Transcript
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You are listening to the Higher Ed
Marketer, a podcast geared towards marketing professionals
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in higher education. This show will
tackle all sorts of questions related to student
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recruitment, don't a relations, marketing
trends, new technologies and so much more.
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If you are looking for conversations centered
around where the industry is going,
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this podcast is for you. Let's
get into the show. Welcome to the
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High Ed Marketer podcast, where weekly
we explore ideas and insights of marketers that
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we admire in the higher red community. My name is troy singer and I'm
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with my cohost, Mark Taylor.
This week we are continuing our conversation with
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Julie Bailog, Chief Marketing Officer for
the University of Kentucky, and Christine Harper,
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associate advice president of enrollment management at
the University of Kentucky. Let's jump
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back into the conversation. Julie and
Christine, thanks for continuing the conversation now.
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We know that both of you are
big believers and utilizing data to drive
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segmentation your messaging and outreach. So, Christine, maybe you can start us
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off by explaining the trends that you're
seeing in utilizing and I believe you may
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have a few examples, like how
you regard or approach undecided students. Sure,
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yeah, so I love data.
I think we talked in the first
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episode about the art in the science
of the work that we do. So
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I love a good graphic and great
content, but I love data the dry
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gives it. In my role I
look at data weekly, daily, you
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know, I take a size of
the pool each week and really look and
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dive into our freshman I look in
on our transfer seeing what trends we have.
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On a daily basis I'm checking our
numbers, but also looking at things
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that I get from Julie's team on
open rates, so we can see how
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some of the communications have been,
you know, picked up and received and
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how the pool is shaping up.
But you know, when I have time,
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which which is few and far between, I really like to dive in
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deep and so just this winter break
I was diving into a lot of data,
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looking a lot at our prospect pool
down to sophomores and juniors, and
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then was really taking a look at
our senior prospects as well as our students
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that had been admitted or in the
process that had applied and notice that we
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had seen as substantial uptick in students
applying in certain areas and that there was
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definitely a trend that covid had impacted
and influenced. But one of the areas
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of growth was our undecided or exploring
students. So that does change throughout the
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cycle and depending upon when institution you're
at, may go up and down and
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for us it just seemed like it
was much larger. And for a university
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like UK we have lots of options
for students. But how do you help
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explain that when somebody is coming in? They want the experience but they're not
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sure? And so over the break
I packed Julie and Katie and said,
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you know, I'm seeing some things
in the date. I really feel like,
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you know, this is an opportunity
for us to to convert some of
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our prospects, share some information and
then for our admitted students that were exploring,
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share a little bit about why they
should choose UK, because they could
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do an undecided major exploring at any
university. And so reached out to colleagues
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and are stuck a career center and
some of our colleges that also have exploration
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programs and surface some information and said, okay, okay, Katie, here's
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here's what I have, here's information
I've surface now can you, can you
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get it into something for our incoming
freshman? And, as she typically does,
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takes all of these data points and
information that's pulled off websites and reports
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and and comes up with something great. But I think, you know,
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being able to respond to what you're
seeing in the data is important. You
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know, you can have a tone
and a tenor for the what you're what
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you want for student from when they're
a prospect or even a sophomore in junior
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than a prospect in the senior year
application and admit and have all of that
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set together, but if you're not
responding to what you're seeing in the data,
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you're really missing opportunities, opportunities to
to help informed educate the students about
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why I do firmly believe that there's
an institution out there for any student and
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that the student success is on the
fit. And so how do we help
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explain and uncover some of these things
so they can say, oh well,
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actually, this does sound like a
place where I can see myself being successful.
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And here are some things they're sharing
with me early on in the process.
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So that was just something. You
know, when one example of something
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that was data informed through the cycle, I like to say you know,
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in some of my other previous ex
variences I had access to a lot of
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data, but I was data rich
and analysis poor, and I think the
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collaboration that Christine and I have is
that together we're able to take that data
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and really make it actionable and use
it as a as a road map of
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how to really impact change. It
doesn't matter how much data you have if
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you don't know how to look at
it, make sense of it and then
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turn it into something useful, and
I think that's a she leads us very
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well in that way. And then
once once we understand, okay, this
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is what it's telling us, then
we know how to work with it in
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and make it make it more useful. It's great. I know that when
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we talked on our pre interview conversation
you were not trying to make commercials here,
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but you know you're utilizing some some
really sophisticated crms and a lot of
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the lot of the listeners and marketers
that are listening to the podcast, I
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mean they are probably utilizing either sales
force or slate. I mean you guys
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are using both of those and certainly
there's a lot of other crms out there.
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You know, some of the smaller
schools might be finding other ones.
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But I think the important thing that
you both just mentioned was that finding and
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utilizing the data that you can gather
from those systems, as well as that,
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ther other analytics systems, whether it's
open rates on your mail, whether
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it's social media are wise, maybe
it's, you know, key performance indicators
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in Google analytics. Are So many
places that we can start to gather the
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data. But if, to Julie
to your point, if your data rich
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but you're not analyzing, you're not
doing anything with it, you're not creating
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that into segmented marketing messages that can
move the needle for that particular group.
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I think that's so important and I
know that even even Christine, I know
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we had earlier conversations about, you
know, the the idea of how to
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segment it either for the first Gen's
or segmenting it for siblings of current students.
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I mean there's there's so many different
ways to segment that data once you
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have it and be able to nurture
and massage those messages a little bit better
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to make them more effective. Yeah, we we really have to have our
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ear to the ground, and so
I in my in my side. I've
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got that going on and then Julie
has hers also. So where I'm pulling
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is I'm looking at information that's coming
out of common application of what are they
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seeing and what does that mean?
And I think that, because that's one
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of the larger sources. Again,
we're not doing any kind of we have
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a couple different sources we use,
but but they do a nice job of
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putting out information and as one of
the larger application sources, were the first
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to pick up some things that you're
seeing in the national media about FAFTS,
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the filing rates being down for seniors
and low income students and and Firstgen students.
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And Kentucky as a state, you
know we have a huge commitments of
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the Commonwealth and we know that we
have a large portion of our populations low
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income, and so this pandemic has
this isn't surprising, right. There was
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information in the spring of the senior
year which students, if you looked at
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the population in total, most seniors
were worried about missing those end of the
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year events. But when you segmented
that data and look at low incompel eligible
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students or looked at students of color
or looked at students that were first jed,
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their concerns were very different. Can
I afford to go to school?
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Am I going to graduate? So
that's it. You know, we talked
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at the end of the cycle last
year at the pandemic with populations of they
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need a different message because they're feeling
something differently and the same thing. Now
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recently, as we've come to some
of that data, Julie and I were
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looking at it and say, okay, we have an issue with First Jen
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and we have, you know,
we are down and some of the a
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lot of the activities having to right
at the deadline. But we can't wait
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for the deadline to hit and see
where we're going to be. So how
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are we going to inform some of
this? And so Julie and I talked
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and we got a big again,
another broad table. We have our first
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Gen Office of First Gen initiatives,
but that serves not only incoming students or
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our prospective students, as well as
our current students, members of different colleges
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and marketing team and members of the
enrollment management team, both financial aid and
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undergraduated missions, to really talk about
how do we target this at different segments
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in the population, and and Julie's
seem really I mean Katie then started working
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with partners that could support so I
kind of put the table together. Julie
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and I put the table together.
said here's the problem, here's the data,
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and Julie, want to take it
from there. As as we're moving
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forward and some of the things we're
doing. Sure, sure, so.
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What we did is, for instance, we've created an op Ed, a
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joint oped with some of our other
universities across the state, and so we're
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publishing those with other university present presidents
from our president. We also are creating
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some social media assets and we are
going to push those out and then,
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working with our there's a person on
Jay Plant and staff, Mark With who
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specializes in media pitching and he's going
to help us by reaching out to small
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town newspapers, radio stations, TV
stations across the state to really share.
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Listen, we need college as possible
for you, but it has to start
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with filling out your fast but and
at the end of the day, this
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is one of those things where I
like to say where the University for Kentucky,
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not just the University of Kentucky,
because at the end of the day
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we just want these students to understand
that going to college can be transformational for
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them and and if they don't come
to UK, that's okay. They just
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need to find the place where they
can get that transformational experience. So many
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of the people in Kentucky, you
know, going to college is not always
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as easy for them as it might
be in some other states, and so
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I think we both felt pretty passionately
about that because we know I'm, I
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said in the first episode, I'm
an example of that. You know,
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my father had a sixth grade education
and the fact that I was able to
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go to college and this literally transformed
in my life. To me it's a
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mission and I think for a lot
of our students we serve abroad array,
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but I go back to you can
come here and you can do anything and
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we've got the most amazing wrap around
services for these students and we don't we
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don't do things for them that we
we create ways for them to be successful
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and and you know I won't Belabor
this too much, but to me this
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is an important distinction. A lot
of people like to say they're innovative,
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and innovation is a good word,
except for innovation usually can be funded or
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bought. Apple is innovative because they
have a whole lot of money. What
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you are at UK is we've got
ingenuity, because with ingenuity that's what you
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get when you're smart and you're clever
and you look at the resources you have
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and you figure out how do you
make the most of them, could be
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successful, and so I always I
like to make that distinction. I think
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that there's a lot of ingenuity that
happens here, but in that probably is
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a good way to describe the relationship
between Christine and me and our teams.
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It's a lot of ingenuity, it's
a lot of roll up your sleeves,
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it's a lot of get it done. We're not spending a whole lot more
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money than other people, we're just
trying to be really smart about how we
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do it. Yeah, and Julie, I would add that's that passion to
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I mean we really do, and
you probably can hear it come through.
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We're concerned about students across the board. We hope they land somewhere. I
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think the pandemic has just made some
of the more vulnerable populations even more so
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with Internet access, you know,
lack of that. I know some students
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that are non traditional instruction in high
school and they're working a full time job
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and then catching up at night because
that's what they need to do right now.
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And so that ingenuity is really critical. And then the passion I think
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that a lot of us bring,
because that really, it really does steep
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through it. We are committed to
and so yes, we have growth goals
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and and we're doing all those things
to get that happen. But I too
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am somebody who ultimately, like I
said, fit is important and if you
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have an impact in helping students find
that right choice. Sometimes it may not
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be us, but then maybe us
later, and so that authenticity and that
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ability to try to raise everybody up, you're going to be successful. If
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that's the approach that you take.
That's great and I know I really appreciate
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what you've talked about with the ingenuity
because I mean, as I mentioned to
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you, you know in our on
our previous conversations, a lot of the
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audience of the High Ed Marketer is
our schools of all sizes. I mean
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we've got schools the size of UK
all the way down to schools that have,
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you know, fifty or a hundred
students. And but I think that
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the ingenuity, you know, because
I can hear people saying, well,
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but it would be great to have
slate, it'd be great to have that
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kind of budget to be able to
do that type of thing. But the
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data that you get, you can
ask students about that, take in that
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data and then it's and then you
can start analyzing it, you can start
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segmenting based on what you're asking people. So it's not the fact that you
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guys just have all the extra resources, it's the ingenuity of if I need
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that data, I need to figure
out how to get that date and sometimes
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you have to ask for it.
So I love that and Julie also love
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the fact that we kind of talked
about the wrap around services with that UK
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has for these different groups that are
going to be that mission fit for for
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the university, and I know Troy, you've got a couple questions about that
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with what just kind of what those
partnerships with the other departments look like.
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Yes, they both, Julie and
Christine, talked about the dedication to the
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Commonwealth and I wanted to ask a
little bit about the community involvement in the
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partnerships that are with outside agencies.
Julie, could you tell everyone a little
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bit about the partnership that you have
with the College of Agriculture and how you
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reaching out into the counties and helping
out the Commonwealth with that partnership? Sure,
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Kentucky is one of those states that
has many, many counties. We
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actually have a hundred and twenty counties
and in each of those one hundred pointy
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counties the College of Agriculture has an
egg extension agent and they are a university
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employee and we have great collaboration with
them in a lot of ways. They're
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often opinion leaders in their communities and
so, for instance, when I was
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down at UK healthcare, we partnered
with them initially to get population health information
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out, so, for instance,
diabetes information or healthy heart information, and
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so they became a hub that we
could use to push out information and they
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devoured it, they loved it and
shared it, and so we're kind of
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applying some of that same model here. So one of and I love of
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that the College of Bag is just
game for anything. So Christine had this
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really good idea last such last summer, and so it was this idea of
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adulting one on one where we would
teach life skills to high schoolers. And
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let Christine tell the story. But
yeah, we pitched it and boy did
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it take off. Yep, yeah, most it was almost too successful.
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Yes, it was an it was
a quick turnaround. I mean the pandemic
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of just hit right where. Just
we were talking through the spring. We're
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like, okay, well, you
know, if we need to get our
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students in here, what can we
do? What could be helpful? And
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so Julian I went to Cafe,
our college of Bag Environmental Science, and
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then they basically were like, Oh
yeah, we're on board. We've got
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all these extension agents. They're looking
for things to do. They've got other
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things, but this would be great. So put these modules together in this
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course and we had over five hundred
and sixty plus students sign up in a
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very short period of time. You
know, the marketing was great. The
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students loved it. Cafe came back
to us, the College of Bag,
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and said Hey, can we do
it again this year? So when you
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have a partner that's coming back and
saying this is good, how do we
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enhance it, you know, and
what else could we do? And we've
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talked about other other suites of things
that we could offer because, you know,
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that was pretty small lift, I
mean and they're engage. So we've
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worked with the Dean to this year, much like we did previous years with
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our alumni association, to kind of
help them be out there. We're now
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working with all the extension agencies,
particularly. We started this before, but
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it's it was very timely. We
started in the fall and then, as
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we saw the fast of filing information
those extension agents in the counties, particularly
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at a time where the students are
not as easy to see in a high
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school or, you know, access, they are readily accessible. So we
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have now already trained our extension officers
on admissions and all of that and we
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can push out. We are having
students that are having challenges as fast and
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the high school counselor is maybe having
trouble connecting with some of these students.
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If you see them, can you
hit this and make sure that you know
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they know there's a resource and point
them and you may not have all the
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answers, but you can point them
in the right direction and we'll get them
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what they need. So those collaborations
really are fantastic and it happens in multiple
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different ways. Julie, I mean
I remember you calling me on a Saturday
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morning maybe, and said, hey, we're going to do a vaccination clinic
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in about a week. Yes,
so what? What? What do we
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what do we think? What you
know from it? I'm like, well,
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you know, and we're doing all
the educators right, and we both
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were like up, college of Ed. They've got some great continuing education,
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they've got some great masters programs.
They're mostly online. That's the doctoral program
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I'm in. But it just continues
to go from there, as I talked
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about hitting on all cylinders, and
Julie just like pitches me in the morning.
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I'm like, Yep, there's something
here. What are we going to
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do? Yeah, and I'm happy
to report that the web engagement around the
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Graduate Program for the College of the
head and teachers is up ten percent and
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I'd like to think that it has
something to do with the fact that we
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activated at our Vaccine Clinic when we
were vaccinating K through twelve educator. So
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can't take all the credit, but
those are the kinds of moments that you
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have to be Nimble, and that's
another word we use, like you got
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to beat Nimble, and if you
kind of already have some of these things
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in motion, it's easier to implement
them if if you're not starting from scratch.
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Yeah, that's wonderful. I love
that idea of all these different things
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going on with the partnerships, but
trying to make sure you're living out the
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brand, being nimble enough and,
you know, going forward with ingenuity so
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that you can say, how can
we take advantage of we're going to be
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in the in the community, we're
going to be providing mobile clinics for vaccines
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or we're going to be providing,
you know, agg extension offices. How
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can we activate that for enrollment?
How can we activate that for the for
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the for the good of the community? Because I mean to your point,
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Julie, and and you know,
try and I both our first generation students
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as well, the idea that if
we can impact those first gen students,
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even if they're, you know,
fourth graders, that are standing in line
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with their parents for the vaccines or
with grandma and GRANDPA, they're getting an
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idea and an impression of what UK
is all about. Their living out that
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brand, their understanding that, Oh
wow, I have an opportunity to be
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a part of this in the future. I just think that's amazing and I
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think that, you know, job
well done to the both of you to
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not only serving the community but also, you know, activating the community as
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part of that. So I think
that's I think that's great. Thank you.
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We in a I will share this. This is this is new,
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but this just this past week because
our clinic, our vaccine clinic at Kergerfield.
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This is separate from our mobile clinics
that were taking out. Our clinic
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is doubling in size point where we're
vaccinating word to five thousand people a day.
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It's all volunteer driven and we need
more people. So we created very
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quickly a program called cats give back
and we've invited our students to volunteer to
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go work at the clinic as registrars, as wayfinders. Two thousand students have
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signed up and that just you know, I use the phrase when I talk
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about the University of Kentucky students we
run to, not from. They like
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to be part of the solution,
they like to be part of it,
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and I thought that was a great
example. I mean students just raise their
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hand and say, Yep, I
want to be a part of that.
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Tell me how I can do it, and that's great and right. There
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is another story that can be packaged
and sent to Christine and, you know,
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used as part of the message,
which is wonderful. That's great.
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Yeah, Yep. and Julie's in
those meetings, so she helps get the
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door and right. I'm not an
enrollment management going to be at a meeting
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about vaccinations necessarily like maybe tangentially.
But when we talk about mobile clinics and
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I said Hey, we'd love to
get out in front of these families,
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I mean when you talk about the
different areas that we're going to first gen,
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I mean access to healthcare in particular
and with vulnerable populations is important.
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And to your point of educating a
fourth grader, we've gone out and done
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some some work just to say,
Hey, did you know that these healthcare
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careers are available to you? You
may not see a physical therapist in your
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community, but this is what one
does and for some young child that maybe
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the Huh, this is something I
can do and I can be and I
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can and UK brought it to me, you know, and so those are
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really great things and we're pleased,
because Julie's in that room, that she
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reaches out and so when the mobile
clinics go back for the second shot,
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they'll prime come. We're going to
have some some fastt information sessions. We're
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going to have information. So if
you have students or children that that you'd
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like that information shared with or you
would like it yourself, will have people
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there, poison ready to go.
So it really is we're very fortunate to
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be set up the way that we
are and have such great collaborative efforts going
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on. That's great. That's great, troy, as we knew the end
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of the episode, I'd like to
ask each of you if you have a
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relevant idea, trend or nugget that
you could share that others can use right
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away. What would that be?
My nugget would be it would be to
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understand the journey that in this particular
case, the student it's on and to
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assess that journey because again, marketing
is where can I most influence them at
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the time they're making their decision.
So one of the things that Christine's team
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and I did, we did this
right when I first started. We mapped
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the entire journey. We looked at
how are we communicating with an email,
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postcard, things like that, and
then we assessed. We realized in some
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areas we were extremely heavy, probably
to the point of oversaturating. But then
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we looked through the rest of the
psycle we realized there are sometimes that we're
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probably under communicating. So we tried
to together our teams figured out, okay,
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let's look at this cadence. But
then, in another phrase that I
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like to use a lot, its
intellectual honesty. We were really intellectually honest
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with ourselves of is what we're saying
really relevant? Is it authentic? Is
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it live our brand? Or we
just to see the same and so we
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00:22:45.519 --> 00:22:49.519
spent some time read and in that
was a that was a laborious exercise,
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but it was also an aullhall moment. And you know what, you can
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do that if your budget is zero. You can sit down and you can
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map that journey and understand what are
you saying it, because it's always the
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right message to the right person at
the right time. Thank you, Christine.
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Yeah, from my perspective I would
say, you know, if you're
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sitting in my roles a chief and
Roman officer, fine, your chief marketing
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officer and get really close and and
connect. I think that it's really important
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to have strong relationships. But my
big piece is that I think that education
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and cross pollination is critically important.
So the more that you can share and
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cross pollinate, so having your marketing
people in your enrollment management meetings occasionally.
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Last year I was in the huddle
with Julie's team. My understanding of the
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work that their team is doing I
can now share with our it team that's
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working on a problem. So Julie
doesn't have to be there until we get
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to a certain level. But by
doing that, in Cross pollinating and educating
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everyone, Katie Benet, who's on
her team, is like, well,
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you know what, this idea came
from this meeting that we had, and
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she understands a work we're doing.
I understand the work they're doing, and
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so it really helps you get further
faster. And so if there's anything I
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would say is is really you got
a partner tight but you also have to
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make sure that you're providing in the
information and you're listening and that you're using
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that to inform the decisions you're making
moving forward. Thank you, Christine,
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and thank you, Julie. Thank
you both for your time and being part
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of our first two episode experiment.
I think Bart would agree that it has
361
00:24:26.690 --> 00:24:30.089
gone extremely well. So again,
thank you for joining us on the Higher
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00:24:30.130 --> 00:24:36.930
Ed Marketer and for our commercial.
The Higher Ed Marketer podcast is sponsored by
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00:24:36.930 --> 00:24:41.960
Kable solutions and education, marketing and
branding agency and by thing patented, a
364
00:24:41.079 --> 00:24:47.359
marketing, execution, printing and mailing
provider of higher it solutions. On behalf
365
00:24:47.400 --> 00:24:51.200
of my partner in creation, Bart
Taylor, I'm chroice singer. Thank you
366
00:24:51.279 --> 00:24:56.549
for doining us. You've been listening
to the Higher Ed Marketer. To ensure
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00:24:56.630 --> 00:25:00.430
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