The STEM Integrated Marketing and Communications Plan (IMC Plan) describes a new, holistic approach to the institute’s external marketing and communication strategy. The plan serves as a guide to help reshape brand perception, enhance awareness, and increase applications and enrolment. Secondarily, the implementation of this plan will help build internal culture and pride by fostering engagement among all members of the STEM community: students, parents, administration and faculty, trustees and local and international partners. In keeping with the strategic goals of STEM’s strategic plan and support of the Apajee’s workforce initiatives developed in collaboration with MS, it is essential that the institute builds on its collaborative marketing efforts to encourage more students to get the training necessary to succeed in today’s world.

1. Integrated Marketing
and Communications Plan
Quality Skills | Relevance | Accountability | Outreach | Employability
S C H O O L O F T E C H N O L O G Y

2. !2
Executive Summary
TableofContents
Executive Summary 2
Part I: Background 3
STEM today 4
SWOT 7
PESTEL 9
Part II: Planning 10
Goals and Objectives 11
Target Audiences 13
INTRODUCTION
The STEM Integrated Marketing and Communications Plan (IMC Plan) describes a new,
holistic approach to the institute’s external marketing and communication strategy. The
plan serves as a guide to help reshape brand perception, enhance awareness, and
increase applications and enrolment. Secondarily, the implementation of this plan will help
build internal culture and pride by fostering engagement among all members of the STEM
community: students, parents, administration and faculty, trustees and local and
international partners.
In keeping with the strategic goals of STEM’s strategic plan and support of the Apajee’s
workforce initiatives developed in collaboration with MS, it is essential that the institute
builds on its collaborative marketing efforts to encourage more students to get the training
necessary to succeed in today’s world.
JUSTIFICATION
An integrated institute marketing and communications plan is needed because alongside
increasing competition for desirable students, TVET sector has seen a downward trend in
applications, enrolment, and new student applicant quality. Observation and research
confirm the opportunity to define and promote a cohesive brand identity. This brand will
continue gaining equity over time with reinforcement of compelling narratives from
stakeholders and the marketing of educational products and services strengths.
While those who are already part of the Apajee community are aware of the cause’s
exceptional qualities, there is a pattern among them of vague positivity. This vagueness
hinders our project’s ability to reach current and potential students, families and faculty
Part III: Execution 16
Marcom Champions 17
Strategies and Tactics 18
Enrolment 19
Brand Identity 24
Integrated Marketing 29
Evaluation 31

3. !3
Part I: Background
INTRODUCTION
Part I of this document identifies the current environment where STEM competes for
students, seeks to increase brand awareness, and engages resources and community
stakeholders.
The plan examines three categories of competing institutions in order to identify our
institute’s most significant opportunities. Industry trends among private TVET providers are
also included to illustrate a broader context.
Once institute’s specific and broader operational contexts are established, the long-term
goals established by the STEM Tomorrow Plan will be addressed.
Finally, Part I concludes with a high-level analysis that synthesises collected research and
observations into strengths and opportunities for ongoing consideration.
External Profile
Align STEM’s external reputation with the vision
Strategic Fit: OUTREACH
Our Mission and Vision statement create an opportunity to refine our identity and
marketing approach to highlight differentiating strengths and our most prominent
commitments and characteristics. We will effectively promote those nationally and around
the world. Our external partnerships and public and civic engagement commitments are a
major part of our profile, and we will continue to develop, connect, and elevate them,
particularly those that resonate with our core academic commitments. We will develop
partnerships with industries, governments, and other constituents. Finally, we will explore
and develop initiatives enhance branding and to increase revenue from sources other than
tuition.

4. !4
PART I: BACKGROUND
STEM today
CHALLENGES
This section is informed by extensive brainstorming by some basic research that reveals
the specific challenges currently facing STEM.
Our brand visibility
Since STEM is a new venture, it is evident that students and their families lack awareness
of the STEM brand prior to researching further education and training. Though the campus
is visible in Nowshera, initial assessment reveals a narrative that general awareness of the
existence and quality of STEM needs to be established among target audiences.
Alongwith market visibility, potential confusion about the work of trust and affiliation and a
lack of external identity contributes to the lack of brand recognition.
Until recently, STEM spent limited resources on marketing. As a result, the external
audience is vastly unaware of the news and events happening at the trust, have limited
awareness of the organisations’s attributes, and have rarely encountered trust outside of a
directed effort to learn about the functioning. However, some resources are available:
potential students and their families have met or read about the organisation, known
current staff, or been introduced to MES. Without a consistent brand identity, each
individual continues to introduce their own version of the STEM story, and while their
narratives are useful in promoting awareness about the institute, they are not part of a
compelling, succinct, and memorable whole.
Our ability to recruit the most desirable students
So far, STEM is not the first choice for the type of prospective student who would
appreciate the institute’s qualities most. The organisation is currently perceived as a
charitable organisation, not a value-for-money choice or aspirational TVET provider.
COMPETITIVE ANALYSIS
Similar Institutions
Among other state and private providers, STEM compares favourably in industry expertise,
operational model, market-driven programming and a strong passion to engage with
community. There is no provider which stands out in academics with a student and/or
skills focused approach. In general, these organisation have a much higher out of
Nowshera population, indicating a broader brand awareness among potential students.

5. !5
Nearby Institutions
Measured against well-known providers, STEM is higher than average for tuition costs and
these costs are more than several technical and vocational schools to which it is often a
second choice.
For nearby institutions, a high student to faculty ratio, inadequate infrastructure, and low
tuition cost are all characteristics of other providers. Among the private institutes, Forward
Institute of Technology has the highest reported average pass-out ratio after City, low-
range tuition cost, and the second lowest student to faculty ratio.
When it comes to qualitative assessments of these providers, City Polytechnic Institute
and College of Management Sciences (CPI-Nowshera) is the exceptional institute offering
DAE Electrical, DAE Civil and DIT. It ranks No 1 for quality curriculum, and within the top
ten for students topping in final exams, best run facility, great financial aid, adequate
equipment, and a diverse student population.
Aspirational Institutions
In comparing STEM to a group of schools identified as aspirational institutions, there are a
few key observations. First, STEM is one of the largest future schools on this list, while
having a tuition cost that is significantly more than the average. STEM is significantly
different from the schools in this category in the share of out-of-city students: On average,
50 percent of students are out-of-city, whereas STEM is expected to yield less than 50%
percent.
Interestingly, many of these providers that are much more affordable than STEM are
considered best value schools, including Apostle and National. Apostle dominates this
group in range of program categories but demonstrates demonstrates a shift towards
offering non-technical programs, while Pakistan Degree College is affiliated with a range of
awarding bodies.
INDUSTRY OUTLOOK
Nearly everyone has less money to spend.
While families have less money to spend, the cost of a vocational course continues to
increase. This is compounded by the fact that recent gains in the economy have not been
spread evenly among income levels, meaning the middle class continues to shrink, while
making up a larger portion of prospective TVET students. The unfortunate result is that the
price tag can be a significant consideration for students and their families when
researching options. Despite financial concerns, many of the country’s leading TVET
providers boast full classes, which suggests that many families and students are more
than willing to invest in an education when the quality is believed to be high. For STEM,
this presents an opportunity to extend its brand awareness and further convey value.

6. !6
Growing probe into the value of TVET
The proliferation of online courses, for-profit universities, and vocational schools all create
an environment where it is difficult for some to recognise the value of a traditional TVET
values. This is coupled by the perception that the opportunity cost of going to a four-year,
university does not have significant return on investment on an individual’s career.
Quantitatively, it is still true that TVET graduates make more money over their lifetimes and
are physically and emotionally healthier than their peers.
TVET to meet the needs of increasingly diverse student populations
Although incoming TVET students have less diversity in economic background, there is
more diversity in every other measure. Pakistan’s demographics are changing to be more
ethnically and linguistically diverse, and current economic conditions are driving many non-
traditional and students pursue further education.
Campuses that encourage and embrace diversity with intentional teaching and learning
opportunities will provide valuable experiences to their students and important support to
their bottom line by growing an engaged alumni base.
There is an ever growing demand for the designing of a range of training programs in
order to meet the needs of different categories of workers (on the basis of age, gender,
skills requirements). Parents and learners expect providers to create and strengthen
existing linkages the industry and potential employers for up-to-date information about
current market demands. Rural as well urban population expects training institutes to be
accessible and vibrant in terms of there offer. Some income groups demand for a stipend
to be provided as a compensation for trainees’ forgone income. Students as well as
faculty are not satisfied with the content, relevance, length, timetabling and class
schedules. Sector specific training is rare and lacks connections with the industries/
economic activities in the area.
Technology use not limited to the labs
An authentic, data-driven, multi-channel digital communications strategy is essential. The
generation of people who are applying to colleges and universities now are native to the
Internet. This group is the first to grow up in a truly tech age. Because of this, this group
has an expectation that technology is central to their educational experience. Further, they
will expect educational providers to engage with them using technology before and after
their years on campus.

7. !7
PART I: BACKGROUND
SWOT
Apajee Identity
• Mission, vision, values/philosophy,
goals and objectives perceived as
distinctively community-service driven
Academic Quality
• Curriculum exceeds national
standards
• Overall quality of career-ready plan
• Curriculum is current and up to date
• State-of-the-art technical and non-
technical labs
Customers/Markets
• Parent’s perceived commitment of
educational values
• Ability to offer programs to meet
community and industry needs
Recruitment/Retention
• Effectiveness on retaining current
students
• Quality of recruitment material and
marketing research
• Financial aid program
Marketing/PR
• Appearance and content of digital and
non-digital publications
• Overall quality of our communication
• Marketing and communication efforts
consistent with strategic plan
• Strategic marketing plan in
development
STRENGTHS
Leadership
• Ability to create and sustain a vibrant
community
• Evidence of entrepreneurial,
managerial, and educational
leadership
• Quality of institute communications
• Ability to articulate a positive vision for
STEM
Governance
• Presence of a board with by-laws that
is committed to long term health of
project
• Regular review of school’s financial
status
• Presence of a 5 year strategic and
financial plan
• Board’s collaboration with a wider
institute community
• Responsiveness to change
• Perceived responsiveness to parent
concerns
• Institute climate and culture
• Finances
• Presence of 5 year financial projection
and strategic tuition planning
• Market driven faculty salary structure
• Presence of standardised budget
process and strong development
Facilities
• Existence of a long term capital
improvement plan and a capital

8. !8
Academic Quality
• Inability to recruit strong faculty
• Capacity and knowledge of staff in
new areas of development
Customers/Markets
• Have not accessed market
populations yet
Recruitment/Retention
• Have not initiated any programs
• Not a strong relationship with feeder
schools
• Low enrolment at beginning
Marketing/PR/Development
• Adequacy of funds budgeted for
marketing
• Knowledge of market and competition
Facilities
• Facilities capacity is limited to house
academic programs.
WEAKNESSES
Customers/Markets
• Size of market population is growing
• Knowledge of current potential
customers and markets
• Growing population
Marketing/PR/Development
• Image in community
• Appearance and content of
publications
• Usage of social media
Recruitment/Retention
• Degree of collaboration with nearby
schools
• Collaboration potential with
competitors
• Competitors’ policies and practices
• Innovations in industry
OPPORTNITIES
THREATS
Customers/Markets
• Perceived price sensitivity
• Changing parent needs and
preferences
Competition
• Perceived quality of local public
schools and local private providers
• Families’ affordability
Governance
• Funding profile and impact on
financial wellbeing
Leadership
• Over-dependance on key staff
Government, Economic, and Societal
Influences
• Changes in economic conditions
• Changes in demographics
• Changes in regulations/policies
affecting TVET
• Changes in social values and norms
• Changes in government regulations
affecting the institute

9. !9
PART I: BACKGROUND
PESTEL
• Policy changes uncertainty but also
new opportunities
• Partnership with local authority in time
of significant change
• New government and policy context
• Implications of new policy and
structures in relation to TVET
POLITICAL
• Understanding growth sectors and
new curriculum demands
• Need for new and as yet unknown
skills
• R&D and new product development
• Move from old model to new
enterprise
• Developing new approaches to
employers and engagement
• New partnership challenges and skills
needed to work collaboratively
• Governance and decision making in
relation to the pace and complexity of
change
• Changes to funding and provision
structures and priorities
• Need to re-balance economy and
stimulate economic growth
• Instability and reduced public sector
• spending on client base
• Local worklessness and long term
unemployment
• Potential skills demand
• Learners and employers
understanding of growth sectors
ECONOMICAL
• Addressing inequalities of opportunity
and outcomes across the different
communities of
• Promoting social inclusion
• Community cohesion
• Raising aspiration
SOCIAL
TECHNICAL
• Statutory and legislative drivers for
achieving accreditation and additional
qualifications
• Safeguarding
• Health and safety
• Delivering the Human Resource and
Chang Management required to
achieve this strategic plan
LEGAL
• Condition and suitability of premises
and limited options for development
• Law and order situation
ENVIRONMENT

10. !10
Part II: Planning
Prepare students for the
challenge of securing
employment in today’s
rapidly evolving
marketplace by
developing industry-
relevant skills training
and facilitating
employment
opportunities.
Quality Skills
Relevance
Become a trusted global
institution supporting
economic development
in communities by
maximising employment
opportunities for
individuals through
highly-regarded,
industry-led training
programmes.
Accountability
Outreach
Employability
MISSION STRATEGIC GOALS VISION
STEM
OUR
IMC
Increase awareness,
improve community
engagement and build a
positive image of our
programming by
implementing a
comprehensive,
strategic, co-ordinated
and proactive marketing
program.
Enrolment
Resourcing
Position STEM as the
preferred provider of
21st century TVET
solutions that equip
young Pakistani
tradesmen with career-
ready, highly-regarded
and industry-led
programming.Engagement
INTRODUCTION
Part II of the IMC Plan provides direction for STEN’s marketing and communications
efforts.
Initial goals and objectives lay the groundwork for the upcoming Year-Two, while broader
long-term goals and objectives direct marketing and communications efforts for the next
three to five years. These sets of goals will be measured and refined accordingly. Part II
also identifies target audiences, both internal and external to the institute.
With established goals and audiences, this section seeks to help define STEMs unique
brand messages and principles that will inform future marketing efforts.

11. !11
PART II: PLANNING
Goals and Objectives
• Stakeholder
interviews
• Competitive
analysis
• Marketing
materials audit
• Surveys
Research and
development
1. ENROLMENT
OBJECTIVES
Increase enrolment
Exceed enrolment
targets
• Increase
applicants
• Increase
enrolment yield
• Increase retention
of enrolled
students
• Enhance quality of
applicants
• Ensure retention of
enrolled students
• Collaboration and
partnerships
• Career counselling
• Content for digital
• Regular updates
• Digital resources
• Brand identity and
guidelines
• Campus branding
• Communications
training
Update assets
2. RESOURCING
OBJECTIVES
Brand awareness
Strengthen brand
awareness
• Consistent
storyline
• Awareness and
community
relations
• Brand
ambassadors
• Web traffic
• Blog
• Brand consistency
• Strengthen
community
relations
• Brand
ambassador
support
• Stakeholder
support

12. !12
• Student council
• External
recognition for
academic
achievement
• Media outreach
• Student-staff
relations
Academic repute
3. ENGAGEMENT
OBJECTIVES
Outreach plan Increased engagement
• IMC methods
• Comparisons with
aspirational
providers
• Build consensus
and buy-in
• Strategic
counseling
Enhance quality of
applicants
Ensure retention of
enrolled students
Incentives
Crisis Communications
Advisory council

13.
!13
Adult Influencers
PART II: PLANNING
Target Audiences
EXTERNAL AUDIENCE
Existing awareness of STEM and its unique offerings are currently limited among key
external audiences. Therefore, the opportunity to promote a strong, relevant brand is
significant. IMC Plan aims to increase desired outcomes, with brand messaging
responding directly to the target group of stakeholders.
Parents / Families
Students
Prospective Students
High-achieving students with a desire for
academic, interpersonal, and social
challenges and opportunities. Ideally, this
group will hear about us from
• their schools or;
• friends and families or;
• a trusted brand ambassador.
The quality of our unique programs and offer
should be the core elements of early brand
exposure to this group using various tools.
Parents and Families of Prospective Students
This group includes parents, grandparents, siblings, and extended family members, all of
whom can influence a student’s decision on where to attend further. Especially important
in this group are family members who would have some information about our brand. This
audience will have unique insights into the prospective student and whether we are a
good fit. Awareness of STEM might come from a trusted source or even an advertisement,
but further attention to the quality of programs and the value of the completed course will
drive interest. This group will become highly aware of the financial cost of STEM’s courses.
This, alongwith a strong desire to find the best match for the prospective student, are
significant factors when considering STEM.
Adult Influencers of Prospective Students: This group will primarily be teachers and
staff with high schools and private tuition centres. Their insights into the differences
between institutes coupled with first-hand knowledge of students’ personalities and
abilities, make them ideal ambassadors for STEM. These influencers should be reached
with very targeted messaging about STEM’s Quality Skills initiative, unique campus culture,
and the many meaningful opportunities for students, their families and communities.

14. !14
Staff / Faculty
Alumni
Community Members
This group includes business owners,
local politicians, thought leaders, and
participants in on-campus events as well
as key individuals in traditional and digital
media. Their potential to grow into
ambassadors, influencers, and donors
should be top of mind when reaching out
to these individuals and organisations.
Donors/
Funders
Community
Members
Donors and Funders
While strong branding and community relations will be important to acquiring and retaining
donors and funders, this group is also a referral resource for potential students. Special
effort should be paid to providing this group with behind-the-scenes insights into how their
money is supporting STEM students. Within this group, the institute will seek out
individuals who can positively impact our reputation and influence on recruitment.
Others include each and every individual and/or organisation interacting with STEM.
While the messaging may be different for each of these groups, there are some core
approaches that will be consistent. In the initial phases, the priority will be reaching
individuals in identified key markets in the district with a compelling invitation to visit
campus. As the geography expands, so does the message, transitioning from invitations
to engaging testimonials, and finally to STEM’s
exceptional program reputation and outcomes.
Parents / Families
Students
INTERNAL AUDIENCE
Though the majority of
resources will be used to
increase desired outcomes
among external audiences,
earning commitment and loyalty
from STEMs internal audiences
must always be a priority.
Trustees
Students
Our student population will be
diverse, academically strong, and
vastly reliant on we organise STEM in
the first phase.
• Boards
• Business Community
• Civic Leaders
• Elected Officials
• Government/Law
Enforcement
• Media
• Prospective Employees
• Religious Leaders
• Schools/Tutors
• Other Communicators
Board
Advisors Contributors

15. !15
Parents and Families
Majority of our students are expected to come from within Nowshera and would represent
a wide range of family beliefs.
Alumni
Any student who completes a course at STEM would be considered an alumnus.
Staff
Director Education and Development will lead a team of overhead staff as well as highly
quality faculty. There would be a greater share of males among faculty.
Board
Board is leads execution of a capital campaign to finance STEM facility which is
determined by the Board of Trustees.
Trustees
STEM’s Trustees endorses an academic direction for the institute. The institute’s Mission
and Vision Statement, developed iteratively with broad feedback, has been adopted by
the trustees.
Advisors and Contributors
This group is plays an instrumental role in helping STEM formulate its strategic goals.
KEY STAKEHOLDER PERSONAS
Below are select stakeholder personas that assist in illustrating the STEM’s various target
audiences.
Prospective Student: Ali | Age 16, from Nowshera
Ali is interested in going to a local vocational institute and land a job right after completing
a short course. He is looking for a campus that offers programming to help him become a
career-ready person. He is not sure what he wants to do yet, but he values a strong
academic reputation and employment opportunities. As a high-achieving student, he
expects quality for money and quick return on his family’s investment.
Parent of a Prospective Student: Syed Quraish | Age 41, from Risalpur
Syed knows that his son Khalid is a bright student with a great deal of potential. He wants
his son to study further, but has a large family to support and does not see any value in
traditional study options. He is not happy with the economic situation in the province and
thinks Khalid should pursue a technical course which would enable him find work right
after completion. He has some money set aside for this and wants a firm commitment
from a provider.

16. !16
INTRODUCTION
This part of the document provides a roadmap that will guide marketing and
communications efforts towards accomplishing stated goals.
Members of the integrated marketing team are defined in this portion of the Plan:
Individuals from inside and outside the STEM community will collaborate on and contribute
to the successful execution of these recommendations.
The outline of the team is followed by recommended strategies and tactics that explicitly
align with the Year-Two goals we have identified. Closely related to these
recommendations are the key performance metrics that will be used to provide insight and
the measure achievements of each initiative. Measurement, diagnostics, and maintenance
are crucial to the ongoing health of STEM’s many digital channels, and we have made
recommendations for benchmarking and measuring goal attainment.
Part III: Execution

17. !17
Marcom Champions
PART III: EXECUTION
The success of the plan starts from within. Marketing and communications champions,
from both on and off campus, are required to develop and execute the strategies and
tactics outlined in this plan.
The entire team is made up of three pillars: STEM’s Director Education and Development,
Project Manager, and a well-equipped group of brand ambassadors. Internal support from
faculty, staff, and administration is a crucial component of the plan: the marketing
champions are brand ambassadors, working to support development and dissemination
of brand efforts throughout the organisation.
STEM Communications: Internal Team
STEM’s internal staff provides daily management of all mission-critical communications -
led by the Director Education and Development. The Administrator assists in executing
and analysing marketing initiatives, both short-term and ongoing, and provides an
important link between our internal stakeholders and brand ambassadors to make sure all
touch points remain unified and ‘on brand.’
External Consultants
As needed, external partners will offer valuable insight and implementation in areas such
as developing marketing strategies, planning and managing programs and initiatives, KPI
monitoring and reporting, comprehensive IMC plan reporting, providing general
perspective and analysis, and contributing ideas and expertise.
Brand Ambassadors
Faculty and staff are the first essential group of brand ambassadors. Being physically
present on campus and accountable to the institute as employees gives them both great
insight and great responsibility. It is essential to the success of this plan that marketing
leader provides information to this group, while at the same time seeking insight from
them. Faculty and staff will serve to support, challenge, and finally share brand efforts put
forth by the marketing plans.
The second essential group of brand ambassadors are STEM alumni. Like the staff and
faculty, they will have their own insights and experiences informing their perception of the
institute. Like the faculty, they have a significant interest in seeing our visibility increased
and its reputation enhanced. For these reasons, it is expected that this group will be highly
motivated to participate in these efforts.

18. !18
Strategies and Tactics
PART III: EXECUTION
Included in this section are detailed strategies and tactics for each of the Goals and
Objectives recommended for Year-Two of this Plan. While many of the strategies and
tactics reflected here are already part of STEM’s marketing approach defined in the
Business Plan, they are included because these strategies and tactics are continuously
optimised and strengthened in subsequent years.
For reference, the appendix provides a list of the initiatives, with goal alignment, organised
according to the cycle of the academic calendar.

19. !19
1. GET TO KNOW STEM CAMPAIGN
A kick-off campaign to introduce students and their families to STEM is recommended, as
the message of a new brand should reach a broad spectrum of audiences and not focus
solely on very specific student population. The intent is to create initial awareness of the
institute to prospective students and move STEM into their consideration set when
narrowing their list of preferred schools. This would create result in strengthening the
word-of-mouth-marketing agenda.
STRATEGIES
1.1. Identify appropriate media vehicles to reach curriculum target market segment
(males, ages 16–17) a minimum of 3 times per campaign flight through traditional
media.
1.2. Identify appropriate media vehicles to reach curriculum target market segment
(males, ages 16–17) through non-traditional/new methods.
1.3. Implement marketing and enrolment management tactics to increase the enrolment
of students at STEM.
1.4. Plan and implement a targeted print campaign.
1.5. Supply institute promotion of specific events, activities, courses, programs, and
services.
1.6. Create and implement targeted marketing campaigns.
1.7. Plan STEM launch.
Enrolment
PART III: EXECUTION - Strategies and Tactics

20. !20
ENROLMENT Strategies and Tactics PART III: EXECUTION
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
1.1 Traditional
media (TV/
cable)
Broadcast television/
local cable ads/ticker
Identification of appropriate
TV channel(s) FM stations /
cable operator(s)
Negotiate pricing
Explore effectiveness
All Exploration and
consideration of
STEM
Enquiries/visit
tracking sheets
Website visits
Record of
attendance
Minutes of the
meetings
Press clippings/
online links
Campus visit
enquiries
Number of
suspect/
prospect
students,
enrolments,
quality students
Questionnaires/
referral details
31 Aug DED,
Adm
Radio spots
1.2 Non-
traditional (e-
mail)
E-mail marketing High schools and tuition
providers - build database
through ‘permission’
marketing
10 Sep DED,
Adm
Prospective Students /
Parents e-mail database (
Develop/ purchase list of
qualified prospective
students)
Media contacts e-mail
database
Other contacts e-mail
database
Strategic e-mail
blasts
Registration periods, social
networking, marketing
campaigns
15 Sep DED,
Adm
1.2 Non-
traditional
(web-based)
Execute social
media/ networking
campaign
Facebook, Twitter, etc
Continuous updates and
improvements
DED, PM
Use of video and
interactive media
STEM website, Vimeo, etc 12 Sep
Creation of an e-
brochure on STEM
website
Produce personalised
brochure based on a user’s
interests
Online candidate
registration portal
Asking marketing specific
questions (e.g. how did you
come to know about us)
Use of technology on
STEM website
(blogs, podcasts)
Draft of STEM blog policy
has been developed
20 Sep
1.2 Non-
traditional
(phone)
Cell phone/ text
advertising
Similar to emergency alert
system for distribution of
information
All 31 Aug DED,
Adm
1.2 Non-
traditional
(other)
Step stake ‘yard’
signs
Placed throughout service
area at specific time periods
(signs provide registration
information and STEM
website address)
15 Sep
Encourage ‘word of
mouth’ promotion of
STEM offer

21. !21
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
1.3 Dissemination
of information
to students
MES recruitment
(testimonial letters,
phone calls,
successful
placements)
Recruit a student’ campaign Students Exploration and
consideration of
STEM
Enquiries/visit
tracking sheets
Website visits
Record of
attendance
Minutes of the
meetings
Press clippings/
online links
Campus visit
enquiries
Number of
suspect/
prospect
students,
enrolments,
quality students
Questionnaires/
referral details
15 Sep DED,
PM
Student Ambassador
program (student
blogs, prospective
student recruitment)
30 Sep
Orientation session
at STEM
High school students and
parents visit STEM premises
Students
and
parents
26 Sep
Orientation session
at off-site facilities
(e.g. tuition
providers)
High school students and
parents attend STEM
presentations
Students,
parents
and hosts
15-19
Sep
Departmental
information sessions
and open houses
Promote information
sessions and open houses in
advance of event
Students
and
parents
26-30
Sep
A systematic
schedule for
outreach team to
visit high schools
Students,
parents
and hosts
10 Sep
Pop up’ admissions
tables
Off-site venues 15-19
Sep
1.3 Dissemination
of information
to students
Bulletin/ notice board
space in each high
school/ coaching
centre
Train staff to answer
telephonic/ e-mail enquiries
All 19 Sep
Create and promote
leadership
scholarship to attract
high school students
Merit-based maybe 1 Oct
Direct website
marketing
Website specifically targeted
to current and graduating
high school students
20 Sep DED,
PM
Relationships with
high school
administration
through an on-
campus visit/ event
Schedule appointments
Document relevant events/
activities
Decision-
Makers
15-30
Sep
DED,
PM
Provide information
to high schools
Recruiting posters,
cooperative programs
brochure, STEM catalogue
Direct mailing Target parents of high
schools students and/ or
high school students
ENROLMENT Strategies and Tactics PART III: EXECUTION

22. !22
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
1.4 Targeted print Variable data
publishing
(customised print
material)–use mailing
lists to reach target
audience
Class listings, seminars,
registration information
Exploration and
consideration of
STEM
Enquiries/visit
tracking sheets
Website visits
Record of
attendance
Minutes of the
meetings
Press clippings/
online links
Campus visit
enquiries
Number of
suspect/
prospect
students,
enrolments,
quality students
Questionnaires/
referral details
Print: 20
Sep
Distr:
15-30
Sep
DED,
Adm
Standardise flyer
distribution for
programs and
information to area
school systems
Combine curriculum and
relevant information
1.5 Community
focus
Supply local
businesses, agencies,
public and private
offices, libraries, and
others with
recruitment materials
Develop and implement
STEM literature distribution
plan
Speaking and
representation
opportunities
Organised efforts for STEM
faculty and staff to speak
at civic organisations,
community groups, area
without a TVET facility, etc
15-30
Sep
DED,
Adm,
Faculty
As a duty-of-care
respond to important
events/ issues
ongoing All
Lecture series STEM faculty and staff
organise lecture series at
various locations
15-30
Sep
Faculty
Look for the
opportunities to
contribute to other
school's publications
Partner high schools/
coaching centres
next
step
DED,
Adm
Provide
representation for
community-led
meetings and events
ongoing All
Work with partners in
education to expand
the impact of
business partnerships
with students
and schools.
15-30
Sep
All
1.6 Bridge program Send personalised
STEM letter to
schools and providers
Congratulate student and
provide information about
curriculum programs
next
step
DED,
Adm
Offer placement tests
to students and send
letter of acceptance
Make graduates feel as if
they have been ‘accepted’
into STEM
26 Sep
ENROLMENT Strategies and Tactics PART III: EXECUTION

23. !23
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
1.6 Bridge program Provide and promote
incentive to enter
curriculum program
Define criteria Exploration
and
consideration
of STEM
Enquiries/visit
tracking
sheets
Website visits
Record of
attendance
Minutes of the
meetings
Press
clippings/
online links
Campus visit
enquiries
Number of
suspect/
prospect
students,
enrolments,
quality
students
Questionnaires
/referral details
15 Sep DED,
Adm
Establish
relationships with
students at high
schools
Regular visits to classrooms next
step
all
1.6 Non-completers Development of
marketing campaign
Evaluate systematic method
that tracks registration and
then create appropriate
marketing campaign
20 Aug DED
1.7 STEM launch Plan activities related
to launch
incorporating
strategies 1.6
Launch event
STEM tour
20 Aug DED,
Adm
Presentations/
individual sessions
for students and
parents.
launch
day
all
Press releases with
dates and
information in local
media
1 Sep DED,
PM
Material designing
and printing
Business cards, letterheads,
envelopes, folder, badges,
photocopying, streamers,
other stationery items
22 Sep DED,
Adm
Launch day logistics Seating, refreshments,
equipment
Hiring and induction
of staff
to start from 15 Sep
HR policy, induction pack
Curriculum availability
10 Sep DED,
Adm
Encourage ‘word of
mouth’ promotion of
STEM registration
dates and tours
ongoing all
ENROLMENT Strategies and Tactics PART III: EXECUTION

24. !24
Brand Identity
PART III: EXECUTION - Strategies and Tactics
2. STEM IS A BRAND NEW IDEA CAMPAIGN
As the ‘Get To Know STEM’ campaign continues within the target market, efforts to
increase our brand equity through positive exposure and brand ambassadors should work
in concert with the ongoing enrolment campaigns. While our target audiences will benefit
from the broader branding campaigns recommended here, the opportunity to increase the
local community’s recall and affinity for STEM is more significant. We will specifically create
and promote opportunities that will bring community members to STEM facilities and
increase visibility of our brand ambassadors in the local community with real-time and
proactive marketing.
STRATEGIES
2.1. Communicate effectively with the external community (businesses, donors,
media, suspect and prospective students, parents and community) to build
awareness of events, activities, courses, programs, and services.
2.2. Communicate effectively with the internal community (students, faculty, staff)
to build awareness of events, activities, courses, programs, and services.
2.3. Create and establish a unified voice and visual identity for STEM.
2.4. Develop and implement a public relations plan that provides information to
media outlets on a continuous basis.
2.5. Grassroots initiatives - continued and amplified from the ongoing ‘Get To
Know STEM’ campaign

25. !25
BRAND IDENTITY Strategies and Tactics PART III: EXECUTION
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
2.1 External
communication
Events on campus to
showcase programs
and unique offer
Develop and implement
STEM literature distribution
plan
External
community
Exploration
and
consideration
of STEM
Enquiries/visit
tracking
sheets
Website visits
Record of
attendance
Minutes of
the meetings
Press
clippings/
online links
Campus visit
enquiries
Number of
suspect/
prospect
students,
enrolments,
quality
students
Questionnaire
s/referral
details
ongoing DED,
Adm
Form and build
partnerships within
the community
Sport leagues and
academies, masjids,
community centres
Promotion of
programs
Meet the Team’ event,
distribution of promos
29 Sep
Develop and
implement an alumni
relations plan
Establish long-standing
relationships with students
and families
next
step
all
Formation of
Anniversary
Committee
Refocus STEM brand and
increase community
involvement
next
step
all
Birthday e-mails Provide personalised contact
from STEM
ongoing DED,
Adm
Phone message
when caller is on hold
Provide announcements for
events, schedules, etc
1 Sep DED,
Adm
Promote trust’s
values
Fundraising campaings
Apajee specific events
ongoing all
Build brand affinity
and loyalty by
establishing personal
relationships and a
sense of community
with fellow providers
ongoing all
Develop and sustain
relationships with
local officials
Boards, ministry, law
enforcement - submit plan
30 Aug DED,
Adm
2.1 Collateral material STEM overview
brochure
Include in class literature
distribution plan
12 Sep DED,
Adm
Produce STEM
viewbook in multiple
formats (online, DVD,
print)
Incorporate technology and
video into recruitment tools
next
step
all
Annual Report Distribute in calendar format next
step
all
Custom publication:
‘Educating Central
Nowshera’
Print publication with
information that appeals to
wide audience, include in
literature distribution plan
next
step
all
Other policy and
procedural
documents
Health and safety
Code of conduct
30 Sep DED,
Adm

26. !26
BRAND IDENTITY Strategies and Tactics PART III: EXECUTION
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
2.1 External
communication
Prospect reminders Contact to increase number
of prospects that become
applicants
External
community
Exploration
and
consideration
of STEM
Enquiries/visit
tracking
sheets
Website visits
Record of
attendance
Minutes of
the meetings
Press
clippings/
online links
Campus visit
enquiries
Number of
suspect/
prospect
students,
enrolments,
quality
students
Questionnaire
s/referral
details
ongoing all
Display boards Update design and
information for STEM/
program display boards,
represent at events, fairs, etc
next
step
all
Other collateral
materials as needed
Other needs including, but
not limited to: special events,
brochures, flyers, postcards,
etc
next
step
all
2.2 Internal
communication
Event and specialty
flyers
Internal
Community
next
step
all
STEM catalogue
(print and/or online)
Provide current programs of
study and student policies
and procedures
10 Sep DED,
PM
Student Planner and
Handbook
Provide scheduled events
and other important dates
10 Sep DED,
PM
Community service
project for faculty
and staff
Faculty/ Staff next
step
all
Bulletin board noting
faculty
achievements
Online and premises display Internal
Community
next
step
all
2.3 Visual Identity and
Style
Visual Identity
Standards and
comprehensive Style
Guide update
Include logo guidelines,
typefaces, colours, primary/
secondary colour palettes,
email footer/ signatures,
directional signage, signage
guidelines
External/
Internal
Community
21 Nov DED,
Adm
Business cards 22 Aug
Staff/ Student IDs 22 Aug
Student diary 22 Aug
Visible entrance and
city signage
22 Aug
Merchandise/
apparel
Update on an annual basis next
step
2.3 Messages Establish STEM core
attributes to guide
external marketing
messages
Recommended messages:
cost, financial aid, and
academic reputation
External/
Internal
Community
next
step
DED,
Adm
Establish STEM
tagline
External message that
communicates value and
builds the reputation of the
institute
5 Sep DED,
PM

27. !27
BRAND IDENTITY Strategies and Tactics PART III: EXECUTION
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
2.3 Messages Value statement Internal message that assists
in guiding marketing
messages, gain clarity on
what value is being offered
Faculty/ Staff Exploration
and
consideration
of STEM
Enquiries/visit
tracking
sheets
Website visits
Record of
attendance
Minutes of
the meetings
Press
clippings/
online links
Campus visit
enquiries
Number of
suspect/
prospect
students,
enrolments,
quality
students
Questionnaire
s/referral
details
5 Sep DED,
PM
Positioning
statement
Internal message that
summarises the reputation
for which we wish to be
known
5 Sep
Brand mantra Internal message for faculty
and staff that develops from
synthesis of primary
attributes
5 Sep
Create messaging
highlighting the
unique STEM offer
External
Community
5 Sep
2.4 Public relations Annual media
schedule for
recurring stories,
events, activities, etc
Faculty/ Staff 15 Oct DED,
Adm
Send out articles and
feature stories
related to STEM
initiatives, events,
programs, etc
External
community
ongoing all
Build relationships
with media through
one-on-one story
development
Media to promote positive,
newsworthy stories
going on within the system
ongoing all
Maintain online press
room on the STEM
website to
continuously update
the media
about ours initiatives
and programs.
24 Oct DED,
PM
Distribute fact sheets
of our goals and
objectives to media
and update the
scorecard
report.
10 Sep DED,
Adm
Communication
skills/ Social Media
Skills workshop for
media
next
step
DED,
Adm
Maintain and update
media contact list
ongoing

28. !28
BRAND IDENTITY Strategies and Tactics PART III: EXECUTION
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
2.4 Public relations Compile
administration/ faculty
achievement and
expertise inventory
Use for media outlet
purposes
External/
Internal
Community
Exploration
and
consideration
of STEM
Enquiries/visit
tracking
sheets
Website visits
Record of
attendance
Minutes of
the meetings
Press
clippings/
online links
Campus visit
enquiries
Number of
suspect/
prospect
students,
enrolments,
quality
students
Questionnaire
s/referral
details
ongoing Adm
Identify public
relations firms in key
markets to help
increase brand
awareness.
next
step
DED,
Adm
Expand ‘Creating
Success’ database
To be used on STEM
website, AAJWT website,
and feature stories
External/
Internal
Community
ongoing Adm
Highlight personal
narratives of current
students and to
illustrate ‘Why STEM’
factor
ongoing DED,
Adm
2.5 Grassroots
initiatives
Partnership with
business leaders and
prominent
organizations, e.g.,
Spurs Sports &
Entertainment
Create opportunities
for the STEM
community to engage
within the district,
e.g., encouragement
at local sporting
events
Relevant events to host at
STEM:
Meetings, conferences,
introductory classes, visits by
suspect/ prospective donors,
TVET officials.
Promote campus-
sponsored programs
and events to bring
community members
to campus
Plan to submit 31 Oct
Partner with providers
to offer joint-
programs at STEM
Use IELTS/ communication
skills courses as our strength
Plan to submit
Plan small-scale
workshops and
training programs for
partner feeding
institutes, schools
and tuition providers
Plan to submit

29.
!29
3. CONSISTENT DELIVERY OF EXCELLENCE
Implement an integrated marketing approach to communication, marketing strategies, and
efforts from various groups and/or functions across the institute
STRATEGIES
3.1. Support outreach efforts through the development of integrated marketing
methods.
3.2. Support the efforts to complete an institute-wide campus-improvement
project to enhance the learning environment in the classroom and other areas
that attract and engage students.
3.3. In order to increase enrolment is focus Marcom activities on retaining new
students who have committed to STEM with their deposit.
Integrated Marketing
PART III: EXECUTION - Strategies and Tactics

30. !30
INTEGRATED MARKETING Strategies and Tactics PART III: EXECUTION
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
3.1 Integrated
Marketing
Update and customise
FAQs, checklists,
marketing and
communications
templates for various
audiences
Incorporate feedback from
internal and external
audience
External/
Internal
Community
Increase in
brand
awareness
(market
research)
Increase in
share of voice
Increase in
campus visits
and event
attendance
from the
community
Strengthen
brand equity
Exploration
and
consideration
of STEM
Enquiries/visit
tracking
sheets
Website visits
Record of
attendance
Minutes of
the meetings
Press
clippings/
online links
Campus visit
enquiries
Number of
suspect/
prospect
students,
enrolments,
quality
students
Questionnaire
s/referral
details
10 Nov DED,
Adm
Updates press-kit 16 Nov
Provide consistency
between print and
electronic media
ongoing DED
Integrate key
positioning messages
Refer to 2.3 for
development of marketing
messages
Integrate design
elements across all
external and internal
communication
methods (publications,
advertising, collateral
materials, signage,
website, etc)
Standardise request
process for updating
website information
Establish workflow process
to ensure accurate
information on website
Faculty/ Staff 16 Nov DED,
Adm
3.2 Campus
improvement
Coordinate campus
displays
Plan and co-ordinate an
improvement plan (similar
to school improvement
plan)
External/
Internal
Community
31 Oct Adm
Coordinate signage
and collateral materials
3.3 Retention Provide authentic
insights into STEM life,
such as programs and
student organisations,
as well as STEM’s
unique educational
opportunities.
ongoing DED

31.
!31
Evaluation
PART III: EXECUTION - Strategies and Tactics
4. CONSISTENT DELIVERY OF EXCELLENCE
Evaluate the effectiveness of marketing activities through data-informed research methods
increase the efficient use of resources in these marketing efforts, an internally-facing
initiative to establish and support data collection and analysis is recommended. This
initiative is unique from others in that it will require extensive statistical analysis.
STRATEGIES
4.1. Strategy 4.1: Conduct ongoing research to support marketing and outreach
decisions through primary data
4.2. Strategy 4.2: Analyse secondary data to support marketing and outreach
decisions
4.3. Strategy 4.3: Assess traditional media through post-buy/ post-campaign
analysis
4.4. Strategy 4.4: Assess non-traditional/new media marketing activities
4.5. Strategy 4.5: Perform a communications audit of marketing materials

32. !32
EVALUATION Strategies and Tactics PART III: EXECUTION
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
4.1 Primary Data Focus groups:
Qualitative
High school student focus
groups, community focus
groups, current student focus
groups, institute faculty/ staff
focus groups
External/
Internal
Community
Session-over-
session
increase in
return on
investment
from the
admissions
and
marketing
20 Oct DED,
Adm
Surveys: Quantitative High school students,
community members, current
students
31 Oct
Surveys: Quantitative Community survey
(benchmark survey)
ongoing
Surveys: Quantitative Student Media Preferences/
Communications Survey
31 Oct
Conduct an exit
interview in person
when possible
Track why students leave
(academic, financial,
relocation, disciplinary,
personal)
ongoing
4.2 Secondary
Data
Enrolled Student
Survey
Data collected on an annual
basis
10 Nov
4.3 Post-buy
Analysis
Media Research Broadcast and cable television
(measure impressions, reach,
frequency)
14 Nov
Arbitron Radio Ratings Radio (measure impressions,
reach, frequency)
14 Nov
4.4 Assessment Website tracking and
analysis
Measure direct URL,
navigation process of users,
frequently used areas of
website
ongoing
Measure response
rates from print
materials
Material will include a call to
action, such as reply card,
phone number, direct website
address
14 Nov
Measure inquiry calls/
volume of calls
Formal and/or informal
tracking of phone calls
ongoing
4.5 Communicatio
ns audit
Track enrollment
management data
(inquiries, prospects,
applicants, enrollees)
Systematic approach 30 Nov
Perform an audit of
available data related to
admissions, marketing,
and advancement
costs to determine
what analysis is
possible.
Costs: Recruiter travel , vents,
print/ direct mail advertising,
traditional advertising, salaries,
digital advertising, geography
30 Nov

33. !33
EVALUATION Strategies and Tactics PART III: EXECUTION
Strategy Tactic Additional Information
Target
Audience
Desired
Outcome/
Measurement
Timeline Who
4.5 Communicatio
ns audit
Identify data points
related to costs that are
possible to collect, not
currently being
collected, but
potentially useful to a
meaningful data
analysis
Session-over-
session
increase in
return on
investment
from the
admissions
and
marketing
5 Dec
Evaluate effectiveness
of methods for
collecting data and
information
Is there a call to action? Is
there a way to measure
effectiveness?
5 Dec
Determine most
appropriate method of
communication and
position messages with
a consistent voice
31 Aug
Implement new data
collections processes
to address identified
opportunities.
15 Dec
Conduct an analysis of
historical data to
establish baselines for
marketing performance
Cost per complete
application, cost per new
enrolled student, cost per
new trustee, spend vs
giving revenue, spend vs
tuition revenue
15 Dec
Gather and analyse
admissions data related
to students
Academic achievement in:
extracurricular
participation, standardised
test performance, etc
31 Dec