Marketing: A Community College Success Story/ REPLAY

Introduction:

The authors of this article will explore how investments in effective marketing can help make a community college be “successful.” This means for this essay, that enrollment increase, increased endowments, outreach, and community support all grow. The source of this study was a community college in the Midwest in a state with relatively flat population. The school is 35 years old and is a comprehensive community college. This is written to academics because the various academic search engines do not provide any information relative to this issue. Thus, we begin.

What was the college marketing strategy like before the college had spectacular growth and community support?

The college’s message was scattered, funding was dispersed based on department territoriality, and division of labor in marketing was overly decentralized. Enrollment had grown but was flat at 5,600(fall credit headcount.) Communication both internally and externally was imperfect and often unplanned. As such, there was not a cohesive consumer benefit driven outreach plan.

What was done?

1.Marketing (marketing, admissions and related) were centralized under one administrator reporting to the president. Following this (new) administrator’s internal interviews with deans and department heads (actually “clients) and after some consumer perception research, a plan and budget was developed. The college was divided into about fifteen enrollment areas and preliminary strategies, tactics, timing and budgets were developed. Individual department marketing funds were centralized in the new division and the total budget increased substantially. Synergy between departments was sought in promotional messages.

2.Consumer research was conducted and indicated that prospective students wanted help to determine college and career directions. While the college’s

overall image and awareness were adequate, there appeared to be room and public “permission” for the college to become more proactive in it’s outreach. A sense of the personal benefits people sought as a result of college attendance also flowed from the research and was used in future advertising efforts.

3.Advertisements and recruiting materials were centered on psychographics and numerous demographics matched to specific programs for potential students to make choices among the college’s programs and to select the college in general.  In advertisements, permission was given for many to continue on with their education or to return to school. Thus, benefits were humanized

4.The marketing plan was then integrated into the school’s overall plan and budget. Branding became essential. The general population knew the school in “top of mind” surveys (second only to a large big ten university nearby.) Not only qualitative goals were established, but also quantitative ones. Thus, enrollment numbers were forecasted and projected using the potential population of the school’s geographic area.Quanatative enrollment (revenue) goals became the benchmarks for deciding on marketing investments.

In addition to enrollment and tuition income goals,”clients” input the qualitative goals they wished to focus upon such as quality of teaching faculty, facilities or career opportunities.

5. There was a supportive institution. Parenthetically, the college had a dynamic president. This was true of other personnel all across the campus. Additionally, the community college became the school of choice for more students looking for skills to compliment their liberal arts experience in the emerging global information society. At this time, nearly one in three direct from high school chose the college compared to one in four previous to the advent of the marketing director and department.

Further, because community colleges are open admissions, enrollment is the social and economic profit of junior institutions. Thus, as enrollment increased the school blossomed not only in terms of numbers, but the college received numerous awards in terms of national and local recognition and awards from many sources.

What was the outcome?

1. Enrollment increased from roughly 5,600 (1987) to 12,550(2001) in a 15-year period, even though the college’s regional population did not have dramatic growth. The college grew in terms of share of market (households served) and more out of district penetration.

• Local residents have increased awareness of the community college and it ranks second in top-of-the mind awareness behind a large university located in it’s service area. More local residents than any other college except for one other school now know the college. U.S. News&World Report ranks all the other colleges in the area so it is competitive and growth was remarkable.

• The school now has the ability to attract community and business leaders, as well as presidential candidates  and other V.I.P.s to the campus.

• There are now 2 major campuses and numerous learning centers. There is increased pride in the school, a more qualified staff, and credential and talented faculty, as well as numerous increases in grants. Further, the school has a large international student population, talented athletic teams, and numerous other academic programs that have attracted national attention.

• WALL STREET JOURNAL, BUSINESS WEEK, US NEWS &WORLD REPORT, COMMUNITY COLLEGE WEEK and other periodicals have made accolades about the college. Numerous editorials from the local CEDAR RAPIDS GAZETTE have been favorable to the school. The NATIONAL ALLIANCE OF BUSINESS recognized the school as the “college of the year.”

Conclusion

Enrollments and related may increase with a centralization of marketing authority, well-researched advertising, marketing outreach plan and a supportive institution. Although decentralization has become a mantra for some business enterprises, in this instance, we believe that the reverse is true.

All other “successes” in a school may be related, coterminous, tangential or spurious. We suggest that each make their own judgments.

To some in academia, “marketing” is almost derision. The student as a “customer” falls into a similar negative stereotype. Yet, we suggest that what appears to be efficacious is a proactive outreach in terms of encouraging individuals to benefit from education and training. Life long learning is now a reality for many and is no longer an issue for the “few.”

Parenthetically, “success” is a relative term. “Only” 7% of the households in the school’s region are credit students in our post-secondary institution. We assume that this will grow and  that the college will continue to aggressively reach out to area residents.