IBIMA Publishing

Journal of Marketing Research and Case Studies

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Vol. 2024 (2024), Article ID 224523, 11 pages, ISSN: 2165-7009
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Research Article

Understanding the Crucial Role of Brand Image in

the Students’ Higher Education Institution Choice:
A Review of the Literature of Higher Education
Branding

Douaa SNADROU and Malika HAOUCHA

LARMIG Research Laboratory, FSJES, Ain Sebâa, University Hassan II of Casablanca, Morocco

Correspondence should be addressed to: Douaa SNADROU; Dsnadrou@[Link]

Received date:10 November 2023; Accepted date:8 February 2024; Published date: 20 March 2024
Academic Editor: Raja AKERMI
Copyright © 2024. Douaa SNADROU and Malika HAOUCHA. Distributed under Creative Commons Attribution 4.0
International CC-BY 4.0

Abstract

This article provides an extensive literature review on the topic of branding in Higher Education, along
with an exploration of the numerous aspects that influence students' choice of a Higher Education
Institution (HEI). Within the competitive higher education landscape, branding has evolved into a vital
part of HEI identity, image, and competitiveness, with a considerable impact on student decision-making.
This review investigates the main concepts associated with branding and brand image in the educational
context, beginning with the general branding concept and progressing to branding applied in this
particular field, while taking into account the applicability and challenges of its transposition, before
delving into the various perspectives of brand image, notably, the rational and emotional dimensions. By
bringing together the existing body of knowledge concerning branding in higher education institutions,
this article provides a better understanding of the impact of branding on the educational sector while also
offering some insight into the appealing nature of the brand image throughout the students’ decision to
enroll in a HEI.

Keywords: Higher Education Institutions, Brand image, Students’ Perception, Decision-making Process.

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Cite this Article as: Douaa SNADROU and Malika HAOUCHA (2024), “Understanding the Crucial Role of Brand Image in
the Students’ Higher Education Institution Choice: A Review of the Literature of Higher Education Branding ", Journal of
Marketing Research and Case Studies, Vol. 2024 (2024), Article ID 224523,
DOI: [Link]
Journal of Marketing Research and Case Studies 2
_____________________________________________________________________________________

Introduction intertwinement of the brand image with students’

choice of an HEI.
Since the medieval era, academia was
tremendously competitive as the different Conceptualization of Branding
education entities doubtfully judged each other.
Thereby, the Higher Education (HE) sector had to The understanding of a theme as complex as
adopt policies to face the increasingly important branding applied to the educational system must
competition and thrive a competitive advantage be based on a conceptual decomposition of the
differentiating each institution from the others. key word “branding”. In an attempt to trace
This is when branding appeared as an asset to branding back to its cradle, it dates to around
demarcate each of the Higher Education 1500 BC when hot iron marks were the
Institutions (HEIs). Branding became a unique rudimentary form of branding as they allowed
feature of the organization even though the animals to be distinguished from each other, as
product, which is the education offered, might be well as to be identified (Alcott, Giampietro,
to some extent similar. The modern most Mayumi & Polimeni, 2012). Originally, the sole
widespread perspective on HE is being considered role of branding was displaying a product’s name
as a business; in fact, the current paradigm is and demonstrating its prestige. Yet, this
transforming the “students - HEIs” relationship conception progressed into the state-of-the-art
into a consumer and supplier association. The paradigm based on the symbolization of the
marketization of HE is criticized by authors who consumer’s ideal lifestyle and abstract desires’
perceive it as the decay of the education’s integrity satisfaction (Holt, 2002).
and independence since the customer satisfaction
became its pre-eminent objective. Nonetheless, it’s Branding is viewed as a vital organizational
praised by other writers as a strategic resource for competency especially when HEIs are in the
enabling to create a competitive advantage running for resources (Louro & Cunha, 2001;
through the emotional link formed between the Veloutsou et al, 2004; Helmsley-Brown & Oplatka,
customer and the HE sector. This dichotomy 2006). Admittedly, branding incorporates the pair
brings us to question the branding perceived of rational and emotional components (Le Pla &
value viewed by the stakeholders, notably the Parker, 2002); in fact, the brand definition is
students as being to the fore of the branding line jointly built upon those two aspects: the emotional
of sight. and the rational (De Chernatony and Mc William
(1990); Caldwell and Freire (2004)). It is
Many if not all the HEIs are attempting to build perceived as ‘a synthesis of all the physical,
strong brands for their institutions, with their aesthetic, rational and emotional elements’ (Hart
brand image as the main facade projecting the & Murphy, 1998).
image that the HEIs try to convey in the mind of
students knowing that the first thing perceived In order to investigate the quintessence of
about their institution will be this image branding, scholars need to question the branding
projected. Yet, the concept of brand image success of some organizations more than others
transcends a mere impression experienced by the (Urde, 2003). For Kapferer (2001), when it comes
consumer, compelling them to select a particular to branding, no one is talking about the same thing
brand. It is, unequivocally, a multifaceted notion seeing that it is a subjective notion; this idea was
intricately woven from various factors as much supported by De Chernatony (2010) who reveals
rational as emotional, the congruence of which that branding dwells in the consumer’s mind.
culminates the perceived image discerned by the Good brands are defined as strategic resources
student. enabling to develop a competitive advantage; thus,
organizations must put greater focus on the
This article aims to elucidate and overview the development of the brand management as a
background and the main concepts of branding in fundamental institutional ability (Aaker 1996;
Higher Education Institution, the specificities of Louro and Cunha 2001). Caldwell and Coshall
the HEI brand image as well as the (2002) also view brands as being simultaneously a
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strategic benefit and a source of the competitive Brand Image – A Dual Dimension Concept
advantage. A successful brand is described by De
Chernatony and McDonalds (2005) as capable of According to Dobni & Zinkhan (1990), the term
delivering a sustainable competitive advantage "brand image" has been diluted or misused over
along with superior profitability and market time leading to a concept that no longer holds its
performance. original meaning nor significance. Different
researchers have given different definitions and
meanings to the term "brand image ".

Table 1: Definitions of Brand Image

Type Author Definitions

Blanket definitions Herzog, 1963 Brand image is the global impression and
general perception the consumer builds
regarding a brand.
Meanings and Levy and Glick, 1973 The sum of physical attributes of a good or
messages service and the meanings and symbols
connected to the brand.
Emphasis on Hendon and Williams, The description of a product as a human being
personification 1985 generates the consumers’ interest when the
brand matches the consumer’s preferences.
Emphasis on cognitive Bullmore, 1984 The brand image consists of the aggregation of
or psychological the consumer’s thoughts and feelings about a
elements brand

Adapted from ‘In search of brand image: a foundation analysis.’ (p.112), by Dobni, D. & Zinkhan, G. M. (1990).

This has led to confusion and inconsistency in based on how they look and what they represent,
understanding what brand image actually means. rather than just how well they work (Dolich
The meaning and worth of "brand image" have 1969). For example, people choose products that
been undermined as a result of its overuse or make them feel good about themselves or show
misapplication (Bullmore, 1984). Yet the off their status.
perspective based on the emphasis on cognitive or
psychological elements reflects a most complete So as to apprehend the impact of the brand image
and multidimensional definition. In this regard, on the student choice of an HEI, it’s imperative to
brand image as explained by Levy (1978) is made identify the factors involved in the two different
up of both the actual physical product and the perspectives of the brand image, namely, the
thoughts, beliefs, and emotions associated with it. rational and emotional perspectives as it was
Research has shown that people often buy things synthesized by Angulo, Pergelova, & Rialp (2010).

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Table 2: Emotional and rational factors impacting the choice of an HEI

Perspective Factors Authors

Mai (2005)
Willis and Kennedy (2004)
Gray and al. (2003)
Young (2002)
Academic and career opportunities Aycan and Fikret-Pasa (2003)
Briggs (2006)
Marginson (2006)
Menon (1998)
Yogev (2007)
Mai (2005)
Willis and Kennedy (2004)
Gray and al. (2003)
Quality and Chapman and Pyvis (2006)
high standard Hoverstad and al. (1989)
Rational Conrad and Conrad (2001)
Epple, Romano and Sieg (2006)
Drewes and Michael (2006)
Mai (2005)
Willis and Kennedy (2004)
Image
Hoverstad and al. (1989)
Yogev (2007)
Mai (2005)
Infrastructure and physical facilities
Gray and al. (2003)
Hoverstad and al. (1989)
Costs and tuition fees
Langa and David (2006)
Scholarships Drewes and Michael (2006)
Selectivity Conrad and Conrad (2001)
Drewes and Michael (2006)
Distance from home
Briggs (2006)
Romantic or exotic quality to the Baker and Brown (2007)
sights, sounds, and smells of
traditional institutions
Romantic or exotic quality to the
sights, sounds, and smells of
traditional institutions
Romantic or exotic quality to the sights, sounds
Emotional and smells of traditional institutions
Young (2002)
Sociocultural influence (family, friends;
Cunningham et al. (2005)
barriers and supports)
Avrahami and Dar (2004)
Chapman and Pyvis (2006)
Intrinsic (identity construction, personal
Aykan and Fikret-Pasa (2003)
values, wishes and expectations, psychological,
Menon (1998)
relaxation and leisure)
Langa and David (2006)
Adapted from Angulo, Pergelova, & Rialp (2010)

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consumers' mind and significantly contributes to

Emotional Factors (Emotional Appeal) its overall reputation (Boshoff, 2014).

It was believed that emotions are thought to make The Acute Competition in the HE Sector and
people weak in their thinking and actions (Evans, the Advent of Branding
2001) or can be influenced and manipulated by
the ‘‘dark arts’’ of marketing and mass The Higher Education sector is challenged by an
communication (Packard, 1991). According to increasingly important competition coupled by
Harris and De Chernatony (2001), obtaining a the heightening financial pressure, amongst
long-lasting competitive advantage is more others, caused by the central fluctuations that
feasible through distinctive emotional attributes occurred during the last decades (Becher and
rather than mere functional characteristics. Trowler, 2001); subsequently, the HEIs are
converging into a corporatization model (Brookes
Emotional appeal pertains to our emotional and 2003; Hemsley-Brown and Goonawardana 2007)
sentimental experiences, encompassing feelings by resorting to aggressive marketing practices,
like excitement, fear, love, and self-perception notably, branding (Naude and Ivy 1999; Ruch
(Cutler and Javalgi, 1993). Emotional appeal 2001). These constraints are predicted to
strives to generate either positive (e.g., joy, love) downgrade the enrollment number; ergo, HEIs are
or negative emotions (e.g., sorrow, fear) so as to stretching the scope of their target-directed offers
incite individuals’ desire to acquire a product. by encompassing the international student as a
Feelings greatly influence the reactions and vital component in their new marketing and
behaviors of customers when it comes to love and promotional strategies (Naidoo 2006; Naidoo and
preference (Bagozzi et al., 1999; Chaudhuri and Wu 2011).
Holbrook, 2001; Richins, 1997). Emotional
responses, as proposed by Bagozzi (1992), Other factors such as the quest for differentiation
arbitrated the link between cognitive assessments and the students’ fees reinforced the idea of the
and behavioral intents in a contemporary Higher Education sector marketization; many
consumer attitude model. Emotions have HEIs are already managed as corporate brands
consequences for behaviour and goal (Whelan and Wohlfeil, 2006). According to Stamp
achievement. Positive emotions are related to the (2004), branding in Higher Education is growingly
achievement of a (sub)goal that typically results in comprehended by universities. The HEIs’
the decision to stick with the plan. On the other competition has stimulated and fueled the
hand, negative emotions are associated with pursuance of differentiation in the context of the
problems with ongoing plans and failures in adoption of the market-based model (Becher and
reaching the objectives set forth. Trowler, 2001). Albeit, the products and programs
offered by universities lean to congruence (Chris
Rational Factors Chapleo, 2015).

The emphasis of rational appeal, as mentioned by Several factors have motivated HEI branding,
Johar and Sirgy (1991), is usually on the practical notably, preventing the enrolment and the
and utilitarian benefits of a product. Examples of retention decline, the exacerbated competition,
messages could highlight the product's strengthening the image and reputation,
superiority, money-saving attributes, worthiness, expanding the financial resources, being in
effectiveness, and trustworthiness. The brand's alignment with the mission (Cobb 2001; Williams
high quality and distinctiveness capture 2012; Williams, Osei, and Omar 2012; Williams
customers' attention especially when compared to and Omar 2014).
other brands. In this respect, this measure poses
difficulty in constraining the core goal of an For Jevons (2006), branding is a shorthand action
effective branding, which revolves around crafting that gives a rapid representation and
a distinctive brand in comparison to competitors communication for all the criteria that constitute
(Keller, 2003). In fact, the distinguishing factor of the quality of the HEIs, although Bennett et al.
a brand lies in its ability to outshine others. By (2007) state that HEIs need strong brands to
possessing its own distinctive and unique develop the awareness of their existence while
qualities, a brand gains substantial sway over the differentiating themselves from the competitors.
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Besides, branding is decisive in assisting the choice (Brewer and al, 2002). An idea that was
students’ choice in a more effective way since it confirmed in the Norwegian study where the data
offers something of substance upon which the showed that a greater student’s satisfaction was
consumers base their choice (Blumenthal and based on factors associated to the learning and
Bergstrom, 2003). Indeed, the success of the HE teaching process rather than the university’s
branding reside in the capacity of the institutions prestige and its accommodations (Wiers-Jenssen
to prevail in the consumer’s mind as a strong et al., 2002).
educational brand. Dibb and Simkin (1993)
present Harvard Business School as a thriving The complexity of the development of a brand
illustration of a strong brand seeing that it principle in HEIs is occasioned by various factors,
succeeded to build and preserve a unequivocal namely, the different stakeholders and parties
stance in the consumer’s mind. Oxbridge and the involved, the sub-branding by universities, the
Red bricks are shown as having uniquely large variety of programs and majors, the
distinguished positions compared with other information chasm between the students’ choice
universities which depict the efficiency of their considerations and the universities’ publications
branding, concede Dibb and Simkin (1993), albeit, and the change resistance in the HEI (Birnbaum
they acknowledge that usually the positioning just 1983; Chapleo 2007; Hankinson 2001; Hemsley-
happens in an impromptu way throughout the Brown and Oplatka 2006).
time.
Brooke (2003) states that branding, as a
Applicability and Challenges of Branding in the commercially focused activity, is problematic in
Educational Sector the HE perspective seeing that the nature of the
sector in which the needs the institution is being
Admittedly, the preservation of a strong brand is mindful to are not exclusively commercial goals.
challenging regardless of the sector, although the Various brand models amongst which “The Brand
HE sector presents unique struggles which Bodoh Box Model” (De Chernatony and McWilliam,
and Mighall (2003) explained from the British 1990), “The brand Identity Prism” (Kapferer,
vision to the effect that the challenge resides in 1992), “The Integrated Brand Model” (Le Pla and
the sector’s belated aptitude to adopt the branding Parker, 2002) and Keller’s model (2003)
approaches. Johnston (2001) agreed that in the HE recognize the significance of a well-defined brand
sector much remains to be done before perfectly principle, nonetheless, it seems hard to apply for
embodying the branding notion. the universities’ brand (Hankinson, 2001) notably
due to the diversity of the stakeholders and the
The difficulty facing the HE sector is the deficiency products offered as well as the internal
of an effective marketing application that isn’t organization.
sufficiently developed to be transposed to this
industry (Hankinson, 2004). Jevons (2006) The Subjectivity of the Brand Perception
believes that the natural convolution of the
education sector impedes the transposition of the The concept of perception means how we choose,
common branding procedure. While Bulotaite arrange, and understand information to make
(2003) acknowledges the complex nature of the sense of the world. A person's perception greatly
HE sector but trusts branding to untangle it and impacts their behavior as a consumer. This means
support the university’s attraction process. that the way an individual sees things is more
Nevertheless, Sargeant (2005) has a cautioning important to marketers than what is typically seen
view about branding in universities insofar as it as reality (Kotler et al. 2019). Our perception of
generates unhealthy competitive attitudes and things is shaped not only by our sensory
undertaken expenses that are of uncertain experiences, but also by their interconnectedness
benefits. According to a US study conducted by with other elements and our individual
Brewer et al (2002) discussed by Dill (2003), HEIs circumstances.
lean toward investing in their prestige, notably the
consumption services intended for students as the Brand Perception is a fundamental psychological
dormitories and facilities. Yet, these investments factor that plays a pivotal role in influencing the
are a zero-sum game since they have a consumer behavior through its involvement in the
hypothetically slight impact on the students’ decision-making process. The perception of
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brands is controlled by consumers, not the brands simultaneously the student decision-making
themselves. What people say or think about your behaviour. This latter concept was addressed by
brand is your brand, regardless of your message. Punj and Staelin (1978) by arguing that ‘little is
Strong brands conquer the prefrontal cortex. known about the underlying student buyer
Furthermore, it emphasizes the importance of behaviour and how they select a college’.
thinking about the entire customer experience
(Bian and Moutinho, 2011). Customers form Berry (2000) emphasizes the significance of
opinions about brands based on several built-in branding for service companies as it fosters trust
factors. As per Aaker (1991), customers evaluate a among customers who are unable to visually
product based on its performance, features, assess the products they are purchasing. A robust
adherence to specifications, reliability, durability, brand enables customers to visualize and make
possibility of service and finish quality. In the case sense of things that may be intangible or invisible
of a service, Aaker (1991) noted that customers to them. They help customers feel safer and more
determine its quality based on tangibles, comfortable when buying services that are hard to
reliability, expertise, responsiveness, and judge before purchasing. Strong brands act as
empathy. substitutes when the company does not have
physical products that can be felt, examined, or
It is crucial for today's marketers to comprehend tested. Foskett and Hesketh (1997) support the
the concept of perception, as it significantly importance of understanding how decisions about
impacts a customer's decision to purchase a choosing an HEI are made, including the variables
product based on their perceived product quality. involved in the student's choice as an informed
People's perceptions of reality fluctuate consumer looking for the option that best suits
depending on their individual experiences, life their needs. Thus, the main concerns during this
histories, and personal situations when perceiving process are the career prospects and reaching
people, products, or brands, as explained by higher positions (Krone, Gilly, Zeithaml and Lamb,
Antonides & Van Raaij (1998). Given this contrast, 1981), the courses available and the skills and
each person has a subjective perception of reality. learning that will be gained (Erdmann, 1983;
This "subjectivity of reality or perception" has a Saunders, Hamilton and Lancaster 1978), the
crucial relevance in this field of study since it parents’ influence, the financial support and the
implies that each consumer has his or her own cost of the education (Welki and Navratil, 1987),
unique brand mental map (or consumer brand the proximity from the HEI (Kohn, Manski &
representation). Mundel, 1976). As stated above, there are two
perspectives enabling to classify the factors
Student’s Choice and Decision-making exerting an influence on the HEI choice, rational
Behaviour and emotional dimensions, yet they must be used
in tandem for the sake of grasping the bedrock of
The process of the student’s choice of an HEI the student’s choice.
remains quite complex due to the multitude of
factors that are involved, as well as their Conclusion
interrelationships. Krone, Gilly, Zeithaml and
Lamb (1981) point out that students refer to In summary, the exploration of branding in Higher
multi-attribute models and conceptions when Education institutions and its role in influencing
evaluating and choosing an HEI. This allows them students' choices has shown how complex and
to rank options and prioritize the most important multidimensional this phenomenon is. We started
and crucial criteria in their decision-making by investigating the broader concepts of branding,
process. We understand that students nowadays gradually narrowing our focus to the particular
want more information in order to make better- use of branding within the educational sector. The
informed decisions. This implies that prospective context for branding in HE was set in an intense
students evaluate a greater number of factors in competition, prompting institutions to adopt
considerably more complicated ways than in the brand strategies as a means of differentiation.
past (Moogan & Baron, 2003). Chapman (1981)
categorized these interfering factors in the Our research yielded several important
student choice into internal and external factors, conclusions, one of which being the subjectivity of
which are not distinctly separate but impact brand perception. We recognized that students
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had very personal perceptions of Higher underscored the factors that contribute to each
Education brands that are shaped by their own dimension and explained how these components
experiences and expectations. The student's come together to mold an institution's overall
mental image of an HEI brand is a dynamic and brand image which, in turn, shapes students'
constantly evolving construct that differs from one choices. Not only has this thorough analysis
student to another. The investigation then clarified these nuances, but it has also laid the
concentrated on the crucial idea of brand image, groundwork for additional studies.
underlining its two aspects: emotional and
rational. The review of existing literature
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