Identifying and Ranking the Factors Affecting the Brand Promotion of Higher Education Institutions Using Fuzzy Cognitive Mapping Technique

Document Type : research article

Authors

1 Department of Higher Education,,Ardakan Branch, Islamic Azad University, Ardakan, Iran

2 Department of Education, Faculty of Humanities, Arak University, Arak, Iran

3 -Department of Managment, Ardakan Branch, Islamic Azad University, Ardakan, Iran

4 Department of Marketing Management, Tehran University,Kish International Campus, Kish, Iran

Abstract

The aim of this study was to identify and rank the factors affecting the brand promotion of higher education institutions in Yazd province using fuzzy cognitive mapping technique. The research method was a case study for fuzzy modeling. The statistical population of the study consisted of two groups of key experts (faculty members and experts on higher education) and graduate students of universities in Yazd province. From the second group, 89 graduate students were selected using stratified random sampling. The research tool was a matrix questionnaire of factors affecting the promotion of the researcher higher education brand. The validity of the instrument was obtained using peer feedback and member control methods. By studying the literature and reviewing the background, 14 factors were extracted as effective factors in promoting the brand of higher education institutions. The findings also showed that the factors of reputation, physical facilities, library services and career development are more central and important than other factors in promoting the brand of higher education institutions. Also, using tools and techniques related to the fuzzy cognitive mapping approach and Ucinet software, the brand promotion model of higher education institutions and alternative scenarios for the promotion of higher education brand education institutions were presented.

Keywords

References

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Journal of Educational Planning Studies
Volume 11, Issue 22
March 2023
Pages 40-57

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History

  • Receive Date: 16 June 2022
  • Revise Date: 02 February 2023
  • Accept Date: 02 February 2023

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