Do Universities Have “Successful” Brands?

Exploring rationales for branding a university: Should we be seeking to measure branding in UK universities?

“…An interview guide was used to steer the discussion, but respondents were also invited to expand upon ideas and concepts as they wished. A pilot study was not considered essential, due to the exploratory nature of the work and the corresponding broad questions elicited from previous research (Chapleo, 2005).…”

“…The sample broadly reflected that in Chapleo ( 2005) where UK universities were segmented into three sub groups based on date of incorporation and therefore comprised 9 new universities (1992 and post-1992), 5 1960s universities and 6 older universities (incorporated before 1950). The UK higher education sector has a great variety of institutions, in terms of age, mission and market position ( often reinforced through league tables) and grouping these into three categories (similar to other studies) was considered to add value to results and help identify similarities and differences (Bennett, Ali-Choudhury, and Savani, 2007).Within these categories the respondents were a convenience sample, accessed through contacts from the author's previous work and making the most of opportunities to ask potentially useful informants where access may be difficult (Daymon and Holloway, 2004).…”

Personalidad De Marca en Carreras De Psicología De Zonas Territoriales Extremas: Arica Y Punta Arenas

“…Diversas investigaciones a nivel internacional (Aaker, 1997;Saavedra et al, 2008) y nacional (Denegri et al, 2009) han determinado la importancia de producir información de diferenciación de marca en sectores más amplios, incluyendo crecientemente a servicios que no habían sido considerados habitualmente en este tipo de estudios, como es el caso de los servicios educativos en general y de la educación superior en particular. Sin embargo, el sistema de educación superior es un sector que cuenta con marcas aún poco desarrolladas en su proceso de relación con sus grupos objetivos (Chapleo, 2005) constituyendo un área además con poca evidencia desde la investigación. Un incremento en la potencia y posicionamiento de la marca en una institución educativa aumenta su habilidad para competir por los mejores estudiantes y afianzar su posición en el escenario de instituciones similares (Judson, et al 2009).…”

Higher education as object for corporate and nation branding: between equality and flagships

“…Hence, formulations regarding visions, values and culture are important if one is to grasp central aspects of branding in the higher education sector. In addition, differentiation is an important feature of branding in the higher education sector, although researchers (such as Chapleo, 2005Chapleo, , 2010 show that there is little 'real' differentiation in university branding initiatives. With reference to Deephouse (1999), Waeraas (2015) argues that there exists an underexplored tension within branding theory between an organisation's need to cope with pressures for similarity and pressures for differentiation.…”