Faculty’s Role in Graduate Enrollment Marketing
Jack Klett highlighted a paradigm shift where faculty must view their roles through a business lens to communicate their programs’ value effectively. Although traditionally resistant, this mindset shift aids in recognizing the multifaceted responsibilities faculty have, from enrollment to curriculum planning. Employing tools like the Business Model Canvas, proposed by Alexander Osterwalder in his book “Business Model Generation,” can assist faculty in visualizing and strategizing their program’s attributes, interactions, and goals.
Graduate Education Post-Pandemic: Trends in Micro-Credentials
Post-pandemic, graduate education has seen an impressive recovery with a significant spike in enrollment, especially in graduate certificates and micro-credentials designed for quick upskilling and reskilling. These trends signal a shift in student desires, aligning more with flexible, stackable programs that offer incremental educational attainment, which can eventually lead to master’s degrees.
The Nuances of Marketing to Graduate Students
Unlike undergraduates, graduate students are motivated by different factors such as career advancement, salary increases, and personal development. Hence, marketing strategies should focus on emotional appeals rather than logical ones. Jack explained how these students are driven by the desire to improve their and their family’s lives, making it crucial for institutions to dig deeper into these motivations through continuous surveys and focus groups.
By employing these strategies, higher education institutions can better cater to the evolving desires of graduate students, ensuring they remain competitive and relevant in this dynamic educational landscape.
Read the transcription
Shiro [00:00:16]:
I’m really excited to talk about why graduate enrollment marketing is different and how to play this in your favor. So to talk cover the topic today, I’m thrilled to have Jack Cleck join us today. He is the AVP of graduate enrollment management solutions at Liaison. Jack, welcome to the show.
Jack Klett [00:00:50]:
Cheryl, thank you so much for having me. It is great to be with you.
Shiro [00:00:53]:
And I do ask all my guests this, as an intro and icebreaker. Jack, tell us what you love about higher ed.
Jack Klett [00:01:01]:
I should know this because I listen to your podcast. So I should be very prepared, and in fact, I am. But it’s that’s because it’s more a simple answer than any advanced prep that I did. And it comes down to one simple thing, and that’s possibilities. I love when I step on campus, and I’ve been on campuses for, well, excluding my own time on campus as an undergrad and grad student. I’ve been on campuses professionally since 2000. And the sense of possibility, the culture of possibility, the, lack of jaded folks, excluding some faculty maybe. But in terms of the students, just the the pure sense of possibility, and optimism, and hopefulness is what I love about higher ed.
Jack Klett [00:01:52]:
I don’t think you get that anywhere
Shiro [00:01:54]:
else. That is a great answer. I use the word jaded more than I I probably need to. It’s one of my favorite words. But I’m I’m glad you used that.
Jack Klett [00:02:04]:
Yep.
Shiro [00:02:04]:
Brings me brings me right to home. Okay. Well, Jack, can you tell us a little bit by starting off with your background, you know, a little bit about what you did and what you do currently?
Jack Klett [00:02:14]:
Yeah. So I mentioned a little bit. Alright. Right. I’ve been on campuses, working in higher education administration since 2000. The overwhelming majority of that time was in enrollment management, and the overwhelming majority of that time was in graduate enrollment management. I also served for about 5 years on the academic affairs side as an associate dean of graduate studies, doing new program development, curriculum design, student experience, all of those fun things. Administrative tasks like degree audits and clearing folks for graduation, etcetera.
Jack Klett [00:02:48]:
And then around 2017, I thought, I’d like to help more. I’d like to help at scale. So basically, since 2017 until now, I kind of consider myself to be in the graduate problem solving profession. So that is what I do. I now work for liaison, and I get to meet with graduate enrollment professionals and graduate educational professionals all the time who have vexing challenges. Right? All focused on, for the most part, how to improve the student experience, how to expose their programs to, more students who can add value to the programs. And I help folks kind of solve those problems.
Shiro [00:03:27]:
That’s fantastic. Yeah. I remember you when we had our intro call, you you started with, I’m a problem solver, and I like solving a lot of problems. And that’s effectively what you’ve been able to do at scale, by joining Liaison by helping more than, or many, many institutions. Oh, great. Well, speaking of graduate education, so I know you have a strong business lens and a focus on having looking at things from, like, a business lens. Right? And so how is graduate education different from undergraduate as a product? Yeah.
Jack Klett [00:04:00]:
It’s, it’s very unique and very different, and for a number of reasons, that I could get into. But, I think the simplest way to kind of view it, if we take a look at kind of traditional undergraduate education, it is a it’s almost a rite of passage, in America. You, you go to school, you’re given a choice at some point in high school where you’re going to pursue higher education, you’re go gonna gonna pursue a trade, you’re gonna go into service, or you’re going to go into the workforce. And for those folks who have decided that they’re going to pursue a degree, it’s which is the overwhelming majority of of, folks in in, in high school, that is a, a decision that has pretty much become an automatic. Right? Pretty much everyone is in a college preparatory or better program or better curriculum. And the graduate education is not like that really at all. Unless you’ve decided you wanted to pursue a specific profession that requires a graduate degree, it is a conscious choice that you are making to pursue a graduate degree. And people pursue those degrees for any number of reasons, which we could get into.
Jack Klett [00:05:21]:
But because that choice is different, the way in which you communicate the value of graduate education is different than the way in which you would communicate the value of undergraduate education. So, yep. So unique differences and the way in which you, therefore, can recruit students and ultimately enroll students and support students is also very different. And that presents a number of unique challenges for folks in graduate education, because the dominant model in higher education is built around supporting the primary customer segment, which are that traditional undergraduate
Shiro [00:06:01]:
Mhmm.
Jack Klett [00:06:02]:
Population. Hence, the challenge.
Shiro [00:06:06]:
That’s great. Yeah. And so from, like, a messaging and a marketing lens, the why is slight different. Right? And so, like, what are, like, what are some commonalities you see, from a messaging standpoint that are different from undergrad?
Jack Klett [00:06:19]:
Yeah. So, there are some similarities, when you talk about the way in which you’re going to message around things that are fairly standard, like affordability, outcomes, career possibilities, student experience on campus. Those kind of things can overlap. Obviously, the specifics of those messages are gonna be very different, undergrad to grad, but those themes kind of overlap. But with graduate education, you
Shiro [00:06:53]:
really need
Jack Klett [00:06:53]:
to get at the core of the decision making process for the prospective graduate student. And what I mean by that is we go back. I said it’s a conscious choice. There’s a reason a an adult is making a decision to pursue graduate education. So you need to really get at the heart at and and and begin to discover for each individual student, which can in and of itself be a challenge, but you need to discover what is that reason. What is the reason why this person wants to pursue graduate study? Is it to advance their career? Is it to increase salary? Is it the prestige that comes with the degree? All of those things are not actually the end goal. The end goal is something that is felt in here. It’s something that is felt intrinsically and emotionally.
Jack Klett [00:07:41]:
So the the greatest difference, I think, and the mistake that a lot of graduate marketers make, is that they do not communicate that emotion. They communicate thinking that graduate students are academically inclined enough to pursue advanced education, and therefore, they’re gonna communicate to the logic centers of that prospective student and talk about, you know, the the ten reasons why you should pursue my program. And none of those reasons, or at least few of them, are actually getting to the core of what needs to be felt, the emotional reason that that individual wishes to pursue that graduate degree. And that’s the big difference. When you can make that connection, you are you you’re you’re in really good shape to then be able to lay out the kind of feature benefits that will then kind of get that person, to the finish line and ultimately decide to enroll.
Shiro [00:08:40]:
Yeah. I I really like that you pointed this out. I feel like this is a very standard one on one playbook from, like, the the retails and regular commerce space. Right? Like, if you’re buying a pair of running shoes I don’t know why marketers always talk about buying running shoes, but I always always return to the running shoes model. But, like, these big running shoes companies, they don’t market the features and functions first. Right? They create a brand, a feeling for why they are your top choice. And then the features and functions come later, which I sort of try to relate with features and functions of graduate programs, which is their programming, maybe their labs, more specific items like that. So I I really like that you made this point.
Jack Klett [00:09:23]:
Yeah. And all those things, again, are very important, and you wanna make sure that you have quality faculty and you have, you know, if you have if yours is a research based, you know, if you’re an r one or r two and you have a heavily research based program, you wanna communicate those research opportunities and assistantship opportunities, those things matter. Community to an extent matters. But remember, I talked about how the dominant model, remains the undergraduate traditional undergraduate model. So a lot of the marketing, even brand positioning of institutions, is centered around that population, that primary customer segment, and not the graduate population. So messages around community. I mean, if you take a look at any undergraduate website or any dot e d u you go to, there are wonderful images of campus and students doing things together and working with faculty. It’s wonderful, and it’s all really, kind of, presenting a, a message of community and belonging and inclusion.
Jack Klett [00:10:24]:
All of those things are very important. But that is actually less important emotionally. I’m not saying it isn’t important. It’s less important emotionally to a graduate student.
Shiro [00:10:32]:
Yeah. If you
Jack Klett [00:10:33]:
think about why adults make decisions, most adults make decisions because they want to improve fundamentally improve their life, either their their standard of living, the way in which they’re experiencing the world. If they have children and families, they want to improve the lives for their for their families. So visuals of a wonderful, happy group playing Frisbee on the campus quad, really doesn’t resonate with them. So you need to look for other avenues and commote up communicate other emotional signals to graduate students.
Shiro [00:11:08]:
Yeah. And I know you you mentioned something like this in our intro call, which is, like, messaging around, like, you wanna increase your bottom line or your salary or your income. You mentioned earlier, that’s not the bottom line. Right? Like, that’s just the asset it takes to get to being able to support a larger family or being able to better support your family. That’s the end goal, not the actual salary itself. And so I I’d like that point you made as well.
Jack Klett [00:11:35]:
Yeah. And this is why, by the way, for anyone who does any surveying, because I’m a big proponent right now, like, right now on campus, right, you’re approaching census. Right? Or or you’re approaching that moment where you’ve pretty much brought in your class, and you’re, hopefully, you’ve already launched your next recruitment cycle, and you’re actively, off to the races for the following year. But, hopefully, you’re also surveying multiple surveys, you’re doing focus groups, and you’re focusing on the emotions. Because this is where we make our biggest mistakes. People will say things like, well, I I wanted to pursue my graduate degree because of, I just like the idea of having a degree, the prestige that comes with having a degree. It’s a smaller segment of the graduate student population, but that’s one of the answers that you will you’ll you’ll hear. The real reason, which they won’t communicate to you, is I want my family and friends to be proud of me.
Jack Klett [00:12:33]:
I want my family and friends to think better of me. But they don’t communicate that. It’s not an option or a multiple none of us are putting out surveys that say, do you do you want your family to be prouder of you? Like, that that’s not what we ask. But if you need to drill into what is underneath, so hopefully, I’ve I’ve I feel like I’ve I’ve really beaten that to death. But I hope if people walk away with nothing else from this, it is, you know, really get to the core of don’t just take what they’re saying at face value. Dig deeper. Why? Why is that important to you? Why is the prestige of the degree important to you? And wait and see what they say, and it’ll be very illuminating.
Shiro [00:13:18]:
Got it. So, yeah, I’m hearing, like, in these surveys, like, if you have the ability to actually follow-up with folks, it’s that’s part also really important as a part of the research.
Jack Klett [00:13:28]:
Yep. Absolutely. I mean, one of the the, you know we’ll probably get to to no nos in a bit, but, you know, one of my great don’ts is, don’t send a single survey, and that’s it. Many people are very proud of themselves. They’re doing the right thing. They’re sending an enroll decline survey. Right? Why did you enroll? If you did if you were admitted and you didn’t enroll, why did you decline our offer of admission?
Shiro [00:13:52]:
Mhmm. And you
Jack Klett [00:13:53]:
get some wonderful information there. But letting that be the only bit of information you receive and the only feedback you’re getting, is leaving so much on the table. And and you you you don’t wanna do that. You wanna dig and dig and dig. Eventually, people will stop responding to you, but let them tell you that they’re gonna stop responding to you. Don’t make that decision for them. They probably wanna share more.
Shiro [00:14:17]:
Oh, yeah. We’ll definitely get into don’ts. I like this a lot. You know, on the lines of digging deeper and asking, you know, questions to to figure out more, what are some of the questions that schools should be asking themselves, in terms of, like, how they’re changing someone’s lives or and how the should they respond to them?
Jack Klett [00:14:38]:
Well, the first, I think, big question they should be asking themselves really is about their offerings. So if you’re in graduate education and you’re a graduate marketer, or you’re a program director
Shiro [00:14:51]:
Mhmm.
Jack Klett [00:14:51]:
Really need to start asking some key questions about what it is that you’re offering of value. You know, you have a graduate program, it’s a master’s program, an MBA, whatever it might be. What is it that you’re offering of value? How is what you’re offering meeting the needs, the motivations, the desires of your key customer segment? I know I keep talking about students through the lens of customers, but that’s really what they are. They are they are purchasers of an educational product that we are offering that is going to improve their lives. Right? That that that’s what we believe in higher education, and that’s what students, ultimately believe when they enroll. So really kicking the tires on your offering and making sure that what you’re offering is connecting with all of those needs, wishes, motivations, and desires of your key customer segments, which, by the way, if you’re offering a graduate program, you do not have one customer. You do not have one type of customer. You have multiple customer segments.
Jack Klett [00:15:54]:
Every single program has different types of graduate students that are going to pursue that degree. So and and those different types have different needs and different motivations. There might be some overlap, and that’s great. But understanding the different segments means that you can communicate your value with them differently in ways that resonate. So, so, really, the questions that one should be asking are very much intrinsic, in internal. Very much focused on what is it that we’re offering a value, and how then does that align with our our customers, our desired Mhmm. Students. And then from there, once you can see that you have synergy, then from there, you can start moving on to other building blocks.
Jack Klett [00:16:46]:
I could get into a deeper thing here, Shiro, about about one of the the tools that I love, which is called the Business Model Canvas. It’s part of Business Model Generation by Alexander Osterwalder. If you have not read it, you should get it because it is completely applicable to higher education and specific program modeling. So I do some of these workshops, with, with graduate faculty and program directors. And, basically, what it is you’re doing is you’re creating a visual one sheet ecosystem of all of these various aspects of your graduate program, and how it creates, delivers, and captures value. And how you and you can see it’s like an ecosystem. And you can see how changing one thing here with customers has ripple effects throughout the entire ecosystem of your offering, including the value, the value you’re offering, the the way in which you’re going to communicate that value, the way in which you’re going to establish relationships with your customers, the key activities you need to perform, the key resources you have, all of this, the key partnerships you need to to to be successful, all of this is part of this ecosystem that is visually you’re able to visually see graphically on one sheet through this business model canvas. Again, I can’t recommend it enough.
Jack Klett [00:18:05]:
And you can see how things change. And I’ll give you one can I give you one clear example?
Shiro [00:18:09]:
Yes. Absolutely.
Jack Klett [00:18:11]:
Uh-huh. Overwhelmingly, graduate education has rebounded from the pandemic impacts, and we’re seeing that both masters and doctoral levels. About 3,300,000 graduate students enrolled. We conferred, I think, last year a little over 1,100,000 degrees. That’s wonderful. What is fascinating when you look at the data in terms of enrollments is the tremendous increase year over year over year of enrollment in graduate certificates. So these are those micro credentials, not degrees, graduate certificates. So here you have adults that are looking at graduate education as a vehicle to receive quick upskilling, reskilling, different ways in which they can make themselves more marketable or more productive at work, ways in which they can stand out from their peers.
Jack Klett [00:19:07]:
They don’t have to commit all of this time and money for a full degree. They can begin applying their knowledge more immediately. And we’ve seen huge increases in enrollment here. Right? So visually on this Canvas, if you’ve plotted out your program using this Canvas that I’ve mentioned, your graduate program.
Shiro [00:19:25]:
Mhmm.
Jack Klett [00:19:26]:
You will see that if you’re looking if you’re doing it correctly, the desires of your customer segments, which are located here in this block Mhmm. Their desires have changed. Your value offering your your offering, what you’re offering of value, has remained static. Therefore, there is no longer synergy and alignment between the value you’re offering and what it is that your your customer segments are looking to to buy from you. So there’s misalignment. So your whole ecosystem’s out of whack. So you have to change your value to meet the desires of your customer segment, or you find different customer segments who are interested in the value that you’re still currently offering. So being able to see all that visually is really powerful and allows you to make some pretty quick, changes along the way, that can really help you deal with these kind of external factors that are constantly changing around us to put pressure on our business model or our Right.
Jack Klett [00:20:28]:
Our program model. So being able to kind of flick switches and move different things, and see it all visually interact makes you, prepared for these types of market changes and puts you in an opportunity to capitalize on.
Shiro [00:20:42]:
Oh, this is all fascinating, and I’m I’m glad you brought data to this. Of the one one point something million you said, did that include the certificate grads as well?
Jack Klett [00:20:52]:
I don’t believe so. The 1 point the 3,300,000 currently enrolled in graduate study, it does include graduate certificates. The 1.1 the 1,100,000, conferrals were graduate degree conferrals, so masters and and doctoral degrees.
Shiro [00:21:09]:
Got it. Okay. But you’re seeing a big uptick in certificate program training.
Jack Klett [00:21:12]:
Significant. National Clearing House, puts out all of this data every, well, every fall and every spring, there’s a new report. It shows enrollments by credential. It shows enrollments through any through any number of lenses, by discipline, by level, but it also shows by by degree type or credential type. And you can see the the enrollment increases year to year. And it’s also why, if you look at the landscape in terms of offerings, you not only see more graduate micro credentials, like certificates.
Shiro [00:21:41]:
Right.
Jack Klett [00:21:42]:
You also now see stackable degree bearing programs. So you can take these certificates, take 2, 3, 4 certificates, stack them on top of each other, add a brief capstone experience, and have a master’s degree conferred. So this is this is real it’s wonderful to see this finally happening. We’ve been talking about badges and micro credentials for well over a decade. So it’s great to see that we’re finally seeing, some real outcomes and and real tangible programs, and and degree offerings, for folks who are getting and attaining these credentials and being able to apply them to a larger degree experience.
Shiro [00:22:22]:
No. This is super fascinating. And it sounds like so in the in the case of example you gave us where, hey. Like, the market now wants more micro credentials. You’re not offering them. You come in and suggest or consult and say, hey. Like, you know, maybe we can break apart one of the programs into smaller you know, let’s not reinvent the wheel. Let’s try and piece it out into smaller bite sized chunks.
Shiro [00:22:45]:
Is this the sort of advising or consulting that you’re able to do? And second part of that question is, I think it’s really hard in undergrad for enrollment folks to have an impact on the academic programs that are being offered or it I just know that there’s a lot more siloing. And is that a little bit easier or just as hard in the graduate, universe?
Jack Klett [00:23:06]:
Yeah. I always say to my graduate enrollment colleagues, you are a subject matter expert. More than anybody who’s building an academic program, you know the graduate marketplace, in terms of what’s being offered and and what’s what consumers of graduate education, hence graduate students, what they want. Mhmm. And so you really have a responsibility to advise deans, and advise program directors and advise folks in academic affairs and the provost office, who touch curriculum. You have a responsibility, I think, to keep them abreast of what’s happening in the marketplace. And so my recommendation is always to stay abreast of what’s happening in the marketplace and share that information. Some folks might roll their eyes, and, oh, here here that I’m being sent this other link, another link to another article or or whatever.
Jack Klett [00:24:00]:
But eventually, it gives you, over time, usually, it gives you a seat at the table or at least, you begin to be suddenly find yourself invited to more meetings about different types of things. I’m kind of explaining my own experience. That’s how I, kind of, went from graduate enrollment management to graduate academic affairs, was because I kept just pestering people with my knowledge, which was nothing more than just consuming what existed and transferring that, share of the Internet. So, so the the the the the point is, there are any number of things that academic programs can do to respond to what’s happening to the marketplace. There are some institutions that and some colleges that will say, yes, it makes sense for us to begin to offer some certificates. For other institutions, like an r one institution, you know, you’re not they might say, no. We are a that doesn’t fit with who we are. And that’s completely fine, and you might not need to do it.
Jack Klett [00:25:05]:
It depends on what it is that your customers are demanding. And, you know, the other thing I would say is it’s not always about what customers demand, because sometimes customers don’t know what they’re demanding. You know, no one knew that they ever wanted this thing until suddenly it showed up in the marketplace. And then, you know, maybe you would ask somebody before this showed up that they want you know, did you want this? They would have no no idea. So sometimes, you know, you can you can, by the power of your offering, you can spur demand. So there’s any number of things that that one can do. Sometimes it means coming up with certificates or micro credentials. Sometimes it means something completely different.
Jack Klett [00:25:48]:
Sometimes it can mean going from an in person experience to an online experience, or a hybrid experience, or a weekend experience, and changing your delivery method. Sometimes it can mean having massive changes in the way that you, function, in terms of your infrastructure. And if I give you one quick example, I know we’re probably short on time, and I’ll this will kind of give you another example of how all these building blocks of your Canvas, kind of, that ecosystem kind of play together. Uh-huh.
Shiro [00:26:17]:
One of
Jack Klett [00:26:17]:
the things that Liaison is most known for is, is our CAS, our centralized application services. So we have something called GradCast, which is basically the common application for graduate education. So this is, in demand by students because the the student, student a student applying to graduate school, typically, on average, applies to 5 different institutions. That’s 5 applications they have to complete, 5 letters of recommendation processes they have to manage, 5 transcript fees they have to pay, 5, essays they have to provide, 5 test scores. If you’re international student, 5 evaluations, which are very expensive. So having one application that they can complete and have that used across all 5 programs completely solves their problem. They have pain points that exist in terms of time, resources, and money. You’ve just checked that box.
Jack Klett [00:27:09]:
The other thing that you’ve done by implementing something like Gradcast, a common application, is you’ve outsourced one of your key activities, which is processing applications. You no longer have to do that because a company like Liaison is doing that for you. Right? So you’ve outsourced that key activity. You then have key resources that exist over here. Those key resources are not only financial resources, but they’re also your personnel. So all the people who were performing that key activity, so those key resources performing that key activity are now freed to develop relationships with who? Your customer segments.
Shiro [00:27:47]:
Mhmm.
Jack Klett [00:27:47]:
Okay. Longer doing that key activity of processing applications that was taking all of that time. So this is how these so what we would say about that is where would that relation the implementation of something like Gradcast would exist in key partnerships, which is also on the campus, and that just putting that one key partnership in place creates all these synergies and changes that affect the entire ecosystem. When I used to when I present this concept, mostly, it’s to often, it’s to faculty. Sometimes, it’s to to folks in graduate enrollment, but they tend to get it. And they like using the tool, and they’ll start using it. But it’s mostly the faculty. And, sure, I’ll tell you that most of the time when I present this, folks look at me with, like, abject horror.
Shiro [00:28:39]:
Why is that?
Jack Klett [00:28:40]:
That education could be viewed through the lens of a business model. To them, it’s like, you’ve got to be kidding me. The business faculty love me. The engineering faculty, because we’re talking about ecosystems and systems thinking, they think it’s great too. But everyone else is like, wow, you’ve got it. But then you start working through the process and asking these questions and you realize, yeah, I do have something of value. My graduate program is valuable. How do I best communicate and offer that value and convey that value to folks who, wish to consume it and experience it? So yeah.
Jack Klett [00:29:15]:
So sorry. I told you you’re gonna have to reel me in because I can No.
Shiro [00:29:18]:
You’re good. You’re good. This is great. I’m just trying to listen and, you know, digest everything. Yep. And I I remember that this is actually one of the tips you provided. I asked, you know, what are you observing in in graduate programming? And I believe you said, you know, a lot of people actually move up from academia into an enrollment role because they’re moving up in their career, but may maybe have small graduate programs. So they’re having to wear multiple hats and end up being responsible for enrollment, maybe enrollment marketing.
Shiro [00:29:48]:
And I think one of your tips was to really have more of a business lens and a business mindset towards things, and thinking really about value like you just mentioned.
Jack Klett [00:29:58]:
Yeah. No. That’s exactly right. I I I will say so you’re right. They have to wear multiple faculty members have to wear multiple hats. I don’t know if when they have to put on their enrollment hat, they’re they view it through they view it as if they’re advancing in their career. They probably view it as, oh, now I have to do this additional thing along with teaching, and research, and publishing, and service. Right.
Jack Klett [00:30:23]:
But but, yes, they ultimately, you know, in many cases, do have to to wear that hat. They don’t have ex this is why I always say to the the the graduate enrollment folks, your subject matter experts in this. Someone who’s program director for an MS in Psychology is a subject matter expert in Psychology. Right? So, so they really need your help, and, and this is a a great tool, I think, to to to help to help them.
Shiro [00:30:52]:
Thank you. And what was the, the model the business model So the
Jack Klett [00:30:57]:
the the one sheet canvas is called the business model canvas. You can Google it, and you’ll find, examples. It’s from the book Business Model Generation by Alexander Osterwalder, and is a quick read. It’s graphically wonderful. It’s completely focused on the world of business. So just know that when you’re going through it. But you can apply it to so many things, including graduate enrollment and graduate recruitment planning.
Shiro [00:31:25]:
Yeah. That might be a great start for the folks with very little to no marketing or business experience. So Correct. I just wanted to point that out at the end. Or we well, we are just about at time now, and I’m wondering, Jack, where can people reach you to learn more about you or Liaison?
Jack Klett [00:31:41]:
Yeah. So people can always find me, on LinkedIn. Just do a search for Jack Klett. There aren’t that many of us around. And, also, you can always find me at Liaison. So you can find me at liaisonedu.com. And remember that Liaison is a full enrollment, support company and also student success. So many, many services.
Jack Klett [00:32:02]:
But I just love talking with folks. So feel free to reach out if you’re in the graduate world, and say you want to, to connect, and we’ll chat.
Shiro [00:32:12]:
Yeah. I will shout out. I I I think my last call with the member from Amazon was around PPC, demand gen advertising. So you guys really do cover all of it. So Yes. Indeed. Appreciate you for joining. Thank you so much.
Jack Klett [00:32:24]:
Thanks so much for having me. It was a pleasure.
Shiro [00:32:26]:
Likewise.
