Marketing Seventh-day Adventist Higher Education in Southeast Asia

Problem There has been a concern by educational leaders of the Adventist church in the Asia Pacific Division that a number of parents of Seventh-day Adventist students choose to educate their children in non-Adventist primary and secondary schools. This study sought to determine if this concern is prevalent in Adventist colleges in Southeast Asia. To find answers to this concern the following questions were posed. 1. What methods do these colleges use to promote or recruit SDA students? 2. How do these colleges attract SDA students? 3. What special programs are in place in the colleges to retain SDA students? Marketing higher education has been effective in some colleges and universities in the United States. It may be of some value for Seventh-day Adventist colleges in Southeast Asia to learn from the conclusions of this study. Marketing concepts discussed here could help other SDA educational institutions in their attempts to promote, attract, and retain SDA students.. Method Two instruments were utilized for data collection: (1) a set of structured questions to interview selected administrative staff on their marketing strategies, and (2) a survey questionnaire that required the responses of undergraduate students regarding the marketing strategies o f their college. Both the interview questions and the survey questionnaire cover three marketing strategies—promotion or recruitment, attraction, and retention of Adventist students in the colleges. Responses from the staff and students were analyzed. Results The following are the findings of this study: 1. In all the four selected colleges in Southeast Asia some marketing activities had been carried out but they are less sophisticated or systematized than those found in the United States of America. 2. The large number of students in countries in Southeast Asia who want to attend college suggests why marketing is not more sophisticated than those found in the United States. 3. There are similarities and differences in the way the colleges promote, attract or retain SDA students. Conclusion Seventh-day Adventists create a common “culture” among different peoples in the region and thus marketing techniques to promote or recruit, attract and retain SDA students tend to be similar. Reproduce

Freshmen Retention at Two Seventh-day Adventist Higher Education Institutions

Problem. Information is needed regarding the reasons students attend Seventh-day Adventist higher education institutions, and how these reasons and students\u27 characteristics relate to their decision to remain in college or withdraw. Method. A study was made of freshmen entering Andrews University and Union College in autumn 1983. Survey and personal information were collected at the beginning and near the end of the school year. Students who withdrew during or after their freshmen year were identified. Data collected were analyzed using several criterion variables, including retention status, time of withdrawal, gender, and school attended. The applicability of Tinto\u27s model of retention was tested for church-related institutions. Results. Freshmen at these two Seventh-day Adventist institutions appear to be similar to their peers at other public and private traditional and residential colleges in personal background, reasons for attending college, freshman year experience, and reasons for persisting or withdrawing. Salient findings include: (1) The greatest differences among students on each campus studied were between students from regional feeder secondary schools and nearby states, and students further away; social reasons were more important to those attending from a shorter distance from home. (2) A general commitment to Christian education was found to contribute to the persistence of many students during and at the end of their freshman year. (3) In addition to the usual academic and social reasons for withdrawing, financial and religious integration/commitment reasons were also related to the decision to remain or withdraw. (4) A relationship was found between student-institution fit and retention. Tinto\u27s model of retention, with the addition of religion pre-enrollment characteristics and religious integration as well as intention to continue, describes the retention behavior of students in church-related institutions in a manner similar to other published tests of the model. Conclusions. Because of their similarity to their peers in other colleges and universities, studies of students at Seventh-day Adventist institutions are appropriate using methods successful on other campuses. A commitment to obtaining a college education in a Christian setting is related both to the decision to attend Andrews University or Union College and to continue beyond the freshman year

Job Motivation, Commitment and Volunteerism of Seventh-Day Adventist Pastors of the North American Division

This study is one of a series of studies on job motivation of Seventh-day Adventist Higher Education Employees, Elementary and Junior Academy School Personnel, Secondary School Personnel, and Administrators of North American Division respectively.https://digitalcommons.andrews.edu/hrsa/1089/thumbnail.jp

Marketing Seventh-day Adventist Higher Education : College-Choice Motivators and Barriers

Purpose. Approximately 75% of Seventh-day Adventist college-bound youth do not attend the church\u27s 15 colleges in North America. This study explored the views of Adventist college-bound participants regarding the factors (motivators and barriers) that influence college choice. Method. Utilizing a mixed methods approach, qualitative and quantitative data were collected in a sequential two-phase design. Insights from focus groups conducted in Los Angeles and Nashville guided the development of a nationwide telephone survey of college-bound Adventists. Three groups sorted by type of high school were identified from a sample size of 226 and compared in terms of awareness and college-choice motivators and barriers using chi-square, standard residuals, and perceptual maps. Results. Students not attending Adventist academies lack awareness of Adventist colleges, report little to no recruiting contact, and report academic program and closeness to home as important motivators for college choice. A spiritual environment is an important motivator for students headed toward Adventist colleges, irrespective of type of high school. Barriers include lack of knowledge and cost. Churches and pastors are identified as best sources of information for the Adventist public high-school student. Three key marketing messages influenced all groups. Conclusions. For the future stability of the Adventist higher education system and to increase the likelihood of enrollment, it is important to raise awareness levels among Adventist youth not attending Adventist academies. The Seventh-day Adventist Church should partner with the colleges to increase contacts and awareness to this group using the motivators and key messages identified. A strategic marketing plan should be developed that includes, at minimum, (a) a branded, coordinated systems approach to promoting the 15 colleges, (b) the colleges actively recruiting at the local church level, (c) an e-mail, mail, web, and call campaign directed toward non-academy students, and (d) the development of resources and information for churches and pastors

Adventist Heritage - Vol. 03, No. 2

In this issue: 2 | Editor\u27s Stump Articles-- 3 | The Second Coming: A Major Impulse for American Protestantism-- 10 | Comets and Eclipses: The Millerites, Nature, and the Apocalypse-- 20 | Union College: From Corn Fields to Golden Cords-- 30 | Brownberger and Battle Creek: The Beginnings of Seventh-day Adventist Higher Education-- 42 | Seventh-day Adventist Headquarters: From Battle Creek to Takoma Park Heirloom-- 51 | Letters from a Healdsburg College Student Bookmarks-- 58 | The Urgent Voice: William Miller-- 61 | Adventist Windows 64 | Marginal Noteshttps://scholarsrepository.llu.edu/advent-heritage/1005/thumbnail.jp

Adventist Heritage - Vol. 03, No. 2

In this issue: 2 | Editor\u27s Stump Articles-- 3 | The Second Coming: A Major Impulse for American Protestantism-- 10 | Comets and Eclipses: The Millerites, Nature, and the Apocalypse-- 20 | Union College: From Corn Fields to Golden Cords-- 30 | Brownberger and Battle Creek: The Beginnings of Seventh-day Adventist Higher Education-- 42 | Seventh-day Adventist Headquarters: From Battle Creek to Takoma Park Heirloom-- 51 | Letters from a Healdsburg College Student Bookmarks-- 58 | The Urgent Voice: William Miller-- 61 | Adventist Windows 64 | Marginal Noteshttps://scholarsrepository.llu.edu/advent-heritage/1005/thumbnail.jp

An Adventist Curriculum Needs Assessment: A Global Survey of Secondary School Teachers

Building redemption-oriented schools of excellence (Dulan, 2003), “demands the most devoted, faithful workers and the very best methods of labor, in order that a strong influence for Christ and the truth may be constantly exerted” (White, 1948, p. 721). Although Seventh-day Adventist higher education has long been the focus of the General Conference, Adventist secondary education has received relatively little attention and support. However, recently the General Conference has taken steps to focus on Seventh-day Adventist secondary education. In 2005 the General Conference Office of Education funded a global needs assessment study as the first step towards better resourcing of information, integration of faith in learning training, and technology for the improvement of Adventist secondary education. The Curriculum and Instruction Resource Center Linking Educators (CIRCLE) was invited to conduct this evaluative study. CIRCLE is coordinated from the School of Education on the campus of Andrews University, Berrien Springs, Michigan. CIRCLE seeks to build awareness of what resources are available and provides a clearinghouse where resources developed from an Adventist worldview can be accessed, and continually added by Adventist educators. CIRCLE has the potential to link Adventist educators who have resources with those who need them, anytime, anywhere

Research exercise: Faculty Student Services Training: The Fourth Pillar of Faculty Life

There are three pillars of faculty life: research, teaching, and service. Faculty members are thus assessed in these three areas. If a faculty member is weak in one or more of these aspects, there are often seminars and training sessions to build skills. However, a fourth, pervasive pillar of faculty life often goes unmeasured and undeveloped. Students often come to faculty as gatekeepers of student services and resources. Faculty are trained as academic resources but not as student affairs professionals. Specifically, faculty of the Kettering College Physician Assistant (PA) Program have not been trained to have adequate knowledge of the services and resources offered to PA students. Kettering College is a Seventh Day Adventist higher education institution, which has offered a variety of allied health degrees since 1967. The PA program runs 27 months and offers a Master\u27s degree. Each year, 40-45 students are accepted into the program. The program features intensive course work and out-of-class clinical work. Kettering College offers a wide variety of resources and services to students including: counseling, academic support, residential services, recreational opportunities, health and wellness programs, disability assistance, and student conduct. While student resources and services are plentiful, PA faculty are often at a loss to help students navigate the assistance that they need. In order to address this situation the presenters have created a training session and student services guidebook. Every summer, Kettering College PA faculty attend a week long (re)orientation. At this time, faculty will be introduced to the services offered to students and will receive training on when and how to refer students to the appropriate resource. Additionally, a guidebook will be given to faculty to use as a resource. The guidebook will provide information and protocols to aid faculty members as they liaison between students and student services.https://ecommons.udayton.edu/stander_posters/1314/thumbnail.jp

Readiness for Inter-Institutional Collaboration: A Path Forward for Online Learning

An environment conducive to inter-institutional collaboration greater utilizes intellectual and structural assets for the good of all in a growing learning community. As small colleges and universities struggle to maintain financial viability many have recognized the positive impact a collaborative environment has for all aspects of the institution. The leaders in this transition from autonomous to collaborative have been librarians and their use of technology to share databases and other assets. Organizations like the Concordia University System and The Great Plains Interactive Distance Education Alliance have been sharing structural and intellectual assets to reduce costs and risks in offering online learning. Shared assets can be as simple as professors or classes from another institution, webinars for discussion online pedagogy or as complicated as a shared Student Information System. The dropping of the traditional institutional boundary to form a closer and more collaborative relationship has a history of challenges. Conversely, as financial confronts increase the need to overcome those previously overwhelming challenges has inspired creativity and the accomplishment of what was previously thought to be impossible. This study used the Transtheoretical Model of Behavioral Change to assess the current status of inter-institutional collaboration among 15 Adventist colleges and universities in North America. The data gave evidence that the majority of faculty were at the precontemplation stage while the majority of administrators were at the maintenance stage. The intermediate/outcome measures of decisional balance, self-efficacy, and behavioral frequency had a significant relationship with the stage of inter-institutional 3 collaboration. This kind of stage-associated behavior supports the Transtheoretical Model

Leadership Styles and Effective Leadership Among Higher Education Leaders in the North American Division of Seventh-day Adventists

Problem Leadership has been shown to be crucial in the success of organizations, especially in higher education. However, little research has been done about leadership styles and effectiveness in North American Division (NAD) of Seventh-Day Adventists (SDA) higher education institutions. My study examined transformational, transactional, and passive avoidant leadership styles and leadership effectiveness in these higher education institutions. Method To examine leadership in Adventist colleges, I used the online MLQ-5X short form. I secured participation from 12 colleges and after repeated emails secured 168 responses. I analyzed the relationship between leadership styles, several leader characteristics and leader effectiveness, using SEM, correlation, and multiple regression. Findings Of the 168 respondents, 92 were males and 76 females. Transformational leadership was predictive of greater leadership effectiveness. Although weak, transactional leadership had a direct effect on leadership effectiveness. However, it was not statistically significant. Passive avoidant was negatively correlated to leadership effectiveness. Age was positively correlated with leadership effectiveness, in that older leaders reported higher effectiveness. By contrast, gender did not significantly predict leadership effectiveness. Additionally, years of experience at their institution had a negative non-significant correlation with leadership effectiveness. Multiple regression also showed age was statistically significantly related to leadership effectiveness with older leaders reporting higher effectiveness. However, years of experience did not show a significant relationship with leadership effectiveness. Multiple regression also did not significantly predict effectiveness between male and female. Although not statistically significant, being a leader with more years of experience at their institution was associated with less leadership effectiveness. Conclusion My findings mirror the scholarship that shows transformational leadership style is strongly correlated with leadership effectiveness. However, an exception showed in data suggesting that transformation and transactional leadership style overlapped and both positively impacted leadership effectiveness. I call that overlap, transact-formational leadership style. Effective leaders display aspects of both transformational leadership and transactional leadership styles. I recommend institutions considering recruiting and/or developing leaders toward these transact-formational leadership characteristics. Because age was positively correlated with leadership effectiveness but negatively (non-significantly) related to years of experience, I discussed hiring as a balance between securing leaders that have used age to garner wisdom, but need to be cautious about assuming leaders with longer experiences or service have the breadth of experience for effectiveness