Ads and Pro
INTRODUCTION
As the power of cyber technology as a marketing tool continues to grow, educational institutions are only beginning to realize the full potential of the major category (Lincoln, McCain and Bullock, 1997). During the first months of 1999, it was estimated that only 60 percent of American colleges and universities had developed home pages, and experts suggest that most of those schools were not deriving maximum benefit from their sites (Marklein, 1999a). Despite their status as latecomers to the online revolution, many more institutions of higher education are expected to go online in the near future. As growth continues in this area, a number of studies examining the relationship between educational marketing and the web have been published (Drea and McNally, 1997; Kittle and Ciba, 1997; Lincoln, McCain and Bullock, 1997).
For those schools that have adopted the cyber technology as a marketing tool, students are a primary audience for web contact. In fact, some observers argue that today’s students, many of them "web savvy," are more careful and prepared "shoppers" when choosing a college or other post-secondary institution (Marklein, 1999b). Students who want to study advertising are among this sophisticated consumer group, and their options are more numerous than ever before.
Since well before anyone heard the term "Internet," advertising educators and practitioners have debated what kind of training best prepares creative students for a career in the field. As many of the most visible creative programs establish an online presence, we are gaining insight regarding the philosophies and practices that make each one unique. This paper summarizes the commentary on training advertising creators, examines online marketing of higher education and investigates how web sites are being used to position creative programs.
LITERATURE REVIEW
How Should We Educate Advertising Creators?
There is no question that a good education is necessary for any student planning a career in advertising. However, there are lots of opinions on what constitutes a "good" education for young advertising creators. It is suggested that "an advertising education can ground hopeful creators in the basics, spark them to extravagant inspiration and teach them how to sell themselves" (Simko, 1992, p. 17). For many years, aspiring art directors and copywriters entered the field with no formal training, or studied the discipline in a traditional college or university setting. Even though the teaching of advertising at the college level is a fairly recent development, some charge that higher education has "failed or... been inconsequential in preparing students" (Kendrick, Slayden and Broyles, 1996, p. 64). Professionals and even some educators see a disconnection between the teaching of advertising creativity and the needs of industry. Perhaps in response to this lack of confidence, alternatives to college training have emerged in recent years. Most familiar are the "portfolio-oriented programs" like Portfolio Center and The Creative Circus. Although students can enroll immediately after high school, these non-degree programs are usually attended by college graduates as a supplement to an undergraduate education in advertising or another field of study. Proponents of the portfolio schools suggest that they "complement, rather [next page]