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The purpose of this paper is to explore the meaning of the concept “school identity” as reflected in principals’ perceptions of their school logo, vision and practice.

In-depth interviews were conducted with 24 principals from Israeli elementary, junior high and high schools. The content analysis of principals’ interviews, including open, axial and selective coding and confirmatory qualitative analysis was used to examine the principals’ perceptions regarding the school’s logo, vision and practice.

The principals’ perceptions of the logo, vision and practice comprised five main features: academic, traditional, national, organizational and social-ethical. Different types of relationships were found between these features: correspondence by appearance, correspondence by non-appearance and incongruence.

The study suggests a new theoretical model for generating the concept of school identity. The study demonstrates that incongruent findings may be viewed as complementary rather than conflicting when establishing a school’s identity.

The findings can promote an understanding of the function of school logos and vision statements in school practice, and help develop and maintain school identity. All these may affect the surroundings that come in contact with the school principal, such as parental decision on school choice and governmental activities.

To date, no study has investigated the meaning of school identity based on the principals’ perceptions regarding the school logo, vision and practice. The findings can facilitate the development of an ecological approach, which can help in understanding the meaning of school identity and its effect on students, staff, parents, wider community and national policy.

The practice of an interscholastic athletic department reproducing the logo of a collegiate team for its own use is becoming increasingly visible. In response to this growth, many collegiate licensing departments have begun actively enforcing zero-tolerance policies that prohibit third parties from using their respective colleges’ trademarks. Conversely, other institutions have exercised discretion by allowing high school programs to use their athletic departments’ logos only after receiving assurances from the high school that it will adhere to strict usage guidelines. The paper aims to discuss these issues.

The paper provides a thorough discussion on the concept of brand dilution and its application to sport. More specifically the study gives an account of the strategies employed by trademark specialists to protect (and in some cases, enhance) the equity of their brands. To identify these strategies, a qualitative questionnaire was employed, which was completed by 13 brand managers representing institutions from the Atlantic Coast Conference, Big 12 Conference, Big Ten Conference, Mid-American Conference, Missouri Valley Conference, Pac-12 Conference, and the Southeastern Conference.

Qualitative questionnaire responses from collegiate brand managers suggest that licensing departments differ in their perceptions of the outcomes associated with allowing logo replication in high school athletic departments.

Perceived consequences of two enforcement strategies – prohibitive and cooperative – are highlighted, as are implications and directions for future research.

This paper aims to investigate the impact of brand attachment and familiarity on perceived congruence between the logo and the brand. It explores the role of an under-researched factor, surprise, on perceived congruence in the case of a radical logo change.

A study was conducted with 220 students following a university logo change. Perceived congruence between the logos (old and new) and the school brand values was measured for two kinds of students, current and future (i.e. applicants).

Results show the importance of surprise in the acceptance of a logo change. Brand familiarity and brand attachment affect surprise in opposite ways, such that higher familiarity increases negative surprise, whereas higher attachment enhances positive surprise.

This research used a school logo. Because schools represent a particular type of company, brand attachment to another type of brand could be different. The current model needs to be tested in different contexts.

Companies must pay special attention when communicating with their most attached consumers. In particular, companies that aim to change their logos must prepare for the change by relying on communications that can lead to positive surprise.

This study was conducted in a real context of logo change. It is the first study to focus on the link among familiarity, attachment and surprise when a radical logo change takes place within a company.

The purpose of this case study is to investigate one conduit through which racial inequality is perpetuated in American schools. Using Bourdieu’s theory of capital, this chapter uses visual ethnography to examine the signage of one predominately African American high school in the Midwest. Some of the signs, which are featured photographically in the chapter, include bans on “sagging,” bans on certain slang words, an emphasis on individual accountability, and more. The chapter finds that this school works to normalize forms of cultural capital considered valuable in the White, middle to upper-middle class communities while simultaneously discrediting and preventing less dominant forms of capital. The implications of this analysis are that Black students must gain access to dominant forms of capital in order to experience success in school. Such an analysis asks leaders in higher education to: (1) recognize that high schools often negatively evaluate a student’s non-dominant cultural capital – as reflected in poor student discipline records, low achievement and attainment; (2) consider transforming the college admissions process to be more inclusive of measures of non-dominant capital; and (3) consider how to authentically value what matriculating students with non-dominant forms of capital bring to the campus.

The objective of this paper is to respond to four research questions. The first two as how likely are college football season ticket holders to recommend (1) purchasing a similar season ticket package and (2) attending a home football game, to a friend or colleague. The third question examines if there is a difference between advocacy toward purchasing season tickets as compared to advocacy toward game attendance. Finally, we identify what factors impact advocacy for college football season ticket holders.

An online survey of 57,240 season ticket holders from 69 different National Collegiate Athletics Association (NCAA) Division I Football Bowl Subdivision programs was undertaken. The data were analyzed to build a model of the drivers of advocacy in season ticket holders from a conceptual base of advocacy, trust and loyalty.

The identified drivers include both institutionally influenced factors and factors related to season ticket holder behaviors/demographics. The season ticket holder is arguably the highest level of fan for any sports organization from an affinity perspective and clearly the most important from a business perspective. This research argues that the season ticket holder should not only be the focus of ticket sales efforts but also leveraged as marketing advocates with the objective of attracting additional fans.

The value of this research is the large sample of data from season ticket holders of NCAA Division 1 football clubs and the resulting learning it provides to researchers and practitioners.

The purpose of this paper is to call for a rhetorical turn in the study of school leadership and discusses how principals use language to enact school improvement. The key purpose is to explore how talk is action in leading and managing school reform.

This paper presents a rhetorical framework and methodology for interpreting principal practice through language. As a model, the language use of one urban school principal is examined through a rhetorical analysis of 650 instances of principal talk in 14 administrative meetings. The paper reports on the form and content of principal rhetoric, including analysis of logos, pathos, and ethos, and comparative analysis across meeting contexts.

The paper demonstrates the importance of rhetorical form and content and highlights the role of audience in principal talk. In the present example, each of three rhetorical forms was used to transform school practice. Logos was used most frequently; emotional and ethical arguments were also integral to principal talk. Comparative analysis showed that the principal's rhetoric varied by audience. The principal's use of language did not just explain practice, but also defined and shaped ongoing practices.

The author proposes future cross-case research to develop an understanding of how leadership language varies across individuals and contexts, as well as interaction analyses of the co-performance of discourse and rhetoric in schools.

The author argues that principal preparation would benefit from the incorporation of the linguistic concepts and forms of rhetoric, particularly in the context of school improvement.

While many have turned to principal practice as an area of research, few have focussed on the underlying linguistic structures. This paper emphasizes the importance of language in principal practice and offers a specific methodology with which to study it.

This paper aims to provide evidence that theory-based effects of role-identity cultivation stages on self-symbolizing consumption activities do exist.

Specific focus is placed upon differing motives between rookie versus veteran role-identity actors and how these differences lead to symbolic self-completion and self-retention behaviors. Effects of these motives are examined in the context of college student identity transitions.

Evidence is found for a pattern, whereby role-identity rookies with fewer role-identity-related possessions are more likely to self-symbolize the role-identity outwardly than veteran consumers having more role-identity-related resources, such as possessions. Self-retention via possessions is also more evident with rookies making the transition from one role-identity to the next, replacement role-identity. Findings are replicated for both readily available and favorite possessions related to a role-identity.

Future role-identity research in marketing may miss unique and important insights without accounting for role-identity cultivation stage.

Current evidence highlights the importance of identity cultivation stage, symbolic self-completion and self-retention as factors to consider in understanding market segments associated with respective role-identities.

Extant research does not yet account for how consumption activities serving both symbolic and functional purposes support role-identity transitions. This inquiry is directed at contributing to this need.

The branding of universities is increasingly recognized to present a different set of challenges than in corporate, for-profit sectors. The purpose of this paper is to investigate how faculty make sense of branding in the context of higher education, specifically considering branding initiatives in business schools.

The paper is based on qualitative interviews with faculty regarding their responses to organizational branding at four business schools. Discourse analysis was used to analyze the interview data.

The study reveals varied, fluid and reflexive faculty interpretations of organizational branding. Faculty interviewed in the study adopted a number of stances towards their schools’ branding efforts. In particular, the study identifies three main faculty responses to branding: endorsement, ambivalence and cynicism.

The study contributes by highlighting the ambiguities and ambivalence generated by brand management initiatives in the higher education context, offering original insights into the multiple ways that faculty exploit, frame and resist attempts to brand their organizations. The authors conclude by discussing the implications of these findings for branding in university contexts.

This study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.

In this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.

The research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.

The study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.

This paper aims to present an overview of how libraries are using Twitter in an academic setting.

This study analyzed the current state of 296 Twitter accounts from a random sample of academic libraries. A total of 19 different criteria were explored, with an emphasis on the following three categories: layout and design, content and number of tweets, and account followers.

Only 34 per cent of libraries in the study had a Twitter account and characteristics varied widely among libraries, however it is evident that it is possible to successfully communicate with patrons via Twitter.

A primary limitation for this study is the frequency with which Twitter can change.

This paper provides a snapshot of how libraries are currently using Twitter, which can be of assistance to libraries seeking to implement a Twitter presence.

The paper presents an overview of trends in academic library Twitter accounts, which could be useful to librarians who are considering launching a Twitter account for their library.