March 21, 2025 • 13 mins
In this episode, we explore the evolving landscape of higher education SEO and how AI is reshaping strategies for universities and colleges.
The discussion covers practical approaches for improving education SEO, including creating detailed, keyword-rich content, targeting long-tail keywords, and maximizing social media platforms to drive organic search visibility.
We also break down how to align with Google's EEAT (Experience, Expertise, Authoritativeness, and Trustworthiness) guidelines and adapt direct-to-consumer (DTC) marketing tactics to create personalized student experiences.
Real-world examples from leading universities illustrate how data-driven insights, strategic storytelling, and engagement can boost organic search rankings and increase student enrollment.
This episode delivers actionable insights for higher ed marketers looking to improve their AI SEO strategy, rank higher on search engines, and enhance student engagement in a competitive market.
Episode Highlights:
00:00 – Introduction to Higher Education Marketing
00:52 – The Impact of AI on Higher Education SEO
01:30 – Strategies for University Content and Education SEO
03:14 – Leveraging Social Media for SEO and Organic Visibility
05:09 – Understanding People Also Ask (PAA) and SEO Strategy
06:48 – Navigating Google's EEAT Guidelines for Higher Education
08:29 – Marketing Challenges in the 2020s
09:24 – Direct-to-Consumer (DTC) Approach for University Marketing
11:36 – Data-Driven Marketing and Targeted Outreach
12:50 – Conclusion and Final Thoughts
Learn more about the Higher Education Marketing Institute:
- Website: https://highereducationmarketinginstitute.com/
- X: https://x.com/HEMInstitute
- LinkedIn: https://www.linkedin.com/company/higher-education-marketing-institute/
- YouTube: https://www.youtube.com/@HigherEducationMarketing
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jill (00:00):
So you're trying to figure out this whole higher education
marketing thing, right?
Especially with AI changing SEOlike crazy.
Jack (00:06):
Yeah, it's a lot to keep up with.
Jill (00:08):
Totally.
And it feels like there's a tonof information out there, like
drinking from a fire hose.
We're going to try to boil itdown to what's really important.
Jack (00:15):
Yeah.
Cut through the noise.
Right.
Jill (00:17):
Right.
I mean, things are moving sofast in digital marketing.
It's hard to even know where tostart.
For
Jack (00:21):
sure.
Jill (00:22):
So we've been digging into research from some big names,
the Higher Education MarketingInstitute, UPCEA, Search
Influence, Think Orion, evenCarnegie and Hanan Hill.
And we're going to try to makesense of it all, especially how
AI is changing search, socialmedia's role, how to make people
also ask work for you, whyGoogle's EEAT matters more than
(00:43):
ever, and this whole idea ofuniversities acting like they're
selling directly to students.
Jack (00:49):
Like a DTC brand.
Yeah,
Jill (00:51):
exactly.
So first off, let's talk aboutA.
I.
And what it's doing to search.
Jack (00:55):
Um, well, Google's A.
I.
Overviews are kind of shakingthings up.
It's like they're giving instantanswers at the top of the search
results.
Jill (01:01):
Oh yeah, like Google's suddenly this expert advisor
cutting to the chase.
But I bet that's gotta be aproblem for universities trying
to get their websites seen theold fashioned way.
Jack (01:10):
It is, it is.
It's pushing websites furtherdown the results, especially
university program pages,because Google's offering these
quick summaries.
And a lot of times they don'teven clearly say where the
information's coming from.
So
Jill (01:20):
it's like the internet's giving you the CliffsNotes but
not telling you to actually readthe book.
Jack (01:24):
Pretty much.
Jill (01:24):
So what are universities supposed to do?
How do they make sure peoplestill see all the great
information they have?
Jack (01:30):
Well, the research suggests a few things like they
got to go deep with theircontent way beyond those surface
level summaries that AI isspitting out,
Jill (01:38):
right?
So if AI is the snack,universities need to be the
whole meal.
Jack (01:41):
Exactly.
Think detailed programdescriptions that highlight what
makes them unique, facultyprofiles that showcase their
expertise, and compellingstories from alumni that show
what students can achieve.
Jill (01:52):
Yeah, like painting the full picture, building trust,
and giving people a reason todig deeper.
What else?
Jack (01:58):
Long tail keywords, they're becoming even more
crucial now.
Jill (02:00):
Yeah, those super specific search terms.
Jack (02:02):
Exactly.
AI overviews might not capturethose niche interests.
So instead of just targetingengineering programs, you target
best universities for renewableenergy engineering.
with internships and solartechnology.
Jill (02:14):
Wow, so laser focused on what students are really looking
for.
Jack (02:17):
Yep.
Jill (02:18):
And wouldn't it help to use like super clear language
too, so both students and AI canunderstand?
Jack (02:23):
Absolutely.
Google love content that's easyto digest.
Short sentences, conversationaltone, all that good stuff.
And it can't hurt to mix thingsup with multimedia.
Webinars, downloadable guides,interactive tools.
It adds a layer of richness thatAI struggles to replicate.
Jill (02:38):
Speaking of putting this into practice, didn't University
X, the one with that awesomesustainable urban planning
program, have to deal with this?
Jack (02:44):
They did.
They saw their organic searchtraffic drop as AI Desert View
started answering those initialbroad queries.
Jill (02:51):
Oof.
So how'd they bounce back?
Jack (02:53):
Well, they got strategic.
Beefed up their content withdetailed faculty profiles,
highlighting research andperspectives.
They brought in those compellingalumni stories, started
targeting those super specific,long tail keywords.
And they even built aninteractive tool so prospective
students could compare differentspecializations within the
program.
Jill (03:11):
So smart.
They gave people a reason toclick through and see what makes
them special.
But Google's not the only gamein town anymore, right?
What about social search?
Jack (03:18):
This is a huge shift.
Gen Z and millennials, they'regoing straight to TikTok,
Instagram, YouTube.
Jill (03:23):
It's like, forget Google, let me see what the students are
actually saying.
Jack (03:26):
Right, they want the inside scoop on programs, campus
life, real student experiences,and even AI generated summaries
are starting to show up on thoseplatforms.
Jill (03:34):
Oh wow, I've even seen prospective students asking very
specific questions aboutuniversity programs in TikTok
comments.
Jack (03:40):
And the thing is, what appears on social media, Often
shows up in Google searchresults too.
Jill (03:45):
So a strong social media presence can actually boost your
regular SEO.
That's a two for one deal.
Jack (03:50):
It really is.
So universities need a socialsearch strategy, not just a
general social media plan.
Jill (03:56):
So how do they make the most of it?
Jack (03:58):
The key is content that sparks engagement and ranks
well, both within the platformand on Google.
Repurpose website content intosocial friendly formats.
Short videos, infographics,student testimonials.
Jill (04:10):
Right, because no one's reading a long blog post on
TikTok.
Jack (04:13):
And prioritize engagement.
Likes, shares, comments, that'swhat the algorithms love.
Do Q& As with faculty, polls,behind the scenes videos.
Make
Jill (04:20):
it fun and interactive.
Jack (04:21):
Exactly.
And authenticity is key.
Student generated content,that's what builds trust.
Like student ambassadors sharingtheir day to day, or alumni
talking about their journey.
Jill (04:30):
Feels way more real than a polished ad.
Jack (04:32):
And don't forget to optimize for the platform
itself, hashtags, keywords, andcaptions, and descriptions.
All that matters.
Jill (04:38):
It's like speaking their language, where they already
are.
Jack (04:41):
Right.
Jill (04:41):
Didn't Universe the S with their environmental science
program have a success storywith this?
Jack (04:45):
Yeah, they were struggling to reach their target students
through their website and blog.
Jill (04:49):
Sounds familiar.
Jack (04:50):
So they did their research and realized those students were
hanging out on TikTok andYouTube.
So they started a TikTok serieswhere students talked about
their research and internships,turned faculty Q& As into
Instagram reels, and encouragedstudent ambassadors to flog on
YouTube.
And they optimized everythingwith the right keywords and
hashtags.
Jill (05:08):
Smart move.
Now let's talk about anotherGoogle thing people also ask.
Jack (05:12):
Yeah, those drop down questions.
They're getting more and moreimportant, especially with AI
overviews taking up so muchspace.
It's
Jill (05:17):
like Google's anticipating what else you might want to
know.
Jack (05:19):
Exactly, and appearing there can boost visibility even
if it might mean slightly fewerclicks to your website.
Jill (05:25):
Because sometimes people find their answer right there in
the PAA box.
Jack (05:29):
Right, but it still shows you're a helpful and
authoritative resource.
Jill (05:32):
So how do universities get in on that?
Jack (05:34):
Well first, answer those common student questions
directly at the top of yourrelevant pages.
Then you can go into more detailfurther down.
Jill (05:40):
Like a TLDR for the impatient folks, and more info
for those who want to dive in.
Jack (05:45):
Exactly.
And use structured data like FAQSchema, make sure your headings
are clear, and actually matchthose questions.
Jill (05:51):
Make it super clear for Google what question you're
answering, right?
Jack (05:54):
Yep.
Don't forget long tail keywordseither.
Students get specific with theirquestions.
Jill (05:58):
Right.
What's the best program for meis very different from what's
the best program for someone whowants to study marine biology
and do field research in thePacific Northwest.
Jack (06:06):
Exactly.
And organize your content withbullet points and lists, things
like that.
Makes it easier for Google topull out those concise answers.
And remember, EEAT matters heretoo.
Jill (06:15):
Ah, that acronym again.
We'll get to that in a sec.
Jack (06:17):
Right.
But showcasing your faculty'sexpertise, referencing research.
Using statistics, it all showsGoogle you're a trustworthy
source.
Jill (06:24):
It's all about building that credibility.
Speaking of, didn't that smallliberal arts college, University
X, really nail the PAA game?
Jack (06:32):
They did.
They knew AI overviews couldhurt their traffic, so they
focused on PAA.
Added FAQ sections to programpages, used long tail keywords,
structured their content foreasy answers, and added that FAQ
schema markup.
Jill (06:45):
They were proactive and got ahead of the curve.
Good for them.
Okay, let's finally talk aboutEET.
Experience, expertise,authoritativeness, and
trustworthiness.
Jack (06:54):
It's a mouthful, but Google takes it seriously.
Jill (06:57):
Especially now that there's so much AI content
floating around, right?
Jack (06:59):
Definitely.
It's Google's way of judging ifa website is actually legit.
Jill (07:03):
So it's not enough to just have the right keywords anymore.
Jack (07:06):
Nope.
You gotta prove you know whatyou're talking about.
Show off your faculty'sexpertise, make sure your
information is accurate and upto date, highlight your
research.
Jill (07:13):
Like showing your work, proving you're not just making
stuff up.
Jack (07:16):
Right.
Because if you don't, Googlemight just decide you're not
worth showing.
Jill (07:19):
Yikes.
So how do universities boosttheir EEAT?
Jack (07:23):
Well, get those faculty members blogging and writing
research summaries with biosthat show off their credentials,
share student testimonials andsuccess stories.
Jill (07:31):
Real stories from real people.
Jack (07:33):
Yeah, and get backlinks from other reputable sources.
Think collaborations with otherinstitutions, guest blog posts
on respected websites.
Jill (07:40):
So it's like building a web of trust and credibility
around your university.
Jack (07:44):
That's a great way to put it.
And never underestimate thepower of keeping your content
fresh.
Regularly updated, accurate, andrelevant information shows
Google you're on top of things.
Jill (07:55):
Makes sense.
Didn't that STEM focusedUniversity X boost their EEAT by
doing something like this?
Jack (08:00):
They did.
They noticed their computerscience program was slipping in
the rankings.
So they had their faculty writeblog posts on hot topics like AI
and cybersecurity.
With detailed bios, theyshowcased student case studies
with real world applications.
Jill (08:13):
Practical, hands on stuff.
Jack (08:15):
And they partnered with tech companies for joint
research and guest blogs,earning those valuable
backlinks.
Oh, and they made sure theirfaculty profiles had structured
data.
Jill (08:25):
Sounds like a recipe for success.
Okay, let's zoom out a bit andtalk about the bigger picture.
What are some of the marketingchallenges higher education is
facing as we head deeper intothe 2020s?
Jack (08:34):
Oh boy, where to begin?
Demographics are shifting.
Enrollment's changing.
Fewer traditional college agestudents.
Jill (08:39):
The demographic clip, everyone's talking about that.
Jack (08:41):
And there are more alternative education options
now.
Micro credentials, onlinedegrees.
It's more competitive than everto attract students.
Jill (08:48):
So the old ways of getting things just won't cut it.
Jack (08:51):
Nope.
Universities have to getpersonal, with targeted
marketing campaigns that speakto individual students needs and
interests.
They need to use data andanalytics to understand student
behavior, and of course a strongonline presence is a must.
Website, content, social media,you name it.
Jill (09:06):
It's like everything's gotta be firing on all
cylinders.
Jack (09:08):
Pretty much.
And let's not forget alumni.
They can be powerful advocatesfor the university.
Jill (09:13):
Right, they've lived the experience.
And I imagine diversity andinclusion are more important
than ever in marketing too.
Jack (09:17):
Absolutely.
The diverse student body youwant to attract
Jill (09:22):
show everyone they have a place at your university.
So with all these changes, Ikeep hearing about this idea of
universities acting more likedirect to consumer brands.
What does that even mean?
Jack (09:32):
That's a great question.
DTC brands are all aboutpersonalization, building
relationships and community.
And today's students are used tothat from the brands they
interact with every day.
Jill (09:42):
Like how Amazon knows exactly what you want to buy or
Netflix recommends shows you'lllove.
Jack (09:46):
Exactly.
Students expect that same levelof personalization from their
universities.
They're used to it in theirconsumer lives, so they want it
in their education too.
Especially with more and morestudents learning online and
spending so much time on socialmedia.
Jill (09:58):
So how can universities get on board with this whole DTC
thing?
Jack (10:01):
Well, they can start by looking at how students interact
with their website and onlineresources.
Then they can tailor content andguide students based on their
behavior.
Jill (10:10):
So, like, if a student keeps looking at information
about study abroad programs,maybe send them more info about
that.
Jack (10:16):
Exactly.
And use data to personalizeoutreach.
If a student mentions aninterest in environmental
science, you can tailor yourcommunication to highlight your
university's strengths in thatarea.
Jill (10:27):
Make it relevant to them.
Jack (10:28):
Targeted marketing for enrollment is another big one.
Use AI and predictive analyticsto recommend specific programs
and scholarships based on astudent's profile.
Jill (10:36):
It's like, hey, we know you're interested in this, and
here's how we can help youachieve your goals.
Jack (10:40):
Right.
And omni channel communicationis key.
Meet students where they are,whether it's social media,
email, or chat.
Jill (10:47):
No more siloed communication.
Jack (10:48):
And offer real time support through chatbots and
personalized portals.
It makes the whole enrollmentprocess less overwhelming.
Jill (10:55):
Less like navigating a bureaucracy and more like
talking to a friend.
Jack (10:58):
Exactly.
Jill (10:59):
Okay.
So that's all aboutpersonalization, but what about
storytelling?
DTC brands are great at thattoo.
Jack (11:03):
They are.
Universities can learn a lotfrom them.
Share authentic glimpses ofcampus life, student
testimonials, behind the scenes,looks at programs and research.
Jill (11:12):
Like pulling back the curtain and showing what it's
really like to be there.
Jack (11:16):
Host interactive events, like live Q& A's with faculty,
or virtual campus tours led bystudents.
Partner with alumni and studentambassadors to humanize the
university, and tell storiesthat go beyond just facts and
figures.
Share student success stories,profile inspiring faculty
members.
Jill (11:32):
Make it about people and experiences, not just stats and
rankings.
Jack (11:35):
Exactly.
And don't forget the power ofdata.
DTC brands live and breathedata, and universities should
too.
Jill (11:41):
Measure everything, figure out what works, and constantly
improve.
Jack (11:45):
That's it.
Identify your data needs,capture relevant data, analyze
it to find trends and understanddifferent student segments, then
use those insights topersonalize your outreach.
and tailor your messaging andkeep refining your strategies
based on what the data tellsyou.
Jill (11:58):
Georgia State University is a great example of this,
right?
They used data to identifystudents who might be struggling
and offered them support earlyon.
Jack (12:05):
And they saw a huge improvement in retention rates.
And just like DTC brands try tomake buying as easy as possible,
universities need to streamlinetheir enrollment process.
Jill (12:15):
Make it intuitive, user friendly, and stress free.
Jack (12:18):
MIT's MyMIT system is a good example of a user friendly
portal.
Applicants can manage everythingin one place.
Jill (12:23):
Makes life easier for everyone.
Jack (12:25):
And finally, build community.
DTC brands are all about makingcustomers feel like they belong.
Universities can do the samewith prospective and current
students, as well as alumni.
Jill (12:35):
Create that sense of belonging that lasts beyond
graduation.
Jack (12:38):
Think social media groups for prospective students, mobile
apps for current students,student clubs and mentorship
programs, and active alumninetworks.
Jill (12:45):
So many ways to keep people connected.
Jack (12:48):
Right.
It's all about fostering thoserelationships.
Jill (12:50):
So, wow, we covered a lot today.
AI is transforming SEO.
Making universities thinkdifferently about their content
and their online presence.
Social search is a must have,not a nice to have.
And this whole DTC mindset ispushing universities to get more
personal, build relationships,and create a sense of community.
Jack (13:08):
It's about meeting students where they are and
giving them the personalexperiences they expect.
Jill (13:13):
And using data to make smarter decisions every step of
the way.
So as you think about all ofthis, here's a question for you.
What's one thing you're going tofocus on to make your
university's marketing moreeffective and engaging in the
coming year?
How can you balance the power oftechnology with the importance
of human connection?
Thanks for joining us.
Jack (13:32):
Thanks for having me.
Jill (13:32):
It's been great.
So you're trying to figure out this whole higher education
marketing thing, right?
Especially with AI changing SEOlike crazy.
Jack (00:06):
Yeah, it's a lot to keep up with.
Jill (00:08):
Totally.
And it feels like there's a tonof information out there, like
drinking from a fire hose.
We're going to try to boil itdown to what's really important.
Jack (00:15):
Yeah.
Cut through the noise.
Right.
Jill (00:17):
Right.
I mean, things are moving sofast in digital marketing.
It's hard to even know where tostart.
For
Jack (00:21):
sure.
Jill (00:22):
So we've been digging into research from some big names,
the Higher Education MarketingInstitute, UPCEA, Search
Influence, Think Orion, evenCarnegie and Hanan Hill.
And we're going to try to makesense of it all, especially how
AI is changing search, socialmedia's role, how to make people
also ask work for you, whyGoogle's EEAT matters more than
(00:43):
ever, and this whole idea ofuniversities acting like they're
selling directly to students.
Jack (00:49):
Like a DTC brand.
Yeah,
Jill (00:51):
exactly.
So first off, let's talk aboutA.
I.
And what it's doing to search.
Jack (00:55):
Um, well, Google's A.
I.
Overviews are kind of shakingthings up.
It's like they're giving instantanswers at the top of the search
results.
Jill (01:01):
Oh yeah, like Google's suddenly this expert advisor
cutting to the chase.
But I bet that's gotta be aproblem for universities trying
to get their websites seen theold fashioned way.
Jack (01:10):
It is, it is.
It's pushing websites furtherdown the results, especially
university program pages,because Google's offering these
quick summaries.
And a lot of times they don'teven clearly say where the
information's coming from.
So
Jill (01:20):
it's like the internet's giving you the CliffsNotes but
not telling you to actually readthe book.
Jack (01:24):
Pretty much.
Jill (01:24):
So what are universities supposed to do?
How do they make sure peoplestill see all the great
information they have?
Jack (01:30):
Well, the research suggests a few things like they
got to go deep with theircontent way beyond those surface
level summaries that AI isspitting out,
Jill (01:38):
right?
So if AI is the snack,universities need to be the
whole meal.
Jack (01:41):
Exactly.
Think detailed programdescriptions that highlight what
makes them unique, facultyprofiles that showcase their
expertise, and compellingstories from alumni that show
what students can achieve.
Jill (01:52):
Yeah, like painting the full picture, building trust,
and giving people a reason todig deeper.
What else?
Jack (01:58):
Long tail keywords, they're becoming even more
crucial now.
Jill (02:00):
Yeah, those super specific search terms.
Jack (02:02):
Exactly.
AI overviews might not capturethose niche interests.
So instead of just targetingengineering programs, you target
best universities for renewableenergy engineering.
with internships and solartechnology.
Jill (02:14):
Wow, so laser focused on what students are really looking
for.
Jack (02:17):
Yep.
Jill (02:18):
And wouldn't it help to use like super clear language
too, so both students and AI canunderstand?
Jack (02:23):
Absolutely.
Google love content that's easyto digest.
Short sentences, conversationaltone, all that good stuff.
And it can't hurt to mix thingsup with multimedia.
Webinars, downloadable guides,interactive tools.
It adds a layer of richness thatAI struggles to replicate.
Jill (02:38):
Speaking of putting this into practice, didn't University
X, the one with that awesomesustainable urban planning
program, have to deal with this?
Jack (02:44):
They did.
They saw their organic searchtraffic drop as AI Desert View
started answering those initialbroad queries.
Jill (02:51):
Oof.
So how'd they bounce back?
Jack (02:53):
Well, they got strategic.
Beefed up their content withdetailed faculty profiles,
highlighting research andperspectives.
They brought in those compellingalumni stories, started
targeting those super specific,long tail keywords.
And they even built aninteractive tool so prospective
students could compare differentspecializations within the
program.
Jill (03:11):
So smart.
They gave people a reason toclick through and see what makes
them special.
But Google's not the only gamein town anymore, right?
What about social search?
Jack (03:18):
This is a huge shift.
Gen Z and millennials, they'regoing straight to TikTok,
Instagram, YouTube.
Jill (03:23):
It's like, forget Google, let me see what the students are
actually saying.
Jack (03:26):
Right, they want the inside scoop on programs, campus
life, real student experiences,and even AI generated summaries
are starting to show up on thoseplatforms.
Jill (03:34):
Oh wow, I've even seen prospective students asking very
specific questions aboutuniversity programs in TikTok
comments.
Jack (03:40):
And the thing is, what appears on social media, Often
shows up in Google searchresults too.
Jill (03:45):
So a strong social media presence can actually boost your
regular SEO.
That's a two for one deal.
Jack (03:50):
It really is.
So universities need a socialsearch strategy, not just a
general social media plan.
Jill (03:56):
So how do they make the most of it?
Jack (03:58):
The key is content that sparks engagement and ranks
well, both within the platformand on Google.
Repurpose website content intosocial friendly formats.
Short videos, infographics,student testimonials.
Jill (04:10):
Right, because no one's reading a long blog post on
TikTok.
Jack (04:13):
And prioritize engagement.
Likes, shares, comments, that'swhat the algorithms love.
Do Q& As with faculty, polls,behind the scenes videos.
Make
Jill (04:20):
it fun and interactive.
Jack (04:21):
Exactly.
And authenticity is key.
Student generated content,that's what builds trust.
Like student ambassadors sharingtheir day to day, or alumni
talking about their journey.
Jill (04:30):
Feels way more real than a polished ad.
Jack (04:32):
And don't forget to optimize for the platform
itself, hashtags, keywords, andcaptions, and descriptions.
All that matters.
Jill (04:38):
It's like speaking their language, where they already
are.
Jack (04:41):
Right.
Jill (04:41):
Didn't Universe the S with their environmental science
program have a success storywith this?
Jack (04:45):
Yeah, they were struggling to reach their target students
through their website and blog.
Jill (04:49):
Sounds familiar.
Jack (04:50):
So they did their research and realized those students were
hanging out on TikTok andYouTube.
So they started a TikTok serieswhere students talked about
their research and internships,turned faculty Q& As into
Instagram reels, and encouragedstudent ambassadors to flog on
YouTube.
And they optimized everythingwith the right keywords and
hashtags.
Jill (05:08):
Smart move.
Now let's talk about anotherGoogle thing people also ask.
Jack (05:12):
Yeah, those drop down questions.
They're getting more and moreimportant, especially with AI
overviews taking up so muchspace.
It's
Jill (05:17):
like Google's anticipating what else you might want to
know.
Jack (05:19):
Exactly, and appearing there can boost visibility even
if it might mean slightly fewerclicks to your website.
Jill (05:25):
Because sometimes people find their answer right there in
the PAA box.
Jack (05:29):
Right, but it still shows you're a helpful and
authoritative resource.
Jill (05:32):
So how do universities get in on that?
Jack (05:34):
Well first, answer those common student questions
directly at the top of yourrelevant pages.
Then you can go into more detailfurther down.
Jill (05:40):
Like a TLDR for the impatient folks, and more info
for those who want to dive in.
Jack (05:45):
Exactly.
And use structured data like FAQSchema, make sure your headings
are clear, and actually matchthose questions.
Jill (05:51):
Make it super clear for Google what question you're
answering, right?
Jack (05:54):
Yep.
Don't forget long tail keywordseither.
Students get specific with theirquestions.
Jill (05:58):
Right.
What's the best program for meis very different from what's
the best program for someone whowants to study marine biology
and do field research in thePacific Northwest.
Jack (06:06):
Exactly.
And organize your content withbullet points and lists, things
like that.
Makes it easier for Google topull out those concise answers.
And remember, EEAT matters heretoo.
Jill (06:15):
Ah, that acronym again.
We'll get to that in a sec.
Jack (06:17):
Right.
But showcasing your faculty'sexpertise, referencing research.
Using statistics, it all showsGoogle you're a trustworthy
source.
Jill (06:24):
It's all about building that credibility.
Speaking of, didn't that smallliberal arts college, University
X, really nail the PAA game?
Jack (06:32):
They did.
They knew AI overviews couldhurt their traffic, so they
focused on PAA.
Added FAQ sections to programpages, used long tail keywords,
structured their content foreasy answers, and added that FAQ
schema markup.
Jill (06:45):
They were proactive and got ahead of the curve.
Good for them.
Okay, let's finally talk aboutEET.
Experience, expertise,authoritativeness, and
trustworthiness.
Jack (06:54):
It's a mouthful, but Google takes it seriously.
Jill (06:57):
Especially now that there's so much AI content
floating around, right?
Jack (06:59):
Definitely.
It's Google's way of judging ifa website is actually legit.
Jill (07:03):
So it's not enough to just have the right keywords anymore.
Jack (07:06):
Nope.
You gotta prove you know whatyou're talking about.
Show off your faculty'sexpertise, make sure your
information is accurate and upto date, highlight your
research.
Jill (07:13):
Like showing your work, proving you're not just making
stuff up.
Jack (07:16):
Right.
Because if you don't, Googlemight just decide you're not
worth showing.
Jill (07:19):
Yikes.
So how do universities boosttheir EEAT?
Jack (07:23):
Well, get those faculty members blogging and writing
research summaries with biosthat show off their credentials,
share student testimonials andsuccess stories.
Jill (07:31):
Real stories from real people.
Jack (07:33):
Yeah, and get backlinks from other reputable sources.
Think collaborations with otherinstitutions, guest blog posts
on respected websites.
Jill (07:40):
So it's like building a web of trust and credibility
around your university.
Jack (07:44):
That's a great way to put it.
And never underestimate thepower of keeping your content
fresh.
Regularly updated, accurate, andrelevant information shows
Google you're on top of things.
Jill (07:55):
Makes sense.
Didn't that STEM focusedUniversity X boost their EEAT by
doing something like this?
Jack (08:00):
They did.
They noticed their computerscience program was slipping in
the rankings.
So they had their faculty writeblog posts on hot topics like AI
and cybersecurity.
With detailed bios, theyshowcased student case studies
with real world applications.
Jill (08:13):
Practical, hands on stuff.
Jack (08:15):
And they partnered with tech companies for joint
research and guest blogs,earning those valuable
backlinks.
Oh, and they made sure theirfaculty profiles had structured
data.
Jill (08:25):
Sounds like a recipe for success.
Okay, let's zoom out a bit andtalk about the bigger picture.
What are some of the marketingchallenges higher education is
facing as we head deeper intothe 2020s?
Jack (08:34):
Oh boy, where to begin?
Demographics are shifting.
Enrollment's changing.
Fewer traditional college agestudents.
Jill (08:39):
The demographic clip, everyone's talking about that.
Jack (08:41):
And there are more alternative education options
now.
Micro credentials, onlinedegrees.
It's more competitive than everto attract students.
Jill (08:48):
So the old ways of getting things just won't cut it.
Jack (08:51):
Nope.
Universities have to getpersonal, with targeted
marketing campaigns that speakto individual students needs and
interests.
They need to use data andanalytics to understand student
behavior, and of course a strongonline presence is a must.
Website, content, social media,you name it.
Jill (09:06):
It's like everything's gotta be firing on all
cylinders.
Jack (09:08):
Pretty much.
And let's not forget alumni.
They can be powerful advocatesfor the university.
Jill (09:13):
Right, they've lived the experience.
And I imagine diversity andinclusion are more important
than ever in marketing too.
Jack (09:17):
Absolutely.
The diverse student body youwant to attract
Jill (09:22):
show everyone they have a place at your university.
So with all these changes, Ikeep hearing about this idea of
universities acting more likedirect to consumer brands.
What does that even mean?
Jack (09:32):
That's a great question.
DTC brands are all aboutpersonalization, building
relationships and community.
And today's students are used tothat from the brands they
interact with every day.
Jill (09:42):
Like how Amazon knows exactly what you want to buy or
Netflix recommends shows you'lllove.
Jack (09:46):
Exactly.
Students expect that same levelof personalization from their
universities.
They're used to it in theirconsumer lives, so they want it
in their education too.
Especially with more and morestudents learning online and
spending so much time on socialmedia.
Jill (09:58):
So how can universities get on board with this whole DTC
thing?
Jack (10:01):
Well, they can start by looking at how students interact
with their website and onlineresources.
Then they can tailor content andguide students based on their
behavior.
Jill (10:10):
So, like, if a student keeps looking at information
about study abroad programs,maybe send them more info about
that.
Jack (10:16):
Exactly.
And use data to personalizeoutreach.
If a student mentions aninterest in environmental
science, you can tailor yourcommunication to highlight your
university's strengths in thatarea.
Jill (10:27):
Make it relevant to them.
Jack (10:28):
Targeted marketing for enrollment is another big one.
Use AI and predictive analyticsto recommend specific programs
and scholarships based on astudent's profile.
Jill (10:36):
It's like, hey, we know you're interested in this, and
here's how we can help youachieve your goals.
Jack (10:40):
Right.
And omni channel communicationis key.
Meet students where they are,whether it's social media,
email, or chat.
Jill (10:47):
No more siloed communication.
Jack (10:48):
And offer real time support through chatbots and
personalized portals.
It makes the whole enrollmentprocess less overwhelming.
Jill (10:55):
Less like navigating a bureaucracy and more like
talking to a friend.
Jack (10:58):
Exactly.
Jill (10:59):
Okay.
So that's all aboutpersonalization, but what about
storytelling?
DTC brands are great at thattoo.
Jack (11:03):
They are.
Universities can learn a lotfrom them.
Share authentic glimpses ofcampus life, student
testimonials, behind the scenes,looks at programs and research.
Jill (11:12):
Like pulling back the curtain and showing what it's
really like to be there.
Jack (11:16):
Host interactive events, like live Q& A's with faculty,
or virtual campus tours led bystudents.
Partner with alumni and studentambassadors to humanize the
university, and tell storiesthat go beyond just facts and
figures.
Share student success stories,profile inspiring faculty
members.
Jill (11:32):
Make it about people and experiences, not just stats and
rankings.
Jack (11:35):
Exactly.
And don't forget the power ofdata.
DTC brands live and breathedata, and universities should
too.
Jill (11:41):
Measure everything, figure out what works, and constantly
improve.
Jack (11:45):
That's it.
Identify your data needs,capture relevant data, analyze
it to find trends and understanddifferent student segments, then
use those insights topersonalize your outreach.
and tailor your messaging andkeep refining your strategies
based on what the data tellsyou.
Jill (11:58):
Georgia State University is a great example of this,
right?
They used data to identifystudents who might be struggling
and offered them support earlyon.
Jack (12:05):
And they saw a huge improvement in retention rates.
And just like DTC brands try tomake buying as easy as possible,
universities need to streamlinetheir enrollment process.
Jill (12:15):
Make it intuitive, user friendly, and stress free.
Jack (12:18):
MIT's MyMIT system is a good example of a user friendly
portal.
Applicants can manage everythingin one place.
Jill (12:23):
Makes life easier for everyone.
Jack (12:25):
And finally, build community.
DTC brands are all about makingcustomers feel like they belong.
Universities can do the samewith prospective and current
students, as well as alumni.
Jill (12:35):
Create that sense of belonging that lasts beyond
graduation.
Jack (12:38):
Think social media groups for prospective students, mobile
apps for current students,student clubs and mentorship
programs, and active alumninetworks.
Jill (12:45):
So many ways to keep people connected.
Jack (12:48):
Right.
It's all about fostering thoserelationships.
Jill (12:50):
So, wow, we covered a lot today.
AI is transforming SEO.
Making universities thinkdifferently about their content
and their online presence.
Social search is a must have,not a nice to have.
And this whole DTC mindset ispushing universities to get more
personal, build relationships,and create a sense of community.
Jack (13:08):
It's about meeting students where they are and
giving them the personalexperiences they expect.
Jill (13:13):
And using data to make smarter decisions every step of
the way.
So as you think about all ofthis, here's a question for you.
What's one thing you're going tofocus on to make your
university's marketing moreeffective and engaging in the
coming year?
How can you balance the power oftechnology with the importance
of human connection?
Thanks for joining us.
Jack (13:32):
Thanks for having me.
Jill (13:32):
It's been great.
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