The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
A Structural Evaluation of University Brand Equity Dimensions: Evidence from Private Indian University
|
Author(s): Vikrant Kaushal (School of Hotel Management and Tourism, Lovely Professional University, Phagwara, India)and Nurmahmud Ali (School of Hotel Management and Tourism, Lovely Professional University, Phagwara, India)
Copyright: 2019
Volume: 10
Issue: 2
Pages: 20
Source title:
International Journal of Customer Relationship Marketing and Management (IJCRMM)
Editor(s)-in-Chief: Riyad Eid (United Arab Emirates University, UAE)
DOI: 10.4018/IJCRMM.2019040101
Purchase
|
Abstract
The purpose of this article is to employ brand equity concepts to higher education. In doing so, the effects of certain dimensions, namely: university image, perceived quality, perceived value, and student satisfaction, on student loyalty are examined. A survey of 438 students enrolled in various programs was conducted on a large private university in north Indian state of Punjab. To arrive at an acceptable model, structural equation modelling was used and various hypotheses were tested. In the sampled data it was found that unlike theoretical indications, perceived quality was not found to be influencing student loyalty, moreover satisfaction only showed diminutive impact. However, perceived value emerged as the most important dimension in affecting students' loyalty behaviour. The study also highlights vital implications, limitations and scope of further studies.
Related Content
Ali Khalil.
© 2024.
15 pages.
|
Nehal M. Allam, Marwa M. Mansour.
© 2024.
20 pages.
|
Faouzi M. Ayadi, Thamir H. Alaskar, Wassim J. Aloulou, Amin Khalil Alsadi.
© 2024.
24 pages.
|
Omar A. Alghamdi.
© 2023.
21 pages.
|
Nada Abdulla Al-Kubaisi.
© 2023.
21 pages.
|
Nicole Bronwin Morrison, Richardson Shambare, Tarisai Fritz Rukuni.
© 2023.
16 pages.
|
Bilal Ahmad Ali Al-Khateeb, Fakher Moncef Jaoua, Elsayed Sobhy Ahmed Mohamed.
© 2023.
25 pages.
|
|
|