Purpose: The purpose of this study was to identify and investigate which factors affect coaching in higher education. Design/methodology/approach: The study employed a qualitative meta-synthesis method. Based on the seven-step method (Sandelowski and Barroso, 2006), articles related to coaching in higher education were searched in five databases between 2012 and 2022. After step-by-step reviews and implementation of the critical evaluation skills program, 34 articles were selected from 1,711 sources. Findings: Following the analysis of 58 obtained codes, seven sub-themes and three themes were extracted. The results showed that the key factors affecting coaching in higher education include individual (personal skills, personal attitudes, personal behaviors), structural (environmental contexts, organizational contexts), and managerial factors (planning actions, supporting actions). Practical implications: The present study provides a framework for policy-making, implementation, evaluation and development of coaching programs in universities and provides a great help and support for planners and administrators of higher education institutions who want to design and implement coaching for the first time. Originality/value: The presented factors provide effective information to higher education institutions so that they can offer coaching intervention more efficiently and help them allocate resources in a more efficient and strategic manner.