Antecedents Influencing Brand Management of Indian Higher Education Institutes: An Inside-Out Approach

Khanna, Kritika; Singh, Jagwinder; Bedi, Sarbjit Singh

doi:10.1504/ijicbm.2023.10056417

Cited by 2 publications

(3 citation statements)

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“…A prior study by (Khanna et al, 2023) has tested the relationship between the brand management aspects (brand identity, brand image and brand meaning) and intangible resources through SEM. The study explored a positive and significant relation between the brand management aspects and the intangible resources (reputation, service quality, competence and heritage).…”

Section: Path Analysismentioning

confidence: 99%

“…Intangible resources (drivers of branding) Dennis et al (2016) identified two intangible resources (reputation and service quality) in their study on developing a university brand management aspects. Khanna et al (2023) identified two additional resources, competence and heritage after reviewing the studies conducted by (Bulotaite, 2003;Jillapalli and Jillapalli, 2014;Merchant et al, 2015;Mulder et al, 2009).…”

Section: Brand Meaningmentioning

confidence: 99%

“…Dennis et al (2016) studied the direct impact of branding on developing attachment strength of students and direct influence of reputation and service quality on branding of HEIs. Khanna et al (2023) identified two additional intangible resources, i.e. competence and heritage.…”

Section: Introductionmentioning

confidence: 99%

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Building students' attachment strength with higher education institutes using intangible resources: role of institutional branding

Khanna

Pandher

Bedi

2023

HESWBL

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PurposeThe present study has been carried out to study whether and how different aspects of brand management (brand identity, brand image and brand meaning) are instrumental in maintaining and enhancing attachment strength of students with higher education institutes (HEIs). Further, to understand what brand management aspect channels the impact of what branding driver on attachment strength in most effective manner.Design/methodology/approachThe study analysed combined mediating effects as well as specific mediating effects to test the mediating role of brand management aspects.FindingsThe study reveals that brand image plays highest mediating role among all aspects of brand management. HEIs need to enhance service quality because brand image carries the highest influence of service quality on attachment strength. Similarly, brand identity carries the highest influence of heritage on attachment strength. Brand meaning carries the highest influence of competence and reputation on attachment strength.Research limitations/implicationsThe present study, based on empirical research, has built the framework and mechanism for creating attachment strength utilising the intangible resources of HEIs through brand management. The present study examines how specific intangible resources exhibit varying influences on attachment strength via distinct brand management mediation effects.Practical implicationsThe present study provides framework for designing branding strategies to build and channelise necessary intangible resources of branding for nourishing and nurturing attachment strength.Originality/valueThe present study contributes to scarce branding literature in context of HEIs. The study proposes role of HEI branding in developing students' attachment strength with their HEIs.

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Section: Path Analysismentioning

confidence: 99%

Section: Brand Meaningmentioning

confidence: 99%

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Building students' attachment strength with higher education institutes using intangible resources: role of institutional branding

Khanna

Pandher

Bedi

2023

HESWBL

Self Cite

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Mechanism for developing brand equity of higher education institutes using intangible resources: a serial-multiple mediation analysis

Khanna,

Singh,

Bedi

2024

MIP

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PurposeThis study aims to build a comprehensive model for developing higher education institutes (HEIs) brand equity by examining the impact of HEIs intangible resources, brand management aspects, attachment strength and student’s contemporary citizenship behavior (CCB).Design/methodology/approachData were gathered through a self-administered questionnaire from Indian students and alumni (n = 703). The study examines the proposed comprehensive model through serial and multiple mediation analysis.FindingsThe study unfolded “service quality? brand image? attachment strength? word-of-mouth? brand equity” as the most significant path to develop HEI’s brand equity.Research limitations/implicationsThis study pioneers an empirically validated mechanism for developing brand equity in HEIs, addressing gaps identified by previous studies and offering a theoretical framework that elucidates how HEIs can leverage intangible resources through strategic brand management to foster attachment and influence positive student behaviors, thereby contributing to the development of HEI brand equity.Practical implicationsHEIs need to understand that relying solely on tangible aspects leads to short-lived effects. To maintain a lasting competitive advantage, HEIs should focus on crafting a rich historical narrative, retaining talented faculty and staff and earning respect from the public to build a lasting reputation.Originality/valueThis study develops the mechanism for developing brand equity of HEIs using its valuable, rare and inimitable intangible resources. Along with the introduction of novel constructs like competence, heritage and word-of-mouth to existing study, the proposed conceptual model is premised on the theory of self-congruence, social-exchange theory and CCB.

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Antecedents Influencing Brand Management of Indian Higher Education Institutes: An Inside-Out Approach

Cited by 2 publications

References 0 publications

Building students' attachment strength with higher education institutes using intangible resources: role of institutional branding

Building students' attachment strength with higher education institutes using intangible resources: role of institutional branding

Mechanism for developing brand equity of higher education institutes using intangible resources: a serial-multiple mediation analysis

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