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Wednesday, February 6, 2013

One of the major issues in higher education is the profit vs non-profit vs public vs vocational school return for the student investment.




This issue has been driven by high student loan defaults, high costs of education beyond what many students, in a post-recession, can hope to recover and the quality of education. This is posted with the disclaimer that my personal feeling is the University of Phoenix provides a high quality of education (as has been audited by the government and accrediting institutions) but in many cases students here and elsewhere are not properly educated as to the cost-value-return potential. I also note a strong decrease in the ability to listen, tolerance of opposing viewpoints, a willingness to do the work required for a college level education. Many students come out of high school wanting professors to teach to the test rather than for an education and understanding of the world and their field, but that is another issue entirely....

-Art Lynch

Advertising and Rebranding in Higher Ed: University of Phoenix

U. of Phoenix Reboots Advertising and Rebrands in the Process

“I am a Phoenix” is no more. The once-ubiquitous TV commercials touting student and faculty pride in the University of Phoenix have been replaced by a new ad campaign that its marketers hope will “project a hopeful, positive message for America.” It’s also designed to lay the ground for what one university executive called “a massive repositioning” of the institution.
The new ad push is hardly surprising. As The Chronicle reported this week, Phoenix and just about every other major for-profit college are scrambling to reverse more than a year and a half of enrollment declines.
Phoenix’s new “Let’s Get to Work” campaign, showcased here on the university’s YouTube feed, reflects market research that found that many Phoenix students don’t enroll for a degree per se. “They come,” said Barry Feierstein, the university’s chief operating officer, “for what the degree will do for them.”
The “hopeful, positive” part of the campaign began in September with a minute-long commercial narrated by Phylicia Rashad, whom many may remember for her portrayal of a successful working mother on The Cosby Show, a TV sitcom. Phoenix has beenshifting its focus back to working adult students, who are more likely to succeed, after years of high-flying growth built on recruiting students who fared poorly in traditional colleges and left with high debts and no degrees.
Ms. Rashad’s script makes no mention of the university (its name comes on screen at the end) but does remind viewers that, “for every one of those 3.7 million unfilled jobs, there’s someone amazing out there who deserves a chance to show the world what they’re capable of.”
Additional ads made their debut in January, including one, dubbed “Lucky Socks,” that highlights the career connections students can forge through the university’s alumni network. Phoenix has bought 63,000 pairs of the bright-red University of Phoenix socks that appear on characters in the ad to send to alumni leaders. A new ad focused on the university’s corporate partnerships is slated to have its debut this Sunday, during the Grammy Awards broadcast, and another is scheduled to air during the Academy Awards, at the end of the month.
The university has not said what it’s spending on the campaign but told investment analysts last month that its overall spending on advertising would increase by 15 percent in the next quarter. The university’s parent company, the Apollo Group, spent more than $665-million annually on marketing in the 2012 fiscal year, a sum that accounted for about 15 percent of its revenues.
Mr. Feierstein, in an interview with The Chronicle, said the ads highlight real investments by the university, including building ties with potential employers and making changes in the curriculum designed to help students achieve their career goals. “It’s not just marketing fluff wrapped around the same old, same old,” he said.
Still, the initial ad’s soundtrack might strike some listeners as an interesting choice. It’s a slow, solo-piano version of the music for “Amazing Grace,” presumably chosen to complement the narrator’s description of those “amazing” students and not for its history as a hymn about redemption.
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