Abstract:
The study aims to examine the branding initiatives and strategies employed by higher education
institutions in Bangladesh. This study has considered twenty renowned universities as the study
area. The data collection process involved surveying 385, including current university students,
besides gathering input from teachers and university officials. In this study quantitative analysis
is used to identify the impact of branding initiatives on higher education. Exploratory factor
analysis is utilized to identify pertinent branding factors with statistical significance.
Subsequently, multiple regression models are applied to establish the connections between these
branding factors and their impact on university admission. The findings of the study reveal five
major variables: branding quality education, strong brand image, branding learning environment,
branding student’s facilities, and university branding tools. The results from the multiple
regression analysis highlight the major impact of four key variables on student admission
decisions. Specifically, branding quality education, strong brand image, branding learning
environment and university branding activities all demonstrate a positive influence on student
admissions. This highlights the role of university branding in attracting potential students and
increasing the possibility of their enrollment. Based on these findings, this study recommends
cumulative efforts from both public and private universities to leverage branding strategies
aimed at influencing prospective students' enrollment decisions. Such efforts include
emphasizing the delivery of quality education, recruiting high-caliber faculty, adhering to
international curriculum standards, establishing affiliations with other universities, achieving
international rankings with a strong reputation, ensuring adequate media exposure, and more.
Both new and established universities can benefit from implementing comprehensive university
branding initiatives that positively impact student enrollment.
