Impact of universities reputation on supportive intentions
The reputation of the universities is often related to the brand image and the reputation of the same while operating in diverse economies. McCoy (2016) stated that most often students from a reputed university hold the perception that the brand name of the university will be helping them to get hold of better opportunities in future. On the other hand, Zhang, Duysters and Cloodt (2014) holds the view that the perception of the students relating to the reputation of the university and the manner in which the same might be protected creates an immense pressure on the individual. The immense pressure on the students affects their behaviors and brings forth changes in the development process. The differences in the behaviors and perceptions of the students depend on the different aspects of university reputation and the brand image of the university.
The discussion will be undertaking a literature review in order to identify the impact of university reputation on the perception and behaviors of the students. The perception of the students and the behavior of the same have helped in maintaining the efficacy of the university performance while operating in diverse economies.
Paul, Baker and Cochran (2012) stated that the brand image or the reputation of an educational institution helps the same in attracting the attention of the students for an enhanced studying experience. On the other hand, Regehr, Glancy and Pitts (2013) held the opinion that the reputation of a university clearly implies the better opportunities that might be presented by the university as per the future needs of the students relating to employability of the same. Therefore, the brand image and reputation of the universities help in attracting the attention of the students who are focused on getting a better experience in the study phase and the future scope of employability. Ali et al. (2016) stated that most of students undertake a university educational course in order to enhance the future prospects of getting into their dream jobs. Joseph, Mullen and Spake (2012) stated that the students are of the view that the reputed universities have the authority of setting up placements in different well known organizations through different ties.
On the contrary, Walter, Parboteeah and Walter (2013) opined that the students are of the view that the reputation of the university bestows prestige on the students, which is helpful in different circumstances when the student opts for a job in future. The reputation of the universities helps the same in attracting the attention of the scholars and thereby brings forth enhancements in the structure of the universities. The different changes that are undertaken by the universities depend on the identification of the needs of the students. It has helped the same in improving the processes that are undertaken by the university in order to enhance the operations and reputation of the same in the different economies. On the other hand, the enhanced reputation of the universities helps the students in improving their career options for future.
Impact of university reputation on Student perception
Marginson (2014) stated that the students holds the belief that the reputation of the university will be helping the same in enhancing their career growth through enhanced scopes of employability. On the other hand, Jöns and Hoyler (2013) noted that mostly the students hold the perception that the educational standards of reputed universities are high, which will be helping the students in gaining a competitive edge while applying for jobs in the future. The brand name of the university helps the students, to a certain extent. Wilkins, Balakrishnan and Huisman (2012) noted that most of the students believe that the amenities that are provided by a reputed university helps in enhancing the scopes of the students in holding a bright prospect at future. Amenities relating to the internships and job placements that are provided by the reputed organizations attract the attention of the students. On the contrary, Duque (2014) stated that the students believe that the reputed universities undertake direct collaborations with different reputed organizations which offers placements to the candidates through job drives that are undertaken by the businesses. Maietta (2015) also stated that the students holds the view that the different equipment that are provided by the reputed universities to the students helps the same in enhancing the learning experience.
Ambience is again an important criterion that is focused by the students while choosing a university. Regehr, Glancy and Pitts (2013) stated that the students hold the view that the reputed organizations provide the students with a perfect ambience, which has helped the same in enhancing the educational practices that are offered by the university. The ambience in the university supports the growth of the students. Therefore, the students held the opinion that the reputed universities have the ability of providing them with world-class educational facilities. On the other hand, the amenities that are provided by the universities have helped the students in maintaining their efficacy of the functions while learning on different fields. Joseph, Mullen and Spake (2012) stated that the perception of the students rests on the assurance that are provided by the reputed universities in providing better placement options. The placement options that are provided by the reputed universities have attracted the attention of the students as they felt that they will be receiving an education that will be acknowledged by nearly all the universities and organizations abroad.
On the contrary, Duque (2014) stated that the design of the module and coursework that are created by the reputed universities are recognized worldwide. The international recognition of the coursework and the modules that are created by the university will be helping the students in getting into their dream jobs in the global markets. The students also believe that the quality of education that they will be receiving through their involvement with a reputed university. Therefore, it can be stated that the students perceive the glory and reputation of the university to pass on to their certificates, which will fetch them better employment opportunities in future.
Ali et al. (2016) stated that the reputed universities mostly attract the attention of the students due to the amenities and facilities that are provided by the same. Therefore, most of the students aim at getting a position in the universities in order to enhance their future prospects of getting employed in their dream jobs. Wilkins, Balakrishnan and Huisman (2012) stated that the students from the reputed universities feel that they are superior to the others. In a survey, it has been found that around 87% of the students believe that having an education background from a reputed university will be helping the same in getting hold of better opportunities in the world markets (Marginson 2014). On the other hand, Walter, Parboteeah and Walter (2013) stated that most of the students focused on the position that they will be gaining from their educational background rather than concentrating on the job opportunities that they might get in the future. The psychological traits and the personality of the students are developed as per the education that is received by the same in a reputed university. Joseph, Mullen and Spake (2012) stated that the motivation and self- confidence of the students, at interviews, are basically based on the education they received from a reputed school and their chances of getting selected due to the influence of the university on the recruitment board. On the other hand, Regehr, Glancy and Pitts (2013) noted that the behavioral psychology of the students are shaped by the perception that they are receiving quality education from the reputed university. The different changes that are noticed in the students from a reputed university is based on their association with different teams that specializes on the subjects. The students from the reputed universities are of the view that they are provided with teams of geniuses, which has helped in enhancing their skills. On the other hand, the different changes in the educational aspects have helped in the continuous development of the students in the cognitive and personality concerns. The brand image of the university and the education that is received by the students in the universities has resulted to the growth of confidence and self- sufficiency traits in the students. It has helped in identifying different changes in the behavioral aspects and the outlook of the students.
Conclusion
Therefore, from the above analysis it might be stated that the reputation of the university creates an impression on the minds of the students relating to security and excellence. The discussion focuses on understanding the different changes in the perception and behavior of the students undertaking education from a reputed university. The discussion will be helping to identify the different aspects of development in a student’s perception as the person receives education from a reputed university. The severity of the impact on the perception of the students and the behavioral growth of the same is being indicated in the research through an evaluation of current literature.
References
Ali, F., Zhou, Y., Hussain, K., Nair, P.K. and Ragavan, N.A., 2016. Does higher education service quality effect student satisfaction, image and loyalty? A study of international students in Malaysian public universities. Quality Assurance in Education, 24(1), pp.70-94.
Duque, L.C., 2014. A framework for analysing higher education performance: students’ satisfaction, perceived learning outcomes, and dropout intentions. Total Quality Management & Business Excellence, 25(1-2), pp.1-21.
Jöns, H. and Hoyler, M., 2013. Global geographies of higher education: The perspective of world university rankings. Geoforum, 46, pp.45-59.
Joseph, M., Mullen, E.W. and Spake, D., 2012. University branding: Understanding students’ choice of an educational institution. Journal of Brand Management, 20(1), pp.1-12.
Maietta, O.W., 2015. Determinants of university–firm R&D collaboration and its impact on innovation: A perspective from a low-tech industry. Research Policy, 44(7), pp.1341-1359.
Marginson, S., 2014. University rankings and social science. European Journal of Education, 49(1), pp.45-59.
McCoy, B.R., 2016. Digital distractions in the classroom phase II: Student classroom use of digital devices for non-class related purposes.
Paul, J.A., Baker, H.M. and Cochran, J.D., 2012. Effect of online social networking on student academic performance. Computers in Human Behavior, 28(6), pp.2117-2127.
Regehr, C., Glancy, D. and Pitts, A., 2013. Interventions to reduce stress in university students: A review and meta-analysis. Journal of affective disorders, 148(1), pp.1-11.
Walter, S.G., Parboteeah, K.P. and Walter, A., 2013. University Departments and Self–Employment Intentions of Business Students: A Cross–Level Analysis. Entrepreneurship Theory and Practice, 37(2), pp.175-200.
Wilkins, S., Balakrishnan, M.S. and Huisman, J., 2012. Student choice in higher education: Motivations for choosing to study at an international branch campus. Journal of Studies in International Education, 16(5), pp.413-433.
Zhang, Y., Duysters, G. and Cloodt, M., 2014. The role of entrepreneurship education as a predictor of university students’ entrepreneurial intention. International entrepreneurship and management journal, 10(3), pp.623-641.
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