Central Carolina Community College

Marketing Plan, 2009 - 2012

Phase One: Research &

Market Analysis

Prepared byMarketing & Public Affairs DepartmentInstitutional Effectiveness Department

Table of Contents

Introduction 1

The Plan’s Purpose 1

Marketing Plan & Institutional Mission 2

Marketing Goals 2

Market & Situational Analysis 3

Population Data 4

Enrollment Data 5

Focus Group Results 12

Selected Survey Results 20

Strengths & Challenges 23

Conclusion 24

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Introduction Marketing planning is a logical sequence and series of activities leading to the setting of marketing goals and the formulation of plans for achieving them. A marketing plan is a plan for action. To be able to produce an action-focused strategic marketing plan, a considerable amount of background information, statistics, and data needs to be collected, collated, and analyzed. Using research and demographic information, a comprehensive targeted marketing plan will attract and recruit new students, raise community awareness of Central Carolina Community College, and assert the CCCC brand as distinct and superior to other colleges. This plan is directly aligned with the college’s vision, takes into account the institution’s current position in the marketplace, and provides goals to meet the desired position.

ThePlan’sPurpose Marketing planning is a systematic, continuous process. As such, a marketing plan will address several details:

• Establish goals, strategies, and tactics to be completed within specified time periods—Planning will enable the college to evaluate accomplishment of the goals and take corrective action to achieve the desired results.

• Assess the college’s market position—This involves conducting research,

analyzing data, and what is termed a SWOT analysis, an examination of the college’s internal strengths and weaknesses, external opportunities, and threats.

• Achieve teamwork aimed at meeting challenges and solving problems presented

by changing conditions—Marketing success is the result of everyone doing their best to support an overall objective that everyone understands and performs as team members to achieve. A marketing approach works best when it is organized and offers specificity.

• Budget resources to meet change through anticipation and preparation––This

process requires that marketing goals be stated clearly, and then expenditures necessary to reach these goals be determined.

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MarketingPlanandInstitutionalMission The marketing plan supports the following aspects of the institutional mission: Commitment to understanding and meeting the educational needs of the area’s citizens, businesses, industries, and service sectors Providing market-responsive technical and vocational programs, university transfer programs, a strong general education core, educational programs and services custom-tailored to the needs of business and industry, instruction and training for career development, a comprehensive literacy program, emergency-services education, vocational and cultural enrichment courses and opportunities, supervised work experiences, educational opportunities in area correctional facilities, and enrichment opportunities for public school students (sixteen years or older), as well as special programs and services for students under the age of 16

MarketingGoals The development of the marketing plan will occur through a three-tiered approach: goals, strategies, and tactics. Marketing goals are what the college wants to achieve; marketing strategies are how the college intends to achieve the goals. Related to tactics, the marketing plan will draw together the analysis, goals, and strategies, and use them to build a foundation for detailed tactical actions. These tactics will implement the marketing strategies and achieve the agreed goals. Strategies and tactics will be addressed in Phase Two of the plan. The marketing goals are:

1. Create and implement marketing activities to increase student enrollment 2. Improve brand identity to promote community awareness and enhance

CCCC’s reputation in the service area and beyond

3. Implement an integrated marketing approach to communication, marketing

strategies, and efforts from various groups and/or departments across the

college

4. Evaluate the effectiveness of marketing activities through data-driven

research methods

5. Support marketing decisions with evidence from stakeholder groups

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Market&SituationalAnalysis An effective marketing plan must be rooted in a factually based market and situation analysis. The first step in this analysis involves developing a general understanding of the factors that influence the college market and how CCCC fits into that market. Trends and factors must be identified in the market to understand what has happened over time. Market analysis also includes a comprehensive study of enrollment data and the strengths and weaknesses that dictate if the college will remain competitive. To complete a market and situational analysis, a research methodology must be developed. This methodology works to identify the specific types of information needed to accomplish research objectives. Data in the sections below are both quantitative and qualitative and are all primary data collected by the college.

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PopulationData By County

1990 2000 2005-07 (estimate) Chatham 38,759 49,329 59,811 Harnett 67,822 91,025 105,825 Lee 41,374 49,040 56,768

Source: US Census Bureau By Town

1990 2000 Change Dunn 8,336 9,196 + 10% Lillington 2,048 2,915 + 42% Pittsboro 1,436 2,226 + 55% Sanford 14,475 23,220 + 60% Siler City 4,808 6,966 + 45%

Source: US Census Bureau 2005-07 estimate not available for this geography

By Ethnicity/Race

1990 2000 2005-07 (estimate) Change Chatham

African-American 23% 17% 15%

Hispanic 1% 10% 12%

White 76% 75% 76%

Harnett

African-American 23% 23% 22%

Hispanic 2% 6% 8%

White 75% 71% 68%

Lee African-American 23% 21% 20%

Hispanic 2% 12% 15%

White 75% 70% 68%

Source: US Census Bureau

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EnrollmentData

Fall to Fall Comparisons

Fall 2006 Fall 2007 Fall 2008 Curriculum 4,893 4,648 4,820 Continuing Education 7,280 7,783 7,342

Source: CCCC IE Department Enrollment by County of Residence CCCC has experienced mixed enrollment figures when considering county of residence. In curriculum, Chatham County resident enrollment dipped in Fall 2007 and Spring 2008, but rebounded during the following semesters. CCCC has experienced a bit of a downward trend in Harnett County residents, with only a slight increase in Spring 2009. Overall, Lee County residents have increased with a close to 12 percent increase from Spring 2008 to Spring 2009. Nearby Cumberland and Moore County residents have steadily enrolled in greater numbers during the fall and spring semesters. Curriculum (excluding HCI students)

Fall Spring 2006 2007 2008 2007 2008 2009

Chatham 869 763 866 831 696 825 Harnett 1300 1206 1125 1112 1017 1096 Lee 1449 1531 1587 1347 1398 1563 Cumberland 134 145 167 130 124 134 Moore 88 102 120 89 96 115

Source: CCCC IE Department Curriculum Enrollment

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In Continuing Education, fall enrollments among those living in the service area decreased. For the same residents, overall spring enrollment remained flat; however, there was a slight increase in the number of Lee County residents served. As expected, Cumberland County’s larger population (over 306,000) was more strongly represented than neighboring Moore County (total population: over 82,000). However, enrollment as a percentage of the total population was greater from Moore County.

Continuing Education (excluding HCI students) Fall Spring

2006 2007 2008 2007 2008 2009* Chatham 1238 1310 1216 1297 1258 1175 Harnett 2200 2104 1981 2311 2307 1343 Lee 2246 2125 2071 2119 2242 1752 Cumberland 292 257 308 281 296 187 Moore 134 202 179 169 150 131

Source: CCCC IE Department *Continuing Education students are still registering for Spring 2009 classes

Continuing Education Enrollment

Unduplicated Annual Enrollment as a Percentage of County Population: 2007-08 Curriculum and continuing education students combined represented an average enrollment of 7 percent of the service area’s population. This percentage increased to 10 percent when the number was compared to the population of individuals ages 15 to 64 in the service area. As a percentage of the total population, Chatham, Harnett, and Lee counties had enrollment percentages of 5, 6, and 11, respectively. Of the three counties, Lee County had the smallest population; however, its market penetration is more than two times that of Chatham County and nearly twice that of Harnett County. Harnett County, the largest of the three counties in terms of population, had a market

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penetration rate of only one percent higher than Chatham County, yet twice its population. This trend also holds true when enrollment of 15 to 64 year-olds was compared to county population. Again, Lee County had the smallest population, but twice the market penetration of both Chatham and Harnett counties. Students from outside the service area accounted for 23 percent of curriculum enrollment, 28 percent of continuing education enrollment, and combined enrollment of 27 percent.

Total Students

from Chatham,

Harnett, Lee

Chatham County

Harnett County

Lee County Other

Curriculum 4,901 1,016 1,865 2,020 1,443

Continuing Education 10,789 2,316 4,221 4,252 4,132 *Totals 15,125 3,215 5,892 6,018 5,488 Total Population (Chatham, Harnett, Lee) 222,404 59,811 105,825 56,768 Chatham, Harnett, Lee students as a % of total population 7% 5% 6% 11% Population 15 to 64 (Chatham, Harnett, Lee) 148,726 40,079 72,055 36,592 Chatham, Harnett, Lee students as a % of 15 to 64 age group 10% 8% 8% 16%

Sources: CCCC IE Department & US Census Bureau, 2005-07 Estimates *Total is unduplicated for Curriculum and Continuing Education combined

Comparison of Total Unduplicated Annual Enrollment to the Service Area Population When compared to other institutions in the community college system, CCCC had a mid-range market penetration. Enrollment percentages based on service area population were greater at CCCC than Wake Tech, but lower than Fayetteville Tech, Johnston Community College, and Sandhills Community College. CCCC had a total market penetration of 9 percent compared to 7 percent at Wake Tech. Among students 15 to 64 the percentages rose for each of the five colleges, but remained lowest for Wake Tech at 11 percent. As a percentage of total population, Fayetteville Tech, Johnston, and Sandhills had enrollment percentages of 11 percent, two percentage points higher than CCCC. All five institutions experienced higher enrollment percentages in the 15-64 age group than when compared to total population. Fayetteville Tech had the highest percentage of enrollment in this age group at 17 percent. Of the three colleges that had greater market penetration than CCCC, two of the college service areas had 32 percent and 44 percent lower population totals. This

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data provided total enrollment in both curriculum and continuing education, including students from outside the service area for each community college.

CCCC Wake Tech

Fayetteville Tech

Johnston CC

Sandhills CC

Curriculum 6,344 18,899 14,455 5,751 5,132 Continuing Education 14,921 43,266 21,383 11,034 7,397 *Totals 20,613 58,929 34,558 16,169 12,121

Total Population 222,404 794,316 306,503 151,330 123,752 Students as a % of total population 9% 7% 11% 11% 11% Population 15 to 64 148,726 559,765 206,510 102,416 77,595 Students as a % of 15 to 64 age group 14% 11% 17% 16% 16%

Sources: CCCC IE Department & US Census Bureau, 2005-07 Estimates *Total is unduplicated for Curriculum and Continuing Education combined

Curriculum Enrollment by High School Data provided curriculum enrollment by specific high schools in the service area over a nine-year period. On average, 24 percent of high school students in Lee County enrolled at CCCC, as compared to a 14 percent average in Chatham County and 12 percent in Harnett County. The market penetration rate of Lee County high school enrollees was twice that of Harnett County and nearly two times that of Chatham County. Considering these averages, the number of high schools students was comparable in Lee County and Chatham County; whereas, Harnett County had nearly two times the number of high school students in certain years. In recent years, Lee County High School produced the highest number of enrollees, second, Western Harnett High School in Harnett County, and third, Southern Lee in Lee County. Northwood High School in Chatham County had the highest percentage of CCCC enrollees, almost twice the number of other high schools within the county. Across all three counties the data demonstrated a fluctuation in percentages across the nine-year period. Private high school students that enrolled in CCCC accounted for 6 percent of the total number of 2008 high school graduates from the service area that enrolled.

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Curriculum Enrollment by High School

Sources: IMS Director 1997 – 2006; Registrar 2007-2008

2000 2001 2002 2003 2004 2005 2006 2007 2008 Chatham Graduates 328 343 313 367 399 431 469 494 469 Number of CCCC Enrollees Chatham Central 12 14 19 23 16 16 14 18 14 Jordan-Matthews 6 13 14 19 15 14 13 14 16 Northwood 30 33 30 21 30 22 18 31 33 SAGE Academy 2 0 0 0 TOTAL 48 60 63 63 61 54 45 63 63 PERCENTAGE 14.63 14.49 20.12 17.17 15.3 12.5 9.59 12.75 13.43 Harnett Graduates 650 699 765 819 850 853 899 970 987 Number of CCCC Enrollees Triton 20 24 22 24 29 25 29 28 33 Harnett Central 28 20 30 30 23 20 29 24 25 Overhills 11 16 13 18 Western Harnett 31 35 44 42 43 31 41 35 48 TOTAL 79 79 96 96 95 87 115 100 124 PERCENTAGE 12.15 11.30 12.54 11.72 11.2 10.2 12.8 10.31 12.56 Lee Graduates 422 401 429 437 467 486 510 487 501 Number of CCCC Enrollees Lee County 99 105 119 122 102 117 118 70 56 Southern Lee 34 46 TOTAL 99 105 119 122 102 117 118 104 102 PERCENTAGE 23.45 26.18 27.73 27.92 21.8 24.1 23.1 21.36 20.36 Private High Schools Number of CCCC Enrollees Lee Christian 12 5 11 6 Grace Christian 4 3 6 5 Provisions Academy 1 2 0 0 Cape Fear Christian 5 Other Harnett Private 2 4 0 0 Chatham Private 1 1 1 TOTAL 19 15 18 17

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High School Annual Enrollment Enrollment numbers did not significantly increase until 2006-07. Early college enrollment (73 students) was only available for 2006-07, and this figure is included in the total high school enrollment for that year. A comparison with six other community colleges, including Catawba Valley CC, Durham Technical CC, Gaston College, Johnston CC, Rowan-Cabarrus CC, and Sandhills CC showed that only one college, Johnston, had a higher total enrollment than CCCC from 2002 through 2007.

2003-04 2004-05 2005-06 2006-07

Huskins 912 901 956 979

Dual Enrollment 39 46 39 78

Total High School

(including Early College, 2006-07)

951 947 995 1,130

Enrollment in Distance Education Courses Distance education offerings have experienced a steady increase in enrollment with the largest increases occurring during the current academic year. Enrollment reflects the number of students taking distance education courses, including hybrid courses. The numbers shown are duplicated enrollment. Curriculum Enrollment

Fall 2006

Fall 2007

Fall 2008

Spring 2007

Spring 2008

Spring 2009

Curriculum 2876 3174 3843 3020 3342 4226 Change --- +10% +21% --- +11% +26%

Sources: CCCC IE Department; CCCC Distance Education Department Distance education offerings through Continuing Education have primarily focused on courses available through commercial developers, such as Ed2Go. Recently, the college has made efforts to design and develop its own courses in the medical and education fields.

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Continuing Education Enrollment

Fall 2006

Fall 2007 Change Spring

2007 Spring 2008 Change

Online 75 78 +4% 40 108 +170% Hybrid 92 121 +32% 147 183 +24% Cassette -- 22 -- -- -- -- Total 167 221 +32% 187 291 +56%

Sources: CCCC IE Department; CCCC Distance Education Department Enrollment Comparisons Other institutions in the North Carolina Community College System were selected for comparison with CCCC. Criteria included location, size, and other similarities. Curriculum Comparisons

CCCC Rowan-Cabarrus

Catawba Valley

Asheville-Buncombe Sandhills Alamance

Fall 2006 4,893 4,897 4,785 6,337 3,564 4,566 Fall 2007 4,648 5,524 5,125 6,626 3,811 4,445 Change - 5% + 13% + 7% + 5% + 7% - 3%

Source: CCCC IE Department *Fall 2008 data from other colleges not yet available from Data Warehouse

Continuing Education Comparisons (excluding Basic Skills) CCCC Fayetteville

Tech Durham

Tech Asheville-Buncombe Davidson Sandhills Johnston

Fall 2006 4,540 7,483 6,662 6,934 4,448 2,526 3,583 Fall 2007 5,405 7,575 6,171 6,528 4,181 2,463 4,149

Change + 19% + 1% - 7% -6% -6% -2% +16% Source: CCCC IE Department

Basic Skills

CCCC Fayetteville Tech

Durham Tech

Asheville-Buncombe Sandhills Johnston

Fall 2006 2,740 2,641 2,690 1,833 855 919 Fall 2007 2,378 2,462 2,658 1,989 878 851 Change -13% -7% -1% +9% +3% -7%

Source: CCCC IE Department

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FocusGroupResults High School Focus Groups Overview Focus groups were conducted during Spring 2009 at four area high schools: Chatham Central High School (February 12), Lee County High School (February 17), Harnett Central High School (March 11), and Western Harnett High School (February 24). The purpose of the sessions was to better understand students’ perceptions of Central Carolina Community College and students’ media usage and media preferences. Demographics A total of 45 students participated in four focus group sessions.

Number of Students Percent of Total Chatham Central 16 36% Lee County 9 20% Harnett Central 5 11% Western Harnett 15 33%

Age Gender Employed Race/Ethnicity

Average 17.1 yrs. Male 53% No 77% African- American

43%

Range 16-18 yrs. Female 47% Yes 23% White 32%

Hispanic 16% Native

American 5%

Multi-racial 5%

Strengths Financial Considerations In general, students perceived CCCC as an inexpensive educational option. Parents seemed to play an important role in students’ educational choices, and students indicated that parents were interested in decreasing college costs. The two-year transfer option was especially appealing to some students (and their parents) because of reduced tuition. In general, students did not equate less expense with a decrease in educational quality.

Class Size & Programs Personalized attention and smaller classes were cited as positives for the college. Class size was contrasted with university classrooms in which the “professor may not even know your name.” Students who knew relatives or friends attending the college generally indicated that the college was a good option. All five students at Harnett

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Central High School knew someone who is enrolled or has taken classes at CCCC. Students were asked which CCCC programs they were aware of and the following were mentioned:

1. Criminal Justice Technology (cited several times)

2. Cosmetology (cited several times)

3. GED (cited several times) 4. University Transfer (cited several

times) 5. Bioprocess Technology 6. Business Administration 7. Automotive Technology 8. Allied Health

9. Real Estate 10. Barbering 11. Veterinary Medical Technology 12. Nursing 13. Early Childhood 14. Electrical programs 15. Accounting 16. Engineering programs 17. CNA 18. Lasers

In general, students knew about programs due to their attendance at CCCC, relatives’ or friends’ attendance at CCCC, or through on-site tours. Challenges Educational Competitors Students generally perceived four-year universities as more prestigious and of higher quality than community colleges. Sports, clubs, events, entertainment, on-campus housing, scholarships, selective admissions, large campuses, diverse populations, and fraternities/sororities at universities gained students’ attention and respect. Many students cited universities that are well-known throughout the state and in some cases the nation. Universities with widespread reputations seemed to attract students. In some cases, students suggested changes to CCCC that would more closely mirror instruction, services, and activities offered by universities. Students also made distinctions among community colleges. Colleges located in urban areas, such as Wake Technical Community College in Raleigh, and institutions that have a collegiate look (most cited was Sandhills Community College in Pinehurst) had greater appeal to students.

Our Perceived Purpose Some students considered Central Carolina Community College as a second option or even a last resort. Students saw CCCC as a place for high school dropouts, and quite a few students mentioned that GEDs could be acquired at the college. Students viewed those “with higher SAT scores” as candidates for the university, while those who were not as bright or intelligent were more suitable for community colleges. Students also suggested that the types of programs offered through CCCC did not adequately prepare graduates for good-paying jobs. One student explained, “Graduates only make enough money to get by.”

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Location CCCC’s location decreased its appeal for several students who were hoping to move away from home and parents. This was especially true with the Lee County High School group. Sandhills Community College (SCC) was an attractive option because of its location and its “nice campus.” One student mentioned that “people go to Sandhills Community College to feel like they are going somewhere.” SCC and Wake Tech had the added incentive of nearby apartments for students. Although many students wanted to move away from home, almost all planned to stay in North Carolina. In general, students were also unaware of the three-county service area for CCCC. Most students were able to identify the campus location within their county of residence. If students were familiar with a second location, it was most likely the Sanford campus.

High School Students on College Campus Most students expressed that attending college alongside high school students was not appealing. One student said that the purpose of college was “to get away from high school” and that it “messes with your ego” to attend a college that includes high school students. Several students mentioned the importance of attending college with a diverse group of students.

Outreach When asked what they knew about the college and its programs, quite a few students knew nothing and most knew just a few facts. However, a few students mentioned friends and relatives who had attended or were currently attending CCCC. Students shared that presentations and distributing pamphlets are not effective in reaching their age group. Instead, they suggested field trips that allowed on-site demonstrations and hands-on activities. Students remembered the Laser & Photonics program due to a field trip.

Decisions about College Most students indicated that their decision to attend college was made during high school. For those who planned to attend college, about half had decided on community colleges and the remaining students were hoping to enroll at a university. A little over 50 percent of the students indicated that parents gave them the choice of where to attend college.

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Media Use & Preference Through a written survey, students were asked about their media usage and preference. The results are shown in the table below.

Yes No Listen to Radio 98% 2%

Watch TV 96% 4%

Read Mail from CCCC 86% 14%

Own Cell Phone 82% 18%

Use MySpace 78% 22% Have Internet Access at

Home 75% 25%

Use iPod or MP3 73% 27%

Use Facebook 44% 56%

Watch On-Demand TV 37% 63%

Read Newspaper 28% 72%

Listen to Satellite Radio 28% 73%

Read Email Ads 27% 73%

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Community Focus Groups Overview Focus groups were conducted during Spring 2009 with community groups in Chatham and Harnett counties. The purpose of the sessions was to better understand participants’ perceptions of Central Carolina Community College, as well as their media usage and preferences. Demographics A total of 18 adults participated in the two focus group sessions.

Number of Participants Percent of Total Chatham County 8 44% Harnett County 10 56%

Age Gender Employed Race/Ethnicity

Average 55 yrs Male 61% Yes 83% White 83%

Range 38–88.5 yrs Female 39% No 17% African-

American 11%

Native

American 6%

Strengths Value to the Community Participants generally perceived CCCC as a significant and positive force within the community. Both groups focused on the importance of the college for jobs and economic development. One participant termed the college an “economic stabilizer” and another suggested that CCCC was “retro-fitting lives” by offering skills training to those who have lost jobs. The Chatham group saw the college as progressive with its unique offerings and programs. The emphasis on sustainable practices was applauded. The group also mentioned the importance of moving the Chatham campus toward becoming a community center. Participants noted convenience, personalized attention, multiple campus sites, and wide variety of offerings as assets. The Harnett group perceived the college as proactive, flexible, and affordable. However, some mentioned that many in the community still held the misperception that complete programs were not offered on the Harnett campus. The facilities were praised. One participant mentioned that the campus looks more complete and professional due to the new and improved buildings. Another mentioned the value of the center located in an industrial park.

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The following programs were mentioned during the discussions: 1. CNA 2. Cosmetology 3. Barbering 4. Machining 5. University Transfer 6. Veterinary Medical Technology 7. Welding 8. Lab Technology (Phlebotomy) 9. Motorcycle Mechanics 10. Teacher Assistant 11. BLET

12. Biofuels 13. Sustainable Agriculture 14. Medical Assisting 15. Cake Decorating 16. Huskins Program 17. Criminal Justice 18. Masonry 19. Criminal Justice 20. Sculpture 21. Laser & Photonics Technology

Challenges Educational Competitors When asked, participants shared comparisons with other educational institutions. Members agreed that a large campus was important and particularly impressed younger students. One member mentioned that Sandhills Community College’s large campus has a “small university feel” that was appealing. Another participant mentioned that Fayetteville Technical Community College’s “gorgeous entrance” and new buildings give that campus a progressive feel.

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Outreach Both groups shared their views about outreach. The Harnett group was especially vocal about ways to better reach potential students. Participants expressed not only what should be changed, but efforts that need to continue. Insights from the groups included:

Relationships Internet/Electronic Outreach

Traditional Outreach Other

Develop the relationship with

grades K-12 Avoid “paper” outreach

Identify the target audience and

send direct mail

Emphasize specific programs, such as Laser & Photonics

Technology Get information in

the hands of parents

Continue to use MySpace and

Facebook

Continue to use billboards

Emphasize the affordability of

education at CCCC Send information to high school juniors

or younger audiences

Increase the web presence & make it easily identifiable

Continue to use newspaper

advertising with a testimonial theme

Need branding/consistent

look

Increase communication with

guidance counselors

Have a presence on high school websites

Improve logo (mentioned

multiple times)

Stress university transfer program

Increase communication with classroom teachers

Distribute class offerings through CD Improve signs Use market

segmentation

Educate community groups

Increase “green” offering

information during recruiting trips

Offer more summer classes

Work closely with SAGE Academy

Implement direct recruiting (door-to-

door) Show successes

Establish joint programs to help

those who drop out of high school

Create track for high school diploma

completion

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Media Use & Preference Through a written survey, participants were asked about their media usage and preference. The results are shown in the table below.

Yes No Watch TV 100% 0%

Have Internet Access at Home 94% 6%

Read Newspaper 94% 6%

Listen to Radio 89% 11%

Read Direct Mail 88% 12%

Have Internet Access at Work 78% 22%

Have Satellite TV 50% 50%

Have Cable TV 44% 56%

Watch On-Demand TV 17% 83%

Listen to Satellite Radio 17% 83%

Use Facebook 11% 89%

Use MySpace 0% 100%

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SelectedSurveyResults Continuing Education Survey Twenty-three CCCC Continuing Education classes were surveyed between March 9, 2009 and March 19, 2009. In addition to media usage and preferences, the 280-plus students were asked college-specific questions, including how students learned about the class, the CCCC class schedule, and the college website. Survey findings indicated that over 70 percent of the students had Internet access at home. Nearly that many had DSL connections (68 percent) with 18 percent connected via cable. Of the 43 percent employed, only 57 percent indicated that Internet was accessible at work. Respondents most often used traditional media (television, radio, and newspapers). Social networking sites and satellite radio were the most infrequently used media. Over a third of the students indicated that mail was the best way to reach them. Although 64 percent of those responding read newspapers, only 3 percent said that the newspaper was the most effective avenue to reach them. The top newspapers mentioned were The Sanford Herald (63), The News & Observer (36), the Dunn Daily Record (28), The Chatham News/Record (24), and The Fayetteville Observer (15). The top three radio stations listed were WZFX 99.1 FM (44), WQOK 97.5 FM (37), and WDCG 105.1 FM (31). The average time spent watching television each day was 2.75 hours. The top three shows were news (29), CSI (20), and Family Guy (9).

Additional findings are shown in the tables below.

Group Demographics

Number of Participants Percent of Total Chatham County 104 37% Harnett County 76 27% Lee County 102 36%

Age Gender Race/Ethnicity* Average 32 yrs Male 41% White 51% Range 16–78 yrs Female 59% African-American 30%

Hispanic 16% Other 4%

*Total may exceed 100% due to rounding error

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Media Use & Preference Through a written survey, participants were asked about their media usage and preference. The results are shown in the table below.

Yes No Read Class Schedule 95% 5%

Watch TV 92% 8%

Listen to Radio 91% 9% Class Schedule Resulted

in Action 77% 23%

Read Direct Mail 77% 23%

Read Newspaper 64% 36% Newspaper Ad Resulted

in Action 54% 46% Use CCCC Website to Find

Information 50% 49%

Have Satellite TV 50% 50% Has Seen Newspaper Ad

for Class 48% 52% Has Received Class Schedule

in Mail 47% 53%

Have Cable TV 43% 57%

Watch On-Demand TV 27% 73% Contribute to Social Networking

Sites 22% 78%

Listen to Satellite Radio 20% 80%

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Community Interest Survey The Community Interest Survey was primarily developed by the CCCC Workforce Task Team chaired by Ray Epley, former CCCC Industrial Relations Officer. The survey was available to community members through the CCCC website from April 10, 2006 through May 31, 2008.

Outreach Best Way to Receive Information*

Internet/CCCC Webpage 62% CCCC catalog/schedule 39%

Mailers 38% Word-of-mouth 20%

Newspaper 19% Television 13%

Radio 11% Billboards 8%

Workplace or company newsletter 7% * Respondents chose all applicable outreach methods.

Enrolled Student Survey Curriculum students enrolled in English and math courses are alternately surveyed each spring. The percentages indicate those responding as “very satisfied” or “satisfied”.

2006 2007 2008 2009 The extent to which CCCC advertising and publications reflect a positive, professional, and accurate image of the College

93% 96% 94% 93%

The extent to which the CCCC website is professional, accurate, and user-friendly 89% 92% 89% 90%

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Strengths&Challenges

Strengths Challenges

Internal External Internal External

Programs that address needs

Population growth in Harnett County

Weakening enrollment in

evening courses

View that community college is a second choice

for higher education

Programs of high quality

Affordable education

Unattractive and outdated facilities in

some locations

Highly competitive educational market

“Green” programs Growing diversity in communities

Little aesthetic appeal of campuses

Strengths and outreach of neighboring

community colleges

Growth in high school programs

Considerable turnover in

personnel (learning curve)

Decreased funding with increased

enrollment

Energy created by new leadership

Lack of college vision & college

branding

High cost of textbooks and other

student materials

Safety and security improvements Limited student life

and activities

Rising cost of Continuing

Education classes

Small class size Food and

refreshments at campus locations

New facilities in some locations Parking at Lee

County Campus

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Conclusion The preparation of a strategic marketing plan requires a step-by-step approach. Phase One of the plan has provided research and analysis of the college related to the marketplace and its position within it, relevant to the competition. Also, marketing goals have been established from this analysis that are consistent with the vision and mission of the institution. In Phase Two, the marketing goals will be developed into strategies and tactics using an integrated communications approach. This phase of the marketing plan will be completed July 2009. Phase Two Outline

• Define the markets and target audiences

• Quantify the needs of the customer groups (segments) within these markets,

including an analysis of media use and media preferences

• Determine how best to meet these needs through marketing strategies and

tactics

• Deliver integrated marketing communications through tactics, campaign

messages, and branding messages

• Provide media and promotional plan details

• Monitor the value actually delivered through evaluation, recommendations, and

revision methods