These advertising guidelines Advertising: consistency across all … · 2019-03-07 · These advertising guidelines provide advice on how to maintain ... • Follow the logo guidelines

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A CONSISTENT LOOK AND FEEL IN OUR COMMUNICATION

Advertising: Introduction

These advertising guidelines provide advice on how to maintain consistency across all University advertising and advertising campaigns.

It is essential that we all view advertising away from the University context and think about how we are perceived externally – as one University.

University advertising is broken into three groups:

1. Campaign advertising 2. Functional advertising 3. Digital advertising.

113A consistent look and feel in our communication | University of Melbourne Brand Guidelines | Version 19 Advertising

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Advertising: Campaigns

What is campaign advertising?Campaign advertising is any major advertising activity that has the purpose of widespread brand-building, student recruitment and/or engagement. It is used to generate awareness, create brand positioning, influence perception, or encourage behavioural change.

Campaign advertising is often referred to as Above the Line (ATL) advertising, and is usually incorporated with Below the Line (BTL) activity for an integrated campaign.

Above the Line advertising is defined as widespread brand-building activity, designed to reach a wide audience through mediums that reach large numbers of people. ATL includes traditional or mass media advertising such as TV, radio, print, outdoor billboards or paid digital placements.

Below the Line marketing is defined as activity that reaches a smaller audience but is more targeted in its reach. BTL marketing includes websites, brochures, flyers, posters, banners, postcards or merchandise, eDMs, search engine marketing and direct mail pieces.

The campaign advertising guidelines below relate specifically to ‘Above the Line’ advertising.

Examples of campaign advertising at the University include:

• Student recruitment advertising campaigns (faculty, graduate school, discipline or course specific,) with national, international or regional coverage.

• Major student recruitment campaigns or events (e.g. Open Day, Graduate Expo, Change of Preference).

• Major campaign advertising (e.g.Believe, Made Possible by Melbourne, Pursuit).

• Major event advertising (e.g. Cultural Collisions).


7.1


Advertising: Campaigns

Campaign advertising guidelinesThe University’s design system should be used across all campaign advertising. There is flexibility in the design system to enable you to create a unique campaign when purpose, budget and time permit.

Mandatory requirements for campaign advertising:

• Use an approved logo or co-brand.

• For print advertisements the UoM logo must be positioned in the top left corner or lower right corner (whichever best suits the creative).

• For digital placements, refer to the “Guidelines for digital advertising” in this guide.

• Follow the logo guidelines in terms of clear space, colour and minimum sizing.

• Include the UoM CRICOS code [CRICOS: 00116K].

• Use the approved colour palette.

• Use the approved Noto Serif / Source Sans Pro font families .

Optional elements in campaign advertising:

• Use imagery that helps deliver your campaign goals and message. Refer to the University of Melbourne Imagery guidelines.

• Use elements of the design system, such as the focus marks and the aperture. It may be appropriate for your advertisement to utilise these elements to tie in with your BTL communications. Always follow the rules regarding design elements, as described in the University of Melbourne Design System guidelines.

• Use an entity identifier where required to add context to your target audience. However, note that this is not mandatory, for example, you may choose to use your faculty name in the body text, call to action or the identifier - whichever will help promote your campaign message best.

• Adhere to the following guidelines regarding use of fonts:

• Verlag should be used for major campaigns only.

• Use an approved guest font for headline text if there is a strong argument for it improving the communication aims of the campaign. Contact [email protected] to discuss.

Please note, while there is flexibility in the design system to enable you to create unique Above the Line advertising material, all Below the Line material must follow the full University of Melbourne Design System to form a cohesive suite of communications.


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Advertising: Campaigns – Summary

Campaign advertising MUST include:• UoM logo placed in top left or

bottom right corner

• All non-headline text to be Source Sans and/or Noto Serif

• UoM CRICOS code

• UoM palette colours.

Logo in bottom right corner

Body text is in Source Sans

Brand fonts across all text

Logo in top left corner

Design system elements: focus marks

Use of identifier

CRICOS Code

Verlag is used as a guest font for a major campaign

CRICOS Code

Campaign advertising MAY include:• Verlag font for major campaigns (or

approved guest font)

• UoM palette colours

• Design system elements: aperture, focus marks, patterns

• Identifier. DISCOVER WHAT YOU’RE

MADE OF

Health at Melbourne is a rewarding challenge. Discover your future in Medicine, Dentistry, Optometry, Nursing, Social Work, Physiotherapy, Audiology, Speech Pathology, Psychology and Public Health.

mdhs.unimelb.edu.au

HEALTH AT MELBOURNE

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Put on your dancing shoesbecause applications for the Bachelor of Fine Arts (Dance) at the Victorian College of the Arts open on 7 August. Building on the VCA’s outstanding reputation for performance-focused dance training, this program prepares dance artists for autonomous, sustainable careers in dance. Studio-based training develops technically strong, kinaesthetically aware performers through intensive training in contemporary dance, ballet, dance science and somatic practices, choreography and performance.

Training in the heart of Melbourne’s vibrant arts precinct with expert teaching staff, you will collaborate with internationally renowned guest choreographers, teachers and artists in masterclasses and regular public performances.

Applications close 31 August 2017

For more information visit vca.unimelb.edu.auCRICOS Provider Code: 00116k

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Advertising: Campaigns – Examples

CRICOS:00116K

— At the University of Melbourne our unique curriculum is designed to give you a wider understanding of the world beyond your degree.

This Open Day, learn about the Melbourne Model and how it will help you make a real impact on the world.

Register at → openday.unimelb.edu.au

10AM–4PM 20 August 2017Parkville + Southbank

CRIC

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16K

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CRICOS: 00116K

Uni isn’t about where you’ve come from

It’s about who you’re going to be.There are different ways of getting to uni and for some the road isn’t easy. If your circumstances have prevented you from achieving your best, Access Melbourne can help. You could even be guaranteed a place at Melbourne if you are recognised as an Indigenous Australian, come from a rural or isolated area, or have a disadvantaged financial background.

Find out about Access Melbourne categories, equity scholarships and more at access.unimelb.edu.au, and submit your SEAS application through VTAC by 10 October.

access.unimelb.edu.auCRICOS: 00116K

CRICOS: 00116K


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Applying the latest research is just a matter of course.

Delivered by the leaders in their field, our courses provide education professionals with the knowledge needed to transfer cutting edge research and theory into real world workplace skills. If you’re looking to expand your abilities, choose Australia’s number one for Education*.

Melbourne GraduateSchool of EducationShaping minds, shaping the world

Apply today. Visit education.unimelb.edu.au/courses

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Melbourne Schoolof Engineering

Join us to create a better world through biomedical engineering

The University of Melbourne has world-class research capabilities in biomedical engineeringWe aim to drive research, education, innovation and commercialisation in medical technologies, health informatics and healthcare delivery. Working in partnership with engineers, biomedical researchers, clinical practitioners and industry, we are working 0towards solutions with real societal and economic impact.

Learn more about our research at www.bme.unimelb.edu.au/research

CRICOS: 00116K

Example only

Example only


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Advertising: Functional

What is functional advertising?Functional advertising is simple and informative and usually for immediate or short-term appearance.

Examples include:

a. Tender announcements

b. New trust announcements

c. HR recruitment advertising

d. Event advertising such as public lectures or one-off faculty student recruitment events

e. Calls for research participants

f. Customer generation for University funded clinics or health centres

All functional advertising has a short-term time span or specific end date.

Functional advertising guidelinesAll functional advertising must adhere to the University of Melbourne design system. Templates have been developed for certain functional advertising. Where templates do not exist, please use the Design System or contact the External Relations Design team for assistance.

The design and layout of functional advertising is usually specific to the medium it is being produced for, e.g. a classified advertising section in a newspaper.

Mandatory requirements for functional advertising:

• Use an approved logo or co-brand.

• For print advertisements the UoM logo must be positioned in the top left corner or lower right corner (whichever best suits the layout).

• For digital placements, follow the “Guidelines for digital advertising” .

• Follow the University of Melbourne logo guidelines in terms of clear space, colour and minimum sizing.

• Use the approved colour palette.

• Use the approved Noto Serif / Source Sans Pro font families .

• The black logo is permitted only when printing in black and white for functional advertising purposes.

• Any advertisement on a predominantly white/newsprint background should feature a keyline/border around the ad.

• UoM Cricos code [CRICOS: 00116K] must be used for all advertising targeting students/prospective students.

• Include a clear call to action.


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Advertising: Functional – Examples

2017 McKenzie Postdoctoral Fellowships Program

The University of Melbourne invites applications for its prestigious McKenzie Postdoctoral Fellowships Program. The Program has been established to attract outstanding recent doctoral graduates to the University from around the world. The Program aims to recruit new researchers who have the potential to build and lead interdisciplinary collaborative research activities inside and across Academic Divisions. The University off ers a leading and lively research environment that is internationally engaged, public-spirited and has many outstanding areas of research strength.

• McKenzie Fellows are appointed for three years commencing at Academic Salary Level A6 (currently $84,458 p.a.) with additional funding of $25,000 for project costs

• Fellowships will commence no earlier than 1 January 2017 and no later than 30 June 2017

• Prospective applicants should discuss their interest in the Program with the relevant Academic Division at the University of Melbourne, prior to submitting their application

• Further information:www.research.unimelb.edu.au/work-with-us/funding/internal/mckenzie-fellowship

• General enquiries:[email protected]

Eligibility Exemption Requests due 1 August 2016.Applications due 26 September 2016.

CRICOS 00116K

The Hansen TrustAppointments in History

32 THE AUSTRALIAN, WEDNESDAY, MARCH 2, 2016theaustralian.com.au/higher-education HIGHER EDUCATION

AUSE01Z50MA - V1

Britain goes further in push for apprenticeships

The parallels between the Britishand Australian higher educationsystems have been commentedon before, with one seeminglymirroring the other in a constantpolicy dance.

But Britain is far ahead of Aus-tralia in at least one crucial reformas it tries to enhance the legit-imacy of its further education sys-tem, according to a visiting vice-chancellor.

“The (balance between higherand further education) works ifyou don’t skew the system by cre-ating a more benign funding regi-men for one over the other,” saidDavid Eastwood, vice-chancellorof Birmingham University, who iscurrently in Melbourne.

“In the UK we are now seeingrenewed attempts to fund a high-class apprenticeship system via a1.5 per cent levy on payroll tax.That will help drive rational choi-ces for school-leavers.

“But with the overly generousgovernment higher educationloans scheme, students in somecases will never have to repay, sothey are always going to chooseuniversity over further edu-cation,” he said.

Professor Eastwood said Brit-ain had uncapped student placesin 2015 and, like in Australia, hewas expecting a debate over entrystandards in coming years. But hewas hopeful the push to legitimisefurther education and apprentice-ships might keep the system inbalance.

“The issue in the UK is what Icall the dinner party test: Do par-ents boast about their kids takingan apprenticeship? At the mo-ment that isn’t happening, but

hopefully we will start to see thatchange.”

Professor Eastwood is in Mel-bourne for the Asia-Pacific As-sociation for InternationalEducation conference. He willjoin a session on whether rank-ings are ruining universities.

“All universities have a slightlyschizophrenic approach to rank-ings: while we are sceptical as tothe methodologies, we are morethan eager to use them for mar-keting purposes.

“But in the UK at least there isnow such a proliferation of rank-ings that rarely a week goes bywhere another new league table isnot produced,” he said.

“And of course we are all grap-pling with how to construct aranking that is not heavily skewedto research performance.”

During his visit, ProfessorEastwood and Melbourne Uni-versity vice-chancellor GlynDavis are announcing a researchand education partnership in-cluding a jointly funded PhD pro-gram named after Antarcticexplorer and former vice-chan-cellor of both institutions, Ray-mond Priestley.

Under the $4 million program,up to 20 Priestley Scholars willstudy across both institutions.

A further $200,000 has beenset aside to facilitate working re-lationships between academics.Since 2010, about 500 researchpapers have been co-authored byacademics from both universities.The institutions already run jointPhDs in medicine and life scien-ces, and programs in the arts andsocial sciences are on the cards.

JULIE HARETOM JOYNER

PAUL BURSTON

Glyn Davis, left, with David Eastwood in Melbourne

Education and training are notchanging fast enough for a worldchallenged by “megatrends”such as an ageing population,creeping credentialism, theemergence of the “peer-to-peer”economy and exponentialgrowth in computing power.

A new report says Australia’syouth unemployment crisis is asign educators are not providingthe skills that workforce entrantsneed in today’s labour market.And the problem is set to getworse as wholesale societalchange transforms the expecta-tions of workers and employers.

The report, Tomorrow’s Digi-tally Enabled Workforce, warnsthat people will need to becomeprogressively more qualified asincreasing automation raises thecomplexity of the jobs still avail-able to humans. Science, techno-logy, engineering and mathscapabilities may become an“entry level requirement”.

On the other hand, workforceentry itself will be transfigured asworkers increasingly “createtheir own job”. And the long-term deterioration in STEM (sci-ence, technology, engineeringand maths) study by seniorschool students may not be abad thing. “There are questionsabout whether or not this declineis natural market forces at play,which should not be interrupted,or whether there is a require-ment for effort to bolster STEMcapabilities,” the report says.

“From some perspectives,improved computing techno-logy and better user interfacesmay reduce the need for techni-cal capabilities.”

The report was compiled byCSIRO’s Data61 division withhelp from the federal Employ-ment Department, AustralianComputer Society, ANZ Bankand Boston Consulting Group.

The report charts four pos-sible scenarios — either tasksbecome more automated or theydon’t, and either institutionsadapt or they don’t — and looksat the policy implications of each.

It says stronger connectionsbetween educators and employ-ers will be vital to ensure thecontinuing relevance of qualifi-cations. And the ageing of thepopulation will skew morejobs into health and aged care,obliging most workers to acquirea “hybrid of technical, business,creative and interpersonalskills”.

Training is failingto enableyouthsJOHN ROSS

Equity scholarships are an effec-tive tool to attract students fromdisadvantaged backgrounds butthey are no guarantee of success,a new report says.

Nine researchers, led byNadine Zacharias from DeakinUniversity, looked at DeakinUniversity, Queensland Univer-sity of Technology and Universi-ty of Sydney students whoreceived an equity scholarship in2013. They found while thescholarships assisted students infinancial need to stay at univer-sity, they could only do so muchto overcome the effects of com-plex personal lives.

The report, prepared for theNational Centre of StudentEquity in Higher Education, saysuniversities and policymakersneeded to recognise that schol-arships would not act as a pana-cea in terms of increasingretention and success. “For opti-mal effectiveness, scholarshipsneed to be embedded in compre-hensive support systems that en-able students to succeed atuniversity,” it says.

The report has found stu-dents on scholarships based ondisadvantage combined withacademic merit and who re-ceived the highest value scholar-ships achieve the best outcomes,whereas students who receivedlarge scholarships purely basedon financial need fared worst.

The researchers found that

across all three universities, therecipient type appear to havemore of an effect on student out-comes than scholarship type.They note age, gender, socio-economic status and basis ofadmission are categories thatseem to have a correlation withretention and success.

The researchers concludethat even when scholarships aregiven to those with the greatestdemonstrable disadvantage,money alone could not over-come the obstacles students face.They write that the greatest con-tribution the federal govern-ment could make would bethrough consistent, predictableand appropriate levels of incomesupport to students throughCentrelink in the form of grants.

“The commonwealth hassuch an important role to playthat the universities are reallyjust a top-up,” Dr Zacharias said.

“In all of the three institu-tions, 3 per cent of the totalcohort received scholarships.”

The researchers found thatthe relationship between equityscholarships and student out-comes is complex.

“But it is without questionthat equity scholarships make adifference in retaining those whohave chosen higher education astheir path despite the obstaclesthey have had to overcome to getthere,” they write.

Dr Zacharias said the reportwould be used to present a bodyof research to universities toargue for equity scholarships.

Not one size fits allwith scholarshipsTESSA AKERMAN

Monash University on Mondayunveiled its $5.7 million super-computer, which is touted to em-power scientists in turningcomplex sets of data into graphicvisualisations.

Dubbed M3, the supercom-puter is part of the MASSIVEprogram (Multi-modal Austra-lian ScienceS Imaging and Visu-alisation Environment), theproduct of a collaboration be-tween Monash, CSIRO and theAustralian Synchrotron.

It is the third MASSIVE pro-ject, following M1 and M2.

Australia’s Chief Scientistand former Monash chancellorAlan Finkel, who was present atthe unveiling, said the super-computer would allow scientiststo visualise complex structures“at a glance. You cannot under-stand what you cannot see.”

Marta Garrido, a neuroscien-tist at the University of Queens-land, said vast amounts of datawere used to understand the

brain’s pathways through imag-ing techniques: “The brain iswired in an extremely complexway … We use mathematicalmodelling to decipher this data— these analyses require a lot ofcomputing power and so accessto supercomputers like M1, M2and now M3 is critical.”

The Australian ResearchCouncil Centre of Excellence forIntegrative Brain Function,where Dr Garrido works, hassigned on to join the MASSIVEprogram as an affiliate.

“The research done in my labfocuses on understanding whatwe can learn about brain activitypatterns to try and understandwhich brain pathways are en-gaged when something unex-pected happens,” she said.

The lion’s share of funding forthe MASSIVE project since 2014has come from Monash Univer-sity’s faculty of medicine, nurs-ing and health sciences.

TOM JOYNER

Supercomputer unveiled

Cultures of learning change where East meets WestInternational education in theAsia-Pacific is tremendously ex-citing because the region’s coun-tries are tremendously exciting atthis juncture in world history. Stu-dent mobility continues to grow.More than half of all cross-borderstudents are from Asia and mo-bility within Asia is increasing.China, Japan, Taiwan, Malaysiaand others have ambitious targetsfor further growth.

What explains this growth?And the equally dynamic growthof other forms of internationalisa-tion, including movement ofacademics, co-publication in re-search, transnational education?Without fully exploring the re-search literature on push-pull fac-tors, I want to put forward threeexplanations.

First, international mobility,cultural engagement and learningin new sites have an attraction forus that cannot be explained sim-ply in terms of cost-benefit. It ismore about possible future bene-fits, or even just future possibil-ities, than about immediaterewards. We practise internation-alisation whether or not we gener-ate revenue from students. Wesubsidise internationalisationheavily. We lose money on re-search collaboration, and staff andstudent travel, but we keep doingthem. For their part, many inter-national students don’t knowwhether their international de-gree will truly boost their careers,but they go anyway.

Humans have been mobilesince they left Africa. It is an ad-venture that responds to some-thing deep within us. We not onlychange our conditions, we feedour imaginations and change our-selves through educational mo-bility. In the past two decades,communications have shrunk theworld further. What’s more, travelis cheaper, the mobility industryhas grown, and we have more op-portunities for these adventures.

Second, and specifically in rela-tion to academic faculty, since theadvent of the internet scientificknowledge has become decisivelyglobalised. Most innovations arenow sourced from the world sci-ence system, not national systems.To access that knowledge early weneed to collaborate across bor-ders, learn from colleagues abroadand share our work with them.

Third the growth in numbers isalso a function of the growth ofeducational participation. Somestudents are always mobile. Thesize of the pool from which theycome is expanding.

The rapid growth of third leveleducation is a feature of all mod-ern societies with per capita in-comes of more than $US10,000($14,000), and many with per cap-ita incomes of $5000 to $10,000,such as India and Vietnam.

Between 1970 and the early 90sthat growth more or less kept pacewith the growth of real gross dom-estic product. Then somethingchanged. Enrolments began toclimb much faster than popu-lation and the economy.

Worldwide the gross tertiaryenrolment ratio is now increasingat 1 per cent a year, 20 per cent in20 years. Within a generation halfof the age cohort, across the world,will enter some kind of tertiaryeducation. This is a staggeringchange.

Rapid growth of participationis taking place in countries withdifferent rates of economicgrowth, different industry config-urations and demand for skills,different political systems. Whatthese countries have in common isurbanisation, the movement ofpeople from countryside to city.

Tertiary education is largelyprovided in cities. The growingurban middle classes aspire to abetter life for their childrenthrough education; and in citiesthe drive for betterment througheducation also spreads below themiddle classes.

In higher education the tra-ditional Confucian family com-mitment to education and respectfor scholarship has been com-bined with the American scienceuniversity and leavened by Euro-pean influences, all welded to-gether and propelled along thegrowth path by focused state pol-icy and investment.

East Asian evolution is distinc-tive and cannot be adequatelyunderstood as a subset of Westernpaths. The political economy isdifferent — for example, state’ssupremacy over finance and in-dustry, in keeping with Chinesetradition. The cultural and edu-

cational conditions are different.The family drive for education,universal to all socioeconomiclayers, underpins the growth ofparticipation.

The willingness of families tosupport part of the cost of tuition,including extra schooling, pre-pares students at a high level, andfrees up state resources for invest-ment in infrastructure, researchand Western comprehensive uni-versities. The East Asian systemmodel in higher education is ableto progress rapidly on three goalsat the same time: lifting participa-tion, improving quality and grow-ing research.

East Asian effectiveness isstimulating many other countriesto look East, as former MalaysianPM Mahathir Mohamad used tosay. However, East Asian highereducation systems have yet to cre-ate a grounded indigenous “ideaof a university”. The system ismore East than West. The insti-tution is more West than East.

In terms of Programme forInternational Student Assess-ment results, East Asian schoolingis outstanding, with a high pro-portion of high-achieving stu-dents and a low proportion of low-achieving students.

However, the chief factor in thePISA performance is not schoolsbut the Confucian tradition in thehome. My colleague John Jerrimat the University of London re-ports on a study of the PISA math-ematics performance of second-generation East Asian migrantstudents in Australia. Their aver-age PISA mathematics score sitsbetween Singapore and Shanghai.

These students attend Austra-lian schools, not East Asian ones,but they are from East Asian heri-tage families. They do as well inPISA as East Asians in East Asia.

In his study of the global impli-cations of the rise of China, MartinJacques puts the argument that asChina becomes stronger, its dis-tinctive cultural identity will be-come more apparent.

Indigenous traditions are liv-ing, breathing traditions that con-tinue to evolve.

In future the balance willchange, between Western ele-ments and indigenous Chinesetradition. Will this happen in thehigher education sector?

Simon Marginson is professor of international higher education at the Institute of Education at University College London.

SIMON MARGINSON

The chief factor inthe PISA performance is notschools but the Confucian tradition

The Hansen TrustAppointments in History

The Hansen Trust has been established to position the History Program at The University of Melbourne at the forefront of innovation and excellence in History teaching. The Trust provides resources that enable History at Melbourne to attract the best and brightest undergraduates; to provide students with an outstanding education; to open pathways into great careers and graduate opportunities; to underline the continuing relevance and import of history; and to nurture and engage community passion for this important fi eld of study.

The University of Melbourne is now seeking to appoint fi ve new positions in line with this vision, and to award an annual three-year PhD scholarship to the value of $30,000 pa. The positions comprise:

The Hansen Chair in History: a fully endowed continuing appointment expected to make major contributions to teaching, engagement, research, academic leadership, administration and professional development at both undergraduate and postgraduate levels.

The Hansen Senior Lectureship: a continuing appointment expected to lead the development of innovation and excellence in research-led History teaching, and to engage, nurture and extend interest in the discipline within the broader community.

The Hansen Lectureships: three fi ve-year fi xed-term appointments expected to contribute to the development of teaching and learning initiatives across the History Program.

The fi elds of expertise for each post and for the PhD scholarship are open, although it is the intention of the School of Historical and Philosophical Studies to ensure that at least two of the fi ve posts will be allocated to historians who specialise in periods prior to 1800.

To fi nd out more go to http://about.unimelb.edu.au/careers and click on ‘Current Opportunities’.

The Hansen Trust has been established to position the History Program at The University of Melbourne at the forefront of innovation and excellence in History teaching. The Trust provides resources that enable History at Melbourne to attract the best and brightest undergraduates; to provide students with an outstanding education; to open pathways into great careers and graduate opportunities; to underline the continuing relevance and import of history; and to nurture and engage community passion for this important field of study.

The University of Melbourne is now seeking to appoint five new positions in line with this vision, and to award an annual three-year PhD scholarship to the value of $30,000 pa. The positions comprise:

• The Hansen Chair in History: a fully endowed continuing appointment expected to make major contributions to teaching, engagement, research, academic leadership, administration and professional development at both undergraduate and postgraduate levels.

• The Hansen Senior Lectureship: a continuing appointment expected to lead the development of innovation and excellence in research-led History teaching, and to engage, nurture and extend interest in the discipline within the broader community.

• The Hansen Lectureships: three five-year fixed-term appointments expected to contribute to the development of teaching and learning initiatives across the History Program.

The fields of expertise for each post and for the PhD scholarship are open, although it is the intention of the School of Historical and Philosophical Studies to ensure that at least two of the five posts will be allocated to historians who specialise in periods prior to 1800.

To find out more go to about.unimelb.edu.au/careers and click on ‘Current Opportunities’.

Logo in top left corner. Mono (black) logo is used because this ad is being printed in black and white only


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CRICOS Code CRICOS CodeCRICOS:00116K


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Melbourne Law School is off ering up to five Teaching Fellowships for outstanding PhD candidates in 2010. These prestigious Fellowships include paid teacher training and mentoring, teaching and administrative experience and full inclusion in the intellectual life of the Law School.

Applications for 2010 are now open. For more information about the Fellowships, and the generous scholarships available for PhD study at the Law School, please visit www.research.law.unimelb.edu.au

law.unimelb.edu.au

Melbourne Law School

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PhD Teaching Fellowships:An academic career awaits you.

“Boundaries of Public Law” The Miegunyah Distinguished Visiting Fellow Free Public LectureBy Professor Denis Baranger, Professor of Public Law, Université Panthéon-Assas, France

Date: Wednesday 26 JulyTime: 6.00pm-7.30pmVenue: Melbourne Law School, 185 Pelham Street, CarltonRegistration: www.law.unimelb.edu.au/events


CRICOS Code

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• Lead strategy for the recruitment of outstanding graduate students through diverse pathways into Melbourne’s Graduate Schools

• Ensure the University’s graduate coursework programs are of premium quality• Ensure outstanding graduate outcomes and employability• Develop Graduate School models to deliver financial and operational performance• Drive the creation and delivery of a distinctive graduate student experience

Deputy Provost(Graduate)

Find out more at about.unimelb.edu.au/careers

The University of Melbourne is seeking to appoint a candidate of exceptional calibre to the new position of Deputy Provost (Graduate). This executive role will lead the strategic development of Melbourne’s graduate schools and graduate coursework programs and will make a distinctive contribution to the way in which graduate students experience the University of Melbourne. The role will support the strategic goals of the University to attract the finest students nationally and internationally and to off er exceptional graduate outcomes.

As Australia’s leading university, Melbourne is a public-spirited institution that aims to provide current and future generations with education, research and quality of engagement equal to the finest institutions in the world. It is the number one university in Australia and among the fastest rising research universities in the world’s top 100. The University has an annual budget exceeding $2 billion, 7,400 staff and more than 50,000 students (42,500 full-time equivalents).

The Deputy Provost (Graduate) will engage extensively with senior stakeholders spanning the University Executive, Chancellery Executive and academic divisions on university-wide issues. This will include building and maintaining strong alumni relationships to contribute to the advancement of the University and its future goals.

As Deputy Provost you will be a Professor with a distinguished academic reputation and significant experience in academic leadership. Strategic, articulate and collaborative, you will have a deep understanding of graduate education and a passion to inspire those devoted to delivering graduate coursework programs and outcomes.

Applications close midday on Wednesday 22 March 2017.

Job No: 0042897

For position information and to apply online go to about.unimelb.edu.au/careers, and under the relevant option (‘Current Staff ’ or ‘Prospective Staff ’) search by the job title or number.

An Equal Opportunity employer.

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Melbourne is coming to the Sunshine Coast

STUDY AT AUSTRALIA’S NO. 1 UNIVERSITY*

*Times Higher Education World University Rankings 2015–2016CRICOS Provider Code 00116K

Meet Australia’s No. 1 University at the Sunshine Coast Daily Careers Expo.Tuesday 19 July, 10am–2pm and 4pm–7pm

Learn more at futurestudents.unimelb.edu.au/sunshine





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7.3


Advertising: Digital

Digital advertising guidelines These guidelines advise how to use the design system across a variety of digital advertising applications.

Requirements for digital advertising:

As well as adhering to the campaign advertising guidelines above, the following should also be considered when developing digital advertising:

• The final frame or screen must contain a call-to-action and the UoM logo.

• Use either the focus marks or an aperture on at least one screen.

• The final frame should make sense if it is viewed on its own (sometimes web banners will not loop and remain on the final frame once the animation is completed).

• Use the appropriate UoM logo to suit the size and shape of your advertisement so that it is clearly displayed.

• You do not need to use an entity identifier in a digital ad.

• Use dynamic, appropriate, high quality images.

• Include a clear call to action.

How to create effective digital advertising• 1-3 frames is recommended for animated digital

advertising (e.g. animated gifs).

• Each frame should be able to stand on its own if it was taken out of context.

• Be compelling, concise and clear – view the Tone of Voice section of the Brand Guidelines.

• Try to minimise text and keep your message clear-cut – simple is best in small spaces.

• Ensure your landing page and URL address match your digital advertising message.

• Be relevant to your target audience and medium. A cleverly targeted message for your digital audience may be more effective than repeating a print advertising message.

• Include a clear call to action (e.g. click here/apply now/register now).


7.3


Advertising: Digital – Examples

• Final screen contains appropriately sized UoM logo and call to action

• Attention-grabbing use of imagery

• Targeted message

• Use of focus marks aids in brand recognition and design

• Entity identifier is used (this is not mandatory)

• UoM CRICOS Code.

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Screen 1 Screen 2 Screen 3 Screen 4

Example only


7.3



• Attention-grabbing use of typography

• Targeted message

• Clear date and venue details

• Final screen contains appropriately sized UoM logo and call to action

• CRICOS Code included.


7.3



This is the same advertisement designed for several different sized digital assets. Note that the distribution of information is different across the assets – where the asset is larger, it can hold more information on a single screen, whereas smaller assets need to split up the information over the course of the animation.

Just make sure that the final screen of the animated banner makes sense if viewed in isolation. Sometimes web banners will not loop and remain on the final frame once the animation is completed. Therefore, it is important that this frame contains the UoM logo, as well as a call to action.


Documents

These advertising guidelines Advertising: consistency across all … · 2019-03-07 · These advertising guidelines provide advice on how to maintain ... • Follow the logo guidelines