Rebranded Academic Programme and Enrollment Intentions: An Analysis of Student Satisfaction and Positive Word-of-Mouth in Ghanaian Universities

Rebranded Academic Programme and Enrollment Intentions: An Analysis of Student Satisfaction and Positive Word-of-Mouth in Ghanaian Universities

Samuel Affran

Department of Marketing and Entrepreneurship, University of Education Business School, Winneba

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000386

Received: 07 May 2025; Accepted: 11 May 2025; Published: 18 June 2025

ABSTRACT

Purpose – This study examines how rebranded academic programme impact student satisfaction and positive word-of-mouth, and their mediating effects on enrollment intentions.

Design/methodology/approach – This study employed a quantitative approach, collecting data from 264 marketing students via census sampling. The data was analyzed using SMART PLS 4 to evaluate the proposed relationships.

Findings – Rebranded academic programme enhances student satisfaction, which mediates the relationship between rebranding efforts and increased enrollment intentions, with positive word-of-mouth playing a crucial role.

Research limitations/implications – A primary limitation of this study is the difficulty in precisely measuring the indirect effects of satisfaction and positive word-of-mouth on enrollment intentions due to the presence of other influencing variables. Future research should investigate additional moderating factors that could either amplify or diminish these effects.

Practical implications – This study offers key insights for university administrators and policymakers, indicating that a rebranded marketing programme can boost student satisfaction, encourage positive word-of-mouth, and increase enrollment rates.

Originality/value – This research contributes to existing knowledge by examining the serial indirect effects of satisfaction and positive word-of-mouth on enrollment. It also extends the Stimulus-Organism-Response (SOR) theory by identifying a rebranded academic programme as an external stimulus that influences students’ enrollment decisions.

Keywords – rebranded programme, marketing programmes, satisfaction, word-of-mouth, SOR theory

Paper type – Research paper

INTRODUCTION

The study looks into how rebranded academic programmes affect student enrollment, with a focus on marketing programmes in Ghanaian universities. This issue stands out as critical, as marketing departments in many Ghanaian tertiary institutions are struggling with declining enrollment, putting them at risk of extinction. The enrollment statistics for both undergraduate and postgraduate marketing students point to an urgent need for strategic intervention. Around the world, leading universities carry out programme rebranding to keep up with the evolving educational landscape and remain competitive (Mohamed Hashim et al., 2022).

Rebranding refers to “revisiting the brand to update or revise it based on internal or external circumstances” (Brand Real, 2024). In this context, a rebranded programme comes across as a revised marketing curriculum that responds to internal and external changes. The primary objective of rebranded programmes boils down to increasing visibility, setting themselves apart, and aligning with industry trends and evolving educational demands. Meanwhile, satisfaction comes down to an emotional response that results from an experience meeting or exceeding expectations, which leads to positive feelings. On the other hand, negative feelings arise when expectations fall short (Subedi, 2024; Farida & Ismunandar, 2023). Positive word-of-mouth refers to a favorable, noncommercial message that gets passed on through interpersonal communication (Singh & Sarma, 2018).

The Stimulus-Organism-Response (SOR) theory serves as a useful framework for understanding the interplay between rebranded programmes, student satisfaction, positive word-of-mouth, and enrollment intentions. According to this theory, the internal responses of current marketing students, such as satisfaction and word-of-mouth recommendations, act as mediators between an external stimulus (a rebranded programme) and the enrollment decisions of prospective students.

Despite the growing interest among scholars and professionals in understanding how rebranded programmes shape students’ enrollment decisions, limited empirical research has looked into this issue within Ghanaian universities. While existing studies touch on general branding and enrollment trends, there is a notable gap in research that zooms in on how programme rebranding influences prospective students’ decisions, especially within Ghana’s unique cultural and institutional context.

This study addresses the gap by exploring how rebranded academic programmes influence student satisfaction and positive word-of-mouth, while also examining their sequential mediating effects on the relationship between rebranded programmes and enrollment intention.

In doing so, it adds to the SOR theory by applying it to the academic rebranding context and potentially reshaping existing theoretical models. Additionally, the findings will help university administrators and policymakers figure out effective rebranding strategies that bring about higher student satisfaction, drive positive word-of-mouth, and boost enrollment rates in marketing programmes.

LITERATURE REVIEW

Theoretical Framework

Stimulus-organism-response (SOR) Theory

The stimulus- organism- response (SOR) theory has gained prominence as a conceptual foundation for understanding consumer behaviour and branding strategies. Initially conceptualized to explain consumer decision-making, Jacoby (2002) revisited the SOR model, emphasizing the importance of recognizing the interplay between external stimuli, the organism’s cognitive and emotional state, and the resultant behavioural response. This framework has been widely applied across various domains, including online consumer behaviour (Mazaheri et al., 2011) and brand co-creation within social media communities (Kamboj et al., 2018). While these applications highlight the model’s versatility, its role in higher education branding, specifically in rebranded academic programmes remains underexplored.

Comparing prior applications of the SOR theory, Muzellec et al. (2006) investigated corporate rebranding and its effect on brand equity. Their findings suggest that while marketing aesthetics play a role in shaping consumer perceptions, factors like employee behaviour hold greater significance in sustaining brand equity. This contrasts with Zhang et al. (2018), who examined omnichannel retailing and found that seamless integration across multiple channels enhances consumer trust, empowerment, satisfaction, and intention to engage. These insights indicate that while branding efforts can shape perceptions, their impact is mediated by internal consumer processing, a perspective that aligns with the focus of this study on how rebranded programmes influence student satisfaction and positive word-of-mouth.

Further studies applying the SOR model in digital consumer environments provide additional connections. For instance, Hew et al. (2018) employed a multi-mediation model to explore tourist behaviour in mobile social tourism shopping, whereas Kim et al. (2020) applied the framework to virtual reality (VR) tourism, identifying factors influencing consumer visitation intentions. These studies demonstrate the model’s adaptability to emerging digital and service-driven markets, yet they lack direct reference to educational branding contexts. This highlights a gap in understanding how external stimuli, such as rebranded academic programmes, affect students’ satisfaction and enrollment intentions through internal processing mechanisms like emotions and perceptions.

Critically, while existing literature validates the SOR model in consumer and service research, its application to higher education marketing and rebranding efforts is underdeveloped. Universities frequently rebrand their academic programmes to align with industry trends, enhance visibility, and attract students. However, limited research has examined the serial mediating effects of student satisfaction and positive word-of-mouth in this process. This study extends the SOR theory by framing rebranded programmes as an external stimulus that influences enrollment intention, with student satisfaction and positive word-of-mouth serving as critical mediators.

By integrating these perspectives, this research contributes to the evolving discourse on academic programme rebranding, offering empirical insights that connect branding strategies, student decision-making, and behavioral outcomes within the SOR framework.

Hypothesized model development

Figure 1 below shows the hypothesised model for the study, and the various relationships are

discussed in detail.

Rebranded programme and the intention to enrol

The literature on rebranded programmes and students’ intention to enroll reveals diverse perspectives on how educational programme design influences student engagement, learning outcomes, and career preparedness. Several studies have examined different academic programmes, yet research on how rebranded university programmes shape student satisfaction, positive word-of-mouth, and enrollment decisions remains scarce.

Comparing studies across various disciplines, Wallace et al. (1999) explored the integration of information literacy into an undergraduate nursing programme, emphasizing the role of curriculum-embedded initiatives in fostering research-based learning. Similarly, Perusso et al. (2021) examined entrepreneurial education in postgraduate programmes, demonstrating the effectiveness of action-learning approaches in skill development. These studies indicate that tailored academic programme structures play a critical role in shaping student competencies and learning experiences.

In contrast, other scholars have focused on broader transitions from education to employment. Biggeri et al. (2001) assessed how university programmes prepare graduates for the labour market, underscoring the need for industry-aligned curricula. Similarly, Sánchez (2011) investigated the impact of entrepreneurship education on students’ competencies and self-employment intentions, showing a positive link between programme design and career aspirations. These studies suggest that programme effectiveness is often evaluated through graduate employability, but fewer studies examine enrollment decisions—particularly in the context of rebranded programmes.

Additional research connects rebranded programmes to student engagement and instructional effectiveness. Kember (2009) explored a university-wide shift toward student-centered learning, demonstrating improvements in teaching quality. Likewise, Addy et al. (2010) assessed graduate teaching assistants’ instructional practices after completing a university teacher certification programme, highlighting how reform-minded initiatives impact teaching effectiveness. Meanwhile, Mazgutova et al. (2015) studied L2 learners in an English for Academic Purposes programme, showing improvements in academic writing. These findings reinforce the idea that programme structure and pedagogical reforms influence student success, yet do not directly address how rebranding affects enrollment decisions.

Connecting these insights to the Stimulus-Organism-Response (SOR) theory, rebranded programmes can be viewed as an external stimulus that influences students’ internal cognitive and emotional responses, such as satisfaction and positive word-of-mouth. Unlike prior studies that focus on post-enrollment outcomes like employability, learning quality, or skill development, this study investigates how rebranded programmes act as a driving force in shaping enrollment decisions.

Critically, while existing literature supports the role of programme structure, learning methodologies, and industry relevance in shaping student success, it overlooks the sequential mediating effects of satisfaction and positive word-of-mouth on enrollment intention. This study fills that gap by integrating insights from rebranding, marketing, and higher education to examine how these factors influence students’ decision-making processes. By extending the SOR theory, this study bridges the gap between higher education branding and student enrollment decisions, offering a novel perspective on how rebranded programmes can enhance visibility, influence perceptions, and ultimately drive enrollment rates.

H1: The Rebranded programme has a significant positive effect on the intention to enrol

Rebranded Programme, satisfaction, and intention to enrol

Examining how rebranded programmes influence student satisfaction and enrollment intentions has become an increasingly significant area of inquiry in educational research. While numerous studies have investigated different aspects of programme content, motivation, and identity continuity, limited research has directly explored the specific impact of rebranded academic programmes on satisfaction and enrollment decisions. This study aims to fill that gap by integrating insights from prior research and applying the Stimulus-Organism-Response (SOR) theory within the higher education context.

 Ogbuabor et al. (2019) examined the role of quality of work life (QWL) in shaping motivation and retention among local government tuberculosis control supervisors in Nigeria. Their findings highlighted that motivation acts as a mediator between QWL and the intention to leave, demonstrating how external factors, such as work environment and job satisfaction, play a role in individuals’ long-term engagement. While this study was set in a workplace environment, its findings align with higher education, as students’ satisfaction with their academic experience similarly influences their likelihood of continuing or enrolling in a programme.

 Simonÿ et al. (2019) investigated a tele-rehabilitation programme for Chronic Obstructive Pulmonary Disease (COPD) patients, emphasizing the need for well-structured interventions to enhance participant satisfaction. Similarly, Cruwys et al. (2020) explored how social identity continuity affects international students’ academic performance, retention, and life satisfaction. Their study confirmed that a strong sense of belonging and identity coherence plays a vital role in student satisfaction—an insight that parallels how rebranded programmes can shape prospective students’ perceptions of institutional fit and identity.

 Cho et al. (2020) analyzed how memorable experiences and nostalgia contribute to satisfaction and revisit intentions among international exchange students. Their findings indicated that positive past experiences evoke nostalgia, which, in turn, enhances satisfaction and future enrollment intentions. This insight directly relates to rebranded programmes, as institutions strive to improve student experiences to foster positive perceptions and boost enrollment rates.

While these studies offer valuable insights into factors shaping satisfaction and enrollment intentions, they fall short of addressing how rebranding academic programmes influences student decision-making. This study expands the SOR theory by positioning rebranded programmes as an external stimulus that triggers students’ internal emotional and cognitive responses—namely, satisfaction and positive word-of-mouth—which ultimately shape their enrollment intentions.

Preceding research has focused on satisfaction and enrollment through curriculum content, motivation, and identity-related factors, but has not sufficiently examined the sequential mediating role of satisfaction and positive word-of-mouth in driving enrollment decisions. This study bridges that gap by merging branding and educational marketing perspectives, providing fresh insights into how universities can refine rebranding strategies to enhance student satisfaction and increase enrollment. This study adds to a deeper understanding of how rebranded academic programmes shape student satisfaction, influence word-of-mouth, and ultimately drive enrollment decisions.

H2(a-b): Satisfaction has an indirect significant influence on the rebranded programme and intention to enrol

Rebranded programme, satisfaction, positive word of mouth, and intention to enrol

The impact of rebranded academic programmes on student satisfaction, positive word-of-mouth, and enrollment intentions has gained increasing attention in recent scholarly discourse. While prior research has examined related constructs across various domains, the specific influence of rebranded programmes within higher education contexts remains an area requiring further exploration.

Comparing relevant studies, Rehman et al. (2022) analyzed how consumer engagement in corporate social responsibility (CSR) initiatives affects brand attitude, electronic word-of-mouth, and purchase intentions among Chinese consumers. Their findings highlighted the role of ethical brand engagement in fostering positive consumer perceptions and behavioral intentions. Although this study was conducted in a corporate setting, its insights align with educational branding, where institutional reputation and engagement in social causes may shape student perceptions and enrollment decisions.

Contrasting with corporate branding, Shehzadi et al. (2020) investigated the role of digital learning in enhancing student satisfaction and strengthening university brand image in Pakistan, particularly in the post-COVID-19 era. Their study emphasized the transformative impact of digital learning on student experiences, suggesting that technological integration not only improves satisfaction but also elevates institutional appeal, a factor that parallels the effects of rebranding in higher education.

Connecting to entrepreneurial education, Ahmed et al. (2020) explored how participation in entrepreneurship education programmes influences intentions for new venture creation within developing economies. Their findings demonstrated that structured educational interventions cultivate entrepreneurial mindsets, which suggests that rebranded academic programmes could similarly shape students’ aspirations by offering tailored, future-oriented learning experiences.

Extending the discussion to experience-driven satisfaction, Gohary et al. (2020) examined the role of memorable tourism experiences in shaping destination satisfaction, revisit intentions, and positive word-of-mouth within Iranian eco-tourism. Similarly, Rasoolimanesh et al. (2021) identified visitor satisfaction as a key mediator between memorable experiences and behavioral intentions in heritage tourism. These findings underscore the critical role of experiential value in influencing consumer behavior—a concept that resonates with higher education, where institutional rebranding and enriched student experiences can foster satisfaction, advocacy, and enrollment commitment.

While these studies provide valuable insights, they do not directly address the sequential influence of rebranded academic programmes on student satisfaction and positive word-of-mouth as precursors to enrollment decisions. This study bridges that gap by integrating perspectives from branding, digital learning, and experiential satisfaction, offering a comprehensive framework to understand how universities can strategically leverage rebranding efforts to enhance satisfaction and drive enrollment growth.

Overall, the literature affirms the pivotal role of institutional rebranding in shaping student satisfaction, word-of-mouth, and enrollment intentions, highlighting the influence of CSR initiatives, digital transformation, entrepreneurship education, and experiential learning in driving positive perceptions and decision-making in higher education (Chu et al., 2019; Shehzadi et al., 2020; Ahmed et al., 2020; Gohary et al., 2020; Rasoolimanesh et al., 2021).

H3(a-b): Positive word of mouth through Satisfaction has an indirect significant influence on the rebranded programme and intention to enrol

Fig. 1 The proposed conceptual model

METHODOLOGY

This study examines rebranded academic programmes as an external stimulus that can drive enrollment intentions, with satisfaction and positive word-of-mouth serving as mediating variables. Specifically, it analyzes the relationships between rebranded programmes, student satisfaction, positive word-of-mouth, and enrollment intentions. A quantitative research approach was adopted, targeting the entire population of 264 marketing students enrolled at the University of Education, Winneba School of Business, for the 2024/2025 academic year. Participants assessed the phenomenon through closed-ended questions, based on the measurement constructs outlined in Table 1.

To ensure measurement reliability and validity, twenty observable variables were carefully adapted from established literature and refined to align with the study’s objectives. Before data collection, face and content validity assessments were conducted (Elangovan & Sundaravel, 2021). Three marketing experts holding professorial ranks were consulted via email and in-person interactions to review and refine the questionnaire, incorporating their suggestions and recommendations (Ikart, 2019).

A two-stage pretesting process was conducted using an informal pretesting method (Ikart, 2019) to ensure clarity and accuracy before the final survey was administered. Data collection took place between March and June 2024, utilizing a face-to-face approach while maintaining strict ethical considerations, including the confidentiality of respondents’ identities. Additionally, common method bias was mitigated through both procedural and statistical techniques (Jordan & Troth, 2020), ensuring the integrity and reliability of the findings. The study has four main constructs: rebranded programmes, satisfaction, word of mouth, and intention to enrol. Items used to measure these constructs are adapted (modified to meet the study’s setting) from previous literature. Rebranded Programme (Reichert, 2019), four items, Positive word of mouth (Bala & Verma, 2018), five items, satisfaction (Vasić et al., 2019), seven items, intention to enroll (Bala & Verma, 2018), five items.

DATA ANALYSIS AND RESULTS

Background Information of Respondents

The sample for this study comprised 142 males (53.8%) and 122 females (46.2%), reflecting a relatively balanced gender distribution. This balance suggests that male and female participants contributed comparably to the study, enabling the inclusion of diverse perspectives regarding the rebranded program. The age profile of respondents revealed that the majority (42.4%) were aged between 23 and 27 years, followed by 36.4% aged 18–22 years, with the remaining 21.2% being 28 years or older. This distribution indicates that most participants were within the traditional university-age range, while a significant proportion consisted of mature students, potentially offering varied motivations for engaging with the rebranded program. Participants were drawn from different academic levels, with Level 300 students forming the largest group (28.8%), followed by Level 200 (28.0%), Level 100 (22.0%), and Level 400 (21.2%). This stratification ensures representation from both early-stage and final-year students, facilitating a comprehensive exploration of satisfaction and word-of-mouth effects on enrollment intentions across different academic stages. The demographic composition of the sample underscores its diversity in terms of gender, age, and academic level. Such diversity enhances the robustness and generalizability of the findings, ensuring they are reflective of a broader university population. Consequently, this demographic profile strengthens the study’s capacity to provide meaningful insights into student satisfaction and enrollment behaviours concerning the rebranded programmes.

Measurement Model

The quality criteria were assessed in the measurement model: outer loadings, construct reliability, and construct validity (Hair et al., 2020). Outer loading values of 0.7 and above are recommended to show how well items represent the construct (Purwanto, 2021).  Item loadings in Figure 2 indicate that the items used to measure constructs are appropriate. Construct reliability helps researchers determine the extent to which items used to measure a variable produce consistent and dependable results (Hajjar, 2018). The various constructs are considered reliable using Cronbach’s alpha and a composite reliability threshold of 0.7 and above (Yusoff et al., 2020).

On the other hand, construct validity measures the degree to which an instrument accurately assesses a construct it is intended to measure (Clark & Watson, 2019). Convergent validity using the Average Variance Extracted (AVE) of above 0.5 (Cheung et al., 2023) and Heterotrait-Monotrait Ratio of Correlations (HTMT) values with a threshold less than 0.85 was used (Yusoff  et al., 2020

Table 2: Reliability and Validity Results

Source: PLS 4 Output (2024)

Table 3: HTMT Results

Source: PLS 4 Output (2023)

Figure 2: Measurement Model Output

Structural Model

In assessing the structural model, multicollinearity, coefficient of determination, path coefficient, and model fitness are examined (Cheah et al., 2018).

Multicollinearity

Multicollinearity exists when two or more highly correlated predicting variables (Daoud, 2017). A model is considered not to have issues of multicollinearity when VIF values are less than 5 (Daoud, 2017). From Table 4, there are no issues of multicollinearity.

Coefficient of determination

The coefficient of determination assesses how the variables explain each other using R², f^2, and Q² (Hair et al., 2020). R² is a statistical measure that provides information about how well the independent variables in a model explain the variation in the dependent variable. Adjusted R-squared penalises including irrelevant or redundant independent variables, making it a better indicator of model fit when you have multiple predictors. Additionally, f² is used to examine the exogenous construct’s importance (effect size) in explaining the endogenous construct. Also, predictive relevance (Q²) can be an adequate criterion for determining predictive relevance.

Table 4 shows that the rebranded programme explains 74.2% of positive word of mouth. The rebranded programme explains 54.3% of satisfaction. The rebranded programme and positive word of mouth explain 55.6% of the variance in intention to enrol. Q² is used to explain the predictive relevance of the model. If the Q² value exceeds zero, the path model might be relevant for predicting a specific endogenous construct (Hair et al., 2020). The evidence in Table 4 shows that positive word of mouth (0.540), satisfaction (0.529), and intention to enrol  (0.603)  have a substantive predictive relevance. According to the effect size measurement provided in Table 4, the constructs’ effect size ranges from a medium to a large effect on enrolment intention.

Table 4: Predictive Diagnostic of Constructs

Note: Effect size (f²) of 0.02, 0.15, and 0.35 indicates small, medium, and large effects (Cohen, 1998, as cited in Hair et al., 2017)

Path Coefficient

Path coefficients assess the degree of relevance of one variable to the other using p-value (significance level), β value (direction of the path), and T-value (hypothesis testing) (Hair et al., 2020). All hypotheses with p-values less than 0.05 (p < .005) are considered statistically significant, and T values more than 1.96 are supported (Hair et al., 2020). From Table 5, supported hypotheses include H1, H2, and H3. Hypotheses are supported because T values are more significant than 1.96 and p values are below 0.05.

Table 5: Diagnostics of Hypotheses

Source: PLS 4 Output (2023)

Figure 3: Structural Model

Model Fitness

In PLS SEM, the Standardized Root Mean Square Residual (SRMR), Root Mean Square of Approximation (d_ULS), Goodness of Fit (d_G), Chi-Square, and Normed Fit Index (NFI). According to Dash and Paul (2021), a model is deemed fit when SRMR and d_ULS < 0.08. d_G < 0.10. Chi-square with a non-significant value (>0.05) satisfied model fitness. When considering NFI, the model is considered fit when the saturated and estimated model values are closer to 1. Table 6 shows that the model is deemed fit for the study.

Table 6: Summary of Model Fit

Source: PLS 4 Output (2024)

DISCUSSION OF RESULTS

The first objective was to determine how the perception of rebranded programmes influences students’ intention to enroll in marketing programmes at the University of Education, Winneba. The analysis reveals a strong and statistically significant relationship between rebranded programmes and students’ intention to enroll (β = 0.507, p < 0.001). This finding suggests that as students develop positive perceptions of rebranded academic programmes, their likelihood of enrolling increases significantly. The coefficient value (β = 0.507) signifies a moderate to strong positive correlation, indicating that improving the perception of a rebranded programme directly enhances students’ enrollment intentions. Additionally, the p-value (p < 0.001) confirms that this relationship is highly significant, meaning the observed effect is unlikely due to chance. The strength of the relationship of the path coefficient (β = 0.507) supports the argument that student satisfaction and positive word-of-mouth about rebranded programmes significantly influence their enrollment decisions. The statistical significance (p < 0.001) confirms the robustness of this relationship, reinforcing the reliability of the model in predicting enrollment intentions

The second objective was to assess how student satisfaction with rebranded programmes influences their intention to enroll in marketing programmes at the University of Education, Winneba. The statistical findings indicate a significant positive relationship between rebranded programmes, student satisfaction, and intention to enroll (β = 0.199, p < 0.001). This suggests that as students’ satisfaction with rebranded programmes increases, their likelihood of enrolling in these programmes also rises. The path coefficient (β = 0.199) demonstrates that rebranded programmes contribute positively to student satisfaction. While this effect is moderate, it remains statistically significant (p < 0.001), confirming that the relationship is not random but systematically linked. The findings suggest that programme modifications, enhanced branding strategies, and improved academic offerings can positively influence how students perceive their educational experience. The study confirms that satisfaction plays a crucial role in the link between rebranded programmes and enrollment intentions. A well-rebranded programme enhances student satisfaction, which in turn increases their intention to enroll. Although the effect size (β = 0.199) is not exceedingly large, it remains meaningful, as even small increases in satisfaction can translate into higher enrollment rates over time.

The third objective was to evaluate the influence of student satisfaction on the likelihood of recommending (Positive Word-of-Mouth). The statistical findings reveal that the relationship between rebranded programmes, satisfaction, positive word-of-mouth, and intention to enrol is statistically significant (β = 0.296, p < 0.001), highlighting an essential mediation effect. This suggests that student satisfaction acts as a bridge, enhancing the likelihood of students recommending the programme through positive word-of-mouth, which in turn influences enrollment intentions. With a coefficient value of 0.296, the effect size indicates a moderate but meaningful impact, confirming that students who are satisfied with a rebranded programme are more inclined to promote it positively. While the effect is not overwhelmingly large, its statistical significance underscores its practical relevance. The p-value (p < 0.001) further confirms that this relationship is unlikely to have occurred by chance, reinforcing the credibility of the structural equation model used in this analysis. These insights suggest that universities should prioritize efforts to improve their brand image and programme appeal, as increased student satisfaction naturally leads to positive recommendations, which can drive higher enrollment rates. By implementing student-centric branding strategies, institutions can create a ripple effect where satisfied students become brand ambassadors, advocating for the programme and encouraging prospective students to enroll.

Theoretical and Managerial Implications

This study advances the theoretical understanding of university rebranding by applying the Stimulus-Organism-Response (SOR) theory to examine the relationship between rebranded programs, student satisfaction, and enrollment intentions within the Ghanaian higher education context. The findings indicate that rebranding efforts act as a stimulus (S) that shapes students’ cognitive and emotional responses (organism, O), ultimately leading to behavioral outcomes (response, R), such as positive word-of-mouth and increased enrollment intentions. By incorporating the SOR framework, this study extends branding and marketing theories in higher education, demonstrating how satisfaction and positive word-of-mouth contribute to student engagement and decision-making. The research emphasizes the role of both affective and cognitive responses in shaping students’ enrollment choices, reinforcing previous findings that brand-related stimuli significantly influence consumer behavior in service-driven industries. From a regional perspective, this study situates university branding within the Ghanaian higher education landscape, illustrating how rebranded programs enhance student satisfaction and generate positive word-of-mouth, which in turn drives enrollment intentions. The findings align with global rebranding trends while providing context-specific insights into the unique factors shaping student decision-making in emerging educational markets.

The findings highlight the significance of student-centered branding strategies in higher education, as demonstrated by high levels of satisfaction and strong enrollment intentions associated with the rebranded program. Establishing effective communication channels and aligning branding efforts with student needs are essential for shaping positive perceptions and facilitating word-of-mouth promotion. These results correspond with broader trends in university rebranding, which prioritize clear messaging, stakeholder engagement, and consistent brand positioning. The strong correlation observed suggests that universities should focus on strategic rebranding initiatives to enhance program appeal. Positive branding efforts, such as curriculum development, digital engagement, and improvements in the student experience, contribute to higher satisfaction levels, which in turn lead to increased enrollment rates. Institutions can draw on these insights to refine their marketing strategies per student expectations. Ensuring effective communication of program benefits and maintaining high levels of student satisfaction can reinforce word-of-mouth marketing, ultimately improving enrollment outcomes. To optimize enrollment strategies, universities should incorporate student feedback, refine course structures, and enhance service delivery to strengthen student satisfaction. Investing in enriched learning experiences, fostering faculty engagement, and ensuring program relevance can enhance students’ perceived value of their education, thereby influencing both satisfaction and enrollment decisions.

CONCLUSION

The findings highlight the critical role of rebranding efforts in shaping student enrollment decisions. The significant path coefficient (β = 0.507, p < 0.001) confirms that a well-executed rebranded programme can substantially enhance student interest and increase enrollment rates in academic programmes. This evidence reinforces the value of strategic branding in higher education marketing, providing a strong empirical basis for institutions to invest in improving programme perception as a means of driving enrollment growth. Furthermore, the statistical significance of the relationship (β = 0.199, p < 0.001) underscores the importance of rebranded programmes in enhancing student satisfaction, which, in turn, strengthens enrollment intentions. Institutions seeking to improve student recruitment and retention should not only focus on rebranding for visibility but also prioritize student satisfaction as a core component of their marketing and enrollment strategies. Additionally, the statistical significance of the path coefficient (β = 0.296, p < 0.001) emphasizes the pivotal role of satisfaction and positive word-of-mouth as mediators in the relationship between rebranded programmes and student enrollment decisions. Universities can draw on these insights to develop targeted marketing campaigns that enhance the student experience, foster satisfaction, and ultimately increase enrollment through organic peer influence.

Suggestions for Further Studies

Though the study makes a significant contribution to the literature, there are some limitations to this study. The study focused on marketing programmes. Future researchers should consider other higher education programmes. The study also depended on cross-sectional data for its analysis. Future researchers may consider examining the phenomenon over a while.

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