The roles of student trust, identity and commitment in the relationship between university reputation and behavioral intention.The roles of student trust, identity and commitment in the relationship between university reputation and behavioral intention.The roles of student trust, identity and commitment in the relationship between university reputation and behavioral intention.The roles of student trust, identity and commitment in the relationship between university reputation and behavioral intention.The roles of student trust, identity and commitment in the relationship between university reputation and behavioral intention.
RESEARCH OVERVIEW
Introduction
This dissertation explores how student trust, identity, and commitment influence the connection between university reputation and behavioral intentions within the context of Vietnamese higher education It outlines the background of the study and establishes the research aims and questions Additionally, this chapter provides an overview of the dissertation's structure.
Research background
The QS University Rankings for Asia 2021 evaluates universities based on 11 criteria, with academic reputation (30%) and employer reputation (20%) being the most significant factors Other criteria include lecturer/student ratio (10%), percentage of lecturers with doctoral degrees (5%), published papers per lecturer (5%), citations per paper (10%), and various international ratios (10% total) Vietnam has 11 universities included in this ranking, highlighting the importance of reputation in university rankings Consequently, Vietnamese universities are focused on enhancing and developing their reputations to improve their standings.
In today's competitive landscape, universities face significant challenges in attracting resources (Del-Castillo-Feito et al., 2020; Lafuente-Ruiz-de-Sabando et al., 2018) The trends of globalization and internationalization have heightened the interest of policymakers and educational leaders in higher education institutions (HEIs) (Tran and Villano, 2017) This growing focus is largely due to the crucial role that a nation's human resources play in its socioeconomic development (Agasisti and Pohl, 2012; Tran and Villano, 2017).
The higher education sector has increasingly embraced a competitive, market-oriented approach, viewing education as a global service Universities must strive to attract top talent, including exceptional students and esteemed faculty (Del-Castillo-Feito et al., 2020; Hemsley-Brown et al., 2016; Nuraryo et al., 2018; Plewa et al., 2016; Wilson, 2016) Many attribute the globalization of universities to the evolving challenges within the educational landscape Despite varying perspectives, there is a consensus among school leaders and commentators that competition among higher education institutions has intensified in recent years (Chen and Esangbedo, 2018; Plewa et al., 2016) Education is vital for a country's development, with its advancement reflecting broader national growth (Chen and Esangbedo, 2018).
Higher education institutions are vital to society as they drive knowledge creation and exchange, stimulate innovation, and offer valuable research benefits along with consulting services Their role includes fostering progress, building social capital, preparing students for real-world challenges, providing access to knowledge, and promoting justice, all of which contribute to a democratic and sustainable society However, the competitive and evolving educational landscape presents challenges, including declining enrollment.
Vietnam, a transitional economy in the Asia-Pacific region with a population exceeding 96 million, has undergone significant market-oriented economic reforms since the mid-1980s These changes have successfully lifted the country out of absolute poverty and fostered substantial, sustainable economic growth.
In 2018, Vietnam's RGDP was 2,563 USD, and the country boasts relatively high youth literacy rates compared to other ASEAN member states (Salmi, 2019) The Vietnamese education system is structured into three levels: primary education (grades 1-5), lower secondary education (grades 6-9), and upper secondary education (grades 10-12) Higher education encompasses universities and academies, which are categorized as public, private, or foreign-related institutions.
2018, Vietnam had 454 HEIs, including 95 private universities and schools, and there were 2.2 million students in higher education (MOET, 2019).
Vietnam's higher education landscape has undergone significant transformation over the past two decades, marked by a substantial increase in the number of students, institutions, and faculty members, alongside the emergence of a private education sector These advancements have contributed to notable economic growth and social progress However, the governance and leadership structures within the education system have evolved more slowly, posing challenges for its future Since the initiation of economic reforms in 1986, the master's training program has expanded rapidly, growing from its inception in 1976 to accommodate 105,000 students across 180 universities, offering 212 diverse programs, including partnerships with esteemed global institutions.
Student choices regarding their university and field of study significantly influence their future success The decision-making process involves various factors and potential outcomes, and a mismatch between expectations and reality can jeopardize student success As competition among universities intensifies, institutions are increasingly focused on leveraging their strengths, enhancing performance, and establishing a competitive edge A key strategy in this effort is to cultivate a strong reputation and foster trust among prospective students.
2018) When a university has an excellent reputation, students will select that university when enrolling in higher education.
In the competitive landscape of higher education, university reputation stands out as a critical asset that rivals find challenging to replicate (Chun et al., 2005; Hall, 1992) Unlike tangible products or services, a strong reputation offers a sustainable competitive advantage, influencing customer perceptions and behaviors significantly This intangible attribute shapes how individuals respond to an organization, making it essential for businesses to manage their reputation strategically Understanding the factors that can enhance reputation is crucial for long-term success (Berens and Van Riel, 2004).
Recent developments in the university system have heightened the importance of a university's reputation, as prospective students and partners often rely on this reputation to form their perceptions (Aula, 2015; Engwall, 2007) This growing emphasis on reputation has led to increased interest in a wider range of institutions As higher education becomes more accessible, public universities that previously operated within isolated national frameworks are now competing for resources Consequently, in today's higher education landscape, a strong reputation is essential for attracting interest and support (Aula, 2015) This raises the critical question of how universities can effectively build and maintain a solid reputation.
Extensive studies have highlighted the significant impact of a university's reputation, establishing it as a key factor in distinguishing a school (Hemsley-Brown et al., 2016) This "brand" theory reinforces the idea that a strong reputation is crucial for enhancing a university's identity and boosting its appeal in an increasingly competitive global landscape.
The reputation of a university plays a crucial role in the globalized landscape of higher education, influencing its ability to attract students, faculty, and research funding (Chen and Esangbedo, 2018) However, the extent of this impact remains debated, primarily due to differing views on how reputation correlates with institutional behavior.
Research on organizational reputation explores two main aspects: the factors that influence the reputation of an organization and the impact that reputation has on its relationships with stakeholders.
Del-Castillo-Feito et al (2020) conducted research demonstrating that universities operate in a competitive market where attracting capital is crucial, with intangible assets like reputation playing a key role in organizational sustainability and success Their study emphasized the complexity of measuring student perceptions of university reputation, confirming hypotheses about its relationships, although the moderating impact of stakeholder groups was not validated The findings provided empirical evidence for the interplay of various factors—performance, innovation, citizenship, services, governance, and workplace climate—on university reputation, offering valuable insights for administrators aiming to enhance their institution's standing.
A study conducted by Esangbedo and Bai (2019), additional research in the same direction, tested reputation as a benchmark for universities’ continuous improvement.
In multicriteria decision making, accurately calculating the weight of each criterion is crucial for evaluating research outcomes Esangbedo and Bai identified six components that define university reputation: social contributions, environments, leadership, funding, research and development (R&D), and student guidance.
The research gap identification
This study aims to enhance the understanding of university reputation construction, focusing on the interplay between student trust, identity, and commitment In Vietnam's higher education sector, which faces numerous challenges, university reputation emerges as a critical component of educational management theory.
Numerous studies have identified various factors influencing university reputation in higher education, including works by Esangbedo and Bai (2019), Chen and Esangbedo (2018), and Plewa et al (2016) While Rather (2018), Nuraryo et al (2018), and Harahap et al (2018) adapted the Keh and Xie (2009) model from the hospitality sector to the educational context, they did not establish a connection between reputation, behavioral intention, and key elements such as trust, identity, and commitment There remains a significant gap in research regarding the relationship between university reputation and student behavioral intentions in relation to student trust, identity, and commitment, particularly within the Vietnamese higher education landscape.
The growing body of literature on university reputation highlights its connection to brand reputation and behavioral intention This research can be categorized into two distinct streams, differing in their ontological and epistemological foundations, which ultimately influence the understanding and development of university reputation.
Research on university reputation can be divided into two main areas: the factors influencing reputation and the impact of student trust, identity, and commitment on this reputation and students' behavioral intentions As competition in Vietnam's educational landscape intensifies, strategies to enhance university reputation become crucial for future development Understanding students' perceptions, attitudes, and behaviors is essential for maintaining competitiveness and sustainability in higher education This urgency has led me to focus my dissertation on exploring how student trust, identity, and commitment mediate the relationship between university reputation and behavioral intentions.
Research object and scope
This dissertation investigates students' perceptions of university reputation and its influencing factors, including social contributions, leadership, environment, student guidance, funding, and research and development It also examines how university reputation affects student trust, identity, commitment, and behavioral intention, with the latter three acting as mediators in this relationship In total, the research focuses on eleven key objectives.
This study focuses on the perceptions of university graduates in Vietnam regarding reputation and its related factors Key components analyzed include social contributions, leadership, environmental influences, student guidance, funding, research and development, student trust, identity, commitment, and the overall reputation of the university, along with the impact on behavioral intentions.
The study focused on the education sector in Vietnam, surveying university graduates across various representative provinces and cities in the South It included national universities, national key universities, private institutions, and emerging universities, reflecting the diverse landscape of higher education in Vietnam.
The research was carried from 2015–2020, the period during which the international economic integration roadmap requires Vietnam to increase the level of competition in higher education.
Research aim
This research aims to identify the factors influencing university reputation, focusing on the roles of student trust, identity, and commitment in shaping students' behavioral intentions regarding their choices of master’s programs The study will employ various quantitative analysis tools to measure these factors Additionally, the dissertation will provide insights to enhance the relationship between university reputation and behavioral intention within the context of Vietnamese higher education.
Reputation is a crucial intangible asset that significantly influences a business's ability to maximize profits, expand market share, attract new customers, and retain existing ones, thereby undermining competitors and ensuring market success (Fombrun and Shanley, 1990; Sarstedt et al., 2013) Understanding the factors that enhance reputation and its outcomes is strategically important (Berens and Van Riel, 2004) Given the complexity and ambiguity surrounding reputation, it is vital to analyze the real impact of its individual components (Agarwal et al., 2015) Furthermore, research suggests that reputation should be examined across different cultural contexts, particularly in Asian markets (Fombrun et al., 2015) This study aims to further explore the dynamics of reputation and its implications across various disciplines (Fombrun et al., 2015; Walsh, 2007), building on the foundational proposals of Berens and Van Riel (2004), Agarwal et al (2015), and Fombrun et al (2015).
This dissertation aims to enhance the understanding of university reputation and its construction, which has become increasingly vital for higher education institutions, including universities and business colleges competing for recognition (Aula, 2015; Wedlin, 2008) In modern higher education, college reputations are strategically crafted and maintained Additionally, the dissertation seeks to identify the factors influencing university reputation and develop a model linking university reputation to behavioral intentions among students in Vietnam This model will incorporate the roles of student trust, identity, and commitment to better comprehend student choices regarding master’s programs However, the intricacies of student behavioral intentions in selecting a university and the reputation-building process present significant challenges.
The research questions
This dissertation addresses two key issues: the factors influencing university reputation and the correlation between university reputation and behavioral intentions in higher education in Vietnam Structured in a chapter format, the dissertation comprises a blend of standard chapters The subsequent sections will explore the two research questions across five chapters.
Research Question 1: Which factors impact University Reputation?
Research Question 2: How are the roles of student trust, identity, and commitment in the relationship between university reputation and behavioral intention tested?
Methodology
This dissertation employs a mixed methodology, combining quantitative and qualitative research to investigate the factors influencing university reputation in Vietnam's higher education system Given the novelty of the concepts in this context, qualitative research is utilized to adapt a reputation scale, while quantitative analysis is used to test the proposed hypotheses The study reviews relevant literature to identify key factors that contribute to university reputation, ultimately developing a research model with twelve hypotheses that explore the relationship between university reputation and behavioral intention It also examines the roles of student trust, identity, and commitment in shaping students' choices of master’s programs in Vietnam.
The methodology section of this dissertation presents a concise analysis of the research approach, utilizing a survey to gather data The questionnaire, initially crafted in English, was translated into Vietnamese to ensure comprehension among all respondents The research methodology was implemented in two phases: qualitative research and quantitative analysis, with a sample size of 61 participants for the qualitative phase, which included both interviews and seminars.
This study utilizes a quantitative approach, analyzing empirical survey data from a sample of 1,538 Vietnamese graduates Given the complexity of the research models, which include mediators and were developed with small sample sizes, data analysis is performed using partial least squares structural equation modeling (PLS-SEM) alongside SPSS 20 and Adanco software.
Dissertation contributions
This dissertation enhances the comprehension of university reputation and its impact on student behavioral intentions in higher education It offers essential insights and recommendations for researchers, university leaders, and strategic marketers, benefiting both theoretical frameworks and practical applications.
Corporate reputation remains a contentious subject among researchers, with ongoing efforts to establish a unified theory, particularly in developing nations like Vietnam, where studies are scarce This dissertation explores the unique cultural and economic context of Vietnam, highlighting how findings may differ from those in developed countries It also examines the relationship between university reputation and behavioral intention in higher education, bridging the fields of data processing and educational marketing This connection reflects the growing interest in university reputation research and aims to provide five significant contributions to the field.
This article identifies six key determinants that influence university reputation, offering a comprehensive framework for understanding how reputation affects behavioral intentions Among these determinants are situational factors, lasting engagement, and channel characteristics tailored to social networking environments, all of which contribute to a more nuanced understanding of university reputation dynamics.
Second, university reputation and behavioral intention processing frames are revealed to confirm the mutual relationships of factors Resolutions from this frame suggest avenues of future study.
This dissertation explores the link between university reputation and behavioral intention, incorporating previously unexamined literature on student trust, identity, and commitment.
This study explores how university reputation and behavioral intention influence student involvement, including the indirect effects of these factors While cooperation is a key element of marketing, there is limited research categorizing loyalty or involvement in this context, which can significantly impact information processing.
This study investigates the relationship between university reputation and the behavioral intentions of prospective students in higher education By enhancing the understanding of the factors that influence university reputation and student decision-making, this research contributes valuable insights for higher education marketing strategies.
This dissertation offers a comprehensive analysis of the key factors influencing university reputation and student behavioral intention in higher education, aiding marketers in refining their communication strategies By developing targeted and engaging messages, universities can encourage student referrals and gain a competitive edge The research provides valuable insights for university managers to enhance their institution's reputation and formulate effective strategies in a competitive landscape Additionally, it helps students understand the dynamics of educational competition and the link between university reputation and their decision-making Ultimately, this study serves as a practical model for guiding university operations and marketing strategies, enabling better management of reputation and behavioral intentions.
Dissertation structure
This dissertation implements a five-chapter dissertation structure based on the approach approved by the University of Economics Ho Chi Minh City.
Chapter 1 of the dissertation introduces the significance of student trust, identity, and commitment in the interplay between university reputation and behavioral intentions within Vietnamese higher education It outlines the research background, objectives, questions, model, methodology, contributions, and structure of the dissertation.
Chapter 2 Literature review details the literature on the roles of student trust, student identity, and student commitment in the relationship between university reputation and behavioral intention in the Vietnamese higher educational context. Based on the reviewed literature, we develop a model with twelve hypotheses and explore the connection between university reputation and behavioral intention The roles of student trust, student identity, and student commitment are also tested in their impacts on university reputation and behavioral intention.
Chapter 3 Methodology lays out in several sections the methodology that supports this dissertation First, a measurement scale with entries for each determinant is provided Next, we explain the sample and data collection in detail The final section illustrates the processes and methods employed for data analysis.
Chapter 4 Results will report the results of the data analysis process and approves the value of the hypotheses mentioned in Chapter 2, as well as the relationships between factors It focuses on analytical results and in-depth discussion.
Conclusion
This chapter outlines the dissertation's background, highlighting the critical research problem, goals, and questions It aims to explore the relationship between university reputation and behavioral intentions in Vietnam's higher education sector, focusing on how student trust, identity, and commitment mediate students' choices regarding master's programs in the country.
LITERATURE REVIEW
Introduction
This chapter reviews the literature on the connection between university reputation and behavioral intention in Vietnamese higher education, focusing on the mediating roles of student trust, identity, and commitment in students' decision-making processes It proposes six hypotheses (H1 to H6) based on the relationship between university reputation and its key determinants, including social contributions, leadership, environment, student guidance, funding, and research and development Additionally, the chapter tests the impact of student trust, identity, and commitment on university reputation and behavioral intention, resulting in hypotheses H7 to H12.
Reputation
This section first discusses the concept and value of reputation Next, it treats the university reputation directly Finally, this research’s main factors for reputation measurement factors are selected.
Corporate reputation is recognized as a crucial indicator of business success, with its significance highlighted by various authors in marketing and business theory The concept gained prominence in 1983 when Fortune magazine published its inaugural list of the world's most respected companies Since then, academic interest has surged, as evidenced by the increase in articles related to reputation, image, and corporate identity, which grew from 12 in 1985 to 6,410 by 2010 Concurrently, scholarly research on the subject expanded dramatically, rising from 7 studies to 390 in the same timeframe.
The assessment of corporate reputation for these businesses is based on key attributes related to both hard and soft policy aspects Currently, these attributes encompass the efficiency of products and services, financial stability, effective human management, commitment to social responsibility, creativity, and competitiveness on an international scale (Suárez et al., 2020).
Actions aimed at enhancing corporate reputation among researchers and professionals have gained significant attention According to Suárez et al (2020), behavior analytics, alongside financial performance, plays a crucial role in shaping corporate reputation Furthermore, Vergin and Qoronfleh found that the financial market valuation of the top ten firms increased by 20 percent annually during that period Their research underscores that reputation is essential for business success, emphasizing that it is influenced not only by economic data but also by a company's intangible assets.
Corporate reputation is a cumulative reflection of a company's past behavior and performance, influencing its ability to deliver value to stakeholders It represents the public's overall evaluation of a firm, shaped by its historical actions and future prospects A positive reputation signals that a business has consistently performed well, leading to heightened expectations from clients and stakeholders Researchers have characterized reputation as an attitude construct comprising both cognitive (knowledge-based) and affective (emotion-based) components Highhouse et al (2009) emphasized that stakeholders' perceptions of corporate reputation are formed through the information and emotions they associate with the company.
Effective and cognitive reputations, as identified by Quintal et al (2010) and supported by earlier research from 1977, play distinct roles in shaping personalities, aligning closely with societal perceptions of businesses To accurately understand public behavior, it is essential to differentiate between the cognitive and affective aspects of corporate reputation (Suárez et al., 2020).
Reputation is a perception shaped by both internal and external stakeholders, influenced by an organization's intentions Research by Suárez et al (2020) highlights that a company’s past actions are fundamental to its corporate reputation (Dutot et al., 2016) The cognitive assessment of reputation relies on a firm's historical performance, indicating that a strong positive reputation can help alleviate consumer uncertainty during adverse events, as it suggests the firm will uphold its responsibilities and contractual commitments (Ryschka et al., 2016).
Numerous scholars advocate for an integrative perspective on business and management studies, emphasizing that a corporation's reputation is shaped by its culture, appearance, ethical stances, and the management of its overall reputation (Confente et al., 2019; Syed, 2019) They highlight a crucial distinction between corporate image and reputation: while image pertains to the present and arises from partial excellence, making it difficult to quantify, reputation is structural, encompassing the brand's identity, creating value, and allowing for objective assessment (Ryschka et al., 2016) Furthermore, a strong reputation is identified as a fundamental condition for effective business leadership (Schoofs et al., 2019).
In recent decades, corporate reputation has emerged as a crucial intangible asset that is challenging to evaluate alongside tangible resources like money and land Unlike other intangible assets such as trademarks and copyrights, a brand's reputation can develop rapidly or over an extended promotional period This unique characteristic makes corporate reputation difficult for competitors to replicate, highlighting its significance in the business landscape.
(1993) argued that reputation, alongside innovation, creates a unique value for businesses, allowing them to compete in the market.
In today's competitive business landscape, companies strive to distinguish their products and foster strong relationships with stakeholders Reputation serves as a critical asset that enables firms to achieve sustainable competitive advantages and nurture long-term stakeholder connections Recognized as a rare and valuable intangible asset, reputation is challenging to replicate, despite the ambiguity surrounding its underlying factors A strong reputation not only contributes to an organization's enduring success but also acts as a safeguard during crises.
A strong business reputation is crucial for attracting investors and enhancing organizational standing (Caruana, 1997) It reflects solid relationships with clients, which can significantly influence their purchasing decisions regarding products and services (Helm, 2007) Moreover, a positive reputation fosters trust among employees and helps attract top talent, ultimately contributing to overall business success (Balmer et al., 1997; Fombrun and Shanley, 1990).
In addition to these non-financial benefits, a firm’s corporate reputation was also closely related to its financial performance (Chun et al., 2005; Roberts, 2002) Roberts
Research indicates that a strong corporate reputation significantly enhances a firm's performance Chun et al (2005) found a clear link between consumer loyalty and corporate reputation, which positively impacts financial outcomes Firms with positive reputations experience lower risks, reduced revenue and profit volatility, a decreased likelihood of bankruptcy, and smaller stock price fluctuations (Smith et al., 2010).
As discussed above, reputation confers many benefits to businesses The development and maintenance of reputation is a vital task that affects a company’s continued existence.
Corporate reputation is a crucial concept examined across various disciplines, particularly in business and strategic management In the business context, it reflects a company's historical successes, while in strategic management, it is recognized as a unique intangible asset that is challenging to replicate (Agarwal et al., 2015) Fombrun's seminal 1996 study laid the groundwork for understanding corporate reputation and remains the most frequently cited work in this area (Walker, 2010).
Reputation is shaped by both organizational and individual perceptions, representing the collective understanding that key stakeholders have about a company Despite its frequent use, the concept of reputation lacks a standardized definition and clear operationalization due to the multitude of influencing factors, including oversight, economic conditions, advertising, business analysis, social science, psychology, and public relations (Verčič et al., 2016).
Fombrun and Van Riel (1997) define an organization's reputation as the perceived reflection of its past actions and an indicator of its future endeavors, highlighting the overall interest a firm generates among its key stakeholders This definition was later expanded by Verčič et al (2016), emphasizing that reputation also encompasses the internal experiences of employees and the external perceptions among various partners within the organization's institutional context.
Business reputation can be defined as the outcome of a process in which stakeholders assess a firm's past actions through both direct and indirect experiences, leading to a sense of awareness and trust This collective awareness allows stakeholders to anticipate future responses to market conditions Key influencers of a business's reputation include customers and employees, highlighting their significant role in shaping perceptions of the firm’s achievements and potential.
Summarily, this research will apply the corporate reputation definition to develop university reputation definition from the previous studies.
Student trust
The concept of trust, originally mobilized by psychologists in the 1950s, has evolved across various fields, particularly in marketing, where consumer trust is essential for successful commercial transactions From a psychological standpoint, trust helps alleviate customer anxiety during decision-making, ultimately reducing transaction costs by minimizing the need for extensive information searching and verification (Kramer, 1999) Numerous authors emphasize that trust is crucial for organizational success, as it fosters a sense of security that enables organizations to thrive in complex environments.
Beliefs are defined as the anticipation of a favorable outcome based on the actions of others (Thomas, 2009) When clients feel vulnerable, they rely on trust to alleviate their concerns (Aydin and Ozer, 2006) Essentially, trust represents confidence in an organization to operate reliably and ethically, ensuring mutual benefits for both parties It is considered an extension of past experiences and serves as a predictor of future interactions.
Organizations with positive reputations foster greater client certainty, leading to enhanced trust and reduced perceived risk Trust is defined as a client's belief that a company will act honestly and deliver products of expected quality Trusting clients feel secure, believing that the organization will behave ethically This complex construct includes a psychological aspect, based on the consumer's knowledge of the firm and its capabilities, as well as a relational component, which develops over time through emotional connections between the individual and the organization.
Trust in a university significantly enhances student loyalty and boosts the likelihood of enrollment in its programs, as evidenced by research (Heffernan et al., 2018; Meer and Chapman, 2014).
According to Liu et al (2019), trust involves having a strong confidence in partners, recognizing that collaboration can significantly influence an organization's direction, and being prepared to make crucial contributions to the partnership.
In Rather's (2018) research, key factors influencing brand trust included the brand's perceived honesty, safety, reliability, and overall trustworthiness among customers.
Student identity
Customer identity is a crucial yet often overlooked concept that clarifies the dynamics between employees and their company, as well as between customers and the products they consume Brand researchers emphasize that a consumer's identification with a brand culture can significantly influence their purchasing behaviors and community engagement It is important to distinguish customer identity from mere consumer identification with a brand, its target market, or its typical consumer For instance, when companies implement a multi-brand strategy or operate across diverse market areas, consumer identification with the business may differ greatly from their identification with specific brands A strong customer identity can lead to enhanced consumer loyalty, openness to new products, positive word-of-mouth promotion, and resilience against negative brand perceptions.
In the educational market, students are viewed as customers who identify with their university's performance, highlighting the institution's significance (Mitchell et al., 2018) When learners feel accepted and connected to their university, they develop an emotional bond, which can enhance their educational experience Conversely, students who feel alienated may consider leaving, reflecting their cognitive evaluations of the university's role in their future success Additionally, the high costs of education can lead some individuals to rationalize their negative academic experiences by believing that graduation is not essential for achieving success (Mitchell et al., 2018).
According to Nuraryo et al (2018), the corporate-identity component emphasizes the importance of marketing quality in shaping business conditions Prospective students typically choose leading schools based on their reputation, highlighting the significance of institutional branding Universities effectively utilize their resources and strategies to communicate their identities to target audiences, achieving their goals in the competitive educational landscape.
Keh and Xie (2009) define corporate identity as encompassing several key aspects: the belief that the organization's successes reflect the company's achievements, a strong interest in public perception, a sense of embarrassment when the company faces media criticism, and the feeling that praise for the organization is a compliment to the company itself.
Liu et al (2019) highlighted key aspects of organizational identity, emphasizing the significance of collaboration, member satisfaction, and a commitment to shared values The study found that a strong organizational reputation is shaped by collective agreement, and active participation in collaborative efforts is viewed positively by members.
According to Rather (2018), several key factors contribute to the strong emotional connection individuals have with a brand: criticism of the brand is perceived as a personal attack, authors often refer to the brand using "we" instead of "they," the brand's achievements are seen as personal victories, and praise for the brand is felt as a personal compliment.
Student commitment
Commitment is a crucial concept in marketing research, grounded in social exchange theory According to Rather (2018) and Moorman et al (1992), it is defined as "an enduring desire to maintain a valued relationship." Research indicates that commitment is a key factor in establishing and sustaining long-term relationships between trading partners (Morgan and Hunt, 1994; Rather, 2018) Therefore, customer commitment can be understood as a commercial partner's willingness to foster a significant and lasting connection (Morgan and Hunt, 1994; Rather, 2018).
Student commitment reflects the positive attitude and behavior of undergraduates engaged with their leaders and willing to participate in collaborative efforts (Chen, 2018) According to experts, a stronger professional commitment among students correlates with increased motivation to learn (Chen, 2018) The shared-character model suggests that as individuals perceive a higher level of competence in their peers, they are more likely to engage positively and enthusiastically in their tasks (Chen, 2018).
Keh and Xie (2009) identified key factors that signify commitment, including a lack of strong belonging to the focal company, a perceived obligation to remain despite potential costs, and a belief in the company's deserving loyalty They emphasize that even if leaving the focal company is feasible, the sense of obligation and loyalty prevents immediate departure.
Liu et al (2019) defined commitment in learning as the dedication to fulfilling future agreements, ensuring that a business honors its responsibilities, collaborating effectively with colleagues, and maintaining loyalty within the organization.
According to Rather (2018), key factors influencing brand commitment include a sense of loyalty to the brand, pride in brand affiliation, dedication to the brand's long-term success, and a strong emotional connection to the brand.
Behavioral intention
The behavioral component of managing employee conduct is increasingly important as universities adapt to economic accountability and prioritize customer choice, viewing students and staff as clients This shift has led to a more structured relationship between administrative staff and academics, causing university administrations to operate similarly to business organizations to ensure high service quality (Nuraryo et al., 2018).
Buying intention refers to the likelihood that a customer is ready to purchase a specific product or service in the future When customers show strong interest, it often leads to actual buying behavior, as their intentions can significantly influence their actions An increase in purchasing intention correlates with a heightened purchasing capacity, indicating a commitment to the brand This intention serves as a reliable predictor of future consumer behavior, prompting customers to fulfill their buying plans Therefore, understanding purchasing intentions is essential for anticipating future actions and enhancing marketing strategies.
Behavioral intentions, such as the intention to recommend services and repurchase, play a crucial role in customer retention within the service industry (Twaissi and Al-Kilani, 2015; Zeithaml et al., 1996) In higher education, service quality significantly influences both the acquisition of new students and the retention of existing ones Students' decisions to continue or abandon their studies may stem from their experiences at the university or other factors (Twaissi and Al-Kilani, 2015) Research indicates that these behavioral intentions are strong predictors of actual behavior and can effectively forecast consumer loyalty (Xu et al., 2018).
Addressing students' behavioral intentions has emerged as a significant challenge within the academic community To foster the desired behavioral outcomes among qualified students in higher education, it is essential to implement effective strategies aimed at enhancing student intentions (Lau, 2003; Twaissi and Al-Kilani, 2015).
Keh and Xie (2009) identified key components of behavioral intention, which include the intention to purchase relevant products or services from the focal company in the future, prioritizing the focal company as the first choice for purchases, and the expectation of increasing business transactions with the company over the next few years.
Behavioral intention (BI) refers to a customer's commitment to engage with a product or service, indicating a likelihood of future purchases (Lai et al., 2019; Oliver, 2014) It encompasses the encouragement of customers and their networks to utilize a company's offerings (Jani and Han, 2015; Kaur and Soch, 2012) Customers are inclined to remain loyal to products or services, even willing to invest more in their preferred choices (Lai et al., 2019) In higher education, students' BI may manifest as a mental image of their ideal university, appreciation for its academic reputation, and a desire to participate in its initiatives (Brown and Mazzarol, 2009; Han and Woods, 2014; Lai et al., 2019) Consequently, students express their behavioral intentions through actions like enrolling in their chosen universities and making tuition payments, reflecting their commitment to their educational aspirations (Brown and Mazzarol, 2009).
1 Re-enrolling in university programs that they have taken before, despite the competitiveness of alternative universities;
2 Registering in various other programs;
3 Recommending their university to other students;
4 Providing input to their past universities.
Nikou and Economides (2017) identified behavior intentions in education as the intention, planning, and prediction of utilizing an MBA in the future.
Students have shown a strong intention to pursue relevant master's degree courses at their university, considering it their top choice for graduate studies They are planning to enroll in the master's program at this institution in the coming years Key variables related to this intention are outlined in Table 2.3.
Table 2.1 Variables and their proposing authors
Numerous studies have contributed to the understanding of brand equity and corporate reputation, including works by Alessandri et al (2006), Balmer et al (1997), and Chen and Esangbedo (2018) Research by Del-Castillo-Feito et al (2020) and Delgado-Márquez et al (2013) further explores the intricate relationship between brand perception and consumer behavior Additionally, the findings of Esangbedo and Bai (2019), along with Fombrun and Van Riel (1997), highlight the importance of effective communication in shaping brand identity Heffernan et al (2018) and Khanna et al (2014) emphasize the role of corporate social responsibility in enhancing brand loyalty Finally, the works of N Nguyen and LeBlanc (2001), Pérez and Torres (2017), and Plewa et al (2016) provide valuable insights into the evolving dynamics of brand management in today's competitive landscape.
Su et al (2016); Verčič et al (2016); Vidaver-Cohen(2007); Woodall et al (2014).
Chen and Esangbedo (2018); Pedro et al (2016);
Twaissi and Al-Kilani (2015); Woodall et al (2014).
Chen and Esangbedo (2018); Calitz et al (2016); Esangbedo and Bai (2019); Nikou and Economides (2017); Plewa et al (2016); Verčič et al (2016).
Badri and Mohaidat (2014); Chen and Esangbedo (2018); Del-Castillo-Feito et al (2020); Esangbedo and Bai (2019); Fombrun et al (2000); Sarwari and Wahab (2016); Verčič et al (2016).
Ahmed et al (2010); Chen and Esangbedo (2018); Esangbedo, and Bai (2019); Fombrun et al (2000); Fombrun et al., (2015); Verčič et al (2016); Vidaver- Cohen (2007).
Burgess et al (2018); Chen and Esangbedo (2018); Flavell et al (2018); McPherson and Schapiro (1999); Saleem et al (2017); Verčič et al (2016); West et al. (2017).
Chen and Esangbedo (2018); D’Este and Patel (2007); Frenken et al (2017); Hamdan et al (2011); Kheiry et al (2012); Nelson and Rosenberg (1993).
Anderson and Weitz (1992); Dowell et al (2015); Dzimińska et al (2018); Heffernan et al (2018); Liu et al (2019); Keh and Xie (2009); Meer and Chapman (2014); Morgan and Hunt (1994); Rather (2018).
Keh and Xie (2009); Liu et al (2019); Mitchell et al (2018); Nuraryo et al (2018); Rather (2018).
Keh and Xie (2009); Liu et al (2019); M Chen (2018); Moorman et al (1992); Morgan and Hunt (1994); Rather (2018).
Keh and Xie (2009); Lau (2003); Nikou and Economides (2017); Nuraryo et al (2018); Twaissi and Al-Kilani (2015); Xu et al (2018).
Foundation theories
Signal theory aims to reduce information asymmetry between parties by allowing those with more information to reliably communicate with less informed individuals (Michael, 2002) In the labor market, for example, employers rely on candidates' qualifications to gauge their abilities, as direct observation is not possible (Michael, 1973) Individuals with lesser competencies may invest more time and effort to attain similar educational levels, thus signaling their capabilities Reputation plays a crucial role in shaping perceptions among various stakeholders about an organization's identity and motivations (Aula, 2015; Fombrun and Van Riel, 1997) Game theorists view reputation as a distinctive quality that provides evidence for predicting an organization's future behavior, distinguishing between "genuine types" and "deliberately assembled types" (Aula, 2015; Clark and Montgomery, 1998; Weigelt and Camerer, 1988).
Signaling theory explains the interactions between two parties, such as individuals or organizations, that possess unequal information In this dynamic, the sender decides how to convey information, while the receiver interprets the signals This theory is significant in various management fields, including strategic management, entrepreneurship, and human resource management, highlighting its relevance in understanding communication and decision-making processes (Connelly et al., 2011; Kromidha and Li, 2019).
Signaling theory posits that signalers possess insider information and knowledge that is not accessible to receivers, who are considered outsiders (Connelly et al., 2011; Kromidha and Li, 2019) This theory has been primarily applied to illustrate how new ventures, which require external financing and have superior insights into their operations, attempt to engage and inform external investors looking for lucrative investment prospects (Connelly et al., 2011).
In his 1973 formulation of signaling theory, Michael used the labor market to illustrate how education serves as a signal of job candidates' quality, addressing the information gap faced by potential employers Candidates pursue education to demonstrate their capabilities and reduce information asymmetries, as it is believed that lower-quality individuals cannot endure the demands of higher education Unlike human capital theory, which emphasizes education's role in enhancing productivity, Michael's model highlights education as a tool for conveying unobservable traits of candidates, thereby advocating for inclusive and equitable quality education and fostering lifelong learning opportunities for all.
In business signaling theory, reputation serves as a crucial signal that conveys important information about a company (Shapiro, 1983) It can be strategically leveraged to shape perceptions and enhance the trustworthiness of partnerships (Fombrun and Van Riel, 1997), as well as to mitigate uncertainty arising from data asymmetry (Greenwood et al., 2005) For example, when the quality of an organization is not directly observable or there are concerns about its ability to deliver high-quality goods or services, the company can utilize relationships with reputable actors as a signal of its quality (Benjamin and Podolny).
In 1999, it was highlighted that the signal function is crucial for new businesses aiming to establish their reputation, especially since they often lack the track record of established firms (Rindova et al., 2005) These emerging companies can leverage the reputations of well-known entities (Beatty and Ritter, 1986) or build their own reputation through association with reputable groups (Baden-Fuller and Ang, 2001; Lerpold, 2003) Rindova et al (2005) noted that companies can enhance their reputation by engaging in relevant signals, such as showcasing strong financial performance, receiving positive media coverage, or being part of a high-reputation network (Benjamin and Podolny, 1999; Ferguson et al., 2000; Stuart et al.).
In their 1999 study on young firms' inter-organizational networks, Stuart et al discovered that start-ups, often facing substantial uncertainty regarding their efficiency, typically seek to engage with established venture capitalists and investment banks for financing.
Social contributions, leadership, environmental initiatives, funding, research and development, and student guidance are key indicators of educational quality and reliability that influence a university's reputation (Chen and Esangbedo, 2018; Esangbedo and Bai, 2019; Plewa et al., 2016) Reputation serves as a signal of a university's historical and future endeavors, impacting the perceptions of students and other stakeholders A strong reputation fosters student trust and mitigates perceived risks associated with evaluating organizational performance and the quality of services offered (Morgan and Hunt, 1994).
This study employs signal theory to analyze how social contributions, leadership, environments, funding, research and development, and student guidance influence business reputation Additionally, it examines the effects of student trust, identity, and commitment on university reputation and behavioral intentions The findings support hypotheses H1 through H6.
Summarily, we use signal theory to determine the construction of university reputation and certain factors affecting it in the context of Vietnam’s higher education sector.
2.7.2 The theory of planned behavior (TPB)
The author introduces a significant and innovative theory in behavioral intention research: the Theory of Planned Behavior (TPB), which serves as an enhanced version of the Theory of Reasoned Action.
The Theory of Reasoned Action (TRA), developed by Ajzen and Fishbein in 1975, posits that behavioral intention is shaped by two key factors: consumers' attitudes toward specific behaviors and their subjective norms As a dependent variable, behavioral intention serves as the primary focus of research, as it is the most reliable predictor of actual behavior Ultimately, the intention to act directly influences the behaviors that are executed.
The Theory of Planned Behavior (TPB), developed by Ajzen in 1991, expands upon the Theory of Reasoned Action by addressing its limitations, particularly the notion that will alone dictates behavior TPB posits that behavioral intention is shaped by three key factors: attitudes, subjective norms, and perceived behavioral control While attitudes and subjective norms are carried over from the previous theory, perceived behavioral control introduces the concept of the difficulty level associated with executing a behavior.
This dissertation utilizes the theory of planned behavior as its theoretical foundation to examine the Vietnamese market In addition to incorporating key factors from the established theoretical model, it introduces new elements tailored to Vietnam's unique economic, cultural, and social context, aiming to enhance the understanding of university student retention.
The theory of planned behavior is selected for this review due to its integration of key determinants that assess university student retention This article provides a brief history of the theory and elaborates on its effectiveness in predicting graduation intentions.
Intention plays a crucial role in predicting behavior, as it is influenced by an individual's attitude, perceived criteria, and perceived behavioral control (PBC) According to Ajzen (2010), the strength of a person's intention significantly correlates with the likelihood of executing the intended behavior Therefore, a stronger intention increases the probability of the behavior being performed.
The research model and hypotheses
In the context of signaling theory in business, reputation serves as a crucial signal that conveys specific information about a company (Shapiro, 1983) It can be strategically employed to influence various factors, while also reflecting a university's historical and future endeavors This reputation significantly impacts students and other stakeholders who engage with the institution.
A prestigious university reputation enhances student trust and reduces perceived risks regarding its performance and the quality of its offerings Factors such as social contributions, leadership, funding, research and development, and student guidance serve as indicators of reliability and educational quality, significantly influencing university reputation This aligns with signal theory, which supports multiple hypotheses related to these dynamics.
Plewa et al (2016) developed a comprehensive model highlighting six key factors that significantly influence university reputation: teaching staff, course materials, administrative support, facilities, campus life, and industry linkage.
Recent advancements have led to an increase in accessible information regarding university reputation According to Chen and Esangbedo (2018), six key factors influence universities: social contributions, environments, leadership, funding, research and development, and student guidance They assessed the reputation of Chinese universities using a hierarchical model and further refined the evaluation process through the development of the Grey Regulatory Focus Theory (GRFT) weighting design.
Esangbedo and Bai (2019) advanced the Grey Regulatory Focus Theory (GRFT) weighting design to assess university reputation, focusing on key factors such as social contributions, environmental impact, leadership quality, funding, research and development, and student guidance to enhance the evaluation of university standing.
Several key factors influence a university's reputation, including its social contributions, leadership quality, teaching staff, campus environment, funding levels, research and development initiatives, academic programs, facilities, and student support services (Chen and Esangbedo, 2018; Esangbedo and Bai, 2019; Plewa et al., 2016).
Consequently, we propose the following hypotheses:
Hypothesis 1 (H1): Social Contributions (SCN) have a positive impact on
Hypothesis 2 (H2): Leadership (LE) has a positive impact on University
Hypothesis 3 (H3): Environment (EN) has a positive impact on University
Hypothesis 4 (H4): Funding (FU) has a positive impact on University
Hypothesis 5 (H5): Research and Development (RD) have a positive impact on
Hypothesis 6 (H6): Students Guidance (SG) has a positive impact on
2.8.2 The roles of student trust, student identity, and student commitment
Ajzen’s 1985, 1987, and 1991 TPB models describe how behavior is formed In
In 1985, Ajzen built upon the theory of reasoned action (TRA), proposing key components that influence an individual's behavioral intentions This led to the development of the theory of planned behavior (TPB), as outlined by Fishbein and Ajzen in 1977 and further explored by Quintal et al in 2010 The TPB emphasizes the significance of emotional and psychological factors, such as affability and ability, in shaping public perceptions of a company Recognizing these psychological and emotional elements is crucial for understanding public behavior regarding corporate reputation This dissertation utilizes the theory of planned behavior as its theoretical framework to examine these dynamics.
In the Vietnamese market, this research incorporates both traditional theoretical factors and new elements tailored to the country's unique economic, cultural, and social context to enhance the understanding of university student retention The model posits that trust directly impacts purchasing intention while also affecting it indirectly through perceived benefits and perceived risks This framework supports hypotheses H7, H8, H9, H10, H11, and H12.
Research by Keh and Xie (2009) revealed that corporate reputation significantly influences client social goals The study proposed a model highlighting client trust, commitment, and identification with the firm or product as key mediating factors between corporate reputation, purchase intention, and willingness to pay a premium Findings demonstrated that organizational reputation positively affects both client trust and identification, with client commitment serving as a mediator in the relationships between trust, identification, and behavioral intention.
Figure 2.2 The model of Keh and Xie (2009)
Rather's (2018) study introduced and empirically validated an integrative model highlighting the interconnections between client brand identification, satisfaction, trust, commitment, and their influence on hotel brand loyalty The findings revealed that client brand identification positively impacts loyalty, commitment, satisfaction, and trust Additionally, commitment serves as a mediator among client identity, trust, satisfaction, and brand loyalty Notably, while customer identity and commitment are closely related, they are recognized as separate constructs within the hospitality sector.
Figure 2.3 The model of Rather (2018)
Heffernan et al (2018) demonstrated that student attitudes toward international education partnerships are significantly influenced by key relational factors, including university reputation, learner trust, and student identity Their research identified university reputation and student trust as major predictors of student identification with partner institutions, while student identity emerged as a crucial factor affecting student satisfaction, commitment, and engagement with both local and international educational organizations These findings suggest that effective student relationship management strategies should prioritize enhancing the reputation of higher education institutions and fostering student trust and identity.
Figure 2.4 The model of Heffernan et al (2018)
Nuraryo et al (2018) highlighted the critical role of corporate identity in shaping corporate reputation and enhancing student satisfaction, which ultimately impacts student retention at a business school Their findings revealed that corporate identity significantly influences corporate reputation, while corporate reputation has a more modest effect on retaining students.
Figure 2.5 The model of Nuraryo et al (2018)
Based on the above models, we hypothesize many relationships, as follows:
University reputation and student commitment
Commitment plays a vital role in the success of long-term relationships, as partners often prioritize long-term benefits over short-term gains (Liu et al., 2019) This willingness to invest in specific transactions demonstrates their reliability and strengthens the relationship Moreover, relationship commitment is fundamental to building a strong and enduring reputation for an organization Consequently, this dissertation introduces Hypothesis 7 (H7) to explore this concept further.
Hypothesis 7 (H7): There is a positive impact between University Reputation (UR) and Student Commitment (SC).
University reputation and student trust
Research by Keh and Xie (2009) highlights that reputable businesses cultivate consumer trust by embodying characteristics such as credibility, efficiency, and integrity A strong corporate reputation, viewed as a "fragile resource," takes considerable time to build but can be easily lost Trustworthy companies are perceived as less likely to engage in negative behaviors, enhancing consumer confidence in their honesty and reliability Additionally, Keh and Xie found that industrial buyers develop trust in suppliers primarily through their credibility Supporting this, Agarwal et al (2015) demonstrated that a positive corporate reputation correlates with favorable organizational outcomes and increased customer trust.
Hypothesis 8 (H8): There is a positive impact between University Reputation (UR) and Student Trust (ST).
Student trust and student commitment
Trust and commitment are essential pillars of relationship marketing, significantly enhancing a corporation's efficiency, efficacy, and productivity (Morgan and Hunt, 1994; Rather, 2018) The relationship marketing theory in empirical literature posits that trust and commitment serve as key mediators in shaping corporate actions and behavioral intentions (Keh and Xie, 2009; Rather, 2018).
Conclusion
We construct twelve hypotheses and a theoretical model in the context of
Vietnamese higher education The model proposes roles for student trust, student identity, and student commitment modulating the relationship between university reputation and behavioral intention.