Applying branding principles to attain educational outcomes in higher education
Adele Berndt & Darko Pantelić
What the paper says
Given the ubiquitous nature of branding in society, it is unsurprising that it has become an integral part of the HEIs, at the university, programme (course) and level of the individual educator or teacher. For products and services, branding can create interest and other positive outcomes. Similarly, using branding principles can enable an educator to facilitate and stimulate student engagement in the educational process. Therefore, our study aims to explore how educators can use branding principles to create a positive learning environment and positively contribute to educational outcomes. This qualitative study was conducted through interviews among all levels of educators identified through course evaluations as being effective teachers in a Swedish business school. Data analysis allowed for the identification of theoretical and emergent codes. We found that these educators apply branding principles to facilitate student interest, engagement and satisfaction. The steps in the strategic branding management process are used by educators initially identifying their values which are used in developing their classroom presentation activities. Evaluation and feedback from the audience is used to build long term brand equity to the benefit of the educator and the student. This study suggests how educators can use branding in the classroom, also providing additional research in this area.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.50 × 0.4 = 0.20 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.