Contributed by: Taylor Trussell
Strategic Consultant, Stein Communications

Many books dissect and analyze the Millennial generation, and the views expressed run the gamut from the starry-eyed boosterism of Strauss and Howe’s Millennials Rising to Huntley’s paradoxical conclusions in World According to Y to the sophomoric psychologizing of Generation Me by Twenge. It’s easy to find profiles of this generation, but divining how to translate these profiles into useful marketing strategies isn’t.

Then there’s Lisa Johnson’s Mind Your X’s and Y’s: Satisfying the 10 Cravings of a New Generation of Consumers. What makes this book so different is that it gives you a veritable road map for marketing to Millennials. (While the X in the title obviously refers to Generation X’ers, Johnson maintains that X’ers are more or less following the Millennials’ lead in terms of what’s hot.)

The ten fundamental cravings of this generation, according to Johnson, are:

• Personalization
• A sense of adventure
• Less formal, more focused communities
• Good design
• Ways to filter information
• Peer-to-peer recommendations
• Participation rather than mere consumption
• Brand experiences that create emotional connections
• A sense of spirituality
• Giving back with their time and abilities

All of these have clear applications to educational marketing, but in the interest of space, I’m going to focus on only those cravings most readily adaptable.

Personalization
At first glance, this one seems obvious. Everyone knows you have to personalize. But here’s the twist: Johnson’s point is that mass personalization — pulling names from a database — doesn’t cut it anymore. These kids are used to feeling like the center of attention and tapping into that sense requires personalization that clearly shows a living person was paying attention to them.

Now, of course, you don’t (and, realistically, you can’t) produce genuinely personalized materials for every prospect. Johnson suggests developing ways to personalize materials for “bull’s-eye customers.” How do you deliver a personalized message to bellwether students in new markets, for instance? Or, perhaps you target high school teachers with personalized messages.

A sense of adventure
“Adventure” here doesn’t mean learning to street luge. Rather, there is a craving for engagement that goes beyond everyday experience, and it comes from the fact that experience functions as social currency. Remember, this is a generation that notifies the world of their every move via Facebook and Twitter — uncommon experiences impart cachet, especially among undergraduates, who are really just stepping out into the larger world.

What is your school doing that takes kids out of their ordinary zone? And before you say internships or foreign study, keep in mind that every school can claim these in one way or another. These are requisite experiences, so unless they’re unusually prestigious or exotic, they’re not going to stand out. More importantly, how are you communicating these experiences?

Good design
Today, it’s all about design. Good design has become a competitive edge insofar as good design connotes the good life; it creates an emotional attachment. Just look at the iPod’s following. How many technology companies are churning out me-too products on the basis of Apple’s design?

You’re never going to have to design consumer products, but what Johnson is emphasizing is the high expectations this generation has when it comes to design. Strong and consistently designed communications are key to resonating with your audience. They build confidence in the very idea of your school.

Peer-to-peer recommendations
With so much marketing clamoring for our attention, the old push approaches are no longer as effective as they once were, especially among this generation of prospects who have been imbibing advertisements since birth. Instead, they’re sidestepping the usual channels and going straight to the source — their peers, your students. (Oh, and by “usual channels” I’m including the students blogging on your Web site.) They’re turning to Facebook and Flickr for an uncensored (in every sense) view of what it’s like to be a student. They’re using the recommendations on College Prowler and College Confidential to gauge how well they’ll fit in. And it’s not just your students — parents are also relying on Web forums to get an idea of what their child can expect.

This is a reversal from the traditional marketing formula of loud, often, and always positive. Now, the point is to recognize that there are conversations about you taking place, and if you’re not a part of them, you’re at the mercy of every ill-informed but opinionated joker with a Web connection. By joining in (or by having a work-study student join in) and offering a candid view of your school, you can build tremendously positive word of mouth.

Participation rather than mere consumption
With a reliance on peer recommendations comes the expectation that peer-generated content will flourish. Your audience has grown up using digital media to create and express themselves — whether they’re posting music videos to YouTube, blogging, or posting on friends’ Facebook walls. Organizations that embrace the participatory aspect of online communications engage their consumers and create trust. If I see that someone is so invested in her school that she’s shot a video herself and posted it on TheU.com, I’m going to feel a stronger pull toward that institution than I will from simply watching a Flash introduction on the same school’s Web site. Participation validates a sense of authenticity.

This is a difficult leap for most schools to make, in large part because an architecture of participation requires self-governance and openness, and schools are most comfortable with clearly defined hierarchies. But without self-governance, there’s no ownership; and without ownership, the community lacks the self-monitoring and self-repairing nature that makes them so dynamic.

How can you create participatory communities? What areas can you open up to let your students participate in the content generation? How about a turning your student life pages into a wiki?

There is much more here than these brief summaries suggest. The book is a terrific analysis of the mindset of your market. Johnson explains each craving and offers reasons for why a craving is so prevalent. She also provides numerous case studies to illustrate her points, and to make the application of these points even clearer, she ends each chapter with a “Workbook” section devoted to questions you should be asking yourself. More than a broad analysis, Johnson provides an idea generator and critical tool that will help you orient and evaluate your marketing efforts.

Contributed by: Denis M. Stokes
Director of Admission, Christ School

From Part I of this marketing article, we know that marketing is multidimensional, consisting of Product, Place, Price and Promotion. In the first article, we focused on Product and Promotion. From that discussion, we know that marketing is outward looking — recognizing unmet needs or underserved needs in the marketplace and the decision to meet those needs. And, we know that Promotion, while an important dimension of marketing, is just one dimension and thereby complemented by and dependent upon the other dimensions. In this article, we cover the remaining dimensions: Place and Price.

When discussing Place in marketing it is often in the context of distribution points for a consumer good or service. If you are selling a grocery store item, context of place is not only maximizing the number of stores carrying your brand — unless, of course, your strategy calls for somewhat exclusive availability — but it also pertains to product positioning within the store. Likewise, there may be other channels of distribution that add to the places at which your product is available.

With education, and particularly so since Place of our institutions is well established long before our arrival, our influence over this dimension is limited. This is not to say that we cannot influence availability of our service. Consider what some colleges and universities have done with distance education, for example.

The fact that Place for our service is well-established may or may not be a limitation. Is New York University’s location in Greenwich Village of Manhattan appealing to all? Is Swannonoa, North Carolina, home to Warren Wilson College, appealing to all? The point is to acknowledge that place is an important dimension and influences the very experiences we offer.

Leverage your Place as effectively as you can and let it naturally influence the experience offered. Know, too, that while important, Place is traditionally the dimension over which we have least control.

Price, on the other hand, is something over which the institution yields much control. One way to consider Price is to look at your institution in relation to your competitors using two dimensions: Price and Quality. (This graph and its analysis below is also considered a market positioning map; that is, an illustration of your institution’s position in relation to your peer institutions — your direct competitors.)

Positioning Map observations: Institution A is at a quality deficit in relation to its competitors. Institutions B & C, while perceived to be of equal quality, Institution B is priced at a premium. Institution D is positioned most favorably in relation to its competitors — its quality is strongest and its pricing is in line with relative alternatives. In this example, Institutions A – D are boarding schools, while Institution E is a day school, which explains the significant cost differential between a day school experience and a boarding school experience.

As the admission director at a boarding school, I must consider as competition my peer institutions — other boarding schools against which we compete directly — but I must also consider independent day schools and, to a lesser degree, parochial schools. The key here, in my case, is to recognize that we cannot compete with day schools on price. Therefore price, for me, is only a potential point of differentiation when I compete directly against peer institutions.

While Price should be reflective of the cost of delivering your service, it is also commonly used to position an institution within the marketplace. The ideal is to be positioned within proximity to your direct competitors. Being conspicuously more or less expensive than your direct competitors is seldom a wise strategy.

Education is an interesting service in that — with the exception of state-supported universities, which often represent tremendous educational value — pricing below what is expected for quality education can create negative connotations of perceived quality. Thus education is a service where price is an inverse relationship to quality. Two additional points about pricing and positioning:

While families take pride in gaining admission to the most expensive institutions — oftentimes the brand-name schools — and some readily pay the premium for the unique experience provided, there is evidence that families do respond to a lower price through acceptable ways of discounting, i.e., scholarships.

On positioning: Note the entire educational marketplace consists of schools ranging from perceived quality of 1 through 10 and the graph above simply looks at a segment of the market. Thus, unless your school is in the top tier, as you consider repositioning your institution, consider the related dynamic of how your institution may be repositioned. Note the second positioning map below, an example of a school desiring to compete against more selective schools (i.e., schools with more resources and with notably more selective admission standards).

Repositioning Map observations: Repositioned Institution A is now at a quality deficit compared to schools to be of perceived significantly higher quality. The outcome: It will be very difficult for Institution A to capture market share against its new competitors. Institution A is simply picking a fight it is likely to lose more times than not. If a school wishes to reposition itself, its best hope is to first assure that it is a recognized regional leader or market segment leader.

Each dimension of marketing plays a key role in your institution in advancing its mission. It is important to note that while a well-planned marketing strategy is necessary, such must be preceded by an honest institutional assessment of its strengths, weaknesses — things over which the institution has control, and its opportunities and threats — things over which the institution has no control other than to attempt to anticipate.

Marketing is discussed at great length on many campuses today. As an admission professional, it is important for you to not only be a part of that discussion, but to lead it, to foster it and to make known that true marketing goes well beyond cutting-edge Web sites, viewbooks, and fancy advertising campaigns.

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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.

Contributed by: Ross Lenhart
Senior Vice President, Stein Communications

It was a magical career. I was indeed fortunate. After 42 years and working directly with 142 different colleges, universities, and prep schools, it’s time for me to settle in, do some reading, play some golf and tennis, and enjoy the fine attributes of Pawleys Island in the lowcountry of South Carolina. It was a wonderful journey from my graduation day at Marietta College in 1966 into the world of college admission and then further into the realm of college and university marketing in 1976. It was challenging, fun, and interesting, and throughout my career, the magic for me has always been in the people.

What other career would have brought me into contact with great minds that value perhaps our greatest calling — the betterment of our world through the education of youth? Traveling from one college to another to discuss their missions that were often wide and varied and how best to represent them to their publics introduced me to men and women who care about society and its future — men and women of a higher calling. Faculty, admission folks, advancement and public relations professionals, presidents, college counselors, coaches, students, maintenance personnel and so many others — the magic on campus for me was always in the people.

I was allowed to coordinate and discuss ideas with my colleagues who are blessed with highly creative minds that can conceptualize and coordinate information into what amounts to a work of art that is effective in communicating an institution to the marketplace. They will always have my respect and, yes, envy. Art directors, writers, photographers, and web managers and designers — you always made life so interesting and worthwhile. You provided the coordination and camaraderie to make me look good. Yours is such a special type of magic –- found only in the stars.

My close colleagues whether in support or with whom I worked or traveled, and thus who had to listen to my boring stories over and over and over again — you all were brothers and sisters in this effort –- your support, your ideas, and your dreams with mine are cherished and are indeed magic and always will be.

I have always saluted my competitors. It is only logical to me that those who have chosen a career path similar to mine have never known my disdain but rather my respect. I have watched many of them with admiration when they have found new and wonderful ways of doing things, and thus I have often said, “I wish I would have thought of that.” The magic of competition is that it only makes all of us stronger.

But the real magic comes from the students that all of us — the college administrators, faculty, and we on the outside — serve. We must never forget our altruism in dealing with the education of young minds. During the privilege of my membership on the board of trustees of my alma mater, I found that oftentimes, I had to remind my peer board members from the commercial world that “education is different” – simply put, education isn’t soap. I firmly believe in that or I wouldn’t have stayed around so long. The young people in those countless focus groups tended to educate me, to give me hope, to invigorate me, to provide ideas in different strokes with different colors, to keep me young. Talk about magic – that was always magic. The education of our young people must be about honor, integrity, and character. Those who continue to work in the arena of educating our young people and of communicating such values must never lose sight of them and what our world is about – and our world has never been complicated; it’s been very simple – it’s merely the magic that transpires with a professor on one end of a log and a student on the other.

It was a wonderful journey, a magical journey. There are so many – oh, so many who helped me along the way. You will forever have my gratitude. As Supreme Court Justice Benjamin Cardozo wrote, “In the end the great truth will have been learned, that the quest is greater than what is sought, the effort finer than the prize, or rather that the effort is the prize, the victory cheap and hollow were it not for the rigor of the game.” And the game for me was all about the magic of people.

And Kathy, save the last dance for me.

Contributed by: Kathryn Spruill
Account Executive, Stein Communications

Authenticity is so important in conveying the true student experience at your school. Exposing the real lives of real students through a blogging program can have a much bigger impact than listing dozens of student organizations and intramural sports. It’s a careful balance, because to get authentic student experiences, you have to give up control. The following tips will ease your mind and reduce the risks associated with a student blog program.

Which students, which staff
The most important consideration is who you will ask to get involved. Choose more than two students, but less than six. If you have too many choices, a prospective student will be overwhelmed and not read any! You obviously want prospective students to relate to the bloggers. Choose students representing a variety of academic interests, extracurricular involvements, and areas of the country. Freshmen can provide insight into the transition to college and seniors can write about their job search, so strive to enlist at least one of each.

If you have student tour guides or admission office interns who already understand the big picture of recruitment, this should be your first stop. You should be able to trust them to tell the right stories about their weekends, meaning fraternity service day and not fraternity party, and they will probably be used to the typical questions prospective students ask.

An admission counselor can be assigned the role of project and content manager. He or she should be reading over every entry, making sure bloggers are posting regularly and appropriately. This counselor could have his or her own blog, although it’s guaranteed that prospective students are less interested in what their admission counselor is doing on a Thursday afternoon than in what current students are doing.

How often, on what medium
The key to blogging is fresh content. This will engage prospective students with the student bloggers and keep them coming back to see how Trevor did on the test he had been studying for all week, or if Julie got into the Study Abroad program she applied for. Three to four posts a week is great!

Many third parties provide platforms for student bloggers. Talk to your marketing partner to see what solutions they may recommend. The advantage to this approach as opposed to having students sign up at blogger.com is having oversight on the blogs: the ability to edit students’ entries directly. Many platforms can be set to require an admission counselor’s approval before the content goes live. Hopefully you trust the students you’ve chosen, but it’s always wise to have checks in place.

Incentives
What you are asking of these students is no small time commitment. Their job description includes not only writing their entries but also responding to the comments and questions that prospective students leave on the blogs.

Compensate them with a small weekly stipend, or give them a digital camera that they can then use to upload pictures onto their blog or video content. If you aren’t giving students an incentive to stick to writing on their blog, other things will quickly become their priority. Many students will love the fame factor – having their name after the official school URL (stateuniversity.edu/admission/blog/danny) will be the best part of the deal for them. It shouldn’t be the only carrot you are dangling.

Promoting the blogs
If your student bloggers interact with prospective students face to face, make them a photo business card with the URL of their blog and their email address. They can pass them out to their tour groups and when they connect with a family, they can add them to their readership.

Your blogs should be prominently advertised on your admission home page, and you can certainly send out e-mail communications to your mailing list with short bios of each student and links to their blogs.

There are some great success stories out there with student blogging programs. But if you look at just one school’s, check out MIT (http://www.mitadmissions.org/blogs.shtml). They were on the forefront of the blogging phenomenon and built a great interface for their student bloggers.

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For more on authenticity in student blogs and the benefits of blogs from the perspective of a prospective student, please see our article “New Marketing Models.”

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Kathryn Spruill was responsible for running a student blogger program during her time in admission at Tulane University. Is your institution putting a program in place, or do you have any additions to make to Kathryn’s list? She’d love to hear from you at kspruill@steincommunications.com.

Contributed by: Ross Lenhart
Senior Vice President, Stein Communications

Recently for The Scoop, I have written reviews about two books that I admired, both of which dealt with student selectivity — College Unranked and The Price of Admission. Both involved the nuances of student selectivity — one dealing with the influence that a faulty ranking system has on the public; and the other, with the swaying power that wealth, alumni, and political clout exerts on the college admission selection process. I suppose I am somewhat of a college admission junky. This is completely understandable seeing that as a student, I first started giving college tours and answering questions of prospects and families in 1964; and then commenced with a profession involving the selection of the college a student plans to attend and why, and also the selection of whom a college accepts and why. The selection process has always been a source of great fascination to me. You have to admit — it’s a rather simple process — the student researches, visits, applies, and waits. The college recruits, gathers information, makes a decision, and informs the student of that decision. For over forty years in my professional life, this is the way it has been. For me, it has been the only way of making such a match.

I thought I knew it all, but by being an interested party in the future plans of my son and daughter-in-law, I have stumbled on a whole new system of student selection. It’s a match that happens annually in March. Not a tennis match, not a soccer match, this is another form of institutional people matching — a people match like none other. I became interested by watching my daughter-in-law, armed with her new M.D. degree from Emory, as she embarked on her journey to find her place as a resident in a teaching hospital — not unlike a high school senior in search of a college. As admission officers talk often and proudly about their medical school acceptance rates, they might want to follow their students a bit more closely after their college graduation and watch the process that confronts them in the fourth year of medical school as they head towards residency and internships. It’s a fascinating process of student selection of which I was never aware — a matching process that is actually called The Match.

You know the drill — in the early part of the 20th century, hospitals offered internships with short deadlines to medical students, who were forced to make decisions without knowing what other offers might be forthcoming. Sounds familiar, doesn’t it? On the other hand, hospitals were being left out to dry because students rejected their offers, and it was too late for the hospital to approach the next preferred candidate, as he or she had already decided on another hospital. And don’t forget about the salary consideration here. After four years of college and four years of med school, these offers from hospitals aren’t quite the same financially, as say, six-figure top offers from law firms graduating law students after only three years. Realistically, it’s more like an offer of financial aid somewhat like a flat salary. Hospitals didn’t have a system of a Candidate’s Reply Date and then relying on a waiting list, or a system of rolling admission that we know in undergraduate college admission today. It was a lose-lose situation. Not good for the student; not good for the hospital.

Thus, in 1952, the National Resident Matching Program (NRMP) was established; and since that time, medical students have applied to hospitals in their disciplines, whether it be family practice, pediatrics, or internal medicine, through the NRMP as a clearinghouse. Imagine how hard it was to get everyone to cooperate in order to get this system underway? But a week ago, approximately 15,000 medical school students found out through this year’s residency match where they will spend the next several years — some in far away places or in places they never really wanted to go.

This is where is gets hazy for me, and pardon me if I don’t get too detailed — but basically, The Match is a system that relies heavily on the process of algorithms for matching interns and residents with hospitals. In other words, and very simply put in my own elementary terminology — The Match uses a computer program to make an effective match of a resident with a teaching hospital through a nationwide system that honors the individual student choices of where he or she may want to spend his or her residency, and matches those choices together with the student recruitment desires and needs of the hospital. Rather confusing, but they do it, and it seems to work. Here again, amazing how all those hospitals and all those resident candidates can cooperate.

The Match works like clockwork. It’s set up on a system of firm dates and mandatory responses. In her search for her match for a residency in ophthalmology, my daughter-in-law flew at her own expense to eleven cities from Miami to Philadelphia to Charleston to Austin to others in order to have a personal interview. These trips served to personally set her own numerical priorities for The Match as well as to satisfy the match priorities of the hospital.

One might question the total financial outlay of the resident candidate when considering that the hospital also benefits in getting their match priorities in order. In the last few years, The Match has recently endured a challenge by a group of physicians through a class action lawsuit alleging that The Match has violated antitrust laws by claiming that NRMP practices encouraged lower-than-competitive wages and imposed exhausting working conditions on residents.

As gender enrollment patterns changed in medical schools so have the accommodation considerations of The Match. In 1952, when The Match was launched, only two out of every ten medical school graduates were females. When my daughter-in-law graduated from Emory Medical School, the gender ratio in her class was fifty-fifty. Also consider the marriages, engagements, or partnerships that are bound to happen for some med students after four years of working and studying together intensely. Not wanting to split these relationships geographically, the NRMP also has developed a system of a Couples Match, allowing those who are married, engaged, or partnered to be selected or matched to the same teaching hospital together.

Once the medical specialty is selected, the multiple interview trips around the country taken, the different paperwork steps followed minutely and on time, the fourth year med student waits until a seemingly never-ending drum roll takes him or her to the nail biting date of March 20th. Last week at exactly 1:00 p.m. Eastern Standard Daylight Time, 15,000 students ripped open envelopes all at the same time and learned where they will train as doctors for the next several years.

Is it a sane method of compatible student selectivity, or just plain March Madness? For the answer, you might just want to consult your physician.

Sources:
The Journal of The American Medical Association, February 19, 2003.
The New England Journal of Medicine, January 23, 2003.

Contributed 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.

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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.