CALIFORNIA BAPTIST UNIVERSITY
RIVERSIDE, CALIFORNIA
MARKETING AND
COMMUNICATION PLAN
SSpprriinngg 22000088
CBU Strategic Planning Document
The Marketing and Communication Plan
Challenges and Opportunities
The Marketing and Communication Plan is one of six CBU plans, which together
comprise the Comprehensive University Plan (CUP). The plan guides the evaluation and
implementation of goals and objectives within the Marketing and Communication
division, and its integration with key areas that impact enrollment revenue. The plan is
annually revised to reflect changes in the marketing and communication environment.
Situational Analysis
According to the Spring 2004 Comprehensive University Plan, CBU leadership set
enrollment goal increases at approximately 10 percent each year for each of the next five
years. However, CBU experienced a record 23 percent enrollment growth in 2004, and
has continued at an average 20 percent growth rate each subsequent year until the
present. The Marketing and Communication division continues to work closely with
Enrollment Services to help meet FTE and headcount goals by identifying market
demand, studying competitive program growth or decline, creating and fine-tuning
messaging to support enrollment promotion and recruiting efforts, and measuring
effectiveness of marketing initiatives.
CBU is well-positioned as a faith-based institution of higher learning among its
denominational relationships – various churches, Christian schools, the California and
other Baptist State Convention groups – and has strong referral relationships with local
community colleges. The continued population growth, along with CBU’s favorable,
long-standing reputation and dramatic facilities upgrades and expansion, continues to
provide healthy opportunities for increased enrollment within the “traditional” student
market, those typically defined in the 18 – 24 age group.
CBU likely will continue to benefit from this combination of positive ingredients for at
least the next several years. Data from the 2000 U.S. Census indicate, however, that the
number of traditional age college students will increase significantly through 2015 and
then decline. Similar population projections indicate a double-digit rise in the proportion
of minority students, especially Hispanics, who traditionally are less likely to attend
college and to obtain loans to fund education.
CBU’s ranks have continued to work towards fulfillment of the institution’s “8,080 by
2020” vision, which projects an additional 320 – 340 new students each of the next 13
years (Fall 2007 enrollment = 3,775).
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CBU Strategic Planning Document
The Marketing and Communication Plan
Challenges and Opportunities (continued)
CBU has grown, according to plan, by several hundred traditional students on campus
each year and the absorption of these students over the next six or seven years has already
required significant increases in residence facilities, classrooms, faculty and support staff.
The university built the 95,400 square-foot Yeager Center in 2003, has made numerous
upgrades to existing buildings, and recently received Board of Trustee approval to
undertake the most ambitious construction project to date—a 145,000 square foot multistory residential and parking complex.
CBU’s leaders have already begun to anticipate not only the need to accommodate the
near-term growth in traditional age students on-campus, but recognizes the pressures of
the uncertain market conditions and the increasing strain being put on its financial assets.
In addition to the impact of increased enrollment, CBU is also dealing with the effects of
regional and national economic conditions. While CBU does not suffer from dependence
on federal and state funding as many other colleges and universities do, endowment and
fundraising efforts may be hampered as individuals, grantmakers and foundations ride out
the economic downturn. The number of students who must depend on personal financing
to attend college has also risen, which poses a predicament for some during this “credit
crunch” where lenders are making credit difficult to obtain, or as parents of students who
are already overextended in debt are not able to take on more. In addition, the current
Federal legislative climate has put the Higher Education Reauthorization Act in flux, and
CBU administrators along with other independent colleges and universities will need to
attend to the details of proposed legislative changes that may have an impact on the
university and/or its constituents.
At the same time, State funding cuts for K-12 schools may compel many “pink-slipped”
teachers back to school to re-tool or obtain certification in new areas, a recent trend being
monitored by CBU’s Metcalf School of Education.
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CBU Strategic Planning Document
The Marketing and Communication Plan
Challenges and Opportunities(continued)
One possible solution to the financial and physical problems that CBU will continue to
face is to invest in online education, or distance learning. Online education courses
provide a viable alternative to building classrooms and facilities. The growth in distance
learning and Internet based education has already changed the face of traditional
education. The technology advances allow educators to eliminate space and physical
facilities requirements—or, as in the case of hybrid courses, at least reduce the space
needs—and also eliminate the class size limits.
The acceptance of online education as an option has varied within CBU as an institution.
Some faculty members have used web-enhanced instruction for years, a few have
developed wholly-online courses, and CBU will soon deliver its first degree online.
The College of Professional Studies was formed last year to take advantage of trends like
online education, and has seen increasing interest and enrollment in hybrid courses, in
particular, where adjunct faculty are teaching two or three classes on-ground and the rest
of an eight- or nine-week semester using online methods.
Indicative of the changing preferences of students, the College of Professional Studies
has, since January 2008, seen an influx of traditional students who are choosing the
hybrid courses for their own education plans. The weekend/online instruction schedule
provides a way to expedite their degrees and take advantage of the convenience of
flexible class instruction. These traditional, residential students are sitting in the same
classroom, and engaged in an online community, with the older, working adults who have
enrolled in the degree completion program.
Traditional residential college experiences still play an important role in the social growth
of the younger students. But tomorrow’s traditional student may take advantage of the
best of both worlds, combining the on-ground residential experiences with hybrid courses
that are compatible with their personal motivations and aspirations. As new crops of
traditional age students are recruited, the movement of these students to take online
courses does not diminish their interest in enrolling at CBU (or in living on-campus), it
only enhances the number and variety of offerings.
On the graduate school front, an interdisciplinary team of deans and other faculty and
administrators are investigating and implementing the university’s first doctoral degree
accreditation processes. Both proposed Ph.D. programs are intended to “push the
envelope” by being offered primarily online instruction with short residential
components.
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CBU Strategic Planning Document
The Marketing and Communication Plan
Challenges and Opportunities(continued)
In addition, the master’s degree in Disability Studies, offered through the Metcalf School
of Education, has also been designed for online delivery with the potential to become
CBU’s “first online degree” to start in Fall 2008. The processes and outcomes of both of
these initiatives should prove helpful in determining future commitments to managing the
university’s proposed growth at a time of adverse economic conditions and strained
resources.
Many indicators point that the time is right for the university to ramp up its efforts online
education.
Meanwhile, numerous studies have been done on the effectiveness of distance education.
Burnham and Wilkes (as long ago as 1991) provided a logical conclusion to the debate on
the effectiveness of distance education, by advancing the theory:
“Good distance teaching practices are fundamentally identical to good traditional
teaching practices, and those factors which influence good instruction may be
generally universal across different environments and populations.”
In any event, the demographics of the typical student body is changing. The change is
forcing universities to develop complete degree programs for online delivery. CBU, in
order to compete in the coming years, will also need to develop facilities and
environments that use the latest technologies to challenge and enhance student learning
and to attract new students.
Additional research is needed to determine the most appropriate courses to offer and the
demographics of the target audiences that benefit best from distance education formats.
By establishing distance learning courses and degrees, CBU can position itself to
overcome the barriers imposed by current economic and financial conditions, and
eliminate the future requirement to construct new or additional classrooms and support
services to accommodate the increased enrollment.
It appears that the current bubble in enrollment will start to decline shortly following the
completion of the next major construction process. The timing is right to establish
policies to manage course development, addressing issues such as class sizes, preparation
time, course development costs, copyright policies, decisions about ownership of course
material, courses selected, technology and services for technical and user support.
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CBU Strategic Planning Document
The Marketing and Communication Plan
Background
The Marketing and Communication division, established in 2002, develops and implements
integrated marketing, advertising and public relations initiatives designed to increase
enrollment, enhance the image of the university, and achieve greater name recognition and
reputation among the university’s various audiences.
The Marketing and Communication division oversees the university’s Marketing
Communications (Marcom), Public and Media Relations, Web site, and Conferences and
Events functions for the university.
In the past 18 months, the Marketing and Communication division has undertaken a number
of research initiatives to strengthen the brand platform, further define student satisfaction
issues, and improve operations and services:
student satisfaction (quantitative, online – current students, adult students)
brand perception (quantitative, telephone – prospective and non-enrolleds)
creative positioning (qualitative, focus groups – current students)
web redevelopment (quantitative, online – a variety of constituent groups)
brand development (quantitative and qualitative, online and focus groups –
a variety of key audiences across all markets, including adult students)
In the Fall of 2005, CBU’s enrollment exceeded the 3,000-student mark for the first time in
the history of the institution, and the student headcount has added triple-digit net student
increases each successive fall, for a total of 3,775 in Fall 2007. Enrollment met or exceeded
goals for all target markets.
Conventional marketing materials have been updated and Internet-based recruitment
initiatives are taking priority as compelling economic trends, and consumer communication
preferences, create additional impetus for CBU to relocate its marketing efforts to the Web.
The attractive Riverside campus continues to be a draw. In addition, aggressive regional
and national advertising to traditional-age college-bound students and parents saw CBU’s
standing increase to third among the GSAC schools for inquiries through the College Board
in 2007.
Last year, the university established the College of Professional Studies, decentralizing the
admissions and administrative responsibilities for the San Bernardino, Beaumont, Hesperia
and Chino sites.
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CBU Strategic Planning Document
The Marketing and Communication Plan
Background (continued)
Population in the Inland Empire is projected to continue to increase through the year 2010,
producing growth in the traditional college age segment as well as the numbers of adults
seeking to change or advance their careers by completing a bachelor’s or master’s degree.
State budget constraints and population growth projections for the Inland Empire combine
to present a distinct opportunity for California Baptist University to capture additional
market share and increase enrollment in all target populations.
The burgeoning population growth in the Inland Empire continues to provide opportunities
for new academic offerings that will require support in the area of marketing research. The
additions of the School of Nursing in 2005 and the School of Engineering in 2007 are
examples of responses to market demand and job occupation trends.
Key Decisions and Requests for Approval



That the continued development of a comprehensive marketing and
communication program be supported
That continued planning and funding for marketing and communication be
approved, including additional staff positions to carry out goals and objectives of
the Division and its various departments.
That the identification and implementation of new marketing and communication
initiatives be supported
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CBU Strategic Planning Document
The Marketing and Communication Plan
Strategic Communication Planning Process
The Marketing and Communication division offers a disciplined approach to integrated
marketing communications and strategic planning for each of its internal clients. The
following workflow chart depicts the process that division staff members incorporate into
planning sessions with CBU clients.
Strategic Communication Planning Process
Identify target audience/s
Conduct research, assess needs
Develop messages
Assess resources
Assign tasks and deadlines
Produce materials
Distribute/place materials
Measure results, evaluate
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CBU Strategic Planning Document
The Marketing and Communication Plan
Strategic Goals and Objectives
The Marketing and Communication division has identified several strategic goals
designed to help the university gain name recognition and increase “mindshare” in
establishing a clear brand identity. A brief description of these goals follows.
By establishing a stronger brand, the direct recruiting or sales efforts of Enrollment
Services personnel will be augmented, as will the program development efforts of each
academic school and department.
At the program-specific level, Marketing and Communication division staff continue to
evaluate and enhance the marketing materials and methods used to promote traditional
undergraduate, adult degree completion and graduate programs in consultation with
Enrollment Services, deans and other key stakeholders. In 2007, “M and C” worked to
support the launch of new schools and programs, such as those indicated below (shaded).
CBU Brand Identity
and Integrated Marketing
Communications programs
Undergraduate
Programs
Graduate
Programs
School of Behavioral Sciences
School of Behavioral Sciences
- MS in Counseling Psychology
- MS in Church-Based Counseling
- MA in Forensic Psychology
School of Education
School of Business
School of Education
School of Christian Ministries
- Teacher Credentials
- MS in Education
- MA in Education
School of Music
School of Business
School of Nursing
- Weekend MBA, Alumni MBA
School of Music
College of Arts & Science
DEPTS.
Communication and Visual Arts
Modern Languages and Literature
History, Political Science and Criminal Justice
Natural and Mathematical Sciences
Kinesiology
School of Engineering
-Master of Music in conducting
College of Arts & Science
- Master of Public Administration
- MS in Athletic Training
School of Nursing
- MS in Nursing
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The Marketing and Communication Plan
Strategic Goals and Objectives (continued)
The Marketing and Communication division’s goals have remained consistent for several
years, with additional goals related to the inclusion of Conferences and Events as a new
departments within the M and C division last year. This year, the Global Initiatives
department returns to management within the Student Services and Enrollment
Management group, while Conferences and Events remains as a department with direct
reporting responsibility to the vice president for Marketing and Communication. The M
and C goals—and key objectives for 2008—include:
Goal
Primary 2008 Objectives
#1
Strengthen marketing services and
branding to support enrollment and
academic programs aimed at achieving the
“8080 by 2020” vision
Complete brand development platform process,
launch new image campaign including new
Web site; Continue testing and evaluating new
methods such as email campaigns to select
(opt-in) affinity groups; Keep Web 2.0 content
fresh and updated
#2
Develop communication strategies designed
to enhance the reputation of California
Baptist University as a premiere
comprehensive Christian university
Seek proactive public relations opportunities
timed to the development of new programs,
faculty achievements, student highlights and
other news designed to reach target audiences;
Develop high-profile trend and feature story
ideas in target publications; Manage “Lancer
Diary” process for student-created Web
content; Develop faculty “subject matter
experts” system and training to expand CBU’s
visibility in various media; Add “Annual
Report” to publications, for “four magazines
per year”; Keep Web site’s “online newsroom”
content and homepage “news” (and events)
fresh and regularly updated; Keep Web 2.0
content fresh and updated
#3
Establish university-wide integrated
marketing services and consistency for
“brand management”
Establish benchmarks against which CBU can
measure the progress of its brand positioning
efforts and further inform brand positioning
and development in the next year to 18 months.
Strategic Goals and Objectives (continued)
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The Marketing and Communication Plan
#4
Support development of “non-traditional”
programs and locations, including off-site,
online and/or “hybrid” programs
Provide research, marketing communication
and web development services to further define
and distinguish the undergraduate, degree
completion and graduate program offerings as
developed by respective Schools or Colleges.
#5
The instructional support services for academic
Assist with quality assurance issues designed affairs staff are provided by the M and C staff
webmaster, who was assigned in 2007 to work
to support academic services and enhance
in the Informational Technology Services
the overall instructional program.
department and has reporting responsibility to
both M and C and ITS.
#6
Promote the extension of the University
brand to guests and ancillary markets
through facility rentals.
Contribute direct revenue to the university as
well as help generate awareness for the brand
through outreach and sponsored event
activities.
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The Marketing and Communication Plan
Part 1
Market Review – Trends affecting Higher Education, Demographic and Economic
Influences, and Competitive Pressures
Trends define the context within which organizations function. Therefore, it is important
to identify critical trends—particularly those that are emerging—forecast their future
direction, derive their implications for effective planning, and construct plans to take
advantage of the opportunities they offer or help mitigate consequences that may
negatively impact private, four-year college education. In the same manner, demographic
shifts and competitive pressures serve as a catalyst for change and adaptation for
universities like CBU whose leaders aim to move “opportunistically” towards its future.
Distance Education
One of the trends that has gained the most traction in recent years is online education, or
distance learning. While there is great opportunity provided by this trend, there are also
great challenges, market-by-market in attracting, contacting and converting the students.
High-speed Internet makes distance learning or “online” delivery acceptable
Computers and internet serve as catalyst for learning: Students of all ages today in
the U.S. live and work in the information age. Life outside the school doors provides
opportunities for students to interact with their environment through television,
simulation games, home computers and videos. Likewise, the school environment has
begun to morph in response to students who report they prefer some use of
technology in their course delivery—many traditional courses now offer some aspect
of their course online (web-facilitated), portions of the course content is delivered
online (“hybrid”), or some courses delivered entirely online (“100% online”).
The widespread availability of high-speed internet, and in many cases, wireless
access to the internet, makes students more receptive to the use of the Internet to
support their classroom experience. In the “100 percent online” education context,
geographic considerations are virtually non-existent for prospective students. In some
cases, students may never meet the instructor face-to-face except perhaps via
webcam.
CBU, like many four-year, private, non-profit institutions, built its business model on
attracting the traditional, residential student for mostly face-to-face classroom
instruction. Like its peers, CBU has begun to offer some courses online, with most
decisions being made to first “convert” existing campus degrees. The Metcalf School
of Education has offered educational technology courses online, for example.
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The Marketing and Communication Plan
Market Review(continued)
In some areas, such as CBU’s College of Professional Studies, which promotes
courses to the adult worker, new courses have been delivered based on knowledge of
current demand and on lack of competition. Most of these courses are being delivered
in the “hybrid” model—blended programs, in which part of the course content is
delivered online and part is delivered face-to-face.
Online Marketing
As the internet becomes an increasingly popular and credible place to research and enroll
in education programs, marketers of leading educational institutions are seeking ways to
market their offerings online—the second most notable trend that CBU has identified and
is acting upon.
Internet marketing techniques yield cost-effective leads
Internet marketing allows for a highly targeted approach in promoting both online and
campus-based programs, especially when compared to traditional direct mail campaigns
and college fair enrollment/recruitment events. Enrollment programs that use online
marketing channels are also easily measurable in terms of success since education
marketers pay only for the qualified leads they acquire.
Online lead generation is one innovative approach for using online channels to drive
enrollment. In this approach, potential students actually request to be marketed to—
saving educational institutions time and effort by ensuring their enrollment recruiters and
counselors are focusing only on those students who are most likely to enroll in their
courses or degree programs.
CBU’s Marketing and Communication division actively uses each of these channels in its
marketing mix, and continues to test cost-effectiveness in “cost-per-lead” metrics, while
continuing to work with Enrollment Services personnel to further track actual
conversions or enrollments that can sourced back to online marketing initiatives.
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The Marketing and Communication Plan
Market Review(continued)
CBU’s marketing and enrollment team may look at enhancing CRM or “customer
relationship management” technologies to target prospects based on segments and
previous interactions.
CBU’s marketing and enrollment
teams may begin to manage their
campaigns using CRM software
designed for use by higher education
institutions such as Intelliworks’
Orion, which provides a web-based
interface where campaigns can be
viewed at a glance. Such software
allows marketing to target prospects
based on segments and previous
interactions, build a content-rich email
with CBU branding and manage online
and offline campaign results, including
email, direct mail, radio and more.
Online marketing channels that CBU uses or plans to use:
Banner advertisements
Email (lists, opt-out)
Directory listings (collegeview.com, gradview.com, for example)
Paid search engine marketing (Google AdWords, for example)
Online lead generation
Search engine optimization
Some industry pundits call this “the participation age” as Web 2.0 functionality on Web
sites makes it possible for marketers to have two-way interactions with their customers
and prospective customers. Interactive web capabilities have become the norm, not the
exception, practically overnight. In addition, as the web industry has evolved, the builders
of Web sites have learned more about how to optimize the user experience in all
aspects—design, navigation, content, usability, and interactivity.
Market Review(continued)
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The Marketing and Communication Plan
Web site 2.0 enhances user experience
In the “ancient days” of 2005, the percentage of regular use of the Internet reported by
age groups was:
Use Internet Regularly
84% of people 18 – 29
80% of people 30 – 49
67% of people 50 -64
In the fall of 2006, Mediamark Research issued a report noting the increase in certain
activities online from the previous year (across all age groups) as both technology and
broadband access continued to improve and increase:
Online activities in 2006
Used email
News/current events
Personal purchase
Paid bills online
Used instant messenger
Watched online video
Visited online blogs
70.7%
40.2%
34.2%
30.7%
26.8%
11.4%
6.7%
+1.6%
-4.6%
+5.7%
n/a
+20.6%
+123.7%
+163.9%
All of these trends have impacted higher education institutional Web sites. CBU’s M and
C team has undertaken an aggressive overhaul of its own public Web sites to incorporate
the greater demands of users and the technology available to meet these demands.
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Market Review (continued)
CBU’s new public institutional Web site, with its primary focus on future customers,
will debut soon having met the following goals:







Strong, consistent brand image
Obvious, consistent navigation
Stories, not just facts
Cross-linking throughout the site
Frequent updates (and RSS feeds) that promote reasons to return
Improved SEO link structure
Improved analytics capabilities
Some of the Web 2.0 functionality that CBU’s soon-to-be launched Web site proposes to
use include:
RSS (Really Simple Syndication) feeds– allow visitors to subscribe to receive
content updates, breaking news, other current information
Flickr Groups – for user-submitted photos with administrative controls so that M
and C can selectively pull photos from Flickr to the CBU site and provide them
by interest area such as “music,” “athletics” “photo of the week”
Blogs – marketers are coming to the realization they are “no longer in control of
the conversation” and other voices have joined in (and will continue to do so, with
or without “your participation”). Some higher education consultants say “let
‘them’ tell the story-it’s more authentic,” and many suggest hiring “directors of
electronic recruiting” whose skill sets include not only the sales process but “good
storytelling ability.”
In addition, the use of new media, social media and timeshifting technologies cannot be
ignored in higher education marketing. CBU has started to take advantage of some of the
tools. Email has emerged as the channel of choice for getting the word out about
educational programs and driving people to the Web site. Social media sites such as
YouTube, MySpace, Facebook and others are capturing networks of like-minded students
and prospective students and can be linked to CBU’s Web site. Timeshifting” is the
process of recording and storing data for later viewing, listening, or reading and tools like
podcasting, RSS feeds and other such “syndication” techniques allow consumers to stay
connected and informed at their own convenience.
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Market Review(continued)
New media, social media and timeshifting tools that CBU uses
Email campaigns – provide for personalization, frequency, links to Web site for
action/data capture
GodTube – is for Christian Web site visitors and provides ability to post videos, and
allows users to share the video and connect to like-minded users and/or members of
the CBU community
YouTube – a secular Web site, similar to GodTube, that provides users with the
ability to post videos, and allows users to share video and connect to like-minded
users
Podcast – incorporated into Web site for Chapel recordings, Athletic events and
Journalism news report
RSS (Really Simple Syndication) - incorporated into Web site for news release and
news story updates
Example of GodTube.com posting of video shot of Rick Warren at CBU – CBU posted
the video which allows viewers to watch the video as well as share it electronically
with other computer users.
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Market Review(continued)
Some other technologies and tools that may become relevant for CBU in the not-toodistant future include:
Instant Messaging
Online Events (such as recruiting Information Sessions)
Advertisements (banners) on GodTube.com
Mobile advertising
Building online social communities
Blogs
Pod/vodcasts
Example of “online” marketing: CBU’s marcom and web strategies include keeping the
University high on Google search engine lists, especially for the keyword terms “baptist
university”. At this writing, CBU landed first on the list, ahead of HBU, DBU, OBU and
Atlantic Baptist University.
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Market Review(continued)
Intellectual property
Another significant trend for marketing are the legal issues of privacy rights and
copyrights in online text, graphics and photography.
In fact, any publisher at CBU, whether marketing personnel, faculty, or other staff
members must be aware of and adhere to legal requirements regarding “intellectual
property” on the internet. CBU’s faculty members, for example, have already begun
grappling with these issues as courses have been converted for online instruction, and
original content is readily available to worldwide audiences through the Internet.
Instructors are also required to negotiate copyright clearances with other authors or
researchers for the use of their original material. CBU’s technology committee, which
has been meeting ad hoc in the past, is proposed to become a standing committee to
address these issues and others related to the understanding and development of
policies and agreements needed to do business online.
Internally, the university has further refined its policies to address the growing culture
of research and creation of intellectual property. CBU’s Board of Trustees approved a
policy change in 2007 that assigns the faculty or staff member the right to share 50%
of net profits that may be gained through the university’s commercialization of an
invention created by a faculty or staff member while employed at CBU.
Increase in “white collar” occupations and higher incomes
Areas surrounding CBU’s main campus in Riverside continue to grow due to the
influx of immigrants, the growth of “better-paying” jobs in the Inland Empire, and
families taking advantage of the “more affordable” housing. Cities such as Temecula,
Palm Desert, Chino, Eastvale and north Rancho Cucamonga are booming, with
demographic significance to CBU. These communities are gaining in the adult
market age groups (ages 25 – 54) as well as in levels of educational attainment levels,
and household incomes.
The statewide median income is $53,025, and CBU will be monitoring its prospective
sites for development based on locating in areas where median incomes approach,
meet or exceed this level.
The following chart outlines some of these demographics:
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Market Review (continued)
U.S. Census (2000)
Adult Market (25 –
54)
Educational
Attainment
Household Income
Median (2003):
44.8%
High School: 21.9%
Some College: 34.8%
Associate’s: 8.4%
Bachelor’s: 17.9%
High School: 19.6%
Some College: 30.5%
Associate’s: 7.4
Bachelor’s: 20.1:
Median (1999):
High School: 26.0%
Some Collage: 24.5%
Associate’s: 24.5%
Bachelor’s: 9.8%
Median (1999):
Temecula
Palm Desert
35.4%
Chino* (city, not Chino
Hills)
Eastvale
(unincorporated)
47.3%
$68,051
$48,316
$55,401
Median $72123 (2004**)
Not available
Rancho Cucamonga
47.6%
Not available
**Derrigo Demographic
Studies
High School: 21.6%
Some College: 30.9%
Associate’s: 10.2%
Bachelor’s: 16.0%
Median (1999):
$60,931
* Note: CBU opened classes in downtown Chino in 2007, for a $1 per year lease, a site
that is convenient to the higher-income areas of Chino and Eastvale, in San Bernardino
County. Eastvale is less than a one-mile drive from the heart of downtown Chino, where
the CBU Chino site is located. The area is very densely populated, with dual income,
professional workers and families changing the once-rural landscape. A brief review of
retailers who have located in the Eastvale Gateway shopping center, for example, is
further evidence of the “upscaling” trend: Home Depot, Vons, Target, Best buy, Kohl’s,
Edwards Theatres, Staples, Sport Chalet, Borders, TJ Maxx, On the Border Restaurant,
and an adjacent 805,000 sq. foot Community Center.
MARKETING AND COMMUNICATION PLAN PAGE 19
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
A map showing the circle of developing cities around main campus follows:
CHINO
Opened
2007
MARKETING AND COMMUNICATION PLAN PAGE 20
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
Revenues reflect population trends
California Baptist University’s enrollment populations reflect regional population trends.
The enrollment statistics for Fall 2004 through Fall 2007 reflect the percentages of
revenues (tuition only) for each market segment, including tuition discounting. “Trad”
revenue has increased as a percent of the total tuition revenues, from Fall 2004 to Fall
2007, from ___ percent to __percent. Over the same time period, the revenue from ADC
has decreased from __ percent to ___ percent and GRAD has dropped slightly from ___
percent to ___ percent.
Updated figures per Calvin Sparkman, spring 2008, using net tuition (less tuition
discounting):
Revenue comparisons (TUITION ONLY)
Year Traditional
Undergraduate
% of
Total
Adult Degree
Completion*
% of
Total
Graduate
% of
Total
2004
$7,296,249
58.5
$3,081,963
24.7
$2,088,748
16.8
2005
$8,712,573
62.7
$2,934,430
21.1
$2,255,925
16.2
2006
$11,273,790
67.3
$2,921,319
17.4
$2,572,528
15.3
2007
* includes
November
starts
MARKETING AND COMMUNICATION PLAN PAGE 21
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
Enrollment
The Fall 2007 semester saw a total of 3,775 students enrolled at CBU, up from 3,409 the
previous fall semester. Factors contributing to the continued 20-plus percent annual
growth included the enhancement of campus facilities, the expansion of the School of
Nursing now in its second year of operation and the addition of new programs such as the
School of Engineering, which welcomed its first baccalaureate program students in Fall
2007.
The traditional undergraduate enrollment numbers reached an all-time high of 61 percent.
The School of Nursing added 238 students to the Fall 2007 rosters, and the School of
Engineering enrolled 55 in its inaugural class. Degree completion program enrollment
held steady this year after a three-year decline, finishing at 18 percent of total enrollment
this year. The graduate school enrollment, with two new programs added in Forensic
Psychology and Athletic Training, achieved a net increase in headcount over last year
while decreasing two (2) points as a percent of total student enrollment. The Master of
Science in Nursing is interviewing candidates this spring, for classes to start May 2008
and adding another potential 20 graduate students to the roster.
Enrollment comparisons (HEADCOUNT ONLY):
Year Total # of
Students
Traditional
Undergraduate
% of
Total
Adult Degree
Completion*
% of
Total
Graduate % of
Total
2004
2,905
1,443
50
795
27
667
23
2005
3,105
1,649
53
766
25
690
22
2006
3,409
1,950
57
673
20
786
23
2007
3,775
2,302
61
672
18
801
21
MARKETING AND COMMUNICATION PLAN PAGE 22
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
Funnel
In building Fall enrollment each year, the Marketing and Communication and Enrollment
Services teams use an integrated approach to generate qualified leads. The ES advisors
and extended enrollment management team members (financial aid, registrar, advising,
student accounts, site directors) collaboratively ensure that each prospective student is
counseled and aided through the application and enrollment process. The “funnel” is
measured in terms of those who convert (from inquiries to applicants), and the final
“yield” or percentage of students who are enrolled after their applications have been
accepted.
Inquiredto-applied
%
(conversion
Accepted
Enrolled
Acceptancetoenrollment
%
19,451
1,453
7.5
1,045
626
59
1,207
1,123
387
444
32
40
283
346
220
219
78
63
19,721
1,544
7.8
1,082
694
64
1,148
26,642
359
1,930
31
7.24
251
1,320
216
832
86
63
1,073
419
39
221
197
89
1,250
525
42
335
275
82
24,021
2,028
8.4
1427
872
61
943
334
35
196
175
89
1,078
538
50
323
275
85
Inquired
Year Student Population
2004
Applied
Funnel performance (NEW AND READMITTED STUDENTS) 2004 – 2007*:
*this chart reflects the use of the 9/18/07 admissions funnel Five-Year summary report
for TRAD, 9/20/07 report for GRAD and 11/5/07 report for DCP/CoPS
Traditional
2004 ADC (all sites, Beaumont not open yet)
2004
GRAD (includes: Education,
Counseling Psych, Bus.Administration,
English, Kinesiology, Music)
2005
Traditional
(added new School of Music building)
2005
ADC (New site: Beaumont)
2006
Traditional
(add School of Nursing)
2006 ADC (same as 2005, plus add RNBSN))
2006 GRAD (includes MPA, School Psych
and School Counseling cohorts, BTSA)
2007
Traditional
(add School of Engineering)
2007
DCP (addition of Interdisciplinary
Studies degree at off-sites, moved
Psych from off-sites to DCP Riverside)
2007
GRAD (includes same degrees as
2006, plus MAs in Athletic Training
and Forensic Psychology)
ratio)
Market Review (continued)
MARKETING AND COMMUNICATION PLAN PAGE 23
SPRING 2008
(yield ratio)
CBU Strategic Planning Document
The Marketing and Communication Plan
The following charts break down the same information for each student enrollment
market, for each section on the funnel
INQUIRY NUMBERS
2004
TRAD
19,451
DCP
1,207
GRAD
1,123
2005
19,721
1,148
1,207
2004 - 2007
2006
2007
26,642 24,021
1,073
943
1,250
1,078
“CONVERSION” RATIOS
2004
TRAD
7.5%
DCP
32%
GRAD
40%
2005
7.8%
31%
41%
2004 - 2007
2006
2007
7.24% 8.4%
39%
35%
42%
50%
2005
64%
86%
66%
2004 - 2007
2006
2007
63%
61%
89%
89%
82%
85%
“YIELD” RATIOS
TRAD
DCP
GRAD
2004
59%
78%
63%
Inquired
Applied
Enrolled
Several items to note:
The TRAD yield (from accepted to enrolled) took a slight dip this year, and
shows a two-year decline.
While DCP inquiries continue to decline, the number of applications and
enrollments continues to remain steady. The decrease in inquiries could be
attributed in part to better qualification of leads at the entry point of the funnel
(targeted marketing efforts), and at the same time, enrollment staff continue to
do a good job of converting the leads.
GRAD inquiries remain consistent (within the 1,000 – 1,200 inquiry range for
four years), but the number of applications rose significantly this year—half
of all inquiries applied, and another 85 percent of those who applied actually
enrolled.
MARKETING AND COMMUNICATION PLAN PAGE 24
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
Brand Development History and Current Strategies
Currently, CBU’s marketing to the prospective adult student includes images and
messages geared towards attracting individuals who are interested in completing an
undergraduate degree by attending classes in the evening, or who want to complete a
graduate degree on an accelerated schedule. This working adult segment, dubbed the
“degree completion program” (DCP) and “graduate” market, is typically defined by
marketers and researchers as those in 25 – 34 age range. These students typically return
to school as part-time students, and are often faced with many competing demands for the
time and attention (full-time jobs, families, sometimes single-parenthood). DCP students,
in particular, may also have anxiety related to past poor scholastic performance or other
concerns related to “going back to school” or being able to afford college.
In 2002, the Marketing and Communication division, led by Vice President Dr. Mark A.
Wyatt, undertook a brand management initiative that addressed both the adult and
traditional markets and achieved the following:
Initiated the development and refinement of brand differentiators
Designed contemporary and relevant graphics and messages
Created brand management focus, systems
Integrated branding across all advertising, packaging, imagery, media
Developed and maintain Corporate Identity Guidelines
In addition, the university’s Marketing and Communication division consolidated and
now centrally manages many of the marketing activities previously conducted by various
administrative and academic units within the university.
This brand management initiative has strengthened the university’s positioning, and is
also considered a contributing factor to increased enrollments in all markets despite
growing competition.
The challenge at present is to further refine the branding effort to clearly
differentiate CBU in each of the markets it serves.
Further, the Marketing and Communication division must begin to differentiate its
messages based on the “profile” of the adult degree completion student and the “profile”
of the graduate student—while there are similarities in their respective situations, the
members represented by each student population “group” can be quite different in their
approach to education, support needs, advising requirements and financial desires. M
and C may seek to devise a conjoint analysis study to further define product attributes
according to consumer behavior and buying preferences.
MARKETING AND COMMUNICATION PLAN PAGE 25
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
The Marketing and Communication division launched a brand platform research project
in February 2007 which included stakeholder groups like students, parents, donors and
employees. The online survey collected data from 1,599 respondents (18.4 percent of the
total emailed), and included 639 who agreed to be contacted for further research.
While the statistical reliability of online surveys and comparable data regarding response
rates is difficult to obtain due to the ever-evolving nature of the medium, a recently
published white paper provided by questionpro.com suggests the following comparisons
for researchers.
Survey Medium
Paper
Phone
Online / Email
Cost per
Response
$20 – $30
$20 - $35
$1 - $5
Data
Quality/Integrity
Medium
High
Medium
Key metrics that were explored using the online survey included:
Self-perceived familiarity with CBU’s mission
Decision drivers/attribute importance
Perceptions and image associations
Relative quality perceptions
Future behavior predictors (likelihood to donate in future; likelihood to
graduate; likelihood to remain employed)
Willingness to recommend
A brief synopsis of results shows that:
A reported 82 percent of students and 83 percent of employees believe CBU
prepares students for a “purposeful life” (percent rating 4 or 5 on a 5-point
scale)
The characteristics most strongly associated with CBU are “faith-based
education,” “meaningful service opportunities,” and “global perspective.”
Employees are less likely to think CBU offers “state of the art facilities and
technology” and a “strong reputation for academic excellence.”
CBU was rated highest on the following adjectives:
Christian
Welcoming
Mission Driven
Optimistic
Compassionate
Committed to excellence
MARKETING AND COMMUNICATION PLAN PAGE 26
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
The purpose of this initial study was to provide an overview and references that can be
used to measure brand knowledge and attributes, and begin to establish qualitatively the
brand equity and brand value associated with CBU through its various constituent groups.
In addition, the brand development process has included provisions for qualitative
discussions (focus groups) with key groups, as well as formation of new marketing
messaging, a roll-out campaign to include the new image and associations, and various
components of the marketing mix including a phase-one delivery of a “new” Web site
which is scheduled for an April 2008 debut.
CBU’s marketing and communication team continues to hone the brand proposition and
narrow its aim on its “target audiences,” delivering both broad and narrow activities.
At the same time, strategies call for blending the best of traditional media channels with
more cost effective new media avenues. In an age of media proliferation, CBU’s
marketers quickly discovered that old and new media work best in conjunction with one
another. Far from replacing traditional marketing avenues, digital channels represent an
opportunity to make previously existing media even more effective than they already
were.
As more and more consumers “consume” their media online, CBU continues to evolve its
media mix to include an expanding array of online marketing tactics.
CBU’s marketing communication team is dedicated to making the best use of its
marketing and advertising dollars, and allocating them where they will have the most
impact.
The diagram on the following page portrays how the university’s institutional branding
helps support its niche marketing, or targeted marketing, initiatives.
MARKETING AND COMMUNICATION PLAN PAGE 27
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
Narrow:
“Targeted” activity
Broad:
“Institutional Branding”
Radio
Mall ads
Billboards
In-theater ads
Magazine ads
Directories/programs
Community college ads
and kiosk posters
Weblinks
Creates awareness or
recognition of the brand,
and drives action or reach to
intended target audience/s
Website development and
improvement
Program-specific websites
and microsites
Search marketing (SEO/Pay-per-click)
Video advertising
Events (traditional on-ground)
Direct marketing/list management
Email marketing/permission list
management
Social Web site marketing and ads
(one-to-many)
(one-to-one)
Example of institutional
advertising: Posters displayed
within newspaper kiosks on
various “feeder” campuses at
Inland Empire community
colleges and universities reinforce
the CBU brand and encourage a
direct response that can be tracked
through the use of unique toll-free
telephone numbers and distinct
URL addresses within the CBU
Web site. These messages are part
of a multi-media campaign.
MARKETING AND COMMUNICATION PLAN PAGE 28
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Part 2
Key Markets
CBU’s M and C division has developed an integrated approach to marketing (branding,
advertising and public relations) and recruiting (“sales” and relationship marketing),
helping to break down the silos that are common in higher education institutions. Such
cooperation is particularly effective in the development and launch of new degree
programs. The following chart illustrates the various roles as M and C team members
work collaboratively with Enrollment Services personnel to drive the enrollment
management processes.
PROCESS INTEGRATION
Marketing Communications
Enrollment Services
Conduct research
Develop relationships
Acquire leads
Conduct meetings
Create tools
Host events
Distribute/publish
sessions”
Provide “information
Track/measure
relationships
Follow-up/cultivate
Report/improve
CBU offers products and services designed to serve several markets and audiences:
Traditional undergraduate students, or “Trad”
Degree Completion, or “DCP”
Graduate students, or “Grad”
International students
Public and media relations
Conferences and events guests
MARKETING AND COMMUNICATION PLAN PAGE 29
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
2.1
Traditional undergraduate students
Profile, marketing strategies and communication preferences
The undergraduate category can be divided into two segments: 1) High School
Graduates, and 2) Transfer Students. The undergraduate category is commonly referred
to as “Traditional” or “TRAD”. The historic female-to-male TRAD ratio at CBU is 2:1.
Transfer students tend to be slightly older (20 to 24 years old) than their high school
counterparts (18 years old). Given their previous college experiences, transfer students
also tend to be better informed and more discriminating when evaluating institutions.
TRAD students, particularly Christians who typically constitute a majority of CBU’s
student population, will evaluate colleges/universities based on three (3) criteria:
Academic quality
Spiritual quality
Social opportunity
The CBU marketing and enrollment teams have a well-established funnel for generating
qualified leads through such methods as high school visits, attendance at the National
Christian College Fairs, campus visit events such as 24@CBU, e-mail marketing through
GoalQuest, purchased lists, Campus Life and other targeted magazine advertising, , and
the CBU Web site. A current key strategy is improving CBU’s Web site to facilitate the
student and parent exploration of CBU’s offerings, financial aid options and other pivotal
information pieces used in selecting a college.
MARKETING AND COMMUNICATION PLAN PAGE 30
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
CBU’s current TRAD lead generation activities are targeted at members of “Generation
Y”, the term used to specify the cohort of individuals born from 1977 to 1996.
“Generation Y” members spend as much time on their cell phones as on the Web for
personal reasons these days. Much of this time is spent sending and receiving text and
picture messages, with more than half also using social networking sites like Facebook
and MySpace, according to a January 2008 report from Forrester Research. Instant
messaging, or “IM,” is also a “fav” way for the younger set to communicate.
Of course, to communicate this way, one must subscribe to AIM, Yahoo, Gmail or
another free email service popular with the young crowd, and also be able to locate one’s
“friends” by knowing their personal email addresses. These two particular items make
one-on-one communication easy for peer-to-peer communication, but not so easy for
marketer-to-customer communication at present. While “Gen Y” preferences continue to
go this way, marketers will need to find ways to meet them there. The CBU marketing
communication team continues to explore the viability of reaching the traditional student
or transfer student prospects via such methods, as well as through the sharing of content
that will find its way through viral networks established by the students themselves.
MARKETING AND COMMUNICATION PLAN PAGE 31
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
2.2
Degree completion students
Profile, marketing strategies and communication preferences
The student demographics for degree completion students include a wide spectrum of
ages—from 20-year olds whose schedule will not allow them to attend day classes to 50year olds who want to complete degrees started, but not completed, years earlier. In
addition, the degree completion profile includes students who typically work, have
families, or are motivated to take classes in an accelerated format or at a flexible pace
that works for their individual lifestyles and needs.
In the spring of 2006, CBU’s M and C team profiled the university’s own degree
completion students, with a 99 percent response rate (paper-based survey) and learned the
following information.
“Mostly female, an equal number married and single, usually under 40, mostly
caucasian or hispanic”
Most (73%) are under the age of 40
Most (72%) are female
About half are Caucasian, with the next closest (24% ) being Hispanic; 13% are
African-American
There is a slightly higher number of married than single (54% married, as a percent
of the total)
Almost half are seeking their degree to “improve career opportunities”, an additional
one-fourth are seeking to improve their incomes (they were asked to select one
answer)
Most (68%) commute to CBU from home
“Upwardly mobile”
As reported anecdotally in the past, a high percentage of respondents indicated that
“improving career opportunities” was the main reason for seeking the degree – 50 percent
ranked this as their highest concern. The reason that students ranked as second most
important: 25 percent reported the desire to improve their income, specifically.
An upwardly mobile group, these folks also reported a variety of ambitions following the
completion of their degree:
1 in 5 – plan to change jobs
1 in 3 – plan to start teaching
2 in 5 - intend to continue toward an advanced degree
MARKETING AND COMMUNICATION PLAN PAGE 32
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
The same study also provided information that supported marketing strategies, that could
be (or have been) acted upon:
Develop advertising and publicity themes and methods to attract the subsegment of “Hispanic females”
Reinforce the Christian and values-based ethic in advertising and
publicity
Place advertisements in job-search online services
Publish the availability of information sessions on a regular basis, and
increase spending and reach/frequency to publicize the sessions
Find ways to present graduate program options to Degree Completion
Program students while they are currently enrolled in CBU courses and
before they graduate
As in other student markets, adult students prefer web and email communication. Radio
continues to play a prominent role in the media spend for this market as well. CBU’s
M and C team undertook both direct mail and email campaigns in 2007 and early 2008
that were designed to penetrate the adult student market in key geographic areas such as
Riverside, Corona, and Moreno Valley.
Email marketing example:
This information session email
invitation was sent to more
than 1,000 adult market email
recipients, and received a 16%
“open” rate. Targeted online
campaigns can give accurate
marketing performance
metrics, and give valuable
feedback for future marketing
efforts. CBU’s M and C
division continues to improve
and expand its email marketing
databases and systems.
Market Review (continued)
MARKETING AND COMMUNICATION PLAN PAGE 33
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
In addition, the Degree Completion Program funnel includes transfer students from
community colleges, and CBU’s enrollment management strategies include outreach
efforts at each of the “feeder” schools in the region including Riverside Community
College, Chaffey College, Mt. San Jacinto, San Bernardino Valley Community College
and Crafton Hills. Tactics include personal marketing meetings with transfer student
advisors at the community colleges, and print advertisements in student newspapers, such
as the one below.
The community college transfer student is a
prime candidate for undergraduate study at
CBU. The M and C division continues to place
display ads in local community college
newspapers, such as this ad in The Breeze, the
student newspaper of Chaffey College in
Rancho Cucamonga.
MARKETING AND COMMUNICATION PLAN PAGE 34
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Market Review (continued)
Similar to the graduate student market, the learning patterns and preferences of Degree
Completion Program adult students have changed in the past couple of years. Commonly
preferred is, of course, online or hybrid course delivery, according to higher education
research organizations such as EduVentures and Aslanian Group.
Some CBU faculty have initiated the conversion of individual courses to an online
format, allowing working adult students to fulfill some of their degree requirements in
this convenient format. Still other members of the CBU academic community continue to
expand the number and variety of online offerings, and have begun developing strategies
to attract a greater percentage of geographically distant students through the development
of full degree programs online.
In addition, the College of Professional Studies began offering concentration courses in
the “hybrid” format, combining weekend on-ground meetings with online meetings in the
eight (8) week format in Spring 2008. The first two term’s enrollment records show that
the format has attracted both part-time adult students and full-time campus students. The
College of Professional Studies has asked M and C to further research variations on the
theme, surveying existing students regarding alternate course delivery methods or
options.
2.3
Graduate students
Profile, marketing strategies and communication preferences
More than 2.5 million Americans are taking graduate courses today. The National Center
for Education Statistics (NCES) conservatively predicts a more than 20 percent increase
in this number by 2014. This is particularly noteworthy when the NCES is projecting
only slightly more than a 15 percent increase in the number of undergraduate student
enrollments during the same time period.
The majority of graduate students are over 30 years of age. The same national statistics
profile one-third of all graduate students as already having completed a master’s degree
or more. Graduate students are working while they attend school; the large majority are
employed, mostly full-time.
According to statistics cited by the NCES, graduate students tend to be more affluent,
with the majority coming from households whose total income is $50,000 a year or more.
Almost half have household incomes of more than $80,000. The same sources indicate
that graduate adult students are looking for advanced credentials needed for career
advancement or career change.
Market Review (continued)
MARKETING AND COMMUNICATION PLAN PAGE 35
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
CBU may benefit from the review of its current program offerings to see how they
fit these profiles and local market demand, as well as determine which programs
may sell well online.
The overwhelming majority of graduate adult students who pursue degrees are studying
for master’s degrees, and pursuing them in career-related fields. Education is the most
popular field of graduate study, followed closely by business, and trailed only slightly by
health professions, according to statistics provided by the Aslanian Group.
In addition, the learning patterns and preferences of graduate adult students have changed
dramatically in the past couple of years. Like their younger counterparts, they are seeking
flexibility and convenience in their already time-constrained lives. This shift—and the
availability of technology worldwide—has also dramatically expanded the potential for
traditional, regional-based universities like CBU to reach national and global markets.
CBU may also enefit from scheduling and delivering courses in ways that allow
graduate adult students to optimize their limited time, and to learn in the method
that best suits their personal lifestyles and preferences.
Other trend data cited by the Aslanian Group indicate that a university’s Web site is the
most preferred way for a graduate adult student to get information about the school or its
programs. Direct mail to the home is the second highest rated media preference for this
market. CBU continues to move its marketing and recruiting activity to embrace the
proper media mix and tools available to meet the adult graduate student “where he or she
lives.”
Further differentiation may be warranted between marketing appeals made to
prospective degree completion adult students and prospective graduate degree
students.
MARKETING AND COMMUNICATION PLAN PAGE 36
SPRING 2008
2.4
CBU Strategic Planning Document
The Marketing and Communication Plan
International Students
Recruiting for international students is achieved through personal selling methods,
contracting with foreign agents who serve as professional recruiters in their native
countries and contracting with domestic agents who recruit abroad through their
networks, contacts and marketing activity.
Exchange programs/partner universities
California Baptist University administrators met last July with members of the Yantai
University staff to clarify details regarding a faculty and student exchange program
between Yantai University and CBU. Dr. Crabtree visited Yantai University at Yantai,
Shandong, China in September 2006. In January 2007 President Ron Ellis of CBU and
President Guo Mingrui of Yantai University signed a partnership agreement.
Other partnership agreements include:
CHINA
Hunan Univ. (1996)
Shaanxi Educ. Assn. for Int’l Exchanges (1996)
Xi’an Foreign Language Univ. (1996)
Hong Kong Baptist University (1999)
YUST (2004)
Yantai National Univ. (2004)
Xi’an Int’l Studies Univ. (2005)
Yantai University (2007)
KOREA
Handong Global University (2005)
Korea Baptist Theological University and Seminary (2005)
RUSSIA
RWANDA (see next page)
Study abroad opportunities
CBU students also regularly participate in study abroad programs for one or more semesters in
cooperation with numerous universities throughout the world. The program in northern China
offers CBU students an opportunity to study at Yanbian University of Science and Technology.
(YUST), which is located in Yanji City, a growing metropolitan area of 350,000 people that
enjoys close cultural and economic ties with South Korea.
MARKETING AND COMMUNICATION PLAN PAGE 37
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
International Students (continued)
Rwanda partnership
In October 2007 President Ronald L. Ellis personally carried the global outreach vision of
California Baptist University to the East-Central African nation of Rwanda. Ellis,
accompanied by Dr. Mark A. Wyatt, CBU vice president for marketing and
communication, met with government ministers and other national leaders to explore and
define CBU’s role in the nation building program underway by the government of
Rwanda President Paul Kagame.
Meeting at Kagame’s office in the Rwanda capital, the presidents agreed on a plan that
will send top students from Rwanda to study science and related fields at CBU beginning
in fall 2008.
CBU also has sent teachers to the National University of Rwanda, and is developing
various relationships within the country’s leadership cadres, including connections at the
Kigale Health Institute, Kigale Institute of Science and Technology and Kigale Institute
of Education.
Flanked by officials from the city of Kigali and Rwanda’s national government,
Dr. Ronald L. Ellis, CBU president, reviews master plan documents for the Rwandan
capital during a fall 2007 visit.
International Students (continued)
MARKETING AND COMMUNICATION PLAN PAGE 38
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
International student enrollment at CBU and similar universities
Among faith-based institutions who are members of either the Coalition for Christian
Colleges and Universities (CCCU) or the International Association of Baptist Colleges
and Universities (IABCU), using the 2004 – 05 enrollment counts from IPEDs as a basis,
CBU’s international student enrollment as a percent of total student enrollment falls
towards the middle of a range of schools who report one percent. [Note: CBU shows 36
out of 3,571 students; this 3,571 is not accurate by CBU Institutional Research records,
and M and C staff was not able to determine the source of the inaccuracy.]
UnitID
176479
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110361
175421
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203775
221892
123651
Institution
William Carey College - MS
LeTourneau University
Samford University
Southwest Baptist University MO
Belmont University
Point Loma Nazarene
University
Southern Wesleyan
University
California Baptist
University
Belhaven College
Whitworth College
Malone College
Trevecca Nazarene
University
Vanguard University of
Southern California
Unduplicated 12month headcount total: Academic year
2004-05
4991
4981
4977
4600
Nonresident alien
students as a percent
of all students: Fall
2005
1
1
1
1
4591
4331
1
1
3685
1
3571
1
3462
1
3045
2950
2850
1
1
1
2749
1
46
46
43
37
36
35
30
30
29
MARKETING AND COMMUNICATION PLAN PAGE 39
SPRING 2008
calculated
# of
students
50
50
50
27
2.5
CBU Strategic Planning Document
The Marketing and Communication Plan
Public and Media Relations
Even as the M and C Division has increased and expanded its delivery and service
capabilities, the Division’s staffing has remained constant and the budget has been
reduced from 2006. In order to increase the use of cost-effective methods for building
CBU’s brand name recognition and image, staff began this year to institute public and
media relations with strategic intent, in addition to providing publicity tactics related to
promotional campaigns.
During the past year, the team has strategically identified and approached specific
audiences with well-crafted messages and timed submissions or insertions, as well as
enlisting other writers or “subject matter experts” (including students, administrators and
faculty writers), to help build additional visibility, credibility and goodwill for the
university while augmenting tactical enrollment marketing and recruiting initiatives.
These efforts have had an immeasurable “ripple” affect, in terms of their ability to create
positive word-of-mouth and awareness, and reinforcing the brand.
M and C staff wrote this article for
Campus Life, a sister publication of
Christianity Today magazine.
CBU contributing writers
include non-marketing staff
and faculty, as indicated by
this NextStep article penned
by Ron Fox of Admissions,
and this Press-Enterprise OpEd newpaper article by Dr.
Chris McHorney of the
College of Arts and
Sciences.
MARKETING AND COMMUNICATION PLAN PAGE 40
SPRING 2008
Dr. Kenya Davis-Hayes
and Dr. Daniel Skubik
wrote opinion pieces for
the Press-Enterprise
newspaper Op-Ed pages.
CBU Strategic Planning Document
The Marketing and Communication Plan
2.6
Conferences and Events
The Campus Services department at California Baptist University was renamed
“Conferences and Events” in August, 2007. The name change more accurately reflects
the unit’s role as it serves the CBU campus community today and prepares for the future.
Conferences and Events provides facility use services to campus clients as well as facility
rental to external clients for banquets, theater events, conferences and summer camps.
The growth of the campus and the Inland Empire region has resulted in increased demand
for space rental, foodservice and event support along with the ongoing need to update
systems, improve services and efficiently respond to client requests.
The office of Conferences and Events is included in the Marketing and Communication
division and has undertaken a number of initiatives as it improves its professional
operations as an arm of CBU’s marketing and reputation in the local community:
market-based rate increases
increased number of events
the addition of a proposed foodservice surcharge
increased summer camps sales
Conferences and Events is also undertaking the development of a marketing and business
plan, helping project revenues and additional marketing opportunities for each of the
university’s guest audiences. The department will primarily be extending its reach within the
following markets:
Camps and Conferences
Housing
Classroom use
One-day seminars
Banquets/Meetings
Local high schools (Riverside, Corona, Norco, Redlands)
Government agencies, churches, school districts
Target Markets
Meeting Planners (ACCED, Christian Meeting Planners)
Camp organizations (e.g., Lifeway)
Churches/Denominational groups (e.g., Zona)
Chamber members (local businesses)
MARKETING AND COMMUNICATION PLAN PAGE 41
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Part 3 Competitive Overview – Public, Private, Faith-based Institutions of Higher
Learning
Competitive Overview
1.0
Public Institutions
1.1 Community colleges
CBU works collaboratively with most community colleges in our immediate area.
Transfer centers at Riverside Community College, San Bernardino Community
College District, San Bernardino Valley Community College, San Jacinto,
Chaffey and others have articulation agreements with CBU or regularly meet with
CBU enrollment counselors to help qualify students for enrollment at CBU.
1.2 State universities
State universities such as the University of California at Riverside and California
State University at San Bernardino and Fullerton compete with CBU for
traditional undergraduate students, and to a lesser degree, for degree completion
and graduate students. State universities typically have larger class sizes, limits on
number of students admitted, and campuses that are large and difficult to
navigate. The student who desires a more personal, quality experience is less
likely to be attracted to these offerings. In addition, the secular slant of state
schools puts them in a decidedly different category for those students who seek a
faith-based or values-based experience.
MARKETING AND COMMUNICATION PLAN PAGE 42
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Competitive Overview (continued)
2.0
Private Colleges and Universities
2.1 GSAC institutions
Established in 1986 by like-minded institutions, the Golden State Athletic
Conference (GSAC) members are Christian colleges. They are purposely aligned
to be similar in enrollment, academics, athletics and student life. GSAC schools
include:
Azusa Pacific University
Biola University
California Baptist University
Christian Heritage College
Concordia University
Fresno Pacific University
Hope International University
Point Loma Nazarene University
The Master's College
Vanguard University
Westmont College
Azusa, California
La Mirada, California
Riverside, California
El Cajon, California
Irvine, California
Fresno, California
Fullerton, California
San Diego, California
Santa Clarita, California
Costa Mesa, California
Santa Barbara, California
MARKETING AND COMMUNICATION PLAN PAGE 43
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Competitive Overview (continued)
2.2 CCCU institutions
About 900 of the 1,600 private, non-profit colleges and universities in the U.S.
describe themselves as “religiously affiliated.” Only 105 are intentionally Christcentered institutions are members in the Council for Christian Colleges &
Universities (CCCU).
Council for Christian Colleges & Universities member schools that occasionally
compete with, or are in the sphere of CBU in southern or central California,
include:









Azusa Pacific University
Azusa, CA
Biola University
La Mirada, CA
California Baptist Univ.
Riverside, CA
Fresno Pacific University
Fresno, CA
Hope International Univ.
Fullerton, CA
The Master’s College & Sem. Santa Clarita, CA
Point Loma Nazarene
San Diego, CA
Vanguard Univ. of SoCal
Costa Mesa, CA
Westmont College
Santa Barbara, CA
Of these, Azusa Pacific University (APU) and Point Loma Nazarene University
have been expanding the most aggressively, and have satellite locations within
CBU’s operating region. APU’s inland locations are in Victorville and San
Bernardino at present and APU has moved into Beaumont as well, the site of
CBU’s fourth off-site location. In 2005, Biola tested a cohort site housed at the
San Bernardino Hilton on Hospitality Lane, just down the street from CBU’s
newly expanded site in that city. Point Loma Nazarene University opened a site
for teacher training credentials and masters programs in teaching, leadership and
special education in Corona. Traditional students often cross-list Biola University
as a competitor with CBU for their Christian education as well. CBU’s key
educational statistics are compared with APU, Biola and Point Loma Nazarene on
the following pages.
2.3 Private, non-profit and Private, for-profit
In the Inland Empire region, the University of Redlands, University of LaVerne,
LaSierra University and Chapman University College compete peripherally with
CBU for adult students for some programs. CBU may also compete with the
private, for-profit institutions like University of Phoenix and National University,
but to a lesser degree.
MARKETING AND COMMUNICATION PLAN PAGE 44
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Integrated Postsecondary
Education Statistics (IPEDS)
ENROLLMENT 2005 - 06 and
FALL 2006
Unduplicated
12-month
headcount total:
Academic
Institution
year 2005-06
California Baptist
University
3819
Azusa Pacific
University
11210
Biola University
6371
Point Loma
Nazarene
University
4557
Unduplicated
headcount undergraduates:
Academic year
2005-06
Undergraduate
enrollment:
Fall 2006
Graduate
enrollment:
Fall 2006
Firstprofessional
enrollment:
Fall 2006
2812
2623
786
0
5400
4140
4722
3922
3220
1455
186
368
2461
2383
1149
0
American
Indian or
Alaska Native
undergraduate
students as a
percent of all
undergraduate
students: Fall
2006
Race/ethnicity
unknown
undergraduate
students as a
percent of all
undergraduate
students: Fall
2006
Nonresident
alien
undergraduate
students as a
percent of all
undergraduate
students: Fall
2006
Women
undergraduate
students as a
percent of all
undergraduate
students: Fall
2006
ETHNICITY UNDERGRADUATE FALL
2006
Institution
California Baptist
University
Azusa Pacific
University
Biola University
White nonHispanic
undergraduate
students as a
percent of all
undergraduate
students: Fall
2006
Black nonHispanic
undergraduate
students as a
percent of all
undergraduate
students: Fall
2006
Hispanic
undergraduate
students as a
percent of all
undergraduate
students: Fall
2006
Asian or
Pacific
Islander
undergraduate
students as a
percent of all
undergraduate
students: Fall
2006
58
8
17
2
1
10
3
64
68
68
4
4
13
11
7
9
0
1
6
3
2
3
63
60
MARKETING AND COMMUNICATION PLAN PAGE 45
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Point Loma
Nazarene
University
79
2
11
5
1
1
1
61
American
Indian or
Alaska Native
graduate
students as a
percent of all
graduate
students: Fall
2006
Race/ethnicity
unknown
graduate
students as a
percent of all
graduate
students: Fall
2006
Nonresident
alien graduate
students as a
percent of all
graduate
students: Fall
2006
Women
graduate
students as a
percent of all
graduate
students: Fall
2006
ETHNICITY - GRADUATE
FALL 2006
Institution
California Baptist
University
Azusa Pacific
University
Biola University
Point Loma
Nazarene
University
White nonHispanic
graduate
students as a
percent of all
graduate
students: Fall
2006
Black nonHispanic
graduate
students as a
percent of all
graduate
students: Fall
2006
Hispanic
graduate
students as a
percent of all
graduate
students: Fall
2006
Asian or
Pacific
Islander
graduate
students as a
percent of all
graduate
students: Fall
2006
59
11
18
4
3
4
2
76
57
57
5
5
20
4
7
15
1
0
5
6
5
12
68
44
63
4
23
7
1
2
0
69
Number of
Firstprofessional
degrees
awarded:
academic
year 2005-06
Number of
Doctor's
degrees
awarded:
academic year
2005-06
Number of
Master's
degrees
awarded:
academic year
2005-06
Number of
Bachelor's
degrees
awarded:
academic
year 2005-05
Number of
Associate's
degrees
awarded:
academic
year 2005-06
0
0
140
564
0
DEGREES
GRANTED
2005-06
Institution
California Baptist
University
MARKETING AND COMMUNICATION PLAN PAGE 46
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Azusa Pacific
University
Biola University
Point Loma
Nazarene
University
42
43
38
33
1179
279
1160
778
0
0
0
0
260
520
0
Tuition and
fees as a
percent of
total core
revenues:
Fiscal year
2006
Government
grants and
contracts as a
percent of total
core revenues:
Fiscal year
2006
Private gifts
grants and
contracts as a
percent of
total core
revenues
(FASB):
Fiscal year
2006
Investment
return
revenues as a
percent of
total core
revenues
(FASB):
Fiscal year
2006
Other core
revenues as a
percent of
total core
revenues:
Fiscal year
2006
80
0
14
2
4
84
72
2
1
6
7
5
5
4
15
76
0
5
5
14
TUITION AND OTHER
REVENUES - FY2006
Institution
California Baptist
University
Azusa Pacific
University
Biola University
Point Loma
Nazarene
University
MARKETING AND COMMUNICATION PLAN PAGE 47
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Competitive Overview (continued)
A map of the Inland Empire region, with nearby schools—some of which are CBU’s competitors—
follows:
MARKETING AND COMMUNICATION PLAN PAGE 48
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Competitive Overview, continued
3.0
U.S.News & World Report Rankings of Competing Schools
California Baptist University was recognized for the second year in a row as a top-ranked master’s
degree granting university in the West by U.S.News & World Report. According to the 2008 college
rankings, CBU ranked 48th in the 2008 report, up from the 51st spot in 2007, in acknowledgment of the
University’s continuing growth and achievements.
U.S.News & World Report
America’s Best Colleges 2005-2008 Rankings
School
University of Redlands
Private, no religious
affiliation
Chapman University
Private, Disciples of Christ
2005
Rank
2006
Rank
2007
Rank
5
7
9
6
3,206 /
3,295/
3,093
12
11
11
12
3,443 /
3,733/
3,864
Azusa Pacific University
Private, Christian
nondenominational
20
22
15
Point Loma Nazarene
University
Private, Nazarene
26
24
22
Biola University-Christian
California Baptist
University
Private, California
Southern Baptist
Convention
2008
Rank
now
“national
univ.-3rd
tier”
23
Undergr. Undergr.
2004/
2007
2005/
2006
51
47
4,086
4,373 /
4,441/
4,602
4,722
2,375 /
2,361/
2,360
2,383
nat’l - 4th tier nat’l-3rd tier
unranked
2,826
3,924
1,753/
2,243/
2,415
2,623
The 2008 rankings for these schools, with all USN&WR data including tuition and room and board,
appear on the following two pages.
MARKETING AND COMMUNICATION PLAN PAGE 49
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Azusa Pacific
University(CA)
Biola
University(CA)
California
Baptist
University
Chapman
University(CA)
Point Loma
Nazarene
University(CA)
University of
Redlands(CA)
Private
Private
Private
Private
Private
Private
Founded
1899
1908
1950
1861
1902
1907
Religious
Affiliation
Christian
interdenominational
Christian
interdenominational
California
Southern
Baptist
Convention
Disciples of
Christ
Nazarene
N/A
4,722
3,924
2,623
4,086
2,383
2,826
Azusa, CA
La Mirada, CA
Riverside, CA
Orange, CA
San Diego,
CA
Redlands, CA
Student-tofaculty ratio
11/1
17/1
19/1
15/1
15/1
10/1
Full-time faculty
300
201
120
279
145
205
Classes with
under 20
students
59%
47%
53%
37%
50%
72%
Classes with
50+ students
2%
5%
6%
1%
2%
0%
Graduation
rate*
57%
66%
54%6
63%6
60%6
64%
Private tuition
and fees
$24,430
$24,998
N/A
$31,472
$23,730
$30,626
Room/Board
$7,518
$7,770
N/A
$11,880
$7,760
$9,782
Students
receiving:
Need-based
grants
N/A
N/A
N/A
57%
60%
67%
Need-based
self-help aid
N/A
N/A
N/A
49%
54%
63%
Percent of need
that was met
N/A
N/A
N/A
100%
71%
91%
Azusa Pacific
University(CA)
Biola
University(CA)
California Baptist
University
Chapman
University(CA)
Point Loma
Nazarene
University of
Redlands(CA)
Azusa Pacific
University(CA)
School
Public/Private
Total
Undergraduates
Location
City/State
Academics
Cost
Financial Aid**
MARKETING AND COMMUNICATION PLAN PAGE 50
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
University(CA)
Average
financial aid
package
N/A
N/A
N/A
$22,894
$16,100
$25,693
Average needbased grant
N/A
N/A
N/A
$19,400
$11,110
$18,296
Average needbased loan
N/A
N/A
N/A
$4,480
$5,416
$5,640
selective
more selective
selective
more selective
more selective
more selective
Acceptance
rate
74%
80%
69%
53%
65%
65%
Number of
applicants
3,106
2,287
1,325
4,269
1,942
3,480
Average high
school GPA
3.6
3.5
3.5
3.7
3.7
3.6
SAT/ACT
(25/75
percentile)****
980-1200
990-1240
910-11103
1098-13263
1020-1240
1080-1260
Freshman
retention rate
82%
85%
85%
86%
84%
85%
Alumni giving
rate
3%7
8%
5%
18%
15%
20%
Diversity***
yes
yes
yes
yes
yes
yes
Fraternity
members
0%
N/A
0%
26%
N/A
5%
Sorority
members
0%
N/A
0%
30%
N/A
7%
Students living
off campus
54%
29%
43%
58%
32%
33%
Admissions
Selectivity
Student Body
***A school is considered diverse if the minority population is greater than 17 percent.
MARKETING AND COMMUNICATION PLAN PAGE 51
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Part 4
Product Overview
CBU’s undergraduate degree offerings for 2007 – 08 include the following:
Bachelor of Arts
Behavioral Science
Business Administration
Christian Behavioral Science
Christian Studies
Bible and Theology
Biblical Languages
Christian Ministry
Focus on the Family
Global Studies
Theology/Church History
Theology/Philosophy
Youth Ministry
Communication Studies
English
Creative Writing
Graphic Design & Digital Media
History
Intercultural Studies
Liberal Studies
Astronomy
English
Environmental Science
European History
Human Development: Diversity
Human Development: Early
Childhood
Human Development: LifeSpan
Kinesiology
Mathematics
Music
Political Science
Science in Society
Spanish
Philosophy
Political Science
Public Administration
Psychology
Sociology
Spanish
Theater
Visual Arts
Bachelor of Applied Theology
Bachelor of Music
Digital Arts
Instrumental Performance
Keyboard Accompanying
Music Education
Piano Performance
Theory and Composition
Vocal Performance
MARKETING AND COMMUNICATION PLAN PAGE 52
SPRING 2008
Bachelor of Science
Accounting
Biology
Business Administration
Business Technology
Management
Marketing
Criminal Justice
Engineering
Civil
Electrical
Mechanical
General (Business, Pre-Law,
Missions Applications)
Health Science
General Studies
Gerontology
Health Management
Pre-Chiropractic
Pre-Dental
Pre-Medicine
Pre-Optometry
Pre-Pharmacy
Pre-Physical Therapy
Pre-Physician Assistance
Public Health
Kinesiology
Exercise Science
Physical Education
Mathematics
Nursing
CBU Strategic Planning Document
The Marketing and Communication Plan
Product Overview continued
CBU’s degree completion programs are offered at the main campus and at sites in San Bernardino, the
High Desert, Beaumont and Chino. Degree completion students have been attracted to CBU for its
reputation as an institution that offers a quality education, personalized attention through small class
sizes and its history as a faith-based university. Here is a snapshot of CBU’s program offerings, as
depicted in a brochure that was recently created for promotion to community college audiences:
MARKETING AND COMMUNICATION PLAN PAGE 53
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Part 5
Goals and Objectives
The Goals and Objectives for the Marketing and Communication division units,
and various recommendations for the coming year, include:
Goal #1
2008 Objectives
Strengthen marketing branding and
services to support enrollment and academic
programs aimed at achieving the “8080 by
2020” vision
Complete brand development platform
process, launch new image campaign
including new website; Continue testing and
evaluating new methods such as email
campaigns to select (opt-in) affinity groups;
Keep Web 2.0 content fresh and updated
Recommendations:
 Seek approval to launch new public CBU Web site.
 Seek approval for expansion of Content Management System “user” group (ability to publish
“live to Web”).
 Review results of brand positioning and tagline survey, seek appropriate approvals.
 Seek paid, full-time position to aid in web development, content creation and brand
management.
MARKETING AND COMMUNICATION PLAN PAGE 54
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Goals and Objectives (continued)
Goal #2
2008 Objectives
Develop communication strategies designed
to enhance the reputation of California
Baptist University as a premiere
comprehensive Christian University
Seek proactive public relations opportunities timed
to the development of new programs, faculty
achievements, student highlights and other news
designed to reach target audiences; Develop highprofile trend and feature story ideas in target
publications; Manage “Lancer Diary” process for
student-created Web content; Develop faculty
“subject matter experts” system and training to
expand CBU’s visibility in various media; Add
“Annual Report” to publications, for “four
magazines per year”; Keep Web site’s “online
newsroom” content and homepage “news” (and
events) fresh and regularly updated; Keep Web 2.0
content fresh and updated
Recommendations:
 Acquire media monitoring service; filter online news to provide RSS feed to CBU Web site
to keep content “refreshed”.
 Subscribe to “page-turning” technology that provides for interactive, online magazine
publishing and archives.
 Provide internal “style guide” and regular training to content providers or “users” of CBU’s
Content Management System (CMS).
 Seek paid, full-time position to aid in public relations story development, writing of content
for all media, and assistance with publicity and recruiting campaigns.
MARKETING AND COMMUNICATION PLAN PAGE 55
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Goals and Objectives (continued)
Goal #3
2008 Objectives
Establish University-wide integrated
marketing services and consistency for
“brand management”
Establish benchmarks against which CBU can
measure the progress of its brand positioning
efforts and further inform brand positioning
and development in the next year to 18 months.
Recommendations:
 Improve Web analytics processes and systems (currently researching Google web analytics)
 Improve integration between lead generation and enrollment management systems, sourcing
marketing lead activity through to enrollment statistics
 Subscribe to media monitoring service, incorporating public relations analytics into the
marketing strategy, planning and reporting processes.
Goal #4
2008 Objectives
Support development of “non-traditional”
programs and locations, including off-site,
online and/or “hybrid” programs
Provide research, marketing communication
and web development services to further define
and distinguish the undergraduate, degree
completion and graduate program offerings as
developed by respective Schools or Colleges.
Recommendations:
 Conduct research among the existing student base in the College of Professional Studies
(about 300), seeking feedback about current and proposed course delivery methods. Research
should address three primary areas impacted most by the introduction of hybrid courses:
curriculum design, instruction quality and delivery methods.
 Support marketing of online courses, and online degrees, integrating the strategies and tactics
for these into the marketing mix and working with outside vendors (LearningHouse) as
needed.
MARKETING AND COMMUNICATION PLAN PAGE 56
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Goals and Objectives (continued)
Goal #5
2008 Objectives
Assist with quality assurance issues designed The instructional support services for academic
affairs staff are provided by the M and C staff
to support academic services and enhance
webmaster, who was assigned in 2007 to work
the overall instructional program.
in the Informational Technology Services
department and has reporting responsibility to
both M and C and ITS.
Recommendations:
 Conduct training for clients on a regular basis. Provide system updates and changes, and
instruction as appropriate.
 Conduct regular customer satisfaction research for Jenzabar and Blackboard instructional
support services.
Goal #6
2008 Objectives
Promote the extension of the University
brand to guests and ancillary markets
through facility rentals.
Contribute direct revenue to the university as
well as help generate awareness for the brand
through outreach and sponsored event
activities.
Recommendations:
 Increase fees for facility rentals.
 Incorporate a catering surcharge on food services for all catered events.
 Increase summer camp and event sales.
 Produce a Feasibility Study for a large Conference and Event Center to keep pace with future
growth.
 Work with Information Technology Services and Registrar to implement web-based facility
reservation and event master calendar system.
 Create unified and CBU-branded sales and marketing materials.
MARKETING AND COMMUNICATION PLAN PAGE 57
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
Part 6
Key Strategies for FY 2008 - 2009
1. Provide research to support the development of online, undergraduate and graduatelevel courses and degree programs.
2. Further refine the branding effort to clearly differentiate CBU within each of the
markets its serves, and update metrics to reflect annual or every-two-years
“benchmark” data.
3. Continue to differentiate distinct messages between the adult degree completion
student and the graduate student, who have different profiles and needs.
4. Continue to improve cost-per-lead results and analysis, supporting the institution of
repeat and/or new tactics, and integrating current knowledge with well-established
feedback mechanisms.
5. Further explore use of non-traditional tools, and incorporate those into CBU’s
marketing mix that best serve the institution’s culture and enrollment goals.
6. Reinforce CBU brand and enrollment revenues through targeted marketing of
facilities rentals and events.
7. Complete Web 2.0 development of the public CBU Web site.
MARKETING AND COMMUNICATION PLAN PAGE 58
SPRING 2008
CBU Strategic Planning Document
The Marketing and Communication Plan
ANNEX MA
Date: 03/08
Title: Conferences and Events
2008-2009 Conferences and Events Goals
Events
Oversee the rental of campus facilities to off-campus clients, providing a full-service conference
facility and earning more than $450,000 in FY 08-09 revenues, and passing through another $900,000
in food service.
Camps and Conferences
Host the multi-night conferences for off-campus organizations from May through July bringing more
than 5,000 campers and conference attendees to CBU’s Riverside campus, and earning more than
$498,000 in revenue.
These figures represent a 37 percent increase over last year’s FY revenues for event rental income (for
classroom and banquet rentals as well as camps and conferences), and a 50 percent increase in
foodservice pass-through.
2008-2009 Conferences and Events Objectives
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Develop marketing and business plan for OCE.
Continue to upgrade furnishings and equipment for campus events and facility rentals.
Increase fees for facility rentals.
Incorporate a catering surcharge on to foodservices for all catered events.
Increase Summer camp and event sales.
Produce a Feasibility Study for a large Conference and Event Center to keep pace with future
growth.
Create unified marketing materials for all CBU Summer Athletic programs as well as all other
summer group programs to be developed.
Prepare for 08-09 option to charge campus clients for event services (budget projections,
education, accounting)
Work with Information Technology to implement web-based facility reservation.
Evaluate our facility reservation software in conjunction with Registrar and IT.
Develop a web based campus wide calendar of events for viewing of available space
Develop a complete marketing package for rental of all facilities on campus including
upgrade of web page for the office.
MARKETING AND COMMUNICATION PLAN PAGE 59
SPRING 2008