august, 2009

EAIR Conference

Building Brand and Demand:Connecting University Assets to

Student Expectations and Perceptions

August, 2009

Goals of the Project

Determine market expectations from higher education

Gauge prospective student perceptions of Sample University

Define the University’s most promising student audiences

Identify effective brand concepts and message themes

Distinguish audience-specific messages

How well doesSample University

meet the expectations of prospective students?

Positive Impressions

Good program/school (24%) Attractive campus (21%) Community/Desirable

atmosphere (16%)

Good teachers/Student-teacher relations (15%)

Location/Good location (13%)

Negative Impressions

No response (18%) Cold (18%) Party school (16%)

Too large (15%) Drug use (12%) Too expensive (11%)

Importance of Characteristics

5.04.54.03.53.02.52.0

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rsity

5.0

4.5

4.0

3.5

3.0

2.5

2.0

25

24 2322

21

2019 18

17

16

15

1413

12

11

10

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SAMPLE UNIVERSITYSAMPLE UNIVERSITYImportance of Characteristics Versus the University’s Quality

SAMPLE UNIVERSITYSAMPLE UNIVERSITYImportance of Characteristics Versus the University’s Quality

1. Geographic location 2. Availability of financial aid 3. Preparation for graduate/professional study 4. Employment opportunities after graduation 5. Value of education (combination of quality & cost) 6. Research and graduate study opportunities 7. Availability of internships 8. Small class size 9. Quality of desired major10. Access to a major city11. Academic reputation12. Strong sense of campus community13. Wide variety of majors and areas of study14. Campus safety & security15. Emphasis on teaching undergraduates 16. Racial/ethnic diversity of student body17. Attractive campus18. High quality faculty who are recognized

scholars in their fields19. Student advising and mentorship programs20. Good balance of academic and

athletic opportunities21. Personal attention to students; close

contact with faculty22. Quality of on-campus housing23. Campus cultural and intellectual life 24. Honors program25. Strong liberal arts education

Definition of Value

Correlation analysis showed that educational value is associated with:– employment opportunities after graduation,

– research and graduate study opportunities for undergraduates,

– preparation for graduate/professional study,

– internship opportunities,

– quality of the desired major, as well as

– cost.

The University received middling ratings.

No clear perception of distinctive value.

Importance/Quality Gaps

Importance/quality gaps exist for:

– Quality of desired major*– Value of education*– Employment opportunities after graduation*– Academic reputation*– Quality of on-campus housing*– Personal attention; close contact with faculty*– Financial aid**– Preparation for graduate study**– High-quality faculty

*Top Priorities ** More important to minority students

FACTOR 4Location &

Quality of Campus

Variance Accounted for: 2.7%

FACTOR 1Preparation

for the Future


FACTOR 2Personal Attention


FACTOR 3Diverse Academic

Experience


Correlation between Factor 1 and Factor 2: .367Correlation between Factor 1 and Factor 3: .347Correlation between Factor 1 and Factor 4: .189Correlation between Factor 2 and Factor 3: .241Correlation between Factor 2 and Factor 4: .231Correlation between Factor 3 and Factor 4: .362

FactorLoading

FactorLoading

FactorLoading

FactorLoading

SAMPLE UNIVERSITYFactor Analysis

Important Characteristics

SAMPLE UNIVERSITYFactor Analysis

Important Characteristics

4. Employment opportunities after graduation .70 6. Research and graduate study opportunities for undergraduates .67 3. Preparation for graduate/ professional study .66 7. Availability of internships .53 5. Value of education (combination of quality & cost) .52 9. Quality of desired major .42 2. Availability of financial aid .3824. Honors program .36

8. Small class size .8321. Personal attention to students; close contact with faculty .65

23. Campus cultural and intellectual life .5825. Strong liberal arts

education .5816. Racial/ethnic diversity of student body .5024. Honors program .3913. Wide variety of majors and areas

of study .38

17. Attractive campus .6122. Quality of on-campus housing .4410. Access to a major city .33 1. Geographic location .33

SAMPLE UNIVERSITYSAMPLE UNIVERSITYLogistic Regression Analysis

Predictive Models of Application Status

SAMPLE UNIVERSITYSAMPLE UNIVERSITYLogistic Regression Analysis

Predictive Models of Application Status

Applied to University

Outcome Measure

Geographic locationAccess to a major cityQuality of desired major

Variance Accounted for (R2) = 0.224

Best Fitting Three-Variable ModelQuality of Sample University

b = .570b = .499b = .415

Which messages aboutSample University are

appealing, credible, and true?

Most and Least Credible Messages

Identified the most credible messages for the University:

– “Located in an idyllic setting with some of the country’s most beautiful scenery.” (4.35)

– “Is an outdoor enthusiast’s paradise.” (4.31)

Identified the least credible messages:

– “Has leading scholars teaching introductory courses” (3.27)

– “Attracts students from many different places…cultures and backgrounds” (3.27)

– “Has top-notch professors who are recognized scholars in their fields” (3.29)

Competitive Advantages

Defined Sample University’s strongest competitive advantages:

– Idyllic setting**

– Outdoor enthusiast’s paradise**

– Keen interest in the environment**

– Located in a charming college town

**Not high priorities

Is the University attracting the right students?

Profile of the Sample

Minority versus White Students

African-American differences are:– More come from families with incomes under $40,000– Tend to have lower SAT scores– More desire a doctorate or professional degree

Asian-American differences are:– More are high achievers– Have higher SAT Math scores

Hispanic differences are:– More come from families with incomes under $40,000– More are aiming for doctorates– Tend to have lower SAT Verbal scores

African-American Priorities

African-Americans place higher importance than Whites on:

– Availability of financial aid– Preparation for graduate school– Availability of internships– Access to a major city– Campus safety and security– Emphasis on teaching undergraduates– Racial/ethnic diversity– Student advising and mentorship programs– Campus cultural and intellectual life– Cutting edge technology

Asian-American Priorities

Asian-Americans are more focused than Whites on:

– Preparation for graduate school– Research and graduate study opportunities for undergraduates– Academic reputation– Campus safety and security– Racial/ethnic diversity– Campus cultural and intellectual life– Honors program– Cutting edge technology

Hispanic Student Priorities

No significant differences were noted for Hispanic versus White students with regard to:

– Educational priorities

– Appeal of marketing messages

– Psychographic descriptions

High-Ability Students

Highlights of their distinctive qualities were:– Tend to describe themselves as more disciplined students– More openly consider themselves as ambitious– More interested in an honors program– More interested in financial aid– More open to the value of the liberal arts

Top students see the University’s image in the same light as other students.

Psychographic Cluster Analysis

Sample University’s prospective students fall into the following categories:

– Active Community Service Orientation

– Goal-Directed/Low Social Motivation

– Goal-Directed/High Social Motivation

– Individualism

– Detached

Applicants by Psychographic Cluster

Social Activist

Preferred, attainable pool

– 18% convert from inquirer to applicant

Personality profile

– Highest levels of interest in community service and self-direction

– High level of goal direction

– Highest percentage of women (77%)

– Highest achieving (55% in top 10% of class)

– Highest educational goals (23% intend to seek doctorate and 28% a professional degree)

Goal Directed, Extroverts

Preferred, attainable pool


Personality profile

– Highest levels of social motivation– High level of goal-directedness– Moderate interest in community service and self-direction– Driven, but more for personal than community benefit– Greater emphasis on good balance of academic and

athletic opportunities– Work hard/play hard experience is appealing

Individualists

Somewhat preferred, attainable pool


Personality profile

– Moderate levels of interest in community service and self-direction

– Lowest levels of goal direction, including educational aspirations (33% undecided)

– Tend to be less responsive to what is important about the college experience

– Compared to Detached students, a higher priority is given to racial/ethnic diversity, connectedness with faculty, and community service

Detached Students

Less preferred, attainable pool


Personality profile

– Lowest levels of self-direction and interest in community service

– Lower levels of goal direction

– High percentage undecided about educational goals

– Tend to be weaker students

– Highest percentage of men

– Lower levels of priority given to all features of the college experience

Goal Directed, Introverts

Less preferred, less attainable pool

– Only 8% convert from inquirer to applicant

Personality profile

– High levels of goal direction and low social motivation– Moderate levels of interest in community service and self-

direction– Highest percentage of Asian/Pacific-Islanders (8%)– Not as concerned with finding a sense of campus

community

From Research to Action:

Brand Componentsand Message Themes

Brand Components

Research-based hallmark themes:

– Academic community– Preparation for the future– Advantages of location– Development of each individual– Social commitment– Busy, complete lives

Focused on preferred psychographic profiles.

Message Themes

Academic Community

– Mentoring, high expectations from faculty in a friendly environment

– Wide variety of majors– Faculty who are scholars in their field teaching in the

classroom– Learning by doing– Accessible faculty who interact informally with students– Curricular connections with real world experiences

Message Themes

Preparation for the Future

– University’s commitment to launching students into successful careers, service to society, and meaningful lives

– Emphasis on student growth during college years– Track record for graduate school acceptances and career

achievements– High profile graduates

Message Themes

Advantages of Location

– Beauty of the setting– Assets of nearby city– Co-curricular opportunities– Safety of the campus and the area– Attractiveness of the campus– Diversity of outdoor resources

Message Themes

Development of Each Individual

– Resources to build an academic program around each student’s ambitions

– Academic flexibility– “Tapestry” of student life - activities form around personal

interests– Fostering of individualism– Inclusive community– Emphasis on student growth– Experienced professionals to guide growth process

Message Themes

Social Commitment

– Keen interest in the environment– Student involvement in community service– Peace Corp tradition– Student involvement in university, city, state, national, and

international issues– High-visibility alumni profiles

Message Themes

Busy, Complete Lives

– Connections between active social life and social responsibility

– Busy making a difference– Diversity of opportunities– Multi-faceted lives– Outdoor recreation and sports– Athletic and extracurricular activities

Outcomes

Brand and Image Enhancements

Snow, cold outdoor activities, busy lives

Green, rural Environmentally conscious

Brand and Image Enhancements

Party school Socially responsible

Low profile academics Academically serious

Admissions Profile

Applications increased by 42% within three years of the research.

Minority student applications increased by 30%.

Standardized test scores increased by 12%.

Geographic profile improved significantly.– Recaptured former markets– Penetrated new markets

Ability to shape the class increased.

“The future is not a gift.It is an achievement.”

august, 2009

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