Examining the Commercialization of Higher Education: A Critical Discourse Analysis of Business School Undergraduate Admissions Brochures | ||||
| مجلة کلية الاداب.جامعة المنصورة | ||||
| Article 16, Volume 77, Issue 77, August 2025 PDF (1.24 MB) | ||||
| Document Type: العلوم الانسانیة الأدبیة واللغات | ||||
| DOI: 10.21608/artman.2025.338648.2871 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
تامر Øامد Ù…Øمد Øامد  1; Tamer Mohamed2
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| 1معهد العبور العالى للادارة والØاسبات ونظم المعلومات | ||||
| 2معهد العبور العالي للإدارة والØاسبات ونظم المعلومات | ||||
| Abstract | ||||
| Influenced by promotional culture, the commercialization of higher education has become a prevailing trend. To delve into how promotional culture affects university discourse practices, this study employs Fairclough’s three-dimensional discourse analysis theory. It analyzes texts, discursive practices, and social practices in the undergraduate admissions prospectuses of various business schools in Egypt. The findings reveal that these institutions use first-person and second-person pronouns to create a sense of closeness with readers. Additionally, they frequently use evaluative adjectives and superlative forms to highlight the quality of their education, making their services more appealing. Private schools, in particular, emphasize their beautiful campus environments to boost competitiveness. Syntactically, these prospectuses resemble advertising discourse, using short sentences, phrases, pictures, and colors to leave a strong impression quickly. Socially, these schools promote their international education to align with market demands. Private schools, in particular, emphasize their beautiful campus environments to boost competitiveness. Syntactically, these prospectuses resemble advertising discourse, using short sentences, phrases, pictures, and colors to leave a strong impression quickly. Socially, these schools promote their international education to align with market demand | ||||
| Keywords | ||||
| Commercialization; Promotional Culture; Higher Education; Critical Discourse Analysis | ||||
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