Communications Strategy
An executive guide
Part of the University of Bolton Group
3. Introduction
4. Consistency
5. Methodology
6. Stakeholder mapping
8. Channels
9. Messaging and proof points
10. Examples
CONTENTS
2.
Introduction
This Communications Strategy document serves as a concise guide to help Bolton College staff to ensure that all external communications are consistent, supportable, and deliver results.
Whether the challenge is a marketing campaign to raise applicant numbers, a PR campaign to influence policymakers, a social media campaign to raise the profile of a department, or an event to improve community relations, the following steps will help to improve the success of those activities.
3.
Consistency
The first principle is the central question we are seeking to answer. This should be a line that is universal, i.e. it is relevant to every corner of the organisation and every audience, and therefore everything we say and do should be consistent to it.
This principle acts as a sense check: if our planned tactics stand up to this question, then we know we are going in the right direction.
‘Why Bolton College?’
By following the steps opposite, we should always arrive at a comms output that in its own way arrives at the same answers.
‘THAT’S why Bolton College.’
4.
The points below, while not exhaustive, should serve as a checklist when planning comms activities.
Methodology
STAGE 1
Stakeholder mapping
Who do we want to talk to? Are they advocates or detractors? What are the risks in talking to them? Can we prioritise some over others?
STAGE 2
Channels
How to reach them. Four quadrants:
• Owned
• Earned
STAGE 3
• Bought • Partner
Messaging and proof points
What do we want to say? Test our messages against two questions:
1. The central question - Why Bolton College?
2. Can we back it up? To answer question 2, we need to identify proof points. See examples on page 9.
STAGE 04
Tactical planning
Putting the ideas into action. Right audience, right channel, right message, right time. See page 10.
5.
Stakeholder mapping
The next stage of the campaign planning is to understand who our stakeholders are.
We need to consider not only our audience (whom we want to campaign to influence, but also ambassadors and detractors. The former to amplify our messages by endorsing or sharing our campaign; the latter could create barriers if we do not work to improve relationships. Below is an example checklist:
Stakeholder groups
Schools
Staff (External and internal)
Learners
Parents/carers
Employers/Civic and Community Organisations
Notes
Engagement with students, parents/ carers, careers leads, head teachers and secondary teaching staff.
How do we attract new staff and ensure retention of current via our communications?
How do we keep our learners updated of curriculum updates, events, College activities and opportunities?
How do we change mind-set of Further Education and update awareness and knowledge of all pathways available post 16? How do we keep in contact throughout the year with every single parent/carer?
How do our stakeholders hear about the curriculum updates and opportunities available for them? For example, new apprenticeships standards, updates in equipment/ curriculum content to match that of industry and demand.
6.
7.
Channels
An example matrix of communication channels, based on those that Bolton College is currently using.
Owned
Bolton College social profiles: Instagram, Facebook, X, LinkedIn
Website
Films
Prospectus assets/ postcards
In-person-visits, open days
Emailers- “Keep in touch”
Intranet
Co-created magazines (e.g, supporting Bolton family) Virtual open events
Bought
Radio
Spotify
Paid social (Facebook advertising)
Digital billboards- eg Middlebrook
Sponsorships: food festival, awards
(She Inspires)
Endorsements- Adam Corbally
Earned
Press: online, print, dailies/ weeklies, regional, national, trade (education sector)
TV
Radio
Spokesperson platformsconferences, education events
Awards
Trade media by vertical (employer)
sector
Partner
Council/ MPs
Employer ambassadors: NHS, RRG, Groundtherm
Membership bodies
School Ambassadors
University / UTC (group)
Policy/ funding organisationsGatsby etc.
GMCA
Charity Partners: Bolton Deaf Institute, DWP, Connexions, Jobcentre
Chamber of Commerce
Alliances with other colleges
8.
Messaging and proof points
What do we want to say? As well as ensuring we are answering “Why Bolton College”, we also need to ensure we can put what we are saying to the test. Examples are below:
Message
Learners love it here
Employers trust us
Proof points
Market leading learner satisfaction scores: “I enjoy being a student at Bolton College” – 95% agree; “I am enjoying my course - 98% agree; “I would recommend the College to a friend – 96% agree.
Relationships with employers large, medium and small. We can name names. We can also give testimonials from them.
9.
Examples
To put the principles into action, this summary example illustrates the process:
Objective
To drive up applicant numbers onto HTQ courses.
Audience
Learners on relevant Level 3 courses who are already at the College. Relevant employers who are looking to upskill existing workforce.
Stakeholders
Parents/carers are gatekeepers their opinions are very likely to influence decision-making.
Channels
Social media content: Instagram, Facebook. Paid social. Local media (Bolton News). The University of Bolton is an influential partner channel - it shares the incentive to promote this pathway - we can partner with it to amplify and share our messages.
Messages and proof points
Communicate how much current students enjoy the course; promote benefits of being an employment-focused course. Educate those that may not have heard of HTQs: “Did you know…”
Activation
Create case study assets (film? Q&A interview with learner/employer?); news announcement (e.g. to local media) about what’s new, unique and successful about the course.
10.
11.
www.boltoncollege.ac.uk