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1

CHAPTER 3
RESEARCH METHODOLOGY

3.1 Research Design
Research design is a blueprint or framework for conducting the marketing research project. t
details the procedure necessary for obtaining the information needed to structure and or to
solve marketing research problem (Maholtra, 1999). The researchers usually will specify the
sources of information, the research method or technique, the sampling methodology and
data processing and analyzing techniques.

3.1.1 Purpose of study
Research design is a plan for collecting and utilizing data so that desired information can be
obtained with sufficient precision or so that a hypothesis can be tested properly. n
researchers' purpose of study, descriptive study is being used. Descriptive is undertaken in
order to ascertain and be able to describe the characteristics of the variables of interest in a
situation. The researchers focus on the how the aspects of university's quality will influence
the overall image of UiTM from students lenses. Additionally, the student's total experience
and emotional attachment were used as mediating variable that influence the relationship
between the independent and dependent variable.

3.1.2 Type of Investigation
The study involves causal type of investigation. This causal study is needed to find an
answer to the issue at hand. The former is done when it is necessary to establish a definitive
cause-and-effect relationship. t is important to the researchers because it test a hypothesis
in a natural situation to better understand cause and affect relationships. The researchers
want to delineate how the aspects of university's quality associated with overall image of
UiTM mediated by students' experience and emotional attachment. n studies conducted to
establish cause and affect relationships, the researchers try to manipulate certain variables

2

so as to study the effects of such manipulation on the dependent variable of interest.
Organizational research is done in naturally environment where work proceeds normally that
is non-contrived settings. Field experiment will be use since the study conducted to establish
cause and effect relationships using the same natural environment.

3.1.3 Unit of AnaIysis
t refers to the level of aggregation of the data collected during the subsequent data analysis
stage. Here, the researchers want to study on how aspects of university's quality influence
the overall UiTM image mediated by student's total experience and emotional attachment.
For this purpose, data will be collected from students of faculty engineering. Thus, the unit of
analysis is the individual who is the student from faculty of engineering in UiTM Shah Alam
who will be the respondents to this study.

3.1.4 Time Horizon
The study is undertaken in which data will be gathered just once, over a period of weeks. So,
the researchers will use such study called one-shot or cross-sectional studies.

3.2 ScaIing
t is a tool or mechanism by which individuals, events or objects are distinguished on the
variables of interest in some meaningful way. The researchers use two types of scale which
are nominal and interval scale.

3.2.1 NominaI ScaIe
Nominal scale allows the researchers to assign subjects to certain categories or group. The
researchers will use this scale in demographic profile question, which respect to the variable
of gender, age, race, nationality and so on. These numbers serve as simple and convenient
category labels with intrinsic value, other than to assign respondents to one of two
overlapping or mutually exclusive, categories.

3

3.2.2 IntervaI ScaIe
nterval scale allows the researchers to perform certain arithmetical operations on the data
collected from the respondents. nterval scale assists the researchers to measure the
distance between any points on the scale. This helps the researchers to compute means
and the standard deviations of responses on the variables. t also measures the magnitude
of the differences in the preferences among the individuals. Most of the questions in
independent variables are using interval scale.

3.3 Rating ScaIe
t is scale used to tap preferences between two or more objects or items. The researchers
will use three types of scales which are dichotomous scale, category scale and likert scale.
Dichotomous scale used to elicit a Yes or No answer. t is parallel with the used of nomonal
scale which is to elicit for response. The multiple scales use multiple items to elicit a single
response. This type of scale also uses nominal scale. A likert item is a statement which the
respondent is asked to evaluate according to any kind of subjective or objective criteria,
generally the level of agreement or disagreement is measured. The format of a typical five-
level Likert item is, strongly disagree, disagree, neither agree nor disagree, agree and
strongly agree.

3.4 Data CoIIection Method
Data can be obtained from primary or secondary sources. Primary data refer to information
obtained firsthand by the researcher on the variables of interest for the specific purpose of
the study. Secondary data refer to information gathered from sources already existing.

3.4.1 Primary Data
Primary data refers to the information obtained firsthand by the researcher on the variables
of interest for the specific purpose of the study (Uma Sekaran, 2003). For this research, the
survey technique used is through structured questionnaire. The total of 100 sets of

4

questionnaires will be distributed to the students. The questionnaire covers 13 parts; Part A
(General nformation), Part B (Lecture room & other Amenities in UiTM), Part C (Quality of
Administrative Staff Service), Part D (Quality of Academic Programs of UiTM), Part E
(Teaching Quality of UiTM Academics), Part F (Management Quality), Part G (UiTM-
ndustry/ other Universities Linkage), Part H (Research Quality in UiTM), Part (Student's
Total Experience), Part J (Emotional Attachment), Part K (Overall mage of UiTM), Part L
(Opinion about UiTM) and Part M (Demographic nformation).

3.4.2 Secondary Data
Using secondary data is another source in collecting data. This data gathered and recorded
by someone else prior to the current needs of the researcher. Secondary data are usually
historical, already assembled and do not require access to respondents or subjects.
Secondary data is less expensive and can be obtain rapidly. For this study, all data are
mostly taken from statistics, articles, newspapers and journals through websites.

3.5 SampIing Design
t is the process of selecting items from the population so that the sample characteristics can
generalized to the population. Sampling involves both design choice and sample size
decisions.

3.5.1 PopuIation
According to Uma Sekaran (2003), population is referring to the entire group of people,
events, or things of interest that researchers wish to investigate. While, Malhotra (1999)
defined population as a collection of elements or objects that possess the information sought
by the researcher and about which inferences are to be made. For this study, the student of
Faculty of Engineering in UiTM Shah Alam will be the population.


3

3.5.2 SampIing Frame and SampIe Size
Sampling involves any procedure using a small number of items or parts of the whole
population to make conclusions regarding the whole population. Sampling applied to
business research project which usually have budget and time constraints. Researchers take
advantage of using sampling which produces more accurate data since it involves only
sample and small size basis. Sampling can be done by determine target population. Here
target population is student from Faculty of Engineering UiTM Shah Alam. From the total
number of consumers, only 100 consumers will be selected as respondents. n order to
determine the sample size, the rule of thumb is used. According to the rule of thumb, the
sample size which is larger than 30 and less than 500 are appropriate for most research
(Sekaran, 2003). The numbers are considered effective based on number of institutions
available, the research question investigated avana, Delahaye & Sekaran, 2001), and
also the sample size requirement for analysis using structural equation modelling (Hair et
al., 2006; Hulland, how & Lam, 1996; Kline, 1998). Sampling frame will be chosen then.
t is the list of elements from which a sample may be drawn. Each 100 respondents therein
is an element.

3.5.3 SampIing Technique
The researchers will use quota sampling for the study. n quota sampling, a population is first
segmented into mutually exclusive sub-groups. Then judgment is used to select the subjects
or units from each segment based on a specified proportion. As in this study, we only need
100 respondents to answer the questionnaire. So we decide to take 25 students from every
course under the Faculty of Engineering. So, that means, 25 respondents are from Degree
of Electrical Engineering, 25 respondents are from Degree of Chemical Engineering, 25
respondents are from Degree of Mechanical Engineering and another 25 are from Degree of
Civil Engineering.


6

3.6 Data AnaIysis
n this research, there are several analysis procedures chosen by the researcher to evaluate
the data. This process involve of transformation of all raw data into statistical analysis and
convert into a form that is easy to understand and suitable for the analysis. The Statistical
Package Social Science (SPSS) version 17 will be use in this research. SPSS is a
sophisticated piece of software used by social scientists and related professionals for
statistical analysis. t can perform variety of data analysis including statistical analysis and
graphical presentation of data. Researchers need to follow all the steps, which are editing
the data to prepare the complete and consistent question that could produce information at
high accuracy. After checking of the completeness of questionnaires, the last step is coding
of all questionnaires to easily classified and clarified.

3.6.1 Frequency Distribution
The frequency distribution provides statistic and graphical displays that are useful for
describing the types of variables. By default for each variable SPSS report, the number of
times each distinct value occurs, the percentage this count is of the total sample size and its
cumulative percent. t can be requested through bar chart, histogram and report for specific
percentiles and summary statistic.

3.6.2 ReIiabiIity AnaIysis
Reliability is an indicator of a measure's internal consistency (Zikmund and Babin, 2007).
The researcher used reliability test to test whether each items in independent and dependent
variable are accepted or reliable or not in this study regarding to the topic of interest. Table
produced from reliability test will refer to Cronbach's alpha which is based on the average
correlation of items within a test if the items are standardized.


7

3.6.3 Factor AnaIysis
Factor analysis is a statistical method used to describe variability among observed variables
in terms of a potentially lower number of unobserved variables called factors. n other words,
it is possible, for example, that variations in three or four observed variables mainly reflect
the variations in a single unobserved variable, or in a reduced number of unobserved
variables. Factor analysis searches for such joint variations in response to unobserved latent
variables. The observed variables are modelled as linear combinations of the potential
factors, plus "error" terms. The information gained about the interdependencies between
observed variables can be used later to reduce the set of variables in a dataset.

3.6.4 Pearson CorreIation Coefficient
A statistical summarizing the strength of association between two metric variables (Malhotra
et al, 2007). Correlation is the most convenient and understandable way to look at the
association between two metric variables. The researcher used the correlation coefficient to
see the association between the independent variables with the dependant variable in this
research.

Correlation analysis, on the other hand, describes the strength of the relationship
between the variables. n this study, this correlation analysis is used to analyze the most
preferred and least packages with the most and least influencing factors. n correlation
analysis, the total variation in the dependent variable is quantified and separated into
explained and unexplained portions. The explain portion is the amount of variation that can
be associated with the dependent variable.

3.6.5 Regression AnaIysis
Regression analysis includes any techniques for modelling and analyzing several variables,
when the focus is on the relationship between a dependent variable and one or more
independent variables. More specifically, regression analysis helps one understand how the

8

typical value of the dependent variable changes when any one of the independent variables
is varied, while the other independent variables are held fixed. Most commonly, regression
analysis estimates the conditional expectation of the dependent variable given the
independent variables - that is, the average value of the dependent variable when the
independent variables are held fixed.

3.6.6 Content AnaIysis
Content analysis is an observational research method that is used to systematically evaluate
the symbolic contents of all forms of recorded communications (Kolbe and Burnett, 1991).
Content analysis can be used to analyze newspapers, websites, advertisements, recordings
of interviews, and the like. The method of content analysis enables the researcher to analyze
textual information and systematically identify its properties, such as the presence of certain
words, concepts, characters, themes, or sentences.


9

CHAPTER 4
DATA ANALYSIS AND INTERPRETATION

4.0 Introduction
This chapter presents the findings for each of the methods that being used by researchers
throughout conducting the research. Researchers had distributed questionnaires in order to
get the primary data about the university image from engineering students in UiTM Shah
Alam. A number of 100 students had been surveyed by the researcher. After that, by using
SPSS program version 17.0, the detailed survey findings are presented in tables below with
brief written description. The results of the research were obtained by using two methods of
analysis. The first one is quantitative data analysis which includes frequency distribution,
factor analysis, reliability analysis, correlation coefficient, and linear regression. The second
one is qualitative data analysis which is content analysis.

4.1 Frequency Distribution
This method analyzed the entire questionnaire as a whole in frequency view. This is
mathematical distribution with the objective of obtaining a count of numbers responses
associated with different values of one variable and to express these counts in percentage
term (Malhotra, 1999. Researcher had use frequency distribution to analyze demographic
profile. This subtopic will discuss in detail respondents' background for this research. Before
other analysis being further discussed, it is good to have an insight view of respondents'
profile. The table shows the percentage and frequency analysis of the respondent profile
regarding to four demographic factors, which include types of student, faculty, current
semester, who influenced them to study UiTM, age, gender, race, and nationality.


10

Demographic Factors Frequency
Type of student
Bachelor Degree 100
Total 100
Faculty
Chemical Engineering 25
Civil Engineering 25
Electrical Engineering 25
Mechanical Engineering 25
Total 100
Semester
5
31
6
22
8
15
4
10
7
7
2
6
3
6
1
3
Total
100
Who influenced you to study in UiTM?
Myself 80
Parents 47
Friends 15
Government sponsor 11
Sister/Brother 9
Former university/college 4
Recruitment agency 1
Total 167
Age
21-30 years
93
0<20 years
7
Total 100
Gender
Male 64
Female 36
Total 100
Race
Bumiputra 100
Total 100
Nationality
Malaysian 100
Total 100

%,ble 1: Frequency Distribution for Respondent's Profile

11

Table 1 shows the frequency distribution of this research demographic profile. First take a
look at the type of student. All of the respondents are from bachelor degree student. For
faculty, from the total of 100 respondents, they were divided into four faculties which
represent 25 respondents for each faculty. The faculty are including civil engineering,
chemical engineering, mechanical engineering, and electrical engineering. For current
semester the table shows that the highest number of respondents is from semester 5 which
represents 31 students, followed by semester 6 which represents 22 students, semester 8
(15 students), semester 4 (10 students), and semester 7 (7 students). Semester 2 and
semester 3 shared same number of respondents (6 students), and the lowest is from
semester 1 which represents 3 students.

Among 100 respondents, most of them stated that they influenced themselves to
study in UiTM which represents 80 votes. Followed by parents (47 votes), friends (15 votes),
government sponsor (11 votes), sister/brother (9 votes), former university/college (4 votes),
and the least vote is for recruitment agency which represents 1 vote only. n terms of age,
the respondents are divided into six categories, 93 respondents were in the second category
(21 to 30 years old) and this is the largest of age category of the respondents. Followed by 7
respondents were from the first category (0 to 20 years old). For gender, 64 of them are
male respondents and another 34 are female respondents who involve in this study. Lastly,
all of the respondents are Bumiputra and they are also Malaysian.

4.2 Factor AnaIysis
For the study, the researchers had used factor analysis to search for interdependencies
between observed variables can be used later to reduce the set of variables in a dataset.
There are three steps in making this analysis. Firstly, extract the variables that have highest
point in a row is above 0.6 and its cross loading is below 0.4. Secondly, extract again and
come out with the most variables that will give impact. Lastly, categorize them by
components.

12

Facilities Quality

Component

1 2 3
recreational facilities .218 .823 .063
good resources .171 .784 .204
lecture room
comfortable
.231 .610 .396
lecture room up-to-date
equipment
.272 .664 .337
library good collection
of books
.149 .640 .343
sufficient parking .763 -.077 .149
cafeteria/food court
adequate
.753 .308 .239
variety food
.787 .306 .099
public transportation is
convenient and efficient
.678 .270 .317
adequate computer lab .568 .380 .431
excellent reception of
wi-fi
.462 .317 .550
accommodation
affordable
.403 .353 .532
UiTM website up-to-
date and well-
maintained
.219 .288 .812
UiTM website is easy to
access
.143 .185 .838
good safety and
security services
.535 .362 .209
prayer room adequate
and convenient
.707 .188 .117

Component

1 2
recreational facilities .758 .175
good resources .767 .162
lecture room up-to-date
equipment
.736 .293
library good collection of
books
.697 .150
sufficient parking .003 .787
adequate
.354 .786
cafeteria/food court variety
food
.309 .795
public transportation is
convenient and efficient
.375 .699
UiTM website up-to-date
and well-maintained
.705 .300
UiTM website is easy to
access
.652 .221
prayer room adequate and
convenient
.242 .699
Table 3: Second time factor analysis

Table 2: First time factor analysis


13

For facilities quality, Table 2 shows that there are 16 elements included in this factor. After
figured out the highest point a row is above 0.6 and the cross loading which need to be
below than 0.4, there 11 elements (highlighted with yellow) are accepted and there are 5
elements that could not be accepted (not highlighted) to be in the process of second factor
analysis.

Table 3 indicates that the second factor analysis represents elements that had been
extracted from Table 2. n this table, all the elements were being accepted. The accepted
elements then are grouped based on its components. The elements that been highlighted
with green is considered as component 1 and elements that been highlighted with pink is
considered as component 2.
Students' Total Experience

Component

1 2
not ejoyable -enjoyable .391 .685
dissatisfying-satisfying .245 .810
dull-fascinating .234 .869
not fun-fun .269 .826
boring-interesting .522 .700
unpleasant-pleasant .487 .747
not chalenging - challenging .662 .398
disappointed-contended .751 .402
terrible-delighted .684 .492
unmemorable-memorable .806 .238
undemanding-demanding .695 .297
intellectually unstimulating-
intellectually stimulating
.775 .179
uninspiring-inspiring .757 .305

Component

1 2
dissatisfying-satisfying .261 .841
dull-fascinating .264 .885
not fun-fun .276 .824
unmemorable-memorable .826 .235
undemanding-demanding .725 .285
intellectually unstimulating-
intellectually stimulating
.782 .197
uninspiring-inspiring .801 .287



14

For students' total experience, Table 4 shows that there are 13 elements included in this
factor. After figured out the highest point a row is above 0.6 and the cross loading which
need to be below than 0.4, there 7 elements (highlighted with yellow) are accepted and there
are 6 elements that could not be accepted (not highlighted) to be in the process of second
factor analysis.

extracted from Table 4. n this table, all the elements were being accepted. The accepted
elements then are grouped based on its components. The elements that been highlighted
with green is considered as component 1 and elements that been highlighted with pink is
considered as component 2.


13

Component
1 2 3
strong academic
reputation
.629 .573 .236
well-established
university
.192 .886 .192
graduates from this
university are
competent
.431 .684 .306
graduates successful
in their career
.421 .681 .354
graduates highly
employable
.501 .604 .323
concerned about
society's well-being
.757 .331 .259
committed towards
academic excellence
.798 .318 .154
committed towards
research excellence
.829 .156 .220
has potential to
become a world
class university
.662 .385 .408
media coverage
about UiTM is very
positive
.615 .150 .352
efficient
administrative staff
.566 .088 .592
good teaching quality .350 .318 .644
committed to sports
excellence
.243 .259 .804
has attractive
campuses
.237 .324 .706
reasonable tuition
fee
.101 .451 .492
good relationship
with
industries/organizatio
ns
.434 .291 .582
offers recognized
academic programs
.224 .624 .329
offers wide selection
of academic
programs
.652 .430 .176
academic programs
offered according to
market demand
.689 .311 .263
learning/teaching
facilities are
excellent
.544 .331 .459
university is well-
managed by good
academic leaders
.683 .181 .476

Component
1 2
well-established university .270 .692
concerned about society's
well-being
.797 .371
committed towards academic
excellence
.824 .281
committed towards research
excellence
.845 .236
media coverage about UiTM
is very positive
.665 .266
good teaching quality .374 .740
committed to sports
excellence
.248 .821
has attractive campuses .221 .786
offers recognized academic
programs
.346 .607
academic programs offered
according to market demand
.749 .347


16

For overall image, Table 6 shows that there are 21 elements included in this factor. After
figured out the highest point a row is above 0.6 and the cross loading which need to be
below than 0.4, there are only 10 elements (highlighted with yellow) are accepted and there
are11 elements that could not be accepted (not highlighted) to be in the process of second
factor analysis.

extracted from Table 6. n this table, all the elements were being accepted accept for
number 9. The accepted elements then are grouped based on its components. The
elements that been highlighted with green is considered as component 1 and elements that
been highlighted with pink is considered as component 2.

As for staff quality, programs quality, teaching quality, management quality, industry
linkage quality, research quality, and emotional attachment, all the elements been taken as
the most effected element towards their own factors due to the component in component
matrix is only 1 thus there is no need for them to be in the second factor analysis.


17

Staff Quality
Component Matrix
a

Component
1
staffs courteous and friendly .890
staffs helpful .933
staffs provide prompt service .928
knowledgeable .888
staffs always available .866
committed to deliver quality
service
.928
Programs Quality
Component Matrix
a

Component
1
programs recognized by
Malaysian government
.811
programs recognized
internationally
.844
programs highly recognize
for further studies
.886
programs in line with
industry's current demand
.877
UiTM offers wide selection of
programs
.790
UiTM's degree gives a better
employment prospect
.837

Teaching Quality
Component Matrix
a

Component
1
generally approachable .806
good teaching ability .808
listen to students' voices .854
adequate time for students'
consultation
.843
advise and motivate students
achieve academic goal
.846
fair on student's evaluation .797
fair workload/coursework .815
knowledgable in the courses
taught
.877
good relationship with
students
.789
prompt and helpful feedback .784

Management Quality
Component Matrix
a

Component
1
good leadership quality .858
clear vision and direction .893
hear students' voices .910
care about student welfare .920
committed towards world
class uni
.901


18

ndustry Linkage Quality
Component Matrix
a

Component
1
invites experts from industry
to examine curriculum quality
.743
has good connection with
relevant industries
.897
encourages lecturers to work
closely with industry
.893
pursues linkages with local
and international university
.865
regularly undertakes
research and consultancy
.883
encourages student
internship with relevant
industries
.770
invite guest lecturer from
industry
.883

Research Quality
Component Matrix
a

Component
1
committed towards research
excellence
.877
good opportunities for staff to
conduct research
.877
encourages research culture
among lecturers
.935
actively involved in research .868

Emotional Attachment
Component Matrix
a

Component
1
proud to be a UiTM student .888
strong emotional ties with
UiTM
.857
trust this university .924
committed to contribute back
to UiTM
.894
preferred university to further
study
.784
recommend others to study
here
.868
UiTM is always in my heart .877


19

4.3 ReIiabiIity AnaIysis
Reliability is the extent to which a scale produces consistent result if repeated measurement
is made on the characteristic (Sekaran, 1999). Reliability is a measure of the internal
consistency of a set of scale items. t raises the question of whether each scale is measuring
a single idea. The more reliable a set of scale items, the more confidence the researcher can
have the scores obtained from the administration of the scale where the researcher test are
essentially the same score they would be obtained if the test were repeated. The coefficient
is used to access reliability. Thus, the purpose of having reliability test is to measure whether
these variables consistent or not. Cronbach's Alpha can take value between 0 and 1. f the
value closer to 1, it is mean that more reliable the scale of the variable. The finding for the
reliability analysis is as shown below.
AIpha Coefficient Range Strength of Association
.6 Poor
.6 to .7 Moderate
.7 to .8 Good
.8 to .9 Very Good
.9 Excellent
%,ble 8: Rules of %humb for Cronb,ch's Alph, Coefficient Size
Source: Hair et al. (2003) - Essenti,l of Business Rese,rch Methods.

Independent VariabIes Cronbach's AIpha N of
Items
Strengths of
Association
Staff 0.955 6 Excellent
Teaching 0.946 10 Excellent
Emotional Condition 0.946 7 Excellent
Management 0.939 5 Excellent
ndustry Linkage 0.933 7 Excellent
Program 0.915 6 Excellent
Research 0.911 4 Excellent
Overall mage 0.905 9 Excellent
Facilities 0.880 11 Very Good
Total Experience 0.875 7 Very Good
%,ble 9: Reli,bility results for ,ll v,ri,bles

20

From Table 9, the Cronbach's Alpha coefficient for staff quality, teaching quality, emotional
condition, management quality, industry linkage quality, program quality, research quality,
and overall image quality is 0.955, 0.946, 0.946, 0.939, 0.933, 0.915, 0.911, and 0.905
respectively. According to the Rules of Thumb, the reliability test for those variables is
considered excellent. The Cronbach's Alpha Coefficient for facilities quality and students'
total experience is 0.880 and 0.875 respectively. Based on Rules of Thumb, the reliability
test for the two variables is considered as very good. Therefore, it can be concluded that the
set of scale items that the researcher used is consistent with the variables. t shows that all
the questions that had being asked are reliable with each of the independent variables.

4.4 CorreIation Coefficients
As in all hypothesis tests, the goal is to reject the null hypothesis and accept the alternative
hypothesis. Correlation Coefficient is one of the method that can be use to see the
relationships between the variables. For this study, the researcher decided to use the
suggested interpretation for value or "r in determining the strength of coefficient as
proposed by uilford (1956).

r" vaIue Strength Associations
Less than .20 Slight, almost negligible relationship
.20 - .40 Low correlation, definite but small relationship
.40 - .70 Moderate correlation, substantial relationship
.70 - .90 High correlation, marked relationship
.90 - 1.00 Very high correlation, very dependable relationship

%,ble 10: Interpret,tion for V,lue "r" - Guilford 1956)


21

OveraII Image
Correlation
Coefficient
Significance (2-
tailed)
R value
(correlation)
Emotional Attachment .704
**
.000 High
Management Quality .699
**
.000 Moderate
Students' Total Experience .682
**
.000 Moderate
Research Quality .672
**
.000 Moderate
ndustry Linkage Quality .618
**
.000 Moderate
Teaching Quality .611
**
.000 Moderate
Facilities Quality .570
**
.000 Moderate
Programs Quality .550
**
.000 Moderate
Staff Quality .265
**
.008 Low

%,ble 11: Correl,tion Coefficient for Dependent V,ri,ble ,nd Independent V,ri,bles

Correlation is significant at the 0.01 level (2-tailed). From the above table, it shows that the
all the variabes has significant relationship with dependent variable which is the overall
image which is the significance 2-tailed is less than 0.01. Emotional attachment shows high
correlation and marked relationship with overall image as the r value is 0.704. While
management quality, student's total experience, research quality, industry linkage quality,
teaching quality, facilities quality, and programs quality has moderate correlation and
substantial relationship with the overall image. For staff quality which the r value is 0.265 has
low correlation and definite but small relationship with the overall image.

From the correlation, it shows that the null hypothesis which has no association is
rejected indication that the association is statistically significant at the 0.01 levels. t is clearly
stated that:
Degree of significant < 0.01 = NuII hypothesis (H0 is rejected
0.00 < 0.01 = H1 is Accepted

From the result, all the variables are less than 0.01 thus all hypotheses are accepted. To put
in a nutshell, all the variables have influences towards overall image of UiTM.

22

4.5 Regression AnaIysis
Regression is a technique for measuring the linear association between a dependent and
independent variable. Regression used to predict the value of a continuous, interval-scaled
dependent variable from specific values of the independent variable.

There are several different definitions of R
2
which are only sometimes equivalent.
One class of such cases includes that of linear regression. n this case, if an intercept is
included then R
2
is simply the square of the sample correlation coefficient between the
outcomes and their predicted values, or in the case of simple linear regression, between the
outcomes and the values of the single regressor being used for prediction.

R
2
is a statistic that will give some information about the goodness of fit of a model.
n regression, the R
2
coefficient of determination is a statistical measure of how well the
regression line approximates the real data points. An R
2
of 1.0 indicates that the regression
line perfectly fits the data. mportant cases where the computational definition of R
2
can yield
negative values, depending on the definition used, arise where the predictions which are
being compared to the corresponding outcomes have not been derived from a model-fitting
procedure using those data, and where linear regression is conducted without including an
intercept.

Predictors R Square
ndependent variables rese,rch, qu,lity of st,ff, qu,lity of progr,m, f,cility,
industry link,ge, te,ching, qu,lity of m,n,gement) vs Overalll mage
.583
Total Experience vs Overall mage .465
Emotional Attachment vs Overall mage .496
Total Experience vs Emotional Attachment .350

%,ble 12: R Squ,re

23

From the first table, the coefficient of determination may be interpreted to mean that 58.3%
of the variation in overall image (dependent variable) was explained by associating with the
independent variables. From the second table, the coefficient of determination may be
interpreted to mean that 46.5% of the variation in overall image (dependent variable) was
explained by associating with the total experience of the students (mediating variable). For
the third table, the coefficient of determination may be interpreted to mean that 49.6% of the
variation in overall image (dependent variable) was explained by associating with the
emotional attachment (mediating variable). For last table, the coefficient of determination
may be interpreted to mean that only 35% of the variation in emotional attachment was
explained by associating with the total experience.

4.6 Content AnaIysis
From the study, the researcher used content analysis to measure the answers for open-
ended question in the survey. The question asked about the respondents' opinion about
UiTM. The answers are coded into categories and then analyzed by using conceptual
analysis. Conceptual analysis establishes the existence and frequency of concepts. Table
below shows the responds for each question.

24

Cpenended uest|ons Irequency kank|ng
What do you ||ke most about U|1M?
Iees 29 1
No answer 18 2
Iac|||t|es 13 3
Cthers 14 4
Staff 10 3
Lnv|ronment 8 6
rogram 4 7
Industry ||nkage 2 8
1ota| 100
What do you ||ke |east about U|1M?
No answer 33 1
ark|ng 23 2
Cthers 13 3
Modu|e 7 4
Staff 7 3
Iac|||t|es 7 6
Cocurr|cu|um 6 7
1ota| 100
In your op|n|on what shou|d U|1M do |n ach|ev|ng |ts asp|rat|on as a wor|d c|ass un|vers|ty
status?
No answer 37 1
rogram 13 2
Cthers 13 3
Iac|||t|es 12 4
Industry ||nkage 10 3
kesearch 7 6
Staff 6 7
1ota| 100

%,ble 2: Frequency Distribution for Open-Ended Questions

From the first question which is what do they like most about UiTM, it shows that fees is at
the first rank which consists of 29 responds. Followed by facilities (15 reponds), others (14
responds), staff (10 responds), environment (responds), and program (4 reponds). The least
vote is on industry linkage which is 2 responds. For second question which is what do they
like least about UiTM, it shows that parking is at the first rank which represents 25 responds.
Followed by others which are 15 responds. Module, staff, and facilities share same number

23

of responds which are 7 responds. Last but not least, co-curriculum which is at the 7
th
rank is
representing 6 responds. For the third question which what should UiTM do in achieving its
aspiration as a world class university status, from the table it shows that upgrading program
is at the first rank which represents 15 responds. Followed by others (13 responds), facilities
(12 responds), industry linkage (10 responds), research (7 responds), and lastly staff (6
responds). As a conclusion, the most student like about UiTM is their fees, the least student
like is regarding parking facilities, and UiTM should upgrade and improve their program in
order to achieve world class university status.

26

REFERENCES

1) Malhotra, N.K. (2007). M,rketing Rese,rch, 5
th
edition. Pearson Educational
nternational.

2) Philip Kotler, & Gary Amstrong (2006), Principles of M,rketing, 11th Edition, Pearson
Education nternational, New Jersey.

3) Sekaran,U. (2003), Rese,rch Methods for Business: , skill Building Appro,ch, 4
th

edition, John Wiley & Sons, nc.

4) Zikmund W. G. (1984), "Business Rese,rch Methods, First Edition, New York, CBS
College Publishing.

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