A L T O

Selling the dream

Messaging trends in tertiary education.

AUSTRALIA AND NEW ZEALAND 2018

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Contents.
INTRODUCTION 1 / I N V E S T I G AT I O N 7
Insights from reports and
surveys conducted by youth
organisations, charities and
professional services firms
to paint a broad picture of
the target audience.
About Alto . . . . . . . . . . . . . . . . . . . 3 Who Are the Audience? . . . . . . 8
Executive Summary . . . . . . . . . . 4 How Do They Feel
About the Future? . . . . . . . . . . . . 9
What Do They Want
From Life & Work? . . . . . . . . . . 10
What Do They Want From
Tertiary Education,
And How Do They Decide? . . 11
A LTO 2
2 / AUDIT 12 3 / A N A LY S I S 18 4 / OPINION 25
An audit of the messages, An analysis of the messages An exploration into the
organised into themes, ranked and the meaning behind them. challenges and opportunities—
from the most popular to This includes the emotional the reasons behind the trends,
the least, with comparison and psychological levers pulled and what the future may bring.
between the university and by brands to influence choice;
VET sectors, and ranked by and comparison to what
decision-based drivers. individuals say they want.
Audit Methodology . . . . . . . . . . 13 Jobs . . . . . . . . . . . . . . . . . . . . . . . . . 19 Challenges . . . . . . . . . . . . . . . . . 26
Analysing the Themes . . . . . . . 14 Inspiration . . . . . . . . . . . . . . . . . 20 Opportunities . . . . . . . . . . . . . . 28
Themes & Tertiary Future . . . . . . . . . . . . . . . . . . . . . . 21 Last Word . . . . . . . . . . . . . . . . . . 30
Education Combined . . . . . . . 15
Passion & Purpose . . . . . . . . . 22 References . . . . . . . . . . . . . . . . . . 31
University & VET . . . . . . . . . . . 16
Think Differently . . . . . . . . . . 23
Drivers . . . . . . . . . . . . . . . . . . . . . . 17
Features, None
& Adventure . . . . . . . . . . . . . . . 24
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Alto.
We created this report to better inform the work
we do with education and knowledge sector brands.
We hope it provides you with some useful insight.

WHO WE ARE W H AT W E D O WHY WE DO IT

Alto specialise in creative brand, We help organisations find the right
marketing and communication design message, and connect it to market—
for the education and knowledge sector. to boost awareness, build better
customer experiences and inspire
We connect people with knowledge, more action.
and knowledge with people.
From local start-ups to global
institutions, from traditional to
online, we work with brands who
strive to innovate, are driven to deliver
exceptional experiences and aren’t
afraid to stand out.
We believe ongoing learning plays
a powerful role in a person’s life of
work, their happiness, well-being
and contribution to the world.
Equally, we believe the education
and knowledge sector drives
economic growth, innovation
and social advancement.
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EXECUTIVE SUMMARY Tertiary education brands

are selling the dream.
Everyone knows the clichés around tertiary education The choice to pursue a tertiary education is one

brand and marketing campaigns—smiling, happy faces

of the single most important and expensive
decisions an individual will make in their lifetime.

of young adults complemented by an inspirational However unlike other consumer choices, tertiary
education is an intangible product. Further, unlike
message about the future. most consumables, there is no instant gratification.

You only have to talk to anyone in the education sector

Rather, the individual is buying a promise—a better
future or an idealised future state—the dream.

about the stereotypical campaign and you'll see a

Pathways to the dream.
knowing eye-roll. A tertiary education is in effect a pathway to
opportunity, and now more than ever there are
But is it fair or true? Are all tertiary education brands many pathways to achieving the dream.

sending the same message? And if so, why? If tertiary education providers (brands) are
selling the dream, how do prospective students

We thought we would investigate. (consumers?) choose which path to take?

What are the signs and messages that tertiary

education brands use to influence that choice?

What is it about?
‘Selling the dream: Messaging trends in tertiary
education’ investigates brand positioning statements
and campaign marketing messages of over 100 tertiary
education brands—universities and Vocational
Education and Training (VET) providers—across
Australia and New Zealand.
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Why did we do it? Who is the market,

In an increasingly competitive market under and what do they want?
threat from disruption, how are tertiary What are the dreams and desires of a
education brands differentiating themselves prospective student? What are the drivers INSIGHT
from their nearest known, or unknown, behind their decisions? How do the messages
competitors in the eyes of the consumer? projected by tertiary education brands match
up with the dream?
This report was created to uncover the trends
and explore the meaning and emotions behind Here's what we found. The case for differentiation.
the messages, in order to help guide future
• Three out of every five tertiary In 2011 professional services firm Ernst &
strategies for brand differentiation, and more
education consumers are from Young identified that reform and competition
successful student acquisition, engagement
‘Generation Z’—aged between 15 in the tertiary education sector meant that
and retention.
and 24—and generally speaking, the sector would increasingly operate like a
they are positive about their future. ‘consumer-driven’ market. They argued that
What is the message, a clearly differentiated brand position was the
and why does it matter? • They value success more highly in their key to surviving and thriving.
personal life than in their professional life;
The message connects the market to the dream. while in their professional life, satisfaction “In the past, there was little difference between
is more important than remuneration. many Australian universities, with levels of
Whether it’s a brand positioning statement,
competition restrained and location frequently
campaign, or purely a tagline or slogan, the • The majority of high school leavers are the key point of difference. The sector is on the
market looks for a defining and differentiating looking to continue studying—mostly at way to moving away from this legacy, but more
message to help understand a brand’s story— university—and they will make their choice needs to be done to carve out distinct positions
what they do, why they do it, how they do it and of institute mostly on emotional factors in the market.”1
who they do it for. such as the quality of education and career
opportunities, over specific courses or
In the absence of a clear message, the market
flexible study options.
will decide for itself what a brand stands for and
its relevance to them. • Of those undertaking higher education,
around half regard themselves as a
consumer of their university.
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What are the messages? What are the challenges? What are the opportunities?
Across a spectrum of execution from the Is aspirational generalism just “the price of admission” In a more competitive marketplace, the vague promise
extraordinary to the ordinary we found: as the director of marketing at one of Australia's of a better tomorrow if you enroll today isn’t enough.
largest universities recently told us? Or are there It’s not cutting through. Students of tomorrow need
• Three out of five messages could be bundled into
other factors at play that make it too hard, or too risky, more compelling reasons to believe the hype.
themes of either Jobs, Inspiration or Future.
for tertiary education providers to deviate from the
The turbulence of now presents an opportunity to
• Messaging from universities is more likely to expected?
break away from the pack and find richer, unique and
be focused on tomorrow, thinking and global
• Is it that the unique relationship students have more innovative ways to attract, engage and retain
outcomes, with the equal top-ranked themes
with education providers isn’t as clear-cut as students—not just for a few years, but over a lifetime
being Future and Inspiration.
with other sectors? of learning.
• Messaging from VET providers is more
• Is it the challenge of being everything to everyone So, what new messages can tertiary education
likely to be focused on doing, today and
that stops generalist education providers from providers bring to the market as they redefine their
personal outcomes, with Jobs coming in
creating a truly differentiated message? position in the lives of individuals and in society?
as the most commonly used message.
We briefly explore a handful of areas including
• Is it the conservative approach that some
• The largest trend common to both university specialisation, tribes and belonging, experience,
education providers take with brand and
and VET providers was the bucket labeled failure and a life time of learning as fresh approaches
marketing, in contrast to other sectors
Inspiration i.e. institutional cheer-leading to the challenges.
that cater to a youth market?
with motivational poster-ish, instagram-esque
But be warned—the challenges facing tertiary
inspirational slogans to ‘be the best you that It could be argued that doing things the way they
education aren’t issues that can be solved or papered-
you can be’, whatever that may be. have always been done is a bigger risk, given that
over by brand positioning, marketing or messaging.
the sector—and education at large—is undergoing
Although categorised as a separate theme to These are the tools of connection for communicating
a huge amount of transformation and disruption.
Inspiration, a good deal of Future messaging the right messages to the right people, so they get what
has the same intent. Read together, it could be Tertiary institutes are increasingly under the they need rather than an expensive, empty promise.
described as aspirational generalism. microscope in terms of the cost of education versus
But first, the trends. Why?
the value received; relevance to industry as some
This trend is not surprising, given that marketing You've got to know the rules to break them.
employers ditch degree requirements for job
clichés in the tertiary education sector are well
applicants; and effectiveness as more graduates take —
documented, but it is surprising that it continues
longer to find jobs—particularly in higher education.
to be so popular. We asked the question why? Andrew O'Keeffe
The time is right for a different approach. Director, Alto
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PA R T 1 / I N V E S T I G AT I O N

Who are we talking to?

Messaging in tertiary education is
primarily directed at Generation Z.
But who are they? What do they think
and feel about life, and the future?
What do they want from education
and work?
Here’s what we found.
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WHO ARE THE AUDIENCE? U N PAC K I N G T H E G E N E R AT I O N S

Three out of every five tertiary

education students are aged between
15 and 24, with the remaining aged
from 24 to 642 .
41%
The concentration in this narrow 59% Ages 24+

age bracket—mostly high school Ages 15 to 24

leavers—means that the bulk of

messaging is directed at Generation
Z 3, also known as young people or
young adults4. Born 1995 to 2009
(9–24 y.o in 2018)
Born 1980 to 1994
(24–38 y.o in 2018)

Post Millennials / Gen-Z Millennials / Gen-Y

What about mature age students?

‘Young People’ 15–24 y.o
Although older students represent 41% of the tertiary education
market they were rarely depicted in brand marketing, which was
overwhelmingly saturated with images of young students. ‘Young Adults’ 18–35 y.o

For this reason, when analysing the messages in contrast to

AGE 12 14 16 18 20 22 24 26 28 30 32 34 36 38 64
what individuals say they want we haven’t looked outside of the
young people to young adult range.

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Jo

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INSIGHT

The student as a consumer?

In Universities UK’s survey ‘What students
want from their university’7, undergraduates
were asked whether they regard themselves
as consumers of their university.

Results were almost evenly split, with 47%

of those surveyed regarding themselves as
HOW DO THEY FEEL ABOUT THE FUTURE? consumers of their university.

In comparison to other services—

Generally speaking, young people 94% regarded themselves as a consumer
of a hotel or their bank, and 91% regarded
are positive about the future. themselves as consumers of their utility
companies—the survey discovered that
Mission Australia's Annual Youth Survey Report5 found that just under students want a more personal relationship
two thirds of respondents surveyed felt either positive (46.6%) or very with their university, rather than the type
positive (15.8%) when asked how they felt about the future. of engagement they associate with being
a consumer.
In terms of the future of work, Year 13's report ‘After the ATAR:
Understanding How Gen Z Transition into Further Education and
Employment’6 found that although the jobs that young people are
studying for and entering into today are under threat by automation and
outsourcing tomorrow, young people are not concerned, with almost half
feeling ‘not threatened at all’.
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W H AT D O T H E Y WA N T F R O M How do they define success? Success is...

LIFE & WORK? 90%
Year 13’s ‘After the ATAR’ report asked high school
8

leavers to select their top five answers to the question 49%

Young people value ‘how would you define success?’.
56%
Happiness &
success more highly in The results showed that success in their personal life
was more important than in their professional life.
Travel &
Adventure
Mental Stability

their personal life than In regards to work, loving my job was twice as
Making a
difference
important as having a stable job.
in their professional Positive Family
Relationships Loving Stable
my job
life. Though in their
job
What do they value most?

professional life,
Findings around measures of success were supported 70% 35%
67%
by Mission Australia’s Annual Youth Survey9, which

satisfaction is more asked young people to rate how they valued family
relationships, financial security, friendships, getting

important to them than a job, physical and mental health and school or study
satisfaction from ‘extremely important’ to ‘not
remuneration. important at all’. Values are...
More than twice the number of young people rated
Friendships
family relationships, friendships and physical and 80%
mental health as ‘extremely important’ to them, 80%
compared to getting a job or financial security.

Again, enjoying what you do—school or study Family School or

Relationships study 73%
satisfaction—was almost twice as important as satisfaction
financial security and getting a job.
40%
Getting Financial
a job Physical &
Security
Mental Health
48%
Personal | Professional 71%
Respondents were able to choose more than one option.
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W H AT D O T H E Y WA N T F R O M Where are they going next? After high school...

T E R T I A RY E D U C AT I O N ,
Mission Australia's Annual Youth Survey asked
10
AND HOW DO THEY DECIDE?
students who were still at high school what they were
12%
planning on doing after leaving, allowing the students
The majority of high to choose more than one option.
University VET
29%

school leavers are looking Overwhelmingly, the results showed that students
were planning to continue studying, with 7 in 10 high
to continue their studies, school students looking at universities, and 1 in 10
looking at VET options.
Travel /
Gap

mostly at university. 70% A

Job
How will they decide where?
They will make their A survey conducted by Ernst & Young in their
32% Apprenticeship
8%

choice of institute ‘Higher education and the power of choice’ report11

asked prospective higher education students to rank
mostly based on the importance of ten drivers of choice. We divided
the drivers into two categories:
Emotional
emotional drivers.
Social / Family
connection
Rational drivers The objective, practical features Lifestyle
18% Image / 16%
that can be compared or measured (like specific Reputation

courses offered or location). 22%

Career
Emotional drivers Subjective (such as reputation opportunities
Quality of
/ image), or drivers that have been promised and education
51%
62%
individuals hope will eventuate (i.e. lifestyle or career
opportunities).
Specific Affordability
Overall, potential students weigh their choice more courses 22%
heavily on emotional drivers, like the hope that the offered
13%
provider will equip them with a quality education that Facilities
Flexible
study options 40%
Study | Work | Other
will lead to career opportunities, over the practical 29%
considerations like specific courses offered, flexibility, Location
Respondents were able to choose more than one option.
or location. 26%
Rational
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PA R T 2 / AUDIT

Uncovering the trends.

An audit of brand positioning statements
and campaign marketing messages of
over 100 tertiary education brands—
universities and VET providers—across
Australia and New Zealand.
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AU D I T M E T H O D O LO GY Research shows that digital messaging is the front line Categorising themes
of communication for prospective students, with 42%
The process of grouping and sorting messaging
To investigate the turning to the internet as the ‘best source of career
advice’ in order to find information about their career
into themes was based primarily on specific words.
For example, messages that specifically named
messages in tertiary and tertiary education options.12
careers, skills, work or employers were grouped into

education, we followed To discover and analyse the most prevalent brand the Jobs theme.
positioning or campaign marketing messaging
Where messaging didn’t use specific categorised
typical user journeys. broadcast by tertiary education brands, we followed
the same path that users typically take to learn more
words, we looked at the semantics—the meaning
behind the message.
about their options.
Where messages contained a combination of
Here's how we went about it.
words future and work, we prioritised the intent
of the message.
The search
The audit did not start with predefined theme
For the majority, brand or campaign messaging categories, these were developed iteratively as
is prevalent on a provider’s home page. If not the audit unfolded.
immediately apparent, we investigated the about
page (or a similar page).
Timeframe
Next, to verify this messaging (or if we didn't find
The audit was conducted in January and February
an obvious message on the provider’s website), we
2018. All messaging used in the audit is correct and
also searched for campaign-specific sites (hosted
up-to-date, to the best of our knowledge.
separately from the main brand site) and social media
channels.
Territory
Although not part of the user journey, we also
searched other sources such as industry blogs or Although international students represent a
agency websites, to get a full picture of the sector if no significant proportion of tertiary education
other messaging was prevalent via primary sources. students in Australia and New Zealand,
we limited the analysis to the domestic market.
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A N A LY S I N G T H E T H E M E S

To analyse and compare the themes, we’ve explored the

psychological drivers and decision-making mechanisms
behind the messages through two different lenses.

LENS 1 / LENS 2 /
HIERARCHY OF NEEDS E M O T I O N A L V S R AT I O N A L

Maslow’s Hierarchy of Needs13 theorises that people 4. Esteem Decision-making is influenced by rational,
are motivated to achieve certain needs, following Classified into two categories: as well as emotional, motives.
a hierarchical order. One can’t achieve the higher 1. Esteem for oneself (e.g. dignity,
achievement, mastery and independence). Rational
order (self-fulfilment) needs without having
2. The desire for reputation or respect from Decisions based on objective,
satisfied the lower order (basic) needs first.
others (e.g. status and prestige). practical or tangible criteria
1. Physiological (e.g. profit, security, utility or health).
Biological requirements for human survival 5. Self-actualisation Emotional
(e.g. air, food, drink, shelter, clothing, warmth, Realising personal potential, self-fulfilment, Decisions are more personal and are
sex and sleep). seeking personal growth and peak experiences. based on subjective or intangible criteria
A desire “to become everything one is capable of (e.g. love, pride, entertainment and vanity).
2. Safety & security becoming”.
Protection from elements, security, order,
law, stability and freedom from fear.
Self- Self-fulfilment needs
actualisation
3. Love & belongingness
Friendship, intimacy, trust and acceptance, Esteem
receiving and giving affection, and love. Psychological
Love & belongingness
Affiliating and being part of a group
(e.g. family, friends and work). Safety & security
Basic
Physiological
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THEMES T E R T I A RY E D U C AT I O N C O M B I N E D

Our audit uncovered eight categories, The top three messaging themes across
with seven messaging themes: tertiary education combined are:

Jobs Jobs 22%

Inspiration 22%
Inspiration Future 17%

Future
35
Tertiary education combined

30

Passion & Purpose

25

20

Think Differently 15

Passion & Purpose

Think Differently
Features
10

Inspiration

Adventure
Features
5

Future

None
Adventures Jobs
%

Three out of every five messages

None (no message) fall into Jobs, Inspiration
or Future themes.
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UNIVERSITY VET

For universities, the top three themes For VET providers, the top three themes
make up over half of the sector. make up over two thirds of the sector.
Future 21% Jobs 34%
Inspiration 21% Inspiration 24%
Think Differently 18% Future 13%
35 35

30 30

25 25

20 20

15 15
Passion & Purpose

Passion & Purpose

Think Differently

Think Differently
10 10
Inspiration

Inspiration
Adventure

Adventure
Features

Features
5 5
Future

Future
None

None
Jobs

Jobs
% %

Messaging from universities is more Messaging from VET providers is more

likely to be focused on tomorrow, likely to be focused on doing, today and
thinking and global outcomes. personal outcomes.
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E M O T I O N A L V S R AT I O N A L HIERARCHY OF NEEDS

When grouped by rational or When grouped by needs the

emotional drivers, over two thirds most common messaging theme
of messages are emotional. is self-actualisation.

Future Future Inspiration

Inspiration Passion & Purpose Future
Passion & Purpose Emotional Think Differently Passion & Purpose
Think Differently S Adventure
Adventure

el
m

f-a
ee

ctu
Est

alisation
Drivers Needs

fe

Sa
t
Ph y &
ys s e c u rit y
R at io n al Jobs i o lo
gic al
Jobs Future
Features Features

Themes of love & belongingness

are not represented.
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PA R T 3 / A N A LY S I S

What are they saying?

What are the messages and the meaning
behind them?
What emotional and psychological levers
are brands pulling to influence choice?
How do the messages compare to what
individuals really want?
Let’s take a look.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 3 : A N A LYS I S
THEME Messaging analysis
Jobs
Although Jobs messaging is the
most popular theme (equal with
Inspiration) across all tertiary
education providers combined,
the majority of these messages are
from VET providers. Over a third of
VET messaging is about Jobs.
Messaging that puts
VET providers are more direct
employability first – careers, with their language in regards to
work, jobs, gaining experience, finding students ‘real jobs’ right
preparation, practical hands-on now. They commonly refer to
employers, industry, skills, careers,
skills – or the ‘real world’. and work, and emphasise ‘real
world’ experience and hands-on
practicalities, over the academic
side of learning.
E Q U A L 1 ST O V E R A L L
1 ST V E T
5 TH U N I V E R S I T Y Driver analysis
Practical skills pay the bills.
R AT I O N A L
This messaging targets prospective
students’ basic human needs—
the lower two sections of Maslow’s
P H YS I O LO G I CA L Hierarchy of Needs pyramid.
SAFETY & SECURITY
The act of getting a secure job
usually comes with the promise
of earning a stable income, so
individuals can meet their basic
needs in order to live a comfortable
life. Put food in their mouths.
Pay rent and taxes.
It may even provide the
opportunity to one day buy
that dream home. All factors
that align with life’s needs for
safety and security. A safe
choice for messaging.
Practicality is the driving message
here, while emotive aspirational
messaging takes a back seat.
Jobs messaging helps prospective
students feel like they are
mitigating risk by choosing a
provider that will transition
them to paid employment
sooner than other options,
with clearer pathways and
stronger ties to industry.
Ranking analysis
The audit found that the key
difference between universities
and VET providers’ messaging
was unsurprisingly that VET
providers are for the most part
playing it safe and focusing on
selling jobs for today.
A LTO 19
Is it that VET providers can
promise a safer transition to a
stable job or career? It’s not called
Vocational Education and Training
for nothing.
Comparison
How does the messaging
compare to what young people
are saying they want from life,
work and education?
Although Jobs was the most
popular theme in the audit, getting
a job, financial security and having
a stable job were rated only half as
important as loving my job, making
a positive difference and school or
study satisfaction. This makes the
themes Passion & Purpose and
Think Differently (outlined in the
next pages) more closely aligned to
what young people say they want in
their professional life.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 3 : A N A LYS I S
THEME Messaging analysis
Inspiration
Inspiration messaging was
also the most popular theme; equal
first with Future messaging for
universities (21%) and second with
VET providers (24%).
The words and phrases used appeal
Messaging that encourages directly to the individual, while
generally being non-specific. They
students to do or feel champion an optimistic outlook,
something—aspire for more encouraging the individual to
and follow their dreams. become their ideal self—to make
the most of opportunities and to
achieve aspirational feats, while
positioning the learning provider
as the doorway to opportunity.
E Q U A L 1 ST O V E R A L L Although categorised as
E Q U A L 1 ST U N I V E R S I T Y separate themes, a good deal
2 ND V E T of Future messaging has the
same intent. Read together,
it could be described as
EMOTIONAL
aspirational generalism.
This messaging follows a broader
trend in social media of sharing
S E L F -AC T U A L I S AT I O N
inspirational quotes and images.
Driver analysis
Follow your dreams, whatever
they may be.
This type of messaging requires
the individual to feel something
and to aspire for more than just
the status quo.
This sits right at the top of
Maslow’s Hierarchy of Needs’
pyramid, satisfying self-fulfilment.
This targets the heart of our self-
actualisation desires.
Messaging mostly comes in the
form of encouragement. Telling
individuals to ‘believe in yourself’
and realise that ‘you can achieve
great things’, beyond what they
may think they’re capable of.
Employing aspirational messaging
is a way to place an individual’s
emotional needs at the forefront of
the decision-making process.
Ranking analysis
Let’s face it—most of us have been
told at some stage in life to follow
our dreams. That a career can be
more than just a means to an end—
more than just a Job.
A LTO 20
The target audience here seems
to be those who have the basic
human needs covered already,
resulting in campaign messaging
that is more targeted to a higher
socio-economic class.
The ‘follow your dreams’
approach may also appeal to the
career changers. Those dreaming
of personal growth and self-
fulfilment—taking the next step
up the ladder. This may explain
why Inspiration is a popular
theme for both universities and
VET providers.
Comparison
How does the messaging
compare to what young people
are saying they want from life,
work and education?
As observed earlier, young people
are generally positive about the
future. Inspirational messages
gently massage this sense of
optimism by dangling the carrot
of opportunity squarely in front of
potential students. Opportunity is
out there, let us guide you.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 3 : A N A LYS I S
THEME Messaging analysis
Future
Future messaging ranges
between positively empowering
potential students to embrace
their future —which formed
the majority—to subtly sewing
the seeds of doubt and
unpredictability about the future.
Messaging that is specifically
The takeaway from both ends
future-focused; embracing the of the spectrum is to make
future or being prepared for the prospective students feel like they
uncertainty of tomorrow. are mitigating risk by choosing
a progressive provider that will
best prepare them with the skills
and knowledge to succeed in the
uncertainty of tomorrow.
3 RD O V E R A L L Sub-themes of technology, science
E Q U A L 1 ST U N I V E R S I T Y and innovation were also evident
3 RD V E T in the messaging.
EMOTIONAL
Driver analysis
Be prepared. Or scared?
Prepare for the future—or your
S E L F -AC T U A L I S AT I O N
future? Messaging swings between
two sentiments. Let’s look at both.
ESTEEM
The future
P H YS I O LO G I CA L
The future is unknown and being
SAFETY & SECURITY
prepared for the future is playing
on people’s basic human need
A LTO 21
for safety. The promise of being However, conversations around
prepared for the future subtly the Future are relatively safe ones
elevates one’s fear around an to have, as no one has a crystal ball
uncertain future. Education is the so the risk of getting it completely
safe solution. The emotional lever wrong is low.
being pulled here is fear.
It’s an exciting conversation to
Your future have—who is not intrigued about
what the Future may hold?
Messaging that focuses on your
future turns the needle inwards
Comparison
and requires one to self-reflect.
Climbing further up the pyramid
How does the messaging
to psychological needs like esteem
compare to what young people
and sometimes even as high as
are saying they want from life,
self-actualisation.
work and education?
Rather than using fear of the
Young people are generally positive
unknown as the motivator,
about the future, and this is
messaging tends to be more
mirrored in the Future messaging,
positive, focusing on what
which for the most part is generic
could be possible.
and affirmative. However, Year
13’s report cautioned that “a lack
Ranking analysis of education about future job
markets which, if improved, could
This messaging is a popular
significantly affect the career
choice for all tertiary providers.
decisions of young people”.14
Institutes talking about the
Future are sending signals that Should they be so positive, or
they are forward-thinking and should they Think Differently?
leading the charge—ahead of the
pack—although in reality their
competitors are shoulder-to-
shoulder with them in terms of
messaging.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 3 : A N A LYS I S A LTO 22

THEME Messaging analysis difference in this world?’ or Comparison

Passion
‘what do I truly care about?’.
Appealing to the heart is popular How does the messaging
To follow your passion requires
with both university and VET compare to what young people
a level of self-esteem, while
providers. Both encourage the are saying they want from life,

& Purpose
Messaging that speaks to one’s
inner sense of passion and
purpose—to follow their heart,
make a difference, have an
impact, or do what they love.
4 TH O V E R A L L
4 TH U N I V E R S I T Y
EQUAL 4
EMOTIONAL
individual to follow their passions
—their own core values, skills and
interests—and use them to create
a positive impact in the world
around them, whether locally
in their community or on a
global scale.
This messaging follows a broader
trend in business towards purpose-
led brands, while eluding to
personal success in the spirit of
‘if you do what you love, you will
never work a day’.
Sub-themes of social justice,
TH
VET leadership, social responsibility,
determination and resolve are also
evident in the messaging.
striving for purpose reaches higher
work and education?
into the land of self-fulfilment.
As identified earlier, we know that
The tone of delivery is generally
job satisfaction is more important
positive and motivational.
Attempting to pluck at an
than remuneration amongst young
people, so the theme of Passion
individual’s heartstrings and
& Purpose is delivering on what
inspire action.
young people say they want—
purpose over paychecks.
Ranking analysis
Further, this mindset is not
The promise of making a positive unique to young adults. A ‘Purpose
difference is closely aligned to at work’15 study conducted by
what young people say they want LinkedIn showed that this urge
in their professional life. Still, this only becomes stronger as an
messaging ranks somewhere in individual matures.
the middle ground. Why? Is it that
delivering on Passion & Purpose Did someone say career change?
is a harder promise for education
providers to fulfil?

Driver analysis Ask yourself—what is your

S E L F -AC T U A L I S AT I O N Follow your heart and do good
for the greater good.
ESTEEM
This type of messaging requires
an individual to self-reflect.
Asking some of life’s most difficult
questions: ‘how can I make a
passion or purpose? The search
for meaning is a complicated
journey for most. Do the numbers
reflect the smaller market of
people who can confidently
answer this question?
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 3 : A N A LYS I S
THEME Messaging analysis
Think
Think Differently is a theme that
aims to challenge prospective
students to innovate: to tackle
Differently
problems, or to create a new idea
or method.
Although the messaging is slightly
Messaging that refers explicitly more pessimistic in its world view
in comparison to Future, it is
to new or novel ways of thinking, more inquisitive, challenging and
tackling the wicked problems appeals to the academic mind. A
of the world, or challenging the call to solve the world’s problems
with the power of knowledge.
status quo.
This theme extends the messaging
of Future themes, by posing the
question as to how potential
students will influence the future,
5 TH O V E R A L L
rather than just prepare for it.
3 RD U N I V E R S I T Y
(1 S T ‘G R O U P O F E I G H T ’ U N I V E R S I T I E S) Sub-themes of technology, science
N /A V E T and innovation are also evident in
the messaging.
EMOTIONAL
ESTEEM
Driver analysis
Don’t like the rules?
Change the game.
Shake off that erroneous notion
that life is there and you are just
going to live in it. Let’s change it,
improve it, make our mark upon it.
The world needs you!
It pitches the learning experience
as a place to explore and discover.
It will require confidence and self-
esteem. It may be tough at times,
but the effort will be rewarding.
Ranking analysis
Does the art of thinking differently
only go on behind university walls?
This theme was exclusive to
universities. It was second most
popular among all universities
with three of the ‘Group of Eight’
universities (Australia’s eight
leading research universities)
positioning their campaigns with
Think Differently messages.
A LTO 23
Comparison
How does the messaging
compare to what young people
are saying they want from life,
work and education?
The values box is being ticked here,
closely aligning to what young
people say they want in regards
to school or study satisfaction
over financial security and
getting a job.16
In regards to the future,
the balance between preparing
and scaring is a fine one.
Think Differently messaging
takes the Future conversation a
step further by communicating
that the future will be challenging;
empowering the individual to
become an agent of change,
rather than a casualty of it.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 3 : A N A LYS I S A LTO 24

THEME THEME THEME

Features None Adventure

Messaging that explicitly No obvious brand or Messaging that invites

references product features. campaign messaging. individuals on a journey of
adventure and discovery.

6 TH O V E R A L L 7 TH O V E R A L L 8 TH O V E R A L L
7 TH U N I V E R S I T Y 6 TH U N I V E R S I T Y 8 TH U N I V E R S I T Y
EQUAL 4 TH
VET 7 TH
VET 6 TH V E T

R AT I O N A L EMOTIONAL

P H YS I O LO G I CA L S E L F -AC T U A L I S AT I O N
SAFETY & SECURITY

Wearing your features on your sleeve.
A small number of providers take a more conservative
and traditional approach, and lead their messaging
with the what, rather than the why. They appeal to
the rational mind through specific, tangible Features
of their offering including location, comparative
rankings (completion rates), or the choice of courses.
Does saying nothing speak volumes?
A small number of both university and VET providers
are projecting no clear overarching brand or campaign
messaging at all.
‘Discover’ your adventure.
An even smaller number of providers attempt to entice
potential students with the idea of discovery. This
messaging invites the individual into their education
Adventure, attempting to energise and prompt them
to think about their prospective possibilities. The
world is your oyster.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 4: O P I N I O N A LTO 25

PA R T 4 / OPINION

How did we get here,

and where are we going?
Is aspirational generalism just
the price of admission?
Let’s take a look at the challenges
and opportunities.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 4: O P I N I O N
CHALLENGES This trend is not surprising, given that marketing
clichés in the tertiary education sector are well
The largest trend documented. What is surprising is that it continues
to be so popular.
common to all tertiary How did we get here? There’s a number of
brands was inspiration — contributing factors that have combined to leave
a large chunk of tertiary education providers in
institutional cheer-leading a messaging no man’s land.
with motivational poster- Student as a consumer?
ish, instagram-esque Students, especially high school leavers, have a
unique relationship with education brands that
slogans to ‘be the best isn’t as clear-cut as the relationship between
consumer and brand, as with other industries.
you that you can be’. As outlined earlier, students are evenly split on
whether they consider themselves ‘consumers’ of
We call it aspirational education, with 47% of undergraduates regarding
generalism. themselves as a consumer of their university.17
This grey area means that there is still some
Why is it so popular? uncertainty on both sides as to the rules of
engagement. Karen Smalley, Head of Branding and
Campaigns at Reading University, is much more
certain about the relationship between learning
brands and their customers:
“For too long there has been a little bit of snobbery
about how we market universities, as if ‘we’re not
a Dove soap, we don’t have to sell ourselves’. But of
course you do… no one in the university likes to talk
about students as consumers, but that’s what they
A LTO 26
are and this is the second biggest investment they are
likely to make in their life.
We don’t have to dumb it down, we have to talk about
what you’re getting for your money. Let’s talk about
how we position ourselves in a very commercial
market, to a very savvy group of people and tell our
stories through our students.”18
Is this true? Or is there opportunity to differentiate by
not thinking of prospective students as a market that
consumes education products, but instead to nurture
the unique relationship that they have with, and
expect from educators? Professor David Richardson,
Vice-Chancellor of the University of East Anglia in the
UK, takes the opposite view:
“We shouldn’t fall into the trap of seeing students
as consumers. We should not see it simply as a
purchaser/provider relationship. To do so would be
selling both students and universities short.
If you work with students, the solutions you get may
well be more creative and more impactful than you
expect. And that’s part of the tremendous value they
bring. Students will help you make change happen.”19
Everything to everyone,
or nothing to no one?
Education brands that have historically
offered a vast menu of different study options
and career outcomes have effectively been
‘everything to everyone’.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 4: O P I N I O N A LTO 27

As they say, the risk of being everything to everyone
is that you end up being nothing to no one.
In the ‘Higher education and the power of choice’
report into reform, competition and the emerging
consumer-driven market in Australian tertiary
education, Ernst & Young advised:
“To survive and succeed in the face of increased
competition, universities at risk of losing market
share will need a clearly differentiated market
position and a strong alignment of the student
experience and brand promise.”20
It’s extremely hard to authentically differentiate in the
marketplace, without actually having or identifying
a point of difference. This will become even more
pronounced as consumer choice becomes greater.
Is the practice of attempting to create high-level
brand messaging futile for providers that are
undifferentiated from their competitors? Should more
effort be focused on faculty-level sub-brands?
Brand vs reputation.
A relatively conservative market?
In contrast to other sectors that cater to the youth
market, for some providers brand and marketing is
relatively conventional and conservative.
Historically, education brands didn’t consider
themselves as commercial brands in the contemporary
sense of the word, instead they traded on reputation.
What’s the difference? Here’s how the Massachusetts Too big to fail?
Institute of Technology (MIT) Sloan Management
Are traditional tertiary providers safe
Review differentiate between the two:
from disruption?
“Brand is ‘customer-centric’
Learning is no longer monopolised by sandstone
(in a word – proactive).
institutions, it’s easily accessible to anyone, anywhere,
Reputation is ‘company-centric’
at anytime.
(in a word – protective).
Massive Open Online Courses (MOOCs) like edX,
A strong brand helps communicate that the
Lynda, Khan Academy, and platforms like LinkedIn
company and its offerings are relevant and
Learning present a vast number of learning paths to
uniquely able to meet customer needs. A solid
choose from (some for free) to train, re-train, skill-up,
reputation is desirable because all businesses
change career, start-up—whatever you need to learn,
ultimately depend (either directly or indirectly)
you can find it. The options are becoming unlimited.
on the goodwill of the governments and
communities in which they operate.”21 As well as the pressure from online education, tertiary
institutes are increasingly under the microscope
These ‘protective’ reputations were based more on
in terms of the cost of education versus the value
perceived quality, prestige, specialisation, location or
received22; relevance to industry as some employers
scarcity i.e. high entry scores, limited places and cost.
ditch degree requirements for job applicants23; and
‘Proactive’ brand, marketing and communications effectiveness as more graduates take longer to find
programs were not essential when there was a jobs—particularly in higher education.24
smaller pool of learning providers, and when an
Although an enormous challenge, this also presents
individual had to physically go to a place to learn.
a window of opportunity for traditional tertiary
Options were limited.
providers. They can re-invent and reposition
Apart from the most prestigious players, in a more themselves to better serve not only the next
customer-centric era that presents a vast array of generation of learners, but also those that are
options, traditional tertiary education providers living a lifetime of learning right now.
can no longer rest on reputation alone. They must take
a more pro-active, brand-led approach.
Why? Because the game has changed.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 4: O P I N I O N
OPPORTUNITIES Specialisation
Working to your strengths.
With so much choice As observed, institutions that offer a broad
available, the balance range of courses across multiple disciplines
struggle to find a core differentiated message.
of power has moved You can't be everything to everybody.
from the educators Rather than creating generalist high-level brand
to the educated, and messaging as an attempt to catch all, institutes
could place more effort on creating strategically
competition is fierce for focused faculty-level or specialisation sub-
brands. This would target areas of depth
the minds of learners. and strength, instead of averaging out their
messaging to cover areas of weakness.
What opportunities Doing this would enable brands to calibrate
their messaging more finely to their desired
are there to bring new market segment, with their own distinct voice
and style that targets the hearts and minds of
messages to the market? the right candidate, rather than every candidate.
Here are the trends we Failure
expect to see more of. The original incubator?
There is a strong trend towards innovation and
entrepreneurship in tertiary education, both
in application—the development of innovation
districts, incubators and accelerators—and in
marketing, as seen in the Think Differently
themed campaigns.
A LTO 28
The tech and start-up sectors celebrate failure
as an essential part of learning. Can tertiary
education fully embrace this notion as well?
Will the term ‘failure’ become less taboo in
marketing vernacular? Will learning brands—
traditional in their approach to brand and
marketing—be bold enough to go there?
After all, what are tertiary education institutes
if not places to fail safely?
Tribes and belonging
Where does belonging belong?
Although young people are saying that they
value relationships and consider them a
greater measure of success than their work
or career, there is notable absence of love &
belongingness—personal relationships—in the
messaging when viewed through the lens of
Maslow’s Hierarchy of Needs drivers.
Are individuals looking for more than just
a pathway to work from in their tertiary
education experience? Should belonging
to a community or a tribe play a greater role
in messaging?
Tribes are nothing new. Throughout history
people have come together under a shared set of
values, beliefs or emotions.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N
Often polarising in their shared set of views,
this differentiation from others attracts passionate
followers and creates believers.
Today it could be said that people express their
identity and signal their unique set of values via the
brands they choose to follow, share and subscribe to.
Brands in other sectors have successfully tapped into
this basic behavioural instinct of ‘belonging’ and
have used it to their full advantage, building lifelong
customers who rally around their same set of values,
emotions and beliefs.
Creating a sense of belonging leads to brand loyalty
and advocacy.
Combined with the continuing fragmentation of
‘real-world’ communities, we expect there to be more
emphasis on belonging to a community or tribe of
like-minded individuals around tertiary education
brands—especially for bricks-and-mortar institutions.
Experience
From customer-centric to human-centred.
If young people value success in their personal life
more than in their professional life, as research
showed, why isn’t messaging more geared towards
this mindset?
Should messages of happiness, support for mental
health and stability and promises of positive
PA R T 4: O P I N I O N
relationships feature more than getting a job? Can this
be delivered through a better educational experience?
Designing better experiences means being empathetic
to the needs and wants of the humans at the centre of
the experience—the practice of human centred design.
Asking the question: How can we make their lives
easier? Better?
Following trends in other sectors towards better
customer experiences and service design, we
anticipate more emphasis will be put on the holistic
education experience as a key point of brand
differentiation. This will become increasingly
important as a less linear, more tailored approach
to the individual’s personal learning journey
continues to emerge.
Creating better user experiences overlaps with
establishing tribes. Designing better ways that
allows people to connect and belong enables them to
feel like they are part of something bigger and richer—
something more than a business-like transitional
stage between secondary education and employment.
This is particularly relevant for bricks-and-mortar
providers, which have a clear advantage over online-
only learning due to their physical nature. It's much
easier to make authentic connections and better
experiences in person than in isolation over the
internet.
A LTO 29
A lifetime of learning
Tertiary education. Not just for young people.
Although our audit showed that the majority of brand
and campaign messaging is directed at young people,
there is a much greater opportunity to widen the scope
of the target market.
Education is no longer just the stage you go through
before you get into the ‘real-world’ of work, it’s a
lifelong pursuit.
It’s now predicted that the average 15 year old will
have 17 jobs across five different careers throughout
their lifetime25 , with each new job and career will
require new skills, knowledge or training.
As the idea of a lifetime of learning begins to take hold,
the role that tertiary education brands play in the life
of individuals is changing. There are opportunities to
think more about the long game—to build long-term
relationships and emotional connections through
better engagement, and to retain students for much
longer than just a three-year course.
Providers have an opportunity to better engage
mature students and bring them back into the
fold, while becoming a learning partner for
those about to embark on the journey.
S E L L I N G T H E D R E A M : M ESSAG I N G T R E N DS I N T E R T I A RY E D U CAT I O N PA R T 4: O P I N I O N A LTO 30

LAST WORD In a more competitive marketplace, the vague promise

of a better tomorrow if you enroll today isn’t enough.

Aspirational generalism It’s not cutting through anymore. Students of

tomorrow need more compelling reasons to believe
just won’t cut it anymore. the hype. AUTHORS AND CONTRIBUTORS

Bigger players can still rely on reputation and prestige to Andrew O’Keeffe
All brands have their a degree—but who knows for how much longer—while Research and analysis
medium and smaller players must find their own voice.
own unique story. The challenges and disruption in the education sector
Mark O’Keeffe
Research and analysis
presents an opportunity to find new relevance—to break
It’s time to rediscover, away from the pack and find richer, unique and more Lauren Manning
innovative ways to attract, engage and retain students. Editor
redesign and reconnect. Not just for a few years, but over a lifetime of learning.
Eunice Yip
However a brand promise is worth nothing if it can’t Design and illustration
be followed through. You can’t create differentiation
Lucy Boehme
if you’re not different. If there’s nothing to talk about,
Design and research
there is no message to connect with.
Tom Walters
But in truth, all brands are different. They all
Research and analysis
have their own history, purpose, specialisations,
aspirations, culture—the building blocks of an
authentic, differentiated story. Any institute can
start a relevant conversation that connects them
with the individuals who actually need them.
THANKS
Rather than singing the same old tune or pretending
to be something they’re not, education providers With thanks to friends in the education sector
can play to their inherent strengths, whilst also and family who assisted with insights, guidance
adapting to change by redesigning themselves to and advice.
reconnect with the needs, wants and dreams of
individuals.
References.
1 Ernst & Young, Australia (2011). ‘Higher
education and the power of choice’ report.
Australia: Ernst & Young. Available
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vwLUAssets/Higher_education_and_the_
power_of_choice_Australia/$File/Higher%20
education%20and%20the%20power%20
of%20choice%20Australia.pdf
2 Australian Bureau of Statistics (2013).
‘4102.0 - Australian Social Trends,
July 2013’. Available at: http://www.
abs.gov.au/AUSSTATS/abs@.nsf/
Lookup/4102.0Main+Features20July+2013
3 McCrindle (2018). ‘Generation next: Meet
Gen Z and the Alphas’. Available at: https://
mccrindle.com.au/insights/blog/generation-
next-meet-gen-z-alphas/
4 Australian Bureau of Statistics (2013).
‘4102.0 - Australian Social Trends,
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abs.gov.au/AUSSTATS/abs@.nsf/
Lookup/4102.0Main+Features40April+2013
5 Bullot A., Cave, L., Fildes, J., Hall, S. and
Plummer, J. (2017). ‘Mission Australia’s 2017
Youth Survey Report’. Mission Australia.
Available at: https://www.missionaustralia.
com.au/what-we-do/research-evaluation/
youth-survey
6 Bisson, R. & Stubley, W. (2017). ‘After the
ATAR: Understanding How Gen Z Transition
into Further Education and Employment’. Year
13: Australia. Available at: http://youthsense.
com.au/after-the-atar/
7 Universities UK (2017). ‘Education, consumer
rights and maintaining trust: what students
want from their University’. Universities UK.
Available at: https://www.universitiesuk.
ac.uk/policy-and-analysis/reports/Pages/
what-students-want-from-their-university.
aspx
8 Bisson, R. & Stubley, W. (2017). ‘After the
ATAR: Understanding How Gen Z Transition
into Further Education and Employment’.
9 Bullot A., Cave, L., Fildes, J., Hall, S. and
Plummer, J. (2017). ‘Mission Australia’s 2017
Youth Survey Report’.
10 Ibid.
11 Ernst & Young, Australia (2011). ‘Higher
education and the power of choice’ report.
12 Bisson, R. & Stubley, W. (2017). ‘After the
ATAR: Understanding How Gen Z Transition
into Further Education and Employment’.
13 McLeod, S. (2018). ‘Maslow’s Hierarchy
of Needs’. Simply Psychology. Available at
https://www.simplypsychology.org/maslow.
html
14 Bisson, R. & Stubley, W. (2017). ‘After the
ATAR: Understanding How Gen Z Transition
into Further Education and Employment’.
15 LinkedIn and © Imperative (2016). ‘Purpose
at Work’. Available at https://business.
linkedin.com/talent-solutions/job-trends/
purpose-at-work
16 Bullot A., Cave, L., Fildes, J., Hall, S. and
Plummer, J. (2017). ‘Mission Australia’s 2017
Youth Survey Report’.
17 Universities UK (2017). ‘Education, consumer
rights and maintaining trust: what students
want from their University’.
18 Rogers, C. (2017). ‘How University Marketing
is evolving post-Brexit’. Marketing Week.
Available at https://www.marketingweek.
com/2017/01/23/marketing-millennials-
university-sector/
19 Richardson, D. (2018). ‘Leading the
culture change, from the east of England’.
Campus Review. Available at https://www.
campusreview.com.au/2018/05/leading-the-
culture-change-from-the-east-of-england/
20 Ernst & Young, Australia (2011). ‘Higher
education and the power of choice’ report.
21 Ettenson, R. & Knowles, J. (2008). ‘Don’t
Confuse Reputation With Brand’. MIT Sloane
Managment Review. Available at https://
sloanreview.mit.edu/article/dont-confuse-
reputation-with-brand/
22 Dayman, I. (2018). ‘Was your university degree
worth the debt? High-paying jobs aren’t a
sure thing, experts say’. ABC News. Available
at http://www.abc.net.au/news/2018-04-
11/was-your-university-degree-worth-
it/9637850
23 Weale, S. (2016). ‘Penguin ditches degree
requirement for job applicants’. The Guardian.
Available at https://www.theguardian.com/
books/2016/jan/18/penguin-ditches-the-
need-for-job-seekers-to-have-university-
degrees
24 Lamacraft, T. (2016). ‘University graduates
struggle to find full-time work as enrolments
increase, study finds’. ABC News. Available
at http://www.abc.net.au/news/2016-
09-29/uni-graduate-job-prospects-in-
decline/7890562
25 The Foundation for Young Australians
(2017).‘The New Work Smarts: Thriving
in the New Work Order’ . FYA. Available
at https://www.fya.org.au/wp-content/
uploads/2017/07/FYA_TheNewWorkSmarts_
July2017.pdf
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