This dissertation examines the strategic process of integrated marketing communication (IMC) and its application in U.S. public institutions of higher education (IHEs). Although many colleges teach IMC concepts, the literature suggests far fewer institutions actually practice what they preach with respect to IMC. And yet, IMC has the potential to deliver several advantages to IHEs such as higher quality of communications, cost efficiencies, improved selectivity of students, positive impact on financial sources, and enhanced brand equity.

The recent explosion of media venues and opportunities has dramatically altered the communication environment and has started to cause a fundamental shift in how colleges and universities promote their institutions. Even though there seems to be a current proliferation of applicants, the higher education market has become increasingly competitive, as institutions strive to build and reinforce their "brands" by attracting the finest students to their campuses. Thus, this research seeks to understand whether IHEs utilize integrated marketing communication and, if so, how such efforts contribute to their institutional success.

Quantitative survey research was conducted to analyze the impact of IMC on 82 leading U.S. public colleges and universities (as ranked by U.S. News & World Report). The Four Stages of IMC framework, based on studies of the American Productivity and Quality Center, served as the foundation for the research. In addition, the concepts of open systems theory were examined as possible factors that influence the implementation of IMC. To further expand upon the findings of the survey, qualitative interview research was conducted with nine of the survey respondents.

The research revealed several variables impact IMC in U.S. public IHEs to include leadership, formal communication mechanisms, and open systems orientation. In addition, IMC was shown to contribute to heightened student selectivity and institutional brand recognition. The research also considered whether differences exist between an institution's IMC level and its Carnegie classification, geographic location and U.S. News & World Report ranking. Finally, the research revealed that IHEs do not necessarily follow a linear process through the Four Stages of IMC framework. Thus, a modified framework is suggested for future research consideration.