MARKETING HIGHER EDUCATION A periodic electronic Newsletter to help you market your school, community college, college, or university. Vol. XIII, no. 1, January, 1999 -------------------------------------------------- TABLE OF CONTENTS How to market your school, community college, college or university: Hybrid Marketing for Higher Education by Robert "Bob" S. Topor, Topor Consulting Group International A Friendly PC Beginner Book: A Review by Elizabeth "Liz" Pollard Research to Evaluate Your School, Community College, College or University...: A Report Card for Higher Education. Measuring Target Audiences' Perception of Educational Quality, Institutional Image, and Service Components by Robert "Bob" S. Topor -------------------------------------------------- How to market your school, community college, college or university: Hybrid Marketing for Higher Education by Robert "Bob" S. Topor, Topor Consulting Group International There was a time, not too long ago, when advancement, promotional and public relations efforts of an institution were more clearly defined. Schools, community colleges, colleges and universities went "to market" through organizational units (departments of admissions, public affairs, public relations, community relations, advancement, development or any of a number of other euphemistic labels). Some departments and individuals had responsibilities that included "marketing" activities. Of course, they were not called marketing. In fact, they were not marketing at all; certainly not marketing as you and I now define it. They were often unrelated, isolated and frequently competing activities; often not strategic nor well-targeted to external markets and frequently more concerned about internal considerations (sometimes referred to by this writer in this publication as "navel-gazing"). New tools and techniques Today, institutions of higher education have greater arsenals of marketing weapons to use with potential user segments and under different circumstances, with a wider array of strategies and tactics than ever before. New ways to market are necessary as institutions change in response to economic pressures, changing perceptions and to the demands of the shifting marketplace, dynamic or subtle as changes may appear to be. Direct mail, telemarketing, image building techniques, improved computerized research information allowing for more precise targeting, "sales" teams in the form of admissions counselors, external third-party services to analyze marketplaces, new channels of communication, strategies and tactics that are much more sophisticated than those used not too long ago require new ways to organize efforts. A new way of managing this marketing hybrid must be found. Taking a bite out of the apple All signs point to models found in the corporate community. Take Apple, for instance. When this computer company started out it had an innovative, uncomplicated product idea combined with clear and simple marketing strategies. It produced and distributed personal computers through an independent dealer network. Later, as Apple targeted new main-frame computer users it found itself competing with some of the computer giants in the industry (i.e., IBM). Apple decided to move towards producing "higher end" larger computers intended to satisfy these new target markets. Marketing methods had to change. The company hired many national account managers as part of their new direct sales force. New marketing strategies were developed around the use of national sales account managers. Slow to change; reluctant to reposition Higher education has not been positioned, economically, conceptually, or philosophically to change in response to market demands. Leaders who realize that new methodologies and channels of marketing communications have strong potential for success will be ahead of slower changing institutions and service providers. A hybrid marketing conclusion There are two basic motivating forces that will lead to a decision to move toward a new idea called hybrid marketing. One is the desire to define new target markets while increasing market coverage (saturation of key target markets). The other, and probably more apparent reason, is the need to contain expenses (escalating costs of providing services). These pressures, along with the innate desire to supplement services, serve new markets, and expand capabilities will lead progressive institutions toward a new idea: hybrid marketing. What is hybrid marketing of higher education and how does it differ from old methodologies? Former methods of achieving results used clearly defined and, for the most part, singular budgets, activities and responsibilities. Most often responsibilities were delegated to a department or associated with a person or persons attached to a department. "Marketing" was a series of relatively isolated actions focused on relatively broad audiences. Admissions had reps who "did marketing." The public relations office "did marketing." The President, out for speech-making to alumni was "doing marketing." Development "did marketing." When in fact, no one was doing effective strategic, targeted and coordinated comprehensive marketing. No comprehensive marketing activities going on Everyone was doing what he or she thought was marketing and results were sporadic and uncoordinated. Sure there were occasional flurries of activity as new web sites, viewbooks and catalogs arrived and were mailed, or as a capital campaign was announced and as case statements and appeal letters were mailed, or as the institution added a new program or educational activity. But, truth be known, there were no comprehensive marketing activities going on. Oh, there may have been a marketing committee responsible for doing research or trying to gain some momentum for action. Sure, there may have been some faculty who clamored for marketing action to stave off declining numbers and improve quality of students. And there may have been lots of talk about logos and colors. But, truth be known, there were no comprehensive marketing efforts designed to support global effects and achieve maximum results for minimum expenditures. What is hybrid marketing? Hybrid marketing is the identification of marketing actions among diverse groups of an institution, finding ways to achieve coordinated, centralized activities, doing market research, budgeting and expensing actions, doing evaluative research, and executing marketing efforts in well-designed strategic ways. Hybrid, as the word suggests, is blending and balancing efforts designed to serve a wide array of internal and external organizational purposes, in ways that, to the external user, are transparent, coordinated and achieve maximum effect. Hybrid marketing is the creation and delivery of heterogeneous effects despite the variety of originating sources, organizational politics, and selfish attempts to control segmented internal information and budgets. Basic marketing tasks are some of the elements of a hybrid marketing structure. These tasks may be quite diverse in nature (some serving faculty and teaching purposes, some alumni, fund raising, admissions, community relations, etc.). We have been paying the price of centralization. Originally, de- centralization was an idea to control costs and development. It was an idea to put "each barrel on its own bottom." It was the old MBO concept. Ultimately it has been a failure, one whose time has passed. Charting hybrid marketing A hybrid marketing chart, listing current "marketing" activities generated by internal organizational components on one axis, with target audiences served on the other axis can be used to define points of overlap and conflict in this hybrid marketing system. A hybrid marketing chart can also assist in locating new opportunities and new ventures by identifying potential or current gaps. Identification of the mix of channels of communication best designed to accomplish tasks defined by the chart can be very helpful in planning strategies and budgets. Recognizing that effective and efficient marketing is not achieved by the system but by defined responsibilities and tasks will lead to effective systems management. The chart is a good way to avoid political bickering, selfish guarding of information and inter-departmental tugging for scarce resources. Frustrations about who is to "do" marketing can be avoided with the use of an institutional marketing chart, one that is developed collectively but focused on pre-identified missions and objectives that are clearly stated - before marketing actions take place. The following action steps are recommended: 1. Identify, in ways that are politically feasible on your campus, the three highest priorities (goals) for marketing. Consider your institution's mission, values, purposes, history and philosophies. 2. Identify strong leadership to "drive" marketing. This may be an on-campus person (or persons) or an off-campus consultant. It's important that leaders are recognized and respected individuals (who are able to remain impartial) as issues are addressed are appointed. 3. Audit current marketing plans and activities. Collect past and current research efforts and findings. Plan new primary research as support for secondary research. (Primary research is new research that does not already exist; secondary research is research that already exists or is available at no or low cost from other sources). 4. With wide-spread representation covering politically sensitive areas of the institution, and considering areas currently involved in "marketing," identify an action team (or committee) to manage (drive) marketing. This strategy (using an age-old higher education idea of a committee - the consensus approach to decision making) bridges between old "marketing" and new hybrid marketing methodologies. This committee or team should be endorsed by the highest administrative and faculty leaders on campus. If not actively on the committee, your President, key deans and administrative leaders should endorse and monitor efforts. Representation should be perceived (by on-campus faculty, staff and administrators) as global and comprehensive. 5. Using the hybrid marketing chart, encourage current users of marketing channels and activities to identify target audiences and related marketing objectives, strategies and methodologies. The objective is to optimize cost efficiency and coverage. Identify channels of communication to best serve global, overall institutional purposes as well as ones to serve key targeted audiences. Align high-cost channels with greatest potential target markets. Pay careful attention to communications channels overlap that can create user confusion or provide opportunities. The idea of channel communications and hybrid marketing should be couched in a thorough understanding of institutional offerings, costs, offerings benefits and attributes, as well as on user behavior, actions, attitudes, perceptions and awareness. When adding new communications channels to old, segmentation of target markets must reflect the behaviors of the intended target market. Balance natural internal tensions between maximizing user satisfaction and costs. Keep in mind that the objective is to provide and market services that are best for users, not solely for the provider (your institution). Activities should not be exclusively focused on the academy. Competitive services, relative costs, quality and effectiveness of offerings should be evaluated in context with your institutional services. Managing conflict and risk As you may have already suspected, this system of hybridization of marketing will undoubtedly result in conflict at some time or another. As efforts and budgets are identified, a natural outcome may be conflicting ideas about priorities, offerings, ownership, methodologies, expenditures, procedures and techniques. There may be arguments about the value of target markets or methods of reaching those targets. When a new channel is added to replace old, cries of anguish may be heard on campus. Each participant knows she/he faces a potential loss of operating funds. To succeed, the idea of conflict and conflict resolution must be addressed up front. This is not an idea that is best left to later. Put systems in place right at the very beginning to define how conflicts will be addressed and resolved. Talk about and identify those conflict resolution systems early on in the process. Make sure all understand them very well. Large conflicts - or small ones? Assess conflict magnitude. Is the conflict something that will bring the overall plan down? Or is it something that is relatively minor in magnitude and effect? Use the chart to help identify communications boundaries for activities. Establish clear guidelines to spell out target audiences and related communications channels of activity - current, past and potential. Once the hybrid marketing system is up and running, its smooth functioning depends not only on management of conflict but on coordination of activities across internal boundaries (budgetary and territorial). Use research to find ways to bridge the gap between relevant available information and potential marketing activities. Schedule regular meetings to review the process, monitor progress, address problems and plan strategies. Marketing Activities System Supervision (MASS) A concept called Marketing Activities System Supervision (MASS) can be invaluable in helping your institution combine and manage distinct marketing approaches to produce customized hybrid marketing channels and results. MASS helps you target users by identifying and coordinating marketing activities best suited to that target audience's needs and wants. In other words, MASS relates internal services and activities with interested external market segments. The MASS system revolves around a location and source of information. Essential information about target markets is collected and catalogued in one central location. The site should be carefully chosen. A neutral location is important. It should not be perceived as an exclusively administrative or faculty activity. In effect this MASS site becomes the library of information and operations center for marketing. It is an ever-changing "library" as new information is identified and collected. This then, becomes the MASS database. MASS is the central systemic nervous system for marketing an institution and its identified activities. The MASS system, when up and running, is a site for meetings, identifies offerings, coordinates outreach efforts, achieves cost-effective results, maintains a database of market information, and functions as the official clearing house for marketing activities. Lower costs; improved results MASS can lower costs by introducing controls on activities that may have traditionally been isolated and unrelated. A fully integrated MASS system allows for ways to acquire valuable information about users (segmented target markets) to ensure better chances for marketing success as activities are directed to these targets. Contacts (i.e., guidance counselors to assist admissions marketing) are coordinated through MASS, building the data resource base. External actions are coordinated through MASS to ensure scheduling efficiencies and avoiding embarrassing unanticipated superimposition of efforts that dilute marketing results. MASS moves quickly to resolve internal and external marketing problems. MASS is organized around computer based information. MASS is the logical source for competitive information. It gathers information about competition, analyzes that information and makes it part of the planning process for future marketing activities. Many signs indicate that this approach (MASS) will be the dominant marketing design for higher education going to market in the next decade. How an institution manages its information systems will help determine its fate in the ever-increasing competitive marketplace. Schools, community colleges, colleges and universities that design and manage MASS strategically and efficiently will have enormous advantage over those that don't. It won't be difficult to identify the schools, colleges and universities that are not doing a good job of MASS since those using MASS effectively will have powerful advantage over those that do not, especially in the areas of marketing information quality, web site use, distance education, new opportunities identification, audience segmentation, user evaluation and user satisfaction. Increased coverage and lower costs are motivations for well run systems. Control of the marketplace without giving up institutional autonomy while developing new offerings, customizing marketing, delivering convincing messages, serving the needs and wants of specific user segments is the overall reward. In summary, a school, community college, college or university with a successful MASS operation in place will enjoy the following benefits: *It will recognize that design and management of its marketing system is a powerful weapon in an increasingly difficult, resource-starved and competitive marketplace, a marketplace that is ever-shifting and seemingly ambiguous and ambivalent. *It will construct its marketing system using marketing tasks, not budgets or activities, as fundamental marketing elements. * It will serve as a physical and philosophical action center for marketing on campus. Set up in a neutral location, it will not be identified as an offshoot of an existing department or activity but as a newly endorsed site for marketing and institutional advancement. *It will anticipate, recognize, communicate and contain conflicts inherent in internal, politically charged machinations formerly called "marketing." It will recognize the need for individual and collective risk. *It will influence outreach marketing communications materials to build synergies between efforts directed to target markets. Markets that overlap will receive coordinated "messages" that will achieve better results than were able to be achieved by past "solo" efforts. *In designing boundaries between internally funded segments, while considering external target markets, constituencies, current and potential audiences, it will strike a balance that will be acceptable in highly charged political higher educational environments. *It will form policies and procedures, organizational structure, and encourage development of organizational culture to allow new opportunities to be explored. It will reinforce internal and external boundaries. It will support individual empowerment ideas. *It will take full advantage of information, current and new, while putting managerial and marketing tools in the hands of institutional providers. Finally, it may put to rest the question of "who is to do marketing" in an institution of higher education. ***** Robert S. Topor heads Topor Consulting Group International, marketing consultants for institutions of higher education, who provide services to help you plan and install Marketing Activities System Supervision (MASS) and execute hybrid marketing on your campus. Write or call (650) 962-1105 for a list of services and estimated costs. SIDEBAR Hybrid Marketing for Higher Education Summary As competition increases, perceptions change and costs become more critical, institutions of higher education that once went to market using singular solo decentralized marketing techniques are adding new channels and using new methods by relating hybrid marketing systems using an idea called MASS (Marketing Activities System Supervision). This system is used to better serve target markets and to hold down costs. This system is more difficult to manage. Inevitably questions of conflict, risk and control are raised since marketing occurs in highly charged political environments. Conflicts arise as units appeal to similar or identical markets and since this system does not allow for independent management authority and solo resources expenditures. Difficult as they are to manage, many schools are moving to this system since it promises far better results. MASS systems promise to overtake former single-efforts systems. The trick to managing the hybrid model is to analyze tasks and marketing communications channels within and across boundaries on a marketing chart. The chart is used to help the MASS team make sense out of former arrays of "marketing" activities. The chart reveals that marketing communications are not the basic building blocks of educational marketing, but that marketing tasks and responsibilities for marketing tasks are its essential components. The hybrid approach encourages managers to consider various combinations of communications (electronic and otherwise) and tasks that will optimize results and contain expenses. Managing inherent conflict is an important part of the hybridization marketing process. Leaders should first acknowledge the inevitably of conflict and move to contain it by defining methods to deal with conflict resolution before attempting to market. A central marketing focal point, an operations group to carry out marketing on an on-going basis helps make the match between provider and user. ***** -Bob Topor * Marketing Evangelist Web Site: http://www.marketinged.com Email: 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 (c)1999, Topor Consulting Group International. Comments about, or requests to reprint should be directed to Bob Topor at topor@marketinged.com. ********** -------------------------------------------------- A Friendly PC Beginner Book: A Review by Elizabeth "Liz" Pollard Magid, Lawrence J. The Little PC Book. Third Edition. Edited by Darcy DiNucci. Illustrated by John Grimes. Berkeley, CA: Peachpit Press, 1999. Paperback. USA $19.99, Canada $29.95. ISBN 0-201-35366-0 Order from Peachpit Press, 1249 Eighth Street, Berkeley, CA 94710. (510)524-2178, FAX (510)524-2221. http://www.peachpit.com If you, or staff in your office, must use a PC for the first time, or you need to brush up on your PC skills and vocabulary, you may find this just the book to have available. Popular computer columnist Lawrence J. Magid has updated this third edition for Windows 98 and Internet Explorer 4.0, but it's still "a friendly introduction to PCs." Chapters cover all the basics for the neophyte, from terminology and hardware choices, through working with Windows, exploring the Internet, and choosing software. Magid's style is straightforward and breezy, no holds barred. He begins with the premise that you don't have to know how a computer works in order to use it, thus introducing a concept to overcome the fears of new users. Rather than being a newfangled device which you must master, a computer is like any other appliance in your office, a tool with which to work. There are simple to follow instructions here and lists of resources to go to when you need help, including the benefits and shortcomings of each. There is helpful advice on computer systems and the terminology involved in putting one together. Choosing the right system for your needs becomes much easier with Magid's book in hand. So does setting the system up at home, since simple illustrations are combined with detailed instructions in layman's language. In fact, throughout the book, the illustrations in caricature add an element of comic relief for those moments when you become totally frustrated, but they also help explain further what Magid is writing about. For example, when you look at all those plugs, jacks, pins, and holes, you can simply compare what your computer looks like with pictures which show you what goes where. The step by step guides to Windows, to the Internet, and to choosing software are just as practical as the first sections on putting your system together. Magid takes the user by the hand and leads them through the basics of managing desktop and files, of backing up data and checking out the hard disk for trouble spots, and all the other daily tasks that experienced users take for granted. Starting from the premise that you know absolutely nothing, Magid takes you through a basic course on PCs and their use, and the result is not only informative, but also entertaining! The book is rounded out by a glossary of PC terms and a meticulous index that makes using the book as a reference easy. This is definitely a book to consider for any office where PCs are used, and expect to find it well thumbed and dog eared! ***** -Liz Pollard * Smoke Signals Enterprises Web Site: http://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 (c)1999, 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 NEW! Download "Wasabi & Ginger" ($35.95 US) .... a book by Bob and his partner Dr. Moshe Engelberg .... for life development. It combines ideas from the business world with ones for personal satisfaction and success. You can use these ideas both in your business ventures as well as your personal life and success activities. Bon Appetit! This book is easy to download from Bob's web site: http://www.marketinged.com -------------------------------------------------- Using Research to Evaluate Your School, Community College, College or University...: A Report Card for Higher Education. Measuring Target Audiences' Perception of Educational Quality, Institutional Image, and Service Components by Robert "Bob" S. Topor Magnitude estimation is a market research technique that provides a means to evaluate judgments of key target audiences to determine perceived educational quality and institutional organizational image. Comparisons between institutions, institutional offerings, services and "products" can be reported on a linear, ratio-determined proportional scale that can be directly compared and validated. One can include the important marketing idea of "value-added" perceptions in this assessment. What is a Magnitude Scale and how can it work to help you? A ratio scale of psychological and perceptual stimuli can be used to assign numbers (values) to institutional offerings, curricular choices, majors, alumni participation, fund raising issues and related perceptions. The Magnitude Scale reports numbers derived from ratios defined by criteria of services being evaluated. These studies can be used to determine valid interpretation of consumers' judgments about a variety of perceptions, ideas and issues. They can be used to measure broad subjects (institutional image) as well as precise issues (such as user perceptions of a specific course offering). Using relatively small samples, this type of quantitative research can be used to augment qualitative research (focus groups, for example). See "How to Run a Focus Group for Higher Education," Marketing Higher Education newsletter, Volume II, Number 6, June, 1988. (See Topor's book on this subject at his web site). The combination of qualitative research (focus groups) and quantitative research (magnitude estimation) can provide powerful information to achieve many marketing objectives. Some of the problems of quality assessment Jacoby and Olsen in 1984, reporting in "Perceived Quality: How Consumers View Stores and Merchandise," Lexington Books, Lexington, Massachusetts describe critical shortcomings in the assessment of potential user perceptions of quality and the lack of an appropriate standardized measurement tool and reporting standard. Others have reported that research findings cannot be generalized easily because of a lack of consistency across studies and varied methodologies and research designs used to identify attributes and perceived benefits comprising issues of quality. This is particularly difficult for intangible products, i.e. education (as compared to hard products). Higher education comprises, for the most part, intangible products-difficult to define, measure, evaluate and report. The concept of perceived values and service quality Ideally, a set of judgments based on potential user perceptions and responses about criteria can collectively establish "quality." Traditionally services have been defined on the basis of a multidimensional list of attributes for each category of an institution of higher education. This application of perceived attributes can be applied to a specific issue or idea to provide information contributing to a "score" to represent an eventual total. This total is the collective sum of all the attributes used to obtain a perceived quality total score. Some argue that this method of market research distorts the eventual researched "picture because it depends on a predetermined list of service attributes that are used to define 'quality.'" The list may be inaccurate, incomplete, or prejudiced producing distorted results. Researchers have often found little consistency in the evaluation process and in the assessment of attributes and their importance to eventual quality reporting. Every effort to identify, quantify and understand perceived quality of identified attributes is important. These data can provide valuable information that can be used to augment, change, or establish perceptional ideas amongst key target audiences. Alternatives of service offerings can be determined. Real and useable information can be applied in public relations, admissions, fund raising and alumni activities. These data can be used to improve weak areas. Measuring the consumer's "invisible report card" Each person carries around in his or her head a "report card" that forms the grading system by which an organization and its offerings are measured. Image is derived from the cumulative assessment of these criteria. The problem is that report cards differ in evaluative criteria. Sometimes quite dramatically! Of course some evaluative criteria overlap from person to person and from target audience member to target audience member. But all criteria are not the same. More importantly, criteria used by external audiences to evaluate your institution and its service (as well as its image) may differ dramatically from those you use-or those used by your academic colleagues. ***** A paradigm for image research and evaluation The following list is designed to assist you as you establish a reference list of potential criteria for market research intended to evaluate institutional image. Quality Quality is not an issue that is monothematic. Quality is an aggregate of many, many factors. No one idea most often defines quality in the minds of target audiences although there may be one or two factors that are "top of the mind" or prevalent as a member of your audience evaluates, stores, re-evaluates and reports perceived quality. Cost Issues of cost prevail in higher education. Rightfully so, since public perceptions and potential user perception of costs for your services and offerings are a topical issue. As well, you should consider the idea of "cost" in much broader ways than simple monetary dollars and cents for tuition, housing and fees. For example, what is the "cost" for a person to attend an event, even if it is "free?" Time, commitment and awareness may be considered "costs" as you apply this cost evaluation idea to a wide variety of educational activities including fund raising, community relations and alumni work. Peer Influences The relationship of target market audience members with peers (friends, acquaintances, counselors, family, etc.) contributes toward marketing decisions. You should consider ways to influence these seemingly "secondary" (indirect) audiences as ways to reach primary targets. Communications quality Feelings evoked, as well as the quality of information, contained in outreach materials (publications, web sites, brochures, announcements, letters, videotapes, speeches, etc.) serve to add positive information to target audiences' perceptions or to add negative information that detracts from your positive marketplace image. Pay close attention to individual as well as cumulative effects produced by your outreach materials. Communications continuity Identified primary and secondary target audiences should receive regular information designed to build perceptions, add to positive perceived attributes (as identified by image market research), delivered with consistent identification. Communications are the "engine" that drive successful marketing. Keep your engine running! Don't make the mistake of running "hot" and "cold" with outreach materials. That is, don't send off a barrage of materials then leave receivers in the "dark" for months and months (or years)! In marketing, as in other forms of personal relationships, familiarity can result in strengthened relationships. Isolation often results in abandonment. Climate Unlike effects produced by meteorological activities, the "climate" on your campus (there often are many climates since each target segment may have distinct perceptions and climatic interpretations) contributes to or detracts from your audience's perceptions. Climates may vary based on any number of factors: media reports and public relations being ways to influence (positively or negatively) target audiences perceptions (and resultant images) of your academy and its activities. Associations Often overlooked because of its persistent presence, the relationship or association your "product" (offering) or institution has with others may influence perceptions. Location, types of educational organization (i.e., "ivy league"), academic relationships (Liberal Arts school), size (enrollment), kind of study (undergraduate, graduate, secondary school, community college, research focus), and many other forms of often externally attached categorization can have powerful impact on marketing strategies you choose to develop. These associations need to be carefully researched and understood. You may find that you have opportunities to take advantage of these perceptual relationships or you may find that you need to overcome some of the associations in order to achieve the marketing results you require. Relationship longevity If you could imagine a scale with "length of relationship on the "x" axis and "strength of relationship" on the "y" axis, you would find that the longer the relationship the greater the possibility for strong association. Note the word "possibility." Long associations do not necessarily guarantee strong relationships. However, possibilities for stronger relationships can be increased by continued exposure, positive experiences and fruitful exchanges. Accessibility A powerful marketing tool to build user satisfaction and obtain comparative differential advantage over your competitors. Being able to serve the user in ways that are convenient and readily available will help in achieving a positive image. There is, of course, the opposite of this idea (sometime called the Gucci theory). That is the idea that people will want something if it is difficult (or costly) rather than easy to achieve. This may be an approach academies that have traditionally been perceived as the "best" may elect to take. It is, however, a dangerous position especially as public perceptions toward higher education become more jaded and problematic. Convenience Closely aligned to accessibility, convenience is a strong marketing idea. How easy is it for your target market audiences to take advantage of your services? For fund raisers: how easy is it for a donor to be recognized for her/his contributions? In its simplest terms, how easy is it to get in touch with a person at your school? In every situation, how well prepared is your school to respond? Have you indeed made it convenient (as perceived by the user)? Performance Excellent performance for higher education, as in race cars, is the cumulative result of many things working well together. When one or two things go astray, performance can be reduced-often dramatically. Well "orchestrated" activities, events, offerings, services, and outreach efforts will achieve high grades in performance. Personality Higher education is no more homogeneous than are people in it. Each institution, like each person, has a personality and character that can be defined through research. Comparative analysis will yield strong information that can be used to market and build image and awareness. Comfort The feelings you get when you settle in at home in your favorite easy chair can be compared to the feelings evoked by institutions that know the value of providing, nurturing and maintaining feelings that "make one feel at home." These feelings can be evaluated, compared and measured. Reliability Trusted, credible, accredited, satisfactory, unsuspicious, and secure are words that can be used to define reliability. Reliability is the idea that your institution and its services can be relied on to deliver as promised. This assumes a high level of quality in the "product" itself. The basic functions of higher education; teaching, learning, research, and the promulgation of knowledge need to be understood and measured using market research. Value The perceived worth of a thing is its value. The degree to which a member of your target audience perceives worth is what determines (in that person's mind) the relative value of your institution, its people, offerings, services, etc. Although abstract in nature, this idea of value is very, very important since it can be used to offset costs (tuition, housing, fees, etc.). See "Perceived Value Added," Marketing Higher Education newsletter, April 1991, Volume V, Number 4. Competency (faculty, administration, staff) Potent, capable, able, cogent, valid, effective, efficient, adequate, predominant and strong are ideas that relate to competence. The perception of competence on the part of your audiences is fed with many stimuli. The cumulative "grade" placed on your school and its components can be the result of many factors. Perception of competence will most often be the result of many impressions and influences. Credibility Credibility results from the assurance that plausibility and probability are logical outcomes of promises and expectations. Trustworthy and believable are ideas that can be researched as perceived through the feelings, thoughts and minds of your target audiences. Security and confidentiality Guardianship, stewardship, invulnerability of information and protection of the individual are safeguard ideas that have become more and more important to your audiences. Your institution's ability to deliver and promote ideas of protection, guardian care, wardenship and safeguard contribute to an image component that will become more and more important to many audiences. Courtesy Ideas of respect, good manners, politeness, gentility, cultivation, culture, polish, amenity, good humor, amiability, affability and ceremony contribute to the concept of courtesy. Individuals (and their actions) contribute to or detract from courtesy as perceived by your target audiences. Smart educational institutions pay careful attention to this "detail." Communication Free and open exchanges of information are the "vehicles" on which positive marketing can be built. Honest and accurate reflection of reality can be used to build alliance and allegiance amongst your target audiences. Pay careful attention to the idea of communications. High marks in communications indicate opportunity for strong image building. Low marks may indicate problems. Honesty counts. Atmosphere Ambiance, surrounding or prevailing conditions that are contained by your campus, its location, activities, offerings, classrooms, facilities, and occasions can evoke strong image perceptions and help maintain powerful impressions. Traditional academic ceremonies (such as commencement and baccalaureate events) can be used to build image. Management and organizational structure Behind the scenes organizational structure and culture are contributors to image building since they often provide the "grease" that lubricates the wheels of an efficient and progressive organization. A well managed and well run organization is necessary to build optimism and a sense of well being that can result in positive image perceptions. Attitudes, esteem and self-perception Self-perceptions result in a cumulative effect that is best described as institutional self image. Just as with an individual, internal feelings about the value and worth of the academy are very important since they fuel many other activities and foster conclusive opinions on the part of internal and external audiences. Success perception Periodic "successes" are important to the image of a place. Occasional announcements of meritorious awards, prizes, recognitions and achievements help to build positive image and promote feelings of accomplishments and "goodness." Market research can be used to evaluate this phenomenon as perceived by key target audiences. Timely innovation Leaders are often recognized because of visionary thinking and actions. One of the tests of a healthy institution is this idea of innovative and timely delivery of services, ideas and activities. Advisement The ability to advise, direct and consult users to assist them in their pursuits is an attribute you should consider. Some institutions do a better job of this than others. It may be fruitful to measure the perceptions of your academy's advisement performance to determine if it is something you want to consider in your marketing mix. See "A Practical Guide to Enrollment Management in Higher Education " by Marguerite Dennis, 1998, ISBN 0-89789-591-6. Range of choice It is not true that institutions of higher education offer equivalent or similar ranges of choice. A broad range of options is an idea that you may want to consider as you assess marketplace perceptions of your services. Measure perceptions of your school's offerings as compared to others to determine comparative differential advantage. Application More and more the idea of learning for its own sake has been vanishing. There is greater demand for applicable learning. That is, learning that can be applied to one's life's work, employment or contribute towards career development. This is a measurable attribute for a school, college, community college or university. Governance Sometimes overlooked because it is hidden behind closed doors of administrative and trustee meetings, the idea of visible governance is emerging as a criteria for the evaluation of quality. The best institutions are led by individuals who demonstrate, through their actions and communications, sound and visionary leadership, well tuned to the missions, goals, values and aspirations of the academy. Faculty and Students Often overlooked, frequently misunderstood, probably belonging at the top of this list of factors and criteria, the quality of faculty is probably the single most important factor in determining an institution's strengths. Quality faculty help an institution maintain its position of reputation and provide powerful "fodder" for image building. Quality faculty attract quality students. This combination is the heart and soul of an institution of higher education. ***** Keep in mind that many of the preceding issues are "broad based" in nature. As well, you may decide to establish qualitative evaluative criteria that are very narrow and specific in nature. For example, you could establish criteria to evaluate an extension or continuing education course as perceived by target markets in a certain course of study between the ages of 35 and 55. Issues could include perception of course usefulness, cost, instructor performance, ease of location, applicability to real life, etc. Your ability to establish evaluative criteria is limited only by your imagination (and by information you derive from research). You may in fact use research itself to determine the evaluative criteria. That is a good way to get accurate projectionable information. ***** -Bob Topor * Marketing Evangelist Web Site: http://www.marketinged.com Email: 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 (c)1999, Topor Consulting Group International. Comments about, or requests to reprint should be directed to Bob Topor at topor@marketinged.com. ********** -------------------------------------------------- Original posting: 1/31/99 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 1999 Topor Consulting Group International