Cameron Pegg, Executive Adviser for Engagement at Griffith University, is one of the 12 presenters of the 3rd Higher Ed Content Conference.
In this 3-question interview, Cameron shares a surprising outcome from content work, the biggest hurdle for content quality and a higher ed content dream.
1) What’s the most surprising outcome – in your work with content – you experienced in the past 12 months?
Good content speaks for itself, but that’s an easy thing to say in hindsight!
Colleagues within and external to my institution create inspirational, impactful content regularly, and I enjoy sharing and learning from it. The key is that we build a community where best practice is acknowledged as a crowdsourced activity – we are not competing with each other insomuch as learning from each other. Whenever I see a good piece of content produced within our sector, my first impulse is to share it. A great infographic or piece of visual storytelling is the best way to encourage colleagues to start exploring new ideas. Unsurprisingly, great content inspires more great content.
2) What’s the biggest hurdle for content quality at work? How do you deal with it?
The biggest hurdles are age old: time and money!
The thing is, universities spend an inordinate amount of time (and money) producing the same kinds of content (without critical reflection), and some of these resources would be better spent trialling new ways of working and communicating.
In the digital space, particularly, we do have to provide proofs of concept. When leaders see the results these assets achieve (likes, shares, views, donations, whatever), it makes it easier to pitch and create more of said content in the future.
3) If you were given everything you need, what’s the first piece of content you’ll create for your school?
I’d gather a fantastic group of colleagues and create something like this!
This kind of content requires a multidisciplinary research, writing and design team, but the final result validates the effort. Every university has hundreds of stories that would benefit from the “Everest” visual storytelling approach. The engagement potential is incredible.
4) What role does video play in your content strategy?
Video is only going to get bigger.
That said, too much university video content is like the brochureware content of old – it’s boring. I applaud the universities who are exploring short-form and live video content. I think for news, in particular, there’s a great opportunity for Periscope and platforms like it.
My advice to institutions experimenting with video is to find their voice – a schmick corporate video with a stock soundtrack will look and sound, well, just like all the others out there. The chance of it reaching who you want it to reach is low. What is the story that only your institution can tell? Oh, and involve your multimedia/journalism/fine art students where you can. They know the platforms and the messaging needed for potential students much better than we do.
