Higher education is assessed based not just on the aggregate score of the graduate but also the particular institution that one graduated from. The material reputation of a learning institution and how it affects graduates mainly inform the brand promise of the institute (Park & John, 2014) . In essence, the brand promise can be referred as the positive attributes that a student will get based on the learning institution attended. Among the fundamental constituent needs of students is a good education. No matter how reputable an institution is unless they offer an education that is up to the reputation, then studying in that institution will be a vanity. A moral and ethically sound foundation is also another fundamental constituent need (Khanna et al, 2014) . Future employers and other parties that a graduate will be interacting with would be as interested in the moral and ethical reputation of a graduate as they would in academic prowess.
For a school to have a high brand promise, it has to be very specific on its market segmentation. Indeed, such an institution brands itself as a school where students want to be, rather than one that needs students. It advertises stringent measures, requirements, and bottlenecks towards registration so that the students who finally succeed to get enrolled feel lucky that they were. This reputation is bound to spread thus galvanizing the brand promise of the school (Khanna et al, 2014) . Finally, just as individuals have character, a school with a good brand promise must also have proper brand attributes also called core values. This entails what the institutions believe in and tries to achieve through its students and alma mater. A good example of an institution with a high brand promise is the Massachusetts Institute of Technology (MIT); one of the most famous higher learning institutions globally. MIT is not only famous for producing great engineers but also a great center for innovation (Park & John, 2014) . Indeed, for one to be considered a respectable engineer almost anywhere globally, it is enough to state that one has studied at MIT.
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References
Khanna, M., Jacob, I., & Yadav, N. (2014). Identifying and analyzing touchpoints for building a higher education brand. Journal of Marketing for Higher Education , 24 (1), 122-143
Park, J. K., & John, D. R. (2014). I think I can, I think I can: Brand use, self-efficacy, and performance. Journal of Marketing Research , 51 (2), 233-247
