Primary Business Research For Psychographic Characteristics In Holmes Institute Australia

Psychographic and demographic characteristics of the students

Discuss about the Primary Business Research for Psychographic Characteristics.

The study consists of a research regarding the selection of Holmes Institute over other institutes of Australia. A sample respondent is being provided in the research. Primary research is being conducted among the sample students regarding the choosing of Holmes institute over institute to continue their education in Australia. In the study, the psychographic characteristics of the students along with their demographic characteristics are explained. The reason of explaining the above mentioned characteristics of the sample respondents explains the cause of selection of the institute over the other educational institutes. Holmes institute is serving quality education over 50 years in the field of higher education, vocational training, secondary education, English Language Centre, Bachelor, Diploma, and Post-graduate programs in the countries of Asia and Australia. Apart from these, the consumer decision-making process related to selection of Holmes institute is explained in an elaborate manner. On explaining the above topics, research of the sample respondents are incorporated in those topics. Apart from the data collected from the secondary resources, primary research is also conducted so that the validity of the research gets more priority on explaining the research topic. Recommendations are also provided to the students on favour of the Holmes Institute to the students so that they can pursue their higher education in this institute.

Psychographic and demographic characteristics of the students

Demographic characteristics of the respondents include age, sex, marital status, income group, religion, ethnicity, etc. In this study, the demographic characteristics of students include age, sex, and income group of their parents, ethnicity and religion. Pupils of the sample respondents comprises of all religion and ethnicity. These two factors are not considered in the research. Among the sample respondents, majority of the students are male. Many of the respondents are female. The age group of the target customers belong to 16 years to 21 years of age (Shah and Sid Nair 2013). The analysis of demographic characteristics by the educational institution of Australia i.e. Holmes Institute upholds this as a branch of sociological divisions. As the institution is involved in providing a variety of courses, hence students of many age groups will be involved in pursuing studies from the institute. The demographic characteristics will portray the nature of the students. The current students of Holmes are mostly national students. Among the 20 sample respondents, 14 students are from Australia while the rest 6 students are from outside Australia (Steketee et al. 2014). It is seen that the students are coming from middle to high-income group. The students are mostly pursuing graduates and post graduate courses. Around 8 students are from graduates in commerce stream, 5 students are from vocational stream while the rest 7 are from post graduate courses. The demographics of the students will help in gaining an idea about the type of students that are pursuing their career in Holmes Institute (Pollard and Wilson 2013).

Consumer decision process

Psychographic characteristics include lifestyle, values, personality, interests, attitudes, and opinions. The psychographic information of the student is concerned with the above characteristics. The lifestyle pattern of the students determines the type of ambience where they have spent their early childhood in their home. It is important, as the institution have to meet certain standards so that the students can adjust themselves according to the ambience set by the institution (Gilbarg and Trudinger 2015). It is essential for providing the facilities in the accommodation areas of the education institution. Ethical values and personalities are essential for the development of characters of the students. The opinions and attitudes of the students are essential for the formation of curriculum for the students by the institute. The institute to satisfy the needs of the students should follow a high standard modern curriculum. They expect a high quality of educational standards (Chesters and Watson 2014). The values of the students as well as the parents are important in maintaining a culture of the institution. Psychographic characteristics are responsible for building characters as well as formulating various strategies related to the development of career of the existing students. Apart from that, many other factors of the institution are related to the psychographic characters of the students in the Holmes institution. Both the demographic and psychographic characters of the sample respondents will help in conducting future research regarding the research topic. The characteristics of the students and their opinions are required for the institution in developing their systems of education for attracting more students in their field of work (Wardle et al. 2012).

The decision-making process of the students or the pupils illustrates consumer decision process while buying a product or availing a service from a particular organization. It is important for Holmes Institute to gain a proper understanding of the students that have already chosen Holmes Institute to forward their education in Australia. The research was conducted among 20 sample respondents in focus groups. They were divided into four groups with 5 students each. After that, they are involved in a group discussion where various discussions regarding the choosing of this institute as their pathway of career (Chesters and Watson 2014).

The sample respondents of the research include many opinions that are creating effect on the consumer decision process. Many types of students have different sets of requirements for choosing their future career path. Focus group is the process of research that is chosen by the researcher to collect information about the thinking of the students regarding choosing Holmes institute. Several other institutions are providing the same facilities to the students. However, the sample respondents have chosen this institute over other institutes of Australia (Tisher 2013). Their requirements are of various categories that considers many factors such as:

Reasons of choosing Holmes

Educational Facilities provided by the Institution:

Holmes Institute is a popular institute of Australia that is providing quality education since 50 years. Most of the students have said that they are satisfied with the standards of education provided by the institute. Post-graduate students explained that the faculties are very cooperative and they are satisfied with their expected teaching standards as well as advanced curriculum used by the teachers for the career development (Ryan and Brown 2012).

Other facilities:

Other facilities according to the sample respondents include recreational facilities, accommodation facilities, and other associated benefits related to education such as educational tours, high technology laboratory, etc. Most of the students are satisfied with the additional facilities provided by the institute to their students. Few international students are facing issues while adopting the Australian culture (Reynolds et al. 2013). Hence, they face some issues in adjustment with the students of the classroom as well as in accommodation areas.

Location advantage:

Holmes Institute is an educational institution that has its branches over many areas of Australia such as Brisbane, Melbourne, Sydney, Hong Kong and Cairns. It is considered as one of the leading provider of education. As the university is present in many locations of Australia, hence local students of Australia are getting advantage of choosing their nearest branches from their residential area. Apart from this, many international students have a preference regarding particular place in Australia. The choice of the place depends on many factors (Pollard and Wilson 2013). Hence, Holmes Institute enjoys additional advantage over other universities of Australia.

In the focus group of the research, it is noticed that there are certain factors that has helped the sample respondents while choosing this institution while pursuing their career. Many universities present in Australia that has provided the national students as well as international students to pursue their career in Australia (Ollis et al. 2014). Australian government has opened many universities and have provided permissions to many private institutions that are responsible for providing quality education to Australian students. The private universities of Australia are competing with one another in order to attract more students to their institutions. Holmes Institute is a renowned private universities present in the famous places in Australia (Mayer 2014). The respondents have stated that the Holmes University is a famous private university that has many factors such as teaching standards, informative sessions, locations, number of courses offered, types of subdivisions of courses, etc. Informative sessions between the respondents of the students help in finding their thinking procedures that has helped in selecting the institute for their future growth (Gore 2016). The research will forecast the advantage of Holmes institute over other institutes of Australia. Education is the field where Australian government is trying to develop more in the country. The population of the country is not high. Hence, international students in these universities hold a significant percentage in the various government and private universities (Gilbarg and Trudinger 2015).

Recommendations

As it can be seen that there are numerous factors that supports the students while choosing Holmes Institute in order to pursue their career in Australia. Australia is a country where there are many opportunities of education. The continent offers a vivid range of options for study of international students as well as national students. There are almost 1200 institutions where 22,000 courses are offered to the students (Crossley et al. 2015). All types of education are offered in these institutions such as primary education, secondary education, vocational training & education, etc. Holmes Institute is a study centre where all the higher standards of facilities are available to the students. The research that is conducted on the 20 sample respondents. The students are from both national and international areas. The recommendations are provided based on the decision pattern of the students in choosing the institution. It is seen that Holmes institute has many advantages compared to other institutions in Australia (Chesters and Watson 2014). Apart from having advantages, there are disadvantages too. Many students have a doubt about the quality of education delivered by the institution to the students. Apart from that, there are accommodation problems faced by them. The students from other countries are facing problems in the accommodation system provided by Holmes Institute to them (Chawner 2015).

Holmes institute has to improve their core facilities of education for the international students. It is one of the main criteria, which students usually check before choosing an institute for their growth of career. The website of the institute contains information about the courses, but they are not sufficient. Websites should be informative in nature (Bat et al. 2014). They must contain all the relevant information that satisfies the viewers of the site. Some interviews with the teachers and the students should be posted in the website. It will help the students in gaining an understanding of the quality of education of the institute along with the experience of the students that are involved in many courses of Holmes Institute (Anderson and Boyle 2015).

Conclusion

The study describes various aspects of the students of Australia that includes nature of education, demographic and psychographic characteristics, behavioural pattern, etc. The report illustrates the advantages of Holmes Institute among the other institutes of Australia. There are various types of programs that are provided by the institute to the students. The report suggests that maximum sample respondents are in favour of choosing Holmes Institute while pursuing their future career. In many places of Australia, Holmes Institute has spread their branches in order to accommodate more students in their institutions. Apart from that, the institute is also responsible for providing education to the foreign locations of Asia. On the other hand, many students are not finding any advantage in pursuing their future career in Holmes Institute. Recommendations are provided to those sample students regarding the advantage of choosing Holmes Institute as their pathway of pursuing their career. Apart from that, many universities present in Australia are providing same facilities in Australia to attract national students as well as international students to increase the educational level in the country. Many domestic and multinational corporations present in Australia are facing skill gaps during their process of hiring candidates from the colleges and universities.

References

Anderson, J. and Boyle, C., 2015. Inclusive education in Australia: rhetoric, reality and the road ahead. Support for Learning, 30(1), pp.4-22.

Bat, M., Kilgariff, C. and Doe, T., 2014. Indigenous tertiary education–we are all learning: both-ways pedagogy in the Northern Territory of Australia. Higher Education Research & Development, 33(5), pp.871-886.

Chawner, B., 2015. Library and Information Studies Education in New Zealand and Australia: Background, Issues, and Challenges. Journal of Education for Library and Information Science, 56, p.S17.

Chesters, J. and Watson, L., 2014. Returns to education for those returning to education: evidence from Australia. Studies in Higher Education, 39(9), pp.1634-1648.

Crossley, M., Hancock, G. and Sprague, T. eds., 2015. Education in Australia, New Zealand and the Pacific. Bloomsbury Publishing.

Gilbarg, D. and Trudinger, N.S., 2015. Elliptic partial differential equations of second order. springer.

Gore, J.M., 2016. Reform and the Reconceptualisation of Teacher Education in Australia. In Teacher Education (pp. 15-34). Springer Singapore.

Mayer, D., 2014. Forty years of teacher education in Australia: 1974–2014.Journal of Education for Teaching, 40(5), pp.461-473.

Ollis, T., Williams, J., Townsend, R., Harris, A. and Jorquera, J., 2014. The Popular Education Network of Australia (PENA) and Twenty-First-Century critical education. Paulo Freire: the global legacy, pp.175-186.

Pollard, V. and Wilson, E., 2013. The “Entrepreneurial Mindset” in creative and performing arts higher education in Australia. Artivate: A Journal of Entrepreneurship in the Arts, 3(1), pp.3-22.

Reynolds, D., Creemers, B., Nesselrodt, P.S., Shaffer, E.C., Stringfield, S. and Teddlie, C. eds., 2014. Advances in school effectiveness research and practice. Elsevier.

Ryan, Y. and Brown, M., 2012. Quality assurance policies and guidelines for distance education in Australia and New Zealand. Quality Assurance and Accreditation in Distance Education and E-Learning: Models, Policies and Research (Open and Flexible Learning), pp.91-101.

Shah, M. and Sid Nair, C., 2013. Private for-profit higher education in Australia: widening access, participation and opportunities for public-private collaboration. Higher Education Research & Development, 32(5), pp.820-832.

Steketee, C., Forman, D., Dunston, R., Yassine, T., Matthews, L.R., Saunders, R., Nicol, P. and Alliex, S., 2014. Interprofessional health education in Australia: Three research projects informing curriculum renewal and development. Applied Nursing Research, 27(2), pp.115-120.

Tisher, R.P., 2013. Readjustments, reorganization or revolution? The changing face of teacher education in Australia. Changing Times In Teacher Education: Restructuring Or Reconceptualising?, p.34.

Wardle, J., Steel, A. and Adams, J., 2012. A review of tensions and risks in naturopathic education and training in Australia: a need for regulation. The Journal of Alternative and Complementary Medicine, 18(4), pp.363-370.