Why can’t students have a greater hand in branding their own University?
Posted by Dan Gershenson No Comments »Not long ago, my fine alma mater, Drake University, decided to hire an outside advertising agency to brand itself. The campaign was called “The Drake Advantage” and officials from the school wanted the campaign to be edgy, out-of-the-box, you get the picture…different. The University and the agency put a “D+” on direct mail pieces to illustrate the relationship between the university and its opportunities. There were phrases such as “Your Passion + Our Experience” and “Your Potential + Our Opportunities.” But the logo to capture it all was a “D+.”
In retrospect, choosing a D+ to brand an institution of higher learning probably wasn’t the best idea ever. Which Drake officials quickly realized and modified.
The point is not to make my school look dumb. The point is that if trained professionals hired from the outside can make blunders — and we ALL do — then we can gain by letting marketing students have a greater role than classroom exercises on fake client accounts. Let’s allow these students to have a true voice in creating brand strategy while their agency counterparts act in a more mentoring role. If I can assume that the class is divided into small agency-like account teams to work on the school’s brand, I think we can get better results everyone will be happy with. Here are some suggestions.
Step 1: Agencies, stop being judges and get in there with the students in the trenches.
This isn’t Project Runway, Top Chef or another reality show. I think we can do better than have three agency staffers sit there at the end of a classroom project, judge which campaign is the finest and throw comments at a fresh-faced student in between sips of our Starbucks coffee. Instead, if you’re going to help kids develop a brand that’s reflective of their University, they need your help from the very beginning. Whether in an Instructor role or simply being accessible throughout the week, your time and input is needed to kick off the brand development of the University in the best possible way. You have the expertise. You have the resources in-house. Guide them as you would your own team. In doing so, you will give them a tiny taste of what agency life is like when small teams collaborate to create a brand that not only “looks cool,” but is strategically sound. These students need to appreciate the concept of the target audience(s) they are speaking to. What drives these audiences? What shapes their behaviors? One of the major audiences they will speak to is a potential incoming student, not unlike they once were. Other audiences will be alumni. The faculty. Parents of existing students. Parents of potential students. How will each of these audiences be addressed under one brand umbrella and which distinctive media will be used to address them? There’s nothing more rewarding to me than mentoring someone who can’t wait to be a part of our industry for real. So don’t just be a judge on the sidelines at the end. Be a mentor at the beginning and all the way through.
Step 2: Students, you’re about to step up to the plate and have some awesome responsibility. Understand what you’re being entrusted with.
Namely, the brand development of your own school. Obviously I believe you deserve this opportunity. Understand that with that responsibility comes dedication. This is a real, living brand with many vested interests in it. The agency mentors will guide you as will your professors. But remember, before you think about clever headlines and compelling visuals, you need an insight of what makes your school different. You won’t find it overnight. You may have to speak with those audiences I mentioned above to get their input and look for common patterns. You’ll have to think about what makes your school great while being honest about what its most glaring weaknesses are. Because if you’re not being truthful with a target audience that looks a lot like you, they’ll cut through the you-know-what faster than you can blink. And don’t forget to listen to the other members of your team. Don’t shoot them down in your brainstorms with “no, that won’t work.” Finally, if the agency members are involved more intensively the way I suggest, see it for the opportunity that it is. Take advantage of their knowledge and don’t be intimidated to ask questions. They aren’t rock stars. They’re people just like you and me. Like you, they were students once. Students who might not have even thought to go into this field at the time.
Step 3: Professors, you’re the glue.
What I mean by that is that you’re not only the teachers in this process but the coordinators between students and agency. Like the agency folks, you have to be abundantly accessible outside of classroom hours. If you spent any time in an agency, you know that this isn’t a 9-to-5 industry. If you want to simulate it for your students, you have to be a constant advisor to the agency “mini-teams.” All the while, you have to make sure the agency people who are co-advisors do their job and maintain their involvement. This may not be their primary job but it does require a commitment. No matter what pitches they have to put together in their own world, they need to spend time in yours as well. The more they do, the more they can help prepare your students for the potential requirements they’re about to encounter when they graduate. There was a time when I was a student that I couldn’t fathom writing an ad in just one day. Now, of course, I know better. But your students can’t comprehend that yet. The more “real” to the real world you can make the brand development experience in tandem with the people who are still in that world (the agency people), the more your students will benefit in their preparation. And after all, isn’t that what you want for them?
When students can have a greater role in their own institution’s brand development and agency people can have greater involvement from the beginning and professors live in a very real world beyond textbooks teaching advertising history, the results are wonderful all around for everyone who is a part of it. I see collaborations that benefit advertising and marketing programs, which in turn helps the institution live up to the promise of being very much in touch with the times. These closer relationships make it all the more likely that the brand being developed is one that is more reflective of everyone who comes into contact with it — not a brand that is primarily created in an agency conference room far away from campus.
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