The Impact of Branding and Brand Equity On The Tshwane University of Technology

THE IMPACT OF BRANDING AND BRAND EQUITY ON THE
TSHWANE UNIVERSITY OF TECHNOLOGY

by

LUTA PRETORIUS

Submitted in partial fulfilment of the requirements for the degree

MAGISTER TECHNOLOGIAE: MARKETING

In the

Department of Marketing, Logistics and Sport Management

FACULTY OF MANAGEMENT SCIENCES


Supervisor: Prof. Dr. J . A. Watkins
Co- Supervisor: Dr. G.A.P. Drotsky

November 2007

i
DECLARATION OF COPYRIGHT

I hereby declare that this dissertation submitted for the degree (Magister
Technologiae) at the Tshwane University of Technology, is my own original work and
has not previously been submitted to any other institution of higher education. I
further declare that all sources cited or quoted are indicated and acknowledged by
means of a comprehensive list of references.

Luita Pretorius

COPYRIGHTTSHWANE UNIVERSITY OF TECHNOLOGY 2007

ii
DEDICATION

This study is dedicated to my husband Willie and children for their love and support

iii
ACKNOWLEDGEMENTS

I would like to express my sincere gratitude and appreciation to the following:

God, to whom all praise is due.

My supervisor, Prof. Watkins for sharing his extensive knowledge and expertise,
guidance and support.

My co-supervisor Dr. Drotsky for his inputs and support.

Tshwane University of Technology for granting permission to conduct the research.

Tshwane University of Technology for financial assistance.

iv
ABSTRACT
Author: Luta Pretorius, B Com Marketing (Hon)
Degree: Magister Tecnologiae: Marketing
University: Tshwane University of Technology
Department: Department of Marketing
Supervisor: Prof.Dr. J .A. Watkins
Co- Supervisor: Dr. G.A.P. Drotsky
Date: 9 November 2007
Key words: Tertiary institutions, Tertiary education, Branding, Corporate
branding, Brand identity, Consumer behaviour, Service
marketing, Corporate identity, Corporate image, Brand
management, Customers, Brand equity

Changes in higher education provided the ideal opportunity for universities to
distinguish themselves as brands. Building a strong brand in the market is the goal
of many organisations due to the fact that it provides a host of benefits. To
constantly pre-empt competitors and reinforcing uniqueness of the products or
services offered, emphasises the true meaning of any strong brand. The importance
of a strong brand emphasises the importance of research in this area. The Tshwane
University of Technology faces key challenges in benchmarking themselves to other
institutions of higher education in South Africa as well as to establish themselves as
the leading University of Technology through the acceptance of their brand by their
students.

v
The research problem centers on the fact that universities have to implement
strategies of branding to maintain and enhance their competitiveness. Furthermore,
universities need to develop a competitive advantage based on a set of unique
characteristics. From this the analogy can be drawn that the Tshwane University of
Technology need to establish how the format of its branding would facilitate student
acceptance of the brand, providing them with the benefits of differentiating
themselves from competitors and developing a competitive advantage.

This research study aims to stimulate discussion on what the true meaning of
branding and what the concept should facilitate or not. The proposed research will
contribute to the Tshwane University of Technology and its students, by establishing
how the format of its branding facilitates students acceptance.

The research design for this dissertation will be conducted into the social world. The
research will be theoretical in nature using the qualitive research paradigm as
research basis. Case study research will serve as research method. The sample
frame constitutes all first, second and third year students enrolled for the course
Marketing Management at Tshwane University of Technology. Data collecting will
be facilitated by means of structured questionnaires. The aim of this data collection
method, is to establish what the acceptance level of the Tshwane University of
Technology brand is amongst its students. The results of this study will identify
avenues of implementing strategies to maintain and enhance the competitiveness of
the Tshwane University of Technology as well as differentiating it as the leading
University of Technology through the acceptance of the brand by students.

vi
The objective of this study was to investigate the branding and brand equity of the
Tshwane Universtity of Technoloygy through the acceptance of the TUT brand amid
its students. Brand awareness, brand quality, brand loyalty, brand reliability, brand
feelings and brand equity were selected as measures of investigating the branding
and brand equity of the Tshwane University of Technology.

Although results are positive towards the branding and brand equity of the Tshwane
University of Technology brand, some areas need attention, as most of the
respondents didnt strongly agree with the values. The Tshwane University of
Technology needs to reinforce its current situation to build on the current brand
equity and maintain a strong brand amid its students.

vii
TABLE OF CONTENTS
PAGE
DECLARATION OF COPYRIGHT i
DEDICATION ii
ACKNOWLEDGEMENTS iii
ABSTRACT iv
TABLE OF CONTENT vii
LIST OF TABLES xii
LIST OF FIGURES xiv
GLOSSERY OF TERMS xvi

CHAPTER 1
1 SCOPE OF THE RESEARCH
1.1. INTRODUCTION AND BACKGROUND 1
1.2. THE RESEARCH PROCESS 3
1.3. BACKGROUND TO THE RESEARCH PROBLEM 6
1.3.1 Research problem statement 6
1.4. BACKGROUND TO THE RESEARCH QUESTION 6
1.4.1 The research question 6
1.4.2 Investigative question 7
1.5. THE RESEARCH DESIGN AND METHODOLOGY 7
1.6. RESEARCH ASSUMPTIONS 10
1.7. RESEARCH CONTSTRAINTS 11
1.7.1 Limitations 11
1.7.2 De-Limitations 11

viii
1.8. CHAPTER AND CONTENT ANALYSIS 12
1.9. KEY RESEARCH OBJ ECTIVES 14
1.10. SIGNIFICANCE OF THE PROPOSED RESEARCH 15
1.11. CONCLUSION 15

CHAPTER 2
2 THE CONCEPT OF BRANDING AND BRAND EQUITY :A LITERATURE
REVIEW
2.1. DEFINITION OF BRANDING 17
2.2. THE CONCEPT STRONG BRAND 23
2.3. BRAND IDENTITY 32
2.4. CORPORATE BRANDING 38
2.5. BRANDING A SERVICE 45
2.6. BRAND EQUITY 53
2.6.1 MEASURING BRAND EQUITY 57
2.6.1.1 Brand Awareness 578
2.6.1.2 Perceived Quality 61
2.6.1.3 Brand Loyalty 63
2.6.1.4 Brand Associations 64
2.7. CONCLUSION 65

CHAPTER 3
3 BRANDING AND BRAND EQUITY WITHIN THE
CONTEXT OF TSHWANE UNIVERSITY OF TECHNOLOGY
3.1. INTRODUCTION AND BACKGROUND OF THE TSHWANE 68

ix
UNIVERSITY OF TECHNOLOGY
3.1.1 Vision 71
3.1.2 Mission 71
3.1.3 Values 72
3.2. BRANDING AND BRAND EQUITY WITHIN THE TSHWANE
UNIVERSITY OF TECHNOLOGY 72
3.3. KEY ISSUES PERTAINING TO THE BRANDING WITHIN THE
TSHWANE UNIVERSITY OF TECHNOLOGY 74
3.3.1 A recognisable brand name conversation 75
3.3.2 Brand elements not considered 76
3.3.3 Issues pertaining to the merge 77
3.3.4 Benefits offered by the Tshwane University of Technology as a
Service provider 79
3.3.5 Budgetary constraints 81
3.3.6 Competitive advantage 82
3.4 CONCLUSION 84

CHAPTER 4
4 SURVEY DESIGN AND METHODOLOGY
4.1. INTRODUCTION 87
4.2. LIMITATIONS OF THE RESEARCH 87
4.3. THE TARGET POPULATION 88
4.4. THE CHOICE OF SAMPLING METHOD 89
4.5. MEASUREMENT SCALES 91
4.6. SURVEY DESIGN 92

x
4.7. RESPONDENT BRIEFING 93
4.8. SURVEY QUESTIONS 94
4.9. RESEARCH QUESTIONAIRE 96
4.10. PILOT STUDY RESULTS 102
4.11. STATISTICAL TECHNIQUES 104
4.11.1. Descriptive statistics 105
4.11.2. Inferential statistics 105
4.12. CONCLUSION 107

CHAPTER 5
5 DATA ANALYSIS AND INTERPRETATION OF RESULTS
5.1. INTRODUCTION 108
5.2. DEMOGRAPHIC DESCRIPTION OF THE SAMPLE 109
5.2.1. Biographic information 109
5.2.2. Student related information 113
5.3. RELIABILITY ANALYSIS OF THE BRAND SCALES 116
5.3.1. Brand Awareness 116
5.3.2. Brand Quality 117
5.3.3. Brand Loyalty 118
5.3.4. Brand Reliability 119
5.3.5. Brand Feelings 120
5.3.6. Brand Equity 120
5.3.7. Cronbachs Alpha value summary 121
5.4. DESCRIPTIVE INFORMATION ON BRAND AND BRAND
EQUITY SCALES 121

xi

5.5. COMPARISON OF DEMOGRAPHIC GROUPS ON BRAND
SCALES 125
5.6. PREDICTING BRAND EQUITY 130
5.7. CONCLUSION 134

CHAPTER 6
6 CONCLUSION
6.1 INTRODUCTION 135
6.2 THE RESEARCH DESIGN AND DATA COLLECTION DESIGN
AND METHODOLOGY 135
6.3 THE RESEARCH PROBLEM RE-VISITED 136
6.4 THE INVESTIGATIVE QUESTIONS RE-VISITED 136
6.5 KEY RESEARCH FINDINGS 140
6.6 RECOMMENDATIONS 141
6.6.1. Primary Recommendations 142
6.6.2. Secondary Recommendations 143
6.7 PERSONAL REFLECTION 144
6.8 CONCLUSION 144

BIBLIOGRAPHY 146
APPENDIX 1 162

xii

LIST OF TABLES
TABLE 2.1: Brand Report Card List 30
TABLE 4.1: Demographic description of the pilot sample 102
TABLE 4.2: Student related information of the pilot sample 103
TABLE 4.3: Reliability of the brand scales as obtained from the pilot
study 104
TABLE 5.1: Cross-tabulation between gender and age 111
TABLE 5.2: Home language 112
TABLE 5.3: Reliability analysis for the Brand Awareness Scale 117
TABLE 5.4: Reliability analysis for the Brand Quality Scale 118
TABLE 5.5: Reliability analysis for the Brand Loyalty Scale 118
TABLE 5.6: Reliability analysis for the Brand Reliability Scale 119
TABLE 5.7: Reliability analysis for the Brand Feeling Scale 120
TABLE 5.8: Reliability analysis for the Brand Equity Scale 121
TABLE 5.9: Descriptive information on the Brand Equity Scale 123
TABLE 5.10: Correlation between Brand Scales 124
TABLE 5.11: Comparison of males and females on Brand Scores:
t-test for independent measures 125
TABLE 5.12: Comparison of two groups on Brand Scores: t-test for
independent Measures 127
TABLE 5.13: Comparison of the different Sites: ANOVA 128
TABLE 5.14: Comparison of two enrolment groups on Brand scores:
t-test for independent measures 130
TABLE 5.15: Model summary of the regression model to predict

xiii
Brand Equity 131
TABLE 5.16: Contribution of independent variables to the predicting
Brand Equity 131
Brand Equity: Females 132
Brand Equity: Males 133

xiv

LIST OF FIGURES

FIGURE 2.1: The virtuous circle of a good brand 18
FIGURE 2.2: Brand Definitions and brand evolution 19
FIGURE 2.3: Brand Building influences 28
FIGURE 2.4: Brand Identity planning model 33
FIGURE 2.5: Organisational values 41
FIGURE 2.6: Corporate Brand Building 43
FIGURE 2.7: Aakers Brand identity model 49
FIGURE 2.8: Proposed Service branding model 49
FIGURE 2.9: The Brand Equity model: Capitalising on the value of
a Brand Name 56
FIGURE 4.1: Classification of Sampling Methods 90
FIGURE 5.1: Gender distribution 110
FIGURE 5.2: Age distribution 110
FIGURE 5.3: Marital Status 112
FIGURE 5.4: Year of matriculation and first enrolment 113
FIGURE 5.5: Learning site 114
FIGURE 5.6: Type of course studied 114
FIGURE 5.7: Course Year 115
FIGURE 5.8: Mean scores of the Brand Equity Scale 122
FIGURE 5.9: Mean scores of males and females on Brand scales 126
FIGURE 5.10: Mean scores of two age groups on Brand scores 128
FIGURE 5.11: Mean scores of three sites on Brand scores 129

xv

GLOSSERY OF TERMS

Brand: A name, term, sign, symbol, or design, or a
combination of them, intended to identify the goods
or services of one seller or group of sellers and to
differentiate them from those of competitors (Kotler
& Keller, 2006:274).

Branding: Endowing products and services with the power of
a brand (Kotler & Keller, 2006:319)

Competitive Is a companys ability to perform in one or
Advantage: more ways that competitor cannot or will not match
(Kotler & Keller, 2006:150).

Brand strategy: The number and nature of common and distinctive
brand elements applied to different products sold
by the organisation (Kotler& Keller, 2006:150).

Consumers: People who buy products for their own or someone
elses uses are called consumers (Duncan,
2002:510).

xvi
Customers: A person or an organisational unit that plays a role
in the consummation of a transaction with an
organisation (Sheth & Mittal, 2004:129).

Divergent: Tending to reach a variety of possible solutions
when analysing a problem (Allen, 1990:342).

Marketing: Marketing is a process of planning, and executing
the conception, pricing, promotion, and distribution
of ideas, goods, and services to create exchanges
that satisfy individual and organizational goals
(Lamb, Hair, McDaniel, Boshoff & Terreblanche,
2004:5).

Perception: Perception is the process by which an individual
selects, organizes, and interprets the information
he or she receives from the environment (Sheth &
Mittal, 2004:129).

Service: A service is a deed performed by one party for
another. A service is experienced, used and
consumed (Perreault & McCarthy, 2000:2).

Chapter1 Scope of the Research
1
CHAPTER 1: SCOPE OF THE RESEARCH

1.1 INTRODUCTION AND BACKGROUND

On 1 J anuary 2004, the South African higher education landscape changed
forever. Not only were many tertiary institutions merged, but a number of
technikons also became universities of technology. The Tshwane University
of Technology (TUT) was established following the merger of three technikons
namely Technikon Northern Gauteng, Technikon North-West and Technikon
Pretoria (Directorate of Corporate Relations, 2004: 4).

Governments drive for the merger was to transform higher education in the
country and replace the old system with greater access to meet the increasing
human resource needs of the country. The Tshwane University of Technology
is now the largest residential higher education institution in the country with
sixty three thousand students. According to the Directorate of Corporate
Relations (2004:2), the concept University of Technology in a Southern
African context is reflected in the way the institution renders its services and
conducts its core business.

A University of Technology such as Tshwane University of Technology
focuses on:
Discipline of specialization in application.
Leadership through technology.
An innovative and entrepreneurial culture.
2
Vibrant partnerships.

Changes in the higher education hierarchical structures provided the ideal
opportunity for universities to distinguish themselves as brands. Currently,
there is general agreement in the marketing literature that a brand is more
than a name given to a product or service; it embodies a whole set of physical
and socio-psychological attributes and beliefs. In addition, a brand is build
upon the companys reputation for efficient service, consistent offering and
quality. All of these characteristics impact upon consumers perception and
the meaning they attribute to it (Simes & Dibb, 2001:217).

Building a strong brand in the market is the goal of many organisations due to
the fact that it provides a host of benefits to an organisation, including being
less vulnerable to competitive marketing forces, larger margins, greater
intermediary co-operation and support and brand extension opportunities
(Delgado-Bellester & Munuera-Aleman, 2005:187). In order to enhance their
competiveness, organisations need to create unique features that distinguish
their offerings from those of their competitors. By creating a brand that is
centered on these offerings, an organisation can make a statement about
what customers can expect. Often a brand also incorporates some notions of
what a specific organisation represents.

Simes & Dibb (2001:217) citing Gray (2005) and Barich & Kotler (1991),
indicate that increasing competition, the rising number of mergers and
acquisitions, the characteristics of diverse publics and the power of the media
3
and public opinion can make it difficult to communicate with consumers. In
order to meet the challenges of these dynamics, organisations should attempt
to create their own individuality and distinctive features which will distinguish
themselves from their competitors (Balmer and Soenen, 1997:34). Investing
in branding activities creates brand equity. Equity exists when a customer are
aware of the brand, loyal to the brand and perceive the brand as having
quality. Awareness, loyalty and quality perception represents the three main
components of a successful brand (Seetharaman, Nadzir and Gunalan,
2001:242-256).

As a result, the key challenge for the branding of Tshwane University of
Technology is to benchmark it to the merged and established institutions of
higher education in South Africa as well as to establish it as the leading
University of Technology through the acceptance of the brand by the
students.

1.2 THE RESEARCH PROCESS

Remenyi, Williams, Money & Swartz (2002:64-65), explains the research
process as consisting of eight specific phases, namely:
Reviewing the literature.
Formalising a research question.
Establishing the methodology.
Collecting evidence.
Analysing the evidence.
4
Developing conclusions.
Understanding the limitations of the research.
Producing management guidelines or recommendations.

According to Hussey, J . & Hussey, R. (1997:15), there are six fundamental
stages in the research process, namely:
The identification of the research topic.
Definition of the research problem.
Determining how the research is going to be conducted.
Collection of the research data.
Analysis and interpretation of the research data.
Writing up the dissertation.

In this dissertation the following research process will be followed:
Determine the field of study for the proposed research.
Identify a specific complex problem within a researchable application
area, which furthermore falls within the ambit of the identified field of
study and of the niche area of the faculty in which the research study
will be undertaken.
Conduct a holistic survey of the functional area in which the complex
problem exists, to determine the impact of the problem on the specific
area of application and the value the proposed research may bring.
Conduct an abbreviated literature review on the subject matter being
investigated. The purpose being to not only provide insight into the
5
complexity of the problem, but also to provide insight into the literature
pertaining to the field of study of the proposed research.
Describe and formulate the research question and associated
investigative questions.
Select an appropriate research design and methodology, which
includes the data collection design and methodology.
Determine the key research objectives for the proposed research.
Based on the above, formulate a formal research proposal and submit
for approval.
Establish a structured working relationship with the allocated
supervisor.
Conduct an in-depth literature review on the subject being researched.
Collect, analyze and interpret the research data.
Write up the dissertation.
Proofread the dissertation and submit for formal vetting.

1.3 BACKGROUND TO THE RESEARCH PROBLEM

In a market where students are recognized as customers, universities have
to implement strategies of branding to maintain and enhance their
competitiveness (Melewar & Akel, 2005:41). Universities need to develop a
competitive advantage based on a set of unique characteristics. Due to the
merger between the three technikons ultimately culminating in the formation
of the Tshwane University of Technology, the current branding concept is not
accepted by stakeholders resulting in competitiveness being sacrificed.
6

1.3.1 Research problem statement

Against the background to the research problem elaborated upon above, the
research problem for this dissertation reads as follows.

The non- acceptance of branding by students of the Tshwane University of
Technology impacting adversely on the institutes competitiveness

1.4 BACKGROUND TO THE RESEARCH QUESTION

Organisations use branding to differentiate their product and service offerings
from those of their competitors. The brand incorporates a set of products or
service features, which are associated with that particular brand name (Baker,
1996:24-46) and identifies the product/service in the market (Cooke,
1996:101-6). The uniqueness of the brand is a crucial attribute and the brand
itself plays a vital role in grounding marketing activity. Once created, the
brand needs to be communicated and positioned for the relevant audience in
the marketplace. In so doing, it is important to ensure that the characteristics
match consumers expectations (Simes & Dibb, 2001:217-224).

1.4.1 The research question

Against the background to the research problem statement elaborated upon
above, the research question for this dissertation reads as follows:
7
How can the format of the Tshwane University of Technology branding and
brand equity facilitate student acceptance?

1.4.2 Investigative question

The following investigative questions are formulated in support of the research
question:
What are the opinions of students of the Tshwane University of
Technologys brand?
How do students respond to the TUT brand elements?
To what extent is the Thswane University of Technologys brand equity
reported by students?

1.5 THE RESEARCH DESIGN AND METHODOLOGY

The research design for this dissertation will be conducted in the social world.
The research will be theoretical in nature using the quantitative research
paradigm as research basis. Case study research will be conducted within the
ambit of this research study. The unit of analysis, which will be used for data
collection in the research, refers to an object in business research. The
sample frame for the proposed research constitutes all first, second and third
year student enrolled for the course Marketing at the Tshwane University of
Technology campuses (Pretoria, Shoshanguve and Ga-Rankuwa). The
sample population will be selected through non-probability sampling. This will
be conducted through the method of convenience sampling. The sample size
8
will be 300 second and third year marketing students studying at the Tshwane
University of Technology.

The method for collecting data for this research study will be by means of a
questionnaire. The questionnaire will use the positivistic approach where
structured closed questions will be asked. The aim of this data collection
method is to determine what the acceptance and brand equity of the Tshwane
University of Technology brand is amid the students.

As case study research will be conducted within the ambit of the research.
This concept calls for closer scrutiny. The more salient aspect of case study
research described by Yin (1994), are listed as follows:
A case study is an empirical enquiry that investigates a contemporary
phenomenon within its real-life context, especially when the boundaries
between phenomenon and context are not clearly evident.
Case study research aim not only to explore certain phenomena, but
also to understand them in a particular context.
How and why questions are explanatory, and likely to be used in
case study research.
A case study illuminates a decision or set of decisions- why they were
taken, how they were implemented, and with what result.
The case study as a research strategy comprises an all-encompassing
method-with the logic of design incorporating specific approaches to
data collection and data analysis. In this sense, the case study is not
9
either a data collection tactic or merely a design feature alone, but a
comprehensive research strategy.
Case study research uses multiple methods for collecting data, which
may be both qualitative and quantitative.
A case study is typically used when contextual conditions are subject of
research.

According to Hussey, J . and Hussey, R. (1997:66), case studies are often
described as exploratory research used in areas where there are few
theories or a deficient body of knowledge. In addition, the following types
of case studies can be identified:
Descriptive case studies: Where the objective is restricted to
describing current practice.
Illustrative case studies: Where the research attempts to illustrate
new and possibly innovative practices adopted by particular
companies.
Experimental case studies: Where the research examines the
difficulties in implementing new procedures and techniques in an
organization and evaluating the benefits.
Explanatory case studies: Where existing theory is used to
understand and explain what is happening.

Yin (1994:20-27), emphasis the following five components of a research
design, which are especially important for case studies:
10
Study questions: The case study strategy is most likely to be
appropriate for how and why questions, which calls for the initial task
being to clarify precisely the nature of the study questions.
Study propositions: A study proposition directs the attention to
something that should be examined within the scope of the study. For
greater clarity, the proposition points to the, reason for the study.
Unit of analysis: Should the case study involve a specific person
being studied, say a person with a rare medical problem, the individual
being studied is the primary unit of analysis. The tentative definition of
the unit of analysis is related to the way in which the initial research
questions were formulated.
Linking data to propositions: A number of ways are open to
students to link data to propositions. An approach suggested by Yin is
that of pattern matching, whereby several pieces of information from
the same case ma be related to some theoretical proposition.
Criteria for interpreting findings: If the different patterns are
sufficiently contrasting, the findings can be interpreted in terms of
comparing at least tow rival propositions.

1.6 RESEARCH ASSUMPTIONS

Assumptions pertaining to this dissertation, the following:
The TUT brand is familiar to the TUT Marketing students.
11
The students taking part in the research are capable to evaluate the
TUT brand and brand elements pertaining to the brand.
TUT has a brand strategy supporting brand equity.

1.7 RESEARCH CONSTRAINTS

The following limitations and de-limitations will apply to the proposed
research:

1.7.1 Limitations

Stakeholders at Tshwane University of Technology for the purpose of
this dissertation will be limited to students only.
The respondents selected from the sample frame may not know the
TUT brand and the background thereof to represent a valid response to
the acceptance of the brand.

1.7.2 De-Limitations

The research will be limited to second and third year Marketing
students enrolled at Tshwane University of Technology.

12
1.8 CHAPTER AND CONTENT ANALYSIS

Chapter 1 The scope of the Research: In this chapter, a high level
background will be provided for the scope of the research conducted within
TUT. The research process will be explained and the research design and
methodology elaborated upon. The research constraints will be listed and
detailed overview provided of the chapter and content analysis of the
dissertation. The chapter will be concluded with a list of the primary research
objectives.

Chapter 2 A literature review Branding and Brand equity: In this
chapter the concept branding will be analysed in detail. The importance and
reasons for the construction of a strong brand will be highlighted. To achieve
maximum brand strength, the scope of brand identity will be placed into
perspective of the overall research content. Brands are increasingly viewed as
valuable assets and sources of differentiation playing an integral part in
marketing strategy (Lim & OCass, 2001:120-36). In addition the concept of
service marketing will be analysed. The literature review will further explore
and define the concept of brand equity. The conceptualization and structure
of brand equity will be discussed including the scope of brand equity,
awareness, perceived quality, loyalty and associations. While the
measurement of brand equity pertaining to goods has been well researched in
marketing literature, the measure of brand equity in the area of services has
however received less noteworthy attention. In this respect, an extensive
analysis will be conducted on the measuring of brand equity.
13
Chapter 3 Branding and Brand Equity within the context of the
Tshawne University of Technology: In this chapter, branding and brand
equity within the context of the Tshwane University of Technology will be
analysed to provide the reader with a holistic understanding of the concepts.

Chapter 4 Survey design and Methodology: In this chapter the sample,
data gathering and method of analysis of the data will be explained. This
research will draw from a convenience sample of three hundred
undergraduate (second and third year marketing students) enrolled for the
course Marketing at the Tshwane University of Technology. The study will be
conducted through qualitative data gathering. The method for collecting data
for this study will be by means of questionnaires. The questionnaire will use
the positivistic approach where structured closed questions will be asked.
The aim of this data collection method is to determine what the acceptance
level and brand equity is of the Tshwane University of Technology brand.

Chapter 5 - Analysis and Interpretation of Results: In this chapter, data
gleaned from questionnaires and database of the Tshwane University of
Technology, will be analysed and interpreted.

Chapter 6 Conclusion: In this chapter the research will be conducted, final
analogies drawn and recommendations made.

14
1.9 KEY RESEARCH OBJECTIVES

Rix (2004:67) states that a researcher should have a clear idea of what he /
she is trying to learn. To accomplish this, objectives must be set for the
research project. Aaker, Kumar and Day (2004:50) indicate that the research
objective is an exact statement of what information is needed for the research
project.

The research objectives for this dissertation read as follows:
That the theoretical contribution formulated within the ambit of this
dissertation not only has an academic application, but also a practical
application in the solving of real-world problems to the benefit of the
Tshwane University of Technology and its students.
That the impact of the research culminate in a paradigm shift, not only
for the Tshwane University of Technology and its students, but also for
similar tertiary institutions going forward.
Existing body of knowledge pertaining to corporate branding will be
expanded upon.
The primary reason for the research, which the author contributes to
the facilitation of effective branding and brand equity building in the
Tshwane University of Technology.

15
1.10 SIGNIFICANCE OF THE PROPOSED RESEARCH

The proposed research has the potential to add to the existing body of
knowledge in:
Implementing strategies to maintain and enhance the Tshwane
University of Technologys competitiveness through branding.
Effective and consistent communication to relevant stakeholders.
Assist the Tshwane University of Technology to understand how the
student perceives and responds to the brand.
Enabling the Tshwane University of Technology to implement effective
brand strategies to help gain sustainable differentiation.
Assist the Tshwane University of Technology to benchmark among the
merged and established institutions of higher education in South Africa
through effective brand strategies.
Establish Tshwane University of Technology as the leading University of
Technology through the acceptance of the brand by the students.

1.11 CONCLUSION

In this chapter, a holistic perspective was provided of the proposed research.
The research process was elaborated upon and the research problem stated.
The research question forming the crux of the research and associated
investigative questions were formulated. The research design and
methodology were case study research forms; the ruling paradigm was
explained in detailed. The chapter was concluded with a chapter and content
16
analysis and key research objectives of the proposed study. In the next
chapter a literature review will be conducted on the concept of branding and
brand equity.
Chapter 2 The Concept of Branding and Brand Equity A Literature Review
17
CHAPTER 2: THE CONCEPT OF BRANDING AND BRAND
EQUITY: A LITERATURE REVIEW

2.1 DEFINITION OF BRANDING

The Oxford Dictionary (1990) defines the concept of brand as follows:
Brand (noun): a particular make of good, and identifying trademark, label
etc. An identified mark burned on livestock or former prisoners etc. with a hot
iron, a piece of burning smoldering, or charred wood. In a more modern
context, a brand can be defined as an asset that does not have physical
presence and the value of which cannot be determined exactly unless it
becomes the subject of a specific business transaction in the likes of a sale or
acquisition. A further definition by Seetharraman, Nadzir and Gunalan,
(2001:242-256) which can be used to define the concept brand, reads as
follows: is a name or a symbol and its associated tangible and emotional
attributes that is intended to identify the goods or services of one seller in
order to differentiated them from those of competitors

The two examples cited of the concept branding, clearly evolved over time
indicating that the concept has a commercial application. However, the cited
definitions also point to the fact that there are clear tangent plains between
the two entities. Almost irrespective of how the word is used, it has always in
its passive form translated into the object by which an impression is formed,
while in its active form, the process of forming this impression (Clifton &
Simmons, 2003:13).
18
A good brand will represent good quality about the choice that is been made,
in buying a product or service. In Figure 2.1, a brand is schematically
depicted as a virtuous circle of action and reaction, give and take
(Cheverton, 2006:1).

Figure 2.1: The virtuous circle of a good brand. (Source: Cheverton, 2006:2)

Figure 2.1. reflects the multi capability of the concept brand which by
implication points to the fact that the concept is much more complex in nature
than a name or a slogan, and substantially more than an advertisement
(Cheverton, 2006:1). Brand definition represents the sum of a number of
different overlapping aspects of the brand, referred to by a number of terms. A
brand evolves in response to changing customer expectations, which are
The brand
Learns
The brand
promotes and
nurtures

The brand is
positioned
The brand
knows what
makes you feel
good
The brand
helps you to
make your
choice
You feel good
about the
choice you
have just made
19
prompted and managed by a process of evolution. From this process
graphically depicted in Figure 2.2, ultimately culminates the concept of a
brand (Cheverton, 2006:23).

Figure 2.2: Brand definitions and brand evolution. (Source: Cheverton, 2006:23)

A brand is the overall promise an institution projects into the market
juxtaposed with the experience by which it is delivered. These two concepts
have to be aligned to culminate in the customers total experience of the
organisation. It should be recognised that many practicing managers refer to
a brand as, having created a certain amount of awareness, reputation, and
prominence in the market place (Keller, 2003:3).

According to Styles and Amber (1995: 581-93), two broad philosophical
approaches can be identified in defining a brand. The first philosophical
approach is represented by the product including the approach which views
branding as, an addition to the product. The brand is essentially viewed as
an identifier. In this context, branding would be part of the final processes in
new product development. Consumers can now experience the brand as a

Customer expectations
The brand definition
Brand evolution
20
concept with a set of properties and associations that give a product a
specific meaning. A concept represents the way in which one differentiates a
certain item among all the things one experience. Any marketer would be
partial to have a brand which is meaningful and which can be differentiated
from others.

The second approach is the holistic perspective in which the focus is the
brand itself. Using the marketing mix, the brand is tailored to the needs and
requirements of a specified target group. The elements of the marketing mix
are unified by the brand to the extend that the individual elements of the mix
are managed in a way, which supports the brand message. Holism is
considered important in the building of high brand equity as it rejects practices
such as discounting and premium brand for short-term gain (Styles & Amber,
1995: 581-93). A brand is therefore a product, which adds other dimensions
that satisfy the same needs of the customer but differentiate the product from
other products. As a result, a branded product can be a physical good, a
service, a store, a person, a place, an organization or and idea. The brand
therefore will contribute to the creation of competitive advantages with product
performance. Creating a successful brand entails blending various
elements together in a unique way the product or service has to be of high
quality and appropriate to consumer needs, the brand name must be
appealing and in tune with the consumers perceptions of the product, the
packaging, promotion, pricing an all other elements must similarly meet the
tests of appropriateness, appeal and differentiation (Keller 2003:3).

21
A brand is also defined as a positioning, that relates the product to a
particular category, while others define the concept as, a promise by the
company to the consumers about what the product will do for them. A brand
can also be denoted by the abstract personal and emotional essence of the
brand, while a brand is also referred to, as the value the brand provides
relative to its cost. More importantly, it is suggested that brands and added
value are synonymous (Wood, 2002: 662-669). Another well-respected
marketing academic, Harvards Ted Levitt, concurs and argues that, the
new competition is not between what companies produce in their factories,
but between what they add to their factory output in the form of packaging,
services, advertising, customer advice, financing, delivery arrangements,
warehousing, and other things that people value (Tybout, Calkin & Kotler,
2005:28).

Keller (2003:9) explains that the source of the product is identified by the
brand. Consumers identify and assign accountability to a particular
manufacturer or distributor. This results in a special meaning, which
consumers attached to a specific brand. Consumers, who like and recognize
a brand and have knowledge about it, will effortlessly make a product decision
as no additional thought or processing of information is needed. From an
economic viewpoint, brands allow consumers to lower search cost for
products both internally (how much they have to think) and externally (how
much they have to look around). As consumers identify with a specific brand
and form a relationship or types of bond, consumers become loyal and
trusting of the brand expecting that the brand will behave in certain ways
22
providing them with utility through consistent product performance and
appropriate pricing, promotion and distribution programs and actions. Brands
allow the consumer to shop with confidence, and they provide a route map
through a bewildering variety of choices (Clifton & Simmons, 2003:18).
Brands can serve as symbolic devices, allowing consumers to project their
self- image. Certain types of people are associated with the specific brands
they have preferentiality to reflecting on different values and traits. By
associating with a particular brand, consumers can communicate to other and
themselves the type of person they are or aspire to be. Brands can also play
a significant role in identifying certain product characteristics that signal the
quality of the products to the consumer differentiating it from other competing
products (Keller 2003:7-9).

Consumers may potentially face a plethora of different types of risks in buying
and consuming products. Brands can reduce the risk when making product
decisions. According to Keller (2003:10), the following risks are common
when buying consuming products:
Functional risk: The product does not perform up to expectations.
Physical risk: The product poses a threat to the physical well being or
health of the user.
Financial risk: The product is not worth the price paid.
Social risk: the product results in embarrassment form others.
Physiological risk: The product affects the mental well- being of the
user.
23
Time risk: The failure of the product results in an opportunity cost of
finding another satisfactory product.

As consumers lives become more complicated, rushed and time starved, the
ability of a brand to simplify decision-making and reduce risk, is invaluable
(Keller 2003:7-9).

It is possible to draw together many of the approaches attributed to brand
definition. An integrated definition can be achieved which highlights a brands
purpose to its owner, and considers how this is achieved through consumer
benefits. Against this background, a brand is a mechanism for achieving
competitive advantage for firms, through differentiation (purpose). The
attributes that differentiate a brand provide the customer with satisfaction and
benefits for which they are willing to pay (Wood, 2002: 662-669).

2.2 THE CONCEPT STRONG BRAND

Currently, the concept of brand plays an integral part in marketing strategy.
This is contributed to the fact that brands have become an important
marketing mechanism to the manufacturer (Grace & O Cas, 2002: 96) citing
Murphy, (1990) and Matameni & Shahrokhi (1998). Furthermore, brand
signals quality levels to customers, and can be effectively used to gain a
competitive advantage and secure financial returns for the organisation. To
the consumer, a brand identifies the source of the product maker and
provides a promise or bond with the maker of the product. The brand thus
24
becomes the purveyor of advantages to the consumer in terms of both
economic and symbolic value (Grace & O Cas, 2002:96). If you want to
build a successful brand, you have to understand divergence. You have to
look for opportunities to create new categories by divergence of existing
categories. And then you have to become the first brand in this emerging new
category (Ries & Ries, 2004:3). From the above, the analogy can be drawn
that a strong brand will dominate the market. This is in particular evident in the
branding literature in discussion of differentiation.

Conceptually, branding appears to be a necessary means of building sales by
identifying product and services. Branding is the initial means to build
awareness by naming the offer, but also distinguishing the offer from other
similar products or services within an established category. Branding is about
being different (Kay, 2006:742). Strong brands moreover, has strategic impact
such as loyal and less price sensitive customers. The perception
differentiation within the context of branding, results in the avoidance of direct
competition between organisations. Being different is a key essential that
managers need to consider. Differentiation of a brand becomes inadequate if
the difference is not meaningful.

Kay (2006:742) points out that brands now increasingly compete for attention,
particularly as the number of brands increase and promotional expenditure
rise exponentially. If difference is important, effectively communicating
meaningful differences becomes more difficult in increasingly crowded
markets. The goal is no longer to simplify differentiation, or develop what is
25
broadly conceptualized as brand meaning. By this reasoning, managing the
brand by creating meaningful association is the central task. As a result, the
strength of the brand is not due to the strength of creating a difference in
customer perception; brand strength is due to the meaning that the brand
creates. Managing the meaning of the brand is a critical management task
that is essential to successful strong brand strategy. Brands have value,
which in turn have meaning (which are important) to customers. Strong
brands have considerably more power to consumers than their ability to
distinguish an offer from those of competitors.

Consumers react differently to consumption of the product when they had
brand knowledge. This consequential to the fact that brand knowledge can
affect more than product preference or product choice. Strong brands, are
different to the fact that through engendering cognitive response, consumers
product preference are influenced through brand knowledge and adding
curious quality. There are two distinct types of brand knowledge, namely
brand awareness and image. These two dimensions have been generally
identified in marketing research (Mackay, 2001:38). Focusing on brand
image and awareness is usually viewed as central to the success of building
strong brands. According to Esch, Langner, Schmitt and Gues (2006:98) this
is not enough. As long-term brand success relationships are key for the
fostering of brand trust, brand satisfaction and brand attachment among
customers and target groups. Brand building has never been about short-
term goals, rather always about long-term goals viewing and generating
revenue over the long term.
26

Tybout, Calkin and Kotler, (2005:8) noted that while branding looks easy,
creating and building brands is exceptionally challenging. Effective brand
managers should understand the challenges in strong brand manifestation.
Challenges are in particularly created where managers are to deal with short
term financial concerns such as generating cash, maneuvering the balancing
of short-term numbers with long-term brands. Getting the entire organisation
to embrace the brand and live up to the brand promise over time, creating the
perfect brand positioning and developing the ideal brand portfolio through the
brand, message and the product that is throughout consistent reflects some of
the issues associated with branding.

Breaching the clutter of large amounts of advertisements and promotions that
the consumers are bombarded with (Tybout, et al., 2005:8). Strong brands
need to be focused and unique, furthermore, great brands mean something
distinct to the customer.

Brand positioning plays a key role in the building and managing of a strong
brand by specifying how the brand is related to consumers goals (Tybout et
al., 2005:74). Positioning a brand through a clear and consistent image-
building campaign is the cornerstone of brand marketing practice (Bhat &
Reddy; 1998:32). Positioning is the deliberate, proactive, interactive process
of defining, measuring, modifying and monitoring consumer perception of a
marketable object. Positioning involves certain related activities, i.e. defining
the dimensions of a particular perceptual space which adequately represent
27
the target audiences perception, measuring objects locations within that
space and modifying actual characteristics of the perceptions of consumers
via a communication strategy. As a result, the process can be described as
iterative and requires deliberate and proactive involvement of the marketer
(Blankson & Kalafatis, 1999:106).

It is not easy to build brands in todays competitive market environments. The
brand builder who attempts to develop a strong brand can be compared to a
golfer playing a course with heavy roughs, deep sand traps, sharp doglegs,
and vast water barriers. It is difficult to play in such conditions. As a result, a
brand builder is impacted upon competitive pressures and barriers both
internal and external to the organisation.

However to be able to develop effective strategies, it is useful to understand
these pressures and barriers (Aaker, 2002:26). According to Aaker (2002:27)
eight different factors (graphically depicted in Figure 2.3.) can be identified in
making brand building complex.

28

Figure 2.3: Brand Building influences (Source: Aaker, 2002:27)

Aaker (2003:28) points out that many strong brands exist and maintain their
brand equity in the countenance of various pressures e.g. the pressure to
compete on price directly effecting the motivation to build brands, further
pressures pertain to proliferation of competitors and a reducing strategic
positioning that makes implementation less effective, fragmentation in the
media and markets and the involvement to multiple brand and products,
temptation to change a sound brand strategy, pressures to invest elsewhere
and finally pressure of short term results that pervades organisations.

Keller (2003:735) suggests that in the creation of a strong brand and the
maximization of brand equity, marketing managers should follow the following
strategy:
Understand brand meaning and market appropriate products.
Properly position the brand.
29
Provide superior delivery in terms of desired requirements.
Employ a full range of complementary brand elements and supporting
marketing activities.
Embrace integrated marketing communications and communicate with
a consistent voice.
Measure consumer perceptions of value, and develop a
complementary pricing strategy.
Establish credibility and appropriate brand personality and imagery.
Maintain innovation and relevance for the brand.
Strategically design and implement a brand hierarchy and brand
portfolio.
Implement a brand equity management system to ensure that
marketing actions properly reflect the brand equity concept.

According to Kotler and Keller (2006:275) Wall Street equity dealers believe
that strong brands result in better earnings and profit performance for firms,
which in turn create greater value for shareholders. Much of the recent
interest in brands by senior management has been a result of these bottom
line financial considerations. The brand report card of Kotler and Keller
(2006:275) lists ten key characteristics based on a review of the worlds
strongest brands. These key characteristics are listed in Table 2.1.below.

30
Table 2.1. Brand Report Card List (Source: Keller, 2000:147)
The worlds strongest brands share 10 Attributes

1. The brand excels at delivering the benefits consumers truly desires:
Do you focus relentlessly on maximizing customer product and service
experience?
2. The brand stays relevant: Are you in touch with your customers tastes,
current market conditions and trends?
3. The pricing strategy is based on consumer perceptions of value:
Have you optimized price; cost and quality to meet/ exceed customer
expectations?
4. The brand is consistent: Are you sure that your marketing programs are
not sending conflicting messages?
5. The brand is properly positioned: Have you established the necessary
and competitive points of parity with competitors? Have you established
desirable and deliverable point of differences?
6. The brand portfolio and hierarchy makes sense: Can the corporate
brand create a seamless umbrella to all the brands in the portfolio. Do
you have a brand hierarchy that is well thought out and well understood?
7. The brand makes use of and coordinates a full repertoire of
marketing activities to build equity: Have you capatilised on the
unique capabilities of each communication option while ensuring that the
meaning of the brand is consistently represented.
31
8. The brand managers understand what the brand means to
consumers: Do you know what customers like and do not like about your
brand? Have you created a detailed research driven portraits of your
target customer?
9. The brand is given proper, sustained support: Are the successes of
failures of marketing programs fully understood before they are changed?
Is the brand given sufficient research and development support?
10. The company monitors sources of brand equity: Have you created a
brand charter that defines the meaning and equity of the brand and how it
should be treated? Have you assigned explicit responsibility for
monitoring and preserving brand equity?

Building a strong brand is not enough and does not transpose into acceptance
of the brand. Understanding the dynamics of competition means that brands
must be constantly renewed to preempt competitors and reinforce the
uniqueness of the brand (Aaker, 2002:26). To be truly successful, marketers
must move beyond the standard notion of the marketing mix and become
obsessed with developing initiatives, both strategic and tactical which will
ensure customer satisfaction with the brand reinforcing trust in it, and
fostering a sense of meaningful emotional attachments. (Esch, Langner,
Schmitt & Gues; 2006:98-105)

32
2.3 BRAND IDENTITY

Brand identity represents a unique set of brand associations that the brand
strategist aspires to create or maintain. These associations represent the
brand and imply a promise to customers from the organisation. Brand identity
can facilitate the establishment of a relationship between the brand and the
customer by generating a value proposition involving functional, emotional or
self-expressed benefits (Aaker, 2002:26). To achieve maximum brand
strength, the scope of brand identity should be broad rather than narrow,
while the trust should be strategic rather than tactical and there should be an
internal as well as external focus to brand creation.

How customers and others perceive the brand, provides useful and imperative
information when developing a brand identity. Aakers (2002:78) brand
identity planning model (graphically depicted Figure 2.4.) is a useful
framework which can be used to ensure the brand identity of an organisation
will have depth and texture.

33

Figure 2.4: Brand Identity Planning Model (Source: Aaker, 2002: 78)
STRATEGIC BRAND ANALYSIS

BRAND IDENTITY SYSTEM
BRAND IDENTITY IMPLEMENTATION SYSTEM

Self Analysis
Existing brand image
Brand heritage
Strengths/capabilities
Organization values
Customer Analysis
Trends
Motivation
Unmet needs
Segmentation
Competitor Analysis
Brand image identity
Strengths, strategies
Vulnerabilities
BRAND IDENTITY

BRAND CUSTOMER RELATIONSHIP
VALUE PROPOSITION
Functional benefits, Emotional benefits, Self-expressi ve
benefits
CREDIBILITY
Support other brands
Brand as product
1. Product scope
2. Product
attributes
3. Quality/Value
4. Uses
5. Users
6. Country of origin
Brand as
organisation
7. Organization
attributes (e.g.
Innovation,
consumer
concern, and
trustworthiness
8. Local vs.
global
Brand as person
9. Personality
(e.g. genuine,
Energetic, rugged)
10. Brand-customer
relationship (e.g.
friend, advisor

Brand as symbol
11. Visual imagery
and metaphors
12. Brand heritage

Extended
Core
BRAND POSITION

EXCECUTION
Generate alternatives Symbols and metaphors Testing
TRACKING
Subset of the brand identity and value
proposition
At a large audience
To be actively communicated
Providing competitive advantage
34
The organisation should consider its brand as a product, an organisation, a
person and a symbol. The goal is to assist the strategist in considering the
different brand elements and patterns that can help clarify, enrich and
differentiate an identity. The above-mentioned consideration is not all
applicable on one brand identity. Some brands will only be viable for one
consideration ensuing the importance of evaluating all of the perspectives and
use those that are helpful in articulating what the brand should stand for in the
customers mind Aaker (2002:78).

Aaker (2002:78) is of opinion that a brand from a product perspective, should
focus on the core elements of a brands identity (usually its strength, value,
quality and positioning in the mind of the consumer), which will affect the type
of association a customer, will make with the brand constructing a specific
desire. The brand as an organization perspective, focus on attributes of the
organization such as innovation, a drive for quality, social responsibility,
culture, values and programs of the company. The brand as a person can be
perceived as being upscale, competent, impressive, trustworthy, fun, active,
humorous, casual, formal, youthful or intellectual. Personality can create a
stronger brand in several ways. First it can help create a self-expressive
benefit that becomes a vehicle for the customer to express his or her own
personality. Second, just as human personalities affect relationships between
people, brand personality can serve as the basis of a relationship between the
customer and the brand. Thirdly, a brand personality may help communicate
a products attribute and thus contribute to a functional benefit. A strong
symbol can provide cohesion and structure to identity
35

and make it much easier to gain recognition and recall. Its presence can be a
key ingredient of brand development (Aaker, 2002:26).

Aaker, (2002:99) mentioned that a brands value proposition is a statement of
the functional, emotional and self-expressed benefits delivered by the brand
that provides value to the customer. An effective value proposition should lead
the brand to a brand customer relationship and drive purchase decisions.
Functional benefits are based on product attributes that provide functional
utility to the customer. These benefits relate directly to the functions
performed especially those based upon attributes that have tangent planes to
the customers decisions and use experience.

If a brand can dominate a key functional benefit, it can dominate a category
and will support a strong position relative to its competitors. If a purchase or
use of a particular brand gives the customer a positive feeling, that brand is
providing an emotional benefit. Emotional benefits add vividness and power
to the experience when using the brand. Creating the right feelings when
experiencing the brand, can result in a stronger brand. The strongest brand
identities have both functional and emotional benefits (Aaker, 2002:26).

Russel Belk (1988:139) a prominent consumer behaviour researcher once
wrote, that we are what we have is perhaps the most basic and powerful
fact of consumer behaviour. From the above statement the analogy can be
drawn that a brand can provide a self-expressed benefit by providing a way
for a person to communicate his or her self-image. The importance of making
36
associations between a brand and particular images, lifestyles, attitudes and
emotions, plays a vital role in the choice of a particular brand. Consumers
create impressions by themselves, but in creating these impressions, they
draw on the images and associations presented by the promoter of the brand.
The brand name benefits perceived by the consumer are highly correlated to
and therefore can depend to a large extent on product-based benefits. This
leads into the maxim that strong brands not only have a better identity, but
also a better product. A brand customer- relationship manifests when the
brand provides a functional as well as an emotional benefit to the customer.
The positive feeling the customer experiences for the brand, can be strong
and motivate the customer to like the brand and become a loyal aficionado of
the brand (Aaker, 2002:26).

Positioning is the act of designing the companies offering and image to
occupy a distinctive place in the mind of the target market. The goal is to
identify the brand in the minds of consumers to maximize the potential benefit
to the organization. A good branding position helps guide marketing strategist
to clarify the brands uniqueness, which goals it helps the consumer to
achieve, and how it does so in a unique way. The result of positioning is the
successful creation of a customer focused value proposition, serving as a
cogent reason why the target market should buy the product (Kotler & Keller
2006:310).

Furthermore, positioning requires that anomalies between the brands be
defined and communicated. Deciding on a positioning, requires the
37
determination of a frame of reference by identifying the target market and the
competitors, and in addition identifying the ideal points of parity and points of
difference of the brand associations. Once the target market and competitive
frame of reference for positioning has been defined and the nature of the
competition has been established, marketers can define the appropriate point
of difference and point of parity associations. Points of difference represent
attributes or benefits consumers associate with a brand and believe that the
brand is the best among the competitors. Points of parity are associations
that are not necessarily unique to the brand, but may in fact be shared with
other brands (Kotler & Keller, 2006:311).

A well-conceived and implemented brand identity and position serve as a
powerful asset to an organisation providing a sustainable advantage. Guiding
managers in systematic brand strategies, generating new and suitable
marketing strategies, providing extension options, and the improvement of a
memorable brand, are all advantages provided through the creation of a
strong coherent brand identity and position. This culminates in the fact that a
brand identity provides value propositions, credibility, and engenders a basis
for customer relationships. In constructing one or more of the above-
mentioned functions, a brand identity and position can provide a competitive
advantage (Kotler & Keller, 2006:311).

38
2.4 CORPORATE BRANDING

Among the changes that business make as they move toward globalisation is
a shift in marketing emphasis from product brands to corporate branding
(Hatch & Schultz 2003:1041). According to Knox and Bickerton, (2000:998)
the concept of brand building has recently risen to prominence in both
academic and practitioner fields, with a number of authors pointing to the
potential economic value inherent in managing and developing the brand, at
organization level. According to Simes and Dibb, (2001:217-224), a
corporate brand is more than just the outward manifestation of an
organisation (its name, logo, and visual presentation). Rather, it is the core of
values that defines it. The entity of corporate branding has a higher level of
intangibility, complexity and (social) responsibility, making it much more
difficult to build a coherent brand.

Corporate branding refers to the strategy in which the brand name and the
corporate name are the same (de Chernatony, 2001:157-79). Adored,
venerated and coveted by customers and organisations alike, corporate
brands represent one of the most fascinating phenomena of the business
environment in the twenty first century (Ollins 2000:1041). The importance of
corporate brands cannot be overstated. There is an increasing realisation
that corporate brands serve as a powerful navigational tool for a miscellany
purpose including employment, investment, and most importantly, consumer
buying behaviour (Balmer & Gray 2003:972-997).
39
According to Balmer and Gray (2003:973) corporate branding as a rule
represents marks denoting ownership, meaning that a corporate brand is
traditionally viewed from the sender-end of the communication model. Within
this realm, many institutions i.e. universities, use their coveted brands to
represent ownership. Branding in addition is associated with corporate image,
however still at the sender end of the equation. Balmer and Gray (2003:973)
support the view that corporate branding emphasise the importance of brand
values. A brand is seen to encapsulate the additional values that are inherent
in or associated with the organisation and its products and services. As a
result, corporate branding can be seen as symbols associated with key
values. Simes and Dibb, (2001:217-224) conclude that for a postmodern
consumer culture, consumers realise that brands are vital in the construction
of individual identities. Schmidt (1999:53-67) adopts a somewhat novel
approach. The author argues that branding should be concerned with creating
pleasurable experiences consumed by the customer.

Corporate brand architecture is defined by core values shared by different
products with a common and overall brand identity, which play a decisive part
in coordinating the brand building process. The role of a corporate brand is to
give credibility in cases such as communications with government, the
financial sector, the labour market, and society in general (Urde, 2003:1018-
1040). Furthermore, organisational values, core values and added values are
the foundation of a corporate brand. Companies are faced with the challenge
of organising their resources and internal processes so that the core values
40
for which the corporate brand stands, can be strengthened, differentiated and
expressed, as added value for consumers (Urde, 2003:1018-1040).

One way to evaluate values, is to view them as values related to the
organisation, which pertains to the set of values which unites the organisation
within the context of a mission and vision. Secondly, it can be viewed as the
recapitulating of the brand, the objective being to define and describe the
innermost core of the brand. In this respect, Aaker and J oachimstaler, (2000:
45) are of opinion that, brand essence can be viewed as the glue that
holds the core identity together. Thirdly, it can be viewed as values
experienced by the customer, and furthermore brands have value because
they add value through a value proposition. When viewed holistically, they
form the value foundation of a corporate brand (Urde, 2003:1018-1040).

Parallel with the above, the identity can also be divided into three levels,
namely the identity of the organisation, the identity of the brand and the
identity of the customer. The value creating process is brought about by the
interaction between these three levels, which is graphically depicted in Figure
2.5.

41

Figure 2.5: Organisational values (Source: Urde, 2003:1020)

The organisational values is representative of what the organisation stands
for and what the core existence of the organization means. These internal
values are an important point of departure for the core values, which in turn
constitutes the brands identity. The most important task of the core values of
an organisation is the guidance in the brand building process. The core values
need to fulfill their role and function as being build into the product,
expressed in behaviour and reflected in the feel of communication. The
exchange and the advantages that a customer associates with a brand are to
be regarded as added values. An added value can be functional, emotional
or symbolic. This means that added values constitute an important link
between the internal and external process (Urde, 2003:1019). The act of

Identity of consumer
added values
Organisational
identity
organisational values
Brand identity core
values
42
interpreting and reinterpreting affect the image and identity of the corporate
brand (Christiansen & Askegaard, 2001:292-315).

Keller (2000:15) defines corporate brand equity as, the differential
response by consumers, customers, employees, other firms or any relevant
constituency to the words actions, communications, products or services
provided by an identified corporate identity. (Urde, 2003:1019) clarify the
value creating process as taking internally i.e. within the organisation and
externally i.e. in the awareness of customers, which together generate
corporate brand equity. This value creating process is graphically depicted in
Figure 2.6.

Internally, the brand building process is primarily used to emphasise the
relationship between the organisation and the brand. Urde, (2003:1019)
states the objective is to ultimately get the organisation to become like the
brand they depict. The internal brand identity can be reflected as the
organisations own understanding of the brand and its commitment to it. The
establishment of a value base such as a vision, organisational values and
core values, is a decisive factor in the establishment of an internal brand
identity. The organisations relationship with the brand will also affect the total
internal relationship towards the brand. The external brand building process
is primarily concerned with the relationship and interaction between the brand
and the customer.

43

Figure 2.6: Corporate Brand Building (Source: Urde, 2003:1023)

The objective of this external process is the creation of value and building
follows in the creation of relationship equity where the customer will stick to
the brand above and beyond the objective and subjective assessment of its
worth (Kotler & Keller 2006:151). The relationship is sustained through
effective creation of brand awareness and positive brand associations
resulting into brand loyalty. The above framework builds onto the conceptual
Mission
Vision
Organisational values
Core Values
Brand architecture
Product attributes
Personality
Brand positioning
Communication Strategy
Internal brand identity

Identity of the
consumer
Interest & brand
sensiti vity
Brand Awareness
Brand association
Added Value
Self image
Relationship

INTERNAL
BRAND
BUILDING
PROCESS

BRAND
EQUITY

EXTERNAL
BRAND
BUILDING
PROCESS
Brand loyalty
Internal Brand Building Process External Brand Building Process
44
idea that a brands identity is developed as a continual and ongoing
interaction between the identity of the organisation, and the customer. In this
way, the organisations values, overall mission, and vision of what is to be
achieved beyond generating profit, obtain their true meaning. Brands can
therefore be seen as symbols of an organisations efforts and ambition (Urde,
2003:1019).

The link between core values and corporate brand is decisive for a firms
brand equity and competitive position. The assumption for creating a
corporate brand is that a corporate brand will support all aspects of the firm
and differentiate it from its competitors (Urde, 2003:1019). According to Xie
and Boggs (2006:347), corporate brands can increase the organisations
visibility, recognition and reputation to a greater extend than can product
brands.

Balmer and Gray (2003:973) and Hatch and Schultz (2003:1041) list the
following aspects, which differentiates corporate branding from product
branding.
The focus shifts from the product to the organisation. Corporate
branding therefore exposes the organisation and its members to a larger
extent.
The managerial responsibility for product brands usually rest with the
middle management marketing function, while corporate brands usually
involve strategic considerations at a higher executive level.
45
Product brands typically target specific consumers, while corporate
brands usually target all of the organisations stakeholders, products and
services.
Product brand management is normally conducted within the marketing
department, while corporate branding requires support across the
organisation and cross-functional coordination.
Product brands are relatively short term compared to corporate brands,
which are long term.

As a result corporate branding is more strategic than functional product
branding. In this respect, Hatch and Schultz (2003:1041) argue that it
engineers interactions among strategic vision, organizational culture and
corporate image, to position the organisation in its marketplace, and sets up
internal support arrangements appropriate to its strategic importance. In
summary, corporate brands pertain to communicating the brands value, afford
the means of differentiation from their competition, and enhance the self-
esteem and loyalty in which the organisation is held by its stake holders
(Balmer, 2001:248).

2.5 BRANDING A SERVICE

Brand managers of services often find that they have much in common with
brand managers of consumer or durable goods. For both, brands serve as
vehicles of information and are very important with respect to customer
expectations, which ultimately culminate in customer satisfaction. Branding
plays a special role in service companies, as strong brands increase the
46
customers trust of an invisible purchase. Strong brands enable customers to
better visualise and understand intangible products. They reduce customers
perceived monetary, social, or safety risk in buying services, which are difficult
to evaluate prior to purchase. strong brands are surrogates when the
company offers no fabric to touch, no trousers to try on, no watermelons or
apples to scrutinise, no automobile on test-drive (Berry, 2000:128).

A service can be faster, cheaper, and better however will still fail if it does not
win the confidence of people that it will keep its promises and tell the truth.
the heart of a service brand is not artful packaging, slick advertising, or the
company a name embladed on everything from sweatshirts to key chains.
The heart of a service brand, and a key to a services success, is the integrity
of the people behind it (Beckwith, 2002:55). Moorthi (2002:259) (citing Gale
1994) defines a power brand as, a name that means satisfaction, quality
and value to the customer. Understanding customer needs, delivering
superior quality on attributes that matter to customers, low cost of quality,
overall cost leadership and effective positioning are some of the steps
recommended as guideline to building a powerful service brand.

Mackay (2004:210) citing (Zeithhaml et al. 1985; Wolak et al. 1998) affirms
that there are a number of characteristics that are commonly used to
differentiate between goods and services. They include:
Intangibility: Services, unlike products, are an experience. They cannot
be touched, felt or tasted in the same way in which products can.
47
Inseparability: The consumption and production of a service is
simultaneous. Products however, are first produced then sold and later
consumed.
Heterogeneity: In service output, the quality of the service is more
difficult to standardise than product output.
Perishability: Services unlike products cannot be stored for usage at a
later stage.

Tybout, et al., (2005:193) are of the opinion that branding a service is a
complicated task. Challenges facing the branding of service brands
encompass issue such as services, which are intangible, complex,
heterogeneous and process like. Service organisations must confront the
fact that the name of the organization serves as the coherent brand for all of
its offerings. As a result, the company name is central to its brand identity.
When the organisations name is the core brand for all of its services, anything
that impacts the perception of the organisation will influence the customers
perception of the service offerings.

In service organisations, the customers personal experience with the
organisation is the essence and far outweigh the organisations own
communications to the customers (e.g. advertising). The experience
dominates the formation of customer evaluations (e.g. perception of quality,
satisfaction, value and loyalty) and expectations for subsequent service
encounters. This results in the fundamental principle of branding in services
(Tybout, et al. 2005:193).

48
Tybout, et al. (2005:193) noted that the frontline employee represents the
brand for the customer. Marketing the brand to employees or internal
branding is critical. As a result, employees need to understand the critical role
of frontline employees and the role they play in service branding. In many
service sectors, customers receive services as a unit or fragmented
technology. Customers encountering with self-service technologies can
influence customers evaluation and perception of the brand. Brand
information diffusion of service brands transpires through tangible aspects
such as the look of an organisation or place where services take place, as
well as the experience evolution of the customer. A new area for service
marketing is found in the interconnectedness of service providers in service
networks (Stephen & Morgan 2004). The customers association with a
partnered organisation will influence the customers experience with the
organisation services, resulting in the issue of brand compatibility when
deciding with which organization to partner.

Although there is extensive literature on service marketing available, not much
attentention is given to the concept of branding services (Moorthi 2002:259).
Moorthi (2002:259) (citing Dobree & Page, 1990) lists five steps for effectively
branding services, namely:
Building a brand proposition.
Overcoming internal barriers.
Measuring delivery against proposition.
Continual improvement.
Expansion.
49
The cited authors in addition recommend developing a service contract
internally, to create ownership for the service brand across all levels of the
organisation. Moorthi (2002:259) (citing De Charnatony & McDonald, 1998) is
of opinion that the fast moving consumer goods model of branding can be
used with modification to build service brands. The important issues that
affect branding according to the cited authors are, characteristics of services,
importance of symbols in brand building, and empowering staff and consumer
participation in developing the brand. This however does not represent a
comprehensive approach for branding services. Figure 2.7 represents Aakers
brand identity model while Figure 2.8. depicts the proposed service branding
model as proposed by Moorthi (2002:261).

Brand and product

BRAND Brand as organisation
Brand as person
Brand as symbol

Figure 2.7: Aakers Brand Identity model (Source: Moorthi, 2002:261)

Brand as product
Brand as process
BRAND Brand as organisation
Brand as person

Brand as symbol

Figure 2.8: Proposed Service branding model (Source: Moorthi, 2002:261)
50
Moorthi (2002:260) propose the application of Aakers brand identity
framework in adapted form to the economic classification of three types of
goods and the seven Ps (product, price, place, promotion, physical evidence,
processes and people) of services. Aakers brand identity framework
(Moorthi, 2002:261) proposed four elements under which brand identity is
developed namely brand as a product, brand as an organisation, brand as
a person and brand as a symbol. Any given brand can be described in
terms of these four elements. The service marketing mix consisting of
product, price, place, promotion, physical evidence, processes and
people (seven Ps) of Moorthi (2002:261) maps to the first five Ps to Aakers
brand as a product. People along with the organisational culture, values and
other issues, form brand as an organisation. Moorthi (2002:259) highlights
the process dimension separately as brand as a process, due to fact that
customers are intimately involved in the process of delivering the service.
Brand as a person and symbol retain their usual meaning in the new model.
Moorthi (2002:261) terms the three types of goods according to this
classification namely, search goods, experience goods and credence
goods. Products have more search properties, while services have more
experienced and credence properties. As a result, most services are either
experienced or credence goods.

Experienced goods demand tangibles and intangibles, while credence goods
involve the greatest intangibility and is mainly chosen for its reputation.
Perceived risk is greatest for credence goods and least for search goods.
Price setting is progressively more difficult for experience goods than is for
51
credence goods. Charging a premium is difficult with search goods, but
easier with credence goods where the customer tends to be most concerned
about quality. Customers will often travel great distances to get the right
person for credence goods. Since intangibles play a greater role in
experience and credence goods, the thrust of advertising is less information
rich and more indirect. Word of mouth becomes essential and the emphasis
in credence goods is to educate the customer. The physical evidence is
more important in search and experienced goods, but less for credence
goods. The core service e.g. expertise is more important the supplementary
elements e.g. the aesthetic as for credence goods Moorthi (2002:261).

Brand as a process discuss the variation in customer requirements. While
search goods can be standarised, experience goods can also be standarised
over a period of time although variation is greater as credence good involves
much more variation. In search goods, the customer can be separated from
the variables that contribute to the performance of the good. Both in
experiential and credence goods, the customer cannot be separated from the
variables contributed to the service performance. The organization must be
product driven for search goods, innovation driven for experience goods and
knowledge driven for credence goods. The skills need thus becomes more
varied and complex (Moorthi, 2002:261).

Employee compensation also needs to be higher for credence goods for the
depth of knowledge required. The service provider is a routine problem
solver for a search good, entertainer for an experienced good and advisor
52
for credence good. The personified search good becomes a friend, the
personified experience good is a spellbinder and the personified credence
good is a teacher. The brand as a symbol can be discussed as search
goods being useful and reflect convenience. Controversially, experience
goods can be lively and have a more enticing slogan. Credence goods
should have wisdom portraying slogans that reflect high degree of
competence (Moorthi, 2002:261).

There is no arguable question that marketing services, is much different from
marketing physical goods. As a result, service organisation that are
committed to building and maintaining successful brands over time, have a
difficult task ahead of them. It requires thinking about how customers
perceive company actions and closely examining how customers interact with
firm employees and partners, physical evidence, technology and a host of
other aspects of the service Tybout, et al. (2005:193). Organisations should
work diligently to ensure that they are creating deliberate associations in the
mind of customers maintaining the brands integrity at each point of service
contact. Combined with the identified elements contained within the ambit of
services and the growing prominence of service marketing, it is the
heightened importance of brand equity as a marketing imperative and the
need to understand and manage brand associations (Grace & OCass,
2002:96).

53
2.6 BRAND EQUITY

While many definitions of brand equity exist, one of the most widely accepted
definitions states that brand equity is, The added value with which a given
brand endows a product (Farguhar, 1989:7) cited by Bambert and Wehrli,
(2005:132).

Brand equity is important due to the quality laden informational content that it
provides when consumers process information about a particular product or
services. The creation of a brand implies communication of a certain brand
image in such a way that all the firms target groups link such a brand with a
set of associations (Krishman & Hartline, 2001:328). An attempt to define the
relationship between customers and brands culminated in the term brand
equity being used in common marketing literature (Wood, 2002:662).
According to Del Ro, Vzquez and Iglesias (2001:410) the view of brand
equity proposes that:
The brand creates value for both consumer and the firm.
The brand provides value to the firm by generating value for the
consumers.
Consumers brand association is a key element in brand equity
formation and management.

Feldwick (1996) simplifies a variety of approaches, by providing a
classification of the different meanings of brand equity as:
The total value of a brand as a separable asset when it is sold, or
included in the balance sheet
54
A measure of the strength of consumers attachment to a brand
A description of the associations and beliefs the consumer has about
the brand.

The total value of the brand is often called brand valuation or brand value, a
term, which financial accountants generally use in the industry. The concept
of measuring the consumers level of attachment to a brand can be called
brand strength which is synonymous with brand loyalty. The description of
the associations can be termed brand image. When marketers use the term
brand equity they generally refer to the brand description or brand strength.
Brand strength and brand description are sometimes referred to as
consumers brand equity, to distinguish it from the asset valuation meaning.

Building brand equity is considered an important part of brand building.
Pappu, Quester and Cooksey (2005:143) cite (Cobb-Walgren et al., 1995)
who are of the opinion that brand equity brings several advantages to a firm.
For example, high brand equity levels are known to lead to higher consumer
preferences and purchase intentions. The definition of brand equity can be
broadly classified into two categories. Some definitions are based on the
financial-perspective, and stress the value of a brand to the firm. Other
definitions are based on the consumer perspective, which define brand
equity as the value of a brand to the consumer (Pappu et al. 2005:143). When
reflecting a consumer or marketing perspective, brand equity is referred to as
consumer-based equity. Pappu et al. (2005:143) citing (Mackay et al.
1997:1153) stated, the marketing approach (often referred to as consumer
based equity) refers to added value of the brand to the consumer.
55
Subscribers to this approach tend to focus on the value created by marketing
activities as perceived by consumers.

Although Aaker (1991:15) and Keller (1993:8) conceptualized brand equity
differently, both authors define brand equity from a consumer perspective
based on consumers memory-based brand association. Keller (1993:8)
referred to brand equity as customer based brand equity and defined it as,
the differential effect of brand knowledge and consumer response to the
marketing of the brand. According to Keller (1993:8), customers based brand
equity consists of two dimensions, namely brand knowledge and brand
image. Aaker (1991:15) provided the most comprehensive definition of brand
equity available in literature defining brand equity as, a set of brand assets
and liabilities linked to a brand, its name and symbol, that add or subtract from
the value provided by a product or services to the firm and /or to that firms
customers. In effect, Aaker (1991:15) conceptualised brand equity as, a set
of assets or liabilities. Brand awareness, brand associations, perceived
quality, brand loyalty and other proprietary assets culminate in the five assets
of brand equity, which are referred to as dimensions. From a consumers
perspective, brand awareness, brand association, perceived quality and brand
loyalty are the four most important dimensions of brand equity (Pappu et al.
2005:143).

Figure 2.9 reflects the potential antecedents and consequences of brand
equity (Aaker, 2002:9). First brand equity is a set of assets. Management of
brand equity needs to involve investment to create and enhance these assets.
Figure 2.9. provides a holistic overview on how brand equity generates value.
56
(Note that a fifth dimension of assets namely other proprietary assets is
included for completeness). The second brand equity dimension creates
value in a number of ways.

Figure 2.9: The Brand Equity model: Capatilising on the value of a Brand Name. (Source:
Aaker, 2002:9)

Brand
Loyalty
Reduced Marketing Costs
Trade Leverage
Attracting New Customers
Create Awareness
Reassurance

Time to Respond to
Competitive Threats
Anchor to which other
Associations can be Attached

Familiarity Linking
Signal of
Substance/commitment

Reason to Buy

Differentiate/Position

Price
Channel Member Interest

Extensions
Help process/Retrieve
Information
Reason-to-Buy
Create Positive
Attitude/Feelings
Competitive Advantage
BRAND
EQUITY
Brand
Awareness
Perceived
Quality
Brand
Associations
Other
Proprietary
Brand Assets
Provides Value to
customer by
Enhancing
Customer's:
Interpretation
Processing of
information
Confidence in
the purchase
decision
Use
Satisfaction
Provides Value to
firm by Enhancing:

Efficiency and
Effectiveness
of Marketing
programmes
Brand Loyalty
Prices/Margin
Brand
Extensions
Trade
Leverage
Competitive
Advantage

57
In order to manage brand equity effectively, and to make informed decisions
about brand building activities, it is important to be sensitive to the ways in
which strong brands create value (Aaker, 2002:9). Third, these dimensions of
brand equity can have a positive impact on providing value to the firm as well
as to the customer. For example, a brand with strong equity can be leveraged
to launch new products and serves as a cue in repeat purchases.

The underlying conceptual logic of strong brand equity is that it is an asset,
which is expected to enhance customer value; increase customers purchase
intentions and in increase the organisations performance. Brand equity
reflects the price premium of a strong brand in combination with the sales it
attracts compared to average brands (Baldauf, Cravens & Binder, 2003:220)
(citing Aaker, 1996). Finally these dimensions most succinctly represent the
assets that are linked to a brand its name, or symbol. The resulting brand
equity thus provides a basis for strategic initiatives, which create value directly
for customers and the firm (Baldauf, et al., 2003:220).

2.6.1 Measuring Brand Equity

According to Krishman and Hartline (2001: 329), measurement of brand
equity has also been a fruitful area of study. In general, there are direct and
indirect measures of brand equity. The direct approach is an attempt to
assess the value added by the brand to the product (Krishman & Hartline,
2001:328). This approach maps to the accepted definition of brand equity.
According to (Aaker, 1991; Keller, 1993) cited by (Krishman & Hartline,
58
2001:329), the indirect approach focuses on the identification of the potential
sources of brand equity. The authors also indicated that Aaker (1991)
developed a method to measure consumer based brand equity based on the
four dimensions of:
Brand awareness,
Perceived quality,
Loyalty, and
Associations

2.6.1.1 Brand Awareness

Brand awareness refers to the strength of a brands presence in the
consumers mind. Brand awareness is measured according to the different
ways in which consumers remember a brand ranging from recognition (Have
you been exposed to the brand?) to recall (What brands of this product class
can you recall?) to top of mind (the first brand recalled) to dominant (the only
brand recalled) (Aaker, 2002:9). From this the analogy can be drawn that
brand awareness points to the strength of the brand in memory, as reflected
by consumers ability to identify various brand elements (i.e. the brand name,
logo, symbol, character, packaging and slogan) under different conditions.

Brand awareness points to the likelihood that a brand will come to mind and
the ease with which it does, having been given different types of cues (Keller,
2003:453). Recognition reflects familiarity gained from past exposure and
59
simply remembering that there was a past exposure. Thus when a brand
choice is made the decision involves the brand of the product or service
recognized resulting in the familiar brand having the competitive edge.

Brand recall relates to consumers ability to identify the brand under a variety
of circumstances. A brand is said to have recall if consumers can retrieve the
actual brand element from memory when given some related probe or cue.
Thus brand recall is a more demanding task than brand recognition because
consumers are not just given a brand element and asked to identify or
discriminate it as one they have or have not already seen (Keller, 2003:453).
The ultimate awareness level is brand name dominance, where most
customers, when exposed to different brands can only recall and provide the
name of a single brand. Consumers are continuously bombarded with
marketing messages. The challenge of establishing recall and recognition
among the organisations brands are becoming increasingly important as
organisations struggle with this challenge.

Keller (2003:453) identifies that several measures of awareness of brand
elements can be employed. Choosing the appropriate measure, depends on
the relative importance of the brand awareness for consumer behaviour in the
category and resulting role it plays in the success of the marketing program of
the brand. For example, if research returns that many consumer decisions are
made at the point of purchase where the name, logo, packaging and so on will
be physically present and visible, the brand recognition will be important. If
research returns that consumer decisions are mostly made in the setting away
60
from the point of purchase, then brand recall will be more important. Even
though brand recall may be viewed as less important when consumer
decision are made at the point of purchase, brand evaluations and choices
will still often depend on what else they recall about the brand given that they
are able to recognize it (Keller, 2003:454).

Baldauf, et al. (2003:223) state that a major goal of brand management is the
development and maintenance of brand awareness due to the impact of
awareness on consumer decision making and overall effect on the
organizations value. Generating and maintaining brand awareness is
important as only those brands of which customers are aware enter into the
customers consideration set of brands for possible purchase, while brand
awareness influence the selection of products from consideration.

Two factors are likely to become a prerequisite for creating successful
awareness. First, the provision of resources to create healthy awareness
levels. Secondly, using different promotional mix elements in building brand
awareness. The strongest brands are managed not for general awareness,
but for strategic awareness. It is one thing to be remembered it is quite
another to be remembered for the right reason (Aaker, 2002:17)

61
2.6.1.2 Perceived quality

Aaker (2002:17) identifies perceived quality as a brand association that is
elevated to the status of a brand asset for several reasons, which are listed
below:
Among all brands associations, only perceived quality has been shown
to drive financial performance.
Perceived quality is often a major strategic thrust of a business.
Perceived quality is linked to and often drives other aspects of how a
brand is perceived.

A study by Aaker (2002:18) has demonstrated that perceived quality does
drive financial performance. Many firms explicitly consider quality to be one of
their primary values and include it in their mission statements. Perceived
quality is often the key positioning dimension for corporate brands and other
brands that range over product classes. For many brands, perceived quality
defines the competitive milieu and their own position within that milieu. Some
brands are price brands, others are prestige or premium brands, the
perceived quality position are often the defining point of differentiation (Aaker,
2002:19).

Perceived quality is usually the primary focus of what customers are buying.
Brand identity is defined by functional benefits, as most studies have pointed
to the fact that perception about product benefits are closely linked to
perceived quality. According to Pappu et al. (2005:143), perceived quality is
62
not represented by the actual quality of the product, but the consumers
subjective evaluation of the product. Perceive quality also provides
customers with a reason to buy and by differentiating the brand from
competing brands.

Aaker (2002:19) emphasises the importance of creating perceptions of
quality. Generating high quality requires an understanding of the level of
influence required and what meaning the market segment associate with it.
Perceived quality may differ from actual quality for the following reasons:
Consumers may be totally influenced by a previous image of poor
quality.
Companys may be achieving quality on a dimension that consumers do
not consider it as important.
Consumers rarely have all the information necessary to make a rational
and objective judgement on quality.
Consumers may not know how best to judge quality, as they may be
looking for the wrong cues.

Baldauf, et al. (2003:223), draw the conclusion that product quality is an
organisations essential resource for achieving competitive advantage.
Perceived quality is the ability of the product to provide satisfaction relative to
the available alternatives.

63
2.6.1.3 Brand loyalty

Brand loyalty is the third brand dimension that is useful and appropriate in
conceptualising brand equity. A brands value to the firm is largely created by
the customer loyalty it commands, while loyalty encourages and justifies
brand loyalty programs, which then help create and enhance brand equity
(Aaker, 2002:21).

Aaker (2002:21) states that brand loyalty is a key consideration when placing
a value on a brand that is purchased. A highly loyal customer base is
expected to generate predictable sales and profit stream. The fact that it is
much less costly to retain customers than to attract new ones, also comes into
consideration. The loyalty of existing customers also represents a substantial
entry barrier to competitors.

Pappu, et al. (2005:145) citing (Oliver 1997:392) define brand loyalty as, a
deeply held commitment to rebuy or repatronise a preferred product or service
constantly in the future, despite situational influences and marketing efforts
having potential to cause switching behaviour. Brand loyalty is also
conceptualised as an attitudinal perspective due to the fact that attitudinal
brand loyalty includes a degree of depositional commitment in terms of some
unique values associated with the brand (Chaudhuri & Holbrook, 2001:82).
From and attitudinal perspective, brand loyalty was defined as, the
tendency to be loyal to a focal brand which demonstrated by the intention to
buy the brand as a primary choice (Yoo & Donthu, 2001:3).
64
While the definitions of brand loyalty based on the behavioural perspective
emphasised the consumers actual loyalty to the brand reflected in purchase
choices, the definitions on an attitudinal perspective accentuated consumers
intentions to be loyal to the brand (Pappu, et al., 2005:145).

2.6.1.4 Brand associations

Aaker (2002:19) emphasise that brand equity is supported in great part by the
associations that consumers make with a brand. These associations may
include product attributes, a celebrity spokesperson, or a particular symbol.
Brand associations are driven by the brand identity, (what the organisation
wants the brand to stand for in the customers mind). A key to the building of a
strong brand is to develop and implement a brand identity. As a result
associations can be seen as an important component of brand equity. Keller
(1993:3) believes that brand association contain the meaning of the brand for
consumers.

Two other important types of brand associations are brand personality and
organisational associations, which influence brand equity. Aaker (1991:17)
and Keller (1993:3) identifies that brand personality is a key component of
brand equity and is defined in terms of the various traits or characteristics that
a brand can assume from the perception of consumers. Aaker (2002:9)
argues that a brand association has a level of strength, and that the link to a
brand will be stronger when it is based on many experiences or exposures to
communications, and when a network of links supports it. Furthermore, Aaker
65
(2002:9) suggests that brand associations could provide value to the
consumer by providing a reason for consumers to buy the brand, and by
creating a positive attitude/feeling among consumers.

There is a positive associative relationship among the four consumer based
brand equity dimensions, brand awareness, brand associations, perceived
quality and brand loyalty. It is envisaged that consumers perception of
quality will be associated with their brand loyalty. The more brand loyalty a
consumer has, the more likely he or she will perceive that the brand offers
superior quality and vice versa. Equally, the more favourable associations
consumers have towards a brand, the more their loyalty and vice versa.
Consumers, who hold favourable associations with respect to a brand, are
also likely to develop favourable perceptions of quality and vice versa.
Consumers awareness is likely to be high when they have strong
associations for the brand when customers perceive the quality of the brand
and vice versa. As a result, consumers perception of quality of a brand is
likely to be high when they have strong association with the brand and vice
versa (Pappu, et al., 2005:145).

2.7. CONCLUSION

Brands are increasingly being considered as primary capital for many
businesses. A brand symbolises the essence of the customers perception of
the organisation. The term brand has multiple connotations. On the one end
brand constitutes a name, a logo, a symbol, an identity or a trademark.
66
At the other end of the quantum, a brand embraces all tangible and intangible
attributes that the business stands for (Prasad & Dev 2000:23). Prasad &
Dev (2000:22) demonstrates that brands differentiate themselves in the minds
of the customer. Kholi; Harich and Leuthesser (2004:1) emphasise that a cost
effective way for branding is to create a brand name that is inherently strong.
A brand name should appeal to the customer.

A strong brand increases the consumers attitude strength toward the product
associated with the brand. Attitude strength is build by experience with a
product. The consumers brand awareness and associations lead to
perceived quality, inferred attributes and eventually brand loyalty. This
perception is known as customer-based equity. The advantage of
conceptualizing brand equity from this perspective is that it enables marketing
managers to consider how their marketing programs improve the value of
their brands in the mind of the consumer. (Keller, 1993:4). As a result,
effective marketing programs on branding foster greater confidence in
consumers. This confidence induces consumer loyalty and willingness to pay
a premium price for the brand (Kholi, et al., 2004:1).

A strong brand provides a series of benefits to service organisations such as
greater loyalty and higher resiliency to endure crisis situations, higher profit
margins, more favourable customer response to price change, and brand
extension opportunities (Keller, 1993:4). Kholi, et al. (2004:7) are of the
opinion that strong brand equity can cause a significant increase in profitability
of the organisation and its performance. In contrast, a lack of brand equity
67
can damage potential cash flow for oraganisations; should organisations not
make efforts to improve customer based brand equity. In the next chapter,
branding and brand equity within the context of the Tshwane University of
Technology will be elaborated upon.

Chapter 3 Branding and Brand Equity within the Context of Tshwane University of
Technology
68
CHAPTER 3: BRANDING AND BRAND EQUITY WITHIN THE
CONTEXT OF TSHWANE UNIVERSITY OF TECHNOLOGY

3.1 INTRODUCTION AND BACKGROUND

The historian and scholar Eric Hobsbawm wrote that, political pressures on
historyare greater than ever beforemore history today being revised or
invented by people who do not want the real past a past that suits their
purpose. The defenses of history by professionals are more urgent than ever
(Times Higher Education Supplement, 2002:1).

In the South African context, higher education systems were fragmented and
institutions were differentiating between race and ethnicity. Historical
institutions had the advantages where historical black institutions were
disadvantaged in terms of resources that were made available and the social
and academic roles that were given to each. However these disadvantages
were not just historical. It also related to the underprovided pursuit of
excellence and quality outputs of historical black institutions and the
contribution to the economic and social reconstruction and development. The
South Africa Higher education was challenged to transform its higher
education to become more socially equitable internally and promote social
equity more generally, thus constructing opportunities for social advancement
through equity of access and opportunity (Badat, 2003:1).

Technology
69
The five key policy goals and strategic objectives as predetermined by the
National Plan of Higher Education are central to achieving the overall goal of
the transformation of the higher education system. These goals address
issues such as increased access, redress imbalances of the past and ensure
that the system produces graduates with appropriate skills and competencies,
as well as knowledge and technological skills acquired through research, to
contribute to social and economic development (Badat, 2003:1).

A university of technology plays a role in the education and training of
technologically literate and skilled people, addressing a crucial factor in the
economic success of the country. In line with the National System of
Innovation, knowledge and technology should be mastered and creatively
utilised by a workforce with experience in selecting and developing the
technologies and producing the knowledge that is central to the
competitiveness and economic growth of the country as reflected in the
Tshwane University of Technologys Institutional Operational Plan (TUT,
2007a). The restructuring of the higher education landscape created a new
typology of universities, namely traditional, comprehensive and universities
of technology. The Tshwane University of Technology was promulgated as a
university of technology (TUT, 2007b).

The Tshwane University of Technology came into being on J anuary 1, 2004,
following the merger of the Technikons Northern Gauteng, North-West and
Pretoria. The resulting mega-university has six learning sites in the greater
Tshwane Metropolis, two of which are in Mpumalanga, and one in Limpopo,
Technology
70
which have in excess of sixty thousand students and just over four thousand
staff. The period 2003 to 2006 could be characterised as one of fundamental
change at the Tshwane University of Technology when it was endeavoured to
create a new university out of the remnants of the old technikons. The
transformation called for the entire policy, governance, institutional,
operational, staffing and academic arenas to be reconfigured (TUT, 2007a).
The Tshwane University of Technology became a new institution in the
restructured higher education landscape of South Africa, with the seat of
management residing at the Pretoria Campus (TUT, 2007a).
The Tshwane University of Technology is an outcome of the restructuring of
the higher education landscape. The institution represents a body of
knowledge that will focus on the stimulation of social development and
economic growth, contributing to a modernising economy through research
and development, technological innovation, technology transfer,
entrepreneurial development, and specialising in the application of knowledge
and technology. Furthermore, developing a community of skilled graduates
with relevant and specialised knowledge and skills within an applicable
profession, as well as having an entrepreneurial focus (TUT, 2007a).

The transformation of the Higher Education system from a fragmented to an
integrated system, as well as various regulatory changes by means of
legislative measures, impacts on all Higher Education institutions. The
Tshwane University of Technology faces numerous challenges and its
recognition of the shift towards cooperative governance, state and
stakeholder accountability, the focus on consultation and negotiation, the
Technology
71
establishment of an integrated system steered and coordinated by the state,
social redress, human resource development priorities, and the production,
acquisition and application of new knowledge, guides the institution towards
its newly developed vision and mission (TUT, 2007a).
The strategic features of a University of Technology have led to the
formulation of the vision, mission, goals and objectives and values of the

3.1.1 Vision

Cited verbatim (TUT, 2007a), the vision statement of the Tshwane University
of Technology reads as follows:
To be the leading higher education institution with an entrepreneurial ethos
that promotes knowledge and technology, and provides professional career
education of an international standard, which is relevant to the needs and
aspirations of Southern Africas people.

3.1.2 Mission

Cited verbatim (TUT, 2007a), the mission statement of the Tshwane
University of Technology reads as follows:
In support of this vision, we create, apply and transfer knowledge and
technology of an international standard through cooperative professional
career education programmes at undergraduate and postgraduate levels;
serve and empower society by meeting the socio-economic development
Technology
72
needs of Southern Africa through the fruits of our teaching and the skills of our
staff and students; extend the parameters of technological innovation by
making knowledge useful through focused applied research and development;
and establish and maintain a strategic partnership network locally and
internationally for the mutual benefit of the institution and its partners.

3.1.3 Values

Cited verbatim (TUT, 2007a) the values of Tshwane University of Technology
reads as follows:
We are committed to:
Quality service.
Professionalism.
Integrity.
Excellence.
Equity.
Unity in diversity.

3.2 BRANDING AND BRAND EQUITY WITHIN THE TSHWANE
UNIVERSITY OF TECHNOLOGY

In a highly competitive business environment, developing a credible brand
and corporate identity that is instantly recognisable is important. It is difficult
to change the position of well-established brands of the previous technikon
infrastructures. As a new institution in the restructured higher education
Technology
73
landscape of South Africa, the Tshwane University of Technology needs to
establish itself as a strong brand underpinning the importance of a national
brand with an institutional focus. This focus will be centred on the premis that
no individual programme will have a separate brand identity, but will be
promoted within the larger institutional brand supporting the corporate identity
of the Tshwane University of Technology.

The Tshwane University of Technology is strategically focussed on the
marketing of the university, through brand building and on creating awareness
of the new brand in the mind of prospective donors, alumni, friends, students,
parents and competitors. Through the slogan We empower people,
stakeholders are reminded of the institutions commitment of providing quality
education and contributing to the transformation process in higher education.
This also ensures consistency and uniformity of the institution, resulting in the
segmented marketing to approach and to create a challenging and creative
learning environment that will contribute added value to all stakeholders and
enable them to reach their full potential.

The objective of the Tshwane University of Technology with their current
branding, is to raise the university from the status of a mere provider to that
of a brand- the new leading brand in higher education by consistently
keeping its promise of adding value in the way of delivering services.
Underpinning and portraying their message of an institution with commitments
for delivering quality professionalism in teaching, research and development,
and community services, being a caring organisation, investing in high
Technology
74
standards of ethics and interaction with all segments of the society served,
supporting excellence in holistically developing students to their full potential,
and fulfilling responsibility as a citizen of South Africa.

Accepting and trusting the developed brand and focussing on the main asset
of equity namely brand loyalty is the primary objective of the university. The
effort of developing loyal customers will result in the commitment of Tshwane
Universitys stakeholders to use the services consistently on an ongoing basis
despite situational influences, which have the potential to cause current
stakeholders to switch to other educational institutions.

The Tshwane University of Technology is determined to attain effective brand
equity that will encourage the building of a strong brand, which attain
objectives ultimately creating greater loyalty towards the Tshwane University
of Technology, making it less vulnerable to competition, and larger profit
margins.

3.3 KEY ISSUES PERTAINING TO THE BRANDING WITHIN THE

The following key issues have been identified as having had an influence on
the branding and brand equity within the Tshwane University of Technology,
namely: A recognisable brand name conversions, brand elements not
considered, issues pertaining to the merger, benefits offered by Tshwane
Technology
75
University of Technology as a service provider, budgetary constraints and
competitive advantage.

3.3.1 A Recognisable brand name conversion

The Tshwane University of Technology transformation from a technikon to a
University of technology, impacted adversely on its branding. The Tshwane
University of Technology, had to merge, define a new institutional type,
identify a strategic vision and mission consistent with this definition,
reconfigure its shape, size and academic offerings, and had to manage
multiple learning sites. The key challenge for Tshwane University of
Technology was first the renaming of the newly formed institution as well as to
delineate clear definitions or guidelines on the nature and form of this new
entity.
In addition to the above, this newly established entity had to create a new
name, term, symbol, and design to establish a brand with the intention to
develop and differentiate a new position in the mind of its stakeholders and
competitors. For the new name of the Tshwane University of Technology to
be established, the old technikon names had to be abandoned, an action
likely to nullify years of branding efforts in terms of creating awareness. As
brand names are the prerequisite for brand equity the change of name as in
the instance of Tshwane University of Technology has the potential to not only
damage the brand equity but also destroy it. The Tshwane University of
Technology face issues pertaining to the new brand such as the identification
and establishment of brand positioning and values, planning and
Technology
76
implementation of brand marketing programs, measuring and interpreting
brand performance, as well as the growing and sustaining of brand equity.
Ultimately, the Tshwane University of Technology has to determine if the
newly formed institution and brand image occupies a distinct and valued place
in the minds of its stakeholders and competitors. Currently the goal of
establishing the Tshwane University of Technology as a brand in the mind of
its stakeholders.
3.3.2 Brand elements not considered
According to (Keller 2003:175) different brand elements can be selected to
build brand equity. The first three elements, namely memorability,
meaningfulness and likeability can be characterised as brand building in
nature and is concerned with how brand equity can be built through the
judicious choice of brand elements. The last three namelly transferability,
adaptability and protect ability are more defensive in nature and concerned
with how the brand equity contained in a brand element can be leveraged in
the face of different opportunities and constraints.
The Tshwane University of Technology is deficient in considering especially
the first three brand building elements in supporting the new institutions
brand and building brand equity. Building the Tshwane University of
Technology brand requires a high level of brand awareness. Toward the goal
of creating awareness, requires that brand elements can be chosen that are
memorable and therefore facilitate the recall and recognition of the service
provided. Building awareness can enhance the formation of brand
Technology
77
association. Forming associations with the brand can culminate in the
possibility for the brand playing a major role in the equity of the brand.
One of the challenges of the Tshwane University of Technology, is to develop
strategies that will sustain positive impressions while at the same time, build
brand equity. Brand equity according to Taylor, Celuch and Goodwin
(2004:217-227), can be identified as both the level of the individual
consumers (e.g. using relationship marketing strategies) and at the aggregate
level (through marketing strategies). The understanding of loyalty within the
context of the marketing theory can be distributed across more than one
brand.
As a result, the Tshwane University of Technology need to glean approaches
from situations where the assumption can be made that it is possible to
secure an irrational and exclusive loyalty from a given customer, as
customers may be willing to spread their business around. Marketing
strategies also need to be consolidated to support loyalty and build a
relationship with the Tshwane University of Technologoy stakeholders
ensuring the existence of the institution and its brand.
3.3.3. Issues pertaining to the merger
Balmer and Gray (2000:258) are of the opinion that with a continued high
number of mergers the business profile of many organisations needs to be
altered. Significant outcomes of such change leaves deleterious gap between
the companys public image and its true identity. Such incongruence can
impact upon financial markets as well as customers, resulting in diminished
Technology
78
support for the organisation.
After the merger on J anuary 1, 2004, the dispersed geographical location of
the three learning sites were characterised by varied teaching and learning
practices, diverse institutional cultures and ethos, as well as significant
infrastructure disparities. The issue of infrastructure inequities of the newly
formed Tshwane University of Technology needed to be highlighted as a
potential impediment to equitable teaching and learning provisioning across
all Tshwane University of Technologys learning sites. The different learning
sites had different identities portraying different images of their institution,
playing a crucial role in the attitude of the stakeholders. Two of the three
merging partners were historically disadvantaged institutions, with significant
accumulated infrastructure deficits, when compared to the other merging
partner.
While the erstwhile technikons that now constitute the Tshwane University of
Technology have had previous exposure to external quality assurance, such
as the SERTEC (Certification Council for Technikon Education) and ECSA
(Engineering Council of South Africa), the creation of the new mega-university
has brought about additional challenges from a quality assurance perspective
(TUT, 2007b). According to Ivy (2001:267-282), an institutions actual quality
is often less important than its prestige, or reputation for quality, as it is the
universitys perceived excellence which in fact guides the decision of
prospective students and scholars considering offers of employment.

Technology
79
3.3.4 Benefits offered by the Tshwane University of Technology as a
service provider
Burton and Easingwood (2005:1) provide guidance to organisations as
service providers stating that consumers have inherently stable tastes, which
pertain to preferences for objectives to be achieved via the consumption of
certain goods, rather than for the goods themselves. The tastes or
preferences determine consumer behaviour specifically influencing the
selection of goods and services that make consumers relatively better off in
terms of the achievement of their objectives. The above results in the
understanding of consumer motivation and the resulting need to differentiate
products and services. Kim and Mauborgne (2000:129) argue that managers
of service organisations need to benchmark in order to achieve positioning
success.
The Tshwane University of Technology represents a corporate service brand.
The Tshwane University of Technology needs to position itself as the leading
University of Technology through providing better benefits to its stakeholders
and customers by delivering excellent services. Furthermore, conveying trust
and confidence in the Tshwane University of Technology as a Higher
education institution. In addition, caring for students and stakeholders needs
and providing individualised attention. Internally, employees need to be
motivated when in contact with students and stakeholders as well as
competitors. Communicating with the students and stakeholders in a
language they can understand and listening and reacting to what they say.
Benefits are identified as support for Tshwane University of Technology to
Technology
80
help them with benchmarking their services as quality services (Kim &
Mauborgne, 2000:130).
The authors claim that a new service product is more likely to succeed if it is
correctly priced, possess a sound business model, avoids hurdles to
stakeholder adoption and satisfies consumer utility within one of six key
categories (commonly referred to as the six utility levers) that is compelling
the reasons for consumers to buy a product or service. The defined benefits
identified as obvious by Kim and Mauborgne (2000:130) are listed below:
Customer productivity: Innovation-aiding consumers to do things
better, faster or differently.
Simplicity: Services, which are more straightforward to use and easier
to understand than existing offerings.
Convenience: Availability, ease and consumption
Risk reduction: Safety of service consumption process, safety of
investment
Fun and image: Amusement or enjoyment forms the use/purchase of
the service, positive image portrayal (reputation, representation, idea or
conception.
Environmental friendliness: The capacity of the service to improve or
reduce risk to the environment.

Kim and Mauborgne (2000:130) propose a buyer utility model encompassing
the six levers. The authors argue that a service must operate at least one of
the six levers to be successful. The Tshwane University of Technology
Technology
81
needs to determine the different benefits, which manifest in the above-
mentioned benefit levers and identify those, which are not offered at the
institution. The provision of quality services can help to build the brand image
of the university to attract new students and keep existing students loyal.

3.3.5. Budgetary constraints
According to Hay and Fourie (2002:115-131) in the beginning of the 21
st

Century, many South African further and higher education institutions found
themselves in dire financial straits. The effect of all this remains
underdetermined, with the Tshwane University of Technology not excluded
from this impact.
Hay and Fourie (2002:115-131) mentioned some reasons for the current
financial state of institutions derive from the following factors that can
contribute towards the problem:
The fragmented education systems inherited from the previous
dispensation.
Profound inequities and distortions of the above mentioned systems,
incoherent and poor articulation between the various types of further
and higher education institutions.
Under-prepared students poorly resourced in a socio-economic and
academic context.
The poor quality of school systems and particularly the collapse of the
senior secondary school system with reluctant low entry into higher
Technology
82
education and high failure rates.
Unequal distribution of resources and subsidy amongst further and
higher education institutions.
Declining state subsidy, mainly as a result of poor economic growth
and impact of new legislation.
Increased competition in the system.
Declining student enrolments.

Most of the above reasons will be part of the issues facing the Tshwane
University of Technology resulting in low staff morale impacting upon the
image of the institution, bad publicity of the financial state, and uncertainty
about the future existence of the institution. The financial situation of the
Tshwane University of Technology forces the institution to become imperative
in the determination of an image in the minds of the various stakeholders.
3.3.6. Competitive advantage

Ivy, (2001:267-282) citing (Yvas & Schemwell 1996) state that the image
portrayed by institutions of higher education plays a critical role in the
attitudes of the institutions publics towards that institution. Paramewaran and
Glowacka (1995:41) in their study of university images found that higher
education needs to maintain or develop distinct images to create a
competitive advantage in an increasingly competitive market. This image will
impact on a students willingness to apply to that institution for enrolment, or a
donor considering and a donation, to or an organisation selecting and
institution to contracted research and development. As Higher education
Technology
83
institutions around the globe face declining student numbers and decreasing
fund grants, it has become imperative for higher education institutions to
determine their images in the mind of the public Ivy, (2001:267-282).
According to Ivy, (2001:267-282) the net result is that all institutions are
becoming increasingly aggressive in their marketing activities. In this
increasingly competitive environment, the marketers of higher education
should be concerned about their positioning and image.

More often than not, images are formed from word of mouth, past experience
or as a result of marketing activities of the institution. The Tshwane University
of Technology is a new transformed institution with a new brand and brand
name that is not established yet. However, the challenge is to position the
institution as the leading university of technology amongst other institutions.
Kalafatis, Tsogas and Blankson (2000:416) explain that positioning appears to
have evolved from market segmentation, targeting and market structure
change during the 1960s and the early 1970s. Kalafatis, et al. (2000:416)
define positioning as, the deliberate, proactive interactive process of
defining and modifying and monitoring consumer perceptions of a marketable
object. Supporting the position of a brand is the creation of effective
branding resulting in the developing of a corporate identity for the institution
differentiating Tshwane University of Technology from other competitors.

Technology
84
3.4. CONCLUSION

Winston Chuchill the former British Prime Minsister said: To improve is to
change; to be perfect is to change often (Van der Linde, 2006:511). Change
is part of our existence. The Tshwane University of Technology faced a great
deal of change the past few years. The change in higher education guided
the formation of the new institution known as the Tshwane University of
Technology. A new institution that needs to be perceived through its
stakeholders as a corporate identity that will connect the institution with brand
association and social responsibility association that will generate authority for
the Tshwane University of Technology brand.

The obvious value of brands is their ability to translate reputation and loyalty
among their users into a long-lived reliable profit stream. As a result, the
importance of the Tshwane University of Technology as a brand and the
power of its equity makes it important for any institution. The main affirmation
is that brand equity must be actively managed by Tshwane University of
Technology by reinforcing the brand meaning, its existence and if required,
adjust the marketing program to identify new sources of brand equity.
Reinforcing brand equity culminates in making sure that the stakeholders of
the Tshwane University of Technology have the desired knowledge of the
brand through the consistent conveying of the brand meaning in terms of
awareness and brand image.

Technology
85
Brand awareness has a significant positive relationship with an organisations
performance Kim and Kim (2004:143). Together with the dimensions
mentioned in Chapter two such as brand loyalty, brand awareness, and
perceived quality, significantly effects brand equity and the corporate
performance. The Tshwane University of Technology needs to measure its
brand equity based on the discussed dimension to draw a conclusion on the
overall corporate performance linked to the branding of the institution.
Furthemore, increasing brand awareness through various promotional and
communication strategies may be integral for increasing profit in the
institution. Important, is that the perceived quality of a specific brand is found
to influence the effect the organisation performance. The conclusion can be
drawn that awareness alone is not enough to generate satisfactory institution
performance and perceived quality should be managed carefully to produce
good financial results. Brand loyalty as a component of brand equity
determines the customers commitment to the brand. This then would result
in the improvement of the operational performance of an institution-keeping
customers satisfied (Kim & Kim, 2004:143). Strong brand equity relates to the
performance of an organisation.

Even though effective branding is fundamental to the success of any
organisation, the concept remains misunderstood. Organisations tend to
perceive branding solely as a marketing activity and fail to appreciate that it
should reach out and grab the attention of the consumers attention. More
specific, branding should be incorporated into the overall strategic plan with
Technology
86
systematic support throughout the organisation (Emerald Group Publishing,
2007).

The businesses that will win in the twenty-first century, will be those that have
marketers who successfully build measure and manage their business brand
equity. The Tshwane University of Technology have to focus and capitalise
on every tool to their disposal for positioning the brand, establishing a core
brand identity, and continue investing in the brand even if the financial goals
are not met.

In the following chapter the sample, data gathering and method of analysis of
the data will be analysed.

Chapter 4 Survey Design and Methodology
87
CHAPTER 4: SURVEY DESIGN AND METHODOLOGY

4.1 INTRODUCTION

How can our intellectual life and institutions be arranged so as to expose our
beliefs, conjectures, policies, positions, sources of ideas, traditions, and the
like whether or not are justifiable - to maximum criticism, in order to
counteract and eliminate as much intellectual error as possible? (Bartley,
1962:139). This statement emphasises the importance of research as a tool
to be used to achieve the objectives of maximum criticism. The subject of our
criticism is human behaviour, something of which we all carry a level of
knowledge. That knowledge can however sometimes act as an impediment
should one critically fail to examine some aspects of human behaviour
because, everyone knows thats true, we have fallen short of the goal of
research (Dane, 1990:5). Perreault and McCarthy (1996:155) state that,
research in the broadest sense, is search for truth. Research in general is
all about constructing, and then analysing and interpreting data (Kent,
2007:2).

4.2 LIMITATIONS OF THE RESEARCH

The research was adversely impacted upon by the following aspects:
The research was limited to first, second and third year students enrolled
for the course Marketing in the Department Marketing, Sports and
Logistics, at the following campuses: Pretoria campus, Shoshanguve
88
campus and Ga-Rankuwa campus (excluding the Witbank campus, Arts
campus, Pietersburg campus and Nelspruit campus).
Stakeholders within the Tshwane University of Technology for the
purpose of this dissertation were limited to first, second and third year
students only.
The respondents that form part of the target organization do not know
the Tshwane University of Technology brand and the background
thereof to represent a valid response to the acceptance of the brand.
Due to the fact that the Tshwane University of Technology prior to the
survey became the subject of public scrutiny, it was perceived that this
research would draw even more adverse publicity.
The sample consists of a group of respondents that already chosen the
Tshwane University of Technologys brand. The responses from this
group may differ from that of a sample who still needs to make a choice
of an institution to study at.

4.3 THE TARGET POPULATION

A target population is defined by Malhorta and Birks (2003:359) as, the
collection of elements or object that possess the information sought by the
researcher and about which inferences are to be made. The target
population should be defined in terms of elements, sampling units, extent and
time. Malhorta and Birks (2003:359) state that an element is an object about
which or from which the information is desired.

89
The target population for this research can be defined as follows:
Element: Registered first, second and third year Tshwane University of
Technology students: Pretoria Campus, Soshanguve Campus and Ga-
Rankuwa campus.
Sample unit: Registered first, second and third year Tshwane
University of Technology students enrolled for the course Marketing
Management: Pretoria Campus, Soshanguve Campus and Ga-
Rankuwa campus.
Time: The temporal boundaries within which the research is being
conducted.
Extend: Students enrolled for the course Marketing: Pretoria Campus,
Soshanguve Campus and Ga-Rankuwa Campus.

4.4 THE CHOICE OF SAMPLING METHOD

According to McDaniel and Gates (2001:411), the selection of a sampling
method will depend on the objectives of the study, the financial resources
available, time limitations and the nature of the problem under investigation.
The major alternative sampling methods can be grouped under two headings
as depicted in Figure 4.1. namely that of probability sampling methods and
non-probability sampling methods.

90

Figure 4.1: Classification of Sampling Methods. (Source: McDaniels & Gates, 2001:416)

A number of alternatives under each of these headings are available.
Probability sampling according to Chisnall (2005:103) results in every
sampling unit in a finite population having a calculable and non-zero
probability of being selecting in the sample. The authors are furthermore of
the opinion that probability sampling is statistically sounder, and because of
the mechanical selection of those who are interviewed, the bias from
interviewers interviewing only the most easily available respondents are
avoided.

According to McDaniel and Gates (2001:335), non- probability sampling
includes elements from the population that are selected in a non-random
manner, such as convenience sampling, judgemental sampling and quota
sampling. Non-randomness occurs when population elements are selected
Sampling
method
Probability
samples
Non-
probability
Systematic Stratified Convenient Snowball
Cluster Simple Judgement Quota
91
on the basis of convenience. Emory and Cooper (1995:227) states that non-
probability sampling may be used if the procedure meets the sampling
objectives, it saves cost and time, and it may be superior in theory and it is
possible that it may be the only feasible alternative.

The sample population for this research study will be selected through non-
probability sampling. This will be conducted through the method of quota
sampling. The quota pertains to first, second and third year students enrolled
for the course Marketing at the Tshwane University of Technology studying at
the three previously mentioned campuses. The logic behind quota sampling
according to Emory and Cooper (1995:229), is that certain relevant
characteristics describe the dimensions of the population.

4.5. MEASUREMENT SCALES

The survey used in the research is based on the well-known Lickert scale,
whereby respondents were asked to respond to each of the statements or
questions by choosing a range of agreement choices. (Parasuraman
1991:410).

The advantages in using the popular Lickert scale according to Emory and
Cooper (1995:180-181) are:
Quick and easy to construct.
Each item meets an empirical test for discriminating ability.
92
The Lickert scale is probably more reliable than the Thurston scale, and
it provides a greater volume of data than the Thurston differential scale.
The Lickert scale is also treated as an interval scale.

The most important reason however for choosing the Lickert scale in this
research, which is supported by Emory and Cooper (Emory and Cooper
1995:180-181), is the fact that the scale can be used in respondent-centered
(how responses differ between people) surveys which is most appropriate to
glean data in support of the research problem in question.

4.6. SURVEY DESIGN

Emory and Cooper (1995:269) define a survey, as to question people and
record their responses for analysis. The great strength of questioning as a
primary data collecting technique is its versatility. The authors state that
information can be gathered by a few well-chosen questions.

The statements and questions within the survey have been designed with the
following principles in mind:
Avoidance of double-barreled questions and statements.
Avoidance of double-negative questions and statements.
Avoidance of prestige bias.
Avoidance of leading questions and statements.
Avoidance of the assumption of prior knowledge.

93
The survey was used, which involved face-to-face, personal contact with the
respondents in the lecture rooms. Questions were read out from the
questionnaire, the respondents responses were recorded by ticking
appropriate statements provided in the questionnaire. Particular care was
taken to avoid bias in the formulation of the questions. The data collection
method used in the surveys, falls within the context of a survey, defined by
Hussey & Hussey (1997), as: A sample of subjects being drawn from a
population and studied to make inferences about the population.

More specific, the survey conducted in this dissertation falls within the ambit of
the descriptive survey as defined by Ghauri, Grnhaug and Kristianslund
(1995). The survey which was conducted to collect primary data using the
personal interview method is an approach which maps to accepted data
collection methods as proposed by Remenyi, Williams, Money and Swartz
(2002) and Emory and Cooper, (1995).

4.7 RESPONDENT BRIEFING

Prior to conducting the interviews with the respondents, this author provided
each respondent with detailed information pertaining to the issues pertaining
to the branding and brand equity of the Tshwane University of Technology.
Questions were piloted prior to the research to ensure that the questions were
clear and the objective of each well understood. In addition, an overview of
the dissertation objectives was provided. This exercise was undertaken to
94
ensure that a common understanding of the issues raised in the survey
prevailed.

4.8 SURVEY QUESTIONS

McDaniel and Gates (2001:289) define a questionnaire as a set of questions
designed to generate the data necessary to accomplish the objectives of the
research project. A questionnaire provides standardisation and uniformity in
the data gathering process. It standardises the wording and sequences of the
questions.

Chisnall (2005:135) is of the opinion that a questionnaire is a method of
obtaining specific information about a defined problem. The type of
questionnaire depends on the sample population, method of sampling, nature
of problem and the sample size. The author also states that questionnaires
may be highly structured with formal questions, unstructured with free style
questions or a mix of both. However, the questions must be designed to
attract respondent to give valid and reliable information. According to Chisnall
(2005:135), five classes of information, which are generally useful for
marketing decisions, have been identified as follows:
Facts and knowledge.
Opinions.
Motives.
Past behaviour.
Likely future behaviour.
95
The author also identifies three conditions for ensuring true response to
questions:
Respondents must understand the question.
They must be able to provide information requested.
They must be willing to provide it.

Questions asked should be carefully designed in a language that is readily
understandable by the people being interviewed. Chisnall (2005:144) classify
two main types of questions, which are commonly used in surveys, namely
open ended questions and closed ended questions. An open-ended
question, also known as free answer, calls for a response of more than a few
words. The respondent has considerable freedom in phrasing the answer,
which could be lengthy and detailed and is in his or her own words. Closed
questions call for responses, which are strictly limited. The respondent is
offered a choice of alternative replies from which he or she is expected to
select an answer corresponding to his or her personal views on a particular
subject.

The method of collecting data for this study will be by means of a
questionnaire. In the questionnaire, a positivistic approach will be followed
where structured closed questions will be asked. The aim of this data
collection method is to determine what the acceptance and brand equity of the
Tshwane University of Technology brand is amid its students.

96
Delgado-Ballester and Munuera-Alaman (2005:187-196) and Baldouf,
Cravens and Binder (2003:220-336) conducted research into perceptions of
branding of products. In this research study, the questionnaires used by the
above authors have been juxtaposed and adapted by referring to Keller
(1993:1-22) customers based brand equity measurements and Aakerss
(2002:67) survey to serve a tertiary institution research study. The adapted
questionnaire which was used for this research study is listed below for ease
of reference.

4.9 RESEARCH QUESTIONAIRE

SECTION A

BIOGRAPHIC AND DEMOGRAPHIC INFORMATION

Please indicate your gender.

Please indicate your age.
Under 18 1
18 21 2

22 25 3

26 29 4

30 + 5

Female 1

Male 2

97
Please indicate your home language.
English 1
Afrikaans 2

Zulu 3

Xhosa 4

Ndebele 5

Swazi 6

Sotho 7

Tswana 8

Tsonga 9

Venda 10

Other (please specify) 11 14

Please indicate your marital status.
Single 1
Live together 2

Married 3

Divorced 4

Widowed 5

Please indicate the year in which you have received your Grade 12
Qualification.
2006 1

2005 2

2004 3

2003 4

2002 5

2001 6

2000 7

Before 2000 8

98
Please indicate the year in which you have registered for the first time at
2006 1

2005 2

2004 3

2003 4

2002 5

2001 6

2000 7

Before 2000 8

Please indicate the learning site that you are studying at.
GaRankuwa 1

Pretoria 2

Shoshanguve 3

Other (Please specify)

4

Please indicate the programme (Diploma or Degree) that you are
enrolled for:

National Diploma: 1
B Tech Degree: 2

Please indicate the year you are currently registered for:
1
st
Year 1
2
nd
Year 2

3
rd
Year 3

4
th
Year 4

Please indicate the area where you are currently staying while busy with
your studies:

Please indicate the area where you have stayed while you were busy
with your Grade 12:

99
SECTION B BRAND AND BRAND EQUITY

SECTION B.1. BRAND AWARENESS

STATEMENTS
1. I know what the TUT logo looks like.

2. I would recognise the TUT logo amongst logos of other tertiary institutions.

3. Some distinct characteristics of TUT comes to my mind when I see the TUT logo.

4. TUT is my favourite tertiary Institution in South Africa.

5. I am proud to study at TUT.

6. I have no difficulty in imagining TUT as a tertiary institution in my mind.

SECTION B.2. BRAND QUALITY

STATEMENTS
1. TUT as a tertiary institution provides top quality education.

2. There is no need for TUT to evaluate certain aspects of their curricula to improve on.

3. TUT maintain high standards of quality.

4. TUT facilities compares to the best in South Africa.

5. TUT has well qualified staff.

6. TUT does not provide excellent quality education.

100
SECTION B.3. BRAND LOYALTY

STATEMENTS
1. I consider myself loyal to TUT.

2. TUT would always be my first choice for tertiary education.

3. I will only consider another tertiary institution if TUT is not able to accommodate me.
4. I identify with people who study at TUT.

5. I like to talk about TUT.

SECTION B.4. BRAND RELIABILITY

STATEMENTS
1. TUT has always met my expectations.

2. I perceive TUT as a tertiary institution.

3. I have confidence in the TUT name.

4. I have never been disappointed in TUT as a tertiary institution.

5. TUT satisfies my most demanding tertiary requirements.

6. TUT do whatever possible to help me when I experience a problem with my studies.

7. I have a favourable attitude toward TUT.

8. I would recommend TUT as a tertiary institution to others.

9. TUT as a tertiary institution is innovative.

10. TUT as a tertiary institution have knowledgeable academic staff.

11. TUT as a tertiary institution is trustworthy.

101
SECTION B.4. BRAND RELIABILITY (continues)

12. TUT as a tertiary institution is concerned about their students.

13. TUT as a tertiary institution is concerned about society as a whole.

14. TUT as a tertiary institution is admirable.

SECTION B.5. BRAND FEELINGS

STATEMENTS
1. TUT gives me a feeling of warmth.

2. TUT gives me a feeling of professionalism.

3. TUT gives me a feeling of security.

4. TUT gives me a feeling of social approval.

5. TUT gives me a feeling of self-respect.

SECTION B.6. BRAND EQUITY

STATEMENTS
1. It makes sense to study at TUT as opposed to any other tertiary institution that provides the same
qualifications.

2. Even if another tertiary institution is close by and offers the same features, as TUT, I would prefer to
study at TUT.

102
4.10. PILOT STUDY RESULTS

A pilot study of the questionnaire was conducted amongst 27 students on the
Arts Campus. The purpose of the pilot study was to assess the initial reliability
of the brand scales and determine if students found any question difficult or
have any difficulty in completing any part of the questionnaire.

A brief demographic description of the pilot group is provided in Table 4.1.
below.

Table 4.1: Demographic description of the pilot sample (n =27) (Source: Own Source)

Gender
Males 63%
Females 37%
Age
18-21 56%
22-25 30%
26-29 7%
30+ 7%
Home language
Afrikaans 33%
English 36%
African 11%
Marital status
Single 89%
Married 7%
Widowed 4%

103
In addition to the demographic characteristics, the descriptive data of the
student related information is provided in Table 4.2.

Table 4.2: Student related information of the pilot sample (n =27) (Source: Own Source)

Year Matriculated
2005 22%
2004 30%
2003 15%
2002 15%
2000 4%
Before 2000 15%
Year enrollment
2006 30%
2005 48%
2004 15%
2001 4%
Before 2000 4%
Program type
National diploma 67%
B Tech Degree 33%
Year of study
2nd year 52%
3de year 44%
4th year 4%

On return of the pilot questionnaires, students were asked if they found any of
the questions or instructions difficult to understand. None of the pilot group
found the questions or instructions unclear. In addition, as can be seen from
Table 4.3. the brand scales all have high reliabilities in terms of the Cronbach
alpha test. Gronbachs alpha is an index of reliability associated with the
104
variation accounted for by the true score of the underlying construct.
Construct is the hypothetical variables (statements) that are being measured.
According to Cooper and Schindler (2003:237), Cronbachs Alpha measures
the degree to which instrument items are homogenous and reflect the same
underlying construct(s). It is also considered as one of the most important
reliable estimates. A Cronbachs Alpha Coefficient of more than 0,70 is an
acceptable level, indicating reliability and consistency.

Table 4.3. Reliability of the brand scales as obtained from the pilot study (Source: Own
Source)

Scale Chronbach Alpha
Brand Awareness 0.82
Brand Quality 0.858
Brand Loyalty 0.797
Brand Reliability 0.94
Brand Feelings 0.878
Brand Equity 0.625

4.11 STATISTICAL TECHNIQUES

The following represents a detailed description of the statistical techniques
used to analyse the data in this chapter. As a starting point, the distinction
between inferential and descriptive statistic is being explained, as the
techniques used in the study, are categorised into these two groups.
Descriptive research is the numerical index that describes or summarises
some characteristic of a frequency in a frequency distribution (Frank &
Althoen, 1994:10). Inferential statistics include those techniques by which
105
decisions about a statistical population or process are made based only on a
sample having been observed (Kazmier, 2003:1)

4.11.1 Descriptive statistics

The descriptive statistics used in the current sample include frequencies and
means:
A frequency can be defined as the number of times a certain value or
category appears in the results, which Field (2005:8) explains that when
a plot or graph is made to show the number of times that each score
occurs, this is referred to as a frequency distribution or histogram.
The mean is defined as the average value of a variable (Kidder and
J udd, 1986:329)

4.11.2 Inferential statistics

The different inferential techniques used in the study include correlation
analysis, t-tests for independent means, analysis of variance and regression
analysis:
Correlation analysis: A correlation is used when describing the
degree of relationship between two variables. In particular, it indicates
a linear relationship between variables. The calculation for the
correlation coefficient was developed by Pearson and is commonly
referred to as the Pearson Product-moment correlation coefficient, or
the Pearsons Correlation coefficient (Field, 2005:111). The sign of the
106
correlation coefficient (+, -) defines the direction of the relationship. A
positive correlation coefficient means that as the value of one variable
increases, the value of the other variable increases and as one
decreases the other decreases. A negative correlation coefficient
indicates that as one variable increases, the other decreases, and vice-
versa.
T-test for independent means: Salkind (2000:173), describes a t-test
as follows: This is a commonly used test to measure the significance
of the difference between two means based on two independent,
unrelated groups. Independence is explained, as the results in one
group that are not influenced by the results in the other group. The t-
value will be positive if the first mean is larger than the second and
negative, if it is smaller. However, the t-value is seldom interpreted and
the p-value is used to gain an indication of the significance of the result
Analysis of variance: Kazmier (2003: 116), describes the ANOVA
test as the one-way analysis of variance procedure which is
concerned with testing the difference among k sample means when the
subjects are assigned randomly to each of the several groups. More
specific, the ANOVA tests for differences in independent groups, just
like the t-test, but the difference is that there are more than two groups
involved.
Regression analysis: Regression analysis attempts to create a
model for the prediction of one variable from another. According to
Fields (2005:144), simple regression analysis attempts to predict an
outcome variable from a single predictor variable whereas multiple
107
regression seeks to predict an outcome from several predictors, as was
the case in the study at hand.

4.12 CONCLUSION

In this chapter, a juxtopositioning of descriptive research and exploratory
research were used to determine the extent of branding and brand equity of
the Tshwane University of Technology. The research study focused on the
acceptance of the brand amongst the students. A structured questionnaire
with mainly closed ended questioned consisting of 34 statements was used.
Non-probability sampling was used focusing on the method of quota
sampling. The quota pertains to first, second and third year students enrolled
for the course Marketing at the Tshwane University of Technology studying at
the three mentioned campuses. The data gleaned will be analysed by using
statistical analysis. The analysis and interpretation of the results will be
elaborate upon in Chapter 5.

Chapter 5 Data analysis and Interpretation of Results
108
Chapter 5: DATA ANALYSIS AND INTERPRETATION OF RESULTS

5.1 INTRODUCTION

In Chapter 4, the research methodology used in this survey study was elaborated
upon in detail. The primary objective of the research survey was to determine
students acceptance of the Tshwane University of Technologys brand. Secondary
objectives for this study were that the study would contribute to solving real-world
problems that will benefit the Tshwane University of Technology and its students.
Furthermore, that the impact of the research will culminate in a paradigm shift not
only for TUT and its students, but also for similar institutions going forward. In
addition, that the research will add value to the existing body of knowledge regarding
corporate branding, and that this author contribute to the facilitation of effective
branding within the Tshwane University of Technology.

This chapter will present the findings from the empirical section of the research. In
addition to the 27 pilot questionnaires completed, a total number of 319
questionnaires were completed by registered, first, second and third year students of
the Tshwane University of Technology on the Ga-Rankuwa, Soshanguve and
Pretoria Campusses. The questionnaires were collected directly after completion,
after which the questionnaires were scrutinised and data captured. Statistical
analyses were conducted to aid the discussion of the results gleaned from the
research.

109
The data analysis will be executed in the following format:

The first section, presents the demographic profile of the sample and
endeavour to place the rest of the research findings into context.
The second section, examines the reliability of the brand scales used in the
research.
The third section, established the internal reliability of the scales. The
descriptive information on the scales is presented to gain an indication of the
views of respondents on each brand equity aspect.
The fourth section describes the scores attained on the scales and compares
it with the different demographic groupings to determine if there are any
significant differences in the views of different groups who participated in the
survey.
The last section, examines the relationship between the different brand equity
scales and investigates it by means of correlation and regression analysis.

5.2 DEMOGRAPHIC DESCRIPTION OF THE SAMPLE

5.2.1 Biographic information

Respondents were requested to provide certain personal and biographic information
such as their gender, age, home language and marital status. Figure 5.1 presents
the distribution of the sample in terms of gender. Sixty three percent of the
respondents were female. The result correspond with the gender distribution of the
2007 mid year population estimation, of which 51% of the general South African
population is female (Statistics South Africa, 2007). One respondent omitted his/her
110
gender bringing the sample size for this question down to 318. Missing responses
are to be expected and accepted to some degree, as the questionnaire was self-
administered.

Female
63%
Males
37%

Figure 5.1: Gender distribution (n =318) (Source: Own Source)

The age distribution from respondents is presented below in Figure 5.2. Most of the
population in the sample falls between the ages of 18 and 21 (60%) and 22 -25
(32%). From the results obtained in Figure 5.2, the analogy can be drawn that most
of the students who study at Tshwane University of Technology at the three different
campuses are in the age group: 18-21 years.

3%
60%
32%
4%
1%
0%
20%
40%
60%
80%
100%
Under
18
18-21 22-25 26-29 30+

Figure 5.2: Age distribution (n =319) (Source: Own Source)

111

An investigation into the ages of males and females (see Table 5.1.) show that
females are slightly younger than male students (70% of females are aged 18-21
compared to only 45% of males.) This difference is statistically significant as the chi-
square value of 28.09, has a p-value of 0.000, which is less than the 0.05 cut off for
significance as set and discussed in Chapter 4.

Table 5.1: Cross-tabulation between gender and age (n =318) (Source: Own Source)

Age
> 18 18-21 22-25 26-29 30+ Total
Female 4% 70% 23% 3% 1% 100%
Male 1% 45% 46% 8% 1% 100%
G
e
n
d
e
r

Total 3% 60% 31% 4% 1% 100%

The home language of respondents is presented in Table 5.2. Only 3% of the
sample indicated that they speak English at home and 8% speak Afrikaans. The
majority of the sample speaks an African language at home. These results are fairly
similar to those of the general population according to the 2001 Census information.
African languages account for 78 % of the spoken languages, Afrikaans for 13.3%,
English for 8.2% and other for 0.5 % (Statistics SA, 2007). The home language of
the respondents may to a certain extend, also provide an indication of the ethnicity of
the respondents, although a question on race was not included in the questionnaire.
Notwithstanding, the students of the Tshwane University of Technology speaks and
understands English, the latter being the language in which lectures are presented.
This information will assist the Tshwane University of Technology to identify the
language to be used in communicating with students, to ensure that they do
understand the information, and to determine possible cultural influences that will
culminate in effective brand building for the TUT brand.
112

Table 5.2: Home language (n =319) (Source: Own Source)

Frequency Percent
English
11 3%
Afrikaans
25 8%
Zulu
27 8%
Xhosa
14 4%
Ndebele
10 3%
Swazi
11 3%
Sotho
63 20%
Tswana
83 26%
Tsonga
33 10%
Venda
16 5%
Other
24 8%

Figure 5.3. presents the marital status of the sample. As can be expected from
young students, most are unmarried (95%). Three percent accounts for living
together and 2% are married. It can be concluded that the students studying at the
various campuses are single, as this can influence the way in which the branding
and brand equity strategies should be presented and communicated to the students.

95%
3%
2%
0%
0%
20%
40%
60%
80%
100%
Single Living together Married Divorced

Figure 5.3: Marital Status (n =318) (Source: Own Source)
113

5.2.2 Student related information

This section presents the results from questions relating to studies at the Tshwane
University of Technology. These include the year of matriculation, year of enrolment
at the Tshwane University of Technology, learning site, type of studies and subject
year registered for, are presented.

Figure 5.4. presents the percentage respondents who matriculated in the given
years, and the percentage respondents who enrolled at the Tshwane University of
Technology during the corresponding years. Forty Eight percent of students enrolled
at Tshwane University of Technology in 2007/2006, 28% enrolled in 2005 and 16%
enrolled in 2004, while 8% enrolled before 2004. This information will assist to
determine if there is a significant difference between the acceptance of the brand
among the students enrolled after the merger (2004-2007), and those enrolled
before the merger (2000 2003).

11%
48%
26%
28%
24%
16%
22%
4%
9%
2%
3%
1%
2%
1%
4%
0%
0% 20% 40% 60% 80% 100%
2007/2006
2005
2004
2003
2002
2001
2000
Before 2000
First
enrolment
Matriculated

Figure 5.4: Year of matriculation and first enrolment (n =319) (Source: Own Source)
114
Figure 5.5. indicates the learning sites from which the information was collected.
Questionnaires were collected from three campuses namely: GaRankuwa (19%),
Pretoria (57%) and Shoshanguve (24%). From this the analogy can be drawn that
Pretoria campus has the most students studying the subject marketing at the
different campuses, following by the Soshanguve campus and the Ga Rankuwa
campus.

19%
57%
24%
0%
20%
40%
60%
80%
100%
GaRankuwa Pretoria Shoshanguve

Figure 5.5: Learning site (n =319) (Source: Own Source)

Nearly all of the respondents are currently busy completing a national diploma. Only
2% of respondents indicated that they are busy with a B Tech degree as reflected in
Figure 5.6 below.

B Tech Degree
2%
National
diploma
98%

Figure 5.6: Type of course studied (n =319) (Source: Own Source)
115
In terms of the year of the study that students are currently in, 33% are registered for
their first year, 30% in their second year and 35% in their third year. It is mostly those
respondents studying towards a B Tech Degree who are in their 4
th
year of studies at
the Tshwane University of Technology and represents 2% of the sample.

The majority of students at the various campuses are third year students, while the
fourth year students represents the smallest group. The difference between the first,
second, third and fourth year student numbers are due to the fact that the intake of
first year students always results in a relatively large number of students, which
decreases in the second year due to students dropping out. The reason for the high
percentage of third year respondents can be attributed to the fact more third year
students were used in the survey. They represent a sample that is familiar with
branding and is more representative of the true results. This also improve the
balance of the distribution between the various years of students, to illustrate better
result and represents a true participation of the students in the various years at the
different campuses. The above is graphically depicted in Figure 5.7. below.

33% 30%
35%
2%
0%
20%
40%
60%
80%
100%
1ste year 2nd year 3de year 4th year

Figure 5.7: Course Year (n =319) (Source: Own Source)
116
5.3 RELIABILITY ANALYSIS OF THE BRAND SCALES

According to Pallant (2001:87) the most important figure to focus on during a
reliability analysis is the Alpha value, which is the Cronbachs alpha coefficient (see
Chapter 4, for a detailed discussion on reliability). The Alpha value of 0.7 or above is
generally accepted as a good indication of reliability.

Pallant (2001:87) is of the opinion that other information of interest is the Corrected
Item Total Correlation, which provides an indication of the degree to which each item
correlates with the total scale. Pallant (2001:87) mentions that items with correlations
of 0.3 and below show a low correlation with the total scale and may indicate that the
item is measuring something different. The Cronbachs alpha coefficient was
computed for each of the brand scales as well as the total corrected item total
correlation. The results are presented in Table 5.3 to Table 5.8.

5.3.1 Brand Awareness

Tracking an individual branded product or service involves the measurement of
brand awareness and image for the particular brand. Table 5.3. represents
measures that have been used to collect information for the recall and recognition of
the Tshwane University of Technology s brand awareness.

117
Table 5.3: Reliability analysis for the Brand Awareness Scale (Source: Own Source)

Item Description
Corrected Item-
Total
Correlation
1. I know what the TUT logo looks like. 0.325
2. I would recognise the TUT logo amongst logos of other tertiary institutions. 0.415
3. Some distinct characteristics of TUT comes to my mind when I see the TUT
logo.
0.534
4. TUT is my favourite tertiary Institution in South Africa. 0.629
5. I am proud to study at TUT. 0.651
6. I have no difficulty in imagining TUT as a tertiary institution in my mind. 0.601
Cronbachs alpha 0.776

5.3.2 Brand Quality

According to Aaker (2002:17) perceived quality is a brand association that is
elevated to the status of a brand asset for several reasons:
Among all brand associations, only perceived quality has been shown to drive
financial performance.
Perceived quality is often a major (if not the principle) strategic thrust of a
business
Perceived quality is linked to and often drives other aspects of how a brand is
perceived.

Keller (2003:82) states that quality correlates directly to brand performance, relating
to the way in which the product or service attempts to meet customers more
functional needs. Table 5.4. reflects descriptions that were used to test the
respondents perception of the brand quality of the Tshwane University of
Technologys brand.

118
Table 5.4: Reliability analysis for the Brand Quality Scale (Source: Own Source)

Item Description
Corrected Item-
Total
Correlation
1. TUT as a tertiary institution provides top quality education. 0.634
2. There is no need for TUT to evaluate certain aspects of their curricula to
improve on.
0.498
3. TUT maintain high standards of quality. 0.728
4. TUT facilities compares to the best in South Africa. 0.615
5. TUT has well qualified staff. 0.623
6. TUT does not provide excellent quality education.
0.474

5.3.3 Brand Loyalty

Brand Loyalty is the third brand asset category according to Aaker (2002:21), which
is appropriate and useful to include in the conceptualisation of brand equity. The
following descriptions reflected in Table 5.5. below illustrate the considered brand
loyalty that have been tested among the respondents of the Tshwane University of
Technology.

Table 5.5: Reliability analysis for the Brand Loyalty Scale (Source: Own Source)

Item Description
Corrected Item-
Total
Correlation
1. I consider myself loyal to TUT. 0.609
2. TUT would always be my first choice for tertiary education. 0.603
3. I will only consider another tertiary institution if TUT is not able to
accommodate me.
0.446
4. I identify with people who study at TUT. 0.520
5. I like to talk about TUT.
0.608

119
5.3.4 Brand Reliability

According to Keller (2003:88), brand judgements focus on customers personal
opinions and evaluations with regard to a brand. Brand judgements reflect how
customers put together different performance and imaginary associations of the
brand to form different kinds of opinions. Keller (2003:88) states that brand reliability
refers to the extend to which the brand can be seen as a whole in terms of three
dimensions of reliability namely, perceived expertise (competent, innovative, and a
market leader), trustworthiness (dependable and keeping customers interests in
mind, and likeability (fun, interesting, and worth spending time with). More specific
how customers see the organisation behind the brand as good at what they are
doing, concerned about their customers, and if the organisation is likeable. Table
5.6. below reflects the descriptions used for testing brand reliability of Tshwane
University of Technologys brand.

Table 5.6: Reliability analysis for the Brand Reliability Scale (Source: Own Source)

Item Description
Corrected Item-
Total
Correlation
1. TUT has always met my expectations. 0.906
2. I perceive TUT as a tertiary institution. 0.910
3. I have confidence in the TUT name. 0.911
4. I have never been disappointed in TUT as a tertiary institution. 0.909
5. TUT satisfies my most demanding tertiary requirements. 0.906
6. TUT do whatever possible to help me when I experience a problem with my
studies. 0.911
7. I have a favourable attitude toward TUT. 0.906
8. I would recommend TUT as a tertiary institution to others. 0.906
9. TUT as a tertiary institution is innovative. 0.912
10. TUT as a tertiary institution have knowledgeable academic staff. 0.911
11. TUT as a tertiary institution is trustworthy. 0.907
12. TUT as a tertiary institution is concerned about their students. 0.908
13. TUT as a tertiary institution is concerned about society as a whole. 0.912
14. TUT as a tertiary institution is admirable. 0.908
120
5.3.5 Brand Feelings

Keller (2003:90) is of the opinion that brand feelings represent customers emotional
responses and reactions with respect to a brand. Brand feelings also relate to the
social currency evoked by the brand. Table 5.7. below reflects description items
testing the brand feelings that the students at the Tshwane University of Technology
have about the institutions brand.

Table 5.7: Reliability analysis for the Brand Feelings Scale (Source: Own Source)

Item Description
Corrected Item-
Total
Correlation
1. TUT gives me a feeling of warmth.
0.663
2. TUT gives me a feeling of professionalism.
0.725
3. TUT gives me a feeling of security.
0.628
4. TUT gives me a feeling of social approval.
0.649
5. TUT gives me a feeling of self-respect.
0.655

5.3.6 Brand Equity

According to Keller (2003: 50), brand equity depends on factors such as the initial
choices for the brand elements making up the brand, the way the brand is integrated
and supporting the marketing program, and the associations indirectly transferred to
the brand by linking the brand to some entity, for example an institution. Managing
brand equity concerns those activities that take a broader and more diverse
perspective of a brand s equity (understanding how brand strategies should reflect
corporate concerns and be adjusted, if at all over a period of time). Table 5.8. below
reflects descriptions of how the students of the Tshwane University of Technology
experience the brand equity of the institution.
121
Table 5.8: Reliability analysis for the Brand Equity Scale (Source: Own Source)

Item Description
Corrected Item-
Total
Correlation
1. It makes sense to study at TUT as opposed to any other tertiary institution
that provides the same qualifications. 0.676
2. Even if another tertiary institution is close by and offers the same features,
as TUT, I would prefer to study at TUT. 0.676

5.3.7 Cronbachs alpha value summary

All scales discussed above have Cronbachs alpha values of above 0.7 and can be
considered as reliable measures.

5.4 DESCRIPTIVE INFORMATION ON BRAND AND BRAND EQUITY SCALES

A single score per scale is created by obtaining a mean score across all the
items/questions that comprise the scale. For example:
Awareness =(q1+q2+q3+q4+q5+q6)/6

The mean calculation in SPSS (Statistical Package for the Social Science)
accommodates for missing values, adapting the formula to divide by a smaller
number should one or more question be missing. The mean scores on each of the
different scales are plotted graphically in Figure 5.8. The full descriptive analyses on
the scales are presented in Table 5.9. The descriptive information on the individual
items are contained within the ambit of Appendix 1.

122
3.77
4.18
3.75
3.66
3.73
3.58
1
2
3
4
5
Awareness Quality Loyalty Reliability Feeling Equity

Figure 5.8: Mean scores of the Brand Equity scale (Source: Own Source)

Overall, awareness scored very high among respondents (average of 4.18) this is
followed by Feelings (3.75), Loyalty (3.73), Equity (3.77), Reliability (3.66).
Quality (3.58) is the branding aspect that scored the lowest, although only slightly
below Reliability. Of importance the fact that, the different branding aspects scored
near equal on the brand equity scale.

Brand Awareness: From the score attained, the analogy can be drawn that
the respondents from the Tshwane University of Technology scored high on
brand awareness (brand recognition and brand recall) resulting in a positive
strength of brand associations that make up the brand image. High brand
awareness also raise the consideration set of liking the brand making the TUT
brand more acceptable when compared to competitor brands.
Brand Feelings: The construct brand feelings among the respondents
indicated that the respondents positively responded to emotional responses
and reactions with respect to the TUT brand. This resulting in favourable
behaviour towards the TUT brand and as mentioned earlier, encounters a
positive score when students think of the TUT brand.
123
Brand Loyalty: The construct brand loyalty among the respondents
measured positive towards the TUT brand. This reflects a positive attachment
the respondents have with the brand, which in turn have a beneficial tendency
to be loyal towards the TUT brand.
Brand Reliability: The construct brand reliability among the respondents
show that the respondents have an above average brand judgement about
the brand reliability values. This results in a favourable opinion and
association about the TUT brand.
Brand Equity: Testing the construct brand equity among the respondents,
resulted in a positive relationship the respondents experience with the TUT
brand. The tested dimensions measured, created an ideal fit for creating
superior brand equity trust amid the respondents.
Brand Quality: Brand quality has the lowest score among the respondents
when compared to the other elements. This results in low assessment of the
experience the students have with the TUT s performance, and influence the
way the product or service attempts to meet the customers functional needs.

Table 5.9: Descriptive information on the Brand Equity Scales (Source: Own Source)

N Minimum Maximum Mean
Std.
Deviation
Awareness 318 1.50 5.00 4.18 0.62
Quality 315 1.33 5.00 3.58 0.73
Loyalty 316 1.40 5.00 3.73 0.77
Reliability 318 1.36 5.00 3.66 0.71
Feeling 315 1.00 5.00 3.75 0.81
Equity 311 1.00 5.00 3.77 1.10

124
The correlation between the different brand scales is depicted in Table 5.10. below.
High correlations are evident between all brand scales.

Table 5.10: Correlation between Brand Scales (Source: Own Source)

Awareness Quality Loyalty Reliability Feeling Equity
Pearson Correlation 1 .456(**) .559(**) .513(**) .502(**) .457(**)
Sig. (2-tailed) .000 .000 .000 .000 .000
Awareness

N 318 315 316 318 315 311
Pearson Correlation 1 .579(**) .755(**) .653(**) .476(**)
Sig. (2-tailed) .000 .000 .000 .000
Quality

N 315 314 315 312 308
Pearson Correlation 1 .710(**) .661(**) .567(**)
Sig. (2-tailed) .000 .000 .000
Loyalty

N 316 316 313 309
Pearson Correlation 1 .797(**) .634(**)
Sig. (2-tailed) .000 .000
Reliability

N 318 315 311
Pearson Correlation 1 .585(**)
Sig. (2-tailed) .000
Feeling

N 315 308
Pearson Correlation 1
Sig. (2-tailed)
Equity

N

311
** Correlation is significant at the 0.01 level (2-tailed).

While all correlations are significant, using the r-value as an estimation of effect size
(see Chapter 4), the correlations between Reliability and Quality (r =0.755) and
between Reliability and Loyalty (r =710) are especially high. Feelings, also shows
a high correlation with Reliability (r =634).

As stated before, reliability consists of the way a brand is perceived by its customers
through observing the brands expertise, trustworthiness and likeability. In
comparison, quality refers to the observation of a brands performance. Feelings
however refer the warmth, fun, excitement, security, social approval and self respect
one experience when using the brand. From the above results the analogy can be
drawn that although the above mentioned constructs not necessarily attaiened the
125
highest score, they do have a high correlation with one another, which make it
compulsory for TUT to consider in their brand building, as it plays a vital role in the
acceptance of the TUT brand among the students.

5.5 COMPARISONS OF DEMOGRAPHIC GROUPS ON BRAND SCALES

A comparison of certain demographic groups on the brand scale scores, help to
determine where perceptions of the brand may differ, helping to create a better
understanding of branding and brand equity. The first variable compared with
regards to the brand score, is gender. The scores of males and females were
compared using the t-test for independent measures, and the results are
summarised in Table 5.11. The mean scores of males and females are plotted
graphically in Figure 5.9. to assist with the interpretation of results.

Table 5.11: Comparison of males and females on Brand Scores: t-test for independent measures
(Source: Own Source)

The only brand aspect where males and females differ, is with regards to Brand
Equity as the significance value or p-value, is below the cut off of 0.05 (p =0.000).

t df p-value
Awareness 0.517 315 0.605
Quality 0.140 312 0.889
Loyalty 1.229 313 0.220
Reliability 0.834 315 0.405
Feeling 0.966 312 0.335
Equity 3.571 308 0.000
126

3.94
4.16
4.19
3.78
3.68
3.77
3.59
3.48
3.69
3.62
3.66
3.58
1
2
3
4
5
Awareness Quality Loyalty Reliability Feel ing Equity
Females
Mal es

Figure 5.9: Mean scores of males and females on Brand scores (Source: Own Source)

Figure 5.9. shows that females have a much higher Brand Equity score than males
(3.94 vs. 3.48). This leads into the analogy that female students have higher
identification levels and familiarity with the brand and holds probably more strong,
favourable and unique brand associations in memory than male students. In
determining the differential response between the genders, the Tshwane University
of technology can use these results to assist in making up the brand equity of the
institution.

In addition , the brand scores were also compared for the age groups. Due to the
small sample size in some age categories, the age categories have been collapsed
into two categories, namely 21 years and younger and 22 years and older.

Table 5.12 reflects the results of the independent t-test for differences in means and
Figure 5.10. reflects the mean scores graphically.

127
Table 5.12: Comparison of two age groups on Brand scores: t-test for independent measures

t Df p-value
Awareness -1.030 300 0.304
Quality -1.823 313 0.069
Loyalty -1.987 291 0.048
Reliability -1.591 316 0.113
Feeling -1.332 313 0.184
Equity 0.863 309 0.389

It is only with regards to the Loyalty aspect, that the two age groups differ
significantly (p <0.05). The graphic depiction of the means indicate that the older
group (22 +years), are more loyal than the younger respondents. Demographic
factors according to Keller (2003:84), can influence brand users associations of a
typical or idealised brand.

Age as a demographic factor plays a role in the results as measured above, due to
the fact that the older respondents may have a different association with the brand
and experience the loyalty differently than the younger group. Some of the
respondents fall in the group of students enrolled before the merger and due to their
longer studying period at the TUT have a higher loyalty to the institution. This aspect
should be taken into consideration as it may play a unique role in the acceptance of
the brand among the students and how it can affect loyalty of the younger group and
prospective students in future.

128
3.68
3.84
4.15
3.81
3.7
3.61
3.52
3.67
4.22
3.7
3.83 3.74
1
2
3
4
5
Awareness Quality Loyalty Rel iabili ty Feeli ng Equity
21 Years and younger
22 years and ol der

Figure 5.10: Mean scores of two age groups on Brand scores (Source: Own Source)

An ANOVA (analysis of variance) test was used to compare the brand perceptions of
respondents from the three different campuses: Pretoria Campus, GaRankuwa
Campus and Shoshanguve Campus. Table 5.13 presents the results of the ANOVA
test and Figure 5.12 graphically depicts the mean scores of each group.

Table 5.13: Comparison of the different Sites: ANOVA (Source: Own Source)

The ANOVA analysis indicates significant differences in terms of all Brand Scales
with the exception of Awareness (all p-values <0.05).

F value p-value
Awareness 0.761 0.468
Quality 13.711 0.000
Loyalty 4.393 0.013
Reliability 6.899 0.001
Feeling 3.581 0.029
Equity 8.303 0.000
129
A post hoc test was performed to help identify between which of the three sites that
differences are significant. Overall, GaRankuwa has the lowest scores on all
branding aspects and are significantly below the other sites in terms of Reliability,
Feeling and Equity. Pretoria has a significantly higher perception of quality than the
other two sites. Soshanguve scored the highest of the three on the overall brand
equity.

3.71
4.25
3.48
3.73
3.81
4.05
4.18
3.31
3.50
3.36
3.23
3.56
3.75
4.15
3.81
3.81 3.73
3.93
1.00
2.00
3.00
4.00
5.00
A
w
a
r
e
n
e
s
s
Q
u
a
l
i
t
y
L
o
y
a
l
t
y
R
e
l
i
a
b
i
l
i
t
y
F
e
e
l
i
n
g
E
q
u
i
t
y
GaRankuwa
Pretoria
Shoshanguve

Figure 5.11: Mean scores of three sites on Brand scores (Source: Own Source)

The analogy, which can be drawn is that the differences in the brand scales of the
three campuses can be attributed to the fact that the three campuses acted as
separate entities and had an own corporate image and identity before the merger.
This results in an opinion that the TUT brand is perceived by the students at the
different sites as separate as opposed to one brand identity. The Tshwane
University of Technology is one brand, a brand that is servicing three sites under one
brand identity. These results will assist the institution to focus on the areas of
differences and to ensure that the brand building construct must be seen as the
same by the students from the three campuses.
130

A further demographic aspect to be evaluated is the difference between respondents
who enrolled at different time periods. The enrolment variable is categorised into two
groups namely those students enrolling during 2004 or before, and those enrolling in
either 2005 or 2006. Differences between these two groups are compared by means
of an independent t-test, and the results are presented in Table 5.14.

Table 5.14: Comparison of two enrolment groups on Brand scores: t-test for independent measures

t Df p-value
Awareness 0.822 316 0.411
Quality -0.476 313 0.634
Loyalty 0.475 314 0.635
Reliability 0.581 316 0.561
Feeling 0.201 313 0.841
Equity -0.171 309 0.865

Statistically, there are no differences between the brand perceptions of respondents
who joined TUT in 2004 or before, and those respondents who joined in 2005 and
2006.

5.6 PREDICTING BRAND EQUITY

In an attempt to understand Brand Equity and what drives this concept, a regression
analysis was performed with the Brand Equity scale being the dependent variable
and the Brand Scales, the independent variable (See Table 5.15).

131
Table 5.15: Model summary of the regression model to predict Brand Equity (Source: Own Source)

Model R R Square Adjusted R Square
1 .666(a) .444 .434
a Predictors: (Constant), Feeling, Awareness, Quality, Loyalty, Reliability

The r-square value indicates how much of the variance in the dependent variable is
explained by the model (independent variables). The Branding Scales represent
44% of the variance. According to Pallant (2001: 145) this value is very respectable.
When evaluating the actual contribution of each of the independent variables, Pallant
explains that when interested in comparing different variables, the standardized
Coefficient is compared.

Table 5.16: Contribution of Independent variables to the predicting Brand Equity (Source: Own
Source)

Standardized Coefficients

Beta t Sig.
(Constant) (1.651) 0.100
Awareness 0.118 2.208 0.028
Quality (0.057) (0.857) 0.392
Loyalty 0.165 2.513 0.012
Reliability 0.374 4.231 0.000
Feeling 0.153 2.055 0.041

As reflected in Table 5.16, reliability has the largest Beta value (0.374) and therefore
contributes the most to Brand Equity. After Reliability comes Loyalty with a beta
value of 0.165. Brand Quality has a p-value of more than 0.05, and therefore do not
make a unique contribution to the predication of Equity. By evaluating the above
results it can be concluded that the perception of the brand experience,
trustworthiness and likeability forms a significant contribution to the TUT brand. The
132
Loyalty construct rated second in importance followed by Feelings, Awareness and
Quality. Using these results together with the scores gleaned from the correlations
between the different brand construct used to measure brand equity, the conclusion
can be drawn that it will effect the branding and brand equity of the Tshwane
University of Technology, and result in better acceptance of the TUT brand.

As males and females showed a difference in their equity scores, but not really in
terms of any other variables, a separate regression score was calculated for each
gender. For females as reflected in Table 5.17, Reliability is the predominate driver
of Equity. Females place value on Loyalty and then Feeling and place a loser value
on Awareness. For males controversially, while Reliability still plays a large role,
Awareness and Feeling becomes more important.

Table 5.17: Contribution of Independent variables to the predicting Brand Equity: Females (Source:
Own Source)


Beta T Sig.
(Constant)
0.090 0.928
Awareness
0.099 1.331 0.185
Quality
(0.093) (1.118) 0.265
Loyalty
0.142 1.612 0.109
Reliability
0.407 3.556 0.000
Feeling
0.138 1.415 0.159
133
Table 5.18: Contribution of Independent variables to the predicting Brand Equity: Males

From the above results, it is clearly evident that the Tshwane University could benefit
should they consider the findings of this research, in particular as students have
different importance attached to the various brand constructs. Female respondents
experience the brand much more trustworthy, likeable and having expertise.
Followed by high loyalty, which will contribute, to choosing the brand again if
compared to competitors. Also of importance to females are the feelings experience
with the use of the brand, focusing thus on warmth, fun, excitement, security, social
approval and self- respect.

Compared to the females, male place a high value on experiencing the brand as
likeable, trustworthy and having expertise. Feelings are rated second, focusing on
warmth, fun, excitement, security, social approval and self-respect. Rated third,
awareness forms part of an important construct to the males, resulting in how the
respondents experience the brand through recognition and recall, thus forming a
perspective on decision making towards a specific brand.


Beta t Sig.
(Constant)
(2.653) 0.009
Awareness
0.162 2.032 0.045
Quality
0.041 0.351 0.726
Loyalty
0.155 1.505 0.135
Reliability
0.311 2.100 0.038
Feeling
0.196 1.648 0.102
134
5.7. CONCLUSION

This chapter presented the empirical section of the research. Firstly, the
demographic characteristics of the respondents were explained. Secondly, the
reliability of the brand scales used in the questionnaires was examined. Thirdly, the
internal reliability of the scales were determined, reflecting the views of the
respondents on each brand equity aspect. Fourthly, the scores on these scales
were compared for the different demographic groups to establish any significant
difference in the views of the different groups. Lastly, relationships between the
different brand equity scales were tested and described. In Chapter 6, these results
will be summarised and recommendations made.

CHAPTER 6 Conclusion
134
CHAPTER 6: CONCLUSION

6.1 INTRODUCTION

In this concluding chapter, final analogies will be drawn from data analysis
conducted within the ambit of Chapter 5. The research design and
methodology will be re-stated, and particular reference will be made to the
limitations within which the research has been conducted. For the purpose of
completeness, the research problem, research question and investigation
questions will be re-stated and elaborated upon. Key research finding will be
mapped to the research content, while specific recommendations will be
made, to not only mitigate the research problem, but to serve an approach for
the Tshwane University of Technology to improve its branding and brand
equity.

6.2 THE RESEARCH DESIGN AND DATA COLLECTION DESIGN AND
METHODOLOGY

Case study research was conducted within the ambit of this research study.
This was demonstrated in Chapter 1 (The scope of the research), Chapter 4
(Research Design and Methodology), and Chapter 5 (Research results).

The sample population was selected through non-probability sampling. This
was conducted through the method of quota sampling. The quota pertained to
first, second and third year students enrolled for the course Marketing
Management at the Tshwane University of Technology studying at Pretoria,
135
Soshanguve and Ga-Rankuwa campuses. A questionnaire was used where
structured closed questions were posed to the respondents. The aim of the
data collection method was to determine what the acceptance and brand
equity of the Tshwane University of Technology brand is amongst the
students of the University.

6.3 THE RESEARCH PROBLEM RE-VISITED

The research problem formulated in Paragraph 1.3.1 of Chapter 1 reads as
follows: The non- acceptance of branding by students of Tshwane University
of Technology impacting adversely on the institutes competitiveness.

The research in this dissertation, in the opinion of this author can be mitigating
successfully should the recommendations that are elaborated upon in
Paragraph 6.7 of this chapter be implemented by the Tshwane University of
Technology.

6.4 THE INVESTIGATIVE QUESTIONS RE-VISITED

The investigative questions that were researched in support of the research
are analysed below.

Investigative Question 1: What are the opinions of students of the Tshwane
University of Technologys brand? The survey returned the following:
136
Brand Awareness: Respondents scored high on Brand Awareness
(brand recognition and brand recall) resulting in a positive strength of
brand associations that make up the brand image. High brand
awareness also raise the consideration set of liking the brand making
the TUT brand more acceptable when compared to competitor brands.
Brand Reliability: The construct Brand Reliability have an above
average brand judgement pertaining to the brand reliability values.
This results in a favourable opinion and association about the TUT
brand.
Brand Feelings: The construct brand Feelings indicated that the
respondents positively responded to emotional responses and
reactions with respect to the TUT brand. This resulted in favourable
behaviour towards the TUT brand, and as mentioned earlier, returns a
positive score when students think of the TUT brand.
Brand Loyalty: The construct Brand Loyalty among the respondents
measured positive towards the TUT brand. This reflects a positive
attachment the respondents have with the brand, resulting in a
beneficial tendency to be loyal towards the TUT brand.
Brand Quality: Brand Quality has the lowest score among the
students when compared to the above construct. This results in low
assessment of the experience the students have with the TUTs
performance. This also influences the way the product or service
attempts to meet customers functional needs.
Brand Equity: Testing the construct Brand Equity among the
respondents, resulted in a positive relationship which respondents
137
experience with the TUT brand. The tested dimensions measured,
created an ideal fit for creating superior brand equity trust amid the
respondents.
Brand scale correlation: The correlation between Reliability and
Quality and between Reliability and Loyalty are especially high. Feeling
also shows a high correlation with Reliability.
Scoring of the branding aspects tested on the various sites:
Overall, GaRankuwa has the lowest scores on all branding aspects and
is significantly below that of the other sites in terms of Reliability,
Feelings and Equity. Pretoria has a significantly higher perception of
quality if compared to the other two campuses. Soshanguve scored
the highest of the three on the overall brand equity.
Investigative Question 2: How do students respond to the TUT brand
elements?
Memorable: A necessary condition for building brand equity is
achieving high level of brand awareness. Brand Awareness scored
high among the students of the Tshwane University of Technology.
Meaningful: What association did the students form with the Tshwane
University of Technologys brand that will enhance the inherent
meaning they have with the brand? The respondents had high brand
judgement which resulted in favourable opinions and association with
the TUT.
Likeable: Students had a positive feeling about the TUT brand
resulting in favourable behaviour towards the TUT, which include visual
and imagery, inherently fun and interest in the brand as well as an
138
aesthetically about the brand. This culminate in an inherently likeability
they have for the TUT brand.
Adaptable: The conclusion can be drawn that the differences in the
brand scales of the three campuses points to the fact that the
campuses acted as separate entities with their own names, logos,
which had their own appearance and had an own corporate image and
identity before the merger. The analogy can be drawn that the TUT
brand is perceived by the students at the different sites as separate
and not as one brand identity. Due to this fact, the TUT brand is not
seen as adaptable and flexible.
Investigative Question 3: To what extent is the Tshwane University of
Technologys brand equity reported by students?
Important to students: Respondents returned that the value they add on
the construct brand reliability (consisting of experience, trustworthiness
and likeability) is very high and as a result reflect a positive perception and
experience with the brand. This provides a significant contribution to the
building of a stronger TUT brand. The Loyalty construct rated second in
terms of importance followed by Feelings, Awareness and Quality.
J uxtaposing these results with the scores gleaned from the correlations
between the different brand constructs used to measure brand equity, the
conclusion can be drawn that this will effect the branding and brand equity
of the Tshwane University of Technology, resulting in a better acceptance
of the TUT brand.
Important to gender: For females, Reliability is the predominant driver of
Equity. Female respondents placed value on Loyalty followed by Feeling,
139
however they do not place a high value on Awareness. For males
controversially, while Reliability still plays a large role, Awareness and
Feeling becomes more important. TUT should be aware of the fact that
there is a difference between the student in terms of gender and the
importance they place on the different construct, as these results can
contribute to higher brand equity for the TUT brand.
6.5 KEY RESEARCH FINDINGS

The following findings represent the key research findings of this survey:

The data gathered form the above research study reported that the
students participating in the research are aware of the TUT brand and
can recognize the brand among competitors brand.
Although they do not place extremely high value on the quality of the
brand and perceive it as not so important to the predication of the
brand equity TUT can use this as an opportunity for improving the
image of the university and creating more awareness that will certainly
contribute to the quality of the TUT brand, resulting in higher brand
equity for the brand.
Students judged the brand as reliable resulting in a favorable opinion
and association with the TUT brand. Reliability tested as one of the
most important construct students compare when judging the brand,
making it essential not to overlook when planning brand strategies for
building a strong TUT brand.
140
The construct brand loyalty among the respondents measured
successfully high indicating a positive attachment the respondents
have with the brand resulting in a beneficial tendency to be loyal
towards the TUT brand.
Students feelings indicated that the respondents behaviour are
favourably towards the TUT brand and as mentioned earlier
encounters positive responses when thinking of the TUT brand.
Respondents have a positive relationship with the brand, after testing
the various constructs. As mentioned above reliability has the largest
beta value and therefore contributes the most to brand equity. After
reliability are loyalty, feelings and awareness. Thus the tested
dimensions measured successfully created an ideal fit for creating
superior brand equity trust amid the respondents. This culminating in a
better understanding of the importance of the various brand equity
constructs and how it can effect the acceptance the students have
about the TUT brand impacting on the institutes competitiveness.

6.6 RECOMMENDATIONS

The following recommendations if implemented, can assist the Tshwane
University of Technology to maintain its current branding and brand equity
position and enhance its brand in becoming even stronger.

141
6.6.1 Primary Recommendations

Emphasise the building of one corporate brand: Focus on the family
brand TUT employing a corporate branding strategy.
Focus the marketing program on one or two key associations: Find the
points that is making TUT different from the competitors. Focus on
these key associations and reinforce it across the marketing program
over time.
Identify and partner with a non competitive tertiary institution that
target the same market (students) and combine marketing or
advertising campaigns that benefits both parties creating exposure that
cost less and it worth a fortune.
Maximise the contribution of each element that is used to build brand
equity: Focus on the areas where respondents rated values indifferent,
as it is in this arena that improvements can be affected to ensure a
better understanding and building of a stronger TUT brand.
Design creative brand building push campaigns: Motivate students to
use favourable word of mouth, create unique brand associations, and
build on good public relations. Create something extravagant, cheeky
or courageous to get radio show hosts and journalist to talk about TUT
efforts.
Leverage as many secondary associations as possible: Use any entity
with potential relevant associations that can signal quality and
credibility.
The Tshwane University of Technology need to establish branding
strategies that will focus on the institutions brand image, striving to
142
occupy a distinct and valued place in the minds of its stakeholders and
competitors by reinforcing quality at the three campuses delivering
excellent services and education.
Building awareness can enhance the formation of brand association.
Forming associations with the brand can culminate in possibilities that
the brand can be use to establish itself better in the minds of the
customers, resulting in higher brand equity for the TUT brand.
Supporting the position of the brand, creating an image of the Tshwane
University of Technologys as the leading university of technology. This
can result in the development of a corporate identity for the institution
differentiating Tshwane University of Technology from its competitors.

6.6.2 Secondary Recommendations

The proposed research in terms of the above tested objectives will benefit
Tshwane University of Technology as follows:
Implementing strategies to maintain and enhance Tshwane University
of Technologys competitiveness through branding.
Effective and consistent communication to all relevant stakeholders.
Assist Tshwane University of Technology to understand how the
student perceives and respond to the brand.
Enabling Tshwane University of Technology to implement effective
brand strategies to help gain sustainable differentiation.
143
Assist Tshwane University of Technology to benchmark them among
the merged and established institutions of higher education in South
Africa through effective brand strategies.
Establish Tshwane University of Technology as the leading University
of Technology through the acceptance of the brand by the students.
6.7 PERSONAL REFLECTION

This author is of the opinion that:
The literature study conducted for the purpose of the research mooted
an interest in the effect of branding and brand equity and how it can
impact upon the acceptance of a brand.
The overall experience that the branding and brand equity of The
Tshwane University of Technology is positive resulting in specific areas
that can be focussed on such as differences in gender and age as well
as the challenge of creating and establishing a brand that will be seen
indifferent by the three campuses representing the Tshwane University
of Technology.

6.8 CONCLUSION

The Tshwane University of Technology faces the challenge of benchmarking
themselves against other institutions of higher education in South Africa.
The research primarily attempted to identify the acceptance of the Thswane
University of Technologys brand amid its students. The analogy can be
drawn from the research that a strong brand will dominate the market and that
144
branding is about being different. The results from the survey returned that
although the brand equity constructs tested positively, TUT should react on
the indifferences found in the demographic profile of the students, and which
importance they attached to the different brand constructs. It is
recommended that the recommendations should be implemented to assist the
University to become more known, improve on their offerings quality, and
build relationship with the various customers of the University. The
implementation of the recommendations in view of the author will culminate in
the build of a stronger brand and higher brand equity for the Tshwane
University of Technologies brand.
Bibliography
146

BIBLIOGRAPHY

AAKER, D.A. 1991. Managing Brand Equity. New York: The Free Press.

AAKER, D.A. 2002. Building Strong Brands. London: The bath Press

AAKER, D.A. & J OACHIMSTAHLER, E. 2000. New York: The Free Press.

AAKER, D.A.; KUMAR, V. & DAY, G.S. 2004. Marketing Research 8
th

edition. New York: J ohn Willey and Sons (Inc).

ALAN, E. 1990. The Concise Oxford Dictionary of current English. New
York: University Press.

BADAT, S. 2003. Chapter1: Transforming South African Higher Education
2003: Goals, Policy initiatives and critical challenges. The partnership for
Higher education in Africa. (1) 1-3.

BAKER, M. 1996. Marketing An introductory text. London: Macmillan
Press.

Bibliography
147

BALDAUF, A; CRAVENS,K.S. & BINDER, G. 2003. Performance
consequences of brand equity management: evidence from organisations in
the value chain. Journal of product & Brand Management. (12) 4:220-236.

BALMER, J .M.T. 2001. Corporate identity, corporate branding and corporate
marketing seeing through the fog. European Journal of Marketing. (35)
3/4:248-291.

BALMER, J .M T. & GRAY, E.R. 2000. Corporate Identity and corporate
communication. Industrial and Commercial Training. (32) 7:256-261.

BALMER, J .M T. & GRAY, E.R. 2003. Corporate brands: what are they?
What of them?. European Journal of Marketing. (37) 7/8:972-997.

BALMER, H. & GREYSER, S.A. (Eds). 2003. Revealing the Corporation:
Perspectives on Identity, Image, Reputation, Corporate branding and
Corporate Level Marketing. London: Routledge.

BALMER, H. & SOENEN, G. 1997. Operationilising the concept of corporate
identity: articulating the corporate identity and the corporate identity mix.
(Working paper series). International Center for Corporate Business studies,
University of Strathclyde, Glasgow.

Bibliography
148

BALMET, J .M.T. 2001. The three virtues and seven deadly sins of corporate
branding. J ournal of General Management. (27)1:1-17.

BAMBERT, T. & WEHRLI, H.P. 2005. Service quality as an important
dimension of brand equity in Swiss services industries. Managing Service
Quality. (15) 2:132-141.

BARICH, H. & KOTLER, P. 1991. A framework for marketing image
management. Sloan Management Review. (32) 2:94-104.

BARTLEY, W.W. 1962. The retreat to comittement. New York: Knopf

BHAT, S. & REDDY, S.K. 1998. Symbolic and functional positioning of
brands. Journal of Consumer Marketing. (15)1:32-43.

BECKWITH, H. 2002. Selling the invisible: A field guide to Modern
Marketing. New York: Texere.

BERRY, L. 2002. Cultivating Service Brand Equity. Journal of the Academy
of Marketing. Sciene. (28) 1:128-37.

BICKERTON, D. 2000. Corporate reputation versus corporate branding, the
realist debate. Corporate Communiation: An Interantional Journal. (5) 1:42-
48.
Bibliography
149

BLANKSON, C. & KALAFATIS, S.P. 1999.Issues and challenges in the
positioning of service brands: a review. Journal of Product & Brand
Management. (8) 2:106-118.

BURTON, J . & EASINGWOOD, C. 2005. A positioning typology of
consumers peceptions of the benefits offered by successful brands.

CHAUDHURI, A. & HOLBROOK, M.B. 2001. The chain of effects from brand
trust and brand affect to brand performance: the role of brand loyalty.
Journal of Marketing. (65) 2:81-93.

CHEVERTON, P. 2006. Understanding Brands: The Sunday Times.
London: Times Newspaper Ltd.

CHISNALL, P. 2005. Marketing Research. Berkshire: McGraw-Hill.

CHRISTIANSEN, L.T. & ASKERGAARD, S. 2001. Corporate identity and
corporate image revisited-semiotic perspective. European J ournal of
Marketing. (35) 3/4: 292-315.

CLIFTON, R. & SIMMONS, J . 2003. Brands and Branding. London: Profile
Books Ltd.

Bibliography
150

COLLINS-DODD, C. & LOUVIERE, J .J . 1996. Brand equity and retailer
acceptance of brand extensions. Journal of Retailing and Consumer
Services. (6): 1-13.

COOKE, P. 1996. The branding and positioning of tourist destinations.
Tourism Intelligence Papers. (A): 101-6.

DANE, C.F. 1990. Research Methods. California:Brooks/ Cole Publishing
Company

DE CHERNATONY, L. 2001. From brand vision to brand evaluation. Oxford:
Butterworh and Heinemann.

DEL RO, A.B.; VZQUES, R & IGLESIAS, V. The effects of brand
associations on consumer response. Journal of Consumer Marketing. (18)
5:410-425.

DELGADO-BELLESTER, E. & MUNUERA-ALEMN, J .S. 2005. Does brand
trust matter to brand equity? Journal of Product & Brand Management. (14)
3:187-196.

DIRECTORATE OF CORPORATE RELATIONS, 2004. Tswane University of
Technology in Context.

Bibliography
151

DUNCAN, T. 2002. IMC using Advertising & Promotion to Build Brands:
International edition. New York: McGraw Hill Companies.

EMORY, C.W. AND COOPER, D.R. (1995) Business Research Methods.
Fifth Edition. Irwin. Homewood, IL 60430. Boston, MA 02116.

EMERALD GROUP PUBLISHING. 2007. Building and managing a
successful brand with the three Cs. Strategic direction. (23) 1:19-22.

ESCH, F. ; LANGNER, T.; SCHMITT, B.H. & GEUS, P. 2006. Are brand
forever? How brand knowledge and relationships affect current and future
purchases. Journal of Product & Brand Management. (15) 2:98-105.

FELDWICK, P. 1996. Do we really need brand equity? The J ournal of brand
Management. (21) 1:9-28.

FIELD, A. 2005. Discovering statistics using SPSS. Thousand Oaks: Sage

FRANK, H. & ALTHOEN, S. C. 1994. Statistics and applications workbook.
Cambridge, New York: Cambridge University Press.

GHAURI, P. GRNHAUG, K. & KRISTIANSLUND, I. (1995) Research
methods in business studies. Prentice Hall: New York.

Bibliography
152

GRACE, D. & OCASS, A. 2002. Brand associations: looking through the
eye of the beholder. Qualitive Market Research: An International Journal. (5)
2:96-111.

GRAY, E. 1995. Corporate Image: Encyclopedia of Business. Detroit: Gale
Research.

GRAY, E.R. & BALMER, J .M.T. 2001. The Corporate Brand: a strategic
asset. Management in Practise. (4) 1-4.

HAY, D & FOURIE,M. 2002. Preparing the way for mergers in South African
higher eduactation and further eduation institutions: An investigation into staff
perceptions. Higher Education. (44) 115-131.

HATCH, M.J . & SCHULTZ, M. 2001. Are the strategic stars aligned for your
corporate brand? Harvard Business Review. February: 128-134.

HATCH, M.J . & SCHULTZ, M. 2003. Bringing the corporation into corporate
branding. European Journal of Marketing. (37) 7/8:1041-1064.

HUSSEY, J . & HUSSEY, R. 1997. Business Research: A practical guide for
undergraduate and post graduate students. Hounds mills: Macmillan Press.

IND, N. 2001. The Corporate brand. New York: New York University Press.
Bibliography
153

IVY, J . 2001.Higher Education institution image: a correspondence analysis
apporoach. The International Journal of Educational Management. (15)
6:276-282

KALAFATIS, S.; TSOGAS, M. & BLANKSON, C. (2002) Positioning
strategies in business markets. Journal of Education for Business. (15)
6:416-437.

KAY,M.J . 2006. Strong brands and corporate brands. European Journal of
Marketing. (40) 7/8 742-760.

KAZMIER, L.J . 2003. Schaums Easy Outline of Business Statistics. New
York: McGraw-Hill Publishing.

KELLER, L.L. 1993. Conceptualising, measuring and managing customer
based brand equity. Journal of Marketing. (57) 1:1-22.

KELLER, L.L. 2000. The brand report card. Harvard Buisness Review.
J anuary 1:147-157.

KELLER, L.L. 2003. Building , Measuring and Managing Brand Equity. New
J ersey: Pearson Education.

Bibliography
154

KENT, R. 2007. Marketing Research: Approaches, Methods and
Applications in Europe. London: Thompson Learning.

KIDDER, L.H & J UDD, C.M. 1986. Research methods in social relations. 5
th

edition. New York: CBS College publishing.

KIM, H.& KIM, W.G. 2004. The relationship between brand equity and firms
performance in luxury hotels and chain restaurants.

KIM & MAUBORGNE. 2000. Knowing a winning business when you see
one. Harvard Business Review. Sept/Oct: 129-138.

KNOX, S. & BICKERTON, D. 2000. The six conventions of corporate
branding. European Journal of Marketing. (37) 7/8:998-1016.

KHOLI, C.S. ; HARICH, K.R. & LEUTHESSER, L. 2004. Creating brand
identity: a study of evaluation of new brand names.

KOTLER, P. 1997. Marketing Management: Analysis , Planning,
Implimentation and Control. London: Prentice Hall International.

KOTLER, P. & KELLER, K.L. 2006. Marketing Management 12
th
edition.
New J ersey: Pearson Education.

Bibliography
155

KRISHNAN, B.C. & HARTLINE, M.D. 2001. Brand equity: is more important
in services. Journal of Services Marketing. (15) 5:328-342.

LAMB, C.W., HAIR, J .F., McDANIEL, C., BOSHOFF, C., & TERBLANCHE,
N.S. 2004. Marketing. South Africa: Oxford University Press.

LEWIS, S. 2000. Lets get this in perspective paper presented at the
Confederation of British Industry Branding and Brand Identity seminar,
Bradford School of Management, 24 February.

LIM, K. & OCAS, A. 2001. Consumer brand classifications: an assessment of
culture-oforigin versus country-of-origin. Journal of Product & Brand
Management. (10) 2:120-36.

MALHOTRA, N.K. & BIRKS, D.F. 2003. Marketing Research: An Applied
Approach. London :Orientation. Prentice Hall.

MACKAY, M.M. 2001. Evaluation of brand equity measures: further empirical
results. Journal of Product & Brand Management. (10)1:38-51.

MACKAY, M.M. 2004. Application of equity measures in service markets.
Journal of Service Marketing. (5) 3:210-221.

Bibliography
156

McDONALD, M.H.B. ; DeCHARTONY, L. & HARRIS, F. 2001. Corporate
marketing and service brands. European Journal of Marketing. (35) 3/4:335-
352.

McDANIEL, C. & GATES, R. 2001. Contemporary Marketing Research.
London: Thomson Publishing.

MELEWAR, T.C. & AKEL, S. 2005. Corporate Communications: An
International Journal. (10) 1:41-57.

MOORTHI, Y.L.R. 2002. Journal of Service Marketing. (16) 3:259-274.

MOTAMENI, R & SHAHROKHI, M. 1998. Brand Equity valuation: a global
perspective. Journal of Product and Brand Management. (7) 4:275-90.

MURPHY, J . 1999. Assessing the value of brands. Long Range Planning.
30 (23): 275-90.

OLLINS, W. 2000. How brands are taking over the corporation. In
Schultz,M., Hatch,M.J . & Larsen, M.H. (Eds). The expensive organisation.
Oxford: Oxford University press.

Bibliography
157

PALLANT, J . 2001. SPSS survival manual. New York: McGraw-Hill
Publishing.

PAPPU, R; QUESTER, P.G. & COOKSEY, R.W. 2005. Consumer based
brand equity: improving the measurement- empirical evidence. Journal of
Product & Brand Management. (14) 3:143-154.

PARAMEWARAN, R. & GLOWACKA, A.E. 1995. University image: an
information processing perspective. Journal of Marketing for Higher
Education. (6) 2: 41-56.

PARASURAMAN, A. (1991) Market Research. 2
nd
Edition, Eddision-Wesley.

PAUVIT, J . 2000. Brand new. London: V&A Publications.

PRASAD, K. & DEV, C.S. 2000. Managing hotel brand equity. A customer
centric framework for assessing performance. Cornell Hoteal and Restaurant
Administration Quarterly. (41) 3: 22-31.

PERRAULT, W.D. & McCARTHY, E.J . 1996. Basic Marketing 12
th
edition.
London: Irwin.

PERRAULT, W.D. & McCARTHY, E.J . 2000. Essentials of Marketing: A
Global-Management approach 8
th
edition. London: McGraw Hill.
Bibliography
158

REMENYI, D. MONEY, A. TWITE, A. (1995) Effective Measurement &
Management of IT Costs & Benefits. Butterworth-Heinemann Ltd. Linacre
House, J ordan Hill, Oxford. OX2 8DP.

REMENYI, D.; WILLIAMS, B.; MONEY, A. & SWARTZ, E. 2002. Doing
research in business and management. London: Sage.

RIES, A.L. & RIES, L. 2004. The origins of brands. New York: Harper
Business.

RIX, P. 2004. Marketing: A practical approach 5
th
edition. North Ryde:
McRaw Hill.

RUSSEL, W.B. 1988. Possesions and the Extend Self. Journal of
Counsumer Research. (9): 139

SALKIND, N.J . 2000. Exploring Research. 4th edition. Upper Saddle River,
New J ersey: Prentice Hall.

SCHINDLER, D.R. & COOPER, P.S. 2003. Business Research Methods.
New York: McGraw-Hill

Bibliography
159

SCHMIDT, B. 1999. Experimental marketing. Journal of Marketing
Management. (15) 1/3:53-67.

SEETHARAMAN, A., NADZIR, Z.A.B. & GUNALAN, S. 2001. A conceptual
study on brand valuation. Journal of Product & Brand Management. (10)
4:243-256.

SHETH, J . N. & MITTAL, B. 2004. Customer Behavior: A managerial
Perspective 2
nd
edition. Ohio: South-Western.

SIMES, C. & DIBB, S. 2001. Rethinking the brand concept: new brand
orientation. Corporate Communication: An International Journal. (6) 4:217-
224.

SKINNER. S.J . 1990. Marketing. Boston: Houghton Mifflin Company.

Statistics South Africa. 2007. Midyear population estimates.
http://www.statsa.gov.za.

Statistics South Africa. 2007. Population Census 2001.
http://www.statsa.gov.za.

STEPHEN, T. & MORGAN, F. 2004. Toward a theory of Service delivery
networks, working paper. Arizona State University.
Bibliography
160

STYLES, C & AMBER, T. 1995. Brand Management:Financial Times
Handbook of Management. London:Pitman

The Oxford American Dictionary (1990). Oxford: Clarendon press.

TUT, 2007a. Institutional Operational Plan. TUT. Tshwane.

TUT, 2007b. Institutional Self-Assessment Report. TUT. Tshwane

TAYLOR, S.A.; CELUCH, K. & GOODWIN, S. 2004. The importance of
brand equity to customer loyalty. Journal of Product & Brand Management.
(31)4:217-227.

TYBOUT, A.M.; CALKIN, T. & KOTLER, P. 2005. Kellogg on Branding: the
marketing faculty of the Kellogg School of Management. New J ersey: J ohn
Wiley & Sons, Inc.

URDE, M. 2003. Core Value- Based corporate brand building. European
Journal of Marketing. 7/8:1017-1040.

VAN DER LINDE, C.H. 2006. The role of good educational management in a
changing South Africa. Education. (122) 3:511-517.

Bibliography
161

WATKINS, J .A. 2006. A practical guide for students to the preparation of
written presentations of academic research. Tshwane: TUT Business School

WOOD, L. 2002. Brands and brand equity: definition and management.
Management Decision. (38) 9:226-669.

XIE, H.Y. & BOGGS, D.J . 2006. Corporate branding versus product branding
in emerging markets: A conceptual framework. Marketing Intelligence
Planning. (24) 4:347-364.

YOO, B. & DONTHU, N. 2001. Developing and validating a multidimensional
consumer based brand equity scale. Journal of Business Research. (52) 1-
14.

The Impact of Branding and Brand Equity On The Tshwane University of Technology

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

The Impact of Branding and Brand Equity On The Tshwane University of Technology

Transféré par

Droits d'auteur :

Formats disponibles

THE IMPACT OF BRANDING AND BRAND EQUITY ON THE

TSHWANE UNIVERSITY OF TECHNOLOGY

Vous aimerez peut-être aussi