1. CCCU Chief Communications Officers Conference Stra-TEA-gic Marketing Communications June 21, 2001 Maguire Associates, Inc. www.maguireassoc.com

2. Goals of the Project Listen to your audiences  Market behavior  Preferred communications vehicles  Educational priorities  Visibility/Identity of Christian colleges and universities Establish a distinctive image Strengthen the CCCU’s competitive position Uncover profiles of target audiences Gain a longitudinal perspective (1986 vs. 2000)

3. The art of research. The science of communications.

4. Research Audiences 4

5. MarketBehavior

6. Timing of College Search (2000)

7. Timing of the College Search Begin communication with families early. Build recruitment communications plans based on the first point of contact, not the institution’s calendar. Quickly establish an identity  With CCCU  For your institution

8. Use of Source

9. Use of Information Sources Re-allocate resources toward the Web and other electronic communications. Make careful decisions about which print media should be continued. Apply the research to messaging in all resources.

10. % yes Printed Materials

11. % yes Christian College Web Site Visits

12. Use of Information Sources Design a breadth-and-depth Web site. Provide hyperlinking services. Negotiate hyperlinks to/from the CCCU and other sites where students might be more inclined to travel.

13. Prospects’ Priorities Value of Education (4.57) Preparation for Future Careers (4.55) Availability of Financial Aid/Scholarships to Meet Need (4.54) Employment Opportunities after Graduation (4.50) Quality of Major (4.48) Total Cost (tuition, room, board, etc.) (4.41) Quality of Faculty (4.29)

14. Image of CCCU Institutions

15. (Totally Familiar) (Not at All Familiar) Familiarity with Christian Liberal Arts Colleges and Universities (1986 vs. 2000)

16. Level of Visibility Visibility among prospects:  1.79 in 1986  1.97 in 2000 2.25 rating for CCCU visibility is a good target to reach in the next 5 years.

17. Interest in Applying to Christian College or University (2000) (among those who do not intend to apply to a Christian college or university) %

18. Market Definition of a Christian College or University The first word or phrase that comes to mind when prospective students hear “Christian colleges and universities”:  “Religion” (5%)  “Christian environment” (5%)  “Christian faith” (4%)  “Church” (4%) The addition of “liberal arts” diminishes their ability to gain a clear impression of CCCU institutions.

19. Top Impressions of “Christian Colleges and Universities” (2000 Prospects): Nothing (18%) Religion (6%) Church (6%) God’s will (6%) Strict (3%) Bible school (3%) Good atmosphere/ Environment (3%) Good school (2%) Private school (2%) Christian environment (2%) Christians (2%) Christ-like school (2%) Christian school (2%) Value beliefs (2%)

20. Positive Images of a Christian Education In 1986, prospects thought most positively about quality-of-life issues:  “Community”  “Close atmosphere”  “Faculty-student relations”  “Personal attention”

21. Positive Images of a Christian Education Among Year 2000 prospects, quality-of-life issues emerged again:  “Good atmosphere”  “Good environment”  “Nice/friendly/caring people”  “Values/morals”  “Christian fellowship”  “Christian atmosphere”

22. Negative Images of a Christian Education Top negative mentions for prospects are:  “Too small”  “Too sheltered”  “Too protected”  “Closed-minded”  ”Strict”  “Expensive”

23. 1986 2000

24. Parents

26. (Very Influential) (Not at All Influential) Parents’ Influence in Choice of College/University (2000)

27. Parents Prospective students gave even higher ratings to their parents’ role than parents did themselves. Parents have a propensity to look at the big picture. They attach higher priorities to the special opportunities provided by a Christian education. They see a stronger linkage between academics and faith. Financial aid plays a more dominant role in defining cost considerations.

28. Parents Member Recommendations: Craft a communications flow for parents, based on the messages in the research. Include a series of personalized letters. Concentrate on communicating the benefits of integrating academics and a Christian- based community from the outset.

29. Parents Member Recommendations: Message concepts for parents:  Make the case for value  Highlight the faculty in all their dimensions  Commit to continue family values  Encourage financial planning  Safety and security  Career counseling and services

30. Parents Member Recommendations: Provide evidence of investment value:  Job placement records  Lists of companies that visit the campus each year to recruit students  Holistic success stories

31. Hallmark Themes for CCCU

32. Purposes of Hallmark Themes Increase public’s appreciation for the overall value of a Christian education Set stage for presenting identity of each institution Provide an effective, strong, clear message for a variety of audiences

33. Hallmark Themes Academic Quality: A high-quality education in a secular world. Christian-centered Community: A close-knit, Christian community that emphasizes character development and spiritual growth. Future Orientation: Preparation for life as well as a living. Financial Investment: The value proposition.

34. Academic Quality

35. Academic quality is linked to:  Preparation for graduate school  Quality of specific majors more than overall reputation  Quality of faculty Concerns surfaced about the meaning of liberal arts and the relationship between learning and religion.

36. Academic Quality Council Recommendations: Lead communications messages with direct reference to scholarship, followed by concept of faith and learning. Voice the Council’s commitment to providing academic quality. Drop the term “liberal arts” from the generic description of Christian colleges and universities.

37. Academic Quality Member Institution Recommendations: Tackle perceptions that CCCU institutions may lack intellectual depth. Issues:  Intellectual freedom  Rigidity  Academic rigor Provide evidence of quality throughout the communications flow.

38. Academic Quality Member Institution Recommendations: Develop the concept of integrating faith and learning over time. Emphasize faculty commitment to the development of the whole person:  Attend to intellectual, social, spiritual dimensions  Use faculty voices

39. Academic Quality Member Institution Recommendations: Develop appreciation for the value of a Christian faculty.  Profile faculty, students, and alumni (multi- dimensional).  Post their honors and achievements.  Use high-profile alumni quotations and testimonials.

40. Christian-centered Community

41. Students have a narrow vision of a Christian campus environment at the beginning of the college search process. Christian-related variables impact upon students’ decisions throughout the “admissions funnel.”

42. Christian-centered Community Families are paying close attention to character development. Students are thinking about Christian communities compartmentally:  Social lives  Religious life  Community service/service learning

43. Christian-centered Community Member Recommendations: Align personal growth with spiritual development to define and distinguish Christian communities. Develop Christian fellowship and its impact on all aspects of student life – an integration of faith and living. Illustrate ways that students work together in Christian and community service activities.

44. Christian-centered Community Member Recommendations: Draw attention to:  the intimacy of the campus community  Social life and social responsibility Help students to appreciate the full scope of on- and off-campus programs available.

45. Christian-centered Community Member Recommendations: Create a multi-dimensional perspective of student life:  Quality of other students  Social and religious traditions  Best examples of a typical day  Evidence of social life with a sense of social responsibility  Opportunities for fun and community service on and off campus

46. Future Orientation

47. Students are focused on graduate school, their first job, and their careers. Top priorities are:  “Preparation for future careers”  “Employment opportunities after graduation” Academic quality and preparation for the future are intertwined.

48. Future Orientation Parents also give substantial weight to practical outcomes:  “ Employment opportunities after graduation”  “Preparation for careers” Career preparation is tightly linked to value in students’ and parents’ minds.

49. Future Orientation Member Recommendations: Provide ample information throughout the recruitment process about practical outcomes.  Lists of first jobs received  Graduate school acceptances  Lists of recruiters to the campus each year

50. Future Orientation Member Recommendations: Demonstrate how students get “real world” experiences while still enrolled. Continue to convey successes in preparing graduates for leading responsible, socially conscious lives.

51. Financial Investment

52. A college education is worth the money if:  “Good education”  “Employable at graduation”  “Preparation for life”  “Christian atmosphere”  “Quality of major” Parents focus more on preparation for life than employability.

53. Financial Investment Message testing for adding the most value across all four prospective student groups:  “…encouraged to form their own view of the world and are prepared to achieve success in their chosen field, while engaging society with Christian principles and ideas.”  “…a commitment to continue the Christian values of families and to foster individual spiritual growth.”  “Christian morals and character development are central to the educational process.”

54. Financial Investment Most effective messages for parents are:  “…a commitment to continue the Christian values of families and to foster individual spiritual growth.”  “…encouraged to form their own view of the world and are prepared to achieve success in their chosen field while engaging society with Christian principles and ideas.”  “…a firm commitment to the integration of Christian faith and learning.”

55. Financial Investment All student audiences think about money issues mostly in terms of sticker, not net, price. Prospects have an integrated definition of educational value:  Closely tied with the importance of preparation for future careers and character development

56. Financial Investment Council Recommendations: Write a value proposition that augments the signature statement. Talk about value in terms of investments in preparation for future careers and character development.

57. Financial Investment Council Recommendations: Use the following messages to communicate value most effectively to prospects:  “Students are encouraged to form their own view of the world and are prepared to achieve success in their chosen field while engaging society with Christian principles and ideas.”  “Christian morals and character development are central to the educational process.”

58. Financial Investment Member Recommendations: Communicate the valued-added benefits of a Christian education throughout the communications process. Increase families’ understanding of the concept of net cost.

59. Building the CCCU/ Member Institution Partnership

60. Building the CCCU/Member Institution Partnership Council Recommendations: Develop a research-based signature statement. Be bold in defining the uniqueness of a Christian education, but use “cascading” language. Position the CCCU membership against public university competitors.

61. Building the CCCU/Member Institution Partnership Member Institution Recommendations: Use the CCCU’s signature statement to reinforce the national organization and to tie the school to it. Use the CCCU logo to add visibility to the organization. Adapt the hallmark themes to reflect the member institution’s distinctive character.

62. Building the CCCU/Member Institution Partnership Member Institution Recommendations: Base institutional messages on what is in place at the institutional level, not what is planned for the future. Promote the “Christian variables.”  Strength of other five variables  Role of church affiliation

63. Conclusion “The future is not a gift. It is an achievement.” Harry Lauder