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Psychographic Segmentation

Psychographic segmentation  Profile your students and applicants  to u nderstand how students see your institution  so you can i mprove your marketing July 2011. Psychographic Segmentation.

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Psychographic Segmentation

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  1. Psychographic segmentation Profile your students and applicants to understand how students see your institution so you can improve your marketingJuly 2011

  2. Psychographic Segmentation The division of a market into segments according to the lifestyles, motivations, needs, beliefs and attitudes of its customers

  3. Why do a segmentation analysis? • Markets are composed of millions of individuals, each one unique. We don’t have the ability to address them individually. • Treating the market as an average of all the individuals is simplistic and unrealistic (e.g. the average student grade is 73%). • Segmentation groups like-minded individuals together and separates them from those that are most different. Within a segment, individuals are quite similar, while the segments themselves are distinctly different from each other. • This type of analysis provides the best of both worlds: simple enough to grasp, but detailed enough to guide sound marketing strategy.

  4. The potential benefits The primary use of psychographics is in marketing – product, promotion, place and price. The better you understand your markets, the easier it is to develop the products they want, deliver those products where and how they want them and promote the products in ways that have the best chance of arousing their interest. A viable psychographic segmentation system will help educational institutions to move away from relying only on demographic considerations to shape academic programs & delivery, student services and marketing-communications. Secondary uses might include improving retention, better alumni programs, better student services, etc.

  5. Research goals & key findings • Based on responses from 4,100 undergrads at five Canadian universities (Dalhousie, Laval, Concordia, Queen’s, Victoria): • See if a meaningful psychographic segmentation system can be developed for Canadian university first-entry undergraduates • See if there are significant differences in how different segments are attracted to the five different “university brands” Key findings The analysis identified 8 highly differentiated psychographic segments among first-entry undergrads that also made intuitive sense. Different universities attract very different mixes of students from the eight segments.

  6. Two primary psychographic segments • Analysis identified two primary segment formations that accurately define 100% of the respondent population. • Directed students: 67% and Drifters: 33% ALL STUDENTS 100% DIRECTED 67% of students 5 discrete segments University leads to success Looking to future Planning career Thinking and intellect DRIFTING 33% of students 3 discrete segments Trouble finishing Work is often late Changing goals Lost in crowd

  7. Eight discrete psychographic segments Conscientious Achievers aka New opportunities Social Extroverts aka Party hearty Anxious Go-getters aka Under stress Inquisitive Introverts aka Ivory Tower Success Express aka Planning for success Self Actualizers aka Personal Growth Cyber-Students aka Lost in Space Perpetual Students aka Lost & lonely • The best data “fit” generates eight discrete psychographic segments which demonstrate clear signs of differentiation both within the total population and among the different universities studied. Directed Segments Drifting Segments

  8. Four fundamental dimensions • There are also four fundamental dimensions that influence the distribution of the psychographic segments when they are mapped. Social Alienation Opportunity Academic

  9. Mapping the segments DRIFTING Social Self-Actualizers Social Extroverts Perpetual Students Alienation Opportunity Inquisitive Introverts Cyber-Students Conscientious Achievers Anxious Go-getters Success Express DIRECTED Academic

  10. Find out which segment you belong in EDge & CRi invite you to take the psychographic segmentation survey yourself. We’ll tell you which segment you would be in if you were a first-entry undergrad starting university. Details at the end of the presentation.

  11. A look at each segment The next section looks at the qualities and actions that differentiate between segments. First, the “Directed” segments…

  12. Conscientious Achievers Conscientious Achievers know what they want to do and are confident of their success after graduation, something into which they put a lot of effort and planning. They strongly believe that university helps them find new opportunities, as well as opening their eyes and exposing them to diversity. They work conscientiously and are the least likely to have late or last-minute assignments. They like to get involved: in classroom conversation and student politics (quite likely to call themselves activists). As the group most strongly adhering to their own beliefs and principles, they are the least likely to go in for wild partying or living on the edge. Low levels of stress. • aka • New opportunities • 16% of population • Know their future • Relationships • Social Justice • Liberal Education • Relationship with instructors

  13. Social Extroverts Social Extroverts are all about the social experience of university. They stand out from other groups in the frequency with which they go to extracurricular activities, belong to clubs and groups, work out, have an active social life, party and go wild. But they are not uninterested in education: they also believe in getting their degree (to get a high-paying job), connecting with like-minded thinkers (and networking with “the right people”). Quite likely to be looking for a future life partner at school. They appreciate the opportunities the university provides, including both personal independence and the chance to open their eyes. Perhaps summed up by “Being socially active in university is a part of the education.” • aka • Party hearty • 16% of population • Live on the edge • Social part of education • Lots of time online • Belong to clubs • Active social life

  14. Anxious Go-getters They live with a lot of stress: mostly about getting good grades. They know their future depends on grades, & finishing a degree is an important milestone. They worry about money (tuition costs are too high!) and things like speaking out in class (which causes a low participation rate). They are likely to feel that they are more stressed than those around them. Their families strongly push their education, and they are more likely than anyone else to regularly call someone in another city. They are fairly low on social activity and having groups of friends, but they do enjoy the personal independence of being at university. They are at least average in getting out to activities and enjoying movies/music/art. Most likely to be looking for a future life partner at school. • aka • Under stress • 12% of population • Stress about grades • Low class participation • Call another city • Movies, art, music • Meet life partner

  15. Inquisitive Introverts They rely on the university to provide a protected, intellectual space (set off from the real world, which is a bit scary). They like to be immersed in their books but they also like the way the university opens their eyes and exposes them to cultural diversity, connects them to like-minded thinkers and is a place for progressive and social justice work. They score quite low on extracurricular activities, clubs/groups, having a busy social life and large groups of friends, but are only average on reporting loneliness or being lost in the crowd. Although their family is a force in their education, they are the group least likely to call someone in another city on a regular basis. • aka • Ivory tower • 12% of population • Protected intellectual space • Nourish creativity • Low social activity • Bit of a dreamer • Drifted in high school

  16. Success Express They are at university for a purpose, which is to set themselves up for life (especially a high-income job) after they graduate. The degree or diploma is a key marker on this path, but the journey is not one on which they will dawdle; few students place as little importance as these do on extracurricular activities, clubs/groups, and movies/music/arts. Being socially active ranks low in importance, but they do value networking or getting to know instructors. The price is a fair amount of stress and loneliness, which they are prone to managing through video gaming. Least likely to be looking for a future life partner at school. • aka • Planning for success • 12% of population • Know exact future • Plan for future • University success leads to life success • Take part in class • Low social interest • Stressed & lonely

  17. The “Drifting” segments

  18. Self Actualizers They see the university as a source of personal development. Motivations include experiencing music/movies/art, being involved in classroom conversation, experiencing diversity, remaining true to beliefs and principles and having time to dream. Motivations do not include getting a prestigious degree or a high-paying job, material things, or worrying about grades. The group most likely to be seeking the “classical liberal” education. Admit they have a relatively high likelihood of changing goals, and of not finishing things or following through. Family is usually not a strong force in pushing their education. Very low levels of stress about grades or money. Most likely to be in favour of legalizing pot. • aka • Personal growth • 11% of population • Future not about grades • Material world not important • Nourish creativity • Speak out in class • Legalize pot

  19. Cyber-Students They are twice as likely as others to say that they spend a lot (too much) time on social media and with their cell phones. They show the least interest of anyone in being “immersed in books” (but maybe partly because they are technophiles). They like to party, go wild and live life on the edge, and spend little time planning for the future. They are not joiners – going to university events or belonging to clubs or groups. They do have goals of finishing their degrees and getting a high-paying job, but have trouble finishing things or getting them in on time, and they suffer from constantly changing goals. Compared to university, the real world looks a little scary. Relatively little interest in teachers/ instructors, and like to interact with them by email. • aka • Lost in space • 12% of population • Active social life/go wild • Lots of friends • Changing goals • Education leads to income • Spend lots of time online

  20. Perpetual Students They are very troubled by loneliness, alienation, and stress. They have difficulty finishing things, from assignments to their entire program of study, and are also prone to changing their goals (although it is not clear which of these is cause and which is effect). They have high stress levels about speaking in class, about money, about their careers. They rarely go to events, have any kind of active social life, or get involved in student politics. They tend to feel lost in the crowd and feel they have little right to their teachers’ time and attention. Likely to describe themselves as dreamers. • aka • Lost & lonely • 10% of population • Lost in crowd • Don't feel connected • Trouble finishing • Bit of a dreamer • Late assignments

  21. Looking at individual institutions This sections looks at the differences in the psychographic profiles of individual universities.

  22. Results for the five study participants • Widely differing results point to very different brand perceptions.

  23. University #1 – segment distribution • Directed • Drifting

  24. University #2 – segment distribution • Directed • Drifting

  25. University #3 – segment distribution • Directed • Drifting

  26. University #4 – segment distribution • Directed • Drifting

  27. Applications • Where psychographics have a role to play: • Understanding who you appear to be: Psychographics provides a look deep inside your brand as perceived by entering students. • Marketing-communications. An immediate application on how you communicate with your most desirable audiences. • Recruitment tactics: Immediate application on prioritizing the types of activities and tactics you will use. • Persistence & success: mid-term application on identifying those groups of students who do best in your institution’s environment. • Product delivery: mid-term impact on how programs are packaged for delivery (e.g., Success Express versus Inquisitive Introvert)

  28. 1. Get your institution’s psychographic profile • Includes • the psychographic profile of your institution’s entering class. • benchmarking against all participating institutions • an in-depth look at the psychographic profile of up to five student groups – defined by Faculty, geography, grades, etc. • Learn how you can better respond to student needs and proactively shape your institution’s future profile. • Investment • Survey of entering students $5,500 • Survey covers students entering university, college or private institute • A separate survey is being developed for students entering masters and doctoral programs.

  29. 2. Track persistence & success by segment • Includes: • tracking students who take part in the psychographic survey for persistence and success (conversion from full-time to part-time studies, withdrawal from the university, academic failure, placement on conditional standing etc.) • measuring the significance of any relationship between persistence-success and membership in a specific segment • assessing student service usage levels. • Pre-requisite: Research to establish the institution’s psychographic profile and segment membership of a reasonably large pool of students as outlined in Option #1. • Investment • o Annual tracking with reports $2,500/year

  30. 3. Intercept & segment prospects • Identifying an applicant’s segment gives you insights into their interests, motivations, and beliefs, so you can better tailor your recruitment efforts. • If you use the web for a large part of your recruiting efforts and capture prospect info in d-bases, you can offer prospects the opportunity to “find out what type of student they are” by taking CRi’s Applicants Profiler Test. • CRi will generate a segment tag for your d-base for every prospect who takes the Applicant Profile . You can tailor messages and tactics to appeal directly to the motives, needs and interests of top applicants. • Investment • Use of Applicant Profile Test / year (call to discuss)

  31. Next steps Take the test yourself, it’s free. This afternoon, we’ll send every webinar attendee an email invitation to take part. Once we’ve analyzed your answers, we’ll send you your results.

  32. Thank you For more information on how psychographic segmentation can improve your marketing, please contact: Kirk Kelly Partner, CRi Inc. (514) 488-7987 kkelly@cri-facts.com

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