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Pillars to building an effective brand. Stats on education sector and disruption underway. Suggestion of how to survive the change with a strong brand and proposition.
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randb.com.au | @randbc
Your brand is the whole experience that you offer your audience, tangible and intangible.
randb.com.au | @randbc
A great brand is actionable, compelling, and true. Two out of three won’t do. It must be a
blend of all three.
randb.com.au | @randbc
Actionable
Actionable brands define the root of all actions. They set a standard of behaviour, quality and the
tone of your organisations voice.
{walk the talk and talk the walk}
randb.com.au | @randbc
Compelling
Compelling brands tap into the aspirations of the organisation and its audience. People want to be
part of something that matters.
{stand for something}
randb.com.au | @randbc
True
True to your organisational culture and capabilities. True to your ability execute promises
to your audiences.
{no bullsh!t}
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Actionable + Compelling + True = A Great Brand
When all these attributes are present your brand will become known for something important,
instantly recognisable and be more competitive.
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IDENTITY
Your name, logo, a colour or sound that all associate with your organisation.
It must be distinctive, memorable, protectable and appropriate.
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ARENA
This defines what you do and who your competitors are.
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POSITIONING
The relative relationship of your brand to your competitors.
What drivers of choice, tangible to intangible, are most important to your audience and applicable
to your brand?
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POSITIONING
The decision making attributes that set you apart.
{rational, consideration}
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CHARACTER
After prerequisites are met, your audience will ask,
“Who do I want to be associated with?”
The more important the purchase is to life, limb, well-being or pride, the more your
character matters.
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EXPERIENCE
Think through and define every aspect of your brand experience, and test it.
Re-engineer operations, train employees and partners and evolve your real-world brand
experience.
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EXPERIENCE
Determines your ultimate success or failure.
{the acid test, loyalty}
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DISRUPTION
Freely accessible knowledge, Online learning, Deregulation, MOOCs …
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“Now knowledge is open to anyone globally with a device and connectivity — not just facts
and figures, but also analysis, interpretation, and curation of knowledge.”
randb.com.au | @randbc
“Increasingly, "students" are becoming "customers", and universities are subject to the
kind of supply and demand that any other commercial sector is.”
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Flexible learning options, online courses and niche subjects are jostling for position next to
more traditional 3-4 year degrees.
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The Ibis report states:
“The (sector is at) threat of new entrants, especially non-traditional providers, with more flexible
offerings.
Universities at risk of losing their market share need a clearly differentiated market position.
Higher education reform is likely to continue, regardless of which political party is in power.
A strong brand presence is critical."
randb.com.au | @randbc
The Google report ThinkEducation, pinpointed the most important considerations potential students
have in regard to choosing a study path:
• Affordability • Location
• Flexible learning • Reputation
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If education providers wish to remain competitive, what they will need to offer is difference.
A unique, strategic position that fulfils needs we can't even fully identify yet.
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You need to carve a place in the industry that is unique to you, serving the needs students can't get elsewhere:
Single courses, flexible options, high quality learning, industry-ready, hands-on, niche markets, multiple entry and exit points and the kind of engagement one can only get in face-to-face learning.
randb.com.au | @randbc
Tomorrow
Degrees will be a dime a dozen, knowledge a shared resource, and it will be the individual that flourishes.
The ability to curate a unique range of skills and to remain adaptable will allow people to find their own opportunities and define their own job titles.
For education providers, it’s time to adapt, innovate evolve and lead.
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