MIDLANDS STATE UNIVERSITY

FACULTY OF SOCIAL SCIENCES

DEPARTMENT OF POLITICS AND PUBLIC MANAGEMENT

THE IMPACT OF BRANDING ON CORPORATE IDENTITY. A CASE STUDY OF

MIDLANDS STATE UNIVERSITY.

BY

MUTAMIRI PROGRESS

R136176B

DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS OF A BACHELOR OF SCIENCE HONOURS DEGREE IN
POLITICS AND PUBLIC MANAGEMENT AT MIDLANDS STATE UNIVERSITY

ZVISHAVANE CAMPUS

Supervisor Mr Moyo S

OCTOBER 2017
RELEASE FORM

NAME OF AUTHOR: MUTAMIRI PROGRESS

TITLE OFTHE PROJECT:THE IMPACT OF BRANDING ON CORPORATE

IDENTITY. A CASE STUDY OF MIDLANDS STATE UNIVERSITY.

DEGREE PROGRAMME: BACHELOR OF SCIENCE HONOURS DEGREE IN

POLITICS AND PUBLIC MANAGEMENT

YEAR THIS DEGREE WAS GRANTED: 2017

Permission is hereby granted to the Midlands State University to produce single copies of this
dissertation and to lend or sell such copies for private, scholarly or scientific research purpose
only. The author does not reserve other publication rights and the dissertation nor may
extensive extracts from it be published or otherwise reproduced without the author‟s written
permission.

SIGNED……………………………………………………………

PERMANENT ADDRESS: BIMHA PRIMARY SCHOOL

P O BOX 49
SADZA CHIVHU

EMAIL ADDRESS: mprogy42@gmail.com

DATE: OCTOBER 2017

I
APPROVAL FORM
The undersigned certify that they have supervised the student Progress Mutamiri
dissertation entitled: The Impacts of Branding on Corporate Identity. A Case study of
Midlands State University, submitted in Partial fulfilment of the requirements of the
Bachelor of Science Honors Degree in Politics and Public Management at Midlands State
University.

……………………………… ……………………………….

SUPERVISOR DATE

…….……………………………………… ……………………………

CHAIRPERSON DATE

….………………………………………… ……………………………..

EXTERNAL EXAMINER DATE

II
DECLARATION
I Progress Mutamiri, Registration Number R136176B do hereby declare that this entire
research is a product of my own work. It is being submitted in partial fulfilment of the
requirements for Bachelor of Science Honors Degree in Politics and Public Management, in
the Faculty of Social Science at Midlands State University.

…………………………………. ………./………/……..

Progress Mutamiri Date

III
DEDICATION
I dedicate this project to my Mom Winnie Goreraza.

IV
ACKNOWLEDGEMENTS
I would like to thank the Almighty Jesus Christ, for the gift of life and allowing to me reach
this milestone. I would like to thank my parents Mr and Mrs Mutamiri, my beloved sisters
Belinda, Crooked Tendai and Davidzo for their sympathy and tireless support during the
course of my studies. I also want to thank my supervisor Mr S. Moyo for his patience, ideas
and assistance which helped me complete the project. I would like to thank the Department of
Public Relations at Midlands State University for assisting me with crucial research
information and those who responded to questionnaires. Last but not least, I would like to
appreciate the efforts from my close friends for their encouragement and support.

May the Almighty God bless you all.

V
LIST OF FIGURES

Figure 1. 1 Allessandri's Model of Corporate Identity…………………................................10

Figure 2. 1 Adir et al‟s Suggestive Induction of the Shape in Logo
Design…...…….……….18
Figure 5. 1 Gender of respondents to Questionnaires .............................................................. 42
Figure 5. 2 Age groups of Respondents ................................................................................... 42
Figure 5. 3 Educational Qualifications Of The Respondents .................................................. 43
Figure 5. 4 Gender, and age for unstructured interviews presentation .................................... 44
Figure 5. 5An advert of Harare Weekend School and AABS logo ......................................... 46
Figure 5. 6A branded welcome billboard at Midlands State University Zvishavane Campus.
.................................................................................................................................................. 52
Figure 5. 7Official Midlands State University Logo ............................................................... 53
Figure 5. 8An integrated advert of the administration block, motto, logo and colours ........... 53

VI
ABSTRACT
The study focused on the impact of branding on corporate identity on a public university. It
sought to establish how the public universities can embrace branding as a way to establish a
strong corporate identity and the perceived institutional benefits, differentiation, enhance
corporate image, improve corporate reputation as well fight competition in the wake
ofglobalisation, marketization of higher education and existing economic challenges. The
study was conducted at Midlands State University‟s newly established Zvishavane
Campus.The study draws a comparative analysis of branding from established public
Universities in Kenya and South Africa.The methodology used in this research was
qualitative with data collection from primary sources through the use of interviews,
documentary reviews and questionnaire administration as well as from secondary sources
through library research and internet. The results revealed that the newly established public
universities has resorted to branding not only to enhance a strong corporate identity as
branding is alsopart of strategic intangible assets for growth and survival in a competitive
environment. The issues of reputation, image and personality has thus brought in a new
dimension in the Higher Education sector primarily based on attaining a competitive edge,
differentiation and enhance perceived identity of the institution which wholly emanate from
the brand. The study concluded that the concept of branding and corporate identity in
relation to public universities, is somehow a new phenomenon which is different from
branding in the commercial sector.The studyalso revealed dynamics in branding as public
universities cannot solely rely on symbols, colours and visual artefacts alone as branding
depends on the event, purpose and the message to be communicated.The researcher identified
patenting as the major challenge to University branding and recommended that due to the
nature of Higher Education Sector branding should be more concerned about creating a who
we are for the University which can be equated to the institution's academic reputation as
public universities tend to look alike over time and compete less on quality or the price and
seek to enhance corporate reputation, strong institutional governance, stakeholder
engagement as well as image and personality.

VII
ABBREVIATIONS AND ACRONYMS

AABS Association of African Business Schools

ARIPO African Regional Intellectual Property Organization

HSE Higher Education Sector

MBA Masters in Business Administration

MSU Midlands State University

PCT Patent Cooperation Treaty

SADC Southern African Development Community

SARUA Southern African Regional Universities Association

UZ University of Zimbabwe

ZIMASSET Zimbabwe Agenda for Sustainable Socio- Economic Transformation

ZIMCHE Zimbabwe Council on Higher Education

VIII
TABLE OF CONTENTS

RELEASE FORM ....................................................................................................................... i

APPROVAL FORM ..................................................................................................................ii
DECLARATION ..................................................................................................................... iii
DEDICATION .......................................................................................................................... iv
ACKNOWLEDGEMENTS ....................................................................................................... v
LIST OF FIGURES .................................................................................................................. vi
ABSTRACT .............................................................................................................................vii
ABBREVIATIONS AND ACRONYMS .............................................................................. viii
TABLE OF CONTENTS .......................................................................................................... ix
CHAPTER 1 .............................................................................................................................. 1
1.0 Introduction ...................................................................................................................... 1
1.1Background of study ......................................................................................................... 1
1.2 Statement of the problem ................................................................................................. 3
1.3 Research Objectives ......................................................................................................... 3
1.4 Research Questions .......................................................................................................... 4
1.5 Justification of study ........................................................................................................ 5
1.6 Limitations of the study.................................................................................................... 5
1.7 Delimitations of the Study................................................................................................ 5
1.8 Conceptual framework ..................................................................................................... 6
1.9 Theoretical framework ..................................................................................................... 7
1.9.1 Lambert's Corporate Identity model .......................................................................... 8
1.9.2 The Corporate Identity model by Melewar and Jenkins (2002) ................................ 9
1.9.3 Allessandri's model of Corporate Identity (2001) ..................................................... 9
1.9 Summary ........................................................................................................................ 11
CHAPTER 2 ............................................................................................................................ 12
2.0 LITERATURE REVIEW .................................................................................................. 12
2.1 Introduction .................................................................................................................... 12
2.2 The current state of Zimbabwean Universities .............................................................. 12
2.3 Corporate identity........................................................................................................... 13
2.3.1 Clarifying the concept ............................................................................................. 15
2.4 Visual identity ................................................................................................................ 16
2.4.1 Elements of Visual Identity ..................................................................................... 17

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 2.4.2 The University Logo ................................................................................................ 18
2.5 Corporate brand .............................................................................................................. 19
2.6 Corporate reputation ....................................................................................................... 20
2. 7 Branding ........................................................................................................................ 21
2.7.1 The rationale for branding ....................................................................................... 22
2.8 The role of Corporate Communication .......................................................................... 24
2.8.1 Brand Communication ............................................................................................. 25
2.9 Benefits of a strong corporate identity ........................................................................... 25
2.10 The nexus between corporate brand and corporate identity ......................................... 27
2.11 Limitations of branding in higher education ................................................................ 28
2.12 Summary ...................................................................................................................... 29
CHAPTER 3 ............................................................................................................................ 29
3.0 Introduction .................................................................................................................... 29
3.1 Conceptualising branding and corporate identity .......................................................... 29
3.2.1 Branding .................................................................................................................. 29
3.2.2 Brand identity .......................................................................................................... 30
3.2.3 Brand visual identity ................................................................................................ 30
3.2.3 Corporate identity .................................................................................................... 30
3.2.4 Visual identity.......................................................................................................... 31
3.3 A comparative analysis of Branding and Corporate Identity in Universities .................... 31
3.4 Attributes of a University Brand .................................................................................... 34
3.5 Summary ........................................................................................................................ 36
CHAPTER 4 ............................................................................................................................ 36
RESEARCH METHODOLOGY............................................................................................. 36
4.0 Introduction .................................................................................................................... 36
4.1 Research Design ............................................................................................................. 36
4.1.1 Qualitative Research ................................................................................................ 37
4.1.2 Exploratory Research .............................................................................................. 37
4.2 Study Population ............................................................................................................ 38
4.3 Study Sample.................................................................................................................. 38
4.3.1 Sample Size ............................................................................................................. 38
4.3.2 Sampling Process ..................................................................................................... 38
4.4 Purposive Sampling........................................................................................................ 39
4.5 Research Instruments ..................................................................................................... 39
4.5.1 Interviews .................................................................................................................... 39
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 4.5.2 Questionnaire ........................................................................................................... 40
4.5.3 Documentary Reviews ............................................................................................. 40
4.6 Observations ............................................................................................................... 40
4.7 Ethical Considerations.................................................................................................... 40
4.7 Summary ........................................................................................................................ 41
CHAPTER 5 ............................................................................................................................ 41
DATA PRESENTATION, ANALYSIS AND DISCUSSION ................................................ 41
5.0 Introduction .................................................................................................................... 41
5.1 Information about the sample ......................................................................................... 41
5.2 Information about the questionnaire respondents. ......................................................... 42
5.2.1 Literacy rate and educational qualifications of questionnaire respondents ............. 43
5.2.2 Information about the structured and unstructured interviews ................................ 43
5.2.3 Gender, and age for unstructured interviews presentation ...................................... 44
5.3 Impacts of branding on corporate identity ..................................................................... 44
5.3.1Product differentiation .............................................................................................. 45
5.3.2 Midlands State University Brand Communication .................................................. 48
5.3.3 The multi-campus approach .................................................................................... 49
5.3.4 Midlands State University Stakeholders Engagement............................................. 50
5.3.5 Midlands State University Visual Brand Identification .......................................... 51
5.3.6 The Midlands State University Logo....................................................................... 52
5.3.7 The contribution of digital design ........................................................................... 54
5.3.8 Challenges affecting Midlands State University branding and corporate identity .. 55
5.4 Summary ........................................................................................................................ 56
CHAPTER 6 ............................................................................................................................ 56
CONCLUSIONS AND RECOMMENDATIONS .................................................................. 56
6.1 Introduction .................................................................................................................... 56
6.2 Conclusions .................................................................................................................... 57
6.3 Recommendations .......................................................................................................... 58
6.4 Summary ........................................................................................................................ 59
REFERENCE LIST ................................................................................................................. 59
APPENDIX 1: QUESTIONNAIRE ........................................................................................ 70
APPENDIX 2: INTERVIEW GUIDE ..................................................................................... 73
APPENDIX 3: UNSTRUCTURED INTERVIEWS ............................................................... 74

XI
CHAPTER 1
1.0 Introduction
This chapter serves as the introduction to the study bringing out what the researcher intends
to discuss. This includes the background of the study, the research problem, objectives,
significance of the study, limitations and assumptions as well as the theoretical framework.
The study seeks to propel a better understanding on the impacts of branding on corporate
identity and other benefits associated with branding on public universities such as reputation
and differentiation.

Zimbabwean Universities like most in its regional counterparts used to operate as monopolies
with virtually little or no competition at all. The idea of marketing Universities was then
regarded as an unnecessary cost since the education system was highly segregated with little
or no access for the black people during the colonial period. Efforts by colonial government
to establish institutions of higher learning in the then Rhodesia can be acknowledged as it
contributed to the formation of the first public institution University of Rhodesia in 1952 now
knownas the University of Zimbabwe (UZ). Upon attaining independence, the new
government initiated a massive educational policy and creating more institutions of higher
learning in the process. Although public universities outclass private institutions of higher
learning, the new environment requires a shift in model from the traditional way to a more
competitive business-like mode of operating. Majority of these public universities including
Midlands State University were formed in the wake of economic meltdown hence branding
and corporate identity cannot just be viewed as a way to enhance successful communication
with stakeholders but also a means to gain a competitive edge. This new transformation
which can be referred to as “marketization of the academic discourse” reflects a general
reconstruction of universities on a market based approach whilst incorporating higher
education as a commodity in the system.

1.1 Background of study

According to Kotech and Perold (2010) Zimbabwe‟s Higher Education Sector (HSE)
comprises of universities, polytechnics and teacher training colleges. In Zimbabwe there is
need to acknowledge that higher learning institutions vary considerably in terms of the
variety of academic programmes, enrolments process and procedures, student numbers as
well as infrastructure and location.With such a notable variation among higher learning
institutions there is need for the Midlands State University to create a distinct visual identity
as a way to outclass rivals. Melewar and Akel (2005) acknowledged that modern universities
1
are no longer just regarded as institutions of higher learning but also businesses. This
however contradicts with the traditional role of universities where they were regarded as
independent institutions for creating and disseminating autonomous knowledge as well as
awarding academic qualifications mostly degrees. In light of the shift in model of operation,
the new environment requires universities to adopt models and concepts which were
previously meant for private sector organisations. The nature of the new Higher Education
environment is that now they operate in “markets” which creates competition for universities
at both global and local level hence the need to realise the value of a distinctive corporate
identity as a strategic resource. According to Melewar and Akel (2005) as with commercial
organizations, brand and corporateidentity can now be seen as the basis for successful
communication with various stakeholders and more importantly a powerful source of
differentiation. This help to explain how a successful brand would help to create a unique and
unilaterally different image for a public university as the government might seek to create a
level playing field for all its state institutions whilst eliminating unnecessary competition in
the process.

In light of this new phenomena Zimbabwean public universities should be able to compete
with both local private institutions of higher learning and the regional as well as global
established universities. According to Butcher et al in Kotecha (2008) as of 2008 Zimbabwe
was one of the few SADC countries where public universities still outnumbered private
universities (a total of nine public universities against four private universities). According to
Dobson (2008) traditionally universities were run by the state whilst primarily financed from
the national higher education budget but recently have gained more independency concerning
their funding and management. OKM (2009) acknowledged that this had increased the
pressures faced by universities but it has also allowed them to clearly profile themselves more
in order to compete on international level.

Balmer and Gray (2003) notes that branding a university, like most commercial organization
is based upon a strong and distinctive corporate identity managed as a way to communicate
the organization‟s key characteristics to a variety of stakeholders. This can also be viewed as
a way to improve public universities profile and have competitive edge. The new higher
education environment makes itcritically important for the higher learning institutions to
determine what makes them unique. This is particularly due to the fact that establishing a
strong corporate identity help to manage stakeholder relationship. The growth of the higher
education industry as facilitated by globalisation and successful education policies after
2
Zimbabwe‟s independence reflects a massive transformation where public universities don‟t
just need to be more focused comprehensive institutions but rather extremely focused entities
clearly distinct from others.

According to Bunzel (2007) there is much greater competition among universities today. In
such an environment there is need for the public universities to continually and consistently
communicate their brands so that all stakeholders can understand the values and corporate
identity of the institution. The need for marketing a university has thus become a global
phenomenon. Becker and Palmer (2009) states that the importance of branding a university
can vary with size and usually the smaller ones are likely to consider it most. This is
particularly facilitated by the need to market themselves and create an improved reputation
and identity and gain market share.

1.2 Statement of the problem

There are many factors which contribute to shaping a University brand, which include its
academic reputation, athletics, location and distinguished alumni. Globalisation has
transformed Higher Education institutions both unconsciously and consciously to ensure they
capitalise on their brand identity, especially as related to survival and growth. Corporate
identity entails the University should tap the power of the institution‟s brand and infusing it
into all aspects of college life with the aim to create a unique and identifiable experience for
prospective students and enhance a strong institutional identity. Although public Universities
still has a tendency to look alike and outnumber private institutions,considered as wholly
state owned and face almost similar challenges they always seek to execute and achieve their
mandates in a unique and different manner.It is from this background that the research seeks
to identify the impacts of branding on corporate identity on public University and how they
can embrace marketization discourse despite the existing challenges.

1.3 Research Objectives

 To assess how Midlands State University presents its corporate brand.

 To analyse the importance of the branding to the University‟s corporate identity.
 To assess how visuals are used for branding Midlands State University.

3
1.4 Research Questions

 Which discourses does Midlands State University employ to present its corporate
brand?
 How does the University brand create an identity for Midlands State University?
 What isthe importance of visuals to the University‟s corporate brand?

4
1.5 Justification of study
The study seeks to reflect on the impacts of branding on corporate identity in developing and
transformation of public university and how they can gain a competitive edge over rivals at
local, regional as well as global stage. It explains how branding can enhance a strong
reputation in public universities and how local universities can attain a strong identity despite
the existing challenges within the public institutions. Much literature and research had
previously focused on the challenges facing local public universities and sadly without much
attention on how institutions of higher learning can be differentiated and fight competition in
the wake of these challenges. The research finding are of utmost importance to all relevant
stakeholders (both internal and external) in the higher learning industries, to the academics
and the Midlands State University at large. The research shall also highlight how the brand
communicates the University‟s mission, strategic direction, values and create unique
reputation, as well as the attractiveness of the University‟s services and products to
stakeholders (including prospective and current students and staff, graduates, communities,
businesses, professions, partners, agents, affiliates and government). It is the hope and faith
of the researcher that it will help Midlands State University with an improved use of the
University marks, official insignia, logos and other branding assets.

1.6 Limitations of the study

The research was mainly conducted at the Midlands State University Zvishavane Campus and
majority of the staff referred to the Public Relations Office. The students in particular those at
Zvishavane Campus reflected a lack of understanding on the concept of branding and
corporate identity as they were enrolled for Arts and Mining programmes as well as a small
number for Social Sciences with little or no knowledge on the concept and research topic.
Some of the interviewed students rarely know much about the institution as they enrolled
after the multi-campus approach and have never been at the University‟s main campus. The
research instruments used in the research are questionnaires and interviews. The researcher
also didn‟t not enough resources to visit all the University‟ campuses

1.7 Delimitations of the Study

The research was affected by failure to access confidential information, geography (isolated
MSU campuses) and the content of the research didn‟t not consider much from some
stakeholder‟s perceptions since it was focused on the institution (MSU). The parameters to
the research doesn‟t have a time frame and the case study to was mainly conducted at
Midlands State University Zvishavane Campus and the researcher could not access all the

5
campuses. It was thus not possible to distribute questionnaires or interview at all campuses of
the University as most of the communication and information can be obtained from the
Public Relations office atGweru Campus.

1.8 Conceptual framework

The study views branding and corporate identity as part of the strategic processes to manage
the organization‟s overall reputation building and value addition to stakeholder perceptions
and enhance corporate image as well as differentiation. More importantly, the study
recognises the aesthetics of university branding which emanates from the seal, motto, logos
and any other visuals which can be included as a way to establish a strong identity.

The brand of a University cannot simply be simply a slogan or name but rather something
visible, intangible which can be viewed as an all-embracing tool. This entails that whatever
the university does must be an affirmation of its unique brand identity. According to Melewar
and Saunders (2000) an organization‟s corporate identity is composed of four sub-constructs
which are communication and visual identity, behaviour, corporate culture and market
conditions. The corporate visual identity of an organization emanates from sub-components
which includes the name, symbol and/or logo, typography, colour, slogan and additional
graphic elements. Colours are very useful in disseminating the meaning and establishes
significant associations of the organization within its various interpretations. Rationality
through evenness in corporate identity visual elements is a significant feature of university‟s
reputation which develops over time.

According to Stern (2006) the common interpretation of branding on universities rely on

branding as a tool to create differentiation among perceived similar practices and products
which they offer. The artefacts of universities which draws attention here are the most formal
ones comprising of the university‟s icons namely the seal, logo and colour. Melewar and
Akel(2005) acknowledges that these were originally created for authenticating formal
documents with the seal as the most formal of all the university‟s icons. In most universities
the seal is naturally designed as the distinctive symbol of the university‟s brand and identity,
commonly combining various expressions (motto and images, organized in a particular
arrangement and accentuated with specific colours) whilst arranging them so uniquely as a
means to identify the institution and celebrate its singular character, history, mission or any
other features.

6
Racic (2009) suggested that branding campaigns have resulted in the replacement of old or
traditional seals rather, mostly owing to resistance from the university constituents with
newly designed iconography added to the traditional seal. In most instances, the seal becomes
the symbol of the university on official documents, such as diplomas and certificates, while
branded iconography is resembled on media advertising, official public announcements and
competitions.Clark (1998) labelled branding of the iconography in universities as a move
from emblem to logo (branded iconographic style, concerned with recognition and visibility
and with the translation of both into value). This means thateven in cases where public
universities may choose not to redesign their core icon, majority of them end up modernising
the style of their visual material with new aesthetics of iconography on websites, tag lines,
letterhead graphics and other publicity material.

Drori et al (2010) argued that stylistic features of this branding trend are graphic or visual
simplification (which are less figurative or detailed, more abstract), modern style (fewer
ornamentals and typographic serifs, more linear simplicity) and universalistic (less expressive
identification that discloses details of sector affiliation or mission, business‑like and general
in approach).The university‟s identity creates a distinct personality which can determine the
image and perceptions of stakeholders making it a valuable asset.It is widely accepted that
corporate audiences rely on the reputation of firms coming out of their identities in making
investment decisions, career decisions and product choices (Dowling, 1986).Corporate
identity may thus be regarded as a distinct strategic resource for building credibility and
support amongst a variety of stakeholders as a way to attain competitive advantage for higher
learning institutions.Notwithstanding of how an organization adopts to converse its identity,
either in a monolithic or branded form, considerable care must be taken to ensure it
disseminates unified voice.

1.9 Theoretical framework

The major challenge in establishing the desired corporate identity theoretical framework was
that majority of the available methods, theories and models were developed for the purpose
of positioning product brands at the expense of corporate brand. The theoretical approach to
the discourse of branding and corporate identity in the research was be based on theories of
visual identity as reflected by the corporate name, symbol and logotype, typography, colour,
and slogan. The research was drawn from stablished corporate identity theories and models
propounded concentrating on the primary elements of corporate identity (visual identity).

7
1.9.1 Lambert's Corporate Identity model
According to Lambert (1989) it is crucial that all aspects of the organisations pay attention to
corporate identity. The idea here was that corporate identity should be incorporated in all
aspects of the organisation. In his contributions Lambert (1989) suggest two major definitions
of corporate identity. Corporate identity can thus be viewed as the manifestations in an
organisation which enhance distinctiveness and reflecting who you are, what you do and how
you do it. Lambert (1989) described the model as the iceberg of corporate identity.

The model depicts that corporate identity has two levels which are one below the surface and
the other one which is above. Lambert (1989) suggests that below the “surface are the written
communications, corporate structure and behaviour”. According to Lambert (1989) this is
equal to the visual elements, but it may not be visible to the public. The model further
suggests that the “elements are the natural forces of the firm that manifest in the visible
elements of the corporate identity”. In the model above the surface are the “visual elements
which can also be described as the visual style and include the name of the institution, logo as
well as corporate colour scheme. Lambert (1989) maintains that this is the only part of the
corporate identity which is visible to the stakeholders. Central to the model is the view that
the institution‟s visual communication, notably the corporate colour scheme, plays a
significant role in effective and successful communication with various stakeholders.

8
1.9.2 The Corporate Identity model by Melewar and Jenkins (2002)
The model brings together the psychological, graphic design, marketing and public relations
standards of the corporate identity and as such can be regarded as the unique representation
of the different views and schools of corporate identity. The model aims to achieve a
balanced combination between different restraints in the area of branding and corporate
identity. The model subscribes that corporate identity is composed from the following sub-
elements:

a) Communication and visual identity

b) Behaviour

c) Corporate culture

d) Market conditions

Source: (Melewar and Jenkins 2002, p 81)

In this study the researcher concentrated on the communication and visual identity constructs.
This is due to the fact that despite all the established forms of formal communication and
successful public relations managements by the University, it is difficult or almost impossible
to control all reports about the institution. Melewar et al (2006) suggested that despite all
deliberate forms of communication, unintentional messages through third party reports and
informal communication can still be transmitted and uncontrollable communication
necessarily becomes part of corporate identity. Realising the constant threats of information
from third parties which may damage the reputation of the university there is need to
communicate a strong message through the brand.

Tahtinen (2014) further suggests that corporate communication involve denominations which
are management, marketing and organizational communication. The marketing dimension
then seeks to ensure that strategic information and identity of the university is represented by
the brand. It is thus not a myth since strong emphasis on the role of communication and
visual identity presented in the model by Melewar and Jenkins (2002) will result in greater
projection of a distinct corporate identity by the university.

1.9.3 Allessandri's model of Corporate Identity(2001)

Allessandri (2001) developed a corporate identity model illustrating the relationship between
corporate identity, corporate mission, corporate image and corporate reputation. Corporate

9
mission in this model represent institutional philosophy. The model is based on the
assumption that every institution has a philosophy whether “tacit or codified”. This
philosophy is personified through the behaviour of the institution, as well as the visual
presentation of the organisation. The behaviour and visual presentation together form the
corporate identity. Corporate identity emanates from these two complementary parts.

The model depicts that corporate identity has two levels which are one below the surface and
the other one which is above. Lambert (1989) suggests that below the “surface are the written
communications, corporate structure and behaviour”. According to Lambert (1989) this is
equal to the visual elements, but it may not be visible to the public. The model further
suggests that the “elements are the natural forces of the firm that manifest in the visible
elements of the corporate identity”. In the model above the surface are the “visual elements
which can also be described as the visual style and include the name of the institution, logo as
well as corporate colour scheme. Lambert (1989) maintains that this is the only part of the
corporate identity which is visible to the stakeholders. Central to the model is the view that
the institution‟s visual communication, notably the corporate colour scheme, plays a
significant role in effective and successful communication with various stakeholders.

The corporate identity and the corporate mission which are in the institution‟s control
completes the lower half of the model. This can be manipulated or altered as per will of the
organisation. The upper half of the model presents public perception towards the organisation
and that‟s where the concept of corporate image is premised. In the model interaction or
experience with a corporate identity produce a corporate image in the minds of stakeholders.
The model suggests that this distinct image in the minds of the public is important as
organisation retain full control of their identities as well as how to present themselves but
however they can‟t control stakeholder perceptions. Central to the model is the view that
corporate reputation can be created overtime through repeated impressions of the corporate
image which can be positive or negative. Below is the diagrammatic presentation of the
model.

10
Figure 1. 1Allessandri's Model of Corporate Identity

Source: Allessandri's (2001, p178)

1.9 Summary
This chapter served as an introduction to the phenomena in research, highlighting briefly on
what the research seeks to achieve.

11
CHAPTER 2

2.0 LITERATURE REVIEW

2.1 Introduction
This chapter serves to highlight previous contributions from other authors and researches on
the impact of branding on corporate identity. Information in this chapter was drawn from
various sources and contributions towards the discourse of branding and its impacts corporate
identity whilst primarily more focused on visual identity and how it can help differentiate
Midlands State University from other public or state owned universities.

2.2 The current state of Zimbabwean Universities

A credible system of expanding higher education led to the increase in the number of
universities from one in 1980 to the present 14 (ten State owned and four private)
universities. The Zimbabwe Council for Higher Education (ZIMCHE) provides intellectual
leadership for the developments of higher learning institutions while the Government provide
the policy frameworks. The higher education sector is one of the fastest growing industries in
Zimbabwe with more universities both private and state on the horizon. With respect to the
considerable difficulties faced by universities in Zimbabwe in the last decade, Kotecha
(2010) recognised numerous factors which are unique in context and that the ultimate
resolution to the difficulties facing higher education in Zimbabwe lies primarily between the
Zimbabwean universities themselves and the government. However, as highlighted above,
despite facing combined challenges which can be may be regarded as “extreme” universities
in Zimbabwe cannot be certainly unique nor completely isolated situation as many of
regional universities face „survival‟ challenges in one way or the other. This consolidate the
fact that governance, revitalising and planning of higher education remains a national
responsibility through the Ministry of Higher Education.

There is need to realise that during their establishment, these institutions developed their
niche foci according to the gaps that existed in the economy (Kotehca in SARUA Report,
2010). Notable differences among the nine state universities can be seen in the wide range of
disciplines which includes humanities, social sciences, business studies, architecture, arts,
information technology and computer science, natural resources, health and pure sciences and
engineering as well as agriculture programmes which are offered.
12
The sizes of these institutions vary considerably in terms of the variety of academic
programmes they offer and enrolment of students as well as infrastructure and physical
location. SARUA Report (2010) acknowledged that while some of the universities operates
from rented or borrowed premises, others on half-built campuses, the University of
Zimbabwe (UZ) operates from a fully developed, but rapidly ageing and deteriorating
campus. The Midlands State University (MSU) and other five universities (Bindura
University of Science Education, Chinhoyi University of Technology, Great Zimbabwe
University, Harare Institute of Technology and Lupane State University) were formed after
the year 2000 in the wake of economic recession and are relatively new (Butcher et al. in
Kotecha 2008). As is evident from the analysis above, Zimbabwe‟s higher education sector is
relatively well as compared to higher education in the other SADC member states with South
Africa as solely above Zimbabwe. However, needs analysis for the higher education sector
should embrace the notion of branding and corporate identity as a way of differentiation.

2.3 Corporate identity

According to Argenti (2000) corporate identity can be viewed as the fundamental concern of
reality and what an institution really is. van Riel and Balmer (1997) maintain that identity
reflects corporate ethos, values, aims as well as presenting individuality which helps an
organization differentiate. Balmer and Gray (2003) view corporate identity as emanating
from subcultures, structure, performance strategy and communication. Melewar et al. (2006)
is of the view that central to corporate identity are the traits which include strategy,
companyphilosophy, business scope, history, the type of products and services offered, forms
of both internal and external communication as well as corporate personality. However,
divergent views still do exist over what actually determines the uniqueness of an
organisation.

Balmer and Greyser (2002) suggest, there are five different kinds of identities presented by
any organisation. Actual identity includes the current characteristics of an institution and
refers to issue like the organizational structure, product range andownership. Secondly there
is communicated identity which is the most clearly revealed via controlled forms of corporate
communication. Conceived identity refers to the perceptions held organisational stakeholders.
Desired identity and ideal identity are therefore related to the ideal placing of an organization,
which is the future visions and prospects apprehended by strategic by the top management
and strategic planners. In the study corporate identity is defined as the strategically planned

13
public presentation, established and managed as a way to get incredible corporate reputation
over time as takes the communicated identity dimension.

Balmer, (1998) acknowledged that „corporate identity emerged during the second half of the
twentieth century emerged out of an initial predominant emphasis on external corporate
image as a constituent of reputation‟ The notion of corporate identity was long established as
a way to reflect what can be described as visual called visual identification today. In this case
it draws reference to the logo and other forms of symbolism that can be used by an
organization (Baker and Balmer 1997). Hatch and Schultz (2003) purports that organizational
and corporate identity have attracted increasing interest among scholars and practitioners
during the past decades and Balmer (2008) pin point that identity is currently at the forefront
of corporate marketing and management literature. There is a general consensus from
theories and practitioners of corporate identity that every organization has an identity.

Corporate identity thus articulates corporate ethos, values and aims as well as presenting a
sense of individuality which can help to differentiate organizations within their competitive
environment. The success of higher tertiary institutions in third world countries such as
Zimbabwe can thus be based on establishing as strong corporate identity as a way of
differentiation. Cornelissen et al. (2007) acknowledges that discussion on identity however
should incorporates perspectives from multiple disciplinary domains and literature which
involve corporate communications, management, marketing, organizational behaviour, social
and organizational psychology, human resources and strategy. Balmer (2008) further suggests
that identity can viewed as a “portmanteau expression with a variety of meanings”. In this
case the parameters of corporate identity are set clear by the fact that as a multi-disciplinary
phenomena corporate identity establishes shared values and connections with organizational
identity. Olins (1978) notes that “evolution of the field of corporate identity has led to
consultants focusing more on internal communications within organisations whilst fostering
corporate identities which reflects embodied values of the organisations in question and the
corporate personality”.

The interest on identity in general sense can be historically traced in organisations from a
quite diverse and multi-disciplinary perceptions. When considering corporate communication
and marketing of public universities, the major emphasis is premised on institutional
positioning and the need to promote itself to others as well as integrating visual identity,
corporate public relations and the management of communication messages (Van Riel and

14
Balmer 1997). The emergence of different and diverse approaches to corporate identity has
thus created a series of overlapping structures in organisations and there arise greater need for
integration. From this perspective, Cornelissen et al (2007) defined corporate identity as the
organization‟s strategically planned, purposeful presentation of itself in order to gain a
positive corporate image. It is from this definition where corporate identity can be established
and controlled within the internal structures of an organisation (corporate management)
whilst manifesting as a positive influence to stakeholders (visual identity).

According to Melewar and Akel (2005) globalisation of business has finally been embraced
by the higher education sector in which education is seen as a service that could be marketed
worldwide. The creation of a “marketization” discourse in the higher education means that
institutions of higher learning now has to compete at both local and international level hence
the development and adoption of marketing standards. The major challenge here is how
public Universities such as Midlands State University can create a consumer/stakeholder
oriented approach to the provision of higher education with more or greater emphasis on
corporate image and identity.

2.3.1 Clarifying the concept

The issue of divergent views and controversy within the literature concerning what is actually
meant by corporate identity is more reality than a myth. Cees (1997) is of the view that
“corporate identity unlike traditional brand marketing initiatives is concerned with all of an
organization‟s stakeholders and the multi-faceted way in which an organization
communicates”. However, in the research corporate identity specifically referred one of three
main developments in the area which constitute corporate identity on three major domains
which include graphic design, an integrated corporate communication as well as a
multidisciplinary approach based on organizational behaviour. van Riel and Blamer (1997)
acknowledged that each of the three approaches had followed a separate line of development
and would appear that the literature on each of the three domains has started to reach
maturity. Balmer and Gray (2003) notes that corporate identity is a “necessary concept
whereas a corporate brand is contingent” in the wake of organisational differentiation. What
constitutes this ultimate difference is the fact that corporate identity is applicable to all
organisations whereas not all organisations may have plans or have plans or may need/require
corporate brand.

Corporate identity form a graphic design paradigm have been hugely influential in two
regards, by articulating the basic tenets of corporate identity formation and management as
15
well as successfully keeping the subject on the agenda of senior managers in organisations
(ibid). This is supported by Olins (1978) who classified visual identity as a three mode
dimension incorporating (monolithic, endorsed and branded) perspectives which if observed
by organizations can reflect an organization‟s strategy, branding and communications
policies. In this case central to corporate identity in universities is the new role assigned to
symbolism where it can communicate corporate strategy.

Bernstein (1986) argued that there should be consistency in formal corporate communication.
This means that for corporate identity to be successfully institutionalised university graphic
designers and marketing teams should realise the efficacy of consistency in visual and
marketing communications as the primary goal of corporate identity. Contributions by
Birkight and Stadler (1980) to the understanding of corporate identity gradually broadened
the concept whichcan be now considered as indicators to the way in which an organization‟s
identity is revealed through behaviour, communications as well as through symbolism to both
internal and external audiences.

2.4 Visual identity

Visual identity can be defined as the brand‟s appearances which can visually influence
stakeholder‟s perception (Thomas 2015). According to Lamson (2016) the organisational
logo is regarded as the “central and most identified visual element” which can help
stakeholders realise, discover and potentially share the brand forward. This reflect the fact
that continuity must be established for the visual identity and it is formed through family
resemblance of different components. For a public university, like any other institution the
logo is solely the major proponent for visual identity. Boyle (1996) asserts that a brand „s
visual identity helps overcome intangibility in terms of consumers being able to differentiate
between brands. Furthermore, van den Bosch et al. (2005) notes that a brand name and logo
can be regarded as “visual cues and important drivers of brand awareness”.de Chernatony
(2006) observes that for service brands, physical cues such as the logo, clothes employees
wear and premises can help to distinguish organizations.

Visual identity has mostly been recognised as important in business (Bromley, 2001) as it
represents overall attempts by the institution to communicate with its broader stakeholder.
According to van den Bosch et al (2006) “visual identity includes various constituent parts,
including the logo, colour and typeface, company name and tagline”. There is need to pay
considerable attention to the various elements of visual identity as it can help to assist public

16
universities through effective communication and standardisation as a way to convey clear
message to all stakeholders.

Olins (1998) states that visual identity, as part of the organisation information dimension
embodies a distinguishing part of brand identity. Visual brand identity which can also be
described as corporate design can be referred to as the set of graphic components which
altogether provide for the identification and representation of a brand (Clifton et al., 2009). In
this case a clear as well as consistent visual identity is important for establishing a desirable
and strong image. For public universities visual identity resembles the prospects of visual
impressions as associated with the ted with name of the institution. The focus on visual
identity cannot thus be simply premised on the logo but rather consistently applied system
which serves as the external visual representation while it also marks utilization of the
symbol or logo. In accordance with public universities in third world countries it becomes
necessary that all elements of the university project present a clear image and fully
coordinated identification initiatives.

2.4.1 Elements of Visual Identity

According to Clifton et al (2009) elements of visual identity includes logotypes, colour
symbols and typefaces. Visual identity (CI) can thus be regarded as tangible asset that can be
used as a way to represent the university. Melewar and Saunders (1998) argued that
“corporate visual identity includes the corporate name, logotype and/or symbol, typography
and colour”. There is a general consensus among scholars that corporate name, slogan,
stationery, printed materials (which involves brochures and leaflets), the official website,
vehicles, buildings, corporate clothing as well as architectural infrastructure represents visual
identity. Previous definitions for visual identity didn‟t incorporate the slogan however,
Youssef and Magne, (2008) asserts that the slogan can also be considered as a part of the
graphic element making it a component of visual identity.

Joannes (2008) is of the view that where visual identity is represented by the logo, it mostly
results in constant communication between brand image and positioning of the organisation.
Universities although they cannot be regarded as product organisations they can also benefit
from the constant interaction as a way to improve enrolment and attracting high calibre staff.
This is also in line with Heilbrunn (2006) who argues that “the goal of visual identity‟s and
its usefulness is premised on the interaction with classic communication concept”. The major
idea here is to say that consistent use of logo, colour and any of the elements of visual
identity by MSU should reinforce strong positive image for the institution. There is need for
17
considerable care in the communication and development of corporate logos and symbols
stakeholder and ensure recognition as well as associations.

2.4.2 The University Logo

The logo design is a creative work which allows an organisation to be viewed through
symbol which possess a visual and graphic message (Adir et al, 2012). The logo thus can be
viewed as a symbol, a graphic or visual sign which communicates the structure of an
organisation and makes a distinction between two or more organisations. According to Adir
et al(2012) thelogo is a signature of an organisation which may bear a new conception, a
certain life style and is a bridge between the organisation and stakeholders. The logo conveys
the University through deliberate graphic representation.Henderson and Cote (1998) regards
the logo as “one of the most obvious representations of visual identity and brand identity used
by institutions”. In the case of public universities, it is thus possible to compare similar visual
elements. Adir et al (2012) suggests that creating a logo doesn‟t just happen but a rather a
consequence of very specified analyses taking into account geometric shapes, colours,
various signs and symbols with the goal to establish a harmonious mixture driven “to catch”
or inspire as well as be part of stakeholder mind and perceptions. There is need to
acknowledge that for some of Midlands State University stakeholders it may be difficult to
keep in memory if it becomes overly complicated hence disseminating the wrong message.
The design constitutes should be relevant or something which connect with higher education
markets as a way to impress stakeholders.

Keller (2003) notes that “visual aspects of a brand are a crucial element in enhancing brand
equity, particularly relating to awareness”. According to Adir et al (2012) the functions of a
logo are determined to assure the graphic, visual and feeling communication as well as
disseminating or translation of the message to the public. The power of the logo thus should
be in the ability to guarantee quality and the value of products (ibid). Henderson et al. (2010)
observed “that logos influence corporate image, by creating brand awareness, brand selection
and organisational evaluations while indicating quality. In the strict sense the logo has a
“rational and feeling” function.

Adir et al (2012) notes that the colour is a very important constitutive element which has a
role to play in balancing the balance graphic. In essence the “colour has to be carefully
selected” as a way to avoid disrupting stakeholder perceptions. Adir et al (2012) notes that in

18
the universe of logo design there is usually monochrome logos, two colours logos, three or
four colours while the most “essential thing” is to create a good integrated graphic structure
of the logo. The idea here is to avoid too many colours which may not do well with
stakeholder perceptions. It is thus critical and important that the University logo should bear
or possess the same characteristics and shape at all sizes.Below is a suggestive induction of
the shape in a logo design table by Adir et al (2012).

Figure 2. 1Adir et al‟s Suggestive Induction of the shape in Logo Design (2012)

Source: Adir et al 2012, (pp 654).

2.5 Corporate brand

Melewar et al (2006) defined corporate branding as the “efforts made by an organization to
create a favourable image and brand based on the corporate identity”. In differentiating
corporate brand from the corporate branding system, Balmer (2008) defined corporate brand
as the attributes of corporate identity which can be known by stakeholders or a target image
that an institution can communicates. However, for the sake of this research there is need to
differentiate brand from reputation. Alessandri (2001) defined corporate reputation as “the
sum of the individual images of an organization”. The study thus tackles branding and
corporate identity from an analytical perspective while considering discourse as part of the
key concept.However, in the “marketization” dimension of public universities, their role can
also be defined on promotional perspective. In general, for them tothrive there is need to
market and initiate a strong corporate brand which serves both strategic goals of the
institution andstakeholder interests whilst attaining a competitive edge.

de Chernatony (2002) notes that corporate-level brands are complex and well applicable to
non-commercial entities. The idea for corporate branding might not be well regarded in some
19
certain areas of the public sector, but with universities the case is certainly different (Balmer
and Gray, 2003). Bulotaite (2003) is of the view that universities can be regarded as complex
organizations and corporate branding can “simplify the complexity” whilst promoting loyalty
and attraction of the organization. There is considerable emphasis on the significance of a
distinct identity and corporate branding help in maintaining the intangibility and
inseparability of higher education services particularly as a way of differentiation. This is
supported by Jevons (2006) who maintains that “for the benefit of existing and potential
students and staff, universities should develop meaningfully differentiated brands as a way to
communicate their strengths”.

2.6 Corporate reputation

There is a lack of consensus on the definition of corporate reputation definition. Gotsi and
Wilson (2001) developed a more instructive definition where corporate reputation is viewed
as the overall stakeholder evaluation of an organisation over time. The evaluation in this
definition is based on stakeholder‟s individual experiences with the organisation, forms of
communication as well as symbolism which reflects differentiation from rivals. There is also
lack of consensus on the nexus between financial performance and organisational
reputation.Walker (2010) view corporate reputation as the “relatively stable, issue specific
aggregate perceptual representation of the organisation‟s past actions and future prospects
compared against benchmarks”

According to Cravens and Oliver (2006) corporate reputation is “much more than corporate
image or corporate identity as it involves a temporal dimension that the latter do not
consider”. Firestein (2006) describes corporate reputation as the “strongest determinant of
any organisation‟s sustainability”. Strategies and methods of achieving corporate reputation
in public universities may not be static but once gravely injured reputation cannot be easily
recovered. Helm (2007) observed that there is no consensus which has been achieved in
regard to the “core meaning and how to build blocks of corporate reputation” despite the
notable consensus on the positive effects which stem from good reputation.

Fombrun, et al (2000) maintains that “reputation is rooted in the aggregated perceptions of

the organisation‟s stakeholders”. For public universities like Midlands State University good
reputation helps to attract constructive stakeholder engagement while for the private sector it
results in survival and profitability. Caminiti, (1992) view corporate reputation as an
“effective mechanism to maintain competitive advantage and can aid in building customer
retention and satisfaction”. Although it primarily sounds more like related to private sector,
20
reputation in public universities is of critical importance since it involves media publicity
with students also regarded as “customers”. When developing a corporate brand and identity,
universities should recognise that some stakeholders are more valuable/important than others.

2. 7 Branding
Brands in the public universities possess characteristics of both corporate and product
branding. Pinar et al. (2011) suggest, that “a university might be seen as primarily concerned
with the provision educational products and services and students primarily as customers
whose experience is in the core of the branding”. According to Argenti (2000) branding a
university doesn‟t only rely upon the student orientation but rather consider brand
management of the whole institution.Argenti (2000) and Whisman (2009), suggests that “the
marketing mentality in universities, focuses merely on short-term marketing of specific
constituencies, and may fail to recognise the overall reputation as well as adopting corporate-
level branding strategies”.

Pearson (1996) defined a brand as the combination of features (what the product is), customer
benefits (what needs and wants the product meets) and values (what associations the
customer has with the product). A brand is then created when marketing adds value to a
product and differentiates it from other products with similar features and benefits (Pearson
in Simoes and Dibb 2001). Hatch and Schultz (2003) acknowledges that the difference
between corporate and product branding is emphasised by what they described as the “shift in
managerial responsibility”. Product brands typically remains centred on middle management
marketing function, while for corporate brands it becomes more of a strategic perspective
usually based in the office of the executive. Another notable difference between corporate
and product branding is that generally there is a shift from the product to the corporation.

According to Bennett et al (2007) universities should have strong brand values as a way to
increase market share in the higher education sector. There are a number of several
proponents which constitute brand values of universities which includes image, names,
informative brochures, websites, stickers, slogans and the logo among others.Turley and
Moore (1995) provided two categories of brand names for universities which are either based
on geographic name or person-based names. However, the two mostly rely on the brand
naming strategy adopted by the institution and the area of operation. Turley and Moore
(1995) maintains that category of the geographical brand names for universities where they
are to be named after cities or regions. In Zimbabwe most tertiary institutions such as

21
Midlands State University fall within this category where it was named after its midlands
location.

Furthermore, Ind (1997) maintains that “branding as a concept can be directly applied at the
corporate level”. In this view corporate brand becomes more than just the outward
presentation of an organization through its logo, name and visual presentation but rather form
the core of values which defines it. de Chernatony (1999) suggests that corporate branding
constitutes the strategic direction for institutional activities, establishes consistency through
the connection between communication, positioning and behaviour as well as working style
of the staff.

According to Pinar et al (2011) student learning experience can be regarded as the rationale
for all value creation initiatives in university branding while students are viewed as the most
significant constituency of a university. Furthermore, student life, community and sporting
activities are auxiliaries to the value creation initiatives which also include branding. Each of
the above mentioned activities play a role towards student‟s overall university understanding
and brand opinion (ibid). This is supported by Hatch and Schultz (2003) who argue that
emphasis on, corporate branding significantly concerns the sense of belonging. Balmer and
Liao (2007), stipulates that the awarding of a degree necessarily provide “students with a life-
long membership to a university” as well as a sense of “identification with the corporate
identity and brand”. The suggestion is that Midlands State University‟s identification by
former students is also self-definition of the university even if after the student‟s graduation
they still recognise the brand on their certificates.

2.7.1 The rationale for branding

Stensaker and Norgard (2001), suggested that universities as organizations may respond to
economic, societal and cultural demands by two different ways of adaptation. The initial
option implies the need to react for reasons of survival and legitimacy, for a public university
this means a move or shift towards standardization within the higher education sector.
However, there is also a general consensus among scholars that institutions of higher
education may increasingly become similar with time. In light of this,Stensaker and
Norgard(2001) opted for another choice whereby universities seek a strategic niche in order
to effectively fight for students as well as expand financial sustenance and relations society at
large. Levine (1997) notes that with regard to the latter option universities will be considered
as mature stage businesses which can make “themselves more specialized and unique in
response to the external pressures”. In this case only innovation may be regarded as a
22
necessity or a condition for survival of public universities as it implies a strategic change to
the strengthening of branding as the solution or survival strategy.

The major rationale for branding other than the perceived natural benefits is the need to suit
the universities new role in the wake of marketisation. Fairclough (1993) notes in most
countries public universities are now required to raise an increasing proportion of their funds
from private sources. In essence more competition among public universities now do exists
and there is need to attract the best staff and students within all faculties. Midlands State
University cannot be regarded just as marketers of educational services at both international
and national level but also as thriving for a differentiation and distinct profile. Branding
helps to create this distinct profile for the university while attracting funding from various
stakeholders in the process.

Corporate brands unlike product brands are premised on the idea to live the past and the
future as well. Olins (1989) indicates that corporate brands stimulate associations with
heritage and form strategic visions of what is to come. There is notable controversy on the
aspect of time when building a corporate brand. Olins(1989) in Hatch and Schultz (2003)
notes that as “symbols of the heritage and the vision of the leaders for the future, the
corporate brands have a much broader temporal base than do product brands over a certain
period of time”. For universities like Midlands State University there need to create a distinct
differentiation for now and the foreseeable future.

Hatch and Schultz (2003) maintains that in the study of marketing, branding and corporate
identity, there is a general consensus that corporate brands can improve organisational
visibility, reputation and recognition in a manner which can are not be achieved by
productbrand thinking. They further claim that corporate brands don‟t only contribute to
customerbased images only but also to the reputation maintained stakeholders which include
customers, investors, employees as well as regulators and local customers and special interest
groups. In this case branding can help establish a relationship between Midlands State
University and its stakeholders.

However, there is need to acknowledge that one of the main reasons why public universities
cannot be regarded purely as business is that funding from the government contribute to a
significant part of universities income. According to Curtis et al. (2009) “many university
administrators have avoided seeing themselves as marketers or brand managers”.
Nevertheless, many public institutions like universities have made notable shift on the mode

23
of operation towards a market oriented mode of operation. Despite this opposing view
Melewar and Akel (2005) notes that “the shift is premised on building a more unique
corporate identity and the brand has become crucial in universities and other higher education
institutions”.

There is need to realise as part of the shift from traditional role of universities, branding has
become a strategic managerial issue for universities. According to Osman (2008) the massive
number of universities contending for the same students and the marketization of higher
education are justifiable reasons for branding.

2.8 The role of Corporate Communication

van Riel (1995) defined corporate communication as the “corporate function designed to
complement all consciously used forms of internal and external communication to create
favourable relationships with the stakeholders”. According to Cornelissen (2011) corporate
communication can be defined as the management function aimed at developing a framework
effective coordination of both external and internal communication with the overall goal of
maintaining and establishing positive reputation with stakeholder and all interest groups. A
closer look on the definitions reveal the idea of establishing a strong positive relationship
with stakeholders which can also benefit MSU as an institution. Corporate identity studies by
Jenkins and Melewar (2002) established a strong relationship between corporate
communication and visual.

Apart from concentrating on “specialized” disciplines and separate stakeholder groups,

corporate communication function emphasises on the organization as a whole. Cornelissen
(2011) viewed an integrated approach when managing communication as very crucial.
Melewar et al. (2006) suggests that in addition to deliberate forms (formal communication)
within an organisation, the “unintentional messages” (informal communication) through third
party reports and informal communication when transmitted are uncontrollable and becomes
part of the corporate identity. van Riel (1995) brought forward a difference between
marketing and organisational. Marketing communication include the forms of communication
which are used to “support sales of particular goods or services” whereas organizational
communication can be “divided into a variety of activities which includes investor relations,
media relations public, social responsibility and community relations among others”
(Melewar et al. 2006.).

24
Furthermore, Baker and Balmer (1997) in their study on visual identity in university
organizations “suggest that visual identity has a significant role in communication to both
internal and external stakeholders”. van Riel and Balmer (1997) maintains that symbols can
be used to bring forward the central idea of an organization as a way to attain positive
stakeholder perceptions.Midlands State University‟s if able to attain consistent visual identity
will communicate the strength, size as well as its reputation to external stakeholders. Baker
and Balmer (1997) notes that internally, communication is a “central source of identification
to the institution for the employees”. This means that organisational communication seeks to
achieve organisational architecture for building confidence, influence and perceived
identity.in general sense distinctive and well communicated visual identity can be regarded as
a significant anchor which enables stakeholders with an associate experience on specific
brand and strong positive perception on organisational reputation in the long run.

2.8.1 Brand Communication

Melewar and Karaosmanoglu, (2006) defined corporate communication as the ways in which
the organisation interacts with its various stakeholders. van Riel (1995) asserts corporate
communication is “an instrument of management by which all consciously used forms of
both internal and external communication are harmonised effectively and efficiently as
possible as a way to create positive basis for relationships with stakeholders”. In the private
sector brand and marketing managers rely on the marketing communication to enhance
product sales and services.Fournier, (1998) notes that “corporate brands are birthed in
organisations and their value is only realised when they are assimilated by stakeholders”.
According to Bick (2003) “the brand image of an organisation represents the current and
immediate reflection which stakeholders possess towards an organisation”. In public
universities the brand image enhances communication with both internal and external
stakeholders. Brand management can thus be viewed as a double-sided procedure which
include influencing and managing expression of the brand, understanding as well as responds
from stakeholders.

2.9 Benefits of a strong corporate identity

Corporate identity management involves the transmission of organisational goals and what it
represents to both internal and external stakeholders by strategically executed visual identity
planning, corporate values, behaviour and communication. When effectively managed
corporate identity lead to credible corporate image and favourable corporate reputation in the
long run.

25
Melewar et al. (2006) argue, that one of reasons why there is growing interest in corporate
identity is the “major changes in the economic environment which require new tools for
organizations to face them”. According to Tahtinen (2014) corporate identity is an “essential
source of differentiation strategy which may lead to a sustainable competitive advantage over
time”. This makes corporate identity a potential strategic resource for the Midlands State
University. Melewar and Akel (2005) argued that by “creating a distinct image and standing
apart from its rivals may help an organization win competitive edge over its competitors”.
However, there is need to acknowledge that the search for differentiation today appears to be
more premised on re-branding activities. Issues of ownership, legislation and government
interference in public universities makes it more impossible for universities Zimbabwe to
take this initiative due to cost and other economic challenges.

Furthermore, a strong corporate identity bears the potential to “inspires stakeholder

commitment” making it more possible for the university to create a distinct identity. This is
supported by Melewar et al (2006) who defined identity as a valuable for variety of both
internal and external stakeholders to whom organisational characteristics are communicated.
Kotecha and Perold in SARUA Report (2010) notes that a comparative analysis of
partnership programmes in Zimbabwean public universities reveals that Midlands State
University “seems to have a well-developed partnership programme”. The notable benefits
include access to library resources materials through partnership arrangements with INASP
(International Network for the Availability of Scientific Publications) as well as Book Aid
International which creates significant access to books and electronic journals (ibid).

Cornelissen (2011) suggest that a clear corporate identity “breeds employee motivation” as
organisational personnel are likely to be more motivated if they become able to identify that
their organisation priorities a strong image at the same time possessing a good reputation.
The role of university staff in delivering the brand values to various stakeholders is viewed
by Whisman (2009) as crucial with several studies emphasising on the significance of
internal branding and employees‟ engagement as part of the branding process.

According to Balmer (2008) a clear “corporate identity provides a central platform upon
which corporate communications policies are developed and corporate images are formed”.
There is general consensus among scholars of corporate identity that it contributes to the
development of all aspects of an organisation both internally and externally.

26
In addition to having a “strong corporate identity” an institution can ensure consistent forms
of communication to stakeholders (Melewar and Akel 2005).Tahtinen (2014) notes that a
well-defined corporate identity creates a source of commitment in external audiences as well
as providing consistent signals and communication which contribute to the creation and
development of a clear image of the organization institution.

Argenti (2000), views the value of a strong brand to an individual university is that it will be
able to attract the best recruits and faculty and have fewer crises.Bulotaite (2003) believes
that “university brands actually have the potential to create stronger feelings than most
brands”. The key to such notable success is achieved by creation of unique communicative
identity (ibid). According Wolverton (2006) “differentiation of a university organization has
to do with how universities identify themselves and the audiences they choose to serve”.

2.10 The nexus between corporate brand and corporate identity

The major a question on the relationship of branding and corporate is whether branding of a
university generates competitive advantage or not. According to Melewar and Akel (2005)
apart from being a differentiation tool, branding can also be viewed as a tool for
standardization. Levine (1997) suggests, “higher education has evolved from its growth stage
to a mature stage industry accompanied by stable or declining resources and universities are
therefore forced to shift from full-service department stores to more specialized boutiques”.
Resultantly, the universities should be able to establish selections on their offerings and
position themselves in a “more focused and unique way” (ibid). Melewar et al. (2006)
suggest that an “organization‟s physical location is a significant part of corporate identity”.
Suitable location is therefore essential for effective institutions who wants to project a
desirable image and positively identification from stakeholders.

The concept of branding and corporate identity apparently have connections as both can be
regarded as part of strategic sources of commitment and differentiation from stakeholders.
Branding and corporate identity can both be viewed as multidisciplinary and diverse by
nature therefore needs to constantly managed. There is also widespread acknowledgement
that corporate branding should well be founded in and coherent with corporate identity at all
level within the organisation. The concepts can also be successfully referred to “as
overlapping or even interchangeable” (Balmer and Gray, 2003).

Balmer and Greyser (2002) maintains that corporate identity can be drawn from a mix of
organisational traits and the essence of corporate branding is to be found as they put it

27
forward, “from the values which are associated with the brand and which represent an
informal contract between the institutional brand and its various stakeholders”. Kotler and
Armstrong (2010) suggests that the brand is can be “derived from an organization‟s identity”
as well as in the minds of stakeholder. The brand can also be viewed as the representation of
stakeholder perceptions and “feelings about a product, service or organization” (ibid). This is
supported by Balmer (2008) who “regards corporate brand as a distinctive identity type
which, unlike corporate identity, may have a life of its own as it can be bought, sold or
borrowed”. This reflects a closer relationship between corporate branding and identity at all
levels within an organisation. In the study, corporate identity was regarded as the purposeful
presentation of an organisation as a way to attain differentiation (visual identity) and positive
reputation.

2.11 Limitations of branding in higher education

Bunzel (2007) and Curtis et al (2009) suggests that “the increasing use of business models
and terminology in the education context have become an acknowledged and part of
universities operations”. This commercialization of education like any other public goods has
attracted its own share of criticism from diverse perspectives. According to Hemsley-Brown
and Goonawardana (2007) “there have been fundamental concerns when viewing business
world morally contradicting to education”. Bunzel (2007) states that the “objectives of
branding in higher education sector are still be unclear and the questions whether university
branding is even worth the time and cost spent on the branding activities”. This is particularly
due to the fact that branding initiatives emanates from commercial knowledge with
considerably limited efforts towards the adjustment of branding theory and make it higher
education specific.

Furthermore, higher education institutions view corporate branding as a way of

differentiation and survival. However, Levine (1997) suggests that “a vast number of
universities in the industry, majority of them are fundamentally alike”. Michelsen (2004)
reveals that “even though each university has its own history and culture, they still look very
much similar to one another in terms of their functions, governance and degree system. In
Zimbabwe all the state universities are owned by the government controlled by ZIMCHE and
falls under the Ministry of Higher Education Science and Technology. Although they have a
certain degree of autonomy majority of are more concerned with offering degrees, student
welfare, infrastructure development and growth.

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2.12 Summary
The objective of this chapter was to highlight previous contributions and scholarly review on
the impact of branding and corporate identity on publictertiary institutions of higher
education.

CHAPTER 3
3.0 Introduction
This chapter explores the concept of branding and corporate identity in relation to
universities. It also highlights the attributes that differentiate commercial and university
branding as well as the perceived goals of corporate identity. Brand architecture frameworks,
concepts and a comparative analysis as well as how sustainable corporate reputation can earn
support and trust for non-profit organisations such as public universities constitute part of the
discussion.

3.1 Conceptualising branding and corporate identity

The study of branding and corporate identity has seen corporate identity image being
strategically interpreted. As a way to avoid misinterpretation the following definitions and
descriptions were used in the research to illustrate the basic concepts and components.

3.2.1 Branding
Kotler et al (2008) viewed branding as the major enduring asset of an organisation, outlasting
the organisation‟s specific products and facilities. Branding thus can be a notable promise
inferred for or communicated to the various stakeholders which represents organisational
identity. Upon choosing a brand the university should have to focus on specific visual
elements as promotional basis. Kotler et al (2008) suggests that an “efficient name can give a
push-start to the brand”. The name should possess certain attributes and six qualities which
means it should be easy to pronounce, recognise and remember, able to suggest something
about the product or institution, easily translated and distinctive as well as extendable, easy to
translate and the university being able to register it for legal protection (ibid).

29
3.2.2 Brand identity
Aaker (1996) defined brand identity as the unique set of “brand associations that the brand
strategist aspires” to maintain, disseminate or create. These associations are primarily the
indicators of what the brand is aimed at or promise for the stakeholders. Brand identity thus
should assist in establishing “a relationship between the brand and the customer (stakeholder)
by creating a valuable proposition which involves emotional, functional, or self-expressive
benefits. (ibid). In a simpler way brand identity represents the way the university brand wants
to be perceived by the stakeholders. The identity should be simple and flexible enough to
meet the market dynamics. Olins (1998) suggests that “brand identity can be defined by four
main characteristics. The first element being the product or service, (which implies what the
institution produces or offers) and the second characteristic is the environment, (implies the
place where the organisation offers its services and products). The third dimension is
associated with the information and communication (usually what the organisation does).
Lastly one of the major characteristic is the behaviour (usually how the employees and
students behave and interact with each other and external stakeholders). For universities to
have a successful brand identity there is need to live such characteristics and counter rivals.

3.2.3 Brand visual identity

Visual brand identity or corporate design can be defined as “the graphic components which
puts together and provide a system for identification and representation of a brand. (Clifton et
al, 2009). The basic components of a brand‟s visual identity usually comprise “distinctive
versions of the logotypes, symbols, colours and typefaces” (ibid). Traditional definitions
didn‟t consider organisational “slogan”. Bassani et al (2008) maintains that “the slogan can
also be considered as part of the graphic elements thus a visual identity component”. In
summary brand visual identity is the sum of all knowledge which the stakeholder possesses
about a brand from their experience, services and advertising.

3.2.3 Corporate identity

According to van Riel and Balmer (1997) corporate identity refers to “an organization‟s
unique characteristics which are rooted in the behaviour of members of the organization”. In
this case corporate identity is more than just the creation of logos. It addresses the question of
what we are for an institution. This involves the business structure, ethos, market
performance, history and reputation as well as relationship with stakeholders. van Riel and
Balmer (1997) view corporate identity as “holistic and it expresses the corporate ethos, values
and aims while presenting a sense of individuality which can help to differentiate the

30
institution within its competitive environment”. This make corporate identity a purposefully
created phenomena within organisations.

There is need to differentiate organisational identity from corporate identity as the terms may
not really bear the same meaning.Hatch and Schultz (1997) define “organizational identity as
a collective shared understanding of the organization‟s distinctive values and characteristics”
Organisational identity which can also be viewed as corporate personality thus addresses the
question of who we are for the organisation. It has a mix of dominant and even ascendant
subcultures within the transcending organisation. For example, professional, cultural and
industrial identity of an institution.

3.2.4 Visual identity

Heilbrunn (2006) explains visual identity‟s “purpose and the importance of its interaction
based on the classic communication concept”. Joannes (2008) suggest that visual identity, “is
represented intensely by the logo and have constant interaction with the brand image as a way
to improve the relationship between the brand and its customers, the offer and the positioning
of the organisation”. Visual identity or visual identification system of an organisation is
aimed revealing or showcasing organization‟s symbol and its identification system. This
involves communicating of visuals (and in some instances verbal) cues which brings clarity
of the organisational identity to the stakeholders. Visual identity mix is premised primarily on
the identification strategy of an institution.

3.3 A comparative analysis of Branding and Corporate Identity in Universities

A new era of globalization of the higher education sector demands the need for universities to
market themselves at both local and international level with stiff competition at all levels.
There is need to attract high quality, students and staff not just at locally but at the
international stage as well. According to Becher and Trowler (2001) acknowledges that the
“fundamental shifts in the last twenty years have seen increased competition in the global
higher education market” with universities resorting to marketing initiatives such as branding.
However, Gronroos (1990) notes that the role of corporate identity “in service industries
poses a greater challenge as compared to the manufacturing industry primarily because of the
four unique service characteristics which include intangibility, inseparability of production
and consumption, heterogeneity and perishability that distinguish services from goods”. In
higher education institutions, branding involves advertising the corporate colours and image
as well as packaging and public relations.

31
There is need to recognise that university branding differs and vary size, age and location of
the institution. The South African higher education institutions had “traditionally, been
unprogressive in terms of marketing themselves to prospective students” (Law, 2002). The
major reason for this was that like many other African colonial experiences the institutions
operated in a “protected and racially regulated” market accompanied by reliable funding from
the apartheid government. Hay and van Gensen (2008) attributed this to the lack of
competition which meant that the universities were never before “truly exposed to
competitive” environment as survival wasn‟t just guaranteed but rather a privilege.
Transformation of the South African higher education system brought a new era of “market
orientation” where the “customer is at the heart service delivery” (ibid). However, Beneke
(2011) observes that institutions which doesn‟t benefit from “government funding/subsides”
are the major contenders or on the forefront of a market oriented phenomena as a survival
strategy. This poses a direct or “serious competition to well established public institutions”
which in-turn should fight for survival (ibid).

There is considerable consensus among scholarly views that globally, the higher education
system has gone through an era of rapid growth with limited resources or failing to secure
enough funds and survival has become part of the new enterprise for public universities.
Tagwirei (2000) acknowledges that with no exception, South Africa public institutions faced
drastic changes on government funding methods while globalisation brought in new
competitors with enrolment decreasing at some of these institutions. Law (2002) reveals that
the “higher education marketing in South Africa” has a large potential for improvement as
significant benefits from marketing programmes can accrue for the most progressive on this
idea. Generally marketing in the higher education has been employed for two basic reasons
which involve the desire to attract best students and to a lesser extend the best academic as
well as administrative staff (intellectual resources). The other reason is to attract funding
from government (subsidies), research funding and private contributions or grants which all
constitutes financial resources.

However, it appears that the practice of branding South Africa‟s higher education is quite a
complex issue. PiyushiKotecha‟s research on branding initiatives of South African higher
education institutions revealed that “while many academic staff may understand this concept
in theory, branding smacks of something vulgar and market related. The sustained myth that
surrounds institutions is that branding is not needed when the institution has a solid reputation
and long tradition.” (Kotecha, 2003). This suggestion was due to the fact that pursuing
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branding initiatives was viewed as a clear indicator of deficient in the public universities. In
his view this appeared “to be a mind-set which required attention before lasting damage is
affected” (ibid). Kotecha (2003) suggests that the “roots of this perception evolved from
origins of the university where it was established consciously as an institution on the margins
of society without ever belonging entirely to that society”.

Despite what appears to be set back towards the branding and corporate identity in South
African public universities, one can argue that “marketization” higher education intends to
establish and “institutional brand” as well as differentiation. This is supported by Landrum et
al, (1998) who portrays that “the image presented by institutions of higher education plays a
critical role” and influences public attitudes towards the institution. According to Kirp (2004)
institutional brand can be viewed as “synonymous with its reputation” and regarded as the
most prestigious prize asset in education institutions. Paramewaran and Glowacka (1995)‟s
study of university images revealed that “higher education institutions need to maintain or
develop a distinct image” as a way to enhance competitive advantage the “increasingly
competitive market”. According to Kotecha (2003) in South African public universities,
“institutional branding remains clichéd and highly unoriginal”. There is reflection that
branding does exist it seeks to serve the ideas of reputation, excellence and tradition (ibid). A
close analysis reveals that within South Africa, the “private institutions changed the branding
landscape by selling institutional experience as opposed to old buildings, smiling student
faces, and impressive library collections” by the public institutions.

Furthermore, Waithaka et al (2005) in the study of Corporate Visual Identity Systems and
Brand Performance of Kenyan Universities revealed that “visual identity systems play a
significant role in the way an organization presents itself to both internal and external
stakeholders”. The study also revealed that in the wake of high competition, the “universities
developed strategies for competitiveness and survival such as management of corporate
visual identity and improved brand performance systems in order to positively impact on
their corporate image and performance.” (ibid). According to Wanjiku, (2015) as of (2012),
the Ministry of Higher Education, Science and Technology in Kenya comprised of fifty-two
(52) private, public and constituent institutions of higher learning which compete for students
hence the need for “aggressive” marketing using both print and electronic media to advertise
their programmes. Wanjiku (2015) further stress that as part of their branding initiatives,
Kenyan university broadcasts their graduation ceremonies on local television channels.
Kashorda, (2002) suggests that technological evolution “have pushed institutions” to embrace
33
part of their marketing through social networks such as Twitter, Facebook, My Space and
Instagram. This is usually done through creating an official account run by the Information
Technology (IT) department or the public relations office.

The Kenyan experience also reveals that majority of the higher learning institutions have
changed their “marketization” for programmes and courses. Nganga (2010) observes that in
Kenya‟s higher learning institutions reach their perceived targets by introducing courses
which “have market demand”. The most notable example is the Master in Business
Administration which has been introduced by the both public and private institutions (ibid)
This reflects product differentiation as part of the differentiation among the Kenyan
universities. Nganga, (2010) notes that public higher learning institutions are now “spending
money to make money” and has been “forced to supplement their income through high-fee
courses such as Masters in Business Administration (MBA), as their subsidies have
declined”. Corporate identity thus can improve brand identity through implementing the
strategic direction of the university which include the vision and mission statement as well as
conveying the visual identity from logos and signs.

3.4 Attributes of a University Brand

Melewar and Akel (2005) suggests that for universities have realised the significance of a
“comprehensive corporate identity as a source of competitive advantage” and identification.
For this feat to be achieved there is need for the university to possess the perceived attributes
for a corporate brand. Research and contributions on the concept of branding resulted in the
realisation of the need for individual attributes among higher learning institutions. Curtis et al
(2009) suggest that universities can promote themselves through “academic program
offerings, quality of teachers and resources, facilities, campus life and services”. This
supported by several studies such as those by (Moogan 2001 and Wolverton 2006) which
resulted in the establishment of an almost uniform model of features determine a strong
corporate identity.

According to Wolverton (2006) universities should emphasises more on “the importance of

both identity and audience” and it involves determining distinctiveness of their programmes.
This is due to the fact that for universities a strong identity can be revealed by offering unique
services while ensuring that all stakeholders served. For instance, Wolverton (2006) suggest
that in business schools some universities which possess long established identities are able
to “determine their strengths and build on them, remain focused in their program offerings
and stay connected to the communities they serve”. Of critical importance is the ability to
34
constantly maintain stakeholder relationship over time as well building reputation of the
university over time.

Chapelo (2010) acknowledges that despite the lack of uniform strategy for building a strong
brand, there exist factors which are associated with highly rated university brands. Initially
(Chapelo, 2010) alludes that a deliberate positioning strategy might be the most important
prerequisite for the creation of positive or successful university brand. Attributes of
successful university brand includes a clear vision and support from its leadership. For the
university to be strongly identified as possessing an ideal brand, the brand should “clearly
articulate and position their vision and purpose”. The strategic vision thus certainly
subscribed from within, fully supported internally and “consistently communicated to
external stakeholders” (ibid). These are a clear indication of what the organisation has done
for itself as a way of differentiation. Press and publicity became an indispensable tool for
information dissemination and its activities should be based on protecting and promoting the
university identity and reputation.

Chapelo (2010) suggested that for some institutions, “location” equally contributes towards
success of a university brand. This particularly due to existence of “a great deal of synergy”
between the brand and reputation of the city the university is located and a successful
university brand. However, for the Midlands State University this might be different as it was
named after the iconic midlands region of Zimbabwe. There is need to realise that location of
an institution can impact on the brand and should be precisely done considering the prospects
of the university brand. For instance, Moogan et al. (2001) emphasize, that institutions with a
“well-known brand, a good reputation and easily accessible comprehensive information will
have better chances to recruit students as well as administration staff”. In this case the
location of the university can determine stakeholder perceptions (particularly students) and
their willingness to enrol.

Furthermore, for universities to have a strong brand names they should ensure clear and
desirable positioning of the brand in the minds of stakeholders for them to fully realise what
they stand for (Moogan et al. 2001 and Curtis et al. 2009). This can be realised as suggested
by Baker and Balmer (1997) to create and enhance corporate identity as well as the branding
programs as a part of the strategic positioning and expansion initiatives. Bunzel (2007)
alluded for corporate market oriented marketing strategies such as “rebranding” programs
which can include changing the name creating and creating new visual identity packages as

35
well increased admission (more flexible enrolment criteria) to be employed as a way to create
a distinctive university profile and even improve its ranking. This sums up the fact that
strong brand can help to outclass rivals and universities use it a way of differentiation.

3.5 Summary
The chapter aimed at bringing out the conceptualisation, comparative analysis of branding
and corporate identity in context of higher learning institutions.

CHAPTER 4

RESEARCH METHODOLOGY
4.0 Introduction
This aim of this chapter is to highlight the research instruments which were involved in data
collection. The researcher used qualitative method which involved conducting interviews and
distribution of questionnaires to the key informants and targeted respondents. The chapter
also serves as the justification for the selected methods and research instruments in the course
of data collection.

4.1 Research Design

According to Burns and Grove (2003) research design can be defined as the “blueprint used
for conducting a study with maximum control over factors which may interfere with the
validity of the findings”.Polit and Hungler (1999) described research design as a blueprint or
an outline used for conducting research study in such a manner that maximum control can be
exercised over factors which could interfere with the validity of the research outcome.
Parahoo (1997) described a research design as the plan which highlight “how, when and
where” data is to be collected and analysed. Polit et al (2001) view research design composed
of “the researcher‟s overall answering of the research question or testing the research
hypothesis. Research design thus serves as the master plan and framework for action. It helps
to achieve the maximum efficiency and reliability from the available data or information.
Research design can be thus described as the advance planning on the methods which are to
implemented for collection of relevant data as well as the techniques to be involved in the
analysis whilst bearing in mind the research objective as well as the availability of time, staff
and money (Kothari, 2004).

The research was aimed at bringing out the impact of branding on corporate identity on a
higher learning institution. As part of the research the major function of a research design was
36
to ensure that the available evidence obtained on the topic in question would help to address
the research topic to the most unambiguously extent. This involved gathering of all relevant
evidence and suggestion which is required not just to answer the research question but also to
test the theory and make some accurate evaluation on the phenomenon. In this regard
research design is solely different from the methods of data collection. According to Kothari
(2004) the research design consist of an outline “of what the researcher will do from writing
the hypothesis and its operational implications to the final analysis of data”.

4.1.1 Qualitative Research

According to Burns and Grove (2003) qualitative research approach can be described as the
systematic “subjective approach which can be used to describe life experiences and situations
and give them meaning”. Parahoo (1997) maintains that qualitative research usually has more
focus on the human experiences and stresses the uniqueness of an individual. Qualitative
research can thus be viewed as a form of “social enquiry which focuses on the way people
interpret and make sense of their experience and the world in which they live” (Holloway and
Wheeler, 2002). The researcher used the qualitative approach as way to explore perspectives,
behaviour, and experiences as well as feelings from the respondents with the ultimate goal of
understanding of these elements.

According to Domegan and Fleming (2007) qualitative research is aimed at exploring and
discovery of issues concerning the problem at hand since very little maybe known about the
research problem. Field and Morse (1996) states that researchers who resort to qualitative
research adopt a person centred holistic and humanistic perspective as way to understand the
lived human experiences without much focus on specific concepts. The rationale for
qualitative research in the research was to explore the opinion and create an understanding on
the experiences of university stakeholder‟s perspectives both past and present about the
brand. However, Holloway and Wheeler (2002) suggest that “complete objectivity is
impossible and qualitative methodology” cannot be completely since human beings do not
usually act logically or in a predictable manner.

4.1.2 Exploratory Research

According to Polit et al (2001) explorative studies are conducted “when a new area is being
investigated or where little is known about the area of interest”. Exploratory is thus essential
for investigating fully the nature of a phenomenon and any other related factors. Brink and
Wood (1998) suggests that exploratory research “examines the relevant factors in detail as

37
way to have an appropriate description of reality and the existing situation”. In the study, the
impacts of branding on corporate identity using a focus group interview.

4.2 Study Population

According to Parahoo (1997) study population can be defined as the sum “number of units
from which data is being collected”, for instance individuals, events or organisations. Burns
and Grove (2003) suggest that study population consist of all the “elements which meet the
criteria for inclusion in a study”. Eligibility criteria can be described as the list of
characteristics which are required for consideration as part of the target population (ibid). The
process of selecting participants which were involved in the study was done in such a manner
that it didn‟t influence the obtained results obtained and compromise validity since the impact
of branding and branding can‟t be homogenous. Alston and Bowles (2009) a defined case
study as typically a case, where there need to fully investigate and thoroughly analyse the
details which may be lost in a larger study.

4.3 Study Sample

According to Polit et al (2001) a sample can be regarded as the proportion of a population.
The sample was drawn from former and current students, staff and members of the
community in Zvishavane. The university is a public institution which has a large pool of
stakeholders some of which were not considered as important for the sake of the study since
their interest may not be in line with issues of branding and corporate identity.

4.3.1 Sample Size

Holloway and Wheeler (2002) maintains that sample size cannot “influence the importance or
quality of the study” and highlights a lack of guidelines for determining sample size in
qualitative research. According to Holloway (1997) sampling goes on until “saturation has
been achieved, namely no new information is generated”. This is due to the fact that in
qualitative researchers usually are un aware of the number of participants in the research
beforehand and the sample can even change in size and type during the course of the
research.

4.3.2 Sampling Process

According to Burns and Grove (2003) sampling process refer to the way of selecting a group
of people, events or behaviour with which the study is to be conducted. Polit et al (2001)
suggest that the sampling process reflects a sampling a portion which represents the whole
selected population. In the research sampling was non-probable and purposive. Parahoo
(1997) suggests that during non-probability sampling researchers resort use their judgment as

38
the basis for selecting the subjects which can be included in the study primarily based on their
knowledge of the phenomenon in question.

4.4 Purposive Sampling

Parahoo (1997) view purposive sampling as a sampling method where the researcher
deliberately chooses whom to include in the study “based on their ability to provide necessary
data”. Every stakeholder of the university has a chance to make reflection on the corporate
identity of the institution and can make their own judgement based on different experience
and knowledge of the institution. In the study only stakeholders who were eligible were
purposively considered to participate in the research. This was due to the fact that the
researcher wanted to get information which was deemed necessary for the sake of the study.

4.5 Research Instruments

Research instruments are the tools which were used by the researcher during data collection
and gathering. The researcher used interviews and questionnaires as primary sources of data
collection for gathering information from the target population surrounding the study area.

4.5.1 Interviews
According to Shneiderman and Plaisant (2005) interviews are very productive since “the
interviewer can pursue specific issues of concern that may lead to focussed and constructive
suggestions”. The major advantage here is that is allows the researcher to have an interface
with the respondents which can lead to certain specific constructive suggestions. Interviews
can be structured, unstructured as well as semi-structured and even focus-group interviews
depending on the design and needs of the research.

Unstructured interviews provide the interviewer an opportunity to pose some open-ended

questions and gives room for interviewee to air his/her own opinion freely. Preece et al
(2002) notes that unstructured interviews “makes it difficult to standardise the interview
across different interviewees since each interview takes on its own format”. The fruitfulness
of the interview thus cannot be pre-determined but rather depends on both parties in the
interview.

Preece, et al (2002) suggests that structured interviews can be viewed as the “most
appropriate when the goals of the study are clearly understood and specific questions can be
identified”. In this case the interviewer can resort to set of predetermined questions which can
be precise and clearly articulated. The semi-structured interview involves both structured and
unstructured interviews and the researcher can resort to both open and closed questions.

39
Interviews were conducted to obtain information from key informants who are directly
involved in the branding and public relations which seek to further and protect the
university‟s identity.

4.5.2 Questionnaire
Polit and Hungler (1997) defined a questionnaire as the method of “gathering information
from respondents about attitudes, knowledge, beliefs and feelings”. According to Abawi
(2013) a questionnaire is a data collection instrument which consist series of questions and
other prompts for the purpose of gathering information from respondents.

4.5.3 Documentary Reviews

Guba and Lincoln, (1981) defined documentary review as any “written material other than a
record which was not specifically prepared as a response to the requests from the
investigator”. Documentary review involves collection of data by reviewing existing
documents. The documents can be both internal or external. According to Silverman (1993)
documentaries can be classified into different distinct groups which includes files, statistical
records, and records of official proceedings as well as images. Documentary review is thus an
instinctive proceeding where the researcher seeks to unearth the moral underpinnings of the
research or social inquiry.

4.6 Observations
According to Marshall and Rossman (1989) observation can be viewed as "the systematic
description of events, behaviours, and artefacts” within a certain social setting chosen for
study". Et al notes that observations enable the researcher to “describe existing situations
using the five senses” which provides a written caption of the situation under study
(Erlandson, et al, 1993). deWalt and deWalt, (2002) suggests that participant observation
enables “par researchers to learn about the activities of the people under study in the natural
setting through observing and participating” within the activities. This offers the option of
contextualising and development of sampling guidelines and interviews for the research. The
major goal for design using participant observation is that the researcher develops a holistic
understanding of the phenomena under study more accurately and objective within the
possible limitations.

4.7 Ethical Considerations

According to Silverman (2000) researchers should always bear in mind that when carrying
out a research as there is a possibility for them to actually enter the “private spaces of their
participants”. Creswell (2003) suggests that a researcher has an obligation to “respect the

40
rights, needs, values and desires of the informants”. Ethical considerations thus refer to the
moral obligations which should be considered when carrying out a research. This
understandably raise ethical concerns which should be addressed while carrying out research.
The researcher acted in utmost good faith whilst observing the need to be honest and
trustworthy, relying on informed consent and keeping privacy, confidentiality of gathered
data and information and anonymity.

4.7 Summary
The objective of this chapter was to highlight on the research methodologies which were
involves in the course of information gathering for the purpose of the research.

CHAPTER 5

DATA PRESENTATION, ANALYSIS AND DISCUSSION

5.0 Introduction
The aim of this chapter is to present and discuss the gathered information during data
collection. This includes information gathered through interviews, questionnaires,
documentary reviews and observations as the primary sources of research instruments. This
chapter also discusses the study sample, the impacts of branding on corporate identity, the
challenges facing the institution and the mitigations.

5.1 Information about the sample

The researcher distributed and administered 40 questionnaires with 15 questions each to the
major or immediate stakeholders of the university (students and staff). The questionnaires
were on random to the students and staff but for the members of the community selection was
primarily considered on the ability to meet the goals of the research. The researcher was
determined to assist respondents on the questions on the questionnaires as to improve the
quality and content of the response as far as possible without influencing the respondents.

The researcher carried out structured interviews with the key informants from the relevant
departments from the Midlands State University Zvishavane Campus who had a deep
understanding on the research topic. The researcher in some cases had to refer to the Gweru
Main Campus headquarters as a way to get more informed responds from the various relevant
departments which deals the branding and corporate identity issues. Unstructured interviews
were conducted with the members of the community and other key external stakeholders as
well as interested students and staff at Zvishavane campus as way to reinforce the gathered
information and understanding on the impacts of branding and corporate identity.
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5.2 Information about the questionnaire respondents.
Majority of the respondents for the questionnaires were male from for both staff and students.
For the students twenty-four males responded and ten of them were at least on level 2.2 or
above, seven of them level 2.1 or below four were from the visiting and block classes and
three were from the members of staff. For the female students six of them were at least level
2.2 or above, three of them level 2.1 or below, three from the visiting and block release
classes and four from the members of staff.

Figure 5. 1Gender of respondents to Questionnaires

male students male staff female students female staff

Age groups of respondents to questionnaires

The researcher used questionnaires to gather information from students and members of staff.
Majority of the respondents were students who enrolled through the normal entry as per the
University Regulations and General Information 2015-2020. Most of the students were well
above the age of 18 and major target was those who had an understanding on the research
topic as per the constitution of and literate. Selected individuals from the visiting/ block
release classes and members of staff (both academic and non-academic) were also given
questionnaires. From a total of 40 respondents 11 were below the age of 20 while 15 were
between 21-30 and 14 were well above the age of 30.

Figure 5. 2 Age groups of Respondents

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 age group

below 20 years 21-30 years

31 and above

5.2.1 Literacy rate and educational qualifications of questionnaire respondents

Midlands state university Zvishavane Campus is a higher learning institution which offers
both under and post graduate programmes. This eliminates the issues of illiteracy but
however notable differences on the levels of education among the respondents were
identified. The majority of the respondents were under-graduates still pursuing their first
degrees.

Figure 5. 3 Educational Qualifications Of The Respondents

educational qualifications

under- graduates post graduates members of staff

5.2.2 Information about the structured and unstructured interviews

The researcher managed to conduct four structured interviews with the department of public
relations, the registrar, the library department and the Zvishavane campus director. The
interviews were intended to get an insight and understanding on the branding initiatives by
43
the Midlands State University which could help in the research. The researcher managed to
conduct 20 unstructured interviews with the members of community which were deemed
relevant for the sake of the research on branding and corporate identity with more focus on
visual identity and nine were females whilst eleven were males. The interviews with the
members of community were targeted all ages within the community. The interviewees were
of different ages and educational qualifications as well as occupations.

5.2.3 Gender, and age for unstructured interviews presentation

Figure 5. 4 Gender, and age for unstructured interviews presentation

age of the
respondnets
unstructured
interviews gender

males females below 18 16 -25 year

5.3 Impacts of branding on corporate identity

The University‟s Information and Public Relations Office has a mandate to handle the
University‟s public relations and marketing functions. The office seeks to promote the
image, reputation and brand of the University locally, regionally and internationally. It strives
to empower communities through dissemination of information pertaining to the University
academic programs, research output, student life, community engagement activities, current
developments and achievements. The public relations office is thus committed to establishing

44
and maintaining cordial relations between the University and its various internal and external
stakeholders. It also acts in its capacity as the official spokesperson for the University and as
such, it manages media relations for both internal and external stakeholders.

5.3.1Product differentiation
The University offers unique services and packages for all its stakeholders as way to further
its brand and improve the corporate image. According to a respondent from the Public
Relations Office the University has resorted to offering flexible packages for academic
programmes as a way to enhance a competitive advantage while highlighting that every
product offer represents part of the university‟s identity. Addressing guests at the 12th
graduation ceremony at Gweru Main Campus Former Vice Chancellor Professor N. Bhebhe
revealed that the University was adopting a more international cosmopolitan nature for its
enrolment through recruiting students from other nations such Swaziland, Namibia, Angola
and recently Sudan.

The university as part of its distinguished flexible packaging and in pursuit of comparability
as well as transferability of MSU student‟s qualifications in Africa, has „benchmarked‟ its
business degree programmes with continental standards. The Midlands State University
successfully became part of the “elite group” by joining 27 leading business schools in Africa
(the Association of African Business Schools AABS) and became the only institution to offer
AABS accredited Masters in Business Administration Degree in Zimbabwe. For the students
who enrol in MBA with MSU, their certificates will bear the internationally recognised ABS
logo. This improve the identity of the institution by offering and meeting international
standards as well as creating a life time bond between the university and the graduates even
after they have finished.

Strategic marketing of the University academic products also benefited from the joining the
AABS as it becomes part of the collective marketing identity. One respondent who required
anonymity said that, the Midlands State University Graduate School of Business Leadership
as a member to the Association of African Business Schools (AABS) improved the university
reputation and identity by producing excellent business and entrepreneurial knowledge which
can benefit the economy. However, the University has also resorted to offering unique and
flexible academic products such as weekend schools in Harare, full semester parallel and
conventional classes with Work Related Learning as well as visiting and block release
classes. Below is an advert posted by the University which appeared in The Pulse (official
publication of the University) and integrates the AABS, Harare Weekend School, post and
45
undergraduate programme offers. This integration of the flexible packages creates an overall
impression on the identity of the university.

Figure 5. 5An advert of Harare Weekend School and AABS logo

Source: www.msu.ac.zw/archives.

Retrieved on 10 September 2017

The marketization discourse in higher education requires that students cannot be solely
viewed as major stakeholders but “customers” as well. For Midlands State University it
presented the way to fight competition and create a unique identity by offering distinguished
academic packages and accessibility for its students.For instance, the University offers
flexibly packaged programs which are further augmented by the Work Related Learning
programme which shows multifaceted efforts by the University to produce innovative and
enterprising graduates who doesn‟t only seek to be employees but also possess the proclivity
to establish their own enterprises. The University has also become the fastest growing
outclassing other public universities in the process with an estimated enrolment of 23 000 in
2013. In 2017 as a way to enable ease of access for its major stakeholders, MSU set up
mobile admissions and registration centres at various points around the country for the
February intake at places such as Bulawayo, Kadoma, Gokwe, Gutu and Jerera. One
respondent suggested that it was a good idea and it represented the non-discriminatory values
of the University and an appreciation that both undergraduate and postgraduate students
come from across the nation divide to pursue their passions and set a course for future
success with the university.

Furthermore, Midlands State University has a shop which sell official branded line of
clothing to all its stakeholders. A respondent from the public relations office highlighted that
the major idea was to create and sell a unique identity of the university hence the
establishment of non-academic brand products. The shop has both formal and casual range of
products which are branded with either the university logo, motto, official colours and the
official website depending on the product. The products can be accessed online through the
46
official website or at the institution‟s public relations office making it convenient for both
internal and external stakeholders. Selling branded line of clothing products is a way for the
University to communicate, advertise and build impression of the University. This is due to
the fact that apart from the design impression, the one wearing it will always communicate
message.

Informal branding by the third party internal stakeholders namely departments, student‟s
unions/organisations and representative councils has established a new trend of low cost
branded line of clothing. Although primarily not based on the official designs by the
University this line of products has become a norm and a force to reckon in disseminating
and communication of the corporate image, logo, motto and official colours. The research
identified that majority of the clothing line are low cost caps and t shirts which are easily
affordable. Departments has assigned specific colours and in some cases designs and message
to be printed as way to market their individual programmes. For instance, the department of
Politics and Public Management‟s „Power can‟t be shared‟, Young Ambassadors Forum‟s
“We believe in Diplomacy” are very popular among the department students and members of
the group for the latter. Several church groups with on-campus fellowship programmes has
also resorted to integrating the University official colours and logo with their fellowship
messages as way create an integrated identity with the University corporate brand.

Interestingly is the marketing of University life and corporate brand by the informal branding
initiatives at Midlands State University Zvishavane Campus. A close look on some of the
messages described on the informally branded products gives an impression that student life
at the Midlands State University could be the best than any local university. For instance, the
phrase “Fact MSU Rocks” popular among the University‟s students and give a positive
impression about University‟s life to majority of High School Students. One student said that
wearing these informally branded products produces sense of identity and belonging to the
university. Another respondent highlighted that I could not afford the officially branded
products but wanted something which bears the University logo and I has to get a cap. This
significantly contribute to corporate brand and image communication as well as awareness
despite the fact that the University is not always in control of the messages which
accompanies the official logo, motto and colours on these informally branded products which
in some cases not be a true reflection of the mission values, ethos and beliefs of the
institution.

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In branding names have tremendous symbolic meaning and power to influence stakeholder‟s
perceptions over the brand. The Midlands State University which was named after the iconic
central region of Zimbabwe has one of its most prized assets in its own name. During the
interviews the researcher established that despite the existence of official University logo,
colours and motto, the acronym MSU which comes from the University‟s official name
represented the first impression at the expense of all other branding artefacts. One respondent
suggested that the acronym MSU is the identity of the University. The majority of respondents
who were not aware of the University brand suggested that they got more impression from
the name acronym more than anything else. The institution avoided to be named after its
predecessor former Gweru Teachers College where the university‟s main campus is housed
and created its own unique brand identity in the process. The university name thus bears a
strong institutional identity in the minds and perceptions of its stakeholders making it a
perceived popular destination for most prospective students.

5.3.2 Midlands State University Brand Communication

The University has an information and public relations communications policy and guiding
documents which set the parameters and regulations on brand communication. These policy
documents establish the procedures for communication and who should communicate the
brand, when and how as well as what to communicate as way to disseminate the right
message. The University Act (Chapter 25.21and Ordinance), seeks to protect the brand
identity and regulate the student conduct. It makes any act or conduct whether on or off
campus which may reasonably likely to bring the university into disrepute or likely to harm
university interests an act of misconduct and punishable offence. Organisational reputation
once tarnished cannot be rectified over night as the process may require re-branding as way
to send the correct message to stakeholders. One respondent said that the University is highly
committed to ensure they communicate the right message to its stakeholders and avoid
bringing the institution into disrepute.

The University has also an employer code of conduct specially designed to ensure that
members of staff (both academic and non-academic) acts in the best interest of the
organisation. For instance, students and staff are not allowed to communicate with the media
and news outlets in their own capacity. The major reason is that when marketing a brand,
communication is very critical as it may not jus help disseminate information but can also
mislead stakeholders by communicating the wrong message. A respondent from the academic
staff who required anonymity highlighted that communication is the nerve centre of any

48
brand and from time to time the University issues internal circulars, policies and manuals as
way to improve successful communication of the brand to various stakeholders [both internal
and external] at all levels.

The University has established official social network accounts for various blogs such as
Twitter, Facebook, and Instagram as a way to communicate its brand and reach out to
prospective students. The platforms are used partly for official announcements such as
examination dates and results announcement and market University activities and student life
and the institution. This gives an impression for prospective students about the environment
as well as the achievements of both the institution and students which are communicated via
these social media platforms. Apart from the social media the University has also an official
publication, The Pulse which helps in branding by incorporating visuals from the University
symbols, motto and colours.

5.3.3 The multi-campus approach

A home to more than 23 000 students and an estimated 2 000 members of staff, some of
whom renowned top scholars and researchers in Zimbabwe, the University has four vibrant
campuses spread across the country namely, Harare, Zvishavane, Mutare and the main
Campus located in Gweru. The University houses nine faculties namely Arts, Commerce,
Education, Law, Natural Resources Management and Agriculture, Science and Technology,
Social Sciences, Medicine and Mining and Mineral Processing Engineering.

The Midlands State University (MSU) extended its tentacles to Zvishavane as part of the of a
growth strategy and opened a new campus in August 2015. The campus which is located at
the old Shabanie-Mashava Mining Holdings became a fully-fledged and self-contained
campus with teaching, learning, research facilities as well as support services just like those
found at the Gweru MSU Main Campus. The university didn‟t just establish the key units and
facilities for learning and accommodation for staff and students but also embarked on a
branding programme to renovate, construct new facilities and “brand” them with the
university‟s official colours, logo and motto as prescribed necessary. The major idea here was
to enhance a new look for the premises which could reflects the goal ethos, values and
mission as well as the image of the institution. The university was also resorting to the new
“marketization” discourse in the higher education by resorting to the multi-campus approach
as they could become conveniently located for the aspiring students within the area.

49
The multi-campus approach although has proved to be a reliable, natural development
process and successful growth strategy in higher education for instance renowned universities
such as Penn State University, University of Nottingham and University of KwaZulu Natal in
South Africa to mention but a few has successfully embraced this new global phenomenon,
MSU has embraced the idea both for marketing and strategic growth ideals. For the
University although the multi-campus approach was celebrated as part of the achievement of
the University‟s strategic goals of having nine (9) faculties by 2015, it also represented the
replica of the iconic Midlands State University Main Campus Gweru in a totally different
geographic environment much for the delight of its stakeholders. One of the respondents who
was part of the campus pioneer groups said that from the first day you were never lost and
one could familiarise the campus from a distance because of the university colours. Midlands
State University became the first public or state owned university to resort to the multi
campus approach in Zimbabwe and can be recognised for that. Below is the caption of a
branded university banner at the newly established campus.

5.3.4 Midlands State University Stakeholders Engagement

According to the Pro-Vice Chancellor Professor Wekwetethe University does three primary
things, [to] teach so that people ultimately get their degrees [and] create new knowledge
through research and the third area is community engagement. The university as part of its
community engagement partake in various social responsibility initiatives. The University
through its Library Services Department recently have for the past years donated large
consignments of books to various tertiary institutions and high schools in the Midlands
Province as a whole. A respondent from the Library department suggested that the donation
of academic materials was aimed at strengthening the library capacity of the beneficiaries.

One of the most prominent day on the University calendar is the MSU Open Day and perhaps
the largest marketing platform for the institution. The University invites O and A‟ Level
students as well as their teachers and school heads from across the nation for the Open Day as
a way to give prospective access to the institution.

The event which is the product of patronage of the University‟s Open Day Committees and
the Information and Public Relations Office, exposes prospective students to the demands of
higher learning and the advantages which comes about with enrolling at Midlands State
University. Addressing guests and students during the 5th edition of the Open Day in 2015 the
University Registrar reiterated that the Open day came as result of the need [by the
University] to significantly contribute [towards] development of pupils by granting them a
50
rare access to the University for a whole day and got the chance to ask questions. The Open
Day like any other marketing or exhibition event runs under a theme with emphasis on
contributing towards the economy and national polices such as Science Technology
Engineering and Mathematics (STEM) and Zimbabwe Agenda for Sustainable Socio-
Economic Transformation (ZIMASSET). For the 2015 edition the theme was Transforming
dreams into reality highlighting the critical played by higher education in transforming lives
with more emphasis on STEM.

The University utilises the Open Day as a way to show the prospective students its high
commitment towards ensuring that its major stakeholder (students) are provided with a
conducive learning and recreation environment at all-time once they enrol. The fact that
University has a well-resourced library as its centre piece of learning, teaching and research,
as well as well-resourced library facilities at all its campuses helps to convince these
prospective students.

Despite the existence of the University Open Day, the institution participates at both
provincial and national exhibition programmes such as Zimbabwe International Trade Fare
(ZITF), Midlands and Harare Agricultural Show as a way to engage and market itself. This
creates a platform from the interaction with stakeholders and provide them with an
understanding of the University offers goals value and ethos.For the University concept of
community engagement is not just a way to market awarding of degrees and communicate the
brand but also meant to ensure that MSU create a unique identity as part and parcel of the
communities they serve.

5.3.5 Midlands State University Visual Brand Identification

As part of its brand marketing and communication, Midlands State University has identified
pillars for visual identification as the University motto, logo and official colours. The
research indicated that values of iconic identification for the institution contributes towards a
successful corporate image and identity. According to respondent from the Public Relations
office, the University values and understand the role of the logo, colours and motto as the
foundation of a strong visual identity and appreciate its role towards branding of the
institution. One respondent, a pioneer student at Zvishavane Campus said thatfrom the first
day you could not be lost as you could identify the place by familiarising with the official
colours.

51
The university as part of its branding resorted to the use of an integrated visual, verbal and
pertinent design as way to create a unique identity. the institution has put great faith in the
colours motto and logo with a strong determination on their continuity on the new campuses
like Zvishavane Campus. The University mottoOur Hands Our Minds Our Destiny means the
University relies on itself to build a university truly instrumental to the development of
Zimbabwe. Below is welcome board at the Zvishavane Campus which is composed of the
integrated official colours, University logo and motto. The University has achieved a
milestone in creating a “family resemblance” on its branding.

Figure 5. 6A branded welcome billboard at Midlands State University Zvishavane Campus.

Source: The Pulse, (January 2016 Vol 5 Issue 1 page 10)

5.3.6 The Midlands State University Logo

Midlands State University has a “mixed logo” which includes both symbol and text. The text
on the logo include the official name of the University and the motto while the symbol is a
geometric shape with various images inside (which includes the iconic Zimbabwe bird). The
logo consists of three dominant colours (gold, white and blue) in a log. A respondent from the
library department suggested that the [University] logo can be understood as graphic
message [the official motto, our hands our minds our destiny] and bears characteristics
which makes it possible to be reproduced in any size. Since its inception in the year 2000,
MSU has maintained its official logo as a way to establish a well-known identity in the minds
of stakeholders. One the most notable strength of the University logo is that is has a
“geometric shape” an important element of corporate identity strategy and it strives to satisfy
the “attributes and the functions” of a logo which is to communicate the identity of an

52
institution. All official documents and publication as well some vehicles of the University
bear the logo as way of identification and differentiation. However, the use of the logo
depends on the nature, role, purpose of the item or event among other determinants
considered as important on the use of the logo.

Figure 5. 7Official Midlands State University Logo

Source: www.msu.ac.zwRetrieved on 10 September 2017

Branding in the higher education goes beyond the use of the logo, motto and colours as iconic
symbolism alone cannot be able to create an academic personality for the institution. The
University has successfully been able to consider the dynamics of branding as a way to create
a strong identity. Official colours and the University logo despite being the strongest artefacts
of the brand have not always stand alone. The University, a multi-award winner has also
integrated its iconic buildings and award symbols as part of presenting its visual identity. The
major idea is not just to create a positive identification but to market its achievements and
distinguish itself. The University was awarded International Gold Star for Quality in Geneva
Switzerland(2015) and has successfully integrated the star award on its visual marketing
artefacts such as branded University calendars. The University has also resorted to integrate
its iconic administration block as part of its visual presentation. Below is a caption which
appeared in the University official publication the Pulse which shows an integration of the
Motto, Logo, iconic Main block and official colours.

Figure 5. 8An integrated advert of the administration block, motto, logo and colours

53
Source: The Pulse (June - July 2015, Volume 4 Issue 11)

The University owns a reasonably big fleet of vehicles and they have been branded either
with the official logo, colours and the motto or a combination of all. However, in branding
the major idea for a brand is to create an impression, communicate a message to the
stakeholders as well as creating identity. A respondent form the Public Relations Office
revealed that despite the need to promote symbols and colours, the use of the University
visual depends on [the] nature of the of the item being branded and its purpose. The
respondent pointed out that gold which constitute a greater percentage on the Logo cannot
be easily reproduced on a bus and may not do well on t-shirt but has been very successful on
the student‟s identification cards (popularly known as the Gold Card). The colours blue and
white are more familiar on the calendars, roofs, pamphlets and brochures and for stationery
the website address or the motto has been constantly used depending on the item, function
and purpose of the branded item. The colours white and black as well as the logo dominates
on the official vehicles such as buses.

5.3.7 The contribution of digital design

With the coming in of the digital age, conscience of branding has drastically changed
encompassing the web and web design as part of branding. The University has a website
(www.msu.ac.zw) and despite being popular for its e-learning portal among students and staff,
the website is the “backbone” for marketing and branding initiatives. In this globalised world
websites can be accessed from everywhere and University has developed its own as way to
present and market its own brand through the web. The websites partly designed
incorporating the officials colours incorporates the visual of the University such as the logo

54
and motto (which represent and communicate the brand) and the shop (which offers branded
products) can be conveniently accessed from this web creating a modern feat of brand web
design. One respondent said that the idea of a website came as a way to reach out for all
prospective students and market the University brand.The University website is so
informative and supports banner advertising which makes it possible to advertise upcoming
events, products and serve important notices about the institution to all its various
stakeholders. The website as part of the University digital design is run, designed and
maintained by the Information and Technology department.

5.3.8 Challenges affecting Midlands State University brandingand corporate identity

The major challenge facing the University‟s branding initiatives is patenting and
trademarking. Despite Zimbabwe being a member of the African Regional Intellectual
Property Organization (ARIPO)and a signatory to Patent Cooperation Treaty (PCT), the
requirements for filing a non-PCT application in Zimbabwe are highly expensive. According
to an official from the Deeds Office the current cost for filing a patent application
isestimated to be between US$ 2400.00 and US$ 2600.00 excluding translation costs.The
additional fees for claiming each priority date are also estimated at about US$ 60.00 per
priority claim.For the initial trademark registration corporates should pay $1335 and there
will be an additional charge levied for advertisement and registration of a trade mark.In
Zimbabwe the official paten document confers a sole right/privilege or license to an inventor
for a limited period of just 20 years only. However, the official document is specifically
called Letters Patent which is different from the invention itself.

According to an official from the Public Relations Office patenting is of interest to the
University since [both] patents and trademarks reflect specific strategic intentions as well as
protection of technological assets which includes the logo. In Zimbabwe trademarks are in
most cases filed in the form of a logo, name or phrase, symbol and may even include specific
corporate colours in some instances. Most importantly, for the University brand iscreating a
distinctive trademark which ensures exclusion rights while patents are a relevant protector of
competitive advantage which provide immediate power to exclude third parties and from the
use of the University symbols and colours without permission.

Informal branding has presented a challenge on the institution‟s brand especially from music
and entertainment promoters who targets the University students. Third parties do advertise
and incorporates the University logo but the messages not solely directed at the interests of
the University which makes it more difficult to consider legal action. The University logo and
55
name despite being officially registered and legally protected is still used in circumstances
where it doesn‟t necessarily bear a message in line with the interest of the institution by both
internal and external stakeholders. However, University can‟t not always legal action under
these circumstances since it is a state owned and multi stakeholder institution.

The growth of the University hasn‟t always attracted positive media publicity. One responded
a student suggested that the University should do more in addressing “bad publicity” from
both public and private media. In branding of public institutions, the media plays a part in
highlighting the good or bad practices but it‟s not always that they do it professionally,
morally and factually in a responsible manner. Despites the existence of codes and
communication policy and in particular the Public Relations Office, the University has
received its own share of bad publicity from the media.

Branding requires both material and financial resources for the creation of a successful strong
identity. The University is constrained in this manner as it relies mainly from government
funding and subsidies as well as a small amount from tuition fees which isn‟t always
sufficient to carry out comprehensive and aggressive brand marketing initiates. The
University despites enjoying some degree of autonomy is also governed and controlled by
ZIMCHE with the more emphasis on academic excellence at the expense of branding.

5.4 Summary
The main objective was to discuss the findings from data collection through documentary
reviews, observations, interviews and use of questionnaires. The presented information was
gathered concerning the Midlands State University from relevant department, individuals and
publications as well students experiences This chapter discussed how MSU presents its
brand, the impacts corporate identity, how they communicate the brand and challenges at the
University.

CHAPTER 6

CONCLUSIONS AND RECOMMENDATIONS

6.1 Introduction
This chapter highlights the conclusions and recommendations from the researcher on the
research findings. Conclusions were drawn based on the research objectives, research
questions and the subject of the research topic. Recommendations are the considerations from
the which are deemed useful in strengthening branding and creating a strong identity for
University.
56
6.2 Conclusions
The concept of branding and differentiation has drastically changed becoming more complex
than ever before, especially in the wake of globalisation. There is now a set of new and
critical questions which needs to be addressed and form the basic foundation for University‟s
brand. Branding has shifted from the traditional basis of basing on a logo tagline and motto.
There has risen a new set of questions over what the organisation really stand for, emotional
reaction and loyal relationships and the conception of reputation in the eyes of prospective
students as well as regional identity. The University has made quite remarkable success
towards addressing the needs of branding in higher education by engaging stakeholders and
membership to regional union as well as participating at the global. The choice of a
University from the prospective students has virtually shifted from the ability to pay to a
more conscious manner in which brand personality and corporate reputation are now pre-
determinants.

The University has successfully created an integrated Public Relations Office which
performs brand marketing, master planning, architecture and communication as way to
creates a strong identity for the institution. The department has successfully designed key
media such as (digital marketing, print and electronic media and social media) outlets for the
University to disseminate information to the targeted internal and external stakeholders.
Moreover, the University has a well-defined communications strategy and policies aimed
providing clarity and consistency of institutional brand, corporate reputation and image as
well as disseminate information about brand development and support. This helped to create
a solid understanding University‟s key attributes and points of distinction as well as the core
functional constituencies.

The University has also capitalised on its large pool of internal audiences, a product of the
increasing numbers of enrolment. This presented an opportunity to empower students and
“anoint” faculty and administrative staff as they serve as brand ambassadors. This has been
one of the major breakthrough for creating a strong brand communication and reaching out
efforts. This gave rise to the concept of informal branding at the University a stride which has
helped the institutional brand to withstand the test of time since its inception. In this case the
University has a successful brand strategy which can be easily implemented by internal
stakeholder to both internal and external audiences.

The University brand is also a way communicate values, mission and ethos among both
internal stakeholders. This includes issues of non-discrimination, gender equality, policies
57
against sexual harassment, contributing to national development and upholding national
culture as well as community engagements. In the modern era University branding should
also target the families of prospective student‟s alumni, faculty staff, donors, community
leaders and therefore the institutional environment is much more important. The University is
highly determined and believe in producing holistic graduates with both academic
competence and as well as physical fitness. MSU brand thus remain committed to ensure that
its students as a major stakeholder provided with a conducive environment for both learning
and recreation all the time.

6.3 Recommendations
The University should embark of brand identity assessment initiatives as a way to determine
its corporate identity and image as well as stakeholder‟s perceptions. The assessment may be
conducted in various forms but should include an insight into the current reality about the
University. The importance of brand assessment contributes towards developing the brand
strategy, emancipating perception of the brand in the minds of stakeholders and creating loyal
relationship for the University.

The University should also resort to the campus and faculty branding. This includes creating
new internal visual artefacts for the faculties and campuses. The impacts for developing this
trend is creating specific brand standards at all levels while co-branding strategies and
activities can continue as critical part of the University‟s over-arching brand plan (brand self-
preservation). This helps create unique identities for faculties campuses and programmes.

Furthermore, Midlands State University should adopt a branded house identity model as a
strategy to embrace the success of its multi campus approach. The major objective will be to
keep the University brand while sub-brands do not necessarily need to detract from the main
brandbut rather build an easily recognizable brand and memorable identity. This new
branding mode on the University will not just embrace identification but internally it can
signal a messages about the desired culture while reducing information overload problems
from the current line branding and brand administration costs.

There is need for improved institutional capacity and aggressive marketing principles of the
University brand. This involves changing pre-conceived notions of branding and corporate
identity through identifying unique essence of internal stakeholders as the basis for branding
foundation and plan for measurable results. This perceived benefit includes increased student

58
enrolments, access to more donor and external revenue as well as quantifiable value of the
brand awareness programs and continued stakeholder support

The University should establish formal legal joint ventures as a way to create or establishing
a distinct or separate legal entity, for the corporate symbols, colours motto and visuals. This
will help address the issue of abuse by third parties.

6.4 Summary
The objective of the chapter was highlight the conclusions and recommendations from the
researcher and their perceived benefits.

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APPENDIX 1: QUESTIONNAIRE

My name is Progress Mutamiri (Reg # R136176B) currently studying for a Bachelor Science
Honours Degree in Politics and Public Management with the Midlands State University. I am
carrying out a research focusing on The impact of branding on corporate identity. A case
study of Midlands State University as part of the requirement of the programme. The
questionnaire is designed to collect data on the impact of branding on corporate identity on
Midlands State University (MSU)

I am kindly requesting you to complete the questionnaire anonymously in the spaces

provided. Be assured that the data collected from this questionnaire shall be used in absolute
confidence and for academic purposes only.

INSTRUCTIONS

i) Tick [ √ ] where applicable.

ii) Write your answers on the spaces provided below.
iii) Do not write any names on the questionnaire.

Section A
Demographic information
1) Sex: male [ ] female [ ]

2) Age: below 18 [ ] 19-39 [ ] 40-59 [ ] 60 and above [ ]

3) A you enrolled with the University Yes [ ] No [ ]

4) Educational level: primary [ ] O‟ level [ ] A‟ level [ ] Tertiary [ ]

5) Occupation: Student [ ] Staff [ ] Member of the community [ ] Prospective

student [ ]

6) How long have you known about Midlands State University?

1-4…. 5-8…… 10 and above……….

Section B
70
The impacts of branding on corporate identity.
Tick [√] where necessary and write your responses on questions below.
1. How much do you know of University branding and corporate identity?
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
2. In your view what do you think are the benefits of a strong university identity?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..
3. Does Midlands State University have a brand and corporate identity policy?
yes [ ] no [ ]
If yes, any comments
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….
4. How are the official symbols, logo, motto, name and colours presented by MSU?
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

5. From your experience and understanding what are the challenges affecting branding
and corporate identity of the University?
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
...............................................................................................................................................
6. What has been done to ensure differentiation of the University?
………………………………………………………………………………………………
………………………………………………………………………………………………

7. What is the essence of branding and corporate identity to the University‟s reputation
and identity?

71
 ................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
8. Does the logo, name of the university, colours, motto and symbols represent branding
initiatives?
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................

9. How are the official symbols logo and motto of Midlands State University protected?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

9 What is the importance of corporate identity policy/ and or initiatives for Midlands State
University?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

10 Who is allowed to reproduce university logo, symbols, motto, colours or insignia?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Any other comments

…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….

THANK YOU!!!

72
APPENDIX 2: INTERVIEW GUIDE

Structured Interview Guide (Midlands State University organisation)

1) From your own understanding, is there any relationship between branding and
corporate identity?

2) What are the benefits of a strong identity to the University?

3) How do the University presents and communicate its brand?

4) How does the University support its brand?

5) What is the contribution of visuals (logo, motto, colours and symbols) to the
University identity?

6) Is there any support from ZIMCHE towards branding?

7) How does the University protect its identity?

8) What can be done to improve the University identity?

9) What are the future prospects of the university brand and identity?

10) What are the major challenges affecting branding and corporate identity of the
University?

73
APPENDIX 3: UNSTRUCTURED INTERVIEWS
Unstructured Interview Guide (locals and prospective students)

1) Do you know Midlands State University official logo, symbols and colours?

2) In your view does the University have a brand?

3) Does Midlands State University have a good reputation and identity?

4) What do you think are the strategies to improve the university reputation and identity?

5) What are the contributions being done by Midlands State University to the
communities?

6) What can be done to improve the University Identity and reputation?

7) In your view can Midlands State University became an ideal world class institution?

8) Is branding impacting on the growth and development of the University?

9) Does the university brand represents ethos, mission and values of the University?

10) Do you consider identity and reputation when choosing a University to enrol?

74