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Program Management & Publishing: Promotion & Marketing: Home

Overview

Promotion & Marketing
Successfully PROMOTING OER and affordable content programs involves strategic MARKETING and outreach efforts. Consider segmenting your audience to receive different messages based on the differences between early adopters and late adopters. Branding should carve out a core language from the many "open" options and communicate the flexible and supported nature of working with academic support staff. Campaigns should show awareness of the small amount of time and attention instructors have, and lead with the outcome instead of the process of the program. 

Promotion & Marketing Topics

Diffusion of Innovation Theory warns that there are categorical differences between the groups making up your audience at the beginning of the innovation curve and those in the middle and the end. Messaging and logic that appeals to the innovators and early adopters will be demotivating to the practical mainstream in the early and late majorities. This suggests your best approach is to segment your audience for marketing purposes, and use different approaches for different segments.

Segmenting the Audience

Everett Rogers kicked off the field of study in sociology surrounding diffusion of innovations in his 1962 book, Diffusion of Innovations, and his ideas were added to in the 1991 by Geoffrey Moore in his book Crossing the Chasm. Rogers synthesized research from over 500 fields to generate his conclusion and theory, which proved to be widely applicable. For our purposes, it is important to note that there is a tremendous discrepancy between the demands of your early adopters and the needs of the early majority. Many of the tactics that initially lead to success in the early market, will work against you in the mainstream market.

 
For example, early adopters are opinion leaders who embrace new ideas. They are known in their community to be “influencers” who are aware of the need to change, but only use things that are “complete” to solve their problems. However, importantly they are willing to tolerate bugs. Meanwhile, the early majority are pragmatic, evidence-based, persuaded by success stories and metrics, and are not tolerant of bugs and don't want to wait for new features to be developed. 
 
So then if you are marketing your OER and affordability initiatives with a one-size-fits-all approach, you are probably not appealing to one of these groups, and it's possible you may not be appealing to either of them. Segmenting your audience starts with knowing the personalities at your institution and the social dynamics. During your pilot and early phases, you should strategically target the innovators and early adopters. Once your program is established, you should change direction and start making appeals to the more practical majority, using success stories and data collected with your innovators and early adopters. 

Branding is covered in detail elsewhere online, but there are some specific things to keep in mind when branding open education and affordability initiatives to instructors and other educational decision makers.

Branding Dos

  • Use consistent language: open educational resources, low cost courses, open pedagody, affordable content, open access, z-degrees, open practices, no cost courses, and so on. It is challenging, especially since open education and affordability initiatives aim to be so inclusive. Choose a core vocabulary and don't deviate from it so that your brand maintains coherence.
  • Position brand as innovative and inclusive: Position the initiative as a forward-thinking, inclusive effort that aligns with modern educational values. Highlight its role in democratizing education by providing free, adaptable, and high-quality resources accessible to all students.
  • Get stakeholder feedback in branding: Involve faculty, administrators, and other stakeholders in the branding process to ensure buy-in and alignment. This collaborative approach can help create a brand that resonates across different parts of the institution. It will prevent bad ideas that are in your blind spots.

Branding Don'ts

  • Operate in a vacuum: An insular brand (e.g., too library-centric or too focused on zero cost) works against the idea that open education and affordability initiatives are flexible, cross-functional collaborations which come in many shapes and sizes and which address institutional priorities.
  • Be generic or use specialized jargon: The educational sector does not have the most distinctive and precise vocabulary, which can lead to branding which is not easily understood. Many specialized domains use the same language as other specialized domains but the language has different meanings in each context. For example, if the following concepts in libraries are extended to the university as a whole, they would cause a lot of confusion: publishing/press, open access, assessment, research support services, retention, instructional support, engagement, accessible, community engagement, and so on. Differentiate your brand and avoid confusion outside your specialization. 
  • Focus solely on cost savings: Avoid positioning the brand only around cost savings, as this may diminish the perceived value of OER in terms of quality, adaptability, and pedagogical benefits. Highlight the comprehensive benefits beyond just affordability.
  • Ignore faculty autonomy and concerns: Avoid messaging that implies a one-size-fits-all approach or that overlooks faculty autonomy in choosing teaching materials. Acknowledge potential concerns and provide flexible options that respect faculty choice.

When promoting a program to instructors who are not yet adopters, it is tempting to enthusiastically elaborate a long list of benefits of your program, and welcome them into your world. When creating your campaign, remember that instructors are inundated with information, and you often only have a few words and an image to capture their attention. Instructors prefer to focus on their world, and see how what you have to offer fits into it.

Avoid the following

Burying the Lead

Imagine you are creating a news item or "coupon" which will be featured on your university portal's main page for a day or two before it gets bumped down. Your campaign will garner more interest if you use your 100 characters to communicate the outcome, not the process, of your initiative. For example, your headline could say "Partner with the library on our new Resource Lists program." or "Develop a low- or no-cost course." The latter headline, which focuses on the outcome from the instructor's perspective, will be more successful. 

Overloading with information

Providing too much information at once can overwhelm instructors. Keep the initial communication concise and focused on key benefits. Use clear and straightforward language, and offer additional details through follow-up materials or links.

Assuming prior knowledge

Assuming that instructors already understand the context or need for the program can lead to confusion or disinterest. Start with a brief introduction that explains the problem the program addresses and why it’s important, without assuming prior knowledge. For instance, in the example above, the reading list management program, branded Resource Lists, is used in the headline. How would they know what that means as they are quickly scanning through the page? 

Focusing solely on institutional benefits

Emphasizing only the benefits to the institution (e.g., cost savings) without considering the direct benefits to instructors can fail to resonate. Focus on how the program can directly impact instructors, such as enhancing their teaching, saving them time, or improving student outcomes.

Failing to address common concerns

Not addressing potential concerns or misconceptions (such as increased workload or questions about quality) can lead to resistance or skepticism. Anticipate common concerns and instead of acting like they don't exist, address them upfront, providing reassurance and support where needed.

Lacking of clear call to action

Sending information without a clear, actionable next step can lead to inaction or confusion about what to do next. Include a clear call to action, such as attending an informational session, signing up for a workshop, or exploring a demo.

Do the Following

Improving student learning and engagement

Emphasize how the program can provide high-quality, adaptable resources that align with learning objectives and foster active learning. Show how the program can help faculty improve student engagement and learning outcomes.

Easing integration and flexibility

Highlight how easily the program’s resources can be integrated into existing courses without requiring significant changes to the curriculum or added workload. Stress the flexibility of the resources, allowing instructors to adapt and modify materials to fit their teaching style and course requirements. 

Saving time and reducing workload

Communicate that the program offers ready-to-use resources and tools that can save instructors time in course preparation, grading, or managing course materials. Mention how the program can simplify administrative tasks, such as course design and content delivery, reducing the overall workload.

Supporting equity and accessibility

Stress the program’s focus on affordability and accessibility, which can help instructors ensure that all students have access to required learning materials from day one.

Enhancing professional development and recognition

Present the program as an opportunity for instructors to engage in professional development, explore innovative teaching practices, and gain recognition for their efforts to enhance teaching and learning. 

Delivering data-driven results and proven impact

Use evidence from case studies, testimonials, or data from similar programs to show the tangible benefits and positive impacts on student success, retention, and satisfaction. Providing data-driven results helps build trust and credibility, making it easier for instructors to see the program’s value.

Funding and incentive opportunities

Highlight any available grants, stipends, or other incentives for instructors who participate in the program or adopt the resources. Financial support or recognition can be a powerful motivator, especially when combined with clear guidance on how to apply or qualify for these benefits.