ERIC Number: EJ1218679
Record Type: Journal
Publication Date: 2019
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0884-1241
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Available Date: N/A
The University Brand and Social Media: Using Data Analytics to Assess Brand Authenticity
Pringle, James; Fritz, Samantha
Journal of Marketing for Higher Education, v29 n1 p19-44 2019
Recent economic pressures have demanded higher education institutions respond with strong, authentic brand promises. This mixed method multi-case study explored the authenticity of common brand promises at three Universities in Canada through Twitter and Facebook postings from February to April 2016 using a cloud-based text and network analytic tool. Our study revealed the content shared on social media channels, while largely trustworthy, was fraught with shades of gray and revealed that sometimes brand promises were used against the university when they appeared disingenuous or threatened institutional norms around equity and social justice. Further, social media strategies are still largely limited to push notification suggesting universities are missing opportunities to strengthen their brand and counter negative messaging. For marketing managers it reinforces investments should be directed toward creating engaging and authentic content that can be expressed through multiple touch-points including social media and this can be monitored through low-cost analytic tools.
Descriptors: Social Media, Marketing, Universities, Foreign Countries, Case Studies, Computer Software, Equal Education, Social Justice, Social Networks, Institutional Advancement, Cost Effectiveness, Reputation, Institutional Characteristics, Student Recruitment, Cultural Pluralism, Inclusion, Employment Opportunities, College Graduates, Comparative Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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Language: English
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Authoring Institution: N/A
Identifiers - Location: Canada
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