Influence of undergraduate experience on alumni loyalty to their alma mater in the Tanzania’s higher education context




Alma mater, alumni loyalty, academic experience, social experience, satisfaction, higher education, relationship marketing


This study examined the influence of undergraduate experience on alumni loyalty to their alma mater in Tanzania’s higher education context. Specifically, the study sought to examine the extent to which alumni are satisfied with their undergraduate academic and social experiences and the influence thereof on their loyalty towards their former universities or colleges. The study involved a questionnaire survey to collect primary data from a conveniently selected sample of 188 Tanzanians who had bachelor's degrees from various Tanzania universities and colleges. Descriptive statistics using mean values were used to measure the satisfaction level. To estimate the influence of alumni satisfaction with their undergraduate experience on loyalty to their alma mater, Binary Logistic Regression Model was used. Overall, the findings indicate that alumni were satisfied with their undergraduate experience and their time as students. Further, Binary Logistic Regression results indicate that satisfaction with undergraduate experience positively and significantly influences alumni loyalty to their alma mater. It is reasonable to conclude from this evidence, that alumni loyalty can be created, reinforced and retained through favorable students’ experiences. Thus, Tanzania’s Higher Education Institutions (HEIs) should improve their level of students’ experience so as to increase their level of satisfaction and consequently enforce their loyalty. The study adds value in the context of Tanzanian HEIs since it provides a base on how to determine strategies to create, reinforce and maintain alumni loyalty through a favorable student experience.


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How to Cite

Magasi, C., & Bwemelo, G. S. . (2022). Influence of undergraduate experience on alumni loyalty to their alma mater in the Tanzania’s higher education context. International Journal of Research in Business and Social Science (2147- 4478), 11(4), 333–341.



Teaching, Learning & Higher Education Institutions