Brand vs Reputation Within The Higher Education Sector
Over the past few decades, league tables have become part and parcel of the education sector in the United Kingdom. Whether academics like it or not, this includes higher education institutions, which are increasingly driven by their performance in various university rankings. This focus on reputation, however, can marginalise the equally vital imperative to work on the university’s overall brand.
Distinguishing Between Brand And Reputation
The concept of ‘branding’ is now so endemic within society that it has come to mean many different things to those who use the term. When understood from a professional viewpoint, however, it has a very specific meaning. A successful brand is one that communicates a set of overriding values from the institution to the consumer or customer. One of those values may well be ‘continued excellence’, but they may equally include ‘links with the business community’, or ‘superb social scene’. A brand is a complicated and interconnected nexus of messages, and cannot be reduced simply to academic performance.
In contrast, reputation can be viewed in the context of a higher education institution as reflecting continued performance on the academic stage. Regardless of their branding – which are equally successful in their various ways – Oxford’s academic reputation is clearly greater than University of East Anglia’s, for example. In other words, a university’s brand is not necessarily the same as its reputation, and is certainly not synonymous with its academic reputation. A careful branding strategy will not rest simply on reputation, but will be sculpted to the institution’s own strengths and weaknesses.
Performance Is Important…
Of course, it cannot be denied that academic reputation, symbolised by an institution’s position in league tables and similar rankings, is important. Many universities will have dedicated at least part of their branding efforts into communicating a message about their areas of academic strength, and a poor showing over an extended period of time will certainly undermine that message. HEFCE themselves, however, acknowledge that league table position tends to confirm institutional reputation, rather than forging it from scratch (cf Locke, Verbik et al, 2008).
Performance in league tables and other such rankings will, therefore, be significantly more important for those institutions which have invested much of their brand effort into their academic strengths. This is not always about strong reputation across the board, however, as many institutions will have identified an academic USP into which they will pour most of their reputation enhancing efforts. An institution which promotes itself as a significant leader in the area of legal studies, for example, may not be as concerned by a low rating in the sciences as it would be by a poor ranking in law.
…But It Isn’t Everything
Many academic studies have confirmed the finding that successful branding performs a role which affects the popular view of an institution over and above league table positions (cf Chapleo, 2011, for an example). This should hardly be surprising, as no prospective student or academic chooses an institution solely using the criteria of academic performance. If this were so, Cambridge would boast all of the best academics and students in the UK, to the detriment of every other institution. Whilst it cannot be denied that Cambridge’s reputation has had a significant impact on its recruitment and retention, the branding efforts of other universities have succeeded in attracting some talent away from the institution which, on the face of it, should surely be the obvious first choice for anyone making an academically orientated decision.
A strong brand communicates far more than a simple league table position can when it comes to a university’s strengths and USP, and a strong branding strategy can compensate for significant weaknesses in academic rankings. Indeed, Locke et al (2008) have found that league table position is predominantly used to ‘confirm a decision already made’ when it comes to students deliberating over whether to attend a specific university.
Effective Branding Improves Performance
That ‘decision already made’ is informed and guided largely by the success or failure of an institution’s branding strategy. Whilst academic reputation may be one plank of that strategy, the most successful universities weave in a host of different values to form a strong and coherent brand which attracts both students and academics, as well as research funding and benefactors. As covered in previous articles, this can create a ‘virtuous circle’, in which a strong brand feeds into academic reputation. Performance can be improved by a strong branding effort, whilst strong performance cannot make up for a weak brand.
This is clearly evident if one imagines a high achieving student, choosing between universities. Whilst clearly academic reputation will be a factor, it will not be the only influence on the ultimate decision. Certainly, if the reputation of the two institutions is finely balanced, the student will be making the decision based on the branding of the two universities, and what that says about the kind of institution to which they wish to belong. The university which ‘wins’ this branding competition will secure an excellent student, whilst the university which loses will miss out on the best talent. This will have repercussions for decades to come, particularly if such a decision is repeated over multiple years by multiple students. Before long, the reputation of the ‘losing’ university will be dipping, and the reputation of the ‘winning’ university will be rising – and all because of an emphasis, or lack of it, on branding.
Chapleo, C. (2011). Exploring rationales for branding a university: Should we be seeking to measure branding in UK universities&quest. Journal of Brand Management, 18(6), 411-422.
Locke, W. (2011). The Institutionalization of Rankings: Managing Status Anxiety in an Increasingly Marketized Environment. University Rankings, 201-228.
Locke, W., Verbik, L., Richardson, J. T., & King, R. (2008). Counting what is measured or measuring what counts? League tables and their impact on higher education institutions in England.
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