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This study aims to investigate the impact of green image on student loyalty and to present a conceptual framework aimed at retaining current students and attracting new ones in higher education.

After review of prior studies using green image to predict customer loyalty in non-higher education industries and student loyalty in the context of higher education, a conceptual framework is developed after identifying research gaps in two sets of literature.

Using stimulus-organism-response (S-O-R) as a foundation, this study identifies core constructs in the green marketing perspective that may serve as predictors of student loyalty in higher education. A conceptual framework has been developed to examine the relationship between green image and loyalty of student in higher education, with student green satisfaction and institution reputation serving as mediators.

This study is restricted to developing a conceptual framework and no empirical evidence has been presented. However, the conceptual framework developed in this study could facilitate the theoretical and practical implications for enhancing loyalty of students in higher education.

This study contributes to the extant literature in the green marketing realm by extending the green perspectives in the higher education context. This is one of the earliest conceptual papers to examine loyalty of students in higher education using green image. The conceptual framework could serve as the foundation for future research on enhancing loyalty of students in higher education.

The purpose of this paper is to suggest that an increasingly powerful global dimension provides an imperative for higher education institutions (HEIs) in differing national settings to build and manage their reputations, and that this affects HEIs at the micro level.

The data were collected using semi‐structured interviews from middle/senior managers of social science faculties (or schools), at four case study institutions, three of which are in East Asia; it is the views of these academics and managers about institutional reputation management which form the basis of this paper. Global league tables are interpreted as the medium of reputation, the means to achieve reputation, and the motive to impose reputation management as a key element in strategic directions.

The research resonates with Hawkins’ notion of a Dominant Education Paradigm, and suggests that this global dimension has penetrated case study institutions in three very different East Asian polities, in the same way that it influences a typical institution in the “Anglo” environment, and that this has resulted in converging institutional governance activities, at the micro‐level, in these unique national contexts.

The author argues that looking through the lens of reputation management is significant in that it demonstrates both changing priorities locally and converging practice globally.

Every business company deals with the dilemma of how much to invest in long-term (LT) versus short-term (ST) problem (LTvST problem). LT operations increase the reputation of the company, and revenue is rewarded in the future. In contrast, ST operations result in immediate rewards. Thus, every organization faces the dilemma of how much to invest in LT versus ST activities. The former deals with the “what” or effectiveness, and the latter deals with the “how” or efficiency. The role of managers is to solve this dilemma; however, they often fail to do so, mainly because of a lack of knowledge. This study aims to propose a dynamic optimal control model that formulates and solves the LTvST problem.

This study proposes a dynamic optimal control model that formulates and solves the dilemma whether to invest in short- or LT operations.

This model is illustrated as an example of an academic institute that wants to maximize its reputation. Investing in effectiveness in the academy translates into investing in research, whereas investing in efficiency translates into investing in teaching. Universities and colleges with a good reputation attract stronger candidates and benefit from higher tuition fees. Steady-state conditions and insightful observations were obtained by studying the optimal solution and performing a sensitivity analysis.

To the best of the authors’ knowledge, this paper is the first one to explore the optimal strategy when trying to maximize the short and LT activities of a company and solve the LTvST problem. Furthermore, it is applied on universities where teaching is the ST activity and research the LT activity. The insights gleaned from the application are relevant to many different fields. The authors believe that the paper makes a significant contribution to academic literature and to business managers.

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.

Students undertaking British degrees at two transnational partnership locations (Hong Kong, n=203 and Sri Lanka, n=325) completed a quantitative survey questionnaire. A conceptual model was developed and tested using structural equation modelling.

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.

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.

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.

This paper aims to explore the relationship between integrity, reputation, trust on awqaf institution and intention to endow cash waqf.

Quantitative research using survey questionnaire was conducted. A total of 377 completed survey questionnaires were received and analyzed using structural equation modeling.

Findings show that integrity and reputation of awqaf institutions have direct impact on endowers’ trust on awqaf institution, which consequently lead to endowers’ intention to endow cash waqf.

This study provides practical information on how awqaf institutions could develop endowers’ trust on awqaf institutions, which will consequently increase the intention of endowers to endow cash waqf.

A university’s brand is a key competitive advantage in higher education (HE). This study examines the university's reputation’s intermediary impact on core services (emotional environment, perceived faculty and course suitability) and brand loyalty in private universities in Iran.

A quantitative method was used to achieve research objectives. The data collected from students enrolled in major private universities in the capital of Iran were analyzed to test the proposed model, both directly and indirectly, using structural equation modeling (SEM).

The findings confirmed all of the hypothesized relationships. Prominently, the core service construct (emotional environment, perceived faculty and course suitability) was found to be significantly affecting the university brand reputation. The study found evidence for the impact of university reputation on students' loyalty. Findings also indicated the presence of several indirect relationships among the considered dimensions.

Current research offers implications for universities that are met with the perpetual challenge of survival in the competitive HE marketplace. Findings from the study not only help build theory on university brand loyalty but also make an essential contribution towards guiding managers in developing effective strategies by building reputation and loyalty by concentrating on the most crucial determinants.

Although research in HE marketing is growing, the effects of university core services on building loyalty have not garnered attention, which is theoretically a vital construct. The paper presents a new framework to realize university brand loyalty with the help of integrated relationships among select dimensions in the setting of an emerging HE market.

The purpose of this paper is to explore the possible congruence of an academic organization’s reputation among various stakeholder groups. A potential measure of reputation that can be applied across multiple stakeholder groups gives an opportunity to compare their perceptions and therefore work toward a consistent reputation. The authors also tested the model of academic reputation as a multidimensional concept.

The qualitative stage included 25 in-depth interviews with members of key stakeholder groups. In the quantitative stage, the initial questionnaire was based on the reputational quotient of academic institutions, comprised of 26 items representing eight dimensions of reputation. It was administered among three key stakeholder groups, the general public (n=400), employees of the business school that was the focus of the study (n=154), and fourth year students of the school (n=446).

Confirmatory factor analysis indicated that criteria applied by various stakeholder groups were similar, but the model of academic reputations as a multidimensional concept was not confirmed. The theoretical assumption of an eight factor solution for the concept of academic institutions was not supported. It seems that, in this particular case, only one main dimension emerged. Theoretically, that implies a general factor determining overall reputations across stakeholders.

Future research should apply a new, reduced questionnaire in multiple academic organizations and try to avoid some of the limitations such as differing methods of data collection, and ensure complete anonymity for all respondents.

This study offers input for the development of a robust and general questionnaire that could be developed to be used across organizations and their publics.

The study demonstrates that reputation is a unidimensional construct and that it should also be measured as such.

The purpose of this paper is to provide a systematic review of studies on antecedents of the corporate reputation of higher education institutions (HEIs) from the perspectives of employees

The approach is an examination of previous literature on antecedents of corporate reputation in HEIs, published between 2010 and 2020.

The findings show that general and specific factors of corporate reputation in HEIs are being employed as strategic tools to survive the competitive nature of the higher education landscape.

Factors of corporate reputation in HEIs from the perspectives of employees are an understudied area with little academic literature available.

This study aims to develop a model of corruption that measures the impact of sports corruption on organizational outcomes (i.e. win difference and attendance) and the mediating role of institutional reputation. How the form and extent of the corruption impacted these organizational outcomes was also examined.

Archival data were collected and then structural equation modeling (i.e. path analysis) was used to analyze the model and estimate the parameters.

The model was a good fit. The extent of the violation served as an antecedent to sanctions and institutional reputation mediated the relationship between the extent of the violation and organizational outcomes. A weak but negative correlation between sanctions and institutional reputation was also found.

Rather than seeking to prevent specific forms of corruption carried out by individuals, managers should consider developing and implementing reform interventions that concentrate on eliminating corrupt networks (e.g. a group of interrelated individuals that abuse their power for private or public gain) who facilitate systematic malfeasance acts.

The study is the first to operationalize the extent and form of corrupt acts and measure their impact on organizational outcomes. The results demonstrate how different variables interact to determine the effects on organizational outcomes.

Prospective students and other stakeholders in the education system use global and national rankings as a measure of the quality of education offered by different higher educational institutions. The ranking of an Institution is seen as a measure of reputation and has a significant role in attracting students. But are students happy in the top-ranked institutions? Does a high rank translate into high student satisfaction? This study answers this question taking data from top educational institutions in India.

This study examines how the top-ranked higher education institutions in India fare on student satisfaction. Using the data on key performance indicators published by the National Institutional Ranking Framework (NIRF) and student satisfaction scores of these institutions reported by NAAC, the study explores a possible relationship between the ranking of an institution and its student satisfaction score.

The study finds no significant relationship between the ranking of an institution and its student satisfaction score. The only institutional performance dimension which has a positive correlation with student satisfaction is graduate outcome. The diversity dimension is seen to be negatively correlated with student satisfaction.

The importance of modifying the ranking frameworks to account for the real drivers of student satisfaction is highlighted. The items in the student satisfaction survey should be regularly updated to reflect the actual concerns of the students. This is very important given the fact that the number of Indian students going abroad for higher education recorded a six-year high in 2022 at 750,365.

With more than 50,000 institutions catering to over 40 million students, India has the largest higher education system in the world. Given the high level of competition among these institutions, ranking and accreditation have become important parameters used by students for selection of an institution. But do top-ranked higher education institutions have the most satisfied student community? The assumption is disproved using the most credible secondary data. This study is the first of its kind in the Indian context. It has huge implications for the most respected ranking frameworks.