This document discusses strategies for building sustainable, future-focused higher education brands. It addresses challenges such as differentiating between direct competitors and engaging stakeholders who may be wary of commercial initiatives. The document advocates positioning a university's brand in terms of how it engages with important issues and transforms the world. It also discusses managing complex brand touchpoints across communications, products, and experiences tailored to diverse audiences. Finally, it provides examples of strategic brand frameworks and roadmaps to guide implementation.

1. Building sustainable, future-focused brands
Building Sustainable, Future
Focused Higher Education Brands
Australian Universities – International Marketing Symposium
May 24th, 2010
John Gregg
Navigate Brand Directions Australia

2. UNLIKE SOAP POWDER,
UNIVERSITIES ARE
COMPLEX.
HOW CAN I ENGAGE THE
ORGANISATION WITH
BRAND THINKING?

3. A school’s attitude is the most important driver of its
brand – and the best place to start the brand
conversation
The
philosophy,
values and
spirit of the
school
Attitude

4. Signature Intellectual Property
Knowledge
Attitude
Which is then supported by the school’s domains of
expertise and specialization

5. Technical,
Business,
Task-based,
Infrastructure
Capability
And how they may be applied through its graduates skills
and distinctive research capabilities
Knowledge
Attitude

6. Experience
Attitude
These domains live in an ecosystem of overall experience
which can nurture, inspire or shape the delivery… or not
The campus,
location,
environment, and
way of learning
Capability
Knowledge

7. Capability
Experience
The areas of overlap are critical in defining the key
themes of the brand
Attitude
Knowledge

8. REBRANDING UNVERSITIES
IS A POPULAR PASSTIME

9. Brand
Faculty Students
AlumniReputation
Industry
Funding
Most institutions recognise the potential of a “virtuous
circle” linking stakeholders and strategies

10. Recent High Profile brand and identity initiatives

11. Why?
To Enhance the brand image
“Perception does affect the value, the “currency,” of a degree for students and
alumni.”
(NJIT - http://branding.njit.edu/njit_qa.php)
“First impressions often are the basis for people's long-lasting attitudes and
opinions. Those opinions influence action--whether an excellent high school
student chooses Cornell, whether a world-class scholar decides to join the
faculty, whether a foundation awards a major grant, or whether an alumna
endows a scholarship program.”
(Cornell University - http://cornelllogo.cornell.edu/)

12. Why?
To strengthen consistency
“To establish a consistent identity that projects unity and strength, and to convey the
university's stature and influence in the community.”
(San Diego State University - http://advancement.sdsu.edu/marcomm/logo/index.htm)
“The basic strategy is this: one university, one look.”
(James Madison University - http://www.jmu.edu/identity/index.shtml)
“There is one look, one voice - a common element that runs through all our materials, no
matter what format, size or colour…These standards offer a flexible framework to design
within and yet, deliver a consistency that is unmistakably recognized as belonging to
Ryerson University.”
(Ryerson University - http://www.ryerson.ca/ua/branding/rationale/going.html)

13. Why?
To bring to life a distinctive positioning
“The branding programme aims to: position Oxford Brookes as distinctively different to
other universities. Represent the University as a personality – modern, forward looking,
innovative, rooted in its local community but also globally connected.”
(Oxford Brookes University - http://www.brookes.ac.uk/about/structure/corporate_identity/branding_docs/01.pdf)
“The revised crest focuses on the strong and powerful images that match the perceptions
of the university. The redrawn crest reflects a forward-looking confidence while including
iconic images representing the university’s heritage and influence.”
(UCD - http://www.ucd.ie/visualidentity/qanda.htm#whyisdublinincludedinnewucdcrest)
“Ryerson University faces many challenges in terms of our brand identity including:
outdated perceptions of our institution, varying top-of-mind awareness of Ryerson
University and the lack of consistency of the University’s brand...To overcome these
challenges, we must establish and communicate our identity effectively and consistently.”
(Ryerson University - http://www.ryerson.ca/ua/branding/rationale/#why)

14. But achieving differentiation is no mean feat… even
between the most direct of competitors!

15. SHOULDN’T UNIVERSITIES
THINK OF DIFFERENTIATION
IN TERMS OF HOW THEY
ENGAGE THE BIG ISSUES?

16. Our world is changing around us

17. Businesses are playing by new rules
Business
Environment
Business
Archetype
Leadership
Icon
Work 1.0
•
•
Hierarchy
Process oriented
•
•
•
•
Tenure and title
Centralized hub
Closed access to information
American
Henry Ford
Work 2.0
•
•
Top down and Grassroots
Process oriented
•
•
•
More collaborative
Centralized hub with satellites
Global
Jack Welch
Work 3.0
•
•
International collaboration
Mobile
•
•
•
Open access to information
Knowledge and ability
Globally networked
Steve Jobs

18. New skills, talents and mindsets evolve for the future
Desired Graduate
Present
Desired Graduate
Future
•
•
•
•
•
•
•
•
Lateral Thinking
Aesthetic
Context
Technology savvy
Culturally fluent
Socially minded
Passionate
Inquisitive
• Critical Thinking
• Articulate
• Practical Exposure
• General knowledge
• Excellence
• Collaborative
• Ethics | Accountability
Source: Richard Florida, Dink Pink, Navigate Analysis

19. These dynamics can be applied to explore the next
generation of talent
Source: Navigate Interviews, desktop research

20. Future talent will need to reinvent themselves and
contribute to society at large
Source: Navigate Interviews, desktop research

21. Schools/Students that
transform the world and
communities through an
outcome-oriented approach
Schools/Students that
transform the world and
communities through holistic,
collaborative engagement
Schools/Students that
transform organisations and
individuals through an
outcome-oriented approach
Schools/Students that
transform organisations
through holistic,
collaborative engagement
world
Extentoftransformativeimpact
organizationscommunitiesSelf
The higher learning landscape can be seen in the same way
Attitude towards Learning Learning as a journeyLearning as a means to an end
Source: Navigate Interviews, desktop research

22. 21st century education will shift emphasis from teaching
to learning environment – creating the new market in
which brands compete
Teaching
Present
Learning
Future
•
•
•
•
•
•
•
•
Producing
Transparency
Facilitator
World is the classroom
Access to people
Learning to be
Conversations
Lifelong learning
• Consuming
• Authority
• Expert
• Classroom lecture
• Access to information
• Learning about
• Publications
• Within schools
Source: Adapted from John Moravec, Ph.D., May 2009

23. PRACTICAL CHALLENGES
AND A REFLECTION ON
OUR EXPERIENCES

24. Location and community is a consideration that should
be embraced – as a part of identity and in terms of an
institution’s contribution

25. Easy if you’re in New York

26. •
•
•
•
•
An identifiable zone – a “corridor”
of dynamic growth and development
Favourable economic climate
Anchored at each end, with Sydney in
the same zone
Distance will disappear as an issue –
filled in and shortened
The university must be a key active
ingredient
But what about Wollongong?
Sydney

27. Stakeholders are critical, political and often wary of
“commercial” initiatives, so strategy should be detailed
and actionable

28. BrandEssence Superior Flow Enablers
Promise
International partners who maximise value through world class solutions
Pillars
Benefits PersonalityTraits Differentiationpoints
Local partners wherever you are Local success Collaborative
•International coverage
•Global expertise meets local culture
•Multi-regional approach
•Prompt reaction to client’s needs
•Part of the clients’ team
Uninterrupted extraction of value Peace of mind Solid
• Over eighty years of experience
• Business savvy advisors
• Continuous innovation
• Customisation at every point
Growing together through experience Continual development Understanding
• Seeking solutions together with the client
• Highly collaborative engagement approach
• Knowledge sharing
Consistent delivery at every level Total confidence Adaptable
•Best trade-off of cost and performance
•Delivery on time and on budget
•Certification of salesforce’s skills
Barriers Core customer base, but limited ‘greenfield” success, premium – even “expensive” image, ‘black-box” approaches and solutions
EffortRequired
• Raise awareness among traditionally “non-consulting” clients and shift perceptions from ‘expensive” to “valued and imperative” – “a business savvy
investment in the future
• Make everyone recognise the value of local partners with access to global know-how and best practices.
A detailed articulation of Brand Strategy linking the Brand Promise and tangible
‘Proof Points” is the bedrock of a good strategic framework – Example:
Professional Services Firm

29. Pillars Differentiationpoints 2008 2009 2010
1.Local partners wherever
You are
International coverage
Global expertise meets local culture
Multi-regional approach
Part of the clients’ team
2. Uninterrupted extraction
Of value
Business savvy advisors
Eighty years of global and national experience
Comprehensive range of expertise and services
Continuous innovation
3. Growing together
through experience
Highly collaborative engagement approach
Knowledge transfer
4. Consistent delivery at
Every level
Balance of cost and performance
Delivery on time and on budget
Solutions that stand the test of time
31
Example Brand Development Roadmap – defines what messages can go to
market at what point, based on proof points as drivers of credibility

30. Touchpoints are complex and need a holistic approach
to management - covering communications, products
and experiences

31. INTERNATIONAL
Brand touchpoints are complex
Example: RMIT Melbourne
University
INTERNAL
SERVICES
POSTGRAD
RESEARCH
INTERNATIONAL
UNDERGRAD
TAFE
SHORT
COURSES
A4 Information Guide
DL Brochures
Flight Training Guide
Australian Website
Vice Chancellor’s Message
A4 Academic Plan
A4 General Course Guide
DVD
Campus Signage
Welcome Brochure
General Student Guides
Student Equity Flyers
Library Services
Student Rights Information
Catalyst Publication
Student Diary
Study Abroad Information
Newsletter
DL Brochures
A4 & A5 Guides
DL Brochures
Advertising
TAFE & Ungrad Guides
A4 Postgrad Guides
Arrival Guides /
About Melbourne Guide
Accomodation Information
Program & Fees Guide
A4 Informational Guides
Advertising
A4 Informational GuideDL Awards Brochures
VIETNAM
WEBSITE
RECRUIT
MENT
Buildings / Architecture
Staff Recruitment

32. freedomtoachieve
Touchpoint management model
Types of
experience
Physical
Cultural
Product
car parking / public transport
entrance / wheelchair access
navigation / way finding
recreational /
accommodation
teaching / study spaces
major events (open days)
induction / orientation / HR evaluation
web-site / call centre / adverts
newspaper / newsletter
exhibitions/ displays / graduation
extra curricular events / clubs etc
counselling / administration
training / planning
teaching style
Timetables
Exams/ assignments
Assessment/results
Touchpoints
Touchpoint
categories Experience objectives
physical access
living spaces
learning spaces
social involvement
daily interaction
content
open the way from where I am to where I need to be
celebrate the interaction of diverse individuals
support the pursuit of personal passions
convey the communal value of individual contributions
relate personal strengths to future possibilities
a platform to demonstrate personal excellence
course descriptions
course tailoring / scholarships
vocational outcomes
course programs
options
accommodate personal styles and individual contexts
introduction challenge the way you think about your potential
staff facilities
library / computer labs

33. Audiences are diverse in their characteristics and motivations, so
benefits and their communication needs to be tailored, and
identity should be flexible

34. Attributes Benefits
(domestic)
Benefits
(international)
Benefits
(corporate)
Benefits
(research)
Benefits
(internal)
Personality
Knowledgeinto
action
Increased
employability–
Personal skills
Increased
employability–
Personal skills
More relevant,
Value creating
results
Opportunities to
Develop work and
Commercialise in
the“realworld”
Build skills and feel
Their relevance
Practical
Committedtohigh
standards
Increased
employability–
qualityofdegree
Increased
employability–
qualityofdegree
Confidence in the
Quality of people
And product–
Sound choice
“Halo effect”of
Quality and
excellence
“Halo effect”of
Quality and
excellence
Dedicated
Personalised
Create your own
experience
High level of
Individual attention
Better able to
Configure to meet
Unique needs
Resources are
Available and
amenable
Opportunity to
Explore own
potential
Responsive
Researchculture
“Cuttingedge”
Product and
Creative thinking
“Cutting edge”
Product and
Creative thinking
Improve
competitive
advantage
Supportive and
collaborative
environment
Personal
development
Through exposure
To great thinking
Stimulating
Keythemes Challenge Confidence Productivity Productivity Confidence
Tailoring propositions to segments

36. Brandmark
Cluttered, undisciplined applications
Guidelines Reality

37. RESTOFTHEWORLD
VIETNAM/ASIA
AUSTRALIA
LEARN & TEACH
RESEARCH COLLABO-
RATE
RMIT UNIVERSITY
OFFICIAL
(Corporate/International)
Portfolios
Schools
Disciplines
Programs
SUPPORT
1
Research
Institutes
Research
Centres
(Teams &
Programs)
CRC’s
Partnerships
Hosted
entities
Community
Engagement
2 3
Solution: Three distinct and meaningful platforms

38. How will the three ‘looks’ compare?
Connected
Fearless
Ingenious
Liberal
With an edge
1
OFFICIAL
Lead activities
Vietnam/Asia
2
CORE
Schools/Disciplines
Undergraduate
Support activities
Challenging the status quo
Embracing a fluid narrative/visual approach
3
ADVANCED
Research
Postgraduate, CRCs
Engage the
community

39. RMIT
Summary of ‘Official’ look

40. RMIT
Summary of ‘ Core’ look

41. RMIT
Summary of ‘Advanced’ look

42. THANK YOU
Thank-you
Questions?