I think internal communications is about to have A Moment in higher ed.
Actually, I think it’s about to be the hero — or villain — of the entire 2020-21 school year.
I did a dumb drawing to illustrate why, up top.
We’re about to embark on the Most Online Semester of All Time. COVID’s made things weird; more than weird, it’s made them scary.
Scary for us in the institution — we have a duty to deliver the best education we can. That’s been called into question by this drive to (mostly) entirely online classes for at least the fall semester of the 20-21 school year; even the best of us (and the place I work is very, very good — best in Canada, if not North America) are anxious.
Fresh or recently outta high school, worried about the future, jobs, their actual grades, the fact that we’re melting the planet. We’re in a pandemic that if it had slightly more visually appalling symptoms would be a global horror movie. They’ve made the largest investment of their lives so far — some of them ever, if they don’t buy a house — in this whole higher education thing.
And we’re throwing a whole new playbook at them. Kids entering university for the first time, with preconceptions built on a lifetime of TV and movies and books about it, are off the map. We’re all off the map.
I actually feel pretty good about the coming semester. Where I’m at, anyway, the administration and the faculty have an appetite to improvise and excel. We’ve got a great senior admin team, dedicated faculty, and a top-notch digital teaching and learning team thanks to earlier online course development.
But how do you convey that?
Hence the sketch above. We need to instill confidence in the incoming students. So I’ve been thinking about confidence, and how it flows.
It doesn’t flow equally in all directions.
The ability to instill confidence isn’t equal. I think you can have a strong flow from the institution to faculty to students. Faculty, similarly, have the power to instill confidence in students.
But the transfer weakens on the inverse. Students can to an extent help faculty feel more confident — being attentive, participating, clearly demonstrating they’re learning. That’s got some value in confidence-building for faculty. The flow is weaker in the student -> faculty direction, though. It’s relatively easy for a confident teacher to build class confidence. It’s harder for students to rebuild a faculty member’s confidence.
Similarly, faculty can increase institutional confidence by radiating preparedness. But it’s more of a positive feedback loop than a process of confidence that starts with the faculty and makes the whole institution confident.
So internal comms is about to have A Moment. It’s a vehicle for both building and conveying confidence, from the institutional level to both the faculty and students.
You can have the best plan in the world for the fall, but if you’re not sharing it clearly, you’re not building confidence. You can have the world’s greatest digital lesson plan and all the tools in the world, but if you’re not showing students that’s on the way, you’re not building confidence.
And confidence starts at the institutional level. Students and faculty both need to know the institution has their backs.
There are very valid conventional-marketing approaches to this — make a public-facing campaign, target it at your students (geography, age, interests) and benefit from the reputational splash-out into adjacent audiences. And that’s a great idea. Do something excellent and big.
Big is general, though, and you need to back up the big and general with the specific. I can tell you it’s going to be great, and that’s a good thing to do, but without the undernarrative of what _exactly_ is making it great, that supernarrative risks collapse.
Which takes us back to internal comms, and faculty or department-level messaging.
Internal comms is about to have A Moment.
It has to.
Because if we’re not on point with our newsletter game and our student-facing web game and our app game and our outreach game, we’re not going to have students hitting the ground confident and eager for the Most Online Semester Ever.
Having to unpack and unravel anxiety after the start of term is doubling the load. Then we’re downloading a stack of not only teaching duties and student-management duties to our faculty and staff… we’re compressing a pile of anxiety into the mix as well.
I’m actually confident right now, because I’ve got the inside-baseball view of the preparation, innovation and energy that’s gone into this semester. Now it’s incumbent on me, in my job, to make sure I’m helping the institution tell stories that radiate that confidence to our faculty and students.
It’s going to be a good semester, despite (and in some ways because of) this pandemic. I’ve got the keys to make it even better. Internal communications, the tousle-headed little brother of marketing, is about to have its day in the sun. It’s not the area of marketing and communications that usually gets the glory.
But this is its time to shine.