NEGAP Webinar 6/13/2012: Managing the Enrollment Funnel in these Challenging Times

Managing the Enrollment Funnel
in these Challenging Times

NEGAP: New England Association of
Graduate Admissions Professionals
Wednesday, June 13, 2012
Noon Webinar

Dr. Robert Hill
Nova Southeastern University
Abraham S. Fischler School of Education
June 13, 2012 1

Not your student

June 13, 2012 3

Higher education has become a
marketplace
 Driven by factors such as changing demographics, the
advent of technology, escalating costs of a college
education for both institutions and students, shrinking
governmental subsidies, and a massive influx of students
seeking a college education in order to positively impact
lifetime earning potential.

 Colleges and universities are engaged in a competition for
their share of the education market; competing for students
not only in terms of academic programs, prestige, and
reputation, but also on the quality of student service delivery
and value of student experiences outside of the classroom.

June 13, 2012 4

Enrollment Funnel

June 13, 2012 5

Managing the Funnel
 Student & Institutional Characteristics
 Branding, Marketing & Sales
 Financial Aid Leveraging
 Retention

Importance of Data

June 13, 2012 6

http://www.indiana.edu/~oem/

June 13, 2012 7

THE COLLEGE AND ITS PUBLICS
Local
Foundations
Community

Alumni
Business Mass
Government
Community Media
Agencies General
Public

Suppliers College Prospective
Students

Trustees
Competitors Accreditation
Organizations
Current
Administration Students
and Staff

Faculty Families
of
Students

First some stats

The Chronicle of Higher Education, Almanac
Issue 2011-2012, August 26, 2011 Volume LVIII,
Number 1

June 13, 2012 9

NATIONAL Population 308,745,538
Age distribution
 Up to 4……………6.9%
 5 to 13………..…11.9%
 14 to 17…………..5.5%
 18 to 24………......9.9%
 25 to 44…………27.1%
 45 to 64…………25.9%
 65 and older…….12.9%

Race and ethnic distribution
 American Indian……….........….0.9%
 Asian……………………………4.8%
 Black…………………………..12.6%
 Pacific Islander………………….0.2%
 White………………..................72.4%
 More than one race…..………….2.9%
 Hispanic (may be any race)…….16.3%
 Other……………………………..6.2%

June 13, 2012 10

Educational Attainment of adults (highest level):
 8th grade or less………………......6.3%
 Some high school, no diploma…..8.5%
 High-school diploma…………....28.5%
 Some college, no degree………...21.3%
 Associate degree…………………7.5%
 Bachelor’s degree……………….17.6%
 Master‟s degree…………………...7.2%
 Doctoral degree…………………...1.2%
 Professional degree………………..1.9%
Bachelor’s degree or above……..28.0% (means those who have earned a bachelor’s, master’s,
professional or doctoral degree)
Master’s degree or above……… .10.3% (means those who have earned a master’s, professional or
doctoral degree
Student Demographics
Enrollment
 Undergraduate……………17,565,320
 Graduate & Professional……2,862,391
At public 4-year institutions……………….7,709,197
At public 2-year institutions……………….7,101,445

June 13, 2012 11

 At private 4-year institutions, nonprofit……3,730,316
 At private 2-year institutions, nonprofit…….…34,767
 At private 4-year institutions, for-profit……1,466,792
 At private 2-year institutions, for-profit………385,194
Total……………………….………………20,427,711

 Public Institutions…………………………..…..73%
 4-year Institutions………………………………63%
 2-year Institutions…………………………… .. .37%

 Residence of new students: 73% of all freshmen in the fall of 2008 who had graduated from high
school in the previous year attended colleges in their home states.
 Enrollment highlights:
 American Indian……………..207,917
 Asian……………………….1,337,671
 Black……………………….2,919,826
 Hispanic…………………....2,546,710
 White……………………..12,730,780
 Foreign……………….………684,807
Total………………………20,427,711
 Women………………………….57.1%
 Minority………………………....34.3%
 Underrepresented minority……...27.8%
 Foreign…………………………....3.4%
 June 13, 2012
Full-time………………………....62.3% 12

Now some mixed messages

June 13, 2012 15

http://chronicle.com/weekly/v55/i37/37a05601.htm
From the issue dated May 22, 2009

POINT OF VIEW:
Will Higher Education Be the Next Bubble to
Burst?
By JOSEPH MARR CRONIN and HOWARD E. HORTON

The public has become all too aware of the term "bubble" to
describe an asset that is irrationally and artificially overvalued
and cannot be sustained. The dot-com bubble burst by 2000.
More recently the overextended housing market collapsed,
helping to trigger a credit meltdown. The stock market has
declined more than 30 percent in the past year, as companies
once considered flagship investments have withered in value.

Is it possible that higher education might be the next
bubble to burst? Some early warnings suggest that it could
be.13, 2012
June 16

With tuitions, fees, and room and board at dozens of colleges now
reaching $50,000 a year, the ability to sustain private higher education for
all but the very well-heeled is questionable. According to the National
Center for Public Policy and Higher Education, over the past 25 years,
average college tuition and fees have risen by 440 percent — more
than four times the rate of inflation and almost twice the rate of
medical care. Patrick M. Callan, the center's president, has warned that
low-income students will find college unaffordable. . . .

Consumers who have questioned whether it is worth spending
$1,000 a square foot for a home are now asking whether it is worth
spending $1,000 a week to send their kids to college. There is a growing
sense among the public that higher education might be overpriced
and under-delivering.

June 13, 2012 17

"Harvard and M.I.T. Team Up to Offer
Free Online Courses"

June 13, 2012 21

http://www.nytimes.com/2010/01/03/education/edlife/03careerism-t.html?hpw
January 3, 2010
Making College „Relevant‟
By KATE ZERNIKE

Even before they arrive on campus, students — and their
parents — are increasingly focused on what comes after
college. What‟s the return on investment, especially as
the cost of that investment keeps rising? How will that
major translate into a job?
The pressure on institutions to answer those questions is
prompting changes from the admissions office to the
career center. But even as they rush to prove their
relevance, colleges and universities worry that students
are specializing too early, that they are so focused on
picking the perfect major that they don‟t allow time for
self-discovery, much less late blooming.
June 13, 2012 22

http://www.nytimes.com/2011/07/24/education/edlife/edl-24masters-t.html?hpw
July 22, 2011

The Master‟s as the New Bachelor‟s
By LAURA PAPPANO

William Klein’s story may sound familiar to his fellow graduates. After earning his
bachelor‟s in history from the College at Brockport, he found himself living in
his parents’ Buffalo home, working the same $7.25-an-hour waiter job he had in
high school.

It wasn’t that there weren’t other jobs out there. It’s that they all seemed to want
more education. Even tutoring at a for-profit learning center or leading tours at a
historic site required a master’s. ―It’s pretty apparent that with the degree I have
right now, there are not too many jobs I would want to commit to,‖ Mr. Klein
says.

So this fall, he will sharpen his marketability at Rutgers‟ new master‟s
program in Jewish studies (think teaching, museums and fund-raising in the
Jewish community).

June 13, 2012 25

 Jewish studies may not be the first thing that comes to mind as being
the road to career advancement, and Mr. Klein is not sure exactly
where the degree will lead him (he’d like to work for the Central
Intelligence Agency in the Middle East). But he is sure of this: he needs
a master’s. Browse professional job listings and it’s ―bachelor’s
required, master’s preferred.‖

 Call it credential inflation. Once derided as the consolation prize
for failing to finish a Ph.D. or just a way to kill time waiting out
economic downturns, the master‟s is now the fastest-growing
degree. The number awarded, about 657,000 in 2009, has more
than doubled since the 1980s, and the rate of increase has
quickened substantially in the last couple of years, says Debra W.
Stewart, president of the Council of Graduate Schools. Nearly 2 in
25 people age 25 and over have a master‟s, about the same
proportion that had a bachelor‟s or higher in 1960.

June 13, 2012 26

http://chronicle.com/article/Will-a-Culture-of-Entitlement/48819/
October 18, 2009

Will a Culture of Entitlement Bankrupt Higher Education?
By Hamid Shirvani

“In the wake of our nation's economic crisis,
previous levels of government support for colleges
and universities can no longer be maintained—
regardless of how much we in higher education may
wish otherwise. States are appropriating less money
to higher education not because legislators and the
people whom they represent value us less, but
because they can afford less. Practical realities will
drive what is possible for colleges and universities in
the coming years.‖
June 13, 2012 27

Chronicle of Higher Education May 11, 2011
http://chronicle.com/article/A-Crisis-of-Confidence/127530/
Crisis of Confidence Threatens Colleges
Rising costs test families' faith, while 1 in 3 presidents see academe on
wrong road
By Karin Fischer

The American higher-education system has long been seen as a leader in the
world, but confidence in its future and its enduring value may be beginning to
crack along economic lines, according to two major surveys of the American
public and college presidents conducted this spring.

Public anxiety over college costs is at an all-time high. And low-income college
graduates or those burdened by student-loan debt are questioning the value of
their degrees, or saying the cost of college has delayed other life decisions.

Among college presidents, the rising price of college is not the only worry.
They're concerned about growing international competition and declining
student quality, with presidents from the least selective, and thus sometimes
the least financially stable institutions, the most pessimistic. 28

Degrees of Debt
College kids are borrowing at record levels, often for a second-rate
education. And the bubble is about to burst.
September-October 2011 UTNE Reader
By Malcolm Harris

Read more: http://www.utne.com/Politics/Price-Of-Postsecondary-Education-Most-
Indebted-Generation.aspx#ixzz1XQBrKyV1

The Project on Student Debt estimates that the average college
senior in 2009 graduated with $24,000 in outstanding loans. In
August 2010, student loans surpassed credit cards as the nation‟s
single largest source of debt, edging ever closer to $1 trillion.

Since 1978, the price of tuition at U.S. colleges has increased more
than 900 percent, 650 percentage points above inflation. To put that
number in perspective, housing prices, the bubble that nearly burst
the U.S. economy, then the global one, increased only 50 points
above the Consumer Price Index during those years.
30

According to Richard Rothstein at the Economic
Policy Institute, wages for college-educated workers
outside of the inflated finance industry have stagnated or
diminished. Unemployment has hit recent graduates
especially hard, nearly doubling in the post-2007
recession. The result is that the most indebted
generation in history is without the dependable jobs it
needs to escape debt.

31

Demand for accountability in higher education
may have started in 1960‟s

 Where does the money go?
 Which college is most efficient?

Our typical responses, ―Trust us, we’re experts.‖ or
―How dare you. What we do cannot be
measured.‖ or ―We’re different‖
June 13, 2012 35

 In a competitive environment in higher education, colleges &
universities have made recruitment and retention of students
a priority, Many campuses have combined previously
independent operating units related to recruitment and
retention into formal units called enrollment management.
(Komives, Woodard, & Assoc.)

 The goal is to insure that critical areas for recruitment and
retention such as admissions, records, financial aid, student
research, and marketing are working together to create a
comprehensive plan to enroll more students, to shape the
composition of the class, to reduce attrition rates, and to
develop appropriate publications & services for interacting
with the college or university.

June 13, 2012 36

Enrollment management
 Can report to student affairs, but more often than not, the
reporting line will be to the provost, executive vice president,
or the president.

 The major professional organizations of enrollment
management professionals include the National
Association for College Admission Counseling and the
American Association of Collegiate Registrars and
Admission Officers; the primary publications are the
Journal of College Admissions and College & University

June 13, 2012 37

Fundamental to any successful enrollment management
program is developing and implementing an annual
enrollment management plan.

The purpose of enrollment planning is to help the
institution gain more control over its enrollment future
by developing the capacity to achieve new and
returning student goals through improved marketing,
recruitment, and retention efforts.

June 13, 2012 38

Solos
"silo thinking", "silo vision", and "silo mentality".

Is this your college?

40

The
Student
Experience

Institutional Factors

June 13, 2012 41

Educational Policy Institute

The
Student
Experience

Financial Aid Recruitment & Admissions
Academic Services

June 13, 2012
Student Services Curriculum & Instruction 42

Educational Policy Institute

Student and Institutional
Characteristics
Student Institution
 Major  Mission
 GPA  Vision
 Test scores  Institutional goals
 Geography  Academic programs
 Diversity  Cost
 Special talents  Market
 Ability to pay  Competition
 Affiliation
June 13, 2012 43

 The public wants the cost-benefit analyses that
reveal the relative value of each institution.

 Dissatisfaction with higher education goes beyond the general public
and is often more implicit and explicit.
 Student retention to graduation, except for transfers made
necessary by programmatic needs, is the single best indication of
student satisfaction for those whose goal is a degree, But given
that definition, anything less than 100% retention indicates an array of
problems.
 No institution can satisfy everyone, nor ought it to try.

June 13, 2012 44

The Array of Higher Education Benefits
Public Private

• Increased tax revenues • Higher salaries and benefits
• Greater productivity • Employment
• Increased consumption • Higher savings levels
• Decreased reliance on • Improved working conditions
Economic
governmental financial support • Personal / professional
mobility

• Reduced crime rates • Improved health / life
• Increased charitable giving / expectancy
community service • Improved quality of life for
• Increased quality of civic life offspring
Social
• Social cohesion / appreciation of • Better consumer decision
diversity making
• Improved ability to adapt to and • Increased personal status
use technology • More hobbies, leisure
activities
June 13, 2012 45

The Institute for Higher Education (1998)

In business and industry, the term used for
public is customer

 Many in higher education are offended by
the term or simply find it inappropriate.

June 13, 2012 46

 Customer, client, purchaser, consumer, and customer
are not fully interchangeable terms.

Using the people you serve avoids the negative
connotations of the word customer

June 13, 2012 49

Servicing people requires two essential ingredients: a
service and someone who wants or needs it.

 Without students, institutions of higher
education do not exist.

June 13, 2012 50

That a university continues to attract
students, that students rarely complain or boycott
against individual faculty members, let alone the
entire university, cannot be taken as an indication
of student satisfaction.

June 13, 2012 51

Do we really need improved
customer focus?
 Students spending hours waiting in lines and must dash from
office to office in order to register for classes.
 Students enroll in classes for which they already know the
material.
 A new student learns upon arrival that she has been given
false information about her FA package.
 Students cannot graduate in the advertised amount of time
due to closed classes.
 Students complete general required general education
courses with little sense of why they were required or how to
use what they have learned.
 Desperate for enrollments, a rural college establishes an off-
campus urban program to serve students on federal
assistance. Its program has no learning support services and
is poorly matched to local job opportunities for graduates.
June 13, 2012 52

More (continued)
 A group or rural school administrators asks the graduate
institution across the state to provide a distance-delivery
program in educational administration. The university declines,
unwilling to waive its one-year residency requirement.
 A university foundation has record-keeping systems that are
inadequate to ensure that contributed funds are used for the
donors’ intended purposes.
 A coach recruits student athletes whose academic abilities or
interests are not compatible with the university’s expectations
or programs.

IF ANY OF THESE EXAMPLES, OR OTHERS LIKE THEM,
COULD HAPPEN ON A GIVEN CAMPUS, THAT
UNIVERSITY NEEDS TO IMPROVE ITS CUSTOMER
FOCUS.
June 13, 2012 53

Fortunately, many activities already occur in a number
of universities and colleges to help them understand
what students want and need.

 Student course evaluations
 Comment cards in student services
 Surveys of student opinion
 Program advisory councils with industry representation
 Needs assessments in the service area
 Detailed profiling of students, market research
 Assessment of student academic achievement
 Analysis of students leaving the institution, and their reasons
 Analysis of student course-taking patterns

June 13, 2012 54

We need to know our customers
in considerable detail, including
 Who they are
 Why they here
 Their expectations of us
 What kind of problems they have
 Where they turn to when they have problems
 What and how well they are learning

Digging deeper, we may learn that many are lost,
whether due to size of the institution or inability to make
appropriate personal decisions.

June 13, 2012 55

No university, though, should solicit feedback
unless it has a concomitant commitment to act
on the results and to let people know that it has
done so.

June 13, 2012 56

 Most of the frontline service people, those who
have the most direct and comprehensive
experience to identify problems with customer
focus, are those who have the least power to
change inadequate systems and the smallest
capacity to cope financially with the loss of their
jobs.

June 13, 2012 57

Cultures do not change quickly, and they do not change at
all without conscious and consistent leadership behavior.
Leaders could do worse than to spend much of their day,
or much of their governance agenda asking these four
questions of those they encounter:

1. How well are you meeting the needs of the people
you serve?
2. How do you know?
3. Are you improving on that?
4. How can I help?

June 13, 2012 58

Today, one seldom hears any more that
once commonplace statement that a college
or university is an ivory tower.

We have made great strides in providing
educational opportunities that respond to the
personal growth and employment needs of the
people we serve.

It is time to take that development to the next
stage: caring for the people we serve
June 13, 2012 59

TRENDS IN HIGHER EDUCATION

 Demographics
 Economics
 Environment
 Global education
 Learning
 Politics
 Technology

New Challenges of Higher Education
 Technologies that alter the way knowledge is
delivered and shared
 Global marketplaces for both receiving and
creating new scholars
 Fields of study that were once clear-cut are
now blurred
 Shifting student demographics
 Pressures for academic accountability
 Shrinking public investment
Source: The Formation of Scholars, 2008

(Richard W. Riley, former Secretary of Education
under President Bill Clinton 1993-2001)

“We are currently preparing students for
jobs that don’t yet exist using technologies
that haven’t been invented in order to solve
problems that we don’t even know are
problems yet.”

June 13, 2012 63

"Three basic types of colleges and universities are
emerging. They are "brick universities," or traditional
residential institutions; "click universities," or new, usually
commercial virtual universities, like Unext.com and Jones
International University; and "brick and click" universities, a
combination of the first two. If current research on e-commerce
is correct, the most competitive and attractive higher-education
institutions will be "brick and click." While consumers
appreciate the convenience, ease, and freedom of services
online, they also want a physical space where they can
interact with others and obtain expert advice and
assistance face-to-face.” (By ARTHUR E. LEVINE) from The Future of Colleges: 9
Inevitable Changes http://education.gsu.edu/ctl/Programs/Future_Colleges.htm

64

Factors in decision to enroll:
online learners
1. Convenience
2.(tie) Work schedule
2.(tie) Flexible pacing of program
4. Program requirements
5. Reputation of institution
6. Cost
7. Ability to transfer credits
8. Financial assistance
9. Future employment opportunities
10. Distance from campus
11. Recommendation from employer

Western Governors University
Salt Lake City, UT
TIME Magazine called WGU "the best relatively cheap
university you've never heard of.“
Our Mission
The principal mission of Western Governors University is to improve quality
and expand access to post-secondary educational opportunities by
providing a means for individuals to learn independent of time and place
and to earn competency-based degrees and other credentials that are
credible to both academic institutions and employers.
An Online University for the 21st Century
Western Governors University is an online university driven by a mission
to expand access to higher education through online, competency-based
degree programs. WGU has flourished into a national university, serving
over 25,000 students from all 50 states.

67

The university continues to open doors for adult learners
who need flexibility to achieve their education and career goals.
WGU’s innovative competency-based academic approach
makes it possible, allowing individuals to fit their education into
their lives, not the other way around.
A Unique History in Higher Education
WGU was founded by the governors of 19 U.S. states. At
no other time in the history of higher education have the
governors of several states joined together to create a
university. WGU is also supported by over 20 major
corporations and foundations who believe in WGU’s
commitment to producing highly competent graduates.

68

The master‟s program at Utah State University
in Professional and Technical Writing

June 13, 2012 69

Traditional schools are run by the government
or a religious institution and are answerable to a
board of trustees. Proprietary or for-profit
colleges are operated by a group of investors or
owners and are answerable to those constituents.

70

Largest For-Profit Institutions

Institution 08-09 Enrollment % of Total For-Profit Enrollment
Apollo Group 395,361 21.2
Education Management 104,547 5.6
Career Education Corp. 97,645 5.3
Corinthian Colleges 85,029 4.6
DeVry 78,544 4.2
Kaplan Education 67,897 3.7
ITT Educational Services 60,890 3.3

Source: U.S. Department of Education, IPEDS as calculated in Daniel L. Bennett,
Adam R. Lucchesi and Richard K. Vedder, Center for College Affordability and
Productivity, ―For-Profit Higher Education: Growth, Innovation and Regulation‖ at
15 (July 2010).

71

3 Universities; 12,509 Master‟s Degrees in Education
June 8, 2011, 1:05 pm
By Kevin Carey

Yesterday I was poking around in the IPEDS database and ran a search for the total number
of master’s degrees in education conferred, by college. The top three were Walden
University, the University of Phoenix, and Grand Canyon University, all of which are
for-profit and operate primarily online. In total, they conferred 12,509 master‟s degrees
in education in 2009.

There are two ways to think about this. On the one hand, a great number of master’s
degrees in education are earned by women who have families and full-time teaching jobs.
Union contracts and state laws require them to get a master’s degree in order to make more
money. There are many ways to design rich, productive, online learning environments. So
it’s a boon for people to be able to pursue graduate training in their field without having to
schlep to the local public university in the evening while somebody else takes care of the
kids. Online education can be more flexible, adaptive, and personalized.

On the other hand, research suggests little or no relationship between having a master’s
degree and being a more effective teacher. Teachers get them because they have to, not
because they want to. Master‟s degrees in education are high-volume commodity
credentials, so it‟s unsurprising that for-profit companies have aggressively moved
into a market where standardized curricula plus economies of scale plus federal
June 13, 2012 72
student aid equal gigantic profits.

Today’s students (adult learners) want a
stripped down version of Higher Ed like their
banks or health clubs:

1. Convenience/flexibility
2. Good service
3. Good instruction

4. Cheap

73

Adult learners are
the largest and
most rapidly growing
segment of U.S.
postsecondary
education

You must understand what matters to your
adult students and online learners
in order to keep them enrolled

With the right data, you can improve the college
experience for adult and online learners

How will you become more competitive
in the adult student market? The US Department of
Education projects that over the next eight years enrollment of
adult students in higher education will climb at more than
double the rate of traditional students. Becoming more
competitive in the adult market means schools must learn
how to identify possible program innovations around adult
student needs and create program innovation. The best adult
programs are structured around the following categories:

 Program delivery variations
 Multiple locations
 Varied course formats
 Accelerated degree completion
 Individualized degrees
 Modularized curricula
 Self-paced study

78

FYI...From the Kansas City Star..........As more students question whether to
take on massive tuition debt in a slow job market, many private colleges are offering
discount deals that cut, freeze, or even eliminate tuition altogether for incoming
students. Here are some examples from across the country.

Posted on Tue, May. 15, 2012
More private colleges offering tuition discounts
By TONY PUGH, McClatchy Newspapers
The cost of a college education continues to increase faster than inflation; a phenomenon that's roiling
family budgets and spurring calls for action on Capitol Hill. But with a little digging, parents and students
can find cost-cutting deals and programs that make the paper chase a lot more affordable.

While public colleges and universities are hiking tuition to make up for dramatic reductions to state higher-
education funding, private colleges - which usually receive no state funding - have greater latitude to cut
costs. That's one reason that average annual tuition increases at public colleges have been more than
twice as large as those at private colleges over the last decade, according to the College Board
Advocacy & Policy Center.

As more students question whether to take on massive tuition debt only to end up with degrees but no
jobs, many private colleges are offering discount deals that cut, freeze or even eliminate tuition
altogether for incoming students.

Duquesne University in Pittsburgh is slashing tuition by 50 percent for freshmen who enroll in the
school of education this year. The price cut is good for four years for students who stay in the program.
June 13, 2012 79

High-achieving freshmen who enrolled at Seton Hall University by Dec. 15, 2011, will get a tuition discount of $21,000 -
or 66 percent - for the 2012-13 school year. The same deal probably will go to freshmen for the 2013-14 school year.

"In these tough economic times, Seton Hall understands the financial concerns of families and is offering this program to help
make a first-rate private Catholic education as affordable as a public education," reads a website passage from the
school's office of undergraduate admissions.

Other schools - such as Ashland University in Columbus, Ohio; Thomas More College in Crestview Hills,
Ky.; and the Wentworth Institute of Technology in Boston - are rolling out three-year bachelor's degree programs
for the coming school year. Students who can handle the intense workload can shave 25 percent off the cost of a four-year
degree.

.....
Some private colleges even waive tuition altogether for eligible students; eligibility standards vary.
The discounts serve as a publicity driver for some schools, while providing students greater predictability on
costs.

Burlington College in Burlington, Vt., is a prime example. With fewer than 200 students, the small liberal-
arts college takes up only half of its 80,000 square feet of building space, so there's plenty of room to grow.
The school hopes to reach 300 students in the immediate future and top out eventually at 750, said
Christine Plunkett, Burlington's vice president of administration and financing.

To help make that happen, Burlington is cutting tuition 25 percent for the summer semester, which
begins later this month. The college won't raise tuition for the 2012-13 school year, either. And it
guarantees that current and incoming students for the fall semester will pay the same tuition - $22,400 - for
the next four years as long as they stay enrolled full time. Assuming a 4 percent annual tuition increase
each year, the rate freeze will save the average Burlington student about $5,100 over four years, Plunkett
said. Typically, only eight to 12 students enroll for summer classes at Burlington. This year, 20 have signed
up for the discounted summer semester, and enrollment doesn't close for three more weeks.
June 13, 2012 80

According to the
College Board Survey
of Adult Learners, adult
learners have different
profiles, motivations,
and preferences than
traditional students

The single most important reason (90%)
for an adult learner to return to college
is for his/her job/career

Source: College Board Survey of Adult Learners

Adult learners have a balancing act

FAMILY WORK

ADULT

SCHOOL

June 13, 2012 85

Visual courtesy of CAEL

Student Engagement
―Student engagement is simply characterized
as participation in educationally effective practices,
both inside and outside the classroom, which
leads to a range of measureable outcomes.‖ This
operational definition is borrowed from Kuh,
Kinzie, Buckley, Bridges, and Hayek (2007)

June 13, 2012 86

Roughly 35% of undergraduates at four-year
institutions actually attain bachelor’s degrees within
four years; only 56% graduate within six years
(Knapp, Kelly-Reid, & Whitmore, 2006).

Those who are actually engaged in educationally
purposeful activities, both inside and outside the
classroom, are more likely than their disengaged
peers to persist through graduation.

This assertion has been empirically proven and
consistently documented by numerous higher education
researchers.

June 13, 2012 87

Vincent Tinto

June 13, 2012 88

Tinto, the most frequently cited scholar
on student retention, contends that
engagement (or ―academic and social
integration‖ as he has called it), is positively
related to persistence (Tinto, 2000).

He notes that many students discontinue
their undergraduate education because they
feel disconnected from peers, professors,
and administrators at the institution.

June 13, 2012 89

Indiana University’s
Center for Postsecondary Research
 The Indiana University Center for Postsecondary Research (CPR)
promotes student success and institutional effectiveness through research
and service to postsecondary institutions and related agencies. Center
personnel and associates assist Indiana University and other
postsecondary institutions and agencies in gathering and using data for
decision making and institutional improvement, focusing on initiatives
related to student access, assessment, learning, and persistence and the
policies and practices that promote student success, educational
effectiveness, and institutional development.

 The Center hosts the National Survey of Student Engagement (NSSE)
and its affiliate surveys (Faculty Survey of Student Engagement, Law
School Survey of Student Engagement, Beginning College Survey of
Student Engagement) and the College Student Experiences
Questionnaire (CSEQ) research project.

http://cpr.iub.edu/index.cfm
June 13, 2012 90

George D. Kuh is Chancellor’s Professor of Higher Education at
Indiana University Bloomington. He directs IU’s Center for
Postsecondary Research, home to the National Survey of Student
Engagement (NSSE) which has been used by about 1400
colleges and universities in the U.S. and Canada.

June 13, 2012 91

The National Survey of Student Engagement
(NSSE) obtains, on an annual basis, information
from hundreds of four-year colleges and universities
nationwide about student participation in programs
and activities that institutions provide for their
learning and personal development.

The results provide an estimate of how
undergraduates spend their time and what they gain
from attending college. Survey items on The
National Survey of Student Engagement represent
empirically confirmed "good practices" in
undergraduate education. That is, they reflect
behaviors by students and institutions that are
associated with desired outcomes of college.
http://nsse.iub.edu/
June 13, 2012 92

Attrition rates are higher
among nontraditional students

60% 57%
50%
43%
40%
28%

20%

0%
Two-Year Institutions Four-year Institutions

June 13, 2012
Nontraditional Traditional 95

Source: NCES ―The Condition of Higher Education‖

I LOVE THIS QUOTE:
In our college, if you don’t teach, your job is to
help students get to class in the best
condition for learning. Everybody has that
responsibility. When someone violates that,
they violate more than a policy. They violate
a core value.
— Bill Law, President, Tallahassee Community College (FL)

June 13, 2012 96

No one can predict the future. But effective
leaders aren't sitting around and waiting
for it to happen either.

"If you always do what you've
always done, you'll always
get what you've always got.“
--Anonymous

The definition of insanity is doing the same
thing over and over expecting different
results.
Albert Einstein (1879 – 1955)

100

Retention is Everybody’s Business

―Improving the Quality of
Student Life and Learning is
what you are paid to do.‖
David S. Crockett, Senior Executive
Noel-Levitz

June 13, 2012 101

Questions

June 13, 2012 102

Robert Hill, Ed.D.
Program Professor
hillr@nova.edu

Nova Southeastern University
Abraham S. Fischler School of Education

1750 NE 167th Street
North Miami Beach, FL 33162-3017
(954) 262-8613 or (800) 986-3223, ext. 28613
June 13, 2012 104

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