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首页> 外文学位 >The role of brand equity in reputational rankings of specialty graduate programs in colleges of education: Variables considered by college of education deans and associate deans ranking the programs.
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The role of brand equity in reputational rankings of specialty graduate programs in colleges of education: Variables considered by college of education deans and associate deans ranking the programs.

机译：品牌资产在教育学院专业研究生课程声誉排名中的作用：教育学院院长和副院长考虑对该课程进行排名的变量。

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摘要

Seeking to identify and further understand the variables considered when ranking specialty programs in colleges of education, this research study surveyed all deans, and associate deans responsible for graduate education, at United States institutions that offer the terminal degree in at least one of the ten education specialty areas. The study utilized a three-dimension model of brand equity from the marketing literature, which included the elaboration likelihood model of persuasion. Descriptive statistics determined that research by the faculty of the specialty program is the variable most widely considered by deans and associate deans when determining reputation.;In order to determine what predicts a person's motivation to correctly rank programs, a principal components analysis was utilized as a data reduction technique, with parallel analysis determining component retention. The model identified five components which explained 66.224% of total variance. A multiple regression analysis determined that characteristics of a specialty program was the only statistically significant predictor component of motivation to correctly rank programs (beta = .317, p = .008, rs2 = .865); however, a large squared structure coefficient was observed on perceived quality (rs 2 = .623). Using descriptive discriminant analyses, the study found there is little evidence that marketing efforts have differing effects on groups. Further, a canonical correlation analysis that examined the overall picture of advertising on different groups was not statistically significant at F (15, 271) = .907, p = .557, and had a relatively small effect size (Rc2 = .099).
机译：为了确定并进一步理解在对教育学院的专业课程进行排名时考虑的变量，本研究调查了在至少提供十项教育中的一项学位的美国机构中，负责研究生教育的所有院长和副院长专业领域。该研究利用了来自营销文献的品牌资产的三维模型，其中包括说服力的拟定可能性模型。描述性统计确定，在确定声誉时，专业计划系的研究是教务长和副教务长最广泛考虑的变量。为了确定能预测人正确地对计划进行排名的动机，将主成分分析用作数据归约技术，并通过并行分析确定部件保留率。该模型确定了五个成分，这些成分解释了总方差的66.224％。多元回归分析确定，专业程序的特征是正确排名程序的动机中唯一具有统计学意义的预测因素（β= .317，p = .008，rs2 = .865）；然而，在感知质量上观察到较大的平方结构系数（rs 2 = .623）。使用描述性判别分析，该研究发现几乎没有证据表明营销活动对群体有不同的影响。此外，在F（15，271）= .907，p = .557的情况下，检查不同组广告总体情况的规范相关分析在统计学上不显着，并且效果大小相对较小（Rc2 = .099）。

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  • 作者

    Lamb, Keith Whitaker.;

  • 作者单位

    University of North Texas.;

  • 授予单位 University of North Texas.;
  • 学科 Education Higher Education Administration.;Education Higher.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 162 p.
  • 总页数 162
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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