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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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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