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 the impact of student trust, identity, and commitment on the relationship between university reputation and behavioral intention within the context of Vietnamese higher education It provides essential background information on the research topic and outlines the aims and research questions of the study Additionally, this chapter offers a concise 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%), and citations per paper (10%) Notably, Vietnam has 11 universities included in this ranking, highlighting the importance of reputation in university rankings As a result, Vietnamese universities are actively working to enhance their reputation and overall quality.
In today's competitive landscape, universities face significant challenges in attracting resources, as highlighted by Del-Castillo-Feito et al (2020) and Lafuente-Ruiz-de-Sabando et al (2018) The trends of globalization and internationalization have intensified interest in higher education institutions (HEIs) from policymakers and educational leaders, as noted by Tran and Villano (2017) This growing focus stems from the critical role that a nation's human resources play in driving socioeconomic development, as emphasized by Agasisti and Pohl (2012) and Tran and Villano (2017).
The higher education sector has increasingly adopted a global perspective, viewing education as a marketable service that necessitates competition among universities to attract talented students, esteemed faculty, and skilled staff (Del-Castillo-Feito et al., 2020; Hemsley-Brown et al., 2016; Nuraryo et al., 2018; Plewa et al., 2016; Wilson, 2016) This globalization of universities is attributed to the numerous challenges and changes faced by the educational landscape Despite varying opinions, 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) Ultimately, education is a crucial driver of national development, reflecting a country's overall growth and progress (Chen and Esangbedo, 2018).
Higher education institutions are vital to society as they facilitate knowledge creation and exchange, drive 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 Nevertheless, the competitive and dynamic educational landscape poses significant challenges, including declining enrollment rates.
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 played a crucial role in lifting the country out of absolute poverty and fostering 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 comprises three levels: primary education (grades 1–5), lower secondary education (grades 6–9), and upper secondary education (grades 10–12) Additionally, higher education in Vietnam includes universities and academies, categorized into public, private, and 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 transformed significantly over the past two decades, marked by a substantial increase in students, institutions, and faculty, alongside the emergence of a private education sector These advancements have contributed to notable economic growth and social development However, governance and leadership within the system have lagged, posing challenges for its future (Salmi, 2019) Economic reforms initiated in 1986 have closely influenced the higher education sector, with the master's training program expanding rapidly since its inception in 1976 Today, it serves 105,000 students across 180 universities and offers 212 diverse programs, including partnerships with esteemed global educational institutions (Chen et al., 2017).
Choosing a university for further education significantly impacts a student's future success, as various factors and potential outcomes influence this decision-making process When a university's reality diverges from student expectations, their chances of success may diminish The growing competition among institutions has prompted universities to leverage their strengths, enhance performance, and establish 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, a university's reputation stands out as a crucial asset that rivals find challenging to replicate (Chun et al., 2005; Hall, 1992) Unlike tangible products or services, a strong reputation offers a long-term competitive edge, significantly influencing customer perceptions and behaviors As a vital intangible asset, effective reputation management is essential for businesses, necessitating a strategic approach to enhance and protect this valuable resource (Berens and Van Riel, 2004).
Recent developments in the university system have heightened the importance of a university's reputation, as prospective students and stakeholders often rely on perceived prestige to make their choices (Aula, 2015; Engwall, 2007) This growing emphasis on reputation has expanded interest in a wider range of institutions, particularly as public universities, previously confined to national frameworks, now compete for resources in an increasingly accessible higher education market Consequently, establishing a strong reputation has become essential for universities to attract interest and support (Aula, 2015), raising the critical question of how to effectively build and maintain that reputation.
Extensive research highlights the significant impact of a university's reputation, establishing it as a key factor in distinguishing a school's identity (Hemsley-Brown et al., 2016) This "brand" theory underscores the importance of reputation in enhancing a university's appeal and competitiveness on a global scale.
The reputation of a university plays a crucial role in the increasingly globalized landscape of higher education, significantly influencing its ability to attract students, faculty, and research funding However, the extent of this impact remains a topic of debate, primarily due to differing views on the connection between a university's reputation and its overall behavior.
Research on organizational reputation explores two main aspects: the factors that influence the reputation itself and the impact that reputation has on various relationships.
Del-Castillo-Feito et al (2020) demonstrated that universities operate in a competitive market where attracting capital is essential, with intangible assets like reputation being crucial for sustainability and success While they confirmed the relationships between various factors and university reputation, the moderating impact of stakeholder groups remained unverified Their findings emphasize the need to consider multiple stakeholder perspectives when evaluating university reputation, identifying key influencing factors such as performance, innovation, citizenship, services, governance, and workplace climate This insight can aid university administrators in enhancing their institution's reputation.
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 key 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 by exploring its relationship with student trust, identity, and commitment In Vietnam's higher education sector, which faces numerous challenges, university reputation is a crucial element in educational management theory.
Research has identified various factors influencing university reputation in higher education, as highlighted 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 education, they did not establish a connection between reputation and behavioral intentions with trust, identity, and commitment There is a notable gap in research regarding the relationship between university reputation, student behavioral intentions, and factors such as student trust, identity, and commitment within the context of Vietnamese higher education.
The growing body of literature on university reputation highlights the relationship between brand reputation and behavioral intention This research can be categorized into two distinct streams, differing in their ontological and epistemological foundations, which in turn influences how university reputation and its evolution are understood.
Research on university reputation can be categorized into two main areas: the factors influencing reputation and the impact of student trust, identity, and commitment on this relationship, which ultimately shapes student behavioral intentions As competition in Vietnam's education sector intensifies, enhancing university reputation is crucial for strategic growth Understanding students' perceptions, attitudes, and behaviors is essential for maintaining competitiveness and sustainability This context has led to the selection of the dissertation topic: The roles of student trust, identity, and commitment in the relationship between university reputation and behavioral intention.
Research object and scope
This dissertation investigates student perceptions of university reputation and its influencing factors, including social contributions, leadership, environments, student guidance, funding, research, and development It explores how university reputation shapes student trust, identity, commitment, and behavioral intentions, with the latter three acting as mediators in this relationship In total, the research encompasses eleven key objects.
This study focuses on the perceptions of university graduates in Vietnam regarding reputation and its influencing factors Key components examined include social contributions, leadership, environmental impact, student guidance, funding, research and development, student trust, identity, commitment, and the overall reputation of the university, as well as its effect on behavioral intention.
The study focused on the education sector in Vietnam, specifically surveying university graduates across various representative provinces and cities in the South The research included national universities, national key universities, private institutions, and emerging universities, providing a comprehensive overview 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 and examine how student trust, identity, and commitment impact the relationship between university reputation and students' intentions to choose master's programs To achieve this, various quantitative analysis tools will be employed Additionally, the dissertation will provide insights to enhance the connection between university reputation and behavioral intentions within the context of Vietnamese higher education.
Reputation is an invaluable intangible asset that enables businesses to boost profits, expand market share, attract new customers, and retain existing ones, ultimately ensuring their success and longevity in the market Understanding the factors that enhance reputation and its outcomes is strategically vital, yet the complex and ambiguous nature of reputation necessitates a thorough examination of its individual components Moreover, it is crucial to explore reputation in diverse cultural contexts, particularly in Asian markets This research aims to deepen the understanding of reputation and its relationships across various disciplines, building on foundational proposals by Berens and Van Riel, Agarwal et al., and Fombrun et al.
This dissertation aims to enhance the understanding of university reputation and its construction, which has become increasingly vital for higher education institutions like universities and business colleges competing for recognition (Aula, 2015; Wedlin, 2008) In today's higher education landscape, college reputations are strategically crafted and maintained Additionally, the dissertation seeks to identify the factors influencing university reputation and to develop a model that illustrates the relationship between university reputation and behavioral intention in Vietnamese higher education This model incorporates student trust, identity, and commitment to better comprehend how students choose master’s programs in Vietnam, acknowledging the complexity of understanding student behavioral intentions and the processes involved in constructing university reputation.
The research questions
This dissertation addresses two key issues: the determinants of university reputation and the relationship between university reputation and behavioral intention in Vietnam's higher education sector Structured in a chapter format, the dissertation comprises a blend of standard academic chapters, with subsequent sections elaborating on the two research questions explored throughout its 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 qualitative and quantitative research, to investigate the relationship between university reputation and student behavior 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 employed to test twelve hypotheses regarding the influence of university reputation on students' intentions, factoring in elements such as student trust, identity, and commitment The study begins with a literature review to identify key factors that contribute to the development of a university reputation scale, ultimately aiming to enhance understanding of student choices for master’s programs in Vietnam.
The methodology section of this dissertation presents a structured approach to research, utilizing a survey to collect data The questionnaire, initially crafted in English based on a comprehensive literature review, was translated into Vietnamese to accommodate all respondents The research methodology comprised two phases: qualitative research and quantitative analysis, with qualitative insights gathered from a sample of 61 individuals through interviews and seminars.
This study utilizes a quantitative approach, focusing on empirical survey data collected from 1,538 Vietnamese graduates Given the intricate nature of the research models, which include mediating variables and small sample sizes, data analysis is performed using partial least squares structural equation modeling (PLS-SEM), supported by SPSS 20 and Adanco software.
Dissertation contributions
This dissertation enhances the comprehension of university reputation and its impact on student behavioral intentions within 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 area of research, with ongoing debates and a lack of a unified theory, particularly in the context of developing nations like Vietnam, where studies are still emerging Given Vietnam's unique cultural and economic landscape, findings may diverge significantly from those in developed countries (Fombrun et al., 2015) This dissertation explores the intersection of university reputation and behavioral intention within higher education, bridging the fields of data processing and educational marketing This connection is timely, reflecting the growing interest and efforts in researching university reputation and its impact on student behavior The study aims to contribute five new insights to this evolving discourse.
This article identifies six key factors that influence university reputation, offering a comprehensive framework for understanding how reputation affects behavioral intentions Among these factors are situational determinants, enduring participation, and characteristics of channels that are well-suited for social networking environments.
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 connection between university reputation and behavioral intention, incorporating an analysis of previously unexamined factors such as student trust, student identity, and student commitment.
This study explores the impact of university reputation on student involvement and behavioral intention, highlighting the indirect effects of these factors While cooperation is a key element in marketing, there has been limited research on how loyalty and involvement influence information processing in this context.
This research investigates the relationship between university reputation and the behavioral intentions of prospective students in higher education By examining key factors that influence university reputation, the study contributes valuable insights to the field of higher education marketing, enhancing understanding of what drives student decision-making.
This dissertation offers a comprehensive analysis of key factors influencing university reputation and student behavioral intention in higher education, aiding marketers in refining communication strategies By crafting targeted messages, universities can enhance student referrals and gain a competitive edge The research provides actionable recommendations for university managers to strengthen their institution's reputation and adapt to the evolving educational landscape Additionally, it enhances student awareness of the relationship between university reputation and their decision-making processes Ultimately, this study serves as a valuable resource for practitioners in planning and executing effective university operations and marketing strategies.
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 relation to university reputation and behavioral intention within the Vietnamese higher education context It outlines the research background, goals, questions, model, methodology, contributions of the dissertation, and its overall structure.
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, objectives, and questions Through a comprehensive literature review, the study aims to explore the relationship between university reputation and students' behavioral intentions in Vietnam's higher education system, particularly focusing on how student trust, identity, and commitment mediate their choices regarding master's programs.
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 student decision-making Six hypotheses (H1-H6) are proposed based on the identified relationship between university reputation and its determinants, including social contributions, leadership, environment, student guidance, funding, and research and development Additionally, the chapter tests the influence of student trust, identity, and commitment on university reputation and behavioral intention, leading to further hypotheses (H7-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 widely recognized in marketing and business theory as a key indicator of success The concept gained prominence in 1983 with Fortune's inaugural list of the world's most respected corporations, sparking significant academic interest Research on reputation, image, and corporate identity surged from just 12 articles in 1985 to 6,410 by 2010, while scholarly studies on the topic increased from 7 to 390 during the same timeframe.
The assessment of corporate reputation for these businesses hinges 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 international competitiveness (Suárez et al., 2020).
Efforts to enhance corporate reputation among researchers and professionals have gained significant attention, with behavior analytics emerging as a major influence alongside financial performance (Suárez et al., 2020) Additionally, Vergin and Qoronfleh found that the financial market valuation of the top ten firms increased by 20 percent annually during that period Their findings underscore that a strong reputation is crucial for business success, rooted not only in economic data but also in the intangible assets of a company.
Corporate reputation is a cumulative reflection of a company's past behavior and performance, shaping its ability to deliver value to stakeholders It represents the public's overall evaluation of a firm, encompassing both cognitive (knowledge-based) and affective (emotion-based) components A positive reputation signifies that a business has consistently behaved well, leading to heightened expectations from clients and stakeholders As noted by researchers, corporate reputation is influenced by the information and emotions retained by stakeholders, highlighting its significance in a company's strategic and institutional climate.
Effective corporate reputations consist of both cognitive and affective components, which align with common community perceptions when evaluating a business (Quintal et al., 2010; Suárez et al., 2020) Understanding these distinctions is crucial for analyzing public behavior toward companies.
Reputation is shaped by the perceptions of both stakeholders and the community, influenced by an organization's intentions and actions Research by Suárez et al (2020) indicates that a company's past actions are fundamental to its corporate reputation (Dutot et al., 2016) The cognitive aspect of reputation is evaluated based on a firm's historical performance For instance, a strong positive reputation prior to a negative incident can lead consumers to believe that the company will effectively manage the situation by upholding its commitments and implementing necessary safeguards (Ryschka et al., 2016).
Scholars advocate for an integrative perspective on business and management studies, emphasizing that a company's reputation is shaped by its culture, appearance, ethical stance, and the management of its integrated reputation (Confente et al., 2019; Syed, 2019) They differentiate between image and corporate reputation, noting that while image pertains to the present and is influenced by partial excellence, making it difficult to quantify, reputation is structural, encapsulating brand identity, creating value, and allowing for objective measurement (Ryschka et al., 2016) Moreover, reputation is recognized as a crucial factor for effective business leadership (Schoofs et al., 2019).
In recent decades, corporate reputation has emerged as a crucial intangible asset, often deemed more valuable than tangible resources like money and property Unlike other intangible assets such as trademarks and copyrights, a brand's reputation can be built quickly or over an extended period through strategic promotion 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 a competitive business landscape, companies strive to differentiate their offerings and foster strong relationships with stakeholders Reputation serves as a crucial asset, enabling firms to achieve sustainable competitive advantages and nurture long-term stakeholder connections (Boyd et al., 2010; Roberts, 2002) As a rare and valuable intangible asset, reputation is challenging to replicate, despite the ambiguity surrounding its contributing factors (Agarwal et al., 2015; Boyd et al., 2010) A robust reputation not only supports an organization's ongoing success but also acts as a safeguard during crises.
A strong business reputation is essential for attracting investors and enhancing the organization's standing It signifies strong, dedicated relationships with clients, which significantly influence their purchasing decisions regarding products and services Moreover, a positive reputation fosters better associations with representatives, boosts employee reliability, and helps attract high-quality talent.
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) established a clear link between corporate reputation and consumer loyalty, which in turn positively influences financial outcomes Firms recognized for their positive reputation experience lower risks, reduced revenue volatility, and a decreased likelihood of bankruptcy, leading to more stable stock prices (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 studied across multiple disciplines, particularly in business and strategic management In the business context, it reflects a company's historical accomplishments, while in strategic management, it is recognized as a unique intangible asset that is challenging to replicate (Agarwal et al., 2015) Fombrun's 1996 research was pioneering in its effective understanding of corporate reputation and remains one of the most cited works in this area (Walker, 2010).
Reputation is shaped by the perceptions of both organizations and individuals, reflecting the collective understanding that key stakeholders have about a company Despite its frequent use, the concept of reputation lacks a clear operational definition due to the various factors influencing corporate image, including oversight, economic conditions, advertising, business research, psychology, and public relations (Verčič et al., 2016).
According to Fombrun and Van Riel (1997), an organization's reputation is defined as the perceived reflection of its past actions and a predictor of its future behavior, encompassing the overall interest it generates among key stakeholders This definition has since evolved to include an evaluation of how the organization is perceived both internally by employees and externally by various partners within its institutional context (Verčič et al., 2016).
Business reputation can be defined as the outcome of a process where stakeholders assess a firm's past actions through various experiences, leading to a collective sense of awareness and trust This reputation informs stakeholders' predictions about the company's future responses to market conditions Ultimately, corporate reputation reflects the awareness of a firm's previous successes and its potential, with customers and employees being the key stakeholders that influence this perception (Kitchen and Laurence, 2003).
Summarily, this research will apply the corporate reputation definition to develop university reputation definition from the previous studies.
Student trust
Since its introduction by psychologists in the 1950s, the concept of trust has evolved across various fields, particularly in marketing, where consumer trust is established when one party believes in the reliability of the other Psychologically, trust serves to alleviate customer anxiety during decision-making, ultimately lowering transaction costs by minimizing the need for extensive information gathering (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.
According to Thomas (2009), beliefs are defined as the anticipation of a positive outcome based on the actions of others When clients feel vulnerable, they rely on trust to alleviate their concerns (Aydin and Ozer, 2006) Trust can be understood as confidence in an organization to operate reliably and ethically, benefiting both parties involved Essentially, trust is an extension of past experiences and serves as a prediction of future interactions.
Organizations with positive reputations tend to enhance client trust, leading to stronger perceptions of reliability and reduced risk (Heffernan et al., 2018; Keh and Xie, 2009) Trust is defined as a client's belief in an organization's integrity and commitment to delivering products of expected quality (Anderson and Weitz, 1992; Heffernan et al., 2018) Trusting clients feel secure, confident that the organization will act ethically (Heffernan et al., 2018; R M Morgan and Hunt, 1994) This multifaceted concept of trust encompasses both a psychological aspect, rooted in the consumer's knowledge of the firm and its capabilities, and an emotional component, which develops over time through the relationship between the individual and the organization (Dowell et al., 2015; Heffernan et al., 2018).
Trust in a university significantly enhances student loyalty and boosts the chances of enrollment in its programs, as demonstrated by research from Heffernan et al (2018) and 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 include the perception of the brand as trustworthy, honest, and safe, as well as the extent to which customers depend on it.
Student identity
Customer identity is a crucial yet often overlooked concept that defines the connections between employees and their companies, as well as between consumers and the products they use Brand researchers emphasize that a consumer's identification with a brand culture significantly influences purchasing behaviors and community engagement It is important to distinguish customer identity from consumer identification with a specific brand, target markets, or typical consumers For instance, in a multi-brand strategy or diverse market presence, consumer identification can differ greatly from their connection to a particular brand Companies with strong customer identity enjoy benefits such as enhanced loyalty to existing products, openness to new offerings, 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 a strong emotional bond; however, those who feel excluded may consider withdrawing This decision is often influenced by their perception of the university's role in their future success, despite the financial burden of higher education Additionally, some students, due to negative academic experiences, may convince themselves that graduation is not essential for achieving success (Mitchell et al., 2018).
According to Nuraryo et al (2018), the corporate identity of educational institutions is significantly influenced by their marketing quality Prospective students typically choose leading universities based on their strong reputations These institutions effectively leverage their resources and strategies to communicate their unique identities to target audiences, achieving their goals in the competitive educational landscape.
Keh and Xie (2009) highlighted that corporate identity encompasses several key aspects: the organization's achievements are viewed as the company's own, there is a strong concern for public perception, negative media coverage leads to feelings of embarrassment, and positive recognition of the organization is perceived as a compliment to the company itself.
Liu et al (2019) highlighted key aspects of organizational identity, emphasizing the significance of collaboration within a business Members expressed pride in their affiliation with the organization, which is characterized by a commitment to consistency and a collaborative work philosophy Furthermore, the organization's reputation is shaped and acknowledged by its coalition, ensuring that participation in collaborative efforts is valued and accepted.
Rather (2018) identified key factors influencing brand attachment: criticism of the brand is perceived as a personal affront, while the author often uses "we" instead of "they" when discussing the brand, indicating a sense of belonging Additionally, the brand's achievements are viewed as personal triumphs, and compliments directed at the brand are felt as personal accolades.
Student commitment
Commitment is a fundamental concept in marketing research, grounded in social exchange theory Defined by Rather (2018) and Moorman et al (1992) as “an enduring desire to maintain a valued relationship,” commitment is recognized as a crucial factor in establishing and nurturing long-term relationships between trading partners (Morgan and Hunt, 1994; Rather, 2018) This research characterizes customer commitment as a commercial partner's willingness to sustain a meaningful and lasting connection (Morgan and Hunt, 1994; Rather, 2018).
Student commitment refers to the enthusiastic behavior and engagement of undergraduates with their leaders in collaborative efforts (Chen, 2018) Experts suggest that a stronger professional commitment among students correlates with heightened learning motivation (Chen, 2018) Additionally, the shared-character model posits that individuals who perceive themselves as part of a supportive community tend to exhibit more positive and enthusiastic behaviors in their tasks (Chen, 2018).
Keh and Xie (2009) identified key factors that reflect commitment, highlighting that a company may lack a strong sense of belonging to a focal company, yet feels a significant obligation that makes leaving difficult They emphasize that despite the potential ease of departure, loyalty is earned and maintained through a sense of duty, which reinforces the company's ties to the focal organization.
According to Liu et al (2019), commitment in learning encompasses the ability to uphold future agreements, a willingness to fulfill business responsibilities, collaboration with organizational members, and loyalty to partnerships.
According to Rather (2018), key factors influencing brand commitment include a strong emotional connection to the brand, pride in brand affiliation, loyalty as a customer, and a genuine concern for the brand's long-term success.
Behavioral intention
The behavioral component involves effectively managing employee behavior With the rising demand for economic accountability and a heightened emphasis on customer choice, universities are now treating students and staff as clients As a result, the relationship between administrative staff and academics has become more structured, leading university administrations to adopt behaviors similar to those of business organizations (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 are engaged and motivated, their purchasing intention often leads to actual buying behavior, making it a crucial indicator of future actions (Schiffman and Kanuk, 2007) A strong intention to buy signifies a commitment to a brand, encouraging consumers to follow through with their purchase (Fishbein and Ajzen, 1975; Schiffman and Kanuk, 2007) Therefore, understanding purchasing intentions is essential for predicting future consumer behavior, as it reflects a clear brand promise that drives customers to take action (Ajzen and Fishbein, 1980).
Behavioral intentions encompass the desire to recommend services to others and the intention to repurchase, often referred to as "repurchase intention" (Twaissi and Al-Kilani, 2015; Zeithaml et al., 1996) In the service industry, retaining previous customers is crucial for business success, highlighting the importance of service quality in both customer acquisition and retention, particularly in higher education (Twaissi and Al-Kilani, 2015) Students' decisions to leave their university studies may stem from their experiences at the institution or other factors (Twaissi and Al-Kilani, 2015) Research indicates that behavioral intentions effectively predict actual behavior and consumer loyalty (Xu et al., 2018).
Addressing student 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 influencing these intentions (Lau, 2003; Twaissi and Al-Kilani, 2015).
According to the research conducted by Keh and Xie (2009), key components of behavioral intention include the intention to purchase relevant products or services from the focal company in the future, prioritizing the focal company as the primary choice for buying these products or services, and the commitment to engage in more business transactions with the focal company over the next few years.
Behavioral intention (BI) refers to a customer's likelihood of engaging with a product or service, indicating future purchasing behavior (Lai et al., 2019; Oliver, 2014) It encompasses not only the customer's commitment to using a company's offerings but also their influence on family and friends to do the same (Jani and Han, 2015; Kaur and Soch, 2012) Customers often exhibit a long-term loyalty to products or services, demonstrating a willingness to invest more in those they trust (Lai et al., 2019) In higher education, students' BI can manifest as their ideal vision of a university, appreciation for its academic reputation, and a desire to be part of its community (Brown and Mazzarol, 2009; Han and Woods, 2014; Lai et al., 2019) Consequently, students may show their behavioral intentions by actively pursuing enrollment in their preferred universities and making tuition payments, reflecting a positive attitude toward their educational choices (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 further education They plan to enroll in the master's program at this institution within the next few years The proposed variables are outlined in Table 2.3.
Table 2.1 Variables and their proposing authors
The research conducted by various scholars, including Alessandri et al (2006), Balmer et al (1997), and Chen and Esangbedo (2018), highlights the significance of corporate reputation and brand management Studies by Del-Castillo-Feito et al (2020) and Delgado-Márquez et al (2013) further emphasize the impact of reputation on organizational performance Esangbedo and Bai (2019) and Fombrun and Van Riel (1997) contribute to understanding how effective communication strategies can enhance brand perception Additionally, insights from Heffernan et al (2018) and Khanna et al (2014) illustrate the evolving dynamics of consumer relationships The findings from N Nguyen and LeBlanc (2001), along with Pérez and Torres (2017) and Plewa et al (2016), collectively underscore the importance of maintaining a positive corporate image 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, where informed individuals can reliably signal their knowledge to those less informed (Michael, 2002) In the labor market, employers rely on candidates' qualifications to gauge their abilities, as direct observation is not possible (Michael, 1973) Those with less competence may invest more effort to achieve similar educational credentials, effectively signaling their skills Reputation plays a crucial role in shaping perceptions among stakeholders about an organization’s identity, achievements, and motivations (Aula, 2015; Fombrun and Van Riel, 1997) Game theorists view reputation as a key indicator that helps predict an organization’s future behavior, distinguishing between "genuine types" and "deliberately assembled types," with reputation potentially reflecting the organization's true qualities (Aula, 2015; Clark and Montgomery, 1998; Weigelt and Camerer, 1988).
Signaling theory explains the interactions between two parties—individuals or organizations—when they have unequal access to information In this dynamic, the sender decides how to communicate the information, while the receiver interprets the signal This theory is widely recognized in management literature, particularly in areas such as strategic management, entrepreneurship, and human resource management (Connelly et al., 2011; Kromidha and Li, 2019).
Signaling theory posits that signalers possess exclusive information and insights, while receivers lack access to this knowledge (Connelly et al., 2011; Kromidha and Li, 2019) Traditionally, this theory has been applied to illustrate how new ventures, which seek external funding yet have superior understanding of their business, attempt to communicate effectively with external investors looking for lucrative opportunities (Connelly et al., 2011).
In his 1973 formulation of signaling theory, Michael applied the labor market to illustrate how education serves as a signal of job candidate quality, addressing the information gap faced by potential employers Candidates pursue education to demonstrate their capabilities and mitigate information asymmetries, as it is believed that lower-quality candidates cannot endure the challenges 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 otherwise hidden attributes of candidates, thereby supporting the principles of inclusive and equitable quality education and promoting lifelong learning opportunities for everyone.
In business signaling theory, reputation serves as a critical signal that conveys essential information about a company (Shapiro, 1983) It can be strategically leveraged to shape perceptions, enhance partnership trustworthiness (Fombrun and Van Riel, 1997), and mitigate uncertainty stemming from information asymmetry (Greenwood et al., 2005) For instance, when a company's quality is not directly observable or its ability to deliver high-quality goods or services is questioned, it can utilize relationships with reputable partners as a signal of its own quality (Benjamin and Podolny).
In 1999, it was highlighted that the signaling function is crucial for new businesses aiming to establish their reputation, as they often lack the strong track record of established firms (Rindova et al., 2005) These emerging companies can leverage the reputations of reputable entities (Beatty and Ritter, 1986) or enhance their own reputation through association (Baden-Fuller and Ang, 2001; Lerpold, 2003) Rindova et al (2005) emphasize that companies can build their reputation by engaging in various signals, such as demonstrating strong financial performance, receiving positive media coverage, or aligning themselves with high-reputation groups (Benjamin and Podolny, 1999; Ferguson et al., 2000; Stuart et al.).
In their 1999 study on the inter-organizational networks of young firms, Stuart et al discovered that start-up companies, often grappling with uncertainty regarding their efficiency, typically seek to engage with established venture capitalists and investment banks to secure financing.
Social contributions, leadership, environmental initiatives, funding, research and development, and student guidance are key indicators of a university's reliability and educational quality, significantly influencing its reputation (Chen and Esangbedo, 2018; Esangbedo and Bai, 2019; Plewa et al., 2016) This reputation serves as a valuable signal about a university's past and future endeavors, impacting students and stakeholders who engage with the institution A strong reputation fosters student trust and mitigates perceived risks when evaluating organizational performance and the quality of services offered (Morgan and Hunt, 1994).
This study employs signal theory to analyze how social contributions, leadership, environmental factors, funding, research and development, and student guidance influence business reputation Additionally, it examines the impact of student trust, identity, and commitment on university reputation and behavioral intentions The findings support hypotheses H1 through H6, highlighting the significance of these elements in shaping perceptions of university reputation.
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 known as 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, demonstrates that behavioral intentions are shaped by two key factors: consumers' attitudes towards specific behaviors and their subjective norms As a dependent variable, behavioral intention is central to research, serving as the most reliable predictor of actual behavior, as it reflects the intent to act, which ultimately influences the behavior executed.
The theory of planned behavior (TPB), developed by Ajzen in 1991, expands on the theory of reasoned action by addressing its limitations, particularly the notion that will alone dictates individual 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 associated with executing a behavior.
This dissertation utilizes the theory of planned behavior as its foundational framework to examine the theoretical model within the Vietnamese market In addition to incorporating key elements from the original model, it introduces new factors tailored to Vietnam's unique economic, cultural, and social landscape, aiming to enhance the understanding of university student retention.
The theory of planned behavior is selected for this review due to its integration of essential determinants that assess university student retention This article provides a brief history of the theory and explores its effectiveness in predicting students' graduation intentions.
Intention is shaped by an individual's attitude towards a specific action, perceived criteria, and perceived behavioral control (PBC) According to Ajzen (2010), intention is crucial for predicting behavior within a given population The stronger an individual's intention to engage in a behavior, the greater the likelihood that they will actually perform it.
The research model and hypotheses
Signaling theory in business, as discussed by Shapiro (1983), highlights the importance of reputation as a crucial signal that conveys specific information about a business Reputation can be strategically leveraged to influence various factors, while also reflecting a university's historical and prospective activities This signaling impacts students and other stakeholders who engage with the institution, shaping their perceptions and interactions.
A prestigious university reputation enhances student trust and reduces perceived risks regarding its performance and service quality Key factors influencing this reputation include social contributions, leadership, funding, research and development, and student guidance These elements serve as indicators of educational reliability and quality, supporting multiple hypotheses related to signal theory.
Plewa et al (2016) developed a model identifying six key factors that significantly influence university reputation: teaching staff, course materials, administrative support, facilities, campus life, and industry linkage.
Recent developments have made information on university reputation more accessible According to Chen and Esangbedo (2018), six key factors influence university reputation: social contributions, environmental impact, leadership quality, funding levels, research and development, and student guidance They assessed the reputation of Chinese universities using a hierarchical model and further advanced the Grey Regulatory Focus Theory (GRFT) to create a weighting design for evaluating university reputation.
Esangbedo and Bai (2019) advanced the Grey Regulatory Focus Theory (GRFT) weighting design to assess university reputation, focusing on key aspects such as social contributions, environmental impact, leadership quality, funding, research and development, and student guidance to enhance the evaluation of institutional reputation.
Several factors significantly influence a university's reputation, including its social contributions, leadership quality, teaching staff, campus environment, funding resources, 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) by introducing components that influence a person's behavioral intentions, as established by Ajzen and Fishbein (1980) and Fishbein and Ajzen (1975) This led to the development of the theory of planned behavior (TPB), which highlights the significance of emotional and psychological reputation—attributes like affability and ability—in shaping public perception of a firm (Fishbein and Ajzen, 1977; Quintal et al., 2010) Recognizing these psychological and emotional factors is crucial for understanding public behavior towards corporations (Suárez et al., 2020) Consequently, the theory of planned behavior serves as the theoretical framework for this dissertation, guiding the exploration of its theoretical model.
In the Vietnamese market, this study enhances the traditional theoretical model by incorporating unique factors that reflect the country's economic, cultural, and social contexts to better understand university student retention The research demonstrates that trust directly impacts purchasing intention while also influencing 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 influences client social goals Their proposed model identifies client trust, commitment, and identification with the firm or product as key mediators between corporate reputation and client purchase intentions, as well as the willingness to pay a premium The findings demonstrated that organizational reputation positively affects both client trust and identification, while client commitment serves as a mediator in the relationships linking trust, identification, and behavioral intentions.
Figure 2.2 The model of Keh and Xie (2009)
Rather (2018) developed and tested an integrative model that highlights the connections between client brand identification, satisfaction, trust, commitment, and hotel brand loyalty The findings revealed that client brand identification positively influences loyalty, commitment, satisfaction, and trust Additionally, commitment serves as a mediator among client identity, trust, satisfaction, and brand loyalty While customer identity and commitment are closely related, they are distinct constructs within the hospitality sector.
Figure 2.3 The model of Rather (2018)
Heffernan et al (2018) demonstrated that student perceptions of international education partnerships are influenced by key relational factors, including university reputation, learner trust, and student identity Their research identified university reputation and student trust as significant predictors of student identification with partner institutions, while student identity strongly correlated with satisfaction, commitment, and proactive behaviors towards both local and international educational organizations The findings suggest that higher education institutions should prioritize enhancing their image and fostering student trust and identity to improve relationship management.
Figure 2.4 The model of Heffernan et al (2018)
Nuraryo et al (2018) highlighted the significant impact of corporate identity on corporate reputation and student satisfaction, ultimately affecting student retention in a business school Their findings revealed that corporate identity plays a crucial role in shaping corporate reputation, which, although to a lesser extent, also influences student retention rates.
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 reliability and fosters trust Furthermore, relationship commitment is key to building a strong and enduring reputation for organizations Consequently, this dissertation introduces Hypothesis 7 (H7).
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 foster consumer trust by embodying qualities such as credibility, efficiency, and integrity A strong reputation signifies the goodwill of a seller, leading clients to rely on it for trust However, corporate reputation is a "fragile resource" that requires significant time and effort to build but can be easily damaged Trustworthy companies are perceived as less likely to engage in negative actions, thereby enhancing consumer confidence in their reliability Furthermore, Keh and Xie found that industrial buyers develop trust in suppliers primarily through confidence in their credibility, while Agarwal et al (2015) demonstrated that corporate reputation positively influences organizational outcomes and 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 fundamental elements of relationship marketing, as they significantly enhance corporate efficiency, efficacy, and productivity (Morgan and Hunt, 1994; Rather, 2018) The empirical marketing literature underscores that these two factors 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.