Higher education institutions (HEIs) are facing greater challenges in the modern era as a result of globalization, advancement in new technologies and the worldwide recession. As a result of these factors, as well as a decrease in government subsidies, marketing departments at HEIs find it more difficult to recruit and retain quality students. It is therefore necessary to establish what factors can contribute towards creating more satisfied and loyal students using the principles of relationship marketing, with the aim (in theory) to produce more customer advocates that will further their own studies, and actively promote their HEI to other prospective students. This study aimed to determine the customer experience levels of undergraduate students of the North-West University (NWU) in an administrative environment by using a quantitative approach. A questionnaire was distributed to students from ten different modes of delivery and campuses by using primarily a systematic random sampling technique, and self selective sampling to a lesser degree in the ten different learning models and campuses of the NWU. The total population of related administrative staff also received questionnaires, while qualitative, structured interviews were conducted with the registrars of the NWU. The data was analysed and interpreted by using the SPSS software, and frequency tables, reliability tests, factor analysis, correlations and the determination of the statistical analysis in an effort to answer the five research questions. A total of 1,299 students (4,2% of the population), 107 administrative staff members (73,2% of the population) and all four registrars participated in the study. There were significant differences found in the customer experience levels on the different campuses and modes of delivery especially in the direct interactions at service points. A strong positive correlation was reported between a positive customer experience as encountered by students, and their loyalty, as well as their intentions to continue their studies at the NWU, and their intention to actively endorse or promote the NWU to friends and family members (customer advocacy). There was also a strong positive correlation between staff members‘ intention to deliver satisfactory customer experience levels and also between it, their own loyalty and own customer advocacy levels. There was, however, no significant difference in the perceived customer experience levels between younger, on-campus students and older, off-campus students. Lastly, the NWU-PERF service quality tool was found to be a reliable and valid instrument to determine participants‘ perceptions about customer service levels at the NWU in the academic administration environment. Four of the five research questions could therefore be answered from the finding of this study, with only the expected differences in the perceived customer experience levels between younger, on-campus students and older, off-campus students proved as incorrect. It could therefore be concluded that all student populations therefore have the same customer experience desires. Several recommendations were made, including the further development, testing and usage of the NWU-PERF instrument to consistently improve service levels at the NWU, the establishing of policy documents to establish an awareness of a customer-centric approach, the development and use of appropriate technologies, the improvement of service experiences, a central customer service centre, adequate administrative staff, centralized support for off-campus programmes, and a broader, more active alumni association. / Thesis (Ph.D. (Marketing Management)--North-West University, Potchefstroom Campus, 2011.

Higher education institutions (HEIs) are facing greater challenges in the modern era as a result of globalization, advancement in new technologies and the worldwide recession. As a result of these factors, as well as a decrease in government subsidies, marketing departments at HEIs find it more difficult to recruit and retain quality students. It is therefore necessary to establish what factors can contribute towards creating more satisfied and loyal students using the principles of relationship marketing, with the aim (in theory) to produce more customer advocates that will further their own studies, and actively promote their HEI to other prospective students. This study aimed to determine the customer experience levels of undergraduate students of the North-West University (NWU) in an administrative environment by using a quantitative approach. A questionnaire was distributed to students from ten different modes of delivery and campuses by using primarily a systematic random sampling technique, and self selective sampling to a lesser degree in the ten different learning models and campuses of the NWU. The total population of related administrative staff also received questionnaires, while qualitative, structured interviews were conducted with the registrars of the NWU. The data was analysed and interpreted by using the SPSS software, and frequency tables, reliability tests, factor analysis, correlations and the determination of the statistical analysis in an effort to answer the five research questions. A total of 1,299 students (4,2% of the population), 107 administrative staff members (73,2% of the population) and all four registrars participated in the study. There were significant differences found in the customer experience levels on the different campuses and modes of delivery especially in the direct interactions at service points. A strong positive correlation was reported between a positive customer experience as encountered by students, and their loyalty, as well as their intentions to continue their studies at the NWU, and their intention to actively endorse or promote the NWU to friends and family members (customer advocacy). There was also a strong positive correlation between staff members‘ intention to deliver satisfactory customer experience levels and also between it, their own loyalty and own customer advocacy levels. There was, however, no significant difference in the perceived customer experience levels between younger, on-campus students and older, off-campus students. Lastly, the NWU-PERF service quality tool was found to be a reliable and valid instrument to determine participants‘ perceptions about customer service levels at the NWU in the academic administration environment. Four of the five research questions could therefore be answered from the finding of this study, with only the expected differences in the perceived customer experience levels between younger, on-campus students and older, off-campus students proved as incorrect. It could therefore be concluded that all student populations therefore have the same customer experience desires. Several recommendations were made, including the further development, testing and usage of the NWU-PERF instrument to consistently improve service levels at the NWU, the establishing of policy documents to establish an awareness of a customer-centric approach, the development and use of appropriate technologies, the improvement of service experiences, a central customer service centre, adequate administrative staff, centralized support for off-campus programmes, and a broader, more active alumni association. / Thesis (Ph.D. (Marketing Management)--North-West University, Potchefstroom Campus, 2011.

Summaries in Afrikaans and English / Die noodsaaklikheip om produktiwiteit en kwaliteit in hoer onderwys te verbeter, het aanleiding gegee tot die relatief nuwe totale kwaliteitbestuur (TQM)-beweging by tersiere onderriginstellings soos universiteite en technikons. Die integrering van die totale kwaliteitverwante konsepte van strategiese TOM -intensie, eksterne omgewingsfaktore, bestuur se reaksie, kwaliteitstelseleffektiwiteit en deurlopende verbetering in 'n model, dui die gekombineerde gevolge van genoemde konsepte op die institusionele verbetering van technikons en • universiteite aan. Die belangrikste veranderlikes (binne bogenoemde dimensies van die model) wat vir institusionele verbetering by onderskeidelik universiteite en technikons verantwoordelik is, toon ooreenstemming - universiteite en technikons verskil egter ten opsigte van ander minder belangrike veranderlikes. Die funksionering van die model is soos volg: Die bestuur (akademies en administratief) van die tersiere onderriginstelling identifiseer en erken, onderhewig aan aspekte soos leierskap, kennis, ervaring, en aanvaarding, sekere eksterne omgewingsfaktore wat verband hou met die klientebehoeftes (ekstern en intern) en institusionele verbetering. Gegewe genoemde beperkings en faktore besluit bestuur op die (suboptimale) strategiese TQM-intensie om aan klientebehoeftes te voldoen. Die strategiese TQM-intensie sal nou saam met bestuur se reaksie (deur die toepassing van die TQM-beginsels en -filosofie) wat die effektiwiteit van die kwaliteitstelsel bepaal, bepaal op watter kwaliteitvlak die instelling sal opereer. Die kwaliteitstelsel bestaan uit die bestuur-, tegniese. en sosiale stelsel, en is weer eens I aan deurlopende verbetering onderhewig. (Die bestuurstelsel dien as integreerder van die ander twee stelsels.) Die eindresultaat van die toepassing van die TQMfilosofie en -beginsels is institusionele verbetering. Verder kan die model en die resultate van hierdie studie deur universiteite en technikons gebruik word by die verbetering/implementering van hulle eie, unieke totale kwaliteitimplementeringsmodel(le) - 'n uitgebreide implementeringsmodel is vir die rede voorgehou. Laastens kan die (verkorte) meetinstrumente wat vir universiteite en technikons onderskeidelik bepaal is, gebruik word om die sukses met die implementering van TQM by 'n individuele instelling te meet. / The necessity to improve productivity and quality in higher education has resulted in the relatively new movement of Total Qua~ity Management(TQM) at tertiary institutions such as universities and technikons. The integration of the total quality-related concepts of_ strategic TQM intent, external environmental factors, reaction of management, effectiveness of the quality system and continuous improvement in a model, can be used to indicate their combined results on the institutional improvement of technikons and universities. The most important variables (within the above-mentioned dimensions of the model) responsible for institutional improvement at universities and technikons respectively, correspond - however, universities and technikons differ regarding the less important variables. The functioning of the model is. as follows: The management (academic and administrative) of the tertiary educational institution identifies and recognises, subject to aspects such as leadership, knowledge, experience and acceptance, certain external environmental factors which are related to the client's requirements (external and internal) and institutional improvement. Given the above restrictions and factors, management decides on the (sub-optimal) strategic TQM intent to satisfy client requirements. The strategic TOM intent together with the reaction of the management (by the application of the TOM principles and philosophy) which determines the effectiveness of the quality system, will determine on which quality level the institution will operate. The quality system comprises the management, technical and social system, and is again subject to continuous improvement. (The management system serves as an integrator of the other two systems). The end result of the application of the TOM philosophy and principles is institutional improvement. The model and results of the study can further be used by universities and technikons for the improvement\implementation of their own, unique, total quality implementation model(s) - for this reason an extended implementation model was presented. Lastly, the (abridged) measuring instruments established for universities and technikons respectively, can be used to measure the success with the implementation of TQM at an individual institution. / Business Management / D.B.L.

Summaries in Afrikaans and English / Die noodsaaklikheip om produktiwiteit en kwaliteit in hoer onderwys te verbeter, het aanleiding gegee tot die relatief nuwe totale kwaliteitbestuur (TQM)-beweging by tersiere onderriginstellings soos universiteite en technikons. Die integrering van die totale kwaliteitverwante konsepte van strategiese TOM -intensie, eksterne omgewingsfaktore, bestuur se reaksie, kwaliteitstelseleffektiwiteit en deurlopende verbetering in 'n model, dui die gekombineerde gevolge van genoemde konsepte op die institusionele verbetering van technikons en • universiteite aan. Die belangrikste veranderlikes (binne bogenoemde dimensies van die model) wat vir institusionele verbetering by onderskeidelik universiteite en technikons verantwoordelik is, toon ooreenstemming - universiteite en technikons verskil egter ten opsigte van ander minder belangrike veranderlikes. Die funksionering van die model is soos volg: Die bestuur (akademies en administratief) van die tersiere onderriginstelling identifiseer en erken, onderhewig aan aspekte soos leierskap, kennis, ervaring, en aanvaarding, sekere eksterne omgewingsfaktore wat verband hou met die klientebehoeftes (ekstern en intern) en institusionele verbetering. Gegewe genoemde beperkings en faktore besluit bestuur op die (suboptimale) strategiese TQM-intensie om aan klientebehoeftes te voldoen. Die strategiese TQM-intensie sal nou saam met bestuur se reaksie (deur die toepassing van die TQM-beginsels en -filosofie) wat die effektiwiteit van die kwaliteitstelsel bepaal, bepaal op watter kwaliteitvlak die instelling sal opereer. Die kwaliteitstelsel bestaan uit die bestuur-, tegniese. en sosiale stelsel, en is weer eens I aan deurlopende verbetering onderhewig. (Die bestuurstelsel dien as integreerder van die ander twee stelsels.) Die eindresultaat van die toepassing van die TQMfilosofie en -beginsels is institusionele verbetering. Verder kan die model en die resultate van hierdie studie deur universiteite en technikons gebruik word by die verbetering/implementering van hulle eie, unieke totale kwaliteitimplementeringsmodel(le) - 'n uitgebreide implementeringsmodel is vir die rede voorgehou. Laastens kan die (verkorte) meetinstrumente wat vir universiteite en technikons onderskeidelik bepaal is, gebruik word om die sukses met die implementering van TQM by 'n individuele instelling te meet. / The necessity to improve productivity and quality in higher education has resulted in the relatively new movement of Total Qua~ity Management(TQM) at tertiary institutions such as universities and technikons. The integration of the total quality-related concepts of_ strategic TQM intent, external environmental factors, reaction of management, effectiveness of the quality system and continuous improvement in a model, can be used to indicate their combined results on the institutional improvement of technikons and universities. The most important variables (within the above-mentioned dimensions of the model) responsible for institutional improvement at universities and technikons respectively, correspond - however, universities and technikons differ regarding the less important variables. The functioning of the model is. as follows: The management (academic and administrative) of the tertiary educational institution identifies and recognises, subject to aspects such as leadership, knowledge, experience and acceptance, certain external environmental factors which are related to the client's requirements (external and internal) and institutional improvement. Given the above restrictions and factors, management decides on the (sub-optimal) strategic TQM intent to satisfy client requirements. The strategic TOM intent together with the reaction of the management (by the application of the TOM principles and philosophy) which determines the effectiveness of the quality system, will determine on which quality level the institution will operate. The quality system comprises the management, technical and social system, and is again subject to continuous improvement. (The management system serves as an integrator of the other two systems). The end result of the application of the TOM philosophy and principles is institutional improvement. The model and results of the study can further be used by universities and technikons for the improvement\implementation of their own, unique, total quality implementation model(s) - for this reason an extended implementation model was presented. Lastly, the (abridged) measuring instruments established for universities and technikons respectively, can be used to measure the success with the implementation of TQM at an individual institution. / Business Management / D.B.L.