Brand personality is a strategic lever for higher education institutions facing intense competition. Although institutions commonly use social media video content to reach students, evidence on how content design affects brand personality perceptions is scarce. This study examines whether informational and entertaining Instagram videos differentially influence enrolled students’ brand personality perceptions and whether attitude toward the post mediates these effects. A between-subjects online experiment was conducted with enrolled students (N = 184) in Germany, a mature higher education system. Participants were randomly assigned to view a professionally produced video for a fictitious institution, either informational or entertaining. They then evaluated the post and the institution’s brand personality, measured with the University Brand Personality Scale and analyzed as vertical (prestige, sincerity, conscientiousness) and horizontal (appeal, liveliness, cosmopolitanism) facets. Effects were tested using simple mediation analyses. Informational content produced more favorable post attitudes than entertaining content. It had a large positive direct effect on vertical brand personality, complemented by a positive indirect effect via post attitude. For the horizontal facet, only the indirect effect was significant. The study provides the first experimental evidence on content-type effects on higher education brand personality in a mature system, guiding institutions’ social media communication.
Taghanli et al. (Fri,) studied this question.