If you buy a house and you don’t maintain it and it loses value, do you blame your realtor?If you crash your car by driving wrecklessly, do you blame your auto dealer?If you purchase a software license, but don’t use it… No. Being a customer does not mean you’re always right. In fact, when it comes to large purchases – such as higher education – there is a responsibility on the part of the customer to make sure they get the most out of their purchase and put forth the effort they need in order to b successful.
Zappos Shoe storyEnrollment funnelWhat do we really do for people? What are they looking for when they come to us. We aren’t the only game in town any more. We need to understand why someone would choose us. We need to give them more reasons than just “we have convenient locations.”People come to use because they have an aspiration and they want to know if we can help them reach their goals. 2. How do we help them?People want information about our programs. They also want to know if we can help them reach their goals. Program information is one part of it. We need to show them we can help, before they spend their money with us. Are we giving them what they expect?Our program mix is mostly professional development offerings, with only a few programs under $1,000.00. We need to honor the investment our prospective students are considering making in our programs and give them a service experience that matches that investment.
In 2005 we had a customer service team with a supervisor. Now we have no customer service staff. Everyone is customer service, everyone answers the phone, everyone is responsible for enrollment management?We were acting just like our counterparts in undergraduate enrollment. Our systems and processes were set-up with us in mind first. Now we answer every “what should I do?” question with “what’s best for our students?”We had enormous gaps in the methods and channels through which prospective students could interact with us. We continue to close gaps. Now our students know who to call.How did we get there?
Phone dayAdvisor model
Go external to show old and new sites
Difference in contact methods after technology integration
“CUSTOMER” IS NOT A FOUR-LETTER WORD WHAT CONTINUING EDUCATION PROVIDERS CAN LEARN FROM UPCEA NATIONAL MARKETING CONFERENCETodd Gibby, CEO, Intelliworks (@tgibby)Guy Felder, Program Director, University of Houston Continuing Education (@GuyFelder)
“CUSTOMER” IS NOT A FOUR LETTER WORD WHAT CONTINUING EDUCATION PROVIDERS CAN LEARN FROM UPCEA SOUTH REGIONAL CONFERENCETodd Gibby, CEO, IntelliworksGuy Felder, Program Director, University of Houston
WHY WE AVOID THE WORDCUSTOMER…
THE GRAND DEBATE
TOP TEN REASONS WHY WE DON’T SAY “CUSTOMER”1. Education is not a business2. See above3. See above4. See above5. See above6. See above7. See above8. See above9. See above10. See above
WHAT IS A CUSTOMER, REALLY? cus·tom·er Noun /kəstəmər/ A person or organization that buys goods or services.
POP QUIZ Do you offer a service? Do people pay you for that service? Do you compete with others that offer a similar service? Do you want those who pay you for that service to pay you again for similar services?
YOU MIGHT BE A CUSTOMER-CENTRIC ORGANIZATION…
WE’RE NOT SAYING “THE CUSTOMER IS ALWAYS RIGHT”"If Im a customer," the student thinks, "and the customer is always right, then whyam I getting a C in this class?" The next logical step in that thought process is to visitthe instructor -- followed by the department head and the dean, if necessary -- todemand an A, the way any other customer would demand satisfaction at any otherplace of business.” -Source: The Chronicle for Higher Education, January 31, 2007 -Rob Jenkins, associate professor of English and director of the Writers Institute at Georgia Perimeter College,
RESPONSIBILITY IS MUTUAL R E S P O N Institution S B I Student L I T Y
“CUSTOMER” AS FOREIGN CONCEPT
“CUSTOMER” AND THE “WEAK LINK”
“CUSTOMER” AS OBJECT http://www.youtube.com/watch?v=D3qltEtl7H8 Movie
WHY DOES CUSTOMERSERVICE MATTER?
CHANGING LANDSCAPE OF HIGHER EDUCATION 2005 2010InstitutionsNumber of public institutions 1,738 1,705 Percentage of all institutions 39.6% 36.8% that are publicNumber of private, nonprofit 1,745 1,713institutions Percentage of all institutions 39.7% 37.0% that are privateNumber of for-profit institutions 909 1,215 Percentage of all institutions 20.7% 26.2% that are for-profitEnrollmentsPublic institutions total 13,085,114 14,909,531 Public institutions as a 74.5% 71.9% percentage of all studentsPrivate, nonprofit total 3,589,454 3,924,278 Private, nonprofit as a 20.4% 18.9% percentage of all studentsFor-profit total 899.896 1,893,712 For-profit as a percentage of all 5.1% 9.1% students Source: Carnegie Classification, January 2011
INQUIRY MANAGEMENT MATURITY Maturity Levels CharacteristicsLevel 4 – Innovators (0%) • Fanatics about data quality and governance • Develop understanding of student needs and motivations • Routinely perform closed-loop marketing measurement • Apply tech effectively to manage multiple student touch-pointsLevel 3 – Cultivators (25%) • Ongoing reporting on size and shape of inquiry pool • Use processes to manage data quality • Use shared and centralized systems to collect and manage inquiriesLevel 2 – Collectors (55%) • Beginning stages of systemic inquiry management • Basic period reporting on inquiry pool • With decentralized inquiry capture comes additional manual processes • Ability to directly communicate w/ past inquiries, improving effectivenessLevel 1 – Responders (21%) • Lack fundamental collection practices • Provide “just the facts” responses • Lack consistent reporting of inquiry pipeline •Characterized by low-tech or manual processesSource: Demand Engine: “Adult Marketing Needs a Makeover – Now!” (July 2011) Base: 77 Institutions
PUBLIC OPINION OF HIGHER ED INSITUTIONS For-Profit Public PrivatePositive Negative Positive Negative Positive Negative 35% 48% 52% 52% 48% 65% Source: Harris Interactive, August 2011
HIGHER ED NOT VIEWED AS SERVICE ORIENTED Statement: Colleges/Universities do not care if students succeed, only if they enroll and pay tuition. 60 50 40 30 For-Profit Non-Profit 20 10 0 Agree Disagree Source: Harris Interactive, August 2011
It all started with a shoe order and a blog.1. What do we really do for people?2. How do we help them?3. What do they expect of us?
How do we help?
What do they expect of us?
What do we really do for people? (or who are we)
A FEW THINGS TO NOTE FROMAMAZON.COM (AND OTHERS)
SO WHY AMAZON.COM?1. They basically INVENTED the idea of online service.2. They know how to bridge the gap between online and offline interactions.3. They deliver the right information at the right time to the right audience.4. They learn from their mistakes.5. They inspire others to provide even better service.
ON THE SHOULDERS OF GIANTS…
SHOWCASE POPULAR SERVICES
PROVIDE MORE DETAIL
HOW ZAPPOS “WOWS” THEM…• Service is accessible• Customers are heard• Agents are empowered• Communication is clear• Decisions are made quickly
WHAT YOU CAN DO TO“WOW” CUSTOMERS…
THE JOURNEY TO BEING CUSTOMER FOCUSEDFrom: We have a staff who does that To: Everyone answers the phone Customer Director service Rep Customer Marketing Operations service Rep Customer Coordinator Student service Rep worker
HOUSTON PICKS UP THE PHONE
ENHANCE ONLINE EXPERIENCE• Highlight key offerings• Provide search and directory up front• Give a clear benefit statement – “How We Can Help”• Offer multiple channels to contact us and stay informed
OFFER ADDITIONAL RESOURCES/COMMUNITY • Informational videos via YouTube • Feedback and blast messaging via Twitter • Community engagement via Facebook
Funnel Relevant Messaging
Proof positiveThrough the launch period of our CRM 668 Inquiresand the re-design of our website wehave seen a positive change in ourinquiry traffic from phone to web. 21 via 316 chat 239 via 92 via from live for phone email Website two weeks)
COMPARISON7/7/11 to 7/14/11 10/7/11 to 10/14/11 Touchpoints Touchpoints Phone Email Email 19% 22% 30% Chat Phone 17% 60% Web Web 10% 42% Chat 0%
OCT/SEPT YOY GROSS REVENUE September October $670,000 $415,000 $90,000 $120,000 2010 2011
Major Outcomes• Funnel to conversion forecasting takes guess work out of filling classes• Funnel guides marketing decisions• Advisors and programming staff worry less about filling classes and more about meeting potential student’s needs• CRM provides valid data to help leadership understand and make decisions about offerings
EAGLE LEARNING’S LOFTY CHALLENGES• Because the majority of our programs are graduate programs, our target audience tends to be nontraditional students that work full-time, often have families, and are not able to be on campus very often.• Since we have a lot of different programs that operate independently, it was really important that we standardized our branding across multiple communication channels. - Amy Thornton, Program Manager, University of Southern Mississippi, Eagle Learning Online
ADDRESSING THE CHALLENGEUNIFIED BRANDING• We were able to create program microsites and inquiry forms for every unique program while creating a consistent look and feel that portrayed the image we were looking for in Eagle Learning Online.RIGHT PROGRAM FOR THE RIGHT STUDENTS• Able to collect appropriate information to direct students to the programs that were right for them.PROGRAM BUY-IN• We’ve learned that getting faculty on board often requires the help of another faculty member who’s already on board.
HOW CAN WE BECOME MORECUSTOMER CENTRIC?
THE KEYS TO SUCCESS1. Know your students’ motivations2. Hire good communicators3. Build “hoop-less” admissions / financial aid processes4. Take a proactive approach to student advising5. Automate routine communications6. Hire faculty suited to online teaching7. Set and maintain high standards for student/faculty communication8. Evaluate, evaluate, evaluate9. Check your program’s vital signs regularly10. Use cross-functional teams to develop enhancements and improvements Source: American Public University System and Intelliworks