brick by brick
DESCRIPTION
Strategic Campaigns capstone course project. Spring 2011.TRANSCRIPT
BRICK BY BRICK
The guide to increase diversity and improve the online presence of the William Allen White School of Journalism and Mass Communications.
Run Date: June 1, 2011 to May 31, 2012
spur creative
The Building BlocksExecutive Summary
Situation Analysis
SWOT Analysis
Strategic Plan
Creative Plan
Media Plan
Timeline
Predictions & Evaluation Measures
Appendices
Primary Research
Target Audience
Budget
Spur Creative
Henry Birt - Marketing Communications DirectorColby Craig - Planning DirectorHollie Farrahi - Account CoordinatorKasia Kurowska - Research DirectorJake Poterbin - Creative DirectorPeter Soto - Presentation Director
Brick #1Executive Summary
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Executive Summary
Executive Summary
We at Spur Creative believe that The William Allen White School of Journalism and Mass Communications is not just a school, but also a home where students will find all the tools necessary to build a solid foundation comprised of diverse experiences that will secure them a spot in the journalism industry upon graduation.
Our campaign,“Brick by Brick,” presents the central tenets of increasing diversity in the J-School. This diversity begins at the student body level and extends into the classroom and even further into extracurricular leadership opportunities. Each brick represents a unique element of the campaign. When held together with the mortar acquired through learning from each key observation, the bricks unify to form a solid structure students can use as a stepping stone to get a foot in the door of the journalism field.
Our secondary research is based on more than a hundred journal, magazine and newspaper articles that provided key insight into journalism and higher education industry trends. Other articles touch on defining the psychographics of our primary audience, Hispanic males, as
well as the secondary audiences such as African American students and all-male students. Our primary research efforts included a survey administered to high school students of diverse backgrounds who visited The University of Kansas, and a survey distributed to current students containing questions specific to the different uses of the J-School website.
The key research findings point to the importance of the availability of financial aid and scholarships for prospective students. Research revealed that the best channel for reaching these students is social media—in particular Facebook. Our promotional materials focus not only on using social media to reach future students, but also to teach them about social media use—a topic the J-School coursework deals with in more detail. We plan to distribute print materials to high school counselors, who can then deliver them to those students who might be interested in journalism.
Our media strategy focuses on using non-traditional, inexpensive media to reach our target audiences. We’ve placed special emphasis on on-site advertising at events throughout Kansas, which J-School ambassadors and recruitment officers will attend to build relationships with
future students. These efforts and others will position the J-School in local and regional communities as a reputable brand willing to converse with prospective students.
The campaign will run from June 1, 2011, through May 31, 2012. The 12-month campaign is designed to continue for years to come.The budget will be $5,000 and includes all media tactics and promotional items.
We at Spur Creative hope you enjoy your journey through our campaign. We invite you to learn with us, brick by brick.
Brick #2Situation Analysis
Brick #2Situation Analysis
Client Overview
“The idea of such a course was exceedingly novel, but [we] thought that it might attract attention and grow into something worth while.” -- Professor of English Edwin M. Hopkins on teaching the University of Kansas’s second journalism course in 1894.
A novel idea that grew into one of the country’s most respected journalism schools, the William Allen White School of Journalism and Mass Communications (the J-School) is nationally recognized for producing highly skilled and capable journalists. First accredited in 1948, the J-School is broken down into two tracks: Strategic Communications and News and Information. Journalism classes were first taught at the University in 1891, and the current course structure has been in place since 2001.
During the School’s 101-year history, the J-School’s curriculum changed to fit the technological advances of the day. From print and radio to television and the internet, the J-School added courses to properly equip students to be media-savvy journalism professionals. Growing from a department within the College of Liberal Arts and Sciences to the professional school it
is today, the J-School’s course catalog grew from just six courses in 1910 to 66 courses in 2011.
THE TWO TRACKSStudents entering the J-School have two tracks to choose from: Strategic Communication and News and Information. Both tracks build an education based on research and writing skills. The News and Information track prepares students for careers producing, editing and managing content for the media while the Strategic Communication track prepares students to pursue careers marketing, managing and selling media.
Currently, two-thirds of students in the J-School pursue the Strategic Communication emphasis and one-third pursue the News and Information concentration. Students enrolled in both tracks have ample opportunity to practice their skills by working for campus media outlets including the University Daily Kansan, KJHK-FM Radio and KUJH-TV News. Organizations such as the Public Relations Student Society of America, KU Ad Club, Social Media Club and the Society of Professional Journalists provide J-School students with networking, educational and community involvement opportunities.
MINORITY RECRUITMENTThe J-School accounts for about 3 percent of total faculty and students at KU. Of that number, the J-School’s minority enrollment has hovered between 6 to 10 percent during the last decade. According to the 2010 census, the minority population of the state of Kansas is 14 percent. About 10 percent of the J-School’s 978 students are minorities. The J-School itself does not have a dedicated minority recruitment program; however, it does collaborate with the university’s Sabatini Multicultural Resource Center. The Center provides programs such as the Corporate Career Connections Program, Diversity Peer Education Team, Multicultural Awareness Training, and Students Obtaining Academic Resources.
STUDENT GENDER RATIOThe student body of the J-School is comprised of roughly two-thirds female students and one-third male students. The school wants to take efforts to balance this inequality. A more balanced gender ratio will meet certain diversity goals.
ONLINE ASSETSCurrently the J-School has its own website presence on the University’s website along with various social media accounts including Facebook,
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Twitter, YouTube and Vimeo. The website has yet to implement the 2009 KU template. A redesign is scheduled for the upcoming 2011 summer. The strongest part of the J-School’s social media presence lies in its Facebook page where posts and interactions occur multiple times on a weekly basis. More than 1,130 people “like” the Facebook page. The second most-used social media channel is Twitter which has 681 followers and is updated with similar frequency as the Facebook page. The School’sYouTube and Vimeo accounts contain the fewest updates of all the social media channels. It is also important to note that the two channels have the least student representation as well—both the Facebook and Twitter accounts promote and share students’ work.
Journalism Industry
Originating in the 1830s, newspapers continue to deliver a broad spectrum of local, regional, national and global stories to their daily readers. Right now, there are about 1,400 daily newspapers in the United States. Thousands of other community papers continue to be published weekly and biweekly. The national newspapers with the highest circulation are: The Wall Street Journal, USA Today and The New York Times.
Situation Analysis
The journalism industry is greatly affected by the rapidly developing technological and digital media industry. According to a Wired.com article from March 2010, “Journalism schools have frantically updated their programs in the last decade or so, as it became increasingly clear that traditional, newspaper-oriented skills were no longer enough to prepare students for the real world.”
TECHNOLOGICAL ADVANCESStudents must adapt and change as technology changes. The William Allen White School of Journalism and Mass Communications works to help students develop multimedia fluency so that they can enter the journalism industry with skills that allow them to produce professional-grade material with the latest technology. The same Wired.com article states that, “Some progress has been made with mobile reporting, and mobile app stores are teeming with news apps, but delivering efficient, accurate P2P news to and from mobile devices could require an entirely new architecture.” With the introduction of Smart Phones, journalists must now be well-versed and savvy in the ways of producing content that compliments both online format and mobile internet usage.
ADVERTISING/PRAdvertising and PR, the other components of the journalism industry, continue to grow alongside the technological advances in news. Jobs in advertising continued to increase after the late 2007 economic downfall. Advertising agencies use and develop products suited to Web 2.0, which highlights the importance of dialoguing with the consumer, building relationships and breaking down the age-old barriers between consumer and product. Companies now move toward a marketing plan that facilitates conversation via social networks; feedback is key and customer satisfaction is a main tenet to success.
Another Wired.com article written in March of 2008 suggests that, “…the advertising business (of all things!) is actually benefiting from the painful spectacle of the traditional media landscape fragmenting into shards. The Internet is continuing to oust broadcast TV, print and radio from their once-secure position as the automatic repository for ad dollars, and the complex environment that’s been rattling the advertising and media industries could actually function as an economic buoy during these hard times.” This confirms the ever-expanding array of media, and marketing agencies’ ability to exploit it in order to best reach the consumer using several different, personalized channels.
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Situation Analysis
SOCIAL MEDIAAn Ohio University Society of Professional Journalists blog comments on the growth of social media as a marketing tool that business can use to develop customer relationships. In a post titled, “Journalistic trends mark significant alterations to the industry,” Matt Roberts argues that, “The most recent change in the journalism business is Twitter, or even more broadly, all social networking sites. Twitter has slowly evolved into a machine-like news outlet of its own, allowing people to post quick quotes.... Other major networking sites such as Facebook are used by businesses to gain support and “likeability” within a closely connected network. Social networking will continue to open the door for businesses to grow and share information at a pace that was never achievable in the past.”
Social media is a tool companies can use to generate discussion with consumers that leads to better business ideas, product development and higher rates of customer satisfaction. Individuals can use social media as a tool to broadcast their personal life, interests and development.
The journalism industry extends beyond the front-page headlines of The New York Times. It encompasses a wide selection of specialized
businesses all working to deliver news, collect advertising revenue and converse with consumers. A recent suite101 career advice article lays down the facts about how to land a job fresh out of college in this quickly expanding industry: “With today’s technology growing by leaps and bounds, the demand for news and information is growing exponentially. This had led to an explosion in the number of college-educated 20-somethings who are seeking to start a career in the field of journalism, and competition among job seekers is at an all-time high. Even small, local news organizations are bombarded with resumes and inquiries from job seekers looking to get hired. So today, more than ever, applicants who are seeking to land a job at a newspaper, magazine, radio station, television station, website or at a public relations agency must be competitive and experienced.”
Conclusion • Constantly changing technology leads to
changes in student-teaching approaches.• Changes in technology are beneficial to the
advertising business.• Social media are great tools a brand can use to
develop a relationship with its customers.• Students wanting a career in the journalism
industry have to be knowledgeable of the latest technologies.
Recommendations• The J-School should stay up to date on the
latest technology• The J-School should teaching its students
about these advancements, and how to use them them to reach audiences
• The J-School should use free and influential social media to reach its target market.
• The J-School should provide its students with more extracurricular activities, which will provide them with a more well-rounded educational experience
Higher Education Industry Overview
As main features of the United States’ competitive global presence, postsecondary and higher education institutions contribute greatly to the U.S. economy. Today, universities model themselves on traditional business plans, with no central governing body, but rather coordinating boards assigned different tasks and areas of review.
In the fall of 2008, nearly 18.2 million students
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were enrolled in colleges and universities, of which 13.6 million attended public institutions. This number continues to increase yearly, despite annual rises in tuition. According to the National Center for Education Statistics, total enrollment in degree-granting institutions is projected to increase 17 percent to 22.4 million, from 2008 to 2019.
During the 2007-2008 school year, average tuition, room and board for a four-year public university was $13,424. This number rises every year because of budget cuts at the federal and state level.
According to census data for the 2007-2008 school year, almost 64 percent of all college and university students were non-Hispanic whites. Black students made up 13 percent of the student population. Hispanics comprised 11 percent and Asians and Pacific Islanders accounted for 7 percent. The National Center for Education Statistics projects a 30 percent increase in enrollment for black students and a 45 percent increase of Hispanic students between 2008 and 2019.
Situation Analysis
Industry Trends
The EconomyEach year, tuition fees rise as federal and state governments continue to make budget cuts that leave less money to universities for subsidizing research and other services. According to the Delta Project Trends in College Spending report, schools now depend on tuition money to cover not just education and related expenses, but also other general functions such as research and services.
Because universities rely heavily on tuition money, the institutions cannot lower tuition to better meet the needs of lower-income families. Suggested resolutions include allowing public universities to enter into lucrative research-based partnerships with commercial enterprises that afford the schools an alternate source of revenue outside of tuition. Dissenting opinions focus on the implications of universities’ involvement in corporate politics, which in turn runs the risk of polluting higher education goals and mission.
Another suggested method for lessening universities’ reliance on tuition is implementation of a market-rate tuition policy, or a policy dependent on a family’s or individual’s income,
with higher-income homes paying higher tuition.
Diversity As the United States branches out globally, businesses understand the importance staffing their operations with as diverse a group as possible in order to satisfy the need for heightened cultural awareness.According to the Integrated Postsecondary Education Data System and College Results Online, approximately 60 percent of public four-year colleges have seen improved graduation rates for students of color since 2002.
Bridge ProgramsUniversities implement a variety of methods to recruit a more diverse student body. Perhaps one of the most successful methods are bridge programs. These programs plant the seeds for success before actual enrollment at the university level. The university works with regional students to address issues of academic performance, financial questions and cultural questions, i.e. the components of college life. The programs emphasize parental involvement as well.
The University of Wisconsin Madison developed the PEOPLE program to help prospective minority students in the surrounding
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Situation Analysis
communities prepare for college. In recent email correspondence with Jacqueline DeWalt, she defined the mission of the PEOPLE program at the University of Wisconsin Madison as an effort to “…prepare students for admission into higher education - especially UW Madison. A major part of this effort includes providing early exposure to potential college majors and career options, academic and enrichment services, internships, and exposure to campus life andculture. We partnership with and serve as a pipeline into all of the schools and colleges here at UW-Madison. Thus, potentially diversifyingall majors, programs, organizations, and campus life.” (March 12, 2011)
Competing Regional Universities
University of Missouri - Missouri School of Journalism
• Tuition: $8,501 (in-state), $19,592 (out-of-state)
• Faculty Size: 105 full-time faculty• Established: 1908• Tracks available: B.S. in Journalism with 25
interest areas, which fall under six larger
categories including convergence journalism, magazine journalism, photojournalism, print and digital news, radio-television journalism, and strategic communication
• Campus media available: Columbia Missourian, Global Journalist, KBIA-FM, KOMU, Missouri Digital News, MOJO Ad, Vox Magazine
Kansas State University – The A.Q. Miller School of Journalism and Mass Communications
• Tuition: $7,376 (in-state), $18,404 (out-of-state)
• Faculty Size: 26 full-time faculty• Established: 1910• Tracks available: Advertising, print and
electronic journalism, and public relations• Campus media available: Manhattan Matters,
Purple Power Hour, KSDB-FM, e-Collegian, Royal Purple, UPDATE Magazine
• Diversity: Diverse Mass Communicators
University of Nebraska – College of Journalism and Mass Communications
• Tuition: $7,252 (in-state), $18,846 (out-of-state)
• Faculty Size: 36 full-time faculty
• Undergraduates: 900• Established: 1923• Tracks available: Advertising, journalism, M.A.
in journalism• Campus media available: Daily Nebraskan,
News Net Nebraska
University of Texas School of Journalism
• Tuition: $9,418 (in-state), $31,218 (out-of-state)
• Faculty Size: 38 full-time faculty• Established: 1914 for 11 years, then
reestablished in 1948• Tracks available: Journalism with areas
of study in print, broadcast, multimedia, photojournalism and sports journalism, M.A. in journalism, PhD. In journalism
• Campus media available: The Daily Texan, Cactus Yearbook, KVRX 91.7, Texas Travesty, Texas Student Television
Competing National Universities
Northwestern University - Medill School of Journalism
• Tuition: $40,247
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• Faculty Size: 48 full-time faculty• Undergraduates: 660• Established: 1921• Tracks available: B.S. in Journalism, accelerated
M.S. in Journalism, M.S. in IMC• Campus media available: Medill News
Chicago, Medill News D.C.
University of Wisconsin-Madison - School of Journalism & Mass Communication
• Tuition: $9,050 (in-state), $24,300• Faculty Size: 31• Student Size: 500• Established: 1912 as a department and 1927
as a school• Tracks available: B.S. in Journalism and a
B.A. in Journalism with either a reporting or strategic communication track. Also, a professional track M.A. program, a Concepts M.A. program and a Ph.D. in Mass Communication
• Campus media available: The Badger Herald, WSUM-FM
Michigan State University School of Journalism
• Tuition: $11,434 (in-state), $27,832 (out-of-state)
• Faculty Size: 28 full-time faculty• Established: 1910• Tracks available: Advertising, Journalism,
specialize in Public Relations, M.S. in advertising, public relations and journalism
• Campus media available: Focal Point, The State News, SpartanEdge.com, The Spartan Weekly, The Big Green, Impact Radio (WDBM-89FM), EJ Magazine
University of North Carolina School of Journalism and Mass Communication
• Tuition: $6,665 (in-state), $25,280 (out-of-state)
• Faculty Size: 46 full-time faculty• Established: Became a department in 1924
and a school in 1950• Tracks available: B.S. in Journalism, M.A.
in Mass Communications, Ph.D. in Mass Communications, M.A. in Technology and Communications, Certificate in Technology and Communications
• The school offers specializations in editing and graphic design, electronic communication (television and radio broadcasting), multimedia, photojournalism, reporting, advertising, public relations and strategic communication. The school also offers a major in business journalism. Special
Situation Analysis
programs in business journalism, medical and science journalism, sports communication, health communication and a joint M.A./J.D. degree are also offered.
• Campus media available: The Daily Tarheel, WXYC-FM, STV, Blue & White, Carolina Week
Notable Programs
Diverse Mass Communicators – Kansas State University
The description given on the K-State website says the club exists “to effectively promote cultural diversity through all media outlets while actively recruiting prospective students of all ethnicities to the AQ Miller School of Journalism and Mass Communications and essentially to the university in an effort to enrich and increase our campus’s cultural diversity.”
URL: http://diversemass.synthasite.com//
Multicultural Students in Media & Nebraska Press Women – University of Nebraska
According to Nebraska’s website, the purpose
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Situation Analysis
of the club is to “develop multicultural relationships with people of similar and varying backgrounds…MSM provides information about internship and scholarship opportunities, particularly ones geared towards multicultural journalists.” The club also helps students improve their professional presence with advice on cover letters, resumes, etc.
URL: http://journalism.unl.edu/students/orgs/msim.shtml
University of Texas Hispanic Journalists
According to Texas’ website, the club “aims to organize and provide mutual support for Hispanic student journalists and those interested in Hispanic issues in English, Spanish and bilingual media; to encourage the study and practice of journalism and mass communication by Hispanics; to further employment and career opportunities for Hispanic student journalists; to be the voice of the Hispanic community on campus; to encourage students to participate in the different media outlets at UT.”An interesting element of the club is that its “members participate in a mentorship program with communication professionals, internships, multimedia workshops, professional development
and have the opportunity to publish their work on UTHJ’s website. UTHJ organizes fundraising activities to send members to the National Association of Hispanic Journalist convention during the summer, a weeklong opportunity of journalistic workshops and networking with the field’s most influential journalists.”
URL: http://uthj.weebly.com/
Carolina Community Media Project - University of North Carolina
According to University of North Carolina’s website, “the Carolina Community Media Project, an outreach initiative of the UNC School of Journalism and Mass Communication, is dedicated to the proposition that strong community media help strengthen communities, and that communities — be they rural or suburban — with a vital civic life and a sense of place are key to high livability in a free democratic society.
Through teaching, research and outreach, the project supports, enhances and empowers North Carolina’s community media, beginning with the 192 community newspapers and their online editions, as well as local-emphasis
community- oriented radio, TV and cable outlets.”
URL: http://jomc.unc.edu/communitymedia
Latino Journalism and Media at Carolina - University of North Carolina
Latino Journalism and Media at Carolina (Latijam) is a school-wide project of the School of Journalism and Mass Communication at the University of North Carolina-Chapel Hill.Latijam is dedicated to promote and practice fair and competent local reporting about Latino life in North Carolina. This mission is carried out through a four-pronged strategy that addresses needs in four areas: news, research, curriculum, and engagement and public service. Its website offers resources that assist journalism students, scholars and professionals in covering local Latino communities in all their vitality, complexity and potential. The terms “Latino” and “Latina” are used to refer to men and women who reside in the United States and trace their origins to Spain, Central America, South America or the Caribbean. The terms are interchangeable with “Hispanic.”
URL: http://jomc.unc.edu/communitymedia
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Brick #3Primary Research
Primary Research
High School students Number of Participants: 84Hispanic males: 12
Important Decision-making Factors
Male high school students said that financial aid is an important factor they take into consideration (10.2 percent said so). They also prefer the school to have a friendly environment. Other factors they consider are: the student body size, sports teams’ rankings, campus and its surrounding environment, the school’s location, the school’s ranking, its tuition and the town’s climate. The factors stated above were significant to 6.8 percent of interviewed high school male students.
Hispanic males’ point of view is slightly different. First, they consider the size of classes, just as the rest of their peers do. Equally valued are: the location of the campus, the amount of people attending college and its diversity. Those are important factors according to 8.3% of interviewed Hispanic Males.
Key Finding: We find that male high school students and Hispanic male high school students have a similar point of view when considering
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Primary Research
additional factors before choosing the school they will attend. The factor most important to males, regardless of race, is the classroom size. This finding allows us to conclude that William Allen White School of Journalism while advertising to male high school students should focus on the size of the classes. Students should know about the small class sizes and professor-to-student ratio. Students can easily receive the help they might need if experiencing problems in a class.
Conclusion: These graphs indicate what kind of information a potential student seeks. When targeting potential students of the School of Journalism, regardless of their race, the school has to clearly specify what programs it has to offer, and what scholarship opportunities students can apply for. It would be useful for the J-School to provide applicants with estimates of cost expectations while attending the School of Journalism, or KU overall.
Information-seeking Methods
When choosing a program to attend, high school students first visit the university’s website. 87.3 percent of interviewed students confirmed this. 80.7 percent of the male high school students
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Primary Research
agreed with the general population. Also, 100 percent of interviewed Hispanic male high school students said that they visit the school’s website in order to gather information. High school students rarely visit the university’s Facebook page or other social media pages to learn more about the school. This could be due to a lack of consistent updating.
Hispanic Males
Key Finding: From this research we can see that the high school students trust their school advisors. This data led us to the idea of supplying high school advisors with the brochures and more information about William Allen White School of Journalism and Mass Communications, which they can distribute directly to students.
Social Media Use
Males: 82.8 percent of interviewed high school males use Facebook as a main social media.
Key Finding: Our research shows that Facebook is the most-used social media outlet by high school students. This gave us the green light to develop a Facebook ad, which will target high school students. Furthermore, our ad is going
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Choosing a Major
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Primary Research
to drive students to their counselor’s office to acquire more information about the school. Counselors will have the promotional items we’ve prepared for the students. This allows us to unite our viral and print efforts.
Conclusion: Even though the percentage of the male students who are considering majoring in journalism is slightly smaller than other majors male high school students consider, there is still some interest expressed. An important factor discovered in our research is that J-School is competing with the Business School.
Key Finding: Due to the direct competition with The Bussiness School, the J-School should show that graduating from its program translates to a similar degree as marketing, but with less emphasis on math. The school should also underline that the classes offered by William Allen White School of Journalism and Mass Communications allow students to be more creative than those in the Business School.
ONLINE PRESENCESuggestions for Website Content
Three things high school students would like to see most on a school’s website:
• 24 percent of those interviewed would like to see the cost of the tuition listed somewhere on the site
• 21. 6 percent would like to have more accessible information about the two tracks the school offers
• 18 percent of survey participants would like to see a listing of extracurricular activities
• 16.8 percent stated they would like to see a gallery of pictures of campus, students and classes
• 15.6 percent of students interviewed would like to see a listing of available scholarships on the website. They also stated that it would be nice to see a breakdown of the student body ethnicity ratios, and a calendar of the school’s events.
Hispanic males • 41.5 percent want to see available tracks
listed on the school’s website. • 33.3 percent also said that they are
interested in seeing financial aid offered by school
• 24.9 percent of Hispanic males cost of tuition to be a major factor.
• 16.6 percent are interested in knowing the average class size and viewing photos of the school
• 8.3 percent believe that information about admission, sports and clubs available at school would be valuable.
Key Finding: In the redesign of the school’s website the main things that high school students would like to see are: cost of the tuition, programs and majors offered, scholarships and financial aid and a gallery of pictures, etc.
Twitter access from Smartphone: To our surprise, high school students do not access Twitter as often as current J-School students. Only 27.3 percent of interviewed high school students access Twitter from their smartphones. Among them, 75 percent of Hispanic males surveyed confirmed that they do not access Twitter from their mobile device. If they do so, only 8.3 percent do it once per day. Conclusion: Even though high school students do not access Twitter as often as Facebook, we could raise their interest in the social media site. We can market the J-School school as a technologically savvy institute that is up-to-date with all of the latest trends in social media. We can also show that it teaches its students how to use Twitter, along with other social media, in a professional and career-advancing manner.
Primary Research
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Primary Research
Current Students Number participants: 55
Ratio of students pursuing a Strategic Communication degree versus News and Info: According to our research, for every five students pursuing a major in Strategic Communication there is just one News and Info student. Among male students currently enrolled in the J-School, 72.7 percent of those interviewed were following the Strategic Communication track.
Key Finding: J-School needs to promote the News and Info track more.
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Primary Research
Most important factors when choosing the William Allen White School of Journalism and Mass Communications:
Students highly value the opportunities for employment a school will give them after graduation. The School of Journalism needs to continue to maintain good contact with employers and update the website with job offers as often as possible.
Benefits of J-School according to current students:
Current students describe the faculty as friendly and professional. It is important that the school emphasize such characteristics when targeting current high school students. The opinion of current students is important because they serve as opinion leaders for many students who may be considering studying journalism.
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Great Faculty Presteige Resources
Benefits of J-School according to its students
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Primary Research
Possible changes suggested by current students:
Survey participants were asked to make suggestions for things they would like to see the J-School do differently. The most common one, suggested by 59.4 percent of respondents, was that there should be changes made to the school’s curriculum. They believe that the school should do a better job of teaching its students how to use software such as InDesign or Photoshop. They also believe there should be more social media, technology and copywriting classes offered. William Allen White students believe that they should be allowed to have a business minor (5.4 percent), which is unusual because they are already allowed to do so. Another thing students would like to see is an overhaul of the school’s website.
Key Finding: Include software courses when restructuring curriculum. School should also explain to its students that there is a possibility of minoring in business.
How often students use the website: 50.9 percent use the website only once a month, 22.6 percent use the website once a week and only 13.2 percent uses it multiple times per week.
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Curriculum Changes Business Minor Better Website
Possible changes reccomended by current
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Primary Research
Key Finding: Only 50.9 percent of current students check the school’s website about once a month. Half as many students check the site once a week. This led to us setting a goal for increasing website traffic.
Media use by students: Among the most common social media used by current students are Facebook (100 percent), Twitter (74.1 percent) and YouTube (68.5 per-cent). This finding allows us to assume that at least those social media should be used by the school to stay conversational with its students. Using those social media, the school can inform its students about its events and interesting news.
Key Finding: Links to social media like Facebook, Twitter and YouTube should be featured more prominently. School has to show that its staff is tech-savvy and keeps those accounts updated.
Reasons of school’s website usage: Most of the students use the J-School’s website to find job and internship offers. This is the most important factor for them and the school should keep those postings up to date and inviting for the students. There exists the possibility of strenthening connections with local and regional companies.
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Primary Research
What students like about the website:According to 34.2 percent of those interviewed, students believe that its website is searchable and easy to navigate. They like the information posted about the faculty of the school, but the most popular aspects are job and internship descriptions.
What improvements could be made to the website: About 37.8 percent believe that the design of the website is lacking a lot. Current students believe that the website should be more interactive and organized. They believe that it also should be more appealing to the eye.
About 7.2 percent would like to see a calendar of the school’s events on the website to stay up to date with what is happening at the school.Current students also believe that it is important to have a larger description of tracks offered by the school for prospective students.
Key Finding: It is important to make the school’s website interactive and organized. It would be a good idea to eliminate the wordiness on the web page and make it more eye-catching.
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Primary Research
Gallery: About 76.6 percent of students confirmed that they would like to see a gallery of projects done by other students in their classes. Also, a majority of male students (67 percent) confirmed that they wanted to see a gallery on the site.
Key Finding: A gallery of student work posted on the school’s website and YouTube channel would be popular among students and would increase website traffic.
Diversity Club:Only 34.6 percent of those interviewed said they would like to see a diversity club at the J-School, but we have to take into consideration that 94.5 percent of survey participants were Caucasian. Also, 50 percent of interviewed males said they would be willing to join the club.
Sabatini Multicultural Resource Center: About 45.3 percent of survey participants said that they are familiar with the Sabatini Multicultural Resource Center, and among the most known services of the Center was Students Obtaining Academic Resources.
Key Finding: The Sabatini Multicultural Resource Center could be a great resource for a future
diversity initiative. The diversity club could cooperate with the Sabatini Mulicultural Resource Center. The two organizations could even cross-promote in the hope of simultaneously increasing participation in both.
Focus Group
Spur Creative conducted a focus group with current journalism students in search of qualitative information about the students’ experiences with the journalism school’s website. Topics ranged from the different ways the students use the website to the aesthetics of the design itself. We also presented the focus group with mockups of possible new layouts of the website. The participants provided constructive feedback throughout. We were able to gain valuable insight into how to make the website more effective – both in terms of recruitment and functionality. A selection of the key findings follows below. The full script used for the focus group can be found in Appendix B.
Website Use - Important Quotes“I’ve been using it a lot lately because I’m job searching right around this time every year when I’m looking for internships and stuff.”
“It’s too hard to navigate, it’s not worth it.”
“The main thing that I used it for was honestly scholarships.”
“The events that you described are on the website, but again, people aren’t finding those. They’re showing up in emails.”
Email Communications“I’m at the point where I just don’t read them anymore, which is so true and a lot of J-Schoolers will agree. If they were to put that onto the website, I think it would force students to go onto the website.”
“She could post that somewhere where it builds an RSS feed, where it automates an email, where it’s on the website.”
Appearance“The J-School’s website doesn’t reflect the J-School experience.”
“The social media links should be above the fold.”
“The website has a good potential to be an advertising outlet, but it’s not being utilized that way.”
3.11
Primary Research
Summary of FindingsParticipants reported a wide range of experiences with the school website. Some reported visiting daily, while others said they seldom made use of the website. A majority of the frequent users said they use the website to aid in job searching. There was a consensus among the group that the website was overly cluttered, hard to navigate and out-of-date in appearance. Indeed, the participants who reported the lowest levels of use cited the same things that kept them from visiting the website more often.
The participants expressed a high level of interest in seeing the website redesigned to look more modern. They agreed the website should include more flash components and have more prominently placed links to the School’s social media accounts. Multiple participants said they would like there to be “more things to do” on the website and suggested finding a way to exhibit more student work.
We showed the focus group mockups of possible layouts for a new J-School website. They responded positively and thought the layouts appeared more attractive and intuitive than the
current website. Incorporating the participants’ suggestions into re-designing the website would both increase visits to the website and improve brand image. This would aid recruitment efforts as well as keep current students more engaged with the School.
Additional Research Initiatives (Event Attendance)
As part of our primary research we sent team members to several events across the state to gather information pertinent to our campaign’s
objectives. We attended the KSPA Regional Writing Contest, in which high school students participate annually to win prizes awarded to top-quality journalistic work. The goal behind attending this event was to tap into the valuable resource of those high school students who already express interest in the Journalism field.
Another event we attended, the Dean’s Tea at Nunemaker Center, provided us with valuable insight into how the J-School relates to those prospective students who are already at KU, but may not have chosen a major. Dean Ann Brill spoke to a handful of students about the J-School in a relaxed and informal environment at Nunemaker Center. Students were able to ask questions and express any concerns regarding applying to the school, or their status as current students.
The Spring Symposium on Diversity discussed implementing diversity initiatives on the administrative level at the university. The keynote speaker, Dr. Daryl Smith, opened the symposium with an introduction to her project “The Imperative of Diversity for Institutional Viability: Building a Capacity for a Pluralistic Society.” At this event, we learned about the widespread trend to increase diversity in universities across
3.12
WHAT IT MEANS…• Position social media accounts
prominently on the front page.• Include an online “gallery” of
student work.• Avoid excessive text and
hyperlinks.• Make the website more
the nation, and how change at the top directly affects individual students. The main focus of the symposium emphasized the importance of creating a welcoming environment in which students of diverse backgrounds will feel at home and included.
Two of our team members traveled to Missouri State University to attend the Multicultural Student Recruitment Club’s Spring Step Show. The motivation behind attending this event relates directly to the creation of our own diversity club, JO(IN)!. From this event we learned how Missouri State uses student-run initiatives to promote diversity recruitment. The club sponsored a step show by creating and distributing all promotional materials, collecting admission fees and booking all the acts. This experience served as inspiration to create our own diversity club, which will be student-run and based heavily on multicultural event attendance.
3.13
Primary Research
Brick #4SWOT Analysis
Brick #4 Strengths
• Conscious of social media (presence on Twitter and Facebook)• Faculty teaches 90 percent of classes• Hight faculty-student ratio, more individual attention• Student-run, on-campus media (Kansan, KUJH-TV, KJHK-FM)• Alumni network• KU is a safe place• School does not require students to specialize• Access to technology in school
Weaknesses
• Online image• Low diversity enrollment• Lack of equal representation of both tracks• Lack of brand recognition• Dependence on exterior departments for diversity recruitment
efforts• Diversity numbers in the school do not reflect numbers in the
state of Kansas• Uneven male-to-female student body ratio
Threats
• Business/Marketing degree• Geographic location, Lawrence is far away from Western
Kansas• System of in-state and out-of-state tuition• State-wide budget cuts in high school result in fewer
journalism classes in Kansan high schools• Direct regional competitors offer lower tuition rates• The economy: the misperception that traditional news
media are dying and journalism majors will not find jobs
Opportunities
• Update and manage pre-existing YouTube and Vimeo accounts• Maintain Facebook page• High school outreach programs• Study abroad programs; move toward exchange programs, i.e.
bring students to KU• Partnership with regional non-profit organizations to implement
a bridge program within Lawrence and Kansas City communities• Update website• Reach out to alumni base for endownment
SWOT Analysis
4.1
Brick #5Target Audience
Brick #5 Target Audience Profile
Retro-acculturated or assimilated, male, first-generation Hispanic age 16-20, mainly high school juniors and seniors.
For our target audience, we’d like to focus on first-generation Hispanic high school males. These students are in their junior or senior year, may or may not plan to attend a university after graduation and fall into the category of retro-acculturated individuals.
Retro-acculturation describes the process of immigrants who have already undergone the primary process of acculturation, similar to the concept of assimilation. During acculturation, individuals learn about the mainstream culture of the country in which they reside. Though they tend to embrace this culture, they do not lose sight of the culture of their homeland, and in a way adopt a lifestyle that combines the two cultures, but leans heavily in the direction of the mainstream culture.
Retro-acculturation refers to the process of acculturated individuals reverting back to the culture of their homeland. This trend appears
among young Hispanic adults, especially those from third and fourth generation families. The purpose of retro-acculturation is to emphasize the importance of finding common ground between mainstream U.S. culture and the original culture of the individual’s family.
Retro-acculturated
• Speak primarily English, but enjoy consuming some media in Spanish
• As active online as the general population• Values: Is familiar with, or lives the American
Dream but accepts and appreciates Hispanic ties. Foster a renewed sense of pride and belonging with the culture of their ancestors.
• Enjoys products that mix Hispanic culture with American pop culture
• This demographic often acts as influencers and trendsetters among non-Hispanics
Assimilated
Assimilated Hispanics, who comprise approximately 14 percent of the population, choose English as their primary language of communication, may sometimes speak a few words in Spanish and consume media mostly in English, but will consume some Spanish-language
audio media. These individuals are financially stable; they seek the American dream, but still value Hispanic ties. • Prefer to communicate in English but might
speak a few words of Spanish.• Consumes English-language media but does
consume some Spanish-language audio media.
• Financially comfortable • Values: Seeks American Dream but accepts
and appreciates Hispanic ties. Enjoys various cultural activities.
For the purpose of this campaign, we want to focus on marketing to those Hispanics who are retro-acculturated, or assimilated. This provides the opportunity to produce marketing materials in both English and Spanish, as well as touch on values unique to Hispanic culture as well as the mainstream U.S. culture. Of particular importance, these two groups of Hispanics respond well to English-language media and do not shy away from messages aimed at forming a tie with one’s cultural background. Their financial stability means they will be receptive to messages from a four-year higher education institution.
Regardless of the level of acculturation, Hispanics
Target Audience
5.1
the increased usage of social networking sites. “Do you have a social networking profile?”Out of a survey of 2000 adults, 18+ with Internet access, 72 percent of Hispanics surveyed answered “yes,” compared to 61 percent of white respondents.
value family and have a strong sense of pride for their heritage.
Research shows that more than half of the Hispanic population is less than 34 years old. That translates into major potential for future university graduates.
In terms of saving and spending patterns among Hispanics, those aged 18-34 are more likely to be saving for education than for any other future event. More than a third of Hispanics (37 percent) aged 18-35 are saving money for educational expenses for themselves or for someone else. This translates into a need for universities to target the 18-34 year old bracket, rather than those individuals’ parents.
Social Networking
Those minorities who speak English are more technologically savvy than whites, and do a better job of staying up-to-date with digital and tech trends. These same individuals are also more likely to have social networking profiles than whites.
In addition, non-white races often skew younger than the white population, which helps explain
Target Audience
SECONDARY AUDIENCES
While Hispanic males are this campaign’s primary target, Spur Creative recognizes the importance of reaching all minorities, regardless of ethnicity. The Brick by Brick campaign therefore keeps in mind the important secondary audiences of blacks, males and parents. The unique characteristics of each of these secondary audiences are detailed here.
MillenialsMembers of Generation Y – or millenials – are loosely defined as anyone born between 1980 and 2000. Aside from parents, the entire target audience of this campaign falls into this group. Members of Gen Y were all raised during similar times. The rise of the computer and a poor economy are two things that will affect millenials for the rest of their lives.
“[Millenials] don’t see themselves as revolutionaries or reformers, they see themselves as quiet [agents of] change. It’s about working within the system. They’ve never had to reject anything; they’ve just had to build on it.” – Carol Phillips, founder of market research firm Brand Amplitude, which specializes in millennial studies.
Common experience has instilled unique characteristics in millenials. They are vocal and demanding. Succesfull marketing targeting this
Today’s Hispanic growth can be attributed, overwhelmingly, to the group’s American-born children. They are bilingual, bicultural and increasingly influential within their multi-generational households…We [Hispanics] are more tech-savvy now. We spend more time on mobile devices than our non-Hispanic peers. We use social media as a means to communicate, express ourselves and create, and we spend more time online than
non-Hispanics.
- U.S. Hispanic Population Is Growing, but This Isn’t Your Abuela’s Latino Community, Advertising Age, March 14, 2011
”
“
5.2
Target Audience
demographic is smart and funny. Millenials grew up using computers most their lives, making them for reliant on technology. They love social media and are motivated by peer validation. Millenials are smart, highly discerning and optimistic about the future. This makes authenticity and transparency an important part of marketing to them. (Pardee, 2011) Young Blacks 16-20 years oldLike Hispanics, the number of Blacks in the United States is growing at a faster rate than the general population. Unlike Hispanics, the number of non-adult Blacks is projected to decline over the next few years. According to Mintel, the number of Black children in the age groups 12-17 and 6-11 will decline by 2.5% and 7.9%, respectively. They still, however, are the second largest minority group in the United States. A Mintel survey also found that 64 percent of Blacks feel that Blacks in advertising are often stereotyped and portrayed negatively in the media. Blacks are clearly an important target audience, but we feel it would be inefficient and unwise to overly tailor our campaign toward them.
Young Males 16-20 years oldYoung males have similar psychographics as millenials, but differ from females in a few key ways. Males like to do things they can do well. When choosing between products, they like to
know as much as they can about the product. This helps ensure they will “be successful” and choose the right product. Males also like to know exactly how well a product will perform before choosing it. It helps men feel that their choice is more efficient, powerful or technologically advanced. More than 68 percent of millenial men seek out brands that “show I have good taste” (Goodall, 2011). Men are more likely than women to seek out brands that are market-leaders or offer some level of exclusivity. The messages in our campaign speak to youth males’ motivations.
ParentsThe parents of our 16- to 20-year-old target market are important to reach with this campaign. They are 40 to 60 years old and play an important role in their children’s decision about where to attend college. Parents wield financial control and their opinion is valued highly by their children. While parents are motivated by a desire to protect their children, they are also care about supporting and enhancing their children’s lives. According to Mintel, parents choosing between two products tend to look to trusted sources—familiar brands and recommendations from friends and family. Our campaign speaks to parents by describing the product as high-quality, proven and trustworthy.
5.3
Brick #6Strategic Plan
Brick #6Strategic Plan
Goal 1 To increase the diversity of the student population in the William Allen White School.
Objective: To match the percentage of ethnically diverse students at the William Allen White School of Journalism and Mass Communications to the state of Kansas’s minority population from 6 percent to 12 percent within five years.
Strategies:• Directly target minority high school students
in the state of Kansas.• Create an advertisement directed at minority
students.• Create a minority students club JO(IN)!,
which creates a niche and way to become involved for diverse students in the school of journalism.
• Encourage the members of JO(IN)! to represent the School by attending Hispanic fiestas and other diverse recruitment events.
Goal 2
To increase traffic flow to the school’s website.
Objective: To increase current students’ usage of school’s website from once a month to at least three times per week within the school year
Strategies:• Change the layout of the school’s website.• Make the school’s website more user-friendly.• Create an online “gallery” of fellow students’
work created in classes.
Goal 3 To better educate high school students about their options at the J-School.
Objective: To equip 15 percent more of Kansan high schools with promotional materials that highlight both tracks.
Strategies:• Underline the presence of two different
tracks and explain their characteristics on the school’s website.
• Clearly explain the two tracks in all promotional materials.
• Increase awareness of KU’s student-run media on high school campuses.
6.1
Strategic Plan
Goal 4 To increase the J-School’s presence in social media.
Objective: To increase Facebook page likes by at least 50 percent and Twitter followers by 30 percent.
Strategies:• Update the accounts at least twice a week to
keep the students interested and engaged.• Utilize the YouTube channel by featuring
student work on a consistent basis.• Post work created by students in classes to
an online gallery.• Use William Allen White Twitter account as
main Twitter account for school; promotes dialogue between students and school.
• Follow high school students who are active on Twitter and have an interest in journalism.
Goal 5 To make KU more inviting to diverse students from cities far outside of Lawrence and Kansas City.
Objective: Create a diversity based club and link it to preexisting multicultural resources. Maintain a steady involvement that mirrors other journalism clubs.
Strategies:• Create JO(IN)! Diversity club.• Pair new minority students with a peer
mentor.• Create business cards for JO(IN)! club
representatives to hand out to students during recruitment events; fosters relationship between prospective and current students.
6.2
If each man or woman could understand that every other human life is as full of sorrows, or joys, or base temptations, of heartaches and of remorse as his own . . . how much kinder, how much gentler he would be.
-William Allen White
”
“
Brick #7Creative Plan
Brick #7Creative Plan
Creative Brief
The purpose of this campaign is twofold. The first goal is to increase the number of minority and male students in the William Allen White School of Journalism and Mass Communications. The other is to update the school’s website to increase current student usage of the site.
Client:The William Allen White School of Journalism and Mass Communications
Project:Launch an educational campaign aimed at minority high school students with an emphasis on Hispanic male students. The campaign uses a variety of print, digital and social media to inform students of the opportunities that await them at the William Allen White School of Journalism and Mass Communications.
Run Dates:June 1, 2011 – May 31, 2012
Budget:$5,000
What we are trying to accomplish:To increase the percentage of minority students in the J-School to reflect the Kansas state minority population percentage. The campaign will also help represent minority students in the school and foster an environment that promotes multiculturalism.
Who we want to connect with:High school students from Kansas school districts with a high minority student population, such as Witchita, Kansas City and Shawnee Mission.
Why we care about the product:The William Allen White School of Journalism and Mass Communications has a nation-wide reputation as one of the best journalism schools in the country. Kansas is one of the best value universities in the country. As students of the school we want to entice future students to share similar experiences we had.
What to keep in mind about the target audience:The target market is concerned with the programs that a university offers and financial aid and scholarships available to them. The target market uses university web pages consistently when researching potential schools to attend.
Main thought/theme:Build the foundation for success, brick by brick, at KU. Perspective students look to the William Allen White School of Journalism and Mass Communications to help them acquire the knowledge and sharpen the skills necessary to be effective journalism professionals. By gaining experience through coursework, extra and co-curricular activities and internships, students in the J-School build their own road to success.
Scope of campaign:The campaign will update the J-School’s website and make it more interactive for students and better utilize social media. We will focus our online marketing efforts on creating Facebook ads. We will also use public relations strategies by setting up a booth at various cultural events. We will create a diversity club within the J-School that will take trips to area high schools to answer questions about KU and distribute promotional materials and handouts that will give high school students the information they need to apply for admission to KU.
7.1
Creative Plan
Website RedesignThe redesign of the website is a top priority for our campaign. We want to implement larger social media buttons and a more organized navigation bar. We also want to see more interactivity with a current news ticker and embedded videos, among other features.
7.2
Creative Plan
Front view:
Handout to be given to high school counselors and prospective students
7.3
Creative Plan
Back view:
Photos provided by Chuck France, KU photographer
7.4
Creative Plan
Facebook ads: Google ad:
Photos provided by Chuck France, KU photographer
7.5
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Creative Plan
Items available at Snap Promotions located in Lawrence, Kan.
7.6
Creative Plan
A revamped website for William Allen White. The website is more dynamic and interactive and also features social media buttons along with external links to the School’s website and Facebook page.
The website, hosted by Flavors.me, allows the user to easily update the site by connecting to different social media outlets. For instance, Tumblr feeds text sec-tions of the website.
Find a demo of the site at:http://flavors.me/william_allen_white2011
7.7
Creative Plan
7.8
Creative Plan
JO(IN)!
JO(IN)! will act as a recruiting and retention organization meant to create and uphold multiculturalism in the J-School. Broken down into three branches, recruitment, retention and publicity, club members can choose which area in which they would like to participate. Involvement will include helping generate all promotional materials for the club, so that it is completely independent and student-run. All members of the club will undergo a diversity training session along with the staff of the Daily Kansan.
The recruitment committee will visit area high schools with high minority populations to distribute information about KU and answer any questions the students may have. The retention committee will focus on helping new students adjust to college life and provide advice as peer mentors in an effort to help any struggling students. The publicity committee will organize events once a semester. These events will promote the importance of diversity in journalism and potentially serve as fundraisers. Events will include guest speakers, workshops and informational sessions.
In particular, the recruitment team will be in charge of forming relationships with potential J-School students. The members of the recruitment team will each have his or her own business card with the core information such as the student ambassador’s name, personal email and phone number. The cards will also contain valuable information for how to contact the J-School through different channels, with an emphasis on social media. The main goal of the recruitment team is to be available to students who have questions so that they may direct the students to the right department to contact, or answer the questions themselves and continue the dialogue necessary to ensure incoming students feel welcome, secure and knowledgeable about the institution.
The outcome of a student organization structured this way should be a rise in minority student enrollment, higher retention rates and an organization that provides students with valuable experience utilizing skills that they learn in the J-School.
Core membership in this student organization will come first from the Journalism Student Ambassador Program. Each committee will have its own head who would report to the club president. Once the club has been established, students outside of the JSAP will be invited to seek leadership positions.
7.9
Creative Plan
7.10
“ My advice to the women of America is to raise more hell and fewer dahlias.
-William Allen White ”
Brick #8Media Plan
Brick #8Media Plan
Media Objectives• Increase school of journalism’s efforts to
reach diverse groups of students• Raise brand awareness among tech-savvy
minorities• Increase awareness of preexisting social
media pages, in particular Facebook• Acquire leads for prospective students
Media Strategy• Target 16- to 20-year-old, tech-savvy Hispanic
youth in Kansas using social media outlets.• Engage minorities and their families at
local cultural events like festivals and other gatherings.
• Reach target audience at “fiestas Mexicanas” and other cultural events around the state using event sponsorship and on-site recruiting.
Messages“Journalism needs your voice; The William Allen White School of Journalism is the one-stop-shop where you’ll discover it, build it and apply it.”
“A diverse world requires diverse reporters; build your diversity here.”
“Leverage yourself, brick by brick.”
Media• Social Media ($0, will be updated by student
volunteers) Facebook Twitter Hi5• Facebook ad ($300)• Google ad ($300)• Cultural Events ($500 or less travel cost per
event, $1500 total allotted budget) - Hispanic/Latino Heritage Events (“Fiestas Mexicanas”)J-School amabassadors will attend these events, set up a booth full of promo items and other ways to connect with the J-School and hand out business cards to prospective students. The cards will have J-School and personal contat information of each student. Goal is to form a relationship and establish direct contact between prospects and current students.. • 8.5 x 11 in Fact sheet for high school
counselors (1000 at $980 total)• Specialty Advertising from SNAP Promo
($500) J-School branded mini notebooks (1000 count at $1010 total) Tote Bags with J-School logo (500 at $835 total)
Media Tools• Media alerts, press releases and pitch letters
for the media• Print flyers to be handed out at events• Business cards for student ambassadors so
that recruits have a student contact if they want further information
Rollout and Important Dates 2011
June 1News release 1 describing about JO(IN), the J-School’s new diversity club
June 24-25 St. John’s Mexican Fiesta in Lawrence, Kan.
June 27News release 2 about J-School’s presence at Fiesta Mexicana in Topeka, Kan.
July 12-16 Our Lady Of Guadalupe’s Fiesta Mexicana in Topeka, Kan.
August 01News release number three, about new website design
8.1
Media Plan
Fiestas MexicanasThe tradition of “fiestas mexicanas” – or Mexican fiestas – began in Kansas during the beginning of the 20th century. Occurring once a summer, the fiestas are an opportunity for Hispanics in com-munities across Kansas to come together and celebrate their traditions and culture. They range in duration from one to five days and consist of music, dancing, food, parades and other activities. The fiestas function sociologically as a way for Hispanics to pass on their traditions from one generation to the next (Kansas State Historical Society, 2010).
The family-oriented events are an opportunity for Hispanics to share their culture with the rest of the community as well, often attracting tens of thousands of people. Our Lady of Guadalupe Parish in Topeka hosts one of the largest and longest-running fiestas in the state. More than 60,000 a year attend the five-day event, which was first held in 1933. In Lawrence, more than 10,000 people attend the two-day fiesta at St. John the Evangelist Catholic Church. Other notable fiestas take place in Kansas City, Wichita, Garden City and Dodge City (Perez, 2010).
8.2
“ If our colleges and universities do not breed men who riot, who rebel, who attack life with all the youthful vim and vigor, then there is something wrong with our colleges. The more riots that come on college campuses, the better world for tomorrow.
-William Allen White
”
Brick #9Timeline
Brick #9Media Plan
9.1
Brick #11Budget
Brick #11Budget
10.1
Brick #10Predictions & Evaluation Measures
Brick #10Predictions & Evaluations
Predictions
Will increase traffic to the J-School website
Current: 7-10,000 unique views/monthPredicted: 10-13,000 unique views/month
Our proposed changes to the website should in-crease current students’ visits from once a month to three times a week by providing frequent updates (at least two a week from each social media outlet alone) that would give students a reason to visit the site. This increase should occur within one academic year.
Will increase minority student presence
By executing the strategy we’ve developed, it should be possible to increase minority enroll-ment by 12 students each year for the next five years, thus reaching our goal of 12 percent minority enrollment.
Will increase male population
Current: approximately 33%Predicted: approximately 50%
Will heighten understanding of multiculturalism
The J-School will be an environment that fos-ters a diverse journalistic outlook. Students will participate in the diversity club and other events that promote a global world view.
Will heighten brand awareness
After unleashing the campaign, the J-School’s name will be more widely recognized, especially among those communities with a high minority population.
Evaluation Measures
Survey 1Administer a survey to J-School faculty in De-cember 2011 and May 2012. The survey will pro-vide an opportunity to evaluate and reflect on the effectiveness of the “Brick by Brick” campaign. The survey will measure how much diversity has increased both in terms of climate, recruitment and professional development. The School of Journalism should also use the following five-point scale to assess the amount of diversity that has been achieved. Results of the survey and five-point scale should be considered together before deciding if further action is required.
QUESTIONS TO BE ASKED1. Does minority enrollment in the J-School
reflect the diversity of the state of Kansas?2. Is there a disparity between the J-School and
campus-wide enrollment rates?3. What efforts does the J-School make to
recruit diverse students?4. Do you participate in conversations that
challenge your bias and/or stereotypes?5. Do you lead and participate in conversations
at professional meetings that address issues of diversity in higher education and in your profession?
11.1
Predictions & Evaluation Measures
6. Does the J-School provide professional development opportunities in the area of diversity?
7. Do you participate in such activities?8. What could you do to improve diversity in
the J-School?
DIVERSITY ASSESSMENT SCALE(see five-point scale on adjacent page )
Survey 2Administer a survey to Kansas high school stu-dents in December 2011 and May 2012 in order to evaluate the current brand awareness and brand image as perceived by adolescent minori-ties. To ensure a representative sample, it is im-portant the surveys be distributed as randomly as possible. A survey administered prior to this proposal in the spring of 2011 found that just 15% of high school students said they had con-sidered attending the William Allen White School of Journalism and Mass Communications. Future survey results should be compared against this figure. Previous surveys were conducted using Surveymonkey.com, an online survey tool. Use Surveymonkey for future surveys to make com-paring results easier.
QUESTIONS TO BE ASKED:1. Have you ever heard of the William Allen
White School of Journalism and Mass Com-munications at The University of Kansas?
2. Would you consider taking classes there?3. Do you have a positive or negative image of
KU School of Journalism?4. Where do you rank the KU School of
Journalism in relation to other journalism schools?
5. Do you think of the KU School of Journalism as being diverse?
6. Do you think of the KU School of Journalism as being welcoming to minorities?
7. Do you plan on attending school there?8. Demographic information
11.2
pg. 31 in “Now is the Time: Meeting the Challenge for a Diverse Academy”
11.3
Predictions & Evaluation Measures
Brick #12Appendices
Brick #12Appendix A
Recommendations Consider implementing an “article trade” between high school newspapers and The University Daily Kansan.
Once a month, The Kansan would run a story about a “future Jayhawk” written by a high school journalism student from a rotating high school. In turn, the high school would run an article written by a Kansan staff writer. The articles in the high school papers would be branded with KU colors and insignia.
Fostering a connection between the J-School high school students while they’re still in high school would raise brand awareness among young journalism students and minorities alike.
Provide more diversity specific scholarships from the School of Journalism
The School of Journalism could hold a J-School-specific session at New Student Orientation or in materials given to high school coordinators that give more details on the scholarships offered, specifically mentioning ones that promote diversity.
Designate specific roles for J-School ambassadors
We would like to see the J-School ambassadors have more specific roles, such as a web ambassador who will have a large part in the J-School’s web presence for either the new website, Twitter, Facebook, or other outlets.
Create a website section for recommendations either by faculty or students. Call it Journalism Hacks.
Journalism Hacks could serve as a resource available to students that lists book, website, blog, etc. recommendations. We also envision Journalism Hacks to help the J-School be more efficient without spending more money. Students could read about how to put a portfolio together, what a copywriter needs to know, or when Adobe Suite tutorials are happening in Budig. Students could send their recommendations and advice via a Facebook group, or submission form found on the website.
We would also like to see Journalism Hacks serve as a connection between student journalists and computer science students and design students. We believe if a service was
available that connected students for creative projects it would be a huge success. Perhaps it would eventually lead to another student-run group.
Produce a video spot using the following script – use official script production format located in Appendix B.
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Appendix A
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Appendix A
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Appendix A
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Appendix B - Primary Research Materials
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Appendix B
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Appendix B
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Appendix B
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Appendix B
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Appendix B
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Appendix B
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Appendix B
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Appendix C
Bibliography
Ø Admission Promotional Materials, Why KU? Ø Allan, E.J. (2003), Constructing women’s status: Policy discourses of university women’s
commission policy reports. Harvard Educational Review, 73(1), 44-72 Ø Ayers, D.F, (2005), Neoliberal ideology in community college mission statements: A
critical discourse analysis, The Review of Higher Education, 28(4), 527-549 Ø Bacchi, C.L.(1999).Women, policy and politics: The construction of policy problems.
Thousand Oaks, CA: Sage Publication Ø Baez, B. (2002). Affirmative action, hate speech, and tenure: Narratives about race, law,
and the academy. Ney York: RoutledgeFalmer Ø Ball, S.J. (ED.). (1990) Foucault and education: Disciplines and knowledge. New York,
NY: Routledge. Ø Bensimon, E.M. (2005). Closing the achievement gap in higher education: An
organizational learning perspective (New Directions for Education # 131). San Francisco, CA: Jossey-Bass Publishers
Ø Business & Company Resource Center Online Database, Colleges Universities and Professional Schools Industry Snapshot, http://galent.galegroup.com
Ø Columbia University Graduate School of Journalism website: http://www.journalism.columbia.edu/page/72-apply-to-the-journalism-school/72
Ø Ellsworth, E. (1999) Multiculture in the making. In Grant, C.A (Ed.) Multicultural research: A reflective engagement with race, class, gender and sexual orientation (24-36). Falmer Press
Ø Goodall, S. (2011). “How to Connect With the Heart and Mind of the Male Shopper.” Advertising Age. 29 March. Retrieved on from: http://adage.com/article/cmo-strategy/connect-heart-mind-male-shopper/149623/
Ø Green. M. (1989). Minorities on campus: A handbook for enhancing diversity. Washington DC: American Council on Education
Ø Huber, J., Murphy, M.S., & Clandinin, D.J. (2003). Creating communities of cultural imagination: Negotiating a curriculum of diversity. Curriculum Inquiry, 33(4), #43-362
Ø Humes, Karen, Nicholas Jones, and Roberta Ramirez. “Overview of Race and Hispanic Origin: 2010.” 2010 Census Brief.2. (2011): 1-24. Print
Ø Hussar, William, and Tabitha Bailey. Projection of Education Statistics to 2019. Washington: NCES, IES, Department of Education, 2011. Print
Ø Iverson, Susan V. Now Is the Time for Change: Reforming Diversity Planning at Land-Grant Universities. Journal of Extension. 46.1 (2008): 1-13. Print
Ø Jones Ross, Felecia, Carolyn Stroman, and Linda Florence Callahan. “Final Reports of a National Study on Diversity in Journalism and Mass Communication Education, Phase II,” Journalism and Mass Communication Educator. (2007): 1-25. Print
Ø Kansas State Historical Society (2010). Mexican Fiesta Traditions. Retrieved from http://kshs.org/kansapedia/mexican-fiesta-traditions/15138
Ø Kansas State University: A.Q. Miller School of Journalism and Mass Communications: http://jmc.ksu.edu/site/
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Appendix C
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Appendix C
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Appendix C
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