This research explores through the lens of branding practices at universities how professionals in public sector spaces respond to the influence of corporate marketing practices. Specifically, this research addressed the question of how faculty perceive branding activities in higher education and their role in branding activities at the university. It also sought to understand the impact and influence of institutional attributes such as heritage and location on faculty perception of branding. The research was conducted at three Universities in Ontario Canada, which were selected based on differences in heritage and location. Marketing, organizational studies and higher education studies literature were combined highlighting the differences between product and service based marketing and the interplay between organizational identity, image and culture. My research revealed ambiguous and complex responses from faculty and highlighted the unique values and beliefs inherent in academic culture. While most faculty members appreciated the need for branding under current economic conditions, many perceived branding as representing the unwelcome encroachment of business ideology within the university which had the potential of eroding the university’s contribution to the public good. They also perceived branding as leading to changes in both the structure and culture of the university. Many faculty expressed concern that branding tended toward a claim to be everything to everyone resulting in significant gaps in authenticity; in other words between brand representations and actual practices. The findings raise questions about the applicability of existing theories of branding to higher education institutions and an academic service brand model is proposed that captures the complexity of academic responses to branding. The management implications arising from this thesis reveal that faculty members see branding as a complex balancing act combining multiple attributes and one that requires transparent communication, the cultivation of trust, accessible brand leadership and authenticity.

Over the course of the second half of the twentieth century, undergraduate degree requirements in the Faculty of Arts (later the Faculty of Arts & Science) at the University of Toronto were comprehensively reviewed and revised seven times. The records of these reviews demonstrate that the curricular changes of the second half of the twentieth century were substantial, reflecting attempts by curricular planners to shape the undergraduate program of study to accommodate broader social, economic, demographic, and epistemological changes. These changes therefore reflect the connections between the University and its local, provincial, and international communities. These substantial changes, however, are balanced by consistent and recurrent patterns in curriculum across this period as curricular planners sought ways to implement sustained curricular goals into a changed institutional environment and a changed curricular framework. Collectively, these reviews demonstrate that the U of T maintained a distinct approach to undergraduate education from the beginning of this period through the end. This approach, referred to here as the “Toronto Scheme,” is characterized by the belief that specialized study can lead to liberal education, and that students should have access to multiple pathways through the degree. This analysis of degree requirements over time has important implications for understanding higher education at the University of Toronto, in Canada, and internationally. Most importantly, this research helps to explain both the strong similarities and significant differences between American curricular structures and those in place at the U of T. Additionally, this study of curriculum provides valuable insight into the role of the U of T’s colleges in undergraduate instruction, further illuminating the effect of this relatively unique institutional structure on the history of the U of T. On a broader scale, the relationship indicated by this history of the curriculum between the U of T and other institutions in Ontario and Canada deepens our understanding of the nature of a Canadian system of or approach to higher education (or lack thereof). As such, the Toronto Scheme informs – and sometimes challenges – many of the assumptions currently made about Ontario, Canadian, and North American higher education.

Over the course of the second half of the twentieth century, undergraduate degree requirements in the Faculty of Arts (later the Faculty of Arts & Science) at the University of Toronto were comprehensively reviewed and revised seven times. The records of these reviews demonstrate that the curricular changes of the second half of the twentieth century were substantial, reflecting attempts by curricular planners to shape the undergraduate program of study to accommodate broader social, economic, demographic, and epistemological changes. These changes therefore reflect the connections between the University and its local, provincial, and international communities. These substantial changes, however, are balanced by consistent and recurrent patterns in curriculum across this period as curricular planners sought ways to implement sustained curricular goals into a changed institutional environment and a changed curricular framework. Collectively, these reviews demonstrate that the U of T maintained a distinct approach to undergraduate education from the beginning of this period through the end. This approach, referred to here as the “Toronto Scheme,” is characterized by the belief that specialized study can lead to liberal education, and that students should have access to multiple pathways through the degree. This analysis of degree requirements over time has important implications for understanding higher education at the University of Toronto, in Canada, and internationally. Most importantly, this research helps to explain both the strong similarities and significant differences between American curricular structures and those in place at the U of T. Additionally, this study of curriculum provides valuable insight into the role of the U of T’s colleges in undergraduate instruction, further illuminating the effect of this relatively unique institutional structure on the history of the U of T. On a broader scale, the relationship indicated by this history of the curriculum between the U of T and other institutions in Ontario and Canada deepens our understanding of the nature of a Canadian system of or approach to higher education (or lack thereof). As such, the Toronto Scheme informs – and sometimes challenges – many of the assumptions currently made about Ontario, Canadian, and North American higher education.