Marketing Higher Education Overseas The Brand Perspective 18 th August 2006

1. Marketing Higher Education OverseasThe Brand Perspective18th August 2006

2. 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 country’s 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

3. 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

4. What are we trying to achieve in International Recruitment to Malaysia? • Malaysia’s 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

5. 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

6. Brand Layers University/College Brand Country Education Brand Country Brand

7. 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

8. 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

9. What does research reveal about Brand Identities of major countries?

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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?

18. 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

19. The Singapore Education Brand Education 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

21. 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

22. 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

23. 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

24. 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

25. Summary • Approach is largely responsive and reactive, as opposed to one that is proactive. • The reality is that factors influencing Malaysia’s 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

26. 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