Digital Marketing Plan

1) Introduction

The marketing department at UWE Bristol aims at making the city a more desirable place for students to study. The discussion will be about a campaign that promotes diversity and equality like essential elements of the UWE Bristol experience, connecting with students who are well versed in technology is an important factor for making sure that many different kinds of students are going to get connected with the campaign, creating a welcoming environment.

In this study we are going to use the SOSTAC framework which stands for Situation Analysis, Objectives, Strategy, Tactics, Actions, and Control—to thoroughly organise and carry out a comprehensive digital marketing campaign in order to accomplish this study.

2) SOSTAC Framework

A strategic planning and marketing model called the SOSTAC framework was developed for helping companies create and carry out effective marketing plans. The purpose of SOSTAC is to inform about the industry's, rivals, and internal resources of the company.

SOSTAC was created in 1990 by PR Smith, the framework has found wide application in the fields of marketing and business strategy. "SOSTAC" is an abbreviation which stands for six important stages of the planning process:

Situation Analysis: “where are we now?” this involves examining present internal as well as external factors that could affect marketing of the company.

Objectives: “where do we want to be?” setting measurable, clear standards for the marketing campaign. The objectives need to be SMART (specific, measurable, attainable, realistic, and time-bound) and in accordance with the overall company goals (Hoare et al, 2011).

Strategy: “How do we get there?” is the next step is creating a plan of action after the situation has been evaluated and goals have been defined. This involves selecting the overall approach that will accomplish the set objectives.

Tactics: “How exactly do we get there?” includes proper actions into manageable actions. Tactics include digital platforms, conservative media, and marketing events and campaigns.

Action planning: “who does what and when?” Actions should answer the question who is going to do what, when and how? Companies assign roles and responsibilities, schedule tasks and deadline, communicate.

Control: “How will we measure this?” Control uses critical indicators known as key performance indicators (KPIs) to keep track of progress and provide updates on a regular basis (Bathmaker et al, 2016).

Market Trends

The market for higher education is experiencing rapid changes that are driven by shifting student preferences, technology improvements, and cultural changes. In order to successfully market Bristol as a relating student location and meet with the client requirement, the UWE Bristol Marketing Department needs to have an in-depth understanding of these trends.

International education is in high demand. Students are looking for a global viewpoint, and by getting more international studfents, colleges are going to grow as there will be increse in enrollments. UWE Bristol can take advantage of its location by encouraging a welcoming and culturally varied environment that builds a sense of global community. Online learning has grown, especially in the months following COVID-19 pandemic (Embury, 2016). Although a university's actual location is still important. UWE Bristol could draw attention to its beautiful surroundings, active campus life, and rich variety of cultures. The importance of health and wellness is becoming increasingly realised. UWE Bristol has this opportunity in highlighting the city's parks, leisure centres, and even the mental health-related programmes it offers. Higher education has been greatly affected by technology. UWE Bristol is able demonstrate its technology innovations, introduction of smart campus programmes, and digital tool integration (Lehmann, 2017).

PESTLE Analysis

SWOT

Competitor Analysis

Internal Digital Audit

Following on from a digital audit looking at UWE’s main digital platforms, we identified the following strengths/areas for development:

• The foundation of UWE Bristol's digital identity is its website. Easy navigation and an easy access to important information are features of the user-friendly design. The website has flexible layout in mobile accessibility. The extensive material covers campus life, academic programmes, and sustainability projects. On the other hand, a complete SEO study could boost the website's accessibility in search engine results, which might draw in more students (Branson, 2003).

• UWE Bristol remains active on Facebook, Instagram, Twitter, and LinkedIn, UWE Bristol maintains active pages. The diverse material includes student experiences, events, and academic accomplishments. Likes, comments, and shares are examples of engagement indicators that show a good audience response. However, planned changes to the amount and the schedule of information may boost involvement even further while maintaining regularity.

• UWE Bristol uses email marketing for staying in touch with current as well as future students. Though the contents in the webpage is useful, there is still need for improvement in segmentation and personalisation for getting a more focused strategy (Berragan, 2017).

2.2. Objectives

The two objectives of the campaign are

1. Increasing the enrolment of students

The objective of the campaign is to increase the enrolment of student by 15% for the up coming academic year.

2. Increase online engagement

Increase social media participation on all platforms by 20% for encouraging direct connection and contact with the intended audience. Build a vibrant online community to make UWE Bristol the centre of attention for discussion (Bathmaker et al, 2014).

Objective 1:

1. Increasing the enrolment of students

Sell

Write engaging articles that highlight the academic expertise, active campus community, and unique offerings of UWE Bristol.

Serve

Attention for meeting potential students needs for information. Information on academic programmes, admissions processes, and campus facilities in an easy-to-understand manner.

Sizzle

Add passion to advertisement by showing the charming lifestyle of Bristol. promoting the city's rich cultural diversity, and breakthroughs in technology.

Speak

Communicate with the students in both directions. Applying social media for engaging in meaningful conversations with students, hold a question and answer session, and answering the concerns of students quickly.

Save

Using economical methods for connecting with students. Point out possible savings, affordable housing options, and scholarship opportunities (Wallace et al,2000).

Objective 2:

2. Increase online engagement

Sell

Using a compelling narrative for strategically highlighting the distintive features of UWE Bristol and attract potential students, showcase the excellent academic record, active campus life, and success stories of the campus.

Serve

Give importance to meetings possible students informational needs. Give information on academic programmes, admissions procedures, and campus services in an easy-to-understand way (Boliver et al, 2019).

Sizzle

Help applicants to think of themselves as a member of the active and an exciting community that is Bristol and UWE.

Speak

Use student experiences and testimonials to relate to the brand.

Save

Show the long-term benefits of an education from UWE Bristol, focusing on the economical return on investment for students and their families (Embury, 2016).

2.3. Strategy

Market Segmentation

Aspiring students, who are interested in learning, a unique cultural experience, and an active campus life, between the ages of 18 and 24, are looking for an outstanding college experience. This group aims to advance both personally and professionally. The campaign points out UWE Bristol's unique offerings (Hoare et al, 2011). The main audience of UWE Bristol are aspiring students who are looking for a great education and an enjoyable cultural experience, are 18–24 year olds. In terms of psychology, students of these age group appreciate exposure to different types of cultures, personal development, and technologically advanced learning environments. This group is identified by their tendency for active online participation in search of specific and relevant material. Students come from a variety of middle-class to upper-middle-class socioeconomic backgrounds and are looking for a good educational option. Geographically, the marketing of UEW Bristol aims to reach a global audience, specifically targeting places where there is a significant tendency of students towards international education. In spite of its gender-inclusive appeal, the marketing effort supports variations and points out equality within its intended demographic. This strategy recognises the importance of participation of ideals and differences in gender and ethnicity (Branson, 2003).

Customer Persona/s

Persona 1: Ted

Now twenty-two, Ted lives in England. His career goals tend to centre around a career in commerce.

Primary touch points

Social media, educational websites, emails, and newsletters.

Goals

Helping others, balancing work and life.

Needs

Getting information about carers after studies.

Pain points

Financial constrints, uncertainty about career.

Persona 2: Sarah

Sarah, who is 19 years old, resides in Birmingham. She wants to pursue a career in linguistics as her professional goal.

Primary touch points

Online courses, academic forums.

Goals

Skill development, professional network

Needs

Career guidance, networking opportunities and job placement.

Pain points

Concern about practical experience, uncertainity in job market and financial contraints.

2.4. Tactics

Key Message

The key message of this campaign stresses on the aspiration and professional achievement. Potential students are prompted to consider themselves working on apprenticeships as a path to professional positions. In addition to being very flexible, the message promotes an understanding of the main brand and may be used at any point in the marketing process.

Content Plan

2.5. Actions

Content Calendar

2.6. Control

Using the marketing funnel outlined about, this section will outline the main metrics we will use to evaluate the success of the campaign.

3) Conclusion

In conclusion, the study has discussed SOSTAC Framework for UWE Bristol, The marketing department at UWE Bristol has a complete digital marketing plan which consists of a roadmap for strategy that is in accordance with the SOSTAC framework. Through an effective campaign, UWE Bristol is presented as a top student destination. The plan then moves through the phases of Situation Analysis, Objectives, Strategy, Tactics, Actions, and Control. The campaign makes use of the 5Ss—sell, serve, sizzle, speak, and save for creating an engaging story improve communication online, and show Bristol's unique charm. Understanding that the target audience is diverse, the strategy takes into account the demands, objectives, and problems that people like Ted and Sarah face in order to guarantee inclusivity and relevance.

References

Bathmaker, A.M., Ingram, N., Abrahams, J., Hoare, A., Waller, R. and Bradley, H.,2014. The Degree Generation.

Bathmaker, A.M., Ingram, N., Abrahams, J., Hoare, A., Waller, R., Bradley, H., Bathmaker, A.M., Abrahams, J., Waller, R., Ingram, N. and Hoare, A., 2016. Two Universities, One City. Higher Education, Social Class and Social Mobility: The Degree Generation, pp.33-52.

Baxter, A. and Hatt, S., 2000. ''Everything Must Go!''Clearing and first-year performance. Journal of Further and Higher Education, 24(1), pp.5-14.

Berragan, E., 2017. Developments in simulation and learning for patient safety. Churchill Fellowship Report.

Boliver, V., Gorard, S. and Siddiqui, N., 2019. Using contextualised admissions to widen access to higher education: a guide to the evidence base. Durham University Evidence Centre for Education, 11.

Branson, J., 2003. An Evaluation of United World Colleges (Doctoral dissertation, Institute of Education, University of London).

Daller, M.H. and Phelan, D., 2013. Predicting international student study success. Applied Linguistics Review, 4(1), pp.173-193.

Embury, G., 2016. UWE Bristol talks: Reportage and documentary drawing.

Embury, G., 2016. UWE Bristol talks: Reportage and documentary drawing.

Harrison, N., 2011. Have the changes introduced by the 2004 Higher Education Act made higher education admissions in England wider and fairer?. Journal of Education Policy, 26(3), pp.449-468.

Hoare, T., Bowerman, B., Croudace, C. and Waller, R., 2011. Widening participation Bristol-fashion: Embedding policy and practice at the universities of Bristol and the West of England. In Institutional Transformation to Engage a Diverse Student Body (Vol. 6, pp. 319-326). Emerald Group Publishing Limited.

Holmes, C., Cole, G., Collins, I., Foster, K., Boyd, D. and Mackay, E., Chelin, J.(2012) Audit of walk-in access for members of the public to online resources at higher education and further education libraries in the South West of England. Project Report. University of the West of England, Bristol. Available from: http://eprints. uwe. ac. uk/16855.

Lehmann, W., 2017. Higher education: access, experiences, and outcomes. British Journal of Sociology of Education, 38(7), pp.1089-1094.

Longhurst, J., Gough, G., Harris, V. and Howells, L.K., 2016. Whole Earth? Meeting the university challenges.

Marshall, S., Fry, H. and Ketteridge, S., 2014. UK higher education: an international context. A Handbook for Teaching and Learning in Higher Education: Enhancing academic practice, p.26.

Wallace, V., Hewett, E., Machell, F., Jenkins, D., Williams, H., van Strien, D. and Fellous-Sigrist, M., Jane Belger,2000. University of the West of England Bristol Jennifer Crossley, University of the West of England Bristo l.

Important Notes:

This study has discussed the SOSTAC Framework for UWE Bristol. The marketing department at UWE Bristol has a complete digital marketing plan, which consists of a roadmap for strategy that is in accordance with the SOSTAC framework.

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