Beyond the Post: 1/8/21


Beyond Academics asks to hear your thoughts, comments, and opinions on the topics we’ve covered throughout the week. Let’s keep the conversation about Higher Education going.

BA Featured

Listen to Beyond Academics members Joe Abraham and Joel Mathew on The Scott Becker Business and Private Equity Podcast as they discuss what motivates BA and how we are actively transforming Higher Ed.

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BA’s Top 10 Predictions for Higher Ed in 2021

Though 2020 is over, Higher Ed still has a lot of work to do. We must continue to adapt and transform—as we should be doing every year—to create a better future for students of today and beyond. Take a look at our top 10 Higher Ed predictions for 2021.

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Video: Flexible Learning Options” by Maricopa Community Colleges

Maricopa Community Colleges recently posted this videos outlining their flexible learning options which include online (asynchronous), live online (synchronous), in-person, and hybrid (a combination of in-person and online).

Schools like Maricopa that have adapted their classrooms to better accommodate students are leading the way in higher education. Though creating a campus that works for everyone is still something we need to work toward, offering a variety of learning options is a huge step in the right direction. But we still have some questions.

BA Bold Thoughts:

  • This is great in theory, but how do we execute this in reality?
  • Maricopa lists “campus life” as something all their students (even the online ones) will have access to. What is campus life and how does it translate to digital, asynchronous learning?
  • What technology will be required to allow classrooms to exist on multiple platforms and operate smoothly?

Let us know your thoughts and answers to these questions.

Watch the video >>>

Excerpt: 8 things that could derail innovation at your company—and how to avoid them” by Alex Salkever, Ismail Amla, and Vivek Wadhwa via Fast Company

Replace the word “company” with “university” and these 8 things still apply.

In this excerpt, the authors talk about “ambidextrous leadership,” which gives resources to internal innovations and start-ups without “being eaten or crippled by legacy business units.” In order to transform, universities must give their institution the funding and space to actually innovate.

BA Bold Thoughts:

  • Innovative ideas are not enough, they require action, funding, and support.
  • The entire institution must be willing to change and willing to compromise in order to allow essential transformations.

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Comment on this post, reach out on LinkedIn, or submit your take on any of these topics via email. We want to talk with you about the future of Higher Ed.

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BA’s Top 10 Predictions for Higher Ed in 2021


Higher education faced some unprecedented challenges in 2020 and we were forced to adapt. But though 2020 is over, Higher Ed still has a lot of work to do. We must continue to adapt and transform—as we should be doing every year—to create a better future for students of today and beyond.

Here are our Higher Ed predictions for 2021, including the challenges still to overcome:

Online and hybrid education will be here to stay post-pandemic.

Schools will continue to use online and hybrid education to expand their geographic market and reduce costs. The quality of remote learning will continue to increase as faculty build up their skills and schools enhance their technical capabilities. The prevalence of online courses will make it easier for students to transfer between institutions. More students will continue to live off campus which will greatly reduce housing and fee revenue.

COVID mitigation protocols will continue to impact campuses through 2022.

Schools plan for the possibility that the pandemic won’t significantly ease and many COVID protocols become permanent. The appearance of more contagious variants and the slow roll-out of the vaccine will mean academic years 2021 and possibly 2022 will look a lot like Fall and Winter of 2020. The Federal DOE will issue comprehensive COVID guidelines and institutions will have to change their current protocols to meet the new nationwide standard.

Students will expand their choice of institutions beyond traditional boundaries and transfer credit will increase at 4-year institutions.

Student transfers will continue to increase. Remote education will make it easier for students to assemble their diplomas by taking relevant classes from a series of institutions. At the same time, responding to the drop in number of college age students, schools will increase recruiting Sophomores from other schools to become Junior transfers.

Many institutions will reduce their workforces (faculty/staff) and many programs will be sunset due to budget constraints.

Tenured and tenure-track faculty positions will continue to dwindle. Schools will soon have faculties made up entirely of adjuncts and short-term contractors. State systems will consolidate their smaller, financially weaker schools. All schools will start evaluating their programs and close low enrollment programs that are losing money.

ERP / SIS transformation projects will be scrutinized.

The technology budgets of state and private schools will be slashed over the next two years. As a result, schools won’t be able to afford 9 figure ERP/SIS transformation projects anymore. Instead, they will focus their resources on smaller technology initiatives with clear strategic goals targeted on specific processes. There will also be an increase in high-impact transformation initiatives that are not technology based.

Consulting firms dependent on ERP and SIS will downsize.

Without a steady pipeline of large ERP or SIS initiatives, consulting firms that specialize in technology implementations will have to downsize. However, firms that specialize in developing strategy, business process transformation, and the student experience will thrive.

Parents will be more critical of the ROI of sending their child to college.

Parents (and students) will question why they are paying pre-pandemic tuition and fee rates for their children to take online classes. As the pressure to reduce tuition and eliminate fees increase, schools will have to find ways to redefine the value students receive from their tuition investment.

Schools will struggle to maintain their campus affinity with remote learning.

Online learning makes transferring from one school to another significantly easier. Students will see an individual school they’ve attended as simply one stop of many on their way to a degree. This weaker affinity will make it harder for a school to develop its students into institutionally loyal, lifelong learners, supportive alumni, and long-term donors.

Enrollment of socioeconomically disadvantaged students will continue to drop, especially in community colleges.

Enrollment for both 4-year and community colleges dropped in 2020. Economic uncertainty, housing and food insecurity, lack of internet access, and having to teach their children at home are leading many people to put off enrollment. As long as these roadblocks remain, the downward trend in enrollment will continue.

Private schools will have to increase discounts.

In the Fall of 2019, the average tuition discount rate for private colleges was 53%. Institutional aid paid, on average, 60% of the published tuition price, leaving colleges in a tight financial bind. In an effort to keep their enrollments stable, colleges will continue to increase discount rates and institutional aid—further weakening their financial position and causing some schools to close.

Do you agree with these predictions? What other predictions for 2021 do you have?

Beyond the Post: 10/23/20


Beyond Academics asks to hear your thoughts, comments, and opinions on the topics we’ve covered throughout the week. Let’s keep the conversation about Higher Education going.

BA Is On YouTube!

Beyond Academic has two YouTube channels: Beyond Academics and the recently launched FutureX Podcast.

Watch the latest videos from Beyond Academics, or listen to Joe Abraham on the FutureX podcast as he interviews the top leaders in higher education.

Matt Alex Discusses the Value of Microlearning

Joe Abraham Interviews Dr. Paul J. LeBlanc, President of SNHU

Be sure to subscribe to both of these channels to stay up-to-date with the latest in Higher Ed from Beyond Academics.

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“Who Should Take College-Level Courses?” by Elisabeth A. Barnett, Elizabeth Kopko, Dan Cullinan, and Clive R. Belfield for CAPR

Are standardized tests a good way to determine if a student can succeed in college-level Math and English courses?

Virtually all schools use placement test to evaluate if a student is ready for college level math or English courses. 68% of community college students and 40% of students at public four-year colleges take at least one of these developmental courses. Many students are assigned to multiple levels of math and English developmental courses—which further delay their entry into full college work. The more developmental courses they have, the less likely they are to complete their degree.

The  Center for the Analysis of Postsecondary Readiness (CAPR)  completed a study at seven community colleges in the State University of New York System (SUNY) to determine if using a multi-criteria approach to place students in college-level or developmental courses were more likely to complete college-level work. The results were interesting:

  • Using multiple criteria,  placement in college-level English jumped 34 percentage points, from 46 to 80 percent of students.
  • Students who placed into college-level courses because of multiple measures were 8–10% more likely to complete college-level math or English course within three semesters.
  • Students who were placed into developmental courses were 8–10 percentage points less likely to complete college-level math or English course within three semesters.

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“Where Are Most International Students? Stranded Here, Needing Colleges’ Help” by Karin Fischer for The Chronicle of Higher Education

There has been a lot of focus on the drop in enrollment of foreign students in American universities. However, according to the Institute of International Education 9 of 10 foreign students who were enrolled in American universities at the time COVID lockdowns started are still in the US, stranded.

BA Bold Thoughts:

  • How can Higher Ed best accommodate and aid these students who are stranded in the US due to the pandemic?
  • What part does Higher Ed play in the national scheme of getting COVID-19 under control and thereby allowing these students to return to their families?

Let us know your thoughts and answers to these questions.

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The Value of Microlearning in Higher Ed


Matt Alex, talks about microlearning and the new competition of Google and Amazon in the world of e-learning. Higher Ed provides the necessary social skills for people entering the workforce, but colleges and universities can also benefit from introducing microlearning into their curriculum.

Beyond the Post: 10/16/20


Beyond Academics asks to hear your thoughts, comments, and opinions on the topics we’ve covered throughout the week. Let’s keep the conversation about Higher Education going.

Matt Alex Talks Microlearning

Matt Alex, talks about microlearning and the new competition of Google and Amazon in the world of e-learning. Higher Ed provides the necessary social skills for people entering the workforce, but colleges and universities can also benefit from introducing microlearning into their curriculum.

Has your organization considered, or even introduced, microlearning options as part of the curriculum? If so, we’d love to hear about them!

Other Posts

“A Community College Reopens. At What Cost?” by Madeline St. Amour for Inside Higher Ed

Miami Dade College doesn’t rely on room and board and is located in a COVID-19 hotspot. So why are they reopening despite pushback from faculty and students? Their vice president, Lenore Rodicio, says it’s because “students have different preferences for how to learn.”

  • 73% of students, or 1,762, said they preferred face-to-face instruction.
  • In a more recent study, 51% said they have a preference for face-to-face instruction.
  • 600 out of 700 faculty are teaching remotely.

BA Bold Thoughts:

Should flexibility replace safety, especially in a place where COVID-19 cases are still very high? If not, when is the right time to reopen? (COVID hotspot or not.)

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“A Generation Defined by the Pandemic” by Greta Anderson for Inside Higher Ed

This article outlines how students are feeling about the fall semester and what they have found to be the most challenging thing about attending class during a pandemic.

BA Bold Thoughts:

Students in 2020 are feeling isolated, stressed, and are experiences feeling of self doubt. How can we as Higher Ed leaders ease these concerns?

  • We must create a campus affinity for digital learning so that students feel they are not in this alone.
  • We must optimize the digital campus so that students can continue to learn in the way they learn best.
  • We must create real value for digital campuses that go beyond what is offered at physical campuses: this includes more classes, more specialized classes, and learning that promotes both Human-Centric Values and real-world skills.

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Tell Us Your Thoughts

Comment on this post, reach out on LinkedIn, or submit your take on any of these topics via email. We want to talk with you about the future of Higher Ed.

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Beyond the Post: 10/9/2020


Beyond Academics asks to hear your thoughts, comments, and opinions on the topics we’ve covered throughout the week. Let’s keep the conversation about Higher Education going.

The FutureX Podcast

Tune in to the second episode of The FutureX Podcast. In this episode, host Joe Abraham interviews Dr. Paul J. LeBlanc, President of Southern New Hampshire University (SNHU). Forbes Magazine has listed him as one of its 15 “Classroom Revolutionaries” and one of the “most influential people in higher education.”

What Higher Ed’s role is in preparing students for the future of work? What does the future of learning look like? What role does an entrepreneurial mindset play in Higher Ed? How does the word “consensus” fit into times of existential change?

As always, sound off in the comments or send us an email. We’d love to hear your thoughts.

Other Posts

“4 Steps To Turn Makeshift Digital Transformation Into Long-Term Success” by Tomoko Yokoi for Forbes

This week, Forbes posted an excellent article on how to turn your quick digital response to COVID into long term success.

BA Bold Thoughts:

Institutions need to take these steps:

  • Empower a well-funded team focused on digital transformation. This will shorten the decision cycle and cut through bureaucracy.
  • Set up a process to capture great ideas from within your institution as well as from your students, alumni, and the local community.
  • Create a “Rapid Test and Learn” environment. The mantra “fail fast and fail often” can waste precious time and resources when the life of your institution may be at stake. It is better to create a “test-and-learn” environment that supports hypothesis-driven experiments and tests, coupled with a rapid turnaround of the results.
  • Think about how your short-term response will support you over a long period of time. Ask questions like: “Is the short-term solution flexible enough to accommodate changes in an evolving technical environment?” “What is the purpose of our overall digital transformation?”

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“3 Biggest Reasons Why a Company’s Digital Transformation Fails” by Mike Stahnke for The Next Web

This article compliments the above article from Forbes. When transforming to digital, here are some things you should avoid doing.

BA Bold Thoughts:

  • Digital has a connotation of being cold, unfeeling, and not human, but it’s 2020 and that’s not the case.
  • Digital culture is more important than the technicalities of learning online. You have to create campus affinity.
  • Higher education must be willing to make the necessary changes to truly adapt and transform. Ingrained traditions cannot stand in the way of making a successful digital shift.

Read the full post >>>

Tell Us Your Thoughts

Comment on this post, reach out on LinkedIn, or submit your take on any of these topics via email. We want to talk with you about the future of Higher Ed.

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Technology Enables. Ideas Transform.


Technology won’t solve our problems. Technology is a tool, like a hammer or a saw. A power saw will only make you more efficient at building something—it won’t make you a better designer or a better carpenter.

But that is not what most consulting companies will tell you. Article after article, pitch after pitch, consulting firms will tell you that this or that technology is going to “transform your school” and make your institution “better faster and more competitive.” But, until you know your goals and the outcomes you are striving for, you won’t be able to select the technology you actually need. It would be like going to your tool chest and grabbing a saw before knowing if you need to cut a board or change a faucet.

The view that technology alone is transformational is deeply rooted in the 1990s and 2000s. In those eras, technology had a significant impact on higher education—automating paper processes while making transactions faster and easier to track. Massive amounts of paper disappeared as processes moved online. But, in the end, the technology didn’t transform higher education; it only transformed how day-to-day administrative processes were executed.

Yet, consultants continue to promise technology will “transform your business.” And the technology that firms tell you will transform your business happens to be what is sold by the vendors they are aligned with. Most consultants are experts on how a software package operates within a school, not on how a school operates and delivers value.

Technology enables. Ideas transform.

The world is changing fast. You need to step back and ask: What do I do, now? What do I do to develop and deliver on my institution’s vision and mission? What do I do to deliver value to students for their tuition dollars? What do I do to ensure my students are able to use our institution to become lifelong learners? How do I best prepare my students for a rapidly changing job market that has opportunities for graduating seniors that did not exist four years ago when they were first-year students?

None of these “Now what?” questions are answered simply by implementing an updated software.

To serve our industry, consultants must move away from the techno-centric answer to every question. They must learn to answer the “Now what?” questions schools are asking as they face this tidal wave of change. We need to change our focus from what is simply enabling to what is truly transformational.

Only after these questions are answered can the “How do we do it?” question be answered. The answer to that question doesn’t have to be new software. It can be a change in the business process. Or it can be a change in who the school targets to recruit, what programs it offers, or how it supports its community.

So, now what?

First, institutions need to focus on developing strategies and actions to meet the challenges they face and worry about technology later. To succeed, schools must seek out those consultants and firms that truly understand the business of higher education and how it operates, rather than those firms whose primary expertise is a specific software or technical solution.

To succeed, schools must seek out those consultants and firms that truly understand the business of higher education and how it operates, rather than those firms whose primary expertise is a specific software or technical solution.

Consultants need to start the hard work of understanding how higher education operates and what its challenges actually are. They must change their focus from technology-only solutions to business outcomes. They should only propose a technical solution that supports specific outcomes, and only after those outcomes are well understood.

Consulting firms need to drive their business knowledge lower in the staffing pyramid. The practice of sending in a team of new, industry-inexperienced consultants to do the day-to-day work of the project, with the real experts making infrequent visits should end. Experts should be readily available to guide your institution in creating a strategy as well as sharing their knowledge with the rest of their team.

Clients need to choose only those consulting firms that are willing to build long partnerships with them that go beyond technical implementation. Time and money are too tight to pick a consultant who simply installs your software and walks away.

Institutions need to find partners who will help them answer the “Now what?” questions today, tomorrow, and long into the future. They need partners who understand what they are trying to do, ones that won’t simply hand them a power saw to fix a faucet.

Think Entrepreneurially Or Risk Extinction (Or Irrelevance)


I was recently asked why (of all places) I chose to get involved in a higher education think tank and consulting firm.

After all, I didn’t spend most of my life working on a college campus building deep industry knowledge and subject matter expertise. The five years I did spend on campus as a student in the early ’90s were certainly nothing to write home about.

So why higher education? And why now?

Here’s what I found myself answering in response to the question.

First, I believe in the vision of our founder, Matt Alex, has. He has spent over 25 years in the Higher Ed space, and he has seen it from every angle—as an insider, a gifted consultant, and a soon-to-be customer. When Matt says the system is broken and unsustainable, I believe him. It doesn’t take a rocket scientist to observe the train wreck trajectory traditional higher education is on. 

Second, I like fixing broken things. It’s what my career as a serial entrepreneur has been all about. I spent the better part of a decade researching entrepreneurial behavior, and it’s how the entrepreneurial mind works. You see a problem and you look to solve it.

Some problems are easy to solve. Others, not so much. A small handful are so big and so messy, it’s not worth pursuing for the faint of heart. (#USpolitics) Higher education comes pretty darn close to the latter. But someone has to do it. Someone has to fix Higher Ed.

As I’ve invested the time to really look at Higher Ed through a business lens (hint, hint), I’ve realized that even though the problem appears gargantuan, the solution is really quite simple.

Here’s the problem:

  1. Pricing: The financial model is breaking because the product is overpriced, and customers are finally pushing back. This is what is freaking higher education out. They never expected to be challenged on the value they deliver. Every new year was supposed to be a license to raise prices. After all, that’s what it has been like for 100 years.
  2. People: The most valuable asset in higher education, the professor, is grossly underpaid for what the university generates in revenue off that professor. Yet, the professor is drunk on “tenure kool-aid.” It’s only a matter of time when (really) smart professors realize they can earn more for their intellectual property in a global educational marketplace than in a salaried job on a boat that is starting to take on a shocking amount of water.
  3. Positioning: It was surprising to me to discover how little financial oversight there is in higher education. We’ve all heard about the cat being away and what the mice do in its absence. When things run loose for as long as they have in higher education, mega-disruption always follows, and there are lots of casualties. Here’s what’s just around the corner: if the student (buyer) will soon be able to access the professor’s content (product) differently (direct digital access), how does the middleman (the institution) justify its massive markup? (Think Amazon, Casper, and every other manufacturer-to-consumer play.)
  4. (Value) Proposition: If higher education tells me that I have to pay $40,000-$70,000 per year for my kid to get a good job 4-8 years later, and now brands like Google say that same kid (subject to being the kind of human being they would want in their company) could take an 8-week certification course and have a job with them, there’s a problem brewing. Google is just the tip of the iceberg on this.
  5. Pivot-Inability: Most industries see writing on the wall when it appears and start to adapt and change. My friend and partner Matt Alex tells me that higher education plans to do some kicking, screaming, and even some Ostrich-like behavior with their head in the sand.

So, what’s the solution?

It’s back to simplicity, where great solutions always lie.

  1. Humility: Higher Ed has had a great run for 100+ years. But anything that old is just that: old! Old isn’t bad. It’s actually good. But old and rigid is a problem. So, the easy solution is to recognize what you’re not as gifted at—business mindset, entrepreneurial thinking, product innovation, messaging, customer acquisition, and change management—and ask for help.
  2. Transparency: The reality is, there is going to be collateral damage. Disruption of the magnitude heading toward Higher Ed is going to kill a lot of budgets and take a lot of jobs. Be open about what you are talking about in C-suite conversations, so that your D-suite, managers, and staff, aren’t blindsided later.
  3. Innovation: I’m told that higher education does not like this word because of what it insinuates regarding change. (It is ironic to point out that Higher Ed teaches about innovation but doesn’t want to be innovative.) I would like to make the case that Higher Ed go all in to embrace this word, discover what it really means, understand how to activate the behaviors on campus that drive it, and put a framework in place to foster it. There are plenty of smart, passionate, and committed people who work on campus who have ideas that need to be heard, tested, and pushed to market. What is missing is the framework.
  4. Embrace Failure: It’s another taboo word, I know. However, without allowing this to happen in small ways in the short term, we guarantee it will happen (at an existential level) within 5 years for a lot of schools. Embracing failure and what it can teach us is a key trait of organizations that thrive through change. This means a professor should feel free to experiment with new ways to deliver a class knowing that even if it is a total disaster in the Fall semester, some changes and improvements (with student feedback) could result in a game-changing solution for the Winter. The same is true for the registrar’s office, the dean’s office, and student services.
  5. Re-Imagine: You’ve heard the saying “if you don’t know where you’re going, all roads will lead you there.” The handling of return to campus in the Fall of 2020 is a testament to that. There was no vision beyond “We have to get tuition and dorm dollars in the door.” So plans got put in place to make that happen—only to see them backfire. What if institutions took the time to imagine what it will look like to be a Successful Post-Pandemic Institution and work backward from there? That’s what entrepreneurs do. You begin with the end in mind. That’s what I’d challenge Higher Ed to do sooner rather than later.

The next piece I’ll write will describe what I (an obvious outsider) believes a Successful Post-Pandemic Institution needs to embrace in thought and action. It may ruffle a few feathers, as I am sure this piece will do. But for the few who are open to some fresh ideas, I want to present a roadmap to re-imagine a bright future.

In closing, there’s actually a third reason I am partnering with Matt Alex to help higher education—even though I could be doing a lot of other things that are less taxing and more financially rewarding.

I believe in the people of Higher Ed.

I have had a chance to meet and spend time with many of them on webinars, TownHalls, Zoom meetings, and conference calls. I believe that a majority of people who work in higher education care deeply about what they do. They want things to get better.

Truth be told, they don’t know exactly what to do next to protect their jobs, their institution, and their constituents, but the good ones are (finally) looking for answers.

Others, unfortunately, will think and act like the board of directors of Blockbuster Video (and many other examples I can cite of people who were convinced they were invincible) when the Netflix’s of their world showed up on the scene. That movie (pardon the pun) does not end well.


  • It’s been a good 100+ year run, but it’s high time for fresh, new thinking in how Higher Ed serves its customer.
  • Those who want to keep repaving old roads like my partner, Matt Alex, talks about, will pay a dear price for it. Sure, the university/college may still exist as a name and location, but a lot of good people won’t have jobs there anymore.
  • Innovation, when done right, can be fun, empowering, and, most importantly, more beneficial for all involved. If we’re really in this for the kids, we need to act like it.
  • You’re not alone, Higher Ed. Other segments of the economy have been through existential change and come out just fine. There’s plenty of help and case studies available, but you have to look outside the higher education bubble.
  • Don’t be like an ostrich at a time like this.

Life is full of choices, keep it entrepreneurial!

Joe Abraham
Author of Entrepreneurial DNA
Operating Partner, Beyond Academics

7 Strategies to Create Campus Affinity in a Digital World


Welcome to the new normal. With the reality setting in that digital will become a part of the fall and beyond, many are struggling to attract students to their school without the actual campus aspect. Since online classes sterilize the in-person experience and level the playing field, numerous campus leaders have already expressed their concern on how they can foster their campus affinity through the digital layer. 

Without an immediate answer for them, I took some time to think about how other industries create online and social affinity for me. Immediately, Apple and Nike popped into mind.

So what makes Apple and Nike different in the market?

It is not their computer or shoes but instead what they stand for. If they solely focused on their products in their message, Apple and Nike would be like any other. Because there are numerous competitors selling electronics or athletic wear, they would get lost in the other advertisements.

Apple’s mission statement is “Bringing the best user experience to its customers through its innovative hardware, software, and services.”

They are also not the cheapest option, significantly higher actually. However, they have built a followership based on what they stand for: quality through simple design, in order to support your experience. Customers that buy their product know that they are purchasing quality products, and they continue to do so because of the personal connection they receive (‘Why’ statement).

Nike’s mission statement is “Bring inspiration and innovation to every athlete* in the world.”  

*If you have a body, you are an athlete.

In the higher education market, there is a lot of noise around “the best.” Nike and Apple do not come out and claim best. They let their consumers decide that based on the quality of their products and the accomplishments that people connected to them achieve.

Similarly, the ‘Why’ for schools need to be showcased. The reality is that most students do not choose a college because of “what” you offer: courses, dorms, majors, top faculty. Students want to personally be a part of a community that can inspire and push them towards success. You need to create a connection to WHY they should join and gain affinity to your campus.

Every school should try this 3 Step Campus Affinity strategy exercise in order to reshape your “Why” brand in the market:

  1. List the reasons that students should choose your campus.
  2. Do the same for a competing school. 
  3. Cross out the shared ones. The remaining ones under your campus are the WHY answers that you should focus on spotlighting. It is what will uniquely attract prospective students.

You need to unconsciously resonate to your consumers. For all of the struggling schools at this pandemic time, you need to stand for more than the knowledge you disseminate, the best faculty, top rankings, graduation rates, programs you offer and your campus. Instead, represent how your campus will transform someone’s life and develop a sense of community. You need to connect with the human that wants to attend your campus, not the number that they will fill in the institution-centric metrics.

Below are some strategies to foster campus affinity.

create digital campus affinity graphic