Integrated Marketing Planpath.ccp.edu/.../CCofPhiladelphia_Marketing_Plan_2006.pdfIntegrated...

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Community College of Philadelphia Integrated Marketing Plan September2006

Transcript of Integrated Marketing Planpath.ccp.edu/.../CCofPhiladelphia_Marketing_Plan_2006.pdfIntegrated...

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Community College of Philadelphia

Integrated Marketing Plan

S e p t e m b e r 2 0 0 6

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Table Of Contents OVERVIEW OF PROCESS ......................................................................................................1

Research And Evaluation............................................................................................................................................ 2

Strategy Development .................................................................................................................................................... 3

EXECUTIVE SUMMARIES OF RESEARCH RESULTS ...............................................4

Community Scan Executive Summary ...................................................................................................................... 5 Purpose ......................................................................................................................................................................................5 Awareness And Familiarity....................................................................................................................................................5 Perceived Market Niche.........................................................................................................................................................6 Market Segments......................................................................................................................................................................8 Information Sources ...............................................................................................................................................................8 Parents’ Perceptions................................................................................................................................................................9

Employer Scan Executive Summary........................................................................................................................11 Purpose ....................................................................................................................................................................................11 Employee Availability ...........................................................................................................................................................11 Employer Training Needs ...................................................................................................................................................11 Programming Needs.............................................................................................................................................................12 Relationship With Training Resources..............................................................................................................................12 Employee Educational Participation.................................................................................................................................13 Image Analysis........................................................................................................................................................................13

Student Scan Executive Summary ...........................................................................................................................14 Areas Of Excellence..............................................................................................................................................................14 Areas For Improvement ......................................................................................................................................................14

Customer Service Audit Executive Summary ........................................................................................................17 Purpose ....................................................................................................................................................................................17 Process .....................................................................................................................................................................................17 Issues To Address..................................................................................................................................................................24

MARKETING STRATEGY ASSESSMENT.......................................................................27

Introduction...................................................................................................................................................................28

Current Students .........................................................................................................................................................29

Donors ...........................................................................................................................................................................33

Youth Market...............................................................................................................................................................37

Adult Market ..............................................................................................................................................................41

Business Market ..........................................................................................................................................................45

Distance Education .....................................................................................................................................................50

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International Students.................................................................................................................................................53

BRAND AND POSITIONING PLAN .................................................................................55

Introduction...................................................................................................................................................................56

Defining The Community College Of Philadelphia Brand..................................................................................58 Introduction............................................................................................................................................................................58 Research & Observations ....................................................................................................................................................58

Positioning Statement ..................................................................................................................................................63

Key Strengths/Messages .............................................................................................................................................64

Creative Concepts.........................................................................................................................................................66

MARKETING STRATEGIES .................................................................................................67

Current Students .........................................................................................................................................................29

Donors ...........................................................................................................................................................................72

Youth Market...............................................................................................................................................................76

Adult Market ..............................................................................................................................................................81

Business Market ..........................................................................................................................................................86

Distance Education ...................................................................................................................................................101

International Students...............................................................................................................................................107

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Community College of Philadelphia

Overview Of Process

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Research And Evaluation In the Fall of 2005, the Community College of Philadelphia embarked on a project to develop an integrated marketing plan for the College. The first step in the process was to contract with a marketing research firm to conduct a complete market assessment of image with the key markets of interest to the College. CLARUS Corporation conducted primary research for the College. Specifically, CLARUS Corporation conducted surveys with the residents of the city of Philadelphia regarding the image of the College, with current students regarding their satisfaction with college services andwith business and industry to assess employer needs. The College was also “shopped” to determine how well they responded to requests for information.

The research was completed by December 2005 and presented to key college constituents – Administration, the Board and other key campus groups – for review and strategy development. During this time frame, all of the College’s key planning documents were evaluated for impact on the marketing strategies. The documents evaluated by CLARUS Corporation included:

• College’s Strategic Plan (2004­2008)

• 2005 President’s Report

• Economic Impact Reports

• Enrollment Management Plan

• Admissions Recruitment Plan

• Technology Plan

• Revenue Plan

• The Outline Of The College’s Academic Plan

• Center For Business And Industry Business Plan

• The Foundation’s Campaign Planning Study

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Strategy Development After review of these documents, marketing strategies were developed and presented to the College constituents. An online survey was conducted with the members of the College’s planning committees to review the strategies for relevance and importance to a broader college community. After all the marketing strategies were affirmed by the College constituents, these constituted the core of the marketing plan.

During the strategy development, Carnegie Communications was charged with the development of the positioning platform for the College and the development of the brand platform. After conducting several meetings with key college constituents, Carnegie Communications then developed a positioning platform and brand statement. The positioning platform and the brand statement was tested via an online survey. Based on the survey results, the branding statement was refined and creative concepts developed to communicate the brand. The final phase of the creative concepting was the testing of the concepts via online surveys with key constituents. The final creative concepts represent the new market position for the College and will be implemented over the next three years.

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Community College of Philadelphia

Executive Summaries Of Research Results

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Community Scan Executive Summary Purpose Community College of Philadelphia was interested in conducting primary market research to assist them in defining the future direction needed to serve the potential markets for the College and define its image, given market changes since a similar Community Scan was done in 2000. Through this research, the College wants to gain a clear perspective on the overall image of the institution, the educational needs of the communities it serves and how people in the communities obtain information about Community College of Philadelphia. Specifically, the goals of the project included:

• Measure and evaluate perceptions of both Community College of Philadelphia and alternative higher education providers among residents and prospective students in the service area and how those perceptions have changed in the last five years

• Determine attendance potential for the market areas for various market segments in the geographic region served by the College

• Identify how various communities within the geographic market area obtain information about Community College of Philadelphia and how to better communicate with them

To accomplish the defined goals, CLARUS Corporation conducted essential market research with one of the main markets of the College— adults in the marketplace. The image of the College with the nontraditional, adult market was evaluated and market­potential benchmarks established and measured against the 2000 Community Scan. Emphasis was given to defining the competitive niche for the College and evaluating how well the College is meeting the needs of adult students, as well as measuring the market potential for adult learners. The results of this analysis identified market opportunities for the College among the adult population. It pinpointed areas in which the College is excelling in meeting market needs and areas in which the College should place renewed emphasis. The results of the Community Scan will assist Community College of Philadelphia in defining opportunities for additional enrollment of nontraditional students.

Awareness And Familiarity The Community College of Philadelphia does not have the highest unaided recall and familiarity in the city of Philadelphia. In 2005, only 11 percent of the residents of the City mentioned the Community College of Philadelphia first as a college in the area and overall only 19 percent of the residents in the City mentioned Community College of Philadelphia at all as a college in the City. An increase has been seen in overall familiarity since the 2000 Community Scan in which only 13 percent of the residents of the City mentioned the Community College of Philadelphia at all as a college in the area. The residents in the City are the most familiar with Temple University and Drexel University.

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Community College of Philadelphia

Drexel University

Temple Universty

University of Pennsylvania

Holy Family University

LaSalle University Penn State University Saint Joseph's University

0

10

20

30

40

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60

70

80

90

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2000 2005

Community Scan

Percent M

entioned

The results of the unaided recall test and overall familiarity indicate that a major marketing awareness campaign is needed to increase the overall top of the mind awareness of the Community College of Philadelphia with the residents of the City.

Perceived Market Niche For a majority of the colleges in the Philadelphia market, the residents used the word “excellent” to describe the colleges. “Excellent” was the word used to describe Temple University, LaSalle University and Penn State. Residents used the words “Ivy League” to describe the University of Pennsylvania and “engineering” was used to describe Drexel University. All of the keyword descriptors used for the four­year colleges had a connotation of quality. Not so for the Community College of Philadelphia. The key word used to describe the Community College of Philadelphia was “convenient” and other keyword descriptors used for the Community College of Philadelphia was “good,” “okay” and “cheap.”

The four­year colleges and universities in the Philadelphia market hold the market niche for high­quality education. As with other community colleges across the country, the Community College of Philadelphia holds the market niche for affordability and convenience. The question facing the Community College of Philadelphia is what other characteristics the residents of the City should know immediately about the College – its market niche and the characteristics that differentiate the College from the four­year colleges and universities in the market. Interestingly, when one asks the residents in the City about the Community College of Philadelphia directly, there are additional market niches held by the College. The residents in the

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City know that the Community College of Philadelphia is a great place for high school students who want to transfer, that credits will transfer to a four­year college, that the student population is ethnically diverse, that the College teaches the skills needed to get a job, and they believe that Community College of Philadelphia is providing such a needed educational service that the residents would support it.

Academics

Affordability

Convenient class schedule Technical training for jobs

Online classes

Convenient locations

Attractive campus environment

High quality instruction

Preparing the unemployed for work

Individual attention

Remedial or development skills

Career skills for employed

Preparing students for future

Services for students

Up­to­date curriculum

State­of­the­art technology

Overall quality of education

0

50

100

0 50 100

Community Colleges

Four­Year College

s And

Universities Academics

Affordability

Convenient class schedule

Technical training for jobs

Individual attention

Remedial or development skills Online classes

Career skills for employed

Preparing students for future

Convenient locations

Attractive campus environment

High quality instruction

Services for students

Up­to­date curriculum

State­of­the­art technology

Overall quality of education

Preparing the unemployed for work

The items that differentiate the Community College of Philadelphia and those which they do well must be defined with the various markets, such as providing skill sets for employment, source of employees and transferability and diversity, in addition to the current characteristics of affordability and convenience. The Community College of Philadelphia has to develop a branding platform that will provide the residents of the City the key differences about the College and distinguish the Community College of Philadelphia from the four­year colleges in a very positive manner. The differentiation must then be carried out in all communications by the College – from public relations to marketing communications to faculty conversations with students.

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Market Segments Overall, 45 percent of the residents in the City have an interest in education or job training in the next couple of years. Residents today are more likely to have an interest in education and job training than five years ago when only 33 percent of the residents in the City reported an interest. The majority of the market segment interested in education is interested in obtaining a college degree and residents are most likely to enroll at the Community College of Philadelphia and Temple University. Nursing, other programs in the medical field, computers, business and education are the program areas of most interest to those interested in education and training.

The Community College of Philadelphia must aggressively market and communicate the availability of these program areas to the market interested in education and training. The College must embark on a systematic campaign which will inform adults of the programs offered at the Community College of Philadelphia and how the College is the best entry point for their career aspirations. The development of a career focus magazine should be done and distributed to all households in the City prior to each semester to emphasize the programming offered at the College, as well as the convenient ways the adults can achieve those educational goals.

Information Sources From 2000 to 2005, the Community College of Philadelphia heavily invested in bus and transit advertising based on two factors – it was a key medium to reach potential students based on research results in the 2000 Community Scan and the College could heavily penetrate the market with the funds available. The Community College of Philadelphia “owned” the bus and transit segment and it paid off with respect to an increase in recall of the information presented via bus and transit from 2000 to 2005. However, to increase overall awareness and familiarity among the market to a higher level, a higher level of support will be needed for the marketing communications plan. Additional funding for media will be needed to increase the overall familiarity and awareness of the market based on the current awareness of information sources seen in the 2005 Community Scan.

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Media Spending Unaided Recall 2005

University of Pennsylvania

Temple Universty

St. Joseph's University

LaSalle University

Holy Family College

Community College Of Philadelphia

However, a key factor for the future is the use of media to drive potential students to the Web site. There have been increases in the penetration of home computers and Internet connections in the City since 2000. Almost half of the residents interested in education and job training are most likely to go to a college’s Web site to request information. About one­third will call the College for information and one­fifth will visit the College. It is extremely important that the Web site continue to be a major source of “correct” and “current” information about the Community College of Philadelphia. It is anticipated that the majority of the marketing communications should drive the residents to the College’s Web site for additional information. Keeping the Web site up­to­date and extremely user friendly will become a key piece of implementing the new branding campaign. In addition, the College has to examine new ways to use technology to assist the College in serving students. For example, national research indicates that radio listenership is declining among the high school students in favor of music downloaded to personal listening devises. Cell phone ownership has increased, along with new generations of cell phones with Internet and video capabilities. The Community College of Philadelphia must begin to utilize these new technologies in its overall communications plans.

Parents’ Perceptions There have been increases in the number of households with high school age children in the Philadelphia market from the 2000 to the 2005 Community Scan. As seen nationally, all parents expect their children to attend college, but the question in the Philadelphia market is whether the parents will have the Community College of Philadelphia on the list of college choices for their children. There has been a slight decrease from 2000 to 2005 in the percentage of parents who would be likely to encourage their children to attend the Community College of Philadelphia. Those who were unlikely to encourage their children to attend the College indicated they wanted their children to attend a four­year college, they wanted them to travel and that their children have a higher potential than a community college education.

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As seen with the overall image of the residents in the City, there is also a perception among parents that the Community College of Philadelphia is only affordable and convenient. A direct marketing campaign needs to be addressed to the parents of the high school students in the City that emphasizes the dual­enrollment programs with Temple University and Drexel University (perceived as very high­quality institutions) and the caliber of Community College of Philadelphia students enrolling in these programs. But overall, the same image issues have to be addressed for the parents as for the community members at large for the Community College of Philadelphia over the next few years.

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Employer Scan Executive Summary Purpose Market conditions force employers to continue to change and update their technology as well as their workers’ skills. As technology changes, employers are forced to either hire employees with new skill sets or retrain current employees to remain competitive in today’s global environment. Much like the employers, community colleges that are to remain successful in today’s market must be keenly in tune to the changing needs of employers for new employees and new skill sets. The College must continue to examine their current programming for market currency and to assure that their programming meets the needs of local employers, as well as employers across the country in areas of high job demand.

To determine how Community College of Philadelphia can best meet the current and future needs of the employers in the market area, surveys were conducted with 400 of the larger employers in themarket area. This report outlines the methodology for the project and summarizes the major findings of the Employer Scan.

Employee Availability More than half of the employers in the Philadelphia market (55 percent) indicated they believe there is currently a shortage of qualified job applicants. Three­fourths of those employers noted that the shortage is due to a lack of applicants with the skill sets needed. The key areas in which employers noted that job applicants are missing skill sets include basic skills (reading, writing and math), work ethics, customer service, computers and communications.

Two­thirds of the employers are using newspaper ads to recruit employees. The larger employers are almost twice as likely as the smaller employers to use online searches and Web sites and colleges and universities to recruit employees. The smaller employers who use colleges to recruit employees are slightly more likely than the larger employees to have used the Community College of Philadelphia as a source of employees. The smaller employers are also more likely to use word of mouth and in­house signs to recruit employees. Unfortunately, the majority of the employers did not consider Community College of Philadelphia as a key source of employees. There needs to be a more active connection between the Job Placement Office at the Community College of Philadelphia and the employers in the City.

Employer Training Needs More than three­fourths of the employers in the service area conducted major training programs in­house for slightly more than 117,000 of their employees in the last year. Those training programs offered to employees in­house included safety, customer service, computers, CPR, cashiers, fire safety, infection control, orientation, management, leadership, sales, sexual harassment and supervisory training. Less than one­third of the employers paid an outside vendor to provide training for their employees. More than 38,000 employees were trained by outside vendors in the areas of management, leadership, CPR, sales, customer service, supervisory, sexual harassment, communications, first aid, diversity, electrical and alcohol training. However, the Community College of Philadelphia was not mentioned as an outside vendor used for training by the employers in the last year.

In the next year, almost one­third of the employers plan to provide training programs for more than 20,000 of their employees. Although the training areas run the gamut from specific job skills to soft skills to technical skills, the majority of the training programs planned are simply more of the programming that has been offered in the last year. Specifically, the training programs planned for employees for next year include:

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management, leadership, computers, customer service, diversity, safety, sales, supervisory, sexual harassment, team building, technology and time management. Almost one­fourth of the employers noted that they would consider contracting out a portion of the training in the next year. In addition, more than one­third of the employers also require employees to obtain CEU’s (continuing education units) for continued employment or licensing requirements. Given the large amount of employers in health care in the City, the major area mentioned for requirements for CEU’s is in nursing and health related fields. However, other key areas like insurance, law, education and finance require CEU’s for their employees.

Community College of Philadelphia’s Center for Business and Industry has a market opportunity as the need for soft skills training begins to once again increase in both the City and nationally. A majority of the training programs required by the employers already are offered by the Community College of Philadelphia, and the College needs to develop a catalog of their training services and programs which can be distributed to employers. In addition, the College needs to examine the curriculum areas and designate a formal program for development of CEU’s for those areas in which the College is a major provider of graduates – like nursing.

Programming Needs Very few employers surveyed (less than 10 employers) are offering college courses and degrees on­site to their employees and a majority of the programs being offered are in nursing and health care. When asked if there was a need for current employees to obtain education and training, a portion of the employers in the market saw the advantage for their employees to work toward degree completion. Sixteen percent of the employers indicated a need for college courses for their current employees. Certificates were cited as needed by one­fourth of the employers and 12 percent of the employers indicated that associate degrees and bachelor’s degrees were needed for their current employees. Only 10 percent of the employers cited a need for graduate degrees for their current employees. By examining the areas in which employers reported a need for degree program, several educational ladders were found for areas in which the employers require educational opportunities for employees at all levels of the educational spectrum. Those program areas primarily included nursing, business, management, education and social services.

Almost one­fifth of the employers also noted a need for basic skills training for their current employees, specifically in the areas of ESL (English as a second language) and math. The College has an opportunity to work with employers to assist in their basic skills needs.

Relationship With Training Resources The greater the usage of an educational institution, the more likely an employer is to call the institution when an educational need arises. Only 10 percent of the employers surveyed indicated they have used the Community College of Philadelphia in the past as a resource for education or training for their company’s employees. The majority of the employers who have used the College have simply sent employees to a class at the College and a few of the larger employers have contracted with the College for training for their employees. Many of the employers were simply not aware that the College could offer specialized training programs and more communication is needed with the employers to increase those awareness levels. When asked about future use of the College for education and training, a majority of the employers noted they would be likely to use the College as a source of employees (hiring graduates) and almost one­third would consider using the College for classes for employees, contracted training and would serve on an advisory committee.

Direct mail and e­mail are the two key ways mentioned by the employers for communicating with them about the programs and services offered by the College and the best way to keep them updated on new training programs being offered by the College. The Community College of Philadelphia needs to develop a contact management database for updating employers on a quarterly basis.

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Employee Educational Participation The majority of the employers encourage their employees to participate in educational opportunities by offering tuition reimbursement programs. And a few of the employees eligible for the programs do participate but as noted by the employers, not as many participate as the employers would like to see. While almost two­ thirds of the employers noted that they had employees taking college classes in the area, the actual numbers enrolled were small as a percentage of the total employees (less than 10 percent). Employers suggested that the Community College of Philadelphia could become more proactive in assisting them promote the tuition reimbursement programs on­site to employees. Employers typically allow use of the tuition reimbursement for credit courses, continuing education and now for online courses. There may be an opportunity for the Community College of Philadelphia to market to the employees the online courses to satisfy the continuing education requirements, as well as online degrees which offer more flexibility to employees.

Image Analysis Overall, the employers in the market area have a positive image of the Community College of Philadelphia when thinking of the College as an educational provider for business needs and employee training opportunities. The characteristics attributed to community colleges by the employers included affordability, remedial and developmental skills, convenient class schedules, preparing the unemployed for work, convenient locations and career skills for the employed. Employers in the City view the Community College of Philadelphia and its programs and services as a key component of providing employees for the City – this is a market position which should be capitalized on by the College in its communications.

Affordability

Individual attention

Online classes

Career skills for employed

Convenient locations

Source of employees

High quality instruction

Services for students

State ­of­the­art technology

Overall quality of education

Preparing the unemployed for work

Academics

Convenient class schedule

Technical training for jobs

Remedial skills

Preparing students for future

Up­to­date curriculum

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0 50 100

Community Colleges

Four­Year C

ollege

s And

Unive

rsities

Academics

Affordability

Convenient class schedule

Technical training for jobs

Indiv idual attention

Remedial skills

Online classes

Career skills for employed

Preparing students for future

Convenient locations

Source of employees

High quality instruction

Serv ices for students

Up­to­date curriculum

State­of­the­art technology

Overall quality of education

Preparing the unemployed for work

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Student Scan Executive Summary The customer service audit, the Student Scan, was administered on the campus of Community College of Philadelphia October 2005 through December 2005. Four hundred three questionnaires were completed by current students in a stratified sample of 31 classes (selected by CLARUS Corporation). The ratings of the Community College of Philadelphia students were averaged and statistically compared to the ratings of the community college students at the other 34 community colleges in the normative sample. The following provides a summary of the areas in which Community College of Philadelphia was rated significantly higher than the other colleges (Areas Of Excellence) and those which rated significantly lower than the other colleges (Areas For Improvement). The ratings of the other areas in the survey not listed below were equivalent to the other community colleges’ students’ ratings.

Areas Of Excellence No areas were rated significantly higher than the normative sample.

Areas For Improvement Admissions Office

Friendliness and courtesy of staff Knowledge and competence of staff Convenience of hours open Simplicity of forms to be completed Easy to understand materials Response time to concerns/ questions Availability of information before enrolling Value of orientation program

Registration/ Registrar Office Friendliness and courtesy of staff Knowledge and competence of staff Convenience of hours open Simplicity of forms to be completed Easy to understand registration materials Response time to concerns/ questions Ease/ convenience of registering Easy to understand class schedule Dropping and adding policy Ease in getting transcript Variety of classes offered Convenience of class times Classes offered when needed

Tuition/ Fees Cost of tuition Cost of fees

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Financial Aid Office Friendliness and courtesy of staff Knowledge and competence of staff Convenience of hours open Timing of financial aid awards Simplicity of forms to be completed Accuracy of financial aid information Response time to concerns/ questions Availability of information before enrolling Availability of work­study positions

Business Office/ Billing/ Cashier Friendliness and courtesy of staff Knowledge and competence of staff Convenience of hours open Convenience of payment options (check, credit card, etc.) Timing of billing Easy to understand billing

Classroom Instruction Quality of instruction Course content relative to career goals Class size Challenge of courses Availability of instructor outside of class Classroom comfort Up­to­date labs Up­to­date technology

Academic Advising Friendliness and courtesy of faculty Knowledge and competence of faculty Convenience of hours open Accuracy of information received Advisor’s knowledge of classes required for transfer Advisor’s knowledge of classes required for degree

Career Planning/ Placement Center Friendliness and courtesy of staff Knowledge and competence of staff Convenience of hours open Availability of career clarification resources Availability of job placement services

Bookstore Friendliness and courtesy of staff Knowledge and competence of staff Convenience of hours open Availability of needed textbooks Availability of other materials

Library Friendliness and courtesy of staff Knowledge and competence of staff Convenience of hours open Automated services

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Current materials Availability of Internet access

Food Service Friendliness and courtesy of staff Knowledge and competence of staff

Computer Labs Friendliness and courtesy of staff Knowledge and competence of staff Up­to­date hardware (computers) Up­to­date software (programs)

Learning Lab Friendliness and courtesy of staff Knowledge and competence of staff Convenience of hours open Easy to understand materials Availability of information before enrolling Availability of tutoring Quality of tutoring

Student Activities Friendliness and courtesy of staff Knowledge and competence of staff Availability of programs/ activities Opportunity to participate

Athletics Friendliness and courtesy of staff Knowledge and competence of staff Variety of programs Opportunity to participate Convenience of hours open

Main Telephone Number/ Switchboard Response time Initial greeting Friendliness and courtesy of operator Accuracy of information received Ease of reaching requested campus office Ease of reaching campus staff members

Overall Campus Parking availability Signage on campus Maintenance of campus

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Customer Service Audit Executive Summary Purpose A key factor in whether a student actually enrolls at a college is the amount of information the student receives when inquiring about the college. Community College of Philadelphia was contacted (or shopped) by CLARUS Corporation personnel by telephone and by Web requests. CLARUS Corporation personnel called the College during day, evening and weekend hours and asked for specific information to assess the College’s response to prospective students. The key issues examined included:

• How are the calls handled in terms of personnel friendliness and courtesy, wait times, availability of information and overall assistance? How many times is the caller transferred, put on hold, etc.?

• How quick is the turnaround on the information requested and what level of response is given? Do the materials received match the College’s policy stating which materials are to be sent to prospective students?

• How easy is it for the caller to get information in the evenings and on weekends?

The purpose of these requests was to examine a prospective student’s “first impression” of the College and to examine how a prospective student is first handled when contacting the College for information. In addition, the College was shopped via the College’s Web site. Requests were made on the Web site for additional information about the College and the responses were examined for speed and efficiency of reply and information provided.

Process After visiting the “Important Phone Numbers” page of the College’s Web site, a calling schedule was developed and then approved by the College. This schedule outlined the number to be called, the time of the day to call and the specific request for information. It is important to note that none of the calls were made in an attempt to “catch someone doing something wrong.” The calls were made during reasonable business hours, at times when a potential student would expect an answer from the College. Table 1 summarizes the call schedule for the College.

Table 1. Call Schedule For Community College Of Philadelphia

Number Contacted Weekday, 10am College Time

Weekday, 2pm College Time

Weekday, 7pm College Time

Saturday, 10am College Time

Information Center – Call Set 1

215.751.8010

General information packet – moving to area

Program information about majoring in computers

Information for son or daughter about college

Information for adult and financial aid available

Information Center – Call Set 2

215.751.8010

Information for adult and financial aid available

Information for son or daughter about college

Program information about majoring in computers

General information packet – moving to area

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Number Contacted Weekday, 10am College Time

Weekday, 2pm College Time

Weekday, 7pm College Time

Saturday, 10am College Time

Admissions – Call Set 1

215.751.8230

Program information about majoring in computers

Information for adult and financial aid available

General information packet – moving to area

Information for son or daughter about college

Admissions – Call Set 2

215.751.8230

Information for son or daughter about college

General information packet – moving to area

Information for adult and financial aid available

Program information about majoring in computers

Financial Aid 215.751.8271

Information for son or daughter about financial aid for college

Information for adult and financial aid available

Information for son or daughter about financial aid for college

Information for adult and financial aid available

Northeast Regional Center 215.972.6372

Information for son or daughter about college

Information for adult and financial aid available

General information packet – moving to area

Program information about majoring in computers

Northwest Regional Center 215.751.8773

Information for adult and financial aid available

Information for son or daughter about college

Program information about majoring in computers

General information packet – moving to area

West Regional Center 267.299.5850

General information packet – moving to area

Program information about majoring in computers

Information for son or daughter about college

Information for adult and financial aid available

Web Site www.ccp.edu

General information packet – moving to area

Program information about majoring in computers

Information for son or daughter about college

Information for adult and financial aid available

Personnel from CLARUS Corporation made the calls from the home office in Nebraska. Each of the calls was documented with the date, day and time of call, the number called, the number of rings and the conversation. Each contact was made with a different name and address to document responses. In addition, a request for information was made when the opportunity existed for each call or Web request. The calls and Web requests were made from October 4 to November 19, 2005. The response from the College was also documented. The detailed documentation for each call, the response and the outcome are presented in the complete Customer Service Audit results. A summary of the outcomes for the requests for information is presented in Table 2.

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Table 2. Outcomes For Call Schedule For Community College Of Philadelphia

Number Contacted Weekday, 10am College Time

Weekday, 2pm College Time

Weekday, 7pm College Time

Saturday, 10am College Time

Information Center – Call Set 1

215.751.8010

Rang twice, recording answered, no option to press, message kept repeating No opportunity to leave message at this number

Rang once, recording answered, held on the line, told it was transferring to an attendant, message repeated five times On the sixth time, pressed 7, phone rang 31 times, person answered, took information Packet postmarked next day

Rang once, recording answered, message told to dial 215.751.8879 Called other number, pressed 1 for Admissions Application, could not proceed without social security number; after entering number pressed 1, left message with name and address spelled out, pressed 1 for more information, 2 for course listing, 1 for Fall 2005, 1 for main campus course listing, left message of request, recording said would receive info in next five working days No response received to date

Rang once, recording answered, message told to dial 215.751.8879 Called other number, pressed 1 for Admissions Application, could not proceed without social security number; after entering number pressed 1, left message with name and address spelled out, pressed 1 for more information, 2 for course listing, 1 for Fall 2005, 1 for main campus course listing, left message of request, recording said would receive info in next five working days No response received to date

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Number Contacted Weekday, 10am College Time

Weekday, 2pm College Time

Weekday, 7pm College Time

Saturday, 10am College Time

Information Center – Call Set 2

215.751.8010

Rang once, recording answered, none of the options applied, stayed on the line, message kept repeating No opportunity to leave message

Rang once, recording answered, none of the options applied, stayed on the line, message repeated once and then disconnected No opportunity to leave message

Rang once, recording answered, message told to call back during regular office hours, message repeated once and then silence No opportunity to leave message

Rang once, recording answered, held on the line, message repeated, pressed 7, rang 10 times, another recording answered and told call will be handled in order it was received, waited 10 minutes with no music or recordings, finally person answered, took information No response received to date

Admissions – Call Set 1

215.751.8230

Rang 4 times, recording answered and said it was forwarded to a voice mail system, but the person does not subscribe to this service No opportunity to leave message

Rang 4 times, recording answered and said it was forwarded to a voice mail system, but the person does not subscribe to this service No opportunity to leave message

Rang 4 times, recording answered and said it was forwarded to a voice mail system, but the person does not subscribe to this service No opportunity to leave message

Rang 4 times, recording answered and said it was forwarded to a voice mail system, but the person does not subscribe to this service No opportunity to leave message

Admissions – Call Set 2

215.751.8230

Rang 4 times, recording answered and said it was forwarded to a voice mail system, but the person does not subscribe to this service No opportunity to leave message

Rang 4 times, recording answered and said it was forwarded to a voice mail system, but the person does not subscribe to this service No opportunity to leave message

Rang 5 times, recording answered and said it was forwarded to a voice mail system, but the person does not subscribe to this service No opportunity to leave message

Rang 4 times, recording answered and said it was forwarded to a voice mail system, but the person does not subscribe to this service No opportunity to leave message

Financial Aid 215.751.8271

Rang once, recording answered, told to go to Web site for financial aid status No opportunity to leave message

Rang once, recording answered, stayed on the line, recording repeated and then disconnected No opportunity to leave message

Rang once, person answered, told the office was closed and person hung up No opportunity to leave message

Rang once, fast busy signal Called back, recording answered, stayed on the line, recording repeated and then disconnected No opportunity to leave message

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Number Contacted Weekday, 10am College Time

Weekday, 2pm College Time

Weekday, 7pm College Time

Saturday, 10am College Time

Northeast Regional Center 215.972.6372

Rang 4 times, recording answered, pressed 1, another recording answered, pressed 7, rang once, person answered, took information and promised no later than Monday of following week No response received to date

Rang 4 times, recording answered, stayed on the line, person answered, requested information, person said one moment please and transferred into a person’s voice mail, left message No response received to date

Rang 4 times, recording answered, pressed 1, another recording answered, told to dial 215.751.8879 to request a publication from the voice response system No opportunity to leave message at this number

Rang 4 times, recording answered, stayed on the line, recording transferred, rang 20 times, no answer, hung up Called back, rang three times, recording answered, pressed 1, another recording answered, told to call 215.751.8879 for automated system No opportunity to leave message at this number

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Number Contacted Weekday, 10am College Time

Weekday, 2pm College Time

Weekday, 7pm College Time

Saturday, 10am College Time

Northwest Regional Center 215.751.8773

Rang once, recording answered, held on the line, recording transferred, rang 12 times, person answered, told to press 7 after being transferred to the information line; transferred and then pressed 7, rang 8 times, person answered, took information No response received to date

Rang once, recording answered, immediately transferred at end of message, rang 3 times, person answered and transferred to a recording without asking; pressed 3, rang 4 times, another recording answered, pressed 1 for admissions application, could not proceed without social security number; after entering number pressed 1, left message with name and address spelled out, pressed 1 for more information, 3 for course listing, 1 for Fall 2005, 1 for main campus course listing, left message of request, recording said would receive info in next five working days; pressed 1 for more information, 4 for Financial Aid, remained on the line for a minute, recording repeated that should receive in the next five working days No response received to date

Rang once, recording answered, immediately transferred at end of message, another recording answered; transferred at end of message, person answered, told to call back in the morning Called back, recording answered, pressed 1, rang 4 times, person answered, took information, was going to send an application Spring course listing postmarked five days later, no application received

Recording answered immediately, transferred at end of message, another recording answered, only able to dial an extension, a last name or Security No opportunity to leave message

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Number Contacted Weekday, 10am College Time

Weekday, 2pm College Time

Weekday, 7pm College Time

Saturday, 10am College Time

West Regional Center 267.299.5850

Rang once, person answered, requested information, person immediately transferred to the info line without giving a chance to talk No opportunity to leave message at this number

Rang twice, person answered, transferred to the Information Center, recording answered, pressed 3, another recording answered, stayed on the line, recording repeated; pressed 1 for application or publication, asked for social security number, did not enter, recording repeated two more times, said there was an error and disconnected No opportunity to leave message at this number

Rang 3 times, person answered, person referred to Information Center at 215.751.8010 No opportunity to leave message at this number

Rang once, person answered, person referred to 215.751.8010 No opportunity to leave message at this number

Web Site www.ccp.edu

Typed in www.ccp.edu, clicked on Contact Us, filled out form and submitted Received a confirmation e­mail almost immediately saying that any questions would be answered as soon as possible; no other correspondence was sent

Searched for Community College of Philadelphia, first result directed to home page, selected Programs and Courses, Computer Information Systems, AAS, brought up a pdf, went to Academic Departments, clicked on Computer Information Systems Department, e­ mailed request to [email protected] E­mail response received 6 days later, invitation to open house with flyer attached

Typed in www.ccp.edu, clicked on Admissions Process, High School Graduation or Graduating High School Senior, sent e­mail to: [email protected] No response received to date

Typed in www.ccp.edu, clicked on Prospective Students tab, Important Forms, none applied, clicked back; clicked on Contact Us, filled in form, selected e­mail as the best way to contact, clicked Next, previewed request and hit Submit No response received to date

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Issues To Address Thirty­two phone calls were made to the main numbers of the Community College of Philadelphia over a two month time frame during the registration period for the Spring 2006 semester (October to December 2005). Of those 32 phone calls, only nine calls resulted in an opportunity to leave a message – the majority via an automated request system and a couple with an actual person. Of those nine requests for information, only two of the calls resulted in information being sent to the person.

In the last five years, the Community College of Philadelphia has attempted to use the automated phone system to become more responsive to the students requesting information. This has resulted in allowing a student the ability to make contact and leave an information request, but the request is not being answered. Currently, when a student calls the main number or any of the Regional Centers’ numbers and requests information, they are either told to call 215.751.8879 or are forwarded to the automated request line. It appears that if a person answers the phone, then the caller can be forwarded to the information line (215.751.8879) and if it is after­hours or the automated system picks up the call, then the caller cannot self­transfer to the information line (215.751.8879) but must call back and dial the number directly. The information line’s automated system is a rather lengthy series of questions which takes the caller through the information requested and asks the caller to record all the information about their name, address, area of interest, etc. The message also informs the person requesting information that they can expect to receive their information after five working days. Two months later, nothing had been sent to the people requesting information. After being promised information in a timely manner and after spending the time to leave the information on the automated system, never receiving the information sets the stage for a person to be dissatisfied from the start of their experience.

In addition, if a person is using the Web site to make an information request, the College has an automated response system informing the person making the request that the request was received and they should expect a response. Again, nothing was ever received from the request for information from the main contacts and nothing was received fromAdmissions. Only the CIS department responded to the request for information about CIS programming, six days after the message and only a couple of days prior to their open house.

Several issues need to be addressed by the Community College of Philadelphia for assuring that information requests are responded to in a timely manner. Thus, it is recommended:

• From the main 8010 phone number, branch the students immediately into “Current Student Information,” “Prospective Student Information” or “To Access A Department.” For example, the text may read: “Welcome to the Community College of Philadelphia. If you are currently enrolled at the College, please press 1. If you are interested in enrolling at the College, please press 2. If you know the name of the department or person you are trying to contact, please press 3.”

• 1 Branch ­ The “Current Student Information” would then branch into functions like Registration, Admissions, Financial Aid, etc. Under each, the person could then either pick a specific request area or press 0 to contact a student representative. Under each request area, an automated message could provide additional information about most frequently asked questions.

• 2 Branch ­ The “Prospective Student Information” would then use the current branching revamped to request information or opt to press 0 to talk to a person about enrollment. Please note that the current info line needs to be revamped to first ask the student’s name and contact information and then a list of materials that they can respond yes or no to for the information requested. The current tree is cumbersome for prospective students to follow. The automated request should be a database which would look exactly like the online request for information form to be developed. The person should also be told they can use the online request for information form as well at the start of the message.

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• 3 Branch ­ The “Access a Department Option” would allow a person to dial a department name or opt to a directory of employees to contact a specific person. The option might state “If you know your party’s extension, please dial it now. For a list of departments at the College, please press 1, or for a list of personnel at the college, please press 2.” For option 1, the option would continue “Using the number pad on your phone, please press the first five letters of the department you are attempting to call.” It would then list the departments that fit the letters. Each department would need to be contacted to assure that the number to which the caller is being transferred to is in fact the main contact number for that department, that it will be answered during working hours and that the department does not have only the voice mail system answering the calls. In addition, the “hunt” features should be checked for each department to make sure that if a main department phone is busy, it hunts in the correct order to assure that a caller reaches the correct person in a timely manner. The same type of option would then be used for the person’s name.

• Develop an online “Request For Information Form” to be completed when a student needs information or to request materials from the College. This information would then feed into a database and would be routed to the correct department or office for filling the request. The database system would allow for the ability to track the current information andwould also allow for quality controls to assure that the responses are filled.

• For routine materials which are requested at the College by potential or new students, make pdf’s available within the “Request For Information Form” so that a person can download the information immediately or have an immediate direction to the information via aWeb link so that the person may not have to use the “Request For Information Form.”

• Evaluate the current response systems used at the College to assure that all information requests are handled in a timely manner. For many of the automated requests for information, nothing was ever received. For the majority of the e­mail requests, nothing was received from the College. The following questions have to be answered:

• Who is responsible for translating the requests for information from the phone system to actual packets of materials being mailed? Are the right people being used to respond? Is there a lack of staff issue in the response?

§ Is this a manual, labor intensive system or an automated system? How can the system be improved or automated to assure that a request for information is responded to within 24 hours? What quality controls exist to assure that the responses are made?

• Who is responsible for responding to the e­mail request for information that are made via the College’s Web site? Are the right people being used to respond?

§ Is this a manual or automated system? Do the requests for information allow for a quick response through a database system or are there manual processes hampering the speed of the response?

• Currently, the staff at the Information Center answers every call and question known to man. Some of the questions are simple, such as where to go to take a placement test, and then others are as complex as understanding why credits from a previous college did not transfer as the person expected them to. The complexity of calls creates the potential for very long hold times for all calls routed into the Information Center. Thus, it is recommended that a form of triage be developed at the Information Center.

• Develop two groups of employees for the Information Center – student admission specialists and general information specialists. Use the general information specialists to screen the level of complexity, handle calls quickly for those that can be answered and then transfer to a student admission specialist for the involved questions in which respondents have to pull up student records and that may take up to 20 minutes to solve the issue.

• Given that to speak to a student admission specialist may involve a longer than normal wait time, the College needs to develop information or at least music that can be played during the long hold times that

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will provide news and information about the College. The current long silences or ringing phones do not entice a person to stay on the line and it also makes the time spent waiting seem much longer.

• The Regional Centers all appear to have very different phone trees when the main numbers are contacted. It is recommended that the phone trees for the Regional Centers be standardized so that a person can easily contact someone at the Regional Center or move into the standardized main menu for the College without having to call another number.

Communication with staff is a very important issue when any changes are made to the phone systems. In several of the calls, staff seemed unsure of where a caller needed to be transferred. After the phone tree system is established with the branches and detailed in terms of where the calls will go, prior to making the system live, send the branch information to all front line staff for input and synthesis. It is extremely important for the staff to know what to expect from the system prior to the changes being made. This group will also likely have valuable input into any potential problems prior to making the system live.

As the Community College of Philadelphia moves forward with the changes in the phone system, to assure that responses are timely for students, the College may consider outsourcing the initial request for information responses for a new marketing campaign for Fall 2006. To assure that the responses from any new marketing campaigns are handled quickly and efficiently, it may be best to designate a new number MyCCPInfo for information requests until the system can be efficiently designed internally to handle requests for information from potential students.

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Community College of Philadelphia

Marketing Strategy Assessment

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Introduction After the marketing research was completed in the Fall of 2005, the process of developing the marketing strategies began. First, the following institutional planning documents were reviewed by the College and CLARUS Corporation to determine which of the plans containedmarketing impacts:

• College’s Strategic Plan (2004­2008)

• 2005 President’s Report

• Economic Impact Reports

• Enrollment Management Plan

• Admissions Recruitment Plan

• Technology Plan

• Revenue Plan

• The Outline Of The College’s Academic Plan

• Center For Business And Industry Business Plan

• The Foundation’s Campaign Planning Study

After the review of the planning documents, marketing strategies were developed for the key markets identified by the College. Those markets included:

• Current Students

• Youth Market

• Adult Market

• Donors (Institutional Development)

• Business and Industry

• Distance Education

• International Market

Following development of the marketing strategies, an online survey was developed for the members of the Integrated Marketing Committee to confirm that the strategies were in fact those needed for the College for the next three years. The results of the survey confirmed that the strategies were on target for the College. The strategies and the results of the survey are included in the next sections. These strategies will provide the basis of the Integrated Marketing Plan for 2006 to 2008, as well as the overall image campaign developed by Carnegie Communications.

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Current Students CURRENT STUDENT STRATEGY Include In Plan? Importance Other Comments

Strategy 1: Develop A Direct Marketing Strategy To Increase Attendance At Student Orientation; New Formats Developed ­ Modules, Online, Weekend, Evening; Use E­Mail, Cell Phone Reminders And Direct Mail With Telephone Follow­Up To Encourage Attendance

Yes 21 95.45% No 1 4.55%

Very Important 12 57.14% Important 7 33.33% Somewhat Important 2 9.52% Not Important 0 0.00%

Gather feedback from those who do attend the orientations as to improvements and needed changes. Exit surveys.

Potential students are not aware of the opportunities at CCP.

Strategy 2: Create A Postcard Teaser Direct Mail Campaign To Mail To Undecided Students; Send During Mid­Semester; Focus On Program Clusters ­ Introducing Programs Available At Community College Of Philadelphia; Four Or Five Postcards Sent In A Sequence Introducing Students To Program Clusters

Yes 19 86.36% No 3 13.64%

Very Important 8 36.36% Important 7 31.82% Somewhat Important 5 22.73% Not Important 2 9.09%

Include the benefits of the College and the Transfer Agreements with other institutions as well.

I don't know how important it is to get undecided students to pick a subject area. Sending postcards may or may not be effective.

Has this strategy been discussed with Purchasing and/or Duplicating to ensure we can accommodate postcards?

Use less postcards and more of a mix of e­mail and postcards. A lot of

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CURRENT STUDENT STRATEGY Include In Plan? Importance Other Comments

our potential students discard the postcards as junk mail (it needs to be flashy and eye grabbing).

Students get a lot of mail and it could get lost.

Strategy 3: Utilizing The Digital Technology, Send Information To Noncredit Attendees About Comparable Credit Classes Available In Upcoming Semester; Match Class List Attendees By Topic With Targeted Credit Classes For Potential Enrollment; Personalized Postcards, E­Mail Addresses If Possible

Yes 22 100.00% No 0 0.00%

Very Important 3 13.64% Important 12 54.55% Somewhat Important 7 31.82% Not Important 0 0.00%

The term noncredit is not clear… all noncredit? Also, why would we not send info about noncredit to credit students too? The 'matching' task makes certain assumptions and may be very difficult; perhaps not worth the investment of time and dollars. This strategy would need to be better defined for me to make a decision ­ the strategy is worth discussing.

Offer the next sequential credit class that they are interested in as well. They may be at a point where they can only afford a noncredit class at this time just for a promotion or to get a job. This would be a leader into their future goals.

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CURRENT STUDENT STRATEGY Include In Plan? Importance Other Comments

Strategy 4. Direct Mail Campaign Aimed At Recent Students Who Attended Community College Of Philadelphia Without Completing (Or Failing); Attended In Last Three Years; Message Is Welcome Back – We Want You Back – With Registration Dates And Online Class Schedule Availability

Yes 19 86.36% No 3 13.64%

Very Important 9 40.91% Important 7 31.82% Somewhat Important 4 18.18% Not Important 2 9.09%

Inform them of the tutoring services that are available and to meet with their advisors more frequently.

This is a scattershot approach. Why not first send them a questionnaire to find out why they might want to come back?

Are we so desperate that we must beg students who failed during the previous three years to return? The posture here is too groveling.

Are you defining 'completing' as not completing a degree or a course? That definitely makes a difference. In my opinion, if the student failed and did not return, that is a Student Affairs concern and should be the responsibility of the counselors to guide that student. Although I consider contacting students in this category very important, the curriculum coordinators may want to pursue these students.

We should target specific programs, for example

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CURRENT STUDENT STRATEGY Include In Plan? Importance Other Comments

accelerated completion options.

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Donors DONORS (INSTITUTIONAL DEVELOPMENT) STRATEGY Include In Plan? Importance Other Comments

Strategy 1: Target Vendors For Sponsorship Of Fundraising Events; Create List; Develop Event; E­Mail And Direct Mail Solicitation For Support

Yes 19 86.36% No 3 13.64%

Very Important 3 15.00% Important 11 55.00% Somewhat Important 5 25.00% Not Important 1 5.00%

Proceed with care; this is not a commercial enterprise.

Strategy 2: Create Glossy Community College Of Philadelphia Magazine; Utilize A Theme For Each Issue; Information On Business Partners; Information On Successful Alumni, Major Donors, Gifts, News And Updates Included In Each Edition

Yes 15 68.18% No 7 31.82%

Very Important 5 23.81% Important 6 28.57% Somewhat Important 5 23.81% Not Important 5 23.81%

Include vibrant colors to catch the student's eye with a picture of diversity on the front cover.

How often? Who would it be mailed to? Good idea if they know what the use is.

Probably a waste of money. Glossy magazines won't improve the numbers as much as will an improvement in services, improvement in phone responses and improvement in campus appearance (which is really looking very, very tired).

We really need alumni e­mails in order to send this information quickly, in a cost effective manner. The above information can be e­mailed, or an e­

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DONORS (INSTITUTIONAL DEVELOPMENT) STRATEGY Include In Plan? Importance Other Comments

mail can direct recipients to a Web site that contains this information.

The major recruitment pieces should have 'testimonials' and photographs of successful alumni in the Philadelphia area on every page, telling how they got their start at the College and where it has taken them.

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DONORS (INSTITUTIONAL DEVELOPMENT) STRATEGY Include In Plan? Importance Other Comments

Strategy 3: Create An Interactive Alumni Web Site On Community College Of Philadelphia Site; Create Web Site; Develop Direct Mail Campaign To 35,000 Alumni To Visit New Web Site; Information Can Be Updated, Participation In Events, Etc. Can Be Solicited; Sign Up For Information

Yes 21 95.45% No 1 4.55%

Very Important 3 13.64% Important 12 54.55% Somewhat Important 6 27.27% Not Important 1 4.55%

The College seems to have difficulty maintaining Web sites, changing content, keeping them current. This initiative would be self­defeating if such details did not receive constant attention.

Again, not likely to be helpful; but OK if not expensive.

The Advancement module of Banner would be able to accommodate most of the issues surrounding tracking alumni. The alumni could access the Luminis Portal for information and be a direct link to a Web page. We could even accommodate a tab and multiple channels providing necessary information to alumni.

If we are prioritizing ­ the ENTIRE Web site needs to be addressed ­ staffed and regularly updated. Our info is old, out­of­date and hard to find.

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DONORS (INSTITUTIONAL DEVELOPMENT) STRATEGY Include In Plan? Importance Other Comments

Strategy 4: Marketing Campaign To Alumni Within Three Months Of Graduation; Direct To Web Site Or E­ Mail; Introduce To Web Site; Update Information

Yes 17 77.27% No 5 22.73%

Very Important 3 14.29% Important 8 38.10% Somewhat Important 6 28.57% Not Important 4 19.05%

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Youth Market YOUTH MARKET STRATEGY Include In Plan? Importance Other Comments

Strategy 1: Develop A Guidance Counselor Web Site; Specific URL And Mouse Pads Developed For Giveaways With URL; Introduce Web Site At Annual Counselor Luncheon; News And Information; Request Information And Materials Be Sent

Yes 18 81.82% No 4 18.18%

Very Important 6 30.00% Important 5 25.00% Somewhat Important 6 30.00% Not Important 3 15.00%

Mouse pad giveaway is overdone.

All these 'strategies' are probably 'nice' ideas; but they pale in comparison to meeting the real needs of students and the institution. We can't mask the decrepit state of things, the cigarette butts on the sidewalks, the broken escalators, the dismal classrooms with no windows, and above all the terrible service and the lines in which students wait to be told they need to go stand in another line somewhere else.

Use something other than mouse pads ­ don't really need anymore with optical mouses.

This is a difficult one to respond to without knowing the purpose of the site. Again, it will only work if there is agreement for the site to be up­to­date and if people agree to respond. I do not know if these

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YOUTH MARKET STRATEGY Include In Plan? Importance Other Comments

agreements have been reached.

Strategy 2: Update College Fair Recruitment Display And Materials; Interactive Video Display; New Materials Based On Brand; Creative Giveaways

Yes 21 95.45% No 1 4.55%

Very Important 7 33.33% Important 8 38.10% Somewhat Important 6 28.57% Not Important 0 0.00%

This is vital for increasing enrollment.

People do not attend a college because of 'giveaways.' New and appropriate informational materials, yes; but 'free' gifts are usually cheap tricks and do not enhance our image as an academic institution. This is not a mall.

Recruitment is sometimes scoffed at during events because of the lack of giveaways. A lot of the displays can't be used because they are outdated and dated by the clothing of the subjects in the shots.

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YOUTH MARKET STRATEGY Include In Plan? Importance Other Comments

Strategy 3: Direct Mail Campaign Aimed At Freshmen Through Seniors; Postcards, High Energy; Pertinent Information For Each Year Regarding College And Community College Of Philadelphia; Invitation To Open Houses And Giveaways Of An I­Pod At Event

Yes 19 86.36% No 3 13.64%

Very Important 9 42.86% Important 8 38.10% Somewhat Important 2 9.52% Not Important 2 9.52%

Include campus tours as well.

Forget the I­pod. It's vulgar to try to attract students to an enterprise that is life­changing, and serious, with a raffle. An I­pod in no way suggests anything academic; perhaps we should offer, if offer a gift we must, a copy of the Oxford English Dictionary. The OED is really valuable.

Students need to know we are here; we are a qualified option. Students need to start thinking of college early in their high school careers.

Absolutely!

Plant the seed and keep watering it. Just a tickler to ask and emphasize the importance of staying up on the English, math and science if you expect to attend college. Offer our Advance At College program to sophomores for their junior and senior years.

Students get so much mail from colleges that our

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YOUTH MARKET STRATEGY Include In Plan? Importance Other Comments

material could get lost.

Strategy 4: Purchase SAT/ PSAT Lists From Area And Direct Mail Campaign About Dual Admission With Temple University And Drexel University; URL For Information, Online Request Information And Follow­ Up With Phone Calls To Those Interested

Yes 19 86.36% No 3 13.64%

Very Important 7 33.33% Important 6 28.57% Somewhat Important 8 38.10% Not Important 0 0.00%

Offer all seven of the Dual Admission programs in the direct mail and mention the articulation agreement with the state schools (not by name). This is where our market niche is, students looking at state schools.

Strategy 5: Create Bi­Annual Parent Newsletter; Direct Mail And E­Mail Options; Information About What Needs To Be Done In Fall And What In Spring For High School Students Interested In College; Pertinent Dates; Highlight Community College Of Philadelphia Programs In Newsletter

Yes 19 86.36% No 3 13.64%

Very Important 6 27.27% Important 5 22.73% Somewhat Important 7 31.82% Not Important 4 18.18%

Adults have a stake in the college decision making ­ they also need to be addressed and informed.

Drop off handfuls of these to the guidance counselors also.

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Adult Market ADULT MARKET STRATEGY Include In Plan? Importance Other Comments

Strategy 1: New Program Development Geographic Information Systems, Computer Forensics, Nano Biotechnology, Health Science Management, Music Business And Technology; Specialized Events Created For Each New Programs; Example: Music Program Sponsors An American Idol And Winner Gets A CD Cut By Program

Yes 19 86.36% No 3 13.64%

Very Important 5 25.00% Important 8 40.00% Somewhat Important 6 30.00% Not Important 1 5.00%

Do not forget the new Creative Writing certificate program. But again, the 'American Idol' stuff is low and vulgar. Do not make the College into just another TV show.

Many people inside and outside of the College do not know what programs we offer.

The Division of Liberal Studies already has done several of these events, e.g. GIS day ­ but more money and support would be nice!

Strategy 2: Expand And Promote Evening And Weekend Programs; Offer All Courses In Alternative Formats

Evening College: Health Information And Medical Assisting And Promotion In Combinations With Health Partners Weekend College: Nursing, Business And Liberal Arts And Direct Marketing To Employees With CBI

Yes 19 86.36% No 3 13.64%

Very Important 11 52.38% Important 7 33.33% Somewhat Important 2 9.52% Not Important 1 4.76%

If you can actually offer adults what they want when they want it (and even as accelerated), I think you could penetrate this segment much better.

The academic quality cannot be maintained in a 'weekend' program

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ADULT MARKET STRATEGY Include In Plan? Importance Other Comments

(in spite of the fact that other colleges may do this).

If this is what the research shows people want and request, we should offer this. Having flexible ways to offer programs will probably increase enrollment and serve more individuals.

I would say yes, when and if the College is prepared to schedule adequate numbers of evening and weekend courses. At present, the schedule is not there for evening or weekend and there is no 'evening college' at CCP.

This is an essential. A must­do to promote what has been working for us. Make it work the market.

Nursing is not going to be offered on the weekend. We are moving to a distance education format.

Need to monitor pilot programs and make informed decisions to whether cut or continue.

Again, we have made attempts in these areas, but the College

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ADULT MARKET STRATEGY Include In Plan? Importance Other Comments

infrastructure has not been able to support the efforts. I would hate to see marketing something that we are unable to deliver.

Strategy 3: Create A Marketing Campaign Aimed At Employed With Tuition Reimbursement; Multi­Media Campaign

Yes 20 90.91% No 2 9.09%

Very Important 9 40.91% Important 8 36.36% Somewhat Important 3 13.64% Not Important 2 9.09%

Coordinate with CBI Corporate College.

Strategy 4: Explore How To Reach Lists Of Active Military And Veterans; Marketing Campaign

Yes 20 90.91% No 2 9.09%

Very Important 5 23.81% Important 3 14.29% Somewhat Important 12 57.14% Not Important 1 4.76%

Feeble efforts to this end were made this past year.

Strategy 5: Develop Program To Attract Adults To College Based On Technical Or Life Experience: CLEP Tests, Portfolio, Credit By Exam; Develop A Build Your Own Degree Program; Direct Marketing Of New Program And Event Using Live Radio Broadcast

Yes 19 86.36% No 3 13.64%

Very Important 4 20.00% Important 9 45.00% Somewhat Important 6 30.00% Not Important 1 5.00%

Add more online courses for adult students.

CLEP tests and credit for 'life' experiences dilute the educational quality of the programs. Whatever could 'develop your own degree program' mean? Why would we give away the credits which are our stock and trade just because somebody did something somewhere else? Is there no limit? Why not just send a bill for the tuition and issue a degree?

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ADULT MARKET STRATEGY Include In Plan? Importance Other Comments

Forget classes; who needs 'em!

ONLY IF THE COLLEGE CAN upgrade and provide a true CLEP resource ­ at present very little staff or support for this function.

Maybe administer the test (CLEP) here on campus.

We have an Applied Studies degree program which pulls together all these alternatives into a coherent degree package ­ so we don't have to build it ­ we have it!! Striking that you did not know that ­ see how we hide our efforts!

Strategy 6: Develop A Career Focus Magazine For Community College Of Philadelphia ­All Targeted Zip Codes, Once Or Twice A Year; Focusing On Program Clusters ­ Examples Of Programs Offered At The College And Students Enrolled; Crossover Market To Employers As Well

Yes 19 86.36% No 3 13.64%

Very Important 3 13.64% Important 8 36.36% Somewhat Important 8 36.36% Not Important 3 13.64%

Need to find a better mailing list than targeted zip codes ­ we have no idea who will actually read this material and if they fit the audience.

Have testimonial from successful alumni in Philadelphia pictured whose degree is in that discipline.

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Business Market BUSINESS MARKET STRATEGY Include In Plan? Importance Other Comments

Strategy 1: Marketing System Issues: Contact Management System Needed To Support Marketing Efforts For Business And Industry; Personnel Issues For Database Management – E­Mail And Direct Mail: Short­Term Development And Long­Term Maintenance; Material Development And Staff Marketing Writer

Yes 20 90.91% No 2 9.09%

Very Important 5 22.73% Important 8 36.36% Somewhat Important 7 31.82% Not Important 2 9.09%

Need the systems to make this area function properly and be profitable.

I don't know to what all this refers.

Essential for client development and driving both long­ term customer relationships and revenue.

Contact Management System essential for building a database to generate revenue!!

Strategy 2: Marketing Material Development; Catalog Of Services, Promotional Materials, Brochures, Flyers, Letter Series And Templates; Improve Promotional Image

Yes 21 95.45% No 1 4.55%

Very Important 10 45.45% Important 6 27.27% Somewhat Important 5 22.73% Not Important 1 4.55%

Most businesses do now know what we offer. We need to develop materials but not be dependent upon print. If the CBI is technologically advanced and offering technological training, why would we just develop print materials?

Highest priority is corporate contract training portfolio and product/program

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BUSINESS MARKET STRATEGY Include In Plan? Importance Other Comments

specific pieces.

Our current material is abysmal at best. Out of touch.

Strategy 3: Web Site Development; Specific URL For CBI, Program Information And Printable Brochures, Web Registration

Yes 22 100.00% No 0 0.00%

Very Important 13 59.09% Important 5 22.73% Somewhat Important 4 18.18% Not Important 0 0.00%

Is there IT considerations that need to be met before we offer registration for these courses on the Web? Web site recently redeveloped.

Yes, Yes, Yes

Web site development is necessary to update regularly. Web registration a bonus and an added feature.

Have students’ videotape their testimonials in favor of their experience here at the College. There can be buttons set on the pages to click on that will start the videos. The Communications program at the College can shoot the footage.

Strategy 4: Development Of Advisory Groups For Targeted Programs And Institutes Of Key Business Leaders; Primary Goal Is Training Input; Secondary Goal Is To Cultivate Friends For Community College of Philadelphia

Yes 20 90.91% No 2 9.09%

Very Important 9 40.91% Important 7 31.82% Somewhat Important 5 22.73% Not Important 1 4.55%

Development of Advisory Board for Business and Industry is under way.

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BUSINESS MARKET STRATEGY Include In Plan? Importance Other Comments

Imperative to future business endeavors and to generate $$$. Also, a method of networking that will inform us of what key businesses want and need regarding training and will inform the key business leaders of what we do in all areas of the College.

Don't we already do this? I know in my area we have active, influential advisory groups. If this is targeting something else, it is not clear to me.

Strategy 5: Solving Employee Needs; Development Of A Solution For Qualified Applicants Provides A Market Niche; Internships, Career Placement, Certificate Programs

Yes 20 90.91% No 2 9.09%

Very Important 4 20.00% Important 9 45.00% Somewhat Important 7 35.00% Not Important 0 0.00%

I'm sure we could use feedback on what employers are looking for in potential employees.

Strategy 6: Tuition Reimbursement Campaign; Identify Companies ­ Develop A Set Of Materials Employers Can Use To Promote College To Employees; Corporate Approved Courses For Employees In A Training Catalog

Yes 22 100.00% No 0 0.00%

Very Important 6 27.27% Important 7 31.82% Somewhat Important 9 40.91% Not Important 0 0.00%

Catalog should be on the Web, not printed.

Develop and implement a Weekend College for working adults offering CLEP and life experience.

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BUSINESS MARKET STRATEGY Include In Plan? Importance Other Comments

Strategy 7: Targeted Direct Mail And E­Mail Campaigns By Industry Sector; Hottest Training Topics, Quarterly Pieces, Direct To Specific Web Page

Yes 22 100.00% No 0 0.00%

Very Important 4 18.18% Important 10 45.45% Somewhat Important 7 31.82% Not Important 1 4.55%

I think more e­mails and less print pieces would be more effective and could reach a larger audience. E­mails also better for tracking purposes.

This topic goes back to the advisory committee with key business leaders.

Strategy 8: CBI Newsletter; Print And E­Mail Versions, Sent Quarterly, Focusing On Current Client Satisfaction And Showcasing Current Projects

Yes 18 81.82% No 4 18.18%

Very Important 3 14.29% Important 5 23.81% Somewhat Important 10 47.62% Not Important 3 14.29%

Why print and e­ mail? Are we going to e­mail and mail it to people? That may annoy busy business people ­ suggest just e­mail.

This should only happen when the CBI does some of the previous strategies: building a client base, creating more marketing materials (not print). Should produce less print versions and output more e­mail versions.

Yes, and this is why the database is essential.

Strategy 9: Partnership Marketing ­ Implement Association And Organization Co­Marketing, Increase Involvement With Philadelphia Chambers Of Commerce, Increase Outreach Through Active Participation In Key Organizations; Implement Telemarketing

Yes 20 90.91% No 2 9.09%

Very Important 4 19.05% Important 8 38.10% Somewhat Important 9 42.86%

By telemarketing, do you mean cold­ calling? If the CBI calls a client and

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BUSINESS MARKET STRATEGY Include In Plan? Importance Other Comments

Not Important 0 0.00% talks about a new course, that is a relationship. Otherwise, telemarketing is annoying and outdated. It is not unique and it is forgettable.

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Distance Education DISTANCE EDUCATION STRATEGY Include In Plan? Importance Other Comments

Strategy 1: Expand Distance Learning To Full Degrees ­ Liberal Arts (General Option) And Overall Marketing In Multimedia Vehicles For College ­ Accounting, Finance (AS), Marketing (AS And Certificate); Partnership Marketing With Business And Industry, Emphasizing Tuition Reimbursement And Working Through CBI

Yes 21 95.45% No 1 4.55%

Very Important 11 50.00% Important 8 36.36% Somewhat Important 2 9.09% Not Important 1 4.55%

Terrible plan. Faculty will never go for this.

As long as our prospective students strongly desire this. This will also keep us competitive among other academic institutions.

We are way behind on this one already. The proprietary schools are all over this one but has sustained a black eye in the public view recently. Many other colleges are offering several online degree packages.

We already have the degrees developed and expanded to distance. Again, the problem is our infrastructure to deliver.

Strategy 2: Expand Distance Learning To Full Degrees ­ Justice (Online Accelerated) ­ Partner With Police Academy For Philadelphia And Market To Current Officers Without Degree – Direct Mailing Lists Nursing (Hybrid Online/ Onsite) ­ Partner With Hospitals To Target Employees Below AS Degree – Publication And E­Mail Possible

Yes 20 90.91% No 2 9.09%

Very Important 11 50.00% Important 10 45.45% Somewhat Important 0 0.00% Not Important 1 4.55%

Terrible; do not consider full­degree online programs. Direct mailing list must be by e­mail ­

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DISTANCE EDUCATION STRATEGY Include In Plan? Importance Other Comments

possibly some print. We should advertise online degrees by Web­based or e­ mail methods.

This needs to be coordinated through CBI Corporate College.

We have the Justice ready to go, but we have refused to move it forward, given the current problems we are encountering with the accelerated programs we have now. We are unable to deliver service to students in financial aid or registration for alterative 'part of term.' Until these issues are resolved, we should not market such programs. We already have a program with the police academy for degree completion (where did this come from??). Officers receive up to 15 credits after they leave the academy. We have very strong contacts in the police dept ­ the Commissioner sits on our advisory board!!!

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DISTANCE EDUCATION STRATEGY Include In Plan? Importance Other Comments

Strategy 3: Expand Hybrid Courses; Market Challenge To Explain; Create A New Name For Hybrids – Commuter Friendly Courses ­ Less Time On Campus Is Campaign Theme; Develop Direct Mail And Public Relations Campaign To Introduce; Posters And Materials To Be Left With Businesses

Yes 18 81.82% No 4 18.18%

Very Important 8 40.00% Important 6 30.00% Somewhat Important 4 20.00% Not Important 2 10.00%

But probably need online registration to expand marketing efforts for distance education and we don't have it and don't know when we will have it.

Sure — less time on campus. Hey, why not less time in class? Less reading to do? Why bother with courses? Heck, just bill them and send the degree.

Can’t explain hybrid in a radio ad and in some material, either print or on the Web.

Important, but a College definition of hybrid is needed — not all faculty and/or programs are ready to go hybrid.

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International Students INTERNATIONAL STUDENT STRATEGY Include In Plan? Importance Other Comments

Strategy 1: Develop And Update Web And Print Materials For International Students; Web Site Specifically For International Students

Yes 20 90.91% No 2 9.09%

Very Important 4 19.05% Important 9 42.86% Somewhat Important 7 33.33% Not Important 1 4.76%

Use current resources — and add link.

Probably a waste of money.

Do we actually have a specific need for a printed piece? Most material should be Web­based. There is already an updated site for international students.

They are the big money ticket students.

Strategy 2: Direct Mail Campaign To TOEFL/SAT Takers From College Board; Purchase Names (5,000); Determine Countries; Direct Mail Campaign To Web Site

Yes 16 72.73% No 6 27.27%

Very Important 1 5.26% Important 4 21.05% Somewhat Important 10 52.63% Not Important 4 21.05%

Required TOEFL score is set too high as a two­year institution. Students who can get 500 TOEFL score will most likely apply to four­year institution (there are many). I/S does not care about the price of education. Time and Visa status is more important. Once a student gets into a four­year institution, the four­ year F­1 Visa is guaranteed. Community College student has been receiving less than

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INTERNATIONAL STUDENT STRATEGY Include In Plan? Importance Other Comments

two years since 9/11.

Should be something that is not a fortune to mail oversees ­ needs to be planned with postage issues in mind.

What will you get? Three students? Not worth the effort.

Only if we have research­based strategic markets. I think local students are more important.

Strategy 3: Advertise With Partners; AACC Web And Print; Hobson’s Web And Print

Yes 13 59.09% No 9 40.91%

Very Important 2 10.53% Important 4 21.05% Somewhat Important 7 36.84% Not Important 6 31.58%

Strategy 4: Participate In Recruitment Fairs; AACC For Latin America And Asia; AACRAO For Caribbean Fair

Yes 17 77.27% No 5 22.73%

Very Important 3 14.29% Important 6 28.57% Somewhat Important 9 42.86% Not Important 3 14.29%

I have never seen any data on the effectiveness of fairs such as these, but maybe we need to for the PR value alone.

Strategy 5: Partner With Other Community Colleges In Other Countries ­ Example: A Sister City, For Community College Of Philadelphia A Sister College In Another Country; Offer Exchange Trips With Current Students Between The Colleges; Target Small Caribbean Colleges; Market To Their Students

Yes 15 68.18% No 7 31.82%

Very Important 3 14.29% Important 3 14.29% Somewhat Important 7 33.33% Not Important 8 38.10%

We have done this on a limited basis with limited success. This takes a lot of work to pull off and we do not, I believe, have the staff or resources to make this happen.

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Community College of Philadelphia

Brand And Positioning Plan

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Introduction Community College of Philadelphia is in a position similar to many community colleges in urban areas: a market crowded with several institutions of higher learning, some with prestigious— almost Ivy League— status, competing for reputation and resources. Also, like many community colleges, Community College of Philadelphia serves the largest and broadest population base in its market. It is the largest institution of higher learning in Philadelphia and serves as the largest single entry point into higher education for minorities in Pennsylvania.

There are other existing market factors with the potential to affect the long­term health of Community College of Philadelphia. College credit enrollments are fluctuating. Competition for adult students in the market is becoming fierce as other institutions in Philadelphia offer online, accelerated and weekend programs to meet the needs of adult students traditionally served by the community college. Institutional funding is a concern as well. The state funding formula for community colleges in Pennsylvania is no longer based on full­time equivalency. Following a significant revenue shortfall in 2004, the largest tuition and fee increase in the College’s history was imposed in 2004­05. This sends mixed messages to the market. One common market perception in education is that higher cost equals quality, although it will take time to measure whether or not that perception shift occurs. There is also great risk of alienating the market whose perceptions about the College are based on affordability and access. As college administrators and community leaders explore external fundraising options, the College’s reputation and image in the community needs to be more clearly understood and communicated to support these efforts.

According to the market assessment conducted in fall 2005 by CLARUS Corporation, external audiences equate community colleges overall with two primary traits: affordability and convenience. One troubling concept that surfaced throughout the study is the prevailing perception that Community College of Philadelphia provides primarily remedial education. These concepts were echoed in the 2003 campaign planning study conducted by Schultz & Williams. The College has a much richer story to tell. Its mission is vital to the region and its economy, providing a productive and well­prepared workforce that supports the city’s cultural, political, economic and social infrastructure. It is time to claim pride and ownership in the College’s distinctive niche and make it work to its advantage in terms of defining its image and achieving institutional goals.

Carnegie Communications is Community College of Philadelphia’s creative partner in developing an integrated branding and marketing plan to support the goals of the College’s 2004­08 strategic plan. Carnegie’s recommendations are informed by recent research conducted by CLARUS Corporation. CLARUS conducted external market assessments which measured perceptions related to strategic marketing issues among four key audiences: potential donors, business and industry, community and students. Discussion of the research results with College trustees, the Foundation board and at an all­college meeting provided additional feedback. In addition, Carnegie conducted a series of internal workshops to identify branding attributes held by faculty and staff. In total, the discovery and research process encompassed:

Review of existing operational and marketing plans

Review of current marketing materials Analysis of recent market research

Internal discovery with hundreds of the College’s trustees, academic and administrative leadership, faculty and staff, plus the Foundation board

The brand and positioning plan lays the foundation for Community College of Philadelphia’s future marketing efforts. Successful marketing strategies communicate simple key messages in an integrated and consistent way so target audiences begin to develop brand associations with the product or service and respond to calls to action (enroll, support, give, advocate, etc.). Audiences are more apt to respond to calls to action because they connect with the difference offered by the brand. Community College of Philadelphia’s competitive advantage

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is described in the positioning statement and supporting key messages outlined in this plan. These elements differentiate the College from other institutions of higher education in the Philadelphia market and need to be emphasized and integrated consistently throughout all marketing communications to solidify the College’s brand and overall image.

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Defining The Community College Of Philadelphia Brand Introduction The development and articulation of a college brand is a complex process. It is a living, breathing combination of external perception, internal aspiration and operational reality. The positioning statement is the most concise expression of the institution’s competitive advantage (what it does differently in its market than others). It is a sum total of the College’s mission, vision and strategic goals, informed by external and internal research that identifies attributes, strengths and misperceptions meaningful to the College’s key audiences. The positioning statement is an internal marketing mission statement that guides strategy, messages and execution. The set of key messages which follow the positioning statement show how the College’s brand will be translated to different audiences. The brand is fully expressed in communication materials in both words and pictures, which also are tailored to each audience. It is the sum total of these communications over time which will begin to shape the desired perception of Community College of Philadelphia.

Within an overall institutional brand are special programs that can make the case for a sub­brand identity. These programs must show they have a significantly different audience, product or service than the parent brand. In colleges, these sub­brands usually include (but are not limited to) athletics, some academic programs or schools, corporate training, the alumni association and academic research centers or institutes. The key is to develop an identity that appeals to the specific marketplace while retaining the overall look and tone of the family/parent brand.

Research & Observations Carnegie’s process of defining a brand and creating a plan to weave that brand into the fabric of Community College of Philadelphia’s culture and marketing strategy has been informed by:

A review of current institutional planning documents and marketingmaterials, including the College’s strategic plan (2004­2008), 2005 president’s report, economic impact reports, enrollment management plan, admissions recruitment plan, technology plan; revenue plan, and the outline of the College’s academic plan; the Center for Business and Industry business plan; and the Foundation’s campaign planning study

An external market assessment (CLARUS Corporation, fall 2005)

Meeting minutes of the ad hoc committee on enhancing the image of the college (Nov. 18 & Dec.19, 2005)

Individual conversations with a number of College trustees and Foundation board members (CLARUS Corporation, Nov. 2005) Discussions with College cabinet (Jan. 4 & 5, 2006)

An internal discovery visit involving 50 members of the College’s faculty, staff, and administrative and academic leadership (Jan. 13, 2006)

Mission, Vision, Goals And Planning A successful branding and marketing strategy is mission­and vision­driven. Community College of Philadelphia’s mission and vision statements outline several key principles that serve as important guideposts for a clearly articulated branding strategy. These elements represent the internal consensus of the essence of the experience provided by Community College of Philadelphia. Relevant phrases include:

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“open­admission” – access to higher education ‘for all who may benefit’ is the heart of the College’s purpose

“coherent foundation for college transfer, employment, and life­long learning” – this speaks to how the College achieves successful outcomes and is echoed throughout the vision statement: ‘facilitate student preparation for the baccalaureate experience,’ ‘prepare students to meet current and evolving labor market needs,’ ‘prepare students for more advanced educational and training opportunities,’ ‘meet the needs of employers and emergent workforce development initiatives,’ and ‘enhance and encourage individual growth and development’

“serves Philadelphia” – inherent is the College’s commitment to serving a culturally and intellectually diverse, urban population of ‘students from a wide range of ages and backgrounds;’ also important is the contribution of the College’s students and graduates to the city’s economic infrastructure; the College provides an essential service worthy of individual and corporate financial support

The College’s six core values also support these principles and further set the stage for developing brand messages that reflect their importance to the College’s culture:

Integrity

Academic excellence Diversity

Commitment to teaching and learning

Communications Respect

Institutional goals and planning should also drive branding and marketing. The 2004­08 strategic plan is organized into three broad areas: quality and accountability, enrollment management and restructuring for the future. Each of these strategic directions affects the College’s brand and issues marching orders to those who must implement brand and marketing strategy:

Quality and accountabilitywill have the biggest effect on current students’ experience, faculty and staff satisfaction, and external stakeholder satisfaction with student outcomes (i.e., prepared employees or accepted transfer students).

Effective enrollment management includes communication of promises to prospective students and overall image­building in the community.

Restructuring opens up possibilities for better integration and cooperation across traditional academic and administrative silos for consistent brand communication and marketing implementation.

In several of the existing planning documents, the concept of brand language is discussed and even articulated with some specificity. Many of these strengths were reinforced during Carnegie’s discovery research, and are reflected in the recommended positioning and key benefit/message statements:

From the request for information issued by marketing and government relations – the five key branding elements from research in the 1990’s:

v Balance of transfer and career education v Location

v Institutional presence (recognized, historical buildings) v Affordability

v Open admissions

(Note: Market research conducted in 2000 affirmed these attributes. The ad hoc committee on College image outlined attributes the College should aspire to own within five years, building upon this list.) From the admissions and enrollment management plans, the four cornerstones of the College’s brand:

v Quality – program quality is competitive with most local four­year programs

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v Affordability – the most affordable choice available to local residents

v Convenience –more than 60 credit programs; extended day and weekend offerings; distance learning; locations throughout the city

v Success – transfer to four­year institutions; securing gainful employment

Research Findings

CLARUS’Community Scan offers information about community colleges in general and Community College of Philadelphia specifically. The two prevailing attributes assigned strongly to community colleges are convenience and affordability. Community colleges are also assigned, but not rated highly on, career skills, remedial skills, technical training, preparing the unemployed, individual attention and online education. Attributes that are assigned by the public to four­year colleges and universities (but are claimed by Community College of Philadelphia’s faculty and staff) include high­quality instruction, overall academic quality, preparing students for the future, services for students and up­to­date curriculum. The perception bias against community colleges as a whole must be considered as part of the message strategy for Community College of Philadelphia.

Similar perceptions are held about Community College of Philadelphia. Words most commonly assigned to the College include convenient, good, okay and cheap. Respondents most strongly agreed with the following statements related to the College:

v Ethnically diverse student population

v Majority of credits will transfer v Convenient locations

v Up­to­date on technology and course delivery v Would attend if offered accelerated courses and programs

v Familiar with programs and services

v Mission deserves support v Faculty have advanced degrees and are current in their fields

v Courses/classes up to date

v Teaches skills to get a job

The CLARUS Student Scan identifies several areas of concern related to authentic branding messages. Students rate the College highly on affordability and transferability. Campus facilities (specifically parking, security, the student life building and vending machines) receive an average rating. Every aspect related to customer service, support services, instruction and student activities rated below average. There is a large disconnect between what faculty and staff name as key strengths of the institution (see “internal discovery” below) and what students report as their experience. A shift in internal culture to one that values and demonstrates customer service and can document excellence is critical to the acceptance by students of branding messages related to quality and support.

The CLARUSEmployer Scan shows that employers hold many of the same perceptions as the general public in terms of comparing community colleges to four­year institutions. In addition to convenience and affordability as community college strengths, providing career skills for the employed, remedial education and preparing the unemployed for work also rate highly as community college traits. To a lesser extent, employers think of community colleges as sources of employees and places that provide individual attention and technical training for jobs. Employers are most likely to use Community College of Philadelphia as a source of employees. Nearly half of the companies surveyed sent employees to classes at Community College of Philadelphia.

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A campaign planning study conducted in 2003 by Schultz & Williams, Inc. found that Community College of Philadelphia is equated by campaign prospects and community leaders with accessibility, diversity and affordability. Many of those interviewed stressed the important role the College plays in the community, but cited a lack of visibility about the College’s contributions to improving the overall quality of life in the city. Other distinctive attributes included the College’s large enrollment, its job­oriented curriculum and the remedial education it provides to those who need additional preparation. This group of leaders thought of the College as a “springboard for people who don’t know what they want to do or who want to transition to a new career.” This group also was divided on whether or not the College should position itself as “the city’s college.” Some argued this could upgrade the College’s image, while others preferred the College to be separated from the city’s “political machine” and the public school system.

Internal Discovery

Carnegie facilitated discussions with six groups of faculty, staff, and academic and administrative leadership, segmented primarily by the external audience to whom they market:

v Enrollment management v Institutional advancement

v Youth markets v Business and Industry

v Adult markets

v Distance education

Each group identified a list of adjectives and/or phrases that best describe the College. In addition, the groups identified and prioritized the College’s key strengths and listed common misperceptions that this new brand image should seek to erase. There were two primary lines of discussion:

A negative outlook toward the process and bureaucracy associated with enrolling students and conducting College business (this frustration appears to get conveyed externally)

A consistent, collective sense of the strengths of the College (even if some of these strengths conflict with what students perceive in terms of support services and quality instruction, according to CLARUS’ Student Scan)

The first issue speaks to the power the internal culture has to influence the brand as well as the importance of brand delivery and consistency throughout the operational cycle of the institution. Branding is words and deeds. The second issue begins to give us the framework for authentic and aspirational messages, which are then weighed against external perceptions.

Participants were asked to generate a list ofwords and adjectives that describe Community College of Philadelphia. These qualities were named by three or more groups: v Diverse (mentioned by 5 of 6 groups)

v Complex (mentioned by 5 of 6 groups) v Caring

v Convenient

v Miscommunication v Confusing

v Affordable v Challenging

v Gateway v Quality

v Value

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v Strong/unique programs v Accessible

v Student­focused

Other words/phrases named by two groups: opportunity, stepping stone, intimate, family­oriented, surprising, strong foundation, hidden, essential, big, successful.

Participants were asked to generate a list of thedefining strengths of the College. Common themes which emerged include:

Excellent faculty – high­level, personalized instruction; an exclusive focus on teaching; no layers between faculty and students; dedicated to College’s mission

Supportive, nurturing environment – individual attention; small classes; student­oriented; low instructor­student ratio; excellent learning support services (a range for all programs)

Broad range of programs/choices – current program mix balances what the College offers with who it serves; some unique programs in market; lifespan of learning opportunities

Successful graduates – extraordinary student accomplishment plus meaningful, every day success stories of changed and improved lives

Locations – in all regions of city (Center City plus four regional centers and 50 on­site locations); “in the fabric of city”

Accessibility, opportunity for open admissions – nearly universal access to post­secondary education; locations part of access; entry for those who need it most

Fluidity to next step – “a launching pad for life,” academic and career pathways; prepare students well for transfer (articulation agreements, dual admittance)

Remedial preparation for college learning/environment –meet needs of students at all levels of preparation or academic rigor

Quality – evidenced by successful alumni, employer satisfaction, faculty accomplishments and four­ year schools’ acceptance of students

Convenient – locations; easy access to support services; support working students

Diversity – of people, ideas, courses, students, connections, partnerships/alliances

Finally, participants were asked about themisperceptions in the marketplace about Community College of Philadelphia. Repetitive themes include:

“The 13 th grade” (mentioned by every group)

Lack of ‘traditional’ college experiences, amenities and benefits (student life, athletics, qualified teachers, challenging academics, technology, not quality experience)

A sense of invisibility (people don’t know good or bad things about the College; not viewed as a resource)

Affordable = cheap = poor education

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Positioning Statement A good positioning statement is authentic and slightly aspirational. It describes the essence of the organization but also gives it something to live up to. It emphasizes the College’s current strengths and brand associations in a way that is bold and unapologetic, but not boastful. It is a ‘marketing mission statement’ of sorts, providing a clear description of the College’s distinctive strengths and offerings and serving as an internal tool to guide marketing efforts. This is not an external theme or tag line. Although it is not meant to be communicated word­for­word, the concepts and ideas in the statement shape the messages that are communicated externally. It is related to the mission and vision of the entire institution because it states what the College will deliver to its constituents. The positioning statement seeks to define the institution’s competitive advantage as clearly and concisely as possible. It allows you to say, “This is what we do better than other institutions in our market.”

The research and observations described above were used to develop this positioning statement for Community College of Philadelphia. This positioning must be understood, embraced and reinforced by everyone who develops and executes marketing strategies directed at Community College of Philadelphia’s most important internal and external constituents. Our recommendation for competitive positioning for Community College of Philadelphia is:

Community College of Philadelphia provides the broadest access to high­quality, relevant post­secondary education and training for Philadelphians seeking transition to baccalaureate­level education, career entry or progression, or through lifelong learning.

Each concept and idea appearing in the positioning statement was carefully chosen to reflect and represent key research findings.

The broadest access– Community College of Philadelphia is an open­admissions institution that has served the equivalent of more than a third of the population of the city of Philadelphia.

High­quality, relevant post­secondary education and training– The academic and training curriculum are current, challenging and of the same quality as other institutions of higher education. This is not an extension of high school, but an advanced educational experience.

Philadelphians – This defines the primary market geographically and takes into account the wide range of age, race, characteristics, motivations and needs of the student body. This College serves all Philadelphians.

Transition– The College provides the pathway to the desired outcome, whether transferring to a baccalaureate­granting institution, entering or advancing in the workforce, or seeking personal growth or development.

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Key Strengths/Messages The key messages that derive from the positioning statement describe current truths about the College or represent attributes the College is working aggressively to embody in the near future. They emphasize characteristics that are unique to the College, either individually or in combination, and should establish the core marketing messages the College will promote through all communications for a five­to­seven­year period, perhaps longer.

These messages offer structure and guidance to anyone who describes Community College of Philadelphia in speeches, presentations, advertising and brochure copy, publicity and press releases, sales meetings or in one­ on­one conversations with prospective students. They can be used verbatim or paraphrased to capture the key concept within each statement.

Community College of Philadelphia prepares you for transitions, whether educational, career or personal.Helping students transfer to the next phase of their lives is the College’s biggest strength. This idea matters to every key audience, including potential donors who will be focused on outcomes as a reason for giving. The College rates high among all audiences on “transferability” of credits to four­year institutions, and boasts transfer agreements and dual­enrollment agreements with several major four­year colleges and universities. More than 50% of the College’s students transfer to a four­year institution within one year of attending Community College of Philadelphia. Associate degrees in more than 70 programs help students enter the workforce or advance their careers. The Center for Business and Industry serves employers in the area with credit and degree programs that help employees earn certification or career advancement. Student success comes in all forms, from overcoming adversity to attend college later in life, to changing careers after an economic downturn, to extraordinary accomplishments of former students who go on to earn doctorate degrees.

Community College of Philadelphia offers high­quality education and instruction.A message of quality will not only be attractive to students who want to know their education at the College will transfer to a four­year school or result in a job, but also to employers and employees who seek specialized training to remain competitive at work or in the marketplace. The more the College emphasizes this message with quantitative and qualitative examples, the more it will impact the community’s perception of the College. Faculty have advanced degrees and experience in their fields and focus exclusively on teaching. They also are renowned scholars and consultants, enriching the city’s cultural and intellectual lives. The program mix is relevant and current to today’s economy, boasts several unique programs, and features an up­to­date, challenging curriculum. Business and industry programming is designed to respond to market needs, offering real­time topics of interest and relevance to Philadelphia employers. The College’s four­year partners welcome its graduates (62,932 in the last decade). Dual admissions programs with area colleges and universities allow for a seamless transition to a four­year institution. The College recently launched its first honors degree, an A.A. in Liberal Arts.

Community College of Philadelphia offers the broadest access to post­secondary education.Affordability and convenience– two traits already ‘owned’ by the College according to the research – are the hallmarks of its open access mission. To encourage students to take advantage of that access, the College offers a variety of locations, schedules and delivery methods. The diversity of the student body proves the College is reflective of its large, urban environment and lives its mission of open access to higher education for all who may benefit. It is the largest institution of higher learning in Philadelphia and the largest single entry point to higher education for minorities in Pennsylvania. The College has served more than half a million students since opening in 1946, nearly one­third the current population of Philadelphia.

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Community College of Philadelphia provides a supportive environment to help you achieve your educational, career and personal goals.Although this message was not embraced by students in the research, faculty and staff take great pride in their commitment to providing a nurturing, supportive environment. Certainly this strength needs to be touted, but only after the discrepancy in perception is investigated and resolved internally to ensure this important promise is being delivered to the satisfaction of the students who use these services. Examples cited include: the personal attention students receive from faculty and staff in small classes with low instructor­student ratios; the access students have to educational support services for all academic programs and all levels of academic preparedness; and appropriate access to up­to­date facilities and technology meet teaching and learning needs.

Community College of Philadelphia is an economic engine of the city. If Philadelphia enjoys “brain gain” among young, creative workers, this college is one of the reasons. Students and alumni are embedded throughout the city’s workforce and economy. An overwhelmingmajority of students work in Philadelphia while they attend college and remain in Philadelphia after transferring to a four­year institution or entering the workforce. Nearly 79% of former students were employed in Philadelphia within one year of leaving the College. The majority of students who transfer to four­year institutions do so within the Philadelphia region. A total of 12,568 jobs are directly or indirectly attributable to the College, according to the College’s most recent economic impact report. This message reinforces the vital contribution Community College of Philadelphia makes to the overall quality of life in the region, a compelling message for continuing support of the College from potential donors, strategic partners and community and government leaders.

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Creative Concepts A creative concept is simply a memorable translation of an institution’s mission and positioning statement. It should convey a college’s key strengths and competitive advantage or risk diluting the brand position. It needs visual imagery (photos, graphic elements, etc.) and text to make it meaningful to different audiences. The concepts proposed for Community College of Philadelphia support the need for overall awareness in the market. Both concepts are oriented to a clearmarket position and reflect the College’s key strengths as outlined in the brand plan and positioning statement.

The Path to Possibilities.

This concept states what Community College of Philadelphia is … the educational means to something meaningful, better or useful to the consumer. It has an aspirational tone, which reflects the college’s mission of broad access and service to all who may benefit. “Path” alludes to the College’s role in the student’s educational journey. “Possibilities” allows the reader to use his or her imagination and envision the opportunities that lie ahead. Through images and words, the College is able to define the possibilities in terms of each market segment: a university degree, a new job or career, a promotion, a new skill or personal enrichment, or a lasting legacy for donors, for example.

Advancing Lives.

This concept states what Community College of Philadelphia does … improves the lives of those it serves. By using a form of the verb “advance,” this concept also portrays the college as the conduit to the consumer’s desired outcome. “Advancing” can allude to transferring to a four­year college or university, moving into the workforce, moving up in one’s field or organization, gaining a competitive advantage in an industry, enabling a student’s dream, or simply becoming a more educated or enriched person. It has a very personal tone to it, and is best illustrated with individual stories and faces.

Tombstones

A ‘tombstone’ is used when communicating with the media, primarily at the end of a press release to give reporters an accurate and approved description of the College. Other uses include institutional identification at the end of a radio or television commercial or on a print ad or printed publication. Also referred to as an ‘elevator speech,’ this language is helpful in everyday conversation. These statements can be used partially or in full to give accurate and succinct descriptors of the College.

To close press releases

Since 1964, Community College of Philadelphia has prepared Philadelphians for educational, career and personal transitions by providing open access to higher education. Offering 70 associate degree programs, 701 credit courses and direct corporate educational services, the College creates a path to a bachelor’s degree, career entry or advancement and personal enrichment. Community College of Philadelphia serves 43,000 students on its main campus in Center City, four regional centers and more than 50 onsite locations. Visit www.ccp.edu for more information.

To close print advertising copy

Community College of Philadelphia prepares students for an educational, career or personal transition by offering a path to a four­year degree, career entry or advancement, or personal enrichment. www.ccp.edu

To close broadcast advertising copy

Community College of Philadelphia. Offering Philadelphians a path to four­year degrees, career entry or advancement and personal enrichment since 1946. www.ccp.edu

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Community College of Philadelphia

Marketing Strategies

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Current Students Messages Targeted communications should address the needs and interests of the current student audience while still operating under the umbrella of the College positioning statement. Strengths should be prioritized and emphasized through copy and visual elements. Following is an outline of prioritized messages for the current student market, an appropriate translation of each strength (offering even more key phrases and words that might be used in descriptive copy) and the types of evidence/examples that should be offered to support each message.

The desired outcomes for the current students: retention, satisfaction, image

First key message: Transitions

Translation: A Community College of Philadelphia education is the pathway to a four­year degree, entry into the workforce, a promotion or new career, a new skill or personal enrichment.

Supporting evidence: student background/motivation stories; successful alumni profiles; satisfaction of four­year partners; dual admissions programs with area colleges and universities; graduation/employment statistics

Second key message: supportive environment

Translation: Faculty and staff take great pride in providing a supportive, nurturing environment that ensures student success.

Supporting evidence: personal attention students receive from faculty and staff; small classes with low instructor­student ratios; the access students have to educational support services for all academic programs and all levels of academic preparedness; up­to­date facilities and technology

Third key message: high­quality

Translation: Experienced faculty who focus on teaching and the College’s relevant program mix assure a challenging, high­quality academic experience.

Supporting evidence: Faculty credentials (advanced degrees, industry experience; scholarly activities) and profiles; program mix, including several unique programs and an honors degree; an up­to­date, challenging curriculum; real­time and customized programming offered to Philadelphia employers

Fourth key message: broad access

Translation: Community College of Philadelphia offers the greatest access to higher education for Philadelphians.

Supporting evidence: the variety of locations, schedules and delivery methods; student body demographics; college size and scope (the largest institution of higher learning in Philadelphia and the largest single entry point to higher education for minorities in Pennsylvania)

Fifth key message: economic engine

Translation: Community College of Philadelphia and its students, employees and graduates are vital contributors to Philadelphia’s economy and quality of life.

Supporting evidence: jobs (12,568, directly or indirectly) attributable to the College; alumni and student employment statistics; number of students and companies served by the College; other economic development statistics

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Strategies Marketing strategies have been solidified for the current students for the Community College of Philadelphia based on the information reviewed from the Customer Service Scan and the Student Scan. The strategies were then evaluated by the College marketing committee for importance and inclusion in the final marketing plan. Included in the plan are the specific market strategies for the current student segment which will include the following information for each strategy:

• Strategy – a description of the market strategy to be used to influence the market

• Description of the target market

• Message and suggested media for the target market

• Quantitative benchmarks for the strategy

• Method to measure the success of the strategy

• Time frames

• Budget impact

• Responsibility

Measurement methods will be devised for each of the strategies based on the internal data collection capabilities of the College so that they can continue to update the plan over the next few years and measure the success.

For the marketing strategies to be successful, all of the following prerequisites have to be operational prior to full­scale implementation of the marketing strategies:

• Implementation of the Banner Recruitment Module or comparable database driven inquiry response system

• Response systems and materials have been written to respond to inquires

• Marketing materials have been developed and are printed; four­color printer has been installed to develop individual marketing sheets and materials

• Online request form is operational

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STRATEGY: CURRENT STUDENTS Strategy 1: Develop A Direct Marketing Strategy To Increase Attendance At Student Orientation; New Formats Developed ­ Modules, Online, Weekend, Evening; Use E­Mail, Cell Phone Reminders And Direct Mail With Telephone Follow­Up To Encourage Attendance

Target Market: Students completing application, testing and registration process; potential students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Web, Direct Mail, Phone Follow­up Benchmark: Increased participation in orientation sessions/activities Measurement Method:

Number of participating students, number of students enrolled and retained at the College

Time Frame: Development beginning Fall 2006 Budget: Funds needed to develop online orientation, ongoing maintenance, personnel to

facilitate orientation sessions and follow­up Responsibility: Office of Student Life/ Student Affairs

STRATEGY: CURRENT STUDENTS Strategy 2: Create A Postcard Teaser Direct Mail Campaign To Mail To Undecided Students; Send During Mid­Semester; Focus On Program Clusters ­ Introducing Programs Available At Community College Of Philadelphia; Four Or Five Postcards Sent In A Sequence Introducing Students To Program Clusters

Target Market: Undecided enrolled students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Postcard Mailing Benchmark: Increased enrollment in target programs Measurement Method:

Number of participating students, number of students enrolled and retained at the College

Time Frame: Development beginning Fall 2006 Budget: Funds needed for personnel to facilitate strategy Responsibility: Office of Student Life/ Student Affairs

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STRATEGY: CURRENT STUDENTS Strategy 3: Utilizing The Digital Technology, Send Information To Noncredit Attendees About Comparable Credit Classes Available In Upcoming Semester; Match Class List Attendees By Topic With Targeted Credit Classes For Potential Enrollment; Personalized Postcards, E­Mail Addresses If Possible

Target Market: Noncredit students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Postcards, Web, Direct Mail, E­Mail Benchmark: Increased enrollment of noncredit students in credit courses Measurement Method:

Number of noncredit students enrolling in credit courses

Time Frame: Beginning Fall 2006 Budget: Funds needed for personnel to facilitate strategy Responsibility: Office of Communications in collaboration with Student Life

STRATEGY: CURRENT STUDENTS Strategy 4. Direct Mail Campaign Aimed At Recent Students Who Attended Community College Of Philadelphia Without Completing (Or Failing); Attended In Last Three Years; Message Is Welcome Back – We Want You Back – With Registration Dates And Online Class Schedule Availability

Target Market: Previously enrolled students who left the College without completing or failing (last three years)

Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Direct Mail Campaign Benchmark: Re­enrollment of target student population Measurement Method:

Number of participating students, number of students enrolled and retained at the College

Time Frame: Beginning Fall 2006 Budget: To be determined in collaboration with the Office of Communications Responsibility: Office of Communications in collaboration with Division of Enrollment Services

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Donors Messages Targeted communications should address the needs and interests of the donors, alumni and friends while still operating under the umbrella of the College positioning statement. Strengths should be prioritized and emphasized through copy and visual elements. Following is an outline of prioritized messages for the donors, alumni and friends, an appropriate translation of each strength (offering even more key phrases and words that might be used in descriptive copy) and the types of evidence/examples that should be offered to support each message.

The desired outcomes for donors, alumni and friends: giving/support, participation, advocacy, image

First key message: transitions

Translation: Community College of Philadelphia is the pathway by which students and alumni advance their personal and professional lives.

Supporting evidence: Personal stories from students and graduates who have overcome adversity, changed careers, achieved extraordinary accomplishments or realized a personal dream; corporate success stories

Second key message: economic engine

Translation: Philadelphia’s economy, labor force and quality of life are enriched by the contributions of Community College of Philadelphia and its students, employees and alumni.

Supporting evidence: local workforce statistics; economic development/ impact statistics (jobs, dollars, etc.); impact of students who live and work in the city while attending college; faculty contributions to the intellectual and cultural life of the city (research, consulting, volunteer, scholarly works, etc.)

Third key message: broad access

Translation: More Philadelphians have access to higher and continuing education through Community College of Philadelphia than any other local institution.

Supporting evidence: student demographics (current and historical); mission

Fourth key message: high­quality

Translation: The quality of Community College of Philadelphia’s programs and faculty prepare students for a successful transition to a four­year college or university, or the workforce.

Supporting evidence: faculty credentials and profiles; unique and relevant programs; scholarship and research; outstanding student achievers; awards/recognition of faculty, students and programs

Fifth key message: supportive environment

Translation: The supportive, nurturing environment plays an important role in allowing students of all levels of academic preparedness to thrive and succeed.

Supporting evidence: faculty­student interactions; student­teacher ratio and class size; academic support services; up­to­date physical and technological facilities

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Strategies Marketing strategies have been solidified for the donors for the Community College of Philadelphia based on the information reviewed from the feasibility study shared by the Foundation and the information in the Community Scan and the Employer Scan. The strategies were then evaluated by the College marketing committee for importance and inclusion in the final marketing plan. Included in the plan are the specific market strategies for the donor segment which will include the following information for each strategy:

• Strategy – a description of the market strategy to be used to influence the market

• Description of the target market

• Message and suggested media for the target market

• Quantitative benchmarks for the strategy

• Method to measure the success of the strategy

• Time frames

• Budget impact

• Responsibility

Measurement methods will be devised for each of the strategies based on the internal data collection capabilities of the College so that they can continue to update the plan over the next few years and measure the success.

For the marketing strategies to be successful, all of the following prerequisites have to be operational prior to full­scale implementation of the marketing strategies:

• Implementation of the Path to Possibilities image campaign for the College and media campaign implementation

• Repositioning of the Corporate Solutions unit at the College with business and industry in the market

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STRATEGY: DONORS Strategy 1: Target Vendors For Sponsorship Of Fundraising Events; Create List; Develop Event; E­Mail And Direct Mail Solicitation For Support

Target Market: Vendors are segmented into categories based on their level of business with the College. For example, donors with business transactions of $10,000+ are given more attention and follow­up phone calls than a one­time vendor with business transaction of $500. There are approximately 139 vendors that are solicited by Institutional Advancement for the Foundation’s special events (i.e., race event and golf tournament). In addition, the office solicits WedNet clients as supplied by the Center for Business and Industry; this number is approximately 67 (2003­2004).

Message: Economic Engine and Broad Access

Media: Direct mail Benchmark: Increased vendor support each fiscal year Measurement Method:

Increase in dollars of vendor support/sponsorships Increase in sponsorship level for vendors

Time Frame: The Office of Institutional Advancement has been soliciting the College’s vendors since 1997. Solicitations are usually mailed twice a year in addition to follow­up phone calls

Budget: $0 – Internal staff Responsibility: Director of Development and Fundraising Events, VP for Institutional Advancement,

and Director for Institutional Advancement

STRATEGY: DONORS Strategy 2: Create Glossy Community College Of Philadelphia Magazine; Utilize A Theme For Each Issue; Information On Business Partners; Information On Successful Alumni, Major Donors, Gifts, News And Updates Included In Each Edition

Target Market: Donors and Potential Donors, Friends, Corporate Sector, Alumni Message: Economic Engine, High­quality, Transitions, Broad Access

Media: Direct mail, personal visits Benchmark: Number of people reached

Number of College areas highlighted to increase visibility Program enrollments in targeted areas

Measurement Method:

Increased gifts, support, sponsorship, etc. with people and businesses on the targeted mailing list

Time Frame: First issue targeted for Fall 2006, second issue targeted for Spring 2007 Budget: To be determined in collaboration with the Office of Communications Responsibility: Office of Communications, Office of Institutional Advancement, Center for Business and

Industry

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STRATEGY: DONORS Strategy 3: Create An Interactive Alumni Web Site On Community College Of Philadelphia Site; Create Web Site; Develop Direct Mail Campaign To 35,000 Alumni To Visit New Web Site; Information Can Be Updated, Participation In Events, Etc. Can Be Solicited; Sign Up For Information

Target Market: Alumni of Community College of Philadelphia Message: Supportive Environment, Transitions, Economic Engine

Media: Electronic Benchmark: Number of members of the Lifetime Alumni Association

Number of Alumni Donors Number of “hits” on theWeb site Number of alumni utilizing the online membership application, online annual fund giving, and online event registration (Set the Pace to Educate “race” event)

Measurement Method:

The Office tracks the number of Lifetime Alumni members, as well as the number of alumni donors (and dollar amounts). We will track the increases in both of these areas.

Time Frame: Revised alumni Web page should be ready in September 2006. The interactive online community (via the portal) will be ready late Fall 2006. Meetings are currently being held to discuss the “Alumni Tab” to be developed in the portal, as well as the number of channels. The “online community” will need to be tested with a pilot group (2006 graduating class) before driving all alumni to the portal. In addition, staff need to be trained to use software (Contribute) in order to edit and update the information.

Budget: Funds for postcard mailing announcing newWeb page Responsibility: VP of Institutional Advancement, Coordinator of Alumni Relations, Director of Annual

Fund and Corporate Relations (assistance from IT for portal is necessary)

STRATEGY: DONORS Strategy 4: Marketing Campaign To Alumni Within Three Months Of Graduation; Direct To Web Site Or E­ Mail; Introduce To Web Site; Update Information

Target Market: New Alumni (specifically the new graduating class) Message: Transitions, Economic Engine, Supportive Environment

Media: Direct mail, electronic Benchmark: Number of graduates joining the Alumni Association or accessing the alumni Web

page/ online community Measurement Method:

Track the number of graduates joining the alumni association (currently there are 1,701 members)

Time Frame: Letters are sent every summer from the Alumni Association President since 2002. The previous letter was mailed in June 2006 to 1,581 graduates; to date 67 have joined the alumni association.

Budget: $0 – Internal staff Responsibility: Coordinator of Alumni Relations

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Youth Market Messages Targeted communications should address the needs and interests of the youth audience while still operating under the umbrella of the College positioning statement. Strengths should be prioritized and emphasized through copy and visual elements. Following is an outline of prioritized messages for the youth market, an appropriate translation of each of the strengths (offering even more key phrases and words that might be used in descriptive copy) and the types of evidence/examples that should be offered to support each message.

The desired outcomes for youth market: enrollment, image

First key message: transitions

Translation: A Community College of Philadelphia education offers a pathway to transfer successfully to a four­year college or university, or into the workforce.

Supporting evidence: transfer agreements and dual enrollment agreements with several major four­ year colleges and universities; transfer statistics; workforce/employment statistics for associate­ degreed alumni; success/statistics of alumni after earning four­year degree

Second key message: supportive environment

Translation: Community College of Philadelphia’s supportive environment gives you the personal attention and educational tools necessary to succeed.

Supporting evidence: personal attention from/close relationships with faculty and staff; small classes with low instructor­student ratios; access to educational support services for all academic programs and all levels of academic preparedness; up­to­date facilities and technology

Third key message: high­quality

Translation: A focus on teaching and the College’s relevant program mix create a challenging academic experience that prepares students for a four­year college or university, or entry into the workforce.

Supporting evidence: More than 70 programs, some unique in the market; examples of classroom projects, scholarly research/activities and student/faculty awards/recognition; faculty credentials/experience; four­year partner satisfaction and acceptance; dual admissions programs

Fourth key message: broad access

Translation: Community College of Philadelphia makes earning a degree convenient to all students who may benefit.

Supporting evidence: variety of locations, schedules and delivery methods; student body demographics

Fifth key message: economic engine Translation: A Community College of Philadelphia degree is valued by local employers.

Supporting evidence: employment statistics; economic impact of a college degree (lifetime earning potential)

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Strategies Marketing strategies have been solidified for the youth market for the Community College of Philadelphia based on the information reviewed from the Community scan, the Current Student Scan and the Customer Service Scan. The strategies were then evaluated by the College marketing committee for importance and inclusion in the final marketing plan. Included in the plan are the specific market strategies for the youth segment which will include the following information for each strategy:

• Strategy – a description of the market strategy to be used to influence the market

• Description of the target market

• Message and suggested media for the target market

• Quantitative benchmarks for the strategy

• Method to measure the success of the strategy

• Time frames

• Budget impact

• Responsibility

Measurement methods will be devised for each of the strategies based on the internal data collection capabilities of the College so that they can continue to update the plan over the next few years and measure the success.

For the marketing strategies to be successful, all of the following prerequisites have to be operational prior to full­scale implementation of the marketing strategies:

• Implementation of the Banner Recruitment Module or comparable database driven inquiry response system

• Response systems and materials have been written to respond to inquires

• Marketing materials have been developed and are printed; four­color printer has been installed to develop individual marketing sheets and materials

• Online request form is operational

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STRATEGY: YOUTH MARKET Strategy 1: Develop A Guidance Counselor Web Site; Specific URL And Mouse Pads Developed For Giveaways With URL; Introduce Web Site At Annual Counselor Luncheon; News And Information; Request Information And Materials Be Sent

Target Market: Currently Enrolled High School Students via the Guidance Counselors in the service area

Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Electronic, Direct mail, General Advertising Benchmark: Increased participation of counselors, increased enrollment at the College of target high

school student population Measurement Method:

Track the number of participating counselors, track the number of graduating high school students enrolling into the College

Time Frame: Beginning Fall 2006 Budget: Funds needed for Web development, advertising, giveaways

Combination of internal staff and others to be determined in collaboration with the Office of Communications

Responsibility: Office of Communications in collaboration with Office of Admissions/ Student Affairs

STRATEGY: YOUTH MARKET Strategy 2: Update College Fair Recruitment Display And Materials; Interactive Video Display; New Materials Based On Brand; Creative Giveaways

Target Market: Currently Enrolled High School Students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Recruitment display and materials, interactive video display, promotional materials, giveaways

Benchmark: Increased participation of potential students, increased enrollment at the College of target high school student population

Measurement Method:

Number of participants at college fairs, track the number of graduating high school students enrolling into the College

Time Frame: Beginning Fall 2006 Budget: Funds for recruitment display and materials, interactive video display, promotional

materials, giveaways To be determined in collaboration with Office of Communications

Responsibility: Office of Communications in collaboration with Office of Admissions/ Student Affairs

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STRATEGY: YOUTH MARKET Strategy 3: Direct Mail Campaign Aimed At Freshmen Through Seniors; Postcards, High Energy; Pertinent Information For Each Year Regarding College And Community College Of Philadelphia; Invitation To Open Houses And Giveaways Of An I­Pod At Event

Target Market: Currently Enrolled High School Students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Direct mail Benchmark: Increased participation of students, increased enrollment at the College of target high

school student population Measurement Method:

Track the number of participating students, track the number of graduating high school students enrolling into the College

Time Frame: Beginning Spring 2007 Budget: Funds for direct mail campaign, advertising, giveaways, I­pods

To be determined in collaboration with Office of Communications Responsibility: Office of Admissions/ Student Affairs in collaboration with Office of Communications

STRATEGY: YOUTH MARKET Strategy 4: Purchase SAT/ PSAT Lists From Area And Direct Mail Campaign About Dual Admission With Temple University And Drexel University; URL For Information, Online Request Information And Follow­ Up With Phone Calls To Those Interested

Target Market: Currently Enrolled High School Students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Direct mail, electronic, phone Benchmark: Increased enrollment at the College of target high school student population Measurement Method:

Track the number of graduating high school students enrolling into the College resulting from strategy

Time Frame: Beginning Spring 2007 Budget: Funds for SAT/PSAT lists, mailings, development of online requests Responsibility: Office of Admissions/ Student Affairs

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STRATEGY: YOUTH MARKET Strategy 5: Create Bi­Annual Parent Newsletter; Direct Mail And E­Mail Options; Information About What Needs To Be Done In Fall And What In Spring For High School Students Interested In College; Pertinent Dates; Highlight Community College Of Philadelphia Programs In Newsletter

Target Market: Parents of Currently Enrolled High School Students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Direct mail, electronic Benchmark: Increased response of parents, increased enrollment at the College of target high

school student population Measurement Method:

Track the number of parent responses, track the number of graduating high school students enrolling into the College

Time Frame: Beginning Spring 2007 Budget: Funds needed for Newsletter development/printing, mailings Responsibility: Office of Admissions/ Student Affairs in collaboration with Office of Communications

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Adult Market Messages Targeted communications should address the needs and interests of the adult audience while still operating under the umbrella of the College positioning statement. Strengths should be prioritized and emphasized through copy and visual elements. Following is an outline of prioritized messages for the adult market, an appropriate translation of each strength (offering even more key phrases and words that might be used in descriptive copy) and the types of evidence/examples that should be offered to support each message.

The desired outcomes for adult market: enrollment, image

First key message: broad access

Translation: Community College of Philadelphia offers the most convenient options for earning a degree later in life.

Supporting evidence: variety of locations, schedules and delivery methods

Second key message: supportive environment

Translation: Supportive faculty, caring staff and access to educational support services help older students balance school with their busy lives.

Supporting evidence: personal relationships with faculty and staff; small classes with low instructor­ student ratios; educational support services; up­to­date facilities and technology

Third key message: transitions

Translation: Community College of Philadelphia is the pathway by which older students realize lifelong dreams that lead to an associate’s degree, a four­year degree, a new career or a new skill.

Supporting evidence: student/alumni testimonials (motivation and outcomes); employment statistics; transfer agreements and dual enrollment agreements with several major four­year colleges and universities

Fourth key message: high­quality

Translation: Experienced faculty who focus on teaching and the College’s relevant program mix create a challenging academic environment that prepares students for further education or the workforce.

Supporting evidence: Unique degree programs; faculty credentials/expertise; interesting classroom projects and scholarly activity and research; student/faculty/college awards

Fifth key message: economic engine

Translation: A Community College of Philadelphia degree is valued by local employers.

Supporting evidence: employment statistics; economic impact of a college degree (lifetime earning potential)

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Strategies Marketing strategies have been solidified for the adult market for the Community College of Philadelphia based on the information in the Community Scan and the Employer Scan. The strategies were then evaluated by the College marketing committee for importance and inclusion in the final marketing plan. Included in the plan are the specific market strategies for the adult segment which will include the following information for each strategy:

• Strategy – a description of the market strategy to be used to influence the market

• Description of the target market

• Message and suggested media for the target market

• Quantitative benchmarks for the strategy

• Method to measure the success of the strategy

• Time frames

• Budget impact

• Responsibility

Measurement methods will be devised for each of the strategies based on the internal data collection capabilities of the College so that they can continue to update the plan over the next few years and measure the success.

For the marketing strategies to be successful, all of the following prerequisites have to be operational prior to full­scale implementation of the marketing strategies:

• Implementation of the Banner Recruitment Module or comparable database driven inquiry response system

• Response systems and materials have been written to respond to inquires

• Marketing materials have been developed and are printed; four­color printer has been installed to develop individual marketing sheets and materials

• Online request form is operational

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STRATEGY: ADULT MARKET Strategy 1: New Program Development Geographic Information Systems, Computer Forensics, Health Science Management, Music Business And Technology; Specialized Events Created For Each New Programs; Example: Music Program Sponsors An American Idol And Winner Gets A CD Cut By Program

Target Market: Adults interested in career change, adults interested in target markets Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic

Engine

Media: Industry­specific publications, advertising, direct mailings, Web­based advertising Benchmark: Increased enrollment in target programs Measurement Method:

Number of applicants, number of applicants enrolling in programs, number of program completers

Time Frame: Beginning Spring 2007 Budget: Funds needed for publications and advertising

To be determined in collaboration with Office of Communications Responsibility: Office of Communications; Academic Affairs

STRATEGY: ADULT MARKET Strategy 2: Expand And Promote Evening And Weekend Programs; Offer All Courses In Alternative Formats

Evening College: Medical Coding Program And Medical Assisting And Promotion In Combinations With Health Partners Weekend College: Business And Liberal Arts And Direct Marketing To Employees With CBI

Target Market: Adults interested in career change, adults interested in target markets, currently enrolled students, CBI Employers

Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic Engine

Media: Industry­specific publications, advertising, direct mailings, Web­based advertising Benchmark: Increased enrollment in target programs Measurement Method:

Number of applicants, number of applicants enrolling in programs, number of program completers

Time Frame: Beginning Fall 2006 Budget: Funds needed for publications and advertising

To be determined in collaboration with Office of Communications Responsibility: Office of Communications; Academic Affairs

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STRATEGY: ADULT MARKET Strategy 3: Create A Marketing Campaign Aimed At Employed With Tuition Reimbursement; Multi­Media Campaign

Target Market: Adults interested in career change, adults interested in target markets Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic

Engine

Media: Industry­specific publications, advertising, direct mailings, Web­based advertising Benchmark: Increased enrollment in target programs Measurement Method:

Number of applicants, number of applicants enrolling in programs, number of program completers

Time Frame: Beginning Fall 2007 Budget: Funds needed for publications and advertising

To be determined in collaboration with Office of Communications Responsibility: Office of Communications; Academic Affairs in collaboration with Corporate Solutions

STRATEGY: ADULT MARKET Strategy 4: Explore How To Reach Lists Of Active Military And Veterans; Marketing Campaign

Target Market: Military and Veterans Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic

Engine

Media: Industry­specific publications, advertising, direct mailings, Web­based advertising Benchmark: Increased enrollment in target programs Measurement Method:

Number of applicants, number of applicants enrolling in programs, number of program completers

Time Frame: Beginning Spring 2007 Budget: Funds needed for publications and advertising

To be determined in collaboration with Office of Communications Responsibility: Office of Communications; Student Affairs Counselors

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STRATEGY: ADULT MARKET Strategy 5: Develop Program To Attract Adults To College Based On Technical Or Life Experience: CLEP Tests, Portfolio, Credit By Exam; Develop A Build Your Own Degree Program; Direct Marketing Of New Program And Event Using Live Radio Broadcast

Target Market: Adults interested in career change, adults interested in target markets Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic

Engine

Media: Industry­specific publications, advertising, direct mailings, Web­based advertising, live radio broadcast

Benchmark: Increased enrollment in target programs Measurement Method:

Number of applicants, number of applicants enrolling in programs, number of program completers

Time Frame: Beginning Fall 2007 Budget: Funds needed for publications and advertising

To be determined in collaboration with Office of Communications Responsibility: Office of Communications; Student Affairs; Academic Affairs

STRATEGY: ADULT MARKET Strategy 6: Develop A Career Focus Magazine For Community College Of Philadelphia ­All Targeted Zip Codes, Once Or Twice A Year; Focusing On Program Clusters ­ Examples Of Programs Offered At The College And Students Enrolled; Crossover Market To Employers As Well

Target Market: Adults interested in career change, adults interested in target markets Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic

Engine

Media: Direct mail Benchmark: Increased enrollment in target programs Measurement Method:

Number of applicants, number of applicants enrolling in programs, number of program completers

Time Frame: Beginning Fall 2006 Budget: Funds needed for publication and mailing

To be determined in collaboration with Office of Communications Responsibility: Office of Communications; Academic Affairs

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Business Market Messages Targeted communications should address the needs and interests of the business and industry audience while still operating under the umbrella of the College positioning statement. Strengths should be prioritized and emphasized through copy and visual elements. Following is an outline of prioritized messages for the business and industry market, an appropriate translation of each strength (offering even more key phrases and words that might be used in descriptive copy) and the types of evidence/examples that should be offered to support each message.

The desired outcomes for business and industry: individual employee enrollment, corporate education and training, giving/support, advocacy and image.

First key message: high­quality

Translation: The College’s Center for Business and Industry helps Philadelphia employers stay ahead of market and industry needs through real­time, customized education and training.

Supporting evidence: examples of customized and real­time programming; corporate testimonials; individual employee testimonials; corporate customer economic impact statistics (for example, improved productivity/efficiency following a course)

Second key message: transitions

Translation: The College’s corporate education and training offers a pathway for Philadelphia employers to capitalize on market or industry trends, and for their employees to earn career advancement through new skills and certification.

Supporting evidence: statistics and testimonials related to corporate growth, career advancement/promotion, etc.

Third key message: broad access

Translation: Employers of all sizes and from all industries benefit from the College’s ability to provide relevant, real­time programming.

Supporting evidence: CBI facilities; examples of on­site delivery; range of programming offered and companies served

Fourth key message: supportive environment

Translation: Corporate customers have dedicated facilities and staff, as well as customized programming, to meet their needs.

Supporting evidence: staff, facilities and technology dedicated to corporate education delivery

Fifth key message: economic engine

Translation: Community College of Philadelphia has helped Philadelphia employers of all sizes and from all industries grow and succeed.

Supporting evidence: financial/sales statistics of corporate customers; related economic development/impact statistics

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Strategies Marketing strategies have been solidified for the Center for Business and Industry for the Community College of Philadelphia based on the information reviewed from the initial Business Plan for the Center for Business and Industry and information gained from employers in the Employer Scan. The strategies were then evaluated by the College marketing committee for importance and inclusion in the final marketing plan. Included in the plan are the specific market strategies for the business and industry segment which will include the following information for each strategy:

• Strategy – a description of the market strategy to be used to influence the market

• Description of the target market

• Message and suggested media for the target market

• Quantitative benchmarks for the strategy

• Method to measure the success of the strategy

• Time frames

• Budget impact

• Responsibility

Measurement methods will be devised for each of the strategies based on the internal data collection capabilities of the College so that they can continue to update the plan over the next few years and measure the success.

Prerequisites For Success For the marketing strategies to be successful, all of the following prerequisites have to be operational prior to full­scale implementation of themarketing strategies:

• Contact management system has been purchased and is operational

• Response systems and materials have been written to respond to inquiries

• Marketing materials have been developed and are printed; four­color printer has been installed to develop individual marketing sheets and materials

• Web site has been revamped to match marketing materials; database is operational to allow for easy edit of classes

• Online request form is operational

• Online class registration for noncredit classes is operational

Below is an estimated outline of the activities which need to be completed prior to the successful implementation of the marketing strategies. For each area, a series of activities are outlined as well as the department which has the responsibility for the implementation, the number of weeks estimated for each activity and a target date for completion.

TASKS Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

CONTACT MANAGEMENT SYSTEM Contact Management System Purchased Information Technology Target date:

σ

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TASKS Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Variables needed in the database defined and created by Corporate Solutions Corporate Solutions Target date:

σ —— σ

Initial database purchased of employers in Philadelphia to populate the database Corporate Solutions Target date:

σ —— σ

Staff training on use of the database and current formats to be used in response and tracking inquiries; Collection of all current response letters and inquires Information Technology Corporate Solutions Target date:

σ —— σ

Current response letters and e­mails to client inquiries transferred to the new contact management system Corporate Solutions Target date:

σ

Development of additional marketing materials to send to clients when information is requested Marketing and Corporate Solutions Target date:

σ —— σ

MARKETING MATERIALS Development of initial marketing materials and response folder materials for visits Marketing Target date:

σ —— σ

Purchase of four­color printer Administration/ Marketing Target date:

σ

Development with marketing of additional four­ color response materials (postcards, flyers, etc.) for promotion of the services of Corporate Solutions to be sent in mass to the market after printer is installed Marketing Corporate Solutions Target date:

σ —— —— —— —— σ

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TASKS Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Selection of a mail house/ list company to assist in the development of the names and addresses for the direct mail campaigns to establish an ongoing relationship Corporate Solutions Target date:

σ

Marketing campaigns can begin after the printer is installed and operational Marketing Information Technology Target date:

σ

WEB SITE Corporate Solutions’ Web pages have to be redesigned to match their marketing materials and the five areas that are outlined in the new marketing materials; look and feel has to match Marketing Target Date:

σ —— —— —— —— σ

Classes offered by Corporate Solutions needs to be in an easily searchable database format with a backpack (shopping cart) to allow for ease in viewing Information Technology Target Date:

σ —— —— —— —— σ

ONLINE REQUEST FORM Development of the format and the information needed in the online request for information form; match the database developed in the contact management system Corporate Solutions Target Date:

σ —— σ

Programming of the contact management database to mesh with Contact Management System Information Technology Target Date:

σ —— σ

Web upload of the form to the Corporate Solutions Web site Marketing Target Date:

σ —— σ

ONLINE REGISTRATION Online noncredit registration brought live Information Technology Target Date:

σ —— σ

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STRATEGY: HOST CORPORATE SOLUTIONS SEMINARS Host two workforce development and/or corporate training­related seminars as key events to complement the marketing campaign for Corporate Solutions. Invite leaders in workforce development or corporate training issues as speakers. Include a luncheon. Format the day so that the participants have time for networking and for being exposed to Corporate Solutions team members to discuss on­site training opportunities. Publish an article in Transcripts after the sessions have been conducted.

Prerequisite: Contact Management System Target Market: Invite workforce development and/or corporate training professionals in

Philadelphia Message: Community College of Philadelphia can make a difference and help solve the

workforce development and/or corporate training issues facing the City’s employers

Media: Direct mail invitations and follow­up phone calls to the targeted lists Benchmark: Participation of a minimum of 25 employers per event Measurement Method:

Number of employers who contact Corporate Solutions within one year for assistance

Time Frame: Seminars to be held in April and May 2007 Budget: Marketing costs to be determined in consultation with Marketing Responsibility: Marketing: Develop marketing plan and costs including direct mail and e­mail

distribution; write articles for Transcripts Corporate Solutions: Work with Marketing to develop marketing plan and budget; plan events, contact speakers, conduct follow­up

STRATEGY: REGISTRATION AS A TRAINING PROVIDER There are several Chambers of Commerce in the City of Philadelphia. As noted earlier, the Community College of Philadelphia is a member of the organizations, but the Corporate Solutions unit has not taken advantage of listing its programs and services in the directories of these Chambers. For example, a search of the Greater Philadelphia Chamber of Commerce for providers of management training did not list the Community College of Philadelphia. The Corporate Solutions unit needs to develop a topical list of program areas in which it can assist employers – especially those noted by the employers for upcoming training needs in the Employer Scan – and register the keywords with all the Chambers for their online search directories for services.

Prerequisite: Contact Management System Online Contact Form

Target Market: All employers with Chamber of Commerce membership in the City of Philadelphia

Message: Community College of Philadelphia’s Corporate Solutions unit helps Philadelphia employers stay ahead of market and industry needs through real­time, customized education and training

Media: Online product and service providers for all the Philadelphia Chambers of Commerce

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STRATEGY: REGISTRATION AS A TRAINING PROVIDER There are several Chambers of Commerce in the City of Philadelphia. As noted earlier, the Community College of Philadelphia is a member of the organizations, but the Corporate Solutions unit has not taken advantage of listing its programs and services in the directories of these Chambers. For example, a search of the Greater Philadelphia Chamber of Commerce for providers of management training did not list the Community College of Philadelphia. The Corporate Solutions unit needs to develop a topical list of program areas in which it can assist employers – especially those noted by the employers for upcoming training needs in the Employer Scan – and register the keywords with all the Chambers for their online search directories for services.

Benchmark: Registration on 100% of the Chambers of Commerce directories allowing listings

Measurement Method:

Number of employers who log onto the College’s Web site from the Chambers of Commerce links and request information; online form will ask what the referral source was for the request for information Number of employers who request information who actually use the services of the College

Time Frame: December 2006: Develop the keywords to add to the online directories December 2006: Corporate Solutions will determine cost of registration, if applicable January 2007: Log online and fill out the information for the sites

Budget: Funding to support Chambers that charge a fee for this service; staff time to develop list and log onto the Web sites

Responsibility: Corporate Solutions Director of Contract Training: Assign personnel to develop keywords and assign personnel to fill out the information on the sites

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STRATEGY: REGISTER WITH BUSINESS MAGAZINES AND NEWSPAPERS AS A TRAINING PROVIDER Develop a list of Philadelphia business magazines and newspapers. Log onto the Web sites and register the Corporate Solutions unit at Community College of Philadelphia as a business resource and provider of education and training.

For example, the Philadelphia Business Journal allows for registration of services free on their Web site (see right).

Currently, when a business who uses the Philadelphia Business Journal’s site to search for a provider of corporate training, the Community College of Philadelphia does not even make the list (see right).

Prerequisite: Contact Management System Web Site Online Contact Form

Target Market: All employers in the City of Philadelphia and the surrounding metropolitan area who utilize the newspaper and magazine search engines to search for services in the City

Message: Employers of all sizes and from all industries benefit from the College’s Corporate Solutions unit’s ability to provide relevant, real­time programming

Media: Online newspaper and magazines with lists of providers of services to businesses and their search engines for businesses in the region

Benchmark: Registration on 100% of the Philadelphia newspapers and magazines with directories allowing listings

Measurement Method:

Number of employers who log onto the College’s Web site from the newspaper and magazine links and request information; online form will ask what the referral source was used for the request for information Number of employers who request information and who actually use the services of the College

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Time Frame: December 2006: Develop the list of newspapers and magazines to add to the online directories December 2006: Corporate Solutions will determine cost of registration, if applicable January 2007: Log online and fill out the information for the sites

Budget: Funding to support Philadelphia business magazines and newspapers that charge a fee for this service; staff time to develop list and log onto the Web sites

Responsibility: Corporate Solutions Director of Contract Training: Assign personnel to develop keywords and assign personnel to fill out the information on the sites

STRATEGY: CHAMBERS OF COMMERCE ADVERTISING The Chambers of Commerce in the City of Philadelphia offer advertising opportunities to businesses to promote the awareness of their services. Given that more employers are beginning to prefer online communications rather than direct mail, the Corporate Solutions unit should choose the Chambers of Commerce in the City and pay for sponsorship opportunities to increase the awareness of their services among the business community. Examples of potential sponsorships include the monthly e­mail newsletter to members for the Greater Philadelphia Chamber of Commerce.

The goal of this is to increase the awareness of the services offered by Corporate Solutions.

Prerequisite: Contact Management System Web Site Online Contact Form

Target Market: All employers with Chamber of Commerce memberships in the City of Philadelphia Message: Community College of Philadelphia’s Corporate Solutions unit helps Philadelphia

employers stay ahead of market and industry needs through real­time, customized education and training

Media: E­mail sponsorships hitting employers directly at their desk Benchmark: 100% penetration of the chamber members at their desk

Number of Chamber members newsletters are distributed to Measurement Method:

Number of employers who log onto the College’s Web site from the Chambers of Commerce links given the sponsorships; online form will ask what the referral source was for the request for information Number of employers who request information and who actually use the services of the College

Time Frame: December 2006: Define the list of Chambers to target for a sponsorship December 2006: Corporate Solutions will verify cost of sponsorships January 2007: Define the actual sponsorship event for each chamber Each quarter, sponsor an e­mail newsletter, etc. March 2007, June 2007, September 2007, December 2007 Develop the message for the newsletter sponsorship the month prior to the sponsorship Provide for an annual rotation

Budget: Staff time to develop list of Chambers and to determine appropriate sponsorship Assuming five Chambers of Commerce at $750 per sponsorship x 4 times a year = $15,000 (This figure is an estimate and needs to be verified by Corporate Solutions)

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Responsibility: Corporate Solutions Director of Contract Training: Explore sponsorship opportunities and follow­up with each to place message at appropriate time Marketing: Develop sponsorship messages

STRATEGY: STRATEGIC ADVERTISING The Philadelphia Business Journal and the Philadelphia Inquirer both are primary publications respected by businesses in Philadelphia. To provide instant credibility to the new marketing strategy and campaign for the Community College of Philadelphia’s Corporate Solutions unit, an advertising presence is needed. The advertisement in the Philadelphia Business Journal needs to coincide with Corporate Solutions events. The College needs to be present in the Business Focus section of the Philadelphia Inquirer.

The College needs to purchase a half or quarter page in the Philadelphia Business Journal and a one­eighth or quarter page in the Business Section of the Philadelphia Inquirer.

Prerequisite: Contact Management System Marketing Materials Web Site Online Contact Form

Target Market: All employers in Philadelphia Message: Community College of Philadelphia has helped Philadelphia employers of all sizes

and from all industries grow and succeed Media: Philadelphia Business Journal and Philadelphia Inquirer Benchmark: Number of employers subscribing to the Business Journal and receiving the

Philadelphia Inquirer Measurement Method:

Number of employers who request information within two weeks of the ads; online form will ask what the referral source was for the request for information Number of employers who request information and who actually use the services of the College

Time Frame: December 2006: Update Web Site December 2006: Create On­Line Contact Form December 2006: Develop Ads for Placement December 2006: Verify costs of ads January 2007: Place Ads January 2007: Create Online Noncredit Registration System January 2007: Develop Corporate College Marketing Piece January 2007: Develop Open Enrollment Marketing Piece

Budget: Staff time to develop message in collaboration with Marketing Philadelphia Business Journal: $2,500 Philadelphia Inquirer: $2,500 (The above costs are estimates that need to be verified by Marketing)

Responsibility: Corporate Solutions Director of Contract Training: work with Marketing to develop message Marketing: Develop ads, verify costs, and place the ads

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STRATEGY: ONLINE ADVERTISING The Philadelphia Inquirer offers an opportunity to place an ad in their e­mail newsletter. One of their Newsletter Opportunities includes the Inquirer Business Update. The Corporate Solutions unit should sponsor one of these newsletters at least once a quarter. The ad is featured in a contextual environment alongside relevant content of interest to your target audience – employers.

In addition, Google searches have become an effective way for businesses to search for providers of education and training. Corporate Solutions needs to invest in an online Google search sponsorship for any education and training searches for Philadelphia.

In this recent Google search for management training in Philadelphia, the Community College of Philadelphia is not any of the early listings, but Gibbs has a sponsored link immediately to the right of the search results.

Prerequisite: Contact Management System Marketing Materials Web Site Online Contact Form Online Registration

Target Market: All employers in the greater Philadelphia and surrounding metropolitan area searching for education or training sources online

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STRATEGY: ONLINE ADVERTISING Message: The College’s Corporate Solutions unit offers a pathway for Philadelphia

employers to capitalize on market or industry trends, and for their employees to earn career advancement through new skills and certification

Media: Google online sponsored link to the Corporate Solutions Web site Benchmark: Number of employers in Philadelphia Measurement Method:

Number of employers who link to the Web site from the Google sponsored site link and from the newsletters to businesses from the Inquirer who request information; online form will ask what the referral source was for the request for information Number of employers who request information and who actually use the services of the College

Time Frame: December 2006: Update Web Site December 2006: Create Online Contact Form January 2007: Develop Corporate College Marketing Piece January 2007: Develop Open Enrollment Marketing Piece January 2007: Create Online Noncredit Registration System January 2007: Develop Ads for Placement February 2007: Place Ads February 2007: Sponsor an Inquirer E­mail Newsletter February 2007: Sponsor a Google Training Link March 2007: Update Contact Management System Place the ads for February 2007 to run for a period of three months

Budget: Staff time to develop message in collaboration with Marketing Google: Cost to be determined by Marketing Philadelphia Inquirer Online: Cost to be determined by Marketing

Responsibility: Corporate Solutions Director of Contract Training: Work with Marketing to develop message Marketing: Develop the ads for placement, determine the costs, and place the ads

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STRATEGY: CORPORATE COLLEGE RECRUITMENT STRATEGY Utilizing the results of the Employer Scan, identify companies in Philadelphia with more than 500 employees who offer tuition reimbursement to their employees and are in an industry where continuing education is needed or strongly recommended. Arrange personal visits with the human resource managers of the companies to visit about conducting a marketing campaign aimed at their employees to encourage the use of tuition reimbursement.

Corporate Solutions will incorporate tuition reimbursement in all contacts with clients and make referrals to the admissions office as appropriate. Corporate College in cooperation with Marketing will develop a customized College/ Company direct mail flyer targeting specific courses or programs to the employees of specific companies. Allow the company to assist in determining the best method for communicating with the employees. In the communication, include a day that personnel from the College will be on­site to register and visit about courses. If enough interest, hold the classes on­site at the employer.

Prerequisite: Contact Management System Marketing Materials Web Site

Target Market: Employers in Philadelphia with more than 500 employees who offer tuition reimbursement for college credit classes

Message: The Corporate College offers a pathway for Philadelphia employers to capitalize on market or industry trends, and for their employees to earn career advancement through college credit courses

Media: Direct mail targeted to employees of employers (5,000+ employees) Benchmark: Number of employees receiving information Measurement Method:

Number of employees who sign up for classes

Time Frame: December 2006: Target the companies for the program January 2007: Set appointments with personnel managers February 2007: Meet with personnel managers and define courses and involvement February 2007 Marketing will determine marketing costs March 2007: Create the marketing pieces for the employers April 2007: Send the information to the employers (stagger over four weeks) and send about 10 days prior to scheduled enrollment visit on­site May and June 2007: On­site enrollment visits (stagger based on communications) September 2007: Start classes

Budget: Staff time to meet with employers Staff time to develop message in collaboration with Marketing Direct mail campaign to 5,000+ employees: estimated at $3,500 (This expense needs to be determined by Marketing)

Responsibility: Center for Business and Industry Assistant Director: Assign personnel to meet with companies; work with Marketing to develop message Marketing: Develop the direct mail campaign materials, determine marketing costs and mail marketing materials

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STRATEGY: TARGETED INDUSTRY DIRECT MAIL Health care, education, government, law enforcement, finance, human services, real estate and accounting all require continuing education units (CEU’s) for their employees, usually annually. Develop a two­pronged direct mail approach to hit the employees and employers in these industries with relevant information for updates. Purchase or obtain lists of the employees who have state certifications in these industries that need CEU’s and load those names and addresses (e­mail addresses if possible) into the contact management database. Utilizing the complete list of businesses purchased to populate the contact management database, select the employers in the NAIC codes corresponding to the industries targeted.

Create a hottest topics flyer (direct mail and a pdf version to e­mail) to the lists of employees who need CEU’s. Direct the employees to the Web site to the relevant information about the hottest topics for their certifications and upgrades.

Send the same flyer to the employers in those targeted industries directing the employer to the Web site for additional information.

The Web site should list pertinent information and the ability to register and pay for the credit or noncredit classes listed as the “hottest” new topics in their respective industries.

Prerequisite: Contact Management System Marketing Materials Web Site Online Contact Form Online Registration Hire Director, Professional Development Programs Develop New Programs To Market

Target Market: Employees with certifications and licensing requirements in health care, education, government, law enforcement, finance, human services, real estate and accounting and employers employing those employees in the Philadelphia region

Message: Employers of all sizes and from all industries benefit from the College’s ability to provide relevant, real­time programming, as do their employees

Media: Direct mail targeted to employees via the state certification lists (Number of employees will be based on purchased lists)

Benchmark: Number of employees receiving information Measurement Method:

Number of employees who sign up for classes

Time Frame: December 2006: Identify a Mailing List Vendor January 2007: Create Online Noncredit Registration System January 2007: Purchase Mailing List of 42,000 Employers January 2007: Purchase Mailing List of Professionals Needing CEU's February 2007: Hire Director of Professional Development Programs April 2007: Develop New Continuing Education Programs April 2007: Hire Trainers June 2007: Develop Marketing Materials for New Programs June 2007: Update Web Site July 2007: Send Direct Mail to Individuals and Employers September 2007: Conduct Courses September 2007: Update Contact Management System

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Budget: Staff time to obtain lists and merge into database Staff time to develop the hottest topics and classes Staff time to develop message in collaboration with Marketing Direct mail campaign to employees: Cost will be determined by Marketing based on number of employees (need number from lists to calculate)

Responsibility: Corporate Solutions Director, Professional Development Programs: Assign personnel to obtain lists; develop hottest topics for each industry; work with Marketing to develop message Marketing: Develop the direct mail campaign materials, determine costs and mail

STRATEGY: CBI NEWSLETTER Develop a quarterly newsletter using the same look and positioning information as the initial pieces being developed to e­mail to the entire set of employers in the greater Philadelphia market (42,000). Develop a custom e­mail newsletter that focuses on clients of Corporate Solutions and their stories of satisfaction with the programs and services of the College. Coordinate the topics with the Foundation to assure that there is consistency (but not duplication) between the Foundation magazine and the Corporate Solutions unit’s newsletter.

Purchase the e­mail services from a list company for the first e­mail newsletter and allow the respondents to opt in to receiving the newsletter electronically from that point forward to build the College’s own e­mail distribution list.

Prerequisite: Contact Management System Marketing Materials Online Registration Hire Senior Director Of Corporate Solutions

Target Market: 42,000 employers in the greater Philadelphia market Message: The College’s Corporate Solutions unit helps Philadelphia employers stay ahead of

market and industry needs through real­time, customized education and training

Media: E­mail targeted to all employers in Philadelphia Benchmark: Number of employers opting in for subsequent newsletters Measurement Method:

Number of employers who request information Number of logins to Web site within two weeks after each e­mail newsletter

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Time Frame: December 2006: Identify a Mailing List Vendor December 2006: Update Web Site January 2007: Purchase Mailing List of 42,000 Employers January 2007: Purchase E­mail Services of List Broker February 2007: Hire Senior Director of CS April 2007: Determine E­mail Newsletter Themes April 2007: Develop Material for E­mail Newsletter April 2007: Arrange Interviews for Marketing April 2007: Develop Message April 2007: Conduct Interviews May 2007: Write the Stories June 2007: Develop a Custom E­mail Newsletter July 2007: Collect E­mail Addresses July 2007: Develop HTML of E­mail Newsletter August 2007: Send Out E­mail Newsletter September 2007: Update Contact Management System

REPEAT EACH QUARTER for distribution December 2007, March 2008 Budget: Funding to purchase the e­mail services from a list company

Staff time to determine themes for year and arrange interviews quarterly with employers about their training experience Marketing staff time to interview the employers and write the articles for the newsletter Web designers to create Web site landing pages Web designers to create electronic e­mail Staff to coordinate with company sending e­newsletter Web designers and staff to collect e­mail addresses for subsequent e­newsletters

Responsibility: Corporate Solutions Senior Director: Determine themes for the e­newsletters for the year; assign personnel to arrange interviews for marketing; work with Marketing to develop message Marketing: Write the stories for the newsletter, determine the cost of purchasing e­mail services from a list company Web designers: Assist in collecting addresses and developing html of newsletter to send

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Distance Education Messages Targeted communications should address the needs and interests of the distance education audience while still operating under the umbrella of the College positioning statement. Strengths should be prioritized and emphasized through copy and visual elements. Following is an outline of prioritized messages for the distance education market, an appropriate translation of each strength (offering even more key phrases and words that might be used in descriptive copy) and the types of evidence/examples that should be offered to support each message.

The desired outcomes for distance education: enrollment, image

First key message: high­quality

Translation: Faculty experienced in online education and dedicated to teaching foster a challenging academic environment.

Supporting evidence: experience of faculty; programs offered

Second key message: broad access

Translation: Distance education allows students to create their own class schedule.

Supporting evidence: explanation of online format; samples of online courses/assignments

Third key message: supportive environment

Translation: Online students have access to the same educational support services as traditional students, including personal attention from faculty and staff.

Supporting evidence: technology support; access to educational support services; closeness between faculty and students, even online

Fourth key message: transitions

Translation: A Community College of Philadelphia degree helps students transition successfully to a four­year college or university or the workforce.

Supporting evidence: transfer agreements and dual admission/enrollment agreements (if applicable to distance education); employment statistics

Fifth key message: economic engine

Translation: A Community College of Philadelphia degree is valued by local employers and four­year colleges and universities.

Supporting evidence: employment statistics; economic impact of a college degree (lifetime earning potential); four­year partner acceptance rates

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Strategies Marketing strategies have been solidified for the distance education market for the Community College of Philadelphia based on the information reviewed Community Scan and the Employer Scan. The strategies were then evaluated by the College marketing committee for importance and inclusion in the final marketing plan. Included in the plan are the specific market strategies for the distance education segment which will include the following information for each strategy:

• Strategy – a description of the market strategy to be used to influence the market

• Description of the target market

• Message and suggested media for the target market

• Quantitative benchmarks for the strategy

• Method to measure the success of the strategy

• Time frames

• Budget impact

• Responsibility

Measurement methods will be devised for each of the strategies based on the internal data collection capabilities of the College so that they can continue to update the plan over the next few years and measure the success.

For the marketing strategies to be successful, all of the following prerequisites have to be operational prior to full­scale implementation of the marketing strategies:

• Implementation of the Banner Recruitment Module or comparable database driven inquiry response system

• Response systems and materials have been written to respond to inquires

• Marketing materials have been developed and are printed; four­color printer has been installed to develop individual marketing sheets and materials

• Online request form is operational

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STRATEGY: DISTANCE EDUCATION Strategy 1: Expand Distance Learning To Full Degrees — Liberal Arts (General Option) And Overall Marketing In Multimedia Vehicles For College — Accounting, Finance (AS), Marketing (AS And Certificate); Partnership Marketing With Business And Industry, Emphasizing Tuition Reimbursement And Working Through CBI

Target Market: Currently enrolled students with greater than 12 credits earned; Adult population living in zip code areas not within immediate area of the main campus; Employers currently associated with Business and Industry along with potential new cooperate partners

Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic Engine

Media: Web, Household Mailings, Mailing Targeting Business & Industry, General Advertising Benchmark: Increased enrollment in degree programs and associated courses Measurement Method:

Track the number of enrollees in each degree including demographic information, track the number of students in associated courses including the number of course sections offered

Time Frame: Beginning Fall 2006 Budget: Funds needed for mailings, brochure development and advertising

To be determined in collaboration with Office of Communications Responsibility: Office of Communications in collaboration with Office of Distance Education; Academic

Affairs

STRATEGY: DISTANCE EDUCATION Strategy 2: Expand Distance Learning To Full Degrees ­ Justice (Online Accelerated) ­ Partner With Police Academy For Philadelphia And Market To Current Officers Without Degree – Direct Mailing Lists Nursing (Hybrid Online/ Onsite) ­ Partner With Hospitals To Target Employees Below AS Degree – Publication And E­Mail Possible

Target Market: Police Academy, Hospitals Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic

Engine

Media: Direct Advertising, Web­based Advertising, Advertising in Publications Associated with Police Academy and Hospitals

Benchmark: Increased applicant pool from the two target markets Measurement Method:

Number of applicants to the target programs, number of students accepted and enrolled, number of students successfully completing programs

Time Frame: Beginning Fall 2006 Budget: Funds needed for advertising, brochure development, mailings

To be determined in collaboration with Office of Communications Responsibility: Office of Communications in Collaboration with Office of Distance Education, Justice

and Nursing Departments

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STRATEGY: DISTANCE EDUCATION Strategy 3: Expand Hybrid Courses; Market Challenge To Explain; Create A New Name For Hybrids – Commuter Friendly Courses ­ Less Time On Campus Is Campaign Theme; Develop Direct Mail And Public Relations Campaign To Introduce; Posters And Materials To Be Left With Businesses

Target Market: Currently enrolled students, business and industry, current students enrolled in online courses, target populations based on hybrid course offerings including associated degree programs

Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic Engine

Media: Course listing brochures, direct mail, advertising Benchmark: Increased student enrollment in hybrid courses Measurement Method:

Number of students expressing interest, number of enrollees, number of success completers

Time Frame: Beginning Fall 2006 Budget: Funds needed for brochure development, advertising, mailings

To be determined in collaboration with Office of Communications Responsibility: Office of Communications in collaboration with Office of Distance Education

STRATEGY: DISTANCE EDUCATION Strategy 4: Google searches have become an effective way for online learners to search for providers of educational programming and degree programs. Distance Education needs to invest in an online Google search sponsorship for degree programs in the targeted online program areas in searches for Philadelphia. Degrees to be targeted include Liberal Arts (General Option), Accounting, Finance (AS), Marketing (AS And Certificate), Justice and Nursing

Target Market: Potential online learners looking for certificate and associate degree programs in Philadelphia in the targeted areas of Liberal Arts (General Option), Accounting, Finance (AS), Marketing (AS and Certificate), Justice and Nursing

Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic Engine

Media: Electronic Benchmark: Increased enrollment in degree programs and associated courses Measurement Method:

Track the number of enrollees in each degree including demographic information, track the number of students in associated courses including the number of course sections offered

Time Frame: February 2007: Obtain specifics about the Google sponsorship April 2007: Develop the text for the ads Place the ads for June 2007 to run for a period of three months

Budget: Staff time to develop message in collaboration with Marketing Google: $ ??? *Unable to attain costs without revealing client

Responsibility: Office of Communications in collaboration with Office of Distance Education; Academic Affairs

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STRATEGY: DISTANCE EDUCATION Strategy 5: The Chambers of Commerce in the City of Philadelphia and the surrounding Standard Metropolitan Statistical Area offer advertising opportunities to businesses to promote the awareness of their services. Given that more employers are beginning to prefer online communications rather than direct mail, Distance Education should choose the five major Chambers of Commerce in the region (based on their membership) and pay for sponsorship opportunities to increase the awareness of their online degrees among the business community and employees. Examples of potential sponsorships include the monthly e­mail newsletter to members for the Greater Philadelphia Chamber of Commerce.

Target Market: Potential online learners looking for certificate and associate degree programs in Philadelphia in the targeted areas of Liberal Arts (General Option), Accounting, Finance (AS), Marketing (AS and Certificate), Justice and Nursing

Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic Engine

Media: Electronic Benchmark: Increased enrollment in degree programs and associated courses Measurement Method:

Track the number of enrollees in each degree including demographic information, track the number of students in associated courses including the number of course sections offered

Time Frame: December 2006: Define the list of chambers to target for a sponsorship Each quarter, sponsor an e­mail newsletter, etc. October 2006, January 2007, April 2007, July 2007, October 2007 Develop the targeted online programs and message for the newsletter sponsorship the month prior to the sponsorship Provide for an annual rotation

Budget: Staff time to develop list of chambers and to determine appropriate sponsorship Partner with Corporate Services for targeting online degrees and only pay a portion of the sponsorship cost in collaboration

Responsibility: Office of Communications in collaboration with Office of Distance Education; Academic Affairs and Corporate Solutions

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STRATEGY: DISTANCE EDUCATION Strategy 6: Create a direct mail postcard series aimed at the households in Philadelphia to market the availability of the online degree programs; conduct a demographic analysis of the zip codes and target the zip codes with high penetration of computers. Drive to the distance education site on www.ccp.edu.

Target Market: Potential online learners looking for certificate and associate degree programs in Philadelphia in the targeted areas of Liberal Arts (General Option), Accounting, Finance (AS), Marketing (AS and Certificate), Justice and Nursing

Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic Engine

Media: Electronic Benchmark: Increased enrollment in degree programs and associated courses Measurement Method:

Track the number of enrollees in each degree including demographic information, track the number of students in associated courses including the number of course sections offered

Time Frame: Develop materials in January­February 2007 Send postcards to in April 2007 to supplement Spring registration

Budget: Direct mail and printing costs To be determined in collaboration with Office of Communications

Responsibility: Office of Communications in collaboration with Office of Distance Education; Academic Affairs

STRATEGY: DISTANCE EDUCATION Strategy 7: Create a test message to the students currently enrolled at the Community College of Philadelphia about the availability of the online degree programs offered at the College during the registration process.

Target Market: Potential online learners looking for certificate and associate degree programs in Philadelphia in the targeted areas of Liberal Arts (General Option), Accounting, Finance (AS), Marketing (AS and Certificate), Justice and Nursing

Message: High­quality, Broad Access, Supportive Environment, Transitions, Economic Engine

Media: Electronic Benchmark: Increased enrollment in degree programs and associated courses Measurement Method:

Track the number of enrollees in each degree including demographic information, track the number of students in associated courses including the number of course sections offered

Time Frame: Develop messages in January­February 2007 Text message during the registration process

Budget: Internal staff Responsibility: Collection of cell phone numbers of current students: Student Affairs

Office of Communications in collaboration with Office of Distance Education; Academic Affairs

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International Students Messages Targeted communications should address the needs and interests of the internal student audience while still operating under the umbrella of the College positioning statement. Strengths should be prioritized and emphasized through copy and visual elements. Following is an outline of prioritized messages for the international student market, an appropriate translation of each strength (offering even more key phrases and words that might be used in descriptive copy) and the types of evidence/examples that should be offered to support each message.

The desired outcomes for international students: enrollment, image

First key message: transitions

Translation: A Community College of Philadelphia degree is a path to a four­year college or university or the workforce.

Supporting evidence: international student/alumni success stories; transfer agreements and dual admission/enrollment agreements; employment statistics

Second key message: supportive environment

Translation: Caring faculty, supportive staff and access to educational support services help students acclimate to and succeed at Community College of Philadelphia.

Supporting evidence: international student testimonials; examples of faculty­student interactions; international student­specific organizations, activities; small classes with low instructor­student ratios; up­do­date facilities and technology

Third key message: high­quality

Translation: Faculty who care about teaching and programs relevant to today’s global economy create a challenging academic environment.

Supporting evidence: Associate degrees in more than 70 programs; faculty credentials/experience; examples of classroom projects and scholarly activity/research; transfer agreements and dual admission/enrollment with area four­year colleges and universities

Fourth key message: broad access

Translation: Community College of Philadelphia welcomes students of all nationalities to its diverse campus and Philadelphia’s thriving urban environment.

Supporting evidence: international student demographics; Philadelphia demographics and international­specific activities and organizations; college locations, class schedules and delivery methods

Fifth key message: economic engine

Translation: A Community College of Philadelphia degree is valued by employers and four­year colleges and universities.

Supporting evidence: employment statistics; economic impact of a college degree (lifetime earning potential); four­year partner acceptance

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Strategies Marketing strategies have been solidified for the international students for the Community College of Philadelphia based on the information reviewed from the feasibility study shared by the Foundation and the information in the Community Scan and the Employer Scan. The strategies were then evaluated by the College marketing committee for importance and inclusion in the final marketing plan. Included in the plan are the specific market strategies for the international student segment which will include the following information for each strategy:

• Strategy – a description of the market strategy to be used to influence the market

• Description of the target market

• Message and suggested media for the target market

• Quantitative benchmarks for the strategy

• Method to measure the success of the strategy

• Time frames

• Budget impact

• Responsibility

Measurement methods will be devised for each of the strategies based on the internal data collection capabilities of the College so that they can continue to update the plan over the next few years and measure the success.

For the marketing strategies to be successful, all of the following prerequisites have to be operational prior to full­scale implementation of the marketing strategies:

• Implementation of the Banner Recruitment Module or comparable database driven inquiry response system

• Response systems and materials have been written to respond to inquires

• Marketing materials have been developed and are printed; four­color printer has been installed to develop individual marketing sheets and materials

• Online request form is operational

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STRATEGY: INTERNATIONAL STUDENTS Strategy 1: Develop And Update Web And Print Materials For International Students; Web Site Specifically For International Students

Target Market: International Students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Web, Print Materials/Brochures Benchmark: Applications of international students

Enrollment of international students over previous semesters Measurement Method:

Track the number of inquiries to the college from international students Track the Web site hits on the International pages

Time Frame: Beginning Spring 2007 Budget: Web Development/Print Materials

To be determined in collaboration with Office of Communications Responsibility: Office of Communications in collaboration with Office of Admissions

STRATEGY: INTERNATIONAL STUDENTS Strategy 2: Direct Mail Campaign To TOEFL/SAT Takers From College Board; Purchase Names (5,000); Determine Countries; Direct Mail Campaign To Web Site

Target Market: International Students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Direct Mail Campaign, Electronic Benchmark: Applications of international students

Enrollment of international students over previous semesters Measurement Method:

Number of mailings Responses to the direct mail Track the number of inquiries to the college from international students Track the Web site hits on the International pages after the direct mail

Time Frame: Beginning Spring 2007 Budget: Funds needed for direct mail campaign

To be determined in collaboration with Office of Communications Responsibility: Office of Communications in collaboration with Office of Admissions

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STRATEGY: INTERNATIONAL STUDENTS Strategy 4: Participate In Recruitment Fairs; AACC For Latin America And Asia; AACRAO For Caribbean Fair

Target Market: International Students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Participation in Various Fairs Benchmark: Applications of international students

Enrollment of international students over previous semesters Measurement Method:

Track the number of participants in each fair activity, number of applicants and resulting registrants from AACC and AACRAO activities

Time Frame: Beginning Spring 2007 Budget: Funds needed to attend fairs, travel

To be determined in collaboration with Office of Communications Responsibility: Office of Admissions

STRATEGY: INTERNATIONAL STUDENTS Strategy 3: Advertise With Partners; AACC Web And Print; Hobson’s Web And Print

Target Market: International Students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Advertising with Partners, AACC Web and Print Materials, Hobson’s Web And Print Benchmark: Applications of international students

Enrollment of international students over previous semesters Measurement Method:

Number of mailings Responses to the direct mail Track the number of inquiries to the college from international students Track the Web site hits on the International pages after the direct mail

Time Frame: Beginning Spring 2007or thereafter Budget: Funds needed for advertising

To be determined in collaboration with Office of Communications Responsibility: Office of Communications in collaboration with Office of Admissions

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STRATEGY: INTERNATIONAL STUDENTS Strategy 5: Partner With Other Community Colleges In Other Countries ­ Example: A Sister City, For Community College Of Philadelphia A Sister College In Another Country; Offer Exchange Trips With Current Students Between The Colleges; Target Small Caribbean Colleges; Market To Their Students

Target Market: International Students Message: High­quality, Broad Access, Supportive Environment, Transitions

Media: Web, Mailings, In­Person Meetings/Exchange Benchmark: Applications of international students

Enrollment of international students over previous semesters Measurement Method:

Track the number of inquiries to the college from international students Track the number of enrollees including demographic information, track the number applicants/enrollees by each marketing strategy

Time Frame: Beginning Spring 2007 Budget: Funds needed for mailings, trips

To be determined in collaboration with Office of Communications Responsibility: Office of Admissions/Student Affairs