Education and marketing: A quarter century — part 1
April 2nd, 2008Contributed by: Denis M. Stokes
Director of Admission, Christ School
Higher education has admittedly been marketing for more than 25 years. I’ve had the opportunity to witness the rise of educational marketing since the early 1980s when I started as a young admission representative and had the good fortune to work for one of the best promoters ever.
Robin Roberts, the Director of Admission at my former institution, had a brochure for everything and a tagline for just about everything. He put our small, invisible college on the fore of promotion. We were among the few, at our level of play, purchasing thousands of Search names, courting inquiries through a series of well-timed mailings, and following up — if you can imagine — by way of phone calls.
The results were a string of years where all the important numbers increased: inquiries, applications, accepted students, and enrolled students. The model served the institution well for more than a few years, in part because it recognized that attention to marketing fundamentals was critical — especially when most colleges at the time were not paying attention to the fundamentals, nor did they see the need to.
It didn’t take long before schools learned from each other and began promoting to a degree of new proportions. Hence, the capable sophomore or junior in high school now measures the amount of unsolicited college materials received not by the number of schools but, literally, by the box full.
In turn, the astute institutions began to recognize that marketing is more than one variable. Indeed, we know from Marketing 101 that marketing is multi-dimensional and includes Product, Price, Place, and Promotion.
Promotion gets the most play in marketing because of its visibility and the creativity involved, whether in print, radio, TV, direct mail, or otherwise. However, the hard work of marketing is acknowledging and addressing its other variables. While most schools claim to have comprehensive, integrated marketing plans, I suggest they probably have something less. What they likely have are plans that articulate the tactics of promoting the institution.
Consider the task of creating and offering a new product or service. The creation of such does not begin with a well thought-out promotional effort. Rather, it begins first and foremost with recognition of unmet needs or underserved needs in the marketplace. Thus, the exercise begins by looking outward, beyond that in which the institution is already engaged.
In our world of admission, most of us are working for institutions that are well-established or at least that have been around for a long time. So, the idea of creating anew is unrealistic. The idea, though, of looking outward remains applicable, for there is still the question of which market segment to serve. An all too common mistake is for an institution to rely on the misguided notion that if they simply promote their school properly, they will be fine.
Practical Advice: Resist the urge to articulate only your institution’s uniqueness.
The reason most colleges and universities fall short of effective marketing: To do so would require courage, honesty, and patience. An article in the Wall Street Journal a few years ago had the following equation:
Success = D x V x C > R
D = Dissatisfaction with the status quo
V = Vision for the future
C = Courage to take the first steps
R = Resistance to change
Think about your institution. In relation to the above equation, what degree of success are you having in meeting objectives of enrollment, net revenue, reducing the discount rate, and fundraising? Consider each part, study each part, and then relate it to your institutional culture.
Tori Murden, the first American and first female to row solo across the Atlantic Ocean, had this to say in 1999 shortly after her heroic feat of 81 days and nearly 3,000 miles: “Many of us lead lives that are too small, too confined, too constricted. I do not wish to do this.”
Institutions, like people, are guilty of thinking too small, too confined, and too constricted. Change — as well as success — begins with institutional self-awareness and an appropriate framework from which to operate. Setting goals is important, but so is a realistic sense of what can be accomplished.
If you are pressed to meet your institutional goals, use the fundamentals of marketing to begin the conversation on your campus about why you may be falling short. If honest discussion follows, then stay the course. Anything short of honest discussion will put you in choppy waters.
In the next issue of The Scoop, expect a continued discussion of marketing fundamentals, with a focus on Price and Place.
—
Denis M. Stokes is Director of Admission at Christ School, a traditional boarding and day school for boys, affiliated with the Episcopal Church, just south of Asheville, North Carolina.