MARKETING MATTERS:a realistic approach to marketingyour learning centerKristy BlackAllison Grabowski#WLAN13
the process
the process
the process
understand your structure
understand your structure
• What services do you currently offer?• How are they organized?• What are areas of growth in the future?• Is everyone in ...
HOW TO CREATEVISION
STEP 1: List all services offeredSTEP 2: Cluster services into groupsSTEP 3: Generate a mind mapBIGTHINK
STEP 1: List all services offeredBIGTHINK
STEP 1: List all services offeredSTEP 2: Cluster services into groupsBIGTHINK
STEP 1: List all services offeredSTEP 2: Cluster services into groupsBIGTHINK
STEP 1: List all services offeredSTEP 2: Cluster services into groupsSTEP 3: Generate a mind mapBIGTHINK
the process
the process
• Know your audience– Communicate with students how theywant to be communicated to– Trust the studentsdescribe what you do
• Know your audience– Communicate with students how theywant to be communicated to– Trust the studentsdescribe what you do
• Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
• Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
• Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
• Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
• Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
• Keep content simple and consistentdescribe what you do
• Keep content simple and consistent– Simplicity keeps students engageddescribe what you do
• Keep content simple and consistent– Simplicity keeps students engaged– Consistency is what builds a branddescribe what y...
describe what you do
describe what you do
describe what you do
describe what you do
the process
the process
• What do you want to convey?• Where does your audience gets theirinformation?– Ask students!plan your implementation
• What do you want to convey?• Where does your audience gets theirinformation?– Ask students!plan your implementation
• What do you want to convey?• Where does your audience gets theirinformation?– Ask students!• What other departments give...
• Locate Resources– Campus duplication– Studentsplan your implementation
• Locate Resources– Campus duplication– Studentsplan your implementation
plan your implementation
plan your implementation
plan your implementation
• Locate Resources– Campus duplication– Students– Campus photography• Have student employees sign photographicrelease form...
plan your implementation
• Know your limitations– What areas do you control?• In-person and online– Talk to Public Relations– Time restrictions– Fu...
the process
the process
• Start small• Be patient• Don’t be afraid to failexecute your plan
• Carroll University– Logoexecute your plan
• Carroll University– Logo– Revisit content once a year– Print everything in summer– Color palette– No hours or days on pr...
the process
the process
• Determine effectiveness– Count printed materials (in-house)– Ask for departments to return extraprinted materials at the...
• Don’t be tied to what doesn’t work– Consolidate weaker components into amore comprehensive message– Revise content & app...
• Ask studentsassess your efforts
• Ask studentsassess your efforts
• Determine effectiveness• Don’t be tied to what doesn’t work• Ask studentsassess your efforts
the process
the process
• Consistency• Cost• Recognitionbenefits of marketing
• Consistency– Creates the culture of your learningcenter– Everyone is on the same pagebenefits of marketing
• Cost– Strategic marketing can save time andmoney if done thoughtfullybenefits of marketing
• Recognition– If consistent, then the campus willrecognize your services more easilybenefits of marketing
carroll university case study
Physician Assistant (PA) GrantPA ORI ENTATI ON TRANSI TI ON SURVEYPhysician assistant students (PA-S) often focus on acade...
working with what you have
working with what you have
working with what you have
working with what you have
working with what you have
working with what you have
working with what you have
working with what you have
rethinking the brochure
rethinking the brochure
rethinking the brochure
Social Media
Social Media
Thank you!Questions?Kristy Black – kblack@carrollu.eduAllison Grabowski – areeves@carrollu.edu
Marketing Matters: A Realistic Approach
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Marketing Matters: A Realistic Approach

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Morning Keynote presentation at the annual Wisconsin Learning Assistance Network (WLAN) Conference, 2013.

As professionals working in higher education learning centers, we don't always think about our departments and services as being part of an overall identity. Through strategic marketing and communication in-person, print, and online, learning centers can create a consistent image for their centers while increasing student traffic and awareness. This presentation provides five steps to implementing a marketing plan on your campus, a discussion of the benefits, and a case study of the Carroll University Learning Commons.

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  • Allison - This presentation will provide the basic steps of a simplified marketing plan. So often, learning center staff do the best they can with what they have not realizing that simple changes in time management and work flow can make a huge difference in improving recognition and perception of the learning center on campus. At Carroll, we have been fortunate to have Kristy Black on staff. Kristy’s position is a result of the HRSA Physician Grant that Carroll received in October of 2010. Our department, Academic Resources, is required to provide 109 hours of support each month for the PA grant. Kristy was hired because of her experience in graphic design and her creativity and her outlook/skills have changed the we do business on campus. This presentation summarizes what we’ve learned at Carroll in what will hopefully be a realistic approach for other learning centers.
  • Kristy explains the process
  • Allison – give context of Carroll University and it's cultureBring up the idea of coming up from construction paper and die cuts and this presentation is merely show a guideline of how you progress at a pace that is realistic at their respective institutions. Marketing is not just about events, it shouldn’t be reactive – it helps tremendously to think about it as a planned project and keep in mind, every institution is different.
  • Allison – give context of Carroll University and it's culture and then an overview of the Learning Commons. Emphasis on PA grant
  • Kristy – transition into next slide with something to the effect of:"As professionals working in higher education, we don't often think about our departments and services as being part of an overall identity. Even though everyone in your department should be familiar with the various services offered, the way these services are organized is not always perceived similarly amongst all constituents in your area. Everyone will need to have the same understanding of the organizational structure in order for marketing efforts to be fruitful."
  • Kristy – something like:As professionals working in higher education, we don't always think about our departments and services as being part of an overall identity. Even though everyone in your department should be familiar with the various services offered, the way these services are organized is not always perceived similarly amongst all constituents in your area. Everyone will need to have the same understanding of the organizational structure in order to tailor marketing efforts in a way which will convey a consistent message and vision. So how do you create a uniform vision in your department?
  • "You need to start by looking at the big picture of your learning center"KristyLet them know that we are going to present all the steps and then give them some time to briefly start this process (if time allows)
  • KristyDescribe the importance of listing off departments and sub-areas (such as the writing lab)
  • KristyTalk about breaking down tasks into groups
  • KristyTalk about breaking down tasks into groups
  • KristyIntroduce the importance of a mind map
  • Allison – talk about the appeal of the "tear drop"For Allison, the bubble is the PRODUCT but for Kristy it’s the PROCESS for organizing. discuss how we all were perceiving our organization differently. Kristy – talk about the process and what this activity leads into (introduce next slide by talking about the need to take this information and describe it)
  • Kristy transition
  • Kristy or Allison Transition
  • Kristy Every campus is different so you'll have to take some time to reflection on what your campus culture is like for this step. Consider the planning process that a business goes through before marketing a new product. They do market research on their target audience and conduct focus groups with individuals that meet their target demographic. If a company wants to roll out a new mobile application targeting teenagers, they make sure to get feedback from teenagers who sample the application in a focus group.While the process of marketing your learning center doesn't need to be quite as elaborate as a fortune 500 company's approach, it is important to be aware of who your audience is. At the very least, communicate with students how they want to be communicated with. How many of you have print marketing materials? Go on and raise your hands. Okay, now keep your hands up if you've asked even a handful of students what they thought of those marketing pieces.The important thing about student communication is that they aren't usually afraid to tell you how they feel about something. If they don't like it, they're usually pretty happy to let you know. For example, here is a brochure that we used in 2010.
  • Kristy – to the effect of:"Every campus is different so you'll have to take some time to reflection on what your campus culture is like for this step. Consider the planning process that a business goes through before marketing a new product. They do market research on their target audience and conduct focus groups with individuals that meet their target demographic. If a company wants to roll out a new mobile application targeting teenagers, they make sure to get feedback from teenagers who sample the application in a focus group.While the process of marketing your learning center doesn't need to be quite as elaborate as a fortune 500 company's approach, it is important to be aware of who your audience is. At the very least, communicate with students how they want to be communicated with. How many of you have print marketing materials? Go on and raise your hands. Okay, now keep your hands up if you've asked even a handful of students what they thought of those marketing pieces.The important thing about student communication is that they aren't usually afraid to tell you how they feel about something. If they don't like it, they're usually pretty happy to let you know. For example, here is a brochure that we used in 2010."
  • Before Kristy - Allison needs to say something about how this brochure condensed several handouts – positive spin! Kristy will click student responses
  • Click through
  • Click through
  • KristyEvery campus is different so you'll have to take some time to reflect on what your campus culture is like for this step.
  • KristyWhat we found based on our student feedback is that students want information tailored to their immediate needs and they don't want to have to search for it. The purpose of marketing materials is to refer students to your services, but if you're overwhelming them with tons of text, they are more likely to throw your brochures away than to utilize your learning center.
  • KristyIt's also important to keep that message consistent.
  • KristyYou want everyone on your campus to have the same understanding of your services, and this process is made easier by using consistent language.If you can talk about your various areas and services using the same text in a conversation, soon everyone in your department will adopt that language as well. Once everyone in your department is reinforcing a consistent message, it will become part of the campus culture. When students are hearing a consistent message, they are more likely to retain that information.Add an image to show this scaffolding process (you>dept>campus)
  • Kristy -What does this look like in practice?
  • Kristy
  • Kristy
  • Kristy
  • Kristy
  • Allison Consider the type of image you want to have on your campus. For us, it was really important to convey that the Learning Commons is a collaborative community where all types of students come together to improve academically. We we wanted to portray the Learning Commons in a fun yet still professional manner while making it clear that our services are not remedial but rather for all students.Prior to asking our students how they obtained their information, we were providing brochures in all freshmen backpacks each year. Once we asked students what they did with the information in their backpacks from orientation, we discovered that many simply threw that information away because it didn't have any relevance to them in that moment. Sure it was disappointing to learn that we had invested so much money to provide students with brochures that were thrown away, but gaining this knowledge allowed us to rethink our marketing strategy and helped us save money in the long run.Kristy Students were also able to provide information about how they obtain information about what is going on on campus, and gave us new insight as to different mediums that we can use on campus to promote our services, such as card holders in our Main Dining Room. This was particularly helpful because it is low cost and also allows us to promote outside of our physical location and get information in front of students who might not otherwise visit the Learning Commons or utilize its services.
  • KristyPrior to asking our students how they obtained their information, we were providing brochures in all freshmen backpacks each year. Once we asked students what they did with the information in their backpacks from orientation, we discovered that many simply threw that information away because it didn't have any relevance to them in that moment. Sure it was disappointing to learn that we had invested so much money to provide students with brochures that were thrown away, but gaining this knowledge allowed us to rethink our marketing strategy and helped us save money in the long run.Students were also able to provide information about how they obtain information about what is going on on campus, and gave us new insight as to different mediums that we can use on campus to promote our services, such as card holders in our Main Dining Room. This was particularly helpful because it is low cost and also allows us to promote outside of our physical location and get information in front of students who might not otherwise visit the Learning Commons or utilize its services.
  • AllisonThink about what areas on your campus currently give out print materials from your department to students. Consider how those students needs might differ from those who obtain your information otherwise. For us, those campus constituents included the academic advising center as well as the director of student success who often works with students who may be struggling academically.
  • Allison – Campus duplication – how we assumed our campus duplication center couldn’t do cool stuffKristy – Students
  • KristyI cannot emphasize enough how helpful students can be for you if you don't have someone who knows graphic design. While I have created the marketing materials for the Learning Commons, Career Services has been fortunate enough to hire some excellent students as Marketing Interns to do design work for them.
  • Kristy
  • Kristy
  • Kristy
  • Allison talk about photography and photographic release form; Kristy fill in
  • Kristy
  • KristyKnow your limitationsTalk to Public RelationsAllisonTime restrictions – plan for down times. Have to invest a lot of time initially, but once up, the time investment decreases Funding – by using campus resources, the cost was affordable and we found we didn’t need to spend as much
  • Kristy
  • Kristy
  • AllisonStart small – We started with a series of handouts, moved to a brochure, and then created a complete identity for our Learning Center. The process of successfully branding the Learning Commons took approximately a year to develop. With that in mind, the second thing to keep in mind when executing your plan is to be patient. These things take time, especially if you have to take extra time to hire student help. Don't be afraid to fail. When you're first implementing a new marketing scheme, it can be hard to know exactly what will work well on your campus, so don't be afraid that something won't work. As we say in the Learning Commons "Things can only get better!"
  • **Every campus is different. This approach is what works at Carroll based on our feedback**KristyLogo was the most important aspect. Kristy had to create buy-in from her department first, and once everyone saw the logo, it gave everyone a better sense of what marketing a learning center can look likeRevist the text on materials once a year (printed and online)Choosing a new color palette for each year can help keep materials looking fresh, even if the content is still the sameNever put hours or days on printed materials, especially bulk materials like brochures, fliers, etc.Figure out what materials can be reused.For example, our campus has plastic table tents which can hold 4x6 promotional cards. We discovered that we could print cards for these displays containing static information, such as content relating to our overall services, available space, etc. and then reuse the same cards later in the semester to remind students of our offerings. Additionally, we have a professor who hosts test anxiety workshops annually which students much RSVP to take part in. The fliers created for this event can be reused annually because they do not have dates on them.
  • **Every campus is different. This approach is what works at Carroll based on our feedback**KristyLogo was the most important aspect. Kristy had to create buy-in from her department first, and once everyone saw the logo, it gave everyone a better sense of what marketing a learning center can look likeRevist the text on materials once a year (printed and online)Choosing a new color palette for each year can help keep materials looking fresh, even if the content is still the sameNever put hours or days on printed materials, especially bulk materials like brochures, fliers, etc.Figure out what materials can be reused.For example, our campus has plastic table tents which can hold 4x6 promotional cards. We discovered that we could print cards for these displays containing static information, such as content relating to our overall services, available space, etc. and then reuse the same cards later in the semester to remind students of our offerings. Additionally, we have a professor who hosts test anxiety workshops annually which students much RSVP to take part in. The fliers created for this event can be reused annually because they do not have dates on them.
  • Kristy
  • Kristy
  • AllisonWhat to keep and what to tossDon’t be tied to what doesn’t workConsolidate weaker components in a more comprehensive messageHow to determine effectivenessCount everything printed (in-house)Ask for your printed materials back at the end of the year from other departmentsPortal and website statisticsTalking to students
  • KristyTalk about things that haven't worked for us overall – Meme cards, QR codes, etc.Consolidating handouts to a brochure to 4x6 cardsRevise yearlyAllison: Fall vs. Spring semestersHigher demand in fall for takeaway printed information(though this year end of Spring semester has been very popular due to location of materials by Brita)
  • Kristy
  • Kristy
  • KristyRecap and transition
  • Kristy
  • Kristy
  • Kristy
  • Kristy – ConsistencyCreates the culture of your learning centerEveryone is on the same pageEfficiencyBy having consistency in the way you present your organization, miscommunication is less likely to occur and therefore more students will have a better understanding of the services available
  • AllisonWe’ve been able to reduce our marketing costs over the years because we have a better understanding of what works, we have a plan instead of just reacting to what’s coming up next. The cost of staff time has also been reduced because we’re have the process down to a yearly routine. And now, everyone working in Academic Resources can speak consistently about our resources – huge cost savings!
  • Allison – talk about us wearing our t-shirts This is our logo and it’s become very recognizable on campus. We’ve found the shirts that we’re wearing today to be very popular with our student employees and at campus raffles. We’re just going to stick with this formula for now instead of coming up with something new
  • Kristy–Process began for us with the structure and then the logo
  • KristyI think we can incorporate this if you we move it the beginning of our samples and say that it helped you understand how big of an impact marketing could have on the perception of a program or something like that. What do you think?
  • Kristy
  • Kristy
  • Kristy
  • Kristy
  • Kristy
  • Kristy
  • Kristy
  • Kristy
  • Kristy. Talk about how we CAN'T GIVE OUR BROCHURES AWAY! (hence why they are same ones we brought to WLAN last year) and how these cards have been so popular that we couldn't bring very many.After semester-long data collection and analysis of promotional efforts, we discovered that our brochures were an unpopular avenue for transmitting information to our students regarding our service areas. As the student quotes earlier demonstrated, brochures were perceived as being clunky, full of unnecessary information, and were often thrown away. By the time the students needed the information from the brochures, they had long been misplaced or discarded. We needed  a promotional piece which students could quickly access as well as something that could be used as a referral point for other campus constituents. To address these concerns, we created these 4"x6" referral cards for each of our service areas. This eliminated the extraneous text that students felt brochures contained. These cards also allowed for other campus departments to make better referrals to specific service areas and programs. Students could quickly skim the data without having to search for anything.
  • Kristy
  • Kristy
  • Kristy
  • Kristy
  • Allison
  • Marketing Matters: A Realistic Approach

    1. 1. MARKETING MATTERS:a realistic approach to marketingyour learning centerKristy BlackAllison Grabowski#WLAN13
    2. 2. the process
    3. 3. the process
    4. 4. the process
    5. 5. understand your structure
    6. 6. understand your structure
    7. 7. • What services do you currently offer?• How are they organized?• What are areas of growth in the future?• Is everyone in your department on thesame page?understand your structure
    8. 8. HOW TO CREATEVISION
    9. 9. STEP 1: List all services offeredSTEP 2: Cluster services into groupsSTEP 3: Generate a mind mapBIGTHINK
    10. 10. STEP 1: List all services offeredBIGTHINK
    11. 11. STEP 1: List all services offeredSTEP 2: Cluster services into groupsBIGTHINK
    12. 12. STEP 1: List all services offeredSTEP 2: Cluster services into groupsBIGTHINK
    13. 13. STEP 1: List all services offeredSTEP 2: Cluster services into groupsSTEP 3: Generate a mind mapBIGTHINK
    14. 14. the process
    15. 15. the process
    16. 16. • Know your audience– Communicate with students how theywant to be communicated to– Trust the studentsdescribe what you do
    17. 17. • Know your audience– Communicate with students how theywant to be communicated to– Trust the studentsdescribe what you do
    18. 18. • Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
    19. 19. • Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
    20. 20. • Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
    21. 21. • Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
    22. 22. • Know your audience– Communicate with students how theywant to be communicated withdescribe what you do
    23. 23. • Keep content simple and consistentdescribe what you do
    24. 24. • Keep content simple and consistent– Simplicity keeps students engageddescribe what you do
    25. 25. • Keep content simple and consistent– Simplicity keeps students engaged– Consistency is what builds a branddescribe what you do
    26. 26. describe what you do
    27. 27. describe what you do
    28. 28. describe what you do
    29. 29. describe what you do
    30. 30. the process
    31. 31. the process
    32. 32. • What do you want to convey?• Where does your audience gets theirinformation?– Ask students!plan your implementation
    33. 33. • What do you want to convey?• Where does your audience gets theirinformation?– Ask students!plan your implementation
    34. 34. • What do you want to convey?• Where does your audience gets theirinformation?– Ask students!• What other departments give outyour information?plan your implementation
    35. 35. • Locate Resources– Campus duplication– Studentsplan your implementation
    36. 36. • Locate Resources– Campus duplication– Studentsplan your implementation
    37. 37. plan your implementation
    38. 38. plan your implementation
    39. 39. plan your implementation
    40. 40. • Locate Resources– Campus duplication– Students– Campus photography• Have student employees sign photographicrelease form immediatelyplan your implementation
    41. 41. plan your implementation
    42. 42. • Know your limitations– What areas do you control?• In-person and online– Talk to Public Relations– Time restrictions– Fundingplan your implementation
    43. 43. the process
    44. 44. the process
    45. 45. • Start small• Be patient• Don’t be afraid to failexecute your plan
    46. 46. • Carroll University– Logoexecute your plan
    47. 47. • Carroll University– Logo– Revisit content once a year– Print everything in summer– Color palette– No hours or days on printed material– Figure out what can be reusedexecute your plan
    48. 48. the process
    49. 49. the process
    50. 50. • Determine effectiveness– Count printed materials (in-house)– Ask for departments to return extraprinted materials at the end of the year– Website & portal statisticsassess your efforts
    51. 51. • Don’t be tied to what doesn’t work– Consolidate weaker components into amore comprehensive message– Revise content & approaches as needed– What works one semester might notwork anotherassess your efforts
    52. 52. • Ask studentsassess your efforts
    53. 53. • Ask studentsassess your efforts
    54. 54. • Determine effectiveness• Don’t be tied to what doesn’t work• Ask studentsassess your efforts
    55. 55. the process
    56. 56. the process
    57. 57. • Consistency• Cost• Recognitionbenefits of marketing
    58. 58. • Consistency– Creates the culture of your learningcenter– Everyone is on the same pagebenefits of marketing
    59. 59. • Cost– Strategic marketing can save time andmoney if done thoughtfullybenefits of marketing
    60. 60. • Recognition– If consistent, then the campus willrecognize your services more easilybenefits of marketing
    61. 61. carroll university case study
    62. 62. Physician Assistant (PA) GrantPA ORI ENTATI ON TRANSI TI ON SURVEYPhysician assistant students (PA-S) often focus on academic success when star ting their programs, but transitioninginto professional school can present challenges beyond managing your workload. Every PA-S wants to earn stellargrades, but what about adjusting to the demands of professional-level study while maintaining your personal life?This survey was designed to gauge the needs of your cohort as you transition into the program.Please respond to each item by placing an X in the corresponding box by using the following scale:1=not concerned 2=somewhat concerned 3=moderately concerned 4=very concerned.Your feedback will be used to design future prog ramming.1 2 3 4
    63. 63. working with what you have
    64. 64. working with what you have
    65. 65. working with what you have
    66. 66. working with what you have
    67. 67. working with what you have
    68. 68. working with what you have
    69. 69. working with what you have
    70. 70. working with what you have
    71. 71. rethinking the brochure
    72. 72. rethinking the brochure
    73. 73. rethinking the brochure
    74. 74. Social Media
    75. 75. Social Media
    76. 76. Thank you!Questions?Kristy Black – kblack@carrollu.eduAllison Grabowski – areeves@carrollu.edu

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