Browsing by Author "Msime, Kinduu Bashiri"

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    Business analytics of marketability of academic programmes of higher learning institutions in Tanzania: evidence from engineering programmes applicants
    (University of Dar es Salaam, 2015) Msime, Kinduu Bashiri
    Intense competitions in the higher learning institutions in Tanzania have forced many Universities to become entrepreneurs and implement marketing strategies in recruiting students both locally and abroad. The objective of this study was to discover where marketability of academic program of higher learning institution in Tanzania comes from, by comparing various institutions in terms of admission points, subject combinations, sex of applicants and comparison of various engineering fields in order to determine which among many is more marketable than others. Data were obtained from Tanzania Commission for Universities. Data were analysed by using Analysis of Variance and Descriptive Statistics through IBM SPSS Version 20 program. The study found that there were existence of significant differences between independent variables, namely admission point, subject combination, sex of applicants and various engineering field where University of Dar es Salaam was selected with the dependent variable marketability of academic programmes from various University Institutions. Marketability was measured based on quality of inputs (students) to the academic programmes. The University of Dar es Salaam appears to be a more marketable institution than other higher learning institutions in Tanzania with its ability to attract high performed students. Its programmes namely Bachelor of Science in Petroleum Engineering and Bachelor of Science in Civil Engineering appeared to be most marketable of all engineering programmes. The study recommends that universities should provide programmes with many specializations that are in high demand. In addition, there should be improvements in area of research and developments, on one hand and the government should address the problem of annual intake into science subjects and readdress gender imbalance in admission procedures for higher learning institutions, on the other hand.