The Importance of Social Media Content in Influencing the Intention to Enroll in Higher Education

DOI

10.2991/aer.k.211215.125How to use a DOI?

Keywords

Firm generated content; Perceived value; Intention to enroll; Intention to follow social media

Abstract

Using company generated content (FGC), this article aims to discover the influence of social media content on students’ perceptions of value, social media usage intentions, and college enrollment intentions. A total of 450 people participated in an online survey. IPMA and a variance-based structural equation model were used to examine the most relevant components in affecting students’ intentions to enroll. According to the findings of this study, FGC has a favorable and significant impact on social media use. Consumers’ desire to use social media was shown to be strongly influenced by their perceptions of the service’s value. To enlist, one must have a strong desire to follow social media. In addition, IPMA results suggest that FGC is the most important construct when compared to the others. Research shows that social media marketing content provided by colleges and universities has a significant impact on students’ desire to attend college or university. The findings of this study will help higher education marketers generate content that encourages people to follow them on social media, which in turn increases the likelihood that they will enroll in their programs. A hitherto unidentified influence of social media material on enrollment intentions is also explored in this study.

Copyright

© 2021 The Authors. Published by Atlantis Press International B.V.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Rafdinal
AU  - Iwan Mulyawan
AU  - Lusianus Kusdibyo
PY  - 2021
DA  - 2021/12/16
TI  - The Importance of Social Media Content in Influencing the Intention to Enroll in Higher Education
BT  - Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021)
PB  - Atlantis Press
SP  - 750
EP  - 755
SN  - 2352-5401
UR  - https://doi.org/10.2991/aer.k.211215.125
DO  - 10.2991/aer.k.211215.125
ID  - 2021
ER  -