• The determinants of business start-ups in tertiary education: evidence for Greece through a panel data approach.

      Apergis, Nicholas; Fafaliou, Irene; University of Piraeus (Springer, 2011-12-03)
      Up to now there is no consensus in the relevant literature on the exact factors that lead a student to entrepreneurship. In addition, evidence on differences in the entrepreneurial activity among regions and, even more, in the entrepreneurial education provided by individual universities, within the same region, call for context-specific longitudinal studies. The primary objective of this paper is to provide evidence on the determinants that influence the propensity of young students of a Greek University to establish a new business venture. The methodological approach employed is based on a questionnaire survey collecting data from 1,500 students, spanning the period 2005–2010. Data has been processed through the use of a panel cointegration and panel causality methodology. The empirical findings entail useful insights on students’ attitudes and perceptions of entrepreneurship.
    • Managing higher education brands with an emerging brand architecture: the role of shared values and competing brand identities.

      Spry, Louise; Foster, Carley; Pich, Christopher; Peart, Sheine; Nottingham Trent University; University of Derby; Nottingham Business School, Nottingham Trent University, Nottingham, UK; College of Business, Law & Social Sciences, University of Derby, Derby, UK; Nottingham Business School, Nottingham Trent University, Nottingham, UK; Nottingham Institute of Education, Nottingham Trent University, Nottingham, UK (Taylor and Francis, 2018-07-25)
      Corporate branding is a strategic issue for universities as the global higher education (HE) marketplace is becoming increasingly competitive and there is pressure to differentiate. Yet it is unclear how universities develop and manage brand strategies, and whether they draw upon any meaningful connections to the multiple stakeholders and sub-cultures engaged with a university’s brand. Using qualitative data gathered from an education faculty within an established UK university, this study found the faculty and university had competing brand identities and images. A strong faculty brand emerged co-created through the shared teacher related values of staff and external partners. This study contributes to the brand strategy literature by applying branding concepts to the under-researched HE context and proposing a new, more nuanced brand architecture model not yet reported in the branding literature which more accurately reflects the management of sub and corporate HE brands.