There’s a gently scathing inditement of university marketing in today’s WonkHE newsletter. I’ve been interested in university marketing for years, without ever having written properly on the topic. I find it fascinating to see how universities choose to position themselves to (imagined) publics, as well as what this positioning says about them and the context within which they work. As WonkHE observes, what’s striking about advertising (in the UK) is how familiar it all seems, making reference to their place within an imaginary league table without any evidence that students or employers care about this:

Sector PR teams need to wean themselves off league tables and find more transparent ways to highlight their individual qualities. That’s the primary message falling out of six Advertising Standards Authority (ASA) rulings concerning different – yet somehow depressingly similar – advertisements from six universities.

In each case the institution in question had sought to position itself towards the top of a largely imaginary league table. The use of sector jargon (what is a “modern university”? or an “arts university”?) and unqualified claims (who said you were “university of the year”? why?) serves, in the eyes of the regulator, only to confuse people further.

Being slapped down for these practices isn’t just a bad look for the sector –- it’s bad marketing practice. There’s little evidence that students or employers care that you are in the top 5% of modern universities in the Greater Stroud Valley region, so why make the claims in the first place? It seems a risk not worth taking.

We need a turn-around in university marketing practice because the current trajectory could lead us to some pretty appalling places. On pg 20 of her Lower Ed, Tressie McMillan Cottom observes how marketing related spending outstrips tuition at some for-profit colleges in the United States:

If budgets are moral documents, the fact that some financialized for-profit colleges reportedly spent 22.4 percent of all revenue on marketing, advertising, recruiting, and admissions staffing compared with 17.7 percent of all revenue, on instruction speaks to the morals of financialization.

I assume we’re a long way from this in the UK, though there is no comparative data available to the best of my knowledge. But the reasons for growth are structural, as Andrew McGettigan makes clear in The Great University Gamble:

There are obvious inefficiencies in this competition as increasing resources have to be devoted to marketing and recruitment … The cost of financing higher education through the botched loan scheme means that the Treasury has insisted on an overall cap on student numbers. This creates a zero sum game where the sector is unable to expand overall and individual institutions are fighting for market share.

The ‘depressing similarity’ of university advertising suggests this process is expanding in a similar way within otherwise different universities. Some of this activity reaches into areas where I can claim some expertise, such as the growth of viral videos which often create a backlash for the institution. But it strikes me the overarching process is one which is ripe for analysis, providing a productive lens through which we can investigate transformations underway within the university. For this reason, I find it hard not to welcome the ASA judgement, as well as to hope it leads to a different direction of travel in university marketing.

I’d like to keep an Instagram of university advertising in the UK: https://www.instagram.com/theacceleratedacademy/

Please get in touch if you have any pictures you’d like to contribute!

In my copy of The Vocation Lectures, edited by David Owen and Tracy B. Strong, the editors helpfully annotate Weber’s description of the occupational realities of the German academic. From pg 2:

German students used to have a Studienbuch, a notebook in which they registered the coruses they were taking in their field. They then had to pay a fixed fee for each course. For staff on a full salary – that is, professors – these tuition fees were a welcome extra. For the unsalaried Privatdozent, these fees were the sole source of income. Science as a Vocation, pg 2. 

Is this where the Uberfication of the University could lead? I find it easy to imagine a Digital Studienbuch, the killer app of educational disrupters, dispersed throughout the university system. Universities would still exist to manage the ‘student experience’, control the academics and provide infrastructure. Perhaps there would still be paid professors to replenish the knowledge system and train the Privatdozent. But the university wouldn’t be the platform, instead it would be a whole series of arenas (with declining influence as the system became embedded), facilitating extraction from a relationship between teacher and taught on the part of a distant technology company.

Weber’s description of the academic career in Germany, “generally based on plutocratic premises”, seems eerily familiar from a contemporary vantage point:

For it is extremely risky for a young scholar without private means to expose himself to the conditions of an academic career. He must be able to survive at least for a number of years without knowing whether he has any prospects of obtaining ta position that will enable him to support himself.  Science as a Vocation, pg 2. 

In the excellent Lower Ed, Tressie McMillan Cottom reflects on the market-orientation of for-profit colleges, tending to seek a continual growth in student numbers. This growth imperative can manifest itself in marketing and recruitment outstripping teaching in institutional spending. From pg 20:

If budgets are moral documents, the fact that some financialized for-profit colleges reportedly spent 22.4 percent of all revenue on marketing, advertising, recruiting, and admissions staffing compared with 17.7 percent of all revenue, on instruction speaks to the morals of financialization

Since the previous Labour government kicked off the radical changes in higher education in the UK, I’ve been interested in the transformation of university marketing. The reforms created a pressure to differentiate but to what extent did that incentivise the growth of marketing and communications at the (potential) expense of investment elsewhere? I hadn’t thought about this issue for a while but it occurs to me that the extreme end of the US for-profit sector represents an exemplar of where the market logic now taking hold in the UK could lead, in so far as that linking financial performance to student numbers increases the structural importance of marketing and communication functions. How this logic plays out in practice depends on many organisational and sectoral factors which I’d like to understand better than I currently do.

How do we characterise the broader change in the sector? Cynics would see it as a distraction from the core functions of the university, with increasing resources being directed to marketing exercises with a possibly uncertain payoff in terms of recruitment. What concerns me is the competitive escalation that can arise in a (relatively) undifferentiated sector where actors compete for scarce attention: how can universities be heard above the din? One way is to accelerate the investment in marketing and communications, expanding into new arenas and further investing in staffing and systems. This is something which those staff are liable applaud, a message that might have particular force when their function is on the ascendency within the university and they can speak with authority gleamed from work outside the sector.

But others would argue that any uncertainty could be overcome by instilling a “marketing culture” in which “return on investment of each activity is carefully weighed up”. This is how Communications Management, ‘the education specialists’ report on findings of a project they were involved on:

Key findings

  • Over two-thirds (69%) of UK marketing directors have seen an increased investment in marketing over the past three years
  • Branding is often still not understood within the higher education sector
  • Modern students are ‘demanding customers’ looking for a response 24/7, meaning that a shift in marketing techniques is crucial
  • Social media must be handled in the right way to avoid “pushy communications” and encroaching on student space
  • Increase in senior strategic marketing appointments in Higher Education Institutions

However survey respondents – a third of the UK’s HE marketing directors – also stated that though budgets still rarely approach those in the private sector, they consider short term funding to be less important than moving to such a “marketing culture,” in which return on investment of each activity is carefully weighed up.

http://www.communicationsmanagement.co.uk/blog/he-marketing-has-become-more-credible/

There are many things to explore here. What particularly interests me is the role of professionalisation (within the sector) and external agencies (from outside the sector) in shaping the new common-sense concerning marketing in the digital university.

I just stumbled across an interesting report, Trends in Higher Education Marketing, Recruitment, and Technology, focusing on the United States context and would welcome any suggestions of reading that focuses more on the UK.

In 1988 Pierre Bourdieu chaired a commission reviewing the curriculum at the behest of the minister of national education. The scope of the review was broad, encompassing a revision of subjects taught in order to strengthen the coherence and unity of the curriculum as a whole. In order to inform this work, the commission early on formulated principles to guide their endeavour, each of which were then expanded into more substantive observations concerning their implications.

One of these stood out to me as of great contemporary relevance for the social sciences in the digital university. Their principle considers those “ways of thinking or fundamental know-how that, assumed to be taught by everyone, end up not being taught by anyone”. In other words, what are the elements of educational practice which are integral to it and how can we assure their succesful transmission in training? These include “fundamental ways of thinking” such as “deduction, experiment, and the historical approach, as well as reflective and critical thinking which should always be combined with the foregoing” and “the specific character of the experimental way of thinking”, “a resolute valuation of qualitative reasoning”, a clear recognition of the provisional nature of explanatory models” and “ongoing training in the practical work of research”. It extends this discussion to the technologies used in practice:

Finally, care must be taken to give major place to a whole series of techniques that, despite being tacitly required by all teaching, are rarely the object of methodical transmission: use of dictionaries and abbreviations, rhetoric of communication, establishment of files, creation of an index, use of records and data banks, preparation of a manuscript, documentary research, use of computerised instruments, interpretation of tables and graphs, etc.

Political Interventions: Social Science and Political Action, pg 175

This concern for the “technology of intellectual work” is one from which we could learn a lot, as well as the importance placed upon “rational working methods (such as how to choose between tasks imposed, or to distribute them in time)”. It maps nicely onto what C. Wright Mills described as intellectual craftsmanship. When we consider the technologies of scholarly production – things like notebooks, word processors, index cards, post it notes, print outs, diagrams and marginalia – our interest is in their use-in-intellectual-work. The technologies become something quite specific when bound up in intellectual activity:

But how is this file – which so far must seem to you more like a curious sort of ‘literary’ journal – used in intellectual production? The maintenance of such a file *is* intellectual production. It is a continually growing store of facts and ideas, from the most vague to the most finished.

The Sociological Imagination, pg 199-200

If we recognise this, we overcome the distinction between theory and practice. The distinction between ‘rational working methods’, ‘technology of intellectual work’ and ‘fundamental ways of thinking’ is overcome in scholarly craft. The role of the technology is crucial here: if we suppress or forget the technological, transmission of these practices is abstracted from their application, leaving their practical unfolding to be something which has to be discovered individually and privately (“ways of thinking or fundamental know-how that, assumed to be taught by everyone, end up not being taught by anyone”). But places for discussion of craft in this substantive sense have been the exception rather than the rule within the academy.

Perhaps social media is changing this. It is facilitating a recovery of technology, now finding itself as one of the first things social scientists discuss when they enter into dialogues through social networks and blogs. But it also facilitates what Pat Thompson has described as a feral doctoral pedagogy:

Doctoral researchers can now access a range of websites such as LitReviewHQ, PhD2Published and The Three Month Thesis youtube channel. They can read blogs written by researchers and academic developers e.g. Thesis Whisperer, Doctoral Writing SIG, Explorations of Style, and of course this one. They can synchronously chat on social media about research via general hashtags #phdchat #phdforum and #acwri, or discipline specific hashtags such as #twitterstorians or #socphd. They can buy webinars, coaching and courses in almost all aspects of doctoral research. Doctoral researchers are also themselves increasingly blogging about their own experiences and some are also offering advice to others. Much of this socially mediated DIY activity is international, cross-disciplinary and all day/all night.

https://patthomson.net/2014/06/16/are-we-heading-for-a-diy-phd/Doctoral researchers 

There can be problematic aspects to this. But when it’s valuable, it’s at the level of precisely the unity of thinking, technology and activity which the commission advocated. Social media is helping us recover the technology of intellectual work and it’s an extremely positive development for the social sciences.

  1. Does the situation of skholḗ still obtain in the accelerated academy? This is what Bourdieu described as “the free time, freed from the urgencies of the world, that allows a free and liberated relation to those urgencies and to the world” (p. 1). This condition was always unevenly distributed, its ubiquity apparent only relative to one’s own elite status within similarly elite institutions, allowing practicalities in here to pass unnoticed and those out there in other institutions to evade recognition. The organisational sociology of skholḗ seems implausible, suggesting the distance is between the institution and the outside world, rather than within the institution itself. There are many changes in the university which have undermined the experienced situation of skholḗ but the one which interests me most is automation. In so far as support staff have been replaced by digital technology, meeting the practical demands of professors now entails their own participation in what Craig Lambert calls ‘shadow work’ (i.e engaging with automated systems) rather than delegation to those within the institution whose role it is to handle practicalities. I’m still relatively new to Bourdieu’s work on universities but thus far, it’s hard to avoid the impression that he sees universities as exclusively populated by ‘professors’ and ‘students’ (see for example p. 41).
  2. If the scholarly vocation involves a form of learned ignorance, in which “base calculations of careerist ambition” are systematically excluded, scholarly blogs and tweets which address professional issues become a crucial site of struggle over shared identity. The lived frustrations of pluralistic ignorance, as well as the more mundane challenge of what to tweet/blog about and the fact this generates traffic, generates a tendency for academics to blog about their own practice. This reclamation of scholarly craft must proceed within strict boundaries, lest it be accused of advocating careerism. I was fascinated by someone who felt the need to comment on sociological imagination that they found some career advice I linked to ‘disgusting’ because it represented the ‘neoliberal subject’. The discursive tendencies of academics who have taken to social media represent a challenge to the disavowal of the practical which, argues Bourdieu, should be seen as partly constitutive of the scholarly field. But perhaps this represents a form of “making explicit what ordinarily remains implicit” (p. 37) which opens up the professional socialisation process to those excluded from it.
  3. Are we seeing the emergence of an organic reflexive sociology of the digital university? It seems to me that we are but we should add a crucial caveat about its organic character. It necessarily reproduces the illusio of its players, with even the most sophisticated accounts taking the stakes of the academic game as a given. This is why arguments about ‘careerism’ and the coverage of ‘ex-academics’ prove so richly divisive. This is when the stakes of the game are seen to be susceptible to challenge, even by those who are party to them, opening up contrasting possibilities that this is just a game that we are playing and furthermore it is a game that we can elect to leave. This mechanism produces systematic blindspots, leading what might otherwise be communally empowering reflections on shared conditions into meandering and myopic alleys which permit of little practical development. There are cultural forms which circulate successfully under these conditions which it is valuable to critique on this basis e.g. the slow professor. The politics of advice in academic social media are complex and little scrutinised.
  4. Social media can prove alluring for the scholar because of the “excessive confidence in the powers of language” which plague them (p. 2). It offers an imaginative recuperation of the “apartness from the world of production” that is experienced as “both a liberatory break and a disconnection, a potentially crippling separation” (p. 15). The combination of a vaguely defined audience on to which one can project and architecture of platforms which encourage contention provides a perfect forum in which those who “regard an academic commentary as a political act or the critique of texts as a feat of resistance, and experiencer revolutions in the order of words as radical revolutions in the order of things” can act out their political ambitions on a safe and inconsequential stage of their own making (p. 2).
  5. Until perhaps they confront those from adjacent fields, their movements similarly inflected through comparable processes of digitalisation. What happens when scholars meet journalists? What happens when they meet policy makers? What happens when they meet their own students? What happens when they meet ‘trolls’? How do these increasingly everyday encounters provide opportunities for the reproduction or transformation of their investment in the scholarly field? The sociology of such boundary encounters is much more complex than tends to be acknowledged. What seems clear to me is that accounts of social media as democratising the academy in relation to wider society fail to capture what is going on here.