Uncompromising positions: re-imaging your school? First, find your position in the higher ed market. Then forge your image - Marketing

University Business, July-August, 2002 by Robert A. Sevier

It's time to explore a topic that is closely related to that of branding, which we tackled in the February issue of University Business. That topic is positioning.

Sometimes we hear about a college or university "re-imaging" or changing its image. This describes an institution that is undergoing a re-positioning initiative; it is moving from one position to another. For instance, as it seeks to differentiate itself from its competition, the DeVry University (with 25 campuses in the U.S. and Canada) is building a much more robust image than that of its modest technical-institute beginnings in the 1950s. Before an institution can attempt to build image, however, it needs to scrutinize its current position or positioning strategy (if it is in the process of constructing a position) to see just how well the strategy is working--or if, in fact, it's working at all.

DOES YOUR SCHOOL HAVE A POSITIONING PROBLEM?

There are a number of indicators that suggest you might have a positioning (and thus, image) problem. Most of them revolve around student recruiting:

* Students who do not respond to your search may not be familiar with you. Or, they may be familiar with you, but just don't like what they see (or hear).

* Students who inquire but do not apply are telling you something else. For example, they might have discovered a disconnect between what they thought they knew about you, and your subsequent contacts.

* Students who apply but do not enroll are sending a message about your competition. At this stage in the funnel, they are letting you that they believe another institution that courted them had a stronger or more suitable image. In some cases, this translates to issues related to prestige and reputation.

* A higher-than-average cost to recruit a student suggests that you must sell harder because students need more convincing. This is called a "push" strategy and is often needed when a school has little real image or brand and everything is about persuasion.

* A discount rate that is higher than that of your competitors indicates that you are using institutional financial aid (translate that as "your money") to buy your class. If students are not willing to use their resources (or, at least, not your resources) to pay for their education, then the position you own--if you own one at all--is not one that is valued.

But you might also have an image problem if you are having a difficult time recruiting the best faculty and staff:

* When you advertise a job opening and are consistently dissatisfied with the quality of the resumes you receive, then you likely have an image problem. (Of course, there might also be issues of compensation, but these generally occur after the initial interview.)

Are the numbers on these image metrics moving in the right direction? If they are, you can assume (at least on one level) that you do not have an image problem. Are any of the above indicators present? If they are, you likely have a positioning problem. In some cases, you might not occupy any position at all.

FOCUS YOUR INITIATIVE

Many image-enhancement strategies fail because they fall prey to the "too many" syndrome: trying to build an image in the minds of too many different audiences, and trying to be known for too many different things.

To avoid the "too many" syndrome, I strongly suggest the use of a strategic brief to focus your image-enhancement efforts. To help you formulate that brief, ask and answer the following three questions:

* What three audiences are most important to our future?

* What is the one thing, based on the image research we have performed, that each of these audiences is most likely to say about us right now?

* What is the one thing we want each of these audiences to say about us after the image campaign is completed?

For most schools that are tuition-driven, the most important audience is that of prospective students. But you might also add the people who influence these individuals: parents, high school guidance counselors, dub advisers, and others. At this point, you may be tempted to add even more people to your list. You might want to add alumni. Or donors. Or maybe the media. Heed this advice: While it looks good to pile on the audiences, restrain yourself. It is better to be well-known to a smaller number of audiences, than more vaguely known to a larger number.

FIND OUT HOW YOU ARE CURRENTLY PERCEIVED

Remember that "image research" I referred to, above? Well, just how do you determine what position or image you currently hold in the minds of that small group of audiences? There are many ways to perform the research. Some methods are complex and expensive. Others are not. One of my favorite research techniques is a simple one called "words and phrases." At its most rudimentary, the technique involves asking a sample of your target audiences the following question:

What words and phrases do you use to describe XYZ University?

Not too long ago, we asked a sample of college-bound students and high school influencers to describe a major university in the Southeast. The client was interested in top-of-mind impressions; therefore, the audiences were not prompted. Because this was a telephone survey, the survey takers had at hand a list of the words and phrases most often mentioned in focus groups and in other surveys we had undertaken for other clients. We knew the likelihood was high that many of the words and phrases used by respondents would be found on our prepared list. Of course, we also had space on the survey to record responses we had not anticipated.