Understanding Branding in Higher Education Marketing Identities
This book provides a critical theory of branding in higher education. The author argues for a higher education for all and positions higher education as a human right necessary for the well-being of citizens and democracy. Firstly, the book introduces the
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UNDERSTANDING BRANDING IN HIGHER EDUCATION Marketing Identities
ANTHONY LOWRIE
Marketing and Communication in Higher Education
Series Editor Anthony Lowrie Emerson College Boston, MA, USA
This series seeks to critically address marketing and communication related issues in higher education. The series aims to be broad in scope (any aspect of higher education that broadly connects with markets, marketization, marketing and communication) and specific in its rationale to provide critical perspectives on higher education with the aim of improving higher education’s emancipatory potential. The concept of emancipation and higher education’s contribution to it is one of the important themes in this book series. Yet, it is difficult to think of being emancipated without being emancipated from something that denies or oppresses that emancipation. In exploring higher education’s emancipatory potential, I would also encourage authors to explore the darker side of higher education. Consider, for example, the failure of diversity in many institutions of higher education in many countries, the ‘McDonald’ rates of pay for adjuncts, and brand inequality, i.e., the name matters. Innovation and globalization are impacting higher education in immense and often unpredictable ways. Some argue, including Carey (2015) in Education Policy at the New America Foundation, that there is a long overdue and welcome shakeup coming from the new technology platforms based, if only metaphorically, in ‘Silicon Valley’ and its equivalents across many countries. Opinions such as these along with public concern about the increasing costs and questionable outcomes, now evident in many countries, occupy the thoughts of higher education administrators, politicians and citizens. Whether you agree or disagree with the theories and perspectives driving such notions, concepts of innovation and globalization form part of what shapes the debate around higher education. Such debates and communication position higher education in the public mind, but how much of this debate and communication is an accurate representation is a matter of conjecture. The editor would like to encourage a plurality of approaches to understanding higher education marketing and communication dynamics including, but not limited to, anarchist, critical theory, feminist, labor process, Marxist and post-Marxist, post-structuralist, postmodern, postcolonial, and psychoanalytic perspectives. Quantitative approaches are welcome if the intent has a critical theory perspective. I believe that there is a critical market of readers who want a more nuanced and intellectual understanding of higher education’s role in society. Authors are encouraged to consider how the idea of higher education is marketed and communicated, how the above plays out in institutions and why and how institutions of higher education are marketed as they are and how institutions of higher education may improve their position in society. If the main social and economic function of higher education is to 1) higher educ
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