Speaker
Abstract section 5: References
Askehave, I. (2007). The impact of marketisation on higher education genres.
Bhatia, V. K. (2004). Worlds of written discourse.
Hoang, T. V. Y., Rojas-Lizana, I., & Wang, S. (2015). Promotional discourse in university websites.
Martin, J. R., & White, P. R. R. (2005). The language of evaluation.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Abstract section 4: Outcomes/results
The analysis identified ten sections linked to eight rhetorical moves, which were realised through communicative functions, including establishing institutional identity, attracting attention, presenting institutional credentials, welcoming prospective students, describing academic programmes and facilities, highlighting campus location, incorporating student testimonials, and soliciting responses. In addition, the findings also revealed varying discursive strategies, such as the use of testimonials and statistics and the intertextual mix of authoritative and conversational discursive styles to appeal to and connect with prospective students. This qualitative language supported the ongoing marketisation of higher education, where students were framed as consumers and universities as service providers.
Abstract section 1: Relevance
The marketisation of higher education has reshaped how universities communicate with prospective students, particularly in international programme recruitment (Askehave, 2007; Hoang et al., 2015). Promotional genres such as websites, prospectuses, and brochures now function as strategic tools to communicate value to prospective students. While previous research has examined these promotional tools, less attention has been given to the marketised discourse used in e‑brochures promoting study abroad programmes. This poster presentation is relevant to educators and administrators involved in study abroad programmes, as it highlights how promotional discourses shape student expectations and institutional identity within a marketised higher‑education landscape.
Abstract section 3: Content/method
Using Bhatia’s (1993, 2004) genre analysis framework and Martin and White’s (2005) appraisal theory, three e brochures published from 2020 to 2024 were purposively sampled based on recency, internationalisation profile, and participation in the Top Global University Project. Texts were analysed for rhetorical moves, evaluative language, and identity building strategies. The poster visually maps these rhetorical moves and highlights examples of affect, judgement, and appreciation used to persuade international audiences.
Abstract section 2: Contribution/research questions
This poster examines how Japanese universities promote study abroad programmes through English language e brochures. It addresses two research questions:
- What rhetorical moves and communicative purposes appear in these brochures?
- What discursive strategies are used to attract international students?
The poster contributes practical insights for designing student centred promotional materials grounded in evidence from discourse analysis.
| Title | Marketing Study Abroad: Discourse in University E-Brochures |
|---|---|
| Teaching Context | College and university education |