1. Council for Christian Colleges & Universities Session III: Employing the Research-based Recommendations February 6, 2001 Maguire Associates, Inc. www.maguireassoc.com

2. MarketBehavior

3. Timing of College Search (2000)

5. Timing of the College Search Begin direct marketing efforts to families early. Build communications flows based on the first point of contact, not the calendar. Offer a service orientation at the outset.

6. Use of Source

7. 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. Design the Web site for use throughout the admissions cycle.

8. Use of Information Sources Provide hyperlinking services. Negotiate hyperlinks to the CCCU and member institutions with other sites where students might be more inclined to travel.

9. Image of CCCU Institutions

10. Level of Visibility Overall mean rating of 1.78 for familiarity with Christian colleges and universities increased to 1.97 in 2000. 2.25 rating for CCCU visibility is a good target to reach in the next 5 years.

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

12. Market Definition of a Christian College or University Inquirers defined as:  “Mix of religion and education” (8%)  “Christian life/atmosphere” or “Christ- centered teaching” (7%)

13. Market Definition of a Christian College or University The first word or phrase that comes to mind when they heard “Christian colleges and universities:”  “Religion” (5%)  “Christian environment” (5%)  “Christian faith” (4%)  “Church” (4%)  18% did not offer any impression The addition of “liberal arts” diminishes their ability to gain a clear impression of CCCU institutions.

14. Level of Interest in Applying to a Christian Institution A reasonably high proportion of the prospects (one third) said they did/do intend to apply to a Christian institution. Six in ten inquirers said they intended to apply.

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

16. Positive and Negative Images of a Christian Education In 2000, quality-of-life issues emerged again:  “Good atmosphere”  “Good environment”  “Nice/friendly/caring people”  “Values/morals”  “Christian fellowship”  “Christian atmosphere”

17. Positive and Negative Images of a Christian Education Prospects and inquirers tend to allude to good academics, faculty, and student-teacher relationships. Top negative mentions:  “Too small”  “Too sheltered”  “Too protected”  “Closed-minded”  ”Strict”  “Expensive”

18. 1986 2000

19. Messaging at Key Stages of the College Search

20. Stage-Specific Messages Prospects need to hear about overall indicators of academic quality that combine traditional academic measures with practical outcomes. Inquirers need to be informed about the breadth of offerings and the ability of Christian institutions to attend to their personal interests and ambitions. Admitted students are ready to gain a greater appreciation for the positive influence of a Christian faculty and a Christian atmosphere where faith, learning, and living come together to create a distinctive educational experience.

21. Applying the Research to the Admissions Funnel Prospect to Inquiry Conversion Inquiry to Application Conversion Acceptance to Enrollment Conversion

22. Prospect to Inquiry Conversion Rely on hallmark themes for framing communications. Describe quality of life fully.  Quality of other students  Social and religious traditions  Typical day on campus  Social life with social responsibility  Fun and service on and off campus

23. Prospect to Inquiry Conversion Promote benefits of campus location. Showcase own image for academic quality.  Profile faculty, students, alumni  Use high-visibility alumni Illustrate quality of faculty/student interaction. Market family values, respect for students’ own views, and moral and character development.

24. Prospect to Inquiry Conversion Address concerns about “close- mindedness.” Use research to guide communications about enjoying Christian fellowship. Introduce concept of net cost.  Commitment to affordability  Offer to counsel

25. Inquiry to Application Conversion Develop hallmark themes with more detail. Link personal growth to spiritual development in a Christian atmosphere. Address size through images of an intimate campus community. Increase emphasis on breadth of programs.  Extracurricular  Co-curricular

26. Inquiry to Application Conversion Develop concept of integration of Christian faith and learning.  Evolving hallmark message  Growing appreciation of Christian atmosphere

27. Inquiry to Application Conversion Begin to promote five of six Christian variables.  Integration of faith and learning  Christian fellowship  Christian atmosphere  Christian faculty  Christian service opportunities

28. Acceptance to Enrollment Conversion Increase emphasis on all aspects of social life. Use faculty and senior management voices to express commitment to character development.  Tie into academic experience/curriculum  Articulate faculty commitment  Share philosophy of student life professionals

29. Acceptance to Enrollment Conversion Develop appreciation of Christian faculty. Focus on value of Christian fellowship.  Impact on dynamics of student life  Belonging to a caring community  Added dimensions of service Illustrate ways students work together in Christian and community service.

30. Acceptance to Enrollment Conversion Build a more complete value proposition for CCCU and for member institutions.  Complement organizational message  Convey personality of college or university  Use themes of: – Christian family values and spiritual growth – Preparing for success while engaging society with Christian principles and ideas – Commitment to faith and learning