The role of branding in attracting international students - Australia

Marketing Research Project
The role of branding in attracting
international students in the
Australian Tertiary Education (ATE).
Author: Alex S. Jobbagy
Year of research: 2017
Copyright © 2017 Alex S. Jobbagy

Marketing Research Alex S. Jobbagy
Executive Summary
The discipline area of this research is marketing, more specifically brand strategy. The
purpose of the research was the study of the role of branding in attracting international
students in the Australian Tertiary Education (ATE) sector.
International education is Australia's largest services export and it is vital to the economy and
to education institutions. As tertiary education becomes increasingly internationalised,
institutions need to become global brands that align with customers’ perceptions.
Despite the far-reaching importance of branding in the tertiary education sector, academic
investigation into the subject matter has been limited. The author conducted exploratory
research using qualitative procedures by analysing primary data acquired via a purposely-
developed online survey. Findings were cross-referenced with secondary data from a
government funded national survey. The study revealed distinct patterns and gaps in
branding perceptions, delivery and their factual effects on international customers.
Consistent with previous studies, this research also confirms that the education sector
recognises the importance of branding. The findings also suggest that institutions are largely
satisfied with their branding efforts and see increased customer engagement as its direct
result. However, regardless of the organisations’ brand management; overseas customers are
strongly attracted to Australia as a study destination.
Professionals involved with policy development, brand management and marketing directed
to international customers can benefit from using the findings of this project report.
It is recommended that:
• The ATE sector continues to develop strong brands focusing on reputation and
excellence and not on geographical location or lifestyle choices.
• Considering the difference between the domestic and overseas education
marketplace, institutions need to develop different branding strategies for Australian
and for international markets.

• Since international education agents are not marketing professionals, brand
management should not be allocated to them.
• Institutions develop brands that positively differentiate them not only from other
international competitors, but also from other Australian providers.
• Given the substantial socio-economic benefit generated by international students,
the government should invest more money and resources in promoting the Australian
education brand overseas.
• Further studies should be conducted in this topic, with focus on the voice of the
international customer.

Table of Contents
1 Introduction .................................................................................................... 1
2 Alignment: literature, the sector and research questions ............................... 2
2.1 Literature overview ................................................................................ 2
2.2 Internationalisation of education ............................................................ 3
2.3 The Australian Tertiary Education (ATE) sector ..................................... 5
2.4 Research questions............................................................................... 8
3 Research methodology .................................................................................. 8
3.1.1 Research setting ........................................................................... 8
3.1.2 Sample and research participants................................................. 9
3.1.3 Data collection............................................................................... 9
3.1.4 Limitations ................................................................................... 10
3.1.5 Ethical considerations ................................................................. 10
4 Presentation of findings.................................................................................11
4.1 Analysing the data ................................................................................11
4.1.1 Brand survey, 2017 – primary data.............................................. 12
4.1.2 Government survey, 2016 – secondary data............................... 22
4.2 Answering the research questions....................................................... 24
4.2.1 Question 1................................................................................... 24
4.2.2 Question 2................................................................................... 24
4.2.3 Question 3................................................................................... 25
4.2.4 Question 4................................................................................... 25
5 Implications and recommendations.............................................................. 26
6 Conclusion ................................................................................................... 27

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1 Introduction
International education is Australia's largest services export and it is vital to the economy and
education institutions. The industry operates in a dynamic global market with many
competitors. New institutions are emerging in Asia while USA, UK and Canada are making
significant investments to continue to attract and retain a greater share of the global
international education market.
The purpose of this research was the study of the role of branding in attracting international
students in the Australian Tertiary Education (ATE) sector. In particular, the influences brand
has on future students’ decisions to study in Australia, and how brand positioning can
maximise competitive distinctiveness among education providers aiming to acquire new
customers, enhance satisfaction and build continuous loyalty.
Businessdictionary.com defines branding as ‘the process involved in creating a unique name
and image for a product in the consumers’ mind’ (Branding 2017). Branding in tertiary
education has become an increasingly relevant issue and organisations allocate substantial
financial and operational resources to branding activities.
There is limited academic research into brand development and management within the ATE
sector targeting international customers. As certain patterns and gaps were identified
through the research, the need to address changes and improvements in brand management
is proposed. The project’s findings ought to advantage decision makers and marketing
professionals working in the sector, specifically those affiliated with institutions aiming to
benefit from the internationalisation of education.
Following the introduction, section two of the report presents an overview of literature, the
internationalisation of education, the ATE sector and the research questions, section three
deals with research methodology, section four presents the findings including answers to the
research questions, section five is about implications and recommendations, while section
six outlines the conclusion of the report.

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2 Alignment: literature, the sector and research questions
2.1 Literature overview
The discipline area of this research is marketing, more specifically brand strategy in the
Australian Tertiary Education sector, as it plays a major role in the development of identity
and equity concerning international customers. ‘Brand identity is a combination of many
factors, including the name, logo, symbols, design, packaging and performance of a product
or service’ (Belch & Belch 2015 p. 13).
Despite the far-reaching importance of branding in the tertiary education sector, academic
investigation into the subject matter has been limited and ‘the branding of these services has
only recently started to receive the attention that it deserves’ (Abu-Qaued 2013, p.9).
Chapleo (2010) points out the difficulty in measuring university brand success when there is
limited empirical literature on the purposes of branding in universities.
As tertiary education becomes increasingly internationalised and overseas initiatives such as
franchise operations, branch campuses and distance learning programmes impact on
accreditation, quality assurance and the bottom line, institutions need to become flexible
global brands that align with customers’ perceptions. ‘In essence then, the consumer creates
the brand based upon their own experience’ (Duesterhaus & Duesterhaus 2014, p. 170).
‘With services, the source of customer-value creation is the company (rather than the
product)’ (Abu-Qaued 2013, p.9). Therefore, effective education branding ‘invariably results
in superior profitability and market performance’ (Chapleo 2015, p. 151).
Targeting overseas markets, cultural and language differences could affect brand equity.
Hong, Pecotich & Shultz (2002) argues that often in East and Southeast Asian markets foreign
brand names are translated into local language, therefore marketers need to consider the
overall benefits of translation if any, including visual representation of the brand for cultural
fit. This is even more important in the case of offshore courses run by Australian institutions.
Heaney, Ryan & Heaney (2010) emphasises the government’s role in showcasing Australia’s
image and the quality of its education system to future international students. The Australian

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Government has recently announced a range of reforms to improve the higher education
sector, aiming to deliver more choices for students and increased transparency in higher
education. Much of the funding provided is directed at teaching and learning through a
range of initiatives that assist with infrastructure, student support, increasing equity and
improving quality. It is however unclear what percentage of the funding will be allocated to
target international customers.
Many researchers, including Hemsley-Brown et al. (2016) points to the benefits of successful
branding in discussing the increased competition in the international tertiary education
market. Analysing the importance of the brand, Mirzaei et al. (2016) classified universities in
England into healthy and unhealthy entities, revealing a difference in how students associate
themselves with the institution. Students in healthy universities align to university-related
practices, while in unhealthy universities; they associate themselves to area-related
experiences (city and country).
Rauschnabel et al. (2016) argues that many universities use symbolic qualities in developing
brand personality. Their study identified six personality dimensions: comprising of prestige,
sincerity, appeal, lively, conscientiousness, and cosmopolitan dimensions. However, Aaker
2004 (cited in Chapleo 2015) found that many corporate brands have in fact no real value
proposition and are simply large establishments with no point of distinction. ‘It is debatable
whether some universities are organized to fully embrace corporate branding’ (Chapleo
2015, p. 153).
2.2 Internationalisation of education
The classic definition of internationalisation is ’the process of integrating an international,
intercultural, or global dimension into the purpose, functions or delivery of post-secondary
education’ (Knight 2008, cited in de Wit & Hunter 2015, p. 45).
Hawawini (2011) criticises the classic definition by suggesting that it is passive and inward
looking, therefore seeking to turn the concept around to something more outward looking,
such as ‘the process of integrating the institution and its key stakeholders – its students,
faculty, and staff – into a globalizing world’ (Hawawini 2011, p.5).

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In recent times, internationalization has become a priority not only for governments but also
for the education sector, and ‘the talent-catching and knowledge-producing capacity of
higher education has become a vital sign of a country’s capacity to participate in world
science and the global economy’ (Hazelkorn 2011, p. 6).
‘There is growing interest in global citizenship education (GCE), signalling a shift in the role
and purpose of education to that of forging more just, peaceful, tolerant and inclusive
societies’ (UNESCO 2014, p. 5).
Considering Australia’s involvement in the process of internationalisation of education, there
is a tendency to visualise the ATE as a common brand. In contrast, individual providers are
concerned to carve out segments of the market for themselves, aiming to present a unique
identity proposition. One of the fundamental issues, as stated by Nicolescu (2009), is that
‘higher education in most countries is a non-profit sector, therefore marketing concepts
applied to the sector do not function as in the business sector, where the primary goals is
profit making’ (Nicolescu 2009, p. 37). Sargeant (2005) argues that ‘branding in non-profit
organizations, such as universities, may create a spirit of unhealthy competition, prompting
an expenditure that is of dubious benefit’ (Sargeant 2005, cited in Chapleo 2015, p. 152).
It is a general assumption that more spending will result in better brand exposure,
consequently attracting more overseas students. There is no question about the importance
of a strong brand; however, the author could not find any reliable source of information
about direct implications of brand-related expenditure, against growth in the number of
international customers. Most probably there are other influencing factors as well. Potential
post-study permanent settlement could also play a key role in attracting international
students to Australia. ‘Favourable job opportunities for graduates is consistently ranked as of
greater importance in international student host country choice than lower course fees,
travel costs or other living expenses’ (Mazzarol and Soutar 2002, cited in Australian
Government Department of Education and Training, 2015, p. 46).
It is debatable whether the branding created to target customers is not in fact only a
reflection of the individual organisations’ desired image, which is not necessarily the same

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one as perceived by customers. For that reason, further questioning the role of branding in
attracting international students in the Australian tertiary education sector is justified.
Educational branding therefore is unique, and presents a special challenge facing a two-
folded problem for the ATE sector; project a desirable brand to attract overseas customers, at
the same time, differentiate themselves from other Australian tertiary providers.
2.3 The Australian Tertiary Education (ATE) sector
The Australian Tertiary Education (ATE) is essentially highly regarded overseas, especially in
the Asian sector however; to remain competitive it must demonstrate continued
improvement and innovation. China, India, Vietnam, Malaysia, South Korea, Thailand, Nepal,
Indonesia, Brazil and Hong Kong were the top 10 nationalities enrolled in January 2016, as
shown in Figure 1.
Figure 1: All sector enrolments by top 10 nationalities by Australian State/Territory - January 2016.
Source: Department of Education and Training
‘It is fair to say that Australia is a leader in the international education sector and its brand
commands great value’ (Saini 2017). Institutions need to continue to build a strong brand
that identifies and at the same time, separates them from competition, creating a desirable
destination for future international students and researchers.
Further statistical data sourced from the Department of Education and Training as shown in
Figure 2, points to a historic high in the number of international student enrolments for
2016. There were 712,884 total international enrolments in Australia, representing a 10.9%
increase on 2015.

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Figure 2: International student enrolments in Australia 1994–2016.
The tertiary education sector had the largest share of enrolments comprising higher
education at 43.0% and Vocational Education & Training (VET) 26.3%, - a total of 69.3%.
Figure 3: International student enrolment and commencements data 2016.
Competition for foreign students is fierce as there is a large number of institutions offering
courses at different tertiary levels. As of August 2017, there are 167 higher education
providers in Australia recorded on the National Register, listed on the Tertiary Education
Quality and Standards Agency (TEQSA) website.
The tertiary sector also runs transnational deliveries in other countries. In 2015, 96,004
international students enrolled in Australian higher education courses offshore.

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Figures 4 and 5 provide a month-by-month analysis of higher education and VET
international student enrolment data for the first four months of 2017.
Figure 4: International student enrolments in higher education – 2017.
Figure 5: International student enrolments VET – 2017.
As the tertiary sector develops unique brand characteristics and a deeper understanding of
brand identity, it will enable it to communicate more effectively with stakeholders such as
international customers.

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2.4 Research questions
To assess the role of branding in attracting international students in the ATE sector, the
author addressed the following questions during research:
1. Why is branding important in attracting international students in the ATE?
2. How does branding influences future students' decisions to study in Australia?
3. What is the role of brand positioning in maximizing competitive distinctiveness in the
ATE sector?
4. To what extent can brand management strengthen international students’ loyalty in
the ATE?
3 Research methodology
O’Leary (2004) describes research methodology as ‘the framework associated with a
particular set of paradigmatic assumptions that you will use to conduct your research’
(O’Leary 2004, p. 85). In his pursuit to find answers to the research questions and to collect
sufficient information in a relatively short period, the author based its research primary on a
new online survey using a qualitative methodology approach, conducting an exploratory
study into the impact of branding in the ATE. The survey titled: The role of branding in
attracting international students in the Australian Tertiary Education (ATE) sector was
designed by the author.
3.1.1 Research setting
The author collected and analysed data from academic and professional staff from a number
of Australian tertiary organisations (multi-source) without identifying the person or the
organisation. The use of multiple sources revealed distinct patterns and gaps in branding
perceptions, uniqueness and their factual effects on international customers’ decisions to
study in Australia.
The research was carried out over three months, June to August 2017.

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An inductive approach was followed, aimed to generate substance from collected data and
reach conclusions to build theory. ‘The inductive approach is a systematic procedure for
analysing qualitative data where the analysis is guided by specific objectives’ (Thomas 2003,
p. 2). As the main objective of the research was to study the role of branding in attracting
international students in the Australian tertiary education sector, the inductive approach
helped to ‘identify themes and patterns and create a conceptual framework’ (Saunders,
Lewis & Thornhill 2016, p. 145). Considering the smaller data sample obtained, this method
allowed for better reasoning in a narrower, more focused environment such as the
international education sector.
3.1.2 Sample and research participants
Because of the specific nature of the study, it was important to find the relevant individuals
in the ATE sector. The researcher therefore first identified tertiary education providers
offering courses for international customers, than searched for individuals involved in either
international policy development & recruitment, or involved in international student
marketing, and obtained their email addresses. Similarly, identified education agencies and
individual agents involved in international student recruitment, and acquired their email
addresses. The author has also contacted student groups with requests to participate.
Next step was to formulate a personalised invitation to participate in the survey, and send
out the electronic requests in form of emails.
As a result, 110 completed surveys were received, however because of the anonymous
nature of the research, the identity of the participating individuals and organisations remain
unknown.
3.1.3 Data collection
The online survey was the principal source of data collection using Survey Monkey as it is
regarded as a professional, independent platform known for its reliability, security and
reporting capabilities.
The survey was designed to be multi-directional, having separate sections targeting tertiary
education providers, international students and education agents. However, the number of

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surveys completed by students and agents were insignificant therefore; their impact as
primary data on the research was very limited. ‘Limitations occur in all types of research and
are, for the most part, outside the researcher’s control’, from the PhD Student website (2017,
para. 6).
In total, 1278 electronic invitations were sent to 44 institutions and affiliated agents, as the
sample size of 100 was determined as appropriate for the purpose of the research. The
author could not find any reference to a similar research; as such, this is a pilot study.
Participants were directed to a specific web address to complete the survey. The estimated
time for completion was 3-5 minutes. The purpose of the survey was clearly explained, as
well as the fact that the research complies with the Australian National Statement on Ethical
Conduct in Human Research.
Because of the limited number of responses received from international students, the author
has also cross-referenced secondary data from the Australian Government funded national
survey of international students across Australia’s major education sectors. The 2016 study is
wide-ranging as over 65,000 international students participated in the survey.
3.1.4 Limitations
Despite the limitation caused by the small number of responses received from agents and
students, the academic and professional level of the approached participants guaranteed
quality primary data. Some contributors even asked to receive a summary of the findings.
As an encouragement to participate in the survey, questions had to be relatively simple and
small in numbers, requiring minimal time to complete. Thus somewhat limiting a more in-
depth expression of opinion on the subject matter, that in the author’s opinion, deserves
more attention.
3.1.5 Ethical considerations
This project complies with the requirements for ethical conduct of research as outlined by
the Australian Institute of Business (AIB). Referring to the Australian national research risk
categories, this is a negligible risk project.

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As it was based on an open online survey questionnaire, participation was voluntary. All
responses were anonymous and confidential. Participants were treated in an equal and
ethical manner. The non-identifiable survey data is stored safely, used only for the sole
purpose of the research.
4 Presentation of findings
In agreement with previous studies, there is a need for further research in this area, as it is
difficult to measure brand success in education when there is limited empirical data. The
findings of this project confirm previous studies maintaining that actually, consumers create
the brand based on their own experience, rather than the institutions. In further agreement,
tertiary education being a service industry, the source of customer-value creation is the
institution itself. As such, branding is directly linked with profitability and performance. The
results also agree with previous research emphasising the government’s role in showcasing
Australia’s image and the quality of its education system to future international students.
The study also confirms previous findings in relation to insufficient distinction among
providers and some institutions’ capability to fully embrace corporate branding.
4.1 Analysing the data
The author conducted exploratory research using qualitative procedures, investigating the
relationships between the establishment, brand and customers (international students) in
the Australian tertiary education sector.
As shown in Figure 6, the brand acts as a ‘gateway’ between the education establishment
and its customers. Through its gateway - driven by a strong desire to perform, the entity has
the power to create perceptions and an image that may influence opinions and create
connections. It is not to be interpreted as a barrier between the two groups, but rather a
layer of controlled interaction to pull customers in.

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Figure 6: The Establishment-Brand-Customers relationship.
Source: Created by the author for this project.
Attracted by the vision, customers form their own perceptions that become the foundation
for a set of expectations. Mutual success is achieved when those expectations are matched
with positive interactions and experiences behind the gateway.
Satisfied customers will become brand ambassadors for the establishment and inadvertently
help promote its image. If the inside experience turns to be different from the expectations
formed outside, dissatisfaction could occur. Therefore, it is imperative that the brand creates
a true image of the establishment’s capabilities and offering, not only to attract customers
but also to build rewarding, long-term relationships. Survey data suggests that most of the
tertiary institutions recognise the importance of branding.
4.1.1 Brand survey, 2017 – primary data
Primary data acquired via the online survey questionnaire was analysed and used in theory
building study using Survey Monkey’s built-in tools, resulting in recommendations aimed to
improve branding activities across the ATE sector. While interpreting the collected data, the
author conducted a single case study in the subject matter, including finding the level of
perceived branding accomplishment. ‘A case study is an in-depth enquiry into a topic or
phenomenon within its real-life setting’ (Yin 2014, cited in Saunders, Lewis & Thornhill 2016,
p. 184).

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Based on 108 answers received to the first question of the survey, 79 individuals (89.81%)
declared they work in the Australian Tertiary Education or they are affiliated with the sector.
The rest of the respondents were five international students currently studying in Australia,
one student considering studying in Australia, and four education agents.
Figure 7: Percentage of survey respondents
Source: Survey Monkey.
Individuals working in the sector (97.30%) indicated that their organisation provides courses
for international customers. They have also specified that the organisation promotes its
brand overseas, however when asked if there is a difference between domestic and
international brand promotion, only 52 (73.24%) out of 71 responded affirmatively.
Figure 8: Percentage of difference between domestic and international brand promotion.

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For a brand to be effective, it should be aligned with its target market. The Australian
domestic education marketplace is different from the overseas markets, as such;
international marketing activity should reflect local, culture specific conditions.
When asked about the difference between domestic and international brand promotion
activities, a text analysis cloud-view of the 51 comments emphasised words such as
Domestic, Brand and Marketing. Only two individuals used the country specific expression in
their remarks related to international branding.
Figure 9: Claud-view text analysis of comments - domestic and international brand promotion.
Nine respondents referred to agents as being responsible for international promotion, or
being involved in student recruitment. Five respondents knew about having different
branding but they were not sure what or how it was different. There seems to be some
confusion about what branding is in the context of international audience, however most of
the respondents provided valid and informed comments.
When asked to agree, or to disagree that the institute’s overseas brand identity
communication is based mainly on being Australian, or it is based mainly on education
achievements, the author received mixed responses.

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Figure 10: Weighted average of different brand identity communication.
As sown above, the weighted average was 3.13 and 4.03 respectively. Reacting to the first
statement 5.49% and to the second statement 12.50% of participants had no opinion on the
matter, suggesting confusion or unwillingness to agree or to disagree with the statements,
and consequently, with their organisation’s brand communication strategies.
It was important to find out about participants’ perceptions about the establishment of their
brand in the overseas market. Showing a weighted average of 3.14, most of respondents
believed that their brand is well established however, 2.78% see it as not at all well
established and only less than 9% are very satisfied with the establishment of their brand.
The institute’s overseas brand
identity communication is based
mainly on being Australian.
The institute’s overseas brand
identity communication is based
mainly on education
achievements.
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
On a scale of 1 to 5 (1 being strongly
disagree), how strongly do you agree or
disagree with the following statements:
Weighted Average
Minimum Maximum Median Mean Standard Deviation
3.13 1.1
1 5 4 4.03 0.88
The institute’s overseas brand identity communication is based mainly on
being Australian.
The institute’s overseas brand identity communication is based mainly on
education achievements.
1 5 3

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Figure 11: Respondent's perception about the establishment of the brand.
Some participants recognised the need for improvement - otherwise, Australian
organisations may be disadvantaged against their competitors. Spending more time and
resources on establishing brand identity is crucial. When launching a unique brand it is also
important to pay attention to the local environment, including cultural perceptions.
The author was equally interested in brand positioning effectiveness, in terms of being
distinctive amongst competitors.

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Figure 12: Brand positioning distinctiveness.
As shown in Figure 12, only 4.29% is convinced that their competitive distinctiveness is
extremely effective. At the same time, 27.15% see it as not at all or not so effective. Being
distinctive is important because it helps activate certain brand relations that will help
differentiate the brand from its competition. If almost 30% of those working in this area
believe their brand is not sufficiently distinctive, than they urgently need to find those
unique elements that will not only make it stand apart, but will also have traction with
customers in that particular area.
As the education sector mimics business in terms of the bottom line and racing for
customers, every institute’s primary focus is their own interests. Being distinctive in the
midst of international competitors is important, however, differentiating themselves from
other Australian providers is equally or even more significant.
In the relevant question, participants had the choice to select their brand’s competitive
distinctiveness by moving a slider on a scale of 1 to 5, to select from being Not unique, up to
Distinctively unique.
Total Weighted Average
2.86% 2 24.29% 17 50.00% 35 18.57% 13 4.29% 3 70 2.97
Answered 70
Skipped 40
Not at all effective Not so effective Somewhat effective Very effective Extremely effective

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Figure 13: Measuring the uniqueness of the brand compared to other Australian brands.
Out of 70 responses, the median was three. This middle position could indicate that the
majority of respondents were uncertain about their brand position relevant to other
Australian providers. It could also signify that participants are comfortable having a brand
that is somehow unique but ‘not too much’. The minority was more decisive, eight (11.43%)
showing Not unique and four (5.71%) selected Unique.
Figure 14: Text analysis of the level of uniqueness.
It is the author’s opinion that there is a tendency to showcase a virtually unified Australian
front to international customers, which in general terms is beneficial for the country but not
so advantageous for organisations, being autonomous entities. A response rate of less than
6% indicates a very low confidence in seeing their own brand as unique among other
Australian tertiary education brands in the overseas market.
Apart from the education services offered, study related costs could be a determining factor
in choosing an Australian tertiary provider. Analysis of the relevant question revels that only
10.14% believed that student fees have no influence on brand equity.

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Figure 15: Student's fees level of influence on brand equity.
As brand equity is based on consumer’s perception of value of the services offered, student
fees are an integral part of the overall package considered by potential customers. Since fees
are playing an important role, decision makers in the industry need to consider the benefits
of higher returns against the real possibility of alienating a number of potential students.
Respondents were mainly positive about the prospect of having current international
students continuing their education at the same organisation. Only 9 out of 69 selected the
Not at all likely and Not so likely options.

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Figure 16: Probability of continuation of studies at the same institute.
In providing comments, multiple participants emphasised different aspects as shown in
Figure 17. Pathway was the 3rd most important word, as Familiarity with the institution
phrase occupied the 7th place.
Figure 17: Claud-view text analysis of comments regarding continuing studies at the same institute.
Considering the satisfaction level of funding available for international brand development
showed in Figure 18, a 2.93% weighted average was registered. 5.71% were Very satisfied as
opposed to 11.43% of Very dissatisfied. The majority were Neither satisfied nor dissatisfied,
suggesting their neutrality stand in this matter. The author believes that in this context,
satisfaction or dissatisfaction does not necessarily mean adequate or inadequate funding, as

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it is merely an indication of how respondents see the link between funding levels and brand
development. Consequently, higher financial investments could result in better branding –
however, there is no certainty about it.
Figure 18: Satisfaction level with funding allocated for international brand developments.
Measuring the opinion about the government’s involvement in promoting the Australian
tertiary education overseas, 40.58% of respondents gave three stars out of five, while 11.59%
allocated one star. Only three individuals provided the honour of five stars.
Given the far-reaching economic and social benefits of international education, the
government should inject more funds in the industry. International students contribute to
Australia’s long-term economic prosperity through economic interaction, job creation,
increased tourism and migration.
Weighted Average 2.93
0
0.5
1
1.5
2
2.5
3
3.5

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Figure 19: Rating the government’s involvement in promoting the Australian tertiary education.
4.1.2 Government survey, 2016 – secondary data
Over 65,000 international students participated in the government funded 2016 survey. As
shown in Figure 20, 89% of international students were satisfied or very satisfied with their
living and learning experience in Australia.
Figure 20: Headline findings - tertiary student experience.
Source: Department of Education and Training.
Although qualifications, the education system and the reputation of the provider received
very high marks, 74% of students said Australia was their first choice for study. This could
Total Weighted Average
11.59% 8 26.09% 18 40.58% 28 17.39% 12 4.35% 3 69 2.77
Answered 69
Skipped 41
1 2 3 4 5

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suggest that the Australian education brand as a whole is a major factor in deciding on
overseas study destinations. Figure 21 below details the major determining factors.
Figure 21: Deciding factors to study in Australia.
International student overall satisfaction rate in the Australian tertiary system including
higher education and VET, were comparable to global figures. Additionally, arriving
experiences and living arrangements both exceeded global satisfaction rates as shown in
Figures 22 and 23. The author postulates that regardless of the education brand projected
overseas, the overall Australian experience and lifestyle could be as important as the quality
of its education system.
Figure 22: Overall satisfaction rate in higher education.

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Figure 23: Overall satisfaction rate in VET.
The above results could have been also influenced by the fact that the majority of
responders were from China and they may consider living standards in Australia as superior
to their home arrangements.
4.2 Answering the research questions
4.2.1 Question 1
Why is branding important in attracting international students in the ATE?
International education is a multi-billion-dollar industry in Australia and institutions need to
continue to build brands that identify and at the same time, separate them from
competition, creating a desirable destination for future international students and
researchers. Strategic branding increases the value of the organisation making it easier to
acquire and retain new customers, as every touchpoint is a reflection of the organisation
filtered through its brand. It enhances credibility and nurtures loyalty through perceived
shared values that help customers identify themselves with the institution.
4.2.2 Question 2
How does branding influences future students' decisions to study in Australia?

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Potential students identify the institution and its reputation based on branding, as such, the
image projected through the brand will determine the overall attractiveness of the
organisation compared to its competitors. They learn about the brand from printed and
online materials, word of mouth, from friends and family, and organised activities.
The brand acts as the embodiment of the reputation of the qualification, the education
provider and the education system as a whole, linked to the overall Australian experience
and lifestyle benefits. As the organisation’s goal is to present itself as the first preference
when customers consider studying abroad, the brand is the most influential element in
achieving it.
4.2.3 Question 3
What is the role of brand positioning in maximizing competitive distinctiveness in the ATE
sector?
Brand positioning presents value while promoting the institution’s reputation and generating
revenue. As it is a fictional place formed in the customers’ mind when they think of a
particular brand, it needs to activate multipart brand relations and elements that will not
only make it distinct, but will also have traction in being relevant.
Having a distinctive brand in the amplified international education market is important as it
helps visibility and communication with customers in different geographic areas. A unique
brand message will differentiate the organisation not only from international competitors,
but also from other Australian providers.
4.2.4 Question 4
To what extent can brand management strengthen international students’ loyalty in the
ATE?
Education brand management needs to project a credible promise that is sustainable. It is
crucial that the brand creates a true image of the organisation’s capabilities and offering, not
only to attract customers but also to build rewarding, long-term relationships. If the actual
experience turns to be different from the expectations based on promise, dissatisfaction

26
could occur. On the other hand, tangible positive customer experiences including excellence
in delivering education, coupled with intangible emotional connections such as safe and
friendly environment, will create a bond that will see students continuing their educational
journey in Australia - presumably at the same institution. Developing a good relationship
with its target audience is central to achieving positive results.
5 Implications and recommendations
As the internationalisation of education intensifies, the ATE sector needs to continue to
develop a strong brand built on reputation and excellence in quality and delivery. It is
however, arguable if in reality customers see individual institutions as unique brands, and not
just being part of the Australian tertiary education umbrella.
Tackling the research questions, these recommendations will benefit the sector:
• The role of branding in relation to individual institutions’ value proposition, as
opposed to geo-political attractiveness should be a topic for further research.
• Institutions need to have different branding strategies for international and for
domestic audiences.
• Brand management should not be allocated to international education agents.
• Institutions must develop brands that differentiate them not only from
international competitors, but also from other Australian providers.
• The government should invest more money and resources in promoting the
Australian education brand overseas.
• As the research project was limited to 110 participants, further studies should be
conducted in this subject area, with particular focus on the voice of the customer.

27
6 Conclusion
The impact of branding in business has been known for a long time; however, research about
the role of branding in tertiary education, specifically in the context of international
education has been limited. The findings of this research indicate that strong identity
branding is a necessity to attract and to retain customers in the education sector, as effective
brands create distinct visions in customer’s minds, helping an entity to differentiate itself
from its competitors.
Patterns and gaps identified through this study, and the suggested recommendations could
assist academic staff, policy makers and marketing professionals working in the sector in
their future planning and decision-making.
While the overall benefit and influence of strong branding in education has been studied to
certain extent, it remains an important research subject to consider.
The purpose of the project to study the role of branding in attracting international students
in the Australian Tertiary Education (ATE) sector has been achieved.

28
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