What is the Secret of Successful University Brands?

2013 ◽  
pp. 1-14 ◽  
Author(s):  
Chris Chapleo
Keyword(s):  
Higher Education ◽  
The United States ◽  
Research Approach ◽  
Track Record ◽  
Significant Relationships ◽  
Initial Stage ◽  
The Uk ◽  
Larger Sample ◽  
Topical Area ◽  
University Brand

This paper examines branding and how the concept adds value to organizations beyond the usual focus of consumer product marketing. In particular, the focus of exploring branding conceptualizations associated with successful higher education brands in a UK context makes a contribution to a little researched but increasingly topical area. The UK focus was chosen for this initial stage with a view to later comparison with other markets such as the United States where branding of universities has a longer track record. The literature was examined and the concept of ‘successful’ brands explored. The research approach involved generating constructs to determine what underpins a successful university brand, and subsequently testing these among a larger sample of UK university ‘customers.’ Findings explore the variables that underpin successful university brands and significant relationships among these variables. Ultimately, the paper offers initial conclusions on what underpins a successful university brand and proposes variables associated with such brands.

What is the Secret of Successful University Brands?

2012 ◽  
Vol 2 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Chris Chapleo
Keyword(s):  
Higher Education ◽  
The United States ◽  
Research Approach ◽  
Track Record ◽  
Significant Relationships ◽  
Initial Stage ◽  
The Uk ◽  
Larger Sample ◽  
Topical Area ◽  
University Brand

This paper examines branding and how the concept adds value to organizations beyond the usual focus of consumer product marketing. In particular, the focus of exploring branding conceptualizations associated with successful higher education brands in a UK context makes a contribution to a little researched but increasingly topical area. The UK focus was chosen for this initial stage with a view to later comparison with other markets such as the United States where branding of universities has a longer track record. The literature was examined and the concept of ‘successful’ brands explored. The research approach involved generating constructs to determine what underpins a successful university brand, and subsequently testing these among a larger sample of UK university ‘customers.’ Findings explore the variables that underpin successful university brands and significant relationships among these variables. Ultimately, the paper offers initial conclusions on what underpins a successful university brand and proposes variables associated with such brands.

Exploring the Secret of Successful University Brands

2014 ◽  
pp. 94-108
Author(s):  
Chris Chapleo
Keyword(s):  
Higher Education ◽  
The United States ◽  
Higher Education Marketing ◽  
Ongoing Research ◽  
Academic History ◽  
Significant Relationships ◽  
Education Marketing ◽  
Primary Focus ◽  
Qualitative Exploration ◽  
University Brand

This chapter contributes to the topical area of higher education marketing by exploring how branding adds value to universities. The primary focus of exploring branding concepts associated with successful higher education brands in a UK context was chosen for this work with a view to later comparison with other countries such as the United States, where branding of universities has a longer practical and academic history. The concept of “successful” brands was explored through the extant literature, and the subsequent research identified constructs underpinning a successful university brand. These constructs were then tested among a larger sample of UK university stakeholders. The findings explored the variables associated with successful university brands and suggested significant relationships among these variables. A further stage involved qualitative exploration of current perceptions and practices in HE branding, designed to maintain currency and build ongoing research possibilities. Overall, the chapter offers suggestions for both academia and practice on what underpins a successful university brand, and the variables associated with these brands.

Exploring the Secret of Successful University Brands

2017 ◽  
pp. 288-303
Author(s):  
Chris Chapleo
Keyword(s):  
Higher Education ◽  
The United States ◽  
Higher Education Marketing ◽  
Ongoing Research ◽  
Academic History ◽  
Significant Relationships ◽  
Education Marketing ◽  
Primary Focus ◽  
Qualitative Exploration ◽  
University Brand

This chapter contributes to the topical area of higher education marketing by exploring how branding adds value to universities. The primary focus of exploring branding concepts associated with successful higher education brands in a UK context was chosen for this work with a view to later comparison with other countries such as the United States, where branding of universities has a longer practical and academic history. The concept of “successful” brands was explored through the extant literature, and the subsequent research identified constructs underpinning a successful university brand. These constructs were then tested among a larger sample of UK university stakeholders. The findings explored the variables associated with successful university brands and suggested significant relationships among these variables. A further stage involved qualitative exploration of current perceptions and practices in HE branding, designed to maintain currency and build ongoing research possibilities. Overall, the chapter offers suggestions for both academia and practice on what underpins a successful university brand, and the variables associated with these brands.

Perceptions, reality and semantics: exploring perceptions of coaching and academic advising as distinct roles

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alicia Sepulveda ◽  
Matthew Birnbaum
Keyword(s):  
Higher Education ◽  
United States ◽  
Academic Advising ◽  
Distinct Type ◽  
The United States ◽  
Research Approach ◽  
Clear Understanding ◽  
Academic Coaching ◽  
Content Type ◽  
Practical Implications

PurposeCoaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising.Design/methodology/approachOur study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.FindingsOur findings identify at least three major themes when considering academic coaching as a role distinct from academic advising: (1) Potential role overlap, (2) Caseload disparities and (3) Philosophical differences. The indiscriminate use of the title of “coach” contributed to confusion, ambiguity and tension.Practical implicationsWithout a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.Originality/valueNo studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.

scholarly journals Developing strategic learning alliances: partnerships for the provision of global education and training solutions

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Michael Crock ◽  
Gordon Joughin ◽  
Pamela Edwards ◽  
David Curtis
Keyword(s):  
Higher Education ◽  
Global Education ◽  
Higher Education Institutions ◽  
Supply And Demand ◽  
The United States ◽  
Strategic Learning ◽  
Steady Growth ◽  
Fiscal Restraint ◽  
The Uk ◽  
The Cost

The nature of higher education institutions is changing, primarily as a result of reduced government financial support for the sector. Fiscal restraint towards education funding has been observed in Australia, New Zealand, the United States, Canada, the UK and much of Europe. There has been steady growth in demand for higher education but reduced capacity by governments to fund it. Increasingly, students are required to contribute to the cost of their own education. Although these trends are problematic for higher education institutions that have been reliant previously upon government funding, it has also created an opportunity for those that are able to fill the gap between supply and demand for higher education services.DOI:10.1080/09687760108656778 

Higher Education and student engagement: implications for a new economic era

2014 ◽  
Vol 56 (7) ◽  
pp. 635-649 ◽  
Author(s):  
Juliet Millican
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Social Engagement ◽  
Social Life ◽  
Teaching And Learning ◽  
Research Approach ◽  
Content Type ◽  
The Us ◽  
The Uk ◽  
The Impact

Purpose – The purpose of this paper is to examine the impact of rising fees and the increasing privatisation of higher education on the expectations of its students. It compares experiences in Canada, Australia and the US with conversations carried out in a UK university in 2012 (after the UK fee rise). Design/methodology/approach – The research was informed by Burns Systemic Action research (2007), following emerging lines of enquiry and responding to resonance in these. It brings together conversations held with new undergraduates, second and third year students and staff tasked with introducing engagement into the curriculum. Findings – Findings indicate that student expectations are heavily influenced by secondary schooling and a target-driven consumer culture but that change has been gradual over a number of years. Alongside wanting “value for money” and “a good social life and a good degree” students are heavily motivated by experience and keen to be challenged. Research limitations/implications – Because of the research approach, the research results may lack generalisability. Practical implications – By comparing banking or transactional approaches to teaching and learning with critical pedagogy this paper hopes to highlight the importance of opening up rather than closing down opportunities for social engagement and experiential learning. Social implications – This paper makes a plea for social engagement that properly responds to the needs of communities resisting market-driven forces that treat students as consumers and expecting more rather than less from them in return. Originality/value – Lecturers are encouraged to rethink the pressures placed upon them by the current economic era and the tensions between competing agendas of employability and engagement.

College for kids — What higher education can do to improve the educational opportunities for the exceptionally able — A review of the approaches in the United Kingdom and the United States

1997 ◽  
Vol 12 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Mary Williams ◽  
Pat Dodds ◽  
Valsa Koshy
Keyword(s):  
Higher Education ◽  
The United States ◽  
Gifted Children ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Elementary Schooling ◽  
The United Kingdom ◽  
The Usa ◽  
Summer Schools ◽  
The Uk

This article reviews the provision made for gifted children during their primary or elementary schooling in both the USA and the UK. It argues that all children have an entitlement to an education appropriate to their needs, and, that, in this respect, the able child has often been neglected. Colleges of Higher Education are well-placed to provide an in-put on this to:- (a) children via Saturday clubs and Summer schools; (b) teachers by offering courses aimed at improving their ability to differentiate the curriculum appropriately and (c) parents in how to cope with the cognitive, social and emotional needs of their able child. Education Departments in both countries have become aware of the importance of capturing the interest and nurturing the ability of gifted children; realising that without this, they could ultimately be “lost to their nations”.

scholarly journals Examining effective leadership practices across cultures : a comparative study of higher education leaders in Kenya and the United States

2015 ◽  
Author(s):  
◽  
Kennedy A. Musamali
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Practices ◽  
Effective Leadership ◽  
The United States ◽  
Research Approach ◽  
Cultural Competencies ◽  
Higher Education Leaders ◽  
Effective Leadership Practices ◽  
The Relationship

While many studies have examined effective leadership, few studies have examined effective leadership practices in higher educational settings (Braun, Nazlic, Weisweiler, Pawlowska, Peus and Frey, 2009; Bryman, 2007; Spendlove, 2007; Vilkinas and Ladyshewsky, 2011). In addition, far fewer studies have examined the relationship between cultural competencies and effective leadership skills in higher education (Smith and Hughey, 2006; Tang et al., 2011; Walker and Dimmock, 1999). In this study, a quantitative research approach was used to compare educational leaders from top ranked public universities in the midwestern state of Missouri in the United States to their counterparts in Kenya. The aim of the study was to examine whether there were any significant differences in how effective leadership was practiced in these two cultures. This study also examined the relationship between effective leadership and cultural competencies. Knowledge gained from the study was expected to facilitate a better understanding of effective leadership practices across cultures and provide insight on ways to advance, train, and develop cross-cultural leadership competencies in higher education settings."

scholarly journals Evaluation of higher education system management efficiency

2020 ◽  
Vol 2020 (1) ◽  
pp. 101-107
Author(s):  
Alina Evgenievna Vinnik
Keyword(s):  
Higher Education ◽  
United States ◽  
Education System ◽  
High Efficiency ◽  
The United States ◽  
Education Systems ◽  
Higher Education System ◽  
Study Results ◽  
The World ◽  
The Uk

The article presents the study results of the effectiveness of managing the higher education system using the experience of leading countries of the world. The higher education systems of the United States, the UK and Sweden were chosen as the objects of study representing the North American, European and Scandinavian models of education. The educational organizations of the above countries traditionally hold the leading positions in the world ratings, including the rating of the national education systems Universitas 21, rating of the world's academic universities and ranking of the best universities in the world according to the Times Higher Education version. The official data of the leading world ratings in the field of education were analyzed, as well as the distinctive features of the educational policy of the United States of America, the UK and Sweden were identified, on the basis of which factors ensuring the high efficiency and competitiveness of the higher education system in the global educational service market were stated. Among the main factors are the following: high government spending on the education system, increasing the accessibility of higher education for the population, ensuring high quality educational services, export orientation, etc. The system of indicators has been formed to assess the effectiveness of managing national educational systems. The dynamics of coefficient of higher education propagation in the period within 1970-2014 has been illustrated; the forecast of involving the population of the leading countries into the higher education up to 2050 has been presented. It has been stated that in the developing countries the problem of higher education can be solved due to its accessibility and in the economically developed countries it is solved due to increasing the quality of educational programs, rising the number of educational trajectories and costs.

scholarly journals Understanding of fraction and its application in unit conversions

2017 ◽  
Vol 16 (1) ◽  
pp. 53
Author(s):  
Aiping Xu ◽  
George Lenton
Keyword(s):  
Higher Education ◽  
United States ◽  
University Students ◽  
Positive Feedback ◽  
The United States ◽  
Education Sector ◽  
The Uk ◽  
Uk Higher Education

Many British university students lack confidence in manipulating fractions. In this paper, we take a detailed look into the difficulties that students are experiencing across disciplines. We also introduce a method on how to effectively convert units via manipulating fraction operations. Though this approach to unit conversions is widespread in the United States, particularly in the discipline of Chemistry, it is not well documented or applied within the UK Higher Education sector to the authors’ knowledge. The method has been frequently used by the authors in Coventry's Mathematics Support Centre with very positive feedback. 

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