ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Leveraging Institutional Loyalty: A Marketing Framework for Driving Graduate Re-enrollment in Higher Education
Provisionally accepted
- 1Prince Mohammad bin Fahd University, Khobar, Saudi Arabia
- 2Queen’s University Belfast, Belfast, United Kingdom
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This study examines the role of a formalized Customer Relationship Management (CRM) framework in improving student satisfaction and loyalty within a non-profit private university in Saudi Arabia. Drawing on reciprocity and relationship marketing theories, the research investigates how CRM tools, including multi-tiered feedback systems and key performance indicators (KPIs), shape student experiences and influence re-enrollment. This quantitative study utilized a longitudinal cross-sectional design, administering the same survey instrument to distinct student populations across two consecutive years. A mixed-methods design combined quantitative survey data with sentiment analysis and Latent Dirichlet Allocation (LDA) of open-ended responses. Results reveal a positive correlation between CRM-driven service quality and student satisfaction, which fosters loyalty and encourages postgraduate enrollment. The study contributes to CRM literature in higher education and offers a replicable model for institutions seeking to enhance student relationships and overall performance.
Keywords: customer relationship management, higher education, Loyalty, Re-enrolment, Satisfaction
Received: 20 Oct 2025; Accepted: 16 Dec 2025.
Copyright: © 2025 Kayal, Billah and Rana. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ghadeer G. Kayal
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