Transnational higher education

Abstract

Purpose-The purpose of this paper is to assess the extent to which the critical relational variables of university reputation, student trust and student-university identification influence student behaviour towards transnational education partnerships. Design/methodology/approach-Students undertaking British degrees at two transnational partnership locations (Hong Kong, n ¼ 203 and Sri Lanka, n ¼ 325) completed a quantitative survey questionnaire. A conceptual model was developed and tested using structural equation modelling. Findings-University reputation and student trust were found to be significant predictors of student identification with each partner institution, and student-university identification was a significant predictor of student satisfaction, loyalty and extra-role behaviours towards both the local and foreign educational organisations. Practical implications-The findings suggest that student relationship management strategies should focus on strengthening the higher education institution's reputation, and increasing the students' trust and identification with the institution. Moreover, universities should also assess potential partners for these qualities when entering into transnational education partnerships. Originality/value-Drawing on theories of social and organisational identification, this is the first study to consider student-university identification as the linchpin between the exogenous constructs of reputation and trust, and the endogenous constructs of student satisfaction, loyalty and extra-role behaviours in both the international education and international business literatures.

Trust-Based Quality Culture Conceptual Model for Higher Education Institutions

“…They highlight also that such independent evaluations of HEIs might reflect the use of distinct inferential bases for the evaluations. Student trust were found to be significant predictors of student identification with higher education institutions [35]. Carvalho and Mota [61] demonstrated that trust in both the HEI's personnel (faculty and staff members) and in the HEI's management (as reflected in its administrative and process policies and practices) increases students' perception of value of the HEIs, which in turn leads to student loyalty.…”

“…Customer loyalty is typically analysed in terms of preferences and intentions, which might be regarded as attitudinal loyalty [66]. In our study, we apply the attitudinal loyalty approach that defines loyalty as the situation in which a consumer holds a favourable view of an organisation and feels an emotional attachment to the organization [35].…”

“…This concerns individual trust of a particular person. The principal definition of loyalty, used in this study, defines this concept as the situation in which a consumer holds a favourable view of an organisation and feels an emotional attachment to the organization [35]. In case of HEIs context, a consumer is understood as students, faculty and administration staff.…”

“…In order to gain and maintain satisfied students and academia members, HEIs focus on building trust that is aligned with developing a high reputation for the institution and loyalty among students and faculty. Reputation and related constructs, such as prestige, brand personality and identity attractiveness, have been well-established as predictors of consumer-organisation identification [34], but fewer researchers have considered the influence of trust [35]. Although the literature on the topic of customer satisfaction and loyalty is very rich, there are not many studies on trust as a basis of satisfaction, and loyalty from students' perspective in higher education.…”

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

“…According to Heffernan, Wilkins and Butt [19], 'students' trust in an educational institution has been shown to have numerous positive outcomes, including confidence to select and enrol in a programme, increased student loyalty and engagement'. However, Kharouf, Sekhon and Roy [20] identify that ownership of trust ultimately belongs to the student and can be affected by the behaviours of the HEI.…”