dennis pruitt, cbmi 2016 - enrollment management
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Enrollment Management
Dr. Dennis PruittVice President for Student Affairs,
Vice Provost and Dean of StudentsUniversity of South Carolina
College Business Management Institute, 2016Email: [email protected]
Text message: 803-603-8721
This presentation can be viewed online at: slideshare.net/UofSC_SAAS
http://www.sacubo.org/
To Class Participants:This interactive session will present enrollment management in light of the “new normal” and the new pressures facing institutions of higher education. Our conversation will focus on gaining an understanding of the important, essential role the recruitment, financial aid, retention, and graduation of students has in the financial and brand stability of our institutions.
Participants will acquire an introduction and orientation to the philosophical, operational, fiscal, and practical aspects of enrollment management. The session is filled with stories and practical examples that bring life to the material. Bring your own stories and questions to contribute to our learning.
3
Learning Outcomes for CBMI Participants
An overview of the philosophical and operational approaches to enrollment management
Exposure to trends and issues impacting enrollment management on college campuses
An understanding and appreciation for the complexity of the “assumption of risk and consequence of error” that enrollment management plays in institutional reputation and financial stability
4
….the challenges Fiscal support is decreasing Costs are rising Family incomes are flat or falling Demographics are changing The admissions arms race is escalating Expectations for demonstrating our
value are growing
5 - Whiteside and Verzyl (2012)
Higher Education “New Normal”Traditional public higher education model unsustainable
Increased competition for enrollment Essential net tuition revenue Performance funding metrics Resource allocation priorities and efficiencies Program necessity
Limits on tuition price increase Political and market forces
Demand remains strong but with limits Quality and price
Comprehensive universities in small markets with limited drawing power are under the greatest stress
6
A little bit about you… Who are you? At what type of institution are you
employed? What do you want/need to learn from
this presentation to advance your own work?
*** Disclaimer
7
Defining Enrollment ManagementEnrollment Management is a process that brings together the often disparate functions having to do with recruiting, funding, tracking, retaining, and replacing students as they move toward, within, and away from the university.
9 - Maguire, 1976
Defining Enrollment ManagementEM is an organizational concept and systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments. Organized by strategic planning and supported by institutional research, enrollment management activities concern student college choice, transition to colleges, student attrition and retention, and student outcomes.
10 - Hossler and Bean, 1990
Defining Enrollment ManagementSEM is the systematic evolution of an
institution’s competitive market position, the development of research-based definition of the desired or preferred strategic market position relative to key competitors, and then marshalling and managing institutional plans, priorities, processes, and resources to either strengthen or shift that market position in pursuit of the institution’s optimal enrollment, academic, and financial profile.
11 - Kalsbeek, 2003
Evolution of Enrollment Management
Age of Recruitment
Age of Structure
Age of Academic Context
1970s – Mid 1980s Mid 1980s – Early 2000s
Early 2000s - Present
Focus on increasing enrollment, enhanced
recruiting, and financial aid leveraging
Organizational structure became
important and enrollment
management divisions began to be defined
The need to include
academic divisions became
evident as institutions
realized EM is an institution-
wide responsibility
-Black, 2001; Henderson, 2005
12
What’s Next? Anticipatory Enrollment Management“AEM is a mindset and work schedule that asks enrollment managers to add to their basic enrollment and retention management programs another layer of activity: anticipating new and future enrollment that can introduce additional revenue streams by creating new academic programs or by a new and creative use of technology.”
-Dennis, 2012
13
Anticipatory Enrollment Management Research trends inside and outside of education Connect trends to future enrollment
opportunities Grounded in Customer Relationship Management Diversify and increase revenue stream by
anticipating new markets
-Dennis, 201214
In the September 1989 issue of Change, Richard Chaite, Executive Director of the National Center for Postsecondary Governance and Finance at the University of Maryland, describes the following memorandum:
To: The Dean of Enrollment ManagementFrom: President (or Faculty Senate)
Welcome aboard. Please recruit more and better students from a smaller and weaker pool of prospects without increased costs, more financial aid, or drastic program changes. Would like to see the results reflected in next year’s class. Best wishes.
15
Fast forward to 2012. A similar memo could read:
To: Dean of Enrollment ManagementFrom: President (or Faculty Senate)
Welcome aboard. You may attend one conference this year and it will be the annual meeting of the World Future Society. You may only read one report and it will be data from the recent U.S. Census, and before you send any recruiter abroad, I would like to review a copy of the Stratford report. I would like you to identify three new national and international markets and recommend two new academic programs based on recent market analysis. Would like to see the results reflected in the next academic year. Best wishes.
-Dennis, 2012
16
Basic Expanded Comprehensive
Admissions & Recruitment
Financial Aid Orientation Registration
and Records Enrollment
Research Retention
Pre-College Programs
First Year Programs
Academic Support Programs
Academic Advising
Career Services
Institutional Research
Institutional Marketing
Community Relations
Alumni Relations
Parent Programs
Composition of EM Organizations
-Adapted from Bontrager, 2004
17
Enrollment Management Structural Continuum
-Bontrager, 2004
18
Why is EM Important for Institutions?
“Enrollment management was a logical response for higher education when suddenly the marketplace changed from seller to buyer and admissions directors transitioned from gatekeepers to salesmen. Simply stated, it was all in the numbers.”
Initially…
-Kurz & Scannell, 2006
19
Helps us manage a complex and changing environment Declining federal and state resources Changing student demographics Fewer number of high school graduates Need to balance discount
rates/scholarships Impact of enrollment statistics on
university rankings, accountability, and perception
Introduction of for-profit institutions as legitimate competitors
Influence of enrollment profile on BOND RATINGS
Retention, graduation, and employment!
Why is EM Important for Institutions?
20
21
Importance to Institutions College rankings Financial stability Programs of study Recruit Seniors/graduates Delivering on the promise Recruiting the next class BOND RATINGS
22
Enrollment Profile
Environment
• Program capacity• Student retention• Market/recruitment effectiveness• Auxiliary income
• Pricing• Financial aid• Cost of student populations
Net Operating Revenue
Operational Expenses
Institutional Positio
n Student Demand
Noel-Levitz. “Data and Fiscal Analyses to Support Strategic Planning”
Are you ready for the next generation of students?
Kodi Smit-McPhee
Elle Fanning Gabby Douglas
Kendall Jenner
Harry Styles
Cody Simpson
Jaden Smith
23
The Mindset of Our Students
From This…. To this!
Who are the next generation of students? The high school class of 2014 is projected
to have approximately 3.2 million graduates. This number is expected to slowly decline during the next 3-5 years.
There is wide variation in the projected increase/decrease in high school graduates by state.
There is also variability among racial/ethnic groups.
-U.S. Dept. of Education, 2014
25
Characteristics of this Generation of College Going Students
Just-in-time
Team-oriented
Pressured
Achieving Low receptivity to helpConfide
nt
Fame and fortune
OverwhelmedLess concerned with life’s purpose and meaning
System vs. DIY
Seek effortless accomplishments
Conventional
Multi-task vs. Mulling
26
College readiness
http://www.wiche.edu/info/publications/knocking-8th/ch2.pdf
27
http://www.wiche.edu/info/publications/knocking-8th/ch2.pdf
28
-WICHE, 2013
29
-WICHE, 2013
30
Projected Change in US Public High School Graduates By Race
2015 - 2024
Academic YearNative
American Asian Black Hispanic White
2015-2016 31,684 186,448 414,653 602,242 1,699,256
2024-2025 38,152 261,979 443,882 807,087 1,639,604
Change +6,468 +75,531 +29,229 +204,845 -59,652
- WICHE
-NCES, 2015
What are students studying?
32
33-U.S. Department of Education, 2016
34-U.S. Department of Education, 2016
Undergraduate Degree Fields
From 2003-04 to 2013-14, the number of associate’s degrees conferred increased by 51 percent, from 665,300 to over 1 million, and the number of bachelor’s degrees conferred increased by 34 percent, from 1.4 million to 1.9 million.
Chapter: 4/Postsecondary EducationSection: Programs, Courses, and Completions
35 -U.S. Department of Education, 2016
Chapter: 4/Postsecondary EducationSection: Programs, Courses, and Completions
36 -U.S. Department of Education, 2016
37-U.S. Department of Education, 2016
Women will continue to outpace men in enrollment, numbers, and persistence
Women are making gains in educational aspirations
More women are pursuing traditionally “male” fields
-CIRP DATA 2014
National Demographics
http://postsecondary.gatesfoundation.org/student-stories/america-as-100-college-students/
40
What jobs will be available in 2030? Body part maker: Create living body parts for athletes and
soldiers. Elderly wellness consultant: As an aging population
increases in size, we’ll need folks to tend to their physical and mental needs.
Vertical farmers: The future of farming is straight up. Vertical farms in urban areas could significantly increase food supply.
Virtual lawyer: As international law grows to supersede national law, lawyers will be needed to handle cases that involve people living in several nations with different laws.
Classroom avatar manager: Intelligent avatars will replace classroom teachers, but the human touch will be needed to properly match teacher to student.
Narrowcasters: As in, the opposite of “broadcaster.” Media will grow increasingly personalized, and we’ll need people to handle all those streams
41
Why Students Attend College
Challenges and Issues Facing Institutions of Higher Education Admissions and Recruiting
College choice Changing demographics Stealth applicants Arms race Quality/Diversity/Headcount tensions Brand management Personalization Consumer behavior “Shopping” for best investment
43
Challenges and Issues Facing Institutions of Higher Education
Financial Decreased Federal and state funding Increased reliance on tuition revenue Student debt / Return on investment Cost of attendance Merit vs. Need based institutional aid Ability of institution to provide accurate cost of attendance
Must manage in fluctuating economy Fewer students with the ability to pay Learning outcomes and accountability measures44
Challenges and Issues Facing Institutions of Higher Education New SAT New state uniform grading Coalition application SCOTUS Guidance on Affirmative Action Freshmen emotionally unprepared to
enroll/college readiness Institution stake in student borrowing Student loan income based repayment
plans High school dual enrollment
45
Challenges and Issues Facing Institutions of Higher Education Discounting Retention – Persistence – Graduation Rates Financial literacy and debt Free college Free community college / Free higher
education Loan collection, loan forgiveness Institutional Financial Health Standards and
F.A. Default rates Dependent/independent schools46
Enrollment Management
Science
Craft47
48
Evolution Of Enrollment Management Admissions stage (“order taking”) Recruiting stage (proactively seeking
students) Marketing stage (increase promotion) Enrollment management (an integrated and
comprehensive process) Strategic enrollment planning
“A student body by design rather than chance”
Noel-Levitz. “Keys to Enrollment Success”
49
Phases Of Enrollment Management Develop a positive institutional image among
key publics. Create institutional awareness and interest
among prospective students. Influence the decision to apply and enroll
through communication and relationship management.
Sustain the commitment to enroll. Retain enrolled students by providing high
quality educational programs and services.
Noel-Levitz. “Keys to Enrollment Success”
What factors influence college choice?
Academic reputation Job placement of graduates Financial assistance Campus visit (amenities and “fit”) Cost of attendance Good reputation for social activities Size Admission to top graduate and
professional schools
-CIRP, 2011
50
51
What Factors Influence College Choice? Cost of available programs of study Academic reputation School size, faculty-student ratio Distance from home/Location State and institutional financial assistance Campus safety Statue measures (ranking, selectivity) Campus visit Number, quality, and timeliness of cultivation contacts Perceived faculty-student relations
Endorsement of high school counselors, AP teachers, parents, peers Educational amenities (study abroad, living-learning centers) School traditions Scholarship and financial aid awards Small class size Type of institution Quality of student life (residence hall, recreation center, student union, student health center, student legal services/ ombudsperson) Successful athletic programs
What factors influence college choice? Parental influence Close to home National rankings College or university website Early decision/early action Could not afford first choice
college
-CIRP, 201252
53
New Performance Metrics
Input to Output
54
New Performance Criteria Freshman to
sophomore retention rates Sophomore to senior persistence
rates Graduation rates Length of time to
degree Placement Gainful employment
Manageable debt Institutional default
rates Value added Life-long learner # of Pell Grant
recipients
NEXT: Transferability55
From: The New Yorker, May 23, 2005.
56
New Performance Criteria Workplace Readiness Civic-Service Competencies Life Management Proficiencies Life-Long Learner Four Year College Completion
57
Enrollment FunnelProspectsInquiries
ApplicantsCompleted Applicants
Admits
Deposits
EnrolledContinui
ng Student
sGraduates
-Adapted from Noel-Levitz, 2009
58
Top Tips for Enrollment Managers Focus on fully canvassing the enrolled student
population- but remember the real target is non-enrolling students who resemble current enrollees.
Remember that prospective students will enter the funnel at a time and manner of their choosing, and design communication strategies accordingly.
Deliver a Web site experience that encourages students to begin a conversation with your campus, personalizing that experience as much as possible.
Be prepared to replace general messaging with increasingly targeted communications based on students’ expressed interests using a combination of direct mail and electronic contacts.
-Noel-Levitz, 2009
59
Example 4-Year Enrollment Funnel
60
Admissions “Arms Race” Students applying to more colleges
75% apply to 3 or more 25 % apply to 7 or more 65.5% average acceptance rate 41% average yield rate
Average cost to recruit $585 per applicant $806 per admit $2,408 per enrolled student
-NACAC, 201161
Admissions “Arms Race” Colleges and universities are more image
and public relations conscious as well as more “customer oriented.”
Extensive marketing plans and budgets are in place.
Steady increases in promotion budgets to attract students.
Direct mail more sophisticated—buy names from various sources.
Well-conceived and developed web sites more commonplace.
High priced/well polished videos/social media being used to “woo” students.
-Noel-Levitz62
Admissions “Arms Race”Colleges are finding strategies to ensure they
meet target enrollment goals in terms of size, profile, and diversity
Use of waitlist – 48% of colleges Early decision and early answer Competitive scholarship offers to “woo”
students Marketing and recruiting segmentation Predictive modeling
-NACAC, 201163
Effective Enrollment Strategy Know Yourself
Institution’s mission, vision, strategic directions and clientele
Know your Enemy Top competitors and aspirants
Know the Ground Campus culture, limitations, barriers and
opportunities, priorities, traditions, structures and politics
Know the Weather External environmental factors that may impact
your institution’s enrollment outcomes-Black, 200864
Effective Enrollment Strategy Take action based on strategic insights Manage enrollment operations with a focus on
continuous improvement of all aspects of the operation
Intentionally manage relationships with all internal and external constituents
Manage knowledge to ensure accuracy and quality service
Make innovation the cornerstone of the enrollment enterprise
-Black, 200865
Effective Recruitment Techniques Integrated marketing
plan Purchase prospective
student lists Direct mail Internet /Web presence Telecounseling Publications Predictive modeling Regional recruiters Involve alumni and
students
Leveraging Institutional
scholarships, grants, work, discounts
CPRS (cost per recruited student)
Campus visits College fairs (college
night programs) Campus events Social networks
66
Eight Truths of Effective Recruitment There is no substitute for a good image or reputation. An institution will succeed or fail in its primary market. The campus visit is now of the best conversion and yield strategies. Recruitment is a campus-wide responsibility. Communication is the key to successful conversion and yield rates. All inquiries are not equally important, so grade and qualify early and often. Effective financial aid packaging leads to optimum yield. Personalize, personalize, personalize.
-Noel-Levitz67
Market Segmentation through Predictive Modeling
The students who fall within
this area are the ones you need
to focus marketing and
recruiting efforts.
These students will not
enroll regardless
of what you do
These students
will enroll regardless
of what you do
-Adapted from Noel-Levitz, 201268
Contemporary Approach to Marketing
•
•
Source: Topor & Associates
69
Branding Equity Generates Values
BRAND EQUITY
Reduced Marketing CostsTrade Leverage Attracting New Customers • Create Awareness • Reassurance Time to Respond to Competitive Threats
Anchor to Which Other Associations Can Be Attached Familiarity – Liking Signal of Substance/Commitment Brand to Be Considered
Reason-to-Buy Differentiate/Position Price Channel Member Interest Extensions
Help Process/Retrieve Information Reason-to-Buy Create Positive Attitude/Feelings Extensions
Competitive Advantage
Brand Awareness
Perceived Quality
Brand Associations
Other Proprietary
Brand Assets
• Interpretation/ Processing of Information • Confidence in the Purchase Decision • Use Satisfaction
Provides Value to Customer by Enhancing Customer’s:
Provides Value to Firm by Enhancing:
• Efficiency and Effectiveness of Marketing Programs • Brand Loyalty • Prices/Margins • Brand Extensions • Trade Leverage • Competitive Advantage
-Aaker, 1991
BrandLoyalty
70
Keys to Enrollment Success Set realistic enrollment goals – not
projections Identify and secure sufficient resources to
meet enrollment expectations Develop a well-conceived, endorsed, and
executed enrollment management plan Develop a longer-term strategic enrollment
plan
71
Keys to Enrollment Success Build a comprehensive database and an
inquiry pool that is developed by design rather than by choice
Track the results of each marketing and recruitment strategy and activity
Develop a well-conceived and executed communications flow
72
Where do student/parents get their information? College websites (internal and external to
the institution) College publications Post admission communication Electronic communication Financial aid communication Visit to campus Contact with current students (in person
and social media)
-College Board, 2011
73
Managing the Brand
74
Controversy in Admissions Image of college admissions process Special admits Recruiting graduates rather than freshman College readiness College rankings obsession Diversity/Affirmative action Out-of-state enrollment Transferability International students
75
Student (and their Family) Consumer Issues
Precise/exact cost of education Educational amenities to support
persistence towards degree Length of time to degree Graduation rates Placement Manageable debt Valued added educational benefits Actual return on the investment of their
college cost76
77
Trends in Admissions Students applying to an increasing number of
schools, makes predictions difficult: apply vs. accept vs. enroll
Increased competition between institutions: Should we start hiring people with degrees in sales?
Sophisticated branding, marketing activities Data-based decisions Use of technology (blogs, Facebook, Twitter) Financial aid as key enrollment component Focus on outcomes, return on investment
(delivering on the promise) Widespread institutional efforts and
responsibilities
As a summary…
Access, Affordability and Accountability
78
Effect of the Economy on College Choice
Visit fewer college campuses
Obtain a larger loan
Rely more heavily on financial aid counseling
Live at home while attending college
Attend college closer to home
0% 10% 20% 30% 40% 50% 60%
25%
47%
38%
24%
44%
34%
21%
53%
38%
-Longmire & Company, 2009
79
Is College Still a Good
Investment?80
81 -PEW Charitable Trusts, 2015
Cost of Attendance
82
College is Still a Good Investment The earnings premium for a college
degree relative to a high school degree has nearly doubled in the past three decades.
Government statistics show that the jobless rate is 4.4% for college grads and 7.6% for people who attended college but didn't achieve bachelors degrees.
-Avery & Turner, 201283
Student Debt The number of students who have to go
into debt to get a bachelor’s degree has risen from 45% in 1993 to 94% today.
There is now more than $1 trillion in outstanding student loan debt in the United States.
Over the last 10 years, tuition and fees at state schools have increased 72%.
This year, national, state and local spending on higher education reached a 25-year low.
-Avery & Turner, 201284
85 -PEW Charitable Trusts, 2015
Student Debt Transparency
86
87 -The Institute for College Access & Success, 2015
Ten Tips for Managing Your Enrollment in a Down Economy1) Formulate an economic outlook to guide
your planning2) Identify potential shifts in student
participation patterns3) Quantify the financial exposure of your
students and their families4) Devise new financing strategies to help
your students initially attend and remain enrolled at your school
5) Moderate your tuition increases-Noel-Levitz, 200888
Ten Tips for Managing Your Enrollment in a Down Economy6) Plan on more applications and lower yield
rates 7) Invest in student retention and
aggressively manage your stop-outs8) Strengthen messaging around your most
valuable benefits9) If you must cut costs, don’t cut equally10) Don’t forget the human cost of economic
troubles
-Noel-Levitz, 200889
NBT: Transfer Friendly Institutions
90
Characteristics of Undergraduate Institutions
18 million undergraduates
6.38
7.34
2.58
1.7
4-year public 2-year publicPrivate (non-profit) Private (for-profit)91
Enrollment Management is: A comprehensive institutional process that
extends beyond the recruitment and admissions functions
A complex and holistic approach to analyzing and influencing enrollment from inquiry generation through graduation
A campus-wide process that integrates often disparate functions and personnel, including recruitment, financial aid, institutional research and planning, teaching/learning, and student services
-Noel-Levitz92
Enrollment Management Functions Academic support
services Admissions Advertising Advising Alumni relations Career services Financial aid Freshman year
seminar Institutional research International student
services Marketing Market research Orientation
Parent programs Pre-enrollment
programs Recruitment Registration Residence life Retention programs Student life Student success center Social media Special population
recruitment Testing services University relations93
Dependant on Tuition and Fees
94
95-The American Academy of Arts & Sciences, 2015
Average Expense per Student
96
More Challenges and Issues Facing Institutions of Higher Education Transparency and accountability
measures New metrics for measuring success Meeting student’s demands An expectation of real outcomes
and benefits resulting from the education received
Delivering on the promise!97
98
Appropriate Role of Financial Aid Financial aid is not a reason to attend your
institution; it is part of a solution to a cost problem.
Remember to project quality and value in all of your institution's communications (outcomes, experiential learning, special facilities, and other benefits of attendance).
Make the institution affordable to targeted students who are willing to pay.
Know and understand the “price tag” of the institutional wish list.
Noel-Levitz. “Keys to Enrollment Success”
99 -The American Academy of Arts & Sciences, 2016
100 -The American Academy of Arts & Sciences, 2016
101
Purposes of Investing Dollars In Student Financial Aid To make it possible for students of all
incomes and backgrounds to attend. To overcome price disparity in your
marketplace. To generate the necessary tuition income. To attract a diversified student body. To maintain a high academic profile. What do you hope to accomplish?
Noel-Levitz. “Keys to Enrollment Success”
102 -The American Academy of Arts & Sciences, 2016
Financial Aid Determine Student Budget/Cost of
Attendance: Tuition and Fees Books and Supplies Transportation Room and Board Miscellaneous
Categories of Aid Gift Assistance Grants/Scholarships Self-Help Loans/Employment
103
104
Source of Funding Federal State Institutional Private Sector
Shifting Financial Aid Sources Federal Grants Subsidized Loans Institutional Aid
Financial Aid
Trends In Financial Aid Increased gap between cost of attendance and ability to pay Offering aid to students that does not hinge on federal funds Lack of coordinated awarding philosophy by federal, sate, and institutional agencies Increasingly difficult to self-determine financial aid eligibility Self-investments in education – the loan and borrowing business Using aid to mold the institutional demographic profile Discounting and tuition waivers Consolidated loans Dependency on state lottery funded aid Institutional aid for students from families with the lowest SES National Direct Student Lending105
Student-Loan Default Rate Rising The U.S. Department of Education, demonstrating
the toll the sour economy is taking on recent college graduates, reported a jump in the student-loan default rate to 6.9% in 2009, from 5.2% a year earlier.
Raising the stakes for consumers and taxpayers, the amount that students are borrowing for their education has been increasing dramatically in recent years, with half a trillion dollars in federal student loan debt now outstanding.
Robert Shireman, a senior adviser to Secretary of Education Arne Duncan, says he expects the default rate, which reflects the early part of the recession, to continue to rise. -Wall Street Journal106
RETENTION
107
What is Retention? Retention is the retaining of a student for
consecutive regular semesters. Retention refers to students who enroll at
a college or university and stay enrolled until they graduate.
Retention rates are generally measured by the percentage of first-time, full-time students who return for the following semester.
108
Keep in mind, students are… The most important people on the campus. Without
students there would be no need for the institution. Not cold enrollment statistics but flesh and blood
human beings with feelings and emotions like our own.
Not people to be tolerated so that we can do our thing. They are our thing.
Not dependent on us. Rather, we are dependent on them.
Not an interruption of our work, but the purpose of it. We are not doing them a favor by serving them. They are doing us a favor by giving us the opportunity to do so.
109
Importance of Retention Increased enrollments Increased tuition dollars/funding Increased student learning Higher graduation rates Improved image Improved student and faculty/staff morale Improved recruitment and retention of faculty and
staff Improved focus on staff development Improved teamwork among various work units and
divisions Improved accountability measures Improved services for students Improved working environment for staff Improved institutional efficiency and effectiveness
110
Importance of Retention –
An Institutional Conscience
111
The College Completion - agendas vs a value added college completion
112
Retention Funnel
Orientation
First year
Second year
Third year and
beyondGraduation11
3
114 -The Chronicle of Higher Education, 2015
115 -The Chronicle of Higher Education, 2015
Retention Stats Nationally, 59% of first-time students who
sought bachelor’s degrees full-time in fall 2007 completed their degree at their original institution within six years.
More than one-third of students leave their institution prior to graduation.
Of the students who leave, more than half withdraw prior to beginning their second year.
Departure rates vary by admissions selectivity and institutional control.
-Department of Education, 2015116
Institutional Selectivity
Selectivity Level
ACT Middle 50%
SAT Middle
50%Definition
Highly Selective
25-30 1710-2000
Majority top 10% HS class
Selective 21-26 1470-1770
Majority top 25% HS class
Traditional 18-24 1290-1650
Majority top 50% HS class
Liberal 17-22 1230-1530
Majority bottom 50% HS class
Open 16-21 1170-1480
Open to all with HS diploma
-ACT, 2014117
First-to-Second Year RetentionFour- Year Public Institutions
Selectivity BA MA PhD
Highly Selective
93.5 90.5 89.7
Selective 83.5 80.5 83.0Traditional 68.7 69.0 73.4
Liberal 71.5 62.3 64.3Open 53.9 55.4 61.0
-ACT, 2014118
First-to-Second Year RetentionFour-Year Private Institutions
Selectivity BA MA PhD
Highly Selective
93.8 93.2 94.8
Selective 81.2 80.0 84.5Traditional 65.2 69.9 73.5
Liberal 58.1 62.8 77.4Open 53.1 62.1 60.0
-ACT, 2014119
Persistence to Degree RatesFour-Year Public Institutions
Selectivity BA MA PhD
Highly Selective
84.5 72.0 80.8
Selective 65.8 63.4 62.0Traditional 40.6 43.7 48.0
Liberal 46.0 34.5 43.9Open 19.5 25.8 26.5
6 years for a BA
-ACT, 2014120
Persistence to Degree RatesFour-Year Private Institutions
Selectivity BA MA PhD
Highly Selective
89.5 83.3 87.5
Selective 68.8 64.8 68.9Traditional 46.7 50.6 53.3
Liberal 38.4 45.5 59.8Open 29.3 42.3 65.0
6 years for a BA
-ACT, 2014121
Retention and Graduate RatesTwo-Year Institutions
1st-2nd YearRetention
Persistence to Degree
Public 54.9 19.6Private 64.3 31.1
3 years for an Associates Degree
-ACT, 2014122
Impact of Improved First-to-Second Year Retention
Rating
Fall 2002
Retention
Fall 2003
Retention
Gain/Loss
# of Student
s Enrolled
Fall 2003
Average Net
Revenue
Student
Gain
Net Rev.
Gained
I 78% 79% 1% 169 $12, 152 2 $24,30
4
II 75% 81% 6% 129 $14,377 8 $115,0
16
III 70% 75% 5% 110 $15,374 6 $92,24
4
IV 56% 72% 16% 105 $18,609 17 $316,3
53
V 57% 66% 9% 73 $20,923 7 $146,4
61
Total 68% 76% 8% 586 $17,359 40 $694,3
78-Noel-Levitz12
3
Cumulative Impact of Previous Improvement
Retention Rate Retention
Rate/Number of Additional
Students
Average Net Revenue
(5% Annual Increase)
Financial Impact
First- to second-year (actual) 76% (40) $17,359 $694,378
Second- to third-year (projected) 88% (35) $18,400 $644,000
Third- to fourth-year (projected) 94% (32) $19,320 $618,240
Total $1,956,618
-Noel-Levitz124
Common Retention Myths Retention means lowering standards Retention efforts are primarily remedial A goal should be zero attrition Dropouts are flunkouts Students drop out for reasons mostly out of institutional
control, such as finances, work, or personal Retention is primarily the responsibility of student
services Retention and graduation rates will improve without
changing attitudes and behaviors Students bring a cogent map of college success to
higher education “Quick fix” retention strategies are effective12
5
What Leads to Student Departure? Vincent Tinto has identified five major causes
of student withdrawal: Academic difficulty Adjustment difficulty (incongruence and
isolation) Goals: Uncertain, narrow, or new Commitments: Weak and external Financial inadequacies
The decision to leave is not so much cost, but the perceived quality and value of what a student is receiving for the cost.
-Tinto, 1975126
What Leads to Student Departure? Financial reasons Dissatisfied with social
life Problem with
roommates or housing Lack of guidance or
support Did not like size Confusion about career
and major goals Missed family
Academic programs Not challenging Quality
disappointing Course content
not satisfied Attending another
college Desire to relocate Lonely
127
Key Retention Concepts Retention encompasses virtually everything an institution
does to improve the quality of student life and learning Retention is not the goal Retention is complex and multi-variant Some attrition is inevitable and acceptable Some attrition is predictable and even preventable The best non-cognitive predictors of student persistence
are: Motivation Desire to persist Engagement/affiliation Time-on-task, energy, and effort
-Noel-Levitz
128
Key Retention Concepts Many students have misconceptions about what it takes
to persist, as well as the actual likelihood of persisting Increases in retention and graduation rates are a
function of the current state of retention efforts and a more comprehensive and systematic approach
There are identifiable “conditions” or “critical success factors” of successful retention programs
Quality educational programs/services, while important, cannot compensate for the absence of competent, caring, and concerned faculty and staff
Retention is a campus-wide responsibility and requires a coordinated and collaborative approach to improving the quality of student life and learning
The teaching/learning process is at the core of all successful retention programs
-Noel-Levitz129
Insights About Retention The freshman year is the most crucial
period in student retention. Degree completion requires more than
four years for more students. The eventual degree completion rate (at
private and public schools) for entering freshmen is estimated at 66%.
Retention and graduation rates are consistently higher for women.
-Noel-Levitz130
Insights About Retention More selective institutions generally have
higher retention and graduation rates. Institutions with a higher percentage of
part-time undergraduate enrollment have lower retention and graduation rates.
Students attending private institutions graduate earlier and at a higher rate.
-Noel-Levitz
131
Best Practices Highest ranked practices in 2011 included widely-
used practices such as academic support and first-year student programs as well as a few practices that were only used by about half or less of respondents.
Honors programs and mandatory advising were among the top-ranked practices.
The general trend in cohort graduation rates over the past three years showed a stable or slightly increasing rates for the majority of institutions.
Just over half the respondents reported that they identify effective practices primarily based on outcomes measures, with the rest reporting that they primarily use student feedback.
-Noel-Levitz132
Best Practices ROE vs ROI Engagement Advising Student Success Centers Early warning systems Freshman seminars
133
10 Most Effective Practices at 4-Year Public Institutions
% Very Effective
% Somewhat Effective
% Using
MethodHonors programs for academically advanced 58 33 79
Academic support program or services 44 50 99
Programs designed specifically for first-year students
40 48 94
Programs designed specifically for conditional admits
39 25 67
Programs designed specifically for at-risk students
33 40 91
Using a CRM software application to help track students
33 25 19
Giving students practical work experiences in major
31 53 94
Mandatory advising, one-on-one and face-to-face 30 48 76
Title III or Title V funding 29 41 54Learning communities 29 49 85-Noel-Levitz13
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10 Most Effective Practices at 4-Year Private Institutions
% Very Effective
% Somewhat Effective
% Using Method
Programs designed specifically for first-year students
45 44 93
Giving students practical work experiences in major
39 43 95
Academic support program or services 37 59 99Institution wide emphasis on undergraduate learning
37 48 92
Mandatory advising, one-on-one and face-to-face
34 51 84
Early-alert and intervention system 34 50 92Programs designed specifically for at-risk students
30 54 88
Honors programs for academically advanced 29 49 56Collaboration between student and academic affairs
29 45 93
Using on campus employment to engage students
27 43 83-Noel-Levitz135
10 Most Effective Practices at 2-Year Private Institutions
% Very Effectiv
e
% Somewhat Effective
% Using
MethodInstitution wide emphasis on undergraduate learning
35 51 77
Academic support program or services 34 59 99
Programs designed specifically for first-year students
27 53 90
Providing each continuing student with academic plan
24 37 67
Title III or Title IV funding 23 48 60Using web-based course engagement tools 22 59 95
Honors programs for academically advanced students
21 40 48
Academic advising program 20 60 97Mandatory advising, one-on-one and face-to-face
18 50 61
Using student life evaluations to make changes to programs
18 38 56
-Noel-Levitz136
Other Practices Using web-based tools such as Blackboard to engage
students Social networking to engage students in online
communities Requests for permissions to remain in contact with
students who are leaving Programs specifically designed for veterans Programs specifically designed for second-year students Using student engagement assessments to make changes
to the way faculty and staff interact with students Interviews or surveys with students who are withdrawing Requests for intended re-entry dates from students who
are leaving Using established communication procedures to regularly
communicate persistence, retention, and completion rate data throughout campus -Noel-Levitz13
7
Traits of Top Retention Plans Update their retention plan annually Have a designated retention leader of
good or excellent quality Have a committee of good or excellent
quality Have a committee that was empowered to
make decisions that affected multiple areas of campus
-Noel-Levitz
138
Elements of Successful Retention Programs Collect, compile, and analyze pertinent
retention/attrition data and research Monitor and address student expectations
and levels of satisfaction Conduct periodic audits of key program and
service areas Create programs and services based on
meeting students’ individual needs and differences
Exceed student service requirements and expectations
Emphasize benefits of class attendance
-Noel-Levitz139
Concentrate energies on the importance of the teaching and learning and academic advising processes
Provide faculty/staff training and development programs
Improve academic support services Mandate assessment and course placement Provide enriched or accelerated academic
experiences Increase frequency of out-of-class contact
among faculty, staff, and students Establish an organizational
structure/mechanism for quality of student life and learning issues and an institutional change process
Elements of Successful Retention Programs
-Noel-Levitz140
Elements of Successful Retention Programs Implement early identification/alert and
intervention strategies Address students affective, as well as
cognitive, needs Emphasize a deliberate strategy of student
engagement and involvement Develop a comprehensive approach to
undecided/ exploratory students Respond more systematically to the needs
of “high-risk” student groups Enhance the quality of residential life
-Noel-Levitz141
Elements of Successful Retention Programs Modify the financial aid program Develop a student-centered institution Implement an extended orientation program
or first-year seminar Commit to both “front-loading” and
“progressive responsibility” Revise admissions materials and procedures
to improve student/institutional fit Make improvements to the physical plant Validate administrative support and
commitment to the student retention process model
-Noel-Levitz142
Best Practices in Retention for Specific Subpopulations Orientation programs customized for each
population Academic support programs for adult learners
that are available earlier in the morning and later in the evening
Ensuring classes are offered in a sequence that allows students to graduate on time and has some back-up plans
Articulation agreements that match students’ prescribed curriculum at the previous institution and provide an easy transfer process
Identifying classes with highest D, F, or W grades and determining highly interactive and intrusive activities to ensure students complete the course with expected learning outcomes
-Noel-Levitz143
Delivering on the Promise Improving the quality of student life and
learning needs to be a continuing and important priority.
Engaging in a quality of student life and learning (retention) initiative should provide an approach to organizing a systematic effort, while at the same time enhancing overall institutional quality, effectiveness, and student success.
Persistence depends upon the extent to which an individual has been integrated into the academic and non-academic components of the campus environment.
144
Delivering on the Promise Retention tools, systems, staff development
activities, computer software, and professional consultation can make a significant contribution to an organized retention effort.
Increases in retention rates are a function of the current state of efforts to improve the quality of educational programs and services. Most institutions engaging in a systematic and comprehensive retention effort should be able to expect a “lift” in cohort graduation rates and improvement in annual retention rates.
145
Delivering on the Promise Retention strategies already in place can
serve as an excellent foundation for developing an ongoing, more systematic approach to improving the quality of student life and learning (retention).
Retention is a key component of a comprehensive enrollment management program.
Dropouts are expensive, and improvements in retention rates can add to the annual operating budget.
146
Delivering on the Promise Attrition is a problem for which there is a
solution, and retention is one aspect of an enrollment management program over which an institution can exert considerable influence and control.
Single causal factors of student attrition are difficult to ascertain.
Key to improving the quality of student life and learning (retention) are student-centered policies, procedures, and programs.
147
Practical Examples Placement exams ASAP programs Early intervention Class attendance workshops Tutorial services Supplemental instruction Faculty advisement training Faculty workshops introducing faculty to
millennial learners Student success programs
148
Practical Examples Freshmen/sophomore calling centers Predictive modeling Financial aid strategies Attitudes toward transferability Attachment/bonding/affiliation Campus appearance Parent programs Lifestyle management workshops
149
Practical Examples of Retention Research CSEQ (College Student Experience
Questionnaire), Indiana University Center for the Study of Postsecondary Research
NSSE (National Survey of Student Engagement), Indiana University Center for the Study of Postsecondary Research
SSI (Student Satisfaction Inventory), Noel-Levitz
Graduation studies Perception studies in residence halls Persistence studies by demographic type DFW course studies
150
Trends in Retention Customer service perspective Programs for the overwhelmed Invisible students: Programs for students
who fall between the cracks High-risk student programs Grade inflation Sophomore retention programs First-generation student programs Outcome/accountability measures Institutional conscience Scholarship and aid renewal
151
Questions and Discussion
152
Reference
Much of the information in this presentation was obtained from research and presentations by
Noel-Levitz, an enrollment management consulting group.
For more information, contact
Noel-Levitz(800) 876-1117
[email protected]://www.noellevitz.com
153
Acknowledgement
Ms. Elizabeth Orehovec, M.Ed.and
Ms. Susan Hudson, M.Ed.and
Ms. Corley Hopkins, M.Ed.
for assistance with research and design of this presentation
154
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