The relationship between university social responsibility, digital transformation and intention to continue using E-learning in private university
Date Published:
25/03/2026
Online Published:
18/12/2025
Section:
Business Administration, Marketing, Commerce, and Tourism
Main Article Content
Abstract
This study examines the relationship between university social responsibility (USR), digital transformation (DGT) and online learning continuation intention (ELE) in private universities. Furthermore, this relationship is also studied in the context of the role of student satisfaction (SSA). In addition, the study also assesses the impact of several factors on USR, such as education (EDU), awareness (COG), society (SOC), and organization (ORG). There are several factors that influence digital transformation such as lecturers (LEC), students (STU), and universities (UNI). The study used both qualitative and quantitative methods. The survey collected 459 responses which were used to analyze the data in a partial-least square structural equation model (PLS-SEM). The analysis results showed that USR and DGT had a positive impact on the intention to continue choosing online training, especially taking into account the influence of SSA in that correlation. In addition, the results also provided further evidence for the simultaneous impact of the above factors. This is a new point compared to previous individual studies, in addition to the evidence that reinforces the application of research theoretical foundations. At the same time, the study suggests the managerial implications related to infrastructure investment for digital transformation and policy mechanisms to attract good lecturers. Besides, this study has provided supplementary policy mechanisms to support learners and pay attention to social responsibility in building development strategies for private universities.
Keywords
E-learning; Service quality; Student satisfaction; University social responsibility
Article Details
Field of Economic (JEL Codes)
M14 - Corporate Culture • Diversity • Social Responsibility - M19 - Other - Business Administration, M53 - Training - Personnel Economics
References
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Aldoori, R. Z. K. (2023). The difference among blended learning, e-learning, and face-to-face learning. Humanities & Natural Sciences Journal, 4(10). https://doi.org/10.53796/hnsj41014
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Ali, J., Azeem, M., Marri, M. Y. K. & Khurram, S. (2021). University social responsibility and self efficacy as antecedents of intention to use e-learning: Examining mediating role of student satisfaction. Psychology and Education, 58(2), 4219-4230. https://www.researchgate.net/publication/349548745_University_Social_Responsibility_and_Self_Efficacy_as_Antecedents_of_Intention_to_use_E-Learning_Examining_Mediating_Role_of_Student_Satisfaction
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Han, H. (2023). Does increasing the QFII quota promote Chinese institutional investors to drive ESG? Asia-Pacific Journal of Accounting & Economics, 30(6), 1627–1643. https://doi.org/10.1080/16081625.2022.2156362
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Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl, J. Beckmann (Eds), Action control (pp.11-39). Springer. https://doi.org/10.1007/978-3-642-69746-3_2
Aldoori, R. Z. K. (2023). The difference among blended learning, e-learning, and face-to-face learning. Humanities & Natural Sciences Journal, 4(10). https://doi.org/10.53796/hnsj41014
Alhubaishy, A., & Aljuhani, A. (2021). The challenges of instructors’ and students’ attitudes in digital transformation: A case study of Saudi universities. Educaiton and Information Technologies, 26, 4647-4662. https:doi.org/10.1007/s10639-021-10491-6
Ali, J., Azeem, M., Marri, M. Y. K. & Khurram, S. (2021). University social responsibility and self efficacy as antecedents of intention to use e-learning: Examining mediating role of student satisfaction. Psychology and Education, 58(2), 4219-4230. https://www.researchgate.net/publication/349548745_University_Social_Responsibility_and_Self_Efficacy_as_Antecedents_of_Intention_to_use_E-Learning_Examining_Mediating_Role_of_Student_Satisfaction
Jasmina, A., Alla, B., Yulia, T., Gabriela, G., & Živkov, A. M. (2022). The quality of online higher education teaching during the Covide-19 pandamic. International Journal of Cognitive Research in Science, Engineering and Education, 10(1), 47-55. https://doi.org/10.23947/2334-8496-2022-10-1-47-55
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-learning Research, 7(3), 285–292. https://doi.org/10.20448/journal.509.2020.73.285.292
Cardinali, P. G., & De Giovanni, P. (2021). Responsible deigitalization through digital technologies and green practices. Corporate Social Responsibility and Environmental Management, 29(4), 984–995. https://doi.org/10.1002/csr.2249
Chen, X., Wan, P., Quan, X., & Sial, M. S. (2020). Does corporate social responsibility matter to management forecast precision? Evidence from China. Economic Research-Ekonomska Istrazivanja, 33(1), 1767-1795, https://doi.org/10.1080/1331677X.2020.1761420
Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118. https://doi.org/10.1016/j.childyouth.2020.105440
Ejdys, J. (2022). Factors influencing satisfaction and future intention to use e-learning at the university level. Foresight and STI Governance, 16(2). https://doi.org/10.17323/2500-2597.2022.2.52.64
Evendi, E., Al Kusaeri, A. K., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thingking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 18(7). https://doi.org/10.29333/ejmste/12161
Muqtadiroh, F., Herdiyanti, A., & Puspitasari, N. (2020). The e-learning quality model to examine students’ behavioral intention to use online learning platform in a higher education institution. Khazanah Informatika: Jurnal Ilmu Komputer dan Informatika, 6(2). https://doi.org/10.23917/khif.v6i2.11344
Fornell, C. and Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and mearsurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
Forid, M. S., Hafez, M., & Khan, W (2022). Student satisfaction and retention: Impact of service quality and digital transformation. Marketing and Management of Innovations, 4, 152-163. https://doi.org/10.21272/mmi.2022.4-14
Freeman, R.E. (1984). Strategic Management: A stakeholder theory approach. Pitman.
Santos, G., Marques, C. S., Justino, E., & Mendes, L. (2020). Understanding social responsibilitys’ influence on service quality and student satisfaction in higher education. Journal of Cleaner Production, 256. https://doi.org/10.1016/j.jclepro.2020.120597
Han, H. (2023). Does increasing the QFII quota promote Chinese institutional investors to drive ESG? Asia-Pacific Journal of Accounting & Economics, 30(6), 1627–1643. https://doi.org/10.1080/16081625.2022.2156362
Hair, J.F., Black, W.C., Babin, B.J. and Anderson, R.E. (2010). Multivariate Data Analysis (7th ed.). Pearson.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. http://dx.doi.org/10.1108/EBR-11-2018-0203
Hair, J. F., Jr., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106-121. https://doi.org/10.1108/EBR-10-2013-0128
Hair, J. F. Jr, Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.
Henseler, J., Ringle, C. M., & Sarstedt, M., (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115-135. http://dx.doi.org/10.1007/s11747-014-0403-8
Hermawan, D. (2021). The rise of e-learning in Covid-19 pandemic in private university: Challenges and opportunities. International Journal of Recent Educational Research, 2(1), 86-95. https://doi.org/10.46245/ijorer.v2i1.77
Hock, C., Ringle, C.M., & Sarstedt, M. (2010). Management of multi-purpose stadiums: Importance and performance measurement of service interfaces. International Journal of Services Technology and Management, 14(2/3), 188-207. http://dx.doi.org/10.1504/IJSTM.2010.034327
Sani, I., Karnawati, T. A., & Ruspitasari, W. D. (2024). The impact of service quality on customer loyalty through customer satisfaction of PT Multicom persada International Jakarta. Dinasti International Journal of Management Science (DIJMS), 5(3), 475–485. https://doi.org/10.31933/dijms.v5i3.2202
Vázquez, J. L., Aza, C. L., & Lanero, A. (2014). Students’ experiences of university social responsibility and perceptions of satisfaction and quality of service. Ekonomski Vjesnik, 28, 25–39. https://www.researchgate.net/publication/345819063_Students'_experiences_of_university_social_responsibility_and_perceptions_of_satisfaction_and_quality_of_service
Kim, K.-S. (2022). Methodology of non-probability sampling in survey research. American Journal of Biomedical Science & Research, 15(6), 616-618. http://dx.doi.org/10.34297/AJBSR.2022.15.002166
Latif, K. F., Tariq, R., Muneeb, D., Sahibzada, U. F., & Ahmad, S. (2022). University social responsibility and performance: the role of service quality, reputation, student satisfaction and trust. Journal of Marketing for Higher Education, 34(2), 967–991. https://doi.org/10.1080/08841241.2022.2139791
Le, T. T. (2022). Corporate social responsibility and SMEs’ performance: Mediating role of corporate image, corporate reputation and customer loyalty. International Journal of Emerging Markets, 18(10), 4565–4590. https://doi.org/10.1108/IJOEM-07-2021-1164
Li, W., Huang, J., Shi, C., & Yang, X. (2021). Does share pledging promote or impede corporate social responsibility? An examination of Chinese listed firms. Economic Research-Ekonomska Istrazivanja, 35(1), 175–195. https://doi.org/10.1080/1331677X.2021.1889392
Lu, Y. & Khan, M. S (2024). Influence of higher education e-service quality on e-learning student satisfaction; as moderated by digital literacy: A mixed method research approach. RGSA, 18(1). https://doi.org/10.24857/rgsa.v18n1-112
Alkhawaja, M. I., Abd Halim, M. S., Abumandil, M. S., & Al-Adwan, A. S. (2021). System quality and student’s acceptance of the e-learning system: The serial mediation of perceived usefulness and intention to use. Contemporary Educational Technology, 14(2). https://doi.org/10.30935/cedtech/11525
Rajeh, M. T., Abduljabbar, F. H., Alqahtani, S. M., Waly, F. J., Alnaami, I., Aljurayyan, A., & Alzaman, N. (2021). Studnets’ satisfaction and continued intention toward e-learning: A theory-based study. Medical Education Online, 26(1). https://doi.org/10.1080/10872981.2021.1961348
Tariq, M. F., Zia, T., & Mayah, K. A. (2023). Determining levels of satisfaction with online learning at private higher education in London. Inter Journal of Private higher education, 2(1). 23-52. https://doi.org/10.60166/UYDT9738
Canh, N. V., Tac, P. V., & Van, L. T. B. (2022). Level of students’ satisfaction with teaching activities: a case if urgent shift from offline teaching to online teaching. TNU Journal of Science and Technology, 227(13), 98 - 107. https://doi.org/10.34238/tnu-jst.6394
Nhan, P. N. T., Lan, N. M., Hien, T. H., Phuong, N. T. T., & Phi, N. T. N. (2022). The relationship between online learning and student satisfaction with training quality in private universities during the Covid-19 pandemic. Journal of Education and e-Learning Research, 9(1), 8-16. https://doi.org/10.20448/jeelr.v9i1.3660
Phan, C.T., Ngo, M.V., Nguyen, P.T., Saefullah, K., & Doran, D. (2024). University social responsibility and teachers’ satisfaction: The mediating role of reputation and image. Journal of Social Studies Education Research, 15(1), 57-90. https://jsser.org/index.php/jsser/article/view/5521/657
James, P. C (2021). What determines student satisfaction in an e-learning environment? A comprehensive literature review of key success factors. Higher Education Studies, 11(3). https://doi.org/10.5539/hes.v11n3p1
Tan, P. L., Rasoolimanesh, S. M., & Manickam, G. (2021). How corporate social responsibility affects brand equity and loyalty? A comparison between private and public universities. Heliyon, 8(4). https://doi.org/10.1016/j.heliyon.2022.e09266
Chaudhary, P., & Saxena, A. (2024). Example the effect of e-learning on student achievement in comparison to a traditional learning approach. Journal of Research Administration, 6(1), 448-471. https://journlra.org/index.php/jra/article/view/1070
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How to Cite
Le, Q. T., & Le, T. T. (2025). The relationship between university social responsibility, digital transformation and intention to continue using E-learning in private university. Journal of Finance - Marketing Research, 4(1en), 129-144. https://doi.org/10.52932/jfmr.v4i1en.1094