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

Corporate Social Responsbility in Business Courses: How Can Generation Y Learn?

This paper deals with the teaching of Corporate Social Responsibility (CSR) in Business courses to Generation Y Business students in Australian universities. Generation Y students embody particular characteristics that may seem paradoxical, such as placing an increased emphasis on an improved materialistic lifestyle alongside green marketing or climate change issues. Generation Ys also highly value a balanced work-leisure environment but are comfortable with living on high levels of debt and expenses. The question then emerges: what is the most effective method of educating Generation Y Business students about CSR? A three-fold approach is proposed: a foundation of life-long learning about the theory and principles of how one goes about making intrinsic decisions in life and business, incorporating concepts of CSR into Business units, and then applying these concepts in Business Internships

Internships in marketing: Goals, structures, and assessment--Student, company and academic perspectives

Work-integrated learning in the form of internships is increasingly important for universities as they seek to compete for students, and seek links with industries. Yet, there is surprisingly little empirical research on the details of internships: (1) What they should accomplish? How they should be structured? (3) How student performance should be assessed? There is also surprisingly little conceptual analysis of these key issues, either for business internships in general, or for marketing internships in particular. Furthermore, the “answers” on these issues may differ depending upon the perspective of the three stakeholders: students, business managers and university academics. There is no study in the marketing literature which surveys all three groups on these important aspects of internships. To fill these gaps, this paper discusses and analyses internship goals, internship structure, and internship assessment for undergraduate marketing internships, and then reports on a survey of the views of all three stakeholder groups on these issues. There are a considerable variety of approaches for internships, but generally there is consensus among the stakeholder groups, with some notable differences. Managerial implications include recognition of the importance of having an academic aspect in internships; mutual understanding concerning needs and constraints; and the requirement that companies, students, and academics take a long-term view of internship programs to achieve mutually beneficial outcomes

Limited research, rigour, and comprehensiveness on international students’ choice of university, and analysis of TPB as a way forward

Though international students’ choice of universities has become an increasingly important topic, there are a number of gaps still in literature. Most significantly, there is yet to be a rigorous and comprehensive model to help understand and predict international students’ choices of universities. This conceptual paper analyses past literature in both the higher education and consumer behavior research streams to identify limitations, and then considers the appropriateness of the well-established and comprehensive framework of the Theory of Planned Behavior (TPB) as a way forward. It is found that past models in higher education that help predict student choice have been limited to the use of economics-based, practical or statistical frameworks. Previous studies on students’ choice process lack rigor in the sense of not using well-established choice models that use psychological principles as a basis. Additionally past studies indicate a lack of comprehensiveness in that all salient beliefs, subjective norms, and perceived behavioural controls are essentially not covered. The TPB model, a rigorous and comprehensive choice-model, is proposed as way forward to help better understand and predict international students’ university choices

Status consumption among Malaysian consumers

Status consumption describes individual differences in how much consumers purchase to attain social status. We investigated the relationships of status consumption with the constructs of materialism and attention-to-social-comparison-information in order to replicate the relationship of status consumption with the former and to extend its relationship to the latter. Multi-item self-report scales measured each construct. A survey of 239 Malaysian students provided the data. As hypothesized, status consumption was positively associated with both constructs, supporting its nomological validity and suggesting that promotional appeals to status seeking consumers might be more effective if they emphasize social comparisons