Personal Branding and Positioning in the Scientific and Student Community: A Study on Peruvian University Teachers

This study intends to examine the correlation between personal branding and the positioning of Peruvian professors within the scientific and student communities, as it is crucial to comprehend how university professors shape their professional identity and how it impacts their reputation and recognition. The chosen methodology for this study is a quantitative approach, specifically employing a non-experimental, cross-sectional, and descriptive correlational study design. The process of data collection involved the use of a survey instrument designed to gather information from university students regarding their teachers. The reliability of the instrument employed for assessing personal branding and positioning yielded high results. The questionnaire employed an ordinal measurement scale. The employed analytical techniques encompassed both descriptive and inferential methods, utilising Spearman's correlation coefficient. The findings indicated that educators who possess a more robust personal brand and exhibit superior positioning are individuals who possess a higher level of expertise and proficiency and actively engage in extracurricular pursuits. In addition, the significance of maintaining consistency in messaging and fostering reciprocity within social networks was emphasised to establish a strong position. The study's findings suggest that university educators should distinguish themselves from other professionals by emphasising their distinct skills, knowledge, and pedagogical methods. This differentiation is crucial for making a substantial impression on students and the broader scientific community, ultimately leading to a strong professional reputation. Developing a robust and distinct personal brand is imperative in this context. Consequently, this study offers valuable recommendations for attaining a strong market position and enhanced significance. In conclusion, it is advisable to adopt policies and strategies that acknowledge and appreciate the efforts of university educators in cultivating their individual reputation and establishing their standing within the academic and student spheres.