Faculty responses to business school branding: a discursive approach

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Faculty responses to business school branding : a discursive approach. / Frandsen, Sanne; Gotsi, Manto; Johnston, Allanah; Whittle, Andrea; Frenkel, Stephen; Spicer, André.

I: European Journal of Marketing, 2018.

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskrift

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Frandsen, S., Gotsi, M., Johnston, A., Whittle, A., Frenkel, S., & Spicer, A. (2018). Faculty responses to business school branding: a discursive approach. European Journal of Marketing.

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Author

Frandsen, Sanne ; Gotsi, Manto ; Johnston, Allanah ; Whittle, Andrea ; Frenkel, Stephen ; Spicer, André. / Faculty responses to business school branding : a discursive approach. I: European Journal of Marketing. 2018.

RIS

TY - JOUR

T1 - Faculty responses to business school branding

T2 - a discursive approach

AU - Frandsen, Sanne

AU - Gotsi, Manto

AU - Johnston, Allanah

AU - Whittle, Andrea

AU - Frenkel, Stephen

AU - Spicer, André

PY - 2018

Y1 - 2018

N2 - PurposeThe branding of universities is increasingly recognized to present a different set of challenges than in corporate, for-profit sectors. The purpose of this paper is to investigate how faculty make sense of branding in the context of higher education, specifically considering branding initiatives in business schools.Design/methodology/approachThe paper is based on qualitative interviews with faculty regarding their responses to organizational branding at four business schools. Discourse analysis was used to analyze the interview data.FindingsThe study reveals varied, fluid and reflexive faculty interpretations of organizational branding. Faculty interviewed in the study adopted a number of stances towards their schools’ branding efforts. In particular, the study identifies three main faculty responses to branding: endorsement, ambivalence and cynicism.Originality/valueThe study contributes by highlighting the ambiguities and ambivalence generated by brand management initiatives in the higher education context, offering original insights into the multiple ways that faculty exploit, frame and resist attempts to brand their organizations. The authors conclude by discussing the implications of these findings for branding in university contexts.

AB - PurposeThe branding of universities is increasingly recognized to present a different set of challenges than in corporate, for-profit sectors. The purpose of this paper is to investigate how faculty make sense of branding in the context of higher education, specifically considering branding initiatives in business schools.Design/methodology/approachThe paper is based on qualitative interviews with faculty regarding their responses to organizational branding at four business schools. Discourse analysis was used to analyze the interview data.FindingsThe study reveals varied, fluid and reflexive faculty interpretations of organizational branding. Faculty interviewed in the study adopted a number of stances towards their schools’ branding efforts. In particular, the study identifies three main faculty responses to branding: endorsement, ambivalence and cynicism.Originality/valueThe study contributes by highlighting the ambiguities and ambivalence generated by brand management initiatives in the higher education context, offering original insights into the multiple ways that faculty exploit, frame and resist attempts to brand their organizations. The authors conclude by discussing the implications of these findings for branding in university contexts.

KW - branding

KW - higher education

KW - discourse analysis

KW - business schools

KW - brands

UR - http://www.emeraldinsight.com/eprint/PYVB5BT2RYAXRUDAAGKZ/full

M3 - Article

JO - European Journal of Marketing

JF - European Journal of Marketing

SN - 0309-0566

ER -