Effective Use of Student Effective Use of Student Webmasters to Improve E-Webmasters to Improve E-

Recruitment: Recruitment: A True Win-win Scenario for A True Win-win Scenario for

Admission Offices and Students Admission Offices and Students Seeking Seeking

Para-professional ExperiencePara-professional Experience Jay GoffJay Goff

Dean of Enrollment ManagementDean of Enrollment Management

Sean GottliebSean GottliebDatabase Services Assistant & EMT Database Services Assistant & EMT

Project LeadProject LeadUniversity of Missouri – RollaUniversity of Missouri – Rolla

ACT EPC July 20 2006, Chicago, IllinoisACT EPC July 20 2006, Chicago, Illinois

OVERVIEWOVERVIEW Understanding the Need for Re-Understanding the Need for Re-

examining the Roles for Student examining the Roles for Student Webmasters & Tech DevelopersWebmasters & Tech Developers

Organizational Structure Strategies Organizational Structure Strategies Needed to Embrace Student WebmastersNeeded to Embrace Student Webmasters

Evaluation ProcessesEvaluation Processes An E-Market Evaluation: Enhancing E-An E-Market Evaluation: Enhancing E-

communication Strategies & Homepages communication Strategies & Homepages by Utilizing Students’ Tech Talents, by Utilizing Students’ Tech Talents, Systems Knowledge and market InsightSystems Knowledge and market Insight

16 million Teens and Kids are Online16 million Teens and Kids are Online

• Over 90%Over 90% of Teens regularly use a computer of Teens regularly use a computer

• Within the last five years, students usage of the Within the last five years, students usage of the Web to find out information about colleges has Web to find out information about colleges has doubleddoubled

• The Internet population in 2005 will number The Internet population in 2005 will number more than 700 millionmore than 700 million adults and children adults and children worldwide according to the worldwide according to the Computer Industry Computer Industry AlmanacAlmanac- nearly 250 million in North America- nearly 250 million in North America

Internet’s Importance

Have Internet AccessHave Internet Access

Demographics of Internet Users

Here is the % of each group who go online. As an example, 65% of women go online.

Go Online

Age

18-29 81%

30-49 78

50-64 63

65+ 26

Race/ethnicity

White, Non-Hispanic 68%

Black, Non-Hispanic 51

Hispanic 63

Household income

Less than $30,000/yr 48%

$30,000-$50,000 69

$50,000-$75,000 84

More than $75,000 92

Educational attainment

Less than High School 32%

High School 54

Some College 80

College + 88

Source: Pew Internet & American Life Project, January 2005 Tracking Survey. Please note that the January survey employed split form questioning in which half the sample was asked our traditional Q6 internet use question and the other half was asked a new two-part internet use question. N=2,201 adults, 18 and older. Margin of error is ±2% for results based on the full sample.

What resources do you What resources do you use to find out more use to find out more

information?information?

0.3%

0.9%1.7%

2.2%2.4%2.7%

16.6%24.6%

24.7%33.9%

46.4%

48.4%48.6%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

Visit to the collegeWeb site

By reputationRecruitment

College ranking guidesCollege fair

College guidebooksMagazine ads

TV adsVideo

CD-ROMNewspaper ads

Radio ads

Source: Pew Internet & American Life Project

Teens (12-17) & Gen Y (18-23) when online, are more likely to:

81%-54% Play Games

57% -73% Search for Colleges/Get School Info

60% Text Message

45%-51% Download Music

38%-41% Read Blogs

27% - 31% Download Video

19%-20% Create a Blog

Big decisions made Big decisions made online (1)online (1)

0

5

10

15

20

25

30

35

40

Teens, Students, Parents & Internet Technology Presented by Amanda Lenhart, Research Specialist

to the Lawlor Group Summer SeminarJune 18, 2004 Minneapolis, MN

Big decisions made Big decisions made online (2)online (2)

0

5

10

15

20

25

30

35

40

Teens, Students, Parents & Internet Technology Presented by Amanda Lenhart, Research Specialist

to the Lawlor Group Summer SeminarJune 18, 2004 Minneapolis, MN

Organizational Structure Organizational Structure Strategies Needed to Strategies Needed to

Embrace Student Embrace Student WebmastersWebmasters

If You Embrace the Web as the If You Embrace the Web as the Center of Your Marketing Strategy,Center of Your Marketing Strategy,

You Need Staff Who Know:You Need Staff Who Know:

1.1. How to use today’s internetHow to use today’s internet

2. How today’s students use the internet2. How today’s students use the internet

Student Webmaster’s Can Fulfill Student Webmaster’s Can Fulfill both Needsboth Needs

Generally, students pursuing technology or computer Generally, students pursuing technology or computer systems degrees are driven to know the most current systems degrees are driven to know the most current software and tech/web applicationssoftware and tech/web applications

Most often higher education IT professionals are Most often higher education IT professionals are generally “stuck” using/maintaining outdated or generally “stuck” using/maintaining outdated or mainstream systems. Due to the lack of R&D on most mainstream systems. Due to the lack of R&D on most campuses, they get little exposure to the most current campuses, they get little exposure to the most current tech advances and market use studies.tech advances and market use studies.

The best e-marketing organizations seek out and rely The best e-marketing organizations seek out and rely on student interactions and students surveys to learn on student interactions and students surveys to learn how the web is being used.how the web is being used.

The student webmaster can provide the best of The student webmaster can provide the best of both worlds: knowledge of cutting-edge tech and both worlds: knowledge of cutting-edge tech and an ability to implement communication systems an ability to implement communication systems similar to their daily lifestyles.similar to their daily lifestyles.

How to Find the “Right” Student How to Find the “Right” Student Webmasters:Webmasters:

Skill Sets NeededSkill Sets Needed PREVIOUS WEBPAGE BUILDS:PREVIOUS WEBPAGE BUILDS: Look at samples of work Look at samples of work PROGRAMMING:PROGRAMMING: Experience with the campus programming Experience with the campus programming

language for the web and databases (i.e. Perl, PHP, Java, language for the web and databases (i.e. Perl, PHP, Java, ASP.net)ASP.net)

DATABASES:DATABASES: Experience with database operations and Experience with database operations and table constructiontable construction

DESIGN:DESIGN: Have some designing background/skills. Training Have some designing background/skills. Training usually required.usually required.

FLEXIBILITY:FLEXIBILITY: Can be creative, take direction & constructive Can be creative, take direction & constructive criticism – understand that a first draft is not a final draft. criticism – understand that a first draft is not a final draft. Any university has multiple, multiple stakeholders.Any university has multiple, multiple stakeholders.

COMMUNICATE:COMMUNICATE: Good writing and interpersonal skills are Good writing and interpersonal skills are needed for any group projects, but this is especially needed for any group projects, but this is especially important for college internet projects. Training usually important for college internet projects. Training usually required.required.

FUN:FUN: This is a technical marketing position and can be This is a technical marketing position and can be frustrating getting started. Being able to ask questions, frustrating getting started. Being able to ask questions, have fun & laugh at yourself is very important.have fun & laugh at yourself is very important.

How to evaluate Webmasters:How to evaluate Webmasters:

Previous Performance Previous Performance MeasuresMeasures

This cannot be a learning This cannot be a learning technology on-the-job position.technology on-the-job position.

Must have core tech knowledge and Must have core tech knowledge and experience, paid or unpaid.experience, paid or unpaid.

Too much to learn in terms of Too much to learn in terms of recruitment strategy, campus recruitment strategy, campus politics, etc… to also try to learn politics, etc… to also try to learn tech skills.tech skills.

Embracing the Para-Embracing the Para-professional Roleprofessional Role

Not easy to do in Academia: “student-Not easy to do in Academia: “student-workers” usually seen/treated as the “low workers” usually seen/treated as the “low rung”rung”

Must have the support and backing of the Must have the support and backing of the lead managerslead managers

Lead manager MUST regularly re-Lead manager MUST regularly re-enforce the Para-professional role with enforce the Para-professional role with full time staff membersfull time staff members

The hybrid role must be constantly The hybrid role must be constantly supported and re-enforced by the lead supported and re-enforced by the lead managersmanagers

Types of Jobs for Student Types of Jobs for Student WebmastersWebmasters

Assuming they work 20 hours per Assuming they work 20 hours per weekweek

Landing sitesLanding sites Product ResearchProduct Research Database analysisDatabase analysis HTML emailsHTML emails Help writing and researching RFPsHelp writing and researching RFPs Virtual Campus SitesVirtual Campus Sites Special School Related Promotional Special School Related Promotional

Pieces (wallpapers, help agents, screen Pieces (wallpapers, help agents, screen savers, etc.)savers, etc.)

KEY TO SUCCESSKEY TO SUCCESS

No More Than 1 Project No More Than 1 Project for every 10 Weeks!for every 10 Weeks!

Who Benefits from a Who Benefits from a Paraprofessional Student Paraprofessional Student

WebmasterWebmaster Both the student and the Both the student and the

institution gain significant benefits institution gain significant benefits from this hybrid participation. from this hybrid participation.

But it does mean changing some of But it does mean changing some of the traditional perceptions of the traditional perceptions of student-workers, office student-workers, office organization, and pay/benefits.organization, and pay/benefits.

Institutional BenefitsInstitutional Benefits Fosters needed interaction between administrators, Fosters needed interaction between administrators,

educators and students to develop and implement educators and students to develop and implement student oriented web-sites which benefit the student oriented web-sites which benefit the school’s enrollment and student relations.school’s enrollment and student relations.

Salary Savings. By using students, the salary Salary Savings. By using students, the salary expectations are much lower than hiring a expectations are much lower than hiring a professional staff memberprofessional staff member

Cutting edge technology and application are more Cutting edge technology and application are more likely to be embraced and triedlikely to be embraced and tried

Encourages students and supervisors to set Encourages students and supervisors to set time priorities on job responsibilities.time priorities on job responsibilities.

Provides an ongoing in-house “focus group” input Provides an ongoing in-house “focus group” input and analysis – the student webmaster and their and analysis – the student webmaster and their friends are part of your target market.friends are part of your target market.

Student BenefitsStudent Benefits Improves a student’s future job performance, Improves a student’s future job performance,

knowledge, and skills – better when written job knowledge, and skills – better when written job objectives can be provided.objectives can be provided.

Helps the student develop a portfolio, career Helps the student develop a portfolio, career motivation and job satisfaction due to feelings motivation and job satisfaction due to feelings of achievement and a successful completion of of achievement and a successful completion of goals.goals.

Allows students to improve communication Allows students to improve communication skills with their supervisors which fosters an skills with their supervisors which fosters an improved working relationship for future jobs.improved working relationship for future jobs.

Bridges the gap between classroom theory and Bridges the gap between classroom theory and practical on-the-job experience.practical on-the-job experience.

Improves the student’s opportunities for Improves the student’s opportunities for immediate job placement/advancement.immediate job placement/advancement.

Provides the student with additional exposure Provides the student with additional exposure to potential employment opportunities by to potential employment opportunities by meeting and learning about various vendor meeting and learning about various vendor organizations.organizations.

Evaluation Evaluation ProcessesProcesses

Evaluating the Work Evaluating the Work and the Worker – Outcomes and the Worker – Outcomes

BasedBased Projects Completed & AttendanceProjects Completed & Attendance Stakeholder Feedback on the Projects:Stakeholder Feedback on the Projects:

Prospective students & parentsProspective students & parents AlumniAlumni Staff, Faculty, & AdministratorsStaff, Faculty, & Administrators General PublicGeneral Public

Opportunity to Provide Vision for the Opportunity to Provide Vision for the FutureFuture Compare work to other schools, vendors, Compare work to other schools, vendors,

etc.etc.

Understanding Prospective Understanding Prospective Student Use of Your Student Use of Your

HomepageHomepageTotal Trend for Page Requests to the www.umr.edu Domain from Individual Off-Campus IP Addresses

1,500,000

2,000,000

2,500,000

3,000,000

3,500,000

4,000,000

4,500,000

Augus

t, 200

2

Septe

mber,

2002

Octobe

r, 20

02

Novem

ber,

2002

Decem

ber,

2002

Janu

ary,

2003

Febru

ary,

2003

Mar

ch, 2

003

April,

2003

May

, 200

3

June

, 200

3

July,

200

3

Augus

t, 200

3

Septe

mber,

2003

Octobe

r, 20

03

Novem

ber,

2003

Decem

ber,

2003

Janu

ary,

2004

Febru

ary,

2004

Mar

ch, 2

004

April,

2004

May

, 200

4

June

, 200

4

July,

200

4

Recruitment Cyclel Trend for Page Reuests to the www.umr.edu Domain

1,500,000

2,000,000

2,500,000

3,000,000

3,500,000

4,000,000

4,500,000

Aug. Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun. Jul.

2002-2003 2003-2004

The Basic Hit Analysis is Most Telling of The Basic Hit Analysis is Most Telling of How Effective Your Architecture is with How Effective Your Architecture is with

Your Target MarketYour Target Market

Enrollment Increases After Enrollment Increases After Trying New Electronic Trying New Electronic Recruitment ProjectsRecruitment Projects

2000 – 2005, Increased new 2000 – 2005, Increased new undergraduate enrollment by 38%: undergraduate enrollment by 38%: communications focused on admit to enroll communications focused on admit to enroll yield.yield.

Freshmen increase by over 300 per year Freshmen increase by over 300 per year Transfer students increase by 117 per Transfer students increase by 117 per

year year Total UG enrollment up:Total UG enrollment up:

Fall 2000: 3698 undergraduatesFall 2000: 3698 undergraduatesFall 2005: 4313 undergraduatesFall 2005: 4313 undergraduates

Due to Low Market Interest in STEM Majors, UMR Embraced a Communication System to Increase Enrollment by Improving the Yield of Admitted Undergraduate Applicants who EnrollFS200FS200

00FS200FS200

11FS200FS200

33FS200FS200

55

4TH WEEK 4TH WEEK CENSUSCENSUS

Beginning Beginning FreshmenFreshmen

42% 42% 696696

43% 43% 715715

51% 51% 897897

50% 50% 914914

w/ Admit to w/ Admit to Enroll Yield %Enroll Yield %

New New TransfersTransfers

61% 61% 195195

62% 62% 231231

73% 73% 281281

96% 96% 312312

  

      TOTALTOTAL 891891 946946 11781178 12261226

An E-Market Evaluation: An E-Market Evaluation: Enhancing e-communication Enhancing e-communication strategies and homepages by strategies and homepages by

utilizing students’ tech utilizing students’ tech talents, systems knowledge talents, systems knowledge

and market insight.and market insight.

A General Internet A General Internet Presence is now Assumed Presence is now Assumed

by ALL STUDENTSby ALL STUDENTS Mass e-recruitment techniques gave Mass e-recruitment techniques gave

early adopters a competitive advantage early adopters a competitive advantage but that edge is now largely gone. but that edge is now largely gone.

The days of effective pop-ups, mass The days of effective pop-ups, mass generic emails, and FAQ listings generic emails, and FAQ listings have have changedchanged to to blogs, RSS feeds, blogs, RSS feeds, personalized web-space and interest personalized web-space and interest filtering systems that provide 24-7 filtering systems that provide 24-7 virtual college counseling.virtual college counseling.

General University/College General University/College Homepage AssumptionsHomepage Assumptions

i.e. the “Must-haves”i.e. the “Must-haves” Online forms for requesting admission by mailOnline forms for requesting admission by mail Online applicationsOnline applications Information about campus toursInformation about campus tours Detailed admission information, including Detailed admission information, including

requirements, deadlines and admission optionsrequirements, deadlines and admission options Online chat rooms/Instant Messaging AbilitiesOnline chat rooms/Instant Messaging Abilities E-mail newslettersE-mail newsletters Information for high school guidance counselorsInformation for high school guidance counselors Information for parentsInformation for parents Online course catalogOnline course catalog Online course registrationOnline course registration School profile/snapshot for freshman class academic School profile/snapshot for freshman class academic

qualificationsqualifications College cost informationCollege cost information

2004 AACRAO SEM Enrollment Managers Survey

• The Web should be the center of your communications The Web should be the center of your communications and marketing strategyand marketing strategy

• Make your communication as personal as possibleMake your communication as personal as possible• Make sure that the message is relevantMake sure that the message is relevant• It must be cool for this market to respondIt must be cool for this market to respond• Test/ Test/ TestTest/ Test/ Test

E-Marketing To Teens

Key to a “Non-Spam” Feel:Key to a “Non-Spam” Feel:Make Communication as Make Communication as

Personal as PossiblePersonal as Possible

E-mailE-mail

• 83.3% like receiving e-mails from colleges83.3% like receiving e-mails from colleges

• 66.5% have received an e-mail from a college66.5% have received an e-mail from a college

• Average of 3.4 e-mail addressesAverage of 3.4 e-mail addresses• Average of 13.8 e-mails per dayAverage of 13.8 e-mails per day

• Personal e-mail 57.8% responsePersonal e-mail 57.8% response

What we are doing nowWhat we are doing now Capture and store contact data from visitors to your institution’s

Web page. (through the VIP page umr.myvippage.net) Create personalized interest, event, and workflow-driven Web

portals for each contact. Use information collected from ACT, PSAT, other third-party data

providers, and People Soft Build and execute unique communication plans for multiple target

groups. Export data for direct mail and tele-counseling lists. Build queries—or “filters”—to divide your contact pool into

meaningful market segments for targeted communication. Schedule and automate personalized and customized e-mails to

thousands of contacts at a time; or send out spontaneous e-mails when needed.

Manage information collected from incoming phone calls, inquire cards and e-mails.

Conduct e-surveys View activity history of all contacts to measure engagement levels.

QUESTIONS?QUESTIONS?

Jay W. GoffJay W. GoffDean of Enrollment ManagementDean of Enrollment Management

573-341-4378573-341-4378goffjw@umr.edugoffjw@umr.edu

Sean GottliebSean Gottlieb

Data Base Services Assistant & EMT Data Base Services Assistant & EMT Project LeadProject Lead

University of Missouri – RollaUniversity of Missouri – Rolla573-341-7259573-341-7259

gottlieb@umr.edugottlieb@umr.edu