Correlation Between Student Retention Actions and Brand Resonance in a

Higher Education Institution

Andrés David Gutiérrez Torres

Fundación Universitaria Konrad Lorenz

Laura Mercedes Moreno Hernández

Fundación Universitaria Konrad Lorenz

Research relating Consumer Based Brand Equity and students’ permanence intention in the educative
institution, was performed. A descriptive correlational study was carried out, using a non-probabilistic
sampling with 453 participants in total, which answered a survey that included the variables used by the
Colombian National Education Ministry (Ministerio de Educación Nacional de Colombia) to measure
permanence actions as well as other variables related with the brand equity model, which were specifically
developed for the main purposes of this study. The most important results suggest a positive association
between internationalization processes and the permanence intention in the institution; a correlation
between perception of the permanence actions and the brand equity in the Superior Education Institution
(IES, because of their acronym in Spanish); in the same way, a strong connection between Keller’s Brand
resonance model and the Institutional Abandonment of Tinto’s. This evidenced relationship would allow
the strengthening of permanence and lowering of student’s abandonment.

Keywords: brand equity, consumer psychology, permanence college, higher education

INTRODUCTION

Recently, with the need for universalization of education, and the immersion of universities in the
business landscape, higher education institutions have focused their efforts on keeping and retaining their
clients (students).
Towards the end of the 20th century, education started to be more accessible and inclusive than it was
(Denegri, Cabezas, Novoa, Peralta & Estrada, 2013). According to the world bank (2017), access to superior
education in Latin America raised from 21% in 2000 to 40% in 2010. The access to private universities
rose to 50% in 2013. That growth has led universities to consider new strategies in their social,
organizational, and quality levels, to avoid students’ desertion. This effort comes from the idea of
universalization of education, but also comes from the fact that education, in commercial and economical
terms, has become an extremely competitive field, and a good business.
As a result, the universities face challenges when it comes to recruiting new students, retaining them
(therefore, increasing their permanence), and in the long run, making that their graduates return to their
alma mater. That is how more universities aim to develop better relationships with their students and, their
perception of the university’s brand.

Journal of Higher Education Theory and Practice Vol. 21(13) 2021 13

 The following section will describe the models to increase student permanence that is used by higher
education institutions, what are their characteristics, and their relevance for the present study.

Student Permanence
For the national ministry of education in Colombia (2009) “permanence” is understood as the academic
success of the student. It is understood as the successful completion of the study program in which the
student started. It involves a sustained behaviour over time, and it has to do with loyalty to the brand or
service, a sense of belonging, and projection into the future. The ministry considers some crucial aspects to
promote student permanence, and the reduction of students’ desertion in higher education: academic
tutorship; levelling courses, which aim to estimate and strengthen the previous knowledge from the
students; economic support (scholarships, subsidies, and credits); vocational orientation; attitudes, and
expectation fulfilling.
On their behalf, Berger, Blanco & Lyon (2012) understand permanence as the desire and the action
coming from the students to stay in the higher education system and get their academic degree. They
establish a difference between student permanence and student retention. For the authors, retention is the
set of actions that higher education institutions design and execute to achieve that their students can stay
from their admission to their graduation. Similarly, Hundrieser (2008), cited by Torres (2012) considers
that student permanence is the successful completion of the academic objectives. This has to do with the
educative, motivational, and social characteristics of the student.
Fonseca & García (2016), say that desertion must be studied from an organizational focus. Doing so
shows that the decision about staying is not entirely dependent on the student’s will, but also a big deal of
it involves exclusively institutional factors. Their model has its bases on Tinto’s institutional abandonment
model (1987), which assumes that the student’s success in an educational institution is mediated by
expectations, academic and social relationships inside the university, and the previous factors to the
admission into the institution, such as, vocational orientation, learning styles, and interests. These factors
can affect the student’s adaptation to university life, for example, academic performance during secondary
school. Tinto’s model affirms that there is a strong relationship between student permanence and the social
interactions that involve the student and their institution.
Seidman (2005) posits that a good way to enforce student retention (and therefore increasing
permanence), is being able to detect early warning signs, preferably, at the admission time to identify the
students’ needs and provide the corresponding services and support to satisfy their users. It is necessary to
note that the students’ permanence is important for the effect it causes in the students, and as mentioned by
Greenberg, in García, Núñez, Salas y Suanya (2013), because it implies greater financial benefits for the
institution. If the student keeps their process going, the income to the university keeps steady. However, it
is important to keep in mind that that involves that the institution investments to ensure academic and
technological quality, infrastructure, and personalized services. In consequence, the quality and reputation
of an educative institution are some of the main factors that guide the user to choose an institution, do the
matriculation, and, in the future, the intention of staying in the institution.
The next section will introduce two theoretical models that are complementary to the model of Tinto
of institutional abandonment and that were used in the present study.

Theory of Reasoned Action and Student Permanence (Fishbein & Ajzen, 1975)
This theory stems from the behavioural model and was proposed by Fishbein & Ajzen, 1975. In their
model, they assert that beliefs and attitudes can affect behaviour. Therefore, the decision on whether to
desert or staying in the educative institution would be made according to the consequences obtained from
similar choices that had happened along with the learning history of the decision-maker. Accordingly, social
norms can elicit an intention of behaviour, and new systems of beliefs and attitudes. In the context of higher
education institutions, student permanence is an antecedent that can strengthen behavioural intentions.

14 Journal of Higher Education Theory and Practice Vol. 21(13) 2021

Keller’s Model: Brand Equity Based on the Consumer or Brand Resonance
This model separates in levels regarding brand equity. The first level corresponds to identity, which
involves a first contact and affinity between the consumer and the brand to achieve that the brand stays
permanently in the consumers’ memory and is associated with a specific need. The second level involves
brand meaning generation which comes from the tangible and intangible bonds with the brand. The third
level corresponds to responses that are associated with feelings and judgments regarding the brand. Finally,
in the fourth level is the brand relationship, which is expected to be long-lasting and active on behalf of
consumers (Kotler & Keller, 2009).

Brand Value in the Institutions of Superior Education

In the context of marketing of educative institutions, brand value is described by Kotler (in Filip, 2012)
as the planning, implementation, and careful control that aims to design the institutional programs,
considering the demand in the market (in this case, the educative market). In consequence, how the
institutional image is formed affects the competitiveness of the company and the labour market. That image
includes the active students but also includes the perception that graduates from the institution. Therefore,
as Berdivayeba (2013) mentions, is not enough to consider the statistics, but is also necessary to identify
stereotypes, social representations, social environment, and symbols existing in the community and that are
associated with the institution. The research evidence points out that there are symbolic relationships and
brand identity. For example, Kalafatis, Ledden, Riley y Singh (2016) found relationships between
permanence actions at the marketing level and the added brand value.
Yuan, Liu, Luo & Yen (2016) conclude that marketing actions get better brand identity processes when
those are focused on internationalization; the authors also highlight the importance of studying the social
aspects of permanence and institutional image, in terms of social representations, consumption styles, and
lifestyles.
Štefko, Fedorko y Bačík (2015) consider that the webpage and virtual classrooms (page design, clarity,
contents) are important materials to build a strong and positive image of the university. Accordingly, they
recommend e-marketing as a fundamental tool to divulge, build and socialize the brand value. Palmer,
Koenig- Lewis y Asaad (2016) suggest that brand value studies should be done in different universities and
contexts, as the social environment, culture, and story of every institution, may throw different results
regarding the brand value, and therefore, the results are hard to generalize. In the same idea, Rauschnabel,
Krey, Babin e Ivens (2016), suggest that studying different universities and considering the social
environment in which those are. However, they also highlight the importance of studying brand value as
something strongly related to market competitivity and the decision of the students of staying in the same
institution.
Girard y Trapp (2013) studied the brand resonance model used by Keller and found that the highest
brand value on behalf of the students was the quality of the faculty to which the study belonged. The second
factor in importance in the process of brand value was the overall image of the university. Furthermore,
they found that emotional factors and brand loyalty were second plane factors. They suggested that studying
the emotional factors in the CBBE model from Keller; they also suggest creating a measurement instrument
of brand value to study the interactions of the multiple dimensions that comprise the brand value building
process.

METHODOLOGY AND INSTRUMENT

The sampling used in this study was non-probabilistic and convenience based. We calculated the
sample size considering the total of the undergraduate students in the presential modality in a regional
private university (3.415, according to the numbers of the admission and registration office of the
university), applying the corresponding formula, with the confidence of .95, the calculated sample was a
total of 345 people. The final sample had 453 participants; the total time of data collection was 30 days.
We designed an instrument for this research. It included the variables that the education ministry uses
to measure the permanence actions executed by the universities (tutoring services, university wellbeing,

Journal of Higher Education Theory and Practice Vol. 21(13) 2021 15

communication with the lecturers, orientation in university life, inclusive education, and economical
support). The instrument also included the brand resonance variables from the research of Girard & Trapp
(2013). Besides, we included socio-demographic variables. We also included three dichotomic variables in
which we asked the students about their permanence in the university (possibility of matriculation on the
next semester), the intention of studying a postgraduate program in the same university, and their intention
of recommending the university to third parties. We validated the instrument before its use with the
corresponding sample.
The validation process included expert validation, pilot testing, and statistical validation. After the
validation, the resultant Cronbach’s alpha was 0.89, which is an indicator of the internal consistency of the
instrument. This study used a quantitative, descriptive correlational design. The main objective of this
research was to find the relationship between brand value variables in Keller’s model, brand equity based
on the consumer, and intention of student’s permanence in the university.
The statistical analysis was performed using SPSS 21. The analysis included: Cronbach’s alpha
coefficient, descriptive statistics, normality tests, frequencies, a test of Chi-squared, and Spearman’s
correlation tests.

ETHICAL CONSIDERATIONS

This research was planned and developed according to the parameters contemplated in the law 1090 of
2006, which regulates the professional exercise of psychology in Colombia. We acted in concordance with
article 20, of the mentioned law, which specifies the need for impartiality when the researchers have
contraposing interests.
To gather the data, it was necessary to address an authorization from the institution. The director of the
institution signed the document that stated that he agreed to assess the students in the presential programs
to participate in the study. In the documents, was also clear that the director agreed with the incentive that
the students will be receiving for taking part in the research. We incentivize the participants by offering
them to take part in a raffle.
We put special attention to the articles: 50., which ensure following ethic guidelines of ethics and
dignity and keeping the well-being and the rights of the participants; 51., literal c., that asks to guarantee
that at the end of the research, all the participants have access to the full objective and variables of the
research; and 56., in which it is stated that every professional in psychology has intellectual rights over the
work developed individually or collectively, accordingly with the copyright legislation existing in
Colombia.
We followed the confidentiality and anonymity guidelines and gave to the participants the e-mail of the
researcher, in case they wanted to get full information on the results of the research via e-mail.

ANALYSIS AND RESULTS

Chi-Squared Test
To study the relationship between the variables included in Keller’s model of Brand equity based on
the consumer, we crossed tabulated the answers to every item corresponding with the phase of the model
(identity, meaning generation, and responses) and the answer to the three dichotomous questions in the
study (intention of permanence, the intention of doing postgraduate studies in the same institution, and
recommending the university to third parties). We wanted to assess which elements of Keller’s models were
correlated with the variables. The statistically significant values are shown in the following table.

16 Journal of Higher Education Theory and Practice Vol. 21(13) 2021

 TABLE 1
CROSSED TABULATION OF THE VARIABLE IDENTITY DIMENSION OF THE BRAND
AND INTENTION TO RECOMMEND THE INSTITUTION TO THIRD PARTIES

Would you recommend

to third parties to study
in the institution in Total
which you study/ are
studying?
No Yes
The university
Not very
has national count 0 21 21
important
prestige
Important count 3 127 130
Total Very important count 25 277 302
Total Count 28 425 453
The asymptotic value for significance was 0.003 in this case. Source. Own elaboration with the SPSS output.

Table 1 displays the statistical differences in terms of the frequencies of the variables of interest
(p=0.05); it shows that people that are interested in recommending their institution, consider it important
that the institution has good prestige at the national level.
Table two displays the results of studying the dimension of meaning generation. In this analysis, we
crossed the question regarding permanence intention and the existence of internationalization programs in
their university. We found that is there a greater amount of people that consider as a “very important” the
existence of internationalization programs and that this frequency is related to the intention of matriculation
on the next semester. We consider that this might be the brand element that would be contributing in greater
amount to student permanence and to the brand resonance, which seems to confirm the hypothesis of this
study.

TABLE 2
CROSS TABULATION ON THE VARIABLE’S INTERNATIONALIZATION OPPORTUNITIES
AND PERMANENCE INTENTION

Am I going to
renew my
Total
matriculation on
the next semester?
NO YES
Not very
Count 2 4 6
important
The university offers
internationalization Important Count 21 75 96
programs
Very
Count 37 314 351
important
Total 60 393 453
The asymptotic value for significance was 0.005 in this case. Source. Own elaboration with the SPSS output.

Journal of Higher Education Theory and Practice Vol. 21(13) 2021 17

 Table 2 shows that in the present research, only the internationalization programs are related to the
intention of permanence. We crossed all the items corresponding with the phases of Keller’s model and we
found that only the internationalization processes (that belongs to the dimension “brand meaning”) have a
statistically significant relationship with the intention of keeping their studies in the same institution, in
comparison with the other variables measured with this instrument.

Spearman’s Correlation Coefficient

A Spearman’s correlation coefficient was used to study the relationship between permanence actions
and brand value, and we found a strong relationship (ρ = 0.997, p <0.0005).

TABLE 3
SHOWS THE OUTPUT OF THE MENTIONED RELATION

Permanence
Brand Value
Actions
correlation
Permanence Actions 1 0,997
coefficient

Sig (bilateral) 0,000

N 454 454
Spearman Rho
correlation
coefficient

Brand Value Sig (bilateral) 0,000

N 454 454

DISCUSSION

This research aimed to study the relationship between brand value according to Keller’s model, brand
equity based on the consumer, and the students’ intention of staying in the university they were currently
studying. Our results show a statistically significant correlation (ρ = 0.99) between permanence actions
performed on behalf of the university (individual and grouped psychosocial intervention, sports and culture
courses, economic subsidies, academic tutoring with peers or with lecturers, inclusive education processes,
and other activities oriented to promote wellbeing in the university life) and the importance that the brand
has for the student and their subsequent decision of staying and continuing their studies in the same
institution. The better appraisal about the permanence actions executed on behalf of the university, the most
important the brand starts to be to the students.
Our results are coherent with the findings of Kalafatis et al. (2016), in their research they reported that
student permanence actions strengthen the construction of brand value in the higher education institutions.
Accordingly, Dennis, Papagiannidis, Alamanos y Bourlakis (2016), found that the student’s retention is
strongly related to brand variables.
In this research, we also found that the internationalization processes contribute to the emotional link
between the student and the university, and therefore, their intention of staying in the same institution. This
supports the findings of Yuan et al. (2016), who reported that brand identity is strengthened when the
marketing has a special focus on the internationalization processes of the university. In our study, we also
found that the meaning generation phase also adds up to the brand resonance process.
Our results are concordant with the models of reasoned action (Fishbein & Ajzen, 1975) and the model
of institutional abandonment by Tinto (1987); particularly because the relationships that happen inside the

18 Journal of Higher Education Theory and Practice Vol. 21(13) 2021

institution that the students can get either positive or negative feedback to their expectations and, in
consequence, to decide if they would like to stay or to leave the institution in which they are currently
matriculated. In this relationship, the elements of Keller’s model brand value that are important are identity,
meaning generation, and interactions between the brand and the students. The concrete elements regarding
this relationship are the academic, and wellbeing actions performed on behalf of the university to try to
ensure student’s permanence. These results provide an important element that can be understood as
transversal in the institutional abandonment model. Therefore, in this article, we suggest a new model
approach to students’ permanence. (Figure 1)

FIGURE 1
MODEL OF STUDENT PERMANENCE AND BRAND RESONANCE IN HIGHER
EDUCATION INSTITUTIONS

Source: own elaboration based on the results of this research and the basic theoretical models.

In our model, the dynamics of the academic and social interactions that the student has inside the
institution shape the brand value of the institution. This is capital in the process of strengthening the identity
and meaning of the institution to the student, and in consequence, the future emotional link with the brand.
Our model combines educative marketing, the behavioural perspective of student permanence and
keeps the most relevant elements from the organizational model of institution abandonment. This model is
an integrated alternative to strengthen the relationships that can be created between the students and every
instance of the university, to accomplish their expectations and objectives. In this model, we consider that
the subject’s experience inside the university context is key for the global brand and the continuity of the
subject’s studies.
We suggest keeping in mind the factors that are originally considered in the institutional abandonment
model, such a students’ history and personal learning process, and vocational orientation. According to
these, the candidate looks for the institution in which they would like to study according to the recognition
or positioning of the university in the national context (brand identity), the associations of the institution
(brand meaning), and the responses to the brand (which involves all the possible previous interactions that
the subject or someone related had to have with the brand or any instances of the institution.
According to the previous aspects, the applicant makes the decision of studying in the institution and
once admitted and matriculated, becomes a student. At that moment, the student gets inside the processes

Journal of Higher Education Theory and Practice Vol. 21(13) 2021 19

of academic and social integration that Tinto (1987). Social interactions between classmates and teachers,
academic performance, and extracurricular activities (usually the ones that involve university wellbeing)
have a capital role in accomplishing the previous expectations of the student, and therefore, giving feedback
on the three phases that correspond to consumer-based brand equity.
Then, using as antecedents the experienced consequences in the academic and social interaction, the
student can make the choice of staying or deserting, which simultaneously generates an emotional link with
the brand (brand resonance). If the student’s expectations are fulfilled (in other words, is positively
reinforced), it can lead to a positive emotional link with the brand. This leads to students’ permanence and
in consequence, increases the probability of the student recommending the university to other potential
students or the student continuing their studies in the same institution after their graduation. On the contrary,
if the expectations are not fulfilled, and the social and academic integration have a negative valence, the
consequence is interpreted as a punishment, and in consequence, the possible emotional link with the brand
will be negative and will increase the risk of desertion and a lower probability of recommending the
institution to other people in the future.
After our presentation, we would like to bring some considerations that are necessary for the application
and future research using this model.
First, the correlation that was found between brand value and permanence actions, can constitute a
relevant element to take into account in the strategies that are designed in the educational institutions and
that aim to strengthen student permanence. The inclusion of brand value elements suggests that this type of
action can complement educative marketing to consolidate processes of emotional linkage with the brand,
and with the expectation, fulfilment to increase student’s permanence. Furthermore, finding that positive
perception of permanence actions increases the perceived brand value, allows us to recommend that the
units or departments in charge of permanence actions use their area names only in the context of internal
processes of the institution; in other words, we recommend that the university identity is enforced as a
brand, to avoid that the good emotions are linked exclusively to the unit that is offering the service (for
example, student welfare office or graduates office).
In the light of the current results, these actions would allow that the meanings and the responses to the
brand strength and in consequence, extended to the emotional link that is aimed to create inside the brand
resonance proposed here. However, it is necessary to be cautious, given that our results come from a single
educative institution. Even when the results are coherent and related to previous research in the field, we
suggest that future research must collect samples from more than one institution, to establish if the results
can be generalized to other institutions or if they are a particularity of the institution in which the current
research was performed. In relationship with the previously said, our sample corresponds with an educative
institution in a regional context, the characteristics of the region and the psychodemographic profile of the
context may affect the responses and permanence intentions. This would lead to different results in capital
cities. This comes from the observations from Palmer et al (2016), who suggest that the social environment
in which the university is located, as well as cultural and historical factors, could affect the perception and
brand value of the institutions. Accordingly, we suggest that future studies consider other actors of the
institutions that could provide a wider view of the importance of the brand value in the students’
permanence, for example, parents, deserter students, absent students, and graduated students.
Our research used a non-probabilistic, convenience-based sampling in a single educative institution;
however, the obtained results are far from being a marketing study for the participating institution. On the
contrary, this research provides general aspects found in other universities around the world (brand identity,
internationalization processes, social and academic integration, meaning and responses associated with the
brand value, permanence intention, and probability of recommending the institution to external people). As
a general conclusion, the observation that our results coincide with the result of previous research can
provide solid support of the conceptual contribution of the present research to the strategies of student
permanence in superior education institutions and, can be used also as theoretical grounding to study
retention from an institutional perspective that helps to provide feedback the educational service constantly,
to fulfil and satisfy specific needs and expectations from their users.

20 Journal of Higher Education Theory and Practice Vol. 21(13) 2021

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22 Journal of Higher Education Theory and Practice Vol. 21(13) 2021