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Abstract
Higher education institutions are often on a quest to increase institutional prestige. Despite the emerging literature around what activities constitute prestige-seeking behavior (OMeara, 2007; Toma, 2008; Toma, 2012), the research on prestige-seeking behavior at liberal arts colleges is thin, and the research literature is nearly void of any analysis of how messages of prestige are communicated.The purpose of this dissertation is to explore how three liberal arts colleges of varying prestige levels communicate with prospective students. The study does not attempt to discern intent by institutional officials, but merely to understand what messages are being communicated, and how these messages relate to the concepts of prestige, institutional theory, and strategy. Five different literature streams -- liberal arts colleges (Breneman, 1994), communication (Grunig & Grunig, 1992), prestige (OMeara, 2007; Toma, 2008; Toma 2012), institutional theory (Meyer & Rown, 1977), and competitive strategy theory (Ghemawat & Rivkin, 1999; Poter, 1985) -- guide this comparative case study of three liberal arts colleges (Wheaton College (MA), Trinity College (CT), and Williams College) and what they communicate to prospective students. Data collected from viewbooks, institutional websites, Facebook, YouTube, and Twitter are combined with observations from campus tours and admission information sessions. The data are analyzed via pattern matching techniques.The study concludes that 1) the primary message communicated to prospective students is about academic programs; 2) in addition to the messages related to prestige-generation, six other areas of messages emerged as major areas of emphasis; 3) institutions communicated to prospective students each area of prestige generation, although at varying levels for each type of message and for each institution; 4) institutions communicated different types of messages more often via certain types of delivery methods; 5) the majority of messages are legitimizing; 6) institutions attempt to differentiate their message but often the message is not truly differentiating; and 7) differentiation primarily occurs through an institutions suite of programs. The implications for research include suggestions for future studies to expand the audience of the messages being received. Implications for practitioners include how to more effectively communicate messages to prospective students and their families.