Proceedings of the 1st Adpebi International Conference on Management, Education, Social Science, Economics

and Technology (AICMEST ), Jakarta, July 26, 2022

Analysis the Influence of Brand, Offering, Relationship

Equity on Learning Outcomes and their Implications for the
Employability
Isye Rahayu Adevi
Magister Management, Institut Teknologi dan Bisnis Haji Agus Salim, Indonesia
isyerahayuadevi@gmail.com

Jerry Heikal
Universitas Bakrie, Indonesia
jerry.heikal@bakrie.ac.id

Abstract
Employability refers to the achievements of graduates and their potential to obtain graduate employment. Learning
outcomes are changes in behavior that occur to students on the process of adaptation or adjustment while on campus,
which are expressed in the form of scores both quantitatively and qualitatively on the cognitive, affective and
psychomotor indicators of students. The purpose of this study is to analyze the relationship between the influence of
the Customer Equity Stack which is divided into 3 categories on Learning Outcomes with implications for Student
Employability. The method in data processing uses SEM-PLS with the Second Order CFA model. The results of this
study found a significant positive effect between Brand Equity and Offering Equity on Learning Outcomes. Then
Brand Equity and Learning Outcomes have a significant positive effect on Employability. Meanwhile Relationship
Equity has no significant effect on Learning Outcomes and Employability. In mediation, Brand Equity plays a
partial mediation role on Employability, Offering Equity plays a full mediation role on Employability, and
Relationship Equity does not have a mediating impact on Employability

Keywords: Brand Equity, Offering Equity, Relationship Equity, Learning Outcomes, Employability

1. Introduction
In a world where globalization is a central element, Competence becomes a key element in any field, because
it highlights one's performance (Ernawam, 2017). In this context, one of the main challenges for companies in
measuring their success is their ability to recognize and develop unidentified competencies continuously.
Lambrechts et al., (2013) mentioned that the call for Education greatly contributes to society, because it is a
new challenge and a hallmark of the current educational century. The point here is the role of the current higher
education system to ensure that education is not only about the oral delivery of knowledge, but also is part of a
series of technical skills and also competencies such as: communication skills, teamwork skills, project and time
management skills, and emotional coordination capacity. In addition, universities need to tailor their educational
offerings to the needs of the labor market and equip Students with transferable skills, which will allow them to apply
the knowledge gained in various professional areas. (Ferreira & Serpa, 2018).
In universities specifically for the Master of Management Study Program, Haji Agus Salim Bukittinggi
Institute of Technology and Business is currently experiencing a phenomenon where the impact of the application of
knowledge and in line with upgrading oneself in the world of work is still very low. 68% of the knowledge gained
only affects one's ability to apply knowledge in the workplace, it's just that what is related to upgrading oneself to
the outside world is still very low. Of the 155 respondents, only 10% managed to get a new position promotion in
their agency or official environment, while to penetrate the MSME world only a total of 7%, then 9% experienced a
turnover (mutation / rotation) but still with the same scope of work, while 6% said that there had been no
significant changes experienced during their education.
In achieving Learning Outcomes, students certainly cannot be separated from the standards of the educational
process related to the implementation of learning which can be interpreted that the standard of the educational

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process is the standard of the learning process. In learning achievement for a student, of course, it cannot be
separated from the influence of relationship equity. Changes in the business world intensify where the world is
growing, and the direction of technological progress is so fast. This aspect is increasingly driving consumer change.
To achieve such goals, the company must be quick in responding to the phenomenon. The thing that is a problem
that must be responded to is the learning process. The learning process is important in realizing learning outcomes
that are in accordance with the objectives.
The development of the marketing world is not only engaged in the marketing of goods, but also penetrates
the marketing of services which has expanded to the essence of the definition of brand (Brand). When talking about
brands, nowadays it is not only about symbols, logos, or things that symbolize the identity of a product, but also
known as an identity that provides differentiation of a product with other products (Ri Law No. 15, 2001).
The purpose of this study is to analyze the influence of the Customer Equity Stack which is divided into 3
categories (Dave Chaffey, 2017) namely Brand Equity, Offering Equity and Relationship Equity. These three
variables are direct antecedents for Learning Outcomes and Employability.

2. Literature Review (12 font)

2.1 Employability
Employability skills were first introduced by a British architect named William Beveridge in his book entitled
"Unemployment: A Problem of Industry". In the book it is explained that the term employability skills was first used
to identify the difference between a person who can be hired and who cannot be hired (Misra & Khurana, 2017). In
all corners of the world, employability skills are known by several different terms. In general, Employability can be
defined as the ability to obtain a job, maintain a job, and achieve success in career life.
A person's eligibility to be employed is based on several important components, namely the basic education,
broad training and high-level basic competencies that can be used in different contexts. The competencies in
question include being able to work together in groups, the ability to solve problems, skills in using information and
communication technology (ICT), and communication skills and foreign languages (Brewer, 2013).
2.2 Learning Outcomes
Learning Outcomes is a program that can help evaluate from learning outcomes which can be used as a
descriptor highlighting what learners should know, understand, or can do at the end of a certain learning period
(Birtwistle & Wagenaar, 2016). Learning outcomes are abilities obtained through the internalization of knowledge,
attitudes, skills, competencies, and accumulated work experience. Learning outcomes show learning progress that is
depicted vertically from one level to another and documented in a qualification framework. Learning outcomes must
be accompanied by appropriate assessment criteria that can be used to assess that the expected learning outcomes
have been achieved (Kemenristekdikti, 2015).
Learning Outcomes in higher education are divided into 2 classical dimensions, namely Cognitive Outcomes
and Non-Cognitive Outcomes, which still underlie most assessment activities (Bowen 1977 in Pont et al., n.d.,
2008). The typology presented is considered as a framework for identifying the different dimensions of learning and
the achievement tests that may be applied to assess them.
2.3 Brand Equity
Aaker in Juhaidi (2019) explained about Brand Equity (Brand Equity) is the behavior and association that
belongs to the company, distribution members, and brand customers to get durability, excellence and strength as a
differentiator from other competitors. Kotler, Setiawan, et al. (2016) explained that brand equity is used as a plus
for services and products. The value can be displayed in the form of the way consumers feel, act and think about
market share, price, profitability and the company's brand.
2.4 Offering Equity
Offering Equity or better known as Value Equity, is the key to the relationship between consumers and
companies. If a company's products or services cannot meet the needs and expectations of consumers, the best brand
strategy, the strongest retention, and marketing relationship strategy of a company will not be enough. Value Equity
is defined as an objective assessment of a consumer based on the consumer's perception of what the consumer
receives.

2.5 Relationship Equity

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Relationship Theory needs to include elements of intercompany relations, involving groups of employees on
both sides of business exchange. For example, in a firm-to-firm relationship, interaction involves many people
basically, as well as a network of relationships.

figure 1. BOR-Brand Offering Relationship

7Ps Customer Intermediat

Metrics
Marketing Equity Stacks e Mkt.
Mix (Expense) (assets) Metrics
People Service
Relationship Sales
Equity Quality
Place

Physical E. Growth
Brand Equity
Promotions Loyalty
Costs
Process

Offering Profils
Price
Equity
Satisfaction
Product

Source: Palmatier & Sridhar, (2017).

3. Methods
In this study, for the purpose of data collection, a structured questionnaire was used. This study was based on
a survey-based questionnaire, which was completed by 140 respondents. The questionnaire contained closed
questions, and a 7 point numerical scale was used, where 1 meant that the students did not agree with a particular
statement, and 7 meant that they were totally in agreement. The research was conducted between June and July
2022, and the questionnaire was distributed via the online environment.
For data analysis, within this study, Partial Least Square-Structural Equation Modelling (PLS-SEM) was
employed wirh Second Order CFA Model. Within this study, the SmartPLS 4.0.6.9 application of PLS-SEM was
used to assess the measurement model in terms of reliability and validity and evaluate the hypothesized relationships
among the latent constructs within the structural model.

4. Results and Discussion

5.1 Descriptive Statistics

Regarding the structure of the sample, 47.1% of the respondents are male and 52.9% of the respondents are women.
Regarding characteristics of respondents based on age are grouped into several are group including 40-49 years with
a total percentage of 52.1%. in term of the form by type of work, 77.1% of the students as government employees.
In terms of the residence location, 22.9% of the students live in agam areas, 17.1% of the students live in Bukittinggi
City and 16.4% of the students live in Payakumbuh City

5.2 Measurement and Structural Model Assessment

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To assess the measurement model, convergent validity and discriminant and composite reliability as shown in Table
1, for this measurement model, all quality criteria are met, since all loading factors, Cronbach's alpha values,
composite reliability (CR), and average variance extract (AVE) are above the recommended thresholds (0.6, 0.7,
0.7, and 0.5, respectively).

Table 1. Convergent validity and reliability

Loading Cronbach
Variable Item AVE Rho_A CR
Factor Alpha
Brand Equity Promotions 0.928
(second-order Physical 0.526 0.885 0.891 0.908
0.859
construct) Evidence
Promotion1 0.815
Promotion2 0.894
Promotion Promotion3 0.780
Promotion4 0.841
Promotion5 0.819
PE1 0.835
Physical PE2 0.858
Evidence PE3 0.645
PE4 0.747
Offering Equity Process 0.951
(Second-order Product 0.952
0.658 0.952 0.954 0.958
construct)
Price 0.870
Process1 0.837
Process2 0.834
Process Process3 0.845
Process4 0.887
Process5 0.844
Product1 0.824
Product2 0.910
Product
Product3 0.873
Product4 0.913
Price1 0.891
Price Price2 0.952
Price3 0.838
Relationship Place 0.923
Equity
0.692 0.910 0.915 0.931
(second-order People 0.949
construct)
Place1 0.828
Place Place2 0.844
Place3 0.896
People1 0.912
People People2 0.924
People3 0.918
LO1 0.788
Learning
LO2 0.886 0.693 0.889 0.889 0.919
Outcomes
LO3 0.847

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Loading Cronbach
Variable Item AVE Rho_A CR
Factor Alpha
LO4 0.832
LO5 0.807
EMP1 0.767
EMP2 0.706
Employability 0.669 0.831 0.846 0.889
EMP3 0.899
EMP4 0.882
Sumber : data primer diolah SmartPLS versi 4.0.6.9, (2022)

Figure 2. The Partial Least Square-Structural Equation Modelling (PLS-SEM) model.

Source: Authors with SmartPls 4.0.6.9

In terms of the predictive value of the structural model, the R squared (R2) coefficients of endogenous constructs
were calculated. As can be seen in Figure 1, all of the considered Customer Equity Stacks were able to explain more
than half of variance in the Learning Outcomes (R2LO=0.560), while, together with Learning Outcomes more than
one-third of the Employability can be explained (R2Emp= 0.727). In terms of the effect size (f2), the change in the R2
of the interest variable relating to the endogenous constructs, in the case that it is excluded from the model was
found to represent only a strong effect of the Employability

5.3 Testing Research Hypotheses

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Within the structural model, the relevance and significance of all of the interest direct and indirect effects
were assessed, examining the path coefficients, associated t-statistics and their bias-corrected confidence intervals,
computed through a bootstrapping procedure, with 5000 resamples. As presented in Table 2,

Table 2. Hypotheses testing (Direct Effects)

Hypotheses Relationship Original Sample t-statistics p-value Decision F2
H1 (+) BE  LO 0.230 2.511 0.012 Supported 0.048
H2 (+) OE  LO 0.386 2.901 0.004 Supported 0.086
H3 (+) RE  LO 0.191 1.650 0.099 Not Supported 0.023
H4 (+) BE  Emp 0.171 2.161 0.031 Supported 0.04
H5 (+) OE  Emp 0.077 0.772 0.440 Not Supported 0.005
H6 (+) RE  Emp 0.031 0.317 0.751 Not Supported 0.001
H7 (+) LO  Emp 0.644 8.833 0.000 Supported 0.669
*BEBrand Equity; OEOffering Equity; RERelationship Equity; LOLearning Outcomes;
EmpEmployability. Source: Authors with SmartPls 4.0.6.9

Based on the test results in table 2, structural research equations can be formed as follows:

This equation is also almost the same as the structural equation between Learning Outcomes and Employability,
namely:

5.4 Discussion
From table 2, it can be shown that Brand Equity has a positive and significant effect on Learning Outcomes
(Parameter coefficient 0.230) and significant p-values are 0.012 where the statistical value is 2,511 > 1.96 so that the
first hypothesis is accepted.
Variable offering Equity has a positive and significant effect on Learning Outcomes (parameter coefficient
0.386) and significantly on p-values of 0.004 with a statistical value of 2.901 > 1.96, so that the second hypothesis is
accepted. Furthermore, the Relationship Equity variable has a positive effect on Learning Outcomes with the value
of the parameter coefficient 0.191, but it is not significant because the p-value is 0.099 > 0.05 and the t-statistical
value is 1,650 < 1.96 so that the third hypothesis is rejected.
The Brand Equity variable has a positive and significant effect on Employability with a t-statistical value of
2,161 > 1.96 and a p-value of 0.031 < 0.05 with the meaning of the Fourth Hypothesis received. However, the direct
influence between Offering Equity and Relationship Equity on Employability has a positive but insignificant effect
with the t-statistical value of Offering Equity 0.772, Relationship Equity 0.317 < 1.96 and p-value Offering Equity
0.440, Relationship Equity 0.751 > 0.05. This means that the Fifth and Sixth Hypotheses are stated in the reject.
The effect of Learning Outcomes on Employability is positive and significant with a t-statistic of 8,833 >
1.96 and a p-value of 0.000 < 0.05 p-value required, with the meaning that the seventh Hypothesis is declared
accepted.

Table 3. Indirect Effects

Relationship Original Sample t-Statistic p-value Type of mediation
BELOEmp 0.148 2.447 0.014 Complementary (Partial Mediation)
OELOEmp 0.248 2.620 0.009 Indirect-Only (Full Mediation)
RELOEmp 0.123 1.603 0.109 No Effect (no mediation)
*BEBrand Equity; OEOffering Equity; RERelationship Equity; LOLearning Outcomes;
EmpEmployability. Source: Authors with SmartPls 4.0.6.9

Based on table 3 above, the contribution of variable Learning Outcomes in being a mediator in the
relationship between Brand Equity and Employability means that Brand Equity has an effect on Student Learning
Outcomes is considered to have met student expectations which has had an impact on their Employability in the job
market share. This result also explains that Brand Equity will have a more significant influence on Student

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Employability if mediated by Learning Outcomes. Brand Equity supports Learning Outcomes which will later have
a good impact on Student Employability in the world of job market share. Partial Mediation means that Learning
Outcomes can only mediate part of Brand Equity. Not only that, Brand Equity can also affect Employability without
the mediation effect of Learning Outcomes.
Then, Offering Equity is not able to significantly affect Employability without going through Learning Outcomes.
Furthermore, Relationship Equity is not able to significantly affect Employability, nor is It on Learning Outcomes

6. Conclusion (12 font)

This Brand Equity has its own power of stories for each activity carried out by a person or group of people.
Brand Equity influences a person or group of people to study and provides knowledge about the curriculum and
programs offered. And that becomes the main thing that is their reason for making decisions and upgrading
themselves.
Offering Equity is influenced by the Process, Product, and Price Dimensions. Offering Equity is an objective
assessment of students based on the value received from learning activities. In this Equity offering there is an
evaluation ratio of what is received with what is paid or sacrificed versus unidirectional (Werthi & Freedlina, 2020).
This Offering Equity is generally obtained by consumers from various aspects such as the price paid in proportion to
the quality obtained, how good the product is and the assessment of each process passed.
Relationship Equity is the value derived from a process to create, maintain, and improve strong relationships
with customers and other stakeholders. Relationship Equity is more of a relationship of trust that they are served
very well. Their trust in the campus academic community can be identified by drawing perceptions about how
universities can be trusted, providing a sense of security. This is the same as what Doney &Cannon (1997) said that
Consumer trust in the company can be influenced by the characteristics of the company that relates to consumers.
Consumer confidence in the company can be influenced by the characteristics of the company that relate to
consumers.
Learning outcomes are abilities obtained through the internalization of knowledge, attitudes, skills,
competencies, and accumulated work experience. Learning Outcomes of the study program, in addition to relying on
the results of tracer studies, market signals, and need analysis from stakeholders, must also refer to the descriptor
level set and needed by the employer.
The contribution of variable Learning Outcomes in being a mediator in the relationship between Brand
Equity and Employability means that Brand Equity has an effect on Learning Outcomes Students are considered to
have met student expectations which have had an impact on their Employability in the job market share.
The influence of Offering Equity on Employability with Learning Outcomes as mediation for Students at the
Master of Management of the Haji Agus Salim Bukittinggi Institute of Technology and Business was accepted. The
Role of Learning Outcomes Mediation between Offering Equity and Employability as Indirect only (Full
Mediation). What this means is that Offering Equity is not able to significantly affect Employability without going
through Learning Outcomes.
The role of Learning Outcomes Mediation between Relationship Equity and Employability is no eefect (no
mediation). This means that there is no significant attachment, either between Relationship Equity to Employability,
Relationship to Learning Outcomes, or Relationship Equity to Employability with Learning Outcomes as mediation.
Basically, for the Employability of ITBHAS Bukittinggi Master of Management Students, it is more about their own
Offering Equity, the value that exists in them, both from their knowledge and experience.
Suggestions for this research are: In Increasing Brand Equity, what is further improved is in the Promotions section.
It is recommended at the Institution to conduct seminars / webinars that are open to the public and also provide
merchandise for employers. It aims to introduce or strengthen beliefs to employers about students from the MM
ITBHAS Bukittinggi Study Program
In increasing Offering Equity, Product becomes a very influencing factor. Always to Upgrade Skills and
Understanding from Academic Lecturers in providing material that suits the needs of students. From the survey
results, it is known that MM ITBHAS Bukittinggi students still really need an understanding of theory.
In Relationship Equity Relationships, People are a very influencing factor. In maintaining the relationship between
students and the Academic Community is a friendly and polite interaction relationship. Master of Management
Study Program ITBHAS Bukittinggi to always apply and practice the motto "Excellent Service is our Commitment".
There needs to be a good Partnership that aims to improve student Learning Outcomes and introduce employers to
Student Employability.

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Biography

Isye Rahayu Adevi is a Magister of Management Student at the Institute Technology and Business of Haji Agus
Salim, Bukittinggi, Indonesia. Currently also working as an employee at the Institute Technology and Business of
Haji Agus Salim. My research interests are Strategic Management, Marketing, Human Resource Management, Big
Data, and others related topics.

Jerry Heikal is a Lecturer at the Universitas Bakrie, Indonesia. Currently serves as a Lecturer at Magister of
Management at the the Institute Technology and Business of Haji Agus Salim, Bukittinggi, Indonesia. The research
carried out related to Human Resources Management, Marketing, Strategic Management, Digital Marketing, Big
Data, and others related topics

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