Students’ loyalty enhances sustainability and survival rate of higher education institutions. Successful university managers and higher education thrive to improve service quality and to build loyalty among local and international students to sustain under the globalization. The aim of this research was to investigate the mediation effect of some key long-term relationship antecedent variables such as trust, satisfaction, and commitment between the perceived service quality and student loyalty latent variables. The relationship between the constructs in the instrument was tested through Partial Least squares (PLS) structural equations methodology using SmartPLS 3 program. The results of this research show that perceived service quality impacts loyalty specifically through commitment. Students’ loyalty is significantly influenced by commitment. However, student satisfaction has no significant direct effects on loyalty. Student trust has a negative effect on student loyalty so the results indicate that commitment fully mediates the effects of perceived service quality on student loyalty. Hence, university managers revitalize and sustain students’ loyalty if along with high quality services they also stimulate bonds and students identification with the university by reinforcing emotional force such as commitment.

The English language for English Instructed Class students as the end-users of Higher Education is an integral part of the sustainability of globalization in Indonesia. The research investigates the relationship between brand image, price, web quality, and student satisfaction in conducting English-instructed classes. The data was obtained via an online inquiry form 105 respondents and analyzed using Partial Least Square (PLS). The findings show that the influence of the brand image on student satisfaction, price towards student satisfaction, and web quality on student satisfaction are significant. The results illustrate that English-instructed class students' happiness depends on how the institution creates the brand image, offers competitive tuition, and develops web quality to attract prospective English-instructed class students.

This study investigates the impact of game-based (gamification) e-Learning techniques on students' engagement, thereby, their satisfaction with e-learning in Jordanian private universities. A conceptual model was developed based on existing empirical evidence from the literature. Data was then collected through a self-administered questionnaire survey from 198 private university students, who were conveniently selected for the study. The data was analyzed using Structural Equation Modeling (SEM) with smart PLS 23. Data analysis revealed a positive effect of gamification on both student engagement and satisfaction, suggesting that incorporating gaming elements into the e-learning process in Jordanian private universities led to higher levels of student engagement, thereby greater student satisfaction with the e-learning experience. A mediating role was also found for student engagement on the effect of gamification on student satisfaction. The findings provide insights to practitioners on how gamification can be utilized as an effective strategy to deliver a more enjoyable and interactive e-learning experience. Research findings were discussed, and conclusions and implications were lastly provided.

The increase in the number of universities for the last decade in Iran increases the need for higher education institutions to manage their enrollment, more effectively. The purpose of this study is to design a model to improve the first year university student adjustment by examining the effects of academic self-efficacy, academic motivation, satisfaction, high school GPA and demographic variables on student’s adjustment to university. The study selects a sample of 357 students out of 4585 bachelor first year student who were enrolled in different programs. Three questionnaires were used for collection of data for this study, namely academic self-efficacy, academic motivation and student satisfaction with university. Structural equation modeling was employed using AMOS version7.16 to test the adequacy of the hypothesized model. Inclusion of additional relationship in the initial model improved the goodness indices considerably. The results suggest that academic self-efficacy were related positively to adjustment, both directly (B=0.35) and indirectly through student satisfaction (B=0.14) and academic motivation (B=0.9). The results indicate a need to develop programs that effectively promote the self-efficacy of first year student of student to increase college adjustment and consequently retention rate.