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Archive for the ‘Lessons Learned’ Category

Lesson 64 Global Competition

Posted in International, Lessons Learned, Planning on June 10, 2011| Leave a Comment »

It seems it was not too long ago that I was traveling to many parts of the world to teach introductory marketing seminars, and how to adapt those basic ideas to the  academy. It was the new  “hot topic.” Traditional public relations was well established, but strategic and integrated marketing certainly were not. In fact, in most academic institutions, the “M” word was never even spoken!

Now when I go abroad, I am amazed at what I find. In many institutions, marketing is  more sophisticated and better staffed than in some U.S. institutions. Rather than simply making a presentation about marketing, my experience has become more “let’s learn from each other and exchange our best ideas.”  And I must say, this way is much more fun and productive.

In preparing for my recent trip to the University of Queensland in Brisbane, Australia, I reviewed the institution’s new strategic plan. I was impressed by its’ substance and breadth and  how well it is crafted to enable the integration of strategic marketing goals. The plan articulates a clear and comprehensive vision for leadership in global engagement, and  is well structured, concise, and simply presented. Unlike many other plans, this one is designed to be easily used and implemented by every faculty, school, and institute in this university of over 40,000 students.

In addition, I reviewed a background paper about “campaign readiness,” and another on “engagement beyond the century.” Both demonstrated an uncommon understanding of the growing need for aggressive philanthropy in public institutions, for systematic reputation building, for a well differentiated brand identity, and for an ambitious and comprehensive alumni relations program.

Institutions in many parts of the world are advancing quickly before our eyes.  Higher education is now an international industry, with an intense world-wide competition underway for top students, private funding, and prestige. It will certainly be exciting to watch those leading the University of Queensland in the days and months ahead. They are clearly on their way to a very bright future.

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Lesson 63 How We “Look”

Posted in Leadership, Lessons Learned, Public Affairs on June 2, 2011| Leave a Comment »

Everyone understands the importance of body language.  We know that how we look (facial expression, gestures, dress, etc.) when we make a statement either reinforces the message, cancels its credibility, or sends a completely different secondary message. This is true for institutions, and for individuals.

This week the Texas Legislature failed to pass the bill authorizing the state budget before the close of the regular session. The culprit was a Senator’s filibuster protesting dramatic cuts in public education.  The governor immediately called a special session, which brings into play a whole different set of voting rules.  Members can now start over on a new bill, or pass the entire current bill by a simple majority.  They can also revisit and change elements of the bill that were blocked during the regular session by the minority.

The ultimate consequence is that a bill which cuts a whopping $4 Billion from public education, putting thousands of teachers and others out of work, is now likely to pass.

I understand that many think this super drastic action is necessary in these hard economic times. Others feel just as sincerely that the economy can be rebuilt with a more balanced approach. My “communication” concern here is that many of the victors this week in Texas “looked” so self-satisfied about winning.

The legislature by majority vote is now likely to bring enormous pain to countless Texas families. And instead of demonstrating compassion and empathy about the eventual consequences, they focused on looking happy about the victory.

At both the state and federal levels, it is worrisome to think about what body language might be telling us about so many of our current political leaders.

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Lesson 62 Have We Gone Too Far?

Posted in Branding, Lessons Learned on May 29, 2011| 1 Comment »

In preparation for a presentation I will be making in Australia, I have been reviewing some current university marketing materials. I was reminded that not too long ago, we could not even utter the word “marketing” on some campuses. Now, it can be quite striking to see how far some institutions have come.  In fact, I actually found myself asking: Have some of my professional colleagues gone too far?

Cute tag-lines with little content or substance abound. My contention all along has been that no tag-line is better than just a cute one. Cute gets old fast, every time! Tag-lines must connect so well to an institution’s mission that they cleverly sum-up the true essence of the place. Otherwise, they serve no real purpose. Some institutions are using athletic mascots in their advertising to symbolically stand for the entire institution. But here I found myself asking: Is this the best symbol for the institution’s long-term academic reputation building?  Others are using design so trendy that it’s difficult to see how their materials accurately represent their institution’s mission and vision.

Dont get me wrong. Especially in this digital world, I do believe we need to “look” innovative. In order to connect with our audiences we must be able to demonstrate a state-of-the-art understanding of technology, and of our constituents’ needs and interests. But the question for the academy remains:  How do we do that and still represent the traditions and substance and what academic work is really all about?

We are advancing an industry with significant historical relevance. There is nothing else in society quite like the academy. It’s traditions of academic freedom and constructive debate require continuing explanation. It remains the custodian of the lessons of history and the best thinking of mankind. Indeed, reminding each generation of the very definition of  a fully “educated person,” is also our ongoing challenge. 

All of this today certainly does require a measure of  innovation. The first chancellor I would work  with on meeting this challenge would often say to me:  OK, Lauer, we will try this idea, but not that one!”  I often felt I was being held back. But now I appreciate what I learned from that struggle to fully explain what I was trying to do.

Maintaining the heritage of this entire academic enterprise will require a certain amount of elegance. We must find a way to “look” imaginative and creative without  going over-the-top. This is why I now argue that we must adapt the profession of marketing to the academy. We are not selling an academic shopping center.  What we do must begin as a “way of thinking.” and not end up as a road to commercialization.

We need to connect with our constituents where they are, no doubt about it. But, then we must go on to take them to a better understanding of this wonderful world of ideas, and the unique role our institution intends to play in it. Honest communication that is more imaginative than cute should be the rule of the day.  Simply put, to be true to our heritage our marketing must be “appropriate.”

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Lesson 61 Mean-Spirited Communication

Posted in Lessons Learned, Public Affairs on May 21, 2011| Leave a Comment »

Observing legislatures in action this Spring has bordered on being depressing. Whatever happened to mutual respect, appreciation for other points of view, simple human tolerance, and just plain good manners? Why can’t we see that this mean-spirited political environment we have created is tearing our society apart?

In the Texas legislature, the eleventh hour of the 2011 session is playing out with every tactical trick in the book being used. Extremists are determined to go to any length to get the most extreme views enacted into law.  Amendments, points of order, and angry rhetoric rings on into the night. And when bills go to Conference Committees to resolve conflicts, the meetings are in total secret, and its’ members are completely unavailable.  What kind of system is this? 

Endless state and federal bills have been passed to make certain that institutions like ours operate transparently with the public.  But, more and more, lawmakers do their own “sausage-making”  in secret, out of touch with the rest of us, and representing only the extreme among us.

In Washington, the situation is much the same.  Extreme positions on how to manage the budget deficit fight are argued without a sign of tolerance, or human decency. This is not communication, it’s warfare!  And when members meet among themselves, they do so out of sight to those of us roaming the halls looking for just a slight clue that reasonable bi-partisan deliberation is going on somewhere. Then, when they speak publicly, the talk is polarizing. And even though their office staffs often sound thoughtful, there is no way to tell what is actually going on in this daily world of contradictions.

Those few people left in public service who came there to be true statesmen, are now just lying low.  One member, who a year ago was accessible to me, and willing to support reasonable requests, now does not answer my emails. She never is available for a visit, and instead always asks a staff member to meet with me… who then just sits there nodding sympathetically in response to anything I say.

In all my years of working in communication and marketing, I have always been able to get some sense of how well I was doing.  Even with the many surprises inherent in this competitive business, I was always able to get information along the way that would confirm success or failure.  In the world of government relations these days, however, there is no way to tell how well you are doing. Just when you think you have achieved something, a last-minute maneuver, or mean-spirited communication tactic, wipes it all away.

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Lesson 60 The Power of HED

Posted in International, Lessons Learned, Public Affairs on May 14, 2011| 1 Comment »

My belief that international higher education is the purest form of public diplomacy has been discussed in previous blogs. This week I have been engaged in conversations about how higher education is also an economic development tool.  It is especially exciting for me to see how an industry I have such passion for has the potential to play a major role in helping people from different cultures understand each other, as well as to help develop the economies of underdeveloped societies.

Higher education for development (often referred to at HED) recognizes that to develop stagnant economies requires resources and institutions that can train a relevant workforce and educate leaders capable of building a new day out of current realities. This capability is not only a component of economic development, but it is an absolutely fundamental activity to achieving success.

The American Council on Education (ACE) has long-established expertise in doing this kind of work in Africa, parts of South America, Mexico, the Middle East and elsewhere. Its’ experience in this very specialized work can now assist other similar projects.

The Center for Strategic and International Studies (CSIS) is currently exploring higher education as a central component of a new project in economic development.  CSIS developed the “smart power” ideas that recently influenced new diplomatic thinking at the U. S. Department of State. This non-partisan think tank is now following up the Smart Power project by considering a new one to help solve economic problems in the underdeveloped world, and it is clear that higher education will be a key component. It is also clear that higher education, with all its’  human and economic development potential, has a critical role to play in enhancing national security… a basic concern underlying all projects at CSIS.

The Woodrow Wilson International Center for Scholars is also completing a project to design a business plan for an independent organization that would do public diplomacy for the U.S.  This is being proposed as a public-private partnership and would involve higher education in many of its’ activities.  One of the ideas in the study is to work with university students and utilize new media as a cross-border relationship-building tool. Such a tool would enhance understanding between cultures, provide hope and support for freedom-loving people in closed societies, and could also support the economic development projects of other organizations.

I have experienced the magic of what happens when students and teachers come together from different parts of the world. They rarely are polarized by their differences. Rather, they immediately become interested in learning about cultures, customs, values, languages,  and histories. Even when these learner-travelers are from countries where their governments are in conflict, mutual respect and lasting friendships almost always are the outcome.

Applied to the current economic problems in the US, we must certainly come to see that education, including higher education, is the most important tool we have for economic development and for bringing cultures and differing ideas together. From training a new workforce  for a changing society, to educating the entrepreneurs that will develop new small and large businesses, education is the only sure way to grow the economy. It is absolutely absurd to think that wholesale budget cuts that put thousands of teachers out of work, and also denies thousands of students the financial aid they need, will create new jobs and grow the economy. Most certainly, there are places to cut fat from federal and state budgets. But those who have benefited from past financial success, and now have the means to help, must now come to see that finding new revenue is also essential to preserving the most powerful economic development tool we have… the American systems of K through 12, and higher education.  

What we understand and preach to the rest of the world about the power of education to develop economies, train needed workers, and educate innovative leaders, we now desperately need to apply to our own problem solving. And, of course, professional strategic communication and integrated marketing are fundamental to all of this… to public diplomacy, to HED, and to applying their lessons at home.

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Lesson 59 Un-rebutted Charges

Posted in Lessons Learned, Strategic Communication on May 7, 2011| Leave a Comment »

What do you do when someone issues a public criticism of your institution, or a one-sided negative opinion appears in the news media? I must admit that recent changes in the political environment, as well as the practices of 24-7 cable news channels, have altered my thinking.

Formerly, l almost always counseled colleagues to not respond.  My belief was that to do so only added fuel to the situation and challenged the critic to respond again.  All too often, a well-intentioned correction was counter-productive and only intensified the controversy.  Rather, with no response at all, the matter was usually forgotten.

But today, in a media climate of sour, mean-spirited polarization, the dynamic appears to be much different. An un-rebutted charge is likely to be made again and again, and ultimately an untruth can gain acceptance as fact.  If it is continually repeated that the new health care legislation creates “death panels,” all too many people eventually come to believe it is true.  It’s a maddening reality of this “new media,” passion-dominated, breaking news-crazy world.

All this is to say I have been forced to change my thinking about responding to vicious charges.

First, I still would consider not responding.  It’s possible that some charges will still go away if left unchallenged. That depends, however, entirely on the intensity of the intentions of the source of the charge. These days, the background and overall purposes of the source must be studied and understood each time a criticism is made.

If the source is determined to be highly motivated, or a member of an organized initiative, there is no choice in today’s media climate: you will have  to be prepared to deliver a carefully shaped, and intense, reply. You will do well to devise a comprehensive communication plan that features simple talking points, carefully chosen multi-media channels, and a focus on your most significant target markets. This is especially important if an un-rebutted initial charge is made a second time.

It is very important to always shape your statement around simple talking points, and never get off on tangents or side stories.  Make sure to always stay on message. Plan to deliver the statement with equal or greater intensity as your adversary, and be ready to sustain the public conversation for the long-term.

One final observation: The dynamics of grassroots politics will likely apply. Sadly, you will have to settle for not pleasing everyone.  If the message is skillfully crafted your supporters will begin a word-of-mouth, positive response. But, you will also have to accept that your adversaries will remain adversaries,  and while some neutrals will come with you, others will not.  The new reality of this polarized world is that it is better to rally your troops than to suffer the humiliation of being labeled as ineffective, or even disappointing, to your most important constituents.

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Lesson 58 Getting Involved in Controversy

Posted in Lessons Learned, Strategic Communication on April 30, 2011| Leave a Comment »

Not too long ago I got a phone call from a reporter asking what I thought about a university president who took a strong public stand on the issue of hate speech.  His statement drew responses from those who agreed with him, but it also drew what seemed to be even stronger criticism from those who believe that freedom of speech in our country applies to all forms of speech, especially in the academy. As a strategic communication and marketing professional, I tried to explain to this reporter how I would make my decision regarding giving advice.

First of all, a CEO must begin with the premise that his or her primary responsibility is to advance the integrity and interests of the whole institution. An academic institution clearly exists fundamentally as a forum for the exploration of all sides of issues, but can the president taking a stand on one issue affect the basic health and well-being of the institution? 

In the case of hate speech, would it be better to make a general observation about the possible dangers of such speech, and then just ask others to seriously consider the possible consequences? Or, would it be better to deny making a comment, suggesting that it is not proper for an institutional leader to offer comments on such issues?

It’s true, I could advise to always take the position that it’s safer to keep the president out of controversies like this, and to leave the entire debate to others.  But, then, occasionally I have encountered presidents who saw their leadership role as being able to bring visibility and long-term recognition to the institution by stepping out with strong personal views, and staying visibly engaged.

As with so many other kinds of judgements that communication advisors are called upon to make, I found my answer here to be: It depends! It depends on the established culture of the institution measured against the natural inclinations and style of its current leader. If the institution’s culture and values embrace taking stands on issues, and the CEO is comfortable getting engaged in ongoing public dialogue, then ultimate long-term good can result.  But, the institutional mission, brand, and leadership style must clearly embrace the decision. 

On the other hand, if the institution is more traditionally academic, and the president is hesitant about stepping out personally, it is never wise to push getting engaged in controversy.  Making one bold statement, and then backing off, is never an option.  Once you step into a debate, you are in it for as long as the issue remains hot.

For some institutional leaders, getting involved might depend on the nature and volatility of each issue.  Hate speech is one thing, but stepping out as an advocate for international human rights, or taking the lead in advocating new forms of clean energy, can be seen as a totally different situation. 

In the final analysis, communication advice in a controversy must be appropriate to the culture of each institution and how each president sees the CEO role. Sometimes my best approach was merely to conduct a thorough pros and cons analysis, and then let the CEO make the final call based on what he or she felt compelled to do. Sometimes the bottom line is that you can’t ignore the sincere instincts and passion of an informed and dynamic leader.

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Lesson 57 The Liberal Arts

Posted in Lessons Learned on April 23, 2011| Leave a Comment »

Early in my academic career I had a student remark: “I don’t think I ever met a ‘broadcast philosopher’ before!”  I was teaching a television production course and I had just handed out a library reading list.  Another student quickly protested: “We don’t expect to have reading requirements in production courses!”

What the students didn’t know was that my undergraduate education was heavy in the liberal arts. I took courses in pyschology, history, international affairs, as well as communications. I always saw media studies as grounded in the world of ideas. I could not imagine producing television programs without a thorough understanding of the nature of the medium, and a familiarity with those who were studying the affects of television on society and individuals. While I eventually knew I would want to study communication in graduate school, especially international communication, I ended my undergraduate days with a degree in philosophy… and have been forever grateful.

Philosophy teaches you to question assumptions.  It reqires each student to organize ideas and facts into systems of thought. And its’ immersion in the world of ideas inevitably results in a healthy skepticism… an extremely valuable world-view for a professional communicator.

Philosophy teaches how to use logic. It confronts you with the ethical implications of your thoughts, and requires you to clarify your overall values. It plunges you into the world of the history of ideas, and shows you how intellectuals and whole civilizations made decisions over the centuries.  You discover that there is little that is new, and there are serious lessons to be learned from those who came before.  You see how civilizations thrived, and you see how they failed!

As my career moved on, the philsospher in me has remained.  Now that I focus on how to make organizaations work more effectively, I begin all presentations, and most of my writing, with the assertion: “Marketing is a way of thinking.”  I firmly believe that all communication begins with carefully developed ideas. The more informed they are, the more effective they will be. Problem-solving is a complex undertaking, and first attempts usually must be adjusted along the way.  One thing is certain:  simplistic ideology is dangerous for the survival of a society. That is a lesson of history.

All of this came to me again this week as I continued to reflect on the wonderful meeting I had last week with some private university presidents.  Most of their institutions are liberal arts-based, and much of our conversation was about the potential consequences of our current focus on “practical” career preparation. What could get lost is the “practical” understanding and skills taught in the liberal arts. It renewed my commitment to persist with my belief that effective professional communication must begin with solid thinking and informed ideas. 

 God bless the philosophers, and the humility they teach us.

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Lesson 56 Education Entrepreneurs

Posted in Leadership, Lessons Learned on April 16, 2011| Leave a Comment »

This week I had the pleasure of spending some time with a group of private college and university presidents. Items on our agenda included current trends in news media relations, increasing government regulations, and the marketing and communication implications of the dramatic changes coming in our industry.

“Talking points,” described last week in Lesson 55, guided our conversation about market changes. I explained my observations about the changing role of governments, and that I feared that many of the current cutbacks in financial support will become permanent. We talked about how tuition increases in the public sector will change competitive dynamics, and how more and more reliance will be put on private fund-raising at both private and public institutions. On top of all that, we discussed how our industry is now facing increased competition for money, students, and reputation from institutions in Canada, the UK, Europe, India, China, Singapore, Australia and more.

For me, all this added up to the basic question: What kind of leader will we  need to pilot us through all of these “sea-changes?”

What interested me most at this meeting was that some of the smaller private university presidents were already demonstrating a new level of thinking about the future.  Many already had some depth of experience in conducting programs and developing partnerships in other countries, and at least one president was open to exploring partnerships with for-profit universities!

What’s more, these “new breed” presidents did not sound like traditional intellectuals or scholars. Rather, they were thinking about imaginative ways to bring distinction to their institutions, and how they would deal with increasing public concerns about college costs and the globalization of economies. In other words, this week it became even more clear to me that the future of higher education will be characterized by the emergence of a creative-thinking, marketing-oriented, new kind of educational entrepreneur.

As I reflected on all this, I realized that we were also only talking about becoming much more sophisticated at implementing basic marketing ideas. We were not talking about avant-garde thinking, rather we were simply underscoring a renewed importance of practicing basic integrated approaches to marketing. We were putting even more emphasis on defining differentiated strengths, and getting everyone “on-the-same-page” with respect to telling the story. The presidents stressed the practicality of the liberal arts in a career-education oriented world. And we amplified the even greater importance of selecting appropriate target markets in the US and abroad, as well as the strong need to master the use of multi-platform, interactive, communication tools. 

Staying successful in this dramatically changing, ever more international, market, is indeed within the reach of even the smallest private college or organization. The key will be having enlightened, marketing-oriented, leadership, with the necessary advancement talent and counsel close at  hand.

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Lesson 55 The “Sea Change” We Face

Posted in International, Lessons Learned, Planning on April 10, 2011| Leave a Comment »

This past week has involved me in deep discussions about the dramatically changing higher education marketplace.  As I will be engaged in more conversations this coming week, I have made a list of “talking points.” Here is what I have so far:

1. Legislatures all over the United States are cutting back their funding, and many people think this trend is permanent; 2. As a result, public institutions are raising tuition, a situation which will alter the dynamics of the entire market; 3. Private institutions receive public funds for research and financial aid, all of which is also being cut back; 4. The public-private “dual system” of higher education is blurring, with many publics threatening to become private; Some already receive as little as 8% of their support from their states.

While all this is taking place in the U.S., our entire industry is at the same time becoming international… a dynamic that is changing the marketplace even more. So I add these points to my list:

1. Many governments around the world are cutting overall support as well, while others are investing heavily, and selectively; 2. Some of these focus on science and technology superiority; 3 Others focus on great student access and career education, (many think to the detriment of the liberal arts); 4. A few others only support a handful of institutions with a single goal of scoring high in world rankings;  5. World rankings focus almost exclusively on research and publishing, penalizing smaller high quality institutions; 6. For-profit institutions are expanding in the U.S. and abroad, gaining more market share and further changing enrollment dynamics.

All this is bringing university advancement more front and center, and changing the way this profession works.  So I add these talking points as well:

1. Fund raising is becoming a truly international endeavor, with foreign development officers coming more often to the U.S, and vice versa; 2. Student migration is shifting, bringing more student recruiters from other countries to U.S. high schools; 3. Faculty positions are becoming more international in their mobility and travel expectations; 4. Institutions are seeking more international students in order to provide a more global campus experience; 5. Finding global partners, and expanding student international experiences, is becoming a major focus of more and more administrations.

All of these forces are coming upon us simultaneously, producing the “sea change” we are experiencing. These changes are bringing new opportunities for  advancement professionals, but they also bring huge new demands and challenges.  Hopefully addressing these talking points will also provide a guide for our professional development as we prepare ourselves to help lead the way.

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