Online Conversation Benchmarks for Higher Education Dr. Liz Gross - - PowerPoint PPT Presentation

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Online Conversation Benchmarks for Higher Education Dr. Liz Gross - - PowerPoint PPT Presentation

Apr 11, 2023 207 likes •659 views

Online Conversation Benchmarks for Higher Education Dr. Liz Gross | @LizGross144 NAICU Annual Meeting February 5, 2019 54% A person like me is a credible spokesperson @EdelmanPR | www.edelman.com/trust-barometer Public perception

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Online Conversation Benchmarks for Higher Education

  • Dr. Liz Gross | @LizGross144
NAICU Annual Meeting February 5, 2019
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54%

“A person like me” is a credible spokesperson

@EdelmanPR | www.edelman.com/trust-barometer
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Rep eputa tati tions

  • ns are ma

e made de and d de destroyed ed over ernig ight, t, than anks s to:

  • The power of online and social media
  • An emboldened public who has seen Twitter bring

down corporate titans and foment social-political unrest around the world.

Public perception has become reality

Zach Olsen, Inside Higher Ed’s Call To Action Blog, August 30, 2017
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The internet is real life

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“Your president is on social even if they’re not

  • n social”
  • Walter M. Kimbrough

President, Dillard University

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strategic social listening

real life: transcribed, categorized, and analyzed to provide your institution with the insights it needs to support data-driven strategies

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How Social Listening Works

all conversations queries results

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  • 65 institutions
  • Representative of the 2,924 non-associate
degree-granting institutions (2015 Carnegie Classification) across program type, institution type, size by enrollment, geographic region
  • Collected & analyzed conversations
from August 2017 to July 2018
  • 13 million+
  • Custom Conversation Segmentation
  • Owned vs Earned
  • Athletics conversation
  • Prospective student mentions
  • Admitted student mentions
  • Alumni engagement
  • Alumni news mentions
We can describe the online conversation about higher education and benchmark individual institutions accordingly.
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How much public online conversation occurs about higher education institutions?

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Annual Mentions – excluding athletics

Excludes athletics-related conversation
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Annual Conversation by Institutional Control

Public ic Privat ate Non-Pr Prof
  • fit
Privat ate For-Pr Profit it Median 20,260 4,164 670 Range 2,061 - 959,320 21 - 8,967,233 51 - 5,655 Excludes athletics-related conversation
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Annual Conversation by Enrollment

Excludes athletics-related conversation Excl clusiv usivel ely Graduat ate Very Small Small Medium um Large Median 1,811 1,386 5,318 10,784 188,357 Range 100 – 5,003 21 – 13,631 670 – 61,818 5,655 – 66,169 14,190 – 8,967,233
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How many people or

  • rganizations contribute to the

conversation?

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Annual Contributors to Conversation (authors)

Excludes athletics-related conversation
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Unique Authors by Enrollment

Excludes athletics-related conversation Excl clusiv usivel ely Graduat ate Very Small Small Medium um Large Median 206 152 850 1,427 19,687 Range 24 - 548 10 - 518 84 – 9,478 566 – 8,313 1,262 – 1,087,445
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Where does the conversation happen?

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Where Does The Conversation Happen?

Excludes athletics-related conversation
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Why Monitor All Public Online Conversation

  • Knowing where people talk about your institution prepares you to

respond to opportunities, either on- or offline; don’t discount the value

  • f conversation from sites that have a small mention volume.
  • Understanding where conversation occurs is key to understanding how

the public views your institution.

– 90-9-1 rule for participation inequality for social media & online communities
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Who generates the online conversation?

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Owned

  • Created by campus accounts and websites
  • Shares of this content by others

Earned

  • Content about the campus
  • Social media accounts, journalists, blogs, forums
  • Conversations with campus social media accounts

Owned and Earned Conversation

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SLIDE 23 Excludes athletics-related conversation
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Components of Owned and Earned Conversation

Excludes athletics-related conversation
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Alignment of owned and earned conversation themes is a measure of institutional influence.

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Components of Owned and Earned Conversation

Excludes athletics-related conversation
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An audience that’s likely to retweet owned tweets appears just as likely to retweet audience-generated content about the institution, increasing institutional visibility.

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What does online conversation look like according to the higher education lifecycle?

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Prospective Student Conversation About Institutions is Scarce

  • Institutions heard from (or about) institutions a median of once.
– Range: 0-221 (outlier: 6,483)
  • 74% of institutions had less than 10 prospective student mentions.
Excludes athletics-related conversation

Admitted students are a different story

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Annual Conversation from Admitted Students

Excludes athletics-related conversation
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Admissions Conversation by Institutional Control

Public ic Privat ate Non-Pr Prof
  • fit
Privat ate For-Pr Profit it Median 15 27 1 Range 0 – 1,525 0 – 3,074 (outlier: 35,775) 0 - 82 Excludes athletics-related conversation
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Admissions Conversation by Enrollment

Excludes athletics-related conversation Excl clusiv usivel ely Graduat ate Very Small Small Medium um Large Median 3 2 32 68 2,577 Range 0 – 272 0 – 227 0 – 432 6 – 426 187 – 43,609
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Alumni May Be Quiet, But They’re Talked About

  • Alumni contributed to institutional conversation 0 – 26,500 times

(median = 12)

– Based mostly on self-identified alumni – Excluding outlier, range shrinks to 0 – 1,015
  • Most often mentioned on news sites
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Annual Conversation About Alumni

Includes athletics-related conversation
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What happens when we add athletics back into the conversation about higher education institutions?

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Athletics Affiliation of Our Sample

  • 36 of the 65 institutions in our sample had an athletics program
Affil iliati tion
  • n
Nu Number mber of Insti titu tuti tion
  • ns
NCAA Division 1 6 NCAA Division II 7 NCAA Division III 12 Other Organizations 11 Other organizations e.g., NAIA, USCAA
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Impact of Athletics Conversation

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Not Just High-Performing or Well-Known Programs

  • 22 institutions had higher-than-average percentage of athletics-related

conversation

– 73% play in NCAA Division III or other affiliated sports – All but two are classified as small or very small
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Athletics Impacts Admissions Conversations

  • Prospective students talk more larger institutions
  • Admitted students talk about athletics more regardless of institution

size

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Athletics Disproportionately Increases Admitted Students Conversation for non-NCAA Institutions

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Conclusion

  • Quality, engaging content influences how your audiences talks about you
  • nline. You can shape (and assess) your online presence so it’s

representative of your institution.

  • Every conversation about your institution may be an opportunity to learn

from or engage with your audience and increase ROI in the form of tuition revenue or fundraising.

  • Athletics conversation is increasingly impactful and levels the playing

field for online conversation for small institutions.

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Social listening is not a social media investment. Social listening is quickly becoming a required component for strategic intelligence in higher education.

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Read the handbook

  • Printed copy here today
  • Download now:

info.cam

  • .campuss

ussonar nar.com .com/nai naicu cu

Get the study

  • Printed copy here today
  • Digital copy available February 14:

info.

  • .cam

ampussonar

  • nar.com

.com/be /bench nchma marks ks

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Tuning In: Higher Ed Execs Online Get the study

  • Digital copy available in April:

info.c

  • .cam

ampuss pussonar

  • nar.com/

.com/highe ghered redexecs

  • See who’s included:

bit.ly/ .ly/Tunin ningIn gInPre rez bit.ly/ .ly/Tunin ningIn gInVP

We’re analyzing 6 months of online conversation from 194 executives to determine:
  • Conversation topics
  • Behavior of campus execs on Twitter
  • The relationship between executive
digital leadership presence and institutional conversation/reputation