Strategic Analysis of Post Holdings buying Weetabix

Present a critical strategic analysis of the current Strategic Change within the following case:

Post Holdings buying Weetabix

You are required to cover the following topics as it relates to the above task:

Strategic Position of the company

Stakeholder Analysis

External Analysis

Industry Analysis

The following structure is required for the submitted report:

Introduction to the report

An evaluation of the relevant levels of strategy

A critical evaluation of the key stakeholders

External Analysis – using PESTEL to identify and explore key trends

Industry Analysis – using 5 Forces to critically analyse the relevant industry factors.

Maximum of 3000 word counts

Conclusion

Post Holdings buying Weetabix

Alan Tang

Advanced Marketing Study

(Project)

Module Code: 300 MKT

Lang Phyu

Febuary 12nd 2018

Abstract

Academic achievements serve as the key qualitative indicator for the competitiveness of educational institutions. Accordingly, measuring or investigating the constructs of this particular indicator tends to facilitate the institutional strategies of enhancing their competitive position in the market. Undoubtedly, the aim is to satisfy the unique needs of the students in an efficient and effective manner. The research has focused on investigating the influential factors of University facilities, Teaching quality, and Students’ satisfaction as the key constructs of the overall academic performance of the university students. Primary qualitative and quantitative data has been collected across the sample size of 200 from Myanmar Imperial College. Besides, certain recommendations have also been presented in terms of adding generalizability to the findings of the research phenomenon.

Table of Contents

Abstract ii

CHAPTER 1: INTRODUCTION.. 1

1.1      Background. 1

1.2      Research Aim & Objectives. 2

1.3      Research Questions. 2

1.4      Rationale of the Study. 2

1.5      Structure of the Study. 3

CHAPTER 2: LITERATURE REVIEW… 4

2.1      Students’ Academic Performance and Factors Affecting the Students’ Overall Academic Performance. 4

2.2      Impacts of University Facilities on Students’ Overall Academic Performance. 6

2.3      Impacts of Teaching Quality on Students’ Overall Academic Performance. 8

2.4      Relationship between Student Satisfaction and Overall Academic Performance. 10

2.5      Theoretical Perspectives. 12

2.6      Research Hypotheses. 13

2.7      Conceptual Framework. 14

2.8      Summary. 14

CHAPTER 3: RESEARCH METHODOLOGY. 15

3.1      Research Philosophy. 15

3.2      Research Approach. 16

3.3      Research Design. 16

3.4      Sampling Approach. 16

3.5      Research Setting & Selected Instruments. 17

3.6      Ethical Considerations. 18

3.7      Summary. 19

CHAPTER 4: ANALYSIS & FINDINGS. 20

4.1      Identified Factors in relation to the Overall Academic Performance of the University Students  20

4.1.1      Qualitative Analysis – Semi-Structured Interviews. 20

4.1.1.1      University Facilities. 20

4.1.1.2      Teaching Quality. 21

4.1.1.3      Students’ Satisfaction. 22

4.1.2      Quantitative Analysis – Survey Questionnaire. 23

4.1.2.1      Demographic Analysis. 23

4.1.2.2      T-Test 28

4.1.2.3      Correlation Analysis. 30

4.1.2.4      Regression Analysis. 32

CHAPTER 5: CONCLUSION & RECOMMENDATIONS. 34

List of References. 38

Appendices. 43

Appendix I – Qualitative Survey –Guidelines for Semi-Structured Interview.. 43

Appendix II – Quantitative Survey – Questionnaire. 44

 

 

CHAPTER 1: INTRODUCTION

1.1         Background

The recent incessant trends of developments across the business and technological domain have affected the educational domain as well. The need of competitive edge is widely recognized even across the educational institutions since the entire domain has turned into a service-oriented domain that eventually determines the success of the organization. Students are the potential customers of these educational institutes who are increasingly obsessed with the service quality of these institutions. Thus, determining their perceived preferences of selecting the institutes for their educational needs is vital to the universities in terms of their marketing campaigns, administrative planning and policies formation. In response to this increasing competitiveness, the universities are more concerned with the satisfied learning experience of their students that is for sure reflected in their academic performance. Therefore, there is a notable increase in institutional efforts to determine the constructs directing the satisfied academic experiences of students.

 

Numerous studies indicate that the factors of university facilities and teaching quality have significant association with the expected learning experience of the students (Clark, and Latshaw, 2012; Calisir, Ecem, and Sevinc, 2016; Sulaiman, and Mohezar, 2006; Stump et al. 2011; Zineldin et al. 2011; Clotfelter, Ladd, and Vigdor, 2010; Johnson, Kraft, and Papay, 2012; Coskun, 2014). However, these two determinants are extensive in nature, which in turn affect the insights into the research phenomenon. The significance of this particular study lies in the fact that the researcher has investigated the most influential prospects of university facilities and teaching quality; thereby, ensuring a focused research that contributes the research paradigm.

 

1.2         Research Aim & Objectives

The study aims at investigating the factors affecting the overall academic performance of university students. Accordingly, the researcher has formulated the following objectives,

  • To explore the major factors affecting the overall academic performance of students
  • To examine the influence of university facilities on overall academic performance
  • To examine the influence of teaching quality on overall academic performance
  • To investigate the relationship between student satisfaction and overall academic performance

 

1.3         Research Questions

The current study explores the following research questions,

Q1: What are the factors that contribute to the academic performance of university students?

Q2: How does the factor of university facilities impact the overall academic performance of university students?

Q3: How does the factor of teaching quality impacts the overall academic performance of university students?

Q4: How do the factors of university facilities and teaching quality influence the satisfaction of university students?

Q5: What is the impact of students’ satisfaction on the overall academic performance of the university students?

 

1.4         Rationale of the Study

In relation to the increasing competitiveness across the educational sector, particularly across the developing nations, universities are in need of significant strategic approaches to attract and thus retain their students. In this regard, it is imperative that the students’ expectations/perceptions must be assessed towards the facilities and services of the universities/colleges. By means of presenting the relevant findings across Myanmar Imperial College (MIC), the study intends to serve the administration of MIC and other institutions to better devise their policies, educational environment, and thus, their competitiveness across the sector.

 

1.5         Structure of the Study

The study follows the structure as below,

 

 

CHAPTER 2: LITERATURE REVIEW

It is critical to conduct a literature review when instigating a particular study, as it provides insights into the phenomenon being studied. Besides, it assures the study to be directed towards the scope of the study. In relation to the objectives of the current study, the literature offers an extensive amount of data since students’ satisfaction and academic performance has long been studied. However, different studies have investigated different factors regarding the performance of students at an academic level. Accordingly, the section below presents relevant literature that would facilitate the accomplishment of the objectives of the current study.

 

2.1         Students’ Academic Performance and Factors Affecting the Students’ Overall Academic Performance

The literature based on examining students’ academic performance presents a continual interest of the researchers, while it is notified that the interest has acquired more relevance towards the quality assurance. Meanwhile, it is also noted that the phenomenon of investigating the academic performance of the students is equally challenging since it is influenced by numerous factors (socio-economic, environmental, psychological, etc) that have varying impacts across different students.

 

The study of Bangchang, (2015) has analyzed the impacts of demographic and socio-economic factors on the academic performance of students. The author has used Cumulative Grade Point Average (CGPA) as the dependent variable of the study among 300 undergraduate students. Using Ordered probit model, the author has presented the findings that the employed students have better academic performance as they are increasingly responsible and have efficient time management skills. Besides, the impacts of university facilities have also been noted to be significant, in terms of comparing students’ residence in university dormitory and private dormitory. Moreover, the factors of quality of education and teaching patterns have also received significant interest with respect to the study objectives.

 

Clark and Latshaw, (2012) have assessed academic performance of the accounting students. The process of learning is not a uni-directional process but multi-directional; therefore, analyzing the relevant influential factors is not an easy task. The authors have used Onion model in this regard while taking 11 independent variables in relation to the academic performance of accounting students. More specifically, the research has presented the findings that the impacts of teaching styles are not interlinked with the improvement in academic performance. In other words, it can be stated that the relationship between the teaching styles and academic performance of the students is not insignificant. However, the results are specific to the accounting area of studies that brings to notice the potential efficacy of sensing and reflective learning among the students. Besides, a significant contribution of students’ efforts and attendance has also been observed in relation to the study objectives. However, the smaller sample size of 77 students becomes the potential limitation of the study.

 

Another study has analyzed the performance of university students, particularly for engineering management. The authors Calisir, Ecem, and Sevinc, (2016) have explored the factors of demographic attributes and admission requirements towards the academic achievements of the sampled participants. Using the stepwise method of logistic regression, the authors have presented no significant impact of gender and demographic attributes on GGPA of engineering students. In the same manner, the studies of Stump et al. (2011), and Sulaiman, and Mohezar, (2006) have also presented the similar findings with respect to the insignificant impacts of gender on the academic performance of the students. However, the study of Sheard, (2009) has concluded the similar phenomenon differently, as the impacts of gender on the academic performance of the students have been observed to have significance.

 

Duggal and Mehta, (2015) have also investigated the contribution of academic performance of the students as the prime objective of educational institutions. Stress, learning facilities, regularity, study patterns, guidance, and examination performance, have been noted as the influential factors towards the academic performance of the students. Besides, the study has also presented the significant impact of age factor on the academic performance of students. In essence, it is noted that the influential factors of academic performance have been diverse with respect to different research settings. In this current study, the researcher has focused the factors of University facilities, Teaching Quality, and the respective satisfaction of the students towards their academic performance. The section below presents the relevant findings from the past studies in this regard.

 

2.2         Impacts of University Facilities on Students’ Overall Academic Performance

In general, the academic performance of students at the institutions is greatly affected by the facilities rendered by the place. In more precise words, it eventually directs the satisfaction of the students towards their study experience. This particular factor has extensively been adopted across past studies in relation to assess the academic performance of students (Bangchang, 2015; Nisachon, & Kannat 2016; Duggal, and Mehta, 2015; Zineldin et al. 2011; Bean, 1980; Hoffman et al. 2002; Cardak and Vecci 2013; Marks, 2010; Azoury, Daou, and Khoury, 2014; Siming, 2015; Khosravi, et al., 2013; Gruber, et al., 2010).

 

Duggal and Mehta, (2015) have explored the antecedents of college students’ academic performance. It is noted that the identification of these influential factors serves the institutions, students, and their parents as well, in terms of providing opportunities for improving the quality of education. Besides the factors of age, gender, and others, the authors have identified the significant impact of learning facilities in relation to the academic performance of the study participants. In particular, the facilities of libraries, laboratories, rooms, and college building are referred as crucial to the qualitative education. Accordingly, these facilities are assessed both-way; provided by the university and actually used by the students.

 

In accordance with the study findings of Owoeye and Yara, (2010), the importance of appropriate learning facilities is undeniable with respect to governing the academic performance of the students. Another study has also assessed the performance of students in terms of behavioral dimensions. Using the model of five quality dimensions as 5Qs, the study authors have presented credible findings regarding the implications of university attributes, focusing the assurance of quality management of education (Zineldin et al. 2011).

 

Hoffman et al. (2002) have studied the similar phenomenon of academic performance of students in terms of their sense of belonging towards their institution. In other words, the factors contributing to the students’ sense of belonging towards their learning place have been investigated. The study has focused the approaches to retention programs to mitigate the risky behavior of students in relation to their stay at the campus. The study presented the students’ perceived importance of feeling valued and involved at the campus that determines their likely retention at the institute.

 

Siming, (2015) has stated that the role of institute or university towards the satisfied academic performance of students is critical to the phenomenon. Besides other factors, students tend to perceive the credibility of the university in terms of fulfilling their personal needs at the campus, which eventually shapes their academic performance. In the same manner, the study of Khosravi, et al., (2013) has also favored the findings of Siming (2015), in terms of extracting the factors of campus facilities, and the effectiveness of financial aid towards the improved academic performance of the university students. In essence, it is determined that the educational institutions are also expected to be obsessed with the students’ needs; thus, the institutions can ensure enhanced performance of the students that serves the image of the university.

 

2.3         Impacts of Teaching Quality on Students’ Overall Academic Performance

According to the study of Marks (2010), the impacts of students related predictors are significant on their academic performance. It has been noticed that schooling induces effectiveness to some extent, but the socioeconomic aspects have no contribution towards the academic performance of students in Australia. Accordingly, the impacts of teaching quality have been validated, particularly in terms of the determinants of teachers’ shortage and efficacy of teachers as the significant ones. It is therefore contended that the role of teachers is crucial towards determining the performance of students. Likewise, the study of Khosravi, et al., (2013) has observed significant impacts of teaching quality on the performance of the students at university level, besides the campus related factors. It is contended that students’ perceive academic advising influential to their performance. These findings are also supported by Siming (2015), in terms of investigating the impacts of student-teacher relationship on their academic performance.

 

Clark and Latshaw (2012) has employed Cury’s Onion model to assess the factors affecting the academic performance of accounting students. It has been contended that the typical notions of regarding the impacts of learning styles of students need to be manipulated, as there are significant other factors that affect the performance of the students, either positively or negatively. The significance of the study is associated with its focused investigation of the interaction between students and teachers with respect to their learning and teaching styles. The results of the study affirmed that the students tend to perform better if the teachers satisfy their expected educational needs (Johnson, Kraft, and Papay, 2012; Clark, and Latshaw 2012). As a result, the overall academic performance of the students depends on the credibility of the teachers within the specified discipline (Clotfelter, Ladd, and Vigdor, 2010).

 

In this regard, it has also been reported that the experienced teachers contribute considerably to the educational environment of their students (Darling-Hammond, 2010; Al-Agili, Mamat, Abdullah, and Maad, 2012; Duggal, and Mehta, 2015). The educational settings of diverse disciplines are characterized based on their unique prospects that present challenges to the students. Students require guidance regarding their course goals, objectives and learning outcomes for their academic success (Broder, and Dorfman, 1994; Mushtaq, and Khan, 2012). Duggal and Mehta, (2015) has presented the most influential factor of teaching quality in terms of guidance, approachability, and discussions (feedback) in relation to the improved performance of students.

 

The study of Price, Arthur, & Pauli, (2016) has investigated the phenomenon across the online learning platforms. The factor of teaching quality finds great significance across the prospects of course clarity, participants’ interaction and learner control, leading to greater performance of the students (Aman, 2009; Price, et al., 2016; Biggs, 2011; Carrell, and West, 2010; Sampson, Leonard, Ballenger, Coleman, 2010). Coskun, (2014) has emphasized the needs of interactive learning environments with supportive teachers and staff over the typical efficacies of the technology-oriented educational environment. Accordingly, it has been contended that these factors if considered tend to lead the institution towards a competitive landscape.

 

2.4         Relationship between Student Satisfaction and Overall Academic Performance

According to the study of Azoury, Daou, and Khoury, (2014), the satisfaction of the students at the university level is equally affected by the determinants specific to the university, like facilities provided by the university or the image of the university among the students. With respect to the perceptions of students regarding the university’s credibility, the students feel protected at their university, particularly when the educational setting is supportive to the unique needs of students. Accordingly, the students having satisfaction with respect to the faculties and services of the university tend to represent productive performance in academic content. It leads to the assertion that the factor of students’ satisfaction cannot be overlooked when assessing their performance level (Aman, 2009; Coskun, 2014; Johnson, Kraft, and Papay, 2012; Khosravi, et al., 2013; Price, Arthur, & Pauli, 2016; Sampson, et al., 2010; Styron, 2010; Zineldin, et al., 2011).

 

In relation to the objectives of this current study, it has been observed in the literature that the motivation and satisfaction of the students at academic level vary from student to student. Therefore, different factors would determine satisfaction of different students, particularly in terms of their perceived determinants. However, significant amount of literature is observed of the view that the impacts of learning styles are not as significant as compared to the factors related to the institution and instructors’ credibility (Duggal, and Mehta, 2015; Owoeye and Yara, 2010; Hoffman et al. 2002; Siming, 2015; Marks 2010; Khosravi, et al., 2013; Clotfelter, Ladd, and Vigdor, 2010; Johnson, Kraft, and Papay, 2012; Clark, and Latshaw 2012; Coskun, 2014). Studies of Siming, (2015), Marks (2010), Salanova, et al., (2010), and Khosravi, et al., (2013) have examined the impacts of approachability of teachers, availability of financial aid, accessibility of course related assistance and content, and guidance and feedback from the teachers as the most importance factors of satisfied academic performance of the students.

 

Gruber, et al., (2010) has presented the findings leading to the satisfaction of the students during their learning experience at the institute. It has been affirmed that quality instructors are the key assets of an institute, particularly in terms of competitive educational needs. In the similar context, Salanova, et al., (2010) have contributed to the literature with their unique approach to assessing the phenomenon under study. The authors have investigated the psychosocial (facilitators and obstacles to performance) and psychological (engagement and burnout) prospects in relation to the satisfaction of the students. Accordingly, the construct of students’ GPA was used for exploring the objectives of the study. It has been commended that the psychological considerations of students tend to improve their performance; meanwhile, the impacts of past performance are also significant on their future academic results.

 

Styron, (2010) has related the satisfaction of students at the academic level to their likely retention at the educational institute. The author argues that retention of the students is simply related to their level of engagement and involvement in the learning settings. It eventually correlates to the academic advising and university facilities offered at the campus. Therefore, the satisfaction of the students has been validated to be really important for expecting the enhanced academic performance of the students. If the teachers are incompetent towards the particular discipline, or the educational environment lacks in an interactive student-teacher relationship, the system cannot expect satisfaction of the students. Besides, if the university facilities are not aligned with the unique needs of its students, the competitive position of the institute is quite uncertain (Aman, 2009; Azoury, Daoum and Khoury, 2014; Coskun, 2014; Johnson, Kraft, and Papay, 2012; Price, Arthur, & Pauli, 2016; Sampson, et al., 2010; Siming, 2015; Zineldin, et al., 2011).

 

2.5         Theoretical Perspectives

Reviewing the literature focused on the interlinked phenomenon of satisfaction-performance of students at the academic level, the current study has employed the non-recursive model of Bean, and Bradley, (1986) (figure below). It is stated that the academic performance of the students tends to potentially improve in relation to the quality of services and educational opportunities at the campus.

 

Figure 1: Theoretical Framework

 

It is notified here that the satisfaction of the students at educational institute determines their likely academic achievements. Therefore, the importance of students’ satisfaction is undeniable. Accordingly, the contribution of students’ cognition or perceptions regarding the academic situation that involves facilities offered at the university and the credibility and competence of the instructors at the campus is extremely significant to their academic performance.

 

2.6         Research Hypotheses

In relation to the identified factors affecting the overall academic performance, following hypotheses are developed,

H1: There is a significant relationship between university facilities and overall academic performance of university students.

H2: There is a significant relationship between teaching quality and overall academic performance of university students.

H3: There is a significant impact of university facilities and teaching quality on students’ satisfaction.

H4: There is a significant relationship between satisfaction and overall academic performance of university students.

 

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