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The value of branding as an effective part of a company's marketing strategy is changing as the needs of the consumer has changed. The purpose of this paper is to identify these changes and to prescribe specific modifications that should be made to the brand and its implementation.

To better understand the evolving consumer a anthropological approach was employed. A variety of recent studies were considered and it was determined that today's consumer has three prominent needs: knowledge, authenticity, and personal experiences. The paper posits that creating positive experiences, via knowledge and authenticity, represents the next evolutionary phase of brand success.

Based on this new perspective on branding, the paper offers the following recommendations to brand managers and CMOs: discern the nature of the relationship customers want with the brand; position brand managers as spiritual leaders; speak to the end‐user through experiences and metaphors; create a master narrative that reflects the company's core value and is operationalized through the brand; apply the paradox of transparency; build your brand from the inside out, by encouraging employees to be advocates; and examine your current and desired brand personality.

The recommendations and examples of implementation offer the brand manager a roadmap to success. Although these changes would require the support of top management, the benefits are apparent.

It is critical that brand managers both understand and embrace the changes that are occurring within the consumer sector of society. More importantly, these managers must develop strategic and sound principles and practices that respond to these changes. This paper identifies these changes and offers solutions.

This paper demonstrates the need for the higher education sector to develop and implement scaleable, quantitative measures that evaluate community and establish organisational benchmarks in order to guide the development of future practices designed to enhance the student learning experience.

Literature regarding contemporary Australian higher education policy and community development is critiqued to illustrate the need for universities to adopt scaleable quantitative measures to evaluate stated strategic imperatives and establish organisational benchmarks. The integration of organisational benchmarks guides the implementation of future practices designed to enhance the student learning experience. A current active exemplar methodology is discussed to demonstrate applicability to both higher education administrators and teaching staff across the various organisation levels.

While universities are promoting and investing in the concept of community to enhance the student learning experience there are as yet, limited scaleable evaluative measures and performance indicators to guide practitioners. This paper proposes an effective measurement tool to benchmark current pedagogical performance standards and monitor the progress and achievement of future implemented practices designed to enhance the sense of community experienced by the student cohort.

This paper identifies and addresses the current absence of effective scaleable evaluative measures to assess the achievement of stated strategic imperatives implemented as a consequence of reducing government financial support, increasing accountability, and increasing student expectations as result of educational consumerism.

Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.