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TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments
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TxGAP Webinar - Joining Forces for Success: Making the Case for Strategic Partnerships between Marketing, Admissions, and Academic Departments

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  • 1. Joining Forces for Success: Making theCase for Strategic Partnerships between Marketing, Admissions, and Academic Departments Presented by Julie Staggs Senior Client Consultant Stamats, Inc. (800) 553-8878
  • 2. Overview•  Why discuss new program development•  Key roles for partners•  Process for new program development•  Understanding market opportunity•  Integrated plan for launch•  Measuring success © 2012 Stamats, Inc. - 2
  • 3. Why Talk about Program Development?•  Continual part of institutional momentum –  Expert or new faculty –  Meet competition –  Meet market demands –  Utilize capacity –  Grow revenue•  A challenge for marketing and admissions –  Affects planning and resources –  Accountable for outcomes © 2012 Stamats, Inc. - 3
  • 4. How are you currently involved in new programs development? RESPONSESA. Not at allB.  Before Program designedC.  After Program designedD.  When Program is ready to launch © 2012 Stamats, Inc. - 4
  • 5. Key Roles in Program Development •  Admissions –  Forecast numbers –  Applications Admissions –  Matriculants•  Marketing –  Discuss program –  Identify/size market –  Application process –  Competitive info –  Define marketing budget Marketing –  Marketing plan Academic Department •  Academic Department –  Determine courses –  Procure accreditation/certification –  Develop courses –  Provide faculty © 2012 Stamats, Inc. - 5
  • 6. Has this Happened to You?•  MEd, Administration and Leadership –  Faculty add specialized Masters in Education –  Develop courses –  Not only offering of this sort in state –  Set goals of 120 Annually –  State market is 60•  MA, Criminal Justice –  Relationship with State –  Previous state requirement/changed –  Low marketing budget/high goal•  MA, Communications, Social Media –  Hot new topic –  Faculty knowledge/expertise/experience –  Capacity low, demand high –  Delivery method at odds with content © 2012 Stamats, Inc. - 6
  • 7. Top Five Reason New Program Launches Fail No Plan/No Research No Market Demand No Differentiation No Marketing or Recruitment Budget No Internal Communication © 2012 Stamats, Inc. - 7
  • 8. Do you have a process for new program development? RESPONSESA. NoB.  InformalC.  Formal documented process © 2012 Stamats, Inc. - 8
  • 9. New Program Development Process Market Program Budgets/ Idea Launch Analysis Creation Goals•  Idea •  Budgets/Goals –  Faculty Driven –  Based on research –  Market Driven –  Multi-year, conservative to aggressive•  Market Analysis –  Collaborative process –  On-going anecdotal –  Need—jobs •  Launch –  Demand—interest –  Integrated plan –  Competitive Analysis –  Timing –  Budget•  Program Creation –  Research based –  Faculty Driven © 2012 Stamats, Inc. - 9
  • 10. Timeline of New Program Development Months Activity 1 2 3 4 5 6 7 8 9 10 11 12IdeaMarket AnalysisProgram CreationBudgets/GoalsLaunchStart first class/cohort © 2012 Stamats, Inc. - 10
  • 11. Documenting the Process Committee including academic department, marketing and admissions should jointly complete this plan.•  Purpose/Rationale•  Mission Alignment•  Strategic plan/goals alignment•  Proposed Curriculum •  Budget•  Accreditation/Certification –  Start-up costs (one time)•  Potential duplication/overlap –  On-going costs (recurring)•  Intra-institution cooperation •  Forecasts/goals•  Market Strategy –  Based on research –  Target Audience –  Multi-year planning –  Competition •  Determine KPI/Success Metrics –  Program Distinctions –  Outline success –  Key Partners –  Build dashboard –  Career and Professional Outcomes –  Determine review cadence © 2012 Stamats, Inc. - 11
  • 12. How do you determine the market and demand for a new program? RESPONSESA. Faculty member influence/antecdotalB.  Internal researchC.  External research © 2012 Stamats, Inc. - 12
  • 13. Key Factors in Understanding a Market•  Audience –  Who would be the students? –  What are their characteristics? –  Where are they located? –  What are their motivations?•  Demand –  Are their jobs/ need for the program outcomes?•  Competition –  How many other institutions offer this or similar programs –  Are their programs successful? Fully subscribed? Growing?•  Opportunity –  What is not being offered that is desired? –  Availability to potential audience? © 2012 Stamats, Inc. - 13
  • 14. Tools and Resources for Market Analysis•  Environmental Scan –  IPEDS –  DOL –  Census•  Competitor Scan –  Website –  Marketing materials•  Primary Research –  Focus Groups –  Phone Surveys –  Web Surveys © 2012 Stamats, Inc. - 14
  • 15. Top Five Program Killers Most expensive in market More than three competitors No employer interest No career/advancement opportunities No obvious delivery mode © 2012 Stamats, Inc. - 15
  • 16. Case Study•  A new MBA model –  Low residency –  Project Based –  Accelerated•  Key Questions –  Will the undergraduate model work for a graduate program? –  Should we launch this new model for a MBA? –  Would it have regional and national appeal? © 2012 Stamats, Inc. - 16
  • 17. Reasons Why Blended MBA Program Not Considered Percent not considering blended programs citing:Not familiar with concept 14% Require residencies 13% Too team-oriented 12% Too little class time 8%Not focused on my career 7% Too little interaction 5% Not good fit for me 5% Dont know 9% 0% 20% 40% 60%•  Reluctance to consider blended format not driven by any single factor—responses suggest that some want more online content and some want less •  Some indication that blended format is not well understood which leads some to shy away Base: All prospective MBA students who would not consider blended program (n=161) © 2012 Stamats, Inc. - 17
  • 18. Preferred Program Format: Aided Percent who prefer an MBA program that is: 100% 80% 60% 31% 40% 26% 23% 13% 20% 7% 0% Blended 100% Part-time Executive Full-time format online•  Fairly even split in preference for online, blended, and part-time formats—suggests the University’s concept isn’t likely to be rejected on the basis of format•  Preference for executive and full-time formats fairly minimal among this respondent base—desire to pursue career and education fairly widespread Base: All prospective MBA students (n=585) © 2012 Stamats, Inc. - 18
  • 19. MBA Program Types Considered/Preferred All In State Surrounding Other Program Type States (n=87) States (n=200) (n=298)Consider full-time? 26% 25% 21%Consider part-time? 72% 63% 68%Consider executive MBA? 52% 46% 42%Consider 100% online? 53% 56% 50%Consider blended program? 74% 65% 64%Prefer full-time? 7% 7% 5%Prefer part-time? 16% 21% 24%Prefer executive MBA? 20% 12% 13%Prefer 100% online? 23% 28% 24%Prefer blended program? 34% 32% 34%Prefer accelerated program? 47% 59% 52%Prefer regular pace program? 53% 41% 48% •  No statistical or meaningful differences in the types of programs considered or preferred between geographic segments Base: All prospective MBA students in indicated segment © 2012 Stamats, Inc. - 19
  • 20. Preferred Pace of MBA Program: Aided Percent who prefer program at: Accelerated pace, 54% Regular pace, 46% •  Preference for accelerated MBA program schedule just slightly higher than preference for regular pace•  Preference for speedier program differs only slightly across demographic segments (including age, gender, importance clusters, and program-format preference groups) Base: All prospective MBA students (n=585) © 2012 Stamats, Inc. - 20
  • 21. Current Top MBA Program: Unaided - In State Market - % % College/University Top Considering Choice •  Fully one-third of prospective MBA students in the in stateUniversity of Utah 60% 22% market have no current “top”University of Phoenix 38% 7% choice programBrigham Young University 26% 7%Utah State University 21% 2% •  The University fares wellThe University 17% 8% among those considering it— nearly one-half indicate it asWeber State University 13% 5% their “top” programUtah Valley University 5% 2%Argosy University 2% 1% •  University of Utah, however,Harvard University 2% 1% appears less able to capitalizeNew York University 2% 1% on widespread considerationUniversity of California Los Angeles 2% 1%University of Texas Austin 2% 1%Arizona State University 2% 1%Don’t know -- 32% Base: All prospective MBA students in in state market (n=87) © 2012 Stamats, Inc. - 21
  • 22. MBA Programs Currently Considered: Unaided - Surrounding States - College/University % Citing •  Handful of online entities draw considerable level of interestUniversity of Phoenix 26%University of Denver 24% •  Focus on local programsArizona State University 19% becomes obvious whenUniversity of Colorado Boulder 18% considering prospects fromRegis University 13% multiple states/locations—72 other single mentionsColorado State University 12%University of Nevada Las Vegas 8%University of Arizona 7% •  The University, however, receives no mentions fromUniversity of Colorado Denver 6% respondents in this geographicNorthern Arizona University 3% market (states bordering the home state)Boise State University 3%Grand Canyon University 3% •  Suggests The University moreKaplan University 3% of a local player in MBAThunderbird School of Global Management 3% degrees than a regional playerUniversity of Colorado, Colorado Springs 3% Base: All prospective MBA students in adjacent states (n=200) © 2012 Stamats, Inc. - 22
  • 23. Current Top MBA Program: Unaided - Surrounding States - % % College/University Top Considering Choice •  As was the case among inUniversity of Phoenix 26% 8% state respondents, a fairlyUniversity of Denver 24% 7% sizable proportion ofArizona State University 19% 9% prospective students in this region have no favoredUniversity of Colorado Boulder 18% 5% program currentlyRegis University 13% 5%Colorado State University 12% 3% •  No single program showsUniversity of Nevada Las Vegas 8% 2% particular strength in terms ofUniversity of Arizona 7% 1% converting consideration into meaningful interestUniversity of Colorado Denver 6% 2%Northern Arizona University 3% 0%Boise State University 3% 1%Grand Canyon University 3% 1%Kaplan University 3% 1%Thunderbird School of Global Management 3% 1%University of Colorado, Colorado Springs 3% 1% Base: All prospective MBA students inDon’t know -- 40% adjacent states (n=200) © 2012 Stamats, Inc. - 23
  • 24. Interest in Project-Based MBA Program60% 48% Very interested 47% 44% Moderate interest Slight interest40% No interest 25% 27% 27% 24% 21%20% 16% 9% 10% 2% 0% Home State (n=87) Surrounding States Other States (n=298) (n=200) •  No differences between geographic markets in terms of interest in the concept Base: All prospective MBA students in indicated segment © 2012 Stamats, Inc. - 24
  • 25. MBA Competing Programs UT AZ CO NV ID WY U.S.Number of MBA Programs 13 14 17 7 5 2 1,139Number of 2008 MBA Graduates 1,674 11,946 4,035 546 221 57 158,198Share of U.S. MBA Graduates 1.1% 7.6%* 2.6% 0.3% 0.1% <0.1% 100% * Just over 9,000 degrees conferred by University of Phoenix Online Campus attributed to AZ location •  Home state-based MBA programs conferred just under 1,700 degrees in 2008 •  Most MBA students (even those enrolled in 100% online programs) select a program that is located fairly close geographically •  The University enjoys no real consideration outside the home state, and surrounding states represent a fairly limited pool of prospective students to recruit © 2012 Stamats, Inc. - 25
  • 26. Major Research Findings•  Market has diversity of needs, preferences, and interests •  Need differentiation •  Single format would not have broad-based appeal•  Low awareness and consideration requires significant investment and effort to get or increase enrollment (Having a distinctive concept alone does not create awareness, familiarity or demand)•  Concept was of interest to those had previously investigated MBAs, so the concept likely is addressing unmet needs.•  Multiple positioning points (four) for the program are indicated, though one is of broader appeal than the other three. A second had an advantage in interest level, but is not differentiating.•  Given the concept could generally be put in the online category, there was not enough appeal beyond the local area to make the decision to invest in the new format without other distinguishing factors as the awareness and demand was not indicated in the research. © 2012 Stamats, Inc. - 26
  • 27. If you have launched a new program was there a written launch plan? RESPONSES A. Yes, with strategy and tactics B.  Yes, a general plan but not specifics C.  No, I was called and given a goal and start date © 2012 Stamats, Inc. - 27
  • 28. Integrated Launch Plan Components•  Timing –  Internal Launch –  External Launch•  Audiences –  Prospective Students –  Employers –  Alumni•  Channels•  Recruitment –  Timing –  Training –  Activities•  Class Start Date © 2012 Stamats, Inc. - 28
  • 29. Integrate Across Multiple ChannelsAdvertising: PR:•  Newspaper •  Radio •  Features•  Magazine •  TV/cable •  Wild art•  BillboardDigital: •  Facebook Direct marketing: (response marketing)•  Email •  LinkedIn •  Telephone•  Website •  YouTube •  Postal mail•  Aggregators •  Search •  E-mail•  Blogs •  PPC •  Text/SMS •  Banner Ads•  Twitter •  SEO •  List BuysPublications including variable digital printing/print Sponsorships, publicity, event marketingon demandInternal communication Collaborations, alliance marketing (co-branding)Word-of-mouth (buzz marketing) Facilities and environmentals: •  Buildings and grounds •  Signage and perimeter markingEvents •  Fairs Engaged employees as media•  Campus events •  Conferences © 2012 Stamats, Inc. - 29
  • 30. How are you determine success with a new program? RESPONSESA. First year applications/enrollmentsB.  Breaks even/makes moneyC.  Meets multi-year targetsD.  No defined measures © 2012 Stamats, Inc. - 30
  • 31. Measuring Success•  Goals—Define Success •  Identify Key Performance Indicators –  Students (KPI) §  Inquiries •  Build Dashboards §  Applicants •  Review data and make decision §  Admits –  Weekly §  Matriculants –  Monthly –  Revenue –  Term•  Short Term/Long Term –  Term/start –  Year © 2012 Stamats, Inc. - 31
  • 32. KPI  Worksheet Google  Analytics   KPI  Name Goal Data  Source Calcualtion Timeframe View  Parameters Segment  URL Notes AdmissionsApplication 350 SIS wkly/mtd/mom/ytd/yoy line  chart  by  segmentAccepted 250 SIS wkly/mtd/mom/ytd/yoy line  chart  by  segmentFee 125 SIS wkly/mtd/mom/ytd/yoy line  chart  by  segmentWEB line  chart  f or  past  year,   current  month   percentage,  rate  of   Number  of  visits  i n  target   change  f rom  precvious   geographic  region/All   month,  rate  of  change  Target  Geographic  Reach Web  Analytics visits yearly  by  month from  previous  year http://goo.gl/x0WnB Note:  In  the  Google  Analytics   Segment  replace  the  keywords   Visits  f rom  search  e ngines   line  chart  f or  past  year,   with  branded  keywords  that  are   in  which  the  keyword   current  month   relevant  to  your  i nstitution.  If   used  was  one  associated   percentage,  rate  of   you  i nclude  more  than  one,  as   with  your  brand  ( name  of   change  f rom  precvious   does  the  e xample,  separate  e ach   university,  college,  sports   month,  rate  of  change   keyword  with  a  "|"  pipe  Branded  Keywords Web  Analytics team,  e tc.)/All  visits yearly  by  month from  previous  year http://goo.gl/lTRHn character. Visits  that  came  to  the  site   through  a  search  e ngine   keyword  associated  with  a   subject  ( for  i nstance,   line  chart  f or  past  year,   business  f or  a  business   current  month   program)  OR  visit  to  a   percentage,  rate  of   page  on  your  site  that   change  f rom  precvious   contains  the  subject  i n  the   month,  rate  of  change  Subject  Interest Web  Analytics title/All  visits yearly  by  month from  previous  year http://goo.gl/qcXS2 line  chart  f or  past  year,   current  month   percentage,  rate  of   change  f rom  precvious   Visits  f rom  social  media   month,  rate  of  change  Social  Media  Traffic Web  Analytics source/All  V isits yearly  by  month from  previous  year http://goo.gl/UL6pE line  chart  f or  past  year,   Note:  It  may  help  to  apply   current  month   additional  segments  such  as   percentage,  rate  of   social  media  traffic  to  goal   change  f rom  precvious   conversions  to  better  understand   Goal  Completions/All   month,  rate  of  change   which  traffic  i s  converting  the  Goal  Conversion  Rate Web  Analytics visits yearly  by  month from  previous  year best.   © 2012 Stamats, Inc. - 32
  • 33. KPI  Dashboard The  light  gray  lines  of  standard  deviation  in  the  charts  denote  the  normal  range  for  that  data  set.  +-­‐  Month  is  the  rate  of  change  as   compared  to  the  previous  month.  +-­‐  Year  is  the  rate  of  change  compared  to  the  previous  year. 35 Recommendations  and  Observations This  over-­‐time  graph  shows  t he  amount  of  visits  from  visitors  t hat   This  over-­‐time  graph  shows  t he  percentage  of  visits  from   came  t o  t he  site  with  a  branded  keyword  search. within  universities. Use  a  multivariate  test  on  the  home  page. 33.00% 38.00% Test  home  page  image  and  heading. Include  additional  goal  links  on  the  home  page. 31.00% 36.00% Test  three  different  locations. 29.00% 34.00% University  Traffic  % Use  A/B  test  on  forms  to  test  how  well  different  versions  convert. Branded  Visits 27.00% 32.00% 25.00% 30.00% Branded  Visits 23.00% 28.00% 21.00% 26.00% While  there  was  a  s pike  in  expected  Branded  traffic  in  the  s ummer,  there  has  been  a  decline  during  the  Fall. 19.00% 24.00% Overall  there  s eems  to  be  s ignificant  name  recognition  based  on  visitors  that  came  to  the  s ite  through  branded  s earches 17.00% 22.00% 15.00% 20.00% Jul  2 008 Jul  2 009 Jul  2 010 Jul  2 008 Jul  2 009 Jul  2010 Mar  2010 Mar  2 008 Mar  2 009 Mar  2 008 Mar  2 009 Mar  2 010 Jan  2008 Jan  2009 Jan  2010 Jan  2008 Jan  2009 Jan  2010 Nov  2008 Nov  2009 Nov  2010 Nov  2008 Nov  2009 Nov  2010 Sep  2008 May  2 008 May  2 009 Sep  2 009 May  2 010 Sep  2 010 May  2 008 Sep  2 008 May  2 009 Sep  2 009 May  2 010 Sep  2 010 University  Traffic  % Branded/ Branded/ UT/All  +-­‐   UT/All  +-­‐   Oct  2010 All  +-­‐   Oct  2010 All  +-­‐  Year Month Year Recent  months  have  been  within  the  normal  range. Month 28.28% 4.45% 11.35% 31.99% 10.52% -­‐6.49% Levels  have  been  lower  than  they  were  the  previous  year. Branded/ Branded/ UT/All  +-­‐   UT/All  +-­‐   Nov  2010 All  +-­‐   Nov  2010 All  +-­‐  Year Month Year Month 24.85% -­‐12.15% -­‐12.22% 31.20% -­‐2.45% -­‐0.89% This  over-­‐time  graph  shows  the  amount  of  visits  from   This  over-­‐time  graph  compares  goal  conversions  by  segment. %  of  Loyal  Visits visitors  that  have  been  to  the  website  between  9-­‐50  times. 10.00% 30 October  and  November  percentages  of  loyal  visits  are  above  the  normal  range,  increasing  from  the  previous  year.   25 Consider  offering  a  s pecial  promotion  to  extend  the  trend. 9.00%%  of  Loyal  Visits 20 8.00% 15 Goals 7.00% 10 5 6.00% 0 Goals Mar Apr May Jun Jul Aug Sep Oct Nov 5.00% All  Visits  (Segment) There  has  been  a  decline  in  goals  conversions  during  the  Fall.   4.00% Create  A/B  or  multivariate  tests  on  the  home  page  and  admissions  page  to  increase  goal  conversions. University  Traffic  (Segment) Jul  2008 Jul  2 009 Jul  2010 Mar  2 008 Mar  2 009 Mar  2 010 Jan  2008 Jan  2009 Jan  2010 Nov  2008 Nov  2009 Nov  2010 Sep  2 008 Sep  2 009 Sep  2 010 May  2008 May  2 009 May  2010 Since  university  traffic  s eems  to  convert  better  than  other  traffic,  increase  PPC  dollar  amounts  to  university  traffic. Branded  Keywords  (Segment) Since  conversions  are  down  from  previous  years,  modify  page  content  to  increase  conversions. Loyal  V isitors  (9-­‐50  Visits)  (Segment) Goal   Loyal/All   Loyal/All   Oct  2010 Conversio +-­‐  Month +-­‐  Year Month ns 9.14% 40.44% 7.90% Jul 14 Aug 8 Loyal/All   Loyal/All   Nov  2010 +-­‐  Month +-­‐  Year Sep 8 Fewer  goal   9.08% -­‐0.67% 27.93% Oct 8 conversions  than   Nov 12 anticipated.   © 2012 Stamats, Inc. - 33
  • 34. Quick Review of Basic Steps•  Build Relationships•  Have Ideas•  Do Research•  Make a Plan•  Design the Program•  Create a Budget•  Launch Program•  Measure and Refine © 2012 Stamats, Inc. - 34
  • 35. About StamatsStamats is recognized and respected as the nation’s higher education integratedmarketing thought leader. Our comprehensive array of innovative services has setthe standard for pairing insightful, research-based strategic counsel with compellingcreative solutions. We promise our clients the highest level of professional serviceand attention to detail in the industry because, in the end, we know our success ismeasured entirely by theirs. Research, Planning, and Consulting Services Creative & Interactive Services •  Image, perception, and brand studies •  Creative concepting •  Recruiting, marketing, brand, and academic •  Web strategies program marketability audits •  Recruiting and advancement •  Tuition pricing elasticity and brand value studies publications © 2012 Stamats, Inc. - 35
  • 36. Stamats on Your CampusStamats has a wide array of presentations and workshops—like thisone—that we conduct on campus for departments, senior leadershipteams, and boards.A partial list of sessions include: •  Assessing Your Marketing Structure and Organization •  Developing an Integrated Marketing/Brand Marketing Strategy •  Marketing Your Academic Programs •  Applying Research to Strategic Enrollment Management Planning •  AdultStudentTALK—Understanding the Graduate Prospects Motivations and Desired Communications ChannelsPlease contact us for a complete list or to discuss a session for you ingreater detail. Thank you. Julie Staggs Senior Client Consultant julie.staggs@stamats.com 800-553-8878 ext 5069 © 2012 Stamats, Inc. - 36
  • 37. Stamats’ Graduate School Integrated Marketing Conference July 23-25, 2012Intercontinental Hotel, Atlanta, GA Navigating the New Normal www.stamats.com/Grad2012 Promotional Code: NAGAP © 2012 Stamats, Inc. - 37
  • 38. Questions © 2012 Stamats, Inc. - 38

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