Marketing Higher Education Overseas The Brand Perspective 18th August 2006

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Marketing Higher Education OverseasThe Brand
Perspective18th August 2006
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International Students Global Market Size -
Australia

• IDP Australia forecast total numbers of foreign
  students worldwide will grow from 988,000 in 2003
  to 3,410, 000 in 2025
• In Australia, income from international students
  is 5 Billion - the countrys third largest
  export
• In Australia, overseas students account for 36
  of all students studying Business, 42 studying
  IT, and 20 of all subjects
• Source IDP Australia and British Council

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International Students Global Market Size - UK

• The contribution to the UK economy from
  international students is 3.84 Billion pounds in
  2004
• Demand for international students studying in the
  UK expected to exceed 600,000 by 2025.
• Greater growth expected for students studying for
  UK Degrees in their own countries
• The USA and UK combined account for 50 of the
  global market
• Source Education UK Positioning for Success
  Consultation Documents

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What are we trying to achieve in International
Recruitment to Malaysia?

• Malaysias target is 100,000 students by 2010
• From 40,6861 in 2004 an increase of over 144
• World demand in 2004 was 1,042,0002
• Forecast to be 1,507,000 in 2010
• Therefore Malaysian market share needs to grow
• From 3.9 in 2004,
• To 6.6 in 2010
• For comparison
• Global average annual growth rate of
  international students 2004 to 2010 7.4 p.a.
• Malaysian target growth rate of 24.0 p.a.
• 1Ministry of Higher Education, Malaysia website
  as at 31st December 2004
• 2IDP Australia (2003) Global Change Drivers and
  Sample Forecasting Scenarios

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Why Create a National Brand?

• One of the facts of life in Global Marketing is
  that perceptions about attitudes toward
  particular countries often extend to products
  known to originate in those countries
• Global Marketing, Keegan and Green Pearson
  Education 2003
• Buyers draw distinct evaluations of brands
  based on their country of origin
• The Marketing of Nations, Kotler, Jatusripitak
  and Maesincee The Free Press 1997
• A country that does not project a clearly
  defined image of what it is and what it
  represents, is doomed to anonymity
• Canada in the World, Department of Foreign
  Affairs, Canada 1995
• Q. What is the difference between branding a
  Nation and branding a Product?
• A. It is much more complicated to brand a
  Nation
• Wally Olins, co-founder of Wolff Olins and
  leading expert on Corporate Identity and Branding

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Brand Layers
University/College Brand
Country Education Brand
Country Brand
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What is a Brand?

• Possible ways of looking at a Brand include
• A symbol
• A product that can be distinguished from its
  competitors
• A representation of a promise
• A complex bundle of images and experiences

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Positioning the Brand
Brand Identity How the particular product,
whether it is a service, good or country is
perceived by actual and potential customers
Perceived Brand Identity
Desired Brand Identity
The Perceptual Gap

• Brand Intangibles
• Cultural aspects
• Values
• Goodwill
• Perceived past experiences
• Memories
• Promises etc.

• Brand Tangibles
• Brand name
• Logo
• Typestyle
• Colours
• People, etc

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What does research reveal about Brand
Identities of major countries?
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Example -The US Brand

• Strengths
• ease of working during course
• social life
• friendly
• lower cost of living
• innovative
• creative
• Weaknesses
• arrogance
• some feel there is an element of racism in
  American society
• US is perceived to be more dangerous in terms of
  guns and drugs.
• British Council (1999) The Brand Report

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USA Education Brand Identity

• Means
• Opportunity in the land of opportunity.
• The powerhouse of technology.
• Marketable skills for real life.
• Is
• Forward thinking.
• Entrepreneurial.
• Overwhelming
• The core strengths of the US education brand
  inevitably relate to the elements of what is
  clearly the biggest brand in the world - 'brand
  America'.
• British Council (1999) The Brand Report

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Australia Education Brand Identity

• Means
• Questioning convention.
• The unthreatening choice.
• Young like me.
• Is
• Accessible.
• Relaxed.
• Matey.
• Australia offers
• something which is very contemporary,
• something which revels in its lack of convention
  and growing self assurance.
• An attractive climate
• British Council (1999) The Brand Report

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Example The UK Brand

• Strengths
• accessibility of cities and countryside
• creative
• social life
• Weaknesses
• the cost of living in the UK
• the (lack of) ease of working during the course
• the (lack of) ease of staying on to work in
  Britain after the course
• British Council (1999) The Brand Report

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UK Education Brand Identity

• Means
• Quality beyond dispute.
• Future recognition.
• The traditional choice.
• Is
• Elite.
• Confident.
• Set in its ways.
• British Council (1999) The Brand Report

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UK Education Desired Brand Identity (British
Council)

• Means
• A dynamic tradition.
• The new world class.
• Being the best I can be.
• Is
• Responsive.
• Welcoming.
• Alive with possibilities.
• British Council (1999) The Brand Report

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UK Brand Recognition

• 91 of respondents in Asia recognised the UK
  Education Brand
• 78 globally recognised the UK Education Brand
• British Council (1999) The Brand Report

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Malaysia -The Brand

• Either
• Modern and go ahead
• High tech
• Innovative
• Or
• Still a developing country
• A follower, not a leader in technology
• Focus on local rather than international
  standards
• What are the perceived and desired Malaysian
  brand identities?

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Competitive Analysis the Singapore Brand
Has shown consistently high growth in
international student numbers.

• Pull factors
• Integrated, aggressive and systematic promotion
  of Singapore as
• An ideal environment to learn, live and play
• (from Singaporeedu website maintained by
  SingaporeTourism Board)
• Liberal regulation of higher education
• Self-regulation system allows IPTS to focus on
  market-oriented notion of quality.
• Diversity in offerings and in non-prescriptive
  qualifications framework
• Strong inter-agency cooperation and synergy, i.e.
  Immigration, Education, Tourism, and transparency
  in procedures for application
• IPTS seen as equal partners in education

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The Singapore Education Brand
                                              E
ducation is not only a forum for learning, but
also one that builds character and equips one
with life skills.The metamorphosis from a
caterpillar into a butterfly, symbolises the
transformation process that we as individuals
experience as we go through our learning journey.
Consider how the simple caterpillar transforms to
the radiant butterfly that has the capability to
fly and draw nectar from the flowers.This
notion is exemplified in the Singapore Education
brand logo. Singaporeedu website maintained by
SingaporeTourism Board
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Framework for International Branding of Education

• Branding to be established at three levels
• Position MALAYSIA as an attractive place for
  long-term stay, not just short-term visits
• Position The Malaysian Education System as one
  which is
• Affordable
• In a safe and secure environment
• Welcoming for international students
• Internationally benchmarked
• Enhancing graduate employability
• Position IPTS as credible Educational
  Institutions with internationally comparable
  standards

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• MALAYSIA The Country Brand
• Social Culture, Religion, Language
• Political Stability
• Modern, go ahead and innovative
• Climate Environment
• People Student-friendliness
• Infrastructure Transportation, Accommodation,
  Food
• Safe , Secure and Welcoming

TOP DOWN APPROACH

• The Brand of Malaysian Education
• Flexible Qualifications Framework
• Strong Accreditation and Recognition
• Assurance of Quality
• International Benchmarks and Comparability
• Full Government Support
• Affordable

Individual IPTS Brand Programme Areas in relation
to Industry needs Achievements and Track
Record Infrastructure Quality Curriculum,
Resources, Staff QA Procedures Student Services
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Issues in Branding HE overseas

• Increasing incidences of crime against foreign
  students in Malaysia perception of an unsafe
  environment.
• Negative statements from within the country about
  Private Higher Education Institutions creates
  perception of inferiority and focus on profits.
• Difficulty in gaining recognition in overseas
  markets, despite programmes achieving LAN
  Accreditation
• Inability to offer diversity in programmes due to
  restrictions in Malaysia, eg. National
  Qualifications Framework.
• Limited assistance from Malaysian missions in
  promoting overseas ventures

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Summary

• There needs to be a clear Malaysian brand which
  supports recognition of education in Malaysia as
  of international standard
• Branding efforts should be deliberate and planned
• Malaysia should adopt a Brand Platform as
• Modern and go ahead
• High tech
• Innovative
• Malaysian education should adopt a Brand platform
  as
• Affordable
• Safe and secure environment
• Welcoming for international students
• Having internationally benchmarked courses
• Leading to enhanced employability

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Summary

• Approach is largely responsive and reactive, as
  opposed to one that is proactive.
• The reality is that factors influencing
  Malaysias competitiveness will always change
• A more integrated and top-down approach is
  required, to ensure that pull factors are
  enhanced.
• Also need to ensure a student-friendly
  environment
• Infrastructure
• People
• Law enforcement

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Thank You

• Sources
• Keegan and Green. (2003) Global Marketing,
  Pearson Education
• Kotler, Jatusripitak and Maesincee. (1997) The
  Marketing of Nations, The Free Press
• Department of Foreign Affairs, Canada. (1995)
  Canada in the World,
• Brymer C. (2003) Branding a Country
• Clifton E. (2005) Brands and Branding. Profile
  Books, London
• Ferguson R. (2001) Brand Name Government
• Olins W. 92002) Branding the Nation
• British Council (1999) The Brand Report
• British Council (2003) Education UK, Positioning
  for Success
• IDP Australia (2003) Global Change Drivers and
  Sample Forecasting Scenarios