USI College of Business Brand Management  Brand A unique and identifiable symbol, association, name or trademark which serves to differentiate competing products or services. Both a physical and emotional trigger to create a relationship between consumers and the product/service.  Brand Attributes (***) Functional or emotional associations that are assigned to a brand by its customers and prospects. Brand attributes can be either negative or positive and can have varying degrees of relevance and importance to different customer segments.  Brand Identity (***) A unique set of associations that the brand strategist aspires to create or maintain. These associations represent what the brand should stand for and imply a potential promise to customers. It is important to note that a brand identity refers to the strategic goal for a brand; while brand image is what currently resides in the minds of consumers.  Brand Image (***) A unique set of associations within the minds of target customers which represent what the brand currently stands for and implies the current promise to customers. (Note that brand image is what is currently in the minds of consumers, whereas brand identity is aspirational).

USI College of Business Brand Management  Brand Positioning Statement A statement that describes the “place” that a brand should occupy in the minds of target customers. Focuses on the equities (values) that meaningfully set a brand apart from the competition. Typically constructed in the following format: “To (target market), Brand X is the brand of (frame of reference) that (point of difference).” Eg. “to the brand of (frame of reference) that (point of difference).” Eg. “to caffeine-concerned coffee drinkers, Sanka is the brand of coffee that has no caffeine to upset you.”  Brand Slogan/Tagline An easily recognizable and memorable phase which often accompanies a brand name. An aid to recall and reinforcement. Eg.Nike: “Just do it”  Source:

Mission Statement  Our mission is to place the student at the center of our college’s educational activities, both inside and outside the classroom. We are committed to offering a value-driven business education that provides personalized attention, enhances lifelong learning, values creativity and innovation, ensures an interactive learning experience, and nurtures social responsibility and integrity.  Guiding Principles Guiding Principles USI COB Vision and Mission

Academic Program Review: Management  Educational Goals College goals include knowledge and skills (body of knowledge – college core – and portfolio of skills) Mngt major has common required courses and areas of interest  Do USI Mngt majors have a distinctive competence?  What is brand image and brand identity?  Student Learning Outcomes Assessment Be reminded, performance = f(ability, motivation [direction of behavior {competency development or degree completion}, level of effort, level of persistence], situational factors)  Should CoB institute admission requirements?  e.g., Teacher Education requires 2.75, ‘C’ or better in all courses  Competitor Schools Include Ball State, Indiana State, Murray State, WKU

Student Engagement  Labor economists (at Princeton, no less) have looked at question of economic payoff of pursuing college degree at "elite" college or university -- they found selectivity of school in terms of admissions criteria doesn't pay off in higher income over one's career "[S]tudents' motivation, ambition, and desire to learn have a much stronger effect on their subsequent success than the average academic ability of their classmates" (National Bureau of Economic Research)  What appears to be as important or more important than where you go to college is what you do when you're there

National Survey of Student Engagement  Idea at core: students who put more time and energy into activities that matter to their education—inside and outside classroom—learn more during college than those who are not not as involved.  Benefits come in many forms—such as gains in critical thinking, ability to relate book knowledge to real life, appreciation of cultural differences, self-esteem, confidence, civic engagement, time management, and decision making, among others.

National Survey of Student Engagement  Level of Academic Challenge E.g., “Worked harder than you thought you could to meet an instructor's standards or expectations”  Active & Collaborative Learning E.g., “Made a class presentation”  Student Faculty Interaction E.g., “Discussed ideas from your readings or classes with faculty members outside of class”  Enriching Education Practices E.g., “Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment”  Supportive Campus Environment E.g., “Quality of your relationships with faculty members – extent to which they were available, helpful, sympathetic”

Student Monitor Study  Study habits make a difference Students who study daily 40% more likely to earn ‘A’ than those who do not  Only 41% of students study every day Students who study 15+ hrs/wk 43% more likely to earn ‘A’ than those who study less  Men vs. Women Men more likely to skim text, women more likely to read text thoroughly Women more likely to study daily Men more likely to study late at night, women earlier Men party 20% more often  Source: Association of American Publishers, 8/24/05

USI COB GRADUATES, MajorAvg GPA APS 3.16 ECON 3.15 FIN 3.08 ACS 3.02 CIS 2.95 BUAD 2.88 MNGT 2.81 MKTG 2.66  GPA >= 3.5 APS 32% MNGT 18%  GPA <= 2.5 APS 13% MNGT 37%  FR 2004 AVG HS GPA, SAT, ACT APS3.24, 1006, 21 MNGT2.94, 950, 20