Branding of Flemish Higher Education Institutions: A Strategic Balance Perspective

Autor/inn/en	Mampaey, Jelle; Huisman, Jeroen; Seeber, Marco
Titel	Branding of Flemish Higher Education Institutions: A Strategic Balance Perspective
Quelle	In: Higher Education Research and Development, 34 (2015) 6, S.1178-1191 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2015.1024634
Schlagwörter	Higher Education; Foreign Countries; Educational Administration; Strategic Planning; Competition; Universities; Case Studies; Institutional Characteristics; Institutional Advancement; Institutional Mission; Social Justice; Educational Quality; Efficiency; Qualitative Research; Statistical Analysis; Belgium + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Strategy; Planning; Strategie; Planung; Wettkampf; University; Universität; Case study; Fallstudie; Case Study; nicht übertragen; Soziale Gerechtigkeit; Quality of education; Bildungsqualität; Effectiveness; Effektivität; Wirkungsgrad; Qualitative Forschung; Statistische Analyse; Belgien
Abstract	Branding of higher education institutions (HEIs) is an expanding area of research. The existing literature mainly draws on the strategic management perspective that argues that HEIs are pressured to develop brands which differentiate them from their competitors. Past studies, however, do insufficiently take into account that most HEIs are positioned in systems that contain both competitive pressures (to differentiate) and institutional pressures (to meet taken-for-granted expectations), where neither of the pressures is clearly dominant. Our multiple case study of the five Flemish universities finds that branding can simultaneously address competitive and institutional pressures and that the universities studied combine aspects of distinctiveness with elements of similarity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01