Informant characteristics as moderators in higher education research

Abstract

Purpose

The purpose of this paper is to report the results of a survey of business schools examining the impact of market orientation on overall business school performance. The authors extend previous research by examining the possible moderating influence of accrediting body affiliation and administrative position of key informants on the relationships between the components of market orientation (customer orientation, competitor orientation, and inter-functional coordination) and overall performance for each of three markets (student, parent, and employer). Research objectives are stated in terms of 18 hypotheses.

Design/methodology/approach

The authors apply moderated regression analysis following the methodology used by Sharma, Durand, and Gur-Arie (1981) and Slater and Narver (1994), examining the variable relationships within schools affiliated through two accrediting bodies, from the perspective of business school deans and chief academic officers.

Findings

Results suggest moderating effects for three of the 18 relationships that were tested. Intelligence gathered from survey research within higher education is indicated to vary somewhat depending on key informant characteristics (accrediting body affiliation and administrative position in this study).

Practical implications

These results have practical implications for strategic planning within higher education. A better understanding of the differences within higher education will assist decision makers in responding to intelligence gathered within their own university, and will also assist them with strategies involving other universities (such as competitors or global partners).

Originality/value

These results within higher education have implications for survey research more broadly, supporting concerns by Phillips (1981) and others that researchers be mindful of key informant characteristics and other factors that could bias their judgments regarding organizational properties and other variables under investigation.

Citation

L. Hammond, K. and L. Webster, R. (2014), "Informant characteristics as moderators in higher education research", Marketing Intelligence & Planning, Vol. 32 No. 4, pp. 398-412. https://doi.org/10.1108/MIP-10-2013-0162