Derek berger december 3 2012 final presentation


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Derek berger december 3 2012 final presentation

  2. 2. Educational Marketing -Organizational Culture/SymbolicManagement Interested in marketing of educational institutions Interested in organizational culture/symbolism Program developed from an intersection of these two interests Marketing of Higher Organizational Education Culture/Symbolism Institutions
  3. 3. Review of Literature Organizational culture/symbolic management are interrelated theories Organizational culture develops when individuals unite to achieve common purpose (Schein, 1983) Three levels of culture (Schein, 1992)  Basics Assumptions  Espoused Values  Artifacts
  4. 4. Review of Literature Symbolism is the method through which organizations communicate their culture, i.e. espoused values and artifacts (Morgan, 1985) Symbols can take a variety of forms (Bolman & Deal, 2008):  Logos or images  Ceremonies or practices  The use of time or organizational priorities
  5. 5. Review of Literature -Application Institutional messages aligned with organizational culture  Recruitand retain students, faculty, and staff  Increases overall efficiency of organization Symbols used by institution should be analyzed to determine external perception Mission, vision, and values statement should direct operations of all functions
  6. 6. Program Investigation – AmericanUniversity Reviewed literature on AU’s website Private liberal arts, unique campus environment located in Washington, DC “Wonk” campaign - distinguish AU from other East Coast liberal arts institutions Marketing plan focused on unique campus culture and the type of people involved with AU
  7. 7. Program Investigation – Ball StateUniversity Reviewed literature available on Ball State’s website Large public institution, in a region with many similar institutions “Education Redefined” – focused on the type of education and worked to differentiate BSU from itself
  8. 8. Program Investigation -Application High level of research to drive strategies, tactics, messages Create campus “buy-in” regarding new messaging Merge messaging to speak to the individual about the educational programs Complete integration of messaging Develop a brand statement to guide marketing messaging
  9. 9. Application: Mission (EspousedValues) Central Michigan’s mission calls for student- centered education for a global world. This serves as the backbone of the messaging and all images  Stories that reflect global perspective and student experience  Imagery that emphasizes students engaged in their education
  10. 10. Application: Research Minimum of 3 months dedicated to this aspect of the plan Utilize a variety of constituents Analysis of the external and internal (organizational culture) environment
  11. 11. Application: Symbolism Utilize key symbols to tell the story or show the culture  Student-centered  Globally focused
  12. 12. Application: IntegratedMessaging Based research – creating a brand statement and guidelines for consistent integrated marketing
  13. 13. Application: Creating Buy-In Individual feedback and input is included throughout the plan – from research to evaluation Provide opportunities for students and alumni to be involved with the marketing plan
  14. 14. EvaluationPaul Nowak – Ball State Improvements: John Dalton – IU East  Increase time and resources for research  Improvements:  Identify budget before beginning research  Less focus on paid media like radio and newspapers  Focus on students and parents – guidance  Is “global” focus counselors are tertiary reasonable? Positive Elements:  Positive Elements:  Analysis of key audiences  Brand statement  Use of billboards in key
  15. 15. Implications Research should lead the process (uncover espoused values and basic assumptions) Messages are consistent (artifacts are consistent)and are based on mission (basic assumptions and espoused values) Stakeholders should be included in the process (symbolic management)
  16. 16. References  American University. (2009). American University and the next decade: Leadership for a changing world. Retrieved from  American University. (2012a). Academic profile. Retrieved from profile.cfm  Ball State University. (n.d.). Brand position guidelines 3.0. Retrieved from talContent%2FUMC%2Fpdfs%2FBrandGuidelines3.ashx&ei=CxxyUJqIB6O9ywGDzYD4DQ&usg=AFQjCNGZu1We pdMzP40A1j2oIvIywARdJg&sig2=IQEYYRhKgKSGY0sxXxTIoQ  Ball State University, (2009). Education redefined: Strategic plan 2007-2012. Retrieved from  Ball State University. (2012e). Immersive learning. Retrieved from ection&client=default_frontend&output=xml_no_dtd&proxystylesheet=default_frontend&q=immersive%20learning&s ort=date:D:L:d1&ie=UTF-8&oe=UTF-8  Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.  Beckerman, W. (2012). WONK: American University’s institutional brand campaign. Retrieved from  Central Michigan University. (2012d). University mission, vision, and values. Retrieved from  Morgan, G. (1985). Spinning on symbolism: Some developmental issues in organizational symbolism. Journal of Management, 11(2), 29. Retrieved from  Schein, E. H. (1983). The role of the founder in creating organizational culture. Organizational Dynamics, 12(1), 13- 28. Retrieved from  Schein, E. H. (1992). Organizational culture and leadership. San Francisco: Jossey-Bass.  Tompkins, J. R. (2004). Organization theory and public management. Belmont, CA: Wadsworth Publishing.