Presented by Dr. Brenda Harms Associate Vice President Stamats, Inc. Cedar Rapids, IA 52406

1 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012

Presented byDr. Brenda Harms

Associate Vice President

Stamats, Inc. Cedar Rapids, IA 52406

(800) 553-8878

Serving Adult Students –Why, What and How!

May, 2012


About Stamats

Research, Planning, and Consulting• Brand clarification and development• Image and perception studies • Tuition pricing elasticity and brand

value studies • Recruiting and marketing

assessments, plans, and counsel

Strategic Creative• Institutional, admission, and

advancement websites• Mobile and social media solutions • Recruiting and advancement

campaigns and publications• Virtual and experiential tours• Institutional identity • Advertising campaigns• TV, video, and radio

Stamats is recognized and respected as the nation’s higher education integrated marketing thought leader. Our comprehensive array of innovative products and services has set the standard for pairing insightful, research-based strategic counsel with compelling creative solutions.

Our approach is simple: recognize the unique needs and expectations of each client and draw on more than 50 years of higher education experience for every project we undertake.

At all times, we promise the highest level of professional service and attention to detail in the industry because, in the end, we know our success is measured entirely by the success of our clients.

http://api.ning.com/files/wAuKUBWpJbv5aZaDPzDutfJD5txlzYSkLSKfXhu8h73d5a5xtKdbDnoV*gle52d3LX3CPpfwsxIPJn8bFzchm1u5Vl8AlSq0/135069926.jpeg


Understanding the Adult Student and Their Role in Higher Education


• A confluence of three gales:– Changing demography– Rising cost to attend – Increased competition for students

…and a fourth – the economy

• Add to the confluence:– Colleges and universities increasingly unable

(unwilling) to make the tough decisions that will truly differentiate them from their competitors

– The rise in for-profit education and their intentional efforts to serve underserved populations

The Perfect Storm


Projected Change in H.S. Graduates to 2018–19

Source: U.S. Department of Education, National Center for Education Statistics, December 2008

+6

> 20%

+11% to +20%

0% to +10%

Decreases

-9+15

+11 +30

+4+34

+59+53

-19

+33

-20

+1

+6

+40

+5

-11

+7

0

+41

+33

+17+6

-1

+4

+5

+11

-9

+15

-8

0

+22+13

+11+8

+10

-12

+3+18

+7

+23

-7

-1

-19

-4 -21 -6-8

-16-13

-6


The Outlook According to the National Center for Educational Statistics (2009)

Between 2007 and 2018 enrollment is projected to increase: 9 percent for students who are 18 to 24 years old25 percent for students who are 25 to 34 years old

12 percent for students who are 35 years old and overMore of the story:

12 percent for undergraduate students18 percent for graduate students20 percent for first-professional students (dentistry, medicine,

optometry, osteopathic medicine, pharmacy, podiatric medicine, veterinary medicine, chiropractic, law, and theology)


The Outlook According to the National Center for Educational Statistics (2009)

And even more of the story: 4 percent for students who are White26 percent for students who are Black38 percent for students who are Hispanic29 percent for students who are Asian or Pacific Islander32 percent for students who are American Indian or Alaska

Native14 percent for students who are nonresident aliens


• Recent polls by Public Agenda indicate 55 percent of Americans consider higher education “absolutely necessary for success” in today's economy, a 24% increase from a similar poll in 2000

• Georgetown University Center on Education and the Workforce estimates:– 2018: 63 percent of all jobs will require some form of

postsecondary education or training– mid-'70s: less than 30 percent of jobs required anything beyond a

high school diploma

Jamie Merisotis – CEO/President Lumina Foundation

Education Required for Professional Success


• Nine percent of all U.S. four-year college and graduate students attend for-profit institutions – About 22% of two-year college students attend for-profits

• U of Phoenix is America’s biggest college—nearly 400,000 students• 37% of students at for-profits are minorities and almost 50% are first

generation in their families to pursue higher education• Spend up to 1/3rd of the operational budget on marketing

– Apollo Group spent $228.6 million in one quarter to capitalize on the recession.

Source: Eduventures and Chronicle 2020: Students

For-Profit Institutions

http://www.phoenix.edu/?CLPhone=866.766.0766

http://www.phoenix.edu/?CLPhone=866.766.0766


No Clear Definition21-year-old working full-time, taking part-time classes

37-year-old widow returning to college full-time53-year-old returning to school via NAFTA 30-year-old veteran wanting to take advantage of his educational benefits44-year-old professional earning a master’s degree via an evening program19-year-old single mom living at home with parents and

working full-time job while attending evening classes67-year-old taking classes for personal enrichment39-year-old earning a certificate through the local college for work

Today’s Adult Students


• Only 16% of college students fit the traditional model: age 18–22 years old, attending college full-time, and living on-campus

• The “over 25” population is the fastest-growing student segment in higher education and has consistently increased during the last three decades

• Despite this information, the majority of opportunities within higher education were/are designed with a traditional-aged student in mind

Today’s Adult Students


Adults students are more important than they have ever been before,

AND

many senior administrators are realizing it!

So What…


BUT…

It will be more difficult than it has been before.Gone are the days of build it and they will come

ORbeing the only game in town.

Today’s successful adult student programs will need to be innovative, nimble, and progressive in their thinking.

It is truly a time for creating the next phase of adult education.


2012 Adult Students TALK™ Research


Methodology and Audience Information


Methodology

• A web-based survey of 739 adults interested in continuing their education• The sample was intentionally drawn to look at certificate, associate’s,

bachelor’s, and graduate degree seekers• Respondents were members of an online panel and were:

– Between the ages of 25 and 54– Currently at a level of education that was a GED/high school diploma or

higher but had not yet completed a graduate degree – Somewhat or very likely to continue their education within the next three

years– Dispersed nationwide


Geographic Distribution of Respondents

• Surveys completed in Hawaii and Alaska as well


Use of Best-Worse Scaling (MaxDiff)

• Best/worst scaling is an analytical approach that is uniquely effective for evaluating the relative strength or impact of attributes or factors (such as those impacting the college-selection decision)

• This technique avoids the challenges associated with asking respondents to rate/rank various factors—both in terms of difficulties related to collecting responses and also related to statistical interpretation. This approach asks respondents to make a series of choices and then studies those choices so as to derive the relative importance of each factor mathematically

– Specifically, each respondent is presented with three to five factors and is asked to identify the “most important” factor and the “least important” factor from each set of factors

• Supports development of a profile of “factor importance” at the individual respondent level; importance can be portrayed in total or by segment

• Above all, factor importance is portrayed as a “share” for each so that numeric differences accurately portray the true magnitude of difference between specific factors. For example, a factor at 20% is twice as important as a factor depicted at 10%


Females

Male

White or Caucasian

Non-white

0% 20% 40% 60% 80% 100%

52%

48%

85%

15% 2012 n=739

Demographics – Gender and Race

• Non-whites consist of Hispanics, Latinos, African Americans, American Indians, Alaska Natives, Native Hawaiians, and Asians

What is your gender? Please specify your race.


Employed

Self employed

Not employed

0% 20% 40% 60% 80% 100%

73%

5%

22%2012 n=739

Demographics – Employment Status

Are you currently…?


2012 Adult StudentsTALK™ Results


Degree of Interest

• The top four programs listed are the ones we will focus on in this report; there were too few cases of doctorate students in the overall survey to look deeper into this type of student

What type of program or degree are you likely to pursue? Single choice.

Certificate program

Associate's degree

Bachelor's degree

Master

Doctorate

No degree, taking classes

0% 20% 40% 60% 80% 100%

16%

16%

24%

35%

1%

8%2012 n=739


Certificate Program


Adult Student Challenges: Certificate Students

• Paying for college courses is the most challenging issue facing certificate students; managing time between work and classes is half as challenging as just finding the money to do it

Which factor is most challenging to you? N=119Paying for college or course work

Managing time between work and classes

Finding financial aid or financial assistance

Managing time between family and classes

Work schedule

Academic course work

Finding a campus location close to home or work

Enrollment or application process

Financial impact on my career

College or university's attitude towards adult students

Job travelTechnological requirements with computers or software

programs

0% 20% 40% 60% 80% 100%

37.6%

15.9%

10.8%

10.3%

7.1%

5.4%

2.6%

2.6%

2.1%

2.0%

1.9%

1.6%

MAX DIFF


College Selection Criteria: Certificate Students

• The most important college selection factor to prospective students is cost; student outcomes (job placements, income increases, career advancements) and flexible class scheduling are half as important in selecting a school as the overall cost to attend

Which factor is most important to you? N=119Cost to attend

Job placements, income increases, graduate advancementsFlexibility of class scheduling/times

Amount of financial aid available, incl. scholarshipsOnline learning options

Accreditation of the degree programLocation is convenient to home or work

Quality of my preferred major/fieldAccreditation of the college/university

Faculty are good teachers and mentorsCredit for previous life experience

Time to degree completionQuality of academic facilities

Specializations offered with the degreeCollege is known/respected within my community

Academic reputation of college/universityAbility to transfer in credits

Career planning servicesSmall student/faculty ratio

College ranking (i.e. U.S. News & World Report, Princeton Review, Forbes)

0% 20% 40% 60% 80% 100%

23.6%11.6%

11.3%6.6%6.1%5.8%5.7%5.2%4.9%4.4%

2.9%2.4%2.4%2.0%1.3%1.3%1.0%0.8%0.5%0.2%

MAX DIFF


Motivations for Education: Certificate Students

• Adults are very motivated by improving their economic or career status when considering going back to school

Please rank your top three motivations for pursuing additional education. N=119

Increase my income

Change careers or jobs

Advance my current career/job

Personal enrichment

Improve job satisfaction

Major life changes

Be a role model for family

Enjoy learning

Prove I can do it

0% 20% 40% 60% 80% 100%

34%

24%

16%

8%

8%

8%

2%

1%

0%


Enrollment Timeline – Certificate Students

• Certificate seekers are mainly exploring options right now with no definite plans; there are more certificate seekers in this stage than those of any other degree program. Most likely they just apply and start

Where are you in the process right now? N=119

Exploring options

Researching a few schools

Ready to apply

Have applied, waiting for admission

Admitted, waiting to start

0% 20% 40% 60% 80% 100%

74%

18%

7%

0%

1%


Type of School – Certificate Students

• Almost all certificate seekers are considering a community college or technical school for a certificate program; consideration of other types of schools is significantly lower

Would you consider going to a …? N=119

Public four-year Private four-year For-profit Community or technical

0%

20%

40%

60%

80%

100%

50%

26%

49%

91%


Classroom Format – Certificate Students

• All formats are considered but a “hybrid format” or mix of online and traditional classroom time has the most preference

Which of the following classroom formats would you consider? Which do you prefer the most? N=119

Face-to-face

Online only

Mix of online and traditional

0% 20% 40% 60% 80% 100%

90%

86%

94%

33%

27%

40% PreferPercent consider


Class Meeting Time – Certificate Students

• All are heavily considered but a weeknight is preferred most

Which of the following classroom meeting times would you consider? Which do you prefer the most? N=119

Weekdays

Weeknights

Weekends

One weekend a month

0% 20% 40% 60% 80% 100%

63%

87%

70%

76%

32%

44%

6%



Course Duration – Certificate Students

• All are largely considered but an 8-week course format is most preferred

Which of the following durations for classes would you consider? Which do you prefer the most? N=119

15-week classes

8-week classes

5-week classes

0% 20% 40% 60% 80% 100%

81%

96%

89%

21%

50%



Defining Quality: Certificate Students

How would you assess the quality of a program? What factors or characteristics would you look at? Unaided. Top mentions listed. N=119

Faculty (quality of, availability of)Scheduling, when classes are offered, class

availabilityJob placement, career services

Tuition, cost

Reputation, prestige

Pass rate, graduation rate

Curriculum, course work

Accreditation

Student-teacher ratio, personal attention

Location, proximity to home

0% 10% 20% 30% 40% 50%

23%

16%

16%

15%

8%

8%

8%

8%

8%

8%

Note: Multiple mentions.


Services to Consider – Certificate Students

Please indicate your interest level in a college that provides this option. Very/Somewhat interested displayed. N=119

One visit (apply, request financial aid, regis-ter)

Financial aid coordinator

Programs on a faster than normal schedule

Personal advisor (application and academic)

Tutorial services for adult students

On-site childcare

0% 20% 40% 60% 80% 100%

59%

54%

52%

32%

22%

4%

36%

31%

44%

55%

61%

15%VerySomewhat


Information Sources Used – Certificate Students

• Students most frequently conduct general web searches with search engines to find out about colleges or universities they might like to attend and they also go straight to your website; this suggests that your Search Engine Optimization (SEO) must be working well to capture early leads

How frequently have you used the following information sources in your search for a college or university? N=119

General web search

Website of a specific college or university

Website summarizes college information (i.e. collegeboard, Petersons, gradschools.com)

Printed materials sent to you from college/university

Email from college/university

Contact admissions office

0% 20% 40% 60% 80% 100%

39%

37%

13%

4%

3%

2%

39%

42%

32%

31%

22%

24%FrequentlyOccasionally


Influencers – Certificate Students

• Adult students most likely have a spouse or partner “very” involved in the decision process; the admissions counselor at the school or a friend may be somewhat involved but other types of influencers seem to have less impact overall

Please indicate how involved each of the following people will be in your choice of a college. Very/Somewhat involved displayed. N=119

Spouse/partner

Admissions counselor

Friend

Employer I'd like to work for

HR staff at work

Supervisor at work

Student or alumnus/a

Co-worker

0% 20% 40% 60% 80% 100%

32%

13%

5%

5%

2%

2%

1%

32%

57%

46%

39%

21%

16%

24%

22%

Very

Somewhat


Website Information Sought: Certificate Students

• The most often mentioned website information that students are looking for when reviewing a website from a college or university are the cost to attend and the degrees offered

Please rank the most important pieces of information you are looking for on the website of a college or university program you might consider attending. Top mentions listed. N=119

Cost to attend

Degrees offered

Financial aid services

Degree completion time

Graduate outcomes and placement data

Credit for life experiences

Tuition reimbursement programs with local employers

Classroom format (when class is offered)

Success stories of graduates

Real-life stories of adult students like me

Transfer credit policy and process

0% 20% 40% 60% 80% 100%

35%

34%

11%

6%

5%

3%

3%

2%

2%

1%

0%


Social Media Use – Certificate Students

• Facebook is the most prevalent social media platform for adult students overall

• No significant differences exist in Facebook membership by degree type

Which of the following social media platforms are you a member of? N=119

Facebook LinkedIn Twitter MySpace GooglePlus0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

75%

33%

21% 20%

13%


Several times a

day

Once a day

Once a week

Several times a week

Once a month

Several times a month

Every few

months

Never0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

47%

17%

8% 9% 7%3%

8%

1%

Facebook Usage Frequency – Certificate Students

• Six in 10 Facebook members are checking their profile on Facebook at least once a day, most of them are checking in several times a day

• With such frequent usage, you may be able to get a message, event, or promotion quickly to Facebook users

How often do you visit your profile? Base: Members. N=89


Visited Facebook of College/University – Certificate

• While 75% of adult students are Facebook members; only one in 10 has actually visited the Facebook page of a college or university of interest

• More 25- to 34-year-old certificate seekers have visited than older age groups

• Among all degree types, there is no significant difference in visiting the Facebook page of a prospective college or university

Have you ever visited the Facebook of a college or university you were interested in attending? N=119

Yes13%

No87%


Associate’s Degree Seekers


Adult Student Challenges: Associate’s Degree Students





Work schedule





Job travel

College or university's attitude towards adult studentsTechnological requirements with computers or software

programs

0% 20% 40% 60% 80% 100%

44.1%

12.5%

10.9%

10.0%

5.5%

3.8%

3.4%

3.2%

2.3%

2.0%

1.2%

1.1%

• Paying for college courses is the most challenging issue facing associate degree students; managing time between family and classes or work is half as challenging as just finding the money to do it

MAX DIFF


College Selection Criteria: Associate’s Degree Students


Amount of financial aid available, incl. scholarshipsFlexibility of class scheduling/times

Job placements, income increases, graduate advancementsOnline learning options

Ability to transfer in creditsAccreditation of the degree program

Location is convenient to home or workFaculty are good teachers and mentors

Quality of my preferred major/fieldAccreditation of the college/university

Credit for previous life experienceSpecializations offered with the degree

College is known/respected within my communityTime to degree completion

Academic reputation of college/universityQuality of academic facilities

Career planning servicesSmall student/faculty ratio

College ranking (i.e. U.S. News & World Report, Princeton Review, Forbes)

0% 20% 40% 60% 80% 100%

22.6%10.5%

10.1%9.4%8.3%

5.4%4.7%4.6%4.4%4.3%3.7%2.9%2.0%1.4%1.4%1.4%1.2%0.7%0.5%0.2%

• The cost to attend is the most important college selection criteria; the amount of financial aid available is half as important followed by flexible class scheduling

MAX DIFF


Motivations for Education: Associate’s Degree Students

• Adults are very motivated by improving their economic or career status when considering going back to school


Increase my income


Personal enrichment



Major life changes


Prove I can do it

Enjoy learning

0% 20% 40% 60% 80% 100%

27%

20%

12%

12%

8%

7%

6%

5%

4%


Enrollment Timeline – Associate’s Degree Students


Exploring options


Ready to apply



0% 20% 40% 60% 80% 100%

55%

27%

13%

3%

2%


Full-time or Part-time – Associate’s Degree Students

Are you considering going back to college…? N=117

Full-time Part-time0%

20%

40%

60%

80%

100%

42%

86%


20%

40%

60%

80%

100%

23%

77%

Are you more likely to continue your education…? N=117


Type of School – Associate’s Degree Students



0%

20%

40%

60%

80%

100%

59%

33%

50%

91%

• Almost all associate’s degree seekers are considering a community college or technical school for a certificate program; the picture here is very similar to certificate seekers


Classroom Format – Associate’s Degree Students


Face-to-face

Online only


0% 20% 40% 60% 80% 100%

88%

87%

86%

32%

30%



Class Meeting Time – Associate’s Degree Students


Weekdays

Weeknights

Weekends

One weekend a month

0% 20% 40% 60% 80% 100%

81%

89%

69%

71%

33%

40%

11%



Course Duration – Associate’s Degree Students

15-week classes

8-week classes

5-week classes

0% 20% 40% 60% 80% 100%

84%

97%

85%

26%

53%




Defining Quality: Associate’s Degree Students

• Associate and certificate students are mostly looking at cost, faculty, and flexible scheduling to assess the quality of a program


Tuition, cost

Faculty (quality of, availability of)

Scheduling, when classes are offered, class availability

Job placement, career services


Time involved, length of program

Accreditation

Location, proximity to home

Student-teacher ratio, personal attention

Flexibility

0% 10% 20% 30% 40% 50%

15%

12%

12%

8%

8%

7%

6%

6%

5%

5%



Services to Consider – Associate’s Degree Students



One visit (apply, request financial aid, register)




On-site childcare

0% 20% 40% 60% 80% 100%

67%

58%

53%

43%

32%

8%

23%

32%

43%

44%

50%

12%VerySomewhat


Information Sources Used – Associate’s Degree Students


General web search






0% 20% 40% 60% 80% 100%

41%

39%

15%

10%

9%

9%

34%

36%

35%

34%

38%



Influencers – Associate’s Degree Students


Spouse/partner



Friend

Supervisor at work


HR staff at work

Co-worker

0% 20% 40% 60% 80% 100%

40%

26%

13%

6%

5%

4%

4%

2%

32%

44%

26%

46%

20%

22%

15%

26%

Very

Somewhat


Website Information Sought: Associate’s Degree Students


Cost to attend

Degrees offered

Financial Aid Services









0% 20% 40% 60% 80% 100%

30%

30%

13%

12%

4%

4%

3%

2%

2%

0%

0%


Social Media Use – Associate’s Degree Students


• No significant differences exist in Facebook membership by student degree type


Facebook MySpace Twitter LinkedIn GooglePlus0%

10%

20%

30%

40%

50%

60%

70%

80%

90%82%

22% 21%16% 16%


Several times a

day

Once a day

Once a week


Once a month


Every few

months

Never0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

42%

28%

17%

4% 4% 4%1% 0%

Facebook Usage Frequency – Associate’s Degree Students

• The majority of associate’s degree seekers on Facebook are checking in at least once a day



Visited Facebook of College/University – Associate’s Degree Students

• Among all adult students who took the survey, 16 percent had ever visited the Facebook page of a college or university they were interested in attending

• The answers from associate’s degree seekers do not significantly differ between those of certificate, bachelor’s, or graduate degree seekers


Yes11%

No89%


Bachelor’s Degree Seekers


Adult Student Challenges: Bachelor’s Degree Students





Work schedule




Job travel

College or university's attitude towards adult students

Enrollment or application processTechnological requirements with computers or software

programs

0% 20% 40% 60% 80% 100%

36.1%

16.5%

15.1%

9.1%

7.2%

4.4%

3.8%

2.4%

1.9%

1.4%

1.4%

0.8%

• Paying for college courses is the most challenging issue facing bachelor’s degree students; managing time between work/family and classes is half as challenging as just finding the money to attend

MAX DIFF


College Selection Criteria: Bachelor’s Degree Students


Ability to transfer in creditsFlexibility of class scheduling/times

Amount of financial aid available, incl. scholarshipsQuality of my preferred major/field

Accreditation of the degree programOnline learning options

Accreditation of the college/universityCredit for previous life experience

Faculty are good teachers and mentorsLocation is convenient to home or work

Job placements, income increases, graduate advancementsTime to degree completion

Specializations offered with the degreeQuality of academic facilities

Academic reputation of college/universitySmall student/faculty ratio

College is known/respected within my communityCollege ranking (i.e. U.S. News & World Report, Princeton Review, Forbes)

Career planning services

0% 20% 40% 60% 80% 100%

15.6%9.9%

9.2%8.7%

7.5%7.5%6.4%6.3%6.2%5.4%

3.7%3.6%

2.2%2.1%1.8%1.7%0.8%0.8%0.4%0.3%

• The most important factor when choosing a college is the cost to attend; several other factors are half as important in the decision process such as transfer credits, flexible class times, financial aid, quality of major, accreditation of degree program

MAX DIFF


Motivations for Education: Bachelor’s Degree Students


Increase my income


Personal enrichment



Major life changes


Prove I can do it

Enjoy learning

0% 20% 40% 60% 80% 100%

22%

20%

16%

14%

7%

6%

6%

5%

5%


Enrollment Timeline – Bachelor’s Degree Students


Exploring options


Ready to apply



0% 20% 40% 60% 80% 100%

58%

24%

11%

1%

6%


Full-time or Part-time – Bachelor’s Degree Students



20%

40%

60%

80%

100%

46%

81%


20%

40%

60%

80%

100%

28%

72%



Type of School – Bachelor’s Degree Students

• Bachelor’s degree seekers consider public four-year schools more than associate or certificate students do; a large number are also considering community/technical schools



0%

20%

40%

60%

80%

100%

85%

52% 53%

75%


Face-to-face

Online only


0% 20% 40% 60% 80% 100%

90%

83%

91%

30%

29%


Classroom Format – Bachelor’s Degree Students



Weekdays

Weeknights

Weekends

One weekend a month

0% 20% 40% 60% 80% 100%

67%

85%

67%

75%

30%

40%

11%


Class Meeting Time – Bachelor’s Degree Students



Course Duration – Bachelor’s Degree Students

15-week classes

8-week classes

5-week classes

0% 20% 40% 60% 80% 100%

83%

97%

80%

26%

53%




Interest in Cohort Format – Bachelor’s Degree Students

• Bachelor degree seekers show moderate interest in a cohort program. Note: Interest may be different when coupled with a specific programmatic offering

How interested would you be in a bachelor’s or graduate degree program delivered in a cohort format? Aided. 5 point scale. N=178. Mean: 3.22

5= Very In-terested

4 3 2 1= Not at all in-terested

0%

20%

40%

60%

80%

100%

11%

36%

26%

16%10%

Definition provided as: A cohort format is one where all members of each incoming class begin the program together and complete degree requirements together. The course schedule is predetermined in a cohort program.


Defining Quality: Bachelor’s Degree Students


Faculty (quality of, availability of)Scheduling, when classes are offered,

class availabilityTuition, cost


Accreditation

Curriculum, course workStudent reviews, graduate reviews,

recommendationsTime involved, length of program

Academic variety, variety of classes offered


0% 10% 20% 30% 40% 50%

22%

16%

14%

13%

11%

8%

7%

7%

6%

6%

• Reputation and accreditation start to play a larger role among bachelor students than the associate and certificate students when describing quality



Services to Consider – Bachelor’s Degree Students







On-site childcare

0% 20% 40% 60% 80% 100%

62%

61%

49%

40%

29%

13%

32%

23%

38%

42%

48%

10%VerySomewhat


Information Sources Used – Bachelor’s Degree Students


General web search






0% 20% 40% 60% 80% 100%

42%

38%

13%

11%

11%

6%

41%

46%

33%

33%

31%



Influencers – Bachelor’s Degree Students


Spouse/partner


Friend



HR staff at work

Co-worker

Supervisor at work

0% 20% 40% 60% 80% 100%

37%

20%

6%

6%

5%

4%

3%

3%

33%

51%

42%

24%

22%

20%

20%

19%

Very

Somewhat


Website Information Sought: Bachelor’s Degree Students


Degrees offered

Cost to attend










0% 20% 40% 60% 80% 100%

41%

20%

12%

9%

5%

5%

4%

2%

1%

1%

1%


Social Media Use – Bachelor’s Degree Students


• No significant differences exist in Facebook membership by degree type


10%

20%

30%

40%

50%

60%

70%

80%

90%

79%

27% 26%

19%13%



Several times a

day

Once a day

Once a week


Once a month


Every few

months

Never0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

46%

24%

11%8%

4% 3% 5%0%

Facebook Usage Frequency – Bachelor’s Degree Students

• The majority of bachelor’s degree seekers on Facebook are checking in once a day



Visited Facebook of College/University – Bachelor’s Degree Students


Yes16%

No84%


• The answers from bachelor’s degree seekers do not significantly differ between those of certificate, associate, or graduate degree seekers


Graduate Degree Seekers


Adult Student Challenges: Graduate Degree Students




Work schedule






Job travel

College or university's attitude towards adult studentsTechnological requirements with computers or software

programs

0% 20% 40% 60% 80% 100%

32.1%

18.4%

15.1%

8.4%

6.3%

4.5%

4.4%

3.0%

2.9%

2.5%

1.6%

0.8%

• Paying for college courses is the most challenging issue facing graduate degree students; managing time between work/family and classes is half as challenging as just finding the money to do it

MAX DIFF


College Selection Criteria: Graduate Degree Students


Quality of my preferred major/fieldFlexibility of class scheduling/times

Accreditation of the degree programJob placements, income increases, graduate advancements

Accreditation of the college/universityFaculty are good teachers and mentors

Academic reputation of college/universityLocation is convenient to home or work

Amount of financial aid available, incl. scholarshipsOnline learning options

Specializations offered with the degreeTime to degree completion

Credit for previous life experienceSmall student/faculty ratio

Quality of academic facilitiesCollege ranking (i.e. U.S. News & World Report, Princeton Review, Forbes)

Ability to transfer in creditsCollege is known/respected within my community

Career planning services

0% 20% 40% 60% 80% 100%

16.2%10.8%

8.7%7.9%7.7%7.4%7.2%

5.7%4.7%4.2%4.1%

2.9%2.2%2.0%1.9%1.7%1.7%1.4%1.1%0.4%

• The cost to attend college is one of the key college selection criteria for graduate degree students; graduate students are more concerned about the quality of the field of study than other student types

MAX DIFF


Motivations for Education: Graduate Degree Students

• Graduate students are greatly motivated to advance their current career – more so than other groups




Increase my income

Personal enrichment

Enjoy learning


Prove I can do it

Major life changes


0% 20% 40% 60% 80% 100%

30%

19%

17%

12%

10%

5%

4%

3%

1%


Enrollment Timeline – Graduate Degree Students


Exploring options


Ready to apply



0% 20% 40% 60% 80% 100%

60%

26%

9%

2%

3%


Full-time or Part-time – Graduate Degree Students



20%

40%

60%

80%

100%

36%

88%


20%

40%

60%

80%

100%

22%

78%



Type of School – Graduate Degree Students

• Graduate degree seekers largely consider public four-year and private four-year schools for their degree program; however, half would also consider a for-profit school


Public four-year Private four-year For-profit0%

20%

40%

60%

80%

100%96%

71%

45%


Face-to-face

Online only


0% 20% 40% 60% 80% 100%

91%

74%

97%

41%

19%


Classroom Format – Graduate Degree Students

• Graduate students least prefer an online only class format; these students prefer traditional classroom formats to a larger extent than other degree types. The same number prefer traditional classroom formats as hybrid formats



Weekdays

Weeknights

Weekends

One weekend a month

0% 20% 40% 60% 80% 100%

53%

92%

80%

84%

21%

44%

13%


Class Meeting Time – Graduate Degree Students

• All are considered but weeknights are preferred most; weekdays and one weekend a month formats tie for the second most preferred class meeting time



Course Duration – Graduate Degree Students

• All class durations are considered but an 8-week course format is most preferred by graduate students; graduate students do show higher interest in a 15-week class than certificate students

15-week classes

8-week classes

5-week classes

0% 20% 40% 60% 80% 100%

89%

98%

78%

33%

51%




Interest in Cohort Format – Graduate Degree Students

• Graduate degree seekers show moderate interest in a cohort program. There is no significant difference in interest between bachelor’s degree students and graduate degree students

How interested would you be in a bachelor’s or graduate degree program delivered in a cohort format? Aided. 5 point scale. N=255. Mean: 3.35

5= Very In-terested

4 3 2 1= Not at all in-terested

0%

20%

40%

60%

80%

100%

10%

42%

28%

12%8%

Definition provided as: A cohort format is one where all members of each incoming class begin the program together and complete degree requirements together. The course schedule is predetermined in a cohort program.


Defining Quality: Graduate Degree Students


Faculty (quality of, availability of)



Scheduling, when classes are offered, class availability


Accreditation

Rankings, reviews

Student reviews, graduate reviews, recommendations

Career, real world preparation; relevance, practical application

Tuition, cost

Pass rate, graduation rate

0% 10% 20% 30% 40% 50%

26%

19%

13%

12%

12%

11%

9%

7%

7%

7%

7%

• Graduate degree students use many more terms to describe quality; it becomes clear that at this level, students are paying attention to many more factors. This group cites “rankings, reviews” more often than any other group



Services to Consider – Graduate Degree Students







On-site childcare

0% 20% 40% 60% 80% 100%

50%

47%

41%

29%

14%

5%

42%

40%

49%

56%

51%

11%VerySomewhat


Information Sources Used – Graduate Degree Students



General web search





0% 20% 40% 60% 80% 100%

48%

40%

16%

7%

6%

4%

38%

42%

36%

39%

38%


• Significantly more graduate students cite frequent usage of the website of a specific college or university than certificate and bachelor degree students; graduate students are doing some in-depth research of your online content for their program


Influencers – Graduate Degree Students

• Graduate students indicate that they seek more involvement from HR staff at work, supervisor at work, or students and alumni than all other student types


Spouse/partner


Friend


Supervisor at work


HR staff at work

Co-worker

0% 20% 40% 60% 80% 100%

35%

11%

7%

6%

5%

4%

4%

2%

33%

55%

51%

35%

33%

35%

30%

31%

Very

Somewhat


Website Information Sought: Graduate Degree Students

• The degree or program offered is top of mind in the initial search; thus your search engine optimization must be working so your school appears when students type in a degree name as a search term


Degrees offered

Cost to attend










0% 20% 40% 60% 80% 100%

50%

19%

8%

6%

5%

5%

2%

2%

2%

1%

0%


Social Media Use – Graduate Degree Students

• Among graduate students, Facebook and LinkedIn are the most popular social media platforms

• Graduate degree students are more likely to be Twitter users than certificate degree students


10%

20%

30%

40%

50%

60%

70%

80%

90%

75%

46%

33%

18% 18%



Several times a

day

Once a day

Once a week


Once a month


Every few

months

Never0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

46%

26%

9% 7%4% 4% 3% 1%

Facebook Usage Frequency – Graduate Degree Students

• Graduate degree seekers are largely visiting their Facebook page on a daily basis

• If you can drive students to “like” your Facebook page, you could be reaching sizeable numbers of students with your message as they are such frequent users



Several times a

day

Once a day

Once a week


Once a month


Every few

months

Never0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2%

8%

25%

14%

21%

11%14%

5%

LinkedIn Usage Frequency – Graduate Degree Students

• Half of graduate students with a LinkedIn membership visit their LinkedIn profile at least weekly; the other half seem to visit more on a monthly basis

• While LinkedIn is not visited as regularly as Facebook, it still offers a platform for professionals to make recommendations and gather advice about a school among their cohorts

• Are your admissions counselors LinkedIn members?



Visited Facebook of College/University – Graduate Degree Students


• The answers from graduate degree seekers do not significantly differ between those of certificate, associate’s, or bachelor’s degree seekers


Yes19%

No81%


How does this research…

• Impact your thinking about serving adult students “differently” at your institution?

• Influence what your priorities are in relation to marketing messages?

• Guide the conversation you have with your colleagues in relation to how you market to and recruit the adult student population?


Thank you!

Documents

Presented by Dr. Brenda Harms Associate Vice President Stamats, Inc. Cedar Rapids, IA 52406