Faculty responses to business school branding: a discursive approach
通过对四所商学院教师的访谈，研究发现教师对品牌建设存在三种主要回应：支持、矛盾心理和冷嘲热讽，揭示了高等教育中品牌管理的复杂性和教师的多重态度。
Purpose The branding of universities is increasingly recognized to present a different set of challenges than in corporate, for-profit sectors. The purpose of this paper is to investigate how faculty make sense of branding in the context of higher education, specifically considering branding initiatives in business schools. Design/methodology/approach The paper is based on qualitative interviews with faculty regarding their responses to organizational branding at four business schools. Discourse analysis was used to analyze the interview data. Findings The study reveals varied, fluid and reflexive faculty interpretations of organizational branding. Faculty interviewed in the study adopted a number of stances towards their schools’ branding efforts. In particular, the study identifies three main faculty responses to branding: endorsement, ambivalence and cynicism. Originality/value The study contributes by highlighting the ambiguities and ambivalence generated by brand management initiatives in the higher education context, offering original insights into the multiple ways that faculty exploit, frame and resist attempts to brand their organizations. The authors conclude by discussing the implications of these findings for branding in university contexts.