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Enrollment Management
Dr. Dennis PruittVice President for Student Affairs,
Vice Provost and Dean of StudentsUniversity of South Carolina
College Business Management Institute, 2014
Email: [email protected]
Text message: 803-603-8721
This presentation can be viewed online at:
slideshare.net/UofSC_SAAS
To Class Participants:
This interactive session will present enrollment management in light of the “new normal” and the new pressures facing institutions of higher education. Our conversation will focus on gaining an understanding of the important, essential role the recruitment, retention, and graduation of students has in the financial and brand stability of our institutions.
Participants will acquire an introduction and orientation to the philosophical, operational, fiscal, and practical aspects of enrollment management. The session is filled with stories and practical examples that bring life to the material. Bring your own stories and questions to contribute to our learning.
3
Learning Outcomes for CBMI Participants
An overview of the philosophical and operational approaches to enrollment management
Exposure to trends and issues impacting enrollment management on college campuses
An understanding and appreciation for the complexity of the “assumption of risk and consequence of error” that enrollment management plays in institutional reputation and financial stability
4
….the challengesFiscal support is decreasingCosts are risingFamily incomes are flat or fallingDemographics are changingThe admissions arms race is escalatingExpectations for demonstrating our
value are growing
- Whiteside and Verzyl (2012)
5
Higher Education “New Normal”
Traditional public higher education model unsustainable
• Increased competition for enrollment• Essential net tuition revenue• Performance funding metrics• Resource allocation priorities and efficiencies• Program necessity
Limits on tuition price increase• Political and market forces
Demand remains strong but with limits• Quality and price
Comprehensive universities in small markets with limited drawing power are under the greatest stress
6
A little bit about you…
Who are you?
At what type of institution are you employed?
What do you want/need to learn from this presentation to advance your own work?
*** Disclaimer7
Defining Enrollment Management
Enrollment Management is a process that brings together the often disparate functions having to do with recruiting, funding, tracking, retaining, and replacing students as they move toward, within, and away from the university.
- Maguire, 19768
Defining Enrollment Management
EM is an organizational concept and systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments. Organized by strategic planning and supported by institutional research, enrollment management activities concern student college choice, transition to colleges, student attrition and retention, and student outcomes.
- Hossler and Bean, 1990
9
Defining Enrollment Management
SEM is the systematic evolution of an institution’s competitive market position, the development of research-based definition of the desired or preferred strategic market position relative to key competitors, and then marshalling and managing institutional plans, priorities, processes, and resources to either strengthen or shift that market position in pursuit of the institution’s optimal enrollment, academic, and financial profile.
- Kalsbeek, 2003
10
Evolution of Enrollment Management
Age of Recruitment
Age of Structure
Age of Academic Context
1970s – Mid 1980s Mid 1980s – Early 2000s
Early 2000s - Present
Focus on increasing enrollment, enhanced
recruiting, and financial aid leveraging
Organizational structure became
important and enrollment
management divisions began to be defined
The need to include
academic divisions became
evident as institutions
realized EM is an institution-
wide responsibility
(Black, 2001; Henderson, 2005)
11
What’s Next? Anticipatory Enrollment
Management“AEM is a mindset and work schedule that asks enrollment managers to add to their basic enrollment and retention management programs another layer of activity: anticipating new and future enrollment that can introduce additional revenue streams by creating new academic programs or by a new and creative use of technology.” (Dennis,
2012)12
Anticipatory Enrollment Management
Research trends inside and outside of education
Connect trends to future enrollment opportunities
Grounded in Customer Relationship Management
Diversify and increase revenue stream by anticipating new markets
(Dennis, 2012)13
In the September 1989 issue of Change, Richard Chaite, Executive Director of the National Center for Postsecondary Governance and Finance at the University of Maryland, describes the following memorandum:
To: The Dean of Enrollment ManagementFrom: President (or Faculty Senate)
Welcome aboard. Please recruit more and better students from a smaller and weaker pool of prospects without increased costs, more financial aid, or drastic program changes. Would like to see the results reflected in next year’s class. Best wishes.
14
Fast forward to 2012. A similar memo could read:
To: Dean of Enrollment ManagementFrom: President (or Faculty Senate)
Welcome abroad. You may attend one conference this year and it will be the annual meeting of the World Future Society. You may only read one report and it will be data from the recent U.S. Census, and before you send any recruiter abroad, I would like to review a copy of the Stratfor report. I would like you to identify three new national and international markets and recommend two new academic programs based on recent market analysis. Would like to see the results reflected in the next academic year. Best wishes.
(Dennis, 2012)15
Basic Expanded Comprehensive
Admissions & Recruitment
Financial Aid
Orientation
Registration and Records
Enrollment Research
Retention
Pre-College Programs
First Year Programs
Academic Support Programs
Academic Advising
Career Services
Institutional Research
Institutional Marketing
Community Relations
Alumni Relations
Parent Programs
Composition of EM Organizations
(Adapted from Bontrager, 2004)
16
Enrollment Management Structural Continuum
(Bontrager, 2004)
17
Why is EM Important for Institutions?
“Enrollment management was a logical response for higher education when suddenly the marketplace changed from seller to buyer and admissions directors transitioned from gatekeepers to salesmen. Simply stated, it was all in the numbers.”
Initially…
(Kurz & Scannell, 2006)
18
Helps us manage a complex and changing environment Declining federal and state resources
Changing student demographics Fewer number of high school graduates Need to balance discount
rates/scholarships Impact of enrollment statistics on
university rankings, accountability, and perception
Introduction of for-profit institutions as legitimate competitors
Influence of enrollment profile on BOND RATINGS
Retention, graduation, and employment!
Why is EM Important for Institutions?
19
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Are you ready for the next generation of students?
Justin Bieber
Dakota Fanning
Shawn Johnson
Miley Cyrus
Anges T. Jones
Noah Gray-Cabey
Jaden Smith
21
Who are the next generation of students?
The high school class of 2012 is projected to have approximately 3.2 million graduates. This number is expected to slowly decline during the next 3-5 years.
There is wide variation in the projected increase/decrease in high school graduates by state.
There is also variability among racial/ethnic
groups.(U.S. Dept. of Education, 2012)
22
Characteristics of this Generation of College Going Students
Just-in-time
Team-oriented
Pressured
AchievingLow receptivity to
helpConfide
nt
Fame and fortune
OverwhelmedLess concerned with life’s purpose and meaning
System vs. DIY
Seek effortless accomplishments
Conventional
Multi-task vs. Mulling
23
(WICHE, 2008)
24
(WICHE, 2008)
25
(WICHE, 2008)
26
(WICHE, 2008)
27
200
4-0
5
200
5-0
6
200
6-0
7
200
7-0
8
200
8-0
9
200
9-1
0
201
0-1
1
201
1-1
2
201
2-1
3
201
3-1
4
201
4-1
5
201
5-1
6
201
6-1
7
201
7-1
8
201
8-1
9
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9-2
0
202
0-2
1
202
1-2
2
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000
1,800,000
2,000,000
380,736
558,995
780,268
1,851,095
1,703,2471,588,455
American Indian/ Alaska Native Asian/Pacific Islander Black non- HispanicHispanic White non- Hispanic
Change in U.S. Public High School GraduatesFrom 2004-05 by Race/Ethnicity
28
(NCES, 2012)
What are students studying?
29
What jobs will be available in 2030?
Body part maker: Create living body parts for athletes and soldiers.
Elderly wellness consultant: As an aging population increases in size, we’ll need folks to tend to their physical and mental needs.
Vertical farmers: The future of farming is straight up. Vertical farms in urban areas could significantly increase food supply.
Virtual lawyer: As international law grows to supersede national law, lawyers will be needed to handle cases that involve people living in several nations with different laws.
Classroom avatar manager: Intelligent avatars will replace classroom teachers, but the human touch will be needed to properly match teacher to student.
Narrowcasters: As in, the opposite of “broadcaster.” Media will grow increasingly personalized, and we’ll need people to handle all those streams
30
Challenges and Issues Facing Institutions of
Higher Education
Admissions and Recruiting College choice Changing demographics Stealth applicants Arms race Quality/Diversity/Headcount tensions Brand management Personalization Consumer behavior “Shopping” for best investment
31
Challenges and Issues Facing Institutions of Higher Education
Financial Decreased Federal and state funding Increased reliance on tuition revenue Student debt / Return on investment Cost of attendance Merit vs. Need based institutional aid Ability of institution to provide accurate cost
of attendance Must manage in fluctuating economy Fewer students with the ability to pay Learning outcomes and accountability
measures32
Enrollment Management
Science
Craft
33
What factors influence college choice?
Academic reputation Job placement of graduates Financial assistance Campus visit (amenities and “fit”) Cost of attendance Good reputation for social activities Size Admission to top graduate and
professional schools
(CIRP, 2011)34
What factors influence college choice?
Parental influence Close to home National rankings College or university website Early decision/early action Could not afford first choice
college
(CIRP, 2012)35
Enrollment Funnel
Prospects
Inquiries
ApplicantsCompleted Applicants
Admits
Deposits
EnrolledContinui
ng Student
sGraduates (Adapted from Noel-Levitz,
2009)
36
Top Tips for Enrollment Managers Focus on fully canvassing the enrolled student
population- but remember the real target is non-enrolling students who resemble current enrollees.
Remember that prospective students will enter the funnel at a time and manner of their choosing, and design communication strategies accordingly.
Deliver a Web site experience that encourages students to begin a conversation with your campus, personalizing that experience as much as possible.
Be prepared to replace general messaging with increasingly targeted communications based on students’ expressed interests using a combination of direct mail and electronic contacts. (Noel-Levitz, 2009)37
Example 4-Year Enrollment Funnel
38
Admissions “Arms Race”
Students applying to more colleges
75% apply to 3 or more
25 % apply to 7 or more
65.5% average acceptance rate
41% average yield rate
Average cost to recruit
$585 per applicant
$806 per admit
$2,408 per enrolled student(NACAC, 2011)39
Admissions “Arms Race”
Colleges and universities are more image and public relations conscious as well as more “customer oriented.”
Extensive marketing plans and budgets are in place.
Steady increases in promotion budgets to attract students.
Direct mail more sophisticated—buy names from various sources.
Well-conceived and developed web sites more commonplace.
High priced/well polished videos/social media being used to “woo” students.
(Noel-Levitz)40
Admissions “Arms Race”
Colleges are finding strategies to ensure they meet target enrollment goals in terms of size, profile, and diversity
Use of waitlist – 48% of colleges Early decision and early answer Competitive scholarship offers to “woo”
students Marketing and recruiting segmentation Predictive modeling
(NACAC, 2011)41
Effective Enrollment Strategy Know Yourself
Institution’s mission, vision, strategic directions and clientele
Know your Enemy Top competitors and aspirants
Know the Ground Campus culture, limitations, barriers and
opportunities, priorities, traditions, structures and politics
Know the Weather External environmental factors that may impact
your institution’s enrollment outcomes(Black, 2008)42
Effective Enrollment Strategy
Take action based on strategic insights
Manage enrollment operations with a focus on continuous improvement of all aspects of the operation
Intentionally manage relationships with all internal and external constituents
Manage knowledge to ensure accuracy and quality service
Make innovation the cornerstone of the enrollment enterprise
(Black, 2008)43
Effective Recruitment Techniques
Integrated marketing plan
Purchase prospective student lists
Direct mail Internet /Web presence Telecounseling Publications Predictive modeling Regional recruiters Involve alumni and
students
Leveraging Institutional
scholarships, grants, work, discounts
CPRS (cost per recruited student)
Campus visits College fairs (college
night programs) Campus events Social networks
44
Eight Truths of Effective Recruitment
There is no substitute for a good image or reputation.
An institution will succeed or fail in its primary market.
The campus visit is now of the best conversion and yield strategies.
Recruitment is a campus-wide responsibility. Communication is the key to successful
conversion and yield rates. All inquiries are not equally important, so
grade and qualify early and often. Effective financial aid packaging leads to
optimum yield. Personalize, personalize, personalize. (Noel-Levitz)45
Market Segmentation through Predictive Modeling
The students who fall within
this area are the ones you need
to focus marketing and
recruiting efforts.
These students will not
enroll regardless
of what you do
These students
will enroll regardless
of what you do
(Adapted from Noel-Levitz, 2012)46
Contemporary Approach to Marketing
•
•
Source: Topor & Associates
47
Branding Equity Generates Values
BRAND EQUITY
Reduced Marketing Costs
Trade Leverage
Attracting New Customers • Create Awareness • Reassurance
Time to Respond to Competitive Threats
Anchor to Which Other Associations Can Be Attached Familiarity – Liking Signal of Substance/Commitment Brand to Be Considered
Reason-to-Buy Differentiate/Position Price Channel Member Interest Extensions
Help Process/Retrieve Information Reason-to-Buy Create Positive Attitude/Feelings Extensions
Competitive Advantage
Brand Awareness
Perceived Quality
Brand Associations
Other Proprietary
Brand Assets
• Interpretation/ Processing of Information • Confidence in the Purchase Decision • Use Satisfaction
Provides Value to Customer by Enhancing Customer’s:
Provides Value to Firm by Enhancing:
• Efficiency and Effectiveness of Marketing Programs • Brand Loyalty • Prices/Margins • Brand Extensions • Trade Leverage • Competitive Advantage
(Aaker, 1991)
BrandLoyalty
48
Keys to Enrollment Success
Set realistic enrollment goals – not projections
Identify and secure sufficient resources to meet enrollment expectations
Develop a well-conceived, endorsed, and executed enrollment management plan
Develop a longer-term strategic enrollment plan
49
Keys to Enrollment Success
Build a comprehensive database and an inquiry pool that is developed by design rather than by choice
Track the results of each marketing and recruitment strategy and activity
Develop a well-conceived and executed communications flow
50
Where do student/parents get their information?
College websites (internal and external to the institution)
College publications Post admission communication Electronic communication Financial aid communication Visit to campus Contact with current students (in person
and social media)
(College Board, 2011)51
Managing the Brand
52
Controversy in Admissions
Image of college admissions process Special admits Recruiting graduates rather than freshman College rankings obsession Diversity/Affirmative action Out-of-state enrollment Transferability International students
53
Student (and their Family) Consumer Issues
Precise/exact cost of education Educational amenities to support
persistence towards degree Length of time to degree Graduation rates Placement Manageable debt Valued added educational benefits Actual return on the investment of their
college cost54
As a summary…
Access, Affordability and Accountability
55
Effect of the Economy on College Choice
Visit fewer college campuses
Obtain a larger loan
Rely more heavily on financial aid counseling
Live at home while attending college
Attend college closer to home
0% 10% 20% 30% 40% 50% 60%
25%
47%
38%
24%
44%
34%
21%
53%
38%
(Longmire & Company, 2009)
56
Is College Still a Good
Investment?
57
Cost of Attendance
58
College is Still a Good Investment
The earnings premium for a college degree relative to a high school degree has nearly doubled in the past three decades.
Government statistics show that the jobless rate is 4.4% for college grads and 7.6% for people who attended college but didn't achieve bachelors degrees.
(Avery & Turner, 2012)59
Student Debt
The number of students who have to go into debt to get a bachelor’s degree has risen from 45% in 1993 to 94% today.
There is now more than $1 trillion in outstanding student loan debt in the United States.
Over the last 10 years, tuition and fees at state schools have increased 72%.
This year, national, state and local spending on higher education reached a 25-year low.
(Avery & Turner, 2012)60
Student Debt Transparency
61
Ten Tips for Managing Your Enrollment in a Down
Economy
1) Formulate an economic outlook to guide your planning
2) Identify potential shifts in student participation patterns
3) Quantify the financial exposure of your students and their families
4) Devise new financing strategies to help your students initially attend and remain enrolled at your school
5) Moderate your tuition increases(Noel-Levitz, 2008)62
Ten Tips for Managing Your Enrollment in a Down
Economy
6) Plan on more applications and lower yield rates
7) Invest in student retention and aggressively manage your stop-outs
8) Strengthen messaging around your most valuable benefits
9) If you must cut costs, don’t cut equally10) Don’t forget the human cost of economic
troubles
(Noel-Levitz, 2008)63
Characteristics of Undergraduate Institutions
18 million undergraduates
6.38
7.34
2.58
1.7
4-year public 2-year publicPrivate (non-profit) Private (for-profit)64
Enrollment Management is:
A comprehensive institutional process that extends beyond the recruitment and admissions functions
A complex and holistic approach to analyzing and influencing enrollment from inquiry generation through graduation
A campus-wide process that integrates often disparate functions and personnel, including recruitment, financial aid, institutional research and planning, teaching/learning, and student services
(Noel-Levitz)65
Enrollment Management Functions Academic support
services Admissions Advertising Advising Alumni relations Career services Financial aid Freshman year seminar Institutional research International student
services Marketing Market research Orientation
Parent programs Pre-enrollment programs Recruitment Registration Residence life Retention programs Student life Student success center Social media Special population
recruitment Testing services University relations
66
Dependant on Tuition and Fees
67
Average Expense per Student
68
More Challenges and Issues Facing Institutions of Higher Education
Transparency and accountability measures
New metrics for measuring success Meeting student’s demands An expectation of real outcomes
and benefits resulting from the education received
Delivering on the promise!69
RETENTION
70
What is Retention?
Retention is the retaining of a student for consecutive regular semesters.
Retention refers to students who enroll at a college or university and stay enrolled until they graduate.
Retention rates are generally measured by the percentage of first-time, full-time students who return for the following semester.
71
Keep in mind, students are…
The most important people on the campus. Without students there would be no need for the institution.
Not cold enrollment statistics but flesh and blood human beings with feelings and emotions like our own.
Not people to be tolerated so that we can do our thing. They are our thing.
Not dependent on us. Rather, we are dependent on them.
Not an interruption of our work, but the purpose of it. We are not doing them a favor by serving them. They are doing us a favor by giving us the opportunity to do so.
72
Importance of Retention
Increased enrollments Increased tuition dollars/funding Increased student learning Higher graduation rates Improved image Improved student and faculty/staff morale Improved recruitment and retention of faculty and staff Improved focus on staff development Improved teamwork among various work units and
divisions Improved accountability measures Improved services for students Improved working environment for staff Improved institutional efficiency and effectiveness
73
Retention FunnelOrientation
First year
Second year
Third year and beyond
Graduation
74
Retention Stats
Nationally, 58% of first-time students who sought bachelor’s degrees full-time in fall 2004 completed their degree at their original institution within six years.
More than one-third of students leave their institution prior to graduation.
Of the students who leave, more than half withdraw prior to beginning their second year.
Departure rates vary by admissions selectivity and institutional control.
(Department of Education, 2011)75
What’s Important to Students?Four-Year Private
(Noel-Levitz)76
What’s Important to Students?Four-Year Public
(Noel-Levitz)77
What’s Important to Students?Community, Junior, Technical Colleges
(Noel-Levitz)78
Institutional Selectivity
Selectivity Level
ACT Middle
50%
SAT Middle
50%Definition
Highly Selective
25-30 1710-2000
Majority top 10% HS class
Selective 21-26 1470-1770
Majority top 25% HS class
Traditional 18-24 1290-1650
Majority top 50% HS class
Liberal 17-22 1230-1530
Majority bottom 50% HS class
Open 16-21 1170-1480
Open to all with HS diploma
(ACT, 2011)79
First-to-Second Year RetentionFour- Year Public Institutions
Selectivity BA MA PhD
Highly Selective
87.5 n/a 89.5
Selective 81.3 82.9 82.9
Traditional 69.5 71.2 73.6
Liberal 60.3 65.8 62.0
Open 58.8 66.3 75.6
(ACT, 2011)80
First-to-Second Year RetentionFour-Year Private Institutions
Selectivity BA MA PhD
Highly Selective
93.8 91.1 93.9
Selective 78.2 80.5 84.2
Traditional 66.6 70.5 72.6
Liberal 61.2 59.7 69.2
Open 62.9 64.9 73.8
(ACT, 2011)81
Persistence to Degree RatesFour-Year Public Institutions
Selectivity BA MA PhD
Highly Selective
78.5 n/a 81.6
Selective 63.7 61.0 59.8
Traditional 45.4 42.6 46.3
Liberal n/a 33.7 42.7
Open 24.7 37.2 48.26 years for a BA
(ACT, 2011)82
Persistence to Degree RatesFour-Year Private Institutions
Selectivity BA MA PhD
Highly Selective
87.0 84.9 86.7
Selective 67.7 67.2 69.5
Traditional 47.6 52.6 53.7
Liberal 41.1 44.3 56.4
Open 46.8 48.9 62.66 years for a BA
(ACT, 2011)83
Retention and Graduate RatesTwo-Year Institutions
1st-2nd YearRetention
Persistence to Degree
Public 55.4 26.9
Private 57.8 50.03 years for an Associates Degree
(ACT, 2011)84
Impact of Improved First-to-Second Year Retention
Rating
Fall 2002
Retention
Fall 2003
Retention
Gain/Loss
# of Student
s Enrolled
Fall 2003
Average Net
Revenue
Student
Gain
Net Rev.
Gained
I 78% 79% 1% 169 $12, 152 2 $24,30
4
II 75% 81% 6% 129 $14,377 8 $115,0
16
III 70% 75% 5% 110 $15,374 6 $92,24
4
IV 56% 72% 16% 105 $18,609 17 $316,3
53
V 57% 66% 9% 73 $20,923 7 $146,4
61
Total 68% 76% 8% 586 $17,359 40 $694,3
78(Noel-Levitz)85
Cumulative Impact of Previous Improvement
Retention Rate
Retention Rate/Number of Additional
Students
Average Net Revenue
(5% Annual Increase)
Financial Impact
First- to second-year (actual) 76% (40) $17,359 $694,378
Second- to third-year (projected) 88% (35) $18,400 $644,000
Third- to fourth-year (projected) 94% (32) $19,320 $618,240
Total $1,956,618
(Noel-Levitz)86
Common Retention MythsRetention means lowering standards
Retention efforts are primarily remedial
A goal should be zero attrition
Dropouts are flunkouts
Students drop out for reasons mostly out of institutional control, such as finances, work, or personal
Retention is primarily the responsibility of student services
Retention and graduation rates will improve without changing attitudes and behaviors
Students bring a cogent map of college success to higher education
“Quick fix” retention strategies are effective87
What Leads to Student Departure?
Vincent Tinto has identified five major causes of student withdrawal: Academic difficulty Adjustment difficulty (incongruence and
isolation) Goals: Uncertain, narrow, or new Commitments: Weak and external Financial inadequacies
The decision to leave is not so much cost, but the perceived quality and value of what a student is receiving for the cost.
(Tinto, 1975)88
What Leads to Student Departure?
Financial reasons Dissatisfied with social
life Problem with roommates
or housing Lack of guidance or
support Did not like size Confusion about career
and major goals Missed family
Academic programs Not challenging Quality
disappointing Course content
not satisfied Attending another
college Desire to relocate Lonely
89
Key Retention Concepts Retention encompasses virtually everything an institution
does to improve the quality of student life and learning
Retention is not the goal
Retention is complex and multi-variant
Some attrition is inevitable and acceptable
Some attrition is predictable and even preventable
The best non-cognitive predictors of student persistence are:
Motivation Desire to persist Engagement/affiliation Time-on-task, energy, and effort
(Noel-Levitz)90
Key Retention Concepts Many students have misconceptions about what it takes
to persist, as well as the actual likelihood of persisting
Increases in retention and graduation rates are a function of the current state of retention efforts and a more comprehensive and systematic approach
There are identifiable “conditions” or “critical success factors” of successful retention programs
Quality educational programs/services, while important, cannot compensate for the absence of competent, caring, and concerned faculty and staff
Retention is a campus-wide responsibility and requires a coordinated and collaborative approach to improving the quality of student life and learning
The teaching/learning process is at the core of all successful retention programs (Noel-Levitz)91
Insights About Retention
The freshman year is the most crucial period in student retention.
Degree completion requires more than four years for more students.
The eventual degree completion rate (at private and public schools) for entering freshmen is estimated at 66%.
Retention and graduation rates are consistently higher for women.
(Noel-Levitz)92
Insights About Retention
More selective institutions generally have higher retention and graduation rates.
Institutions with a higher percentage of part-time undergraduate enrollment have lower retention and graduation rates.
Students attending private institutions graduate earlier and at a higher rate.
(Noel-Levitz)93
Best Practices
Highest ranked practices in 2011 included widely-used practices such as academic support and first-year student programs as well as a few practices that were only used by about half or less of respondents.
Honors programs and mandatory advising were among the top-ranked practices.
The general trend in cohort graduation rates over the past three years showed a stable or slightly increasing rates for the majority of institutions.
Just over half the respondents reported that they identify effective practices primarily based on outcomes measures, with the rest reporting that they primarily use student feedback.
(Noel-Levitz)94
10 Most Effective Practices at 4-Year Public Institutions
% Very Effectiv
e
% Somewha
t Effective
% Using Meth
od
Honors programs for academically advanced
58 33 79
Academic support program or services 44 50 99
Programs designed specifically for first-year students
40 48 94
Programs designed specifically for conditional admits
39 25 67
Programs designed specifically for at-risk students
33 40 91
Using a CRM software application to help track students
33 25 19
Giving students practical work experiences in major
31 53 94
Mandatory advising, one-on-one and face-to-face
30 48 76
Title III or Title V funding 29 41 54
Learning communities 29 49 85
(Noel-Levitz)95
10 Most Effective Practices at 4-Year Private Institutions
% Very Effectiv
e
% Somewha
t Effective
% Using Meth
od
Programs designed specifically for first-year students
45 44 93
Giving students practical work experiences in major
39 43 95
Academic support program or services 37 59 99
Institution wide emphasis on undergraduate learning
37 48 92
Mandatory advising, one-on-one and face-to-face
34 51 84
Early-alert and intervention system 34 50 92
Programs designed specifically for at-risk students
30 54 88
Honors programs for academically advanced
29 49 56
Collaboration between student and academic affairs
29 45 93
Using on campus employment to engage students
27 43 83
(Noel-Levitz)96
10 Most Effective Practices at 2-Year Private Institutions
% Very Effecti
ve
% Somewha
t Effective
% Using Metho
d
Institution wide emphasis on undergraduate learning
35 51 77
Academic support program or services 34 59 99
Programs designed specifically for first-year students
27 53 90
Providing each continuing student with academic plan
24 37 67
Title III or Title IV funding 23 48 60
Using web-based course engagement tools
22 59 95
Honors programs for academically advanced students
21 40 48
Academic advising program 20 60 97
Mandatory advising, one-on-one and face-to-face
18 50 61
Using student life evaluations to make changes to programs
18 38 56
(Noel-Levitz)97
Least-Effective PracticesUsing web-based tools such as Blackboard to engage
studentsSocial networking to engage students in online
communitiesRequests for permissions to remain in contact with
students who are leavingPrograms specifically designed for veteransPrograms specifically designed for second-year studentsUsing student engagement assessments to make changes
to the way faculty and staff interact with studentsInterviews or surveys with students who are withdrawingRequests for intended re-entry dates from students who
are leavingUsing established communication procedures to regularly
communicate persistence, retention, and completion rate data throughout campus (Noel-Levitz)98
Traits of Top Retention Plans
Update their retention plan annually
Have a designated retention leader of good or excellent quality
Have a committee of good or excellent quality
Have a committee that was empowered to make decisions that affected multiple areas of campus
(Noel-Levitz)99
Elements of Successful Retention Programs
Collect, compile, and analyze pertinent retention/attrition data and research
Monitor and address student expectations and levels of satisfaction
Conduct periodic audits of key program and service areas
Create programs and services based on meeting students’ individual needs and differences
Exceed student service requirements and expectations
Emphasize benefits of class attendance(Noel-Levitz)10
0
Concentrate energies on the importance of the teaching and learning and academic advising processes
Provide faculty/staff training and development programs
Improve academic support services
Mandate assessment and course placement
Provide enriched or accelerated academic experiences
Increase frequency of out-of-class contact among faculty, staff, and students
Establish an organizational structure/mechanism for quality of student life and learning issues and an institutional change process
Elements of Successful Retention Programs
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Elements of Successful Retention Programs
Implement early identification/alert and intervention strategies
Address students affective, as well as cognitive, needs
Emphasize a deliberate strategy of student engagement and involvement
Develop a comprehensive approach to undecided/ exploratory students
Respond more systematically to the needs of “high-risk” student groups
Enhance the quality of residential life(Noel-Levitz)10
2
Elements of Successful Retention Programs
Modify the financial aid program Develop a student-centered institution Implement an extended orientation program or
first-year seminar Commit to both “front-loading” and “progressive
responsibility” Revise admissions materials and procedures to
improve student/institutional fit Make improvements to the physical plant Validate administrative support and commitment to
the student retention process model(Noel-Levitz)10
3
Best Practices in Retention for Specific Subpopulations
Orientation programs customized for each population
Academic support programs for adult learners that are available earlier in the morning and later in the evening
Ensuring classes are offered in a sequence that allows students to graduate on time and has some back-up plans
Articulation agreements that match students’ prescribed curriculum at the previous institution and provide an easy transfer process
Identifying classes with highest D, F, or W grades and determining highly interactive and intrusive activities to ensure students complete the course with expected learning outcomes
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Delivering on the Promise
Improving the quality of student life and learning needs to be a continuing and important priority.
Engaging in a quality of student life and learning (retention) initiative should provide an approach to organizing a systematic effort, while at the same time enhancing overall institutional quality, effectiveness, and student success.
Persistence depends upon the extent to which an individual has been integrated into the academic and non-academic components of the campus environment.
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Delivering on the Promise
Retention tools, systems, staff development activities, computer software, and professional consultation can make a significant contribution to an organized retention effort.
Increases in retention rates are a function of the current state of efforts to improve the quality of educational programs and services. Most institutions engaging in a systematic and comprehensive retention effort should be able to expect a “lift” in cohort graduation rates and improvement in annual retention rates.
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Delivering on the Promise
Retention strategies already in place can serve as an excellent foundation for developing an ongoing, more systematic approach to improving the quality of student life and learning (retention).
Retention is a key component of a comprehensive enrollment management program.
Dropouts are expensive, and improvements in retention rates can add to the annual operating budget.
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Delivering on the Promise
Attrition is a problem for which there is a solution, and retention is one aspect of an enrollment management program over which an institution can exert considerable influence and control.
Single causal factors of student attrition are difficult to ascertain.
Key to improving the quality of student life and learning (retention) are student-centered policies, procedures, and programs.
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Practical Examples
Placement exams ASAP programs Early intervention Class attendance workshops Tutorial services Supplemental instruction Faculty advisement training Faculty workshops introducing faculty to
millennial learners Student success programs
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Practical Examples
Freshmen/sophomore calling centers Predictive modeling Financial aid strategies Attitudes toward transferability Attachment/bonding/affiliation Campus appearance Parent programs Lifestyle management workshops
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Practical Examples of Retention Research
CSEQ (College Student Experience Questionnaire), Indiana University Center for the Study of Postsecondary Research
NSSE (National Survey of Student Engagement), Indiana University Center for the Study of Postsecondary Research
SSI (Student Satisfaction Inventory), Noel-Levitz
Graduation studies Perception studies in residence halls Persistence studies by demographic type DFW course studies
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Trends in Retention Customer service perspective Programs for the overwhelmed Invisible students: Programs for students who fall
between the cracks High-risk student programs Grade inflation Sophomore retention programs First-generation student programs
Outcome/accountability measures Institutional conscience Scholarship and aid renewal
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Questions and Discussion
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Reference
Much of the information in this presentation was obtained from research and presentations by
Noel-Levitz, an enrollment management consulting group.
For more information, contact
Noel-Levitz
(800) [email protected]
http://www.noellevitz.com
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Acknowledgement
Ms. Elizabeth Orehovec, M.Ed.and
Ms. Susan Hudson, M.Ed.and
Ms. Corley Hopkins, M.Ed.
for assistance with research and design of this presentation
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