(B)Universities can adopt a differentiation approach in a sense that it can differentiate itself from

the crowd and create its own brand from scratch and can focus on several aspects to show
prospective students why it represents the perfect place for them to enroll. Engaging with
prospective students on various platforms – both online and in real life – can help establish a
connection between your university and this potentially wider pool of students.

For many, universities is a place where students can gain the skills and experiences they need to
transition into adulthood, build character and cultural understanding and make advances in their
professional lives. Successful universities will be the ones that focus on the different
opportunities and experiences they can offer prospective students outside of the classroom and in
addition to academic credentials. While parents may be more intent on ensuring their child
spends enough time in lectures and studying, many prospective students will be more interested
in meeting new people and learning how university can help them achieve their dream job after
graduation.

Creating a long-term plan will allow your university marketing team to be better prepared to
react to events and trends as they happen. It can also ensure that every article, email and social
media post is in keeping with how you want your new university to be seen. Using systems such
as Vevox, lecturers can conduct ongoing assessment on students without the need for formal
exams or tests. This allows students to perform at their best while giving an honest view as to
their progress. While this doesn’t replace formal testing, such systems allow lecturers to get
feedback from students during the course and allow them to spot problems then put plans in
place to deal with them.

The approach for variable outcomes can strengthen the ability to incorporate creative thinking
and can even help students realize their own special interests and further concentrate on
particular areas of a subject as their own variation of the answer highlights it.

A university's retrospect to the achieved educational outcome from an employer’s perspective

offers one of the necessary inputs in shaping education policy and improving university's own
functions. Yet from the point of view of an individual, the important additional component of
education, which does not interest the employer, is an individual's capability to continue his or
her work activities throughout the whole duration of his/her chosen work path, and that is with
different employers. This is what the society is also interested in.

The key to survival for car manufacturers will be to achieve and sustain competitive
differentiation. Competitive differentiation depends on distinguishing quality, cost/value, and
timeliness attributes. Attractive products require fewer incentives to move them over their
lifetimes. The implications of how automakers approach and execute differentiating strategies:
attributes are continually being redefined by creative designers and engineers, new materials, and
new technology; a greater focus is being placed on features that are useful and valued by
consumers; experiential attributes are increasingly significant as sources of differentiation;
customer handling excellence (while important) will always be outweighed by product attributes;
and competitive benchmarking is useful only up to a point. For all automakers, the foundation
for competitiveness are: invest in fresh, attractive, affordable, consumer‐driven products rather
than incentives that push product to consumers; nimbleness must be achieved through accelerate
product development; push for the use of intelligent platform, component sharing; target flexible
manufacturing and work practices; optimize order to delivery processes; cap production of
individual car lines to control supply

REFERENCES

Baruch, Y. (2004), Transforming Careers: from Linear to Multidirectional Career Paths. Career
Development International, 2004, Vol. 9, No 1 through Tepp, M. 2005: 94

Clark, B. (1978). Academic Differentiation in National Systems of Higher Education.

Comparative Education Review, 22(2), 242-258.