Stand by me: Does promoting university clubs and societies through personalised emails and videos work?

Abstract

Students have faced substantial challenges concerning belonging following the pandemic, particularly related to isolation and loneliness. This study implemented and examined the efficacy of an intervention using personalised emails and learning management system (LMS) based promotional videos designed to enhance membership in student-led clubs and societies.  We obtained data from the personalised email platform, LMS and institutional records. Our empirical analysis, using partial least squares modelling, showed a significant and positive association between emails, videos, membership and student grades, thereby supporting the role of personalised emails and LMS videos in promoting club and society membership and improving grades. We also found a significant mediation chain from emails to videos to membership to grades, supporting the value of our integrated approach. However, low socio-economic status had a significant and negative moderating effect on the association between reading emails and watching videos, indicating potential disparities in low socio-economic status students' access to digital resources.

Implications for practice or policy:

• Tertiary institutions should leverage personalised email communications to increase engagement with LMS-based content promoting university clubs and societies membership, associated with improved membership and grade outcomes.
• Weaker response among low socio-economic status students suggests digital strategies alone are insufficient, and institutions should complement approaches with targeted outreach and alternative communication channels.
• Tertiary institutions should integrate data from email platforms, LMS systems and institutional records to identify where students disengage and design targeted interventions accordingly.