January 31, 2025 • 17 mins
Marketing for colleges and universities is changing fast. In this episode, we explore what’s coming in 2025 and how schools can keep up.
Here’s what you’ll learn:
✅ Why video is a must-have for student recruitment
✅ How AI is transforming marketing and student engagement
✅ The importance of data tracking (and how to do it right)
✅ How colleges can fight fake bot leads
✅ The power of industry-linked learning and microcredentials
We break it all down with expert insights, real-life examples, and simple steps schools can take to stay ahead.
📌 TIMESTAMPS
⏰ 00:00 – Intro: Higher Ed Marketing Trends
🎥 00:46 – Why Video Is Key for Student Recruitment
🙌 02:00 – User-Generated Content & Authenticity
⚠️ 04:14 – Challenges in Video Marketing
🤖 05:31 – How AI Is Changing Higher Ed Marketing
📊 06:44 – Using Data to Personalize Student Outreach
🚨 07:50 – The Dark Side of AI: Bots in Marketing
🐍 08:05 – What Are Bots & Why They Hurt Schools?
🛡️ 08:17 – How to Stop Fake Leads & Ad Fraud
📱 09:02 – The TikTok Dilemma: What Schools Should Know
📚 10:25 – What Is Industry-Linked Learning?
🎓 10:55 – How Microcredentials Help Students & Schools
🎯 13:47 – Why the Student Experience Matters Most
💡 14:48 – Final Thoughts & Key Takeaways
🔥 FAQ: Your Top Questions Answered
1️⃣ What is a data layer, and why does it matter?
A data layer helps schools track how students interact with their website. It connects tools like Google Analytics and CRMs to make data more useful. Schools can see which marketing campaigns work best and use that info to get better results.
2️⃣ What is offline conversion tracking?
Not all student applications happen online. Some use systems like the Common App that don’t track marketing data. Offline conversion tracking helps schools connect these actions back to ads, so they know what’s working.
3️⃣ Why is video marketing so important?
Students love video. It’s fast, engaging, and easy to understand. Social media platforms push video content, so using video helps schools get seen.
4️⃣ What kinds of videos work best?
🎬 Hype Videos – Fun, fast-paced clips that excite students
📢 User-Generated Content – Real stories from students & alumni
🎓 Success Stories – Showing real-life student journeys
📱 DIY Videos – Simple, high-quality videos made with a phone
5️⃣ What should schools include in a marketing RFP?
🗓️ A clear timeline
🎯 Specific goals & success metrics
📊 Past marketing results & insights
💰 Budget details
🤝 Preferred working style & expectations
6️⃣ How is AI helping higher education marketing?
AI tools can personalize emails, chat with students, and even predict who might enroll. Smart AI chatbots and automation make marketing faster and more effective. But AI also comes with challenges, like making sure it’s used ethically.
7️⃣ What’s the problem with bot leads?
Bots create fake leads that waste ad money and mess up data. Schools need to use filters, verification tools, and smart tracking to stop them.
8️⃣ What makes a great higher ed website?
🚀 Easy navigation
📱 Mobile-friendly design
🎯 Personalized content
🔗 Clear calls to action
9️⃣ What is industry-linked learning?
It’s when colleges partner with companies to give students real-world skills. Microcredentials and hands-on training help students get better jobs after g
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.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jill (00:00):
All right.
So let's, uh, dive into allthese articles you've given me
about higher ed marketing.
Jack (00:04):
Yeah.
Heading towards 2025,
Jill (00:06):
2025.
Yeah.
Jack (00:07):
I'm
Jill (00:07):
sensing a theme here.
Jack (00:09):
Yeah.
I think that there are some
Jill (00:11):
data, AI, video,
Jack (00:13):
some really cool things happening.
Yeah.
Jill (00:15):
Attract those new students.
Jack (00:16):
Yeah.
And I noticed that you'reinterested not only in the
trends, but like.
How universities are actuallyusing all this stuff, right?
What's working, what's not, whatcan we learn from them?
Jill (00:25):
Yeah, what can we learn?
Jack (00:26):
And
Jill (00:27):
we've got some great sources this time.
Jack (00:29):
Yeah,
Jill (00:29):
we've got insights from marketing gurus over at Carnegie
We've got case studies fromNorth Carolina community
colleges And even some tips andtricks for making some of those
killer video ads.
Jack (00:44):
Let's jump right in.
Jill (00:45):
Okay.
Sounds
Jack (00:46):
good.
Jill (00:46):
First up, video.
Jack (00:48):
Yes.
One
Jill (00:48):
thing that really stood out from these articles is just
how much video is everywhereonline these days.
Jack (00:53):
Hmm.
Jill (00:53):
Like, did you know that video makes up almost 83 percent
of global internet traffic?
Jack (00:58):
It's a lot.
Jill (00:59):
That's a crazy number.
Jack (01:00):
It really is.
Jill (01:01):
And for colleges and universities thinking about it,
it's a huge opportunity toconnect with potential students.
Yeah.
I mean, especially Gen Z.
Jack (01:09):
Gen Z, that's right.
Jill (01:10):
They basically live on TikTok, YouTube Shorts,
Instagram.
Jack (01:16):
Video first platforms.
Jill (01:17):
Video first.
Jack (01:18):
Makes
Jill (01:18):
sense.
Jack (01:19):
If you want to reach them, you got to speak their language.
Yeah,
Jill (01:21):
you got to speak their language.
And
Jack (01:22):
that language is video.
Jill (01:23):
Video, exactly.
Plus, let's face it, everyone'sattention span is Like,
shrinking these days.
Jack (01:29):
Eight seconds.
Jill (01:30):
The average person, what is it, eight seconds you said?
Jack (01:32):
Eight seconds, yep.
Jill (01:33):
So video is perfect to capture attention quickly and
make a lasting impression.
Jack (01:38):
That's exactly right.
Which
Jill (01:39):
is probably why we're seeing universities experiment
with all different types ofvideo content.
Everything from like those superhigh energy promo videos.
Yeah,
Jack (01:49):
get you pumped up.
Jill (01:50):
To more authentic user generated content.
Mm
Jack (01:54):
hmm.
Jill (01:54):
And even DIY videos shot on smartphones.
Jack (01:58):
That's right.
Jill (01:58):
So interesting.
Jack (02:00):
And what I think is interesting is that we're seeing
a move away from, like, superpolished corporate style videos.
Jill (02:06):
Right, right.
Jack (02:07):
Especially for Gen Z.
Authenticity is key.
Authenticity.
Yeah, they value realness.
Yes.
And they can spot a fake a mileaway.
That's true.
Mm hmm.
Jill (02:17):
So user generated content, or UGC as it's called, is
becoming more and more effectivebecause it just feels more
genuine, more relatable.
Jack (02:27):
Absolutely.
Jill (02:27):
It's coming directly from the students themselves.
Jack (02:30):
Yes.
And there's this great examplein one of the articles.
From Cumberland College, andreally focuses on careers in
digital marketing.
Jill (02:37):
I saw that one.
Jack (02:38):
And it feels so genuine, right?
Very genuine.
And it
Jill (02:41):
taps into this growing interest in online careers and
stuff.
Jack (02:44):
Exactly.
And what's cool is it shows youdon't need a Hollywood budget to
create engaging video content.
Jill (02:50):
Even Cambridge University is getting in on the action.
They
Jack (02:53):
pretty much are.
Jill (02:53):
Showing that even smartphone videos can be
effective if the content isgood.
Jack (02:57):
If the content is strong, that's it.
Jill (02:59):
It's all about quality over quantity.
Jack (03:01):
Quality over quantity, that's right.
Jill (03:03):
So how are universities making sure that their videos
are actually, you know, goodquality?
Jack (03:08):
Good question.
Jill (03:08):
Yeah.
Jack (03:10):
So a lot of them are creating style guides.
Jill (03:12):
Oh, like brand guidelines and stuff.
Jack (03:14):
Exactly, yeah.
And some are even offering basictraining to students who are
creating this UGC.
Jill (03:20):
So they're empowering the students to make the content.
Jack (03:23):
Exactly.
That's
Jill (03:24):
smart.
And
Jack (03:25):
they're segmenting videos by topic.
Jill (03:27):
I like that.
Jack (03:28):
Yeah.
So there's something foreveryone.
Jill (03:29):
So whether you're interested in specific academic
programs, student life, campus,tours.
Jack (03:35):
Virtual tours.
You got it.
Jill (03:37):
Give the people what they want.
Jack (03:38):
Give the people what they want.
That's right.
Jill (03:40):
I like that.
Jack (03:41):
And another important strategy is showing those real
success stories.
Jill (03:46):
Real people.
Jack (03:47):
Real people.
Jill (03:48):
Makes sense.
Jack (03:48):
Nothing is more compelling.
Then seeing real studentsthrive.
Jill (03:53):
Like highlighting those alumni journeys and that
personal growth.
Jack (03:56):
Absolutely.
Super impactful.
Jill (03:58):
Yeah.
And
Jack (03:59):
of course, every video needs a clear call to action.
Jill (04:02):
Oh, right.
That's a good point.
Jack (04:04):
Don't just entertain.
Encourage people to take thenext step.
Jill (04:07):
Right.
Make it obvious what you wantthem to do.
Book a tour.
Apply today.
Jack (04:10):
Apply today.
Mm hmm.
Jill (04:12):
Mm
Jack (04:12):
hmm.
Make it clear
Jill (04:14):
now, of course video marketing has its challenges,
right?
Jack (04:16):
Right like one of
Jill (04:17):
the biggest is privacy and legal compliance Especially when
you have students in the videos
Jack (04:23):
isn't the videos.
Yeah
Jill (04:24):
consent is crucial and transparency builds trust
Jack (04:28):
Yeah, that makes sense.
Jill (04:30):
Mm hmm.
Jack (04:31):
What else?
Jill (04:32):
Another challenge is maintaining that brand cohesion
across all your differentplatforms.
Oh, yeah.
Everything needs to look andfeel the same.
Jack (04:39):
That's where those style guides come in handy.
Jill (04:41):
That's where those style guides come in handy.
Exactly.
Jack (04:44):
Keep it consistent.
Jill (04:45):
Mm hmm.
Jack (04:45):
Makes you look more professional, too.
Jill (04:46):
Absolutely.
And then there's this constantpressure to create fresh
content.
Jack (04:51):
Yeah.
Jill (04:52):
You got to keep things interesting.
Jack (04:54):
Keep things interesting.
How do you do that?
Jill (04:55):
Developing what they call content buckets.
Jack (04:58):
What are content buckets?
Jill (04:59):
These are like recurring themes, right?
Jack (05:02):
Okay.
Like academic achievements,campus events.
Makes sense.
Things that you can kind of likerevisit and rephrase.
Which you
Jill (05:09):
can always make new content for.
Jack (05:11):
Exactly.
I
Jill (05:11):
like that.
Jack (05:12):
What about stock footage?
Jill (05:14):
Stock
Jack (05:14):
footage.
Is that still an option?
Jill (05:16):
Yeah.
Is that still an option?
Jack (05:18):
I mean, it can be.
Jill (05:19):
Especially with those limited budgets.
Jack (05:21):
Right.
Jill (05:22):
But you gotta customize it.
Jack (05:23):
You gotta customize it.
That's the key.
Jill (05:25):
Add your logo, text overlays, music.
Jack (05:29):
Music.
Make it your own.
Jill (05:30):
Make it your own.
Jack (05:31):
Speaking of making things your own, let's shift gears and
talk about AI.
Jill (05:35):
Oh, AI.
Okay.
Jack (05:37):
This is another area where we're seeing huge advancements
in higher ed.
Jill (05:41):
It's everywhere these days, it feels like.
Jack (05:43):
It really is.
Jill (05:44):
North Carolina community colleges are really leading the
way here, wouldn't you say?
Jack (05:48):
Absolutely, they're killing it.
Jill (05:50):
Using AI powered tools from a company called Element
451.
Element
Jack (05:55):
451, that's right.
Jill (05:56):
It's really having a big impact.
Jack (05:58):
It is.
Jill (05:59):
And they're seeing some incredible results too.
Jack (06:01):
Yeah, like what?
Jill (06:02):
Increased enrollment.
They're narrowing thoseachievement gaps.
Jack (06:05):
That's right.
Jill (06:06):
Improving completion rates.
Jack (06:07):
Yep.
Jill (06:08):
And they're saving a ton of time.
Jack (06:10):
How much time are they saving?
Jill (06:11):
Over 200, 000 minutes of staff time through automation.
Jack (06:16):
That's amazing.
Jill (06:17):
I know.
Jack (06:18):
Think about what your staff could accomplish with all
that extra time.
Jill (06:22):
Wow, yeah.
And
Jack (06:23):
the results speak for themselves.
Jill (06:24):
What kind of results are we talking about?
Jack (06:26):
Well, Forsyth Tech, for example, They saw a 10 year
enrollment high.
Jill (06:30):
Wow.
Jack (06:30):
And Johnston Community College.
Mm
Jill (06:32):
hmm.
Jack (06:32):
They had a 31 percent conversion rate from prospect to
applicant.
Jill (06:36):
That's huge.
Jack (06:37):
That's huge.
Jill (06:38):
So, AI really is more than just a buzzword.
Right.
It's a game changer.
It's
Jack (06:43):
a game changer, absolutely.
And
Jill (06:44):
it's not just about Automating those tasks, but it's
also using data to make smarterdecisions and create truly
personalized experiences forstudents.
Jack (06:54):
Personalized is key.
Yeah.
Absolutely.
I
Jill (06:56):
was reading about how Carnegie is helping universities
use what they call data layers.
Jack (07:01):
Interesting.
Yeah,
Jill (07:02):
to track applications by a specific program or student
type.
Right.
That seems like it would be sovaluable for targeting your
marketing efforts.
Jack (07:10):
Imagine being able to tailor your outreach.
Based on a student's interestsor goals.
Jill (07:17):
That's incredible.
It's
Jack (07:18):
next level personalization.
Next
Jill (07:19):
level.
It's also about connecting thedots between online ads and
those offline actions, right?
Jack (07:26):
Yeah, like enrollment deposits.
Enrollment deposits, exactly.
Jill (07:29):
Carnegie helped a client in Pennsylvania track 98
admitted students and 22deposits directly from their
paid campaigns.
Jack (07:36):
Wow, so they can actually see the results.
Jill (07:40):
That's powerful.
That's
Jack (07:41):
powerful data.
Gives
Jill (07:42):
you a clear picture of your marketing ROI.
Jack (07:45):
Mm hmm.
Jill (07:46):
But of course, with any new technology, Mm hmm.
There are some potentialpitfalls.
Jack (07:50):
Oh, there's some dark sides too.
The dark side,
Jill (07:53):
let's talk about bots.
Jack (07:54):
Bot.
Jill (07:54):
They're a growing problem in higher ed marketing, wouldn't
you say?
Jack (07:58):
They really are.
Jill (07:58):
Costing the industry, like, over a hundred billion
dollars annually.
A
Jack (08:02):
lot of money down the drain.
Jill (08:03):
That's a crazy amount of money.
Jack (08:05):
It is.
Jill (08:05):
So how do bots even work?
Jack (08:07):
Essentially, they create fake leads to inflate ad costs
and just, like, skew theresults.
Jill (08:13):
So how can schools fight back against these bots?
Jack (08:16):
Good question.
Jill (08:17):
Yeah.
Jack (08:17):
First, you got to use tools to detect that bot
activity.
Jill (08:20):
Like specialized platforms.
Jack (08:22):
Exactly.
There are platforms out therethat can do just that.
Jill (08:25):
Okay.
Jack (08:25):
And then diversify those lead sources.
Jill (08:28):
Don't put all your eggs in one basket.
Jack (08:29):
Exactly.
Jill (08:30):
Exactly.
It's gonna work.
Jack (08:32):
And finally, focus on quality over quantity.
Jill (08:34):
Quality over quantity.
It's a theme.
It's
Jack (08:37):
deep.
Jill (08:37):
It's better to have a hundred genuine leads than a
thousand fake ones.
I couldn't
Jack (08:42):
agree more.
And
Jill (08:42):
there was also mention of a service called Appley Advance.
Jack (08:46):
Oh yeah, from EAB.
hmm.
That pre vets leads to assesstheir likelihood of actually
enrolling.
Jill (08:54):
So you're only spending time on leads that are actually
likely to convert.
Jack (08:57):
Sounds like a good idea to me.
Jill (08:59):
It is.
Jack (08:59):
Okay, before we wrap up part one of this deep dive,
Jill (09:02):
Yeah.
Jack (09:02):
We need to talk about TikTok.
Jill (09:04):
TikTok, the elephant in the room.
Jack (09:06):
The elephant in the room.
Jill (09:07):
Mm hmm.
Jack (09:07):
So popular.
Jill (09:08):
But potentially on the verge of being banned.
Jack (09:11):
Who knows?
It's
Jill (09:12):
a roller coaster ride.
With all the regulatory scrutinyand potential bans, higher ed
needs to be prepared.
Jack (09:19):
Carnegie suggests diversifying They're defying.
Your social media presence.
Okay.
Across platforms like Instagram,YouTube Shorts, Snapchat.
Jill (09:28):
So don't rely on TikTok.
Jack (09:30):
Don't rely on TikTok.
Jill (09:31):
But what about all that great TikTok content that
universities have alreadycreated?
Jack (09:35):
Oh, good point.
Jill (09:36):
I mean, it would be a shame to let it go to waste.
Jack (09:38):
Well luckily TikTok now lets you download videos.
Without watermarks.
Jill (09:42):
Oh, really?
Jack (09:43):
So you can repurpose that content.
Jill (09:45):
Repurpose it.
Jack (09:46):
On different platforms.
That's
Jill (09:47):
great.
Jack (09:47):
Even if TikTok goes away, your video content can live on.
Jill (09:51):
Adapt and stay ahead of the curve.
Jack (09:53):
Adapt and stay ahead.
That's it.
Jill (09:55):
Well, I think that's a good place to pause for now.
Jack (09:58):
Yeah.
We've
Jill (09:58):
covered a lot of ground.
Jack (10:00):
We have.
Jill (10:00):
In part one of this deep dive.
Jack (10:02):
From the power of video.
Jill (10:04):
To the rise of AI.
Jack (10:05):
To the uncertain future of tech time.
Jill (10:07):
That there's still so much more to explore.
Jack (10:09):
Indeed, in part two we'll delve deeper into the world of
industry linked learning anddiscuss how higher education is
adapting to meet the evolvingneeds of the workforce.
Jill (10:18):
Oh, that's gonna be good.
Jack (10:19):
I'm excited about it.
Jill (10:20):
I'm excited too.
Looking forward to it.
Me too.
Okay.
Jack (10:23):
Great.
Jill (10:24):
All right.
Sounds good.
Jack (10:24):
Sounds good.
So let's pick up where we leftoff and talk about this thing
called industry linked learning.
Jill (10:31):
Industry linked learning.
Jack (10:33):
It's another big trend that's kind of shaking up higher
education.
Jill (10:36):
Yeah.
I've heard that term before.
But I'm not really sure what itmeans.
Jack (10:41):
Yeah, it's basically about colleges partnering with
companies.
Jill (10:44):
Okay.
To
Jack (10:45):
offer these, like, practical, job ready skills.
Jill (10:48):
Gotcha.
So it's not just about getting adegree.
Right.
It's about getting thosespecific skills that employers
actually want.
Right,
Jack (10:55):
exactly.
It's about, like, Givingstudents a leg up in the job
market.
Jill (10:59):
Yeah, and I bet this is only going to get more important
in the future.
Oh,
Jack (11:02):
absolutely.
Jill (11:03):
What, with technology changing so fast and everything?
Jack (11:06):
I mean, the skills that are in demand today could be
totally different tomorrow.
Jill (11:10):
Right.
Jack (11:11):
It's all about preparing students for the future of work.
Jill (11:16):
Which is changing all the time.
Jack (11:18):
All the time.
Jill (11:18):
Yeah.
Jack (11:19):
And it's not just about technology.
It's about being able to workacross different fields and
collaborate with others.
Jill (11:25):
There's one article you shared called 10 Ways to SKILL.
It
Jack (11:28):
really
Jill (11:29):
dived into this whole industry linked learning thing.
Jack (11:34):
10 strategies for college.
Jill (11:35):
Yeah, and it seems like it's not just about, you know,
adding a few extra courses.
It's about making those industryconnections a core part of the
whole curriculum.
Jack (11:43):
Exactly, like weaving it into everything.
Jill (11:46):
Weaving it into everything, I like that.
So, give me an example.
Jack (11:49):
Sure, so Think about integrating, like, micro
internships into existingcourses.
Jill (11:54):
Okay.
Jack (11:55):
Or using micro credentials to connect different subjects.
Jill (11:58):
Interesting.
Jack (11:58):
The idea is to create a more holistic and integrated
approach to education.
Jill (12:03):
And it seems like this would benefit everyone, right?
I
Jack (12:05):
think so.
Jill (12:05):
Students get those valuable skills.
Employers get qualifiedcandidates.
And institutions stay relevantand connected to what's
happening in the real world.
Jack (12:15):
It's a win win win.
I like it.
It's a great example of howhigher ed is adapting to keep up
with the times.
Jill (12:21):
It's funny, both this industry linked learning thing
and the AI stuff we talked aboutearlier, they're both pushing
higher ed towards a morepersonalized and data driven
approach.
It's all about using data tomake things better for students.
Jack (12:36):
And to make smarter decisions overall.
Jill (12:38):
So we've been focusing on the positives here, but are
there any downsides to all this?
Jack (12:44):
Uh, well, you know.
Anytime you have big change likethis, there are bound to be some
challenges.
Jill (12:51):
Okay, like what?
Jack (12:52):
Well, one concern is that this industry linked learning
could start to prioritize likeBusiness needs over academic
freedom.
Jill (12:59):
That's a good point.
Jack (13:00):
Colleges need to make sure they're still providing a well
rounded education.
Jill (13:03):
Right, not just training students for specific jobs.
Jack (13:06):
Exactly.
Jill (13:06):
And what about access?
Jack (13:07):
Access, yeah.
Jill (13:08):
I mean, will these new programs and partnerships be
available to all students?
Jack (13:13):
That's a really important consideration.
Jill (13:15):
Especially those from disadvantaged backgrounds.
Jack (13:17):
Absolutely.
Equity and inclusion have to bea top priority.
Jill (13:20):
So it sounds like institutions need to be really
thoughtful about how theyapproach all of this.
Jack (13:25):
I think so.
Jill (13:25):
It's not just about jumping on the latest trend.
Right.
It's about making sure thatthese new tools and strategies
are actually making thingsbetter for everyone.
Jack (13:33):
Couldn't have said it better myself.
Jill (13:35):
It's clear that higher education is at a crossroads
right now.
Jack (13:39):
Mm.
Jill (13:40):
So, what do you think institutions should prioritize
as they navigate all thesechanges?
Jack (13:47):
Well, I think the most important thing is to focus on
the student experience.
Jill (13:51):
Put students first.
Jack (13:52):
Exactly.
Every decision should be madewith students in mind.
Jill (13:55):
Makes sense.
Jack (13:56):
So ask yourself, how can we use these tools and
strategies to create a betterlearning environment for our
students?
Jill (14:03):
More personalized, more engaging, more supportive.
Jack (14:06):
Exactly.
It's
Jill (14:07):
not about the technology itself.
Jack (14:09):
Right.
Jill (14:09):
It's about using it to help students succeed.
Jack (14:12):
And remember, Technology's always evolving.
Jill (14:15):
So we gotta stay flexible and adaptable.
Jack (14:18):
And open to new ideas.
Jill (14:19):
The future of higher ed belongs to those who are willing
to embrace change.
Jack (14:24):
And never stop learning.
Jill (14:25):
That's some good advice.
Jack (14:27):
And it's a reminder that we're all in this together.
Faculty.
Staff, students, industrypartners,
Jill (14:33):
we all have a role to play
Jack (14:34):
in shaping the future of higher education
Jill (14:37):
by working together
Jack (14:38):
Mm hmm.
Jill (14:39):
We can create a system that really works for everyone.
Jack (14:43):
We'll delve into some final thoughts and takeaways in
just a moment
Jill (14:46):
Okay,
Jack (14:46):
but first let's take a quick break
Jill (14:48):
Okay, so we're back for the final part of this deep dive
into the future of higher edmarketing
Jack (14:53):
We've covered a lot.
Jill (14:54):
Yeah, we've talked about video marketing, AI, industry
partnerships.
Jack (14:58):
That uncertain future of TikTok.
Jill (15:00):
Oh yeah, who knows what's going to happen with that.
Jack (15:03):
It's a wild world out there.
Jill (15:04):
It is, but you know, I think we've uncovered some
pretty interesting stuff.
Some real trends that are goingto shape the higher education
landscape.
Jack (15:12):
I agree.
I think institutions are gettinga lot more savvy about their
marketing.
Jill (15:16):
Yeah.
Jack (15:16):
They're using data to make better decisions.
And really.
Putting the student experiencefirst.
Jill (15:22):
No more of those generic brochures that everyone gets.
Jack (15:25):
Exactly.
It's all about personalizationnow.
Jill (15:27):
It's the future.
Jack (15:28):
And technology is a big part of that shift.
Jill (15:30):
Yeah, it really is.
So, thinking about everythingwe've talked about today.
Jack (15:35):
Mm hmm.
Jill (15:36):
What do you think is the biggest takeaway for
universities?
Jack (15:40):
Ooh, that's a good question.
The
Jill (15:42):
ones that want to not just survive, but thrive in this ever
changing environment.
I
Jack (15:47):
think the biggest takeaway is that AI and video are no
longer, like, nice to haves.
Mm hmm.
They're must haves.
Jill (15:56):
Yeah.
Jack (15:56):
You gotta have them.
Jill (15:57):
Essential tools.
Jack (15:58):
Essential.
Especially
Jill (15:59):
if you want to reach today's students.
Jack (16:01):
Absolutely.
If you're slow to adapt, you'regonna fall behind.
Jill (16:04):
Right.
But it's not just about adoptingthe latest technology for the
sake of it.
Jack (16:09):
Right, right.
Jill (16:09):
You gotta use it, right?
Jack (16:10):
You gotta use it effectively, ethically.
Jill (16:12):
hmm.
Jack (16:16):
Like privacy.
Privacy.
Jill (16:17):
Security.
Making sure everyone benefits.
Jack (16:19):
Absolutely.
It's a lot to consider.
Jill (16:21):
It is, but it's also exciting.
Jack (16:22):
Oh, yeah.
Jill (16:23):
I mean, we have the opportunity to use these tools
to create a more equitable andengaging learning environment.
Jack (16:30):
For everyone.
Jill (16:31):
For everyone.
That's the goal.
Jack (16:32):
That's the goal.
Jill (16:33):
So, as we wrap up this deep dive, any final thoughts?
Jack (16:37):
Ooh, final thoughts, okay.
Jill (16:38):
Something for our listeners to think about.
Jack (16:41):
Yeah, we've talked a lot about the student journey.
Jill (16:43):
Mm hmm.
Jack (16:44):
But what about the institutional journey?
What do you mean?
How can universities use thesetools?
Data and technology to not onlypersonalize the student
experience, but also theexperience of their faculty and
staff.
Interesting.
It's about creating a culture ofinnovation across the whole
institution.
Jill (17:03):
I like that.
Empowering everyone to be partof the solution.
Jack (17:05):
Exactly.
Embracing the changes that arehappening in higher ed.
Jill (17:08):
That's a great point.
Jack (17:09):
Mm hmm.
Jill (17:10):
Well, thank you for guiding us through this deep
dive.
Jack (17:13):
It was my pleasure.
Jill (17:14):
It's been fascinating.
Jack (17:15):
I'm glad you enjoyed it.
Jill (17:16):
I really did.
Jack (17:17):
Good, good.
Jill (17:17):
And to our listeners, remember, the future of higher
education is in your hands.
Jack (17:22):
Keep exploring.
Keep learning.
Jill (17:24):
Until next time.
All right.
So let's, uh, dive into allthese articles you've given me
about higher ed marketing.
Jack (00:04):
Yeah.
Heading towards 2025,
Jill (00:06):
2025.
Yeah.
Jack (00:07):
I'm
Jill (00:07):
sensing a theme here.
Jack (00:09):
Yeah.
I think that there are some
Jill (00:11):
data, AI, video,
Jack (00:13):
some really cool things happening.
Yeah.
Jill (00:15):
Attract those new students.
Jack (00:16):
Yeah.
And I noticed that you'reinterested not only in the
trends, but like.
How universities are actuallyusing all this stuff, right?
What's working, what's not, whatcan we learn from them?
Jill (00:25):
Yeah, what can we learn?
Jack (00:26):
And
Jill (00:27):
we've got some great sources this time.
Jack (00:29):
Yeah,
Jill (00:29):
we've got insights from marketing gurus over at Carnegie
We've got case studies fromNorth Carolina community
colleges And even some tips andtricks for making some of those
killer video ads.
Jack (00:44):
Let's jump right in.
Jill (00:45):
Okay.
Sounds
Jack (00:46):
good.
Jill (00:46):
First up, video.
Jack (00:48):
Yes.
One
Jill (00:48):
thing that really stood out from these articles is just
how much video is everywhereonline these days.
Jack (00:53):
Hmm.
Jill (00:53):
Like, did you know that video makes up almost 83 percent
of global internet traffic?
Jack (00:58):
It's a lot.
Jill (00:59):
That's a crazy number.
Jack (01:00):
It really is.
Jill (01:01):
And for colleges and universities thinking about it,
it's a huge opportunity toconnect with potential students.
Yeah.
I mean, especially Gen Z.
Jack (01:09):
Gen Z, that's right.
Jill (01:10):
They basically live on TikTok, YouTube Shorts,
Instagram.
Jack (01:16):
Video first platforms.
Jill (01:17):
Video first.
Jack (01:18):
Makes
Jill (01:18):
sense.
Jack (01:19):
If you want to reach them, you got to speak their language.
Yeah,
Jill (01:21):
you got to speak their language.
And
Jack (01:22):
that language is video.
Jill (01:23):
Video, exactly.
Plus, let's face it, everyone'sattention span is Like,
shrinking these days.
Jack (01:29):
Eight seconds.
Jill (01:30):
The average person, what is it, eight seconds you said?
Jack (01:32):
Eight seconds, yep.
Jill (01:33):
So video is perfect to capture attention quickly and
make a lasting impression.
Jack (01:38):
That's exactly right.
Which
Jill (01:39):
is probably why we're seeing universities experiment
with all different types ofvideo content.
Everything from like those superhigh energy promo videos.
Yeah,
Jack (01:49):
get you pumped up.
Jill (01:50):
To more authentic user generated content.
Mm
Jack (01:54):
hmm.
Jill (01:54):
And even DIY videos shot on smartphones.
Jack (01:58):
That's right.
Jill (01:58):
So interesting.
Jack (02:00):
And what I think is interesting is that we're seeing
a move away from, like, superpolished corporate style videos.
Jill (02:06):
Right, right.
Jack (02:07):
Especially for Gen Z.
Authenticity is key.
Authenticity.
Yeah, they value realness.
Yes.
And they can spot a fake a mileaway.
That's true.
Mm hmm.
Jill (02:17):
So user generated content, or UGC as it's called, is
becoming more and more effectivebecause it just feels more
genuine, more relatable.
Jack (02:27):
Absolutely.
Jill (02:27):
It's coming directly from the students themselves.
Jack (02:30):
Yes.
And there's this great examplein one of the articles.
From Cumberland College, andreally focuses on careers in
digital marketing.
Jill (02:37):
I saw that one.
Jack (02:38):
And it feels so genuine, right?
Very genuine.
And it
Jill (02:41):
taps into this growing interest in online careers and
stuff.
Jack (02:44):
Exactly.
And what's cool is it shows youdon't need a Hollywood budget to
create engaging video content.
Jill (02:50):
Even Cambridge University is getting in on the action.
They
Jack (02:53):
pretty much are.
Jill (02:53):
Showing that even smartphone videos can be
effective if the content isgood.
Jack (02:57):
If the content is strong, that's it.
Jill (02:59):
It's all about quality over quantity.
Jack (03:01):
Quality over quantity, that's right.
Jill (03:03):
So how are universities making sure that their videos
are actually, you know, goodquality?
Jack (03:08):
Good question.
Jill (03:08):
Yeah.
Jack (03:10):
So a lot of them are creating style guides.
Jill (03:12):
Oh, like brand guidelines and stuff.
Jack (03:14):
Exactly, yeah.
And some are even offering basictraining to students who are
creating this UGC.
Jill (03:20):
So they're empowering the students to make the content.
Jack (03:23):
Exactly.
That's
Jill (03:24):
smart.
And
Jack (03:25):
they're segmenting videos by topic.
Jill (03:27):
I like that.
Jack (03:28):
Yeah.
So there's something foreveryone.
Jill (03:29):
So whether you're interested in specific academic
programs, student life, campus,tours.
Jack (03:35):
Virtual tours.
You got it.
Jill (03:37):
Give the people what they want.
Jack (03:38):
Give the people what they want.
That's right.
Jill (03:40):
I like that.
Jack (03:41):
And another important strategy is showing those real
success stories.
Jill (03:46):
Real people.
Jack (03:47):
Real people.
Jill (03:48):
Makes sense.
Jack (03:48):
Nothing is more compelling.
Then seeing real studentsthrive.
Jill (03:53):
Like highlighting those alumni journeys and that
personal growth.
Jack (03:56):
Absolutely.
Super impactful.
Jill (03:58):
Yeah.
And
Jack (03:59):
of course, every video needs a clear call to action.
Jill (04:02):
Oh, right.
That's a good point.
Jack (04:04):
Don't just entertain.
Encourage people to take thenext step.
Jill (04:07):
Right.
Make it obvious what you wantthem to do.
Book a tour.
Apply today.
Jack (04:10):
Apply today.
Mm hmm.
Jill (04:12):
Mm
Jack (04:12):
hmm.
Make it clear
Jill (04:14):
now, of course video marketing has its challenges,
right?
Jack (04:16):
Right like one of
Jill (04:17):
the biggest is privacy and legal compliance Especially when
you have students in the videos
Jack (04:23):
isn't the videos.
Yeah
Jill (04:24):
consent is crucial and transparency builds trust
Jack (04:28):
Yeah, that makes sense.
Jill (04:30):
Mm hmm.
Jack (04:31):
What else?
Jill (04:32):
Another challenge is maintaining that brand cohesion
across all your differentplatforms.
Oh, yeah.
Everything needs to look andfeel the same.
Jack (04:39):
That's where those style guides come in handy.
Jill (04:41):
That's where those style guides come in handy.
Exactly.
Jack (04:44):
Keep it consistent.
Jill (04:45):
Mm hmm.
Jack (04:45):
Makes you look more professional, too.
Jill (04:46):
Absolutely.
And then there's this constantpressure to create fresh
content.
Jack (04:51):
Yeah.
Jill (04:52):
You got to keep things interesting.
Jack (04:54):
Keep things interesting.
How do you do that?
Jill (04:55):
Developing what they call content buckets.
Jack (04:58):
What are content buckets?
Jill (04:59):
These are like recurring themes, right?
Jack (05:02):
Okay.
Like academic achievements,campus events.
Makes sense.
Things that you can kind of likerevisit and rephrase.
Which you
Jill (05:09):
can always make new content for.
Jack (05:11):
Exactly.
I
Jill (05:11):
like that.
Jack (05:12):
What about stock footage?
Jill (05:14):
Stock
Jack (05:14):
footage.
Is that still an option?
Jill (05:16):
Yeah.
Is that still an option?
Jack (05:18):
I mean, it can be.
Jill (05:19):
Especially with those limited budgets.
Jack (05:21):
Right.
Jill (05:22):
But you gotta customize it.
Jack (05:23):
You gotta customize it.
That's the key.
Jill (05:25):
Add your logo, text overlays, music.
Jack (05:29):
Music.
Make it your own.
Jill (05:30):
Make it your own.
Jack (05:31):
Speaking of making things your own, let's shift gears and
talk about AI.
Jill (05:35):
Oh, AI.
Okay.
Jack (05:37):
This is another area where we're seeing huge advancements
in higher ed.
Jill (05:41):
It's everywhere these days, it feels like.
Jack (05:43):
It really is.
Jill (05:44):
North Carolina community colleges are really leading the
way here, wouldn't you say?
Jack (05:48):
Absolutely, they're killing it.
Jill (05:50):
Using AI powered tools from a company called Element
451.
Element
Jack (05:55):
451, that's right.
Jill (05:56):
It's really having a big impact.
Jack (05:58):
It is.
Jill (05:59):
And they're seeing some incredible results too.
Jack (06:01):
Yeah, like what?
Jill (06:02):
Increased enrollment.
They're narrowing thoseachievement gaps.
Jack (06:05):
That's right.
Jill (06:06):
Improving completion rates.
Jack (06:07):
Yep.
Jill (06:08):
And they're saving a ton of time.
Jack (06:10):
How much time are they saving?
Jill (06:11):
Over 200, 000 minutes of staff time through automation.
Jack (06:16):
That's amazing.
Jill (06:17):
I know.
Jack (06:18):
Think about what your staff could accomplish with all
that extra time.
Jill (06:22):
Wow, yeah.
And
Jack (06:23):
the results speak for themselves.
Jill (06:24):
What kind of results are we talking about?
Jack (06:26):
Well, Forsyth Tech, for example, They saw a 10 year
enrollment high.
Jill (06:30):
Wow.
Jack (06:30):
And Johnston Community College.
Mm
Jill (06:32):
hmm.
Jack (06:32):
They had a 31 percent conversion rate from prospect to
applicant.
Jill (06:36):
That's huge.
Jack (06:37):
That's huge.
Jill (06:38):
So, AI really is more than just a buzzword.
Right.
It's a game changer.
It's
Jack (06:43):
a game changer, absolutely.
And
Jill (06:44):
it's not just about Automating those tasks, but it's
also using data to make smarterdecisions and create truly
personalized experiences forstudents.
Jack (06:54):
Personalized is key.
Yeah.
Absolutely.
I
Jill (06:56):
was reading about how Carnegie is helping universities
use what they call data layers.
Jack (07:01):
Interesting.
Yeah,
Jill (07:02):
to track applications by a specific program or student
type.
Right.
That seems like it would be sovaluable for targeting your
marketing efforts.
Jack (07:10):
Imagine being able to tailor your outreach.
Based on a student's interestsor goals.
Jill (07:17):
That's incredible.
It's
Jack (07:18):
next level personalization.
Next
Jill (07:19):
level.
It's also about connecting thedots between online ads and
those offline actions, right?
Jack (07:26):
Yeah, like enrollment deposits.
Enrollment deposits, exactly.
Jill (07:29):
Carnegie helped a client in Pennsylvania track 98
admitted students and 22deposits directly from their
paid campaigns.
Jack (07:36):
Wow, so they can actually see the results.
Jill (07:40):
That's powerful.
That's
Jack (07:41):
powerful data.
Gives
Jill (07:42):
you a clear picture of your marketing ROI.
Jack (07:45):
Mm hmm.
Jill (07:46):
But of course, with any new technology, Mm hmm.
There are some potentialpitfalls.
Jack (07:50):
Oh, there's some dark sides too.
The dark side,
Jill (07:53):
let's talk about bots.
Jack (07:54):
Bot.
Jill (07:54):
They're a growing problem in higher ed marketing, wouldn't
you say?
Jack (07:58):
They really are.
Jill (07:58):
Costing the industry, like, over a hundred billion
dollars annually.
A
Jack (08:02):
lot of money down the drain.
Jill (08:03):
That's a crazy amount of money.
Jack (08:05):
It is.
Jill (08:05):
So how do bots even work?
Jack (08:07):
Essentially, they create fake leads to inflate ad costs
and just, like, skew theresults.
Jill (08:13):
So how can schools fight back against these bots?
Jack (08:16):
Good question.
Jill (08:17):
Yeah.
Jack (08:17):
First, you got to use tools to detect that bot
activity.
Jill (08:20):
Like specialized platforms.
Jack (08:22):
Exactly.
There are platforms out therethat can do just that.
Jill (08:25):
Okay.
Jack (08:25):
And then diversify those lead sources.
Jill (08:28):
Don't put all your eggs in one basket.
Jack (08:29):
Exactly.
Jill (08:30):
Exactly.
It's gonna work.
Jack (08:32):
And finally, focus on quality over quantity.
Jill (08:34):
Quality over quantity.
It's a theme.
It's
Jack (08:37):
deep.
Jill (08:37):
It's better to have a hundred genuine leads than a
thousand fake ones.
I couldn't
Jack (08:42):
agree more.
And
Jill (08:42):
there was also mention of a service called Appley Advance.
Jack (08:46):
Oh yeah, from EAB.
hmm.
That pre vets leads to assesstheir likelihood of actually
enrolling.
Jill (08:54):
So you're only spending time on leads that are actually
likely to convert.
Jack (08:57):
Sounds like a good idea to me.
Jill (08:59):
It is.
Jack (08:59):
Okay, before we wrap up part one of this deep dive,
Jill (09:02):
Yeah.
Jack (09:02):
We need to talk about TikTok.
Jill (09:04):
TikTok, the elephant in the room.
Jack (09:06):
The elephant in the room.
Jill (09:07):
Mm hmm.
Jack (09:07):
So popular.
Jill (09:08):
But potentially on the verge of being banned.
Jack (09:11):
Who knows?
It's
Jill (09:12):
a roller coaster ride.
With all the regulatory scrutinyand potential bans, higher ed
needs to be prepared.
Jack (09:19):
Carnegie suggests diversifying They're defying.
Your social media presence.
Okay.
Across platforms like Instagram,YouTube Shorts, Snapchat.
Jill (09:28):
So don't rely on TikTok.
Jack (09:30):
Don't rely on TikTok.
Jill (09:31):
But what about all that great TikTok content that
universities have alreadycreated?
Jack (09:35):
Oh, good point.
Jill (09:36):
I mean, it would be a shame to let it go to waste.
Jack (09:38):
Well luckily TikTok now lets you download videos.
Without watermarks.
Jill (09:42):
Oh, really?
Jack (09:43):
So you can repurpose that content.
Jill (09:45):
Repurpose it.
Jack (09:46):
On different platforms.
That's
Jill (09:47):
great.
Jack (09:47):
Even if TikTok goes away, your video content can live on.
Jill (09:51):
Adapt and stay ahead of the curve.
Jack (09:53):
Adapt and stay ahead.
That's it.
Jill (09:55):
Well, I think that's a good place to pause for now.
Jack (09:58):
Yeah.
We've
Jill (09:58):
covered a lot of ground.
Jack (10:00):
We have.
Jill (10:00):
In part one of this deep dive.
Jack (10:02):
From the power of video.
Jill (10:04):
To the rise of AI.
Jack (10:05):
To the uncertain future of tech time.
Jill (10:07):
That there's still so much more to explore.
Jack (10:09):
Indeed, in part two we'll delve deeper into the world of
industry linked learning anddiscuss how higher education is
adapting to meet the evolvingneeds of the workforce.
Jill (10:18):
Oh, that's gonna be good.
Jack (10:19):
I'm excited about it.
Jill (10:20):
I'm excited too.
Looking forward to it.
Me too.
Okay.
Jack (10:23):
Great.
Jill (10:24):
All right.
Sounds good.
Jack (10:24):
Sounds good.
So let's pick up where we leftoff and talk about this thing
called industry linked learning.
Jill (10:31):
Industry linked learning.
Jack (10:33):
It's another big trend that's kind of shaking up higher
education.
Jill (10:36):
Yeah.
I've heard that term before.
But I'm not really sure what itmeans.
Jack (10:41):
Yeah, it's basically about colleges partnering with
companies.
Jill (10:44):
Okay.
To
Jack (10:45):
offer these, like, practical, job ready skills.
Jill (10:48):
Gotcha.
So it's not just about getting adegree.
Right.
It's about getting thosespecific skills that employers
actually want.
Right,
Jack (10:55):
exactly.
It's about, like, Givingstudents a leg up in the job
market.
Jill (10:59):
Yeah, and I bet this is only going to get more important
in the future.
Oh,
Jack (11:02):
absolutely.
Jill (11:03):
What, with technology changing so fast and everything?
Jack (11:06):
I mean, the skills that are in demand today could be
totally different tomorrow.
Jill (11:10):
Right.
Jack (11:11):
It's all about preparing students for the future of work.
Jill (11:16):
Which is changing all the time.
Jack (11:18):
All the time.
Jill (11:18):
Yeah.
Jack (11:19):
And it's not just about technology.
It's about being able to workacross different fields and
collaborate with others.
Jill (11:25):
There's one article you shared called 10 Ways to SKILL.
It
Jack (11:28):
really
Jill (11:29):
dived into this whole industry linked learning thing.
Jack (11:34):
10 strategies for college.
Jill (11:35):
Yeah, and it seems like it's not just about, you know,
adding a few extra courses.
It's about making those industryconnections a core part of the
whole curriculum.
Jack (11:43):
Exactly, like weaving it into everything.
Jill (11:46):
Weaving it into everything, I like that.
So, give me an example.
Jack (11:49):
Sure, so Think about integrating, like, micro
internships into existingcourses.
Jill (11:54):
Okay.
Jack (11:55):
Or using micro credentials to connect different subjects.
Jill (11:58):
Interesting.
Jack (11:58):
The idea is to create a more holistic and integrated
approach to education.
Jill (12:03):
And it seems like this would benefit everyone, right?
I
Jack (12:05):
think so.
Jill (12:05):
Students get those valuable skills.
Employers get qualifiedcandidates.
And institutions stay relevantand connected to what's
happening in the real world.
Jack (12:15):
It's a win win win.
I like it.
It's a great example of howhigher ed is adapting to keep up
with the times.
Jill (12:21):
It's funny, both this industry linked learning thing
and the AI stuff we talked aboutearlier, they're both pushing
higher ed towards a morepersonalized and data driven
approach.
It's all about using data tomake things better for students.
Jack (12:36):
And to make smarter decisions overall.
Jill (12:38):
So we've been focusing on the positives here, but are
there any downsides to all this?
Jack (12:44):
Uh, well, you know.
Anytime you have big change likethis, there are bound to be some
challenges.
Jill (12:51):
Okay, like what?
Jack (12:52):
Well, one concern is that this industry linked learning
could start to prioritize likeBusiness needs over academic
freedom.
Jill (12:59):
That's a good point.
Jack (13:00):
Colleges need to make sure they're still providing a well
rounded education.
Jill (13:03):
Right, not just training students for specific jobs.
Jack (13:06):
Exactly.
Jill (13:06):
And what about access?
Jack (13:07):
Access, yeah.
Jill (13:08):
I mean, will these new programs and partnerships be
available to all students?
Jack (13:13):
That's a really important consideration.
Jill (13:15):
Especially those from disadvantaged backgrounds.
Jack (13:17):
Absolutely.
Equity and inclusion have to bea top priority.
Jill (13:20):
So it sounds like institutions need to be really
thoughtful about how theyapproach all of this.
Jack (13:25):
I think so.
Jill (13:25):
It's not just about jumping on the latest trend.
Right.
It's about making sure thatthese new tools and strategies
are actually making thingsbetter for everyone.
Jack (13:33):
Couldn't have said it better myself.
Jill (13:35):
It's clear that higher education is at a crossroads
right now.
Jack (13:39):
Mm.
Jill (13:40):
So, what do you think institutions should prioritize
as they navigate all thesechanges?
Jack (13:47):
Well, I think the most important thing is to focus on
the student experience.
Jill (13:51):
Put students first.
Jack (13:52):
Exactly.
Every decision should be madewith students in mind.
Jill (13:55):
Makes sense.
Jack (13:56):
So ask yourself, how can we use these tools and
strategies to create a betterlearning environment for our
students?
Jill (14:03):
More personalized, more engaging, more supportive.
Jack (14:06):
Exactly.
It's
Jill (14:07):
not about the technology itself.
Jack (14:09):
Right.
Jill (14:09):
It's about using it to help students succeed.
Jack (14:12):
And remember, Technology's always evolving.
Jill (14:15):
So we gotta stay flexible and adaptable.
Jack (14:18):
And open to new ideas.
Jill (14:19):
The future of higher ed belongs to those who are willing
to embrace change.
Jack (14:24):
And never stop learning.
Jill (14:25):
That's some good advice.
Jack (14:27):
And it's a reminder that we're all in this together.
Faculty.
Staff, students, industrypartners,
Jill (14:33):
we all have a role to play
Jack (14:34):
in shaping the future of higher education
Jill (14:37):
by working together
Jack (14:38):
Mm hmm.
Jill (14:39):
We can create a system that really works for everyone.
Jack (14:43):
We'll delve into some final thoughts and takeaways in
just a moment
Jill (14:46):
Okay,
Jack (14:46):
but first let's take a quick break
Jill (14:48):
Okay, so we're back for the final part of this deep dive
into the future of higher edmarketing
Jack (14:53):
We've covered a lot.
Jill (14:54):
Yeah, we've talked about video marketing, AI, industry
partnerships.
Jack (14:58):
That uncertain future of TikTok.
Jill (15:00):
Oh yeah, who knows what's going to happen with that.
Jack (15:03):
It's a wild world out there.
Jill (15:04):
It is, but you know, I think we've uncovered some
pretty interesting stuff.
Some real trends that are goingto shape the higher education
landscape.
Jack (15:12):
I agree.
I think institutions are gettinga lot more savvy about their
marketing.
Jill (15:16):
Yeah.
Jack (15:16):
They're using data to make better decisions.
And really.
Putting the student experiencefirst.
Jill (15:22):
No more of those generic brochures that everyone gets.
Jack (15:25):
Exactly.
It's all about personalizationnow.
Jill (15:27):
It's the future.
Jack (15:28):
And technology is a big part of that shift.
Jill (15:30):
Yeah, it really is.
So, thinking about everythingwe've talked about today.
Jack (15:35):
Mm hmm.
Jill (15:36):
What do you think is the biggest takeaway for
universities?
Jack (15:40):
Ooh, that's a good question.
The
Jill (15:42):
ones that want to not just survive, but thrive in this ever
changing environment.
I
Jack (15:47):
think the biggest takeaway is that AI and video are no
longer, like, nice to haves.
Mm hmm.
They're must haves.
Jill (15:56):
Yeah.
Jack (15:56):
You gotta have them.
Jill (15:57):
Essential tools.
Jack (15:58):
Essential.
Especially
Jill (15:59):
if you want to reach today's students.
Jack (16:01):
Absolutely.
If you're slow to adapt, you'regonna fall behind.
Jill (16:04):
Right.
But it's not just about adoptingthe latest technology for the
sake of it.
Jack (16:09):
Right, right.
Jill (16:09):
You gotta use it, right?
Jack (16:10):
You gotta use it effectively, ethically.
Jill (16:12):
hmm.
Jack (16:16):
Like privacy.
Privacy.
Jill (16:17):
Security.
Making sure everyone benefits.
Jack (16:19):
Absolutely.
It's a lot to consider.
Jill (16:21):
It is, but it's also exciting.
Jack (16:22):
Oh, yeah.
Jill (16:23):
I mean, we have the opportunity to use these tools
to create a more equitable andengaging learning environment.
Jack (16:30):
For everyone.
Jill (16:31):
For everyone.
That's the goal.
Jack (16:32):
That's the goal.
Jill (16:33):
So, as we wrap up this deep dive, any final thoughts?
Jack (16:37):
Ooh, final thoughts, okay.
Jill (16:38):
Something for our listeners to think about.
Jack (16:41):
Yeah, we've talked a lot about the student journey.
Jill (16:43):
Mm hmm.
Jack (16:44):
But what about the institutional journey?
What do you mean?
How can universities use thesetools?
Data and technology to not onlypersonalize the student
experience, but also theexperience of their faculty and
staff.
Interesting.
It's about creating a culture ofinnovation across the whole
institution.
Jill (17:03):
I like that.
Empowering everyone to be partof the solution.
Jack (17:05):
Exactly.
Embracing the changes that arehappening in higher ed.
Jill (17:08):
That's a great point.
Jack (17:09):
Mm hmm.
Jill (17:10):
Well, thank you for guiding us through this deep
dive.
Jack (17:13):
It was my pleasure.
Jill (17:14):
It's been fascinating.
Jack (17:15):
I'm glad you enjoyed it.
Jill (17:16):
I really did.
Jack (17:17):
Good, good.
Jill (17:17):
And to our listeners, remember, the future of higher
education is in your hands.
Jack (17:22):
Keep exploring.
Keep learning.
Jill (17:24):
Until next time.
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