Students ’ loyalty and retention pattern for higher education institutions : a theoretical study based on the relationship marketing

The relationship marketing shows itself to be essential in order that the relation between schools and students happens. This approach leads organizations to develop relationships directed to the retention and loyalty. The present paper aims to create a pattern to measure the loyalty and retention of the students in Brazilian higher education institutions. Therefore, an exploratory and qualitative theoretical research about the theme was carried out. As the main result, we have the elaboration of the Pattern of Loyalty and Retention of Students for Higher Education Institutions, which presents the following aspects as variables: satisfaction, perceived quality, social integration, academic integration, cognitive commitment, commitment with the aims, commitment with the professional activities, commitment with the family, commitment with non-academic activities, emotional commitment, reliance and loyalty.


INTRODUCTION
The growing competition in the educational sector brought to light the relationship marketing reality in the educational institutions (CZARNIAWSKA;GENELL, 2002).Within the marketing relational orientation, the client retention by means of the loyalty management can be considered a powerful strategy to the competitiveness survival and maintenance in the educational institutions (GREMLER; BROWN, 1999).In the educational field, to retain enrolled students (clients) is as important as to attract and to enroll them (KOTLER;FOX, 1994).
It is observed that the school dropout rates in the Brazilian higher education gets to 51%, which makes us believe that the dropout is the greatest challenge of the educational managers, considering that this factor compromises the financial health and putting in risk the private institutions survival (PEREIRA, 2003).
To find out the causes of school dropout is a subjective task and has been the focus of several researches abroad, for instance: TINTO, 1975;1993;WETZEL;O'TOOLE;PETERSON, 1999;HENNIG-THURAU;LANGER;HANSEN, 2001;ROWLEY, 2003;YORKE and LONGDEN, 2004;HERZOG, 2005;STRATTON;O'TOOLE;WETZEL, 2007.In Brazil, this theme has been already covered by the following authors: ANJOS NETO, 2003;PEREIRA, 2003;BIAZUS, 2004;LANZER, 2004;GAIOSO, 2005;LIMA, 2006.However, there were few studies which pursued a "bridge" between both approaches, of marketing and of education.Within this context, the present paper aims at the creation of a pattern to measure the student's loyalty and retention in Brazilian higher education institutions.

THEORETICAL FRAMEWORK
The theoretical review is organized in the following topics: marketing relational approach, clients' loyalty, client relationship patterns, loyalty antecedents, clients-students retention in the higher education and clients-students retention in the higher education patterns.

Marketing Relational Approach
Hennig- Thurau and Hansen (2000) affirm the existence of three approaches for the theoretical studies in relationship marketing.The first is the behavioral perspective, which focuses on the relationship constructs and on the client retention evaluation, as well as the internal company relations.The second is the perspective in the relationship network.Finally, BBR, Braz.Bus.Rev. (Engl.ed., Online),, Vitória, v. 8, n. 2, Art. 3, p. 42-65, apr. -jun. 2011 www.bbronline.com.br the third approach is the neo-institutional economic perspective, which uses the economic theories to explain the relationships.It is relevant to highlight that this paper is bound to the behavioral approach.Within the behavioral perspective, there are several definitions to relationship marketing, indicating that it is a process that tries to attract, maintain and consolidate the clients' long-term relationship, through the sharing of benefits and successful relational exchanges (KOTLER, ARMSTRONG, 2003).
It can be observed that the majority of the definitions found in the literature see the relationship marketing as a process.Nevertheless, none of them is worried to describe this process in a deeper way.This contributes for the reservations that are still done about the relationship marketing as a theory, paradigm or way of thinking (GRÖNROOS, 2004).

Clients Loyalty
Oliver (1999) shows that, besides the behavioral aspects, loyalty also includes attitudinal dimensions, classifying it as a narrow commitment between repurchase behavior and adherence to a product/service in a consistent way in the future.According to Clancy and Shulman (1995), the attitudinal loyalty reflects what the buyers fell and think about a certain product or service.
Akarapanich (2006) states that the client loyalty intents are important to the marketing because they serve as predictors of the consumer's purchase decisions.Complementing this idea, Kumar (2007) emphasizes that the attitudinal loyalty has to be cultivated, resulting in a long and productive relation between the company and the client.Within this context, the loyalty attitudinal aspect understanding is essential to the development of a relationship marketing strategy.Following this idea, Oliver (1999), developed a taxonomic study in which the construct is presented in four steps: • Step 1 -cognitive loyalty: based on beliefs, on information about the product and on recent experiences with the object, in a way directed to the preference of a brand in detriment to another.It is a stage which allows the analysis and comparison of certain features of the product/service;  Step 3 -conative loyalty: where there is a commitment much more developed, resulting from several positive scenarios of affection for the brand, which leads to the repurchase behavior; and • Step 4 -action: it is the loyalty peak, in which the client turns his intents into action, being his desire greater than the obstacles that may appear.
We can notice that the first two steps are a kind of preparation for a state of actual loyalty, which is developed in its fullness in the last two steps, the conative and the action steps (EVANSCHITZKY; WUNDERLICH, 2006).
It is also relevant to highlight that it seems that there is, in the common sense, a convergence between the concepts of loyalty, fidelity and retention, being convenient to differentiate them.Griffin (1998, p.12) defines fidelity as "non-random purchases done over the time by any decision-making unit".The fidelity only emphasizes the behavioral aspect in detriment to the attitudinal one, in the extent that it focuses on the purchases repetition (SCHULZ, 1998).
On the other hand, in relation to the difference between clients' loyalty and retention, it is worth observing that the retention may be defined as a company's ability to maintain the already acquired consumers (JAMAL, 2004), offering them, besides the product for purchase, a relationship pattern within a specific period (SHAJAHAN, 2006).SO, it can be said that the retention of clients is the basis of the relationship marketing and, thus, of loyalty (PAYNE; FROW , 2000).

Client Relationship Models
The retention (or deflection) is, in the majority of the times, caused by an emotional impulse.In this way, it is indispensable to know the client's desires and needs, as well as the implicit reasons to maintain or leave a relationship (HENNIG-THURAU;HANSEN, 2000).Dwyer, Schurr and Oh (1987)

Relationship Quality Model
From this idea, Hennig-Thurau and Klee (1998) developed a clients retention model called "Relationship Quality", which is presented in Figure 1 and is composed of the following variables: • Client satisfaction: company-s developments evaluation done by the client, according to their expectations (WESTBROOK; OLIVER, 1991); • Reliance: credibility noticed by the client (WONG; SOHAL, 2002); • Commitment: state in which the client demonstrates that they wish to keep the relationship with the company or product (HENNIG-THURAU; KLEE, 1997); and • Noticed quality: essential for client retention (HOUGAARD;BJERRE, 2003).
The Relationship Quality Model presupposes that the relationship quality is a variable that helps to measure the clients' relationships management success (HENNIG-THURAU;HANSEN, 2000).A high quality relationship contributes for the positive perception of the clients as for the services, substantially increasing the chances of establishing a long-term relationship (CROSBY; EVANS; COWLES, 1990).

Relationship Quality Integrative Model
When focusing on the services sector and understanding the importance of developing and keeping growing relationships with clients as a major point to be followed, Hennig-Thurau, Gwinner and Gremler (2002) highlighted two types of benefits that may be obtained by the companies.They are: • Consumer's relational benefits: derive from the idea that mutual benefits must occur in order that the wish to go on with a relationship is kept (LILJANDER,  and GREMLER;2000).Hennig-Thurau, Gwinner and Gremler (2002), on the other hand, classified the relational benefits into client's reliability benefits; social benefits (client's personal interaction with the employees) and special treatment benefits (elapsing from the clients' perception); and • Relationship quality: multi-way approach and focused on the long-term which focuses on the clients' transactions evaluation and on their relationship (HENNIG-THURAU; GWINNER; GREMLER, 2002).In the view of Crosby, Evans and Cowles (1990), the relationship quality is reached when the uncertainties noticed by the clients reduce in the moment of purchase.
The combination of these two theoretical approaches (relational benefits and

Loyalty Antecedents
The client's loyalty is motivated by the relation between the relational benefits and the relationship quality.From this presupposition, the loyalty antecedents are defined, being stood out: satisfaction, noticed quality, reliance, commitment.Each of these aspects is covered on the items that follow.

Satisfaction
Studies show that the satisfaction is an initial and non-unique construct of the loyalty process, ceasing to be a future determining factor and becoming a predictive element of the client's repurchase intention (NAUDÉ;BUTTLE, 2001).
Matos and Henrique ( 2006) list some of the constructs essential to the consumer's satisfaction development: • Quality: is the evaluation done by the market served with recent consumption experience.The service quality increase provides an increase in the client's satisfaction with this service; and • Performance expectation: is a referential element, in which consumers "foresee" the experience they will have with a certain company, product or service.Oliver (1980) mentions the expectations with a direct and positive association with the client's cumulative evaluation.When he achieves his expectation positively, the client will be pleased.Nevertheless, the non-reached expectations result in displeasure (WIRTZ; BATESON, 1999).

Noticed Quality
The noticed quality, according to Zeithaml (1988, p.3) is "the consumer's judgment about the global superiority and excellence of a product".Parasuraman, Zeithaml and Berry (1988) emphasize the noticed quality as an attitudinal element.
In the services sector, the most notorious and disclosed way of measuring the noticed quality is the use of the SERVQUAL model, proposed by Parasuraman, Zeithaml and Berry (1988), which contemplates five dimensions: • Tangibility: considers the physical facilities, the equipment used, as well as the personal appearance; • Reliability: ability to execute the promised service in a safe and precise manner; • Responsiveness: the wish of helping the clients and providing them with a ready service; • Safety: knowledge and politeness of the employees, who are capable of inspiring confidence; and • Empathy: individualized care and attention that the company foresees for their clients.
According to Fullerton (2003), the services' noticed quality increment will probably lead to a client's loyalty increase.

Reliance
Reliance is also considered essential in the relationship quality and clients retention perspective (WONG; SOHAL, 2002).
One of the definitions of consumer reliance most used in literature is the one proposed by Moorman, Zaltman and Deshpandé (1992, p.315), in which reliance is defined as regarded as "the desire of providing with credibility an exchange partner to whom credibility can be given".
For Santos and Rossi ( 2002), the reliance involves issues regarding not only credibility (belief that the vendor has the required expertise to perform his job in an effective and reliable way), but also good-will (belief that the vendor creates special conditions in order that the exchanges happen, putting the clients interest above his own interests).
Sirdeshmukh, Singh and Sabol (2002) believe that the reliance in a service provider is developed by means of two elements: • Front-line employee, exposed to "truth moments": the clients notice that the employee makes efforts to being useful and that he possesses the knowledge needed to serve them; and • Management policies and practices: the organization develops techniques that improve both its performance and its potential obligations, benefits and burdens.
The client's reliance can also be regarded as a matter of justice.According to Barlow and Maul (2000), when the clients believe they are being treated in an unfair manner, they are first surprised and then disappointed, feeling that their confidence was "betrayed".

Commitment
According to Geyskens et al. (1996), the client's convictions in a commitment state indicate that remaining in the relationship will bring him more benefits than losses.In line with Hennig-Thurau and Klee (1997), the commitment is the antecedent of client's retention and loyalty, antecedent that is positively related and influenced by the other antecedents mentioned so far.
The commitment may be understood through the following dimensions (PRADO; SANTOS, 2003): • • Continuity or calculating commitment: according to Fullerton (2003), they focus on the concrete costs of services provider change and on the benefits of keeping the relationship.This approach has negative impacts on the relationship, since, consistent with Wetzels, de Ruyter and van Birgelen (1998), it influences the opportunism and the search for better alternatives by the client; • Normative commitment: refers to the duty of remaining in the relationship; • Instrumental commitment: considers stimuli, as prizes and punishments; and • Behavioral commitment: contemplates the provider's perception in helping the partner with his needs.

Clients-students retention in Higher Education
Milliken (2007) sees the students' deflection issue within education as an "epidemic", which has been affecting the survival of educational institutions in all its levels.
In a definition by Berger and Lyon (2005, p.3), retention, in the higher education context, is the "ability of a Higher Education Institution (HEI) to successfully graduate the students who initially registered in the institution".
We can say that dropout indexes measurement is a prerequisite for an effective management of the clients-students retention (HERZOG, 2005).The students should also be segmented in specific study groups (DESJARDINS, 2003).In this regard, one can identify in literature the features most commonly used in the students segmentation within the higher education, namely: From the existing information, the institution must manage the students' retention.Kotler and Fox (1994) indicate that a "Retention Program" is a tool essential to this scenery, comprising the following activities: • Establishment of a retention program commission; • Evaluation of the retention situation; • Determination of the causes that are leading students to leave the institution; • Encouragement of a service attitude to the students; • Creation of conditions that meet the admission objectives; • Facilitation of the student's traffic in the institution facilities; • Rendering of advisement and orientation; and • Creation of a students-oriented environment.
When studying the financial cost-benefit relationship of the investment in students retention programs, Simpson (2005) confirmed that the HEI that have used this tool obtained returns of 450% to 650% upon the costs applied in the referred programs.Rivas et al. (2007) show that the deflection indexes are actually higher among newly enrolled students or in the first years, decreasing at each year in which the student renews his registration until the degree course conclusion.Murtaugh, Burns and Schuster (1999) and Tinto (1999) show that the retention treatment aiming at the student in the first year is essential for his persistence, suggesting that the institutions implement orientation courses to these students, as well as HEI immersion programs, which motivates the student and make him feel part of the new community.This kind of action is very common in the United States and in European countries of Anglo-Saxon origin, but still incipient in the Brazilian reality.

Models for the Clients-students Retention in Higher Education
Braxton and Hirschy (2005) describe that the studies about retention were carried out using several perspectives, such as the economic, the organizational, the psychological, the sociological and the interactionist perspectives.
Among them, the interactionist perspective seems to be the most compatible with the relationship marketing approach, since it focuses on the retention theme through the student's intimate relationship with his HEI, considering a series of relational and socialization factors, but keeping the approach of themes such as satisfaction and quality.The interactionist perspective constitutes a longitudinal view of the persistence/deflection process, resulting from the students' interaction with the HEI formal and informal dimensions.

Student Integration Model
The main model within the clients-students retention interactionist perspective is the model of Vincent Tinto (1975;1993), identified as "Student Integration Model", which is based on the relationship between the student and his institution through his interaction with the process "actors": professionals (professors and others directly linked to the student) and classmates.
The respective model consists of six sets of variables in a causal sequence: pre-entrance attributes; initial commitments; academic integration; social integration; subsequent commitments; and results (decision between persistence and deflection).Figure 3 shows the   The first influence suffered by the student comes before his effective entrance in the institution, by means of the pre-entrance attributes.They are (TINTO, 1993): • Attributes and abilities: correspond to the individual's demographic variables, as well as to the students' educational aspects; • Previous education: all the academic experiences in the primary and secondary educations; and • Family history: aspects such as the family's socio-economic and cultural level, as well as the values that are supported by this family.
The model's next step is the goals outlined by the student himself.His commitment level with such goals, as well as his intention to graduate, or not, influences on the future retention decision.When the student enters the higher education with low expectations regarding the course conclusion, he has a great inclination towards deflection.
According to Tinto (1975;1993), the integration occurs in two dimensions: • Academic integration: this dimension consists of structural and normative elements.
The structural integration is the link that existents between the student and the structure availability in the HEI.The normative integration, on the other hand, regards the relationship with the group of professionals that is directed connected to the student, such as professors.These two views have an influence in the academic efficiency and in the student's intellectual development, which are determining factors in this integration dimension.The academic integration increase leads to the goals commitment, to the graduation intention and to the persistence growth; and • Social integration: contemplates the extension of the congruence between the individual and the HEI social system.It also presents two approaches: the development and the frequency of the positive interactions with groups of students existing in the institution (students who live together, study and research groups, sports activities etc.) and with professors, having the opportunity to interact; and the participation in extracurricular activities within the institution.It occurs "in the university institution level" or "in the level of subcultures of an institution".Tinto (1993) postulates that the academic and social dimensions of the integration influence, subsequently, the commitment with the institution and with the course graduation intention.External aspects, such as professional work elements, financial elements and other public external elements, also influence on the student's commitment (WETZEL; O'TOOLE; PETERSON, 1999).
The "Student Integration Model" shows itself to be one of the most influencing models of clients-students' retention in higher education (METZ, 2004).However, several authors criticize the model.
Cabrera, Nora and Castaneda (1993), when testing the model, identified some individual external factors that have a significant role in the deflection decisions, such as students' family responsibilities, finances (capacity of paying for the course) and professional work journey, suggesting a model that would also consider these points.
McCubbin ( 2003) identified that the model is not adequate to discuss the relationship between persistence and deflection.Hennig-Thurau, Langer and Hansen (2001, p.333) highlight that the model focuses only on behavioral aspects of the students as determining factors concerning loyalty, disregarding the attitudinal aspects.

RQSL (Relationship Quality-based Student Loyalty) Model
When visualizing the student's loyalty in higher education, the HEI must search for long-term goals through the intimate relationship with the student, being highlighted among them the student's transformation into an institution "recommender" agent, a raiser of the institution reputation before the society and an opinion leader of the institution service quality due to its commitment (MARZO-NAVARRO; PEDRAJA-IGLESIAS; RIVERA-TORRES, 2005).Moreover, it is expected that the student remains in the institution after his graduation to take part in post-graduation and extension courses (HEGELSEN;NESSET, 2007a;2007b).
Presupposing that, Hennig-Thurau, Langer and Hansen ( 2001   One of the limitations of the model is that it needs applications in different markets and kinds of institutions.Several authors mention the model, although they do not apply or adapt it to their realities. Another point is the need of the financial aspects insertion in the model (such as scholarships, payment capacity or maintenance done for parents or people in charge of the student), in order that these aspects are identified as impacting in the student loyalty.Finally, the organizational culture of the HEI may be a huge influencer of loyalty.Issues such as flexibility, bureaucracy level, confessional and communitarian HEIs, may cause impacts on the clients-students' persistency/deflection decisions.

METHODOLOGY
The present paper consists of an investigative and theoretical research, with qualitative character.From the theoretical revision carried out, the premises and hypotheses for the Model of Students Loyalty and Retention for Higher Education were determined.
Finally, the attributes that influence the higher education institutions clients-students' retention and loyalty decision were identified and detailed.It is important to emphasize that this model was elaborated based ob the RQSL model, proposed by Hennig-Thurau, Langer and Hansen (2001) and on the Student Integration Model, proposed by Tinto (1993).

RESULTS AND DISCUSSIONS
The Model of Students' Loyalty and Retention for Higher Education Institutions was elaborated based on the following premises: • Dependant variables: loyalty, reliance and emotional commitment, as dependant variables.
These premises are derived in hypotheses, presented on Chart 1.

HYPOTHESES DESCRIPTION
The noticed quality positively influences the client-student loyalty.
• Involves the evaluation of the services rendered by the HEI regarding the structure: library, computers, facilities, besides academic staff quantity, competence and diversity • Comprises the process relating to education: courses diversity and quality, administrative services, way of evaluation, relationship with professors, monitors, research groups.
The reliance positively influences the client-student loyalty.
• Based on the personal experiences each student has with the professors and professionals connected to the educational process, comprising the professor safety themes noticed in the classroom when teaching, passing exams compatible with that was taught in the classes, using current examples, providing conferences and lectures given by the teaching body, besides being charismatic and close.The cognitive commitment positively influences the clientstudent loyalty.
• Focus on the cost-benefit relationship of persistence in the university chosen, that is, involves the client-student's perception that it is not worth changing of HEI because of his practicality relationship with the University.
The commitment with the graduation goal positively influences the client-student loyalty.
• The clients-students who enroll in a university course with the actual perspective of going on with the course and graduating at the end of the term are much more prone to persistence and, consequently, to loyalty.
The client-student's integration with the higher education institution's academic system positively influences his emotional commitment.
• Embraces the involvement with academic activities in the campus, such as courses, events, academic groups (students' councils and research groups) and other extracurricular activities offered by the HEI.
The client-student's integration with the higher education institution's social system positively influences his emotional commitment.
• Involves the socialization and intensive contact of the student with other students of the campus, through sports activities, interest groups and dwelling for students who share the expenses.
The client-student commitment with other non-university activities negatively influences his emotional commitment.
• It is external positions that influence the client-student over which the institution, at first, does not exercise any control.The theory lists as consistent negative influences: professional activities and a strong relationship with the family and entertaining activities • The professional activities exercised by the student may have a negative impact on the persistence, due to study dedication issues.• Tinto (1993) says that the student that has family responsibilities tends to deflect • The entertainment activities and hobbies may demand a lot of time from the student, leading him to deflection.
The client's satisfaction positively influences the clientstudent loyalty.
• Marzo-Navarro, Pedraja-Iglesias and Rivera-Torres (2005) show the satisfaction as an element essential to the student's loyalty, being important the student's satisfaction approach with the following variables: The variable pertaining to the second part must be organized in a measurement scale (BARBETTA, 2003), being suggested the use of the Likert scale.In such scale, the interviewees indicate their agreement or disagreement level in relation to each of the statements presented.It is suggested the implementation of the five points scale, varying from (1) "I totally disagree" to (5) "I totally agree".

FINAL CONSIDERATIONS
The aim of the present paper was to create a model to measure the student's loyalty and Model, proposed by Tinto (1993).
As a result, it is important to firstly highlight that loyalty is an attitudinal state, in which the clients show themselves to be connected and strongly committed to the organizations, not only propagating and defending the institution, but also resisting a deflection.The theoretical referential presented the benefits of the loyal clients, not only in the short and medium-terms (in relation to finances), but mainly in the long-term (preserved clients).Thus, it is recommended that the higher education institutions try to observe the client-student's loyalty as a strategic marketing goal.
Secondly, the Model of Students' Loyalty and Retention may be a viable means of investigating if there is the loyalty propensity on the part of the client-student, in higher education institutions, to the extent that it details the attributes that influence the clientstudents' loyalty and retention decision, highlighting among them: satisfaction, noticed quality, social integration, academic integration, cognitive commitment, commitment with the graduation goal, commitment with the professional activities, commitment with the family, commitment with non university activities, emotional commitment, reliance and loyalty.
The understanding of the factors that influence loyalty may contribute for the higher education institutions to establish proper strategies for the retention of the student in the chosen HEI, in order that the student positively corresponds to each of the factors identified.
As a limitation, we can emphasize that the model needs to be tested in practice, being identified the variables with greater force.Therefor, in future works, it is suggested that the model is tested through the realization of a multiple regression analysis in a sample statistically valid.

Figure 1 .
Figure 1."Relationship Quality" conceptual model Source: Adapted from Hennig-Thurau and Klee (1998) relationship quality) generates a new proposal called Integrative Model, elaborated by Hennig-Thurau, Gwinner andGremler (2002) for the services sector.The model proposed by Hennig-Thurau, Gwinner andGremler (2002) was designed aiming to understand the factors that influence on the so-called relationship marketing "results".The authors present as one of the main results the client's loyalty, together with the word of mouth communication.

Figure 2 .
Figure 2. Relationship Marketing Integrative Model Source: Adapted from Hennig-Thurau, Gwinner andGremler (2002) Affective commitment: based on the sense of emotional preference of the client for the company, having a positive influence on the intention and desire of keeping and investing in the relationship, besides developing barrier in the pursuit of alternatives to this relationship.The affective commitment creates identification, shared values, sense of belonging, dedication and similarity on the part of the client regarding the brand-company (FULLERTON, 2003); Tinto's (1993) model diagram.

Figure 3 -
Figure 3 -Student Integration Model Source: Adapted from Tinto (1993) ) created the RQSL (Relationship Quality-based Student Loyalty) Model, which brings three complex constructs as determining factors of the students' loyalty: commitment, noticed quality and reliance.

Figure 4 -
Figure 4 -RQSL (Relationship Quality-based Student Loyalty) Model Source: Adapted from Hennig-Thurau, Langer and Hansen (2001) retention in Brazilian higher education institutions.As a result, it was developed the Model of Students' Loyalty and Retention for Higher Education Institutions, based on the RQSL model, proposed by Hennig-Thurau, Langer and Hansen (2001) and on the Student's Integration involve race and ethnic group, gender, marital status, age and level of society(REASON, 2003), and• Educational aspects: involve financial help (student, holding a scholarship or not), BBR, Braz.Bus.Rev.(Engl.ed., Online),,  Vitória, v. 8, n. 2, Art. 3, p. 42-65, apr.-jun.2011www.bbronline.com.br•Bemographic aspects: (MALHOTRA, 1999)e Model Of Students' Loyalty And Retention For Higher Education InstitutionsSource: Elaborated by the authors Thus, the Model of Students Loyalty and Retention for Higher Education Institutions is structured in two parts.The first one deals with issues referring to personal and academic information about the respondent and must be configured in the form of questionnaire(MALHOTRA, 1999).Chart 2 summarizes the variables covered: I consider my hobbies, pastimes and leisure activities a very important part of my life • When there is an event or meeting that interests me, as leisure, entertainment or related to my hobby, I hesitate to attend classes • I am always in direct touch with my immediate family • I am the direct responsible for my family (couple and children) • My family has a good higher education history • I work in order to pay for my university course • I feel that my job disturbs me in relation to the studies; Chart 03: Model variables Loyalty and Retention of Students for Higher Education Institutions Source: Elaborated by the authors • This HEI's image is important in order that I can keep the relationship (Continues) BBR, Braz.Bus.Rev.(Engl.ed., Online),,Vitória, v. 8, n. 2, Art. 3, p. 42-65, apr.-jun.2011  www.bbronline.com.br