Corporate Image : Influencing Factors from the Viewpoint of Students of Distance Learning Courses

New information technologies enable different interactions in the educational environment, affecting how students perceive and construct images about educational institutions that have adopted distance-learning programs. This article identifies which factors are associated with the perception of corporate image, from the viewpoint of distance-learning students at public higher-education institutions. The proposed study is quantitative in nature. The research analysis units are Higher Education Institutions in the State of Rio de Janeiro (Brazil) that offer e-Learning undergraduate courses in the CEDERJ consortium. The units of observation are students enrolled at the São Fidélis hub. Data were collected using a questionnaire and analyzed using the SPSS program. The study demonstrated both the multidimensionality of the image and that the institution’s Global Image is associated most strongly with its “Quality”. In turn, “Virtual Environment” was the factor most strongly associated with Affective Image.

formation of the image of such institutions.Regarding Distance Learning, on the other hand,we find studies by Claro (2007), Hasan and Laaser (2010), Spíndola and Mousinho (2012) and Hackmayer and Bohadana (2014).
Thus, the interest in this research is included in the observation by Abbad, Zerbini and Souza (2010) who point out that it is the volume of conducted research regarding Distance Learning incompatible with the significant increase in the importance of this type of education in the national panorama; combined with the analysis by Mondini et al. (2014) who emphasize research aimed at distance learning being incipient, in which strategies that influence the choice of a higher education institution can be measured; added to the fact that the interactivity involving such form of education increases the importance of knowing what is more or less valued by students in the development of this model (LANDRY; GRIFFETH; HARTAMAN, 2006) and the corporate image being little explored in the field of nonprofitable organizations (AZOURY; DAOU; KHOURY, 2014).Thus, we seek through this research, to contribute to a better understanding of the perception of the image of higher education institutions, from Distance Learning students' viewpoint, contribute to a better understanding of the factors that are associated with the image of higher education institutions, more specifically of public institutions, in addition to demonstrating how marketing can be used in favor of such institutions and provide a basis for future research on the subject.

THEORETICAL FRAMEWORK
2.1 CORPORATIVE IMAGE Liou and Chuang (2010) indicate there is no agreement on the concept of corporate image accepted among scholars in the field.Therefore, Azoury, Daou and Khoury (2014) address that there is a disagreement in the effort to define it.
Da Costa Vieira and Couto (2015) define image as the result of a complex evaluation of recent observations on the institution, contradicting the concept by Azoury, Daou and Khoury (2014) who define it as a product of perceptions by their audiences over time.(2001) which they addressed that individuals select and retain in mind, consciously or not, realities formed by the company to which they are exposed, compatible with their beliefs and behavior and recovering the memory to develop the company's image.
Thus, Wilkins and Huisman (2013) added that it is up to managers to observe how the signs of corporate identity are transmitted and decoded by stakeholders as an attractive organizational image.Such thinking is in line with Abratt and Kleyn (2012) in defining that a positive image is obtained, before the audience, with a purposefully and strategically planned self-presentation of their identity That said, Polat (2011) indicates that the image is formed by a process that requires a long period of time.On the other hand, Balmer and Grayser (2006) disagree with the notion of image formation as a process, in considering that the corporate image is an answer to the question: "How is the company being perceived now?".
We The physical structure that houses the hubs, is mostly provided by the city municipalities (HASAN; LAASER, 2010), who is also responsible for the assignment of administrative staff (SOUZA NETO et al., 2010).As for the provision of materials and other resources necessary for its operation, including financial ones for the remuneration of all To support students, tutors guide their learning, through the use of expertise and mastery of techniques inherent to distance learning (GARCIA; SEMENSATO, 2015), clarify students' doubts and, whether in person or by distance via the Internet, or through free phone calls (SOUZA NETO et al., 2010).Claro (2007) elucidates that undergraduate or graduate training is required from the mentoring team, who cannot be, as Hackmayer and Bohadana (2014) add, an integral part of the teaching staff of the consortium institutions Comin, Oliveira and Possa (2013) examined the relationship between tutors and the institutional image, by seeking answers to questions related to the capabilities of tutors in the Distance Learning process in public higher education institutions.The authors found that the tutors, in the process of Distance Learning in public higher education institutions, create value with the students, so that their performance influences the institutional image that is communicated to society.
On the CEDERJ platform, students have many resources available such as forums, chats, the possibility of messaging other students, communication with teachers, receiving notices, schedule of activities, tests, lessons, lesson plans, in addition to the possibility to download supporting materials for the disciplines (SPÍNDOLA; MOUSINHO, 2012).Souza Neto et al (2010) emphasize interactivity and the possibility that the platform offers to integrate the various parties involved in the teaching-learning process, a process that can be The CECIERJ (2014) explains that students' diplomas have the name of the university offering the course in the hub chosen by them, because students are considered as students of each university.Moran (2009) states that since all the institutions of the consortium are public, the courses are offered for free.
The Ministry of Education and Culture -MEC ( 2001), through its evaluation committee constituted for the approval of the CEDERJ project, highlights the innovative character of the project, especially with regard to the pooling of efforts to optimize the use of public resources.
The MEC ( 2001) proceeds and highlights that there is no precedent, in proposals for distance learning, a project that is so innovative as the constitution of the CEDERJ.The choice for the state of Rio de Janeiro is related, as is highlighted by Claro (2007), to the pioneering of the CEDERJ consortium in making use of printed material, distance and oncampus tutorials, combined with a virtual learning environment, coupled with the emphasis that was given by MEC ( 2010) and the innovative nature of the CEDERJ project.The choice for the São Fidélis hub is due to convenience, because of the researcher's proximity with the city where the hub is located, and ease of access to information and research sources.The study population included all students enrolled in the second half of 2014, regardless of the area where they started their distance course in the first half of 2014, to understand entering students; and students enrolled in the second half of 2014, of the distance learning course, regardless of the area, and with more than three years of course, to comprise students near completion.

Concerning
The total of enrolled entering students was 95, and the ones near completion was 182, distributed among the courses of Administration, Computing and Bachelors in Biological Sciences, Mathematics, Pedagogy and Chemistry.However, from that number, students attending totaled 48 entrants and 60 students near completion.Richardson (1999) indicates that one can define the minimum sample size in the case of a finite universe through the equation: S 2 .p. q.N n = e 2 (N-1) + S 2 p. q (1) Where: n: the sample size; s: confidence level chosen in number of standard deviations; p: percentage of sample elements favorable to the phenomenon; q: percentage of sample elements unfavorable to the phenomenon, i.e., 100-p.
N: size of the population; E: maximum acceptable error estimation, in percentage.In order to select students for the sample, we used the list of students, by the course, in alphabetical order, regularly enrolled, excluding those who did not fit the right profile, as previously mentioned.The sample included the first students appearing on the list until it reached the defined amount, according to Table 1.
The research used a structured questionnaire, through which the variables were measured using 37 closed questions, using a six-point Likert scale to perform the data collection, varying from 1 to 6, divided into agree/disagree, where the closest to six represents the most agreed with the statement, and the closest to 1 represents disagreement with the statement.The choice for the six-point scale is justified as we intended to avoid the central tendency error, requiring from the respondent the agreement or disagreement on the issues of research.
The choice for the six-point scale is based on the studies by Garland (1991) who confirmed that the omission of the central point prevents individuals from giving neutral responses when their intent is to not displease the researcher with negative answers.Thus, the results may be distorted due to the existence of the center point (GARLAND, 1991).
The scale for measuring the Affective Image was taken from the study by Palacio, Meneses and Pérez (2002), and for the Global Image we adapted the scale from the study by Tubillejas, Cuadrado and Frasquet (2011).Meanwhile, the scale for assessing the Cognitive Image was based on studies by Palacio, Meneses and Pérez (2002).Thus, of the 21 variables addressed by Palacio, Meneses and Pérez (2002), we withdrew from the study variables related to the value of monthly payments, the number of students in class, the number of courses offered, the physical facilities and the elitism level of the institution.On the other hand, we added variables on communication and advertising, virtual environment and those related to the activities of tutors.Finally, the other variables were adapted to the daily life of Distance Learning, since the study by Palacio, Meneses and Pérez (2002) was performed in an on-campus higher education institute.
A pre-test was performed from 14 to 16 of October 2014, with the application of the questionnaire to students who joined the institutions between the second half of 2012 and the second half of 2013, so to avoid losing the research population.The date was chosen because it was a period where students should deliver, at the São Fidélis hub, their activities reports.
The pre-test was applied to 18 respondents, who answered the printed data collection instrument.The pre-test indicated that many did not know the area of the course where they studied in; the need to reduce the text on completing instructions, although there were no problems in its interpretation.There were suggestions to change the final part for 18 questions (from "...with the course objectives" to "...coherent with your course") and 20 (from "...they are current" to "...with the current world").Thus, the variables were operationalized, as shown in Table 2, below, and the questionnaire applied on days 15, 16, 29 and 30 November 2014, date on which the students performed their classroom assessments at the São Fidélis hub.
human resources, is the responsibility of the CECIERJ Foundation -Science Center and Higher Distance Learning of the State of Rio de Janeiro, an agency linked to the Science and Technology State Department(SOUZA NETO et al., 2010).Angulo Meza, Soares de Mello and Gomes Júnior (2012) add that educational projects are based on the technological development and they include, in addition to the use of information and communication technologies, practical classes in laboratories.Souza Neto et al(2010) also note that universities are responsible for the educational projects of each course, as also added byHasan and Laaser (2010), the academic activities of each course.The responsibility and preparation of the evaluations belongs to the coordination of each course, linked to institutions offering the course in the hub(BIELSCHOWSKY, 2005).
the means of research, the study is classified as a field research, being empirical, with local application of questionnaires where the phenomenon takes place, and it is descriptive on its purposes, demonstrating population characteristics, establishing correlations between variables(VERGARA, 2010).The research is cross-sectional because each respondent was interviewed in a single space in time(RINDFLEISCH, 2008); quantitative, for having dealt with the use of statistics the information collected for resolution of the problem(GREENER, 2008), allowing to confirm the relations of phenomena and generalize its occurrence or meaning(LAKATOS;MARCONI, 2010).We used a survey, according to Hair Junior et al.(2005), which is the study employing a structured questionnaire to gather information from a representative sample of the population.The study used as its analysis unit Public Higher Education Institutions, from the state of Rio de Janeiro, that offer undergraduate on-line courses in the CEDERJ consortium, in the hub of São Fidélis.
Clemente and Jeunon (2012) went further, stating in their concept the idea that the image summarizes sensations and feelings present in the individual's mind, depending on what they perceive and observe in the world around them, corroborating Nguyen and Leblanc BBR, Braz.Bus.Rev.(Engl.ed., Online),Vitória, v.14, n.1, Art. 6, p. 110-132, jan.-feb.2017  www.bbronline.com.br Berens and Van Riel (2004)opt the concept byBerens and Van Riel (2004)who establish that the corporate image is a compound formed by the use of goods and services, influence of others, reputation of the institution, communicative actions, by the set of experiences of consumers and personal perceptions, translated into impressions, beliefs and feelings about the organization.
(2010)raz.Bus.Rev.(Engl.ed., Online),Vitória, v.14, n.1, Art. 6, p. 110-132, jan.-feb.2017www.bbronline.com.braspectsmanifestedthroughbehaviors and feelings about the organization (PALACIO; MENESES; PÉREZ, 2002).Duarte, Alves and Raposo(2010)addresses that several studies indicate a consensus that the organizational image is formed by several factors; it is multidimensional (PALACIO; MENESES; PÉREZ, 2002; DUARTE; ALVES; RAPOSO, 2010; MARIC; PERVLIN; FERJAN, 2010; CERVERA et al, 2012; AZOURY; DAOU; KHOURY, 2014).2.2 THE CEDERJ CONSORTIUM Pithon et al. (2010) inform that the Government in the State of Rio de Janeiro created the CEDERJ consortium -Higher Distance Learning Centre of the State of Rio de Janeiro, in the year 2000.CEDERJ is a consortium consisting of the UFRJ -Federal University of Rio de Janeiro, UFF -Federal Fluminense University, CEFET -Federal Center of Technological Education Celso Suckow da Fonseca, UENF -Norte-Fluminense Darcy Ribeiro State University, UERJ -Rio de Janeiro State University, UNIRIO -Federal University of Rio de Janeiro State and UFRRJ -Federal Rural University of Rio de Janeiro (CEDERJ, 2014).Having integrated the Open University System of Brazil since 2005 (FIRMINO; VIEIRA, 2013), nowadays CEDERJ serves more than 30 thousand students (CEDERJ, 2015) in 33 hubs distributed across the state of Rio de Janeiro (HASAN; LAASER, 2010).Thus, the following courses are offered: Administration, Public Administration, Chemistry, Languages, Mathematics, History, Physics, Geography, Biological Sciences, Pedagogy, Tourism, Production Engineering, Technology in Tourism Management, Technology in Public Security and Technology in Computer Systems (CEDERJ, 2015).supervised internship and assessment performed in the teaching hubs, in person.Within this framework, it is the responsibility of the CECIERJ Foundation, the production of learning materials, as well as managing the teaching support platform (HASAN; LAASER, 2010).Corporate Image: Influencing Factors from the Viewpoint of Students of Distance Learning Courses 113 BBR, Braz.Bus.Rev. (Engl.ed., Online), Vitória, v.14, n.1, Art. 6, p. 110-132, jan.-feb.2017 www.bbronline.com.br Marcolin andNewsted (2003) anding a factor analysis is 50 respondents, the rule being the minimum amount of five times more observations than the construct with more indicators, where ten times more observations is preferable.Considering that in this study, the "Learning" construct is the one with the largest number of indicators, in this case 8, then 80 would be the number of observations to be surveyed.Thus, the sample has a greater number of observations than that established by the authors Chin,Marcolin andNewsted (2003) and   Hair Junior et al. (2005).