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ERIC Number: EJ1401402
Record Type: Journal
Publication Date: 2023
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2325-4750
The Influence of Instagram and Social Media Marketing Engagement on Prospective College Students' University Selection
de los Reyes, Joy
Strategic Enrollment Management Quarterly, v11 n2 p3-17 2023
Higher education institutions are at a critical point with college recruitment, whereby social media marketing recruitment strategies are vital. Today's prospective traditional college student utilizes social media for both information and engagement. Understanding the relationship between social media influence and the college selection process can direct enrollment management's social media efforts. The purpose of this study is to determine the role, if any, social media marketing plays in the college selection process by traditional first-year college students. Data from a survey distributed to first-year college students at a private liberal arts university were used. Descriptive and inferential chi-square testing were used in this quantitative study to examine whether the frequency of posts by the higher education institution and response to online inquiries played a role in the college selection process. It also examined whether social media marketing is influential at the initial interest stage of the consumer decision framework. The findings of this study suggest that targeted social media marketing strategies can be influential from a practical and theoretical framework for strategic enrollment management to consider for recruitment.
American Association of Collegiate Registrars and Admissions Officers. One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 301-490-7651; e-mail: pubs@aacrao.org; Web site: https://www.aacrao.org/research-publications/quarterly-journals/sem-quarterly
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A