A lot of ed tech marketers are really bad. They are probably not bad at their ‘jobs’ — they may or may not be bad at generating leads, creating well-designed sales material, creating brand visibility. But they are bad for higher education and student success.
Bad ed tech marketers are noisy. They use the same message as the ‘competition.’ They hollow out language through the use and abuse of buzz words. They praise product features as if they were innovative when everyone else is selling products that are basically the same. They take credit for the success of ‘mutant’ customers who — because they have the right people and processes in place — would have been successful regardless of their technology investments. Bad marketers make purchasing decisions complex, and they obscure the fact that no product is a magic bullet. They pretend that their tool will catalyze and align the people and processes necessary to make an impact. Bad marketers encourage institutions to think about product first, and to defer important conversations about institutional goals, priorities, values, governance, and process. Bad marketers are bad for institutions of higher education. Bad marketers are bad for students.
Good marketing in educational technology is about telling stories worth spreading. A familiar mantra. But what is a story worth spreading? It is a story that is honest, and told with the desire to make higher education better. It is NOT about selling product. I strongly ascribe to the stoic view that if you do the right thing, rewards will naturally follow. If you focus on short-term rewards, you will not be successful, especially not in the long run.
Here are three characteristics of educational technology stories worth telling:
- Giving credit where credit is due – it is wrong for an educational technology company (or funder, or association, or government) to take credit for the success of an institution. Case studies should always be created with a view to accurately documenting the steps taken by an institution to see results. This story might feature a particular product as a necessary condition of success, but it should also highlight those high impact practices that could be replicated, adapted, and scaled in other contexts regardless of the technology used. It is the task of the marketer to make higher education better by acting as a servant in promoting the people and institutions that are making a real impact.
- Refusing to lie with numbers – there was a time in the not-so-distant past when educational technology companies suffered from the irony of selling analytics products without any evidence of their impact. Today, those same companies suffer from another terrible irony: using bad data science to sell data products. Good data science doesn’t always result in the sexiest stories, even it it’s results are significant. It is a lazy marketer who twists the numbers to make headlines. It is the task of a good marketer to understand and communicate the significance of small victories, to popularize the insights that make data scientists excited, but that might sound trivial and obscure to the general public without the right perspective..
- Expressing the possible – A good marketer should know their products, and they should know their users. They should be empathetic in appreciating the challenges facing students, instructors, and administrators and work tirelessly as a partner in change. A good marketer does not stand at the periphery. They get involved because they ARE involved. A good marketer moves beyond product features and competitive positioning, and toward the articulation of concrete and specific ways of using a technology to meet the needs of students, teachers, and administrators a constantly changing world.
Suffice it to say, good marketing is hard to do. It requires domain expertise and empathy. It is not formulaic. Good educational technology marketing involves telling authentic stories that make education better. It is about telling stories that NEED to be told.
If a marketer can’t say something IMPORTANT, they shouldn’t say anything at all.