Problem recognition

Problem recognition starts when “consumers realize that they have an unfulfilled need” (Hoyer and MacInnis, 2008: 12), or have a desire for something new (Galan et al., 2015). General consumer decision models (such as the Engel, Kollat and Blackwell model 1978 and later related versions) often refer to problem recognition as the first stage; however, Maringe (2006) refers to this within an HE context as pre-search behaviour. There appears to be a lack of focus on research at the initial stage, with much more focus at the search stage and use of information sources. Darley et al. (2010) for example, reviewed all major mainstream marketing and consumer behaviour journals between 2001 and 2008 and did not find one single empirical study with a focus on the problem

65 | P a g e recognition stage. However, numerous studies have taken place regarding aspirations for HE study (for example see Connor et al., (1999), Foskett and Hesketh (1995; 1996), Foskett and Hemsley-Brown (2001; 2006); Kozar and Connell (2013) ). Moreover, these studies tend to focus on HE study generally, with few focusing at postgraduate level, such as for example Kozar and Connell (2013) relating to postgraduate fashion students, although Kallio, (1995), and Webb (1993) focus on postgraduate students but regarding information searching/criteria. What is known from an annual UK based postgraduate survey of over 66,000 responses is what motivates postgraduate study. In order of importance, these motivations consist of: to progress on their current career path, to improve current career prospects, for personal interest, to enable progression to a higher level such as PhD, as a requirement to enter a particular profession, to change career and to meet requirements of their current job (Soilemetzidis et al., 2014). What does not appear to be well researched is how far in advance students start to think about postgraduate study, in order to determine when the process commences with the pre- search stage. Indeed Gronroos (1997) points out how difficult it is to determine when a service begins, with Cubillo et al., (2006) stating that it starts in HE when the HEI is first contacted. Moreover, Galan et al., (2015) explored how the problem recognition stage can be triggered through social media, for example, an advert for study popping up on a potential students social media account. However, their research into postgraduate students’ decision making found no students using social media in the problem recognition stage, and talks with friends and/or acquaintances had greatest impact on thinking about postgraduate study.

Also relevant to the discussion, especially for high involvement decisions such as education, is the impact of perceived risk. There are many studies exploring perceived risk and its impact on consumer behaviour (Tan, 1999; Simões and Soares, 2010), resulting in many classifications of the various types of risk, with no agreement on what these are. However, within HE, Moogan et al., (1999: 222) note many students are “afraid of making the wrong decision”. Maringe and Carter (2007: 468) highlight financial risk and the “huge direct costs and the fear of being unable to meet course requirements up to programme completion”. Research needs to explore what types of perceived risk postgraduate students experience and what actions they take to reduce the level of perceived risk. This may be more challenging for non-UK students who are

66 | P a g e usually unable to visit universities. It is also suggested that those with higher levels of perceived risk may search for more information (Choi and Lee, 2003), and WOM has also been found to play a key role to help reduce risk (Mazzarol et al., 2007; Sweeney et al., 2008). Information search is therefore a key stage in all consumer decision models, as seen in the previous chapter. Alternatively, it may be that if the level of risk is perceived as being too high, that an intermediary is used to help in the decision process, such as an agent. This can present a real issue for universities, as they may be unable to contact the prospective student directly if only agent contact details are given. Maringe and Carter (2007) exploring influences on African students found that informal agencies within their own country were very important, along with the British Council and embassies. They also found that any family members that had previously studied in England were also very influential within the decision process. Perceived levels of risk may therefore impact upon how a potential student progresses from pre-search behaviour, such as whether an intermediary such as an educational agent is used, which countries are considered, and what type of universities are searched for, as the following illustrates.

Table 4.1: Types of risk applied to university & course selection in HE

Type of Risk Explanation Example for HE

Physical risk Risk of injury from studying

Is it a safe country to study in? Is the university in a safe area? How are non-UK students accepted by locals/staff? Is it in a new building?

Financial risk Risk of losing or wasting money

How much should I pay? Is it a good investment? Will I get a job in this area afterwards? How much is living accommodation/cost of living? Can I get a part-time job? Can I work afterwards in this country/area?

Performance risk

Risk of course not being as originally expected

Is the course as I thought it would be from the information I read? Is it a good course? Is it interesting and relevant? Are the teaching staff knowledgeable? What support services are there (library, language support, study skills, careers advice)?

Psychosocial risk The fear of looking

foolish or

disapproval by

family/ friends.

Does the course/university have a good reputation? Will friends, family, potential employers be impressed? Will I pass?

Risk categories compiled from Cunningham (1967) and Blythe (2013)

Once these early thoughts start to progress and a prospective student starts to actively think about a search for information, they move onto the next stage (Blackwell et al., 2001; Maringe, 2006).

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