Who Are They?

Who are they?

Communication of brand personality by business schools in

an online environment

Author(s): One-year Master Student Tutor: Dr. Rana Mostaghel Arber Tahiri, 881105 Examiner: Dr. Sarah Philipson One-year Master Student Samira Youkhanna, 890328 Subject: Brand; Brand Personality; MBA; European Business Schools: Content Analysis Level and semester: 4FE02E, Master Programme Degree, 15 ECTS. 20120528

1 Acknowledgements

The authors would like to take this opportunity to give a special thanks to the individuals who helped and contributed with their valuable insights and ideas in the writing of this study. With humble gratitude, the authors of this study would like to extend their thanks to Dr. Rana Mostaghel, whom was kind enough to inspire us from the start of the thesis with her passion for marketing and considerate guidance. The thesis has been an instructive and inspiring process from idea to the completion.

The authors would also like to give a special thanks to Dr. Sarah Philipson, whom not only was kind enough to manage to spare time to assist us during the stressful period of writing but also contributed with her professional knowledge about researching which has given us the chance to better understand the research world and the art of writing a thesis. In addition, we want to send our kindest regards to our opponents and Magnus Hultman for being a source of information. Their comments and commitment to us are highly appreciated.

Växjö, 20120528

______Samira Youkhanna Arber Tahiri One-year Master Student One-year Master Student

2 Abstract

Title: Who are they: a study about Communication of brand personality by business schools in an online environment Course: 4FE02E, Master Programme Degree Thesis, 15 ECTS

Authors: Arber Tahiri Samira Youkhanna Tutor: Dr. Rana Mostaghel Examiner: Dr. Sarah Philipson

Introduction: MBA programs have increased from having 3200 awarded degrees during the 50‟s to 1695 business schools offering different types of MBA. Researchers claim that the growth of MBA programs may have changed human perception of the offered program, that MBAs have gone from being a first class ticket to a successful career to a more accommodated service. Brand and brand personality is another discussed aspect. Researchers suggest that organizations should implement more strategic communication based on brand personality, on their websites to attract a large audience and clearly communicate what and who they are as an organization. Purpose: The purpose of this study is to examine the brand personality communication of European business schools MBA Programs in an online environment. Methodology: The study includes a comparative study were a correspondence analysis was conducted. Aakers (1997) model of brand personality dimension was used as an inspirational tool and randomly selected two samples; Cluster one, consisting of five Top European business schools according to Financial Times, and Cluster two, five general European schools. Conclusion: According to findings, there are some areas such as the usage of Aaker‟s brand personality dimensions and their synonyms that are different between top ranked European business schools and other business schools in Europe. Also, top European business schools appear not to be closely associated to Aaker‟s brand personality traits whilst other European schools are closely knitted and communicated clear brand personality dimensions.

Keywords: Brand; Brand Personality; MBA; European Business Schools.

3 Table of content 1. INTRODUCTION ...... 9 1.1 BACKGROUND ...... 9 1.2 PROBLEM DISCUSSION ...... 11 1.3 PURPOSE ...... 13 1.4 DELIMITATIONS ...... 13 2 THEORETICAL FRAMEWORK ...... 14 2.1 ONLINE MARKETING AND COMMUNICATION ...... 14 2.2 BRAND ...... 15 2.3 BRAND PERSONALITY ...... 16 2.4 SOCIETAL AND SELF-CONSTRUCTION REALITY OF BRAND PERSONALITY ...... 18 2.4.1 BRAND PERSONALITY FOR CUSTOMERS ...... 19 2.5 THE “FIVE DIMENSIONS” ...... 20 2.6 CRITICISM AGAINST AAKERS BRAND PERSONALITY DIMENSION ...... 21 2.7 STATE OF THE ART ...... 23 2.8 SCIENTIFIC QUESTION ...... 25 3. METHODOLOGY ...... 26 3.1 SCIENTIFIC APPROACH ...... 26 3.2 RESEARCH DESIGN...... 27 3.2.1 QUANTITATIVE AND QUALITATIVE RESEARCH ...... 27 3.3 POPULATION AND SAMPLING ...... 27 3.3.1 POPULATION ...... 27 3.3.2 SAMPLING ...... 28 3.4 RESEARCH DATA COLLECTION ...... 29 3.4.1 DATA COLLECTION IN PRECISE STEPS ...... 30 3.5 DATA ANALYSIS METHOD ...... 30 3.5.1 CONTENT ANALYSIS ...... 30 3.5.2 CORRESPONDENCE ANALYSIS ...... 31 3.6 OPERATIONALIZATION ...... 32 3.6.1 STEP ONE AND TWO: AAKER’S (1997) FIVE BRAND PERSONALITY DIMENSION AND BRITANNICA ENCYCLOPEDIA ...... 33 3.6.2 STEP THREE: DESIGNING THE DICTIONARY ...... 34 3.6.3 STEP FOUR: WORKING WITH WORDSTAT ...... 34 3.7 VALIDITY & RELIABILITY ...... 35 3.7.1 VALIDITY ...... 35 3.7.2 RELIABILITY ...... 37 4. EMPIRICAL FRAMEWORK ...... 39

4 4.1 DISTRIBUTION OF FREQUENCY AND BRAND DIMENSIONS ...... 39 4.1.1 DISTRIBUTION OF FREQUENCY OF BRAND PERSONALITY DIMENSIONS FOR CLUSTER ONE AND TWO ...... 42 4.2 TWO DIMENSIONAL CORRESPONDENCE MAP ...... 44 4.3 COMMUNICATING AND DELIVERING INFORMATION ...... 46 5. ANALYSIS ...... 48 5.1 DISTRIBUTION OF KEYWORDS AND FREQUENCY ANALYSIS ...... 48 5.2 TWO DIMENSIONAL CORRESPONDENCE MAP ANALYSIS ...... 49 5.3 COMMUNICATING AND DELIVERING INFORMATION ...... 52 5.4 SUMMARY OF ASSOCIATIONS BETWEEN THE CASES AND THE BRAND PERSONALITY DIMENSIONS ...... 55 6. CONCLUSIONS ...... 57 6.1 THEORETICAL AND MANAGERIAL IMPLICATIONS...... 58 6.2 LIMITATIONS ...... 59 6.3 FURTHER RECOMMENDATION ...... 59 7. REFERENCE LIST ...... 61 7.1 SCIENTIFIC ARTICLES ...... 61 7.2 ELECTRONIC SOURCES ...... 73 8. APPENDIX ...... 75 APPENDIX 1 ...... 75 MBA Programs ...... 75 Europe and MBA programs ...... 77 Fulltime vs. Part-time MBA programs ...... 78 One vs. two year MBA ...... 78 Business schools and their MBA programs as brands ...... 79 APPENDIX 2 ...... 81 APPENDIX 3 ...... 82 APPENDIX 4 ...... 84 APPENDIX 5 ...... 91 APPENDIX 6 ...... 98 London Business School ...... 98 IMD Business School ...... 102 IE business School ...... 104 University of Oxford: Said ...... 106 HEC Paris ...... 111 Kingston Business School ...... 115 Trinity College Dublin ...... 119 University of Geneva ...... 123 Paris School of Business ...... 127 Sabanci University...... 131 APPENDIX 7 ...... 133 APPENDIX 8 ...... 135 APPENDIX 9 ...... 137

5 APPENDIX 10 ...... 139

6 Outline

CHAPTER ONE: INTRODUCTION The chapter introduces the thesis and its background, giving the reader a pre-understanding about the subject and problem area and finalizing with a purpose for the study.

CHAPTER TWO: THEORETICAL FRAMEWORK

This chapter gives an exploratory theory background for the thesis. It includes definitions and further in depth information about subjects such as „branding‟, Aaker‟s brand personality dimensions‟ and the different aspects constructed reality.

CHAPTER THREE: METHODOLOGY

The methodology chapter presents the progression of the deductive study and how information for the empirical framework has been collected and used. Content analysis have been the preferred method to gather necessary information about the business schools and their MBA programs by randomly selected European business schools from two Clusters; one presenting top European business schools according to FT and another one presenting most European business schools in Europe.

CHAPTER FOUR: EMPERICAL DATA

This chapter presents gathered empirical information form the software program WordStat. It describes the total frequency of distribution of keywords and how the personality dimensions are connected to each European Business School. The empirical study also provides a chi- square test to prove if there is any significant relation between the schools and brand personality traits according to Aaker (1997).

CHAPTER FIVE: ANALYSIS

The analysis chapter is based on a correspondence analysis that shows the correlation between schools and brand personality traits as well as the relation between the personality dimensions. The chapter will provide plots/maps to explain the relation of the two different aspects.

7 CHAPTER SIX: CONCLUSION

The chapter concludes the results, which are highlighted in the analysis and answer the research questions in the study.

CHAPTER SEVEN: FUTURE RECCOMENDATIONS

In this chapter, the authors‟ aims to outline some areas in the study that can be explored by future interested academics.

8 1. Introduction

The thesis starts by providing the reader with a background including the origin and development of MBA programs around the world. The introduction will then funnel down to a problem discussion, which will include in-depth discussions about different gaps in research of brand identity and business schools in an online environment. The discussion will eventually end with a purpose.

1.1 Background

Masters of Business Administration (MBA) programs (See Appendix I) give profits for most of the parent institutions, and provides well-trained business executives for organizations, and these are perceived to be the corporate elite in the area of management education (Pfeffer and Fong, 2002). Pfeffer and Fong (2002) claim there is no doubt that business education and MBAs enable great profits and are considered big business. Business schools spend a large amount of money on the advertisement and promotion of their MBA programs to strengthen the brand and attract a new target group of students.

In general, business education has grown worldwide. Only in Britain the number has risen from 20 in the early 1980s, to over 150 in 2005. In the US, MBA programs were nearly non- existent between 1955-1956, only 3200 MBA degrees was awarded. However, 1998-1999 nearly 102 000 MBAs was credited and by the fall of 2000 there was 341 accredited programs in the US. Business education has spread around the world, in places such as Asia and continental Europe (Hultman et al., 2007; Pfeffer & Fong, 2002). Businessschools.com claims to have 1,695 MBA Business Schools and Colleges in its database (Browse MBA programs, 2012). Hultman et al. (2007) claim in their study that there is a growth of 1500% in Internet trafficking in websites in 2005, and it is still generating 30,000 plus referrals per month since the time of year 2006.

It has been argued that the large increase in MBAs has moved the MBA from its elite status to a more commoditized product (Opoku et al, 2007; Bickerstaffe, 2005; Friga et al. 2003). MBA programs have now become the focus of numerous rating systems, as they have attracted a significant societal interest over the last couple of decades. The ratings and measures are of

9 high importance as numerous students use them. Also, the ratings provide a snapshot of the graded schools‟ reputation and are suggested not be ignored, but used to gain advantage over competitors (Opoku et al, 2007; Bickerstaffe, 2005; Friga et al. 2003).

Keller (2008) suggests the very important changes, namely the increased amount and the diversity of the communication options available to marketers. Reaching consumers has become a challenge, as there are emerging non-traditional media, promotion and other communication alternatives (Keller, 2008). Furthermore, one of many important challenges in marketing MBA programs is the importance of brand personality and how they are constantly communicated over the Internet the same way as in real life (Hogg et al., 2000; Aaker, 1997). Brand personality defines a set of individual personality attributes that can be applicable and relevant for brands, (Azoulay and Kapferer, 2003; Brown, 1991). Keller (2008) mentions that academics usually conceptualize brand identity and brand image as multi-dimensional constructs of which brand personality is an important component. Rowley (2002) concluded that online branding communication conveys a sufficient range of challenges and opportunities, one of them concerning exploration of some of the potential impacts of online channels (such as websites) on branding strategy. According to Pitt et al. (2007), visitors to websites tend to be highly involved and active in acquiring information from organizational websites, as the number of visitors that turn to organizational websites to gather information about a program tend to increase. Hence, it is therefore important for businesses schools to clearly and distinctly communicate brand personality on their own website to make them stand apart from competitors, Pitt et al. (2007).

Opoku et al. (2007) suggest that when marketing a higher education, a brand can be very helpful for a business school to enable promotional efforts and clearly communicate the message to its target groups to charge premium prices, improve and maintain customer loyalty and advance the evolvement of new offerings. Also, the authors conclude that it is highly important to remember that a business school‟s brand is no different from any other brand. The classic functions that brands usually perform apply to this situation as well (Opoku et al. 2007). Azoulay and Kapferer (2003) agree, and argue that marketing theories are to be applied to education as much as to any other service area.

10 1.2 Problem Discussion

Onlinemba.com (2012) claim that MBA degrees are considered as the world‟s most popular postgraduate degree and are considered as a first class ticket to a successful management career. On a business point of view, there is an increasing interest by marketing schools to understand and measure the symbolic meaning that consumers attribute to the represented brand personality of the MBA degree (Pitt et al., 2007). Hence, researchers conclude that there is a challenge in how consistent the communication of MBAs and business schools is in the online environment, and if it is done in the same manner as in the real world (Hogg et al., 2000; Aaker, 1997). Accordingly, it is not only problematic to choose the „right‟ personality elements for the brand, but also difficult to enable a consumer to develop a visible and unique representation of him or herself that matches with it.

From a scholarly perspective, one of the biggest challenges is the communication of the brand personality of an organization (Van Gelder, 2005; Ligas, 2000). Yet another challenge, studied by Perry and Bodkin (2002; 2000), is if the company does not have adequate resources, which leads to a limited engagement on the website. Further, many organizations are not convinced that they need to establish and maintain a sustainable website. In some cases they just do not know how to utilize it (Van Gelder, 2005). On the contrary, business schools, which have shown an interest in brand management, have also shown to have different conceptualizations of brands, including symbolic components (Keller, 1993, 2008; Van Gelder, 2005; Ligas, 2000). However, according to Austin et al. (2003), a few valid measurements have been successfully developed, the online environment being one of the biggest challenges, according to studies by Keller (1993; 2001; 2008). Many organizations do not implement the full range of marketing communication on their websites, because they do not have the financial (money) and human resources (employees) to build and maintain effective corporate websites (Hultman et al., 2007; Van Gelder, 2005).

Studies show that electronic commerce (e-commerce) has a more far-reaching impact on its audience than traditional marketing (Keller, 2008). It is not fully used by organizations to differentiate them strategically and gain advantage over competitors (Pitt et al., 2007; Van Gelder, 2005).

11 However, academic researchers are deserting brand personality as relevant and vital for business schools in their communication (Mullin, 2000). Further, academic literature are largely neglected the growing importance of online communications, as part of corporate identity management. This has had a negative impact on the communication of the brand personality in the online environment (Hultman et al., 2007), as it limits rather than fostering marketing communication. In agreement with Pitt et al. (2007), Keller (2008), claims that academics ignore the fact that a business school‟s website is a very important element of its corporate identity, since it explains what the school is about and „who they are‟. Pitt et al. (2007) suggests in their study that brand personality has often been put in relation and reference to products, corporate brands or countries, and not to brand communication online, which has shown to have a negative impact on communicating business schools‟ brand personality, as they will face future difficulties in differentiation and creation of strategic advantage (Hultman et al., 2007; Van Gelder, 2005).

In this paper the authors will focus on the brand personality concept of Aaker (1997), particularly on how a brand personality is communicated by business schools, through their websites. There is an interest in exploring whether Top European business schools offering MBA programs according to the latest ranking from Financial Times communicate clear and distinctive brand personalities in cyberspace, through their websites in comparison to other European business school that are not included in the ranking. The authors will perform a comparative study were we will analyze if there are any specific factors in the communication that has made the top European business schools successful. It is expected that this study provides a basis for deeper understanding of brand personalities in the era of digital and e- commerce, and examines these personalities online. However, we will not study the output perspective; how the audience perceives brand personality. Instead the authors study whether business schools use and communicate clear and distinctive brand personalities through their websites. It should be acknowledged that most of the presented schools are part of larger universities (Ashton, 1995). Hence, one must therefore bear in mind that most of the issues concerning the subject may be affected by the relationships between the business schools; as an institution in a university, and the university it is connected to.

12 1.3 Purpose

The purpose of this study is to examine the brand personality communication of European business schools MBA Programs in an online environment. 1.4 Delimitations

The authors have chosen to limit the study of MBA programs to the business schools in Europe, excluding executive MBA programs. Instead full-time, part-time and online MBAs are included in the study. Hence, masters and other business school programs are also not included in study due to the fact that they are not similar to MBA programs. Also, websites are the primarily and only information that will be studies, other social platforms are excluded in the thesis as they are not presentable for organizations as websites are. Hence, pictures, video clips, statistics, symbols and other figures will not be analyzed as this study mainly focus how business schools portrait their MBA programs in terms of words.

13 2 Theoretical framework

This chapter identifies theories such as online marketing communication and branding. Further, previous research of concepts such as Aaker’s (1997) brand personality dimensions will be presented, as well as information about MBA programs in Europe. The line of argument is; what are the different types of brand personalities and how are they conveyed in brands of business schools’ that offer MBA programs? The theories will eventually funnel down to a research question.

2.1 Online marketing and communication

Keller (2001) defines the term marketing communication as the way a firm informs, persuades, insight and remind consumers (directly or indirectly) about its brands and products. Marketing communications has faced changes and challenges over the years, including design, evaluation and implementation of marketing communication programs (Keller, 2001; Gallagher et al., 2001). Another change is the increase of the number of diversity of communication options that are available for marketers in a way that was impossible in earlier days (Keller, 2001). Analogue communication is decreasing in a fast pace as digital media is taking over alongside with the development of the World Wide Web (Bickerstraffe, 2005; Rowerly, 2004). According to Gallagher et al. (2001), the new changes give the audience much more control over exposure to material on the web and they can chose which website they want to enter and explore.

Websites has become a tool to use when representing status symbols of organizations (White and Raman, 1999). Also, websites tend to be brand carriers and explain the extension of the organization‟s operations (Palmer and Griffith, 1998). Most organizations use a variety of Internet marketing communication tools (such as websites) to communicate with target customers, and to build customer relationships (Perry and Bodkin, 2000, 2002; Gallagher et al., 2001).

Authors state that web-based context has a far-reaching impact on marketing, distribution, revenues and delivery (Pollack, 1995). Firms continuously design and redesign their websites for ease and convenience of their consumers. Organizations upgrade web-technology to make their websites more personalized for customers. Corporations initiate web campaigns, develop brands and integrate branding strategy on the web, gather customer information, improve

14 customer service, and streamline online reservations to please target costumers and recruit new ones (Baloglu & Pekcan, 2006; Gallagher et al., 2001). According to Austin et al. (2003) organizations emerge their brands by presenting it, as well as presenting the organization to the public e.g. via television advertisements, media coverage and press releases, the Internet, personal familiarity with organization location and/or information obtained from friends, family and acquaintances. 2.2 Brand

Kapferer (2008) suggest that brand identity is a brand that is specified and presented to an audience by a firm for its target group. According to Kapferer (2008), the definition of brand is hard to define as authors define the term in their own way. He also state that defining a brand gets more complicated when it comes to measuring the strength of brands, however, he believes that the focus should instead be put on what is commonly called brand equity. According to Kapfrerer (2008) there are different views of branding and brand equity. One is customer based and focuses on the relationship between the customer and the brand (e.g. loyalty, attachment and willingness to buy and rebuy based on customer beliefs of superiority and evoked emotions). The second aims towards the productions of measures in terms of money (Kapfrerer, 2008).

De Charnatony and Riley (1998) conceptualize brand as something that has been diversely defined, because of its complexity. Brand as a logo, consists of a name, sign, symbol, design, or a combination of these. The purpose is to identify the goods or services from a seller or group of sellers, and to differentiate them from competitors (De Charnatony and Riley 1998). Branding is important for organization to say something about themselves in a way that „everyday language‟ cannot express and communicate. According to Arinaitwe (2006), the purpose of branding is to facilitate repeated purchases and enhance financial performance for the survival of the firm. Several authors suggest that brands establish the basis of organizational positioning in a competitive surrounding and serve as a differentiation tool. Therefore, brands that are strong and differentiated significantly enhance firm performance (Colucci, Montaguti, & Lago, 2008; Warlop, Ratneshwar, & van Osselaer, 2005; Madden, Fehle, & Fournier, 2006; Brown, 1991). De Charnatony and Riley (1998) claim that companies invest in brands to get the legal ownership of the title, and to protect it from imitators. Therefore, the company is safe to use the

15 brand in their own way without the fear of being copied by others, De Charnatony and Riley (1998).

Stakeholders as suppliers, government and shareholders and have their own view of the company's brand. However, companies have two most important stakeholders, the clients and the employees. A simplified representation of the process is found in the model below. The model consists of an explanation where the brand is the interface between business and how the consumer interprets it De Charnatony and Riley (1998).

Figure 2.2.1: Defining a Brand, De Chernatony, L. and Riley, D. (1998) pp. 428

De Charnatony and Riley (1998) claim that companies may obtain information by monitoring customers‟ perception of a brand to reduce the gap between the company and the customer's attitude towards the brand. The company also has the opportunity to reinforce the brand and make it more identifiable and more relevant for the consumer. 2.3 Brand personality

According to Ryckman (1997) personality is about the dynamic and organized set of characteristics of a person that uniquely influences his or her cognitions, motivations and behaviors from those of other individuals. Aaker (1997) continues by stating that brands, like individuals, are able to develop personalities that are similar in matter of characteristics. Researchers suggest that a strong brand personality is irreplaceable and valuable to build a brand and brand equity and cannot be easily copied. (Plummer, 1984, 2000; Van Rekom, Jacobs, & Verlegh, 2006). Further, Plummer (1984, 2000) claim that brand personality might be necessary to understanding brand choice.

16 Ryckman (1997) divides personality in five categories: i. The Psychoanalytic perspective which is about the biological in nature of personality is also served as an underlying bases for certain kind of personality ii. Trait perspective is about dispositional factors that regularly and persistently determine conduct in a variety of everyday situations; iii. Cognitive perspective assumes that people‟s personality is never completely determined; people are always changing and always free [a bounded freedom] to reinterpret their experiences in idiosyncratic ways; iv. Existential perspective postulates the existence of an innate growth that moves individuals toward realization of their potentialities if environmental conditions are ideal and v. The social behaviourist perspective assumes that most of our behaviour is learned and purposive; we are guided by our motives to attain certain goals.

Aaker (1997) state that brands, like individuals, are able to develop personalities that are similar in matter of characteristics. Plummer (1984, 2000), suggest that a strong brand personality is irreplaceable and valuable to build a brand and brand equity, and cannot be easily copied.

Aaker (1997) define brand personality as "the set of human characteristics associated with a brand." (Aaker, 1997:347). Further, an individual can be seen as brand, for instance famous artists are used in promotional aspects by representing companies and organizations, according to Solomon et al. (2010). In addition, Keller (1993) state that brand personality is something that serves as a symbolic or self-expressive function. Ghodeswar (2008) conclude that companies may use brand personalities to make it easier for them to reach a preferable audience. As a result, companies faces no difficulties differentiating themselves from competitors. Also, companies using brand personality enables a better image and contributes to enhanced products by implementing brand personality in brand communication (Ghodeswar 2008). According to Aaker (1997) the perception of a brand can be affected directly or indirectly. Indirect brand personality includes attributes of a brand, whereas direct personality explains the connection between individuals and brands (Aaker, 1997). Azoulay & Kapferer (2003) state that individuals are able to conceptualize the characteristics of a brand and specify what type of personality a brand encounters. According to Louis & Lombart (2010), it is important for

17 customers to see a connection between brand and their human characteristics in order to interact and understand the brand they are involved with. However, McCrachen (1989) claim that companies can affect brand personality by using famous people in different ad campaigns. He suggests that some companies‟ may use celebrities to represent a product or service to give the brand a direct personality (McCrachen, 1989). It enables a chance for the audience to identify and relate to the celebrity that is connected to the corporate brand communication. 2.4 Societal and self-construction reality of brand personality

Bhattacharya and Sen (2003) mention in their study that brand identity can be both socially and self-constructed. Social identity ”theory posits that in articulating their sense of self, people typically go beyond their personal identity to develop a social identity. They do so by identifying with or categorizing themselves in a con-textual manner as members of various social categories (e.g., gender, ethnicity, occupation, sports teams as well as other, more short-lived and transient groups)” (Bhattacharya & Sen, 2003:77). Further, Arinaitwe (2006) suggest that actors such as firms, suppliers, supplementary organizations, the public, and customers can make the social construction. In addition, Bhattacharya and Sen (2003) mention that the bases of social constructed brand identification are for consumers to identify, or feel a sense of belonging to an organization.

Self- construction is defined as social constructs that are usually interpreted to be by-products of numerous human choices rather than laws or other enforcements resulting from divine will or nature (Burr, 1995). According to Burr (1995), self-constructions are conscious and independent determinations of reality. Keller (1993) suggests that customers who express themselves and show that they belong to special group is the underlying basis for self- construction. Brands are important for customers, since they do not always know what they want and they make decisions based on an image that they aspire to live up to, Solomon et al. (2010). Further mentioned, self-constructed reality of brand personality conceptualize ones perception of belongingness with an organization, Bhattacharya & Sen (2003). Drawing on social identity construction, the authors mention that self-construction occurs when an individual‟s beliefs about a brand becomes self-referential or self-defining, Bhattacharya & Sen (2003).

18 2.4.1 Brand personality for customers

Brand can be associated with the personality traits, means that it can provide self-expressive or symbolic benefits for the customer (Aaker 1999). Consumers identify themselves with a certain brand that reflects and reinforce their self-identity. If the product or service fit with the image a decision would be made (Solomon et al 2010). E.g. the customer buys a Harley- Davidson motorcycle, because it has an image of masculinity and strength, Aaker (1997).

If a company is interested in building a preference for a product they can do it in six different ways: i. Need association; a particular need of the product, which the customer can associate with; ii. Mood association; letting the customer know the process of the product production. What link it has with different aspects, example special moods; iii. Subconscious motivation; manipulating the customers mind through suggestive symbols, without the customers knowledge; iv. Behavior modification; manipulating the customer through different rewards and signals; v. Cognitive processing; is about creating cognitive and perceptual barriers through positive attitudes and vi. Model emulation that imitates the introduced idealized social lifestyle models. (Alreck & Settle, 1999).

According to Aaker (1997), there are two ways of finding the relationship between brand and human personality, which can have an impact on consumers‟ preferences. The two ways are:

i. Ad hoc scales: are normally composed of a set of traits ranging from 20 to 300. The scales are not theoretical in nature; instead they have often been developed for the purpose of specific research. As a result, key traits may be missing from such scales. The traits that are selected are often chosen arbitrarily, which casts doubt upon the scales‟ reliability and validity (Aaker 1997).

19 ii. Aaker (1997) state that the ones that are more theoretical in nature are the second types of brand personality scales. However, they are based on human personality scales that have not been validated in the context of brands. Therefore, some factors of human personalities can be reflected, but not all. The validity of brand personality scales has become a matter of question, Aaker (1997) state, “if unequivocal results are to emerge, consumer behavior researchers must develop their own definitions and design their own instruments to measure the personality variables that go into the purchase decision” (Aaker, 1997:348).

Aaker (1997) discusses how distinct dimensions can isolate brand personality by considering brand personality as a uni-dimensional (value being measured wholly in terms of its truth) construct, and by showing how diverse types of brand personalities can be distinguished. As a result, there are numerous ways in which a brand personality construct can affect individual‟s preference and how this can be better understood. 2.5 The “Five dimensions”

Aaker´s scale of brand personality measures human brand personality and the relation between customers and corporate brand, Aaker (1997).

Further, Caprara et al. (2001) state, “The tradition in personality psychology maintains that over time, languages develop a list of adjectives that describe the most important personality differences between people. Factors analyses among thousands of personality attributes have revealed that, in many different languages, most adjectives describing individuals can be grouped into one of the so- called big five” (Caprara et al., 2001:378).

Further, Goldberg (1993) claim that the five dimensions, commonly known as the “Big Five” dimensions are a result of analyses of natural language terms in people use to describe themselves and others. According to Caprara et al. (2001), the big five factors are; Extroversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness. They all together do provide a consensual context for classifying and organizing descriptors of human personality (Caprara et al., 2001). The dimension was to begin with not theory driven (Sanz, Gil, Garcia-Vera, & Barrasa, 2008). However, Goldberg (1992) states that the personality characteristics were

20 found to be easily evoked by, limited facts of adjectives that do illustrate a high loading in the desired aspect and low loadings in the remaining factors.

Figure 2.5.1: A Brand Personality Framework

Figure 2.5.1: A Brand Personality Framework (Aaker, 1997, pp.352)

According to McCrae & Costa, (1997) Big Five researchers deliberately exclude gender and social class, however, Aaker (1997) provide another perspective of brand personality, sincerity stated as the first of five factors. This is a dimension that encapsulates concepts like acceptance and warmth. The second one is excitement, which can be connected with energy, sociability and activity. Competence is the third factor and this is associated with security, responsibility and dependability. Further we have sophisticated, this gets associated with concepts like sexiness, glamour and aspiration. The last one is ruggedness and it‟s associated with masculinity, strength and glamorized ideals. Figure 2.5.1 show different concepts that are recognized with each of the five factors (Aaker, 1997).

2.6 Criticism against Aakers brand personality dimension

Aaker´s scale, have not only been used by other studies but also been criticized on several grounds. Geuens et al (2007) state tree types of them:

21 i. Loose brand personality traits: The first criticism aims for the loose definition of brand personality. Further, it is something that embraces different characteristics beside personality, for instance sex, age etc. (Azoulay & Kapferer, 2003; Bosnjak, Bochmann, & Hufschmidt, 2007). According to Geuens et al (2007) this is something that induces a construct validity problem and leaves investigators and practitioners uncertain of what they have truly measure; the perceived brand personality or perceived user characteristics? ii. Brand personality as a non-generalizability factor: The second criticism involves the non-generalizability of the personality trait factor structures for analyses at the respondent level e.g. for a specific brand or product category (Austin, Siguaw, & Mattila, 2003). Cited by Geuens et al. (2007) “Aaker (1997) conducted all analyses on data aggregated across respondents (for between-brand comparisons), she actually removed all within-brand variance, which led to factor analysis results that are exclusively based on between-brand variance” (Geuens et al., 2007:97). As a backdrop, the framework does not cover generalizations in which analyses are required at the individual brand level and/or situations where consumers are an element of differentiation, Geuens et al. (2007). iii. Brand personality as a non-replicable tool: The third criticism explains how the five factors (personality traits) within brand personality are non-replicable across cultures (Azoulay & Kapferer, 2003). For example, Aaker et al (2001) gave some examples of different country‟s that was studied and it was known that in a study that she made in Spain, only three of five factors (personality traits) were used in terms of studies. Further, in Japan she made same study and in that case four of the five factors were used (Geuens et al (2007).

Further, the personality characteristics scale has served as a brand personality measure in many studies, however characteristics are proved to be robust in several studies (Aaker, 1997, 1999; Aaker, Benet-Martinez, & Garolera, 2001; Kim, Han, & Park, 2001).

The substance of personality is defined as a systematic description of traits according to McCrae and Cost (1987; 1997). John and Srivastava (1999) have conducted five other human personality dimensions that provide a complete description of personality. Those are (i) Extraversion or Surgency (talkative, assertive, energetic), (ii) Agreeableness (good- natured, cooperative, trustful), (iii) Conscientiousness (orderly, responsible, dependable), (iv) Emotional Stability vs. Neuroticism (calm, not neurotic, easily upset), and (v) Openness or Intellect

22 (intellectual, imaginative, independent-minded). Further, a number of researchers found other different sets of hundreds of personality characteristics that are related to the recurrent five personality factors (Costa & McCrae, 1992; Goldberg, 1992; Norman, 1967). Hence, the characteristic factors are not always identically labeled. Neuroticism/Emotional stability has emerged as Emotionality and Affect whereas Openness/Intellect has appeared as Imagination, Culture, Rebelliousness, and Unconventionality. Further, researchers have suggested Conscientiousness as Responsibility (John & Srivastava, 1999). Conferring to what is stated above, the general outline of the Big Five seem to appear in most studies, more often in the cross-national ones, and the evidence is at least convincing for the Openness factor, John & Srivastava (1999). 2.7 State of the art

This study presents different theories to give the reader various views on the chosen subject. Theories from Aaker (1997), Ryckman (1997), John and Srivastava (1999), Keller (2001), Bhattacharya and Sen (2003), and Geuens et al (2007) have been the base for this thesis.

The online marketing chapter is mainly based on Gallagher et al. (2001). The article has many citations by researchers whom support and use the theory to establish their own empirical investigation of various subjects within online marketing communication. Gallagher et al. (2001) is therefore considered as well cited and validated source by other researchers. The authors are also the main choice of the online marketing chapter. Other researchers such as Jo and Kim (2003) have been cited a few times (over 50 times) and there are no identifications of any strong validation as researchers have not performed any empirical studies of their own and therefore the theory is considered as cited but not validated. Also, the theory has been used to strengthen arguments of other researchers such as Gallagher et al. (2001). Ghose and Dou (1998) is another theory that has been somewhat cited and is not strongly validated in the research world. However, Berthon et al. (1998), is a well-cited theory with strong validated sources from the research world by researchers whom has performed strongly validated and cited (between 150-2700 citations) empirical studies. Berthon et al. (1998) is therefore considered to be an emergent theory to use in this chapter to strengthen the arguments motioned and validation of the chapter. Palmer and Griffith (1998) and Perry and Bodkin (2000, 2002) are other sources that are emergent sources due to its documented citations and validation by other researchers in the research world. The sources have been cited over

23 hundreds of times by researchers whom has been cited many times and made well accepted empirical studied strongly validated by other researchers. Therefore the sources have a strong validation. The concept of brand personality was based on Aaker (1997) and Ryckman (1997). Geuens et al (2007) claim that Aakers (1997) brand personality dimensions have loose ends in many aspects, such as personality traits, generalization, and replicability and it is therefore a non- validated source (Azoulay & Kapferer, 2003; Geuens et al., 2007; Bosnjak, Bochmann, & Hufschmidt, 2007). Geuens et al. (2007) has limited citations, however their study is validated due to the amount of empirical studies connected to the cited study and can therefore be seen as an accepted theory with a limited but validated acceptance. Aaker (1997) is an accepted theory in the area of brand personality, but not dominating. Hence, her article has many quotes from researchers, such as Fournier (1998), Pitt et al. (2007), Opoku et al. (2007) and Van Gelder (2005), have all been well-cited and well accepted due to its validated reference, based on empirical studies made by other researchers whom has used the cited authors in their empirical investigation. Ryckman (1997) has presented a book and not an article however it is accepted in the research world by other authors who has cited the source. The source as such is not validated because the majority of the cited sources are books and based on other sources.

Keller (1993) and Bhattacharya and Sen (2003) add new perspectives to brand personality; so- called self and social constructive reality (Keller, 1993; Burr, 1995; Bhattacharya and Sen, 2003). Burr (1995) have gathered different sources and cited other authors in his book however it is accepted in the research world by other authors who have cited the source great amount of times. The source as such is not validated because the majority of the cited sources are books based on other sources however it will be used for information and clarification purposes in the theory chapter. Further, the study will approach a self-constructed reality, according to Keller (1993), which is a dominated source, cited by many researchers who have validated it by presenting various of empirical research in other areas as well as branding.

Aaker (1997) and Caprara et al. (2001) are the two main theorists who present two different aspects of brand personality traits. Caprara et al. (2001) have not founded their research on empirical investigations, but their article is well cited and well-accepted in the research world by various researchers whom has used the theory as an aspect of standing point in their own empirical studies in various of subjects connected to branding and personality dimensions. It can therefore be seen as an accepted and emergent theory. The article will be used to add

24 another aspect to the big five dimensions (extroversion, agreeableness, conscientiousness, emotional stability, and openness). However, Aaker‟s (1997) presented personality dimensions (sincerity, competence, sophistication, excitement and ruggedness) will instead be used as a basis for the study, as her work has inspired the majority of the research on brand personality to date as well as it is well-cited and well-accepted in the research world. Researchers has performed empirical investigations and studies in areas such as branding, CMR, customer loyalty aimed to both conceptualize and validate the brand personality theory of Aaker (1997). To construct a brand personality scale, Aaker (1997) started from Big Five items, but completed them with, amongst other things, socio-demographic characteristics. Consequently, whereas Big Five researchers deliberately exclude gender and social class (McCrae & Costa, 1997), Aaker includes feminine, upper class, young, etc. Also, the structured personality traits are validated in various studies/researchers that are well-cited and accepted in the research world (Aaker, 1997, 1999; Aaker, Benet-Martinez, & Garolera, 2001; Kim, Han, & Park, 2001). With these arguments Aaker (1997) is an accepted source and is validated by other researchers. Aaker (1997) has been used as a base for theory, and the authors suggest her sources to be the base for the empirical framework in the study. 2.8 Scientific question

Websites may be similar to each other, both in appearance and function. Therefore, brand personality can be a strategic tool to use when wanting to differentiate from other competing sites, Kim et al., 2001. Perry and Bodkin (2002) claim that it is necessary for organizations to use clear and integrated marketing communications website strategy to differentiate due to the incensement in using websites to foster relationships with customers. One can believe that business schools may use the advantages of websites to differentiate themselves from competitors when communicating their brand personalities. This is due to websites and the ways that differ from one organization to another (Berthon et al., 1998; Kiani, 1998). The authors would like to investigate what the exact reasons are behind the similarities/dissimilarities, in what way the two Clusters differ from each other and „what the similarities/dissimilarities mean‟. Therefore, the following question will be:

25 3. Methodology

This chapter will discuss the methodology of this study. First, scientific approach then the type of research strategy, research design as well as research method will be described. Second, the population and sampling used for the data collection is presented. We will end this chapter by presenting the operationalization, testing quality criteria and content analysis.

3.1 Scientific approach

To find theories that are relevant to this paper the authors used a deductive method, which refers to drawing general conclusions that are founded on the basis of the theory (Bryman and Bell 2005). Bryman and Bell (2005) state that the deductive approach is based on theory, where the theory represents the most ordinary sense of how the relationship between theory and practice is, in the societies point of view and do not describe if something is wrong or right (Bryman & Bell, 2005). Deductive approach differs from an inductive, which is based on the empirical data and were conclusions are drawn from, instead of the theoretical relationship and foundation (Bryman and Bell, 2005; Holmes & Solvang, 1997)

Accordingly, the nature of the paper will present itself and the inductive research theory is the research outcome of the study, were the goal of the paper was to get a deeper understanding and knowledge of brand personality (Bryman and Bell 2010). The authors of this paper believed that the deductive method was the best fit for the study as existing theories were implemented, tested and analyzed. Also, research problem and purpose were constructed and then tested with the empirical information gathered for the study. Bryman and Bell (2005) argue that deduction involves pulling a logical conclusion that can be considered true, as long as it is consistent, which is what can be seen in the conclusion chapter.

26 3.2 Research design

3.2.1 Quantitative and Qualitative research

Qualitative research is used to gather an in-depth understanding of human behavior and the reasons that leads to such behavior. Qualitative research process involves questions that are more open than the quantitative method, and investigates the how and why questions of decision-making. Further, it´s more focused on the respond from the respondents and smaller but more focused samples are more often needed than large samples. Qualitative research focuses on meaning, process and understanding resulting in a descriptive study (Bryman and Bell, 2010).

This study was conducted by using a qualitative data collection. The data was analyzed by words from different, existing MBA business schools websites in Europe, which means that secondary data was used. The qualitative data was rich in the content and provided us with a detailed understanding. The authors feel that this was a vital first step, as investigators and marketers try to form this promising and interesting zone. The theory that was used led the research to a research problem and this problem got the best response by different websites. Later on the questions got processed in charts and tables and became the underlying basis of the empirical data. This study is based on quantitative analysis of qualitative data presented by European business schools.

3.3 Population and Sampling

The main purpose of our sampling was to gather enough cases help us to study the phenomenon of brand personality communication in our target population. 3.3.1 Population

Bryman and Bell (2005) stated that a population is about all the units that the researchers are going to investigate. In order to make the study, we implemented various forms of MBA

27 programs, such as part-time, full-time and online MBAs to generalize rather than limiting the study. As stated in the background, there has been a large increase in the amount of MBA programs in the world, hence this study did not have the opportunity to investigate all schools that that offer MBA programs, instead the focus was on European business schools as state din the delimitations chapter. The authors wanted to find out if there were any differences or similarities between schools MBA online communication. 3.3.2 Sampling

There are two types of sampling, random and non- random selection, a random sample was selected for this study, which means that the gathered business schools providing MBAs had the same chance to participate in the study (Bryman and Bell, 2010). Therefore, the possibility of generalization in this study became quite high (Bryman and Bell, 2010). Using convenience sampling will often generate missing data in relation to the population, Christensen et al. (2008), which indicated the choice of European business schools that were included in the Financial Times top 100 ranking system in the world, 2012. We also decided to use MBA programs that are in the list of topmba.com. The authors started by listing all 100 MBA programs from FT list and then piled them in to a separate table, see Appendix 3. The second stage included the collection of all the MBA programs in Europe, provided by topmba.com, listing them to provide a second table, see Appendix 4.

To randomly select five MBA programs from FT list, we used “Monte Carlo Simulation”. Cluster one was based on the five MBA programs from the Financial Times list whereas Cluster two originates from www.topmba.com list. The five schools that were selected in Cluster one were: London Business School, UK; IMD, Switzerland; IE Business School, Spain; University of Oxford: Said, UK; HEC Paris France. Cluster two included: Kingston Business School, UK; Trinity College Dublin, Ireland; University of Geneva , Switzerland; Paris School of Business, France; Sabanci University, Turkey. For interpretation purposes, two tables were made. Table 3.3.2.1: The Initial and Reconsidered Rankings for Cluster one in this Study Initial Ranking Our Ranking Name 4 1 London Business School 8 2 IE Business School 13 3 IMD 18 4 HEC Paris 20 5 University of Oxford: Said

Table 3.3.2.2: The Initial and Reconsidered Rankings for Cluster two in this Study Initial ranking Our Ranking Name 24 1 Kingston Business School 123 2 Paris School of Business 178 3 Trinity College 230 4 Sabanci University 238 5 Executive program (HEC)

Cluster one was implemented in the sampling program for random selection of five MBA schools from a total of 26 schools. The Cluster presents five top European schools according to Financial Times. The presented schools have been ranked by the Financial Times since 2009 and are considered to be among the major players of the “elite” MBA Business Schools. Same method was used to select the schools in Cluster two, which had 243 in total. Cluster two schools have been listed by the www.topmba.com and are considered to be among the average MBA Business Schools in Europe. Note that the authors have given each scholar a new ranking number to make the empirical data collection and presentation easier to follow for the reader. Also, the two Clusters have been used to make it easier for the authors to separate the top ranked schools from the general, which was very useful during the time of writing.

The authors of this study believed that this was a decent method of basing the study on. It was believed that using the MBA programs that are included in the Financial Time and topmba.com list is a noble and necessary way for the study to present comparisons between elite and general schools. 3.4 Research data collection

There are two types of information, primary and secondary. In this paper secondary information was used, and is also used by other researcher in this field, for instance Aaker (1997), (Bryman and Bell 2007). There are many pros and cons to secondary data. Primary data is more relevant due to specific problem researched. However, it requires a lot of time and money, making it too demanding to use in the study. Secondary data differs from primary data in being easier to get hold of, and often less time consuming and even free. However, the problem with secondary data is that the information is not made for the specific problem researched, which can cause issues (Andersen, 1994).

29 3.4.1 Data collection in precise steps

The authors started in the gathering process 2012-05-03 by finding all the relevant webpages. The data of this study was based on official websites form each of the 10 MBA programs. To find the right website address, the Financial Time list of top MBA programs and the list of topmba.com was used. These two scores provided us with the right URLs. We primarily took all the information from the main pages and then copied all information that was available and needed for the study. Hwang et al (2003), state that homepages has good information but all information is not in the form of words and could also be communicated through different pictures, symbols etc. and may not be processed in the study. Consequently, we carefully removed information and links that was connected with ads, symbols, graphics, videos etc. To increase the reliability of the research, we tried to collect similar data from all the ten different MBA programs websites. However, it was not possible to find identical data for each website since every MBA program had different constructions on their webpages. Another possible choice to conduct the gathering of information could have been to include the same amount of information from each school. However, this would have created a risk for the loss of important information. Due to the fact that websites may change during different time aspects, the authors collected all data during four days, with the start on a Thursday and ending on a Sunday, because we wanted to accomplish a point- in- time assessment of existing MBA websites.

3.5 Data analysis method

3.5.1 Content analysis

Krippendorf (2004) claim that word counts has been a preferred measure when ascertain the importance of a topic in one or more texts. Berelson (1952) describe content analysis as a research technique for objective, systematic and quantitative description of manifest content of communication which was in alignment with the chosen angel of the study. Also, content analysis has been used for a long time to study and analyze firms‟, based on words in texts on their environmental disclosure practices (Deegan and Rankin 1996; Deegan and Gordon 1996). Corporate financial status and scholarly accounting are other factors that are included in content analysis studies (Previts et al., 1994; Buckmaster and Jones, 1986). The authors of this

30 study did also choose to rely on words in terms of content analysis with help of computer supported-content analysis WordStat software program, which according to Stone (1997) and Péladeau (2003) has been „on the word‟ as unit of analysis rather than on sentences (Roberts, 1997a).

Word unit analysis is of interest for the authors, not to say that other methods are irrelevant, motivated by the massive amount of words and text to manage. The authors believed that 1) the language organizations use mirrors what and/or who they are, concerned with, attending to or focus on; 2) that the frequency of certain usage of words on a website indicates of how the sender of a message focuses on a particular brand personality dimension. The authors also assumed that the used words in the chosen websites would reflect what the business schools consider important attributes or characteristics of the organizations and program.

The correspondence analysis was based on the software program called WordStat, which was the relevant program used in the study. According to provalisresearch.com WordStat can perform:

i. Analysis on text arenas in several formats, and also in long documents; ii. Process texts reducing words to canonical form; iii. Univariate frequency analysis and presents results in matrix form; iv. Bivariate comparison between any textual field and any nominal and ordinal variables, for instance, age or sex of the respondents.

The four performance areas above were also included and performed in the study and the outcome (tables and figures) were included and used as basis for the empirical framework (see Chapter 4). As a result, the gathered textual information from the ten selected MBA programs websites was transformed into an analyzable format and imported into WordStat. However the authors performed a content analysis of the ten selected business school websites in Europe, by analyzing the collected data from WordStat to identify relations between the schools and the brand personality dimensions.

3.5.2 Correspondence analysis

Correspondence analysis has primarily been used to transform a table of numerical information into a graphical display to simplify the interpretation of information (Greenacre and Blasius,

31 1994; Greenacre, 2000). However, correspondence maps may be used to evaluate the positioning and distinction between websites and brands, Berthon et al., (1997b; 2001a). This study has aimed to include a correspondence analysis in terms of plots/maps in order to help position the various websites and brand personalities in relation to another. According to Shanka et al., (2005), correspondence analysis is a mapping technique and thanks to WordStat one can visually display unique characteristics of groups and sub-groups in a high resolution line and bar charts and through two- Dimensional correspondence analysis maps (which can also be spotted in chapter four and five). Bendixen (1995), explains a correspondent as analysis cross-tabulates data method that is used for conversion to a joint space map by using the chi- square value for each cell. Accordingly, this kind of method is not new in the area of perceptual map construction, Greenacre, (1989); Lebart et al., (1984); Hoffman and Franke, (1986); Hair et al., (1998), in the area of Clustering of brands (Bendixen, 1995; Hair et al., 1998) and choice evaluations (Shanka et al., 2005).

Using a correspondence analysis was a sharp choice for this thesis as it is exploratory in its nature and the analysis method would be useful since it uncovers structural relationships between different variables (Inman et al., 2004). Also, the correspondence analysis enables simple interpretation of data that otherwise would be difficult to comprehend thanks to its graphic nature (O‟Brien, 1993). Therefore, the authors believe that a correspondence analysis would be appropriate to use for exploratory data analysis (Hair et al., 1998). The outcome of the correspondence analysis includes graphics presented in Appendix 7 and Appendix 8 as well as in the empirical chapter to make it easier for the reader to follow. 3.6 Operationalization

Potter (1996) state that operationalization is the process that connects the theoretical information with the empirical. This is where theories are combined with society, which may not be easy to establish, as there are many things that can be overlooked and forgotten (Potter, 1996). Often, communicative issues may arise. Researchers make the operationalization based on their theoretical chapter, constructed with relevant and interesting theories. The process begins with theories, or with the relations between these that one would like to research. These have to be correct and understandable by having a specific meaning, thereby making it possible to get more correct answers. The process of operationalization must show that the research will be fruitful to the researcher and other stakeholder in the research. (Holmes & Solvang, 1997)

32 3.6.1 Step one and two: Aaker’s (1997) five brand personality dimension and Britannica Encyclopedia

First, the authors collected and complied synonyms with Aaker‟s (1997) five personality traits. Aaker (1997:354) introduced a table with a set of 42 personality traits (also seen in Table below), which were suggested for usage as an aid for comparing brand personalities throughout different categories. Second, the authors assembled synonyms to the five personality traits with the online version of Encyclopedia Britannica‟s dictionary thesaurus function (Thesaurus, 2012), which according to Hamilton (2003) gives the best search results, because of its variety of information sources. However, the authors did not completely rely on the thesaurus. Some synonyms, provided by thesaurus, such as „hairy‟ and „amateur‟ could not be used, because they were not useful for our purpose and may misrepresent the findings. In addition, the thesaurus suggested words related to the brand personality dimension synonyms. These were used to enrich the dictionary known as “The dictionary of brand personality dimensions and brand personality synonyms” (See Appendix 5). The intention was mainly to find original synonyms for traits presented in the table below and for the five basic dimensions (sincerity, excitement, competence, sophistication and ruggedness), to enrich and enhance our data collection instrument/dictionary tool, to enhance content validity (Carmines et al, 1979)

Table 3.6.1 Brand personlaity traits adapted from Aaker (1997)

3.6.2 Step Three: Designing the dictionary

Two independent reviewers contributed by collecting synonyms to the dictionary (Kolbe et al, 1991). A male masters student, who is fluent in nine languages (English, Swedish, Macedonian, Bosnian, Bulgarian, Croatian, Spanish, Russian and German), and a female masters student, who is fluent in five languages (English, Swedish, German, Albanian and French). The authors assumed that the language background of the reviewers would contribute to the study, due to how people with different linguistic backgrounds give meaning to words.

The authors enhanced the intercoder reliability, by bringing the two reviewers together to argue and justify their choice of words. Accordingly, there is a biasing effect of coder knowledge of variables extraneous to the content analysis, Banerjee et al., (1999). Consequently, to avoid that the referees tried to give what they thought the authors wanted they were not made aware of the research questions of the study. Lastly, the synonyms were included and implemented in the dictionary. To enhance the dictionary, a third reviewer -a lecturer from the department school of engineering- was included. The coder reviewed the dictionary independently and provided comments and suggested synonyms, which were also included in the dictionary. 3.6.3 Step Four: Working with WordStat

Robert (1987), claim that dictionaries are practical to apply to texts when performing a computer-aided content analysis. As a result to previous statement, the authors designed a dictionary of terms and words, inspired by Aaker‟s (1997) five brand personality dimensions. This is showed earlier in the chapter. WordStat text-analysis program will be used to compare each word- based on information collected from the websites- with the dictionary consisting of Aaker‟s (1997) brand personality traits and collected synonyms. The program recognizes the words, tags and counts them to a category/personality dimension. Later, when all words from the websites have been gathered, one can analyze and profile the organizations based on the frequent count of words in their websites that are linked to the words/synonyms across the dictionary categories.

34 WordStat was optimal software to use as it scanned for duplication of words to make sure that words did not overlap and was placed in two categories. Hence, the authors are confident the potential problem was prevented due to our selected software. In argumentative circumstances, the software has its own dictionary and „helped‟ the authors by asking the authors for permission to place potentially ambiguous words in other categories. Hence, there were only a few words that required investigation interference to decide and place words. In addition, some words such as “business-related”, “education”, “corporate”, “organization”, “business”, “company”, “learning”, “multinational” and “technology”, “just”, “open”, “nice”, “usual”, “very”, “well” were frequently used on all business schools‟ websites. Consequently, the words were eliminated because they were found to be „too ambiguous‟, „too common‟ or „frequently used‟

Along with stemming words, WordStat also excludes some words. The words excluded were: A, about, all, almost, also, always, an, any, are, as, at, be, because, been, being, both, but, by, can, could, do, every, feel, for, get, gets, got, has, he, her, him, his, how, if ,in, into, is, it, kind, like, lot, made, makes, me, more, most, much, my, myself, of, on, one, or, other, our, really, she, so than, that, the, there, these, they, this, to, too, type, us, very, was, were, what, when, where, which, who, will ,with, within, you. Consequently, the authors decided to permanently eliminate them from the gathered dictionary in order to develop a final list of 1241 words.

3.7 Validity & Reliability

3.7.1 Validity

Two criteria when conducting research are validity and reliability. These are used to be able to give the research credibility and are widely used. Reliability concerns the potential of the research could be done at another time by other with the similar prerequisites. This gives credibility and shows that, for example, the sample represents the group intended to study. Furthermore, if the research is too different from the first occasion, reliability cannot be met (Bryman et al, 2010).

Validity focuses on being able to see the way that the results were acquired from the research that was performed. (Bryman et al, 2005) It also shows that what was measured was actually the information that was intended to measure from the beginning. (Lekvall et al, 2001) In

35 quantitative research, validity is much difficult to get than in the qualitative research. This is mainly due to the channel between the researcher and respondent being longer and parts of the communication is lost along the way (Holmes & Solvang, 1997). There are different types of validity.

According to Yin (2008) internal validity is used when researchers are trying to determine if an event leads to another event, it is therefore in explanatory studies or causal studies. Yin (2008) mentions that the conclusion in a case-study drawn as a state cannot be observed directly. This means that problems can arise in case-study research as internal validity may lead to the researchers want to draw sound conclusion.

External validity is about concerns how well the results of a study can be generalized to other situations beyond the current case study, for example, if a result of a survey of changes in residential area is likely to apply in a different area (Yin 2008). Yins (2008) argue that the results can be generalized to a lagers population by comparing the case study with survey study.

Yin (2008) state that, when it comes to constructed validity it is important that researchers know in advance which specific factors that are going to be studied and then be able to see changes in them (Yin 2008). Yin (2008) discuss about two steps that must be ensured that the requirements have to be met as construct. The first requirement is that the changes that are measured must be selected and connected to the study´s original objectives. Second requirement is to show that the selected measure of the change reflects the specific kinds of changes that have been selected. There are numbers of avenues that can be used by scientists to increase construct validity of case study. Construct validity may increase by researchers using multiple empirical sources, and formulate an evidence trail for data collection. Another study for increasing this is by key informants review drafts from case study reports

The goal of the method was to assure and ensure that the comprehensiveness of our instrument for analysis is correct, reliable and valid. The authors wanted to increase the validity of the instrument (dictionary) by using different sources as a starting point for the study; Aaker (1997), Britannica.com and three individual (two master students individuals and one lecture of Linneaus University. Subsequently, a familiarization of the usage and operations of the software WordStat was done before working on the empirical part of the study. Experts who previously had used or came across the usage and application of this software consider the used

36 articles‟ results favorable. We further tried to achieve validity by having a connection throughout the paper, with the focus on connecting the research to fit the purpose (Bryman et al, 2010). Miles and Huberman (1994) state that validity has for a long period, been a key issue of debate over the relevance of qualitative research. This study is conducted by using a qualitative, random data collection. The data is analyzed from words in different, existing MBA business schools websites in Europe, which means that secondary data was used. Further, the data was collected within five days, this because we wanted to minimize the chance for the websites to change. By collecting similar data from different websites the paper is considered as valid, in our opinion. The generalization of this paper can be seen as decent, this because Appendix nine shows that this study is generalizable with over 80 percent. Further, it is important to notice that the study is based on 10 business schools and that can be seen as to small group of sampling to generalize the paper for all the European school. However, the schools are similar and a representation of many others, which may enhance the degree of generalization of the results. Aakers (1997) brand personality model has been well accepted by others and that‟s one of the big reasons why we decided to implement it. The data information that has been used comes from reliable sources. 3.7.2 Reliability

The writers wanted to achieve reliability by being as consistent as needed in the research. To show reliability it is of importance to show how the data have been collected. Reliability is a measure of the extent to which study results are the same if it were to take place again. The goal of this is that if a similar case study was to be made again and using the same approach as previous researchers and thus reaches the same result as this. In this way, researchers on the results of a paper are stable and reliable. The Reliability is to reduce the error in a data. This is done by previous researchers‟ approach is used as carefully as possible (Yin 2008), (Bryman and Bell 2005).

The reality is so complex and constantly changing, it can be hard to come up with identical results on repeated measurements. Christensen et al (2001), state that it could have a problem regarding the data that is collected and the results. To what extent the result of measurement is influenced by coincidence is what is investigated when measuring the reliability, how safely and accurately we measure what is actually the goal of the study no matter what the field of measurement holds (Andersen 1994). We believe that the reliability of this work is high. If the

37 study was made in another time we believe that the result will be the same as this time. We have explained the steps in a good way and by following our methodology a same study can with the same result will be made by others.

In order to obtain reliability, the study was operated through a linear process that began with a large collection of theory in the form of books, articles and Internet sources. The theory led the research to a problem, and this problem got the best response by different websites. We used four steps of operationalization. By using this method, which is explained in a detailed manner, it is easy replicate the nature of the study. Tough, the third step in the operationalization can present difficulties, if replicated, because we used individuals to extend our dictionary. Further on, the methodological framework gives deep insight in the study and if the study was to be conducted in a similar manner with similar information, we believe that the researcher would generate similar result. To collect the same information from the websites during different time beings can be difficult, because the websites are constantly changing. By following the same method, as this study there is a good possibility to get the similar result. Everything depends on the data collection.

38 4. Empirical framework

The empirical chapter focuses on the presentation of data collected from the ten sampled European Business schools and their MBA programs’ websites, they will be compared within their Clusters before being combined later in the chapter. The first section will present the distribution of brand personality dimensions over the various web sites in tabular forms, with short explanations in words. Second, to make it easier for the reader to understand the gathered data, the authors will present a two dimensional correspondence map. Finally, there will be a precise presentation of how brand dimensions are connected to the ten schools websites. Note that most of the gathered data figure and tables are presented in the Appendix chapter.

4.1 Distribution of frequency and brand dimensions

Roberts (1987) suggest that applying statistical techniques to the coded data is one of the stages in content analysis. Most common is the cross-tabulation of categorical data when encountering and is a simple form of analysis in the research world, Hoffman and Franke (1986). With respect to Aaker‟s five brand personality dimensions, Tables 4.1 and 4.2 distributes Brand Personality Dimensions over Websites, which presents the frequency of personality traits. The tables were obtained by aggregating the number of words- with help from the dictionary tool- identified by WordStat software program. The presentation of the brand personalities over particularly chosen websites is presented as they appear in the two Clusters below.

39 Table 4.1.1 Cross-Tabulation of the Categorical Data and Aggregation of the Number of Words Identified by the Analysis Software, Cluster one

BPS Dimension/ Column Competence Sincerity Excitement Sophistication Ruggedness Name of School Total

HEC Paris 109 83 87 57 30 366

IE Business School 102 102 100 77 18 399

IMD Business 106 80 78 32 32 328 school

London Business 142 105 130 85 35 497 School

Oxford: Said 149 140 103 99 42 533

Row Total 608 510 498 350 157 2123

χ2 103.021

df 16

p< 0.001

For demonstration purposes the authors have rearranged rows and columns shown in the table. What Announcement appears here as rows were earlier columns, and vice versa, when analyzed in WordStat.

Table 4.1.1 portrays the amount of number of times particular brand personality dimensions has been identified to be associated with a particular business school and its MBA program. The table also provides information about the row and column marginal subtotals, which designate the number of mentions received by respective dimension and website. In Table 4.1.1, it is apparent that the 5th placed school‟s (Oxford Business School: Said) MBA programs website contained the most words associated with brand personality dimensions with 533 terms whereas the 1st placed school (HEC Paris) was the least associated. However, the personality traits shows that competence (28,6%) was the brand personality trait that was most portrayed in all the schools‟ program websites under Cluster one, with 608/2123 of the total words whereas ruggedness (7,4%) was least portrayed and represented 157/2123 of the total words.

40 The chi-square test (x2:103,021; df:16;p:0.001) shows that the row (i.e., the brand personality dimensions) and the column (i.e., websites) variables are related. The dimension-reporting results from Table 4.1.1 identify a statistically significant association between Aaker‟s five dimensions of brand personality and the MBA programs. In accordance to the P-value, one can clarify that there is a 99.9 percent assurance (relevance) that the relation between the personality traits and the schools are statistically ensured and not aleatoric.

Table 4.1.2: Cross-Tabulation of the Categorical Data and Aggregation of the Number of Words Identified by the Analysis Software, Cluster two

BPS Column Dimension/ Competence Sincerity Excitement Sophistication Ruggedness Total Name of School

HEC Genève 40 31 36 16 16 139

Kingston 167 107 122 72 55 523 University Paris School of 69 51 52 50 13 235 Business Sabanci 199 149 98 47 46 539 Univeristy Trinity College 188 215 123 72 58 656 Dublin

Row Total 663 553 431 257 188 2092

χ2 527,7

df 16

p< 0.000

For demonstration purposes the authors have rearranged rows and columns shown in the table. Announcement What appears here as rows were earlier columns, and vice versa, when analyzed in WordStat.

Table 4.1.2 represents the number of times a specific brand personality dimension was found to be associated with a specific business schools‟ MBA program website. The columns and rows describe the number of times mentions have been received by particular dimensions and websites, respectively. This table illustrates that the Trinity College Dublin contained the most words associated with brand personality dimensions with 656 terms. Meanwhile, HEC Genève was the school with the least associated terms, 139. When looking at individual dimensions,

41 the brand personality dimension portrayed most in all programs in Cluster two, apart from Trinity College Dublin, was “competence”. “Sincerity” is the second most portrayed personality trait in almost all programs, while “ruggedness” represented the least portrayed brand personality, with 188 terms, which is consistent with the data in Table 4.1.2.

A chi-square test (χ2=527,7) in Table 4.1.3 shows that the brand personality dimensions- and web sites variables are related and significant among Cluster two schools. The chi-square test is a standardized measure comparing actual cell frequencies to expected cell ones and is used by correspondence analysts to standardize the frequency values and form the basis of association (Hair et al., 1998). The degree of freedom (df=16) measures the difference between the number of covariance and the actual number of coefficients in the proposed model, were higher values indicates a better fit (Cooper and Schindler, 2003). However, no threshold level of acceptance is established but values ranging between two and five often indicate that the model needs improvement (Hair et al., 1998), which is not the case for the model above.

Table 4.1.3: The Chi-squared Analysis for the individual Clusters

Table 4.1.3 presents the chi square test, degree of freedom and the probability of each Cluster. The results in Table 4.1.3 show in all circumstances, in accordance to Cluster one and Cluster two, that the brand personality dimensions (i.e., the rows) and the websites (i.e. columns) are related, verifying to evidence of strong dependency in each Cluster. 4.1.1 Distribution of frequency of brand personality dimensions for Cluster one and two

Cluster one Figure 8.5, also demonstrated in figures in Appendix seven, presents total percentage for all

42 five-brand personality traits. The figure also illustrates the average distribution of the key words in the five schools and how it is obtained by aggregating the number of words identified by the analysis software WordStat. It appears that „competence‟ (31,7%) is the primarily trait that is frequently used among the top European business schools ( Cluster one) followed by „sincerity‟ (26,4%); „excitement‟ (20,6%); „sophistication‟ (12,3%) and least frequent appeared is „ruggedness‟ (9%). For more detailed information of each scholar in Cluster two, see Appendix seven.

In addition, the five brand personalities traits are further identified in depth for each school, separately, in Appendix eight, were the words representing the personality are distinguished by colors. It appears that „competence‟ is the personality trait that is most frequently used among the schools in Cluster one (HEC Paris: 109; IE Business School: 102; IMD Business School: 106; London Business School 142; Oxford: 149) followed by „sincerity‟ (HEC Paris: 83; IE Business School: 102; IMD Business School: 80; London Business School: 105; Oxford: 140) and „excitement‟ (HEC Paris: 87; IE Business School: 100; IMD Business School: 78; London Business School 130; Oxford: 103). „Sophistication‟ is the third most frequently used personality dimension (HEC Paris: 57; IE Business School: 77; IMD Business School: 32; London Business School 85; Oxford: 99 whilst „ruggedness‟ (HEC Paris: 30; IE Business School: 18; IMD Business School: 32; London Business School 33; Oxford: 42) was the least frequent used dimension in the schools in Cluster one.

Cluster two Figure 8.6, also demonstrated in figures in Appendix seven, represents Aaker‟s(1997) brand personality traits among the five randomly chosen schools from the top.mba.com, which characterizes the „average school in Europe‟ ( Cluster two). The figure illustrates the average distribution of the key words in these five schools and is obtained by aggregating the number of words identified by the analysis software. As demonstrated in Figure 8.6 in Appendix seven, „competence‟ is the brand personality trait most common, in average, among the schools in Cluster two, with close to 32 percent hits on the word. It can also be seen that „sincerity‟ is a common personality trait among the schools in top.mba.com, with 24 percent hits on the word of average, followed by „excitement‟ that has 23,5 percent of the total distribution of the keyword frequency. Further, „sophistication‟ shows 16,5 percent whilst „ruggedness‟ is the brand personality trait least common with 7,4 percent, on average. For more detailed information of each scholar in Cluster two, see Appendix seven.

43 Moreover, the five brand personalities traits are further identified in depth for each school, separately, in Appendix eight, were the words representing the personality are distinguished by colors. It appears that „competence‟ (HEC Genève: 40; Kingston University: 167; Paris School of Business: 69; Sabanci University: 199; Trinity College: 188) is the personality trait that is most frequently used among the schools in Cluster two, followed by „sincerity‟ (HEC Genève: 31; Kingston University: 107; Paris School of Business: 51; Sabanci University: 149; Trinity College: 215). „Excitement‟ (HEC Genève: 36; Kingston University: 122; Paris School of Business: 52; Sabanci University: 98; Trinity College: 123) is frequently used among the schools and „sophistication‟ (HEC Genève: 16; Kingston University: 72; Paris School of Business: 50; Sabanci University: 47; Trinity College: 72) is less frequently used. „Ruggedness‟ (HEC Genève: 16; Kingston University: 55; Paris School of Business: 13; Sabanci University: 46; Trinity College: 58) is the least frequently used brand personality trait in Cluster two. 4.2 Two dimensional correspondence map

Figure 4.2.1: Correspondence analysis map of five European Business Schools‟ websites in relation to Aakers‟ ﬁve brand personality dimensions, Cluster one.

44 For verification purposes Figure 4.2.1 is conducted to crosscheck the findings and re-examine earlier presented arguments from previous discussion. The figure lists the top five ranked Business schools ranked by Financial Times in Cluster one. The figure also presents the five brand personality dimensions. The two-way dimensional correspondence map accounts for more than 92 percent of the variance, with eigenvalues of 64,928 and 27,804. In terms of reliability, the total variance of greater than 70% is significant because of the exploratory nature of the study (Hair et al., 1998). The correspondence is significant up to at least 92 percent and should provide an „accurate‟ description of the data. For more detailed information about variables and variables coordinates of Cluster one, see Appendix nine

Figure 4.2.2: Correspondence analysis map of five European Business Schools‟ websites in relation to Aakers‟ ﬁve brand personality dimensions, Cluster two.

45 Figure 4.2.2 lists the five Business school listed in Cluster two. The figure also presents the five brand personality dimensions. The two-way dimensional correspondence map accounts for more than 81 percent of the variance, with eigenvalues of 61,337 and 20,467. The correspondence map is identified as significant and reliable as the total variance of greater than 70% is significant because of the exploratory nature of the study (Hair et al., 1998). The correspondence is significant up to at least 81 percent and should also provide an „accurate‟ description of the data. For more detailed information about variables and variables coordinates of Cluster two, see Appendix nine. 4.3 Communicating and delivering information

Table 4.3.1: Some Curriculum and other Instructional Delivery Methods employed by some Business Schools

The table gives few examples of how the five different brand personality dimensions operate in separate schools‟ websites. The authors have, with the help of WordStat, linked the synonyms

46 of the personality traits (also seen in the dictionary in Appendix five) to the websites of the different schools in Appendix six. However, only a few schools (from both Cluster one and Cluster two) are included in the table above, set as an example of where in their websites‟ they have implemented the different personality traits. For example, stated in the table above, HEC Genève has used synonyms of competence in their website in their homepage, whilst HEC Paris have used synonyms such as „sophistication‟ and „ruggedness‟ in its website. Table 8.9 (see Appendix 10) goes more in depth and gives several examples of where in a schools website certain personality dimension synonyms are presented. The scholar uses sentences that are linked to synonyms of the five different personality dimensions, for example, HEC Paris uses the following sentence “Challenge your thinking”, were challenge is a synonym to the brand dimension „ruggedness‟. For more information, see different presented examples in Appendix 10.

47 5. Analysis

The following chapter is presented in three different sections, inspired from the empirical framework. The analysis includes 1) the distribution of keywords and frequencies, 2) the outcomes of the various computer-aided (WordStat) correspondence analysis maps/plots and 3) the outcomes of communication of website information over the ten schools websites’. In addition, the authors will analyze the results of the two Clusters to detect and examine 1) how European business schools use a particular dimension or dimensions and 2) whether differences and/or similarities exist.

5.1 Distribution of keywords and frequency analysis

As established in both Clusters, all brand dimension personalities are included. Also, all ten business schools do use the brand personality dimensions in a common hierarchical order where „competence‟ are the primarily choice for all business schools, as seen in Figure 8.5 in Appendix seven, whilst „ruggedness‟ is the least frequently used personality trait for both Clusters. Hence, the amount of usage of personality traits is different between the two Clusters, for example „sophistication‟ is used 12, 3 percent in Cluster one and 16,5 percent in Cluster two.

Further (as identified in Appendix 8) both Clusters identifies „competence‟ to be the most frequent brand personality to appear for every school. However, IE business school has the same share amount of frequent identified traits, „competence‟ (102 times) and „sincerity‟ (102 times). Also, Trinity College is identified to have „sincerity‟ as the most frequently used dimension, which is the only scholar using another dimension than „competence‟ more frequently. As identified, in Cluster one only three out of five schools (IE Business School; IMD Business School; Oxford) uses „sincerity‟ whilst Cluster two only has one school (Sabanci University) out of five that uses „sincerity‟ as the second most frequently used brand personality trait. The other schools (HEC Paris and London Business School in Cluster one and HEC Genève, Kingston University and Paris School of Business in Cluster two) use „excitement‟ as the second most frequently used dimension. „Sophistication‟ are the less

48 frequently used by both Clusters as four out of five schools (Cluster one: HEC Paris, IE Business School, London Business School and Oxford, Cluster two: Kingston University, Paris School of Business; Sabanci University and Trinity College). In Cluster one IMD Business School has the same share amount of frequently used personality dimension between „sophistication‟ and ruggedness‟. Surprisingly, HEC Geneva in Cluster two shares the same pattern as IMD Business School. It also has the same share amount of frequently used personality dimension between „sophistication‟ and ruggedness‟. 5.2 Two dimensional correspondence map analysis

In Cluster one, the authors could identify four groupings. The first group (in color red) consists of websites that namely belongs to London Business School, HEC Paris and IMD Business School. The websites in this group mainly associate themselves with „competence‟. In Cluster one, HEC Paris appears to be closest to „competence‟, followed by IMD Business School and London Business School that both shares almost the same distance to the brand personality dimension. One can identify a business school that falls in between or among dimensions to have a primarily split message (in this case, between „excitement‟ and „competence‟) or that it is not clear what the scholar is communicating. In Cluster two, four groupings could also be identified. The first group (in color red) consists of websites that namely belongs to Sabanci University, HEC Genève and Kingston University, which websites also are connected to „competence‟ whilst Kingston University is placed slightly further away from the brand personality. Thus, the two Clusters share the same amount of schools in group one, the distance between the schools in Cluster two and „competence‟ dimension is identified to be different. Hence, the brand dimension is also place differently in the two correspondence maps. In Cluster two; “competence” is relatively close related to “ruggedness” and “excitement”, whilst in Cluster one „competence‟ can be interpreted to either have a far and even connection to each dimension or no connection at all, hence, it may be an independence dimension.

Group number two consists of London Business School, from Cluster one (in color green) which associates itself with both „excitement‟ as well as „competence‟ (as earlier mentioned). Group number two, from Cluster two (in color green) consist of Kingston University and HEC Genève, where Kingston University (in the center of the plot) is connected closer than HEC Genève (also in the center of the plot). One can establish that the first identifies and

49 communicates „excitement‟ stronger than the latter. Hence, London business school falls (upper center in the plot) between the competence and excitement dimensions, which can be identified to be different from what appears on the correspondence map in Cluster two. Further, the „excitement‟ dimension is placed in two different places between the two Clusters. One can identify that „excitement‟ is in the top center in Cluster one‟s correspondence analysis plot whilst it is placed on the lower right side in Cluster two.

The third group (in color yellow) consists only of Oxford‟s website in Cluster one, whereas Cluster two also consist only of one scholar, namely Trinity College. The two business schools associate themselves with „sincerity‟; however, one can identify a big difference between the two Clusters. First, Oxford (Cluster one) is almost covering the dimension on the map whilst Trinity College is located further away from the dimension, almost having a far connection to other dimensions such as „competence‟ and „excitement‟. From this, Oxford can be identified as having the closest relation to its connective dimension, out of all schools in both Clusters. However it does not mean that the scholar does not portray any other dimension. It is shown earlier in the analysis that all the schools are portraying the entire five dimensions but not in the same amount. Also, the „sincerity‟ dimension does not have close co-relation to other dimensions on the same plot, in both Clusters. However, when comparing the two Clusters, „sincerity‟ in Cluster two (in the bottom center of the plot) may be able to have some kind of far related connection to the „sophistication‟ (on the left side of sincerity) and „competence‟ (on the right side of sincerity) whilst „sincerity‟ in Cluster two (upper left side quartile in the corner) appears to be standing independently alone.

The fourth group (in color blue) in Cluster one, comprised only of one school namely, IE Business School, which website is identified to be Clustered close to „sophistication‟ (on the left side corner); whilst the fourth group in Cluster two, also comprised only to one school namely, Paris School of Business is Clustered closer to „sophistication‟ (on the upper right quartile side corner). Surprisingly, the „ruggedness‟ dimension does not have any strong connection to the schools in Cluster one (on the right quartile in the bottom of the plot), however, one can identify a small relation between the dimension and schools such as HEC Genève followed by Kingston University in Cluster two (down in the center of the plot), the former closer than the latter. Also, „ruggedness‟ are connected to „competence‟ in Cluster two and a further connection to „excitement‟ in Cluster two whilst „ruggedness‟ in Cluster one is standing independently in the downright side quartile.

50 Figure 5.2.1 Two dimensional correspondence analysis map, Cluster one

51 Figure 5.2.2 Two dimensional correspondence analysis map, Cluster two

5.3 Communicating and delivering information

Table 4.3.1 and 8.9 (in Appendix 10) provides an overview of how the five different brand personality dimensions operate in separate schools‟ websites. The analysis will include a short discussion of each brand personality dimension, connected to randomly chosen schools from WordStat. First, one can identify that there is a link between schools that discuss areas such as mission and vision (IMD Business School) and collaborations with other countries and students (HEC Genève) and „competence‟ brand dimension (i.e. what the school is about and where it stands) in Table 4.3.1. For example in Table 8.9, HEC Genève can be identified to have parallel connection between „competence‟ dimensions to the term collaboration, Oxford

52 have the same connection to the term responsible and IMD Business School to the term complete. What is interesting is that there is a connection here between the brand personality dimension „competence‟ and the schools websites‟ in terms of description of what they are, what they offer and in which way they offer (IMD Business School and Oxford) for example, in this case MBA projects.

One can identify in Table 4.31, that there is a link between the „sophistication‟ dimension and schools‟ websites‟ that discuss areas such as news/highlights about the school and programs (HEC Paris), students and educational experiences (IE Business School) and who (and how one can become) is eligible to apply to a MBA program (Kingston University). In Table 8.9, one can distinguish links between „sophistication‟ dimension and prosperity and welfare in all three of the schools‟ website communication. For example, London Business School uses synonyms/terms such as extraordinary and excellence, in terms of faculty, research and teaching; Oxford uses vocabulary such as prominent, in terms of networks of the business school and the schools opportunities for networking. Trinity College also indicates a connection to welfare when using „sophistication‟, when using vocabulary such as „senior‟, when communicating MBA programs, strategy and management.

„Excitement‟ in Table 4.3.1 is identified to have a link to schools‟ websites‟ that discuss and write about areas such as Deans welcome speech (Sabanci Univerity and Paris School of Business), the various major projects that the business school has enabled (Trinity College) and communication about MBA programs and projects (Paris School of Business and trinity College) to „excitement‟ synonyms. For example, Paris school of Business, in table 8.9, uses warmly in their communication about their MBA programs, which can be highly involved and identified with „excitement‟. Further, they uses the term when communicating branding and strategies for the increased demand for the school and its MBA programs. Trinity College, in Table 8.9, uses the dimensions in terms such as exciting when discussing MBAs and cooperation with other countries whereas IMD Business School, in Table 8.9, uses the synonym innovative (synonym to excitement) when discussing innovation, management and education, and how the scholar identifies with the three factors. One can see a connection between „excitement‟ and schools (Sabanci University and Paris School of Business) that are in the general ranking, which uses the dimension for speech purposes (e.g. welcoming alumni‟s and giving a short introduction about the scholar) by people that are highly involved in the scholar such as the Dean and lecturers. This is different from the top ranked schools, which

53 appears to be using the dimension for explanation purposes. For example, IMD Business School uses the dimension to explain what they will do and provide for the student in terms of education.

„Sincerity‟, in Table 4.3.1, appears to be linked to schools‟ websites‟ that discuss areas such as the audience of the scholar (HEC Genève), when discussing international students who studies in a MBA program (Paris Business School). Another scholar (Sabanci University) links the dimension to their MBA program to corporations and international students. From Table 8.9 there is link between two out of three schools (Paris Business School and Sabanci University) that link „sincerity‟ to communication about them being an international scholar in terms of cooperating with international student and organizations/companies (both national and international). HEC Genève uses „sincerity‟, by using practical as a synonym, when communicating about the academic life and student becoming practitioners; Paris School of Business uses the synonym „open‟ in terms of student embracing their creativity; and Sabanci University, who uses the term „actual‟ when communicating how student are supposed (expected) to take on practical and real projects. All of the three schools use „sincerity‟ in their communication to encourage the student to take action, responsibility and contribute with practical and creative solutions. Hence, the schools use the dimension for encouragement purposes.

One can identify in Table 4.3.1 that there is a link between the „ruggedness‟ dimension and schools‟ websites‟ that discuss areas such as fostering leadership skills (HEC Paris), teamwork and teamwork techniques used in the scholar (IE Business School). The two schools use the dimension to connect and explain their scholar education to be (and provide) a strong, characterized intensive and challenging environment as shown in Table 8.9. However, one out of the three schools uses „ruggedness‟ for communicating MBAs and partnership (IMD Business School), which cannot be connected to the former schools purpose. Hence, all three schools use the dimension for encouragement purposes. However, IE Business School and HEC Paris has a „more forward‟ communication, almost being „straight on‟ and using direct encouragement, by including synonyms such as „challenge‟ and „face‟ in their communication to explain „how things are done‟. In Table 8.9 IMD Business School, uses the synonym „outdoor‟ in their communication, however they use it in a „rugged‟ context, such as connecting the synonym to other words with strong characteristics to create strong communication. For example, the scholar says „highly intensive outdoor leadership group

54 work‟, which may also be connected to the other schools‟ wince it is also an encouragement and as well as the other two explains „how things are done‟. 5.4 Summary of Associations between the cases and the Brand Personality Dimensions

In total summary, one can say that Cluster two, the general European schools, are having more related groupings between schools and dimension than in Cluster one, the top ranked business schools, where one can establish that most schools are far related to respective dimension. Hence, Oxford and HEC Paris are the only schools in among the top ranked business schools that associates clearly to a specific brand dimension. Also, London Business School stands between „excitement‟ and „competence‟, which may be interpreted as a branding strategy in order to milk or take advantage of the two most frequently used personality traits, putting the keen competition amongst the schools in consideration, which explains why the schools is between two dimensions in the two dimensional plot. The brand dimensions are closely knitted in some parts in Cluster two (among the general business schools), whereas in Cluster one, one can conclude that all brand dimensions stand separately apart from each other, i.e. not having any significant relation to each other. One can wonder if it is better to be taking advantage of each brand dimension, i.e. not be using clear messages but instead, as in Cluster one, be in between and take advantage of all brand personality dimensions.

When it comes to communication, Oxford and IMD Business School, which are part of the top ranked European schools, uses the „competence‟ dimension to explain what the scholar is about, what is has to offer and how it will be a strategically tool for a bright future career. Hence, the business schools do place themselves in positive and superior aspects in comparison to „other business schools‟ that offers MBA programs. The general schools in Cluster two uses instead the „excitement‟ dimension to portray who they are and what they offer/will offer as a strategic tool for future albumin‟s, e.g. that they offer international affairs and involve the students in various projects that will be beneficial to the future graduate. The top European schools mainly linked to „sophistication‟ usually mentioned areas such as the Financial Times rankings and their extraordinary services (in terms of MBA programs). Cluster two, the general business schools, used the same strategy and used the dimension to talk about their „prominent‟ school and leaders. From this we can conclude that both Clusters use „sophistication‟ for similar methods and that the brand dimension is commonly used to explain luxury. It is

55 important to state that none of the business school mainly focuses on communicating sophistication. We can therefore conclude, from both Clusters, that none of the business school mainly focuses on communicating sophistication.

„Sincerity‟ is identified to be commonly used among the general schools in Cluster two, where they in an encouraging way communicate (using terms such as open, practical, actual) the basis of their MBA education and what the students are supposed to expect. The top ranked schools, however, uses „ruggedness‟ for the same type of (method) communication but instead they portrait how the student is supposed to adapt to their education, what they expect from the students in terms of level of knowledge and how „things are done‟ in their education. The top ranked schools used terms such as „challenge‟ and „face, which in a context portraits a harsh and strong picture when encouraging alumni‟s to apply to the scholar whereas the general ranked schools uses inspirational and open communication when encouraging alumni‟s to apply. The purpose of the generally ranked schools is to help people grow whereas the top ranked aims to shape people.

56 6. Conclusions

This chapter is supposed to explain in what ways FT top ranked European business school differ from other European business school (not included in the top rankings) in their use website information to communicate brand personalities online

RQ: In what ways does the top ranked European business schools differ from other European business schools in their use of website information to communicate MBA programs and brand personalities online?  There is a difference in the total usage of synonyms of the five brand personality dimension Based on the distribution of keywords, we can claim that all European Business schools uses Aaker‟s five dimensions (competence, excitement, sincerity, sophistication and ruggedness) in their website communication, but not to the same degree. The top European schools use all brand dimension a total amount of 2123 times, whilst the general European schools uses the dimensions up to 2092 times, e.g. the former is using the dimensions 0,07 percent more than the latter, (the stated difference is to small and cannot be generalized). From this we can conclude that the first main difference is that the top European schools‟ uses the synonyms of Aaker‟s five personality traits more than the general European business schools and based on our findings all results are up to 99, 9 percent significant, which means that there is a significant relation between Aaker‟s five brand personality dimensions and the different schools websites. Possible explanations for this could be the method of explanation and information of the schools and its MBA programs, the results may be different if schools use more graphics, videos and pictures than text. This needs more research.

 There is a difference in how consistent the online communication is One can conclude from the two-dimensional map analysis that business schools are clustered near to the brand personality dimension that they mostly communicate on their websites and are associated with. Therefore, the second difference is based on how close/far the schools are from respective brand dimensions. The general business schools are strongly associated to most of the brand dimensions, whereas the majority of the top ranked business schools are not. From this, we can conclude that the general schools are clearly communicating Aaker‟s brand personality in their online communication. The majority of the top European schools are not in association to any brand personality, resulting in communicating brand personality unclear,

57 according to Aaker‟s theory, i.e. not using Aaker‟s brand personality dimensions. They are considered to be among the top business schools in Europe. A possible explanation can be that there are other factors in communication that leads to success, namely a schools reputation, its resources, status and many more, (one of many possible explanations). This needs further investigation.

 There are difference purposes, when using Aaker’s brand personality traits Based on the delivery of the brand personality traits, we can conclude that the schools‟ uses personality dimensions for different purposes in different contexts. The third conclusion is based on in what terms the schools‟ uses for the brand personality dimensions. The majority of the top European business schools‟ uses the brand personality traits to inform the audience what are expected of them as potential students, such as requiring specific qualifications and strategic thinking before entering MBA programs. From this, we can conclude that the top European schools uses personality trait synonyms to encourage their students, by stating how the school will have a great impact in their future career. Second, the majority of the general business schools use the brand dimensions to inform their students about how they will integrate with the schools environment and spirit of the school, its vision and how the program will help the student to develop strategic career skills and reflections. (Note that this will be the outcome of their MBA program, which in cluster one is a requirement for students to have when applying to the top European schools) From this we can conclude that the general business schools use the personality traits to inspire the students by stating how the program will help the students‟ future career to grow. It is possible that the placement (in FT list), reputation and status of the top European schools have an effect of what they can or may require from future students, which needs further. The conclusion above is based on Aaker´s (1997) brand personality dimension. It is important to consider that the presented results can be concluded in other ways. 6.1 Theoretical and Managerial Implications

The conducted study provides a full perspective on how business schools communicate brand personality dimensions online in a clear and distinct manner. Further, our study has revealed and provided empirical findings as to whether schools intentionally or subconsciously communicate brand personalities in their attempt to manage strategic branding online. This may be interesting to use in a managerial perspective, e.g. for other business schools in Sweden

58 that has or are considering to implement MBA education. The study may provide opportunities for other actors such as researchers, brand managers, marketers, advertisers etc. and serve as benchmark for organizations that want or tries to communicate respective brand personality dimensions more efficiently. 6.2 Limitations

During the empirical information collection, one could find it difficult to gather information from certain websites, since they did not include much textual information. Instead they used other formats for information, such as graphics, video, pictures and so on. Therefore, to fully understand the communication dynamics, additional research it is necessary in the examination of how video, symbols, colors and pictures, which people also, are influenced by in website communication, affect brand communication. 6.3 Further recommendation

This study offers a description of the phenomenon of brand communication in particular settings (over websites) and is presumed to serve as a basis for further research, as past research has provided us with theories upon which we formulated our research purpose and questions. It would be of great advantage for a study as such to find a solution (program or software) that converts e.g. graphics and videos to textual formats to gather more data to include all necessary information.

Further, the brand personality concept in the online environment can be studied in several directions by replicating our measure of Aaker‟s brand personality online in other contexts for further validation. Also, by adding more samples (business schools), one may improve the generalization of the results contained in this study.

In addition, at a more advanced level, it would be worthwhile to compare the communicated brand personality dimensions against customer-based perceptions of the schools, i.e. the output of communicating Aaker‟s brand personality dimensions. It would be interesting to examine if the audience‟s perception (of the brand personality dimensions) is aligned with what its marketers intend it to be.

Lastly, one can wonder if it is the brand communication in general that has had an impact in the

59 success of the top ranked business schools, according to our findings, as most of them are not communicating any specific brand personality. Their success may be dependent on other factors, such as resources, status, reputation etc. We suggest that future researchers may investigate this aspect, hence, the focus would then be to compare the top general schools to each other.

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Appendix 1

MBA Programs

Dartmouth College‟s Tuck School of Business was first out with a MBA program during the 1900, which was encouraged by practicing or retired business professors who were practicing or retired corporate managers. The focused was primarily on the sharing lessons learned in the workplace with students (History, 2012). Later, in the 1960s MBA programs were introduced into Europe by IESE in Spain. The London Business School followed shortly after (History of ISIE, 2012; MBA, 2012; MBA accreditation in central and Eastern Europe).

MBA programs are often beneficial degrees, chosen by working professionals who want or need to obtain further education to climb the corporate ladder and reach career goals. Hence, MBA programs are nothing like masters programs (What is an MBA, 2012). Masters degree is an academic degree that is granted for graduates who have studied a specific field or study of area of professional practice. Masters program is qualified for graduates without or with little professional experience that may perceive their bachelor degree to not be sufficient for their career plans. Masters graduates do in many cases start their first job after graduating their masters program (MBA vs. Master Degree (MIM): Masters in Management Alternatives or Substitutes, 2012). For example, a master‟s in accounting usually spends 90% of the time on accounting, whereas the remaining 10% is spent on glancing at other aspects of business. instead they are meant to deepen the understandings of students‟. Ideally, on a MBA program, graduates are supposed to spend as much time as possible on all-important aspects of economics (What is an MBA, 2012).

75 MBA programs are considered to provide a wide aspect of practices within the range of disciplines, almost certifying that alumni‟s are experienced and prepared for any outcome. Further, the program is also meant to develop students‟ critical thinking, problem-solving and analytical skills. Accordingly, MBAs are often designed for students whose professional interests address traditional business functions where the focus is on finance, marketing, accounting, human resources, business administration and economics. However, MBA programs have much more to offer. Potential alumni‟s can also specialize within a certain areas such as health information with focus on health care administration, health services, health care administration, health care management and nursing. In addition, MBAs can also be studied within the field of technology, which is another big area for MBA programs. Many Schools offers MBAs within computer systems, information technology, network administration and security, and technology management (What is an MBA, 2012).

Executive MBA (EMBA) is another form of MBA, and it is designed to expand and strengthen the working professional‟s career. The EMBA program consists of courses on functional business areas with focus developing of leadership qualities, networking abilities and problem- solving skills. The program typically aims for professionals whom have accomplished several years of work experience (What is an MBA, 2012).

MBA is famous for its career and salary enhancing benefits for graduates. For example, employers are ascertained that any job applicant whom has an MBA is well competent and experienced in many aspects of business management. Ideally, on a MBA program, graduates are supposed to spend as much time as possible on all-important aspects of economics. MBA programs are considered to provide a wide aspect of practices within the range of disciplines, almost certifying that alumni‟s are experienced and prepared for any outcome. MBA programs emphasize job-related education, often traveling straight from the boardrooms of corporations to the MBA classroom. (MBA programs to master sustainability, 2012)

Definition features of MBA programs:

i. MBA programs come with directions and regulations: It is supposed to ensure that alumni‟s are able to get a rounded and complete approach to business management, rather than to focus on one career or path.

76 ii. Having a prior work experience is requirement on any MBA program: In order to enroll in an MBA program they must first have work experience of the business world to ascertain that all students have value to bring to the classroom.

iii. MBAs results in good salaries: MBA salaries vary; it depends on both graduate and chosen industry to enter. However, the average increase in annual payment of newly one-year MBA graduates is 80%. In comparison, average graduates from master‟s program see an average salary increase of just 31%. (What is an MBA, 2012; What is a MBA, 2012).

Europe and MBA programs

For a half-century, European business schools were under represented. It was not until INSEAD close to Paris launched its first MBA program in 1957s, as Europe became a starting point for MBA graduates. During 1964, IESE in Spain was one of the first business schools to offer a two-year MBA program. Further, University College Dublin Smurfit Business School launched the same year MBA programs for graduates, followed by Manchester and London Business School during 1965, and HEC Paris at the end of 1960 (Studying MBA in Western Europe, 2012; MBA accreditation in central and eastern Europe, 2012). European business schools are increasingly starting to become known as the place to be for both local and international MBA candidates. There are around 200 business schools operate only in the Central and Eastern Europe. Accordingly, European business schools have over the last two decades established themselves as one of the fastest growing economies in the world, Bickerstaffe (2005). Countries such as Poland and Romania have grown between seven and eight percent in the years prior to the economic meltdown. Further, The Central and East European Management Development Association (CEEMAN), which operate on a regional level, have given accreditation to 11 schools in the Central and Eastern Europe (MBA accreditation in central and eastern Europe; Pfeffer & Fong, 2002).

European MBA degree generally differs from US MBA degrees in a few major ways. First, European MBAs are in most cases one year in length, compared with the US whom normally offers two-year MBA degrees (Studying MBA in Western Europe, 2012, Bickerstaffe, 2005, Pfeffer & Fong, 2002). Hence, Western European and North American MBA schools have an established history and well-developed programs, Friga et al (2003). However, the education is

77 often based on case studies applicable to the country (Studying MBA in Western Europe, 2012; Friga et al,. 2003).

Since the start of MBA programs in Europe, some of the best business schools have emerged in Western Europe. There are business schools offering MBAs along with targeted master‟s degree within costumed subjects such as accounting, finance, marketing or international business (Studying MBA in Western Europe, 2012; Bickerstraffe, 2005; Friga et al., 2003; Pfeffer & Fong, 2002). Financial Times presented during 2011 an MBA ranking were the concluded that six of the world‟s top twenty business schools are in Europe, with London Business School having one of the top spots (Bickerstraffe, 2005; Topmba.com, 2012).

Fulltime vs. Part-time MBA programs

Due to globalization and new lifestyles, universities and colleges offer more flexible ways of learning. Distance/online learning and part-time study are two different opportunities for MBA students (The full-time MBA degree, 2012; What is a part-time MBA, 2012). Also, business schools that offer full-time MBAs have become very popular over the past 50 years as thousands of universities and colleges worldwide offer MBA programs today (The full-time MBA degree, 2012)

Full-time MBA is the most popular of all MBA degrees in top business schools and is preferred by 80% of MBA candidates worldwide (The full-time MBA degree, 2012). Part-time MBA programs are often offered to graduates whom e.g., are unwilling or unable to make the graduate payment. There are plenty of business schools that offer well-organized part-time MBA courses in the same qualification as a fulltime MBA (What is a part-time MBA, 2012; The full-time MBA degree, 2012). Accordingly, part-time MBAs are increasing in interest due to enhanced career options. Part-time MBA programs offer students time to work and the chance to balance work and academic work, however maintaining a very demanding MBA degree on top is a major challenge (What is a part-time MBA, 2012).

One vs. two year MBA

According to online research, European graduates prefer one-year MBA programs while North American business schools tend to offer two-year MBA programs since it is highly demanded by alumni‟s. The best option depends on the opinion of the MBA graduate. The one-year MBA does not offer the same options as a two year MBA, which has an assisted internship in a company of choice among a few opportunities within the two-year program. Also, the two-year

78 program allows more time for self-reflection and networking with other MBA students, which are two valuable points. One-year MBA program, however, does not cost as much as the two- year program. It also means that one-year graduate student are out of the workplace, and not earning the salary for two years MBA program (One-or two-year MBA degrees, 2012).

Degree.nett (2012) state that MBA degree is one of the most popular and sought-after degrees available today. The growth of MBA degrees is large, in 1961 5,000 was degreed, this number changed in 2000 were the number was over 100,000 (Linden, 1992; Mason, 2000; AACSB International, 2012). For managers in US and other countries the MBA has become a stamp of approval. MBA programs are big business for all the university's (AACSB International, 2012). For the student an MBA program is very expensive, it can cost between $40 000 to $80 000. Customer are not just paying for what they getting but they are also spending their money on the brand (mbaworld.com, 2012).

When it comes to the competition the MBA programs are different from other organizations. Usually when a market has high competitors the organizations does focus on aggressive brand marketing. In this case, it is different for most MBA programs where competitors are many but competition generally is gently and subtly pursued. Also, in traditional markets there usually are few if any major consequences if and when a brand product fails a customer. The larger consequences happens when a university fails to meet the customers expectation, this because decision to attend a particular business school for a MBA degree are important in terms of direct cost and indirect customer effect of professional life (mbaworld.com, 2012).

Business schools and their MBA programs as brands

Business schools are one of the biggest sensations of the late twentieth-century education. There is an extensive increase of undergraduate and graduate business administration registrations in degree-granting universities and colleges, Pfeffer & Fong (2002). The term „business school‟ depends on different aspects that are somewhat identical and combined to offer a useful definition to the expression, Kotler (1991). There are three categories of business schools: i. Management schools: emphasize on creating and teaching managers of organizations; ii. Entrepreneurship schools: emphasize on training entrepreneurs and iii. Leadership schools: emphasize on training people to become leaders of organizations.

This classification is helpful, when clarifying areas of activity and different target groups. However, Prince (1999) stresses that one should not classify business schools to discrete classifications. Following Kotler‟s (1999) classification, Prince (1999) suggest that most business schools consider themselves as management schools. According to Berthon et al. (1996), business schools should be defined as „a graduate school offering any study leading to a degree of Master of Business Administration‟.

According to Onlinemba.com (2012), MBA degrees are considered to be the world‟s most popular postgraduate degree and a first class ticket to a successful career. Considerable amount of money are spent by business schools spend on advertisement and promotion of MBA programs. The promotion and advertisement has appeared many times in magazines such as The Economist and newspapers such as the Financial Times with the purpose to attract prospective students and strengthen the brand (Bickerstaffe, 2005; Friga et al, 2003; Byrne, 1997).

Hence, business schools and business education have had commercial success, however, major challenges are still remaining, as a result of business educational growth and an increase of MBA programs in Europe. Some of the biggest struggles concern consulting and training business schools in electronic commerce, Pfeffer and Fong (2002). Friga et al (2003) suggest that increased globalization, technological changes and new workplace reinforcements will effect business education. For example, new emerging online platforms may change online communication for business schools and their MBA programs, leaving them no option but to adjust to the „new way‟ communicating online (Bickerstaffe, 2005; Friga et al, 2003). Also, continuous changes will most definitely also change the dynamics between institutions and its target customers in the online environment. The change itself may have an impact on the usage of brands, including the brand used by business schools (Bickerstaffe, 2005). Today, communicating MBAs and branding in particular is an important tool in building customer relations and confidence between institutions and target groups due to new economy characterized by digitalization and globalization, Rowley (2004). Hence, brands, patents, designs and trademarks have become the basis of every institutional communication, De Karek-Silver (2000).

80 According to early research, business schools tend to be reactive rather that proactive when communicating their brand and meet the need of the market, Prince (1999). Not much has changed since, Bickerstaffe (2005), claim that business schools are to involved in the „output‟ (teaching and research) and forget the importance brand communication and communication of MBAs to target groups. However, the emergence of new technologies and the developments within the World Wide Web has lead to great opportunities in brand communication and competition advantages. Embracing the new changes will give institutions the opportunities to reposition themselves and take advantage of the changing educational market (Bickerstaffe, 2005; Rowerly, 2004).

Researchers suggest schools in a competitive environment to examine their brand personality profiles in order to remain in the competitive environment and higher educational context (Freling el at, 2005; Bickerstaffe, 2005; Aaker, 1997). Rowley (2004) suggest that branding online and e-commerce poses exploration of potential strategic advantages for business schools, therefore institutions should explore and implement brand strategies in online channels, websites being a distinctive suggestion. Appendix 2

Figure 8.1: “A brand personality scale”, Aaker (1997, p. 354)

Appendix 3

Table 8.2: ”Global MBA Rankings 2012” (Busniesseducation, 2012)

Ranking School name Country 1 Stanford Graduate School of Business US 2 Harvard Business School US 3 University of Pennsylvania: Wharton US 4 London Business School UK 5 Columbia Business School US 6 INSEAD France/Singapore 7 MIT: Sloan US 8 IE Business School Spain 9 IESE Business School Spain 10 Hong Kong UST Business School China 11 Indian Institute of Management, Ahmedabad India

82 12 University of Chicago: Booth US 13 IMD Switzerland 14 University of California at Berkley: Haas US 15 Duke University: Fuaqua US 16 Nortwestern University: Kellogg US 17 Ney York University: Stern US 18 HEC Paris France 19 Dartmouth College: Tuck US 20 Indian School of Business India 20 Yale School of Management US 20 University of Oxford: Said UK 23 National University of Singapore School of Singapore Business 24 Ceibs China 24 Cornell University: Johnson US 26 University of Cambridge: Judge UK 27 Warwick Business School UK 28 Chinese University of Hong Kong China 29 University of Michigan: Ross US 30 Rotterdam School of Management, Erasmus Netherlands University 31 Manchester Business School UK 32 UCLA: Anderson US 33 Easde Business school Spain 34 Nanyang Business School Singapore 35 Carnegie Mellon: Tepper US 36 Cranfield School of Management UK 37 University of Hong Kong China 38 University of Vrigina: Darden US 38 City University: Cass UK 40 Emory University: Goizueta US 41 Australian School of Business (AGSMA) Australia 42 SDA Bocconi Italy 43 Georgetown University: McDonugh US 44 University of Toronto: Rotman Canada 45 Rice University: Jones US 46 Imperial College Business School UK 46 Melbourne Business School Australia 46 Indiana University: Keller US 49 Pennsylvania State University: Smeal US 49 University of Rochester: Simon US 51 Coppead Brazil 51 Texas A & M University: Mays US 51 University of Texas at Austin: McCombs US 54 Peking University: Guanghua China 54 University of Cape Town GSB South Africa 56 University of North Carolina: Kenan Flagler US 57 University of Illinois at Urbana Champaign US 58 University of Maryland: Smith US

83 59 York University: Schulich Canada 59 Purdue University: Krannert US 61 Washington University: Olin US 61 Vanderbilt University: Owen US 61 University of Southern California: Marshall US 61 McGill University: Desautels Canada 65 Hult International Business School US / UK /UAE / China 66 Sungkyunkwan University SKK GSB South Korea 66 Ohio State University: Fisher US 68 University of Western Ontario: Ivey Canada 69 Boston College: Caroll US 70 Vlerick Leuven gent Management School Belgium 71 Lancaster University Management School UK 72 University of Minnesota: Carlson US 73 University of Washington: Foster US 74 Georgia Institute of Technology US 74 Wisconsin School of Business US 76 Incae Business School Costa Rica 77 Michigan State University: Broad US 77 Boston University School of Management US 79 George Washington University US 80 Wake Forest University: Babock US 81 University of California at Irvine: Merage US 82 University of British Columbia: Sauder Canada 83 University of Pittsburg: Katz US 83 University o Edinburg Business School UK 85 University of Notre Dame: Mendoza US 86 Northeastern University US 86 Birmingham Business School UK 86 University College Dublin: Smurfit Ireland 89 Thunderbird School of Global Management US 90 University of Iowa: Tippie US 91 Aston Business School UK 91 S P Jain School of Global Management Dubai / Singapore 93 University of St. Gallen Switzerland 94 Durham Business School UK 95 University of South Carolina: Moore US 95 Ipade Mexico 95 Bradford University School of Management UK 98 Birgham Young University US 100 Babson College: Olin US

Appendix 4

Table 8.3: MBA programs in Europe 2012 List School name Country

84 1 Aberdeen Business School, Robert Gordon UK University 2 Aberystwyth University, School of UK Management and Business 3 Ashridge Business School UK 4 Aston Business School, Aston University UK 5 Bangor University UK 6 Birmingham Business School 7 BPP University College - Business School UK 8 Bradford University School of Management UK 9 Brunel Business School, Brunel University UK 10 Cass Business School UK 11 Coventry University Business School UK 12 Cranfield School of Management UK 13 Durham Business School, Durham University UK 14 Edinburgh Business School - Heriot Watt UK University - Dubai Campus 15 European Business School, London UK 16 European School of Economics UK 17 Greenwich School of Management UK 18 Henley Business School UK 19 Hertfordshire MBA, University of UK Hertfordshire 20 Hull University Business School UK Imperial College Business School, Imperial College London 21 Judge Business School, University of UK Cambridge 22 Keele University School of Management UK 23 Kent Business School, University of Kent UK 24 Kingston Business School, Kingston UK University 25 Lancaster University Management School UK 26 Leeds Business School UK 27 Leeds University Business School UK 28 Leicester Business School, De Montfort UK University 29 London Business School UK 30 London Metropolitan University UK 31 London School of Business and Finance UK 32 Loughborough University UK 33 Management School, The University of UK Sheffield 34 Manchester Business School Worldwide UK 35 Manchester Business School, The University UK of Manchester 36 Manchester Metropolitan University Business UK School 37 Middlesex University Business School UK

85 38 Newcastle University Business School UK 39 Northampton Business School, The UK University of Northampton 40 Norwich Business School - University of East UK Anglia 41 Nottingham Business School UK 42 Nottingham University Business School UK 43 OU Business School UK 44 Oxford Brookes University Business School UK 45 Oxford University, Said Business School UK 46 RDI UK 47 Regents College/ Webster Graduate School UK and European Business School 48 Roehampton University UK 49 Royal Holloway School of Management UK 50 Salford Business School UK 51 School of Business Administration, American UK International College 52 School of Business and Economics, Swansea UK University 53 School of Management, University of Bath UK 54 Stirling Management School UK 55 The University Liverpool - Online Higher UK Education 56 University of Brighton Business School UK 57 University of Chicago Booth School of UK Business, London - Executive MBA 58 University of Edinburgh Business School UK 59 University of East London UK 60 University of Plymouth UK 61 University of Exeter, The Business School UK 62 University of Glasgow Business School UK 63 University of Portsmouth Business School UK 64 University of Strathclyde Business School UK 65 University of Southampton School of UK Management

66 University of Strathclyde Business School UK 67 University of Surrey Business School UK 68 University of the West of England, Bristol UK Business School 69 Warwick Business School, University of UK Warwick 70 Webster Graduate School London UK 71 Westminster Business School, University of UK Westminster 72 ADM BUSINESS SCHOOL, S.L. Spain 73 EADA Spain 74 EADA - HHL - Global Executive MBA Spain

86 75 EAE Business School Spain 76 ENAE- Business School Spain 77 EOI Escuela de Negocios / Business School Spain 78 ESADE Business School Spain 79 ESCUELA EUROPEA DE NEGOCIOS Spain 80 ESEUNE, Escuela de Negocios Spain 81 ESIC Business & Marketing School Spain 82 EUDE-Escuela Europea de Dirección y Spain Empresa 82 European University (Barcelona, Geneva, Spain Munich) 84 European University - Munich Spain 85 Fundacion Unoversitaria San Pablo-CEU Spain 86 IDEC-Universitat Pompeu Fabra Spain 87 IE Business School Spain 88 IEB Spain 89 IEDE Business School Spain 90 IESE Business School, University of Navarra, Spain 91 Real Madrid Spain 92 Spain as an MBA destination Spain 93 Universidad Carlos III de Madrid Spain 94 University of Deusto, Deusto Business Spain School 95 Zaragoza Logistic Center Spain 96 American Graduate School in Paris France 97 AUDENCIA Nantes School of Management France 98 BEM- Bordeaux Management School, Wine France MBA 99 Business Management Institute (IAE) of the France University of Nice Sophia Antipolis and the College of Bu 100 CERAM Sophia Antipolis, European School France of Business 101 Cnam - International Insitute of Management France 102 EDHEC Business School France 103 EMLYON Business School France 104 ENPC School of International Management France 105 ESC Rennes School of Business - France France 106 ESCE - Ecole Superieure du Commerce France Exterieur 107 ESCEM (Ecole Superieure de Commerce et France de Management) 108 ESLSCA Graduate School of Business - Paris France 109 ESSEC Business School France 110 Euromed Management France 111 European Institute of Purchasing France Management 112 Grenoble Graduate School of Business, France Grenoble Ecole de Management

87 113 HEC Paris MBA France 114 IAE Aix Graduate School of Management France 115 ICN Business School - EM Strasbourg France 116 ICN Business School, Nancy France 117 IFAM Business School France 118 INSEAD France 119 MBA ESG France 120 MBA Sciences Po - Paris France 121 MIP Management School, Paris France 123 Paris School of Business France 124 Polytechnicum de Normandie France 125 Reims Management School (RMS) France 126 Rouen Business School France 127 Schiller International University France 128 SKEMA Business School (formerly Groupe France ESC Lille and CERAM Business School) 129 SORBONNE - CELSA France 130 Sorbonne Graduate Business School - IAE de France Paris 131 Toulouse Business School France 132 Toulouse Business School France 133 Universite de Nice Sophia Antipolis France 134 University Jean Moulin - IAE of Lyon France Business School 135 AFUM Akademie fur Germany Unternehmensmanagement GmbH 136 Augsburg University Germany 137 Berlin School of Economics and Law /IMB Germany 138 EBS Business School Germany 139 ESMT European School of Management and Germany Technology 140 Euro-FH Europaeische Fernhochschule Germany Hamburg 141 Europa-Institut, Saarland University, Germany Germany 142 FOM Hochschule für Oekonomie & Germany Management 143 Frankfurt School of Finance and Management Germany 144 Georg Simon Ohm University of Applied Germany Sciences 147 GISMA Business School Germany 146 Goethe Business School Germany 147 HHL - Leipzig Graduate School of Germany Management 147 Hochschule Darmstadt - University of Germany Applied Science 148 Hochschule Furtwangen University Germany 149 Hochschule Offenburg - University of Germany Applied Sciences

88 150 Hochschule Pforzheim - Pforzheim Germany University 151 International School of Management (ISM) Germany 152 Julius-Maximilians-University of Wuerzburg Germany - Executive MBA Business Integration 153 Kassel International Management School Germany 154 Kuehne School of Logistics and Management Germany 156 Mannheim Business School Germany 157 RWTH Aachen University Germany 158 School of Management and Innovation // Germany Steinbeis Hochschule Berlin 159 Stuttgart Institute of Management and Germany Technology (SIMT) 160 Technische Hochschule Mittelhessen - THM Germany Business School 161 Troy University, Heidelberg Site Germany 162 WHU - Otto Beisheim School of Germany Management, Germany 163 AGSB Switzerland 164 BSL - Business School Lausanne Switzerland 165 Ecole hoteliere de Lausanne (EHL), Switzerland Switzerland 166 ETH Zurich Switzerland 167 Glion Institute of Higher Education Switzerland 168 Haute Ecole de Gestion de Geneva (HEG) Switzerland 169 IMD Switzerland 170 International Organisations MBA, University Switzerland of Geneva (HEC) 171 International University in Geneva Switzerland 172 Les Roches International School of Hotel Switzerland Management 173 SBS Swiss Business School Switzerland 174 LRG University of Applied Science Switzerland 175 Robert Kennedy College Switzerland 176 United International Business Schools (UIBS) Switzerland 177 University of Geneva (HEC) Switzerland 178 University of Geneva - Executive program Switzerland (HEC) 179 University of St.Gallen, The St.Gallen MBA Switzerland 180 Webster University - Geneva Switzerland 181 Amsterdam Business School - University of Netherlands Amsterdam 182 Business School Netherlands Netherlands 183 Duisenberg school of finance Netherlands 184 Erasmus University Rotterdam & Hotel Netherlands school The Hague 185 Euro MBA Consortium Netherlands 186 Maastricht School of Management Netherlands

89 187 Nyenrode Business Universiteit Netherlands 189 Rotterdam School of Management, Erasmus Netherlands University (RSM) 190 The Hague University Netherlands 191 Tias Business School Netherlands 192 TiasNimbas Business School Netherlands 193 Universiteit Maastricht Business School Netherlands 194 ALBA Graduate Business School Greece 195 American College of Thessaloniki Greece 196 Athens University of Economics and Greece Business (AUEB) 197 BCA Greece 198 DEREE - The American College of Greece Greece 199 International Hellenic University Greece 200 IST Studies Greece 201 The University of Sheffield, CITY College Greece 202 Donau-Universität KREMS - Danube Austria Business School 203 IMADEC UNIVERSITY Austria 204 LIMAK - Austrian Business School Austria 205 Modul University Vienna Austria 206 PEF Privatuniversität für Management Austria 207 Vienna University of Technology Austria 208 Webster University - Vienna Austria 209 WU Executive Academy of the Vienna Austria University of Economics and Business

210 Business School del Sole 24 ORE Italy 211 Cimba, Consortium of Universities Italy 212 LUISS Business School Italy 213 MIB School of Management Italy 214 MIP Politecnico di Milano Italy 215 Rome - University of Malta Italy 216 SDA Bocconi School of Management Italy 217 St. Johns University, Rome Campus Italy 218 University of Pisa Italy 219 Moscow International Higher Business Russia School- MIRBIS (Institute) 220 Moscow School of Management Russia SKOLKOVO 221 Moscow University - Touro Russia 222 Antwerp Management School Belgium 223 OU Business School Belgium 224 Solvay Brussels School of Economics and Belgium Management (ULB, Bruxelles)

90 225 Vlerick Leuven Gent Management School Belgium 226 Bilkent University Turkey 227 Istanbul Bilgi University Turkey 228 Koc University Turkey 229 Ozyegin University Graduate School of Turkey Business 230 Sabanci University Turkey 231 Warsaw University of Technology, Business Poland School 232 Faculdade de Economia, Universidade Nova Portugal de Lisboa 233 INDEG / ISCTE Business School Portugal 234 The Lisbon MBA - Catolica, Nova, MIT Portugal 235 University of Porto Business School Portugal 236 International Institute of Business (IIB) Ukraine 237 International Management Institute MIM - Ukraine Kyiv 238 The University of Dublin, Trinity College Ireland Dublin 239 University College Dublin, Smurfit School of Ireland Business 240 CMC Graduate School of Business Czech Republic 241 Masaryk Institute of Advanced Studies, Czech Republic Czech Technical University in Prague 242 U.S. Business School Praha Czech Republic

Appendix 5

Figure 8.4: Dictionary of Words

SINCERITY EXCITEMENT COMPETENCE • ABOVE-BOARD • ACTIVE • ABLE • ACCOMMODATING • ADVENTUROUS • ABLE-BODIED • ACCURATE • AGGRAVATION • ADEPT • ACTUAL • AGGRESSIVE • ADROIT • AFFABLE • ANNOYANCE • ALERT • AFFECTIONATE • ARTISTIC • ASSIDUOUS • AFFILIATED • ARTY • ASSURED • AFFILIATION • AUDACIOUS • ASSURANCE • APPROACHABLE • AUDACITY • ASTUTE • APPROACHING • AUTONOMOUS • AWARD-WINNING • ARTLESS • AVANT-GARDE • BENEFICIAL • AUTHENTIC • AWE-INSPIRING • BLOOMING • BENEFICIAL • AWESOME • BOOMING • BENEVOLENT • BOLD • BRAINY • BENIGN • BOLDNESS • BRIGHT • BLITHE • BOOST • BRILLIANT • BLITHESOME • BOTHER • CAPABLE • BLUNT • BRACING • CELEBRATION • BONAFIDE • BRAND-NEW • CELEBRATORY • BRIGHT • BRAND-NEW • CERTIFIED • BUOYANT • BRASH • CLEVER

91 • CANDID • BRAVE • COMING • CAREFREE • BRAVERY • COMPETENCE • CARELESS • BREATHTAKING • COMPETENT • CARING • BRISK • COMPLETE • CHARITABLE • BUBBLY • COMPREHENSIVE • CHEERFUL • CHALLENGE • CONCERN • CHILDLIKE • CHANCY • CONCLUSIVE • CHIPPER • COLORFUL • CONFINED • CIVIL • COLOURFUL • CONGLOMERATE • CIVILISED • CONTEMPORARY • CONQUERING • CIVILITY • COOL • CONSCIENTIOUS • CIVILIZED • COURAGE • CONSISTENT • CLEAN-CUT • COURAGEOUS • CONSTANT • CLOSE • COURAGOUSNESS • CONTINOUS • COMMON • COURANT • COST-EFFECTIVE • COMMONPLACE • CRAZY • CRAFTINESS • COMPANIONABLE • CREATIVE • CRAFTY • COMPASSIONATE • CREATIVITY • CREATIVE • COMPLETE • CRISP • CEREBRAL • CONCSIENTIOUS • CURRENT • CUNNING • CONGENIAL • DAREDEVIL • DEDICATED • CONTENT • DARING • DEPENDABLE • CONVENTIONAL • DAUNTINESS • DEPENDENT • CONVIVIAL • DAZZLING • DEVOTED • COOPERATIVE • DELIGHTFUL • DEXTEROUS • CORDIAL • DESIGNER • DILIGENCE • CORRECT • DETERMINED • DILIGENT • COURTEOUS • EAGERNESS • DISCERNING • CREATIVE • EARLY • DOINGWELL • CREDITABLE • ELECTRIFYING • DOMINANT • CUSTOMARY • ELEVATE • DURABLE • DECENT • EMANCIPATE • EDUCATED • DEFENSIBLE • EMANCIPATED • ENDORSED • DEVOTED • ENCOURAGEMENT • ENDURING • DIRECT • ENCOURAGING • ENTERPRISE • DISTINCTIVE • ENERGETIC • ENTERPRISINGNESS • DOWN-TO-EARTH • ENERGISE • EQUIPOTENT • EARNEST • ENERGISING • ERUDITE • EARTHY • ENERGIZE • ESTABLISHMENT • EASYGOING • ENERGIZING • ETERNAL • EBULLIENT • ENLIVEN • EVERLASTING • EMOTIONAL • ENLIVENING • EXHAUSTIVE • ESSENTIAL • ENTERPRISING • EXPERIENCED • EVERYDAY • EXALT • EXPERT • EXISTING • EXALTING • EXULTANT • FACT-BASED • EXASPERATION • FAIL-SAFE • FACTUAL • EXCITATION • FAST • FAITHFUL • EXCITE • FIRM • FAMILIAR • EXCITED • FIRST-PLACE • FAVORABLE • EXCITEMENT • FIT • FIRST • EXCITING • FLOURISHING • FORTHCOMING • EXHILARATE • FOOLPROOF • FORTHRIGHT • EXHILARATING • FOR CERTAIN • FRANK • EXUBERANT • FOREFRONT • FREE • FEARLESSNESS • FORWARD • FRIENDLY • FEISTY • FOR_CERTAIN • FUNDAMENTAL • FIERY • GAINFUL • GENEROUS • FORCEFUL • GENIUS • GENIAL • FRESH • GET AHEAD • GENUINE • FRESHNESS • GET-UP-AND-GO • GLAD • FRUSTRATION • GIFTED • GLADSOME • GOAD • GLORIOUS • GOOD • GREATHARTEDNESS • GOING • GOOD-HEARTED • GUTSY • GOOD • GOOD-HUMOURED • HALF-WITTED • GOVERNANCE • GRACIOUS • HAPPENING • GROWING • GREGARIOUS • HARDY • GUARANTEE • GUILELESS • HAREBRAINED • GUARANTEED • HALE AND HEARTY • HASSLE • HARD-WORKING • HAPPY • HASTY • HARDWORKING • HAPPY-GO-LUCKY • HEADACHE • HI-TECH • HEALTHFUL • HEADLONG • ILLUSTRIOUS • HEALTHY • HEART • IMPERISHABLE • HEARTFELT • HEEDLESS • IN-CHARGE • HEARTY • HEROIC • IN-FRONT • HEARTY • HEROISM • IN-CHARGE

92 • HELPFUL • HEROISM • IN-NO-DOUBT • HONEST • HIGH-SPIRITED • INDUSTRIAL • HONESTNESS • HIP • INDUSTRIALISE • HONESTY • HOT • INDUSTRIALISED • HONORABLE • HOTHEADED • INDUSTRIALIZED • HONORABLENESS • HOTTEST • INDUSTRIOUS • HONOURABLE • IDIOTIC • INDUSTRIOUSNESS • HONOURABLENESS • IMAGINATIVE • INDUSTRY • HOPEFUL • IMPETUOUS • INFORMED • HUMANE • IMPRUDENT • INDUSTRIAL • HUMBLE • IMPULSIVE • INGENIOUS • IMPRESSIONABLE • IN-VOGUE • INNITIATIVE • INDISPUTABLE • INCAUTIOUS • INSIGHTFUL • INEXPERIENCED • INCENTIVE • INTELLECT • INGENUOUS • INCITEMENT • INTELLECTUAL • INIMITABLE • INDEPENDENT • INTELLIGENT • INNOCENT • INDIVIDUAL • INVENTIVE • INSOUCIANT • INDUCEMENT • INTENTIVENESS • INSPIRED • INDUCTION • JUBILANT • IRREPLACEABLE • INGENIOUS • JUDICIOUS • JAUNTY • INNOVATIVE • KNOWING • JOLLY • INSANE • KNOWLEDGEABLE • JOVIAL • INSPIRATION • KNOWLEDGEABLE ABOUT • KIN • INSPIRATIONAL • LASTING • KIN • INSPIRING • LEADER • KIND • INSTIGATION • LEARNED • KINDLY • INTERESTED • LICENSE • KINSHIP • INTREPID • LITERATE • LEGITIMATE • INVENTIVE • LEGEND • LEGITIMATISE • INVIGORATING • LOGICAL • LEGITIMATIZE • IRRATINAL • LONG-LASTING • LEGITIMISE • IRRITANT • LONG-LIVED • LEGITIMIZE • JOG • LONG-SUFFERING • LIGHTHEARTED • JUVENILE • LOYAL • LIGHTSOME • LATEST • LUCRATIVE • LIVELY • LIBERATED • MANUFACTURE • LOVING • LIFTING • MARKETABLE • LUCKY • LIVELY • MECHANICAL • MALLEABLE • LIVEN UP • MERCANTILE • MATCHLESS • LIVEN_UP • METHODOLOGICAL • MAUDLIN • LONE • METICULOUS • MERCIFUL • LONE • MISSION • MERRY • LOUD • MONEY-MAKING • MIRTHFUL • METTLESOME • ONGOING • MODEST • MODERN • ORGANISATION • NAIVE • MODERN-DAY • OUTSTANDING • NATURAL • MODERNIST • OUTCOME • NEAT • MODERNISTIC • PAINSTAKING • NEIGHBOURLY • MODERNNESS • PARTNERSHIP • NEW • MODISH • PERCEPTIVE • NOURISHING • MOTIVATE • PERMANENT • NOURTURISING • MOTIVATING • PALMY • NOVEL • MOTIVATION • PERPETUAL • OBLIGING • MOVING • PERSEVERING • OLD-FASHIONED • NERVE • PERSISTENT • OPENHEARTED • NERVED • PERSPICACIOUS • OPTIMISTIC • NERVOUS • PERSERVING • ORDINARY • NERVY • POISED • ORGINAL • NEW • POTENT • ORIGINALITY • NEWLY ARISEN • PRIZE-WINNING • OUTGOING • NEWLY_ARISEN • PROCEDURAL • PERKY • NIFTY • PRODUCTION • PERSUADABLE • NUISANCE • PRODUCTIVE • PLAIN • PEEVE • PRODUCTIVENESS • PLAINSPOKEN • PEPPERY • PROFICIENT • PLEASANT • PEST • PROFIT • PLEASED • PLUCKY • PROFIT-MAKING • PLENTIFUL • PREDOMINANT • PROFITABLE • POLITE • PRESENT • PROMISING • POLITENESS • PRESENT-DAY • PROSPER • POSITIVE • PREVAILING • PROSPERING • PRACTICAL • PRISTINE • PROSPEROUS • PRAGMATIC • PROD • PROTECTED • PRAISEWORTHY • PROVOKE • PROUD • PROPER • RECENT • PRUDENT • PROPERNESS • REFRESHED • PUNCTILOUS

93 • PROTOTYPE • REFRESHEN • QUICK-WITTED • PURE • REFRESHFUL • QUALIFIED • REAL • REFRESHING • RATIONAL • REAL-VALUED • REPRESENT • REASONABLE • REALISTIC • RESOLUTE • RELIABLE • REALTIONS • RESOURCEFUL • REMAIN • RELATION • RESOURCEFULNESS • REMAINING • RELATIONS • RISKY • RESOLVED • RELATIONSHIP • ROUSING • RESPONSIBLE • RELIABLE • RROVOKATION • RESULT • REMARKABLE • SHAKE UP • ROARING • REPUTABLE • SHARP • ROBUST • RESPECTABLE • SMASHING • SAFE • RESPONSIVE • SOLE • SAGACIOUS • RESPONSIVENE • SOLITARY • SAGE • RESPONSIVENESS • SOLO • SALABLE • RIGHT • SOVEREIGN • SALEABLE • SCRUPULOUS • SPECIFIC • SAPIENT • SELF-EFFACING • SPINE TINGELING • SANE • SELF-EFFICIENT • SPIRITED • SAVVY • SENTIMENTAL • SPUNKY • SCIENTIFIC • SHY • SPUR • SCHOOLED • SIMPLE • STATE-OF-THE-ART • SECURE • SIMPLE-MINDED • STIMULANT • SELF-ASSURED • SINCERE • STIMULATE • SELF-CONFIDENT • SINCERENESS • STIMULATING • SELF-POSSESSED • SINGLE • STIMULATION • SELLABLE • SINGLE-MINDED • STIMULUS • SENSIBLE • SMALL-TOWN • STIRRING • SHARP • SMILING • STOUT • SHARP-WIPPED • SOCIABLE • STRONG-WILLED • SHELTERED • SOCIAL • THRILLING • SHREWED • SOUND • TONIC • SKILLED • SPRIGHTLINESS • TRENDY • SKILLFUL • SPRIGHTLY • TURN ON • SMART • STAIGHTFORWARD • UNCONSTRAINED • SOLID • STANDARD • UNDEVELOPED • SOUND • STRAIGHT • UNFETTERED • STAUNCH • STRAIGHTFORWARD • UNIQUE • STEADFAST • STRAIGHTNESS • UNMARKED • STEADY • SYMPATHETIC • UNMATCHED • STRONG • THE RIGHT WAY • UNRESTRICTED • SUCCESSFUL • TRUE • UP TO DATE • SUPERIOR • TRUE-LIFE • UP TO THE MINUTE • SYSTEMATIC • TRUST • UPLIFTING • TALENTED • TRUSTFUL • VALIANT • TECHNICAL • TRUSTWORTHY • VENTURESOME • THOROUGH • TRUSTY • VIBRANT • THOROUGHGOING • TRUTHFUL • VIBRATE • THOROUGHNESS • TYPICAL • VITAL • THRIVING • UNADULTERATED • VIVACIOUS • TIRELESS • UNAFFECTED • VOGUISH • TOPPLACE • UNALLOYED • VOUGE • TRADE • UNASSUMING • YOUNG • TRANSNATIONAL • UNBLEMISHED • YOUTHFUL • TRAINED • UNCHANGING • TRIUMPHAL • UNCONCERNED • TRIUMPHANT • UNDERSTANDING • TRUSTY • UNDILUTED • UNATTACKABLE • UNFEIGNED • UNBEATABLE • UNFORCED • UNBEATEN • UNGLAMOROUS • UNBENDABLE • UNGLOMOUROUS • UNDEVIATING • UNINTERESTED • UNFAILING • UNOSTENTATIOUS • UNFALTERING • UNPRETENDING • UNFLAGGING • UNPRETENTIOUS • UNFLUCTUATING • UNQUESTIONABLE • UNSHAKABLE • UNSOPHISTICATED • UNSWERVING • UNSPOILT • UNWAVERING • UNSTUDIED • UP-AND-COMING • UNSULLIED • VENDABLE • UNTAINED • VENDIBLE • UNTARNISHED • VENTURE • UNWORDLY • VICTORIOUS • UP-FRONT • WILTY

94 • UPRIGHT • WINNING • UTTER • WISE • VALID • WITTY • VERITABLE • VERITY • VIGOROUS • VIRTUOUS • VIVACIOUS • WARM • WARMHEARTED • WEEK • WELCOMING • WELL • WELL-FOUNDED • WELL-MANNERED • WHOLE • WHOLESOME • WHOLEHEARTED • WORTHY

SOPHISTICATION RUGGEDNESS • A LA MODE • ACTIVE • ALLUREMENT • AL FRESCO • ALLURING • ALFRESCO • AMIABLE • AL_FRESCO • ANGELIC • ANIMAL • APPEAL • ANIMALS • APPEALING • ARDUOUS • ARISTOCRACY • BEEFY • ARISTOCRAT • BITING • ARISTOCRATIC • BOISTEROUS • ARISTOCRATICAL • BRISTLY • ATTRACT • BRUTAL • ATTRACTION • BUMPY • ATTRACTIVE • CALLOUS • A_LA_MODE • CHALLENGE • ALLURING • CHALLENGING • BARONIAL • CHEWY • BEAUTIFUL • COARSE • BLUE BLOOD • CONFRONTATION • BLUE_BLOOD • COWBOY • BLUE-BLOODED • CRAGGED • BRUSH_UP • CRAGGY • CAPRIVATE • CRIMSON • CAPTIVATING • CRUDENESS • CELEBRATED • CRUDITY • CHARISMATIC • CRUEL • CHARM • CRUSHING • CHARMING • CUNCTATION • CHERUBIC • DANGEROUS • CHIC • DARE • CHIVALROUS • DAUNTING • CLASSY • DAYBREAK • COMPEL • DAYSPRING • COMPELLING • DEMANDING • COMPLICATEDNESS • DESERT • COSMOPOLITAN • DIFFICULT • COTOURE • DURABLE • COURTIER • EFFORTFUL • CULTIVATED • ENDEAVOR • CULTURED • ENDEAVOUR • CUTE • ENDURE • DANDYISH • ENERGETIC • DAZZLING • EXTERNAL • DE LUXE • EXTINCT • DELICATE • EXTREME • DESIRABLE • EXTREMUM • DESIRABLENESS • FACE • DE_LUXE • FACING • DELICATE • FEROCIOUS • DIGNIFIED • FERPCIOUS • DISTINCTION • FORCIBLE • DISTINGUISHED • FORBIDDING • DIVERSITY • FRESCO

95 • DOWNY • FRESHAIR • DULCET • FRONTIER • EDIFICATION • FURROW • ELABORATEDNESS • GLUTINOUS • ELEGANT • GODFORSAKEN • ELEVATED • GRANITELIKE • ELOQUENT • GRANITIC • ENCHANT • GRATING • ENCHANTING • GRAVEL • ENDEARING • GRIM • ENNOBLING • GRUELING • ENRAPTURE • GRUELLING • ENTHRAL • HARD • ENTHRALL • HARD-HITTING • ENTHRALLING • HARDENED • ENTICE • HARDY • ENTICING • HARD-BOILED • ENTRANCING • HARSH • EPICUREAN • HAZARDOUS • ESTEEMED • HEARTLESS • ESTHETIC • HEAVY • EXCELLENT • HEAVY-DUTY • EXCESSIVE • HOSTILE • EXCLUSIVE • HUNT • EXCLUSIVITY • HUNTING • EXEPTIONAL • HUSKINESS • EXPENSIVE • INHUMANE • EXQUISITE • INCONSIDERATE • EXQUISITELY • INSENSITIVE • EXTRAORDINARY • INSTINCTUAL • EXTRAVAGANT • INSUFFERABLE • EYE CATCHING • INSUPPORTABLE • EYE-CATCHING • INTOREABLE • FABULOUS • INTEMPERATE • FANTABULOUS • IRREGULAR • FASCINATE • JAGGED • FASCINATING • JERKING • FASHIONABLE • JERKY • FEMALE • JOLTING • FEMININE • JOLTY • FINE-LOOKING • JUNGLE • FIRST-CLASS • LABOURIOUS • FIRST-RATE • LEATHERY • FLOSSY • MACHO • FLUENT • MANFULLY • FRAGILE • MANLY • FRAGRANT • MANNISH • FULGID • MASCULINE • GALLANT • MAVERICK • GENTEEL • MOUNTAINOUS • GENTLE • MOUNTAINS • GENTLEMANLIKE • NERVE-RACKING • GENTLEMANLY • NERVE-WRACKING • GENTLEWOMAN • OPEN-AIR • GILDED • OUT-OF-DOOR • GIRLISH • OUT-OF-DOORS • GLAMOROUS • OUTDOOR • GLAMOUR • OUTDOORS • GLAMOUROUS • OUTDOORSY • GLIB • OUTER • GLIB-TONGUED • OUTSIDE • GLITTERING • OVERWHELMING • GLOSSY • OVEREXCITED • GOOD-LOOKING • PACHYDERMATOUS • GOOD-NATURED • PERDURABLE • GORGEOUS • PERILOUS • GRACEFUL • PHYSICAL • GRAND • PHYSICALLY • GRASPING • POINTY • GREAT • POTHOLED • GREATHEARTED • PRAIRIE • HANDSOME • PRECARIOUS • HAUTE_COTOURE • PROHIBITED • HETEROGENEOUSNESS • PUNISHING • HIGH • RAMPAGEOUS • HIGH- QUALITY • RESILIENT

96 • HIGH-BORN • RIGOROUS • HIGH-BROW • ROBUST • HIGH-CLASS • ROCKLIKE • HIGH-PROFILE • ROCKY • HIGH-STATUS • ROUGH • HIGHBROWED • ROUGH-TEXTURED • HIGHBROWNED • ROUGHENED • IMPRENETABILITY • ROUGHISH • IN STYLE • ROWDY • IN VOGUE • RUGGED • INCOMPREHENSIBILITY • RUGGEDNESS • INDULGENT • RUTHLESS • INEXPLICABILITY • RUTTED • INTELLIGENT • SAFARI • INTERESTING • SALOON • INTRICACY • SAVANNA • INVOLUTION • SAVANNAH • IN_STYLE • SCRAGGT • IN_VOGUE • SCRAGGY • LADY • SCRATCHY • LIKABLE • SERRATED • LIMITED • SEVERE • LOFTY • SPARTAN • LUSTROUS • STIMULATING • LUXURIOUS • STONY • MAGIC • STICKY • MAGNANIMOUSNESS • STRAINING • MAGNETISM • STRAPPING • MAGNIFICENT • STRENUOUS • MARVELOUS • STRICT • MELLIFLUOUS • STRINGLY • MELLISONANT • STRONG • MERIT • STRONG-ARM • MESMERIZE • STRUGGLE • NICE-LOOKING • STUBBORN • NOBILITY • STURDY • NOBLE • SUNRISE • NOBLE-MINDED • SUNSET • NOBLEMAN • SURVIVOR • NOBLENESS • TASK • NOBLESSE • TEST • NOBLEWOMAN • TESTING • OUTSTANDING • THICK-SKINNED • PATRICIAN • TIMBERLAND • PATRICIAN • TOOTHED • PHOTOGENIC • TOUCH-AND-GO • PICTURESQUE • TOUGH • PLEASEANT • TOUGHENED • PLEASING • TOUGHNESS • POLISHED • TREACHEROUS • POSH • TREK • PRECIOUS • TREKING • PREEMINENCE • TREKKING • PRESTIGIOUS • TRIAL • PRETTY • TIRING • PRINCELY • TRICKY • PRINCY • UNCARING • PROFLIGATE • UNCHARITABLE • PROMINENT • UNCIVILISED • QUEENLIKE • UNCIVILIZED • QUEENLY • UNCOMFORTABLE • REFINED • UNCOVERED • REMARKABLE • UNDOMESTICATED • RENOWNED • UNEVEN • RIGHTEOUS • UNFEELING • ROYAL • UNFORGIVING • SATIN • UNKIND • SATINY • UNMERCIFUL • SCINTILLANT • UNPADDED • SCINTILLATING • UNPLEASANT • SEDUCTIVE • UNPOLISHED • SEDUCTIVENESS • UNREFINED • SELECTIVE • UNRELENTING • SENIOR • UNRESTRAINED • SENSATIONAL • UNRULY • SERAPHIC • UNSMOOTH

97 • SHINY • UNSTEADY • SILK • UNTAMED • SILKY • VENTUROUS • SILVER-TONGUED • VIOLENT • SNOBBISH • VISCERAL • SOPHISTICATE • WEATHER-BEATEN • SOPHISTICATED • WEATHERED • SOPHISTICATION • WESTERLY • SPECTACULAR • WESTERN • SPLENDID • WETHERWORN • STRIKING • WESTERLY • STUNNING • WILD • STYLISH • WILDLIFE • SUAVE • WOODLAND • SUBTLE • SUGARINESS • SUPERFINE • SUPERIOR • TASTEFUL • TOP-NOTCH • UPMARKET • UPPER-CLASS • UPPER-CLASSES • UPPERCLASSES • VAIN • VELVET • VELVETY • VOGUISH • VOLUPTUARY • VOLUPTUOUS • WELL-BRED • VELVET • WELL-DESIGNED • WELL-DRESSES • WELLBORN • WOMANLIKE • WOMANLY • WOMEN

Appendix 6

Collected Website Information

London Business School

Home http://www.london.edu/index.html 2012-05-03 09:15

The School http://www.london.edu/theschool/index.html 2012-05-03 09:15

Why business education http://www.london.edu/theschool/whybusinesseducation.html 2012- 05-03 09:16

The school at a glance http://www.london.edu/theschool/whybusinesseducation.html 2012-05- 03 09:16

History of the school http://www.london.edu/theschool/theschoolataglance/historyoftheschool.html 2012-05-03 09:16

Rankings and Awards http://www.london.edu/theschool/theschoolataglance/rankingsandawards.html 2012-05-03 09:16

The dean http://www.london.edu/theschool/thedean.html 2012-05-03 09:16

Managing the school http://www.london.edu/theschool/managingtheschool.html 2012-05-03 09:16

Our facilitieshttp://www.london.edu/theschool/ourfacilities.html 2012-05-03 09:17

London experience http://www.london.edu/theschool/londonexperience.html 2012-05-03 09:17

Business experience http://www.london.edu/theschool/londonexperience/businessexperience.html 2012-05-03 09:17

Educational experience http://www.london.edu/theschool/londonexperience/educationalexperience.html 2012-05-03 09:18

Partner schools http://www.london.edu/theschool/partnerschools.html 2012-05-03 09:18

Career impact http://www.london.edu/theschool/careerimpact.html 2012-05-03 09:19 Recruit our talent- http://www.london.edu/theschool/recruitourtalent.html 2012-05-03 09:24

Recruit on campus http://www.london.edu/theschool/recruitourtalent/recruitmentoncampus.html 2012-05-03 09:24

Working for us http://www.london.edu/theschool/workforus.html 2012-05-03 09:25

Diversity at London business school Core courses http://www.london.edu/programmes/mba/programmedetails/corecourses.html 2012-05-03 09:19

Electives http://www.london.edu/programmes/mba/programmedetails/electives.html 2012-05- 03 09:19

Internship options and your summer break http://www.london.edu/programmes/mba/programmedetails/internshipoptions.html 2012-05- 03 09:19

Experimental learning http://www.london.edu/programmes/mba/programmedetails/majorprojects.html 20120503 09:19

Language learning http://www.london.edu/programmes/mba/programmedetails/languagelearning.html 2012-05-03 09:19

Learning methods http://www.london.edu/programmes/mba/programmedetails/learningmethods.html 2012-05-03 09:20

International exchange programme http://www.london.edu/programmes/mba/programmedetails/internationalexchangeprogramme. html 2012-05-03 09:20

Student and alumni profiles http://www.london.edu/programmes/mba/studentandalumniprofiles.html 2012-05-03 09:20

Faculty and research http://www.london.edu/facultyandresearch/index.html 2012-05-03 09:21

100

Faculty http://www.london.edu/facultyandresearch/faculty.html 2012-05-03 09:21

Research http://www.london.edu/facultyandresearch/research/ 2012-05-03 09:21

Subject areas http://www.london.edu/facultyandresearch/subjectareas.html 2012-05-03 09:21

Our community http://www.london.edu/ourcommunity/index.html 2012-05-03 09:21

Students http://www.london.edu/ourcommunity/students.html 2012-05-03 09:31

Student clubs and activities http://www.london.edu/ourcommunity/students/studentclubsandactivities.html 2012-05-03 09:31 http://www.london.edu/theschool/workforus/diversity.html 2012-05-03 09:26

Staff profiles http://www.london.edu/theschool/workforus/staffprofiles.html 2012-05-03 09:26

Policies and legislation http://www.london.edu/theschool/policiesandlegislation.html 2012-05- 03 09:26

About the school http://www.london.edu/theschool/index.html 2012-05-03 09:27

Programmes http://www.london.edu/programmes/index.html 2012-05-03 09:27

MBA http://www.london.edu/programmes/mba.html 2012-05-03 09:28

Who is the MBA designed for http://www.london.edu/programmes/mba/whoisthembadesignedfor.html 2012-05-03 09:29

Benefits and career impact http://www.london.edu/programmes/mba/benefitsandcareerimpact.html 2012-05-03 09:29

101 Progamme details http://www.london.edu/programmes/mba/programmedetails.html 2012-05- 03 09:30

Leadership Launch http://www.london.edu/programmes/mba/programmedetails/leadershipdevelopment.html 2012-05-03 09:30

Programme flexibility http://www.london.edu/programmes/mba/programmedetails/programmeflexibility.html 2012- 05-03 09:30

Staff http://www.london.edu/ourcommunity/staff.html 2012-05-03 09:32

Alumni http://www.london.edu/ourcommunity/alumni.html 2012-05-03 09:33

Corporate partners http://www.london.edu/ourcommunity/corporatepartners.html 2012-05-03 09:34

Governance http://www.london.edu/ourcommunity/governance.html 2012-05-03 09:34

Local community involvement http://www.london.edu/ourcommunity/localcommunityinvolvement.html 2012-05-03 09:35

Support the school http://www.london.edu/ourcommunity/supporttheschool.html 2012-05-03 09:36

News and events http://www.london.edu/newsandevents/index.html 2012-05-03 09:37

IMD Business School

Home http://www.imd.org/ 2012-05-03 17:26

Governance http://www.imd.org/about/foundationboard/ 2012-05-03 17:30

Key facts http://www.imd.org/about/keyfacts/ 2012-05-03 17:32

102

Who we are http://www.imd.org/about/keyfacts/culture.cfm 2012-05-03 17:33

What makes us different http://www.imd.org/about/keyfacts/What-Makes-Us-Different.cfm 2012-05-03 17:37

Core activities http://www.imd.org/about/keyfacts/core_activities.cfm 2012-05-03 17:38

Learning environment http://www.imd.org/about/keyfacts/learning_environment.cfm 2012-05- 03 17:39

Rankings http://www.imd.org/about/keyfacts/rankings.cfm 2012-05-03 17:40

Origins and history http://www.imd.org/about/keyfacts/history.cfm 2012-05-03 17:40

Executives in residence http://www.imd.org/about/executivesinresidence/ 2012-05-03 17:44

Pressroom http://www.imd.org/about/pressroom/ 2012-05-03 17:44

MBA http://www.imd.org/programs/mba/ 2012-05-03 17:45

Benefits http://www.imd.org/programs/mba/whyimd/benefits.cfm 2012-05-03 17:46

Why IMD http://www.imd.org/programs/mba/whyimd/index.cfm 2012-05-03 17:46

Rankings http://www.imd.org/programs/mba/whyimd/rankings.cfm 2012-05-03 17:46

Class subjects http://www.imd.org/programs/mba/programstructure/Class-subjects.cfm 2012- 05-03 17:47

Projects http://www.imd.org/programs/mba/programstructure/Projects.cfm 2012-05-03 17:47

Electives http://www.imd.org/programs/mba/programstructure/Electives.cfm 2012-05-03 17:47

103

Learning methods http://www.imd.org/programs/mba/programstructure/learning_methods.cfm 2012-05-03 17:48

Content overview http://www.imd.org/programs/mba/programstructure/content/index.cfm 2012-05-03 17:48

Career services http://www.imd.org/programs/mba/careerservices/index.cfm 2012-05-03 17:48

MBA community http://www.imd.org/programs/mba/community/index.cfm 2012-05-03 17:49

Company opportunities http://www.imd.org/programs/mba/companies/index.cfm 2012-05-03 17:49

Recruit our MBAs http://www.imd.org/programs/mba/companies/recruit.cfm 2012-05-03 17:49

Start up projects http://www.imd.org/programs/mba/companies/startups.cfm 2012-05-03 17:49

ICP http://www.imd.org/programs/mba/companies/icp.cfm 2012-05-03 17:50

Alumni network http://www.imd.org/networks/alumni/ 2012-05-03 17:51

IMD global centers http://www.imd.org/research-knowledge/global-centers/ 2012-05-03 17:51

About WCC http://www.imd.org/research/centers/wcc/about_wcc.cfm 2012-05-03 17:51

Research methodology http://www.imd.org/research/centers/wcc/research_methodology.cfm 2012-05-03 17:51

Case studies http://www.imd.org/research/publications/Case-Studies.cfm 2012-05-03 17:51

IE business School

Home http://www.ie.edu/ 2012-05-03 18:50

104

IE business school http://www.ie.edu/business/index_en.php 2012-05-03 18:50

Degree programs http://www.ie.edu/home/DegreePrograms/home_masters_eng.php 2012-05- 03 18:50

International MBA http://www.imba-es.ie.edu/ 2012-05-03 18:52

MBA Part-time http://www.mbap.ie.edu/ 2012-05-03 18:53

IE Schools http://www.ie.edu/IE/site/php/en/escuelas.php 2012-05-03 18:57

On in company http://execed.ie.edu/incompany/?idioma=es 2012-05-03 18:57

Mission and values http://www.ie.edu/IE/php/en/nuestra_mision.php 2012-05-03 18:57

Innovation http://www.ie.edu/IE/php/en/innovacion.php 2012-05-03 18:59

Entrepreneurship http://www.ie.edu/IE/php/en/creacion_empresas.php 2012-05-03 19:00

Global School http://www.ie.edu/IE/php/en/proyeccion_internacional.php 2012-05-03 19:00

Business community http://www.ie.edu/IE/php/en/comunidad_empresarial.php 2012-05-03 19:00

High quality research http://www.ie.edu/IE/php/en/investigacion_aplicada.php 2012-05-03 19:04

Social responsibility http://www.ie.edu/IE/php/en/responsabilidad_social.php 2012-05-03 19:05

Diversity http://www.ie.edu/IE/php/en/diversidad.php 2012-05-03 19:05

Humanities http://www.ie.edu/IE/php/en/humanidades.php 2012-05-03 19:05

105

Recognition http://www.ie.edu/IE/php/en/reconocimiento.php 2012-05-03 19:06

Rankings http://www.ie.edu/IE/php/en/rankings.php 2012-05-03 19:07

Accreditations http://www.ie.edu/IE/php/en/acreditaciones.php 2012-05-03 19:08

Associations http://www.ie.edu/IE/php/en/asociaciones.php 2012-05-03 19:09

Awards http://www.ie.edu/IE/php/en/distinciones.php 2012-05-03 19:009

Campus http://www.ie.edu/IE/php/en/campus.php 2012-05-03 19:10

Student life http://www.ie.edu/IE/php/en/student_life.php 2012-05-03 19:10

What is going on http://www.ie.edu/IE/php/en/actividades.php 2012-05-03 19:13

Career education http://www.ie.edu/alumni/career-development/career-education 2012-05-03 19:15

Career advising http://www.ie.edu/alumni/career-development/career-advising 2012-05-03 19:15

Benefits http://www.ie.edu/alumni/alumni-association/benefits 2012-05-03 19:15

Number ones http://www.ie.edu/alumni/alumni-association/number-ones 2012-05-03 19:15

University of Oxford: Said

Home http://www.sbs.ox.ac.uk/Pages/default.aspx 2012-05-05 11:17

About Said Business school http://www.sbs.ox.ac.uk/about/Pages/overview.aspx 2012-05-05 11:17

Welcome from the dean http://www.sbs.ox.ac.uk/about/Pages/welcome.aspx 2012-05-05 11:19

106

Overview http://www.sbs.ox.ac.uk/about/Pages/deanoverview.aspx 2012-05-05 11:20

Our state of the art building http://www.sbs.ox.ac.uk/about/Pages/building.aspx 2012-05-05 11:21

Our benefactor‟s http://www.sbs.ox.ac.uk/about/Pages/benefactors.aspx 2012-05-05 11:21

Business advisory council http://www.sbs.ox.ac.uk/about/Pages/bac.aspx 2012-05-05 11:21

Oxford lifestyle http://www.sbs.ox.ac.uk/about/Pages/lifestyle.aspx 2012-05-05 11:24

Studying at Oxford http://www.sbs.ox.ac.uk/about/Pages/studyingatOxford.aspx 2012-05-05 11:26

Degree Programmes http://www.sbs.ox.ac.uk/degrees/oxford1plus1/Pages/default.aspx 2012- 05-05 11:28

At a glance http://www.sbs.ox.ac.uk/degrees/oxford1plus1/Pages/OxfordMBA1+1ataglance.aspx 2012-05- 05 11:28

Oxford MBa at a glance http://www.sbs.ox.ac.uk/degrees/mba/Pages/Ataglance.aspx 2012-05- 05 11:30

Oxford MBa in the rankings http://www.sbs.ox.ac.uk/degrees/mba/Pages/rankings.aspx 2012- 05-05 11:32

Programme outline http://www.sbs.ox.ac.uk/degrees/mba/Pages/outline.aspx 2012-05-05 11:33

Core courses http://www.sbs.ox.ac.uk/degrees/mba/Pages/Corecourses.aspx 2012-05-05 11:35

Electives http://www.sbs.ox.ac.uk/degrees/mba/electives/Pages/default.aspx 2012-05-05 11:35

107 Private equity elective http://www.sbs.ox.ac.uk/degrees/mba/electives/Pages/Privateequityelective.aspx 2012-05-05 11:35

Leading strategic change http://www.sbs.ox.ac.uk/degrees/mba/electives/Pages/Leadingstrategicchange.aspx 2012-05-05 11:39

Social entrepreneurship electives http://www.sbs.ox.ac.uk/degrees/mba/electives/Pages/Socialentrep.aspx 2012-05-05 11:40

Real estate elective http://www.sbs.ox.ac.uk/degrees/mba/electives/Pages/Realestateelective.aspx 2012-05-05 11:40

Retailing elective- http://www.sbs.ox.ac.uk/degrees/mba/electives/Pages/Retailing.aspx 2012- 05-05 11:44

Entrepreunal finance http://www.sbs.ox.ac.uk/degrees/mba/electives/Pages/Entrepreneurialfinance.aspx 2012-05-05 11:44

Corporate valuation http://www.sbs.ox.ac.uk/degrees/mba/electives/Pages/Corporatevaluation.aspx 2012-05-05 11:44

Entrepreneurship project http://www.sbs.ox.ac.uk/degrees/mba/Pages/Projects.aspx 2012-05- 05 11:45

Strategic consulting project http://www.sbs.ox.ac.uk/degrees/mba/Pages/scp.aspx 2012-05-05 11:45

Career prospects http://www.sbs.ox.ac.uk/degrees/mba/Pages/careerprospects.aspx 2012-05-05 11:45

108

Careers service http://www.sbs.ox.ac.uk/degrees/mba/Pages/career.aspx 2012-05-05 11:46

Recruitment http://www.sbs.ox.ac.uk/degrees/mba/Pages/Placement.aspx 2012-05-05 11:46

Expert career advice http://www.sbs.ox.ac.uk/degrees/mba/Pages/Expertcareeradvice.aspx 2012-05-05 11:48

Career impact http://www.sbs.ox.ac.uk/degrees/mba/Pages/impact.aspx 2012-05-05 11:59

Pre-MBA internship award http://www.sbs.ox.ac.uk/degrees/mba/Pages/Pre-internship.aspx 2012-05-05 11:59

Internships http://www.sbs.ox.ac.uk/degrees/mba/Pages/Internships.aspx 2012-05-05 12:03

Student treks http://www.sbs.ox.ac.uk/degrees/mba/Pages/treks.aspx 2012-05-05 12:03

Introduction http://www.sbs.ox.ac.uk/mbacareers/introduction.htm 2012-05-05 12:03

View an MBA profile http://www.sbs.ox.ac.uk/mbacareers/colin-poage.htm 2012-05-05 12:03

View an MBA profile 2 http://www.sbs.ox.ac.uk/mbacareers/nick-tostenrude.htm 2012-05-05 12:03

Learn about a sector1 http://www.sbs.ox.ac.uk/mbacareers/finance-sector.htm 2012-05-05 12:04

Learn about a sector 2 http://www.sbs.ox.ac.uk/mbacareers/consulting-sector.htm 2012-05-05 12:04

Partners and families http://www.sbs.ox.ac.uk/degrees/mba/Pages/Partners.aspx 2012-05-05 12:06

109 Learn about a sector 3 http://www.sbs.ox.ac.uk/mbacareers/global-industry-sector.htm 2012- 05-05 12:06

Women in Oxford http://www.sbs.ox.ac.uk/degrees/mba/Pages/women.aspx 2012-05-05 12:06

Networking at Oxford http://www.sbs.ox.ac.uk/degrees/mba/Pages/networkingatoxford.aspx, 2012-05-05 12:07

Educating leaders http://www.sbs.ox.ac.uk/degrees/mba/Pages/Educatingleaders.aspx 2012-05- 05 12:07

Opening doors http://www.sbs.ox.ac.uk/degrees/mba/Pages/OpeningDoors.aspx 2012-05-05 12:08

Oxford lifestyle http://www.sbs.ox.ac.uk/degrees/mba/Pages/Oxfordlifestyle.aspx 2012-05-05 12:09

Student profiles http://www.sbs.ox.ac.uk/degrees/mba/profiles/Pages/default.aspx 2012-05-05 12:09

Oxford MBA alumni profiles http://www.sbs.ox.ac.uk/degrees/mba/alumni/Pages/alumni.aspx, 2012-05-05 12:09

Meet us http://www.sbs.ox.ac.uk/degrees/mba/Pages/meetus.aspx 2012-05-05 12:09

Meet us in Oxford http://www.sbs.ox.ac.uk/degrees/mba/Pages/Oxfordevents.aspx 2012-05-05 12:10

Competitions and awards http://www.sbs.ox.ac.uk/newsandevents/Pages/competitions.aspx 2012-05-05 12:10

Award- http://www.sbs.ox.ac.uk/newsandevents/WIBaward/Pages/Abouttheaward.aspx, 2012- 05-05 12:10

110 2011 selection criterias- http://www.sbs.ox.ac.uk/newsandevents/WIBaward/Pages/eligibility.aspx, 2012-05-05 12:11

Winners- http://www.sbs.ox.ac.uk/newsandevents/WIBaward/Pages/2011winner.aspx, 2012- 05-05 12:12

Previous awards- About the women in bsuiness group- http://www.sbs.ox.ac.uk/newsandevents/WIBaward/Pages/2010.aspx, 2012-05-05 12:12

Recruit our students- http://www.sbs.ox.ac.uk/corporate/recruiting/Pages/default.aspx, 2012- 05-05 12:12

Projects in the news- http://www.sbs.ox.ac.uk/corporate/projects/Pages/Projectsinthenews.aspx, 2012-05-05 12:14

HEC Paris

Home- http://www.hec.edu/, 2012-05-05, 12:42

About HEC Paris- http://www.hec.edu/HEC-Paris/About-HEC-Paris, 2012-05-05, 12:42

Our Philosophy- http://www.hec.edu/HEC-Paris/About-HEC-Paris/Our-philosophy, 2012-05- 05, 12:42

Our Programs- http://www.hec.edu/HEC-Paris/About-HEC-Paris/Our-programs, 2012-05-05, 12:42

History- http://www.hec.edu/HEC-Paris/About-HEC-Paris/History, 2012-05-05, 12:45

International Relations- http://www.hec.edu/HEC-Paris/International-relations, 2012-05-05, 12:46

International Development- http://www.hec.edu/HEC-Paris/International- relations/International-Development, 2012-05-05, 12:47

111

HEC Paris and Japan- http://www.hec.edu/HEC-Paris/International-relations/International- Development/HEC-Paris-and-Japan, 2012-05-05, 12:47

HEC Paris and China- http://www.hec.edu/HEC-Paris/International-relations/International- Development/HEC-Paris-and-China, 2012-05-05, 12:47

PIM- http://www.hec.edu/HEC-Paris/International-relations/Exchange-Programs/PIM, 2012- 05-05, 12:48

GEP- http://www.hec.edu/HEC-Paris/International-relations/Exchange-Programs/GEP, 2012- 05-05, 12:49

EUCAP- http://www.hec.edu/HEC-Paris/International-relations/Exchange-Programs/EUCAP, 2012-05-05, 12:49

Centers of Expertise- http://www.hec.edu/HEC-Paris/International-relations/Centers-of- Expertise, 2012-05-05, 12:50

Recruitment- http://www.hec.edu/HEC-Paris/Recruitment, 2012-05-05, 12:50

MSC Programs- http://www.hec.edu/HEC-Paris/Recruitment/To-know-more-about- internships-and-corporate-projects/MSc-programs, 2012-05-05, 12:52

HEC MBA- http://www.hec.edu/HEC-Paris/Recruitment/To-know-more-about-internships- and-corporate-projects/HEC-MBA, 2012-05-05, 12:52

Discover HEC MBA- http://www.mba.hec.edu/Discover-HEC-MBA/A-word-from-the- Associate-Dean, 2012-05-05, 12:52

Become a Corporate Partner- http://www.hec.edu/Corporate-relations/Become-a-Corporate- Partner, 2012-05-05, 12:52

Campus- http://www.hec.edu/HEC-Paris/Campus, 2012-05-05, 12:52

112

Students Associations- http://www.hec.edu/HEC-Paris/Campus/Students-associations, 2012- 05-05, 12:53

Organizing a Seminar- http://www.hec.edu/HEC-Paris/Campus/Organizing-a-seminar, 2012- 05-05, 12:53

Faculty and Research- http://www.hec.edu/Faculty-and-Research, 2012-05-05, 12:55

Foundation and Chairs- http://www.hec.edu/Faculty-and-Research/Foundation-and-Chairs, 2012-05-05, 12:57

Develop a Long-term Relationship- http://www.hec.edu/Corporate-relations/Become-a- Corporate-Partner/Develop-a-long-term-relationship, 2012-05-05, 13:03

Top Story- http://www.mba.hec.edu/MBAInFocus/index.php?content=top, 2012-05-05, 13:05

MBA Profiles 1- http://www.mba.hec.edu/MBAInFocus/index.php?content=profiles, 2012-05- 05, 13:07

MBA Profiles 2- http://www.mba.hec.edu/MBAInFocus/index.php?content=profiles2, 2012- 05-05, 13:08

Alumni 1- http://www.mba.hec.edu/MBAInFocus/index.php?content=alumni, 2012-05-05, 13:08

Alumni 2- http://www.mba.hec.edu/MBAInFocus/index.php?content=alumni2, 2012-05-05, 13:10

Program News 1- http://www.mba.hec.edu/MBAInFocus/index.php?content=today, 2012-05- 05, 13:10

Program News 2- http://www.mba.hec.edu/MBAInFocus/index.php?content=today2, 2012-05- 05, 13:11

113

Program News 3- http://www.mba.hec.edu/MBAInFocus/index.php?content=today, 2012-05- 05, 13:11

Campus View 1- http://www.mba.hec.edu/MBAInFocus/index.php?content=campus, 2012-05- 05, 13:12

Campus View 2- http://www.mba.hec.edu/MBAInFocus/index.php?content=campus2, 2012- 05-05, 13:12

Full- Time Option- http://www.mba.hec.edu/Understand-your-program/Full-time-option, 2012-05-05, 13:14

Part- Time Option- http://www.mba.hec.edu/Understand-your-program/Part-time-option, 2012-05-05, 13:14

Leadership at HEC- http://www.mba.hec.edu/Understand-your-program/Leadership-at-HEC , 2012-05-05, 13:15

Programs Highlights- http://www.mba.hec.edu/Understand-your-program/Program-highlights, 2012-05-05, 13:15

Women at HEC- http://www.mba.hec.edu/Life-HEC/Women-HEC, 2012-05-05, 13:15

HEC MBA Insights- http://www.mba.hec.edu/Life-HEC/HEC-MBA-Insights, 2012-05-05, 13:15

CMC- http://www.mba.hec.edu/Build-your-career/CMC, 2012-05-05, 13:16

Outreach- http://www.mba.hec.edu/Build-your-career/Outreach, 2012-05-05, 13:16

Approach- http://www.mba.hec.edu/Build-your-career/Approach, 2012-05-05, 13:16

114 Recruit from HEC MBA- http://www.mba.hec.edu/Build-your-career/Recruiting-from-HEC- MBA, 2012-05-05, 13:16

What You Need- http://www.mba.hec.edu/Apply-Now/What-you-need, 2012-05-05, 13:16

Recruiting from HEC MBA- http://www.mba.hec.edu/Build-your-career/Recruiting-from- HEC-MBA, 2012-05-05, 13:16

Kingston Business School

Home: http://business.kingston.ac.uk/ 2012-05-03 09:30

The-dean: http://business.kingston.ac.uk/about-us/welcome-from-the-dean 2012-05-03 09:30

Our-history: http://business.kingston.ac.uk/about-us/our-history 2012-05-03 09:30

What-sets-us-apart: http://business.kingston.ac.uk/about-us/what-sets-us-apart 2012-05-03 09:31

Recognition-and-rankings: http://business.kingston.ac.uk/about-us/international-recognition- and-rankings 2012-05-03 09:31

Accreditations: http://business.kingston.ac.uk/about-us/accreditations 2012-05-03 09:32

What-our-students-say: http://business.kingston.ac.uk/about-us/what-our-students-say 2012- 05-03 09:33

What-our-graduates-say: http://business.kingston.ac.uk/about-us/what-our-graduates-say 2012- 05-03 09:33 honorary-awards: http://business.kingston.ac.uk/about-us/honorary-awards 2012-05-03 09:34

115 Mba-graduate: http://business.kingston.ac.uk/news-events/news/201201/sky%E2%80%99s- not-limit-top-tv-executive-and-mba-graduate 2012-05-03 09:34

Application: http://business.kingston.ac.uk/news-events/news/201111/mba-bursary- applications-now-open-february-2012-entry 2012-05-03 09:35

Workplace: http://business.kingston.ac.uk/news-events/news/201011/innovative-workplaces- event-engaged-workforce-productive-one 2012-05-03 09:35

Ranking in Russia: http://business.kingston.ac.uk/news-events/news/201011/kingston-mba- ranked-number-1-russia 2012-05-03 09:39

Challenge: http://business.kingston.ac.uk/news-events/news/201003/mba-graduate-participate- ski-challenge 2012-05-03 09:39

25th-birthday: http://business.kingston.ac.uk/news-events/news/200909/kingston-mba- celebrates-its-25th-birthday 2012-05-03 09:40

Russian business school: http://business.kingston.ac.uk/news-events/news/200909/kingston- mba-moscow-tops-list-best-russian-business-schools 2012-05-03 09:41

News: http://business.kingston.ac.uk/news-events/news/200909/success-new-mba-students- website 2012-05-03 09:41

Idea/ Fees: http://business.kingston.ac.uk/news-events/news/200907/mba-student-uses- innovative-web-idea-raise-fees 2012-05-03 09:42

Joins bt board: http://business.kingston.ac.uk/news-events/news/200907/mba-alumnus-joins- bt-board 2012-05-03 09:45

Open days: http://business.kingston.ac.uk/news-events/events/open-days 2012-05-03 09:45

MBA: http://business.kingston.ac.uk/courses/kingston-mba 2012-05-03 09:47

116 Why MBA: http://business.kingston.ac.uk/courses/kingston-mba/why-choose-kingston-mba 2012-05-03 09:48

Who teaches MBA: http://business.kingston.ac.uk/courses/kingston-mba/why-choose-kington- mba/who-teaches-mba 2012-05-03 10:06

Our students: http://business.kingston.ac.uk/courses/kingston-mba/why-choose-kington- mba/our-students 2012-05-03 10:06

Nodes: http://business.kingston.ac.uk/node/23633 2012-05-03 10:07

Full-time MBA: http://business.kingston.ac.uk/courses/kingston-mba/full-time-mba- programme 2012-05-03 10:07

Fees and Bursaries: http://business.kingston.ac.uk/courses/kingston-mba/fees-and-bursaries 2012-05-03 10:08

How to apply: http://business.kingston.ac.uk/courses/kingston-mba/how-apply 2012-05-03 10:09

Entry requirements: http://business.kingston.ac.uk/courses/kingston-mba/entry-requirements 2012-05-03 10:10

Undergraduate-courses: http://business.kingston.ac.uk/courses/undergraduate-courses 2012-05- 03 10:11

Accommodation: http://business.kingston.ac.uk/courses/accommodation 2012-05-03 10:11

Placements: http://business.kingston.ac.uk/placements 2012-05-03 10:12

Careers-and-employability: http://business.kingston.ac.uk/courses/careers-and-employability 2012-05-03 10:12

Study-abroad: http://business.kingston.ac.uk/courses/study-abroad 2012-05-03 10:12

117

Research-centers: http://business.kingston.ac.uk/research/research-centres 2012-05-03 10:14

Research-groups http://business.kingston.ac.uk/research/research-groups 2012-05-03 10:15

Business-administration: http://www.kingston.ac.uk/postgraduate-course/master-business- administration-mba/ 2012-05-03 10:15

Course-programme: http://www.kingston.ac.uk/postgraduate-course/master-business- administration-mba/course-programme.html 2012-05-03 10:16

Timetable: http://www.kingston.ac.uk/postgraduate-course/master-business-administration- mba/attendance-and-timetables.html 2012-05-03 10:17

Entry-requirements: http://www.kingston.ac.uk/postgraduate-course/master-business- administration-mba/entry-requirements.html 2012-05-03 10:20

Recognition/ Accreditation: http://www.kingston.ac.uk/postgraduate-course/master-business- administration-mba/recognition-and-accreditation.html 2012-05-03 10:20

Research-areas.html: http://www.kingston.ac.uk/postgraduate-course/master-business- administration-mba/research-areas.html 2012-05-03 10:21

Links: http://www.kingston.ac.uk/postgraduate-course/master-business-administration- mba/links-with-business-and-industry.html 2012-05-03 10:22

Facilitieshttp://www.kingston.ac.uk/postgraduate-course/master-business-administration- mba/facilities.html 2012-05-03 10:23

Learning-support: http://www.kingston.ac.uk/postgraduate-course/master-business- administration-mba/learning-support.html 2012-05-03 10:23

What our students say: http://www.kingston.ac.uk/postgraduate-course/master-business- administration-mba/what-our-students-say.html 2012-05-03 10: 24

118

After you graduate: http://www.kingston.ac.uk/postgraduate-course/master-business- administration-mba/after-you-graduate.html 2012-05-03 10: 24

Events / Lectures: http://www.kingston.ac.uk/postgraduate-course/master-business- administration-mba/events-and-lectures.html 2012-05-03 10: 25

Networking: http://www.kingston.ac.uk/postgraduate-course/master-business-administration- mba/networking.html 2012-05-03 10: 25

Experience: http://www.kingston.ac.uk/postgraduate-course/master-business-administration- mba/international-experience.html 2012-05-03 10: 26

Teaching: http://www.kingston.ac.uk/postgraduate-course/master-business-administration- mba/who-teaches-this-course.html 2012-05-03 10: 26

Benefits: http://www.kingston.ac.uk/postgraduate-course/master-business-administration- mba/benefits-to-your-organisation.html 2012-05-03 10: 28

Bursaries: http://www.kingston.ac.uk/postgraduate-course/master-business-administration- mba/fees-and-bursaries.html 2012-05-03 10: 28

Trinity College Dublin

Home: http://www.tcd.ie/business/ 2012-05-03 11:01

About us: http://www.tcd.ie/business/about/ 2012-05-03 11:01

Careers: http://www.tcd.ie/business/undergraduate/careers/ 2012-05-03 11:01

Development: http://www.tcd.ie/business/undergraduate/skills-development/ 2012-05-03 11:01

Study abroad: http://www.tcd.ie/business/undergraduate/study-abroad/ 2012-05-03 11:03

119 Awards: http://www.tcd.ie/business/undergraduate/awards/ 2012-05-03 11:03

Societies: http://www.tcd.ie/business/undergraduate/societies/ 2012-05-03 11:03 student-testimonials: http://www.tcd.ie/business/undergraduate/student-testimonials/ 2012-05- 03 11:03

Home MBA http://www.tcd.ie/business/mba/ 2012-05-03 11:04

Why us: http://www.tcd.ie/business/mba/why/ 2012-05-03 11:04

Ranking: http://www.tcd.ie/business/mba/international-standing/ 2012-05-03 11:35

Facts about us: http://www.tcd.ie/business/mba/facts/ 2012-05-03 11:36

Our Structure: http://www.tcd.ie/business/mba/structure/ 2012-05-03 11:36

Fulltime program: http://www.tcd.ie/business/mba/structure/full-time/outline/index.php 2012- 05-03 11:37

Company project: http://www.tcd.ie/business/mba/structure/full-time/company-project/ 2012- 05-03 11:37

Faculty: http://www.tcd.ie/business/mba/structure/full-time/faculty/ 2012-05-03 11:38

Fulltime: http://www.tcd.ie/business/mba/structure/full-time/outline/module_4.php 2012-05-03 11:38

Fulltime: http://www.tcd.ie/business/mba/structure/full-time/outline/module_3.php 2012-05-03 11:39

Fulltime: http://www.tcd.ie/business/mba/structure/full-time/outline/module_2.php 2012-05-03 11:40

120 Fulltime: http://www.tcd.ie/business/mba/structure/full-time/outline/module_1.php 2012-05-03 11:40

Part-time: http://www.tcd.ie/business/mba/structure/part-time/outline/module_4.php 2012-05- 03 11:41

Part-time: http://www.tcd.ie/business/mba/structure/part-time/outline/module_3.php 2012-05- 03 11:41

Part-time: http://www.tcd.ie/business/mba/structure/part-time/outline/module_2.php 2012-05- 03 11:42

Part-time :http://www.tcd.ie/business/mba/structure/part-time/outline/module_1.php 2012-05- 03 11:43

Part-time: http://www.tcd.ie/business/mba/structure/part-time/outline/ 2012-05-03 11:44

Part-time: http://www.tcd.ie/business/mba/structure/part-time/faculty/ 2012-05-03 11:44

Schoolship: http://www.tcd.ie/business/mba/fees-schoolships/ 2012-05-03 11:44

Application: http://www.tcd.ie/business/mba/entry-application/ 2012-05-03 11:45

Open Events: http://www.tcd.ie/business/mba/open-evenings/ 2012-05-03 11:46

Testimonials: http://www.tcd.ie/business/mba/student-testimonials/ 2012-05-03 11:47

Careers: http://www.tcd.ie/business/mba/careers/ 2012-05-03 11:48

Recruiters: http://www.tcd.ie/business/mba/recruiters-info/ 2012-05-03 11:48

FAQ: http://www.tcd.ie/business/mba/faqs/ 2012-05-03 11:49

Contact info: http://www.tcd.ie/business/mba/contact-us/ 2012-05-03 11:50

121

Business Management: http://www.tcd.ie/business/masters/msc-business-management/ 2012- 05-03 11:50

Structure: http://www.tcd.ie/business/masters/msc-business-management/structure/ 2012-05-03 11:51

Apply: http://www.tcd.ie/business/masters/msc-business-management/apply/ 2012-05-03 11:52

Fees: http://www.tcd.ie/business/masters/msc-business-management/fees/ 2012-05-03 11:53

Schoolship: http://www.tcd.ie/business/masters/msc-business-management/schoolships/ 2012- 05-03 11:53

Faculty: http://www.tcd.ie/business/masters/msc-business-management/faculty/ 2012-05-03 11:54

Careers: http://www.tcd.ie/business/masters/msc-business-management/careers/ 2012-05-03 11:54

FAQ: http://www.tcd.ie/business/masters/msc-business-management/faqs/ 2012-05-03 11:55

Contact info: http://www.tcd.ie/business/masters/msc-business-management/contact-us/ 2012- 05-03 11:55

Accommodation: http://www.tcd.ie/business/mba/accommodation/ 2012-05-03 11:56

Links: http://www.tcd.ie/business/mba/downloads-links/ 2012-05-03 11:57

Press:http://www.tcd.ie/Secretary/Communications/Press_Releases/PRArchive/PR9900/pr21.h tml 2012-05-03 11:58

122 Press: http://www.tcd.ie/Secretary/Communications/Press_Releases/PR0203/prftranking.htm 2012-05-03 11:58

Campus: http://www.tcd.ie/research_innovation/entrepreneurship/campus.php 2012-05-03 12:03

Priority: http://www.tcd.ie/funding-priorities/priority/business.php 2012-05-03 12:04

Centres: http://www.tcd.ie/business/research/centres/ 2012-05-03 12:04

Structure: http://www.tcd.ie/business/research-degree-programme/structure/ 2012-05-03 12:05

University of Geneva

Home- http://mba.unige.ch/index.php?lang=en 2012-05-04 11: 24

Director of the MBA Program: http://mba.unige.ch/index.php?option=com_content&view=article&id=50&Itemid=70&lang=e n 2012-05-04 11: 24

University of Geveva: http://mba.unige.ch/index.php?option=com_content&view=article&id=51&Itemid=71&lang=e n 2012-05-04 11: 25

Audience http://mba.unige.ch/index.php?option=com_content&view=article&id=53&Itemid=73&lang=e n 2012-05-04 11: 26

Application / Admission criteria http://mba.unige.ch/index.php?option=com_content&view=article&id=54&Itemid=74&lang=e n 2012-05-04 11: 26

123 Course Calendar / Schedule http://mba.unige.ch/index.php?option=com_content&view=article&id=55&Itemid=75&lang=e n 2012-05-04 11: 27

Program costs http://mba.unige.ch/index.php?option=com_content&view=article&id=56&Itemid=76&lang=e n 2012-05-04 11: 28

Encounter Seminars http://mba.unige.ch/index.php?option=com_content&view=article&id=71&Itemid=147&lang= en 2012-05-04 11: 28

Life at MBA http://mba.unige.ch/index.php?option=com_content&view=article&id=128&Itemid=148&lang =en 2012-05-04 11: 29

Press http://mba.unige.ch/index.php?option=com_content&view=article&id=129&Itemid=149&lang =en 2012-05-04 11: 30

1st year: 12 Core Courses http://mba.unige.ch/index.php?option=com_content&view=article&id=61&Itemid=81&lang=e n 2012-05-04 11: 31

Leadership, Teamwork & Communication http://mba.unige.ch/index.php?option=com_content&view=article&id=73&Itemid=91&lang=e n 2012-05-04 11: 36

Self Leadership http://mba.unige.ch/index.php?option=com_content&view=article&id=135&Itemid=153&lang =en 2012-05-04 11: 36

124 Financial Policy http://mba.unige.ch/index.php?option=com_content&view=article&id=85&Itemid=103&lang= en 2012-05-04 11: 37

Business Economics http://mba.unige.ch/index.php?option=com_content&view=article&id=84&Itemid=102&lang= en 2012-05-04 11: 37

Investment Decision Making http://mba.unige.ch/index.php?option=com_content&view=article&id=83&Itemid=101&lang= en 2012-05-04 11: 38

Interactive Strategizing http://mba.unige.ch/index.php?option=com_content&view=article&id=82&Itemid=100&lang= en 2012-05-04 11: 39

Management Accounting http://mba.unige.ch/index.php?option=com_content&view=article&id=81&Itemid=99&lang=e n 2012-05-04 11: 40

Organization Design http://mba.unige.ch/index.php?option=com_content&view=article&id=79&Itemid=97&lang=e n 2012-05-04 11: 50

Risk Management http://mba.unige.ch/index.php?option=com_content&view=article&id=78&Itemid=96&lang=e n 2012-05-04 11: 50

Marketing http://mba.unige.ch/index.php?option=com_content&view=article&id=77&Itemid=95&lang=e n 2012-05-04 11: 51

125 Financial Accounting http://mba.unige.ch/index.php?option=com_content&view=article&id=76&Itemid=94&lang=e n 2012-05-04 11: 51

Business Strategy http://mba.unige.ch/index.php?option=com_content&view=article&id=75&Itemid=93&lang=e n 2012-05-04 11: 52

Organization & Communication http://mba.unige.ch/index.php?option=com_content&view=article&id=74&Itemid=92&lang=e n 2012-05-04 11: 54

Personal Development Program http://mba.unige.ch/index.php?option=com_content&view=article&id=165&Itemid=174&lang =en 2012-05-04 11: 55

Specializations http://mba.unige.ch/index.php?option=com_content&view=article&id=63&Itemid=83&lang=e n 2012-05-04 11: 55

Honorary Committee http://mba.unige.ch/index.php?option=com_content&view=article&id=65&Itemid=85&lang=e n 2012-05-04 11: 59

HEC Faculty http://mba.unige.ch/index.php?option=com_content&view=article&id=66&Itemid=86&lang=e n 2012-05-04 12:00

Alumnus and Itemed: http://mba.unige.ch/index.php?option=com_content&view=article&id=168%3Atemoignages& catid=49%3Aalumnis&Itemid=175&lang=en 2012-05-04 12:00

Marketing and Methods

126 http://mba.unige.ch/index.php?option=com_content&view=article&id=138%3Amarketing- and-methods&catid=36%3Aprogramme&Itemid=156&lang=en 2012-05-04 12:02

International Organizationshttp://mba.unige.ch/index.php?option=com_content&view=article&id=101%3Ai nternational-organizations&catid=36%3Aprogramme&Itemid=119&lang=en 2012-05-04 12:03

International Management http://mba.unige.ch/index.php?option=com_content&view=article&id=100%3Ainternational- management&catid=36%3Aprogramme&Itemid=118&lang=en 2012-05-04 12:05

Commodity Tradinghttp://mba.unige.ch/index.php?option=com_content&view=article&id=98%3Acommo dity-trading&catid=36%3Aprogramme&Itemid=116&lang=en 2012-05-04 12:10

MBA Awards http://mba.unige.ch/index.php?option=com_content&view=article&id=162%3Amba- awards&catid=49%3Aalumnis&Itemid=167&lang=en 2012-05-04 12:10

MBA Community http://mba.unige.ch/index.php?option=com_content&view=article&id=158%3Amba- community&catid=49%3Aalumnis&Itemid=171&lang=en 2012-05-04 12:10

Social Events http://mba.unige.ch/index.php?option=com_content&view=article&id=159%3Asocial- events&catid=49%3Aalumnis&Itemid=172&lang=en 2012-05-04 12:12

Career Coaching http://mba.unige.ch/index.php?option=com_content&view=article&id=157%3Acareer- coaching&catid=49%3Aalumnis&Itemid=170&lang=en 2012-05-04 12:12

Paris School of Business

Home: http://www.psbedu.com/ 2012-05-05 13:07

127 study-abroad: http://www.psbedu.com/study-abroad-business-school.html 2012-05-05 13:07

The Dean: http://www.psbedu.com/study-abroad-business-school/dean.html 2012-05-05 13:08

Campus: http://www.psbedu.com/study-abroad-business-school/campus-france.html 2012-05- 05 13:09

Internationality: http://www.psbedu.com/study-abroad-business-school/internationality.html 2012-05-05 13:09

Why France: http://www.psbedu.com/study-abroad-business-school/why-france.html 2012-05- 05 13:10

Beyond-degree: http://www.psbedu.com/study-abroad-business-school/beyond-degree.html 2012-05-05 13:10

Key facts: http://www.psbedu.com/study-abroad-business-school/key-facts.html 2012-05-05 13:11

Teaching-tools: http://www.psbedu.com/study-abroad-business-school/teaching-tools.html 2012-05-05 13:11

Student-profiles http://www.psbedu.com/study-abroad-business-school/student-profiles.html 2012-05-05 13:11

Network: http://www.psbedu.com/study-abroad-business-school/studialis-network.html 2012- 05-05 13:12

MBA programs: http://www.psbedu.com/study-abroad-programs/mba.html 2012-05-05 13:12

MBA/curriculum: http://www.psbedu.com/study-abroad-programs/mba/international- mba/curriculum.html 2012-05-05 13:13

128 International-MBA: http://www.psbedu.com/study-abroad-programs/mba/international- mba.html 2012-05-05 13:14

Pedagogy :http://www.psbedu.com/study-abroad-programs/mba/international- mba/pedagogy.html 2012-05-05 13:14

Admission: http://www.psbedu.com/study-abroad-programs/mba/international- mba/admission.html 2012-05-05 13:15

International degreehttp://www.psbedu.com/study-abroad-programs/mba/international- mba/degree-requirements.html 2012-05-05 13:15

Testimony: http://www.psbedu.com/study-abroad-programs/mba/international- mba/testimony.html 2012-05-05 13:16

School-faculty: http://www.psbedu.com/business-school-faculty.html 2012-05-05 13:18

Partner-universities-middle-east: http://www.psbedu.com/student-exchange- international/partner-universities-middle-east.html 2012-05-05 13:18

Study-abroad: http://www.psbedu.com/student-exchange-international/study-abroad.html 2012-05-05 13:26

Partner-universities-Asia: http://www.psbedu.com/student-exchange-international/partner- universities-asia.html 2012-05-05 13:26

Partnership with North America: http://www.psbedu.com/student-exchange- international/partner-universities-north-america.html 2012-05-05 13:27

Partnership with Latin America: http://www.psbedu.com/student-exchange- international/partner-universities-latin-america.html 2012-05-05 13:28

Partnership with New Zealand: http://www.psbedu.com/student-exchange- international/partner-universities-australia-and-new-zealand.html 2012-05-05 13:28

129

Application-procedure: http://www.psbedu.com/student-exchange-international/application- procedure.html 2012-05-05 13:29

Student Experience: http://www.psbedu.com/student-exchange-international/student- experiences.html 2012-05-05 13:30

Basel world: http://www.psbedu.com/business-school-news/paris-school-business-mba- students-visit-baselworld-2012 2012-05-05 13:31

Guest: http://www.psbedu.com/business-school-news/iesa-26th-anniversary-celebration-april- 21st-2011-paris-school-business-guest-h 2012-05-05 13:31

Manager-trump-international: http://www.psbedu.com/business-school-news/international- mba-alumni-now-business-development-manager-trump-international-h 2012-05-05 13:32

Dual degree: http://www.psbedu.com/business-school-news/paris-school-business-dual- degree-esgci 2012-05-05 13:33

Research: http://www.psbedu.com/business-school-news/international-mba-alumni-awarded- position-phd-researcher 2012-05-05 13:33

American chamber: http://www.psbedu.com/business-school-news/paris-school-business-now- member-american-chamber-commerce-paris 2012-05-05 13:34

Returning student: http://www.psbedu.com/business-school-news/warm-welcome-both-our- new-and-returning-students 2012-05-05 13:34

Renowned case: http://www.psbedu.com/business-school-news/paris-school-business-mba- students-participate-internationally-renowned-case-co 2012-05-05 13:38

Conferences: http://www.psbedu.com/business-school-news/paris-school-business-conference- latin-america-wednesday-april-6th-1715-1930 2012-05-05 13:46

130 Career: http://www.psbedu.com/business-school-news/paris-school-business-deans-career- profile 2012-05-05 13:51

Sabanci University

Home: http://som.sabanciuniv.edu/ 2012-05-06 16:03

Application Requirements: http://som.sabanciuniv.edu/Application_Requirements_MBA 2012- 05-06 16:03

Open positions: http://som.sabanciuniv.edu/open_positions 2012-05-06 16:04

MBA: http://som.sabanciuniv.edu/mba 2012-05-06 16:05

Directo rmessage: http://som.sabanciuniv.edu/directormessage 2012-05-06 16:05

Why us: http://som.sabanciuniv.edu/Why21months 2012-05-06 16:06

Advisory board: http://som.sabanciuniv.edu/advisoryboard 2012-05-06 16:06

Curriculum MBA: http://som.sabanciuniv.edu/Curriculum_MBA 2012-05-06 16:07

Career services: http://som.sabanciuniv.edu/careerservices_mba 2012-05-06 16:08

Graduates In The Business World: http://som.sabanciuniv.edu/Graduates_In_The_BusinessWorld 2012-05-06 16:08

Career: http://som.sabanciuniv.edu/PlacementSuccess_Carreer 2012-05-06 16:10

MBA Club: http://som.sabanciuniv.edu/MBA_Club 2012-05-06 16:10

Student Profile: http://som.sabanciuniv.edu/Student_Profile_Mba 2012-05-06 16:11

Node: http://som.sabanciuniv.edu/node/107 2012-05-06 16:11

131 Alumni: http://som.sabanciuniv.edu/MBA_Alumni 2012-05-06 16:12

Testimonials: http://som.sabanciuniv.edu/Testimonials_Mba 2012-05-06 16:12

Tuitionand Fees: http://som.sabanciuniv.edu/TuitionandFees 2012-05-06 16:43

Schoolships: http://som.sabanciuniv.edu/Schoolships_Mba 2012-05-06 16:43

Application: http://som.sabanciuniv.edu/Application_Process_mba 2012-05-06 16:44

Application Requirements: http://som.sabanciuniv.edu/Application_Requirements_MBA 2012- 05-06 16:44

Information session: http://som.sabanciuniv.edu/information-session-mba-eng 2012-05-06 16:45

Apply now: http://som.sabanciuniv.edu/Applynow_mba 2012-05-06 16:46

Node: http://som.sabanciuniv.edu/node/646 2012-05-06 16:46

Dean: http://som.sabanciuniv.edu/Dean 2012-05-06 16:47

Dean message: http://som.sabanciuniv.edu/Dean_message 2012-05-06 16:47

Facts and Figures: http://som.sabanciuniv.edu/Facts_and_Figures 2012-05-06 16:48

Sudirectorystafflist: http://som.sabanciuniv.edu/sudirectorystafflist4 2012-05-06 16:48

Sudirectorystafflist: http://som.sabanciuniv.edu/sudirectorystafflist5 2012-05-06 16:49

News:http://som.sabanciuniv.edu/sites/som.sabanciuniv.edu/files/Newsletters/en/News/News2. html 2012-05-06 16:50

132 Sudirectorystaffdetay: http://som.sabanciuniv.edu/sudirectorystaffdetay/682 2012-05-06 16:58

Academic Year Courses: http://som.sabanciuniv.edu/node/803 2012-05-06 16:59

Marketing: http://som.sabanciuniv.edu/node/380 2012-05-06 17:06

Achievement of our MBA Alumnus: http://som.sabanciuniv.edu/news_detail/38962 2012-05-06 17:06

International Memberships http://som.sabanciuniv.edu/International_Membership 2012-05-06 17:09 Appendix 7

Figure 8.5: Distribution of frequency by file Cluster one

Cluster one: HEC Paris, IE Business School, IMD, London Business School and Oxford: Said

133 The table below is included to demonstrate the figure above in terms on numbers for each scholar in Cluster one

FREQUENCY % % % NO. % TF SHOWN PROCESSED TOTAL CASES CASES • IDF COMPETENCE 663 31,7% 1,8% 1,0% 5 100,0% 0,0 SINCERITY 553 26,4% 1,5% 0,8% 5 100,0% 0,0 EXCITEMENT 431 20,6% 1,1% 0,6% 5 100,0% 0,0 SOPHISTICATION 257 12,3% 0,7% 0,4% 5 100,0% 0,0 RUGGEDNESS 188 9,0% 0,5% 0,3% 5 100,0% 0,0

Figure 8.6: Distribution of frequency by file Cluster two

Cluster two: HEC Genève, Kingston University, Paris School of Business, Sabanci University and Trinity College Dublin

134

The table below is included to demonstrate the figure above in terms on numbers for each scholar in Cluster two

FREQUENCY % % % NO. % TF SHOWN PROCESSED TOTAL CASES CASES • IDF COMPETENCE 608 28,6% 1,9% 1,0% 5 100,0% 0,0 EXCITEMENT 498 23,5% 1,5% 0,8% 5 100,0% 0,0 RUGGEDNESS 157 7,4% 0,5% 0,3% 5 100,0% 0,0 SINCERITY 510 24,0% 1,6% 0,8% 5 100,0% 0,0 SOPHISTICATION 350 16,5% 1,1% 0,6% 5 100,0% 0,0

Appendix 8

Figure 8.7: Distribution of frequency of brand personality dimensions for Cluster one

The table below is included to demonstrate the figure above in terms on numbers for each scholar in Cluster one

135

HEC IE Business IMD Business London Business Oxford Paris School school School COMPETENCE 109 102 106 142 149 EXCITEMENT 87 100 78 130 103 RUGGEDNESS 30 18 32 35 42 SINCERITY 83 102 80 105 140 SOPHISTICATION 57 77 32 85 99

Figure 8.8: Distribution of frequency of brand personality dimensions for Cluster two

HEC Genève Kingston University Paris School of business Sabanci University Tirnity College Dublin

136

HEC Kingston Paris School Sabanci TIRNITY Geneve University of business University COLLEGE DUBLIN COMPETENCE 40 167 69 199 188 EXCITEMENT 36 122 52 98 123 RUGGEDNESS 16 55 13 46 58 SINCERITY 31 107 51 149 215 SOPHISTICATION 16 72 50 47 72

APPENDIX 9

Cluster one EIGENVALUES

Eigenvalues Percentages Cumul. Percent ------0,010 64,928 64,928 0,004 27,804 92,731 0,001 7,261 99,992

VARIABLES COORDINATES

Item. Axis 1 Axis 2 Axis 3 ------HEC Paris 0,044 0,013 0,024 IE Business School -0,133 0,035 -0,050 IMD Business school 0,196 -0,002 -0,039 London Business School -0,012 0,075 0,034 Oxford -0,039 -0,104 0,013

WORDS/CATEGORIES COORDINATES

Item. Axis 1 Axis 2 Axis 3 ------RUGGEDNESS 1,971 -1,149 1,752 EXCITEMENT 0,023 1,655 -0,291 COMPETENCE 0,711 -0,014 0,251 SINCERITY -0,215 -0,996 -1,411 SOPHISTICATION -1,838 -0,363 1,248

137 Cluster two EIGENVALUES

Eigenvalues Percentages Cumul. Percent ------0,018 61,337 61,337 0,006 20,467 81,803 0,004 13,824 95,628

VARIABLES COORDINATES

Item. Axis 1 Axis 2 Axis 3 ------HEC Geneve 0,067 -0,018 0,028 Kingston University 0,125 -0,016 0,083 Paris School of business 0,226 -0,031 -0,136 Sabanci University -0,154 -0,092 -0,012 TIRNITY COLLEGE -0,070 0,107 -0,013

WORDS/CATEGORIES COORDINATES

Item. Axis 1 Axis 2 Axis 3 ------SOPHISTICATION 1,884 0,405 -1,491 RUGGEDNESS 0,298 1,708 2,735 EXCITEMENT 0,737 0,031 0,759 COMPENTENCE -0,399 -1,273 0,088 SINCERITY -1,187 1,021 -0,684

138 Appendix 10

Table 8.9: Environmental situations capitalized by some business schools in creating their brand personality dimension

139

Linnaeus University – a firm focus on quality and competence

On 1 January 2010 Växjö University and the University of Kalmar merged to form Linnaeus University. This new university is the product of a will to improve the quality, enhance the appeal and boost the development potential of teaching and research, at the same time as it plays a prominent role in working closely together with local society. Linnaeus University offers an attractive knowledge environment characterised by high quality and a competitive portfolio of skills.

Linnaeus University is a modern, international university with the emphasis on the desire for knowledge, creative thinking and practical innovations. For us, the focus is on proximity to our students, but also on the world around us and the future ahead.

Linnæus University SE-391 82 Kalmar/SE-351 95 Växjö Telephone +46 772-28 80 00

140