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This research extends recent efforts that have introduced and empirically tested a conceptual model of brand community in the context of higher education. This emerging literature has indicated that brand community provides a framework that can inform and guide marketing investments in ways that lead to affinity and stronger loyalty to the brand and institution. This paper presents the results of a national survey that examines the potential impact that institutional size may have on the relationships of an alumni brand community. This paper also explores the implications of the size of the educational institution on relevant and desired marketing outcomes that include the willingness to recommend the university to friends and family and a desire to purchase licensed apparel. 相似文献
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Shaun Fielding Harry Daniels Angela Creese Valerie Hey Diana Leonard 《Curriculum Journal》2013,24(2):169-187
ABSTRACT This article discusses some of the issues raised in the early stages of an Economic and Social Research Council (ESRC) study. 1 The first phase of the project involved an analysis of end of Key Stage 2 (children aged 10–11) Standard Assessment Test (SAT) data within a Midlands and a London local education authority (LEA(M) and LEA(L) respectively). The LEAs were identified according to the quality and accessibility of the data and their socio‐economic and socio‐cultural diversity. The analysis was used as an instrument for selecting schools in each LEA that displayed specific but con‐ sistent patterns of high, low and average achievement which were cross cut by large differences between boys' and girls' achievement in all three SAT subjects (English, maths and science). On one level, this article discusses the difficulties we encountered in identifying schools with consistent patterns of gendered achievement as well as signposting the ‘political’ significance of these difficulties for present and future edu‐ cation policies. On another level, it is a vehicle for the development of the theoretical lenses of learner identity and post‐Vygotskian analysis that have shaped our under‐ standing of gendered achievement which we use to ‘speak’ to and influence the development of the test procedures highlighted in this article. 相似文献
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Harry Pratt Judson LL. D. 《Religious education (Chicago, Ill.)》2013,108(3):249-252
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