ1: Which personal values affect marketing student retention?</p> <p>RQ2: What are the most dominant personal values that motivate student retention?</p> <hd id="AN0173117611-3">Literature Review</hd> <p></p> <hd id="AN0173117611-4">Student Retention</hd> <p>Student retention reflects a student's motivation to continue their enrollment at the same higher-education institution until their degree program has been completed (Mostafa, [<reflink idref="bib77" id="ref38">77</reflink>]). Today, student retention is becoming increasingly challenging as student retention is driven by institutional, faculty, and student factors (Muzumdar et al., [<reflink idref="bib79" id="ref39">79</reflink>]); student background (Kamer &amp; Ishitani, [<reflink idref="bib56" id="ref40">56</reflink>]), academic, and environmental factors (Barbera, Berkshire, Boronat, &amp; Kennedy, [<reflink idref="bib6" id="ref41">6</reflink>]); family background and values (Cele, [<reflink idref="bib17" id="ref42">17</reflink>]) and academic and social integration factors (Dalangin, [<reflink idref="bib22" id="ref43">22</reflink>]). Accordingly, student retention factors can be further categorized into four subsets of institutional and student factors. These subsets include (<reflink idref="bib1" id="ref44">1</reflink>) academic-before enrollment, (<reflink idref="bib2" id="ref45">2</reflink>) academic-after enrollment, (<reflink idref="bib3" id="ref46">3</reflink>) non-academic-before enrollment, and (<reflink idref="bib4" id="ref47">4</reflink>) non-academic-after enrollment (Jenicke, Holmes, &amp; Pissani, [<reflink idref="bib52" id="ref48">52</reflink>]). These authors suggest that each of these subsets contains student issues that require a college's focused and creative intervention.</p> <p>Academic-before-enrollment factors that may hinder student success and retention at a college include the quality of high school, high school grades, ACT/SAT scores, academic-related skills, problem-solving skills, and aspirations for degree attainments. To Komarraju, Ramsey, and Rinella ([<reflink idref="bib62" id="ref49">62</reflink>]), these factors determine a student's confidence in their ability to succeed in their academic studies. That is, the higher (lower) the quality of high school ACT/SAT scores, the higher (lower) their confidence of success in completing their program of study (Singell, [<reflink idref="bib107" id="ref50">107</reflink>]). Thus, colleges can mitigate or eliminate academic-before-enrollment issues by raising high school GPA/ACT/SAT requirements, conducting placement tests, concentrating on selective high school recruiting efforts, and conducting specialized summer camps. However, the nature of being more selective also reduces the student candidate pool, which introduces significant financial constraints, and does not adequately address the needs and values of the current student population.</p> <p>The academic-after-enrollment subset lists course performance, first and second-semester GPA, major selection, career goals, and awareness of academic expectations as some of the most important factors that affect student readiness and retention. That is, the more a student is aware of their future academic and personal goals, the greater likelihood they select a major that supports their goals, the higher their commitment to their program of study, and the better their academic performance (Mo &amp; Waples, [<reflink idref="bib76" id="ref51">76</reflink>]). To maintain a high level of student performance, Jenicke et al. ([<reflink idref="bib52" id="ref52">52</reflink>]) recommended that colleges identify and monitor students at risk (low grades), introduce programs to improve their academic skills, intensify faculty and peer monitoring, and encourage students to become members of a professional group. However, past research has not explored how a student's personal values influence their choices, and attitudes related to participation in these programs can be used to enhance student retention outcomes.</p> <p>The subset of non-academic before enrollment identifies parents' factors (parents' education level and their aspiration for children), socioeconomic situation, and student personal factors (motivation, self-esteem, confidence, and consciousness) as the three most important factors that are responsible for student retention. These factors are complex and offer little or no opportunity for a college to control or directly intervene.</p> <p>Finally, the main factors of the non-academic-after-enrollment subset include involvement and adaptation to university social life, financial situation, working hours, family support, campus environment familiarity, university bureaucracy, stress level, and peer pressure. With respect to these factors, Jenicke et al. ([<reflink idref="bib52" id="ref53">52</reflink>]) recommend that colleges support student retention by providing residential living arrangements, providing assistance to help individuals adjust to the university environment, helping with loan applications, and offering work-study employment opportunities. Past research has not studied how student personal values may be aligned with these factors to influence or enhance student retention.</p> <p>Based on the discussion above, Ferguson, Walpole, and Fall ([<reflink idref="bib30" id="ref54">30</reflink>]) conclude that, unlike institutional factors, student factors are less predictable and more challenging for higher education institutions to address. Thus, colleges should concentrate their effort in understanding and identifying student expectations and motivations to succeed. Specifically, colleges should pay attention to the role of students' personal values in such motivations (Greenland &amp; Moore, [<reflink idref="bib38" id="ref55">38</reflink>]). Thus, to provide a full picture of such a phenomenon, this study aims to extend the existing research by incorporating personal values.</p> <hd id="AN0173117611-5">Personal Values</hd> <p>Personal values are regarded as the individual personalized belief that provides evaluation standards and criteria used to judge and determine motivation and behavior (Herjanto, Bagozzi, &amp; Gaur, [<reflink idref="bib47" id="ref56">47</reflink>]). According to Sagiv, Roccas, Cieciuch, and Schwartz ([<reflink idref="bib98" id="ref57">98</reflink>]), personal values are subjective in nature and signify how and what individuals perceive and portray about themselves, and therefore help explain why people have different motivations, preferences, and desired goals. Because of this importance, Stern, Dietz, and Kalof ([<reflink idref="bib112" id="ref58">112</reflink>]) investigated personal values from the environmental angle and classified them into egoistic, social-altruistic, and biospheric. Hofstede ([<reflink idref="bib48" id="ref59">48</reflink>]) explored personal values from the cultural dimension and organized them into power distance, uncertainty avoidance, individualism, masculinity, and long-term values. Based on psychological lenses, Rokeach ([<reflink idref="bib95" id="ref60">95</reflink>]) categorized personal values into terminal and instrumental values. Finally, Schwartz ([<reflink idref="bib100" id="ref61">100</reflink>]) categorized personal values into self-direction, stimulation, hedonism, achievement, power, face, security, conformity, tradition, humility, benevolence, and universalism.</p> <p>Schwartz ([<reflink idref="bib100" id="ref62">100</reflink>]) suggests that similar personal values can combine to reinforce each other and activate superordinate personal values. For example, self-direction and stimulation values are regarded as compatible and when present in a subject, combine to create an openness-to-change value. The universalism, benevolence, and humility values are viewed as having similar goals and, when grouped together, comprise self-transcendence values. The achievement, power, and face values are considered self-inward values and, when combined, form self-enhancement values. When the values of security, conformity, and tradition are combined, they create conservation values. In sum, openness-to-change values encourage new ideas and changes, and these values contradict conservation values, which aim to maintain the status quo. Additionally, self-transcendence values are believed to support the welfare of others, while self-enhancement values tend to prioritize self-interests (Herjanto &amp; Amin, [<reflink idref="bib46" id="ref63">46</reflink>]). Finally, Herjanto ([<reflink idref="bib42" id="ref64">42</reflink>]) concluded that these values could be further categorized into self-regarding values (openness-to-change and self-enhancement) and other-regarding values (conservation and self-transcendence). Having an understanding of these values can help guide colleges in designing and delivering their marketing programs and courses. For example, colleges may introduce different subsets of marketing majors or certifications (i.e., digital marketing) that focus on technology-based marketing courses (i.e., marketing simulation and digital/social media marketing) to accommodate openness to change value. This value promotes personal creativity (Curseu, Schruijer, &amp; Fodor, [<reflink idref="bib21" id="ref65">21</reflink>]) and the exploration of new ideas and practices (Seppala, Kipponen, Bardi, &amp; Pirttila-Backman, [<reflink idref="bib103" id="ref66">103</reflink>]). Another subset might focus on ethical or nonprofit marketing courses that explore topics related to philanthropy and nonprofit innovation to appeal to other-regarding values (Zasuwa, [<reflink idref="bib125" id="ref67">125</reflink>]).</p> <p>Herjanto and Amin ([<reflink idref="bib46" id="ref68">46</reflink>]) argued that personal values serve as an individual's preliminary filter to screen exposed stimuli to determine the suitability of the individual's goals in life. That is, when the exposed stimuli are regarded as congruent to an individual's goals, the personal value will activate and enhance an individual's motivation, driving them to engage in certain behaviors. For example, Mubako, Bagchi, Udo, and Marinovic ([<reflink idref="bib78" id="ref69">78</reflink>]) found that accounting students' ethical behavior was determined by their conservation, self-transcendence, and self-enhancement values. In contrast, Smith ([<reflink idref="bib108" id="ref70">108</reflink>]) found that change values (self-direction or individual orientation) are responsible for marketing students' ethical views. Scholars suggest that these differences are expected because college major selection is a self-selection process that might be influenced by their (different) personal values (Spakem, Megehee, &amp; Franke, [<reflink idref="bib111" id="ref71">111</reflink>]). In addition, Sun and Shang ([<reflink idref="bib113" id="ref72">113</reflink>]) suggest that such value differences are due to students' different learning characteristics. For example, Jaju and Kwak ([<reflink idref="bib51" id="ref73">51</reflink>]) found that marketing students are characterized as accommodators (learn by doing and risk taker), while general business students are characterized as divergers (imaginative and organize) and sport management students are characterized as assimilators (theoretical and details). In their examination of student retention, Giannakos et al. ([<reflink idref="bib36" id="ref74">36</reflink>]) found that personal values are responsible for student motivation to complete their college degree. When a student finds that their university courses are mismatched with their personal values, the student tends to feel like misfits and that they do not belong to the intellectual and social community of their major. Accordingly, this causes a student to feel alienated and experience a higher level of uncertainty (Conner, Daugherty, &amp; Gilmore, [<reflink idref="bib19" id="ref75">19</reflink>]), which further impairs their community experiences, reduces satisfaction (Boyd, Liu, &amp; Horrissian, [<reflink idref="bib13" id="ref76">13</reflink>]), and lowers their persistence to complete their degree (Giannakos et al., [<reflink idref="bib36" id="ref77">36</reflink>]).</p> <p>Henderson-King and Smith ([<reflink idref="bib41" id="ref78">41</reflink>]) found that different personal values develop different academic meanings and influence the degree to which a student appreciates the purpose of their education. For example, the personal values of intellectualism and achievement drive a student to get involved in active learning and self-development, while the personal value of creativity can reduce levels of stress. These findings are supported by Gamage, Dehideniya, and Ekananyake ([<reflink idref="bib34" id="ref79">34</reflink>]), which found that personal values affect student learning approaches and achievements.</p> <p>Student learning approaches reflect a student's willingness to adjust their learning behaviors to complete tasks (Beyaztas &amp; Senemoglu, [<reflink idref="bib11" id="ref80">11</reflink>]). The degree of flexibility in adjusting behaviors is determined by personal values. Furthermore, this flexibility is influenced by student alignment (Kennedy, Guzman, &amp; Ind, [<reflink idref="bib60" id="ref81">60</reflink>]), participation (Wikstrom, [<reflink idref="bib123" id="ref82">123</reflink>]), social expectations (Franke &amp; Shah, [<reflink idref="bib32" id="ref83">32</reflink>]), and the student's own beliefs (Schwartz, [<reflink idref="bib100" id="ref84">100</reflink>]). These studies provide supporting evidence that academic courses that align with a student's personal values tend to improve motivations and outcomes that lead to the successful completion of an academic degree (Webster &amp; Showers, [<reflink idref="bib121" id="ref85">121</reflink>]). Despite these notable findings, the investigation of the different personal values' role in student retention is limited. Understanding the underlying student's personal values will offer two important benefits. For colleges, they will be able to help students to select a suitable college major based on their personal values, which will in turn help students experience a better and more comfortable learning experience while completing their program of study. For students, understanding their own personal values will help them contextualize and explain their own behavior involving their program of study, and perhaps more importantly, assist students in selecting their future professional roles (Luciani et al., [<reflink idref="bib72" id="ref86">72</reflink>]).</p> <hd id="AN0173117611-6">Methodology</hd> <p></p> <hd id="AN0173117611-7">Means-Ends-Chain Approach</hd> <p>Our study follows the Means-Ends-Chain (MEC) theory, as it helps explain how a student's selection of a business major relates to their personal values (Cuny &amp; Opaswongkarn, [<reflink idref="bib20" id="ref87">20</reflink>]). In general, Gruenert, Beckmann, and Sorensen ([<reflink idref="bib39" id="ref88">39</reflink>]) suggest that MEC allows researchers to investigate individual (student) behavior from a motivational and cognitive perspective. The former allows researchers to obtain insights into genuine individual behavioral motives, while the latter recognizes individual behavior as a product of the human ability to organize and use relevant knowledge of a specific environment in memory to achieve their goals. The MEC model is appropriate to identify the association between the attributes (A) or motivation, the consequences (C) or direct and indirect implications of such attributes, and its relationship to personal values (V) (Herjanto &amp; Amin, [<reflink idref="bib46" id="ref89">46</reflink>]). To Kaciak and Cullen ([<reflink idref="bib55" id="ref90">55</reflink>]), the A-C-V relationship sequence is a reflection of key motivations which drive specific behaviors. Accordingly, the A-C-V relationships are helpful in identifying the specific, most dominant personal values in the personal, industry, and course (university) dimensions that motivate student retention.</p> <p>To operationalize the MEC theory, our study uses the laddering approach, as this technique is suitable to discover the association between attributes and personal values (Veludo-de-Oliveira, Ikeda, &amp; Campomar, [<reflink idref="bib118" id="ref91">118</reflink>]). This approach allows researchers to design and present a tailored interview format to elicit the genuine underlying motivations for why an attribute or consequence is essential to the participant (Kasamabala, Kempen, &amp; Pandarum, [<reflink idref="bib59" id="ref92">59</reflink>]). Jiang, Scott, and Ding ([<reflink idref="bib53" id="ref93">53</reflink>]) suggested two laddering approaches: soft and hard laddering. Soft laddering uses face-to-face, unstructured interviews to reveal underlying personal values, which produces more linkages between the level of abstraction (Russell et al., [<reflink idref="bib97" id="ref94">97</reflink>]) and presents a higher frequency of attributes and consequences (Botschen &amp; Hemetsberger, [<reflink idref="bib12" id="ref95">12</reflink>]). As a result, the soft laddering approach allows researchers to obtain deeper insights from their participants (Kang, Kang, Yoon, &amp; Kim, [<reflink idref="bib57" id="ref96">57</reflink>]). However, this approach is expensive, time-consuming, and has location constraints (Jiang et al., [<reflink idref="bib53" id="ref97">53</reflink>]). This approach also requires highly skilled and expert interviewers, since participants may offer artificial sets of responses and incorporate researchers' biases (Veludo-de-Oliveira et al., [<reflink idref="bib118" id="ref98">118</reflink>]).</p> <p>In contrast, hard laddering is a fast and cost-effective technique that utilizes an online or pen-and-pencil semi-structured, self-administered questionnaire (Jiang et al., [<reflink idref="bib53" id="ref99">53</reflink>]). Hard laddering allows respondents to answer the questions freely and honestly (Jiang et al., [<reflink idref="bib53" id="ref100">53</reflink>]), and data collection can be gathered quicker and cheaper (Kang et al., [<reflink idref="bib57" id="ref101">57</reflink>]). However, participants may view hard laddering as confusing. For some subjects, the concept of values may be too abstract, resulting in a participant experiencing difficulties in understanding and explaining their values without the interviewers' intervention (Phillips &amp; Reynolds, [<reflink idref="bib87" id="ref102">87</reflink>]). Additionally, this approach may easily generate fatigue and boredom (Reynolds, [<reflink idref="bib93" id="ref103">93</reflink>]) resulting in repetitive or redundant responses from participants (Phillips &amp; Reynolds, [<reflink idref="bib87" id="ref104">87</reflink>]). After careful consideration of this study's constraints (i.e., time and budget constraints) and the advantages and disadvantages of both laddering approaches, hard laddering was chosen as it is believed to be more suitable and relevant to the context of the current study.</p> <hd id="AN0173117611-8">Data Gathering</hd> <p>Data was gathered using a Qualtrics online survey utilizing a design developed by Herjanto and Amin ([<reflink idref="bib46" id="ref105">46</reflink>]). These questionnaires were distributed to marketing students at two mid-sized (public and private) universities in the southwest US for extra credit. This sample was utilized because the purpose of this study is to specifically investigate marketing students' retention; and scholars assert that marketing students have different personal values compared with other business students (Alleyne, Cadogan-McClean, &amp; Harper, [<reflink idref="bib2" id="ref106">2</reflink>]). The questionnaire began with a screening question that asked if the student was a business or marketing major. This was followed by several demographic-related questions. Subjects were then presented with open-ended questions about marketing primary attributes (e.g., please identify the three most important attributes that motivated you to select marketing as your major) using the free and direct elicitation technique.</p> <p>This technique encourages students to share their ideas freely and honestly when thinking about their major (Barton, [<reflink idref="bib8" id="ref107">8</reflink>]). Next, the questionnaire presented more profound questions about each attribute (e.g., Q1. Please tell us why the FIRST factor you identified was vital for you. Q2. Why is your answer in Q1 critical to you? Q3. How does your response in Q2 support the desires you wish to achieve in your life? And Q4. What would happen if the major did not possess the attribute?). As recommended by the laddering technique, the questionnaire repeated the inquiry process regarding the SECOND and THIRD attributes using questions identical to those used for the FIRST factor. To capture and ensure the quality and accuracy of student answers, subjects were required to elaborate and write their reply utilizing a minimum of 50 words, which according to Bruhlmann, Petralito, Aeschbach, and Opwis ([<reflink idref="bib15" id="ref108">15</reflink>]), is a sufficient minimum for providing a substantial answer to an open-ended survey question.</p> <hd id="AN0173117611-9">Procedures</hd> <p>As suggested by Veludo-de-Oliveira et al. ([<reflink idref="bib118" id="ref109">118</reflink>]), two of the authors independently conducted a three-step procedure (e.g., data selection and reduction, content analysis, and coding, and implication matrix development) to identify the relationship between attributes, consequences, and personal values. To ensure the accuracy of data selection and reduction, two authors independently screened all collected data to identify the factors that best represented the expressed motivation of each participant. A total of 95 student responses were collected from Qualtrics; 40 responses were excluded due to incomplete answers. Two possible reasons are some participants may view the topic of the survey as not appealing and they may experience fatigue while completing the survey. 55 responses were suitable for further analysis. A sample size between 30 and 60 is regarded as sufficient for qualitative research, noting that this sample size is sufficient to uncover, provide evidence, and explain the observations resulting from the research questions (Learmon et al., [<reflink idref="bib65" id="ref110">65</reflink>]); making, this sample size is suitable for journal publication (Dworkin, [<reflink idref="bib25" id="ref111">25</reflink>]). Table 1 shows participants' brief demographic profiles.</p> <p>Table 1. Participants' brief demographic profiles.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Characteristics&lt;/td&gt;&lt;td&gt;Total&lt;/td&gt;&lt;td&gt;Percentage&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;Age&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;18&amp;#8211;24&lt;/td&gt;&lt;td&gt;51&lt;/td&gt;&lt;td&gt;86%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;25&amp;#8211;34&lt;/td&gt;&lt;td&gt;4&lt;/td&gt;&lt;td&gt;14%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;Class rank&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;Freshman&lt;/td&gt;&lt;td&gt;11&lt;/td&gt;&lt;td&gt;20%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Sophomore&lt;/td&gt;&lt;td&gt;9&lt;/td&gt;&lt;td&gt;16%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Junior&lt;/td&gt;&lt;td&gt;27&lt;/td&gt;&lt;td&gt;49%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Senior&lt;/td&gt;&lt;td&gt;8&lt;/td&gt;&lt;td&gt;15%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;Gender&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;Female&lt;/td&gt;&lt;td&gt;37&lt;/td&gt;&lt;td&gt;67%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td /&gt;&lt;td&gt;Male&lt;/td&gt;&lt;td&gt;18&lt;/td&gt;&lt;td&gt;33%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;italic&gt;Ethnicity&lt;/italic&gt;&lt;/td&gt;&lt;td&gt;Asian&lt;/td&gt;&lt;td&gt;13&lt;/td&gt;&lt;td&gt;24%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td /&gt;&lt;td&gt;Hispanic&lt;/td&gt;&lt;td&gt;31&lt;/td&gt;&lt;td&gt;56%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td /&gt;&lt;td&gt;Black&lt;/td&gt;&lt;td&gt;2&lt;/td&gt;&lt;td&gt;4%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td /&gt;&lt;td&gt;White&lt;/td&gt;&lt;td&gt;8&lt;/td&gt;&lt;td&gt;15%&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td /&gt;&lt;td&gt;Other&lt;/td&gt;&lt;td&gt;1&lt;/td&gt;&lt;td&gt;1%&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Next, the two authors compared their results and any disagreements were academically analyzed, discussed, and sorted by involving the third author as the judge to resolve differences. Once this disagreement was resolved, the two authors continued the three-step procedure by content analyzing the 55 included responses. The content analysis step produces distinctive but related themes or concepts, which are cataloged under codes (Herjanto, Erickson, &amp; Calleja, [<reflink idref="bib43" id="ref112">43</reflink>]; Herjanto &amp; Franklin, [<reflink idref="bib45" id="ref113">45</reflink>]). In this process, each code is characterized as an attribute, consequence, and value, resulting in all responses (data) being categorized into elements. To maintain the robustness of the content analysis, the authors performed Holsti's ([<reflink idref="bib49" id="ref114">49</reflink>]) inter-coder reliability to measure the degree of agreement between the two coders. This is considered as one of the key methods for testing validity (Herjanto &amp; Gaur, [<reflink idref="bib44" id="ref115">44</reflink>]). The results of the inter-coder reliability measure show that the level of agreement of attributes, consequences, and values included in the personal, industry, and course dimensions were found to be 99%, 97%, and 98% respectively. These results show that the reliability coefficients met Holsti's ([<reflink idref="bib49" id="ref116">49</reflink>]) minimum threshold value of 85%.</p> <p>The final step is developing an implication matrix. Such a matrix serves as a tool that shows the correlations among the variables and identifies the important pathways (Lin &amp; Lin, [<reflink idref="bib71" id="ref117">71</reflink>]). All elements recorded in the previous stages are distributed according to their codes within the columns and rows in an implication matrix. Consequently, the implication matrix calculates and illustrates the number of times each element has direct and indirect relations to each other element (Veludo-de-Oliveira et al., [<reflink idref="bib118" id="ref118">118</reflink>]), and the results of such calculation serve as a foundation for the hierarchical value map (HVM) (Reynolds &amp; Gutman, [<reflink idref="bib92" id="ref119">92</reflink>]). Based on an implication matrix, the attributes' abstractness and centrality were further calculated based on Miles and Rowe's ([<reflink idref="bib75" id="ref120">75</reflink>]) procedure by two of the authors. The abstractness value is a result that compares the sums of an individual attribute column (i.e., a response attribute) to the sum of the attribute column plus the target row that represents a particular concept (i.e., a personal value). The centrality value is the ratio calculated from the sum of a concept row (i.e., a personal value) and attribute column (i.e., a response attribute) divided by the sum of all cells in the matrix (i.e., all response values).</p> <p>The abstractness represents the degree of participant awareness of their behavior attribute, and centrality denotes the degree of association between attributes, their consequences, and personal value orientation (Rietz &amp; Maedche, [<reflink idref="bib94" id="ref121">94</reflink>]). The value of abstractness and centrality ranges between 0 and 1. Higher values demonstrate both a higher level of abstractness and stronger connections to other concepts and behavioral attributes, consequences, and personal value orientation. Lower values denote less abstract behavioral attributes and a weaker connection between those attributes and their consequences and personal value orientation. Using abstractness and centrality helps researchers identify the foundation of individual motivation that leads to personal values, resulting in a higher level of motivation and a true determinant of individual decision-making.</p> <p>Finally, the HVM technique was developed from an aggregate implication matrix using Leppard, Russell, and Cox ([<reflink idref="bib67" id="ref122">67</reflink>]) top-down cutoff procedure to identify and represent the relationships between values. Lee, Lusk, Mirosa, and Oey ([<reflink idref="bib66" id="ref123">66</reflink>]) suggested that this type of study follows a "three direct-relations score" approach as the cutoff level. This approach specifies that only the three "most significant" relationships between two levels of abstraction should be used (Park, Vandekerckhove, Lee, &amp; Jeong, [<reflink idref="bib86" id="ref124">86</reflink>]), meaning that attributes and consequences with fewer than three links (i.e., mentions) within the collected responses are excluded. Applying a cutoff level of three helps researchers to standardize the number of ladder results in the data (Russell et al., [<reflink idref="bib97" id="ref125">97</reflink>]), enables the exclusion of insignificant results, and allows the researcher to interpret meaningful laddering data (Leppard et al., [<reflink idref="bib67" id="ref126">67</reflink>]). The process of this top-down approach starts at the largest possible cutoff values, representing the strongest relationships present in the data, and ends at the lowest three cutoff values. All other relations below this cutoff level were disregarded and excluded from the map. Figures 1, 2 and 3 show the final HVM of marketing student retention, and Table 2 shows the degree of abstractness and centrality based on the three cutoff approaches.</p> <p>MAP: Figure 1. Hierarchical value map – Marketing student retention (personal category).</p> <p>MAP: Figure 2. Hierarchical value map – Marketing student retention (course category).</p> <p>MAP: Figure 3. Hierarchical value map – Marketing student retention (industry category)</p> <p>Table 2. Abstractness and centrality of marketing student retention attributes.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Attributes&lt;/td&gt;&lt;td&gt;Abstractness&lt;/td&gt;&lt;td&gt;Centrality&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Family suggestion&lt;/td&gt;&lt;td&gt;0.077&lt;/td&gt;&lt;td&gt;0.181&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Continue family business&lt;/td&gt;&lt;td&gt;0.077&lt;/td&gt;&lt;td&gt;0.181&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Personality&lt;/td&gt;&lt;td&gt;0.083&lt;/td&gt;&lt;td&gt;0.167&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Money is everything&lt;/td&gt;&lt;td&gt;0.250&lt;/td&gt;&lt;td&gt;0.012&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Financial independence&lt;/td&gt;&lt;td&gt;0.053&lt;/td&gt;&lt;td&gt;0.055&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Job satisfaction&lt;/td&gt;&lt;td&gt;0.032&lt;/td&gt;&lt;td&gt;0.090&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Career advancement&lt;/td&gt;&lt;td&gt;0.048&lt;/td&gt;&lt;td&gt;0.061&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Job security&lt;/td&gt;&lt;td&gt;0.014&lt;/td&gt;&lt;td&gt;0.213&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Marketing course content&lt;/td&gt;&lt;td&gt;0.017&lt;/td&gt;&lt;td&gt;0.175&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;A marketing course is important&lt;/td&gt;&lt;td&gt;0.024&lt;/td&gt;&lt;td&gt;0.122&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Marketing course is innovative&lt;/td&gt;&lt;td&gt;0.020&lt;/td&gt;&lt;td&gt;0.146&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;The marketing course is exciting&lt;/td&gt;&lt;td&gt;0.020&lt;/td&gt;&lt;td&gt;0.149&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0173117611-10">Findings</hd> <p></p> <hd id="AN0173117611-11">HVM Findings</hd> <p>The HVM maps suggest that marketing student retention is influenced by personal, industry, and course categories. The personal category refers to internal factors that motivate a marketing student to voluntarily choose marketing as their major. This category comprises family business and personal characteristics. The industry category refers to marketing environment factors that generate a student's positive perception of a marketing job. This category consists of financial and job-opportunity factors. Finally, the course category includes course characteristics, worthiness, and design attributes. Within these three categories, course characteristics, course design (course category), and job outlook (industry category) are the three most important factors that lead to marketing student retention.</p> <hd id="AN0173117611-12">Dominant Personal Values</hd> <p>The HVM shows benevolence, hedonism, power, achievement, and self-direction values accountable for student retention. The benevolence values are regarded as self-transcendence values. High benevolence students are concerned with others' welfare and tend to improve others' well-being by limiting their behaviors that disappoint others. This is characterized by a concentration on education that will please others and themselves. For example, they desire to use their knowledge and university degrees to make their parents proud and help them financially in the future. In contrast, higher hedonism, power, achievement (self-enhancement), and self-direction (openness to change) students consider a university degree as their catapult to fulfill their interests, such as gaining power and wealth and self-enjoyment.</p> <hd id="AN0173117611-13">Personal Category</hd> <p></p> <hd id="AN0173117611-14">Benevolence Values</hd> <p>The HVM shows that this category has fewer consequences and a single personal values (benevolence) orientation. Accordingly, it is regarded as the least dominant category in motivating student retention. The benevolence values are mainly represented by the attribute "family business" and are developed via the consequences "continue the family business, start own business, business preparation and run a business properly" and are supported by "help the family." This link shows that marketing students with a family business background tend to select the marketing major as a part of their obligation to continue their family business in the future. These findings are consistent with Schwartz ([<reflink idref="bib99" id="ref127">99</reflink>]) who also categorized "helping" as a subset of benevolence values.</p> <hd id="AN0173117611-15">Course Category</hd> <p></p> <hd id="AN0173117611-16">Achievement Values</hd> <p>The first personal value orientation under the course category is achievement values, which mainly originate with "course design and course worthiness." The link between the attribute of "course design" was associated with the consequences of "marketing course content, businesses need marketing, challenge &amp; opportunity" and is reinforced by "successful." In contrast, the association between the attribute "course worthiness" was linked through the consequences of "marketing course is important, business needs marketing, challenge &amp; opportunity" and is reinforced by "successful." Although these two supported consequences are very similar, they are not identical. "Marketing content" can be interpreted as the theoretical and conceptual understanding of the marketing course, whereas "marketing is important" is more related to how the marketing course fulfills the needs of various industries. According to Schwartz ([<reflink idref="bib99" id="ref128">99</reflink>]), "successful" (or success) represents a subset of achievement values. In this respect, these findings validate Lim, Martin, Porter, and Colmar ([<reflink idref="bib70" id="ref129">70</reflink>]) regarding academic achievement, where being successful relates to achievement values.</p> <hd id="AN0173117611-17">Self-direction Values</hd> <p>The self-direction values are the most dominant personal values orientation in this category. They are mainly developed by the attribute "course characteristics" via the consequences "marketing course innovative, marketing course is exciting, fit with personality, embrace creativity, good marketer and enjoy life" which are supported by "start own business." To some extent, these relationship pathways show that the excitement of marketing courses is responsible for shaping a marketing student's future goals. Schwartz ([<reflink idref="bib99" id="ref130">99</reflink>]) also suggests that self-direction values represent a high self-dependency. Based on this description, starting a business reflects a high degree of self-dependency as this goal requires high self-motivation and effort.</p> <hd id="AN0173117611-18">Industry Category</hd> <p></p> <hd id="AN0173117611-19">Benevolence Values</hd> <p>The benevolence values, which are the most substantial self-transcendence values, are created from the attribute "job outlook" via the consequences of "job satisfaction, a new career, and good marketer" and are supported by "make my family proud." The attribute "well-paid" is linked to the benevolence value to a lesser extent through the series of consequences of "financial independence, stable life and no worries about money" and is supported by "helping the family." These linkages show that having a secure and well-paying job plays a key role in marketing students' ability to fulfill social expectations by making their families proud or pleasing others. These findings confirm Shen, Delston, and Wang ([<reflink idref="bib105" id="ref131">105</reflink>]) who also found that individuals' volunteering behavior (i.e., taking care of family members) was generated by the benevolence value.</p> <hd id="AN0173117611-20">Hedonism Values</hd> <p>Hedonism values are the most robust personal values orientation within the self-enhancement category. The hedonism values originate from "job outlook" via three different consequences routes. "Happy and pleasure" were supported by the consequence routes (<reflink idref="bib1" id="ref132">1</reflink>) "job satisfaction, new career, good marketer," (<reflink idref="bib2" id="ref133">2</reflink>) "career advancement, new career, good marketer," and (<reflink idref="bib3" id="ref134">3</reflink>) "job security, job guarantee, good marketer." The third route is considered the most substantial route because the connection between the attributes and consequences occurs more frequently. This supports Vitrano's ([<reflink idref="bib119" id="ref135">119</reflink>]) study which revealed that a subject's enjoyment and happiness with their career represents an aspect of hedonism.</p> <hd id="AN0173117611-21">Power Values</hd> <p>The power values are the second most decisive personal values orientation and are developed through the attribute "well-paid and job outlook." The link between point "well-paid" was connected through the consequences of "financial independent, stable life, comfortable" and is supported by "get attention." In contrast, the relationship between the attribute "job outlook" was connected to consequences "job security, job guarantee, well-paid" and is supported by "wealth." These findings corroborate the study of Qu, Dasborough, Zhou, and Todorova ([<reflink idref="bib89" id="ref136">89</reflink>]) that found leaders who exercise power value tend to seek more social recognition and validate the study of Sortheix and Lonnqvist ([<reflink idref="bib109" id="ref137">109</reflink>]) who found that wealth is closely related to the degree of life satisfaction of power value individuals.</p> <hd id="AN0173117611-22">Self-direction Values</hd> <p>The self-direction values originate from "job outlook" via two different consequences routes. The first consequences route was "job satisfaction, new career, good marketer" and is supported by "start own business." The second consequence route was "job security, job guarantee, good marketer" and is supported by "start own business." These findings support Ayob, Abd Hamid, and Sidek ([<reflink idref="bib5" id="ref138">5</reflink>]) who also note that self-direction values explain innovative entrepreneurship.</p> <hd id="AN0173117611-23">Discussion</hd> <p>Table 2 shows that the participant's decision to select marketing as their major was mainly because they are confident with the future marketing job security (0.014), marketing course content (0.017), content delivery is innovative (0.020), and exciting (0.020). The findings show that firstly, students view university attendance as an investment. According to the concept of mental accounting, individuals tend to relate and track the current use of their financial and non-financial resources with future (monetary) gains (Huang, Antonides, &amp; Nie, [<reflink idref="bib50" id="ref139">50</reflink>]). That is, when student believes that their marketing degree offers job security, they think they are getting a good return on investment, and therefore university attendance is worthwhile. Secondly, Maloni, Scherrer, Campbell, and Boyd ([<reflink idref="bib73" id="ref140">73</reflink>]) argue that a bright job outlook helps students be regarded as valuable individuals, maintain their social connections, and avoid future financial struggles.</p> <p>As suggested by education scholars, course-related factors, such as course content and course delivery, are essential because they enhance student interaction and attraction to the course (Norberg, Dziuban, &amp; Moskal, [<reflink idref="bib82" id="ref141">82</reflink>]), engagement, and satisfaction (Khan &amp; Hemsley-Brown, [<reflink idref="bib61" id="ref142">61</reflink>]). To illustrate, Wajda, Gias, and Chatterjee ([<reflink idref="bib120" id="ref143">120</reflink>]) found that technology (i.e., VoiceTread© platform) helps marketing instructors to improve generation Z's engagement with their learning environment, indicating that this generation views technology as offering an authentic, real-time, and socially present learning experience. This high level of course attractiveness decreases a student's class anxiety and insecurity and improve motivation to participate in the class (Nam, [<reflink idref="bib80" id="ref144">80</reflink>]). This phenomenon is intrinsically linked with the characteristics of generation Z and millennials. These generations are fast-paced and find that unchallenging, dull, and monotone courses make them bored and impatient (Tusev, [<reflink idref="bib115" id="ref145">115</reflink>]), resulting in the perception that such methods are worthless. The findings show that Generation Z and millennials are ambitious and have a high level of expectation regarding course content and excitement.</p> <p>With respect to centrality, "job security" (0.213) is the most connected attribute and offers pathways to eight outcomes and three personal values orientations. The most notable of these connections indicated that marketing students are not interested in just financially secure marketing jobs. Importantly, they seek a marketing job that can prepare them to become a good marketer. This shows that generation Z and millennials are both objective and selective in their position-seeking endeavors, and interested in finding a job that offers a growth opportunity rather than simply considering compensation alone. To these generations, a growth opportunity is viewed as a true manifestation of an organization that genuinely prepares them to become meaningful employee (Pinzaru et al., [<reflink idref="bib88" id="ref146">88</reflink>]).</p> <p>The attributes of "family suggestion" and "continuing family business/footpath" (0.181) are found to be the second most central attributes. McKeown ([<reflink idref="bib74" id="ref147">74</reflink>]) suggests that as many as 50% of students do not know, or are confused about, what they want to do after graduation. Students seek advice from educators, counselors, or family to reduce such confusion. Our sample suggests that students view approaching family members as safe because the family knows the student and can advise on what is best for them. During their consultation, family members inspire and influence students based on their own experiences in life (Shaaban, [<reflink idref="bib104" id="ref148">104</reflink>]). Consequently, these students tend to follow family members' suggestions to follow or continue a similar career path.</p> <p>"Marketing course content" (0.175) is the last attribute central to marketing student retention. There are a total of 59 direct and indirect relationships between "marketing course content" and its consequences and personal value orientations. This indicates that marketing students view marketing course content as the critical driver to stay in the course. To students, good course content clearly explains why and how marketing is needed and applied in businesses. Good course content can address industry-specific needs and prepare students to deal with challenges and opportunities (Garrison-Lima, [<reflink idref="bib35" id="ref149">35</reflink>]). Students view course content as a gateway to their future success. Consequently, demonstrating course relevance and applicability causes the major to become more appealing and encourages students to timely complete their major.</p> <p>Our study also confirmed that personal values greatly influence marketing student retention. The HVM shows that the benevolence values orientation is the only self-transcendence value that affects student retention. That means students' primary motivation was driven by their willingness to help others, specifically their families. This is understandable because most of our sample are students from collective cultural backgrounds (56% Hispanic and 24% Asian). As a member of collectivist culture, Asian and Hispanic students tend to put others' welfare over their own (Wu, [<reflink idref="bib124" id="ref150">124</reflink>]). In addition, according to Flores ([<reflink idref="bib31" id="ref151">31</reflink>]), p. 44% of Hispanic students are more likely to be first-generation college students. To these students, a marketing degree helps fulfill their moral duty to their family through a well-paying job that enables them to assist with family finances and make them proud. These findings support Baykal's ([<reflink idref="bib9" id="ref152">9</reflink>]) Turkish study which found that collectivist culture has a higher benevolence orientation; however, the findings of this study in this area should be interpreted cautiously.</p> <p>Further, self-direction values are found to be the most powerful, as this value orientation appeared in the "course" and "industry" categories. In total, the self-direction values appeared 11 times. Self-direction values promote a student's goal by being confidently independent in selecting, developing, and exploring their life opportunities (Sagiv et al., [<reflink idref="bib98" id="ref153">98</reflink>]). The HVM indicates that the excitement and innovativeness of marketing courses are the two most essential attributes in developing self-direction values. Our sample showed that excited and innovative marketing courses help them embrace their creativity and prepare them to become better marketers. Rehman, Woyo, Akahome, and Sohail ([<reflink idref="bib91" id="ref154">91</reflink>]) suggest that such positive course experiences lead to student satisfaction and retention. Fatoki ([<reflink idref="bib29" id="ref155">29</reflink>]) suggests that high self-direction individuals are creative and comfortable using innovation to deal with business risks. Such characteristics encourage students to stay in the marketing course and allow students to make their own decisions based on their independent thoughts. This finding supports Ettis ([<reflink idref="bib28" id="ref156">28</reflink>]) who also found that self-direction values determine the success of generation Y entrepreneurs.</p> <p>Hedonism values are the second most dominant value orientation with ten mentions. These values reflect the happiness and enjoyment of a student taking marketing courses. The sample suggests that a source of this happiness is the pursuit of a career that allows them to be recognized as a good marketer. To millennials and generation Z, contributing positively to their work and getting recognition from their colleagues or organization is perceived as more important than financial compensation (Pinzaru et al., [<reflink idref="bib88" id="ref157">88</reflink>]). This perspective is regarded as a proper validation of their ability and as a result, they feel appreciated, which improves a sense of pleasure and happiness, reinforcing the hedonistic values. This finding confirms Durocher, Bujaki, and Brouard ([<reflink idref="bib24" id="ref158">24</reflink>]) study on millennial happiness in the workplace.</p> <p>The third most dominant value orientation is power values. Power values are closely related to an individual's identity (Herjanto &amp; Amin, [<reflink idref="bib46" id="ref159">46</reflink>]). The HVM shows that power values are developed through attention-seeking and wealth. This is sensible because, as young adolescents, college students experience high peer pressure in selecting their careers (Joel, [<reflink idref="bib54" id="ref160">54</reflink>]). Accordingly, students are encouraged to find a job perceived as "cool" by their peers. Marketing jobs are considered popular among students (Armannsdottir, Brindley, Foster, &amp; Wheatley, [<reflink idref="bib3" id="ref161">3</reflink>]) and employers (Fu, Xiong, &amp; Zhou, [<reflink idref="bib33" id="ref162">33</reflink>]) because marketing is regarded as a practical profession that offers reasonable compensation (Uduji, [<reflink idref="bib116" id="ref163">116</reflink>]), attractive and prestigious (Shoji, [<reflink idref="bib106" id="ref164">106</reflink>]). Getting attention and reasonable wealth helps students feel connected and in control (Kwon &amp; Kwong, [<reflink idref="bib64" id="ref165">64</reflink>]). Therefore, the more popular and wealthier the student, the more influential they become. Accordingly, a power values orientation influences a student to stay and complete their marketing major.</p> <p>The last value orientation is achievement values. The achievement values reflect a desire for individual success. Our sample shows that the course content's quality and relevancy to meeting industry needs are responsible for developing a sense of achievement. Research supports that the more a course is viewed as widely applicable to the business world, the more a student feels confident they will become successful (Rook, [<reflink idref="bib96" id="ref166">96</reflink>]). Thus, it is reasonable to conclude that the ability to design and offer an industry-relevant course will activate a sense of achievement and encourage course retention behaviors.</p> <hd id="AN0173117611-24">Practical and Theoretical Implications</hd> <p>Our study offers several theoretical and practical implications. For academics, our study extends empirical research on marketing student retention using a qualitative approach, specifically the MEC laddering framework. Gill and Singh ([<reflink idref="bib37" id="ref167">37</reflink>]) argue that studying the underlying motivations involving college student retention is just the first step in understanding a larger behavioral phenomenon. Beginning with an investigation of personal values will assist universities in understanding marketing students' underlying motivations and better direct them to approach student retention issues. Our findings show that marketing student retention is heavily influenced by self-regarding values (hedonism, power, achievement, and self-direction) and, to a lesser extent, motivated by other-regarding values (benevolence). This study also confirms that a marketing degree is viewed as a tool to reach a personal goal. Furthermore, the HVM shows the importance of building marketing courses based on the industry category – focusing on the marketing environment and industry. It must be recognized, however, that the strength of the industry category depends on universities maintaining the university brand image by designing and relating their courses to an industry need. In other words, to maintain or sustain a market-oriented brand image, universities should involve and focus on the needs of their market (Dwyer, [<reflink idref="bib26" id="ref168">26</reflink>]). Scholars argue when this image is consistent with students' personal values, students tend to stay in their course (Karmark, [<reflink idref="bib58" id="ref169">58</reflink>]). Thus, it is reasonable to say that the findings of this study contribute to the existing student retention literature by showing the relationship between university internal brand values and students' personal values.</p> <p>The findings suggest that personal values greatly influence marketing student retention for universities. It is suggested that higher education institutions present, highlight, and design their marketing courses based on these values. Instructors should focus on creating contemporary coursework that emphasizes industry-university relationships and uses a hands-on experience approach. For example, instructors may designate a dedicated class session to conduct job shadowing or bring in a speaker that can demonstrate an engaging and relevant process, such as creating and marketing a start-up business. In addition, instructors can develop alumni-student mentoring systems. To improve theoretical understanding among students, instructors are recommended to share and include their research findings in the class. Lastly, universities are advised to appoint suitable experts to lead the class. By linking the industry, providing hands-on experience, and sharing current research outputs in the course design, students can evaluate their fitness and relate to the material through their values orientation. Also, it is recommended that universities highlight marketing alumni success stories through print media and display the reports on the corridor walls or other publicly visible spaces. This information will strengthen a student's personal values orientation and remind them of their future goals.</p> <hd id="AN0173117611-25">Conclusion</hd> <p>This study finds that marketing students make the decision to stay, continue and complete their studies at college based on their personal values, specifically hedonism, power, achievement, self-direction, and to a lesser extent, benevolence. Meaning that when a student regards their personal goals and the marketing courses' attributes as being matched with their personal values, they tend to stay and complete their program of study. This response is consistent with Henderson-King and Smith ([<reflink idref="bib41" id="ref170">41</reflink>]) and Giannakos et al. ([<reflink idref="bib36" id="ref171">36</reflink>]) who found that personal values are responsible for student retention, but did not identify the underlying attributes of those values. Through the MEC – hard laddering approach, this study finds that industry attributes contribute to student retention, indicating that students evaluate marketing courses' relevancy, connectivity, and ability to fulfill industry needs in their pursuit of future success. It must be recognized, however, that the strength of the industry category depends on how universities maintain their brand image and that image's congruency with students' personal values.</p> <hd id="AN0173117611-26">Limitations and Future Research Avenues</hd> <p>This study has several limitations. First, the data was collected from two mid-sized colleges in southwest America. Therefore, the findings may only represent specific ethnicities or cultural groups and may not be generalizable to other areas. Second, the total sample included in this study was relatively small, and may not provide a complete picture of all marketing student retention. This research may also have experienced general issues associated with interview-based projects. Based on these limitations, future researchers can expand this study by investigating student retention within different disciplines, such as nursing, engineering, science, or other business majors such as accounting, finance, or management. In addition, to improve generalization, a similar study can be conducted in different locations incorporating local ethnic composition. Further, a different laddering approach may be considered, such as soft laddering. Future researchers also should consider investigating graduate student retention. Finally, the result of MEC is determined by the word selection in the starting question. For example, this study asked the student to identify the three most important attributes that "motivated" them to select marketing as their major. To get a broader perspective, future research should consider using alternative words such as "guided" or "influenced<emph>"</emph> to replace "motivated."</p> <hd id="AN0173117611-27">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0173117611-28"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref24" type="bt">1</bibl> <bibtext> On behalf of the all authors, there are no competing interests to declare.</bibtext> </blist> </ref> <ref id="AN0173117611-29"> <title> References </title> <blist> <bibtext> Aljohani, O. (2016). A comprehensive review of the major studies and theoretical models of student retention in higher education. 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| Items | – Name: Title Label: Title Group: Ti Data: Undergraduate Marketing Student Retention: The Role of Personal Values – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Herjanto%2C+Halimin%22">Herjanto, Halimin</searchLink><br /><searchLink fieldCode="AR" term="%22Amin%2C+Muslim%22">Amin, Muslim</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Megan+M%2E%22">Burke, Megan M.</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Marcus+J%2E%22">Burke, Marcus J.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Marketing+Education+Review%22"><i>Marketing Education Review</i></searchLink>. 2023 33(4):303-319. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Marketing%22">Marketing</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Administration+Education%22">Business Administration Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Security%22">Job Security</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/10528008.2022.2159438 – Name: ISSN Label: ISSN Group: ISSN Data: 1052-8008<br />2153-9987 – Name: Abstract Label: Abstract Group: Ab Data: Student retention is a critical issue for higher education institutions. This study investigates the motivation of marketing student retention in the United States. The study was conducted by exploring the underlying personal values that drive student retention through the means-end chain (MEC) laddering approach. A total of 55 usable student comments were gathered from two mid-sized (1 public, 1 private) institutions and analyzed using MEC. The findings show that marketing student retention was influenced by hedonism, power, achievement, and self-direction and, to a lesser extent, by the other-regarding value of benevolence. In addition, the hierarchical value map shows the importance of the industry category-building marketing courses to emphasize the industry and marketing environment. It must be recognized, however, that the strength of the industry category depends on how universities maintain their brand image and that image's congruency with students' personal values. Finally, the study results revealed that marketing course factors (e.g., course content and course excitement) and job security are fundamental attributes that enhance student retention. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1401882 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10528008.2022.2159438 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 303 Subjects: – SubjectFull: Undergraduate Students Type: general – SubjectFull: School Holding Power Type: general – SubjectFull: Values Type: general – SubjectFull: Marketing Type: general – SubjectFull: Business Administration Education Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Student Experience Type: general – SubjectFull: Job Security Type: general Titles: – TitleFull: Undergraduate Marketing Student Retention: The Role of Personal Values Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Herjanto, Halimin – PersonEntity: Name: NameFull: Amin, Muslim – PersonEntity: Name: NameFull: Burke, Megan M. – PersonEntity: Name: NameFull: Burke, Marcus J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1052-8008 – Type: issn-electronic Value: 2153-9987 Numbering: – Type: volume Value: 33 – Type: issue Value: 4 Titles: – TitleFull: Marketing Education Review Type: main |
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