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Increasing international student enrollment from China at Saint Louis School: a gap analysis

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Increasing international student enrollment from China at Saint Louis School: a gap analysis

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Content 1
INCREASING INTERNATIONAL STUDENT ENROLLMENT FROM CHINA AT SAINT
LOUIS SCHOOL: A GAP ANALYSIS

Running head: INCREASING INTERNATIONAL STUDENT ENROLLMENT FROM CHINA
AT SAINT LOUIS SCHOOL: A GAP ANAL YSIS

by

Kenneth Chio Heng Iong

A Dissertation Proposal 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

August 2015

Copyright 2015 Kenneth Chio Heng Iong

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INCREASING INTERNATIONAL STUDENT ENROLLMENT FROM CHINA AT SAINT
LOUIS SCHOOL: A GAP ANALYSIS

DEDICATION
To my parents, Alfredo Tai Lam Iong and Soo Ching Fong, without whom, none of this
would have been possible. Thank you for your love, encouragement, support and sending me
5,000 miles away from home to attend Saint Louis School in Honolulu, Hawaii in 1979. While I
did not understand the reason behind the decision at that time, this certainly was a huge turning
point in my life. There were few foreign students from China attending college, and even fewer
in high school. I was one of the early pioneers at the age of 15, and consider myself lucky to
have had this opportunity and experience. Mom passed away in Hong Kong in 1981, a month
after my graduation from Saint Louis School. Dad passed away in Honolulu, at the beginning of
my USC journey in 2013.
The title of this dissertation reflects my desire to give back to Saint Louis School as well
as help to provide an opportunity and support system for young men who may, or may not, have
the same opportunity that I had to acquire a quality education at Saint Louis School. I credited
my accomplishment today partly from the foundational education that I received from the years
at Saint Louis. This journey has brought me back to where I started 36 years ago. I understand
now that this is my destiny that my parents had set up for me. I am learning to trust the journey
and along the way, making an impact that lasts for a life time. Mom and Dad, Thank you for the
sacrifice and never giving up on me, even when I was falling behind. Thank you for encouraging
me to always stay positive, take on new challenges, and never stop learning from my mistakes
and failures. I know if you were here to witness this today, you would be very proud. Love you
both forever!

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LOUIS SCHOOL: A GAP ANALYSIS

ACKNOWLEDGEMENTS
This USC doctoral journey would not have been possible without the guidance of my
chair, Dr. Rudy Castruita. My sincerest gratitude to Dr. Mark Robison, Dr. Helena Seli, and Dr.
Larry Picus who gave valuable input to this dissertation. Many thanks to the entire Global Ed.D
cohort 2 for all their encouragement and support throughout the program.
I offer my deepest gratitude to my dissertation chair, Dr. Rudy Castruita for providing
timely and thoughtful feedback as well as challenging and motivating me throughout the entire
process. To the staff members at the Global Ed.D office, Dr. Singh and Laura, I know you are the
reason we have such a good and smooth experience.
From the bottom of my heart, thank you for taking good care of me, even though I gave
both of you lots of extra work. To my research team in China, Dr. Jessica Ma, Dr. Patty Y u, Dr.
Joao Ma and Mr. Zhi Rong Hu who have done an exceptional job in connecting and briefing
parents in China about this research as well as collecting the valuable data.
To my sisters, Dorothy, Denise, and Melanie, thank you for the sacrifice and support you
made to allow me to concentrate on the study. To my family, Jinny and Wynn, thank you for
being there and giving up countless hours during which we usually spend time together to
support me unconditionally throughout this USC Global Executive Ed.D journey. I hope Wynn
takes inspiration from my journey to pursue his goals in life.
I love you all!
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ABSTRACT
The purpose of this study was to conduct a KMO Gap Analysis (Clark & Estes, 2008) to
understand how to increase enrollment at Saint Louis School (SLS) in Honolulu, Hawaii with
the recruitment of 300 students from China. To successfully recruit students from China, SLS
must understand what factors might “pull” parents towards enrolling their children at SLS or
“push” parents away from enrolling their children.
Based on the KMO Gap Analysis, results from a survey of, and interviews with parents of
children in China the KMO causes were validated. Based on the results, the following solutions
are recommended: SLS should emphasize a quality education; a campus environment that
promotes independence; a quality ESL curriculum; a safe campus environment; residential
housing; and Hawaii’s pleasant climate.
This gap analysis can be used to inform the wider problem of declining enrollment at
Catholic schools nationwide. The gap analysis can be useful to schools in similar contexts who
are exploring ways to increase enrollment, particularly relative to recruiting international
students, including students from Korea and Japan. Based on survey results and interviews with
parents, Catholic schools, as well as other schools, can use this analysis to determine a course of
action to closing enrollment gaps.

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TABLE OF CONTENTS
DEDICATION ................................................................................................................................ 2
ACKNOWLEDGEMENTS ............................................................................................................ 3
ABSTRACT .................................................................................................................................... 4
LIST OF TABLES .......................................................................................................................... 6
LIST OF FIGURES ........................................................................................................................ 8
CHAPTER I INTRODUCTION OF THE PROBLEM ................................................................. 9
CHAPTER II LITERATURE REVIEW ...................................................................................... 21
CHAPTER III METHODS ........................................................................................................... 70
CHAPTER IV ............................................................................................................................... 87
RESUL TS AND FINDINGS ........................................................................................................ 87
CHAPTER V SOLUTIONS, IMPLEMENTA TION, AND EV ALUATION .............................. 134
REFERENCES ........................................................................................................................... 157
APPENDIX A INTERVIEW AND SURVEY QUESTIONS ..................................................... 163
APPENDIX B SURVEY RESULTS ........................................................................................... 169
APPENDIX C SURVEY RESULTS ........................................................................................... 170
APPENDIX D INTERVIEW RESULTS .................................................................................... 171

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LOUIS SCHOOL: A GAP ANALYSIS

LIST OF TABLES
Table 1 Organization Mission, Global Goal, and Stakeholders Goals ...........................................11
Table 2 Summary of Sources about Assumed Causes for Knowledge, Motivation, and
Organization Issues ......................................................................................................... 78
Table 3 Summary of Knowledge Cause ........................................................................................ 79
Table 4 Summary of Assumed Causes for Motivation ................................................................. 80
Table 5 Validation of and Cause(s) for Motivation Problems ....................................................... 81
Table 6 Location Descriptives ...................................................................................................... 91
Table 7 Location Frequencies ....................................................................................................... 92
Table 8 Campus Qualities Descriptives ........................................................................................ 94
Table 9 Campus Qualities Frequencies ......................................................................................... 95
Table 10 Activity Descriptives ...................................................................................................... 98
Table 11 Activity Frequencies ....................................................................................................... 98
Table 12 Spiritual Aspects Descriptives ..................................................................................... 101
Table 13 Spiritual Aspects Frequencies ...................................................................................... 101
Table 14 Student Demographics Descriptives ............................................................................ 103
Table 15 Student Demographics Frequencies ............................................................................. 104
Table 16 Social Preparation Descriptives ................................................................................... 105
Table 17 Social Preparation Frequencies .................................................................................... 106
Table 18 College Preparation Descriptives ................................................................................. 108
Table 19 College Preparation Frequencies ................................................................................. 109
Table 20 Life Preparation Descriptives ........................................................................................112
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Table 21 Life Preparation Frequencies ........................................................................................112
Table 22 Classroom Qualities Descriptives .................................................................................115
Table 23 Classroom Qualities Frequencies ..................................................................................116
Table 24 Parent Support Descriptives ..........................................................................................119
Table 25 Parent Support Frequencies ......................................................................................... 120
Table 26 Student Support Descriptives ....................................................................................... 122
Table 27 Student Support Frequencies ....................................................................................... 123
Table 28 Summary of Causes, Solutions and Solution Implementation ..................................... 145
Table 29 Evaluation Plan for the Proposed Solutions to Closing the Enrollment Gap ............... 149

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LOUIS SCHOOL: A GAP ANALYSIS

LIST OF FIGURES
Figure 1.Gap Analysis Process.. ................................................................................................... 72
Figure 2. Location of a Foreign School ........................................................................................ 92
Figure 3. Campus Qualities. .......................................................................................................... 96
Figure 4. Activity Factors. ............................................................................................................ 99
Figure 5. Spiritual Aspects. ......................................................................................................... 102
Figure 6. Student Demographics. ................................................................................................ 104
Figure 7. Social Preparation. ....................................................................................................... 106
Figure 8. College Preparation. .................................................................................................... 109
Figure 9. Life Preparation. ...........................................................................................................113
Figure 10. Classroom Qualities. ...................................................................................................116
Figure 11. Parent Support. .......................................................................................................... 121
Figure 12. Student Support. ........................................................................................................ 123
Figure 13. Survey Categories. ..................................................................................................... 125

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LOUIS SCHOOL: A GAP ANALYSIS

CHAPTER I
INTRODUCTION OF THE PROBLEM
Statement of the Problem
The problem of declining enrollment at Catholic schools in America has been festering
for more than 30 years. Declining enrollment at Catholic schools is an endemic malaise that has
impacted negatively upon the Catholic Church’s global image. If this malaise continues, more
Catholic schools may close. As a result of this problem, Catholic schools have closed, or are in
jeopardy of having to close, displacing students that are committed to a quality Catholic
education that has produced great Americans, including politicians, authors, and U.S. Supreme
Court justices.
While 5.2 million students were enrolled in 13,000 U.S. Catholic schools in 1960, only
2.3 million students were enrolled in 7,500 Catholic schools by 2006 (Ewert, 2013). If this
decline continues, obtaining a quality Catholic education will become increasingly difficult, if
for example, Catholic schools continue to close. For this reason, increasing enrollment at
Catholic schools is a priority. Because Catholic schools have a long history of serving under-
served minority and poor people, their decline reduces the U.S. Catholic Church’s ability to
further social justice, and will likely reduce equality of educational opportunity (MacGregor,
2013). Minorities in the inner cities and rural communities as well have benefitted from a
Catholic education. For example, Catholic schools have provided a quality education for under-
served and poor children (Catholic Review, 2008).
Catholic schools face multiple challenges including changing demographics, barriers to
access, weak leadership, a diminished value placed on Catholic education, and economic factors
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LOUIS SCHOOL: A GAP ANALYSIS

relative to families choosing to pay less for a public school education, than a Catholic school
education. Declining enrollment at Catholic schools in America is not confined to the continental
U.S. Catholic schools in Hawaii have also experienced declining enrollment, partly because of
the higher cost of living in Hawaii when compared to the continental U.S.
For example, overall enrollment in Hawaii (preschool through grade 12) dropped 458,
from 9,794 for the start of school 2011 to 9,336 for the start of school 2012, and grade school
enrollment totals dropped 513, from 6,158 to 5,645, a decrease of nearly 9% (Downes, 2013).
The largest portion of this decline came with the closing of grades one through six at Christ the
King School in Kahului (Maui) and its reconfiguration as a preschool. Hawaii Catholic schools
enrollment declined overall by more than 2,000, from 11,403 in 2003 to 9,336 in 2012 (Downes,
2013).
Organization Context and Mission
Saint Louis School (SLS) in Honolulu, Hawaii has a record of providing a quality
Marianist Catholic education for all male students from multi-cultural, religious and socio-
economic backgrounds. SLS has a record of graduating 98% of its students and many of those
students attend colleges in Hawaii and across the nation (SLS admissions director, personal
communication, December 27, 2013).
SLS provides a quality college readiness curriculum. Acquiring a Marianist Catholic
education at SLS is accessible to the underserved and affluent as well. Non-Catholics are
welcome. The mission of SLS is to provide a Marianist Catholic education in a safe, supportive
environment that motivates students to acquire academic and life skills to succeed in college and
career (SLS admissions director, personal communication, December 27, 2013).
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SLS’s mission embraces the religious tenets of Catholicism within a faith based
curriculum that teaches such virtues as duty, honor, respect, tolerance, and humility (Table 1).
The structure of SLS is the president, principal, vice principal of student affairs, vice principal of
curriculum, registrar, admissions office, business office, director of student support, attendance
office, faculty, Marianist Province of the United States, Board of Trustees, ex-officio voting
members, emeritus trustees, alumni, and president’s council (SLS admissions director, personal
communication, December 27, 2013).
Table 1
Organization Mission, Global Goal, and Stakeholders Goals
Organization Mission

The mission of SLS is to provide a Marianist Catholic education in a safe environment that
motivates students to acquire academic and life skills to succeed in college and career.

Organization Global Goal

By fall 2018, SLS will enroll 1,200 students, including 300 students from China (referred to
as international students in remainder of this gap analysis)

Parents of International
Students Goal

By spring 2018, parents of
international students
(referred to as parents in
the remainder of this gap
analysis) will have applied
for their children’s
admission, with 300
children to be accepted for
the fall 2018 session.
SLS Goal

By spring 2016, SLS will survey
parents to identify factors that
will convince parents to apply
and 300 children to be accepted
for the fall 2018 session.
Admissions Director’s
Goal

By fall 2018, SLS
admissions director will
enroll 1,200 students,
including 300 international
students for the fall 2018
session.

SLS has historically recruited only domestic Hawaii students. SLS is embarking on a
goal to recruit international students as part of an effort to increase enrollment at SLS, in the
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spirit of internationalization and keeping SLS in operation (SLS admissions director, personal
communication, December 27, 2013). SLS needs to enroll international students, to close an
enrollment gap. SLS wants to increase enrollment to preserve SLS’s history of providing a
quality Marianist Catholic education (SLS 38
th
Annual Hawaii Summer English Seminar, 2013).
Organization Goal
SLS needs to fill an enrollment gap that includes a potential source of under-recruited
students – international students. SLS must close the enrollment gap to prevent possible closure
of SLS. Closure of SLS would displace students whose parents have invested time, effort,
money, and the future in a quality Marianist Catholic education. The organization goal of SLS is
to enroll 1,200 students by fall of 2018, including 300 international students (SLS admissions
director, personal communication, December 27, 2013).
This organization goal was established by the president, principal, admissions director,
Board of Trustees, ex-officio voting members, emeritus trustees, alumni, and president’s council
(SLS admissions director, personal communication, December 27, 2013, Table 1). The
enrollment gap was established by calculating the difference between the present enrollment and
the target enrollment, accounting for additional recruitment plans of SLS (SLS admissions
director, personal communication, December 27, 2013).
The present enrollment of SLS is 540 students, so to meet the target goal of 1,200 SLS
must enroll 660 students by fall of 2018 (SLS admissions director, personal communication,
December 27, 2013). SLS has an internal plan of action to increase enrollment of domestic
Hawaii students by 360, leaving an enrollment gap of 300 (660-360=300) international students
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to be recruited, according to the SLS admissions director (personal communication, December
27, 2013).
By spring 2016, SLS will provide pertinent information (i.e. location of SLS, safety,
commitment to the Marianist Catholic education, graduation rate, test scores, percentage of
graduates accepted to top U.S. colleges, affordable, quality housing, and a listing of great
Americans who graduated from SLS) to parents of children eligible to apply at SLS for fall 2018
(SLS admissions director, personal communication, December 27, 2013).
A researcher surveyed parents to identify factors that would persuade parents to apply
and children to be accepted. By fall 2018, the SLS admissions director will enroll 1,200 students,
including 300 international students (SLS admissions director, personal communication,
December 27, 2013). By spring 2018, according to the SLS admissions director (personal
communication, December 27, 2013), parents will have applied for their children’s admission,
with 300 children to be accepted for fall 2018.
Parents will have applied based on information supplied by SLS, including location of
SLS, safety, commitment to the Marianist Catholic education, graduation rate, test scores,
percentage of graduates accepted to top U.S. colleges, affordable, quality housing, and great
Americans who graduated from SLS (SLS admissions director, personal communication,
December 27, 2013).
Importance of the Problem
Failure to close the enrollment gap may result in school closure, which will impact on the
population of students who want to get a quality Marianist Catholic education at SLS and then
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attend quality U.S. colleges (SLS admissions director, personal communication, December 27,
2013). Catholic schools have a strong record in preparing students for college and for life,
evidenced by high standardized test scores, high college acceptance rates, high graduation rates,
and great Americans who attended Catholic schools.
In a study published in 1990, for example, the Rand Corporation analyzed big-city high
schools to determine how education for low income minority youth could be improved.

It looked
at 13 public, private, and Catholic high schools in New York City that attracted minority and
disadvantaged youth (The Heritage Foundation, 1997). Of the Catholic school students in these
schools, 75% to 90% were black or Hispanic. The study found that the Catholic high schools
graduated 95% of their students each year, while the public schools graduated slightly more 50%
of their senior class.
More than 66% of the Catholic school graduates received the New York State Regents
diploma to signify completion of an academically demanding college preparatory curriculum,
while only about 5% of the public school students received this distinction. Eighty-five percent
of the Catholic high school students took the Scholastic Aptitude Test (SAT), compared with just
33% of the public high school students.
The Catholic school students achieved an average combined SAT score of 803, while the
public school students' average combined SAT score was 642. Also, 60% of the Catholic school
black students scored above the national average for black students on the SAT, and over 70% of
public school black students scored below the same national average (The Heritage Foundation,
1997).
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Students who attend Catholic high schools are more likely to graduate and attend college
than students attending other schools (United States Conference of Catholic Bishops, 2010).
Catholic secondary schools report a graduation rate of 99.1%, which is higher than rates reported
by other religious schools (97.9%), non-sectarian schools (95.7%), and public schools (73.2%)
(United States Conference of Catholic Bishops, 2010). Students graduating from Catholic high
schools are also more likely to attend four year colleges (84.7%) than students graduating from
other religious (63.7%) and non-sectarian (56.2%) schools (United States Conference of Catholic
Bishops, 2010).
Stakeholders and Stakeholders' Goals
There is much at stake in closing the enrollment gap by fall 2018. The stakeholders share
a common goal in closing the enrollment gap and preserving the future of SLS. The stakeholders
are the president, principal, vice principal of student affairs, vice principal of curriculum,
registrar, admissions director, business office, director of student support, attendance office,
faculty, Marianist Province of the United States, Board of Trustees, ex-officio voting members,
emeritus trustees, alumni, and the president’s council.
The stakeholders would lose more than a century old Marianist Catholic legacy if SLS
closes (SLS admissions director, personal communication, December 27, 2013). The
preservation of the Marianist Catholic tradition, the future of the third oldest high school in
Hawaii, and the oldest all-male school west of the Mississippi, are dependent upon achieving the
enrollment goal (SLS admissions director, personal communication, December 27, 2013). It is
also imperative that SLS continues its tradition, because it is the only Marianist Catholic all male
high school in Hawaii.
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The stakeholders have an interest in preserving the Marianist Catholic tradition of
providing a quality education in a safe environment that is conducive to preparing international
students for success in choosing the college of their choice, and a successful career (SLS
admissions director, personal communication, December 27, 2013). Parents are stakeholders,
because they want their children to have the best in education abroad and meet the criteria of
college readiness and to be accepted by the college of their choice.
Parents are investing time, effort, money and the future in their children's education
abroad (Table 1). Parents also want their children to enjoy their time, show meaningful growth
in their study, and become productive working professionals. Parents need to be convinced to
understand that SLS will meet their expectations if their children are accepted (SLS admissions
director, personal communication, December 27, 2013).
To close the enrollment gap with international students, parents play a key role, because
SLS will not achieve its enrollment goal, if parents do not apply to enroll their children (SLS
admissions director, personal communication, December 27, 2013). A researcher interviewed and
surveyed parents to identify push or pull factors (Mazzarol & Soutar, 2001) that will convince
parents to apply to enroll their children. With data collected from interviews and the survey,
according to the SLS admissions director, (personal communication, December 27, 2013), SLS
will acquire the knowledge to recruit international students (Table 1).
The SLS admissions director is charged with recruiting international students based on
input from SLS, empirical research, data about international students attending U.S. Catholic
high schools, and interviews and a survey of parents (SLS admissions director, personal
communication, December 27, 2013, Table 1).
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According to the SLS admissions director (personal communication, December 27, 2013)
information is available to parents regarding graduation and test scores, support for college
acceptance to top tier postsecondary institutions in the U.S., SLS’s role in public service,
commitment to a quality Marianist Catholic college readiness education in a safe environment,
and great Americans who graduated from SLS.
Stakeholders for the Study
The stakeholders for this study were the president, principal, vice principal of student
affairs, vice principal of curriculum, registrar, admissions director, business office, director of
student support, attendance office, faculty, Marianist Province of the United States, Board of
Trustees, ex-officio voting members, emeritus trustees, alumni, and president’s council (SLS
admissions director, personal communication, December 27, 2013).
The stakeholders' goal was established by the president, principal, admissions director,
Board of Trustees, ex-officio voting members, emeritus trustees, alumni, and president’s council
(SLS admissions director, personal communication, December 27, 2013). The standard of 1,200
students enrolled by fall of 2018 was determined based on the difference of the number of
students currently enrolled, and the number of students needed, according to the SLS admissions
director (personal communication, December 27, 2013).
Parents were selected as the primary stakeholders for this study, because parents are an
integral part of closing the enrollment gap (SLS admissions director, personal communication,
December 27, 2013). If parents do not apply to enroll their children, SLS will not close the
enrollment gap. Accordingly, parents will directly benefit from enrolling their children for the
fall 2018 session, in that their children will benefit from a quality Marianist Catholic college
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readiness education in a safe environment (SLS admissions director, personal communication,
December 27, 2013).
Parents want information about what SLS offers their children, such as the dynamics of
classrooms, commitment level/quality of teachers, opportunity to attend quality postsecondary
institutions, opportunity to pursue a successful career, competitive SAT scores, a safe learning
environment, convenient location in urban Honolulu, and great Americans who graduated from
SLS (SLS admissions director, personal communication, December 27, 2013).
SLS must recruit international students to supplement the 540 students presently enrolled
and the internal plan to enroll 360 domestic students from Hawaii (SLS admissions director,
personal communication, December 27, 2013). The size of the gap, according to the SLS
admissions director (personal communication, December 27, 2013), is 25% of the target goal of
1,200 enrolled by fall of 2018. To enroll 300 students, 400 parents must apply for admission
because the acceptance rate is 75% of applicants (400 x 75% = 300).
According to the SLS admissions director (personal communication, December 27,
2013), parents must be contacted for each applicant. Therefore, SLS must contact 4,000 parents
to achieve 400 applicants and 300 international students by fall of 2018, and progress will be
based on tracking enrollment numbers per year (SLS admissions director, personal
communication, December 27, 2013). The SLS admissions director, plus others, will receive the
results of the interviews and survey of parents, and then use the data to recruit international
students (SLS admissions director, personal communication, December 27, 2013).

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Purpose of the Study and Questions
The purpose of this study was to conduct a gap analysis to understand how to increase
international enrollment at SLS. Total enrollment is 50% below the targeted enrollment of 1,200
students, with half of that gap to be closed with the recruitment of 300 international students
(25% of total enrollment). The analysis focused on causes of this problem, including gaps in the
areas of knowledge, motivation, and organization.
The analysis began by generating a list of possible or assumed causes and then by
examining these systematically to focus on actual or validated causes. The stakeholders focused
on in this analysis were parents.
The questions that guided this study were the following:
1. What are the knowledge, motivation an organization causes that are barriers to
parents applying to enroll their children at SLS?
2. What are the knowledge, motivation, and organization solutions to those barriers?
Methodological Framework
Within the context of identifying the potential causes and solutions to close the
enrollment gap at SLS, Clark and Estes (2008) gap analysis was applied. This gap analysis
focused on an analytical, detailed method that clearly defines organization goals and identifies
the gap between the actual performance level and the preferred performance level in an
organization.
Assumed causes for the enrollment gap were identified based on a survey, scanning
interviews, learning and motivation theory, and background and review of the literature
conducted by the researcher. The gap analysis examined parents' knowledge (factual, conceptual,
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procedural, metacognitive) and assumed causes, motivation (choice, persistence, effort), assumed
causes, and organization (organization models, organization settings), assumed causes. Solutions,
based on extensive research, are recommended and evaluated by a researcher.
To close the enrollment gap, the SLS admissions director needed to know what variables
will help to convince parents to apply to enroll their children. Therefore, survey methodology
was needed so that parents can provide SLS with the factors that pull parents to apply to enroll
their children, or push parents away from applying to enroll their children at SLS.

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CHAPTER II
LITERATURE REVIEW
Catholic Schools as Providers of Quality Education
Essential to providing a quality Catholic education are the following: sustaining the
mission of Catholic education, the essence of providing students with the necessary skills to be
successful in the future (academic excellence), dedicated administrations, faculty and staff and
recognizing that Catholic education is an essential part of the Catholic faith (Chadzutko, 2012).
Parents choose Catholic education for the educational standards that are set and the outcomes
that occur after years of a Catholic education, according to Chadzutco (2012).
Parents want the best for their children and by working closely with administrators,
faculty and staff, all benefit from a Catholic education (Chadzutco, 2012). The mission of
Catholic education and the Catholic faith is paramount, according to Chadzutco (2012). Catholic
schools/academies are places of evangelization, of complete formation and of service to others
(Chadzutco, 2012).
Faith and morals go hand-in-hand and Catholic schools/academies work to ensure that
everyone who enters is treated with respect and that the values and virtues of the Gospel message
are part of Catholic schools (Chadzutco, 2012). The integration of community, faith, and high
academic standards are norms of a Catholic education (Diocese of Orlando, 2013). In addition,
Catholic schools encourage stewardship, living your faith, and developing strong morals, all of
which are important, according to the Diocese of Orlando (2013).
In addition to the strong academic standards and spirituality, a Catholic education feeds
the mind, body and soul of children (Diocese of Orlando, 2013). Children are well grounded
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because of their experiences in Catholic schools, according to the Diocese of Orlando (2013).
Catholic schools are different from all other forms of education (Diocese of Orlando, 2013).
That spiritual formation that takes place every day, in every subject, by every member of
the school community is what sets Catholic schools apart from public government schools,
according to the Diocese of Orlando (2013). Academic excellence can be measured; however, the
spiritual formation cannot be so easily measured (Diocese of Orlando, 2013).
Parents choose Catholic schools for their children because of high academic standards;
values-added education and a safe school environment (Connolly, 2014). Catholic schools stress
the value of self-discipline and commitment, according to Connolly (2014). Catholic schools
encourage family input and involvement in the ongoing education of their children (Connolly,
2014). Research shows that such a partnership results in higher attendance rates and lower
dropout rates, according to Connolly (2014).
Research shows that because of a greater emphasis on homework and study, Catholic
school students develop more effective writing skills (Connolly, 2014). Catholic school faculty
members are qualified professionals committed to bringing out the best in their students as they
grow in knowledge, skills, and values, according to Connolly (2014). Faculty and staff are role
models who share their faith, their talents, and their time (Connolly, 2014).
The Catholic school curriculum, according to Connolly (2014), normally meets state
regulations and guidelines. Association and accrediting agencies help provide programs and
instruments for internal and external evaluations on an ongoing basis (Connolly, 2014). Catholic
Schools have an excellent success rate in educating minority students, according to Connolly
(2014). The emphasis is on participation by all students (Connolly, 2014).
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Standardized test scores and a high college acceptance rate reflect that the Catholic
school students are self-disciplined, self-motivated, responsible, and creative, according to
Connolly (2014). Catholic schools represent affordable excellence; there is an emphasis on
efficiency and accountability (Connolly, 2014). In addition to a strong program in the basics, as
well as challenging programs for gifted students, Catholic schools add the significant plus of
religious, moral, and spiritual development, according to Connolly (2014).
Catholic schools strive to create a special bond among the students, the home, the school,
and the Catholic Church, so that all share the strong sense of community (Connolly, 2014). In
Catholic schools there is a mutual respect among students, faculty, and administrators which
generates an atmosphere of care and concern, according to Connolly (2014). Catholic schools
join with the family to help students understand their special place in the family, the Catholic
Church, and society (Connolly, 2014).
While not all students who come to Catholic schools are Catholic, all share experiences
of faith and values, according to Connolly (2014). Catholic school students produce higher test
scores (Sage Policy Group, 2011). Catholic school students are more likely to graduate and
Catholic school students are more likely to attend and graduate from college, according to the
Sage Policy Group (2011).
The presence of Catholic schools is of disproportionate benefit to older and lower-income
communities and Catholic school graduates can expect to earn roughly $225,000 (2008 dollars)
more than their public school counterparts (Sage Policy Group, 2011). Catholic school graduates
support more jobs, income formation and business sales in the broader economy, according to the
Sage Policy Group (2011).
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Catholic school graduates will contribute more to state and local government coffers than
their public school counterparts and the presence of Catholic school capacity reduces state and
local public educational expense by tens of millions of dollars per annum (Sage Policy Group,
2011). Catholic school graduates are more likely to emerge as societal leaders and organizers and
Catholic schools are capable of stabilizing older communities, according to the Sage Policy
Group (2011). Catholic schools have a history of being socially responsible and this
responsibility goes to the core of the Catholic faith.
Social Responsibility of Catholic Schools
Catholic schools, religious education, adult education, and faith formation programs are
vitally important for sharing the substance and values of Catholic social teaching. Just as the
social teaching of the Catholic Church is integral to Catholic faith, the social justice dimensions
of teaching are integral to Catholic education and catechesis (United States Conference of
Catholic Bishops, 2014). They are an essential part of Catholic identity and formation, according
to the United States Conference of Catholic Bishops (2014).
The commitment to human life and dignity, to human rights and solidarity, is a calling all
Catholic educators must share with their students (United States Conference of Catholic Bishops,
2014). It is not a vocation for a few religion teachers, but a challenge for every Catholic educator
and catechist, according to the United States Conference of Catholic Bishops (2014).
The Catholic Church has the mission and the unique capacity to call people to live with
integrity, compassion, responsibility, and concern for others, according to the United States
Conference of Catholic Bishops (2014). The Catholic Church's social teaching offers a guide for
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choices as parents, workers, consumers, and citizens, according to the United States Conference
of Catholic Bishops (2014).
Without social teaching, schools, catechetical programs, and other formation programs
would be offering an incomplete presentation of the Catholic tradition, according to the United
States Conference of Catholic Bishops (2014). Catholic social teaching is central to the Catholic
faith (Association of Catholic Colleges and Universities, 2014). It is rooted in Catholics'
commitment to the poor and vulnerable and is founded on the life and words of Jesus Christ,
according to the Association of Catholic Colleges and Universities (2014). Catholic social
teaching is about building a society based on justice and living lives of holiness amidst the
challenges of society (Association of Catholic Colleges and Universities, 2014).
Catholic schools teach that all human life is sacred and that the dignity of the human
person is the foundation for all the social teachings, according to the Association of Catholic
Colleges and Universities (2014). This theme challenges the issues of abortion, assisted suicide,
human cloning and the death penalty (Association of Catholic Colleges and Universities, 2014).
Catholic social teaching proclaims that the human person is not only sacred, but also social,
according to the Association of Catholic Colleges and Universities (2014).
Catholic schools believe in the responsibility to participate in society and to promote the
common good, especially for the poor and vulnerable (Association of Catholic Colleges and
Universities, 2014). Catholic schools teach that every person has a duty and responsibility to help
fulfill these rights for one another, for our families, and for the larger society, according to the
Association of Catholic Colleges and Universities (2014).

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Catholic schools proclaim that the basic moral test of a society is how the most
vulnerable members are faring (Association of Catholic Colleges and Universities, 2014).
Catholic schools are often the Catholic Church’s most effective contribution to those families
who are poor and disadvantaged, especially in poor inner city neighborhoods and rural areas
(United States Conference of Catholic Bishops, 2014).
Catholic schools cultivate healthy interaction among the increasingly diverse populations
of our society, according to the United States Conference of Catholic Bishops (2014). In cities
and rural areas, Catholic schools are often the only opportunity for economically disadvantaged
young people to receive an education of quality that speaks to the development of the whole
person (United States Conference of Catholic Bishops, 2014). As Catholics continue to address
the many and varied needs of our nation’s new immigrant population, the Catholic Church and
its schools are often among the few institutions providing immigrants and newcomers with a
sense of welcome, dignity, community, and connection with their spiritual roots, according to the
United States Conference of Catholic Bishops (2014).
As important as a sound Catholic school education is for the new immigrant and the poor,
it continues to be of prime importance to those children and grandchildren of the generations
who earlier came to America's shores (United States Conference of Catholic Bishops, 2014).
Catholic schools have produced countless numbers of well-educated and moral citizens,
according to the United States Conference of Catholic Bishops (2014), who are leaders in our
civic and ecclesial communities.
Catholic schools must work with all parents so they have the choice of an education that
no other school can supply—excellent academics imparted in the context of Catholic teaching
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and practice (United States Conference of Catholic Bishops, 2014). It is essential that every
possible effort be made to ensure that Catholic schools, despite financial difficulties, continue to
provide a Catholic education to the poor and marginalized in society (United States Conference
of Catholic Bishops, 2014). Catholic schools also produce students with high test scores and high
graduation rates.
Graduation and Test Scores at Catholic Schools
Students who attended Catholic high schools were approximately twice as likely as
students who attended public high schools to go on and graduate from college, according to a
report from the U.S. Department of Education’s National Center for Education Statistics (Jeffrey,
2014). According to the report (2014), 61.9% of Catholic high school students went on to earn a
bachelor’s degree or higher by the time they were 8 years out of high school (Jeffrey, 2014).
By contrast, only 31.1% of public school students had gone on to earn a bachelor’s
degree or higher (Jeffrey, 2014). The Educational Longitudinal Study of 2002 (ELS:2002): A
First Look at 2002 High School Sophomores 10 Years Later provides the results of a NCES
survey on a representatives sample of 13,133 Americans who were sophomores in high school in
2002, according to Jeffrey (2014).
Catholic schools in the Archdiocese of Baltimore cited a favorable comparison in
Catholic schools’ graduation rates over those of public schools, noting double-digit increases for
students across all ethnic and socio-economic backgrounds (Archdiocese of Baltimore, 2011).
Each year, Catholic schools in the Archdiocese of Baltimore save Maryland taxpayers over $380
million in per pupil expenses and provide an additional $393.3 million into the local economy in
income and revenue, according to the Archdiocese of Baltimore (2011).
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The largest increase in graduation rate was found among students in urban settings, where
Catholic schools had a graduation rate 17% higher than their public school counterparts,
according to the Archdiocese of Baltimore (2011). While 47.6% of Maryland high school seniors
went on to attend a four-year college in 2009, more than 81% of Catholic school graduates
entered a four-year college (Archdiocese of Baltimore, 2011).
Catholic high schools in the Archdiocese of Baltimore graduated 100% of its seniors,
with a full 97% entering either a four-year or two-year college (Archdiocese of Baltimore, 2011).
Catholic school graduates earned a total of $114.1 million in financial awards in scholarships
following the 2008-09 academic year, according to the Archdiocese of Baltimore (2011).
Projected lifetime earnings for Catholic school graduates versus students in the public
school system were calculated, according to the Archdiocese of Baltimore (2011). It was
determined that over a 10-year period, the total number of Catholic school graduates over that
time period will earn $5.2 billion more than the same number of students graduating from public
schools (Archdiocese of Baltimore, 2011). Catholic school graduates, according to the
Archdiocese of Baltimore (2011), can expect to earn roughly $225,000 (in 2008 dollars) more
than their public school counterparts.
The Catholic schools of the Archdiocese of Chicago reported that the average for the
5,747 Catholic high school students who took the ACT test in 2013 showed gains in nearly every
testing area, and in the composite score (Catholic New World, 2013). The average composite
score for Catholic high school students in the archdiocese is 23.1, which is a 0.2 point
improvement over students’ performance last year, and 2.5 points above the State of Illinois’
average, according to Catholic New World (2013).
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All scores continue to be above the average for the state and nation (Catholic New World,
2013). On the English section, students scored 3.3 points ahead of the state average, with 85%
demonstrating college-readiness in that subject, according to Catholic New World (2013). In the
science section, Catholic high school students scored an average of 22.3, 1.8 points above the
state average (Catholic New World, 2013).
Math scores rose to 22.3, up 0.1 points over last year and 1.6 points ahead of the state,
according to Catholic New World (2013). Reading scores also increased to 23.6, up 0.5 and 3.2
points above the state (Catholic New World, 2013). More than 98% of Catholic high school
seniors graduate, and the 5,747 students who took the ACT represent 98% of all seniors across
the 37 high schools in the archdiocese, according to Catholic New World (2013). The ACT test
assesses high school students’ general educational development and their ability to complete
college-level work (Catholic New World, 2013).
In May and June, a total of 1,299 students graduated from Catholic secondary schools in
the Diocese of Camden, with more than $139 million in scholarships and grants awarded to
students (Catholic Star Herald, 2013). A total of 1,242 of the graduates (96%) will attend college
in the fall. Some others will go on to serve in the U.S. military, according to the Catholic Star
Herald (2013).
The schools boasted 14 National Merit Scholarship Commended students, as well as
many other scholarship awards and special recognition including seven U.S. military academy
appointments (Catholic Star Herald, 2013). According to the Catholic Star Herald (2013), a total
of 914 graduates came from diocesan high schools: Gloucester Catholic (Gloucester), St. Joseph

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(Hammonton), Sacred Heart (Vineland), Wildwood Catholic (Wildwood), Camden Catholic
(Cherry Hill), Paul VI (Haddon Township) and Holy Spirit (Absecon).
Also, 385 graduates were enrolled in three private Catholic schools: Bishop Eustace
Preparatory School (Pennsauken) and Our Lady of Mercy Academy (Newfield), and St.
Augustine Preparatory School (Richland). In addition to demonstrating high test scores and high
graduation rates, Catholic school students have a high rate of college acceptance.
College Acceptance from Catholic Schools
The primary reasons that parents give for sending their children to Catholic schools are
academic excellence, emphasis on Catholic values, healthy social relationships, and a supportive
environment (St. Colette Catholic School, 2014). A Catholic education means college-bound
peers, according to St. Colette Catholic School (2014). The vast majority of all elementary and
secondary Catholic school students go to college (St. Colette Catholic School, 2014).
Ninety-nine percent of Catholic secondary school students graduate and 97% go on to
college. At Catholic schools, preparation for college is a clear goal and Catholic school graduates
are often pursued by prestigious colleges (St. Colette Catholic School, 2014). The 258 graduates
from the six high schools of the Catholic Schools in the Diocese of Austin (CSDA) earned more
than $15 million in college scholarships (Catholic Schools Diocese of Austin, 2012).
Ninety-eight percent of the CSDA graduates have been accepted into a college proving
that a Catholic education through CSDA is a foundation for success in life, according to the
Catholic Schools Diocese of Austin (2012).Each year the CSDA graduating class continues to
grow. In 2012, St. Dominic Savio Catholic High School, located in Northwest Austin, graduated
its first class of 29 students.
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Catholic education provides a unique combination of academic excellence and Catholic
values with an emphasis on service. CSDA’s graduating class included 12 National Merit
Scholars: 3 Finalists, 5 Commended Scholars and 4 National Hispanic Scholars (Catholic
Schools Diocese of Austin, 2012). The distinguished alumni of CSDA are the proof of success
through Catholic education, according to the Catholic Schools Diocese of Austin (2012).
Alumni have moved forward to obtain such leadership roles as the mayor of Bryan, the
vicar general of the Diocese of Austin, a naval nuclear officer and a dedicated member of the
Peace Corps (Catholic Schools Diocese of Austin, 2012). Attention from across the political and
social spectrum is shifting to the success of inner-city Catholic schools in working with children
the public schools have abandoned as ineducable (Shokraii, 1997).
An abundance of recent research comparing public, private, and religious schools shows
that Catholic schools improve not only test scores and graduation rates for these children, but
also their future economic prospects-and at a substantially lower cost, according to Shokraii
(1997). In 1997, Derek Neal published The Effects of Catholic Secondary Schooling on
Educational Achievement, a detailed analysis of the effect of Catholic secondary schooling on
high school and college graduation rates and future wages.
To control for selection bias, Neal used data from the National Catholic Educational
Association (which provides directories with the address and enrollment of every Catholic school
in the United States), the Survey of Churches and Church Membership (which provides the total
number of people in most religious denominations by county), and the 1980 census to construct
measures of access to Catholic secondary schooling for each county in the United States
(Shokraii, 1997).
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Neal (1997) merged this information with the National Longitudinal Survey of Youth and
found that African-American and Hispanic students attending urban Catholic schools were more
than twice as likely to graduate from college as their counterparts in public schools: 27% of
black and Hispanic Catholic school graduates who started college went on to graduate, compared
with 11% from urban public schools (Shokraii, 1997).
In addition, the probability that inner-city students would graduate from high school
increased from 62% to at least 88% when those students were placed in a Catholic secondary
school, according to Shokraii (1997). When compared with their public school counterparts,
minority students in urban Catholic schools can expect roughly 8% higher wages in the future
(Shokraii, 1997). Many great Americans attended Catholic schools in the U.S. including actors,
politicians, writers, philanthropists, athletes, entrepreneurs, and a scientist.
Great Americans Who Attended Catholic Schools
Catholics have been a cornerstone of American history and culture since its founding,
making their mark in politics, the arts, military, law, science, entertainment, the church, and other
fields of endeavor (American Catholic Historical Society, 2008). According to the American
Catholic Historical Society (2008), great Catholic Americans include: John F. Kennedy (35th
president of the United States), Melinda Gates (co-chair, Bill & Melinda Gates Foundation),
Helen Hayes (actress), Frank Sinatra (actor and singer), Jim Thorpe (professional football player
and Olympian), and Babe Ruth (major league baseball player). In spite of the record of
excellence, Catholic school enrollment is declining.

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Declining Enrollment at Catholic Schools
The events of the past half-century offer ample cause for concern for Catholics. But the
decline of Catholic schools affects much more than one faith community (Smarick, 2011). And
some of those who should be most concerned have a thoroughly secular purpose: education
reformers struggling to narrow the divide in academic achievement between wealthy students
and poor students, and especially between white children and minorities in urban schools
(Smarick, 2011).
Over the years, a body of scholarly evidence has accumulated showing that Catholic
schools have not only excellent academic results overall, but also a peculiar ability to help
disadvantaged students (Smarick, 2011). In the 1980s, the eminent sociologist James Coleman
found that Catholic schools, more than public schools, were generating similar achievement
results among different types of students (Smarick, 2011).
A decade later, other researchers reported similar results, finding that Catholic schools
were somehow able "simultaneously to achieve relatively high levels of student learning and
distribute this learning more equitably with regard to race and class than in the public sector
(Smarick, 2011). In more recent years, many other researchers — including Paul Peterson, Derek
Neal, and Andrew Greeley — have continued to find Catholic-school benefits (especially for at-
risk students), including higher test scores, improved high-school graduation rates, and higher
rates of college attendance (Smarick, 2011).
Catholic schools, in other words, somehow manage to narrow the achievement gap
(Smarick, 2011). There are several explanations for this phenomenon. For example, Anthony
Bryk, Valerie Lee, and Peter Holland, in Catholic Schools and the Common Good, published in
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1995, argued that it stems from Catholic schools' rejection of the 20
th
-century trend toward
making secondary schools more vocational, and their commitment to the classic college-
preparatory curriculum.
Rather, they note, it is because these schools are staffed by adults who believe
unquestioningly that all children can and must learn, regardless of income, status, or race
(Smarick, 2011). With millions of Catholics firmly rooted in the middle class and above, it is also
easy to forget that 50, 75, and 100 years ago, America's urban poor were often recent Catholic
immigrants facing many of the same obstacles as today's impoverished inner-city families
(Smarick, 2011).
Given that a huge proportion of these children attended parochial schools, it is not
unreasonable to wonder whether Catholic education played a decisive role in the upward
mobility of broad swaths of the American public, and whether that achievement can be repeated
with poor students today (Smarick, 2011). In the midst of this Catholic education boom
worldwide, the Catholic Church in the United States has suffered a dramatic decline in its
education apostolate (Ziegler, 2011).
The number of Catholic schools fell from 8,146 to 6,980 between 2000 and 2010—a loss
of 117 schools every year (Ziegler, 2011). Combined primary and secondary school enrollment
also declined 22%, from 2,647,301 to 2,065,872 (Ziegler, 2011). The roots of this decline stretch
back decades. School enrollment reached its peak during the early 1960s when there were more
than 5.2 million students in almost 13,000 schools across the nation (Ziegler, 2011).
In 1990, some 2.5 million students were enrolled in 8,719 schools, according to Ziegler
(2011). The 1990s saw the loss of 573 schools, even as enrollment grew by 150,000, and the
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enrollment gains of the 1990s were wiped away by the steep declines of the last decade (Ziegler,
2011). Declining enrollment in Catholic schools across the nation is forcing many of those
schools to close (Devaney, 2009).
Catholic schools are facing the double peril of rising costs and falling revenues,
according to Devaney (2009). The total number of students enrolled in U.S. Catholic schools for
the 2008-09 school year was 2,192,531 (Devaney, 2009). In the 1998-99 school year, enrollment
was 2.6 million, and it was 2.4 million in the 2003-04 school year, according to Devaney (2009).
Dwindling enrollment in some Catholic schools might occur if the dominant industry in a
particular area fails (Devaney, 2009).
For example, a city such as Detroit, Michigan, in which the hard-hit auto industry has
played host to the majority of the area’s jobs, shows lower private school enrollment as families
learn to survive on one income, or move elsewhere in search of new jobs (Devaney, 2009). The
enrollment decline at Catholic schools in general is also apparent at SLS. SLS has a history that
spans more than 100 years. SLS continues an old tradition of serving students of diverse
religions, cultural traditions, and socio-economic backgrounds.
Background of SLS
Six miles east of Honolulu’s financial and civic center, SLS commands a panorama of
Waikiki and the Pacific from the Kalaepōhaku ridge of the Koolau mountains. In walking
distance of the University of Hawaii at Manoa and the East-West Center, the campus adjoins
another Marianist facility, Chaminade University of Honolulu. Astride major transportation
routes that link to a metropolitan population of over 976,000, SLS serves students residing
throughout Oahu.
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SLS is a private, Marianist Catholic school for young men, grades 6-12, offering a robust
and rigorous college preparatory education (SLS admissions director, personal communication,
December 27, 2013). Tuition revenues cover 70% of a SLS education; the remainder of SLS’s
annual operating budget of more than $10 million is supplemented by other sources of revenues
and contributions (SLS admissions director, personal communication, December 27, 2013).
SLS provides academic scholarships and financial assistance to more than 50% of its
students, according to the SLS admissions director, personal communication, December 27,
2013). For the 2012-2013 school year, the ethnic breakdown of the student body is as follows:
40% Asian or Pacific Islander (Non-Hawaiian); 32% Hawaiian and Part-Hawaiian; 7%
Caucasian; 3% Hispanic; 2% African American; 1% Native American; and 15% multi-ethnic or
other (SLS admissions director, personal communication, December 27, 2013).
Five characteristics of Marianist education provide fundamental guidelines for 54 faculty
and counselors. Classroom enrollment averages an optimal 20 students per teacher (SLS
admissions director, personal communication, December 27, 2013). Three full-time academic
counselors and one full-time college counselor, including one member of the Society of Mary, or
Marianist, serve all students (SLS admissions director, personal communication, December 27,
2013). The student-to-counselor ratio is approximately 185 to 1, according to the SLS
admissions director (personal communication, December 27, 2013).
Situated on Kalaepōhaku since 1927, the campus features a state-of-the-art facility, the
Clarence T.C. Ching Learning & Technology Center, housing the arts, digital media, archives,
and business leadership programs as well as a conference center. Future plans include the
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renovation of the original campus structures and construction of an expanded athletics and events
center (SLS admissions director, personal communication, December 27, 2013).
The 2011-12 school year marked the launching of 1:1 laptop computer integration in all
grade levels, as well as installation for wireless Internet accessibility in all campus buildings.
SLS has a history of high graduation rates and test scores, when compared to public high schools
in Hawaii.
Graduation and Test Scores at SLS
SLS graduates 98% of its students, in part because of high scores on standardized tests
(SLS admissions director, personal communication, December 27, 2013). SLS offers
opportunities to enroll concurrently in courses at Chaminade University, Hawaii Pacific
University, Kapiolani Community College or the University of Hawaii at Manoa, according to
the SLS admissions director (personal communication, December 27, 2013).
The academic profile for the Class of 2013 (SLS admissions director, personal
communication, December 27, 2013): Class Size: 98. Median SAT Scores: Critical Reading, 458.
Mathematics, 500. SAT Score Distribution by Scoring Range: Critical Reading: 700-800 (0%).
600-699 (4%). 500-599 (26%). 400-499 (49%). 300-399 (21%). 200-299 (0%). Mathematics:
700-800 (1%). 600-699 (8%). 500-599 (44%). 400-499 (39%). 300-399 (8%). 200-299 (0%).
SLS has a record of graduating students who attend top tier colleges in Hawaii and on the U.S.
Mainland.
College Acceptance from SLS
Ninety-five percent of the class of 2013 gained acceptance to institutions of higher
learning, while the remainder opted for military service, work force, or religious mission (SLS
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admissions director, personal communication, December 27, 2013). The breakdown of their post-
graduation endeavors as of June 2013 (SLS admissions director, personal communication,
December 27, 2013): 4-year University (66%), 2-year College (23%), military service (2%),
work force/religious mission (3%), undecided (6%).
Colleges and universities where SLS graduates have enrolled or gained admission in the
last three years include: Baylor University, California State Polytechnic University, Johns
Hopkins University, Loyola Marymount University, U.S. Military Academy (West Point),
University of California, and the University of Notre Dame. Many high profile and successful
Americans attended SLS.
Great Americans Who Attended SLS
Many great Americans have attended SLS, including: Marcus Mariota, record setting
Oregon Ducks quarterback drafted by the NFL Tennessee Titans; Walter Kirimitsu, SLS
president; Dr. Richard Mamiya; Benny Agbayani, professional baseball player; Dean Pitchford,
songwriter, screenwriter, director, actor; Joseph Caravalho, U.S. Army physician and current
Commanding General of the U.S. Army Medical Research and Materiel Command, Fort Detrick,
Maryland; Neal Blaisdell, who served as mayor of Honolulu; John Burns, who served as
governor of Hawaii; Francis Keala, who served as chief of police of Honolulu; and Duke Aiona,
who served as lieutenant governor of Hawaii.
In spite of this record of excellence in rates of graduation and college acceptance, and in
spite of the long list of successful people who attended SLS, the school is facing declining
enrollment (SLS admissions director, personal communication, December 27, 2013). SLS has
experienced a decline in enrollment for more than 20 years. Catholic high schools in general
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(including those on the U.S. Mainland) have experienced declining enrollment for more than
three decades.
Declining Enrollment at SLS
SLS has fallen from a peak enrollment of 1,200 in the 1980s to a present enrollment of
540 students, according to the SLS admissions director (personal communication, December 27,
2013). SLS needs to enroll 1,200 students (of those 300 international students by fall 2018. If
SLS closes, the state of Hawaii will lose a great institution and the tradition of excellent
Marianist Catholic high school education in Hawaii will be lost (SLS admissions director,
personal communication, December 27, 2013).
The only other Marianist Catholic institution in Hawaii is Chaminade University
(postsecondary institution), adjacent to SLS. Holy Trinity School and Word of Life Academy on
Oahu closed in 2010 (Hawaii News Now, 2010). The closing of the two Catholic schools
displaced more than 400 students (Hawaii News Now, 2010).
The possible closure of SLS due to a failure to close the enrollment gap would impact the
public school system of Hawaii and the economics of Hawaii's public education (SLS admission
director, personal communication, December 27, 2013). Closure of SLS would result in hundreds
of students enrolled in public schools in Hawaii at great cost to the state and impacting class size
and teacher to student ratios, according to the SLS admissions director (personal communication,
December 27, 2013). The mission of Marianist Catholics would be impacted if SLS closes due to
low enrollment (SLS admissions director, personal communication, December 27, 2013).
If the enrollment goal is not achieved and SLS closes, teachers, administrators, and staff
will lose their jobs, according to the SLS admissions director (personal communication,
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December 27, 2013). The Marianists’ mission to motivate students to acquire academic and life
skills to succeed in college and career would be lost to high school students in Hawaii if SLS
closes (SLS admissions director, personal communication, December 27, 2013). Closing the
enrollment gap is therefore essential for the Marianists to perpetuate their faith-based legacy of
educational excellence, according to the SLS admissions director (personal communication,
December 27, 2013).
While SLS has an internal plan to enroll 360 additional domestic Hawaii students, this
still leaves a deficit of 300 international students needed to close the enrollment gap (SLS
admissions director, personal communication, December 27, 2013). International students remain
an under-recruited source of potential students for SLS, according to the SLS admissions director
(personal communication, December 27, 2013). Recruitment of international students will be
sufficient to close the recruitment gap (SLS admissions director, personal communication,
December 27, 2013).
Closing the enrollment gap by recruitment of international students will be based on
tracking enrollment numbers per year, according to the SLS admissions director (personal
communication, December 27, 2013). Closing the SLS enrollment gap will require that SLS
becomes knowledgeable regarding international students (SLS admissions director, personal
communication, December 27, 2013). Education is becoming increasingly international, and
most of the international students enrolling at U.S. schools (including Catholic schools) are from
China (Thomas, 2013).

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Internationalization of Education Among High Schools
Ninety percent of Chinese high school students want to study overseas (Bouchard, 2010).
Approximately 10 million young people take China's college entrance exam each year and only 1
million pass it, according to Bouchard (2010). Attending a college or university in China is a
dream for Chinese youths, and many see attending a U.S. high school as a step toward getting
into a U.S. college or university (Bouchard, 2010).
There are some Eastern aspects of many Asian cultures that are different from the typical
American college applicant, that they should be considered when recruiting in Asia (Recruiting
Abroad, 2014). In the 2010-11 school year, nearly 24,000 high school-age Chinese were studying
in the U.S., more than 15% of the total number of Chinese students in the U.S. overall, up from
virtually none in 2005 (Dillon, 2013).
U.S. middle schools hosted 6,725 Chinese middle school students in 2011, up from just
65 in 2006, according to the Department of Homeland Security (Dillon, 2013). This
phenomenon, known as students "growing younger" in Chinese, is seen as resulting from two
key interrelated factors: (1) the rigidity of the Chinese education system, and (2) a desire to avoid
the gaokao, the country's rigorous college-entrance exam, for which six-day-a-week preparation
begins in 9th grade (Dillon, 2013).
While collectively enrollment from China, South Korea, India, Japan, Taiwan and
Vietnam rose from 27,235 to 42,845, it appears China accounts for most of the growth, according
to Thomas (2013). Chinese parents with more disposable income increasingly view U.S. schools
as a stepping stone to U.S. higher education (Thomas, 2013). Competition for places at top
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Chinese universities is also growing, and not everyone can pass the rigorous entrance exam
(Thomas, 2013).
The most successful schools abroad tailor marketing strategies to fit each country’s
traditions, build and maintain regular correspondence with a network of international contacts,
and translate admissions materials and web pages into other languages according to Martinho
(2014). Whenever possible, conducting in-person or webcam interviews can help ensure that
prospective students are a good fit for the school (Martinho, 2014).
The benefits of increasing international student population go beyond the bottom line of
tuition dollars and enrollment management, according to Martinho (2014). Living and studying
side-by-side with foreign-born classmates exposes American students to new cultures and
traditions, and relationships with other countries can lead to opportunities for sister-school
partnerships, student or teacher exchanges, or even overseas travel, where international students
lead American students on tours of their home countries (Martinho, 2014).
Most of the international students are coming from China, the world’s most populous
nation, where an American higher education has been a ticket to success (Scull, 2013). Chinese
families increasingly are turning their attention to secondary schools as a way for their children
to perfect English and understand American culture before entering college, according to Scull
(2013). Fiercely competitive education systems in East Asia are helping to fuel a culture of study
abroad (Chandler, 2010).
The number of families looking overseas for an alternate way up the career ladder has
dropped in South Korea, but grown in Vietnam and boomed in China, where such students are
called xiao liu xue sheng, or little exchange students, according to Chandler (2010). In the United
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States, they have been called parachute kids, dropping in alone to pursue their degrees
(Chandler, 2010). Study abroad can cost tens of thousands of dollars a year for tuition and living
expenses, but parents consider it a reliable investment because Western degrees and English
fluency are highly valued in the job market in East Asia and America as well (Chandler, 2010).
The global demand for international higher education is set to grow enormously (Hawaii
State Government, 2013). Demand is forecast to increase from 1.8 million international students
in 2000 to 7.2 million international students in 2025, according to the Hawaii State Government
study (2013). Asia will dominate the global demand for international higher education (Hawaii
State Government, 2013). By 2025, Asia will represent 70 % of total global demand and increase
of 27 percentage points from 2000, according to the Hawaii State Government study (2013).
Within Asia, China and India will represent the key growth drivers, generating more than
half of the global demand in international higher education by 2025 (Hawaii State Government,
2013). International students are credited for $115 million direct impact to the Hawaii economy
that includes only college level students according to the Hawaii State Government study (2013).
International students are credited for 2,185 jobs and generated $16.8 million state government
tax revenue (Hawaii State Government, 2013).
International education contributes substantially to several factors, including the
diversification of Hawaii’s economy from tourism, diversification of and increased funding to
Hawaii’s educational institutions, closer regional relationships including regional trade, better
governance and economic development in developing countries through well trained graduates,
and Hawaii’s economic productivity gains by providing local companies access to skilled
domestically trained graduates, according to the Hawaii State Government study (2013).
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Therefore, there is much to gain by recruiting international students to close the enrollment gap
at SLS. Additionally, international students have positive attributes.
Positive Attributes of International Students
East Asians revere education (Koh, 1993). This is a value held not only by the elite but by
all strata of society, according to Koh (1993). Asian mothers would make any sacrifice to help
their children excel in school (Koh, 1993). In Singapore, many parents take leave to help their
children prepare for year-end examinations, according to Koh (1993). As a result, Asian students
consistently outperform their Western counterparts in mathematics and science (Koh, 1993).
East Asian students usually work cooperatively with their classmates, and they generally
view themselves as appendages of their group (Lee, 2011). This statement reflects that students
from East Asia belong to a collectivist culture, according to Lee (2011). Collectivist culture
promotes interdependence, respect for authority, hierarchical roles and relationships, and group
consensus (Lee, 2011). Members of a collective generally promote a sense of group
consciousness and see themselves as a part of the group, according to Lee (2011).
Officials at schools with a significant number of Chinese students have observed that the
students have heightened the sense of competition and achievement (Dillon, 2013). They also
observed that the Chinese students have helped others see a more nuanced and human view of
China, according to Dillon (2013). For many of the Chinese students themselves, it is most likely
the beginning of lives lived abroad, given that the core of their education will have come in
English – without the gaokao (Dillon, 2013).
From as early as the Imperial exam of the Tang Dynasty, it was believed that those who
studied hard and excelled on exams would be rewarded with a high-ranking job in the civil
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service, according to Lee (2011). Especially for the common people, studying served as the only
way for them to rise from their initial social and economic status and join the elite class (Lee,
2011). Students and their parents believe that scoring high on important exams will allow them
to achieve greater goals and climb upward on the socioeconomic ladder, according to Lee (2011).
Thus, parents pay much attention to their children’s education and test scores, especially parents
in Mainland China (Lee, 2011).
In Asia, it is considered rude to show any kind of doubt for elders (Kuwahara, 2005). Age
equals respect, according to Kuwahara (2005). Since grade levels create a system of authority,
those who show disrespect for the older students will receive harsh treatments by them
(Kuwahara, 2005). In American schools, they tend to agree with the older population or do not
show any disagreement with their opinions, according to Kuwahara (2005).
In addition to the economic benefits international students bring to the U.S., they
contribute incalculable academic and cultural value to colleges and universities and to local
communities (Study Travel, 2013). International students build bridges between the U.S. and
other countries, bring global perspectives into classrooms and research labs, and support
innovation through science and engineering course work, making it possible for colleges and
universities to offer these courses to students, according to Study Travel (2013).
For these reasons, international students are ideal towards closing the enrollment gap at
SLS. To close this enrollment gap, parents play a key role in applying to enroll their children at
SLS (SLS Director of Admissions Russell Valente, personal communication, December 27,
2013). The role of parents must be assessed.

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The Role of Parents
Education is perceived as the ticket to a bright future, as an investment with the promise
of a good return, not only for the children themselves, but for parents (Lee, 2010). In securing
this investment parents are willing to make sacrifices to secure a brighter future for their
children, according to Lee (2010). Academic success is equated with financial success, where the
family is able to achieve higher status within the community as well as higher living standards
(Lee, 2010).
Marketers of education to overseas Chinese students are aware of the strong influence
parents have in the students’ choice of education institutions but they must also take note of the
intricacies in the relationships between parents, relatives and children, according to Lee (2010).
Traditional Confucianism intermingled with self-sacrificial tendencies and modern, Western
values make this market segment particularly challenging (Lee, 2010).
For example, while parents are committed to giving the best education and give the
impression that the final decision rests on the children, according to Lee (2010), parents seem in
control behind the scene, and children too seem to defer to their parents. Gaining the blessings of
their parents in their decisions and being filial children are a part of the identity of Chinese
children (Lee, 2010).
Through their parents’ involvement, Chinese children are influenced by their parents’
value on education, parental expectation on their academic endeavor, and the quality of feedback
on their academic performance (Chow & Chu, 2007). Chinese students seek to fulfill their filial
obligation through academic achievement as an important form to repay their parents, according
to Chow and Chu (2007).
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In Chinese communities, parents and teachers are regarded to be authority figures, from
whom children learn the rules of respectfulness (Chow & Chu, 2007). According to Chow and
Chu (2007), Chinese parents are moralistic, rather than psychologically oriented in rearing their
children: to treat their children in terms of whether they live in accordance to the moral criteria,
rather than in terms of sensitivity to their psychological needs.
To protect their children from the pressure of the fierce competition faced by millions of
college-bound exam takers in China, an increasing number of Chinese parents are sending their
sons and daughters abroad, making the country the world’s leading exporter of students
(Zhuoqiong, 2013). Chinese families are in general, knowledgeable about overseas education,
and they have more money to pay for it (Zhuoqiong, 2013).
According to the Center for China and Globalization, a non-profit think tank, in 2010,
nearly 20% of all Chinese overseas students held an academic certificate below the high school
level (Zhuoqiong, 2013). But in 2011, the figure had risen to 22.6%, according to Zhuoqiong
(2013). Those taking the TOEFL exam (an English language test) and the SAT (a college
admissions exam widely used in the U.S.) are becoming younger, with many now aged under 18
(Zhuoqiong, 2013).
When selecting schools, Chinese families emphasize the importance of improving
students' creativity and innovation, while maintaining their individuality, according to Zhuoqiong
(2013). The students and their parents are becoming well-informed about education overseas
(Zhuoqiong, 2013).
Chinese admissions at U.S. private high schools have climbed dramatically over the last
five years, reaching 23,795 last year according to federal figures – up from 4,500 in 2008
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(Thomas, 2013). Parents are not motivated only by a desire to give their children an alternative to
the rote learning that still characterizes much of Chinese education (Thomas, 2013).
They are also creating additional options for their children should there be a discontinuity
in China, according to Thomas (2013). The rise is good news for U.S. private schools which rely
on overseas enrollment as a revenue source (Thomas, 2013). With the rising wealth in China,
more parents want to provide their children with better opportunities and most of the
opportunities start with getting an American education (Orson, 2012). And the second part of
parental motivation is for their children to practice English so they have a better chance of
getting accepted at a prestigious university, according to Orson (2012).
Ambitious and future-oriented parents in other countries treasure the sterling reputations,
college preparatory academics, and vibrant student life found in American boarding schools,
which look to students from China’s budding middle class to fill enrollment gaps left by the
sputtering U.S. economy (Martinho, 2014). Education is regarded as being above everything else
in China.
The beliefs that education, the treasure within, and education, the beauties within, are
deeply rooted into and have become part of China’s tradition and Chinese culture (Wang, 2007).
For young Chinese students, the most important factor that their families first consider is a safe
environment, according to Wang (2007). When a Chinese family is thinking about sending their
child to study overseas, normally there are two things they always ask. What is your school’s
hardware like? What is your school’s software like? (Wang, 2007).
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What Chinese students’ parents mean or they want to know are about the standard of the
school’s facilities and teaching quality, according to Wang (2007). For Chinese people, the
hardware refers to the school’s appearance, the facilities and location, and the software refers to
a school’s academic program and support services and caring, including the Tertiary Education
Ranks of its students (Wang, 2007).
It is part of the traditional Chinese culture that parents wish their children to be
successful ‘dragons’ in their future career, according to Wang (2007). A combination of
increasing wealth, as the nation rapidly transitions to a knowledge-based economy, and the
prestige of an overseas education, has influenced a reported 90% of affluent Chinese parents that
sending their children to an English-speaking country is worth the investment (Higher Education
Marketing, 2013).
As desire for a foreign education soars, interest in the ultra-competitive gaokao Chinese
college entrance exam is shrinking, according to Higher Education Marketing (2013). Education
is a national priority in China, representing a $250 billion annual investment in “human capital”
(Higher Education Marketing, 2013).
Chinese intellectual tradition is largely influenced by Confucian beliefs, which are also
prevalent in general in Chinese culture (Wang, 2013). Chinese students are taught that a
deficiency can be overcome with diligence from their childhood by parents and schools, and this
belief is considered to be a major contributing factor to success, according to Wang. For most
Chinese students, their purposes of learning are mainly to perfect themselves socially and to
satisfy their parents (Wang, 2013).
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For most Chinese parents, their children’s school performances are among their major
responsibilities, according to Wang (2013). One of measurements of the success of parental
involvement is children’s good performance in schools (Wang, 2013). Further, parents hope that
their children will achieve maximum success in society as they expected, according to Wang
(2013).
Chinese parents strongly recognize that learning and schooling definitely involve hard
work and efforts and are necessary for their children’s overall future successes, especially in
attaining careers and social mobility (Wang, 2013). Parents feel that they need to provide direct
teaching or tutoring by checking over their children’s homework, having them redo homework,
assigning to extra supplementary work, and having their children groups or after-school
academic programs, according to Wang (2013). Generally, Chinese parents place much stress on
their children’s self-esteem (Wang, 2013).
In addition, Chinese parents emphasize mastery of specific academic skills and high
performances, and direct parental involvement may be regarded as relevant and perhaps
necessary to ensure that these objectives are met, according to Wang (2013). Although many
studies point that parents’ high expectations can explain Chinese children’s successes, they have
also revealed the importance of parental involvement and investment in schooling (Wang, 2013).
In the Chinese community, parental expectations of their children's future place a high
value in the socialization of their children (Leung & Shek, 2010). There is a popular Chinese
maxim of “wang zi cheng long” (expecting the son to become dragon) that truly reflects the
essence of parental expectations of their children's future, with the dragon symbolizing
“supremacy” in Chinese culture, according to Leung and Shek (2010).
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Parental expectations of their children's future are deeply shaped by Confucian
philosophy in Chinese culture (Leung & Shek, 2010). The importance of education and
scholarship, as well as emphasis of effort, are central features in Confucian thoughts, according
to Leung and Shek (2010). Apart from serving the instrumental purpose of climbing up the social
ladder, education possesses special meaning for the fulfillment of two fundamental Chinese
values: human malleability and self-improvement (Leung & Shek, 2010).
Children are socialized with the saying like “wan ban jie xia pin, wei you du shu gao” (all
jobs are low in status, except study which is the highest), according to Leung and Shek (2010).
Among the Chinese beliefs of education, effort is greatly emphasized in Chinese culture (Leung
& Shek, 2010). The Chinese sayings of “qin you gong, xi wu yi” (reward lies ahead of diligence
but nothing is gained by indolence) and “qin neng bu zhou” (diligence is a means by which one
makes up for one’s dullness) reflect the importance of effort in Chinese beliefs, according to
Leung and Shek (2010).
Apart from education, family obligation is also an important feature embedded in
Chinese culture (Leung & Shek, 2010). In the Chinese tradition, Confucianism shapes the
development of families and provides both structural and functional implications on family
processes and parent - child relationships, according to Leung and Shek (2010). Parents are
expected to have clear expectations of their children, with emphasis on societal and cultural
inclinations prior to fulfillment of individual needs (Leung & Shek, 2010).
The traditional approach to Chinese parenting isn’t just about strict rules (Wang, 2013).
Moral development is one of the most important characteristics in Confucian philosophy,
according to Wang (2013). Therefore, parents view controlling and monitoring children’s
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activities as an act of love and which will benefit them in the future (Wang, 2013). One example
of the traditional Chinese parents to express their expectations is through “Chiao shun” (training
children in an appropriate expected behaviors) and “guan”(to love and to govern), according to
Wang (2013).
Parental expectations are based on an assessment of the child’s academic capabilities as
well as the available resources for supporting a given level of achievement (Wang, 2013). In
terms of younger generations, the scholars expressed that parental expectations are a key
mechanism by which parental socioeconomic status is transmitted to them, according to Wang
(2013). For example, middle class children are performing better, because these parents build a
good social network or use monetary influences in order to let their children have access to
schools (Wang, 2013).
Parental satisfaction is determined by children’s future outcomes and returns to the
household, and they bet it all on colleges for their children because they think the investment is
worthwhile (Wang, 2013). Therefore, most parents devote more to their sons than daughters in
education and expect to have a larger return from them no matter if the cost of education is
higher or the access to school is less, according to Wang (2013).
For most Chinese parents, their children’s school performances are among their major
responsibilities (Wang, 2013). One of measurements of the success of parental involvement is
children’s good performance in schools, according to Wang (2013). Further, parents hope that
their children will achieve maximum success in society as they expected (Wang, 2013).
Chinese parents strongly recognize that learning and schooling definitely involve hard
work and efforts and are necessary for their children’s overall future successes, especially in
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attaining careers and social mobility, according to Wang (2013). Education is considered a family
business, an interdependent process for many Chinese families (Huang & Gove, 2012).
Though children are responsible for their own educational success, Chinese parents
believe that their children’s educational achievement is greatly influenced by their parenting
practices as well, according to Huang and Gove (2012). They believe that they have the
obligations and responsibilities to help build their children’s success in education (Huang &
Gove, 2012).
When parents have a difficult time exerting influence over their children’s academic
success, they may regard themselves as a failure as a parent, according to Huang & Gove (2012).
They take their children’s academic failure as their own responsibility because they feel that they
did not do their best to work with their children (Huang & Gove, 2012).
Knowledge, Motivation and Organization Barriers to Closing the Gap
Parents faced barriers to applying to enroll their children. These included knowledge,
motivation and organization barriers.
Knowledge
Parents needed to know the benefits of applying to enroll their children (SLS admissions
director, personal communication, December 27, 2013). Of particular interest was the knowledge
of what factors pull parents towards applying for enrollment or push parents of away from
applying for enrollment, according to the SLS admissions director (personal communication,
December 27, 2013). This knowledge is vital to parents closing the enrollment gap (SLS
admissions director, December 27, 2013).

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Formulating a Methodological Process
Parents will not apply to enroll their children without knowledge about SLS. Empirical
data was collected by a researcher relevant to factors likely to influence international students'
choice of study destinations – a key component that addresses a knowledge barrier that parents
face in not knowing the benefits of applying to enroll their children. This was assessed as it is
linked to factors that pull parents to apply to enroll their children, or push parents away from
applying to enroll their children.
Choice of Study Destinations
Four country studies enabled an investigation of the factors likely to influence
international students' choice of study destinations (Ozturgut, 2013). Conducted from 1996-2000,
these studies were undertaken on behalf of the Australian Education International (AEI), of the
Department of Education, Training and Youth Affairs (DETYA), according to Ozturgut (2013).
These studies can be applied to high schools in the U.S. as well, including Catholic schools. The
first of these studies, according to Ozturgut (2013), surveyed students from Indonesia and
Taiwan. Undertaken in 1996, the study surveyed 780 prospective international students, 53 per
cent from Indonesia and 47 per cent from Taiwan. The second study was undertaken in India in
1999, using a sample of 152 prospective postgraduate students (Ozturgut, 2013).
A third study was undertaken in China using a sample of 689 prospective undergraduate
and postgraduate students, according to Ozturgut (2013). In all, a total of 2,485 students were
surveyed, including those bound for secondary school, vocational education and training (VET)
programs, English Language Intensive Courses for Overseas Students (ELICOS), as well as
undergraduate and post-graduate studies (Ozturgut, 2013).
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Data were gathered using a questionnaire translated into the student’s native language
(i.e. Bahasa in Indonesia and Mandarin in China and Taiwan), according to Ozturgut (2013). All
questionnaires were back translated prior to distribution in the field, and a common set of items
was used in all surveys enabling comparisons across the four countries (Ozturgut, 2013).
Prior to undertaking the surveys, according to Ozturgut (2013), focus group discussions
were undertaken with students at different levels (i.e. school, VET College, ELICOS and
university). The focus groups discussed the nature of student decision-making in greater depth,
and in many cases – particularly Indonesia, Taiwan and China – these discussions were
undertaken via use of an interpreter (Ozturgut, 2013).
Purpose of the Studies
The purpose of the studies was to identify reasons why students selected a particular
study destination, according to Ozturgut (2013). Sampling procedure was undertaken on a
convenience basis, usually through assistance from local schools, colleges and recruitment
agencies (Ozturgut, 2013).
Students who completed the questionnaire, according to Ozturgut (2013), had made a
firm commitment to study abroad and had usually demonstrated their desire to do so by enrolling
in a pre-departure program (i.e. language training course such as TOFEL or a program such as
the GMAT). The purpose of this study was to find out the best practices for recruiting and
retaining international students on U.S. campuses (Ozturgut, 2013). Qualitative research was
used to gather and analyze data, according to Ozturgut (2013).

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Surveys
One hundred and sixty U.S. institutions hosting international students with the largest
number of international students on their campuses in 2010 were selected for this study
(Ozturgut, 2013). To find out current practices and performances in recruitment and retention, the
top 40 institutions with the largest numbers of international students on their campuses from each
Associate’s, Baccalaureate, Master’s, and Doctoral institutions were surveyed, according to
Ozturgut (2013).
Each of the 160 institutions were emailed with a link (SurveyMonkey) asking to fill in a
survey (Ozturgut, 2013). Two questions were asked for survey: (a) Please list five best practices
your institution is currently utilizing to recruit international students and (b) Please list five best
practices your institution is currently utilizing to retain international students for survey and
collection of data, according to Ozturgut (2013). Survey questions were sent to the university
administrative personnel related to international admissions (Ozturgut, 2013).
The participants of the survey were university administrators working with the
international students and international academic programs, for example, vice president, director,
associate and assistant directors of international programs, and director, associate and assistant
directors of international admissions, according to Ozturgut (2013). Responses were kept
anonymous and confidential (Ozturgut, 2013). Out of 160 institutions surveyed, 22 doctoral, 14
Masters, 9 Baccalaureate, and 8 Associate’s institutions responded to the survey, according to
Ozturgut (2013).

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Survey Data Analysis
Data collected through this study was analyzed inductively and deductively (Ozturgut,
2013). A list of thematic codes was developed based on an initial read of the survey responses,
according to Ozturgut (2013). Inductive analysis was conducted through “discovering patterns,
themes, and categories in one’s data” and deductive analysis was conducted through some of the
categories developed according to an existing framework, which is the review of recent related
literature (Ozturgut, 2013).
The researcher utilized preliminary research and related literature as the guidelines for the
data analysis, according to Ozturgut (2013). This early grounding and planning can be used to
suggest several categories by which the data could initially be coded for subsequent analysis
(Ozturgut, 2013). As the researcher read and reread the data in depth, multiple themes emerged
in addition to the themes that were derived from the researcher’s insider sense of issues that
would occur in real life, according to Ozturgut (2013).
The codes after the initial read were shifted and modified as the researcher reread and
rethought the data (Ozturgut, 2013). For example, preparing brochures for international student
recruitment was categorized under “Marketing” theme, according to Ozturgut (2013). Providing
“counseling services” was categorized under “Campus Resources” theme (Ozturgut, 2013).
Further engagement with the data helped generate the final themes, and these themes then
became buckets or baskets into which segments of text are placed and provided a basis for the
analysis (Ozturgut, 2013).

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Findings from Surveys
The responses indicate that the presences of international institutions surveyed are
providing the best services that they can to make these students feel welcome (Ozturgut, 2013).
International students are not simply recipients of services provided to them by these institutions
but rather are partners both benefiting from this exchange, according to Ozturgut (2013).
Even though there are successful practices, recruitment and retention of international
students require a personal approach and this was not highlighted in any of the responses
(Ozturgut, 2013). This personal approach requires the involvement of all stakeholders both on
and off campus, according to Ozturgut (2013).
For example, any effort that fails to take culture into account is bound to give an
incomplete and inconclusive understanding of the international student and recruitment in the
overall picture of internationalization of postsecondary institutions as it is a complex issue
(Ozturgut, 2013). With the diversity of the stakeholders involved, individual cultural and or
national groups have to be treated differently, according to Ozturgut (2013).
Strategic planning has to be done accordingly, and faculty and staff have to be hired and
trained accordingly with a specific emphasis on cross-cultural competency (Ozturgut, 2013).
Without a personal approach to recruitment and retention, international students will not
necessarily be simply attracted to an American university but rather, will explore other study
abroad opportunities that are easily available around the world, according to Ozturgut (2013).
The global pattern of international student flows may be explained by a combination of
push and pull factors that encourage students to study overseas (Mazzarol & Soutar, 2001). Push
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factors operate within the source country and initiate a student’s decision to undertake
international study, according to Mazzarol and Soutar (2001).
Pull factors operate within a host country to make that country relatively attractive to
international students (Mazzarol & Soutar, 2001). Some of these factors are inherent in the
source country, some in the host country and others in the students themselves, according to
Mazzarol and Soutar (2001). The students from the four countries identified at least eight factors
that motivate a student to study abroad and these factors appear to be important, regardless of the
source country involved (Mazzarol & Soutar, 2001).
Investigations of the push factors that motivate the decision to study overseas highlighted
four influences, according to Mazzarol and Soutar (2001). The first was a perception that an
overseas course of study is better than a local one (Mazzarol & Soutar, 2001). This factor was
identified during a series of focus group discussions undertaken as part of an Australian
Government study with international students from Taiwan and Indonesia, and supported by
subsequent discussions with students from India and China, also undertaken for the Australian
Government, according to Mazzarol and Soutar (2001).
The next two factors were related to a student’s ability to gain entry to local programs
(Mazzarol & Soutar, 2001). If it were difficult for them to gain entry to particular study programs
within their own country or the program they wished to enter was unavailable in their own
country, then they would choose to study internationally, according to Mazzarol and Soutar
(2001). Two other factors that were found to influence a student’s decision to study overseas was
a desire to gain a better understanding of the West and an intention to migrate after graduation
(Mazzarol & Soutar, 2001).
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These are important issues for educational institutions to consider when developing an
international marketing strategy, according to Mazzarol and Soutar (2001). The better knowledge
or awareness a student has of a particular host country, the more likely they will select it as a
study destination (Mazzarol & Soutar, 2001). This is not surprising and may explain why so
many students from particular source countries choose to study where they do, according to
Mazzarol and Soutar (2001).
A major factor in explaining the popularity of the U.S. as a host country for many of the
world’s international students is the general knowledge people throughout the world have of
America (Mazzarol & Soutar 2001). American domination of the world’s media and news
services in the second half of the 20
th
century has assisted in this process, as has film and
television, according to Mazzarol and Soutar (2001).
The decision to study abroad is frequently a family decision that involves several
decision-makers (Mazzarol & Soutar, 2001). Parental influence is particularly strong among
undergraduate students when they are choosing a destination country, according to Mazzarol and
Soutar (2001). In a series of focus group sessions with students from Indonesia and Taiwan, the
importance of parental involvement in the decision-making was highlighted (Mazzarol & Soutar,
2001).
Among the students from Taiwan, the role of parents and family as influencing forces
was also highlighted (Mazzarol & Soutar, 2001). Because many parents or relatives in Taiwan
had studied in the U.S. or had a closer affinity with that country, they were more likely to
influence students towards the U.S. than to other potential host countries, according to Mazzarol
and Soutar (2001).
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In considering the importance of family or friends recommendations to international
student study destination choice it should be noted that strong alumni can be a valuable source of
referral for education institutions (Mazzarol & Soutar, 2001). The social links that emerge when
a student has family or friends who have studied or are studying in a host country is another
important influence on destination choice, according to Mazzarol and Soutar (2001).
The cost of an international education must be measured through the direct cost of fees,
the cost of living and other indirect factors, such as the opportunity cost of studying at home or
not studying at all (Mazzarol & Soutar, 2001). In addition to the direct cost of fees and living
expenses, students need to consider whether they can work part time during their period
overseas, according to Mazzarol and Soutar (2001).
Many host countries offer students the right to undertake a certain amount of part time
work under their visas (Mazzarol & Soutar, 2001). For many students this is a means to make the
cost of obtaining an international education possible, according to Mazzarol and Soutar (2001).
This present research suggests that cost is evaluated on such issues, as well as additional factors,
such as the cost of air travel to the host country, the level of crime, the presence of racial
discrimination and whether the host institution accepts existing qualifications for entry into study
programs (Mazzarol & Soutar, 2001).
The existence of an established population of international students within a host country
is also part of this cost assessment, according to Mazzarol and Soutar (2001). This appears to be
due to a perception that such a population will make it easier for the student to become accepted
(Mazzarol & Soutar, 2001). All these variables can be combined into a dimension that measures
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students’ assessment of the overall cost of one host country compared to another, according to
Mazzarol and Soutar (2001).
The local environment also influences the attractiveness of a host country (Mazzarol &
Soutar, 2001). The climate, the lifestyle and whether the country is viewed as being quiet or
studious were seen as aspects of this environment, according to Mazzarol and Soutar (2001).
In relation to the factors influencing the attractiveness of a particular host institution, the
findings also suggest that while both international and Australian students feel that having their
qualifications recognized by future employers after graduation is important, international
students were more influenced by several key factors (Mazzarol & Soutar, 2001).
For example, an institution’s reputation for quality and an institution’s links to alliances
with other institutions familiar to the student are factors, according to Mazzarol & Soutar (2001).
Other key factors include: an institution’s reputation for having high quality staff, an institution’s
alumni base and word of mouth referral process, the number of students enrolled at the
institution, and whether an institution is willing to recognize students’ qualifications (Mazzarol
& Soutar, 2001).
Programs of study offered by a school are important to perspective students from Asia,
according to Recruiting Abroad (2014). Asian students have selected their career path by age 18
(Recruiting Abroad, 2014). This is a key cultural difference, according to Recruiting Abroad
(2014). An Asian student is more likely to feel like more can be gained from an education, if the
end-goal is determined before the first day of class (Recruiting Abroad, 2014).
Recruiting Abroad (2014) outlines key points to consider when developing an effective
recruiting strategy. Involving parents in recruiting (parents are sending their students to America
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because they feel like an American degree will make their child more employable) is a key point,
according to Recruiting Abroad (2014). School reputation is important to parents as well
(Recruiting Abroad, 2014). According to Recruiting Abroad (2014), another key point is creating
publications in local languages (while younger individuals that plan to study in the U.S. likely
have some level of English proficiency, often their families do not).
Being able to share the merits of the school with the family can go a long way toward
gaining additional support (Recruiting Abroad, 2014). Two major factors sustain Chinese interest
in pursuing an education (Recruiting Abroad, 2014). First, due to the severe competition of the
gao kao (national college entrance exam), more families turn to overseas schools as a viable and
less stressful option for their children, according to Recruiting Abroad (2014).
Second, Chinese students continue to show interest in living abroad, and the U.S. remains
the most popular destination (Recruiting Abroad, 2014). Universities and some boarding schools
have drawn heavily from overseas, but aggressive international efforts are becoming more
common for other American prep schools, eager to recruit from among rising numbers of East
Asian students capable of paying full fare (Chandler, 2010).
More private schools are posting ads in foreign newspapers, redesigning their web sites in
multiple languages and taking part in recruiting fairs, where they promise to provide language
training, and the right mix of course work and extracurricular activities to enhance college
applications, according to Chandler (2010). The pursuit of international students is a venture that
requires perseverance, a willingness to learn the terrain, a focused recruitment approach, and a
keenly honed communication plan in order to yield results (Noel-Levitz, 2008).
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Experienced international recruiters agree that no school should embark on this venture
until it has defined its goals and is ready to make a three-to-five-year commitment of time,
resources, and personnel, according to Noel-Levitz (2008). The key to successful international
recruitment is the development of a long-term strategy (Noel-Levitz, 2008). A campus needs to
be able to articulate why it wants international students, and how its academic programs match
up with the goals of international students coming from various regions and countries, according
to Noel-Levitz (2008).
Once a school commits itself to recruiting in a given area, it’s essential that recruiters
develop an understanding of that country and region, including its educational programs and
grading systems (Noel-Levitz, 2008). Thanks to the web, email, and online applications, it’s
easier to stay in touch with international students, according to Noel-Levitz (2008). Timeliness
and efficiency are keys to handling paperwork and notification of admission for international
students, who need time to acquire visas and other documents in order to enter the U.S. (Noel-
Levitz, 2008).
Chinese families want to know about a school's test scores, but are more interested in
how many advanced placement classes the school has, and how many students are accepted to
college (Canfield, 2011). Chinese students look at America as a steppingstone toward a U.S.
private school to finish out high school, and a U.S. university as place to immerse themselves in
the English language, according to Canfield (2011).
Patience is required when developing strategies for Chinese student recruitment (higher
Education Marketing, 2013). China's economic ascent has created millionaires and an ambitious
middle class with a taste for luxury, which includes a world-class education, according to Higher
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Education Marketing (2013). Sophisticated students are attracted by brand prestige and the
perceived elite status of U.S. schools (Education Marketing, 2013).
Schools in America might appeal to these preferences by investing in glossier
promotional materials that emphasize a beautiful campus and historic surroundings, famous
graduates, and world-class instructors, according to Higher Education Marketing (2013). Chinese
students are likely to demand technology in the classroom, state-of-the-art facilities and
innovative technological integration (Higher Education Marketing, 2013).
International students who otherwise would not be able to study abroad have the
opportunity at U.S. high schools (Berman, 2014). Learning English at a younger age, in an
English-speaking environment, is easier and goes faster, according to Berman (2014). The
students can excel and get excellent grades, bolstering self-esteem (Berman, 2014). U.S. schools
allow for greater individualization and pursuit of the student's own interests, according to
Berman (2014). The experience helps a student mature and become more independent.
The U.S. high school experience facilitates admission into a good U.S. college (Berman,
2014). China’s sheer numbers make it enticing to recruiters (Hu, 2012). China, South Korea and
India are the top generators of students to the U.S., but China is seen as the only source of
growth at this point, according to Hu (2012).
A total of 56,976 Chinese students enrolled in the U.S. as undergraduates in 2010-11,
compared with 9,988 in 2006-07 (Hu, 2012). Entrance to the top Chinese universities is tough, so
parents send their children to schools in the U.S. for their high quality and the chance to become
proficient in English, a valuable skill, according to Hu (2012). A booming trend is to attend elite
private high schools overseas in order to get into a top western university (Huang, 2012).
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For example, the number of Chinese students who studied in American private high
schools has increased more than 100 times, from 65 in the 2005-06 academic year to 6,725 in
2010-11, according to Huang (2012). Prestige is important for Chinese students (White, 2011).
However, prestige is not the only factor, especially for less academically gifted students who
might look at the level of English-language support available to them along with the perceived
ease of admission.
Costs and location also matter, according to White (2011). Personal security is also a
concern (White, 2011). Job prospects concern Chinese parents, and parents hope their son or
daughter finds a job or practical training, preferably paid, but perhaps unpaid, in the foreign
country after graduation, according to White (2011). Prospective students and their parents want
to know about your school in Chinese (Tassa, 2012).
How does the school recruit domestic students? Often it’s with a flashy website where
prospective students learn about the school, prominent alumni, student life, and the application
requirements, according to Tassa (2012). Offer the same online experience for prospective
Chinese students and their parents (Tassa, 2012).
Chinese parents are often involved with their child’s college decision, so rather than
alienate them from the process, offer information in Chinese, so parents can play and informed
and active role in the process, according to Tassa (2012). Many schools have text intensive
international pages that are challenging to navigate for students (Tassa, 2012). Pre-arrival live
English practice is important and it has to be driven by the school, as awareness levels among
Chinese students about English classroom environments is low (Tassa, 2012).
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By pairing up with trusted language partners that offer English-speaking practice
environments, and peer connections with domestic student ambassadors, Chinese students will
be set up for success at the school, according to Tassa (2012). Respond to students' questions
promptly. By responding to students' questions live, the school is more likely to drive interest
and applications (Tassa, 2012).
China has the world’s largest online population of over 500 million and Chinese students
usually start their school research from the Internet (Huang, 2012). They normally start with
Chinese search engine Baidu, which accounts for 80% of China’s search engine market. Baidu
offers search engine advertising similar to Google’s AdWords, according to Huang (2012).
Within the context of international students as an under-recruited source of potential students at
SLS, empirical research shows that parents make the final decision as to which school to apply
and enroll their children at abroad.
Their children may express a preferred choice of a study destination, but parents provide
the money and other resources to educate their children abroad. Of particular interest were
factors that motivate parents to apply to enroll their children abroad, and specifically, factors that
motivate parents to apply to enroll their children at SLS.
Motivation
Parents need to be motivated to apply to enroll their children. Parents were not focused on
applying to enroll their children. Of particular interest were factors that motivate parents to apply
to enroll their children. Those factors needed to be identified, assessed and applied to motivate
parents to apply to enroll their children. Also of interest was the motivation that drives parents to
exert influence upon their children to attain a quality education abroad, and a successful career
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after graduating from a top tier institution, especially in the U.S. An American education is
highly coveted by parents.
Parents' expectations of their children studying abroad was of particular interest,
especially as it pertains to Confucianism and the general belief amongst parents that parents live
through their children and therefore want the best education for their children to ensure a desired
level of social mobility. This was assessed.
Organization
SLS was not focused on recruiting international students. SLS does not know how and
when to recruit international students. SLS does not know how and when to implement which
marketing strategies (i.e. print and online in Chinese). SLS does not have residential housing for
international students. Of particular interest was what SLS needs to do as an organization to
convince parents to apply to enroll their children. This was assessed. In terms of perspective,
SLS as an organization must study and understand key aspects of Chinese culture, and
specifically Confucianism, within the context of why parents value their children's quality of
education and future social mobility and status as perceived by relatives, friends, co-workers and
others in the sphere of influence in China. Further, parents place value especially on their
children earning a quality education at elite schools in America.
Summary of Reviewed Literature
The literature reviewed in this chapter revealed that Catholic schools provide a quality
education and foster social responsibility. Catholic schools have high graduation rates, high
scores on standardized tests, and high rates of college placement. However, Catholic school
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enrollment is declining overall, including at SLS. Towards closing this enrollment gap, parents
play a key role.
To achieve the goal of closing the enrolment gap, parents must have knowledge,
motivation, and organization support from SLS. Of particular interest was the knowledge gap,
because presently, parents do not know about the benefits of applying to enroll their children.
The purpose of this study was to close this knowledge gap, towards closing the enrollment gap.
To close this knowledge gap, parents must be provided with knowledge about the benefits of
applying to enroll their children.

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CHAPTER III
METHODS
Survey Methodology
The purpose of the gap analysis study was to use survey and interview methodology to
determine what factors may pull parents in China towards applying to enroll their children, or
push parents away from applying to enroll their children. This information is vital towards
closing the enrollment gap at Saint Louis School (SLS). Survey methodology was appropriate
because the goal of the study was to acquire knowledge from parents in China towards
convincing them to apply to enroll their children.
This study utilized quantitative and qualitative methodology because, to close the
enrollment gap, parents will need to know about the benefits of applying to enroll their children,
a quantitative question that requires quantitative data to answer. Additionally, two open-ended
questions were included in the survey and interviews were conducted, so that the parents could
add any features that were not included in the survey quantitative items.
Purpose of the Study and Questions
The purpose of this study was to conduct a gap analysis to understand how to increase
enrollment at SLS, which is 50% below the targeted enrollment of 1,200 students, with half of
that gap to be closed by the successful recruitment of 300 international students (25% of total
enrollment). The analysis focused on causes for this problem, including gaps in the areas of
knowledge, motivation, and organization issues. The analysis began by generating a list of
possible or assumed causes and then examining these causes systematically to focus on actual or
validated causes. The primary stakeholders were parents of children from China, while other
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stakeholders included the SLS faculty, administration, alumni, trustees, and the Marianist
Province of the United States.
This study was guided by the following research questions:
1. What are the knowledge, motivation and organization causes that are barriers to
parents applying to enroll their children at SLS?
2. What are the recommended knowledge, motivation, and organization solutions to
overcome those barriers?
Framework for the Study
Within the context of identifying the potential causes and solutions to close the
enrollment gap at SLS, Clark and Estes (2008) gap analysis was applied. This gap analysis
framework focuses on an analytical, detailed method that clearly defines organization goals and
identifies the gap between the actual performance level and the preferred performance level in an
organization.
Assumed causes for the performance gap were identified based on a survey, scanning
interviews, learning and motivation theory, and the background and review of the literature
conducted by the researcher. This gap analysis examines parent knowledge (factual, conceptual,
procedural, metacognitive) assumed causes, motivation (choice, persistence, effort) assumed
causes, and organization (organization models, organization settings) assumed causes.
Solutions, based on extensive research, were recommended and evaluated in this process.
To close the enrollment gap, parents in China have to be convinced to apply to enroll their
children at SLS.
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Interview and survey instruments were used to acquire data from parents. The interviews and
survey results will provide SLS with knowledge of the most important factors that may pull
parents to apply to enroll at SLS or push parents away from applying to enroll their children.
Data collected from interviews and the survey of parents will become a knowledge base for SLS
to convince parents in China to apply to enroll their children at SLS.

Figure 1.Gap Analysis Process. Gap Analysis Utilizes Quantitative and Qualitative Methods of
Gathering and Analyzing Data (Clark and Estes, 2008).

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Assumed Causes of the Enrollment Gap
Factual knowledge: Factual knowledge refers to the basic elements that individuals must
know to be acquainted with a discipline or solve problems in it (i.e. knowledge of terminology,
knowledge of specific details and elements) (GSC Literacy Committee, 2014).
Conceptual knowledge: Conceptual knowledge encompasses the interrelationships
among basic elements within a larger structure that enable them to function together (i.e.
knowledge of classifications and categories, knowledge of principles and generalizations,
knowledge of theories, models and structures).
Procedural knowledge: Procedural knowledge refers to how to do something; methods
of inquiry, and criteria for using skills algorithms, techniques and methods (i.e. knowledge of
subject specific skills and algorithms, knowledge of subject specific techniques and methods,
knowledge of criteria for determining when to use appropriate procedures) (GCS Literacy
Committee, 2014).
Metacognitive knowledge: Metacognitive knowledge is knowledge of cognition in
general, as well as awareness and knowledge of one’s own cognition (i.e. strategic knowledge,
knowledge about cognitive tasks, including appropriate contextual and conditional knowledge,
self-knowledge) (GCS Literacy Committee, 2014).
Scanning Interviews
Knowledge. Parents may face a factual knowledge gap in not knowing the benefits of
applying to enroll their children at SLS. It was therefore important to create an assessment
designed to reveal the knowledge that is vital to convincing parents to apply and enroll their
children. The assessment should include appropriate measures that will assist parents to decide
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whether or not to apply and enroll their children. The assessment measures should include both
quantitative survey measures as well as interviews of parents who may potentially be eligible to
enroll their children so that SLS can identify push or pull factors to recruit international students.
Motivation. To close the enrollment gap, parents may have to be motivated. This is
crucial towards closing the motivation gap that may be a barrier for parents towards closing the
enrollment gap. In the spirit of “moving” parents in a successful direction towards closing the
enrollment gap, empirical evidence is needed to identify any motivation gap that may be a barrier
for parents to applying and enrolling their children.
Therefore, assessing the motivational gap of parents with empirical evidence is crucial
towards closing the enrollment gap. If parents lack the motivation to apply and enroll their
children, then this barrier will prevent SLS from achieving their enrollment goal. It was therefore
important to assess the motivational gaps of parents to close the enrollment gap because, given
the size of the enrollment gap, it was assumed that parents may not be focused on applying to
enroll their children at SLS.
Motivation Theory
In the early 1940s, Abraham Maslow created his theory of needs (Mind Tools, 2014).
This model identified the basic needs that human beings have in order of their importance:
physiological needs, safety needs, and the needs for belonging, self-esteem and self-actualization
(Mind Tools, 2014). David McClelland built on this work in his 1961 book, "The Achieving
Society" (Mind Tools, 2014).
McClelland identified three motivators that he believed we all have: a need for
achievement, a need for affiliation, and a need for power (Mind Tools, 2014). People will have
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different characteristics depending on their dominant motivator (Mind Tools, 2014). According
to McClelland, these motivators are learned (Mind Tools, 2014). McClelland wrote that,
regardless of our gender, culture, or age, we all have three motivating drivers, and one of these
will be our dominant motivating driver (Mind Tools, 2014).
This dominant motivator is largely dependent on our culture and life experiences (Mind
Tools, 2014). Within the context of motivation theories of Maslow and McClelland, parents have
physiological needs (food, water, breathing), safety needs (financial security, health wellness),
and the needs for belonging, self-esteem (accomplishment, prestige, personal worth) and self-
actualization (developing to the full stature of which they are capable) (Mind Tools, 2014).
Parents want the same for their children studying abroad, and thus live through their children.
Parents benefit from their children's educational achievements and success as working
professionals within the context of social mobility and social status.
Organization. SLS may not be focused on recruiting international students. SLS may not
know how to recruit international students or what organizational changes could be made
towards successfully recruiting from China, like building campus accommodations to house
international students. Of particular interest is identifying what SLS needs to do as an
organization to convince parents to apply to enroll their children. SLS's readiness for change may
underpin future success in this regards, as international students are an under-recruited source of
potential students that can potentially close the enrollment gap at SLS.
Organization Theory
Within the context of international students as an under-recruited source of potential
students, SLS must be ready for change to close the enrollment gap by recruiting international
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students for the fall 2018 session. SLS's readiness for change in recruiting international students
needs to be assessed. Organization readiness for change is not only a multi-level construct, but a
multi-faceted one (Weiner, 2009).
Organization readiness refers to organization members' change commitment and change efficacy
to implement organization change, according to Weiner (2009). Change commitment refers to
organization members' shared resolve to pursue courses of action involved in change
implementation (Weiner, 2009). Because implementation is often a team sport, problems arise
when some feel committed to implementation but others do not, according to Weiner (2009).
Organization members can commit to implementing an organization change because they
want to, because they have to, or because they ought to (Weiner, 2009). Commitment based on
“want to” motives, according to Weiner (2009), reflects the highest level of commitment to
implement organization change. Change efficacy refers to organization members' shared beliefs
in their collective capabilities to organize and execute the courses of action involved in change
implementation (Weiner, 2009).
Coordinating action across many individuals and groups and promoting organization
learning are good examples of collective (or conjoint) capabilities, according to Weiner (2009).
Efficacy judgments refer to action capabilities and efficacy judgments are neither outcome
expectancies nor assessments of knowledge, skills, or resources (Weiner, 2009). Change efficacy
is higher when people share a sense of confidence that collectively they can implement a
complex organization change, according to Weiner (2009).
Organization readiness is likely to be highest when organization members not only want
to implement an organization change and but also feel confident that they can do so (Weiner,
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2009). Consistent leadership messages and actions, information sharing through social
interaction, and shared experience, including experience with past change efforts--could promote
commonality in organization members' readiness perceptions, according to Weiner (2009).
Social cognitive theory suggests that when organization readiness for change is high,
organization members are more likely to initiate change (i.e. institute new policies, procedures,
or practices), exert greater effort in support of change, and exhibit greater persistence in the face
of obstacles or setbacks during implementation (Weiner, 2009). When organization readiness is
high, organization members exhibit more pro-social, change-related behavior, actions supporting
the change that exceed job requirements or role expectations (Weiner, 2009).
Assumed Causes from the Review of the Literature
Knowledge
The assumed causes for this enrollment gap include parent knowledge. The knowledge
types that may underpin the enrollment gap may include factual knowledge, conceptual
knowledge, procedural knowledge, and metacognitive knowledge. For example, it is possible
that parents may face a factual knowledge gap in not knowing the benefits of applying to enroll
their children at SLS. Further, it is possible that parents may lack procedural knowledge in
knowing how to acquire information about the benefits of applying to enroll their children.
Lastly, it is possible that parents may lack the metacognitive knowledge that is vital to knowing
when and how to apply to enroll their children (Table 2).

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Table 2
Summary of Sources about Assumed Causes for Knowledge, Motivation, and Organization Issues
Sources

Causes
Knowledge
(F)actual, (C)onceptual,
(P)rocedural, or
(M)etacognitive
Motivation
Organization Processes
Scanning
interviews
Parents may not know the
benefits of applying to enroll
their children. (F)

Parents may not know how to
acquire information about the
benefits of applying to enroll
their children. (P)

Parents may face a gap in not
knowing when and how to
apply to enroll their children.
(M)
Parents may
lack motivation
to apply and
enroll their
children.

SLS may not be focused on
recruiting 300 new
international students.

SLS may not know how and
when to recruit international
students.

SLS may not know how to
convince parents to apply and
enroll their children.

SLS may not have campus
accommodations to house
international students.

Motivation
SLS is charged with the task of identifying the factors that would push parents away from
applying to enroll their children, or pull parents towards applying to enroll their children. If
parents lack motivation to apply to enroll their children, the enrollment gap will not be closed.
Parents’ motivation to enroll their children needed to be assessed (Table 2).
Organization
SLS may not be focused on recruiting international students. SLS may not know how and
when to recruit international students. SLS may not know how to convince parents to apply to
enroll their children. SLS may not have campus accommodations to house international students.
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Of particular interest is what SLS needs to do as an organization to convince parents to apply to
enroll their children. Therefore, this needs to be assessed (Table 2).
Validation of the Causes of the Enrollment Gap: Knowledge
Factual knowledge causes
Parents may not know the benefits of enrolling their children at SLS. These parents may
lack the factual knowledge to make an informed decision to enroll their children (Table 3).
Conceptual knowledge causes
Parents may not know about the quality Marianist Catholic education in a safe
environment that is provided at SLS. Parents may lack the conceptual knowledge to understand
the benefits of applying to enroll their children in a college readiness curriculum (Table 3).
Table 3
Summary of Knowledge Cause
Assumed Knowledge Cause* How Would It Be Assessed?
Parents may not know the benefits
of applying to enroll their children.

Parents of potential international students will be
interviewed and surveyed. In the survey, parents will be
asked, “What are the push and pull factors that would
push away or pull parents to apply to enroll their children
at SLS” (Likert in survey and open ended in interviews)

Procedural knowledge causes
Parents may not know how to acquire information about the benefits of applying to enroll
their children. Parents may lack the procedural knowledge in not knowing how to acquire
information about the benefits of applying to enroll their children (Table 3).

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Metacognitive knowledge causes
Parents may not know when and how to apply to enroll their children and might lack
knowledge about the benefits of enrolling their children, because parents of have made an active
choice not to engage in persistence and mental effort to acquire knowledge about SLS (Table 3).
Validation of the Causes of the Enrollment Gap: Motivation
Three causes most likely to be validated are: parents may not be motivated to apply and
enroll their children, parents may not be focused on applying to enroll their children, and that
parents may not be motivated to acquire knowledge about how and when to apply and enroll
their children. Parents' motivation to apply and enroll their children needed to be assessed. For
example, interviews with parents and the survey of parents may validate motivational causes,
which can lead to solutions to convincing parents to apply and enroll their children. Interviews
with parents may validate parents' low expectations and low task value in applying to enroll their
children (Table 4).
Table 4
Summary of Assumed Causes for Motivation
Type of Motivational Problem and Possible Cause(s)
Motivational Problem Type of Indicator Possible Cause(s)*
Parents do not apply and
enroll their children.
Active Choice,
Persistence, Mental
Effort
Parents of children in China lack the
motivation to enroll their child at SLS
Parents may not be focused
on applying to enroll their
children.
Active Choice,
Persistence, Mental
Effort
Parents may have low expectations and
low task value in applying to enroll
their children.
Parents may not be motivated
to acquire knowledge about
how and when to apply to
enroll their children.
Active Choice,
Persistence, Mental
Effort
Parents may not appreciate the value of
enrolling their children at SLS.
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One motivation strategy is to emphasize to parents the benefits of applying to enroll their
children, where their children will acquire a quality Marianist Catholic college readiness
education in a safe environment. Another strategy is to discuss the benefits of applying to enroll
their children during interviews with parents. These possible motivational strategies may lead
parents to make an active choice to engage in persistence and mental effort to apply to enroll
their children (Table 4).
Table 5
Validation of and Cause(s) for Motivation Problems
Assumed
Motivation Cause
and Variables
How Would Y ou Assess It? Motivation Strategy
Parents in China
lack the motivation
to enroll their child
at SLS
Interviews and survey of parents,
asking them to identify the
factors that would push away or
pull them to apply to enroll their
children (Likert in survey and
open ended in interviews).
Give SLS the results of parent
survey and interviews so that SLS
can shape the recruitment sales
pitch to be more effective in
motivating parents to apply and
enroll their children.
Parents may not be
focused on applying
to enroll their
children.

Parents may not be
procedurally
effective in knowing
how and when to
apply and enroll
their children.
Interviews and survey of parents,
asking them to identify the
factors that would push away or
pull them to apply to enroll their
children (Likert in survey and
open ended in interviews).

Interviews and survey of parents,
asking them to identify the
factors that would push away or
pull them to apply to enroll their
children (Likert in survey and
open ended in interviews).
Give SLS the results of parent
survey and interviews so that SLS
can shape the recruitment sales
pitch to be more effective in
motivating parents to apply and
enroll their children.

Give SLS the results of parent
survey and interviews so that SLS
can shape the recruitment sales
pitch to be more effective in
motivating parents to apply and
enroll their children.

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Motivation Causes
The causes most likely to be validated are that parents may not be motivated to apply and
enroll their children and that parents may not be motivated to focus on knowing how to apply to
enroll their children (Table 5).
Sample and Population
The target population for this study was parents in China who may be eligible to apply to
enroll their children at SLS. This sample included mothers and fathers whose children are in the
7
th
, 8
th
, and 9
th
grade, so that the children can potentially be accepted to attend SLS by the 9
th
or
10
th
grade.
Instrumentation
There were three instruments for this study. The first instrument was the survey. The
second instrument was Qualtrics, an online survey tool that will be used to acquire the data for
this study. The third instrument was the parent interview.
The Survey
The survey for this study was designed to determine what factors would pull parents
towards or push parents away from applying to enroll their children at a foreign school, like SLS.
The survey included participant informed consent as the first page of the survey, consistent with
ethical guidelines of the University of Southern California (USC) Rossier School of Education.
The survey included 53 Likert-type (Likert, 1932; Linacre, 1999) items and two open-ended
questions. The survey instrument was designed to include knowledge, motivation, and
organization items. The survey was designed to take approximately 20 minutes to complete.

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Qualtrics
Qualtrics is a password-protected online survey instrument that is encrypted to protect
data. Qualtrics supports English and Chinese languages, so the participants took the survey in
their native language. The survey was uploaded to Qualtrics and tested for errors before the start
of formal data collection. Data were downloaded from Qualtrics in Excel software format and
checked for errors to prepare for data analysis in SPSS software.
The Interview
Interviews were conducted by telephone. Each interview consisted of eight questions,
including five core questions and three follow-up questions explain why specific answers were
given. The core questions asked parents whether they would consider enrolling their child at a
foreign school and to list qualities that would pull them towards or push them away from
applying to enroll their child at a foreign school. Interviews lasted between seven and twenty
minutes in duration. See Appendix A , p. 165 for interview questions.
Data Collection
Parents were contacted and asked to participate in the survey. Potential participants were
informed that participation is voluntary. Participants were provided an email link that took them
directly to the first page of the survey at the Qualtrics web site, which was the informed consent
that detailed participant rights to not participate or withdraw from participation at any time with
no penalty, in addition to the rights of anonymity, privacy, and confidentiality. By clicking the "I
Agree" button at the bottom of the page, parents provided informed consent to participate in the
study. The final page of the survey thanked the participants and included an email address to
contact the researcher if participants would like a debrief session at the end of the study.
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Role of the Researcher
I am an international business consultant and my primary role as a researcher was to
conduct a gap analysis of SLS’s enrollment gap and how to close the enrollment gap by
recruiting international students. The enrollment goal is to recruit 1,200 students for the fall 2018
session (of that, 300 international students). Parents were surveyed and interviewed regarding
push and pull factors in convincing parents to apply to enroll their children. Participants will
remain anonymous and survey results will be safeguarded under a confidentiality agreement. I
will inform the SLS stakeholders about study results, provide an action plan to close the
enrollment gap at SLS, and conduct a program evaluation (Kirkpatrick, 2006) to determine the
effectiveness of the plan.
Data Analysis
Data analysis included a description of the frequencies of response ratings for each
quantitative survey item, with an emphasis on identifying the most important push and pull
factors. Interviews were transcribed and analyzed to identify common themes. Responses to the
two open-ended questions at the end of the survey were compiled and triangulated with the
Likert-type responses and the interview data to determine major themes towards closing the
enrollment gap at SLS.
Limitations and Delimitations
Limitations
The scope of this gap analysis was limited to acquiring data towards recruiting international students from
China to SLS, so the results may or may not be generalizable to recruiting international students from other
countries, like for example, Korea or Japan. This study was limited to 30 survey participants and 4 interview
participants, so the representativeness of this sample to the entire population of parents of children in China is not
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known. All quantitative and qualitative data were self-report, which might not be as accurate as objective measures,
so the honesty of participants had to be assumed (Burris, Johnson, & O’Rourke, 2003; Donaldson & Grant-Vallone,
2002). The survey and interview measuring instruments were not previously validated, so the reliability and validity
of these measures is unclear. The design of this study was cross-sectional, with all data collected in late 2014, so it is
not known whether the findings might have differed if the data were collected within a different timeframe. For
these reasons, the results of this study should only be generalized with caution.
Delimitations
The focus of this study was to conduct a gap analysis towards closing the enrollment gap at SLS within the
context of SLS’s mission and organization goal. The study is delimited to investigating the how to meet the needs of
the parents of children in China and the SLS stakeholders. Other gaps and other stakeholder groups were outside of
the scope of this study. However, other institutions may benefit from the application of this study’s use of Clark &
Estes (2008) gap analysis process to close a performance gap.
Presentation of Findings
Descriptive data results were presented as means, standard deviations, counts, and frequencies, as
appropriate, in tables and in text. Responses to the two open-ended questions at the end of the survey were compiled
and summarized, then triangulated with the Likert-type responses and interview data to determine the most
important qualities that would pull parents towards or push parents away from applying to enroll their children at
SLS. The most important factors that would pull parents to apply to enroll their children or push parents of away
from applying to enroll their children were identified and highlighted.
Compliance with Ethical Guidelines and Protection of Participants
This study complied with the ethical guidelines of the University of California (USC)
Rossier School of Education, including privacy, confidentiality, and anonymity. The study was
approved by the USC Institutional Review Board. No names or identifying information were
collected from the participants and codes were used in place of names for all data analyses. Data
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will not be shared with anyone not directly working on the project. These steps were taken to
foster the privacy, confidentiality, and anonymity of participants.

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CHAPTER IV
RESUL TS AND FINDINGS
The Saint Louis School (SLS) admissions director and SLS as an organization need to fill
an enrollment gap that includes a potential source of under-recruited students – international
students. SLS must close the enrollment gap to prevent possible closure of SLS. Closure of SLS
would displace students whose parents have invested time, effort, money, and the future in a
quality Marianist Catholic education. The goal of the SLS is to enroll 1,200 students by fall of
2018, including 300 international students.
This goal was established by the president, principal, admissions director, Board of
Trustees, ex-officio voting members, emeritus trustees, alumni, and president’s council. The
enrollment gap was established by calculating the difference between the present enrollment and
the target enrollment, accounting for additional recruitment plans of SLS. The present enrollment
of SLS is 540 students.
SLS has an internal plan of action to increase enrollment of domestic Hawaii students by
360, leaving an enrollment gap of 300 (660-360=300) international students to be recruited. By
spring 2016, SLS will provide pertinent information to parents, based on results from the survey
of, and interviews with parents. By spring 2018, parents will have applied for their children’s
admission to SLS, with international students to be accepted for fall 2018.
The primary stakeholders for this study were parents who potentially will enroll their
children at a foreign school. The parent sample included 30 survey participants and four
interviewees. Interviewee #1 lives in Zhengzhou City, Henan province, China; Interviewee #2
lives in Zhongshan, Guangdong province, China; and Interviewee #3 and Interview #4 live in
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Macao, SAR China. No demographic data (age, sex, income, etc.) for the survey were collected
beyond the criteria of being a parent in China with children of age suitable to potentially be
enrolled at a foreign school.
The interviews and survey provide a foreign school with factors that pull parents to apply to
enroll at a foreign school – or push parents away from applying to enroll their children at a
foreign school. Data collected from interviews and survey of parents has become a knowledge
base from which to formulate, implement and evaluate solutions to closing the enrollment gap at
a foreign school. The results are organized by categories of assumed causes (Knowledge,
Motivation, and Organization).
Results and Findings for Knowledge Causes
Survey Results
The survey included participant (parents) informed consent which was indicated on the
first page, consistent with ethical guidelines of the University of Southern California (USC)
Rossier School of Education. The survey included 53 Likert-type items and two open-ended
questions. The Qualtrics survey was designed to include knowledge, motivation, and
organization (KMO) items. Qualtrics is password-protected and uses encryption to protect data.
Qualtrics supports English and Chinese languages.
The survey was uploaded to Qualtrics and tested for errors before the start of formal data
collection for the study. Data was downloaded from Qualtrics in Excel software formatted and
checked for errors to prepare for data analysis in SPSS software. Parents were contacted and
asked to participate in the survey.
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Potential participants were informed that participation was voluntary. Participants were
provided an email link that took them directly to the survey. Data analysis included a description
of the frequencies of response ratings for each survey item. Survey items are scales from “-1-5”
(Strongly Push Away) to “+1-5” (Strongly Pull Towards), with “0” representing a neutral
response to that item.
Additionally, special attention was paid to the number and proportion of "+1-5" and "-1-
5" responses that indicated an item that would "strongly pull towards" or "strongly push away"
parents from considering applying to enroll their children in a foreign school. Responses to the
two open-ended questions at the end of the survey were compiled and triangulated with the
Likert-type responses.
The scope of this analysis was limited because data was not available about students in
China as an under-recruited source of potential students at Saint Louis School (SLS). Therefore,
the results from this study has become a knowledge base from which to recruit and retain future
international students at foreign schools in a generic sense, because SLS was not specifically
referred to in the survey and interviews, within the context of “a foreign school.”
The primary limitation of the study was that it was generalized. Because of the
generalization, other foreign high schools may benefit from the application of this study’s use of
Clark & Estes (2008) gap analysis process to close a performance gap. The concept of the
authors’ gap analysis was based on analyzing performance gaps using three key factors:
Knowledge, Motivation and Organization (KMO). KMO factors are essentially barriers to
achieving a goal of closing a performance gap. The solutions must be implemented and evaluated
to close a performance gap.
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Descriptive data results are presented as means, standard deviations, counts, and
frequencies, as appropriate, in tables and in text. Responses to the two open-ended questions at
the end of the survey were compiled and summarized, then triangulated with the Likert-type
responses to determine the most important qualities that pulled parents towards or push parents
away from applying to enroll their children at a foreign school. The most important factors that
would pull parents to apply to enroll their children at a foreign school or push parents away from
applying to enroll their children at a foreign school were identified and highlighted. The factors
are reported in this chapter. To successfully recruit students from China, a foreign school must
have specific knowledge of what factors would pull parents to send their children to a foreign
school and what factors would push parents away from sending their children to a foreign school.
Therefore, the majority of the data collected from surveys and interviews were regarding
factual knowledge (Anderson & Krathwohl, 2001) rather than Conceptual, Procedural or
Metacognitive knowledge, because a foreign school needs factual knowledge to determine which
features of a foreign school can be highlighted towards motivating parents to seek enrollment at
a foreign school. Equally important, a foreign school needs factual knowledge to determine
which features of a foreign school might push (demotivate) parents toward not seeking to enroll
their children at a foreign school.
In this context, categories of factual knowledge included a foreign school’s location,
campus qualities, activity factors, spiritual aspects, student demographics, social preparation,
college preparation, life preparation, classroom qualities, parent support, and student support.
The following is the category of factual knowledge (Location of Foreign School) explained in
further detail.
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Location of Foreign School
Location items included school is in the USA, school is in Hawaii, conveniently located,
and airport access.
School is in the USA (Q1_1)
Parents averaged 3.7 (SD = 1.0) on this item, between “Neutral” and “Pull” (Table 6,
Figure 2). The most common response were “Pull” (12 of 30) and “Neutral” (10 of 30) (Table 7).
Q1_2 School is in Hawaii
Parents averaged 4.0 (SD = 1.1) on this item, corresponding to “Pull” (Table 6, Figure 2).
The most common response was “Strongly Pull” (14 of 30) (Table 7).
Q1_49 Conveniently located
Parents averaged 4.3 (SD = 0.8) on this item, between “Pull” and “Strongly Pull” (Table
6, Figure 2). The most common responses were “Pull” (18 of 30) and “Strongly Pull” (11 of 30).
One participant responded “Strongly Push” but there were no responses of “Neutral” or “Push”
(Table 7).
Table 6
Location Descriptives
# Item N Mean SD
Q1_1 School is in the USA 30 3.7 1.0
Q1_2 School is in Hawaii 30 4.0 1.1
Q1_49 Conveniently located 30 4.3 0.8
Q1_36 Airport access 30 3.4 1.1
Total Location 30 3.9 0.8

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Table 7
Location Frequencies
Item Item
Strongly
Push
Push Neutral Pull
Strongly
Pull
Q1_1 School is in the USA 1 1 10 12 6
Q1_2 School is in Hawaii 1 2 6 7 14
Q1_49 Conveniently located 1 0 0 18 11
Q1_36 Airport access 2 4 8 11 5

Q1_36 Airport access
Parents averaged 3.4 (SD = 1.1) on this item, corresponding to “Pull” (Table 6, Figure 2).
The most common response was “Pull” (11 of 30) (Table 7).

Figure 2. Location of a Foreign School
Summary of Location of a Foreign School
Overall, Location items averaged 3.9, roughly corresponding to “Pull” (Table 6). The
highest scores were for conveniently located and school is in Hawaii, while the lowest scores
were for airport access relative to the location of the school (Table 7). The scores suggest that the
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international student recruiter and/or admissions director at a foreign school should emphasize
the foreign school’s location, particularly if the foreign school is in Hawaii, while any reference
to airport access is irrelevant to parents. Therefore, the recruiter and/or admissions director at a
foreign school may not need to emphasize airport access. The following is the category of factual
knowledge (Campus Qualities) explained in further detail.
Campus Qualities
Campus quality items included: safe campus, beautiful campus, clean campus, great
weather, residential housing, no residential housing, new science center, on-campus theater, and
share campus with a university.
Safe campus (Q1_19)
Parents averaged 4.5 (SD = 0.6) on this item, between “Pull” and “Strongly Pull” (Table
8, Figure 3). The most common response was “Strongly Pull” (17 of 30). There were no
responses of “Push” or “Strongly Push” (Table 9).
Beautiful campus (Q1_4)
Parents averaged 4.4 (SD = 0.6) on this item, between “Pull” and “Strongly Pull” (Table
8, Figure 3). The most common responses were “Pull” (14 of 29) and “Strongly Pull” (14 of 29).
There were no responses of “Push” or “Strongly Push” (Table 9).
Clean campus (Q1_35)
Parents averaged 4.3 (SD = 0.8) on this item, between “Pull” and “Strongly Pull” (Table
8, Figure 3). The most common responses were “Pull” (14 of 30) and “Strongly Pull” (14 of 30).
There was one response “Strongly Push” (Table 9).

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Table 8
Campus Qualities Descriptives
# Item
N Mean SD
Q1_19 Safe campus
30 4.5 .6
Q1_4 Beautiful campus
29 4.4 .6
Q1_35 Clean campus
30 4.3 .8
Q1_3 Great weather
30 4.3 .7
Q1_5 Residential housing
30 4.0 .8
Q1_6 No residential housing
30 3.3 1.0
Q1_7 New science center
30 4.2 .7
Q1_48 On-campus theater
30 4.1 .8
Q1_16 Share campus with a university
30 3.7 1.0
Total Campus 30 4.1 .6

Great weather (Q1_3)
Parents averaged 4.3 (SD = 0.7) on this item, between “Pull” and “Strongly Pull” (Table
8, Figure 3). The most common responses were “Pull” (14 of 30) and “Strongly Pull” (14 of 30).
There was one response “Strongly Push” (Table 9).
Residential housing (Q1_5)
Parents averaged 4.0 (SD = .8) on this item, corresponding to “Pull” (Table 8, Figure 3).
The most common response was “Pull” (15 of 30). There were no responses of “Strongly Push”
(Table 9).

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Table 9
Campus Qualities Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q1_19 Safe campus

1 12 17
Q1_4 Beautiful campus

1 14 14
Q1_35 Clean campus 1

1 14 14
Q1_3 Great weather

1 2 15 12
Q1_5 Residential housing

1 6 15 8
Q1_6 No residential housing 1 4 15 5 5
Q1_7 New science center

1 2 16 11
Q1_48 On-campus theater

1 4 16 9
Q1_16 Share campus with a university

5 7 11 7

No residential housing (Q1_6)
Parents averaged 3.3 (SD = 1.0) on this item, between “Neutral” and “Pull” (Table 8,
Figure 3). The most common response was “Neutral” (15 of 30) (Table 9).
New science center (Q1_7)
Parents averaged 4.2 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 8,
Figure 3). The most common response was “Pull” (16 of 30). There were no responses of
“Strongly Push” (Table 9).

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Campus theater (Q1_48)
Parents averaged 4.1 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 8,
Figure 3). The most common response was “Pull” (16 of 30). There were no responses of
“Strongly Push” (Table 9).

Figure 3. Campus Qualities.
Share campus with a university (Q1_16)
Parents averaged 3.7 (SD = 1.0) on this item, between “Neutral” and “Pull” (Table 8,
Figure 3). The most common response was “Neutral” (14 of 30) (Table 9).
Summary of Campus Qualities
Overall, Campus Qualities items averaged 4.1, roughly corresponding to “Pull”. Safe
campus and beautiful campus were the two items that would most strongly pull parents to enroll
their children at foreign school, followed by clean campus, great weather, and a new science
center. Having no residential housing and sharing campus with a university were the two items
that did not pull parents towards enrolling their children at a foreign school.
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Note that safe campus and beautiful campus were amongst the strongest pull items on this
entire survey. The scores suggest that the international student recruiter and/or admissions
director should emphasize a foreign school’s qualities, specifically safety and overall
attractiveness of design (i.e. architecture, landscaping).
The scores also suggest that the international student recruiter and/or admissions director
should emphasize the weather (i.e. in the case of Hawaii, tropical climate) and a science center
(if it exists). The scores suggest that the recruiter and/or admissions director does not need to
emphasize residential housing and sharing campus with a university. The following is the
category of factual knowledge (Activity Factors) explained in further detail.
Activity Factors
Activity factors included building a new gym, strong sports program, tennis, badminton,
track, soccer, and strong football team.
Building a new gym (Q1_8)
Parents averaged 4.1 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 10,
Figure 4). The most common response was “Pull” (16 of 30). There were no responses of “Push”
or “Strongly Push” (Table 11).
Strong sports program (Q1_23)
Parents averaged 4.2 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 10,
Figure 4). The most common response was “Pull” (15 of 30). There were no responses of “Push”
or “Strongly Push” (Table 11).

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Tennis, badminton, track, soccer (Q1_24)
Parents averaged 4.3 (SD = 0.6) on this item, roughly corresponding to “Pull” (Table 10,
Figure 4). The most common response was “Pull” (16 of 30). There were no responses of “Push”
or “Strongly Push” (Table 11).
Table 10
Activity Descriptives
# Item
N Mean SD
Q1_8 Building new gym
30 4.1 .7
Q1_23 Strong sports program
30 4.2 .7
Q1_24 Tennis, badminton, track, soccer
30 4.3 .6
Q1_25 Strong football team
29 4.0 .8
Total Activity 30 4.2 .6

Table 11
Activity Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q1_8 Building new gym

5 16 9
Q1_23 Strong sports program

4 15 11
Q1_24
Tennis, badminton, track,
soccer
3 16 11
Q1_25 Strong football team

8 13 8

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Figure 4. Activity Factors.
Strong football team (Q1_25)
Parents averaged 4.0 (SD = .8) on this item, corresponding to “Pull” (Table 10, Figure 4).
The most common response was “Pull” (13 of 30). There were no responses of “Push” or
“Strongly Push” (Table 11).
Summary of Activity Factors
Overall, Activity Factors items averaged 3.2, roughly corresponding to “Pull”. Building a
new gym, strong sports program, tennis, badminton, track, soccer, and strong football team were
each pull factors towards motivating parents to enroll their children at a foreign school. The
scores suggest that the recruiter and/or admissions director should emphasize a foreign school’s
new gym (if there is a new gym), strong sports program, tennis, badminton, track, soccer and
strong football team in convincing parents to enroll their children at a foreign school. The
following is the category of factual knowledge (Spiritual Aspects) explained in further detail.

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Spiritual Aspects
Spiritual aspects included Catholic school, open to students of all faiths, customs
respected, code of conduct, Asian ethnicity/culture, and campus chapel.
Catholic School (Q1_9)
Parents averaged 3.3 (SD = 1.0) on this item, between “Neutral” and “Pull” (Table 12,
Figure 5). The most common response was “Neutral” (13 of 30) (Table 13).
Open to students of all faiths (Q1_11)
Parents averaged 4.1 (SD = 1.0) on this item, roughly corresponding to “Pull” (Table 12,
Figure 5). The most common response was “Strongly Pull” (16 of 30). There were one response
of “Strongly Push” (Table 13).
Customs respected (Q1_45)
Parents averaged 4.1 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 12,
Figure 5). The most common response was “Pull” (12 of 30). There were no responses of “Push”
or “Strongly Push” (Table 13).
Code of conduct (Q1_46)
Parents averaged 4.2 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 12,
Figure 5). The most common responses were “Pull” (13 of 30) and “Strongly Pull” (11 of 30).
There were no responses of “Push” or “Strongly Push” (Table 13).
Asian ethnicity/culture (Q1_21)
Parents averaged 4.2 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 12,
Figure 5). The most common responses were “Pull” (12 of 30) and “Strongly Pull” (12 of 30).
There were no responses of Strongly Push” (Table 13).
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Table 12
Spiritual Aspects Descriptives
# Item
N Mean SD
Q1_9 Catholic school
30 3.4 1.0
Q1_11 Open to students of all faiths
30 4.1 1.0
Q1_45 Customs respected
30 4.1 .8
Q1_46 Code of conduct
30 4.2 .7
Q1_21 Asian ethnicity/culture
30 4.2 .8
Q1_29 On-campus chapel
30 4.0 .9
Total Spiritual 30 4.0 .6

Table 13
Spiritual Aspects Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q1_9 Catholic school 1 3 13 8 5
Q1_11 Open to students of all faiths 1

7 8 14
Q1_45 Customs respected

7 12 11
Q1_46 Code of conduct

6 13 11
Q1_21 Asian ethnicity/culture

1 5 12 12
Q1_29 On-campus chapel

1 8 12 9

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Figure 5. Spiritual Aspects.
Campus chapel (Q1_29)
Parents averaged 4.0 (SD = .9) on this item, corresponding to “Pull” (Table 12, Figure 5).
The most common response was “Pull” (12 of 30). There were no responses of “Strongly Push”
(Table 13).
Summary of Spiritual Aspects
Overall, Spiritual Aspects items averaged 4.0, corresponding to “Pull”. Being open to
students of all faiths, customs respected, code of conduct, Asian ethnicity/culture, and campus
chapel were all factors pulling parents towards enrolling their children at a foreign school. The
feature of being a Catholic school did not pull parents towards enrolling their children at a
foreign school.
The scores suggest that the recruiter and/or admissions director should emphasize a
foreign school’s openness to all faiths; a foreign school’s respect of students’ customs; a foreign
school’s practice of a code of conduct; a foreign school’s Asian students; and a foreign school’s
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chapel (if one exists). The scores also suggest that a foreign school’s religious affiliation (i.e.
Catholic) is not important for parents. The following is the category of factual knowledge
(Student Demographics) explained in further detail.
Student Demographics
School demographics included all male, co-educational, and growing Asian enrollment.
All male (Q1_10)
Parents averaged 2.9 (SD = 1.4) on this item, roughly corresponding to “Neutral” (Table
14, Figure 6). Response were well divided among “Strongly Push” (6 of 30), “Push” (7 of 30),
“Neutral” (8 of 30), and “Strongly Pull” (6 of 30) (Table 15).
Co-educational (Q1_47)
Parents averaged 4.1 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 14,
Figure 6). The most common response was “Pull” (12 of 30). There were no responses of
“Strongly Push” (Table 15).
Table 14
Student Demographics Descriptives
# Item
N Mean SD
Q1_10 All male
30 2.9 1.4
Q1_47 Co-educational
30 4.1 .8
Q1_44 Growing Asian enrollment
30 3.8 1.0
Total Student Demographics 30 3.6 .8

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Table 15
Student Demographics Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q1_10 All male 6 7 8 3 6
Q1_47 Co-educational

1 5 15 9
Q1_44 Growing Asian enrollment 1 2 7 12 8

Growing Asian enrollment (Q1_44)
Parents averaged 3.8 (SD = 1.0) on this item, roughly corresponding to “Pull” (Table 14,
Figure 6). The most common response was “Pull” (12 of 30) (Table 15).

Figure 6. Student Demographics.
Summary of Student Demographics
Overall, Student Demographics items averaged 3.6, between “Neutral” and “Pull”. Being
co-educational was a pull factor and growing Asian enrollment trended towards being a pull
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factor, but being an all-male school was not a pull factor towards motivating parents to enroll
their children at a foreign school.
The scores suggest that the recruiter and/or admissions director should emphasize a
foreign school’s co-educational culture and a growing Asian student population as well. The
scores also suggest that the recruiter and/or admissions director need not emphasize that a
foreign school is all male. The following is the category of factual knowledge (Social
Preparation) explained in further detail.
Social Preparation
Social preparation items included having lifelong friends, having strong alumni support,
and having a strong alumni network.
Have lifelong friends (Q2_6)
Parents averaged 4.2 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 16,
Figure 7). The most common responses were “Pull” (12 of 30) and “Strongly Pull” (12 of 30).
There were no responses of “Push” or “Strongly Push” (Table 17).
Table 16
Social Preparation Descriptives
# Item
N Mean SD
Q2_6 Have lifelong friends
29 4.2 .7
Q2_7 Have strong alumni support
29 4.2 .8
Q1_18 Strong alumni network
30 4.3 .9
Total Social Preparation 30 4.2 .7

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Table 17
Social Preparation Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q2_6 Have lifelong friends

5 12 12
Q2_7 Have strong alumni support

1 3 14 11
Q1_18 Strong alumni network 1

3 12 14

Figure 7. Social Preparation.
Have strong alumni support (Q2_7)
Parents averaged 4.2 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 16,
Figure 7). The most common responses were “Pull” (14 of 30) and “Strongly Pull” (11 of 30).
There were no responses of “Strongly Push” (Table 17).

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Strong alumni network (Q1_18)
Parents averaged 4.3 (SD = 0.9) on this item, between “Pull” and “Strongly Pull” (Table
16, Figure 7). The most common responses were “Pull” (14 of 30) and “Strongly Pull” (11 of
30). There were no responses of “Push” (Table 17).
Summary of Social Preparation
Overall, Social Preparation items averaged 4.2, roughly corresponding to “Pull”. Having
lifelong friends, having strong alumni support, and having a strong alumni network were all
factors that can pull parents towards enrolling their children at a foreign school. The scores
suggest that the recruiter and/or admissions director should emphasize a foreign school’s culture
that fosters students cultivating lifelong friends; a foreign school that has strong alumni support;
and a foreign school that has a strong alumni network. The following is the category of factual
knowledge (College Preparation) explained in further detail.
College Preparation
College preparation items included: be prepared for university, college preparation
program, classes for college credit, 98% graduation rate, graduates attend top colleges, early
college admission, and advanced program.
Be prepared for university (Q2_8)
Parents averaged 4.3 (SD = 0.6) on this item, between “Pull” and “Strongly Pull” (Table
18, Figure 8). The most common responses were “Pull” (15 of 29) and “Strongly Pull” (12 of
29). There were no responses of “Push” or “Strongly Push” (Table 19).
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Table 18
College Preparation Descriptives
# Item
N Mean SD
Q2_8 Be prepared for university
29 4.3 .6
Q1_51 College preparation program
30 4.2 .7
Q1_15 Classes for college credit
29 4.2 .6
Q1_12 98% graduation rate
30 4.2 .8
Q1_13 Graduates attend top colleges
30 4.2 .8
Q1_14 Early college admission
30 4.0 .8
Q1_50 Advanced program
30 4.2 .6
Total College Preparation 30 4.2 .5

College preparation program (Q1_51)
Parents averaged 4.2 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 18,
Figure 8). The most common responses were “Pull” (16 of 29) and “Strongly Pull” (10 of 29).
There were no responses of “Push” or “Strongly Push” (Table 19).
Classes for college credit (Q1_15)
Parents averaged 4.2 (SD = 0.6) on this item, roughly corresponding to “Pull” (Table 18,
Figure 8). The most common responses were “Pull” (18 of 29) and “Strongly Pull” (9 of 29).
There were no responses of “Push” or “Strongly Push” (Table 19).

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Table 19
College Preparation Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q2_8 Be prepared for university

2 15 12
Q1_51 College preparation program

4 16 10
Q1_15 Classes for college credit

2 18 9
Q1_12 98% graduation rate

6 12 12
Q1_13 Graduates attend top colleges

7 9 14
Q1_14 Early college admission

1 7 13 9
Q1_50 Advanced program

3 17 10

Figure 8. College Preparation.

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98% graduation rate (Q1_12)
Parents averaged 4.2 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 18,
Figure 8). The most common responses were “Pull” (12 of 30) and “Strongly Pull” (12 of 30).
There were no responses of “Push” or “Strongly Push” (Table 19).
Graduates attend top colleges (Q1_13)
Parents averaged 4.2 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 18,
Figure 8). The most common responses were “Pull” (9 of 30) and “Strongly Pull” (14 of 30).
There were no responses of “Push” or “Strongly Push” (Table 19).
Early college admission (Q1_14)
Parents averaged 4.0 (SD = 0.8) on this item, corresponding to “Pull” (Table 18, Figure
8). The most common responses were “Pull” (13 of 30) and “Strongly Pull” (9 of 30). There
were no responses of “Strongly Push” (Table 19).
Advanced program (Q1_50)
Parents averaged 4.2 (SD = 0.6) on this item, roughly corresponding to “Pull” (Table 18,
Figure 8). The most common responses were “Pull” (17 of 30) and “Strongly Pull” (10 of 30).
There were no responses of “Push” or “Strongly Push” (Table 19).
Summary of College Preparation
Overall, Campus Qualities items averaged 4.2, roughly corresponding to “Pull”. Be
prepared for university, college prep program, classes for college credit, 98% graduation rate,
graduates attend top colleges, early college admission, and advanced program were each factors
that can pull parents towards enrolling their children at a foreign school.
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The scores suggest that the recruiter and/or admissions director should emphasize a
foreign school’s college preparatory curriculum; high graduation rate (i.e. 98%); a foreign
school’s record of graduates attending top colleges; and a foreign school’s early college
admission program. The following is the category of factual knowledge (Life Preparation)
explained in further detail.
Life Preparation
Life preparation items included: English mastery program, speak English fluently, have
lifelong skills, have confidence, be independent, be mature and responsible, and successful
graduates.
English mastery program (Q1_20)
Parents averaged 4.4 (SD = 0.6) on this item, between “Pull” and “Strongly Pull” (Table
20, Figure 9). The most common responses were “Pull” (15 of 29) and “Strongly Pull” (13 of
29). There were no responses of “Push” or “Strongly Push” (Table 21).
Speak English fluently (Q2_1)
Parents averaged 4.4 (SD = 0.7) on this item, between “Pull” and “Strongly Pull” (Table
20, Figure 9). The most common responses were “Pull” (10 of 29) and “Strongly Pull” (16 of
29). There were no responses of “Push” or “Strongly Push” (Table 21).
Have lifelong skills (Q2_2)
Parents averaged 4.4 (SD = 0.6) on this item, between “Pull” and “Strongly Pull” (Table
20, Figure 9). The most common responses were “Pull” (12 of 29) and “Strongly Pull” (15 of
29). There were no responses of “Push” or “Strongly Push” (Table 21).

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Table 20
Life Preparation Descriptives
# Item
N Mean SD
Q1_20 English mastery program
29 4.4 .6
Q2_1 Speak English fluently
29 4.4 .7
Q2_2 Have lifelong skills
29 4.4 .6
Q2_3 Have confidence
29 4.3 .9
Q2_4 Be independent
29 4.6 .6
Q2_5 Be mature and responsible
29 4.7 .5
Q1_17 Successful graduates
29 4.2 .7
Total Life Preparation 30 4.4 .5

Table 21
Life Preparation Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q1_20 English mastery program

1 15 13
Q2_1 Speak English fluently

3 10 16
Q2_2 Have lifelong skills

2 12 15
Q2_3 Have confidence 1

2 12 14
Q2_4 Be independent

2 9 18
Q2_5 Be mature and responsible

10 19
Q1_17 Successful graduates

4 14 11

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Figure 9. Life Preparation.
Have confidence (Q2_3)
Parents averaged 4.3 (SD = 0.9) on this item, between “Pull” and “Strongly Pull” (Table
20, Figure 9). The most common responses were “Pull” (12 of 29) and “Strongly Pull” (14 of
29). There was one responses “Strongly Push” (Table 21).
Be independent (Q2_4)
Parents averaged 4.6 (SD = 0.6) on this item, between “Pull” and “Strongly Pull” (Table
20, Figure 9). The most common responses were “Pull” (9 of 29) and “Strongly Pull” (18 of 29).
There were no responses of “Push” or “Strongly Push” (Table 21).
Be mature and responsible (Q2_5)
Parents averaged 4.7 (SD = 0.5) on this item, between “Pull” and “Strongly Pull” (Table
20, Figure 9). The most common responses were “Pull” (10 of 29) and “Strongly Pull” (19 of
29). There were no responses of “Neutral,” “Push” or “Strongly Push” (Table 21).
Successful graduates (Q1_17)
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Parents averaged 4.2 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 20,
Figure 9). The most common responses were “Pull” (14 of 29) and “Strongly Pull” (11 of 29).
There were no responses of “Push” or “Strongly Push” (Table 21).
Summary of Life Preparation
Overall, Campus Qualities items averaged 4.4, between “Pull” and “Strongly Pull”. All
Life preparation items (English mastery program, speak English fluently, have lifelong skills,
have confidence, be independent, be mature and responsible, and successful graduates) were
factors what can pull parents towards enrolling their children at a foreign school. It is important
to note that be mature and responsible and be independent were the two items that were the
strongest pull factors in this entire survey.
The scores suggest that the recruiter and/or admissions director should emphasize a
foreign school’s life preparation culture such as ESL program, lifelong skills, confidence
building environment; and nurturing students to become mature, responsible graduates. The
following is the category of factual knowledge (Classroom Qualities) explained in further detail.
Classroom Qualities
Classroom Qualities included: competitive learning, cooperative learning, hands-on
learning, study groups, tutoring, small class size, small faculty to student ratio, and school
uniforms.
Competitive learning (Q1_37)
Parents averaged 4.1 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 22,
Figure 10). The most common responses were “Pull” (15 of 30) and “Strongly Pull” (9 of 30).
There were no responses of “Push” or “Strongly Push” (Table 23).
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Table 22
Classroom Qualities Descriptives
# Item
N Mean SD
Q1_37 Competitive learning
30 4.1 0.7
Q1_38 Cooperative learning
30 4.1 0.6
Q1_39 Hands-on learning
30 3.7 0.9
Q1_40 Study groups
30 4.1 0.7
Q1_42 Tutoring
30 4.0 0.8
Q1_22 Small class size
30 3.9 1.0
Q1_52 Small faculty to student ratio
30 3.8 0.9
Q1_41 School uniforms
30 3.7 1.0
Total Classroom Qualities 30 3.9 0.6

Cooperative learning (Q1_38)
Parents averaged 4.1 (SD = 0.6) on this item, roughly corresponding to “Pull” (Table 22,
Figure 10). The most common responses were “Pull” (18 of 30) and “Strongly Pull” (8 of 30).
There were no responses of “Push” or “Strongly Push” (Table 23).
Hands-on learning (Q1_39)
Parents averaged 3.7 (SD = 0.9) on this item, between “Neutral” and “Pull” (Table 22,
Figure 10). The most common responses were “Neutral” (10 of 30) and “Pull” (12 of 30). There
were no responses of “Strongly Push” (Table 23).
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Table 23
Classroom Qualities Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q1_37 Competitive learning

6 15 9
Q1_38 Cooperative learning

4 18 8
Q1_39 Hands-on learning

2 10 12 6
Q1_40 Study groups

1 3 17 9
Q1_42 Tutoring

1 6 14 9
Q1_22 Small class size 1

10 10 9
Q1_52 Small faculty to student ratio

1 13 7 9
Q1_41 School uniforms 1 1 10 11 7

Figure 10. Classroom Qualities.

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Study groups (Q1_40)
Parents averaged 4.1 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 22,
Figure 10). The most common responses were “Pull” (17 of 30) and “Strongly Pull” (9 of 30).
There were no responses of “Strongly Push” (Table 23).
Tutoring (Q1_42)
Parents averaged 4.0 (SD = 0.8) on this item, corresponding to “Pull” (Table 22, Figure
10). The most common responses were “Pull” (14 of 30) and “Strongly Pull” (9 of 30). There
were no responses of “Strongly Push” (Table 23).
Small class size (Q1_22)
Parents averaged 3.9 (SD = 1.0) on this item, roughly corresponding to “Pull” (Table 22,
Figure 10). The most common responses were “Neutral (10 of 30), “Pull” (10 of 30) and
“Strongly Pull” (9 of 30). There was one response of “Strongly Push” and no responses of
“Push” (Table 23).
Small faculty to student ratio (Q1_52)
Parents averaged 3.8 (SD = 0.9) on this item, roughly corresponding to “Pull” (Table 22,
Figure 10). The most common responses were “Neutral (13 of 30), “Pull” (7 of 30), and
“Strongly Pull” (9 of 30). There were no responses of “Strongly Push” (Table 23).
School uniforms (Q1_41)
Parents averaged 3.7 (SD = 1.0) on this item, between “Neutral” and “Pull” (Table 22,
Figure 10). The most common responses were “Neutral” (10 of 30) and “Pull” (11 of 30) (Table
23).

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Summary of Classroom Qualities
Overall, Classroom Qualities items averaged 3.9, roughly corresponding to “Pull”.
Competitive learning, Cooperative learning, study groups, and tutoring were each factors pulling
parents towards enrolling their children at a foreign school. Hands-on learning and school
uniforms were not pull factors. The scores suggest that the recruiter and/or admissions director
should emphasize a foreign school’s competitive and cooperative learning environment,
particularly study groups and remedial learning such as tutoring.
The scores also suggest that the international student recruiter and/or admissions director
need not emphasize hands-on learning and school uniforms at a foreign school, these are not
important factors for parents in enrolling their children at a foreign school. The following is the
category of factual knowledge (Parent Support) explained in further detail.
Parent Support
Parent Support items included: financial aid, parent visitation, parents welcome on
campus, family housing near campus, frequent progress reports, and oversight board for
international students.
Financial aid (Q1_26)
Parents averaged 3.9 (SD = 1.1) on this item, roughly corresponding to “Pull” (Table 24,
Figure 11). The most common responses were “Neutral” (9 of 30), “Pull” (8 of 30) and “Strongly
Pull” (11 of 30). There were one responses each for “Push” and “Strongly Push” (Table 25).

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Parent visitation (Q1_32)
Parents averaged 4.2 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 24,
Figure 11). The most common responses were “Pull” (14 of 29) and “Strongly Pull” (10 of 29).
There were no responses of “Push” or “Strongly Push” (Table 25).
Table 24
Parent Support Descriptives
# Item
N Mean SD
Q1_26 Financial aid
30 3.9 1.1
Q1_32 Parent visitation
29 4.2 .7
Q1_33 Parents welcome on campus
30 4.2 .7
Q1_34 Family housing near campus
30 4.2 .9
Q1_53 Frequent progress reports
30 4.1 .8
Q1_43 Oversight board for international students
30 3.9 1.0
Total Parent Support 30 4.1 .7

Parents welcome on campus (Q1_33)
Parents averaged 4.2 (SD = 0.7) on this item, roughly corresponding to “Pull” (Table 24,
Figure 11). The most common responses were Pull” (18 of 30) and “Strongly
Pull” (10 of 30). There was one response of “Strongly Push” and no responses of “Push” (Table
25).

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Table 25
Parent Support Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q1_26 Financial aid 1 1 9 8 11
Q1_32 Parent visitation

5 14 10
Q1_33 Parents welcome on campus 1

1 18 10
Q1_34 Family housing near campus 1

2 15 12
Q1_53 Frequent progress reports

7 13 10
Q1_43
Oversight board for
international students
1

10 9 10

Family housing near campus (Q1_34)
Parents averaged 4.2 (SD = 0.9) on this item, roughly corresponding to “Pull” (Table 24,
Figure 11). The most common responses were Pull” (15 of 30) and “Strongly Pull” (12 of 30).
There was one response of “Strongly Push” and no responses of “Push” (Table 25).
Frequent progress reports (Q1_53)
Parents averaged 4.1 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 24,
Figure 11). The most common responses were “Pull” (13 of 30) and “Strongly Pull” (10 of 30).
There were no responses of “Push” or “Strongly Push” (Table 25).
Oversight board for international students (Q1_43)
Parents averaged 3.9 (SD = 1.1) on this item, roughly corresponding to “Pull” (Table 24,
Figure 11). The most common responses were “Neutral” (10 of 30), “Pull” (9 of 30) and
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“Strongly Pull” (10 of 30). There were one responses “Strongly Push” and no responses of
“Push” (Table 25).

Figure 11. Parent Support.
Summary of Parent Support
Overall, Parent Support items averaged 4.1, roughly corresponding to “Pull”. Parent
visitation, parents welcome on campus, family housing near campus, frequent progress reports,
and oversight board for international students were each factors pulling parents towards enrolling
their children at a foreign school.
The scores suggest that the recruiter and/or admissions director should emphasize a
foreign school’s parent visitation policy; a foreign school’s provision of family housing near
campus; a foreign school’s policy of making progress reports to parents; and a foreign school’s
establishment of an oversight board for international students. The following is the category of
factual knowledge (Student Support) explained in further detail.

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Student Support
Student Support items included: supportive teachers, supportive parents, friendly people,
and community support.
Supportive teachers (Q1_27)
Parents averaged 4.4 (SD = 0.6) on this item, between “Pull” and “Strongly Pull” (Table
26, Figure 12). The most common responses were “Pull” (15 of 30) and “Strongly Pull” (13 of
30). There were no responses of “Push” or “Strongly Push” (Table 27).
Supportive parents (Q1_28)
Parents averaged 4.0 (SD = 0.8) on this item, corresponding to “Pull” (Table 26, Figure
12). The most common response was “Pull” (16 of 30). There were no responses of “Strongly
Push” (Table 27).
Table 26
Student Support Descriptives
# Item
N Mean SD
Q1_27 Supportive teachers
30 4.4 .6
Q1_28 Supportive parents
30 4.0 .8
Q1_30 Friendly people
30 4.2 .8
Q1_31 Community support
30 4.3 .6
Total Student Support 30 4.2 .6

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Friendly people (Q1_30)
Parents averaged 4.2 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 26,
Figure 12). The most common responses were “Pull” (14 of 30) and “Strongly Pull” (12 of 30).
There were no responses of “Strongly Push” (Table 27).
Table 27
Student Support Frequencies
# Item Strongly
Push
Push Neutral Pull
Strongly
Pull
Q1_27 Supportive teachers

2 15 13
Q1_28 Supportive parents

1 6 16 7
Q1_30 Friendly people

1 3 14 12
Q1_31 Community support

2 17 11

Figure 12. Student Support.

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Community support (Q1_31)
Parents averaged 4.3 (SD = 0.8) on this item, roughly corresponding to “Pull” (Table 26,
Figure 12). The most common responses were “Pull” (17 of 30) and “Strongly Pull” (11 of 30).
There were no responses of “Push” or “Strongly Push” (Table 27).
Summary of Student Support
Overall, Student Support items averaged 4.2, roughly corresponding to “Pull”. Supportive
teachers, supportive parents, friendly people, and community support were each pull factors
towards motivating parents to enroll their children at a foreign school. Of these, supportive
teachers was the strongest pull factor. The scores suggest that the recruiter and/or admissions
director should emphasize a foreign school’s record of providing supportive teachers, supportive
parents, nurturing a school culture that encourages friendships, and foreign school’s record of
ensuring that the community supports the school. The following is Summary of Knowledge
Quantitative Findings explained in further detail.
Summary of Knowledge Quantitative Findings
Life preparation was the category with the strongest pull, followed by Social Preparation,
Student Support, and College Preparation. The categories with the least pull were Student
Demographics and Location (Figure 13). The following tables show the findings.
The most highly rated items were: Be mature and responsible, Be independent, and Safe
campus, followed by Beautiful campus, English mastery program, Supportive teachers, Speak
English fluently, and Have lifelong skills. The lowest rated items were: All male and No
residential housing (Figure 13). The following tables show the findings.
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Figure 13. Survey Categories.
Knowledge Causes: Open Ended Questions
Parents were asked, “What are the MOST IMPORTANT qualities that would most
strongly PULL you towards applying to enroll your child in a foreign school?”
The most common pull responses related to culture, seeing a foreign country, or opening
their eyes to the world (17 of 29). Good education, good teachers, or high education standards
were mentioned by 8 of 29 parents. Being independent was indicated by 6 parents and safety was
mentioned by 4 parents. Learning English and having competition were mentioned by one parent
each.
Parents were asked, “What are the MOST IMPORTANT qualities that would most
strongly PUSH you away from applying to enroll your child in a foreign school?”
Safety concerns (4 of 29) and adjustment concerns (7 of 29) were the most common push
factors, along with cost (4 of 29), cultural concerns (4 of 29), readiness/inability to compete in
the classroom (4 of 29), and lack of English skills (1 of 29).
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Combined, these findings suggest that SLS (if it is to be a foreign school of choice)
should emphasize the opportunity for children to see the world, become independent, learn a new
culture, learn English, and gain a quality education with good teachers and high standards.
Further, SLS should emphasize tutoring, supportive teachers, cultural openness, and financial
aid, along with the strong safety record of SLS.
Knowledge Causes: Interview Results
The target population for this study consisted of parents who may be eligible to apply to
enroll their children at a foreign school (i.e. SLS). This sample included mothers and fathers
whose children are in the 7
th
, 8
th
, and 9
th
grade, so that the children can potentially be accepted to
attend SLS by the 9
th
or 10
th
grade.
Parents face a factual knowledge gap in not knowing the benefits of applying to enroll
their children at a foreign school. It was therefore important to create an assessment designed to
reveal the knowledge that is vital to convincing parents to apply and enroll their children at a
foreign school. The assessment included appropriate measures that assist parents to decide
whether or not to apply and enroll their children at a foreign school.
The assessment and measures include both quantitative survey measures as well as
interviews of parents who may potentially be eligible to enroll their children at a foreign school.
Four parents were interviewed to identify push or pull factors to recruit international students at a
foreign school.
Based on the interview results with parents, a foreign school needs to provide a safe and
secure campus environment for international students. Interviewees expressed a concern about
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high crime rate where a foreign school is located. A foreign school also needs to assure parents
that the school provides quality teachers and a quality curriculum (i.e. ESL program) as well.
“I think the primary issue I’m concerned with my kids is a security issue, because I’m
really concerned about, you know, the safety of my kids,” said Interviewee #1. “The second very
important issue is the quality of the program they are going to offer my kids, because I want
them to be fully prepared for their future,” added Interviewee #1.
“And also if this is a safe place to go to school,” said Interviewee #4. “I would first think
about whether this is a reputable school, and also the quality of the teachers there and also the
curriculum, whether my child or children will actually be able to learn something,” added
Interviewee #4.
The foreign school’s geographical location (i.e. in the U.S. with warm weather) is a
concern of the four parents. For example, parents would not consider enrolling their children at a
foreign school in a geographical location that has a history of natural disasters such as
hurricanes.
“And I think the weather is important too, I think the warm weather is better,” said
Interviewee #2. “And the second is, you know, the natural disaster for some areas like Louisiana
where they have flooding, that would push me away from the location,” said Interviewee #1.
A foreign school needs to provide international students with a world view of education
and cultures – and a campus environment that encourages the cultivation of friendships amongst
international students and other students as well. Another concern of the interviewees is
residential housing for their children.
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“I think we are living in a global environment so I definitely want my kid to be prepared
to enter into the international arena, you know,” said Interviewee #1. “I consider to put them into
a foreign school, the advantage of putting them in a foreign school is they will be able to enhance
their language skills, and they would be able to learn about another culture,” said Interviewee #4.
“The school must have a dormitory, and that is very important for me,” said Interviewee #2. “It
would be nice if there is a dormitory in the school, and if not my concern would be the
transportation is adequate, to and from school,” said Interview #4.
A foreign school needs to provide residential housing for international students. Costly
tuition is yet another concern that was expressed by the interviewees. “If the cost is too much,
you know, cost of living in that city is too much that beyond my affordability, that would
definitely push me away from that school,” said Interviewee #1. “I would not enroll my child at a
school if the tuition is not affordable,” said Interviewee #4.
Interviewees also expressed that they would not consider enrolling their child at a foreign
school that has experienced discrimination on and off campus. The following are Results and
Findings for Motivation Causes explained in further detail.
Results and Findings for Motivation Causes
Motivation Causes: Quantitative Findings
To successfully recruit international students, a foreign school must have specific
knowledge of what factors would motivate parents to send their children to a foreign school and
what factors would demotivate parents from sending their children to a foreign school. To
motivate parents to enroll their children at a foreign school, the general categories to emphasize
are Life Preparation, Social Preparation, Student Support, and College Preparation.
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The most highly rated items were: be mature and responsible, be independent, and safe
campus, followed by beautiful campus, English mastery program, supportive teachers, speak
English fluently, and have lifelong skills. These are points to emphasize when motivating parents
to enroll their student at a foreign school. The lowest rated items were: all male and no
residential housing.
These are points to avoid when motivating parents to enroll their children at a foreign
school. Lastly, cooperative learning and competitive learning scored high, but hands-on learning
scored low, suggesting that a foreign school may choose to emphasize cooperative learning and
competitive learning, but not hands-on learning.
Motivation Causes: Open-Ended Questions
Parents were asked, “What are the MOST IMPORTANT qualities that would most
strongly PULL you towards applying to enroll you child in a foreign school?” “What are the
MOST IMPORTANT qualities that would most strongly PUSH you away from applying to
enroll you child in a foreign school?”
To motivate parents to enroll their children at a foreign school, the open ended questions
revealed that the most important areas of emphasis should be safety, helping children to become
independent, and that a foreign school is a supportive environment to learn English, learn about a
different culture, and acquire a quality education.
“Basically, when you’re applying to a foreign school, your child can be with different
people and then the child will have a world view of things and be exposed to a different country,”
said Interviewee #3. “A strong ESL program to help the kid is also important,” added
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Interviewee #3. “The school would need to have a good ESL program because that is important
to me,” said Interviewee #2.
Motivation Causes: Interview Results
If a foreign school is to motivate parents to enroll their children at the school, the foreign
school needs to be perceived by parents as an environment that is secure and safe. Additionally, a
foreign school must assure parents that their children will be provided with a quality curriculum
(i.e. ESL program, science and math programs) that is taught by quality teachers committed to
excellence.
A factor that strongly motivates interviewees is climate at a foreign school (i.e. warm
weather) with one interviewee specifically mentioning Hawaii as a destination of choice.
Interviewees would not consider a foreign school that historically endures severe weather such as
flooding, torrential rain, hurricane force winds, tidal waves, extreme heat and cold and so forth.
Interviewees also expressed concern about a lack of residential housing for their children at a
foreign school. Lastly, interviewees would not consider a foreign school that has issues
associated with discrimination on and off campus.
“I would consider Hawaii for my child because it’s actually closer to mainland China and
I heard Hawaii is like paradise, and I definitely want my kids to be in Hawaii for their
opportunities,” said Interviewee #1. “Discrimination at a foreign school would push me away
from enrolling my child,” said Interviewee #2. “If discrimination is a big issue in that country
where the school is, I will not consider putting my child there,” said Interviewee #4. The
following section is Results and Findings for Organization Causes explained in further detail.

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Results and Findings for Organization Causes
Organization Causes: Quantitative Findings
To successfully recruit international students, the SLS organization must make changes,
according to the findings. As an organization, the quantitative survey responses demonstrated
how SLS can improve towards recruitment of international students. The lack of residential
housing was a push factor for 6 of 30 participating parents (20%), while having residential
housing was a pull factor for 23 of 30 participating parents (77%). The research found that SLS
may be able to better recruit international students by building campus residential housing. The
following section is Organization Causes: Open-Ended Questions explained in further detail.
Organization Causes: Open-Ended Questions
Parents were asked, “What are the MOST IMPORTANT qualities that would most
strongly PULL you towards applying to enroll you child in a foreign school?” and “What are the
MOST IMPORTANT qualities that would most strongly PUSH you away from applying to
enroll you child in a foreign school?”
Safety was mentioned by three of four parents as a pull factor and by four parents as a
push factor, indicating that a foreign school must have safety policies in place to successfully
recruit international students. Within the context of safety, a foreign school must ensure that the
campus environment is safe from incidents of bullying, stabbings, shootings, and any other acts
of terroristic anarchy. Safety policies may take various forms such as the enforcement of a
campus code of conduct, as with SLS.
Cost was indicated as a push factor by four parents, suggesting that a foreign school may
consider improving their financial aid package if the package is perceived as unaffordable. “If
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the cost is too much, you know, cost of living in that city is too much that beyond my
affordability, that would definitely push me away from that school,” said Interviewee #1. “I
would not enroll my child at a school if the tuition is not affordable,” said Interviewee #4.
Three of four parents mentioned distance from home (“too far away”) as a push factor,
one was worried about being separated from their children, and one indicated that their child may
become homesick, suggesting that a foreign school may benefit in making family housing
available for prospective international students. Adjustment concerns were evident in 7 of 29
parents, suggesting that a foreign school should emphasize cultural adjustment policies towards
successfully recruiting international students. The following is Organization Causes: Interview
Results explained in further detail.
Organization Causes: Interview Results
Based on interviewees’ responses, a foreign school as an organization needs to provide
international students with a quality curriculum (i.e. quality ESL program) and quality faculty as
well. Other organization concerns expressed by interviewees included:
• Campus environment must be secure and safe (i.e. must ensure that a foreign school is
safe from such violent incidences as shootings, stabbings, bullying, and so forth).
• Administration, faculty and others must be committed to providing a campus
environment that encourages a worldly view of education, independence, and the
nurturing of friendships amongst international students and other students as well.
• Administration must provide a tuition package that is affordable. Interviewees expressed
a concern about tuition and emphasized that they would not consider enrolling their
children at a foreign school if the tuition is cost prohibitive.
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• As an organization, a foreign school must consider providing residential housing for
international students, as this was a concern expressed by interviewees. Interviewees also
expressed concern about a foreign school’s convenience factor (i.e. close to rapid transit
routes, retail merchants and so forth).
• A foreign school must ensure that no form of discrimination exists on campus, meaning
that their children will not be discriminated against by a foreign school’s administration,
faculty, other students and so forth).
The following section is Summary of Results explained in further detail.
Summary of Results
Combined, the survey and interview findings suggest that a foreign school should
emphasize the opportunity for international students to gain a worldly view of education and
cultures, become independent, learn English, and gain a quality education with good teachers and
high standards.
Further, a foreign school should emphasize tutoring, supportive teachers, cultural
openness and sensitivity, financial aid, and a strong safety record. A foreign school should also
emphasize its climate, multi-ethnic cultures, and geographical isolation. A foreign school should
also emphasize, that as an organization, it is committed to providing residential housing for
international students. Solutions, based on extensive research, will be recommended and
thoroughly evaluated in Chapter V .

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CHAPTER V
SOLUTIONS, IMPLEMENTA TION, AND EV ALUA TION
Validated Causes Selection and Rationale
The purpose of this study was to conduct a gap analysis to understand how to increase
enrollment at SLS, which is 50% below the targeted enrollment, with half of that gap to be
closed by the recruitment of international students (25% of total enrollment). The analysis
focused on causes for this problem, including gaps in the areas of knowledge (K), motivation
(M), and organization (O).
The analysis began by generating a list of possible or assumed causes and then by
examining these systematically to focus on actual or validated causes. The stakeholders to be
focused on in this analysis were parents in China. The survey and interviews provide SLS with
factors that pull parents to apply to enroll at SLS – or push parents away from applying to enroll
their children.
Data collected from interviews and the survey of parents has become a knowledge base
for SLS to close the enrollment gap. The survey and interviews did not specifically refer to SLS,
but rather, “a foreign school.” Using data collected from the survey and interviews, SLS can
formulate solutions (organized by KMO) and develop an implementation plan to overcome
barriers to achieving the goal of recruiting international students.
An evaluation plan is recommended. The following section describes validated causes’
selection and rationale. The stakeholders at SLS are the president, admissions director, principal,
vice principal of student affairs, vice principal of curriculum, registrar, business office, director
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of student support, attendance office, faculty, Marianist Province of the United States, Board of
Trustees, ex-officio voting members, emeritus trustees, alumni, and the president’s council.
The stakeholders at SLS have an interest in preserving the Marianist Catholic tradition of
providing a quality education in a safe environment that is conducive to preparing international
students for success in choosing the college of their choice, and a successful career (SLS
Parent/Student Handbook, 2013-2014). Parents are the primary stakeholders, because they want
their children to have the best in education abroad and meet the criteria of college readiness and
to be accepted by the college of their choice.
Parents are investing time, effort, money and the future in their children's education
abroad. Parents also want their children to enjoy their time, show meaningful growth in their
study, and become productive working professionals. To close the enrollment gap with
international students, parents play a key role, because SLS will not achieve the enrollment goal,
if parents do not apply to enroll their children.
Parents were surveyed and interviewed to identify push or pull factors (Mazzarol &
Soutar, 2001) that will convince them to apply to enroll their children. SLS plays a key role,
because SLS will use the data collected from the survey and interviews to build a plan that is
informed regarding push and pull factors, so that SLS will know what to say (and not to say) to
parents.
With data collected from the survey and interviews, SLS has acquired the knowledge to
recruit international students. The assumed causes validated revealed that SLS should emphasize
the opportunity for international students to gain a worldly view of education and cultures,
become independent, learn English, and gain a quality education with good teachers and high
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standards. Further, SLS should emphasize tutoring, supportive teachers, cultural openness and
sensitivity, financial aid, and a strong safety record.
SLS should also emphasize Hawaii’s tropical climate, multi-ethnic island cultures, and
geographical isolation in the middle of the Pacific Ocean, making it relatively safe from acts of
global terrorism and natural disasters for example. SLS should also emphasize, that as an
organization, it is committed to providing residential housing for international students.
The questions that guided this study were:
1. What are the knowledge, motivation an organization causes that are barriers to
parents from applying to enroll their children at SLS?
2. What are the knowledge, motivation, and organization solutions to those barriers?
Solutions for Knowledge Causes
The validated causes for this enrollment gap include the knowledge base of SLS
regarding the preferences of parents. The knowledge types that underpin the enrollment gap
include factual knowledge conceptual knowledge, procedural knowledge, and metacognitive
knowledge (Anderson & Krathwohl, 2001).
Parents face a factual knowledge gap in not knowing the benefits of applying to enroll
their children. It was therefore important to create an assessment of surveys and interviews
designed that revealed the knowledge that is vital to convincing parents to apply and enroll their
children. SLS faces a factual knowledge gap in not knowing what factors might pull parents to
apply to enroll their children at SLS or push parents away from applying to enroll their children.
The assessment included appropriate measures that will assist SLS in convincing parents
to apply and enroll their children. The assessment and measures include both quantitative survey
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measures as well as interviews with and a survey of parents who may potentially be eligible to
enroll. A Likert type survey along with interviews of parents were conducted to identify push or
pull factors to recruit international students.
Factual knowledge causes and solutions
Parents do not know the benefits of applying to enroll their children. Parents lack the
factual knowledge to make an informed decision to apply to enroll their children. Based on
results from the survey and interviews, SLS must provide parents with factual knowledge about
positive attributes such as SLS’s location (Hawaii) and relative safety, when compared with
schools in the continental U.S. and elsewhere in the world as well.
If parents are provided with this factual knowledge, they may be convinced to enroll their
children. Further, to successfully recruit international students, SLS must have factual knowledge
of what factors might pull parents to apply to enroll their children. Three studies that suggest the
proposed solution will provide factual knowledge type and cognitive process are: Hoover
Dempsey, K. & Sandler, H. (1995) Parental Involvement in Child’s Education: Why Does it
Make a Difference?; Jong, Ton de & Ferguson-Hessler, Monica (1996) Types and Qualities of
Knowledge; and Bandura, A. (1993) Perceived Self-efficacy in Cognitive Development and
Functioning.
Conceptual knowledge causes and solutions
Parents do not know about the quality Marianist Catholic education in a safe environment
that is provided. Parents lack the conceptual knowledge to understand the benefits of applying to
enroll their children in a college readiness curriculum. Based on results from the survey and
interviews, SLS must provide parents with the conceptual knowledge about the quality Marianist
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Catholic, faith-based college preparatory curriculum. SLS must also provide parents with
conceptual knowledge relative to SLS’s 98% graduation rate, when compared to public schools
nationwide. Three studies that suggest the proposed solution will provide conceptual knowledge
type and cognitive process are Alonso-Tapia, Jesus (2002) Knowledge Assessment and
Conceptual Understanding; Rigby, S. & Dark, M. (2008) Measuring Conceptual Understanding:
A Case Study; and Ivanova, M. & Chatti, M. (2011) Toward a Model for Conceptual
Understanding of Personal Learning Environments: A Case Study.
Procedural knowledge causes and solution
Parents face a gap in not knowing how to acquire information about the benefits of
applying to enroll their children. Parents lack the procedural knowledge in not knowing how to
acquire information about the benefits of applying to enroll their children. Based on results from
the survey and interviews, SLS must provide parents with procedural knowledge relative to
acquiring information about SLS such as linking parents to SLS’s web page, and providing
informational brochures and other promotional materials as well.
Three studies that suggest the proposed solution will provide procedural knowledge type
and cognitive process are Hartlieb, E., Leber, M., Tuppinger, J., & Willfort, R. The Analysis of
Organizational Culture and Structure As a Basis for the Implementation of Knowledge
Management; Bogard, T., Liu, M., & Chiang, Y . V . (2013) Thresholds of Knowledge
Development in Complex Problem Solving: A Multiple Case Study of Advanced Learners’
Cognitive Processes; and Corbett, A. & Anderson, J. (1995) Knowledge Tracing: Modeling the
Acquisition of Procedural Knowledge.

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Metacognitive knowledge causes and solutions

Parents do not know when and how to apply to enroll their children. Parents lack
metacognitive knowledge about the benefits of applying to enroll their children, because parents
have not made an active choice to engage in persistence and mental effort to acquire knowledge
about SLS.
Based on results from the survey and interviews, SLS must provide parents with
information relative to a timeline as to when and how to apply to enroll their children. For
example, parents should apply to enroll their children at SLS by spring 2018 for the fall 2018
session.
SLS must also provide parents with information that will compel parents to make an
active choice to engage in persistence and mental effort to apply and enroll their children. Three
studies that suggest the proposed solution will provide metacognitive knowledge type and
cognitive process are Jokic, C. & Whitebread, D. (2014) Examining Change in Metacognitive
Knowledge and Metacognitive Control During Motor Learning: What Can Be Learned by
Combining Methodological Approaches?; Serra, M. & Metcalf, J. Effective Implementation of
Metacognition; and Lai, E. (2011) Metacognition: A Literature Review.
Solutions for Motivation Causes
To close the enrollment gap at SLS, parents must be motivated to enroll their children. Schunk,
Pintrich, and Meece (2010; p. 1) reveal that the word motivation comes from the Latin “movere,”
which means “to move” and that “Motivation is the process whereby goal-directed activity is
instigated and sustained” (p. 1). Pintrich (2003) emphasized the need to make decisions
regarding motivation based on the interpretation of empirical evidence that has been gathered,
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stating that “a scientific perspective entails the use of empirical evidence to support knowledge
claims” (p. 688).
This is crucial towards closing the motivation gap that is a barrier for parents towards
closing the enrollment gap. Pintrich (2003) emphasized that “In terms of motivational science,
this means that our generalizations need to be supported by good empirical evidence in line with
theoretical and conceptual reasoning about the nature of motivation” (p. 668). Here, the goal of
closing the SLS enrollment gap is a goal of practical utility, which differs from a goal of
scientific understanding (Pintrich, 2003, Table 1, p. 669). According to Pintrich (2003), practical
utility goals differ from the pure basic research goals of scientific understanding and are more
focused on the testing and development of interventions with a purely applied research outcome
as the ultimate goal of the study of motivation.
In the spirit of “moving” parents in a successful direction towards closing the SLS
enrollment gap, empirical evidence (results from the survey and interviews) was needed to
identify the motivation gap that is a barrier for parents. Therefore, assessing the motivational gap
of parents with empirical evidence was crucial towards closing the enrollment gap. Because
parents lack the motivation to apply and enroll their children at SLS, this barrier prevents SLS
from achieving the enrollment goal. It was therefore important to assess the motivational gaps of
parents towards closing the enrollment gap. Parents are not focused on applying to enroll their
children.
Motivation Theory
In the early 1940s, Abraham Maslow created his theory of needs (Mind Tools, 2014).
This identified the basic needs that human beings have, in order of their importance:
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physiological needs, safety needs, and the needs for belonging, self-esteem and self-actualization
(Mind Tools, 2014). David McClelland built on this work in his 1961 book, "The Achieving
Society" (Mind Tools, 2014).
McClelland identified three motivators that he believed we all have: a need for
achievement, a need for affiliation, and a need for power (Mind Tools, 2014). People will have
different characteristics depending on their dominant motivator (Mind Tools, 2014). According
to McClelland, these motivators are learned (Mind Tools, 2014). McClelland notes that,
regardless of our gender, culture, or age, we all have three motivating drivers, and one of these
will be our dominant motivating driver (Mind Tools, 2014).
This dominant motivator is largely dependent on our culture and life experiences (Mind
Tools, 2014). Within the context of motivation theories of Maslow and McClelland (Mind Tools,
2014) discussed here, parents have physiological needs (food, water, breathing), safety needs
(financial security, health wellness), and the needs for belonging, self-esteem (accomplishment,
prestige, personal worth) and self-actualization (developing to the full stature of which they are
capable).
Parents want the same for their children studying abroad, and thus, live through their
children. Parents benefit from their children's educational achievements and success as working
professionals within the context of social mobility and social status. Key causes that were
validated are parents are not motivated to enroll their children, parents are not focused on
enrolling their children specifically at SLS, and parents are not procedurally effective in knowing
when to enroll their children.
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SLS has identified push and pull factors that push parents away from applying to enroll
their children, or pull parents towards enrolling their children. For example, the survey and
interviews with parents validated motivational causes and has lead to solutions to motivating
parents to enroll their children.
A possible motivation strategy (based on results from the survey and interviews) is for
SLS to emphasize SLS’s location in Hawaii and relative safety as a chain of islands in the middle
of the Pacific Ocean, isolated from global acts of terrorism and frequent natural disasters that
trigger massive destruction. Another strategy is to emphasize SLS’s safe campus environment,
which has been devoid of acts of violence such as bullying, stabbings, shootings and students
rioting. These strategies are based on results from the survey of, and interviews with parents.
These possible motivational strategies could convince parents to make an active choice to
engage in persistence and mental effort to enroll their children at not just any foreign school, but
specifically at SLS. Mayer (2011) defines motivation as "the internal state that initiates and
maintains goal directed behavior" (p. 39). It is a prerequisite for meaningful learning in that it
influences learners' cognitive process in selecting, organizing, integrating and applying the to-be-
learned lessons.
The reasons that drive learning processes will have an influence on learners'
metacognition or "how the learner knows when to use appropriate learning processes." (Mayer,
2011, p. 39) Motivation is therefore an important factor that could convince parents to enroll
their children. It has an impact on the parents’ active choice to engage in persistence and mental
effort to enroll their children specifically at SLS.
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Solutions for Organization Causes
SLS has not focused on recruiting international students. SLS does not know how and
when to recruit international students (SLS admissions director, personal communication,
December 27, 2013). SLS does not know how to convince parents to apply to enroll their
children, according to the SLS admissions director. Of particular interest was what SLS needs to
do to convince parents to apply to enroll their children at not just any foreign school, but
specifically at SLS (SLS admissions director, personal communication, December 27, 2013).
Further, SLS must be ready for change towards successfully recruiting international
students. International students are an under-recruited source of potential students, which
underpins SLS’s readiness for change. Based on results from the survey and interviews, SLS can
focus on recruiting international students by emphasizing the attributes (i.e. tropical climate,
location, safety, faith-based academic standards, placement of graduates in top colleges, great
Americans who attended SLS, and so forth) to distinguish SLS from other foreign schools
elsewhere. SLS can usher in an era of “internationalizing” the campus and provide residential
housing for these international students as well as nearby housing for parents.
Organization Theory
Within the context of international students as an under-recruited source of potential
students at SLS, as an organization, SLS must be ready for change to close the enrollment gap by
recruiting international students for the fall 2018 session. Organization readiness for change is
not only a multi-level construct, but a multi-faceted one (Weiner, 2009).
Change commitment to change refers to organization members' shared resolve to pursue
courses of action involved in change implementation (Weiner, 2009). Because implementation is
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often a team sport, problems arise when some feel committed to implementation but others do
not, according to Weiner (2009). Organization members can commit to implementing an
organization change because they want to, because they have to, or because they ought to
(Weiner, 2009). Commitment based on “want to” motives, according to Weiner (2009), reflects
the highest level of commitment to implement organization change.
Coordinating action across many individuals and groups and promoting organization
learning are good examples of collective (or conjoint) capabilities, according to Weiner (2009).
Organization readiness is likely to be highest when organization members not only want to
implement an organization change and but also feel confident that they can do so (Weiner, 2009).
Consistent leadership messages and actions, information sharing through social interaction, and
shared experience – including experience with past change efforts – could promote commonality
in organization members' readiness perceptions, according to Weiner (2009).
Social cognitive theory suggests that when organization readiness for change is high,
organization members are more likely to initiate change (i.e. institute new policies, procedures,
or practices), exert greater effort in support of change, and exhibit greater persistence in the face
of obstacles or setbacks during implementation (Weiner, 2009). When organization readiness is
high, organization members exhibit more pro-social, change-related behavior, actions supporting
the change that exceed job requirements or role expectations (Weiner, 2009).
International students remain an under-recruited source of potential students for SLS.
SLS was not focused on recruiting international students. Based on the organization theories
presented here, along with the data collected in the present study, organization causes and
solutions are detailed in the following section.
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This section details the organization problem and the proposed solution. The solution
principle and solution strategy are listed. This section includes a summary of validated causes,
as well as the validation strategy for the organization solutions.
Table 28
Summary of Causes, Solutions and Solution Implementation
Causes Solutions Implementation
Parents may lack the
knowledge to make an
informed decision to apply to
enroll their children at SLS.
SLS must emphasize attributes
such as location, safe campus,
worldly view of
education/cultures, good
teachers, high standards,
tutoring, and cultural
sensitivity.
SLS must use data collected
from the survey and
interviews of parents to build
a plan based on push and pull
factors relative to knowing
what to say (or not to say) to
parents.
Parents may not be motivated
to apply to enroll their
children at SLS.

SLS must distinguish SLS
from other foreign schools by
emphasizing attributes such as
location, safe campus, worldly
view of education/cultures,
good teachers, high standards,
tutoring, and cultural
sensitivity.
SLS must use data collected
from the survey and
interviews of parents to
expand and/or reinforce the
code of conduct outlined in
SLS’s Parent/Student
Handbook in print (English
and Chinese) at the SLS web
site. The handbook should
include SLS’s attributes as
well as a plan to provide
residential housing for
international students.
Parents may not know when
and how to apply to enroll
their children at SLS.

SLS must provide information
pertinent to parents knowing
how they should apply by
spring 2018 to enroll their
children at SLS by fall 2018.

SLS must disseminate
information (including SLS’s
attributes) at the SLS web site
in English and Chinese to
parents detailing when and
how to apply by spring 2018
to enroll their children at SLS
by fall 2018.

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Organization causes. International students remain an under-recruited source of
potential students because SLS may lack focus on recruiting international students. SLS
historically had not been committed to recruiting international students. SLS has only focused on
recruiting domestic Hawaii students.
Organization solutions. It was important to validate whether SLS lacks focus on
recruiting international students. The interview with the SLS admissions director (personal
communication, December 27, 2013) revealed a historical lack of focus on recruiting
international students. The proposed solution is to apply Expectancy Theory (Eccles, 2010;
Soupir-Fremstad, 2013).

Figure 14. Principles of Expectancy Theory (Eccles, 2010)
According to Expectancy Theory, people are more engaged in an activity when they see
that activity as having the high value. Based on the principles of Expectancy Theory (Eccles,
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2010; Soupir-Fremstad, 2013), the solution strategy will be to present results of the survey and
interviews of parents to SLS to convince SLS that recruiting international students is worth the
effort.
Implementation Plan
Solution Integration
Based on results from the survey and interviews, SLS should implement a plan to recruit
international students, using the key types of KMO solutions (Knowledge, Motivation, and
Organization) as part of the task of closing the enrollment gap. The integration of the three types
of solutions would enable SLS to facilitate the recruiting process, given the interacting of KMO
solutions and dependency of each solution on the other to function effectively.
For example, if SLS emphasizes the opportunity for international students to gain a
worldly view of education and cultures (knowledge), parents may be convinced (motivation) to
enroll their children. If SLS emphasizes the opportunity for international students to become
independent (knowledge), parents may be convinced (motivation) to enroll their children.
If SLS emphasizes that international students will gain a quality education with good
teachers and high standards (knowledge), parents may be convinced (motivation) to enroll their
children. If SLS emphasizes tutoring, supportive teachers, cultural openness, sensitivity, financial
aid and a strong safety campus safety record (knowledge), parents may be convinced
(motivation) to enroll their children.
If SLS emphasizes Hawaii’s tropical climate, multi-ethnic island cultures, and
geographical isolation in the middle of the Pacific Ocean, making it relatively safe from acts of
global terrorism frequent destructive natural disasters (knowledge), parents may be convinced
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(motivation) to enroll their children. If SLS emphasizes on residential housing for international
students, parents may be convinced to enroll their children.
Evaluation Plan
To determine the success or failure of the proposed solutions to close the enrollment gap,
the Kirkpatrick evaluation schema will be employed (Kirkpatrick, 2008, p. 148). The Kirkpatrick
evaluation includes four levels (Kirkpatrick, 2008, p. 148): (a) Level 1 = Reactions (motivation);
(b) Level 2 = Learning or Performance (what did they learn? or, are they performing differently
during the intervention?); (c) Level 3 = Transfer or Behavior (are they doing it after the
intervention is completed?); and (d) Level 4 = Impact (is the gap closed?). The evaluation plan is
detailed below.
Level 1 Reactions
Reaction: SLS’s stakeholders allocate a budget (motivation) for the SLS to build a plan
based on push and pull factors relative to knowing what to say (or not to say) to parents. For
example, SLS emphasizes SLS’s attributes (i.e. climate, safety, quality teachers, tutoring and
cultural sensitivity) in a pitch to convince parents to apply and enroll their children.
Reaction: SLS’s stakeholders allocate a budget (motivation) for SLS to expand and/or
reinforce the code of conduct outlined in SLS’s Parent/Student Handbook in print (English and
Chinese) at the SLS web site. The handbook should include SLS’s attributes as well as a plan to
provide on residential housing for international students.
Reaction: SLS’s stakeholders allocate a budget (motivation) for SLS to disseminate
information (including SLS’s attributes) at the SLS web site in English and Chinese to parents
detailing when and how to apply by spring 2018 to enroll their children by fall 2018.
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Table 29
Evaluation Plan for the Proposed Solutions to Closing the Enrollment Gap
Kirkpatrick’s Level Planned Evaluation
Level 1: Reactions and Motivation
Are stakeholders positive about the
solutions implemented?

Stakeholders will be presented with the solutions
plan for closing the enrollment gap.

Stakeholders will include the SLS administration,
the SLS admissions director, and parents who could
potentially apply to enroll their children.

Stakeholders will be asked to react to the plan based
on a 1-to-5 Likert scale, ranging from 1 (fully
disagree with the plan) to 5 (fully agree with the
plan).
Level 2: Learning or Performance
What did they learn? Are they performing
differently during the implementation of
solutions?

Stakeholders will be tested regarding the solutions
plan for closing the enrollment gap.

Stakeholders will asked to detail the components of
the solutions plan.
Level 3: Transfer or Behavior
Are they doing it after all the solutions
have been implemented?

If the solutions plan is behaviorally transferred,
SLS will make the recommended organization
changes, the SLS admissions director will utilize
the push and pull factors identified in the solutions
plan in the recruitment of international students,
and parents will know about SLS and successfully
apply to enroll their children.

Level 4: Impact
How many international students have
enrolled by fall 2018?

Because parents know about SLS and successfully
apply to enroll their children, the goal of recruiting
300 international students by fall 2018 is achieved,
thereby closing the enrollment gap. SLS continues
to enroll international students, and is considering
recruiting students from Korea and Japan), pending
further research. International students attending
SLS are provided with an ESL program that is
satisfactory to parents. SLS provides residential
housing for international students.

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Level 2 Learning
Learning: SLS’s stakeholders learned that allocating a budget (motivation) for SLS to
build a plan based on push and pull factors relative to knowing what to say (or not to say) to
parents, are integral components essential to the process of providing parents with knowledge to
make an informed decision to apply to enroll their children (based on SLS’s attributes).
Learning: SLS’s stakeholders learned that allocating a budget for SLS to expand and/or
reinforce the code of conduct outlined in SLS’s Parent/Student Handbook in print (English and
Chinese) at the SLS web site, including SLS’s tenets of academic excellence in print (English
and Chinese), are integral components essential to the process of convincing parents to focus on
applying to enroll their children (based on SLS’s attributes).
Learning: SLS’s stakeholders learned that allocating a budget for SLS to disseminate
information (including SLS’s attributes) at the SLS web site in English and Chinese to parents
detailing when and how to apply by spring 2018 to enroll their children by fall 2018, is an
essential component to the process of informing parents to know when and how to apply to
enroll their children.
Level 3 Transfer
Transfer: SLS continues to recruit international students because parents have acquired
the knowledge (about SLS’s attributes) to make an informed decision (motivation) to apply and
enroll their children. Because of the success in recruiting international students, SLS is
considering expanding recruiting efforts to include students from Korea and Japan, pending
further research.
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Transfer: SLS continues to expand and/or reinforce the code of conduct outlined in SLS’s
Parent/Student Handbook in print (English and Chinese) at the SLS web site and include SLS’s
attributes in print (English and Chinese). The expansion and/or reinforcement of the code of
conduct outlined in SLS’s Parent/Student Handbook in print (English and Chinese) at the SLS
web site and inclusion of SLS’s attributes have convinced parents to focus (motivation) on
applying and enrolling their children.
Transfer: SLS continues to disseminate information (including SLS’s attributes) in
English and Chinese at the SLS web site to parents detailing when and how to apply by spring
2018 to enroll their children at SLS by fall 2018, because it is essential that parents know when
and how to apply (motivation) to enroll their children.
Level 4 Impact
Impact: As a result of the solutions and implementation, the enrollment gap is closed with
the enrollment of international students by fall 2018. SLS continues to enroll additional
international students, and is considering recruiting students from Korea and Japan, pending
further research. International students attending SLS are provided with an ESL program that is
satisfactory to parents. SLS provides residential housing for international students, with future
plans for expansion to include housing for students from Korea and Japan.
Future Research
Based on results from solutions and implementation, and results from the survey of and
interviews with parents, the following future research is recommended:
1) SLS should conduct further research by expanding on this gap analysis and
determining if SLS can recruit students from Korea and Japan.
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2) If SLS has the resources to expand recruitment of international students from Korea
and Japan, further research may include formulating a survey of and interviews with
parents in Korea and Japan.
3) If SLS has the resources, further research may include providing residential housing
for students from Korea and Japan, as well as assisting parents with finding housing
conveniently nearby SLS.
Conclusion
Organization Problem
SLS needs to fill an enrollment gap that includes a potential source of under-recruited
students – international students. SLS must close the enrollment gap to prevent possible closure
of SLS. Closure of SLS would displace students whose parents have invested time, effort,
money, and the future in a quality Marianist Catholic education.
The goal to close the enrollment gap was established by the president, principal,
admissions director, Board of Trustees, ex-officio voting members, emeritus trustees, alumni, and
president’s council. The enrollment gap was established by calculating the difference between
the present enrollment and the target enrollment, accounting for additional recruitment plans of
SLS.
The present enrollment of SLS is 540 students, so to meet the target goal, SLS must
enroll 660 students by fall of 2018. SLS has an internal plan of action to increase enrollment of
domestic Hawaii students by 360, leaving an enrollment gap of 300 (660-360=300) international
students to be recruited.
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By spring 2016, SLS will provide pertinent information based on results from the survey
of, and interviews to parents, eligible to apply and enroll their children. By fall 2018, SLS will
enroll 1,200 students, including 300 international students. By spring 2018, parents will have
applied for their children’s admission, with 300 children to be accepted for fall 2018.
Rationale for Stakeholder Selection
The stakeholders (SLS) for this study are the president, admissions director, principal,
vice principal of student affairs, vice principal of curriculum, registrar, business office, director
of student support, attendance office, faculty, Marianist Province of the United States, Board of
Trustees, ex-officio voting members, emeritus trustees, alumni, and president’s council.
The SLS stakeholders' goal was established by the president, principal, admissions
director, Board of Trustees, ex-officio voting members, emeritus trustees, alumni, and president’s
council. The standard of 1,200 students enrolled by fall of 2018 was determined based on the
difference of the number of students currently enrolled, and the number of students needed.
Parents were selected as the primary stakeholders for this study, because parents are an
integral part of closing the enrollment gap. If parents do not apply to enroll their children, SLS
will not close the enrollment gap. Accordingly, parents will directly benefit from enrolling their
children for the fall 2018 session, in that their children will benefit from a quality Marianist
Catholic college readiness education in a safe environment. The survey of, and interviews
revealed that parents want their children to benefit from a quality education in a safe
environment at a foreign school.

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KMO Framework
Within the context of identifying the potential causes and solutions to close the
enrollment gap at SLS, Clark and Estes (2008) gap analysis was applied. This gap analysis
focused on an analytical, detailed method that clearly defines organization goals and identifies
the gap between the actual performance level and the preferred performance level in an
organization. Assumed causes for the enrollment gap were identified based on a survey, scanning
interviews, learning and motivation theory, and background and review of the literature.
The gap analysis examined parents' knowledge (factual, conceptual, procedural,
metacognitive) and assumed causes, motivation (choice, persistence, effort), assumed causes, and
organization (organization models, organization settings), assumed causes. Some knowledge,
motivation, and organization causes were validated. Solutions, based on extensive research, are
recommended and thoroughly evaluated.
To close the enrollment gap, SLS needs to know what variables will help to convince
parents to apply to enroll their children. Therefore, survey methodology was needed so that
parents can provide SLS with factors that may pull parents to apply to enroll their children, or
push parents away from applying to enroll their children.
Results and Solutions
The survey and interview findings validated the assumed causes (Knowledge, Motivation
and Organization – KMO) relative to identifying significant barriers to SLS recruiting
international students by fall 2018. The assumed causes validated revealed that SLS should
emphasize the opportunity for international students to gain a worldly view of education and
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cultures, become independent, learn English, and gain a quality education with good teachers and
high standards.
Further, according to results from the survey of, and interviews with parents, SLS should
emphasize tutoring, supportive teachers, cultural openness and sensitivity, financial aid, and a
strong safety record. SLS should also emphasize Hawaii’s tropical climate, multi-ethnic island
cultures, and geographical isolation in the middle of the Pacific Ocean, making it relatively safe
from acts of global terrorism and natural disasters for example. SLS should also emphasize their
commitment to providing residential housing for international students.
The survey and interviews provide SLS with factors that pull parents to apply to enroll at
SLS – or push parents away from applying to enroll their children. Data collected from
interviews and survey of parents has become a knowledge base for SLS to close the enrollment
gap. The survey and interviews did not specifically refer to SLS, but rather, “a foreign school.”
Using data collected from the survey and interviews, SLS can formulate solutions (organized by
KMO) and develop an implementation plan to overcome barriers to achieving the goal of
recruiting international students by fall 2018.
Implications of the Gap Analysis
This gap analysis can be used to inform the wider problem of declining enrollment at
Catholic schools nationwide. The gap analysis can be useful to schools in similar contexts who
are exploring ways to increase enrollment, particularly relative to recruiting international
students, including students from Korea and Japan. Based on survey results and interviews with
parents, Catholic schools, as well as other schools, can use this analysis to determine a course of
action to closing enrollment gaps.
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Meticulous effort was expended in formulating the methodology required to discover the
factors that push parents away from applying to enroll their children or pull parents towards
applying to enroll their children. Extensive months of research was conducted to document
empirical literature relative to recruiting international students. Because SLS was not referenced
in the survey of and interviews with parents, the data collected can be applied to any “foreign
school.”
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APPENDIX A
INTERVIEW AND SURVEY QUESTIONS

Interview Questions for Parents
1. What are the MOST IMPORTANT qualities that would most strongly PULL you towards
applying to enroll your child in a foreign school? Why?
2. What are the MOST IMPORTANT qualities that would most strongly PUSH you away from
applying to enroll your child in a foreign school? Why?
3. Would you consider applying to enroll your child at a foreign school? Why?
4. What pulls you towards enrolling your child at a foreign school?
5. What would push you away from enrolling your child at foreign school?
Survey Questions for Parents

This survey was designed to help us understand what school qualities would pull you
towards or push you away from applying to enroll your child at a foreign school. Please answer
each item by indicating your most honest answer on the scale provided. For example, if a school
quality would push you away from sending your child to a foreign school, indicate “-1” (Push
Away) but if a foreign school’s quality would strongly pull you towards sending your child to the
foreign school, indicate “+2” (Strongly Pull Towards). If a foreign school’s quality would not
pull you towards or push you away, indicate “3” (Neutral) to show that you are neutral regarding
that foreign school’s quality. Your responses will be anonymous.

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Part I
If the school has this School Quality, would that quality PUSH ME AWAY or PULL ME
TOWARDS applying to enroll my child in that school?

# School Quality
Strongly
Push
Away
Push
Away
Neutral
Pull
Towards
Strongly Pull
Towards
1 School is in the USA -2 -1 0 1 2
2 School is in Hawaii -2 -1 0 1 2
3 Great weather -2 -1 0 1 2
4 Beautiful campus -2 -1 0 1 2
5 Residential housing -2 -1 0 1 2
6 No residential housing -2 -1 0 1 2
7 New science center -2 -1 0 1 2
8 Building new gym -2 -1 0 1 2
9
Catholic school (quality
Marianist Catholic college
readiness education)
-2 -1 0 1 2
10 All male -2 -1 0 1 2
11
Open to students of all
faiths
-2 -1 0 1 2
12 98% graduation rate -2 -1 0 1 2
13
Graduates attend top
colleges
-2 -1 0 1 2
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# School Quality
Strongly
Push
Away
Push
Away
Neutral
Pull
Towards
Strongly Pull
Towards
14 Early college admission -2 -1 0 1 2
15 Classes for college credit -2 -1 0 1 2
16
Share campus with a
university
-2 -1 0 1 2
17 Successful graduates -2 -1 0 1 2
18 Strong alumni network -2 -1 0 1 2
19 Safe campus -2 -1 0 1 2
20 English mastery program -2 -1 0 1 2
21 Asian ethnicity/culture -2 -1 0 1 2
22 Small class size -2 -1 0 1 2
23 Strong sport program. -2 -1 0 1 2
24
Tennis, badminton, track,
soccer
-2 -1 0 1 2
25 Strong football team -2 -1 0 1 2
26 Financial aid -2 -1 0 1 2
27 Supportive teachers -2 -1 0 1 2
28 Supportive parents -2 -1 0 1 2
29 Campus chapel -2 -1 0 1 2
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# School Quality
Strongly
Push
Away
Push
Away
Neutral
Pull
Towards
Strongly Pull
Towards
30 Friendly people -2 -1 0 1 2
31 Community support -2 -1 0 1 2
32 Parent visitation -2 -1 0 1 2
33
Parents welcome on
campus
-2 -1 0 1 2
34
Family housing near
campus
-2 -1 0 1 2
35 Clean campus -2 -1 0 1 2
36 In Hawaii -2 -1 0 1 2
37 Airport access -2 -1 0 1 2
38 Competitive learning -2 -1 0 1 2
39 Cooperative learning -2 -1 0 1 2
40 Interactive learning -2 -1 0 1 2
41 Hands-on learning -2 -1 0 1 2
42 Study groups -2 -1 0 1 2
43 School uniforms -2 -1 0 1 2
44 Tutoring -2 -1 0 1 2
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# School Quality
Strongly
Push
Away
Push
Away
Neutral
Pull
Towards
Strongly Pull
Towards
45
Oversight board for
International students
-2 -1 0 1 2
46 Growing Asian enrollment -2 -1 0 1 2
47 Customs respected -2 -1 0 1 2
48 Code of conduct -2 -1 0 1 2
49 Campus chapel -2 -1 0 1 2
50 Campus theater -2 -1 0 1 2
51 New gym -2 -1 0 1 2
52 Advanced program -2 -1 0 1 2
53 College prep program -2 -1 0 1 2
54
Small faculty to student
ratio
-2 -1 0 1 2
55 Frequent progress reports -2 -1 0 1 2

Part II
If my child graduates from the school with this Personal Quality, would that quality PUSH ME
AWAY or PULL ME TOWARDS applying to enroll my child in that school?

# School Quality
Strongly
Push
Away
Push
Away
Neutral
Pull
Towards
Strongly
Pull
Towards
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# School Quality
Strongly
Push
Away
Push
Away
Neutral
Pull
Towards
Strongly
Pull
Towards
1 Speak English fluently -2 -1 0 1 2
2 Have lifelong skills -2 -1 0 1 2
3 Have confidence -2 -1 0 1 2
4 Be independent -2 -1 0 1 2
5 Be mature and responsible -2 -1 0 1 2
6 Have lifelong friends -2 -1 0 1 2
7
Have strong alumni
support
-2 -1 0 1 2
8 Be prepared for university -2 -1 0 1 2

Part III
1. What are the MOST IMPORTANT qualities that would most strongly PULL you towards
applying to enroll your child in a foreign school?
2. What are the MOST IMPORTANT qualities that would most strongly PUSH you away
from applying to enroll your child in a foreign school?

Thank You!
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APPENDIX B
SURVEY RESULTS
“What are the MOST IMPORTANT qualities that would most strongly PULL you towards
applying to enroll your child in a foreign school?”

Parent Response
1 Good teachers and high standards.
2 Can be independent and see the world.
3 Will get top-notch education.
4 Study abroad and open eyes to the world.
5 Get educated in a foreign country.
6 Better teachers and safe environment.
7 Learn about different cultures in another country.
8 Able to see the world and get an education in another country.
9 Safe environment to learn.
10 Can open child’s eyes and see the world.
11 Learn in a different education system.
12 Learn how to be independent and live in a different society.
13 Study in another country and learn about the culture.
14 Get a good education in another country and expand learning skills.
15
Learn in another country with competition from other students, more
flexible education system than in China.
16 Study in another country and learn about cultures in a safe environment.
17 Child will study in another country and open eyes to the world.
18 Will learn in another country and get a complete education that is balanced.
19 Get a good education in another country.
20 Study in another country and learn how to be independent.
21 Learn English standards.
22 Good schools and better teachers in another country.
23 Learn about different cultures, and become independent.
24 Learn how to be independent.
25 Learn how to adjust to different cultures in another country.
26
Explore other cultures and learn in an environment with good teachers and
good education.
27 Learn how to become independent and get an education in another country.
28 Get a good education with better teachers and more flexible system.
29 Open child’s eyes to the world in a learning environment in another country.

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APPENDIX C
SURVEY RESULTS
“What are the MOST IMPORTANT qualities that would most strongly PUSH you away from
applying to enroll your child in a foreign school?”

Parent Response
1 Don’t know if child will be able to adjust to the environment and culture.
2 Worried about being separated from child
3 No response.
4 Worried about cost for education.
5 Too far for child to study.
6 Need to learn how to speak English.
7 Not sure if ready for child to leave home.
8
How child will adjust to different cultures and also cost prohibitive
education.
9 Concerned about policy changes in education.
10 Worried about child living in another country.
11 Too far away.
12 Not sure if child is ready to handle real life abroad.
13 Child might not readily make friends and adjust to learning environment.
14 Might not be safe environment.
15 Not ready to accept child studying in another country.
16 Child will live in another country far away.
17 Costly education.
18 Worried about child adjusting to different cultures and societies.
19 Cost prohibitive education.
20 Concerned about ability of child to study in another country.
21 Safety situation.
15 Not sure if ready for child to study in another country.
23 Lack of parents’ support if not making good grades.
24 Child might miss home in China.
25 Might have difficulty with ability to compete.
26 Concerned about safety.
27 Education might be too costly.
28 Concerned about ability of child to adjust culturally and academically.
29 Worried about ability of child to compete academically in another country.

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APPENDIX D
INTERVIEW RESULTS
Interviewee #1

Interviewee #2 Interviewee #3 Interviewee #4
1. Security/safety
(pull factors)
1. Quality teachers
and quality
curriculum (pull
factors)
1. Child gains
independence via a
world view of
education, cultures,
cultivates
friendships (pull
factors)
1. Quality teachers
and quality
curriculum (pull
factors)
2. Quality of
curriculum, i.e. ESL
program, would
prefer co-ed private
high school (pull
factors)
2. Geographical
location, i.e. warm
weather (pull factor)
2. Co-ed school
environment (pull
factor)
2. Security/safety
(pull factors)
3. Geographical
location, i.e. warm
weather, preferably
in America,
especially Hawaii
(pull factor)
3. Child will have
more exposure to
other cultures and
quality education
(pull factors)
3. Quality of
curriculum,
especially ESL
program (pull
factor)
3. Geographical
location, i.e. warm
weather (pull factor)
4. High crime rate
(push factor)
4. Quality ESL
program (pull
factor)
4. High cost of
tuition (push factor)
4. Child will
enhance language
skills and learn
about other cultures
in foreign school
(pull factors).
5. History of natural
disasters such as
hurricanes (push
factor)
5. School in
convenient location,
i.e. near retail
merchants (pull
factor)
5. No residential
housing (push
factor)
5. No residential
housing (push
factor)
6. High cost of
tuition (push factor)
6. High crime rate
(push factor)
6. High crime rate
(push factor)
6. High cost of
tuition (push factor)
7. No residential
housing for students
(push factor)
7. No residential
housing for students
(push factor)
7. Restrictive
curriculum,
discrimination (push
factors)
7. Discrimination
(push factor)

Abstract (if available)

Abstract The purpose of this study was to conduct a KMO Gap Analysis (Clark & Estes, 2008) to understand how to increase enrollment at Saint Louis School (SLS) in Honolulu, Hawaii with the recruitment of 300 students from China. To successfully recruit students from China, SLS must understand what factors might “pull” parents towards enrolling their children at SLS or “push” parents away from enrolling their children. ❧ Based on the KMO Gap Analysis, results from a survey of, and interviews with parents of children in China the KMO causes were validated. Based on the results, the following solutions are recommended: SLS should emphasize a quality education

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Asset Metadata

Creator Iong, Kenneth Chio Heng (author)

Core Title Increasing international student enrollment from China at Saint Louis School: a gap analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Publication Date 08/07/2015

Defense Date 07/16/2015

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

Tag international student enrollment,international student from China,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Castruita, Rudy Max (committee chair), Picus, Lawrence O. (committee member), Seli, Helena (committee member)

Creator Email ciong@usc.edu,keniong@me.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-631527

Unique identifier UC11305766

Identifier etd-IongKennet-3814.pdf (filename),usctheses-c3-631527 (legacy record id)

Legacy Identifier etd-IongKennet-3814.pdf

Dmrecord 631527

Document Type Dissertation

Format application/pdf (imt)

Rights Iong, Kenneth Chio Heng

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