Corporate Identity Report

MARK322 Autumn 2017

Tracy Bustamante 5105997

Binaisha Haria 5068629

Briana Wallace 5049738
Brooke Staunton 5109759
Hoang Hai Yen Le 5300319

Due date: Wednesday 4th October 2017

Tutor: Eunice Quintana-Smark
Tutorial: Thursday 12:30pm
Word count: 3,940 (Including in-text referencing)

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 EXECUTIVE SUMMARY
This report aims to establish the misalignments that face the corporate brand of the University of
Wollongong (UOW) and provide strategies and recommendations to realign the issues found through the
REDS2 test.

UOW implemented a new branding strategy, in correlation with their 2016-2020 Strategic Plan - This
Corporate Identity Report was conducted to analyse the new corporate identity and brand by analysing the
environment in which the organisation operates. Conducting a REDS2 test to diagnose and provide
recommendations to realign two distinctive misalignments among the identity types of the AC 4ID
framework.

To bring these corporate identities into alignment, the report recommends strategic and communicative
action by the university to improve its corporate reputations. It is recommended the university utilises
public relations tools to be transparent with its stakeholders. If done effectively, there will be
cohesiveness among UOW’s corporate identity types.

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 CONTENTS TABLE
EXECUTIVE SUMMARY 2

CONTENTS TABLE 3

INTRODUCTION 4

PESTLE ANALYSIS 5
Politics 5
Economic 5
Social 5
Technology 5
Legal 6
Environment 6

SWOT ANALYSIS 6
Strengths 6
Weaknesses 7
Opportunities 7
Threats 7

AC4ID AND REDS2 TEST: 7

REVEAL & EXAMINE 7
Actual Identity 7
Communicated Brand Identity 8
Conceived Corporate Identity 8
Covenanted Corporate Brand Identity 9
Cultural Corporate Brand 9
Ideal Corporate Brand 9
Desired Corporate Brand Identity 10
DIAGNOSIS 10
Diagnosis Of Various Identity Interfaces: 10
SELECT & STRATEGY 11
MISALIGNMENT ISSUE: Student on-campus accommodation 11
Re-alignment Communication Methods: Student On-campus Accommodation 14
MISALIGNMENT ISSUE: Research Supervision And Integrity (Medical Research) 15
Re-alignment Communication Methods: Research Supervision & Integrity (Medical Research) 18

CONCLUSION AND RECOMMENDATIONS 20

REFERENCES 20

APPENDIX 24

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 INTRODUCTION
UOW is a young university with strong ambitions to be an institution that creates graduates who are
career-ready and prepared to contribute to an ever changing society in cross disciplinary boundaries, be a
high-quality research university through collaboration and adaption in accordance to the needs of
communities. With over 40 higher education organisations in Australia, it is important for UOW to not
only communicate its commitment to excellence, but to also put it into practice.

By conducting a REDS2 test of UOW’s AC4ID framework against external and internal factors, our
research revealed two major misalignment issues which threatened the cohesive relationship between all
identity types. The first being a disconnect between the university’s communicated and conceived
identities in regard to on-campus accommodation, and the implications this has on current and
prospective undergraduate students, and the local and national media. The second misalignment sees a
disconnection between the university’s ideal and conceived corporate identities in respect to research
supervision and integrity, in particular to medical research. The misalignment eventuated as a result of the
acceptance of an anti-vaccination PhD thesis, affecting the organisations external stakeholders.

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 PESTLE ANALYSIS
The Australian Government aims to provide students with greater choice and
Politics opportunities to succeed, enhancing the Higher Education sector through reforms
(The Higher Education Reform Package, 2017). The government has set a 10-year
plan to develop Australia’s role as a global education leader, as international
education is one of the five growth sectors contributing to Australia’s transition to a
modern-service economy.

Universities face a competitively tight Government budget; they must prove their
Economic programs and initiatives are worthwhile to qualify for long-term funding. 2017 saw
the Liberal government introduce a new higher education package with a $1.2
billion drop in university funding and 7.5% student fee increase over 4 years.
UOW accommodation ranges from $260-$480 weekly based on location, room size
and catering arrangements. There additional ancillary fees and a residential fee pre-
payment (UOW, n.d.).

An increase in accommodation fees and in socio-economic diversity, resulted in

Social more part-time study. The internal education level of the university also impacts
student’s social environment. Universities are using outdated rigid structures,
teaching styles and technologies that don’t equate to the technologies used in future
professions (Hughes, 2009). However, some universities are implementing a
change, providing strategies and services to enhance the capacity of teaching and
support staff to cope with the rapid technological developments occurring around
them.

Technological advances have forced a change in the way tertiary institutions

Technology approach education deliverance; digital literacy is a vital workplace skill. A
curriculum revamp developing students into digital citizen is needed (Doherty, et al.
2012). Technology has brought informal, self-directed learning and shifted the
university's role from “guardians” of knowledge to an “authoritative source of
information” (The New Media Consortium, 2017). In response, UOW has
“technology- enriched” its curriculum, shifting the use of technology from personal
to professional (UOW, nd) This curriculum encourages communication and
collaboration through “mediated, virtual and face-to-face” experiences on various

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 platforms that are “flexible, mobile and engaging” (UOW, nd).

Universities in Australia are highly regulated, following certain legislation and laws
Legal that have been enacted by a governing body, which play a significant role in the
management and functions of the university (University of Wollongong, 2013). The
university's research compliance is maintained by external peer review assuring “the
public that appropriate standards are maintained” (Universities Australia, 2013).
The University of Wollongong Act (1989) is one of the main regulatory instruments
regulating “university governance, including the size and composition of their
governing bodies” (University Chancellor's Council, 2017).
The UOW Higher Degree Research (HDR) Lifecycle Review examined the policies,
procedures and practice that constitute UOW HDR lifecycle. The review found
UOW’s current policies, practices and procedures were as stringent as the
benchmarked universities (UOW Media, 2016).

UOW’s Strategic Plan 2016-2020 states their commitment to ensuring high

Environment environmental standards in all its new infrastructure focusing on “energy, water and
materials used”. UOW aims to explore and tackle large scale global, social,
environmental and economic challenges by complying with environmental policies
in their “facilities, recreational and social amenities, and residences” to maintain the
campus’ natural beauty.
The university’s Energy Management Action Plan aims to address energy and
carbon management, spanning across all their campuses and student
accommodation, by utilising energy efficient equipment, increase use of renewable
energy, encourage environmentally friendly behaviour and identifying new
opportunities for alternative energy technologies (Environment Unit, 2017).

(For more on PESTLE, see Appendix A)

SWOT ANALYSIS

Strengths
There are many strengths contributing to UOW's internationally, highly ranked reputation of academic
excellence. UOW is one of the highest ranked universities for their quality of teaching, research and

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graduate employment rates. With a variety of degree programmes both under and post graduate, UOW is
able to provide students with the opportunities and developments needed in the ever-changing workforce.

Weaknesses
UOW’s reputation isn’t as prestigious when compared to other Sydney based universities such as the
University of Sydney. Although situated in a prime location, the lack of reliable public transport from the
Illawarra to the surrounding areas make the university inaccessible for many prospective students. The
lack of funding hinders the university's ability to maintain infrastructures, especially on-campus
accommodation, putting the health and well-being of students in danger.

Opportunities
UOW is in a transition period in regard to academics, research and identity, providing the opportunity for
a renewal and evaluation to build the university's reputation. Building towards a destination university in
the top 1% worldwide (currently top 2%) that is financially and adaptably sustainable, through greater
partner collaboration, strong research capabilities and graduates with in-demand skills.

Threats
The reputation and competition from other universities have a profound effect on the perception potential
students, stakeholders and other universities have on UOW and its success. UOWs reputations was
negatively affected due to the acceptance of an anti-vaccination PhD thesis, and the poor conditions of
student accommodation resulting from a misallocation of funding.
(For more on the Threats, see Appendix B1)

AC4ID AND REDS2 TEST:

REVEAL & EXAMINE

Actual Identity

Actual identity constitutes the current attributes of a corporation’s identity. It is shaped by: corporate
ownership, management leadership style, business activities, the quality and range of products/ services
offered and values held by employees and management (Balmer, 2003).

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UOW is a research-intensive university, in the top 2% of educational institutions globally (University of
Wollongong, 2017). UOW graduates are recognised for their competence, quality and achievement
(University of Wollongong, 2017). With 87% of graduates employed within six months of graduating
(Latifi, 2017).

UOW prides itself on having the highest satisfaction ratings for student well-being amongst its competing
institutions, showcasing this through its “range of living options that suit differing budgets and living
needs” (UOW, 2017). However recent criticism of the upkeep of older student accommodation properties
jeopardise this accommodation satisfaction.

Communicated Brand Identity

Communicated brand identity is revealed through ‘controlled’ and ‘non-controllable’ communication,

represented through how a corporation portrays themselves to the public and their stakeholders (Balmer,
2003).

UOW’s tagline “Stands for Purpose” is based on what the university can bring to the community through
education and support of their students and staff. This communication of their brand identity is evident
through their advertising campaigns and the Strategic plan for 2016-2020.

The university also communicates it range of accommodation options to fit different budgets and living
needs, communicating its intention to open 800 new beds in 2018. UOW Living maintains its main
priority is the safety and wellbeing of students in on-campus accommodation, by providing a modern and
comfortable living environment.

Conceived Corporate Identity

The conceived corporate identity refers to the perceptions of the company’s corporate image, corporate
reputation and corporate branding, that are held by the relevant stakeholders. Company management must
decide which stakeholder group perceptions are the most important (Balmer, 2003).

Over their 42 year history, UOW has built a global reputation based on world-class research, exceptional
teaching quality and graduate outcomes (University of Wollongong, 2017). However, in 2015, this
perception came into question with the acceptance of an anti-vaccination PhD thesis. The university
refused to get the paper re-examined externally. In addition, the perception of accommodation quality in
their older properties has come under fire due to a slow response time to unsafe living conditions.

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 Covenanted Corporate Brand Identity

The covenanted identity represents a set of promises and relationships associated with the corporate level
brand identity (Balmer, 2012).

The motto of UOW promises “Personalised Experiences: World Class Results”. UOW makes a promise
for its research to better the community. They also want to provide students the best on-campus living
experience in a safe and modern environment.

Cultural Corporate Brand

The cultural identity refers to the collective feeling of employees in relation to the corporate brand. These
attitudes are derived from the values, beliefs and assumptions relating to the brand. It provides the context
in which employees engage with each other and with other stakeholder groups (Balmer, 2012).

Research goals drives the UOW learning environment to achieve a place in the top 1% of the world's
universities (UOW, 2016). It suggests UOW possesses academic research culture. Academic research
culture refers to disciplinary or interdisciplinary ideas and values, particular kinds of expert knowledge
and knowledge production, cultural practices and narratives, departmental sociability, other internal and
external intellectual networks and learned societies (Deem, 2000).

Ideal Corporate Brand

The ideal identity is the optimal position of the organisation at a given time frame, it is subject to
fluctuations from its external environment. It is normally based on current knowledge on the capabilities
and prospects of the organisation from the strategic planners (Balmer, 2003).

UOW’s corporate brand managers want the university to be in the forefront “shaping contemporary
policies and modern society” by being reactive to the rapidly changing “complex social, environmental
and economic challenges”, through research and producing world-class graduates.

UOW envisions being a “University City” considering “potential aligned projects and partnerships in the
surrounding neighbourhoods and in Wollongong more broadly” (UOW, 2017). UOW has key objectives
it wishes to achieve including: providing affordable accommodation for at least 10% of students in the
Wollongong area, providing a safe and welcoming environment of different backgrounds and cultures,
and delivers services and facilities that encourage participation in student life at the university (UOW,
2017).

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 Desired Corporate Brand Identity

The desired identity is the corporate leaders vision for the organisation (Balmer, 2003). At times, the
desired identity is what that shapes a corporation’s strategic direction, it recognises that the corporate
managers have an explicit role in the identity of the corporate brand (Balmer, 2012).

UOW’s CBE, Vice-Chancellor, Professor Paul Wellings states that he and the university are committed to
shaping the institution as an outstanding learning and research facility, in pursuit of “earning a place in
the top 1% of the world’s universities” (UOW, 2016). Progress is being made to solidify UOW’s place in
the molecular science field by investing in research infrastructure (UOW, 2017).

Senior managers of the university want to address the struggles students face in regards to the cost of
living and maintaining a work-life-study balance, resulting in a growing trend of students stretching out
their degrees to make time for work (CEO Magazine, 2017).

(For more on UOW’s identity types, see Appendix B1-7)

DIAGNOSIS

Diagnosis Of Various Identity Interfaces:

Diagnosis of the various identity interfaces of UOW uncovered there were no misalignments between the
communicated, desired and idealised corporate identities. However, there were misalignments found
between what the organisation wanted to achieve and how they behaved, changing the conceived and
actual identity of the university by their stakeholders. We found major misalignments between how the
university communicated their accommodation offerings and the reality (conceived identity) perceived by
students. This was also an issue in regards to research integrity as they communicated their ideal
corporate image to be research-focused but this was contradicted by their conceived image by the
handling of the controversial anti-vaccination thesis.
(For a full breakdown of the diagnosis of the various identity types, see Appendix D)

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 SELECT & STRATEGY

MISALIGNMENT ISSUE: Student on-campus accommodation

CORPORATE IDENTITY Misalignment: Communicated and Conceived: UOW communicates

MISALIGNMENT: living on-campus as integral for the full student experience, whether
- Communicated and they are domestic or international. The university communicates a
conceived corporate range of different living options that suit different budgets and living
identity needs. However, current economic conditions impacting on the ability
for students to comfortably afford accommodation and the quality of
AFFECTED
said accommodation has altered the conceived identity and reputation
STAKEHOLDERS:
of UOW’s on-campus living, impacting internal (domestic and
- Internal: Current and
international undergraduate students) and external (the media,
prospective domestic
prospective students).
and international
undergraduate Factors that created this misalignment:
students 1) Whilst uncontrollable, the cost of living is rising, making it
- External: local and difficult for students to juggle full-time studies and a job. The
national media extortionate prices for accommodation on-campus left one
UOW student stranded with no place to stay, forcing her to live
in her car, after she was rejected numerous times for off-campus
accommodation - a cheaper alternative.
2) The university has been promoting their new accommodation

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 properties to prospective students, but have failed to promptly
respond to current student at the Kooloobong residence who
were concerned about the unsafe living conditions as a result of
mould and mushrooms growing in the shower stalls. The
Campus East accommodation has also been dubbed “trench
town” by students. These accounts have been reported by local
and national media, effectively altering how outside public
views UOW accommodation.
3) As accommodation on campus is limited and costly;
accessibility becomes an issue. Students who choose off-campus
accommodation are often affected by the stigma surrounding
university students - that they are poor and party all the time -
and as a result are knocked back from off-campus
accommodation agreements. UOW wants to position the
university within Wollongong as a ‘University City’ but won’t
be able to if community attitudes towards students don’t change.

How the misalignment affects stakeholders: Domestic and

international undergraduate students, and prospective students

The PESTLE analysis, found the cost of living has risen in recent years,
with 37% of tenants under the age of 35, 40% of whom pay more than
$300 a week on rent. Resulting in, more students taking longer to
complete their degrees or resorting to part-time study to maintain a job.
Specifically, current undergraduates who may be moving out of home
for the first time and may lack the adequate experience in dealing with
tenancy and property issues, with many too scared to ask landlords for
repairs.
Furthermore, the images of old buildings and rooms in need of
refurbishments may deter prospective students from wanting to live on-
campus and consequently choose not to study at the university. The
images not only create a poor reputation for UOWLiving, but on the
university as a whole as having run down, old facilities.

How the misalignment affects stakeholders: local and national

media outlets

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The media is an influential external stakeholder as they have the power
to shape public opinion, the reputation and actual identity of the
university. The Illawarra Mercury reported about the difficulty students
have faced trying to afford on-campus accommodation. They also
reported on the poor living conditions in the old Kooloobong properties.
This story was picked up by other local and national outlets,
showcasing the side of UOW accommodation that the organisation did
not communicate. After pressure from the media and complaints from
Kooloobong tenants, the university announced the building will be
refurbished but have later stated it will be demolished to make way for
new accommodation facilities.
Bad press contradicts the organisation’s strategic plan to place the
organisation in Wollongong as a “University City”.

(For more on accommodation misalignment, see Appendix D)

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Re-alignment Communication Methods: Student On-campus Accommodation

Communication Target Aim Timeframe

technique Audience

Press releases Current and Informational - Inform these stakeholders Immediate

prospective about the latest developments, planned
undergraduate refurbishments and demolitions of older
students, the properties.
media

Issues Current Strategic and communication - respond to Immediate,

management undergraduate student complaints about living conditions at biannually
(PR) students all properties in a quick manner. Be (inspection)
transparent by providing time frames for
maintenance and accommodation alternatives.
Reduce rent on unsafe dwellings until
refurbishment complete. This will rebuild
UOW’s positive reputation in their handling of
on-campus living and their tenants.

Community The Wollongong Informational - Build successful and mutually Consistent and
relations - flyers, community beneficial relationships between the ongoing
community (specifically university’s students and the community to rid
meetings, those renting out of stereotypes that discriminate against and
university property) hamper student’s efforts to get
sponsorship of accommodation off-campus
local businesses
and clubs

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MISALIGNMENT ISSUE: Research Supervision And Integrity (Medical Research)

CORPORATE IDENTITY Misalignment: Ideal and Communicated

MISALIGNMENT: UOW’s ideal corporate identity stems from wanting to be a world-
- Ideal and Conceived class research institution founded on policy to maintain the integrity of
teaching, research and administrative processes. However the
AFFECTED
acceptance of a PhD thesis in 2015 from Judy Wilyman set out to
STAKEHOLDERS:
“demonstrate that not all vaccinations worldwide are safe, effective or
- External: the media
necessary” created a negative conceived corporate identity of the
and the community
university’s research integrity (ABC, 2016). This event caused
(primarily parents
scientific circles to criticise UOW’s lack of scientific supervision and
engaged in the
peer review of the sociology thesis.
vaccination debate)

Factors that created this misalignment:

1) The UOW Higher Degree Research (HDR) review does not
contain guidelines to ensure scientific supervision is required
when a thesis addresses complex medical science issues, such
as vaccinations.
2) The university did not take action when medical specialists
called out the inaccuracies in the thesis, with an UOW
spokesman defending their actions by supporting a researcher’s
right to academic freedom of thought and expression.
3) UOW has stated it does not restrict the subjects its researchers
undertake regardless of “public controversy or because
individuals or groups oppose the topic or the findings”, but
continued to say “UOW does not endorse the individual views
of its academics or students” (Illawarra Mercury, 2016).
4) There was a lack of transparency in the manner in which UOW
approached the criticism towards Wilyman’s thesis. They
declined to name the examiners, social scientists not clinical

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 scientists, who approved the thesis and refused to have the
work re-examined by examiners competent in immunology and
epidemiology

How the misalignment affects stakeholders: Media

The media is a highly influential external stakeholder of UOW and has
the ability to shape the conceived identity of the organisation, by
changing their corporate reputation in the eyes of their public
stakeholders. UOW’s actions in regards to both the awarding of the
PhD and their handling of the resulting criticism were reported by
predominant local and national media outlets like the Illawarra
Mercury, The Australian and ABC News. Whilst corporate reputation
tends to remain stable, this controversy can change how external
stakeholders, such a prospective and current students and employees of
the university, see how the organisation deals with controversial topics
like the anti-vaccination movement and choose not to associate with
the university. This image of the corporate is then projected onto these
groups, regardless of the institution's efforts to communicate about
their commitment to being a top research university in their latest re-
branding endeavors. The media reports are online and stain the
university's reputation.

How the misalignment affects stakeholders: Communities

(specifically those within the vaccination debate)
The safety and legitimacy of vaccinations is still a topic up for debate
despite there being no scientific evidence vaccinations can cause
significant harm or are a ploy by pharmaceutical companies. The
actions of UOW by approving Wilyman’s thesis can have dire
ramifications on communities, particularly those wary about vaccine
safety. A university’s role within society is to disperse knowledge and
better society through research; they hold influence in social change
and development. UOW says its goal is to “[shape] contemporary
policies and modern society”. This makes the thesis issue problematic
as it gives the anti-vaccination movement false credibility, influencing
wary parents to not vaccinate their children from dangerous diseases

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such as meningococcal and whooping cough.

Strategies to align:
1) Strategic: Conduct a review of UOW’s Higher Degree
Research policy and implement guidelines to ensure medical
scientific theses are examined by examiners who are experts in
the field the thesis addresses. This is to ensure a thesis that
contains inaccurate information is not accepted.
2) Communication: Allow for an external review of any thesis
papers that tackle controversial topics. It is best to respond to
criticism and controversy with as much clarity and
transparency as possible. The utilisation of public relation tools
such as press releases and conferences, issues management and
community relations to communicate to their internal and
external publics and stakeholders their commitment to research
integrity as an institution. The aim is to maintain a positive
reputation and conceived corporate identity among
stakeholders.

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Re-alignment Communication Methods: Research Supervision & Integrity
(Medical Research)

Communication Target Aim Timeframe

technique Audience

Press conference The media, the Informational - in the event of future Immediate
community controversies, be as transparent and be
accountable to their actions. The goal is to
show the organisation is concerned about the
impact of its behaviour and the potential for the
uncontrollable communications (the media) to
shape its reputation.

Press The media, the Informational and accountability - outright Immediate

release/statement community state the circumstances to which the thesis was
accepted. State who was involved (position,
experience, expertise) and what they plan to do
to address the controversy. This is to build trust
again with the pro-vaccination community and
other medical academics who may not how a
poor image of UOW’s research integrity

Stand-up The community Informational - build local awareness about the Bi-annually
presentations, (parents of importance of immunisation and the potential
conferences young children) dangers of not vaccinating their children. Show
the community they are serious about the
controlling of diseases.

Conduct and The media, the Organisational evaluation and informational - Immediate and
release internal community conduct an internal review of the university’s when issues
review of Higher Degree Research policy to ensure occur
research experts in the medical science field review
standards medical theses to a ensure high research
standards in line with their ideal identity by
aligning the organisations reality with external
perceptions.

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Set up of an Current students, To increase recognition of UOW as a leader in For detailed
Undergraduate the community academic research by timeframe, see
Research society Appendix E

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 CONCLUSION AND RECOMMENDATIONS
As explored in this report, it is important for an organisation like UOW to have identities that are aligned
in order to have a communication channel consistent with its goals and the perceptions from its
stakeholders. Thus, it becomes clear in order for UOW to achieve positive corporate brand image and
reputation, in regards to on-campus accommodation and research integrity, they must consider our
strategic and communicative re-alignment strategies and work to uphold their ideal and communicated
identities to generate a positive conceived identity.

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[online] Avaliable at: <http://www.theaustralian.com.au/higher-education/university-attendance-cost-of-
living-deters-lowses-students/news-story/9f8ab7f356e9085fa6b80ce27b2c3e22> [Accessed 20 Sep.
2017]

univeritiesaustralia.edu.au. (2017). Universities Australia. The voice of Australia’s Universities. [online]

Available at: <https://www.universitiesaustralia.edu.au/> [Accessed 25 Sep. 2017]

22
universitiesaustralia.edu.au. (2013). Universities Australia. Legislation & Governance. [online] Available
at: <https://www.universitiesaustralia.edu.au/efficiency-and-governance/legislation-and-governance#.Wc-
DaNMjFZ1> [Accessed 23 Sep. 2017]

universitiesaustralia.edu.au. (2017). Universities Australia. University of Wollongong. [online] Available

at: <https://www.universitiesaustralia.edu.au/australias-universities/university-profiles/University-of-
Wollongong#.WcC3ZFJL3Uo> [Accessed 23 Sep. 2017]

universitiesaustralia.edu.au. (2017). Universities Australia. University of Wollongong. [online] Available

at: <https://www.universitiesaustralia.edu.au/australias-universities/university-profiles/University-of-
Wollongong#.WdAE3dMjFZ1> [Accessed 24 Sep. 2017]

uow.edu.au. (2016). University of Wollongong. 2016-2020 Strategic Plan - Understanding our why.
[online] Available at:
<http://www.uow.edu.au/content/groups/public/@web/@pmcd/documents/doc/uow211752.pdf>
[Accessed 23 Sep. 2017]

uow.edu.au. (2016). Wellings, P. Welcome from the Vice-Chancellor. [online] Available at:
<https://www.uow.edu.au/about/UOW014908.html> [Accessed 20 Sep. 2017]

uow.edu.au. (2017). About UOW Living. [online] Available at:

http://www.uow.edu.au/accommodation/aboutuowliving/index.html [Accessed 19 Sep. 2017].

uow.edu.au. (2017). About the University. Wollongong Campus Master Plan, A University City [online]
Avaliable at: <http://www.uow.edu.au/about/campusmasterplan/university-city/index.html> [Accessed 28
Sep. 2017]

uow.edu.au. (2017). International students. How to apply. [online] Available at:

<http://www.uow.edu.au/future/international/apply/whywollongong/index.html> [Accessed 24 Sep.
2017]

uow.edu.au. (2017). UOW Strategic Plans. [online] Available at:

http://www.uow.edu.au/about/strategy/index.html [Accessed 19 Sep. 2017].

uow.edu.au. (2017). University of Wollongong. About the University: Our Purpose. [online] Available at:
<https://www.uow.edu.au/about/index.html> [Accessed 20 Sep. 2017]

uow.edu.au. (2017). University of Wollongong. Accommodation Guide. [online] Available at:

<https://www.uow.edu.au/content/groups/public/@web/@accomm/documents/doc/uow197664.pdf>
[Accessed 22 Sep. 2017]

23
uow.edu.au. (2017). University of Wollongong. Accommodation. [online] Available at:
<http://www.uowcollege.edu.au/current-students/accommodation/index.html> [Accessed 26 Sep. 2017]

uow.edu.au. (2017). University of Wollongong. Draft Environmental Management Plan 2017-2020.

[online] Available at:
<http://www.uow.edu.au/content/groups/public/@web/@environment/documents/doc/uow236620.pdf>
[Accessed 23 Sep. 2017]

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<https://www.uow.edu.au/about/statistics/index.html> [Accessed 20 Sep. 2017]

uow.edu.au. (2017). University of Wollongong. Global Reputation. [online] Available at:

<http://www.uow.edu.au/international/global-reputation/index.html> [Accessed 23 Sep. 2017]

uow.edu.au. (2017). University of Wollongong. Intro to Legislation. [online] Available at:

<http://www.uow.edu.au/governance/legislation/index.html> [Accessed 24 Sep. 2017]

uowblogs.com. (2017). Technology Enriched | UOW Curriculum Transformation Project. [online]

Available at: http://www.uowblogs.com/ctp/uow-curriculum-themes/technology-enriched/ [Accessed 19
Sep. 2017].

APPENDIX

APPENDIX A

24
Politics The Australian Government released their proposed higher education reform in order
to enhance the sustainability, transparency and accountability of the sector while
providing students with greater choice and opportunities to succeed (The Higher
Education Reform Package, 2017). According to The Conversation (2017),
universities funding will be cut, suffering an efficiency dividend, where funding for
teaching will be $380 million lower in 2019 than it would have been under the
current formula. Combined with the changes to how grants are indexed, universities
will receive less per student in subsidies in the future, and will have to do more with
less. The new policy offers little in the way of a long-term vision to students and
universities.
International education industry is recognised as one of the five super growth sectors
contributing to Australia's transition from a resources-based to a modern-services
economy (Deloitte 2013). The government set out a 10-year plan for developing
Australia's role as a global leader in education called the National Strategy for
International Education 2025 (2015) in order to strengthen the fundamentals and
competing globally.

25
Economic Universities face a competitive and tight budget put forward by the Government.
Currently, university funding is ever changing and exclusive across the board.
Universities must be able to prove that their programs and initiatives are going to be
worthwhile and effective therefore qualifying for long term funding.
Under the Liberal Government, in May 2017, Turnbull introduced the new higher
education package which will see Universities face a $1.2 billion drop in funding.
Under the new education program, an increase in fees for Students will phase in at
1.8% each year between 2018 - 2021. The total increase will over a four year period
will develop to 7.5%. Once this proposal is fully implemented by 2021, Students can
see the fees for a four year course go up between $2000 - $3600. For example,
according to The Higher Education Reform Package (2017, p.11), a nursing student
commencing in 2018 would see their fees increase by $1250.00 from $26,550 to
$27,800 and a medical student commencing a 6 year course would see an increase of
$3900.00 from $68,000 to $71,900.
The higher education package will also mean Students will see their HECS
Repayment threshold be increased from $42,000.00 to $55,874.00.
University funding cuts in NSW according to Universities Australia (Source:
Universities Australia, 2017).
UOW accommodation ranges from $260-$480 weekly based on location, room size
and catering arrangements. There are additional Ancillary fees of $205 for the
Community Activity Fund, $200 for Services and Infrastructure, $80 Student room
and contents insurance and a $300 Residential fee pre-payment (UOW, nd).

26
Social The social expectations for students attending university are ever-changing, with
external factors influencing their opinions and behaviours towards tertiary
institutions. With the rise of student fees a shift towards "a more 'client-centred' focus
in which students are more astute about the value that they are getting for their
educational investment." (Hughes, 2009) The increase of a more diversified student
base means there are a variety of socio-economic backgrounds to be taken into
consideration when shaping the optimum student experience. However, governments
are using this opportunity to target students from these diverse backgrounds resulting
in more students studying part-time, as prices for accommodation and cost-of-living
increases. Although there has been great debate over Christopher Pyne's attempt to
deregulate course fees, there has also been evidence brought forwards arguing
university fees are not the only contributing factor to lack of social unity for students
but are due to the cost-of-living pressures.
External factors are just some of the issues contributing to the social aspects of
tertiary students, internal factors influencing the level of education in universities
also has a major impact on the social environment of students. Universities across the
globe have been seen complying with "outdated with rigid structures, traditional
teaching styles and antiquated technologies that are not commensurate with the
technologies that students use in their social lives and will use in their future
professional practice." (Hughes, 2009)
Due to changing technologies and the mass numbers of professionals on the verge of
retirement, means universities are slow to adapt to meet the needs and wants of a new
generation of students. However, some universities are implementing a change to
their approach, providing strategies and services to enhance the capacity of teaching
and support staff to cope with the rapid technological developments occurring around
them.
Students from low socio-economic backgrounds are more likely "to lack external
support, more likely to miss class due to employment commitments, more likely to
be their family's sole financial provider, and more likely to regularly forgo food and
other necessities in order to pay for housing/accommodation." (Spence, 2017)

27
Technology Advances in technology have forced tertiary institutions across the globe to change
the way they approach their deliverance of education, challenging longstanding
academic structures and practices. The rate of change of technology is so great that if
a university does not take into consideration and implement changes, they risk falling
behind.
Being digitally literate is a skill that is vital for success in an academic workspace.
Thus, it is an institutions purpose to develop their students as digital citizens through
appropriate use of technology. This requires the revamp of curriculums to address
aspects such as problem-solving, the ability to critically evaluate and judge validity
of information from different online sources, and online collaboration (Doherty, et al.
2012).
Technology has brought the ability for informal, or self-directed learning, and in a
capacity, threatening a university’s role as “guardians” of knowledge. This however
offers universities a change to find a way to integrate both styles of learning to meet
the career objectives of graduates (The New Media Consortium, 2017). This shift of
educators to being navigators of content, rather than an “authoritative source of
information” can appeal to the shifting demographics and learning methods of
students.
The adoption of technology is not even throughout all tertiary institutions, or the
global in general. Having access to the internet plays a part in the accessibility of
high education, as much of the content is web material and requires a reliable high-
speed connection.
In response to these global trends, UOW has “technology-enriched” its curriculum to
shift the use of technology for personal socialisation to use in a professional
workplace context (UOW, no date). This curriculum will encourage teacher-student
and student-student communication and collaboration through “mediated, virtual and
face-to-face” experiences on various platforms that are “flexible, mobile and
engaging” (UOW, no date). This is seen through the use of Echo360 to allow
students to playback recorded lectures An example of this in action is through the
digital media subjects on offer at UOW, developed by Dr Ted Mitew, in which
students produce, engage and share content and work towards a finale project that
comprises the skills they have learned with a “blend of online technologies”.

28
Legal There are 43 universities in Australia, 40 of which are public, two international and
one private speciality. Universities are one of the most regulated institutions in
Australia. A university is granted autonomy when they comply with these
regulations, resulting in greater self-efficacy and innovation. As universities are an
integral to the country’s social and economic life through research and solving issues
of society, government regulation should not hinder academic quality. This is
maintained by external peer review to “assure the public that appropriate standards
are maintained… ensuring universities are independent repositories of ideas and free
thought that are an indispensable component of civil society
(universitiesaustralia.edu.au, 2013). The Tertiary Education Quality and Standards
Agency (TEQSA) is Australia’s independent national higher education regulator that
assures the quality of the nation’s diverse and complex tertiary education providers,
ensuring they follow the Australian Qualifications Framework. The framework aims
to: accommodate the diversity of purposes of Australian education and training now
and into the future, support pathways into accessing qualifications, support national
and regulatory quality assurance, increase the recognition and value of Australian
qualifications by enhancing the mobility of graduates, and aligning AQF frameworks
with international qualification frameworks (AQF, 2013).

Education Services for Overseas Students legislation aims to protect international

students who are on a student visa by establishing legislative requirements, quality
standards and tuition fee protection.

The University of Wollongong is regulated by the University of Wollongong Act

(1989) which regulates “university governance, including the size and composition of
their governing bodies” (University Chancellors Council, 2017).

29
 Environment The Stockholm Declaration of 1972, whilst not specifically focused on university
sustainability initiatives, offered principles that were relevant to these institutions.
The declaration stated that nations must “improve the human environment for present
and future generation” (UNESCO, 1972). Principle 19 of 24 stated that education
about the environment will “broaden the basis for enlightened opinions and
responsible conduct by individuals, enterprises and communities in protecting and
improving the environment...” UNESCO, 1972). Universities have taken this into
account by taking a micro-approach to sustainability by implementing
environmentally sustainable schemes that better their situation. For example, George
Washington University follows seven principles which the institution follows in
regards to environmental protection, including pollution prevention, partnerships and
evaluating the university’s environment management and operations. It is through
this policy that the university shows their “moral stance towards sustainability”
(Wright, 2002).
In the University of Wollongong’s Strategic Plan for 2016-2020 for environmental
sustainability standard states their commitment to ensuring high environmental
standards in all its new infrastructure with a focus on “energy, water and materials
used”. Through collaborating in research and education, UOW wants to “explore and
tackle large scale global, social, environmental and economic challenges by
complying with environmental policies in their “facilities, recreational and social
amenities, and residences” to maintain the campus’ natural beauty.
The university’s Energy Management Action Plan aims to address energy and carbon
management, spanning across all their campuses and student accommodation, by
utilising energy efficient equipment, such as replacing their lighting with LED’s,
increase use of renewable energy with solar panels, encouraging environmentally
friendly behaviour the university cohort and accommodation tenants, and identifying
new opportunities for alternative energy technologies (UOW, 2017).

APPENDIX B: SWOT
Appendix B1: Threats
Another external factor threatening UOW is the introduction of government policy to minimise higher
education funding. By 2021, the University of Wollongong will suffer a funding cut of 2.8% per annum,
an estimated total loss of $25.2 million under the federal government's proposed changes to higher
education funding.
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APPENDIX C: Corporate Identities
Appendix C1: Actual identity
The actual identity constitutes the current attributes of a corporation, it is what the corporation’s identity
is undoubtable found to be. It’s shaped by a number of elements, including corporate ownership,
management leadership style, organisational structure, business activities, markets covered and the
quality and range of products and services offered. As well as the values held by employees and
management (Balmer, 2003).

UOW is a research-intensive university, within the top 2% of educational institutions in the world
(University of Wollongong, 2017). UOW has an outstanding reputation for its learning environments,
with graduates who are recognised for their competence, quality and achievement across global
workplaces (University of Wollongong, 2017). 87% of UOW graduates are employed within six months
of graduating; this is above the national average of 82% (Latifi, 2017). This statistic “[reflects] our
enduring focus on helping our students achieve positive outcomes as graduates” (Wellings, 2017).

UOW Living provides “range of living options that suit differing budgets and living needs” (UOW,
2017). UOW prides itself in having the highest satisfaction ratings for student well-being amongst
competing institutions and showcases this through its accommodation facilities based around the
Wollongong area. “UOW is proud to be one of the few Australian universities to offer an accommodation
guarantee” (UOW, 2017). Recent criticism of the upkeep of older student accommodation properties
jeopardise this accommodation satisfaction.

Appendix C2: Communicated identity

The communicated identity is revealed through ‘controlled’ communication, typically encompassing
advertising, sponsorship and public relations. This can be revealed through ‘non-controllable’
communication, such as word of mouth and media commentary (Balmer, 2003). It’s represented in how
they portray themselves as an organisation to the public and their stakeholders.

The organisation’s tagline of “Stands For Purpose" is based around what UOW can bring to the
community through research and support of their students and staff at the university. This is
communicated in the university's re-branding, as well as outlined in their strategic plan for 2016-2020.

UOW also communicates its range of on-campus accommodation options for differing budgets and living
needs. With intentions to open 800 new beds in 2018, the university’s current offerings include
International House, Weerona College, Campus East, Kooloobong Village, Marketview, Bangalay and

31
Graduate House. The safety and wellbeing of students in on-campus is UOW Livings’ main priority, by
providing a modern and comfortable living environment.

Appendix C3: Conceived identity

The conceived corporate identity refers to the perceptions of the company’s corporate image, corporate
reputation and corporate branding, that are held by the relevant stakeholders. Company management must
decide which stakeholder group perceptions are the most important (Balmer, 2003).
Over their 42 year history, UOW has built a global reputation based on world-class research, exceptional
teaching quality and graduate outcomes (University of Wollongong, 2017). However, in 2015, this
perception came into question with the acceptance of an anti-vaccination PhD thesis. The university
refused to get the paper re-examined externally. In addition, the perception of accommodation quality in
their older properties has come under fire due to a slow response time to unsafe living conditions.

Appendix C4: Covenanted identity

The UOW curriculum is technology-enriched in its delivery and prepares graduates to be digitally literate,
technologically-engaged professionals. Students will use a wide range of technologies, media, tools and
platforms to learn, create and connect with peers, teachers, researchers, communities and professions.
(UOW blogs, 2016). However, Student Consultation (2016) reveals that UOW students complained about
many old buildings with lack of technology such as smart boards, power points, etc.

The covenanted identity represents a set of promises and relationships associated with the corporate level
brand identity (Balmer, 2012).

The motto of UOW promises “Personalised Experiences: World Class Results”. UOW makes a promise
for its research to better the community. They also want to provide students the best on-campus living
experience in a safe and modern environment.

Appendix C5: Cultural identity

Australian-based university
UOW accommodates students from more than 100 different nationalities. With increasing numbers of
overseas students and academic staff, the role of nationality is decreasing. However, UOW prefers to
emphasise its Australian character in the international arena. As is common among other Australian
universities, it capitalises mainly on the English language as the main language of commerce. Moreover,
UOW's international recognition in academic circles is a major attraction among overseas students.

32
 Organisational imagery and history
The mission statement and corporate plan reveals that UOW is proud of having attained the position of
one of Australia’s leading universities in the short period since it was founded in 1975. UOW’s short but
successful history is perceived as one of its key characteristics. UOW
introduces itself as “a young and vibrant university with undiminished ambitions.” (About the University,
2016).

Appendix C6: Ideal identity

The ideal identity is the optimal positioning of the organisation in its market in a given time frame. The
specifics of the ideal identity are subject to fluctuations based on external environment, and are normally
based on current knowledge from the strategic planners about the organisations capabilities and prospects
(Balmer, 2003).

The corporate brand managers of the University of Wollongong want the university to be in the forefront
of “shaping contemporary policies and modern society” by being reactive to the quick changing state of
“complex social, environmental and economic challenges” through research and producing world-class
graduates through a personalised and intellectually challenging curriculum. If this ideal identity is
achieved, they will be able to make advances toward reaching their desired identity.

For accommodation, UOW has key objectives it wishes to achieve including: providing affordable
accommodation for at least 10% of students in the Wollongong area, providing a safe and welcoming
environment welcoming of different backgrounds and cultures and delivers services and facilities that
encourage participation in student life at the university (UOW, 2017). It envisions being a “University
City” by considering “potential aligned projects and partnerships in the surrounding neighbourhoods and
in Wollongong more broadly” (UOW, 2017).

Appendix C7: Desired identity

The desired identity is the corporate leaders vision for the organisation (Balmer, 2003). At times, the
desired identity is what that shapes a corporation’s strategic direction, it recognises that the corporate
managers have an explicit role in the identity of the corporate brand (Balmer, 2012).

UOW’s CBE, Vice-Chancellor, Professor Paul Wellings states that he and the university are committed to
shaping the institution as an outstanding learning and research facility, in pursuit of “earning a place in

33
the top 1% of the world’s universities” (UOW, 2016). Progress is being made to solidify UOW’s place in
the molecular science field by investing in research infrastructure (UOW, 2017).

Senior managers of the university want to address the struggles students face in regards to the cost of
living and maintaining a work-life-study balance, resulting in a growing trend of students stretching out
their degrees to make time for work (CEO Magazine, 2017).

APPENDIX D: Diagnosis of various identity types

Identity Diagnosis
Interface

Actual and Gap: UOW is effective in its controlled communication of its goals and strategies to
communicated work towards becoming a world-class research university within the top 1%, and an
institution integrated within the city of Wollongong, however these communications
are at times inconsistent with the actual corporate identity especially in regards to
on-campus accommodation maintenance (older Kooloobong residences).

Actual and ideal Gap: UOW’s ideal corporate brand is to have the university at the “forefront of
shaping contemporary policies and modern society”, however this misaligns with
their actual identity due to their handling of the Wilyman’s anti-vaccination thesis
which brought into question the university's organisational structure in academic
research.

Actual and Gap: There is a slight misalignment with how UOW as an organisation behaves
desired (actual) and its leadership (identity). Its managers know what they want to do to
shape the university’s strategic direction and overall corporate brand identity, but
their handling of the anti-vaccination thesis controversy contributed negatively to
the identity they wanted.

Actual and Alignment: UOW has built a positive reputation (conceived) as being an educational
conceived institution with quality teaching and graduate outcomes, and this has been proven
through its consistent high national and global rankings (actual).

34
Communicated Gap: UOW communicates that living on campus is integral to the student
and conceived experience, showcasing their new on-campus accommodations and their endeavours
to fit the organisation with the city of Wollongong. However, due to the university
not promptly responding to the concerns of students living in older residences such
as Kooloobong who were exposed to unsafe living conditions. This was reported by
national media and has impacted on UOW’s corporate image in regards to
accommodation (conceived).

Ideal and Gap: The university has positioned itself in its corporate strategy as wanting to be in
conceived the forefront of research and have a hand in responding to society’s issues (ideal),
however their conceived identity has been impacted as a result of their role and
subsequent response to the controversial Wilyman thesis. Affected external
stakeholders include the media and communities (primarily parents engaged in the
vaccination debate).

Desired and Gap: UOW desires to be a freethinking institution and a world-class research
conceived university within the top 1%. This does not however align with the conceived
perceptions of their stakeholders after the acceptance of the controversial thesis
paper.

Covenanted and Gap: UOW prides itself on its high satisfaction ratings (actual) and promises to
actual provide students with safe living environments (covenanted) but recent criticism of
the poor and unsafe standards of accommodation jeopardise this standard and
promise.

Covenanted and Alignment: UOW Living states that its main priority is the safety and wellbeing of
communicated students living on-campus (communicated), this aligns with their promise to provide
students with the best on-campus living experience in a safe and modern
environment (covenanted).

Covenanted and Alignment: UOW promises and aims to have world-class results and provide
ideal personalised experiences to their students. There is also alignment between what the
university promises and wants to achieve through providing safe and modern on-
campus living environment.

Covenanted and Alignment: UOW promises an academic environment that promotes research
desired integrity and this is communicated through their desire to be a top research
university in the world.

35
Covenanted and Gap: The university promises to provide students with a safe and modern on-
conceived campus living experience (covenanted). However, they have been seen to be slow to
respond to unsafe living conditions (conceived).

Cultural and Alignment: UOW is a research-intensive university (actual) with an outstanding

actual reputation for its learning environments which aligns with its identity of having a
research culture.

Cultural and Alignment: UOW has a cultural corporate brand of being a welcoming place for
communicated students from all backgrounds and beliefs. This aligns with the university’s
communicated message of having a community focus and providing support for
students and staff.

Cultural and Alignment: UOW wants to be a university that shapes modern society by proactive
ideal responses to societal challenges (ideal). This aligns with the university's culture of
welcoming all opinions and providing safe spaces to voice opposing views
(cultural).

Cultural and Alignment: The management at UOW want to address student struggle to maintain
desired a work-life-study balance (desired), which is seen in the student culture to stretch
out degrees to make time for work (cultural).

Cultural and Gap: UOW has a culture that is research-focused, however their negative conceived
conceived identity is influenced by their handling of the controversial anti-vaccination thesis

Cultural and Alignment: UOW promises a standard of world class results (covenanted) which in
covenanted turn generates a culture of quality and global achievement, with the focus on
helping students achieve positive outcomes as graduates.

High degree of The alignments between the communicated, desired and ideal corporate identity
alignment: types shows that the corporation's managers have a clear vision for the direction of
-Communicated the university into the future, as seen in the Strategic Plan for 2016 -2020.
and desired Combining communication of corporate goals with behaviour and actions that
-Communicated reflected it will align the identities based on stakeholder perception.
and ideal
-Ideal and
desired

36
APPENDIX E: Misalignment issue: student on-campus accommodation
Accounts from many UOW residents have highlighted the hardships of trying to live on campus, buying
food and paying for rent with access to no or little income. A student living on the Campus East
accommodations clarified that “shelling out $280 a week” for a small room non-functioning room was not
economical for her financial status, stating she would have had better luck renting off-campus. Following
the story of Holly Kennedy, 19, who was unable to afford on-campus accommodation and was rejected
from off-campus accommodation as a result of discrimination over university students being perceived as
party-goers and financially irresponsible.
A description from a student residing at the Campus East accommodation states that living in
“trench town” was much like living in the trenches during WW2, “from broken wardrobe doors, desk
drawers, door locks, power outages and cold showers” (Mollenhauer, 2014 http://hijacked.com.au/the-
shock-of-student-housing). She goes on to state the countless hours she spent on the phone with the
maintenance department over “silly problems associated with 50-year-old building”, all that could have
been fixed if the some of the rent money went towards cleaning up tenants living conditions.
Student accounts of mould and mushroom growth in the shower cubicles of the older Kooloobong
village units, as reported by the local media outlet the Illawarra Mercury, shows that there is a disconnect
between UOW Living and the maintenance of older properties, with most of their attention and
communication focused on the new accommodation developments. This issue amongst others is being
shared and picked up by other media outlets, as well as current and potential students of UOW,
potentially changing the public’s opinion about the quality of UOW accommodation.
The Illawarra Mercury reported on affordability for on-campus accommodation for students.
Following the story of Holly Kennedy, 19, who was unable to afford on-campus accommodation and was
rejected from off-campus accommodation as a result of discrimination over university students being
perceived as party-goers and financially irresponsible. This not only has to do with the internal factors of
UOW accommodation being limited and for those that don’t have external financial help and a
sustainable job but also external factors surrounding the greater Wollongong area. The University of
Wollongong wishes to become a “University City” to fit with their reputation and image of a prestigious
university.

APPENDIX F: Research misalignment strategy

Appendix F1

Strategies:

37
1, Set up an Undergraduate Research society. Students will be guided by professors in their faculties.
Students can write and discuss co-ed, book reviews or literature reviews, etc. Another recommendation is
that there will be an online centre that matches researchers to student interests in UOW and opportunities
are updated each semester. First, they will be trained in the broad aspects of their lab work. Regular lab
meetings will be held bi-weekly to discuss of overarching questions being addressed by the research
program.

2, UOW should organise campus tour for high school students including both Wollongong main campus
and Innovation campus, rather than Wollongong main campus only.

Those strategies will be implemented together with UOW Big Ideas Festival, The Summer Research
Scholarships program.

Media tools: focus on digital media: ‘UOW: University of Wollongong, Australia’ facebook page; ‘UOW
research’ facebook page; UOW websites and ‘Research and Innovation’ magazine.

Appendix F2

Timeline Activity

November – Working on student experiences participating in the Summer Research Scholarships

December
Upload on digital media

January - Promote Undergraduate research society on digital media and open application for
February Autumn session

38
March - Update the activities of Undergraduate research society on digital media
April
Publish student journals on ‘UOW Research’ facebook page

May - June Interview students for ‘Research and Innovation’ magazine

Publish ‘Research and Innovation’ magazine

July - August ‘Open day’ event: students participating in research society will share their experiences
with high school students.

Organise ‘Campus tour’ including Wollongong main campus and Innovation campus
for high school students.

Promote Undergraduate research society on digital media and open application for
Spring session

Publish student journals on ‘UOW Research’ facebook page

Promote Summer Research scholarships program on digital media

September - Promote ‘UOW Big Ideas’ on digital media

October
Students participating in research society share their experiences on ‘UOW Big Ideas’
event

Update the activities of Undergraduate research society on digital media

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