establishing kpis and developing a comprehensive situation ... · establishing kpis and developing...

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Strategic Enrollment Planning Executive Forum

Establishing KPIs and Developing a Comprehensive Situation Analysis

Senior Vice President Gary Fretwell

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1. Preparation 2. Identification of key performance indicators3. Developing a comprehensive situation analysis (data

compilation, research, the SEP dashboard, etc.)4. Strategy identification5. Action plan development (business plan for each

potential strategy)6. Strategy prioritization (mission‐fit, ROI, likelihood of

success) 7. Develop quantifiable goals and a funding strategy8. Execution, evaluation, and modification

Strategic enrollment planning phases

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Establishing Key Performance Indicators and Aligning Research

Data Required to Develop a Comprehensive Situation Analysis

Internal and External Research Checklist

Session overview

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Establishing Key Performance Indicators and Aligning Your Research

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•KPIs are commonly‐acknowledged measurements that are directly related and critical to the mission and fiscal health of the institution. (Large items such as enrollment or student quality.)

Key Performance Indicators

•PIs are important measurements that are indirectly related to the mission and support key performance indicators. (Specific items such as applicants or ACT/SAT score averages.)

Performance Indicators

What are key performance indicators (KPIs)?

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Institution‐specific, data‐derived measurements that are the foundation for determining the current state of the institution and, when matched with historical comparisons, are relevant for creation of situational (SWOT) analyses and overall strategic planning

Reflect effectiveness of broad, cross‐departmental cooperation

Provide more meaning when compared to those of similar, competing, and/or aspirant institutions

Are often the most complex, reflecting strategic actions that take considerable time to evolve

Are supported by and dependent on multiple PIs

KPIs – Drive strategic enrollment management

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Often, PIs can be addressed more readily than KPIs; it takes improvement in multiple PIs to impact any one or more KPIs

Nearly all PIs are a function of the work done among two or more functional areas

Improvements in KPIs and PIs should be an integral part of any institution’s strategic planning regimen

Through the planning process, institutions can create a list of PIs to support KPI development

Performance indicators (PIs) support KPIs

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KPI: Enrollment – Headcount, FTE, off‐site enrollment, online enrollment, transfer students, undergraduate/graduate, full‐ and part‐time, geographic origin of students, retention and graduation rates

KPI: Student Quality – Average ACT/SAT scores (and 25th‐75th percentile), average high school GPA, average college GPA, rank in class

KPI: Program Quality – CCSSE or NSSE results, student outcomes, capstone course results, placement or licensure exam results, average class size, undergraduate and graduate research, alumni survey data

KPI: Market Position – Program awareness, web site traffic, name recognition, market penetration analyses, institutional image studies, employer survey data

KPI: Fiscal Health – Gross and net operating revenues, auxiliary income, E&G costs by student sub‐groups where specialized programs are provided (academic support), net tuition by academic program, co‐curricular program, and student segment (academic ability and need)

The interplay between KPIs and PIs

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Enrollment

External

MarketDemand

Selectivity

Diversity

True Capacity

Pricing and Net Costs

Persistence, Graduation

Capacity Analysis

Student Life

Marketing Data

Experience Engagement

Program Quality

The institution’s mission and data should drive the development and agreement of KPIs

Data Types

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KPIs are often the most complex, reflecting strategic actions that take considerable time to evolve

KPI: Full‐time Undergraduate Headcount

Graduating Seniors

New FY, Transfer, & Re-Admits

FT UG Headcount

Attrition

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New FY & Transfer FT UG

Headcount

Funnel Rates

SelectivityReputation

Demographics

Market share

Discount rate Attrition

Graduating Seniors


Example: Full‐time Undergraduate Headcount

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New FY & Transfer

FT UG Headcount

Funnel Rates


Demographics

Market share

Discount rate

Student: teacher ratioAvg. class sizeNet. $$ per student

Net tuition per student

Attrition

Graduating Seniors



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New FY & Transfer

FT UG Headcount

Funnel Rates


Demographics

Market share

Discount rate

First-year, So, Jr., Sr. rates Minority, high revenue, athletes, etc.

Student: teacher ratioAvg. class sizeNet. $$ per student

Net tuition per student

Attrition

Graduating Seniors



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New FY & Transfer

FT UG Headcount

Funnel Rates


Demographics

Market share

Discount rate

Placement rate: Grad & Prof. Sch.

Student loan debt

Job placement rate

Overall satisfaction

4,5,6 yr. grad. rates

NSSE scores

First year, So, Jr. Sr. Rates Minority, High revenue, Athletes, etc.

Student: teacher ratioAvg. class sizeNet. $$ per studentNet tuition per student

Attrition

Graduating Seniors


Example KPI: Full‐time Undergraduate Headcount

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Table One: Summary of Enrollment Key Performance Indicator’s PIsEnrollment PIs Five‐year mean 2016‐17 Metric/Empirical Definition

Inquiries Total number

Applicants Total number

Acceptance rate Percent admitted full‐time, first‐time students

Undergraduate freshmen cohort

Total number of first‐time, full‐time freshmen

Undergraduate headcount

Total number

Undergraduate FTE Total number of units attempted divided by 15

Undergraduate FTE for two‐year programs

Total number of units attempted divided by 15 enrolled in two‐year programs

New transfers Total number of students coming from another institution

Out‐of‐state (%) Percent of student body who are not stateresidents

International (%) Percent of student body coming from other countries

Defining the metric

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KPIs and PIs should be converted to dashboards(See Chapter 8 of the SEP book, 2nd edition)

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• Typically, KPIs are identified early in the process, especially if the institution has a clear sense of its desired direction or has externally mandated performance metrics

• Operationalizing of some KPIs may occur later in the process and arise from data collection and the situation analysis

• Worry less about the distinction between KPIs and PIs than about identifying measures that matter

• The real key is building a robust SEP dashboard to inform strategy development and business planning, and using that dashboard to monitor and evaluate strategy implementation and outcomes; if you do that, the KPIs and PIs will take care of themselves

Final thoughts on KPIs

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Task One: KPI Identification• Sketch out the existing key performance indicators (KPIs) for your institution. Recall that KPIs are measures that determine the success or failure of the institution in fulfilling its mission and vision.

• As you have time, consider performance indicators (PIs) which contribute to each KPI.

Working session

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Data Required to Develop a Comprehensive Situation Analysis

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1. Preparation 2. Identification of key performance indicators 3. Developing a comprehensive situation analysis (data

compilation, research, the SEP dashboard, etc.)4. Strategy identification5. Action plan development (business plan for each

potential strategy)6. Strategy prioritization (mission‐fit, ROI, likelihood of

success) 7. Develop quantifiable goals and a funding strategy8. Execution, evaluation, and modification

Strategic enrollment planning phases

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A systematic collection and evaluation of past and present data, aimed at identification of internal and external forces that may influence the institutional performance and choice of strategies. In addition it will allow a comprehensive assessment of the organization’s current and future strengths, weaknesses, opportunities, and threats.

Definition of Situation Analysis

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Data drives situation analysis and ultimately strategy development

Undergrad

Blended

Graduate

Marketing

Technology

Data Strategies

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Data readiness, availability, exploration

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What do you know? What do you wish you knew?

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Each planning process will vary because each institution’s planning situation is different

What data is available

The institutional objectives

What level of commitment

Quality of the existing work

What plans/actions exist

What are critical timelines

The SEP process is highly

customized

UniqueStrategicPlan

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Creating an information‐driven culture

Comprehensive information system and database

Create relevant reports

Make decisions based on information analysis

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Four macro data will be required

Environmental data

Competitor data

Market demand data

Institutional strength data

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Three over‐arching aspects of data you must know

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Environmental Data

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Projected change in high school graduatesPublic and non‐public, 2017‐18 to 2022‐23

© Copyright 2016. Knocking at the College Door.Western Interstate Commission for Higher Education

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Projected change in high school graduatesWhite, non‐Hispanic, 2017‐18 to 2022‐23


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Projected change in high school graduatesStudents of color, 2017‐18 to 2022‐23


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Understanding Your Competition

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Develop precise measures of market share

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0%

10%

20%

30%

40%

50%

2011 2012 2013 2014 2015 2016

Out‐of‐state Four‐year Publics Two‐year Publics Privates

Sample statewide market share analysis

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0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

2011 2012 2013 2014 2015 2016

Four‐year Public Four‐year Private

Sample part‐time student market penetration analysis

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0%5%

10%15%20%25%30%35%40%

Specializedschools

Associatescolleges

Public four‐year Small

Public four‐year Medium

Public four‐year Large

Private four‐year Small

Private four‐year Medium

Private four‐year Large

Typical Student Sample U Lost Admits

Lost admits by type of institution

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• (www.nces.ed.gov/IPEDS/)

IPEDS is a rich source of competitor data

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Awareness of our school vs. competition

0%

20%

40%

60%

80%

100%

120%

In‐state Florida Georgia Alabama S. CarolinaOur school Milton Coll Dover U Carter U Williams U

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Competitor analysis with cost overlay (lost admits)

Selectivity

Tuition and fees (or net charges)

N=21

N=35

N=4

N=14

N=10

N=5

N=5

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How price sensitive are your students vs. your competitors? Students at these schools show

substantial price elasticity.

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Understanding Market Demand

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An overview of top 10 student‐planned educational majors: 2004‐2014

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An overview of bottom 10 student‐planned educational majors: 2004‐2014

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Occupation # of New Jobs % Change 2014 Median Wage

Registered nurses 439,300 16% $66,640Software developers, applications or systems software 186,600 17% $97,990General and operations managers 147,000 6% $102,750Accountants and auditors 142,400 11% $65,940Computer systems analysts 118,600 21% $82,710Management analysts 103,400 14% $80,880Market research analysts and marketing specialists 92,300 19% $61,290Medical and health services managers 56,300 17% $92,810Computer and information systems managers 53,700 15% $127,640

Occupations with the largest numerical growth requiring at least a BA: 2014‐24

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2015‐16 Edition, on the Internet at http://www.bls.gov/ooh/

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Occupation % Change # of New Jobs 2014 Median Wage

Operations research analysts 27,600 30% $76,660Cartographers and photogrammetrists 3,600 29% $60,930Biomedical engineers 5,100 23% $86,950Substance abuse and behavioral disorder counselors 21,200 22% $39,270 Athletic trainers 5,400 21% $43,370Computer systems analysts 118,600 21% $82,710Market research analysts and marketing specialists 92,300 19% $61,290Information security analysts 14,800 18% $88,890Software developers, applications or systems software 186,600 17% $97,990Medical and health services managers 56,300 17% $92,810

Occupations with the largest percentage growth requiring at least a BA: 2014‐24

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2015‐16 Edition, on the Internet at http://www.bls.gov/ooh/

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MajorsStates

OH IN IL MD VA NJ PA TN WV MO TXMedical Physician 11,144 5,733 11,739 4,596 6,790 7,782 11,866 6,587 2,190 5,871 27,502Nursing/Health Care 7,906 4,362 7,760 3,393 4,393 3,741 7,937 4,985 1,548 3,300 20,128Lawyer/Legal Services 5,173 2,417 6,538 3,091 3,802 5,217 6,633 2,861 646 2,912 13,203Engineering (General) 4,171 2,034 4,476 2,413 2,735 3,597 4,943 1,897 610 2,327 11,721Law Enforcement/Criminal Justice 2,977 1,474 3,868 1,839 2,081 2,916 4,106 1,680 467 1,279 8,324Business Owner/Entrepreneur 3,151 1,430 3,275 1,916 2,350 2,445 4,128 1,731 344 1,699 8,476Architecture 3,245 1,497 3,744 1,501 2,096 2,720 3,674 1,251 382 1,626 8,282Culinary/Chef 2,992 1,245 3,672 1,720 2,040 2,476 3,545 1,437 468 1,730 7,187Athletics/Coaching 2,875 1,319 3,112 1,324 1,732 1,815 3,297 1,500 409 1,426 7,375Engineering (Mechanical) 2,774 1,417 2,639 1,200 1,791 1,607 2,811 1,393 481 1,103 7,447Physical Therapy 3,382 1,657 2,875 937 1,586 1,470 3,784 1,769 696 1,290 3,855Child Care/Development 2,448 1,127 2,802 1,240 1,474 1,631 3,166 1,558 367 1,498 5,959Sports Medicine 3,286 1,328 2,343 1,292 1,893 1,523 3,196 1,590 532 1,236 4,614Veterinary Medicine 2,350 1,330 2,040 936 1,483 1,004 2,264 1,232 428 1,144 5,257Military Science 2,267 894 2,179 1,106 1,809 1,671 2,456 1,255 308 1,114 4,142Engineering (Electrical) 1,862 956 2,079 1,254 1,446 1,362 2,106 1,038 416 815 5,767Pharmacy 2,164 1,211 2,109 536 1,054 1,286 2,567 1,433 579 919 4,443Photography/Video/Film 1,821 1,041 2,225 984 1,360 1,417 2,373 947 287 871 4,793Graphic Arts/Design 1,880 900 2,122 991 1,153 1,504 2,331 856 254 967 4,598Fashion Merchandising 1,447 559 1,758 1,047 1,239 1,508 1,822 659 133 730 4,506

Sample University’s out‐of‐state market: All students with a B+ and above GPA

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2015 Online Report Card: Tracking Online Education in the United StatesCopyright © 2016 by Babson Survey Research Group, Pearson, and Quahog Research Group, LLChttp://www.onlinelearningsurvey.com/reports/2015SurveyInfo.pdf

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Understanding Your Institutional Strength

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Understanding your institutional strength

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• Student satisfaction and engagement metrics

• Faculty/staff satisfaction and alignment with student expectations

• Alumni satisfaction/outcomes• Student attrition research

The institution

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0

1

2

3

4

5

6

Overall, metexpectations?

Rate overallsatisfaction

Would enroll hereagain

Tuition aworthwhileinvestment

Our students Students at other schools

Overall Satisfaction

Current student research reveals broad institutional issues…

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1. I am able to register for classes I need with few conflicts.

2. Tuition paid is a worthwhile investment.

3. There is a good variety of courses provided on this campus.

4. The campus is safe and secure for all students.

5. Faculty are fair and unbiasedin their treatment of individual students.

6. Adequate financial aid is available for most students.

…and specific institutional challenges

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0%5%

10%15%20%25%30%35%40%45%50%

Percent of AlumniMaster's degree Doctoral degree Other graduate degree

Alumni research can inform your institutional strategy

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Very Important

Very Unimportant

Very Dissatisfied Very Satisfied

Institutional Challenges

Institutional Strengths

Understanding how satisfied students are

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Internal and External Checklist

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• Enrollment funnel conversion by population• Academic profile • Characteristics of entering class• Student academic interest as they enter• Flows into academic majors and courses • Number of students who progress from entering cohorts to graduation• Academic program capacity and demand• Financial aid research• Student satisfaction and engagement research• Alumni satisfaction research• Communications data• Web analytics• Data directly linked to your priorities and KPIs

Internal research elements

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Example – Regional funnel management

FTIC Funnels by Region: Fall 2017Stage / Region

County 1

County 2

County 3

County 4

County 5

Rest of State

Out of State

Intnl

Inqs.Conv. RateApps.Accept RateAdmitsDeps.Yield RateEnroll

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Example – Academic and co‐curricular demand

Academic or Co‐Curricular Program DemandAcademic Program

Student Interest

Subpop 1

Subpop 2

Subpop 3

Subpop 4

Rest of State

Out of State

Intnl

AfricanAmerican StudiesEnglishPsychologyBiologyChemistryOr could be by co‐curricular interest

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Example – Retention cohortFirst‐time Freshmen Fall 07 Fall 08 Fall 09 Fall 10 Fall 11 Fall 12 Fall 13 Fall 14 Fall 15

Cohort Size 159 143 161 141 137 175 177 167 175No. Retained after 1 semester 143 126 143 118 115 150 159 153% Retained after 1 semester 89.9% 88.1% 88.8% 83.7% 83.9% 85.7% 89.8% 91.6%No. Returning as Sophomores 120 100 120 100 103 118 133 133Retention rate frosh‐to‐soph 75.5% 69.9% 74.5% 70.9% 75.2% 67.4% 75.1% 79.6%No. Returning as juniors 99 91 108 87 94 107 110Retention rate frosh‐to‐jnr (after 2 years)

62.3% 63.6% 67.1% 61.7% 68.6% 61.1% 62.1%

Retention between sophomore and junior year

82.5% 91.0% 90.0% 87.0% 91.3% 90.7% 82.7%

No. Returning as seniors 99 89 102 83 91 103Retention rate frosh‐to‐ snr (after 3 years)

62.3% 62.2% 63.4% 58.9% 66.4% 58.9%

Retention between junior and senior year

100% 97.8% 94.4% 95.4% 96.8% 96.3%

No. Graduated after 4 yrs 68 59 78 59 73% Graduated after 4 years 42.8% 41.3% 48.4% 41.8% 53.3%No. Graduated after 5 years 86 78 91 76% Graduated after 5 years 54.1% 54.5% 56.5% 53.9%No. Graduated after 6 years 92 80 91% Graduated after 6 years 57.9% 55.9% 56.5%

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• Demographic trends• Number of students expressing

specific major interest, including by test score range

• Workforce demand• Lost inquiry study• Lost admit study• Competition analysis

• Market demand analysis• Price sensitivity study• FASFA application competition

report• Special population changes• State‐specific data • Information on possible

disruptive innovations

External research elements

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Working session

Task Two: Research Planning

• Review the document: Typical High‐Priority Research Checklist.

• Identify which of these research elements are currently available at your institution.

• Identify which should be a high priority for compiling after your return to campus.

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Questions and Discussion

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of Ruffalo Noel Levitz. Permission is required to reproduce information.

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