The Theoretical Analysis of the Allocation of Family Control Rights B Oc17 2014 | Page 10

J. Cai, T. Loo

As for the Indians, given their past colonial ties with the UK, they are living in this dichotomy of British traditions and modernity. An example of the best of British traditions still embedded in the everyday lives of the Indians is their own educational institutions, founded by the British. Schools, such as The Sacred Heart, are still
seen as providing the best and most prestigious education one can have in India.
The UK is a country of astonishing diversity and creativity (Smith, 2003) and both the images of heritage and
trendiness carry elements of truth. Rather than denying past glories and focusing mainly on the modern, as in
“Cool Britannia”2 and “Think UK”, authorities promoting UK tertiary education can leverage this paradox in
their communication programmes. It is a matter of finding the right stories and examples to juxtapose the Chic
and Enterprise images of the UK, thus bringing the national image to life in the marketing of education. Take for
example the University of Manchester, which can benefit from its association with the city from which the Industrial Revolution originated and its longstanding by comparison with many British universities by using its
positioning as “established in 1824” to evoke the tradition and status of British education. At the same time its
business school was one of the first to be established in Britain and credited with developing an experiential approach the “Manchester Method”, a project-oriented and learn-by-doing approach to business education studies
which has since been adopted by other MBA programmes worldwide. Such associations bring out an image of
being Enterprising.
On a macro level, the finding that the image of H