Branding in Higher education
6.2 The Need & Importance of Branding in Higher Education
114 communications like advertising, packaging, word of mouth publicity, other promotional tools, etc. Brand image develops and conveys the product‘s character in a unique manner different from its competitor‘s image. The brand image consists of various associations in consumers‘ mind - attributes, benefits and attributes. Brand attributes are the functional and mental connections with the brand that the customers have. They can be specific or conceptual. Benefits are the rationale for the purchase decision. There are three types of benefits: Functional benefits - what do you do better (than others), emotional benefits - how do you make me feel better (than others), and rational benefits/support - why do I believe you (more than others). Brand attributes are consumers overall assessment of a brand. Brand image has not to be created, but is automatically formed. The brand image includes products' appeal, ease of use, functionality, fame, and overall value. Brand image is actually brand content. When the consumers purchase the product, they are also purchasing its image. Brand image is the objective and mental feedback of the consumers when they purchase a product.
Positive brand image is exceeding the customers‘ expectations. An optimistic brand image enhances the reputation and brand value of an organization.
115 IIT-Kanpur and IIT-Madras figured somewhere between ranks 401 and 500. IIT- Kharagpur and IIT-Roorkee, for their part, appeared in the 501-600 band.
India has 19 institutes in the top 800, two more than last year, and 12 others between 801 and 980. Though we may pat ourselves on the back because a record 31 Indian educational institutions – including 14 new names – have made it to the list, the picture does not look as rosy when we take the total area and population of India into consideration. Therefore in order to overcome this challenge one can take help of an effective Brand Equity model for the effective functioning of the higher educational institutes. An Institute of higher education has various stakeholders like students, alumni‘s, parents, the teaching and non-teaching staff, industry professionals, top level management and other governing bodies. these stakeholders have various expectations from the institutes, like students would like to have quality placements, corporate world needs industry competent professionals, parents wants a good degree with effective learning for their pupil, faculties want good working environment, therefore a an educational institute has to take care of all these stakeholders and make maximum efforts to fulfill their expectations. A good Brand Image is an effective solution for the institutes for accomplishment of their goals and objectives. Hence it can be said that a convincing Brand Strategy can help to accomplish of these endeavors. The concept of branding, when applied to higher education, is rather different from branding in the commercial sector. Most notably, branding in higher education is about who we are, and is not limited to what a particular product offers the marketplace. An educational brand often equates to an institution‘s academic reputation. But, that explanation is far too limiting. If we think of a college or university brand as being synonymous with the institution‘s personality; it is congruent with its mission, defined by its values. Possibly the most significant benefit of branding in higher education is the focus it brings to an institution. For example, a student-centered college or university will respond to changing student needs and expectations, but, in an attempt to be all things to all people, often it becomes vulnerable to mission drift or a gradual dilution of effectiveness as the institution becomes increasingly thin, first on the margins and then in the core enterprise which
116 is teaching and learning. The values-centric approach inbuilt in branding provides an institution with an anchor to guide responses to constituent needs and expectations.
The brand is defined by where the institution‘s values and the constituents‘
expectations intersect. In this paradigm, the brand becomes a filter through which everything is vetted for e.g., strategic directions, resource allocations, hiring decisions, and curriculum development etc. It serves as a lens to strategically focus the institution in the midst of fluid internal and external pressures as well as opportunities. The higher education branding concept is based on the two major components: (1) promotion of the brand and (2) delivering on the promise of the brand
6.2.1 Promotion of the Brand
Before the brand can be effectively promoted, the desired brand identity (how you want others to perceive the institution) must be defined. A brand rationale, brand attributes, and brand benefits should be clearly articulated and consistently reflect the institution‘s values while aligning with constituent expectations. Being aware of the fact that the brand lives in the hearts and minds of those we serve. Consequently, the logical place to begin defining the brand identity is with an assessment of the existing brand image for various constituent groups valued by the institution. Though the assessment can take many forms, the desired outcome is to gain insight into the current reality. This reality is then compared against the institution‘s vision for its brand identity to determine where gaps between the two exist. Recognized gaps enable marketers to target a brand strategy that is increasing the probability of achieving related institutional objectives. A targeted brand strategy fosters effective positioning of a school‘s brand among competitors along with the management of brand assets such as institutional image, brand equity, the brand message, and the promise inherent in the brand message. Too often, the brand strategy is devoid of any assessment data and thus, positioning and messaging are not grounded in the current reality or a gap analysis linked to institutional aspirations. The end result is typically a failed promotional campaign defined by empty or unfulfilled promises.
117 6.2.2 Delivering on the Promise of the Brand
Many higher education marketing professionals believe their institution does not have a brand. Nothing could be further from the truth. A more accurate assessment would be that their institutions have failed to manage their brand. At colleges and universities where positive constituent experiences occur by chance or randomly rather than through a tightly integrated, promise-driven, and planned approach, a brand exists, but it suffers from benign neglect. To effectively shape how constituents view an institution, you must begin first by understanding the promise inherent in the existing brand or the brand the school aspires to have. Such promises are often subtle and always symbolic. The power of symbolism should not be underestimated. In simple words, there must be congruence between what an institution claims to be and what its constituents actually experience when they interact with any individual or unit affiliated with the campus.