Marketing Management

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BD415031S: Marketing Management

(3,963 words)
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Marketing Management

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5 May 2012

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This paper focuses on Anglia Ruskin University, and the author has interpreted the
term customeras representing a full-time UK undergraduate student studying at one
of the institutions main East of England campuses.

Using suitable models identify the customer perceived value for the
customers for a product/division/company of your choice
Holbrook (1999, p.5) defines consumer value as an interactive relativistic
preference experience and explains that the notion of consumption experience
is central to the creation of customer value because customers desire in that
regard affects their relationships with products relative to their personal tastes,
the preference judgments they make, and the circumstances in which they find
themselves (Holbrook, 1999, p.9).
This definition suggests that what people desire is not the product or service with
which they interact, but the experience which that product or service will deliver
for them; this anticipated experience is therefore the perceived value. In the
context of a prospective Anglia Ruskin student, one can identify their perceived
value as being the desire to enhance their career prospects, maybe to develop
practical life skills and independence, or perhaps simply for the sense of
academic achievement that obtaining a qualification would provide.
Holbrook (1999, p.12) proposes a Typology of Consumer Value where eight
types of value are determined by analysing three given dimensions of the value
experience (see Appendix 1).Using Holbrooks model to assess the customer
perceived values of the prospective student discussed above, it is evident that
the perceived values of obtaining enhanced career prospects and developing
independence and practical life skills are classified as Efficiency types of values;
a means-to-an-end (extrinsic) value is derived from the (active) use of the
qualification or skills obtained, to progress along a desired (self-oriented) career
and/or life path.
Meanwhile, the categorisation of the desire to acquire a sense of academic
achievement depends on whether the desired experience is for ones own
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satisfaction (self-oriented) or to impress others (other-oriented). If the former,

the

perceived

value

can

be

categorised

underExcellence,

otherwise

underEsteem.
Zeithaml (1988) and Monroe (1990, p.46 cited in Woodruff, 1997) suggest that
consumer perceived value is determined by consumers, through a subjective
judgment made in consideration of all that they give and receive - the benefits
and sacrifices - associated with a product.
Considering this approach in relation to the aforementioned prospective student
of Anglia Ruskin, a comprehensive analysis of the likely customer perceived
benefits and sacrifices can be undertaken to understand the organisations value
offering:
Benefits
A customer looking to undertake a full-time higher education course would
expect to receive:

High quality tuition, with support and guidance available from approachable,
knowledgeable and enthusiastic academic staff

Delivery of a course of study that is diverse and intellectually stimulating with

a mix of theoretical and vocational content that relates to relevant
contemporary real-world issues

A qualification that is recognised in the employment marketplace as a mark

of high academic achievement, and awarded by a reputable and respected
higher education institution, ultimately that facilitates enhanced career
prospects

Development through the teaching and learning process, of relevant skills

and knowledge that will enhance the customers employability following
graduation

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An accessible study location a campus which enjoys good transport links

and one which offers the most up-to-date teaching facilities and resources
covering everything from IT equipment to books - is attractive, comfortable
and secure, and offers recreational space and facilities a student bar,
refectory and cash machines for example

Positive customer service experiences from the administrative support

services that underpin academic delivery

The opportunity to develop social skills and make new friends

Sacrifices
In return for what the customer expects to receive, they are prepared to give up:

The effort required to undertake the learning and assessments necessary to

obtain the qualification they desire

The money necessary to pay for - in most cases this will entail a long term
student loan debt tuition fees, and also the cost of study resources such as
stationery, books and perhaps IT equipment

Time to attend lectures and tutorials, and to devote to a significant amount of

self-study; also social time with their friends and family

The opportunity of full-time employment and the fiscal benefits that entails.

Woodruff (1997) observes that the way different definitions of customer value are
constructed make them difficult to compare, and attempts to consolidate the vast
body of concepts on the subject into a hierarchical means-end focussed model
(Appendix 2). Customer perceived value is derived from an assessment of the
product involved, through the use of that product, and ultimately in the
achievement of the customers end objective through product use.

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Figure 1 applies this model in the context of the student customers of Anglia
Ruskin University.

Beginning at the bottom of the hierarchy, the student customer evaluates the
overall higher education product, then measures the experiences they
encounter through the use of the product (in this case, it is assumed that
studying represents use of the product) against what is desired in that regard.
At the top of the hierarchy, the ultimate goal of career development is
considered.

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Marketing Management

Critically

evaluate

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the

existing

value

proposition

of

the

product/division/company you have chosen. Compare and contrast the

value proposition with that of the leading competitor in your sector
Model Chosen
In the discussion that follows, the Customer Value Strategy and Positioning
model proposed by Piercy (2009, p.311) has been used as a reference point to
evaluate the value propositions of Anglia Ruskin University and the leading
competitor thatis identified.
Choice of Competitor
To identify a suitable subject to compare against, it seems reasonable to select
an institution with similar characteristics, and that shares a similar ethos - a
fellow Million+ university (Million+, 2012). The latest Complete University Guide
League Table indicates that Birmingham City University is ranked top out of the
Million+ group - 63rd out of 116 nationally versus Anglia Ruskin ranked at 106
(The Complete University Guide, 2012), so for that reason Birmingham City
University has been chosen as suitable.
It is evident that Anglia Ruskins value proposition is not encapsulated in a single
statement on its website or in any of the promotional material it produces. It is
therefore left to the customer to discern the institutions value proposition from
information that is dispersed on the website and in the various publications that
the university produces.
Company Websites Value Proposition
By contrast, there is a statement on the homepage of Birmingham Citys website
that to some extent represents a value proposition:
One of the largest universities in the UK, we provide practical solutions
for business and use our excellent industry links to influence the teaching
of our courses, giving our students the skills and experience employers
want. Were in the UK top 30 for placing students in graduate level work,

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and, for the last three years have had the highest rise in UCAS
applications of all East and West Midlands universities.
(BCU, 2012a)
Importantly, there is also a link to learn more about us and this takes the visitor
to further relevant information about the universitys value proposition. There are
statements explaining that the institutions focus on practice-based learning
provides students with access to cutting-edge facilities and real-world
experience and that students gain the skills employers tell us they need (BCU,
2012b).
Mission, Vision, Value Analysis
On its website, Anglia Ruskin presents its values, its vision and a summary of its
corporate objectives - these are shown in figure 2 and the institutions full
corporate plan with all of its 15 objectives is available to download from the
website (ARU, 2012d).

A sense of belonging. We are proud to be part of Anglia Ruskin University. We

know that lifelong relationships are formed here.

Academic ambition. We want our teaching and research to be excellent. We are

determined that our students and staff will realise their full potential.

Innovation. We are purposeful, challenging and curious about our world. We are
prepared to do things differently. We are creative, entrepreneurial and bring
enthusiasm to everything we do.

Values

Supporting each other. We are friendly and inclusive, and celebrate individuality
and diversity. We support and encourage everyone, and strive hard to anticipate
and meet needs and aspirations.

Honesty and openness. We operate with integrity, trust and respect for each
other and we deliver on our promises. We share ideas, information and
challenges and we seek out views and opinions.

Vision

Concern for the environment. We want our concern for a sustainable

environment to inform every aspect of what we do.

We are passionate about the advancement of knowledge and the education of
students.

We take university education in imaginative new directions.

We are important to the region and want to be viewed in the UK and

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internationally as exceptional.

Our key contribution is to the enhancement of social, cultural and economic

wellbeing.
Nine out of ten students would recommend us to a friend.

Each Faculty's teaching receives public endorsement of its quality overall and is
recognised as a UK leader in one or more of its disciplines.

Each Faculty hosts one or more international standard research centres.

25% of our activity is at postgraduate level and we award at least 50 PhDs across
at least 10 disciplines each year.

We educate an equal number of students off-site and on-site, through remote

delivery partnerships at home and abroad, and distance learning.

Anglia Ruskin at Cambridge and Anglia Ruskin at Chelmsford are known as

Corporate

magnets for overseas students and 20% of our UK campus-based students are

Objectives

from outside the EU.

Every student may study entrepreneurship and 10% of our students choose selfemployment when they leave us.

Every year, we help at least 2000 organisations with Knowledge Exchange in

particular, through a range of on-campus business incubator facilities.

We are recognised for successful innovation in the way in which services are
provided and for imaginative new learning environments.

We are champions of employer and community engagement.

We readily attract talented staff and prepare everyone to achieve our goals
through continuing staff development.

Figure 2 The Values and Vision of Anglia Ruskin University

Source: ARU, 2012a

Through this material, there are elements of a market mission. However, there
are a couple of issues.
Issues
Firstly, it is not clear exactly who the university regards as its customer base
beyond a general classification of students.

Reading the institutions

promotional material reveals that there is no particular emphasis on one type of

customer over another; so once again, it is left to customers to interpret how well
a fit they may be with Anglia Ruskin and vice versa.
Another issue is that what is expressed in the universitys values and vision fails
to articulate in an effective, concise manner, exactly what Anglia Ruskin will do
for prospective customers. Although there is mention of excellent teaching, of
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students fulfilling their potential, and of passion and enthusiasm, these appear
more as a list of philosophical high ideals rather than commitments of what the
university delivers to its customers. The corporate plan certainly demonstrates
that the university has identified levels of performance that it considers important
to achieve in order to succeed in the higher education sector, but the plan comes
across as a to do list that the organisation is working to achieve - it is not
obvious how this translates to benefits for the customer.
Competitors (Mission, Vision, Objective)
Birmingham Citys mission and vision statementsappear on their website and are
shown in figure 3.
Our

To transform the prospects of individuals, employers and society through excellence in

Mission*

practice-based education, research and knowledge exchange.

To be the leading university for creative and professional practice inspired by

Our Vision*

innovation and enquiry.

To provide transformational learning experiences, informed by our engagement
with employers, which extend educational opportunity and prepare our students for
successful and rewarding lives.

To be an exemplar for student engagement, working in partnership with students

to create and deliver an excellent university experience and achieve high levels of
student satisfaction and graduate employment.

Corporate
Objectives**

To extend our research base and, through the application of the knowledge we
generate, create advantage for students, employers and other key partners.

To extend our influence by building meaningful international partnerships which

enrich the lives of our students and enhance the intellectual endeavours of our
staff.

To invest in and support our staff to achieve excellence in all aspects of teaching,
research, knowledge exchange, student support and service delivery.

To ensure academic and financialsustainability, while providing maximumvalue

tostudents and stakeholders andbehaving responsibly towards theenvironment.

Figure 3 The Mission and Vision of Birmingham City University

Sources: *BCU, 2012e
**BCU, 2012f

Birmingham Citys mission and vision statements do identify a customer base

although it is very general and could in theory include anyone.

However,

because their succinct statements are more direct and specific, they convey a
more coherent purpose and are easier for the customer to interpret and
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understand than Anglia Ruskins.Birmingham Citys corporate plan is also more

concise than Anglia Ruskins, and appears to be more directly focused on the
customer, with mention of working in partnership with and preparing students for
post-university life.
Turning to how the two institutions position and differentiate themselves from
competitors (Piercy, 2009, p.328),both make statements aimed at demonstrating
that they deliver courses focused on practical career outcomes rather than
purely academic study: Anglia Ruskin uses phrases such as relevant to the
needs of industry and the professions and engaging and stimulating with
emphasis on the acquisition of practical skills(ARU, 2012b) and there is
information about accreditations and links to industry that support these
statements.

Meanwhile, Birmingham City mentions an emphasis on making

graduates employable (BCU, 2012c, p.10) and its links to industry that provide
work experience and prepare graduates for the working world (BCU, 2012c,
p.14).
Anglia Ruskin also explains how the university places importance on preparing
graduates for work as part of their studies and explains how students are
supported, advised and coached through an Employer Mentoring Scheme (ARU,
2012b).
The inferred value proposition being conveyedby Anglia Ruskinis that it will
deliver to customers the knowledge and skills they need to succeed in work; that
the university will make them employable and that it is best placed to make these
things happen. This is all underpinned with the statistic that appears in the 2012
full-time undergraduate prospectus, explaining that 90% of students are in
employment or further study within six months of graduating (ARU, 2012c, p.2).
Furthermore, the prospectus discusses the experience students can expect with
regard to preparing for their post-study careers (ARU, 2012c, p.11), presented in
a this is what we will do for you format, and there is similar content within the
description of many of the courses that the university offers in terms of the
knowledge and practical skills a graduate can expect to obtain.

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However, whilst the this is what we will do for you approach is an effective way
of delivering a value proposition, Birmingham City seems to be able to deliver its
message which in essence is similar to Anglia Ruskins - in a more accessible,
forceful and compelling way.

Its website simply statesA degree from

Birmingham City University is a passport to a successful future. From the

180million investment in our facilities to our great links with leading employers,
we provide our students with the skills they need to succeed.(BCU, 2012g).
Throughout Anglia Ruskins promotional material, there is focus on the
dimension of relationships with customers.

In the prospectus, the Vice

Chancellor mentions what a friendly place we are and explains that staff are
committed to making your time here happy and fulfilling (ARU, 2012c, p.2). On
the institutions website, there are statements likewe are friendly and inclusive
(ARU, 2012a) and we care about our students accompanied with a description
of welfare services that are provided to support students at a personal level
(ARU, 2012b).
Both universities try to differentiate themselves through the promotion of their
facilities. Birmingham City promotes its 180m investment in facilities (BCU,
2012g) and explains howits campus facilities provide an effective learning
environment (BCU, 2012c, p.56-63).

Meanwhile Anglia Ruskin provides a

detailed account of all that is available to students in the way of facilities, from its
state-of-the-art

technology

and

learning

environments

to

the

accommodation(ARU, 2012b; ARU, 2012c, p.18-24).

On balance, Anglia Ruskin manages to deliver more effectively, the message
that a student can expect to be taught in a comfortable, modern environment,
using the best learning facilities and technologies available, and that living in
student accommodation provides similar benefits.
The relationships that Anglia Ruskin has with industry are significant marketing
assets (Piercy, 2009, p.333), and these are promoted by the university (ARU,

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2012b; ARU, 2012c; ARU, 2011), but Birmingham City also does this (BCU,
2012b; BCU, 2012c; BCU, 2012d).Perhaps what could be considered one of
Anglia Ruskins stronger marketing assets, and one which certainly differentiates
it from all but one of its competitors is itsCustomer Service Excellence (CSE)
accreditation, received in recognition of the high standard of customer service
that it provides (CSE, 2012). The university is one of only two institutions in the
UK to hold the accreditation on anorganisation-wide basis, but unfortunately, the
potentially reputation enhancing factor is not mentioned in any of the promotional
material that prospective students have access to, aside from the appearance of
the CSE accreditation logo in some places.
Other marketing assets such as the universitys Skillsmark accreditation, and its
status as the largest provider of undergraduate courses in subjects areas such
as Architecture, Building and Planning, and those allied to medicine, are
promoted on Anglia Ruskins website (ARU, 2012b).
Birmingham Citys most distinctive marketing assets is that as mentioned earlier,
the university is the highest ranked Million+ institution in the latest Complete
University Guide League Table (The Complete University Guide, 2012), and its
top-30 ranking for placing graduates in work. It also promotes the fact that it was
the most in demand university in terms of the number of UCAS applications, in
2009 (BCU, 2012a).
So the value propositions that have been identified for the universities are in
essence similar. Both partner with industry to deliver relevant, practical courses
that prepare students for their chosen career by equipping them not only with the
knowledge that they need, but also the skills and work experience. Teaching
takes place in a well-developed, comfortable, modern and well-equipped
environment that will make the learning experience positive for the customer.
In terms of distinction between the two, whilst Anglia Ruskin emphasises that the
customer is supported academically and personally to make sure they are happy
and able to achieve their full potential, Birmingham City can show that more

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students want to study with them. Where Birmingham City can boast over its
league table ranking position and its track record of placing graduates in work,
Anglia Ruskin can demonstrate it delivers excellent customer service that is
recognised and accredited by Government.
It is reasonable to suggest that both universities value propositions match the
customer perceived value that was identified earlier.
correctly

identified,

and

demonstrate

their

Both institutions have

understanding

that

for

prospectivestudent, value is derived not only from a positive and rewarding

experience during their study, but more importantly through what the knowledge,
experience and ultimate qualification will do for them as a result how the entire
university experience will change their lives for the better. Both institutions make
it clear that their intention is to produce graduates who are employable, and
thereby well equipped to travel along a successful career path.
However, the problem with Anglia Ruskins value proposition is that it is not
delivered to customers in an obvious and accessible way. There is not enough
explicit expression of the benefits or the experience the customer can hope for
as a result of doing business with Anglia Ruskin the extent to which the
message is successfully delivered relies on the customers own interpretation of
the information which they have to seek out themselves.

This in itself is

challenging because it is not obvious to prospective customers, how they can

access the information they need. On the website for example probably the
first place a prospective customer would look, there is no signpost on the home
page providing direction to the essential information required what will Anglia
Ruskin do for me? Why should I choose Anglia Ruskin over the multitude of
other universities there are?
Even more concerning is that where Anglia Ruskin has the perfect marketing
asset it can deploy as part of its value proposition - the CSE accreditation - it
fails to mention it specifically in any of its promotional material.

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The striking difference between the approaches of universities is that where

Anglia Ruskins value proposition is obscurely buried within a mass of
information on its website, Birmingham Citys value proposition statement is
immediately apparent on its homepage. The statement is not perfect it is
incomplete but it catches a visitors attention and provides a link to more
information.
Crucially, the value proposition statement contains a point of differentiation over
many of its competitors in its mention of its top 30 ranking for placing students in
graduate level work. This favourable points approach to the value proposition
(Piercy, 2009, p.336) helps answer the question in the prospective customers
head - why you instead of another university?
The frustrating issue for Anglia Ruskin is that Birmingham City is not necessarily
offering prospective students a superior value proposition - there are points upon
which Anglia Ruskin can differentiate itself. Take the 90% employability statistic
for example, where Birmingham City only manage 83% (BCU, 2012d), the CSE
accreditation, or the fact that Anglia Ruskin is the largest undergraduate provider
in several subject areas (ARU, 2012b). The issue is that there is a lack of
effective communication and presentation.

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In light of your analysis of your existing value proposition and what you
have learnt in this module produce
a. Anew value proposition that will match the value criteria of
your customers
As identified in section two, the weakness of Anglia Ruskins current value
proposition is that it is obscure and inaccessible to customers, and because
the identification of it relies on customers own interpretations of the
information they find across the wide body of promotional material that
exists, the message can be missed or misconstrued.
The following proposed value proposition statement draws upon the wide
body of promotional material that already exists within the university, to
present a concise, compelling statement that aligns the apparent values and
vision of the institution to customer perceived values.
Through our collaborative links with industry, and exceptional
teaching in a modern state-of-the-art learning environment, we
deliver engaging, stimulating and relevant courses that make
our students highly employable by equipping them with the
knowledge and practical skills they need to pursue successful
careers.

Our

outstanding

customer

service

positively

influences everything we do and is accredited by Government.

b. Aplan to implement the value proposition externally and

internally
As we have seen, the value proposition for Anglia Ruskin needed to be
identified and extracted from existing promotional material and presented in
a way that makes it accessible and obvious to both the universitys staff and
to its customers.

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A robust marketing plan is now necessary to implement the defined value

proposition, ensuring it encompasses both internal and external marketing
dimensions.
Any potential barriers to the successful implementation of the new value
proposition will come from inside the university the employees who
are relied upon to make the necessary changes (Piercy, 2009, p.469). It is
therefore essential that an effective plan is devised to ensure employees
engagement and motivation is achieved (Ahmed and Rafiq, 2002).
Through the marketing plan, the engagement of staff will be achieved by
developing their understanding of the value proposition and motivating them
to devote their energies towards its successful implementation in effect
moving what Garrett (cited in Piercy, 2009, pp.474-475) calls the yes..buts,
the dinosaurs and the the dangerous enthusiasts towards being the ideal.
As a first step, a Value Proposition Champion should be appointed from
within the universitys marketing department, tasked with the overall
responsibility of implementing the marketing plan.

The Champion would

have to meet with the Corporate Management Team to secure buy-in to

implement the following proposed marketing plan.
Internal Marketing

Announce the new value proposition in the Vice Chancellors monthly

staff briefing newsletter that is sent to all staff, along with the reasons
why it is being introduced.

Publish an article in the internal Bulletin staff publication, introducing

the value proposition and the Champion, announce forthcoming
roadshow events to explain and discuss the value proposition, and to
invite staff to enter a competition to come up with a suitable slogan

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that can be used to aid promotion of the value proposition to

customers. This will be a valuable tool in achieving staff engagement.

Prior to any external marketing, a working group should be convened

to review the content of all the institutions courses and its teaching
methods to ensure they support the value proposition. Any changes
that are necessary to comply with the value proposition should be
made in consultation with the associated staff to ensure their buy-in
and cooperation is forthcoming.

Hold roadshow presentation events delivered by the Value Proposition

Champion and the marketing team, for each department and faculty,
to explain what the value proposition is, why it is important and to
answer any questions there are from staff. It would also be important
to encourage staff to engage with the process by entering the slogan
competition.

Hold mandatory training courses aimed at all staff, designed to instil

the value proposition ethos, to manage how the value proposition is
communicated to customers and to encourage individuals to consider
how they can make a difference in their own roles.

To create hype around the new value proposition statement, posters

should be displayed on staff notice boards

External Marketing

The value proposition statement should be posted on the homepage

of the Anglia Ruskin website, in a prominent position, with an
appropriately worded link to more information, that would direct the
website visitor to the Why choose Anglia Ruskin? (ARU, 2012b)
webpage. There should also be links to relevant information from
within the statement so for example the phrase outstanding
customer service could link to a page that explains the CSE
accreditation.

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A meeting between the Value Proposition Champion and Anglia

Ruskins Students Union should take place to gain their buy-in and
support for the value proposition, and to encourage them to feature
the value proposition statement on their website and to display
posters in the students union.

All the universitys printed promotional material should be updated to

include the value proposition statement in a prominent position within
the first two pages of each document, and specific reference to the
universitys value proposition should be made in the introductory
comments in each publication.

Media promotion should be employed to publicise the value

proposition, with the Vice Chancellor participating in interviews on
local radio and in the local, and if possible national, press.

The

Million+ think-tank could be enlisted to help spread the word, putting

its weight behind press releases and helping to generate the media
interest that is desired.

Promotional stalls should be used in the main areas on all of the

universitys campuses to promote the value proposition to students.
Promotional material such as flyers, pens and mugs could be
handed out to support the event featuring the slogan that is chosen to
promote the marketing campaign.

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APPENDICES
Appendix 1
Holbrooks Typology of Consumer Value

Self-oriented

Active

Reactive

Extrinsic

Intrinsic

EFFICIENCY

PLAY

(O/I,
Convenience)

(Fun)

EXCELLENCE
(Quality)

Other-oriented

Active

STATUS
(Success,
Impression
Management)

Reactive

ESTEEM
(Reputation,
Materialism,
Possessions)

AESTHETICS
(Beauty)

ETHICS
(Virtue,
Justice,
Morality)

SPIRITUALITY
(Faith,
Ecstasy,
Sacredness,
Magic)

Source: Holbrook (1999, p.12)

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Appendix 2
Woodruffs Customer Value Hierarchy Model

Source: Woodruff (1997)

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REFERENCES
Ahmed, P. Rafiq, M., 2002.Internal Marketing - Tools and concepts for customerfocused management. Oxford, UK: Butterworth-Heinemann
ARU, 2011.Annual Review 2010/11. [pdf] Chelmsford: Anglia Ruskin University.
Available at:
<http://www.anglia.ac.uk/ruskin/en/home/your_university/about_anglia_ruskin/ann
ual_review.Maincontent.0002.file.tmp/annual-review-2011.pdf> [Accessed 30 April
2012]
ARU, 2012a.About Anglia Ruskin [online] Available at:
<http://www.anglia.ac.uk/ruskin/en/home/your_university/about_anglia_ruskin.html
> [Accessed 28 April 2012]
ARU, 2012b.Why choose Anglia Ruskin? [online] Available at:
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27 April 2012]
ARU, 2012c.2012 Full-time Undergraduate Prospectus [online] Chelmsford: Anglia
Ruskin University. Available at:
<http://issuu.com/pubsadses/docs/anglia_ruskin_ftug-12> [Accessed 28 April
2012]
ARU, 2012d.Corporate Plan 2012-2014. [pdf] Chelmsford: Anglia Ruskin University.
Available at:
<http://www.anglia.ac.uk/ruskin/en/home/your_university/about_anglia_ruskin/corp
orate-plan.Maincontent.0001.file.tmp/corporate_plan_2012-14.pdf> [Accessed 3
May 2011]
Barnes, C. Blake, H. Pinder, D., 2009. Creating & Delivering Your Value Proposition
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<www.libweb.anglia.ac.uk> [Accessed 29 April 2012]
BCU, 2012a.Welcome. [online] Available at: <http://www.bcu.ac.uk/> [Accessed 30
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BCU, 2012b.About Us. [online] Available at: <http://www.bcu.ac.uk/about-us>

[Accessed 30 April 2012]
BCU, 2012c.Birmingham City University Essential Guide 2012 Upgrade Your
Future. [pdf] Birmingham: Birmingham City University. Available at:
<http://www.bcu.ac.uk/_media/docs/BCU%20Essential%20Guide%2020.6.11.pdf>
[Accessed 30 April 2012]
BCU, 2012d.Employability. [online] Available at: <http://www.bcu.ac.uk/studentinfo/careers-and-job-prospects/employability> [Accessed 30 April 2012]
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