brand positioning research: findings & implications brand...prospect database) 541 interviews...

April 15, 2008This report is solely for the use of client personnel. No part of it may be circulated, quoted, or reproduced for distribution outside the client organization without prior written approval from Copernicus Marketing Consulting and Research. Copyright 2008 COPERNICUS, all rights reserved

Prepared for:

The University of Vermont

Brand Positioning Research: Findings & Implications

Study Objectives

1

The overall objective of this research is to quantify existing perceptions of the UVM “brand” and to develop insights that will serve as the foundation for a transformational brand strategy.

The research process has comprised two key steps:

PHASE 1:

Process: 30 qualitative 1-on-1 interviews with key UVM administrators & professors, and influential HS guidance counselors

Objective: Generate hypotheses; determine information needs

PHASE 2:

Process: 1,239 quantitative interviews with college freshmen & high school seniors

Objective: Obtain quantitative information as a basis for strategic recommendations

Quantitative Research Methodology

2

1,239 Interviews were conducted with four distinct cohorts of College Freshmen & High School Seniors

“Admitted & Enrolled”

(Current UVM freshmen)

257 Interviews

“Admitted & Did Not Enroll”

(College freshmen who were admitted to UVM but decided to go elsewhere)

228 Interviews

“Did Not Apply”

(College freshmen who were identified as

desirable* students and who were in the UVM

database but did not apply to UVM)

213 Interviews

“High School Senior”

(Current high school seniors who expressed an interest in UVM at some

point in time and are therefore included in the

prospect database)

541 Interviews

*Determined by having “STPP” appended to one’s “PSOURCE” code – meaning the student was a PSAT search respondent, and therefore academically desirable.

Interviews were conducted online during November – December, 2007, and were approximately 15 minutes in length.

Most of the interview was conducted blind. For college freshmen, UVM was not identified as the sponsor of this study until near the end of the interview, (when they were asked to evaluate positioning concepts with respect to UVM). This helped mitigate any potential response bias, and allowed us to get more candid evaluations of UVM. For high school seniors, UVM was not identified as the sponsor of this research, as these students were in the college admissions process, at that time.

Key Findings: Overview of the Opportunity

1. UVM has a significant opportunity to improve yield.

2. Improving yield should result in an academically stronger pool of incoming freshmen.

3. UVM faces a very fragmented competitive set.

4. Broadly speaking, the students UVM loses are very likely to join “higher-ranked” schools.

3

4

Key Finding #1: UVM has a significant opportunity to improve yield

While UVM has done a great job of attracting applicants, many of those who apply have little/no interest in actually attending UVM.

Over 40% of “Acceptees” report that UVM was not among the top 3 schools that offered them admissionUVM yield (19%) is much lower than many other similar schools: U Maine (39%); UNH (33%); UMass Amherst (26%); U. Michigan (44%); U. Wisconsin (42%)

Among those that did not join UVM, about half had UVM as one of their top 3 schools – we have an opportunity to significantly improve yield.

Yield(Among Acceptees)

Preference(Among Acceptees)

Preference(Among Acceptees Who

Enrolled Elsewhere)

Key Finding #2: Improving yield should result in a stronger pool of incoming freshmen

On average, the Acceptees UVM “loses” have stronger academic records than those UVM accepts. The strategic marketing task facing UVM is not one of seeking more high-quality applicants – rather, we need to win more of the many good applicants we get.

Median SAT score among students enrolled at UVM is 1750 versus 1850 for Acceptees who enrolled elsewhere

5

Median = 1750 1850

*Based on database information provided by UVM

Key Finding #3: UVM faces a highly fragmented competitive set

UVM has a highly fragmented competitive set, reflecting the numerous good choices that college-going students have today.

Our sample of Acceptees who enrolled elsewhere (N=228), joined 131 different schoolsWith the exception of UMass Amherst (6%) and BU (5%) no other school got even 5% of the students UVM lost

6

School: Other Schools Attended by UVM

AccepteesUmass Amherst 6%

Boston University 5%

Cornell University 3%

University of Connecticut 2%

Penn State University 2%

St. Michael’s 2%

American University 2%

Univ. of New Hampshire 2%

Other Schools 76%

Key Finding #4: In order to successfully compete with other schools UVM will have to improve student perceptions of school “quality”

Based on U.S. News & World Report rankings, a large proportion of Acceptees who enroll elsewhere join a higher ranked school than UVM.

7*Based on 2007 US News & World Report ranking of top National Universities and Liberal Arts Colleges; UVM was ranked 96th on the National University list. A complete list of schools attended by UVM accepetees, along with rank, is available in the appendix.

School Not Ranked

School Ranked by

U.S. News & World Report

UVM Ranked Higher

UVM Ranked Lower than School Chosen

Ranking of School Attended* Type of School Attended

UVM Ranked the Same

Key Findings: Brand Positioning Insights

5. Many different criteria influence a student’s choice of which college to attend. The two most important dimensions underlying these criteria are “academic quality” and a “fun college experience.”

6. “College Experience” is an important reason UVM wins students.

7. In contrast, “Academic Quality” is an important reason UVM loses students.

8. Overall, the “Public Ivy” positioning platform tests the strongest by a small margin. Among academically stronger students, (high ACE score), however, Public Ivy is a clear winner.

8

9

School Selection Criteria

Academic Quality

• Has a strong program for your desired major or area of study

• Provides a challenging academic experience

• Has first-rate academic and classroom facilities

• Has a good track record for placing students in top graduate schools and highly sought after jobs

• Has high quality faculty who are recognized scholars in their fields

• Is a highly selective school

Fun College Experience

• Is a fun place to go to school

• Has a strong sense of campus community

• Is located on a beautiful campus

• Is located in an exciting college town that caters to students

Infrastructure Quality

• Offers high quality housing/dormitory options

• Has high quality, modern recreational facilities

Hands-On Learning

• Offers undergraduates opportunities to apply classroom learning to real-world problems

• Offers courses that are more interactive or experiential, and less lecture oriented

• Provides students the opportunity to participate in professors' research projects

Intimate Classroom Experience

• Offers small class sizes where students get to know professors one-on-one

• Is a place where senior faculty, not graduate students teach undergraduates

Cost / Value

• Has a low cost of attendance after the scholarships/grants you received* / Is a good value for the money**

Liberal Campus

• Is a place where students care deeply about issues of social justice

• Is a very liberal campus

• Is a place where administration, faculty, and students are very engaged in environmental issues

Other Factors

• Offers a strong liberal arts education

• Has a diverse and multi-cultural student body

• Provides opportunities to take part in many outdoor recreational activities

• Is strongly recommended by your high school guidance counselor

• Has a highly ranked medical school and strong programs in health and medicine

• Has successful major sports programs, like football, basketball, hockey

*Asked to college freshmen, only **Asked to high school seniors, only

Twenty-seven school characteristics were evaluated & grouped into the following dimensions using factor analysis.

10

“Dream Detection”

Self-reported in the questionnaire, based

on a 5-point scale

“Problem Detection”

Needs versus perception of

school attending / top choice

“School Preference Detection”

Relationship between school ratings on

characteristics and overall rating of school

Motivating PowerWeighted Average of the Three Measures

(Computed for each attribute / benefit for each respondent)

Copernicus employs a proprietary methodology to uncover what truly motivates a student’s college choice decision.

Copernican Motivating Power Analysis

Key Finding #5: “Academic quality” and “college experience” are the most motivating characteristics in the college selection process

Characteristics associated with “academic quality” are the most important drivers of college choice – students want to go to the best school they can get admission to. Also very important is the “college experience” students expect to have.

11

*Twenty-seven characteristics were explored in this research, and have been grouped into the dimensions shown above using factor analysis. Scores were averaged across all four student groups studied; scores for each student group can be found in the ‘detailed findings’ section of this report.**Includes: ‘strong liberal arts education,’ ‘student diversity,’ ‘outdoor activities,’ ‘guidance counselor recommendation,’ ‘highly ranked medical school,’ and ‘successful sports programs.’

Highly Motivating

Moderately Motivating

Less Motivating

Motivating Power Scores: Highly Motivating Dimensions

12

Dimension Motivating Power Score*

Academic Quality 80

Has a strong program for your desired major or area of study 87

Provides a challenging academic experience 84

Has first-rate academic and classroom facilities 84

Has a good track record for placing students in top graduate schools and highly sought after jobs 82

Has high quality faculty who are recognized scholars in their fields 81

Is a highly selective school 62

Fun College Experience 74

Is a fun place to go to school 83

Has a strong sense of campus community 74

Is located on a beautiful campus 71

Is located in an exciting college town that caters to students 67

*On a 0-100 scale where 100 = ‘Extremely Motivating’ and 0 = ‘Not at all Motivating.’ Characteristics with scores of 75+ have been labeled ‘highly motivating’; scores of 60-74 ‘moderately motivating’; and scores of less than 60 ‘less motivating.’ Scores were averaged across all four student groups studied; scores for each student group can be found in the ‘detailed findings’ section of this report.

Motivating Power Scores: Moderately Motivating Dimensions

13


Infrastucture Quality 68

Offers high quality housing/dormitory options 70

Has high quality, modern recreational facilities 67

Hands-On Learning 65

Offers undergraduates opportunities to apply classroom learning to real-world problems 75

Offers courses that are more interactive or experiential, and less lecture oriented 65

Provides students the opportunity to participate in professors' research projects 56

Intimate Classroom Learning 65

Offers small class sizes where students get to know professors one-on-one 67

Is a place where senior faculty, not graduate students teach undergraduates 63

Cost / Value 61

Is a good value for the money (HS students only) 69

Has a low cost of attendance after the scholarships/grants you received (college freshmen only) 52


Motivating Power Scores: Less Motivating Dimensions

14


Liberal Campus 52

Is a place where students care deeply about issues of social justice 58

Is a very liberal campus 49

Is a place where administration, faculty, and students are very engaged in environmental issues 48

Other Factors 50

Offers a strong liberal arts education 62

Has a diverse and multi-cultural student body 56

Provides opportunities to take part in many outdoor recreational activities 56

Is strongly recommended by your high school guidance counselor 50

Has successful major sports programs, like football, basketball, hockey 42

Has a highly ranked medical school and strong programs in health and medicine 41


Average

Perceptions of UVM Freshmen

Dimension Excellent

Academic Quality 10050

Dec

reas

ing

Prio

rity


Infrastructure Quality 50


Int. Classroom Experience 50

Cost / Value 50

Liberal Campus 50

UVM Other Top Schools Students Were Admitted to V C

Key Finding #6: “College experience” is an important reason UVM wins students

Other Factors 50

100

100

100

100

100

100

100

Poor60 70 80 90

VC

Highly Motivating


Less Motivating

VC

VC

VC

VC

VC

VC

VC

Among Enrollees, UVM gets stronger ratings on “fun college experience” than it does on “academic quality.”

16

UVM and Competitors* are Similar

UVM Superior (80, + 10)

Excellent(80+)

Average(70 - 79)

Poor (69 or less)

UVM Inferior (80, - 10)

Motivating Pow

er of Characteristic

High (75+)

• Is a fun place to go to school (+20)• Has a strong program for your desired

major or area of study (+16)• Is located on a beautiful campus (+24)• FUN COLLEGE EXPERIENCE (+23)

• Is located in an exciting college town that caters to students (+36)

• Has high quality faculty who are recognized scholars in their fields (+8)

• Provides a challenging academic experience (+7)

• Has first-rate academic and classroom facilities (+3)

• Has a good track record for placing students in top graduate schools and highly sought after jobs (+5)

• ACADEMIC QUALITY (+7)

Mod (60-74)

• Provides opportunities to take part in many outdoor recreational activities (+27)

• Is a place where administration, faculty, and students are very engaged in environmental issues (+35)

• Is a place where students care deeply about issues of social justice (+22)

• LIBERAL CAMPUS (+30)

• Is a very liberal campus (+31)

• Has a strong sense of campus community (+11)

• Offers undergraduates opportunities to apply classroom learning to real-world problems (+7)

• Has high quality, modern recreational facilities (+6)

• Offers a strong liberal arts education (+8)

• Offers high quality housing/dormitory options (+8)

• INFRASTRUCTURE QUALITY (+7)

• Offers small class sizes where students get to know professors one-on-one (-1)

• Offers courses that are more interactive or experiential, and less lecture oriented (+3)HANDS-ON LEARNING (+6)

• INTIMATE CLASSROOM EXPERIENCE (+1)

Low (<60)

• Has a highly ranked medical school and strong programs in health and medicine (+35)

• COST / VALUE (-2)

• Is a place where senior faculty, not graduate students teach undergraduates (+3)

• Is a highly selective school (+1)• Is strongly recommended by your high school

guidance counselor (+4)• Has a low cost of attendance after the

scholarships/grants you received (-2)• Provides students the opportunity to participate in

professors' research projects (+7)• Has successful major sports programs, like

football, basketball, hockey (+12)• Has a diverse and multi-cultural student body (-5)

Perceptions of UVM Freshmen

*Other top schools students were admitted toNote: Items ranked by motivating power in descending order within each cell, (i.e., most important item on top); numbers in parentheses represent UVM’s point advantage / disadvantage relative to other schools.

Average

Perceptions of Acceptees Who Enrolled Elsewhere

Dimension Excellent

Academic Quality 10050

Dec

reas

ing

Prio

rity


Infrastructure Quality 50


Int. Classroom Experience 50

Cost / Value 50

Liberal Campus 50

UVM School Currently AttendingV C

Key Finding #7: In contrast, “academic quality” is an important reason UVM loses students

Other Factors 50

100

100

100

100

100

100

100

Poor60 70 80 90

V CHighly

Motivating


Less Motivating

V C

V C

V C

V C

VC

VC

V C

Among Acceptees who enrolled elsewhere, UVM has a huge perception weakness on “academic strength/prestige” versus the school these students joined.

18

UVM and Competitors* are Similar


Excellent(80+)

Average(70 - 79)

Poor (69 or less)


Motivating Pow


High (75+)

• Has first-rate academic and classroom facilities (-15)• Has a good track record for placing students in top graduate schools and

highly sought after jobs (-22)• Has high quality faculty who are recognized scholars in their fields (-18)• Has a strong sense of campus community (-16)• FUN COLLEGE EXPERIENCE (-9)

• Provides a challenging academic experience (-23)

• Is a fun place to go to school (-14)

• Has a strong program for your desired major or area of study (-29)

• ACADEMIC QUALITY (-22)

Mod (60-74)

• Is located on a beautiful campus (-3)

• Offers undergraduates opportunities to apply classroom learning to real-world problems (-14)

• Offers high quality housing/dormitory options (-10)• Is a highly selective school (-27)• INFRASTRUCTURE QUALITY (-10)

• Offers a strong liberal arts education (-11)• INTIMATE CLASSROOM EXPERIENCE (-22)

• Is a place where senior faculty, not graduate students teach undergraduates (-22)

• Has high quality, modern recreational facilities (-11)• HANDS-ON LEARNING (-14)


• Is located in an exciting college town that caters to students (-2)• Offers courses that are more interactive or experiential, and less lecture

oriented (-13)• Has a diverse and multi-cultural student body (-18)

Low (<60)



• Is a very liberal campus(+8)


• Provides students the opportunity to participate in professors' research projects (-15)


• Is a place where students care deeply about issues of social justice (-2)• Has a low cost of attendance after the scholarships/grants you received (-8)• Is strongly recommended by your high school guidance counselor (-10)• Has successful major sports programs, like football, basketball, hockey (-9)• Has a highly ranked medical school and strong programs in health and

medicine (-4)

Perceptions of Acceptees who Enrolled Elsewhere

*School currently attendingNote: Items ranked by motivating power in descending order within each cell, (i.e., most important item on top); numbers in parentheses represent UVM’s point advantage / disadvantage relative to other schools.

19

UVM and Competitors** are Similar


Excellent(80+)

Average(70 - 79)

Poor (69 or less)


Motivating Pow


High (75+)



• Offers high quality housing/dormitory options (-12)


• Has first-rate academic and classroom facilities (-11)


• Has a good track record for placing students in top graduate schools and highly sought after jobs (-20)

• Has high quality faculty who are recognized scholars in their fields (-14)

• ACADEMIC QUALITY (-16)

Mod (60-74)


• Has a strong sense of campus community (-9)

• FUN COLLEGE EXPERIENCE (=)

• Has high quality, modern recreational facilities (-9)


• Offers a strong liberal arts education (-8)

• INFRASTRUCTURE QUALITY (-10)


• INTIMATE CLASSROOM EXPERIENCE (-12)


• Offers courses that are more interactive or experiential, and less lecture oriented (-6)

• HANDS-ON LEARNING (-9)


• Is a good value for the money (-2)• Has a diverse and multi-cultural student body (-9)

Low (<60)







• Is a highly selective school (-20)• Is strongly recommended by your high school

guidance counselor (-9)• Has a highly ranked medical school and strong

programs in health and medicine (-1)• Has successful major sports programs, like football,

basketball, hockey (+2)

Perceptions of High School Seniors*

*High school seniors who plan to apply to UVM**Competitors are top choice schools for each studentNote: Items ranked by motivating power in descending order within each cell, (i.e., most important item on top); numbers in parentheses represent UVM’s point advantage / disadvantage relative to other schools.

20

Positioning Platforms

Five positioning platforms were tested in this research:I. EnvironmentII. Public IvyIII. Social ResponsibilityIV. Experiential LearningV. Balanced Life

All respondents evaluated all five positionings. The order in which they read and evaluated these was randomized to eliminate order bias. The titles shown above, (e.g., “Public Ivy”), were not shown to respondents – only the descriptions.

21


I. ENVIRONMENTThe University of Vermont has a deep commitment to protecting our planet’s natural resources – an expression of its belief that protecting the environment is vital to social and economic well-being on both a national and global scale.Set in one of the nation’s most pristine and beautiful locations, every aspect of campus life at the University of Vermont reflects the school’s leadership on environmental issues. Campus facilities and operations have been designed with the best thinking on resource conservation and are models of green design. Courses in a wide variety of majors include an environmental component, and students get to work with faculty on leading-edge environmental research and programs that have real-world impact.At the University of Vermont you can choose from nearly 100 majors, but can take comfort in knowing that you are at a school committed to the environment, and to developing leaders uniquely qualified to address the challenges of the 21st century.

II. PUBLIC IVY The University of Vermont has a deep commitment to excellence in education – an expression of its belief that the outstanding education of talented students is the best foundation for creating the leaders of tomorrow. Set on an historic and beautiful campus, the University of Vermont is one of the oldest universities in the country. Although a small public institution, it has the intellectual caliber of the best private schools in the country – highly talented students and faculty, an excellent liberal arts college, thriving undergraduate and graduate professional schools, including a highly ranked medical school, and first-rate research programs. Beyond providing an excellent academic experience, the University of Vermont’s culture and relatively small size create an open and accepting, close-knit community. The University also embodies a strong sense of social, economic and environmental responsibility – qualities that are vital to successful leadership in the 21st century.

Note: for high school seniors, only, “The University of Vermont” was replaced with “This school” as the sponsor of the study was not revealed to high school seniors.

22


III. SOCIAL RESPONSIBILITYThe University of Vermont has a deep commitment to cultivating socially responsible leaders – an expression of its belief that addressing the challenges of tomorrow will require respect for ethical values, people, communities, and the environment.Set in an open and accepting community, the University of Vermont strives to create a more sustainable, ethical, and socially responsible society through education, community outreach, and research. Courses in a wide variety of majors approach subjects from ethical, social, and environmental perspectives; students also have the opportunity to work with faculty on cutting-edge research and programs that benefit the surrounding community.At the University of Vermont you will gain the tools necessary to succeed in tomorrow’s economy, whatever your passion may be; rest assured you will also be prepared to thrive in a world hungry for ethical values and social responsibility.

IV. EXPERIENTIAL LEARNING / INNOVATIVE LEARNING MODELThe University of Vermont has a deep commitment to preparing its students for success in the 21st century – an expression of its belief that developing the leaders of tomorrow requires fresh and innovative approaches to education.Set in an active and vibrant community, many courses taught at the University of Vermont are “problem-based” –subject matter is learned by working on and solving real-world problems. Moreover, courses are often taught by a team of professors with different backgrounds and areas of expertise, enabling students to think about subjects and problems holistically, as would be done in real-world settings. In many cases, learning takes place outside of the classroom in the surrounding community and landscape.At the University of Vermont you will get an outstanding education that will also be unique – one that is rooted in the problems and experiences of the world we live in.


23


V. BALANCED LIFEThe University of Vermont has a deep commitment to providing its students not just educational experiences, but life experiences – an expression of its belief that developing tomorrow’s leaders is about more than just books and studying.Set in a vibrant college town, the University of Vermont allows students to balance a challenging, first-rate academic experience with numerous extra-curricular and social activities. An uncommonly high proportion of students are involved in community service or one of the university’s numerous student groups. When not on campus, many students take advantage of the surrounding natural beauty by participating in outdoor activities, such as skiing, biking and kayaking.At the University of Vermont, you’ll not only get a great education, but also forge lasting friendships and have unforgettable experiences.


24

All five positioning platforms were written in compelling language – therefore, it’s not surprising that all five tested well. “Public Ivy” receives the most favorable ratings –reaffirming the importance of “academic quality” discussed earlier.

Key Finding #8: “Public Ivy” positioning tests the strongest, but by a narrow margin

Overall Impression(% Like it Very Much / Somewhat)*

*Asked on a 5-point scale: like it very much, like it somewhat, neither like nor dislike, dislike it somewhat, dislike it very much.

25

Public Ivy also narrowly edges out the other positionings with respect to “likelihood to choose.”

Key Finding #8: “Public Ivy” positioning tests the strongest, but by a narrow margin

Likelihood to Choose UVM(% Much More / Somewhat More Likely)*

*Admitted & enrolled were asked how likely they would be to choose UVM on a 5-point scale: much more likely, somewhat more likely, neither, somewhat less likely, much less likely. Admitted & did not enroll were asked how likely they’d be to select UVM on a 3-point scale: much more likely, somewhat more likely, no more likely.

26

“Public Ivy” performs significantly better, though, when we consider only those students with higher ACE scores (7-9).

Key Finding #8: “Public Ivy” is a clearer winner among higher achieving students

Likelihood to Choose UVM(% Much More / Somewhat More Likely)*

*Admitted & enrolled were asked how likely they would be to choose UVM on a 5-point scale: much more likely, somewhat more likely, neither, somewhat less likely, much less likely. Admitted & did not enroll were asked how likely they’d be to select UVM on a 3-point scale: much more likely, somewhat more likely, no more likely.

Key Findings: Brand Positioning Insights ALANA Students

9. While ALANA high school students have similar needs to Caucasian students, they place more emphasis on cost and campus diversity. Diversity appears to be most important to African American students.

10.Not surprisingly, UVM performs poorly when it comes to diversity.

27

28

Key Finding #9: ALANA students are more likely than Caucasian students to place emphasis on Cost and Diversity in selecting a college

There is marked consistency in what students look for in a school, except for two notable differences: cost & campus diversity. Clearly, the cost of attending UVM, coupled with its already low proportion of ALANA students, presents a challenge to improving campus diversity going forward.

*Twenty-seven characteristics were explored in this research, and have been grouped into the dimensions shown above using factor analysis. The analysis above was done among high school students, only, as this was the only group for which we had sufficient ALANA base sizes. **Includes: ‘strong liberal arts education,’ ‘outdoor activities,’ ‘guidance counselor recommendation,’ ‘highly ranked medical school,’ and ‘successful sports programs.’

29

Key Finding #9: Diversity is most important among African Americans

Within the ALANA group more similarities than differences are found. “Diversity” though important among all three groups is most important to African Americans – in fact it is their #1 criteria.

*Twenty-seven characteristics were explored in this research, and have been grouped into the dimensions shown above using factor analysis. The analysis above was done among high school students, only, as this was the only group for which we had sufficient ALANA base sizes. **Includes: ‘strong liberal arts education,’ ‘outdoor activities,’ ‘guidance counselor recommendation,’ ‘highly ranked medical school,’ and ‘successful sports programs.’

30

Key Finding #10: UVM performs poorly on “diversity”

UVM has a relatively low proportion of ALANA students, and as a consequence receives weak ratings with respect to “having a diverse and multicultural student body.”

How Students Rate the School they Attend on “Campus Diversity”

(Mean Score on a 0-100 Scale)

Average Rating on all 27 Dimensions

Gap = 28Gap = 4

Key Findings: Implementation Issues

11.Delivering the “Public Ivy” positioning will require significant effort.

12.UVM freshmen are “attitudinally” not dramatically different than other freshmen.

13.Developing a great campus visit protocol will be critical to improving yield.

14.Aligning other marketing channels – brochures and the web – with the new positioning platform will also help improve yield.

31

32

The challenge for UVM will be in successfully implementing a “Public Ivy” positioningOn measure of believability, “Public Ivy” was weaker than the “Environment” and “Balanced Life” platformsOn a positive note, 59% of the target cohort (Acceptees who enrolled elsewhere) did find this believable, suggesting there is potential if UVM makes a concerted effort at communicating this positioning platform

Key Finding #11: Delivering the “Public Ivy” positioning will require significant effort

Believability(% Believe it Describes UVM Completely / Very Well)*

*Asked on a 5-pt. scale: describes completely, describes very well, describes somewhat, describes slightly, does not describe atall.

33

Key Finding #12: UVM freshmen are “attitudinally” not dramatically different than other freshmen

Our analysis did not reveal a specific “type” of UVM student, reaffirming the applicability of a “Public Ivy” platform that works across different types of students

While applicants to UVM are more likely than non-applicants to consider themselves “active/outdoorsy” and slightly more likely to be concerned about the environment, there is no difference between Enrollees and Acceptees (who did not enroll) on these measuresThe only measure on which Enrollees are different is a stronger “social” orientation – going out socially, several times a week

Attitudes

34

% Strongly / Somewhat Agree* Admit & Enrolled

Admit & Did Not Enroll

Did Not Apply

Academic OrientationStudying and getting good grades is a top priority for me 92% 94% 92%

Active/OutdoorsStaying physically active is very important to me 80% 82% 73%

Being able to participate in outdoor activities is very important to me 75% 71% 61%

IndividualismI often follow my own instincts even when they are different from the rest of the group 78% 78% 81%

Social & OutgoingI go out socially several times a week 75% 64% 63%

Making friends and socializing at school is a top priority for me 76% 73% 74%

Environmentally ConsciousI am very concerned about the environment 73% 69% 63%

LeadershipPeople often ask for my advice on things 84% 82% 86%

I consider myself to be a leader 65% 63% 77%

Socially ConsciousI consider myself politically active and socially conscious 52% 54% 59%

Volunteering and community service is a real priority for me 43% 45% 64%

Involvement in SchoolI am involved in several extra‐curricular groups and activities at school 54% 66% 71%

*Scale: strongly agree, somewhat agree, neither agree nor disagree, somewhat disagree, strongly disagree.

Key Finding #13: Developing a great campus visit protocol will be critical to improving yield

Tactically speaking, this research confirms the importance of creating a great campus visit – we need to do all we can to get students to visit and ensure that they have a great experience when they come.

Over half of Acceptees who enrolled elsewhere did not visit UVMAmong those (enrolling elsewhere) who did visit UVM, only 49% rated their campus visit positivelyConversely, 92% of those who did enroll at UVM had made a visit, with 85% describing that visit as excellent or very good

35

85%

Admitted & Enrolled

49%

Admitted & Did Not Enroll

36

Key Finding #14: Aligning other marketing channels with the new positioning will also help to improve yield

Both Brochures/Catalogs and the Website should be improved, and aligned with the new positioning platform. However, the Website appears to be a more important priority

Among Acceptees who did not enroll, UVM brochures/catalogs were rated excellent/very good by 66% of the cohort versus a rating of 75% given to the school they attended (deficit of 9 points)This cohort rated the UVM website 53% (excellent/very good) versus 72% for the school they attended (deficit of 19 points)

Evaluation of UVM Marketing Among Acceptees Who Enrolled Elsewhere

(% Rating Excellent / Very Good)*

*Asked on a 5-point scale: excellent, very good, good, fair, poor.

Bigger gap than brochures

37

Strategic Recommendations Discussion

The positioning platform labeled “Public Ivy” tested the best overall, and among academically-stronger students.

The University of Vermont has a deep commitment to excellence in education – an expression of its belief that the outstanding education of talented students is the best foundation for creating the leaders of tomorrow.

Set on an historic and beautiful campus, the University of Vermont is one of the oldest universities in the country. Although a small public institution, it has the intellectual caliber of the best private schools in the country – highly talented students and faculty, an excellent liberal arts college, thriving undergraduate and graduate professional schools, including a highly ranked medical school, and first-rate research programs.

Beyond providing an excellent academic experience, the University of Vermont’s culture and relatively small size create an open and accepting, close-knit community. The University also embodies a strong sense of social, economic and environmental responsibility – qualities that are vital to successful leadership in the 21st century.

This positioning clearly communicates “academic excellence” which is a key driver of students’ college choice decision.

38


The “Public Ivy” positioning statement, as described, also emphasizes an “open and accepting, close-knit community” and a “strong sense of social, economic, and environmental responsibility.” While these are not the most important drivers of the college-choice decision, they will help UVM differentiate itself from other top schools.

What the Public Ivy positioning does not do, is clearly communicate a “fun college experience.” This is, however, an area of strength for UVM. Since UVM is known for being located in a great college town with a variety of recreational opportunities, it should be relatively easy to communicate a fun college experience through creative use of visuals/images in marketing communications.

39


Improving market perceptions of UVM on “academic quality” will require investments in several areas, and effective communication of these improvement being made by UVM:

Strong programs– Develop / promote areas of excellence / marquee programs; strong liberal

arts offerings and environmental sciences programs would fall into this category

First-rate academic and classroom facilities– Invest in classroom infrastructure and technology; showcase points-of-pride

during campus visits, on website, and in other promotional materialsGood track record for placing students in top jobs or grad schools

– Promote post-grad statistics UVM can be proud ofHigh quality faculty who are recognized scholars in their field

– Recruit and promote top faculty

Any updates of the UVM website, brochure and catalog should be consistent with the brand positioning and focus on the above areas along with “fun college experience.” Particular emphasis should be placed on encouraging campus visits and ensuring that this visit is a great experience for prospective students and their families.

40

Appendix – Quantitative Research Methodology

Within each group we oversampled:African American, Latino, and Asian American studentsStudents from outside the New England area, where necessary, as well as students from Illinois / Minnesota, to ensure robust base sizes in regions of interest

To ensure we are appropriately representing the populations we are studying the data was weighted as follows:

Weighting Criteria: Admit: Enroll Admit: Did Not Enroll

Did Not Apply High School Senior

Region

Vermont 25% 8% 3% 5%

New England + NY & NJ (excluding VT)

59% 67% 42% 52%

Illinois + Minnesota 2% 3% 6% 4%

Everywhere Else 14% 22% 49% 39%

ACE Score

7 - 9 31% 50%

1 - 6 69% 50%

Ethnicity

Non-Hispanic Caucasian 92% 89% 76% 78%

All Others 8% 11% 24% 22%

Gender

Female 55% 57% 60% 60%

Appendix: Liberal Arts Colleges Attended by UVM Acceptees*

Williams College (1)Swarthmore College (3)Middlebury College (5)Pomona College (7)Haverford College (10)Wesleyan University (11)Washington and Lee University(15)Colby College (22)Bates College (24)Colorado College (26)Macalester College (26)Mount Holyoke College (28)

41

Bucknell University (30)College of the Holy Cross (33)Whitman College (37)Connecticut College (44)Dickinson College (44)Skidmore College (47)Gettysburg College (48)Wheaton College, Illinois (59)Goucher College (91)St. Michael's College (106)Wittenberg University (118)

*Rankings in parentheses based on 2007 U.S. News & World Report Top Liberal Arts Colleges.

Appendix: National Universities Attended by UVM Acceptees*

Princeton University (1)Harvard University (2)University Of Pennsylvania (5)University of Chicago (9)Dartmouth College (11)Cornell University (12)Washington University in St. Louis (12)University of Notre Dame (19)University of California at Berkeley (21)Georgetown University (23)University of Virginia (23)University of Michigan, Ann Arbor (25)University of Southern California (27)Tufts University (28)University of North Carolina, Chapel Hill (28)Brandeis University (31)College of William and Mary (33)New York University (34)University of Rochester (35)University of Illinois-Urbana Champaign (38)University of Wisconsin, Madison (38)University of California, Davis (42)Rensselaer Polytechnic Institute (44)University of Texas at Austin (44)Penn State University (48)University of Florida (49)Syracuse University (50)Tulane University (50)University of Miami (52)George Washington University (54)

42

University of Maryland (54)Boston University (57)Ohio State University (57)University of Georgia (59)University of Pittsburgh (59)University of Connecticut (64)Miami University, Ohio (67)University of Delaware (71)Virginia Tech University (71)Indiana University, Bloomington (75)Stevens Institute of Technology (75)University of California, Santa Cruz (79)University of Colorado, Boulder (79)St. Louis University (82)American University (85)North Carolina State University (85)University of Denver (85)Clark University (91)University of Nebraska-Lincoln (91)Illinois Institute of Technology (96)Northeastern University (96)SUNY Stonybrook (96)University of Massachusetts, Amherst (96)Drexel University (108)University of New Hampshire (108)University of South Carolina (112)Arizona State University (124)Clarkson University (124)Colorado State University - Fort Collins (124)

*Rankings in parentheses based on 2007 U.S. News & World Report Top National Universities.

Appendix: Other Schools Attended by UVM Acceptees*

Alfred UniversityBishop's UniversityBloomsburg UniversityBowling Green State UniversityBrooklyn CollegeCalifornia Polytechnic State University, San Luis ObispoCalifornia State University FullertonColby-Sawyer CollegeCollege of the AtlanticColorado Mountain CollegeCreighton UniversityElon UniversityEmerson CollegeEmmanuel College, MassachusettsFairfield UniversityGeorgia State UniversityHebrew University, JerusalemIthaca CollegeJames Madison UniversityKalamazoo CollegeLesley UniversityLouisiana State UniversityLoyola College in MarylandMarlboro CollegeMcGill University

43

Milwaukee Institute of Art & DesignPace UniversityProvidence CollegeQueen's University, CanadaRochester Institute of TechnologySanta Clara UniversitySeattle UniversitySimmons CollegeSouth Dakota School of Mines and TechnologySUNY BrockportSUNY CobleskillSUNY New PaltzUniversity of RichmondUniversity of Alaska FairbanksUniversity of EdinburghUniversity of MaineUniversity of New EnglandUniversity of Rhode IslandUniversity of San FranciscoUniversity of ScrantonUniversity of WyomingVillanova UniversityWestern Washington University

*Schools not ranked on either the 2007 U.S. News & World Report Top Liberal Arts Colleges or National Universities.

CopernicusMarketing Consulting

and Research

Waltham, MA / (781) 392.2500Wilton, CT / (203) 834.8200

Kevin Clancy, ChairmanSohel Karim, Senior Vice PresidentKevin Hartley, Creative ConsultantJeremy Burbank, Vice President

copernicusmarketing.com

DETAILED FINDINGS

46

Significance Testing

Red boxes and blue circles, as depicted below, have been used throughout this report to highlight statistically significant differences.

= significantly higher at the 90% confidence level

= significantly lower at the 90% confidence level

47

Note on Achievement Level Comparison

Throughout this report, within each of our student groups, we look at high/low ACE score or achievement level. ACE score is a composition of SAT score, GPA, high school attended, etc., and was available in the UVM database for those students that had applied to UVM. For those that have not or did not apply to UVM, we broke the sample into high and low achiever groups. Below details how these groups are defined:

High ACE score: 7-9Low ACE score: 1-6High Achiever: 2000+ SAT (or ACT equivalent) and in top 25% of class; or 1800-1999 SAT (or ACT equivalent) and in top 10% of class.Low Achiever: those that did not meet the criteria above

Note: not all students had an ACE score, nor did all students provide their SAT/ACT test scores or class rank. These students were excluded from the high/low ACE / achievement level analysis.

48

Respondent Profile

49

Respondent Profile*

*Survey data; not based on information in the UVM database.

Respondent Profile

50

Number of Schools Applied to / Will Apply to*

*Number applied to, for college freshmen; number will apply to for high school seniors

51

Competitor Schools

Top “Other Schools” Admitted To - Among UVM Students -

52

Competitor Schools

Top Schools Admitted To & Attending- Among Admit Did Not Enroll -

53

Competitor Schools

Top Schools Attending- Among Admit Did Not Enroll -

54

Competitor Schools

52%48%

46%54%

UVM was a Top 3 Choice School

UVM NOT a Top 3 Choice School

57%43%

Low ACE Score High ACE Score

UVM was Top 3 Choice- Among Admit Did Not Enroll -

55

Competitor Schools

Top Schools Admitted To & Attending- Among Did Not Apply -

56

Competitor Schools

Schools Will Apply To & Top Choice- Among High School Seniors -

57

Competitor Schools

86%14%

80%20%

UVM was a Top 3 Choice School

UVM NOT a Top 3 Choice School

92%8%

Academic Achievement: Lower

UVM was Top 3 Choice- Among High School Seniors -

Academic Achievement: Higher

58

Attitudes

*Scale: strongly agree, somewhat agree, neither agree nor disagree, somewhat disagree, strongly disagree.

59

Type of Schools Considered

Regions Applied or Will Apply to School

60

Type of Schools Considered

Type of School Preferred

61

Highly Motivating Characteristics*

*Motivating Power score on a 0-100 scale. Items have been trichotimized into highly, moderately, and less motivating.

Motivating Power

62*Motivating Power score on a 0-100 scale. Items have been trichotimized into highly, moderately, and less motivating.

Motivating Power

Moderately Motivating Characteristics*

63*Motivating Power score on a 0-100 scale. Items have been trichotimized into highly, moderately, and less motivating.

Motivating Power

Less Motivating Characteristics*

64

Motivating Power



65

Motivating Power



66

Motivating Power



67



**Only within the high school senior sample did we have sufficient base sizes to breakout ALANA groups.

Motivating Power

68

Motivating Power




69

Motivating Power




70

Perceptions of UVM

The following slides report on perceptions of UVM. At this point in the interview, students did not know the study was being done on behalf of UVM.

The scores reported are means on a 0 – 100 scale where:100 = Describes UVM completely75 = Describes UVM very well50 = Describes UVM somewhat25 = Describes UVM slightly0 = Does not describes UVM at all

A factor analysis was performed to determine which items were similar or highly correlated in terms of their motivating power. The factors are meant to uncover overarching dimensions / themes, so that we can evaluate how UVM performs on each. The characteristics on the slides that follow have been grouped into these factors.

71

Perceptions of UVM*

*Means on a 0-100 scale where ‘Does Not Describe at All’ = 0, ‘Describes Slightly’ = 25, ‘Describes Somewhat’ = 50, ‘Describes Very Well’ = 75, ‘Describes Completely’ = 100.

72

Perceptions of UVM*


73

Perceptions of UVM*


74

Perceptions of UVM*


75

Perceptions of UVM*


76

Perceptions of UVM*


77

Perceptions of UVM*


How UVM Students Rate UVM vs. How Students Who Decided Against UVM Rate the School they Chose

78

Perceptions of UVM*



79

Perceptions of UVM*



80

Perceptions of UVM versus Other Schools

Both the Same

UVM Superior

Excellent: Could not Be

Better

Acceptable, But Could Be

Better UnacceptableCompetitors

Superior

Motivating Power of Attribute/ Benefit

High Key Positioning Opportunity

Price of Entry—Maintain

Possible Opportunity

Major Opportunity

Serious Weakness—

Try to Fix

Mod Secondary Opportunity

Secondary Price of Entry

Secondary Opportunity

Secondary Opportunity

Secondary Weakness

LowPotential

Opportunity—Increase

Importance?

Cut Costs? No Action No Action No Action

Brand Strategy Matrices™

Copernican Brand Strategy Matrices are helpful in assessing competitive strengths and weaknesses, as well as in identifying key positioning opportunities. The matrix not only compares how UVM performs relative to other schools on key attributes and benefits, but also incorporates the relative motivating power of those attributes and benefits.

BrandStrategyMatrix™

Value of Strategy Ranked from highest to lowest

81

UVM and Other Top Schools Admitted To Both The Same


Excellent(80+)

Acceptable(70 - 79)

Unacceptable (69 or less)


Motivating Pow

er of Attribute/B

enefit

High (75+)

• Is a fun place to go to school (+20)• Has a strong program for your desired

major or area of study (+16)• Is located on a beautiful campus (+24)• Is located in an exciting college town that

caters to students (+36)

• Has high quality faculty who are recognized scholars in their fields (+8)

• Provides a challenging academic experience (+7)

• Has first-rate academic and classroom facilities (+3)

• Has a good track record for placing students in top graduate schools and highly sought after jobs (+5)

Mod (60-74)





• Has a strong sense of campus community (+11)

• Offers undergraduates opportunities to apply classroom learning to real-world problems (+7)

• Has high quality, modern recreational facilities (+6)

• Offers a strong liberal arts education (+8)

• Offers high quality housing/dormitory options (+8)


• Offers courses that are more interactive or experiential, and less lecture oriented (+3)

Low (<60)


• Is a place where senior faculty, not graduate students teach undergraduates (+3)

• Is a highly selective school (+1)• Is strongly recommended by your high

school guidance counselor (+4)• Has a low cost of attendance after the

scholarships/grants you received (-2)• Provides students the opportunity to

participate in professors' research projects (+7)

• Has successful major sports programs, like football, basketball, hockey (+12)

• Has a diverse and multi-cultural student body (-5)

UVM vs. Other Top Schools Admitted To Among Admitted & Enrolled

Note: Items ranked by motivating power in descending order within each cell, (i.e., most important item on top); numbers inparentheses represent UVM’s point advantage / disadvantage relative to other schools.

82

UVM and School Currently Attending Both The Same


Excellent(80+)

Acceptable(70 - 79)



Motivating Pow

er of Attribute/B

enefit

High (75+)

• Has first-rate academic and classroom facilities (-15)• Has a good track record for placing students in top graduate

schools and highly sought after jobs (-22)• Has high quality faculty who are recognized scholars in their

fields (-18)• Has a strong sense of campus community (-16)




Mod (60-74)



• Offers high quality housing/dormitory options (-10)• Is a highly selective school (-27)• Offers a strong liberal arts education (-11)• Is a place where senior faculty, not graduate students teach

undergraduates (-22)• Has high quality, modern recreational facilities (-11)• Offers small class sizes where students get to know

professors one-on-one (-23)• Is located in an exciting college town that caters to students

(-2)• Offers courses that are more interactive or experiential, and

less lecture oriented (-13)• Has a diverse and multi-cultural student body (-18)

Low (<60)


• Is a very liberal campus (+8)• Is a place where

administration, faculty, and students are very engaged in environmental issues (+9)


• Is a place where students care deeply about issues of social justice (-2)

• Has a low cost of attendance after the scholarships/grants you received (-8)

• Is strongly recommended by your high school guidance counselor (-10)

• Has successful major sports programs, like football, basketball, hockey (-9)

• Has a highly ranked medical school and strong programs in health and medicine (-4)

UVM vs. School Currently Attending Among Admitted & Did Not Enroll


83



Excellent (80+)

Acceptable(70 - 79)



Motivating Pow

er of Attribute/B

enefit

High (75+)

• Provides a challenging academic experience (-18)• Has first-rate academic and classroom facilities (-12)• Has high quality faculty who are recognized scholars

in their fields (-15)• Has a strong sense of campus community (-18)

• Is a fun place to go to school (-12)• Has a strong program for your

desired major or area of study (-25)• Has a good track record for placing

students in top graduate schools and highly sought after jobs (-19)

Mod (60-74)

• Is located on a beautiful campus (+2)



• Offers high quality housing/dormitory options (-9)• Is a highly selective school (-19)• Offers a strong liberal arts education (-8)• Has high quality, modern recreational facilities (-7)• Is a place where senior faculty, not graduate students

teach undergraduates (-19)• Offers small class sizes where students get to know

professors one-on-one (-19)• Has a diverse and multi-cultural student body (-15)• Offers courses that are more interactive or

experiential, and less lecture oriented (-8)

Low (<60)





• Is a place where students care deeply about issues of social justice (=)

• Has a low cost of attendance after the scholarships/grants you received (-12)

• Is strongly recommended by your high school guidance counselor (-1)

• Has successful major sports programs, like football, basketball, hockey (-5)


UVM vs. School Currently Attending Among Admitted & Did Not Enroll for Whom UVM Was a Top 3 Choice


84



Excellent(80+)

Acceptable(70 - 79)



Motivating Pow

er of Attribute/B

enefit

High (75+)

• Has first-rate academic and classroom facilities (-28)• Has a good track record for placing students in top graduate schools and highly

sought after jobs (-32)• Is a fun place to go to school (-26)• Offers undergraduates opportunities to apply classroom learning to real-world

problems (-23)




Mod (60-74)

• Has a strong sense of campus community (-24)• Has high quality, modern recreational facilities (-24)• Offers small class sizes where students get to know professors one-on-one (-24)• Is a highly selective school (-27)• Offers courses that are more interactive or experiential, and less lecture oriented

(-23)• Is located on a beautiful campus (-17)• Offers high quality housing/dormitory options (-17)• Is located in an exciting college town that caters to students (-21)• Offers a strong liberal arts education (-24)• Is a place where senior faculty, not graduate students teach undergraduates (-26)• Provides students the opportunity to participate in professors' research projects

(-25)

Low (<60)

• Is a place where students care deeply about issues of social justice (-15)• Has a diverse and multi-cultural student body (-27)• Has a low cost of attendance after the scholarships/grants you received (-16)• Provides opportunities to take part in many outdoor recreational activities (-9)• Is strongly recommended by your high school guidance counselor (-34)• Is a place where administration, faculty, and students are very engaged in

environmental issues (-12)• Has a highly ranked medical school and strong programs in health and medicine

(-23)• Is a very liberal campus (-10)• Has successful major sports programs, like football, basketball, hockey (-16)

UVM vs. School Currently Attending Among Did Not Apply


85

UVM and Top Choice Schools Both The Same


Excellent(80+)

Acceptable(70 - 79)



Motivating Pow

er of Attribute/B

enefit

High (75+)









Mod (60-74)




• Is a good value for the money (-14)• Has high quality, modern recreational facilities (-18)• Is located in an exciting college town that caters to students (-10)• Has a diverse and multi-cultural student body (-17)• Offers a strong liberal arts education (-15)



Low (<60)



• Is a highly selective school (-30)• Is a place where students care deeply about issues of social justice (-8)• Is strongly recommended by your high school guidance counselor (-

28)• Is a very liberal campus (-1)• Is a place where administration, faculty, and students are very engaged

in environmental issues (=)• Has a highly ranked medical school and strong programs in health and

medicine (-16)• Has successful major sports programs, like football, basketball, hockey

(-12)

UVM vs. Top Choice Schools Among High School Seniors


86

UVM and Other Top Choice Schools Both The Same


Excellent(80+)

Acceptable(70 - 79)



Motivating Pow

er of Attribute/B

enefit

High (75+)









Mod (60-74)



• Has high quality, modern recreational facilities (-9)


• Offers a strong liberal arts education (-8)




• Is a good value for the money (-2)• Has a diverse and multi-cultural student

body (-9)

Low (<60)






• Is a highly selective school (-20)• Is strongly recommended by your high

school guidance counselor (-9)• Has a highly ranked medical school and

strong programs in health and medicine (-1)

• Has successful major sports programs, like football, basketball, hockey (+2)

UVM vs. Other Top Choice Schools Among High School Seniors Who Plan to Apply to UVM


87


*Asked on a 5-point scale: like it very much, like it somewhat, neither like nor dislike, dislike it somewhat, dislike it very much

Overall ImpressionPercent Like it Very Much / Somewhat*

88


*Asked on a 5-point scale: like it very much, like it somewhat, neither like nor dislike, dislike it somewhat, dislike it very much


89


*Asked on a 5-point scale: like it very much, like it somewhat, neither like nor dislike, dislike it somewhat, dislike it very much**Only within the high school senior sample did we have sufficient base sizes to breakout ALANA groups.


90


Likelihood to Apply / Attend*

* Admit enrolled were asked how likely they would be to choose UVM on a 5-point scale; figures above represent the percent “much more / somewhat more likely”.Admit did not enroll were asked how likely they’d be to select UVM on a 3-point scale; figures above represent the percent “much more / somewhat more likely”.Did not apply were asked how likely they’d be to apply to UVM on a 3-point scale; figures above represent the percent “much more / somewhat more likely”.High school seniors were asked how likely they’d be to apply to UVM on a 5-point scale; figures above represent the percent “definitely / probably will apply”.

Note: this slide was not tested for significant differences across sample groups as the questions asked to each varied somewhat.

91



* Admit enrolled were asked how likely they would be to choose UVM on a 5-point scale; figures above represent the percent “much more / somewhat more likely”.Admit did not enroll were asked how likely they’d be to select UVM on a 3-point scale; figures above represent the percent “much more / somewhat more likely”.Did not apply were asked how likely they’d be to apply to UVM on a 3-point scale; figures above represent the percent “much more / somewhat more likely”.High school seniors were asked how likely they’d be to apply to UVM on a 5-point scale; figures above represent the percent “definitely / probably will apply”.

92



*High school seniors were asked how likely they’d be to apply to UVM on a 5-point scale; figures above represent the percent “definitely / probably will apply”


93


BelievabilityPercent Who Feel the Positioning Describes UVM

Completely / Very Well*

*Asked on a 5-pt. scale: describes completely, describes very well, describes somewhat, describes slightly, does not describe at all.

**High school seniors were asked how well the positioning described UVM as well as other schools, as UVM was not disclosed asthe sponsor of this study.

94


BelievabilityPercent Who Feel the Positioning Describes UVM

Completely / Very Well*

*Asked on a 5-pt. scale: describes completely, describes very well, describes somewhat, describes slightly, does not describe at all.

**High school seniors were asked how well the positioning described UVM as well as other schools, as UVM was not disclosed asthe sponsor of this study.

95

UVM Marketing Performance

*Rated on a 5-pt scale: Excellent, Very Good, Good, Fair, Poor. Ratings based on those who visited the campus; received brochures and catalogs; and/or visited the website of UVM / competitor schools.**Low base: 30 respondents

Evaluation of UVM vs. Competitor School Marketing EffortsPercent Reporting Excellent / Very Good*

brand positioning research: findings & implications brand...prospect database) 541 interviews...

Documents