Perceptions of university-corporate partnership influences on a brand

Stacey Menzel Baker, James B. Faircloth, Victor Simental

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

The marketing literature has not specifically addressed how customers perceive the type of strategic alliance inherent in university-corporate partnerships, which are primarily implicitly, versus explicitly known as in the case of co-brands or brand alliances. This study uncovers customer perceptions of university-corporate partnerships and examines how beliefs about university-corporate partnerships influence attitude toward the university brand. The results of focus groups and a survey are presented demonstrating that university customers have conflicting beliefs about university-corporate partnerships and that attitude toward the university is influenced (1) positively by beliefs about the benefits provided by university-corporate partnerships, (2) positively by beliefs about the importance of shopping with university-corporate partners, and (3) negatively by beliefe about university-corporate partnerships creating limitations on customer choices. Implications for theory and practice are offered.

Original languageEnglish
Pages (from-to)32-46
Number of pages15
JournalJournal of Marketing Theory and Practice
Volume13
Issue number2
StatePublished - 2005
Externally publishedYes

Fingerprint

Corporate universities
Marketing
Shopping
Customer perception
Strategic alliances
Alliances
Focus groups
Customer choice

All Science Journal Classification (ASJC) codes

  • Marketing

Cite this

Perceptions of university-corporate partnership influences on a brand. / Menzel Baker, Stacey; Faircloth, James B.; Simental, Victor.

In: Journal of Marketing Theory and Practice, Vol. 13, No. 2, 2005, p. 32-46.

Research output: Contribution to journalArticle

Menzel Baker, Stacey ; Faircloth, James B. ; Simental, Victor. / Perceptions of university-corporate partnership influences on a brand. In: Journal of Marketing Theory and Practice. 2005 ; Vol. 13, No. 2. pp. 32-46.
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