This dissertation aims to investigate and explore the roles of student trustST, student identity SI, and student commitment SC in a relationship betweenthe reputation of a university UR
RESEARCH OVERVIEW
Introduction
This dissertation explores the influence of student trust, identity, and commitment on the relationship between university reputation and behavioral intention in Vietnamese higher education It provides essential background information on the studied problem, outlining the research aims and key questions to deepen understanding of how reputation impacts student behavior Additionally, the chapter offers a clear overview of the dissertation's structure to guide readers through the study’s framework and methodology.
Research background
The QS University Rankings for Asia 2021 evaluate universities based on 11 criteria, including academic reputation (30%), employer reputation (20%), and teaching quality indicated by the lecturer/student ratio (10%) Other important factors are the percentage of lecturers with doctoral degrees (5%), research output measured by published papers per lecturer (5%), citations per paper (10%), and international engagement through research networks (10%) Additionally, internationalization is assessed via the international lecturer ratio (2.5%), international student rate (2.5%), domestic exchange students (2.5%), and foreign exchange students (2.5%) Vietnam has 11 universities participating in this ranking, highlighting the importance Vietnamese institutions place on building and enhancing their reputation to improve their standing.
In today's highly competitive higher education market, universities face increasing challenges in attracting resources due to globalization and internationalization trends (Del-Castillo-Feito et al., 2020; Lafuente-Ruiz-de-Sabando et al., 2018) Higher education institutions (HEIs) are now under greater scrutiny from policymakers and educational leaders, as the development of human resources is critical to a nation's socioeconomic growth (Tran and Villano, 2017; Agasisti and Pohl, 2012) The globalization of education has transformed universities into marketable services, compelling them to compete globally for talented students, renowned professors, and skilled staff (Hemsley-Brown et al., 2016; Nuraryo et al., 2018; Plewa et al., 2016) This increased competition is a response to the many challenges faced by the sector, with educational leaders acknowledging that rivalry among HEIs has intensified significantly in recent years (Chen and Esangbedo, 2018; Plewa et al., 2016) Education is vital for a country's development, often reflecting its overall growth and progress, highlighting the strategic importance of the sector in fostering national development (Chen and Esangbedo, 2018).
Higher education institutions are vital for societal development as they serve as key partners in knowledge creation and exchange, driving innovation and offering research-based benefits Universities foster social progress, build social capital, and prepare students for real-world challenges, while providing access to knowledge and promoting justice to support democratic and sustainable societies However, the increasingly competitive and dynamic educational landscape presents challenges such as declining enrollment, impacting the sustainability of higher education institutions (Dzimińska et al., 2018).
Vietnam, a transitional economy in the Asia-Pacific region with over 96 million people, has experienced significant economic transformation since the mid-1980s Since embarking on market-oriented reforms in the 1980s, Vietnam has successfully lifted millions out of absolute poverty and achieved remarkable, sustainable economic growth.
In 2018, Vietnam's real GDP (RGDP) was $2,563 USD, reflecting its growing economy Unlike many ASEAN nations, Vietnam boasts relatively high youth literacy rates, indicating strong educational development (Salmi, 2019) The Vietnamese education system is structured into primary (grades 1–5), lower secondary (grades 6–9), and upper secondary (grades 10–12) levels, providing comprehensive coverage of compulsory education Higher education institutions in Vietnam include universities and academies, which are categorized into public, private, and foreign-related institutions, supporting diverse academic opportunities.
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 sector has experienced rapid growth over the past two decades, marked by a significant increase in students, institutions, and faculty members, along with the emergence of a private education sector that drives economic and social progress Despite these advancements, governance systems and leadership models have progressed more slowly, creating ongoing challenges for the future of the system (Salmi, 2019) Economic reforms initiated in 1986 are closely linked to higher education development, leading to a remarkable expansion of master’s programs, which now enroll 105,000 students across 180 universities and 212 programs, many through international partnerships with reputable global institutions (Hoang Thi Phuong Thao, 2014; Chen et al., 2017).
Student decisions to pursue higher education at a specific university significantly impact their future success, as choosing the right institution in their desired field is crucial Factors influencing this choice include the university's reputation, resources, and how well it aligns with student expectations, since a mismatch can jeopardize academic achievement Intense competition among universities has heightened the need to optimize institutional assets, enhance performance, and establish a competitive edge Developing a strong reputation and building trust among prospective students are essential strategies for universities aiming to attract and retain talented students.
2018) When a university has an excellent reputation, students will select that university when enrolling in higher education.
In the competitive landscape of universities, reputation is a crucial asset that provides a sustainable advantage, as it is an intangible quality that competitors can only replicate with significant effort (Chun et al., 2005; Hall, 1992) It is widely believed that an organization’s reputation, as a long-term and enduring attribute, offers more strategic value than product or service qualities, thereby strengthening its competitive position Reputation significantly influences customer attitudes and behaviors, as public perception and beliefs about an organization directly impact their reactions and engagement Due to its vital role as a valuable intangible asset, effective reputation management is essential for businesses and institutions, requiring a strategic approach to enhance and maintain this key asset (Berens and Van Riel, 2004).
Recent developments in the university system have heightened the importance of a university’s reputation, as prospective students, sponsors, and partners increasingly rely on notoriety to assess institutions Historically, certain university qualities were less visible or harder to recognize, but reputation now serves as a key indicator of credibility and prestige As higher education becomes more accessible and competitive, especially among state-funded universities transitioning from closed national frameworks, cultivating a strong reputation has become essential for attracting resources and support Developing a solid reputation in higher education is therefore crucial for universities aiming to enhance their standing and appeal in a competitive landscape.
Numerous studies have demonstrated that a university’s reputation is a key indicator of its uniqueness and prestige (Hemsley-Brown et al., 2016) As the concept of university branding is validated, reputation becomes increasingly vital in shaping institutional identity and enhancing its attractiveness in a competitive global higher education market.
University reputation has become essential in globalized higher education, attracting students, staff, and research funding (Chen & Esangbedo, 2018) However, the impact of university reputation remains a debated topic, primarily due to uncertainties about how reputation influences institutional behavior and outcomes.
Research on organizational reputation explores two main areas: the factors that influence and shape the reputation, and the impact of reputation on subsequent relationships and stakeholder perceptions Understanding these dynamics is essential for managing and enhancing an organization's overall credibility and trustworthiness.
Research by Del-Castillo-Feito et al (2020) highlights that universities operate in a highly competitive market where attracting capital is a dynamic activity, and intangible assets like reputation are crucial for organizational sustainability and success Their study emphasizes the complex relationships surrounding university reputation, revealing that factors such as performance, innovation, citizenship, services, governance, and workplace climate significantly influence reputation Although stakeholder perceptions were examined, the moderating impact of different stakeholder groups was not confirmed These findings provide valuable empirical evidence for university administrators aiming to enhance institutional reputation by focusing on key performance indicators and stakeholder engagement.
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 essential for reliable research assessments Esangbedo and Bai define university reputation as a multifaceted concept comprising six key components: social contributions, environmental impact, leadership, funding, research and development, and student guidance, highlighting the importance of a comprehensive evaluation approach.
Plewa et al (2016) highlighted the critical role of university reputation and brand prestige in shaping student–university identity Their research showed that a more attractive university identity fosters stronger student identification, aligning goals, values, and shared identity between students and the institution The authors recommended that universities actively engage in branding activities to strengthen this student–university connection, ultimately enhancing student-supportive behaviors.
The research gap identification
This study aims to deepen the understanding of university reputation construction and its influence on student behavioral intentions The framework highlights the critical roles of student trust, student identity, and student commitment in shaping perceived university reputation In Vietnam's higher education sector, which plays a vital role in national development, university reputation is a key factor amidst ongoing challenges Strengthening university reputation is essential for effective educational management and improving student engagement and loyalty.
Research indicates various factors influence university reputation in higher education, as identified by Esangbedo and Bai (2019), Chen and Esangbedo (2018), and Plewa et al (2016) While some studies, such as Rather (2018), Nuraryo et al (2018), and Harahap et al (2018), adapted the hotel industry’s Keh and Xie (2009) model to education, they did not establish a clear link between reputation, behavioral intentions, trust, identity, and commitment Notably, there is a research gap concerning how university reputation and student behavioral intentions relate to student trust, identity, and commitment within the context of Vietnamese higher education.
The volume of literature on university reputation is steadily increasing, highlighting its significance in shaping student and stakeholder perceptions Research primarily explores the relationship between university brand reputation and behavioral intentions, emphasizing how reputation influences decision-making These studies can be categorized into two distinct streams of inquiry, which differ in their underlying philosophical approaches—ontologically and epistemologically—affecting how university reputation and its development are understood and analyzed.
Research on university reputation can be categorized into two key areas: factors influencing reputation and the roles of student trust, identity, and commitment as mediators between reputation and student behavioral intentions Developing strategies to enhance university reputation is crucial for future growth, especially given the increasing competition in Vietnam's education sector Understanding students’ perceptions, attitudes, and behaviors is vital, as these elements significantly impact university competitiveness and long-term sustainability Addressing this need, my dissertation focuses on exploring how student trust, identity, and commitment influence the relationship between university reputation and students’ behavioral intentions, offering insights for strategic university development.
Research object and scope
This study explores students' perceptions of university reputation and the key factors influencing it, including social contributions, leadership, environment, student guidance, funding, and research and development It examines how university reputation impacts student trust, identity, commitment, and behavioral intentions, with trust, identity, and commitment serving as mediators Overall, the research focuses on eleven key aspects related to university reputation and its effects on students.
This study focuses on university reputation and its related factors from the perspective of Vietnamese graduates, highlighting key components such as social contributions, leadership, environmental factors, student guidance, funding, research and development, student trust, identity, commitment, and behavioral intentions By examining these interconnected elements, the research provides valuable insights into how perceptions influence university reputation and future behavioral outcomes.
This research focuses on Vietnam's education sector, specifically analyzing university graduates across various regions A comprehensive survey was conducted in key provinces and cities in southern Vietnam, encompassing national universities, key universities, private institutions, and emerging universities These institutions collectively represent the diverse landscape of higher education in Vietnam, providing valuable insights into graduation outcomes and educational quality across the sector.
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 explores the key factors influencing university reputation and examines the roles of student trust, student identity, and student commitment in shaping behavioral intentions regarding master's program choices Quantitative analysis methods will be used to measure these factors, providing valuable insights into student decision-making processes Ultimately, this study aims to offer practical implications for enhancing the relationship between university reputation and behavioral intention within Vietnamese higher education.
Reputation is a vital intangible asset that enables businesses to maximize profits, expand market share, attract new customers, and retain existing ones, ultimately ensuring their success and survival in competitive markets (Fombrun & Shanley, 1990; Sarstedt et al., 2013) Understanding the factors that enhance reputation and analyzing its outcomes are of strategic importance due to its complex effects and intangible nature (Berens & Van Riel, 2004) Given the ambiguity surrounding its causal components, it is crucial to examine the impact of individual reputation elements (Agarwal et al., 2015) Moreover, research suggests that the relationships involving reputation should be studied across different cultures, particularly in Asian contexts, to gain comprehensive insights (Fombrun et al., 2015) This study builds upon foundational proposals by Berens and Van Riel (2004), Agarwal et al (2015), and Fombrun et al (2015), advancing the understanding of reputation across various disciplines.
This dissertation aims to enhance understanding of university reputation and its development, recognizing its increasing importance for higher education institutions competing for recognition (Aula, 2015; Wedlin, 2008) Modern universities actively design and manage their reputations to attract students and stakeholders Additionally, the study seeks to identify key factors influencing university reputation and develop a model explaining how reputation impacts student behavioral intentions in Vietnamese higher education, specifically highlighting the roles of student trust, identity, and commitment Ultimately, understanding how students decide on master’s programs and how universities build their reputations remains a complex and multifaceted process.
The research questions
This dissertation explores two key issues: identifying the determinants of university reputation and analyzing how university reputation influences behavioral intentions in Vietnamese higher education Structured in a chapter-based format, the study systematically addresses these research questions across five comprehensive chapters, providing a clear and coherent examination of the relationships between reputation and student behaviors in the context of Vietnamese universities.
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 adopts a mixed methodology approach, combining qualitative and quantitative research to investigate multiple hypotheses related to university reputation in Vietnam Initially, qualitative research is used to adapt a reputation scale tailored to Vietnam’s specific context, while quantitative analysis tests twelve hypotheses concerning the relationship between university reputation and students’ behavioral intentions The study reviews relevant literature to identify key factors influencing university reputation and develops a research model that incorporates variables such as student trust, identity, and commitment to better understand students' choices of master’s programs in Vietnamese higher education.
The methodology section summarizes the research approach, highlighting the use of a survey to collect data The questionnaire was initially developed in English based on a comprehensive literature review and then translated into Vietnamese to ensure accessibility for all respondents The research process consisted of two phases: qualitative research through interviews and seminars, and subsequent quantitative analysis A sample of 61 participants was involved in the qualitative phase, providing valuable insights for the study This structured combination of qualitative and quantitative methods ensures rigorous data collection and enhances the validity of the research findings.
This study utilizes a quantitative approach, analyzing survey data from 1,538 Vietnamese graduates to explore key relationships and outcomes Given the complexity of the research models, which include mediators and are based on a relatively small sample size, data analysis is performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) The research leverages SPSS 20 and ADANCO software to ensure accurate and robust statistical analysis, enhancing the validity and reliability of the findings.
Dissertation contributions
This dissertation offers valuable insights into the impact of university reputation on student behavioral intentions in higher education, enhancing both theoretical understanding and practical applications It provides critical findings and strategic recommendations for researchers, university administrators, and marketers aiming to strengthen institutional credibility and attract prospective students These insights help inform effective branding and reputation management strategies to boost student engagement and loyalty.
Although corporate reputation has garnered significant global research interest, it remains a complex and debated topic, with no unified dominant theory yet established Most existing studies focus on developed countries, making research in developing nations like Vietnam relatively scarce, especially considering Vietnam's unique cultural context and lower levels of economic and educational development This dissertation explores university reputation and behavioral intentions within higher education, bridging the fields of data processing and educational marketing, which is increasingly relevant due to the growing focus on university reputation research It aims to contribute five new insights to the existing body of knowledge, enhancing understanding of how reputation influences behavioral intentions in the context of developing countries.
This article identifies six key determinants of university reputation processing, offering a comprehensive foundation for understanding how universities build and maintain their reputation It emphasizes the importance of situational determinants, enduring participation, and channel characteristics tailored to social networking environments These factors play a crucial role in shaping students' behavioral intentions and enhancing overall university reputation in the digital age.
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 relationship between university reputation and student behavioral intentions while highlighting the previously unexamined roles of student trust, student identity, and student commitment By integrating these factors into the analysis, the study provides new insights into how perceptions of university credibility influence student loyalty and engagement This comprehensive approach enhances understanding of the key drivers that shape student decisions, making it valuable for higher education marketers and administrators aiming to strengthen institutional reputation and student relationships.
This study explores the impact of student involvement on behavioral intentions within the context of university reputation It highlights the indirect effects of involvement, emphasizing its role in shaping loyalty While cooperation is a key component of marketing strategies, this research uniquely distinguishes between loyalty and involvement, recognizing their separate influence on information processing and decision-making in higher education.
This research investigates the impact of university reputation on the behavioral intentions of prospective students in higher education It contributes to the existing literature by identifying key determinants of university reputation and how they influence students' decisions to apply or enroll The findings offer valuable insights for higher education marketing strategies, helping institutions enhance their reputation to attract and retain prospective learners.
This dissertation identifies and evaluates the key factors influencing university reputation and student behavioral intentions within higher education, offering valuable insights for marketing practitioners and university managers By understanding these determinants, institutions can develop targeted communication strategies, such as engaging messages that encourage student referrals and enhance their reputation The research provides strategic recommendations to help universities gain a competitive edge in a dynamic and competitive landscape, enabling them to prioritize attributes that support reputation growth and strategic planning Additionally, this study raises awareness among students about the link between university reputation and their behavioral decisions, fostering a deeper understanding of educational competition The proposed model serves as a practical guide for planning and implementing effective university operations, ultimately helping institutions manage their reputation and student engagement more effectively.
Dissertation structure
This dissertation implements a five-chapter dissertation structure based on the approach approved by the University of Economics Ho Chi Minh City.
The dissertation begins with an introductory chapter that highlights the significance of student trust, student identity, and student commitment in shaping the relationship between university reputation and behavioral intention within Vietnamese higher education It provides essential context by outlining the research background, goals, and questions, as well as presenting the research model and methodology used Additionally, the chapter details the key contributions of the study and offers an overview of the dissertation’s overall structure, setting the foundation for a comprehensive investigation into how university reputation influences student behavior through these psychological factors.
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.
Chapter 5 Conclusion, implications, and limitations interpret the results derived from this analysis This chapter explains the essential findings and discusses how they compare to previous studies by other studies The contributions and implications of this dissertation are discussed This chapter also discusses the limitations of the thesis and makes suggestions for future research Finally, it presents a dissertation summary,which identifies problems and objectives of previous studies and provides the main results of this study, its contributions, and its implications for theory and practice.
Conclusion
This chapter provides the background of the dissertation, highlighting the critical research problem, objectives, and questions It reviews existing literature to explore the relationship between university reputation and students’ behavioral intentions in Vietnamese higher education The study specifically examines how student trust, identity, and commitment mediate students' decisions when choosing master’s programs in Vietnam.
LITERATURE REVIEW
Introduction
This chapter reviews the existing literature on how university reputation influences behavioral intentions among Vietnamese higher education students, emphasizing the mediating roles of student trust, identity, and commitment Six hypotheses (H1-H6) are proposed, connecting key determinants such as social contributions, leadership, environment, student guidance, funding, and research and development to university reputation Additionally, the study examines how these factors impact students' behavioral intentions through the mediators of trust, identity, and commitment, leading to 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.
In marketing and business, corporate reputation is widely regarded as a key indicator of organizational success The concept first gained prominence in 1983 when Fortune magazine listed the world's most respected corporations, sparking increased academic interest in the field Since then, scholarly research has expanded significantly, with articles on reputation, image, and corporate identity rising from just 12 in 1985 to over 6,400 by 2010 This exponential growth underscores the growing recognition of corporate reputation's importance for business performance and brand success.
Corporate reputation is evaluated based on key qualities that encompass both hard and soft policy aspects These essential characteristics include the efficiency of products and services, financial stability, human resource management, social responsibility, innovation, and global competitiveness Assessing these factors provides a comprehensive understanding of a business's overall standing and credibility in the market (Suárez et al., 2020).
Actions aimed at enhancing corporate reputation among researchers and professionals are increasingly important, with behavior analytics having the greatest impact alongside financial results (Suárez et al., 2020) Additionally, Vergin and Qoronfleh found that the top ten firms experienced a 20% annual increase in market valuation, highlighting that reputation is a key driver of business success They emphasize that corporate reputation depends not only on economic performance but also on intangible assets, reinforcing its crucial role in long-term growth.
Corporate reputation is a cumulative reflection of a company's past behavior and performance, shaping its ability to deliver valued results to stakeholders both internally and externally (Fombrun and Van Riel, 1997; Suárez et al., 2020) It represents the public’s overall evaluation of a firm, encompassing perceptions of past actions and future prospects (Dowling and Moran, 2012) A positive reputation indicates consistent ethical behavior over time, leading to higher expectations from clients, stakeholders, and the public Researchers describe reputation as an attitude construct comprising cognitive (knowledge-based) and affective (emotion-based) components, where stakeholders’ knowledge and emotions about the company influence its perceived reputation (Highhouse et al., 2009).
Effective and cognitive reputations, which manifest as affective and cognitive components, play a crucial role in shaping perceptions of a business because they align closely with how the community typically evaluates companies Distinguishing between these affective and cognitive aspects of corporate reputation is essential when examining public behavior, as each component influences stakeholder perceptions differently (Quintal et al., 2010; Suárez et al., 2020).
Reputation is the collective perception or judgment held by stakeholders and the community about a business, influenced by its actions and intentions According to Suárez et al (2020), a company’s past organizational actions form the foundation of its corporate reputation, as supported by Dutot et al (2016) The cognitive component of reputation is evaluated based on a firm’s historical performance, with a strong positive reputation prior to negative events helping to reduce uncertainty among consumers and the public by demonstrating diligence and contractual safeguards, as noted by Ryschka et al (2016).
Several scholars advocate for an integrated approach to business and management studies, emphasizing that a company's corporate reputation encompasses its culture, appearance, ethical standards, and how these elements are managed (Confente et al., 2019; Syed, 2019) Distinguishing between image and reputation, experts highlight that while image is tied to current perceptions and generates expectations based on partial excellence, it is difficult to quantify, whereas reputation is a structural, comprehensive assessment of brand identity that creates value and can be objectively measured (Ryschka et al., 2016) Furthermore, many scholars emphasize that reputation is a critical factor in effective business leadership, underpinning trust and long-term success (Schoofs et al., 2019).
Corporate reputation has been regarded as the most valuable intangible asset over recent decades, surpassing resources like money, land, and hardware in significance Unlike trademarks or copyrights, corporate notoriety can develop quickly or over an extended period through dedicated promotion, making it uniquely attainable Its distinctive qualities mean that corporate reputation cannot be easily imitated by competitors, reinforcing its enduring competitive advantage.
(1993) argued that reputation, alongside innovation, creates a unique value for businesses, allowing them to compete in the market.
In a highly competitive business environment, companies constantly seek ways to differentiate their products and foster strong stakeholder relationships Reputation serves as a crucial asset for achieving sustained competitive advantage and long-term stakeholder engagement (Boyd et al., 2010; Roberts, 2002) Recognized as a rare and valuable intangible asset, reputation is difficult for competitors to imitate and plays a vital role in a company's ongoing success (Agarwal et al., 2015; Boyd et al., 2010) Additionally, maintaining a good reputation helps organizations withstand crises and protect their long-term viability.
A strong reputation is vital for enhancing business success, as it attracts investors and boosts the organization’s credibility (Caruana, 1997) It also reflects strong, dedicated relationships with clients, positively influencing their purchasing decisions for goods and services (Helm, 2007) Moreover, a reputable company fosters positive relationships with its representatives, improves employee reliability, and attracts high-quality talent, all of which contribute to long-term growth (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
A good corporate reputation is essential for business success, as it directly enhances firm performance (2002) Chun et al (2005) highlight that a positive reputation fosters consumer loyalty, which positively influences the company's financial outcomes Firms with a strong reputation tend to experience lower risks and reduced volatility in revenues and profits, making them more resilient in the marketplace Additionally, these companies are less likely to face bankruptcy and typically exhibit smaller fluctuations in stock prices, indicating greater financial stability and investor confidence (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 highly significant and has been extensively studied across various fields In the business domain, it is seen as an image reflecting a company's past achievements, influencing stakeholder perceptions In strategic management, corporate reputation is regarded as a unique intangible asset that is difficult for competitors to replicate, providing a competitive advantage (Agarwal et al., 2015) Fombrun's groundbreaking 1996 study was among the first to effectively analyze corporate reputation and remains a foundational reference in the field (Walker, 2010).
Reputation fundamentally reflects the perceptions and beliefs held by both an organization and its individuals, encompassing the collective knowledge held by key stakeholders and component groups Despite its widespread use, the concept of reputation has often lacked a clear operational definition due to the multitude of influencing factors, including oversight, economic conditions, advertising strategies, business investigations, human sciences, brain research, and interpersonal relationships (Verčič et al., 2016).
Fombrun and Van Riel (1997) define an organization’s reputation as the perceived representation of its past practices and a gauge of its future activities, reflecting the overall interest a firm holds for its key stakeholders This broad perception encompasses how the organization is viewed not only externally but also internally among employees An expanded understanding of reputation highlights that it involves an assessment of how the organization is experienced both internally by staff and externally by partners within its institutional environment (Verčič et al., 2016).
Business reputation can be defined as the outcome of a process where stakeholders recognize and evaluate a company's past actions through direct and indirect experiences, leading to a sense of awareness and trust in the business This collective perception helps stakeholders predict future responses to market conditions Corporate reputation is therefore viewed as the collective awareness of a firm's achievements and potential among stakeholders, with customers and employees being the most influential groups shaping the company's reputation (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, including marketing and psychology In marketing, consumer trust is built when consumers believe in specific features of a product or service during a transaction Psychologically, trust reduces customer anxiety during decision-making, lowering transaction costs by minimizing the need for extensive information searching and verification (Kramer, 1999) Many experts emphasize that trust is crucial for organizational success, as it fosters a sense of security that helps organizations navigate complex environments and ensures their survival.
Thomas (2009) defines beliefs as the expectation of a positive outcome resulting from the actions of others When clients feel defenseless, they rely on trust—positive associations that reduce their vulnerability (Aydin and Ozer, 2006) Trust represents faith in an organization’s dependability and ethical behavior, fostering mutual advantage between parties It is built on experience and serves as a forecast of future interactions, emphasizing the importance of trust in establishing strong, reliable relationships.
Organizations with a positive reputation foster greater certainty among clients, leading to enhanced trust and reduced perceived risks (Heffernan et al., 2018; Keh and Xie, 2009) Trust is fundamentally a client's belief that an organization will act honestly and deliver the expected quality, ensuring protection and upright conduct (Anderson and Weitz, 1992; R M Morgan and Hunt, 1994) It is a complex psychological and emotional bond that develops over time, relying on the client's information about the firm’s capabilities and the emotional connection formed between the customer and the organization (Dowell et al., 2015; Heffernan et al., 2018).
Building student trust in a university is crucial, as it leads to numerous positive outcomes such as enhanced student loyalty and a higher likelihood of students enrolling in the institution’s programs (Heffernan et al., 2018; Meer and Chapman, 2014).
Liu et al (2019) highlight that trust involves having a high level of confidence in partners and believing that the partnership will position the organization favorably This trust also entails a willingness to make essential contributions to ensure the success of the collaboration, emphasizing the importance of mutual confidence and commitment in successful partnerships.
According to Rather (2018), key factors influencing trust include whether a brand is perceived as honest, safe, and reliable by customers The research highlights that consumer trust is built on perceptions of honesty and safety, which significantly impact customers' reliance on the brand Ensuring these trust factors are established can enhance brand credibility and customer loyalty.
Student identity
Customer identity is a crucial yet often underutilized concept that clarifies the relationships between employees, companies, and consumers It influences consumer perceptions of brand culture, which can impact purchasing behaviors and community engagement Unlike general brand identification, customer identity specifically pertains to how consumers relate to a company's products or services, especially in multi-brand strategies or diverse market segments A strong customer identity enhances customer loyalty, encourages trial of new products, fosters positive word-of-mouth, and increases resistance to negative information about the brand (Keh and Xie, 2009).
In the educational market, students are viewed as customers whose sense of belonging and acceptance significantly impact their university experience and emotional connection Learners who feel integrated and valued by their university often develop stronger loyalty and engagement, while those who feel excluded may consider withdrawing Cognitive evaluations of a university’s role in their future success influence students' motivation and attachment, although some students may feel relief due to the high costs involved Negative academic experiences can lead students to protect themselves by questioning the necessity of graduation for their success, highlighting the complex relationship between student perceptions and institutional value.
Nuraryo et al (2018) highlighted that a key component of corporate identity is the business condition, particularly the quality of marketing strategies They emphasized that prospective students are typically attracted to well-established universities due to their strong reputation Universities effectively leverage branding and communication tools to enhance their corporate identity and appeal to target groups, thereby achieving their institutional goals.
Keh and Xie (2009) highlighted that corporate identity is deeply connected to the organization's successes being perceived as their own, emphasizing the importance of public perception They noted that companies care about what others think about their brand, indicating that media coverage significantly impacts their reputation Negative media stories can cause embarrassment, reflecting the company's sensitivity to public opinion Conversely, positive praise is experienced as a personal compliment, reinforcing the overall sense of corporate pride and identity.
Liu et al (2019) revealed that organizational identity encompasses a strong sense of collaboration and collective purpose, with members expressing pride in their affiliation A shared philosophy of teamwork and consistency underpins the organization’s approach, fostering trust and credibility within the coalition Additionally, the reputation of the organization is determined and upheld through active participation and acceptance by all members, highlighting the importance of cohesive collaboration for long-term success.
According to Rather (2018), brand criticism often feels like a personal insult, while praise is perceived as a personal compliment Authors tend to refer to the brand using "we" rather than "they," indicating a strong identification with the brand's success When discussing brand achievements, individuals view these successes as their own, highlighting a deep emotional connection and sense of ownership This emotional attachment significantly influences consumer perceptions and brand loyalty.
Student commitment
Commitment is a fundamental concept in marketing research, grounded in social exchange theory, and is defined as “an enduring desire to maintain a valued relationship” (Rather, 2018; Moorman et al., 1992) It plays a crucial role in establishing and sustaining long-term relationships between trading partners (Morgan and Hunt, 1994; Rather, 2018) Customer commitment refers to a commercial partner’s willingness to maintain a meaningful and lasting connection, which is essential for fostering loyalty and ongoing business success.
Student commitment reflects the inspirational attitude and behavior of undergraduates towards their leaders and their willingness to actively participate in learning activities (Chen, 2018) According to experts, a stronger sense of student responsibility correlates with increased learning motivation, fostering a more engaging educational experience (Chen, 2018) The shared-character model further suggests that when individuals perceive higher levels of personal responsibility, they become more motivated and enthusiastic in their academic pursuits; in other words, recognizing authority enhances their dedication and proactive engagement in their responsibilities (Chen, 2018).
Research by Keh and Xie (2009) identifies key indicators of commitment, including a sense of belonging to the company, perceived loyaltyworthiness, and obligation towards the organization They found that employees or companies exhibiting a strong sense of obligation and loyalty are less likely to consider leaving, even if departure would be easy or low-cost, emphasizing the importance of emotional attachment and perceived responsibility in fostering organizational commitment.
Liu et al (2019) define commitment in learning as the dedication to actions that ensure future agreements remain intact, emphasizing the importance of accepting organizational responsibilities and collaborating effectively with team members This commitment also involves the organization's faithfulness to its partnerships, highlighting the significance of trust and loyalty in fostering successful organizational relationships.
According to Rather (2018), key factors of brand commitment include feeling personally committed to a brand, experiencing pride in being associated with it, demonstrating loyalty as a customer, and caring about the brand’s long-term success These elements collectively influence consumer dedication and sustained engagement with a brand.
Behavioral intention
The behavioral component in university management focuses on effectively managing employee behavior to ensure optimal performance With the rising emphasis on economic responsibility and customer-oriented service, universities now treat students and staff as clients to improve satisfaction To uphold high service quality, the relationship between administrative staff and academics has become more structured and professional As a result, university administrations increasingly operate like business organizations, adopting customer-centric approaches to enhance overall institutional effectiveness (Nuraryo et al., 2018).
Purchasing intention reflects the likelihood that a customer plans or is prepared to buy a specific product or service in the future An increase in purchasing intention generally leads to a higher purchasing capacity, indicating stronger customer interest (Schiffman and Kanuk, 2007) When buyers have a strong intention to purchase, it signifies a genuine brand commitment and encourages actual buying behavior (Fishbein and Ajzen, 1975; Schiffman and Kanuk, 2007) Consequently, purchasing intention serves as a reliable predictor of future consumer actions, making it essential for businesses aiming to forecast buying patterns Understanding and analyzing purchasing goals can effectively help predict future market behavior and drive strategic marketing decisions.
Behavioral intentions, such as recommending a service to others and repurchasing, play a crucial role in customer retention and loyalty (Twaissi & Al-Kilani, 2015; Zeithaml et al., 1996) Repurchase intention, specifically, reflects a company’s success in retaining customers, which is essential in the service industry and higher education sectors (Twaissi & Al-Kilani, 2015) In universities, students’ decisions to continue or abandon their studies are influenced by their in-university experiences and other factors (Twaissi & Al-Kilani, 2015) Research indicates that behavioral intentions are strong predictors of actual behavior and consumer loyalty, highlighting their importance for educational institutions and service providers alike (Xu et al., 2018).
Student behavioral intentions pose a significant challenge for the academic community, requiring effective strategies to guide students toward desirable outcomes Implementing targeted measures is essential to foster positive behavioral intentions among students in higher education, ensuring they develop the qualities of qualified and responsible learners (Lau, 2003; Twaissi & Al-Kilani, 2015).
Research by Keh and Xie (2009) identified key components of behavioral intention, including the intention to purchase the most relevant products or services from the focal company in the future, considering the focal company as the top choice for future purchases, and increasing business with the company in the upcoming years These elements highlight customer loyalty and commitment to the brand, essential for building long-term relationships Understanding these components can help businesses develop strategies to enhance customer retention and promote continued engagement.
Behavioral intention (BI) refers to the overall engagement of a customer with a product or service, indicating their likelihood to make a future purchase (Lai et al., 2019; Oliver, 2014) It encompasses customers' encouragement of others, including family and friends, to use the company's offerings and reflects their willingness to continue using these products or services over time, often demonstrating loyalty through greater expenditure (Jani and Han, 2015; Kaur and Soch, 2012; Lai et al., 2019) In higher education, BI manifests as students' psychological perceptions of their ideal university, their appreciation of the institution's history and reputation, and their desire to be part of the university's community (Brown and Mazzarol, 2009; Han and Woods, 2014; Lai et al., 2019) Students exhibit their behavioral intentions through activities such as applying to their preferred universities and paying tuition fees, showing a positive attitude and commitment 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) define behavioral intentions in education as students' plans and predictions to utilize their MBA qualifications in the future, highlighting their commitment and outlook toward employing their advanced degree in their career paths.
Students’ behavioral intentions indicate a strong desire to enroll in most relevant master’s courses at their university, considering it their top choice for pursuing a master's degree They plan to continue their studies at this university in the coming years, demonstrating high motivation and commitment to their academic future Relevant variables related to these intentions are detailed in Table 2.3.
Table 2.1 Variables and their proposing authors
Research by Alessandri et al (2006) and Balmer et al (1997) highlights the importance of corporate reputation in influencing stakeholder perceptions Chen and Esangbedo (2018), along with Del-Castillo-Feito et al (2020), emphasize the role of transparent communication in building trust Delgado-Márquez et al (2013) and Esangbedo and Bai (2019) explore how effective branding strategies enhance organizational credibility Fombrun and Van Riel (1997) underscore the significance of corporate identity in shaping reputation Heffernan et al (2018), Khanna et al (2014), and N Nguyen and LeBlanc (2001) investigate the impact of corporate social responsibility (CSR) initiatives on stakeholder loyalty Pérez and Torres (2017) and Plewa et al (2016) analyze the correlation between reputation management practices and business performance, reaffirming the critical role reputation plays in organizational success.
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 plays a crucial role in reducing information asymmetry between parties, allowing those with more information to reliably communicate their true qualities (Michael, 2002) In the labor market, candidates can send signals through their qualifications and skills, especially when their abilities are not directly observable by employers, who must interpret these signals to assess competence (Michael, 1973) Reputation serves as a vital organizational asset that conveys what an organization stands for, what it achieves, and its motivations, fostering trust and understanding among stakeholders such as employees, students, and supporters (Aula, 2015; Fombrun & Van Riel, 1997) From a game theory perspective, reputation functions as a form of evidence that helps predict an organization’s future actions, reflecting either genuine qualities or strategically crafted images, with the reputation often aligning with the organization's true characteristics (Aula, 2015; Clark & Montgomery, 1998; Weigelt & Camerer, 1988).
Signaling theory explains the behavior that occurs when two parties—individuals or organizations—possess unequal access to information, highlighting the importance of communication strategies The sender decides whether and how to send signals, while the receiver interprets these signals to make informed decisions This theory is widely recognized in management disciplines such as strategic management, entrepreneurship, and human resource management, emphasizing its relevance in understanding organizational behavior and decision-making processes (Connelly et al., 2011; Kromidha and Li, 2019).
Signalers, as insiders with exclusive access to vital information, communicate with outsiders who lack such insights, forming the core of signaling theory (Connelly et al., 2011; Kromidha and Li, 2019) Traditionally, signaling theory explains how new ventures with superior internal knowledge seek to attract external funding by effectively conveying their value and prospects (Connelly et al., 2011).
Michael (1973) developed signaling theory by modeling the labor market as a scenario where potential employers lack information about job candidates' true quality To address this information asymmetry, candidates pursue education to signal their competence, with higher education serving as a credible indicator that lower quality candidates cannot afford the rigor involved Unlike human capital theory, which emphasizes education's role in boosting productivity, signaling theory highlights education as a communication tool for unobservable qualities, thus supporting inclusive, equitable quality education and promoting lifelong learning opportunities for all.
Reputation plays a crucial role in signaling theory within business, serving as a strategic signal that conveys valuable information about a company (Shapiro, 1983) It is used to influence perceptions, enhance trustworthiness in partnerships, and reduce uncertainty caused by information asymmetry (Fombrun and Van Riel, 1997; Greenwood et al., 2005) For example, when a company's quality cannot be directly observed, establishing relationships with high-quality partners can act as a credible signal of its overall quality and reliability (Benjamin and Podolny).
Established institutions play a crucial role in shaping reputation, especially for new businesses that lack a strong track record New firms often rely on "reputation by association" by aligning with reputable actors or showcasing signals like strong financial performance, positive media coverage, or membership in high-reputation groups Research indicates that young startups facing uncertainty frequently engage with well-known venture capitalists and investment banks to build credibility and secure funding These reputation-building strategies are vital for new firms to establish themselves in competitive markets and attract investor confidence.
University reputation is influenced by key factors such as social contributions, leadership, environmental initiatives, funding, research and development, and student guidance, which collectively signal the quality and reliability of its education (Chen and Esangbedo, 2018; Esangbedo and Bai, 2019; Plewa et al., 2016) A strong reputation reflects both past accomplishments and future potential, shaping perceptions among students and stakeholders who engage with the institution Furthermore, a prestigious reputation fosters trust among students and helps reduce perceived risks associated with evaluating the university's performance and overall quality of education, ultimately enhancing its standing in the academic community (Morgan and Hunt, 1994).
This study applies signal theory to examine how social contributions, leadership, environmental factors, funding, research and development, and student guidance influence university reputation It also investigates the roles of student trust, student identity, and student commitment in shaping university reputation and behavioral intentions The findings support hypotheses H1 through H6, highlighting the significant impact of these signals on enhancing institutional reputation and fostering positive student behaviors.
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)
This thesis introduces the highly significant and innovative Theory of Planned Behavior (TPB), a comprehensive extension of the Theory of Reasoned Action, offering valuable insights into behavioral intentions.
The Theory of Reasoned Action (TRA), developed by Ajzen and Fishbein in 1975, highlights that behavioral intentions are primarily influenced by consumers’ attitudes toward behaviors and subjective norms As a key predictor of actual behavior, behavioral intention serves as a crucial focus in research because it directly informs whether an individual will act Understanding these factors helps predict consumer behavior and guides effective strategies to influence purchasing decisions.
The theory of planned behavior (TPB), developed by Ajzen in 1991, extends the theory of reasoned action to better understand human behavior Unlike its predecessor, TPB emphasizes that behavioral intentions are shaped not only by attitudes and subjective norms but also by perceived behavioral control, which assesses the ease or difficulty of performing a specific behavior This comprehensive framework addresses previous limitations by recognizing the role of perceived control in predicting an individual's actions.
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Ajzen (2010) defines behavior as observable responses in specific conditions aimed at achieving a particular goal He emphasizes that behaviors are manifestations of underlying intentions and attitudes aligned with the behavioral mechanism When behaviors are straightforward and do not involve complex control issues, they can be predicted with high accuracy based on individuals' intentions, as supported by Ajzen (1991).
Theories and behavioral attitudes: Theories of behavior are similar to positive or negative assessments that a person is involved in questionable behavior (Ajzen,
The research model and hypotheses
Reputation plays a crucial role as a strategic signal in business, providing valuable information about a company's past and future activities (Shapiro, 1983) It serves as a deliberate tool to influence stakeholders and impact key factors affecting organizational success In the context of universities, reputation signals information to students and other stakeholders, shaping their perceptions and interactions with the institution This signaling function enhances trust and credibility, making reputation essential in stakeholder decision-making and overall institutional reputation management.
A prestigious university reputation enhances student trust and reduces perceived risks when evaluating overall performance and educational quality Indicators such as social contributions, leadership, campus environment, funding, research and development, and student guidance serve as reliable signals of institutional quality, significantly influencing university reputation According to signal theory, these elements underpin hypotheses H1 through H6, highlighting their critical role in shaping perceptions of educational excellence.
Plewa et al (2016) developed a comprehensive model identifying six key factors that influence university reputation, including the quality of teaching staff, course materials, administrative support, facilities, campus life, and industry linkages, highlighting the essential components that shape perceptions of higher education institutions.
Recent developments have made more information on university reputation widely accessible Chen and Esangbedo (2018) identified six key factors influencing university reputation: social contributions, environment, leadership, funding, research and development, and student guidance They evaluated Chinese universities' reputations using a hierarchical model and further enhanced their assessment with the Grey Regulatory Focus Theory (GRFT) weighting design These insights highlight the importance of comprehensive evaluation methods in understanding and improving university reputation.
Esangbedo and Bai (2019) advanced the Grey Regulatory Focus Theory (GRFT) by refining its weighting design for assessing university reputation Their research emphasizes the importance of social contributions, environmental initiatives, leadership quality, funding, research and development (R&D), and student guidance as key factors in shaping and modifying university reputation.
University reputation is influenced by various factors, including social contributions, leadership, quality of teaching staff, campus environment, funding, research and development efforts, academic programs, facilities, and student guidance services (Chen & Esangbedo, 2018; Esangbedo & Bai, 2019; Plewa et al., 2016) These elements collectively shape the perception and credibility of an institution, making them crucial considerations for university branding and development.
Consequently, we propose the following hypotheses:
Hypothesis 1 (H1): Social Contributions (SCN) have a positive impact on University Reputation (UR).
Hypothesis 2 (H2): Leadership (LE) has a positive impact on University
Hypothesis 3 (H3): Environment (EN) has a positive impact on University Reputation (UR).
Hypothesis 4 (H4): Funding (FU) has a positive impact on University Reputation (UR).
Hypothesis 5 (H5): Research and Development (RD) have a positive impact on
Hypothesis 6 (H6): Students Guidance (SG) has a positive impact on University Reputation (UR).
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 expanded the theory of reasoned action (TRA), proposing key components that influence an individual's behavioral intentions (Ajzen and Fishbein, 1980; Fishbein and Ajzen, 1975) Building on this, the theory of planned behavior (TBP) was developed to explain decision-making processes in various contexts, including business settings (Fishbein and Ajzen, 1977; Quintal et al., 2010) According to the TBP theory, emotional and psychological aspects of corporate reputation—such as affability and ability—play a crucial role, as they reflect how the public generally perceives a firm Recognizing these emotional and psychological components is essential when studying public behavior and perceptions of corporate reputation (Suárez et al., 2020) In this dissertation, the theory of planned behavior provides the foundational framework for testing behavioral hypotheses within the research model.
This study focuses on the Vietnamese market, incorporating both key theoretical factors and additional variables tailored to Vietnam's unique economic, cultural, and social context to better understand university student retention The research model demonstrates that trust directly impacts students’ retention decisions and also indirectly influences them through perceived benefits and perceived risks These relationships support hypotheses H7 through H12, providing a comprehensive framework for analyzing factors affecting student retention in Vietnam.
Research by Keh and Xie (2009) demonstrated that corporate reputation significantly influences client social goals, highlighting its impact on customer trust, commitment, and identification with the firm or product Their proposed model shows that corporate reputation positively affects client trust and identification, which in turn enhance purchase intentions and willingness to pay a premium Additionally, client commitment plays a mediating role between trust, identification, and customer behavioral intentions, emphasizing the importance of a strong organizational reputation in fostering long-term customer relationships.
Figure 2.2 The model of Keh and Xie (2009)
Rather (2018) developed and empirically tested an integrative model highlighting the significant influence of client brand identification on hotel brand loyalty, with findings showing that brand identification positively impacts satisfaction, trust, and commitment The study emphasizes that commitment mediates the relationship between client identity, trust, satisfaction, and loyalty, underscoring the critical role of commitment in fostering long-term brand allegiance Additionally, the research notes that while customer identity and commitment are closely related, they are distinct constructs within the hospitality industry, offering valuable insights for enhancing hotel customer loyalty strategies.
Figure 2.3 The model of Rather (2018)
Heffernan et al (2018) highlight that student conduct in international education partnerships is significantly influenced by key relational factors such as university reputation, learner trust, and student identity Their research identifies university reputation and student trust as primary predictors of student identification with partner institutions Additionally, student identity plays a crucial role in driving student satisfaction, commitment, and extra-role behaviors toward both local and international educational organizations These findings suggest that effective student relationship management should prioritize enhancing the institution's image and fostering trust and a strong sense of identity among students.
Figure 2.4 The model of Heffernan et al (2018)
Nuraryo et al (2018) highlighted the significant impact of corporate identity on corporate reputation within a business school setting Their study revealed that a strong corporate identity substantially enhances the institution's reputation, which subsequently plays a role in student retention Additionally, the research found that corporate reputation has a modest but meaningful influence on maintaining student satisfaction and encouraging students to stay enrolled.
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 and longevity of relationships, with partners often prioritizing long-term benefits over immediate gains (Liu et al., 2019) Demonstrating reliability through investment in assets specific to a transaction reinforces trust and commitment between parties Additionally, relationship commitment is a key factor in building an organization’s strong and enduring reputation Based on these insights, this dissertation proposes Hypothesis 7 (H7) to further explore the importance of commitment in organizational success.
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 highly reputable businesses are more likely to gain consumer trust, as strong reputations embody traits such as credibility, efficiency, and trustworthiness, reflecting the integrity and goodwill of the company A good reputation serves as a foundation for clients to establish trust, emphasizing the importance of maintaining a positive corporate image Corporate reputation is often considered a "fragile resource" that requires significant time and effort to build but can be easily damaged, making trustworthy behavior crucial Companies perceived as reliable are less likely to engage in negative actions, boosting consumer confidence in their honesty and reliability Keh and Xie (2009) also identified confidence in supplier credibility as a key cognitive process in developing industrial trust, while Agarwal et al (2015) confirmed that a strong 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
Research indicates that trust and commitment are fundamental pillars of relationship marketing, significantly enhancing a company's efficiency, efficacy, and productivity (Morgan and Hunt, 1994; Rather, 2018) Empirical studies in marketing demonstrate that these elements serve as central mediators influencing corporate actions and customer behavioral intentions (Keh and Xie, 2009; Rather, 2018), highlighting their critical role in fostering sustainable business relationships.
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.