2008 Teens Talk

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  • 2008 Teens Talk

    1. 1. 2007 TeensTALK ® Presented by Fritz McDonald Creative Director Stamats, Inc. Cedar Rapids, IA 52406 (800) 553-8878 [email_address]
    2. 2. We are an award-winning, nationally-recognized higher education research, planning, and marketing communications company. Our mission is to help college and university leaders achieve their most important marketing, recruiting, and fundraising goals through the creation of customized integrated marketing solutions. <ul><li>Research, Planning, and Consulting Services </li></ul><ul><li>Image and competitive positioning studies </li></ul><ul><li>Tuition price elasticity studies </li></ul><ul><li>Alumni and donor studies </li></ul><ul><li>Marketing communication audits </li></ul><ul><li>Recruiting audits </li></ul><ul><li>Campus visit audits </li></ul><ul><li>Integrated marketing plans </li></ul><ul><li>Brand clarification and communication plans </li></ul><ul><li>Recruiting plans </li></ul><ul><li>Strategy development and strategic plans </li></ul><ul><li>Board presentations </li></ul><ul><li>Project-specific consulting </li></ul><ul><li>Creative Services </li></ul><ul><li>Recruiting and fundraising publications </li></ul><ul><li>Web site development </li></ul><ul><li>Virtual tours </li></ul><ul><li>Direct marketing strategies (search, annual fund) </li></ul><ul><li>Targeted e-mail marketing systems </li></ul><ul><li>Advertising </li></ul><ul><li>Creative concepting </li></ul><ul><li>Content management systems </li></ul><ul><li>Dynamic news and events calendars </li></ul><ul><li>Message boards/chats </li></ul>About Stamats • Offices: Richmond, San Francisco, and Cedar Rapids
    3. 3. The Stamats TALK Series <ul><li>The Stamats TALK series focuses on understanding the T rends, A ttitudes, L ifestyles, and K nowledge of different college target markets </li></ul><ul><li>Included in the TALK series are: </li></ul><ul><ul><li>TeensTALK (the original TALK study) </li></ul></ul><ul><ul><li>ParentsTALK </li></ul></ul><ul><ul><li>LawTALK </li></ul></ul>
    4. 4. Understanding the Millenials
    5. 5. Beloit Mindset List: Class of 2010 <ul><ul><li>The Soviet Union has never existed and therefore is about as scary as the student union </li></ul></ul><ul><ul><li>They are wireless, yet always connected </li></ul></ul><ul><ul><li>A coffee has always taken longer to make than a milkshake </li></ul></ul><ul><ul><li>“ Google” has always been a verb </li></ul></ul><ul><ul><li>Reality shows have always been on television </li></ul></ul><ul><ul><li>Being techno-savvy has always been inversely proportional to age </li></ul></ul><ul><ul><li>Affluent troubled teens in Southern California have always been the subjects of television series </li></ul></ul><ul><ul><li>9. Oh, The Places You’ll Go by Dr. Seuss has always been the perfect graduation gift </li></ul></ul>Source: Beloit College’s Mindset List
    6. 6. Life Aspirations <ul><li>Most important: </li></ul><ul><ul><li>1. Helping others in need </li></ul></ul><ul><ul><li>2. Raising a family </li></ul></ul><ul><ul><li>3. Being known as the best at what I do </li></ul></ul><ul><li>Secondary: </li></ul><ul><ul><li>4. Living an adventurous life </li></ul></ul><ul><ul><li>5. Creating change in society </li></ul></ul><ul><ul><li>6. Making lots of money </li></ul></ul><ul><ul><li>7. Being involved in my local community </li></ul></ul><ul><ul><li>8. Traveling the world </li></ul></ul>Source: 2006 TeensTALK ® study
    7. 7. Millennials and College <ul><ul><li>85 percent say that having a college degree is more important today than it was for their parents generation </li></ul></ul><ul><ul><li>They feel that the application process is more stressful today </li></ul></ul><ul><ul><li>They feel that college is more academically challenging now </li></ul></ul><ul><ul><li>They feel that they spend more time planning their future than other generations </li></ul></ul><ul><ul><li>57 percent feel the amount of time full time faculty spend with student is important or extremely important, up considerably from past years </li></ul></ul>Source: Millennials Go to College, Second Edition, Howe & Strauss, 2007 – from Chatwells 2006 College Student Survey
    8. 8. Millennials & College - continued <ul><ul><li>Earnings potential of graduates is VERY important </li></ul></ul><ul><ul><li>Final cost of attending a college is a key decision factor </li></ul></ul><ul><ul><li>They understand the amount of debt they will incur is far greater than past generations </li></ul></ul><ul><ul><li>Over half say the debt load will affect their career choice, and they expect that debt load to be $20,000 </li></ul></ul><ul><ul><li>40 percent say college will be very difficult to pay for </li></ul></ul><ul><ul><li>HOWEVER, 90 percent feel that the earning potential justifies the cost </li></ul></ul><ul><ul><li>97 percent feel that colleges should play a SIGNIFICANT role in helping find jobs – it is their expectation </li></ul></ul>Source: Millennials Go to College, Second Edition, Howe & Strauss, 2007 – from Chatwells 2006 College Student Survey
    9. 9. Millennial Visions of College Life <ul><li>Some focus on what college should look like—others focus on what college should feel like </li></ul><ul><li>Common themes: </li></ul><ul><ul><li>Independence and freedom </li></ul></ul><ul><ul><li>Trying new things </li></ul></ul><ul><ul><li>Meeting diverse people </li></ul></ul><ul><ul><li>Having fun </li></ul></ul><ul><li>Fears: </li></ul><ul><ul><li>Academic rigor </li></ul></ul><ul><ul><li>Broken promises </li></ul></ul><ul><ul><li>Financing </li></ul></ul><ul><ul><li>College roommates </li></ul></ul>Source: 2006 TeensTALK ® study
    10. 10. The Marketing Mindset of the Millennials <ul><li>Early on they tend to circumvent normal channels to find about you before you find them – they are stealth prospects </li></ul><ul><li>They use Web, word of mouth, and peer & social networks </li></ul><ul><li>When they decide they “like” you, they will decide to accept your marketing efforts </li></ul>
    11. 11. The new recruiting landscape… 25% of first source of inquiring students is now the application* *Brian Niles, Target X
    12. 12. 2007 TeensTALK ® Data
    13. 13. What’s New in TeensTALK ® ? <ul><li>This TeensTALK ® marks a shift in methodology for Stamats. This year’s study examines college-bound students at four distinct times during their college selection process: </li></ul><ul><ul><li>Sophomore year as they begin to consider the notion of attending college </li></ul></ul><ul><ul><li>Junior year as they begin to receive information from colleges and universities </li></ul></ul><ul><ul><li>Senior year – fall, as they are heavily evaluating colleges and beginning to apply to colleges (to be completed in Fall 2007) </li></ul></ul><ul><ul><li>Senior year – spring, after they have decided on the college or university they will be attending </li></ul></ul>
    14. 14. Methodology <ul><li>1,500 surveys of randomly selected college-bound high school sophomores, juniors, and seniors throughout the United States </li></ul><ul><li>Sampling error of ± 4.4% at the 95% confidence level for each student group </li></ul><ul><li>Data is supplemented with secondary information and one-on-one interviews with teens throughout the United States </li></ul>
    15. 15. Demographic “Snapshot” of Respondents <ul><li>Gender – 60% female; 40% male </li></ul><ul><li>Ethnicity – 62% White or Caucasian; 15% Black or African American; 11% Hispanic or Latino/a; 6% Asian or Pacific Islander; 1% Native American; 4% Mixed—no dominant race; 1% prefer not to answer </li></ul><ul><li>Class rank – 15% top 5% of class; 16% top 10%; 13% top 15%; 18% top 25%; 16% top 50%; 5% below top 50%; 17% not sure </li></ul><ul><li>ACT – 27% have taken the ACT </li></ul><ul><li>SAT – 22% have taken the SAT </li></ul><ul><li>Parents’ education – 27% high school or less; 26% some college; 29% bachelor’s degree; 13% graduate degree/work; 5% don’t know </li></ul>
    16. 16. Geographic Distribution of Respondents
    17. 17. Programs of Interest Soph. - 13 percent Jr. - 9 percent Sr. - 6 percent
    18. 18. Undecided? <ul><li>Consider a new term for your “undecided” student </li></ul><ul><ul><li>Given what we know about this generation, make this a positive and play up the choices </li></ul></ul><ul><ul><li>Are they “deciding” students </li></ul></ul>“ I got so sick of telling people I didn’t know what I wanted to do so I just picked something like business” “ I just felt like I was a loser because I didn’t know yet, and then they called me an “undecided” – they might as well have put the “L” on my forehead” 2007 Stamats Focus Group Participants
    19. 19. College Distance <ul><li>When applying, students are looking both near and far: </li></ul><ul><ul><li>89% of seniors applied to a college within four hours of home, of which 65% applied to a college less than one hour from home </li></ul></ul><ul><ul><li>37% applied to a college five to 18 hours away </li></ul></ul><ul><ul><li>36% of Sophomores anticipate considering a college that will require a plane ride to attend and 22% of Seniors applied to a college requiring a plane ride </li></ul></ul>However…
    20. 20. Distance of College Attending <ul><li>The reality is that nearly half of teens will stay within one hour of home and 84% will stay within four hours </li></ul><ul><li>This data coupled with national demographic trends can be troubling for quite a few institutions </li></ul>
    21. 21. Tips on Expanding Outside a Four-Hour Radius 1. Don’t make it your primary recruitment effort - Be really good in your own backyard first 2. Recruit students similar to your current student body profile - Using geodemographic analysis and historical data can target promising markets 3. Realize you are in a more competitive environment - Students willing to travel far for college are twice as likely to be applying to six or more colleges 4. Boost your overall academic reputation. Students willing to travel for college - Place significantly more importance on academic reputation - On average score 200 points higher on the SAT 5. Realize their parents are more sophisticated “college consumers” - Twice as likely to have parents who possess a graduate or professional degree - Those not traveling far for college are twice as likely to be the first generation
    22. 22. Tips on Expanding Outside a Four-Hour Radius 6. Speak about off-campus amenities - These students place significantly higher importance on what there is to do off- campus (i.e. restaurants, shopping, nightlife, etc.) - Remember that you are not just selling them a college, but a new and unique location - Focus on the specific, unique location attributes you can offer students 7. Remember this map
    23. 23. Anticipated Living Arrangement <ul><li>Consider this a reality check among students </li></ul><ul><li>As the funnel progresses, fewer students think they will live in an off-campus apartment while more seriously consider living at home </li></ul><ul><li>Note the increasing acceptance of living at home during college, with nearly one-third of seniors planning to do so </li></ul>
    24. 24. Colleges Considering vs. Colleges Applied To <ul><li>For most students, the choice set revolves around three to five key institutions </li></ul><ul><li>Interestingly, note that nearly one-quarter of college bound teens apply to only one college </li></ul>
    25. 25. Seniors: Attending First Choice for College <ul><li>Despite the anxiety during the admissions process, over 70% of teens end up attending their first choice for college </li></ul><ul><li>For colleges and universities, these results highlight the importance of being a student’s first choice for college, as you are unlikely to pick up many of the students naming you their second choice or lower </li></ul>
    26. 26. Reasons For Not Attending First Choice <ul><li>Interestingly, “not being accepted” comprises less than one-third of students’ reasons for not attending their first choice </li></ul><ul><li>For nearly 30%, the decision was financial (perhaps indicating the need for further financial aid education) </li></ul><ul><li>Interestingly 11% realized that their top choice may be farther from home than they truly desired </li></ul>Why are you not planning to attend your first choice? Percent Was not accepted 31% Could not afford to attend 29% Too far from home 11% Changed my major 8% Changed my mind/preferred second choice 5% Attending junior college first 4% Going where friends are going 3% School doesn’t have my sport/activity 3%
    27. 27. Currently Have a Top Choice <ul><li>Shockingly, nearly half of sophomores and two-thirds of juniors indicate they have a top choice for college </li></ul><ul><li>While these early top choices could be easily discarded, evidence on the following slide indicates these could be valid top choices </li></ul>
    28. 28. Seniors: First Learned About My College… <ul><li>69% of seniors interviewed indicated they first heard of the college they are attending during their sophomore year or earlier </li></ul><ul><li>This strongly suggests that schools must be building their brand awareness early with prospective students </li></ul><ul><li>Introducing yourself to students during the “search” process junior year is generally too late for a large percentage of the population </li></ul><ul><li>HOWEVER… </li></ul>
    29. 29. Seniors: First Learned About My College… - continued <ul><li>As one would expect, private colleges tend to enter into the awareness set later </li></ul><ul><li>However, while the largest percentage of private bound students became aware of their college during their junior year, note that 53% became aware of their college during sophomore year or earlier </li></ul><ul><li>In other words, it is still important for private colleges to create awareness before the traditional college recruitment cycle </li></ul>
    30. 30. Sophomore Year: It’s Already Begun <ul><ul><li>92% have discussed specific colleges with their parents </li></ul></ul><ul><ul><li>89% have discussed specific colleges with their friends </li></ul></ul><ul><ul><li>86% are receiving mailings from colleges </li></ul></ul><ul><ul><li>74% have conducted college research on the Web </li></ul></ul><ul><ul><li>67% have visited a specific college’s Web site </li></ul></ul><ul><ul><li>61% have discussed college options with a high school counselor </li></ul></ul><ul><ul><li>47% indicate they have a top college choice </li></ul></ul><ul><ul><li>30% have toured campuses </li></ul></ul>
    31. 31. The Single Most Important Thing To Know About Marketing To Teens
    32. 32. Your Brand Experience
    33. 33. Seniors: First Learned About My College… - continued <ul><li>Among both public and private college bound, the power of word-of-mouth could not be better illustrated… </li></ul><ul><li>Note the increased role Web search and college guides play among private-bound students </li></ul>How did you first learn about the college you are attending? Public Bound Private Bound Always knew about them 29% 11% Friend attends/attended there 17% 20% Family member attended there 17% 10% Friend or family member told me about them 8% 14% Counselor, teacher, or coach told me about them 9% 10% Received mailed information form the college 7% 10% Web search 3% 9% College guide 2% 6% How did you first learn about the college you are attending? Public Bound Private Bound Always knew about them 29% 11% Friend attends/attended there 17% 20% Family member attended there 17% 10% Friend or family member told me about them 8% 14% Counselor, teacher, or coach told me about them 9% 10% Received mailed information form the college 7% 10% Web search 3% 9% College guide 2% 6%
    34. 34. Brand Marketing Constituent Relationship (Experience) Management Direct Marketing Image Action Retention Three Legs on the Marketing Stool
    35. 35. Seniors: Knowing My School was “The School” <ul><li>Despite a large percentage of seniors knowing about the school they are attending since sophomore year or earlier, the final decision typically is not sealed until the campus visit </li></ul><ul><li>For private institutions, the campus visit is even more crucial – 55% of private-bound seniors indicate they did not know this was the college for them until after the college visit </li></ul><ul><li>We cannot stress enough how important the campus visit is and how high of a priority admissions offices should make this event </li></ul>
    36. 36. <ul><li>Students are simply “trying out” schools to determine if they can see themselves comfortably fitting on each campus community </li></ul><ul><li>It is the job of the recruiting office to get the student to visit; it is the job of the campus to make sure the visit is an extraordinary experience for prospective students and families </li></ul><ul><li>A chance to: </li></ul><ul><ul><li>Dispel any myths </li></ul></ul><ul><ul><li>Hone your image </li></ul></ul><ul><ul><li>Make your case </li></ul></ul>Importance of the Campus Visit
    37. 37. Preferred Campus Visit Activities “ Sometimes they spend too much time on the college’s history. I wish there was more information about what the students think.” Top 9 campus visit activities Percent Take a tour 60% Attend a class 33% See residence halls/dorms 24% Meet with students 15% Meet with professors 11% Tour surrounding community 10% Wander around by myself 8% Meet with admission staff 6% Attend an athletic event 4%
    38. 38. Process of Choosing a College
    39. 39. The Decision-Making Unit Gatekeepers Purchasers Decision Makers Influencers Purchase Choice
    40. 40. Gatekeepers Gatekeeper “ My teachers and counselor helped me with which courses would help me get into the my school I chose” Parents Guidance counselors High school teachers and coaches High school & college friends Siblings Pastor Family friends Relatives
    41. 41. Influencers Influencers Parents 76% Guidance counselors 29% High school teachers and coaches 12% High school & college friends 10% Relatives 9% Family friends 3% Parents Guidance counselors High school teachers and coaches High school & college friends Relatives Family friends
    42. 42. Decision Makers “ I’m going to sit down with my mom and my family and we’re going to see which one fits me. You need your family to help you with your decisions.” Decision Maker Parents Students
    43. 43. Parents’ Role Thinking about your parents, how would you characterize their involvement in your college-choice decision? <ul><li>Parents typically are heavily involved in the financial aspect of the college choice, as well as having a general influence on the entire choice </li></ul>Percent General guidance, the decision is up to me 53% Helping narrow choices, the decision is up to me 36% Not helping at all 9% Choosing the college for me 2%
    44. 44. Choosing a College – The Big Seven <ul><li>The Big Seven refer to attributes that tend to be universal among all prospective students regardless of year in high school or position in the funnel </li></ul><ul><li>At every stage, these are the essential characteristics your institution will be evaluated on </li></ul>Attribute Mean Rating Percent “Very Important” School offers the academic program I want to study 4.6 71% Graduates of the college get good jobs or are accepted into good graduate programs/schools 4.4 58% Quality of faculty as teachers and mentors 4.4 58% Quality of academic facilities 4.3 51% Overall academic reputation 4.2 45% The people on campus are welcoming and friendly 4.1 40% The school offers a fun college experience 4.0 36%
    45. 45. The Funnel Continuum Early Funnel Mid-Funnel Late Funnel Middle School-Freshman years Sophomore-Junior years Junior-Senior years Naïve consumer More experienced Savvy, even cynical Emotional More logical Logical/emotional Scanning Still scanning, but reading more; comparing Synthesizing; emoting Review features Evaluate benefits Compare outcomes Wide range of colleges Narrowing of range Small range with safety valve Mass messages* More customized Highly customized (re)Introduce Sell Keep sold Low touch/low CPC* Higher touch/high CPC Higher touch/high CPC *Emerging technology allows for increased personalization with low cost-per-contact
    46. 46. Choosing a College: Phase One <ul><li>In addition to the “Big Seven,” phase one focuses on framing the choice set based upon what may be important to specific students: </li></ul><ul><ul><li>Size </li></ul></ul><ul><ul><li>Distance from home </li></ul></ul><ul><ul><li>Cost </li></ul></ul><ul><ul><li>Student profile/diversity </li></ul></ul><ul><ul><li>College rankings </li></ul></ul><ul><ul><li>Religious affiliation </li></ul></ul><ul><li>Parents tend to be active in discussing and setting these general parameters </li></ul><ul><li>Once a general parameter of “acceptable schools” is created, students begin filtering college choices through this </li></ul><ul><li>Note that this isn’t necessarily a formal process – many teens do this without realizing it </li></ul>
    47. 47. Choosing a College: Phase Two <ul><li>With the choice set of acceptable schools created, students begin to narrow the choice-set based on non-quantitative attributes: </li></ul><ul><ul><li>Do I like the location? </li></ul></ul><ul><ul><li>What are the professors like? </li></ul></ul><ul><ul><li>Do the classes sound interesting? </li></ul></ul><ul><ul><li>How nice is the campus? </li></ul></ul><ul><ul><li>What is there to do outside of the classroom? </li></ul></ul><ul><ul><li>Are there new, interesting things for me to explore? </li></ul></ul>
    48. 48. Choosing a College: Phase Three <ul><li>Finally, students begin to rank their top choices. Much is based on the intangibles: </li></ul><ul><ul><li>Did the campus feel vibrant? </li></ul></ul><ul><ul><li>Can I picture myself here for four years? </li></ul></ul><ul><ul><li>Are the people welcoming and friendly? </li></ul></ul><ul><ul><li>Was I treated like I was special? </li></ul></ul><ul><li>In fact, at this stage, items like cost to attend and financial aid tend to become irrelevant attributes </li></ul>“ I had to ask myself – which college felt the best to me?” “ Despite the rankings, the quality of my major, quality of professors, it came down to one thing. The campus just felt right.”
    49. 49. Helpful Items During the College Choice Process <ul><li>Colleges and universities, as well as third-party sources, are actively providing information to students to aid this choice process </li></ul><ul><li>Shown here are what teens consider to be the most helpful forms of information </li></ul>Sources of information “very helpful” Juniors Seniors Visiting the college campus 75% 80% Course catalog 60% 55% Visiting the college Web site 47% 54% Conversations with admissions representatives 49% 51% Conversations with current students 40% 45% Financial aid brochure 50% 44% Viewbook 46% 39% Telephone call from a college 30% 30% Introductory/first mailing 22% 28% E-mails from a college 22% 28% College guidebooks, such as Petersons 26% 20% Ranking guides, such as U.S. News 18% 19%
    50. 50. Course Catalog??? <ul><li>Expected response: </li></ul><ul><li>Course catalogs are dry and boring </li></ul><ul><li>A formal item that colleges must send out </li></ul><ul><li>Does little good in promoting the college </li></ul><ul><li>Students say: </li></ul><ul><li>Most real information the college sends me </li></ul><ul><li>I like to read about the classes I get to take </li></ul><ul><li>I sometimes imagine myself in these classes </li></ul>
    51. 51. York University – Subway Domination
    52. 52. Role of the Web
    53. 53. Visiting Colleges’ Web Sites <ul><li>Not surprising, nearly all college-bound seniors have visited a college Web site </li></ul><ul><li>Note the percentage of Sophomores already checking out specific schools – two-thirds have done so </li></ul>
    54. 54. College’s Web Site: Most Liked Features Qualities Percent Description of programs/majors 31% Pictures of the college: dorms, classrooms, activities 24% Current student testimonials 9% Easy to navigate/use 9% General overview/basic information 9% Admissions standards 8% Financial aid/scholarships 8% Athletics 8% Activities available 7% Tuition, cost to attend, fees 7% Virtual tours 6% Basic statistics: GPA, grads, admission rate, etc. 5%
    55. 55. Interesting Web Site Features Feature Percent “ Very Interesting” Q&A regarding admission and financial aid topics 58% Q&A with current students in your program of interest 56% Virtual campus tour 55% Employment/graduate school statistics of graduates 54% Q&A with faculty members in your program of interest 47% Academic statistics of entering students 41% Podcasts created by students that show the true college experience 40% New information about the college sent via RSS feed 36% Virtual tour of the city the college is located in 35% Profiles of successful alumni from the college 33% Student journals/blogs written by actual students 27% A searchable electronic viewbook 25%
    56. 56. Teenagers on the Web <ul><ul><li>What teens appreciate are interactive features that let them do </li></ul></ul><ul><ul><li>things rather than simply sit and read </li></ul></ul><ul><ul><ul><li>Features for sharing pictures and stories </li></ul></ul></ul><ul><ul><ul><li>Message Boards </li></ul></ul></ul><ul><ul><ul><li>Forums for offering and receiving advice </li></ul></ul></ul><ul><ul><li>And to a lesser extent.. </li></ul></ul><ul><ul><ul><li>Online quizzes, polls, voting </li></ul></ul></ul><ul><ul><ul><li>Forms for feedback and questions </li></ul></ul></ul><ul><ul><ul><li>Games </li></ul></ul></ul>
    57. 57. <ul><ul><li>36% of college-bound juniors have read profiles of current students; 63% would if they could </li></ul></ul><ul><ul><li>18% have read alumni profiles; 56% would if they could </li></ul></ul><ul><ul><li>30% have read student blogs; 63% would if they could </li></ul></ul><ul><ul><li>17% have read faculty blogs; 83% would if they could </li></ul></ul><ul><ul><li>43% have created a profile page for prospective students (like MySpace or Live Journal); 57% would if they could </li></ul></ul><ul><ul><li>35% have viewed a virtual tour; 63% would if they could </li></ul></ul>Source: Noel-Levitz/James Tower/NRCCUA E-Expectations 2007 study What are students doing on Web sites?
    58. 58. Favored Web Sites <ul><ul><li>Portals like Google and Yahoo; vast content, clean and integrated into daily </li></ul></ul><ul><ul><li>life functions </li></ul></ul><ul><ul><li>Community sites like MySpace, Stylehive, Digg, Daily Kos ; community </li></ul></ul><ul><ul><li>created content </li></ul></ul><ul><ul><li>Specialty sites like CNN, ESPN, UniversityBusiness ; devoted fans, ever-fresh </li></ul></ul><ul><ul><li>content </li></ul></ul><ul><ul><li>Sites such as Apple.com and CSUMentor.edu for the </li></ul></ul><ul><ul><li>attractive, yet simplistic design (each scored 6.5 on a 7.0 scale) </li></ul></ul>* Source: Noel-Levitz/James Tower/NRCCUA E-Expectations 2007 study
    59. 59. Humanize it
    60. 60. The Other Most Important Thing To Know About Marketing To Teens
    61. 61. 85 percent of online traffic is initiated from a search engine
    62. 62. Importance of Search Engine Marketing & Optimization <ul><li>74% of high school sophomores indicate they have conducted college research on the Web </li></ul><ul><li>By the time they have chosen a college, 87% of seniors have conducted research on the Web </li></ul><ul><li>Two-thirds specifically state that they have used a search engine to conduct this college research </li></ul><ul><li>Nearly 10% of students attending a private college indicate they first learned about the college through a general Web search (the largest category was friend attends/attended – at 20%) </li></ul>
    63. 63. “ It all starts with Google, from there I can go wherever I want.” 16 year old prospective student
    64. 64. What Terms Are They Searching For? <ul><li>The key search is by the school name which again underscore the importance of brand marketing </li></ul><ul><li>Optimizing your page by school name and major are critical </li></ul><ul><li>Think like the searcher first </li></ul>What words or phrases did you type in? Percent School name 44% Desired major/career 19% Location attributes/characteristics 10% College information sites 6% Type of school (i.e. two-year, liberal arts) 5% Rankings (i.e. “Best” ,“Top”, “Top 10”) 3%
    65. 65. Example Paid Search Organic Search
    66. 66. New Tactics & Tools <ul><ul><li>49% would consider accepting a text message from a college representative </li></ul></ul><ul><ul><li>21% have IM’d a recruiter or student worker; 72% would if they could* </li></ul></ul><ul><ul><li>56% of online teens have more than one e-mail address or screen name </li></ul></ul><ul><ul><ul><li>More than half (55%) of teens online have created a personal profile on a social networking site </li></ul></ul></ul><ul><li>9% of college-bound juniors have downloaded a podcast; 54% would if they could </li></ul><ul><li>9% have downloaded a video podcast; 46% would if they could </li></ul><ul><li>* Source: Noel-Levitz/James Tower/NRCCUA E-Expectations 2007 study </li></ul>
    67. 67. Views on College Mailings “ Mailings that I threw away were little colleges I’d never heard of. Mailings that I kept were the ones that I knew about, the ones that had good academics, and people that went there had good success.”
    68. 68. College Mailings - continued “ It can be difficult when you are getting bombarded with letters. You read the first few that you get. Then after a while you get tired of it because they come day after day. Every once in a while one will catch my eye and I will look through it.” “ Generally when I get letters I read them all, but they have to catch my interest right away or I get bored. I am interested in the pictures or the interesting facts.” Source: TeensTALK ® qualitative interviews
    69. 69. Preferred Information in College Mailings (Top 15) Information Preferred Percent Majors/programs offered 38% General information 26% Financial aid/scholarships 16% Brochures 8% Tuition and fees 8% Course catalogs 8% Campus life 8% Athletic program 7% Extracurricular activities 5% Campus visit/open house 4% Personalized mailings 4% Prerequisites/admissions standards 3% Pictures 3% Location 3% Current student experiences 2%
    70. 72. Where To Go From Here
    71. 73. Remember: <ul><li>There is no “magic bullet” in marketing </li></ul><ul><li>Segment your messages and media </li></ul><ul><li>There is almost no way to overestimate the role of parents – most of these students want to please their parents </li></ul><ul><li>Understand that prospect will most likely find you before you find them </li></ul><ul><li>Social networks are here to stay, understand how to use them </li></ul><ul><li>When they finally reach out to you, they are ready, so be personal and aggressive with your messages </li></ul>
    72. 74. Concluding Comments - continued <ul><li>Test/Test/Test </li></ul><ul><li>Show, don’t tell – balance data and anecdotes </li></ul><ul><li>Focus on outcomes, cost, and programs throughout the funnel </li></ul><ul><li>Technology matters to your audience – know when and how to use it </li></ul><ul><li>Build your brand, and more important than that, LIVE YOUR BRAND – make sure the experience you are selling meets reality </li></ul>
    73. 75. Thank You! Fritz McDonald Creative Director [email_address] 800.553.8878 office www.stamats.com © 2008 Stamats, Inc.

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