Visibilidad institucional y percepción estudiantil del Centro Regional Universitario de San Miguelito

Esther Clarke; Arturo González

doi:10.48204/j.orbis.v10n2.a10070

Submitted June 2, 2026

Published 2026-07-22

Artículos

Vol. 10 No. 2 (2026): Revista Científica Orbis Cognita

Institutional visibility and student perception of the Regional University Center of San Miguelito

Esther Clarke⁺⁻
Arturo González⁺⁻

DOI https://doi.org/10.48204/j.orbis.v10n2.a10070

References

DOI: 10.48204/j.orbis.v10n2.a10070

Published: 2026-07-22

How to Cite

Clarke, E., & González, A. (2026). Institutional visibility and student perception of the Regional University Center of San Miguelito. Revista Científica Orbis Cógnita, 10(2), 207–232. https://doi.org/10.48204/j.orbis.v10n2.a10070

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

Institutional visibility is a strategic factor for strengthening the identity, positioning, and social projection of higher education institutions. In this context, this study aimed to analyze the institutional visibility of the San Miguelito Regional University Center (CRUSAM) based on students' perceptions of the communication and dissemination mechanisms implemented by the institution. The research employed a mixed-methods approach with a descriptive design, integrating quantitative and qualitative techniques to gain a broader understanding of the phenomenon under study. The quantitative component consisted of administering a structured questionnaire to a sample of 132 students enrolled in the Faculty of Social Communication. The purpose of this questionnaire was to identify their perceptions regarding communication channels, access to institutional information, and their level of knowledge about the activities and services offered. The qualitative component was based on a semi-structured interview with the director of CRUSAM, designed to delve deeper into the institution's communication and promotion strategies. The results revealed limited institutional visibility, characterized by the predominance of interpersonal communication as the primary means of learning about the institution. Weaknesses were also identified in media presence, institutional signage, and the use of digital media for information dissemination. Students expressed the need to strengthen the use of social media and other digital tools to improve interaction and institutional reach. It is concluded that the implementation of comprehensive communication and educational marketing strategies is fundamental to strengthening institutional identity, improving student perception, and consolidating the position of the San Miguelito Regional University Center within the Panamanian higher education sector.

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References

Andrade-Vargas, L., Portugal, R., Sandoval-Romero, Y., & Labanda-Jumbo, C. (2024). YouTube and Instagram in higher education: Media competencies of university teachers. RIED-Revista Iberoamericana de Educación a Distancia, 27(2). https://doi.org/10.5944/ried.27.2.39080
Capriotti, P., & Zeler, I. (2023). Analysing effective social media communication in higher education institutions. Humanities and Social Sciences Communications, 10, 656. https://doi.org/10.1057/s41599-023-02187-8
Capriotti, P., Carretón, C., & Zeler, I. (2024). Exploring interactivity strategies insocial media communications of leading universities: A cross-continental study. SAGE Open, 14(2). https://doi.org/10.1177/21582440241259399
Capriotti, P., Losada-Díaz, J. C., & Martínez-Gras, R. (2023). Evaluating the content strategy developed by universities on social media. Profesional de la Información, 32(2). https://doi.org/10.3145/epi.2023.mar.10
Gaete-Quezada, R. (2023). Responsabilidad social universitaria como ámbito estratégico para las instituciones de educación superior. PODIUM, 43, 19–40. https://doi.org/10.31095/podium.2023.43.02
Gómez-Bayona, L., Arrubla-Zapata, J. P., Aristizábal-Valencia, J., & Restrepo-Rojas, M. J. (2020). Análisis de las estrategias de marketing relacional en instituciones de educación superior de Colombia y España. Retos, 20, 434–446. https://doi.org/10.17163/ret.n20.2020.09
Grajales-Montoya, N., Gómez-Bayona, L., & Coronado-Ríos, B. (2020). Strategic communication based on marketing at educational institutions. Revista CEA, 6(12). https://doi.org/10.22430/24223182.1684
Hernández-Sampieri, R., & Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education. DOI: https://doi.org/10.22201/fesc.20072236e.2019.10.18.6
Isasi, J. G., Narvaiza, L., & Gibaja, J. J. (2021). Revisiting integrated marketing communication (IMC): A scale to assess IMC in higher education. Journal of Marketing for Higher
Education, 31(1), 58–90. https://doi.org/10.1080/08841241.2020.1758283
Rivero Jiménez, M. J., León Urdaneta, E. D., & Flores Nessi, E. M. (2022). Tendencias actuales y estrategias del marketing educativo en instituciones universitarias: Una revisión de la literatura científica. Experior, 1(1). https://doi.org/10.56880/experior11.7
Schlesinger, W., Cervera-Taulet, A., & Wymer, W. (2023). La influencia de la imagen de marca universitaria, la satisfacción y la identificación con la universidad en las intenciones de recomendación boca a boca de los egresados. Journal of Marketing for Higher Education, 33(1), 1–19. https://doi.org/10.1080/08841241.2021.1874588
Väliverronen, E., Sihvonen, T., Laaksonen, S. M., & Koskela, M. (2022). Branding the “wow-academy”: The risks of promotional culture and quasi-corporate communication in higher education. Studies in Communication Sciences, 22(3), 493–513. https://doi.org/10.24434/j.scoms.2022.03.3285
Zeler, I., Capriotti, P., & Oliveira, A. (2023). Treinta años de producción científica sobre comunicación institucional de las universidades: Evolución histórica de 1990 a 2020. Estudios sobre el Mensaje Periodístico, 29(1), 235–246. https://doi.org/10.5209/esmp.80639

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[1] Andrade-Vargas, L., Portugal, R., Sandoval-Romero, Y., & Labanda-Jumbo, C. (2024). YouTube and Instagram in higher education: Media competencies of university teachers. RIED-Revista Iberoamericana de Educación a Distancia, 27(2). https://doi.org/10.5944/ried.27.2.39080

[2] Capriotti, P., & Zeler, I. (2023). Analysing effective social media communication in higher education institutions. Humanities and Social Sciences Communications, 10, 656. https://doi.org/10.1057/s41599-023-02187-8

[3] Capriotti, P., Carretón, C., & Zeler, I. (2024). Exploring interactivity strategies insocial media communications of leading universities: A cross-continental study. SAGE Open, 14(2). https://doi.org/10.1177/21582440241259399

[4] Capriotti, P., Losada-Díaz, J. C., & Martínez-Gras, R. (2023). Evaluating the content strategy developed by universities on social media. Profesional de la Información, 32(2). https://doi.org/10.3145/epi.2023.mar.10

[5] Gaete-Quezada, R. (2023). Responsabilidad social universitaria como ámbito estratégico para las instituciones de educación superior. PODIUM, 43, 19–40. https://doi.org/10.31095/podium.2023.43.02

[6] Gómez-Bayona, L., Arrubla-Zapata, J. P., Aristizábal-Valencia, J., & Restrepo-Rojas, M. J. (2020). Análisis de las estrategias de marketing relacional en instituciones de educación superior de Colombia y España. Retos, 20, 434–446. https://doi.org/10.17163/ret.n20.2020.09

[7] Grajales-Montoya, N., Gómez-Bayona, L., & Coronado-Ríos, B. (2020). Strategic communication based on marketing at educational institutions. Revista CEA, 6(12). https://doi.org/10.22430/24223182.1684

[8] Hernández-Sampieri, R., & Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education. DOI: https://doi.org/10.22201/fesc.20072236e.2019.10.18.6

[9] Isasi, J. G., Narvaiza, L., & Gibaja, J. J. (2021). Revisiting integrated marketing communication (IMC): A scale to assess IMC in higher education. Journal of Marketing for Higher

[10] Education, 31(1), 58–90. https://doi.org/10.1080/08841241.2020.1758283

[11] Rivero Jiménez, M. J., León Urdaneta, E. D., & Flores Nessi, E. M. (2022). Tendencias actuales y estrategias del marketing educativo en instituciones universitarias: Una revisión de la literatura científica. Experior, 1(1). https://doi.org/10.56880/experior11.7

[12] Schlesinger, W., Cervera-Taulet, A., & Wymer, W. (2023). La influencia de la imagen de marca universitaria, la satisfacción y la identificación con la universidad en las intenciones de recomendación boca a boca de los egresados. Journal of Marketing for Higher Education, 33(1), 1–19. https://doi.org/10.1080/08841241.2021.1874588

[13] Väliverronen, E., Sihvonen, T., Laaksonen, S. M., & Koskela, M. (2022). Branding the “wow-academy”: The risks of promotional culture and quasi-corporate communication in higher education. Studies in Communication Sciences, 22(3), 493–513. https://doi.org/10.24434/j.scoms.2022.03.3285

[14] Zeler, I., Capriotti, P., & Oliveira, A. (2023). Treinta años de producción científica sobre comunicación institucional de las universidades: Evolución histórica de 1990 a 2020. Estudios sobre el Mensaje Periodístico, 29(1), 235–246. https://doi.org/10.5209/esmp.80639

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