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BRANDING THE NEW CDC
REALIZING THE REPUTATION
THE CDC DESERVES
WHAT IS A BRAND?
A “BRAND” IS…
• More than a logo• More than an aesthetic• A REPUTATION: it’s the perception
the audience has of the organization
• Like all brands, the “CDC Brand” is (and will be) defined by its audience
UNDERSTANDING THE CDC AUDIENCE
WHO ARE STANFORD STUDENTS?
• What do they study? • What do they do in their free time? • Where do they get their information? • How certain are they about their
future careers?
WHAT DO THEY STUDY?
SURVEY PARTICIPANTS VS. UNDERGRADUATE POPULATION
Declared Undergraduates 2012-13
Earth Sciences
Humanities & Sciences
School of En-gineering
Survey Participants
Earth Sciences
Humanities & Sciences
Engineering
SURVEY PARTICIPANTS BY ACADEMIC DISCIPLINE
EngineeringEarth ScienceHumanitiesArtsSocial ScienceNatural Science
WHAT DO THEY DO IN THEIR FREE TIME?
WHEN NOT IN CLASS/STUDYING, HOW DO STUDENTS SPEND
THEIR TIME?
0 1 2 3 4 502468
101214161820
Average Amount of Free Time Spent (Scale of 1-5)
With Student Groups/On-Campus Extracurricular ActivitiesAt a student job/in-ternship
WHERE DO STUDENTS GET THEIR INFORMATION?
WHERE DO STUDENTS MOST FREQUENTLY GET THEIR INFORMATION ABOUT
CAMPUS EVENTS?
Word
-of-Mouth
Physica
l Flye
rs/Poste
rs
Official W
ebsite
Face
book/Socia
l Media
05
1015202530354045
HOW CERTAIN ARE THEY ABOUT THEIR FUTURE CAREERS?
HOW OFTEN DO YOU THINK ABOUT YOUR CAREER MOVES AFTER
STANFORD?
Rarely Sometimes Often Very Often0
5
10
15
20
25
30
Students
HOW SURE ARE STUDENTS ABOUT THEIR CAREER PATH AFTER STANFORD?
010203040
Students
WHAT IS THE CDC’S CURRENT
“BRAND?”
WHAT IS THE CDC’S CURRENT “BRAND?”
• How do students interact with the CDC?• What does their interaction say about how
our audience thinks and feels about the CDC?
In other words, how have they branded us?
STUDENT INTERACTION WITH THE CDC
• How often do they read CDC emails? • How often do they visit the CDC website? • How often do they attend CDC events or
visit the CDC office?
HOW OFTEN DO THEY READ CDC EMAILS?
HOW OFTEN STUDENTS THINK ABOUT THEIR CAREER MOVES VS.
HOW OFTEN THEY READ CDC EMAILS
Rarely Sometimes Often Very Often0
2
4
6
8
10
12
14
How often do you think about your career moves after Stanford?How often do you read emails you receive from the CDC?
HOW OFTEN DO STUDENTS VISIT THE CDC WEBSITE?
Note: all survey participants had “Cardinal Career” accounts.
HOW MANY TIMES HAVE YOU VISITED THE CDC WEBSITE?
1-2 3-5 6-10 More than 100
5
10
15
20
25
Students
HOW OFTEN DO STUDENTS ATTEND CDC EVENTS OR VISIT THE
CDC OFFICE?
DURING YOUR TIME AT STANFORD, HOW MANY TIMES DID YOU ATTEND A CDC EVENT OR
INDIVIDUAL CONSULTATION?
0-Two Three-Five More than Five0
5
10
15
20
25
30
Students
WHAT DO STUDENTS THINK ABOUT THE CDC?
How have they branded the CDC through its communication?
How would you describe the CDC emails you receive?
Welco
ming
Easy to
Read
Regular
Relevant t
o me
Professi
onal
Not Releva
nt to m
e
Too Text-heav
y
Difficu
lt to Read
Unwelcoming
Too Frequent
Visuall
y Unatt
ractive
02468
10121416
Series 1
THE FUTURE BRAND OF THE
CDC
• We understand our audience• We understand how they’ve branded
us
WHAT ABOUT THE FUTURE?
• What would we like our brand to be? • How do we change our brand?
REDFINE THE CDC BRAND
ASK:HOW DO WE WANT TO
APPEAR?
FOCUSEDVALUABLE
ACCESSIBLE RELEVANT
WE’VE REDEFINED. NOW HOW DO WE
REBRAND?
• APPEAR FOCUSED – CONSISTENCY!
• APPEAR VALUABLE –ORGANIZE!
• APPEAR ACCESSIBLE– GET PERSONAL!
• RELEVANT– ENGAGE AND LISTEN!
THE CDC IS FOCUSED
Consistency! A clean, modern, identifiable logo and aesthetic on all distributed electronic and physical materials, including social media platforms. The CDC is always on the same page.
THE CDC IS VALUABLE
Organize! The CDC has invaluable resources and relationships, as well as a talented and skilled staff. People need to know this – and ideally within the first few seconds of visiting the CDC website or reading a CDC email!
• Our generation is used to 30-second YouTube videos and On-Demand television. We want what we’re looking for quickly and without hassle, or we lose patience!
• Students, faculty, alumni, and employers require user-friendly, easy to understand vehicles of communication.
• This means a thoughtful reorganization of: – The CDC website– CDC communications (newsletters,
flyers, emails)– CDC event calendars – Social media platforms
EXAMPLE WEBSITE SKETCH
CDC TEXT EMAIL (APRIL 2013) SAME CONTENT, NEW FORM
EXAMPLE EMAIL TEMPLATE
CURRENT EVENTSCALENDAR (DAY VIEW)
EXAMPLE EVENTSCALENDAR
THE CDC IS ACCESSIBLE
Get Personal! Build comfortable, regular relationships between counselors and students that begin early and last beyond graduation.
WHERE DO STUDENTS RECEIVETHEIR CAREER ADVICE?
Peers Faculty Alumni/Older Mentors
CDC0
5
10
15
20
25
30
35
40
Series 1
• Generate dynamic web profiles of individual career counselors. Who are they? What struggles have they faced? What do they do in their free time?
• Demonstrate that counselors are people too, and can be a valuable part of your inner circle when it comes to navigating vocations and careers
THE CDC IS RELEVANT
• Engage! Find out student interests by getting in touch:– Where they spend their time: in groups
linked by interest– And Where they get their information:
from peers and social media
• Listen! Seek regular feedback from students
• ENGAGE student group officers and SAL (Student Activities & Leadership) staff– Student groups are valuable, pre-
arranged communities who share interests and their free time. Could they potentially contribute to programming?
– At TAPS, over 90% of our student ticket sales are a direct result of audience/cast or crew member relationships. Students are the best at reaching out to students.
–Make students a part of the CDC brand, and they’ll make the CDC an integral part of their Stanford experience
• LISTEN and seek feedback from students. – The CDC website should feature a
permanent system for collecting anonymous feedback
– Students can be asked for feedback immediately following events in person or via social media
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