University of Southern California Dissertations and Theses

Increasing international student application and enrollment to a branch campus

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Increasing international student application and enrollment to a branch campus

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Content Running head: INCREASING INTERNATIONAL STUDENT APPLICATION

1

INCREASING INTERNATIONAL STUDENT APPLICATION AND
ENROLLMENT TO A BRANCH CAMPUS

by

Jennifer S. Weinman

__________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2014

Copyright 2014 Jennifer S. Weinman

INCREASING INTERNATIONAL STUDENT APPLICATION

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ACKNOWLEDGEMENTS
I have been fortunate to have terrific professional mentors thus far in my career, and
would like to acknowledge a few individuals:
Mr. Walter Tremer, my high school Russian teacher for immersion learning and sparking
the want to have a life international,
Dr. Walter Jamieson who taught me patience and kindness in leadership and introduced
me to southeast Asia when at the University of Hawaii, and
Mr. Richard Linstrom for encouraging me to apply to USC for my doctoral degree and
for teaching me the importance of strategic assessment in all university work.
In addition, it is not without the guidance and support of my dissertation committee who
helped shape this writing:
Dr. Mike Diamond for his looking careful questioning to refine the complexities around
my research questions and ensure it was manageable, and
Dr. Larry Picus for providing clarity around presentation style with data.
A special thanks in particular to my chair, Dr. Mark Robison, who served as a guide in
my academic and personal development through my years at USC, as well as offered countless
review and guidance in my writing (no more passive tense!). His anecdotes and historical
references kept me laughing throughout this program.
To all the faculty members who participated in the Global EdD program – I have to
compliment you on the amazing program design and subsequent engagement and learning that
was accomplished throughout these past years. I love this program, and feel a deep allegiance to
not only Rossier and USC, but to the fundamental underpinnings of global education. You have
committed to a growth area and have created something so special that I have no doubt that
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future cohorts will feel drawn to this program as I was. Thank you for taking the chance on this
tremendous program and for sharing your insights with my classmates and me.
To my Cohort 1 Global EdD colleagues – we did it! – and without each of you, this
journey would have been much less exciting and fun. We are all doctor soldiers and I look
forward to our many reunions together, photos on Whatsapp, more virgin mojitos, attempts to
persist at working out, and finding somewhere else to eat other than McKays. I love you guys.
Of course no amount of words can convey my thanks and love to my family. Thank you
to my parents, Tui and Zvi, for their continuous and unconditional love and support in all that I
do – and for being amazing role models as I transition through adulthood. I love you!
To my brothers and sisters, David, Meghan, Zach and Jenna, thank you for being there
and staying connected and engaged despite the fact we are located in different places and see
each other so infrequently. I love you!
Finally, and most importantly, to my husband Matt, who not only has kept me sane
throughout my studies, but has given up countless hours and days usually spent together in
pursuit of this degree. Your ability to make me laugh every day, smile and find the goodness
makes our life together wonderful. I admire your ability to be calm under pressure, your tenacity
during difficult decisions (move to China?), and how you kept it together these past two years
while I was pulled away for school. I love you more than words could ever convey!

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TABLE OF CONTENTS
Acknowledgements 2
List of Tables 5
List of Figures 6
Abstract 9
Chapter 1: Overview of the Study 10
Chapter 2: Review of the Literature 22
Chapter 3: Methodology 42
Chapter 4: Results and Findings 56
Chapter 5: Solutions and Implementation 123
Chapter 6: Evaluation and Discussion 170
References 190
Appendices 211
Appendix A: Summary of Assumed Causes for Knowledge 211
Appendix B: Summary of Assumed Causes for Motivation 212
Appendix C: Summary of Assumed Causes for Organization 214
Appendix D: Survey Instrument – UNLV Singapore International Students 217
and Applicants
Appendix E: Interview Protocol – UNLV Singapore International Students 227
and Applicants
Appendix F: Survey Instrument – UNLV Non-Local Students 229
Appendix G: Interview Protocol – UNLV Non-Local Students 240

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LIST OF TABLES
Table 1. Organizational Mission, Global Goal and Stakeholder Goals 44
Table 2. UNLV Non-Local and UNLV Singapore Responses and Rank for Country 70
Destination for Overseas Study
Table 3. UNLV Singapore Rank Ordering of Selected Influences 76
Table 3. UNLV Non-Local Rank Ordering of Selected Influences 78
Table 5. Results and Findings Summary Table 124
Table 6. Enhance UNLV Singapore Website to Increase Awareness 126
Table 7. Highlight Student Visa Employability Rights 133
Table 8. Add a 1+3 Singapore + Las Vegas Program Option 142
Table 9. Develop Marketing Information to Target Parents Directly 149
Table 10. Promote Hotel College Reputation and Rank 154
Table 11. Summary of Solutions and Implementation 163
Table 12. Stakeholder Cascading Goals 165
Table 13. Summary of Performance Goals and Measurement – International Students 166
Table 14. Summary of Performance Goals and Measurement – UNLV Singapore 167
Table 15. Summary of Performance Goals and Measurement – UNLV Hotel College 168

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LIST OF FIGURES
Figure 1. The gap analysis process 43
Figure 2. UNLV non-local awareness of UNLV Singapore 64
Figure 3. UNLV non-local and UNLV Singapore awareness of English in Singapore 64
Figure 4. UNLV non-local and UNLV Singapore awareness of part-time employment 65
in Singapore
Figure 5. UNLV non-local and UNLV Singapore awareness of part-time employment 65
in Las Vegas
Figure 6. UNLV non-local and UNLV Singapore awareness of 12-month employment 66
extension in the United States
Figure 7. UNLV non-local and UNLV Singapore self-reported number of overseas 68
institutions applied to
Figure 8. UNLV non-local and UNLV Singapore response to applying to UNLV 69
Singapore
Figure 9. UNLV non-local and UNLV Singapore funding information sources 72
Figure 10. UNLV Singapore funding information source importance 73
Figure 11. UNLV non-local funding information source importance 74
Figure 12. UNLV Singapore college/university selection process support 76
Figure 13. UNLV non-local college/university selection process support 77
Figure 14. UNLV non-local and UNLV Singapore importance of work experience 80
Figure 15. UNLV non-local and UNLV Singapore agreement to improved employability 80
Figure 16. UNLV non-local and UNLV Singapore interest in employment in Singapore 87
during studies
Figure 17. UNLV non-local and UNLV Singapore interest in remaining in Singapore 87
for employment
Figure 18. UNLV non-local and UNLV Singapore interest in employment in Las Vegas 88
during studies
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Figure 19. UNLV non-local and UNLV Singapore interest in remaining in Las Vegas 88
for employment
Figure 20. UNLV non-local and UNLV Singapore ranking of UNLV Singapore 90
Figure 21. UNLV non-local and UNLV Singapore ranking of the William F. Harrah 91
College of Hotel Administration
Figure 22. UNLV non-local and UNLV Singapore ranking of UNLV 91
Figure 23. UNLV non-local and UNLV Singapore agreement to study hospitality 94
management
Figure 24. UNLV non-local and UNLV Singapore agreement to study hospitality 95
management in multiple countries
Figure 25. UNLV non-local and UNLV Singapore agreement to study hospitality 95
management at UNLV Singapore and UNLV
Figure 26. UNLV non-local and UNLV Singapore ideal program format for Singapore 97
and Las Vegas
Figure 27. UNLV non-local and UNLV Singapore cost of living 98
Figure 28. UNLV non-local and UNLV Singapore recruitment factor: Importance of 106
college/university ranking
Figure 29. UNLV non-local and UNLV Singapore recruitment factor: Importance of 107
college/university program ranking
Figure 30. UNLV non-local and UNLV Singapore recruitment factor: Importance 107
of degree recognition
Figure 31. UNLV non-local and UNLV Singapore recruitment factor: Importance of 108
student accommodation
Figure 32. UNLV non-local and UNLV Singapore recruitment factor: Students from 108
my country
Figure 33. UNLV non-local and UNLV Singapore recruitment factor: ESL program 109
Figure 34. UNLV non-local and UNLV Singapore recruitment factor: Internship / 109
employment assistance
Figure 35. UNLV non-local and UNLV Singapore recruitment factor: International 110
student organization or club
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Figure 36. UNLV non-local and UNLV Singapore recruitment factor: Talk with current 110
students
Figure 37. UNLV non-local and UNLV Singapore recruitment factor: Talk with alumni 111
Figure 38. UNLV non-local and UNLV Singapore recruitment factor: Visit the campus 111
Figure 39. UNLV non-local and UNLV Singapore recruitment factor: Application 112
fee waiver
Figure 40. UNLV non-local and UNLV Singapore recruitment tools 114
Figure 41. UNLV non-local and UNLV Singapore resources to learn about UNLV 116
Singapore
Figure 42. UNLV non-local and UNLV Singapore assessment of getting a student visa 118

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ABSTRACT
The University of Nevada, Las Vegas (UNLV) Singapore has suffered from low international
student enrollment since its establishment in 2006. Coupled with changes in local partner
affiliation, the international branch campus needed to enroll sufficient foreign students by Fall
2013 or it would likely close. The gap analysis framework was used to analyze knowledge and
skills, motivation and organizational causes preventing enrollment of foreign students. Thirty-
two survey responses were collected and 11 interviews conducted representing both UNLV
home campus international students and UNLV Singapore branch campus international
applicants and students. A mixed methods analysis revealed 21 findings leading to five
recommended solutions. To increase international student enrollment, UNLV Singapore should
enhance its website to raise branch awareness, highlight student visa employability rights,
promote a specific college reputation and rank, target marketing towards parents, and develop a
new program format of 1+3 years (Singapore + Las Vegas). Together with an implementation
and evaluation plan, this study demonstrates how UNLV Singapore and other satellite campuses
with low foreign student demand can evaluate and address enrollment gaps.

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CHAPTER 1
OVERVIEW OF THE STUDY
Introduction of the Problem
According to the Observatory on Borderless Higher Education, at the end of 2011 there
were 200 international branch campuses (IBCs) in operation worldwide (2012). IBCs are stand-
alone entities in a foreign location providing “access to an entire academic program that leads to
a credential awarded by the foreign education provider” (Lane, 2011, p. 5). As relatively niche
phenomena, they are often regarded as costly overseas experiments that can be challenged by
lack of brand awareness, low enrollments and poor financial planning (Edelstein & Douglass,
2012; Lipka, 2012; Sidhu, 2008). IBC and undergraduate program closures of the University of
New South Wales in Singapore, George Mason University in Ras al Khaimah, and Michigan
State University Dubai are directly attributed to these causes (Altbach, 2011; Forss, 2007; Mills,
2009; Redden 2010; Sidhu, 2008). As a result, IBC sustainability is often called into question
(Altbach, 2011; Ruby, 2010).
This concern extended to one Singapore-based IBC; the University of Nevada, Las Vegas
(UNLV) Singapore campus, which offered an undergraduate degree in hospitality management
in Singapore. UNLV Singapore struggled with uneven enrollment of local, government
subsidized students and international full fee paying students, challenging the financial viability
of the campus. Its affiliation with the Singaporean educational institution that subsidized and
recruited over 90% of the IBC’s local enrollment was set to end in 2015. The branch needed to
recruit and enroll one class of at least 50 students by Fall 2013, the size of a UNLV classroom, to
consider operational viability on a pared down scale after 2015. Emphasis was placed on the
recruitment of foreign students to meet this goal as international students paid higher tuition fees
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and it seemed unlikely that domestic students would be as interested without government
subsidy. By Fall 2013, UNLV Singapore only enrolled eight international students, missing its
goal by 42 potential students. The branch then ceased recruitment of future classes, and
discussions began on potential closure of the campus.
This study therefore sought to assess and review the root causes of low international
student enrollment during the 2012-2013 period of UNLV Singapore operations. Causes were
generated and vetted against a review of literature and a framework designed to address complex
problems across knowledge and skills, motivation, and organization approaches. Surveys and
interviews were then conducted to validate causes. Solutions were proposed based on study
evidence, case study and empirical research, and an implementation and evaluation plan
proposed. It is unlikely the solutions, implementation process and evaluation plan would be
utilized given UNLV Singapore’s pending closure in 2015, but nevertheless this study provides
in-depth insight into the operational efforts of an American branch campus in Singapore.
Context of the Problem
The University of Nevada, Las Vegas (UNLV), established in 1957, is the largest public,
research institution of the state of Nevada, United States of America. It is led by the President of
the university and governed by nine separate bodies including a Board of Regents, the
President’s Cabinet and Faculty Senate (UNLV, 2012). As of Fall 2012, the university
employed 2,742 faculty and staff, and reported a total enrollment of 26,210 students (UNLV,
2012). During the same time, international students represented slightly less than 5% of overall
enrollment, or approximately 1,278 students (UNLV, 2012).
UNLV has 10 academic colleges, including the William F. Harrah College of Hotel
Administration (Hotel College). The Dean of the Hotel College reports to the Executive Vice
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President and Provost, and also has counsel from a separate International Advisory Board. As of
July 2013, a new dean had been appointed of the Hotel College, the previously dean currently
serves as Interim President of UNLV. The College has 46 full-time faculty, and has graduated
almost 11,000 alumni in hospitality related disciplines since the mid-1960s (UNLV, n.d.). In
Fall 2012, the Hotel College reported 3,003 full-time students in its undergraduate, graduate and
doctoral programs, representing approximately 12% of total university enrollment (UNLV,
2012). Roughly 25%, or about 725 students were foreign citizens, representing more than half of
UNLV’s overall international student population.
The University of Nevada, Las Vegas (UNLV) Singapore campus, established in 2006, is
the university’s only international branch campus (IBC). Administratively located within the
Hotel College, the IBC operates in Singapore as a non-profit charity organization registered as
UNLV Singapore Limited. The UNLV Executive Vice President and Provost, Dean of the Hotel
College, Dean of the Howard R. Hughes College of Engineering, and Associate Dean for
Singapore, along with two Singaporean representatives, serve on the entity’s board of directors.
As of January 2013, UNLV Singapore had six full-time faculty in residence and 19 full-
time staff led by the Associate Dean for Singapore. The Associate Dean was also the Managing
Director of UNLV Singapore Limited, dually reporting to both the Dean of the Hotel College
and the UNLV Singapore Limited Board of Directors. The branch offered an undergraduate
degree in hospitality management, and at the time of data collection, had a 663-member student
body, and graduated 271 bachelor degree holders and 50 master of hospitality administration
degree holders. While nearly all students at UNLV Singapore were classified as international by
way of not being American citizens, 98% (or 650 students) were Singaporean Citizens or
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Permanent Residents (SCPR), and the remaining 2% (or 13 students) represented other
nationalities.
Mission and Organizational Problem
UNLV Singapore was established after invitation from the Singaporean Economic
Development Board (EDB) to provide undergraduate and graduate education in hospitality
management leading towards the awarding of UNLV degree(s). Operations were therefore
structured around this mandate as no specifically articulated mission for the IBC existed. UNLV
Singapore functioned as a self-supporting unit reliant on tuition income. It received the majority
of its students (and revenue) through an agreement with a government institution called the
Singapore Institute of Technology (SIT), subsidizing Singaporean Citizens and Permanent
Residents (SCPRs), predominantly from government polytechnic institutions, to earn degrees at
select foreign institutions in Singapore. UNLV Singapore received its final intake of SCPR
students from SIT in Fall 2013 as the parties were unsuccessful in reaching further agreement to
extend their affiliation beyond this timeframe.
From 2006-2010 and prior to its affiliation with SIT, UNLV Singapore never recruited
and enrolled sufficient students to financially sustain the campus. After linking with SIT in
2010, the branch relied on the provision of SIT Singaporean citizen and permanent resident
students and their corresponding tuition to support operations. Foreign student recruitment and
enrollment efforts became almost nonexistent, only to be resurrected in 2012 due to new campus
leadership and the ending of the UNLV Singapore and SIT affiliation. In addition, SIT planned
to offer its own hospitality undergraduate degree in the future once it received university status
from the Singaporean Ministry of Education in 2014. If UNLV Singapore was to continue, the
branch needed to enroll sufficient students – at least 50 international students – to justify
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maintaining downsized operations or the campus would likely close. To frame this problem, the
gap analysis model was used (Clark & Estes, 2008).
Organizational Goal
By July 2013, UNLV Singapore sought to have 150 completed international student
applications that would ideally yield 50 international student enrollments to study hospitality
management beginning in August 2013. The UNLV Singapore Board of Directors increased
emphasis on foreign student recruitment, with the goal measure of 50 international students
equaling one classroom at UNLV Singapore used. Goal achievement was measured by the
number of applicants who applied to and ultimately enrolled in the hospitality management
undergraduate program at the Singapore campus. A completed application for admission
included an application form, official transcripts, a third-party evaluation of transcripts if the
qualifications were foreign and not recognized by an American accrediting body, and an
application fee. UNLV Singapore received 14 completed applications for admission and
enrolled a total of eight students. This represented a gap of 136 additional applications and 42
enrolling students respectively to meet the goal.
Stakeholders
Multiple stakeholders existed for this study given the branch campus’ dual representation
of Nevada, United States and Singapore. The stakeholders in Nevada included UNLV leadership
and the Hotel College faculty, administration and staff. Although UNLV Singapore was a self-
supporting unit operating physically away from the main campus, it represented an offshore
presence of the UNLV and the Hotel College. Moreover, as some of the UNLV Singapore board
members were Las Vegas based deans and administrative leadership, its closure could signify a
failure of the institution’s global capabilities, potentially damaging reputations.
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The stakeholders in Singapore included the Ministry of Education (MOE), the Economic
Development Board (EDB), the Singapore-based UNLV Singapore Limited Board of Directors,
faculty-in-residence and staff, and the current undergraduate student body. As UNLV Singapore
was invited by the EDB and de facto the MOE, its closure may reflect poorly on Singapore,
particularly in light of other Singapore based branch campus closures like the University of New
South Wales in 2005 and New York University Tisch School of the Arts planned for 2015.
Branch closure will result in a loss of employment for all faculty and staff, and carries the
potential to strand students who are unable to complete their coursework or relocate to the main
campus after the end of 2015.
Despite the vested interests of multiple parties in Nevada and Singapore, the viability of
the branch in Singapore rested largely on the ability to recruit and enroll sufficient students for
fall 2013. As SIT planned to offer its own degree programs and Singaporean citizens and
permanent residents would no longer receive subsidized tuition for UNLV’s hospitality
management degree after fall 2013, it was possible although unlikely that large numbers of local
students would apply and enroll. International student applicants were therefore central to this
study and served as the primary stakeholders.
Stakeholder for the Study
It was critical to study international student applicants and their motivations to consider,
apply to and enroll at UNLV Singapore. As foreign student tuition represented almost twice the
tuition and fees a Singaporean citizen or permanent resident student provided, a smaller pool of
international students would not only augment existing revenue for the branch, but also inform
market demand for a downsized UNLV branch presence. As international student applicants
could express interest to UNLV’s hospitality undergraduate degree at either campus location,
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applicant representation was taken from both contexts. During the data collection period,
international student applicants represented those who expressed interest in UNLV’s Hotel
College undergraduate degree in Las Vegas or at UNLV Singapore, those who were applying to
study at UNLV Singapore or UNLV in undergraduate hospitality management, and currently
enrolled foreign students at both campus locations given their previous status as applicants.
Background of the Problem
International branch campuses (IBCs) are complex internationalization strategies for both
a host nation and a home institution. They are an opportunity for host governments to address
educational programming gaps and retain talent within the country (Lien, 2008). IBCs
established in Singapore provide additional tertiary options that support the nation-state’s
aspirations of becoming a global hub for education. Hubs offer foreign institutions the
opportunity to expand overseas, but with little to no oversight regarding their on-the-ground
practices (Knight, 2011). Singapore’s desire to build a knowledge economy with elite foreign
institutions cannot be “at odds with the capacity building of domestic institutions and local
human capital (Sidhu, Ho & Yeoh, 2011, p. 32)”, suggesting strong influence of the host
government on IBC operations.
Most IBCs are self-supporting in design and rarely are home institution resources
available for support (Lane, 2011). Some IBCs borrow funds for start-up costs, while others
receive government assistance in the form of facilities and personnel support (Dobos, 2012).
IBCs are hard to generalize given their differing funding models, operational designs, and
institutional contexts (Lane, 2011), however, financial vulnerabilities across multiple cases
include higher than anticipated faculty costs, low student enrollment, overhead, and inflation
rates (Harding & Lammey, 2011; Shams & Huisman, 2011).
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Research on student motivations for joining an international branch campus is limited and
often overlooked in IBC planning stages (Ruby, 2010). Traditional ‘push-pull’ factors, elements
that influence a student abroad and attract a student to a host nation, influence decision making
to go overseas (Mazzarol & Soutar, 2012). They include a desire to relocate, the want to study
abroad for an education, increased economic opportunity, and country reputation (Mazzarol &
Soutar, 2012). In addition, scholarships and student housing subsidies are important financial
incentives to attract students (Cao, 2011; Rovai & Downey, 2010), however what a student will
pay for a branch campus degree is often not thoroughly considered (Ozturgut, 2008; Sharma,
2011). Convenience factors including timing, location, class size and attention from an
instructor may also attract students to a branch (Hoyt & Howell, 2012). Marketing and brand
positioning are also critical to successful IBC student recruitment campaigns (Lipka, 2012).
As American universities overseas behave more like firms (Kim & Zhu, 2010), the lack
of research regarding IBC student recruitment practices may be reflective of the proprietary
nature of this practice. Branches may need to remain more locally focused in recruitment given
the host environment (Lane, 2011), although resident interest may be driven more by the
government rather than actual student demand (Knight, 2011). The host government’s
motivations for the IBC may be contrary to the home institution’s anticipated recruitment plans
(Harding & Lammey, 2011), potentially altering campus operations. IBC missions are therefore
complicated given their responsibilities at home and abroad, and operational challenges
including recruitment and enrollment can be linked to these intersecting areas (Lane, 2011).
From 2006-2010, UNLV Singapore experienced low enrollment. It averaged an annual
incoming class size of fewer than 40 undergraduates per cohort with approximately 40% from
outside of Singapore. Student recruitment to the branch campus was done solely in Singapore,
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with little cross promotion from the main campus. While no dedicated recruitment staff worked
at the branch, international agents were occasionally utilized. The voluntary relocation of 54
undergraduate students to the Las Vegas campus further reduced full-time enrollment over the
four year period. Low enrollment contributed to poor operational viability at UNLV Singapore.
From 2006-2010, UNLV Singapore’s audited financial statements indicated that the
campus was in a negative cash-flow position, accumulating over SGD$3 million dollars
(USD$2.4 million) in debt (UNLV Singapore Limited, 2006-2010). Student tuition remained
the primary source of operating revenue for the IBC, although a loan from the Singaporean
government supported start-up costs including rental facilities at its downtown location. The
branch campus had no donors and as mandated by the Nevada System of Higher Education
(NSHE) Board of Regents, no state funds support its operations.
Given the tenuous financial situation by 2010, campus operations restructured around an
agreement with the Singapore Institute of Technology (SIT), funded by the Singapore Ministry
of Education (MOE), guaranteeing a fixed number of local student enrollment. The Singaporean
citizen and permanent resident (SCPR) SIT-funded student body would receive the UNLV
undergraduate degree in an accelerated format for a bulk, discounted tuition rate. SIT agreed to
provide UNLV Singapore a flat tuition fee of SGD$35,000 (USD$25,000) per SCPR student
enrolled, approximately 57% less than what current branch campus students, including
international students, paid for the degree. That is, revenue from 1.87 SIT SCPR student equaled
revenue from one international student.
SIT SCPR enrollment quickly rose to an average of 180 students per incoming fall class,
well over the previous averages of 40. Any international student recruitment effectively ceased
given the guaranteed local student enrollment coupled with administrative challenges of
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managing a larger student body. As a result, subsequent international student enrollments
represented less than 1% of the entering classes from 2010-2011.
While operating revenue increased, the discounted SIT SCPR tuition and minimal
international student tuition did not outpace expanding operational costs. A new leadership team
came in at the end of 2011, enacting cost cutting and restructuring measures to stabilize campus
financials. SIT SCPR tuition was renegotiated to SGD$42,140 (USD$33,700) for new local
students matriculating in Fall 2012 onwards, representing an increase of about 20% beyond the
original agreement. Yet SIT and UNLV Singapore were unable to agree upon a revised term of
affiliation beyond 2015, signaling that the last guaranteed enrollment of SIT SCPR students
would be in Fall 2013.
To sustain UNLV’s branch presence required some replacement of SIT SCPR enrollment
and corresponding tuition revenue. For fiscal year 2013, local student enrollment and tuition
represented 98% of the 663-member student body and at least 96% of campus operating revenue
respectively. UNLV Singapore international student enrollment increased to 2% (13 students) of
overall enrollment, but by the start of Fall 2013, only eight international students enrolled. The
lack of international students in Fall 2013 was the subject of intense discussion given the
connection to the future viability of UNLV’s presence in Singapore. At the time of data
collection for this study no decision had been made on the campus’ future, although the cessation
of recruitment for future classes suggested it would likely close its presence in Singapore and
consider alternative locations in Asia.
Importance of the Problem
Significant time, infrastructure, and investment at the institutional and country level are
being made in the name of international branch campuses (IBCs). If a branch closes earlier than
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anticipated, host countries can lose significant investment capital, the home university may be
required to repay loans or financially support the branch during a teach out, and stranded
students may need to be complete their degrees at the home campus (Ang, 2012; Forss, 2007;
Kan, 2012; Mills, 2009). IBC closures linked to well-known university names attract media
attention and can publically call into question host country government and home university
leadership activities. Bailouts can be very expensive and damaging to all parties involved
(Armstrong, 2007), particularly when operations are structured around unrealistic enrollment
projections. Moreover, negative press in the region or host country may affect future
international student perceptions and enrollment to the home institution. UNLV likely to shutter
its campus in Singapore (Takahashi, 2013), Debasing the Brand (Redden, 2013) and US Varsity
ends SIT tie-up and may pull out of Singapore (Davie, 2013) were UNLV Singapore headlines
that may adversely impact the reputation of UNLV.
Purpose of the Study and Questions
The purpose of this study was therefore to conduct a gap analysis to examine the root
causes of why insufficient numbers of international students applied to and enrolled at UNLV
Singapore. The analysis focused on problem causes due to knowledge and skills, motivation, and
organizational gaps centered around the key stakeholder, international student applicants. The
analysis began by generating a list of possible or assumed causes for low international student
enrollment, examining them systematically to identify and address actual or validated causes.
While a complete gap analysis would focus on all stakeholders including Nevada and Singapore
based constituencies, for practical purposes the primary stakeholder in this analysis are
international student applicants.
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The corresponding questions that guided this study were the following:
1. What are the knowledge, motivation and organizational causes preventing
international students from enrolling at UNLV Singapore?
2. What are the knowledge, motivation and organizational causes preventing non-local
students from enrolling at UNLV Singapore rather than UNLV?
3. What are the recommended solutions to close the knowledge, motivation, and
organization gaps in low international student enrollment at UNLV Singapore?
Methodological Framework
To address the potential causes of and solutions for low international student enrollment
to UNLV Singapore, Clark and Estes’ (2008) gap analysis framework was utilized. This allowed
for a systematic and analytical review to clarify organizational goals and identify the gap
between the actual and preferred performance level within UNLV Singapore. Assumed causes
for the performance gap; low international student enrollment, were generated based on personal
knowledge and scanning interviews, learning and motivation theories and related literature.
These assumed causes were then validated by research methods that included the identification
of a sample population representing international student applicants, the creation and distribution
of surveys to two populations, and the conducting of select semi-structured interviews. Both
survey data and interview findings were analyzed to validate and invalidate assumed causes,
giving way to key themes to address low international student enrollment to UNLV Singapore.
Research-based solutions were recommended which will not be implemented at UNLV
Singapore given the potential closure, however a corresponding implementation and
comprehensive evaluation plan was proposed.

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CHAPTER 2
REVIEW OF THE LITERATURE
Introduction
Globalization pushes higher education institutions to internationalize in order to remain
competitive. While institutions deploy multiple strategies to meet such mandates, they are as
unique and contextualized as the institutions themselves. The manifestations of and motivations
for internationalization are identified in this literature review, with a focused discussion on
international branch campuses (IBCs).
IBC representation is small compared to traditional higher education institutions, but is
part of the increasingly competitive landscape of tertiary education for foreign students.
International student mobility is increasing, but shifts in global dominance of traditional recipient
markets to new emerging players are found. National policy development, institutional global
marketing, and creative recruitment strategies to either maintain or increase attractiveness of an
institution for potential applicants are increasingly critical. IBCs also need to position
themselves as part of this broader conversation.
The sections below frame this study with a background into higher education
internationalization practices, branch campus development, and global mobility of foreign
students. Further research on marketing, branding and factors influencing foreign student
recruitment and enrollment is also presented. The chapter concludes with a review of the gap
analysis process and its framing of increasing international student enrollment to UNLV
Singapore.
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Internationalization
Institutions are compelled to internationalize as a response to globalization forces (Yang,
2002). Internationalization is defined as “the process of integrating an international, intercultural
or global dimension into the purpose, functions or delivery of post-secondary education (as cited
in Knight, 2004, p. 11).” That is, institutions alter and evolve their practices to integrate global
components into their operations. Manifestations vary dependent on how globalization impacts
an institution (Yang, 2002), although many cite an increased shift towards business-related
practices including privatization and entrepreneurialism (Altbach & Knight, 2007; Mazzarol &
Soutar, 2012; Stromquist, 2007).
Higher education internationalization activities revolve around two motivations;
humanitarian and economic (Raby, 2009). On the humanitarian side, institutions internationalize
because they must provide an education relevant to a changing world (Armstrong, 2007). Yet on
the economic side, external pressures in the form of increased competition, reduced federal
funding, and plateauing or declining student enrollment force institutions to aggressively seek
new opportunities. (Armstrong, 2007; Mazzarol & Soutar, 2012; Stromquist, 2007). Additional
motivations found in either ideology include peace building, national security, reputational
advancement, human capital development, expanded tertiary access, demographic growth, and
research collaboration (Altbach & Knight, 2007; Edwards, 2007; Hser, 2005; Knight, 2004).
Manifestations of internationalization therefore include an array of activities dependent
upon an institution’s “history, culture, resources and priorities” (Yang, 2002). These have
historically included foreign language acquisition, cultural studies, institutional partnerships,
faculty exchanges, study abroad programs and international student enrollment (Altbach &
Knight, 2007; Armstrong, 2007; Farnsworth, 2005; Hser, 2005; Knight, 2004; Knight 2011). In
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the United States, reduced government subsidy pressures public institutions to enroll larger
numbers of full-fee paying international students and explore research and partnership alliances
that offer funding opportunities (Mazzarol & Soutar, 2012). Additional practices meant to
address recruitment of international students and/or enhanced collaboration opportunities also
include twinning or 2+2 programs, joint degree programs, for-profit programs, franchising
arrangements, education hubs, international recruitment agent usage and branch campus
establishment (Altbach & Knight, 2007; Armstrong, 2007; Farnsworth, 2005; Hser, 2005;
Knight, 2004; Knight 2011).
International branch campuses (IBCs) and offshore collaborations with foreign partners
are the next generation of internationalization activity (Armstrong, 2007). As higher education
builds upon existing relationships, branching is a likely evolutionary step for an institution
(Wilkins & Huisman, 2012). IBCs are typically more market driven and commercially oriented
given their obligations to stakeholders overseas and their operational designs differ from their
domestic institutions (Kim & Zhu, 2010; Yokoyama; 2009). Branch campuses legitimize
internationalization agendas and provide justification for their establishment (Farrugia & Lane,
2012; Wilkins & Huisman, 2012), as having a branch campus can positively influence domestic
and global rankings for the home institution and address host country tertiary education needs
(Kim & Zhu, 2010; Knight, 2011; Padlee, Kamaruddin & Baharun, 2010). At the same time,
however, foreign campuses embody some of the highest reputational risks to a home institution
(Armstrong, 2007).
While the majority of branch campuses are from the United States, many American
institutions struggle to keep pace with internationalization. Declining foreign student
enrollment, poor participation rates in study abroad, cultural unawareness, arguments of
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colonialism and homogenization, lack of curricular integration, vague internationalization goals,
lack of funding, limited strategic buy-in and tension between international and domestic relations
are commonly cited barriers (Brustein, 2007; Childress, 2009; Hser, 2005; Edwards, 2007;
Wilkins & Huisman, 2012). Institutions also suffer from demonstrably slow paces of change
Childress (2009). State funded institutions in particular are challenged to serve their local
constituency (Yokoyama, 2009), who are increasingly “defined by a global economy” (Raby,
2009, p. 23).
Tantamount to significant administrative challenges is the lack of faculty engagement in
internationalization initiatives. In 1997, decreases in tenure opportunities, reduced satisfaction in
compensation and changes in faculty teaching roles contributed to an absence of international
competitiveness in the American professoriate (Altbach, 1997). American faculty dominated the
research and knowledge sphere, but were largely unaware of what the rest of the academic world
produced (Altbach, 1997). “The American professoriate operates in an international system at
the same time that it is embedded in a national environment” (Altbach, 1997, p. 316), mirroring
the administrative challenge American state institutions today face when internationalizing
(Ruby, 2009; Yokoyama, 2009).
Ten years later, Stohl (2007) reiterated Altbach’s sentiments, concluding that lack of
faculty involvement impedes an institution’s ability to globalize. Engagement is often through
international conference attendance rather than participation in deeper activities such as
exchange programs, publication in international journals or global curriculum development
(Agnew, 2012; Stohl, 2007). Curriculum reform should be at the foundation of an
internationalized student body (Brustein, 2007), however there is limited incentive to participate
in such activities as they are not recognized or rewarded within the traditional teaching, research
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and service components (Agnew, 2012; Altbach, 1997; Hser, 2005). Faculty are unaware of
opportunities that exist, encounter too many bureaucratic processes or have insufficient support
to effectively engage (Dewey & Duff, 2009). As a result, faculty participation has been largely
ad hoc and often inconsistent given limited centralized strategic planning (Stohl, 2007).
Threats to academic freedom came in the form of reduced autonomy and lack of federal
funding (Altbach, 1997). Greater for-profit influence and a growing administration are
potentially subversive phenomena challenging academic freedom (Altbach, 2001). Education
has become a private, commodity good, susceptible to market forces (Altbach & Knight, 2007;
Stromquist, 2007), as global trade agreements strengthen the links between private industry and
higher education. Additionally, economies such as China, Malaysia, Singapore, and the United
Arab Emirates offer greater opportunities for institutional and faculty partnership, but potentially
at the cost of academic freedom (Altbach, 2001).
American faculty in overseas assignments are ill prepared for the cultural and
organizational differences they encounter (Gopal, 2011). Full-time faculty at a branch campus
feel like second-class citizens and require additional preparatory skills to teach in a multicultural
environment (Dobos, 2012). Integration levels with the home campus can vary, threatening
academic standards (Hughes, 2011). Whether by choice or as a result of environmental
structures, lack of faculty participation in internationalization activities both at the home or
branch campus retards institutional competitiveness over time. It is then likely that foreign
campuses will be challenged in their own operations.
International Branch Campuses (IBCs)
While international branch campuses (IBCs) are tangible evidence of internationalization
practice for home institutions, their roles are often ill defined. IBCs are responsible to multiple
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stakeholders including the host country, home campus, and by extension the home country
(Lane, 2011). Higher education stakeholders include government, administration, employees,
students, parents, employers, suppliers, competitors, donors, communities, regulators, financial
operators, joint venture partners, and the home campus (Burrows, 1999, p. 9). Yet no matter the
global dominance of the home institution, branches are seen as local entities closely linked to the
host country environment (Farrugia & Lane, 2012).
IBCs are often unclear as to how to position themselves and to whom they are beholden
(Farrugia & Lane, 2012; Kinser, 2011). Accreditation practices vary by country, ultimately
influencing the rules that govern the IBC (Kinser, 2011). IBCs may be one strategy to satisfy
internationalization goals of expansion and income generation, but they are subject to host
country governance policies (Wilkins & Huisman, 2012). There are few fixed definitions of
autonomy for overseas branches largely due to limited ideas of how to export the concept
overseas (Yokoyama, 2009). American public institutions with foreign branches associate with a
culture they struggle to provide given little to none of the regulations on which it is founded
(Yokoyama, 2009). Calls for a global association that can provide a uniform standard of branch
campus operations have been made, however no such organization exists (Kinser, 2011). Large
thought-bodies such as United Nations Educational, Scientific and Cultural Organization
(UNESCO), the World Trade Organization (WTO), and Organization for Economic Co-
Operation and Development (OECD) – “supranational organizations” – may possess influence
but have no true power to actually enforce ideas (Yokoyama, 2009, p. 272). Emulating a main
campus management structure at a branch campus may therefore be ineffective (Lane, 2011).
IBCs hire faculty as part of the university branch without home university protections and
subject to host government requirements (Dobos, 2012). Branches often lack benefits, job
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security, opportunities for growth and voting rights, suggesting the difficulty in attracting quality
faculty (Macdonald, 2006). Research at an IBC may be tied to a mandate from the government,
rather than organically grown (Farrugia & Lane, 2012). Faculty juggle responsibilities
dependent on the influences of either the institution, branch campus or the host environment
(Dobos, 2012). Therefore, the legitimacy of home institution may not fully carry over to the
satellite even though it is necessary for organizational survival, particularly in new environments
(Farrugia & Lane, 2012).
IBCs are typically built where there is limited capacity to serve the domestic market
(Lien, 2008). The targets of branches are individuals unwilling to incur high expenses, those
unable to obtain visas, and/or those unwilling to leave due to high opportunity costs, ultimately
limiting demand and creating price sensitivity (Kim & Zhu, 2010). Branch campuses can
therefore anticipate financing and governance challenges.
Government intervention in education is notably stronger given the fear of market failure
(Brewer, Hentschke & Eide, 2010). Simultaneously, increases in cost sharing among parents and
students contributes to greater scrutiny around financing education, quality measurements and
return on investment (Johnstone & Marcucci, 2010). Expanded access demands are in constant
tension with the “educational desire to raise quality, and the overwhelming need to control costs”
(Sarvi, 2008, p. 11), such that government participation is anticipated. Branch campuses may be
subject to host country interventions to provide access, calling to question the organic demand
for a branch campus degree.
Education is a trust market where institutions earn the trust of a consumer, although
reputation building takes time and the output is difficult to judge (Kim & Zhu, 2010). In the late
1980s, over 30 branch campuses opened in Japan but almost all closed by the mid-1990s due to
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poor name recognition and subsequent low student enrollment (Kim & Zhu, 2010). At one
offshore campus in China, the lack of government recognition of their institutional degree led to
a decline in enrollment, which was further exacerbated by a surge of foreign providers entering
China (Ozturgut, 2008). Branch quality connects to an individual’s ability to leave a country,
such that enrollment can be tied to perception of enhanced career opportunities and earning
potential outside of the domestic market (Lien, 2008).
Yet branches typically offer limited programs, implying a less than comprehensive
academic experience, ultimately deterring students (Kim & Zhu, 2010). Institutions may be
more concerned with “building an international footprint than in deeply engaging in an
international experience (Farrugia & Lane, 2012, p. 14)”, offering an inferior encounter that may
detract students. In fact, only moderately selective and tuition dependent institutions are more
likely to branch even though demand may be for more elite organizations (Kim & Zhu, 2010).
Moreover, universities adjust their pricing to local conditions when overseas, implying a
correlation between poor institutional reputation and the cost of the discount (Kim & Zhu, 2010).
Branches possess varying domestic institutional motivations while vulnerable to host
government requirements. IBCs can be forced to pivot into unanticipated areas such as
workforce development and training (Yokoyama, 2009), such that branch desires may be
secondary to the host country needs (Farrugia & Lane, 2012). International student enrollment at
a branch campus is therefore partly predicated on host country policies. An understanding of
global and regional student mobility is critical, as is an examination of recruitment and
enrollment strategies to attract students to the branch, both of which are addressed in the next
section.
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Global Competition for Students
International students satisfy institution diversity missions, broaden sociocultural
awareness and support local or state economic diversification efforts (Farnsworth, 2005).
Foreign students also can help nations with declining birth rates and aging populations,
supporting demographic needs (Ziguras & Law, 2006). Foreign graduate students support
faculty with transnational connections, teaching assistant positions, and improve program quality
(Trice, 2003). International students also generate significant revenue, subsidizing both domestic
students and education systems (Douglass & Edelstein, 2009), such that reduced government
funding often leads to greater institutional emphasis on recruitment of foreign students
(Hemsley-Brown & Goonawardana, 2007).
The Asian Development Bank predicted that higher education demand in the Asia-Pacific
region alone would double by 2013 and triple by 2018 (ADB, 2008). Regional growth is a result
of population development, increases in school-going population, higher completion rates,
families with more income, and the evolving labor market and social values (Sarvi, 2008). In
2010, nine out of the top 25 sending nations of overseas students were from East Asia, Southeast
Asia or Central and West Asia (IIE, 2012). That same year in the United States, over 50% of
international students originated from five nations including three in Asia: China, India, South
Korea, Saudi Arabia and Canada (IIE, 2012).
In 2007, it was concluded that over 2 million international students worldwide self-
funded their studies, representing “the largest source of funds for international education – not
governments, academic institutions or philanthropies” (Altbach & Knight, p. 294). As of 2010,
there were over 4.1 million students engaged in overseas education, suggesting that the market of
self-funding students was even larger (OECD, 2012).
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The United States received over 760,000 foreign students in 2011-2012 (OECD, 2012),
and their contribution to the United States’ economy from tuition, fees and living expenses was
over USD$21 billion (NAFSA, 2012). Yet the United States is declining in market share as
other nations like the United Kingdom, Australia, New Zealand, Japan and Canada grow more
competitive and attract greater numbers of international students. Increases in American
institution tuition and fees, visa challenges and foreign policy relations also contribute to student
decline (Farnsworth, 2005; Naidoo, 2010; Urias & Yeakey, 2009). Lack of a strategic national
policy towards international student enrollment further hinders the United States’ ability to
remain competitive (Douglass & Edelstein, 2009).
Some nations and regional blocs have coordinated policy to increase international student
enrollment. Direct intervention by the Malaysian government to increase international students
in 1996 saw Malaysia as one of the top three Asia based countries receiving American students
overseas (Belyavina & Bhandari, 2012; Padlee, Kamaruddin & Baharun, 2010). Overseas
country offices such as the British Council represent and champion foreign education policy and
attributes overseas (Belyavina & Bhandari, 2012). The Bologna and Lisbon Declarations,
Korea’s World Class University Project, Singapore’s 2002 Global Schoolhouse Initiative,
China’s HR Blueprint Strategy, and Japan’s Global 30 all seek to build knowledge capital and
capacity to their nations or regions through targeted foreign talent development (Douglass &
Edelstein, 2009; Postiglione, 2009; Sidhu, Ho & Yeoh, 2011). Singapore’s Global Schoolhouse
initiative, for example, was “expected to attract high quality human capital…including potential
migrants to arrest Singapore’s demographic decline” (Sidhu, 2008, p. 129). Nations may also
offer favorable immigration policies such as permanent residence, provide employment
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opportunities for students and spouses post-graduation, or offer financial subsidies to study and
live (Douglass & Edelstein, 2009; Ziguras & Law, 2006).
Increased internationalization strategies such as education hubs and branch campuses
may offer new competitive means of attracting international students as well as retaining citizens
further deepening the competitive pool of options (Douglass & Edelstein, 2009; Knight, 2011).
Domestic investment in education can increase market share of international students while
reducing the outbound flow of students. Foreign branch campuses can be part of such
investment, reducing the “push” factors that send a student overseas (Mazzarol & Soutar, 2002 p.
90). Education hubs further elevate country attractiveness for both in and outbound students
(Douglass & Edelstein, 2009). Education hubs are “a planned effort to build a critical mass of
local and international actors strategically engaged in education, training, knowledge production,
and innovation initiatives” (Knight, 2011, p. 233). Education hubs have emerged in Malaysia,
Singapore, South Korea, Qatar, and the United Arab Emirates where institutions from Australia,
the United Kingdom and the United States offer their degrees.
Student outflows are relative to the pace of development and demand (Naidoo, 2007). As
economies grow, citizens are less likely to leave for overseas study unless access to education is
limited within the country, or the nation is unable to intellectually advance and provide matching
employment opportunities. With increased competition lies the need to differentiate and
evaluate market strategies to either grow or maintain foreign student market share. The next
section therefore probes into the recruitment strategies of higher education institutions to attract
international students.
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Student Recruitment and Enrollment
Institutions must utilize targeted marketing and branding to attract international students.
In higher education, brands are built on bilateral communications between the individual schools
and the overall institutional mission and vision (Hemsley-Brown & Goonawardana, 2007).
Institutions are either a collection of brands or corporate and uniform in their self-projection
(Hemsley-Brown and Goonawardana, 2007), but the market position an institution holds is
ultimately key (Hossler, 1999). Institutions must differentiate by competing on quality and the
perception of added value to be effective (Mazzarol & Hosie, 1996). Market segmentation and
personalization are also important factors (Hossler, 1999), noting there are 17 critical factors that
directly impact the success of institutions in international marketing. These include quality of
reputation, international strategic alliances, offshore teaching programs and recruiting offices,
alumni growth, private recruitment agent usage, use of government promotion agencies,
advertising, promotion, and financial resources (Mazzarol, 1998). For example, market share,
alumni and offshore teaching programs were most valued for Australian students (Mazzarol,
1998). Perceptions of excellence and alumni recommendations based on “perceived service
quality” were critical for international student enrollment to the United Kingdom (Russell, 2005,
p. 66). Institutions need to promote themselves respective of their context while accounting for
how applicants gather information.
Applicants seek information from a myriad of sources. One study of undergraduate and
graduate students at an American public institution found that half utilized online and marketing
resources followed by reliance on friends (36%), school counselors/teachers (14%), family
members (13%) and lastly recruitment agents and exchange agreements (4%) (Lee, 2008, p.
317). Another study of parents and students in China indicated that information gathered from
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exhibitions, friends and relatives, and the Internet were more important than TV ads, agents and
magazines (Bodycott, 2009). Social media and networks are important informational tools, but
were found to be secondary to traditional methods such as referrals, site visits, open houses,
brochures, and university websites (Constantinides & Zinck Stagno, 2011; Hayes, Ruschman &
Walker, 2009). Country based centers such as the British Council act as additional marketers for
institutions and even the home country (Hemsley-Brown & Goonawardana, 2007).
The decision-making process for a student is a multi-layered process. Engaged
applicants will do a great deal of research on the institution and consider familial impact
(Gatfield & Larmar, 2008). Variables that influence decision-making can be themed according
to personal reasons, country images, institutional descriptions and program evaluation (Cubillo,
Sanchez and Cervino, 2006), or along a psychological framework of cognition, intelligence,
probability and risk (Gatfield & Larmar, 2008).
Student decision-making is made by first selecting to go overseas, followed by selecting
the destination country, and finally choosing the institution (Mazzarol & Soutar, 2002). Within
this process is also an assessment of push-pull factors, elements that encourage a student to leave
a country and simultaneously draw the student towards a host nation. Key push factors include a
desire to migrate, learn about another culture and domestic challenges in access to education
(Mazzarol & Soutar, 2002). Pull factors include knowledge and awareness of the host country,
quality reputation and qualification recognition, personal recommendations from parents, friends,
counselors and agents, cost issues, social and physical environmental issues, geographic
proximity to home and social linkages within the country (Mazzarol & Soutar, 2002). Building
on push-pull categorization, selecting a destination country is also based on both the individual’s
relation to the home and host country (Cubillo, Sanchez and Cervino, 2006). For example, most
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Americans studying for degrees overseas select English-speaking nations (75% choose
Anglophone nations), suggesting a correlation between native tongue and language of the host
country (Belyavina and Bhandari, 2012). Pull factors for Mainland Chinese students going
abroad include immigration prospects and geographical proximity to China (Bodycott, 2009).
Once a country has been identified, institution and program factors are scrutinized.
These include job and immigration prospects, onsite housing, language services, quality
education, social and networking support, location, reputation, scholarships, price and
international exposure (Belyavina & Bhandari, 2012; Bodycott, 2009; Maringe, 2006). Influence
will also manifest based on past academic performance in a subject, career opportunities, teacher
advice and personal interest (Maringe, 2006).
Student satisfaction measures also influence applicant recruitment and enrollment,
although such measures vary on circumstance, time and individual experience (Cubillo, Sanchez
& Cervino, 2006). Studies show that a multitude of factors contribute to positive student
satisfaction including fair and equal treatment, satisfactory academic progress, campus climate,
instructional effectiveness, faculty quality, and student centeredness including learning,
assessment and feedback (Elliott & Healy, 2001; Lee, 2010; Wilkins & Balakrishnan, 2012).
Moreover, positive student recommendations to other potential students correlated to those who
were financially secure and satisfied with their academic and non-academic progress, and
negative recommendations correlated to those who had social and/or financial challenges (Lee,
2008). Students with less information before enrolling had less positive experiences including
disappointment in location, program, culture, race discrimination, and loneliness whereas those
with more information were prepared and had better experiences (Lee, 2008).
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A few cases surrounding branch campus selection by international students exist. A study
of student selection at a United Arab Emirates (UAE) branch campus found that students chose
the branch because it was safer, allowed for closer contact with family members, and was
familiar in lifestyle and country relation (Wilkins, Balakrishnan & Huisman, 2012). Further
studies at a UAE branch campus found enrollment due to university and program reputation,
safety, the ability to be more employable, personal recommendations and English proficiency
(Wilkins, Balakrishnan & Huisman, 2012; Wilkins & Huisman, 2011). The affordability of an
IBC degree in comparison to the home campus, along with the convenience of not leaving the
country was also cited (Wilkins, Balakrishnan and Huisman, 2012). One study of Utah-based
branch campus enrollment of the University of Utah indicated that the convenience of timing,
location, class size and attention from the instructor were influential in student decision-making
(Hoyt & Howell, 2012). Moreover, the campus environment was better for certain types of
students, such as non-matriculated students who required a smaller more intensely focused
environment (Hoyt & Howell, 2012).
Education and its perceived return on investment underpin the rationale for studying
overseas. Push-pull factors influence overseas study, however they cannot be isolated from the
manner of information delivery, cultural nuances of the target market, nor the host institution and
the qualitative assessment of its education experience. Proper development of an applicant pool
requires scheduling of information, a dissemination plan, diversification strategies, and
knowledge of decision-making timing (Hossler, 1999). International student selection of a
branch campus is therefore subject to the unique organizational attributes in which it exists
including the host nation, home country and institution. The next section outlines a framework
of analysis for foreign student enrollment to a branch campus that will be used in this study.
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Gap Analysis Framework
The gap analysis framework is designed to assess problems through a review of
knowledge and skills, motivation and organization (Clark & Estes, 2008). A gap in any of these
categories renders performance goals unattainable, hence identification of the roots cause of
gap(s) will improve individual and business performance and beget greater returns to an
organization (Clark & Estes, 2008). Applied to the UNLV Singapore branch campus, the gap
analysis framework identified application and enrollment deficiencies based on knowledge and
skills, motivation and organizational causes that resulted in low enrollment of foreign students to
the branch campus.
Knowledge and Skills
Knowledge is categorized as factual, conceptual, procedural or metacognitive dependent
upon the complexity needed to process information (Anderson & Krathwohl, 2001). Applicants
seek information that is provided by the institution, informed by external influencers, and
processed respective of the individual. As Gatfield and Larmar (2008) summarize,
in the selection of a university degree where the individual needs to be well informed, the
time and effort involvement will be high and the external search extensive. Further,
where the risks are perceived to be high, processing may continue through the stimulation
of a constant flow of detailed information. (p. 384)
Particular attention should be paid to the even and accurate distribution of information. Social
media challenges traditional notions of admissions materials and control of content and
positioning (Hayes, Ruschman & Walker, 2009), and while it builds awareness, universities are
often inconsistent in its usage (Constantinides & Zinck Stagno, 2011). Institutions must also be
cautious in marketing and advertising, particularly when trying to be seen as international when
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the content is “more ‘local’ in design, delivery and deliberations” (Russell, 2005, p. 75).
Moreover, low ranking institutions should avoid marketing an inflated self-image particularly
when growing enrollment (Oplatka, 2002). Identifying informational gaps and the
corresponding cognitive type would allow UNLV Singapore to understand what information was
being processed and what may be lacking or ineffective.
Motivation
Motivation determines goal achievement, directing how one will learn (Ambrose,
Bridges, DiPietro, Lovett & Norman, 2010). It is comprised of three major indices; active
choice, persistence and mental effort, and should be approached not as a trait but as a
controllable component shaped by sociocultural, environmental and internal factors (Clark &
Estes, 2008; Dembo & Seli, 2012). Recognizing whether international student applicants are
motivated to study at UNLV Singapore’s campus and hospitality management program informs
enrollment trends and strategies for growth. For example, a study of Hong Kong-based
hospitality tourism management students found the top three motivational responses for studying
abroad to be the want to experience a foreign country, find a better job in home country, and
learn a foreign language (Lee, Kim & Lo, 2008). Awareness of parent motivation is equally as
important in some nations like China, and should be understood respective to decision making
for children (Bodycott, 2009). A model of students’ preferences that assess the personal reasons,
country image effects, city effects, institution images and program evaluation may inform UNLV
Singapore as to what motivated and influenced an international student to enroll (Cubillo,
Sanchez & Cervino, 2006). As motivation is malleable, understanding its role from the
applicant perspective would inform UNLV Singapore’s ability to achieve increased enrollment.
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Organization
An organization is not only an interaction of the individuals within it, but also an
assessment of the external environmental factors within which it operates (Rueda, 2011).
Performance gaps can permeate an entire organization given their complex culture and social
design (Clark & Estes, 2008). Successful foreign operations know their source market and
possess cultural awareness and etiquette around a marketplace. For nations like China,
Singapore and South Korea, understanding the unique idiosyncrasies around Confucian culture
and corresponding business practices are critical to a successful higher education operation
(Ozturgut, 2008; Wilkins & Huisman, 2012). Foreign students may choose American branch
campuses if institutions can improve their overseas collaborations (Naidoo, 2007). Promotion of
organizational culture at a university can be made through the use of a communication strategy,
market segmentation, and brand and image projection (Maringe, 2006). Identifying the
organizational gaps that contributed to low enrollment at UNLV Singapore required assessing
the contextual components of branch operations from a Singapore and Nevada based perspective.
It is through the gap analysis model that low international student enrollment was
assessed through knowledge and skills, motivation and organizational perspectives. Root causes
were generated, measured and ultimately validated or disproved. The holistic analysis informed
solution generation, implementation and evaluation approaches to complete the process, which
would increase international student application and enrollment to UNLV Singapore if the
campus was not likely to close. Nevertheless, the framework and findings, solutions and
implementation plan are relevant to possible future UNLV iterations overseas.
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Conclusion
The justifications for internationalization are often mixed (Altbach & Knight, 2007), and
at minimum contextualized to an institution and its country of origin. Motivations for
internationalization can be altruistic but are more often a response to higher education market
forces between global, regional, national and individual institutions. No institution will have the
same internationalization strategies as the manifestations of activity differ. Global trends
indicate high demand from international students for tertiary education but against a competitive
marketplace as more nations invest in their domestic infrastructure. Branch campuses represent a
niche internationalization activity for some host nations and home institutions, although limited
faculty engagement, growing competition for international students, and operational
dependencies position branches in a volatile state.
International branch campuses (IBCs) intersect at institutional, national, and international
axes. They are significant internationalization projects associated with high risk (Armstrong,
2007), as the motives and benefits for their establishment predicated on their autonomy localized
more to host country policies. Significant financial and government support coupled with a
reliable enrollment is needed to remain viable. It is also unclear exactly how a branch campus
remains a non-competitor with its home campus for foreign students.
To recruit international students, institutions must consider a number of internal and
external influences by which applicants make their decision to apply and enroll. Marketing and
branding are essential to recruit foreign students although institutions are challenged to provide
accurate and effective information given market deviations and localized environmental factors.
Traditional models of international student choice and decision-making may be different given
offshore campus duality, that is, a home institution program subject to host country policies.
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Hence it remains unclear whether an American branch overseas such as UNLV Singapore could
attract sufficient foreign students. Utilization of the gap analysis model (Clark & Estes, 2008)
identified gaps of knowledge, motivation and organization for international student applicants,
informing the development of solutions to increase enrollment to the branch campus. Chapter
three describes the context, methodology, and assumed causes of UNLV Singapore low
international student enrollment.

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CHAPTER 3
METHODOLOGY
The purpose of this study was to understand why too few international student applicants
applied to and enrolled in UNLV’s branch campus in Singapore. At UNLV Singapore, foreign
students provided significantly more tuition revenue than domestic students and represented
fulfillment of the UNLV diversification mission, similar to the home campus in Nevada. Yet
unlike UNLV in Las Vegas, UNLV Singapore operated as a self-supporting unit with no federal
funds or financial resources from the home campus. It was reliant predominantly on tuition
revenue. As no guaranteed enrollment of Singapore Institute of Technology (SIT) Singapore
citizen and permanent resident (SCPR) students after Fall 2013 existed, UNLV Singapore
needed to increase foreign applicant demand and enrollment to at least 50 students or risk
closure. International student applicants were therefore a key stakeholder in this analysis. The
following questions guided this study:
1. What are the knowledge, motivation and organizational causes preventing
international students from enrolling at UNLV Singapore?
2. What factors based on knowledge, motivation and organizational causes prevent non-
local students from enrolling at UNLV Singapore rather than UNLV?
3. What are the recommended solutions to close the knowledge, motivation, and
organization gaps in low international student enrollment at UNLV Singapore?
To determine the potential causes of and generate solutions for low international student
enrollment to UNLV Singapore, Clark and Estes’ (2008) gap analysis framework was used. The
framework offered an analytical method to identify organizational goals and actual and preferred
performance level gaps within an organization. Assumed causes for the performance gap
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generated were based on personal knowledge, learning theories and related literature. Causes
were validated by a mixed methods approach, utilizing a survey and semi-structured interviews
for assessment. Results and findings were analyzed and research-based solutions recommended
alongside an implementation and evaluation plan. The gap analysis process is shown in Figure
1.

Figure 1. The gap analysis process. Adapted from Clark & Estes, 2008.

Goals
Current
Achievement
Gaps
Causes
• Knowledge & Skills
• Motivation
• Organization
Root Causes
Solutions
Implement
Evaluate
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UNLV Singapore’s goal was to receive at least 150 applications to ideally yield 50 or
more international students for the Fall 2013 intake. This was articulated as part of recruitment
targets for the branch. At the time of data collection, UNLV Singapore’s current student body
was approximately 2% international (non-SCPR) students. Goal achievement was measured by
the number of international students who ultimately enrolled in the hospitality management
undergraduate program at the Singapore campus. To increase foreign student enrollment at the
branch, there were several stakeholders involved including international student applicants,
admissions and recruitment staff, and UNLV Singapore administration. Outlined in Table 1 are
goals for each stakeholder group.

Table 1
Organizational Mission, Global Goal and Stakeholder Goals
Organizational Mission
The University of Nevada, Las Vegas (UNLV), along with other research-intensive public universities
in the United States, recognizes that a student body that is diverse with respect to race, ethnicity,
socioeconomic class background, and geography, among other dimensions of cultural difference,
benefits and enriches the educational experiences of all students, faculty, and staff. Accordingly, UNLV
strives to recruit students who will further enrich this diversity and to support their academic and
personal success while they are a part of our campus community. The presence and achievement of
racial and ethnic minority students at UNLV not only benefits these students individually, it enhances
the educational and interpersonal experiences of everyone in our campus community.
Organizational Global Goal
UNLV Singapore will meet or exceed the international student enrollment goal of 50 students per
entering cohort.
International Student
Applicants
By July 31, 2013, 150
international applicants will
have applied to study at UNLV
Singapore.
Admissions and Recruitment
Staff
By the start of the Fall 2014
semester, UNLV Singapore
admissions and recruitment staff
will have met or exceeded
international student recruitment
targets set previously for Fall 2013.
UNLV Singapore
Administration
By January 2014, UNLV
Singapore administration will
have created a strategic plan
for recruitment of international
students meeting or exceeding
previous enrollment goals.

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The stakeholders of focus for this study were international student applicants. The UNLV
Singapore Board of Directors identified foreign students as vital to campus sustainability given
their criticality to the future planning and sustainability of the branch alongside the ending of the
affiliation with the Singapore Institute of Technology and their corresponding guaranteed
enrollment. Moreover, as the Associate Dean and Managing Director for Singapore engaged
with the UNLV President, Executive Vice President and Provost and Hotel College Dean in a
new strategy for UNLV’s Asia presence, the continuation of undergraduate programming in
Singapore or new deployment of UNLV’s presence in Asia was directly informed by foreign
student interest and engagement at the existing branch.
UNLV Singapore had a history of low international student enrollment, averaging less
than 40 students at any given academic intake prior to 2010. After affiliation with SIT in 2010
that guaranteed large enrollment numbers of local students, new foreign student enrollment
dipped further at UNLV Singapore. In Fall 2011, one international student enrolled out of a
class of over 200 SIT SCPRs. In Fall 2012, three international students enrolled out of an
incoming class of 187 SIT SCPRs. As applications for the Fall 2013 final intake closed on July
1, 2013, 14 completed international student applications yielded eight enrolling students, and
over 800 completed applications from SIT SCPR students yielded 183 enrolling students. The
organizational goal was that 150 international students would apply to the IBC and at least 50
would enroll by Fall 2013, but only 14 applied and eight enrolled representing a performance gap
of 136 and 42 students respectively.
Assumed Causes of the Performance Gap
Organizations are often wrong in praising quick solution making to problems (Clark &
Estes, 2008). The temptation to provide solutions without validation can be due to
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overconfidence, time or social pressure (Clark, 2012). Resolutions are often based on assumed,
invalidated causes interpreted as fact. Such information may actually be anecdotal, correlational
or instinctual, diminishing the likelihood of successful problem mitigation (Halpern, 2004). The
gap analysis framework evaluates causes in an evidence-based manner. This involves
identifying information based on personal knowledge or interviews, learning and motivation
theories, and existing literature. It was through this approach that the knowledge, motivation and
organizational causes for the lack of international student applicants were identified.
Scanning Interviews / Personal Knowledge
Prior to data collection this study began with informal conversations with currently
enrolled international students and recruitment and admissions staff at UNLV Singapore. The
following knowledge and skills, motivation and organizational assumed causes of low
enrollment were identified.
Knowledge and skills. As young institutions, both UNLV and UNLV Singapore may
have had little brand presence outside of the United States, such that foreign applicants were
unaware of the university or branch campus existence. Moreover, applicants may not have
known how to weigh the merits of earning an American degree versus other foreign
equivalencies, nor had considered Singapore as an option for study when considering English-
speaking nations for tertiary education. Applicants were expected to study hospitality
management in a dual location format beginning at UNLV Singapore, however candidates may
have been unaware of the field and corresponding employment opportunities. Further still, those
who chose to study hospitality management may not have known UNLV’s reputation in
hospitality when compared to other institutions.
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Motivation. Foreign applicants seeking top ranked institutions, may have viewed UNLV
as inferior to other higher education providers. As the goal was to attract applicants to the
branch campus, candidates may have viewed the satellite as lower quality than the main campus.
Some international applicants may not have found a two-country degree beneficial, preferring to
study only in the United States. Applicants may have been uninterested in pursuing a career in
hospitality and therefore a degree in hospitality management, wanting other discipline options
other than the one offered at UNLV Singapore. Applicants who considered UNLV Singapore
may have also viewed the four-year time to degree too long when compared to British or
Australian options in Singapore.
Organization. International student recruitment to the branch campus was conducted
solely at the offshore locale, while the UNLV main campus did not participate in recruitment
activities for international students to the branch campus. There was almost no direct promotion
by the main campus of UNLV Singapore, and information about the degree pathway via
Singapore may not have even be provided to potential students. The marketing and recruitment
campaign deployed by UNLV Singapore may have been inadequate. Moreover, the third-party
review of foreign transcripts may have been a significant deterrent during the application
process.
Learning and Motivation Theory
The different dimensions of knowledge include factual, conceptual, procedural,
metacognitive and cognitive dimensions (Anderson & Krathwohl, 2001). The behavioral
manifestations of motivation include choice, persistence and mental effort (Clark & Estes, 2008).
Finally, cultural factors including external settings and contexts impact organizational design and
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operation (Clark & Estes, 2008). Based on these descriptions and existing theory, further
assumed causes around low enrollment were generated.
Knowledge and skills. International student applicants who joined UNLV Singapore in
Fall 2013 began their studies in Singapore and would finish their degree in Las Vegas. Potential
students may not have known the factual elements of the degree such as dual country location,
course sequencing or anticipated tuition costs. Some applicants may have been unable to
distinguish between the benefits of earning a degree in hospitality. Procedurally, international
applicants may not have known how or when to apply, or how to fund their studies. Moreover,
foreign student applicants may have turned to other sources of information such as international
agents because they lacked the confidence to make the decision. Metacognitively, they may not
have reflected on the value of an dual campus degree.
Motivation. International applicants may simply have been uninterested in living or
studying in Singapore and/or Las Vegas, Nevada, United States. Further disinterest could have
been tied to the cultural perceptions of the service sector, and a perceived higher valuing of other
disciplines over hospitality. Some applicants may have chosen to study hospitality at a better
ranked institution, or may simply have had no specific notion of degree concentration at the time
of application and therefore chose institutions that had more options. In addition, foreign
applicants who did apply may have lacked the persistence to complete the application process to
UNLV, found the third-party review of their academic transcript excessive, or simply viewed the
overall cost of the education as too high.
Organization. Given the autonomy provided to UNLV Singapore to recruit and enroll its
own foreign students, it is possible there may have been competition for foreign students
between the Las Vegas and the Singapore locations. Foreign applicants may have been confused
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by different sets of recruitment staff and admission structures, or received conflicting or
competing information from either party. At the same time, the Hotel College could have had an
abundance of foreign applicants and failed to offer UNLV Singapore as an option for enrollment
such that the applicant went elsewhere. This may have represented a lack of “highly developed
coordination support” that was needed to operate as a successful networked organization (Clark
& Estes, 2008, p. 121).
Ultimately UNLV and UNLV Singapore may not have had a clear vision for the branch
campus in line with the goals of Singapore and its education system. The role of the branch
campus in Singapore may not have supported foreign student enrollment but rather the local
population. Therefore, the recruitment of foreign students may have been contrary to Singapore
Ministry of Education (MOE) needs. In addition, the media reporting of the SIT-UNLV
relationship dissolution suggested the campus could close, further complicating recruitment
activities.
Assumed Causes from Review of the Literature
Based on the review of literature, how international applicants choose to enroll at an
institution can be viewed from the cognitive perspective of decision-making, outflows of certain
countries, inflows to types of institutions or programs, foreign policies of countries, and branding
and marketing strategies. An additional layer includes applicant selection of an institutional
branch campus.
Knowledge and skills. When considering overseas higher education, international
student applicants spend significant time and energy reviewing information (Gatfield & Larmar,
2008). For some foreign applicants, decisions can be influenced by institutional rankings,
alumni and current student experiences or ample funding sources (Belyavina & Bhandari, 2012;
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Kim & Zhu, 2010; Lee, 2010). Time management and data analysis as critical to effective
recruitment and enrollment plans (Hossler, 1999). The ability to time information deployment
based on where an applicant may be in their schooling, education search, or decision-making
process impacts the conversion process from applicant to enrollee. Lacking such preparation
when recruiting in different foreign markets can waste financial resources or bear minimal
applicants.
Motivation. Institutions with a global presence need consistent branding and a unified
image that can be spread throughout multiple markets (Hemsley-Brown & Goonawardana,
2007). Divergent messaging and insufficient communications may confuse and discourage
applicants (Hemsley-Brown & Oplatka, 2006). Service quality in marketing and
communications is critical in attracting applicants, particularly given the isolation worry foreign
applicants may have when considering overseas study (Russell, 2005). Potential applicants can
be drawn to prospective employment opportunities, use of English-language skills, proximity to
home, and affordability perceptions (Lee, Kim & Lo, 2008; Wilkins & Balakrishnan, 2012).
Simultaneously, overpromising and under delivering academic or student services may impact
word-of-mouth referrals and applicant perceptions of an institution (Lee, 2010).
Organization. Domestic immigration policies of the either nation may inhibit the ability
to recruit international students to a foreign branch campus. This may manifest as international
student enrollment caps or local student enrollment pressures in Singapore (Davie, 2012). The
regional perception of a constricting Singaporean foreign policy may have negatively influenced
applications to UNLV Singapore, particularly when other nations may have been relaxing their
policies or offering incentives that included immigration opportunities (Douglass & Edelstein,
2009).
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Summary
Summary tables of knowledge, motivation and organizational problems and their
corresponding assumed causes are found in Appendices A-C. These causes were assessed,
validated or invalidated to inform solution generation regarding increasing recruitment and
enrollment of international student applicants to UNLV Singapore and can be considered for
future overseas iterations of UNLV. A mixed methods approach that included a survey
instrument and semi-structured interviews was used. Responses were collected and statistical
analyses conducted based on survey results, and select interview findings incorporated for
further qualitative analysis. Research-based solutions were recommended in light of the study
results. Although UNLV Singapore halted recruitment and enrollment of international students
after the Fall 2013 intake, to complete the gap analysis process an implementation plan and
evaluation system were proposed.
Sample and Population
Two related populations were identified for this study. First were international student
applicants and Fall 2013 matriculants to UNLV Singapore. The second were currently enrolled
international students at UNLV’s William F. Harrah College of Hotel Administration in Las
Vegas, Nevada given their previous status as applicants. While the curriculum offered in
Singapore was the same curriculum of the hospitality management major in Las Vegas, the
program format was different. For Fall 2013, the Singapore campus only offered the hospitality
management degree by way of two years in Singapore followed by two years in Las Vegas,
Nevada, also known as 2+2, whereas the main campus offered the same degree program for four
years based solely in Las Vegas, Nevada. Applicants therefore had two campus options for
achieving the same UNLV degree in hospitality management. International student applicants
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who identified UNLV as an undergraduate institution of choice for hospitality management
should have been aware that UNLV Singapore was an option, and were therefore included in this
study.
UNLV Singapore international student applicants and matriculants were therefore
defined as non-Singaporean citizens and Singaporean permanent residents who either 1)
expressed interested in UNLV Singapore but did not submit an application, 2) began applying to
UNLV Singapore but did not complete submission, 3) were offered admission for degree- or
non-degree seeking status for Fall 2013 at UNLV Singapore but chose not to enroll, or 4) were
offered degree- or non-degree seeking status for Fall 2013 at UNLV Singapore and enrolled. A
total of 227 international student applicants and matriculants to UNLV Singapore met these
criteria.
UNLV non-local applicants and matriculants were defined as those who are non-Nevada
residents and either 1) expressed interest in UNLV’s William F. Harrah College of Hotel
Administration (Hotel College) Hospitality Management program but did not apply, 2) began
applying to UNLV but did not complete submission, 3) were offered admission for degree-
seeking status for Fall 2013 at UNLV’s Hotel College Hospitality Management program but
chose not to enroll, or 4) were offered degree-seeking status for Fall 2013 at UNLV’s Hotel
College Hospitality Management program and enrolled. Given timing constraints and data
permissions from UNLV related to contacting applicants, only those representing point 4;
offered degree-seeking status for Fall 2013 at UNLV’s Hotel College Hospitality Management
program and enrolled were surveyed. A total of 486 matriculants to UNLV’s Hotel College met
these criteria and were distributed the survey.
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Instrumentation
Instrumentation in the form of a survey, telephone and in-person interviews were
conducted to test the knowledge, motivation and organizational assumed causes. Limited
observation and document analysis occurred during the data collection period. A survey was
developed to validate the assumed causes outlined in Appendices A-C, with slight variation in
demographic questions made dependent on whether the respondent was from the Las Vegas or
Singapore population. The Singapore survey comprised of 52 questions and the Las Vegas
survey had 55 questions. Both surveys utilized Likert scales, multiple choice, ranking responses
and fill in responses to collect participant data.
Semi-structured interviews were conducted to probe responses based on voluntary survey
responses and direct voluntary email solicitation to participate. Separate interview protocols for
both UNLV and UNLV Singapore samples were generated to guide the interviews. As with the
survey instruments, there was slight variation in the interview protocols pending on the applicant
population as well as the corresponding enrollment status (did enroll at UNLV/UNLV Singapore
or did not enroll).
Data Collection
Applicant data located at both the Singapore and Las Vegas campuses was requested for
and provided by the respective admissions teams after Institutional Review Board (IRB)
approval from both UNLV and the University of Southern California (USC) was received. All
applicants who met the below criteria were sent their survey via Qualtrics, a survey software
tool, and a subset sample for interviewing further identified and contacted based on those who
agreed in response to the survey and through direct email solicitation.
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Surveys
Given the dual location of stakeholders in both Singapore and Las Vegas, Nevada,
surveys were distributed through Qualtrics in September and October 2013. Responses were
collected anonymously, tabulated through Qualtrics and a copy made for back up purposes stored
on an external hard drive located in a locked drawer. Calculations and analysis via Qualtrics
allowed for security codes to be included, and all results were kept on a password protected
laptop. Upon completion of the data analysis the back-up copy and all interview recordings were
destroyed. The survey instruments for both populations can be found in Appendix E.
Interviews
UNLV campus interview participants were interviewed individually via telephone with
speakerphone capability to allow for recording if consented by the participant. UNLV Singapore
campus interview participants were interviewed either in person if enrolled at the campus, or via
telephone with speakerphone capability to allow for recording if consented and if the participant
did not enroll. Interviews expanded upon knowledge, motivation and organization assumed
causes outlined in Appendix F. Each interview was conducted following a location specific
protocol after review of the consent form. Each interview began with demographic questions
before transitioning to assumed causes related queries. Questions probed for deeper elaboration
relative to UNLV Singapore perceptions, information gathering practice relative to selection of
higher education and decision-making criteria.
All interviewees consented to recording, and the discussions were transcribed upon
completion of the interview. Any unclear sections were sent to the participant for further review.
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Observation
Limited observation was conducted during the sample interviews; however noteworthy
reactions to questions were noted.
Document Analysis
Limited document analysis was conducted during data collection period. However,
review of both UNLV and UNLV Singapore documentation relative to undergraduate
recruitment and enrollment into the hospitality management major was gathered and reviewed
during the literature review and solution generation period. The documents reviewed included a
UNLV Singapore 2013-2014 admissions brochure and webpages, as well as the UNLV Hotel
College webpages.
Data Analysis
A mixed methods approach to this study allowed for the quantitative and qualitative
assessment of survey and interview results. Information gathered provided insight into
knowledge, motivation and organizational causes that prevented international students from
applying to and enrolling at UNLV Singapore. Statistical analysis was conducted once all
survey results were submitted, and mean and standard deviation identified average levels of
responses.
Interviewees were selected based on voluntary response for participation after survey
completion and/or in response to a direct email sent for participation. Interview results were
transcribed, coded into themes that related to the knowledge and skills, motivation and
organization categories. Select artifacts, such as the UNLV Singapore website, were examined
to further triangulate survey and interview results, providing an in-depth assessment that
complemented the statistical output.
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CHAPTER 4
RESULTS AND FINDINGS
Low international student enrollment at UNLV Singapore was the focus of this study.
Based on a thorough review of current literature, learning and motivation theories and context
specific knowledge, assumed knowledge, motivation and organization causes were generated as
part of the gap analysis problem solving method. This framework then allows for the assessment
and potential validation of assumptions for low Fall 2013 branch campus enrollment of foreign
students based on survey results and interview findings. This chapter begins with a review of the
instrumentation use and the populations selected for this study. Knowledge, motivation and
organization categorized results and findings are presented and synthesized. Key findings from
results and validated causes are italicized. Finally, the overall findings are summarized for
solution development in the next chapter.
Surveys
At the time of data collection, current students and applicants may have considered either
UNLV Singapore or UNLV location for a degree in hospitality management. Therefore,
surveying and interviewing students and applicants from both campus locations provided for a
more holistic approach to assessing recruitment gaps. Results could also highlight differences in
recruitment and enrollment practices per campus informing solution generation and the
corresponding implementation plan. Separate quantitative surveys and semi-structured interview
protocols were designed to capture responses from both campuses and are found in the
Appendices section.
Surveys created for each population in Qualtrics were separated by campus location and
entitled UNLV Singapore International Students and Applicants and UNLV Non-Local Students.
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While the majority of questions in the instrument remained the same, alterations were made for
demographic collection and some knowledge gaps. Multiple invitations for survey participation
and semi-structured interviews were sent from 24 October – 6 December 2013 via Qualtrics and
the author’s university email account respectively.
The UNLV Singapore survey was distributed to 236 email addresses representing
interested, applying and enrolling applicants and students. The UNLV Non-Local survey was
sent to 484 email addresses representing newly enrolled Hotel College students as of Fall 2013.
Two follow-up reminder emails were sent to both populations over the collection period. A sum
total of 32 usable survey responses were received, representing a cumulative response rate of
4.4%.
Interviews
Through survey participation or direct email solicitation by the researcher, interviewees
were invited to participate in a telephone or in-person 30-minute, semi-structured interview.
Upon completion of the survey, all survey respondents were invited to participate in the
interview, requiring submission of a corresponding email address for contact purposes. Those
who agreed to be interviewed were contacted immediately upon receipt of their survey and self-
reported email address to confirm participation and format. All currently enrolled international
students at UNLV Singapore and non-local students at UNLV were also sent separate email
invitations to participate in the interview process.
A total of 11 semi-structured interviews were conducted over the collection period; nine
with UNLV Singapore international student applicants and students, and two with UNLV non-
local currently enrolled students. Eight interviews were held in-person in the researcher’s UNLV
Singapore office and three conducted via telephone. All appointments were at the interviewee’s
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preferred time and date. A survey and interview log in a computer document tracked progress of
all data collection activity including interview requests and confirmed appointments.
Before each interview, participants were either passed a hardcopy of the approved
University of Southern California (USC) Institutional Review Board (IRB) information sheet to
read or were read it while on the telephone. The interviewee’s right to skip any questions and
terminate the interview at any time was emphasized. In addition, the emphasis on confidentiality
and that no identifiers for each interviewee would be in the final study were stressed.
All interviewees consented to recording of their interview for transcription purposes and
were assured that recordings of their interviews would be destroyed once transcription was
completed. Each interview was transcribed on a password-protected laptop on a computer
document and saved in separate, password-protected document storage system. Each transcript
was edited for accuracy and reviewed at least three times to ensure maximum capture of exact
verbiage per candidate.
During each interview the researcher practiced member checking whereby certain
elements of comments were repeated back to interviewees to ensure accuracy in comprehension
and understanding (Merriam, 2009). Phrases included, “So you just mentioned” and “I want to
ensure I understand you correctly, did you say,” alongside elements of interviewee testimony
and contradictions to ensure truthfulness. Questions were asked in an open-ended semi-
structured manner to elicit descriptive responses. While requests for additional interviews were
made, the 11 interviews collected provide overlap and data saturation to some extent.
Observation and document analysis were not conducted. A detailed description of
stakeholder demographics follows, along with survey results and interview findings organized by
knowledge and skills, motivation or organizational assumed causes.
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Participating Stakeholders
Stakeholders for this survey represented two populations from the UNLV campuses in
Singapore and Las Vegas. The Singapore campus population and sample came from admissions
data collected for Fall 2013 recruitment. They represented any undergraduate student or
potential student who was not a Singaporean citizen or permanent resident and either (a) inquired
for Fall 2013 admission but did not apply; (b) began the application process for Fall 2013
admission but did not complete; (c) received a Fall 2013 offer of admission but chose not to
enroll; or (d) accepted and enrolled as a degree seeking student in Fall 2013.
The UNLV main campus admissions office was sent criteria to filter and identify a
similar Las Vegas campus population. The request asked for available information representing
any undergraduate student or potential student who demonstrated interest in the William F.
Harrah College of Hotel Administration (Hotel College) Hospitality Management program.
Specifically this included those who were not a Nevada resident and either (a) inquired for Fall
2013 admission to the Hotel College but did not apply; (b) began the application process for Fall
2013 admission to the Hotel College program but did not complete; (c) received a Fall 2013 offer
of admission to the Hotel College but chose not to enroll; or (d) accepted and enrolled in the
Hotel College as of Fall 2013. Given time constraints and data permissions, UNLV only
released contact details for item (d), or students representing non-Nevada residents who had
accepted and enrolled in the Hotel College Hospitality Management program in Fall 2013.
Demographic statistics and survey results are presented separately by population, and
when appropriate comparison made. Given the low participation rate of Las Vegas campus
interviewees (2), interview findings are presented in a combined narrative, however again when
necessary differences between locations are highlighted.
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UNLV Singapore International Students and Applicants Survey Demographics (n=16)
Of the 16 usable UNLV Singapore survey responses collected, five (31%) were current
UNLV Singapore students, four (25%) were in universities or colleges within their countries of
citizenship, three (19%) were high school students, two (13%) were in university or college in
another country outside of the United States and their country of citizenship, one (6%) was at a
university in Singapore but not UNLV Singapore, and one (6%) was studying at the UNLV main
campus in Las Vegas. There were nine male (56%) and seven female (44%) respondents
representing nine countries, with the largest majorities from Indonesia (3), South Korea (3), and
Vietnam (3). Ages ranged from 17-24, with a mode of 19 years of age and a mean of 19.75.
UNLV Non-Local Students Survey Demographics (n=16)
Of the 16 usable UNLV survey responses collected, eight (50%) were out-of-state
freshman, six (38%) were out-of-state transfer students, one (6%) was an international student
freshman, and one (6%) was an international transfer student. There were six males (43%), eight
females (57%), and two abstentions representing a total of five countries, with the largest
majority from the United States (9) and an abstention category (3). Respondents ages ranged
from 18-42, with a mode of 18 years of age and a median of 20.
In combining samples, a total of 32 usable surveys were collected from both locations
with an age range of 17-42, a mode of 18 and a median age of 21. Fifteen (47%) were male, 15
(47%) were female and two (6%) abstained. Respondents represented 12 nations and one special
administrative region, of which the United States (9) and South Korea (4) had the majority
respondents.
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Interviewee Demographics (n=11)
Of the 11 total interviews conducted with prospective or current students from both
populations, four (36%) of the research subjects were female. Three were current UNLV
Singapore students and one was a current main campus UNLV student. They represented four
nations; Indonesia, South Korea, the United States and Vietnam, and were between the ages of
18-22.
Seven (64%) of the 11 research subjects were male. Five were current UNLV Singapore
students, one was a current main campus UNLV student, and one was an applicant to UNLV
Singapore. They represented six nations; China, Indonesia, Malaysia, Scotland, South Korea and
Vietnam, and were between the ages of 18-23.
Results and Findings for Knowledge and Skills Causes
Knowledge is categorized as factual, conceptual, procedural or metacognitive dependent
upon the complexity needed to process information. Also known as the knowledge and
cognitive processes framework, it allows for information categorization by way of cognitive
value (Anderson & Krathwohl, 2001). A gap in knowledge and skills across any of these
categories can render performance goals unattainable (Clark & Estes, 2008). The model
provides a structure to analyze identified knowledge gaps and build evidenced-based
interventions and solutions.
Assumed knowledge causes that contributed to the lack of international student
enrollment were assessed through this framework. These assumptions were based on the
literature review and scanning interviews at UNLV Singapore and classified according to their
knowledge dimension; factual, conceptual, procedural or metacognitive. Survey and interviews
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validated or invalidated the causes. A written review of causes, survey results and interview
findings follows.
Survey Results
Factual knowledge. Factual knowledge is specific information associated with concrete
ideas and truths. The simplest form of information, it represents terminology, significant
locations, and facts about cultures (Anderson & Krathwohl, 2001). To assess factual knowledge,
survey questions focused on awareness of the Singapore campus and basic attributes at either
campus location including language and work permissions.
It was assumed that UNLV Singapore survey recipients were already aware of UNLV
Singapore by nature of having already inquired. Nevertheless, they were asked, “How did you
learn about UNLV Singapore?” to assess awareness. UNLV non-local survey recipients may
not have heard of UNLV Singapore and were asked the question, “Have you heard of UNLV
Singapore?”
Both samples were also asked whether they knew if “English was the one of the working
languages of Singapore?” Knowledge of work permissibility in both locations was also
queried; “Are you aware that international students can work part-time in Singapore on a
student visa?” and “Are you aware that international students can work part-time in Las Vegas,
Nevada on a student visa?”
As the United States also allows foreign students to work in the United States for 12
months as part of the Optional Practical Training program (OPT), the survey also measured the
awareness of this option; “Are you aware the international students are eligible to stay in the
United States for an additional 12 months for employment after graduation?”
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Of the Singapore sample (n=16), all were aware of UNLV Singapore and knew that
English was a working language of Singapore. While only 19% did not know they could work
part-time on a Singaporean student visa, 50% were unaware of the option to work in Las Vegas,
Nevada part-time on an American student visa. Moreover, 60% of respondents were unaware
that students on American visas may have the option to remain in the United States for an
additional 12-months as part of the OPT program.
Of the Las Vegas sample (n=16), 6% of total respondents were unaware of UNLV
Singapore, and 25% did not know that English was a working language of Singapore. 75% of
respondents did not know they could work part-time on a Singaporean student visa, but only
19% were unaware they can work part-time in the United States on an American student visa.
Still, 56% of this sample were unaware they could potentially remain in the United States for
employment for an additional 12-months post-graduation.
Based on these findings, the assumed causes around facts such as English use in
Singapore and the existence of UNLV Singapore are invalid in both samples, however there is
evidence that those at UNLV may be unaware of English as a working language of Singapore.
Assumed causes around lack of knowledge of employment rights granted to students in both
nations are validated based on results, suggesting that information about opportunities during and
post study are unclear. Figures 2-6 indicate the survey question and corresponding sample
responses for this section.

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Note. As UNLV Singapore respondents previously expressed interest in UNLV Singapore, this
question was only asked to the UNLV Non-Local sample.

Figure 2. UNLV non-local awareness of UNLV Singapore

Figure 3. UNLV non-local and UNLV Singapore awareness of English in Singapore

15
1
UNLV Non-Local (n=16)
Number of Respondents
Have you heard of UNLV Singapore?
No Yes
16
12
0
4
UNLV Singapore (n=16)
UNLV Non-Local (n=16)
Number of Respondents
Are you aware that English is the working language of
Singapore?
No Yes
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Figure 4. UNLV non-local and UNLV Singapore awareness of part-time employment in
Singapore

Figure 5. UNLV non-local and UNLV Singapore awareness of part-time employment in Las
Vegas

13
4
3
12
UNLV Singapore (n=16)
UNLV Non-Local (n=16)
Number of Respondents
Are you aware that international students can
work part-time in Singapore?
No Yes
8
13
8
3
UNLV Singapore (n=16)
UNLV Non-Local (n=16)
Number of Respondents
Are you aware that international students can
work part-time in Las Vegas?
No Yes
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Figure 6. UNLV non-local and UNLV Singapore awareness of 12-month employment extension
in the United States

Finding: More than half of all respondents were unaware of student visa employment
rights for either campus location. Those who were located in their respective sample
populations, either Singapore or Las Vegas, were more aware of the rights afforded to them in
that locale than of the counterpart campus. This is particularly noticeable given an equal
percentage, 19% percent of both samples, were unaware of student visa employment rights for
their home locations. However when queried as to their sister locations, the knowledge gap was
considerably higher. 50% of the Singapore sample were unaware of student visa employment
rights in Las Vegas, and 75% of the Las Vegas sample did not know Singapore student visa
employment rights. Over half of each sample were also unaware of the OPT program rights in
the United States. The ability to work or have opportunities to work as an international student
are proven factors important to recruitment (Anderson & Bhati, 2012; Wilkins, Balakrishnan &
Huisman, 2012; Wong & Liu, 2010). The high level of unawareness from this sample suggests a
significant knowledge gap and contributor towards low enrollment at the branch campus.
6
7
9
9
UNLV Singapore (n=15)
UNLV Non-Local (n=16)
Number of Respondents
Are you aware that international students are eligible to
stay in the US for an additional 12 months for employment
after graduation?
No Yes
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However, results from the UNLV non-local population may not be noteworthy for the Las Vegas
based sample as the majority of respondents were American citizens, not requiring American
student visas.
Conceptual knowledge. Conceptual knowledge links concepts and classifications
through the cognitive processes of creation and synthesis (Anderson & Krathwohl, 2001). The
differences between conceptual and factual knowledge lay in the interpretation of information
(Anderson & Krathwohl, 2001). Conceptual knowledge transfers factual knowledge to new
situations, deepening understanding. Conceptual knowledge questions in this study assessed
whether respondents intended to study overseas; “How many institutions did you apply to
outside of your home country for overseas, undergraduate study for Fall 2013 admission?”
whether they applied to UNLV Singapore; “Did you apply to UNLV Singapore?”; and
respondents’ top three preferred countries of study; “Which countries were your top three
choices for overseas, undergraduate study?”
It should be noted that respondents who positively responded to applying to more than
zero institutions overseas where then asked to identify country(s) of choice. If there was no
intent to study overseas and a respondent selected zero institutions, s/he was then exited from the
survey, as subsequent questions were build around overseas study. As a result and for this
question, response rates reduced to 13 for the UNLV Singapore sample and five for the UNLV
non-local sample when identifying country destinations.
Of the Singapore sample, 46% of respondents did not apply to UNLV Singapore. In
addition, 20% did not apply to study at an overseas college or university. Of those who applied
to study overseas, over half identified Singapore as their first choice country for study.
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Of the Las Vegas sample, 93% of respondents did not apply to UNLV Singapore. 69%
did not apply to study overseas, but of those who did apply for overseas study, 100% indicated
the United States of America as their first choice country for study. Figures 7 and 8 highlight the
survey question and corresponding sample responses for this section. Table 2 compares the
responses given based on respondent rank and self-typed declaration of country for overseas
study.

Figure 7. UNLV non-local and UNLV Singapore self-reported number of overseas institutions
applied to

0
2
4
6
8
10
12
0 1 2 3 4 5 6 or more
Number of Respondents
Number of Overseas Institutions
How many institutions did you apply to outside of
your home country for overseas, undergraduate study
for Fall 2013 admission?
UNLV Non-Local (n=16) UNLV Singapore (n=15)
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Figure 8. UNLV non-local and UNLV Singapore response to applying to UNLV Singapore

8
0
7
14
UNLV Singapore (n=15)
UNLV Non-Local (n=14)
Number of Respondents
Did you apply to UNLV Singapore after reviewing the
information?
No Yes
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Table 2
UNLV Non-Local and UNLV Singapore Responses and Rank for Country Destination for
Overseas Study
Which countries were your top three choices for overseas, undergraduate study?
UNLV Singapore (n=13) UNLV Non-Local (n=5)
1
st
Choice 2
nd
Choice 3
rd
Choice 1
st
Choice 2
nd
Choice 3
rd
Choice
USA UK Germany USA - -
Australia Canada USA USA - -
Switzerland - - USA Macau Singapore
Canada USA Singapore USA UK -
Malaysia Singapore - USA USA USA
Singapore USA -

Singapore USA Australia
Singapore Hong Kong USA
Singapore - -
Singapore USA New Zealand
Singapore UAE -
Singapore UK France
USA Canada

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Finding: Respondents who intended to study overseas already had a destination
country, either Singapore or the United States, in mind. These questions attempted to probe at
indicators seen as important to international students; intent to study overseas and country
destination (Cubillo, Sanchez & Cervino, 2006; Douglass & Edelstein, 2009). While a small
response rate was recorded to identify top three country choices for the UNLV sample, both
sample responses nevertheless indicated a definitive preference towards a country of destination;
Singapore or the United States. Although a majority of the Singapore sample identified
Singapore as their preference country of choice, not all applied to UNLV Singapore. There may
have been greater interest in Singapore than in UNLV’s program in Singapore. Based on these
findings, the intent to study overseas and country destination selection was valid, suggesting
further knowledge gaps and/or motivational and organizational causes contributing to low
enrollment.
Procedural knowledge. Procedural knowledge is defined as routine activity that includes
systematic processing, procedures and criteria assessment (Anderson & Krathwohl, 2001).
While limited procedural knowledge gaps exist for international student applicants, two
assumptions were tested. First, it was presumed that applicants did not know where to find
information about funding higher education studies overseas. Respondents were asked, “What
resources do you use to learn about funding your overseas, undergraduate study?” and then
asked to self-select all that were applicable based on a provided list of sources. Next,
respondents were asked to provide a value and criteria judgment by answering the question “Of
the resources you selected, how important are they to you?”
Parents and relatives (75%) and university websites (73%) were the most popular
resources used for information about funding overseas study followed by current students (27%)
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and local banks in the home country (27%). Yet when respondents rank ordered their selections
based on a six-point Likert scale of importance, parents and relatives were very to extremely
important, and university websites somewhat to very important. These results invalidated the
assumed cause as respondents not only knew how to gather information to fund their studies, but
placed value in assessing the importance of the information.

Figure 9. UNLV non-local and UNLV Singapore funding information sources

0 1 2 3 4 5 6 7 8 9
My country government
Local banks in my country
University website(s)
University personnel
Current students
Friends
Parents/Relatives
Number of Responses
Information Sources
What resources do you use to learn about funding your
overseas, undergraduate study?
UNLV Singapore (n=11) UNLV Non-Local (n=5)
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Figure 10. UNLV Singapore funding information source importance (n=11)

For the UNLV Non-Local sample, only those who applied to study overseas were asked
about funding information (n=5). University websites (60%) followed by parents and relatives
(40%) and current students (40%) were the most popular resources used for funding information,
followed by university personnel (20%) and local banks in the home country (20%).
Respondents rank ordered their selections, and this sample found university website information
more popular for resource provision. However when assessed as a value of importance on a six-
point Likert scale, parents and relatives were slightly more important in providing information
about funding their studies than websites and other sources.

0 1 2 3 4 5 6 7 8 9
My country government
Local banks in my country
University website(s)
University personnel
Current students
Friends
Parents / Relatives
Of the resources you selected, how important are they to
you?
Somewhat Important Very Important Extremely Important
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Figure 11. UNLV non-local funding information source importance (n=5)

Finding: Parents and relatives, along with university websites, were the most used and
valued sources of information for learning how to finance an education. In both samples,
respondents were aware of actors who provided information relative to funding and placed value
on their importance invalidating the assumed cause. Parents and relatives along with university
websites played a prominent role in supplying information about funding. For Singapore campus
respondents, there was a greater value placed on familial information than university websites
when compared to Las Vegas campus respondents. This may be due to how regionally close
applicants (and their families) were to the country destination. In the Las Vegas sample,
websites were slightly more important than parents and relatives, which may signal a greater
physical distance between country of origin and the United States. Familiarity with education
system(s) may have also contributed to a variation between applicants seeking to enroll in the
United States versus in Singapore.
0 0.5 1 1.5 2 2.5 3 3.5
My country government
Local banks in my country
University website(s)
University personnel
Current students
Friends
Parents / Relatives
Of the resources you selected, how important are they to
you?
Somewhat Important Very Important Extremely Important
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Regardless of campus location, parents and relatives and websites were critical sources of
gathering information to finance an education. As such, future applicants to UNLV Singapore
would require funding information accessible online as well as familiarized through parents.
Metacognitive knowledge. Metacognition is how a learner approaches his or her own
thinking, although the extent to which it can occur is dependent on the maturity of an individual
(Baker, 2010). Metacognitive examples include task assessment, evaluation and self-regulation
of behavior (Anderson & Krathwohl, 2001). Metacognitive knowledge questions in this study
presumed respondents were unaware of external influencers such as parents, friends,
international agents, and/or counselors as to their higher education selection for destination,
institution or program. Respondents were asked to identify influencers in the university selection
process; “Who helped you during your college / university selection process?”, and rank their
degree of influence in their decision; “Of those you selected, please rank them in order of
importance”. The UNLV non-local sample were only asked these questions if they had apply to
study overseas.
Of the Singapore sample (n=13), 77% identified parent and siblings as the largest group
who assisted during the college and university selection process, followed by high school
teachers and counselors (38%), relatives (23%), friends (23%) and recruitment agents (23%) as
shown in Figure 12. When queried as to the importance of their selections, respondents ranked
parents and siblings and university recruiters as the more important participants in their decision-
making followed by high school teachers and counselors and relatives as shown in Table 3.

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Figure 12. UNLV Singapore college/university selection process support (n=13)

Table 3
UNLV Singapore Rank Ordering of Selected Influences (n=13)
Assistance from: Rank #1 Rank #2 Rank #3 Rank #4
Parents/Siblings 2 - - -
Relatives - 1 1 -
Friends - - - 1
High school teachers / counselors - 2 - -
Recruitment agents - - 1 -
University recruiters 1 - - -
University alumni - - - -

1
0
1
3
5
3
3
10
0 2 4 6 8 10 12
University current students
University alumni
University recruiters
Recruitment agents
High school teachers / counselors
Friends
Relatives
Parents / Siblings
Number of Responses
Resources
What resources do you use when gathering information
about overseas, under graduate study? Check all that
apply.
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Of the Las Vegas sample (n=5), 80% identified parent and siblings, followed by high
school teachers and counselors (60%), friends (40%) and current university students (40%) were
assisted the college and university selection process as shown in Figure 13. When queried as to
the importance of their selections, respondents ranked parents and siblings as the more important
participant in their decision-making followed by university recruiters, although alumni, high
school teachers and counselors and friends have a secondary role as shown in Table 4.

Figure 13. UNLV non-local college/university selection process support (n=5)

2
0
1
0
3
2
1
4
0 1 2 3 4 5
University current students
University alumni
University recruiters
Recruitment agents
High school teachers / counselors
Friends
Relatives
Parents / Siblings
Number of Resourcese
Resources
What resources do you use when gathering infromation
about overseas, undergraduate study? Check all that apply.
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Table 4
UNLV Non-Local Rank Ordering of Selected Influences (n=5)
Assistance from: Rank #1 Rank #2 Rank #3 Rank #4
Parents/Siblings 3 - - -
Relatives - 0 0 1
Friends - 1 1 0
High school teachers / counselors - 1 1 -
Recruitment agents - - 0 -
University recruiters 1 - - -
University alumni - 2 - -

Finding: While parents/siblings and high school teachers and counselors were the
most cited information sources for selecting higher education institutions, parents/ siblings
were the most important influencers in this process. When comparing both sample responses
and regardless of location, parents and siblings and high school teachers and counselors were
critical in the selection and identification process for tertiary education. However parents and
siblings had greater value and influence over this process above high school teachers and
counselors. University recruiters, current students and alumni were referenced information
sources, but they remained largely second in importance to familial relations in either sample.
This suggested that multiple actor opinions were solicited, but there was also an internal
hierarchy placed on information sources. Based on these findings, respondents were aware of
external influences on their decision making process, invalidating this cause. Self-efficacy and
motivational aspects should be further analyzed, as control of the decision process can vary and
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adjust independent of each other based on self-regulation, self-efficacy and observational
learning (Denler, Wolters & Benzon, 2010).
In addition to measuring influence on the decision making process, both samples were
separately asked about employability factors and earning an overseas degree. Respondents were
asked to rate their agreement on a six-point Likert scale to the following questions: “It is
important to me to have work (part-time or full-time) employment during overseas,
undergraduate study” and “I can get a better job in my home country after I graduate from an
overseas college / university.” These statements probed whether employability factors also had
an evaluative influence on applicants and their decision-making process.
Of the Singapore sample, 100% somewhat agreed to strongly agreed that it was important
to have overseas work experience during their undergraduate study, however only 77%
somewhat agreed to strongly agreed that better employment opportunities were available after
completion of an overseas degree. Of the Las Vegas sample, 100% somewhat agreed to strongly
agreed to both statements; it was important to have overseas work experience and a foreign
degree would lead to better employment opportunities. Figures 14 and 15 indicate survey
questions and corresponding sample(s) responses for this section.

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Figure 14. UNLV non-local and UNLV Singapore importance of work experience

Figure 15. UNLV non-local and UNLV Singapore agreement to improved employability

0
2
4
6
8
Strongly
Disagree
Disagree Somewhat
Disagree
Somewhat
Agree
Agree Strongly
Agree
Number of Responses
It is important to me to have work (part-time or full-time)
employment during overseas undergraduate study.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
0
2
4
6
Strongly
Disagree
Disagree Somewhat
Disagree
Somewhat
Agree
Agree Strongly
Agree
Number of Responses
I can get a better job in my home country after I graduate
from an overseas college / university.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
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Finding: International work experience was found to be an important necessity during
undergraduate study. Based on these findings, respondents in both locations valued overseas
work experience as part of their undergraduate studies, invalidating this assumed cause. While
most view earning an overseas degree as linked to improved employability within the home
country, some of the Singapore sample view this as false, suggesting there are other motivational
or organizational factors for earning an overseas degree.
Nevertheless, both samples expressed unanimous agreement in the importance of
overseas work experience, yet recall that both samples acknowledged high levels of unawareness
related to student visa employability rights in both Singapore and the United States. Lack of
awareness around this option could have contributed to low enrollment at UNLV Singapore.
Based on survey results for factual, conceptual, procedural and metacognitive knowledge
gaps, respondents could not identify the branch campus standalone and recalled it only through
affiliation and awareness of the home campus. Applicants were unaware of student visa
employability rights in either Singapore or the United States, even though they unanimously
recognized the value of overseas work experience as important to future employability.
Respondents recognized the role that various actors, especially parents and familial relations,
played when gathering information on funding their studies and selecting an institution. While
institutions, their websites, high school teachers and counselors also participated in this process,
their role of importance was secondary to parents. Finally, respondents who applied for overseas
study had a destination country already in mind; either Singapore or the United States. So while
studying at UNLV Singapore offered the opportunity to have overseas work experience in either
location, over 43% and over 93% of Singapore and Las Vegas samples respectively chose not to
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apply. This suggested further gaps in motivation and organizational frameworks addressed later
in this chapter.
Findings from Interviews
Interviewees were invited through survey participation or direct email solicitation by the
researcher to participate in an individual 30-minute telephone or in-person semi-structured
interview. A total of 11 interviews were conducted, nine from the UNLV Singapore
international applicant and student population and two from the UNLV non-local student
population.
Finding: Outside of Singapore, knowing UNLV Singapore was tied to awareness of
UNLV, however awareness of country/city attributes was lacking. Building upon the survey
questions and testing of factual information, interviewees were queried as to their awareness of
UNLV through the question, “How did you hear of UNLV / UNLV Singapore”? Responses
indicate candidates were aware of the UNLV brand, however awareness of UNLV Singapore
standalone came as a result of knowing about UNLV. As one current UNLV Singapore student
commented, “I heard the US first but I didn’t know they had a campus in Singapore”. In some
cases, awareness of UNLV Singapore was not present until having arrived to Singapore as
indicative of one applicant comment, “I do research about best hotel schools and UNLV is one of
them, but I didn’t know that UNLV was located in Singapore until I go live in here”. Hence
knowing the UNLV Singapore brand appeared to be invalid in so much as awareness of UNLV
Singapore came only after knowing UNLV.
While unaware of UNLV Singapore, interviewees were cognizant of destination
attributes of Singapore or Las Vegas. However similar to survey results, awareness was
dependent upon their ultimate campus destination in either Las Vegas, United States or
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Singapore, and respondents appeared to be uninformed as to attributes of their counterpart
campuses. As one UNLV student commented, “I just wanted to be exposed to the Las Vegas
environment and I don’t know if Singapore has that type of environment”. A UNLV Singapore
student highlighted, “I imagine Las Vegas is almost the same as like Macau, and all the people
and all, there’s a lot of hotels and casinos and everything and I can’t imagine myself being,
staying there for a year or more to work there”. Responses indicated an unawareness of city
attributes for the counterpart campus location, validating this assumed cause.
Based on these findings, interviewees knew of UNLV Singapore insomuch as they knew
of UNLV, however when they were aware of the branch campus may have come after the
application period. These findings mirror survey results, and validated the knowledge gap related
to awareness of destination attributes.
Finding: Parents and relatives were intimately involved in the decision-making
process when determining where to enroll. Respondents were asked about their decision-
making process in overseas study and the role of external influencers. Questions included, “Who
did you talk to during this process?” and “How did you make your decision on where to enroll?”
Responses indicated stakeholders sought guidance through counselors, parents, family members
or peer mentors, and that familial and parental influence dominated applicant and enrollment
decision-making. “Um, yeah he [father] played a pretty big role. It’s not that I didn’t want to do
it, I did want to do it – but he found the school, he’s the one who told me about it, he did push
me a little bit to come here,” stated a current UNLV Singapore student. For main campus
interviewees, the parental and familial influence was also apparent; “And her [grandmother]
guidance and her being my mentor pushed me towards Las Vegas in the end. I spoke with my
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mom about it – she pushed me to go out-of-state; …so she pushed me towards Las Vegas as
well”.
Stakeholders were able to recognize those who participated in their decision-making
process with some even alluding to a shared governance approach. As a current UNLV
Singapore student commented, “well my sister told me that now I can choose between UNLV
and JCU [James Cook University Singapore] and I think well UNLV is a better school, I can go
to the US and yeah that’s why I choose UNLV”. Responses indicated that stakeholder
discussions were as specific as to the institution itself, but that some focused more on other
factors such as program selection or location discussed in later sections of this chapter.
Synthesis of Results and Findings for Knowledge Causes
Survey results indicated that most respondents had heard of UNLV Singapore but
interview findings suggested that for some, this awareness came as a result of knowing UNLV
unless the respondent happened to already be in Singapore. Lack of awareness related to foreign
student employment permissions in either country appeared to be high for both survey and
interview groups, suggesting an area of emphasis for solution development. This is especially
important for future recruitment efforts as survey results also showed that regardless of location,
both samples unanimously agreed that foreign work experience was important to their overseas
degree experience. The fact that studying at UNLV Singapore offered work permissions in both
Singapore and the United States could therefore have significant impact on future enrollment.
Conceptually, those who intended to pursue overseas study had a clear destination in
mind first. This was evidenced between samples whose majority selections were Singapore
(from the Singapore sample) and the United States (from the Las Vegas sample) as their first
choice destination. This outcome also supported why those in Singapore were aware of UNLV
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Singapore given the intent to adopt the nation-state as their country for higher education. It does
not, however, fully explain that if Singapore was the country destination, why UNLV Singapore
was not the institution destination given the high responses of those who did not apply for
admission; 46% and 93% from UNLV Singapore and UNLV Non-local populations respectively.
Procedurally, applicants identified and relied on parents, relatives and university websites
to provide information on how to finance their studies. While multiple actors, including parents
and familial relations also participated in the decision-making process for overseas study overall,
again parents and relatives were selected as having the most influence in their decision.
Interviewees metacognitive ability to recognize agency influencers was evident in their
responses and in particular focused on parental roles. Specifically, findings and results from
both interviews and surveys illustrated a highly influential and noteworthy role parents and
family members played in directing the applicant to an institution, although secondary sources
including high school counselors and current students were evident.
Results and Findings for Motivation Causes
Motivation impacts goal attainment and how an individual learns (Ambrose, Bridges,
DiPietro, Lovett & Norman, 2010). It should be approached not as a trait, but a controllable
component shaped by sociocultural, environmental and internal factors (Clark & Estes, 2008;
Dembo & Seli, 2012). Clark’s (2012) motivational pyramid model outlines behavior indices of
active choice, persistence and mental effort through which motivational problems for this study
were identified and then assessed through surveys and interviews. Assumed motivational causes
were grouped around themes of location, institutional reputation, marketing and branding,
program format and design, employability and cost of living.
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Survey Results
Location. It was assumed that applicants were uninterested in living or working in
Singapore and/or Las Vegas, Nevada, United States either during or after their undergraduate
studies. As shown in the previous knowledge section, applicants were largely unaware of their
student visa rights to employment in either location, however there could also have been a lack
of control relative to visa attainment for either destination, thus demotivating their desire to go
there.
While 100% of the Singapore sample expressed some desire to work in Singapore during
their undergraduate studies, 25% disagreed with wanting to remain in Singapore for work after
graduation. Of the Las Vegas sample, 88% expressed interest in working in Singapore during
Singapore-based studies, however 57% disagreed with wanting to remain in Singapore to work
after graduation. When queried about the same ideas in Las Vegas, that is working in Las Vegas
during undergraduate studies and remaining there to work after graduation, 100% of the
Singapore sample respondents expressed agreement to both, and 94% of the Las Vegas sample
also agreed. Figures 16-19 illustrate the survey questions and corresponding sample(s) responses
for this section.

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Figure 16. UNLV non-local and UNLV Singapore interest in employment in Singapore during
studies

Figure 17. UNLV non-local and UNLV Singapore interest in remaining in Singapore for
employment

0
2
4
6
8
10
12
Strongly
Disagree
Disagree Somewhat
Disagree
Somewhat
Agree
Agree Strongly
Agree
Number of Responses
If I were studying at UNLV Singapore, I would be
interested in working (part-time or full-time) in Singapore
during my studies.
UNLV Non-Local (n=16) UNLV Singapore (n=16)
0
1
2
3
4
5
6
Strongly
Disagree
Disagree Somewhat
Disagree
Somewhat
Agree
Agree Strongly
Agree
Number of Responses
If I completed my studies at UNLV Singapore, I would be
interested in remaining in Singapore
to work (part-time or full-time).
UNLV Non-Local (n=16) UNLV Singapore (n=16)
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Figure 18. UNLV non-local and UNLV Singapore interest in employment in Las Vegas during
studies

Figure 19. UNLV non-local and UNLV Singapore interest in remaining in Las Vegas for
employment

0
5
10
15
Strongly
Disagree
Disagree Somewhat
Disagree
Somewhat
Agree
Agree Strongly
Agree
Number of Responses
If I were studying at UNLV , I would be interested in
working (part-time or full-time) in Las Vegas, Nevada
during my studies.
UNLV Non-Local (n=16) UNLV Singapore (n=16)
0
2
4
6
8
10
Strongly
Disagree
Disagree Somewhat
Disagree
Somewhat
Agree
Agree Strongly
Agree
Number of Responses
If I completed my studies at UNLV , I would be interested in
remaining in Las Vegas, Nevada to work (part-time or full-
time).
UNLV Non-Local (n=16) UNLV Singapore (n=16)
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Finding: There was greater interest in post-graduation employment in Las Vegas than
in Singapore. Knowledge results showed that it was important for respondents to have work
experience during their overseas, undergraduate studies. Motivational survey results probing
specific interest in employment in Singapore or Las Vegas during studies further supported this
finding. Yet when queried as to remaining in either country post study for employment, a greater
percentage of both sample respondents were more interested in remaining in Las Vegas rather
than Singapore. Therefore, while respondents valued work experience during their overseas
education in either location, they demonstrated a stronger intrinsic interest in post-graduation
employment and engagement in Las Vegas than Singapore.
Institutional reputation. It was presumed that applicants were unmotivated to apply to
UNLV or UNLV Singapore because they viewed the institution and its branch as low in rank or
prestige. As UNLV Singapore offered one program as an extension of the William F. Harrah
College of Hotel Administration (Hotel College), the ranking of the college was a factor for
additional consideration. Lack of interest could be caused by stakeholder goals towards other
institutions and a perceived low attainment value of a UNLV degree. Survey respondents were
therefore asked to rate the reputation of UNLV, the Hotel College and UNLV Singapore.
Over 30% of Singapore survey respondents were unable to assess the reputation or rank
of UNLV, its Hotel College or UNLV Singapore. Of the Las Vegas sample, 6% of the sample
did not know UNLV’s reputation, 13% did not know the reputation of the Hotel College, and
over 65% did not know how to rate UNLV Singapore’s reputation. Hence before assessing
UNLV degree value an additional knowledge gap of reputation and rank emerged, although as a
branch campus UNLV Singapore is not technically ranked separate from UNLV.
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For those who did rate the different entities, only the Hotel College received the
reputation and ranking of Excellent by both the Singapore (13%) and Las Vegas (56%) samples.
Respondents viewed the home institution of UNLV slightly inferior, as its strongest ranking from
both samples was Good by Singapore (25%) and Las Vegas (50%). When queried about the rank
of UNLV Singapore, the majority of respondents from the Singapore sample rated it Good
(31%), as opposed to the UNLV sample which after not knowing about it (67%), the majority
rated it as Very Good (22%). Figures 20-22 illustrate the survey questions and corresponding
sample(s) responses for this section.

Figure 20. UNLV non-local and UNLV Singapore ranking of UNLV Singapore

0
2
4
6
8
10
Poor Fair Good Very Good Excellent I Don't Know
Number of Respondents
How would you rank UNLV Singapore?
UNLV Non-Local (n=9) UNLV Singapore (n=16)
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Figure 21. UNLV non-local and UNLV Singapore ranking of the William F. Harrah College of
Hotel Administration

Figure 22. UNLV non-local and UNLV Singapore ranking of UNLV

0
2
4
6
8
10
Poor Fair Good Very Good Excellent I Don't Know
Number of Respondents
How would you rank the William F. Harrah
College of Hotel Administration?
UNLV Non-Local (n=16) UNLV Singapore (n=16)
0
2
4
6
8
10
Poor Fair Good Very Good Excellent I Don't Know
Number of Responses
How would you rank UNLV?
UNLV Non-Local (n=16) UNLV Singapore (n=16)
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Finding: The William F. Harrah College of Hotel Administration had the strongest
perceived reputation above UNLV and UNLV Singapore, although a general knowledge gap
around knowing the reputation and ranking of UNLV, the Hotel College and UNLV
Singapore was found. While respondents indicated an awareness of UNLV Singapore via
UNLV in the knowledge section, an emergent knowledge gap around the reputation of the
institution was demonstrated in these results. The Singapore sample appeared to be unaware of
rankings across all three institutional parties, whereas the Las Vegas sample was largely unaware
of the reputation of UNLV Singapore. While UNLV Singapore would not be ranked given it is
part of UNLV, the emergent gap around general ranking awareness should be addressed given
this finding.
Survey results nevertheless found greater reputational rank for the Hotel College than for
the overall institution of UNLV and UNLV Singapore for both samples. As UNLV Singapore is
an extension of the Hotel College programming, it would be in the branch’s interest to consider
these findings as critical to the marketing, branding and recruitment process.
Program format and design. UNLV Singapore offered the Hotel College hospitality
management undergraduate degree that requiring study at both the Singapore and Las Vegas
campuses. Another motivational assumed cause for low enrollment presumed that respondents
were uninterested in studying hospitality management and/or viewed the discipline as an inferior
major. Such an assumption could have resulted from high levels of applicant self-efficacy
directing interest towards perceived harder disciplines or that the utility value of hospitality as a
discipline or career was low. Respondents were therefore asked their agreement to the statement,
“I want to study hospitality management for my undergraduate degree”.
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Motivational problems related to program format also assumed that potential students
were uninterested in studying in two countries to earn a degree, and in this case uninterested in
studying in Singapore and Las Vegas for their degree. Potential causes included the attainment
value of one country being higher over another or that only those who exhibited high self-
efficacy would seek to spread their studies over two different countries and continents. While
applicant goals may have included earning a degree overseas, a preconceived plan or visual self
may have projected an education in only one country (Dembo & Seli, 2012). The cost value of a
two-country study versus one may simply have been too high when the degree earned was the
same. Respondents were therefore asked to rank their agreement to the following statements: I
want to study hospitality management for my undergraduate degree in multiple countries; and I
want to study hospitality management at both UNLV Singapore and UNLV in Las Vegas for my
undergraduate degree.
When queried as to respondent interest in studying hospitality management, 94% of the
Singapore sample and 100% of the Las Vegas-based sample expressed desire to study
hospitality, rendering this cause invalid. As all UNLV non-local survey respondents were
enrolled students at the Hotel College already, it was not surprising to have a unanimous positive
response to this statement. As UNLV Singapore only advertises and offers a single program
discipline in hospitality management, respondents may have already been focused on this
discipline or had expressed interest to UNLV Singapore because they had intrinsic interest
towards this discipline. While this cause was invalidated by these samples, having a larger
response rate from both populations including applicants could have yielded different results.
Also invalidated was a lack of interest in studying in two countries, as only 12% of the
Singapore sample disagreed about studying in two locations and 0% of the Las Vegas sample
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disagreed. However, when surveyed as to the specific locations of Singapore and Las Vegas,
respondents had slightly higher levels of disagreement, as 13% of the Singapore sample campus
somewhat disagreed, and 19% of the Las Vegas sample disagreed to strongly disagreed. Figures
23-25 illustrate the survey questions and corresponding sample(s) responses for this section.

Figure 23. UNLV non-local and UNLV Singapore agreement to study hospitality management

0
2
4
6
8
10
Strongly
Disagree
Disagree Somewhat
Disagree
Somewhat
Agree
Agree Strongly
Agree
Number of Respondents
I want to study hospitality management for
my undergraduate degree.
UNLV Non-Local (n=16) UNLV Singapore (n=16)
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Figure 24. UNLV non-local and UNLV Singapore agreement to study hospitality management
in multiple countries

Figure 25. UNLV non-local and UNLV Singapore agreement to study hospitality management at
UNLV Singapore and UNLV

0
2
4
6
8
10
Strongly
Disagree
Disagree Somewhat
Disagree
Somewhat
Agree
Agree Strongly
Agree
Number of Respondents
I want to study hospitality management for my
undergraduate studies in multiple countries.
UNLV Non-Local (n=15) UNLV Singapore (n=16)
0
2
4
6
8
10
Strongly
Disagree
Disagree Somewhat
Disagree
Somewhat
Agree
Agree Strongly
Agree
Number of Respondents
I want to study hospitality management at both UNLV
Singapore and UNLV in Las Vegas for my undergraduate
degree.
UNLV Non-Local (n=16) UNLV Singapore (n=16)
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Finding: Students were not opposed to earning a hospitality management degree in two
countries. There was strong interest in studying in two locations for hospitality management, but
less enthusiasm for the destinations of Singapore and Las Vegas. This potentially mirrors the
previously established finding that Las Vegas had greater intrinsic value for undergraduate study
than Singapore, or it perhaps that the length of time spent in each destination was a factor. To
probe further, applicants were asked to identify the ideal length of time for study in both
Singapore and Las Vegas.
Most respondents in the UNLV Singapore sample preferred either two years in Singapore
and Las Vegas (2+2 - 50%) or one year in Singapore and three years in Las Vegas (1+3 - 31%),
as shown in Figure 26. Yet only 13% of UNLV respondents preferred the format of 2+2, and the
majority (69%) prefer one year in Singapore and three years in Las Vegas followed by 19%
preferring full study in Las Vegas only. The majority of the UNLV sample preferred no more
than two years in Singapore if any, whereas some (13%) of the Singapore sample preferred even
a third year in Singapore and potentially even no time spent in Las Vegas (6%).

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Figure 26. UNLV non-local and UNLV Singapore ideal program format for Singapore and Las
Vegas

Finding: Students most preferred a 1 year in Singapore + 3 years in Las Vegas option.
UNLV Singapore offered the hospitality management program in either a 3+1 or 2+2 Singapore
and Las Vegas format. Based on survey results however, future applicants would be drawn to a
1+3 Singapore and Las Vegas. Previous motivational validated causes demonstrated a greater
intrinsic value and interest in Las Vegas than Singapore, and these results further extended this
finding. It is possible that a reverse engineered variant 3+1 Las Vegas and Singapore option
could be considered but no formalized program with this option existed at the time of research.
Cost of living. Finally, motivational assumed causes probed the perceived cost of living
in Singapore and Las Vegas given the dual location requirement for study. Assumed causes
included too high a cost and utility value, and a strong sense of controllability respective to what
0 2 4 6 8 10 12
1 yr in SG + 3 yrs in LV
2 yrs in SG + 2 yrs in LV
3 yrs in SG + 1 yr in LV
4 yrs in SG only
4 yrs in LV only
Number of Respondents
Program Format Options
What would you view as ideal for a hospitality management
program at both UNLV Singapore and UNLV main campus
in Las Vegas?
UNLV Singapore (n=16) UNLV Non-Local (n=16)
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respondents were able to spend. Respondents were therefore asked to “rate the cost of living in
Singapore and Las Vegas.” Similar to the theme of reputation and rank, the majority of sample
respondents were unable to assess the cost of living in the sister location, suggesting an
additional knowledge gap for consideration. That is, 56% of the Las Vegas sample did not know
how to rate the cost of living in Singapore, and 44% of the Singapore sample did not know how
to rate the cost of living in Las Vegas. Responses for both samples are shown in Figure 27.

Figure 27. UNLV non-local and UNLV Singapore cost of living

0
2
4
6
8
10
Number of Respondents
How would you rate the cost of
living in Singapore?
UNLV Non-Local (n=16)
UNLV Singapore (n=16)
0
1
2
3
4
5
6
7
8
Number of Respondents
How would you rate the cost of
living in Las Vegas, Nevada?
UNLV Non-Local (n=16)
UNLV Singapore (n=16)
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Finding: There was a cost of living unawareness for both locations despite being sister
campuses. Remaining data appeared varied as to the cost of living in Singapore. The Singapore
sample viewed the nation-state as affordable 31% to expensive 44%, yet the Las Vegas sample
was predominantly unsure, although 19% of the sample viewed it as very expensive. Conversely
the Singapore sample was predominantly unsure as to the cost of living in Las Vegas, although
31% ranked it as expensive, whereas 38% of the Las Vegas sample viewed the cost of living as
affordable. The high response rate of not knowing the cost of living in either city indicated low
awareness potentially impacting ability to accurately assess true costs of a degree program, and
negatively impacting cost value assessment and interest in the institution. In addition, the results
further suggested a low awareness of respective campuses and their environments despite being
both UNLV.
Based on survey results for motivational gaps related to location, reputation and rank,
program format and cost of living, there were additional, emergent knowledge gaps.
Respondents were unaware of either UNLV, UNLV Singapore’s or the Hotel College’s program
rank and reputation and were unable to respond to queries related to estimated cost of living in
Singapore or Las Vegas. These responses indicated a lack of basic factual information.
In summary, motivational survey results showed that respondents were interested in
working during their undergraduate studies and remaining in Las Vegas as opposed to Singapore
after competing their studies. The Hotel College had the best ranking when compared to UNLV
or UNLV Singapore, suggesting review of marketing and branding relative to positioning of
UNLV Singapore and its relation to the college and the overall institution. Respondents showed
intrinsic interest in studying hospitality management and welcomed a two-country format,
however the length of time in dual locations was critical. In particular, not having a 1+3
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Singapore and Las Vegas option – the most preferred option from both samples – was likely to
detract future applicants from applying to UNLV Singapore.
Findings from Interviews
The same motivational assumed causes around location, reputation and ranking, program
format and design, and cost of living in Las Vegas and Singapore were further explored through
semi-structured interviews. Eleven interviews conducted with both applicants and current
students at both campus locations included questions such as “Why did you eventually enroll at
UNLV or UNLV Singapore?, Would you have considered UNLV Singapore? Why or why not?
and Why did you choose to go abroad (or out-of-state) for study versus staying in your home
country or location?” Where appropriate, the researcher also probed awareness of UNLV and
UNLV Singapore, Singapore and Las Vegas.
Finding: Consideration for the institution was intertwined with the quality
perception of the program. Responses indicated UNLV’s reputation and rank was closely
related to the perceived reputation of the Hotel College and its hospitality program. Descriptors
such as “reputable hospitality program”, “good for hospitality” and “good school in the US for
hospitality” clearly elevated the Hotel College and its degree program over UNLV as a whole,
further supporting survey results. Some equated the discipline and the location as intertwined;
“it’s in Las Vegas, so if you’re doing hospitality it’s a good location” and “Las Vegas had a
better, more globally recognizable name on degree”. Aside from one comment related to the
UNLV athletic team, no other student commented on the university as a whole, as all
interviewees focused on the hospitality discipline. As UNLV Singapore students only had the
option to study hospitality management, this would have supported why responses only assessed
UNLV’s reputation through a programmatic perspective than the institution.
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Finding: Permanent residency or citizenship policies of either nation were an
incentive considered by some applicants. Interviewees were asked to share their reasons for
considering either Singapore or Las Vegas. Singapore was recognized as a clean, English
speaking location that was “good for self-progression” and as a country with perceived favorable
immigration policies for gaining permanent residency. For one student, the ease of attaining
permanent residency in Singapore compared to the United States was an important decision
making factor:
The time I came here [Singapore] another reason is about the permanent residency (PR).
So in Singapore it’s like if I finish my degree here and then I find a job here and then
normally they will give me the PR very easily. If I go to the states…if you want to get the
PR in the States it’s gonna be very hard. If there’s a choice that can provide me a PR for
the states who bother to stay here right? Who bother to stay here for the Singapore PR.
When queried about the United States, respondents acknowledged the exposure to the hospitality
industry in Las Vegas, and a general intrinsic draw to the United States; “I’ve always wanted to
go to America. Just something I thought would be really interesting”. Since all interviewees
were either in Singapore or Las Vegas during questioning, the interest and desire to be in one of
these locations was not surprising.
Finding: The dual location program format was appealing to those who want
limited exposure in both countries. As validated by survey results, interviewees welcomed the
dual location option of a hospitality management degree. However responses ranged from a
desire to relocate to Las Vegas early; “I’ve been in Singapore for about 6 months and I could
leave tomorrow if I could”, to those who had no interest in studying there “actually Las Vegas is
not a place I want to try and live in”. For those already based in Singapore or who studied in
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Singapore previously, their drive to relocate to Las Vegas was low, “I already took a step to
Singapore…how to say, I just see Singapore sorta as my future really”.
The 2+2 program format was a comfortable level of exposure for some interviewees;
“they say that you do two year program, two year in here and the rest you go to the Las Vegas
campus so, I mean it’s quite ok for me. So I don’t have to go to Las Vegas like all the way.”
Simultaneously, respondents were very cognizant of completing their studies as fast as possible;
“one point that I choose the UNLV is that I stay in Singapore for two years and go to the United
States. And also like I can finish the college earlier than others”. Students who enrolled into the
UNLV Singapore program found the mixed country approach a welcomed compromise to spend
a truncated portion of time in either location.
Finding: UNLV Singapore attracted students whose parents who were not yet
ready to send their child to the United States, but would welcome it at a later date.
Interviews with currently enrolled UNLV Singapore students and one UNLV Singapore
applicant revealed that their parents were not yet ready to have their child move to the United
States. That is, UNLV Singapore attracted students whose parents wanted to keep their child
regionally close; “it’s like to stay within the radius that my parents can visit still and we can still
see each other, yeah more often,” although some interviewees wanted this as well; “I felt that it
was far enough away from home where I’m out of my element, but close enough for me that I
could still go back home and wouldn’t be too long of a travel.”
In addition to proximity to home, parents viewed Singapore as a comfortable location for
studying abroad before considering a move to the United States; “my parents don’t want me to
go to the US too early, because some of their friends have sons go there and party something like
that, so they want me to go to Singapore first then go somewhere else” and “they say like go to
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Singapore first, but maybe they say like I’m not quite ready to go to the US. So simple as that.”
Even if the student wanted to go directly to the United States, the parents trumped their decision;
“Yeah so I planned to apply to all the ones I had applied to but my Dad insisted on coming to
Singapore and giving UNLV Singapore a try”. Interviewee responses demonstrated an acute
awareness of the influential role their parents played in determining their future studies,
Yeah if I can choose, I would choose one year here [Singapore] and two years in the US
but it also depend on my family. I mean when you have a big family, the decision is not
by yourself anymore. Although I want to decide everything by myself the situation don’t
allow.
UNLV Singapore as a branch campus and the dual location program format therefore attracted
students whose parents were not yet willing to have them travel to the United States but would
welcome it at a later date. The role of parents and their assumptions about the United States
warrants further consideration and future study.
Synthesis of Results and Findings for Motivation Causes
Based on motivational survey results and interview findings, enrollment to UNLV
Singapore was connected to continuing an existing course of living or achievement of citizenship
in Singapore, earning a degree in a shorter period of time, not requiring a full stint of living in
the United States, and parental apprehensions for their child studying in the United States. While
there was apprehension around Las Vegas and the United States, there was nevertheless greater
interest in Las Vegas both from a program format that had one year in Singapore and three years
in Las Vegas (1+3) and in post-graduation employment in Las Vegas than in Singapore.
Although there was a high intrinsic interest for Las Vegas engagement, emergent knowledge
gaps revealed that over 30% of both samples did not know the reputation or rank of UNLV,
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UNLV Singapore or the Hotel College, and were unsure as to the cost of living in Las Vegas
and/or Singapore. As rankings and reputation are important factors when considering a campus
including a branch (Mazzarol & Soutar, 2002), this additional finding would need to be
addressed with other validated knowledge causes.
Results and Findings for Organization Causes
An organization is not only an interaction of the individuals within it, but also an
assessment of the external environmental factors within which it operates (Rueda, 2011).
Identifying problems within an organization requires assessing causes that represent how things
work approximate to performance goals. It was through such a framework that organizational
structures including recruitment “pull” factors that attracted a potential student, resources used to
gather information, and application and visa processes were assessed.
Survey Results
Results represented samples from UNLV Singapore (n=16) and UNLV (n=5). UNLV
Non-Local respondents were only asked organizational recruitment questions if they applied to
study overseas, of which only five had responded in the positive. Assumed organizational causes
of low international student enrollment focused on UNLV Singapore recruitment ability based on
researched factors important to international students. Survey questions asked respondents to
rate the importance of reputation and rank, degree recognition, student accommodation,
international student community, career assistance, and application processes when considering
an overseas institution. In addition, tools used for information gathering were also included and
samples were asked, “How did you learn about UNLV Singapore? Please check all that apply,”
“What resources do you use when gathering information about overseas, undergraduate study?
Please check all that apply,” and “Of the resources you selected, how important are they to
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you?” Finally while foreign student visa policy was set by national governments and not by
UNLV or UNLV Singapore, survey questions nevertheless probed whether respondents
perceived difficulty in obtaining visas to either Singapore or the United States; “How would you
rate the process of getting a student visa to Singapore? To the United States?”
Survey questions attempted to measure the importance of elements related to recruitment
and application that included university ranking, student accommodation, international student
organizations and peers, an English as a Second Language (ESL) center on campus and
internship/employment assistance on campus. From the UNLV Singapore sample, the top five
most important elements for recruitment in order were: university/college ranking (92%), student
accommodation on campus (92%), internship/career services support (85%), university/college
program ranking (85%), and an international student organization on campus (84%). From the
UNLV sample, the top five most important recruitment elements in order were university/college
ranking (80%), student accommodation on campus (80%), internship/career services support
(80%), university/college program ranking (80%), and degree recognition by home country
(80%).
Recruitment process questions included campus visitation, discussion with current
students or alumni and application fee waivers. From the UNLV Singapore sample, the results
were lower than other recruitment elements in terms of importance; meeting with alumni before
applying (69%), meeting with current students before applying (61%), visiting the campus before
applying (54%) and an application fee waiver (54%). From the UNLV sample, there was a
further reduction in importance; meeting with alumni before applying (20%), meeting with
current students before applying (20%), visiting the campus before applying (20%) and an
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application fee waiver (40%). Figures 28-39 individually illustrate the recruitment factor survey
question and corresponding sample responses.

Figure 28. UNLV non-local and UNLV Singapore recruitment factor: Importance of
college/university ranking

0
1
2
3
4
5
6
7
8
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
The overseas college / university is ranked.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
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Figure 29. UNLV non-local and UNLV Singapore recruitment factor: Importance of
college/university program ranking

Figure 30. UNLV non-local and UNLV Singapore recruitment factor: Importance of degree
recognition

0
1
2
3
4
5
6
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
The overseas college/univeristy program I want
to attend is ranked.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
0
1
2
3
4
5
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
The overseas college/university degree is recognized
by my home country.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
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Figure 31. UNLV non-local and UNLV Singapore recruitment factor: Importance of student
accommodation

Figure 32. UNLV non-local and UNLV Singapore recruitment factor: Students from my country

0
1
2
3
4
5
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
There is student accommodation at
the overseas college/university.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
0
2
4
6
8
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
There are students from my country studying
at the overseas college/university.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
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Figure 33. UNLV non-local and UNLV Singapore recruitment factor: ESL program

Figure 34. UNLV non-local and UNLV Singapore recruitment factor: Internship / employment
assistance

0
1
2
3
4
5
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
There is an English as a Second Language (ESL)
preparation program at the overseas college/university.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
0
1
2
3
4
5
6
7
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
There is internship and/or employment assistance
at the overseas college/university.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
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Figure 35. UNLV non-local and UNLV Singapore recruitment factor: International student
organization or club

Figure 36. UNLV non-local and UNLV Singapore recruitment factor: Talk with current students

0
1
2
3
4
5
6
7
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
There is an existing international student organization or
club at the overseas college/university.
UNLV Non-Local (n=5) UNLV Singapore (n=12)
0
1
2
3
4
5
6
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
I meet with or talk to current students of the
overseas college/university before applying.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
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Figure 37. UNLV non-local and UNLV Singapore recruitment factor: Talk with alumni

Figure 38. UNLV non-local and UNLV Singapore recruitment factor: Visit the campus

0
1
2
3
4
5
6
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
I meet with or talk to alumni of the overseas college/
university before applying.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
0
1
2
3
4
5
6
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
I visit the campus of the overseas college/university
before applying.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
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Figure 39. UNLV non-local and UNLV Singapore recruitment factor: Application fee waiver

Finding: University ranking and student accommodation on campus were the most
important factors in attracting international students. Recall that one of the findings in the
motivational section was a high degree of unawareness as to the ranking of UNLV, the Hotel
College and UNLV Singapore. As both survey samples identified ranking as one of the most
important components when considering an institution, this was a gap contributing to low
application and enrollment. Moreover, the lack of student accommodation at UNLV Singapore
was also likely contributing to low enrollment given its identification as the second most
important factor when considering an institution. There was also a notable difference between
samples when comparing the importance of meeting with alumni or current students before
applying, with 69% and 61% respectively of the Singapore sample valuing these elements in
comparison to the Las Vegas sample respondents of 20% for both categories. UNLV Singapore
did not utilize alumni, current students or application fee waivers during its recruitment cycle.
0
1
2
3
4
5
6
Not at all
Important
Very
Unimportant
Somewhat
Unimportant
Somewhat
Important
Very
Important
Extremely
Important
Number of Respondents
There is an application fee waiver to apply
to the overseas college/university.
UNLV Non-Local (n=5) UNLV Singapore (n=13)
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While these factors were not as important as reputation and housing, they were elements not
addressed in UNLV Singapore recruitment practice.
Both samples were also asked to identify tools for gathering information about universities and
colleges when considering overseas study with, “What resources do you use to collect
information about overseas study?” At UNLV Singapore, significant investment in both website
presence and a recruitment brochure were made for the 2013 recruitment cycle. Both were
included as part of the list of tools for selection, in addition to parents, friends, recruitment
agencies, college fairs and external marketing websites for college admission. Both samples
indicated a large participation rate in use of the website for information gathering purposes;
UNLV Singapore sample (77% usage) and UNLV Non-Local (100% usage), however program
brochures had a low utilization rate; UNLV Singapore (38%) and UNLV Non-Local (20%)
respectively. Based on these results, program brochures had a low utility value with
respondents. Sample responses are shown in Figure 40.

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Figure 40. UNLV non-local and UNLV Singapore recruitment tools

To delve further into specific informational tools, respondents were also asked to identify
how they learned about UNLV Singapore by selecting branch campus tools such as the UNLV
Singapore website, the UNLV Singapore brochure and UNLV social media pages. For UNLV
Singapore respondents, the most used tools included the UNLV Singapore website (50%), third
party marketing sites like HotCourses and Uniguru (25%), and the UNLV website (19%). The
UNLV Singapore brochure (13%) was not utilized as much as these three items. For UNLV
0 2 4 6 8 10 12
College/University website
College/University social media pages
Program brochures/flyers
Alumni testimonials
Current student testimonials
Recruitment fairs
Recruitment agencies
Government councils/embassies
Parents/relatives
Friends
Marketing sites (HotCourses/Uniguru)
Ranking websites
Number of Responses
Resources
What resources do you use when gathering information
about overseas, undergraduate study? Check all that apply.
UNLV Singapore (n=13) UNLV Non-Local (n=5)
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Non-Local respondents, the UNLV website (86%) was the dominant tool for learning about
UNLV Singapore, followed by a UNLV brochure (21%). Again, the UNLV Singapore brochure
(14%) was not utilized as much as these two items. While this question probed how respondents
gathered information about UNLV Singapore, given the UNLV Singapore brochure was
designed specifically for recruitment for Fall 2013, it was conceivable that the brochure may
have been non-relevant for the purposes of general information gathering as opposed to a
targeted recruitment emphasis for applicants. Figure 41 shows the resource utilization by sample
population.

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Figure 41. UNLV non-local and UNLV Singapore resources to learn about UNLV Singapore

0 2 4 6 8 10 12 14
Other (orientation / teachers)
UNLV alumni
UNLV current student
UNLV social media pages
UNLV brochure
UNLV website
Reruitment agent
Parents
School counselor
HotCourses/Uniguru websites
School visit from UNLV Singapore
UNLV Singapore alumni
UNLV Singapore current student
UNLV Singapore social media pages
UNLV Singapore brochure
UNLV Singapore website
Number of Responses
Resources
What resources did you use to learn about UNLV
Singapore?
UNLV Singapore (n=16) UNLV Non-Local (n=14)
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Finding: A university website was the most important and dominant resource used
when seeking information about overseas study and UNLV Singapore. Institutional websites
were the most important resource for supplying information in general about overseas study, as
well as for gathering awareness around UNLV Singapore. Website utilization rates were
considerably higher than either the UNLV or UNLV Singapore brochures, and supported earlier
results that in general respondents favored website usage over brochures. It should be noted that
each sample visited their respective destination’s website, that is UNLV Singapore sample
referenced the satellite campus website over the home institution, whereas the Las Vegas-based
sample referenced the local university website over the Singapore site. For future recruitment
and enrollment practices, the impact of separated websites such as unlv.edu and unlv.edu.sg
would need to be considered.
Finally, survey respondents were asked to gauge the respective visa processes to both
Singapore and the United States. Perceived challenges in the visa application process could
prohibited potential applicants from applying to the institution, especially given the dual country
program format. Of both samples, 13% from UNLV Singapore and 12% from UNLV Non-
Local indicated potential difficulty in securing a visa to Singapore. Yet the majority of
respondents did not know how to assess the Singapore visa process altogether, as 31% of the
UNLV Singapore sample and 75% of the UNLV Non-Local sample responded they did not
know. When the destination country was changed to the United States, 26% of the UNLV
Singapore sample and 25% of the UNLV Non-Local sample indicated potential difficulty in
securing a visa to the United States. Again the rate of not knowing the process was higher, as
56% and 69% of UNLV Singapore and UNLV Non-Local respectively did not know the process.
Figure 42 shows responses for both survey populations.
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Figure 42. UNLV non-local and UNLV Singapore assessment of getting a student visa

Finding: Unless having traveled already to the United States or Singapore, the
majority of applicants were unsure of the student visa process. From these results there was
an emergent knowledge gap related to the visa process to both Singapore and the United States.
The majority of UNLV Non-Local respondents were American citizens and it was certainly
possible they were unaware of the visa process into the United States. A high level of
unknowing domestic visa processes was expected as often this is not learned unless actually
experienced. Nevertheless, while visa processes were not in control of the UNLV or UNLV
Singapore, these results supported previous findings related to low knowledge of visa
employability rights in either country, a direct relationship to the visa process.
0
2
4
6
8
10
12
14
Number of Respondents
How would you rate the process
of getting a student visa to
Singapore?
UNLV Non-Local (n=16)
UNLV Singapore (n=16)
0
2
4
6
8
10
12
Number of Respondents
How would you rate the process
of getting a student visa to the
United States?
UNLV Non-Local (n=16)
UNLV Singapore (n=16)
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In summary, organizational survey results found university reputation and rank, along
with student accommodation on campus as the most critical factors when attracting students for
overseas study. Respondents identified the use of websites as the predominant utilization tool
for gathering information about overseas study which was further shown when respondents also
identified either UNLV or UNLV Singapore website as the most popular tool for learning about
UNLV Singapore. An emergent knowledge gap related to obtaining a visa to Singapore or the
United States was found, however this was to be expected should respondents either not have
had the opportunity to travel to that country or they were a citizen of one of the queried nations.
Further insights into the organizational aspects of recruitment at UNLV Singapore were found
through in-person interviews.
Findings from Interviews
Respondents utilized multiple tools to gather information about overseas study, and a
website was shown to be the most popular tool. Interview questions sought to probe further into
the community environment at UNLV Singapore and understand each interviewee’s application
process. Additional elements such as the role of student visas were also explored, but results
were inconclusive.
Finding: A university website was often used in tandem with other resources. UNLV
Singapore’s recruitment materials for Fall 2013 concentrated around an online website presence
and an electronic and print brochure. All interviewees were asked to describe how they learned
about UNLV and UNLV Singapore and determine if the recruitment materials were utilized.
Responses indicated that websites were a constant and primary information source, but often in
conjunction with other elements such as campus tours; “mainly the website, and during my
campus tour I just tried to get as much information as I possibly could”, and recruitment fairs or
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international recruitment agencies; “I went through the student agency, I also do research in the
website trying to search about what’s good”. However no interviewee confirmed usage of the
UNLV Singapore brochure, suggesting a low utility value for these respondents. It may be that
targeted applicants used other methods to gain information, or that the brochure was not
appropriate for a certain demographic.
Finding: International students who considered UNLV Singapore wanted to be
around a diverse body of students. Some students prefer to be in location with other
international students, supporting recruitment needs (Lee, 2010). Survey results indicated this
was less important for both samples; 84% of Singapore campus and 40% of Las Vegas
percentage respectively. Interviewees were therefore asked, “Is it important for you to be
around other foreign students?” Responses indicated a valuing of international student
engagement for culture building; “I’m very much into meeting people from around the world”
and “I think the most important is I want to meet new people, like not in the same race as me like
Asian”.
The campus environment at UNLV Singapore may not have been conducive to this need
given enrollment at the branch as of Fall 2013 was 98% Singaporean and 2% international. An
overly homogenous student environment may have detracted students who valued this factor and
alienated the few international students already enrolled; “Being at UNLV Singapore I find it
really hard to fit in, the Singaporeans – I try to talk to them but they don’t really talk back….I
feel Singaporeans are scared of me.” While survey results indicated the foreign student
community was less important for overseas study, these responses suggested that some foreign
engagement was expected and that an overly homogenous student body like UNLV Singapore
may have prohibited foreign student recruitment.
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UNLV Singapore’s admission practices were also probed. In 2010, UNLV mandated that
all foreign transcripts from non-American accredited programs be accompanied by a third party
evaluation of the credential. Internal discussions indicated this policy was enacted given the lack
of qualified manpower to assess foreign transcripts, as well as concern for fraudulent materials.
UNLV Singapore and UNLV staff anecdotally stressed the challenges for recruiting foreign
applicants given this policy, and one interviewee highlighted this as the reason for not
completing an application to UNLV Singapore.
The completion of the application is for me too difficult to finish it. I have to translate
my current high school certificate into the G.P.A. system. And to do that I have to go
through the NACES credential board. But for my information, college and universities in
US doesn’t do this procedure for international student. Likewise there are also no
assistance how to translate my current high school qualification in the G.P.A. If maybe
UNLV could provide us some assistance in that case I would be glad to finish my
application in the UNLV Singapore.
Finding: UNLV’s third party transcript evaluation policy for international student
admissions warranted further study. The above applicant comment suggested a lack of
institutional assistance as well as an internal competitive analysis of admissions practices with
other American institutions. It also suggested confusion over the actual practice and process.
While one response was too few to validate this as a contributing factor of low enrollment,
further exploration to formally validated would be warranted.
Synthesis of Results and Findings for Organization Causes
The organizational section of this study addressed the resources used to gather
information, identified elements that attracted potential students to an overseas university or
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college, and assessed certain technical application processes to UNLV and UNLV Singapore.
Survey results from both Singapore and Las Vegas samples showed a strong attraction towards
institutions with rankings, student accommodation, and internship and career services support
over other elements like ESL preparation programs and study with students from the same
country. The role of international students was more individually nuanced, as some interviewees
acknowledged comfort in studying in a foreign country but enjoyed the presence of other
international students.
Both survey and interview results indicated that the website was a primary tool utilized
for information gathering about an overseas institution. Website usage was often in tandem with
other elements such as international recruitment agents, parental guidance and university fairs.
While the website was a key tool, survey responses indicated that a brochure was a support tool
at best. In fact, it was not mentioned in any interviews as part of the information gathered.
Finally, the process of applying to UNLV revealed no significant findings, however
review of university policy pertaining to foreign student transcript and evaluation could be
warranted. Survey responses indicated a low view of difficulty in obtaining visas to either the
United States or Singapore, however over half of all respondents could not assess the visa
process to the United States.
Surveys results and interviews findings from both the UNLV Singapore and UNLV Non-
Local populations validated select assumed causes in the knowledge and skills, motivation and
organization gap analysis framework. Solutions to low enrollment to UNLV Singapore were
built upon validated claims, addressing elements of visa employability rights, parental influence
and persuasion, reputation branding, and marketing and recruitment strategies. Relevant case
studies and research cited provides evidence based solutions in the next chapter.
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CHAPTER 5
SOLUTIONS AND IMPLEMENTATION
In this study, assumed causes contributing to the lack of international student applications
were identified and assessed through a knowledge and skills, motivation and organization
framework (Clark & Estes, 2008). Four knowledge types were probed; factual, conceptual,
procedural and metacognitive. Assumed motivational causes for this study were coded around
themes of location, institutional reputation, marketing and branding, program format and design,
and visa awareness. Assumed external and internal organizational causes that impacted the
stakeholder were similarly assessed.
Surveys from and interviews with two sample populations representing UNLV Singapore
international students and applicants, and UNLV Non-local students, validated some
assumptions. Presented in this chapter are the validated causes and findings organized by
category; knowledge and skills, motivation and organization. As the study findings and
solutions per category cannot be viewed in isolation from each other, the findings were merged
into thematic groupings. This allowed for the organization of solutions to address the validated
causes across categories. Research-based solutions and a recommended implementation plan are
included in this chapter as part of the next steps in the gap analysis process, although the
solutions are unlikely to be implemented given potential closure of the branch in 2015.
A total of 21 findings of varying significance were identified in the previous chapter.
Although the small sample sizes warranted further testing and triangulation, the findings have
connection across their knowledge and skills, motivation and organizational categories. A
summary of the findings is presented in Table 5.

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Table 5
Results and Findings Summary Table
Knowledge Motivation Organization
Factual
More than half of all respondents
were unaware of student visa
employment rights for either
campus location.
Conceptual
Respondents who intended to study
overseas already had a destination
country; either Singapore or the
United States, in mind.
Procedural
Parents and relatives, along with
university websites, were the most
used and valued sources of
information for learning how to
finance an education.
Metacognitive
While parents/siblings and high
school teachers and counselors are
the most cited information sources
for selecting higher education
institutions, parents/ siblings were
the most important influences in
this process.
International work experience was
an important necessity during
undergraduate study.
Location
There was greater interest in post-
graduation employment in Las
Vegas than in Singapore.
Reputation / Ranking
The William F. Harrah College of
Hotel Administration had the
strongest perceived reputation
above UNLV and UNLV
Singapore, although a general
knowledge gap around knowing the
reputation and ranking of UNLV,
the Hotel College and UNLV
Singapore was found.
Program Format & Design
Students were not opposed to
earning a hospitality management
degree in two countries.
Students most preferred a 1 year in
Singapore + 3 years in Las Vegas
option.
Cost of Living
There was a cost of living
unawareness for both locations
despite being sister campuses.
Recruitment Factors
University ranking and student
accommodation on campus were
the most important factors in
attracting international students.
Recruitment Tools
A university website was the most
important and dominant resource
used when seeking information
about overseas study.
Visa Process
Unless having traveled already to
the United States or Singapore, the
majority of applicants were unsure
of the student visa process.
Interview Findings
Outside of Singapore, knowing
UNLV Singapore was tied to
awareness of UNLV, however
awareness of country/city attributes
was lacking.
Parents and relatives were
intimately involved in the decision
making process when determining
where to enroll.
Interview Findings
Consideration for the institution
was intertwined with the quality
perception of the program.
Permanent residency or citizenship
policies of either nation were an
incentive considered by some
applicants.
The dual location option was
appealing to those who want limited
exposure in either country.
UNLV Singapore attracted students
whose parents who were not yet
ready to send their child to the
United States, but would welcome it
at a later date.
Interview Findings
A university website was often used
in tandem with other resources.
International students wanted to be
around a diverse body of students;
particularly those who considered
UNLV Singapore.
UNLV’s third party transcript
evaluation policy for international
student admissions warranted
further study.

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While not all findings were of equal importance, there were multiple findings that when
combined together would address low enrollment of international students at a branch campus.
Key findings were therefore grouped together resulting in five thematic blocks for solution
generation. These five solutions are organized in order of time anticipated, from short-term to
long term: (1) Enhance website to increase UNLV Singapore brand awareness (short term);
(2) Highlight student visa employability rights for both Las Vegas and Singapore to potential
applicants (short-term); (3) Promote the Hotel College Reputation and Rank (short to mid term);
(4) Develop marketing and information to target parents directly (mid-long term); and (5) Add a
1 year in Singapore + 3 years in Las Vegas program option as part of campus offerings (mid-
long term). While each solution is unique in its specific outcome, anticipated overlap related to
deployment would be expected. This is further demonstrated in the later section of this chapter
addressing implementation and evaluation.
Validated Causes Selection and Rationale
Enhance Website to Increase UNLV Singapore Awareness
Findings from the surveys and interviews indicated that website usage was a critical
vehicle for providing information about funding and for gathering information about an
institution. This was validated by both survey sets, although the UNLV Singapore sample
utilized the branch campuses’ website, while the UNLV non-local sample used the main
campuses’ website. Interviews revealed that an institutional website was the most consistently
used tool by applicants, often in tandem with other resources. As a result, a review of literature
associated with effective websites, engagement of stakeholders, and practices to enhance website
design to increase awareness and engagement are discussed. These findings from knowledge
and organization survey results as well as interview findings are summarized in Table 6.
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Table 6
Enhance UNLV Singapore Website to Increase Awareness
Enhance UNLV Singapore Website to Increase Awareness
Estimated Timeframe for Solution Implementation: Immediate
Gap Analysis
Category
Survey / Interview Finding
Knowledge Outside of Singapore, knowing UNLV Singapore was tied to awareness of
UNLV, however awareness of country/city attributes was lacking.
Parents and relatives, along with university websites, were the most used and
valued sources of information for learning how to finance an education.
Motivation n/a
Organization A university website was the most important and dominant resource used
when seeking information about overseas study.
A university website was often used in tandem with other resources.

While this study did not measure the effectiveness and utilization rates of UNLV
Singapore’s website directly, it nevertheless underscored the importance of this communication
tool in efforts to engage with potential stakeholders as part of the recruitment process. It was
shown that the website was an important, secondary source of information to fund overseas
study.
At the time of data collection, online information for the 2+2/2+1 program from the
UNLV Singapore website included tuition and fees on a per credit basis for study at the
Singapore campus, and referred the Las Vegas portion of study to the main campus’ webpages
for further review (UNLV, http://www.unlv.edu.sg/fees). No estimated totals for two years in
Singapore based on the 2+2 or 2+1 programs were provided, nor was there mention of financial
aid opportunities or practices in Singapore. As research indicates an increasing sophistication
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and scrutiny over higher education costs for international students (Padlee, Kamaruddin &
Baharun, 2010; Sarvi, 2008), consideration for enhancing UNLV Singapore’s tuition and fees
pages was warranted.
Procedural knowledge is defined as routine action that includes organized processing,
procedures and criteria review (Anderson & Krathwohl, 2001). In this case, the procedure would
be to estimate the cost of attendance to inform the decision-making process of application and/or
enrollment. Knowledge presented should be specific and tied to goals in order to be effective
(Rueda, 2011). To estimate enrollment costs, learning aids such as a financial calculator or an
interactive worksheet could be deployed to allow for the estimation of total costs for both
locations (Clarke & Estes, 2008; Hossler, 1999). Consideration for sociocultural contexts are
also required when designing financial calculators or worksheets, as research indicates that
financial literacy differs by racial and ethnic groups, sex and across nations (Lusardi & Mitchell,
2011). As “an individual invests in education with the expectation that the investment will
provide a benefit in the form of higher earnings” (Elde & Showalter, 2010, p. 27), employability
statistics should be linked to the tuition and fees online listings. Additionally, aids that describe
anticipated costs, funding mechanisms, and costs comparative to other programs may normalize
utility and cost value perceptions.
Organizational culture is a collection of shared assumptions that offer stability,
familiarization and a frame of reference (Schein, 2004). Not to be confused with ethnicity,
organizational culture represents the concepts, beliefs and shared values that have been created
as a result of converging external and social environmental factors (Clarke & Estes,
2008). Organizational features include the structures, policies, and practices that reinforce the
existing culture and how people engage with and within it (Rueda, 2011). For example, while
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UNLV’s website was a tool to increase public awareness of products and services, its design,
language and identified processes for admission represented how UNLV operated and existed
based on the people who occupied the institution, as well as the external factors that impacted its
operations (Rueda, 2011). To improve UNLV Singapore’s website therefore required both
improvement of technical practices such as design and execution, as well review of its
contextually bound existence as an separate recruitment tool representing UNLV, the Hotel
College, and the branch.
Websites are used to enhance public awareness and understanding of products and
services, and serve as the primary public relations tool for recruitment of students, potential
applicants and other stakeholders (like parents) beyond in-person recruitment and mailings.
(Kang & Norton, 2006; Park & Reber, 2008, p. 409). Website effectiveness is determined by
factors that both inform around the product and drive repeat visits. To effectively provide
information, websites should organize content by target audience and utilize relatable language
(Ford, 2011). Language should be clear and in active voice, the design simple, convenient and
accessible for the visitor to find information as quickly as possible while also supporting repeat
student visitation (Gray, Fam & Llanes, 2003; Kang & Norton, 2006; Rosen & Purinton, 2004).
Consistent deployment of color scheme, familiar landmarks and consistent imagery helps an
individual find their way through a website, reducing cognitive load and encouraging continued
exploration (Rosen & Purinton, 2004).
UNLV Singapore’s design mirrored the UNLV main campus website, deploying a
student-centric approach to information gathering (UNLV Singapore, www.unlv.edu.sg). This
may not have effectively targeted other stakeholders such as parents or high school teachers and
counselors, nor may it have effectively addressed cultural nuances required to attract potential
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foreign students. Tailoring website content towards specific market segments particularly to
address cultural nuances, factors, and images influences website engagement. Cultures coming
from highly individualistic societies like the United States embody language and images of
individualism and directness, yet one study found that website design targeting more collectivist
societies such as Malaysia, preferred viewing hierarchies, official authoritarian positioning and
cultural values such as familial engagement and community building (Ahmed, Mouratidis &
Preston, 2008). In another study assessing Malaysian, Singaporean and Hong Kong prospective
student markets, all three market segments shared concern for overseas university reputation and
career prospects, prompting authors to conclude that branding strategies should emphasize these
elements more than the learning environment and destination (Gray, Fam & Llames, 2003). At
the time of writing, UNLV Singapore’s website design mirrored the UNLV main campus
website, addressing marketing and recruitment from a student-centered approach with a diverse
array of student photos and quotes regarding the educational experience. The entire website was
accessible only in the English language, unlike other foreign campus websites in Singapore such
as James Cook University Singapore or Curtin Singapore, other foreign campuses offering
website viewing in Vietnamese and Mandarin in addition to English. Tailored design is only as
effective so long as there is also repeat visitation.
Deploying dialogic communication tools; features that allow for dialogue between the
prospective reviewer and the institution, are essential for continued interaction and relationship
building with potential applicants (Park & Reber, 2008). Dialogic features such as online chat
opportunities, weblogs, feedback form and email submissions, podcasts, online polls and surveys
are examples of dynamic information sources that promote interaction and inspire return visits
(Gordon & Berhow, 2009, p. 151; Kang & Norton, 2006, p. 426). Universities who consistently
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engage in social media can also support dialogic engagement (Constantinides & Zinck Stagno,
2011). Deployment of its own social network for potential students at Xavier University found
an increased likelihood to enroll, creating more engaged dialogue between applicants, potential
peers and the institution (Hayes, Ruschman & Walker, 2009). UNLV Singapore offered email
accessibility on its homepage, emailable links to contact different departments on subsequent
webpages, and maintained social media pages through Facebook, Twitter and Google+.
However, it did not offer chat opportunities, weblogs, podcasts or online surveys/polls which
could increase dialogic communication. Such examples were visible on Embry-Riddle
University Singapore’s website and James Cook University Singapore’s homepages when
viewed at the time of research.
Technical proficiencies are also required, not only to integrate dialogic tools but to ensure
fast download speeds, integration with multiple browsers, monitor sizes and handheld devices
which are also important to sustaining visitor engagement (Ford, 201l; Kang & Norton, 2006).
During the Fall 2013 recruitment period, UNLV Singapore’s website was not designed for
mobile phone or handheld device viewing which could have negatively impacted its recruitment
efforts. Websites that increase visitation require not only high-quality content but consistent
updates as well (Rosen & Purinton, 2004).
UNLV Singapore operated as a separate unit from UNLV and the Hotel College. Such
operations are classified as skunk works, whereby a unit operates outside of the organizational
culture to accomplish important and complex tasks (Clarke & Estes, 2008). For example, UNLV
Singapore recruited, admitted and enrolled foreign students in Singapore with a separate
recruitment and admissions team and dedicated website even though the technical processes
through which a student was admitted and enrolled are identical to UNLV. The UNLV
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Singapore website had a separate url address (www.unlv.edu.sg) and was listed as a separate link
on the Hotel College website. At the time of research, information on the Hotel College website
indicated information from 2011 and referred any interested party to the Singapore site (UNLV,
http://www.unlv.edu/hotel/singapore-campus).
While UNLV Singapore marketed a global degree program at both campus locations,
there was no information within the Hotel College webpage indicating such a program existed.
Such one-sided marketing could have negatively impacted awareness efforts. In fact, separate
departmental websites result in uneven and inconsistent messaging, potentially leading to
dissatisfaction with the webpage and negative brand association with the institution (Ford, 2011).
UNLV Singapore’s separate site and lack of information listed on the Hotel College website
could have negatively influenced perception of the Singapore campus and its program.
Moreover, as results showed that awareness of UNLV Singapore was often tied to knowing
UNLV, this limited information may have contributed to uneven positioning of the campus and
its program. Consideration for website integration, updating of materials, and further marketing
efforts from both campus locations would be warranted.
In summary, enhancing UNLV Singapore’s website could increase awareness and
engagement for recruitment. If the branch was continuing to recruit students, it should keep its
website accessible in information to not cognitively overload visitors, maintaining standard
colors and branding to help individuals become familiar with UNLV Singapore, and to allow for
further website exploration further during repeat visits. Cultural nuances should be included into
website design based on target markets, recalling that career prospects and university reputation
for collectivist nations are valued more over learning experience and destination attributes.
Ensuring compatibility with multiple access methods and deploying dialogic communication
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tools would beget return visits from potential stakeholders. Finally, review of integration with
the Hotel College website would be necessary, not only to access a larger pool of potential
stakeholders but to also ensure consistent messaging and a unified appearance, especially in light
of the dual campus programming.
Highlight Student Visa Employability Rights for Both Locations
Survey results and interview findings showed that international work experience was
very important during undergraduate study. Respondents indicated interest in working in both
campus locations if studying on a proposed 2+2 program, although there was greater interest in
working in Las Vegas particularly post-graduation. Despite this interest, survey respondents and
interviewees showed a lack of knowledge surrounding employability permissions granted
through student visas in either campus location, representing a factual knowledge and
organizational gap. Permissions related to foreign student employment during studies can be
linked to further opportunities of employment upon program completion and even permanent
resident or citizenship which can be motivational factors valued by potential applicants. The
knowledge, motivation and organization survey results as well as interview findings are
summarized in Table 7 below. A literature review of student visas in Singapore and the United
States addresses components of their respective processes as well as potential solutions that if
utilized, could decrease the factual knowledge gap.

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Table 7
Highlight Student Visa Employability Rights
Highlight Student Visa Employability Rights
Estimated Timeframe for Solution Implementation: Immediate – Mid-term
Gap Analysis
Category
Survey / Interview Finding
Knowledge More than half of all respondents were unaware of student visa employment
rights for either campus location. (Factual)
International work experience was an important necessity during
undergraduate study. (Metacognitive)
Motivation There was greater interest in post-graduation employment in Las Vegas than
in Singapore. (Location)
Permanent residency or citizenship policies of either nation were an incentive
considered by some applicants. (Interview)
Organization Unless having traveled already to the United States or Singapore, the majority
of applicants were unsure of the student visa process. (Visa Process)

Potential applicants seeking information on work permissions and rights associated with
UNLV Singapore’s 2+2 program needed to visit two separate websites; UNLV Singapore for
Singapore-related information student pass and permissions, and UNLV for United States F-1
visa and employment permissions. Specifically, an applicant would find information about
Singapore’s student pass system on UNLV Singapore’s Living in Singapore webpage or on the
Singapore Immigration and Checkpoints Authority (ICA) webpage for polytechnics and
universities, http://www.ica.gov.sg/page.aspx?pageid=325&secid=182. On either site,
information was listed in written format with work permissions shown at the bottom of the
webpage.
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Singapore student pass and employment permissions. A foreign student must apply
for a Singapore student pass to study full time in Singapore. When an applicant accepted
admission at UNLV Singapore, the branch then applied for a student pass through the ICA’s
Student Pass On-Line Application and Registration (SOLAR) system (ICA, 2014). Once an
application was submitted by UNLV Singapore, the student needed to log into SOLAR and self-
report travel document details, local address and contacts, and upload a current passport size
photo into eForm 16, as well as pay a SGD$30 (USD$24) fee (ICA, 2014). Processing of
institution and student details is approximately 5-10 working days but peak periods of
applications during the beginning academic calendars in July and August may cause additional
delays (ICA, 2014). Student pass applications needed to be submitted no more than two months
prior to the start of the academic course.
Employment rights granted to a full-time student pass holder at UNLV Singapore were
through Singapore’s Employment of Foreign Manpower Act (Chapter 91A) and Work Pass
Exemptions Notification 2007. It granted students enrolled at a “recognized university or an
educational institution” by the Ministry of Education (MOE) Singapore exemption from
requiring a work pass for employment in Singapore, allowing up to 16 hours of part-time
employment per week (AGC, 2014). UNLV Singapore was one of nine listed foreign
Institutions of Higher Learning (IHLs) recognized by the MOE and therefore its students were
exempt from requiring a work pass. Hence UNLV Singapore foreign students could work while
studying in Singapore for up to 16 hours per week without the requirement of a work permit.
United States F-1 visa and employment permissions. Information related to United
States student visa and associated employment rights could be found on both the UNLV
International Students and Scholars webpage and on the United States’ Department of
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Homeland Security Student/Exchange Visitors webpage http://www.ice.gov/sevis/students/. On
the UNLV site, information was listed in written format organized by multiple headings and
included downloadable documents. Information regarding post-graduation programs such as the
Optional Practical Training (OPT) program was also included in this webpage (UNLV,
http://www.unlv.edu/iss/employment).
Once a new, foreign undergraduate student accepted full-time admission at UNLV, the
student was required to submit F-1 visa paperwork to UNLV. UNLV then generates form I-20,
also known as a Certificate of Eligibility for Nonimmigrant (F-1) Student Status for Academic
and Language Students, to begin the F-1 visa process, mailing the form to the student. Once the
I-20 is received, the student must pay a USD$200 Student and Exchange Visitor Information
System (SEVIS) I-901 fee, after which the student can schedule an appointment at an American
embassy or consulate to apply for the visa. While the UNLV webpage did not indicate
processing times, it had been the experience of UNLV Singapore when sending students to Las
Vegas for short-term summer study requiring an F-1 visa that the process at minimum could take
three months or more to complete, and did not account for student, institution and embassy time
management, international mailing, and general service delay.
Employment rights for F-1 visa holders are more varied than the Singaporean 16-hours
per week permission. F-1 visa holders are immediately allowed to work up to 20 hours per
week, however they can do so only on-campus for the first academic year. After that time, the
student may petition for permission to work off-campus also up to 20 hours per week. Students
are, however eligible to work full-time during scheduled breaks and holiday periods in either
case.
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In addition to part-time work permissions, students with F-1 visas can also apply for
work authorization as part of practical training programs; Curricular Practical Training (CPT)
and Optional Practical Training (OPT) (ICE, 2014). Employment must relate to the field of
study in either case, however CPT requires that the experience be during the course of study,
whereas OPT can commence either during the academic program or post graduation (ICE, 2014).
Both programs allow students the ability to work beyond 20 hours per week with the appropriate
permissions, however students on CPT working fulltime will not be eligible for OPT after
graduation (ICE, 2014). Up to 12-months of OPT can be granted at each education level (ICE,
2014).
UNLV Singapore 2+2 program. International students admitted to UNLV Singapore
under a 2+2/2+1 program format required students to begin the hospitality management program
in Singapore and relocate to Las Vegas to complete the program and graduate. The curriculum
required completion of 1,000 hours of work experience and an internship in addition to the
academic coursework. Both the Singapore student pass and United States F-1 visa permitted
UNLV students on the 2+2/2+1 program the opportunity to meet the work experience
requirement both on and off campuses. Given the F-1 employment rules outlined for the United
States, a student interested in work opportunities off-campus would be best advised to take the
2+2 option given work permissions off-campus would only apply after having been studying at
UNLV main campus for a full academic year, allowing them their second and final year to work
off-campus is so desired. However, should a student only be interested in a 2+1 option, the
manner in which to complete the work experience requirement would need to be considered,
particularly in light of hour-caps in either location. Any new program variations, such as a 1+3
program, would need to also consider these technical requirements and regulations.
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Developing knowledge about visas and employability. Measuring applicants’ prior
knowledge is critical to scaffold learning and aid in retention of information (Ambrose, Bridges,
DiPietro, Lovett & Norman, 2010). Lack of understanding and changing regulatory processes
related to the granting of American student visas, has in the past contributed to confusion and the
association of an unwelcoming United States (Goncalves, 2009; Urias & Yeakey, 2009). In
Singapore, political changes have seen a reduction of foreign student enrollment quotas, such
that potential negative reverberation may be likely to impact student recruitment (Davie, 2012).
Survey results and interview findings revealed that UNLV Singapore and UNLV applicants and
current students were unaware of visa employability rights in one or more locations. Therefore
development of informative tools about employability rights for either location should assume
very limited prior knowledge.
Limited research on the impact of Singaporean student pass and employability
presentation was found. Previous studies found that students and even institutional personnel
lacked information as to visa requirements and benefits (Griffiths, 2010; Goncalves, 2009; Urias
& Yeakey, 2009). Studies from Australia and the United States tended to assess the impact of
visa processing on potential recruitment, but had limited insight into employability rights granted
by visas and the presentation of that material. However one study did find that educational
agents and a government immigration site were the largest sources of information about visa
programs as opposed to a higher education institution (Griffiths, 2010). Another study found
that the United States’ Student and Exchange Visitor Information Service (SEVIS) system was
not understood by international students and some institutional and program administrators,
prompting a need for a training program to increase awareness and knowledge (Goncalves,
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2009). A third study indicated that fast and “accurate immigration documentation” after
admissions decisions resulted in more students (Urias & Yeakey, 2009, p. 99).
Developing basic factual awareness would require the update and redesign of UNLV
Singapore’s webpage, as well as consideration for other learning aids or visuals to present
information. Learning is subconsciously guided by in-person, visual and other multimedia
manifestations, such that the presentation of the material is critical to form a basis of knowledge
(Palincsar, 2010). Hence, visual aids that incorporate words, pictures and video are likely to be
more effective than simple text as presented on both the UNLV Singapore and UNLV referenced
webpages.
Meaningful understanding occurs with both prior knowledge and frequency, allowing an
individual to create a cognitive framework to learn and understand information (Mayer, 2011).
Information about student employability should therefore not be isolated to a single webpage and
section, but integrated into a broader marketing effort. Website enhancement that focuses on
employability and reputation and rank should ensure inclusion of such employability
permissions. Enhanced website dialogic communication tools such as chat functions or surveys
and polls can gather information around known and unknown employability rights for further
information enhancement. This would utilize the zone of proximal development; the space
between what is known and what is not known to gain mastery, to identify further applicant gaps
(Scott & Palincsar, 2010).
Student development is influenced by environmental factors in which they exist, such
that how applicants view information and utilize it in their respective contexts would further
inform how best to present information that begets both return visitations, scaffolds learning, and
indicates a positive awareness of employability rights (Ambrose, Bridges, DiPeitro, Lovett &
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Norman, 2010). As learning results from observation and influence of the social environment
(Denler, Wolters & Benzon, 2010), using alumni and current international students to share their
experience in Singapore and Las Vegas employment would model success to the applicant (Lee,
2010; Mazzarol & Soutar, 2002; Russell, 2005). Such interaction would reinforce the UNLV
brand and employability opportunities, both critical to recruitment and also serve as part of a
rehearsal strategy to build on prior knowledge (Smith, 2002). Presentation through short videos
accompanied by placement statistics and a section for frequently asked questions should reduce
gaps in employability unawareness.
Relationships between foreign visas, employment and the national policy. At the time
of researching, UNLV’s International Students and Scholars Office F-1 Employment webpage
stated that “the main purpose of an F-1 student is to pursue a full course of study in the U.S”
(UNLV, 2014). Recruiting on the promise of employability rights would need to be recognized
within the context of this UNLV guideline. At the same time, overseas education, visa
attainment, employability rights and permanent residency/immigration opportunities can be
critical factors in driving international student recruitment and enrollment (Douglass &
Edelstein, 2009; Mazzarol & Soutar, 2002). Increasing awareness of employability rights for
UNLV would be part of a broader goal to increase foreign student enrollment, contextualized
within the policy agenda of student mobility and international competition for foreign talent.
In the United Kingdom, foreign students can stay for a year under the International
Graduate Scheme, and in Canada up to three years under the Post Graduation Work Permit
program (Haupt, Krieger, & Lange, 2013, p. 21). To attract foreign students, institutions outside
of the United States like France, Spain and the Netherlands are increasing competition through
their own English language programs (Douglass & Edelstein, 2009). Other nations like Australia
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may offer even more favorable immigration incentives, such as employment opportunities for
student spouses (Douglass & Edelstein, 2009). Hong Kong has a seven-year period required for
attaining permanent residency, of which university study counts towards the time needed, and
mainland Chinese students could remain in Hong Kong for employment thereafter (Bodycott &
Lai, 2012; Jena & Reilly, 2013). Growing competition from emerging countries introduces new
players into the global labor market, whereas restrictive policies can undermine competitiveness
(Haupt, Krieger & Lane, 2013).
The Singaporean government tries to ensure that education policy pertaining to foreign
institutions is “not at odds with capacity building or domestic institutions and local human
capital (Sidhu, Ho & Yeoh, 2011, p. 32)”. Control over student visas and permissions are
directly related, potentially manifesting as international student enrollment caps or local student
enrollment pressures. Such practices, whether perceived or real, could contribute to a regional
perception of a constricting Singapore, and could detract interest and potential applications to
UNLV’s branch campus. Declines in foreign student enrollment in Singapore were reported,
although official figures were “never released” (Davie, 2012). Declines in government quotas on
foreign enrollment were attributed to a change in government policy related to the Global
Schoolhouse initiative as well as greater regulation on private education providers (Davie, 2012).
International applicants may be inhibited from considering Singapore as a study destination,
especially when other countries in the region emphasize policies that grow foreign student
enrollment but also offer immigration opportunities (Douglass & Edelstein, 2009).
In the United States, foreign student enrollment has declined due to challenges in
increased competition in global education and rising costs of higher education (Farnsworth,
2005). Changes in the American immigration system due to new policy legislation such as the
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2001 Patriot Act and government agencies such as the Department of Homeland Security have
increased reporting and monitoring requirements for students studying in country (Urias &
Yeakey, 2009). Moreover, students from nations identified as part of the American T7 country
or List of 26; nations that have heightened concerns towards foreign policy whether through
religious affiliation, sponsored terrorism and or national security concerns, are likely subject to
additional background and security checks as part of enhanced visa measures (Goncalves, 2009).
Included are the Asia-based markets of Indonesia and Malaysia, and potential students from
these locations would need to be made aware of this reality, although there would be greater time
to address given the student would begin their studies for two years at the Singapore campus
(Goncalves, 2009). In some cases, delays in processing visa due to additional security reviews
for some potential students have been tantamount to a visa denial (Urias & Yeakey, 2009, p. 90).
As individual beliefs influence engagement and motivation (Pajares, 2010), providing
information respective to rate of visa success relative to the institution may reduce worry and
increase the want to apply. Addressing visa concerns should be incorporated into recruitment
exercises of the institution alongside successful models of former applicants and/or alumni
experience. As research shows that the concern over visa granting for the United States is
inflated and exaggerated (Naidoo, 2007), incorporating this statistical information into material
should reduce anxiety.
International students have the opportunity to explore multiple nations for overseas study
that offer various visa and employment opportunities coupled with immigration schemes.
Increasing awareness of such opportunities is a necessary component of recruiting international
students. Their recruitment would be bound by existing government regulations, foreign policy
agendas and the immediate and forecasted economic needs of a nation and its workforce. While
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further exploration of this topic falls outside of the scope of this study, the context in which visa
employability as a function of overseas higher education is very important, particularly as
international students are seen as providing significant economic return in their host country, and
are likely to contribute to an improvement of education quality (Haupt, Krieger & Lange, 2013).
Add a 1+3 Singapore and Las Vegas Program Option
Survey results showed that students and potential applicants were interested in a 1+3
UNLV program option, that is one year in Singapore and three years in Las Vegas. At the time
of data collection, UNLV Singapore offered 2+2 and 2+1 Singapore and Las Vegas program
formats only. The introduction of a 1+3 program variant should enhance recruitment capabilities
for the branch campus if offered in tandem with other recommended solutions. This finding
from the motivation survey results is summarized in Table 8.

Table 8
Add a 1+3 Singapore + Las Vegas Program Option
Add a 1+3 SG+LV Program Option
Estimated Timeframe for Solution Implementation: Immediate – Mid-term
Gap Analysis
Category
Survey / Interview Finding
Knowledge n/a
Motivation Students most preferred a 1 year in Singapore + 3 years in Las Vegas option.
Organization n/a

While limited research devoted to the use of branch campuses and their home campuses
in this model format exists, there is a body of evidence regarding the evaluation of 2+2 programs
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with other institutions, dual degree programs and foreign partnerships. The curriculum offered at
UNLV Singapore was the same as the UNLV Hotel College, hence all program variants that
allotted for time in Singapore and Las Vegas were considered a dual location degree. As a 1+3
model would be not change this technicality, it would alter the program design in terms of time
spent at each location, sequencing of courses, and operational requirements. It would also merit
review of international partnership practices given UNLV Singapore’s status as a self-supporting
unit and separate operations in Singapore. This section therefore reviews studies about global
degree programs and international partnerships and the factors necessary for successful
deployment.
Expectancy value theory can be used to understand motivational aspects for selection of
an institution, and factors attracting international students to overseas programs include
employment opportunities, international experience, and language proficiency (Arevalo,
Tahvanaianen, Pitkanen & Enkenberg, 2010; Lee, Kim & Lo, 2008; Lee & Chatfield, n.d.). For
branch campuses, enrollment can also be motivated by proximity to home and perceptions of
affordability (Wilkins & Balakrishnan, 2012). In a study of 169 Chinese graduate students in the
United Kingdom, motivators for study included cultural enrichment, career betterment and
personal growth, as well as access to quality programs and length of time required to study (Wu,
2014). A study of 95 students from mainland China studying in Hong Kong revealed strong
parental influence for Hong Kong as their child’s study destination given concerns for future
employability in China and the interest in gaining permanent residency in Hong Kong (Bodycott
& Lai, 2012). In the same study, student motivations varied somewhat including employment
and study opportunities based on personal experience of visiting country, and influence of family
and friends (Bodycott & Lai, 2012, p. 263). One internal UNLV Hotel College report from 2007
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found that 29% of the 2700 student body were international, and that UNLV out-of-state and
international students selected the Hotel College with consideration for cost, facilities and family
support (Lee & Chatfield, n.d.). Another study of British hospitality management programs
found that the attraction of large numbers of international students offered prime opportunity to
internationalize the curriculum (Brookes & Becket, 2011).
The UNLV Singapore 2+2 and future 1+3 would meld multiple interest points including
demonstrated high enrollment levels of foreign students to the hospitality management field and
the motivational demand associated with overseas enrollment and better career opportunities.
UNLV’s hospitality degree requirements for internship and work hours could be attainable in
both nations if planned correctly. A possible solution would therefore model graduates of the
UNLV program relative to company, title and if available, salary respective to the region of
growth. A graphic that clarifies jobs and salaries would help provide detail given the variety of
industry careers. This process can be tied to a mastery orientation of the subject matter, which
impacts effort and persistence in motivation (Pintrich, 2003). Material should demonstrate the
iterative nature of the program over the four years, showcasing the time and value spent
networking, gaining work experience and interning.
Successful program design also requires operational collaboration from both campus
locations for academic delivery. Lessons from international partnerships with other institutions
can offer insight into good practice. International partnerships can be the key to “resource
constrained environments” as long as they connect to institutional and faculty priorities that can
also improve practice (Amey, 2010, p. 63). A study assessing the impact of a dual degree
program between China and the University of Hawaii - Hilo, revealed significant challenges in
attracting students based on both program design and reputation awareness of institution and
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broader state context (Santos, 2013). Lessons from one dual enrollment high school and college
program revealed that institutions receiving students from other institutions that award credit for
programs will be concerned over academic preparation, availability of college services, and
faculty preparation and qualification (Farrell & Seifert, 2007). Another study of a Chinese and
Canadian dual degree program with 2+1 and 3+0 options were challenged to find qualified
China-based faculty to teach subjects in line with institutional standards, and articulate
responsibilities between the institutions (Holland, 2010). Barriers for some American
community college 2+2 programs, which see an increasing international student enrollment, have
included lack of residential housing, and confusion of articulation agreements and transfer
guarantees (Farnsworth, 2005, p. 11). Additional challenges between foreign and domestic
stakeholders can also include lack of common interests, age differences, familiarity gaps of
popular culture, fear of offense, and lack of interest (Crawford & Bethell, 2012).
Successful crossborder partnerships are designed to benefit faculty, students and
researchers (Gallicchio, 2007, p. 78). Internationalization at the home campus includes
international and intercultural integration into teaching and learning, activities that support
sustained interaction between students and faculty of diverse backgrounds, and a community
relationship between external stakeholders and university (Crawford & Bethell, 2012, p. 192).
Successful internationalization actions include faculty and staff in the planning process, build in
financial provisions for participation in global exchanges, conferences and consultancy, and
incorporate foreign language study into the academic program (Brookes & Becket, 2011).
Administrators should visit overseas sites and articulate connection with institutional goals, and
faculty and researchers should provide oversight and buy-in (Gallicchio, 2007). International
partnerships are often the product of “champion faculty members”, whereas what is needed is a
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broad participation that extends responsibility and ownership to the entire collective and
department (Amey, 2010, p. 64).
Clear requirements through MOU. While UNLV Singapore had an articulated
agreement with UNLV regarding administrative services, the academic delivery specifications of
the dual location degree programming in Singapore and Las Vegas did not exist. That is, there
were no specific procedures or joint understanding around the practices, participation and
processes required for successful 2+2 and 2+1 (and potential 1+3) program deployment. The
success of an international consortium of four American and European higher education
institutions for mutual student exchange across health disciplines was credited to existing MOUs
and sub-contracting agreements, an annual evaluation and reporting of progress and financials,
and a renewal agreement for contract extensions (Gallicchio, 2007). Critical to a sustained
partnership between an European and two Asian Universities 2+1/3+1 dual degree programs
were the establishment of common degree structures across locations, an MOU that outlined
terms and was a referencable document for senior leadership, and permanent presence from the
originating institution in Asia (Hunger, Schutz, Schwarz & Werner, 2004). A study of two
Finnish buddy programs, pairing foreign and Finnish students together, found that sustained
program engagement and impact along internationalization goals was only achieved through the
active participation of both parties with a formal structure to provide for ongoing support
(Crawford & Bethell, 2012). Pathway programs require multiple levels of support, and a dual
degree program in Canada found that an MOU defined parameters of partnership and existing
connections in the overseas location (Holland, 2010).
Collaborative academic engagement. International programs require active engagement
in their operations beyond what traditional domestic programs may require. To improve and
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sustain a Chinese American 1+2+1 program, Santos (2013) concluded that English language
instruction was needed throughout the entire program duration and not just during the middle
two years in the United States. Moreover, students required extensive academic advising to
ensure anticipated timetabling was met (Santos, 2013). Faculty and staff are needed to serve as
active facilitators who plan and encourage participation, practical experience, and projects within
the curriculum and students need to be prepared to experience both similarities and differences
(Crawford & Bethell, 2012; Duke & Victorova, 1998). A case of a high school and community
college dual enrollment program found that an effective program required a clear understanding
of academic and faculty standards, an agreed upon level of transfer coursework and articulation,
and an evaluation process to ensure quality control and compliance (Farrell & Seifert, 2007). In
addition, international program structural supports that including student counseling, virtual
meetings and distance learning may be required (Hunger, Schutz, Schwarz & Werner, 2004).
The success of a 1+3 UNLV global program would require dual campus stakeholder
investment, clarity related to responsibilities and goals outlined in an MOU, shared beliefs in the
program design and broader internationalization ideas in both locations, and a commitment to
intensive academic planning, guidance and evaluation on a consistent basis. It would also
require consideration of additional elements related to previous solutions, including improved
website communication and the proliferation of information regarding employability rights.
Observational learning and understanding is dependent on motivation (Denler, Wolters &
Benzon, 2010), such that utilizing alumni and current students who embody the dual location
degree would increase foreign student interest. Consideration towards best practices found from
other contexts would be not confined to only the 1+3 model, but applicable to all global program
formats on offer.
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Develop Marketing Information to Target Parents Directly
Survey results and interview findings revealed that familial relations and in particular
parents, were influential in a student’s pursuit of overseas study. Parental engagement included
serving as an information source for funding higher education, identifying potential destinations
and participating in the final decision as to institution. Interview findings showed that for
students attending the branch campus of UNLV, parents also considered the physical distance a
child would study away from their home nation, citing Singapore as a comfortable go-between
prior to relocating to the United States. Findings showed that the branch campus choice was also
due to concern over ability to academically perform in the United States, and the proximity of
Singapore to a parents’ home. Table 9 summarizes findings related to parental engagement, as it
was a consistent theme throughout the study. A review of literature associated with familial
influence in higher education is addressed, as are specific cultural nuances to certain nations
targeted from UNLV Singapore’s recruitment markets.

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Table 9
Develop Marketing Information to Target Parents Directly
Develop Marketing and Information to Target Parents Directly
Estimated Timeframe for Solution Implementation: Mid – Long-term
Gap Analysis
Category
Survey / Interview Finding
Knowledge Parents and relatives, along with university websites, were the most used and
valued sources of information for learning how to finance an education.
(Procedural)
While parents/siblings and high school teachers and counselors are the most
cited information sources for selecting higher education institutions, parents/
siblings were the most important influences in this process. (Metacognitive)
Parents and relatives were intimately involved in the decision making process
when determining where to enroll. (Interview)
Motivation UNLV Singapore attracted students whose parents who were not yet ready to
send their child to the United States, but would welcome it at a later date.
(Interview)
Organization n/a

Family influence on college selection. International branch campuses have numerous
stakeholders including host governments, the home campus, regulators, potential students,
employers and parents (Farrugia & Lane, 2012). Parental participation in higher education
selection and decision-making is contextually bound, and limited research around their influence
in overseas or branch campus study exist. One study of Thai students in Australia found that
parents and family were most important in financing further education, but also for the provision
of information, expectations, competition amongst family members, and persuasion (Pimpa,
2006). Indian student attraction to Singapore included proximity to home, finding parents as
influential for destination selection (Anderson & Bhati, 2012).
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As Chinese students represent the largest global population of students abroad, there are a
few studies addressing Chinese student motivation for overseas study, with emphasis on familial
input (Bodycott, 2009; Bodycott & Lai, 2012; Wong & Liu, 2010; Wu, 2014). Chinese graduate
students in the United Kingdom were often motivated by familial expectations of improved job
prospects, better quality programs, and migration opportunities, although as graduate students
parents and other social agents had less influence given a greater maturity and independence than
undergraduates (Wu, 2014). Another study assessing both Chinese parents and student interests
found that parents considered university space availability at domestic institutions in China and
job and immigration prospects, whereas students identified quality education, international
experiences as most important followed by employment improvement (Bodycott, 2009). A
further study assessing parental influence on the career choice of undergraduate students
studying hospitality in China found that parents were “powerful contextual determinants that
mediate the relationship between interests and goals, between goals and actions, and between
actions and accomplishments (Wong & Liu, 2010, p. 84).” That is, Chinese parents were highly
influential in the development and career selection of their child, participating in their
development as part of a cultural norm attributed to Confucian values, motivated by competition
for university places, future employment and immigration prospects (Bodycott & Lai, 2012;
Wong & Liu, 2010). Social cognitive career theory suggests people exercise their own control
in career development and that externalities affect and influence career choice (Wong & Liu,
2010, p. 84). Americans in general deploy more self-actualization and individualism whereas
Chinese are generally collectivist and focused more on deference to parents and social
conformity (Wong & Liu, 2010). “Career choice advancement might be seen more in terms of
providing for an Asian person’s own family and meeting one’s responsibility to care for one’s
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parents in their old age, rather than in terms of implementing self-actualization” (Wong & Liu,
2010, p. 87). Given the scale of the Chinese market and the ethnic connection between China
and Singapore, attention to the cultural values and nuances of the Chinese education market
would need to focus on the role and value of education in a Confucian based society.
Confucian values and parental expectations. Traditional Confucian values influence
major familial decisions like higher education and future employment and are “very much a
family, if not a solely, parental affair” (Bodycott & Lai, 2012, p. 253). That is to say that
Confucian values convey an understanding that parents will sacrifice for education and are
therefore influential in the decision-making process (Bodycott, 2009). Confucian values of filial
piety whereby parental respect, obedience and care for them later in life are paramount, are
complemented by a focus on child-centered decision-making especially in light of China’s one-
child policy (Bodycott & Lai, 2012; Lee & Morrish, 2012). Studying hard is an expression of
piety, and education is seen as a means to social mobility for the entire family (Lee & Morrish,
2012, p. 62). Cross-border study can be related to a decision to relocate an entire family and not
just the child. As the success of the child equates to the success of the family, parental
involvement is often stronger when considering studying abroad (Bodycott &Lai, 2012; Lee &
Morrish, 2012). Another study of Chinese students studying in Hong Kong found that over 65%
of respondents indicated the “eventual decision on choice of country, program, and/or university
was made by the parents” (Bodycott & Lai, 2012, p. 263). While the parents role is to teach the
child, the child demonstrates obedience and ensures parental wellbeing, often leading to
decisions that are approved by parents (Lee & Morrish, 2012).
The influence of Confucian values is not only confined to mainland China but to Chinese
communities living abroad in Indonesia, Malaysia, and Singapore, and former colonies and
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political system allies such as Vietnam. Although enrollment of mainland Chinese students at
UNLV Singapore is less than 1% of the entire student body, future recruitment efforts would
likely need to address this cultural aspect. In fact, mainland Chinese students represent the
second largest group of foreign students studying at UNLV in the Las Vegas.
Potential students lack of university experience makes reliance on an institution and
parents vital to their decision practices (Lee & Morrish, 2012). Parents can therefore be viewed
as both a client and a consumer, being taught skills to change their behavior and become problem
solvers in their environment through self-regulation (Sanders & Kirby, 2012, p. 3).
Communicating to parents how the institution provides best for their children, how their degree
can provide for them being filial to parents are recommended (Lee & Morrish, 2012). Improving
consumer knowledge will “increase desirability of using a program or practice” (Sanders &
Kirby, 2012, p. 6). If excluded from the process, parents will have little investment in supporting
or advocating and can feel marginalized (Sanders & Kirby, 2012).
Decision-making factors are numerous, however perception of improved career prospects
with an overseas degree matter most (Bodycott, 2009; Lee & Morrish, 2012). Advertising must
include linkages between courses offered and career opportunities, and emphasize use of social
media and website to offer information for mainland Chinese students (Wu, 2014). Another
study recommends showcasing hospitality career pathways, collecting hotel and tourism industry
salaries to highlight competitive compensation packages, and inviting the employers to share
career information to both students and their parents (Wong & Liu, 2010).
How information is conveyed to parents may need to be structured differently. It may
need to be deployed earlier, as often parents and counselors begin collecting information as part
of a pre-search phase of the selection process (Gatfield & Larmar, 2008; Hossler, 1999; Lee
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2008). A study of Chinese parents identified methods for gathering information found that the
least important vehicles for information gathering for parents were television ads and magazines,
and the most important information points were exhibitions, friends and relatives, followed by
the internet and recruitment agents for information purposes (Bodycott, 2009).
Promote Hotel College Reputation and Rank
It was presumed that applicants were unmotivated to apply to UNLV or UNLV
Singapore because the institution was low in rank or reputation. Survey results and interview
findings revealed a clear rank order for UNLV that found the Hotel College viewed higher than
the whole of the institution UNLV and UNLV Singapore. While the information sources and
practice of rank evaluation was not probed for this study, it was clear that greater value was
placed on the Hotel College than on UNLV or its branch campus, despite evidence of a general
knowledge gap around how UNLV, UNLV Singapore and the Hotel College rank. A summary
of the results and findings across the motivation and organization categories are presented in
Table 10, followed by a discussion on marketing and branding in higher education, the ranking
of UNLV and the Hotel College, and research that supports the utilization of reputation and
ranking as part of an increasing attractiveness of an institution.

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Table 10
Promote Hotel College Reputation and Rank
Promote Hotel College reputation and rank.
Estimated Timeframe for Solution Implementation: Long-term
Gap Analysis
Category
Survey / Interview Finding
Knowledge n/a
Motivation The William F. Harrah College of Hotel Administration had the strongest
perceived reputation above UNLV and UNLV Singapore, although a general
knowledge gap around knowing the reputation and ranking of UNLV, the
Hotel College and UNLV Singapore was found.
Consideration for the institution was intertwined with the quality perception
of the program.
Organization University ranking and student accommodation on campus were the most
important factors in attracting international students.

Importance of rank in a decision to enroll. An institution’s reputation and level of
market recognition directly impact the ability to recruit international students (Mazzarol, 1998).
Chinese graduate students studying in the United Kingdom chose a particular university based on
reputation and recognition in China, a comfortable environment, and a good reputation in the
virtual community (Wu, 2014). “Chinese students are heavily swayed by rankings, however
university rankings were secondary to course rankings (Wu, 2014, p. 9). Subject emphasis was
identified based on a combination of content interest plus potential career prospects (Wu, 2014).
A feeder college into a university found success in affiliation in part due to the overall reputation
of the college being already strong and being affiliated with a reputable university (Brewer &
Zhao, 2010). A study of motivations for international students to study in the United States
found that in the absence of information, East Asians relied heavily on rankings to make their
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decision (Lee, 2008). A study of Hospitality and Tourism Management students at a university
in Hong Kong found that motivation to study there was due to the university’s ranking and its
program uniqueness, in addition to the destination of Hong Kong as a growing tourism
destination (Lee, Kim & Lo, 2008). Students in a UAE branch campus judged foreign operations
on home operation reputation (Wilkins & Huisman, 2014). A separate study of high school
seniors in the UAE found they were drawn towards a branch campus based on international
rankings and perceptions of quality and prestige (Wilkins & Huisman, 2013).
Evolution of rankings and their debate. The use of rankings can be traced back to early
1900s, such that today there are 50 country specific rankings, and ten global and multi-league
systems. There are also further ranking mechanisms tied to regional and discipline specific
measuring systems (Hazelkorn, 2011). Often information is pulled from direct consumers, third
parties, and the institution itself with the number of factors or indicators varying (Usher &
Savino, 2006). Criticisms around the use of rankings question what is measured and
quantifiable, who is qualified to actually review and interpret the statistical data, and the speed
with which information is required which could contribute to user errors (Altbach, 2012;
Ambrus, 2012; Van Raan, 2005). In spite of questionable legitimacy, rankings and reputation are
an important component of institutional planning and strategic direction impacting areas such as
partnerships, resource allocation, accountability, and consumer choice (Monks & Ehrenberg,
1999; Hortstschraer, 2011; Hazelkorn, 2011). At the same time, ranking use by external parties
including testing agencies, test preparation companies, counselors and even the institution, can
be misuesed (McCuddy & Nondorf, 2012).
University branding. University images are multiple interrelated images simultaneously
working together (Wilkins & Huisman, 2013). Image relates to market position strength, often
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including alumni, financial resources, international agreements, alliances and offshore teaching
programs (Mazzarol, 1998). A strong brand represents an increase in the effectiveness of
marketing communication (Keller, 2009, p. 140). As a result, marketing communication
“informs, persuades and reminds” consumers about an organization’s products and services
(Keller, 2009, p. 141). Brand knowledge is not based on facts, but on the “thoughts, feelings,
perceptions, images, and experiences” that become linked to the brand in the minds of the
consumers (Keller, 2009, p. 143). Brand equity, the consumer value placed on a brand, begets
trust and loyalty (Brewer & Zhao, 2010, p. 35). University brands are built on two-way
communication between the schools within feeding information and the institution driving the
mission and vision (Hemsley-Brown & Goonawardana, 2007). Additional branding can be
supported by government agencies to promote the broader concept of education as a whole
(Hemsley-Brown & Goonawardana, 2007). Knowing the brand contributes to faster decision-
making, influences repeat purchase behavior, and can allow for a higher level of trust regardless
of quality or price (Brewer & Zhao, 2010, p. 35).
Being fair and honest in marketing. The “primary aim of rankings is to create
transparency about higher education from an external and comparative perspective” (Federkeil,
2008, p. 11-12). Therefore, the images and marketing of the product needs to address
stakeholders other than the direct consumer (Wilkins & Huisman, 2014). The conflict to over
promote or market an institution leads to breakdown in trust in the admissions process
(McCuddy & Nondorf, 2012). Institutions with a global presence need consistent branding and a
unified image that can be spread throughout multiple markets (Hemsley-Brown &
Goonawardana, 2007). Rogue school activities can jeopardize an institution, hence brand
harmonization is necessary, even in systems where there individual units with their own
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autonomy (Hemsley-Brown & Goonawardana, 2007). To effectively differentiate from other
competitors, the promoted image must project added value (Mazzarol & Hosie, 1996, p. 331).
UNLV ranking. UNLV’s reporting of rankings revolves largely around the annual US
News & World Reports listing. The university is ranked 11
th
for yield, that is the rate of students
who accept and enroll, and 6
th
for the most diverse campus for undergraduate students (UNLV,
2014). Program recognition from US News and World Reports includes an online graduate
Nursing program ranking in the top 10%, and that the Hotel College’s hospitality degree is in a
top percentile for minority students (UNLV, 2014). Forbes Top US Colleges ranks UNLV 501
st

overall, 195
th
for research universities, and 93
rd
in the West coast of the United States (Forbes,
2014). Other sources like the QS World University Rankings and Times Higher Education
rankings, which may be utilized by foreign students, possess no ranking information about
UNLV.
Hotel College ranking. Undergraduate students at the Hotel College major in hospitality
management, but can also choose to concentrate in related areas including gaming management,
meetings and events, restaurant management, and professional golf management (UNLV, 2014).
An early study attempting to qualify hospitality program rankings surveyed educators and
industry personnel, finding UNLV’s ranking varied dependent on whether it was a peer educator,
food and beverage professional, or hospitality profession (Kent, Lian, Khan & Anene Jr., 1993).
In this study UNLV was ranked 2
nd
in the nation for undergraduate education by educators, 3
rd

by hospitality industry professionals, and 8
th
by food and beverage professionals (Kent, Lian,
Khan & Anene Jr., 1993).
While US News & World Reports does not offer specific program rankings for the Hotel
College, studies have ranked hospitality and tourism research output listing UNLV and its Hotel
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College faculty third to sixth in global rankings. A 2009 study of scholarly publications in 11
hospitality and tourism refereed journals from 2002-2006 ranked UNLV third, after Hong Kong
Polytechnic University and Cornell University based on research instances and articles (Severt,
Tesone, Bottorff & Carpenter, 2009). By journal contribution, UNLV ranked third after Hong
Kong Polytechnic University and Cornell University. An aggregate review merging two studies
from 1992-2001 and 2002-2006 found that UNLV ranked fourth overall, after Cornell
University, Hong Kong Polytechnic University and Michigan State University (Severt, et al.,
2009). A 2011 study of hospitality research publications in selected journals found UNLV
ranked 4
th
after Cornell University, Hong Kong Polytechnic University and Penn State
University, and 5
th
after Cornell, Hong Kong Polytechnic University, Penn State University and
Griffith University for combined hospitality and tourism research (Park, Phillips, Canter &
Abbott, 2011). Within the same study, the United States was the largest producer of hospitality
and tourism research, with Singapore listed as 16
th
and 13
th
respectively (Park, et al., 2011).
How Singapore and Las Vegas rank. While research showed that promotion of city
attributes was secondary to institution and program ranking, the city of Las Vegas and Singapore
offer additional reputations that could be tailored back into key areas of concern such as
immigration prospects, employability and economic opportunity. Las Vegas is increasing
international connectivity through its established international arrivals airport terminal, annual
increases in international visitors, and multinational corporate headquarters of global firms such
as MGM, Caesars Entertainment, Wynn, Zappos, Inc., and Las Vegas Sands. (LVCVA, 2011;
O’Reiley, 2012; Pratt, 2012). UNLV has also been identified as “part of a new regional
authority that can project technologies from Nevada to around the world” (Economic
Diversification, 2012). The Office of Economic Development had identified key clusters at
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UNLV to develop including business, engineering, and hospitality and gaming; all of which had
the highest level of international student enrollment (UNLV Office of International Students &
Scholars, 2010-2011).
Perceptions of Singapore as a study destination have been promulgated by various
government agencies and initiatives including the Economic Development Board’s Global
Schoolhouse and the Singapore Tourism Board’s Singapore Education. One study exploring
Indian student selection for choosing Singapore found that perceptions of the nation included a
safe environment with a familiar culture that was free from racism (Anderson & Bhati, 2012).
Utilization of ranking and reputation in marketing. Motivation is influenced by a
person’s expectations in success and value of action (Dembo & Seli, 2012). It seemed that the
Hotel College may have been valued more than the overall institution. A solution would be to
increase the attractiveness of UNLV’s reputation, while maintaining the Hotel College’s high
level of attraction. Factual presentation of information about UNLV would be important to
applicant decision-making and could include alumni placement rates and employability, diversity
ranking and international student community, honors college and honors society reputation and
status. Boring presentation of information limits interest, and results in lack of organization of
material or inattention (Schunk, Pintrich & Meece, 2010). As motivational beliefs are not fixed
but content specific (Rueda, 2011), their impressions of marketing and branding items can be
changed. A possible solution is to present the information in a dynamic way that builds on visual
and audio emphases. Insufficient communications and divergent messaging may confuse and
discourage applicants (Hemsley-Brown & Oplatka, 2006).
To brand and market an institution, requires the creation of a brand architecture or
framework through which an institution promotes its programs as part of the greater mission and
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overall strategic goals of the institution (Hemsley-Brown & Goonawardana, 2007). To build
engaged and active consumers, marketers must acknowledge different stakeholder perspectives
and interests into brand building (Keller, 2009, p. 152). In the UAE, Wilkins and Huisman
(2014) found that the perceptions of other stakeholders such as parents or friends strongly
influenced potential student buying behavior, finding that students were more influenced by
stakeholder perceptions rather than their own interpretations of the foreign and domestic units
(Wilkins & Huisman, 2014). While the image of a branch campus was obscured by the
impressions of the main campus, images should be crafted for multiple stakeholders and
communication should be increased with various stakeholders to share desired images and as
part of a public relations campaign (Wilkins & Huisman, 2013). To do so audit all potential
interactions target consumers have with the organization and its products and services (Keller,
2009, p. 146). Identify the experiences and impressions that influence the most and delivery
consistent messaging through multiple interactive marketing communication tools (Keller, 2009,
p. 146).
Based on the findings of survey and interviews, the role of career opportunities and
employment are important factors for recruitment and enrollment. At the same time, greater
emphasis on the placement and employment of graduates is a growing concern, such that
research related graduation and placement rates, career progression and promotion would be
additional factors to “rank” the Hotel College and support efforts to inform reputation and
ranking along such lines.
As learning is contextually bound (Scott & Palincsar, 2010), administrators at UNLV
Singapore could identify elements necessary to deploy a successful recruitment campaign in the
context of a UNLV culture. Comparisons to peer institutions could assist in identifying measures
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that have been successful in their own contexts, however caution should be exercised when
copying strategies. Emphasis on identification of key minimums to effectively run a UNLV
campaign alongside review of integration strategies with UNLV to at least be visible within
UNLV materials would also need to be considered. To develop effective marketing
communications requires activity across six categories: coverage or distribution of message,
contribution or how marketing influences an outcome, commonality or the different manners in
which to gain knowledge and understand meaning, complementarity, versatility, and cost
(Keller, 2009). In addition, Keller (2009) identifies eight different types of communication
including advertising, sales promotion, events and experience, public relations and publicity,
direct marketing, interactive marketing, word of mouth marketing, and personal selling (p. 141).
Implementation Plan
As a result of the gap analysis process, the solutions generated link across the knowledge
and skills, motivation and organizational dimensions of the model. The proposed
implementation of solutions would work across multiple stakeholders, incorporating their
participation in various ways. For knowledge and skills, to provide specific information related
to employability, reputation, program design would require the implementation of a
communication plan incorporating dialogic communication features and addressing multiple
stakeholders like parents. For motivation, increasing enrollment interest in UNLV Singapore
should result from the development of a 1+3 program option. For organization, the lack of
integrated communication would be addressed in the communication plan, but further acted upon
when addressing the internationalization cultural practices between UNLV Singapore and the
Hotel College. Organizational culture is not fixed and can be changed, hence assessment of
goals, communication, engagement, measurement and general knowledge development would be
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required (Clarke & Estes, 2008). A joint campus internationalization committee focused on dual
programming needs and actions would address this concern. These three implementation
emphases, a communication plan, a 1+3 program and joint campus committee, are grounded in
research and would address the multiple solutions generated to improve enrollment at UNLV
Singapore. A summary of the solutions and their implementation is shown in Table 11.

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Table 11
Summary of Solutions and Implementation
Knowledge & Skills Motivation Organization
Solutions - provide information
about visa employability
rules in comprehensive
presentation
- promote UNLV and
Hotel College reputation
in all outward facing
communications,
including academic
programming
- position statistical
content to address
market segment
interests like parents
- build reputation
through awareness
campaign tied towards
employment and career
placement activities at
both campuses
- build confidence in
program format by
modeling current
students and alumni
- establish 1+3 program
- redesign UNLV Singapore
website for multi-
stakeholder engagement with
enhanced dialogic features
- enhance UNLV Hotel
College coverage of UNLV
Singapore through
engagement with relevant
stakeholders
- using existing Hotel
College strategic directives,
jointly develop goals and
outcomes for UNLV
Singapore programming,
evaluating as progress
Implementation - Develop
communication plan
emphasizing website
redesign, employability
procedures, alumni
experiences, and
reputation across both
campus. Ensure multi-
stakeholder focus.
- Incorporate dialogic
communication tools to
monitor awareness and
engagement, and
provide platform for
systematic evaluation
and updating of content
- Weekly dialogue with
both campus
participants /
administrative staff on
task regarding progress
and reflection
- Develop 1+3 program
through joint campus
collaboration of key
personnel including
academic advising,
career services, and
leadership teams at
minimum
- Emphasize current 2+2
student transitions from
Singapore to United
States to develop
practices and also
capture their experiences
for incorporation into
communication plan
- Fortnightly dialogue
with both campus
developers on progress
and reflection
- Form joint campus
internationalization
committee to assess UNLV
Singapore dual programming
progress and interaction
within Hotel College.
Establish clear guidelines as
to practice, outcomes and
monitoring for all aspects of
multi-campus programming
through MOU establishment.
Where possible, incorporate
committee findings and
minutes into broader Hotel
College and university-wide
discussions.
- Monthly dialogue
leadership from both
campuses; UNLV and
UNLV Singapore on
progress and reflection.

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Stakeholder Cascading and Performance Goals
Recruitment for the Fall 2013 semester saw UNLV Singapore fall significantly short of
its targeted 150 student enrollment, having enrolled eight 2+2 international students. As of
writing, UNLV Singapore had suspending recruitment for future classes, announcing that it may
close in 2015. Enrolling students in Fall 2013 were issued admissions letters indicating the
requirement that international students would relocate to the United States after completing
partial study in Singapore and that the degree program could not be completed in Singapore.
While these announcements signaled a substantial change in UNLV Singapore activities, the
proposal to redeploy in Singapore or another location with similar academic programming had
been discussed both at UNLV Singapore Limited board meetings and external stakeholders.
The presented solutions should be included in future strategic planning should UNLV in
Singapore continue. The study’s identified goals of 150 student applications for a semester are
projected forward based on an assumed continuance of UNLV Singapore although this may be
unlikely. Nevertheless to reach this goal, an implementation plan of the solutions is organized
by stakeholder goals and priority actions. Table 12 summarizes the goals across three key
stakeholders; students, UNLV Singapore and UNLV Hotel College, to scaffold goal
achievement. Tables 13-15 address goal measures across each stakeholder individually.

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Table 12
Stakeholder Cascading Goals
Stakeholder 1 Goal:
International Student Applicants
Stakeholder 3 Goal: UNLV
Singapore
Stakeholder 4 Goal: UNLV
Hotel College
At least 150 international
student applicants apply to study
at UNLV Singapore or a future
branch campus location by the
Fall semester.
All faculty and staff practices
support recruitment and
enrollment of 150 international
student applicants to UNLV
Singapore or a future branch
location by the Fall semester.
All faculty and staff practices
support recruitment and
enrollment of 150 international
student applicants to UNLV
Singapore or a future branch
location by the Fall semester.
Cascading Goal 1:
International students will
access information on the
UNLV Singapore website
around employability,
reputation, and program design.
Cascading Goal 1:
Administration will develop 1+3
program format.
Administration will enhance
existing website information to
highlight employability,
reputation, and program design.
Cascading Goal 1:
Hotel College will establish
terms of operation, values and
outcomes between both
campuses for delivery of dual
campus programming.
Cascading Goal 2:
International students will build
interest in UNLV Singapore
through dialogic engagement.
Cascading Goal 2:
Administration will integrate
1+3 programming into all
communication
Administration will develop
dialogic communication tools
that beget return visits and offer
feedback options for potential
applicants.
Administration will monitor
communication engagement for
trends.
Cascading Goal 2:
Hotel College will update
academic practices and
procedures to incorporate
consideration for UNLV
Singapore programming
Cascading Goal 3:
International students will apply
to UNLV Singapore.
Cascading Goal 3:
Administration will assess
statistical enrollment across
2+2/2+1/1+3 programming for
evaluation and review.
Administration will assess
dialogic communication
feedback with inbound class.
Cascading Goal 3:
Hotel College will delivery
cross-campus collaboration
programs of 2+2/2+1/1+3 in
manner that demonstrates
student satisfaction and
increased demand by future
classes.

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Table 13
Summary of Performance Goals and Measurement – International Students
International Students
Performance Goals Goal Measure
Access information on the UNLV
Singapore website around
employability, reputation, and
program design.
Website analytics measuring time on landing pages,
pathways, most utilized resources.
Increase in access through admissions cycle and tied to
trends including test results and recruitment events.
Queries between potential applicants and recruitment
staff showcase basic knowledge of employability,
reputation and program design.
Build interest in UNLV Singapore
through dialogic engagement.
Updating of content begets return IP addresses and/or
extended metrics via analytics.
Queries between potential applicant and recruitment staff
scaffold on basic knowledge to address additional
elements of UNLV Singapore experience.
Increased engagement with recruitment influencers
including parents, high school counselors and agents.
Apply to UNLV Singapore. Online analytics indicating increased click rate on “Apply
Now” button.
Increase in lodging of applications through online portals,
including in-process applications and receipt of
supporting documentation including test scores and
transcripts.

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Table 14
Summary of Performance Goals and Measurement – UNLV Singapore
UNLV Singapore
Performance Goals Goal Measure
Develop 1+3 in Las Vegas and
Singapore.
Formal establishment of team through Hotel College
internal communication channels. Includes members
from both campus locations and includes
programming meetings and outputs built around 1+3
format.
Enhance existing website information
to highlight employability, reputation,
and program design.
Engagement with IT services by UNLV Singapore
web and IT staff to source tools and provide for
consideration.
Integrate 1+3 programming into all
communication
Additional content and updates to website and
dialogic tools. Should also result in increased return
visits to webpage for updates and increased
engagement through analytics.
Administration will develop dialogic
communication tools that beget return
visits and offer feedback options for
potential applicants.
Queries between potential applicant and recruitment
staff scaffold on basic knowledge to address
additional elements of UNLV Singapore experience.
Administration will monitor
communication engagement for trends.
Increased engagement with recruitment influencers
including parents, high school counselors and agents.
Assess statistical enrollment across
2+2/2+1/1+3 programming for
evaluation and review.
Online analytics indicating increased click rate on
“Apply Now” button.
Engage in dialogic feedback and
communication with inbound class to
assess effectiveness of process.
Increase in lodging of applications through online
portals, including in-process applications and receipt
of supporting documentation including test scores
and transcripts.

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Table 15
Summary of Performance Goals and Measurement – UNLV Hotel College
UNLV Hotel College
Performance Goals Goal Measure
Establish terms of operation, values
and outcomes between both
campuses for delivery of dual
campus programming
Establish international committee for UNLV Singapore
joint programming and demonstrated meetings to
outline collaboration services.
Updates to Hotel College webpage and internal
recruitment materials mirroring marketing content in
Singapore.
Changes / updates to academic
practices and procedures that
incorporate consideration for UNLV
Singapore programming
Sign MOU between stakeholders at both campus
locations.
Discussion of UNLV Singapore as part of academic
planning meetings and other Las Vegas based planning
meetings.
Delivery cross-campus collaboration
programs of 2+2/2+1/1+3 in manner
that demonstrates student
satisfaction and increased demand
by future classes.
Positive verbal feedback from enrolled students in both
campus locations.
Demonstrated monitoring and adjustment of external
messaging points with recruitment and academic
program delivery through formative evaluation system
(as prescribed by MOU).
Want by students in program to communicate with
incoming future classes.
Increased awareness by potential UNLV applicants
around UNLV Singapore programs.

Summary
The above listed solutions and implementation plan proposed in this chapter represent
both short and long term goals that are supported by survey results, interview findings and
empirical literature. University branding and positioning to various stakeholders were shown to
be part of the knowledge, motivation and organization gaps contributing to low enrollment.
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While the presentation of the institution’s reputation and its programs is only one part of the
problem, specific elements tied to program design, career mobility and employability rights in a
dual location program were also shown to be lacking in UNLV Singapore recruitment. Given
the multi-stakeholder influence during the college enrollment process, information must tailor to
various audiences and cultural nuances, particularly parents who are deeply involved in
enrollment decisions and are historically from Confucian societies. Fundamental to the
enhanced knowledge awareness and motivational aspects to drive recruitment, are organizational
structures that represent both UNLV Singapore and UNLV Hotel College in a joint, collaborative
presentation of programs and academic design. The solutions and implementation cannot be in
isolation of each other, requiring a holistic approach towards the addressing the identified gaps
collectively. To assess implementation processes and measure outcomes, a system of evaluation
is required and addressed in the next chapter.

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CHAPTER 6
EVALUATION AND DISCUSSION
The purpose of this study was to determine why insufficient numbers of international
students applied to and enrolled at UNLV Singapore. The research questions guiding this study
were:
1. What are the knowledge, motivation and organizational causes that prevented
international students from enrolling at UNLV Singapore?
2. What are the knowledge, motivation and organizational causes preventing non-local
students from enrolling at UNLV Singapore rather than UNLV?
3. What are the recommended solutions to close the knowledge, motivation and
organization gaps in low international student enrollment at UNLV Singapore?
Using the gap analysis framework (Clark & Estes, 2008), assumed causes to the problem
were generated around three categories; knowledge and skills, motivation and organization. The
assumptions were tested and validated through surveys and interviews of two stakeholder sample
groups representing populations from UNLV and UNLV Singapore. Based on an analysis of the
results and findings, solutions were generated and an implementation plan proposed. To
complete the cyclical gap analysis, an evaluation program should accompany the
recommendations. In this chapter, evaluation recommendations proposed are based on
Kirkpatrick’s (2007) four level evaluation model and Champion’s (2002) interpretation of the
model towards higher education. An assessment of the gap analysis model, limitations of this
study, and recommendations for future research also follow.
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Study Overview
Foreign branch campus sustainability for one American institution in Singapore, the
University of Nevada, Las Vegas (UNLV Singapore) is in question. The branch campus offers
one undergraduate degree in hospitality management and as of Fall 2013 had over 600 students
enrolled. Affiliated with the Singapore Institute of Technology (SIT), one of Singapore’s six
public institutions, SIT subsidized tuition for all enrolled Singaporean citizens and permanent
residents at UNLV Singapore, or 98% of the total UNLV Singapore student population. In 2015
the affiliation agreement between UNLV Singapore and SIT will end, such that the foreign
outpost will likely close.
The Fall 2013 admission and recruitment cycle for UNLV Singapore was an opportunity
to recruit and enroll sufficient international students; at least 150 applications to yield 50
students, to warrant consideration for a stand-alone presence post-2015 SIT separation. While
changes in the business and operating model of the branch saw ebbs and flows of international
student enrollment, UNLV Singapore looked to foreign student tuition revenue as a critical
source of operational sustainability. At least 50 international students, the size of one cohort and
classroom at UNLV Singapore, would have been sufficient to maintain a scaled-down version of
the branch campus. However only eight international students enrolled in Fall 2013, mirroring a
pattern of low international student enrollment since the branch campus had opened in 2006.
Before the Fall 2013 semester, a low international student enrollment gap had been
identified. The gap analysis model was selected to explore why insufficient numbers of students
were enrolling at the branch through an analysis of knowledge and skills, motivation and
organization causes directed towards the identified stakeholder of international student
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applicants. Identification of causes were generated based on scanning interviews with UNLV
and UNLV Singapore colleagues, a literature review and learning and motivational theories.
As globalization impacts American higher education, the resulting manifestations are
categorized as internationalization activities. Traditional practices have included student
exchange, faculty conference participation overseas, joint degree programs and international
student and faculty engagement. The evolving higher education landscape has led to an
introduction of market forces into campus operations, giving rise to new projects such as
international branch campuses and foreign education hubs.
Foreign branch campuses embody privatization tendencies that include decentralized
management, self-sustaining business models, and program development around market demand
(Stromquist, 2007). UNLV Singapore operated within a “structured opportunity market,”
whereby a mixture of educational designs operated in a controlled marketplace addressing
capacity building and having new financing strategies (Douglass, 2009, p. 2). At the same time,
the debate over to whom foreign campuses should be accountable and who maintains educational
sovereignty continues to evolve (Lane & Kinser, 2014). UNLV Singapore was beholden to its
home campus by the very nature of bearing its name, yet it also operated in a foreign context
governed by different requirements such that true control and autonomy was unclear. Whether
international branch campuses like UNLV Singapore had a position within the public landscape
was an evolving, country-specific debate. UNLV Singapore’s independence was linked to SIT, a
de facto extension of the Singapore Ministry of Education, rendering the branch susceptible to
national policy and cultural nuances.
The growth of foreign campus operations is also linked to greater competition for global
talent. International student mobility is growing, and historical recipient nations such as the
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United States and the United Kingdom are showing declining market share in international
student enrollment, leading to a decline in revenue streams for institutions. New market players
like the Singapore, South Korea and the United Arab Emirates have invested in domestic
infrastructure to retain students within borders and gain market share.
Singapore’s education hub establishment sought to increase foreign student enrollment,
stymie the outflow of its own citizens, and increase the communication and flow of ideas to build
its knowledge economy. The nation-state had no natural resources and was dependent on the
cultivation of a robust human capital strategy. Hence the introduction of foreign branch
campuses were part of Singapore’s policy efforts to become “the Boston of the East…to create
an oasis of talent in Singapore: a knowledge hub, an ‘ideas-exchange,’ a confluence of people
and idea streams, an incubator for inspiration” (Singapore Ministry of Education, 1997).
Attracting and enrolling international students remains a complex process. Applicant
decision-making practices are driven by marketing and branding campaigns from multiple
sources, including institutions, foreign recruitment agents and high school counselors. Factors
that push a student to study overseas can include limited education opportunities domestically,
and opportunity for greater future earnings. Factors that pull a student to a country destination
and institution include institutional reputation and ranking, financial scholarship and potential
relocation and citizenship opportunities. The provision of information, its timing and utilization,
as well as the role of external influencers such as parents and friends are all additional elements
influencing the decision-making process.
Two related populations to assess low international student enrollment to UNLV
Singapore were identified. As UNLV Singapore offered an undergraduate degree in hospitality
management and as part of the William F. Harrah College of Hotel Administration, potential
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students could also look to the UNLV main campus for the same program option, albeit in a
different format. One sample group represented UNLV Singapore international student
applicants and currently enrolled foreign students as of Fall 2013, and the other UNLV Non-
local students represented newly enrolled Fall 2013 William F. Harrah College of Hotel
Administration international students and out-of-state domestic students. Survey instruments
and interview protocols, found in the Appendices section, were created for both populations,
seeking to test and validate assumed causes for low enrollment. A response rate of 4.4%
suggested further study and expanded analysis was needed, yet nevertheless revealed insight into
UNLV Singapore low enrollment.
A total of 21 findings of varying significance were analyzed around knowledge and
skills, motivation and organization groupings. These included a lack of awareness of UNLV
Singapore and employment rights afforded to students whether studying in Singapore or in Las
Vegas. Greater intrinsic interest in Las Vegas over Singapore was found, particularly in program
format between both locations, although awareness of cost of living and general country
attributes was low. Respondents identified the website as the most important tool for gathering
information, and elements of rank and reputation of greatest interest and influence. At the same
time, parents were found to be most influential in the decision-making process, but also had
distinct views on branch campus utilization as a more incremental approach to overseas study
and an interim landing point before the student relocated to the United States.
Given the interrelatedness of the findings and results to the process of recruitment and
enrollment, a further grouping was made to categorize data into five key themes for solution
generation. These five solutions were (1) Enhance website to increase UNLV Singapore brand
awareness; (2) Highlight student visa employability rights for both Las Vegas and Singapore to
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potential applicants; (3) Promote the Hotel College Reputation and Rank; (4) Develop marketing
and information to target parents directly; and (5) Add a 1 year in Singapore + 3 years in Las
Vegas program option as part of campus offerings.
Additional research was offered to support solution generation. Driving website
visitation required dialogic communication tools that engage the end user and offer opportunity
to return and learn new material. An explanation of visa rights afforded to student visa holders
in both Singapore and the United States presents two differing systems, but both offered
opportunity for part-time employment which was a key driver for international student
enrollment. The importance of reputation and rank for higher education institutions, their debate
as tools for benchmarking, and the positioning in the use of recruitment of students was
discussed. While limited research exists around international student parental influence overall,
a few studies about parents from Confucian-based states suggested an extremely important role
in the determination of student future and high engagement in the decision-making process.
Finally, a review of internationalization practices around joint degree development and dual
location programming offered insights into how future iterations of dual campus programs for
UNLV Singapore and UNLV could be enhanced.
Based on solutions derived from the survey and interview findings, an implementation
plan across multiple stakeholders offered a process structure to address the five thematic areas.
Stakeholders included both international student applicants, UNLV Singapore and UNLV’s
Hotel College to implement elements of change. Performance measures were offered on a
generalized basis to guide implementation. While UNLV Singapore would likely close its
Singapore location, the implementation plan would serve as a guide for consideration should the
campus remain and continue offer an undergraduate program.
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Policy Impact
In 2002 Singapore established an education hub, called the Global Schoolhouse, to build
human capital capacity, expand access and retention for select domestic and foreign students,
and develop a knowledge economy (Lim, 2012; Sidhu, Ho & Yeoh, 2011). A period of
expansion came by way of international collaborations through independent research centers
conducted through the auspices of the Agency for Science, Technology and Research
(A*STAR), elite research partnerships with public institutions, transnational degree programs,
and foreign branch campuses. Singapore also sought to attract 150,000 international students
and 100,000 international executives to study in Singapore by 2015 (Lim, 2012).
Education hubs were viewed as the next evolution of higher education
internationalization efforts, moving beyond traditional manifestations such as study abroad and
faculty exchange programs to more strategic policies to “engage in education, training,
knowledge production, and innovation initiatives” (Knight, 2011, p. 233). Hub establishment in
certain locales is due to an increased need for improved brand awareness and the ascension to
world class status, or an identified innovative response to projected access needs of a nation
(Knight, 2011). However, hub criticism suggests they provide access to only a few, require
significant financial investment, and struggle to align with national priorities (Knight, 2014;
Sharma, 2013).
Low foreign student enrollment and a dispute with SIT over the cost of the degree
program were factors contributing to UNLV Singapore’s potential branch closure, however not
in isolation of the evolving Singaporean educational hub environment. At the time of writing,
Singapore’s hub was moving away from a period of “quantitative expansion” to that of
“qualitative consolidation” (Lee & Gopinathan, n.d., p. 117). Foreign public partnerships and
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private university providers have expanded higher education options in Singapore, however
concerns over domestic population exclusion and private institutional business practices have
contributed to quality assurance and economic preservation policy shifts (Sidhu, Ho & Yeoh,
2014). The hub model is evolving and the conditions under which foreign institutions were
brought in are changing.
In addition, the debate over to whom foreign campuses should be accountable and who
maintains educational sovereignty continues to evolve (Lane & Kinser, 2014). UNLV Singapore
is beholden to its home campus by the very nature of bearing its name, yet it also operates in a
foreign context governed by different requirements such that true control and autonomy is
unclear. “Should foreign institutions be treated in a similar manner to national institutions or
should they be treated differently according to their position, possibilities, and duties within the
higher education landscape (Huisman & Currie, 2004, p. 533)”? In other words, whether
international branch campuses like UNLV Singapore have a position within the public landscape
is an evolving, country-specific debate. UNLV and UNLV Singapore’s independence was
challenged as SIT is a de facto extension of the Singapore Ministry of Education, rendering the
branch susceptible to national policy and cultural nuances.
Businesses operating in a market economy have control over their product development
and offerings. In the case of higher education and foreign campuses however, the assumed
freedoms of the business model are beholden to the regulatory nature of the foreign environment
(Stromquist, 2007). As education hubs are socially engineered government efforts to bring
together foreign and domestic education institutions, the market is therefore manufactured and
bound to national priorities.
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As a Confucian model of education, a tenet of the Singaporean education system is
centralized government control (Marginson, 2010). The nation-state has no natural resources
and is dependent on the cultivation of a robust human capital strategy. Its education system is a
“critical vehicle for supporting political agenda and economic strategies” such that its knowledge
economy goals justify a level of oversight (Ng, 2010, p. 284). As a result, Singapore’s education
hub does not allow branch campuses to operate as a purely market driven response but as
instruments of Singaporean legislation, likely for as long as deemed critical to national interests.
Moreover, inviting foreign institutions into Singapore enables the nation-state to “exploit their
brand equity” and leverage their reputations to improve its world-class status (Sidhu, Ho &
Yeoh, 2011, p. 26).
As American universities overseas are more likely to behave like firms, they can
redeploy, move or simply close should market conditions change (Kim & Zhu, 2010; Lane &
Kinser, 2013; Marginson, 2010). Examples in Singapore include the announced move of the
University of Chicago Booth School of Business to Hong Kong for better market prospects, and
the closing of NYU’s Tisch School of the Arts due to financial difficulties (Lane & Kinser, 2013;
Yung & Sharma, 2013). UNLV Singapore announced the future separation from the Singapore
Institute of Technology (SIT) and potential closure by 2015 due to disagreement over financial
terms related to tuition and fees (Redden, 2013). Given Singapore’s economic need for foreign
campus higher education and exposed vulnerabilities of branches as market driven designs,
greater regulation and alienation of the private sector is expected (Douglass, 2009).
Yet as branches are a product of market forces, there are inherent challenges to their
academic freedom (Zeleza, 2003). By the very nature of being an export of the institution,
branch campuses are seen as local entities tied closer to the host country environment and
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therefore subject to its host policies, no matter the global dominance of the home institution
(Farrugia & Lane, 2012; Wilkins & Huisman, 2012). The shift in higher education policy in
Singapore relegates UNLV Singapore desires to that of the host country’s needs and policies,
rendering them potentially incompatible and unsustainable in the long term (Farrugia & Lane,
2012). The regulatory environment has clearly articulated the demand for UNLV’s hospitality
management programs only, and that such demand is subject to the requirements of Singapore’s
economic development that is closely tied to its higher education policies and knowledge
economy goals. The private environment is subject to strict quality controls that can infringe
upon institutional freedoms upon which their overseas success was built, and differences in
regulatory standards beget disparities and inequities (Tierney & Hentschke, 2011).
Singapore’s education hub policy that once positioned the nation-state as an open, global
schoolhouse is in fact a national policy effort that is carefully tied towards local manpower
needs, economic development and the ability to contribute to a knowledge economy. Moreover,
foreign institutions are identified as experts in disciplines by the MOE and EDB, and not
necessarily by their home institution. UNLV in Singapore represents a moderately ranked non-
research producing branch campus for Singapore. Its ability to sustain not only as a business
model but as a viable contributor to the education hub is largely predicated on government
regulation and control, to which UNLV Singapore was negatively positioned given its future
cessation from one of the Singaporean public institutions. Even as the branch was extended
substantial government financing funding for start-up and a guaranteed enrollment, there was no
assurance of sustainability and longevity. While UNLV Singapore’s position in Singapore is
contextually bound, the increasing localization policies and quality assurance movement renders
the campuses future, and others in similar situations, on an untenable trajectory.
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Recommendations for Evaluation
Kirkpatrick’s (2007) four-level evaluation model evaluates the effectiveness of training
programs including solutions and implementations. The four levels are Reaction (Level 1),
Learning (Level 2), Behavior (Level 3), and Results (Level 4) (Kirkpatrick, 2007, p. 5).
Champion (2002) utilizes Kirkpatrick’s evaluation model with further specificity offering
guiding questions contextualized for higher education. The proposed evaluation practices below
incorporate concepts from both authors.
Reactions
The first level measures how individuals respond to a change or program. Tools can be
basic and simple to quickly register responses and reactions. Champion (2002) offers a specific
guiding question of “What was the typical (or average) participant reaction to the program” (p.
78) to frame data needed to evaluate reaction or awareness. Specific elements to be measured
should be determined in advanced and a simple instrument to collect feedback designed
(Kirkpatrick, 2006).
In the case of UNLV Singapore, deployment of new dialogic communication tools via the
UNLV Singapore website could ask reviewers (both potential student applicants and parents) to
rate the information by way of usefulness or answering their intended questions while they are
currently browsing online. If perusing employability information, a query to ask would be
whether they understood the different rules pertaining to employment rights for both Singapore
and Las Vegas. Opportunities for stakeholders to provide feedback and offer improvement
comments could be collected in real time and potentially encourage repeat visitation should the
changes be acted upon (Kirkpatrick, 2006). The key to this level is to ensure immediacy of
feedback and the collection of honest commentary on changes.
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Learning
The second level evaluates whether learning has occurred and a change in knowledge,
skills or attitude is observed (Kirkpatrick, 2006). While a positive reaction may have been
demonstrated in the previous level and a stakeholder indicated a usefulness of the new dialogic
communication tool, UNLV Singapore cannot assume that engagement in the website would
lead to an application. Champion (2002) offers the guiding question of “To what extent has each
participant learned what this program intended” (p. 79)? One example would be to determine
what potential applicants knew about UNLV Singapore beforehand, and whether they could then
convey the new information back to recruitment staff. Kirkpatrick (2006) suggests test-retest
approaches, but as potential applicants it would be harder to assess prior knowledge. During the
application period, UNLV Singapore could also look at the time to decision-making, presuming
that quick acceptances would indicate an understanding of the program. Moreover, a checklist of
questions recruiters would want to ask in their follow up assessments to confirm knowledge and
awareness of UNLV Singapore attributes could guide in the evaluation.
Behavior
Level three concentrates on information used to evaluate the utilization of new learning
which in this case, leads to an application to UNLV Singapore. While a full gap analysis would
look at behavior across multiple stakeholders, at UNLV Singapore the behavior would be
localized to international student applicants, although there could be significant familial
influences in the actual application and decision-making process. Champion (2002) offers the
guiding question “To what extent are participants using what they learned in this program” (p.
79)? Ideally an increase in applications and subsequent admission acceptances for UNLV
Singapore instead of other institutions would indicate learning transfer. Follow up calls with
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individual applicants and/or inbound students and their families could further measure the
knowledge transfer process, although Kirkpatrick (2006) stresses the need to identify from whom
information will be collected early on. Analysis of details included in their applications and/or
follow up with counselors, parents or agents to query where the applicant is in the decision-
making process could also suggest a level of learning sophistication. Further analysis could also
be linked to general campus observations related to academic program awareness, advising
questions and needs, and participation rate for part-time employment engagement in either
campus location.
Results
The final level of evaluation can often be the primary focus of evaluation, assessing
whether the changes made produced the intended results. Kirkpatrick (2006) strongly cautions
against skipping the other levels before this final outcome stage. Ultimately the results level
assesses whether the behavior changed as a result of the intervention, or in the case of UNLV
Singapore, the implementation of multiple solutions increased international student application
and enrollment. Utilizing Champion’s (2002) guiding question to frame this step, “Did the
changes in staff behavior after the training positively impact the organization, including
improved results” (p. 79)? Quantifying applications and enrollment from a previous year to
another, UNLV Singapore could benchmark data against the 2013 outcomes to ascertain an
upward trend. In addition, expressions of interest for the following year would also suggest
positive results, however assessment should be repeated at multiple times. Ultimately positive
evaluation in this level would produce an increased number of applications, greater enrollment
yields of applicants to enrolling students, and a larger pool of expressions of interest for future
recruitment cycles.
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Strengths and Weaknesses of the Approach
The gap analysis process provides a framework to address problems across multiple
related aspects, knowledge and skills levels, motivational desires, and organizational design.
The multiple lens approach ensures comprehensive problem identification and cause
determination. Problems are divided into manageable blocks of information representing
complex, interrelated causes. The framework then provides for a continued process that requires
a system of testing and measuring against assumed causes, solution assessment, implementation
and evaluation to complete the process. Its holistic approach to problem solving can instill a
culture of questioning, consistent review and improvement management that can increase the
frequency and capability to successfully solve problems.
Yet the entire gap analysis process requires significant time, human capital and capacity
resources to carry out problem review, testing, solution development, implementation and
evaluation. Often policy changes and solutions for organizational problems are needed quickly
which can lead to missing or skipping steps in the process. In this study, insufficient
international student enrollment for Fall 2013 occurred after the research questions and gap
analysis process began, and solutions to address increasing enrollment did not meet the required
timeframe for UNLV Singapore’s recruitment needs for Fall 2013.
The complexity of low enrollment suggests that problems assessed through gap analysis
require greater specificity in problem identification. Unique to this study were the interrelated
results and findings across the knowledge and skills, motivation and organization categories,
requiring a marrying of themes to provide for solutions. The process of measuring causes based
on the knowledge and skills, motivation and organization categories and then combining results
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across themes was more time consuming than anticipated, and could be cumbersome when
developing targeted solutions.
Finally, the process of gap analysis and problem solving requires directed focus around
organizational goals and outcomes. In this study, the goals of UNLV Singapore were not
specifically articulated. This may have impacted the ability to effectively problem solve without
the guiding overarching mission and vision to which performance is related. Therefore the gap
analysis model requires specificity in direction that not all organizations may possess.
Limitations
This study focused on international students and applicant stakeholders representing
either currently enrolled students at UNLV in Las Vegas, or applicants and currently enrolled
students at UNLV in Singapore. Data collection for survey and interviews yielded small
participation numbers; a total of 16 usable survey responses from each sample population,
representing an overall 4% response rate. Given the queries related to international student
motivation to study overseas, respondents who had no intention of studying abroad were filtered
out of the survey instrument, reducing some survey question response rates to less than 10 usable
results. In addition to the low participation rate, there may be merit to conducting a separate
study related to UNLV main campus students and their interest in UNLV Singapore, although
the comparative data collected was necessary to triangulate findings.
Eleven semi-structured interviews were conducted, however additional persons who also
volunteered were unable to appear for the interviews. Furthermore, only one interviewee was an
actual applicant to UNLV Singapore. As the interviewer was also a member of the senior
administrative staff at the Singapore branch campus, currently enrolled students at UNLV
Singapore may have felt forced to participate given the small campus environment and the
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request from an officer within the institution even though all steps were taken to make clear that
participation in the study was completely voluntary. More time to collect data and incentives to
encourage participation may have helped to increase participation. As this study addresses low
enrollment over a fixed period of time, ideally implementation of solutions and assessment
would beget further review and produce longitudinal data to further validate results and methods
designed to grow international student enrollment.
Additional challenges related to survey response rates and interview participation
included the longer than expected time needed for UNLV to prepare and deliver publically
available contact information for stakeholders. The time distance difference between Singapore
and Las Vegas and lack of a physical presence on campus during the data collection period was
less than ideal for encouraging faster information turnaround, encouraging survey participation
and conducting interviews. Communication was largely through electronic mail only giving
limited indication as to whether invited participants had received the communication in the first
place and/or had read the request for participation. Qualtrics assisted in designing and analyzing
data, however issues surrounding web-based survey design including junk mail, security and
technological issues were concerns unable to be known (Crewswell, 2012).
The instrumentation and interview protocols were of the researcher’s own design, as no
existing validated survey instruments were found. Contextualization of questions dependent on
sample location adjusted survey wording to be more in line with population specifics, however
the limited time for data collection and interpretation did not allow for pilot testing of the
instrument. Multiple iterations and reviews of the survey and interview protocols were
generated, however additional review and testing could have strengthened the design and further
reduced bias and unclear language.
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Selection of UNLV Singapore as a case was largely due to researcher convenience as an
employee and the opportunity to address an identified problem for branch viability. The inherent
bias of being an employee at UNLV Singapore may have found influence within the
interpretation of results and interview findings.
The contextual boundaries in which UNLV operates in Singapore limit the ability to
apply study recommendations to other branch campuses. The uniqueness of UNLV as an
institution, its program deployment in hospitality and external relationships with Singapore
challenge generalization of recommendations to branch campuses in Singapore and other host
countries. Nevertheless, the steps used in the gap analysis framework and guiding questions may
assist in framing future problems for other campuses that identify a similar enrollment gap.
Future Research
Branch campuses represent a small, niche component of global higher education and an
even smaller portion of American internationalization projects. While this study adds to the
literature surrounding branch campus operations, there are a number of areas for future research.
In general, additional studies focused around branch campus operations in Singapore and
recruitment and enrollment efforts would add to the literature. Specific emphasis into the
American models in Singapore – of which there are less fewer than five – would add further
insight into problems and solutions relative to an American higher education context and
recruitment practices providing targeted insight for future branch campus consideration in
general, as well as part of Singapore’s educational infrastructure.
Additional research should address curriculum design at branch campuses. UNLV
Singapore offered one program major, however students could complete the program split over
the two campuses either as a 2+1, 2+2 or potentially a 1+3 option format. Multiple program
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completion formats clearly influenced program selection, however no exploration into academic
program design and nor quality assessment measures were reviewed in this study. The multiple
format design has operational implications when combined with low enrollment challenges and
can inform on best practices that support development toward global citizenry and faculty
engagement. While survey and interview results indicated a demand for a 1+3 program variant,
it remains unclear as to whether the academic program format would impact recruitment and/or
result in different outcomes.
Further study into the international student perspective of branch campuses is needed to
determine whether a branch contributes to greater international enrollment overall, or contributes
towards number reduction. In particular, anecdotal concerns related to the ‘poaching’ of
international students that would enroll directly at the home campus in Las Vegas but instead
choose the Singapore campus remain a concern not explored in this study. Parsing the second
research question of this study into a separate gap analysis study that was conducted at the home
campus could produce greater response rates and insights given the larger population of
international students enrolled. Moreover, if permissions were received to survey international
student applicants to the main campus in addition to currently enrolled students, this would offer
even greater insight and review into UNLV’s foreign student enrollment and impact analysis
against its foreign campus.
Finally, while this study isolated international students and applicants as the primary
stakeholder in this study, a complete gap analysis would address all stakeholders, for which the
university in Singapore and the United States has multiple. The prominent role of parents in the
application and decision making process for branch campus attendees warrants further specific
review especially given the cultural dynamics of different family designs and the juxtaposition of
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marketing and branding from a American perspective against other dynamics. Increased time
and human resources to conduct an expanded, comprehensive review of the research questions
across both campuses and multiple stakeholders including parents would add to the body of
literature around branch campus enrollment challenges, and add further credence to research
focused on UNLV’s Singapore campus.
Conclusion
Demand for higher education in the Asia-Pacific region is increasing, and “Asia is trying
to shortcut a process that took centuries to create the great American universities” through the
establishment of international branch campuses (Lewis, 2013 August 5). New models of higher
education such as satellite campuses and education hubs are a visible result of globalization
forces and internationalization activities (Tierney & Findlay, 2008). Globalization has lead to
greater intertwining between business and transnational education practices, such that branch
campuses can redeploy, move or simply close should market conditions change (Kim & Zhu,
2010; Lane & Kinser, 2013; Marginson, 2010; Stromquist, 2007). Examples in Singapore
include the announced move of the University of Chicago Booth School of Business to Hong
Kong for better market prospects, and the closing of NYU’s Tisch School of the Arts due to
financial difficulties (Lane & Kinser, 2013; Yung & Sharma, 2013). UNLV Singapore
announced the future separation from the Singapore Institute of Technology (SIT) and potential
closure by 2015 due to disagreement over financial terms related to tuition and fees as well as an
underlying issue of low enrollment (Redden, 2013).
Given the exposed vulnerabilities of branches as market driven designs, greater
regulation of the private education sector in Singapore is expected (Douglass, 2009).
Consideration for a continued presence for UNLV Singapore without a local partner would need
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to be weighed against branch capability to bridge the gap of low student enrollment around
solutions presented in this study. At the same time, the very nature of UNLV Singapore as a
branch campus would position its desires second to that of the host country’s needs and policies,
rendering them potentially incompatible and unsustainable in the long term (Farrugia & Lane,
2012).
UNLV Singapore’s ability to sustain itself as a business model through student
enrollment, but also as a viable contributor to Singapore would therefore be partly predicated on
government regulation and control. Singapore’s education hub policy that brought UNLV
Singapore into its Global Schoolhouse initiative was an evolving national policy effort carefully
tied towards local manpower needs, economic development and the ability to contribute to a
knowledge economy. Thus the ability to recruitment and enroll sufficient international students
to the branch campus would need to be taken into consideration alongside Singapore’s
localization policies.
While the solutions, implementation and evaluation plans will not be realized at UNLV
Singapore, this study highlighted the complexity of branch campus enrollment. This case study
can be used as an example of how other satellite campuses with low demand and enrollment can
frame and address enrollment gaps. Factors pertaining to institutional reputation outside of
country borders, employability benefits of multiple host country nations, academic program
design and services in two locations, familial influence in student decision-making and external
marketing and branding practices overseas were broad themes addressed in specificity to the
UNLV Singapore case, but applicable to other institutions seeking to establish an foreign outpost
or currently possessing one.

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Wilkins, S., Balakrishnan, M. S., & Huisman, J. (2012). Student choice in higher education:
Motivations for choosing to study at an international branch campus. Journal of Studies
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Wilkins, S. & Huisman, J. (2011). Student recruitment at international branch campuses: Can
they compete in the global market? Journal of Studies in International Education, 15(3),
299-316. doi:10.1177/1028315310385461
Wilkins, S., & Huisman, J. (2012). The international branch campus as transnational strategy in
higher education. Higher Education, 64, 627-645.
Wilkins, S., & Huisman, J. (2013). Student evaluation of university image attractiveness and its
impact on student attachment to international branch campuses. Journal of Studies in
International Education, 17(5), 607-623.
Wilkins, S., & Huisman, J. (2014). Corporate images’ impact on consumers’ product choices:
The case of multinational foreign subsidiaries. Journal of Business Research, 1-7.
Wong, S.C-K., & Liu, G.J. (2010). Will parental influences affect career choice? Evidence from
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Wu, Q. (2014). Motivations and decision-making processes for Mainland Chinese students for
undertaking Master’s programs abroad. Journal of Studies in International Education, 1-
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Yang, R. (2002). University internationalization: Its meanings, rationales and implications.
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Yokoyama, K. (2009). Quality assurance and the changing meaning of autonomy and
accountability between home and overseas campuses of the universities of New York
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Yung, A., & Sharma, Y. (2013 January 19). Demise of branch campuses exposes reliance on
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Ziguras, C., & Law, S-F. (2006). Recruiting international students as skilled migrants: The
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Education, 4(1), 59-76.

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APPENDIX A
SUMMARY OF ASSUMED CAUSES FOR KNOWLEDGE
Knowledge
Problem Possible Cause(s)*
Factual Applicants do not know recognize the UNLV Singapore brand. (P)
Applicants do not know country attributes of Singapore or city attributes of
Las Vegas, Nevada. (L)
Applicants are unable to define the hospitality major. (P)
Applicants do not know UNLV Singapore alumni program experience(s). (L)
Applicants do not know international student experiences at UNLV
Singapore. (L)
Conceptual Applicants do not know growth trends in hospitality industry and
corresponding employment opportunities. (P)
Applicants cannot differentiate between American, British and Australian
hospitality degrees in Singapore. (P)
Applicants cannot discern benefits of dual location program over one. (T)
Applicants have many options for undergraduate overseas study and do not
recall UNLV Singapore. (T)
Procedural Applicants do not know how to fund their studies. (T)
Applicants do not know how to apply. (T)
Metacognitive Applicants are unable to recognize different agency influences (parents,
alumni, agents, counselors) on their decision making. (P)
Applicants are unaware of positive perceptions of global experience by
employers. (P)
Applicants cannot identify benefits of program formats in Las Vegas (at
UNLV) versus program in Singapore and Las Vegas (UNLV Singapore
program). (T)
Source of cause is classified as Personal Knowledge (P), Literature (L) or Learning and
Motivation Theories (T)
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APPENDIX B
SUMMARY OF ASSUMED CAUSES FOR MOTIVATION
Motivational Problem Possible Cause(s)*
Location
Applicants are
uninterested in living /
studying in Singapore
and/or Las Vegas,
Nevada, United
States.
No intrinsic interest / goal in going to Singapore or the United States
Worry of gaining student visa may detract from considering United
States or Singapore
Lack of control relative to visa granting demotivates application
Reputation / Ranking
Applicants view
UNLV as a poor
institution.
Utility and attainment value of UNLV is viewed as low in comparison
to other institutions (T)
Applicants goals are directed towards other institutions (P)
Marketing &
Branding
Applicants find
information materials
unhelpful,
uninformative or
repetitive.
Inaccurate information or inability to connect to prior knowledge
decreases learning
Boring presentation or repetitive information limits interest
Program Format /
Design/Major
Applicants are
uninterested in
studying in two
countries to earn their
degree.
Only those with high self-efficacy will apply to take on a challenge of
multiple countries
Applicants may have low self-worth and view a “global” education as
too outside the realm
Attainment value would be worth more having spent time in another
country
Cost / utility value is too high and applicants when same degree can
be earned in one location
Applicants are
uninterested in
studying at a branch
campus when they can
go to the home
campus.
Lack of clarity or vagueness in terms of program design may
demotivate (T)
Goals may be set at earning degree at one location (P)
Preconceived plans / visual selves may not include branch campus
study (T)
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Motivational Problem Possible Cause(s)*
Applicants are
uninterested in
studying hospitality
management and/or
view it has an inferior
major/field
High self-efficacy may drive interest to harder fields / disciplines (T)
Utility value of hospitality as a discipline/career may be low (L)
Employability
Applicants view
hospitality industry as
having poor
employment (low
salaries, long hours,
lack of respect).
Perceived cost of degree will result in low sense of self-worth (T)
Cost value is low (T)
Applicants are not incentivized to work in hospitality and find the
utility value low (L)
Competitive Analysis
Applicants view time
to degree too long in
comparison with
Australian, Swiss or
British degrees.
Applicants view cost value as low (T)
Applicants have high level of controllability in achieving goal (degree
achievement) (T)
Applicants view extra year, when compared with other degrees, as
unnecessary and a barrier (P)
Applicants view the
overall cost of the
education as too
expensive.
Cost value is too high and utility value too low when tied to
expectations in goal attainment (T)
Applicants view the
3
rd
party review of
their transcripts as
excessive and choose
not to apply.
Process is viewed as an unnecessary requirement and barrier and kills
motivation to apply (P)
Cost and utility value of time and waiting is too high. (T)
Increased length of time to application outcome may cause anxiety
which negatively associates program or application decision (L)
Source of cause is classified as Personal Knowledge (P), Literature (L) or Learning and
Motivation Theories (T)

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APPENDIX C
SUMMARY OF ASSUMED CAUSES FOR ORGANIZATION
Organizational
Problem Possible Cause(s)*
UNLV does not
recruit internationally.
As a public institution, UNLV’s focus remains focused on the
domestic population of Nevada (L).
UNLV has no dedicated international student enrollment strategy, and
it has too many undergraduates remaining enrolled already (P).
International student tuition is not allocated to the institution, but
pooled as part of NSHE budgeting and reallocated amongst all NSHE
institutions (UNLV is the largest enroller of IS) (L).
Over 70% of international student enrollment at the undergraduate
level is held by one college; the Harrah Hotel College, which may
signal it is not an important element for other colleges (L).
Budget cuts have reduced staff within admissions office, limiting
activities (L).
UNLV Singapore has
limited recruiting
ability.
UNLV Singapore admission/recruitment is separated from UNLV
(P).
No strategic plan for international student recruitment at UNLV
Singapore (P).
Manpower of two persons, hired recently in 2012, dedicated to
recruitment and admissions have limited experience and time (P).
Gap of foreign student recruitment activities from 2010-2012 due to
SIT affiliation and lack of dedicated staff (P).
Limited budget for recruitment expenses relative to marketing,
promotion, agent commissions (L).
Only AIRC agent use is permitted, and only with the Singapore
campus (P).
Applicants do not use
the website or
brochure to get their
information about
UNLV Singapore.
Generations use other methods to gain information (telephone, walk-
in, chat, email, other electronic means, people) (L).
Emphasis on web and online brochure may be wrong approach for
applicants, but better for other generations of stakeholders (agents,
parents, etc.) (L).
Items are written entirely in English, and applicants may prefer to
read information in different formats (P).
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Organizational
Problem Possible Cause(s)*
Third party-review of
transcripts as part of
the application
process is a deterrent
for applicants.
UNLV is worried about fraudulent transcripts and bad admissions
decisions, coupled with reduced manpower ability and time to
evaluate foreign transcripts (P).
UNLV may want to curb international student enrollment given
tuition revenue does not come to the state, and their mission is
directed locally (P).
Applicants view the additional cost of the review and additional time
to reach an outcome for admission as unnecessary (P).
Applicants may compare other institutions that do not require third-
party review of academic credentials (P).
Information conveyed about how to go about submitting transcripts
for the review is unclear both for staff and applicants (P).
There are no exceptions for third party evaluation, even when UNLV
may have a history of accepting students from the institution (P).
International student
community at either
campuses is small and
limited.
UNLV Singapore is largely linked to SIT and has a 98% Singaporean
student body (P).
IS student community at UNLV or UNLV SG may not be organized
or engaged as a collective group (P).
Information about IS communities is not communicated either via
website, clubs or brochures (P).
Applicants prefer four
years in the US versus
2 years in Singapore +
2 years in the US.
Traditions of overseas study have expectation of moving to one
country, not two (T).
UNLV Hotel College does not market the UNLV Singapore program
or prefers to market their own program, thus contributing to
competing information about program formats and potentially limited
interest (P).
Branch campuses may be viewed as providing limited campus
experience and applicants prefer to go directly to the main campus
(L).
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Organizational
Problem Possible Cause(s)*
Stakeholders are
influenced away from
applying to UNLV
Singapore as media
has reported UNLV
Singapore ending
affiliation with
Singaporean entity
and alluded to its
potential closure.
Previous branch campus closures negatively influence future
enrollment (P).
Story titles indicate campus may close, campus may need more
money which may negatively influence stakeholders (P).
Applicants view
Singapore / United
States difficult to
obtain a visa for entry.
National policy strategies towards foreign study may be viewed as
challenging for some ethnicities (L).
Visa process for US or Singapore may be seen as cumbersome or too
complicated (L).
Source of cause is classified as Personal Knowledge (P), Literature (L) or Learning and
Motivation Theories (T)

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APPENDIX D
SURVEY INSTRUMENT – UNLV SINGAPORE INTERNATIONAL STUDENTS AND
APPLICANTS

Hello!

My name is Jenny Weinman, and I am a doctoral candidate in the Rossier School of Education at
University of Southern California. I am conducting a research study as part of my dissertation,
examining student enrollment to UNLV’s Singapore branch campus.

You are cordially invited to participate in the study.

If you agree, you are invited to complete an online survey of multiple choice questions which is
anticipated to take no more than 15 minutes to complete.

Depending on your responses to the survey, you may be also asked to participate in an in-person
or online audio-recorded interview at a future date. The interview is voluntary, and anticipated
to last approximately 30 minutes. You do not have to answer any questions you don’t want to; if
you don’t want to be taped, handwritten notes will be taken.

Participation in this study is completely voluntary. Your identity as a participant will remain
confidential at all times during and after the study.

If you would like to participate, please begin the survey via the link here.

If you have any questions, please feel free to contact me at jweinman@usc.edu, jenny.weinman
(Skype) or +65 9777-2053 (telephone).

Thank you in advance for your participation,

Jenny Weinman
Doctoral Candidate - Rossier School of Education
University of Southern California

Demographic Information (4 questions)

How old are you?
Drop down box

What is your gender?
Male
Female

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What is your country of citizenship? If you are a dual citizen, select the country you most
associate with.
Drop down box of countries for self selection

As of September 1, 2013, I am currently enrolled at
UNLV Singapore
A university or college in Singapore but not UNLV Singapore
UNLV (main campus)
A university or college in the United States but not UNLV
A university or college in another country
A university or college in my home country
Other __________________

University of Nevada, Las Vegas (UNLV) & UNLV Singapore Campus (9 questions)

How did you learn about UNLV Singapore? Please check all that apply.
UNLV Singapore website
UNLV Singapore brochure
UNLV Singapore social media pages
UNLV Singapore current student
UNLV Singapore alumni
School visit from UNLV Singapore recruiters
HotCourses/Uniguru websites
School counselor
Parents
Recruitment Agent
Recruitment Fair
UNLV website
UNLV brochure
UNLV social media pages
UNLV current student
UNLV alumni
Other ________________

After reviewing the information about UNLV Singapore, did you apply to UNLV Singapore?
Yes, I applied.
I started an application but did not finish it.
No, I did not apply.

If answered B or C, Why did you not apply or complete your application to UNLV Singapore?
Text box for response

How would you rank UNLV’s reputation?
Poor
Fair
Good
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Very good
Excellent
I don’t know

How would you rank the UNLV William F. Harrah College of Hotel Administration
reputation?
Poor
Fair
Good
Very good
Excellent
I don’t know

How would you rank UNLV Singapore’s reputation?
Poor
Fair
Good
Very good
Excellent
I don’t know

How much do you agree with the following statements below?
I am interested in studying hospitality management for my undergraduate degree.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

I am interested in studying hospitality management for my undergraduate degree in multiple
locations.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

I am interested in studying hospitality management at both UNLV Singapore and UNLV main
campus in Las Vegas for my undergraduate degree.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
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Strongly agree

How long you would prefer to study hospitality management program at both UNLV Singapore
and UNLV main campus in Las Vegas?
1 year in Singapore + 3 years in Las Vegas
2 years in Singapore + 2 years in Las Vegas
3 years in Singapore + 1 year in Las Vegas
4 years in Singapore only
4 years in Las Vegas only

Overseas, undergraduate study (7 questions)

How many institutions did you apply to for overseas, undergraduate study?
Drop down box of numbers including 0

Which countries are/were your top three choices for overseas, undergraduate study?
First choice, Type in response
Second choice, Type in response
Third choice, Type in response

What resources do you use when gathering information about overseas, undergraduate study?
Check all that apply.
University/college website
University/college social media pages
Program brochures and flyers
Alumni testimonials / interaction
Current student testimonials / interaction
Recruitment fairs
Recruitment agents
Government councils or embassies
Parents / Relatives
Friends
Marketing sites like Hotcourses, Uniguru
Ranking websites
Other _____________

Of the resources you selected, how important are they to you when gathering information about
overseas, undergraduate study?
Table populates with selected choices and Likert scale
Not at all important
Very unimportant
Somewhat important
Very important
Extremely important

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What resources did you use to find out about funding options for your studies? Check all that
apply.
Parents/Siblings
Local banks in my country
Government information
Friends
University website(s)
University personnel
Other ______________

Out of the ones you selected, which resources are/were the most important to you?
Table populates with selected choices and Likert scale
Not at all important
Very unimportant
Somewhat important
Very important
Extremely important

Who helped you during the college/university selection process? Check all that apply.
Parents/Siblings
Relatives
Friends
High school teachers / counselors
Recruitment agents
University recruiters
University alumni
University current students
Other ___________

Out of the ones you selected, please rank who was the most influential in your college /
university selection process (most influential = 1)
Drop down box with selection for ranking listing only those that were checked

Singapore (6 questions)

Are you aware that international students can work part-time in Singapore on a student visa?
Unaware
Aware

Are you aware that English is one of the working languages of Singapore?
Unaware
Aware

How would you rate the cost of living in Singapore?
Very affordable
Affordable
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Expensive
Very expensive
I don’t know

How would you rate the process of getting a visa to Singapore?
Very easy
Easy
Difficult
Very difficult
I don’t know

If I was studying at UNLV Singapore, I would be interested in working in Singapore during my
undergraduate degree studies.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

After graduation from UNLV and having studied at UNLV Singapore, I would be interested in
remaining in Singapore to work.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

Las Vegas, Nevada (6 questions)

Are you aware that international students can work part-time in Las Vegas, Nevada on a student
visa?
Unaware
Aware

Are you aware that international students are eligible to stay in the United States for an
additional 17 months for employment after graduation?
Unaware
Aware

How would you rate the cost of living in Las Vegas, Nevada?
Very affordable
Affordable
Expensive
Very expensive
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I don’t know

How would you rate the process of getting a visa to the United States?
Very easy
Easy
Difficult
Very difficult
I don’t know

If I was studying at UNLV, I would be interested in working in Las Vegas, Nevada during my
undergraduate degree studies.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

After graduation from UNLV, I would be interested in working in Las Vegas, Nevada.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

Employment (4 questions)
How important are the following statements about employment to you?

It is important to me to have work (have part- or full-time employment) experience during my
overseas, undergraduate study.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

I can get a better job in my country after I graduate from an overseas college / university.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

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If I study overseas, after I graduate I would want to stay in the country and work there.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

If I study overseas, after I graduate I would want to return to my country and work there.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

Push-pull Factors (12 questions)

How important are the following statements to you when considering overseas,
undergraduate study?

The overseas college or university is ranked.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

The overseas college or university program I want to attend is ranked.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

The overseas college / university degree is recognized by my home country.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

There is student accommodation at the overseas college / university.
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Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

There are students from my country studying at the overseas college / university.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

There is an English as a Second Language (ESL) preparation program at the overseas college or
university.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

There is internship and/or employment assistance at the overseas college / university.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

There is an existing international student organization or club at the overseas college / university.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

I meet with / talk to current students of the overseas college or university before applying.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
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Extremely important

I meet with / talk to alumni of the overseas college or university before applying.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

I visit the campus of the overseas college or university before applying.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

There is a fee waiver to apply to the overseas college or university.
Not at all important
Very unimportant
Somewhat Unimportant
Somewhat important
Very important
Extremely important

Thank you for your participation in this survey!

Would you be interested in participating in an in-person or online audio-recorded interview at a
future date? The interview is voluntary, and anticipated to last approximately 30 minutes. You
do not have to answer any questions you don’t want to; if you don’t want to be taped,
handwritten notes will be taken.

If so, please provide an email address for contact purposes: _______________________

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APPENDIX E
INTERVIEW PROTOCOL – UNLV SINGAPORE INTERNATIONAL STUDENTS AND
APPLICANTS

Respondent (Name): _______________________________________________

Class year: _____________________ Country of Citizenship: ___________________

Location of Interview: ____________________________________________________

Time in / Time Out: _________________________________________

Introduction
Thanks for meeting with me today. I am conducting this exercise as part of my dissertation
research with my doctoral program at USC, exploring international student enrollment to UNLV
Singapore and why students enroll or not enroll. I anticipate taking no more than 30 minutes of
your time, and I have six questions for your consideration.

Your participation is completely voluntary. We can skip any question you want at any time, and
you may stop the interview at any time. Any identifiable information obtained in connection
with this study will remain confidential. Your responses will be coded with a false name
(pseudonym) and maintained separately. If you are comfortable with it I would like to record
our conversation and the recording will be destroyed after it is transcribed. Do you have any
questions? Ready to begin?

I’d like to hear about your university / college search process. Can you tell me about it?
Probing questions if it doesn’t come out on their own
When did you start looking for colleges/universities
How many institutions were considered
How did you gather information
What factors were considered
Who did you talk to/work with during this process

Why did you choose to go abroad for study versus staying in your home country or location?

How did you hear of UNLV or UNLV Singapore?

Why did you apply to UNLV Singapore?

What was the application process to UNLV Singapore like for you?

Why did you eventually enroll at UNLV Singapore? Or why did you choose not to enroll at
UNLV Singapore?
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Probing questions if it doesn’t come out on their own
Did anyone influence your decision?

Why did you choose to come to UNLV Singapore first instead of UNLV main campus? (for
enrolled students only)

Is there anything else you’d like to tell me about your overseas college / university selection and
enrollment process?

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APPENDIX F
SURVEY INSTRUMENT – UNLV NON-LOCAL STUDENTS

Hello!

My name is Jenny Weinman, and I am a doctoral candidate in the Rossier School of Education at
University of Southern California. I am conducting a research study as part of my dissertation,
examining student enrollment to UNLV’s Singapore branch campus.

You are cordially invited to participate in the study.

If you agree, you are invited to complete an online survey of multiple choice questions which is
anticipated to take no more than 15 minutes to complete.

Depending on your responses to the survey, you may be also asked to participate in an in-person
or online audio-recorded interview at a future date. The interview is voluntary, and anticipated
to last approximately 30 minutes. You do not have to answer any questions you don’t want to; if
you don’t want to be taped, handwritten notes will be taken.

Participation in this study is completely voluntary. Your identity as a participant will remain
confidential at all times during and after the study.

If you would like to participate, please begin the survey via the link here.

If you have any questions, please feel free to contact me at jweinman@usc.edu, jenny.weinman
(Skype) or +65 9777-2053 (telephone).

Thank you in advance for your participation,

Jenny Weinman
Doctoral Candidate - Rossier School of Education
University of Southern California

Demographic Information (4 questions)

How old are you?
Drop down box

What is your gender?
Male
Female

What is your country of citizenship? If you are a dual citizen, select the country you most
associate with.
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Drop down box of countries for self selection

As of September 1, 2013, I am currently enrolled at
UNLV Singapore
A university or college in Singapore but not UNLV Singapore
UNLV (main campus)
A university or college in the United States but not UNLV
A university or college in another country
A university or college in my home country
Other __________________

If responded and a US citizen, As of September 1, 2013, I am an
Out-of-state, freshman
Out-of-state, transfer student (transferred 24 or more credits)

If responded and a non-US citizen, As of September 1, 2013, I am an
International student, freshman
International student, transfer student (transferred 24 or more credits)

University of Nevada, Las Vegas (UNLV) & UNLV Singapore Campus (9 questions)

How did you learn about UNLV? Please check all that apply.
UNLV VIP program
UNLV website
UNLV brochure(s)
UNLV social media pages
UNLV current student
UNLV alumni
Visit from UNLV recruiters
School counselor
Parents
Recruitment Agent
Recruitment Fair
Other ________________

How would you rank UNLV’s reputation?
Poor
Fair
Good
Very good
Excellent
I don’t know

How would you rank the UNLV William F. Harrah College of Hotel Administration
reputation?
Poor
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Fair
Good
Very good
Excellent
I don’t know

Have you heard of UNLV Singapore?
No, not until receiving this survey
Yes, before I applied to UNLV
Yes, after I enrolled at UNLV

If answered 4a, then skip to Q8:
If you had known that you could study at the UNLV Singapore campus for two years as part of
the William F. Harrah College of Hotel Administration undergraduate hospitality management
degree, would have applied to study at UNLV Singapore?
No
Yes

If answered 4b / 4c:
How did you learn about UNLV Singapore? Please check all that apply.
UNLV Singapore website
UNLV Singapore brochure
UNLV Singapore social media pages
UNLV Singapore current student
UNLV Singapore alumni
School visit from UNLV Singapore recruiters
HotCourses/Uniguru websites
School counselor
Parents
Recruitment Agent
Recruitment Fair
UNLV website
UNLV brochure
UNLV social media pages
UNLV current student
UNLV alumni
Other ________________

After reviewing the information about UNLV Singapore, did you apply to UNLV Singapore?
Yes, I applied.
I started an application but did not finish it.
No, I did not apply.

If answered B or C, Why did you not apply or complete your application to UNLV Singapore?
Text box for response

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All responses
How would you rank UNLV Singapore’s reputation?
Poor
Fair
Good
Very good
Excellent
I don’t know

How much do you agree with the following statements below?
I am interested in studying hospitality management for my undergraduate degree.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

I am interested in studying hospitality management for my undergraduate degree in multiple
locations.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

I am interested in studying hospitality management at both UNLV Singapore and UNLV main
campus in Las Vegas for my undergraduate degree.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

How long you would prefer to study hospitality management program at both UNLV Singapore
and UNLV main campus in Las Vegas?
1 year in Singapore + 3 years in Las Vegas
2 years in Singapore + 2 years in Las Vegas
3 years in Singapore + 1 year in Las Vegas
4 years in Singapore only
4 years in Las Vegas only

Overseas, undergraduate study (7 questions)

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How many institutions did you apply to for overseas, undergraduate study?
Drop down box of numbers including 0

If answered previous question with 1 or more institutions.
Which countries are/were your top three choices for overseas, undergraduate study?
First choice, Fill in response
Second choice, Fill in response
Third choice, Fill in response

What resources do you use when gathering information about overseas, undergraduate study?
Check all that apply.
University/college website
University/college social media pages
Program brochures and flyers
Alumni testimonials / interaction
Current student testimonials / interaction
Recruitment fairs
Recruitment agents
Government councils or embassies
Parents / Relatives
Friends
Marketing sites like Hotcourses, Uniguru
Ranking websites
Other _____________

Of the resources you selected, how important are they to you when gathering information about
overseas, undergraduate study?
Table populates with selected choices and Likert scale
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

What resources did you use to find out about funding options for your studies? Check all that
apply.
Parents/Siblings
Local banks in my country
Government information
Friends
University website(s)
University personnel
Other ______________

Out of the ones you selected, which resources are/were the most important to you?
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Table populates with selected choices and Likert scale
Not at all important
Very unimportant
Very important
Extremely important

Who helped you during the college/university selection process? Check all that apply.
Parents/Siblings
Relatives
Friends
High school teachers / counselors
Recruitment agents
University recruiters
University alumni
University current students
Other ___________

Out of the ones you selected, please rank who was the most influential in your college /
university selection process (most influential = 1)
Drop down box with selection for ranking listing only those that were checked

Singapore (6 questions)

Are you aware that international students can work part-time in Singapore on a student visa?
Unaware
Aware

Are you aware that English is one of the working languages of Singapore?
Unaware
Aware

How would you rate the cost of living in Singapore?
Very affordable
Affordable
Expensive
Very expensive
I don’t know

How would you rate the process of getting a visa to Singapore?
Very easy
Easy
Difficult
Very difficult
I don’t know

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If I was studying at UNLV Singapore, I would be interested in working in Singapore during my
undergraduate degree studies.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

After graduation from UNLV and having studied at UNLV Singapore, I would be interested in
remaining in Singapore to work.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

Las Vegas, Nevada (6 questions)

Are you aware that international students can work part-time in Las Vegas, Nevada on a student
visa?
Unaware
Aware

Are you aware that international students are eligible to stay in the United States for an
additional 12 months for employment after graduation?
Unaware
Aware

How would you rate the cost of living in Las Vegas, Nevada?
Very affordable
Affordable
Expensive
Very expensive
I don’t know

How would you rate the process of getting a visa to the United States?
Very easy
Easy
Difficult
Very difficult
I don’t know

If I was studying at UNLV, I would be interested in working in Las Vegas, Nevada during my
undergraduate degree studies.
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Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

After graduation from UNLV, I would be interested in working in Las Vegas, Nevada.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

Employment (4 questions)
How important are the following statements about employment to you?
It is important to me to have work (have part- or full-time employment) experience during my
overseas, undergraduate study.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

I can get a better job in my country after I graduate from an overseas college / university.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

If I study overseas, after I graduate I would want to stay in the country and work there.
Strongly disagree
Disagree
Somewhat disagree
Somewhat agree
Agree
Strongly agree

If I study overseas, after I graduate I would want to return to my country and work there.
Strongly disagree
Disagree
Somewhat disagree
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237
Somewhat agree
Agree
Strongly agree

Push-pull factors (12 questions)

How important are the following statements to you when considering overseas,
undergraduate study?

The overseas college or university I am considering is ranked.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

The overseas college or university program I want to attend is ranked.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

The overseas college / university degree is recognized by my home country.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

There is student accommodation at the overseas college / university.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

There are students from my country studying at the overseas college / university.
Not at all important
Very unimportant
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Somewhat unimportant
Somewhat important
Very important
Extremely important

There is an English as a Second Language (ESL) preparation program at the overseas college or
university.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

There is internship and/or employment assistance at the overseas college / university.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

There is an existing international student organization or club at the overseas college / university.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

I meet with / talk to current students of the overseas college or university before applying.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

I meet with / talk to alumni of the overseas college or university before applying.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

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I visit the campus of the overseas college or university before applying.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

There is a fee waiver to apply to the overseas college or university.
Not at all important
Very unimportant
Somewhat unimportant
Somewhat important
Very important
Extremely important

Thank you for your participation in this survey!

Would you be interested in participating in an in-person or online audio-recorded interview at a
future date? The interview is voluntary, and anticipated to last approximately 30 minutes. You
do not have to answer any questions you don’t want to; if you don’t want to be taped,
handwritten notes will be taken.

If so, please provide an email address for contact purposes: _______________________

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APPENDIX G
INTERVIEW PROTOCOL – UNLV NON-LOCAL STUDENTS

Respondent (Name): _______________________________________________

Class year: _____________________ Country of Citizenship: ___________________

Location of Interview: ____________________________________________________

Time in / Time Out: _________________________________________

Introduction
Thanks for meeting with me today. I am conducting this exercise as part of my dissertation
research with my doctoral program at USC, exploring student enrollment to UNLV in Singapore
and why students choose to enroll or not enroll. I anticipate taking no more than 30 minutes of
your time, and I have six questions for your consideration.

Your participation is completely voluntary. We can skip any question you want at any time, and
you may stop the interview at any time. Any identifiable information obtained in connection
with this study will remain confidential. Your responses will be coded with a false name
(pseudonym) and maintained separately. If you are comfortable with it I would like to record
our conversation and the recording will be destroyed after it is transcribed. Do you have any
questions? Ready to begin?

I’d like to hear about your university / college search process. Can you tell me about it?
Probing questions if it doesn’t come out on their own
When did you start looking for colleges/universities
How many institutions were considered
How did you gather information
What factors were considered
Who did you talk to/work with during this process

Why did you choose to go abroad (or out-of-state) for study versus staying in your home country
or location?

How did you hear of UNLV?
Probing questions if it doesn’t come out on their own
How about UNLV Singapore?

When you applied to UNLV, did you consider also applying to UNLV Singapore?
Probing questions if it doesn’t come out on their own
Would you have considered UNLV Singapore? Why or why not?

Why did you eventually enroll at UNLV? Or why did you choose not to enroll at UNLV?
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Probing questions if it doesn’t come out on their own
Did anyone influence your decision?

Would you have considered studying at UNLV Singapore and UNLV as part of a 2+2 program?
Probing questions if it doesn’t come out on their own
Why or why not?

Is there anything else you’d like to tell me about your overseas college / university selection and
enrollment process?

Abstract (if available)

Abstract The University of Nevada, Las Vegas (UNLV) Singapore has suffered from low international student enrollment since its establishment in 2006. Coupled with changes in local partner affiliation, the international branch campus needed to enroll sufficient foreign students by Fall 2013 or it would likely close. The gap analysis framework was used to analyze knowledge and skills, motivation and organizational causes preventing enrollment of foreign students. Thirty-two survey responses were collected and 11 interviews conducted representing both UNLV home campus international students and UNLV Singapore branch campus international applicants and students. A mixed methods analysis revealed 21 findings leading to five recommended solutions. To increase international student enrollment, UNLV Singapore should enhance its website to raise branch awareness, highlight student visa employability rights, promote a specific college reputation and rank, target marketing towards parents, and develop a new program format of 1+3 years (Singapore + Las Vegas). Together with an implementation and evaluation plan, this study demonstrates how UNLV Singapore and other satellite campuses with low foreign student demand can evaluate and address enrollment gaps.

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Asset Metadata

Creator Weinman, Jennifer Sarah (author)

Core Title Increasing international student application and enrollment to a branch campus

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Publication Date 09/16/2014

Defense Date 09/12/2014

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag enrollment,gap analysis,international branch campus,international students,OAI-PMH Harvest,recruitment,Singapore

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robison, Mark Power (committee chair), Diamond, Michael A. (committee member), Picus, Lawrence O. (committee member)

Creator Email jennyweinman@gmail.com,jweinman@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-479469

Unique identifier UC11287849

Identifier etd-WeinmanJen-2946.pdf (filename),usctheses-c3-479469 (legacy record id)

Legacy Identifier etd-WeinmanJen-2946.pdf

Dmrecord 479469

Document Type Dissertation

Format application/pdf (imt)

Rights Weinman, Jennifer Sarah

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA