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SAUP Innovation Grant: 2011-2012 Academic Year
Report of Findings: A Study of How to Most Effectively Market Campus Events,
Services, and Educational Opportunities to JMU Students
Frank Ameka (University Unions), Kathleen Lund-Campbell (Office of Residence Life), Beau Dooley (University Health Center), & Ann Simmons (University Health Center)
About this Study
It is documented in student affairs literature that students who are actively engaged in campus-sponsored activities tend to experience greater success while in college (Astin, 1997). As such, JMU departments, groups, and organizations contribute significant resources in providing a myriad of campus-sponsored activities and educational opportunities in order to create opportunities for engagement. Despite our best efforts, however, it can oftentimes be challenging to get significant numbers of students to attend these events. The purpose of this study was to identify best marketing practices for campus-sponsored activities and services in order to maximize awareness, interest, and attendance at events and utilization of services.
In order to address this research question, a 16-question survey was sent electronically to the JMU student body in February 2012 that asked a variety of questions pertaining to how JMU students learn about campus events and services and factors that influenced their decision to attend campus events. 680 students completed the survey. In order to better understand some of the data and themes revealed by the survey, JMU students were invited to participate in discussions and provide their thoughts and opinions concerning the data collected. Using these data and a variety of secondary data sources, 12 recommendations were created that may be considered “best practices” in terms of when, where, and how to market campus services and events to JMU students. These recommendations are presented in the following sections of this report.
GENERAL RECOMMENDATIONS
RECOMMENDATION 1a: Advertisements for events occurring on a weekend (Friday, Saturday, or Sunday) may be most effective on the Monday prior to that weekend.
AND
RECOMMENDATION 1b: Advertisements for events occurring on a weekday may be most effective during the early part of the prior week.
When JMU students were asked to select from a list which days of the week that they were most likely to pay attention to advertisements and then rank these days in order of their importance, Monday was selected the most and ranked the highest by all students. Tuesdays were the second-most selected day and ranked the second highest. Wednesdays were the third-most selected day and ranked the third highest, and so on with Saturdays and Sundays
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being the least selected and lowest ranked days of the week. When asked the reason for this trend, JMU students suggested the following:
Several students indicated that many students begin to plan the upcoming week on Monday
A senior female psychology student observed that at the beginning of each week, new ads are often posted week, departments take down old ads, table tents in the dining halls change, and The Breeze (which has ads) comes out on Mondays. It seems that students are in-tune with this schedule.
A 22 year old male marketing major suggested that students are fresh on Mondays (and consequently want to rest on Fridays), thus indicating that students are more receptive to advertisements earlier rather than later in the week
Moreover, survey respondents were asked how far in advance they typically look for
information about upcoming events when looking for something to do. 36% of respondents indicated that they search about 1 week in advance of the time they are looking for something to do. In comparison, 10% indicated “5-6 days in advance,” 13% indicated “3-4 days in
advance,” and 14% indicated “2-3 days in advance.” Only 7% indicated 1 day or less in advance of an event and only 9% reported searching more than one week in advance of an event. 12% of respondents reported that they do not actively search for information on campus events. When examined together, these findings suggest that advertisements for events occurring on a weekend (Friday, Saturday, or Sunday) may be most effective on the Monday prior to that weekend. Additionally, advertisements for events occurring on a weekday may be most effective during the early part of the week prior. However, these are times that the data suggest that advertisements might be most effective. As such, advertisements placed at times other than the ones suggested above can definitely influence attendance at the event and are encouraged. A comment by a 22 year old male marketing major summarizes this
recommendation: ‘Event notifications can’t be sent out too early because by the time the event takes place everyone has forgotten, but reminders too close to the event can be annoying.’
RECOMMENDATION 2: Diversify the ways you advertise.
Hughes (2005) notes that advertising products (or in this context events or services) through wider variety of media will produce a greater response to your product (or event or service). This is because (1) different people respond differently to different types of media, and (2) a wider variety of media increases the number of times a person will actually see your
advertisement. Thus, a successful element to marketing is to diversify your efforts.
While advertising in as many venues as possible might be ideal, focusing on certain key venues may maximize your return on investment. This study identified three main venues that are most important or influential with JMU students: (1) Word-of-Mouth, (2) Print Media, and (3)
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Social Media. The following sections provide specific recommendations for each of these three marketing venues.
RECOMMENDATIONS CONCERNING WORD-OF-MOUTH
RECOMMENDATION 3: Use marketing strategies that create a buzz on campus that will in turn facilitate the sharing of information by word-of-mouth.
Word-of-Mouth is arguably the most important way that students find out about campus events and services. Hughes (2005) cites that word-of-mouth “is the most powerful form of marketing in the world” and “is 10 times more effective that other media, such as television or print ads.” Survey and focus group data from JMU students support this notion:
65% of JMU students reported that they “always” or “often” learn about campus events that they attend as a result of people they knew sharing information about the event with them.
When asked to choose from a list of where they search for information on campus events and then rank them in order of importance, word-of-mouth was the most utilized method and was ranked 3rd (of 11 options) behind Posters/Fliers and Web Search Engines.
When asked to choose the most common way that they shared info with friends about upcoming campus events, word-of-mouth was the most important with 51% of
respondents citing this method.
What type of strategies help to create a buzz and facilitate the sharing of information by word-of-mouth? Hughes (2005) notes that “…the entire crux of word-of-mouth marketing is giving people a great story to tell.” He goes on to define “buzz” as something that “captures the attention of consumers and the media to the point where talking about your brand or company becomes entertaining, fascinating, and newsworthy.” Hughes cites six conversation starters to help create a word-of-mouth marketing buzz, which are also concisely summarized in an article by Hillis (2007), titled “Say What? 6 Ways to Create Verbal Buzz on Your Campus.” These conversation starters include using the following tactics:
1. The Taboo 2. The Unusual 3. The Outrageous 4. The Hilarious 5. The Remarkable 6. The Secrets
Despite these six strategies, though, using any strategies that create a buzz and get students talking about your event are desirable. However, please keep in mind the JMU campus culture and what may or may not be acceptable in terms of strategies being used to create a buzz.
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What do real-world buzz-worthy events look like? JMU students with whom we spoke cited Club Gilty and Madipalooza as two examples of events that have created a buzz at JMU and got students talking.
RECOMMENDATIONS CONCERNING PRINT MEDIA
RECOMMENDATION 4: Posters are effective. Posters can be more effective if they are well-designed and student-focused.
Despite recent trends toward electronic marketing media, posters and fliers are still very effective in marketing to college students. 2011 JMU National College Health Assessment (NCHA-II) data indicates that “posters/fliers” are among the top ways that students search for information concerning JMU Daily Events (10%), JMU Educational Events (16%), and JMU Recreational Events (13%). The survey in this study also indicates that “posters/fliers” is (along with “word of mouth”) arguably the most important way where students search for
information on campus events. However, not all posters and fliers are created equal. JMU students reported that the following elements of posters caught their attention and influenced their decision to attend an event:
Visual appeal (bright colors, big or interesting font, bold lettering, etc.)
Elegant design (easy to read, simple and elegant layout, use of other good design principles and concepts, etc.)
Pictures, logos, or other graphics
Atypical size (irregularly shaped poster, larger size, etc. NOT 8.5 x 11”)
Catchy title or text (clever play on words, pop culture references, “borderline inappropriate” or “provocative,” etc.)
In order to create student-focused designs, students with who we spoke had the following suggestions:
A 19 year old female Interdisciplinary Liberal Studies major said to use students to help craft messages for emails, Facebook posts, etc. She noted that using language the way students talk (as opposed to the use of ‘correct’ language and grammar that
faculty/staff might gravitate towards) would help get more attention.
Similarly, a 19 year old female athletic training and pre-physical therapy major
suggested that hiring students to create posters and other advertisements or otherwise recruit students to dictate the design of the advertisements would help achieve more desirable results.
Please note that though the suggestions above were cited for print media, they likely apply to social media posts as well.
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RECOMMENDATION 5: Locate your print advertisements where students spend time waiting. Even the best posters and fliers will not be effective if they go unseen. Strategically placing your print advertisements (i.e. posters, fliers, etc.) around campus will help increase their visibility and will maximize the number of students who see them. In addition to the “usual” places where print advertisements are often placed, JMU students with whom we spoke suggested that areas where students spend time waiting would help to maximize the visibility of posters and other print ads. Some suggested locations included:
At water fountains
In Elevators
In Bathrooms
Bulletin boards in academic buildings
Bus shelters
Please be aware that JMU has a variety of policies concerning the posting of advertisements to which we must adhere that may or may not be congruent with students’ suggestions as listed above. These policies can be found at http://www.jmu.edu/JMUpolicy/3104.shtm
RECOMMENDATION 6: Limit handing out unsolicited handbills (and other items) on The Commons. Instead, draw students to your table and allow them to take only information or items that they want.
When asked where JMU “misses the mark” in terms of campus marketing efforts, most students with whom we spoke cited that receiving unsolicited handbills on The Commons was definitely undesired. Some comments from students are as follows:
Many students indicated that they avoid the commons simply to avoid getting unsolicited handbills handed to them
A 21 year old female modern foreign language student said that getting flyers ‘shoved in her face is annoying and a turn-off.’
A 22 year old male marketing student said that he takes fliers only to ‘avoid the awkwardness’ of refusing a handbill
Several students said that they pretend to text message while walking through The Commons in an attempt to avoid unsolicited contact with people handing out items However, students communicated an appreciation for information provided at tables on The Commons and would prefer to approach the tables instead of having individuals at the tables approach them. For instance, a 22 year old female music education major indicated that she likes the idea of tables on The Commons but would prefer approaching students at the tables instead of students approaching her. What draws students to Commons tables? Students shared with us that free stuff and an interesting display might do the trick.
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RECOMMENDATIONS CONCERNING ELECTRONIC MEDIA
RECOMMENDATION 7: Social media sites should be utilized for advertising campus events and services, but social media should be neither the only advertising venue nor the primary advertising venue.
51% of survey respondents indicated that they “always” or “often” learn about campus events from postings on social media. However, while 51% is a large percentage, social media sites took a back seat to other marketing venues. For instance, many more students reported that they “always” or “often” learned about campus events from information sent out by JMU (61%), posters/fliers (62%), and word-of-mouth (65%).
When asked to choose where they most often search for information about campus events and rank these options in order of importance, social media sites (particularly Facebook) was the 4th most selected item (behind word-of-mouth, posters/fliers, and table tents in that order) and was only ranked 7th overall (of 11 options).
When asked how important postings on social media sites are in influencing a decision to attend a campus event, 40% of survey respondents indicated that social media was “very important” or “extremely important” and 44% indicated that it was “neither important nor unimportant.”
When asked about the most common way of sharing information with friends about upcoming campus events, only 15% of survey respondents cited a social media site. As these data suggest, social media sites are an important outlet for information dissemination among JMU students as it pertains to learning and sharing information on campus events and services but is perhaps less important than some more traditional marketing strategies. RECOMMENDATION 8: “Unofficial” personal social media postings may be a more effective marketing strategy than “official” social media postings from JMU departments,
organizations, etc.
Students with whom we spoke indicated that while “official” social media posts (for example, from a department’s official Facebook or Twitter page) can be useful in sharing information about upcoming campus events, “unofficial” information generated by students (for example, personal Facebook posts, re-tweets, etc. about campus events) is much more effective. This ties in with previous recommendations concerning word-of-mouth marketing, creating a buzz, and student-focused marketing.
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RECOMMENDATION 9: Keep your finger on the pulse of what social media sites, mobile device apps, and other electronic media are popular and influential among students. Facebook and Twitter are currently popular and play a role in how students learn about and share information. However, as technology continues to evolve at a rapid pace, it is important to understand what electronic media is relevant and where trends are heading. For instance, anecdotal evidence suggests that many Facebook users are deleting (or no longer using) their accounts and relying on Twitter because of its more streamlined approach to communicating information (i.e. 140 characters or less). Moreover, many Facebook users are becoming
frustrated and using the service less than before because of frequent and confusing changes to the site. To illustrate this trend, several students we spoke to said that they have deleted their Facebook accounts. A senior female psychology major indicated that Facebook seems to be ‘fading out.’ As such, she only uses Facebook once every week or two and relies more heavily on Twitter as her primary source of info. To sum it up – what’s popular today may be
unpopular or irrelevant tomorrow. Whenever the opportunity arises, ask students what is popular, influential, and/or most relevant to them.
RECOMMENDATION 10: When sending JMU Informational Emails (bulk emails), create brief visual emails with (1) short and catchy subject lines, and (2) short bodies with a link for more information.
Bulk emails (i.e. JMU Informational Emails) can be an easy and cost-effective way to get information to large numbers of students. However, JMU students report that bulk email in their inboxes can get instantly deleted or otherwise ignored for a variety of reasons. The following focus group responses illustrate this:
An 18 year old male political science major reported that he considers JMU Informational Emails to be spam and instantly deletes them
Several students reported that they have adjusted email settings in such a way that all JMU Informational Emails go directly into a Gmail account or other email folder, where they accumulate and go unread
A 21 year old female biology major reported that she gets annoyed because JMU Informational Emails are causing her smartphone to “beep” often due to a setting that notifies her when emails arrive. As such, she simply started deleting them immediately upon arrival without ever reading them
JMU students that we talked to said that they would be more likely to read bulk emails if they incorporated the following modifications:
Several students reported that the subject line needs to be interesting, catchy, or “flashy”
A 21 year old female biotechnology major reported that the endings of longer subject lines can often be obscured because “*JMU Informational Email+” text is first.
Consequently, these emails fail to capture attention immediately and are often immediately deleted or disregarded. Thus, she suggested that a shorter subject line
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might work better. She also suggested putting the date of the event (if applicable) in the subject line.
A 21 year old male history major suggested that the email body should utilize headings or subheadings with brightly colored fonts, different sized fonts, all capital letters, etc. in order to more easily and quickly direct the reader to information they might be seeking.
A 22 year old female history major indicated that shorter email descriptions (i.e. can be viewed on one page without a need to scroll down) would be helpful. A 21 year old female interdisciplinary liberal studies major suggested this as well and added that an external web link should be included for more information on the event/service, thus helping to keep the body of the email to a minimum.
A few suggestions for improvements to the JMU Informational Email system were also made. For example, several students reported that, because of the high volume of JMU Informational Emails that they receive, a weekly email digest of all events for that week would be preferable (versus receiving numerous individual emails). Additionally, a number of students reported that being able to “subscribe” to emails that fall into categories (e.g. fraternity and sorority events, athletic events, performances, seminars, etc.) would be preferable so that they only receive informational emails that are catered to their interests.
RECOMMENDATION 11: For any electronic advertisements (e.g. email, website, social media, etc.), make it possible for students to sync the event with their electronic calendars (e.g. Google Calendars, iCalendar, etc.)
As do many faculty and staff, many students rely heavily on electronic calendars to plan their weeks. Consequently, many students indicated that having the option to easily add or sync events that they read about in email, on social media sites, etc. to their electronic calendars (e.g. Google Calendar, iCalendar, etc.) may help them to incorporate these events into their weekly schedule, which in turn may increase the likelihood of attending these events. Talk to your I.T. person or someone knowledgeable about technology on how to accomplish this.
Literature Cited
Astin, A. W. (1997). What matters in college? Four critical years revisited. San Francisco: Jossey Bass.
Hillis, S. R. (2007). Say what? 6 ways to create verbal buzz on your campus. Campus Activities Programming. September 2007 issue.
