November 2010 Introduction Introduction I ntroduction Research - PowerPoint PPT Presentation

November 2010

Introduction Introduction

I ntroduction Research Purpose To help determine the impact of the printed class schedule on students’ decision to enroll. Research Questions 1. What value proposition does the printed class schedule hold for students and community members including the hold for students and community members including the method of distribution (mail, on campus)? 2. How do students use the printed class schedule? 3 3. To To what degree does the printed class schedule influence hat degree does the printed class sched le infl ence enrollment decisions?

A Multi-Pronged Approach Student Intercept Survey Student n=1,872 Feedback Stop Out Sessions Student Survey Survey n=56 n=56 n=18 Authentic Input Input Reg ‐ e Online Student Faculty & Ss Services Services Survey Survey Staff Survey Online n=7,401 Business & n=456 Community Survey n=46

Psychographic Profiles Key Characteristics  Use schedule to BROWSE and SHOP for classes and professors, and use schedule as a workbook or convenient reference rs Printed Schedule Printed Schedule Loyal User  Retain MULTIPLE copies (one in backpack, one at home) and SHARE Power Users or GIVE to friends/family  USE student support services REGULARLY and have specific education goals education goals bo Users  Use the printed schedule as a quick REFERENCE and continue to use Sometimes it frequently and will also use the online schedule when convenient Printed/Sometimes  Are adept at using the online schedule but will KEEP and USE a Are adept at using the online schedule, but will KEEP and USE a Online Users O li U Com copy of the printed schedule handy for their INITIAL PLANNING  Use the printed schedule in their FIRST semester but more inclined to use the Internet because of its EFFICIENCY and CURRENCY of info s Early User Online Schedule  Likely to GIVE AWAY their schedules to family, friends and co ‐ Advocates workers  Follow an EDUCATION PLAN they’ve created or worked with a counselor to create counselor to create.

Enrollment Influencers Enrollment Influencers

Top 6 I nfluencers on Decision to Enroll 1. E ‐ mail Notifications from the College – Most students agreed that the e ‐ mail reminders to register M d d h h il i d i trigger their enrollment decisions. 2 2. Printed Schedule in the Mail Printed Schedule in the Mail – Many students said that the schedule they received in the mail each semester was a good reminder for them to register. They use this as a trigger to begin browsing and/or selecting classes. 3. Self ‐ Motivated – Some students indicated they were self ‐ motivated and created their own Ed Plan so they knew which classes to register for in h i Ed Pl h k hi h l i f i subsequent terms. They also kept a calendar to remind them when to register.

Top 6 I nfluencers on Decision to Enroll 4. Counselors – Some students stated that they visit their counselors who use the S t d t t t d th t th i it th i l h th printed schedule to help them put together an Ed Plan which keeps them organized and on track with their intended education goal. 5. Friends and Family – Some students mentioned they seek help from their friends or family members who have had more experience in college than they have p g y had. 6. Employers and Referrals from Four ‐ Year Institutions – A few students mentioned their employer leaves copies of the class schedules in the break room at work and that this reminds for them to register. Others mentioned that they received referrals from another school they attended.

Distribution & Distribution & Marketing Marketing

Receiving Class Schedule I nform ation Survey Student Respondents 79% 38% 36% 26% 26% 21% Yes No By Mail Online On campus/other location Did you receive the class schedule postcard How do you prefer to receive the class in the mail? in the mail? schedule ? schedule ?

How effective is the printed schedule in m aintaining college presence in the com m unity? g g p y • Many faculty and student services staff commented that they did not have adequate knowledge to respond to d k l d d 48% this topic. Some suggested: limiting 41% the number of printed schedules on campus and place them in heavy traffic 33% areas, and mailing the schedule to new d ili h h d l 28% 25% 24% students only. • Some business and community members commented that the printed members commented that the printed schedule is a valuable resource: “The information helps students to make choices of classes that they never Very Neither Effective/Very Effective knew were available, and lead to new knew were available and lead to new Ineffective/Ineffective Effective/ careers that they had never imagined. Ineffective By having this information accessible to the community it motivates senior Business/Community Members usiness/Community Members Faculty/SS Staff Faculty/SS Staff citizens to go back to school to start a citizens to go back to school to start a new career.” (n= 455) (n= 46)

How effective are the follow ing efforts in recruiting students? recruiting students? Faculty & Student Services Staff (n= 455) Very Effective 11% 14% 14% 16% 16% 43% 32% 52% Effective 60% 59% 38% 43% 43% Neither Effective/ 90% Ineffective 24% 28% 28% Ineffective 25% 30% 22% 12% 11% 12% 8% Very Ineffective Very Ineffective 8% 8% 4% 4% 2% Mailing the Class Distributing the Sending the Class Online Schedule Schedule Class Schedule on Schedule via Email campus and select locations

How effective are the follow ing efforts in recruiting students? recruiting students? Business/Community (n= 46) 9% Very Effective 13% 13% 41% 46% 55% Effective 33% 56% 47% 42% Neither Effective/ 73% Ineffective 32% 29% 20% 20% Ineffective 36% 18% 16% 20% 7% Very Ineffective Very Ineffective 9% 9% 9% 9% 4% 4% 2% Mailing the Class Distributing the Sending the Class Online Schedule Schedule Class Schedule on Schedule via Email campus and select locations

Reasons for Picking Up Class Schedule on Cam pus Class Schedule on Cam pus • Most students use multiple copies of the schedule because copies of the schedule because they are abundant and easy to find on campus. 27% 57% % Did not receive • Students will pick up the it in the mail Convenient schedule on campus if they live outside of the service area and d do not receive it in the mail. i i i h il 9% No • Students find the printed computer 7% 7% schedule easy to carry or take schedule easy to carry or take with them. Share with others

Value Propositions Value Propositions

I m portance/ Use Strategic Mapping Online & Printed Schedule • The combination of the two Very O=Online Schedule Important p O O O types of schedules meets all types of schedules meets all P=Printed Schedule groups’ expectations. O P P O nce • The on campus survey P of Level o Importa respondents believed that both versions equally meet their expectations. • The other groups found the Very online version to more Unimportant closely meet their Level of Usefulness expectation. Not At All Very Useful Useful Reg ‐ e students Intercept students Business/Community Business/Community Faculty/SS Staff Members

Use & Process Use & Process How often do you use the printed schedule to do the following?

Brow se for Classes & Program s • Keep the schedules with them or in a 66% secure location so they can:   Access it before the semester to i b f h help them select classes,  During the semester to help them 41% crash classes, and , 35% 35%  After the semester as a reference 25% for future planning 20% • Shop around and take classes at 14% more than one college. • Printed schedule users find it mobile and will use it to browse for classes in Never/Seldom Never/Seldom Sometimes Sometimes Usually/Always Usually/Always various locations. Online browsers use the sort and filter function but admit Intercept students Reg ‐ e students that the online schedule is not as mobile as the printed schedule. mobile as the printed schedule.

Select Classes • Use the class schedule as a workbook; 73% mark it up with notes and highlight those classes they wish to take • Keep more than one printed schedule: – One as a workbook at home – One as a workbook at home 39% 39% 38% 38% – One in backpack as a reference – One in car or to give away to a 23% family member, friend or coworker 14% 14% 13% 13% • May use the online schedule because it offers the most current information on classes including waitlist information classes including waitlist information Never/Seldom Never/Seldom Sometimes Sometimes Usually/Always Usually/Always Intercept students Reg ‐ e students

Get I nform ation on Support Services • Use the information in the directory section of the printed directory section of the printed 57% 57% schedule to find support services on campus not the description of 46% services 31% • Usually unaware that this 24% 23% information is available in the 19% printed schedule and so are more p inclined to visit the colleges’ website to find this information, or may remain unaware of these Never/Seldom Never/Seldom Sometimes Sometimes Usually/Always Usually/Always services services Intercept students Reg ‐ e students