University Business - September 2010 - (Page 32)

internet technology What Is This Analytics Revolution All About? OnlinE AnAlyTicS cAn lOOk A biT OvERWHElMing—ESpEciAlly WHEn yOu can’t spend countless hours working on mastering its art and science. With the simple seven-step plan first developed for my presentation at the 2010 Educomm conference in June, it should be easier and less time-consuming. This plan is available, along with many other resources, at the online base camp of the analytics revolution, www.higheredanalytics.com. you probably know how important benchmarking data can be to make things happen in our industry. it is also intrinsically important to perform correct data analysis. unfortunately, relevant competitive intelligence isn’t easily available in higher education. While google Analytics offers some basic benchmarking data in an opt-in program, many institutions are not thrilled at the idea of sharing all this web traffic data for diverse competitive or compliance reasons. That’s why i want you to share your data on 12 basic metrics every month (you can find the complete list of these metrics, as well as information on how to share yours, on the Higher Ed Analytics website). Once the data is compiled, aggregates will be shared back with participants. ultimately, the goal is to collect enough data to offer more segmented and even more relevant benchmarking insights. it would also be great to be able to create a professional online community of interest—i prefer to call it a group of revolutionaries—around the use of online analytics in higher education. implemented as expected. Only 52 percent keep track of their Facebook page fans, 40 percent of their Twitter followers, and 27 percent of their YouTube channel subscribers and friends. While they are the name of the game in social media, user interactions only retain the attention of the minority: 39 percent for Facebook Likes, 38 percent for YouTube video views, and 24 percent and 22 percent for Twitter retweets and mentions, respectively. Web Conversions in HigHer eduCation These center around admissions inquiries and applications. Although universities and colleges use their websites to interact with and provide services to their constituents, 35 percent of the survey respondents indicated they didn’t track any conversions at all. This shows there is still a big gap between the possibilities offered by online analytics in terms of datadriven marketing decisions and the current practices in higher education. However, the survey results also confirm how student recruitment ac32 | September 2010 tivities have moved to the online world. Roughly 32 percent and 29 percent of surveyed professionals monitor conversions for admissions online inquiries and applications. But this relatively low percentage given the core mission of most institutions shouldn’t be interpreted as a lack of interest. Indeed, 47 percent and 44 percent of survey respondents would like to monitor both types of admissionsrelated web conversions. The differences between who tracks and who would like to track conversions are even more accentuated for online donations (17 percent tracking with 38 percent who wish they could) and alumni online registrations (16 percent and 34 percent, respectively). analytiCs reports not Widely sHared Close to 80 percent of survey respondents issue analytics reports about their web activities. In many cases though, these reports don’t go further than the default—and most of the time overwhelming—reports offered by Google Analytics. For the majority of respondents, these reports are only shared with members of their team or their direct manager. Only 26 percent indicated their dean or VP is one of the report’s recipients; 12 percent said their president is, and just 5 percent share metrics with the board of trustees. Even though admissions-related web conversions are deemed very important, only 18 percent distribute reports to their admissions office. This proportion falls to 9 percent for the office or association in charge of relations with alums. analytiCs insigHts primarily used to improve Websites When asked how they use the insights gained from analytics, 53 percent chose “improving their website” as the main way. While many respondents said they used insights for several things, 15 percent reported they don’t use them at all. Optimizing online advertising and backing up requests for more budget, resources, and staff were also each chosen in 4 percent of the cases. There is no doubt that the current state of web and social media analytics in higher education calls for a revolution in practices and mentalities. With marketing budgets under greater pressure and scrutiny in most institutions, it’s time to stop making decisions based on hunches, guesses, or opinions and switch to a more data-driven approach. The good news is YOU can easily change the place of online analytics in higher education. How? By joining what I’m calling the “Higher Ed Revolution of Web and Social Media Analytics.” universitybusiness.com Resources Higher Ed Analytics, www.higheredanalytics.com The State of Web and Social Media in Higher Ed Report, www.higheredanalytics.com/state2010 Web Analytics Association, http://www.webanalytics association.org http://www.higheredanalytics.com http://www.higheredanalytics.com http://www.higheredanalytics.com/state2010 http://www.webanalyticsassociation.org http://www.webanalyticsassociation.org http://www.universitybusiness.com

Table of Contents for the Digital Edition of University Business - September 2010

University Business - September 2010
Contents
Editor's Note
College Index
Company Index
Advisory Board
Behind the News
Viewpoint
Financial Aid
Sense of Place
Internet Technology
Approaching Admissions Today
Three to Degree
Have College Brands Delivered on Their Promise?
Honoring Efficiency
EduComm 2010 Roundup
View from the Summit
Independent Outlook
What's New
End Note

University Business - September 2010