. International Review of Management and Marketing | Vol 6 • Special Issue (S4) • 2016168 International Review of Management and Marketing ISSN: 2146-4405 available at http: www.econjournals.com International Review of Management and Marketing, 2016, 6(S4) 168-175. Special Issue for “Asia International Conference (AIC 2015), 5-6 December 2015, Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia” Cognitive, Affective and Conative Loyalty in Higher Education Marketing: Proposed Model for Emerging Destinations Ndanusa Mohammed Manzuma-Ndaaba1*, Yoshifumi Harada2, Abd Rahim Romle3, Abdul Shukor Shamsudin4 1School of Business Innovation and Technoprenuership, University Malaysia Perlis, Perlis, Malaysia, 2School of Business Innovation and Technoprenuership, University Malaysia Perlis, Perlis, Malaysia, 3College of Law, Government and International Studies, Universiti Utara Malaysia, Kedah, Malaysia, 4School of Business Management, COB, Universiti Utara Malaysia, Kedah, Malaysia. *Email: mnzuma1@gmail.com ABSTRACT This study propose a synergy of behavioral relationships in line with researchers observation that application of marketing theories in education services needs more strategic exploration. The cognitive behavior which is rational, the affective behavior which is often irrational and the action behavior that increases business performances through enhanced profits and reductions in marketing communications cost is the perspective of this conceptual study. These linkages will not only increase the influx of international students to a study destination but will also raise switching barrier and make the preferred destination unique in a competitive international education environment. The proposal is to make emerging education destination countries to gain competitive advantages through identification and differentiation of unique services for continuous survival. The model is based on relationship marketing targeted at steady and long term contractual involvement build on satisfaction and commitment. Keywords: Cognitive, Affective, Conative, Relationship Marketing, Emerging Destinations JEL Classifications: M10, J10 1. INTRODUCTION The increase in demand for educational services across international boundaries particularly higher education (HE) opened investment windows for developing countries to diversify their revenue base through international education programs (Altbach and Knight, 2007). The programs include all the three waves proposed by Mazzarol et al. (2003) such as the traditional wave called consumption abroad, transnational education (offshore services) and the open learning system (online mode). The focus of most destinations is on the first and second mode for obvious economic reasons. Attracting students to a particular country comes with economy of scale aside the main objectives (Mazzarol et al., 2003). This has multiplier effects on the other sectors of the country economy. Thus, international education is being promoted as country’s economic policy rather than social service. The implication is that market orientations approaches will be pursue in order to earn return on education investments (Thomas, 2011). However, the concept of consumerist in HE should be in relationship marketing rather than transactional marketing (Abdol Latif and Bahroom, 2014). Though, students are liken to customers but the nature of education services particularly length of consumption suggest building a relationship instead of “buy and pay” approach (Elliot, 2003; Brookes, 2003). This concept of relationship marketing has significance for the HE sector since a strong student-university relationship may reduce the likelihood of student dropping out and increase students’ commitment towards completion of their study (Abdol Latif and Bahroom, 2014). In addition, these students who are highly committed to pursuing their program at a destination may ultimately become representatives and ambassadors of such country upon graduation and subsequent employment by way of speaking well and recommending the Manzuma-Ndaaba, et al.: Cognitive, Affective and Conative Loyalty in Higher Education Marketing: Proposed Model for Emerging Destinations International Review of Management and Marketing | Vol 6 • Special Issue (S4) • 2016 169 destination to potential students (Thomas, 2011). Just like in all service industries, retention of students is cheaper than recruiting fresh students and retention have been proven to increase organization’s performance, growth and profitability in many folds (Reichheld, 1996). Hence, relationship marketing principles of customer loyalty can be applied as retention theory in international education destination market. The economic gain derived from international education is expanding the market as new destinations emerged (Mazzarol and Soutar, 2012). The traditional destinations like USA, UK, Australia, Canada, France and Germany made huge economic and social fortunes from the market (Arambewela and Hall, 2009). This prompted the hitherto source countries to expand their education facilities, created enabling environment for private sector investment in education and amended necessary laws to allowed foreign establishment of HE institutions in the country (Baharun et al., 2011). The world major source countries for international education are in Asia with China and India taking the lead (UNESCO, 2013). These source countries have since changed their pattern of consumption and movement by way of encouraging their citizens to study at home in local institutions or foreign campuses located in their country or exploring neighboring countries for their consumption abroad (Hendarman, 2013). The effect of the new pattern is reduction on the market shares of established destinations and intensive competition among emerging destinations. To mitigate these challenges, emerging destination must understand the cognitive variables (service quality, value, price), the affective variables (satisfaction, trust, commitment) and the conative variables (loyalty, WOM, complaint behaviors) of different cultures. This study explores students’ perceptions of the relationship that they enter into when they set foot in a destination and the effect that this has on the development of student loyalty to that country. Against this background, the present study proposed three factors, namely: Service quality, satisfaction and commitment and examines how they relate to international student’s loyalty. The focus of this study is on emerging destinations where competition is stiff thereby making it difficult to attain the destination’s set targets of international students’ recruitment. There appear to be paradigm shift from the emphasis on 7Ps of marketing theory to relationship marketing across service industries (Vargo and Lusch, 2004). Generally, relationships exist along two extremes: Transactional which is viewed as one-time single shot and long-term business and social interactions (Li and Petrick, 2008). The former is usually used in products market while the latter is common in services market. The nature of education market that span over a period of time and high involvement decision making process support building a long time relationship that can guaranty continuous study, re-enrolment, recommendation and positive word of mouth (Grönroos, 2000). The benefits of long term student-destination relationship cannot be over emphasized. These include protecting the customer base of the destination through identification and differentiation of services and creating barrier to switching while improving performances (Reichheld and Sasser, 1990). It also has potentials to reduce risk, increased recognition, and imparting prestige (Richard and Zhang, 2012). The unique benefits of relationship marketing in service industry including education services are: Improved understanding of customer requirements, gaining the ability to customize and tailor solutions; reducing choice, thereby simplifying the buying task; reducing information processing; lowering risk; and maintaining psychological and cognitive comfort and consistency (Richard and Zhang, 2012). Therefore, destinations that succeeded in building strong and positive relationship with their student stands to gain competitive advantage in form of continuing patronage of loyal students who display decreased price sensitivity over time with a concomitant decrease in marketing costs, reduced overall costs, and partnership actions on the part of those students to the benefits of the destination (Reichheld, 1996). The primary objective of this study is to propose a relationship model for emerging destination countries participating in international education services. The aim is to establish a path model linking service quality, satisfaction and commitment to student loyalty. The conceptualization of the model in this study would also demonstrate how a relationship marketing approach can be successfully applied in the context of education destination branding. Using this approach, destinations can come up with some appropriate interventions which will improve the management of student loyalty to the country so as to retain them until completion and to entice them back for a higher professional degree and spread positive words of mouth about the destination. 2. LITERATURE REVIEW The development of relationship quality-based student loyalty model was pioneer by Henning-Thurau (2001). In their research, they identify service quality in terms of teaching and other academic engagements, trust on the staffs (academic and non- academic) saddled with responsibility of executing the services and students’ commitment to the institution. Their study was based on empirical data from a survey of postgraduate students’ dropout from several German universities. Their findings confirmed strong relationship between service quality in academics, emotional commitment by the student to pursue their program and their loyalty behavior. Trust has no effect on the students’ loyalty (Henning-Thurau et al., 2001). Dick and Basu (1994) research on dimensions of loyalty suggest satisfaction as an antecedent to loyalty. Fornell et al. (1996) American customer satisfaction index also established loyalty as consequence of satisfaction. Therefore, student’s satisfaction is a precursor to student’s loyalty in international education destination market (Fares et al., 2013). Based on relationship marketing perspective, Helgesen and Nesset (2007) found reputation and image as a significant determinant of student loyalty to their study destination. Image of a service provider played dual role in shaping student’s perception. It is a pre-consumption factor and a post-consumption factor in loyalty determinant. The authors also found service quality, sources of information and facilities provided to significantly influence student’s satisfaction. The focus of this study is on the link between Manzuma-Ndaaba, et al.: Cognitive, Affective and Conative Loyalty in Higher Education Marketing: Proposed Model for Emerging Destinations International Review of Management and Marketing | Vol 6 • Special Issue (S4) • 2016170 service quality, satisfaction and loyalty in highly competitive market within emerging countries. In another study conducted on a sample of active students and dropouts in a distance learning institution, five major factors was found to have an impact on student loyalty (Ng, 2010). The five factors were satisfaction, goal commitment, family support, study habits and number of semesters attended. The study was based on data from a distance learning center in an emerging education destination. To attain loyalty of students, both attitudinal and behavioral aspects must be triggered. Oliver (1999) viewed loyalty as multidimensional, yet the frequently operationalized dimension in literatures is combination of both behavior and attitude otherwise called composite loyalty. Similarly, Abdo Latif and Bahroom (2014) investigated loyalty behavior of students at a private open distance learning in Malaysia using relationship marketing approach. After analyzing 2300 students data from different study center of the open distance learning, the hierarchical regression show emotional commitment to be higher, followed by service quality and trust has minimal impact on loyalty. The study recommended a three-step loyalty implementation program approach: Commitment programs, improved services and building trust between the students and university staffs (Abdol Latif and Bahroom, 2014). 2.1. Dimensions of Student’s Loyalty Hemsley-Brown and Oplatka (2006) confirmed that researches on marketing education need more exploration. Applying behavioral decision making model in international education marketing needs some strategic approach in view of the nature of education services. The peculiar being time spent in its consumption. The time lag gives room for systematic building of relationship and emotional attachments with the right skills and facilities in place (Henning-Thurau et al., 2001). Oliver (1997; 1999) definition of customer loyalty is the most comprehensive used by marketing researchers to operationalize the construct. According to the famous researcher “Customer loyalty is a deeply held commitment to rebuy or re-patronize a preferred product or service consistently in the future, despite situational influences and marketing efforts having the potential to cause switching behavior.” Thus, loyalty includes readiness to act (repurchase) and resistance over existing alternatives (Keni et al., 2013). An attempt to differentiate loyalty and retention throw up academic controversy in marketing parlance. Johnson and Gustafsson (2000) explained that loyalty is a customer’s intention or predisposition to buy, while retention is the behavior itself. However, Oliver (1999) insisted that a truly loyal customer must be both attitudinal and behaviorally loyal. The dimensions of loyalty are grouped into traditional (behavioral, attitudinal and composite) and multi-dimensional (cognitive, affective and conative). 2.2. Behavioral Dimension Most of the early marketing researchers emphasized behavioral loyalty which is expressed by the frequency of purchase, volume of purchase, repeat purchase and consistency (Jacoby and Chestnut, 1978). In international education market, this behavior will be represented by measuring the outcome characteristics of students such as number of enrolment, percentage share of completion/drop out, volume of re-enrolment, market share of the destination/institution compared to alternatives, and the probability of purchase (Richard and Zhang, 2012). This is quantifiable and verifiable unlike intention that is attitudinal which has to be measure through other means, however, the two goes together in relationship marketing. 2.3. Attitudinal Dimension Day (1969) suggest that there is more to loyalty than just behavior, considering what went on in customer’s mind before making a decision which he referred to as attitude. This includes brand preference and disposition towards the brand from the psychological commitment resulting in lower sensitivity to price (Chaudhuri and Holbrook, 2001). What goes on in consumer’s mind determine the attitude and disposition towards the service such as beliefs, feelings and intentions. In relation to international education services, attitudinal loyalty will be expressed by positive words of mouth and recommending the country/institution to potential students (Oliver, 1999). 2.4. Composite Dimension The mixture of both attributes of behavior and attitudes as expressed by consumer’s focused on brand preference (attitudes) and share of the market (behavior) is called composite loyalty. Much of marketing researchers operationalized loyalty from this perception. Dick and Basu (1994) define composite loyalty to reflect (6) necessary and sufficient conditions as follows: The biased (non-random); behavioral response (purchase); express over time (frequency and consistency); by some decision making unit; with respect to other alternatives brand; and a function of psychological process. In the concept of international education, destination countries or institutions prefer composite loyalty. Students will enroll and will recommend and speak well of the destination if all other conditions are met (Chaudhuri and Holbrook, 2001). 2.5. Cognitive Dimension Cognitive loyalty is another aspect of loyalty identified in more recent years, which viewed loyalty as a higher level dimension and involves the consumer’s conscious decision making process in the evaluation of alternative brands before a purchase is made (Caruana, 2002). Oliver (1997) building on the work of Gremler and Brown (1996) emphasized the value (price, time, energy, gain, loss, benefits) aspect of purchase decision in form of cognitive. Thus, customers are loyal to the extent of cognitive appraisal of their decision. Students are conscious of their expenses and the value of their purchases. They will exhibit cognitive loyalty to a destination after critically examining all available alternatives and then make decision rationally. 2.6. Affective Dimension Affective dimension is the emotional bonds which make customers behave irrationally. In this case, cost is not the main consideration but commitment and attachment to the brand supersede other considerations (Oliver, 1999). This follow the two fold loyalty proposed (spurious and true) by Bloemer and Kasper (1995). Manzuma-Ndaaba, et al.: Cognitive, Affective and Conative Loyalty in Higher Education Marketing: Proposed Model for Emerging Destinations International Review of Management and Marketing | Vol 6 • Special Issue (S4) • 2016 171 According to the researchers, spurious loyalty is due to inertial effect while true loyalty is the emotional commitment represented by repeat purchase irrespective of attractive offer from the rivals. International destinations hunt this level of loyalty because of its multiple advantages to the students and also the destination. Before a student demonstrates this level of loyalty, issues of service quality, satisfaction and image perception will be at the peak (Wei and Wonglorsaichon, 2014). 2.7. Conative Dimension This is the last of series of loyalty dimension proposed by Oliver (1999) in multi-dimension and modern loyalty model. Oliver (1999) concluded that, to detect conative loyalty, researchers need to assess consumer beliefs, feelings, and intention within the traditional consumer attitude structure. The behavioral intention used to measure behavior in the theory of planned behavior is effective at this level of loyalty dimension. Intention lead to behavior if accurately measured (Ajzen and Fishbein, 1980). However, researchers have argued against situations where intentions never lead to behavior (Oliver, 1999). In education market, students intention is difficult to measure due to unstable circumstances, however, intention to recommend, intention to re- enroll, WOM intention and intention to continue study has been investigated (Jiewanto et al., 2012; Wei and Wonglorsaichon, 2014; Manzuma-Ndaaba et al., 2014). The findings of these researchers suggest strong and positive relationship between intention and actual behavior in international education market. 2.8. Service Quality Service quality is the base line for all service industries, the survival of service providers depend on the perception of quality from the client (Zeithaml et al., 1988). However, the judgment is not industry base but rather customer’s perception. If the service provider implement its service quality programs from the angle of the organization, there is likelihood of consumer’s different perception about it. Therefore, service industries are encouraged to gauge customer’s perception of service quality issues concurrently with the implementation (Zeithaml et al., 1996). Educational services are regarded as pure service industries having satisfied the core phenomenon of intangibility, homogeneity, perishability and inseparability (Zeithaml et al., 1988). In addition, researchers empirically established strong and positive link between service quality and customer loyalty across different service industries including HE (Boulding et al., 1993; Sheu, 2011). There appeared to be a consensus among marketing researchers on the issue of service quality as multidimensional variable but hold divergent views on the actual numbers of dimensions (Cronin and Taylor, 1994). Thus, Qureshi et al. (2012) proposed that the number of dimensions of service quality is a function of the particular industry, service type and characteristics. This implies that different industries will have different dimensions or in some cases, same industries could have different dimensions depending on the type of investigation being conducted (Kim and Bang, 2015). The core service and periphery service approach used in service sectors like restaurants, hotels, and other quick services were applied to education (Abdullah, 2006). Three dimensions of core, auxiliary and affiliated services used in grocery stores, saloons, and similar service were experimented in education (Firdaus, 2006). The SERVQUAL multi-dimensions proposed and empirically validated by Parasuraman et al. (1985; 1988) have also being applied to educational services (Hanaysha et al., 2011; Biodun et al., 2012). Specifically educational service quality dimension model was developed by some researchers (Abdullah, 2006; Firdaus, 2006), however, the aspect of educational services varies from country to country and the importance attached to each dimension also varies by culture (Arambewela and Hall, 2009). Therefore, it is difficult to adopt universal dimensions for educational services across board. All these existing studies have presented a wide range of factors determining the quality of educational service. But there is lack of integration and classification systematically and in a concise way. This paper presents a conceptual framework for classifying various determinants into three hierarchical categories, and examines the categories’ influences on a student’s loyalty to purchase international education service. The proposed hierarchical dimensions are core services, augmented services and tangible services (Kim and Bang, 2015). The core services which form the innermost circle is the new knowledge gained, degree conferred, certificate earned and other academic related achievements. The second in the hierarchy is augmented services which covered how the core services are delivered. These include: Courtesy of lecturers, responsiveness, reliability, sincerity, and brand awareness. The outermost services are the tangibles like structures and architectural designs in the school, library facilities, technology, learning facilities, laboratories, and other physical assets of the institution. The proposed three continuum level is to narrow down the dimensions in education services thereby limiting some overlapping in the SERVQUAL, HEdPERF, SERVPERF dimensions. The aim is to integrate these dimensions viewed as cognitive with affective variables such as satisfaction and commitment and relate it with the conative dimension like favorable behavior or loyalty. The study does not represent a new paradigm shift in service quality dimensions studies because the three hierarchical service quality have been used in medical services by previous authors but was not integrated with other variables to determine loyalty (Kim and Bang, 2015). This study different in approach with the integrative proposal and contribute to knowledge in the area of education marketing strategy. 2.9. Student’s Satisfaction Satisfaction is an affect issue where consumer expressed his/her feelings after consumption in relation to expected norm or standards. Marketing researchers established confirmation/ disconfirmation based on consumer’s judgment of what is expected and what was actually served at the point of consumption (Tse and Wilton, 1988). Since service is measured by perception, consumers developed a prior consumption expectation which form the basis for comparison after the service is consumed. This is the benchmark for students’ expectation before moving into host destination. On arrival and registered as student at a particular institution, students begin to compare both micro and macroeconomic indexes of the country to draw a discrepancies Manzuma-Ndaaba, et al.: Cognitive, Affective and Conative Loyalty in Higher Education Marketing: Proposed Model for Emerging Destinations International Review of Management and Marketing | Vol 6 • Special Issue (S4) • 2016172 between what they met on ground and what they expect. If what they met supersede what they expect, students become delighted, if equal they are satisfied but if less, they complain and expressed dissatisfaction (Kotler and Keller, 2006). Satisfaction is one of the frequently studied variables of consumer behavior. Extant literatures have found satisfied customers to exhibit favorable behavior and by extension loyal to the product or service (Caruana, 2002; Chumpitaz and Paparoidamis, 2004; Smith and Wright, 2004; Zins, 2001). This implies that satisfaction is positively related to customer loyalty. Schultz and Bailey (2000) contend that customer satisfaction is a good way of developing and measuring customer loyalty because a satisfied customer tends to remain more loyal to the brand or the product than an unsatisfied customer; and in the short term, marketers can measure various forms of customer behavior, such as customer consistency (i.e. the number of times a customer buys in a certain time period) and longevity (i.e. the time period over which a customer buys the particular product or brand). The use of marketing theories in education opened up research windows in the areas of applicability of some marketing models in HE services (Hemsley-Brown and Oplatka, 2006). There are lots of studies in student’s satisfaction with the country (Biodun et al., 2012), institution (Hanaysha et al., 2011), course/program of study (Jalali et al., 2011), lecturers (Sheu, 2011), facilities (Esmon and Haron, 2013), accommodation/hostel facilities (Sawyerr and Yusof, 2013). All of these studies empirically validate positive relationship between satisfaction and loyalty. Interestingly, most of the studies also analyzed relationship between cognitive variable like service quality and satisfaction. The results indicated linear relationship between service quality of education and non- educational services with student’s satisfaction (Jalali et al., 2011; Sawyerr and Yusof, 2013; Esmon and Haron, 2013). Therefore, this study conceptualized positive relationship between service quality, satisfaction and students’ loyalty. However, a number of authors argue that mere satisfaction is not enough to keep customers loyal (Reichheld, 1996), other mechanisms also need to be considered (Oliver, 1999). One such mechanism is commitment; the future of buyer-seller relationships depends on the commitment made by the partners to the relationship (Morgan and Hunt, 1994). 2.10. Student’s Commitment Morgan and Hunt (1994) argued that to sustain a relationship, issues of trust and commitment must be entrenched. If the parties are in doubt and less confident about the delivery of either partner, the relationship will not dwell. A comprehensive definition of commitment in a relationship was given by Bowen and Shoemaker (1998). According to the authors, commitment is “the belief that an ongoing relationship is so important that the partners are willing to work at maintaining the relationship and are willing to make short-term sacrifices to realize long-term benefits”. Short-term sacrifices could be monetary or non-monetary, and the long-term benefits would be future business with customers and positive word of mouth by customers. This definition covered the requirement for a customer to be loyal to a provider and advanced loyalty driver beyond satisfaction. It follows that even if customer is satisfied, he/her needs high level of commitment to sustain the relationship and drive loyalty (McAlexander et al., 2003). In international education market, commitment is either way, the country/institution commitment to the goal of recruiting international students by providing unique services that will make the destination have competitive advantage over other competitors. However, students need to develop and pursue their commitment to the goal of the study. Goal commitment in the part of the students triggers the desire to achieve and consistency in the program (Thomas, 2011). To remain loyal to destination, students must exhibit some levels of commitment to the program, institution and the country. Therefore, exploring affective variable particularly the various dimensions of commitment to determine the extent of influence on conative variable (loyalty) will open up research direction in theory and practice of international education marketing. Interestingly, commitment is multi-dimensional existing in organization to influence loyalty in B2B or B2C service settings (Fullerton, 2003; Gounaris, 2005; Tellefsena and Thomas, 2005). But studies revealed the significant of two dimensions in service sectors (Johnson et al., 2001). These are: Affective commitment and calculative or continuance commitment. Both types have been found to be relatively stable attitudes and beliefs about the relationship, but stem from different motivations. Affective commitment on one hand is non-instrumental and is motivated by a generalized sense of positive regard for, and attachment to, the brand or supplier, and the desire to continue the relationship because he or she likes the brand or supplier and enjoys the relationship (Richard and Zhang, 2012). Thus, affective commitment serves as a psychological or emotional barrier to switching which in turn keep customers loyal (Johnson et al., 2001). In the other hand, calculative commitment is instrumental, based on more rational and economical aspects of the relationship (Johnson et al., 2001). It results from a calculation of costs and benefits, which is detached from the context of the relationship itself (Kotler and Keller, 2006). Calculative commitment stems from an anticipation of high termination or switching costs associated with leaving the relationship, forcing the customer to remain loyal due to economic considerations (Gounaris, 2005; Fullerton, 2003). Both affective and calculative commitments have been found to mediate the effect of customer satisfaction on customer loyalty (Johnson et al., 2001). The importance of calculative commitment is more felt in the B2B environment as a measure of churn within highly competitive services (Gounaris, 2005). It is cognitive in nature since it involved cost-benefits analysis before making a decision. Affective commitment in contrast is bonded by love and affection with little or no regard for cost or benefit. In this situation, students will be irrational when displaying affective commitment and rational when demonstrating calculative commitment (Richard and Zhang, 2012). This study adopts the affective commitment relationship to loyalty. The relationship between service quality, satisfaction, and commitment remains controversial in terms of the impact of service quality directly on customer loyalty versus the impact of service quality on customer loyalty through satisfaction. Based on the literature reviewed and the objectives of this study, this Manzuma-Ndaaba, et al.: Cognitive, Affective and Conative Loyalty in Higher Education Marketing: Proposed Model for Emerging Destinations International Review of Management and Marketing | Vol 6 • Special Issue (S4) • 2016 173 research focuses on clarifying the relationships between service quality (core, augmented and tangible services), students’ satisfaction, commitment (affective), and students’ loyalty within the international education market, and destination brands in particular. 3. CONCEPTUAL MODEL AND HYPOTHESES 3.1. Hypotheses for the Study The research model utilized in this study is illustrated in Figure 1. Service quality is expected to play an important role in both attracting and retaining international students to study destination (Hanaysha et al., 2011; Biodun et al., 2012). Kim and Bang (2015) argued further that all the three dimensions of service quality (core, augmented and tangible) should affect behavioral intentions such as loyalty. International students perceived service quality is observed to have a positive and direct effect on the student’s loyalty (Richard and Zhang, 2012). Thus, the first hypothesis is: H1: Service quality is directly and positively related to students’ loyalty to study destination. However, extent literature suggests that the effect of service quality on student’s loyalty is mediated by two affective variables of satisfaction and commitment (Jalali et al., 2011; Sawyerr and Yusof, 2013; Gounaris, 2005; Fullerton, 2003). Therefore, the second and third hypotheses are: H2: Service quality will have an indirect effect on student’s loyalty through student’s satisfaction. H3: Commitment mediate the relationship between service quality and student’s loyalty. Customer’s satisfaction is desirable for all aspects of service encountered and lead to loyalty in service industries (Zeithaml et al., 1996) however; the weight or magnitude of the influence is higher through commitment (Morgan and Hunt, 1994). Therefore, the fourth hypothesis is: H4: Satisfaction indirectly influence student’s loyalty through commitment. Satisfaction of students is the singular target of education service providers because of its multiplier effects on the behavior of students. The researches on students’ satisfaction found direct relationship with loyalty (Abdullah, 2006; Firdaus, 2006; Sheu, 2011; Thomas, 2011). Thus, the next hypothesis is: H5: Student’s satisfaction has direct relationship with students’ loyalty. Commitment is not a frequently studied variable in marketing, yet its influence on consumer behavior cannot be wish away easily with wave of hands. This is because it has the potential to strengthen a relationship and make it endure for the benefits of the parties involved (Morgan and Hunt, 1994). Previous studies have established positive and direct relationship between commitment and loyalty in business to customer relations (Gounaris, 2005; Tellefsena and Thomas, 2005). Therefore, the last hypothesis is: H6: Commitment is directly related to students’ loyalty. 4. CONCLUSION The traditional and multi-dimension attributes of loyalty found in marketing theories can be applied to international education destination brand marketing having satisfied all the criteria for services as propounded by Zeithaml et al. (1988). Interestingly, the drivers of loyalty in this study also follow the structure of loyalty dimensions (cognitive, affective and conative). The proposed path model in the research framework and hypotheses can be further investigated empirically to establish how the model fit and the weight or direction of the relationships. This study inculcates the hierarchy of service quality as strategic marketing design in the field of international education destination loyalty model. REFERENCES Abdol Latif, A., Bahroom, R. (2014), Relationship-based Student Loyalty Model in an Open Distance Learning Institution. Widyatama International Seminar. International Seminar on Quality Assurance and Sustainability of Higher Education Institutions; 2014. Abdullah, F. (2006), The development of HEdPERF: A new measuring instrument of service quality for the higher education sector. International Journal of Consumer Studies, 30(6), 569-581. Ajzen, I., Fishbein, M. (1980), Understanding Attitudes and Predicting Social Behavior. Englewood-Cliff, New York: Prentice-Hall. Altbach, P., Knight, J. (2007), The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3/4), 290-305. Arambewela, R., Hall, J. (2009), An empirical model of International students’ satisfaction. Asia Pacific Journal of Marketing and Logistics, 21(4), 555-569. Baharun, R., Awang, Z., Padlee, S.F. (2011), International student’s choice criteria for selection of higher learning in Malaysia private universities. African Journal of Business Management, 5(12), 4704-4714. Biodun, A.B., Haji-Din, A., Abdullateef, A.O. (2012), Post choice satisfaction among Nigerian students studying in Malaysia universities: A pilot study. International Journal of Education, 4(2), 161-170. Bloemer, J.M.M., Kasper, H.D.P. (1995), The complex relationship between consumer satisfaction and brand loyalty. Journal of Economic Psychology, 16(1), 311-329. Bowen, J.T., Shoemaker, S. (1998), Loyalty: A strategic commitment. Figure 1: Research model Manzuma-Ndaaba, et al.: Cognitive, Affective and Conative Loyalty in Higher Education Marketing: Proposed Model for Emerging Destinations International Review of Management and Marketing | Vol 6 • Special Issue (S4) • 2016174 Cornell Hotel and Restaurant Administration Quarterly, 39(1), 12-25. Boulding, W., Kalra, A., Staelin, R., Zeithaml, V.A. (1993), A dynamic process model of service quality: From expectations to behavioral intentions. Journal of Marketing Research, 30(1), 7-27. Brookes, M. (2003), Higher education marketing in a quasi-commercial service industry. International Journal of Non-profit and Voluntary Sector Marketing, 8(2), 1465-14520. Caruana, A. (2002), Service loyalty: The effects of service quality and the mediating role of customer satisfaction. European Journal of Marketing, 36(7/8), 811-829. Chaudhuri, A., Holbrook, M.B. (2001), The chain of effects from brand trust and brand affect to brand performance: The role of brand loyalty. Journal of Marketing, 65(2), 81-93. Chumpitaz, R., Paparoidamis, N.G. (2004), Service quality and marketing performance in business-to-business markets: Exploring the mediating role of client satisfaction. Managing Service Quality, 14(2/3), 235-248. Cronin, J.J., Taylor, S.A. (1994), SERVPERF vs. SERVQUAL reconciling performance based and perception-expectation measurement of service quality. Journal of Marketing, 58, 125-131. Day, G.S. (1969), A two-dimensional concept of brand loyalty. Journal of Advertising Research, 9(3), 29-35. Dick, A.S., Basu, K. (1994), Customer loyalty: Toward an integrated conceptual framework. Academy of Marketing Science Journal, 22(2), 99-113. Elliot, K.M. (2003), Key determinants of student satisfaction. Journal of College Student Retention, 4(3), 271-279. Esmon, J., Haron, N.H. (2013), Student satisfaction level of quality services workshop facilities in Malaysia community college. International Journal of Science and Research (IJSR), 2(11), 257-260. Fares, D., Achour, M., Kachkar, O. (2013), The impact of service quality, student satisfaction, and university reputation on student loyalty: A case study of international students in IIUM, Malaysia. Information Management and Business Review, 5(12), 584-590. Firdaus, A. (2006), Measuring service quality in higher education: HEdPERF vs. SERVPERF. Marketing Intelligence and Planning, 24(1), 31-47. Fornell, C., Johnson, M.D., Anderson, E.W., Cha, J.B. (1996), The American customer satisfaction index. Journal of Marketing, 60, 7-18. Fullerton, G. (2003), When does commitment lead to loyalty? Journal of Service Research, 5(4), 333-344. Gremler, D.D., Brown, S.W. (1996), Service loyalty: Its nature, importance, and implications. Advancing Service Quality: A Global Perspective. Jamaica, NY: International Service Quality Association. p171-180. Gounaris, S.P. (2005), Trust and commitment influences on customer retention: Insights from business-to-business services. Journal of Business Research, 58(2), 126-140. Gremler, D.D., Brown, S.W. (1996), Service loyalty: its nature, importance, and implications. Advancing Service Quality: A Global Perspective, 171-180. Grönroos, C. (2000), Service Management and Marketing: A Customer Relationship Management Approach. 2nd ed. Chichester, England: Wiley. Hanaysha, J.R.M., Abdullah, H.H., Warokka, A. (2011), Service quality and student’s satisfaction at higher learning institutions: The competing dimensions of Malaysian universities’ competitiveness. Journal of Southeast Asian Research, 1, 10. Helgesen, Ø., Nesset, E. (2007), Images, satisfaction and antecedents: Drivers of student loyalty? A case of a Norwegian College. Corporate Reputation Review, 10(1), 38-59. Hemsley-Brown, J., Oplatka, I. (2006), Universities in a competitive global marketplace. International Journal of Public Sector Management, 19(4), 316-338. Hendarman, H. (2013), Student Mobility: Policies, Implementation and Problems: A Case of Indonesia. United Educational, Science and Cultural Organization, UNESCO Bangkok. Henning-Thurau, T., Lager, M.F., Hansen, U. (2001), Modelling and managing student loyalty: An approach based on the concept of relationship quality. Journal of Service Research, 3(1), 331-344. Jacoby, J., Chestnut, R.W. (1978), Brand Loyalty: Measurement and Management. New York: Wiley. Jalali, A., Islam, M.A., Ariffin, K.H.K. (2011), Service satisfaction: The case of a higher learning institution in Malaysia. Journal of International Education Studies, 4(1), 182. Jiewanto, A., Laurens, C., Nelloh, L. (2012), Influence of service quality, university image, and student satisfaction toward WOM Intention: A case study on Universitas Pelita Harapan Surabaya. Procedia - Social and Behavioral Sciences, 40, 16-23. Johnson, M.D., Gustafsson, A. (2000), Improving Customer Satisfaction, Loyalty and Profit. An Integrated Measurement and Management System. San Francisco: Wiley: Jossey-Bass Company. Johnson, M.D., Gustafsson, A., Andreassen, T.W., Lervik, L., Cha, J. (2001), The evolution and future of national customer satisfaction index models. Journal of Economic Psychology, 22(2), 217-245. Keni, K., Haron, H., Ismail, R. (2013), An examination of customer loyalty in Indonesian banking industry: Application of the investment model. Proceedings of the 10th AAM International Conference 2013. Kotler, P., Keller, K.L. (2006), Marketing Management. 12th ed. Upper Saddle River, New Jersey: Pearson Education Inc. Li, X., Petrick, J.F. (2008), Tourism marketing in an era of paradigm shift. Journal of Travel Research, 46(3), 235-244. Manzuma-Ndaaba, M.N., Harada, Y., Abdullateef, O.A. (2014), Determining mediating effects of student attitude and satisfaction on re-enrolment behavior in Malaysia higher education institutions: Nigerian students experience. Journal of Small Business and Entrepreneurship Development, 2(2), 171-188. Mazzarol, T.W., Soutar, G.N. (2012), Revisiting the global market for higher education. Asia Pacific Journal of Educational Management, 14(5), 717-737. Mazzarol, T.W., Soutar, G.N., Seng, S. (2003), The third wave: Future trends in international education. International Journal of Educational Management, 17(3), 90-99. McAlexander, J.H., Kim, S.K., Roberts, S.D. (2003), Loyalty: The influences of satisfaction and brand community integration. Journal of Marketing Theory and Practice, 11(4), 1-11. Morgan, R.M., Hunt, S.D. (1994), The commitment-trust theory of relationship marketing. Journal of Marketing, 58(3), 20-38. Ng, M.S. (2010), Impacts of service quality, satisfaction and personal factors on student retention in open distance learning institutions in Malaysia. Masters of Science Thesis Unpublished, Open University Malaysia. Oliver, R.L. (1997), Satisfaction. A Behavioral Perspective on the Consumer. New York: McGraw-Hill Inc. Oliver, R.L. (1999), Whence customer loyalty. Journal of Marketing, 63, 33-44. Parasuraman, A., Zeithaml, V., Berry, L.L. (1985), A conceptual model of service quality and its implications for future research. Journal of Marketing, 49, 41-50. Parasuraman, A., Zeithaml, V., Berry, L.L. (1988), SERVQUAL: A multiple-item scale for measuring consumer perceptions of service quality. Journal of Retailing, 67(4), 12-40. Qureshi, M.I., Khan, A., Zaman, K. (2012), Structural investigation of service quality in conventional and Islamic banking in Pakistan. Manzuma-Ndaaba, et al.: Cognitive, Affective and Conative Loyalty in Higher Education Marketing: Proposed Model for Emerging Destinations International Review of Management and Marketing | Vol 6 • Special Issue (S4) • 2016 175 International Review of Management and Marketing, 2(2), 99. Reichheld, F.F. (1996), The Loyalty Effect: The Hidden Force Behind Growth, Profits, and Lasting Value. Cambridge, MA: Harvard Business School Press. Reichheld, F.F., Sasser, W.E., Jr. (1990), Zero defections: Quality comes to services. Harvard Business Review, 68(5), 105-111. Richard, E.J., Zhang, A. (2012), Corporate image, loyalty, and commitment in the consumer travel industry. Journal of Marketing Management, 28(5-6), 568-593. Sawyerr, T.P., Yusof, N. (2013), Student satisfaction with hostel facilities in Nigerian polytechnics. Journal of Facilities Management, 11(4), 306-322. Schultz, D.E., Bailey, S. (2000), Customer/brand loyalty in an interactive marketplace. Journal of Advertising Research, 40(3), 41-52. Sheu, T.S. (2011), A comprehensive model for explaining university students’ favorable behavioral intentions. Journal of Quality, 18(1), 1-17. Smith, R.E., Wright, W.F. (2004), Determinants of customer loyalty and financial performance. Journal of Management Accounting Research, 16, 183-205. Tellefsena, T., Thomas, G.P. (2005), The antecedents and consequences of organizational and personal commitment in business service relationships. Industrial Marketing Management, 34(1), 23-37. Thomas, S. (2011), What drives student loyalty in universities: An empirical model from India. Journal of International Business Research, 4(2), 183-192. Tse, D.K., Wilton, P.C. (1988), Models of consumer satisfaction formation: An extension. Journal of Marketing Research, 25(2), 204-212. UNESCO, (2013), The International Mobility of Students in Asia and the Pacific: United Educational, Science and Cultural Organization. UNESCO, Bangkok. Vargo, S.L., Lusch, R. (2004), Evolving to a new dominant logic for marketing. Journal of Marketing, 68(1), 1-17. Wei, S., Wonglorsaichon, P. (2014), Development of the model of foreign student loyalty studying in Thailand. University of the Thai Chamber of Commerce E Prints UTCC. Zeithaml, V.A. (1988), Consumer perceptions of price, quality, and value: a means-end model and synthesis of evidence. The Journal of Marketing, 2-22. Zeithaml, V.A. (1988), Consumer perceptions of price, quality, and value: A means-end model and synthesis of evidence. The Journal of Marketing, 52, 2-22. Zeithaml, V.A., Berry, L.L., Parasuraman, A. (1996), The behavioral consequences of service quality. Journal of Marketing, 60(2), 31-46. Zins, A.H. (2001), Relative attitudes and commitment in customer loyalty models: Some experiences in the commercial airline industry. International Journal of Service Industry Management, 12(3/4), 269-294.