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July 26, 2022

Effectively Utilizing Your Website To Market Your College

Effectively Utilizing Your Website To Market Your College

People often look at websites from just a technical or aesthetic point of view but overlook how a website can be an excellent marketing tool to help shape communications and marketing goals.  

Joshua Charles, the Director of Web Strategy and Technology at Rutgers Business School, joins us to discuss how you can utilize your website to market your college. Joshua brings excellent insights from what they have done at Rutgers University to increase enrollment and retention through their website.  

Join us as we discuss:

  • How Rutgers Business School is positively affecting Recruitment and Retention via their websites. 
  •  How to better address the entire student life cycle through the website.
  • Maximizing results while managing restrained resources.

The Higher Ed Marketer podcast is sponsored by Caylor Solutions, an Education Marketing and Branding Agency, and by Think Patented, a Marketing Execution, Printing and Mailing provider of Higher Ed solutions.

    

 

Transcript
WEBVTT 1 00:00:00.200 --> 00:00:06.320 The High Red Marketering podcast is sponsored by the ZEMI APP enabling colleges and universities 2 00:00:06.519 --> 00:00:14.199 to engage interested students before they even apply. You're listening to the Higher Ed 3 00:00:14.240 --> 00:00:19.519 Marketer, a podcast geared towards marketing professionals in higher education. This show will 4 00:00:19.519 --> 00:00:24.399 tackle all sorts of questions related to student recruitment, donor relations, marketing trends, 5 00:00:24.440 --> 00:00:29.160 new technologies and so much more. If you're looking for conversations centered around 6 00:00:29.199 --> 00:00:33.399 where the industry is going, this podcast is for you. Let's get into 7 00:00:33.399 --> 00:00:43.039 the show. Welcome to the High Red Marketer podcast. My name is troice 8 00:00:43.119 --> 00:00:47.600 singer and I am here with Bart Kaylor, my co host, and each 9 00:00:47.600 --> 00:00:52.759 week we interview higher reed marketers that we admire for the benefit and the betterment 10 00:00:53.039 --> 00:00:58.320 of the entire higher d community. Today we talked to Joshua Charles. He's 11 00:00:58.359 --> 00:01:03.600 the director of Web Governance and communications within the Office of Communications and marketing of 12 00:01:03.640 --> 00:01:08.719 the rutgers business school. Today we talked to him about effectively utilizing your website 13 00:01:08.719 --> 00:01:14.959 to market your college. And I'll just say it up front, Joshua is 14 00:01:15.000 --> 00:01:19.599 an interesting guy and yes, he has technical ability, but he's one of 15 00:01:19.640 --> 00:01:25.959 those people who work on a website that has marketing at the forefront and I 16 00:01:26.040 --> 00:01:29.519 love this conversation with him. Yeah, it's such a great conversation. I 17 00:01:29.519 --> 00:01:33.200 think that Joshua and I align so much on our philosophy, on the way 18 00:01:33.239 --> 00:01:37.319 that we both think of content first and the user first, and I think 19 00:01:37.319 --> 00:01:41.760 that Joshua does such a great job of articulating that and really articulating the things 20 00:01:41.799 --> 00:01:46.560 that they've done at rutgers that I think really impact enrollment, really impact that 21 00:01:46.640 --> 00:01:51.480 student journey and makes such a difference. And I think that I really listened 22 00:01:51.560 --> 00:01:53.640 to what Joshua has to say and I don't care if you're a small school 23 00:01:53.760 --> 00:01:57.640 or a big school, I think everything Joshua says can apply to you and, 24 00:01:57.799 --> 00:02:01.959 uh, we're so fortunate have have people like Joshua Rutgers and and a 25 00:02:01.959 --> 00:02:05.200 lot of the other schools that we've talked to to really be able to give 26 00:02:05.280 --> 00:02:13.560 us this great information. Here's our conversation with Joshua Charles. Joshua Charles has 27 00:02:13.560 --> 00:02:16.400 agreed to talk to us about some of the dynamic things that they're doing at 28 00:02:16.439 --> 00:02:23.560 the records business school in relationships with their website and how it's positively affecting both 29 00:02:23.680 --> 00:02:27.879 enrollment, alumni, etcetera. Joshua, if you would tell us a little 30 00:02:27.879 --> 00:02:32.120 bit about the business school and your role there? Sure. Thank you. 31 00:02:32.879 --> 00:02:39.719 So my role at the business school is to oversee website operations and marketing technology, 32 00:02:40.280 --> 00:02:45.719 and that's for the whole school. Are Our full school has ten thousand 33 00:02:45.759 --> 00:02:51.479 students, four hundred faculty, a hundred and seventy five staff Um recently now 34 00:02:51.560 --> 00:02:55.520 fifty thousand alumni over the course of the last several decades. Uh. And 35 00:02:55.639 --> 00:03:01.879 really for me and my team were thinking about how does the website fit into 36 00:03:02.000 --> 00:03:07.120 the journeys for each of the different audiences that we have from prospective students, 37 00:03:07.159 --> 00:03:12.039 current students, faculty, staff, Alumni, corporate partners, media, Um, 38 00:03:12.120 --> 00:03:15.199 all of these groups. We want the websites that we have, and 39 00:03:15.240 --> 00:03:17.919 there are multiple websites, to be able to to sort of serve the user 40 00:03:19.000 --> 00:03:24.680 needs as well as to positively influence the business aspects as well. Thank you, 41 00:03:24.800 --> 00:03:29.840 Joshua, and the reason why we had you on although we think of 42 00:03:29.840 --> 00:03:35.639 what web master as being more technically minded that you have, but you also 43 00:03:35.680 --> 00:03:39.879 are known for your approach of how you can utilize the website to positively affect 44 00:03:39.960 --> 00:03:45.719 both enrollment as well as the entire student journey, and would like for you 45 00:03:45.800 --> 00:03:49.080 to tell us a little bit about that, maybe, starting out with the 46 00:03:49.120 --> 00:03:53.000 deliberate transition that the website made. Was it back in two thousand and fifteen? 47 00:03:55.400 --> 00:04:00.960 Yes, yes, so, originally I came to rutgers business school and 48 00:04:01.039 --> 00:04:06.439 we had a rather static website that tried to do everything for everyone. It 49 00:04:06.479 --> 00:04:11.479 was a single website and those only website the school had. And as we 50 00:04:11.599 --> 00:04:15.920 decided to grow our team over time, fast forward to realize hey, we 51 00:04:16.240 --> 00:04:21.120 need to have a mobile design because that's where websites were heading at that time. 52 00:04:21.639 --> 00:04:25.879 And at the same time we're like, okay, this is an opportunity 53 00:04:25.959 --> 00:04:30.800 to rethink the purpose of a website altogether. Now for our school, our 54 00:04:30.839 --> 00:04:34.680 communications and marketing team has website operations inside of the team, whereas at the 55 00:04:34.720 --> 00:04:40.319 time that was more commonly associated with I t because, like you mentioned, 56 00:04:40.560 --> 00:04:45.040 websites first thing that folks think about is technical aspect, but to me a 57 00:04:45.120 --> 00:04:48.959 website is a marketing platform first and foremost, and it has technology associated with 58 00:04:49.040 --> 00:04:55.120 that, but its goal is to shape communications and marketing goals. So we 59 00:04:55.240 --> 00:05:01.160 used the website redesign process as a way to rethink the strategy of our website 60 00:05:01.199 --> 00:05:04.680 so that, instead of a single site for every audience, we decided to 61 00:05:05.199 --> 00:05:10.120 split it up. First thing, we need a website that is for external 62 00:05:10.120 --> 00:05:14.199 audiences, primarily prospect of students, so that when somebody is searching full time 63 00:05:14.279 --> 00:05:17.240 NBA content, for example, Um, the main website the one that we 64 00:05:17.360 --> 00:05:20.639 really want them to go to, because we want to help that prospect of 65 00:05:20.680 --> 00:05:26.360 student journey. We want those audiences to find the right pages and search engines 66 00:05:26.839 --> 00:05:30.240 and once they get onto the page that we want them to be able to 67 00:05:30.319 --> 00:05:34.519 have a an experience that's tailor made for what their needs are. That specifically 68 00:05:34.519 --> 00:05:39.199 means things like, Hey, here's an upcoming admissions event, here's how you 69 00:05:39.199 --> 00:05:43.319 can go to sign up for um a newsletter, for example. Here's where 70 00:05:43.360 --> 00:05:46.759 the admissions details are. And when you have a singular focus, it makes 71 00:05:46.759 --> 00:05:51.240 it a lot easier to figure out what types of content and design can you 72 00:05:51.399 --> 00:05:57.519 shape your website for in order to meet that specific users needs? And and 73 00:05:57.560 --> 00:06:00.639 that's the at a very high level, that's the approach that we took with 74 00:06:01.079 --> 00:06:04.199 the website back then and of course there's a whole bunch of other last to 75 00:06:04.279 --> 00:06:09.920 that, but that is why we started to be much more strategic about how 76 00:06:09.920 --> 00:06:14.879 we're going to handle sites going forward. I think that's such a great point 77 00:06:14.920 --> 00:06:17.639 and I love the way that you guys approached that because I think too many 78 00:06:17.639 --> 00:06:20.240 times, and what I see a lot of times, and Joshua, you've 79 00:06:20.279 --> 00:06:25.279 been doing this and you probably saw this as well, is that the the 80 00:06:25.399 --> 00:06:29.399 website tends to be kind of this House that was built in the mid nineties 81 00:06:29.480 --> 00:06:31.399 or early two thousand's and it's like, oh well, we need another room, 82 00:06:31.480 --> 00:06:34.639 so we're just gonna stick on another edition and Hey, let's let's, 83 00:06:34.759 --> 00:06:38.680 you know, have another story added on, and it just gets to be 84 00:06:38.759 --> 00:06:43.120 this unwieldy beast. I mean sometimes I talked to clients and even small to 85 00:06:43.160 --> 00:06:46.240 medium sized schools, they might have eight, ten pages and I'm like, 86 00:06:46.839 --> 00:06:50.720 we don't need that for enrollment. We don't need that level of content sometimes 87 00:06:50.720 --> 00:06:55.319 for just enrollment. And so I really I'm really glad to see you guys 88 00:06:55.319 --> 00:06:59.399 have just kind of started from the question of what do we need per audience 89 00:06:59.439 --> 00:07:01.959 for their jourse me and I think that's a really important, important thing. 90 00:07:02.079 --> 00:07:04.879 So how do you do that? As far as when you start making some 91 00:07:04.959 --> 00:07:09.279 of those decisions about the types of content. I think. I think you 92 00:07:09.360 --> 00:07:13.079 made a good point that you know it's not it's it's a it's a tool, 93 00:07:13.639 --> 00:07:15.600 it's and it has some technical aspects to it, but at the end 94 00:07:15.600 --> 00:07:20.399 of the day it's it's a marketing platform and ultimately, a content platform. 95 00:07:20.439 --> 00:07:25.560 How do you kind of make those decisions about the messages and the images and 96 00:07:25.839 --> 00:07:30.560 how you're positioning those within the context of this tool? Sure, so, 97 00:07:30.079 --> 00:07:38.399 I like to describe it as the intersection between fully understanding the audience and what 98 00:07:38.639 --> 00:07:43.720 their journey and what their needs are and your organization's business cools. So Um, 99 00:07:43.759 --> 00:07:46.600 splitting those in half. For the for the audience, it's where do 100 00:07:46.720 --> 00:07:53.240 they read about Um business schools when they're looking for which college to enroll in? 101 00:07:53.639 --> 00:07:56.920 Um, what types of questions are they asking? Is it related to 102 00:07:57.040 --> 00:08:01.519 admissions, their their T P, a Um, the curriculum? What is 103 00:08:01.560 --> 00:08:05.920 it that they're seeking and searching for? Those those why questions and then, 104 00:08:05.079 --> 00:08:09.600 once you have a good understanding of what those are from doing marketing research, 105 00:08:11.240 --> 00:08:15.600 perhaps having forms on your website we're asking for for comments or anything like that 106 00:08:15.720 --> 00:08:20.240 so that Um folks that are getting to the website can just tell you exactly 107 00:08:20.279 --> 00:08:22.720 what they're looking for. Um, your you synthesize all of that data and 108 00:08:22.759 --> 00:08:26.920 then you map out, okay, this is what students are looking for for 109 00:08:26.959 --> 00:08:33.000 each of the different programs that we have and here's what their journey looks like 110 00:08:33.080 --> 00:08:35.480 before they get to our website, once they get to our website, once 111 00:08:35.519 --> 00:08:39.639 they've had a chance to engage with maybe the program director or or staff or 112 00:08:39.720 --> 00:08:43.679 other students, hopefully, Um, once you have an idea of what that 113 00:08:43.759 --> 00:08:46.720 journey is and what they're looking for. And and that can be an editor 114 00:08:48.200 --> 00:08:52.840 process because, Um, the reality is teams have very limited resources. So 115 00:08:52.080 --> 00:08:56.039 no one is going to be able to have full resources to map out a 116 00:08:56.039 --> 00:08:58.240 full journey before they start. They it's something that you have to work towards 117 00:08:58.240 --> 00:09:01.799 over time. But once you have that good understanding of what the audience is 118 00:09:01.799 --> 00:09:05.679 looking for, what their needs are, so you understand how to meet those 119 00:09:05.679 --> 00:09:11.360 needs, then you think about what are your own business goals, particularly enrollments 120 00:09:11.440 --> 00:09:15.639 or or engagement or just getting your brand out there, and then you figure 121 00:09:15.639 --> 00:09:18.799 out how do you map your needs along their journey, because at the end 122 00:09:18.840 --> 00:09:24.000 of the day, the goal has to remain customer centric. Uh, and 123 00:09:24.120 --> 00:09:26.679 from there that can give you an idea of this is the type of content 124 00:09:26.799 --> 00:09:30.559 that we need to have on our site. These are the types of things 125 00:09:30.600 --> 00:09:33.559 that folks are looking to engage with. And if sure, if you want 126 00:09:33.559 --> 00:09:37.639 to jazz it up with ambient videos and all sorts of things, those things 127 00:09:37.679 --> 00:09:41.000 are nice too, as long as it doesn't get in the way of taking 128 00:09:41.000 --> 00:09:43.840 action. Right. So, figuring out all of these details, and it's 129 00:09:43.879 --> 00:09:48.519 complicated, but you need a team of folks that can help you. If 130 00:09:48.679 --> 00:09:52.519 if that's available. If not, then by all means trying to network with 131 00:09:52.600 --> 00:09:56.519 other parts of the university, particularly student student services, trying to pool internal 132 00:09:56.519 --> 00:10:03.320 resources to figure these these detailed is out before I ever decide to make changes 133 00:10:03.519 --> 00:10:09.200 to the website, because otherwise that just creates a situation where we're just changing 134 00:10:09.200 --> 00:10:11.559 things for the sake of changing things. It's again, Um, I know 135 00:10:11.679 --> 00:10:16.200 it sounds complicated, but just thinking about the user journey, first and foremost, 136 00:10:16.480 --> 00:10:20.519 your business needs. How do you merge those things together? And then 137 00:10:20.559 --> 00:10:26.279 from there that can help determine the content the design. Um You can talk 138 00:10:26.320 --> 00:10:28.919 about like, okay, these are the technical things that we need in order 139 00:10:28.919 --> 00:10:33.360 to make this content work, Um, and that is ultimately how we produce 140 00:10:33.399 --> 00:10:35.759 it and, of course, you know again a web player design. Took 141 00:10:35.840 --> 00:10:37.559 US two years to do all of that. So it's a process, but 142 00:10:37.759 --> 00:10:41.919 that's we believe in that process, so that's what we stuck with. We 143 00:10:41.000 --> 00:10:45.720 talk a lot about it on this show. Schools are really struggling today to 144 00:10:45.799 --> 00:10:50.120 make the same at spen work. CPMS are up eight nine year over a 145 00:10:50.200 --> 00:10:54.759 year. On facebook and instagram. Our College clients are no longer looking for 146 00:10:54.799 --> 00:10:58.279 rented audiences. They're looking for an owned community where they can engage students even 147 00:10:58.320 --> 00:11:01.879 before they up. Why? This is why Zemi has become so crucial for 148 00:11:01.919 --> 00:11:07.480 our clients. With over one million students, close to ten thou five star 149 00:11:07.639 --> 00:11:11.480 ratings, consistently ranked as one of the top social lapps and recently one of 150 00:11:11.519 --> 00:11:16.279 Apple's hot APPs of the week. There simply isn't anything out there like it, 151 00:11:16.399 --> 00:11:18.639 and we have seen it all. Zeem me not only provides the best 152 00:11:18.639 --> 00:11:22.960 space for student engagement, but the most unique and actional data for the one 153 00:11:24.440 --> 00:11:28.600 sixty college and university partners. We know firsthand from our clients that Zee me 154 00:11:28.720 --> 00:11:33.519 is a must have strategy for Gen z check them out now at colleges dot 155 00:11:33.600 --> 00:11:41.559 Zem dot com. That's colleges dot Z E M E dot Com. And 156 00:11:41.639 --> 00:11:45.080 yes, tell them Barton Troy sent you. I like that. We had 157 00:11:45.159 --> 00:11:48.120 um Jay bar on the episode on the hired podcast a few weeks ago and 158 00:11:48.120 --> 00:11:50.320 hey, you made a big comment, and one of if you read any 159 00:11:50.320 --> 00:11:54.159 of his books or follow any of his his materials, he really makes a 160 00:11:54.159 --> 00:11:58.480 big, big push that the fact that you know we need to answer the 161 00:11:58.519 --> 00:12:01.080 questions that people have. I mean it goes back to being customer centric, 162 00:12:01.240 --> 00:12:05.879 you know, prospective students centric, and you know, doing the research and 163 00:12:05.960 --> 00:12:07.759 understanding those and sometimes, I know I talked to some of my clients and 164 00:12:09.240 --> 00:12:11.159 working with the enrollment team or with student services and saying, what are the 165 00:12:11.240 --> 00:12:16.279 questions that people ask? You know, if you took those questions, you 166 00:12:16.279 --> 00:12:18.440 could probably come up with fifty of them over lunch Um. If you took 167 00:12:18.440 --> 00:12:22.559 those questions and then, you know, flipped it around and wrote a five, 168 00:12:22.799 --> 00:12:26.000 d seven, fifty word essay that answered those questions and did a little 169 00:12:26.000 --> 00:12:30.000 bit of keyword research. You just had a blog strategy ready for a year 170 00:12:30.360 --> 00:12:31.799 and you've got a lot of really good content. So a lot of times 171 00:12:31.799 --> 00:12:37.799 I think that understanding the customers needs the journeys, understanding ways to get that 172 00:12:37.879 --> 00:12:41.279 content in front of them and and and start providing that to them. I 173 00:12:41.320 --> 00:12:43.919 think it's it's such a such a valuable thing and I'm so glad that that 174 00:12:45.000 --> 00:12:48.399 you guys are doing that and that you've got kind of a process in place 175 00:12:48.399 --> 00:12:52.159 that you've been explaining some things as well. So well as you think that 176 00:12:52.279 --> 00:12:54.480 through. I know one of the things that I'm even looking at your website. 177 00:12:54.879 --> 00:12:58.279 You guys have outcomes on there and I think it's one of the big, 178 00:12:58.360 --> 00:13:01.519 big things that students are looking wars. You know, if I'm going 179 00:13:01.559 --> 00:13:03.759 to invest in this, what's going to be the outcome for me at the 180 00:13:03.799 --> 00:13:07.519 other end? How did that messaging kind of get positioned with the alumni? 181 00:13:07.559 --> 00:13:11.759 I mean certainly the alumni are your success stories. How did you guys use 182 00:13:11.799 --> 00:13:13.960 that as part of the redesign? UH, sure, so it's it's a 183 00:13:15.000 --> 00:13:20.480 great question. One of the interesting approaches to the specific language that we have 184 00:13:20.519 --> 00:13:26.039 on the website, particularly outcomes, particularly for business students. That is something 185 00:13:26.080 --> 00:13:30.519 that we found not only on the prospect of students side, when they're asking 186 00:13:30.600 --> 00:13:33.440 questions of admissions. These are some of the things that come up about okay, 187 00:13:33.759 --> 00:13:37.600 if if I am looking at rutgers business school, like what are some 188 00:13:37.679 --> 00:13:43.120 of the career outcomes for me and finance or or accounting or supply chain management? 189 00:13:43.399 --> 00:13:46.960 And then when we have those conversations directly with students or with student services 190 00:13:46.960 --> 00:13:50.480 who are having the conversations anyway, you start to hear the same questions about 191 00:13:50.799 --> 00:13:54.120 what are the outcomes, what are the industries? What are the specific names 192 00:13:54.120 --> 00:13:56.720 of the companies? What are some of the job titles? And then you 193 00:13:56.759 --> 00:14:01.639 have those those conversations with alumni and they're saying the same thing. We realize, 194 00:14:01.679 --> 00:14:05.519 okay, prospect of students are asking questions about this, current students are 195 00:14:05.120 --> 00:14:09.440 asking questions as they progress through their own journey. Alumni who are filling those 196 00:14:09.559 --> 00:14:13.480 roles and are coming back and sharing their experience with experiences with other students, 197 00:14:13.679 --> 00:14:18.480 they're saying the same thing. So for when we have that level of alignment 198 00:14:18.960 --> 00:14:20.679 and again for for business school students. I can speak for for math and 199 00:14:20.720 --> 00:14:24.200 engineering and things like that, but for business school students, we realize, 200 00:14:24.279 --> 00:14:30.559 okay, that is a great content opportunity. This is an opportunity for us 201 00:14:30.600 --> 00:14:35.679 to be able to look through our data. Um asked alumni where they've went 202 00:14:35.200 --> 00:14:39.080 that, whether that is ninety days after graduation, whether that's five years, 203 00:14:39.120 --> 00:14:45.600 ten years, have a wide variety of alumni come back and give us their 204 00:14:45.639 --> 00:14:50.679 experiences. Hopefully there's a process in place to collect that information. That sometimes 205 00:14:50.679 --> 00:14:56.080 can be a challenge because we can't assume that alumni are just going to reach 206 00:14:56.080 --> 00:14:58.879 out to us whenever they want to. So it's important to for the alumni 207 00:15:00.159 --> 00:15:05.440 offices development to maintain relationships over time so that when it comes to asking these 208 00:15:05.440 --> 00:15:09.039 sort of questions about the experiences, so that we can go back and write 209 00:15:09.039 --> 00:15:13.279 about that content and those outcomes on our website and our marketing materials on our 210 00:15:13.279 --> 00:15:16.559 billboards along to eight and all of these other roads in New Jersey. Um 211 00:15:16.679 --> 00:15:20.440 We're a relying on facts, um, but be we're basing that off of 212 00:15:20.559 --> 00:15:26.720 real experiences from our alumni and from the questions that the students are looking for 213 00:15:26.840 --> 00:15:30.240 while they're in the program as well as the questions that project of students are 214 00:15:30.279 --> 00:15:33.519 looking for as they begin their own journey. And again it's it's a great 215 00:15:33.759 --> 00:15:39.679 opportunity to Um to have those content ideas come from that audience. Joshua, 216 00:15:39.679 --> 00:15:46.720 what's wonderful to hear you talk about the specific user audiences, whether it's prospective 217 00:15:46.759 --> 00:15:52.039 students alumni, but could you describe to us how you've positioned the website to 218 00:15:52.200 --> 00:16:00.679 address the entire student journey? Yes, so that the thing that we decided 219 00:16:00.720 --> 00:16:04.840 to do is think about again, as we were talking about before, you 220 00:16:04.840 --> 00:16:08.279 know, first identifying what all all of the different audiences are. But from 221 00:16:08.320 --> 00:16:12.840 there, how do you create website experiences and, I would say, sort 222 00:16:12.879 --> 00:16:18.799 of navigation paths along the way to support all of these different audiences? So 223 00:16:18.480 --> 00:16:25.519 the first thing that we did during that website re design process is split our 224 00:16:25.600 --> 00:16:30.159 original website into a prospect of student and that's our main site, and then 225 00:16:30.200 --> 00:16:34.720 we have a now a separate site specifically for current students, faculty and stuff, 226 00:16:36.200 --> 00:16:41.120 and we're thinking about what the alumni pieces right now. We decided that 227 00:16:41.559 --> 00:16:45.639 sure, we can have some information about, hey, here's how to update 228 00:16:45.679 --> 00:16:49.080 your contact information, or here are some really cool stories about things that have 229 00:16:49.120 --> 00:16:52.919 been going on in the school lately, and an alumni can come to that 230 00:16:52.960 --> 00:16:57.120 part of the website and find information. But for them we actually want to 231 00:16:57.159 --> 00:17:04.039 create a more engaged in experience. So we're developing this platform that allows alumni 232 00:17:04.160 --> 00:17:07.720 to log in and engage with each other and it's it's much more personal that 233 00:17:07.799 --> 00:17:11.759 way. So it's not more of a hey, come to this the static 234 00:17:11.799 --> 00:17:15.559 website and read about information that everyone has access to. Here's your your personal 235 00:17:15.559 --> 00:17:19.640 section. Instead, that's specifically for our BS alumni. So for us we 236 00:17:19.759 --> 00:17:25.880 decided our main website is going to be the prospect of students space and our 237 00:17:26.359 --> 00:17:30.480 internal site is going to be for current students along their journey and then this 238 00:17:30.680 --> 00:17:34.759 separate log in platform specifically for alumni. That's going to be their space and 239 00:17:34.839 --> 00:17:38.240 along the way we need to just make sure that we are on the same 240 00:17:38.240 --> 00:17:44.039 page, just communications of marketing with student services office as well as the alumni 241 00:17:44.079 --> 00:17:48.119 group, so that we're all aware of the types of content that's going to 242 00:17:48.200 --> 00:17:52.079 be helpful along each of those three stops, Um, and at the same 243 00:17:52.119 --> 00:17:56.839 time making sure that we are just allowing each of the audiences at any point 244 00:17:56.839 --> 00:18:00.519 in time to ask questions, to engage and things like that. So it's 245 00:18:00.559 --> 00:18:03.559 a it's a trifecta approach. and Um, you know, outside of those 246 00:18:03.559 --> 00:18:07.759 three groups, again we we have, uh, the media, journalists and 247 00:18:07.799 --> 00:18:11.599 things like that, um on our main website as well. But you know, 248 00:18:11.920 --> 00:18:15.000 with the students. It's it's it was just very important for us to 249 00:18:15.039 --> 00:18:18.240 think about every step along the way and to make sure that they're not silo 250 00:18:18.359 --> 00:18:22.519 even though the three stype of websites, there is communication and experiences that are 251 00:18:22.519 --> 00:18:26.960 connected across those from the types of content that we create as well as the 252 00:18:27.079 --> 00:18:33.279 relationships that we have inside the school between the stakeholders who manage the different audiences. 253 00:18:33.279 --> 00:18:37.279 I like that because I think it's so important. You mentioned the silos 254 00:18:37.319 --> 00:18:41.720 and we've talked to several guests on the show about just the ideas of silos 255 00:18:41.759 --> 00:18:45.200 and it came up the other day. Someone was talking about silos and they 256 00:18:45.200 --> 00:18:47.839 were like, oh, we don't have silos, we have cylinders of excellence, 257 00:18:48.240 --> 00:18:51.799 and they were they were being serious about it and taking pride in that. 258 00:18:51.880 --> 00:18:55.319 But I think that the idea of really being able to allow people, 259 00:18:55.759 --> 00:19:00.000 Um, allow prospective students, alumni, the different audiences, to be able 260 00:19:00.160 --> 00:19:03.720 to what I would almost call some personalization, being able to, you know, 261 00:19:03.759 --> 00:19:07.079 go to the content and go to an area that's going to be more 262 00:19:07.119 --> 00:19:11.680 about their needs, as opposed to forcing them into a generalized area to be 263 00:19:11.720 --> 00:19:14.880 able to then have to find their you know, to meet their needs. 264 00:19:15.319 --> 00:19:18.000 I really think that's a really good approach to to how you do that and 265 00:19:18.519 --> 00:19:22.960 I applaud you guys on that. Help me understand a little bit too about 266 00:19:22.079 --> 00:19:26.839 Um. How do you help the transition between you know that that you know 267 00:19:27.640 --> 00:19:33.079 matriculated student. I mean they've been on the they've been on the public website 268 00:19:33.400 --> 00:19:36.880 through their journey. They you know, go through Orient they go through orientation. 269 00:19:36.920 --> 00:19:40.759 Now they're now they're an enrolled student. Now they're being introduced into that 270 00:19:40.839 --> 00:19:45.200 new intranet for for enrolled students and then, you know, once they graduate, 271 00:19:45.200 --> 00:19:47.680 you've got a lot of students now. You know last week, a 272 00:19:47.720 --> 00:19:49.759 couple of weeks ago, they've graduated. Now they're moving into more of that 273 00:19:49.839 --> 00:19:55.119 extra net for alumni. How do you kind of communicate that, that transition 274 00:19:55.200 --> 00:19:57.880 that makes it very natural and easy for them and not kind of like a 275 00:19:57.920 --> 00:20:00.720 shock to the systems ay well, I'm used to this, why am I 276 00:20:00.799 --> 00:20:06.240 changing now? Yeah, so that's Um. That has been one of the 277 00:20:06.279 --> 00:20:11.119 most interesting sort of journeys just for us as a as a school, because 278 00:20:11.559 --> 00:20:15.640 you look across the entire record university system, I think we all, all 279 00:20:15.680 --> 00:20:18.720 of the different web teams, are trying to to make sure that the transition 280 00:20:18.759 --> 00:20:25.599 from a prospect to an admitted student Uh to a an enrolled student and just 281 00:20:25.720 --> 00:20:27.839 what that experience looks like, not just from the website but from all of 282 00:20:27.880 --> 00:20:34.160 the different technical platforms that students have to see once they become a student Um. 283 00:20:34.200 --> 00:20:40.200 The thing that I think is critical to the success of that is communication, 284 00:20:40.240 --> 00:20:44.720 communication, communication, and what I mean by that is that Um we 285 00:20:44.799 --> 00:20:49.759 are communications and marketing. There's separate team teams for every single program in the 286 00:20:49.799 --> 00:20:55.519 school. Now that is twenty plus. We have to be able to think 287 00:20:55.559 --> 00:21:00.599 about what are all of the natural ways that a student may seek information? 288 00:21:00.680 --> 00:21:03.160 That may be phone calls, that may be using Google search to find information, 289 00:21:03.599 --> 00:21:08.039 whatever shows up there. That could be emails, bulletin boards that are 290 00:21:08.079 --> 00:21:12.680 in the office and the Internet. From there we think about, okay, 291 00:21:12.759 --> 00:21:15.839 here are all of the ways that students may naturally look for information. How 292 00:21:15.839 --> 00:21:21.039 do we make sure that in each of those different areas we are placing the 293 00:21:21.119 --> 00:21:26.319 correct information about what they should be looking for in those places? And that 294 00:21:26.440 --> 00:21:32.519 is going to require a lot of regular communication between the folks who manage the 295 00:21:32.559 --> 00:21:37.920 websites and the folks who are helping with internal communication inside of the school, 296 00:21:37.920 --> 00:21:41.960 which is usually the Dean's office. UH, too. Just make sure that 297 00:21:41.039 --> 00:21:45.559 we are communicating in a two way conversation, not one way, a two 298 00:21:45.559 --> 00:21:48.160 way conversation with each of the programs to say, okay, here, here 299 00:21:48.160 --> 00:21:51.640 are all of the different websites that we have, this is why we have 300 00:21:51.759 --> 00:21:55.319 them, this is what they're for for your students. This is where you 301 00:21:55.359 --> 00:21:59.839 should be sending them if they have questions about the curriculum, career management, 302 00:22:00.240 --> 00:22:03.599 Um, anything like that. Just make sure that in orientation Um, once 303 00:22:03.640 --> 00:22:07.880 they become enrolled in each of the classes, maybe that in their LMS, 304 00:22:07.920 --> 00:22:12.000 for example, a canvas or blackboard that the faculty are are communicating. Hey, 305 00:22:12.039 --> 00:22:15.000 this is where you go for resources. It's part of the syllaby. 306 00:22:15.039 --> 00:22:19.960 Every main document that they see, um, their regular email communication that they 307 00:22:19.960 --> 00:22:23.279 have from the professors, from their staff, when they go into their offices 308 00:22:23.319 --> 00:22:29.000 to speak to their advisors. Everyone is on the same page about what is 309 00:22:29.039 --> 00:22:33.279 the quickest way to access information that is helpful for a student to be able 310 00:22:33.319 --> 00:22:40.359 to complete their their classes and their time at rutgers in a reasonable and fast 311 00:22:40.960 --> 00:22:44.200 process. Um, it has to be. That has to be the goal, 312 00:22:44.599 --> 00:22:48.119 uh, and in order to do that that means that sure that we 313 00:22:48.200 --> 00:22:52.519 oversee the website, but a huge part of our job is also internal communication 314 00:22:52.799 --> 00:22:57.000 and what we can't just think about ourselves as just the content design and the 315 00:22:57.039 --> 00:23:03.680 tech folks or the website. It also has to that plus internal stakeholder Um 316 00:23:03.160 --> 00:23:07.640 collaboration, I would say, and you know that it's it's it's not always 317 00:23:07.680 --> 00:23:11.799 going to be easy when you have that many groups that that have to be 318 00:23:11.880 --> 00:23:17.480 on the same page, but we can't sort of set a little bar because 319 00:23:17.519 --> 00:23:22.839 at the end of the day, the stakeholders are our students and anything that 320 00:23:22.920 --> 00:23:27.039 we don't do well or is miscommunicated affects their experience and when their experiences affected, 321 00:23:27.599 --> 00:23:33.240 everyone's experience is affected. So we have to make sure that, um, 322 00:23:33.359 --> 00:23:37.640 these sort of things are well communicated and that that really relies on strong 323 00:23:37.720 --> 00:23:42.160 leadership to be able to make sure that everyone is working towards shared outcomes. 324 00:23:44.000 --> 00:23:45.839 Yeah, I think that's great. There's a book that I'm reading that I've 325 00:23:45.839 --> 00:23:49.039 been recommending lately, called good services. It's by Lou down. He's the 326 00:23:49.680 --> 00:23:55.200 he's in charge of a lot of the service design in the UK and uh, 327 00:23:55.240 --> 00:23:57.480 I really like it because he's doing exactly what he kind of maps out 328 00:23:57.759 --> 00:24:02.680 a process for what you're talking about is that not only can we just do 329 00:24:02.720 --> 00:24:07.359 the things that we typically think of design, like websites and communications and things 330 00:24:07.359 --> 00:24:11.400 like that, we actually have to design the service around that so that, 331 00:24:11.480 --> 00:24:15.000 you know, if we're thinking about a student, how do we remove all 332 00:24:15.039 --> 00:24:18.960 of the challenges that they have to succeed? And I really like the fact 333 00:24:18.000 --> 00:24:22.359 that you guys are really trying to do that by communicating with all the different 334 00:24:22.359 --> 00:24:26.799 departments and and how that works. And and I think that's challenging for a 335 00:24:26.839 --> 00:24:30.839 lot of schools. I mean I work with some smaller schools and uh, 336 00:24:30.880 --> 00:24:33.079 and I know that with with all schools, I know it's the case, 337 00:24:33.119 --> 00:24:37.519 but especially with smaller schools, there's always this challenge about restrained resources. I 338 00:24:37.519 --> 00:24:40.759 mean it's like, Hey, we don't have enough people, we don't have 339 00:24:40.880 --> 00:24:44.480 enough budget, we don't have enough time. Everything is is kind of a 340 00:24:44.519 --> 00:24:48.720 little bit of a constriction. I mean how do you how do you kind 341 00:24:48.720 --> 00:24:53.160 of maximize these results with your with trying to manage these restrained resources? I'm 342 00:24:53.160 --> 00:24:56.359 sure that you guys ran into it even with I mean even with the top 343 00:24:56.440 --> 00:25:00.279 name business school. I mean it's not unlimit it. You have to work 344 00:25:00.319 --> 00:25:06.759 within, within, you know, within some boundaries. Yeah, you're you're 345 00:25:06.880 --> 00:25:11.240 exactly right. Uh, you know, it's it's always, Um, I 346 00:25:11.279 --> 00:25:15.000 feel like the the every other week question that that comes up in terms of 347 00:25:15.039 --> 00:25:18.880 like, okay, we have a lot of ideas, we we go on 348 00:25:18.960 --> 00:25:23.400 walks, we have internal conversations in person on Zoom uh, and that's just 349 00:25:23.440 --> 00:25:27.319 our team. And then there are the multile meetings that I have with various 350 00:25:27.359 --> 00:25:33.079 groups from like executive education to I t and just to make sure that we're 351 00:25:33.079 --> 00:25:38.240 all trying to to work towards shared outcomes. The reality is we're always going 352 00:25:38.279 --> 00:25:45.359 to have restrained resources and I think sometimes where it gets overwhelming isn't thinking about 353 00:25:45.359 --> 00:25:48.759 like, Oh, these are all of the different things that that we have 354 00:25:48.880 --> 00:25:52.000 to do. Um. That may be the case, but at some point 355 00:25:52.079 --> 00:25:57.559 we have to accept what our strengths are and maybe what we have to kind 356 00:25:57.599 --> 00:26:00.359 of let go or, at the very at least, say, you know 357 00:26:00.400 --> 00:26:04.640 what, here's our calendar, these are the things that were that we're excited 358 00:26:04.680 --> 00:26:08.599 about, that we're proud to try to achieve, and these other things. 359 00:26:08.799 --> 00:26:14.000 It doesn't mean that they're not important, but it means that we don't want 360 00:26:14.039 --> 00:26:18.200 to burn out our employees to try to ask them to work fifty, sixty 361 00:26:18.240 --> 00:26:22.039 hours in order to to just check a box, to be able to say 362 00:26:22.079 --> 00:26:25.640 that, hey, these fifty things that we set out to do this year 363 00:26:25.960 --> 00:26:29.200 that we would like to do Um, we're going to do them no matter 364 00:26:29.240 --> 00:26:33.319 what. Like that. That can't happen. Like we can't try to Um 365 00:26:33.680 --> 00:26:37.319 make the school be perfect in every way, shape or form at the expense 366 00:26:37.440 --> 00:26:42.440 of the employees, because the employees are central to the student experience. And 367 00:26:42.480 --> 00:26:48.160 again, like if when the student the staff side of things doesn't work well, 368 00:26:48.279 --> 00:26:52.200 it ultimately impacts Um, the students. So what I try to do 369 00:26:52.799 --> 00:26:56.160 is to decide, okay, like, for for example, this summer we 370 00:26:55.920 --> 00:27:00.200 were we recently mapped out here are the five areas that we will like to 371 00:27:00.240 --> 00:27:03.279 focus on for each individual on our web team and decided okay, one of 372 00:27:03.279 --> 00:27:10.400 those is going to be specific customer journey content, revamping of our graduate programs 373 00:27:10.400 --> 00:27:14.000 and just at least thinking about how do we make sure that the content is 374 00:27:14.039 --> 00:27:18.079 fresh and that we're more accurately speaking to the needs of graduate prospect of students 375 00:27:18.359 --> 00:27:22.119 in the age of covid because that is significantly different than it was two years 376 00:27:22.119 --> 00:27:26.480 ago and our web content may not be up to date. And for each 377 00:27:26.480 --> 00:27:30.279 of the individual individuals on our team, we say these are the five areas 378 00:27:30.279 --> 00:27:33.119 that we're going to work towards. Now it would be great to be able 379 00:27:33.119 --> 00:27:36.440 to say at the end of that yes, we nailed everything, but it's 380 00:27:36.480 --> 00:27:40.960 more about just working towards goals that we would feel proud of. And we 381 00:27:40.960 --> 00:27:42.759 can, we can make adjustments as we go, but I am not going 382 00:27:42.839 --> 00:27:51.000 to Um sacrifice these these uh, these these Um, these long goals at 383 00:27:51.000 --> 00:27:53.720 the expense of the staff. And you know, those are hard conversations because 384 00:27:53.839 --> 00:27:57.079 at some point you might have to have a conversation with your director or your 385 00:27:57.079 --> 00:28:02.599 Dean about what the prior parties are. But those are conversations that we in 386 00:28:02.680 --> 00:28:07.200 leadership positions have to be willing to have because again, just as we say, 387 00:28:07.240 --> 00:28:12.599 websites are not um for everyone. Um every goal may not be achievable 388 00:28:12.680 --> 00:28:17.000 and we have to decide, as a school and as leaders, what are 389 00:28:17.000 --> 00:28:19.000 the things that are absolutely most important to us, what is it going to 390 00:28:19.119 --> 00:28:23.119 take to do those things? Are we staffed enough to be able to execute 391 00:28:23.119 --> 00:28:27.759 those and what's second tier, third tier priorities. They could be stretched goals. 392 00:28:27.799 --> 00:28:33.799 It would be nice, but if it comes at the expense of the 393 00:28:33.839 --> 00:28:37.000 staff morale and what they can do and they're sacrificing their nights and weekends away 394 00:28:37.000 --> 00:28:41.480 from their family, that's that's a no go um. So again it's it's 395 00:28:41.480 --> 00:28:45.799 not easy, but we have to have conversations about what's realistic and what's feasible 396 00:28:47.240 --> 00:28:51.759 and those conversations need to be had from leadership standpoint and once you have them, 397 00:28:51.960 --> 00:28:56.279 they need to be abided by Um as we continue to work towards the 398 00:28:56.359 --> 00:28:59.799 goals for the school. Yeah, I like that and it goes right with 399 00:28:59.799 --> 00:29:03.160 what you said earlier about the idea of having those conversations, having those I 400 00:29:03.200 --> 00:29:07.640 mean it's it's in today's Day and age. I don't care what industry you're 401 00:29:07.680 --> 00:29:11.519 in. I think the more and more that we talk, the more and 402 00:29:11.559 --> 00:29:15.880 more that we can have those conversations, the more critical it is because you 403 00:29:15.920 --> 00:29:18.680 know, it's it's not the way it's always been. It's so dynamic in 404 00:29:18.759 --> 00:29:22.960 every aspect of what we're doing and you know, it's a lot easier to 405 00:29:22.960 --> 00:29:26.039 do a lot more things than we used to be able to do, and 406 00:29:26.079 --> 00:29:30.119 so I think that there has to be hard decisions made, conversations had, 407 00:29:30.400 --> 00:29:34.559 priorities developed, because at the end of the day, we just cannot do 408 00:29:34.640 --> 00:29:40.319 everything that we want to because sometimes that limited resources, just time, time, 409 00:29:40.319 --> 00:29:44.720 and it stuff. Joshua, in every episode we ask our guest if 410 00:29:44.759 --> 00:29:48.200 there was a piece of advice that they could leave either for their colleagues and 411 00:29:48.279 --> 00:29:56.799 maybe, in your instance, your marketing colleagues, that our listeners could implement 412 00:29:56.079 --> 00:30:02.640 immediately or soon after listening to the episode. What advice or piece of advice 413 00:30:02.640 --> 00:30:11.039 would you offer? The first thing that comes to mind is, uh, 414 00:30:11.440 --> 00:30:17.240 networking internally, and what I specifically mean by that is trying to find people 415 00:30:17.440 --> 00:30:22.839 that can help champion your ideas, because sometimes you might come up with like 416 00:30:22.920 --> 00:30:26.000 a change to a workflow for first student services, or communication, the marketing 417 00:30:26.079 --> 00:30:30.160 or I T. whatever the subject may be, and that idea has to 418 00:30:30.200 --> 00:30:34.400 be shared with a one of the deans who has to make the ultimate decision 419 00:30:34.440 --> 00:30:40.200 about how you move forward with something and they have so many other responsibilities and 420 00:30:40.240 --> 00:30:44.759 things that they have to think about. Um In in my experience, the 421 00:30:44.839 --> 00:30:48.720 things that are helpful and the conversations that I end up having with staff from 422 00:30:48.720 --> 00:30:53.039 other rucker schools about like hey, I have this challenge in in my school 423 00:30:53.440 --> 00:30:56.119 and I just wanted to know what you think, or every things like that. 424 00:30:57.039 --> 00:31:02.759 We talk about try to find other folks who can buy into an idea 425 00:31:02.880 --> 00:31:07.279 so that the more different individuals are talking about your vision, your goals to 426 00:31:07.599 --> 00:31:11.960 senior leadership, about things that you would like to see happen in the school 427 00:31:11.079 --> 00:31:15.480 and and and or your team, the easier it is for those things to 428 00:31:15.519 --> 00:31:19.400 have success. Uh. So, for example, if we're thinking about, 429 00:31:21.039 --> 00:31:25.160 hey, you know, we want salesforce to really be the platform that is 430 00:31:25.200 --> 00:31:29.519 going to be helpful to to manage prospect of student data, current student data, 431 00:31:29.599 --> 00:31:33.200 corporate partners and all of these other audiences. But you now we're really 432 00:31:33.200 --> 00:31:37.119 not there yet and that's a very expensive proposition. Um, it's one thing 433 00:31:37.160 --> 00:31:41.279 if it's just the I T director that's saying that. It becomes a different 434 00:31:41.279 --> 00:31:45.240 thing when it's the I T director and it's communications and marketing and it's exact 435 00:31:45.240 --> 00:31:48.960 ad and its alumni relations and everyone is on the same page talking about things. 436 00:31:49.000 --> 00:31:52.960 Over time, it then becomes the idea of the dean. Andy're like, 437 00:31:52.960 --> 00:31:56.880 okay, all of these different folks are saying like this is important and 438 00:31:56.000 --> 00:32:00.480 important thing. This is maybe something that we should move forward with Um. 439 00:32:00.640 --> 00:32:02.839 Well, we'll, we'll get the right stakeholders to to make it happen. 440 00:32:04.559 --> 00:32:08.240 I've tried to approach several times on on things that Um would be helpful for 441 00:32:08.279 --> 00:32:12.640 the school as a whole, even though they're not necessarily communications and marketed, 442 00:32:12.680 --> 00:32:15.640 things like the building and of an Internet to create that personalization for current students, 443 00:32:15.640 --> 00:32:20.880 for example, and it has ultimately worked. Now we still have to 444 00:32:20.920 --> 00:32:24.079 figure out implementation, but we got the idea agreed upon by our our deans 445 00:32:24.240 --> 00:32:30.039 to move forward with, because we're having conversations with different stakeholders around the school 446 00:32:30.079 --> 00:32:31.920 about, Hey, this would be a great idea, and the more people 447 00:32:31.920 --> 00:32:36.720 talk about things, the more they can they can work out. So my 448 00:32:36.799 --> 00:32:42.839 advice is to Um just really spend a lot of time on networking and helping 449 00:32:42.920 --> 00:32:45.519 each other, for folks that are either within the same school or, if 450 00:32:45.519 --> 00:32:49.960 you work on a larger university, folks that are across the campus, so 451 00:32:50.000 --> 00:32:54.359 that that that collective change can be really powerful instead of it just being your 452 00:32:54.480 --> 00:32:59.119 voice that's trying to change something. Thank you, Joshua. Is Very well 453 00:32:59.200 --> 00:33:05.079 said. I'm sure that there will be people that would like to contact you 454 00:33:05.240 --> 00:33:08.400 after this podcast is listened to. What would be the best way for our 455 00:33:08.440 --> 00:33:17.440 listeners to reach out and connect with you? I think the fastest way is 456 00:33:17.759 --> 00:33:22.519 linkedin. If you search for Joshua Charles Um Um I'm I believe it's Linkedin 457 00:33:22.559 --> 00:33:28.640 Dot com forward slash Joshua Charles um or on twitter. You can find me 458 00:33:28.720 --> 00:33:30.599 there as well, and those are the the easiest ways to find him. 459 00:33:30.599 --> 00:33:35.720 I'm always happy to chat about anything website related, leadership related, higher I 460 00:33:35.799 --> 00:33:40.200 related, I don't care. I feel like we can't look at different schools 461 00:33:40.279 --> 00:33:44.440 as competitors all the time. We're all working towards the same goals in different 462 00:33:44.440 --> 00:33:46.920 ways, and the more that we as a community can help each other, 463 00:33:47.160 --> 00:33:51.079 I think we're all better for it. Thank you, when you've reminded me 464 00:33:51.200 --> 00:33:53.519 that you are a wonderful follow. So I would put it out there to 465 00:33:53.559 --> 00:33:58.920 our listeners, even if you don't feel compelled to connect with Joshua, at 466 00:33:59.000 --> 00:34:02.559 least follow him because you share a lot of great content. And thank you 467 00:34:02.680 --> 00:34:06.000 very much for that and thank you for being a guest on the High Reed 468 00:34:06.079 --> 00:34:12.320 Marketer podcast. Thank you for having me, Mart do you have any final 469 00:34:12.400 --> 00:34:15.400 thoughts? You'd like to share with us. Yeah, I just want to 470 00:34:15.440 --> 00:34:17.199 say thank you again, Joshua, for being here and I really wanted to 471 00:34:17.199 --> 00:34:21.679 point out a few things that Joshua said that I think we're just so critical, 472 00:34:21.719 --> 00:34:24.239 kind of the nuggets as we kind of walk away. You remember that 473 00:34:24.280 --> 00:34:29.199 the website is not, you know, this isn't your grandfather's website. This 474 00:34:29.239 --> 00:34:30.320 is uh, this is, you know, we have to think of it 475 00:34:30.360 --> 00:34:37.840 in three the idea that we're all more about content and more about marketing than 476 00:34:37.880 --> 00:34:40.559 anything else. Uh, you know, quit. You know, so many 477 00:34:40.559 --> 00:34:45.119 people still talk about html and talk about all this other things. The website 478 00:34:45.159 --> 00:34:47.639 is a tool. There's technology out there that you should not have to worry 479 00:34:47.639 --> 00:34:52.360 about, you know, being a tool. It's, you know, the 480 00:34:52.360 --> 00:34:53.239 the idea. I mean, Troy, you use the word, you know, 481 00:34:53.280 --> 00:34:57.920 the term web master earlier. That's probably a term that can kind of 482 00:34:57.960 --> 00:35:00.960 be retired because I think it's really a marketing and content tool and I think 483 00:35:01.039 --> 00:35:05.400 josh has done a great job of explaining that. I think another thing that 484 00:35:05.480 --> 00:35:08.199 Joshua said kind of in passing that I want to make sure everybody remembers, 485 00:35:08.199 --> 00:35:12.039 and I think this is a tip that that you could also go out and 486 00:35:12.079 --> 00:35:15.880 do, uh, this afternoon, is figure out a way to organize and 487 00:35:15.920 --> 00:35:20.400 collect and manage your outcome stories. Um, you know you're gonna have to 488 00:35:20.440 --> 00:35:23.159 work together with your with your alumni group, with other people on campus, 489 00:35:23.159 --> 00:35:29.800 probably with your faculty, because really students connect back through their faculty to share 490 00:35:29.840 --> 00:35:32.440 their updates, to to share what's going on in their life. And if 491 00:35:32.519 --> 00:35:36.280 you can have a way that faculty know that, Hey, I just heard 492 00:35:36.320 --> 00:35:42.119 from you know, Eric from the class of and he just updated me on 493 00:35:42.159 --> 00:35:45.440 what he's doing and it was a fascinating conversation. They need to know a 494 00:35:45.480 --> 00:35:49.440 place that they can either tell somebody or put that into a document or a 495 00:35:49.519 --> 00:35:52.840 form that you can then manage that and be able to go back and look 496 00:35:52.880 --> 00:35:55.280 at that and and be able to sort that and organize that. So it 497 00:35:55.280 --> 00:35:59.360 could be as simple as just having a set of Google docs and a folder, 498 00:35:59.719 --> 00:36:01.440 but some way that you can manage that, I think is really important. 499 00:36:01.599 --> 00:36:05.159 And then I really also like the fact that, you know, having 500 00:36:05.199 --> 00:36:07.840 some personalization. Troy and I've talked many times with different guests about the importance 501 00:36:07.880 --> 00:36:13.800 of personalization for our perspective students and I really like the way that Joshua and 502 00:36:13.840 --> 00:36:16.480 the team at rutgers has really looked at how to segment and personalize that experience 503 00:36:16.760 --> 00:36:20.960 for the different levels of the students and where they are in their journey. 504 00:36:21.320 --> 00:36:23.239 I think that's important. And then I think the final things that I really 505 00:36:23.239 --> 00:36:28.320 heard a lot about was, you know, just that communication. You know, 506 00:36:28.360 --> 00:36:30.239 we talked about you know, many times we're marketing and communications, but 507 00:36:30.320 --> 00:36:34.800 we fail to communicate with each other and with the rest of the campus, 508 00:36:34.800 --> 00:36:37.800 and so I think it's important to, you know, hear what Joshua said 509 00:36:37.800 --> 00:36:40.199 about the ways to his team communicates with one another's that, you know, 510 00:36:40.239 --> 00:36:45.440 the walks, the meetings, the Huddles, the way he communicates regularly with 511 00:36:45.519 --> 00:36:49.800 those outside of his particular team, with other, you know, other areas 512 00:36:49.840 --> 00:36:52.400 of campus and other areas within the business school, as well as just, 513 00:36:52.519 --> 00:36:57.920 you know, with limited resources, sometimes communicating and coming up with some brainstorming 514 00:36:57.920 --> 00:37:01.760 and ideas together you can often find ways to solve a problem that maybe you 515 00:37:01.800 --> 00:37:05.599 hadn't thought of. Because, I mean, I was talking to someone yesterday 516 00:37:05.960 --> 00:37:08.000 the idea of, you know, preparing a bunch of uh, you know, 517 00:37:08.000 --> 00:37:12.679 printed materials going forward. Well, there are, they're creative ways to 518 00:37:12.679 --> 00:37:15.320 do that with digital printing now that you don't always have to think about, 519 00:37:15.519 --> 00:37:16.920 well, we're gonna have to buy a whole skin now instead of and we've 520 00:37:16.920 --> 00:37:21.480 got to make a decision tomorrow. Now there are ways to kind of think 521 00:37:21.519 --> 00:37:24.039 about that and be a little bit more creative in the way that you're approaching 522 00:37:24.039 --> 00:37:28.559 those problems and getting get together with a lot of people can often, you 523 00:37:28.599 --> 00:37:31.119 know, find those those solutions. So thanks again, Josh with. This 524 00:37:31.159 --> 00:37:37.400 has been a wonderful conversation and welcome to have you kept back anytime. Thank 525 00:37:37.400 --> 00:37:42.920 you. Thank you. Both the hired marketing podcast is sponsored by the ZEMI 526 00:37:43.000 --> 00:37:47.880 APP enabling colleges and universities to engage with their future students at scale before they 527 00:37:47.920 --> 00:37:55.639 even apply, and by the Kalis Solutions Group and education marketing and branding agency 528 00:37:55.800 --> 00:38:00.239 and by Think, patented, a marketing, execution, print and mailing provider 529 00:38:00.440 --> 00:38:05.960 of Higher Ed Solutions. On behalf of Bart Kaylor. I'm troy singer. 530 00:38:06.320 --> 00:38:12.159 Thank you for joining us. You've been listening to the Higher Ed Marketer. 531 00:38:12.840 --> 00:38:15.440 To ensure that you never miss an episode, subscribe to the show in your 532 00:38:15.480 --> 00:38:21.320 favorite podcast player. If you're listening with apple podcasts. We'd love for you 533 00:38:21.360 --> 00:38:23.840 to leave a quick rating of the show, simply tap the number of stars 534 00:38:23.840 --> 00:38:27.840 do you think the podcast deserves? Until next time,