Understanding Brand Transference in Educational Institutions: A Reflexive Approach

This paper explores the reflexive research methodology applied in doctoral study focused on brand transference in educational institutions. Central to this approach is the acknowledgment of the position held by the researcher and its impact on the research process. The study utilizes purposive sampling to select alumni participants, whose experiences and perceptions are explored through in-depth interviews. Reflexivity is maintained throughout the research, with the researcher continually reflecting on their influence on the data collection and analysis itself. The transcribed interviews are subjected to analysis, with the reflexive approach providing a nuanced interpretation that considers the interplay between researcher and participant perspectives. This methodological framework not only captures the complexities of brand transference but also offers a robust means of understanding how alumni experiences shape and are shaped by the brand identities of educational institutions. The findings underscore the importance of reflexive practices in qualitative research, particularly in studies exploring the dynamic and subjective nature of branding in educational contexts