Marketing Matters: A Realistic Approach
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Morning Keynote presentation at the annual Wisconsin Learning Assistance Network (WLAN) Conference, 2013. As professionals working in higher education learning centers, we don't always think about our departments and services as being part of an overall identity. Through strategic marketing and communication in-person, print, and online, learning centers can create a consistent image for their centers while increasing student traffic and awareness. This presentation provides five steps to implementing a marketing plan on your campus, a discussion of the benefits, and a case study of the Carroll University Learning Commons.
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Marketing Matters: A Realistic Approach
- 1. MARKETING MATTERS: a realistic approach to marketing your learning center Kristy Black Allison Grabowski #WLAN13
- 2. the process
- 3. the process
- 4. the process
- 7. • What services do you currently offer? • How are they organized? • What are areas of growth in the future? • Is everyone in your department on the same page? understand your structure
- 9. STEP 1: List all services offered STEP 2: Cluster services into groups STEP 3: Generate a mind mapBIG THINK
- 10. STEP 1: List all services offered BIG THINK
- 11. STEP 1: List all services offered STEP 2: Cluster services into groups BIG THINK
- 12. STEP 1: List all services offered STEP 2: Cluster services into groups BIG THINK
- 13. STEP 1: List all services offered STEP 2: Cluster services into groups STEP 3: Generate a mind mapBIG THINK
- 15. the process
- 16. the process
- 17. • Know your audience – Communicate with students how they want to be communicated to – Trust the students describe what you do
- 18. • Know your audience – Communicate with students how they want to be communicated to – Trust the students describe what you do
- 19. • Know your audience – Communicate with students how they want to be communicated with describe what you do
- 20. • Know your audience – Communicate with students how they want to be communicated with describe what you do
- 21. • Know your audience – Communicate with students how they want to be communicated with describe what you do
- 22. • Know your audience – Communicate with students how they want to be communicated with describe what you do
- 23. • Know your audience – Communicate with students how they want to be communicated with describe what you do
- 24. • Keep content simple and consistent describe what you do
- 25. • Keep content simple and consistent – Simplicity keeps students engaged describe what you do
- 26. • Keep content simple and consistent – Simplicity keeps students engaged – Consistency is what builds a brand describe what you do
- 27. describe what you do
- 28. describe what you do
- 29. describe what you do
- 30. describe what you do
- 31. the process
- 32. the process
- 33. • What do you want to convey? • Where does your audience gets their information? – Ask students! plan your implementation
- 34. • What do you want to convey? • Where does your audience gets their information? – Ask students! plan your implementation
- 35. • What do you want to convey? • Where does your audience gets their information? – Ask students! • What other departments give out your information? plan your implementation
- 36. • Locate Resources – Campus duplication – Students plan your implementation
- 37. • Locate Resources – Campus duplication – Students plan your implementation
- 41. • Locate Resources – Campus duplication – Students – Campus photography • Have student employees sign photographic release form immediately plan your implementation
- 43. • Know your limitations – What areas do you control? • In-person and online – Talk to Public Relations – Time restrictions – Funding plan your implementation
- 44. the process
- 45. the process
- 46. • Start small • Be patient • Don’t be afraid to fail execute your plan
- 47. • Carroll University – Logo execute your plan
- 48. • Carroll University – Logo – Revisit content once a year – Print everything in summer – Color palette – No hours or days on printed material – Figure out what can be reused execute your plan
- 49. the process
- 50. the process
- 51. • Determine effectiveness – Count printed materials (in-house) – Ask for departments to return extra printed materials at the end of the year – Website & portal statistics assess your efforts
- 52. • Don’t be tied to what doesn’t work – Consolidate weaker components into a more comprehensive message – Revise content & approaches as needed – What works one semester might not work another assess your efforts
- 53. • Ask students assess your efforts
- 54. • Ask students assess your efforts
- 55. • Determine effectiveness • Don’t be tied to what doesn’t work • Ask students assess your efforts
- 56. the process
- 57. the process
- 58. • Consistency • Cost • Recognition benefits of marketing
- 59. • Consistency – Creates the culture of your learning center – Everyone is on the same page benefits of marketing
- 60. • Cost – Strategic marketing can save time and money if done thoughtfully benefits of marketing
- 61. • Recognition – If consistent, then the campus will recognize your services more easily benefits of marketing
- 62. carroll university case study
- 63. Physician Assistant (PA) Grant PA ORI ENTATI ON TRANSI TI ON SURVEY Physician assistant students (PA-S) often focus on academic success when star ting their programs, but transitioning into professional school can present challenges beyond managing your workload. Every PA-S wants to earn stellar grades, but what about adjusting to the demands of professional-level study while maintaining your personal life? This survey was designed to gauge the needs of your cohort as you transition into the program. Please respond to each item by placing an X in the corresponding box by using the following scale: 1=not concerned 2=somewhat concerned 3=moderately concerned 4=very concerned. Your feedback will be used to design future prog ramming. 1 2 3 4
- 64. working with what you have
- 65. working with what you have
- 66. working with what you have
- 67. working with what you have
- 68. working with what you have
- 69. working with what you have
- 70. working with what you have
- 71. working with what you have
- 75. Social Media
- 76. Social Media
- 77. Thank you! Questions? Kristy Black – kblack@carrollu.edu Allison Grabowski – areeves@carrollu.edu
Notas do Editor
- Allison - This presentation will provide the basic steps of a simplified marketing plan. So often, learning center staff do the best they can with what they have not realizing that simple changes in time management and work flow can make a huge difference in improving recognition and perception of the learning center on campus. At Carroll, we have been fortunate to have Kristy Black on staff. Kristy’s position is a result of the HRSA Physician Grant that Carroll received in October of 2010. Our department, Academic Resources, is required to provide 109 hours of support each month for the PA grant. Kristy was hired because of her experience in graphic design and her creativity and her outlook/skills have changed the we do business on campus. This presentation summarizes what we’ve learned at Carroll in what will hopefully be a realistic approach for other learning centers.
- Kristy explains the process
- Allison – give context of Carroll University and it's cultureBring up the idea of coming up from construction paper and die cuts and this presentation is merely show a guideline of how you progress at a pace that is realistic at their respective institutions. Marketing is not just about events, it shouldn’t be reactive – it helps tremendously to think about it as a planned project and keep in mind, every institution is different.
- Allison – give context of Carroll University and it's culture and then an overview of the Learning Commons. Emphasis on PA grant
- Kristy – transition into next slide with something to the effect of:"As professionals working in higher education, we don't often think about our departments and services as being part of an overall identity. Even though everyone in your department should be familiar with the various services offered, the way these services are organized is not always perceived similarly amongst all constituents in your area. Everyone will need to have the same understanding of the organizational structure in order for marketing efforts to be fruitful."
- Kristy – something like:As professionals working in higher education, we don't always think about our departments and services as being part of an overall identity. Even though everyone in your department should be familiar with the various services offered, the way these services are organized is not always perceived similarly amongst all constituents in your area. Everyone will need to have the same understanding of the organizational structure in order to tailor marketing efforts in a way which will convey a consistent message and vision. So how do you create a uniform vision in your department?
- "You need to start by looking at the big picture of your learning center"KristyLet them know that we are going to present all the steps and then give them some time to briefly start this process (if time allows)
- KristyDescribe the importance of listing off departments and sub-areas (such as the writing lab)
- KristyTalk about breaking down tasks into groups
- KristyTalk about breaking down tasks into groups
- KristyIntroduce the importance of a mind map
- Allison – talk about the appeal of the "tear drop"For Allison, the bubble is the PRODUCT but for Kristy it’s the PROCESS for organizing. discuss how we all were perceiving our organization differently. Kristy – talk about the process and what this activity leads into (introduce next slide by talking about the need to take this information and describe it)
- Kristy transition
- Kristy or Allison Transition
- Kristy Every campus is different so you'll have to take some time to reflection on what your campus culture is like for this step. Consider the planning process that a business goes through before marketing a new product. They do market research on their target audience and conduct focus groups with individuals that meet their target demographic. If a company wants to roll out a new mobile application targeting teenagers, they make sure to get feedback from teenagers who sample the application in a focus group.While the process of marketing your learning center doesn't need to be quite as elaborate as a fortune 500 company's approach, it is important to be aware of who your audience is. At the very least, communicate with students how they want to be communicated with. How many of you have print marketing materials? Go on and raise your hands. Okay, now keep your hands up if you've asked even a handful of students what they thought of those marketing pieces.The important thing about student communication is that they aren't usually afraid to tell you how they feel about something. If they don't like it, they're usually pretty happy to let you know. For example, here is a brochure that we used in 2010.
- Kristy – to the effect of:"Every campus is different so you'll have to take some time to reflection on what your campus culture is like for this step. Consider the planning process that a business goes through before marketing a new product. They do market research on their target audience and conduct focus groups with individuals that meet their target demographic. If a company wants to roll out a new mobile application targeting teenagers, they make sure to get feedback from teenagers who sample the application in a focus group.While the process of marketing your learning center doesn't need to be quite as elaborate as a fortune 500 company's approach, it is important to be aware of who your audience is. At the very least, communicate with students how they want to be communicated with. How many of you have print marketing materials? Go on and raise your hands. Okay, now keep your hands up if you've asked even a handful of students what they thought of those marketing pieces.The important thing about student communication is that they aren't usually afraid to tell you how they feel about something. If they don't like it, they're usually pretty happy to let you know. For example, here is a brochure that we used in 2010."
- Before Kristy - Allison needs to say something about how this brochure condensed several handouts – positive spin! Kristy will click student responses
- Click through
- Click through
- KristyEvery campus is different so you'll have to take some time to reflect on what your campus culture is like for this step.
- KristyWhat we found based on our student feedback is that students want information tailored to their immediate needs and they don't want to have to search for it. The purpose of marketing materials is to refer students to your services, but if you're overwhelming them with tons of text, they are more likely to throw your brochures away than to utilize your learning center.
- KristyIt's also important to keep that message consistent.
- KristyYou want everyone on your campus to have the same understanding of your services, and this process is made easier by using consistent language.If you can talk about your various areas and services using the same text in a conversation, soon everyone in your department will adopt that language as well. Once everyone in your department is reinforcing a consistent message, it will become part of the campus culture. When students are hearing a consistent message, they are more likely to retain that information.Add an image to show this scaffolding process (you>dept>campus)
- Kristy -What does this look like in practice?
- Kristy
- Kristy
- Kristy
- Kristy
- Allison Consider the type of image you want to have on your campus. For us, it was really important to convey that the Learning Commons is a collaborative community where all types of students come together to improve academically. We we wanted to portray the Learning Commons in a fun yet still professional manner while making it clear that our services are not remedial but rather for all students.Prior to asking our students how they obtained their information, we were providing brochures in all freshmen backpacks each year. Once we asked students what they did with the information in their backpacks from orientation, we discovered that many simply threw that information away because it didn't have any relevance to them in that moment. Sure it was disappointing to learn that we had invested so much money to provide students with brochures that were thrown away, but gaining this knowledge allowed us to rethink our marketing strategy and helped us save money in the long run.Kristy Students were also able to provide information about how they obtain information about what is going on on campus, and gave us new insight as to different mediums that we can use on campus to promote our services, such as card holders in our Main Dining Room. This was particularly helpful because it is low cost and also allows us to promote outside of our physical location and get information in front of students who might not otherwise visit the Learning Commons or utilize its services.
- KristyPrior to asking our students how they obtained their information, we were providing brochures in all freshmen backpacks each year. Once we asked students what they did with the information in their backpacks from orientation, we discovered that many simply threw that information away because it didn't have any relevance to them in that moment. Sure it was disappointing to learn that we had invested so much money to provide students with brochures that were thrown away, but gaining this knowledge allowed us to rethink our marketing strategy and helped us save money in the long run.Students were also able to provide information about how they obtain information about what is going on on campus, and gave us new insight as to different mediums that we can use on campus to promote our services, such as card holders in our Main Dining Room. This was particularly helpful because it is low cost and also allows us to promote outside of our physical location and get information in front of students who might not otherwise visit the Learning Commons or utilize its services.
- AllisonThink about what areas on your campus currently give out print materials from your department to students. Consider how those students needs might differ from those who obtain your information otherwise. For us, those campus constituents included the academic advising center as well as the director of student success who often works with students who may be struggling academically.
- Allison – Campus duplication – how we assumed our campus duplication center couldn’t do cool stuffKristy – Students
- KristyI cannot emphasize enough how helpful students can be for you if you don't have someone who knows graphic design. While I have created the marketing materials for the Learning Commons, Career Services has been fortunate enough to hire some excellent students as Marketing Interns to do design work for them.
- Kristy
- Kristy
- Kristy
- Allison talk about photography and photographic release form; Kristy fill in
- Kristy
- KristyKnow your limitationsTalk to Public RelationsAllisonTime restrictions – plan for down times. Have to invest a lot of time initially, but once up, the time investment decreases Funding – by using campus resources, the cost was affordable and we found we didn’t need to spend as much
- Kristy
- Kristy
- AllisonStart small – We started with a series of handouts, moved to a brochure, and then created a complete identity for our Learning Center. The process of successfully branding the Learning Commons took approximately a year to develop. With that in mind, the second thing to keep in mind when executing your plan is to be patient. These things take time, especially if you have to take extra time to hire student help. Don't be afraid to fail. When you're first implementing a new marketing scheme, it can be hard to know exactly what will work well on your campus, so don't be afraid that something won't work. As we say in the Learning Commons "Things can only get better!"
- **Every campus is different. This approach is what works at Carroll based on our feedback**KristyLogo was the most important aspect. Kristy had to create buy-in from her department first, and once everyone saw the logo, it gave everyone a better sense of what marketing a learning center can look likeRevist the text on materials once a year (printed and online)Choosing a new color palette for each year can help keep materials looking fresh, even if the content is still the sameNever put hours or days on printed materials, especially bulk materials like brochures, fliers, etc.Figure out what materials can be reused.For example, our campus has plastic table tents which can hold 4x6 promotional cards. We discovered that we could print cards for these displays containing static information, such as content relating to our overall services, available space, etc. and then reuse the same cards later in the semester to remind students of our offerings. Additionally, we have a professor who hosts test anxiety workshops annually which students much RSVP to take part in. The fliers created for this event can be reused annually because they do not have dates on them.
- **Every campus is different. This approach is what works at Carroll based on our feedback**KristyLogo was the most important aspect. Kristy had to create buy-in from her department first, and once everyone saw the logo, it gave everyone a better sense of what marketing a learning center can look likeRevist the text on materials once a year (printed and online)Choosing a new color palette for each year can help keep materials looking fresh, even if the content is still the sameNever put hours or days on printed materials, especially bulk materials like brochures, fliers, etc.Figure out what materials can be reused.For example, our campus has plastic table tents which can hold 4x6 promotional cards. We discovered that we could print cards for these displays containing static information, such as content relating to our overall services, available space, etc. and then reuse the same cards later in the semester to remind students of our offerings. Additionally, we have a professor who hosts test anxiety workshops annually which students much RSVP to take part in. The fliers created for this event can be reused annually because they do not have dates on them.
- Kristy
- Kristy
- AllisonWhat to keep and what to tossDon’t be tied to what doesn’t workConsolidate weaker components in a more comprehensive messageHow to determine effectivenessCount everything printed (in-house)Ask for your printed materials back at the end of the year from other departmentsPortal and website statisticsTalking to students
- KristyTalk about things that haven't worked for us overall – Meme cards, QR codes, etc.Consolidating handouts to a brochure to 4x6 cardsRevise yearlyAllison: Fall vs. Spring semestersHigher demand in fall for takeaway printed information(though this year end of Spring semester has been very popular due to location of materials by Brita)
- Kristy
- Kristy
- KristyRecap and transition
- Kristy
- Kristy
- Kristy
- Kristy – ConsistencyCreates the culture of your learning centerEveryone is on the same pageEfficiencyBy having consistency in the way you present your organization, miscommunication is less likely to occur and therefore more students will have a better understanding of the services available
- AllisonWe’ve been able to reduce our marketing costs over the years because we have a better understanding of what works, we have a plan instead of just reacting to what’s coming up next. The cost of staff time has also been reduced because we’re have the process down to a yearly routine. And now, everyone working in Academic Resources can speak consistently about our resources – huge cost savings!
- Allison – talk about us wearing our t-shirts This is our logo and it’s become very recognizable on campus. We’ve found the shirts that we’re wearing today to be very popular with our student employees and at campus raffles. We’re just going to stick with this formula for now instead of coming up with something new
- Kristy–Process began for us with the structure and then the logo
- KristyI think we can incorporate this if you we move it the beginning of our samples and say that it helped you understand how big of an impact marketing could have on the perception of a program or something like that. What do you think?
- Kristy
- Kristy
- Kristy
- Kristy
- Kristy
- Kristy
- Kristy
- Kristy
- Kristy. Talk about how we CAN'T GIVE OUR BROCHURES AWAY! (hence why they are same ones we brought to WLAN last year) and how these cards have been so popular that we couldn't bring very many.After semester-long data collection and analysis of promotional efforts, we discovered that our brochures were an unpopular avenue for transmitting information to our students regarding our service areas. As the student quotes earlier demonstrated, brochures were perceived as being clunky, full of unnecessary information, and were often thrown away. By the time the students needed the information from the brochures, they had long been misplaced or discarded. We needed a promotional piece which students could quickly access as well as something that could be used as a referral point for other campus constituents. To address these concerns, we created these 4"x6" referral cards for each of our service areas. This eliminated the extraneous text that students felt brochures contained. These cards also allowed for other campus departments to make better referrals to specific service areas and programs. Students could quickly skim the data without having to search for anything.
- Kristy
- Kristy
- Kristy
- Kristy
- Allison