Services Branding Strategies: Using Corporate Branding to Market Educational Institutions

Corporate Branding has been suggested as an appropriate branding strategy for branding services as opposed to service product branding (Dall’Olmo Riley and de Chernatony, 2000). As corporate branding takes into account the perspectives of various stakeholders associated with the organization, this concept then becomes a crucial strategy when branding and marketing educational institutions. This paper provides an important theoretical contribution to services marketing literature by providing conceptual applications of corporate branding to educational institutions. The paper also examines how different stakeholders including staff, students, admissions officers and other related faculty and parents can be integrated to enhance the branding of education. In addition to the theoretical contribution, managerial implications on using corporate branding are raised as part of future research issues

The impact of sport psychology education on the practice of physiotherapists

Sports injury can lead to negative psychological reactions such as frustration or depression and there is now a body of evidence which indicates that sport psychology intervention can benefit sports injury rehabilitation (Heaney, IJSEP 2006;4:67–80). It would, however, appear that physiotherapists are often not equipped to integrate sport psychology into rehabilitation. Generally research has shown that physiotherapists recognise the importance of psychological factors but lack the training to utilise sport psychology (Arvinen-Barrow et al. JSR 2007;16:111–121). This suggests a need for further training; yet limited research exists examining such training. Therefore the purpose of this investigation was to examine the impact of sport psychology education on physiotherapists. 67 physiotherapists were assigned to the intervention group who studied an online sport psychology module and 68 were assigned to the control group, who studied an equivalent module with no psychology content. A questionnaire package which included the Psychology of Injury Usage Survey (Stiller-Ostrowski et al. JAT 2009;44:482–9) and the Attitudes About Imagery Survey (Hamson-Utley et al. JAT 2008;43:258–264) was completed by the participants at four points: immediately before, immediately after, 3 months and 6 months after completing the module. Data were collected on areas such as attitudes towards sport psychology, use of sport psychology and referral. Studying the module appeared to have a positive impact on the physiotherapists. Both attitudes towards and use of sport psychology improved following completion of the module. Importantly, use of sport psychology strategies was maintained during the 6 months following the completion of the module indicating a positive longitudinal effect. The findings of this study would suggest that sport psychology CPD courses should be more widely available to practicing physiotherapists

What do sports medicine professionals working in football need to know about sport psychology?

Sport psychology and sports injury are undeniably linked - psychological factors have been shown to impact on both injury prevention and injury rehabilitation. Factors such as high stress levels can increase the risk of injury, whilst the occurrence of a sports injury can lead to several negative psychological reactions such as anger, frustration, fear, anxiety and depression which can impact on rehabilitation behaviour (e.g. adherence to a rehabilitation programme) and outcomes (e.g. recovery time) (Brewer & Redmond, 2017). Consequently, the use of sport psychology intervention during injury rehabilitation is advocated and has been shown to lead to several positive outcomes such as improved attitude, adherence and self-efficacy (Brewer, 2010)

You Can\u27t Be Any Poorer Than Dead : Difficulties in Recognizing Artificial Nutrition and Hydration as Medical Treatments

The President\u27s Commission Report Deciding to Forego Life-Sustaining Treatment comes down squarely in favor of two propositions: 1) artificial provision of nutrition and hydration are medical treatments, and 2) as such, these medical treatments may be foregone by certain categories of patients or their proxies. This latter conclusion is based on roughly consequentialist grounds; the former is more assumed than argued. There is a school of thought opposed to both of these conclusions. After first demonstrating that nourishment is not medicine, a non-consequentialist or natural law argument is employed to show that nourishment may not be foregone insofar as it violates the principle, First, do no harm. I was once a member of this school, and this paper was to argue its position. In the end, however, this paper adopts the position that artificial provision of nourishment and hydration can be medical treatments, and as such may be foregone by certain categories of patients, without violating a natural law understanding of First, do no harm. Still, exposing my retained sympathies for my former position, the paper attempts to argue for a very careful standard for non-treatment. As a result, the argument of the paper takes four steps. First, I present the argument that artificial provision of nutrition is never medical treatment, giving as much strength to that argument as possible. Second, I show how the focus of that argument leads it astray, and that artificial provision of nourishment is medical treatment. Third, I try to show by what standard patients (or proxies) can legitimately forego this medical treatment. Fourth, I point out where my former position has valid criticisms of certain arguments used by those who hold that such treatment may be withdrawn, and urge great caution in deciding to forego treatment

Case report: the impact of a resubmission intervention on level 1 distance learning students

Student retention and success are key performance indicators within higher education. One of the key opportunities to address both of these lies with the support offered to students who fail a module but are entitled to resubmit. This study investigates the value of implementing a resubmission intervention to improve the quantity and quality of student resubmissions on a level 1 distance learning module. The intervention consisted of an online synchronous tutorial session and a supporting asynchronous forum. The effectiveness of the intervention was measured by comparing the resubmission and pass rates to a previous presentation with no intervention. It was found that resubmission and pass rates were higher where the intervention was used suggesting that a resubmission intervention can increase the quality and quantity of submissions. Whilst, these findings are useful, it is important to acknowledge that there are additional factors that can impact the quantity and quality of resubmissions

Real-Time Analysis of Student Comprehension: An Assessment of Electronic Student Response Technology in an Introductory Earth Science Course

This article describes an evualuation of the effectiveness of electronic student response technologies (SRT). These wireless systems allow students to key in responses with remote control units to questions posed by an instructor in the classroom. Student responses then are displayed in real time, allowing both students and instructors to gauge student comprehension instantaneously. Researchers conducted a multi-faceted assessment of the use of SRT in four sections of a high-enrollment introductory Earth Science course at Penn State University. The assessment included quantitative and qualitative perception data from students enrolled in the course and faculty/administrator visitors to the classroom. Preliminary assessment of the pedagogical merits of SRT in the course suggests that this technology is an effective tool for introductory geoscience education. Educational levels: Graduate or professional, Graduate or professional