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ABSTRACT A brand’s reputation is predominantly an ensuing occurrence to a favourable brand identity and image. Such brand identity and image is considered vital in all sectors. Considering the services sector, the image creation depends on the nature and quality of service provided by the service organisation. The promised service is delivered only by the employees of the service organisation. It necessitates the seeding of desired brand image in the minds of the employees. Such incorporation of desired brand image in employees’ minds in facilitated by employee branding. The employee branding process helps the organisation to deliver its desired brand image to customers, thereby ensuring a clear position in the minds of customers and employees alike. It assists in gaining competitive advantage achieved through employees who have internalized the desired brand image and are motivated to project that image to customers and other organizational constituents. This article unfolds the employee branding process in higher education sector which focuses on internalising the desired brand image among employees. It also models the employee branding process in higher education which portrays the flow of internalisation commencing from brand identity to favourable outcomes. This study focuses on multinational perspective on employee branding to embellish the importance of incorporating the desired brand image in the minds of the employees. Exploratory research design is used to unearth the stance of higher education institutions with regard to employee branding. Samples were drawn from countries like India, USA, Canada and Singapore. The sample constitutes 25 teaching faculties from top-notch higher education institutes of diversified academic discipline. Snow ball sampling method is used to collect
data. Data collection involved two phases. First phase involved in-depth interviews with 15 teaching faculties in India. Second phase involved mailing of open-ended questions to 10 teaching faculties in USA, Canada and Singapore. Content analysis was performed on the collected data. Text analysis method is also used to extract the keywords and fine tune the transcribed data. An employee branding model is formed on the basis of fine tuned results and available literatures. It suggests that identifying a higher education brand through its vision, mission and values lead to image creation in the minds of the employees. The image of higher education institutions are determined by the academic, research and recognition factors. It is internalised through external and internal communication methods and practices such as training, meeting etc. Such internalisation evokes commitment and psychological ownership among employees which ensures positioning of image in the minds of the stakeholders through brand promise delivery. The beneficiaries identified are students, employees themselves, management and corporate. Based on the qualitative nature of the study, only limited generalisations can be made as the purpose is to add to theory-building rather than to generalise to a population. There is a clear need for further empirical research. Such research could help quantify the nature of the relationships between the variables suggested. This paper would be of value to researchers and practitioners seeking to understand and promote the specific role of employee branding in higher education. Paper type: competitive paper Keywords: Employee branding, Brand identity, Brand image, service, Higher education, internalisation
the brand image is primarily determined by the quality of service provided by the service organisation. Taking into consideration the service sector. the employees must incorporate the brand value and image in work. Such target could be achieved only by employees who offer the promised service. a subject of prime attention of the moment. The employees are the vital component of a service brand. The consumers’ expectation about the service brand is met by the employees by delivering the brand promise. Such identification catalyse image in the minds of the consumers. Internal marketing was proposed as a solution to the problem of delivering consistently high service quality (Berry et al 1976). This added value to the service brand and insisted the service organisations to deliver the promise made by the brand. The brand is identified through various communication channels by the consumers. Brand identity is described in terms of psychological and emotional associations that the brand aspires to maintain in the minds of the consumers (Coop 2005). It communicated and motivated the employees to deliver a satisfying customer experience. Such incorporation of brand image in work is facilitated by internal branding.EXPLORING THE PROCESS OF EMPLOYEE BRANDING IN HIGHER EDUCATION IN MULTINATIONAL CONTEXT INTRODUCTION In an era that has been witnessing the shrinkage of virtual borders between countries. This has made the concept of brand identity. synthesises and visualises the brand (Wheeler 2003). expresses. The brand identity supports. communicates. This created a paradigm shift in service quality delivery. businesses have started globalising their enterprise. Making customers to live the brand was given priority than focusing on mere satisfaction. To deliver the promised service and to build the desired image in the minds of the customers. . Brand image is the perception of brand as reflected by the brand association held in consumer memory (Keller 2003).
Employee branding is the process by which employees internalise the desired brand image and are motivated to project the image to customers and other organisational constituents (Miles & Mangold 2004). This becomes the primary determinant of perceived brand image in consumers’ minds. employee branding. i. The concept of employee branding is incipient in the academic arena. This paper attempts to model the process of internalisation in . but has gained paramount dominance in the corporate realm. Internal branding focuses on brand promise delivery by the employees. Studies on internal branding in various sectors have provided a robust base for employee branding. i. Such emphasis on internalisation of brand image nurtured the fine tuned concept of internal branding. In globalised business set up.e. prominence. transfer of high profile knowledge base. and multinational research opportunities has made the internationalisation of higher education indispensable. Consumers’ demand for global recognition. The purpose of this study is to explore the employee branding process in higher education sector. its practical implementation and extension on other service sectors are scarce. students and corporate.e. Though the study on employee branding on airline industry formed a base. Higher education institutions’ sedulous attempts to meet global demand have made the education business hypercompetitive. Education has also emerged as a competitive sector in this era. Such employee branding is intrinsically practised in service sector.Internal branding describes the activities undertaken by an organisation to ensure that the brand promise re ﬂecting the espoused brand values that set customers’ expectations is enacted and delivered by employees (Punjaisri and Wilson 2011). Such competition has given importance for identification and positioning of the desired brand image of the higher education institutions in the minds of consumers. employee branding becomes inexorable as the employees from all walks of life meet diversified consumers across the globe. This emphasise the internalisation of desired brand image among the employees in higher education institution to deliver the brand promise to its stakeholders.
higher education institutions. REVIEW OF LITERATURES Services branding An era commenced which viewed organisation as a different entity from the products and services it offered. overcoming internal barriers. process and people (Booms and Bitner 1981). place. From the practical perspective. Internal branding and Employee branding Internal branding describes the activities undertaken by an organisation to ensure that the brand promise re ﬂecting the espoused brand values that set customers’ expectations is . These are: building a brand proposition. continual improvement. From academic perspective. A service brand is not only communicated through advertising and marketing but also from the interaction that takes place between employees and consumers. There are five steps for effectively branding services. which paves way for future research. measuring delivery against the proposition. Such separate identity concept seeded the need of branding. Many literatures in services branding strengthened the need for employees to internalise the brand they work for the purpose of delivery of better service quality. physical evidence. price. and expansion (Dobree and Page 1990). Such internalisation of brand is facilitated by “internal branding”. promotion. the study draws attention of higher education institutions in terms of implementing employee branding programs effectively. this study proposes a new model of employee branding in education sector. A service's marketing mix consists of 7Ps product. They also recommend developing a service contract internally to create ownership for the service brand across all levels of the organization. There is an emotional bond that customers have with the service brands and this bond is created from the relationships that the customers build with the employees (Vallaster and Chernatony 2005).
The external formal message systems contributed to employees’ knowledge of the desired brand image while the external informal message systems contributed both to employees’ knowledge of the desired brand image and to the extent to which the psychological contract was upheld (Miles and Mangold 2011). more consistent the brand’s identity. More congruent the brand’s core values with stakeholders’ personal values. which was termed as “employee branding”. and a favorable overall reputation because the desired brand image is being consistently reflected by employees (Miles and Mangold 2005). contributed both to employees’ knowledge of the desired brand image and to the upholding of their psychological contracts with their employer.enacted and delivered by employees (Punjaisri and Wilson 2011). To develop a corporate brand there must be greater internalisation of brands core values. The employees need to project the desired brand image to consumers. consistent brand delivery are resultants of shared brand values. Such internalisation and projection of desired brand image was chained into a process. The result of internalising the brand is to have a better position about the brand image in the minds of the consumers. Brand success is more likely when employees internally believe in their brand values. Commitment. Employee branding is the process by which employees internalize the desired brand image and are motivated to project the image to customers and other organizational constituents (Miles and Mangold 2004). more favourable the brand’s reputation (chernatony and Harris 2000). . Brand knowledge and values stimulate staff behaviour (chernatony and horn 2003). Companies engaging in successful employee branding efforts are also likely to benefit from higher levels of customer satisfaction and loyalty. This led to the procedures necessary to build the brand inside. The internal message systems. internal loyalty. both formal and informal.
Such brand knowledge paves the way for employees’ brand commitment (King and Grace 2005). When addressing new challenges. Within the university setting. The . Internalising such brand becomes essential as it enhances the perception of employees about the higher education brand. legislators. which in turn helps the brand in delivering the promise to intended stakeholders.Branding in higher education Like many service-oriented organizations. Employees’ awareness and knowledge about the brand helps in delivery of the brand promise. Universities have increasingly implemented integrated marketing techniques in an effort to strengthen promotional efforts (Wasmer et al 1997). Brand identity is ‘‘the essence of how you would like alumni. universities must also include a focus on developing the university brand. customer-oriented marketing system. universities have increasingly recognized the importance of developing a brand identity for the university. and the public to perceive your institution’’ (Lawlor 1998). The usefulness of this brand is that it allows individuals to make a decision on a limited amount of information (Papp 2002). Various technological and social changes continue to erode the monopoly that universities once had over intellectual resources and privileges (Burbules and Callister 2000). prospective students. ‘‘a brand is a name. universities are facing an increasingly competitive environment in which they must find ways to differentiate their institution and tell their story. a compelling description of an organization that captures the essence of the value that your college provides’’ (Frederick et al 2000). customer-driven strategy (Dimun 1998). an image. Selecting a university to attend is certainly a complex consumer decision. The knowledge leads to the generation of psychological ownership which influences the citizenship behaviour in organisation (Chang et al 2005). and looking to the brand simplifies the selection process for many. As part of institutional efforts toward a coordinated. the higher education paradigm must be continually reengineered from the ground up to facilitate an entrepreneurial spirit and a coordinated. Thus.
The word frequency was tabulated and the ranks were given on the basis of frequency. The e-mail respondents are teaching faculties in higher education institutions in USA. As a consequence it was decided to centre the research on manageable sample which was functionally and responsibility wise diverse. Questions were selected on the basis of the available literatures on internal and employee branding. The transcribed response was analysed through text analysis (Robert 1997). The lexical density was calculated. The keywords involved in each questions were ranked and clustered together into major constructs. The semi-structured interviews were recorded and transcribed. commitment and loyalty generates favourable which benefits management. The data collection was done in two phases in top notch higher education institutions. Phase two consisted of mailing open ended questions through e-mail to 10 respondents which were framed after transcribing and analysing the phase one response. senior teaching faculties and some teaching faculties who occupied middle management level designations. Due to confidentiality concerns. Those constructs were selected on the basis of .knowledge is received through communication within and outside organization. Exploratory research design is adopted. The interview and e-mail sample consisted of junior. distance and resources – made it impossible to attempt to target the entire organisations. Phase one consisted of 15 semistructured face-to-face interviews. Canada and Singapore. grounded approach was selected (Glaser and Strauss 1967). Such identification. METHODOLOGY Data collection To be able to unearth the aspects of employee branding. students and corporate. the institute and the individual identities have been made anonymous. Such communication helps in identifying the brand which evokes commitment and loyalty (Neha Sharma and kamalanabhan 2012). The respondents were teaching faculties in premier institutes in India. It should be noted that the size of the institutions and limitations – in terms of time.
available literatures and open-ended questions were framed based on those constructs. The major components or themes of employee branding are listed below: • • • • • Brand identity Brand image Communication methods Internalisation Outcomes Table I lists the research questions asked in interview Research questions Explain a higher education brand in your own words What does this higher education institution’s brand stands for? What is its vision and mission? What is you perception of this institute’s brand? What is it conveying to you? Brand image Brand identity Topics/Codes for analysis starting point How do you get information about HE brand vision. The snowball sampling was adopted in this method to select the samples (Biernacki and Waldorf 1981). mission etc Communication methods . The questions were mailed to 10 respondents who are teaching faculties in top notch institutions abroad. Analysis A content analysis of the transcribed interview and mails was performed to unveil the main themes of the study. The response received through e-mails was analysed using text analysis. The results of two phases were compared and it paved the way for conceptual level analysis from descriptive level analysis.
vision and mission of HE brand? • • How do you internalise the communicated message in your work? Is such knowledge about the mission.What are the methods of communication adopted by management to communicate to employees about its vision and mission? How do you implement the communicated vision and mission in your work? Does such communication and information provide knowledge about vision and mission? Brand knowledge Does your perception of HE brand image drive commitment and loyalty? How do you contribute to building HE brand image? What are the favourable outcomes of projection of such image from your perspective? Who are the beneficiaries of such outcome? Employee branding Outcomes The transcribed and coded responses were clustered into five topics. The questions sent through e-mail are listed below. the questions were framed for mail respondents. which would help in exploring their notions. • • • What does the higher education institution’s brand that you are working stands for? What is your perception of the HE brand? What are the sources of external and internal communication which communicates the image. Having the base of such response. It was open-ended in nature. vision and image driving commitment and loyalty? • • How do you contribute towards building the image of your institution? What are the favourable outcomes of projection of such image from your perspective? Who are the beneficiaries of such outcome? .
7% 1.1% 3. Descriptive analysis was performed using text analysis.2% 1.4% 2.6% 1.7% Rank 1 2 3 4 5 6 7 8 9 9 . The vital keywords are extracted after tokenising and stemming the text content Table III: Results showing text analysis of words used in brand identity and image Words brand Vision & Mission education research quality faculties excellence institution professionals global Occurrences 29 25 23 16 15 14 12 10 5 5 Frequency 4. The detailed text analysis is given in tables below.The response from e-mail and interview were analysed descriptively and conceptually.3.3 Lexical density shows the number of unique words used in the transcribed text.5% 0.4% 2. The GunningFog index which measures the readability of the transcribed text indicates a measure of 10.3% 10.3% 4. which confirms that the text can be read easily by the intended audience (Parkan and Warren 1978).7% 0. Table II: Table showing analysis of transcribed response of Brand identity and Image Complexity factor (Lexical Density) : Readability (Gunning-Fog Index) : (6-easy 20-hard) 39.
service. development. diversity. professionals.9 The lexical density of 57. alumni.9% indicates that the transcribed text contained many unique words. research and quality as succeeding keywords in higher education institutions. Other key components of brand identity and image that are ranked are faculties.1% 9 10 10 10 11 11 12 12 The term brand has a high number of occurrences which makes it a top keyword. Those keywords were ranked on the basis of frequency of occurrence.3% 0.7% 0. After tokenising and stemming the transcribed text.diversity placements alumni popularity development service knowledge recognition 5 4 4 4 3 2 1 1 0. excellence. It illustrates that many communication channels and methods were mentioned by the respondents.9% 10.6% 0.3% 0.1% 0. placements. institution. Table V: Results showing text analysis of words used in communication methods Words Occurrences Frequency Rank . global. knowledge and recognition.6% 0.6% 0. the major keywords were alone extracted. popularity. Table IV: Table showing analysis of transcribed response of communication methods Complexity factor (Lexical Density) : Readability (Gunning-Fog Index) : (6-easy 20-hard) 57. It is no surprise to have education.
3% 0.5% 0.2% 1 2 3 4 5 5 6 7 8 8 9 9 10 10 10 10 10 11 11 11 12 12 12 .1% 1.Media Websites Social Networking Mails Newspapers Meetings Journal Publications Ranking Magazines News Informal Network Project Accomplishments Training Alumni Seminars Advertising Interviews Events Announcements Forums Presentations Lectures 30 17 12 10 8 8 7 6 5 5 4 4 3 3 3 3 3 2 2 2 1 1 1 5% 2.3% 1.8% 1.3% 1% 0.5% 0.5% 0.4% 1.5% 0.3% 0.5% 0.2% 0.4% 1.8% 2.7% 1.3% 0.2% 0.8% 0.3% 0.
5% 8.2% 0.9% 1.6% 1% 1% 1% Rank 1 2 3 4 5 5 5 .3% 1. close-ended answer.2% 0. The ranking shows the respondents’ choice of external communication channels which dominated the internal communication. Table VII: Results showing text analysis of words used in brand knowledge Word yes image research knowledge Mission & vision goals definitely Occurrences 19 10 6 5 3 3 3 Frequency 6. The response was more of one word.5% indicates that the unique words used in response are less. Table VI: Table showing analysis of transcribed response of brand knowledge Complexity factor (Lexical Density) : Readability (Gunning-Fog Index) : (6-easy 20-hard) 38.2% 12 12 12 12 12 The highest frequency word in media. mails etc.2% 0.1 The lexical density of 38. followed by websites.1% 4.2% 0.Circulars Conferences Digital Newsletters Workshops 1 1 1 1 1 0. social networking.
3% 1.3% 0.commitment certainly channels internalization development 2 2 1 1 1 0.3% 1. the occurrence of unique words was resulted for identifying the brand. Though the response was mostly close-ended.3% 1.3% 1. Table IX: Results showing text analysis of words used in commitment and loyalty 60% 7. organization. image etc. as the word “yes” occupies the first position followed by research. Table VIII: Table showing analysis of transcribed response of commitment and loyalty Complexity factor (Lexical Density) : Readability (Gunning-Fog Index) : (6-easy 20-hard) The lexical density is 60% which indicates percentage of unique words used. mission etc. knowledge.6% 0. vision.7% 2.3% 6 6 7 7 7 The text analysis results substantiates that the communication provides knowledge about the brand among employees.6% 0.3% 0.3 Word yes image development definitely loyalty commitment Occurrences 14 7 4 4 4 4 Frequency 4.3% Rank 1 2 3 3 3 3 .
3% 0.4% 8.9 The lexical density indicated 63.3% Rank 1 .3% 0.7% 0.3% 4 5 5 5 6 6 6 6 The word “yes” is ranked top based on the frequency of occurrence which was the response to the question.7% 0.7% 0.value certainly ownership research experiences salary increments award 4 2 2 2 1 1 1 1 1. Table X: Table showing analysis of transcribed response of favourable outcomes Complexity factor (Lexical Density) : Readability (Gunning-Fog Index) : (6-easy 20-hard) 63. It indicates a good number of unique terms that are related to the favourable outcome response. Table XI: Results showing text analysis of words used in favourable outcomes Word students Occurrences 14 Frequency 3. “Is communication about the image triggering commitment and loyalty?” The words “definitely” and “certainly” are also ranked which shows strong acceptance from the respondents.3% 0.4% of unique words in the transcribed response.4% 0.
5% 0.7% 0.2% 0.8% 2.5% 0. Comparing both the text analysis and response statements.7% 1.7% 0.2% 2 3 4 5 6 6 6 6 6 7 7 7 7 7 8 8 8 8 The text analysis of favourable outcome response was tokenised and stemmed.7% 0. It elucidated the favourable outcomes which benefitted students.4% 0.7% 0.5% 0. management and corporate.7% 0.Management quality image research knowledge training placements education attract corporate academic commitment teaching internalize industries consultation journals satisfaction 12 9 7 6 3 3 3 3 3 2 2 2 2 2 1 1 1 1 2. . the results were derived and the model was framed.2% 0. Unique keywords alone were extracted and ranked based on the frequency of occurrence.5% 0.1% 1.5% 0.2% 0.
recognition etc. While questioned about the HE institute’s brand image.” Whilst Indian professors’ image on higher education recorded dominance of education over research. The achievements of faculties. reflecting a business strategy that will lead to a sustainable advantage.FINDINGS Brand identity and Brand image The brand identity should be strategic. An associate professor from a premier business school at Canada stated that vision and mission statements determine the goals to be achieved. education. while the brand image tends to be more tactical (Aaker 1996). Elaborating the identity component he stated. The strategy adopted by the higher education institution brand is sculpted by the vision and mission of the organisation. It is a technical education brand which is well-recognised by the student community and the alumni. They placed research after education and quality. faculties from abroad put forth research first. “The terms of "vision. quality and placements. In industry we are getting good placements. The statements that focused on the components of image witnessed a contrast between the faculties in India and abroad." "mission" are defined by the related committees and are declared as the university`s goals to achieve. I really mean it is for quality education. departments and schools are followed and assured that they are aligned with organisation’s requirements.” As the sector selected was education. An Indian professor said. “It stands for quality education. A professor from leading business school in Singapore mailed his perception regarding his institution brand which stated. many faculties in India perceived the university brands prioritising education. research. . the image statements were in tune with the mission and vision which focused more on academic.
recognition and quality aspects of higher education institutes. He stated. research. “We engage in various research projects which bring reputation to our institution and bags funds for institutional development. The image was determined on the basis of academic. It also helps in bringing quality students and high profile faculty members. The overall analysis after considering the national and international response identified the factors associated with brand identity as vision and mission.” This portrays the perception of teaching faculties in India and abroad regarding the higher education institution’s brand. contributed both to employees’ knowledge of the desired brand image and to the upholding of their psychological contracts with their employer. Its significance was enunciated from a response from a professor in leading university in America. We publish in top notch journals and our knowledge contribution through journals adds a lot of value. but. it is also included as a major component as its importance in building image is proved in previous study (Bosch et al 2006). The external formal message systems contributed to employees’ knowledge of the desired brand image while the external informal message systems contributed both to employees’ knowledge of the desired brand image and to the extent to which the psychological contract was upheld (Miles et al 2011).“A top notch research stressing business school” The contributions from faculties in research are considered as a predominant factor in building brand image in stakeholders. . The text analysis results also justify the selection of the above mentioned factors as determinants of brand identity and image. both formal and informal. Communication methods The internal message systems. The recognition component of brand image is found to have very less occurrence.
announcements via email. An excerpt of their response illustrates. “We have a separate communication and marketing department in our organization. The mail response of a professor from USA stated. presentations. “We don’t have media within the organization to communicate.” The response on internal communication showed a unanimous acceptance of teaching faculties from India and abroad over the methods adopted by managements and respective departments to communicate vision. Some of the methods identified were meetings. Our accomplishments are displayed regularly in our website. internal mails. lectures. Only the media outside the organization communicates” The vital role of office of marketing and communication in institutes was explained through mail responses from faculties of HE institutes abroad. Though Indian institutes has exclusive public relation and personnel department. it’s functioning on disbursing messages is done with negligence. Our mission and vision are regularly conveyed to us through meetings. “There are faculty meetings every month where a specific department shares its plans. monthly publications.The communication methods of foreign education institutes differed from that of Indian institutes. etc with members of its faculty. Events. vision. mission and image. mission. We get regularly informed through mails and institute’s website. websites etc. The exclusive marketing and communication department in foreign institutes handled external and internal communication process and is updated regularly. It was well exhibited from the response of many Indian faculties. etc work towards establishing certain missions and also dictating the progress towards reaching them” . seminars. The department also has events such as talks. etc to present its mission and actions towards reaching those goals. A senior teaching faculty from India stated.
By means of conducting workshops. We gain knowledge about brand through passed out students also. Largely it is informal. Brand knowledge Just as customers having knowledge of the brand is considered to be the driving force of organisational benefits. we have an image which is largely provided by the informal groups of different kinds of people. seminars. The responses from the faculties invariably supported this link between communication and knowledge. “ Another faculty stated. .” The communication through external and internal sources builds brand image in the minds of the employees. we are coming and many things are discussed and we become aware that these things are happening. “Internally we have a lot of informal groups. Though formally we get lots of information. Faculties gave an unrivalled “yes” for receiving knowledge through communication. During Head’s meeting and dean’s meeting. by offering training programs to the employees boost their brand image. “Communication through media and social network adds image.Many Indian professors’ response gave emphasis on external source of communication and grapevine communication in internalising the desired brand image. A teaching faculty’s response highlighted such bond between brand knowledge and communication. newsletters. So that is how we are getting information. The communication methods intended to seed the desired brand image in the minds of employees creates knowledge about the brand. as manifested in brand equity. employees having knowledge of the brand is also to considered to be significant in deriving significant benefits for the organisation (King and Grace 2007).
It provides information about institute’s development. a faculty’s response was. It drives commitment and loyalty” The text analysis result supports the association between the knowledge and commitment by ranking the terms “yes” and “definitely” in top positions. When questioned about the communication’s impact on commitment. Brand commitment When staff have a clear understanding of brand values. 2007. “Surely. This brand makes such change.“Yes certainly. This response brought the psychological ownership factor to limelight in this study. The communication about the development makes us to compete to catch that growth level” The relation between the communication methods and brand knowledge is strengthened by the text analysis results which show the highest frequency of the term “yes”. It was given as an answer when questioned about the brand knowledge. As internal branding strives for a shared understanding of brand values across the organisation. “Yes. they are more likely to be intellectually and emotionally engaged with the brand (Thomson et al 1999). we feel comfortable here. The way I used to approach things has certainly changed. We try to be at par with such development. now where I am is because of this organisation. recent studies have found it has a positive influence on employees’ brand commitment (Punjaisri and Wilson. The responses of faculties from various countries asserted it. Punjaisri et al 2008). Brand psychological ownership . I even feel the ownership on it. The way I deliver things has changed. It helps me in acquiring knowledge about the brand. yes. This exploratory study endorses the link between knowledge and commitment. certainly. Though we get many opportunities outside. While answering to question on commitment. Attrition rate is less here”. This gives the sense of ownership. an Indian professor stated. This psychological ownership is also supported by literatures. We are attached to it.
” Based on the results of response and text analysis. The beneficiaries are management. i. corporate and other allied stakeholders. Organization will be benefitted because they will get good quality students. “There are lots of benefits. Favourable outcomes The internalising part which consisted of getting knowledge about the brand. It in turn positions the desired image of the HE institution’s brand in the minds of the customers. We will be able to have a better tie up with industrial institute. good research projects High profile faculties. students. the process of internalising the desired brand image is modelled. students.e. which reveal employees with brand psychological ownership can have altruistic brand spirit and then display brand citizenship behaviours that may strengthen brand values (Chang et al 2012). A response from a faculty elucidates it. Brand Identity Mission Vision Values Desired Brand Image Academic Research Recognition Quality Figure 1: Employee branding model in higher education Source of Messages External communication Internal communication Brand Knowledge Brand commitment Brand psychological ownership Favourable Outcomes: Management Employees Students . being committed to it and feeling the sense of ownership results in the major desired outcome which is brand promise delivery. Students will get benefit in terms of quality. corporate and in turn employees too. The conceptual model of employee branding in higher education is portrayed below.positively affects brand citizenship behaviours. The image will enhance.
It creates commitment and ownership feeling which induces employees to deliver the brand promise with spirit and enthusiasm.CONCLUSION The analysis of content of in-depth interviews and e-mails has paved the way for construction of employee branding model in higher education sector. must also be included in future research. Various moderating variables that influence the relationship between the constructs. The identification of the service brand through its vision. Singapore and Canada. This model represents the methods of internalising the desired brand image in the minds of employees and examines the favourable outcomes of it. The future research can be proceeded with empirical validation of constructs. This study is carried in higher education institutions in India. which encourages researchers and academicians to analyse and implement it. . This forms the knowledge about the brand. It must also be empirically tested to know the accurate quantified relationship between the constructs. mission and values leads to the image creation in the employees’ minds. the chosen sample becomes quantitatively small in representing population. As this is of exploratory in nature. Such desired image is formed through internal and external communication channels and methods. as identified by prevailing literatures. USA. This study throws light on the internalising practices in education sector.
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