University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
|
RNPS: 2411
|13(2) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Avendaño Martínez, D. A.
(2025). Comprehensive university
marketing model to optimize student
recruitment and retention.
Estrategia y
Gestión Universitaria
, 13(2), e8934.
https://doi.org/10.5281/zenodo.17281286
Received: 09/06/2025
Accepted: 25/06/2025
Published: 14/10/2025
Corresponding author:
internationaldrpi@ucn.edu.ni
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
Comprehensive university marketing
model to optimize student recruitment
and retention
Modelo integral de marketing
universitario para optimizar la captación
y retención de estudiantes universitarios
Modelo integral de marketing
universitário para otimizar a captação e
retenção de estudantes universitários
Abstract
Introduction: this study addresses the need for a
comprehensive approach to university marketing, considering
environmental trends and the demands of the target
audience. Objective: to present the results of the design of
an integrated university marketing model aimed at optimizing
student recruitment and retention at the Central University of
Nicaragua.
Method: a mixed-method approach with a
correlational design was employed. The research included
surveys administered to students and administrative staff,
interviews with key informants, and focus groups. Stratified
probabilistic sampling was used for quantitative data, while
convenience sampling was applied for qualitative data. Data
analysis was conducted through descriptive and inferential
statistics, as well as thematic analysis of qualitative
information. Results: findings reveal a moderately positive
perception of institutional marketing among students and
administrative staff. The university website, institutional
communication, and WhatsApp were identified as key
channels. Higher satisfaction levels were reported in the
Medicine, Pharmacy, and Nursing programs. Administrative
staff highly valued the usefulness of a university marketing
model, although challenges such as costs and resistance to
change were noted. Conclusion: the proposed model
demonstrates feasibility and relevance for strengthening
student recruitment and retention. Its implementation
requires strategic planning, change management, and
sustainability. Progressive integration with institutional
support and continuous evaluation is recommended.
Keywords: educational administration, education
management, brand image, advertisingº
Resumen
Introducción: este estudio aborda la necesidad de un enfoque
integral en marketing universitario considerando tendencias
del entorno y demandas del público objetivo.
Danilo Alkalá Avendaño Martínez
1
Universidad Central de Nicaragua (UCN)
https://orcid.org/0009-0004-2835-7498
internationaldrpi@ucn.edu.ni
Nicaragua
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(2) | July-December |2025|
| Danilo Alkalá Avendaño Martínez |
Objetivo:
presentar resultados del diseño modelo integral de marketing
universitario orientado a optimizar captación y retención en Universidad Central
de Nicaragua.
Método:
se utilizó un enfoque mixto, con diseño correlacional. La
investigación incluyó encuestas aplicadas a estudiantes y personal administrativo,
entrevistas a informantes clave y grupos focales. El muestreo fue probabilístico
estratificado para datos cuantitativos y por conveniencia para los cualitativos. El
análisis se realizó mediante la estadística descriptiva e inferencial y temática de
datos cualitativos.
Resultados:
los resultados evidencian una percepción
moderadamente positiva del marketing institucional por parte de estudiantes y
del personal administrativo. Se destaca el rol del sitio web, comunicación
institucional y WhatsApp como canales clave. Las carreras de Medicina, Farmacia
y Enfermería mostraron mayor satisfacción. El personal administrativo valoró
altamente la utilidad de un modelo de marketing universitario, aunque identificó
desafíos como costos y resistencia al cambio.
Conclusión:
el modelo propuesto
muestra viabilidad y pertinencia para fortalecer la captación y retención
estudiantil. Su implementación requiere planificación estratégica, gestión del
cambio y sostenibilidad. Se recomienda integrarlo progresivamente con apoyo
institucional y evaluación continua.
Palabras clave:
administración de la educación, gestión de la educación, imagen
de la marca, publicidad
Resumo
Introdução: este estudo aborda a necessidade de uma abordagem abrangente no
marketing universitário, considerando as tendências do ambiente e as demandas
do público-alvo. Objetivo: apresentar os resultados do desenvolvimento de um
modelo integrado de marketing universitário voltado para otimizar a captação e a
retenção de estudantes na Universidade Central da Nicarágua. Método: foi
adotada uma abordagem mista, com delineamento correlacional. A pesquisa
incluiu questionários aplicados a estudantes e funcionários administrativos,
entrevistas com informantes-chave e grupos focais. A amostragem foi
probabilística estratificada para os dados quantitativos e por conveniência para os
qualitativos. A análise foi realizada por meio de estatística descritiva e inferencial,
além de análise temática dos dados qualitativos. Resultados: os achados revelam
uma percepção moderadamente positiva do marketing institucional entre
estudantes e funcionários administrativos. Destacam-se o papel do site
institucional, da comunicação oficial e do WhatsApp como canais estratégicos. Os
cursos de Medicina, Farmácia e Enfermagem apresentaram maior nível de
satisfação. Os funcionários administrativos atribuíram alto valor à utilidade de um
modelo de marketing universitário, embora tenham identificado desafios como
custos e resistência à mudança. Conclusão: o modelo proposto demonstra
viabilidade e relevância para o fortalecimento da captação e da retenção
estudantil. Sua implementação requer planejamento estratégico, gestão da
mudança e sustentabilidade. Recomenda-se a integração progressiva com apoio
institucional e avaliação contínua.
Palavras-chave:
administração da educação, gestão da educação, imagem da
marca, publicidade
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Introduction
In the current context of increasing competition in higher education and
changing student expectations, universities have been adapting to improve student
recruitment and retention (Avendaño-Porras et al., 2022). This study, conducted
between January and June 2024, analyzed educational marketing strategies from
various theoretical perspectives. Forero-Medina (2020) has pointed out that
educational marketing should place individuals at the center, prioritizing teachers,
institutional staff, families, and students as key actors and primary resources of any
strategy.
In this regard, university marketing has been a phase of research into social
needs, seeking to enhance the services of various educational institutions to meet
these needs and ethically promote their offerings. Its emergence contributes to the
administrative area by facilitating the satisfaction of its goal, which is constantly
evolving. However, educational marketing has not received thorough research,
leading to incorrect applications (Parra Armendariz et al., 2022).
Against this backdrop, the Universidad Central de Nicaragua (UCN) has
initiated university marketing efforts and strengthened student retention strategies
with a segmented approach, supported by advanced digital tools. This endeavor
aligns with the evolution of university marketing towards a relational approach,
where the experience and connection with the student are key to designing
strategies that better engage users and respond to their expectations (Gómez-
Bayona et al., 2022).
According to Grewal et al. (2025), the transformation of marketing driven by
artificial intelligence and other emerging technologies necessitates that universities
adapt their strategies to align with the expectations of students and society. This
assertion reinforces the importance of integrating digital competencies and
technological tools into university marketing models aimed at recruitment and
retention.
To be comprehensive, the strategy must include not only the promotion of
programs but also the optimization of services such as digital libraries, international
exchanges, and specialized advising (Gordillo et al., 2020). Implementing social
media marketing effectively requires a mindset shift and special attention to
administrative and pedagogical management (Enriquez Ralde, 2020).
According to Bracho Fuenmayor (2023) and Benavides et al. (2025), higher
education institutions must strengthen and update strategies that adopt a
comprehensive approach to improve the use of social media and technological
platforms for the promotion and positioning of their academic programs. The
development of these strategic management plans has generated value at all stages,
considering both the target audience and key stakeholder groups.
Relational marketing on social media enhances communication, student
satisfaction, and loyalty, facilitating processes and strengthening institutional
management, while online teaching drives digital transformation, despite existing
limitations (Ortega-Vivanco et al., 2023). Marketing 5.0 integrates technology,
ethics, and human development to strengthen competitiveness and social well-being
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sustainably (Bakator et al., 2024; Zaragoza Alvarado, 2024; Osorio-Marín et al.,
2024).
The study by Naranjo Chérrez et al. (2025) has confirmed that digital
strategies featuring multimedia content and personalized interactions are more
effective in attracting and retaining students. A well-structured digital strategy has
improved perceptions of online advertising and influences enrollment decisions,
while traditional methods show limited impact. As a differentiating value, adopting
student-centered approaches has been proposed as a key competitive advantage in
contemporary university marketing.
Lucio Navarrete has suggested a significant positive correlation between the
proper application of the service marketing mix and student loyalty levels (Lucio
Navarrete et al., 2021).
According to Gómez-Bayona et al. (2022), building customer relationships in
the university context depends on innovation, experience, and the active
commitment of faculty, elements that must be strategically managed by the
institution. The importance of integrating academic staff into actions that
strengthen the brand and loyalty has been emphasized, a perspective aligned with
the proposal of a model in which all actors in the educational community contribute
to visibility, positioning, and student retention through a coherent strategy focused
on relational value.
Loayza Cabrera et al. (2021) highlight that digital marketing is essential for
differentiation in a competitive environment, enhancing visibility and attracting
clients through social media and interactive platforms, combined with innovation
and added value. Although their study focused on entrepreneurial students, their
findings have been applied to institutional university strategies.
Complementarily, Matos-Cámara & Matos-Cámara (2021) indicate that the
effective use of digital platforms, such as Google for Education, strengthens student
trust and emotional commitment, elevates academic performance, and adds
intangible value to the university brand, consolidating its positioning in a highly
competitive environment.
This article proposes an evidence-based university marketing model,
combining digital tools and analysis to personalize recruitment and retention
strategies, helping universities differentiate themselves in a competitive landscape.
Methods and materials
A mixed-methods approach was utilized, specifically a correlational research
type that allowed for an integrative understanding of the educational marketing
strategies implemented at the institution, such as digital marketing, written or
digital advertising, school visits, social media, the university website, television
media, vocational fairs, and their impact on student satisfaction, retention, new
enrollments, and educational quality.
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This research formulated the following null hypothesis (H₀): the analysis of
the levels of knowledge about university marketing, the review of implemented
strategies, and the evaluation of the satisfaction of the university community did
not generate significant contributions to the development of an innovative model.
In contrast, the alternative hypothesis (H₁) posited that such an analysis allowed for
the construction of a model with an impact on student recruitment and retention. A
second hypothesis (H₂) was proposed: the implementation of a structured model
contributed to an increase in enrollment and a reduction in student dropouts.
These hypotheses are grounded in new trends in university marketing, which
have adopted more complex and holistic approaches, adapting to changes in the
environment and focusing on understanding the needs of users and the services
offered by institutions.
The population included 3,381 students and 52 administrative staff
members. From this population, the sample size was calculated using the formula
for finite populations, considering a confidence level of 95% and a margin of error of
5%, which is the standard accepted in social and educational research.
Table 1
Population and sample
Description
Population
size (N)
Margin of
error (E)
Confidence
level
Sample
size (n)
Re-enrolling
students
585 5% 95% 233
New enrolling
students
2,796 5% 95% 338
Administrative
staff
52 5% 95% 47
Source: UCN statistical database and own elaboration.
The population considered consisted of active students enrolled in 2024 and
administrative staff during the same period. For sample selection, stratified
probability sampling was employed for quantitative groups, and convenience
sampling was used for qualitative groups.
The main variables of the research were: educational marketing strategy,
considered as the independent variable, and user satisfaction, student retention,
new enrollments, and educational quality as dependent variables.
For the quantitative data, surveys were administered to students and
administrative staff to gather their perceptions regarding marketing strategies.
Differentiated questionnaires were designed for each group and were applied online.
For re-enrolling students, questions focused on the effectiveness of advertising, the
influence of social media, institutional communication, and satisfaction with
marketing strategies.
Information was collected from new enrolling students on how they learned
about the university, the effectiveness of marketing, their content preferences, and
| Danilo Alkalá Avendaño Martínez |
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potential improvements. Administrative staff were asked about the importance of
the model, its impact on institutional success, visibility, student retention,
communication, and implementation challenges. The instruments were validated
through a pilot test, achieving a Cronbach's Alpha of 0.811.
The qualitative research, which was descriptive and exploratory in nature,
included interviews with eight key informants and two focus groups with students
from the central and Doral campuses. The selection of participants considered
diversity in programs, years of study, and shifts.
Quantitative results were analyzed using descriptive and inferential
statistics with SPSS version 23. In the qualitative analysis, a coding process was
applied to the transcripts of interviews and focus groups to identify relevant patterns
and categories.
Quality criteria such as credibility, reliability, confirmability, transferability,
and triangulation were ensured, guaranteeing the replicability of the study and its
utility in future research on educational marketing in the university context
(Hernández Sampieri et al., 2014).
Results and discussion
The information obtained from the survey of re-enrolling students was
analyzed, providing insights into perceptions related to marketing, institutional
communication, and demographic profiles, as shown in Table 2.
Table 2
Age frequency of re-enrolling students
Frequency Percentage
Valid
percentage
Cumulative
percentage
Valid
18-24 years
163
70.0
70.0
70.0
25-30 years
16
6.9
6.9
76.8
31-40 years
12
5.2
5.2
82.0
Over 40
years
6 2.6 2.6 84.5
Under 18
years
36 15.5 15.5 100.0
Total
233
100.0
100.0
Source: Data obtained from a survey applied to re-enrolling students at UCN.
A general characterization of this group was presented, considering relevant
sociodemographic and academic variables. Regarding gender, the majority of re-
enrolling students identified as female (70.8%), followed by male (27.9%), with a
small percentage preferring not to specify (1.3%).
Students rated an average of 3.644 on a scale of 1 to 5, reflecting a
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moderately positive perception of marketing’s ability to convey institutional values
and mission. The mode of 4.0 suggests general agreement, although the standard
deviation of 1.1361 indicates variability.
Concerning advertising, it received an average rating of 3.258, showing a
moderate influence on the choice of academic program. The mode of 5.0 indicates
that some considered it decisive, despite a high dispersion of 1.4482 in opinions.
With an average of 3.747, students generally perceived that the university
cared about their academic and professional success, a perception reinforced by a
mode and median of 4.0. The standard deviation of 1.2178 showed moderate
variability in responses.
The social media platforms of the university were considered informative
and useful, with an average rating of 3.708, indicating that these channels were
relevant for students. The mode of 5.0 suggested that several students found these
platforms particularly informative, with a standard deviation of 1.3001 indicating a
diversity of opinions on this aspect.
Events and activities promoted by the university received an average rating
of 3.536, reflecting moderate interest; however, some students, as indicated by the
mode of 5.0, found them very appealing. The standard deviation of 1.3486 also
demonstrated variability in opinions.
The assessment of the university's official communication, which
encompassed various media (website, emails, virtual classroom, social media, among
others), reached an average of 3.867, one of the highest scores, indicating a positive
perception regarding the relevance and timeliness of this communication. The mode
and median of 4.0, along with a standard deviation of 1.2263, reflected moderate
variability in responses.
The majority of re-enrolling students are in the Medicine program (32.2%),
followed by Pharmacy (17.6%), Nursing (15%), and Veterinary Medicine (12%). Other
programs account for less than 10%, with Psychology (9%) and Public Accounting and
Auditing (4.3%) being notable. The majority of re-enrolling students originate from
the Doral Campus, accounting for 78%. This is followed, in smaller proportions, by
the Central Campus, Jinotepe, and the Estelí Extension, with participation rates of
15.5%, 4.7%, and 1.7%, respectively.
Perceptions regarding the ease of navigation and the informational content
of the website received the highest average rating of 3.931. The mode of 5.0
indicated that many students found the site intuitive and well-structured. The
standard deviation of 1.2438 showed moderate diversity in opinions.
These results reflected an overall positive perception, highlighting areas
such as timely communication and website design. However, the influence of
advertising displayed significant variability, suggesting opportunities for
improvement in the university's marketing strategy.
Data derived from the survey administered to the new enrollment cohort
reflect relevant information about academic preferences, preferred communication
channels, and demographic characteristics (see Table 3). Among the new enrolling
students, the female gender predominates (65.2%), followed by male (34.2%). Only
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0.7% preferred not to disclose their gender.
Table 3
Age frequency of new enrolling students
Frequency Percentage
Valid
percentage
Cumulative
percentage
18-24
years
186 41.5 41.5 41.5
25-30
years
29 6.5 6.5 48.0
31-40
years
13 2.9 2.9 50.9
Over 40
years
4 0.9 0.9 51.8
Under 18
years
216 48.2 48.2 100.0
Total
448
100.0
100.0
Source: Data obtained from a survey administered to new enrolling students at UCN.
The majority of students learned about the university through
recommendations from friends or family (44%), followed by social media (26.6%) and
school visits (17.9%). Other channels, such as vocational fairs, the website, signage,
and television, had less impact.
73.9% believed that the marketing campaigns adequately reflected the
university experience; 23% were undecided, and 3.1% disagreed.
The types of content that students wished to see in the university's marketing
campaigns included social events and activities (31.7%) and details about academic
programs (27.2%). Other interests included extracurricular activities (16.7%) and
student testimonials (17.9%), while only 6.5% expressed interest in content about
facilities and resources.
Regarding the programs of new enrolling students, Medicine accounts for the
largest proportion (19.6%), followed by Pharmacy (11.8%), Psychology (11.2%), and
Veterinary Medicine (10.3%). International Relations and Public Accounting and
Auditing also stand out, with more than 9% each, while other programs have a
participation of less than 9%.
In terms of campus origin, the largest percentage of students comes from
the Central Campus (41.5%), followed by Jinotepe (35.9%) and Doral (19.9%). The
Estelí Extension has a smaller participation, accounting for only 2.7% of the total.
Regarding preferred platforms for receiving information, 51.6% of students
preferred WhatsApp as the main medium, followed by social media (26.6%) and email
(7.6%).
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Although the initial sample of new enrolling students was 338, 448
participated due to the inclusion of additional volunteers. This increase
demonstrated greater student willingness and strengthened the representativeness
and robustness of the results.
A summary of the main sociodemographic characteristics of the
administrative staff is included. This information provides a useful reference
framework for interpreting the data obtained from the survey administered to this
segment (Table 4).
The surveyed administrative staff is primarily composed of women (61.7%),
while men represent 38.3% of the total. More than half of the administrative staff
belongs to the Central Campus (53.2%), followed by Jinotepe at 29.8% and Doral at
17%. There was significant diversity in age and gender, with a female predominance.
Table 4
Age frequency of administrative staff
Frequency Percentage
Valid
percentage
Cumulative
percentage
Valid
18-24
years
4 8.5 8.5 8.5
25-30
years
8 17.0 17.0 25.5
31-40
years
10 21.3 21.3 46.8
41-50
years
11 23.4 23.4 70.2
51-60
years
11 23.4 23.4 93.6
Over 61
years
3 6.4 6.4 100.0
Total
47
100.0
100.0
Source: Data obtained from a survey administered to new enrolling students at UCN.
The survey of administrative staff reflected a strong consensus on the
importance of an educational marketing model for institutional success (mean: 4.66;
Std. Dev.: 0.8667) and its contribution to strategic management (mean: 4.702; Std.
Dev.: 0.7197).
The assertion that a university marketing model would increase visibility and
attract students received the highest average rating (4.872; Std. Dev.: 0.4942). It
was also deemed useful for identifying growth opportunities (mean: 4.851; Std. Dev.:
0.5098).
Regarding student retention and academic success, the average was 4.298
(Std. Dev.: 1.0818), indicating greater variability. It was perceived that the model
would facilitate communication with stakeholders (mean: 4.468; Std. Dev.: 0.8302).
On implementation, it was considered potentially costly (mean: 3.766; Std.
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Dev.: 1.0046), reflecting mixed perceptions regarding the required resources.
Concerns about resistance to change were evident (mean: 3.447; Std. Dev.: 1.2990),
indicating that some anticipated internal obstacles. Evaluating the return on
investment in educational marketing was also seen as a challenge (mean: 4.000; Std.
Dev.: 1.1034), reflecting its complexity.
Satisfaction with marketing varied by program: Medicine, Pharmacy, and
Nursing showed higher satisfaction, while Law and Public Accounting and Auditing
exhibited lower levels. The chi-square analysis (Pearson value: 24.634; significance:
0.010) confirmed a significant relationship between the program and perceptions of
marketing, highlighting the need to tailor strategies to each academic program (see
Table 5).
Table 5
Satisfaction related to the marketing strategies of the university
Chi-Square Tests
Value df
Asymptotic
significance (two-
tailed)
Pearson Chi-Square
24.634
a
11
0.010
Likelihood Ratio
29.863
11
0.002
Valid Cases
233
a. 12 cells (50.0%) have expected counts less than 5. The minimum expected
count is 0.19.
Source: Data obtained from a subgroup survey.
The survey of new enrolling students showed that the majority perceived the
information from marketing campaigns as accurate, although some expressed
doubts. As for preferred content, social events and activities were highlighted (142
mentions) along with details about academic programs (122 mentions), followed by
testimonials and extracurricular activities, indicating an interest in a comprehensive
view of university life.
The administrative staff expressed a positive perception regarding the
impact of a marketing model on strategic management and student retention. Out
of 47 respondents, 37 gave the highest rating (5.0) to both statements. The chi-
square test (value: 55.374; significance: 0.000) confirmed a statistically significant
relationship, demonstrating consensus on the utility of a structured approach to
enhance institutional visibility and student engagement (see Table 6).
Table 6
Perception of the impact of the educational marketing model on strategic
management
Chi-Square Tests
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Value df
Asymptotic
significance (two-
tailed)
Pearson Chi-Square
55.374
a
12
0.000
Likelihood Ratio
24.436
12
0.018
Linear-by-Linear Association
13.179
1
0.000
Valid Cases
47
count is 0.04.
Source: Data obtained from a subgroup survey.
The t-test showed no significant difference between the perception of the
impact of a model on student retention and academic success compared to its effect
on strategic management (t = -3.000; p = 0.095), despite the differences in means
(2.000 vs. 5.000). This indicated that a clear relationship between both perceptions
was not evident.
Qualitative analysis highlighted the need to improve internal communication
with a more agile manual and to strengthen external marketing, especially on social
media. It was also suggested to emphasize the institutional image linked to
sustainability and social responsibility.
Interviews indicated that platforms like Facebook, Instagram, and TikTok
were key in attracting students, particularly in Medicine. Visual strategies and
participation in events strengthened the emotional bond with the university. These
results are summarized in Table 7.
Table 7
Relevant patterns and categories
Category
Identified pattern
Digital media as the primary
information channel
Discovery of educational offerings through
social media
Communication strategies
focused on visuals
Preference for posts with visual elements and
videos
Impact segmentation by
educational level
Greater influence in programs like Medicine
Student participation as a
loyalty strategy
Strengthening the sense of belonging through
activities and social media dissemination
Untapped opportunities in
emerging media
Potential recognition of TikTok, but without
systematic use
Source: Data obtained from interviews with students by subgroups.
The need to diversify strategies to give greater visibility to less promoted
programs, such as Veterinary Medicine and Accounting, was emphasized. It was also
suggested to involve students in content creation, given the impact of their
testimonials on social media. Strengthening large events and extracurricular
activities was proposed to improve institutional perception and attract more
students.
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Measuring the success of marketing strategies should go beyond visibility,
considering indicators like student participation and word-of-mouth
recommendations. While marketing was crucial for attracting students, interviewees
highlighted that retention largely depended on internal factors such as teaching
quality, infrastructure, and administrative management.
The results indicate that, despite implementing an innovative university
marketing model, there were no significant changes in student retention, academic
success, or strategic management. Although the overall perception of marketing was
positive, the effectiveness of advertising and social media varied greatly among
students, suggesting that some communication channels are not being utilized
optimally.
Focus groups evidenced an overall positive perception among students
regarding various institutional aspects. Teaching quality was one of the most valued
elements, especially in the Medicine program, underscoring the importance of
continuing to strengthen this area through continuous training programs and its
proper projection in institutional communication strategies.
In terms of infrastructure, while the general opinion was favorable,
limitations were noted regarding space in common areas and climate control issues
in some classrooms, aspects that require attention to enhance the student
experience. Opportunities for practical learning, particularly internships in health
centers, were highly appreciated, and it was suggested to leverage these as an added
value in marketing efforts.
Regarding social media presence, participants acknowledged progress but
recommended increasing the frequency and dynamism of content, especially on
platforms like Instagram and TikTok, incorporating aspects of student life and
sporting events. The need to strengthen university identity through integrative
activities, institutional celebrations, and volunteer opportunities was emphasized.
Observations were made regarding administrative management, mainly due
to difficulties in registration processes and communication between areas,
suggesting the need to optimize internal channels and train staff. Opportunities for
improvement were identified in psychological support services and in how university
life is projected in promotional campaigns, recommending a more authentic and
relatable representation of student reality.
The null hypothesis could not be rejected, suggesting that the marketing
model did not have a significant impact on student retention or in reducing academic
dropout, as shown in Table 8.
Table 8
Hypothesis Testing
Group Statistics
There may be
internal resistance
to the changes
N Mean
Standard
Deviation
Standard
Error
Mean
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involved in the
implementation of
an educational
marketing model
An educational
marketing
model would
contribute to
student
retention and
academic
success at UCN
1.0
6
4.333
1.6330
0.6667
2.0 4 4.000 1.4142 0.7071
Source: Data obtained from the UCN Administrative Staff Survey.
T-tests indicated that the model had no significant impact on retention and
academic success (p = 0.748), nor on the improvement of strategic management (p
= 0.095 and p = 0.205), leading to the acceptance of the null hypothesis in both
cases.
The study identified strengths and weaknesses in current strategies and
proposed a comprehensive model with innovative actions aligned with strategies,
national plans, and continuous improvement. According to the literature,
educational marketing enhances institutional quality and visibility through
techniques such as neuromarketing and digital marketing, which are essential for
attracting and retaining students (Rivero Jiménez et al., 2022). Digital marketing
improves the student experience by engaging and satisfying students through
personalized strategies (Benchekroun et al., 2024).
Regarding the qualitative approach, it was noted that the lack of a
comprehensive model limited institutional perception and alignment with student
expectations. Despite innovative efforts, no significant differences were observed in
key indicators, suggesting the need to adjust strategies toward a more personalized
approach.
The positive perception of marketing contrasts with the variability in the
effectiveness of advertising and social media, indicating the need to optimize
strategies for a young audience, predominantly female and focused on health
sciences.
Although the current model does not show significant improvements in key
indicators, it provides valuable lessons for future interventions. The null hypothesis
(H0) was not rejected, reinforcing the need for a review and optimization of the
strategy. A relevant finding is the positive perception of institutional communication
among students, but the variability in the effectiveness of advertising and social
media indicates that these channels need to be diversified and personalized to
better align with student expectations.
These data establish the groundwork for a comprehensive university
marketing model that focuses not only on student recruitment but also on their
retention and academic success. In the same vein, López-Barrera & Esteves-Fajardo
(2022) confirm that educational digital marketing represents an innovative
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contribution to educational management by integrating strategies and techniques
designed to effectively respond to the needs of the educational community.
The importance of alignment between student perceptions and the services
provided is crucial for strengthening the university-student relationship in the long
term. Qualitative analysis highlights the need to optimize internal communication
within the university. Implementing a communication manual and more efficient
channels would contribute to improving the overall perception of the institution and
increasing the commitment of the academic administrative community to its values
and strategic goals.
Aspects of institutional communication, such as ease of navigation on the
website and official information, were well-rated, while the effectiveness of
advertising and social media showed variability. The need to diversify marketing
strategies and improve audience segmentation was identified. The key role of
student participation in extracurricular activities and the importance of
strengthening internal communication to improve institutional perception were also
highlighted.
Findings indicate that the success of educational marketing does not depend
solely on visibility but also on the quality of the university experience. Factors such
as teaching quality, infrastructure, and student support were determinants in the
overall perception. The lack of adequate spaces and issues in administrative
management are noted as areas for improvement. To achieve a significant impact,
marketing strategies must align with student expectations and effectively reflect
the institutional identity.
According to recent studies, social digital networks are key in educational
promotion and brand positioning, influencing the perceptions and decisions of
prospective students. This underscores the importance of strategies centered on
student satisfaction and coherence in institutional communication (Guerra-Peralta
& Müller-Pérez, 2024).
In the digital realm, social media is used regularly, but there are still
untapped opportunities, particularly on platforms like TikTok. Incorporating dynamic
visual and audiovisual strategies can enhance the connection with potential students
and strengthen institutional positioning.
Global education promotes innovation and access through educational
technology, but it also generates risks related to equity, privacy, and democratic
control. An integrated model must balance technology and inclusion, articulating
innovation with ethical principles and social responsibility. In this way, the university
positions itself as a transformative agent, beyond the market (Verger et al., 2022).
Another key aspect identified is the importance of student well-being and
its influence on perception. Students indicate that their participation in academic,
sports, and cultural events reinforces their sense of belonging and enhances their
university experience. Increased investment in the promotion and organization of
these activities is recommended as an integral part of the marketing strategy.
The research contributes to the development of a flexible and permanent
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model that not only attracts new students but also strengthens the academic
community throughout the educational process. The strategy should focus on
personalizing campaigns, segmenting audiences, and utilizing technological tools,
such as Customer Relationship Management systems, which have evolved in higher
education institutions as a tool to strengthen student recruitment and retention
through personalized communication, multichannel integration, and advanced
analytics (Shalihati et al., 2025).
The study by Bezerra et al. (2023) highlights that a well-structured
relationship marketing approach, based on student satisfaction and loyalty, is a key
factor in differentiating higher education institutions, especially in distance learning
modalities. Active communication and service quality are crucial for retaining
students and reducing dropout rates, creating an emotional bond that enhances
retention. These findings reinforce the importance of designing comprehensive
university marketing models that optimize both recruitment and student retention.
It is advisable to conduct a thorough retention assessment throughout
academic programs, not just in the initial periods. Comparing these indicators will
help identify critical dropout points in advanced stages and adjust marketing and
student management strategies based on findings.
Strategic marketing management involves identifying opportunities,
formulating plans aligned with customer interests, and applying market intelligence
to reduce decision-making risks. This approach enhances the effectiveness of
organizational actions and strengthens institutional competitiveness. When applied
to the university context, this model is key to responding to student expectations
and optimizing recruitment and retention processes (Rajer, 2023).
The corollary of results and discussion compares with the assertions made by
Parra-Armendariz et al. (2022), indicating that educational marketing seeks to
identify and satisfy societal needs, improving the services of educational institutions
ethically. To develop a comprehensive, flexible, and permanent model, it is crucial
to conduct ongoing research that allows for adjustments to services based on new
demands and trends, ensuring relevance and sustainability over time.
In the current context of higher education, continuous improvement is a
permanent principle. The quality management models proposed by Sánchez-Muñiz &
Pinargote-Macías (2020), such as the 5S model, Total Productive Maintenance, the
PDCA or Deming Cycle, ISO 21001:2018, and Kaizen (Moncada-Palma & Huilcapi-
Masacón, 2019), are presented as key references for educational organizations.
Social media strengthens engagement and fosters participation, improving the
effectiveness of institutional marketing (Weng et al., 2022).
A recent systematic review identified five key areas where social media has
enhanced marketing in higher education: student engagement, branding, admission
decision-making, relationship management, and institutional strategy. These
findings are particularly useful for strengthening university marketing models
focused on recruitment and retention by integrating digital media into strategic
planning (Pawar, 2024).
In this sense, the proposal for a university marketing model opens the
possibility of valuing integration at some point with one of the mentioned
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approaches, such as ISO for educational organizations.
The sustainability of university marketing requires networks with shared
management, market orientation, cooperation, internationalization, and data-based
segmentation (Ruiz Vargas et al., 2019; Moreno-Charris et al., 2022; Prastyabudi et
al., 2024).
The proposed model is structured around five key pillars:
• Educational quality: Aligning student perception with academic reality
through clear processes.
• Student relationship management: Using technology to personalize
communication and improve retention.
• Content marketing: Highlighting institutional achievements and student
experiences.
• Internationalization and accreditation: Promoting academic mobility (both
in-person and virtual) and meeting national and international quality
standards.
• Cross-cutting themes: Promoting national identity, culture, sports,
psychological support, and scholarship programs.
The model emphasizes the importance of continuously evaluating student
satisfaction and adjusting strategies according to their expectations. The perception
that students have of the institution influences its positioning, reinforced by service
quality and coherent leadership aligned with the institutional mission (Céspedes-
Gallegos et al., 2024).
The b-learning modality emerges as a key value proposition, combining
flexibility and in-person engagement, which must be effectively communicated
through attractive digital resources (León-Alvarado et al., 2023). Corporate image
and sensory marketing are crucial for student loyalty, integrating visual identity,
organizational culture, and sensory stimuli into a comprehensive approach that
projects a solid and competitive identity (Vázquez-González et al., 2023).
Conclusions
The results confirm the need to implement a comprehensive university
marketing model to optimize student recruitment and retention. Survey analysis
evidences key perceptions regarding institutional communication, social media use,
and the website, along with opportunities for improvement in aligning advertising
with the university experience.
From the student perspective, differences in satisfaction are observed based
on academic program, highlighting the importance of segmented strategies.
Administrative staff values the positive impact of the model on management,
visibility, and communication, although they note challenges such as costs,
resistance to change, and return measurement. The main contribution lies in an
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empirical model that strengthens institutional positioning, consolidates its identity,
and enhances the student experience, serving as a foundation for future loyalty
actions and strategic adaptation in a competitive educational environment.
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| Danilo Alkalá Avendaño Martínez |
About the main author
Danilo Avendaño Martínez
:
holds a Master's degree in University Management,
specializing in educational model and competency
-
based curriculum management.
He holds a degree in International Relations and Foreign Trade from the University
of Buenos Aires (UCN), where he is also Director of Public and International Relations.
He has teaching experience and has participated in conferences and research
projects on education and internationalization
.
Declaration of author responsibility
Danilo Avendaño Martínez
1:
Conceptualization, Data curation, Formal analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Financing:
Universidad Central de Nicaragua UCN, Managua, Nicaragua.
Special Acknowledgments:
