Copenhagen Business School

Spring Semester 2014-2015

Master of Science in Brand and Communications Management (Cand. Merc.)

________________________________________________________________________________

EXAM IN

POSITIONING AND CREATIVE STRATEGIES FOR INTEGRATED MARKETING COMMUNICATIONS

“Higher education campaigns in the US: the case of the University of San Francisco”

________________________________________________________________________________

Hand-in date: May 3rd, 2015

Individual Home Assignment

Giorgio Natali

CPR Number: 010492-3909

Coordinator: Larry Percy

Number of Pages: 10

Number of Characters: 22674

1

INTRODUCTION

University branding in the US is a “strategic managerial issue” for institutions to express what they

stand for and their differentiation points (Jevons, 2007, p.466). Universities often hire CMOs to

brand the institution and agencies to create campaigns to deliver a “differentiating and compelling”

position (Ad. Age, 2013). With the premise that a university can be branded, as a service is actually

identified and differentiated from competitors (Keller, 1993), the brand in analysis is the University

of San Francisco – USF henceforth.

1. BRAND ADVERTISING STRATEGY AND EXECUTION

USF hired the agency Hub Strategy to create a print campaign in 2012. The

chosen ad [Appendix A] shows a green rectangle with a text in white capital

letters, on a black and white background with a garden and a gate. At the

bottom of the page, the ad displays USF’s logo and full name, on a green

background. The sentence, “Become wildly successful without becoming a

jerk no one likes – Change the world from here”, states a clear message,

namely the benefit of attending USF (i.e. becoming successful and socially

approved).

1.1 Target audience analysis and likelihood of resonance

The target audience for Universities’ ads comprises all those involved with the decision taken by a

student for his own future, as explained within the Behavioural Sequence Model (Percy et al., 2012)

[Appendix B]. However, the core target with the final say on the choice is the student itself. Thus,

acknowledging that family and friends can have a very high influence, only the category of students

is analysed in this paper. In terms of Rossiter and Percy’s buyer groups (Percy et al., 2012), a student

may belong to three categories, depending on his position in the ‘education cycle’. Table 1 shows

possible audiences of universities’ ads.

2

The specific audience for USF’s

ad may include students

moving in the education cycle

considering continuing the

studies, strongly motivated to

become successful. It is unclear

whether the ad addresses

Undergraduates or Graduates

to-be: the jargon may be suitable to future Undergraduates, while the success idea to more mature

future Graduates. As the profiling is not specific, both groups are assumed to be the target audience

of the ad: they will be mostly New Category Users, encouraged to take a step towards a high-

involvement purchase, namely attending USF.

The ad is deemed relevant and resonant for the identified audience: students may recognize it as

addressing themselves because of a “strong fit between the receiver and the message” (ibid.;

Schiffman et al., p. 302). USF indeed reflects students’ aspirations, “appealing to the values that

motivate their behaviour” (Solomon et al., 2009).

1.2 Positioning strategy and benefit focus

Having elicited the likely target audience, USF can be analysed for its positioning strategy by means

of its ad. Adopting the general model by Percy (2012), two questions need to be answered about

USF: “What is it?” and “What does it offer?”.

As for the first question, USF links the category need to the brand in a differentiated way: as it does

not hold a strong market position, given the 4726 higher education institutions within the US

(National Centre Education Statistics), it would not make sense to position itself centrally. Rather,

as displayed in the ad, USF focuses on benefits differentiating itself from competitors, both

expressed as becoming “successful” and driven by a social approval motive. USF is thus a university

where students can pursue a degree to become successful in life.

Regarding the second question, the ad links the benefit to the brand by positioning USF as user-

oriented, clearly addressing the reader as the focus of the message. Percy (2012) supports the idea

that this type of positioning is suitable for situations where social approval plays a role: the ad by

USF conveys this feeling as well, stating the negative consequence of not attending USF. As for the

TABLE 1Target Groups Rossiter-Percy's Buyer Groups Emphasis Description

Future

UndergraduatesNew Category Users

Category

awareness,

Category attitude

Special case : students

moving towards new stage

of the education cycle.

New Category Users

Category

awareness,

Category attitude

For those who are not sure

about continuing after their

Bachelor.

Favourable Brand Switchers

Other Brand Switchers

Students at a certain

University with an attitude

about it, but not sure if they

will continue in that

University or will change it.

Future

GraduatesBrand awareness,

Brand attitude

3

benefits themselves, the core one expressed by USF’s ad is the success likely to stem from education

at USF, other than the social status approval. These benefits are important to the student and may

be credible in terms of delivery (Percy et al., 2012).

As benefits are expressed differently across ads (ibid.), how USF emphasizes them must be assessed.

The ad focuses on the subjective claim that USF can make students successful and grant a good

social status (c), preventing negative situations to happen, for a feeling of social approval (e+). USF

understands its target audience as positively motivated and it employs a subjective feature to

emphasize the emotional consequences stemming from the service. However, the second part of

the ad may be also interpreted and perceived as negative, as students may be worried about their

future and people’s judgement of their choice. The overall positioning may thus suffer: the issue will

be discussed in the last section of the paper.

1.3 Communication objectives and brand awareness-brand attitude strategies

USF’s communication objectives can be detailed on the basis of the ad. Category need is the first

essential objective to be reached and well established, as it stimulates primary demand (Percy et

al., 2012). The need must be sold in particular to the audience of New Category Users: the category

benefit expressed in the ad makes students aware of the importance of attending USF for their

future studies, considering the service alongside its brand benefits.

The second objective is brand awareness. When the need arises and options are identified, USF

needs to be seen as part of the category. In this case, brand recall is needed as the category need

occurs first and is followed by the identification of USF as a way to satisfy the need. This calls for the

theory of encoding specificity by Tulving (2000), suggesting that a retrieval cue in the message can

be recalled if the information was encoded at the time of learning. For recall to happen, USF must

be associated to the need in the students’ memory throughout the ad. The learning of associations

between the brand and the need is strengthened by the declarative statement addressing the

audience, for a better identification.

The third objective of the ad is a positive brand attitude towards USF. The strategy pursued for this

is affected by a number of factors. First, brand attitude is managed according to the target

audience’s nature: it needs to be created for New Category Users, while maintained, increased,

changed or modified in case of New Category Users with an attitude (created by influencers) and

4

Favourable or Other Brand Switchers (with an

attitude towards USF). USF’s ad tries to turn the

audience to a positive attitude emphasizing its

benefits, relating to both the cognitive and

emotional components of attitude. The former

concerns the audience’s beliefs, turned into benefit

by the ad, while the latter reflects the motivation driving the choice, in this case positive with the

aim of success and social approval. Combining such motivation with the previously discussed degree

of involvement (high for the high perceived risk), the attitude strategy followed by USF in its ad is

High-Involvement Transformational, as in Rossiter-Percy’s grid (Percy et al., 2012). According to the

strategy, the message of the ad should be credible, liked and accepted as satisfying the motivation

for purchase. The benefit and status motive are stated clearly in the ad, supporting that USF can

satisfy the audience’s needs. However, the degree of credibility, likeability and emotional

authenticity of the ad are questionable: given the considerations about the possible negative

perception of the social approval motive, the execution may not stem in a positive attitude from the

audience, at the expense of the ad’s effectiveness.

When brand attitude is positive, brand purchase intention can be an objective, as to increase the

likelihood that the audience will apply to USF to satisfy its needs. The message on the ad is a way to

achieve such objective as well.

1.4 Processing the message: creative tactics and execution

To understand how the target audience processes the message, creative tactics and execution of

USF’s ad are analysed with likely responses of the audience (i.e. attention, learning, acceptance,

emotions) (Percy et al., 2012).

Attention initiates the processing of the message, stimulating awareness and attitude depending on

the execution of the ad. Two types of attention exist: reflexive, shortly paid by those not belonging

to the audience, and selective, when the audience understands its interest in the ad (ibid.). In USF’s

ad, brand awareness occurs for a peculiar verbal execution, turning attention into selective as the

audience recognizes itself as the target of the message (i.e. resonance). The logo and full name of

USF in particular also help with this. If the audience can relate its motivation to the category of the

ad, as it is likely to be for USF, brand attitude may be developed. Overall, USF’s ad’s creative units

Informational

(negative)

Transformational

(positive)

Low

Hig

h

USFInvo

lve

me

nt

Motivation

5

are executed for a ±1.0 attention index, given the one full-page size and the engaging headline

(ibid.). The unusual and unexpected wording makes the ad more likely to catch attention (Myers,

1994), turned into selective as the audience may engage in reading the whole text (Wearing, 1973).

A limitation applies, namely the lack of pictures, which would be effective for holding attention.

Whenever selective attention takes place, learning follows. Brand awareness is usually achieved as

the brand is linked to the category and will come to mind when the need arises. For brand attitude,

instead, the key is acceptance of the message, which will be only remembered if perceived true and

credible (Percy et al., 2012). Overall, various creative tactics can be used to facilitate the learning of

the message. Applying psycholinguistic concepts, the words in USF’s ad are familiar and informal.

They are unexpected (“wildly”, “jerk”), but still ordinary, for an easier processing (Loewenthal,

1969). These are however not concrete: a different choice would make the ad more effective (Percy

et al., 2012). As for the sentence structure, the statement is simple and easily understandable, with

emphasis on the first part as focus and benefit of USF, and declarative, for a greater involvement of

the audience. Once again, not using pictures does not benefit the ad in terms of effectiveness. All

of these factors have an impact on the audience’s acceptance of USF’s ad (ibid.).

Another response, key for a high-involvement transformational strategy as USF’s, is emotions. In

short, the target audience needs to feel emotional authenticity and identify with the ad (ibid.). In

USF’s ad, emotional emphasis lies on the positive end state of social approval stemming from the

service. The mediating effect of emotions on the processing of the message can make the attitude

towards the ad and the brand more positive. However, the lack of pictures makes the emotional

component ineffective: with no embodied emotions, the audience may not identify with the ad. The

topic will be discussed in the recommendations.

6

2. COMPETITIVE ADVERTISING ANALYSIS

2.1 University of Maryland

The agency Carton Donofrio & Partners created a print ad for the University

of Maryland’s Business School (UM) in 2013 [Appendix C]. It displays a

collage of pictures of professionals in Washington D.C. and its train station,

the logo and a sentence “Before they were managers, leaders and

executives, over 30,000 D.C. professionals had another title. Alumni.”. A

small ‘footnote’ reports: “With 30,000 alumni in the D.C. area, a degree

from Smith provides a tremendous edge in accelerating your career”.

The target audience for UM’s ad includes Undergraduates and Graduates

to be, more specifically students interested in business and management,

aiming at a successful life and career in D.C.. These should understand the message addresses them,

stemming in full resonance for the ad, mirroring their aspiration and motivation for attending a

university.

UM positions itself with the ad in a differentiated way, expressing the expected outcomes of

attending UM and linking the category need to the brand (Percy et al, 2012). To associate the brand

to the benefits, UM has a user-oriented positioning, focusing on the career paths of alumni who

have accomplished their goals. Given the positive motivation for purchasing the service, the benefit

focus of the ad is on the emotional consequences (e+) of the sense of belonging and self-realization,

supported by objective data of alumni working in D.C. (a).

As for the communication objectives, the category need is sold in the ad as the audience

understands that becoming students at UM will lead to a successful career in D.C.: once the need is

aroused, recall brand awareness is reached as UM is linked to the category need in the memory of

students (ibid.; Tulving et al., 2000), strengthened by the emphasis on the word “Alumni”. In terms

of brand attitude, the data support the benefits of UM education and the positive motivation driving

students is addressed with the success and community of UM Alumni. Given the high-risk decision,

the strategy pursued is high-involvement transformational: the data convey credibility to the ad and

the word-picture interaction engages the audience to perceive it as emotionally authentic. Students

7

are thus likely to accept, like and believe the ad. The favourable brand attitude stemming from this

can help with brand purchase intention.

The message on UM’s ad can be processed by the audience for the ad’s creative execution. Selective

attention is easily caught due to the high degree of resonance, as stated above. The creative

execution (full-page, four-colour ad) supports this, with a 1.0 attention index (Percy et al., 2012).

The sentence is admittedly long and may not be read fully. However, the focus is on the key points

(i.e. “Alumni”, “30,000”). Combined with the pictures, the ad can catch and hold attention. When

the audience is engaged, the message is learnt and likely accepted. The use of data ensures of UM

alumni’s bright careers in D.C., which is fundamental for high-involvement decisions as the choice

of a university. To further guarantee learning and acceptance, the statement is simple and easily

understandable, despite not declarative. The pictures are consistent with the message and

concrete, representing mangers’ daily life. Overall, emotions may likely come into play: as a key for

high-involvement transformational strategies (ibid.), the ad conveys emotional authenticity and a

sense of belonging to the future alumni community. The pictures also engage students with

embodied emotions, as they can identify with characters for a future similarity: in terms of the

VisCAP model, it is thus easier to process the UM’s ad because of its optimized effectiveness (ibid.).

2.2 Suffolk University

Suffolk University’s (SU) print ad was created by the agency DeVito/Verdi

[Appendix D]. It is divided in three parts: the top one features the sentence

“We offer a degree program in rocking the boat” on a blue background; the

central shows a girl at a graduation ceremony; the bottom one has a picture

of another graduated girl and a text with the logo of SU. The text, shortly,

states that SU students do not want to make money, but to “make waves”

and it introduces the career paths of Law students.

The target audience comprises Undergraduates and Graduates to-be who want to “rock the boat”,

highly motivated to promote a change in society and particularly interested in Law. The ad can

resonate with students in general, due to the first statement and the picture, but it may be difficult

to reach students interested in Law, as they would need to engage fully to read the text. However,

8

because of the high-involvement choice and the risks implied, even these students may try to collect

as much information as possible, thus likely reading the text.

SU’s positioning with its print ad is differentiated and user-oriented, linking the category need to

the brand and emphasizing the academic paths and possible outcomes of students. The benefit

focus of the ad is clearly driven by positive motives: the subjective characteristics of the brand, a

degree “rocking the boat” (c), leads to the emotional consequence of a way to change society (e+).

The communication objective of category need is sold in the ad as it is implied that a degree at SU

will help people make innovations in society: attending university is thus recommended. Recall

brand awareness is the next step, as students link the need to the brand in memory, retrieving the

cues from the ad (i.e. the picture and SU’s offer) (Percy et al., 2012; Tulving et al., 2000). Then, a

positive brand attitude can be stimulated as the ad highlights the benefits students seek to satisfy.

According to the high-involvement transformational strategy for attitude, authenticity and

identification are necessary (Percy et al., 2012) and well represented in SU’s ad: the picture reflects

a future similarity for the audience and the text explains likely career paths. The last objective, brand

purchase intention, may thus be achieved.

Creative tactics for the ad elicit various processing responses. Attention, specifically, can become

selective, as the message resonates within the audience. However, a limitation concerning students

interested in Law may apply, if not fully engaged to read the text. Nevertheless, the headline is

catchy and may potentially attract attention. As this occurs and the audience learns essential

information, SU gains recall awareness and positive attitude. The creative execution of the full-size

four-colour print ad supports that it can catch and hold attention, even due to the headline and the

pictures. The former specifically forms a pun: while it may require time to be processed (ibid.), the

“rocking the boat” concept reinforces the benefit, combined with a simple and comprehensible

statement to facilitate the learning. The picture is consistent with the message: large and concrete,

it represents a situation a student can identify with in his future. This calls for a likely emotional

response from the audience, key in high-involvement transformational strategies (ibid.). Emotional

authenticity and embodied emotions are strengthened by the engaging pun and the picture itself,

where the girl is an ordinary student, similar to the target audience in the future: this optimizes the

effectiveness of the ad.

9

Table 2 summarizes strengths and weaknesses for the three print ads analysed.

3. RECOMMENDATIONS FOR NEXT GENERATION ADVERTISING

Given the insights on other universities’ ads, USF’s seems to have weaknesses damaging its

effectiveness. Therefore, there is room for improvement on a number of points. The following

recommendations are based on the analysis of USF’s ad and competitive insights from UM and SU.

3.1 Message and positioning

The message of USF’s ad emphasizes the “wildly successful” benefit and the social approval motive.

All three ads in analysis convey a general idea of success, even though appropriate benefits should

be selected to distinguish a brand from its competitors (Percy et al., 2012). While UM approaches

the audience with the idea of belonging to the community of alumni in D.C. and SU supports the

promotion of a change in society, thus differentiating themselves, USF takes a risky approach.

Becoming successful for USF means being socially approved.

The emphasis, confirmed by the size of the words, is on the first part of the message. A first problem

here is the size of “wildly”. While it informally means ‘extremely’, the word may be conceived in its

‘savagely’ definition, representing a threat to the institution’s reputation. However, because of the

overall informal tone of the ad, the headline can still attract attention. The second important issue

is the second part of the message, potentially perceived as negative: USF plays on the social approval

motive to convey a sense of fear and anxiety about the social status of the audience in the future.

TABLE 2 University of San Francisco University of Maryland Suffolk University

● Unexpected words (jargon)● Sense of belonging and

networking.● Engaging pun.

● Declarative statement● Concrete pictures -

identification (focus: career).

● Concrete picture -

identification (focus: student's

life).

● Degree of emotional

authenticity, no embodied

emotions.

● Non-declarative statement. ● Non-declarative statement.

● Credibility/acceptance

issue.

● No pictures - identification.

● Few colours used.

● Sentence - Headline issues.

Weaknesses

Strengths

10

The overall positioning and perception of the audience about USF does not benefit from such issues.

A proper differential advantage should be conveyed through the ad’s message leveraging on USF’s

qualities and benefits, rather than on a social approval motive (ibid.). An even stronger engagement

would occur if the students were to feel positive emotions about USF. Despite a unique execution

of the ad, in line with the strategy, USF should focus on a positive benefit, as its competitors do.

3.2 Execution and creative tactics

Most of USF’s ad’s issues relate to its creative execution. The main problem is the lack of pictures

and colours. As supported in the competitors’ analysis, images catch and hold attention, facilitate

learning and leverage embodied emotions in the audience, optimizing the ad’s effectiveness.

The only colours present are green, black and white, while the only picture is the background, not

representing anything familiar. USF is recommended to include a picture, with wider size and

colours to guarantee that attention and learning are stimulated. In particular, UM and SU’s ads give

relevant insights on what should be represented. For a high-involvement transformational strategy,

emotions are key to elicit a positive response to the ad (Percy et al., 2012). If a person were in the

picture, the audience would identify with the emotional portrayal of the ad, feeling it as emotionally

authentic and credible enough to accept the message. A realistic setting (e.g. graduation ceremony

as for SU, daily life as for UM) and a smiling character will make the audience elicit an emotional

response with a Duchenne smile or personal identification, biasing the cognitive processing towards

the ad with positive embodied emotions stemming from the execution (ibid., Drewnicky, 2014;

Messinger et al., 2001). The reader would feel part of the situation and project himself in a similar

future one, reducing Shearman’s “liminal space” between the viewer and the picture (Percy et al.,

2012).

Overall, the choice of a picture with a credible character, similar to the audience in the future and

in a concrete situation, will facilitate acceptance of the message and strengthen the effectiveness

of USF’s next print ads.

CONCLUSION

To sum up, different advertising strategies for American universities have been analysed. USF’s

weaknesses support that universities “blindly think of the false maxim that any publicity is good

publicity” (Bunzel, 2007), while the lack or misuse of creative elements in ads can damage a brand.

11

REFERENCES

1. Bunzel D. L., “Universities sell their brands”, Journal of Product and Brand Management, Vol.

16 Issue 2, 2007, pp.152-153

2. Drewnicky A., “Body Language – Common myths and how to use it effectively”, 2014

3. Jevons C., “Universities: a prime example of branding going wrong”, Journal of Product and

Brand Management, Vol.15 Issue 7, 2006, pp.466-467

4. Keller K.L., “Conceptualizing, measuring, and managing customer-based brand equity”,

Journal of Marketing, Vol.57, January 1993, pp.1-22

5. Loewenthal K., “Semantic Features and Communicability of Words of Different Classes”,

Psychonomic Science, Vol.17, 1969, pp.79-80

6. Messinger D.S., Fogel A., Dickinson K., “All smiles are positive, but some smiles are more

positive than others”, Developmental Psychology, Vol.37 Issue 5, 2001, pp-642-653

7. Myers G., “Words in Ads”, 1994, pp.30-45

8. Percy L., Rosenbaum-Elliott R., “Strategic Advertising Management”, 4th Edition, Oxford

University Press, 2012

9. Schiffman L., O’Cass A., Paladino A., Carlson J., “Consumer Behaviour”, 2013, p.302

10. Solomon M.R., Duke Cornell L., Nizan A., “Launch! Advertising and Promotion in Real Time”,

2009

11. Tulving E., Craik F.M., “The Oxford Handbook of Memory”, 2000, pp.98-103

12. Wearing A.J., “The Recall of Sentences of Varying Length”, Australian Journal of Psychology,

Vol.25 Issue 2, 1973, pp.155-161

SITOGRAPHY

1. Carton Donofrio and Partners’ Official Website (available at: www.cartondonofrio.com)

2. DeVito/Verdi’s Official Website (available at: www.devitoverdi.com)

3. Hub Strategy’s Official Website (available at: www.hubstrategy.com)

4. Morrison M., “Why Higher Education Needs Marketing More Than Ever”, Advertising Age,

October 2013 (available at: http://adage.com/article/cmo-strategy/higher-education-

marketing/244820/)

12

5. National Center for Education Statistics, Table 317.10, “Degree-granting postsecondary

institutions, by control and level of institution” (available at:

https://nces.ed.gov/programs/digest/d13/tables/dt13_317.10.asp)

6. Suffolk University’s Campaign Information (available at:

http://www.marketwatch.com/story/suffolk-university-comes-out-swinging-in-new-

marketing-campaign-2014-06-27)

7. Suffolk University’s Official Website (available at: www.suffolk.edu)

8. University of Maryland’s Official Website (available at: www.umd.edu)

9. University of San Francisco’s Official Website (available at: www.usfca.edu)

13

APPENDIX A

14

Relevant Information

Advertising Agency: Hub Strategy, San Francisco, USA

Creative Director/Designer: Peter Judd

Creative Director/Copywriter: DJ O’Neil

Designer: Paul Kagiwada

Flash Designer: Armand Tam

Copywriters: Hugh Gurin, Linda Birkenstock, Leona Frey, Jeff Feng

Director of Account Management: Annalyn Duke

Account Manager: Meghan Raab

Photography: Jason Rothman and stock

Producer: Michael Blair

Media Planners: Kelly Guyton, Chiaty Shrieve

15

APPENDIX B

Need ArousalIdentification of

Options

Evaluation of

Options

Decision on a

University

Application and

Enrollment

Education at the

University

Post-Education

Evaluation

Who and Roles Self, Family,

Friends, Academic

Advisor,

Professors as

initiators (and

influencers)

Self, Family,

Friends, Academic

Advisor, Professor,

University

Recruiters and

Promoters as

influencers

Self, Family as

deciders

University

Recruiters and

Promoters,

Academic Advisor

as influencers

Self, Family as

deciders

Self, Family,

Scholarship

Sponsors as

purchasers

Self as user Self as user

Where Home, School (UG),

University (G),

Friends'

Home, School (UG),

University (G),

Friends'

Home, School (UG),

University (UG, G)

Home, University Home, School (UG),

University

University Almost anywhere

When UG: around 1.5

years before

starting; G: around

1 year before

starting

UG, G: immediately

after need arousal

UG, G: over 6

months after need

arousal;

UG: within 6 weeks

of need arousal;

UG: after decision,

1 year before

starting; G: after

decision, 6 months

before starting

UG: 1 year after

enrollment; G: 6

months after

enrollment

UG: after

completing

education

How Students talk with

academic

advisors,

classmates,

professors, family

about the future;

they see ads from

Universities.

Students schedule

meetings with

academic

advisors,

professors, talk to

the family.

Students visit

Universities, talk

with recruiters,

ask for advice to

family, friends and

advisors. G:

evaluate their

experience in

current University.

Choice of the best

offer.

Applications are

sent and if

successful,

enrollment takes

place.

Students attend the

program of choice.

Students are able

to evaluate their

overall experience.

Decision Stages

16

APPENDIX C

17

Relevant Information

Advertising Agency: Carton Donofrio & Partners, Baltimore, USA

Creative Director: Michael Neiderer

Associate Creative Director/Art Director: Jon Leno

Copywriters: Brand Londy, Michael Neiderer, Joe Pistone, Jon Leon

Retoucher: Chris Bodie

Photographer: Steve Belkowitz

18

APPENDIX D

19

Relevant Information

Advertising Agency: De Vito/Verdi, New York, USA

“For most students, the goal upon graduating college is to make money. But for a select few, the

goal is to make waves. Thus the tremendous appeal of Suffolk University. Our commitment to

fighting social injustice and challenging the status quo in unparalleled. Two cases in point: Suffolk

Law students are active participants in court cases involving issues like housing discrimination and

civil rights. And a significant percentage forgo the private sector for rewarding careers in public

service. For more information, visit Suffolk.edu.”