The New TEF Awards – Part 3: Takeaways and suggestions

Following on from first impressions in Part 1 and more a more detailed assessment of marketing behaviour in Part 2 we share some final takeaways and suggestions

TEF rankings are clearly considered significant by most, judging by actions ranging from publicising to vary degrees if Gold, to protesting and appealing if Bronze with Silver somewhere in between.

However, the data suggests that public interest and possibly that of key stakeholders faded rapidly after the initial PR. For some institutions that may represent a preferred outcome, however those riding high in the rankings it may be something to give some attention to, individually or collaboratively.

Finally, building awareness through digital content is clearly not a new concept for most modern higher education institutions, however, our research suggests that, for some institutions at least, some of the finer points of marketing through content and social media are being missed.

Our advice to these institutions would be to keep the following in mind:

  • While static pages can be great for longer-term visibility, if it’s news, be sure to publish a news article, as current / recently dated content is more likely to appeal to social media users. Whichever route you take, be sure to publish *something*
  • Keep your ear to the ground for upcoming “hot topics” in higher education. Consider your institution’s approach / reaction to the topic, and publish content to match, entering you into the conversation and building awareness around it
  • Consider the words that interested parties are likely to be searching for in Google. Ensure these words can be found in the titles, headers and copy of your content
  • Encourage students, staff and alumni to like / follow your social media accounts to increase engagement with content posted to them
  • Pin important new stories to the top of social news feeds to ensure they build awareness for as long as they are relevant
  • Be sure to post news to all social networks where there may be interested parties. Do not discount LinkedIn
  • Be sure to post actual, clickable links to your website on Facebook

Your view?

Does our analysis reflect strategies of Gold, Silver and Bronze awarded institutions respectively? Should more be done to sustain the profile of the TEF awards? Is your institution most of the opportunity?

If you would like to discuss further please get in touch.

The New TEF Awards – Part 2: Drilling down into marketing behaviours of individual institutions

Following on from last week’s blog sharing first impressions of the new TEF awards here we go into more detail in three specific areas:

  • The varying approaches to publishing
  • Building awareness through organic search and
  • Building awareness through social media

The varying approaches to publishing

Our research indicates the vast majority of the 59 institutions awarded the TEF “Gold” rating in 2017 published new content to their website to build awareness of their achievement. Many, such as The University of Kent and Edge Hill University, published news or blog articles, while others, such as The University of Huddersfield and De Montford University, added dedicated pages to their “About Us” section in addition to news stories. City College Plymouth was the only institution that did not publish any new content relating to their TEF Gold award.

Gold rated institutions gained higher levels of engagement on social media when publishing news or blog posts. This is likely due to the “real-time” nature of social media, meaning that current, recently dated news or blog content will attract more clicks from social browsers than an apparently static, undated page.

On the other hand, where a dedicated “About” page was published alongside a blog or news story, our research shows that Google would frequently rank the dedicated page ahead of the news story in general searches words relating to the university and TEF.

Of course, where no content was published, no awareness was built through either social media or Google rankings.

Building Awareness Through Organic Search

We reviewed the rankings of each Gold-awarded institutions’ websites for a range of related keywords including “TEF”, “teaching excellence framework” and “TEF Gold”. These keywords had received a significant surge in demand in June, amounting to tens of thousands of searches in total. The increases in searches for these keywords provided an excellent opportunity for Gold rated institutions to be found amongst the results, and build awareness of their award, by creating engaging, keyword-focused content.

As digital marketing experts, Altain Education understand that there are myriad ways that Google judges a page when deciding where to place it in its organic search engine rankings for relevant keywords. Among the most important of these, however, is the use of target keywords within the titles, headers and copy on the page itself.

The vast majority of Gold rated institutions did indeed create new content to raise awareness of their award. However, it is evident that not all of this content was created with the same care to include relevant keywords.

Those articles that did include the words “TEF”, “Teaching”, “Excellence”, “Framework” and / or “Gold” within their content and, crucially, the title of the page were vastly more likely to rank ahead of the websites of other institutions for searches that included these words.

Building awareness through social media

Our research revealed a vast difference in the level of social media engagement earned by each Gold rated institution upon sharing the news of their award. Of course, institutions with a larger “following” on social media started at an advantage here, there appears to also have been other factors at play.

For example, Edge Hill University has 85% fewer followers on Facebook than The University of Birmingham, but upon announcing their respective awards, Edge Hill received several times more social engagement in the form of likes, comments or shares. In this case, the significant difference could be that Edge Hill pinned their post to the top of their Facebook feed, where it remains at the time of writing. This has allowed the post to continue to attract engagement and build awareness of the award over a month after original publication.

Some institutions also failed to take advantage of the opportunities made available by the wider range of social channels, preferring to focus on Facebook and, to a lesser extent, Twitter. In many of the cases in our study, greater engagement was achieved by the sharing of content on LinkedIn than on Twitter, indicating that digital managers in higher education institutions are neglecting this channel.

We also noticed that some institutions were failing to share their content efficiently. For example, many institutions informed their Facebook followers of their Gold award by posting images, instead of links to their content, limiting the engagement that might otherwise have been made.

See our next blog for key takeaways and some suggestions

Alternative routes to employment: Apprenticeships, a reality check

The following is a overview of the conclusions reached in a presentation delivered at the Policy UK event on Careers Education Information Advice and Guidance on Tuesday 24th May 2106 in which we considered the current status of apprenticeships as an alternative pathway to the world of work and higher level skills

Carpentry apprenticeships


Our inescapable conclusion was that whilst a variety of alternative routes was to be welcomed the current situation was far from ideal and probably very different from that imagined

We were invited to respond to three key questions:

What impact will the new legislation aimed at ending ‘outdated snobbery’ against technical and professional education have?

The proposed legislation is aimed at schools the imagined issue being that schools were holding back from making young people aware of apprenticeship options. In fact, the issue seemed to be one of supply as much as demand

To what extent are Higher and Degree level apprenticeships becoming an alternative to university?

We reported a similar situation with Higher and Degree level apprenticeships with a broad consensus on the value of these routes as options but actual availability of options limited

With the Department for Education committed to investing £70 million in the Careers Strategy over the course of this Parliament, how much of this will be earmarked for alternative routes and how best should it be put to use?

£70m sounds a lot however, looked at another way, this is just £14m per annum which equates to £22 per GCSE student which is a very small amount when compared to £65,000 invested on average in a young person’s state education.

Hence our conclusion was that whilst a variety of alternative routes was to be welcomed the current situation was far from ideal leading to the following suggestions

  • There is a need to address both the supply and demand side of apprenticeship equation
  • Successful career outcomes require more than just education investment. There are significant consumer and market dimensions that also need to adequately resourced and addressed in a systematic way to deliver on aspirations.
  • The apprenticeship Levy is a potential platform upon which for change

Your views?

Do we need to address demand or supply to realise the potential of apprenticeships? To what extent are Higher and Degree level apprenticeships an alternative? How adequate is the funding of careers education information advice and guidance?

Please share your views in the comments section below