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Appendix 14.5: Merger Communications Plan
Potential Staf
Potential Students
'Inl uencers' of Potential Student
Research
Research will allow the benchmarking of where we are now in terms of merger communications, as well as
identifying key merger communication requirements. Research should be carried out with key internal and
external audiences (realistically, in many cases, this will have to be a sample) and should be a continuous
activity not just a one of .
Key research tools to gather quantitative data and qualitative data will be:
Survey Monkey
Focus Groups
One-to-Ones
Key Messages
Development of key messages should be linked to the Consultation and Merger proposal documents,
rel ect research outcomes and inform the new corporate brand development exercise.
At this juncture, it's suggested that key merger messages could include:
Merger process
Timelines and key milestones
Key benei ts of merger
Recruitment of a Principal to lead the merged college
Search for a name for the merged college
Sheer scale and scope of the new college in the context of Glasgow & Scotland
Business as usual but even better - continuity, seamless transition
Building on success and high standards - highlighting the track record of the three colleges' successful
students
The breadth and depth of links and partnerships of the merged college
Huge investment planned for the New Campus Glasgow project
Key development targets for New Campus Glasgow
Communication Channels
Appendix A attached provides a schematic presentation of the various proposed communication
channels. It primarily illustrates internal communication as it provides the 'backbone' of all communication
activities.
Communication Facilitators / Champions
Successfully deployed in previous mergers, the facilitators / champions are a critical communication
conduit and trusted two way source of information. Information requests from staf and students can be
channelled through the facilitators. The facilitators / champions provide a means of one-to-one verbal
communication, which can often be more ef ective and reassuring than written forms of communication.
Each college should have a minimum of four facilitators for each of the following categories:
Teaching staf (including operational managers)
Support staf (Including operational managers)
Students
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