Medición De La Imagen De La Universidad Y Sus Efectos Sobre La Identificación Y Lealtad Del Egresado: Una Aproximación Desde El Modelo De Beerli Y Díaz (2003)

Díaz, María Walesska Schlesinger; Mesta, Ma Ángeles; Sánchez, Raquel

doi:10.1016/s1138-1442(14)60012-7

Cited by 26 publications

(35 citation statements)

References 32 publications

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“…Affective image. We agree with different authors that, in addition to cognitive dimensions, it is important to consider the affective component in the formation of the perceptions of a university (Beerli et al 2002;Alessandri et al 2006;Yang 2008, 2009;Bakanauskas and Sontaite 2011;Cervera et al 2012). In this research, we understood "affective image" to be the set of human characteristics that people attribute to a university due to the feelings aroused from the direct and indirect experiences they have and have had of it.…”

Section: Conceptualization Of the University Image: A Higher-order Fosupporting

confidence: 91%

The university image: a model of overall image and stakeholder perspectives

Sabando¹,

Forcada²,

Calvo³

2019

cuadernosgestion

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In order to further knowledge regarding the factors that have most influence on the university image, a measurement model was established in this research from the perspective of society and validated using covariance structure analysis. In addition, to ascertain whether such factors and/or their degree of influence differ among stakeholders, an evaluation of measurement invariance was conducted to find out what implications there are for image formation when the perspectives of the different stakeholders are considered. Five samples of stakeholders were used (society, prospective students, current students, graduates, and companies), totaling 1760 respondents. The results showed that affective image, perception of teaching resources, and perception of graduate training significantly influence the formation of overall university image from the perspective of society and that the image structure identified from this perspective is shared by companies, although some differences are observed. However, the model needs adapting to consider the perspectives of prospective students, current students, and graduates. The results also suggested that affective issues have a major importance in image formation from the perspective of all the stakeholders considered and that it is in the cognitive aspects where differences between them become more patent. These findings constitute a valuable contribution for marketing literature as so few works have addressed the study of the university image adopting the standpoint of society or the comparison of different stakeholders. Further, they provide guidance to university managers when determining which aspects are recommendable to act upon for the projection of a favorable image to various audiences.

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Section: Conceptualization Of the University Image: A Higher-order Fosupporting

confidence: 91%

The university image: a model of overall image and stakeholder perspectives

Sabando¹,

Forcada²,

Calvo³

2019

cuadernosgestion

View full text Add to dashboard Cite

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“…It is noteworthy that cognitive components relate to tangible aspects of the organization whereas the feelings related to it and that reflect intangible aspects are addressed by affective components (Palacio et al, 2002;Cervera et al, 2012). The literature review performed has led to the development of four hypotheses to be tested by this research: H1:The cognitive image of a public higher education institution is significantly associated with its affective image; H2:The cognitive image of a public higher education institution is significantly associated with its global image; H3:The affective image of a public higher education institution is significantly associated with its global image; and H4:The length of interaction of students with the educational institution significantly affects their perception of the global image of a public higher education institution.…”

Section: Theoretical Referencementioning

confidence: 99%

Corporate Image of Public Higher Education Institutions: Relevant Factors to Distance Learning Students

Costa¹,

Pelissari²,

Gonzalez³

2018

Turkish Online Journal of Distance Education

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Technological advances are generating a significant increase in the supply of distance learning (DL) courses via the Internet, increasing the importance of this type of education for the university's structure. This article identifies factors associated with perceptions of the public higher education institutions' image from the perspective of DL students. This is a field study that is exploratory, descriptive and quantitative in nature. The units of analysis are institutions in the Higher Education Distance Learning Centre of the state of Rio de Janeiro (Centro de Educacao Superior a Distancia do Estado do Rio de Janeiro -CEDERJ) consortium that offer undergraduate courses, and the observation units are students enrolled in the Sao Fidelis Centre (Polo de Sao Fidelis). The data were collected by means of a survey, then tabulated and analyzed using the SPSS program. The results indicate that the image is a snapshot, generated from the current stimuli projected by the organization and translated by the public, based on relevant cognitive and affective aspects, according to the individual's manner of observing the environment. The study demonstrates the multidimensionality of the image and that the studied institutions' global image is associated most strongly with their affective image. Furthermore, the results show that the amount of time that a member of the public interacts with an organisation does not affect her perception of that organization's image.

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“…Como conclusiones generales de los resultados obtenidos en el contraste de hipótesis, destacar que el modelo global planteado demostró una relación positiva y directa entre las cuatro variables descritas y el capital de marca con respecto al personal estudiante universitario, apoyando así otras investigaciones en torno a la notoriedad de marca (Mourad et al, 2011;Pinar et al, 2014), la imagen de marca (Cubillo et al, 2006;Cervera et al, 2012), la calidad percibida de marca (Brown y Mazzarol, 2009;Rojas-Méndez et al, 2009;Williams et al, 2013;Pinar et al, 2014) y la lealtad de marca (Rojas-Mendez et al, 2009;Cervera et al, 2012;Pinar et al, 2014).…”

Section: Conclusiones E Implicaciones Gerencialesunclassified

“…Así, y en el escenario descrito, la realización de la presente investigación supone un avance científico en la disciplina de marketing puesto que hasta la fecha, aunque se han realizado investigaciones específicas del capital de marca y las variables que lo componen (Farquhar, 1989;Aaker, 1992;Keller, 1993;Faircloth et al, 2001;Yoo y Donthu, 2001;Delgado-Ballester y Munuera, 2002;Buil et al, 2010), existen muy pocas investigaciones que analicen exhaustivamente la percepción del capital de marca a través de opiniones de los estudiantes en instituciones educativas de carácter superior en España (Cervera et al, 2012). Asimismo, puede servir de ayuda a los directivos universitarios puesto que pueden descifrar las claves en cuanto a las opiniones de sus estudiantes universitarios con respecto al capital de marca educativo y generar, con ello, estrategias adecuadas para mantenerlo o mejorarlo.…”

Section: Introductionunclassified

Student loyalty as a key variable to build university brand capital

Casanoves-Boix¹

2017

ESIC Market

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A través de la presente investigación se pretende analizar el papel del capital de marca en el sector educativo entre los estudiantes universitarios. Para tal fin, se analizan las principales aportaciones de la literatura al estudio del capital de marca y su aplicación en el sector educativo, identificando qué variables determinan el mismo en la educación superior. Una vez establecido el modelo de capital de marca susceptible de aplicación en el sector educativo, se lleva a cabo un estudio empírico contando con una muestra cuantitativa de 1.133 respuestas válidas procedentes de estudiantes universitarios. Los resultados obtenidos muestran la repercusión de cada una de las variables del capital de marca sobre dichos pupilos, siendo: notoriedad de marca, imagen de marca, calidad percibida de marca y lealtad de marca.Palabras clave: marketing, capital de marca, educación superior, estudiantes universitarios, sistema de ecuaciones estructurales.Códigos JEL: M31.

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Medición De La Imagen De La Universidad Y Sus Efectos Sobre La Identificación Y Lealtad Del Egresado: Una Aproximación Desde El Modelo De Beerli Y Díaz (2003)

Cited by 26 publications

References 32 publications

The university image: a model of overall image and stakeholder perspectives

The university image: a model of overall image and stakeholder perspectives

Corporate Image of Public Higher Education Institutions: Relevant Factors to Distance Learning Students

Student loyalty as a key variable to build university brand capital

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