This is the slide deck that Cheryl Slover-Linett, consultant with Huron Consulting, and Michael Stoner used in a presentation covering initial findings from the 2013 CASE-Huron-mStoner Survey of Social Media in Advancement. Presentation given at the CASE Social Media and Community Conference on 17 April 2013 in Cambridge, MA.

1. Social Media &
Advancement:
Results 2013

2. mStoner.com
HuronConsultingGroup.com
CASE.org
The Council for Advancement and Support of
Education (CASE) is a professional association
serving educational institutions and the
advancement professionals who work on their
behalf in alumni relations, communications,
development, marketing, and allied areas.
mStoner is a marketing communications
agency that works with education institutions
on strategy and development of websites, social
media, brand, and print.

3. Overview
• Fourth annual survey
• Sponsors: CASE, Huron Consulting, mStoner
• Method: survey mailed to 18,144 CASE members;
tweeted by Michael Stoner and other mStoner team
members
• 1,080 response (a 6% response rate)
Our initial survey, conducted in 2010, was the
first large-scale attempt to research how
education institutions used social media in
external relations, marketing, and
advancement

4. Demographics
National originNational origin
US/Canada 89%
International 11%
Institutional typeInstitutional type
Private 54%
Public 45%
(U.S. only) What type of institution do you work at?(U.S. only) What type of institution do you work at?
Doctoral/research university 32%
Baccalaureate (four-year) college 23%
Master’s college or university 17%
Independent elementary/secondary school 16%
Associate’s (two-year) college 4%
Other 8%
Which best describes your unit (immediate department or division?Which best describes your unit (immediate department or division?
Communications 45%
Alumni Relations 38%
Development (including Annual Fund) 36%
Marketing 26%
Advancement Services 22%
Enrollment/Admissions 4%
Other 10%
Primarily U.S., but some international; split between public and private.
The responses represent a demographic cross-section of CASE membership.
Because most CASE members are fundraisers, institutional communicators
(PR, media relations, marketing, publications, and periodicals), and alumni
relations professionals, that is the focus here (the views of enrollment and
admissions professionals are underrepresented).
We collect this data so we can track differences from year to year to see if any
of the differences we see in the substantive data might be influenced by
changes here – and so far these demographics of respondents have been
constant.

5. Social media “traditions”
• Top goals: engage alumni, strengthen brand image.
• Most commonly used channels: Facebook, Twitter,
LinkedIn, and YouTube. But: year-over-year growth has
flattened, except for LinkedIn.
• Management diversity: social media is centralized at
some institutions & highly dispersed at others. This
diversity of management shows no sign of diminishing.
• Most (83%) departments handle their own social media
activities, usually with input from others.
• Comms/PR depts. most likely responsible for creating,
monitoring compliance with, & enforcing, institutional
SM policies (73%).

6. What’s new in 2013
• SM is increasingly woven into campaigns,
particularly for alumni engagement and brand/
marketing campaigns.
• The majority of respondents say their institution
uses SM for fundraising & development, often to
update donors on institutional news, solicit annual
fund donations, and thank donors. Facebook
predominates.
• We use SM more commonly to connect with
current students & their parents, prospective
students & their parents, and faculty & staff.

7. • Facebook still predominates, but the SM landscape
is diversifying, with channels such as Instagram and
Pinterest gaining share of voice.
• Use of Flickr and blogs declined, as did the use of an
institutional website that aggregates social content.
• More institutions are investing in SM as a
communication tool for higher education, as
evidenced by increasing average FTE in this area.
What’s new in 2013

8. The Changing
Landscape

9. Audiences
2013
Growth or
shrinkage
Alumni 97% 2%
Current Students 89% 20%
Faculty and Staff 86% 20%
Friends and Supporters 82% 1%
Prospective Students 74% 18%
Donors 72% 2%
Parents of Current Students 67% 16%
Parents of Prospective Students 58% 13%
Media 51% -2%
Employers 42% 2%
High School Guidance Counselors 31% 8%
Government Organizations 25% 2%
Use of social media is growing quickly for outreach to
certain audiences but it’s flat for others
Audiences:
We saw much higher rates of use of at least one form of social
media to reach certain audiences:
• current students and their parents
• prospective students and their parents
• and faculty and staff
but it’s flat for others: Media, Government Organizations,
Employers, High School Guidance Counselors
Signs of recognizing where it is most welcome and rewarding?
Note also: donors is flat. More on that to come.

10. Facebook
Twitter
LinkedIn
YouTube
Blogs
Flickr
Web.edu
Vendor community
Home-built community
Geosocial
Pinterest
Instagram
Google+
Tumblr
-25 0 25 50 75 100
0
0
0
0
-2
7
-1
-9
-13
-13
-2
7
2
0
9
22
27
28
15
20
32
34
38
42
71
75
82
96
% Use % Growth
Channel use/growth
This chart shows the percentage who say they
use each social media channel (at all), and the
lighter green shows how this has changed since
last year.
The lower section shows the social media
channels we asked about this year for the first
time.
While Flickr shrinks, Instagram grows;
Pinterest and Tumblr may be taking some of
the share that Blogs held in the past

11. Responding to options
• Many recommend a thoughtful approach about whether to adopt
new social media channels:
“Attempting to be everywhere by jumping on the latest platform without a clear
sense of purpose is wasted effort. This is a case where more is not better.”
• A sense of how the platform connects with your audiences is key:
“Research where your audience is, and survey where they want to see you! If no
one is on Google+, then it is a waste of time to add this to your efforts.”
“Targeting platform to audience—i.e. current students via Facebook, alumni via
LinkedIn and Twitter, integrating strategy and selecting what platforms make
sense and what platforms not to utilize, don't be on all platforms in small ways,
strategically select key platforms and focus resources on those few.”

12. Responding to options
• Respondents also caution that new tools mean a need for more
dedicated human resources:
“Don't bite off more than you can chew. If you can't dedicate personnel to manage
the tool properly (e.g. answering @-replies on Twitter) then don't use the tool.”
• However, one quick action may be necessary when a new channel
appears:
“Across four of our platforms—Facebook, Twitter, YouTube and Pinterest—
someone else owned our name. Our lesson learned is squat on your name on all
platforms. Even if you don't plan to do anything with it, you should own your
name.”
But: “If you reserve it, you'd better be ready for followers. We signed up for [our
name] on Twitter to hold it and suddenly found ourselves with 1200 followers
without marketing our presence at all. We had to get a communication strategy
together, quickly.”

13. For instance: Instagram
• Early institutional adopters of Instagram report good results:
“Students love our use of Instagram and love when we ‘regram’ their photos.”
“We had a very successful Instagram scavenger hunt as part of homecoming. Our goal
was 10 teams, but we had 22 teams of students and staff upload over 1500 photos to
Instagram and generate a huge buzz on campus. This was the first time we leaned heavily
on Instagram, and found that it was welcomed by the campus community as a new social
platform on which to engage.”
• Careful planning helps to capitalize on a new channel’s inherent buzz:
“When deploying a new platform/tool, think before you act. And pick your launch time
wisely. For example: we launched Instagram with the beginning of the school year. This
was a great time to garner followers as the first years began and people were in the ‘fresh
start’ mindset.”
• Respondents also note advantages in the way Instagram fits in with existing tools:
“Just try it! Last year, we launched our Instagram channel. To date, we have not
promoted it anywhere on our institutional website. It has only been promoted
organically via Twitter integration. However, our follower count has spiked and, more
importantly, it has become one of our most engaging channels with an average
engagement rate of more than 7% per post.”
Current students enjoy it.
The wisdom in general is that you should be
prepared to tailor yourself to each platform and
not recycle all the same material, but
Instagram seems to be a bit of an exception:
Low-hanging fruit in that it integrates
relatively well with other platforms.

14. Website 90%
Email 88%
Social media 79%
Blogging 27%
SEO or search engine marketing 24%
Internal publications 68%
Direct print mail 54%
External publications (not your institution’s pubs) 22%
Outreach and marketing at events 59%
Radio 7%
TV 5%
Other 3%
Promotion & marketing
We use mostly online tools to promote your social
media initiatives, but also many offline ones.
Up 7%
from 2012
Up 4%
from 2012

15. Social woven into campaigns
2013
2012 41
52
Roughly what percentage of your campaigns*
included social channels?
*campaign defined as “a focused effort to achieve goals using a variety of channels
appropriate to the results sought”
In the past two years we probed if (and how)
institutions were using social media in
campaigns, which we
define as “a focused effort to achieve goals
using a variety of channels appropriate to the
results sought.”
Note that this definition can (and sometimes
does) include efforts to raise money, but is
intended to acknowledge that social media is
often incorporated into initiatives that have
objectives other than just fundraising.

16. Social media in
fundraising

17. Social use in fundraising
Does your institution use SM to raise
money?
20%
39%
41%
yes no unsure
Does your institution use SM for
stewardship or donor communication?
18%
47%
35%
yes no unsure

18. Social use in fundraising
For which types of development and fundraising
activities does your institution use social media?
Keeping donors up to date on institution news 77%
Annual fund solicitations 58%
Thanking donors for their contributions 52%
Keeping donors up to date on campaign or
fundraising news
49%
Inviting donors to donor events 48%
Annual fund follow-up reminders 30%
Referring to or reminding about solicitations
received through non-social channels
25%
Capital campaign solicitations 14%
Other 6%
This year for the first time we asked a focused
set of questions on fundraising.
So we see about half (of those who can speak
confidently on the subject) are using it to raise
money or as part of donor stewardship.
This provides our baseline, and we will be
interested to see if it increases over time, as we
saw for campaigns generally.

19. Most successful channels
Most successful for
fundraising efforts
Most successful for your
unit's goals overall
Facebook 80% 90%
Twitter 34% 49%
YouTube 18% 22%
LinkedIn 15% 31%
The top four most successful tools overall and
for fundraising efforts are the same, but
respondents are less confident of the success
of the tools for fundraising at this point, and
LinkedIn is notably less useful for fundraising
than for overall goals.

20. Funds raised are small ...
Approximately how much money did your institution
raise through social media channels in FY12?
Up to $10,000 67%
$10,001 – $50,000 21%
$50,001 – $100,000 6%
$100,001 or more 6%
Relative to the sizes of the institutions
represented here and how much they raise
overall, however…
But, donations are not a primary outcome for
social media, as we’ll see in a minute.

21. Metrics

22. Donations are not primary
outcomes for social
How do you measure success for your SM activities?
Outcome Measures
Rated in top two
(quite a bit/
extensively)
Number of active “friends,” "likes" 73%
Volume of participation 57%
Number of “click-throughs” to your website 53%
Event participation 40%
Anecdotal success (or horror) stories 26%
Penetration measure of use among target audience 19%
Volume or proportion of complaints and negative
comments 12%
Donations 15%
Number of applications for admission 10%
Surveys of target audiences 9%
You see that donations are pretty low on the list of ways that
CASE members typically gauge their success in social media.
We are looking at mean ratings on a scale from 1 to 5 where 5
means it is used extensively.
Top metrics are
• Number of active “friends,” “likes”
• Volume of participation
• Number of “click-throughs” to your website, but the field
is pretty wide.
Perhaps it needs to be even wider, or more precise, because the
sense of difficult in ROI is, if anything, growing over time.

23. Measuring ROI
“It is difficult to measure ‘return on investment’ from
the use of social media”
2010
2011
2012
2013 38
33
32
34

24. The benefit of metrics
• Many of those who reported their social media initiatives have
not been successful noted that metrics were lacking.
• By contrast, those who report their social media use has been very
successful also say they have robust tracking mechanisms:
“We’ve created a weekly dashboard of target metrics for all of our social
platforms and our main websites that shows changes and topics that
resonated. This has greatly elevated awareness of our efforts among
university leadership.”
“We don’t think, we know. Calculations and reports are submitted monthly
on SoMe successes and returns, both subjective and objective. We’ve
boosted ticket sales to events, recruited students, and increased awareness
about many different things.”
We have a question on the survey that asks respondents to
evaluate themselves on how successful they have been in
their use of social media, and why. We see a relationship
where those who say they were most successful also talk
about a dashboard of metrics that they look at weekly or
monthly.
Were they able to achieve success because they were
tracking what worked and then did more of that, so the
metrics enable success? Or is it that they can speak
confidently of their success because they have the
metrics? We heard the comment “we don’t think, we
know,” which is certainly a satisfying thing.

25. And of multiple metrics
• Respondents note that having a wide array of measures, beyond
number of followers or “likes,” is helpful to seeing the bigger
picture. In particular, achieving a true conversation can be hard
to measure:
“Due to the changing nature of technology and the preferences for its use, goals
for social media often feel like moving targets. What's important in terms of
metrics one day, may not be the case the following day. Ex. One of our department
goals is related to direct engagement with posts. We've seen actual typed
feedback fall away in favor of the one click ‘likes.’ Is direct engagement via typed
feedback becoming a thing of the past, or are there new methods/suggestions
(beyond open ended questions) that truly prompt dialogue?”
“When students start using your page for their own conversations ... you know
you've hit success!”
“In the last two years, social media has been overhauled from stagnant and
sporadic event promotion to planned content planning with plenty of time for
listening. It has really become a conversation—key for alumni relations.”
We heard some say that having as many metrics as you can is helpful,
because you don’t know over the long run which ones will be most
relevant and revealing.
This long quotation here is pointing out a trend of fewer comments but
plenty of “likes” and the question is whether he or she should be
worried. We heard some respondents thinking about whether “likes”
are too discrete and we should be interested in how long a thread goes
and whether it becomes a genuine conversation.
On the side I’ll also note that several people brought up that negative
comments are also an opportunity, and that they are most important to
respond to.

26. Staffing

27. Greater time investment
More work hours are being devoted to social media
than last year. But: the change in number of employees
working on social media was flat this year.
At the institution level:
• 34% have social media FTE between 0 and 1, up from 24%
last year.
• The proportion with 0 FTE is down to 5% from 9% last
year.
At the unit level:
• 62% have social media FTE between 0 and 1, up from 45%
last year.
• The proportion with 0 FTE is down to 7% from 17% last
year.
The number of staff who have some
involvement with social media is similar to
what we saw last year, but the (FTE) full time
equivalency is higher. Institutions are
increasing FTE rather than increasing staffing,
which is a more conservative way to grow
involvement in social media. The biggest area
of increase is in number of respondents who
r.eport that their unit or institution has at least
one person working on social media, but less
than 1 FTE

28. Barriers to success persist
% who see this barrier in their unit “quite a bit” or “extensively 2013 2012
Staffing for day-to-day content management 55% 49%
Staffing for site development 44% 42%
Lack of relevant human resources in my unit 40% 37%
Slow pace of change 31% 22%
Expertise in how to implement it 25% 23%
Funding 26% 22%
Lack of IT resources 22% 20%
Lack of institutional clarity about who is responsible
for social media initiatives
22% 20%
Concerns about loss of control over content and tone
of postings by others
19% 17%
Lack of commitment by decision-makers 19% 17%

29. Need for experienced staff
• Many believe that lack of staff devoted to social media hampers their
success and that they could improve with help from ... “Dedicated staff
person(s). Currently this responsibility is an add-on to current staff
positions and responsibilities . . . .”
• There are advantages to concentrating social media duties in fewer
staff people with greater expertise and sense of the big picture:
“I think we could do more to collaborate with other campus departments. In addition,
our small staff . . . does not allow for social media to be an explicit part of someone's job
description. If someone was able to focus on it day in day out, we would be pretty
amazing at it. As it stands now, we all collectively try to post when we can.”
“We do not have in-house expertise to help establish strategic initiatives or to ensure our
messages are consistent and aligned with other University messaging.”
“At our level (a college within a large university) we have been very successful because
we hired someone with solid social media experience who is in charge of all of our social
media outlets. This person has set clear goals and has integrated social media into the
majority of our campaigns.”
In open-end responses, we heard that this add-
on method has its detractors. There is an
argument to be made for a concentrating social
media expertise in staff members who are more
expert and more dedicated to social media as
opposed to adding it on to the duties of many
staff members in many units. So there is some
call for collaboration between units to pool
human resources on social media.

30. Harmonizing, if not centralizing
• While the survey responses did not indicate that social media has become more
centralized in its institutional use, some think that it should be. They advise:
“Centralize efforts instead of individual development units/officers creating their own Facebook
pages and campaigns.”
“Do not allow unlimited numbers of entities on a social media channel (in our case Facebook) to
dilute your brand. External audiences need to be able to find the official institutional page quickly.”
• We also see suggestions of other ways to reduce fragmentation without making
social media usage highly centralized or top-down:
“We would like for more cross promotion throughout the university, from other areas/units than
our own, and also from the central administration. It would also be useful with closer teamwork
with other units in terms of promoting and/or creating relevant content.”
“We are a decentralized university and all 12 schools, as well as most of the 24 departments, all are
managing a social media strategy. We have done an outstanding job of centralizing an otherwise
decentralized voice. Our most effective tool has been using Facebook Groups as a vehicle for
driving messaging from all of the disparate groups, upward to the main university profile
managers. Every day, anyone within the university can post their top stories to the internal group
and have a very strong chance of having their story posted that day, or the next on the universities
main profiles.”
Some say social media should be staffed in a
more centralized way to help with more
consistent and strategic messaging.
We have a survey question that asks directly
how centralized or dispersed social media is,
on a 6-points scale, and we see answers all over
the map, but the largest number (30%) say it is
completely dispersed.

31. Champion, expertise key to
success
2010
2011
2012
2013
80
72
61
63
52
“A champion is essential to the successful implementation of social
media in our institution”
“Expertise to help our social media efforts is readily available”
2010
2011
2012
2013 34
31
28
26
I will end with this final look at some keys to social
media success. In light of the comments we looked
at in the last couple slides on the importance of
expertise, it is heartening to see that the sense that
expertise is available has increased over time.
I find it somewhat unexpected that the sense that a
champion is essential to success of social media
has only increased over time. But let it be a
challenge to any of you in the audience who might
like to take up that mantle: you are needed.

32. Campaigns

33. www.bluevblue.com/
#goetownblue
mstnr.me/HGJb3H
Elizabethtown vs. Messiah, Battle of the Blues
case study: Case 19: “Embracing Rivalry to Increase Annual Fund Participation,” Social Works (mstnr.me/TkXwLu)
In the fall of 2011, Elizabethtown College and Messiah College took a long-standing rivalry from the soccer field to the annual fund campaign through a giving challenge between young alumni—or those that have graduated within the last ten years—called
Battle of the Blues.
The campaign, which pitted young alumni of the two colleges against one another to tally the highest participation rate, launched in July 2011 and wrapped up on October 31, 2011. The E-town Blue Jays came out on top a participation rate of 7.85%; Messiah
checked in at a close 7.72%.
In addition to emails and direct mail, the web and social media was used to heavily promote the giving challenge. First, a dedicated website, www.bluevblue.com was created; this site included details of the challenge, linked to donation forms, and also, each
Monday during the competition, updated the current standings. Second, special Twitter hashtags were created to create buzz, provide a mechanism for participants to let their friends and followers know they gave and, of course, to encourage friendly trash-
talking between the two colleges. Additionally, the Battle of the Blues website pulled in the Twitter feed from each college’s designated hashtag: #goetownblue or #gomessiahblue.
Staff members from both College’s marketing and development offices also used the hashtag to inform those who may be on Twitter of the campaign’s progress and to “egg-on” or entice their young alums to respond and, most importantly, make a gift. Finally,
E-town produced several short videos—mostly humorous in nature—to promote the contest. These videos were shared via email messages, Twitter and Facebook.
But it wasn’t just an online campaign; Battle of the Blues also had some face-to-face time with alumni through a table at the Oktoberfest tent during the Elizabethtown College Homecoming and Family Weekend. The winning team was announced during the
famous, annual soccer game between the archrivals. Will there be a rematch?

34. Thanks to Mike Nagel from Exeter Academy
Goal:
To harness the deep connections lots of Exeter alums and current seniors have with their dorms, and turn that good energy into donations to the Exeter Fund. The dorm with
the largest percentage of the giving from that week, wins.
Important fact:
Exeter has the benefit of having 600 class agents across the country - alumni who are tasked with encouraging fundraising from the members of their individual classes each
year. Mike Nagel, Exeter’s associate director of advancement communications, worked with his colleagues to mobilize class agents and other alumni around the Big Red Dorm
Challenge - resulting in an ‘avalanche of asks’ (and hopefully lots of giving, too) during the week of the Challenge! The Senior Class Gift Committee was also instrumental in
spreading the word.
Background:
* Big Red Dorm Challenge started in 2011, making the 2013 Challenge the Third Big Red Dorm Challenge.
* This year, the Challenge lasted one week, Feb. 25 through March 3.
* From the first hour of the first day, class agents and other alumni got the word out rapid-fire - mainly through Facebook posts. Email and Twitter were used also, though not
nearly as effective in the Challenge as Facebook.
* The primary objective that week, was to use posts to drive traffic to the online giving form on Exeter’s website.
* Regular score updates on Facebook helped keep people engaged...and competing!
* Alumni from 1970 to 2012 and the current senior class participated.
* Mike Nagel: “We encourage alumni to go out and post on Facebook, and we post on Facebook as well.”
Results:
* During the week of Feb. 25- March 3, the Challenge drove more than 15 percent of Exeter’s web traffic to the ‘Challenge page’ and more than 70 users to the giving form.
* In one week, Exeter received 275 gifts from the classes of 1970-2012.
* In one week, Exeter received 192 gifts from the current senior class - and we should note that in one week, the Class of 2013 went from less than 10 percent participation to
over 55 percent of the class participating in giving.
* Large increase in traffic to the Exeter Alumni Facebook page, as well.

35. mstnr.me/X53Tzz
The case study for “the Great Give” from Social
Works is available here: mstnr.me/X53Tzz

36. FSU “Great Gifts” by info source
During this campaign, the FSU annual giving team conducted a survey alongside the online giving process. After the
gift was secured, they asked the donor, “How did you hear about the Great Give?” The largest response was word of
mouth, with 57 percent of all donors saying that was how they learned about the Great Give. Second was email, with a
31 percent response. Considerably further down the list was Facebook and FSU websites, at just 2 percent each. That’s
roughly equal to the response rate of direct mail. But Warren doesn’t see social media as ineffective; his hunch is that
those numbers reflect a change in the definition of word of mouth.
“You’re communicating and promoting it, but is it through a chat or through a text message or through an email?”
Warren thinks a large number of those who reported “word of mouth” were actually thinking about conversations they
had via text message or a post they saw on a friend’s or family member’s Facebook wall. Again, online ambassadors
were a big factor in the success of the Great Give, and they weren’t sharing their updates by going door-to-door to
everyone they knew. They were sharing news of the campaign through social network status updates provided by the
FSU annual giving team.

37. Cheryl Slover-Linett and Michael Stoner
#SOCIALMEDIA
AND ADVANCEMENT:
INSIGHTS FROM
THREE YEARS OF DATA
White Paper, 2012: #SocialMedia & Advancement
mstnr.me/TpQPTv

38. Social Works
mstnr.me/TkXwLu
Sample Chapter
[FSU “Great Give”]
mstnr.me/X53Tzz
Social Works: How #HigherEd Uses #SocialMedia to Raise Money, Build Awareness, Recruit Students, and Get
Results is unique. The 25 case studies in Social Works demonstrate that social media has the maturity and
reach to be an integral component of campaigns focused on building awareness, recruiting students, engaging
alumni and other key audiences, raising money, and accomplishing important goals that matter to a college or
university.
The case studies in Social Works will inspire college and university communicators, marketers, web team
members, and other staff, offering models and details for highly successful initiatives. And, they will convince
presidents and other senior leaders that social media is not just valuable, but essential, to achieving
institutional goals. In short, Social Works belongs on the shelves (or on the e-readers) of college and university
staff who want to learn how to get results with social media. Published 25 February 2013 by EDUniverse
Media.

39. Michael Stoner
president, mStoner
Michael.Stoner@mStoner.com
@mstonerblog
mStoner.com/EDUniverse.org
Cheryl Slover-Linett
Consultant
Higher Education Constituent Research
Huron Consulting
csloverlinett-c@huronconsultinggroup.com
+1 505.820.7256
Contact