Amplifying Institutional Visibility Through a Reciprocal Branding Ecosystem: Evidence From the RAMILY Effect

Abstract

This mixed-methods case examines a faculty-modeled branding pedagogy (“RAMILY”) where consistent LinkedIn posting was synchronized with scaffolded student assignments. Quantitative analysis shows 77.1% follower growth (8,484→15,009) and sustained impressions despite platform volatility (537k→259k→381,014). Qualitative coding of student artifacts revealed themes of professional identity formation, vocational purpose, confidence-building, and mutual amplification. Findings demonstrate that instructor-led brand amplification catalyzes a reciprocal ecosystem in which student and faculty practices converge. The model is replicable and resource-efficient, and it demonstrates how branding pedagogy can measurably enhance professional identity and institutional visibility in higher education.