Challenges and Strategies in Personal Branding of Coaching Leaders in Higher Education

Abstract
In today's world, as competition among organizations intensifies, stakeholders' attention to their leaders has grown, and personal branding has become a way to differentiate organizations from one another. In other words, an organization is known by its senior managers, and sometimes the performance of its senior managers, as the face of the organization, is more prominent than the organization's performance itself. The present study aimed to identify the challenges and solutions for personal branding of coaching leaders in higher education using a qualitative approach and content analysis strategy. The target population included university professors, leaders in higher education, and professional coaches specializing in leadership and branding. Semi-structured interviews were conducted with 13 of them using a snowball sampling method. Data analysis was performed using MAXQDA 2020 software, involving initial coding and the identification of sub-categories and main categories. The latest relevant resources were also analyzed. After data analysis, 79 initial codes and then 8 sub-categories related to 2 main categories were generated. The research results indicated that the challenges faced by coaching leaders in personal branding in higher education include individual, organizational, and social challenges. Additionally, solutions for personal branding of leaders with a coaching style were identified. Based on the extracted solutions, managers in higher education can create or strengthen their personal brand.
Introduction
Organizations, especially higher education institutions, operate in a turbulent environment marked by rapid and unpredictable changes. In this context, branding extends beyond products, with universities requiring effective branding to compete and attract talent. Beyond institutional branding, the personal brand of leaders plays a vital role. Personal branding is the strategic process of creating and maintaining a positive and distinct self-image, which coaching leaders can leverage to engage wider audiences and foster their own and others' development. Coaching leadership, a crucial skill for contemporary leaders, shifts the leadership style from management to mentorship by focusing on individual employee development and feedback. A strong personal brand helps leaders establish themselves as credible experts and more effectively convey their messages. This research aims to address a significant gap in the literature by examining the intersection of coaching leadership and personal branding within higher education. It seeks to provide an integrated framework for identifying challenges and solutions in this domain. The primary objective is to identify the challenges and strategies for personal branding among coaching leaders in higher education. By addressing these challenges, leaders can better position themselves as influencers and change-makers within their academic institutions.
Case study
The present study focused on higher education. The research population included university professors, higher education leaders, and professional coaches specializing in leadership and branding.
Materials and Methods
This research employed a qualitative content analysis approach with an applied objective. The study population comprised university professors, higher education leaders, and professional coaches specializing in leadership and branding. Purposive snowball sampling was used until theoretical saturation was reached, resulting in 13 semi-structured interviews. Sample selection criteria included a clear understanding and experience of coaching leadership and personal branding, and willingness to participate. The main data collection instrument was semi-structured interviews, focusing on challenges and solutions for personal branding among coaching leaders in higher education. Data validity was ensured through participant and expert peer review. Credibility, transferability, dependability, and confirmability were addressed to establish trustworthiness. Data analysis was conducted concurrently with data collection using MAXQDA 2020. The process involved initial coding, merging codes, and identifying sub-categories and main categories to interpret the findings qualitatively.
Results and Discussion
Three major categories of challenges emerged from the data: individual, organizational, and social. Among the individual challenges are difficulties in balancing self-focus with other-focus, a lack of skill in modifying behaviors, and the absence of a regular and coherent plan. Respondents emphasized the importance of leaders embracing personal growth and developing digital communication skills to enhance their visibility and foster accurate self-perception.
Organizational challenges are rooted in systemic issues such as Ministerial regulations and commitment to quantitative activities, coupled with a heavy volume of educational and research activities alongside executive expectations and workload pressures. Participants noted that academic institutions often undervalue leadership development, focusing instead on administrative and teaching duties. Strategies to address these challenges include reforming organizational structures and regulations in higher education, governmental and social support, and integrating personal branding training into professional development programs.
Social challenges are prevalent, especially within academic cultures marked by the increasing growth of social networks and online platforms. Many respondents highlighted the absence of a prestigious position for those who establish a personal brand, emphasizing the need for cultural changes that recognize personal branding as a legitimate and beneficial practice for leaders. Raising awareness and acceptance of branding efforts can help foster a more supportive environment.
Proposed strategies include creating mentorship opportunities and leveraging social media platforms to enhance leaders' profiles. Universities can further support leaders by providing resources and cultivating a culture that values personal branding as an integral part of leadership development.
Conclusion
Personal branding is a strategic necessity for coaching leaders in higher education, enabling them to navigate complex institutional landscapes and achieve professional success. By addressing the identified challenges and adopting the proposed strategies, leaders can cultivate a compelling personal brand that aligns with their professional and institutional objectives. Future research should focus on longitudinal studies to evaluate the impact of personal branding on leadership performance and institutional reputation. Such studies can provide deeper insights into best practices and inform the development of comprehensive leadership training programs.
By taking measures related to reforming organizational structures and regulations in higher education, revising professor promotion regulations and emphasizing quality work, adjusting the volume of activities and job expectations, creating an incentive system for people who move in the field of personal branding. It is possible to support the branding of coach-oriented leaders in universities.
According to the review of the available history, the present research is considered the first research of its kind in Iran on the personal branding of coaching leaders in universities, therefore, the lack of similar research in this field made the comparison of the results limited. Also, due to the novelty of personal branding of coach-oriented leaders, a limited number of university professors and managers and professional coaches were identified for conducting interviews.