Marketing Higher Education in Texas: Trinity University as a Case Study

Abstract

In lieu of an abstract, here is a brief excerpt of the content:

• Marketing Higher Education in Texas: Trinity University as a Case Study
• R. Douglas Brackenridge (bio) and J. Charlene Davis (bio)

Click for larger view
View full resolution

Widely used photograph in 1950s and 1960’s promoting Trinity’s new campus in San Antonio. Courtesy Trinity University Archives, San Antonio, Texas.

Texas colleges and universities have competed by promoting themselves in different geographical, cultural, economic, pedagogical, and technological contexts over the past 150 years. Focusing on such efforts by Trinity University and placing them in the wider contexts of peer institutions and national marketing trends provides a great case study. Having had four campuses in three different locations, from a village (Tehuacana,1869–1902) to a county seat (Waxahachie, 1902–1942) and then a large city (San Antonio 1942–present), Trinity provides striking examples of how Texas educational institutions sought to maintain institutional integrity while responding to changing external pressures and priorities.¹

Recent articles suggest the marketing of universities is a relatively new phenomenon, especially in terms of intention and use of consumer marketing tactics to provide messages about the product.² But is this a twenty-first century phenomenonffi Research presented here indicates that long before terms such as branding, students as customers, marketing, target audiences, competitive advantage, and positioning became commonplace, educational institutions have been engaged in ‘selling their product’ in a competitive environment. This study provides a unique perspective on the practice of marketing higher education in Texas. Despite the state’s size, isolation, and strong sense of independence, [End Page 423] Texas institutions of higher learning are no different than those of other states. All faced similar pressures of enrollment, fundraising, and relevancy. Analyzing primary source materials, this research exams the phenomenon across time and across disciplines with the dual perspectives of history and marketing being brought to bear. Such an interdisciplinary approach may be unique, and it has certainly proved useful.

Frequently, writers express concern and dismay that the application of marketing terminology to higher education reduces it to a market commodity that may not align with the ideals and purpose of an academy. What is marketing and what might make it objectionable to those involved in higher education? Marketing involves a variety of activities designed to make products appeal to consumers by providing unique features, advertising messages, availability, and a price point that supports the organization while satisfying marketplace wants and needs.³ Given that these elements are deeply entrenched in communicating effectively, perhaps some of the objections to the use of marketing tactics is also based in whether all marketing is good and whether certain sensibilities regarding the nature of the university warrant special handling.

Nineteenth-century college and university presidents were reluctant to advertise the merits of their institutions, deeming such publicity to be an inappropriate way to communicate their lofty educational ideals and goals. Some feared that advertising generated unfavorable associations with companies that exaggerated or misrepresented the efficacy of their products. Others thought it attracted ill-prepared students to occupy seats in the weakest courses with small enrollments. One president summed up his misgivings by saying, “Advertising, so far as the student is concerned, has been almost wholly bad.” Another solemnly intoned, “true scholarship is modest and avoids publicity.”⁴

Some far-sighted college administrators recognized the need to inform the public of the values, goals, and needs of higher education. Most notable was Charles Eliot, president-elect of Harvard University. In his inaugural address on October 19, 1869, Eliot urged fellow university presidents to “seize opportunities to get money, to secure eminent teachers and scholars, and to influence public opinion toward the advancement of learning.” He added, “The University must accommodate itself promptly to significant changes in the character of the people for whom it exists.”⁵ Adopting similar views, educator Alexander J. Baird used blunt language in 1876 to challenge denominational educational institutions to mimic the tactics of secular businesses to call attention to their products. He proclaimed, “Let our educators do like our merchants and businessmen—go to work and drum for students. Let the world know what you are doing, what it is [End Page 424] worth, what it will cost, all about it… Are...