Office of Global Education Event Plan

8/10/2019 Office of Global Education Event Plan

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Executive Summary...3Research Activities4

Primary Research.4Secondary Research6

Formal Research Recommendation..9Baseline Awareness Survey9Focus Groups9

Situation Analysis11Client Description...11Key Problems .12Environmental Factors..13

Problem Statement..15Publics.16

Primary Publics..16Secondary Publics.18

Objectives..19Key Messages...20

Theme..20Key Messages20

Strategies & Tactics.21Traditional Students21Faculty..24

Advisors...24Nontraditional Students.25Families25

Budget.26Personnel Expenses..26Event Expenses..26Promotional Materials Expenses..26Research Expenses...27

Timeline..28Evaluation Criteria31

Student Before & After Surveys31

Advisor/Faculty Before & After Surveys..31Participation Measurement...31Web Metrics.31

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TABLEOFCONTENTS


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The Office of Global Education is a Kent State University department that functions to

coordinate international partnerships, assist international students, and serve the needs of

students interested in studying abroad. Providing Kent State students with the skills and

perspectives required to be an effective member of todays global society is OGEs main goal.

Kent States own university programs include offerings in Florence, Italy and Geneva,

Switzerland along with a number of short-term programs all over the world, such as the Global

Advertising and PR trip to the United Kingdom. Exchange programs with other universities in

Asia, Europe, and North America allow students to study in additional locations. However, if a

student is interested in a location or program not offered by the university or an exchange

program, he or she can use ISEPs database to find other international programs.

Although OGE offers many opportunities for global enrichment, a very small percentage

of Kent State students will study abroad during the course of their academic careers. The

amount of students that go abroad from the seven regional campuses is an even smaller

percentage. These students are difficult to reach and motivate because work commitments,

family obligations, and the perceived cost of studying abroad impact their views and behaviors

at a more significant level than their Kent Campus counterparts.

OGE seeks to increase participation and awareness for study abroad programs among

regional campus students. The strategy provided in this communication plan involves choosing

one of the seven regional campuses to first devote the offices attention. This decision has

been made in order to yield early success. Proposed methods of face-to-face communication,

trigger events, and digital techniques could lead OGE to achieve the objectives of increased

awareness and participation in study abroad opportunities.

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EXECUTIVESUMMARY


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Primary Research

1. Interview with TERRELLWILSON, an African American, junior Applied Communicationsmajor studying at the Stark campus, who is going to Florence in the Spring. Wilson is 29years old, married, works two jobs, and has three children. Although he is anontraditional student, he is not place-bound as he completes some classes in Kentand eventually hopes to take most of his courses there. He wants to travel and hisfamily supports his decision.

Findings: Wilson said that the process of getting prepared to study abroad was

simple. He said that regional campus students are expected to be self-starters and he had little difficulty finding resources to assist him in his studyabroad preparation. The information that he found was mostly online but ittook some digging to find it.

Cost was his main challenge. He had to find extra work. However, he did notfeel that time was an issue or that his semester abroad would delay hisgraduation since he intends to take a full-time course load while abroad.

Professors play a major role in awareness of study abroad. Two professorshad introduced the idea of study abroad and encouraged him to pursue it.

Most of his family was supportive of his decision to go abroad, but othermembers would ask, do they let black people in Italy? Although Wilsonbrought up the issue of racism, he did not seem concerned about

encountering it in his travels. His interest in study abroad stemmed from movies about Italy, specifically

mob movies. He wants to serve as an example to others as an individual from

underprivileged origins being able to go beyond the inner city to somewherelike Florence.

2. Interview with MITCHELLMCKENNEY, Assistant Professor in the School of Journalismand Mass Communication at Kent State University and Professor at Stark campus.

Findings: McKenney believes there are two different types of students at Stark

Campus. Those who know that they are eventually going to leave StarkCampus and matriculate to Kent Campus, and students who will start andfinish their degrees at Stark. The latter students find Stark Campus to bemore community-friendly and comparable to a high school environment.

At Stark, there are 20 degrees that you can start and finish on the campus,the most of any regional campus.

The main congregating points at Stark are in the Main Hall, including thepopular Food Emporium, where most students from congregate 10:30 a.m.

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RESEARCHACTIVITIES


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to 1:00 p.m. There is only one main entrance, a key point in reachingstudents.

3. Interview with DR. DANIELPALMER, Associate Professor in the Department ofPhilosophy and Assistant Dean at the Trumbull campus. We discussed how 44% of thestudents at the Trumbull campus are over the age of 25, which means they are

classified as nontraditional.

Findings: The economic challenges of Warren, Ohio, require more traditional

students to work while they go to school. Trumbull Campus has a high number of first-generation students (over 50%).

For these students going to college is an accomplishment in itself so thenotion of studying abroad could be interpreted as unrealistic.

It is difficult to get students to come to campus outside of class sessionsbecause of other commitments to family and jobs.

The student body at the Trumbull Campus is psychologically place-bound in

the sense that for some of the students, going to Kent Campu is akin togoing to another world. Many of these students have never even left Ohio. The student population lacks motivation for extracurricular activities since

student groups typically are short-lived. The groups are often led bymotivated students who upon graduation leave the group without a leader.

Students in liberal arts disciplines, the honors program, and extracurricularstudent groups may have the highest potential to study abroad.

4. INTERCEPTINTERVIEWSat Stark campus:

Findings:

18 of the 20 interviewees said they were afraid of traveling abroad or thatother commitments prevented them from going abroad.

12 of the respondents said that they had never considered studying abroad,and a high number of those students had never heard or seen anythingabout study abroad at their campus.

Money was the biggest concern about study abroad. Of the students interviewed only four indicated any interest in going abroad. Students who were interested in study abroad showed that they had no idea

where or how to start the process.

5. Digital interview with JOSHUAFRYE, Academic Advisor at Kent State University Stark.

Findings: Discussed the beginning process for regional campus students interested in

study abroad. When students meet with Josh, they cover what classes they have taken, the

amount of credit hours they have earned, where they would like to studyabroad, why they want to go, and when the best time would be for them tostudy abroad.

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Depending on the desired location and what they want to study, Joshuarecommends a location and a program.

The student is directed to the Office of Global Education at Kent Campus.Joshua contacts the office, gives them the name of the student, and theoffice contacts that student and sets up a time to meet with him or her inperson and start the application process.

6. Email discussion with ERINHOLLENBAUGH, Assistant Professor of CommunicationStudies and Program Coordinator of Communication Studies at Kent State UniversityStark.

Findings: A faculty initiative in the College of Communication Studies at the Stark

Campus proposed to establish a $1,000 scholarship to any Stark CampusCommunication Studies student participating in a short- or long-term studyabroad experience. The Dean turned down the proposal.

Hollenbaugh discussed how Deborah Davis visited campus to create an

effort to inform more Stark students about study abroad. Hollenbaugh andDavis opened up a conference room and offered the bypassing studentsfree pizza while distributing information about study abroad. According toHollenbaugh, the event was poorly attended.

SECONDARYRESEARCH

1. Atkins. M.S. (2012). Facing the Education Abroad Challenges of Community College.Facing the Education Abroad Challenges of Community College.Retrieved from SlideShare: http://www.slideshare.net/nafsaregion12/facing-the-education-abroad-challenges-of-community-colleges

Findings: Non-stereotypical demographics: older, married/committed, lower

socioeconomic status, first generation college students, fully or partiallyemployed

Access - lack of awareness or beliefs that study abroad is not for peoplelike me, small understaffed study abroad offices, duration of programconcerns and funding.

How can we overcome these challenges: In depth interviews, provide infoabout all the different programs, think outside-of-the-box.

2. Drexler, D. & Campbell D. (2011). Student Development Among Community CollegeParticipants in Study Abroad Programs.Community College Journal of Research &Practice. Retrieved from: http://web.ebscohost.com/ehost/detail?vid=2&sid=4d0f65b4-66d3-4140-8254-d9f6c161947c%40sessionmgr11&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=62609856

Findings: Analyzes student development before and after study abroad programs in

community colleges

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Analyzes intellectual skill and social skill improvement after study abroadparticipation by community college students

3. Fischer, K. (2008). Community College Educators Focus on Globalization.Chronicleof Higher Education. Retrieved from: http://web.ebscohost.com/ehost/detail?vid=5&sid=4d0f65b4-66d3-4140-8254-d9f6c161947c

%40sessionmgr11&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=31388629

Findings: Focus on community college expansion of study abroad programs to further

their international scope Globalization will ensure workers have a relevant skill set

4. Green, M. (2007). Internationalizing community colleges: Barriers and strategies.New Directions for Community Colleges. Retrieved from:http://web.ebscohost.com/ehost/detail?vid=8&sid=4d0f65b4-66d3-4140-8254-

d9f6c161947c%40sessionmgr11&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=25541664

Findings: Analyzes reasons why internationalization is key for community colleges

vitality Describes barriers and strategies for internationalization at community

colleges

5. Institute of International Education Website (Source provided by OGE)http://www.iie.org/Research-and-Publications/Open-Doors/Data/US-Study-Abroad

Findings: Characteristics of education abroad programs at community colleges Current trends in education abroad at U.S community colleges Challenges in expanding education abroad in community colleges

6. Korbel, L. A. (2007). In union there is strength: The role of state global educationconsortia inexpanding community college involvement in global education. New Directions ForCommunity Colleges, 2007(138), 47-55.http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2802eff7-ec31-45c4-83e1-dcb7df12a858%40sessionmgr15&vid=6&hid=21

Findings: As funding for financial aid decreases, it is challenging to engage low-

income and/or first generation college students in international programs. Community college students are generally less able to participate in long-

term programs, so they become ineligible for scholarships offered tostudents studying in semester, or year-long programs.

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7. NAFSA. Proven Approaches to Handholding When Advising First-Generation StudyAbroad Students. (Source provided by OGE) Retrieved from: http://www.nafsa.org/Find_Resources/Supporting_Study_Abroad/Proven_Approaches_to_Handholding_When_Advising_First-Generation_Study_Abroad_Students/

Findings: Who are they? Undergraduates whose parents have never enrolled in a post-

secondary institution. Will not have the same level of family support, freetime or knowledge of the processes associated with college as their peers

First generations make up 50% of all students enrolled in American collegesand universities according to 2010 U.S Departments of Education study

Characteristics: attend college part-time, female, student of colour,independent, married, 24 or older, work full-time, have interrupted enrollment

Disarm - first impressions, create safe, welcoming environment for students Discover - what are their strengths and passions? Dream - Help students formulate a vision of what they might become

Design - concrete and achievable goals Deliver - Advisors are there every step of the way

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Baseline Awareness Survey

Email Stark Campus students an awareness survey about OGE and its study abroadopportunities. The incentive for the survey will be a Chipotle gift card each student willautomatically be entered in a raffle to win after completion. Targeted at Stark Campus students Distributed by the Office of Global Education Email survey and Chipotle gift card included in budget Through this research, we will understand how many students have knowledge

about study abroad before the awareness campaign begins. This will establish an awareness baseline for Stark Campus students.

Example sample questions:Do you have any interest in studying abroad?Yes NoDo you know how to start the application process for study abroad?Yes NoDo you know of any study abroad destinations?Yes NoDo you know who to talk to on campus if you have an interest study abroad?Yes NoDid you know that the Kent State University has a campus is Florence, Italy?Yes No

Did you know that there is a four-week summer institute offered in Florence?Yes No

Focus Groups

Hold focus groups after the survey among specific types of Stark students, such asstudents from the College of Communication, with free pizza included. Targeted at specific groups of Stark students, including honors, humanities,

minority students and traditional vs. nontraditional students Sample size: 15 students Conducted by representatives from OGE

Pizza paid for by the Office of Global Education Through the research, we will be able to understand how many students at Starkrealize the importance of study abroad, as well as the reasons as to what isstopping them from studying abroad.

This will improve the implementation of our plan by helping us understand thebarriers as to why Stark Campus students do not consider study abroad.

Examples of typical questions at focus groups: How often do you travel outside of the state of Ohio? The country?

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FORMALRESEARCHRECOMMENDATION


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Have you ever had an interest in studying abroad? If not, what are your reasons for not going? How would you seek additional information about study abroad? What would stop you from studying abroad? Where would you want to study abroad? What are the Kent State study abroad programs you know of, if any?

Who would you contact if you had questions about study abroad?

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Client Description

The client we have been assigned is the Office of Global Education (OGE), a

department at Kent State University. The office plans, organizes, and runs the study abroad

programs at Kent State University. Additionally, it offers exchange programs, coordinates with

the International Student Exchange Program (ISEP), and manages the experience in the Kent

State Florence campus. It also provides support to current international students at Kent State.

OGE is responsible for overseeing the study abroad process from the students first

contact point to their safe return home. OGE advises the students on scholarships, visas,

passports, housing and academic transfers. The office promotes its services through fairs,

pamphlets, and a web presence that includes Facebook, Twitter and a Kent State

departmental website. Currently, OGE has a limited number of staff members;the two main

members of staff who deal directly with students and education abroad are Ediz Kaykayoglu,

who is the Assistant Director of Education Abroad, and Amber Bollinger, whose main duty is

advising students about study abroad.

The flagship program the office promotes is the Florence experience; it has the highest

participation among the offerings of OGE. Since coordinating with ISEP, OGE has dramatically

increased the number of destinations to which Kent State Students can travel, including

universities all over the world. The office is now promoting a new study abroad experience for

four weeks over the summer break at the Florence campus, which does not cut into the

students four years of study. OGE also offers short-term, faculty-led programs, including

locations in London, Paris, and Geneva. The short-term programs usually take place over the

span of spring break.

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SITUATIONANALYSIS


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The clients purpose is to provide an educational experience to students studying

abroad and also introduce a breadth of multicultural experiences and knowledge while abroad.

OGE desires to bestow students studying internationally with new opportunities. An example of

one such new opportunity is an internship with a non-governmental organization. This

internship is a part of Kent States Geneva, Switzerland, program.

Key Problems

There are a number of problems that discourage regional campus students from

studying abroad including work and family commitments, perceived study abroad costs, few

institutional scholarships, and limited OGE presence on regional campuses.

Regional campus students are more likely than Kent Campus students to hold full- or

part-time jobs. Some regional campus students could also have other family members or

spouses financially dependent upon them, making it even harder to leave these responsibilities

behind for a semester or year. These commitments bestow a place-bound mentality upon

regional campus students, which can impact the way they view study abroad and its

advantages. The working world is an environment in which a knowledge of different countries,

customs, and cultures of the world is essential for success. If students do not acquire a global

knowledge in their studies, then they will not be prepared to successfully engage with global

colleagues and global markets.

The perceived cost of going abroad is another key problem for regional campus

students since it can manifest as a financial and psychological impediment. Regional campus

students will experience an increase in tuition since they must pay the Kent Campus tuition rate

while abroad, which is more expensive than tuition at regional campuses. Stark Campus

students pay approximately $2,750-$3,250 per semester while Kent Campus students pay

approximately $5,000 per semester for tuition. With overall costs for semester-long study

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abroad programs ranging between $12,000-15,000, regional campus students will require

additional information to ease the sticker shock upon discovery. The jump in price is based

upon having to pay for the Kent Campus tuition rate, program fees, housing costs, food, and

airfare.

In most cases, students domestic KSU financial aid can be applied while abroad, but

this is something OGE must communicate since perceived study abroad costs can be

potentially overwhelming. Since Kent State and OGE have few scholarships strictly dedicated

to study abroad, students must search for other sources of financial assistance, adding

another layer of process complexity and uncertainty for them.

OGE has a small number of staff dedicated to study abroad on the Kent Campus, so

there is very little presence at any of the regional campuses. It is important for OGE to increase

the ways it connects with students enrolled at the regional campuses, because it would allow

for more instruction on the process of study abroad. From our digital interview with Joshua

Frye, we learned students at the Stark Campus are referred to Frye, an academic advisor in

Student Services, if they develop an interest in study abroad. After meeting with him, the

student is directed to OGE. Frye contacts the office, gives them the name of the student, and

the office contacts that student and sets up a time to meet with him or her in person and start

the application process. Having to go to the Kent Campus to continue the application process

could potentially be an issue for place-bound students.

Environmental Factors

There are a number of factors that affect the Office of Global Education and discourage

students from studying abroad. Assistant Director of OGE, Ediz Kaykayoglu, summarized the

environmental factors as four Fs.

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The first F is fear, a driving factor that prevents students from studying abroad. Part of

this fear is simply the fear of the unknown. As indicated earlier, regional campus students tend

to be more place-bound, which leads them to be content within the area in which they live,

work, and study. Intercept interviews carried out at the Stark Campus suggest regional campus

students are less inclined to want to go beyond what is familiar to them, and confront the

unknown. Fear can also involve postponing graduation by studying abroad for a semester and

consequently having to pay more tuition.

Another fear is terrorism. People in Northeast Ohio are not as used to culturally diverse

communities, and although people fear terrorism everywhere, this fear may have a stronger

impact in Ohio. Such fears are increased when terror attacks are covered in the media.

The next two Fs are family and friends. Family and friends play an important role as

opinion leaders, as they have the potential to strongly influence students considering study

abroad. Studying abroad and traveling thousands of miles away from home could be

overwhelming for these students and families, especially if any of these regional campus

students have spouses or children financially dependent upon them.

The final F is funding, a major hurdle for most students to overcome. Tuition is cheaper

at regional campuses, so picking up an additional cost to study abroad could seem

unnecessary to these students. It is important for students to perceive study abroad as a

valuable experience that will benefit their earning potential in the long run.

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The Office of Global Education seeks to increase participation and awareness for study

abroad programs among regional campus students. These students are difficult to

reach and motivate because work commitments, family obligations, and the cost of

studying abroad impact their views and behaviors at a more significant level than their

Kent Campus counterparts.

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THE FOLLOWING OBJECTIVES ARE BASED UPON THE FALL 2014DEADLINES FOR THE SPRING 2015 SEMESTER ABROAD.

STUDENTS To increase awareness of study abroad at the Stark Campus by 20% by Fall

2014 and an additional 20% by Spring 2015, to create a 40% total increase

in awareness among traditional and nontraditional students.

To increase participation in OGE study abroad programs by ten Stark

Campus students per academic year starting Spring 2015 among traditional

students.

FACULTY

To increase awareness and positive attitudes of study abroad among

professors at the Stark Campus by 30 instructors by Spring 2015.

ADVISORS To increase knowledge and positive attitudes of study abroad opportunities

by 4 advisors by Spring 2015.

FAMILY To increase awareness and positive attitudes of study abroad opportunities

by 25% by Spring 2015.

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OBJECTIVES


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Theme

The world is your campus.

Key Messages

INVESTINYOURINSUCCESS.At regional campuses, students believe they cannot afford to study abroad.

However, many students are not aware of how to interpret the perceived costs or

how to seek out scholarships. It is important to implement this message to help

students understand that study abroad is an investment in ones own future.

Developing a global skill set and perspective will aid students in the work force.

SEETHEWORLDWITHSTUDYABROAD.Regional campus students have a higher potential of being place-bound. Many

students have never left the state of Ohio, let alone the country. It is important for

these students to realize studying abroad through OGE will allow them to see

the world and encounter different cultures beyond what is familiar to them.

YOURWORLDBEGINSHERE.

Stark Campus students are unaware of what study abroad is, or how theapplication process is achieved. We hope to use this message to help students

understand the a whole new world of opportunities await them.

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KEYMESSAGES


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Traditional Students

STRATEGYUse a combination of trigger events, face-to-face communication, and digital tactics to

target Stark Campus traditional students in a compelling and informative fashion to

raise awareness and encourage participation in study abroad programs.

TRIGGEREVENTS

Foreign Film Festival:The foreign film festival will be a screening of 2-3 films

on the Stark Campus in early March as a mild first event. The films shown will be

voted on by the students at an informational booth. The informational booth will

be the week before the event in the Campus Center hallway. A student

ambassador running the booth will hand out bags of popcorn with the event

information printed on the bag. Bags of popcorn with information about study

abroad on the side will also be provided at the film festival. The previews

before the films will be pre-existing OGE videos promoting study abroad.

Ambassadors will be present at the event to hand out promotional materials and

answer questions about study abroad. This event is the first of three in a series

of events designed to engage students experientially. The aim of this event is to

immerse students through visual media in an attempt to stimulate their interest in

study abroad.

Foreign Food Fair:The foreign food fair will be the second event in the series

of events to experientially engage students. It will be held in late March. Since

food is a popular incentive, we will conduct an event with authentic Italian

cuisine and Swiss fondue to promote Kents institutional programs of Florence

and Geneva. Contests will be held with physical raffle tickets and also over

Twitter. To earn physical raffle tickets, students can answer trivia questions about

foreign food in other locations where OGE has exchange programs. For the

Twitter contests, students will have to tweet #StudyAbroadStark to enter the

contest. The aim of the twitter contest is to create a social media contact pointwith regional campus students and the OGE Twitter account.

Airport Terminal Event:This event will be the culmination of the experiential

immersion series. It will be held in mid-April within the Campus Center building.

At the outset of the event, there will be a registration table distributing boarding

passes and collecting names and email addresses. The registration table will

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simulate checking in for a flight. From there students will go through security

and on to the different terminals. The terminals will be unique booths that

represent different study abroad locations that will provide students with

information, snacks, and chances to win prizes. There will be a DJ playing a mix

of international music along with Top 40 hits to create a fun environment for the

event. Competition prizes include passport application fees paid, various gift

cards, and a $250 Southwest Airlines gift card.

Passport Series:Simulation A5-size passport books will be distributed

at the airport terminal event. These books will be distributed as objects

that could potentially bear a talisman-esque effect upon regional campus

students and motivate them to studying abroad. Each section in the

booklet will represent the stages the student must take to study abroad:

contact advisors, choose destination, complete application, apply for a

passport, choose abroad courses, etc. At the airport terminal event we

will have an area where students can have their passport picture taken.

The student will receive two copies, one for their real passport and

another then goes into the first page of the simulation book. Students get

a stamp in their book to represent the first stage completed. Stamps

will resemble real passport stamps for different countries. The passport

book is designed to guide students along the steps to studying abroad

and serve as a gauge for their progress.

FACE-TO-FACECOMMUNICATION

Student Ambassadorship Program:Peers are able to influence each other ina meaningful way, so we have decided to implement a student ambassadorship

program. OGE will send out applications and conduct interviews to hire two

ambassadors that will run informational booths twice a month, meet with

students, and go into classrooms to speak on their positive study abroad

experiences. OGE will also seek out unpaid volunteer ambassadors to help

facilitate events and promote study abroad on a less frequent basis. These

volunteers will be rewarded with t-shirts and free food at the events for their

dedication.

Student Interns:The creation of a paid internship position will be a cost

effective method of enhancing OGEs efforts at the Stark Campus. The intern will

be hired to handle social media along with assisting in event planning and

promotional efforts. While our plan is not entirely contingent upon social media, it

will be an effective way for OGE to establish contact points with students,

promote events, and guide students along the application process. Since our

research indicates face-to-face communication is more effective among regional

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campus students, social media will serve as a reinforcement of what is

presented in person.

Content ideas for social media accounts include:

Posting pictures of students currently abroad

Fun facts about program destinations

Live coverage of OGE events

Profiling OGE staff and ambassadors

Tips to save up for program costs

Application deadline reminders

Link to accounts of students currently studying abroad

Informational Booths:We wish to use informational booths in the Campus

Center hallway at the Stark Campus twice per month. These booths will create a

consistent contact point between OGE and the Stark Campus student

population. Paid ambassadors will run these informational booths for four hours

at a time, and we feel the optimal time will be between 11 AM-3 PM. These

booths will allow OGE to have a low-cost method to effectively engage students

on a consistent basis to promote OGE events, guide Stark Campus students

along the application process, and answer any questions students might have.

In-Classroom Presentations:Our research has demonstrated that regional

campus students have a tendency to only come to campus for their classes and

leave immediately. For these students, we feel it would be immensely important

to have student ambassadors give presentations promoting study abroad

programs during class time. Depending on instructor support, these

presentations could range from ten minutes to the entire class period.

TRADITIONALMEDIA

PublicationsBrochures, Fliers, Posters:Traditional media will be used to

promote our series of experiential immersion events. Fliers could also be

distributed among Stark Campus students with five easy ways to save for

study abroad expenses. Since perceived costs are a key problem for regional

campus students, these fliers could aid in understanding the financials.

DIGITALTACTICS

Email Blasts:The social media intern will author these email blasts twice per

month. They will be brief updates on OGE events and activities along with

information on scholarships. It is necessary to emphasize the affordability of

study abroad programs since it is a psychological and financial impediment.

Email blasts will also be integral in keeping contact with students over the

summer months.

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Regional Campus Subsection of OGE Website:There is a significant

opportunity for OGE to strengthen its website. The need for good web tools and

committed assistance from OGE is even greater for regional campus students.

This subsection could give discrete steps that take away the intimidation of the

application process.

Faculty

STRATEGY

Focus on face-to-face communication among Stark Campus professors with a

professional and uplifting tone to increase knowledge and acceptance for study abroad

programs.

TACTICS

Faculty Study Abroad Ambassador:Have a faculty member who has led a short-term

study abroad program conduct a seminar with other Stark Campus faculty members.

This seminar will allow faculty to discover the benefits leading a study abroad program

can have on their careers. It will also show the ease in the process for creating new

programs.

Monthly Email Blasts:The social media intern will also compose the monthly email

blasts for faculty. These blasts will need to be very brief in order to insure readability

since faculty tend to get a high amount of email. They will be no more than fivesentences and will inform faculty of OGE updates.

Advisors

STRATEGY

Focus on face-to-face, informative communication with academic advisors at the Stark

Campus to demonstrate that study abroad is a beneficial opportunity.

TACTICS

Student Ambassador Sessions:Student ambassadors have an opportunity to

influence Stark Campus advisors by sharing their positive study abroad experiences.

Since students seek advisors guidance, it is imperative the advisors are aware and

able to communicate the benefits of study abroad. Student ambassadors will hold

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casual meetings with Stark Campus advisors to give them updates on OGE activities

and tips to pass on to students in the application process.

Fliers and Posters:Using traditional means of fliers and posters placed in advisor

lounges and offices, OGE has the opportunity to reinforce deadlines, upcoming events,

and program opportunities.

Monthly Email Blasts:Like the students and faculty, advisors will also receive monthly

email blasts. These will contain OGE updates and have a focus on how to guide

students through the different parts of the application process depending on the

proximity to deadlines.

Nontraditional Students

STRATEGY

Use face-to-face communication with nontraditional students to help them understandthat study abroad is a viable, affordable option that will open new career possibilities.

TACTICS

The tactics for traditional students also apply to nontraditional students in

addition to:

Where You Belong Abroad Information Sessions:These sessions will focus on

explaining how it is possible for nontraditional students to overcome the perceived

barriers that reinforce place-boundedness. Special attention will be placed on short-

term programs since these students might not be able to devote an entire semester

abroad.

Families

STRATEGY

Use digital and face-to-face techniques with an enthusiastic and persuasive tone to

show Stark Campus family members the possibility and affordability of study abroad

programs.

TACTICS

Study Abroad Experience Blogs:These blogs will contain posts from students

currently studying abroad. They will document their journey and share insights they

develop from their international adventure. This tactic is aimed at family members since

blog posts can be used to quell any fears through candidly documenting how study

abroad is a positive experience.

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Personnel Expenses

AMBASSADORSHire two student ambassadors to be trained to present at regional campuses at $10 anhour at a cost of roughly $3,000.

INTERNHire a student intern to handle OGEs social media presence and assist in eventplanning and promotional efforts at $10 an hour at a cost of roughly $1,500.

Total Personnel Expenses = $4,500

Event Expenses

FOREIGNFILMFESTIVALPopcorn machine rental at $150 and popcorn and butter at an additional $150 for $300.Custom popcorn bags at 250 bags at $0.64 each at $160 total.Film purchase costs at $60.Event total = $520

FOREIGNFOODFAIRCatered food from local Italian restaurant and Swiss fondue expenses at $2,500.Raffle prizes in the form of various gift cards at $250.

Event total = $2,750

AIRPORTTERMINALEVENTDJ fees at $400.Raffle prizes for various gift cards at $250, passport fees paid at $165, and SouthwestAirlines gift card at $250 for a total of $665.Various snacks for different booths at $100.Custom boarding passes at $1/pass with 200 made at $200.Custom passport books at $2/book with 200 made at $400.Event total = $1,765

Total Event Expenses = $5,035

Promotional Materials Expenses

BROCHURES2,000 double-sided 8.5x11 full color folded brochures at a cost of $700.

FLYERS2,000 single-sided 8.5x11 full color at a cost of $350.

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BUDGET


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Begin distribution of 5 Ways to Save flier Confirm availability of volunteer ambassadors for Foreign Food Fair Hold Foreign Food Fair in the Campus Centers Food Emporium Begin promotional efforts for Airport Terminal Event Implement the first batch of in-class ambassador sessions Aggregate blog content from students abroad

Conduct two focus groups to compare traditional and nontraditional student opinions

April 2014 Continue promotional efforts for Airport Terminal Event Social media intern continues regular updates and email blasts Faculty Study Abroad Ambassador conducts faculty seminar Confirm availability of volunteer ambassadors for Airport Terminal Event Aggregate blog content from students abroad Conduct Airport Terminal Event in Campus Center in Mid-April to avoid finals week

schedule conflicts Implement the Passport Series to gauge student progress toward applications

Student ambassadors hold informational booths in Campus Center two times this month Conduct Where You Belong Abroad information session for nontraditional students

May 2014 Social media intern continues regular updates and email blasts Finalize Spring Semester content for the blog and identify correspondents for the summer For those students who have indicated serious interest, make sure they are moving

properly along in the Passport Series

June 2014 Social media intern continues regular updates and email blasts

Ambassadors hold one informational booth for students in summer classes Aggregate first posts for summer blog content If any instructors are willing, hold an in-class ambassador informational session

July 2014 Social media intern continues regular updates and email blasts Ambassadors hold one informational booth for students in summer classes Aggregate summer blog content If any instructors are willing, hold an in-class ambassador informational session

August 2014

Identify Fall 2014 study abroad blog correspondents Social media intern continues regular updates and email blasts Ambassadors hold one back-to-school informational booth for students For those students who have indicated serious interest, make sure they are moving

properly along in the Passport Series as deadlines are fast approaching

September 2014 Aggregate blog content from students abroad

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Student Before & After SurveysBEFORESURVEYS

Evaluate approximately how many students are aware of OGE and knowabout the options they have about study abroad before the public relationsplan is implemented. Include a question about family support for studyabroad, and gauge an estimation of how many family members actuallysupport study abroad.

AFTERSURVEYS Evaluate approximately how many students are informed and have positive

attitudes about study abroad and OGE after the public relations plan isimplemented. Cross-check an increase in family support by the use of a

follow-up question following the implementation of the plan.

Advisor/Faculty Before & After SurveysBEFORESURVEYS

Survey faculty and advisors to see how many support study abroad and howmany would be interested in being involved in study abroad before the planis implemented.

AFTERSURVEYS Evaluate approximately how many advisors and faculty have positive

attitudes after the communications plan is implemented. Evaluate how manyfaculty would be interested in being involved in study abroad programs afterthe plan is implemented.

Participation Measurement Measure how many students studied abroad in the previous year before the plan is

implemented. Measure participation after implementing the plan and look at how many students

went abroad. Measure the participation at specific events, such as the airport terminal event and

the foreign film festival.

Web Metrics Gauge web traffic on the OGE study abroad page before the plan was

implemented, after specific events, and after the plan is completed. Watch the growth in participation and viewership for OGE social media websites. View the difference in followers on Twitter and likes on the Facebook page. Measure the difference on how many students took advantage of the social media

before and after the plan. Monitor regional campus social media activity through the use of hashtags, such as

#StudyAbroadStark.

EVALUATIONCRITERIA

Office of Global Education Event Plan

Documents