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A Competitive and Experiential Assignment in Search

Engine Optimization Strategy
a a
Theresa B. Clarke & Irvine Clarke
a
College of Business, James Madison University, Harrisonburg, VA
Published online: 05 Dec 2014.

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To cite this article: Theresa B. Clarke & Irvine Clarke (2014) A Competitive and Experiential Assignment in Search Engine
Optimization Strategy, Marketing Education Review, 24:1, 25-30

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 A Competitive and Experiential Assignment in Search Engine
Optimization Strategy
Theresa B. Clarke and Irvine Clarke III

Despite an increase in ad spending and demand for employees with expertise in search engine optimiza-
tion (SEO), methods for teaching this important marketing strategy have received little coverage in the
literature. Using Bloom’s cognitive goals hierarchy as a framework, this experiential assignment provides
a process for educators who may be new to SEO while helping students engage competitively in SEO
marketing strategies. Assessment results indicate that the majority of students successfully learned how
to conduct SEO.
Downloaded by [Chinese University of Hong Kong] at 20:35 24 February 2015

Search engine marketing (SEM) is an aspect of online mar- appear based on search queries, and pay the search engine
keting strategy that involves increasing and maintaining a whenever a user clicks an ad. Google AdWords and Bing Ads
Web site’s rank on search engine results pages (SERPs) in are the key platforms used by marketers to engage in PPC.
order to be easily found by searchers. This is an important The other SEM strategy is search engine optimization, which
domain of marketing to understand because the higher a involves three optimization factors as part of a compre-
site’s ranking on a SERP, the more clicks are expected for hensive online marketing strategy: on-page, off-page, and
the Web site (Mikulin 2013). Compared with other forms sitewide. On-page optimization deals with aspects on the
of Internet marketing (e.g., display ads, mobile marketing, Web page itself such as the page title and file name. Off-page
e-mail), search engine marketing is a clear leader and rep- optimization involves generation of relevant social signals
resents nearly half the total online ad spend in the United and high-authority “backlinks” to the targeted Web page.
States, with $12 billion in 2010 and projections of $24.45 Sitewide optimization includes techniques to influence
billion in 2016 (eMarketer 2012). SEO (search engine opti- rankings of the entire site, not just one specific page.
mization) is a driver of new marketing approaches (Harrigan Both PPC and SEO strategies involve boosting rankings
and Hulbert 2011), an element within marketing education on a SERP, but there are differences in where those results
typology (Finch, Nadeau, and Norman 2013), and a promi- might appear. As seen in Figure 1, paid results from PPC
nent career area in digital marketing (Wymbs 2011). In a strategy tend to be displayed along the top and right-hand
study of marketing jobs, Schlee and Harich (2010) reported side of a SERP, whereas the organic results from SEO strategy
that about one-third of the job ads sought candidates with appear in the main body of the page. Based on a sample of
specialization in Internet marketing tools, including search 1.4 billion searches, GroupM UK and Nielsen found that
engine optimization. Furthermore, the 2013 Marketing Jobs consumers click on organic results by a margin of 94 percent
Outlook reports that demand continues to rise for employ- to 6 percent for paid results (Goodwin 2012). As a growing
ees with SEM expertise (Rossheim 2013). and important area of online marketing strategy, students
Marketers typically use two distinct SEM strategies to should be equipped with an understanding of current
help their Web sites rank high in the SERPs. The first strat- technologies such as SEO. In terms of the marketing cur-
egy is pay-per-click (PPC), also called cost-per-click or paid riculum, the use of PPC, especially as used in Google Online
search, where marketers bid on keyphrases, develop ads to Marketing Challenge, is well documented in the literature
(Neale et al. 2009). The Google Challenge is one of the
most effective, global academic endeavors to teach students
Theresa B. Clarke (Ph.D., University of Kentucky), Professor of
about the PPC side of SEM, but a problem is that pedagogi-
Marketing, College of Business, James Madison University, Har-
risonburg, VA, [email protected]. cal research is lacking regarding the SEO side. Because new
Irvine Clarke III (Ph.D., Old Dominion University), Professor of technologies can pose challenges to faculty (Tuten and
Marketing, College of Business, James Madison University, Har- Marks 2012), this paper aims to provide clear guidance for
risonburg, VA, [email protected]. educators who want to develop a mastery of SEO and pass

Marketing Education Review, vol. 24, no. 1 (spring 2014), pp. 25–30.
© 2014 Society for Marketing Advances. All rights reserved. Permissions: www.copyright.com
ISSN 1052–8008 (print) / ISSN 2153–9987 (online)
DOI: 10.2753/MER1052-8008240104
 26 Marketing Education Review
Downloaded by [Chinese University of Hong Kong] at 20:35 24 February 2015

Figure 1
SERP Locations for PPC and SEO
Notes: SERP = search engine results page; PPC = pay-per-click; SEO = search engine optimization.

that knowledge along to their students. Through this SEO one live Web page, or blog post, that they can fully con-
assignment, students can acquire a deeper understanding trol and edit. This may be a personal Web site or a client
of factors that contribute to high organic rankings. Web site, with social media accounts, where students have
been granted editing access. In situations where Web site
The SEO Assignment creation is not a focal element of a class, students can very
easily and quickly create a Web site on free platforms such
Most marketing students have a general sense about the as WordPress.com and Blogger.com. Next, the instructor
importance of high organic rankings in search engines, assigns one keyphrase such as “I love XYZ college,” “XYZ
but they lack an understanding about how such rankings University marketing major,” or even something such as
are actually attained. To help students develop an appre- “homemade pizza recipe.” The keyphrase could be about
ciation for the complexities associated with SEO strategy, most anything, but should represent a topical area where
the learning objective for this assignment was for students students have general interest and knowledge. Students
to acquire hands-on experience and enhance skills with are instructed to create a simple 250- to 300-word landing
SEO. To be as realistic as possible, this experiential assign- page (e.g., the page/post a visitor arrives on after a click)
ment involved active Web sites that competed against one that incorporates the assigned keyword phrase as the main
another to achieve top organic rankings in search engines. topic. One reason for assigning a phrase, rather than letting
Students in an e-Marketing course aimed to outrank their students select their own phrase, is to “level the playing
peers in organic search when conducting a search query field” so that everyone in the class has an equal opportunity
using an assigned phrase. Classical elements from Bloom’s to rank high on that targeted keyphrase. Another reason
taxonomy (Bloom 1956) were used to organize aspects of is to emphasize the importance of identifying and using
the assignment. a primary keyphrase as part of an on-page optimization
strategy. To avoid spillover across semesters, the assigned
Landing Page Creation keyphrase should vary from one semester to the next.
About one to two weeks after the Web page is created,
The first phase involves a few preparatory activities for to allow the search engines to crawl and index content of
the assignment. A prerequisite is that each student needs pages, students conduct an SEO pretest. This test is a simple
 Spring 2014 27
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Figure 2
Example of Diagnostic Quiz Results
Note: SEO = search engine optimization.

search query to determine where their page is currently SEO Knowledge and Comprehension
ranked in Google.com using the assigned keyphrase. For
example, if a student’s page appeared on the seventh page Students are assigned a 30-minute online quiz at http://
of search results and was the fifth result on that page, their mz.cm/163wsV/. This diagnostic quiz can be completed
location score would be a 75. Assuming that there are 10 in or out of class and consists of 75 questions about the
results per page, 7 times 10 is 70, and the fifth result on three pillars of SEO (content, links, and social media). If
that page gives an additional 5. This score is not an exact the instructor would like a record of quiz results, students
SERP location, but rather a close approximation of ranking can print the final results page, such as the one in Figure 2.
at a specific point in time. It helps students understand the Alternatively, the entire completed quiz can be saved and
starting point for where their page currently exists in the e-mailed to the instructor for further assessment. Students
rankings based on the assigned phrase. If students could not with no prior experience working with SEO will often get
find their page after looking through the top 20 pages of 20 percent to 40 percent of the questions correct. The
results, they simply report that their page was not found. The purpose of the quiz is to ascertain current knowledge and
SEO Pretest takes less than five minutes to complete. The to sensitize students to the complexities associated with
instructor conducted the same search query at the same time SEO. Next, the instructor poses questions such as “What
to verify that students’ page location scores were accurate. do you know about SEO?,” “What do you want to learn
When discrepancies were found, students were personally about SEO?,” and “What do you think needs to be done to
notified about their reporting error. The next phase assesses get your page ranked higher?” Responses can be recorded
students’ general knowledge and aims to motivate them to on a board, a viewing screen during class, or in an online
pursue the topic further. discussion board.
 28 Marketing Education Review

100
90
80
Number of Students
70
60
50
40 Pretest
Posttest
30
20
10
0
Not found within 16-20 11-15 6-10 1-5
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the first 20 pages of

results
Student Page Location in SERP
(in increments of five pages where lower numbers represent higher rankings)

Figure 3
Comparison of Pretest and Posttest SERP Locations of Student Pages
Note: SERP = search engine results page.

Next, the instructor leads a deeper discussion about the their page, and Google Webmaster Tools to alert them to
role of SEO in marketing strategy to help students com- potential structural problems with their site.
prehend what it means to implement SEO. Accompanying Because of the time it takes for SEO strategies to take
slides are available at http://slidesha.re/13IZSbe/ to assist effect in the search engines (Sparks 2013), at least two weeks
with this phase of instruction. These slides provide a wealth is desirable for students to fine-tune and experiment with
of information to describe both the theoretical and practi- the applied optimization efforts outside class. Students
cal aspects of SEO. Included is a coverage of topics such should be encouraged to regularly check their rankings, and
as the search landscape, how search engines work, how to the rankings of their peers, by searching for the assigned
build accessible sites, conducting keyword research, link- keyphrase in search engines.
building strategies, social media effects on SEO, the Web’s
influencers, and essential SEO resources. This material can
SEO Synthesis and Evaluation
be used as the basis for lectures, class demonstrations, or
discussion. After the students have been given an adequate Toward the end of the semester, and using the same process as
foundation in SEO, they are ready for the next phase. the SEO pretest, students perform a SEO posttest to determine
where their page ultimately ranked by conducting a search
SEO Application and Analysis query in Google.com using the assigned keyphrase. This
location score is reported to and verified by the instructor. In
The third phase involves hands-on practice to help students most cases, students will have observed an improvement in
experience how to improve their organic rankings. Here they their rankings as compared to their pretest score. Students
are challenged to outrank each other, using the assigned write a 500- to 600-word paper addressing the following
keyword phrase, based on their knowledge gained about SEO issues: (1) location scores from the pretest and posttest to
strategies thus far. Students engage in any number and com- evaluate net change in rankings, (2) a synthesis of the on-
bination of SEO strategies of their choosing to maximize page, off-page, and sitewide SEO strategies used, and (3) a
organic search rankings. For students wanting additional discussion of ideas to improve and maintain organic rank-
resources for this phase, supplementary materials are avail- ings in the future. This reflective component helps students
able in the Google SEO Starter Guide (http://bit.ly/11Xze/). strengthen their understanding of SEO. Further, it provides
To assist in analysis, students are advised to utilize some an opportunity to provide feedback to students who did not
of the free applications available, such as Google Analytics quite understand what on-page, off-page, and sitewide factors
to gain a deeper understanding of how others are finding might have affected their performance in the SERP.
 Spring 2014 29

Table 1
Summary of the Four Phases of the SEO Assignment

Phases Deliverables Recommendations

1. Landing Page One Web page and the pretest Plan for 30 minutes outside of class to create the landing page. Add an
Creation additional 20 to 30 minutes if students need to get a basic Web site started
from scratch. If possible, wait a week or so before conducting the pretest.
2. SEO Knowledge SEO quiz Plan for 30 minutes outside class to take the quiz. Two class sessions (about
and Comprehension 2.5 hours) were dedicated to this phase for class discussion and delivering
material about SEO.
3. SEO Application None Students work on their own outside class.This is a good time to move on to
and Analysis other course topics.
4. SEO Synthesis and Posttest and the reflection paper Conduct posttests as late as possible in the semester. Grading of the
Evaluation reflection paper should be straightforward for instructors who successfully
teach the knowledge and comprehension phase.
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Note: SEO = search engine optimization.

Assessment Results of the of students that observed no improvement in rankings,

SEO Assignment they articulated quite well why their organic results did
not increase in rank (e.g., incorrect strategies used, not
To assess the effectiveness of this assignment, location enough effort expended).
data from the pretests and posttests were analyzed. The
sample consisted of 97 students enrolled in an e-Mar-
Overcoming Challenges and
keting elective course during two semesters at a Mid-
Adaptability of the SEO Assignment
Atlantic public university. The overwhelming majority
of students had no experience with SEO strategy prior Unlike PPC, where results in SERPs can be viewed almost
to taking this class. Figure 3 presents the distribution immediately, SEO takes time. As such, sufficient time should
of students’ rank in the SERP based on their pretest and be built in the course to allow the engines to index the page
posttest location scores. content after student optimization. Table 1 features each
The average pretest score was 200.10, with a range of assignment phase, recommended time to complete each
159 to 201. Only 3 of the 97 students could locate their phase, and other helpful guidance for instructors. Likewise,
page within the first 20 pages of results (20 pages × 10 students should be advised not to procrastinate on this
results). The other 94 students were assigned a pretest assignment. Consistent with what actually happens in the
score of 201 to indicate their page was located somewhere engines, pages optimized earlier have a better chance of
beyond the first 20 pages. After optimizing their Web outranking those optimized later.
pages for four weeks, 88.7 percent of students observed an Search engines regularly change the algorithm affecting
improvement in rankings. The average posttest score was search results. Because search engines are so dynamic, it
82.24, equating to an approximate SERP location of page is important to capture student rankings at one consistent
8, result #2. The average improvement was 117.86, repre- point in time using the same search engine. Although
senting a 114 percent increase in rank of at least 11 and a results may be similar across different engines, they are
half pages. Eight students even managed to rank on the unlikely to be exact. The focus of this assignment was in
very first page of results. Overall, 43.2 percent of students Google.com, but similar optimization processes are avail-
attained a position within the top five pages (1–5) in the able within Bing as well, such as SEO for Bing (http://
SERP, 23.7 percent were in the next five pages (6–10), 11.3 binged.it/10s8KgD/).
percent were in the next five pages (11–15), 10.3 percent “Black hat” refers to unethical or deceptive SEO tech-
were in the next five pages (16–20), and 11.3 percent were niques. Students may inadvertently or purposely employ
not found after viewing 20+ pages of results. Student black hat to improve rankings. Regardless of intent, students
reflection papers indicated that it was a fun, rewarding, should be warned not to engage in such practices because
and practical learning experience. Students expressed a of detrimental long-term effects on rankings. A brief sum-
sense of achievement, and sometimes even surprise, from mary of black hat techniques is available at http://bit.ly/
seeing improvements in their rankings. For the minority EHV89/.
 30 Marketing Education Review

Students could follow the steps in this assignment to eMarketer (2012), “US Digital Ad Spending to Top $37 Billion in
engage in SEO for a real business or nonprofit; we identify 2012 as Market Consolidates” (available at www.emarketer.
com/newsroom/index.php/digital-ad-spending-top-37-
this as a limitation, however, as each organization would
billion-2012-market-consolidates/).
need to provide students with editing access to their Web Finch, David, John Nadeau, and Norman O’Reilly (2012), “The
site and social media accounts. While this assignment Future of Marketing Education: A Practitioner’s Perspective,”
was administered in an e-Marketing course, it could be Journal of Marketing Education, 35 (1), 54–67.
Goodwin, Danny (2012), “Organic vs. Paid Search Results: Organic
integrated into other courses where the instructor wants to
Wins 94% of Time” (available at http://searchenginewatch.
infuse a technological element, offer extra credit, and/or com/article/2200730/Organic-vs.-Paid-Search-Results-
provide exposure to SEO. Because SEO is one of the two Organic-Wins-94-of-Time/).
main strategies of SEM, this SEO assignment serves as a Harrigan, Paul, and Bev Hulbert (2011), “How Can Marketing Aca-
demics Serve Marketing Practice? The New Marketing DNA
stimulating complement for professors who might be teach-
as a Model for Marketing Education,” Journal of Marketing
ing PPC as part of the Google Online Marketing Challenge. Education, 33 (3), 253–272.
Courses such as e-Commerce, Social Media Marketing, Matulich, Erika, Raymond Papp, and Diana L. Haytko (2008),
Advertising, IMC, and Public Relations are ideal because “Continuous Improvement Through Teaching Innovations:
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of the technology and communication skills required in A Requirement for Today’s Learners,” Marketing Education
Review, 18 (Spring), 1–7.
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sites and working in real social media accounts, they could Reviewed: Google Proves It’s Critical to Be in Top Three
develop SEO strategic plans as part of a larger course project Search Results” (available at http://eyetools.com/research_
in these courses. google_eyetracking_heatmap.html).
Neale, Larry, Horst Treiblmaier, Vani Henderson, Lee Hunter, Karen
It is the responsibility of marketing educators to prepare Hudson, and Jamie Murphy (2009), “The Google Online
students for marketing with technology (Matulich, Papp, Marketing Challenge and Research Opportunities,” Journal
and Haytko 2008). Because SEO strategies likely were not of Marketing Education, 31 (1), 76–85.
part of the traditional curriculum taught to today’s mar- Rossheim, John (2013), “2013 Marketing Jobs Outlook” (available
at http://career-advice.monster.com/job-search/company-
keting educators, this innovation may serve as a valuable
industry-research/2013-marketing-jobs-outlook/article.
resource. The assignment empowers students by giving aspx).
them marketable and technical skills that are in demand Schlee, Regina Pefanis, and Katrin R. Harich (2010), “Knowledge
in practice. By learning how to successfully optimize one and Skill Requirements for Marketing Jobs in the Twenty-First
Century,” Journal of Marketing Education, 32 (3), 341–352.
Web page on their own, students have developed potential
Sparks, Chris (2013), “Why Does SEO Take So Long?” (available
to effectively optimize an entire site. at www.searchenginejournal.com/why-does-seo-take-so-
long/62670/).
Tuten, Tracy, and Melanie Marks (2012), “The Adoption of Social
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