Enrollment Management and Retention

predictive modeling analyzes past data to make future predictions.. data is analyzed toe estimate a model which is used to to make out sample predictions

geo-demographic variables contribute to predicting enrollment decisions of students

by using data and technology, colleges can use predictive modeling to transform their recruitment strategies

predictive modeling is a statistical technique

1) Behavioral data: Information about a student based on habits, preferences and interactions (e.g. questions posed to a counselor.)

2) Demographic data: A student’s socioeconomic statistics (e.g. Asian-American, rural residence, $80k household income).

As you can imagine, predictions based on an admit’s actual actions are typically much more accurate than assumptions based on demographics.

EPS provides information that may be accessed by markets and attached to individual inquiry and admitted student records for the following “units of analysis.”

• High schools
• States
• Counties
• Geographical markets defined by EPS
• Zip codes
• Metropolitan statistical areas (MSA)
• International regions

For each of these “units of analysis,” the EPS provides aggregate student information such as:

• Academic interests
• Academic performance
• Primary languages
• Religion
• Ethnicity
• Gender
• Average household income
• College-bound rates
• In-state and out-of-state mobility rates
• Advanced Placement Program® (AP) information
• SAT, PSAT/NMSQT and AP performance

although low-income students are the most likely to receive tuition discounts at public four-year institutions, their average discount rates are actually not significantly different than their upper income peers. Students whose families earn $70,000 and $100,000 receive an average discount of 15.1 while the lowest income students only receive 14.7 % discount rate.

middle and upper income students receive almost the same (and sometimes even greater) discount rates as low-income students, indicating that colleges are spending institutional funds on students who do not necessarily have financial need.

this trend is a significant departure from the original intent of institutional aid (Redd, 2000) as colleges originally utilized discounts as a means for helping low-income students cover unmet needs.

similar to the philosophy of merit-based aid
occurs when institutions compete for the best students
institutions of lesser prestige may award merit-based aid to high ability students to buy them away from the more selective institutions

merit-based aid can play a symbolic role--high ability students generally feel entitled to some aid and a modest offer of merit-based aid often suffices

Orefice's notes (PPT, 2013)

http://www.ed.psu.edu/educ/cshe/working-papers/WP%236 this is Geiger & Heller 2011
Financial Trends in Higher Education: The United States
"selectivity sweepstakes"

The system of selective admissions that now predominates the prestige hierarchy of American higher education is largely the product of the last half century.. the market for high ability students have powerfully affected the behavior of colleges in the selective sector

go inside the rankings and take what you need that will make you stronger.. find your competitive advantage and differentiation
self-measurement, self-knowledge, system understanding keys

the rankings started USNWR 1984 and Best Colleges in 1985

This article, appearing in AACRAO's College & University journal, focuses on the limitations of college ranking systems and suggests new directions to more accurately measure the quality of colleges and universities.

Indicators of Academic Quality:
UG academic reputation (peer assessment survey and high school counselor' ratings)
graduation and retention
faculty resources (Class size, faculty salary, student faculty ratio, proportion of FT faculty)
student selectivity
financial resources
graduation rate performance
alumni giving rate

some of the earliest work done on HE research

According to Astin involvement is "quantity and quality of physical and psychological energy that students invest in the college experience"

Astin (1975, p. 25) identified 53 variables that significantly predict first-year withdrawal.

he studied individual student characteristics such as gender, age, place of residency) and institutional characteristics (type, location, selectivity) to determine how such variables affected student retention

What is involvement? the quantity and quality of physical and psychological energy that students invest in the college experience.. it produces learning in direct proportion to that involvement

Astin's student involvement research eventually became modern engagement research

his book: Preventing Students from Dropping Out

academic integration-level to which students believe they are meeting the academic standards of college as well as students ID with the values, norms inherent in the academic system

social integration-the level of congruency between students and the social system of an institution. What do students get through social integration? Social rewards such as collective affiliation and social support from peers and faculty

institution-centered
sociological model

his theory incorporated a student's commitment to an institution, aspirations for a degree, and integration into the academic and social life of a campus

Higher levels of integration into the academic life of an institution led to a greater commitment to the institution. a greater commitment and integration led to a greater likelihood that the student would be retained (1975, 1987)

The Student Integration Model, a interactional theory which enjoys near paradigmatic stature in the study of college student departure process (Braxton, 2000)

used the worker turnover framework

emphasizes how a number of student and institutional factors affect two variables: satisfaction with college and intent to leave

intent to leave= direct precursor to dropping out of college

psychological and behavioral dimensions of time on task and quality of effort

student-centered

psychological model

stressed student involvement in development, the amount of physical and psychological energy that the student devotes to the academic experience. Refers to behavior, not feelings or thoughts.

Astin, Alexander (1984) What matters in college four critical years revisited, Jossey-Bass.

incorporated external factors which influence enrollment decisions such as finances, hours of employment, family responsibilities, and the opportunity to transfer to another institution

these aforementioned variables are hypothesized to indirectly affect dropout through their direct effects on intent to leave

undergraduate socialization model: attitudes, values, aspirations, lifestyle preferences

the socialization process encourages students to evaluate and balance the different normative influences in order to attain personal goals

the process requires decisions about maintaining or changing values, attitudes, or aspirations held at the time of matriculation (P &T, 2005)

the model posits a continuing socializing role for parents even when students live away from home (parental socialization= socioeconomic status, life style, parent/child del) and a continuing socializing role for non-college reference groups such as peers, current and possible employers, and comm orgs

student background characteristics (SES, aptitude, career preferences, aspirations, values)
V
pre-college normative pressure
V
collegiate experience//socialization process (interpersonal, interpersonal, integration-social & academic)
V
in-college normative pressure
V
socialization outcomes (career choices, lifestyle preferences, aspirations, values)

http://www.ced.ncnu.edu.tw/校內演講座談ppt等存放處/971/971120Weidman/StudentSocializationHiEd-Weidman.pdf

Bean and Eaton base their Psychological Model of college student retention on four psychological theories: attitude-behavior, coping behavioral (approach-avoidance), self-efficacy, and attribution, or “locus of control.” They state that the factors affecting retention are ultimately individual, and that individual psychological processes form the foundation for retention decisions (Bean & Eaton, 2001, p. 73). Additionally, they believe that, given an understanding of these psychological processes involved in developing academic and social integration, an institution can create programs and environments that increase academic and social integration and increase student success (Bean & Eaton, p. 78).

Bean and Eaton (2000, p. 51) indicate that the first semester is generally regarded as a period of transition were students have to adjust to the new institutional environment as well as manage increased levels of stress

Bean and Eaton (2000) argue that an individual not only has to adjust to the new environment, but has to adapt too. Bean and Eaton define adaptation as a decision to cope with an environment and compares adaptation to Tinto’s idea of integration.

According to Bean and Eaton (2000) all behaviour is psychologically motivated. Withdrawing from higher education is therefore also seen as behaviour (p. 49) and therefore withdrawal behaviour is psychologically motivated. That's why it is called a psychological model because it's about the relationship between intent and behavior)

the model attempts to explain withdrawal or persistence behaviour and Bean and Eaton states that behaviour is based on choices that people make. Present behaviour is based on past behaviour, personal beliefs, and the perceptions of others (normative beliefs), and affect the way a student will interact with the institutional environment (Bean & Eaton, 2000). Accordingly, personal beliefs are determined by initial perceptions of the individual’s psychological processes (Bean & Eaton, 2000). ‘For example, the individual’s efficacy for various tasks within the institutional environment will be based on an assessment of skills and abilities from the past

STUDENT READINESS CHARACTERISTICS
Family background
Dispositions (motivation, goals, coping strategies, personality, normative beliefs)
Personal attributes (culture, language, religion)
Skills and abilities
Financial (ability to pay)
bureacractic factors
external environment (work, family)

pre-college characteristics-> students interactions (bureaucratic, academic**, social, external) leads to sense of fit -> attitudes re: school experiences-> intention to leave-> departure from college

he thought that scholarly inquiry into the reasons why students leave HE stalled in the 1990s with the wholesale acceptance of Tinto's 1987 model.

He called for research that would invigorate scholarly inquiry into the departure puzzle. with the rapidly changing demographics (P& T, 1998) this stall may need to reconsider the effects of several variables that predict student retention

student engagement to Kuh is "time and effort students invest in educational activities and the effort institutions devote in implementing effective educational practices"--what institutions do to induce students to participate in these actives; symbiotic relationship

Students leave college for several reasons:
INDIVIDUAL CHARACTERISTICS
-ethnicity (Renn & Reason, 2013)
-gender (Renn & Reason, 2013)
-high school achievement variables such as GPA, SAT/ACT (Reason, 2003)
-age (Ishitani & Desjardins, 2002/3)
-SES (Ishitani & Desjardins, 2002/3)
-educational background (Ishitani & Desjardins, 2002/3)
-educational aspirations (Ishitani & Desjardins, 2002/3)
-college GPA (Ishitani & Desjardins, 2002/3)
-institutional type and size (Ishitani & Desjardins, 2002/3)
-effect of financial aid (Ishitani & Desjardins, 2002/3)
-hours of employment (Ishitani & Desjardins, 2002/3)

IN-COLLEGE CHARACTERISTICS
student involvement
development of interpersonal relationships with peers critical
GPA and retention predicted by social support (Tinto, 1987)
students with good support from family and friends have higher retention (Pritchard, 2003)
student involvement in campus orgs (Pritchard, 2003)
fraternity membership
place of residence (Astin, 1977; Chickering, 1974)

EMOTIONAL FACTORS (Pritchard et al, 2003)
high self-confidence
self-control
achievement-oriented personality
personality attributes
emotional health
stress
anxiety levels relating to academic issues and daily hassles affect adjustment to college and retention

Bean provides nine themes of student retention:
student intentions
commitment/fit
attitudes
academics
social factors
bureaucratic factors
external environment
student background
money/finance

Hossler and Bean observed that retaining one student for four years is economically equivalent to recruiting four students who leave after one year. This is significant given estimates that recruiting costs total three to five times that of retention efforts (Schuh, 2005).

first generation students have a higher risk of departure in their first year of college

first generation students were less likely to complete their four year programs in a timely manner

minority students more likely to depart from college

educational goals and student departure negatively related

higher SES positive effects on academic and social integration

private institutions higher degree of attainment than public

loans negatively associated with college persistence*

students who receive merit aid--low attrition rates

• findings on financial aid are not conclusive (some say that students with loans graduate faster, some say no.. and some say work-study and other forms of campus based employment promote and inhibit graduation)

the Pell Grant is the key driver in delivering on the promise of access for economically disadvantaged students to all types of Associate’s Colleges. As Kojaku and Nunez (1999, cited in Palmer 2000) note, of all first-time students at public two-year and four-year colleges under 24 years old, 59% were enrolled at community colleges.

HIPs
common intellectual experiences
LCs
S-L
capstone courses
internships
first year seminars
undergrad research

these all have to be implemented well and continually evaluated..they have minor direct effects
what we do with these experiences than just offering and participating in them
its what we are doing within the Hips that contribute to outcomes

capitalize on connections
community partnerships, K-12 collaborations, other campuses, campus advocates

consider appropriate metrics: "expected retention" and integrate longitudinal models

SSIC:
what students do during college counts more for what they learn and ether they will persist than who they are or where they go to college

student engagement:
time and effort students put int their studies or other activities that lead to experiences and outcomes that constitute student success
AND
the ways the institution allocates resources and organizes learning opps and services to induce students to participate in and benefit from such activities

DEEP (documenting effective educational practices) schools are characterized by the following:
-living mission and lived educational philosophy
-focus on student learning
-environments adapted for studetns enrichment
-clearly marked pathways to student success
-improvement oriented ethos
-shared responsibility for edu quality and student success

higher than predicted on the five clusters of educational practices
*academic challenge
*active and collaborative learning
*enriching educational experiences
*supportive campus environment

student persistence is a complex challenge.

successful student persistence is not just a first year issue: it is a multi-year issue that cuts across every year of a student's UG experience

a holistic SEM enterprise is greater than a laundry list of its programs and services

4 Ps of Student Retention:
Profile--strongest predictor of student retention and success is the profile of the student AND the institution

Progress (towards a degree, not just mere presence)

Process (systematic attention to processes that hinder and facilitate retention rather than just at risk students)

Promise -student attrition is the function of unmet expectations..unfulfilled promises, and unrealized experience of the brand

Jennifer Ann Morrow, Margot E Ackermann (2012) Intention to persist and retention of first-year students: The importance of motivation and sense of belonging

Tinto (2001) in M & A's article state the students leave for many reasons:
academic difficulty
adjustment difficulties
uncertain goals
lack of commitment
lack of student involvement
inadequate finances
poor fit to the institution

student persistence related to complex set of factors
student involvement
ethnicity
gender
age
place of residence
emotional factors

minorities (save for Asians) leave institutions at greater rates than whites

women generally had higher rates of graduation than men

older students face more barriers

students living in residence halls have more positive experiences and graduate at higher rates

students who join Greek letter orgs tend to have lower GPAs

Fischer's study (2007): larger number of formal and academic connections with faculty as well as a larger number of formal and informal social connections with faculty, staff and peers--> enjoy greater satisfaction and higher retention

It is not the DEGREE of involvement that affects retention but the WAY
involvement leads to social and academic membership and a resulting sense of belonging

Retention requires that a student sees himself as belonging in AT LEAST ONE significant community and find meaning in the involvement that occur in that community

merit aid as an important competitive factor
selectivity increase, merit aid increase
financial aid leveraging does not bring about the equitable dispersion of aid

HH model that targets aid or LL which provides universal aid: which is most strategic tuition policy?

Among public four-year colleges, the maximum Pell Grant covered nearly 60 percent of total costs in the mid-1980s, but it covers only about 40 percent today.

percentage share of grants vs loans (fed mix)
1980 grants 55% loans 41%
2001 grants 41% loans 58%

colleges are beginning to act less like nonprofit educational institutions and more like market players, using financial aid as a way of attracting talented students away from competitors rather than as a method of helping those who need it most.

74 percent of students at the nation’s top 146
colleges come from the richest socioeconomic quartile and just 3 percent come from the poorest quartile.

According to Bean (2005, p. 235), the following aspects of financial factors are clear in their influence on retention. Institutions with reduced tuition will likely increase retention. Grants are better than loans because they increase persistence rates. Students who have fewer resources are in some instances excluded from social and academic integration which influences these students to fit in, which consequently might result in intentions to withdraw.

EM requires the management of FinAid in such a way that the number, mix, and profile of enrolled students produces the desired net revenue after aid

http://www.usc.edu/programs/cerpp/docs/HosslerandKalsbeekArticleforCollegeandUniversity.pdf

Tierney (2008) asserts that while financial aid is significant, financial aid alone cannot remedy the challenge of college student access and retention for minorities.

Role of Merit-Based Scholarships in Meeting Affordability Goals

Financial aid strategy must address both the ability and willingness to pay

Financial Aid Leveraging Goals assist institutions in reaching enrollment and net revenue goals

to compete on today's marketplace, institutions need two broad capabilities:
-a competitive scholarship and fin aid program
-strong working relationship between admissions and fin aid

financial strategies use historical enrollment figures, tuition amounts, and award data to pinpoint factors that influence student enrollment

In College & University and couldn't access it

EM describes institutional efforts to influence student enrollment

In 1976, in an article that appeared in the Boston College’s Bridge Magazine, John Maguire defined enrollment management as a process that brings together disparate functions related to recruiting, funding, tracking, retaining and replacing students as they enroll, progress and graduate.

EM as "an organizational system supporting the integration of activities associated with the overall enrollment process"

EM not only requires the marketing of the institution and the selection of students but also involves more broadly based all-encompassing activities"

SEM is organizational concept and a systematic set of activities designed to enable educational institutions to exert more influence on their enrollments

EM is “a process or activity which influences the size, shape, and the characteristics of a student body by directing institutional efforts in the areas of marketing, recruitment, and admissions as well as pricing and financial aid. In addition, the process exerts a significant influence on academic advising, the institutional research agenda, orientation, retention, and student services.”

sometimes an enrollment crisis often the impetus for establishing the most comprehensive model

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 concerning student college choice, transition to colleges, student attrition and retention, and student outcomes.

EM includes strategic planning supported by IR to address activities concerning student college choice transition...

Key attributes of EM:
use of IR
development of marketing and pricing strategies
monitoring student interests and academic program demands
matching student demands with curricular offerings
understanding factors which influence retention
supported by upper level leadership
requires campus-wide effort

EM and institutional effectiveness:
EM is more than just reorganization
connection between student enrollment and tuition revenue
quality of student body
image of the institution
marketing and name recognition
ability to attract future classes
increased graduation rates

SEM is a comprehensive process designed to help an institution achieve and maintain the optimum recruitment, retention, and graduation rates of students, where ‘optimal’ is defined within the academic context of the institution.

first use of strategic enrollment management in 1996

system-wide comprehensive process which touches every aspect of an institution's function and culture

integrates all of institution: planning, programs, policies, practices

SEM embraces virtually every aspect of an institution's function and culture

other resources states 1995

SEM focuses on data and key performance indicators and alignment with school's objectives

EM is an organizational model that has become a positive foundation for the strengthening of an institution's enrollment. It is where an institution's enrollment is comprehensively developed and is based on a strategic, integrative plan that includes the identification, attraction, selection, encouragement, registration, retention, and graduation of targeted student segments.

EM is a holistic and synergistic approach
a process that helps students succeed in college and become lifelong achievers
not limited to recruitment, organizational restructuring and financial aid leveraging

synergy can evolve to a climate of trust and open communication
the organizational chart does not matter..EM is not just in certain departments

SEM is the systematic evaluation of an institution’s competitive market position, the development of a 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.

What is EM ?
• EM is a perspective, process and practice
• EM is data‐dependent
• EM is outcomes‐oriented
• EM seeks integrated approaches to strategy and activity
• EM’s goals are drawn from the institution’s mission, its academic & strategic plans. It seeks to balance competing aspirations. It seeks to resonate with an institution’s culture, climate & character
• EM outcomes are framed by an institution’s market position and profile.

3 interdependent outcomes: Access Affordability Attainment
Each outcome has a reciprocal quality
Which institutions can a student access ? Which students can an institution access ? Which institution can a student afford ? Which students can an institution afford ?
How to leverage students’ and institutions’ capacities to succeed ?

• There are 3 core institutional competencies – Strategy Information Practice
• At the core of this EM framework is Market Position and Market Development

http://www.edtrust.org/sites/edtrust.org/files/publications/files/ED_TRUST_WORKSHOP%20--%20Strategic%20Enrollment%20--%20Zucker%20and%20Kasbeek.pdf

Academic Success Strategies and Operational strategies require campus-wide efforts

Academic Success Strategies
recruitment initiating student/institutional relationship
marketing and communication
student transition and retention
graduation and beyond

Operational strategies and tools
pricing strategies
information management
business practices and customer service
technology

Core EM concepts:
-establishing clear goals for the numbers and types of students as it relates to mission
-improving access, transition, persistence and graduation to promote academic success
-optimum enrollment
-delivery of effective academic programs
-generating added net revenue
-effective financial planning
-process and organizational efficiency
-service to all stakeholders
-data-rich environments to inform decisions and evaluate strategies
-creating and strengthening linkages across the campus

Before identifying strategies and tactics, enrollment managers should first focus on desired outcomes such as student academic success which will in turn suggest appropriate strategies

http://registrar.iupui.edu/emc/ppt/bontrager_core_strategies.pdf
http://www.douglas.bc.ca/__shared/assets/SEM_Concepts__Structures_and_Strategies-Dec200750580.pdf

EM is a deliberate process of achieving an institution's preferred enrollment profile, starting by identifying the strategic purposes an mission of the institution, and then orchestrating the marketing, recruitment, admissions, pricing and aid, retention programs, academic support services, and program development required to achieve these outcomes.

EM is a concept and a process
organizational structures become transparent
synergy between offices
cradle to grave process
recruitment, retention, and student success affects everyone

data-dependent
outcome-oriented (attainment, accountability, access, affordability)
framed by an institutions' market position and profile

PROCESS and structure to improve retention and recruitment of who and how many (Hossler, 1986)
PROCESS and practice (Kalsbeek & Hossler, 2009)
PROCESS and series of activities.. whole campus (Kemerer et al, 1982)
PROCESS and concept (Bontrager, 2004)

2011 or n.d.

any good working definition of enrollment management includes the following..

-the review and use of data to inform strategic enrollment decisions
-market positioning
-alignment of key departments relating to student enrollment to achieve a desired student profile
-comprehensive process designed to help an institution achieve and maintain optimum enrollment
-strategic organization of recruitment and retention efforts that are connected to institutional mission, strategic plan, environment, and resources

Kemerer, Baldridge, and Green (1982) formalized the concept, proposing that it is not just an organizational concept but that it is both a process and a series of activities that involve the entire campus. As a process, it includes tracking and interacting with students from the point of their initial contact with the institution until their graduation or departure from the institution. As an activity, enrollment management is designed to attract and retain students.

it is an assertive approach to ensuring the steady supply of qualified students required to maintain institutional vitality--sounds a lot like admissions! i.e. how to recruit students..

EM Committee
least structured
least influential; lack support
committee members rotate out-little influence
restructuring not required
little investment of money
little administrative support from upper level sr mgrs

EM Coordinator
network
low level of restructuring
usually dean of admission; director
admin units less threatened to cooperate, little organizational restructuring
less admin support
no formal mechanism
lack of admin support
highly dependent on a coordinator

EM Matrix
more centralized, have resources
cooperation
EM direct concern of a sr admin will have a hearing at top levels of admin
VP may not have the time to devote to EM

EM Division
most centralized
enrollment concerns directly to president
difficult to create unless a crisis
creating management division is costly
more direct authority
high level of restructuring

how else to organize it? http://www.depaul.edu/emm/_downloads/CUJ8304AR_hossler_Vol83No4.pdf

trends leading to the need for EM:
1970s end of sustained growth in HE
move from washing out to retaining students
integration of marketing and recruitment activities
number of high school graduates declining

goals of EM:
exert more control over the characteristics of student body
control the size of the student body

EM critical to the success of every college

Why EM?
there are multiple purposes:
attracting and retaining students
increasing the number of new students
diversifying the student body
retaining more students
enrolling more high ability students or students with special talents or all such groups

the type of model adopted differs in scope and influence based on institutional goals, revenue requirements, internal culture, and the competitive marketplace

Enrollment management as an organizational model has become a positive foundation for the strengthening of an institution’s enrollment by integrating seven primary functional areas:
1. marketing
2. institutional research and planning
3. admissions
4. orientation
5. financial aid
6. retention and advising
7. registrar as it relates to technology

Threee SEM goals:
improve admission profile
financial stability
retain and graduate students

an enrollment manager's efforts are intended to shape and influence particular units that have significant impact on a student or students' decision to enroll, persist, and graduate

Huddlestone lists a number of strategies and techniques to ensure effective EM:
-examining demographics
-improving access
-linking pricing, aid, and institutional budgets
-achieving student diversity
-attracting and serving international and adult students
-developing campus retention programs
-managing information systems
-using integrated communication
-enhancing student services
-creating a marketing plan
-establishing predictive modeling
-measuring the success of academic support programs
-establishing desired program outcomes and assessment measures

EM is a response to a widespread focus on increasing new student enrollment...concern for larger and more profitable enrollments at private colleges served as the impetus to develop an operational unit that would increase the integration, efficiency, and effectiveness of key operations; improve tactics and strategies of those areas to strengthen articulation with prospective students and enhance the retention of those new students.. these new directions became the springboard for new thinking and organizational change that would build enrollment demand and provide more focus on the students' collegiate experience

chapter by Whiteside: Moving from theory to action

Defining the SEM agenda:
-improve admission profile
-promote financial stability
-retain and graduate students

who, what, where, when, why

1. Who is the target population? Which student groups will you focus on?
2. What to expect to achieve, and when?
3. Where do we need to intervene to achieve our goals?
4. How do we make our interventions?

chapter by Hossler and Hoezee
Six concepts and theories
1. resource dependency theory
2. systems theory
3. revenue theory and revenue maximization
4. students as institutional image
5. enrollment management as courtship (make students feel like they are not just a number)
6. academic enterprise (decentralized orgs; high levels of autonomy)

prospects
inquirers
applicants
admits
enrollees
graduates

recruitment
inquiry
application
admission
yield
retention
alumni engagement

enrollment should connote long time relationships; cultivating relationships maximizes total net lifetime support of institution

think of all pops which flow out of enrollment funnel.. they can teach us, they are markets, who are they?
may have siblings, may become transfers,may become supporters, etc

E=enrollment
M=management
C2= community of communities
communities of influence, of students, of advocates, of donors, of stewards

student communities
support communities
reputational communities
goodwill communities

third party influence is pervasive and virtual communities proliferate at astonishing pace.. essence of C2 is the synergistic power of communities to enhance one another and the institution with which they are all affiliated

A powerful look at the risks inherent in the trend toward making higher education a market rather than a regulated public sector,

The Future of Higher Education reveals the findings of an extensive four-year investigation into the major forces that are transforming our American system of higher education.

The book explores the challenges of intensified competition among institutions, globalization of colleges and universities, the expansion of the new for-profit and virtual institutions, and the influence of technology on learning.

This important resource offers college and university leaders and policy makers an analysis of the impact of these forces of change and includes suggestions for creating an effective higher education market as well as a call for a renewed focus on the public purposes of higher education.

the authors propose seven "critical attributes" that must become focal points if the current "drift" is to end. The authors argue that closing the gap "between the public needs and the reality of the performance of institutions of American higher education" (p. 47) requires a persistent focus on the seven attributes:
-bearing responsibility for student learning
-providng social mobility by moving past access to attainment
-protecting the public investment
-supporting elementary and secondary education
-serving as society's critic
-building civic engagement to sustain the democracy
-conducting needed research

Future's project, established in 1999 to investigate the impact

predictive modeling
logistic regression
market research
modelin
positioning
benchmarking

Seeing everything through students' eyes
Change is the foundation
role of executive leadership pivotal in creation of SEM model
Connect SEM with Mission statement and strategic plan
SEM can create data-driven culture and break down silos

Internal Drivers:
students, faculty, chief campus officer or president, board members, upper-level administrators

External Drivers:
local needs and expectations
state expectations
federal government
national education initiatives
national accreditation initiatives

1. define the issue of and rationale for SEM
2. recognize diverse internal and external drivers and their roles
3. determine who should be involved and how
4. Connect SEM with Mission statement and strategic plan
5. determine primary components of SEM plan
6. set goals and establish accountability
7. include measurements
8. provide related professional development
9. communicate with all campus constituents
10. understand budget implications

facts (not assumptions)
questions to be answered
critical assumptions
limiting factors/constraints (law, money, space, location, policies)
key players
hot potato (who has the greatest need for a solution? this person is key to making solutions work)
alternative strategies
best solution

Roots of Commercialization of HE
Costs and benefits of Commercialization of HE

Marketing of HE

Integrated Marketing Workbook for C&Us

The 4Ps (institution-centric)and the 4Cs (marketplace-centric)
product (student-related dimension of the institution: what is taught, how is taught, support services, campus life, degrees, education, job placement, campus environment--market has more market-sensitive component: the customer)
price* (gross or sticker price, net price(price after aid), reservation price)
place
promotion (word of mouth, direct response, advertising, publications, constituent relations) promotion is tactical (focused on messages) whereas the product, price, and place are strategic

**Reasons to price over competitors: programs in high demand, programs are at full capacity, well-branded institution, market is not overly sensitive to price, program is the only option in a marketplace

4Cs: 4 variables that institutions manipulate as part of integrated marketing plan
customer-strategic
cost-strategic
convenience-strategic
communication-tactical

marketing plan: 3-5 years
president not part of planning team

branding

students as customers
students as students
students as patients

Market driven vs. Mission driven (optimal: market smart and mission centered)
Persuasion and choice
College choice
Building trust and engaging stakeholders
Elaboration likelihood model
Marketing and advertising HE
For-profit competition
Marketing and advertising the intangible
Images of C & Us
Branding
Advertising the brand
brand communities
slogans and logos
market differentiation
Social life and amenities
Halo effect of successful athletic programs
Flutiie factor: big wins bring students
Promotional Materials and communication: viewbooks, websites, and internet, digital engagement
Recommendations for Selling HE: collaborative partners, relationship marketing, internal marketing,

out of Univ of WI-Madison
slow erosion of tenure
impact on governance
"star system"

There’s no one single market for colleges; it’s comprised of multiple markets.

Marketing as a process and as a discipline has become inextricably intertwined with EM and the language of marketing is a natural part of the EM lexicon.

Measuring Market Position: How?

• National Student Clearinghouse data
• FAFSA data
• Admitted student survey
• ACT profile
• Publicly available data

The surest path to institutional success is to understand an institution’s market niche & try to optimize this position in a comprehensive manner

According to Zemsky (UPenn): Avoid fixating on a hierarchical ranking of institutions. Map them instead on empirical measures along a continuum.

Tuition is statistically correlated with measures of an institution’s market position such as net assets per FTE, diversity, selectivity, & academic profile; they can be predicted from measures of market position.

A level of discount through non-need-based merit scholarship required to support or sustain a certain academic profile is in itself a measure of an institution’s market position.
strategic EM perspective perceives the academic profile as a reflection of the institution’s market position

there are multiple markets, not a single one

marketing is the analysis, planning, implementation and control of carefully formulated programs designed to bring about the voluntary exchange of values between the university and the marketplace

market research is a tool used to proactively understand and manage change and to create opportunities with it. otherwise you are just reacting to change.
market research is the foundation for decision making; it fits in the marketing information system

strategic planning and research
analyzing markets
selecting target markets
planning, implementing, and managing the marketing effort

Kotler & Fox (1985) argued for the use of corporate marketing techniques in academe. The authors noted that marketing is key to today’s institutions, and that this has grown out of a mission to serve the need of education in the community.

A strong marketing orientation will not develop until a institution’s president truly believes in it, understands it, and wins support for it from other top- level administrators.

can have strategic planning without EM but no EM without SEM

SEM operationalizes strategic plan

strategic planning --process of developing and maintaining a strategic and changing market

Long-range planning:
goals
consensus-oriented
closed system
product/plan-oriented
identify objectives

Strategic planning:
issues
action-oriented
vision; organizational vision
processes/stream of decisions
open system
identify vision

-fact-based management (data-driven)
-collaborative
-knowledge and experience in HE marketing
-entrepreneurial approach
-managerial skills

the voice of EM must have a place at the senior cabinet level

encourages entrpreneurship
creative; innovative but outline the rules
action-oriented
know your competition
stick to mission and know your organization's value system
understand the needs of stakeholders
develop your staff

taken from Peters & Waterman (n.d.)

good AEM manager as someone who:

Is future oriented and can articulate a vision about the direction of enrollment and retention in the future
Uses time wisely to plan for the next new market or academic program
Mentors young members of the enrollment team on the need for AEM
Has the ability to weave together research, strategy, and technology to create new markets and programs
Recognizes the need to apply AEM principles to the retaining of students
Has the discipline to conduct broad-based research
Has the wisdom and creativity to know how relevant research will connect to future enrollment success
Is a CURIOUS person

a good enrollment manager...
knows right questions to ask
goal-oriented
build coalition
connection skills
change agent
team player

a good anticipatory enrollment manager:
future-oriented
understanding of EM issues
interpersonal skills to get voluntary cooperation
articulate a vision for EM
weaves together research strategy and technology
conducts research and connects it to future enrollment success