Achieving the National Agenda: Making Outreach Measurable

Achieving the National Agenda: Making Outreach MeasurableTim CopelandManaging Partner, DemandEngine

Lesley SnyderDirector of Program Development and MarketingUNC Charlotte October 2010

"When you can measure what you are speaking about, and express it in numbers, you know something about it; but when you cannot measure it, when you cannot express it in numbers, your knowledge is of a meager

and unsatisfactory kind.“

Lord Kelvin

DemandEngine, Inc. www.demandengine.com (912) 354-8007 Copyright 2010

Agenda1. State of professional and

continuing education2. How are PCE units

measuring outreach today3. Five strategies to make

outreach measurable

3


What does outreach mean to

you?

Your challenges?4


What we see• Many units are doing well, while others are

struggling to recover• Competitive environment and the need to

do more with less• Lack of measurement outside of financial

metrics• Blinded by the light of ‘shiny objects’• Lack of comprehensive enrollment

marketing plans to coordinate the organization

• Little focus on the top of the enrollment funnel

• Failure to communicate with prospects/students/customers in a sustained manner – the relationship as an asset

5


“Strategies are intellectually simple;

their execution is not."

Author Larry Bossidy

6





outreach measurable

7


Survey Methodology• Deans and directors from over 700 institutions were invited to participate

by email• Institutions targeted by ACHE and UPCEA memberships• An online survey was conducted in September 2010• Respondents were offered the survey results, a copy of the ACHE

presentation, and a copy of a forthcoming paper• In addition to sampling error, one should bear in mind that the practical

difficulties in conducting surveys can introduce error or bias into the finding of opinion polls. Other possible sources of error in polls are probably more serious than theoretical calculations of sampling error. These other potential sources of error include question wording, question ordering, and non-response. As with all survey research, it is impossible to quantify the errors that may result from these factors without an experimental control group.

8


Survey respondents profileInstitution Type %

Public 63.5%Private 34.1%

For-profit 2.4%

Source: DemandEngine's Q3 2010, Measuring PCE Outreach Study

Source: DemandEngine, Inc.

Profile of Respondents: Institution Type

Base: 85 institutions

Type % n

Our organization is a significant department or unit within a college or university and offers a wide range of programs, both for-credit and non-credit.

36.7% 29

Our organization is a standalone college or school (with its own degree and/or non-credit programs, faculty, etc.) within a larger university or college.

26.6% 21

Our organization is best described as an entity or function that coordinates activities of academic units, colleges, or schools within the institution to serve adult learners (e.g., program development, marketing, student service).

25.3% 20

Other 11.4% 9

Source: DemandEngine's Q3 2010, Measuring PCE Outreach StudySource: DemandEngine, Inc.

Profile of Respondents: PCE Organization Type


9


Survey respondents profile

10

Revenue % nLess than $999,000 7.8% 6

$1 million - $4.9 million 39.0% 30


$10 million - $19.9 million 14.3% 11


$30 million or more 13.0% 10



Profile of Repondents: Revenue

J ob titles %

Dean, Provost, Vice President 80%

Director 11%

Manager 0%

Coordinator 1%

Specialist 0%

Other (please specify) 8%


Profile of Respondents: Position

Base: 79 respondents


4 potential categories

11

• Other metrics?– “Scholarship”– Student learning hours– Student learning

outcomes– Passing rates –

learning assessments– Course go/no go

decisions

# of applications received

"Programming metrics"

"ROI metrics"

"Student Success"Student satisfaction survey results

Cohort rates toward degree attainmentCohort rates toward credit certificate completion

Cohort rates toward non-credit certificate completionSource: DemandEngine, Inc.

Potential Metrics of Outreach Success

"Demand metrics"# of prospective student inquiries (e.g., credit and non-credit)# of business inquiries (e.g., custom education, conferencing)

Revenue# of first-time enrolled students

# of programs offered# of new programs launched

# of custom education/training delivered# of employers/businesses served by programming

# of business/community partnerships createdTotal student enrollment


Perceptions of PCE value

12


Targets by revenue & headcount

13


Do you report on these metrics?

14

"Demand metrics" Annually Quarterly Monthly Weekly Never N/A n# of applications received 20% 23% 13% 10% 21% 13% 84# of prospective student inquiries 16% 19% 17% 7% 28% 13% 83# of business inquiries 13% 18% 7% 2% 47% 12% 83

"Programming metrics" Annually Quarterly Monthly Weekly Never N/A n# of programs offered 67% 17% 8% 2% 1% 5% 84# of new programs launched 61% 22% 10% 0% 1% 6% 82# of custom education/training delivered 41% 26% 4% 0% 20% 9% 80# of employers/businesses served by programming 41% 20% 6% 0% 28% 5% 81

"ROI metrics" Annually Quarterly Monthly Weekly Never N/A n# of business/community partnerships created 46% 17% 11% 0% 25% 1% 81Total student enrollment 35% 36% 12% 13% 1% 2% 85Revenue 27% 32% 29% 7% 4% 1% 85# of first-time enrolled students 25% 24% 7% 9% 27% 8% 85

"Student Success" Annually Quarterly Monthly Weekly Never N/A nStudent satisfaction survey results 39% 31% 2% 2% 19% 6% 84Cohort rates toward degree attainment 33% 13% 3% 0% 32% 20% 79Cohort rates toward credit certificate completion 28% 13% 5% 0% 36% 19% 80Cohort rates toward non-credit certificate completion 26% 9% 5% 0% 39% 22% 82

Source: DemandEngine's Q3 2010, Measuring PCE Outreach Study

Reporting Frequency of Continuing Higher Education Metrics

Source: DemandEngine, Inc.


Inhibiting factors

15


Other factors?• “Taking the time to discipline ourselves to measure and report consistently” • “Lack of staff to do the tracking determining consistent definitions”• “No tradition, but this is changing”• “Lean staff, over worked, just no time for this even though it is important”• “Lack of personnel and processes to track this information workload -- not time to

measure and report”• “Becomes last priority in an extremely busy environment “• “The main issue is staff not having the knowledge to utilize our complex data

system and the systems ability to produce timely relevant reports”• “There is little formal call for this data, thus it is not formally reported on” • “We track sporadically and informally. tracking students after graduation • “Lack of office staff “• “We are in the process of restructuring that will allow personnel to be assigned to

using the technology purchased by the University and/or by our School”

16





outreach measurable

17

1. Baseline what you know


Start with the lifeblood of enrollment

1. New student/business funnel• Demand for program areas• Sources• Timeframes• Year-over-year and year-to-date

2. Returning student/ business funnel

• Persistence toward the end-game

3. Identify the gaps of information4. Compare with macro data

19


Funnel

20

Source: DemandEngine

• If you would like more information on applying the enrollment funnel to continuing higher education, pick up a copy of Introducing the Enrollment Funnel: A Valuable Tool for Professional and Continuing Education Outreach

http://hosting-source.bm23.com/8292/public/downloads/demandengine-continuing-education-enrollment-funnel.pdf




2. Identify metrics that matter


The metrics pyramid

Satisfaction & Success

Demand

Programming

Financial

Source: DemandEngine

Develop metrics carefully as measurement for measurement’s sakes can lead you well-informed to Nowheresville.

22

3. Set targets


The art and science of targets• Targets are stakes in the

sand• Baseline information for

targets is good … potential is better

• Match resources to support potential

24

4. In the world of strategy and measurement, don’t under estimate the people part


People and strategy failures

Barriers to Strategy Execution

It’s estimated that only 10 % of organizations

execute their strategy.

People Barrier“No measurement”

Vision Barrier“No

understanding”

Management Barrier

“No discussion”

Resource Barrier“No budget”

26

5. Construct and USE a scorecard


Scorecard fundamentals• A scorecard represents carefully selected set of

quantifiable measures derived from strategy.• A dashboard is a collection of performance

indicators that represent point-in-time measurements valued by the institution.

• Scorecards are unique to YOUR strategy

28


A scorecard example

29


What this means• You can’t manage what you

don’t measure• Reverse engineer your desired

goals and objectives• The enrollment funnel –

prospective students and returning students is an invaluable tool

• Scorecards are carefully selected measures that bring your strategy to life

30


ConclusionFive Strategies1. Baseline2. Identify metrics that

matter3. Set targets4. Don’t underestimate

the ‘people’ part5. Construct and use a

scorecard

31

Tim CopelandManaging Partner

Email [email protected] 912-354-8007Web www.demandengine.comBlog www.enrollmentmarketing.orgTwitter www.twitter.com/tim_copeland

If you would like a copy of these slides and the upcoming report, please leave your business card.

http://www.demandengine.com/

http://www.enrollmentmarketing.org/

http://www.twitter.com/tim_copeland


About DemandEngine

32

DemandEngine is a CRM consulting and interactive marketing services company dedicated to higher education. Combining talent, strategy and technology, we help colleges and universities transform their enrollment marketing practices andcapabilities, develop sound plans and assist in the execution of interactive strategies to achieve defined objectives. Our clients appreciate the value of our strategy-first approach.

Our experience includes working with enrollment points ranging from traditional undergraduates to adult learners. With the experience of serving over 200 colleges and universities across the country, we are equipped to respond to the nuances of enrollment management and marketing across your campus.

Our client list includes Embry-Riddle Aeronautical University Worldwide, Georgia Institute of Technology Distance Learning and Professional Education, Harvard University Extension School and Graduate School of Education, Luther Rice Seminary & University, New York University Tisch School of the Arts, UC-Riverside Extension, University of Pennsylvania Annenberg School of Communication University of the Sciences in Philadelphia, University of Vermont Continuing Education, and the University of Washington Center for Distance and Professional Education.

http://www.demandengine.com/

Documents

Achieving the National Agenda: Making Outreach Measurable