MMP2: Knowing What We Are: Refining DePaul's Brand

Deborah Maue 
Associate VP for University Marketing, DePaul University


The audio for this podcast can be downloaded at http://2011.highedweb.org/presentations/MMP2.mp3


Announcer: This is one in a series of podcasts from the HighEdWeb Conference in Austin, 2011.

Deborah Maue: Thanks everyone for coming. I’m very happy to be here. Before I start, there are three things that you need to know about me. First of all, I have been at DePaul for six years and this is my first experience in higher education. I’ve started my career in brand management and I came over from the dark side, as I said six years ago. My experience in higher ed is shaped by DePaul, so the things that I’m going to tell you are very DePaul-perspective and your institutions may be very different.

Secondly, I am extraordinarily thin-skinned, and so if you say bad things about me on Twitter I’m going to be crushed. No, I’m just kidding. That’s not true. Man, I can’t remember the third thing I was going to say. Gosh. Oh, well, I guess we’ll just get started then I’ll see if I remember it.

1:05

Here are the things I’m going to talk about today; first of all, I’m going to talk about why I think branding in higher education is so challenging. Developing a brand is challenging in any industry but I think that there are things that are specific to higher education that make it particularly challenging here. Second, I’m going to talk about DePaul’s process for gaining agreement to university-wide brand strategy. And then last, I’m going to talk about our latest research and brand refinement.

That’s the hash tag in Twitter and that’s my Twitter name. I’m not very interesting on Twitter but you’re welcome to follow me, if you’d like to. A couple of things about DePaul, we are located in Chicago. We technically have six campuses although we have two main campuses in - if you’re familiar with Chicago, we’re in the Loop and in Lincoln Park.

1:58

We have 2,500 fulltime employees. We have 10 colleges and 275 academic programs. We have 140,000 living alumni. I have no idea how many dead alumni we have but a hundred thousand of those alumni live in Chicago. We are in the big east although none of us are particularly happy about that and our budget, my personal budget is $550 million - no, that’s the budget for the university.

[Laughter]

We are the largest Catholic university in the U.S.. It’s not Notre Dame, it’s us. And we are the ninth largest private institution. A lot of people are surprised to hear that we’re a Catholic institution because we don’t really say much about that and you’ll see that in my presentation. Can you hear me all right? OK.

So as I said I’m going to talk a little bit about why branding is so difficult in higher education. First of all…oh, I know what I was going to say. I know what I was going to say the second thing. I’m a marketing person, not a tech person so you’ve already figured out that my presentation is really, really low tech.

3:00

So I apologize for that. I hope that I will say interesting things that make up for the lack of tech savvy in my presentation. Anyway, I’m so glad I remembered that.

So in most organizations, the brand is the outward expression of the mission and that’s not the case in all of higher ed. Certainly not the case in Catholic higher education because our mission - well, it’s very important to us - doesn’t play well to our larger audience, particularly our prospective students. So a big part of our mission as a Catholic university is providing access to underserved populations.

That doesn’t play well to the larger body of prospective students. So we have to work our mission into our brand, but it’s not the central thing in our brand and that’s very different from other industries. Second of all, your brand is defined by the experience that people have had with you.

4:02

None of us is starting from scratch. It’s not like we’ve all of a sudden say, hey, let’s develop a brand. We have a brand, the only question is the extent to which we know what it is. And the other thing is that the brand is largely defined by the experience that people have had with you as students, as alumni, as community members. So the lived experience that people have with the university matters a whole lot more than what kind of ads we put on the television or even what we put on our websites. So that’s the second thing.

The third thing is that we have many different audiences who want many different things from their interactions with us. So we have this tangled web of audiences, prospective students, alumni, donors, employees. There are many others that I could list here but we have to talk to them in a way that’s compelling to them and we have to do that in a way that all works together. So we’re using a consistent message, but it’s really challenging to make sure we’re talking to groups in a compelling way but in a way that all works together.

5:14

And then the last thing is, as we all know we work in a very decentralized organizational structures. There’s generally very little process for gaining agreement to anything and there’s little leverage to get people on board with the brand. So it’s all about involving people and making sure people are comfortable with the process and it’s a very slow process of getting people on board.

So that’s just a summary of why I think that developing a brand is difficult in higher ed. So we have these principles that we operate on at DePaul when we talk about developing a brand. First of all, it starts with what you are. As I said, we are somewhere, most of us have been in business for a long time. So it starts with where you are.

6:09

We talked about…my boss, David Kalsbeek, talks about the concept of brand as a noun, not a verb. It’s not like, hey, let’s brand ourselves today, right? It’s about understanding the brand.

Second, a brand isn’t something that you define and then you put on the shelf. It’s an ongoing evolving process that involves understanding your audiences and how they perceive your brand.

Third, to weigh more about what you do than what you say, as I said, and then to be effective, your brand has to distinctive. And that’s a challenge because we all pretty much offer similar things - we’re offering education. There’s a limited number of words in the English language that we all use. So that can be a challenge to talk about ourselves in a distinctive kind of way.

6:58

It has to be honorable, it has to represent what you are, and it has to be benefit-oriented. Traditionally in higher ed, we’ve done a really bad job of being benefit-oriented in our brands. We like to talk about how many buildings we have and how many fulltime faculty we have. But you see it all the time, right? But those aren’t benefits to people. So a good university brand is benefit-oriented and keeps in mind what the audience wants.

So just a little bit of history about our process; we started to talked about the concept of branding really prior to 2000 at the start of our last strategic planning process. And our initial work was done in three phases. We first wanted to understand how to talk about the brand to our graduate and adult audiences. And that worked pretty well. We got agreement across the university to a messaging strategy for graduate and adult students and then we decided we’re going to do it again, so we did it with undergraduate students.

8:03

Then the advancement group wanted to be on board so we did it again with our…primarily our alumni and donor audiences. But you can probably see the problem here is that we came out of this phase with three messaging strategies so we had a great sense of how to talk to these three audience but we didn’t have anything that tied it all together. We didn’t have that sort of unified overall brands.

Fortunately, there was a lot of commonality across these groups, but we didn’t have anything that brought it all together. But the big win was that by 2005, we had common brand architecture, brand language and consistent logo usage. So this is where we were before 2005 and this is where we were after. And that was a big win for us. We were very, as you can imagine, very happy to get here.

8:59

So we then decided before we kicked off this last strategic…oh, I’m in my way, this last strategic planning process which started in January of last year, we decided that we really needed an update to the brand and we really needed that umbrella brand strategy that brought everything together.

So anytime you talk about developing a brand, articulating a brand, there are really three steps. First of all, you have to understand what people think about you right now and this were the main audiences that we were concerned with. You have to understand where you want to go and understand the gaps between where you are and where you want to be in terms of people’s understanding and belief of what your brand is.

And then you have to figure out what you need to do and, say, to close the gaps and that’s where marketing comes in but also strategic planning. Our university strategic plan is built around the brand so that we can actually talk about what we do and not only what we say.

10:08

So the specific project objectives here were, first of all, to develop that unified brand language. Secondly, to refine those individual audience messaging strategies for graduate adult, undergraduate and advancement because we…well, that wasn’t the primarily goal. We said if we learn things that influence those messaging strategies, we’ll certainly update them.

And then develop key messages to support the unified brand strategy because the unified brand is really just words, it’s really just labels. The important thing comes in with how we define those things in a very DePaul sort of way. So here’s kind of an I-Chart but I wanted to show you the three phases. The first phase was an internal strategic audit. It was very important to us as part of the process that we get university leadership on board with the brand articulation.

11:03

And so we did a series of 28 interviews with senior leadership; the provost, the president, the deans. We wanted to understand their perspectives and make sure that were addressing any specific concerns they had so that at the end they would buy...would be more likely to buy into it. But we also wanted to have the language to start with when we went out in the qualitative. So we used this audience to tell us how they view the DePaul, the brand, as a starting point.

Then the second phase was an external market audit and that phase had two phases: qualitative and quantitative. In the qualitatives, we did 19 interviews and 13 focus groups. So we talked to quite a few people there; current prospective students, alumni primarily. And then we did a survey, an online survey, and we had about 1,500 responses to that survey, which we were fairly happy with that.

12:00

And the quantitative survey included current students, prospective students, alumni, faculty staff and the community at large. Now I have to say at this point that the people that we talked to with the exception of the community members were our own people. So we were talking to our prospective students, our current students, our alumni.

So when we talk about how people view our competitors, it’s really with a DePaul lens because there are people who are viewing those competitors based on experience from DePaul. And we know that that’s a shortfall of the research but the cost of doing something lined and random would have been really cost-prohibitive.

So after that phase, that was when we brought everything together and this was like critical phase where we brought a big group of people from across the university together to look at all of this information and figure out what to do with it.

13:01

And that was a really important part of it to get by. So we had advancement leaders both on the donor side and the alumni side. We had a community and government relations, student affairs, representatives from the faculty, representatives from the president’s office, our mission and values office. So they all came together in a series of very long arduous meetings to grapple with all of these and come to an agreement about how we were going to recommend refining the brand.

So the specific research objectives were two-fold. First of all, we wanted to understand what characteristics were important to people in determining the reputation of the university. So not what determines where you go to school or where you send your kid to school, but when you think a university’s reputation, what are the most important characteristics.

13:57

And secondly, we wanted to understand what characteristics people associated with DePaul and with its competitors. And the competitors that we included in the study were Loyola, Marquette, the University of Illinois in Chicago and Notre Dame. It’s always a challenge when we talk about a competitive set. Who are our competitors? It really depends on how you define it.

So we included Loyola because no matter how you slice it, they are our largest competitor. Marquette, because they are a mid-west Catholic university, an hour and a half from DePaul, so people are generally very familiar with Marquette. The University of Illinois in Chicago, because it’s a very fine public institution that has absolutely no brand perception, whatsoever. It’s a completely blank slate to people even in Chicago who know it. I just call it gray.

So we wanted to compare ourselves to something that we’re sparely undifferentiated. And then of course Notre Dame on the high end, we look nothing like Notre Dame but we wanted to include them just for fun.

15:04

So we gave people in this first…to answer the first question, we gave people a list of 44 characteristics and we said, tell us how important each of these characteristics is to you in determining a university’s reputation. One being low, five being high. Then we gave people that same list of 44 characteristics and we said, tell us how closely these characteristic is associated with DePaul or Loyola or whoever they were rating.

And so, this is what we found out. What’s important; the characteristics that were most important in determining a university’s reputation were, first of all, no surprise - academic reputation and recognition, just pure academic reputation. Secondly, faculty contributions and interactions and that’s a composite of a number of different things, which I will show you, and then strong price value relationship.

16:04

We’ve done a lot of research over the years and this was really the first time that price value relationship came up in any big kind of way. It wasn’t surprising to us that it did given the economy, but it was notable that it did. Now, as I said, we asked people directly what was the most important to them and they said academic reputation.

We also did a derived importance. We sort of went in through the back door. And we looked at the correlation between how likely are you to recommend DePaul to someone and how they scored each of those individual characteristics. So we could see that people who were more likely to recommend DePaul rated DePaul more highly on certain characteristics.

And academic reputation was not the most important thing when we looked at derived importance. Much more important was the concept of a balanced education both inside and outside the classroom and career connections and outcomes. So academic reputation was up there but it didn’t command the number one spot in terms of how people voted with their view.

17:13

Secondly, career connections and outcomes, having a current curriculum and having strong student support services were also very important to people in determining reputation. What people told us in this study was that prominent alumni, school pride, athletics and religious affiliation were less important to them in determining reputation. But again, these were DePaul people and our basketball team is terrible, so that’s not really that surprising.

What DePaul is known for, the characteristics most closely associated with DePaul were being connected to a world-class city, our teaching approach and having a variety of curricular options, diversity, recognized programs and education that encourages services, were also strong characteristics. This is where our mission comes in that social responsibility, social service aspect, that’s very important part of our mission. People did see that closely associated with DePaul

18:16

So these are the top 10 characteristics. As you can see, I said there were a number of faculty things that went in to that overall; faculty group, faculty focus on teaching, faculty with real-world experience and faculty who care. I’m going to show you two of our competitors and how they did - Loyola and Marquette.

First, I’m going to show you Loyola. Anything in yellow is on both lists and there’s a lot of yellow here. So we know we have a lot of overlap with Loyola; world-class city, diversity, their number two…in strong academic reputation, we’re number 10. That’s probably about accurate but also this instrument that we used wasn’t really precise enough to make a huge distinction between number two and number 10, but we know directionally, they’re usually a little bit above us.

19:11

But the thing that we do have is, because of our focus on teaching versus research, we do sort of own those faculty connections in a way that Loyola, as a Jesuit institution, doesn’t. Marquette, also a lot of yellow. Not surprisingly, Milwaukee is not seen as a world-class city. I know that’s where we’re having this next year. It’s a great place, it’s really fun but not seen as a world-class city and not seen as a diverse place. But if you know anything about Marquette and their student population and where they’re located, this makes complete sense. So we saw an opportunity to differentiate ourselves versus Marquette as well.

So the interesting thing happens here, when you put the two things together, when you put importance and equity together. So the Y-axis is just the absolute score on importance of the characteristics. The X-axis - I’m also very clumsy. That’s the poor thing - the X-axis, DePaul’s equity on these characteristics and that’s the difference between how DePaul scored on the characteristic and the composite of Loyola, Marquette and UIC. We didn’t include Notre Dame in here because they’re so different.

20:29 We went ahead and grouped this and I know you can’t read this, so I’ll tell you what they are. In the benefit areas; so red is respected academically, green is prepared for the real world, blue is career opportunities, purple is multicultural perspectives and dark blue is social awareness. It doesn’t really matter, you don’t care so much what our specific characteristics are including this, we’ll just show you the methodology of how we did this.
20:58

So the upper-left quadrant is the requirement segment. These are the characteristics that are really important to people but that DePaul doesn’t own and DePaul probably will never own. So these are things that we need to talk about because they’re very important to people but we to do it in a way that recognizes we’re not going to be differentiated on it. So there’s a lot of red here and those are the respective academics.

How many institutions are really going to own respected academics? A couple, but for the rest of us, it’s a price inventory into the category, we have to talk about it, but we’re not going to be differentiated on it. The lower-right are the supporting differentiators. These are the things that are highly associated with DePaul but are not really important to people.

So we have to talk about these things because they are very important part of our equity but we have to do it in a way that helps people understand why they’re important. Not surprisingly, all of our missions, elements are Catholic Vincentian. We’re a Vincentian institution; that’s Saint Vincent De Paul, there are only three Vincentian institutions in he U.S. so no one outside of DePaul has any idea what Vincentian means.

22:13

Well, except St. Johnson, the other two. So we see all of the…what we call mission characteristics down here which is not surprising. The upper-right is the strategic drivers. Theses are the things that are both important and differentiating for DePaul. So this is the sweet spot for us. And so, we see a lot of green here which is prepared for the real-world and that’s very consistent with what we know about ourselves that our students or alumni say that DePaul prepares people for the real-world.

And then we also see multicultural perspectives - a lot of purple up here. So that’s the way this works. It really allowed us to get a clear picture of what we own and then those other things that we have to include in the brand because they’re really important to people. So it was very helpful in people’s understanding of all of these. I’m not going to talk about the less important or undifferentiated.

23:17

So when you line all this up, the characteristics, grouped by benefit area and the role, you get a nice picture for what the key benefit areas are for DePaul. So the top two are the requirements; respected academically and career opportunities. The bottom two are our supporting differentiators; multicultural perspectives and social awareness and the strategic driver; prepared for the real-world.

Now, you’re probably looking at these and saying, yeah there’s a lot of similar language with a lot of other institutions and that’s true, that gets back to the point that I made earlier that we have a limited number of words within the English language that we can use to describe what we all do.

24:02

So it is a challenge but we believe that the combination of these five benefit areas communicated in a way that illustrates how DePaul delivers on these things is very differentiating for us.

This is our unified brand positioning statement. I’m not going to read it to you, except to say that our brand promise is for the university’s primary audience is DePaul is the university that prepares graduates to work, to succeed and to contribute in the global community, and then all the rest of it explains why that so. So it includes our major proof points.

We did not go back and do research on this positioning statement. We didn’t go back and have focus groups and have people react to it. But we did expose it to a lot of people across the university. We showed it to a lot of faculty staff, students and we said does this represent DePaul and what we want to be and does it make you feel proud to be part of this institution?

25:03

And the feedback we got was yes to both questions, that people really thought that it felt like DePaul in a very aspirational sort of way and that made them feel proud to be part of the institution. This is obviously internal language. It’s not something that external audiences would ever see but it’s a helpful filter to put all of our communications through. We can check all our communications against this and all of the elements of the strategic plan, as well, to say does it fit within this overall framework?

This is our brand identity. You can see that the four pillars of our brand are respected academics, real-world knowledge, multicultural experiences and social responsibility. Our brand essence is urban educated, world ready. And then you can see on the outer ring those secondary identity elements, the things that are still important but less important than those main four.

26:11

And then the next step after this, which I’m not going to go into this level of details, you don’t really care, it’s just we’ve defined what each of these words mean with three or four statements that talked about what this means, what it means, what social responsibility means at DePaul. So education that encourages service, Catholic Vincentian - those things that define those labels.

So this whole thing was approved by our senior leadership last December and we were fortunate to be asked to kick off the 2018 strategic planning process. We saw that as a good sign that people were open to starting with the brand and recognizing that everything that we do has to start with the brand and that we need to keep the brand in mind in our strategic plan development.

27:16

We did the road show. We went around and talked to all the key college and divisional staff and all of our frontline staff. So we’ve talked to admissions, the career center, financial aids, student records, everybody, all the colleges, and we have developed key message, statements for them. So when we talk about academic reputation for the business school, for instance, what are the key proof points, what are those things mean.

We have a brand resource site that allows…that helps people understand how to use the brand, how to use talk about the brand, and so we’ve re-launched that. And then I’m very happy that I can now show our advertising because the last time I gave this presentation, which I’ve given a number of times, we didn’t have any advertising.

28:07

So it was just like, okay, well, that’s it. We’ve got nothing to show you. But I do have the advertising that I can show you which launched in September. So the campaign is called greater perspectives and it is…the idea is that at DePaul, education allows you to look at the world in different ways.

So the print advertising, which we don’t really have a lot of print advertising, so I think these are beautiful but we don’t really have a lot of it. This is not an apple. This is proof of gravity. It’s a genetic cousin to the raisin. No, rose. And it’s a $10 billion global market. I would be really stupid with it.

29:01

The idea, you can look at objects that we all think we know what it is and it can be defined in lots of different ways. This is not a light bulb. This tripled the modern work day. It separates the third world from the second and it’s lowering the crime rate in the inner city. This is not a bus shelter, illustrates how this can be used in an environment.

So, obviously, this is at a bus shelter. This is the intersection of art, commerce and urban planning. The work of an award-winning architect, a step toward reducing your annual carbon footprint by 4,800 pounds. The agency originally had things about like it’s where homeless people sleep. We’re like, no. No, sorry. That’s not going to work.

[Laughter]

29:59

Our agency is great. I just like to tease them every once in a while. So now, I am going to show you our ad. I hope the sound works. That’s the one thing I didn’t test out was whether the sound works.

[Video ad playing]

Speaker: What do you see?

Deborah Maue: Oh, but it’s not going to play the sound.

Speaker: Or is it a shelter?

Deborah Maue: All right, hold on. Oh, that’s a good idea. So I’ll just put my mic up to it? OK.

[Laughter]

Deborah Maue: Sorry to make you run back there. OK. Oh, backwards. OK. See if this works.

[Video ad playing]

Speaker: What do you see? Is it a tree, or is it a shelter? A solution to soil erosion in Africa or a symbol of urban renewal in North America?

31:08

A sanctuary or the bottom of a complex food chain? Is it a time capsule telling the story of the last century or a way to combat climate change in this one? Is it a work of art or the start of a greater, a bringing together students with diverse perspectives and professors who challenge conventional thinking? A wider point of view emerges. A greater perspective that prepares our graduates to see beyond what’s obvious to the world of what’s possible. DePaul University, a greater perspective.

Deborah Maue: So that was an idea. I recognize that. Sorry about that, but…so that’s our 60-second television spot. We have a 30-second television spot, obviously, because which we’ll use a lot more than that.

32:01

And that campaign is really targeted…it seems really loud. Can you turn it down? I don’t smoke. Everybody out of the room. That campaign is primarily a brand-building campaign, so it is designed to reach influencers, general influencers, parents, alumni, donors, civic leaders. And then secondarily, it is a recruiting campaign for our graduate and adult audiences.

But the executions that I showed you were for the brand building, not the recruiting, but we do have recruiting executions that have a stronger call to action. So we’re very pleased with this advertising. We’re very proud of it. And we’re particularly proud of the way that it represents the brand. I think one of my personal goals was to really improve the level of our advertising and I think we’ve done that and I think it demonstrates the brand in a very real way to people.

33:14

So I got my 10-second or 10-minute mark. I am done with my presentation, so I’m happy to take any questions that anyone has. Uh-huh?

Audience 1: Could you talk a little bit about the process of translating your brand, element, and then statement into the creative process in the advertising?

Deborah Maue: Yeah, I wrote a brief, a strategy brief that outlined not only the key brand elements but summarized the research that went into it and then prioritize the brand elements.

34:01

One of our overall university goals, which is similar to what a lot of other universities are doing, is trying to raise our academic reputation. And so, that was really the primary thing that we wanted to hit on. And so, kind of in addition to just presenting the brand, prioritize those things.

And then the agency, we have a great…we really have a great agency in Chicago and they took that and came back with a number of different campaign platforms. And then we picked one and then went in to the creative development process. But I think that the nice thing was that the brand work really gave us…because we had so much research, it gave us a solid foundation that we can hand to the agency, so they kind of knew what to do.

Does that make sense? OK. Uh-huh.

Audience 2: Is the agency involved at all in the...

35:02

Deborah Maue: The agency was not involved. And in hindsight, I wish they had been included more in the process, although, I think it turned out fine but I think that they could have been an integral part of it all the way along. We used a woman named Verna Donovan who for all of the research and she happened to have my position at DePaul before me. So she had a tremendous amount of experience with DePaul and also with brand research and she knew a lot of the players.

And so, she did all of the research for us. And she has also worked with Profit, the brand consulting firm, so she has some experience with branding outside of higher education as well, which we thought was important. Sometimes if you have…I mean, there are pros and cons to using a branding firm that only has higher ed experience, right? Because they get higher ed, but they don’t always bring in the outside perspective. And so, she could really do both.

36:00

And I think that that’s important when you’re looking at outside resources whether it’s an independent consultant or firm to do branding. It’s important to have both, I think. Uh-huh.

Audience 3: You said that you work with the administration. Since you have the brand and said, oh, you know, I never really like it...

Deborah Maue: We’ve had a little bit of it but I think there was a whole lot more of it, the first time we did the brand work. And so, people kind of got it out of their system at that point for the most part. But if there’s one group that is most resistant to it is student affairs because they are very mission-centric.

37:08

And they really want to talk about…our shorthand for our mission is Catholic Urban Vincentian. And so, they want to go out and really talk about Catholic Urban Vincentian in a big way. And so, we have a lot of conversations with them about when to use…it’s not that they can’t ever use mission language but we just want to make a distinction between, it’s fine to use mission language when you’re talking to internal audiences, but when you’re talking to external audiences like in hiring, they wanted to go out with Catholic Urban Vincentian in a big way and we’re like, no.

For hiring new people, you really have to lead with the brand communication. So I think that, as I said, the mission versus brand tension is an ongoing thing at DePaul, and so those are generally the conversations that come up.

38:07

I think that in the prior round, the first time we did all of these, the biggest pushback was that the colleges wanted to lead with the name of the college, not the DePaul name. And that was particularly true for our business school which is a named school. Unfortunately, it’s called the Kellstadt School of Business and in Chicago, we also have the Kellogg’s School of Management and the Keller School of Management which is part of DeVrys.

So there’s a lot of Kell-stuff going on in Chicago. But the biggest thing we always point to is the equity is in the DePaul name, it’s not in the college name. So you need to lead with DePaul that’s going to do the heavy lifting and then your name is secondary.

Audience 3: Thank you.

Deborah Maue: Any other…uh-huh?

Audience 4: Have you had enough resources to educate everyone on the implementation of ...

39:17

Deborah Maue: You never have enough resources for that. So it takes longer. It’s taken us longer to get around to everybody who needs to know about the brand. So it’s taken us about a year to get to all of the groups. And…five minutes. And so, I would say that’s one thing.

The other thing is that DePaul is a huge institution and so we can never fully use the brand. There are people out there who are violating brand standards all the time. Our art museum is the worst. Lovely people, but they’re really off the reservation. So we pick our battles. We just have to pick our battles and determine what’s the size of the audience that they’re reaching and determine who we’re really going to go after and the others, we just let it go because we don’t…you can’t possibly police it all. So it’s all about prioritization. Uh-huh?

40:17

Audience 5: It’s about the active things out there...

Deborah Maue: Well, the brand’s positioning statement that I showed you is a bit aspirational for us, particularly on academic reputation. And so, I didn’t show you one slide that we use for all of our internal audiences that shows where the gaps are between that brand statement and where we are right now in perception.

The biggest gap we have is in academic reputation and so that’s where the majority of our efforts go. Our emphasis in communication is always on academic reputation. And then, the other thing is that, as I said, one of our goals was to make this much more benefit-oriented than features-oriented.

41:10

So one of the changes that we made to the brand was we changed…diversity had been one of those main elements and we recognize that diversity was a benefit to anyone. It was a feature. So we changed it to multicultural perspectives. So the secondary emphasis in the brand communication is to really hit hard on multicultural perspectives, which is the benefit that you get from, not only diversity, but being in Chicago and having access to all that we do by virtue of being in that city. So those are our goals for now.

Uh-huh?

Audience 6: I’m just curious as to where your shop calls in coordination...

Deborah Maue: No. We’re an enrollment management and market. Our division is called Enrollment Management and Marketing. And DePaul is 94% tuition-drive and 94% of our revenue comes from tuition.

42:05

So that’s why marketing has historically sat with enrollment management. There are always conversations about where it should be and sort of hauls to other, have it be its own separate thing, but it’s still lives within enrollment management. But the big thing that’s changed is that we probably, six or seven years ago, 90% of our effort was around enrollment and we now deal a lot more for a lot of other audiences besides that - advancement being one of them.

The research…I think that the entire project cost about $125,000 and that was primarily because of the quantitative.

43:01

The first time we did the research, it was more expensive because we were using a bigger agency, but we only did qualitative. And we could have gotten probably 80% of the way there by just doing qualitative. So you don’t have to spend that much. The qualitative would probably cost between $50,000 and $75,000 to do a project like that. But, yeah, it was…we were fortunate at the end of the fiscal year, we had some money left over in the division and so, we were able to use it for that. But, yeah, it’s not cheap.

I got my one-minute warning, so I think we need to wrap up and I’ll be up here. If you have any more questions I’ll be happy to stay and talk to people. Thanks very much. I really appreciate you coming.

[Applause]

Moderator: Thank you so much, Deb. We have one question…