Social media marketing of Islamic higher education institution in Indonesia: a marketing mix perspective

Abstract

Islamic higher education (IHE) and non-religious/general higher education (GHE) are the largest forms of higher education institution in Indonesia. IHE has utilized social media as a primary marketing channel in inter-university competitions. This study aims to (1)investigate the performance of Facebook (FB) and Instagram (IG) marketing and (2) understand FB and IG content from the point of view of marketing mix strategy. This study employs content analysis to comprehensively investigate the content disseminated across the Facebook pages and Instagram accounts of all state-IHE within Kalimantan Island, Indonesia, from January 2020 to June 2023. The engagement rate indicates the performance level of FB and IG marketing. The engagement rates on Facebook are audited utilizing https://app.sproutsocial.com, while the Instagram accounts are assessed through https://phlanx.com/engagement-calculator. FB and IG content is coded and analysed descriptively quantitatively to answer research questions. The findings revealed that engagement on FB and IG must still meet engagement rate standards. IHE has implemented the marketing mix elements, including product, price, place, promotion, people, physical evidence, and process. There was an imbalance in the percentage distribution of these elements. The people/personnel element dominated the Instagram posts, while the process element was prominent in the Facebook pages posts. The theoretical contribution of this study is IHE social media marketing theory. The study recommends to IHE to manage social media systematically by posting content that includes marketing mix elements in a balanced manner. Therefore, future studies can focus on the effect of SMM on IHE enrolment in the Indonesia context.

Keywords:

• Engagement rate
• marketing mix
• social media marketing

REVIEWING EDITOR:

• Elika Kordrostami, Rowan University Rohrer College of Business, United States

SUBJECTS:

• Higher Education
• Higher Education Management
• Education – Social Sciences

1. Introduction

In today’s digital era, digital marketing is a paramount concern for marketers, leveraging digital technology to create value and augment customer engagement (Theodoridis & Gkikas, 2019). This evolution has diversified marketing avenues across social media, blogs, wikis, and content-sharing sites. Social media offers diverse functionalities encompassing conversations, sharing, identification, presence, relationships, reputation, and groups (Kietzmann et al., 2011). Its potential is harnessed for enhancing visibility, disseminating information, obtaining feedback, event invitations, and prompt responses (Masele & Rwehikiza, 2022). Interaction with the public through social media is cost-effective and more effective in reaching the digital native generation (Wong et al., 2022). Social media platforms enable the widespread distribution and easy access to information (Juhaidi, Ma’ruf, et al., 2024). The digital native generation uses social media on a daily basis to actively search for information, engage in social sharing, establish new social connections, and shop online (Ibrahim et al., 2022; Juhaidi et al., 2023). Furthermore, social media is also used by the millennial generation as a tool for social movements or protests (Milkman, 2017).

The research underscores the pivotal role of social media in influencing purchase intentions and fostering product desirability (Kudeshia & Kumar, 2017; Widodo & Krisma Maylina, 2022). Social media also influences millennial perceptions (Ibrahim et al., 2022). For universities, social media can show scholarships that attract prospective students and alumni donations and communicate and support students (Alfonzo, 2021). Additionally, followers of university social media accounts have a quality relationship with universities (Clark et al., 2017). Educational service providers like universities strategically leverage social media to allure prospective students and engage with stakeholders. With the burgeoning internet usage among adolescents, universities seize the opportunity to attract new students through a spectrum of mediums—from textual content and images to infographics, videos, and podcasts (Guruvayyanavar & Kulkarni, 2022).

Indonesia accommodates two primary classifications of higher education institutions (HEIs): secular/non-religious/general higher education, overseen by the Ministry of Education, Culture, Research, and Technology (MoECRT), commonly known as general higher education (GHE), and Islamic higher education (IHE) under the Ministry of Religious Affairs (MoRA). IHE specializes in Islamic sciences, encompassing law, business, theology, humanities, da’wah and communication, education, and other Islamic studies. Post-transformation to university status, some IHEs have gained rights similar to SHS to delve into science, technology, engineering, and mathematics (STEM) fields. Indonesia boasts 59 IHEs, including 29 state Islamic universities, 24 state Islamic institutes, five state Islamic colleges, and 874 private IHEs, summing up to 933 institutions or 20.61% of the 4528 tertiary institutions in the country. Therefore, IHE students in Indonesia amounted to 1,103,956 (17.39%) out of 6,349,941 students.

Furthermore, IHE has distinctive characteristics because it is responsible for science and technology, broadcasting Islamic teachings (Rafik & Priyono, 2018), and developing Islamic studies (Abdullah, 2017). Thus, graduates of Islamic boarding schools (pondok pesantren) and Islamic schools (madrasah) have a more significant opportunity to continue their education at IHE (Aliyah et al., 2023; Kinoshita, 2009). It indicates that IHE plays a significant role in increasing access to higher education in the Muslim community, which is the majority of the population in Indonesia. Undoubtedly, IHEs play a pivotal role in Indonesia’s education system.

Unfortunately, IHE is perceived to have low quality, easy entrance exams, and limited budget and facilities (Sa’adi, 2011). Therefore, students are less proud to be IHE students in Indonesia. IHE in Indonesia has tried to improve its image as a quality university through accreditation. Eight IHEs in Indonesia have achieved superior accreditation, indicating their quality has been on par with GHE. In addition, IHE also uses social media to increase its brand equity. IHE is more active in using social media than GHE.

Despite using social media as a powerful marketing tool to attract students and compete with non-religious/general higher education (GHE), IHE is still unable to compete with GHE in terms of the number of students. After GHE, prospective students choose IHE as their second choice. Research demonstrates that IHE’s social media marketing efforts do not significantly impact enroolment intentions (Juhaidi, Fuady, et al., 2024). This indicates a weakness in managing social media content. This superficial use of social media suggests a potential misalignment between the content shared and the interests or needs of the target audience. A thorough analysis is necessary to elucidate the specific content patterns contributing to this underperformance and to pinpoint which elements fail to resonate, thereby stymieing student enrolment growth.

Studies exploring the intersection of higher education and social media have been extensive, shedding light on various aspects. For instance, Facebook’s higher education content in Israel exemplifies its dual role: shaping the national brand and identity while also serving as a platform for showcasing diverse institutions to attract prospective students (Bamberger et al., 2020). Numerous studies have dissected higher education (HE) social media content through the lens of various social media activities such as entertainment, interactivity, informativeness, personalization, trendiness, attractiveness, ease of expressing opinions, customization, advertisement, and word-of-mouth (Bilgin, 2018; Ebrahim, 2020; Ismail, 2017; Ruangkanjanases et al., 2022; Yadav & Rahman, 2017). These inquiries have revealed the substantial impact of social media content on crucial aspects like engagement, brand equity, loyalty, satisfaction, and its influence on user intent and recommendations (Bharti & Purohit, 2016; Casaló et al., 2017; Garza Salgado & Royo Vela, 2019; Ibrahim & Aljarah, 2023; Onuorah et al., 2022; Park & Namkung, 2022; Perera et al., 2022; Ruangkanjanases et al., 2022). Effective social media account management relies on adept content strategies that attract and maintain engagement through tailored content creation and dissemination (Li et al., 2021).

While studies like Tecoalu (2022) and Fraser-Arnott (2020) have shed light on aspects of digital marketing and governance institutions’ use of the marketing mix, their applicability to the unique context of IHE remains questionable. The intricate interplay of cultural, religious, and educational paradigms within the IHE sphere necessitates a deeper, more targeted exploration. This study aims to address this gap by delving into the specific dynamics of SMM within IHE, employing a nuanced approach that considers the distinct attributes of these institutions’ engagement strategies.

Moreover, the evolving landscape of research on the intersection of higher education and social media presents fertile ground for inquiry. While existing literature touches upon various facets of how higher education institutions utilize social media, there exists a conspicuous void in understanding how Islamic higher education institutions leverage the principles of the marketing mix in crafting their social media content strategies and subsequently gauging their performance. This gap underscores the imperative for a focused investigation into the intersection of SMM and IHE, aiming to unravel the intricacies of their digital presence and audience engagement strategies within the framework of marketing mix principles.

Furthermore, this study also endeavours to address a methodological gap in the realm of SMM research. Content analysis, particularly within the context of IHE, remains an underutilized methodology in the study of social media content. By employing content analysis techniques, this research seeks to provide a comprehensive examination of the content disseminated by IHE on social media platforms, offering valuable insights into their messaging strategies and audience interactions. Through this multifaceted approach, the study endeavors to contribute to both theoretical understanding and practical applications in the domain of SMM within IHE.

Thus, Table 1 formulates research questions and displays their theoretical base.

Table 1. Research question and theoretical basis.

	Research question	Theoretical Basis
RQ2	What is the engagement performance level of FB and IG marketing IHE institutions?	Engagement indicates social media performance (Trunfio & Rossi, 2021). We can use interaction data on social media to understand social phenomena (Zachlod et al., 2022).
RQ2	How do the marketing mix elements in FB and IG IHE institution’s content include (RQ2a) product; (RQ2b) price; (RQ2c) place; (RQ2d) promotion; (RQ2e) people; (RQ2f) physical evidence; and (RQ2g) process?	The elements of the marketing mix consist of product, price, place, promotion, people, physical evidence, and process elements, all of which are important in marketing strategy (Khan, 2014; Kwok et al., 2020)

This study adds to the body of knowledge by looking at how well IHE institutions’ FB and IG pages work for SMM and by looking at the posts on these pages using the 7Ps marketing mix strategy. By addressing this research gap, the study aims to offer nuanced insights into the alignment of marketing mix elements within the social media content strategies of IHEs in Indonesia. This scholarly endeavour has the potential to make a significant contribution to the discourse on social media marketing in higher education, specifically in the context of IHE institutions. By examining how these institutions leverage FB and IG for marketing purposes and how they strategically integrate the 7Ps of marketing within their content, the study provides valuable insights that can inform marketing strategies tailored specifically to the unique challenges and opportunities within the higher education sector in Indonesia.

Moreover, beyond its theoretical contributions, this study seeks to proffer practical contribution for IHE and GHE institutions in Indonesia. It aims to furnish actionable methodologies for leveraging social media platforms optimally and to refine content strategies to enhance the efficacy of social media management practices within IHEs. This dual contribution, marrying theoretical depth with practical applicability, endeavours to fortify the social media marketing landscape in higher education, spotlighting the unique dynamics within IHE institutions in Indonesia.

2. Literature review

2.1. Facebook and Instagram marketing

Social media has become a vital communication tool for both providers and customers. Social Media Marketing (SMM) has been defined in different ways. Dwivedi et al. (2015) contend that SMM is a dialogue between customers and producers concerning products or services, promotions, and usage experiences that benefit all parties. They stress the importance of involving customers in expressing their opinions about the product or service provided. The American Marketing Association defines social media marketing as a form of digital marketing that employs technology to promote brands or reach customers (Digital Marketing, n.d.). This definition emphasizes social media as a promotional tool. In universities, social media is used to manage relationships with the academic community(Ibrahim et al., 2022).

During the outbreak, social networking sites such as WhatsApp, YouTube, Facebook (Meta), LinkedIn, Instagram, and Twitter were widely used by individuals involved in higher education (Sengupta & Vaish, 2023). Facebook (FB) and Instagram (IG) are two of the world’s most popular social media platforms. Social media users globally reached 60.6% of the total global population in July 2023. FB users are 2.989 billion, while IG users are 1.628 billion (Global Social Media Statistics, 2023). As of September 2023, the NapoleonCat site publishes the number of FB users in Indonesia is 194,300,000 users, and IG users is 111,187,100 users.

Various studies on FB and IG marketing have been conducted in a business context. FB content affects engagement (Shukla & Bhasin, 2022; Tafesse, 2015). FB content differs from Twitter and YouTube (Smith et al., 2012). Followers like FB content containing information and a mix of content: information and persuasion (Wang & McCarthy, 2021). The effect of sponsor disclosure on FB on persuasion knowledge and electronic word of mouth (Boerman et al., 2017). The decision-making process when seeing advertisements on FB in communities with high collectivist (Chetioui et al., 2021). FB post affects satisfaction in the healthcare sector (Richter & Kazley, 2020). Customers like it when their complaints are posted on the FB page (Armstrong et al., 2021). Communication emotional brand value in FB content tends to be more ‘honest’ and ‘glamourous’(Lalicic et al., 2020). FB posts and IG posts affect purchasing intention (Amornpashara et al., 2015; Wallace et al., 2020). IG can affect behaviour and involve feelings (Tharani, 2021).

Various studies have explored different facets of FB and IG marketing, elucidating their effects on engagement, consumer behaviour, emotional brand value, and their role in higher education, showcasing their potential in increasing university awareness and student engagement. The influence of FB and IG also occurs in higher education services. Starnes and Atkins’s study found that university IG content can increase awareness of universities (Starnes & Atkins, 2020). Friendships on Facebook correlated with students’ social capital (Ellison et al., 2007). FB ads can increase potential students’ visibility and engagement (Cordero-Gutiérrez & Lahuerta-Otero, 2020). The difference in posts on FB is related to the difference in followers’ engagement with university FB accounts (Eger et al., 2021). The use of IG for university communication with the public is increasing compared to FB and Twitter (Sörensen et al., 2023). IG is also used in the learning process in HE (Avramenko, 2019; Belanche, 2021; Obeso et al., 2023; Slutskyi, 2023; Živojinović et al., 2023). Social media content marketing strategy on IG carried out by universities affects follower engagement (Garcia et al., 2021). IG content of universities in Indonesia has the characteristic of being dominated by videos and events and posted during the day (Ramadanty & Syafganti, 2021). The use of IG by universities will improve academic-related relations amid the outbreak (Espinosa-Vélez et al., 2023).

Engagement on social media directly demonstrates the success of IHE’s SMM program. In other words, if student engagement is low, SMM will not have an impact on increasing enrollment. Audience engagement with social media content is used to measure the performance of social media marketing (Dolan et al., 2019). The number of likes, comments, and shares reflects the engagement of customers (Shen, 2021).

Customer behavior data is the basis for evaluating market trends (Moro et al., 2016). Engagement with the community through social media is important for organizations to survive amid dynamic changes (Jiang et al., 2023). Therefore, this study will explore the level of engagement of FB and IG IHE accounts. The engagement is evaluated by the average number of likes, comments, and shares of FB and IG content. Thus, the level of performance of SMM content management will be assessed.

2.2. Marketing mix on SMM

The marketing mix is often regarded as the predominant strategy in the field of marketing. The original marketing mix comprised four fundamental aspects, commonly referred to as the 4Ps: product, pricing, place, and promotion (Farid et al., 2023). These factors then evolve into seven components (7Ps) including product, pricing, place, promotion, people, physical evidence, and process (Khan, 2014). The marketing mix, which consists of product, distribution, promotion, and pricing, is a method for achieving sales goals (Išoraitė, 2016). There are variations to the marketing mix, including the 6Ps (professor, parent-teacher communication, privilege, product, price, and promotion) used in private schools, the 7 Ps (premiums, programs, prospectus, price, promotion, people, and prominence) proposed by Ivy (2008). Meanwhile, Chen stated that its elements consist of price, product, place, promotion, people, physical evidence, and prominence (Chen, 2016). In this study, we used the most popular 7Ps marketing mix, namely product, price, place, promotion, people, physical evidence, and process.

Products in educational institutions are implemented in departments and have undergone changes in the era of digital technology. This includes combining services or products with digital services, displaying products in a wide network, and enabling products to turn into digital services (Karambut, 2021). The learning process can be conducted face-to-face or online, accompanied by various digital services such as tuition fees and other online administrative processes. Additionally, face-to-face learning can be supplemented with seminars, workshops, and training.

Price is the value of money exchanged by customers for the product, which includes sacrifices in the form of effort, energy, and time, as well as costs of accommodation, transportation, communication, consumption, and others (Bradford & Boyd, 2020; Gajić, 2012). In educational institutions, this is reflected in the tuition fees that students pay, scholarships, and other assistance that can reduce spending on education.

Place known as the distribution element, helps transfer ownership of goods or services and reduces time, location, or ownership barriers between producers and consumers (Ho et al., 2022). In educational institutions, it refers to the location where the service process is provided and must be easily accessible to everyone. Place is also related to the distance of the university from the residence.

Promotion is persuasive communication that conveys product information to the public to influence attitudes and buying behavior (Abdelhady et al., 2019). Compared to other marketing mix elements, promotion has the lowest correlation with the decision to use hospital services (Ravangard et al., 2020). While the promotion has the lowest correlation with the decision to use educational services, it includes various methods such as brochures, flyers, posters, advertising, cooperation with other parties, and visiting schools.

People are individuals involved in the process of providing goods or services. They include teachers/lecturers, education staff, and students in the educational institution. Furthermore, teachers/education staff play an important role in the marketing of educational institutions through direct contact when providing services (Anane-Donkor & Dei, 2021).

Physical evidence refers to the environment where producers and customers interact, including furniture, decorations, equipment, staff clothing, websites, or interior designs (Ho et al., 2022; Catana & Toma, 2021). It plays an important role in educational institutions because people’s first impressions depend on the physical infrastructure such as buildings and other facilities (Anane-Donkor & Dei, 2021). The process includes all administrative procedures such as registration, examination procedures, evaluation, learning, communication, and graduation (Ryńca & Ziaeian, 2021).

The last element of the marketing mix is process. The involvement of individuals, including educators and students, significantly influences the educational service process and plays a crucial role in institutional marketing efforts (Anane-Donkor & Dei, 2021). Administrative processes, encompassing registration, examinations, learning procedures, and graduation, represent the procedural aspect of education and influence the overall service experience (Ryńca & Ziaeian, 2021).

The study of marketing mix and higher education is carried out with various variations. How do HE marketing strategy in Africa from the perspective of the 7Ps marketing mix (Ndofirepi, 2020). Element marketing mix affects the HE brand (Brkanlić et al., 2020; Lim et al., 2020; Prabowo, 2019) and student satisfaction (Brkanlić et al., 2020). The service marketing mix is related to student performance (Mahajan & Golahit, 2020). The marketing mix element attracts potential students and influences the decision to choose a higher education institution (Dally et al., 2021; Ho & Law, 2022; Pardiyono & Indrayani, 2019; Pardiyono et al., 2022). Universities in the UAE focus more on differentiation and positioning and do not indicate a marketing mix strategy (Wilkins & Huisman, 2021). Fraser-Arnott studied the marketing mix on digital media on the parliament’s website (Fraser-Arnott, 2020). They pay more attention to aspects of the marketing mix and its effect on marketing performance. Therefore, the challenge of this research is to understand FB and IG IHE content from the point of view of the marketing mix, which is rarely done.

The marketing mix, a fundamental strategy encompassing product, price, place, promotion, and additional elements, is essential in devising effective marketing strategies (Chen, 2016; Išoraitė, 2016; Ivy, 2008; Khan, 2014). Variations such as the 6Ps or 7Ps, tailored for specific sectors like private schools, expand this framework, emphasizing diverse facets such as professorship, communication, privilege, premiums, and more (Ivy, 2008).

Within educational institutions, products have evolved in the digital age, integrating services and products into digital formats, thereby broadening network accessibility (Karambut, 2021). This digital transformation encompasses various services, ranging from tuition fees to administrative processes, fostering face-to-face and online learning supplemented by seminars and workshops. Regarding pricing, the value exchange represented by tuition fees, scholarships, and other assistance mechanisms directly impacts the financial aspect of education (Bradford & Boyd, 2020; Gajić, 2012).

Extensive literature exists exploring the impact of the marketing mix within higher education. This includes studies on the influence of marketing strategies on African higher education perspectives (Ndofirepi, 2020), the relationship between marketing mix elements and higher education branding and student satisfaction (Brkanlić et al., 2020; Lim et al., 2020; Prabowo, 2019) as well as its association with student performance (Mahajan & Golahit, 2020). Moreover, the marketing mix’s effect on attracting potential students and shaping their choice of institutions has been extensively researched (Dally et al., 2021; Ho & Law, 2022; Pardiyono & Indrayani, 2019; Pardiyono et al., 2022).

However, limited attention has been given to understanding the application of the marketing mix within social media platforms, particularly FB and IG, in the context of IHE. However, the existing studies primarily focus on these platforms’ effects without delving into a comprehensive analysis of their content strategies using the marketing mix framework, especially within the distinctive context of Islamic higher education in Indonesia. Therefore, this research aims to bridge this gap by examining educational content on these platforms through the lens of the marketing mix, shedding light on an area yet to be comprehensively explored.

3. Method

3.1. Research design

This study employs qualitative content analysis to assist in understanding and determining the marketing mix elements of IHE’s Facebook page and Instagram posts. Content analysis is used to analyse the meaning of text and images from the researcher’s perspective (Cohen et al., 2007). Analytical content is utilized as a method to analyse written, verbal, and visual communication (Elo & Kyngäs, 2008). Content analysis has been used since the 19th century to examine hymns, newspapers, magazine articles, advertisements, and political speeches. As technology has advanced, content analysis has also been applied to examining the semantic meaning digitally stored recordings of interviews or discussions (Harwood & Garry, 2003), including social media content.

Therefore, this study employs content analysis as the research data consists of textual and visual information derived from FB and IG IHE platforms. Put simply, content analysis can comprehend text and images without the direct involvement of their creators. In addition, this study will utilize content analysis to get insights into the behavioural patterns of social media administrators by examining the text, photos, and quantity of information they publish. Content analysis allows for the direct identification of hidden significance inside text or images (Kleinheksel et al., 2020). Content analysis will demonstrate the inclination of social media managers towards a specific component of the marketing mix.

3.2. Subject and data collection process

There are a total of forty-three IHE institutions located on Kalimantan Island, the third largest in the world. There are a total of thirty-nine private IHE institutions and four state IHE institutions. This study involved all state IHE institutions on Kalimantan Island. These institutions were chosen as subjects for the study because they represent the four largest and most prestigious IHE institutions in each region. The institutions mentioned are Antasari State Islamic University (UINAn), the biggest IHE in South Kalimantan; Sultan Aji Muhammad Idris State Islamic University (UINSi), the biggest IHE in East and North Kalimantan; Palangkaraya State Islamic Institute (IAINPlk), the biggest IHE in Central Kalimantan; and Pontianak State Islamic Institute (IAINPonti), the biggest IHE in West Kalimantan.

The social media platforms under research include FB and IG, which are managed by IHE on Kalimantan Island. This study used FB and IG as they are the predominant social media platforms in Indonesia. Social media users tend to use Twitter (X), YouTube, TikTok, and other applications less frequently than these two platforms. IHE demonstrates a higher level of utilization of the two social media platforms compared to other applications.

The data collection process is carried out in the following stages. First, researchers used ‘search’, ‘filter’ and manually to collect all posts on FB and IG from January 2020 to June 2022 (130.36 weeks). The technique’s weakness is complicated and slow (Mehmood et al., 2022), but the content will be understood more accurately. The number of posts collected can be seen in Table 2.

Table 2. Number of posts that being reviewed.

No	IHE	IG Account	FB Page	FB Post	IG Post
1	Antasari State Islamic University (UINAn)	@uinantasaribjm*	https://www.facebook.com/UINAntasariBjm	212	501
2	Sultan Aji Muhammad Idris State Islamic University (UINSi)	@uinsisamarinda	https://id-id.facebook.com/uinsisamarinda	265	723
3	Palangkaraya State Islamic Institute (IAINPlk)	@iain_palangkaraya	https://www.facebook.com/iain.palangkaraya	76	136
4	Pontianak State Islamic Institute (IAINPonti)	@iainptk_official	https://www.facebook.com/IAIN-Pontianak-281798548577234	243	117

Source: IHE social media account.

*The account was hacked on November 4, 2023.

Second, the data is copied to doc format. The copied data is grouped based on IHE institution, FB and IG. Researchers reading the text understand the content of the FB and IG content.

3.3. Data processing procedure

Once the data has been gathered and organized based on IHE institutions and the specific social media platforms (FB and IG), the data then moves on to the next phase to address the research question. This phase involves examining the data to determine and understand its performance and substance, taking into account the components of the marketing mix. The data analysis process employs a content analysis methodology.

The process adapts the stage in content analysis Cohen et al. (2007). The data analysis procedure is as follows: First, the data that has been collected is analysed to understand the content of the post so that it can be connected to the marketing mix elements. The text is coded according to the elements of the marketing mix, including product (#Pr), price (#Pri), place (#Pl), promotion (#Prom), people (#Pe), physical evidence (#Phy), and process (#Proc) (Fraser-Arnott, 2020).

As a guide, coding is based on the suitability of the text in the content with the sub-theme indicators presented in Table 3 below. The coding process is done manually (human coding). These procedures are based on the assumption that humans are superior to machines in understanding text (Song et al., 2020). For example, after the text is analysed and indicates the content contains accreditation of the study program, including the quality sub-theme, a #Pr code will be given showing that the content comprises product elements.

Table 3. Theme and sub-theme of the marketing mix.

No	Theme	Code	Sub-theme
1	Product	#Pr	The study program, quality, academic activities, other learning programme.
2	Price	#Pri	Tuition and other fees, scholarships.
3	Place	#Pl	Location, transportation, access digitally.
4	Promotion	#Prom	Advertising, brochure, cooperation with other parties, visiting to school.
5	People	#Pe	Lecturers and education staff, alumni, and students
6	Physical evidence	#Phy	infrastructure, furniture/appliance, building architecture.
7	Process	#Proc	Learning, administrative service process, monitoring alumni career.

Source: Adapted from Fraser-Arnott (2020) and Ryńca and Ziaeian (2021).

Second, texts are collected based on social media, universities, and codes. Engagement rate standards assess FB and IG marketing performance The number of FB/week posts, FB engagement rate and number of IG/week posts are assessed by RivalIQ standards (Lauron, 2023a, 2023b) while IG engagement rates are assessed by phlanx.com standards based on the number of followers (Phalanx, n.d.). Descriptive statistics are used to determine the amount ($\mathrm{\Sigma })$, mean ($\overline{x})$, and percentage (%) per marketing mix element. This shows the trend of FB and IG IHE content.

In the third phase, we elucidate the findings by incorporating theories derived from prior research. Therefore, the results will have both theoretical and practical significance Figure 1 depicts the data processing procedure.

Figure 1. Data Processing. Source: Adapted from Mehmood et al.,(2022), Elo & Kyngäs,(2008), Graneheim & Lundman,(2004).

4. Results and discussion

4.1. Results

4.1.1. Islamic Higher Education Facebook and Instagram account performance

All IHE in Kalimantan Island has Facebook (FB) and Instagram (IG) social media accounts. This shows that they are already aware of the importance of social media as a digital marketing channel in The Web 5.0 era. The FB and IG brief profiles of the IHEs can be found in Table 4 below.

Table 4. Social media account profile.

No	Islamic Higher Education	SM	First Post	Follower	Total Post
1	UINAn	Instagram	19-02-2018	29,400	1810
		Facebook	19-02-2018	11,022	134
2	UINSi	Instagram	15-05-2018	13,800	2567
		Facebook	13-12-2017	5304	103
3	IAINPlk	Instagram	22-07-2020	3653	174
		Facebook	13-01-2015	3519	76
4	IAINPonti	Instagram	2-10-2020	1859	206
		Facebook	2-05-2012	2896	53
		Total		48,712	1477
		$\overline{x}$		22,741	796

Data from the profile of Instagram and Facebook account in June 2022.

Interactions with visitors largely determine the role of social media in digital marketing. The engagement rate of these accounts reflects the average interaction of each post with followers. The quantity of comments, likes, and shares on social media serves as an indicator of the degree of engagement. Figure 2 below displays the engagement calculation’s result.

Figure 2. Results of Phlanx engagement rate calculator. Source: https://phlanx.com/engagement-calculator on June8th, 2022. (a) Antasari State Islamic University; (b) Sultan Aji Muhammad Idris State Islamic University; (c) Palangkaraya State Islamic Institute; (d) Pontianak State Islamic Institute.

The engagement rate of Instagram accounts can be measured using Phlanx at https://phlanx.com/engagement-calculator. The check conducted on June 8th, 2022 indicates that the engagement rate is a reflection of the account’s interaction with its visitors or followers. Inappropriate comparison of the number of followers could indicate that they are either fake or inactive.

The measurements indicate that all IHE institutions’ account engagement levels are below the Instagram (IG) engagement standard. In aggregate, the average Engagement Rate (ER) across IHE IG accounts remains beneath the established benchmark. Conversely, Sultan Aji Muhammad Idris State Islamic University (UINSi) has surpassed the prescribed standard with an average weekly count of IG posts (5.55), exceeding the expected threshold of 3.85. In parallel, Antasari State Islamic University (UINAn) approaches this standard closely, with an average count of 3.84 posts per week, slightly below the benchmark of 3.85. The engagement rate of IG and standard are shown in Table 5 below.

Table 5. Engagement Rate of Instagram account.

No	IHE	ER (%)	RC	RL	S.ER	S. P/W
1	@uinantasaribjm	1.52	2	489	1.52 < 4.80	3.84 < 3.85
2	@uinsisamarinda	2.96	2	438	2.96 < 5.10	5.55 > 3.85
3	@iain_palangkaraya	3.86	1	167	3.86 < 6.08	1.04 < 3.85
4	@iainptk_official	3.83	0	79	3.83 < 6.08	0.90 < 3.85
	$\overline{x}$	3.0425	1.25	293.25	ER < 5.10

Source: https://phlanx.com/engagement-calculator result. Data collection from 5 to 6 June 2022.

ER: Engagement Rate; RC: Average Comment Per Post; RL: Average Likes Per Post; S.ER: Comparison ER with standard by https://phlanx.com/engagement-calculator; S.P/W = Comparison of the number of posts/week with the RivalIQ standard.

The Facebook page is seen from public engagement per post (PEP), which shows the number of reactions (happy, sad, like, angry), comments, and shares. For example, a PEP value of 20.8 indicates that each post on the page gets an average of 20.8 reactions, comments, and shares from the public or followers. FB engagement rate and standard are shown in Table 6 below.

Table 6. Engagement rate of FB and standard.

No	State Islamic Higher Education	PE	PEP	ER (%)	S.Er	S.Pw
1	UINAn	365	20.28	3.31	3.31 < 14.50	1.63 < 6.71
2	UINSi	761	28.19	14.35	14.35 < 14.50	2.03 < 6.71
3	IAINPlk	131	6.24	3.72	3.72 < 14.50	0.58 < 6.71
4	IAINPonti	413	19.67	14.26	14.26 < 14.50	1.86 < 6.71
	$\overline{x}$	417.5	18.595	8.91	8.91 < 14.50	1.53 < 6.71

Source: https://app.sproutsocial.com/reports/facebook_competitors_performance/pages.

Data collection from 7 to 9 June 2022.

PE (public engagement) = Total number of reactions, comments or shares; PEP (public engagement per post) = Number of reactions, comments, and shares/posts; ER = Engagement rate; S.ER = Comparison ER with RivalIQ standard; S.P/W = Comparison of the number of posts/week with the RivalIQ standard.

The Engagement Rate (ER) signifies the proportion of followers engaging actively with an FB page. The assessment highlights that among the FB pages of various institutions, Sultan Aji Muhammad Idris State Islamic University (UINSi) and Pontianak State Islamic Institute (IAINPonti) exhibit the highest engagement rates. These rates are notably closer to the standard, with measurements of 14.35 and 14.26, respectively, in contrast to the benchmark of 14.50. However, considering the average number of weekly posts over 130.36 weeks, the Institutions of Higher Education (IHE) still needed to meet the prescribed standard of posts per week, falling short of the expected threshold of fewer than 14.50 posts per week.

4.1.2. Marketing mix elements in IHE FB and IG content

In this section, the content and posts on IHE’s FB and IG accounts will be presented, grouped based on the elements of the marketing mix. The marketing mix employed in IHE’s social media accounts comprises of product, price, place, promotion, people, physical evidence, and process. Marketing mix content on FB and IG are shown in Tables 7 and 8.

Table 7. Marketing mix element on Instagram.

No	IHE	Pro (%)	Pri (%)	Pla (%)	Prom (%)	Pe (%)	Phy (%)	Proc (%)	Total
1	UINAn	44 (8.78)	21(4.19)	6 (1.2)	7 (1.39)	275(54.89)	13(2.59)	135(26.95)	501
2	UINSi	128 (17.70)	5 (0.69)	2 (0.28)	10 (1.38)	430(59.47)	12(1.66)	136(18.81)	723
3	IAINPlk	5 (3.68)	0 (0)	1(0.74)	7(5.15)	94(69.12)	4(2.94)	25(18.38)	136
4	IAINPonti	3 (2.56)	3 (2.56)	3 (2.56)	2 (1.71)	74 (63.5)	0 (0)	32 (27.35)	117
	$\overline{x}$ $\mathrm{\Sigma }$	45	7.25	3	6.5	218.25	7.25	82	369.25
	$\overline{x}$ %	8.18	1.86	1.19	2.41	61.75	1.80	22.87

Pro: Product; Pri: Price; Pla: Place; Prom: Promotion; Pe: People; Phy: Physical Evidence; Proc: Process; Total: Number of Post.

Table 8. Marketing mix element on Facebook.

No	IHE	Pro (%)	Pri (%)	Pla (%)	Prom (%)	Pe (%)	Phy (%)	Proc (%)	Total
1	UINAn	13 (6.135)	11 (5.19)	6 (2.84)	7 (3.30)	27 (12.74)	13 (6.13)	135 (63.68)	212
2	UINSi	18 (6.79)	3 (1.13)	5 (1.89)	10 (3.77)	79 (29.81)	11(4.15)	139 (52.45)	265
3	IAINPlk	4 (5.26)	3 (3.95)	2 (2.63)	1 (1.32)	12 (15.79)	4 (5.26)	50 (65.79)	76
4	IAINPonti	1 (0.41)	0 (0)	2 (0.82)	1 (0.41)	74(0.45)	5 (2.06)	160 (65.8)	243
	$\overline{x}$ $\mathrm{\Sigma }$	9	4.25	3.75	4.75	48	8.25	121
	$\overline{x}$ %	4.65	2.57	2.05	2.20	14.70	4.40	186.93

Pro: Product; Pri: Price; Pla: Place; Prom: Promotion; Pe: People; Phy: Physical Evidence; Proc: Process; Total: Number of Post.

4.1.2.1. Product

Instagram posts reflecting products mostly consist of photo news about scientific activities, training, information about available study programs, and accreditation. For instance, a post on Sunday, October 3, 2021, titled ‘Growing Study Program Insights to Realize Students Who Know Their Identity,’ highlighted the implementation of the Personality Insights National Webinar. Such scientific activities are part of the product element and are frequently published by IHE. The Facebook page, on the other hand, reveals the product element through seminar activities, information about study programs, and accreditation.

However, the social media account has not emphasized the advantages of the learning process that will produce the desired graduates of the community. IHE’s social media posts mainly highlight study programs that prospective students can select. This program is disclosed in the context of new student admissions, as stated in the registration instructions or brochure. Additionally, the study program as the spearhead of learning is presented in the context of information on the Entrance Examination of State Islamic Higher Education (EE-SIHE).

The product aspect is critical when considering a college. However, when viewed from the percentage, the product aspect is still not the primary focus on IHE’s Instagram account and Facebook page. The Sultan Aji Muhammad Idris State Islamic University page relatively posts the highest content related to products compared to other IHE, consisting of 17.7 percent and 6.79 percent on Instagram and Facebook, respectively.

4.1.2.2. Price

Prices related to education are featured in posts on both Instagram and Facebook, such as student fees and scholarship opportunities. Antasari State Islamic University’s Instagram account, for example, posts about fees, tuition costs, and other educational expenses. The Instagram account of Sultan Aji Muhammad Idris State Islamic University features posts about the schedule and determination of tuition fees, while the Instagram account of Pontianak State Islamic Institute showcases the price element in their posts.

Examples of posts regarding prices include the announcement of the Bank Syariah Indonesia scholarship to Sultan Aji Muhammad Idris State Islamic University, uploaded on the Facebook page on 21 December 2021, and the announcement of Bank Indonesia Scholarship recipients at Antasari State Islamic University on the Facebook page on 3 March 2020. Additionally, a post on the Palangkaraya State Islamic Institute’s Facebook page from 21 June 2021 explains the timing of tuition fee payments, and Antasari State Islamic University’s Facebook page uploaded the payment method on 22 January 2021. The tuition amount at Antasari State Islamic University for the Academic Year 2020/2021 was uploaded on the Facebook page on 21 May 2020. This information is very important for prospective students who want to know the amount paid when studying at IHE in general.

4.1.2.3. Place

There are relatively few uploads related to the element of place on Instagram accounts, and it is represented mainly by the campus address. However, it is difficult to determine from some posts whether the college is easily accessible via public transportation. The element of place is implicitly shown in the location of the dormitory construction, as depicted in the post on Campus II of Antasari State Islamic University in Banjarbaru. The post describes the ‘Ground Breaking Project for Completion of the Female Dormitory Building and Construction of a Retention Pool.’ Additionally, virtual addresses for various services, such as online UKT (Uang Kuliah Tunggal/tuition fee) payment, are easily located in posts about the process on Instagram or the Facebook page.

4.1.2.4. Promotion

All social media posts indirectly aim to promote the college, but those classified as promotional elements in the marketing mix are directly related to new student admissions or persuading students to enrol. Promotion on Instagram and Facebook accounts takes the form of posting new student admission brochures, invitations to the college, or socialization activities carried out in equivalent high schools.

For instance, on the Instagram account of Antasari State Islamic University, a post uploaded on 25 April 2022 promotes registration for the Entrance Examination of State Islamic Higher Education. The post’s caption states, ‘Hurry up and register! Just for your information, the opportunity to enter Antasari State Islamic University is higher and more promising through this EE-SIHE route, which comprises 50 percent of the total quota for freshman admissions.’ Another example of promotion is an upload on 24 May 2022 on the Facebook page of Palangkaraya State Islamic Institute, which explicitly invites lecturers to teach at the school.

4.1.2.5. People

The people element pertains to lecturers, education staff, students, and alumni. An example of a people element is the Instagram upload on August 12, 2021, by the Pontianak State Islamic Institute, which congratulates a professor on their promotion. Another example is an Instagram post on September 6, 2021, by Antasari State Islamic University, which congratulates a student for winning first place in the Constitutional Debate Competition held during the 3rd Anniversary of the Legal and Scientific Studies Forum.

Similarly, the people element is evident in a Facebook upload by the Palangkaraya State Islamic Institute on June 28, 2021, which congratulates Dr. Jasiah, M.Pd, for receiving a doctorate in Educational Technology from the State University of Surabaya. Additionally, the Facebook posts by Sultan Aji Muhammad Idris State Islamic University on June 1, 2020, about the activities of students from Pattani Southern Thailand in the Ma’had (dormitory), are also examples of the people element.

4.1.2.6. Physical evidence

The elements of physical evidence are manifested through uploaded content showcasing campus infrastructure. For instance, photos of lecture buildings, new campus construction, internet facilities, and dormitories serve as crucial elements of the marketing mix for educational services. The Instagram account of Pontianak State Islamic Institute on 17 September 2021 displayed a photo of the campus building, captured from a low angle to emphasize its height and grandeur. Similarly, the Instagram account of Antasari State Islamic University features several uploads with the building as the background, such as the post on 3 June 2022 promoting Entrance Examination-State Islamic Higher Education. Moreover, the post on 20 August 2021 on good communication etiquette with lecturers and education staff employed a photo of the rectorate building to demonstrate physical evidence. On the Facebook page of Palangkaraya State Islamic Institute, the post on 28 May 2021 showcasing the newly constructed Postgraduate facility with a photo of the building serves as an example of physical evidence. Another instance is the photo on the Facebook page of Sultan Aji Muhammad Idris State Islamic University on 14 June 2020, featuring the Faculty of Tarbiyah and Teacher Training building from a vantage point that highlights its magnificence.

4.1.2.7. Process

The process element is the most frequently uploaded on both the Instagram account and Facebook page. It includes the new student registration process, re-registration, payment of tuition fees, and other related activities during lectures. However, it is difficult to determine posts about the learning process explicitly. The easiest process to find is the admission of new students. For instance, in the Instagram post of the Pontianak State Islamic Institute on 30 April 2021, the site address and a brief explanation of the registration process to take the entrance exam were given. Another process that includes this element is the application for scholarships, which is illustrated in the post dated 23 August 2021 on the Instagram account of the Antasari State Islamic University.

On the Facebook page of the Palangkaraya State Islamic Institute, the process of accepting new students can be seen in the post dated 31 March 2021, which describes the stages that prospective students must go through. Furthermore, the Facebook page of Sultan Aji Muhammad Idris State Islamic University showed the process of awarding the BAZNAS scholarship, which was uploaded on 21 August 2021. On 7 March 2020, the process and stages of applying for the Bank Indonesia Scholarship were also uploaded.

4.2. Discussions

4.2.1. Facebook and Instagram account performance

This study demonstrates that the marketing effectiveness on FB and IG platforms in the context of IHE has not yet reached the expected benchmarks. This signifies inadequate content management. Due to the fact that the fact that the posted content does not satisfy the need, the audience is disinterested in engaging. In other words, IHE’s social media audience is at the lowest level of engagement behavior: consumption. They solely consume and peruse social media content, lacking the capacity for the next level: contribution and creation (Cao et al., 2021).

Research has investigated the factors contributing to decreased engagement on social media platforms. The number of posts and the information contained in them are the primary determinants of engagement. Dhaoui and Webster (2021) suggest that the quantity of posts has an indirect impact on the number of comments, as it leads to an increase in liking and sharing. Conversely, the amount of information on higher education social media platforms also influences user engagement (Song et al., 2023). Hamidreza Shahbaznezhad et al. (2021) highlight the significant influence of content on fostering interaction on social media, whereas Hazzam (2022) emphasizes the effect of informative aspects in Instagram activities. The level of engagement in the fashion sector is influenced by the entertainment factor of the material (Bazi et al., 2023). In their study, John et al. (2022) reached the general consensus that the level of participation on social media is influenced by the quality of the content.

Another determinant is the level of involvement offered by social media platforms. Bidirectional social media platforms have the potential to enhance user engagement (Men et al., 2018). According to Del Rocío Bonilla et al. (2020), the inclusion of IG material that offers information on colleges, facilitates interactive channels, and encourages feedback has a tendency to increase the number of comments. Researchers have found that an extensive follower count lacks interaction, making it ineffective in terms of engagement (Liadeli et al., 2023; Wies et al., 2023). According to Shen (2021). the number of words does not impact engagement. The use of technology to facilitate social interaction on social media platforms would increase user engagement (Di Gangi & Wasko, 2016). Juhaidi, Fuady, et al., (2024) found that content that includes entertainment activities, interaction, trendiness, advertisement, and personalization influences engagement on social media.

Another determinant is the format of the content. Cuevas-Molano et al. (2021) assert that specific content formats such as videos, sound-enabled videos, IG carousels (multiple photos), and posts incorporating hashtags contribute to increased likes. Moreover, they contend that graphics and interactive content involving voting, contests, and inquiries enhance the number of comments on IG accounts. Contrarily, Peruta and Shields (2017) suggest that posts originating from universities often lead to decreased overall engagement.

Influencers’ presence on social media also influences engagement. Influencers cultivate their popularity through the content they share on social media platforms, garnering a significant following despite not being personally acquainted with their audience (Ao et al., 2023). Prior research has substantiated the impact of influencers. Influencer activities are essential in increasing engagement (Jaakonmäki et al., 2017; Rahman et al., 2022), and the purchasing intention of students (Blažević & Babić, 2023). Helen Inseng Duh and Thabile Thabethe explained that influencer’s trustworthiness, familiarity, similarity and likability were significant drivers of brand engagement (Duh & Thabethe, 2021) and closeness between influencers and followers (Bentley et al., 2021). Therefore, IHE can also use social media influencers to increase engagement.

On the other hand, weaknesses in social media management can be overcome by the use of artificial intelligence (AI). AI can help create posts to increase engagement and evaluate social media marketing performance. With artificial intelligence (AI) applied to social media, engagement can be seen quickly, making it useful for marketing administrators to make decisions (Hassan, 2021). Furthermore, social media data can be analysed quickly and accurately with AI to find weaknesses, strengths, and audience needs, which is very useful for social media marketing (Theodoridis & Gkikas, 2019).

4.2.2. Marketing mix in Facebook and Instagram account

According to the study, the content presented by IHE on FB and IG covers all seven elements of the marketing mix (7 P). However, there is a noticeable disparity in the distribution of these elements. The ‘people’ and ‘process’ elements are the most prominent across FB and IG platforms. Therefore, we recommend conducting an investigation and discussion to explore the potential impact of the uneven distribution of posts among these elements on social media engagement rates.

The marketing mix elements play a crucial role in influencing customer decisions. Hence, it is imperative to incorporate those components of the marketing mix into social media marketing. Studies on the marketing mix reveal that each ingredient exerts a varying degree of influence on client behavior. Asamoah (2021) has shown that the elements of product, price, process, and people significantly influence the desire to use telecommunication services. Similarly, the choice of personal care products is influenced by promotion, packaging, and distribution (Sulekha & Mor, 2021). Anane-Donkor and Dei, (2021) have concluded that all marketing mix elements significantly influence college choice (Anane-Donkor & Dei, 2021). Although lower tuition fees do not necessarily guarantee a student’s choice of educational institution, as reported by Ravangard et al. (2020), information about fees is essential for prospective students. The marketing mix element that IHE ignores is relevant to the findings of Masele and Rwehikiza (2022), who reported that social media content focuses on campus life, past and future activities, and new programs.

Previous studies show that social media content covers various aspects. Social media content should provide information about price and promotion and evoke emotional content.(Thongmak, 2015). Yadav and Rahman (2017) have shown that marketing activities with social media include interaction, trendiness, information, customization, and WOM communication. Kim and Ko (2012) have also reported that the social media activities of luxury fashion brands include entertainment, interaction, trendiness, customization, and WOM. Bilgin (2018) has also stated that social media marketing includes entertainment, interaction, trendiness, advertising, and customization activities. Social media activities and their indicators are shown in Table 9 below.

Table 9. SMM activities.

No	Activity	Indicator
1	Entertainment	IHE social media accounts are fun. Uploads shared by IHE social media are fun. The uploads shared by IHE through social media are interesting.
2	Interaction	Information sharing can be carried out on IHE social media accounts. Discussions and exchange of opinions can be carried out on IHE’s social media pages. Expressing opinions is easy to carry out on IHE social media pages.
3	Trendiness	Information shared on IHE social media is up to date. Using/following IHE social media is a trend.
4	Advertisement	I like advertisements about IHE on social media. IHE advertisements on interesting social media pages. The advertisements on social media pages have an impact on my attention to IHE.
5	Customization	The information I need can be found on IHE social media accounts. IHE social media provides the information needed. I easily get the information I need thanks to directions from IHE social media accounts.

Source: Adapted from Bilgin (2018).

These social media activities have a significant impact on marketing success. However, social media accounts that upload too many ads may experience low engagement because followers expect fun and entertaining content. Therefore, educational institutions must have social media accounts that can accommodate a range of marketing activities and preferences.

Furthermore, the analysis of the aforementioned results provides a framework for effectively managing higher education institutions’ social media presence. The framework encompasses a comprehensive marketing mix plan and a range of social media operations. The structure consists of three stages. During the initial phase, marketers in the IHE industry create content by carefully considering the equilibrium between the marketing mix elements.

The subsequent phase of the material should incorporate one element of social media activities and be presented in either video or pictorial form. The content should be interactive and include elements such as quizzes, surveys, voting systems, contests, and hashtags. When students view the content, they may express their involvement by liking, commenting, or sharing it, which can influence their intention to enrol.

This study considers the significance of influencers in this approach. Social media marketing might incorporate influencers who possess credibility and project an educated persona. Nevertheless, the IHE marketers are accountable for the actual content substance (a component of the marketing mix), while the influencers may be responsible for the method of delivering the content to the audience. This is illustrated in Figure 3 below.

Figure 3. Proposed framework.

5. Conclusion

This investigation illuminates that IHE have integrated diverse marketing mix components within their Facebook and Instagram account. However, an asymmetrical portrayal of these elements detrimentally affects engagement metrics, failing to meet predefined benchmarks. The imbalance in the representation of marketing mix elements is related to diminished engagement levels across social media platforms.

6. Theoretical implication

This study provides a substantial theoretical contribution to our comprehension of the intersection between marketing mix strategy and social media management in IHE institutions. The study uses content analysis to identify a significant deficiency in the implementation of marketing mix techniques in IHE institutions’ social media content. It emphasizes the importance of a systematic plan assessment and identifies the limitations of successfully executing marketing strategies for managing social media content. The results align with prior research, emphasizing the vital importance of employing these tactics to foster favourable customer interactions, enhance satisfaction levels, and improve overall business success (Emmanuel et al., 2022).

In order to address the unique needs of the higher education sector, this study introduces a specialized framework for managing social media. By thoroughly analysing factors that influence social media marketing, the framework offers actionable insights for enhancing engagement through strategic management practices. It serves as a valuable resource for IHEs seeking to optimize their social media presence and cultivate stronger connections with their audience.

7. Practical implication

This study emphasizes the critical role of social media, particularly in the current Web 5.0 landscape, and urges administrators of IHE institutions to adapt their social media management strategies accordingly. It advocates for a balanced approach, combining elements of the marketing mix with diverse social media activities in posts. Additionally, the study recommends involving influencers, particularly students, to enhance engagement. By aligning content with these strategies, IHEs can effectively disseminate information, boost engagement, and enhance their reputation and competitiveness in the digital realm.

8. Limitation and future research

While this research sheds light on the social media marketing (SMM) content of FB and IG in IHE institutions on Kalimantan Island, Indonesia, it is important to acknowledge several limitations that open avenues for future exploration. The geographical focus on Kalimantan Island may restrict the generalizability of findings to other regions within Indonesia, suggesting the need for broader investigations encompassing diverse HE institutions across the country. Such endeavours would unveil additional nuances in SMM strategies across various platforms, including FB, IG, and other emerging social media platforms utilized by HE institutions for marketing purposes.

Furthermore, this study does not establish a direct correlation between FB and IG marketing, particularly content marketing mix strategies, and the marketing performance of IHE and non-religious/general higher education (GHE) institutions. Therefore, future research endeavours should delve deeper into elucidating the relationship and impact of these strategies on key performance indicators such as enrolment intention and brand reputation.

These limitations have opened up several promising avenues for future research. First, investigating the influence of marketing mix strategies on enrolment intention, specifically in IHE and across diverse HE institution types in Indonesia, would provide comprehensive insights into the role of SMM in higher education marketing. Secondly, exploring disparities in SMM practices between IHE and GHE institutions in Indonesia could offer a nuanced understanding of marketing dynamics across the higher education landscape. Finally, studying the complex relationships between different parts of the marketing mix, social media activities, influencer dynamics, and enrollment intentions in higher education marketing would help us learn more about how to make effective marketing plans for schools. By addressing these gaps in current research, future endeavors can contribute to the development of robust and tailored SMM strategies that enhance the visibility, engagement, and ultimately, the success of HE institutions in Indonesia and beyond.

Acknowledgement

I would like to extend my heartfelt appreciation to the anonymous reviewers for their valuable and insightful feedback on my manuscript. Although I may not know your identity, please know that your time and expertise are greatly valued and have made a positive impact on my research journey. I also express my gratitude to my students: Dina Atqia, Hamisah, Nadia, M. Fahmi, and Wahyu Hadi Fitrianto. They help a lot in the data collection process.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The authors confirm that the data supporting the findings of this study are available within the article.

Additional information

Funding

No funding was received for this work.

Notes on contributors

Ahmad Juhaidi

Ahmad Juhaidi is an associate professor in Faculty of Tarbiyah and Teaching Learning, Department of Islamic Educational Management, Antasari State Islamic University, Banjarmasin, Indonesia. He earned his Doctor’s Degree in Educational Administration, Indonesian Education University, Bandung, Indonesia. His research interests include educational marketing and economic and financing of education. He can be contacted at email [email protected].