The Five Dysfunctions of Enrollment Management Practice Today - PowerPoint PPT Presentation

The Five Dysfunctions of Enrollment Management Practice Today AACRAO SEM November 8, 2010

Panelists Sean Ryan , Vice President for Enrollment Management, Bellarmine Univeristy David Wuinee , S enior Consultant, Maguire Associates Tim Sturgeon , Dean of Undergraduate Admission, Bellarmine University Kathy Dawley , President, Maguire Associates

Have we lost control of EM? How can we better encourage actions of collaboration and less concern for protecting silos? Why do we need more institutional collaboration? How can we make cross functional partnerships work better? Be more sustainable? 3

# 1 The Absence of Sustainable, Cross Functional Partnerships

Stealth Applicants When more and more candidates for admission are “stealth applicants” who, having researched the school on the Internet, fly in under the institutional radar . . . How does the school control its student recruitment and messaging? APP 5

What a Wicked Web When any rumor – whether true or false – can be posted by anyone, gain traction and spread virally through an ever-expanding universe of online social networks . . . How does a school control its institutional reputation? 6

Rankings Tyranny When third-party entities like U.S. News & World Report have so much influence over public perception of relative institutional quality that they can seduce institutional leaders to “game the system” in ways that actually undermine the school’s mission . . . . How can a college or university control its distinctive identity and promise? 7

Why do we need a new formula for EM?  Enrollment Management has become more about gaining short-term competitive advantage . . .  . . . and less about finding the best fit between school and student to the long-term benefit of each.  Clinging to the traditional formulation – The Enrollment Funnel – is just making things worse. 8

The Traditional Enrollment Funnel An image borrowed from business marketing.  Prospective students are like “sales leads” that become increasingly “qualified” as the move through successive stages.  Thereby meriting an increasing expenditure of time and money to convert them into enrolled students.  The funnel implies completion of a one-time sale at the point of enrollment. 9

The Multi-Funnel Model A considerable improvement over the single funnel model.  Adopts a life-cycle perspective.  Provides entry points at different phases.  Speaks to who is making decisions at each phase.  Allows institutional agency in promoting conversions. 10

Why is it that we add and add to our portfolio of initiatives without “retiring” programs of the past? Why do we avoid decisions involving the reallocation of resources (time, money)? How can we build courage and confidence, take more risks, and be more efficient with precious institutional resources? 11

# 2 The Fear of Letting Go

2008: Search Prospects Regular Freshmen 13

2008: Search Applicants Regular Freshmen 14

2008: Search Enrolls Regular Freshmen 15

Fall 2008 Selected Search Conversions 16

Why are we so stuck on the lure of consensus and certainty? Why are we so reluctant to commit to proof points about the value of our institution? Why do we say so little in favor of waiting for perfect information? 17

# 3 The Lack of Commitment to Proof

Top College Priorities Students’ and parents’ overall college priorities remained consistent within recent years:  Academics  Value of Education  Quality of major  Practical, career-oriented  Preparation for the coursework and majors Future  Academic reputation  Employment opportunities after  Quality of students graduation  Costs/Financial Aid  Preparation for graduate/professional school  Total costs  Availability of merit- or need-based  Campus Related financial aid  Academic facilities  Personal Attention to  Campus atmosphere  Campus safety and security Students Q: Below is a list of charact erist ics t hat st udent s t ypically consider when making a college choice. Please rat e each f or it s import ance t o you in choosing a college or universit y. S cale: 1 (Not at All Import ant ) t o 5 (Ext remely Import ant )

How Do Students Assess the Quality of a College or University? Regardless of whether they prefer to attend a public or private, students tend to weigh most heavily:  Variety and depth of courses in their field of interest  Percent of students employed after graduation  Academic facilities  Student/faculty ratio  Graduation rate

How Do Students Assess Quality? Table 4 Variables that Weigh Very Heavily in Students’ Assessment of the Quality of a College or University Prefer Prefer Public Private The variety and depth of courses in your field of interest 50% 54% Percent of students employed after graduation 50% 44% Availability and quality of academic facilities -- libraries, laboratories, studios, 43% 38% classrooms Student/faculty ratio 25% 38% Graduation rate 37% 36% The experiences of students who have attended (or are attending) the institution 28% 35% Placement rate in graduate and professional schools 30% 29% People who know and respect the institution 26% 27% Availability of academic advising and tutorial services 29% 26% Study abroad opportunities 23% 25% A rigorous core curriculum 16% 22% Comprehensive university that offers both graduate and undergraduate programs 30% 22% Focus on applied study 27% 22%

How Do Students Assess Quality? Table 4 (continued) Variables that Weigh Very Heavily in Students’ Assessment of the Quality of a College or University Prefer Prefer Public Private Application requirements/criteria 21% 19% Academic focus on the liberal arts 9% 16% Opportunities for students to participate in research 20% 15% Average standardized test scores (SAT, ACT) of incoming students 9% 14% Content and appearance of a college or university’s Web site 15% 13% Existence of an Honors program 18% 13% The selectivity of an institution, based on published acceptance rates 13% 13% Percent of faculty with PhD's 12% 12% Rankings and ratings in US News , Money and college guidebooks 8% 11% Impressions from printed materials 9% 7% Whether institution offers classes that are conducted entirely via the Internet 8% 5% Famous alumnus/alumna have attended 3% 4%

How can we reduce the need for excessive bureaucracy around performance management and corrective action around student retention? Why are we so reluctant to call our peers in other areas of the institution on behaviors that might hurt efforts to improve student satisfaction? Why do we continue to “track” more than “act”? 23

# 4 The Avoidance of Accountability for Student Retention (Satisfaction)

Who Is Accountable for Retention? More institutions reported having a Committee assigned to tracking and improving persistence. Enrollment President’s Business Academic or Management/ Financial Aid Office Office Student Life Admissions Full-Time Administrator/ 44% 30% 38% 25% 31% Coordinator Part-Time Administrator/ 21% 12% 4% 9% 15% Coordinator Committee 46% 52% 54% 47% 54% No one 8% 21% 15% 22% 14% Q. Does your institution have an administrator, a designated coordinator or a committee that is charged with tracking and improving retention and persistence? Select as many as apply.

Most Pressing Institutional Issues Enrollment Academic President’s Business Financial Management/ or Student Office Office Aid Admissions Life Improved student retention and 70% 63% 60% 59% 63% graduation rates Meeting enrollment targets (composition 49% 64% 50% 57% 51% and size of freshman class) Addressing the decline in federal and/or 34% 29% 32% 34% 28% state support Increasing our endowment 30% 30% 35% 30% 26% 27% 35% 36% 37% 20% Controlling the discount rate Curbing the growth of institutional costs 19% 19% 26% 19% 25% Good record of student outcomes 16% 14% 8% 16% 17% Quality of educational programs 17% 11% 17% 10% 23% Good faculty and staff morale 13% 11% 11% 8% 15% 12% 10% 11% 15% 16% Curbing rising tuition Improve rankings 4% 5% 4% 7% 5% Good student behavior 2% 2% 1% 3% 4% Q. The following is a list of issues facing many colleges and universities. Please indicate which three are the most pressing issues to you at your institution.

Primary Reasons to Increase Retention Rate Enrollment Academic President’s Business Financial Management/ or Student Office Office Aid Admissions Life Improve quality of the student 60% 57% 56% 54% 60% experience Advance school mission 46% 25% 28% 36% 36% Increase revenue from all 46% 49% 57% 36% 46% sources Enhance institutional reputation 19% 31% 33% 37% 27% Ability to prove good outcome 15% 18% 13% 15% 11% metrics Mandate from our Board of 4% 1% 3% 1% 3% Trustees Improve rankings 4% 5% 3% 6% 5% Mandate from outside the institution (e.g., federal and state 1% 5% 4% 9% 3% policymakers) Ability to recruit faculty 0% 1% 1% 3% 1% Do not need to increase 0% 2% 1% 1% 1% retention rate Other 5% 4% 1% 1% 6% Q. What are the two primary reasons your institution would want to increase its retention rate?