Abstract
In Malaysia, the growth of higher education institutions provides not only more opportunities but increasing competition within the industry. Despite its enormous potential, investigating student retention and its antecedents will provide vital input for the industry to sustain and strategize the most appropriate marketing actions. Therefore, this study aims to investigate how university image (program, facilities, reputation, and cost) and external environment (influences of peers and family and students’ achievement) have a relationship with students’ retention. A total of 300 university students participated in this study, which they were required to complete the online questionnaire. This study employed a correlational study using a cross-sectional design and close-ended questions. Remarkably, the finding of the current study confirmed only one dimension of the university image, namely reputation, had a positive relationship with students’ retention. In contrast, university image attributes such as program, facilities, cost; and external environment, which is peer/family influence and achievement, have no relationship with students’ retention. Future recommendations are also discussed in dealing with the students' retention issues concerning students’ characteristics such as socioeconomic status and the mediating variable effects.
Highlights
Nowadays, the education sector is increasing in number, mainly in Malaysia
In 2011, there was a vast increase in the Malaysian higher learning industry after passing the Private Higher Education and Institution Act 1996
6) Measurement for students' achievement was determined through the Cumulative Grade Point Average (CGPA). 7) students' retention was determined by using four items of measurement adapted from Nurlida et al, (2010) and Kaur and Soch (2012)
Summary
In 2011, there was a vast increase in the Malaysian higher learning industry after passing the Private Higher Education and Institution Act 1996. Students are said to be direct recipients of the university's services, for instance, a three-year degree program made up of several modules at each level (Douglas et al, 2006). Operating in such a competitive and commercial environment, the development of flexible strategies is undoubtedly essential to deliver a quality educational service to students and obtain competitive advantage (Poole et al, 2000; Khan and Matlay, 2009)
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