Exploring the Emotional and Cognitive Reactions of Students to the Arab Open University’s Logo Rebranding

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The AOU recently developed a new logo to symbolize modernization for its diverse population of students, but rebranding can elicit wide-ranging emotional and cognitive responses for stakeholders. This paper focuses on the emotional and cognitive response of Kuwait Open University students towards the logo rebranding of AOU, hence helping in understanding its effect on student perception. A qualitative approach was adopted using an interpretivist philosophy and a phenomenological strategy. Data were collected through focus groups of 18 students who were selected using purposive sampling. Thematic analysis was employed to identify patterns in the responses of the participants. Mixed feeling was seen regarding the rebranding; many said the new design is modern, but many said it lacks the cultural resonance of the old and the identity of being a traditional logo. Participants focus on enhancing transparent communication and transitional process. The study gives insights into successful rebranding with cultural alignment and transparent communication. Future efforts should consider involving more stakeholders as well as take on board more diversified groups in providing feedback toward the rebranding to help the rebranding resonate with its intended audience more effectively. rebranding students university Kuwait 1. Introduction Rebranding is a strategic process that entails redesigning the identity of a brand, such as its visual elements (logo), to be in line with changing organisational goals, market trends, and audience preferences. According to research, 77% of consumers view a brand as modern after a successful rebranding initiative (Sharma, 2025 ). Universities around the globe have increasingly opted for rebranding to boost their appeal and competitiveness in the education sector. For example, the University of California spent more than $ 2 million in 2022 in a whole rebranding campaign that helped increase its international applications by 15% (Finance. Yahoo.com, 2023). The Arab Open University (AOU) was founded in 2002 and is one of the largest institutions in the Middle East, with over 30,000 students across its campuses. The company recently rebranded its logo to update its logo and appeal to a younger audience. However, any rebranding effort usually elicits mixed responses because stakeholders might have emotional connections with the previous brand identity. According to studies, 65% of rebranding in education fails due to internal stakeholders' resistance (Aspara et al., 2014 ). This study explores the emotional and cognitive reactions of AOU students in Kuwait to its new logo, shedding light on perceptions and the possible influence on institutional identity. Companies rebrand to reflect the changing dynamics of the market, audience perceptions, and corporate objectives. Some of the primary reasons include updating old brand assets to be relevant in the marketplace. According to a 2022 survey, 72% of marketers reported that rebranding improved their company's public image (Brönnimann & Shepherd, 2022 ). Another primary reason is repositioning in the market. Firms rebrand to focus on other demographics or enter other markets. Among the best examples is Dunkin' Donuts, which was renamed to Dunkin' in 2018 to highlight its coffee sales, and within a year, there was an increase of 20% in coffee sales (Mariniuc, 2023 ). By rebranding, organisations can position themselves differently within highly saturated industries; they can, therefore, identify themselves and have a needful impact on customers. Moreover, Rebranding is generally caused by organisational reorganisations, acquisitions, or mergers. As per Kraus et al. (2021), in 2021, Facebook rebranded to Meta to reflect its emphasis on the metaverse and virtual reality. Rebranding can also assist businesses in rising above reputation obstacles. BP underwent rebranding with a green logo to highlight its dedication to environmentalism after its oil spill catastrophe. Rebranding is a tactical solution to boost brand equity, create emotional ties with consumers, and support long-term business growth in changing surroundings. As a result, the study aims to analyse the emotional and cognitive reactions of Arab Open University students to the rebranding of the university logo. Such aim will be realised through identifying the perceptions and emotional reactions of students to the new logo of the Arab Open University, recognising the cognitive associations students, create with the new logo, comparing the new logo with the previous logo and focus on challenges faced by the university for logo rebranding and analyse its impact on the university, and then suggesting improvement strategies to Arab Open University for the university logo and its rebranding. 2. Literature Review Research regarding student reactions to logo transformation, such as emotional and mental processing and its effects and problems, is analysed in this section. The following section is going to review existing literary works on the brand function within the university or educational institution environments. The purpose is also to explore student responses to redesigned visual signage. There will be a subsection on successful modules for maintaining student devotion throughout institutional branding transformations. 2.2 Concept of Logo Rebranding Logo rebranding is a carefully executed method that sees organisations introduce new logos of their choice that break new ground through visual representations of identity changes. A visual transformation represents branding evolution, which works to match market developments alongside target demographics or organisational priorities. As argued by Joseph et al. ( 2021 ), institutions of higher learning employ logo rebranding as a strategy to regain their symbols meant for the future, attract would-be students and improve stakeholder identification. When implemented properly, this allows organisations to preserve old practices but make forward-looking changes. Successful logo trademark transformations focus on both emotionally driven and rationally driven associations. The totality of design choices must connect community perceptions with basic elements of the brand's identity (Alhaimer a, b, c, and d; Busche, 2023 ). 2.3 Definition of Emotional and Cognitive Reactions At times, when people encounter stimuli like a rebranded logo, they display two kinds of psychological reactions such as emotional responses and cognitive responses. Heavily grounded in personal preferences and values and attachment connections, emotional responses lead to feelings of excitement, nostalgia, or disappointment (Batcho, 2021 ). These first responses frequently modify both perceptions and attitudes. Cognitive reactions use mental activities to examine, evaluate and make reasonings about stimuli that catch attention (Draheim et al., 2022 ). One aspect of design analysis involves interpreting both visual symbolism and aesthetics alongside organisational value alignment. As stated by Liang et al. ( 2024 ), the combination of emotional and cognitive reactions develops complete impressions that determine user engagement, organisational loyalty, and acceptance of modifications, especially when rebranding university logos. 2.4 Emotional Reactions Associated with Rebranding The emotional reactions that people experience intensely determine their reactions toward organisation rebranding measures. Logo rebranding usually generates swift emotional reactions among observers that may range from enthusiasm through pride to nostalgia and even to frustration. According to Laba ( 2024 ), individual emotional responses to logo changes result from both interpersonal connections to original designs and cultural meanings and assessments of identity alignment with organisational values. Greater engagement alongside acceptance of change happens through positive emotional responses, which include enthusiasm and curiosity. When institutional branding deviates from cultural roots and established traditions, students might experience negative feelings such as empty dissatisfaction and resistance, as argued by Rosenberg ( 2023 ). Higher education institutions must effectively manage stakeholder emotional responses to logo changes because the process determines how well rebranding efforts sync with community memories while preserving institutional unity. 2.5 Cognitive Reaction to Visual Identity Transformation Undergoing visual identity transformation through logo rebranding activates a process of intellectual interpretation and design evaluation within individual audiences. Visual identity reactions hinge on multiple variables, including design elements, organisational symbolism, perceived client values, and also the degree of familiarity (O’Sullivan et al., 2024 ). The visual aspects, including colour distribution, together with typography and shape, require individual evaluation for their role in maintaining continuous brand recognition. Higher education students analyse institution-specific logos with great attention due to their strong connections to established pride and heritage. The public shows positive thinking about contemporary designs, which succeed in adhering to organisational goals. Transformation efforts often encounter dissatisfaction and confusion because of inconsistent design approaches and unclear messaging (Amini, 2022 ). Visual identity migration needs detailed attention to understand how receiver expectations will match emotional connection while expanding cognitive receptiveness. 2.6 Impact of Rebranding on the Engagement Level of Students At the heart of student engagement stands the university logo rebranding process because it shapes how students view and become connected to their educational institution. Rebranding done well creates institutional pride and student connection that drives active participation across all aspects of campus life. As opined by Wu & Cheong ( 2022 ), a well-designed visual logo alongside academic modernisation makes students emotionally anchored to institutional values and versatile vision. Students might perceive poor connections between values represented in the new brand identity and institutional values, leading to a failure of loyalty and potential for indifference toward university issues Nunn ( 2021 ) expressed. Successful rebranding efforts convey their rationale, combining student voice into development processes and providing identity elements reflective of student beliefs for future aspirations. Student outcomes will get better, together with student engagement and schools being supportive of students who feel their perspectives have been recognized. Such practices make the school-student relationship healthier. 2.7 Challenges of Rebranding University from the Context of Fulfilling Expectations of Students University branding operations pose a special challenge because students expect much of it. Because students share an intimate and emotional attachment to their institution's established brand image, they would repulse any changes to it. Finding common ground between introducing the new identity and holding on to the traditional aspects that students strongly associate with is the biggest challenge of rebranding. Qateer et al. (2021) describe how organizations have a rough time balancing student opinion difference since cultural backgrounds differ, giving race and personal preferences different expectations. Poorly positioned rebranding strategies become problematic because students may find these changes not to fit the core values that the institution stands for and that elicits negativity towards brand updates. Poor communication regarding rebranding aims and objectives also risks introducing doubt and confusion among students regarding the process (Spenkelink, Westerlaken & Suleri, 2022 ). The engagement of students during the development of an identity and their feedback to make sure the new brand is truly associated with institutional purpose and student-related values will solve these challenges for universities. 2.8 Strategies for Effective Rebranding in Higher Education Success in higher education has seen the emergence of a rebranding strategy that tries consciously to balance value-based alignment with student loyalty and engagement. A study combining deep analysis of student beliefs about their current perception of the brand should underpin rebranding efforts. With such knowledge of student perspectives, authorities in higher education should be able to formulate a rebranding strategy that defends the values of institutional heritage and attunes to contemporary aspects of higher education (Naufal et al. 2024 ). In this process, student participation is important and may be achieved through student surveys, focus group activities, and participatory projects (Akyıldız & Ahmed, 2021 ). Student's voice generates an ownership-stick approach that limits resistance against transformation. The new institutional design framework should thus strike a wholesome balance of clarity and aesthetics while aptly capturing both the institution's current purpose and future trajectory (Mitrović et al., 2021 ). The rebranding effort enhances student loyalty and builds more incredible university connections through sustained implementation across all platforms combined with ongoing student engagement. 2.9 Theoretical Evaluation The Theory of Planned Behaviour (TPB) presents individuals’ behavioural responses as a function of attitudes and subjective norms together with perceived behavioural control. TPB shows how customers view the new brand identity through their reactive attitudinal stance combined with their perceived societal reactions and their actual capacity to transition to the altered brand (Arachchi & Mendis, 2021 ). When students show positive feelings regarding rebranding and perceive it fits their values, they become accepting of the changes. Student acceptance of change becomes more assertive when they see their classmates show support for it (Lin et al., 2022 ). On the other hand, it is argued by Joseph et al. ( 2021 ) that rebranding efforts will meet resistance from students if they confront their identity beliefs or if messaging fails to communicate clearly. According to the TPB, one must address every intervening factor so that students develop beneficial attitudes towards the rebranding process. 2.10 Literature Gap Existing research examines industry rebranding effects, yet it lacks sufficient attention to students’ emotional and cognitive reactions to university logo changes. Research dealing with student engagement and loyalty following brand transformations along with perception alterations has mostly gone untouched within higher education. This reveals a lack of insight into how students respond to rebranding initiatives. Nevertheless, it indicated that Strategies for Rebranding and Engagement of Students in the Process of Rebranding might affect on Cognitive Perception, Emotional Response, Participation of Students and Brand Loyalty. As such, the rebranding strategy guides emotional responses alongside cognitive perceptual elements, whereas student engagement during this process establishes loyalty and participation rates. Thus, unveiling research on the affective and cognitive responses of students to rebranding projects for university logos, he explains the challenge of alignment between student expectations and branding strategies, which presents insight into the ways in which such understanding of student engagement needs enables institutions to build loyalty while changing logos. 3: Methodology Various steps of research design are discussed as followed: 3.1 Research Philosophy The study bases its approach on interpretivism philosophy to explore the personal meanings constructed by people as they talk about their own experiences, as mentioned by Pervin & Mokhtar ( 2022 ) and Cuthbertson et al. ( 2020 ). Further, it is an accepted fact in research philosophy that humans live some sort of social "realities" through humanly defined perspectives that make it relevant to study rebranding with emotional and cognitive outcomes. The methodological approach of interpretivism will thus involve studying what happens in students' lived experiences with the rebranding of the Arab Open University, to gain a comprehensive glimpse and deeper understanding of their interpretations of the new logo. Interpretivist approaches are contextually driven but fetch information of a rich qualitative measure rather than data for standard analysis. The interpretive methodology applies the technique of focus groups to closely examine students' perspectives for some crucial insights relevant to how rebranding has impacted them. 3.2 Research Approach Researchers employ a deductive research approach to confirm existing theories and analytical frameworks that tackle particular contextual scenarios, as stated by Pearse (2019) and Pearse ( 2021 ). The research method commences by utilizing established theoretical principles as overarching concepts and conducting specific observations and findings. The research builds upon established theories of branding and consumer perception, such as the Theory of Planned Behaviour, to investigate student emotional and cognitive reactions to the Arab Open University’s rebranding initiative. The deductive approach is appropriate for this study as it facilitates a systematic examination of whether students’ views align with established theoretical assumptions regarding emotional brand attachment and cognitive reactions to logos. By leveraging focus groups, the research has collected qualitative data that enhances understanding of these concepts within the distinctive cultural and academic context of AOU students. 3.3 Research Strategy The research utilizes phenomenological approaches to examine the personal experiences and interpretations of students regarding the branding changes of Arab Open University. As stated in the research conducted by Neubauer et al. ( 2019 ) and Urcia ( 2021 ), the methodological approach emphasizes how people understand and interpret their experiences due to its ability to assess the emotional and cognitive responses to the updated logo. The focus group approach enables this study to collect comprehensive individual feedback from students about identity factors and emotional connections related to design elements and their institutional identity. By employing phenomenological techniques, researchers can investigate the fundamental aspects of such experiences as they demonstrate the effect that branding changes have on students' perceptions and their emotional affiliations with the institution. 3.4 Research Method Data Collection The study collects comprehensive topic-related information concerning student feelings and cognitive processes during the Arab Open University’s rebranding initiatives via its main qualitative approach. According to the evaluations of Pregoner ( 2024 ) and Mattimoe et al. ( 2021 ), qualitative research techniques are particularly effective in exploring individual perspectives as they assist researchers in uncovering the particular meanings and interpretations that students associate with the new branding identity. Focus groups act as the main method for data collection to foster dynamic interactions, resulting in multi-faceted insights and shared comprehension from research participants. Data Analysis The research team employs thematic analysis as their method for data analysis to pinpoint the primary patterns and themes that arise from the gathered data. A systematic method begins with comprehending the data, continues with the identification of key elements and the initial development of themes, and concludes with a theme review for final refinement (Braun & Clarke, 2019 ; Braun & Clarke, 2024 ). The research was carried out by identifying recurring emotional and cognitive patterns through thematic analysis, exploring how participants respond to rebranding while connecting it to identity and proposing improvements. A qualitative research approach, enhanced by thematic analysis, produces rich contextual insights into how AOU students view their institution's rebranding while offering practical recommendations for future branding strategies. 3.5 Sample Population and Method The research examines the reactions of students from Kuwait Open University who are enrolled in various academic programs and face the rebranding of the new Arab Open University (AOU) logo. The student demographic is ideal for analyzing branding transformations since students hold a vital role in university brand recognition and identity. A sampling group consisting of students from different academic levels and disciplinary backgrounds has been created to ensure representation from all perspectives. To generate significant insights, participants have been chosen through purposive sampling based on their capability to provide pertinent research data (Robinson, 2024 ; Campbell et al., 2020 ). The selection choices centred on stakeholders who demonstrated active knowledge of the AOU logo rebranding initiative. The chosen sampling method selects students who hold both the necessary competence and knowledge to share valuable insights regarding the research topic. Three focus groups have made up the study design, and each group consisted of six study participants. With 18 student participants in three focused groups, this study reaches an appropriate research sample size that supports qualitative exploration and maintains data collection feasibility. The limited number of focus group participants allows participants to share their thoughts freely, leading to quality qualitative data that can be examined closely. 3.6 Inclusion and Exclusion Criteria Inclusion criteria Students studying within the Kuwait Open University. Aware of and observed the rebranding of the AOU logo. Participants in the group discussions who were willing to give their thoughts Exclusion Criteria Students who did not know or witnessed the rebranding had only had insufficient exposure to the new AOU logo. Students who have not been permitted to be a part of focus groups. 3.7 Recruitment Process An advertisement on Kuwait Open University's internet channels, including email and social media groups, drew participants (Alhaimer, 2019 ). Interested students were asked to provide a quick consent form showing their will to join. Defined criteria for selection guaranteed that only people who were familiar with the rebranding and ready to give their opinions were selected. Purposive sampling was used to guarantee variance among the focus group members. Final subjects were reached and the focus group sessions were arranged. 4. Findings The results of the focus group meetings with Kuwait Open University students follow in this section. The narrative starts with a summary of the focus groups including the demographic makeup of the participants, their academic past, and their knowledge of the rebranding initiative. Organized were three focus groups of six students each, hence enabling in-depth conversations on their intellectual and emotional responses to the new AOU design. Supported by first-hand quotes from subjects, the following sections delve into the major themes that arose and help to provide a thorough awareness of their viewpoint. 4.2 Outline of the Focus Groups Focus Group 1 (G1) The six student participants who took part in this group included three males and three females representing different academic backgrounds. The research took place with student participants from ages 18 to 22 who demonstrated multiple levels of knowledge about the university's branding transformation. Students in this discussion panel reacted first to the new logo design which had chosen a different contemporary appearance from the original branding. Focus Group 2 (G2) Six graduate students earned membership in this participant cohort that featured both male and female participants whose ages ranged from 23 to 28. The participants rejected the rebranding process by asking what purpose the updated logo fulfilled. Focus Group 3 (G3) Six undergraduate students between 19–24 responded diversely to the new design during this focus group. Some participants specifically praised the innovative nature of the design. Participants understood the elements featured in the logo but believed it insufficiently captured the cultural richness of their institution. 4.3 Themes and Quotations 4.3.1 Theme 1: Perspectives and Emotional Responses to the Fresh Logo Since the new logo shocked, enthused, and worried individuals, the emotional reactions differed across every focus group. Focus Group 1, for example, had G1P2 says, "I was confused at first, but now I think it looks more appealing and fresher." G1P4 said, "It's quite nice to the eye, but I miss the old one—it meant more to me." On the other hand, the university seems more current. Focus Group 2 member G2P3 exclaimed, "I have no idea why they changed it. The old logo had more association with our history, this one seems separated." G2P6 added, "It seems the university is attempting too much to be in vogue." "I wouldn't know whether that is a positive quality. " G3P5 in Focus Group 3 noted alternatively, the new logo feels creative but does not reflect the history or culture of the college." G3P2 also stated, "It appears professional but uncertain about how it portrays us students." 4.3.2 Theme 2: Dissection of Cognitive Associations to the Fresh Logo of AOU Focus Group 1 participants have placed new conciseness in their cognitive associations. The example from G1P6 echoes, "The new emblem is fresh-feeling and innovative, thus resonating with the institution's principles on the contemporary period." Also, the exchange with G3P5 showed the significance of green in the new logo design, the colour reminding her of the growth and opportunity on which her educational path has been validating. She stated, "The use of green in the logo made me think of growth and opportunity, something that resonates with my academic journey here." All these reflections are substantial proof that learners cognitively connect the new logo with positive aspects such as modernity, growth, and progress. Shahnaz & Qadir ( 2020 ) stated that it is pivotal to maintain that the students link the new logo with modernization and growth, thereby confirming that the rebranding has well-pointed aspirations of innovation and progress within the academic institutional milieu. 4.3.3 Theme 3: Comparing the New Logo with the Previous Logo and understanding the challenges of the University In the time of analysing the new logo that replaces the old one, opinions among the participants varied. For example, G1P2 opined, "The old logo was a part of USF, so when I look at the old one, it makes me feel at home; I needed time to get used to the new one." Another interviewee, G2P3, said, "The old logo was more of a heritage. I wouldn't say this new one relates to the history the university's trying to build on." G3P5 explained, "Let's critique the modern logo a bit. Nicely designed, but somehow lastingly missing enormous pieces of the symbolic value that USF is known for." Challenges and Outcomes The university was virtually establishing a balance between traditions and moderation, creating a situation juxtaposed with much uncontrolled excitement for modernisation simultaneously with the fear of extinguishing their culture. A participant, G2P4, explained, "The move had confused some students and, having never seen anything like it, they would resist with all their being." 4.3.4 Theme 4: Improvement Strategies for AOU for Rebranding in Future In light of the focus group discussions, Arab Open University (AOU) can consider several strategies to enhance the impact of its logo rebranding: Clear Communication: G2P4 stated, “The change was sudden. The participants suggested stronger explanatory communication about the branding redesign purpose during its transition”. The rebranding process at AOU needs better detail-oriented communication which should explain both the reason behind the rebranding and its positive impact, as inspired by Clark et al. ( 2020 ). Cultural Alignment: G3P5 defined the design as contemporary yet observed how it lacked a cultural connection to the local community. The university needs to develop future logo designs which accurately demonstrate the cultural character of the institution. Gradual Transition: According to G1P2, the original logo maintained a historical connection which the new version fails to replicate. AOU can introduce the logo through several stages so students have time to adapt their habits. The response to OU's new logo has shown conflicting signals since students want more cultural representation and clearer communication about the branding change to strengthen design acceptance. 4.3 Summary This section examines the emotional and cognitive responses of Kuwait Open University students to the new AOU logo through the results of three focus groups. Initial surprise, intercultural concerns, and recommendations for improved communication and cultural alignment in subsequent rebranding initiatives are important topics. 5. Discussion A critical evaluation of Arab Open University students' responses following their branding initiative forms the basis of discussion in this section. This section evaluates research discoveries through relevant studies by investigating both matching and conflicting results which capture essential learning points. This analysis assesses strategic rebranding effects on university constituents while exploring how varied tactics affect student retention and educational organisational representation. 5.3 Interpretation of Findings Research groups have looked at the emotional responses to new university logos across two separate sessions. Evidence drawn from the responses of undergraduate students indicated a significant transition from confusion to acceptance-their responses were gradually built upon over time. Members of the senior cohort were extremely against the new logo because it seemed to deviate from the historical narrative of the institution. Research demonstrates that rebranded institutions tend to create a negative emotional reaction, a visible threat to students' existing attachments towards that institution. Students in G2P3 opposed the new logo because they believed it lacked connection to the university’s historical character thus demonstrating the difficulties organisations encounter in preserving student attachment to original institutional branding. Students in Focus Group 2 demonstrated strong emotional responses which underscore why universities need to recognise how students identify with their institutional branding. The current research findings show that a new university logo impacts student cognitive assessments when they understand design components and align with the institution’s identity principles. Family members from Group 1 recognised modernist and progressive qualities in the university’s new logo because it succeeded in representing the establishment’s evolving identity. In Focus Group 2 participants showed opposition to the university logo because they believed it did not effectively transmit the institution’s cultural roots and distinctiveness. Mismatches in branding efforts and core values lead to cognitive dissonance between the institution and audience perceptions. A conflict in Focus Group 2 data arises because the absence of an institutional history and cultural connection in rebranding initiatives led to negative cognitive responses. Findings from this research indicate stakeholders require their rebranding initiatives to correlate to both emotional and cognitive expectations. Focus group discussions suggested the varying difficulties schools face with branding efforts. Focus Group 1 participants liked the new logo but felt pull-it-away-duck when memories of the previous design crept in. Research by Qadeer et al. states that higher education needs to find a balance between upholding traditional academic values alongside modern design approaches during rebranding. G1P2 expressed appreciation for an approach wherein the historical aspect of the institution would receive honor, while newer paradigms would also embrace a more progressive mindset. Data from Focus Group 2 shed laser insights on intense opposition to the new logo as its contributors believed it disregarded institutional historical heritage. While modern design aspects appealed to younger participants, older students felt challenged to stay on board with more contemporary approaches, which might appear less dependent on traditional institutional imagery (Freedman & Siegesmund, 2023 ). Particularly when taken with a view facing the modernization process of branding by universities, the need for strategic management to contend with conventional elements of design appears paramount. Arguments went on in focus group discussions, with the claims that not enough explanation about the branding exercise had been given. Members of Focus Group 2 complained about the abrupt transition to new branding alongside a dearth of awareness regarding its main objectives. Clark et al. ( 2020 ) proved that students accept rebranding better with clear communication strategies. G2P4 indicates a need for better communication that explains the rebranding process providing reasons behind it to eliminate opposition and increase stakeholder buy-in. Members of Focus Group 1 showed acceptance toward the new logo even though they struggled to understand why the image needed to change. Universities need to deliver simple explanations of their rebranding purpose to students while ensuring they participate and understand why changes matter (Hassan et al., 2021 ; Puspitasari et al., 2022 ). A student gets engaged when organisations maintain excellent communication during periods of transition. Students in Focus Group 3 showed ample concern about cultural alignment because they disagreed with the new logo’s ability to represent the university’s cultural roots. Students develop powerful emotions together with cognitive ties to cultural symbols of their educational institution which makes cultural sensitivity a vital component when conducting a rebranding process. G3P5’s comment about the new logo feeling creative but lacking a connection to the university’s culture highlights a significant challenge. The success of university rebranding initiatives requires the adoption of modern aspirations together with the preservation of valued cultural heritage by student populations (Eliasof, 2022 ). Existing research supports the notion of using representational culture during rebranding because diverse educational institutions need it (Alhaimer, 2019 ; Naufal et al., 2024 ). Commissioners express their expectation for a logo that reflects the institution’s cultural richness indicating both design visual elements and symbolic cultural meanings. These results emphasise the necessity of integrating cultural aspects into design operations to develop an identity that authentically connects with every student demographic and builds increased institutional devotion. 5.3 Comparison with Literature This research study supports previous studies investigating higher education rebranding through analysis of stakeholder emotional reactions alongside their cognitive and cultural feedback. Participants in Focus Group 1 demonstrated a complex progression of emotional change that moved from opposition toward approval of the new logo. Laba ( 2024 ) suggests emotional adjustment functions as a fundamental aspect for institutional stakeholders to respond to official branding changes. Research suggests that institutional rebranding dislocates the existing connections among stakeholders with institutional identities, triggering emotional responses that range from wistful feelings to confusion and frustration (Meintjes & Botha, 2024 ). Students in Focus Group 2 who expressed resistance may be seen as a response to changing institutional brand, which illustrates the tension between retaining identifiable elements from the past and establishing new brands that solidify future change. The emergent findings regarding cognitive responses within this framework conform to established patterns in the canon of previous scholarship. At the same time, the opinions of the participants who identified the logo art as something modern aligned with those of Draheim et al. ( 2022 ). These suggestions are in line with the concept that any successful rebranding of a genuine institution results from modes of expression directed toward changes for the institution. Although the group comprises participants from the general public, they express tensions with brand changes that diverge from the stakeholders' established views of institutional historical elements. The successful rebranding unfolds according to Joseph et al. ( 2021 ) from institutional core values to have lesser cognitive dissonance; these study results show certain modern branding approaches please specific audiences while they in turn threaten alienation amongst such stakeholders for whom it is paramount to retain its institutional historical brand representation. The modern cultural tension springs up in almost all the focus group discussions that researchers also trace out in established academic publications. Branding campaigns should achieve a balance between the preservation of the cultural heritage and the technological evolution during the promotional activity observed by Qadeer et al. ( 2021 ). Focus Group 1 students held opposing views on the new logo because they found it contemporary but felt nostalgic for the classic logo design. Institutions must approach their rebrands while considering how stakeholders cognitively and emotionally connect to the institution's history, according to Busche ( 2023 ). The research results are clear on why universities should know their unique historical narrative and institutional attributes before rebranding. Courses and programs offered at the universities are effective but problem-plagued, and this has been confirmed by the focus group's findings. All of the participants pointed out that poor communication about the branding change was the main cause of misunderstanding and opposition. Open dialogue with the internal and external stakeholders was key in managing expectations and getting their engagement levels on campus as per Clark et al. ( 2020 ). The research suggests that stakeholders create frustrations when their branding experiences change quite suddenly, which shows their need for explanation, in tandem with their involvement during rebranding. Stakeholder engagement research by Wu and Cheong ( 2022 ) underlies the argument for the communication priority for universities to minimize resistance and enhance organizational inclusiveness. Study participants from Focus Group 3 designate cultural sensitivity as one of the important aspects extensively debated and found in the literature. As noted by Naufal et al. ( 2024 ), including cultural heritage in rebranding processes must ensure that efforts serve to integrate heterogeneous educational constituents. Complaints made by participants about how the new logo does not match university culture give insight as to why the rebranding process must be considerate of institutional symbolism and heritage. Research shows that cultural symbolics enable stakeholders to develop deeper engagements with branding to strike a common footing across their multicultural society. Accordingly, various student reactions concerning the new logo of the Arab Open University were explored in the discussion, comprising both cognitive and emotional dimensions. This gave rise to varying preferences, reflected from positive to negative. Rigorous comparative analysis was presented about other existing papers that emphasized cultural values and the choice between traditional versus modern communication in nature as additional concerns. This stage showed that if rebranding methods are well executed, they can reinforce the institutional image and stimulate participation with the other stakeholders, thus boosting understanding of higher education branding practices. The results indicated that student involvement is important during rebranding, and it also helps to maintain a strategic design connection supportive of longer-term objectives. 6. Conclusion The analysis of focus group discussions showed diverse emotional responses combined with intellectual responses to Arab Open University's logo redesign project. All participants from the three discussion groups initially showed surprise after viewing the logo change as a portion of students viewed it as a modern design, yet others observed a lack of cultural connection. G1 participants liked the straightforward appearance of the logo but mentioned worries about preserving the school identity that had previously appeared in its branding. Participants in Group 2 (G2) questioned the importance of rebranding while showing confusion about what the redesigned logo intended to communicate. Members of Group 3 (G3) appreciated the visual attractiveness of the logo, although they believed its representation fell short of capturing the university's cultural values. Every research group found it essential to have better visibility around the rebranding procedure. The participants proposed both a controlled transition period and modifications which better reflected the cultural heritage of the university. 6.2 Research Limitations This research has several limitations. With eighteen participants, the study meets basic qualitative requirements for analysis but does not allow a representative view of Kuwait Open University students, thus reducing the overall applicability of research findings. Students without knowledge of the rebranding were not included in the focus group discussions due to limited participation from disengaged students of university branding initiatives. The findings depend on participants' subjective reports because such data is susceptible to reporting inaccuracies stemming from both personal prejudices and a tendency to present themselves favourably. Research at one university prevented a wider connection between findings and similar rebranding efforts across higher education institutions. Staff members and alumni were absent from the study because their feedback on the logo rebranding remains unknown. Clearly understand this data by taking into account the assessment limitations. 6.3 Future Recommendations Future studies should involve a larger sample size that involves different campuses, staff, and alumni so that a more holistic understanding of how the rebranding is perceived by people can be provided. With this goal in mind, quantitative methods are feasible to supplement the qualitative findings for broader insights. Arab Open University should consider gradual changes in its rebranding process and do that in full harmony with cultural values while increasing communication channels for stakeholder engagement and future acceptance regarding logo changes. Such an approach enables a smooth transition between institutional preservation and modernisation practices thus establishing better relationships for all participants. Declarations Acknowledgements The author would like to thank the participants and Arab Open University – Kuwait for funding this research and their valuable cooperation during the data collection process. Authors Contributing The author solely conceived and designed the study, conducted the literature review, developed the research methodology, collected and analysed the data, interpreted the findings, and wrote and revised the manuscript. The author has read and approved the final version of the manuscript. Funding This research has been funded by Arab Open University – Kuwait. Data Availability The datasets generated and/or analysed during the current study are available from the corresponding author upon reasonable request. Ethics approval and consent to participate All methods were carried out in accordance with relevant guidelines and regulations. The research protocol and data collection procedures were reviewed and approved by the Research Ethics Committee at [Arab Open University – Kuwait Branch]. Informed consent was obtained from all participants prior to their inclusion in the study. Competing interests The author declare that they have no competing interests. Consent to Publish Not applicable. Clinical Trial Declarations Not applicable. References Akyıldız, S. T., & Ahmed, K. H. (2021). An overview of qualitative research and focus group discussion. International Journal of Academic Research in Education , 7 (1), 1-15. DOI: 10.17985/ijare.866762 Alhaimer, R. (2019). 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British Journal of Educational Psychology , 92 (1), 131-154. https://doi.org/10.1111/BJEP.12442 Mariniuc, A. C. (2023). Corporate Rebranding Outcomes. FAIMA Business & Management Journal , 11 (4), 44-54. https://search.proquest.com/openview/bc5f640a2b0e369e3e8d2fd6e0e846d1/1?pq-origsite=gscholar&cbl=2037693 Mattimoe, R., Hayden, M., Murphy, B., & Ballantine, J. (2021). Approaches to analysis of qualitative research data: A reflection on the manual and technological approaches. Accounting, Finance & Governance Review , 27 (1), 1-16. https://mural.maynoothuniversity.ie/id/eprint/17843 Meintjes, C., & Botha, Y. (2024). Rebranding as a Crisis Response Strategy: A Stakeholder Perspective. Corporate Reputation Review , 1-17. DOI: 10.1057/s41299-024-00206-1 Mitrović, I., Auger, J., Hanna, J., & Helgason, I. (2021). Beyond speculative design: past–present–future . University of Split. Naufal, W. N. A. D. M., Aris, S. R. S., Wahi, R., Mohamed, A. M. D., Zulkipli, Z. A., Hashim, R. A., ... & Yusof, M. M. M. (2024). Key success factors for implementation of service-learning Malaysia University for Society (SULAM) projects at higher education level: Community perspectives. Asian Journal of University Education , 20 (1), 152-172. https://myjms.mohe.gov.my/index.php/AJUE/article/view/25824/14138 Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on medical education , 8 , 90-97. https://doi.org/10.1007/s40037-019-0509-2 Nunn, L. M. (2021). College belonging: How first-year and first-generation students navigate campus life . Rutgers University Press. O’Sullivan, H., Polkinghorne, M., Chapleo, C., & Cownie, F. (2024). Contemporary Branding Strategies for Higher Education. Encyclopedia , 4 (3), 1292-1311. https://doi.org/10.3390/encyclopedia4030085 Pearse, N. (2019, June). An illustration of deductive analysis in qualitative research. In 18th European conference on research methodology for business and management studies (p. 264). https://books.google.com/books?hl=en&lr=&id=Uc-hDwAAQBAJ&oi=fnd&pg=PA264&dq=Researchers+use+a+deductive+research+approach+to+ validate+existing+theories+and+analytical+frameworks+that+address+specific+contextual+situations&ots= MnaxwdQw0g&sig=Ao0CpqLPkXquZ0_n-jw5F5cfk_8 Pearse, N. (2021). Guidelines for theory development using qualitative research approaches. Electronic Journal of Business Research Methods , 19 (2), pp95-103. https://academic-publishing.org/index.php/ejbrm/article/view/2512 Pervin, N., & Mokhtar, M. (2022). The interpretivist research paradigm: A subjective notion of a social context. International Journal of Academic Research in Progressive Education and Development , 11 (2), 419-428. http://dx.doi.org/10.6007/IJARPED/v11-i2/12938 Pregoner, J. D. (2024). Research approaches in education: A comparison of quantitative, qualitative and mixed methods. IMCC Journal of Science , 4 (2), 31-36. https://hal.science/hal-04655066/ Puspitasari, A. Y., Mahrinasari, M. S., & Pandjaitan, D. R. H. (2022). The impact of rebranding on University Brand Equity. International Journal of Scientific Research and Management , 10 (04), 3353-3362. DOI: 10.18535/ijsrm/v10i4.em13 Qadeer, T., Javed, M. K., Manzoor, A., Wu, M., & Zaman, S. I. (2021). The experience of international students and institutional recommendations: A comparison between the students from the developing and developed regions. Frontiers in psychology , 12 , 667230. https://doi.org/10.3389/fpsyg.2021.667230 Robinson, R. S. (2024). Purposive sampling. In Encyclopedia of quality of life and well-being research (pp. 5645-5647). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-17299-1_2337 Rosenberg, B. (2023). “Whatever It Is, I’m Against It”: Resistance to Change in Higher Education . Harvard Education Press. Shahnaz, A., & Qadir, S. A. (2020). Branding the higher education: Identity construction of universities through logos, mottos and slogans. J. Soc. Sci. Res , 8 , 48-71. https://www.researchgate.net/profile/Ambreen-Shahnaz-2/publication/341133855_Branding_the_Higher_Education_Identity_Construction_of_Universities_through_ Logos_Mottos_and_Slogans/links/5eb04f50299bf18b9594c630/Branding-the-Higher-Education-Identity-Construction-of-Universities-through-Logos-Mottos-and-Slogans.pdf Sharma, A. (2025). Rebrand, Reimagine, Redefine: Unlock The Full Potential Of Your Startup . https://medium.com/@exitfund/rebrand-reimagine-redefine-unlock-the-full-potential-of-your-startup-d292a99a9cf4 Spenkelink, A., Westerlaken, R., & Suleri, J. (2022). Exploring the impact of rebranding on stakeholders: a case study of Hotel Management School NHL Stenden. Research in Hospitality Management , 12 (1), 71-79. https://doi.org/10.1080/22243534.2022.2080939 Urcia, I. A. (2021). Comparisons of adaptations in grounded theory and phenomenology: Selecting the specific qualitative research methodology. International journal of qualitative methods , 20 , 16094069211045474. https://doi.org/10.1177/16094069211045474 Wu, Y. Q., & Cheong, C. Y. M. (2022). Academic Visual Identity of Higher Education Institutions: A Multimodal Communication through Pictorial Representations. GEMA Online Journal of Language Studies , 22 (2). http://doi.org/10.17576/gema-2022-2202-13 Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8861584","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":602775790,"identity":"a6266b73-1c99-4007-9650-beda11b994a1","order_by":0,"name":"Rashed Alhaimer","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA0klEQVRIiWNgGAWjYFAC5gYQycMP5QGZBLUwQrRINpCqhcHgALFazNsPtm74ueeejPHxw8ckGCqsExt4zhjg1SJzJrHtZs+zYh6zM2lpEgxn0hMbeHvwa5FgSGy7wXMggcfsQI6ZBGPb4cQGft4N+LXwP2y7+Qeoxbj/DVDLP2K0SCS23QbZYiABsqUBqIW3l5CWh223ZYBaJG48S7ZIOJZu3MZz/gMBhyUfu/nmQII9f3/ywRsfaqxl+3nSEvBqQQUgtWwkqB8Fo2AUjIJRgAMAAKxzRXnXT/NBAAAAAElFTkSuQmCC","orcid":"","institution":"Arab Open University","correspondingAuthor":true,"prefix":"","firstName":"Rashed","middleName":"","lastName":"Alhaimer","suffix":""}],"badges":[],"createdAt":"2026-02-12 11:38:12","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8861584/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8861584/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104779878,"identity":"da6ef537-6eb8-44e9-aab3-491e264f758f","added_by":"auto","created_at":"2026-03-17 07:47:16","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1002797,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8861584/v1/83bec4e7-e1ed-405a-a946-158deb67f5e8.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring the Emotional and Cognitive Reactions of Students to the Arab Open University’s Logo Rebranding","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eRebranding is a strategic process that entails redesigning the identity of a brand, such as its visual elements (logo), to be in line with changing organisational goals, market trends, and audience preferences. According to research, 77% of consumers view a brand as modern after a successful rebranding initiative (Sharma, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Universities around the globe have increasingly opted for rebranding to boost their appeal and competitiveness in the education sector. For example, the University of California spent more than \u003cspan\u003e$\u003c/span\u003e2\u0026nbsp;million in 2022 in a whole rebranding campaign that helped increase its international applications by 15% (Finance. Yahoo.com, 2023). The Arab Open University (AOU) was founded in 2002 and is one of the largest institutions in the Middle East, with over 30,000 students across its campuses. The company recently rebranded its logo to update its logo and appeal to a younger audience. However, any rebranding effort usually elicits mixed responses because stakeholders might have emotional connections with the previous brand identity. According to studies, 65% of rebranding in education fails due to internal stakeholders' resistance (Aspara et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). This study explores the emotional and cognitive reactions of AOU students in Kuwait to its new logo, shedding light on perceptions and the possible influence on institutional identity.\u003c/p\u003e \u003cp\u003eCompanies rebrand to reflect the changing dynamics of the market, audience perceptions, and corporate objectives. Some of the primary reasons include updating old brand assets to be relevant in the marketplace. According to a 2022 survey, 72% of marketers reported that rebranding improved their company's public image (Br\u0026ouml;nnimann \u0026amp; Shepherd, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Another primary reason is repositioning in the market. Firms rebrand to focus on other demographics or enter other markets. Among the best examples is Dunkin' Donuts, which was renamed to Dunkin' in 2018 to highlight its coffee sales, and within a year, there was an increase of 20% in coffee sales (Mariniuc, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). By rebranding, organisations can position themselves differently within highly saturated industries; they can, therefore, identify themselves and have a needful impact on customers. Moreover, Rebranding is generally caused by organisational reorganisations, acquisitions, or mergers. As per Kraus et al. (2021), in 2021, Facebook rebranded to Meta to reflect its emphasis on the metaverse and virtual reality. Rebranding can also assist businesses in rising above reputation obstacles. BP underwent rebranding with a green logo to highlight its dedication to environmentalism after its oil spill catastrophe. Rebranding is a tactical solution to boost brand equity, create emotional ties with consumers, and support long-term business growth in changing surroundings. As a result, the study aims to analyse the emotional and cognitive reactions of Arab Open University students to the rebranding of the university logo. Such aim will be realised through identifying the perceptions and emotional reactions of students to the new logo of the Arab Open University, recognising the cognitive associations students, create with the new logo, comparing the new logo with the previous logo and focus on challenges faced by the university for logo rebranding and analyse its impact on the university, and then suggesting improvement strategies to Arab Open University for the university logo and its rebranding.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cp\u003eResearch regarding student reactions to logo transformation, such as emotional and mental processing and its effects and problems, is analysed in this section. The following section is going to review existing literary works on the brand function within the university or educational institution environments. The purpose is also to explore student responses to redesigned visual signage. There will be a subsection on successful modules for maintaining student devotion throughout institutional branding transformations.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Concept of Logo Rebranding\u003c/h2\u003e \u003cp\u003eLogo rebranding is a carefully executed method that sees organisations introduce new logos of their choice that break new ground through visual representations of identity changes. A visual transformation represents branding evolution, which works to match market developments alongside target demographics or organisational priorities. As argued by Joseph et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), institutions of higher learning employ logo rebranding as a strategy to regain their symbols meant for the future, attract would-be students and improve stakeholder identification. When implemented properly, this allows organisations to preserve old practices but make forward-looking changes. Successful logo trademark transformations focus on both emotionally driven and rationally driven associations. The totality of design choices must connect community perceptions with basic elements of the brand's identity (Alhaimer a, b, c, and d; Busche, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Definition of Emotional and Cognitive Reactions\u003c/h2\u003e \u003cp\u003eAt times, when people encounter stimuli like a rebranded logo, they display two kinds of psychological reactions such as emotional responses and cognitive responses. Heavily grounded in personal preferences and values and attachment connections, emotional responses lead to feelings of excitement, nostalgia, or disappointment (Batcho, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These first responses frequently modify both perceptions and attitudes. Cognitive reactions use mental activities to examine, evaluate and make reasonings about stimuli that catch attention (Draheim et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). One aspect of design analysis involves interpreting both visual symbolism and aesthetics alongside organisational value alignment. As stated by Liang et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), the combination of emotional and cognitive reactions develops complete impressions that determine user engagement, organisational loyalty, and acceptance of modifications, especially when rebranding university logos.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Emotional Reactions Associated with Rebranding\u003c/h2\u003e \u003cp\u003eThe emotional reactions that people experience intensely determine their reactions toward organisation rebranding measures. Logo rebranding usually generates swift emotional reactions among observers that may range from enthusiasm through pride to nostalgia and even to frustration. According to Laba (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), individual emotional responses to logo changes result from both interpersonal connections to original designs and cultural meanings and assessments of identity alignment with organisational values. Greater engagement alongside acceptance of change happens through positive emotional responses, which include enthusiasm and curiosity. When institutional branding deviates from cultural roots and established traditions, students might experience negative feelings such as empty dissatisfaction and resistance, as argued by Rosenberg (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Higher education institutions must effectively manage stakeholder emotional responses to logo changes because the process determines how well rebranding efforts sync with community memories while preserving institutional unity.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Cognitive Reaction to Visual Identity Transformation\u003c/h2\u003e \u003cp\u003eUndergoing visual identity transformation through logo rebranding activates a process of intellectual interpretation and design evaluation within individual audiences. Visual identity reactions hinge on multiple variables, including design elements, organisational symbolism, perceived client values, and also the degree of familiarity (O\u0026rsquo;Sullivan et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The visual aspects, including colour distribution, together with typography and shape, require individual evaluation for their role in maintaining continuous brand recognition. Higher education students analyse institution-specific logos with great attention due to their strong connections to established pride and heritage. The public shows positive thinking about contemporary designs, which succeed in adhering to organisational goals. Transformation efforts often encounter dissatisfaction and confusion because of inconsistent design approaches and unclear messaging (Amini, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Visual identity migration needs detailed attention to understand how receiver expectations will match emotional connection while expanding cognitive receptiveness.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.6 Impact of Rebranding on the Engagement Level of Students\u003c/h2\u003e \u003cp\u003eAt the heart of student engagement stands the university logo rebranding process because it shapes how students view and become connected to their educational institution. Rebranding done well creates institutional pride and student connection that drives active participation across all aspects of campus life. As opined by Wu \u0026amp; Cheong (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), a well-designed visual logo alongside academic modernisation makes students emotionally anchored to institutional values and versatile vision. Students might perceive poor connections between values represented in the new brand identity and institutional values, leading to a failure of loyalty and potential for indifference toward university issues Nunn (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) expressed. Successful rebranding efforts convey their rationale, combining student voice into development processes and providing identity elements reflective of student beliefs for future aspirations. Student outcomes will get better, together with student engagement and schools being supportive of students who feel their perspectives have been recognized. Such practices make the school-student relationship healthier.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e2.7 Challenges of Rebranding University from the Context of Fulfilling Expectations of Students\u003c/h2\u003e \u003cp\u003eUniversity branding operations pose a special challenge because students expect much of it. Because students share an intimate and emotional attachment to their institution's established brand image, they would repulse any changes to it. Finding common ground between introducing the new identity and holding on to the traditional aspects that students strongly associate with is the biggest challenge of rebranding. Qateer et al. (2021) describe how organizations have a rough time balancing student opinion difference since cultural backgrounds differ, giving race and personal preferences different expectations. Poorly positioned rebranding strategies become problematic because students may find these changes not to fit the core values that the institution stands for and that elicits negativity towards brand updates. Poor communication regarding rebranding aims and objectives also risks introducing doubt and confusion among students regarding the process (Spenkelink, Westerlaken \u0026amp; Suleri, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The engagement of students during the development of an identity and their feedback to make sure the new brand is truly associated with institutional purpose and student-related values will solve these challenges for universities.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e2.8 Strategies for Effective Rebranding in Higher Education\u003c/h2\u003e \u003cp\u003eSuccess in higher education has seen the emergence of a rebranding strategy that tries consciously to balance value-based alignment with student loyalty and engagement. A study combining deep analysis of student beliefs about their current perception of the brand should underpin rebranding efforts. With such knowledge of student perspectives, authorities in higher education should be able to formulate a rebranding strategy that defends the values of institutional heritage and attunes to contemporary aspects of higher education (Naufal et al. \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In this process, student participation is important and may be achieved through student surveys, focus group activities, and participatory projects (Akyıldız \u0026amp; Ahmed, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Student's voice generates an ownership-stick approach that limits resistance against transformation. The new institutional design framework should thus strike a wholesome balance of clarity and aesthetics while aptly capturing both the institution's current purpose and future trajectory (Mitrović et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The rebranding effort enhances student loyalty and builds more incredible university connections through sustained implementation across all platforms combined with ongoing student engagement.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e2.9 Theoretical Evaluation\u003c/h2\u003e \u003cp\u003eThe Theory of Planned Behaviour (TPB) presents individuals\u0026rsquo; behavioural responses as a function of attitudes and subjective norms together with perceived behavioural control. TPB shows how customers view the new brand identity through their reactive attitudinal stance combined with their perceived societal reactions and their actual capacity to transition to the altered brand (Arachchi \u0026amp; Mendis, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). When students show positive feelings regarding rebranding and perceive it fits their values, they become accepting of the changes. Student acceptance of change becomes more assertive when they see their classmates show support for it (Lin et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). On the other hand, it is argued by Joseph et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) that rebranding efforts will meet resistance from students if they confront their identity beliefs or if messaging fails to communicate clearly. According to the TPB, one must address every intervening factor so that students develop beneficial attitudes towards the rebranding process.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e2.10 Literature Gap\u003c/h2\u003e \u003cp\u003eExisting research examines industry rebranding effects, yet it lacks sufficient attention to students\u0026rsquo; emotional and cognitive reactions to university logo changes. Research dealing with student engagement and loyalty following brand transformations along with perception alterations has mostly gone untouched within higher education. This reveals a lack of insight into how students respond to rebranding initiatives. Nevertheless, it indicated that Strategies for Rebranding and Engagement of Students in the Process of Rebranding might affect on Cognitive Perception, Emotional Response, Participation of Students and Brand Loyalty. As such, the rebranding strategy guides emotional responses alongside cognitive perceptual elements, whereas student engagement during this process establishes loyalty and participation rates. Thus, unveiling research on the affective and cognitive responses of students to rebranding projects for university logos, he explains the challenge of alignment between student expectations and branding strategies, which presents insight into the ways in which such understanding of student engagement needs enables institutions to build loyalty while changing logos.\u003c/p\u003e \u003c/div\u003e"},{"header":"3: Methodology","content":"\u003cp\u003eVarious steps of research design are discussed as followed:\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Research Philosophy\u003c/h2\u003e \u003cp\u003eThe study bases its approach on interpretivism philosophy to explore the personal meanings constructed by people as they talk about their own experiences, as mentioned by Pervin \u0026amp; Mokhtar (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Cuthbertson et al. (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Further, it is an accepted fact in research philosophy that humans live some sort of social \"realities\" through humanly defined perspectives that make it relevant to study rebranding with emotional and cognitive outcomes. The methodological approach of interpretivism will thus involve studying what happens in students' lived experiences with the rebranding of the Arab Open University, to gain a comprehensive glimpse and deeper understanding of their interpretations of the new logo. Interpretivist approaches are contextually driven but fetch information of a rich qualitative measure rather than data for standard analysis. The interpretive methodology applies the technique of focus groups to closely examine students' perspectives for some crucial insights relevant to how rebranding has impacted them.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Research Approach\u003c/h2\u003e \u003cp\u003eResearchers employ a deductive research approach to confirm existing theories and analytical frameworks that tackle particular contextual scenarios, as stated by Pearse (2019) and Pearse (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The research method commences by utilizing established theoretical principles as overarching concepts and conducting specific observations and findings. The research builds upon established theories of branding and consumer perception, such as the Theory of Planned Behaviour, to investigate student emotional and cognitive reactions to the Arab Open University\u0026rsquo;s rebranding initiative. The deductive approach is appropriate for this study as it facilitates a systematic examination of whether students\u0026rsquo; views align with established theoretical assumptions regarding emotional brand attachment and cognitive reactions to logos. By leveraging focus groups, the research has collected qualitative data that enhances understanding of these concepts within the distinctive cultural and academic context of AOU students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Research Strategy\u003c/h2\u003e \u003cp\u003eThe research utilizes phenomenological approaches to examine the personal experiences and interpretations of students regarding the branding changes of Arab Open University. As stated in the research conducted by Neubauer et al. (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) and Urcia (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), the methodological approach emphasizes how people understand and interpret their experiences due to its ability to assess the emotional and cognitive responses to the updated logo. The focus group approach enables this study to collect comprehensive individual feedback from students about identity factors and emotional connections related to design elements and their institutional identity. By employing phenomenological techniques, researchers can investigate the fundamental aspects of such experiences as they demonstrate the effect that branding changes have on students' perceptions and their emotional affiliations with the institution.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e3.4 Research Method\u003c/h2\u003e \u003cp\u003e \u003cb\u003eData Collection\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe study collects comprehensive topic-related information concerning student feelings and cognitive processes during the Arab Open University\u0026rsquo;s rebranding initiatives via its main qualitative approach. According to the evaluations of Pregoner (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and Mattimoe et al. (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), qualitative research techniques are particularly effective in exploring individual perspectives as they assist researchers in uncovering the particular meanings and interpretations that students associate with the new branding identity. Focus groups act as the main method for data collection to foster dynamic interactions, resulting in multi-faceted insights and shared comprehension from research participants.\u003c/p\u003e \u003cp\u003e \u003cb\u003eData Analysis\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe research team employs thematic analysis as their method for data analysis to pinpoint the primary patterns and themes that arise from the gathered data. A systematic method begins with comprehending the data, continues with the identification of key elements and the initial development of themes, and concludes with a theme review for final refinement (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Braun \u0026amp; Clarke, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The research was carried out by identifying recurring emotional and cognitive patterns through thematic analysis, exploring how participants respond to rebranding while connecting it to identity and proposing improvements. A qualitative research approach, enhanced by thematic analysis, produces rich contextual insights into how AOU students view their institution's rebranding while offering practical recommendations for future branding strategies.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e3.5 Sample Population and Method\u003c/h2\u003e \u003cp\u003eThe research examines the reactions of students from Kuwait Open University who are enrolled in various academic programs and face the rebranding of the new Arab Open University (AOU) logo. The student demographic is ideal for analyzing branding transformations since students hold a vital role in university brand recognition and identity. A sampling group consisting of students from different academic levels and disciplinary backgrounds has been created to ensure representation from all perspectives. To generate significant insights, participants have been chosen through purposive sampling based on their capability to provide pertinent research data (Robinson, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Campbell et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The selection choices centred on stakeholders who demonstrated active knowledge of the AOU logo rebranding initiative. The chosen sampling method selects students who hold both the necessary competence and knowledge to share valuable insights regarding the research topic.\u003c/p\u003e \u003cp\u003eThree focus groups have made up the study design, and each group consisted of six study participants. With 18 student participants in three focused groups, this study reaches an appropriate research sample size that supports qualitative exploration and maintains data collection feasibility. The limited number of focus group participants allows participants to share their thoughts freely, leading to quality qualitative data that can be examined closely.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e3.6 Inclusion and Exclusion Criteria\u003c/h2\u003e \u003cp\u003e \u003cb\u003eInclusion criteria\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eStudents studying within the Kuwait Open University.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eAware of and observed the rebranding of the AOU logo.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eParticipants in the group discussions who were willing to give their thoughts\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eExclusion Criteria\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eStudents who did not know or witnessed the rebranding had only had insufficient exposure to the new AOU logo.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eStudents who have not been permitted to be a part of focus groups.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e3.7 Recruitment Process\u003c/h2\u003e \u003cp\u003eAn advertisement on Kuwait Open University's internet channels, including email and social media groups, drew participants (Alhaimer, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Interested students were asked to provide a quick consent form showing their will to join. Defined criteria for selection guaranteed that only people who were familiar with the rebranding and ready to give their opinions were selected. Purposive sampling was used to guarantee variance among the focus group members. Final subjects were reached and the focus group sessions were arranged.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Findings","content":"\u003cp\u003eThe results of the focus group meetings with Kuwait Open University students follow in this section. The narrative starts with a summary of the focus groups including the demographic makeup of the participants, their academic past, and their knowledge of the rebranding initiative. Organized were three focus groups of six students each, hence enabling in-depth conversations on their intellectual and emotional responses to the new AOU design. Supported by first-hand quotes from subjects, the following sections delve into the major themes that arose and help to provide a thorough awareness of their viewpoint.\u003c/p\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Outline of the Focus Groups\u003c/h2\u003e \u003cp\u003e \u003cb\u003eFocus Group 1 (G1)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe six student participants who took part in this group included three males and three females representing different academic backgrounds. The research took place with student participants from ages 18 to 22 who demonstrated multiple levels of knowledge about the university's branding transformation. Students in this discussion panel reacted first to the new logo design which had chosen a different contemporary appearance from the original branding.\u003c/p\u003e \u003cp\u003e \u003cb\u003eFocus Group 2 (G2)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eSix graduate students earned membership in this participant cohort that featured both male and female participants whose ages ranged from 23 to 28. The participants rejected the rebranding process by asking what purpose the updated logo fulfilled.\u003c/p\u003e \u003cp\u003e \u003cb\u003eFocus Group 3 (G3)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eSix undergraduate students between 19\u0026ndash;24 responded diversely to the new design during this focus group. Some participants specifically praised the innovative nature of the design. Participants understood the elements featured in the logo but believed it insufficiently captured the cultural richness of their institution.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Themes and Quotations\u003c/h2\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003e4.3.1 Theme 1: Perspectives and Emotional Responses to the Fresh Logo\u003c/h2\u003e \u003cp\u003eSince the new logo shocked, enthused, and worried individuals, the emotional reactions differed across every focus group. Focus Group 1, for example, had G1P2 says, \"I was confused at first, but now I think it looks more appealing and fresher.\" G1P4 said, \"It's quite nice to the eye, but I miss the old one\u0026mdash;it meant more to me.\" On the other hand, the university seems more current.\u003c/p\u003e \u003cp\u003eFocus Group 2 member G2P3 exclaimed, \"I have no idea why they changed it. The old logo had more association with our history, this one seems separated.\" G2P6 added, \"It seems the university is attempting too much to be in vogue.\" \"I wouldn't know whether that is a positive quality. \"\u003c/p\u003e \u003cp\u003eG3P5 in Focus Group 3 noted alternatively, the new logo feels creative but does not reflect the history or culture of the college.\" G3P2 also stated, \"It appears professional but uncertain about how it portrays us students.\"\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section3\"\u003e \u003ch2\u003e4.3.2 Theme 2: Dissection of Cognitive Associations to the Fresh Logo of AOU\u003c/h2\u003e \u003cp\u003eFocus Group 1 participants have placed new conciseness in their cognitive associations. The example from G1P6 echoes, \"The new emblem is fresh-feeling and innovative, thus resonating with the institution's principles on the contemporary period.\" Also, the exchange with G3P5 showed the significance of green in the new logo design, the colour reminding her of the growth and opportunity on which her educational path has been validating. She stated, \"The use of green in the logo made me think of growth and opportunity, something that resonates with my academic journey here.\" All these reflections are substantial proof that learners cognitively connect the new logo with positive aspects such as modernity, growth, and progress.\u003c/p\u003e \u003cp\u003eShahnaz \u0026amp; Qadir (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) stated that it is pivotal to maintain that the students link the new logo with modernization and growth, thereby confirming that the rebranding has well-pointed aspirations of innovation and progress within the academic institutional milieu.\u003c/p\u003e \u003cp\u003e4.3.3 Theme 3: Comparing the New Logo with the Previous Logo and understanding the challenges of the University\u003c/p\u003e \u003cp\u003eIn the time of analysing the new logo that replaces the old one, opinions among the participants varied. For example, G1P2 opined, \"The old logo was a part of USF, so when I look at the old one, it makes me feel at home; I needed time to get used to the new one.\" Another interviewee, G2P3, said, \"The old logo was more of a heritage. I wouldn't say this new one relates to the history the university's trying to build on.\" G3P5 explained, \"Let's critique the modern logo a bit. Nicely designed, but somehow lastingly missing enormous pieces of the symbolic value that USF is known for.\"\u003c/p\u003e \u003cp\u003e \u003cb\u003eChallenges and Outcomes\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThe university was virtually establishing a balance between traditions and moderation, creating a situation juxtaposed with much uncontrolled excitement for modernisation simultaneously with the fear of extinguishing their culture. A participant, G2P4, explained, \"The move had confused some students and, having never seen anything like it, they would resist with all their being.\"\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003e4.3.4 Theme 4: Improvement Strategies for AOU for Rebranding in Future\u003c/h2\u003e \u003cp\u003eIn light of the focus group discussions, Arab Open University (AOU) can consider several strategies to enhance the impact of its logo rebranding:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eClear Communication: G2P4 stated, \u0026ldquo;The change was sudden. The participants suggested stronger explanatory communication about the branding redesign purpose during its transition\u0026rdquo;. The rebranding process at AOU needs better detail-oriented communication which should explain both the reason behind the rebranding and its positive impact, as inspired by Clark et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eCultural Alignment: G3P5 defined the design as contemporary yet observed how it lacked a cultural connection to the local community. The university needs to develop future logo designs which accurately demonstrate the cultural character of the institution.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eGradual Transition: According to G1P2, the original logo maintained a historical connection which the new version fails to replicate. AOU can introduce the logo through several stages so students have time to adapt their habits.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eThe response to OU's new logo has shown conflicting signals since students want more cultural representation and clearer communication about the branding change to strengthen design acceptance.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Summary\u003c/h2\u003e \u003cp\u003eThis section examines the emotional and cognitive responses of Kuwait Open University students to the new AOU logo through the results of three focus groups. Initial surprise, intercultural concerns, and recommendations for improved communication and cultural alignment in subsequent rebranding initiatives are important topics.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eA critical evaluation of Arab Open University students' responses following their branding initiative forms the basis of discussion in this section. This section evaluates research discoveries through relevant studies by investigating both matching and conflicting results which capture essential learning points. This analysis assesses strategic rebranding effects on university constituents while exploring how varied tactics affect student retention and educational organisational representation.\u003c/p\u003e \u003cdiv id=\"Sec28\" class=\"Section2\"\u003e \u003ch2\u003e5.3 Interpretation of Findings\u003c/h2\u003e \u003cp\u003eResearch groups have looked at the emotional responses to new university logos across two separate sessions. Evidence drawn from the responses of undergraduate students indicated a significant transition from confusion to acceptance-their responses were gradually built upon over time. Members of the senior cohort were extremely against the new logo because it seemed to deviate from the historical narrative of the institution. Research demonstrates that rebranded institutions tend to create a negative emotional reaction, a visible threat to students' existing attachments towards that institution. Students in G2P3 opposed the new logo because they believed it lacked connection to the university\u0026rsquo;s historical character thus demonstrating the difficulties organisations encounter in preserving student attachment to original institutional branding. Students in Focus Group 2 demonstrated strong emotional responses which underscore why universities need to recognise how students identify with their institutional branding.\u003c/p\u003e \u003cp\u003eThe current research findings show that a new university logo impacts student cognitive assessments when they understand design components and align with the institution\u0026rsquo;s identity principles. Family members from Group 1 recognised modernist and progressive qualities in the university\u0026rsquo;s new logo because it succeeded in representing the establishment\u0026rsquo;s evolving identity. In Focus Group 2 participants showed opposition to the university logo because they believed it did not effectively transmit the institution\u0026rsquo;s cultural roots and distinctiveness. Mismatches in branding efforts and core values lead to cognitive dissonance between the institution and audience perceptions. A conflict in Focus Group 2 data arises because the absence of an institutional history and cultural connection in rebranding initiatives led to negative cognitive responses. Findings from this research indicate stakeholders require their rebranding initiatives to correlate to both emotional and cognitive expectations.\u003c/p\u003e \u003cp\u003eFocus group discussions suggested the varying difficulties schools face with branding efforts. Focus Group 1 participants liked the new logo but felt pull-it-away-duck when memories of the previous design crept in. Research by Qadeer et al. states that higher education needs to find a balance between upholding traditional academic values alongside modern design approaches during rebranding. G1P2 expressed appreciation for an approach wherein the historical aspect of the institution would receive honor, while newer paradigms would also embrace a more progressive mindset. Data from Focus Group 2 shed laser insights on intense opposition to the new logo as its contributors believed it disregarded institutional historical heritage. While modern design aspects appealed to younger participants, older students felt challenged to stay on board with more contemporary approaches, which might appear less dependent on traditional institutional imagery (Freedman \u0026amp; Siegesmund, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Particularly when taken with a view facing the modernization process of branding by universities, the need for strategic management to contend with conventional elements of design appears paramount.\u003c/p\u003e \u003cp\u003eArguments went on in focus group discussions, with the claims that not enough explanation about the branding exercise had been given. Members of Focus Group 2 complained about the abrupt transition to new branding alongside a dearth of awareness regarding its main objectives. Clark et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) proved that students accept rebranding better with clear communication strategies. G2P4 indicates a need for better communication that explains the rebranding process providing reasons behind it to eliminate opposition and increase stakeholder buy-in. Members of Focus Group 1 showed acceptance toward the new logo even though they struggled to understand why the image needed to change. Universities need to deliver simple explanations of their rebranding purpose to students while ensuring they participate and understand why changes matter (Hassan et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Puspitasari et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). A student gets engaged when organisations maintain excellent communication during periods of transition.\u003c/p\u003e \u003cp\u003eStudents in Focus Group 3 showed ample concern about cultural alignment because they disagreed with the new logo\u0026rsquo;s ability to represent the university\u0026rsquo;s cultural roots. Students develop powerful emotions together with cognitive ties to cultural symbols of their educational institution which makes cultural sensitivity a vital component when conducting a rebranding process. G3P5\u0026rsquo;s comment about the new logo feeling creative but lacking a connection to the university\u0026rsquo;s culture highlights a significant challenge. The success of university rebranding initiatives requires the adoption of modern aspirations together with the preservation of valued cultural heritage by student populations (Eliasof, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eExisting research supports the notion of using representational culture during rebranding because diverse educational institutions need it (Alhaimer, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Naufal et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Commissioners express their expectation for a logo that reflects the institution\u0026rsquo;s cultural richness indicating both design visual elements and symbolic cultural meanings. These results emphasise the necessity of integrating cultural aspects into design operations to develop an identity that authentically connects with every student demographic and builds increased institutional devotion.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec29\" class=\"Section2\"\u003e \u003ch2\u003e5.3 Comparison with Literature\u003c/h2\u003e \u003cp\u003eThis research study supports previous studies investigating higher education rebranding through analysis of stakeholder emotional reactions alongside their cognitive and cultural feedback. Participants in Focus Group 1 demonstrated a complex progression of emotional change that moved from opposition toward approval of the new logo. Laba (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) suggests emotional adjustment functions as a fundamental aspect for institutional stakeholders to respond to official branding changes. Research suggests that institutional rebranding dislocates the existing connections among stakeholders with institutional identities, triggering emotional responses that range from wistful feelings to confusion and frustration (Meintjes \u0026amp; Botha, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Students in Focus Group 2 who expressed resistance may be seen as a response to changing institutional brand, which illustrates the tension between retaining identifiable elements from the past and establishing new brands that solidify future change.\u003c/p\u003e \u003cp\u003eThe emergent findings regarding cognitive responses within this framework conform to established patterns in the canon of previous scholarship. At the same time, the opinions of the participants who identified the logo art as something modern aligned with those of Draheim et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These suggestions are in line with the concept that any successful rebranding of a genuine institution results from modes of expression directed toward changes for the institution. Although the group comprises participants from the general public, they express tensions with brand changes that diverge from the stakeholders' established views of institutional historical elements. The successful rebranding unfolds according to Joseph et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) from institutional core values to have lesser cognitive dissonance; these study results show certain modern branding approaches please specific audiences while they in turn threaten alienation amongst such stakeholders for whom it is paramount to retain its institutional historical brand representation.\u003c/p\u003e \u003cp\u003eThe modern cultural tension springs up in almost all the focus group discussions that researchers also trace out in established academic publications. Branding campaigns should achieve a balance between the preservation of the cultural heritage and the technological evolution during the promotional activity observed by Qadeer et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Focus Group 1 students held opposing views on the new logo because they found it contemporary but felt nostalgic for the classic logo design. Institutions must approach their rebrands while considering how stakeholders cognitively and emotionally connect to the institution's history, according to Busche (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The research results are clear on why universities should know their unique historical narrative and institutional attributes before rebranding.\u003c/p\u003e \u003cp\u003eCourses and programs offered at the universities are effective but problem-plagued, and this has been confirmed by the focus group's findings. All of the participants pointed out that poor communication about the branding change was the main cause of misunderstanding and opposition. Open dialogue with the internal and external stakeholders was key in managing expectations and getting their engagement levels on campus as per Clark et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The research suggests that stakeholders create frustrations when their branding experiences change quite suddenly, which shows their need for explanation, in tandem with their involvement during rebranding. Stakeholder engagement research by Wu and Cheong (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) underlies the argument for the communication priority for universities to minimize resistance and enhance organizational inclusiveness.\u003c/p\u003e \u003cp\u003eStudy participants from Focus Group 3 designate cultural sensitivity as one of the important aspects extensively debated and found in the literature. As noted by Naufal et al. (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), including cultural heritage in rebranding processes must ensure that efforts serve to integrate heterogeneous educational constituents. Complaints made by participants about how the new logo does not match university culture give insight as to why the rebranding process must be considerate of institutional symbolism and heritage. Research shows that cultural symbolics enable stakeholders to develop deeper engagements with branding to strike a common footing across their multicultural society.\u003c/p\u003e \u003cp\u003eAccordingly, various student reactions concerning the new logo of the Arab Open University were explored in the discussion, comprising both cognitive and emotional dimensions. This gave rise to varying preferences, reflected from positive to negative. Rigorous comparative analysis was presented about other existing papers that emphasized cultural values and the choice between traditional versus modern communication in nature as additional concerns. This stage showed that if rebranding methods are well executed, they can reinforce the institutional image and stimulate participation with the other stakeholders, thus boosting understanding of higher education branding practices. The results indicated that student involvement is important during rebranding, and it also helps to maintain a strategic design connection supportive of longer-term objectives.\u003c/p\u003e \u003c/div\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eThe analysis of focus group discussions showed diverse emotional responses combined with intellectual responses to Arab Open University's logo redesign project. All participants from the three discussion groups initially showed surprise after viewing the logo change as a portion of students viewed it as a modern design, yet others observed a lack of cultural connection. G1 participants liked the straightforward appearance of the logo but mentioned worries about preserving the school identity that had previously appeared in its branding. Participants in Group 2 (G2) questioned the importance of rebranding while showing confusion about what the redesigned logo intended to communicate. Members of Group 3 (G3) appreciated the visual attractiveness of the logo, although they believed its representation fell short of capturing the university's cultural values. Every research group found it essential to have better visibility around the rebranding procedure. The participants proposed both a controlled transition period and modifications which better reflected the cultural heritage of the university.\u003c/p\u003e \u003cdiv id=\"Sec31\" class=\"Section2\"\u003e \u003ch2\u003e6.2 Research Limitations\u003c/h2\u003e \u003cp\u003eThis research has several limitations. With eighteen participants, the study meets basic qualitative requirements for analysis but does not allow a representative view of Kuwait Open University students, thus reducing the overall applicability of research findings. Students without knowledge of the rebranding were not included in the focus group discussions due to limited participation from disengaged students of university branding initiatives. The findings depend on participants' subjective reports because such data is susceptible to reporting inaccuracies stemming from both personal prejudices and a tendency to present themselves favourably. Research at one university prevented a wider connection between findings and similar rebranding efforts across higher education institutions. Staff members and alumni were absent from the study because their feedback on the logo rebranding remains unknown. Clearly understand this data by taking into account the assessment limitations.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec32\" class=\"Section2\"\u003e \u003ch2\u003e6.3 Future Recommendations\u003c/h2\u003e \u003cp\u003eFuture studies should involve a larger sample size that involves different campuses, staff, and alumni so that a more holistic understanding of how the rebranding is perceived by people can be provided. With this goal in mind, quantitative methods are feasible to supplement the qualitative findings for broader insights. Arab Open University should consider gradual changes in its rebranding process and do that in full harmony with cultural values while increasing communication channels for stakeholder engagement and future acceptance regarding logo changes. Such an approach enables a smooth transition between institutional preservation and modernisation practices thus establishing better relationships for all participants.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author would like to thank the participants and Arab Open University \u0026ndash; Kuwait for funding this research and their valuable cooperation during the data collection process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors Contributing\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author solely conceived and designed the study, conducted the literature review, developed the research methodology, collected and analysed the data, interpreted the findings, and wrote and revised the manuscript. The author has read and approved the final version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research has been funded by Arab Open University \u0026ndash; Kuwait.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analysed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll methods were carried out in accordance with relevant guidelines and regulations. The research protocol and data collection procedures were reviewed and approved by the Research Ethics Committee at [Arab Open University \u0026ndash; Kuwait Branch]. Informed consent was obtained from all participants prior to their inclusion in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Declarations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAkyıldız, S. T., \u0026amp; Ahmed, K. H. (2021). An overview of qualitative research and focus group discussion. \u003cem\u003eInternational Journal of Academic Research in Education\u003c/em\u003e, \u003cem\u003e7\u003c/em\u003e(1), 1-15. DOI: 10.17985/ijare.866762\u003c/li\u003e\n \u003cli\u003eAlhaimer, R. (2019). 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Exploring the impact of rebranding on stakeholders: a case study of Hotel Management School NHL Stenden. \u003cem\u003eResearch in Hospitality Management\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e(1), 71-79. https://doi.org/10.1080/22243534.2022.2080939\u003c/li\u003e\n \u003cli\u003eUrcia, I. A. (2021). Comparisons of adaptations in grounded theory and phenomenology: Selecting the specific qualitative research methodology. \u003cem\u003eInternational journal of qualitative methods\u003c/em\u003e, \u003cem\u003e20\u003c/em\u003e, 16094069211045474. https://doi.org/10.1177/16094069211045474\u003c/li\u003e\n \u003cli\u003eWu, Y. Q., \u0026amp; Cheong, C. Y. M. (2022). Academic Visual Identity of Higher Education Institutions: A Multimodal Communication through Pictorial Representations. \u003cem\u003eGEMA Online Journal of Language Studies\u003c/em\u003e, \u003cem\u003e22\u003c/em\u003e(2). http://doi.org/10.17576/gema-2022-2202-13\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"rebranding, students, university, Kuwait","lastPublishedDoi":"10.21203/rs.3.rs-8861584/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8861584/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eRebranding is a strategy to renew or refresh an organizational identity to gain relevance and attractiveness. The AOU recently developed a new logo to symbolize modernization for its diverse population of students, but rebranding can elicit wide-ranging emotional and cognitive responses for stakeholders. This paper focuses on the emotional and cognitive response of Kuwait Open University students towards the logo rebranding of AOU, hence helping in understanding its effect on student perception. A qualitative approach was adopted using an interpretivist philosophy and a phenomenological strategy. Data were collected through focus groups of 18 students who were selected using purposive sampling. Thematic analysis was employed to identify patterns in the responses of the participants. Mixed feeling was seen regarding the rebranding; many said the new design is modern, but many said it lacks the cultural resonance of the old and the identity of being a traditional logo. Participants focus on enhancing transparent communication and transitional process. The study gives insights into successful rebranding with cultural alignment and transparent communication. Future efforts should consider involving more stakeholders as well as take on board more diversified groups in providing feedback toward the rebranding to help the rebranding resonate with its intended audience more effectively.\u003c/p\u003e","manuscriptTitle":"Exploring the Emotional and Cognitive Reactions of Students to the Arab Open University’s Logo Rebranding","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-10 16:43:36","doi":"10.21203/rs.3.rs-8861584/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-29T09:05:37+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"248674197324706724177450718605948553298","date":"2026-04-11T02:05:15+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-31T04:53:52+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-28T13:45:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"270327008121880423668057359946952556491","date":"2026-03-20T15:04:49+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"70513992706277732258721062893511494753","date":"2026-03-18T10:35:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"29769926508316763545434194858537265652","date":"2026-03-10T12:21:47+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-06T07:27:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"306136952103026593764308276071874762134","date":"2026-03-05T10:50:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"57682840417235884461322178845179383791","date":"2026-03-05T07:30:44+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-05T06:47:01+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-16T01:15:34+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-02-16T01:15:33+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-02-12T11:22:12+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"b61d5877-49c8-4972-acdb-b9d36a3fd87d","owner":[],"postedDate":"March 10th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-14T10:23:28+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-10 16:43:36","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8861584","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8861584","identity":"rs-8861584","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}