May 10, 2025 • 17 mins
đź“Ś Episode Description:
In this episode, we explore the fast-evolving landscape of higher education marketing. Discover how top institutions are staying competitive through strategic partnerships—like Carnegie’s collaboration with Foundation Marketing—and the increasing impact of student influencer programs.
We also unpack the challenges of rising tuition and the importance of flexible payment options, along with the decreasing international student interest in the U.S. market. Learn why microcredentials and modular learning are gaining traction and how values-based leadership is shaping both internal culture and outward messaging.
Finally, we examine how technology, including CRM systems, supports student success and retention, with a broader redefinition of what “student success” really means in today’s digital-first academic environment.
⏱️ Episode Timestamps:
00:00 – Introduction to Higher Education Marketing
00:31 – Strategic Partnerships in Higher Ed
01:43 – Leveraging Student Influencers
04:19 – Addressing Rising Tuition Costs
05:39 – Decline in International Student Interest
08:01 – Values-Based Influence in Higher Ed
09:08 – The Rise of Microcredentials
10:23 – Enhancing Recruitment and Onboarding
12:12 – Out-of-Home Advertising Strategies
13:30 – Defining and Supporting Student Success
15:46 – Key Takeaways for Higher Ed Marketers
đź’ˇ Keywords:
Higher education marketing, student influencers, strategic partnerships, microcredentials, tuition strategies, international students, CRM in higher ed, student success, values-based marketing, modular learning.
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):
Welcome everyone.
(00:00):
Today we're taking a look atthe, uh, really dynamic world of
higher education marketing.
It's definitely a competitivespace out there.
Jack (00:08):
It really is.
And staying ahead, well, itmeans understanding what's
working now, what the trends aretelling us.
Jill (00:14):
So we've gathered quite a bit of material press releases,
blogs, some reports to try andpull out the key insights for
you.
Jack (00:21):
Exactly.
The goal is to find thoseactionable ideas.
Those, you know, aha.
Moments that can really helpshape marketing and enrollment
strategies going forward.
Jill (00:30):
Okay, great.
Let's start with strategicpartnerships.
There was some news aboutCarnegie and foundation
marketing teaming up.
What's the story there?
Jack (00:38):
Yeah.
This one's interesting.
Carnegie obviously a big name inconnecting students and
colleges.
They've partnered withFoundation Marketing
Jill (00:44):
and Foundation marketing.
They're known for content,right?
Jack (00:47):
Precisely.
But it's a specific kind.
Jill (00:49):
Mm-hmm.
Jack (00:50):
Very research, heavy content marketing.
They handle the creation.
Sure.
Also distribution, optimization,the whole life cycle.
Jill (00:58):
Hmm.
So it's a deep dive into contenteffectiveness.
Jack (01:01):
Right.
And it really highlights howcrucial sophisticated content is
becoming.
It's not just about havingsomething out there, especially,
you know, with generative AIsearch, changing how students
find information.
Jill (01:12):
That's a really good point.
Just having a website isn'tenough anymore.
Your content needs to actuallyanswer questions to surface in
those AI results.
Jack (01:20):
Absolutely.
The idea for institutionspartnering like this is, well
first, better visibility insearch, more organic traffic,
obviously,
Jill (01:28):
which leads to more engagement,
Jack (01:29):
hopefully.
Yes, more engagement with theright audience, and ultimately a
better return on that marketingspend.
Jill (01:35):
Gary Collin from Carnegie mentioned that too, didn't he?
Calling their approach cuttingedge for higher ed.
Jack (01:40):
He did, he specifically highlighted the bd.
Jill (01:43):
Okay.
Moving from partnerships to, uh,maybe leveraging internal
resources, student influencermarketing, that feels like
something with a lot ofpotential.
Jack (01:52):
Oh, definitely.
It's maybe an overlookedpowerhouse for enrollment.
We know application volumes needto jump significantly just to
keep enrollment steady, right?
EAB pointed that out, right?
And influencer marketing.
Well, McKinsey's definition fitsin source wonders and B2C and
student recruitment has a lot ofB2C elements.
Jill (02:11):
It's about trust, isn't it?
Peer-to-peer trust.
Jack (02:13):
Exactly.
Authenticity is key.
Students trust other studentsfar more than they trust, you
know, official marketingmessages sometimes,
Jill (02:20):
and there's proof it works.
Appe saw that huge jump, 162% inregistrations from organic
social after starting theirinfluencer strategy.
Jack (02:28):
That's a massive number.
Mm-hmm.
And Apple E's approach gives ussome good pointers.
First they say, work withcreators who genuinely connect
with your prospects.
Jill (02:37):
So finding students who are already kind of doing this
naturally,
Jack (02:40):
sort of, yeah, people creating relatable stuff.
Campus event highlights, maybetheir financial aid journey,
dorm tips, you know, using theright hashtags, asking current
ambassadors for ideas, evenusing tools like Collab Street
or tiktoks Creator Marketplace.
Jill (02:55):
Makes sense.
Find the authentic voices.
What's the second tip?
Jack (02:59):
It's about balance.
Yeah.
Give the influencers freedom.
Let them be themselves, but alsoprovide some guidance.
Jill (03:04):
Guidance.
Like a content guide.
Jack (03:06):
Yeah.
Apple uses one.
It covers the school's mission.
Maybe some calls to action,suggested themes, target
audience info, basic video tips,but.
And this is critical.
You have to trust their voice.
Jill (03:17):
Don't over script them.
Jack (03:18):
Right?
If it feels too polished orforced, you lose that
authenticity that makes it work.
They're seen as advocates, notspokespeople,
Jill (03:25):
which ties into their third point.
I guess letting go of strictbrand standards.
That might be tough for somemarketing teams.
Jack (03:32):
It can be a hurdle definitely.
But the advice is clear.
Authenticity beats perfectbranding year.
Provide guidelines, sure, butlet their personality shine
through.
Students can spot an overlybranded message.
A mile off
Jill (03:45):
show.
Don't just tell through theirexperience.
Jack (03:48):
Exactly.
And the final point ofintegration, influencer
marketing shouldn't live in asilo.
Jill (03:54):
It needs to be part of the bigger picture.
Jack (03:56):
Precisely think multichannel.
A student journey often involveslots of touchpoints.
So maybe an influencer does aTikTok, another does a YouTube
deep dive, and that's supportedby blog posts, emails, social
ads from the marketing team, allaround a theme like decision
day,
Jill (04:13):
creating a cohesive experience across platforms.
Jack (04:16):
Yeah, nurturing that interest all the way through.
Jill (04:19):
Okay.
Another big factor influencingstudents and something marketers
have to address is cost.
Tuition keeps rising.
Jack (04:26):
It's a huge barrier and it makes flexible payment options
really critical.
The Consumer FinancialProtection Bureau found nearly 4
million students are usingpayment arrangements each term.
Jill (04:36):
4 million.
Wow.
So offering flexibility isn'tjust nice to have.
It can directly impactenrollment and retention.
Jack (04:43):
Absolutely.
We're talking standard plans,spreading payments out, but also
maybe past due plans to helpstudents through rough patches
Jill (04:50):
and international options too.
Jack (04:52):
That's increasingly important.
Letting international studentspay easily in their own currency
is a big convenience factor,
Jill (04:59):
and it's not just having the plans, it's communicating
them clearly, right?
Making them easy to use.
Jack (05:04):
Communication is key.
Things like automated remindersreally helps students avoid late
fees.
Recurring payment options aresuper convenient.
Jill (05:13):
Set it and forget it
Jack (05:14):
exactly.
And just making sure staff areavailable and helpful if
questions come up, you know,Investopedia noted delinquent
payments are rising so goodnotifications can make a real
difference
Jill (05:24):
and we need to support the staff managing this too.
Give them the right tools,
Jack (05:28):
definitely efficient tools for managing payments free up
staff time for more, you know,student-focused support.
It's all about creating anenvironment where students can
actually focus on their studies,not just financial stress.
Jill (05:39):
Now shifting gears a bit, there's some concerning data
about international studentinterest in the us, particularly
for postgraduate studies.
Jack (05:47):
Yeah, this is pretty stark.
Study portals data showed a, um,a 44% drop in interest since
mid-January 2025.
That's significant.
Jill (05:56):
44%.
That's huge.
Which student groups are mostaffected?
Jack (06:00):
The biggest declines were seen among students from India
and Bangladesh and overallAmerica's market share as a
study destination dipped quite abit in the first quarter of
2025.
Jill (06:11):
What's driving this decline?
It sounds complex.
Jack (06:14):
It seems to be a mix of factors.
Cuts to university researchfunding.
Um, reported attacks on academicfreedom.
Visa issues includingrevocations are all mentioned
Jill (06:25):
and it's hitting specific countries.
Hard.
Jack (06:27):
Yes, sharp drops from places like Iran, France,
Germany, Canada.
This seems linked to broaderinternational tensions, ongoing
visa problems, and maybe eventhe rollback of some DEI
programs.
Is
Jill (06:40):
there any bright spots?
Jack (06:42):
Well, there was some growth in interest from Brazil
and Kenya, but the numbers thereare smaller, so it doesn't
really offset the big dropselsewhere.
Jill (06:48):
Is the decline across all subjects or concentrated in
certain areas?
Jack (06:52):
It's more concentrated business and management,
engineering and technologyapplied sciences, those saw the
biggest drops.
Jill (06:58):
Which makes sense given the decline from India, for
instance.
Jack (07:01):
Right.
Sonam Aurora from the UK'sNational Indian students and
Alumni Union pointed that out.
The strong link between Indianstudent decline and those STEM
business fields.
Jill (07:12):
She also used the phrase, real sense of fear among
prospective students.
That's worrying.
Jack (07:17):
It really is.
Students are apparently worriedabout the whole US experience.
Visa stability is a big one.
With things like that lawsuitfrom the Indian student whose
visa was revoked unexpectedly,even reports of universities
advising against travel,
Jill (07:32):
a feeling of being let down maybe, especially for those
who saw the US as the dreamdestination.
Jack (07:38):
Yeah, that sentiment was mentioned.
It points to an erosion oftrust, perhaps less in the
universities themselves, butmore in the broader US system
legal.
Political.
Jill (07:47):
So for institutions, what's the takeaway?
Diversify, perhaps
Jack (07:50):
that seems to be the advice.
Look at markets with better visaacceptance rates.
Maybe explore transnationaleducation partnerships more
seriously.
Mm-hmm.
It's about managing risk in achanging landscape.
Jill (08:01):
This whole situation really underscores the
importance of trust and maybebrings us to this idea of
values-based influence in highered leadership and marketing.
Jack (08:09):
Exactly.
It feels particularly relevantnow.
It's about leading withintegrity.
You know, building credibilitythrough consistency, making sure
your actions actually match yourstated beliefs.
Jill (08:20):
So less about just image, more about substance,
Jack (08:23):
precisely prioritizing integrity over image, real
collaboration over just checkingcompliance boxes and consistency
over maybe flashy charisma.
Jill (08:33):
How can institutions, maybe marketing teams
specifically cultivate that?
Jack (08:37):
Well, the sources suggest a few things doing a values
audit.
What values are actually drivingdecisions?
Recognizing those informalleaders who already embody the
values you want
Jill (08:47):
and getting everyone on the same page.
Jack (08:49):
Yes.
Things like values, mappingexercises, and crucially
aligning practices, hiringbudget decisions with those core
principles.
For leaders, it's aboutclarifying their own values,
modeling the behavior, andempowering others to lead from
their values too.
Jill (09:02):
Building stronger, more trusting teams, which
Jack (09:05):
is vital.
Both within marketing and acrossthe whole institution.
Jill (09:08):
Okay.
Another trend impacting programsis the rise of microcredentials
and modular learning.
Jack (09:13):
Yeah.
This came up in a recentU-P-C-E-A discussion.
There's huge demand for theseshorter, more flexible options,
especially to meet workforceneeds.
I.
Healthcare education was a bigfocus.
Jill (09:23):
What kinds of examples did they discuss?
Jack (09:25):
Well, places like Johns Hopkins Med School, Colorado
Community College System,C-C-C-S-U-N-T, health Science
Center, St.
Cloud State, they all sharedinsights.
Jill (09:34):
Any specific initiative stand up.
Jack (09:36):
CCCS had these behavioral health micro pathways that lead
straight to jobs, but can alsostack into degrees.
U-N-T-H-S-C is aligningnon-credit courses with
licensure requirements.
Jill (09:47):
So very practical career focused applications.
Jack (09:51):
Exactly.
And there's a push for widerindustry recognition of digital
badges.
Mm-hmm.
And internally, like at JohnsHopkins, trying to clarity
across the institution aboutwhat microcredentials mean and
how they fit.
Jill (10:02):
But scaling these up must be a challenge, right?
Maintaining quality.
Jack (10:05):
That's the key question.
They talked about strategieslike strong partnerships between
faculty and instructionaldesigners using external reviews
like quality matters, ensuringaccessibility, getting grants
for development, linking withmilitary or workforce benefits,
even internationalcollaborations, lots of angles
to consider.
Jill (10:23):
Let's switch gears slightly to the student journey
itself.
Recruitment and onboarding.
There's this A CIP framework,
Jack (10:30):
right?
Ask connect, inspire plan.
It comes from CCRC research,mostly focused on community
colleges, but the ideas arebroader.
It's about shifting onboardingfrom just general welcome to
colleges stuff.
To
Jill (10:42):
something more program focused.
Jack (10:44):
Exactly.
Helping students explore theirinterests and actually develop
an educational plan muchearlier, and recognizing that
exploration isn't a one-timething, it continues through that
first year.
Jill (10:54):
Okay.
Let's break down a CIP.
First is ask.
Jack (10:57):
This means ongoing conversations, really talking
with students about theirinterests, strengths, goals,
life situation, to help themfigure out potential programs
and careers.
Jill (11:06):
Then connect building relationships.
Jack (11:08):
Yes.
Connecting them with faculty.
Current students in their field.
Alumni, potential employers pluscollege support services, making
those connections early
Jill (11:19):
inspire, getting them engaged academically from day
one.
Jack (11:22):
Pretty much making sure every student takes at least one
engaging college level course inan area they're interested in,
right?
In that first term.
Jill (11:31):
Finally plan, developing that roadmap.
Jack (11:35):
This is often the trickiest part for colleges to
implement.
Well, it means working with eachstudent to build a full program
plan, laying out the path totheir goal.
Jill (11:43):
And these plans aren't just for the student, they help
the college too.
Jack (11:46):
Definitely.
They boost motivation, helpadvisors intervene effectively
and make course scheduling moreefficient.
And crucially, A CIP isn't justfor after enrollment,
Jill (11:56):
it extends into recruitment.
Jack (11:58):
Yeah.
The idea is students are morelikely to commit.
If they see a clear path, so youcan start those ask and connect
conversations duringrecruitment.
Jill (12:05):
Even if the plan changes later, it provides that initial
direction,
Jack (12:09):
right?
It's about guidance and supportthroughout.
Jill (12:12):
Okay.
Let's talk about a channel thatsometimes gets maybe misused out
of home advertising.
Jack (12:19):
Ooh.
Yeah, it's interesting.
Often the expectation for Oage,billboards, posters, that kind
of thing, is immediate directconversions, and marketers get
frustrated when they don't seethat.
Jill (12:32):
But that's not really its main job, is it?
Jack (12:34):
Not primarily, no.
Oh, is fundamentally anawareness tool.
It's about building brandrecognition
Jill (12:39):
and in higher ed with so much competition, awareness is
pretty foundational,
Jack (12:44):
absolutely critical.
You need to make those earlyimpressions.
Next grad, they do.
OH inside high schools sharedata showing 92% of students
notice the advertised schools
Jill (12:53):
and their clients keep increasing spend, which suggests
it's working for them
Jack (12:56):
over 90% increased spend year over year.
So they're seeing value.
The ROI isn't always directleads though.
Jill (13:02):
How does it work though?
How does it fit into the funnel?
Jack (13:04):
Think of it as the top of the funnel.
OOH builds that initialawareness and recall.
Then when a student sees yourdigital ad or gets an email,
they already recognize yourname.
Jill (13:13):
So it makes other channels more effective.
Jack (13:15):
Exactly.
It can improve engagement withdigital ads, boost email open
rates, make landing pagesperform better.
It strengthens the wholepipeline over time because
you've built that familiarity.
It's a core part of a fullfunnel strategy, not just an
add-on.
Jill (13:29):
Makes sense.
Finally, let's bring it alltogether by looking at how we
define and support studentsuccess today.
It's clearly more than justgrades and graduation,
Jack (13:38):
or Absolutely.
The definition is much broadernow.
It includes academicachievement, yes, but also
mental and physical growth,developing key skills, feeling
like they belong and being readyfor a career.
Jill (13:50):
Helping students thrive holistically.
Jack (13:52):
That's the goal.
And digital marketing and CRMtools are becoming really
central to creating thatsupportive environment using
data for outreach andpersonalized support.
Jill (14:01):
So what are the key pieces of this broader definition?
Jack (14:04):
Things like academic success, persistence here,
attention still matter, but alsopersonal development, critical
thinking, communication skills.
Mm-hmm.
Engagement and belonging arehuge.
And of course, career readinessassays talks about blending tech
and human connection here.
Jill (14:17):
How are we measuring this broader success?
Jack (14:20):
It's a mix.
Traditional metrics likeretention, graduation rates, GPA
alongside newer ones likestudent engagement scores,
satisfaction surveys, andpost-graduation outcomes, jobs,
further study.
Jill (14:32):
And how do marketing and CRM specifically help foster
this?
We see examples like M'S.
Flight Path or Gonzaga'ssuccess, CRM,
Jack (14:40):
right?
Digital marketing helps attractthe right fit students
initially.
Sets the tone with personalizedcommunication, ensures
onboarding is smooth and usesfeedback to improve support.
Jill (14:50):
And the CRM is the engine behind a lot of that support.
Jack (14:53):
It really can be.
It centralizes the student view,so everyone involved has the
context.
It enables early alerts if astudent seems to be struggling,
Jill (15:01):
automating some workflows.
Jack (15:02):
Yes, automating support workflows, providing data
insights on what interventionswork, streamlining admin tasks,
even helping build community.
King's College uses CRM advicefor this kind of thing.
Hams, modic, CRM and StudentPortal are also tools designed
for this,
Jill (15:16):
so it facilitates a more proactive, personalized
approach.
Jack (15:20):
Exactly.
Using data for outreach, havingthose early alert systems,
integrating systems,communicating consistently,
acting on feedback and trainingteams properly, these are key.
Look at Georgia State's studentSuccess 2.0.
It's a great example of blendingmarketing CRM, and that
essential human connection,authentic storytelling about
success matters too.
Jill (15:40):
Okay, so weaving this all together, what are the big
takeaways for higher edmarketers listening today?
Jack (15:46):
I think three things really stand out.
First, the role of digitalmarketing is becoming much more
strategic, much more integrated.
Second, a deep understanding ofstudent needs.
Their motivations, theirchallenges is absolutely
fundamental at every singlestage
Jill (15:58):
from that first touch point all the way through to
graduation and beyond.
Jack (16:01):
Right?
And third, strategically usingpartnerships like the Carnegie
example and leveragingtechnology, especially CRM, is
crucial for both effectiverecruitment and importantly.
Genuine student success.
Oh, and briefly touching on thebalance, SEO and paid search
both remain vital, especiallyfor things like online programs,
SEO for the long haul, pay forimmediate visibility.
(16:23):
You really need both.
Jill (16:25):
It really paints a picture of a constantly shifting
landscape.
Adaptation and innovation seemnon-negotiable.
Jack (16:32):
They really are.
You have keep learning, keeptrying new things, finding
better ways to connect withprospective students and support
the ones you have.
Jill (16:39):
So the call to action for listeners is maybe to reflect on
these trends, see how they applyto their own context.
Jack (16:45):
Definitely think about how these insights might reshape
your strategies.
Maybe dig into some of theresources we mentioned for more
detail, the direction seemsclear, more personalized, more
data informed and deeplystudent-centric marketing and
support.
Jill (17:00):
A powerful thought to end on.
Thank you for that insightfuldiscussion.
Jack (17:03):
Thank you.
Welcome everyone.
(00:00):
Today we're taking a look atthe, uh, really dynamic world of
higher education marketing.
It's definitely a competitivespace out there.
Jack (00:08):
It really is.
And staying ahead, well, itmeans understanding what's
working now, what the trends aretelling us.
Jill (00:14):
So we've gathered quite a bit of material press releases,
blogs, some reports to try andpull out the key insights for
you.
Jack (00:21):
Exactly.
The goal is to find thoseactionable ideas.
Those, you know, aha.
Moments that can really helpshape marketing and enrollment
strategies going forward.
Jill (00:30):
Okay, great.
Let's start with strategicpartnerships.
There was some news aboutCarnegie and foundation
marketing teaming up.
What's the story there?
Jack (00:38):
Yeah.
This one's interesting.
Carnegie obviously a big name inconnecting students and
colleges.
They've partnered withFoundation Marketing
Jill (00:44):
and Foundation marketing.
They're known for content,right?
Jack (00:47):
Precisely.
But it's a specific kind.
Jill (00:49):
Mm-hmm.
Jack (00:50):
Very research, heavy content marketing.
They handle the creation.
Sure.
Also distribution, optimization,the whole life cycle.
Jill (00:58):
Hmm.
So it's a deep dive into contenteffectiveness.
Jack (01:01):
Right.
And it really highlights howcrucial sophisticated content is
becoming.
It's not just about havingsomething out there, especially,
you know, with generative AIsearch, changing how students
find information.
Jill (01:12):
That's a really good point.
Just having a website isn'tenough anymore.
Your content needs to actuallyanswer questions to surface in
those AI results.
Jack (01:20):
Absolutely.
The idea for institutionspartnering like this is, well
first, better visibility insearch, more organic traffic,
obviously,
Jill (01:28):
which leads to more engagement,
Jack (01:29):
hopefully.
Yes, more engagement with theright audience, and ultimately a
better return on that marketingspend.
Jill (01:35):
Gary Collin from Carnegie mentioned that too, didn't he?
Calling their approach cuttingedge for higher ed.
Jack (01:40):
He did, he specifically highlighted the bd.
Jill (01:43):
Okay.
Moving from partnerships to, uh,maybe leveraging internal
resources, student influencermarketing, that feels like
something with a lot ofpotential.
Jack (01:52):
Oh, definitely.
It's maybe an overlookedpowerhouse for enrollment.
We know application volumes needto jump significantly just to
keep enrollment steady, right?
EAB pointed that out, right?
And influencer marketing.
Well, McKinsey's definition fitsin source wonders and B2C and
student recruitment has a lot ofB2C elements.
Jill (02:11):
It's about trust, isn't it?
Peer-to-peer trust.
Jack (02:13):
Exactly.
Authenticity is key.
Students trust other studentsfar more than they trust, you
know, official marketingmessages sometimes,
Jill (02:20):
and there's proof it works.
Appe saw that huge jump, 162% inregistrations from organic
social after starting theirinfluencer strategy.
Jack (02:28):
That's a massive number.
Mm-hmm.
And Apple E's approach gives ussome good pointers.
First they say, work withcreators who genuinely connect
with your prospects.
Jill (02:37):
So finding students who are already kind of doing this
naturally,
Jack (02:40):
sort of, yeah, people creating relatable stuff.
Campus event highlights, maybetheir financial aid journey,
dorm tips, you know, using theright hashtags, asking current
ambassadors for ideas, evenusing tools like Collab Street
or tiktoks Creator Marketplace.
Jill (02:55):
Makes sense.
Find the authentic voices.
What's the second tip?
Jack (02:59):
It's about balance.
Yeah.
Give the influencers freedom.
Let them be themselves, but alsoprovide some guidance.
Jill (03:04):
Guidance.
Like a content guide.
Jack (03:06):
Yeah.
Apple uses one.
It covers the school's mission.
Maybe some calls to action,suggested themes, target
audience info, basic video tips,but.
And this is critical.
You have to trust their voice.
Jill (03:17):
Don't over script them.
Jack (03:18):
Right?
If it feels too polished orforced, you lose that
authenticity that makes it work.
They're seen as advocates, notspokespeople,
Jill (03:25):
which ties into their third point.
I guess letting go of strictbrand standards.
That might be tough for somemarketing teams.
Jack (03:32):
It can be a hurdle definitely.
But the advice is clear.
Authenticity beats perfectbranding year.
Provide guidelines, sure, butlet their personality shine
through.
Students can spot an overlybranded message.
A mile off
Jill (03:45):
show.
Don't just tell through theirexperience.
Jack (03:48):
Exactly.
And the final point ofintegration, influencer
marketing shouldn't live in asilo.
Jill (03:54):
It needs to be part of the bigger picture.
Jack (03:56):
Precisely think multichannel.
A student journey often involveslots of touchpoints.
So maybe an influencer does aTikTok, another does a YouTube
deep dive, and that's supportedby blog posts, emails, social
ads from the marketing team, allaround a theme like decision
day,
Jill (04:13):
creating a cohesive experience across platforms.
Jack (04:16):
Yeah, nurturing that interest all the way through.
Jill (04:19):
Okay.
Another big factor influencingstudents and something marketers
have to address is cost.
Tuition keeps rising.
Jack (04:26):
It's a huge barrier and it makes flexible payment options
really critical.
The Consumer FinancialProtection Bureau found nearly 4
million students are usingpayment arrangements each term.
Jill (04:36):
4 million.
Wow.
So offering flexibility isn'tjust nice to have.
It can directly impactenrollment and retention.
Jack (04:43):
Absolutely.
We're talking standard plans,spreading payments out, but also
maybe past due plans to helpstudents through rough patches
Jill (04:50):
and international options too.
Jack (04:52):
That's increasingly important.
Letting international studentspay easily in their own currency
is a big convenience factor,
Jill (04:59):
and it's not just having the plans, it's communicating
them clearly, right?
Making them easy to use.
Jack (05:04):
Communication is key.
Things like automated remindersreally helps students avoid late
fees.
Recurring payment options aresuper convenient.
Jill (05:13):
Set it and forget it
Jack (05:14):
exactly.
And just making sure staff areavailable and helpful if
questions come up, you know,Investopedia noted delinquent
payments are rising so goodnotifications can make a real
difference
Jill (05:24):
and we need to support the staff managing this too.
Give them the right tools,
Jack (05:28):
definitely efficient tools for managing payments free up
staff time for more, you know,student-focused support.
It's all about creating anenvironment where students can
actually focus on their studies,not just financial stress.
Jill (05:39):
Now shifting gears a bit, there's some concerning data
about international studentinterest in the us, particularly
for postgraduate studies.
Jack (05:47):
Yeah, this is pretty stark.
Study portals data showed a, um,a 44% drop in interest since
mid-January 2025.
That's significant.
Jill (05:56):
44%.
That's huge.
Which student groups are mostaffected?
Jack (06:00):
The biggest declines were seen among students from India
and Bangladesh and overallAmerica's market share as a
study destination dipped quite abit in the first quarter of
2025.
Jill (06:11):
What's driving this decline?
It sounds complex.
Jack (06:14):
It seems to be a mix of factors.
Cuts to university researchfunding.
Um, reported attacks on academicfreedom.
Visa issues includingrevocations are all mentioned
Jill (06:25):
and it's hitting specific countries.
Hard.
Jack (06:27):
Yes, sharp drops from places like Iran, France,
Germany, Canada.
This seems linked to broaderinternational tensions, ongoing
visa problems, and maybe eventhe rollback of some DEI
programs.
Is
Jill (06:40):
there any bright spots?
Jack (06:42):
Well, there was some growth in interest from Brazil
and Kenya, but the numbers thereare smaller, so it doesn't
really offset the big dropselsewhere.
Jill (06:48):
Is the decline across all subjects or concentrated in
certain areas?
Jack (06:52):
It's more concentrated business and management,
engineering and technologyapplied sciences, those saw the
biggest drops.
Jill (06:58):
Which makes sense given the decline from India, for
instance.
Jack (07:01):
Right.
Sonam Aurora from the UK'sNational Indian students and
Alumni Union pointed that out.
The strong link between Indianstudent decline and those STEM
business fields.
Jill (07:12):
She also used the phrase, real sense of fear among
prospective students.
That's worrying.
Jack (07:17):
It really is.
Students are apparently worriedabout the whole US experience.
Visa stability is a big one.
With things like that lawsuitfrom the Indian student whose
visa was revoked unexpectedly,even reports of universities
advising against travel,
Jill (07:32):
a feeling of being let down maybe, especially for those
who saw the US as the dreamdestination.
Jack (07:38):
Yeah, that sentiment was mentioned.
It points to an erosion oftrust, perhaps less in the
universities themselves, butmore in the broader US system
legal.
Political.
Jill (07:47):
So for institutions, what's the takeaway?
Diversify, perhaps
Jack (07:50):
that seems to be the advice.
Look at markets with better visaacceptance rates.
Maybe explore transnationaleducation partnerships more
seriously.
Mm-hmm.
It's about managing risk in achanging landscape.
Jill (08:01):
This whole situation really underscores the
importance of trust and maybebrings us to this idea of
values-based influence in highered leadership and marketing.
Jack (08:09):
Exactly.
It feels particularly relevantnow.
It's about leading withintegrity.
You know, building credibilitythrough consistency, making sure
your actions actually match yourstated beliefs.
Jill (08:20):
So less about just image, more about substance,
Jack (08:23):
precisely prioritizing integrity over image, real
collaboration over just checkingcompliance boxes and consistency
over maybe flashy charisma.
Jill (08:33):
How can institutions, maybe marketing teams
specifically cultivate that?
Jack (08:37):
Well, the sources suggest a few things doing a values
audit.
What values are actually drivingdecisions?
Recognizing those informalleaders who already embody the
values you want
Jill (08:47):
and getting everyone on the same page.
Jack (08:49):
Yes.
Things like values, mappingexercises, and crucially
aligning practices, hiringbudget decisions with those core
principles.
For leaders, it's aboutclarifying their own values,
modeling the behavior, andempowering others to lead from
their values too.
Jill (09:02):
Building stronger, more trusting teams, which
Jack (09:05):
is vital.
Both within marketing and acrossthe whole institution.
Jill (09:08):
Okay.
Another trend impacting programsis the rise of microcredentials
and modular learning.
Jack (09:13):
Yeah.
This came up in a recentU-P-C-E-A discussion.
There's huge demand for theseshorter, more flexible options,
especially to meet workforceneeds.
I.
Healthcare education was a bigfocus.
Jill (09:23):
What kinds of examples did they discuss?
Jack (09:25):
Well, places like Johns Hopkins Med School, Colorado
Community College System,C-C-C-S-U-N-T, health Science
Center, St.
Cloud State, they all sharedinsights.
Jill (09:34):
Any specific initiative stand up.
Jack (09:36):
CCCS had these behavioral health micro pathways that lead
straight to jobs, but can alsostack into degrees.
U-N-T-H-S-C is aligningnon-credit courses with
licensure requirements.
Jill (09:47):
So very practical career focused applications.
Jack (09:51):
Exactly.
And there's a push for widerindustry recognition of digital
badges.
Mm-hmm.
And internally, like at JohnsHopkins, trying to clarity
across the institution aboutwhat microcredentials mean and
how they fit.
Jill (10:02):
But scaling these up must be a challenge, right?
Maintaining quality.
Jack (10:05):
That's the key question.
They talked about strategieslike strong partnerships between
faculty and instructionaldesigners using external reviews
like quality matters, ensuringaccessibility, getting grants
for development, linking withmilitary or workforce benefits,
even internationalcollaborations, lots of angles
to consider.
Jill (10:23):
Let's switch gears slightly to the student journey
itself.
Recruitment and onboarding.
There's this A CIP framework,
Jack (10:30):
right?
Ask connect, inspire plan.
It comes from CCRC research,mostly focused on community
colleges, but the ideas arebroader.
It's about shifting onboardingfrom just general welcome to
colleges stuff.
To
Jill (10:42):
something more program focused.
Jack (10:44):
Exactly.
Helping students explore theirinterests and actually develop
an educational plan muchearlier, and recognizing that
exploration isn't a one-timething, it continues through that
first year.
Jill (10:54):
Okay.
Let's break down a CIP.
First is ask.
Jack (10:57):
This means ongoing conversations, really talking
with students about theirinterests, strengths, goals,
life situation, to help themfigure out potential programs
and careers.
Jill (11:06):
Then connect building relationships.
Jack (11:08):
Yes.
Connecting them with faculty.
Current students in their field.
Alumni, potential employers pluscollege support services, making
those connections early
Jill (11:19):
inspire, getting them engaged academically from day
one.
Jack (11:22):
Pretty much making sure every student takes at least one
engaging college level course inan area they're interested in,
right?
In that first term.
Jill (11:31):
Finally plan, developing that roadmap.
Jack (11:35):
This is often the trickiest part for colleges to
implement.
Well, it means working with eachstudent to build a full program
plan, laying out the path totheir goal.
Jill (11:43):
And these plans aren't just for the student, they help
the college too.
Jack (11:46):
Definitely.
They boost motivation, helpadvisors intervene effectively
and make course scheduling moreefficient.
And crucially, A CIP isn't justfor after enrollment,
Jill (11:56):
it extends into recruitment.
Jack (11:58):
Yeah.
The idea is students are morelikely to commit.
If they see a clear path, so youcan start those ask and connect
conversations duringrecruitment.
Jill (12:05):
Even if the plan changes later, it provides that initial
direction,
Jack (12:09):
right?
It's about guidance and supportthroughout.
Jill (12:12):
Okay.
Let's talk about a channel thatsometimes gets maybe misused out
of home advertising.
Jack (12:19):
Ooh.
Yeah, it's interesting.
Often the expectation for Oage,billboards, posters, that kind
of thing, is immediate directconversions, and marketers get
frustrated when they don't seethat.
Jill (12:32):
But that's not really its main job, is it?
Jack (12:34):
Not primarily, no.
Oh, is fundamentally anawareness tool.
It's about building brandrecognition
Jill (12:39):
and in higher ed with so much competition, awareness is
pretty foundational,
Jack (12:44):
absolutely critical.
You need to make those earlyimpressions.
Next grad, they do.
OH inside high schools sharedata showing 92% of students
notice the advertised schools
Jill (12:53):
and their clients keep increasing spend, which suggests
it's working for them
Jack (12:56):
over 90% increased spend year over year.
So they're seeing value.
The ROI isn't always directleads though.
Jill (13:02):
How does it work though?
How does it fit into the funnel?
Jack (13:04):
Think of it as the top of the funnel.
OOH builds that initialawareness and recall.
Then when a student sees yourdigital ad or gets an email,
they already recognize yourname.
Jill (13:13):
So it makes other channels more effective.
Jack (13:15):
Exactly.
It can improve engagement withdigital ads, boost email open
rates, make landing pagesperform better.
It strengthens the wholepipeline over time because
you've built that familiarity.
It's a core part of a fullfunnel strategy, not just an
add-on.
Jill (13:29):
Makes sense.
Finally, let's bring it alltogether by looking at how we
define and support studentsuccess today.
It's clearly more than justgrades and graduation,
Jack (13:38):
or Absolutely.
The definition is much broadernow.
It includes academicachievement, yes, but also
mental and physical growth,developing key skills, feeling
like they belong and being readyfor a career.
Jill (13:50):
Helping students thrive holistically.
Jack (13:52):
That's the goal.
And digital marketing and CRMtools are becoming really
central to creating thatsupportive environment using
data for outreach andpersonalized support.
Jill (14:01):
So what are the key pieces of this broader definition?
Jack (14:04):
Things like academic success, persistence here,
attention still matter, but alsopersonal development, critical
thinking, communication skills.
Mm-hmm.
Engagement and belonging arehuge.
And of course, career readinessassays talks about blending tech
and human connection here.
Jill (14:17):
How are we measuring this broader success?
Jack (14:20):
It's a mix.
Traditional metrics likeretention, graduation rates, GPA
alongside newer ones likestudent engagement scores,
satisfaction surveys, andpost-graduation outcomes, jobs,
further study.
Jill (14:32):
And how do marketing and CRM specifically help foster
this?
We see examples like M'S.
Flight Path or Gonzaga'ssuccess, CRM,
Jack (14:40):
right?
Digital marketing helps attractthe right fit students
initially.
Sets the tone with personalizedcommunication, ensures
onboarding is smooth and usesfeedback to improve support.
Jill (14:50):
And the CRM is the engine behind a lot of that support.
Jack (14:53):
It really can be.
It centralizes the student view,so everyone involved has the
context.
It enables early alerts if astudent seems to be struggling,
Jill (15:01):
automating some workflows.
Jack (15:02):
Yes, automating support workflows, providing data
insights on what interventionswork, streamlining admin tasks,
even helping build community.
King's College uses CRM advicefor this kind of thing.
Hams, modic, CRM and StudentPortal are also tools designed
for this,
Jill (15:16):
so it facilitates a more proactive, personalized
approach.
Jack (15:20):
Exactly.
Using data for outreach, havingthose early alert systems,
integrating systems,communicating consistently,
acting on feedback and trainingteams properly, these are key.
Look at Georgia State's studentSuccess 2.0.
It's a great example of blendingmarketing CRM, and that
essential human connection,authentic storytelling about
success matters too.
Jill (15:40):
Okay, so weaving this all together, what are the big
takeaways for higher edmarketers listening today?
Jack (15:46):
I think three things really stand out.
First, the role of digitalmarketing is becoming much more
strategic, much more integrated.
Second, a deep understanding ofstudent needs.
Their motivations, theirchallenges is absolutely
fundamental at every singlestage
Jill (15:58):
from that first touch point all the way through to
graduation and beyond.
Jack (16:01):
Right?
And third, strategically usingpartnerships like the Carnegie
example and leveragingtechnology, especially CRM, is
crucial for both effectiverecruitment and importantly.
Genuine student success.
Oh, and briefly touching on thebalance, SEO and paid search
both remain vital, especiallyfor things like online programs,
SEO for the long haul, pay forimmediate visibility.
(16:23):
You really need both.
Jill (16:25):
It really paints a picture of a constantly shifting
landscape.
Adaptation and innovation seemnon-negotiable.
Jack (16:32):
They really are.
You have keep learning, keeptrying new things, finding
better ways to connect withprospective students and support
the ones you have.
Jill (16:39):
So the call to action for listeners is maybe to reflect on
these trends, see how they applyto their own context.
Jack (16:45):
Definitely think about how these insights might reshape
your strategies.
Maybe dig into some of theresources we mentioned for more
detail, the direction seemsclear, more personalized, more
data informed and deeplystudent-centric marketing and
support.
Jill (17:00):
A powerful thought to end on.
Thank you for that insightfuldiscussion.
Jack (17:03):
Thank you.
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