Stamats' QuickTakes
Insights into Research, Strategic Planning, and Integrated Marketing for Colleges and Universities by Dr. Robert A. Sevier, Senior Vice President at Stamats (quicktakes@stamats.com)
Vol. 5, no. 17: Whole-Systems Thinking
In this issue.
AMA MEETING IN CHICAGO ON NOVEMBER 10-13
I will be giving two, three-hour workshops on integrated marketing and brand marketing at the upcoming meeting. If you are interested in attending one of the workshops, please contact the AMA www.marketingpower.com.
If you would like to meet sometime during the conference to discuss how Stamats might be able to help you with your brand marketing strategies, or other needs you might have, please drop me an e-mail at bob.sevier@stamats.com.
It never fails. During the middle of an integrated marketing audit a client will ask, "Should we use a CD-ROM?" or "What would happen if we would expand our search list to include Ohio?"
While I understand the goal of these well-meaning questions, I generally can't—and sometimes won't—answer them. The reason is simple: I don't know enough of the overall context. Instead of answering their question directly, I might ask, "How will the CD-ROM be used? How will it dovetail with your publications . or your Web? What are you trying to accomplish with a CD-ROM?"
These questions are designed to help the client gain some altitude on the conversation so that they can take a whole systems look. In other words, I want to look at the whole system, its goals and effectiveness, before I can discuss individual components.
The issue of whole systems is probably more important for colleges and universities now than at any time in their history as so many colleges seem to be struggling with recruiting and fundraising issues exacerbated by a struggling economy and underperforming endowments.
Recently, I ran across a book called Preferred Futuring by Lawrence Lippitt. His book, addressing the idea of whole systems, uses a significant illustration:
Many of you have heard the story about the couple who are sitting in one end of the rowboat, both very calm and enjoying the scenery. In the other end of the boat, another couple are furiously bailing water that is pouring in from a hole in the bottom of the boat. One member of the calm couple says to the other, "Aren't you glad that hole is in their end of the boat?"
Lippitt goes on, "Today, more than any time in history, and regardless of whether we are talking about a department or an entire organization or a community—any system—we understand that the hole in the boat is never in their end of the boat; it's always in our boat.
"When people realize that we are all connected because we are part of the same system, people are thinking in terms of "whole systems." Because we are connected, we influence and are influenced by other parts of the system, whether we are aware of this or not. Whole-systems thinking require that we realize we are part of that fabric and not exempt or removed.
"Whole-systems thinking require that we shift how we think and act. We must get involved, rather than taking the attitude that it is not our problem or the business of our department. We must realize that no department can be excellent unless the whole system is excellent. The popular analogy that makes this point is that you don't build a world-class car by roaming the world and assembling a world-class carburetor from one vehicle and then a world-class engine from another and then a world-class transmission from another until you have all the necessary parts. When you try to assemble them, they will not fit together."
Lippitt's discussion of whole systems is important for a couple of important reasons. First, we need to recognize that we cannot try to solve recruiting problems simply by demanding better results from our admissions offices. If the student visits the campus and is dismayed over the living conditions in the dorm, buying a larger search list will likely not help. Too many colleges insist on a band-aid approach to recruiting and marketing—even strategic planning—because they either lack the courage or ability to address the real issues.
Second, we need to do a much better job defining problems, collecting and using research for clarifying options, and making decisions. At the very least, this means getting the right people in the room so that issues can be clearly framed and acted on.
One final caution. A whole systems approach does not mean that we should duck complex decisions. Rather, it suggests that we give them the context they need so they can be addressed fairly, and even quickly. Says Lippitt, "Whole-systems thinking means . staying open to inquiry and suspending judgment—being open to having our truth (how we see the world) changed and broadened. And it may mean realizing that giving up some efficiency in our department (some sacrifice on our part) is best for the whole system and is making a choice that supports the whole system."
37 E-MAIL TIPS EVERY MARKETER SHOULD READ BEFORE PRESSING SEND
I love round-up articles; quick reads that summarize major points about a particular issue. Recently, I ran across a great round-up by Brian Niles at TargetX on using e-mail more effectively. It is insightful and clever and reminds us that strategy comes before structure, that short = sweet, communicate, but don't overwhelm, and my favorite, automate, mate! If you've got a file folder that has "best ofs" then you need to add this article. It is available at www.targetx.com.
RECOGNIZING
TARGET STUDENT GROUPS
By Barbara O'Malley, Principal
Consultant
When I was working in admissions in the 1990s, I remember the admissions team laughing that the target student group was "anyone moving." Over a decade later, I wonder if that's changed. In a high-pressure admissions environment where you're only as good as your last class, the pressure to bring in more students is constant. Now, with increasing competition and a diminishing student pool, what's an admissions director to do? Recognizing the power in segmentation is a good place to start.
Segmentation simply means understanding that different groups of people have different informational needs. They learn differently. They are motivated differently. By recognizing these differences and marketing to them in a way that is meaningful to them, you gain credibility. People, including potential students, will pay attention.
Focusing Geography
Focusing geography begins with identifying your primary, secondary, and tertiary
geographic markets. When you analyze your current student pool to see where
students come from (by countries, states, by counties, or by ZIP code), what
do you find? You'll find you have primary geographic markets (where the majority
of your students are from); you'll find you have secondary geographic markets
(where a lower number of students are from); and you'll find you have tertiary
markets (where an even lower number of students are from.) Then you'll probably
find a smaller number of students scattered from around the country or around
the world.
When identifying your geographic market, it's important to understand who you are and the value you offer. Do your primary, secondary, and tertiary geographic markets match up with your institution's mission? For instance, if you are with a state college or university with a primary mission of serving the students of your particular state, your state should be your primary geography.
The risk here is that institutions tend to want "anybody and everybody" as students. Try to stay focused.
Targeting by Demographics
Now that you have your geography finalized, put together "student profiles,"
not of the students who enroll, but of the students who persist at your institution.
Typically, student groups are segmented by ethnicity, age ranges, household
income levels, high school or community college attended, GPA, SAT, etc. Once
again, try to stay focused by identifying your primary, secondary, and tertiary
persisting student profiles.
Targeting by Psychographics
Now let's take it one step deeper. What are the personality traits of your persisting
student profiles? What kind of people are they? What kind of people do they
want to be? What are their fears? What are their dreams? What motivates them?
What makes them unique and different? The
Big Picture
By now, you should have a pretty good "picture" of what your student segments
look like. Now comes the fun part, putting together a marketing plan that makes
sense for each segment. You know who you're going to target (demographics),
you know where you're going to target them (geography), and you know
how you'll market to them (psychographics).
If you would like to discuss this article or your specific segmentation issue, please e-mail me barb.omalley@stamats.com.
I recently completed two days worth of interviews at a college as part of an integrated marketing planning process. During some down time I happened to look through a copy of their new emergency procedure guidelines. Under a section on "bomb threats" I read the following:
In the event a building is evacuated because of a bomb threat, you will not be required to take personal/vacation time while you are away from your desk.
Sometimes I wonder who writes these things.
This makes me wonder if any readers have examples of other silly, and preposterous, policies and procedures. If you do, send them along and we will put them in future issues of QuickTakes.
BY
THE NUMBERS: CREDIT CARD USAGE
As if tuition, fees, and room and board are not enough, Nellie Mae's 1998-2002 Summary Statistics of Credit Card Usage offers some sobering numbers about how students love and sometimes get overwhelmed by plastic:
For an expanded look at credit card usage, take a look at the September 2002 issue of Greentree Gazette.
NEW
BOOK - BUILDING A BRAND THAT MATTERS
Bob Sevier has published a new book, Building a Brand That Matters: Helping Colleges and Universities Capitalize on the Four Essentials of a Block-Buster Brand. The book covers such topics as:
Information on the book, and its companion volume, Thinking Outside the Box, is available at the Strategy Publishing Web site: www.strategypublishing.com.
Stamats would like to welcome the following clients:
STAMATS SEMINAR SERIES
Keep checking www.stamats.com/seminars for the 2003 schedule to be posted soon!
STAMATS SEMINARS ON YOUR CAMPUS
If you are interested in having a customized seminar or workshop on your campus we would be glad to put together a program for you. We have seminars available on a wide-array of topics related to student recruiting, institutional marketing, image-enhancement strategies, and branding, publications, interactive media including Web strategies, demographic trends, and others.
For information on any of our seminars, please contact Suzanne Schloss at info@stamats.com or check out our Web site at www.stamats.com.
JOB OPENINGS
Dean of Enrollment Services
Stephens College
Stephens College, located in Columbia, MO, is seeking a Dean of Enrollment Services.
Duties include developing and implementing a comprehensive recruitment plan
and managing daily operations of the admissions and financial aid offices. Graduate
degree with seven years of experience in admissions and enrollment preferred.
Experience in development, implementation, and evaluation of recruitment strategies,
strategic planning, and prospect management are required. Demonstrated success
in meeting enrollment goals is essential.
If you have a short position description (100 words or less) you would like posted, please forward it on to brandy.huseman@stamats.com. There is no charge for this service. Job listings available online at Higher Educations Careers.
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Stamats QuickTakes is published by Stamats and is distributed to our clients and colleagues in higher education at no charge. Contents (c) 2002 by Stamats. Please feel free to forward copies of Stamats QuickTakes in its entirety to colleagues. Visit QuickTakes for past issues. To subscribe, reply to this e-mail, send your request to quicktakes@stamats.com, or visit QuickTakes.
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