Luxuring Branding for MBA programmes: A Study of Executive Education in the United Kingdom

Purpose: This paper explores the antecedents of luxury branding for Executive MBA programmes delivered at business schools in the UK. We detail the factors and precedents that are fundamental to designing luxury branded MBA programmes and present a mapping tool designed to assist MBA programme directors in leveraging these antecedents to transition their programmes into the luxury branding domain. The strategic insights provided can inform both academic leaders and marketers seeking to elevate their institutions’ standing in a competitive market.

Design/methodology/approach: A mixed-methods approach was adopted to examine the luxury branding of Executive MBA programmes. The methodology involved a review of theoretical frameworks relating to luxury branding within the higher education landscape. Additionally, a systematic content analysis was conducted on the official websites of the top 10 UK business schools, focusing on their branding strategies and programme offerings.

Findings: Our research provides a strategic application of luxury branding in Executive MBA programmes at elite UK business schools, highlighting a clear pathway to incorporating exclusivity, prestige and heritage. Our research finds that there is a balance to be struck between luxury branding’s allure and the educational mission, emphasizing the importance of aligning luxury attributes with inclusivity and educational integrity. This balance is pivotal in attracting top-tier students and maintaining programme prestige. The paper contributes to the discourse on luxury branding in education, offering insights for academic leaders on leveraging luxury branding to enhance competitive positioning while navigating the challenges of integrating such strategies within the educational sector.

Research limitations/implications: The focus on elite UK business schools may not reflect the experiences or branding strategies of institutions in other regions or of different academic tiers. Furthermore, reliance on secondary data from business school websites and marketing materials may introduce bias, limiting the depth of our insights.

Practical implications: Our research is the first to explore the antecedents to luxury branding at elite business schools in the UK and the first to present a mapping tool for Executive MBA providers who seek to develop their current MBA programmes to compete with elite providers.

Social implications: There is potential for social stratification when exploring the allure of luxury services and, as such, the emphasis on exclusivity may perpetuate inequality and impede the inclusivity missions of many UK universities.

Originality/value: This research is the first to systematically examine the antecedents of luxury branding in Executive MBA programmes at elite UK business schools. By integrating luxury branding principles with higher education marketing, this study provides a novel mapping tool that enables programme directors to assess and strategically position their offerings within the luxury segment. The findings contribute to the academic discourse on branding in education, offering fresh insights into how exclusivity, prestige and heritage can be adapted to the context of executive education while maintaining educational integrity.