A strategic campaign for improving diversity at the William Allen White School of Journalism and Mass Communications
Prepared for University of Kansas William Allen White School of Journalism and Mass Communications
by High Five Communications:
Bailey DeReus, Ashley Menaugh, Maggie Pugh, Clara Simmons and Stacy Watson
As a final project for J676 Strategic CampaignsProfessor Mugur Geana
Fall 2007
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High Five Communications
Bailey DeReus is a West Des Moines, Iowa senior graduating this December with a B.S. in Journalism with an emphasis in public relations and a B.A. in political science. During her time at KU she spent four years volunteering for Student Union Activities (the KU programming board) which included one year as a coordinator and one year as president of the organization. Through internships at Pilgrim Page in Lawrence and Child Health Corporation of America in Shawnee Mission, she has been involved with direct mailing campaigns, company branding, deliverable designing and blog writing to increase site hits.
Ashley Menaugh is a senior who was born and raised a “Jayhawk” in Lawrence, Kan. She is graduating with a Bachelor’s of Science degree in journalism and a Bachelor of Arts degree in psychology, and will begin working on a Master’s of Business Administration in January. She has spent her college years working and going to school, holding positions as assistant manager for PETCO Animal Supplies, Inc., Lawrence, Kan. and Overland Park, Kan., day camp director for the YMCA of the Rockies day camp program, Estes Park, Colo., and staff writer for Vance Publishing Corp., Lenexa, Kan. She will stay on board at Vance Publishing following her graduation in December �007.
Maggie Pugh hails from Wamego, Kansas. She is a senior majoring in Journalism, with an emphasis in Strategic Communication. KU has been a rewarding experience for Maggie. She has served as the Vice President of Membership for Kappa Alpha Theta and a Rock Chalk Revue Director. This past summer, Maggie was a summer fellow in the creative department at Public Strategies, Inc. in Austin, Texas. After graduation, she hopes to pursue a job in Advertising and eventually gain a Masters degree in Marketing or Business. For leisure, she enjoys traveling with friends and family, reading magazines, and attending KU athletic events.
Clara Simmons is a senior from St. Joseph, Missouri majoring in Journalism with an emphasis on strategic communication and receiving a minor in Communication Studies. She has been highly involved with KU since attending in �004. For the past three years she was a “Rock Chalk Dancer” on the KU Dance team and was a captain from �006-�007. Now in her senior year, she works in the Athletic Department as an intern with the Marketing Office. Graduating in May, she feels her experience at the University of Kansas has been the best while preparing for the “real world”, but at most she feels like a true Jayhawk.
Stacy Watson is a senior from Topeka, Kansas graduating in May �008 with a degree in Journalism with an emphasis in strategic communication and a minor in Italian. This past summer she improved her communication skills while studying abroad in Florence, Italy for two months. Stacy enjoys writing, designing and editing. After graduation, she plans to work in advertising.
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Executive Summary
Diversity in the J-School is invaluable. It gives students exposure to different lifestyles and opinions. Ann Brill, dean of the J-School, asked the question, “How are you going to report about and relate with different people if you just live in the same place and see the same things everyday?”
The overall target for this campaign includes current freshmen and sophomores at KU and multicultural high school students in the state of Kansas. Two specific groups, instead of only one, have been chosen:
Current J-School students are mostly “homegrown,” as David Guth, associate dean, referred to them. They are undergraduates from the University’s College of Liberal Arts and Sciences. This campaign, therefore, chooses as one of its focuses, undecided freshmen from the University of Kansas.
The other focus will be on juniors and seniors from high schools in areas of Kansas with the highest multicultural populations. The University of Kansas, and in turn, the J-School, is predominately populated with students that are original residents of Kansas.
Primary research conducted by our team supports the notion that students continue to look for guidance from high school counselors and college representatives to obtain information about colleges. This campaign presents a powerful message to those students through flyers and brochures for school counselors’ offices. It also gets students involved and makes them proud of their communication skills by implementing a state-wide writing competition through the J-School.
In addition to traditional means of contacting students, this campaign keeps up with the changing technology and provides outlines for a J-School blog and page at www.myspace.com, an Internet socialization tool very popular with high school students. Primary research has also shown that there is a trend in using Internet research to obtain information about colleges. While the J-School already has a strong, comprehensive Web site, it will further benefit from the more personalized Internet resources.
Endless studies have shown that one-on-one communication is the most effective recruitment tool. The High Five Campaigns Team provides ways to let J-School students benefit from becoming mentors and resources to prospective students, while allowing those prospective students to get the powerful, direct messages they need.
By targeting two audiences with custom tailored messages, the J-School will address both the immediate and long-term enrollment of the school. The High Five Campaigns Team provides primary research that will give J-School administrators a baseline from which to evaluate the effectiveness of the campaign.
The campaign structure provides the opportunity to make timely adjustments to the plan according to developments in the campaign process and new elements that could impact campaign outcomes.
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TableofContentsAbout High Five Communications Page �
Executive Summary Page �
Table of Contents Page 4
Table of Figures Page 5 Diversity Defined Page 6 Situation Analysis Page 8 Client Page 9 Product Page �� Market Page �5 Competition Page �8 Audience Page �5 Target Audience Page �6 Strengths, Weaknesses Opportunities and Threats Page �8 Brief Overview Page �9 Strengths in Detail Page �0 Weaknesses in Detail Page �� Opportunities in Detail Page �� Weaknesses in Detail Page �4 Strategic Plan Page �6 Creative Plan Page 40 Timeline Page 64 Budget Page 66
Evaluating the Campaign Page 68 Appendix I Page 70Appendix II Page 7�Appendix III Page 76Appendix IV Page 80Appendix V Page 84
References Page 86
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About High Five Communications Page �
Executive Summary Page �
Table of Contents Page 4
Table of Figures Page 5 Diversity Defined Page 6 Situation Analysis Page 8 Client Page 9 Product Page �� Market Page �5 Competition Page �8 Audience Page �5 Target Audience Page �6 Strengths, Weaknesses Opportunities and Threats Page �8 Brief Overview Page �9 Strengths in Detail Page �0 Weaknesses in Detail Page �� Opportunities in Detail Page �� Weaknesses in Detail Page �4 Strategic Plan Page �6 Creative Plan Page 40 Timeline Page 64 Budget Page 66
Evaluating the Campaign Page 68 Appendix I Page 70Appendix II Page 7�Appendix III Page 76Appendix IV Page 80Appendix V Page 84
diversity Function: noun Inflected Form(s): plural di·ver·si·ties Date: �4th century �: the condition of being diverse : variety; especially : the inclusion of diverse people (as people of different races or cultures) in a group or organization diversity in schools>�: an instance of being diverse diversity of opinion> -from www.m-w.com/dictionary/diversity
KU Provost statement on diversity:
Diversity matters at the University of Kansas. It matters because diversity en-riches our ability to solve problems and create new knowledge. It is our goal to have the richest possible mix of perspectives, life-experiences, interests, world-views and cultures in our campus community.
The University of Kansas is committed to encouraging intellectual freedom, per-sonal integrity and inclusion that fosters an environment that is welcoming to all faculty, staff and students.
The community of KU reveres individual worth and dignity, and believes that advocacy for diversity and inclusion is a major responsibility entrusted to all campus community members.
This means that we will recruit and retain a diverse community of faculty, staff, and students; as well as develop policies and programs to support a culture of openness, pluralism, and mutual respect throughout the University community.
Provost and Executive Vice Chancellor Richard Lariviere
-from www.diversity.ku.edu
Multicultural
Definition: Multiculturalism is a system of beliefs and behaviors that recognizes and respects the presence of all diverse groups in an organization or society, acknowledges and values their socio-cultural differences, and encourages and enables their contin ued contribution within an inclusive cultural context which empowers all withing the organization or society.
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Situation Analysis
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J-Schoolhaslonghistoryofsuccess,dedication
The University of Kansas is home to the largest journalism and mass communications program in the state of Kansas. The William Allen White School of Journalism and Mass Communications enrolls more than 700 undergraduates and around 70 graduate students. Around �00 Bachelor’s Degrees and �0 Master’s Degrees are granted each year (�005 enrollment report).
KU offered journalism classes beginning in 1891, but classes were not offered continu-ously until �90�. The Department of Journalism became the William Allen White School of Journalism and Public Information in �944. The J-School is named after the famous Emporia Gazette editor William Allen White (School History).
White was renowned for “his straightforward coverage of controversial issues, combined with an often blunt writing style, [which] set him apart from other journalists of his time” (William Allen White). The name of the J-School became the William Allen White School of Journalism and Mass Communications in �98�.
Currently the J-School offers three degrees. Undergraduate students earn a Bachelor of Science degree in journalism. Graduate students earn a Master of Science degree in journalism, or earn a dual degree, a Master of Science degree in journalism and a Juris Doctor from the law school (Graduate program).
Undergraduates in the J-School follow one of two tracks: news and information or stra-tegic communication. Graduate students chose one of three areas of study: news and information, strategic communication or marketing communication. The classes for marketing communication are taught at the KU Edwards Campus in Overland Park, KS.
The J-School operates out of two buildings on KU’s campus, Stauffer-Flint Hall and the Dole Human Development Center, which contain administration and faculty offices, classrooms, computer laboratories, University Daily Kansan operations, and production studios (School history). The KU J-School has been accredited by the Accrediting Council on Education in Jour-nalism and Mass Communications since �948. The J-School received criticism in the area of its diversity on its �999 accreditation report, which stated, “more aggressive steps should be taken to further diversify the student body” (J-school accreditation).
Although the state of Kansas lacks overall racial/ethnic diversity--8� percent of the population is white--the KU J-School is working toward making the school more multi-cultural and involving students in diversity issues (S. Gillham, personal correspondence, November �007).
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The J-School works with the Office of Multicultural Affairs and the Office of Admissions and Scholarships to collaborate and participate in multicultural events. The J-School participates in the Multicultural Roadshows held in Wichita, Topeka and Kansas City, Kansas. Sara Gillham, the Coordinator of Student Recruitment and Retention for the school, visits with high school students interested in journalism, answering their ques-tions about student programs and the tracks in the school.
In a survey of �48 freshmen at KU, 49 percent said that they remembered a visit by KU. However less than 20 percent said that they remembered a visit specifically from the J-School.
The J-School is raising awareness about diversity issues for students by requiring stu-dents to fulfill a diversity requirement through various classes and programs. The J-School is also part of KU’s Multicultural Scholars Program, which aids students from diverse backgrounds throughout their college careers.
Overall, KU recruiting is focused on diversity and recruits in counties with high diversity statistics (S. Gillham, personal communication, September 2007).
Areas of western and southwestern Kansas are also an important area for recruitment of KU students because there are larger groups of minorities present in these counties compared to other parts of the state (S. Gillham, personal communication, September �007).
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The primary focus of the J-School is to exemplify that “different should not be separate,” according to Dean Brill (personal communication, September �007). The J-School strives to help students become individuals and help guide them toward their future career pathways. Meeting the special needs of students by maintaining a low ratio of teachers to students is also a priority for the J-school.
The William Allen White School of Journalism and Mass Communications offers under-graduate and graduate programs for students through the University of Kansas. Both KU and its school of journalism and mass communications are accredited. The J-School has held accreditation continuously since �948 from the Accrediting Council on Educa-tion in Journalism and Mass Communication.
The J-School offers degrees “for careers in advertising, corporate communications, inte-grated marketing communications, news writing and editing, management and sales in traditional and emerging and converged media,” according to its Web site. Undergradu-ate students can earn a Bachelor of Science in journalism by following one of two tracks, news and information or strategic communication. Graduate students can earn a Master of Science in journalism or a joint degree from the J-School and KU School of law, a dual Master of Science degree in journalism and a Juris Doctor (J-School at a glance). As of Fall �007, there were 647 undergraduate students enrolled and 77 graduate stu-dents enrolled for a total of 748 students in the J-School.
The undergraduate program at the J-School is the one with the most students, profes-sors and classes. The two tracks, news and information and strategic communication, are not equally balanced, more students are in the strategic communication track.
The faculty at the J-School is made up of industry professionals, including public rela-tions specialists, news reporters, photographers, advertisers, business communicators and salespeople, lawyers, language specialists and other professionals. These professors, associate professors and lecturers teach from a set curriculum and from their own per-sonal experiences in the business. Their industry experience and knowledge helps make the J-School the nationally known program that it is.
Beginning Fall 2007, first-time freshman at KU will pay tuition under a four-year com-pact system. In order to help students and families plan for the total cost of a degree, KU has implemented a program in which students will pay the same tuition and fee rate for four years. Tuition rates will not increase for them during the four years, however, after four years, students will pay the going standard amount. The cost of tuition will be based on a 6 percent increase each year, whereas the historical average of tuition in-crease every year is 9 percent (Tuition @ KU).
In a survey of �48 freshmen at KU, tuition was the most important factor when deciding to attend KU for most of the students. Only �� percent said that it was the least impor-tant factor.
The J-School is part of various scholarship programs, including the Multicultural Schol-ars Program. It is a scholarship/mentoring program for KU students from under-repre-
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sented groups, according to the J-School’s Web site. As of �007, �0 multicultural schol-ars were enrolled in the program.
In addition to regular tuition, students at the J-School pay an extra fee each semester. The �007-�008 fee is $��.80 per credit hour; by the �0�0-�0�� school year the fee will be $�6.50. The J-School extra tuition fee is the smallest when compared to the fees of other schools at KU.
Typically, a student is admitted into the J-School during or after his or her sophomore year. Students apply for regular admission upon completing 45 hours, including re-quired courses, and must have a minimum grade point average of �.5. These students are admitted into the College of Liberal Arts and Sciences as freshmen, usually as pre-journalism majors.
A recent program allows for direct admission of freshmen into the J-School if they meet high requirements for admission, including:
• English ACT score of �� or higher (or Verbal SAT equivalent score) • Composite ACT score of �0 or higher (or equivalent SAT composite score) • High school GPA of 3.7 or above
Admission each semester is selected based on the number of graduating students and the J-School’s overall capacity. Ninety percent of each semester’s incoming students are chosen based on the highest GPA. The remaining ten percent of open spots are chosen from students who petition for admission. The freshman admission program does not affect the number of students who are admitted after their sophomore years, Brill said (personal communication, September �007).
Beginning Feb. �6, �007, new students admitted in the fall semester of �007 and there-after must fulfill a diversity requirement. This can be done by completing one of the following:
• one of a set of selected journalism courses;• one of a set of selected College of Liberal Arts and Sciences courses• an area distribution in one of a selected set of subjects;• a selected set of KU programs (including Study Abroad and the Global Awareness Program); or• one of a selected set of minors, co-majors or degrees.
Beyond the classroom, J-School students have various opportunities to get involved in student groups and campus media in order to expand their learning and experiences. Campus media outlets include: The University Daily Kansan and Kansan.com student newspaper, the Jayplay magazine, KUJH-TV and KJHK radio. Student organizations affiliated with the J-School include Public Relations Student Society of America (PRS-SA) and the KU Ad Club. Many of the campus media have a large reach. The University
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Daily Kansan, for example, is read by at least once a week by 88 percent of the freshmen on campus, according to a survey of �48 freshmen. Most freshman said they read it up to three times a week.
The J-School participates in CIMBA (Consortium Institute of Management and Business Analysis), which allows for students to study abroad in Paderno del Grappa, Italy and earn journalism credit. (J-school web site study abroad)
Diversity is also emphasized in the classroom. The J-School offers classes that deal with topics of multiculturalism and diversity including: diversity in media, international jour-nalism, international marketing communications and the Rosedale Project.
The Multicultural Scholars Program at KU is “designed for academically well-prepared students who have a strong interest in the major of their existing programs” (Multi-cultural Scholars Program). The Journalism Multicultural Scholars Program is open to students from underrepresented groups (e.g., African Americans, Asian-Americans, Hispanic Americans, Native Americans, first generation students and low socio-eco-nomic status students). As a Multicultural Scholars Program scholar, a student receives scholarship money to help with college expenses and joins a group of students in his or her program. The program helps students academically, socially and personally and with pursuing a career.
As new media have developed, the old divisions of journalism have dissolved to a cer-tain extent. Reporters no longer only work for either print or broadcast they deliver their same stories for print, broadcast and online audiences. Strategic communication, advertising, public relations and marketing are also being combined together creating integrated marketing communication.
The changes in the industry are mirrored by changes in education. Students no longer only learn one area, but are exposed to several forms of communication so they are well rounded and able to work with many types of media.
Educators focus on teaching students not only the concepts behind journalism and stra-tegic communication, but also emphasize hands-on experience in the field. J-Schools are adapting to teach students about using new media and digital developments as they occur.
According to a Fall �007 survey of J-School administrators, 47 percent of them reported they will be one or more new multimedia or digital-related courses to their journalism programs (J-school administrators).
The “Annual Survey of Journalism and Mass Communication” for both enrollment and graduates are presently conducted by the Cox Center. The Center is part of the Henry W. Grady College of Journalism and Mass Communication at the University of Georgia. Journalism heads of schools, departments and programs contribute data for the enroll-ment report. They provide information about enrollment, degrees granted and other characteristics of their programs. A sample of journalism and mass communications students provide information about their employment status, salary, educational experi-ences and job market experiences for the graduates report.
The 2005 Enrollment Report stated 195,376 undergraduates were enrolled in journal-ism and mass communication programs. Enrollment increased in �005 by about � per-cent from the previous year. Undergraduate enrollment has been increasing every year since �99� and enrollment overall (bachelor and graduate) has grown every year since �999 (Becker).
Students classified as members of racial or ethnic groups increased slightly in 2005. The undergraduate level increased due to the rise in enrollment of Hispanic students. The total number of degrees granted increased in �005 by around � percent to 5�,7��. Bachelor’s degrees, 48,98� grew by �.� percent from the previous year (Becker).
From 2004 to 2005, student characteristics from journalism and mass communication programs did not change drastically. Women represented 64.5 percent of undergradu-
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ates in 2005, unchanged from a year earlier. Women have made up the majority of stu-dents in undergraduate journalism programs since the 1977-1978 academic year. How-ever, in comparison with higher education overall, journalism and mass communication has more females enrolled (Becker).
In �005, the number of undergraduates from racial or ethnic minority backgrounds increased by � percent, to �9.5 percent from a year earlier. Enrollment of Hispanic students increased by 4 percent to �0.5. However, the percentage of Black students de-clined to 9.9 from ��.� (Becker).
Of the nationwide total of undergraduate degrees given in journalism and mass commu-nications in the �004-�005 academic year, �4.7 percent of the recipients were minority students. This percentage was unchanged from the previous year. At the undergraduate level, journalism and mass communication programs are less diverse than higher edu-cation overall. However, these programs are slightly more diverse at the graduate level (Becker).
In Fall 2005, minority students in journalism and mass communication master’s pro-grams represented �7.7 percent of students, compared to �6.� percent the previous year (Becker).
The Cox Center’s “Annual Survey of Journalism and Mass Communication Graduates” reported �006 graduates were no more likely than those from the previous year to have a job offer upon completing their degree, nor to have a full-time job five months after (Latest survey news).
In 2006, the percent of graduates with at least one job offer by graduation was un-changed from the previous year, at 76 percent. Graduates with full-time jobs reported an increase in salaries and slightly outpaced inflation rates. However, benefits for grad-uates showed a decline (Latest survey news).
This is partially due to a weakened job market that is still trying to regain its stature held in �000, the year in which the market was most favorable for graduates in the past �0 years (Latest survey news).
According to the 2006 Graduate Report, for women, the job market has been mostly un-changed in comparison to the previous year. However, the market for men has become weaker from the previous year. The survey also reported members of minority groups faced a more difficult time finding jobs (Latest survey news).
Graduates in 2006 reported an increase in working with the Web. Online writing and editing tasks were reported as work responsibilities by 40 percent of recent graduates. Designing and building Web pages also increased (Latest survey news).
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In 2007, a survey of journalism and mass communication administrators was conducted by Thomas Kunkel, dean of the University of Maryland J-School and president of the Association of School on Journalism and Mass Communication (ASJMC). The survey respondents included deans, directors and department heads (J-school administrators).
The survey reported that nationally, J-School administrators are primarily white. Two-thirds of administrators are men. In contrast, two-thirds of journalism and mass com-munication students are female (J-school administrators).
Direct competition includes journalism schools, communications programs and com-munity colleges. Indirect competition for the KU J-School includes business schools, and liberal arts degrees.
Kansas State University
Kansas State University in Manhattan, KS is home to the A.Q Miller School of Journal-ism and Mass Communications. The K-State J-School offers a B.S or B.A degree in Mass Communications. In addition to the degree, the K-State J-School also offers and minor in mass communications. Within the program, there are five fields of emphasis: advertising, electronic media production, print journalism, electronic journalism, and public relations (Undergraduate study).
The A.Q. Miller School of Journalism and Mass Communications is one of two accred-ited schools in Kansas by the Accrediting Council on Education in Journalism and Mass Communication. The last accreditation review was completed in �00�. The degree programs examined for the last review were the B.A. Mass Communications and the B.S. Mass Communications (ACEJMC accredited programs).
The �007-�008 school year tuition, not including fees, for K-State is $�87.50 for Kansas residents and $5��.00 for out-of-state students (Tuition and costs).
Total enrollment for the Kansas State University in �006 was ��,�4�. The total of in-state students was �8.4�8, and out-of-state was 4,7��. Of the total enrollment numbers, 1887 students (8 percent) identified as being Black, American Indian, Asian, and His-panic. The non-resident alien total enrollment for �006 was �,047 students (�007 Fact book).
In a report of undergraduate student origins, K-State reported in Fall �006, �8.8 percent (�,07� students) of the student population was from Johnson County. Riley County had the second highest percentage at �7.4, which accounts for �,8�7 students (�007 Fact book).
In �005, the undergraduate total number of students in the K-State J-School was 697, making it the second largest program in terms of enrollment in Kansas. The university granted ��5 undergraduate degrees in �004-�005 (Becker).
Students have the opportunity to work with various campus media including a daily newspaper, radio station, two weekly television programs, alumni magazine, yearbook and a student web agency (Campus media). Outside of the classroom, KSU student organizations affiliated with the J-School include: Ad Club, Mass Communications of
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Many Cultures, PRSSA, Society of News Design and Society of Professional Journalists (Student organizations).
University of Missouri-Columbia
The fall �006 enrollment total for the University of Missouri-Columbia including un-dergraduate, graduate and professional students was �8,�5�. Of this total �,966 (�0.5 percent) were identified as minority students. The international student enrollment was �,4�4 (MU facts).
The Missouri J-School offers an undergraduate B.J (Bachelor of Journalism) in Journal-ism and M.A. in Journalism. Undergraduate students choose a concentration within the J-School. The options are studies in convergence journalism, magazine journalism, newspaper journalism, photojournalism, radio-television journalism or strategic com-munication (Undergraduate program).
The MU J-School is one of two Missouri accredited journalism schools by the Accredit-ing Council on Education in Journalism and Mass Communications (ACEJMC) in Mis-souri. The most current accreditation was received in �005 (ACEJMC accredited pro-grams).
Enrollment total for the J-School in �005 was �,0�4 undergraduate students. For the �004-�005 school year �87 Bachelor degrees were granted (Becker).
Tuition fees for the �007-�008 school year (not including mandatory additional student fees) are $��5.90 for in-state undergraduates and $�55.�0 for out of state undergradu-ates. The additional tuition fee for journalism classes is $38.70 per credit hour (Educa-tion and enrollment fees).
Students of the MU J-School have the opportunity to work with the following profes-sional media outlets: Adelante!, Columbia Missourian, Global Journalist, KBIA 91.3 FM, KOMU, Missouri Digital News, MOJO Ad and Vox Magazine (Missouri Media and Practical Experiences).
There are twelve student groups associated with the MU J-School. The groups include Ad Club, American Copy Editors Society, Asian American Student Journalist Associa-tion, Journalism Ambassadors, Journalism Students Association, Kappa Alpha Mu, Magazine Club, National Association of Hispanic Journalists, National Association of Black Journalists, Radio-Television News Directors Associations, Society of Professional Journalists and Student Socitey of News Design (Student groups).
Washburn University
Washburn University enrolls 7,�00 students in total at their campus in Topeka, KS (Welcome to Washburn). The University offers a B.A. in Mass Media and a minor in
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Mass Media within the College of Arts and Sciences. The Fall �005 enrollment total in the mass media program was �80 undergraduate students (Becker).
The major has four areas of emphasis: advertising, electronic media, media writing and publishing and public relations. All of these areas expect advertising is available areas of study for the minor, or a combination or the three (Academics).
The �007-�008 undergraduate tuition rates for undergraduates are $�85 per credit hour and $4�0 per credit hour for non-resident students (Tuition and fees).
Four student groups are associated with the mass media program including Ad Astra, an advertising federation, JAWS (Journalists at Washburn), National Broadcasting Society and the Society for Collegiate Journalists (Students).
Student publications and productions consist of the Washburn Review campus newspa-per published weekly and the Kaw Yearbook, both offer some paid positions. Students also produce the Washburn Edition, a weekly news show and the Mass Media Messen-ger, an alumni magazine (Students).
Wichita State University
The Elliot School of Communication at Wichita State University integrates journalism, mass communications, and speech communications fields. The school is part of the Col-lege of Liberal Arts and Sciences.
The total student population of WSU is �4,�98. The �007-�008 school year tuition rates are $��0.40 per credit hour for undergraduate residents and $�75.�0 for non-resident undergraduates (Basic tuition and fees).
Wichita State University offers the three largest individual scholarships for under-graduates in the state of Kansas. These scholarships include two Harry Gore Memorial Scholarships each for $48,000 and the Clay Barton Scholarship in business for $44,000 (WSU scholarships).
Within their education training students choose from five concentrations: print journal-ism, broadcast journalism, integrated marketing communications, electronic media or strategic communication. Students also have an open emphasis option in which a stu-dent can develop their own combination of communication courses that is different than the other set emphases. The program also offers a minor in communication (Emphasis areas). Student organizations affiliated with the Elliot School of Communication are: The Ad Astra (advertising group), Lambda Pi Eta (national communication honor soci-ety), The Society of Professional Journalists, Speech & Debate, Studio B television pro-gram and the Sunflower campus newspaper (ESC student orgranizations).
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The enrollment for undergraduates in �005 was �8� undergraduates, and 96 degrees were granted in the �004-�005 academic year (Becker).
Pittsburg State
Pittsburg State University located in Pittsburg, KS offers a B.A. in Communication. Within the department students can complete classes for the following concentrations: advertising, broadcasting, communication education, journalism, photojournalism, pub-lic relations and theatre (Undergraduate studies).
Tuition per credit hour is $��5.�� for in-state undergraduates. Tuition for out-of-state graduates is $�95.5� per credit hour (Costs).
The total enrollment for fall �007 was 7,087 students. Between �999 and �005 both mi-nority and international student enrollment increased. Minority enrollment increased from �89 (6.� percent of total students) to 468 (7.� percent). International student enrollment increased from ��0 (4.9 percent) to �76 students (5.7 percent) (Enrollment management accomplishments).
The undergraduate enrollment in the communication program in �005 was �49. And 60 Bachelor degrees were granted in the �004-�005 school year (Becker).
Student organizations include Student Association of Photographers, Public Relation / Advertising Club and the Lambda Pi Eta Communication Department Honor Society (Department of communication).
Student publications on campus include a weekly student newspaper, the Collegio, which also has an online counterpart; and the Kanza, the school yearbook. Students can also work with CAPS-��, the school’s student produced cable television station (Depart-ment of communication).
University of Missouri-Kansas City
Total enrollment for Fall �006 was �4,���. Undergraduates enrolled at UMKC totaled 7,344 (Student profile).
Of the UMKC �006 student population, of UMKC, �5 percent are from minority back-grounds, 13 percent black, 7 percent, Asian/ Pacific Islander, 4 percent Hispanic and 1 percent American Indian/ Alaskan native. The number of non-resident international students is 748, representing 6 percent of the student population. The UMKC campus has the highest percentage of minority students of all the University of Missouri cam-puses (Student profile).
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Within the on campus population, 67 percent in �006 were Missouri residents. The next largest group was Kansas residents, representing 19 percent (Student profile).
Tuition and campus fees for undergraduates in-state is $�96.7� per credit hour, and $65�.9� for out-of-state. There is also an additional fee for media studies lab of $�6 per credit hour (Fee schudule).
In fall �00�, UMKC began a program in which students from the Kansas City Metro counties of Johnson, Leavenworth, Miami and Wyandotte could have in-state tuition rates. Fall �006 marked the highest enrollment for these counties in seven years, and has grown 46 percent from �00� to �006. Total enrollment for these counties was �,��7 (Student Profile).
UMKC offers a B.A. in communications study and has three areas of emphasis: Interper-sonal and Public Communication, Journalism and Mass Communication and Film and Media Arts. Students can also obtain a minor in communication studies (Communica-tion studies).
In �005, UMCK enrolled �89 undergraduates in the communication program and 88 degrees were granted for the �004-�005 school year (Becker).
Baker University
Baker University is a private university with two branches, one in Baldwin City, KS and the other in Overland Park, KS.
Enrollment totals for both campuses of Baker University reached an all time high Fall semester �007 with a total of �,959 students. The Baldwin City campus enrollment total reached 94� with the addition of �0� new students and 5� transfer students to the school. The School of Professional and Graduate Studies in Overland Park totaled 2,862 students.
International student enrollment is around 5 percent. Of the total student population, 60 percent are from Kansas.
Tuition during the �007-�008 school year is $9,�75 per semester for undergraduates for �� to �8 hours, a total of $�8,750 for the entire school year (Education costs).
Baker’s program grants B.A or B.S. degrees in mass media or communication. The Mass Media program offers emphases in print journalism, broadcast journalism and visual communication. The Communication program has concentrations in interper-sonal, rhetorical or organizational communication (Mass media and communication). In �005, the enrollment total for students in the program was 45. Baker also offers a minor in mass media (Becker).
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Baker’s student productions include the Baker Orange student-run newspaper and its corresponding online site, the Baker Wildcat yearbook, KNBU-TV and 89.7 radio station (Mass media and communication).
Fort Hays State University
FHSU is the only university located in the Western half of Kansas. The campus is in Hays, KS. The �007-�008 tuition rate for Kansas resident undergraduates was $���.85. For non-resident students, tuition is $�5�.45 per credit hour. FHSU also participates in the Midwest Student Exchange Program, which discounts tuition for students from Nebraska, Missouri, Minnesota, Michigan, North Dakota and Wisconsin if they qualify for the program. Another discount tuition program the university offers is the Contigu-ous States Resident Tuition Program for students for students from Colorado, Missouri, Nebraska and Oklahoma. The �007-�008 tuition rate for both the MSEP and Contigu-ous States Program was $�55.06 per credit hour (Estimated cost of attendance).
In Fall �006 the enrollment total was 9,��� of which 7,675 were undergraduates. About 60 percent of students are from Kansas. Around �,000 students graduate from high school in Western Kansas, of these students around 500 choose to attend FHSU. Inter-national student enrollment totaled �,454. In Fall �006, the student population was 64 percent white, 26 percent Asian/Pacific Islander and 5 percent were Hispanic, Native American or Black (Institutional overview).
FHSU offers a B.A. and a M.S. in Communication Studies. The undergraduate program has emphases in speech, organizational communication, journalism, public relations, advertising, theatre and communication education. The school also offers a minor in communication (Undergraduate degrees).
Journalism and PR students can contribute to the University Leader, the campus news-paper and its online counterpart, and also the campus yearbook, Reveille. Student orga-nizations include the National Communication Honorary, Lambda Pi Eta, COMM Club and the Public Relations Student Society (Activities and student organizations).
Enrollment total for the Communications Studies program in �005 was �05 undergrad-uates. In the same school year �� Bachelor’s degrees were granted (Becker).
Community Colleges
In addition to four-year universities, two-year community colleges also are competition. With the continued increase of tuition year after year, community colleges offer a more cost effective education for students. Community colleges are also appealing to many students because they are smaller in size and closer to home.
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Business School and Communication Studies
Business schools are indirect competition of the J-School because while they do not of-fer the same education, in the post-graduation job market there is an overlap for stu-dents of both schools.
The Business School at KU offers a degree in marketing, and while the focus of a mar-keting degree is different than a journalism degree, both prepare students for similar jobs. These jobs include, marketing research, advertising, sales and brand management.
Communication programs, similarly to business schools, do not offer the same educa-tion rather a similar alternative. The Communication Department at KU does not focus on dealing with media as the J-School does, but teaches many forms of communication.
David Guth, associate dean of the J-School, said that the majority of students enrolled in the J-School as of Dec. 3, 2007 are “homegrown,” meaning they joined the J-School from another KU school, most commonly from the College of Liberal Arts and Sciences (personal communication, December �, �007).
The best candidate for a journalism student at KU is an undecided freshman or sopho-more at KU. The next best candidate is a high school junior or senior planning to attend college.
The total KU student population includes students from each of the 50 states and more than 1,500 students from 115 countries (Global Community).
In a survey of �48 freshmen at KU, distance from home was an important factor when deciding to attend KU. Most students ranked distance from home a ‘�’ on a scale of �-5, with � being the most important.
In the fall �007 semester, enrollment of multicultural students at the university as a whole increased one percent when compared to �006. The number of students who identified themselves as Asian, African-American, Hispanic or American Indian/Alas-kan Native totaled �,654. The enrollment of international students for fall �007 was �,754, an increase of �.8 percent from Fall �006 (KU news release).
Overall at KU, there are more female students than male; the ratio of women to men is 5�:48. The total percentage of multicultural students is �� percent. Most freshman students, 8� percent, return for their sophomore years (KU at a glance).
In the fall �007 semester, the total number of undergraduate men was �0,�75 and the total number of women was 9,768. The majority of KU undergraduates were Kansas residents, �4,848 whereas non resident students totaled 5,095 (Student characteristics report). The race/ethnicity of KU undergraduates is primarily white; however, students of different races and ethnicities are represented at KU.
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J-Schoolsetsgoaltoincreasediversity
Members of the target audience include multicultural high school and college student’s ages �7 to �9 years old. These students are currently high school seniors or undecided freshmen and sophomores already attending KU.
Distance from home remains an important factor when deciding on a college to attend regardless of a student’s ethnicity (survey of KU freshmen, �007). Our target audience consists of all types of ethnicities, races and backgrounds. These students are from everywhere, but most from different regions/counties of Kansas and the northwestern border of Missouri.
Tuition, scholarships and other financial aid are important factors for these students when deciding on which college to attend. A survey of �48 freshmen at KU showed that tuition is an overwhelmingly important factor when choosing a college to attend, regard-less of race. However, multicultural students ranked tuition as more important than white students did. Most multicultural students ranked tuition as the most important factor, while most white students ranked tuition as the second most important factor.
Success is important to the target, making personal goals catalysts to accomplishing aca-demic achievements. These students are not highly informed about journalism and what The William Allen White School of Journalism and Mass Communications has to offer. They limit their definitions of journalism to mainly writing and editing, not consider-ing the other topics journalism and mass communications include. In the survey of KU freshmen, a majority of students defined journalism as some form of writing.
In the same survey, students ranked the J-School in both the top five and the bottom five most interesting schools at the University. The College of Liberal Arts and Sciences was ranked the most interesting by far. The J-School was ranked most interesting by �� percent of students, but was ranked least interesting by �� percent. Multicultural stu-dents, however, ranked the J-School as more interesting than white students did.
The J-School was ranked most interesting by �8 percent of multicultural students, while it was ranked most interesting by only �7 percent of white students. However, �9 per-cent of multicultural students ranked the J-School as least interesting, while only �9 percent of white students ranked it least interesting.
Students in our target audience take pride in their diversity, whether it is their ethnici-ties or their hometowns, perhaps small towns or large cities. Ultimately, members of our target audience value individuality and their multicultural backgrounds. In the survey of �48 freshmen, multicultural students ranked diversity as an important factor when deciding to come to KU. Only �8 percent of multicultural students ranked diversity as somewhat not important, not important or not at all important. That number was larger, �9 percent, for white students.
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Furthermore, �0 percent of multicultural students ranked diversity as very important, while only �� percent of white students ranked it as very important. Overall, most mul-ticultural students ranked diversity as important when deciding to come to KU, while most white students ranked it as somewhat important.
Kansas City, KansasWyandotte High SchoolF.L. Schlagle High SchoolBishop Ward High School (Private)Sumner Academy of Arts and Sciences High SchoolWashington High SchoolJ.C. Harmon High School
Topeka, KansasTopeka High SchoolTopeka West High SchoolHighland Park High School
Wichita, KansasWichita North High SchoolWichita East High SchoolWichita South High SchoolWichita Southeast High SchoolWichita Heights High SchoolWichita West High School
Strengths•Has been accredited by the Accrediting Council on Education in Journalism and Mass Communi-cations since �948.•Experience-building organizations offer students from both tracks of the school the opportunity to build on their learning in class. Student run groups include The University Daily Kansan (with both writing and advertising sales opportunities), KJHK (the campus radio station), PRSSA, Ad Club.•The J-School offers two career tracks: News and Information and Strategic Communication. •The Career Center offers students the opportuni-ty for resume building and assistance with intern-ships searching and post-career opportunities. •The Bremner Editing Center gives students the opportunity to improve their “writing and edit-ing skills through coaching, computer programs, videos and books.”•KU offers a thorough liberal arts education.•Ethics and �st Amendment classes are required.•Teaches convergence, cross-training, integrated marketing communications•Multicultural Scholars Program and the Dean’s Club provide growing scholarship opportunities.•The J-School faculty has real world experience in the courses they are teaching; formerly being experts in their fields in newsrooms, agencies and corporations across the country. They are able to bring this real life experience to the education they provide their students.
Opportunities•The University of Kansas and the J-School is dedicated to increasing diversity of the student population•KU has a team dedicated to the recruitment of multicultural students through visiting roadshows and Junior and Senior Days. •Nearby high schools that have higher diversity than other areas in Kansas. These areas include: Topeka, Kansas City and Wichita•In the �009-�0�0, the Business School at KU will be charging five times as much per credit hour for classes than the J-School.
Weaknesses•One of the weaknesses of the J-School, as point-ed out by the accrediting committee, includes the low diversity numbers.•High school recruiting offers limited opportu-nities for the J-School to attract students to its program. •Lack of recruiting of current KU students •Students have a perception that the only oppor-tunity in Journalism is writing for a newspaper. •There are a limited number of scholarships available for multicultural students. •Tuition at the University of Kansas has risen rap-idly over the past few years and is substantially higher than that at other schools. •Students in the J-School have to pay differential tuition per credit hour on top of regular tuition. Where as students in the Communications De-partment at KU or at other J-Schools do not have to pay this extra fee.
Threats •Other schools already have a more diverse student body.•Other schools may already be focused on in-creasing multiculturalism and the recruitment of diverse students. •Enrollment totals at community colleges are increasing because of escalating tuition at state schools, including KU.
The Accrediting Council on Education in Journalism and Mass Communications has accredited the University of Kansas William Allen White School of Journalism and Mass Communications since �948. The KU J-School offers many opportunities to students for a successful and meaningful degree with great opportunity once they graduate from the school. Successful and loyal alumni, local companies and agencies are all dedicated to the school and the graduates it produces.
The J-School offers a convergence education that caters and prepares students for the ��st century multimedia environment. Students learn with a focus on writing but are also educated in camera work, creating ads and developing campaigns. Reorganization of the educational curriculum in �997 provided the J-School and its students with the opportunity to multiple facets of journalism and mass communications (Convergence drives curriculum).
Scholarships, programs and clubs actively contribute to the foundation of developing a Journalism and Mass Communications program that is both multicultural and reflec-tive of the world that exists today. The Multicultural Scholars Club offers students of a diverse background the opportunity to work together and share their experiences as journalism students at the University of Kansas (Scholarships, Awards & Multicultural Scholars Program).
Public Relations Student Society of America offers educational opportunities and net-working with professionals in the PR field. PRSSA’s sister organization, Jayhawk Com-munications, works with student groups, KU’s campus and businesses in Lawrence to provide students real life opportunities to practice public relations. The Advertising Club at KU focuses on the advertising field providing students opportunities for intern-ship information, visiting professionals, a chance to attend workshops and visits to advertising agencies (J-School student organizations/clubs).
The University Daily Kansan is written and edited by J-School students and published five days a week. Students gain experience in sales by selling advertising space to local businesses, coordinating billing and assisting in ad creation (J-School campus media).
Students and graduates from the J-School have the advantage of close proximity to Kan-sas City, a major metropolitan area, which offers many opportunities for internships and post-graduate careers.
Companies, both in Kansas City and in the region, target KU students to fill open posi-tions because they know they will find students who will be successful in their business. “These companies want to keep the pipeline open so they can get people from KU to fill open positions,” said Patty Noland, Career Development Coordinator for the J-School.
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Former KU students from recruiting companies usually visit the program to interview students and speak during classes offering another view on the journalism and commu-nication industry. The J-School is always working to bring in more multicultural profes-sionals to speak with students, Dean Ann Brill said (personal communication, Novem-ber �007).
These companies have become more interested in recruiting multicultural students for a more diverse workforce. For example, Bernstein-Rein, a full-service advertising agency, offers multicultural scholarships and internships for students from KU’s J-School (P. Noland, personal communication, December �, �007).
The prominent weakness of the William Allen White School of Journalism and Mass Communication is its lack of multiculturalism. As previously discussed, the percentage of minority students in the school has ranged from 5-8% in the past five years, while mi-nority percentage for KU has reached over ��% (Dean A. Brill, personal communication, September �007).
Recruitment areas that the J-School focuses on include Kansas City, Wichita and Tope-ka. These areas have a higher percentage of minority or multi-cultural students than the rest of Kansas, but are still lower than the national average. Even though the J-School recruits in these areas of higher diversity, there is still a gap in diversity. Students, for various reasons, are not applying to be in the J-School (S. Gillham, personal communi-cation, September �007).
Dean Ann Brill of the J-School has expressed a concern for the amount of scholarships available to students, particularly multicultural students. Limited scholarship oppor-tunities discourage students, especially those with little financial support from parents to pursue a degree through the J-School or at the University of Kansas (Dean A. Brill, personal communication, September �007). The survey of �48 freshmen showed a higher importance of tuition taken by multicultural students when compared with white students, although tuition was important for both groups.
Indirectly, the school must deal with the perceptions that students in western Kansas have of KU. Students from the western two-thirds of Kansas are more likely to attend Kansas State University, Wichita State University, Emporia State University or commu-nity colleges near their hometowns.
Journalism career opportunities are not readily available to students who are searching for a major but are not interested in the J-School. Many students have perceptions that Journalism and Mass Communications facilitates simply jobs in news writing and televi-sion broadcasting. However, the school also focuses on teaching students mass commu-nications, which goes beyond the traditional idea of what a journalism school provides. In the survey of 148 freshmen, many provided a definition of journalism that said “writ-ing” or “communicating the news.” While those answers are correct, they reflect a lim-ited knowledge of the entire scope of journalism and mass communication.
There is also a stigma for parents who believe journalism is not a successful career path. Parents indirectly influence their children sometimes leading them to other programs, hoping they will choose business or engineering, for example, which are perceived to produce more career opportunities. Not only is there little communication to high school students and high schools, but there is also a lack of communication between the school and parents about careers in journalism. Parents of students with diverse back-grounds are unlikely to encourage a degree in journalism (Hampp).
An opportunity exists for the school to create a more diverse, culturally rich learning and teaching environment. Students at KU and students in more diverse surrounding high school communities are targeted populations for recruiting areas at the William Allen White School of Journalism and Mass Communications. The willingness and ef-fort of the school leadership creates a positive atmosphere needed to attract the desired student body.
In the survey of �48 freshmen, more multicultural students ranked the J-School as in-teresting than did white students.
While the Midwest, including Kansas, is not the most culturally diverse population in comparison to other states, the J-School does have areas that it can in recruitment. Areas include Topeka, KS, Wyandotte County, KS; Johnson County, KS; Wichita, KS; Garden City, KS; Junction City, KS, and Kansas City, MO. These counties and cities have more diverse populations than the rest of the state for various reasons. In Junction City and Garden City, there has been an influx of Hispanic residents. Brown, Cowley, Douglas and Montgomery Counties have a higher American Indian population because of Native American reservations. (See Figure �.)
The willingness of the School of Journalism and Mass Communications to take on a project of this subject signifies an environment as a launching point for multicultural students to learn and excel.
The William Allen White School of Journalism and Mass Communications has oppor-tunities through the university to focus on multicultural recruitment. KU hosts special multicultural recruitment events, which include a multicultural Roadshow, multicultur-al Senior and Junior Days, special group visits and early outreach; all events that could be used to recruit students to the school (S. Gillham, personal communication, Septem-ber �007). Through the Dean’s Club, alumni are becoming more interested in investing in student scholarships through the school, especially for multicultural students. The school has dedicated alumni that will take an interest in bettering the school and donat-ing to scholarship opportunities for students (Dean A. Brill, personal communication, September �007).
The University of Kansas School of Journalism and Mass Communication, in the ab-sence of action, will lose students due to competition from other journalism schools and similar educational programs like communications or business. Other universities, who have a complex plan for the recruitment and retention of minorities, can gain more at-tention from businesses in the journalism field that are looking to diversify their group of employees.
The rising cost of a college education has created a trend, which is projected to grow, for more students to attend community colleges and transfer to universities. Multicultural and diverse students have a certain perception about what journalism is and what opportunities exist. As found in the research of freshman at the University of Kansas, most students believed “writing” or “reporting stories” were the only job oppor-tunities applicable after receiving a degree in Journalism and Mass Communications.
Again, parents’ perceptions of a journalism degree can always influence and change the minds of prospective students. Without an opportunity to learn about journalism and the variety of job prospects, parents may continue to steer their students away from a degree at the J-School.
Another threat to the J-School, is the tendency for minority students to attend Histori-cally Black Colleges or Universities or those affiliated with Hispanic Association of Col-leges and Universities. In the �000-�00� school year:
• 27.4 percent of African-American journalism and mass communication bache-lor’s degree recipients competed their studies at a Historically Black College or Univer-sity;• Four percent completed their journalism degree within the Hispanic Association of Colleges and Universities;• �� percent of degrees earned by Hispanic students were earned through the His-panic Association of Colleges and Universities (Becker, Diversity in Hiring).
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Strategic Plan
GOAL: Improve diversity of the William Allen White School of Journalism and Mass
Communications by increasing the number of multicultural students.
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Objective #1: Increase the number of students aware the J-School values diversity at high schools where recruit ment is already taking place. Strategy A: Hold informal Q&A sessions with students in English, media and speech classes. Strategy B: Distribute posters and brochures to high schools before and during visits. Tactic: Poster Tactic: Brochure Tactic: Distribute copies of The University Daily Kansan when visit ing schools. Strategy C: Develop communication between high school students and college students in the J-School. Tactic: Set up a blog for interaction between interested students and J-School student representatives. Tactic: Host a shadow day for high school students to visit KU and attend classes with J-School students.
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Objective #2:Increase student awareness that the J-School values diversity at schools where no recruitment is taking place. Strategy A: Set up visits to media/journalism, English and speech classes to edu cate students on Journalism education and career paths. Tactic: Power point Tactic: Brochure about journalism opportunities. Strategy B: Hold informal Q&A sessions with students
Strategy C: Distribute posters and brochures to high schools before and during visits. Tactic: Poster Tactic: Brochure Tactic: Distribute copies of the UDK Strategy D: Develop communication between high school students and college students in the J-School Tactic: Set up a blog for interaction between interested students and J-School student representatives. Tactic: Host a shadow day for high school students to visit KU and attend classes with J-School students. Strategy E: J-School Ambassadors will be for multicultural students already ad- mitted into the J-School. These students will serve as a liaison between the J-School and students to help communicate our strategic message. There will be five different ambassadors during the fall and spring semesters. For the summer there will be three ambassadors. Fall and spring ambassa dors receive a $500 scholarship and summer ambassadors earn $�00. Responsibilities include: -Hosting students visiting the J-School, act as an ambassador -Make entries about journalism news and J-School updates on a blog targeted to high school students. -Answer e-mail about KU and journalism from high school students and undecided KU students.
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Objective #3: Increase KU freshmen and sophomores interest of the J-School and their awarness that the J-School values diversity . Strategy A: Develop and implement a learning community focused on journalism and multicul-turalism.
Strategy B: Develop a relationship between the Office of Multicultural Affairs and the J-School in order to provide students information about journalism at KU. Tactic: Present information at student groups affiliated with the OMA. (Black Student Union, HALO, Asian American Stu- dent Union, First Nations Students Association and National Pan-Hellenic Coucil)
Strategy C: Communicate to students the opportunity they have in the J-School to be a part of the Multicultural Scholars Program. Tactic: Student representative of the MSP give a presentation to JOUR �0� classes. Tactic: Informational brochure Tactic: Facebook group
Strategy D: Visit PRE �0� classes and Learning Communities to present informa tion about journalism careers and the J-School. Tactic: brochure Tactic: powerpoint presentation Tactic: student panel
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Creative Plan
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Current Brand Image
The KU J-School is nationally known for its consistency in providing students with an efficient education in the areas of journalism and mass communica-tions. It is the focus of the school to provide a variety of courses on the subjects of media, news writing and editing, communications, marketing, research, and other regions of interests, which allows students to gain the skills needed for their future career paths. Instructors at the school have a variety of experience in dif-ferent backgrounds, exposing students to an assortment of career choices, though the school lacks diversity and multicultural students.
Desired Brand Image Enhancement
The William Allen White School of Journalism and Mass Communications will be viewed also as a diverse, multicultural school at the University of Kansas.
Strategic Message
The William Allen White School of Journalism and Mass Communications is a place close to home that values diversity and offers you the opportunity to explore exciting careers in journalism and mass communication.
Everyone has a Voice. Use it Here.Everyone has a Story. Tell it Here.Everyone has an Idea. Express it Here.
Communication Strategies
Our team has devised a wide range of tactics communicating the strategic mes-sage to the target audience of multicultural students, and our strategies help to attract these students. Focusing on the two audiences, multicultural high school students and undecided college freshmen and sophomores, it is our main priority to leave a lasting positive impression about the KU J-School and the University of Kansas community.
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Postcards will be mailed to high school students. These postcards create aware-
ness about the J-School. Sending mail to individual students personally com-
municates information about the J-School.
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Hosting a writing contest at the KU J-School for multicultural high school students to participate by submitting a written piece promotes KU and the
J-School. The contest allows students to compete for the chance of their work
to be published in a writing compilation of the top �5 winning pieces. This pub-
lication will be sent to our target high schools throughout the state of Kansas.
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Myspace.com group: http://groups.myspace.com/kujschool This social
network provides information for high school students to learn more about the
KU J-School in an interactive environ-ment. Students view pictures of the
school and comment on the discussion board.
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Hosting a field trip, “A Day in the Life…,” for high school students enrolled
in English, yearbook, debate, speech, communications, and newspaper classes to tour the KU J-School. Lead by student
ambassadors, this field trip promotes the J-School and lets students view what
it is like to be a journalism student at KU.
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Developing Communication between high school students and KU J-School
students via a blog at: http://kujschool.blogspot.com can answer high school
students’ questions, presents informa-tion about the J-School and opportuni-
ties for multicultural students.
Developing Communication between undecided students and KU J-School
students via a blog at: http://kujschool.blogspot.com can answer undecided freshmen and sophomore students’
questions, presents information about the J-School and opportunities for mul-
ticultural students.
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Facebook.com group allows undecided KU students to access information about
the J-School’s current meetings, gath-erings, and other information about
the school. The group is open to all KU students and anyone can join. Group
members can participate by posting items on the discussion board to evoke
conversation.
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Posters featuring the KU J-School will be distributed to our targeted high
schools advertising our strategic mes-sage “Everyone has a Voice. Use it
Here. Everyone has a Story. Tell it Here. Everyone has an Idea. Express
it Here.” The yellow color found in the four similar advertisements displays our
unifying message in a positive manner eliciting the feeling of opportunity. The
posters can be displayed in areas around high schools such as the counselor’s of-fice, library, lunch room and bulletins.
Distribution of these materials increases awareness about the KU J-School.
Posters will be displayed in areas around campus such as the Underground, Li-
brary, residence halls and the KU Rec-reational Center. Distribution of these
materials increases awareness about the J-School and its efforts to recruit stu-
dents.
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Informational Brochures highlights the benefits of the J-School and the mul-
ticultural information for diverse high school students. It provides students
and parents with information about the school. These informational brochures
have the same unifying appearance simi-lar to the posters.
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Hosting a “Shadow Day” to let unde-cided students explore the J-School and
what it has to offer. They will attend journalism classes at KU with current
J-School students and will be able to ask questions.
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campaign Timeline
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Spring 2008: • Launch blog, continue updating with news, professor and student profiles, reminders about J-School deadlines, AdClub events, link to PRSSA blog, Kansan news items, KUJH news stories, multimedia reporting blog.• Launch Facebook group, MySpace group• Begin visits to targeted high schools. Bring brochures for distribution to interested students. Give posters to counselors for display in offices and student locations.• Request from KU J-School professors, nominees for KU J-School ambassadors.• Announce writing contest. Deadline for submissions is November �.
Summer 2008:• Make contact and set up visit days for J-School representatives to visit English, newspaper, yearbook, debate and speech classes.• Contact teachers in high schools of above classes and inquire about interest in visiting the school and set up visiting days. • Begin advertising campaign on KU’s campus to interest freshman and sophomores in the shadow day. This may be done during New Student Orientation.
Fall 2008: • Visit targeted high schools.• First week of class: Visit student organizations on KU’s campus to inform them of Sept � deadline to apply for admission to J-School. • Send postcards to students in targeted high schools who have expressed an interest in pursuing a degree in journalism (during the spring visits) and students in English, yearbook, newspaper, debate and speech classes.• Continue recruitment for shadow day, targeting undecided freshman and sophomores (including those in PRE�0� classes and those in targeted student groups).
Spring 2009:• Continue high school visits.• Begin �009 request for submissions of writing compilation.
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Budget
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HIGH SCHOOLS
Advertising-Flyers: ��4 total (�9 high schools, 6 per high school) Cost of paper and printing: $0.38/flyer
Total cost: $4�.��
Informational Brochures-475 total KINKO’S Paper and printing: $0.84/brochure Folding: $0.0�5/brochure
Total: $406.�� OR MAINLINE Total: $�55.00 (see Quotation in Appendix for itemized costs)
Postcard-�000 total Cost of card: $0.96/� postcards = $480 Cutting to size: $8.96 Postage: $0.�6/card = $�60 Total: $748.96
Field Trip Flyers- �90 total (�9 high schools, �0 per high school) Cost of paper and printing: $0.38/flyer Total cost: $7�.�0
Contest Flyers-�90 total (�9 high schools, �0 per high school) Cost of paper and printing: $0.38/flyer
Total cost: $7�.�0
Journal-�8 total (�9 high schools, � books per school) Cover: $0.4�/cover Pages of book: $0.90 for �0 pages Binding: $�.�5 Total for �8 books: $97.
KU STUDENTS
Posters-�50 Cost of paper and printing: $0.38/flyer Total cost: $95
Shadow Day Flyers – 500 Cost of paper and printing: $0.38/flyer Total cost: $�90
J-School Ambassadors- Paid position: $8/hour Ambassadors per semester: 5 Average hours worked/week by each ambassador: �0 Total/week: $400 Total/�5-week semester: $6,000 Flexibility of $�,000 for travel/ mileage reimbursements and meal reimbursements per year. Total/year: $��,800
TOTAL COST/YEAR: $14,474.34
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CampaignEvaluation
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To evaluate the success of the campaign, we have devised a plan to measure the creative tactics. This facilitates restructuring of the strategic plan to at-tract the two specific target audiences.
High School Students:
The survey that was implemented for our primary research, can be imple-mented for visiting high school juniors and seniors at the KU J-School.
Sara Gillham, the Coordinator of Student Recruitment and Retention for the school, and the student ambassadors who lead the tours of the school, hold the responsiblity for distributing these questionnaires.
The amount of posts and activity on the blog and Myspace.com group pro-vides additional numbers to see if students are using these tactics and if they popular.
Undecided College Freshmen and Sophomores:
Analyzing the fall �009 KU J-School enrollment statistics, offers means to evaluate the success of the creative tactics used for multicultural unde-cided freshmen and sophomores. Evaluating the number of multicultural students enrolled serves as a guide, to distinguish if the J-School needs to consider increasing the amount of tactics used, stay consistent, or add new tactics.
Measuring the activity on the blog and Facebook.com group through amounts of postings and group members stipulates determines the effec-tiveness of these tactics.
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Appendix I
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Appendix II
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Targeted High Schools
Kansas City, KS Wyandotte High School this school: state average: Black, not Hispanic 54% 8% Hispanic �4% ��% White, not Hispanic 9% 7�% Asian/Pacific Islander 3% 2%
F. L. Schlagle High School Black, not Hispanic 75% 8% White, not Hispanic ��% 7�% Hispanic 6% ��% Asian/Pacific Islander 5% 2% American Indian/Alaskan Native <�% �%
Bishop Ward High School, Private High School White, not Hispanic 59% Hispanic �4% Black, not Hispanic 7% Asian/Pacific Islander 1% Sumner Academy of Arts and Sciences High School Black, not Hispanic 4�% 8% White, not Hispanic ��% 7�% Hispanic �9% ��% Asian/Pacific Islander 7% 2% American Indian/Alaskan Native <�% �%
Washington High School Black, not Hispanic 70% 8% White, not Hispanic ��% 7�% Hispanic 6% ��% Asian/Pacific Islander 2% 2% American Indian/Alaskan Native <�% �%
J.C. Harmon High School Hispanic 47% ��% Black, not Hispanic �6% 8% White, not Hispanic ��% 7�% Asian/Pacific Islander 4% 2% American Indian/Alaskan Native <�% �%
74
Wichita Southeast High School White, not Hispanic �8% 7�% Black, not Hispanic �8% 8% Hispanic ��% ��% Asian/Pacific Islander 9% 2% American Indian/Alaskan Native �% �% Unspecified 1% n/a
Wichita Heights High School White, not Hispanic 50% 7�% Black, not Hispanic �5% 8% Hispanic 8% ��% Asian/Pacific Islander 4% 2% American Indian/Alaskan Native �% �% Unspecified 1% n/a
Wichita West High School White, not Hispanic 56% 7�% Black, not Hispanic ��% 8% Hispanic �7% ��% American Indian/Alaskan Native �% �% Asian/Pacific Islander <1% 2% Unspecified 2% n/a
Wichita, KS this school: state average: Wichita North High School Hispanic 4�% ��% White, not Hispanic �6% 7�% Black, not Hispanic �5% 8% American Indian/Alaskan Native �% �% Asian/Pacific Islander 2% 2% Unspecified 2% n/a
Wichita East High School White, not Hispanic 44% 7�% Hispanic ��% ��% Black, not Hispanic �9% 8% Asian/Pacific Islander 12% 2% American Indian/Alaskan Native �% �% Unspecified 2% n/a
Wichita South High School White, not Hispanic 59% 7�% Black, not Hispanic �0% 8% Hispanic ��% ��% Asian/Pacific Islander 4% 2% American Indian/Alaskan Native 3% 1% Unspecified 3% n/a
75
Topeka, KS this school: state average: Topeka High School White, not Hispanic 5�% 7�% Black, not Hispanic ��% 8% Hispanic �5% ��% American Indian/Alaskan Native �% �% Asian/Pacific Islander 2% 2% Unspecified 6% n/a
Topeka West High School White, not Hispanic 64% 7�% Black, not Hispanic �5% 8% Hispanic 9% ��% American Indian/Alaskan Native �% �% Asian/Pacific Islander 1% 2% Unspecified 9% n/a
Highland Park High School Black, not Hispanic �6% 8% White, not Hispanic ��% 7�% Hispanic �6% ��% American Indian/Alaskan Native �% �% Asian/Pacific Islander <1% 2% Unspecified 3% n/a
Garden City, KS Garden City High School Hispanic 54% ��% White, not Hispanic �6% 7�% Asian/Pacific Islander 3% 2% Black, not Hispanic �% 8% American Indian/Alaskan Native <�% �% Unspecified 5% n/a
Junction City, KS Junction City High School White, not Hispanic 49% 7�% Black, not Hispanic �6% 8% Hispanic 8% ��% Asian/Pacific Islander 3% 2% American Indian/Alaskan Native <�% �% Unspecified 13% n/a
-from National Center for Education Statistics, �005
