PurposeThe purpose of this paper is to identify the key features of an identity standards manual and assess the differences in the rules used for applying the brand to both low‐ and high‐context cultures, companies selling consumer goods and those selling services, and multinational and local companies.Design/methodology/approachThe methodology is based on the analysis of 341 identity standards manuals and on the analysis of three key features found in the manuals: contents, normative tone, and development.FindingsThe results divide the contents of the manual into two blocks: core and peripheral; and show that there are differences between the manuals of high‐ and low‐context cultures, companies selling consumer goods and those selling services, and multinational and local companies.Research limitations/implicationsType I errors could have been introduced and the conclusions must be regarded as tentative.Practical implicationsThe findings show that applying the brand at an international level requires a strategy of adaptation which takes into account the particular nature of each culture.Originality/valueThis paper contributes to the debate on standardization/adaptation of the signs of visual identity (name, logo, and color) in global marketing, by studying the rules used in applying the brand and discussion of the documents which contain them.

Geometry and Technical Drawing, and others related to several Master Programs as Master in Graphical Design. Reflections consider advantages and disadvantages of those traditional experiences regarding to graphical aspects, such as the magisterial Class, practical classes in small groups or working out different tasks and how all of this affects the final results, considering students opinion. On the other hand of this traditional system is another one based on the learning directed to those students who have ECTS credits, inside the European Educational Higher Space (EEHS) and the experiences in several Universities before entering 2010-2011 season. Knowledge and competencies management are considered within this new system and they be included in the Teacher Guide so that those students who approve the subject acquires specific competences (subject specific knowledge). These competencies coordinated with those specific obligates teachers to develop particular activities, because the detailed knowledge of each is a main condition in order to program competencies briefings with a high detail level. This is not an easy task considering the experiences and opinions of famous professionals specialized in competences issues. Therefore, new activities should be set up and include new Information and Communication Technologies, such as Internet, search of information, E-learning educational platforms, and a different orientation for individual and group follow up and for seminars and classes in the University environment as well. Sometimes, practical orientation of the lesson should focuses on real cases, on the solution of a real problem. This is more complicated in lessons during the first year when there is a lack of knowledge of other subjects considering that a lesson is not a knowledge "island" in a "sea" of subjects. Nevertheless, besides the difficulties those teachers who have not got that specific training have it becomes a closer challenge and a push to enter the EEHS with a renewed motivation and a different vision about new activities that should be develop.

Resumen: El nombre de marca es un valor asentado dentro de la estrategia de marketing de cualquier empresa. Sin embargo, desde el ámbito lingüístico se ha prestado escasa atención a estas palabras que constituyen una parte muy importante del vocabulario que utilizamos a diario. La investigación lleva a cabo un análisis de la fonética, morfología y semántica de 141 nombres de marcas españolas pertenecientes al Foro de Marcas Renombradas Españolas. Los resultados describen cómo son las palabras que se utilizan como nombres de marca en España y qué imagen de la lengua española se proyecta con ellas. Así mismo, también sirven de guía para las personas implicadas en el proceso de creación de nombres de marca.

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The COVID-19 crisis increased the number of users of university online teaching, enhancing the importance of this learning format. Additionally, ISO 9241-210:2019 standard sets the international standards for the design of products, services and interaction systems from usability, accessibility, and user experience (User eXperience - UX) perspective. Then, in order to design interfaces and learning experiences that include motivations, feelings and needs of end users, it is necessary to previously evaluate the UX of these environments, with less general and/or laborious methods than those that currently exist. Therefore, this work aims to establish the basis of a method that allows to automatically evaluate the UX of online teaching platforms by analyzing the users' sentiment about specific aspects of their virtual learning experience. To do this, 2,035 users were surveyed about their online learning experience with a questionnaire and an open text field to give their opinion. The population surveyed were online postgraduate students of the Universitat de València and the Universidad Rey Juan Carlos, and university students of massive open online courses of the Universitat Politècnica de València. The opinions collected in Spanish from 476 students were processed with the commercial sentiment analysis and natural language processing tool MeaningCloud, to analyze the sentiment (positive, negative, or neutral) about aspects of their experience. The results present a new model that, on the one hand, ontologically classifies categories and aspects of online education with sentiment analysis techniques, and on the other hand, the model groups these categories according to UX criteria, presenting its own classification to facilitate the evaluation of online learning experiences in a concrete and automatic way. Keywords: user experience, UX, e-learning, virtual learning, sentiment analysis, data mining, MeaningCloud, natural language processing, university online learning, user centered design, UCD, NLP, VLE