1. Executive Summary
For the past thirty years, Universities were content to let academic dynamics and
external forces, particularly government funding and community pressures, determine
each institution’s evolution. Change came slowly, largely driven by an increasing
demand for student spaces and by the willingness of governments to support
universities as intellectual, social, and economic engines of society.
That situation no longer holds. Government funding has declined significantly and is
now becoming increasingly selective. Perhaps spurred on by recent comparative studies
of higher educational institutions, students are weighing their options in search of an
educational experience defined by Financial Aid, Flexibility and Job placement rates.
Universities are also changing. Instead of being shaped almost exclusively by external
forces, universities are actively engaged in determining the student body or, more
precisely, in enrollment planning.
Enrollment planning is about consciously shaping the university’s future by focusing
on the size and composition of the student body and the student experience in the
academic, intellectual, social, and cultural life of the institution. As such, enrollment
planning is a key touchstone in any effort to integrate planning across the various
colleges and administrative units.
The Academic Master plan addresses the critical issues involved in establishing an
enrolment plan, and offers a direction for the University across a wide range of strategic
issues.
Shippensburg University (Ship) is defining her place in the future of Higher Education
by making some fundamental choices about the number and type of students admitted,
the experience they have in academic programs, the quality and comprehensiveness of
the instructional programs and services provided, and the cultural, recreational, artistic,
and aesthetic milieu offered.
To do so and do it well, the University must expand her reach out to new types of
students, within and out of region and the world, to ensure her prominent future.
AEM introduces the concept of anticipatory enrolment management planning at
Shippensburg University. AEM focuses on diversifying and increasing a school’s
revenue stream by using data generated by CRMs to anticipate new markets. New

2. markets can mean new academic programs, but can also include different educational
modalities, such as: transfer centers for students moving from one school to another;
three-­‐‑year degree programs and combined undergraduate and graduate degree
programs; winter-­‐‑term online course offerings and increased online summer programs.
AEM proactively creates enrollment growth. AEM includes Retention management as
an essential component of enrollment stability.
The higher education “customer” has changed: Students today are “digital natives.”
They study in “brick and click” environments. They migrate from one school to another
and from one program to another. They are savvy and demanding consumers. They
refuse to mortgage their futures with large loans, and they want good jobs after
graduation. Technology and social media have affected every aspect of higher
education. Marketers no longer have complete control of their message or brand.
Today’s undergraduate degree could be compared to the high school degree of 50 years
ago in that it constitutes a beginning degree, not the final one. Most undergraduate
students will continue their studies either in graduate or business school. The concept
and practice are as important at the graduate level as at the undergraduate. Combined
degrees, three-­‐‑year degrees, and collaboration with other colleges and universities—all
are essential for AEM.
Enrollment
Management
(1990s)
Wesleyan
Strategic
Enrollment
Management
(2000s)
Ini:ated
at
Peace;
Worcester;
Rosemont
An:cipatory
Enrollment
Management
(2010s)
Immaculata

3. What follows is an AEM Plan that outlines a set of aggressive targets, undergraduate
and graduate, which, to achieve, will oblige us to focus our attention and leverage our
resources. It recognizes the changing demography of the Region and a rapidly shifting
competitive environment. It seeks to move the University towards a proactive
approach to its student body and it emphasizes the need to adopt recruitment and
retention policies and practices to achieve our overall aims. It requires “buy-­‐‑in” and
coordinated action by the colleges and administrative units, by the governing bodies of
the University, and by the University faculty, students, and staff.
While Implementation begins with, but not be limited to, the following immediate
actions.

4. AEM ACTION PLAN
1. SELECTIVE GROWTH AND DIVERSIFICATION STRATEGY
This strategy is dependent in part on the current demographic trends and
projections for population in the Region (see Appendix One for additional
information) and on the perceived ability of the University to attract students from
other regions and countries to its programs. Strategies must be designed and
implemented to increase inquires, applicants, and admits.
a. Generating a diverse undergraduate and graduate student population
to raise academic profile and attract higher levels of diversity and
external funding.
Student enrolment should increase, in selective areas, by
approximately 5%, from an average headcount (2012) of diverse
students to or approximately by 2015, and measures should be taken
to sustain that enrolment for the period beyond 2015.
To accomplish this goal, the University should place primary
emphasis on the academic preparedness of students (from region and
elsewhere), establish aggressive recruitment policies for the best
students, and increase its admissions average entry requirements to
from the currently advertised to by 2015 and to 75% by the end of the
decade.
i. Expanding our student recruitment efforts beyond the
traditional region towards a more diverse multi-­‐‑state effort
will be an effective counter-­‐‑balance to the demographic reality
of the region (Maryland, Virginia, Delaware, New Jersey)
ii. Increase admissions standards modestly to target the second
and third quartile of applicants to raise academic profile while
maintaining the equivalent level of aid
iii. Ensure that our graduate program activities commensurate
with our expanding research efforts. Fully participate in the
education and development of the highly qualified

5. professionals in Pennsylvania required in the knowledge
economy
iv. Developing high profile academic majors, pre-­‐‑professional
programs, or new majors and programs to support enrollment
growth , such as Emergency Management / Homeland
Security; Executive MBA
v. Advertise reputation for support for culturally and
geographically diverse students once they are on campus.
vi. Increase in the number of exchange programs with foreign
universities
vii. Recruit from countries where the demand for post-­‐‑secondary
education continues to expand, such as South Korea, Mexico,
China, Indonesia, and Malaysia
b. Adopting a selective admissions policy that conforms to the
Academic Master plan by placing primary emphasis on the academic
preparedness of students while ensuring a diverse student body
i. Given our current resources, in comparison to other
universities of similar type, it is entirely possible that we could
increase our graduate student complement significantly.
ii. Enroll higher numbers of academically prepared minority
students and international students
iii. Developing the presence of a strong ESL capacity and
Mentorship Programs,
c Achieving a higher return from search mailings and transfer search
mailings. Seek the following inquiries from the four main categories:
1. Travel-­‐‑initiated
2. Alumni and Athletic Referrals
3. Student-­‐‑initiated contacts from website
4. Solicited

6. d Territory Management And Report Generation Plan
iv. Further refine our territorial management program for transfer
and freshmen populations from high schools and transfer
territories (primary, secondary and tertiary). Each of these
territories will have an admissions funnel to be updated on a
monthly basis.
v. Assign and implement a coordinated reporting method that
allows for sharing comprehensive information within the
Admissions and Outreach Offices and other offices across
campus. Maintain contact history, system to make it a data
driven, measurable process, including:
1. Utilization of inquiry and admit qualification codes
2. Maintenance of academic profile information at the
inquiry stage and monitoring first choice information
and of territory and state history
e. General Qualifying Plan and Student Telecounseling Plan
i. Systematically qualify inquiry and applicant pools in order to
concentrate time and resources on those students most likely to
apply and enroll. Qualify 80% of the freshmen and the transfer
inquiries and all of the applications through:
1. Telephone via Call Centers
2. Candidate reply cards
3. Forecast Plus usage (predictive modeling tool – for
freshmen only)
4. Personal contact on campus and in the field
5. Web and e-­‐‑mail
ii. Refine and improve the student telecommunications program
that is designed to enhance conversion and yield rates.
2. FINANCIAL AID
This Enrollment Plan identifies the need to increase substantially undergraduate and
graduate student financial aid, either needs-­‐‑based or merit-­‐‑based. Ship will need to
identify, as a matter of priority, a financial aid program that will enhance its

7. competitive regional visibility by 2015.
A recruitment package, including financial and residential incentives, should be
developed for students. It will also be important for the University to identify the best
“markets” outside of the region for recruiting undergraduate students to the
University and to develop additional articulation agreements.
The university will need to create additional financial aid packages to meet the goals of
a diverse selective student body. For example, the University will need to take special
steps to create additional support for academically prepared minority students or
students who do not generally have the same level of financial assistance available to
them as the mainstream students. These can come in the form of cooperative
partnerships with local businesses.
There will be a greater need to investigate initiatives to address the specific financial
needs of students from rural areas and small towns.
Encourage colleges and departments to establish discipline-­‐‑ specific award and support
programs. And, there will be increased need to identify, monitor and coordinate all
forms of financial support available to students (research work, service employment,
etc.) with a view to ensuring that the funds are used strategically.
Growth ultimately should be in program areas in which we have a comparative
advantage and be sustainable either by substantial increases in tuition or support from
government.
i. Increasing scholarship levels (while still maintaining net
revenue needs)
ii. Increased number of graduate assistantships, stipends, waivers
and fellowships.
iii. scholarships for high-­‐‑achieving in-­‐‑state and out-­‐‑of-­‐‑state
graduate students in STEM majors
iv. scholarships for non-­‐‑traditional, off-­‐‑campus, and veteran
students
v. scholarships for students studying abroad or ability to carry
financial aid to global location
b. Develop a customized financial aid leveraging matrix to maximize
enrollment of Ship’s strategic student profile

8. c. Utilize data-­‐‑driven financial aid predictive modeling and assessment
tools
d. Continue efforts to over-­‐‑award scholarships to ensure that the use of
the funds is maximized.
e. Offer of Named scholarships to the top 10% students at the end of
their junior year in high school.
3. MARKETING AND COMMUNICATIONS
The Anticipatory Enrolment Plan indicates a thorough utilization of brand
recognition – communicating the strengths of the university, on Teaching,
Learning, Mentorship and Internship programs that collaborate as Foundational
Experience for the Ship community. The success of communicating Ship’s
student experience is critical to meeting our enrollment goals.
a. Evaluate current program for cross training and collaboration between the
Admissions and Records and Student Outreach and Recruitment offices
and Financial Aid, Career Services, New Student Orientation, Testing and
Residential Life.
b. Incorporate the Ship Brand and Testimonials and specialized targeted
web materials in admissions recruiting activities and open houses
that highlight students’ engagement and success in Ship’s signature
activities:
i. Internships, and the post-­‐‑graduation jobs
ii. Undergraduate and graduate research opportunities
iii. Symposia of Student Research to honor academic
achievements to raise awareness
iv. The broad post-­‐‑graduation benefits (admission to
graduate/professional school) to be gained through the
research experience
v. Placing more emphasis on academics and faculty in
recruitment communications and on the Web site
vi. Segmenting search to target upper profile students with
different messages
vii. Service learning

9. viii. Study Abroad
4. RETENTION:
The undergraduate and graduate experience at Shippensburg is about far more
than student numbers, enrolment projections, and demographic shifts.
The quality of the student experience throughout their tenure at the university
should be of equal, if not greater, importance to both the student and the
institution.
Our goal should also be to provide our students with challenging and
rewarding intellectual experiences and to offer support programs and services
where necessary to increase their likelihood of academic success.
• Retention efforts should be “front-­‐‑loaded” (i.e., more highly concentrated on the first
year of study, where attrition rates are generally the highest).
In particular, greater efforts will likely be needed to assist students in the initial
transition to the university environment, and in the successful transition from
day to day, week to week, and term to term, particularly during first year.
• Use technology to enhance programs and services which help students to clarify,
understand, and commit to clear academic and/or career goals should be
important components in our efforts to improve degree completion. Special
attention must be paid to the overall quality of academic advising currently in
place in the departments and elsewhere.
• Retention efforts should be comprehensive, and include both academic supports and
personal/social supports. This will require both individual departmental and
central service units to consolidate and collaborate on delivering programs and
services designed to improve student success.
Implementation of Retention Strategies
a. CRM
i. Utilize Constituent Relationship Management (CRM) as a
strategy and a technology tool to collaboratively tie-­‐‑in this plan

10. with the University’s Strategic Mission Vision and Academic
Master Plan is absolutely essential to its success.
ii. Establishing a Three Year Retention Profile and a Data Driven
Process to measure outcomes
iii. Establish a mechanism for students to be accountable for the
financial aid they receive and monitor progress toward
completion, through implementing a Financial Aid,
Registration, Advising tool
b. Establish differentiated support services for diverse populations to
meet the unique needs of high-­‐‑achieving, at-­‐‑risk, transfer, non-­‐‑
traditional, military/veteran, off-­‐‑campus and international students.
Fund the Learning Center, Testing Center, Office of Disability
Services, Counseling Center, and other student support services at a
level that is proportional to the differentiated needs of existing and
incoming students.
c. Apply for PASSHE Diversity and Equity Grant to address the
retention rate of African American and Latino students.
d. Launch new programs based on 21st century workforce needs:
Homeland Sec/Emergency Management Cerft; Health Care
Management with a Finance Component; Higher Ed Management.
Seeking collaboration with federal and state organizations and
private business (FEMA and DC based groups, Hospitals,
Pharmaceuticals).
e. Implement collaborative tool that includes web registration, financial
aid monitoring and advising with academic success plans that
monitor students progress in persistence and completion.
f. Design and implement a comprehensive First Year Transition
Program for High Risk Students-­‐‑ Online or Hybrid, including satellite
campuses to ensure quality instruction, engaged learning, and
students’ facility with relevant, cutting-­‐‑edge technologies and
evaluate performance over the first integrated planning cycle.

11.
g. Incorporate culturally-­‐‑competent advising for our diverse student
body. Develop a plan for the strongest utilization of the mentoring
programs for students at risk.
Monitoring and Changes to this Enrolment Plan.
Data driven formal reports needs to be provided to the senior administration
regularly on the implementation of the AEM plan. Adjustments and
modifications to the overarching features associated with this Enrolment Plan
should be at the senior administrator’s decision level.
The purpose of this AEM is to outline a series of stretch targets and goals, which
will require a concerted effort to achieve. We will need to carefully marshal our
resources, human, financial, and physical, to achieve our stated goals.
Recruitment and retention initiatives are expensive and must be supported over
the long-­‐‑term if the University is to ensure itself a steady stream of qualified
applicants. Securing the necessary faculty time to support an expanded graduate
offering will, in turn, require an institution-­‐‑wide commitment to managing
workloads and faculty activities in line with this objective.
The AEM supplies direction and overarching goals to Shippensburg University
and community about the size and composition of the student body. As with all
documents of this sort, it cannot work without institutional support. The buy-­‐‑in
and willingness of the Senior administration to take administrative responsibility
and work with the Dean of Graduate Studies and the Deans of Students and
Enrolment Services to ensure that the overall goals of this Enrolment Plan are
achieved. Overall, Shippensburg University can meet the objectives outlined in
the Anticipatory Enrolment Plan only if clear lines of responsibility are
developed the appropriate faculty, staff, physical, and financial resources are
dedicated to the goals outlined above. University Senior Administration should
be the owner of this plan and provide oversight and monitor overall progress
towards implementation of the goals articulated in this Enrolment Plan.