MARKETING HIGHER EDUCATION A periodic electronic Newsletter to help you market your school, community college, college, or university. Vol. XII, no. 5, May, 1998 -------------------------------------------------- TABLE OF CONTENTS Self-Imposed Marketing Fragmentation by Robert "Bob" S. Topor No Parking Here: a Prediction for Higher Education! by Robert "Bob" S. Topor & Professor Elizabeth "Liz" Pollard -------------------------------------------------- Self-Imposed Marketing Fragmentation! by Higher Education Marketing Evangelist, Bob Topor The greatest marketing problem in all higher education today is what I call "self-imposed fragmentation." Many institutions fall into this unwelcome trap. Self-imposed fragmentation is the (sometimes unconscious; sometimes intentional) proliferation of messages (often conflicting or confusing) directed to overlapping or to identical target audiences. Examples: Self-imposed fragmentation happens in a community college, for example, when individual departments choose to market themselves independently of the parent College and reach intended target audiences which are also intended target audiences for other college departments. Since colleges are political organizations as well as operational entities with supporting budgets, decentralized, each departmental unit has potential for individual outreach (marketing). Lack of strong collective institutional leadership and lack of an overall understanding of the value (and potential destructive power) of conflicting marketing efforts can lead to self-destruction. The problem is one of control, a word that is not popular in higher education! ("Control" suggests departure from academic freedom of speech, an assumed inherent right in higher education.) The best way to achieve "control" is to develop an integrated, coordinated marketing plan based on strong consumer (customer) research information. Lack of such careful planning can invite self- destruction. A larger example... Are you committing marketing suicide? When we examine a large university or a system of higher education the problem of self-fragmentation can increase to enormous proportions. It is not uncommon to find universities and large systems expending scarce funds to self-destruct themselves! Duplication of human efforts, use of precious resources, overlapping promotion and waste of time invades their best thinking. Often what is viewed as successful when examined from a very narrow viewpoint (a college or department) is actually an element of self-destruction when viewed from an overall collective (university) viewpoint. Ironically, this lack of coordination works to damage the institution. It has not been uncommon, in a large decentralized higher educational system, to find units actually competing with each other to the detriment of the system and its image in the marketplace. I have found this to be true at many state university systems. Land grant universities are especially vulnerable (due to their ecumenical mission(s). How image works It is important to understand the idea of institutional image when addressing this problem. In my book, "Institutional Image: How to Define, Improve, Market It" (published by CASE in Washington DC), I describe two opposing theories of image. One theory contends that REALITY of an object is what determines image. This theory focuses on actual products or offerings comprising your offerings (curriculum). Faculty, course components, support systems, counseling, admissions efforts, media results, publications, all work together to shape the reality of the school's educational experience. The other image theory argues that image is related to PERCEPTIONS of an object or objects being considered. This theory argues that what goes on in the minds of your target audiences makes up your image. This theory focuses on users' minds.... mental images. It is purely cerebral. I argue that BOTH theories are accurate and functional. We need to heed both concepts; reality and perceptions.... in conjunction. Together, they form your school's image and contribute toward solidifying your academy's marketing image. Working together they can combat the self-fragmentation idea. How to test for self-imposed fragmentation Most importantly for you is your ability to identify self-imposed fragmentation. How can you do this? What are the clues? Following are some "early warning signals" to identify and warn you about self-imposed fragmentation: * A proliferation of identifiers (logos) is an early warning signal. These identifiers confuse external target markets and often are indicators of marketing self-imposed destruction. * An obvious focus on departmental identity and course identity while "conveniently" overlooking the parent organization is a sure-fire indication of problems. Often this is intentional, I am sad to say. * An arrogant attitude about the value of academic components at the expense of the parent (college, university or system) organization, its history and traditions. This gets at what I call the "pronoun wars." if, in internal discussions, you hear the "we" and "them" pronouns, you know self-imposed destruction is at work! * A mission statement which focuses on "striving for excellence" or the ever-popular, hollow "commitment to excellence" while overlooking marketing facts which customers use to base critical marketing decisions. (See Topor & Pollard's mission statement test in this newsletter's archives.) A simple test Topor and Pollard's test for self-imposed marketing fragmentation..... The best physical clue for testing self-imposed fragmentation is a simple one.... printed letterheads. Collect letterheads from various units (colleges in a university. universities in a system; departments in a college or community college). Spread these out on a table or floor. Ask yourself these questions: 1. Do they look like they all come from the same parent organization? 2. Are there unifying, common aspects to the letterheads (layout, design, typography, color, paper)? Do some stand out at the expense of others? 3. What is the hierarchical (typographic size and format) relationship of department to parent organization on each letterhead? Do some intentionally overlook the parent organization? 4. Do one or two letterheads stand out over all others? Why? Another way to test self-imposed fragmentation is to conduct internal research using focus groups. Ask faculty and student groups what they perceive to be three key attributes of your institution. Evaluate these responses to determine if they apply to the collective organization or ONLY to the respective department(s). Do not be surprised to find, as we often do, faculty and administrative attitudes that do not match those of current and past students. This internal image gap suggests a potential and serious self-imposed fragmentation problem. Where can you turn for help? The publishers of this newsletter have an international reputation for "busting" through internal self-imposed marketing problems. We have experience working with a wide range of higher education clients. We can be the "bad guys" to help you approach tough internal political problems. We are in a position to speak forcefully and we can back up our talk with "our walk!". We have the reputation and experience to back up what we do. Call us to discuss your plans, frustrations. We can help you address self-imposed fragmentation and convert it into self-imposed cooperation... and marketing success! We welcome comments about this article. The book Bob mentions in this article, "Institutional Image: How to Define, Improve, Market It" is published by CASE in Washington D.C. Call 202 328-5929 for ordering information. The second edition of his "classic" book "Marketing Higher Education-A Practical Guide" is available from his web site (http://www.marketinged.com) ********** Bob Topor * Topor Consulting Group International Higher Education Marketing Evangelist Web site: http://www.marketinged.com E-mail: topor@marketinged.com ********* NOTICE: As a subscriber to this electronic newsletter, you have permission to reproduce and use this article on your campus. All others please note ©1997, Topor Consulting Group International. Comments about, or requests to reprint should be directed to Bob Topor at topor@marketinged.com. ********** -------------------------------------------------- No Parking Here! A Prediction for Marketing Higher Education by Robert "Bob" S. Topor and Professor Elizabeth "Liz" Pollard One of the functions of this newsletter is to help our readers focus on issues of present and future importance... This article is about PARKING! Endemic at most campuses is a lack of parking. In most severe cases, institutional administrators look to parking as a source of income from parking permits, infractions, violations, etc. Over the years many schools have concentrated on buildings and have let ancillary services (such as parking) slide. Many colleges and universities have packed buildings in every available land space. Others, sensitive to the issue of parking, have investigated on-campus parking structures only to find square foot cost for parking equivalent to prime laboratory space. They naturally opted for the labs! Other schools have been "land locked" by surrounding residential neighborhoods, leaving students with cars competing for parking space with town residents... making for poor town-gown relationships. Liz Pollard adds: The issue of cost for parking structures is only one of many problems. Some universities who sprang for the cost of multi-level parking garages found themselves with white elephants on their campuses. The reason? The distance to walk from parking space to stairs or elevator is so grotesquely far you might as well park in the next county! Then, of course, parking structures like these must be staffed and patrolled, costing the institution additional monies. The result is that employees and students both avoid these garages like the plague! Bob continues: A prediction.... We predict this fact of parking will be one of the most important in the future of marketing higher education. Lack of parking, the issuance of parking "hunting licenses" (as many call them), parking permits, metered parking, and fierce ticketing will become a substantive issue for your internal and external customers: faculty, staff, administrators, Board, students, alumni, parents, visitors. Where does your President park? If you work at a campus where the privileged few have convenient reserved parking, get ready for trouble. Unhappy students may make the Viet Nam picketing 60's look like child's play when they organize against your parking regulations and rules. Imagine media coverage as your school makes prime time local and national TV, newspapers and radio about its parking problems. It won't be a pleasant scene. It will not make for good PR! Liz Pollard adds: If you think this issue is a red herring, consider the case at one university I know of. The President, irked at the distance he had to park from his office, ordered a reserved space for him to be made of what was, at present, handicapped parking! Oh, what a field day the media had with the ensuing protest from staff, faculty, and students! That President wasn't around much longer after that fiasco. Bob continues: Nordstrom's strategy I hear that Nordstrom employees park far from the main entrance, leaving prime parking spaces for shoppers. Since employees get to the store first (early in the morning), the temptation is to take the most convenient parking spots. But who are the most important people at Nordies? The merchants or shoppers? Who are the most important people at your school? Liz Pollard adds: This brings up an important point which I consider a symptom of a larger problem. When a department store or shopping center is built, the cost of providing free parking space for customers is built into the budget. Why? Because the customer and his needs come first. In a college or university, who are the customers? Why, they are the students, of course. We provide housing for them in the form of dorms and apartments, and we offer them security in the form of campus police forces. We even provide cafeterias for their meals and stadia and theaters for their entertainment. How do they arrive at all these places, and where can they leave their cars? Why is parking, a necessary component of transportation to classes and other facilities and events, left out of the picture altogether? Similarly, faculty and staff, who are often already overworked and underpaid, are expected to pay again for parking spaces, and students, who have already paid to attend classes and work toward a degree, are asked to pay again to provide parking for their necessary trek to class. Why are we double charging people who provide the instruction, run the services of the university, and pay tuition for their courses? Isn't it time someone thought of the needs of the consumers, the students? Isn't it time someone thought of the needs of staff and faculty, the employees, for transportation and parking? Perhaps the best solution I've heard of is found on those campuses who offer shuttle buses between buildings on a regular schedule. Still, there must be ample space for cars to be parked when people arrive on campus. Moreover, there should be sufficient time allowed between class periods for bus transportation to make it. Perhaps it's time for higher education administrations to rethink priorities on this issue! Bob continues: The quarter dilemma... Some schools have decided to charge for metered parking. The problem with this idea is that drivers are unaccustomed to pay for parking in places where they spend money. Shopping centers do not charge for parking! Students are left to carry purse and pocket change for meters. They know if they do not pay, they will be ticketed. The finest restaurants in America provide parking, some offering valet service. We know of no higher education institution, no matter what its perceived quality, offering valet service. But shouldn't that be expected with tuition hovering at $40,000 per year? A short marketing parking test: Answer these questions, yes or no. If the preponderance of your answers are yes, you have a real or potential marketing problem. What can you do about it? 1. Are students charged for parking? 2. Do drivers often have to drive around to find a place to park? 3. Do you ever find yourself muttering about parking problems? 4. Does the President have a reserved parking spot? 5. Is the President's spot close to her/his office? 6. Are there parking meters on campus? 7. Is parking provided by hierarchical status? 8. Have you seen parking tickets on our near your campus? 9. Have you seen cars with locking boots on tires? 10. Do you have restricted parking lots? 11. Do you wish you had a shuttle bus system on your campus? 12. Have you ever overheard students complain about parking? ********** Bob Topor * Topor Consulting Group International Higher Education Marketing Evangelist Web site: http://www.marketinged.com E-mail: topor@marketinged.com & Professor Liz Pollard * Smoke Signals Enterprises Web site: http://www.smokesig.com Email: lpollard@smokesig.com ********** NOTICE: As a subscriber to this electronic newsletter, you have permission to reproduce and use this article on your campus. All others please note ©1997, Topor Consulting Group International. Comments about, or requests to reprint should be directed to Bob Topor at topor@marketinged.com. ********** -------------------------------------------------- SPECIAL OFFER For Marketing Higher Education newsletter subscribers ONLY. Download the updated second edition of Bob's "classic" book, Marketing Higher Education - A Practical Guide, directly from his Web site at http://www.marketinged.com Special Deal: As a subscriber to this newsletter you have permission to make copies and distribute on your campus... a great aid for marketing committees! Make as many copies as you like (limited to your campus). You can get this book from the Home page on Bob's web site. It costs $40 (U.S.) It is easy to download to your computer, then you can reproduce it in your print shop or make photocopies. The first edition of this book has been one of CASE's best selling publications and has been used around the world. If you have questions call Bob at (650) 962-1105. -------------------------------------------------- NEW! "The Complete Guide to Focus Group Marketing Research in Higher Education" book is now available for downloading to your computer... Bob Topor's 55-page practical guidebook for running focus groups is now available for downloading. As subscriber to this electronic newsletter you have permission to purchase this book and make unlimited copies for use on your campus (copyright free). Regular cost is $32 in printed copy. You can purchase it for only $25. It is a great guide for how to do focus groups and has been Bob's best selling book ever! Don't miss this special offer! It's easy to order (secured credit card) and download... just log on to Bob's web site at http://www.marketinged.com and find it on his home page. Questions? Call Bob at (650) 962-1105 or e-mail him at topor@marketinged.com -------------------------------------------------- Original posting: 5/29/98 Marketing Higher Education Newsletter is published by Topor Consulting Group International (http://www.marketinged.com). Newsletter posted by WEBB Internet Marketing & Consulting (http://www.firstchapter.com). copyright 1998 Topor Consulting Group International