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Welcome
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Strategic Enrollment Management
University of Vermont
Presented by
Dr. Jim Black
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SEM Definition
Strategic Enrollment Management is a comprehensive process designed to achieve and maintain the optimum recruitment, retention, and attainment of students where “optimum” is defined within the academic context of the institution.
Dolence
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Background
Beliefs and Values
Academic Ability
Motivation
Initiative
Self-Discipline
Adaptability
Interpersonal Skills
Intentions
Ability to Pay
Student Enrollment Behavior
Demo-graphic Trends
Pricing
Competition
Political Pressures
Societal Pressures
Financial Pressures
Quantitative Goals
Qualitative Goals
Diversity Goals
Persistence Goals
Capacity Goals
Net Revenue Goals
Headcount; FTE; SCH
Standardized Test Scores; HS GPA; College GPA, Class Rank
Ethnicity; Gender; Residency; Program
Retention Rates, Satisfaction Level, Graduation Rates
Classroom Capacity; Adequate Sections; Class Size
Discount Rate; Full Paids; Out-of-state Ratio
Marketing
Recruitment
Admissions
Yield
Retention
Service
Learning
Alumni
Awareness
Interest
Commitment
Enrollment
Persistence
Satisfaction
Education
Relationship
Institutional Loyalty
Student Characteristics
Environmental Factors
Institutional Goals
Institutional Objectives
Institutional Strategies
Desired Outcomes
Enduring Behavior
Internal and External Variables
Enrollment Management SystemEnduring
Effect
Institutional Image
© 2003, Black’s EM Model
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Background
Beliefs and Values
Academic Ability
Motivation
Initiative
Self-Discipline
Adaptability
Interpersonal Skills
Intentions
Ability to Pay
Student Characteristics
Environmental Factors
Institutional Goals
Institutional Objectives
Institutional Strategies
Desired Outcomes
Enduring Behavior
Enrollment Management SystemEnduring
Effect
© 2003, Black’s EM Model
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Student Enrollment Behavior
Demographic Trends
Pricing
Competition
Political Pressures
Societal Pressures
Financial Pressures
Student Characteristics
Environmental Factors
Institutional Goals
Institutional Objectives
Institutional Strategies
Desired Outcomes
Enduring Behavior
Enrollment Management SystemEnduring
Effect
© 2003, Black’s EM Model
Source: Western Interstate Commission for Higher Education (2003, December)
0
2,000
4,000
6,000
8,000
10,000
# of Grads
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Years
Vermont High School Grads
2001–02 to 2017–18
Source: Western Interstate Commission for Higher Education (2003, December)
Vermont High School Graduates by Race/Ethnicity
01,0002,0003,0004,0005,0006,0007,0008,000
1 3 5 7 9 11 13 15 17
Year
Gra
du
ates
AmericanIndian/Alaska Native
Asian/Pacific Islander
Black, Non-Hispanic
Hispanic
White, Non-Hispanic
Source: NCES, ACT, IPEDS www.semworks.net
Vermont Market Size
21 44 14 21
0% 50% 100%
9th to 12thHS Grad to CollegeCollege Entrance to GraduationCollege Graduates
Source: Western Interstate Commission for Higher Education (2003, December)
High School Grads in 2004
2% 12%3%
25%
3%31%
17%
7%VT
MA
ME
PA
NH
NY
NJ
CT
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Dance with who brung ya.
• Fully penetrate your primary market
• Increase awareness in your secondary market
• Experiment with potential tertiary markets
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Quantitative Goals
Qualitative Goals
Diversity Goals
Persistence Goals
Capacity Goals
Net Revenue Goals
Student Characteristics
Environmental Factors
Institutional Goals
Institutional Objectives
Institutional Strategies
Desired Outcomes
Enduring Behavior
Enrollment Management SystemEnduring
Effect
© 2003, Black’s EM Model
www.semworks.net
Student Characteristics
Environmental Factors
Institutional Goals
Institutional Objectives
Institutional Strategies
Desired Outcomes
Enduring Behavior
Enrollment Management SystemEnduring
Effect
© 2003, Black’s EM Model
Quantitative Goals
Qualitative Goals
Diversity Goals
Persistence Goals
Capacity Goals
Net Revenue Goals
Headcount; FTE; SCH
Standardized Test Scores; HS GPA; College GPA, Class Rank
Ethnicity; Gender; Residency; Program
Retention Rates, Satisfaction Level, Graduation Rates
Classroom Capacity; Adequate Sections; Class Size
Discount Rate; Full Paids; Out-of-state Ratio
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Market Demand
Cost to Deliver
Class/Faculty
Capacity
High DemandLow Cost
Excess Capacity
Marketing
Recruitment
Admissions
Yield
Retention
Service
Learning
Alumni www.semworks.net
Student Characteristics
Environmental Factors
Institutional Goals
Institutional Objectives
Institutional Strategies
Desired Outcomes
Enduring Behavior
Enrollment Management SystemEnduring
Effect
© 2003, Black’s EM Model
Marketing
Recruitment
Admissions
Yield
Retention
Service
Learning
Alumni
Marketing
Recruitment
Admissions
Yield
Retention
Service
Learning
Alumni www.semworks.net
Student Characteristics
Environmental Factors
Institutional Goals
Institutional Objectives
Institutional Strategies
Desired Outcomes
Enduring Behavior
Enrollment Management SystemEnduring
Effect
© 2003, Black’s EM Model
Marketing
Recruitment
Admissions
Yield
Retention
Service
Learning
Alumni
Awareness
Interest
Commitment
Enrollment
Persistence
Satisfaction
Education
Relationship
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Cradle to Endowment ModelAlumni Strategies
Retention Strategies
Yield/Fin Aid Strategies
Admissions Strategies
Recruitment Strategies
Marketing Strategies
Loyalty
Dissonance/Bonding
Commitment
Action
Interest
Awareness
Graduate
Enrolled
Admit
Applicant
Prospect
Suspect
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Student Characteristics
Environmental Factors
Institutional Goals
Institutional Objectives
Institutional Strategies
Desired Outcomes
Enduring Behavior
Enrollment Management SystemEnduring
Effect
© 2003, Black’s EM Model
Institutional Loyalty
Institutional Image
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Institutional Loyalty
• competitive advantage• student satisfaction• “word of mouth”
recruiting• student retention• student loyalty• fundraising• institutional image• institutional vitality
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RetentionAreas
RetentionAreas
AcademicAdvising
AcademicAdvising
FinancialAid
FinancialAid
Academic Units
Academic Units
UniversityRelations
UniversityRelations
InstitutionalStudies
InstitutionalStudies
Continuing Education
Continuing Education
Undergrad AdmissionsUndergrad Admissions
EM EM PlanPlanEM EM PlanPlan
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Enrollment ManagementMarketing
Recruitm
ent
Services
Retention
Financ
ial
Aid
Core Business Functions
Welcome
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Marketing
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Who are we?
• How is our institution unique?
• How are our programs unique?
• What is the value proposition?
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Brand Identity
Your brand resides within the hearts and minds of current students and prospects. It is the sum total of their experiences and perceptions, some of which you can influence, and some that you cannot.
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Marketing Power
Segmen
tation
Consistency
Frequency
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Marketing Power
• right message• right medium• right person• right time
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Marketing Segmentation
areas of interest
demographic
psychographic
cycle timeor funnel position
geographicor geodemo-graphic
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Vertical Marketing
All ProspectiveStudents
Segment
Individual
Broadcast
Targeted
Customized
LeastEffective
MostEffective
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Vertical Marketing• face-to-face• direct mail• telecounseling• e-mail• Web mail• Web chats• vertical portals• digital publications
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Sample Market Segments• freshmen
• transfers
• international students
• graduate students
• continuing ed students
• GAP students
• stop-outs
• current students
• VT students
• minority students
• honors students
• parents
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Marketing Segmentation
Barriers Motivators
Market Segment
Influencing Choice
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Integrated Marketing
• Brand identity• Message• Design• Navigation• Campus tours• Student relationship
management
• Internal voice• Intervention• Student services• Hiring practices• Training• Signage• Environment
Welcome
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Recruitment
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Choices, Choices, Choices
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Student Recruitment/Branding Principles
• Decisions are influenced by relationships
• Prospective students want to be treated as individuals
• Multiple channels of communication are the most effective
• Every interaction with a prospective student is a “moment of truth”
• Response time matters
Source: Arts & Science Group, 2004 www.semworks.net
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Emotional relevance?Intellectual overload?
Is this your Admissions Office?
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Campus Visits
Consider everything the student has toexperience before he/she gets to the service - then engineer every detail of the student’s experience.
Create student delight!
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Creating a Memory
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Inquiry Generation Strategies
Graduate
Enrolled
Admit
Applicant
Prospect
Suspect
• Direct mail solicitations• School visits• Point of sale posters• Broadcast advertising• Movie screen advertising• Directory advertising• Billboards• Postcards• Web site• Web banners• E-mail
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Recruitment StrategiesGraduate
Enrolled
Admit
Applicant
Prospect
Suspect
• Capture– Self-initiated– Solicited– Referred
• Qualify– Predictive modeling– Telecounseling– Inquiry source ratings– CRM
• Grade• Cultivate
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Recruitment/Cultivation Strategies
Graduate
Enrolled
Admit
Applicant
Prospect
Suspect
• GPS campus visits• Area receptions• Private visits• Telecounseling calls• Faculty calls• Alumni contacts• Parent-to-parent contacts• Instant messaging• Web chats• Web portals• Personal notes• E-mails• Digital publications
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Yield Strategies
Graduate
Enrolled
Admit
Applicant
Prospect
Suspect
• Admitted student open houses
• Admitted student receptions• Orientation• Current student calls• Personalized video• Text messages• Web chats• On-line communities• Web diaries• Vertical portals
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Contact Plans
• right message, medium, person, time
• sequencing
• synergy
• quality, quality, quality
• differentiate
• personalize
• mass customize
Welcome
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Retention
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FAMILYBACKGROUND
GOAL
INTENTIONS
&INSTITUTIONALCOMMITMENTS
FORMAL
ACADEMICPERFORMANCE
FACULTY / STAFFINTERACTIONS
INFORMAL
ACADEMICINTEGRATION
SOCIALINTEGRATION
INTENTIONS
&INSTITUTIONAL
GOAL
COMMITMENTS
DEPARTUREDECISION
EXTERNALCOMMITMENTS
SKILLS&
ABILITIES
PRIORSCHOOLING
FORMAL
INFORMAL
EXTRACURRICULARACTIVITIES
PEER-GROUPINTERACTIONS
PRE-ENTRYATTRIBUTES
GOALS&
COMMITMENTS (T1) ACADEMIC SYSTEM
INSTITUTIONAL EXPERIENCES
PERSONAL / NORMATIVE
INTEGRATION COMMITENTS (T2) OUTCOME
GOALS &
SOCIAL SYSTEM
Tinto’s model of institutional departure (1987)
Retention Model
EXTERNALCOMMITMENTS
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High-Risk Students
Low-Risk Students
High-RiskExperiences
SuccessExperiences
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Influence
Neither
Control
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High-Risk Experience We Control
• Academic advising
• Lack of an academic plan
• Class availability
• Large class size
• No early academic performance feedback
• Institutional bureaucracy
• Institutional policies
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High-Risk Experience We Influence
• Institution not the student’s first choice• Expectations prior to enrollment that are
incongruent with reality• From the first day of orientation to the first
day of classes• Class schedule• Enrolled in high-risk courses• Enrolled < 13 hours• Enrolled > 18 hours
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High-Risk Experience We Influence• Unknown student life expectations• Unknown classroom expectations• Not attending class• First semester academic performance• Integrated into the institution’s culture• Not connecting with others• Living off-campus• Parking• Working 20+ hours per week• Inadequate finances to pay for college
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Retention Strategies
Graduate
Enrolled
Admit
Applicant
Prospect
Suspect
• Financial aid• Transition course• Learning communities• Service learning• Early intervention• Peer mentor• Supplemental Instruction• Academic support• Developmental advising
Welcome
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Student Services
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Delivering on the Promise of the Brand
BrandPromise
StudentExperience
EmployeeExperience
Moments of Truth
BrandExperience
BrandLoyalty
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The Brand Promise• The brand promise matters• Embedded in the culture – the institution’s DNA• A covenant between the institution and the student• A student expectation waiting to be fulfilled• Aligned with student and employee experiences• Lived through services, business transactions,
information delivery, human interactions, and learning experiences
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The Brand Promise
Employees become institutional trustagents.
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Orientation
Registration
Advising
ResidenceLife
Student Success
INTEG
RA
TED
STU
DEN
T S
ER
VIC
ES
Source: UNC
FinancialAid
The Student Experience
Admission
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Managing Moments of Truth
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The Brand Experience
Prospective Student
CurrentStudent
GraduatingStudent
Alum
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Questions?
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1
2
3
5
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FROM TO
Recruiting
New StudentsEnhancing
Diversity
Improving
Retention
Building
Loyalty
Influencing
Image
Shaping the
Academic Profile
Enrollment
Management Regional National
