Content 1. Introduction 1.1 Aim 1.2 Background 2. Method 2.1 Primary Source 2.1.1 Subject 2.1.2 Questionnaire 2.2.3 Procedure for administering the questionnaire and collecting result 3. Result and Discussion 3.1 Demographic Characteristic 3.2 Psychographic Characteristic 3.3 Consumer's Decision Process in choosing Holmes Institute 4. Limitations 5. Conclusion and Recommendation 5.1 Conclusion 5.2 Recommendation References List Appendix 1 (Questionnaire) Appendix 2 (Data Collection Forms) 1. Introduction 1.1 Aim This report aim is to analyse the students' decisions of choosing Holmes Institute as their education provider by interviewing several students. The survey was conducted to find the demographic and psychographic data of the students at Holmes Institute for choosing Holmes Institute. This research also aim to give recommendation for Holmes Institute toward recruiting International student in the future. 1.2 Background Choosing education provider is considered to be one of the major decision. For many students, choosing the wrong institution can cause loss in financial. Moreover, when students are not comfortable with the institution or the workload, they may need to repeat their study in pursuing the desired degree. According to Maria Cubillo et al, global environment has pushed students to obtained and developed global cultural skills. International students are not exception. Due to this reasons, education providers also need to maintain their competitive advantage in order to attract more students (2006). This report analyse students' decision process in choosing education provider especially in choosing Holmes Institute instead of other education provider. To limit the scope of this research, the minimum of response collected was set into 20 responses and strictly for Holmes Institute current students. The report consist of five sections. The introduction in the section one describes the aim and purpose of the report. The second section is Method which describes the process of the research, followed by results and discussions of demographic and psychographic data in the next section and also the limitation of the research. Finally, conclusion and recommendation of the research will be presented. 2. Method This research use primary source as the only method to gather data. Primary source is the result in analysing a primary data (Glass, 1976) in survey conducted through face to face and online. This method was chosen due to lack in secondary data availability up to today. Primary source was used to gain demographic and psychographic data from the subjects to gain insight in subjects' decision for choosing Holmes Institute as their education provider. 2.1 Primary Source 2.1.1 Subject To gain the aimed result for this research, the scope of the subject was limited only for current Holmes Institute students. 25 Holmes Institute's students were selected to fill in the survey which includes 18 male and seven female students. 2.1.2 Questionnaire In the beginning, the theme was brainstormed in group to find suitable questions. Then, the first draft of the questions were written to be corrected by the lecturer. The questionnaire consisted of 13 questions (demographic and psychographic categories), which included closed-ended such as yes/no and multiple choice questions, and the opened-ended questions also provided for the subjects to fill in to gain more insight on subjects opinion. For example, the questions about the reason subjects chose to change to Holmes Institute. 2.2.3 Procedure for administering the questionnaire and collecting result The survey was conducted in two methods, face to face and online survey. The face to face survey was conducted in library and classroom, while the online survey was given to the respondents through instant message and email as well as social media. The process of each interview was taken less than 10 minutes and gathering data of the survey was completed in three days. The results of the survey were collated and the discussion of the research is presented in the following section. 3. Result and Discussion 3.1 Demographic Characteristic The research use eight questions to build scope for the subjects' demographic. The questionnaire consist of gender, age, marital status, nationality, year commencing at Holmes Institute, degree chosen, employment status and their income level. These questions were chosen for their ability to distinct and grouped the subjects into several categories, making it easier to be analysed. There are 25 respondents included in this research as the sample group. 18 out of 25 of the respondents were male with the age majority range from 20-40 years. For marital status, most of Holmes students are not married. However, there is minority from the respondents who are married. Various nationalities shown in the data collected from the survey with Indonesia scored highest. The second and third place are India and Sri Lanka with four respondents each. Some other nationalities that are present in the data are, Bangladesh, China, Colombia, Nepal, Pakistan, Russia and Spain. Most of the respondents commence in 2016 while the others commence in 2013 and 2014. For the degree, 68% of the respondents are pursuing bachelor degree and 24% are pursuing master degree. For employment status, 68% of the respondents are working with highest income per month to be around $1,100-$2,000. 3.2 Psychographic Characteristic According to Wells the psychographic research distinguish from the demographic which is intended to be more about the psychological since it gives the potential of new insights. It also can determined as quantitative research (1975). In addition, based on the aim of this research, it is also crucial to obtain qualitative insight from the psychographic data provided from the respondents. The aim of the psychographic questions is to help increase deep understanding from the data presented in demographic analysis towards students' attitude and interest. In this research, there are five questions used to obtain the data of the psychographic which consist of range budget for education degree, studying history prior to commencing at Holmes institute, subject offer verification and how the students gain information of Holmes Institute, and also the reasons why student choose Holmes Institute as their education provider. The budget range question was meant to know economic ability of the current students or to be precise, the education budget the students are willing to pay. This question can offers insight as to how much Holmes should charge the students for their tuition fees. Based on the data, most students preferred the tuition fees to be under $8,000. In second questions, the percentage of respondents that have studying in other education provider before commencing in Holmes Institution shows higher number rather than the students that choose Holmes Institute as their first choice for their education provider. Those students that have switched their education provider also give the reasons as of why they switch their education provider, such as 16% of them switched due to the academic failure from their previous university. The same percentage also shown for flexibility and a cheaper tuition fees. The third question purpose is to determine how many students that checking the subject offered for their course before enrolling at Holmes at the first time and it shows that 18 out of 25 students were checking the subjects before enrolling at Holmes Institute. Then, the next question was meant to identify how the students find out about Holmes Institute. The result shows 52% of students received the information about Holmes Institute from their education agency, 10% get the information from their friends and the minority of the respondents get the information from website and family. The last questions which is the main question of the research about the reasons why student choosing Holmes Institute as their education provider shows highest number about 68% students that choose Holmes Institute due to its tuition fees. It also shows 52% for flexibility. The last 12% of the respondent concern about the location of Holmes Institute. 3.3 Consumer's Decision Process in choosing Holmes Institute Based on the data obtained in the survey with 25 respondents, it is shown that most of the students currently enrolled at Holmes Institute have studied at other education provider prior to commencing at Holmes. One of the major reason was academic failure at other education institution. This let respondents to look for another education provider, in this case Holmes Institute, to continue their study. Another major decision was driven from the tuition fees at Holmes match their education budget range especially for the respondents who are married. For the respondents who never studied at other higher education institution prior to commencing at Holmes, cost was also scored the highest in the data. It is shown in the demographic data obtained from the survey, most of the respondents are working. Hence, the flexibility offered at Holmes (such as three semester in a year and blocked mode availability) was one of the main attraction in choosing Holmes. The majority of respondents know about Holmes from education agency. This means that information provided at the education agency play a pivotal role for respondents decision process of choosing Holmes Institute. 4. Limitation There are several limitations while this research was conducted. The first one to be the number of the respondents. While the minimum respondence required for this research was 20, it is still quite inadequate to represent the large number of Holmes students currently enrolled. The second limitations appear in the several questions of the questionnaire. For example, in question number five regarding the respondents' year of commence at Holmes Institute. The desired answer for this question is the year that the respondents start studying at Holmes. Nonetheless, some of the respondents wrote their graduation year or what year they are currently in. This resulted in the response cannot be used in the data causing redundancy. The third limitations will be time constraints. The questionnaire was designed to be straightforward and take as little time as possible. However, some of the students still refuse to fill in the questionnaire because they find the timing was off, either they were rushed to go to class or they were doing their assignment in the library. This leave the choice for respondents to be quite limited. 5. Conclusion and Recommendation 5.1 Conclusion 5.2 Recommendation Reference List Glass, G.V., 1976. Primary, secondary, and meta-analysis of research.Educational researcher, 5(10), pp.3-8. María Cubillo, J., Sánchez, J. and Cerviño, J., 2006. International students' decision-making process. International Journal of Educational Management,20(2), pp.101-115. Solomon, M., Russell-Bennett, R. and Previte, J., 2012. Consumer behaviour. Pearson Higher Education AU. Wells, W.D., 1975. Psychographics: A critical review. Journal of Marketing Research, pp.196-213.