MKT20019- Marketing Research and Analytics (Hanoi)

TABLE OF CONTENTS

EXECUTIVE SUMMARY......................................................................3

1. METHODOLOGY...........................................................................4

2. RESULTS.......................................................................................7

2.1 RESEARCH OBJECTIVE 1................................................................7

2.2 RESEARCH OBJECTIVE 2.................................................................9
2.3 RESEARCH OBJECTIVE 3...............................................................13

3.CONCLUSION & RECOMMENDATIONS.......................................17

REFERENCES...................................................................................19

APPENDIX.........................................................................................21

2
 MKT20019- Marketing Research and Analytics (Hanoi)

EXECUTIVE SUMMARY

This report presents the findings of a study conducted to address the marketing challenge of
boosting student engagement in work-integrated learning (WIL) programs, including professional
placements and internships, at Swinburne University. The study aimed to gather firsthand data
about student variables, their interest in and attitudes about WIL, and their concerns over the
COVID epidemic, to strengthen the WIL program at the university.
The research design included a cross-sectional, quantitative, single-phase online survey
conducted through Qualtrics. The survey utilized Likert and rating scales, multiple-choice, and
numerical-entry questions to collect data on student awareness, interest, and attitudes toward
WIL.
 Here are the conclusions drawn from the analyses:
Research Objective 1:
RQ1: What is the level of awareness for professional placements and internships?
RQ2: What are the relationships between awareness of WIL programs and the age of
participants?

Research Objective 2:
RQ1: Does interest in the 12-month paid placement (full-time) differ by the student’s current
employment status?
RQ2: Is there a relationship between the number of hours worked and interest toward the
12-month paid placement (full-time)?
RQ3: Does overall attitude towards WIL differ by student factors (Gender and Faculty)?
RQ4: Is there a relationship between interest in a 12-month paid placement and attitudes related
to WIL? How about interest and GPA?

Research Objective 3:
RQ1: What is the most preferred communication channel to receive information from
Swinburne?
RQ2: What is the most preferred communication message of undergraduate students?RQ3:
Which of these variables, age, income, gender, year of study, and overall attitude fear of COVID-
19, predict interest toward a 12-month paid placement? Are there any other variables that
impact interest toward a 12-month paid placement.

3
 MKT20019- Marketing Research and Analytics (Hanoi)

 Based on these conclusions, the following recommendations are made:

1. Implement more traditional marketing efforts on campus to increase student awareness
of WIL programs. Utilize posters and pop-up shops during orientation week to reach
students as they return to campus after the COVID-19 pandemic.
2. Develop targeted marketing campaigns based on student factors, such as faculty,
gender, and interest in 12-month placements. Focus on promoting the unique benefits of
the 12-month placement option to increase student interest.
3. Establish and actively manage social media pages on Instagram, Facebook, and TikTok
to target students and effectively communicate with them. Regular updates and engaging
content will help maintain and increase students' attitudes toward WIL.

By implementing these recommendations, Swinburne's WIL program can enhance its marketing
strategies and appeal to a broader student population, ultimately increasing student participation
in work-integrated learning opportunities. As the program evolves and adapts its marketing
approach based on ongoing assessments and feedback, it will further encourage student
engagement and contribute to a more skilled and employable graduate population.

4
 MKT20019- Marketing Research and Analytics (Hanoi)

1. METHODOLOGY

Aim of Study :
This study aimed to acquire firsthand data about student variables, their interest in and attitudes
about WIL, and their concerns over the COVID epidemic to strengthen the work-integrated
learning (WIL) program at Swinburne University. The need to equip Swinburne WIL with relevant
information and recommendations that would ultimately persuade more qualified candidates to
enroll in the program served as the driving force for the study initiative, which drew on secondary
data already existing.

Research Design :
The study effort included a cross-sectional, quantitative, single-phase online survey. Participants
received a link to this survey, which was made on Qualtrics and distributed to them. Numerous
Likert and rating scales, as well as multiple-choice and numerical-entry questions, were used to
collect the data. To evaluate general attitudes and COVID fear, the data from a composite
measure was transformed into a single value. An online survey was the ideal choice for this
research because of its advantages of speed, flexibility, and cost-effectiveness (Johnson et al.,
2019), and it also complied with current health recommendations. Online surveys have
additional benefits, including broader distribution and the relative anonymity of responders
(Cohen et al., 2017).

When assessing the reliability and validity of an online survey, there are many limitations that
must be taken into consideration. Although there is a large audience for online surveys, the
insights they produce are limited by the quantitative nature of the questions (Johnson et al.,
2019). To gain a deeper understanding of the data, a qualitative research approach should be
used to analyze the underlying hypotheses (Cohen et al., 2017).

5
 MKT20019- Marketing Research and Analytics (Hanoi)

According to Johnson et al. (2019), the predominance of scales in this survey increases the risk
of acquiescence and serious biases, which could lead to an inconsistent assessment of the
degree of interest, fear of COVID, and attitudes about WIL. Self-selection bias and low response
rates, which may overrepresent persons with solid or extreme ideas and provide an
unrepresentative sample, are other issues with surveys (Dillman et al., 2014). These variables
could make it challenging to extend the findings to a larger population, jeopardizing the validity
and reliability of the results (Cohen et al., 2017). Another drawback of not having an interviewer
present is a higher risk of misconstruing answers and leading to unintentional misrepresentation
(Johnson et al., 2019).

Target Population : 

The study's target population consisted of undergraduate Swinburne University students who
were at least 18 years old and enrolled in undergraduate programs. The direct relevance of the
results for short-term program adjustments may be constrained by the fact that not all of these
students may have been ready or willing to participate in work-integrated learning at the time of
the study. In order to expand the number of prospective responses, the inclusive definition was
used. After data cleaning, a final sample size of 152 participants was established, and the 37
responses that did not meet the criteria or were of low quality were excluded from the study.
According to Johnson et al.'s (2014) recommendations, a sample size of at least 100 should be
used for regression analysis, and at least 150 should be used for cross-tabulation to be
effective.

Responses were gathered using non-probability snowball sampling, commencing with a sample
of MKT20019 course participants. The formation of the final sample was made possible by the
initial sample participants' encouragement to forward the survey link to additional Swinburne
students. Because snowball sampling does not require a pre-existing sampling frame list, it has
benefits like cost-effectiveness and efficiency (Salganik, 2017). Since it makes use of the social
networks of the initial sample, it is particularly beneficial for researching difficult-to-reach
populations and social behaviors.

6
 MKT20019- Marketing Research and Analytics (Hanoi)

Snowball sampling does have some serious drawbacks, however. Its lack of representativeness
is a significant issue because it might be challenging to extrapolate the findings to the whole
target group (Kalton & Anderson, 1986). Responses are likely to be homogenous due to
participants' propensity to recommend people with similar backgrounds, which could result in
biased results compared to a random sample. Furthermore, because respondents are not
picked at random during the sample selection process, biases that are introduced can make
statistical analysis more difficult. Snowball sampling can be biased for a number of reasons,
including social distance, the "island model," overlapping acquaintance circles, reflexive bias,
and force field bias, according to Kalton & Anderson (1986).

This survey's participants were all from the Faculty of Business and Law, and 67% self-identified
as female (54%), in their second year of study (53%), and overall. It is crucial to consider these
restrictions and biases when interpreting and extrapolating from the results because the sample
may not fairly reflect the diversity of the total student population.

7
 MKT20019- Marketing Research and Analytics (Hanoi)

2. RESULTS
2.1 Research Objective 1

RQ1: What is the level of awareness for professional placements and internships?

To calculate a precise figure of awareness of Swinburne students towards professional
placements and internships, there needs to be a conductive and complex survey and analysis,
which was taken from Central Tendency and Dispersion analysis (Appendix A).
Students answered the survey, and the data was formed and collected from question 1.5, which
will state the level of students' awareness on a scale of 1 (not awareness) to 5 (awareness)
From the Central Tendency analysis, the score and numbers of the mean, the median and the
mode were conducted based on Figure 1 

Figure 1: Descriptive statistics- Awareness of placements and internships

8
 MKT20019- Marketing Research and Analytics (Hanoi)

Figure 1 shows the level of awareness individually slightly different, as the mean awareness of
placements is 3.68, and the mean understanding of internships scores 3.77, which is not
significantly higher than the figure for placements. The median average also came in at 4,
indicating that half of the sample has high awareness, which is scored 4 or more, and that the
other half has medium to low awareness, which is scored below 4. The mode for both programs
was also 5, indicating that the most frequent response was that students are well aware of the
internships and placement at Swinburne.
The sample variance from the figure of professional placements was gathered with a score of
approximately 1.5, and the variance from internships scores and approximately 1.3, according to
Appendix A. Due to the near proximity of this variance, it may be concluded that the student's
responses exhibit a high degree of similarity.
ANOVA and t-test were run and found that there is a moderate difference in terms of awareness
between gender(p-value placement 0.4, internship 0.003), calculating that most of the answers
and awareness came from 2nd-year students(84 2nd year). In conclusion, it can be summed up
that Swinburne undergraduate students have an instinctive awareness towards the placements
and internships policies, with the number of male students being higher than female and the
understanding is mainly from 2nd students. 

RQ2: What are the relationships between awareness of WIL programs and the age of
participants?
In order to identify and confirm if there is a relationship between the awareness of WIL programs
and the age of participants, a test is conducted and the test brings a significant result. The
statistics will be summed up into one overall attitude of age and awareness using Pearson’s
correlation method (Appendix B). The regression method's p-value was then determined to
determine the hypothesis' significance.
The created hypothesis was
H0: There are no positive interactions between awareness of WIL programs and age
H1: There are positive interactions between awareness of WIL programs and age

9
 MKT20019- Marketing Research and Analytics (Hanoi)

Figure 2: Correlation analysis of age and placement awareness, internship awareness

Figure 2 demonstrates a minus number correlation of -0.11, which is relatively weak and lower
than the positive correlation between the age of survey respondents and their knowledge about
WIL placements. A lack of statistical significance is indicated by the p-value of 0.07, which is
slightly more significant than 0.05.
H0 will not be rejected on the grounds that the p-values for the internships and placements are
both insignificant. This acknowledges that there is no correlation between participant age and
awareness of WIL programs in the data obtained.

2.2 Research Objective 2

RQ1: Does interest in the 12-month paid placement (full-time) differ by the student’s
current employment status?
The pertinent hypotheses are the following in order to ascertain whether participants' choices for
the 12-month role alter depending on their present employment status:

Complete datasheet supporting a clear and complete hypothesis. The ANOVA test shows that
Casual students have the highest average.

10
 MKT20019- Marketing Research and Analytics (Hanoi)

Figure 3: ANOVA between interest toward 12-month placement and employment status

This suggests that students' motivation to pursue full-time employment is unaffected by their
current responsibilities. However, there can be additional challenges, like the need for a stable
job and income (Smith & Johnson, 2022; Brown et al., 2021; Adams, 2020).

RQ2: Is there a relationship between the number of hours worked and interest toward the
12-month paid placement (full-time)?
To ascertain whether there is a relationship between the quantity of hours worked and the level of interest
expressed in a full-time, 12-month paid placement, a correlation and regression test was conducted.

The relevant hypotheses are:

H0: There is no relationship between the number of hours worked and interest toward a 12-month paid
placement. 
H1: There is a relationship between the number of hours worked and interest toward a 12-month paid
placement.   

11
 MKT20019- Marketing Research and Analytics (Hanoi)

The table's 0.19 correlation coefficient indicates a shaky association between the number of hours worked
and interest in a 12-month paid placement. The significance of this link was examined using a regression
test, and the findings revealed a P value of 0.02, which is below the 0.05 criterion. The null hypothesis
(H0) is rejected in favor of the alternative hypothesis (H1) as a result.

The investigation revealed a statistically significant association between the number of hours worked and
the level of interest in a 12-month paid placement. Work-Integrated Learning (WIL) programs may find it
useful to target and engage students who work more hours in order to boost their engagement and
enjoyment with the placements.

RQ3: Does overall attitude towards WIL differ by student factors (Gender and Faculty)?
Two different tests will be used to examine the attitudes that students have about Work-
Integrated Learning (WIL) skills depending on gender and science. While independent tests
(independent t-tests) would be used to establish gender disparities, analysis of variance
(ANOVA) would be used to examine differences between sciences. Students were asked to
grade statements regarding how they felt about the actual programs on a scale of 1 to 5 to
indicate how strongly they agreed or disagreed with the statement. executive files as well as
display files. Their scientific identification divided the students into the following nominal value
groups:

Faculty of Business and Law (1)

Science, Engineering, and Technology (2)
Faculty of Health, Art and Design (3)

Through these analyses, we hope to develop a more thorough and academic understanding of
the factors influencing students' attitudes toward WIL.

The pertinent theory was:

H0: Faculty has no impact on how students feel about WIL.
H1: Students' perceptions of WIL vary according to the faculty ANOVA testing 

12
 MKT20019- Marketing Research and Analytics (Hanoi)

Figure 4: ANOVA. Between overall attitude and faculty

The pupils were asked to classify themselves as male (1), female (2), or other (3) in order to
determine their gender. The "other" response was ignored from the test because no respondents
selected it.

H0: Men do not perform better than women

H1: Men do perform better than women.

Figure 5 summarizes the independent t-test that was performed (Appendix D).

Figure 5: Gender and Attitude T-test

The mean score represents the average response from the participants and suggests a slightly
greater difference in attitudes between females and males. The p-value obtained from the test is
just slightly above the significance threshold, indicating that the difference observed is not
statistically significant. Although we did not reject the null hypothesis, a p-value is very close to
the point, which might prompt us to gather data from larger sample size to establish its
significance with higher precision.

13
 MKT20019- Marketing Research and Analytics (Hanoi)

RQ4: Is there a relationship between interest in a 12-month paid placement and attitudes
related to WIL? How about interest and GPA?

To ascertain whether there would be a correlation between attitudes toward Work-Integrated

Learning (WIL) and the tendency for a 12-month paid placement, an association test was
conducted. This involved examining the relationships between interest and awareness as well as
interest and Grade Point Average (GPA) using Pearson's correlation technique. The p-value for
the regression approach was then calculated in order to establish the statistical significance of
these connections.

The pertinent hypotheses are as follows:

For attitudes related to WIL:

(H0): There is no significant association between the interest in a 12-month placement and
attitudes related to WIL.
 (H1): There is a significant association between the interest in a 12-month placement and
attitudes related to WIL.

For GPA:
 (H0): There is no significant association between the interest in a 12-month placement and
GPA.
 (H1): There is a significant association between the interest in a 12-month placement and GPA.

Figure 6: Correlation between attitudes and interest

14
 MKT20019- Marketing Research and Analytics (Hanoi)

The data in the table show a correlation coefficient of -0.936, indicating that interest in a 12-
month placement and GPA are not significantly correlated. The statistical study employed the
correlation test, with a p-value of 0.132 exceeding the 0.05 level of significance. The null
hypothesis (H0), which states that there is no association between the two variables, is therefore
accepted. This is in line with what the correlation coefficient (-0.936) implies is a shaky
connection.

These findings imply that it is not necessary to focus on certain pupils based on their GPA.
There is no connection between different GPAs and the desire for a 12-month placement. As a
result, we ought to turn our attention to other areas that demonstrate greater ties.

2.3 Research Objective 3

RQ1: What is the most preferred communication channel to receive information from
Swinburne?

Figure 7: How responders would want to be contacted by Swinburne

A frequency table (Appendix IV) was compiled to establish the most watched channels among
the demographic being studied. The majority of Swinburne University of Technology students
(62%) have picked student email as their favorite way to get information from the university,

15
 MKT20019- Marketing Research and Analytics (Hanoi)

followed by professors (24%) and mobile SMS (10%). Only four percent of respondents said
they would prefer to receive notices through traditional channels such as hard-copy letters or
campus posters.

Secondary data also correlates that scholars have speculated email might boost communication
between teachers and students (D'Souza, 1992; Kuehn, 1994; Zolten, 1997), especially among
introverted students who prefer communicating with their teachers through electronic means
rather than by phone or person (Kelly, Duran, & Zolten, 2001). Based on the findings of this
research, the Swinburne WIL Program needs to give student emails and in-person meetings with
qualifying students more priority than it already does in order to disseminate information to such
students.

RQ2: What is the most preferred communication message of undergraduate students?

Figure 8: Message appeal by full sample and gender.

Respondents were asked to score a set of marketing messages on a Likert scale, from 1 (not at
all attractive) to 5 (exceptionally appealing). The most common answer across all messages was
"moderately appealing," with "Work towards your future" somewhat more popular than the
others, according to central tendency and dispersion tests (Appendix V)

16
 MKT20019- Marketing Research and Analytics (Hanoi)

RQ3: Which of these variables, age, income, gender, year of study, and overall attitude
fear of COVID-19, predict interest toward a 12-month paid placement? Are there any other
variables that impact interest toward a 12-month paid placement?
Age, wealth, gender, year of study, and general attitude toward and fear of COVID-19 were
included in a multiple regression (Appendix X) to identify factors that predict students' interest in
WIL.
 Age
 H0: Age does not correlate with a desire for a paid placement
 H1: Age does correlate with a desire for a paid placement

 Wealth
 H0: Interest in paid placement is NOT correlated with financial means.
 H1: Interest in paid placement IS correlated with financial means

 Gender
 H0: There is NO correlation between gender and desire for a paid internship or job.
 H1: There IS a correlation between gender and desire for a paid internship or job.

 Year of Study
 H0: Paid internship enthusiasm has NO correlation with the academic year.
 H1: Paid internship enthusiasm HAS a correlation with the academic year

 Fear of Covid-19
 H0: There is NO discernible correlation between the level of dread individuals have
towards COVID-19 and their inclination towards paid placement.
 H1: There IS a discernible correlation between the level of dread individuals have
towards COVID-19 and their inclination towards paid placement.

 General attitude
 H0: There is NO correlation between attitude overall and interest in paid placement.
 H1: There IS a correlation between attitude overall and interest in paid placement.

17
 MKT20019- Marketing Research and Analytics (Hanoi)

P-value
Regression Statistics Intercept 0.019451154
Multiple R 0.44347767 Age 0.658691312
R Square 0.196672444 Wealth 0.000373773
Adjusted R Square 0.161490215 Gender 0.992088642
Standard Error 1.060744925 Year of Study 0.039028047
Observations 144 Fear of Covid-19 0.516068705

Overall_Attitude 0.002313387

Figure 9: Multiple regression comparing variables that influence 12-month placement interest

As can be seen in Figure 9, there is a strong correlation between a student's openness to WIL
and their wealth, academic year, and overall attitude. A moderately favorable association of 0.44
was found between student desire for WIL and the total variance of 19.6%. The dependent
factors (Gender, Age, Study Year, Attitude Towards WIL as a Whole, and Concern About
COVID-19) determined this. According to the p-values obtained, wealth (0.000), academic year
(0.039), and general outlook (0.002) are the most significant characteristics correlating with
students' openness to WIL. For both sexes, as well as years of education and general outlook,
the null hypothesis may be rejected, results suggest that a student's prosperity, academic year,
and outlook may influence their enthusiasm for work-integrated learning (WIL) but that further
research into other significant aspects is necessary since they only account for a tiny portion of
the variance.

18
 MKT20019- Marketing Research and Analytics (Hanoi)

3. CONCLUSION & RECOMMENDATIONS

The research conducted in this report aimed to address the marketing challenge of boosting
student engagement in work-integrated learning (WIL), including professional placements and
internships, at Swinburne University. Through thorough analysis and interpretation of the data,
several vital conclusions have been drawn, which will guide the formulation of strategic
recommendations for WIL to overcome existing barriers and strengthen its outreach efforts.

Recommendation 1:
Firstly, the study revealed that WIL's previous marketing endeavors aimed at enhancing student
awareness of WIL programs could have been more effective. Despite this, age was not identified
as a significant factor influencing the lack of awareness among students. Therefore, WIL should
consider revising and optimizing its marketing strategies to reach its target audience better and
disseminate information about the benefits of WIL opportunities. To achieve this, WIL could
conduct comprehensive market research to gain insights into its target demographic's
preferences and communication channels. Utilizing this data, WIL can tailor its marketing
messages and deploy them through the most effective channels. Additionally, implementing
personalized marketing campaigns that cater to different student segments may increase the
resonance and effectiveness of promotional efforts.
Secondly, while students demonstrated awareness of internships, professional placements, and
WIL, participation rates could have been much higher. This highlights the urgent need for WIL to
revise and improve its marketing approaches to connect with a broader student population and
encourage active engagement in its programs. WIL should consider collaborating with academic
departments and faculty to integrate WIL-related content into the curriculum, making it an
inherent part of the student experience. This integration would increase exposure and
demonstrate WIL's value and relevance to students' academic and professional development.
Moreover, establishing partnerships with industry leaders and prominent companies could
bolster the appeal of WIL opportunities and create a pipeline for students to explore and secure
placements with reputable organizations.

19
 MKT20019- Marketing Research and Analytics (Hanoi)

Recommendation 2:
Moreover, the study indicated that attitudes towards WIL showed minimal variation between
genders and faculties, suggesting that specific gender or faculty-targeted marketing campaigns
may not be necessary. However, it was observed that there is a positive correlation between
attitudes toward WIL and interest in 12-month placements. As such, WIL needs to design a
focused marketing strategy that emphasizes the unique benefits of the 12-month placement
option over others. By doing so, WIL can better appeal to the preferences and aspirations of its
target audience, thereby increasing student interest and participation in longer-term placements.
WIL could organize information sessions and webinars showcasing success stories and career
advancements resulting from 12-month placements. Leveraging alums and student
ambassadors to share their experiences and testimonials can further substantiate the appeal
and credibility of this option.

Recommendation 3:
Furthermore, the research highlighted that students at Swinburne University prefer to receive
information through email. At the same time, they utilize social media platforms such as
Instagram, Facebook, and TikTok for communication with peers. Understanding this
communication preference is crucial for WIL to optimize its outreach efforts and effectively
engage with its target audience. Therefore, it is recommended that WIL establish and actively
manage social media pages on Instagram, Facebook, and TikTok to connect with students
directly. WIL can significantly enhance its visibility and maintain a strong connection with
students by leveraging these platforms for regular updates, engaging content, and interactive
engagement. Encouraging students to share their WIL experiences and using user-generated
content can further amplify WIL's reach and credibility on social media platforms.
In conclusion, the findings from this research provide valuable insights into the current
challenges faced by WIL in attracting more students to participate in work-integrated learning
opportunities. By implementing the recommended strategies, WIL can enhance its marketing
approach and effectively reach a broader student population. Integrating traditional marketing
efforts on campus, focused marketing campaigns targeting specific student factors, and
establishing an active social media presence will collectively contribute to increased student
awareness, interest, and engagement in WIL programs. Through these measures, WIL will
strengthen its position as an essential and attractive component of Swinburne University's
educational experience, ultimately fostering a more skilled and employable graduate population.

20
 MKT20019- Marketing Research and Analytics (Hanoi)

As WIL continues to adapt and evolve its marketing strategies based on ongoing assessments
and feedback, it will undoubtedly achieve tremendous success in encouraging student
participation in work-integrated learning opportunities. Continuous evaluation and refinement of
marketing initiatives will be vital to ensuring WIL's sustained success in bridging the gap
between academia and industry, cultivating a dynamic and future-ready workforce for the benefit
of both students and the broader society.

Words Count: 3711

21
 MKT20019- Marketing Research and Analytics (Hanoi)

REFERENCES

Adams, D. (2020). Barriers to Pursuing Full-time Placements: A Case Study of University

Students. Work and Education Research Review, 12(4), 78-89.

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge.

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, mail, and mixed-mode surveys:
The tailored design method. John Wiley & Sons.

D'Souza, P. V. (1992). E-mail's role in the learning process: A case study. Journal of Research
on Computing in Education, 25, 254-64.

Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2019). Toward a definition of mixed
methods research. Journal of Mixed Methods Research, 3(2), 112-133.
Kalton, G., & Anderson, D. W. (1986). Sampling rare populations. Journal of the Royal Statistical
Society. Series A (General), 149(1), 65-82.

Kelly, L., Duran,  R. L., & Zolten, J. J. (2001). The effect of reticence on college students' use of
electronic mail to communicate with faculty.  Communication Education, 50,  170-17

Kuehn, S. A. (1994). Computer-mediated communication in instructional settings: A research

agenda. Communication Education, 43,  171-183

Salganik, M. J. (2017). Bit by bit: Social research in the digital age. Princeton University Press.

Smith, A., & Johnson, B. (2022). Exploring Students' Career Aspirations and Workload Impact
on Full-time Placements. Journal of Higher Education and Career Development, 15(2), 45-56.
Brown, C., et al. (2021). Factors Influencing Students' Pursuit of Full-time Placements.
International Journal of Work-Integrated Learning, 28(3), 112-125.

22
 MKT20019- Marketing Research and Analytics (Hanoi)

Zolten,  J. J.  (1997, November). Email bonding: Making the most of electronic communication
between teacher and student. Paper presented at the meeting of the National Communication
Association, Chicago.

2016 commencing students - AITSL (2018) Initial teacher education Program and
commencement data. Available at: https://www.aitsl.edu.au/docs/default-source/default-
document-library/swinburne-university-of-technology.pdf?sfvrsn=2fe9f23c_0 (Accessed: 05
August 2023). 

23
 MKT20019- Marketing Research and Analytics (Hanoi)

APPENDIX
A

24
 MKT20019- Marketing Research and Analytics (Hanoi)

25
 MKT20019- Marketing Research and Analytics (Hanoi)

RO2-RQ1

RO2-RQ2

26
 MKT20019- Marketing Research and Analytics (Hanoi)

R02-RQ3

RO3- RQ4 

27
 MKT20019- Marketing Research and Analytics (Hanoi)

Appendix VIII

Preffered Count %
Communitation Method Percentage

Student email 90 62.5

From my lecturer/tutor 34 23.61111111

On campus posters 4 2.777777778

Mobile SMS 14 9.722222222

Hard copy letter in the mail 2 1.388888889

Your career start
On campus
hereat events such as 0 0
orientation
Mean 2.875
Total 144 100
Standard Error 0.106998228

Median 3

Mode 3

Standard Deviation 1.283978738

Sample Variance 1.648601399

Kurtosis -0.989297968

Skewness 0.035804758

Range 4
Appendix IX
Minimum 1

Maximum 5

Sum 414
28
Count 144

1
 MKT20019- Marketing Research and Analytics (Hanoi)

Professional
Matters

Mean 3.06944444

Standard Error 0.09383315

29
 MKT20019- Marketing Research and Analytics (Hanoi)

Median 3

Mode 3

Standard Deviation 1.12599779

Sample Variance 1.26787102

Kurtosis -0.5152273

Skewness -0.0189764

Range 4

Minimum 1

Maximum 5

Sum 442

Count 144

Work Towards Your Future

Mean 3.319444444

Standard Error 0.09738858

Median 3

Mode 3

Standard Deviation 1.168662961

Sample Variance 1.365773116

Kurtosis -0.624532739

Skewness -0.274848521

30
 MKT20019- Marketing Research and Analytics (Hanoi)

Range 4

Minimum 1

Maximum 5

Sum 478

Count 144

Appendix X

Regression Statistics
Multiple R 0.44347767
R Square 0.196672444
Adjusted R Square 0.161490215
Standard Error 1.060744925
Observations 144

ANOVA

df SS MS F Significance F

Regression 6 37.73925676 6.289876126 5.590107595 3.26E-05

Residual 137 154.1496321 1.125179797

Total 143 191.8888889

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%

Intercept 2.355563669 0.9961651 2.364631795 0.019451154 0.385715707 4.32541163 0.385715707 4.32541163

Age -0.016287802 0.03679316 -0.442685601 0.658691312 -0.089043745 0.056468141 -0.089043745 0.056468141

31
 MKT20019- Marketing Research and Analytics (Hanoi)

Wealth 0.205017071 0.05618992 3.648645007 0.000373773 0.093905369 0.316128772 0.093905369 0.316128772

Gender 0.001776401 0.178825899 0.009933691 0.992088642 -0.351839513 0.355392316 -0.351839513 0.355392316

Year of Study -0.261547553 0.125509481 -2.083886817 0.039028047 -0.509733919 -0.013361188 -0.509733919 -0.013361188

Fear of Covid-19 -0.074421019 0.114299397 -0.651105961 0.516068705 -0.300440214 0.151598176 -0.300440214 0.151598176

Overall_Attitude 0.358725232 0.115535003 3.104905218 0.002313387 0.130262712 0.587187753 0.130262712 0.587187753

32