Institution’s Brand

0f Graduates
As for you, what do
globally competitive,
locally responsive,
innovative
professionals and
lifelong learners look
like?
Objectives
In this presentation, you will learn to:

Describe and label the brand of students, as the

product of what we cuddled in the chant of
internationalization and globalization.

Enumerate the end product that we want develop:

Globally Competitive, Locally Responsive, and
Lifelong Learners.

Identify the Institution’s brand of graduates that

includes its characteristics and qualities.
 What is a Brand?
Brand is the seller’s promise to deliver
the same bundle of benefits/services
consistently to buyers.
On the other hand a name becomes a
brand when consumers associate it with
a set of tangible and intangible benefits
that they obtain from the product or A product is any offering by a
service. company to a market that serves
to satisfy customer needs and
wants. A product can be an
object, service, idea, etc.

Brands are not

the same as
Products.
 What is a Brand?
Nokia brand promises ‘trust’ and ‘strong technology’

The popular Starbucks has earned its brand image from the
opinions of its customers.
The brand Starbucks stands for bolder, more flavorful
coffee.

Thus, you can see that Brands are “what the consumers
buy”, while products are “what concern/companies make”.
Brand is a promise that the product will perform as per
customer’s expectations.
It is a name, term, sign, symbol or a combination
of all these which differentiate the goods/services of one
seller or group of sellers from those of competitors.
Some examples of well known brands are Wrangler, Audi,
Samsung, Coca Cola, etc.
Many educational institutions across the world create an
image to attract students; this process is called branding.
Branding began as a channel of choice for consumers and
has grown to include what an organization respresents in
worth and values. Corporations commonly implement
branding initiatives through trademark-licensing programs
due to competition and infringements that mocked their
services or marks. Specifically, corporations across the world
wanted to be unique from others that might have similar
offerings.
Likewise, many college institutions abroad have branded
their identity through the use of trademarks. Due to the
increased competition in higher education, branding has
become more relevant in promoting an institution’s
reputation, as well as generating additional revenue for the
institution through the sale of trademarked goods.
 END PRODUCT
These are the brands of what we want
to be known and recognized to
epitomize globalization and
internationalization in our instruction
Lifelong
Learners Locally
Responsive

Globally
Competitive
GLOBALLY COMPETITIVE

What characteristics
would a globally
competent students
possess?
GLOBALLY COMPETITIVE
In education, global competitiveness can be characterized as the set
of skills and factors that support individuals’ personal and
professional productivity in their communities and in the world

Being globally competitive today requires developing global

competence.

Equipping students with specific hard skills to compete in a global

job market is important, but cultivating their abilities to effectively
share ideas and communicate across cultures in appropriate and
respectful ways is critical.
GLOBALLY COMPETITIVE
Exhibits cross -
cultural
sensitivity and Five
Comprehends characteristics
Communicates adaptability
international of globally
dimensions of effectively in competent
Has a diverse and his/her major another Carries global
students
knowledgeable field of study language competence
worldview and/or cross throughout
culturally life

N
R S
B A D
HAS A DIVERSE AND KNOWLEDGEABLE WORLVIEW

As graduate of a globally competent

university/college, the student develops a conceptual
framework that informs the way she/he looks at the
world. The student continually uses this framework
to analyse and compare political, cultural, economic,
historical, environmental, scientific and technological
developments.

The students no longer views the world through a

single cultural lens and is able to identify and
appreciate various viewpoints. While the globally
competent student recognizes and values cultural
differences, the student is also aware of the growing
interconnectivity of the world and of the necessity of
his/her ability to function within it.
COMPREHENDS INTERNATIONAL DIMENSIONS OF HIS/HER
MAJOR FIELD OF STUDY

The globally competent student not only

constructs an overall framework to inform
his/her overall worldview, but also seeks to
understand the international dimensions of
his/her chosen major.

The globally competent student recognizes

the need for individual within the discipline
to be internationally aware. The student
therefore actively seeks out faculty
members and curriculum offerings that
fulfill this need, regardless of discipline.
COMMUNICATES EFFECTIVELY IN ANOTHER LANGUAGE AND/OR
CROSS - CULTURALLY

Most students can become – and should be

encouraged to become – proficient in at
least one language other than English. The
globally competent student recognizes that
knowledge of a foreign language opens the
door to a more in-depth understanding of
the cultures and peoples associated with
that language.
As a result of foreign language competency,
even if fluency is not fully achieved, the
student gains basic cross-cultural
communication skills by learning about
other countries and cultures.
EXHIBITS CROSS – CULTURAL SENSITIVITY AND
ADAPTABILITY

Examples of these meaningful interactions and

experiences are membership in one or more
internationally oriented student organizations,
involvement in activities, and participation in an
overseas experience through study, internship,
or work programs.

While immersed in another culture, the student

has perhaps the greatest opportunity to assess
his/her own assumptions about the world and
his/her own culture. Upon return, the student
can no longer view the world only through one
lens and builds his/her conceptual framework.
CARRIES GLOBAL COMPETENCIES THROUGHOUT LIFE

The globally competent student recognizes the worth

of international understanding for its own sake as
well as for his/her own personal fulfilment. The
importance of being globally competent therefore
does not solely on the promise that it guarantees
he/she will get a better job upon graduation.

The globally competent student builds upon this

established framework throughout life. As the result
of an education from a globally competent
university/college, the student adds the
competencies personally gained to benefit of the
greater public good. The student becomes a globally
competent citizen that is equipped to contribute on
both local and global scale.
LOCALLY RESPONSIVE

“If you’re going to teach students,

you begin locally. All politics is
local.” —James, Diné College
English Instructor
LOCALLY RESPONSIVE

Assess your own

behavior

Get to know your students

Make your classroom a

judgment-free zone
Adapt your teaching

Include all cultures in your

teaching
LIFELONG LEARNERS

Formal education is something everyone has to go through to a

certain degree, and the knowledge it offers isn’t always that
practical in real life.

Lifelong learning is how you improve as a person, bit by bit and

day by day.

Lifelong learners recognize the importance and joy of growth so

they never settle for what they currently know and always seek
for improvement.
SIGNS YOU ARE A LIFELONG LEARNER
THEY ATTEND VARIOUS
THEY READ ON A DAILY COURSES
BASIS
Whether it’s online or
Reading is a great way to offline, there are countless
open up new horizons.
courses you can participate
Through reading, you can in without spending a dime
connect with successful
on it. There are great
people and learn from the opportunities to connect
lessons they share.
with clever and like-
minded people and learn
from them.
THEY SEEK
OPPORTUNITIES TO GROW
Instead of spending your
free time laying on the
couch and watching TV,
you prefer doing
something creative and
practical. You know every
wasted minute is gone
forever.
SIGNS YOU ARE A LIFELONG LEARNER

THEY LOVE MAKING

THEY TAKE CARE OF THEIR THEY HAVE DIVERSE
BODIES PASSIONS
Life long learners know the Having a variety of
body is your temple. In passions indicates that you
order to make it flourish love to progress. By
for as long as possible, practicing different skills,
they train regularly, move a you give yourself an
lot and eat healthy. advantage over the rest of
the people.
PROGRESS
Lifelong learners love to
experience the constant
growth and improvement.
The breakthrough
moments help them to
notice the impressive
change that took place
because of the learning
process.
SIGNS YOU ARE A LIFELONG LEARNER

THEY BELIEVE IT’S NEVER

THEY CHALLENGE TOO LATE TO START
THEMSELVES WITH THEY EMBRACE CHANGE SOMETHING
SPECIFIC GOALS As a lifelong learner, you Some people tend to think
Life long learners are know change can lead to after a certain age, they
people who care about extraordinary results so as are no longer allowed to
their performance, hence you welcome it and stay start something and
they never stop improving. open minded about become successful. The
making a shift. truth is, it’s just a lame
excuse not to leave the
comfort zone.
SIGNS YOU ARE A LIFELONG LEARNER
THEIR ATTITUDE TO
GETTING BETTER IS
CONTAGIOUS
As a lifelong learner, you
are extremely passionate
about the constant growth
and people around you can
sense that positive
attitude. As a result, they
start acting similarly.
THEY LEAVE THEIR
THEY NEVER SETTLE DOWN
COMFORT ZONE
A sense of being clever enough
You always embrace is something you don’t
discomfort as you know experience. Without a doubt,
the path to success leads you appreciate what you
through hardship and already know, but that’s never
a reason to stop. You just know
countless obstacles.
Instead of being afraid of once you stop learning, you
lose the amazing privilege
facing them, you challenge humans have, namely an
yourself to overcome more ability to a never-ending
and more difficult intellectual development.
handicaps.
 CHARACTERISTICS & QUALITIES OF STUDENTS
HAVE HIGH EQ’s (Emotional Intelligence)
You accept emotions, but you manage
them in support of your goals and
dreams.
HAVE SELF-AWARENESS
You consciously think, believe, and behave in ways
that keep you on course.
MASTER SELF-MANAGEMENT
You plan and take action in pursuit of your goals and
dreams.
ACCEPT RESPONSIBILITY
You see yourself as primary responsible for your outcomes
and experiences.
BELIEVE IN YOURSELF
You see yourself as a capable, lovable, and
8 unconditionally worthy human being.
7
BELIEVE IN LIFELONG LEARNING
You look lessons in all of your experiences.
6
5
ARE INTERDEPENDENT
4 You build mutually supportive relationships that
help you achieve your goals and dreams (while
helping others do the same).
3
ARE SELF-MOTIVATED
2 You find purpose in what you do by discovering
personally meaningful goals and dreams.
1
How then, to develop and
nurture students so that
they become globally
competent participants in
this world that is
globalizing more rapidly
than we can imagine?
 CHARACTERISTICS OF GLOBALLY COMPETENT TEACHERS
ASSESSING LEARNERS’ GLOBAL
COMPETENCE AND PROVIDING
GROWTH OPPORTUNITIES BASED ON
THEIR LEVELS OF DEVELOPMENT.
MODELLING SOCIAL RESPONSIBILITY IN LOCAL
AND GLOBAL CONTEXTS.
VALUING THE INPUT OF CULTURALLY AND LIGUISTICALLY
DIVERSE LEARNERS, FAMILIES, AND COLLEAGUES, AND
MODELING CULTURAL SENSITIVITY.
ENGAGING STUDENTS IN LEARNING ABOUT THE WORLD
AND IN EXPLORING THEIR PLACE IN IT.
ADVOCATIONG FOR GLOBAL EDUCATION
AND SOCIAL RESPONSIBILITY.
8
7
HELPING LEARNERS FIND APPROPRIATE
ACTIONS TO IMPROVE LOCAL AND GLOBAL
6
CONDITIONS.
5
CREATING ENVIRONMENTS THAT ENCOURAGE
4 POSITIVE CROSS-CULTURAL INTERACTION.
3
USING REAL-LIFE GLOBAL EXAMPLES,
2 MATERIALS, AND RESOURCES WHEN
CONSIDERING LOCAL, NATIONAL, AND HUMAN
1 ISSUES.
How to graduate globally competitive students

Four key skills that students will need if they want to succeed in the new global economy.:

FOUR KEY
SKILLS
Summary
In this presentation you learnt that:

Brand is a name, term, sign, symbol or a combination of all these which differentiate
the goods/services of one seller or group of sellers from those of competitors.

Brand management is the process of defining the brand, positioning the brand, and
delivering the brand.

Brand Equity is the value, both tangible and intangible, that a brand adds to a
product/service.

The Strategic Brand Management Process consists of the following four steps:
• Identifying and Establishing Brand Position
• Planning and Implementing Brand Marketing Programs
• Measuring and Interpreting Brand Performance
• Growing and Sustaining Brand Equity

A brand equity management system is a set of organizational processes which are

designed to improve the understanding and use of the brand equity concept within a
firm.