Analysis of Customer Satisfaction at Beach Resort

Analysis of Customer Satisfaction at Beach Resort Chapter I: Introduction 1.1 Background In recent times, customers satisfaction is the main concern for every hotel and resort. Customers are now more valued and every effort is being made to keep them loyal to the resort and make them permanent visitors. The hotel industry believes that higher level of customer satisfaction may result in higher levels of repurchase. Repeat purchasing is essential to a continued stream of profitability through achieving higher levels of customer satisfaction (Oliver, 1997). The customers satisfaction can be defined as â€Å"the fulfillment response† which they feel towards given service. It has been a judgment that a product or service feature, or the product or service itself, provides (or is providing) a pleasurable level of consumption-related fulfillment, including levels of underfulfilment or overfulfilment† (Oliver, 1996, p. 14). The concept of consumer satisfaction occupies a central position in marketing thought and practice. Conceptually, satisfaction is an outcome of purchase and use results from the buyers comparison of the rewards and costs of the purchase in relation to the anticipated consequences. Operationally, satisfaction is similar to attitude in that it can be assessed as the sum of the satisfactions with the various attributes of the product or service. With due consideration of this marketing approach, every effort is being made to provide the customers with better services in order to keep them loyal and make them a repeat visitor. The customer behaviour is considered as the ultimate success scale within the industry. The hotel industry is also among those sectors which have been trying to attract customers as long term visits. For this purpose, the hotel industry consistently implies different approaches to assess the customers satisfaction level in order to introduce new methods to attract them and make them their repeat visitors. The Samui Island has many attractions for the tourists and visitors from all around the world and a great number of visitors come to the island in order to enjoy tranquil and naturally beautiful beaches, hospitality of the local population and the unique services like spa offered by the hotel industry. There are a lot of visiting places on the island like the Big Buddah, Namuang Waterfall, Hin Ta Hin Ya, Sawadee Shrine, Hin Lad Waterfall, Scuba Diving, Dinning and restaurant and Samui nightlife etc. These attractions have attracted visitors tremendously and have contributed significantly to enhance the business opportunity for the local hotels and resorts. Nora Beach is one of the most famous resorts of the Samui Island. It is a luxurious retreat in Thailand, situated in a strategic place of Koh Samaui, the 3rd largest island. The resort offers its customers a break from the hassles of the real world. The resort enjoys a spectacular hillside setting, overlooking a seclude bay just north of the world famous Chaweng Beach. It is located a few minutes from the airport and a short drive from the city centre (Nora Beach and Spa, 2007). Nora Beach Resort and Spa has strived to offer its customers excellent service over the years. 1.2 Purpose of Study The purpose of this study is to analyse the level of customers satisfaction at Nora Beach Resort, Koh Samui, Thailand. This analysis would be made by assessing customers opinion through a well designed questionnaire. Considering the results of this analysis, the study will try to suggest the strategy for achieving a desirable customers satisfaction in the light of new marketing approaches. 1.1 Objectives of Study The objectives of the study are: To understand the level of customers satisfaction by conducting a survey. To analyse the characteristics of the customers satisfaction which contribute their loyalty for the particular resort or hotel. This will be done by analysing purpose of visit, gender, age, education and other characteristics. To suggest a strategy to retain customer loyalty by adopting an effective marketing strategy. 1.4 Study Structure In order to analyse customers satisfaction with the service at Nora Beach Resort and Spa at Koh Samui, this study will review the current literature in the context of customers satisfaction and the services provided by the hotel industry. It will also examine the customers satisfaction in relation with the services provided at Nora Beach Resort and Spa through the primary data. For this purpose, in the literature review chapter, different theories relating to service, customers satisfaction and different categories of hotels will be reviewed. The methodology chapter will present philosophy and methods of research undertaken for this study. It will also describe the sampling, data collection tools and the method for data analysis. The fourth chapter will present the results of the research in relation with demographic analysis of the respondents and their satisfaction level at the Hotel. In the fifth chapter, conclusions will be made resulting from the data analysis. This researcher w ill offer recommendation to the industry with due consideration to the results of the primary data and the review of the literature. Chapter II: Literature Review 2.1 Introduction 2.2 Service The service is defined as a â€Å"prototype for service, covering the need of the customer and the design of the service†. Edvardsson and Olsson (1996, p. 149). Goldstein et al. (2002) suggest that the service concept integrates the â€Å"how† and â€Å"what† of service design while keeping both the customers needs and strategic intent of the firm in mind. In other words, the service concept gives a detailed description of what the customer needs and how the organization will deliver the service. The study of customers satisfaction in the field of general marketing has evolved into important parameters that need to be identified and understood in order to satisfy the needs and wants of customers. Since the success of a business has been linked to providing high levels of customers satisfaction, a substantial amount of effort has been focused on identifying how consumers perceive service quality in various settings. Gronroos (1982) has defined service quality as â€Å"the outcome of an evaluation process where the consumer compares his expectations with the service he perceived he has received.† Hence we can say that perceived service is measured against expected service. Service quality has been seen as the result of comparing a customers expectations prior to receiving the service with the customers experiences with the service. Wyckoff (1984) defined the concept of service quality from the companys perspective. Service quality is the degree of excellence for meeting the customers requirements, and control over the variability in achieving that excellence. 2.2.1 Service Theories According to Parasuraman, Zeithaml, and Berry (1988) the study of service in the field of general marketing has evolved into important parameters that need to be identified and understood in order to satisfy the needs and wants of customers. With growing competition and emerging of hotel industry as a high profiting business, much preference is made to deliver a quality service to the customers. The researchers have defined service quality as the result of comparing the expectation of service quality and the perception of feelings. That is, the service quality not only includes the evaluation of the service performances, but also includes the process of service (Parasuraman, Zeithaml, and Berry, 1985, 1988). According to Sherden (1988), service quality is defined as a relationship between a customer and the particular employee with whom the customer is dealing. Although the actual level of service quality is developed in the employee-customer relationship, management must ensure that customers experiences are in line with their expectations. Lovelock (1991) has defined the characteristics of service quality. According to him, service quality is that; which is delivered in a performance, in which the customer is involved in production in which other customers are often similarly involved in production (e.g., a theater) in which quality control can only be performed during delivery in which service cannot be inventoried, deliver is â€Å"realtime†, and; distribution channels are nonexistent or compressed. Examining service quality and its relationship with relevant constructs not only requires recognition of essential dimensions of service quality, but also identification of dimensions that are most meaningful to the customers in measuring the overall satisfaction. Therefore, having a better understanding of service quality is associated with considering various dimensions of service quality. Service quality dimensions or elements are those attributes that contribute to the creation of consumer expectations and perceptions of service quality. Service Quality called â€Å"SERVQUAL† is an instrument for measuring the gap between the services.† Therefore, what consumers think should be provided and what they think actually has been provided. Parasuraman, Zeithaml, and Berry (1985, 1988) initially offered ten attributes, which they regard as essential to the quality of all services. These ten dimensions were tangibles, reliability, responsiveness, communication, credibility, security, competence, courtesy, understanding/knowing the customer, and access. These ten dimensions and their descriptions served as the basic structure of the service quality domain from which items were derived for the SERVQUAL scale (Table 1). 2.2.2 Elements of Service Researchers agree that it is hard to measure customer satisfaction and the service quality as every customer perceives service from his or her own preferences (Gavin Eccles and Philip Durand, 1997). To overcome this problem of defining the service level, hotels have addressed it through star ratings, where guests can gain a perception of the quality on offer through the number of stars attached to he hotel. However, as service quality depends more on customers perception, there are different criteria used by different customer groups to evaluate service. The purpose of The SERVQUAL scale is to measure levels of service quality. In this technique, it is assumed that the levels of service quality experienced by customers are critically determined by the gap between general expectations of the service and the customers perceptions of what they actually receive from a specific service provider. The customers can evaluate the service quality from the following five factors: tangibles; reliability; responsiveness; assurance; empathy. The benefit of the SERVQUAL scale is that the management can assess and monitor the service quality and design better strategies and policies to improve it. Furthermore, understanding the customers satisfaction level and perception of service quality may yield important information influencing the design and specification of this and other, related, services provided by the organization. Finally, it helps the hotel industry in better developing future service improvements (Gavin and Durand, 1997). 2.3 Impact of Service on Customer Satisfaction The improved service quality provided to the customers enhances their loyalty to the service provider. Thus, attention has been paid to the concept of customer satisfaction as a corporate goal among academics and business practitioners (Rust Oliver, 1995). Satisfaction is a major outcome of marketing processes that culminate in purchase, and satisfaction is also thought to contribute to post-purchasing phenomena such as word-of-mouth communication, repurchase intention, and brand loyalty. Gronholdt, Martensen, and Kristensen (2000) administered a study on sixty companies and found that customer satisfaction would have significant impacts on customer loyalty. Bowen and Chen (2001) focused on the hotel industry to examine the relationship between customer satisfaction and customer loyalty. The results showed a slight increase in customer satisfaction would highly improve customer loyalty. Hence, customer satisfaction was inferred to have great impacts on customer loyalty. Moreover, Tam (2004) established an integrated framework of service quality, customer satisfaction, and perceived value, suggesting that customer satisfaction and perceived value have significant influences on customers future purchase behaviors. Anderson and Sullivan (1993) believed that customer satisfaction positively influenced repurchase intentions. Repurchase intentions is considered a possible outcome of customer loyalty. Jones and Sasser (1995) stated that customer loyalty is â€Å"a feeling of attachment to or affection for a companys people, products, or services.† Customer loyalty is often referred to as a purchase behavior, unlike customer satisfaction, which is an attitude. Repurchase behavior is a form of loyalty. Customer loyalty, a key mediating variable in explaining customer retention is concerned with the likelihood of a customer returning, making business referrals, providing strong word-of-mouth, as well as providing references and publicity (Bowen and Showemaker, 1998). Although most research on loyalty has focused on frequently purchased package goods (brand loyalty), the loyalty concept is also important for industrial goods (vendor loyalty), services (service loyalty), and retail establishment (store loyalty) Prior research has shown that ones emotions have an influence on behavior, and that one responds to an event in certain ways to maintain positive emotions (i.e. happiness) and to avoid negative emotions (i.e. depression) (Strauss and Neuhaus, 1997). Oliver, Rust, and Varki (1997) found that positive emotion led to higher levels of customer satisfaction and increased repurchase intentions. On the other hand, Andreasen (1999) found that initial negative emotion caused by a service failure results in customer exit behavior. Dick and Basu (1994) posited that true loyalty only exists when repeat patronage coexists with a high relative positive attitude. In addition to attitude, it has been argued that loyalty may also be based on cognition (Lee and Zeiss, 1980; Oliver, 1980). 2.2.4 Quality in Customer Service The quality of service provided to the customers matters a lot more not only for the customers but it is a matter of great concern for the service provider as well. Common dimensions of satisfaction with a service include service quality, product quality, price, and location. The theory suggest that the â€Å"people factor† (i.e., service quality), in terms of tangibility, reliability, responsiveness, assurance, and empathy, may be the most salient in determining overall satisfaction and repeated purchasing in service industries. Parasuraman, Zeithaml, and Berry (1988) conceptualized perceived service quality as a long-run overall evaluation about a service, whereas satisfaction was a transaction-specific evaluation. Based on these conceptualizations, they posited that incidents of satisfaction over time result in perceptions of service quality. Other researchers supported the argument that customer satisfaction leads to service quality. For example, Bitner (1990) developed a model of service encounter evaluation and empirically supported the effect of satisfaction on service quality. Bolton and Drew (1991b) also proposed that satisfaction leads to service quality. Cronin and Taylor (1992) reported that in their structural analysis for the causal relations among satisfaction, overall service quality, and purchase intention, the coefficients of path for service quality, satisfaction, and purchase intention appeared to be all significant while the coefficients of path for satisfaction, service quality, purchase intention were insignificant. Spreng and MacKoy (1996) also studied the relationship between service quality and satisfaction based on their modified Olivers (1993) satisfaction/service quality model. Their modified model fitted the data well where service quality was hypothesized to influence satisfaction. In their study, the path coefficient between two constructs appeared to be significant (t = 9.4). Woodside, Frey, and Daly (1989) supported the causal relation of service quality and satisfaction with data collected in area of health care. Several researchers stated that overall service quality is determined only by the customers perception of a service, rather than the difference between the customers expectation and actual service performance. 2.3 Customer Satisfaction The service literature has been contributed to the confusion over the relationship between consumer satisfaction and service quality. The most important that service providers need to know are how their objectives meet or exceed the customers satisfaction with their performance. The importance of this issue has been led to several recent efforts to clarify the relationship between satisfaction and service quality. The SERVQUAL measurement tool suggests that a consumers perception of service quality involves the difference between his or her expectations about the performance of a general class of service providers and his or her assessment of the actual performance of a specific firm within that class. SERVQUAL confounds customer satisfaction and customer attitude. In contrast, the SERVPERF version of the original SERVQUAL scale only concerns performance. Common dimensions of satisfaction with a service include service quality, product quality, price, and location. The theory suggest that the â€Å"people factor† (i.e., service quality), in terms of tangibility, reliability, responsiveness, assurance, and empathy, may be the most salient in determining overall satisfaction and repeated purchasing in service industries. Parasuraman, Zeithaml, and Berry (1988) conceptualized perceived service quality as a long-run overall evaluation about a service, whereas satisfaction was a transaction-specific evaluation. Based on these conceptualizations, they posited that incidents of satisfaction over time result in perceptions of service quality. Other researchers supported the argument that customer satisfaction leads to service quality. For example, Bitner (1990) developed a model of service encounter evaluation and empirically supported the effect of satisfaction on service quality. Bolton and Drew (1991b) also proposed that satisfaction leads to service quality. Cronin and Taylor (1992) reported that in their structural analysis for the causal relations among satisfaction, overall service quality, and purchase intention, the coefficients of path for service quality, satisfaction, and purchase intention appeared to be all significant while the coefficients of path for satisfaction, service quality, purchase intention were insignificant. 2.3.1 Customer Satisfaction Theories The customer satisfaction theories stress that quality of service is more important than the goods provided. Customers get satisfied mainly because of the quality and it is a psychological effect on their choice when they choose a particular hotel or resort to visit and stay. That is why one of the fastest growing segments in marketing research is the study of customer satisfaction (Dutka, 1994). When customers get satisfied with a particular service, they become loyal for it and in this way, the business have more repeat visitors. Customers satisfaction is directly linked with his or her expectancy level. The perception of customers are always different and there is no hard and fast rule to determine what kind of service satisfy more. As the satisfaction expectancies consistently change, so, there are three stages which the customers pass through before rendering satisfaction. At the first level, expectations are simple and take the form of assumptions. In the next level the expecta tion level become complex and the customer has higher expectations. At the third level customers expectorations are even higher and he or she years for something which may attract him or her and have some delightful effects rather than the normal routine services. (Service Marketing, 2007). When a customer achieves this kind of highly attracting service, he becomes a loyal and repeat customer and remains loyal until the service quality begin deteriorating. 2.3.2 Functionalities of Customer Satisfaction The functionality of customer satisfaction in the business world is that how effectively the services/goods meet the customers expectations. Therefore we can see across marketing world that each businesses success story relies on â€Å"Customer Satisfaction†. Thus the customer satisfaction has become the key element of business strategy in todays market place (Buchanan, Gilles, 1990). Although the customer satisfaction varies from an individual to individual, however certain recommend standards can be opted in-order to mitigate positively the popular perception. The common tool to opt the level of customer satisfaction is survey or collection of primary data where customer is asked to evaluate the open ended and close ended statements in accordance with the customers own perception. Thence the performance of the service/goods becomes contingent of that certain level of Customer Satisfaction. 2.3.3 Customer vs. Employee Satisfaction Satisfaction can be seen from two different perspectives. Customers satisfaction implies that they should get satisfied with the quality of service they receive while the employees satisfaction means how satisfied they are in the workplace and how they are able to serve the customers with commitment. As the satisfaction on both sides is imperative the hotel industry has not only to ensure the satisfaction of its customers but also those of their employees because without satisfaction of employees there is no justification to expect commitment of employees. Employees satisfaction may be achieved through incentives and rewards, acknowledgment of their performance and motivating them for achievement of further goals. Similarly, customers satisfaction can be achieved through offering them unique and high standard services and fostering better public relations with them. 2.4 Hotel Categories Hotels can be categorised according to the services they provide, i.e., location, facilities and services offered and clientele served. Restaurants mostly provide the customers with eating stuff but do not offer accommodation. However, hotels mainly have accommodation facilities as well as provide the customers different menus for breakfast, lunch and dinner. Some hotels offer accommodation but does not have their own chef so customers have to have their meals outside. Furthermore, the services of hotels further differ according to their location. In Thailand, usually hotels have begun to offer spa and other health facilities besides providing them normal accommodation and meals facilities. 2.4.1 Types of Hotel Most of the hotels have their own star rating. But the interesting thing is that there is no unified system to determine the service quality of the hotels. Throughout Europe, rating of hotels is determined either by government or by the private organisation according to the service they provide (Martin, 2007). There are 1 to 5 star hotels across the globe and the cost of their services differ according to their rating. For example, a four star hotel is much costly than a 1 star hotel. Similarly, four star hotel is expected to have more facilities than a 1 star hotel. A four to five star hotel may have more services and amenities, including meeting space for conferences 2.5 Nora Beach Resort and Spa 2.5.1 Information of the Hotel The Nora Beach Resort is a luxurious retreat in Thailand, situated in a strategic place of Koh Samui, the 3rd largest island, which offers its customers a break from the hassles of the real world. The resort enjoys a spectacular hillside setting, overlooking a secluded bay just north of the world-famous Chaweng Beach. It is located a few minutes from the airport and a short drive from the city centre (Nora Beach Resort and Spa, 2007). The profound services of Nora Beach Resort and Spa are as follow: Bars and Restaurants. Recreation Anodas Spa Rooms The additional supportive services of the Resort are as follow: Travel and Tours Desk. Taxi/Limousine Service. Swimming pools Laundry and Dry Cleaning. Gymnasium/Fitness Room. Baby Sitting Facilities. 2.5.2 Type of Customers The type of customers visit Nora Beach Resort and Spa are holiday makers, however the professionals on travel also frequently visit the resort. According to a study by Thailand Tourism Statistics that 87% of tourists are holiday makers at Koh Samui Island; where the Nora Beach Resort is jewel of the attraction for the holiday makers at Koh Samui Islands. These categories of visitors consist of male, female and children with age diversity from 13 to 55 years on average. They prefer Nora Beach for the reason that major attractions of Island are nearby the resort. 2.5 Conclusion In this chapter, different theories of customers satisfaction have been evaluated and reviewed. Further, the importance of service quality on customers loyalty has been discussed. Besides, the review of literature from customers perspective, different categories of hotels and the system of rating has also been discussed. The review of literature shows that with the competition in hotel industry, customers perception and expectation of service has increased to a great extent and now the hotel industry has to enhance, improve and add up more services for the customers to make them loyal to the services. Chapter III: Methodology 3.1 Introduction This chapter presents details about the methodology adopted and elaborates the chosen research philosophy, approach and strategy used and the reasons for their selection. Further, this chapter describes the sample population and how the primary data was collected and processed. It also describes the secondary data collection for the literature review. This chapter further explains the data collection tool and highlights validity, authenticity and reliability of the data collected. 3.2 Research Framework Saunders et al. (2007) define an exploratory study as a valuable means of finding out what is happening; to seek new insights; to ask questions and to assess phenomena in a new light study. Further, they define interpretivism as a theory of knowledge that depicts the methods, validity and scope of the research. This theory advocates that it is necessary for the researcher to understand difference between humans as social actors (Saunders, Lewis Thornhil, 2007). ). Hence, the study was conducted in the interpretivism philosophy, because the aim of the researcher was to know the difference of human behavior in relation with satisfaction in the service quality provided by the Nora Beach Resort and Spa. The researcher aimed to know how customers get satisfied with the service provided by the Resort and how they perceive service quality. The research strategy utilized was case study. The case study strategy has considerable ability to generate answers to the question ‘why? as well as the ‘what? and ‘how? questions (Saunders et al., 2007). In addition, a case study strategy can be very worthwhile way of exploring existing theory or to challenge an existing theory (Saunders et al., 2007). The study also sought answers to what the customers satisfaction level and how customers can be attracted to revisit the Nora Beach Resort and Spa. 3.3 Sampling The population of this research were customers who stayed in Nora Beach Resort and Spa; a total of n= 113 customers completed the survey. The sampling technique needed for the case study was non- probability sampling which are purposive and convenience. 3.4 Data Collection tool The data collection tool for this study is a well designed questionnaire consisting of three parts as questionnaires are one of the most widely used data collection techniques in the survey strategy (Saunders et al. 2007). The first part is related to the customers satisfaction consisting 15 questions based on five likert scale ranging from very satisfied, satisfied, neutral, dissatisfied and very dissatisfied. The purpose of this part is to assess the perception of customers about the quality of the Resort in relation with menu variety, room service, cleanliness etc. The second part consists general type of questions like accessibility of the Resort and the reason to choose it. The third part of the questionnaire is demographic one assessing customers gender, age occupation and the purpose of their visit. In all, there were twenty two questions asked to analyze the customers assessment and expectations regarding the facilities and services as provided at Nora Beach Resort and Spa, T hailand. 3.4 Data Collection The research was based on positivism principles with deductive approach. The questionnaire developed was placed in the guest rooms, as well as in the lobby and was collected by Ms.Napaphon Rattanarak, a proctor who was trained according to the guidelines established. Permission was granted by the resort manager to conduct this study following highest ethical standards and principles. 3.6 Data Analysis As this study aims at providing recommendations on improving service quality of Nora Beach Resort and Spa, the dully filled and returned questionnaire was analysed using SPSS, the software having good analytical capabilities. The analysis of the questionnaire offers insight about the conception of customers with regard to their perception of service quality at Nora Beach Resort and Spa. The results of this analysis will be discussed in the preceding chapter. 3.7 Conclusion This chapter has highlighted the research philosophy, techniques and methods used for this study. The study has relied over Likert Technique because in-order to assess the level of customer satisfaction the best available method was to conduct survey. The respondents were visitors to the resort staying at the Nora Beach Resort and Spa. Although the responses of the customers may be biased as their opinion may be influenced by the service provided at that very moment, yet, this research provides a lot of interesting information regarding their perception of the service quality. Chapter IV: Results 4.1 Introduction In this chapter, the researcher will show the results of the data collected from the questionnaire which were gathered from the customers/visitors of Nora Beach Resort and Spa at Koh Samui. In this section, the researcher will present the demographic information from the respondents, and will also discuss the customers response towards the questions asked about the services provided. Further, the researcher will discuss the general information analysis of the customers as to how they found the resort, why did they choose to stay at the Nora Beach Resort and Spa and whether it was their first visit or they are a repeat visitors. 4.2 Demographics There were total 113 questionnaire placed in the guest room and the lobby of the resort which the customer staying at the resort had to fill up which, in return, were collected and returned to the researcher by Ms. Napaphon, a protector trained for the purpose. All the 113 questionnaires were duly filled up and retuned y the customers. Of these 113 respondents, 56 were male (49.56 per cent) and 57 female (50.44 per cent) 4.3 Level of Analysis of Customer Satisfaction at Beach Resort Analysis of Customer Satisfaction at Beach Resort Chapter I: Introduction 1.1 Background In recent times, customers satisfaction is the main concern for every hotel and resort. Customers are now more valued and every effort is being made to keep them loyal to the resort and make them permanent visitors. The hotel industry believes that higher level of customer satisfaction may result in higher levels of repurchase. Repeat purchasing is essential to a continued stream of profitability through achieving higher levels of customer satisfaction (Oliver, 1997). The customers satisfaction can be defined as â€Å"the fulfillment response† which they feel towards given service. It has been a judgment that a product or service feature, or the product or service itself, provides (or is providing) a pleasurable level of consumption-related fulfillment, including levels of underfulfilment or overfulfilment† (Oliver, 1996, p. 14). The concept of consumer satisfaction occupies a central position in marketing thought and practice. Conceptually, satisfaction is an outcome of purchase and use results from the buyers comparison of the rewards and costs of the purchase in relation to the anticipated consequences. Operationally, satisfaction is similar to attitude in that it can be assessed as the sum of the satisfactions with the various attributes of the product or service. With due consideration of this marketing approach, every effort is being made to provide the customers with better services in order to keep them loyal and make them a repeat visitor. The customer behaviour is considered as the ultimate success scale within the industry. The hotel industry is also among those sectors which have been trying to attract customers as long term visits. For this purpose, the hotel industry consistently implies different approaches to assess the customers satisfaction level in order to introduce new methods to attract them and make them their repeat visitors. The Samui Island has many attractions for the tourists and visitors from all around the world and a great number of visitors come to the island in order to enjoy tranquil and naturally beautiful beaches, hospitality of the local population and the unique services like spa offered by the hotel industry. There are a lot of visiting places on the island like the Big Buddah, Namuang Waterfall, Hin Ta Hin Ya, Sawadee Shrine, Hin Lad Waterfall, Scuba Diving, Dinning and restaurant and Samui nightlife etc. These attractions have attracted visitors tremendously and have contributed significantly to enhance the business opportunity for the local hotels and resorts. Nora Beach is one of the most famous resorts of the Samui Island. It is a luxurious retreat in Thailand, situated in a strategic place of Koh Samaui, the 3rd largest island. The resort offers its customers a break from the hassles of the real world. The resort enjoys a spectacular hillside setting, overlooking a seclude bay just north of the world famous Chaweng Beach. It is located a few minutes from the airport and a short drive from the city centre (Nora Beach and Spa, 2007). Nora Beach Resort and Spa has strived to offer its customers excellent service over the years. 1.2 Purpose of Study The purpose of this study is to analyse the level of customers satisfaction at Nora Beach Resort, Koh Samui, Thailand. This analysis would be made by assessing customers opinion through a well designed questionnaire. Considering the results of this analysis, the study will try to suggest the strategy for achieving a desirable customers satisfaction in the light of new marketing approaches. 1.1 Objectives of Study The objectives of the study are: To understand the level of customers satisfaction by conducting a survey. To analyse the characteristics of the customers satisfaction which contribute their loyalty for the particular resort or hotel. This will be done by analysing purpose of visit, gender, age, education and other characteristics. To suggest a strategy to retain customer loyalty by adopting an effective marketing strategy. 1.4 Study Structure In order to analyse customers satisfaction with the service at Nora Beach Resort and Spa at Koh Samui, this study will review the current literature in the context of customers satisfaction and the services provided by the hotel industry. It will also examine the customers satisfaction in relation with the services provided at Nora Beach Resort and Spa through the primary data. For this purpose, in the literature review chapter, different theories relating to service, customers satisfaction and different categories of hotels will be reviewed. The methodology chapter will present philosophy and methods of research undertaken for this study. It will also describe the sampling, data collection tools and the method for data analysis. The fourth chapter will present the results of the research in relation with demographic analysis of the respondents and their satisfaction level at the Hotel. In the fifth chapter, conclusions will be made resulting from the data analysis. This researcher w ill offer recommendation to the industry with due consideration to the results of the primary data and the review of the literature. Chapter II: Literature Review 2.1 Introduction 2.2 Service The service is defined as a â€Å"prototype for service, covering the need of the customer and the design of the service†. Edvardsson and Olsson (1996, p. 149). Goldstein et al. (2002) suggest that the service concept integrates the â€Å"how† and â€Å"what† of service design while keeping both the customers needs and strategic intent of the firm in mind. In other words, the service concept gives a detailed description of what the customer needs and how the organization will deliver the service. The study of customers satisfaction in the field of general marketing has evolved into important parameters that need to be identified and understood in order to satisfy the needs and wants of customers. Since the success of a business has been linked to providing high levels of customers satisfaction, a substantial amount of effort has been focused on identifying how consumers perceive service quality in various settings. Gronroos (1982) has defined service quality as â€Å"the outcome of an evaluation process where the consumer compares his expectations with the service he perceived he has received.† Hence we can say that perceived service is measured against expected service. Service quality has been seen as the result of comparing a customers expectations prior to receiving the service with the customers experiences with the service. Wyckoff (1984) defined the concept of service quality from the companys perspective. Service quality is the degree of excellence for meeting the customers requirements, and control over the variability in achieving that excellence. 2.2.1 Service Theories According to Parasuraman, Zeithaml, and Berry (1988) the study of service in the field of general marketing has evolved into important parameters that need to be identified and understood in order to satisfy the needs and wants of customers. With growing competition and emerging of hotel industry as a high profiting business, much preference is made to deliver a quality service to the customers. The researchers have defined service quality as the result of comparing the expectation of service quality and the perception of feelings. That is, the service quality not only includes the evaluation of the service performances, but also includes the process of service (Parasuraman, Zeithaml, and Berry, 1985, 1988). According to Sherden (1988), service quality is defined as a relationship between a customer and the particular employee with whom the customer is dealing. Although the actual level of service quality is developed in the employee-customer relationship, management must ensure that customers experiences are in line with their expectations. Lovelock (1991) has defined the characteristics of service quality. According to him, service quality is that; which is delivered in a performance, in which the customer is involved in production in which other customers are often similarly involved in production (e.g., a theater) in which quality control can only be performed during delivery in which service cannot be inventoried, deliver is â€Å"realtime†, and; distribution channels are nonexistent or compressed. Examining service quality and its relationship with relevant constructs not only requires recognition of essential dimensions of service quality, but also identification of dimensions that are most meaningful to the customers in measuring the overall satisfaction. Therefore, having a better understanding of service quality is associated with considering various dimensions of service quality. Service quality dimensions or elements are those attributes that contribute to the creation of consumer expectations and perceptions of service quality. Service Quality called â€Å"SERVQUAL† is an instrument for measuring the gap between the services.† Therefore, what consumers think should be provided and what they think actually has been provided. Parasuraman, Zeithaml, and Berry (1985, 1988) initially offered ten attributes, which they regard as essential to the quality of all services. These ten dimensions were tangibles, reliability, responsiveness, communication, credibility, security, competence, courtesy, understanding/knowing the customer, and access. These ten dimensions and their descriptions served as the basic structure of the service quality domain from which items were derived for the SERVQUAL scale (Table 1). 2.2.2 Elements of Service Researchers agree that it is hard to measure customer satisfaction and the service quality as every customer perceives service from his or her own preferences (Gavin Eccles and Philip Durand, 1997). To overcome this problem of defining the service level, hotels have addressed it through star ratings, where guests can gain a perception of the quality on offer through the number of stars attached to he hotel. However, as service quality depends more on customers perception, there are different criteria used by different customer groups to evaluate service. The purpose of The SERVQUAL scale is to measure levels of service quality. In this technique, it is assumed that the levels of service quality experienced by customers are critically determined by the gap between general expectations of the service and the customers perceptions of what they actually receive from a specific service provider. The customers can evaluate the service quality from the following five factors: tangibles; reliability; responsiveness; assurance; empathy. The benefit of the SERVQUAL scale is that the management can assess and monitor the service quality and design better strategies and policies to improve it. Furthermore, understanding the customers satisfaction level and perception of service quality may yield important information influencing the design and specification of this and other, related, services provided by the organization. Finally, it helps the hotel industry in better developing future service improvements (Gavin and Durand, 1997). 2.3 Impact of Service on Customer Satisfaction The improved service quality provided to the customers enhances their loyalty to the service provider. Thus, attention has been paid to the concept of customer satisfaction as a corporate goal among academics and business practitioners (Rust Oliver, 1995). Satisfaction is a major outcome of marketing processes that culminate in purchase, and satisfaction is also thought to contribute to post-purchasing phenomena such as word-of-mouth communication, repurchase intention, and brand loyalty. Gronholdt, Martensen, and Kristensen (2000) administered a study on sixty companies and found that customer satisfaction would have significant impacts on customer loyalty. Bowen and Chen (2001) focused on the hotel industry to examine the relationship between customer satisfaction and customer loyalty. The results showed a slight increase in customer satisfaction would highly improve customer loyalty. Hence, customer satisfaction was inferred to have great impacts on customer loyalty. Moreover, Tam (2004) established an integrated framework of service quality, customer satisfaction, and perceived value, suggesting that customer satisfaction and perceived value have significant influences on customers future purchase behaviors. Anderson and Sullivan (1993) believed that customer satisfaction positively influenced repurchase intentions. Repurchase intentions is considered a possible outcome of customer loyalty. Jones and Sasser (1995) stated that customer loyalty is â€Å"a feeling of attachment to or affection for a companys people, products, or services.† Customer loyalty is often referred to as a purchase behavior, unlike customer satisfaction, which is an attitude. Repurchase behavior is a form of loyalty. Customer loyalty, a key mediating variable in explaining customer retention is concerned with the likelihood of a customer returning, making business referrals, providing strong word-of-mouth, as well as providing references and publicity (Bowen and Showemaker, 1998). Although most research on loyalty has focused on frequently purchased package goods (brand loyalty), the loyalty concept is also important for industrial goods (vendor loyalty), services (service loyalty), and retail establishment (store loyalty) Prior research has shown that ones emotions have an influence on behavior, and that one responds to an event in certain ways to maintain positive emotions (i.e. happiness) and to avoid negative emotions (i.e. depression) (Strauss and Neuhaus, 1997). Oliver, Rust, and Varki (1997) found that positive emotion led to higher levels of customer satisfaction and increased repurchase intentions. On the other hand, Andreasen (1999) found that initial negative emotion caused by a service failure results in customer exit behavior. Dick and Basu (1994) posited that true loyalty only exists when repeat patronage coexists with a high relative positive attitude. In addition to attitude, it has been argued that loyalty may also be based on cognition (Lee and Zeiss, 1980; Oliver, 1980). 2.2.4 Quality in Customer Service The quality of service provided to the customers matters a lot more not only for the customers but it is a matter of great concern for the service provider as well. Common dimensions of satisfaction with a service include service quality, product quality, price, and location. The theory suggest that the â€Å"people factor† (i.e., service quality), in terms of tangibility, reliability, responsiveness, assurance, and empathy, may be the most salient in determining overall satisfaction and repeated purchasing in service industries. Parasuraman, Zeithaml, and Berry (1988) conceptualized perceived service quality as a long-run overall evaluation about a service, whereas satisfaction was a transaction-specific evaluation. Based on these conceptualizations, they posited that incidents of satisfaction over time result in perceptions of service quality. Other researchers supported the argument that customer satisfaction leads to service quality. For example, Bitner (1990) developed a model of service encounter evaluation and empirically supported the effect of satisfaction on service quality. Bolton and Drew (1991b) also proposed that satisfaction leads to service quality. Cronin and Taylor (1992) reported that in their structural analysis for the causal relations among satisfaction, overall service quality, and purchase intention, the coefficients of path for service quality, satisfaction, and purchase intention appeared to be all significant while the coefficients of path for satisfaction, service quality, purchase intention were insignificant. Spreng and MacKoy (1996) also studied the relationship between service quality and satisfaction based on their modified Olivers (1993) satisfaction/service quality model. Their modified model fitted the data well where service quality was hypothesized to influence satisfaction. In their study, the path coefficient between two constructs appeared to be significant (t = 9.4). Woodside, Frey, and Daly (1989) supported the causal relation of service quality and satisfaction with data collected in area of health care. Several researchers stated that overall service quality is determined only by the customers perception of a service, rather than the difference between the customers expectation and actual service performance. 2.3 Customer Satisfaction The service literature has been contributed to the confusion over the relationship between consumer satisfaction and service quality. The most important that service providers need to know are how their objectives meet or exceed the customers satisfaction with their performance. The importance of this issue has been led to several recent efforts to clarify the relationship between satisfaction and service quality. The SERVQUAL measurement tool suggests that a consumers perception of service quality involves the difference between his or her expectations about the performance of a general class of service providers and his or her assessment of the actual performance of a specific firm within that class. SERVQUAL confounds customer satisfaction and customer attitude. In contrast, the SERVPERF version of the original SERVQUAL scale only concerns performance. Common dimensions of satisfaction with a service include service quality, product quality, price, and location. The theory suggest that the â€Å"people factor† (i.e., service quality), in terms of tangibility, reliability, responsiveness, assurance, and empathy, may be the most salient in determining overall satisfaction and repeated purchasing in service industries. Parasuraman, Zeithaml, and Berry (1988) conceptualized perceived service quality as a long-run overall evaluation about a service, whereas satisfaction was a transaction-specific evaluation. Based on these conceptualizations, they posited that incidents of satisfaction over time result in perceptions of service quality. Other researchers supported the argument that customer satisfaction leads to service quality. For example, Bitner (1990) developed a model of service encounter evaluation and empirically supported the effect of satisfaction on service quality. Bolton and Drew (1991b) also proposed that satisfaction leads to service quality. Cronin and Taylor (1992) reported that in their structural analysis for the causal relations among satisfaction, overall service quality, and purchase intention, the coefficients of path for service quality, satisfaction, and purchase intention appeared to be all significant while the coefficients of path for satisfaction, service quality, purchase intention were insignificant. 2.3.1 Customer Satisfaction Theories The customer satisfaction theories stress that quality of service is more important than the goods provided. Customers get satisfied mainly because of the quality and it is a psychological effect on their choice when they choose a particular hotel or resort to visit and stay. That is why one of the fastest growing segments in marketing research is the study of customer satisfaction (Dutka, 1994). When customers get satisfied with a particular service, they become loyal for it and in this way, the business have more repeat visitors. Customers satisfaction is directly linked with his or her expectancy level. The perception of customers are always different and there is no hard and fast rule to determine what kind of service satisfy more. As the satisfaction expectancies consistently change, so, there are three stages which the customers pass through before rendering satisfaction. At the first level, expectations are simple and take the form of assumptions. In the next level the expecta tion level become complex and the customer has higher expectations. At the third level customers expectorations are even higher and he or she years for something which may attract him or her and have some delightful effects rather than the normal routine services. (Service Marketing, 2007). When a customer achieves this kind of highly attracting service, he becomes a loyal and repeat customer and remains loyal until the service quality begin deteriorating. 2.3.2 Functionalities of Customer Satisfaction The functionality of customer satisfaction in the business world is that how effectively the services/goods meet the customers expectations. Therefore we can see across marketing world that each businesses success story relies on â€Å"Customer Satisfaction†. Thus the customer satisfaction has become the key element of business strategy in todays market place (Buchanan, Gilles, 1990). Although the customer satisfaction varies from an individual to individual, however certain recommend standards can be opted in-order to mitigate positively the popular perception. The common tool to opt the level of customer satisfaction is survey or collection of primary data where customer is asked to evaluate the open ended and close ended statements in accordance with the customers own perception. Thence the performance of the service/goods becomes contingent of that certain level of Customer Satisfaction. 2.3.3 Customer vs. Employee Satisfaction Satisfaction can be seen from two different perspectives. Customers satisfaction implies that they should get satisfied with the quality of service they receive while the employees satisfaction means how satisfied they are in the workplace and how they are able to serve the customers with commitment. As the satisfaction on both sides is imperative the hotel industry has not only to ensure the satisfaction of its customers but also those of their employees because without satisfaction of employees there is no justification to expect commitment of employees. Employees satisfaction may be achieved through incentives and rewards, acknowledgment of their performance and motivating them for achievement of further goals. Similarly, customers satisfaction can be achieved through offering them unique and high standard services and fostering better public relations with them. 2.4 Hotel Categories Hotels can be categorised according to the services they provide, i.e., location, facilities and services offered and clientele served. Restaurants mostly provide the customers with eating stuff but do not offer accommodation. However, hotels mainly have accommodation facilities as well as provide the customers different menus for breakfast, lunch and dinner. Some hotels offer accommodation but does not have their own chef so customers have to have their meals outside. Furthermore, the services of hotels further differ according to their location. In Thailand, usually hotels have begun to offer spa and other health facilities besides providing them normal accommodation and meals facilities. 2.4.1 Types of Hotel Most of the hotels have their own star rating. But the interesting thing is that there is no unified system to determine the service quality of the hotels. Throughout Europe, rating of hotels is determined either by government or by the private organisation according to the service they provide (Martin, 2007). There are 1 to 5 star hotels across the globe and the cost of their services differ according to their rating. For example, a four star hotel is much costly than a 1 star hotel. Similarly, four star hotel is expected to have more facilities than a 1 star hotel. A four to five star hotel may have more services and amenities, including meeting space for conferences 2.5 Nora Beach Resort and Spa 2.5.1 Information of the Hotel The Nora Beach Resort is a luxurious retreat in Thailand, situated in a strategic place of Koh Samui, the 3rd largest island, which offers its customers a break from the hassles of the real world. The resort enjoys a spectacular hillside setting, overlooking a secluded bay just north of the world-famous Chaweng Beach. It is located a few minutes from the airport and a short drive from the city centre (Nora Beach Resort and Spa, 2007). The profound services of Nora Beach Resort and Spa are as follow: Bars and Restaurants. Recreation Anodas Spa Rooms The additional supportive services of the Resort are as follow: Travel and Tours Desk. Taxi/Limousine Service. Swimming pools Laundry and Dry Cleaning. Gymnasium/Fitness Room. Baby Sitting Facilities. 2.5.2 Type of Customers The type of customers visit Nora Beach Resort and Spa are holiday makers, however the professionals on travel also frequently visit the resort. According to a study by Thailand Tourism Statistics that 87% of tourists are holiday makers at Koh Samui Island; where the Nora Beach Resort is jewel of the attraction for the holiday makers at Koh Samui Islands. These categories of visitors consist of male, female and children with age diversity from 13 to 55 years on average. They prefer Nora Beach for the reason that major attractions of Island are nearby the resort. 2.5 Conclusion In this chapter, different theories of customers satisfaction have been evaluated and reviewed. Further, the importance of service quality on customers loyalty has been discussed. Besides, the review of literature from customers perspective, different categories of hotels and the system of rating has also been discussed. The review of literature shows that with the competition in hotel industry, customers perception and expectation of service has increased to a great extent and now the hotel industry has to enhance, improve and add up more services for the customers to make them loyal to the services. Chapter III: Methodology 3.1 Introduction This chapter presents details about the methodology adopted and elaborates the chosen research philosophy, approach and strategy used and the reasons for their selection. Further, this chapter describes the sample population and how the primary data was collected and processed. It also describes the secondary data collection for the literature review. This chapter further explains the data collection tool and highlights validity, authenticity and reliability of the data collected. 3.2 Research Framework Saunders et al. (2007) define an exploratory study as a valuable means of finding out what is happening; to seek new insights; to ask questions and to assess phenomena in a new light study. Further, they define interpretivism as a theory of knowledge that depicts the methods, validity and scope of the research. This theory advocates that it is necessary for the researcher to understand difference between humans as social actors (Saunders, Lewis Thornhil, 2007). ). Hence, the study was conducted in the interpretivism philosophy, because the aim of the researcher was to know the difference of human behavior in relation with satisfaction in the service quality provided by the Nora Beach Resort and Spa. The researcher aimed to know how customers get satisfied with the service provided by the Resort and how they perceive service quality. The research strategy utilized was case study. The case study strategy has considerable ability to generate answers to the question ‘why? as well as the ‘what? and ‘how? questions (Saunders et al., 2007). In addition, a case study strategy can be very worthwhile way of exploring existing theory or to challenge an existing theory (Saunders et al., 2007). The study also sought answers to what the customers satisfaction level and how customers can be attracted to revisit the Nora Beach Resort and Spa. 3.3 Sampling The population of this research were customers who stayed in Nora Beach Resort and Spa; a total of n= 113 customers completed the survey. The sampling technique needed for the case study was non- probability sampling which are purposive and convenience. 3.4 Data Collection tool The data collection tool for this study is a well designed questionnaire consisting of three parts as questionnaires are one of the most widely used data collection techniques in the survey strategy (Saunders et al. 2007). The first part is related to the customers satisfaction consisting 15 questions based on five likert scale ranging from very satisfied, satisfied, neutral, dissatisfied and very dissatisfied. The purpose of this part is to assess the perception of customers about the quality of the Resort in relation with menu variety, room service, cleanliness etc. The second part consists general type of questions like accessibility of the Resort and the reason to choose it. The third part of the questionnaire is demographic one assessing customers gender, age occupation and the purpose of their visit. In all, there were twenty two questions asked to analyze the customers assessment and expectations regarding the facilities and services as provided at Nora Beach Resort and Spa, T hailand. 3.4 Data Collection The research was based on positivism principles with deductive approach. The questionnaire developed was placed in the guest rooms, as well as in the lobby and was collected by Ms.Napaphon Rattanarak, a proctor who was trained according to the guidelines established. Permission was granted by the resort manager to conduct this study following highest ethical standards and principles. 3.6 Data Analysis As this study aims at providing recommendations on improving service quality of Nora Beach Resort and Spa, the dully filled and returned questionnaire was analysed using SPSS, the software having good analytical capabilities. The analysis of the questionnaire offers insight about the conception of customers with regard to their perception of service quality at Nora Beach Resort and Spa. The results of this analysis will be discussed in the preceding chapter. 3.7 Conclusion This chapter has highlighted the research philosophy, techniques and methods used for this study. The study has relied over Likert Technique because in-order to assess the level of customer satisfaction the best available method was to conduct survey. The respondents were visitors to the resort staying at the Nora Beach Resort and Spa. Although the responses of the customers may be biased as their opinion may be influenced by the service provided at that very moment, yet, this research provides a lot of interesting information regarding their perception of the service quality. Chapter IV: Results 4.1 Introduction In this chapter, the researcher will show the results of the data collected from the questionnaire which were gathered from the customers/visitors of Nora Beach Resort and Spa at Koh Samui. In this section, the researcher will present the demographic information from the respondents, and will also discuss the customers response towards the questions asked about the services provided. Further, the researcher will discuss the general information analysis of the customers as to how they found the resort, why did they choose to stay at the Nora Beach Resort and Spa and whether it was their first visit or they are a repeat visitors. 4.2 Demographics There were total 113 questionnaire placed in the guest room and the lobby of the resort which the customer staying at the resort had to fill up which, in return, were collected and returned to the researcher by Ms. Napaphon, a protector trained for the purpose. All the 113 questionnaires were duly filled up and retuned y the customers. Of these 113 respondents, 56 were male (49.56 per cent) and 57 female (50.44 per cent) 4.3 Level of

Diverse Communication and Classroom Management Essay

For teaching to be successful at any given stage, there should be an effective management of the classroom. This can be done through showing respect for the diversity that exists in the classroom situation. Diversity entails physical attributes, beliefs, gender, ethnic and cultural background, styles of learning and age among others (Dowdy & Delpit, 2008). The communication in the classroom setting is also of immense importance because through it, the students are able to reach out to the teacher and their peers while the teacher can be able to deliver the content in a manner that the learners will find easy to follow. This calls for the incorporation of effective management skills and promotion of good communication in class (Kassem, 2004). Respect can only be achieved if the teacher and the students communicate well and avoid dispensation of prejudicial materials (Snow & Fillmore, 1999). In addition to this, there should be some connections between the teacher and the students individually so as to enhance understanding of the feelings and personality of the students (Dowdy & Delpit, 2008). The relationship between what is learnt and their application to the daily lives is paramount in eliciting excitement and the enthusiasm to learn among the students. This paper looks in depth at these important parts that go into making the process of teaching and learning a success. The evaluation of these factors have been based of the fieldwork activities done by Ulrich, which are a one-on-one encounter with the learners and outside the classroom and the building of connections by the new teacher Introduction There are a myriad of challenges in the classroom that a teacher faces due to the diverse nature of many schools today (Snow & Fillmore, 1999). The number of students has increased and issues pertaining to gender and disability are rife in many schools. Communication therefore becomes a vital component of the teacher’s day to day teaching activities as well as the learning that takes place in the classroom (Kassem, 2004). The teacher has to recognize and analyze the cultures that the learners come from so as not to appear or be prejudicial and thus affect the smooth learning process, an issue that makes communication in such diverse classrooms to be challenging (Snow & Fillmore, 1999). The different cultures of the teachers may also prove to be an influence on the communication in the classroom thus affecting the manner in which the teacher has to deliver his/ her content. Promotion of positive behavior in students and achievement of good results are only possible if there is efficacy on the part of the teacher which is a constituent of good management in the classroom (Cummings, 2004). Generally, the realms of classroom management include the management of content, the conduct, and management of the covenant between the teacher and the students. Management of the content entails the skills that spans all activities and subjects taught in the class while conduct management entails the beliefs appertaining to people’s nature. The knowledge of people’s diversity should be integrated with some philosophies of instruction so that teachers can have a more effective and better way of handling their classrooms (Cummings, 2004). Management of the covenant between the teacher and the students regards classroom as a system that is social in nature and that the roles of the teacher and the students do shape the teaching- learning environment but is informed by the culture within which the school is found (Dowdy & Delpit, 2008). This calls for close relationship between the community and the school so that the school can be dynamic enough to cope with the dynamic needs of the society. For a school to be qualitative, the effectiveness of the teacher and the achievement of the student must be enhanced through the creation and strengthening of interpersonal skills for instance as seen in Ulrich’s journal entries. The learner has to feel wanted and treated as an important person. Central to this is communication between the teacher and the students such that in case of errant behavior, there should be an agreement on how the punishment can be meted, both the student and the teacher can solve it or the whole class can participate in deciding what punishment befits a given misbehavior (Kassem, 2004). This helps in the building of trust between the teacher and the students since the teacher cannot now assume a supervisory role but the learners become individually responsible for their own actions. Importance of language and identity in the classroom Perceptions of a given language or given languages and how such perceptions affect the classroom situation is of essence to the teacher as expounded by Dowdy & Delpit (2008) who say that the visibility of a language is just like the visibility of someone’s skin color. Dowdy & Delpit say that the judgment of a person’s intelligence, class and status can be based on their language. Those who speak Englishes other than the standard or other languages other than English are treated as being inferior. In the classroom, language and what it contributes towards identity is very important and the way to address the problem of inadequacy in one’s beliefs and attitudes is by letting them know that they are not inadequate but just different from the rest (Dowdy & Delpit, 2008). Students need this bit of encouragement since without confidence in themselves and their apparent lack of acceptance derail their performance in studies. The best way to go about this is by incorporating language studies in the curricula which will thus make the students appreciate the diverse languages that might be found in the classroom situation. The students’ home languages should also not be negatively referred to because it will tend to make them reject all that the school offers (Dowdy & Delpit 2008). The assertions made by Dowdy & Delpit imply that language marks the culture from which a student comes from. It further highlights the cognitive and socio-economic position that the student hails from and that the acquisition of the language considered to be of power may help the learner acquires a better social and economic standing. However, the urge to learn a new language is all within the feeling of the student. Whether he/ she learns a new language depends on him / her and not the teacher. This calls for student-centered approach to appeal to the needs of the learner as opposed to the teacher centered approach which the student may find very unpopular and fail to co-operate. The teacher must be ready to induct the learners in understanding the culture that accompany a target language that he/she wants them to understand because language is a microcosm people’s culture. If it is English language that they are being introduced to, then the home-used, formal and the professional forms must be made known to them (Kassem, 2004). Dowdy & Delpit further indicate that there is a clear connection that between identity, race, school success and the language a student speaks. Students of Englishes other than the standard English for example most African Americans have a different view of themselves. Their dilects may one time or another make their teachers, peers or other people in th community to make judgements on their academic capabilities. These writers found out that Afro-American kids do not switch their codes as easily as the others when they enter different environments that require the use of formal or professional language and the teachers have to learn to accept their culture and, through acceptance, these kids will learn to code-switch as easily as other students not from different cultural background. Importance of making connections Research has established that those teachers who show acceptance, support and care to the students are essential in the students’ learning for they create an enabling learning environment. The basic aim of the school as argued by Noddings (1994) is to grow and nurture people who are caring, loving, competent and lovable. Students will only be able to care for themselves and others only if they are cared for. Those teachers who know how to care are good in establishing good relations with the students although caring and making good relations are two different things for caring relations involve an element of mutual understanding and exchange of feelings that result to making of connections thus bringing some bonding between the student and the teacher. To make connections can be very hard since both parties must learn how to accept each others weaknesses and at the same time learning must take place. Most curricula in teacher training do not provide for how to facilitate good relationships between the teacher and the student. There is no provision for interpersonal relationship skills in the curricula making it hard for teachers to foster good relations with the students. Teachers who learn how to replenish their emotions have been found to be enduring even as many leave the teaching profession because of the inability to create enabling environment for student-teacher relationship (Noddings 1994). Generally, caring works in an intrinsic manner so as to establish the right emotions which in turn make the children to appreciate the content in the best way possible. How do we create the intelligence arising from correct student emotions and how can teachers be more caring so as to develop the right emotions hence intelligence in their pupils? Drawing from Gruwell’s example, classroom management, which involves building the right emotions, is not all about seniority in class level and neither is it about handling the best or gifted learners. Gruwell was given the less gifted ninth graders making the school that she taught to have some racial boundaries whereby the group that was favored was recognized and the other students left out. The â€Å"dumber† kids were looked down upon by both the teachers and the parents of the students who were gifted. The less gifted learners tended to be left out even in matters of great importance like access to some resource materials as seen in Gruwell’s case whereby she had to buy some copies of books herself (Gruwell, 2007). Students also need to have a connection between what they learn and their daily lives that is what they learn should have a connection with their real lives. They have to get what they are learning means to them, how it relates to them directly or indirectly (Gruwell, 2007). Information has to be given to them as carefully as possible so as to arouse some interest in them. In the journal entries in the fieldwork by Ulrich, the filing in of the students on the robot activity by the students (Engineering) made the students get excited about the idea. Their going to the geology department made them see things in a different light via practical melting of rocks and so forth. This reinforces the point that information which comes about due to communication is vital in changing the attitudes of the learners and thus making the teaching-learning experience enjoyable to both the teachers and the students. It is important to know the cultural background of the students because it might explain their personalities and thus make the teacher attend to them in a better manner (Lomawaima & McCarthy, 2006). If for instance the learners are asked to write about their families, they are likely to write that which makes them dull or insecure and so on, based on their expectations, feelings and memories. From such, writings, the teacher is able to draw an informed idea on why the students act the way they do which in the long run helps the teacher to assist the learner in the best way possible and help them improve their performance. Building respect in the classroom Respect means a lot to learners at all stages for they all want to be treated by others including teachers just as they would want the students to treat them. Teachers need to know that how they treat their students is exactly how the students will portray their attitudes towards them. This includes being nice to them, treating them equally, avoiding degrading remarks, being gentle and polite, courteous and minding one’s own business. The behavior exuded by the teacher is directly proportional to the respect they are accorded as can be seen in Shobe’s journal (Lomawaima & McCarthy, 2006) on correctional education. Musicians were not identified as being respected by any students from any culture perhaps because of their dressing and other mannerisms while such people as the teachers, parents and nannies were cited as the most respected by varied student. This is the direct result of love and respect that the identified persons showered on the students in addition to the encouragement they gave them in their academics. Encouraging respect can thus be said to be a very important endeavor so as to have an orderly classroom environment. It is the main ingredient in creating an environment in which the learner does not feel threatened but motivated to explore their academics to the highest levels. The learners must respect other learners and the teacher so as to enable progressive learning to take place. This is part of the realm of teaching as opposed to academic work alone because some learners may have the problem of not showing respect to others but do want to be respected by others. This demands teaching of the right way to expect respect from other learners as well as the school community (Gonzalez, 2001). Respect of individual students also entails making them feel accepted despite their differences from the rest. They should be taught that their unique attributes give them an opportunity to contribute what is of value in a special way, a way only capable of being exploited by their kind alone. Many students go to school knowing too well what they want to achieve in their academics meaning that teachers are just but helpers in making them realize their dreams (Gonzalez, 2001). This means that they already have some attitudes as they enter the school either from other schools or from home. Some do not like the school because of waking up early, others do not like academics and some do not like teachers who are not helpful in their teaching especially where they have not understood. This calls for the teacher’s intervention in matters pertaining respect to the students who will find it easier to listen to what they are being taught. They should feel respected which will make them want to learn that which their respectful teacher requires of them. In a diverse classroom situation, building respect can be achieved through literary studies that purpose to bridge the cultural gap among the students and between them and the teacher (Dowdy & Delpit, 2008). English teachers get most challenging moments in choosing the literary materials that are incorporative for a trusting, and respectful classroom environment is possible if only the teacher regards the different cultures in the classroom setting. There should be literary materials that offer different kinds of protagonists who reflect the society and appreciate other cultures while preserving some of the ideals from their cultures. Students’ self-esteem is increased if the literature selected represents varied cultures and that this literature must be taught with acceptance and respect without any form of prejudice. Realistic goals must be set and discussed in the class based on thorough and informed research on the students’ cultural beliefs which might be of influence to their behavior for instance where some cultures require learners to listen to teachings and not air their views (Cummings, 2000). In this way, the teacher will be able to establish the reason for the students’ laid –back attitude and not treat it as impudence which might jeopardize their mutual respect. The teacher, in an environment like this, cannot achieve the objective with ease because he/she has to bring the student to accept that their opinions are valued and anticipated whether correct or wrong. Literature with implicit cultural material for instance pronunciation of the students’ names in correct way and leading the whole class to accept such pronunciations is the inception of respect in that class. In addition to this, the learners should not be asked to voice the opinions or beliefs of their race, culture or gender because there might be some stereotypes that will be raised thus affecting the classroom balance (Noddings, 2004). Should there be a need to speak of other cultures; the students need to be taught how to respond to such culture-sensitive topics so as to be devoid of stereotypes. Different modes of teaching should be adopted for literature with diverse cultural content because the students who are diverse understand the subject of discussion using different modes. They can be seated as individuals or in groups so as to create an interactive environment, told to write on diverse cultural matters and so forth. The use of non-standard English texts which are full of idioms, slang, and so on present challenges to students from diverse background and the teacher therefore needs to avoid them at all costs since the students may feel that their needs have not been respected hence may show unruly behavior towards the teacher (Kassem, 2004). In addition to this, more than one mode of teaching especially literary materials should be adopted since students from diverse cultures may not full read then respond to some literally materials selected. Other ways to improve respect in class include not over-using example from one culture or gender as well as making the assumption that those quiet students do not learn for among the Asians, for instance, keeping silent is a shows respect. Humor that can be subject to a variety of interpretations should be avoided by the teacher and/ or the students because it might not be taken lightly by others thus putting the classroom manager’s respect in a questionable stand (Cummings, 2000). The study of literary materials is vital for showing the richness of the cultures from which the learners hail. Such materials should be carefully chosen so as not to embarrass or isolate some learners from others and worse still put them in doubt of the respect that the teacher and the other learners accord them and their culture. This will in turn define the respect they wish to give back to their fellow students and the teacher. Conclusion From the evaluation of the requisites for an effective teaching –learning process shown in this paper, it is worth concluding that the relationship between the teacher and the learners need to be as warm as possible. The caring and loving attitude, which brings terrific results, should be adopted by teachers. They should also enhance acceptance of the diversity in the classroom by other students so as to build lasting friendships and avoid disrespect which has far-reaching consequences of both teaching and learning. Stereotypical materials and too much focus on one culture, gender, race or individual is detrimental to effective classroom management. References Cummings, C. (2000): Classroom Management Strategies: Baltimore; Alexandria press Dowdy & Delpit (2008): The Skin that We Speak: New York; New Press Gonzalez, N. (2001): I am my Language: Tucson: Arizona University Press Gruwell, E (2007): Teaching with your Heart: New York; Harvard Kassem, C. L (2004): How to Develop a Caring Teacher: New Jersey, Mahwah Publishers Lomawaima, T & McCarthy, L. T (2006): To Remain an Indian: New York: Teachers College Press,

Scholarship Guide Korea Ksgp

2013 Korean Government Scholarship Program Guideline for International Students Enrolled in Graduate Programs (2013 ) 2013. 2 ! â€Å"#$%&' ( )(*! â€Å"+ National Institute for International Education (NIIED) 2013 Korean Government Scholarship Program Guideline for International Students Enrolled in Graduate Programs 1. Program Objective The Korean Government Scholarship Program is designed to provide higher education in Korea for international students, with the aim of promoting international exchange in education, as well as mutual friendship amongst the participating countries. . Total Number of Grantees : 760 o 2013 KGSP Allocations by respective Korean Embassies : 360 candidates (from 111 nations) ! Among the 360 candidates, 30 (from 13 nations) overseas Korean adoptees are included. Their quotas are allotted to 13 Korean embassies, and are separate from general candidate quotas. Quota No. of Nations 20 1 China 15 1 The United States 10 2 Japan, Vietnam 9 1 Russia 7 1 Indones ia 5 3 Kyrgyzstan, Myanmar, Turkey 4 9 Mongolia, Sri Lanka, India, Pakistan, Philippines, Bulgaria, Uzbekistan, Italy, Kazakhstan 3 20 Name of CountriesAzerbaijan, Bangladesh, Brazil, Colombia, Ecuador, Ethiopia, Germany, Ghana, Iraq, Laos, Malaysia, Nigeria, Peru, Singapore, Thailand, The United Kingdom, Uganda, Mexico Saudi Arabia, Taiwan Afghanistan, Algeria, Argentina, Australia, Austria, Belarus, Belgium, Bolivia, Botswana, Brunei, Cambodia, Cameroon, Canada, Canada(Quebec), Chile, Costa Rica, Cote d'Ivoire Czech Republic, Democratic Republic of the Congo, Denmark, Dominican Republic, Egypt, El Salvador, Fiji, Finland, France, Gabon, Greece, Greenland, Guatemala, Guinea, Honduras, Hungary, Iran, Israel, Jordan, Kenya, Kuwait, Latvia, Lebanon, Libya, Malawi, 2 3 Morocco, Namibia, Nepal, Netherlands, New Zealand, Norway, OMAN, Panama, Papua, New Guinea, PARAGUAY, Poland, Republic of the Congo, Romania, Rwanda, Senegal, Serbia, Slovakia, Spain, Sudan, Sweden, Switzerland, Tajikist an, Tanzania, TIMOR-LESTE, Trinidad and Tobago, Tunisia, Turkmenistan, Ukraine, Uruguay, Venezuela, Yemen, Zambia Total , 111 330 Candidates The basis for quota allocation lies in the mutual agreement between Korea and countries listed above. 5 No. of Nations 1 3 1 2 11 Total 13 Quota Name of Countries The United States Canada Australia, Belgium, Denmark, France, Germany, Netherlands, New Zealand, Norway, Sweden, Switzerland, The United Kingdom 30 Candidates o 2013 KGSP Allocation for the Designated Korean Universities :400 candidates (from 135 nations) No. of Quota Name of Countries Nations 9 1 Mongolia 8 2 Philippines, Thailand 7 2 Indonesia, Vietnam 6 2 Bangladesh, Malaysia 5 12 4 10Brazil, Cambodia, Ethiopia, India, Japan, Kazakhstan, Kyrgyzstan, Myanmar, Russia, The United States, Turkey, Uzbekistan Azerbaijan, Bulgaria, Egypt, Israel, Mexico, Nigeria, Pakistan, Saudi Arabia, South Africa, Tanzania Argentina, Chile, Colombia, Ecuador, Finland, Georgia, Germany, Ghana, Hungary, Iraq, Italy, 3 26 Laos, Lebanon, Morocco, Nepal, Peru, Poland, Rumania, Singapore, Sri Lanka, Taiwan, Tajikistan The United Kingdom, Timor-Leste, Turkmenistan, UgandaAlgeria, Angola, Armenia, Australia, Austria, Bahamas, Bahrain, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia, Brunei, Burkina Faso, Cameroon, Canada, Central African Republic, Costa Rica, Cote d'ivoire, Croatia, Democratic Republic of the Congo, Denmark, Djibouti, Dominican Republic, El Salvador, Equatorial Guinea, Fiji, France, Gabon, Gambia, Greece, Guinea, 2 80 Guinea Bissau,Guyana, Iran, Ireland, Jamaica, Jordan, Kenya, Kuwait, Liberia,Lithuania, Mauritania, Mauritius, Maldives, Moldova, Mozambique, Netherlands, New Zealand, Nicaragua, Norway, Oman, Panama, Papua New Guinea, Paraguay, Portugal, Qatar, Republic of the Congo, Rwanda, Senegal, Serbia, Sierra Leone, Slovakia, Slovenia, Solomon Is. , Spain, Sudan, Suriname, Sweden, Syria, Togo, Tunisia, U. A. E, Ukraine, Venezuela, Yemen, Zambia, Zimbabwe T otal 135 , 389 candidates Among the 400 candidates allocated to the Designated Korean Universities, 11 will be allotted into two outstanding specialized universities separately. 3. Eligible Universities and Fields of Study o Eligible Universities : The 60 listed universities (or institutions) as designated by NIIED – Applicants (including Korean adoptees) who apply for this program via Korean Embassies must choose 3 desired universities out of the 60 universities listed below. – Applicants who apply for this program via the designated universities may choose only 1 desired university out of the 60 universities listed below.Ajou University, Cheongju University, Chonbuk Nat’l University, Chonnam Nat’l University, Chosun University, Chung-Ang University, Chungbuk Nat’l University, Chungnam Nat’l University, Daegu University, Daejeon University, Donga University, Dongguk University, Dongseo University, Ewha Womans University, Gangneung-Wonju Nat ional University, Gyeongsang Nat’l University, Hallym University, Handong Global University, Hankuk University of Foreign Studies, Hannam University, Hanyang University, Hongik University, Inha University, Inje University, Jeju National University,Jeonju University, Korea Advanced Institute of Science and Technology, Kangwon Nat’l University, KDI School of Public Policy and Management, Keimyung University, Kongju Nat’l University, Korea University, Korea University of Technology and Education, Kumoh Nat’l Institute of Technology, Kyunghee University, Kyungpook Nat’l University, Kyungsung university, Myongji university, Pohang University of Science and Technology, Pukyong Nat’l University, Pusan Nat’l University, Seoul Nat’l University, Seoul Nat’l University of Science and Technology, Silla University, SogangUniversity, Sookmyung Women’s University, SoonChunHyang University, Soongsil University, Sunmoon University , Sunchon National University, Sungkyunkwan University, The Graduate School of Korean Studies in the Academy of Korean Studies, Ulsan National Institute of Science and Technology, University of Science & Technology, University Of Seoul, University of Ulsan, Wonkwang university, Woosong University, Yeungnam University, Yonsei University o Available Fields of Study : Detailed information about the fields and majors offered by the listed eligible universities can be found in the University Information section on the GKS website (www. tudyinkorea. go. kr). Applicants must choose their desired fields of study from the listed programs in the University Information section provided by participating universities. * Night schools, seasonal programs, broadcasting schools, and cyber-schools (including online distant learning programs) are not eligible for application. o Available Courses : Master’s programs and Doctoral programs 4. Main Notes for the 2013 Selection o Applicants have to apply for this program via either an embassy or a designated university.Overseas Korean adoptees have to apply only via an embassy if their countries are allotted the adoptee quotas. o The selection process for applicants will proceed in three steps. Firstly, applicants must be selected 3 by the institution he or she is applying through (a Korean embassy, or a designated university). Secondly, applicants who passed the first round must be selected by the NIIED Selection Committee. Finally, applicants who passed the second round must gain admission from a university. o Institutions a ccepting applications: 1 11 o verseas Korean embassies o r 6 0 d esignated K orean universities. Applicants who submit applications to more than one of the aforementioned institutions will be disqualified immediately. o Selection Procedure – 1st Selection: Each 1st selection institution will draft a selections standard based on the criteria provisioned by NIIED, and recommend the best applicants a ccording to its respective standards. – 2nd Selection: The NIIED Selection Committee will select the most successful candidates from the pool of applicants recommended by the 1st selection institutions. 3rd Selection: Only the candidates who were recommended by a Korean embassy and passed the 2nd selection successfully will be evaluated for admission by the 3 universities to which they applied; each candidate has to gain admission from at least one university. * Applicants who were recommended by a designated university will automatically be granted admission to the university that recommended them, upon the condition they are selected as a successful candidate in the 2nd Selection.Subsequently, once they pass the mandatory medical examination (when it’s orientation), they will join the ranks of the final successful candidates. 5. Duration of Scholarship o Master’s (01. 09. 2013 ~ 31. 08. 2016) : 1 yr. of Korean language + 2 yrs of Master’s o Doctoral (01 . 09. 2013 ~ 31. 08. 2017) : 1 yr. of Korean language + 3 yrs of Doctoral * (Important) After the Korean language course, the scholarship period of degree course (2 years of master’s or 3 years of doctoral) cannot be extended beyond the designated duration. In the case that a scholar possesses a TOPIK Level that is higher than 5, he or she is exempted from the Korean language course; the exempted period will be deducted from the total scholarship period (2 years for master’s or 3 years for doctoral). * In the case that a scholar possesses a TOPIK Level 6, he or she must be exempted from the Korean language course and must start his/her academic course of Master or Doctoral degree; the exempted period will be deducted from the total scholarship period (2 years for master’s or 3 years for doctoral). 6. Korean Language Course All scholars, unless exempted, must take one year of Korean language course in the designated language institution. o Exemption from the Kore an language course requirement: Korean proficiency at TOPIK Level 5 or 6 (with certification). * Scholars who have surpassed TOPIK Level 5 and want to start their degree course without the Korean language 4 course should obtain permission from NIIED in advance. * Scholars who have surpassed TOPIK Level 6 must start their degree course without the Korean language course should obtain permission from NIIED in advance. Scholars who are exempted from taking the Korean language course may take their degree course starting from September 1st, 2013. o Only the scholars who will have passed at least Level 3 of TOPIK (the Test of Proficiency in Korean) after one year of Korean language course are permitted to start their master’s or doctoral program. o Scholars who do not pass at least TOPIK Level 3 after one year of Korean language course should complete an additional six-month coursework in the Korean language. o Language Institution : the NIIED has designated seven language institu tions for the Korean language course. 7.Application Requirements o The applicant and his/her parents must have foreign citizenships. * Applicants who hold Korean citizenship are not permitted to apply for this program. o Applicants should be in good health, both mentally and physically, to stay in Korea for an extended period of time. * Applicants must submit the Personal Medical Assessment (included in the application form) when he/she apply for this program, and when it’s orientation, an Official Medical Examination will be done by NIIED. A serious illness (For example, HIV, Drug, etc) will be the main cause of disqualification from the scholarship. The handicapped who satisfy the above are also eligible for the program ? NOT Eligible: those who are pregnant o Applicants must be under 40 years of age as of Sep. 1st, 2013 (born after Sep. 1st, 1973). o Applicants must hold a Bachelor’s or Master’s degree as of September 1st, 2013. * (Important) Applicants who h ave ever enrolled in a university in Korea will be disqualified from applying to the KGSP program. Specifically, an applicant who has previously enrolled in an undergraduate program, a master’s program, a doctoral program or an exchange program in Korea cannot apply for this program.However, a KGSP scholar who has graduated or will graduate from a Korean university as of August 31st, 2013 can apply for this program again only via the embassy if only he/she holds at least TOPIK Level 4 and obtain another recommendation within the allotment from the Korean Embassy of his/her respective country of origin (re-application is limited to one instance). * Applicants who apply for the Master’s program must hold a Bachelor’s degree or a diploma that is equivalent to or higher than a Bachelor’s degree. Applicants who apply for the Doctoral program must hold a Master’s degree or a diploma that is equivalent to or higher than a Master’s degree. * Applica nts who are expecting to obtain the relevant required degree or diploma by August 31st, 2013 must submit a certificate of degree or diploma expectation, and submit the official certificate of degree or diploma to NIIED by August 31st, 2013. 5 o Applicants must maintain a grade point average (G. P. A. ) of at least 2. 64 on a 4. 0 scale, 2. 80 on a 4. 3 scale, 2. 91 on a 4. 5 scale, or grades/marks/score of 80% or higher from the previously attended institution.If an applicant does not satisfy the above GPA criteria, he/she will be disqualified from applying to this program. * If the transcript is not indicated in grades/marks/scores format, or is difficult to convert into percentages, attachment of official explanation from the attended institution is required. o Applicants who have Korean proficiency or English proficiency may be given preference. o Applicants who apply for natural science and technology program may be given preference. 8. Scholarship o Scholarship Period : same as the period of invitation. o Payment: -Airfare: Round-trip economy class ticket. Airfare for entry will not be provided to scholars who already presently live in Korea for academic study or employment. * The fees for domestic travel within a scholar’s home country and for travel insurance to and from Korea will not be provided. * Scholars from China and the Czech Republic will not be provided airfare by NIIED, but by their country of origin according to the mutual agreements. -Monthly Allowance : 900,000 won (KRW) per month. -Research Allowance : 210,000 won for scholars in the humanities and social sciences; 240,000 won for scholars in natural and mechanic sciences, per semester. Relocation (Settlement) Allowance : 200,000 won upon arrival -Language Training Fee : Full coverage -Tuitions : All admission fees are waived by the host institution (university). The tuition is paid by NIIED. -Dissertation Printing Costs : 500,000 ~ 800,000 won, depending on the actual costs. -Medi cal Insurance : 20,000 won per month will be provided (limited coverage). -Special funding for scholars who are proficient in the Korean language (TOPIK Level 5 or 6): 100,000 won per month (commencing from the degree program) o NOTES NIIED does not compensate fees for the domestic travel both in the grantee’s country and Korea. – Airfare for entry into Korea will not be provided to a scholar that has been staying in Korea for his or her study, work, etc. as of the date of announcement of successful candidates – NIIED does not compensate fees for insurance for traveling to and from Korea. – The medical fee is to be reimbursed through the insurance company to the scholar after s/he pays first. However, the expense for dental clinic or chronic disease will not be covered. Any scholar who gives up his/her study during the scholarship period will not receive airfare and allowance for repatriation. 6 – Any scholar that quits the program within 3 months after s/he entering Korea, should refund all scholarship fees (The airfare of arriving Korea, settlement allowance, monthly stipend, Korean language training expenses, etc. ). 9. Selection Procedure Details o The guideline, application form, and university information will be available at the website of GKS (www. studyinkorea. go. kr), Korean Embassies, and designated domestic universities. oFor applicants (including Korean adoptees) who apply for KGSP via Korean Embassies – (1st Selection) Korean Embassies make its own selection schedule and plan based on the criteria provided by NIIED, and accept the applications. They select 1. 5 times as many candidates as their quota from the pool of applicants and recommend them to NIIED. * Applicants from China and the Czech Republic should submit their applications to the Ministry of Education (or equivalent institution) in their respective country of origin, in accordance with the mutual agreements between Korea and those countries. Only Korean adoptees who have foreign citizenship can apply for this program via a Korean Embassy if their countries of origin are allotted the adoptee quota. They are selected through a separate procedure; general applicants cannot be accepted through this application category. – (2nd Selection) NIIED Selection Committee selects as many successful candidates as each embassy quota amongst the pool of candidates recommended by the Embassies. (3rd Selection) NIIED submits the documents of successful candidates to their 3 universities of indicated preference, and requests admission examination of the candidates into their master’s or doctoral programs. The universities have to notify the result of examination to the candidates and NIIED by the designated date. The candidates who gain admission from more than one university will have to make a final selection, and notify their respective local Korean Embassy and NIIED by the designated date.Only the candidates who gain adm ission within the 3rd Selection period can be accepted as official KGSP scholars. o For applicants who apply for KGSP via designated domestic universities – (1st Selection) Each designated university will draft its own selection schedule and plan based on the criteria provided by NIIED, and accepts the applications. Each designated university will select up to 20 candidates from all of the quota-assigned countries and recommend them to NIIED. They cannot recommend more than 3 candidates from a single country. (2nd Selection) NIIED Selection Committee selects as many successful candidates as each country’s quota from all of the candidates recommended by the universities. The candidates who are selected in the NIIED Selection Committee will be accepted to the university which recommended them, and will be finally accepted as official KGSP scholars upon a successful comprehensive medical examination. 7 10. Selection Criterion o All documents including transcript, self-int roduction, study plan, certificates of language proficiency (Korean and English), recommendations, published papers and awards, etc. will be evaluated. 11. Required Documentation o Place of submission *NIIED and Foreign embassies in Korea are not 1st Selection Institutions and do not accept applications. *NIIED accepts and judges only the candidates recommended by the 1st Selection Institutions. They are: – For applicants (including overseas Korean adoptees) applying via a Korean embassy : the Korean embassy in the country of origin. *Korean Educational Institutes affiliated with the local Korean embassies may accept applications, and select and recommend candidates in place of embassies in some countries. For applicants applying via a domestic university : One of the 60 designated universities o Deadline of Submission : The date set forth by the 1st Selection Institutions within March 2013 * Deadline for the recommendation of candidates to NIIED by the 1st Selection Institut ions is April 12th, 2013. * If the respective 1st Selection Institutions do not submit their candidates’ documents to NIIED on time, they will be excluded from the examination of NIIED Selection Committee, and their quotas will be substituted by the other 1st Institutions’ reserve candidates. o Required documents : One original document (placed in a separate envelope) nd 3 extra copies. * Documents not in English or Korean must be accompanied by a complete English or Korean translation authenticated by the issuing institution or notarized by a notary’s office. Check List for Application Documents Master’s Doctoral ! ! ! ! 3. Study Plan (Attachment #3) ! ! 4. Letter of Recommendation (Attachment #4) ! ! 5. Pledge (Attachment #5) ! ! 6. Personal Medical Assessment (Attachment #6) ! ! 7. Copy of diploma or certificate of graduation from undergraduate institution ! ! ! ! – ! 10. Official transcript of previously attended graduate institution(s)  œ ! 11.Certificate of TOPIK score (original copy), if available ! ! 12. Certificate of TOEFL or IELTS score (original copy) ! ! ! ! ! ! 1. Personal Data (Attachment #1) 2. Self-Introduction (Attachment #2) 8. Official transcript of previously attended undergraduate institution(s) 9. Copy of diploma or certificate of graduation from graduate institution 13. Published papers, if available (one or two) 14. Awards, if available (one or two) 8 15. Copy of passport (possible to submit after selection) 16. Certificate of citizenship of parents of applicant : birth certificate, passport, etc. (* applicable only to overseas Korean immigrants) ! ! ! 17. Adoption documents (*applicable only to overseas Korean adoptees) ! ! o Note * Selection for successful candidates will be done strictly by the NIIED Selection Committee. Therefore, appropriate documents should be submitted by the deadline. – Dual applications are not accepted. Applicants must apply for this program via only one institu tion. – Documents should be presented in their original form. – Submitted documents will not be returned to the applicants. – Incomplete or incorrect documents may lead to application rejection or failure in the Selection Committee, and scholarship revocation even after entry into Korea. In case of submitting photocopied documents, applicants must submit the original to the 1st Selection Institution and have the original one and the photocopied one collated. The confirmation of collation should be indicated in the photocopied documents. – Applicants who are expected to graduate from their respective home undergraduate/graduate institutions by August 31st, 2013, should submit the certificate (or letter) of expected graduation issued by said institutions when they apply; the official certificate of graduation should be received by NIIED by August 31st, 2013. Applicants must accurately complete the health checklist truthfully. All successful candidates must take a comprehensive medical exam when its’ orientation. In accordance with the requirements of the Korea Immigration Service and the KGSP Program, the candidates who are judged to be physically unfit for this program will not be accepted. – Applicants may submit the copies of published papers, if available. – Applicants may submit the copies of awards, if available. * Applicants must submit all the documents by the checklist order. (Checklist or the application documents should be on the front page, followed by the required documents, stapled and attached. ) * Transferring to a different university after confirming the host university is not permitted in any cases. In regards to changing majors, it would be permitted only under the mutual agreement of the departments concerned only within the same university, with the scholarship period unchanged. (2 years of Master’s, or 3 years of doctoral, in total). However, quitting a program and applying for a new one is not permitted. 12. Selection Schedule o Application Period : Feb. th ~ Mar. 31st (decided by the 1st Selection Institution) o The 1st Selection : The end of March (decided by the 1st Selection Institution) o Deadline for Recommendation to NIIED : April 12th (All documents must be received by NIIED. ) o The 2nd Selection : Mid to End-April (NIIED Selection Committee) 9 o Announcement for the Results of the 2nd Selection : April 30th (posted on GKS websites) o Admission Procedures for the Korean Embassies’ candidates: May 1st~May 31st o Announcement for Final Successful Candidates : June 17th (GKS websites-www. studyinkorea. go. r) o Visa Issue and Air ticket purchase : June 18th ~ July 31st o Entry into Korea : August 26th ~ August 28th o NIIED Orientation : August 29th ~ August 31st o Korean Language Course : September 2nd 13. For further information, please contact : o 1st Institutions : Refer to The Contact Information of Korean Embassies and Universities in the atta chment #8. o KGSP Team, National Institute for International Education (NIIED) – Address: #205 NIIED, 81 Ewhajang-gil, Jongno-gu, Seoul, 110-810, Republic of Korea – www. studyinkorea. go. kr Korean version: -‘. /0(12$3 ! 4567 English version: Korean Government Scholarship Program !Announcement – Phone: +82-2-3668-1364, +82-2-3668-1389 – Fax: +82-2-743-4992 – Email: [email  protected] go. kr, [email  protected] kr 14. Other useful websites 8 KCUE (Korean Council for University Education) http://www. kcue. or. kr 8 Learning Korean http://www. kosnet. go. kr 8 Understanding of Korean culture http://korea. net 8 Overseas Korean embassies http://www. mofat. go. kr 8 Visa and Registration http://immigration. go. kr 15. Application Form : 10 11 REGISTRATION NUMBER 5 +9 * :;< = >? @A (Check List for Application Documents) *Do not write in this area. B C % D (Institute of Application) :E 19 (Confirmer) : 1 (Signature) 1) Name of Applicant: (given /first name) 2) Country 3) Desired Degree Program : (family/last name) : † Master’s † Doctoral (*Please tick (â€Å") in the appropriate box. ) Application Documents Check List Yes 1. Personal Data (Attachment #1) 2. Self Introduction (Attachment #2) 3. Study Plan (Attachment #3) 4. Letter of Recommendation Submission(Y/N) (Attachment #4) 5. Pledge (Attachment #5) 6. PERSONAL MEDICAL ASSESSMENT (Attachment #6) 7. Copy of diploma or certificate of graduation from undergraduate institution 8. Transcripts & student records from undergraduate institution 9.Copy of diploma or certificate of graduation from graduate institution 10. Transcripts & student records from graduate institution 11. Certificate of Korean Language Proficiency (original copy of TOPIK) 12. Certificate of TOEFL or IELTS Score (original copy) 13. Published papers, if available 14. Awards, if available 15. Copy of passport 16. Certificate of Citizenship of the Applicant and His/Her Parents : birth ce rtificate, passport, etc. (*only for overseas Korean immigrants) 17. Adoption documents (*only for overseas Korean adoptees) 12 No Attachment #1 ! † # $ (% & ‘ ( ) ) * + , – . / Only for Applicants (including Korean adoptees) who apply for this program via an Embassy of Korea) Korean Government Scholarship Program(KGSP) Application Form for Graduate Study *Please tick (# ) a box that applies to you. 1. F G % D (Institute of Recommendation) † H04D (Embassy) 2. F G I J (Type of Recommendation) † KLFG(General) † MN1(Korean Adoptee) 3. 5 + # – (Degree Course of Application) † O6#- (Master’s) † P6#- (Doctoral) 4. Q R S T (Desired Field of Study) † 1U6VST (Humanities and Social Sciences) † 9W4$ST (Natural Sciences and Technology) † X=YST (Arts and Physical Education) 5.Z ( [ W C * 9 (TOPIK 5] ^ _ 9 ) ` $ Q R a % (Preferential Entrance Date – Only for TOPIK Level 5 holders, *TOPIK Level 6 holders must start their studying from Sep 1, 2013) † Sep 1, 2013 † Mar 1, 2014 1 b67 (Personal Data) Please read the form carefully. All applicants must complete all sections only by typing. cd ef(Given name) : c(Family name) : † Male † Single (Full Name) † Female † Married * Name should be spelled the same as in the passport and in English. 3ghK g(yyyy) h(mm) K(dd) ie(Age: ) (Date of Birth) (j (Country) kl (Passport) (b (Citizenship) (Number) (Date of Issue) Wmn (Emergency Address) Address: Tel. op$q (Information concerning applicant’s most recent education) (Date of expiry) ) oprs(X-)$! (Name of previously attended Univ. ) $w (Academic Degree recently awarded) op$wyU*z (Title of graduation dissertation, if available) E-mail: tu(j/va (Country/City) † Bachelor 13 † Master x4 (Academic Major) (Photo 3*4) {[cb TOEFL (English Proficiency) Score : [$Yq (Language Proficiency) Published papers, if available(one or two) IELTS Korean Language Profi ciency (only TOPIK) Level: â€Å"1 â€Å"2 â€Å"3 â€Å"4 â€Å"5 â€Å"6 Score: Awards, if available (one or two) 5+|/}$ (Applying University) }$d (Name of Univ. ) $'d (Faculty) $#d (Department) 4 (Academic Major) University 1 University 2 University 3 $q (Academic Career) %~ (Period) $! d (Name of Univ. ) tu(j (Country) x4A (Academic Major) ^_$w (Diploma or Degree) ~ A 1 cb School (Trans Year cripts) Term 1 *eC $%C Bachel / %H -or (only Master / terms attend ed) as aa Waaq (Occupation or Research Career) st year 2 nd rd year th 3 year th 4 year 5 year EN EO (GPA) 2 3 1 2 3 1 2 3 1 2 3 1 2 3 / / / / / / / / / / / / / / / / / / / / / / / / / / / UaOC (converted score) /100 / %~ (Period) %Dd (Institution or company) ac (Position) euse (Operation or Duty) A A 2$eCe ( Sponsorship) 5+ei(Amount) (US$/year) +%Dd (Sponsor) Ce%~ (Period) ( Applicant's Name : ) A ( g(yyyy) / / ) A h(mm) K(dd) (signature) * GPA(Grade Point Average) must be converted on a maximum scale of 100 points (c onverted points) * See Attachment . #7 * Fill out both the records of Bachelor’s & Master’s in the case of those applying for Doctoral programs 14 Attachment #1 012345 *+ ,-. / (Only for Applicants who apply for this program via a Designated University) Korean Government Scholarship Program(KGSP) Application Form for Graduate Study *Please tick (# ) a box that applies to you. 2. F G % D (Institute of Recommendation) † (i}$ (Korean University) . F G I J (Type of Recommendation) † KLFG(General) 3. 5 + # – (Degree Course of Application) † O6#- (Master’s) † P6#- (Doctoral) 4. Q R S T (Desired Field of Study) † 1U6VST (Humanities and Social Sciences) † 9W4$ST (Natural Sciences and Technology) † X=YST (Arts and Physical Education) 5. Z ( [ W C * 9 (TOPIK 5] ^ _ 9 ) ` $ Q R a % (Preferential Entrance Date – Only for TOPIK Level 5 holders, *TOPIK Level 6 holders must start their studying from Sep 1, 2013) † Sep 1, 2013 † Mar 1, 2014 1 b67 (Personal Data) Please read the form carefully. All applicants must complete all sections only by typing. cd f(Given name) : c(Family name) : † Male † Single (Full Name) † Female † Married * Name should be spelled the same as in the passport and in English. 3ghK g(yyyy) h(mm) K(dd) ie(Age: ) (Date of Birth) (j (Country) kl (Passport) (b (Citizenship) (Number) (Date of Issue) Wmn (Emergency Address) Address: Tel. ( op$q (Information concerning applicant’s most recent education) (Date of expiry) ) oprs(X-)$! (Name of previously attended Univ. ) $w (Academic Degree recently awarded) op$wyU*z (Title of graduation dissertation, if available) E-mail: tu(j/va (Country/City) † Bachelor 15 † Master x4 (Academic Major) Photo 3*4) {[cb TOEFL (English Proficiency) Score : [$Yq (Language Proficiency) Published papers, if available(one or two) IELTS Korean Language Proficiency (only TOPIK) Level: â€Å"1 â€Å"2 â €Å"3 â€Å"4 â€Å"5 â€Å"6 Score: Awards, if available (one or two) 5+|/}$ (Applying University) $q (Academic Career) }$d (Name of Univ. ) %~ (Period) $'d (Faculty) $#d (Department) $! d (Name of Univ. ) tu(j (Country) x4 (Academic Major) x4A (Academic Major) ^_$w (Diploma or Degree) ~ A 1 cb School (Trans Year cripts) Term 1 *eC $%C Bachel / %H -or (only Master / terms attend ed) as aa Waaq (Occupation or Research Career) st year 2 nd d year th 3 year th 4 year 5 year EN EO (GPA) 2 3 1 2 3 1 2 3 1 2 3 1 2 3 / / / / / / / / / / / / / / / / / / / / / / / / / / / UaOC (converted score) /100 / %~ (Period) %Dd (Institution or company) ac (Position) euse (Operation or Duty) A A 2$eCe ( Sponsorship) 5+ei(Amount) (US$/year) 5+%Dd (Sponsor) Ce%~ (Period) ( Applicant's Name : ) A ( g(yyyy) / / ) A h(mm) K(dd) (signature) * GPA(Grade Point Average) must be converted on a maximum scale of 100 points (converted points) * See Attachment . #7 * Fill out both the records of Bachelorâ€℠¢s & Master’s in the case of those applying for Doctoral programs 16Attachment #2 9 %ii (Self Introduction) * Please type or print clearly within 1 page using black ink. (in Korean or in English) (*10 points) o Your course of life, your view of life, study background, your hopes & wishes, etc o Your education and work experience, etc. , in relation to the KGSP program o Your motivations for applying for this program o Reason for study in Korea 17 Attachment #3 $ sSn (Study Plan) * Please type or print clearly within 1 page using black ink. (*10 points) Goal of study & Study Plan Future Plan after Study o Goal of study, title or subject of research, and detailed study plan Future plan in Korea or another country after study in Korea 18 Attachment #4 Letter of Recommendation To the applicant: Please fill in your name and the other required information below. In turn, deliver or email this form to the person who will write this letter. NOTE: Request your recommender to seal his or her letter of recommendation in an official envelope and sign across the back flap upon completion. Recommendation letters that are not sealed and signed will not be accepted. Confidential Name of Applicant: (given name) (family name) Nationality: Desired Degree Program: † Master’s † DoctoralDesired Major: To the recommender: The person named above has applied for the ‘Korean Government Scholarship Program’. We ask for your assistance, and would appreciate your frank and candid appraisal of the applicant. * Please type or print clearly using black ink. 1. How long have you known the applicant and in what relationship? Please assess the applicant's qualities in the evaluation table given below. Rate the applicant compared to other classmates who are/were in the same school year with him/her. Truly Excellent Very Good Good Below Average Exceptional Classification N/A Top 2% Top 10% Top 25% Middle 50%Lower 25% Academic Achievement Future Academic Pote ntial Integrity Responsibility/Independence Creativity/Originality Communication Skills Interpersonal skills Leadership 2. What do you consider to be the applicant’s strengths? 19 3. What do you consider to be the applicant’s weaknesses? 4. How well do you think the applicant has thought out plans for graduate study? 5. Please comment on the applicant’s performance record, potential, or personal qualities which you believe would be helpful in considering the applicant’s application for the proposed degree program. Recommender’s Name Date Recommender’s SignaturePosition or Title: University (Institution): Address: (zip-code: Tel: – ) Fax: Please return this form sealed in an official envelope and signed across the back to the applicant. We greatly appreciate your timeliness regarding this letter for your recommendee. 20 Attachment #5 â€Å"Korean Government Scholarship Program for Graduate Study† Pledge (;o; ) As an applicant fo r the 2013 â€Å"Korean Government Scholarship Program (KGSP) for Graduate Study†, I pledge to abide by the following rules: (1) To refrain from violation of university regulations and to fulfill my obligations as a student to the best of my ability. 2) To behave in a manner appropriate to Korean culture and society, and not to participate in any form of political activity (such as organizing a political party, joining a political party, attending political meetings, publishing political articles and declarations, organizing or participating in demonstrations of a political nature, and so on). (3) To accept responsibility for paying any debts incurred in Korea (4) To agree with NIIED's decision concerning the graduate program and the Korean language course. (5) To abide by all terms and regulations set by NIIED. 6) To permit NIIED to use my personal information for the KGSP. If I am proved to have violated any of the above or to have made a false statement in my application d ocuments, I shall accept any resolution or penalty made by NIIED, even when it may/might result in suspension, revocation or withdrawal of my scholarship. I was informed and fully understand that KGSP students are not permitted to transfer schools for the entire duration of scholarship after confirming their host institution. (yyyy). (mm). Applicant’s Name : (dd). (signature) 21 Attachment #6 PERSONAL MEDICAL ASSESSMENTApplicants are not required to undergo an authorized medical exam before passing the 2nd Selection with NIIED; however, all successful candidates must take a comprehensive medical exam when its’ orientation (including an HIV and TBPE drug test**, etc) in accordance with the requirements of the Korea Immigration Service and the KGSP. If the results show that the applicant is unfit to study and live overseas more than 3 years, he/she may be disqualified. **The TBPE (tetrabromophenolphthalein ethyl ester) drug tests are for evaluating past usage of stimulan t drugs. Gender: HEIGHT cm WEIGHT kg When and for what reason did you last consult a hysician? (Please explain in the adjacent space. ) QUESTION YES NO o Have you ever had an infectious disease that posed a risk to public health (such as, but not limited to, tuberculosis, HIV and other STDs)? o 1. 2. 3. 4. allergies? high blood pressure? diabetes? any type of Hepatitis? o Have you ever suffered from or been treated for depression, anxiety, or any other mental or mood disorder? (If you have received treatment, please explain and attach an official medical report. ) o Have you ever been addicted to alcohol? u Have you ever abused any narcotic, stimulant, hallucinogen or other substance (whether legal or rohibited)? u If necessary, are you prepared to undergo physical tests to verify the answers given in response to questions u and u above? u Have you been hospitalized in the last two (2) years? u Have you had any serious injury, ailment or sickness in the last five (5) years? †  Do you have any visual or hearing impairments?  ° Do you have any physical disabilities? ? Do you have any cognitive/mental disabilities? ? Are you taking any prescribed medication?  § Are you on a special diet? †¢ On average, how many standard servings of alcohol do you consume each week? 22 IF YES, PLEASE EXPLAIN Attachment #7 GPA Conversion Table