Applying Branding Principles to Enhance Educational Outcomes

MMTC members Adele Berndt and Darko Pantelic have recently published the article “Applying branding principles to attain educational outcomes in higher education” in Tertiary Education and Management.

In this study, the authors examine how branding—traditionally associated with market positioning and customer relationships—can offer valuable insights for improving educational outcomes in higher education. Rather than viewing branding as purely promotional, the article positions it as a strategic and holistic approach that shapes how value is created, communicated, and experienced by students and other stakeholders.

Drawing on key branding concepts such as identity, consistency, and stakeholder engagement, the authors argue that higher education institutions can benefit from adopting a more integrated perspective. This includes aligning institutional promises with actual student experiences, ensuring coherence across touchpoints, and fostering meaningful engagement throughout the student journey. In doing so, branding becomes not only a communication tool but also a mechanism for enhancing the quality and relevance of education.

A central contribution of the article lies in highlighting the parallels between student experiences and consumer experiences, while also recognising the unique context of education. The study suggests that applying branding principles can help institutions better understand student expectations, strengthen perceived value, and support improved learning outcomes. Importantly, the authors emphasise that such approaches must remain grounded in educational integrity, ensuring that branding efforts reinforce—rather than replace—academic goals.

The findings contribute to ongoing discussions around innovation and quality in higher education, particularly in an increasingly competitive and student-centred landscape. By bridging marketing and education, the article offers both conceptual insights and practical implications for educators, administrators, and policymakers seeking to enhance institutional effectiveness.

The article is available here: https://doi.org/10.1007/s11233-026-09162-3 External link, opens in new window.