Ten with Ken (Video)

In the wake of the UN Declaration on the Rights of Indigenous Peoples, and Canada's Truth & Reconciliation Commission findings, higher ed is realizing just how much work lies ahead if it is to reconcile itself with Indigenous peoples, and indigenize the curriculum. Saskatchewan, where some projections say that 30% of the population will be Indigenous by the year 2045, is in many ways the epicentre of indigenization.

This week, Ken Steele talks with Vianne Timmons, President & Vice-Chancellor of the University of Regina, to better understand why Indigenization matters.

Vianne grew up in Labrador and is of Mi'kmaq heritage, but Ken is quite conscious of being a white settler of European ancestry. How can non-Indigenous people get over their reticence to talk about a challenging subject? Vianne reassures us that people appreciate genuine interest and a desire to learn, even if they make errors in protocol.

The University of Regina has been Indigenizing for 40 years. Vianne has an Executive Lead – Indigenization who reports directly to her office, and an Aboriginal Advisory Circle that provides feedback. "Shoulder to shoulder we work together to Indigenize our campus." The latest UofR strategic plan, "peyak aski kikawinaw", has Indigenization as a top priority.

First Nations University is a federated college of the University of Regina, independent administratively, but integrated academically. In 2009 there were unsubstantiated allegations of mismanagement that led the federal and provincial governments to suspend FNUC's funding. Indigenous communities and students protested, and the University of Regina stepped up to assume administrative oversight of FNUC for five years until it regained its independence. Now FNUC is financially stable, with solid leadership and growing enrolment. The UofR was presented with an Eagle Staff as a symbol to thank them for their advocacy, but also to challenge them to continue being warriors for truth and reconciliation, and Indigenous education rights.

The UofR's Aboriginal Advisory Circle defines Indigenization as "the transformation of the existing academy by including indigenous knowledges, voices, critiques, scholars, students and materials, as well as the establishment of physical and epistemic spaces that facilitate the ethical stewardship of a plurality of indigenous knowledges and practices so thoroughly as to constitute an essential element of the university. Indigenization is not limited to Indigenous people, but encompasses all students and faculty, for the benefit of our academic integrity and our social viability." (See https://www.uregina.ca/strategic-plan/priorities/indigenization.html)

So to truly Indigenize, institutions need to include Indigenous peoples as students, faculty, and staff; include Indigenous scholarship and perspectives in curriculum; provide physical and symbolic spaces dedicated to Indigenous use; and re-think the foundations of the academy.

Indigenous peoples are the founding people of Canada, and institutions need to reflect their country – but Indigenization benefits ALL students. It provides them with a better appreciation of First Nations peoples, a more nuanced understanding of historical truth, and prepares them for a world in which indigenous peoples and settlers are truly reconciled. "There is so much that went unsaid in our past, that needs to be spoken in our future."

Vianne Timmons began her teaching career on the Babine First Nations Reserve in BC, and was appointed President of the University of Regina in 2008. She has helped advance Indigenization through dozens of initiatives, and two successive strategic plans. Vianne is one of 12 recipients of the national 2019 Indspire Award.

Shot on location at First Nations University, on the University of Regina campus, in October 2018, by campus videography staff – thank you again!

Next week, Ken's conversation with Vianne Timmons continues, as we explore "100 Ways to Indigenize Your Campus." To be sure you don't miss it, subscribe today! http://eduvation.ca/subscribe/

And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!

This week, our conversation continues with Steve Robinson, interim President & Vice-Chancellor at Brandon University in Manitoba. We tackle one of the toughest questions for today's higher ed leaders: how to encourage a culture of innovation and entrepreneurship on campus.

Many academics, Steve explains, regard the drive to innovation with a great deal of suspicion, as part of modern trends to neoliberalization and commercialization of the academy. But really, innovation means "thinking creatively, and finding solutions to new problems" – which is exactly what academics have always done in their own research. Now, universities and colleges are simply trying to apply some of that same creativity to the way we operate as institutions. Higher ed has the opportunity now to be intentional and strategic, "leading the way" rather than being driven by external forces when we have no choice.

Campus leaders need to reassure staff and faculty, dispel anxiety about innovation, and encourage innovators to step forward. Steve identifies 3 ways to incentivize innovation, starting with making funding available for new projects. The president's office needs to send the signal throughout the institution that we are willing to consider new strategies, programming, processes and infrastructure – even when we may not be sure it will pay off. Incentive funds for innovation would be ideal, whether carved from existing budgets or raised through foundations and donors.

Even more important than money, administrators need to make it clear that they are willing to "go out on a limb a little" and experiment with new pedagogies, program collaborations with other institutions, and more – and assuming some risk, although still being careful stewards of public money. With most innovations, there is not absolute certainty of success from the beginning.

Finally, colleges and universities need to recognize the contributions made by innovators, even if only to learn from their failed experiments. Existing criteria for promotion and tenure need to be expanded.

Steve concludes by observing that "most innovation means discomfort for somebody," but "the discomfort is worth feeling."

Steve Robinson became interim President and Vice-Chancellor at Brandon University in August 2017, after serving two years as VP Academic and Provost, and several terms as Associate Dean of Arts, Acting Dean of Arts, and chair of the Philosophy department. Steve previously taught at the University of Guelph and University of Regina.

Shot on location at Brandon University in April 2018, by campus videography staff – thank you again!

We've tackled this topic multiple times in past episodes of 10K – check out the "Culture of Innovation" playlist at: https://www.youtube.com/playlist?list=PLodJ8ParJmYUlDXmluj1Xm80dXc8GybtE

And there are more episodes to come! To be sure you don't miss them, subscribe today! http://eduvation.ca/subscribe/

And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!

This week, Ken Steele talks with Steve Robinson, interim President & Vice-Chancellor at Brandon University in Manitoba, about one of the most urgent changes facing higher ed in the next decade: indigenization.

Every university in Canada, particularly those in Western Canada, is faced with the challenge of accommodating Indigenous peoples and cultures on their campuses, and since institutions and local Indigenous communities vary widely, the solutions and innovations will be unique at each institution.

Campus leaders need to ensure they create an environment in which Indigenous people feel welcome, through visual symbols, dedicated spaces, practices and ceremonies that reflect and respect Indigenous cultures. But universities also need to reinvent traditional western decision-making processes and governance mechanisms in order to embrace Indigenous perspectives. Institutions need to bring more Indigenous peoples, elders and knowledge-keepers, to campus in order to participate in institutional governance, programs and student supports.

At Brandon University, there is a long history of Indigenous participation and service to Indigenous communities. Brandon is re-establishing its elders program. It holds a large, all-nations Pow-Wow at convocation every year. It has a beautiful Indigenous Peoples Centre, and is participating in the Brandon Friendship Centre's campaign to erect symbolic teepees across the city, and on the campus. But Steve emphasizes that Brandon knows it is still fundamentally a western institution, and although it has made some progress, "we still have a long way to go."

European colonial traditions permeate the culture and structure of the academy. So although universities have a critical role to play in Indigenous reconciliation, they are beginning to realize just how challenging it will be. What's required, Steve explains, is not just more Indigenous student enrolment, or more Indigenous representation among faculty and staff; universities must find new ways to operate that incorporate, respect, and energize Indigenous culture and perspectives. Universities must "open up their administration, faculty and governance structures to the significant participation of its Indigenous communities," and reach out to understand and meet the needs of Indigenous peoples.

Steve Robinson became interim President and Vice-Chancellor at Brandon University in August 2017, after serving two years as VP Academic and Provost, and several terms as Associate Dean of Arts, Acting Dean of Arts, and chair of the Philosophy department. Steve previously taught at the University of Guelph and University of Regina.

Shot on location at Brandon University in April 2018, by campus videography staff – thank you again!

#ICYMI, check out last year's interview on "Serving Indigenous Students Better" with Nipissing University president Mike DeGagné: https://youtu.be/5mpQ4Cs59o8

In the months ahead, 10K will continue this discussion in interviews with Assiniboine Community College president Mark Frison, and University of Regina president Vianne Timmons. To be sure you don't miss them, subscribe today! http://eduvation.ca/subscribe/

And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!

This week, Ken Steele concludes his conversation with Paula Burns, President & CEO of Lethbridge College. In part 1, Paula described 3 notable innovations at Lethbridge College, in competency-based learning, stackable modular credentials, and the use of VR technology ( https://youtu.be/9-kxnnMA8nM). In part 2, she outlined 5 ways that institutions can prepare for evolving students and the labour market over the next decade (https://youtu.be/zSKoxZI7b_s).

This week, we explore the question of how higher ed leaders can nurture a culture of innovation on campus. Academic environments tend to be cautious and risk-averse, and truly experimenting with programs or pedagogy usually requires curiosity, creativity, collaboration and genuine courage.

Paula admits academic innovation can be challenging, but also presents immense opportunity. Campus leaders need to walk a fine line, respecting tradition and preserving the strengths of the past, while reassuring people that it is also safe to try new things.

Paula uses the metaphor of a marathon: there will always be some pace-setters leading the pack, and others bringing up the rear. The campus leader's job is "to make sure that everybody is at least in the race." Paula puts a lot of her own energy into supporting those who are trying to innovate, and believes you need to hire a broad team of visionary leaders to provide direction to the whole college.

Ken points out that research on innovation emphasizes the importance of personal passion in successful innovation, but that there are many obstacles to empowering front-line staff to advance their own ideas. At Lethbridge College, Paula explains that their people development strategy is about finding people's passions and skills, and unleashing them to benefit the institution. But she also admits that most colleges have far more policies than they really need, and they definitely can be obstacles to innovation.

Paula recommends the "sandbox" model: establish clear parameters, within which staff and faculty can feel free to "play" creatively and innovate. The clear guidelines help to reduce the fear that can accompany experiment. Only when someone needs to step "outside the box" do they need to have a discussion about it. When extreme risk aversion causes us to overly control any environment (a college campus or a schoolyard playground), we inadvertently stifle creativity. Instead, we need to loosen up the rules, and provide a "loose play" structure in which staff and faculty can build and create.

10K will be returning to the question of campus innovation in many more episodes over the months ahead. To be sure you don't miss them, subscribe today! http://eduvation.ca/subscribe/

Paula Burns served as Provost & VP Academic at NAIT for 5 years before joining Lethbridge College as President & CEO 5 years ago. In addition to a decade of experience in senior administration, she holds a PhD in Education from Toronto's OISE, and an executive MBA from Royal Roads University with a specialization in leadership.

Shot on location at Lethbridge College in May 2018, by campus videography staff – thank you again! (If you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/ for further information.)

This week, Ken Steele continues his conversation with Paula Burns, President & CEO of Lethbridge College, about 5 key ways higher education should be preparing for the decade ahead.

(Last week, Paula described 3 notable innovations in competency-based learning, stackable modular credentials, and the use of VR technology: https://youtu.be/9-kxnnMA8nM)

1. Be Flexible to Reskill Working Students

Students not only need Work-Integrated Learning (WIL) but, Paula argues, will increasingly need "Integrated Work Learning," allowing working adults to return to college for short periods of upskilling and reskilling while continuing to work. Institutions need to respond with flexible learning and delivery models, to accommodate more and more part-time learners.

1. Be Nimble to Keep Up with Tech

Higher ed can't afford to take months or years to develop programs for new technologies like Virtual Reality, when industry needs our graduates yesterday.

1. Go Beyond Technical Skills

There is worldwide recognition that the skills of the future will be people skills, communication, critical thinking and collaboration skills – so colleges have to ensure that they go beyond the technical aspects of our programs, to prepare our students for the evolving economy.

1. Be Open to Collaborations

Colleges and universities need to innovate as a system overall. Collaboration and potentially mergers and integration will be the way of the future, says Paula. "Institutions can't all continue to do the same thing and think that we're going to be sustainable." Technologies should allow global collaboration on research and teaching alike. although "we talk lots about collaboration, but the system is still set up for competition."

1. Stay Focused on Areas of Excellence

Institutions should try to integrate their traditional full-time academic programs, continuing education and research or applied research labs into a centre of excellence that can reinforce each other. Every college or university might focus on 3 or 4 key areas of strength, to differentiate and focus each institution's resources on its real strengths.

Paula concludes by observing that the broader world is pushing higher ed to innovate. We can be leaders in our communities, partner to innovate, we just have to "step out of our own box and be part of a wider whole."

Next week, Ken's conversation with Paula concludes with some ideas for nurturing a culture of innovation on campus, thinking about lessons learned from the marathon running course and the playground sandbox. To be sure you don't miss it, subscribe today! http://eduvation.ca/subscribe/

Paula Burns served as Provost & VP Academic at NAIT for 5 years before joining Lethbridge College as President & CEO 5 years ago. In addition to a decade of experience in senior administration, she holds a PhD in Education from Toronto's OISE, and an executive MBA from Royal Roads University with a specialization in leadership.

Shot on location at Lethbridge College in May 2018, by campus videography staff – thank you again! (If you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information.)

This week, Ken Steele talks with Paula Burns, President & CEO of Lethbridge College, about 3 notable innovations in programming, pedagogy and applied research at her institution: competency-based learning, stackable modular credentials, and the use of virtual reality technology.

Don't let its location in small-town Alberta fool you – Lethbridge Collegeis a born innovator, and the frontier mindset seems to spark plenty of innovation. It opened in 1957 as the first publicly-funded community college in Canada, currently enrols more than 5,000 students and 1,900 online learners, and has been named one of the country's top 50 research colleges. (For more info, visit https://lethbridgecollege.ca)

Police Cadet CBE:

In partnership with the police forces for Lethbridge, Medicine Hat, and the Blood Tribe, Lethbridge College has introduced competency-based cadet training. Formerly, graduates of the Justice Studies programs had to repeat training on the job in order to satisfy national police board competency requirements, but the College redesigned the program to align with and test those competencies, so students are field-ready upon graduation.

Modular Agricultural Credentials:

Lethbridge College has also been thinking outside the box when it comes to delivering its programs for non-traditional students. For example, it converted the Agriculture Business Risk Management certificate program into a series of one-month modules that students can begin at any time, and take in any order – providing unprecedented flexibility to part-time working students. Moreover, the certificate is "stackable" – leading directly into the College's own Agricultural Enterprise Management Diploma program, or even a degree program at the University of Lethbridge.

Virtual Reality for Research & Teaching:

In October 2017, Lethbridge College opened a beautiful new 170,000 sq ft Trades Technologies Renewal and Innovation building, including 7,000 sq ft of interdisciplinary multipurpose "innovation space." Paula describes the current uses, including an irrigation research study and a virtual reality lab being used for research and several programs on campus. Lethbridge College uses VR for its Wind Turbine Technician program, and Interior Design students used VR for their final capstone projects, designing a house for a local industry competition. Lethbridge students also organized "Merging Realities" in April 2018, the world's first full-day conference aboutVR conducted entirely inVR, which will now become an annual event. (For more info see https://lethbridgecollege.ca/news/announcement/overwhelming-success-lethbridge-colleges-virtual-reality-conference-prompts-plans)

Paula Burns served as Provost & VP Academic at NAIT for 5 years before joining Lethbridge College as President & CEO 5 years ago. In addition to a decade of experience in senior administration, she holds a PhD in Education from Toronto's OISE, and an executive MBA from Royal Roads University with a specialization in leadership.

Shot on location at Lethbridge College in May 2018, by campus videography staff – thank you again!

Next week, Ken's conversation with Paula continues with a look forward to the challenges and opportunities that will shape the next ten years of higher ed. To be sure you don't miss it, subscribe today! http://eduvation.ca/subscribe/

And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/for further information!

Simon Fraser University is committed to community engagement, so much so that its campus master plan and infrastructure is focused on building communities, in Vancouver, Surrey, and on Burnaby Mountain. SFU is literally setting its vision in stone!

Last week 10K looked at how SFU's Engagement Strategy has been socialized across the institution, reinforcing efforts at community-based research, cultural engagement, public events and even April Fool's videos. (ICYMI, check out "Embracing Engagement at SFU" - https://youtu.be/EGWvfBqJEGs ).

In this episode, we look at SFU's "concrete" commitment to engagement, manifested in its campus infrastructure:

Science Plaza

Although SFU has no Astronomy department, it has constructed the Trottier Observatory on its Burnaby Mountain campus. Several times a month, hundreds of people from the community gather for "Starry Nights" stargazing, and the Science Courtyard incorporates architectural elements to convey a love for science. Ken speaks with Howard Trottier, SFU Physics professor, and founder of the Starry Nights program.

SFU Surrey

SFU opened a major campus in suburban Surrey's city centre, which is driving the development of a major metropolitan centre from scratch. The main building, designed by Bing Thom, brings together a university, a shopping centre, and an office tower in a mixed-use concept sometimes called "Vancouverism" – and that mixed-use concept is a good metaphor for SFU's vision of the "Engaged University." Ken speaks with SFU president Andrew Petter, and VP External Joanne Curry, who for 12 years led the development of the Surrey campus.

Downtown Vancouver

SFU also has the largest presence in downtown Vancouver, including the Segal Graduate School of Business, the RADIUS social innovation incubator, the Harbour Centre, and the Centre for Dialogue. Ken speaks with Shauna Sylvester, the director of the Centre for Dialogue, about the beautiful purpose-built facility and its unique Asia-Pacific Hall.

SFU Woodsworth's

In the heart of Vancouver's downtown eastside, SFU constructed a new School for Contemporary Arts in a former landmark, Woodsworth's Department Store. The development was a vision of Michael Stevenson, former SFU president, to revitalize a troubled region of social and political tension, and built community relationships through music, culture and the arts. Ken speaks with Howard Jang, then the director of the SFU Woodsworth's Cultural Unit, and Am Johal, the director of SFU's VanCity Office of Community Engagement.

SFU UniverCity

The most remarkable example of SFU's community-building is the 65-acre UniverCity development atop Burnaby Mountain, adjacent to its main campus. While the university had a land grant over much of the mountain, they asked the municipality to compress the density of that land grant to a much smaller area. The result is a small town that will ultimately be home to 10,000 people, and some of the world's most sustainable architecture and community infrastructure. Ken speaks with Gordon Harris, CEO of the SFU Community Trust, which manages the UniverCity development.

10K will revisit SFU's UniverCity project, the RADIUS incubator, the Science Plaza, the Centre for Dialogue and more in future episodes. To be sure you don't miss them, please take a moment now to subscribe! http://eduvation.ca/subscribe/

And stay tuned for some bloopers at the end of this episode!

At BC's Simon Fraser University, "the Engaged University," the slogan is much more than mere marketing; it's the focus for the institution's planning framework. (Although yes, it also helps differentiate the university's brand.) SFU president Andrew Petter invited Ken Steele for a campus site visit late last year, and this is the first of many episodes that will be the result.

Since the brand launched in 2012, SFU's Engagement Strategy has articulated how the institution will make a strategic priority of engagement:

Engaging Students through active and experiential learning, community service learning, co-ops and business incubators.

Engaging Research by partnering with people and organizations in the community and worldwide for mutual benefit.

Engaging Communities beyond mere philanthropy. SFU doesn't just provide value, but gains value in the process.

See "SFU: Engaging the World" at https://youtu.be/QeHcNcdAglo

What's most striking about the SFU vision is how it has been thoroughly socialized across all of its campuses, from Burnaby to Surrey and downtown Vancouver. Ken heard about engagement loud and clear when he spoke with Howard Jang (then the Director of SFU Woodward's Cultural Unit), Joy Johnson (VP Research & International), Shawn Smith (Co-Director of RADIUS SFU social innovation lab and venture incubator), Sarah Lubik (Director of Entrepreneurship & Innovation), Shauna Sylvester (Director, SFU Centre for Dialogue), and Am Johal (Director of SFU's VanCity Office of Community Engagement). More from these interviews will appear in future episodes!

SFU students even put the theme to music in this official anthem, created for SFU's 50th anniversary: https://youtu.be/L1AfIcsDNxU

The vision has taken root across the campus because the commitment to engagement has been "part of the DNA" of the institution for decades. It was not a top-down strategy, but it has helped to focus and motivate faculty and staff efforts -- and as it has started to shape hiring decisions, the momentum for engagement continues to build.

One of SFU's signature engagement programs is the Public Square, which organizes speakers and events that can be shared, both online and through mass media partnerships, to engage the broader public in dialogue. https://youtu.be/sxVGSFchR2c

SFU also clearly invests the resources necessary to produce top-quality video content for use in the classroom and for the public. And SFU's commitment to engaging the public includes developing some of the best higher ed April Fool's videos in the world. (See our episode on "Higher Ed Hijinks" at https://youtu.be/I2v4DnFX_Oo ).

Next week, we'll look at some even more "concrete" ways in which SFU contributes to community-building, investing in physical infrastructure to engage and even create communities. To be sure you don't miss it, subscribe today!

And if you would like to host a 10K Site Visit at your campus, see http://eduvation.ca/twk/site-visits/ for further information!

Ken Steele returns to the Brand Chemistry™ lab to round up 10 recent examples of colleges and universities that have focused their brands on a single word. It can be a real challenge to get campus-wide consensus, but there's a growing trend to quite literally "own a word" in the higher ed marketplace.

1) UC System – "Public"

The University of California system launched an online and OOH campaign in 2014 playing with the word "public" to emphasize the value of their research to Californians, and the world.

2) American U – "Wonk"

There are plenty of "policy wonks" in Washington DC, but in 2010 AU extended the idea to all sorts of disciplines, asking "What kind of wonk are you?" (See an extended 10K segment at https://youtu.be/IQJ27h9CtFg).

3) NSCC – "Strive"

Nova Scotia Community College launched a powerful, aspirational, and emotional campaign in 2016 emphasizing the challenges their students overcome, and their hopes for the future. https://youtu.be/P3ZkHOyqi_I).

4) uLethbridge – "Shine"

Southern Alberta gets tons of sunshine, so the University of Lethbridge's shield highlights the sun and their motto "Fiat Lux" the illumination provided by education. And their latest campaign, launched in 2015, spotlights their talented students, faculty and alumni, who "shine." https://youtu.be/lN4ojnM4WrE

5) uWindsor – "Promise"

Many branding agencies will tell you that you need to articulate a brand promise, but Ontario's University of Windsor made "Promise" their brand promise! https://youtu.be/Zi8oumjX-dM

6) Keyano – "Power"

Keyano College, in Fort McMurray Alberta, serves the labour needs of the Athabasca Oil Sands, and plays a critical role in the global energy sector. So they built a catchy, bold position using superhero capes and the slogan, "You've got the power!"

7) BCIT – "Complex"

Likewise, the British Columbia Institute of Technology wanted to empower its students and prospective students by preparing them for a complex world. https://youtu.be/nCmrk3CCArE

8) Brescia – "Bold"

Brescia University College is a Catholic, women-only institution affiliated with Western University, in London Ontario. In 2009 they launched a new brand to highlight a key benefit of a single-gender learning environment: more confident, outspoken students. So they focused on the word "Bold." https://youtu.be/TDqmcIgOMks

9) Maryville – "Brave"

Almost a decade later, another Catholic (and originally women's) college in Missouri launched a new online brand based on a very similar word: "Brave." https://mistress.agency/work/maryville-university-lets-be-brave-together-ad-campaign/

(See an extended 10K segment discussing "The Bold and the Brave" at https://youtu.be/UKHQjuUPKG0)

10) uWyoming – "Cowboys"

The most recent, and controversial, of these "One-Word Wonders" came from the University of Wyoming – an institution steeped in generations of cowboy symbolism. Their new slogan, "The World Needs More Cowboys," launched in August 2018 and sparked some immediate criticism for potentially reinforcing sexist and racist stereotypes. But the whole point of the campaign was to redefine the word cowboy and emphasize the diversity of "Cowboys" at uWyo. https://youtu.be/EbJXn_he_sg

(See an extended 10K segment on the Wyoming Cowboys brand at https://youtu.be/W6JweEAeX7s)

We've been looking at marketing slogans and brand campaigns, but to truly deliver on your brand promise, the institution must "live the brand", incorporating it into strategic planning, budgeting, hiring and more. Next time, we're going to visit a campus that has done just that, literally "moving mountains" to embody its brand!

To be sure you don't miss it, take a moment now to subscribe! Or sign up for our free email newsletter at http://www.eduvation.ca/subscribe

College and university marketers have to work hard to gather research and build campus consensus around a new brand position. Although the goal is to develop a distinctive position, the reality is that many higher ed branding projects result in some awfully similar creative executions.

Next week, we'll round up ten recent examples of "One-Word Wonders" – higher ed brands that try to "own a word" in the marketplace. But in this teaser episode, we'll look at two of them that wind up looking awfully similar.

Brescia University College, affiliated with Western University in London Ontario, is Canada's only women's university. In 2009, they launched a new brand position that focused on a key benefit of a single-gender learning environment: young women become more confident and outspoken. Thus "Brescia Bold" was born.

Brescia Bold Teaser (Sept 2017) - https://youtu.be/TDqmcIgOMks

Almost a decade later, a Catholic university in St Louis Missouri, Maryville University (which perhaps coincidentally was also founded as a women's college back in 1872, although it went coed in 1968) developed a new brand campaign for its online programs, offered in partnership with Pearson. The campaign focused on the bravery of adult students going back to study, and the creative hinged on another "b" word, "Brave": "Let's Be Brave Together," "The Future Belongs to the Brave," etc.

Maryville University campaign - https://mistress.agency/work/maryville-university-lets-be-brave-together-ad-campaign/

Brescia and Maryville, about 500 miles apart, were both founded as Catholic women's colleges (although each has adapted and evolved since then). Yet in trying to convey the quality of their students, they arrived at very similar words: "Bold" and "Brave."

Later this week, Ten with Ken will examine 10 examples of similar "One-Word Wonders" in a full-length episode. To be sure you don't miss it, take a moment now to subscribe!