Weitere ähnliche Inhalte Ähnlich wie How to write a marketing plan workshop (20) Kürzlich hochgeladen (20) How to write a marketing plan workshop2. Introductions – Jeffrey Rich
Vice President of Marketing &
Innovation
25 years marketing experience across
higher education, corporate, and
agency settings
Served two comprehensive universities
as Vice President of Marketing, PR and
Enrollment Management
2 | Building an Effective Integrated Marketing Plan | © STAMATS 2013
4. Today’s Agenda
8:00 a.m.
8:30 a.m.
10:30 – 10:45 a.m.
12:00 – 1:00 p.m.
3:30 p.m.
5:00 p.m.
Continental breakfast and registration check-in
Workshop begins
Morning break
Lunch buffet
Afternoon break
Wrap-up
8:30 to 10:30 - Review and discuss Integrated Marketing Communications
Examples of compelling messaging
10:45 to 12:00 - Top 10 Marketing Mistakes Colleges and Universities Make
1:00 to 3:30 – Plan development workshop
Creating your own plan
3:45 to 5:00 - Discuss plans
Four Good Ideas
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5. About Stamats
Stamats is recognized and respected as the
nation’s higher education integrated marketing
thought leader. Our comprehensive array of
innovative services has set the standard for
pairing insightful, research-based strategic
counsel with compelling creative solutions.
We promise our clients the highest level of
professional service and attention to detail in
the industry because, in the end, we know our
success is measured entirely by theirs.
Research, Planning, and
Consulting
■ Brand clarification and development
■ Image and perception studies
■ Recruiting and marketing
assessments, plans, and counsel
■ Tuition pricing elasticity and brand
value studies
Strategic Creative
■ Institutional, admission and
■
■
■
■
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advancement websites
Mobile and social media solutions
Recruiting and advancement
campaigns and publications
Virtual and experiential tours
Full media advertising campaigns
6. Evolving Definition of Marketing (AMA)
“The performance of business activities that direct the flow of goods
and services from producer to consumer or user” (1960)
“The process of planning and executing the conception, pricing,
promotion, and distribution of goods, ideas, and services to create
exchanges that satisfy individual and organizational goals” (1985)
“An organizational function and a set of processes for creating,
communicating, and delivering value to customers and for managing
customer relationships in ways that benefit the organization and its
stakeholders” (2004)
We talk, you listen
We make, you take
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- Old IBM motto
7. Integrated Marketing Communication (IMC)
IMC is an institution-wide effort to communicate your core values in ways
that target audiences notice, understand, and respond to
IMC includes brand marketing, direct marketing, and internal
communication
IMC is a subset of integrated marketing
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10. Direct Marketing (DM)
Designed to generate a response
Sometimes called direct response marketing
Primary direct marketers:
Admissions – want to visit, apply, attend?
Advancement – want to give?
Historic DM channels:
Telephone
Postal mail
New(er) channels:
Email
Social media
IM
Blogging (and all its permutations)
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11. Brand Marketing
A brand is not a look
Rather, a brand is a compelling promise a college, university, or school
makes to its most important audiences to meet a need or fulfill an
expectation
Perry Forster: “A brand is a promise expressed as a benefit that your
target audiences value”
Truly successful brands are perceived by the target audience
as the best, or even only, solution to a particular need
Brands give permission
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12. Internal Communication
Most organizations overlook the strategic importance of
internal communication
Engaged employees as a channel
Keeps internal audiences informed about
The day-to-day
Progress toward achieving your vision
When internal audiences are engaged, they are more likely to become
advocates
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14. Customer Experience Management
What is it that we sell, anyway?
The sum of all the experiences that a student has on campus (and
off campus) and the opportunities they have when they leave
“80% of organizations believe they
deliver a superior customer experience,
but only 8% of their customers
agree” – Bain & Company
Your experience and your brand are closely tied
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15. Remember the Eight Percent?
Unlike most organizations, which reflexively turn to product or service
design to improve customer satisfaction, experience leaders pursue three
imperatives simultaneously:
They design the right experiences for the right people (customers)
They deliver on these experiences by focusing the entire organization
with an emphasis on cross-functional collaboration
They develop their capabilities to please customers again and again—
by such means as improving the product experience, training people
in how to create and deliver new customer experiences, and
establishing direct accountability for the customer experience
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17. Experience Marketing or Brand Engagement
Defined
The identification and management, to a specific end, of the key touch
points that define an experience that a customer has with a product or
service
Have you diagramed key student and donor experiences?
Admissions area?
Financial aid?
Registrar?
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18. Brand Engagement through Integrated
Marketing, or Just Promotion?
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19. Core Beliefs About Brands
Strong brands demand: 1) Current and comprehensive market research;
2) Respect for your school’s heritage; and 3) A clear and shared vision
A brand strategy will more likely involve the clarification of your
institution’s current core values rather than the creation of new core
values
The goal of a brand strategy is to establish and hold a position of
perceived and real value in the minds of your most important internal
and external audiences and thereby return measurable value to the
institution
The brand strategy should engage, equip, and energize the campus
community
An effective brand communication strategy demands message discipline
and channel creativity
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20. Options for Reputation Building
Academic quality – high selectivity: Do you attract the best students in the
country?
Academic quality – faculty research: The quality, amount, and type of
faculty research is a significant indicator of brand equity
Big-time sports: Athletics are the front door. Win big or lose big, but don’t
do six and six
Image-building: Institutions that work hard to build a strong local, regional,
and even national image will build brand equity
Co-branding (alliance marketing): Marrying your brand with
another, perhaps more prestigious brand, or a brand of particular interest to
a target audience, is often used to jump-start a brand (U.S. News & World
Report; NYT, Battelle, Boeing)
Endowment: $500 million in the bank might be a brand unto itself
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21. Building a Brand That Matters
Clarify and confirm
the stated and
unstated
institutional core
values that will
drive your overall
brand strategy
Settle on, or commit
to, a single brand
positioning strategy
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Convey involves both
communicating the
brand and living out
the brand.
22. What Problems Do the Following Brands Solve?
Volvo
Mont Blanc
Gatorade
Disney
FedEx
Target
Yale
What problem does yours
solve?
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Drive Safely
23. Sample Brands
MIT: Premier technological university in the world
Yeshiva: Comprehensive Jewish institution of higher education in the
U.S.
Appalachian State: Serve the people and communities of Appalachia
Biola: The nation’s only comprehensive, urban, evangelical university
*Positions held or desired (and likely to be achieved); positions valued by
both internal and external audiences
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24. Focus on the Sweet Spot
Brand Sweet Spot
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25. Brand Architecture
A systematic way of viewing and organizing your institutional (super)
and sub-brands, attributes, and graphic identity so as to achieve
greater clarity, synergy, and leverage
̶ House of brands or a branded house
A clear brand architecture is especially critical as brand contexts
become more complex with multiple sub-brands and product offerings
Institutional Super
Brand
College I
College II
Adult Ed
Program
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Law School
Medical
School
Athletics
26. Architecture – continued
“House of brands”
House of Brands
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“Branded house”
Branded House
27. Your Brand…
Begins with your mission and vision
Is “rooted” in your brand promise
Is communicated via your brand
attributes
Comes alive through brand stories,
culture, and creative campaign
Recruiting messaging
Fundraising messaging
Internal communications
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28. The Brand Platform
Institutional Brand Promise
(super-brand)
SubBrands
Brand
Attributes
Brand
Attribute
Matrix
Verbal and visual vocabulary
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Tagline
Elevator
Speech
Single
Word
Proof
Points
Brand
Rationale
Graphic
Identity
Creative
Boards
29. Brand Platform - continued
Brand portfolio: An assemblage of your key brand elements into a
cogent, integrated whole. The creation and use of a brand portfolio
ensures brand continuity and promotes brand synergy
Brand promise: A pledge you make to your most important
audiences to do a certain thing and/or act in a certain way. It is who
you are and what you want to be known for. Also known as a
positioning statement or USP
Brand rationale: A written explanation as to the logic behind your
brand promise and why you believe your constituents will value it
A brand rationale is not an explanation of how the brand
promise was created
•
Often includes supporting evidence, stories
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30. Brand Platform - continued
Sub-brands: Separate, complementary brands that are developed
when the larger institutional brand is too broad to differentiate the
benefits or unique attributes of a particular department or school
For example, sub-brands are created when a college or
university wants to clearly associate an entity—such as a law
school or football program—with the larger institution
Brand attributes: A series of words or phrases—implied in your
brand promise—that you want to position in the minds of your most
important target audiences
Over time, as a result of your brand communication plan, you
want your most important audiences to repeat these attributes
back to you, and to others. Words you want to “own”
•
Also known as benefit segments and vivid descriptors
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31. Brand Platform - continued
Brand attribute matrix: A set of institutional brand attributes that
have been translated for such sub-brands as law schools or athletics
Single word you want to own
Tagline: The brand promise expressed in “shorthand”
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32. Brand Platform - continued
Elevator speech: A memorized statement that summarizes, in a
meaningful way, the essence of your brand and your institution. This
“speech” is given, usually verbally, when someone says, “tell me
about your school”
Graphic identity: The visual, graphic portrayal of your institutional
brand promise and attributes
Not to be confused with a brand identity which often has
psychological and relational (associative) overtones
Creative boards: An initial creative
idea that visually and verbally
captures the flavor (essence) of the
brand promise
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33. The Four Ps
# 1: Product
What is your product?
How does your product compare/compete with similar products
from other colleges or universities?
Is your product in demand? How do you know?
Will students and donors overcome real and imagined barriers to
exchange their values (time and money) for your product?
Q
What kinds of educational institutions tend to be more
willing to customize their products? Why?
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34. A valued and differentiated product is the
most important of all marketing assets
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35. Academic Program Marketability
Assessment
Fine-tune your academic offerings to increase share and tuition revenue. Identify
which programs to build/expand
Quality indicators:
Graduation rates by major
Student satisfaction within major
Job placement by major
Graduate school placement by major
Percentage of students employed in their major or in graduate school
within six months of graduation
Demand indicators
Prospective student interest in major
Enrollment by major
Estimate of unused capacity by major
Job and employment trends
Percentage of top five competitors that offer this major
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37. Develop a Business Approach to New Majors
Four major decision areas:
Strategic
Marketplace
Economic and resource
Promotion
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38. The Four Ps - continued
# 2: Price
How much do you charge for your product?
Do all customers pay the same price?
How does this price compare with that of competing colleges or
universities?
What are the dollar and non-dollar costs of your product?
Q
What are the dangers of positioning yourself
on the $ variable?
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39. The Four Ps - continued
A big part of the cost equation is the relationship between perceived
cost and perceived benefits
What is your value proposition?
Costs
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Benefits
40. The Four Ps - continued
# 3: Place (distribution)
Where are your programs offered?
Are people willing to take classes in those places and at those
times?
Impact of asynchronous learning
Brick and click
What alternative delivery modes are available?
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41. The Four Ps - continued
# 4: Promotion
To what media are your audiences most likely to respond?
How do your promotional strategies compare with those used by
your competition?
Remember the media mix?
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42. Iceberg Theory of Marketing
Most people only “see” promotion
Promotion
Product
Price
Place
But there’s really quite a bit
more lurking below the surface
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43. Why Are We So Preoccupied With
Promotion?
Few senior decision makers understand the difference between
integrated marketing and promotion
Decision makers, faculty in particular, almost automatically assume that
the problem cannot be related to product
“We are a …”
“We just need to get the word out!”
The Fifth and Sixth Ps: policy and politics
For the most part, product, price, and place issues are strategic and
require the input of stakeholders
Promotion is usually tactical and of less interest to stakeholders
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44. The Four Cs (represents a major paradigm
shift)
Customer (or consumer)
Not the product, but the customer; you can no longer simply sell
what you want to produce, you must sell what customers want to
buy
Within constraints of mission
Cost
The dollar and non-dollar costs the customer is willing to “pay” to
meet a need or want
Convenience
Not place, but issues of “easiness” and access
Communication
Not merely promotion, but active listening and message
customization
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45. We Are Hard Wired to Notice the Different
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46. Terms - continued
How are you different from your competitors in ways that target
audiences value?
Differentiate along the four Ps
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47. Seeking Points of Differentiation
Expecteds
Drivers
high in relevance,
low in differentiation
high in relevance, high
in differentiation
Neutrals
Fool’s gold
low in relevance, low
in differentiation
high in differentiation,
low in relevance
Source: McKinseyQuarterly.com
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49. Terms - continued
Media mix: Mass and personal channels of communication and
promotion
Many components of the media mix such as advertising, public
relations, publications, and direct mail are often called “marketing”
by the uninitiated
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50. Media Mix (enriched)
Constituent relations:
• Public
• High school
• Alumni
•
•
•
Donor
Community
Business
Media work:
• Homeowners
• Features
• Wild art
Interactive media:
• Web (social media, blogs, et al.)
• Email
Direct marketing (response marketing):
• Telephone
• Postal mail
• Email
Publications including variable digital
printing/print on demand
Sponsorships, publicity, event marketing
Internal communication
Collaborations, alliance marketing
(co-branding)
Word-of-mouth (buzz marketing)
Facilities and environmentals:
• Buildings and grounds
• Signage and perimeter marking
Traditional media (advertising):
• Magazine and newspaper
• TV/cable
• Radio
• Outdoor/out of home
Engaged employees as media
• Training
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52. Terms - continued
Image: A set of attitudes or beliefs that a person or audience holds about
a college or university
An image is how you are perceived, not necessarily how you are
Because perceptions guide behavior, it is very important that you know
how you are perceived by the audiences you value most
Institutions have multiple images
Images change over time
Moments of truth
Bricks and mortar
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53. Terms - continued
Transmitting a Strong Image
Image Formula = (Accuracy + Clarity + Consistency) x Continuity
– Accuracy: Honest and provable – 95% who you are and 5% who you
want to be
– Clarity: Is your message understandable/memorable?
– Consistency: Is everyone singing off the same song sheet?
– Continuity: Over time
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54. Terms - continued
Positioning: The act of placing an institution in the mind of a prospective
student or donor
Position statement – where you are now (based on research)
Positioning statement – where you want to be
Competitive positioning: Developing and communicating powerful and
meaningful differences between your offerings and those of your
competition
Q
When people hear your name, what do they think about?
What are your vivid descriptors?
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55. Brand Association Web
Internal
External
Academic reputation
Friendly, engaging
atmosphere
Quality of faculty
80
34
51
Job and grad school
placement success
Value for the money
36
69
24
23
Breadth and quality of
internships
65
44
Location
Study abroad programs
Campus amenities
Note: Scores on each attribute are shown from the most recent execution . Scores indicate the extent to which the
brand is associated with the indicated attribute. Scores range from 1 (lowest) to 100 (highest).
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56. Integrated Marketing
Firm commitment to the Four Cs (or Four Ps)
Horizontal integration
Brand marketing
Direct marketing
CEM
Internal communication
Vertical integration
Strategic
Organizational including internal communication
Message
Active listening and remembering
Database dependent gather and act on data
Ongoing evaluation and modification
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57. Is Everyone on the Senior Team Rowing
Together
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58. Many marketing problems are actually
political problems in disguise
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59. Organizational Integration
President
Vice President for Market Relations
Academic Vice President
Db Manager
Marketing
Public Relations
Publications
Student Recruiting
Advertising
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Web
Student Services
Advancement
Alumni
Fund-raising
Vice President for Finance
60. When You Can’t Change the Organization
Adopt an ad hoc, team-based approach
The integrated marketing team (IMT)
Teams vs. committees or taskforces
Organization
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61. Centralized or Decentralized
Lately, a question we are routinely asked is whether marketing functions
should be centralized or decentralized
In most cases, the answer is both
Coordinated under one plan, with the larger institutions in mind:
– The brand function (awareness) is centralized
– The direct marketing function (generating response) is decentralized in
functional units
Recruiting
Fundraising
Special events
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62. Message Integration
Involves coordinating all messages so they share a common
look, sound, and feel across different media and audience segments
Sometimes termed integrated marketing communication (IMC)
Extension of the old “family look”
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63. A Market-Oriented Institution …
Embraces a comprehensive definition of marketing
Recognizes marketplace dynamics
You do compete, you are compared:
Students
Donated dollars
Public and media attention
Is driven by transforming, compelling vision
Nanus and Albrecht
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64. The Importance of Vision
Burt Nanus defines vision as “a realistic, credible, attractive future for your
organization”
There is no more powerful engine driving an organization toward excellence and
long-range success than an attractive, worthwhile, and achievable vision of the future
that is widely shared
Karl Albrecht uses a metaphor, “the northbound train,” to describe how important
vision is to an organization
Albrecht says that the image of a northbound train
conveys an unwavering commitment to a particular
direction
The idea of a moving train also conveys a strong sense
of momentum, of unstoppable, implacable movement in
an unambiguous direction
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65. Market-oriented Institution - continued
Audience centric and not institutional centric
Uses new definitions of quality and success
Less emphasis on edifices and finances and more emphasis on student
outcomes
Embraces a culture of “Now!”
A sense of entrepreneurship
Risk taking is encouraged
An attitude of immediacy
Understand the too-high cost of perfect
decisions and plans
Consensus is not a goal
Focus on fixing problems and not affixing blame
Individual and group accountability
A commitment to followership
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66. Market-oriented institution - continued
Stresses data-based decision making
A willingness to collect, analyze, and act on objective information
Database is a state of mind
Features variability of product, price, place, and promotion based on
customer needs and expectations
Establishes return on investment (ROI) criteria a priori
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68. Developing an Integrated Marketing Plan
1. Lay the foundation
2. Undertake a situation analysis
3. Define target audiences
4. Settle vivid descriptors
5. Refine your target geography
6. Establish marketing goals
7. Write marketing action plans
8. Assemble and debug the plan
9. Execute and evaluate
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69. Integrated Marketing Plan Outline
Mission statement
Vision statement
Planning assumptions
Situation analysis (prioritized)
SWOT
OT
Prioritized target audiences
Prioritized marketing goals
IM
Four Ps
IMC
Brand
Direct
Internal
Marketing action plans (MAPs)
Short-term
Long-term
Vivid descriptors
(Brand attributes)
Budgets
Target geographies
Timelines/GANTT charts
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70. The Final Written Plan
While your final plan can take a variety of shapes and forms, this general
outline will work in most instances
– Mission
– Vision
– Planning assumptions
– Situation analysis (prioritized)
– Prioritized target audiences
– Vivid descriptors
– Target geographies
– Prioritized marketing/communication goals
– Action plans for year one
– Budget
– Timeline
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1
½
1
3
½
½
½
1
15–20
1–2
1–2
page
page
page
pages
page
page
page
page
pages
pages
pages
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73. More Than Dollars…Will
Many college and university administrators believe that the biggest
requirement for a successful brand marketing strategy is cash
While you will spend dollars, there is another currency that is even
more important than dollars: institutional will
For a brand marketing strategy to be successful, you must have the
institutional will to conduct the research and respond strategically
A critical element of brand marketing, therefore, is the decision to
focus outward rather than inward, the decision to first understand and
then respond to customers
One final word about dollars: You will spend dollars to create and
maintain a brand
More than new dollars, you will spend coordinated dollars, dollars
already being spent; now coordinated—and maximized—under one
overarching brand marketing strategy
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74. People and Groups
The champion: The spark or true believer (the visionary)
The sponsor: Runs interference for the champion
The large steering committee or task force: The politically appointed
planning team; largely ineffectual as a true planning body
Transition to advisory group status
The planning team: The champion and
the team who actually do the heavy lifting
̶ Involved with both developing and
implementing the brand
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75. The President as Sponsor
The president is the chief marketing officer. The signals he/she sends—to senior
staff, middle managers, and faculty—will telegraph whether marketing is a
legitimate institutional commitment
As such, the president must:
Have a vision for how marketing can help the institution. Without this personal
vision there will never be personal commitment
Commit his or her power and prestige to the marketing efforts
Commit institutional time, talent, and treasure
Make tough decisions in a timely fashion
Provide authority to the chief marketing officer, department, and/or team
Convey that marketing is an institution-wide commitment and responsibility
Clear away organizational and policy roadblocks
Insist on shared goals and resources among senior administrators/staffs
Go toe-to-toe with recalcitrant administrators
Demand departmental and even individual accountability
Be the champion’s sponsor
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76. Campus Involvement
Key issues:
If your plan involves the public declaration of previously settled core
values, then there is less need for campus engagement
If your plan involves the clarification of core values, then there will be
a greater need for campus engagement
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77. Key Steps in Engaging the Campus
Help the campus community understand the process
Clarify their role in the process
Build their confidence in the process (solid defendable research)
Give the campus community access to the process
Clarify the role of campus members in executing the plan
Aggressively communicate outcomes
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78. Finalize the Marketing Mandate
At this point you must completely understand the president’s marketing
mandate (what he or she hopes to see the plan accomplish)
If you do not have a clear understanding of the president’s mandate, it
will be very difficult to keep the planning process on track
It is against this mandate that your president will examine:
Target audiences
Vivid descriptors (brand attributes)
Target geography
Marketing goals
Individual action plans
Budget
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79. Foundation - continued
Designate a champion
To succeed, your marketing efforts must have a champion who is:
Knowledgeable
Trusted/Respected
Powerful
Passionate about marketing
It is almost always a mistake to have the marketing effort
driven from “below”
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80. Foundation - continued
Assemble and build the marketing team
While the exact composition of the marketing team will change
depending on the marketing mandate, most marketing teams include
someone (or someones) from the following areas:
Public relations
Recruiting and admissions
Academics/faculty
Student services
Advancement and alumni
Institutional research
Athletics
Finance office
Don’t forget a secretary/coordinator/document handler
Will also need to learn the planning software
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81. Remember…
The job of individual team members is to investigate and represent the
interests of their stakeholders and constituents
They need to conduct:
Conversations and interviews
Review of secondary data
Document review
Quantitative research
Focus groups
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82. Foundation - continued
Two Tensions
Keep the Team Size Manageable
Spread Ownership
The Key: Keep the actual planning team small and:
Have it periodically report to larger campus-wide advisory
team
Have the smaller planning team serve as liaison to larger
campus community
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83. Remember:
While everyone may not be on the marketing team, the interests of
everyone in the campus community must be presented by someone on
the marketing team.
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84. Typical Response to Marketing Proposals
No
Perhaps
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Possibly
Yes
85. Questions That Must Be Answered
If you can’t get the following questions answered, proceed cautiously
What is the president’s mandate?
Clear, definite, articulated, shared, and reasonable?
Who is the champion?
How long will the plan run?
Minimum of three years
What is the budget?
Sustainable over plan’s life
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86. Step Two: Undertake a Situation Analysis
A situation analysis (SA) is a systematic evaluation of your institution and
its environment from a marketing perspective
Most SAs use one of two models:
SWOT
Strengths: Internal qualities upon which you can capitalize
Weaknesses: Inherent flaws, something to be overcome
Opportunities: Things in your environment of which you can take
advantage
Threats: Dangers in your marketplace that could cause you
problems
PO
Major problems (internal and external) facing the institution
Major opportunities (internal and external) facing the institution
Your president’s mandate should provide the basic direction of the SA
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87. Situation analysis - continued
External/Environmental Analysis
Linkages and exchange relationships with important publics
Opportunities for sponsorships and collaborations
How the institution is perceived by external publics
Local, regional, national, and even international
demographic, economic, and employment trends
Met and unmet needs
Institutions with which you compete for:
Students
Donated dollars
Media attention
Others?
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88. Situation analysis - continued
Internal/Institutional Analysis
Appropriateness of mission and vision
Quality of leadership
Campus climate
Existing planning documents
Market research
Recruiting and fundraising programs
How the institution is perceived by internal audiences
Product, price, place, and promotion (or
customer, cost, convenience, and communication) strategies
Facilities and physical plant
Communication strategies
Others?
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89. Time Out for Research
Your initial situation analysis may reveal that you need to take a time-out
to do some research
Do you know enough about the audiences suggested by your
president’s mandate?
Perceptions
VALs
Interests
Media habits
Opportunities to serve
Research must be
Legitimate
Timely
Date needed to establish baseline
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90. Possible Research Studies
Recruiting and retention
General prospects
Noninquirers
Nonapplicants
Nonmatriculants
Influencers (parents, guidance
General
Faculty and staff
Movers and shakers
Media
Church leaders
Legislators
Business leaders
Community residents
Peer institutions
Environmental
Demographic
Economic
Job trends
Competitive analysis
counselors, club advisors)
Current students
Withdrawing
Fundraising
Alumni
Current donors
Former donors
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91. Research Cycle
Studies done annually
Studies done every two years
Studies done every three years
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92. Managing the Situation Analysis
Options for input:
Administrative
Staff
Faculty
Student
Alumni
Input options:
Surveys
Focus groups and forums
Ads in student newspaper
Personal interviews
Bulletin boards and Internet
Important issues:
Confidentiality
Anonymity
Goal: As much input/ownership as possible
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93. Possible SWOT/PO Questions
What do you feel are your greatest strengths or assets?
Which of your qualities do you think prospective students and donors
value most?
Students?
Donors?
What are the most significant recruiting and/or marketing
opportunities and challenges facing you?
Opportunities?
Challenges?
If you had the responsibility, and a reasonable budget, what
marketing/recruiting strategies would you immediately initiate?
If you could change one aspect of your institution, what would it be?
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94. Sample PO
Liberal arts college in Kentucky
Problems
Changing demography
Perception of college as a commodity
The demands of information technology
The dual commitment to quality and accessibility
Opportunities
Changing demography
The liberal arts and sciences experience
The XXYYZZ “experience”
Our national reputation
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95. As You Develop Your
Situation Analysis, Keep in Mind …
Circle of
Concern
Things you really can’t
do anything about
Source: Covey
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Circle of
Influence
Things you can
change
96. Pay-off Matrix
As you struggle with reviewing the range of possible strategic issues, it is
easy to get lost in the minutiae
Juran’s the “vital few and the trivial many”
Focus on those things that will help you
directly address your president’s mandate
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97. Step Three: Define Target Audiences
Target audiences
A target audience is the person or group whose behavior or attitude
you want to change or whom you wish to influence or inform
Define target audiences by
Age
Geography
Household income
Ethnicity
VALs
Others?
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99. Decision Point – Target Audiences
Limit yourself to a handful of target audiences in
year one; add others in subsequent years
Audiences must “mesh” with president’s mandate
Before proceeding, the president must sign off on
the target audiences
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100. Guiding the Discussion on Vivid Descriptors
Keep them simple; avoid lengthy dialogue
May need to translate for key customers and stakeholders:
How do different target audiences define “academic quality?”
Remember, not all target audiences will be interested in all descriptors
(remember, segment the message mix)
Illustrate your descriptors in ways that your audiences find meaningful
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101. What Five Words Do You Want to Own
What five words/phrases/descriptors do you want to own?
1.
2.
3.
4.
5.
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102. Descriptors - continued
Vivid descriptors must emanate from your mission and vision
Because they represent core values, they are long-term and enduring
Your vivid descriptors will become the
central themes for taglines,
advertising, publications, media
relations, and other media
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103. Decision Point – Vivid Descriptors
Just as you limited the number of target
audiences, you must limit the number of vivid
descriptors to four or five
Keep them simple (or else they won’t be vivid)
Vivid descriptors must be consistent with the
president’s mandate
The president must sign off on the vivid descriptors
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104. Step Five: Refine Your Target Geography
Primary and secondary markets
Think “small” (or in other words, focus)
Analyze support structures
Feeder high schools
Alumni clubs
Population centers
Airline hubs
Athletic conferences
Analyze data
Competitors
Image “fall-off”
Consider geospatial mapping
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105. 106 | Building an Effective Integrated Marketing Plan | © STAMATS 2013
106. Decision Point – Target Geography
Think “just big enough”
Watch out for institutional ego
Geography should represent key overlaps
The president must sign off on the target geography
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107. Step Six: Establish Marketing Goals
Marketing goals
A goal is the thing you want to accomplish (often called “objectives”)
Integrated marketing communication (IMC) goals are designed to:
Create awareness (brand)
Generate a response (direct)
Sample IMC goal: Within two years, increase the percentage of high
school students within a 50-mile radius of Williamsburg who can
identify one or more of our brand attributes from seven percent to
17 percent
Integrated marketing goals address the Four Ps
Sample IM goal: Increase the first-year-to-second-year retention
rate from 66% to 75% over a three-year period
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108. Goals - continued
Goals, audiences, and action plans
Goal:
Within two years, increase the percentage of high school students within a 50-
mile radius of Williamsburg who can identify one or more of our brand attributes
from seven percent to 17 percent
Target audience: Prospective students that fit our profile
Action plans (sometimes called strategies or tactics):
Determine which high schools have students that fit your profile
Identify your graduates that work in those high schools
Develop talking points for graduates and recruiters (compare and contrast)
Place quarterly full-page ads in regional high school papers
Conduct quarterly mailing to alumni parents within target geography
“Match” college faculty with high school faculty
Send student “stars” back to their high schools
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109. General Marketing Goal Topics
Depending on your mandate, marketing goals are generally drawn from one or
more of the following strategic areas:
Finance
Marketing
Brand, direct, internal
Recruiting
Student services
Retention
Customer service
Facilities
Technology
Programs (academic mix issues)
Quality
Array
Fundraising
Human resources
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110. Sample Goals – You Be the Judge
Of the following six goals, which are strategic goals (what) and which are tactical
actions (how)? What else is missing from these goals?
1. Increase awareness and communication to residents and students in the
district
2. Plan and execute a minimum of four events to increase awareness of the
programs and services the college offers
3. Develop a prospective student database
4. Work with Institutional Research to utilize research tools to measure
marketing effectiveness
5. Develop and implement a comprehensive marketing plan for the high school
component of the Online to College program
6. Improve and expand the district web presence
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111. One Year, Two Years, Three Years or More
Year One
Year Two
Year Three
Marketing Goals
1.
2.
Brand
Recruiting UG
1.
2.
3.
Brand
Recruiting UG
Annual fund
1.
2.
3.
4.
Brand
Recruiting UG
Annual fund
Recruiting grad
Target Audiences
1.
Prospective UG
students
High school influencers
Prospective donors
Parents
Business leaders
1.
Prospective UG
students
High school influencers
Prospective donors
Parents
Business leaders
Former donors
Regional media
1.
Prospective UG
students
High school influencers
Prospective donors
Parents
Business leaders
Former donors
Regional media
Community residents
2.
3.
4.
5.
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2.
3.
4.
5.
6.
7.
2.
3.
4.
5.
6.
7.
8.
112. Goals – continued
You are much more likely to be judged for the things you
failed to do than for the things you accomplished.
Under-promise and over-deliver
If at all possible, delay politically sensitive goals until the
second year of the plan. This will allow you to build on the
credibility you established during the plan’s first year of
operation
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113. Decision Point – Marketing Goals
Are your goals:
–
–
–
–
Important?
Believable?
Achievable?
Consistent with your president’s mandate?
The president must sign off on the marketing goals
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114. Step Seven: Write Marketing Action Plans
Marketing action plan (MAP)
A marketing action plan outlines the activities that are designed to
accomplish or help accomplish a goal
Who does what, when?
How they fit together
The goal is the thing you want done
The target audience is the people at whom the goal is directed
The marketing action plan is how you accomplish
the goal
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115. Action Plan Template
1. Goal to be supported: ______________________________________
2. Description of action plan: __________________________________
_______________________________________________________
_______________________________________________________
3. Target audiences
1. Audience A: ______________________________
2. Audience B: ______________________________
3. Audience C: ______________________________
4. Begin date: ____________ End date: ____________
5. Budget: _____________
Request for new dollars
Reallocated from my budget
Reallocated from other budget
6. Assigned to: _____________________
7. How/when evaluate: ________________________
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116. Dissecting a Marketing Action Plan
Description of Marketing
Action Plan
Create a media database of all print and broadcast media
writers/reporters within a 100-mile radius of the institution
Which goal does this MAP
support?
Within two years, increase the percentage of high school
students within a 50-mile radius of Williamsburg who can
identify one or more of our vivid descriptors
Target audiences
Regional editors and writers
MAP (step-by-step)
• Buy directories (1/15)
• Select database software (1/30)
• Input data (3/15)
Begin date
1/15
End date
3/15
Budget
$1,600
MAP assigned to
Bob S.
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118. Action Plan Exercise
As a group, let’s complete action plans for the following goals:
Goal: Increase the annual fund contribution rate from 23% to 40%
over a five-year period
Action:
Action:
Action:
Goal: Increase the number of adult students from 180 to 240 over a
three-year period
Action:
Action:
Action:
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119. Step Eight: Assemble and Debug the Plan
Does the plan focus on the president’s mandate?
Are you spending priority time and money on priority goals?
Does the plan shake hands with existing plans?
- Strategic
- Recruiting
- Advancement
- Marketing
Is there a clear delineation of who is doing what?
Does it have a strong internal communication component?
Does it meet the overall budget goal?
Is there a solid, workable timeline?
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120. Step Nine: Execute and Evaluate (and Learn)
Just do it
Monitor budgets and timelines
If an important goal is stalled, be willing to reallocate resources
Time
Money
What can we quit doing?
Q
How do you evaluate the plan’s effectiveness?
How do you know when to update your plan?
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121. Execute and evaluate – continued
Evaluate and learn
Provide data for mid-course corrections
Determine the effectiveness of completed strategies
• Demonstrate effectiveness
• Adjust plans for next year
• Gain credibility
To evaluate and learn
Brand: repeat research studies to measure progress against the
baseline
Direct: measure response
Marketing progresses according to the quality of its measurement
tools
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122. Budgeting
The budget will be directly affected by the scope of the mandate
Remember:
Don’t begin something you can’t sustain
Anticipate that your marketing efforts will heat up the marketplace
It is more about coordinating existing dollars than new dollars
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123. Factors That Impact Your Marketing Budget
Will require more marketing $
Will require less marketing $
No strategic direction
Active alumni
Large, political marketing committee
Strong or well-known athletic
program
Weak champion
Narrow focus and reasonable goals
No integration
Timely decision making
No baseline data
Smaller target geography
Can’t make a decision
Fewer target audiences
Highly competitive marketplace
Smaller target geography
Expensive media market
Open position
More target audiences
More valued position
Contested position
Simple position
Less valued position
Complex position
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125. Change the Emphasis
In the old days (last year) 10% of the creative dollar was spent on the
idea and 90% on the placement
Now, the emphasis is on the idea and if the idea is good enough, the
placement is free
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126. Who Is Responsible?
Marketing begins with strategic vision on how marketing can help
Usually this is from the president
The president must
Establish a clear institutional direction
Enact enabling policy and remove organizational roadblocks
Allocate realistic resources
Link programs to budgets
Provide authority
Assign responsibility
The president can demand results
Commitment is spelled $
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127. Planning Postmortem
A postmortem recognizes that planning is an ongoing process
The postmortem is designed to help you evaluate the planning process
you just completed so that your next planning cycle will be more effective
and efficient
Talk to the team
Talk to the folks your team represents
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128. Final Question
Based on this presentation, and your experiences at your institution, what
ducks do you need to get in a row before you can begin the planning
process?
1.
2.
3.
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129. Books by Bob Sevier
Available from strategypublishing.com
130 | Building an Effective Integrated Marketing Plan | © STAMATS 2013
130. Good Promotional and Brand Spots
http://www.youtube.com/watch?v=2udiWBzETJg
http://www.youtube.com/watch?v=Ijeg-jeTUBs
http://www.youtube.com/watch?v=jboRPUGR
MJY
http://www.youtube.com/watch?v=N9y7N4n_
Avs
http://www.youtube.com/user/lyndapodcast
http://www.youtube.com/watch?v=jme8jQUdI
b8
131 | Building an Effective Integrated Marketing Plan | © STAMATS 2013
Hinweis der Redaktion As you follow the presentation:Follow the PPT templatesFontsSpacingBulletsColors Follow ESG style manual: \\Morpheus\esg\Resources\Stamats_Brand_&_Identity\Stamats_Style_Guide_2012We use downstyle; avoid random capitalization Please consistent fonts, style, colors for illustrations, graphs, and tables Discuss Stamats Marketing use to be an activityLater, it became a process that involved activitiesToday, it’s an organization. Discuss the need to create an organization able to scale across all the mission critical functions needed to make an institution successful today. Integrated Marketing is defined by many as syncing your message and the look and feel of your advertising across media channels.It’s actually broader than that. Think about IMC in the context of the prior point I made about marketing now being an organization vs an activity. Integrated marketing communications is the activity the marketing organization engages in and it needs to be institution-wide internally and in complete syncronization externally. We have really tough jobs. Recognizing that IMC is holistic, let’s talk about the differences between brand marketing and direct marketing A brand is not a logo – it’s all the things that come to mind when you see the logo. Good brands evoke an immediate perception of something, a feeling, a belief, even emotions. Who is responsible for the holistic customer experience at your organization? Can you even interject into these experiences or is your organization silo’d and with little cross-functional collaboration? This is the case in many universities across the country.Make cross-functional collaboration your rallying cry! You can start with what you can control within the marketing and communications functions within your business unit. Involve other departments – even if that’s just telling them what you’re doing through internal communications efforts Integrate and syncronize your communications across marketing channels and look for the touch points where you can engage the customer – that could be using data when they call you or visit For most schools, your brand already owns space in the minds of certainly the internal university community, your job is not to invent, or reinvent it. It’s to uncover it and communicate it in meaningful ways Sub-brands need to work collaboratively with the Institutional super brandLet’s look at some examples….. The University of Minnesota seeks to be the preeminent research institution in the countryA degree from the University of Minnesota will enable you to make an impact in your chosen career and your communityLand grant, research institution, innovative, diverse, International etc.. It’s important to map out your brand platform or brand portfolio Brand promise – The College of St Scholastica will prepare it’s students for lives of leadership, scholarship and serviceGraduates of St. Scholastica have made invaluable contributions to their community from serving the public good through holding public office and enacting legislation that helps those less fortunate, to helping prepare students reach out and touch the world by becoming educators and furthering knowledge and intellectual curiosity Brand attributes – intimate, passionate, innovative, flexible, accessible The brand attribute matrix is nothing more than your brand attributes mapped across your sub-brands to determine which attributes each sub-brand has in-common. This will help you sync your messaging across sub-brands and help them work together in forging a common perception in the mind of the consumer. Tag lines – Driven to Discover, Learning to Touch the Work, Find ways to propagate your institutions elevator speech – put it on the back of business cards, mouse pads, your internal kiosks and monitors. Work to takes steps so everyone in the institution can recite it Even the best marketing can’t sell a bad product. How does your organization roll out new academic programs? How are they created? Is it driven by a faculty member who has an interest in a particular subject? Or is your institution studying market demand, competition, job trends, etc. and creating programs that not only fit your academic mission, but have the chance to succeed because they’re in demand, or differentiated from others in the market place. It’s OK to talk about price – 70% of students and family look no further than your sticker price. We are moving into a world where most schools will have to compete more on price. How can you help your students? Federal, State and Institutional aid, internships and assistantships, employer subsidies from a corporate outreach strategy For many students education is about jobs. Bring career outcomes and earning potential into the conversation when it helps overcome perception of cost. You can start with the value of a college degree then expand by UG major or graduate program Let’s talk about online… does your institution have a distance learning strategy? The proliferation of for-profits schools and online learning is at the heart of much of the disruptive changes sweeping higher ed. A distance learning strategy may no longer be about expanding market share but protecting market share. Segmentation is at the heart of successful marketing plans. Media fragmentation has made our jobs really difficult. In the 60’s and 70’s a TV campaign would insure everyone who needed to know would. Today, understanding media consumption by segment is complex. People see the billboard, or the google display ad and think marketing is really simple. “I could have written that headline on that billboard or that display ad”. They have no idea of the analysis, planning and segmentation that went on behind the scenes to put the right message in front of the right audience promoting the right product using the right media, at the right time. What we do is complex… it just looks simple. In the end, everyone thinks they’re a marketer. Politics are everywhere. Creating policies to govern marketing activities can help avoid major hurdles. Who gets their own logo?How many FB accounts can we have? We’ve gone from mass production to mass customization and customers expect you will have programs that fit their situation and need (online, flexible schedules, accelerated programs) Our challenge is to break from the pack and standout. It amazes me how many schools still put the smiling student on the billboard with some a statement that does nothing to break from the norm.Take a chance, use humor, strive for the unexpected. Don’t confuse media with marketing. As we talked about earlier, marketing is an organization and set of activities. Media are the channels available to deliver compelling messaging to your target audences. There are more media channels available then most realize. From traditional media to digital to guerilla… think creatively about how to intersect with your key audiences. If your not doing image and perception research you need to be. It needs to be measured across your key audiences and measured overtime to determine success or failure in growing brand awareness and positioning your brand and key messages over time. This is the real key to branding. This is a long-term endevurethat never ends and will in the end determine your success in establishing, positioning or growing your brand. Use Best Buy customer centricity exampleSometimes 80 or 90% is OK. What’s the opportunity cost to get to 100%??Speed is life from this day forward Higher ed was late to the game in terms of CRM… Other industries have adopted CRM and databased decisions and it’s transformed every aspect of their operation. Organizations are great ad adding things but seldom stop doing things. Few institutions have the dollars to move the needle quickly. For an industry that has just recently recognized it’s a business and has to compete for students, the level of funding will be slow to catch up to the goals. Reallocating dollars from non-mission critical activities is a great way to start. It’s time to rethink your business. I can’t stress the importance (and difficulties) associated in involving the campus community. Marketing is easy to critisize because it’s so visible. The best way to avoid the critism is to find ways to bring others into the process. These are important activities… if you can’t address them through internal staff, seek outside help from a research firm or consultant Too many marketing groups work in a vacuum. You can’t the outcomes are too visible and they represent the interests of the entire organization and all it’s stakeholders. Think about marketing as being a public trust. The vocal minority will always be on the no side with a few less vocal strong advocates for what you are doing. The vast majority will be somewhat ambivalent. Publics could be competitors, state government, businesses, as well as the consumer. Check out the tag line database on the Stamats website IMC goal seeks to deploy a message that effects an outcomeIM goal involves broader activities than just messaging StrategyTacticStrategyStrategyTacticTactic 70% core activities that can be sustained and measured20% against new activities that you can test and shiftHold 10% in reserve to address new opportunities IKEA wanted to open a new store and the marketing director was given only $20,000 to promote it. Rather than buying advertising they painted a big yellow square in the parking lot and invited the media and general public to come and pick a free piece of furniture. The value of the PR effort got them all kinds of coverage in the news which did far more than what their media budget would have supported.