Following my first posting there was a comment about faculty members objecting to marketing because they don’t think higher education should be subject to giving students what they want. I have encountered this objection many times over on campuses, and also with some nonprofits. So I respond here as my second lesson learned.
When I am called to help address issues related to integrating marketing on a campus the situation often is that a number of academics are raising serious concerns. And I must say as a lifelong academic myself I can empathize with faculty members who are skeptical about basing education content on what students think they need. Indeed, an experienced faculty member will know better than students what they will need to know to be successful. So its very important to understand that just giving students what they want is not what educational marketing all about.
Marketing research indeed asks both students and parents about their perceived needs and expectations. And what we learn tells us how to make a connection with them. But that’s it. The process that follows is much more sophisticated. Integrated marketing communiation properly carried out exposes students to choices they never knew they would have. And when they finally arrive on campus the faculty will open a whole new world of ideas and possibilities they never knew existed.
Public speakers have been told for years that they need to begin a speech by demonstrating that they know what the audience wants and needs. Then the challenge is to craft the balance of the speech so as to lead the audience into new insights and awarenesses. Even the car salesman asks what you expect in a car. He then shows you one that meets those needs but also shows you features you never knew existed.
Marketing research and analysis then merely provides the point of departure. The faculty must take it from there. This same situation applies to many other organizations. We begin finding out the needs of people and then take them into whole new worlds.
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