How Data-Driven Colleges Improve Enrollments (and Outcomes)
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Technology and data can be powerful tools when leveraged properly in higher education. But what principles should colleges embrace to truly become more technology savvy in an effort to grow enrollments and improve outcomes for students? This presentation focuses on five habits higher education institutions can embrace to become data-driven. Originally presented at the UBTech Conference on 6/15/15.
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How Data-Driven Colleges Improve Enrollments (and Outcomes)
- 1. 1 HOW DATA-DRIVEN COLLEGES IMPROVE ENROLLMENTS (AND OUTCOMES) Josh Braaten, Director of Marketing Technology, Collegis Education CollegisEducation.com
- 2. 2 WHO IS JOSH BRAATEN? Copyright Collegis Education, Inc. Proprietary and Confidential. Director of Marketing Technology, Collegis Education VP of MnSearch.org Technology and data enthusiast
- 3. What comes to mind when someone says the word: Data?
- 4. 4 WHAT IS DATA? Copyright Collegis Education, Inc. Proprietary and Confidential.
- 5. 5 THIS IS DATA Copyright Collegis Education, Inc. Proprietary and Confidential.
- 6. 6 BUT DATA IS HARD Copyright Collegis Education, Inc. Proprietary and Confidential.
- 7. 7 BEING DATA-DRIVEN IS BEING STUDENT-DRIVEN Copyright Collegis Education, Inc. Proprietary and Confidential.
- 8. 1. Get emotional to get analytical
- 9. 9 WINNING HEARTS TO WIN MINDS Copyright Collegis Education, Inc. Proprietary and Confidential.
- 10. 2. Find tools that illuminate student behavior
- 11. 11 THINK: ANALYTICS IS A SWISS ARMY KNIFE Copyright Collegis Education, Inc. Proprietary and Confidential.
- 12. 12 GOOGLE ANALYTICS Copyright Collegis Education, Inc. Proprietary and Confidential. Segment Traffic CR(%) Goal Completions Programs 80,000 4% 3,200 Campuses 50,000 6% 3,000 Home 225,000 1% 2,250 Admissions 10,000 10% 1,000 Student Life 15,000 5% 750
- 13. 13 QUALAROO Copyright Collegis Education, Inc. Proprietary and Confidential.
- 14. 14 USERTESTING.COM Copyright Collegis Education, Inc. Proprietary and Confidential.
- 15. 15 SURVEY MONKEY Copyright Collegis Education, Inc. Proprietary and Confidential.
- 16. 16 GOOGLE CONSUMER SURVEYS Copyright Collegis Education, Inc. Proprietary and Confidential.
- 17. 17 OPTIMIZELY Copyright Collegis Education, Inc. Proprietary and Confidential.
- 18. 18 THOUGHTSPOT Copyright Collegis Education, Inc. Proprietary and Confidential.
- 19. 3. Identify metrics, or create them if you must
- 20. 20 HOW DO STUDENT ISSUES AFFECT RETENTION? Copyright Collegis Education, Inc. Proprietary and Confidential.
- 21. 21 ALL ISSUES LOOK THE SAME WITHOUT A SYSTEM Copyright Collegis Education, Inc. Proprietary and Confidential.
- 22. 22 CREATE A SYSTEM TO CREATE THE METRICS Copyright Collegis Education, Inc. Proprietary and Confidential.
- 23. 23 QUANTIFYING ISSUES HELPS CREATE CLARITY Copyright Collegis Education, Inc. Proprietary and Confidential. Issue 1 Issue 2 Issue 3 Issue 4 Issue 5 Issue 6 Issue 7 Issue 8 Issue 9 Issue 10 Issue 11 Issues Reported by Students
- 24. 24 THE REAL METRIC: ISSUES LEADING TO DROPS Copyright Collegis Education, Inc. Proprietary and Confidential. Issue 1 Issue 2 Issue 3 Issue 4 Issue 5 Issue 6 Issue 7 Issue 8 Issue 9 Issue 10 Issue 11 Issues Reported by Students with Drops Public Enemy #1
- 25. 25 THE RIGHT METRICS LEAD TO THE RIGHT ACTIONS Copyright Collegis Education, Inc. Proprietary and Confidential. Issues Reported by Students with Drops Issue 4 Issue 1 Issue 2 Issue 7 Issue 3 Issue 5 Issue 8 Issue 9 Issue 10 Issue 11 Issue 6
- 26. 4. Connect disparate systems to tell the entire story of your students
- 27. 27 TARGET KNOWS KIDS BETTER THAN PARENTS Copyright Collegis Education, Inc. Proprietary and Confidential.
- 28. 28 STUDENT CENTRICTY AND DATA CENTRICITY Copyright Collegis Education, Inc. Proprietary and Confidential. Guest ID # Credit Card Name Email 1000000001 xxxx-xxxx-xxxx-4243 Josh Braaten Josh.braaten@collegis education.com 1000000002 xxxx-xxxx-xxxx-3053 John Doe johndoe@gmail.com 1000000003 xxxx-xxxx-xxxx-1836 John Smith john@aol.com
- 29. 29 STUDENT CENTRICTY AND DATA CENTRICITY Copyright Collegis Education, Inc. Proprietary and Confidential. Unique Student ID
- 30. 30 GETTING TO THE FUTURE OF DATA IN HIGHER ED Copyright Collegis Education, Inc. Proprietary and Confidential. Big Data Student Retention CRM SaaS SIS Mashware Exostructure Source: Education Hype Cycle for Education; Gartner, 2015
- 31. 31 THIS IS DATA Copyright Collegis Education, Inc. Proprietary and Confidential.
- 32. 5. Experiment to see how your student’s story changes
- 33. 33 BEING DATA/STUDENT- DRIVEN IS A JOURNEY Copyright Collegis Education, Inc. Proprietary and Confidential. 1. Get emotional to get analytical 2. Find tools that illuminate student behavior 3. Identify the right metrics, or create them if you must 4. Connect disparate systems to tell the entire story 5. Experiment to see how the story’s ending changes
- 34. 34 Copyright Collegis Education, Inc. Proprietary and Confidential. QUESTIONS?
- 35. 35 Copyright Collegis Education, Inc. Proprietary and Confidential. THANK YOU!
Editor's Notes
- Not sure if we want to co-brand this slide to be in line with the UBTech conference. Consult Matt Lachey?
- Who is that dashing fellow?
- This slide begins the framing for the presentation. The goal here is to get people thinking about all the things that they associate with data.
- For this slide, I’d like to have a bunch of imagery that is consistent with most people’s conventional knowledge of data. Perhaps a collage-like smattering of things like spreadsheets, charts, 0’s and 1’s, computers, main frames, servers, etc.? The point of this slide is to help the audience anchor on all of the things they think data is.
- The goal for this slide is to quickly follow up the previous one with an counter-intuitive insight: data is not about technology. It’s about students but we lose of sight of this. Imagery: For this slide, I’d love to have a single, solitary hero image of a student looking into the camera (e.g., the Rasmussen “Dawn” hero is a great example) so that the audience can humanize and connect with the idea of the hypothetical student.
- In this slide, I’ll discuss how it’s important to embrace data for the sake of the student, but it’s also hard! Consider this: - 75% of professors have tried new technologies in the classroom within the last year - 34% said the technology was moderately or very problematic. The reason? They’re inefficient. And they’re inefficient because they’re hard to implement, difficult to upgrade and often replaced by a newer idea before they can become productive. Imagery: I don’t think I have a suggestion for this one. Source and more notes: http://www.usnews.com/news/college-of-tomorrow/articles/2014/12/12/professors-grow-weary-of-idea-that-technology-can-salvage-higher-education Nearly 75 percent of professors have tried a new technology in their classes in the past year, according to a survey of 1,600 of them by Faculty Focus, a newsletter that shares effective teaching practices. Yet 34 percent said keeping up with technology was either “moderately” or “very” problematic. One of the most common complaints from faculty is that much of this technology creates more work, not less, a 2012 survey of 42 professors at three large universities by David R. Johnson, a sociology researcher at Rice University, found. One of the reasons for this inefficiency is that professors adopt educational technology from companies that market it to them directly, even when their universities aren’t equipped to troubleshoot or upgrade it, said Gary W. Matkin, dean of continuing education, distance learning, and summer session at the University of California—Irvine. Then, when something even better comes along, faculty and universities chase after that. “It produces this technology war,” said Matkin.
- But ultimately technology is meant to serve the students. And that’s why everyone needs to care about data. Because if you don’t care about data, you can’t fully serve for your students. The goal of this presentation is to provide a mental framework for how you can transform your institution into a data-driven college by leveraging your institution's already-solid desire to be student-centered. Imagery: It’d be nice to use the same image from slide 5 here to reinforce the importance of the student.
- In the book, Made to Stick, Dan and Chip Heath explore what it really takes for people to believe in an idea. For the purposes of this presentation, I assume the idea you want to stick is that your college is the right choice for a student. To get people to donate for starving African children, there are two approaches: facts and figures about how many are starving and die every day, or an image of just one child in need who could be saved by a donation. The second approach is just as credible as the first – after all, we can see with our own eyes a human being who is starving – but more importantly, it inspires us to take action. Read more: http://www.businessinsider.com/6-traits-of-ideas-that-stick-2014-4#ixzz3bYlE5SqY And yet many schools fail to see that because they’re looking at two things: - The facts and figures that justify why people should care about your school - Ideas about our schools that make us feel good but don’t resonate with our students Imagery: The main theme of this slide is talking about why appealing to a student’s emotions is more effective than convincing them with facts. Win the heart to win the mind!
- In this section we begin to talk about how analytics isn’t just about numbers and conversion rates. People should look at it more like a utility knife that has multiple functions for multiple applications. The following slides will use the metaphor to describe the purpose and application of a few analytics tools that are focused on the enrollment side of the student experience. Imagery: I’d love to reuse the imagery Jo created for me for a different presentation
- Google Analytics tracks quantitative data. It provides the “what happened.” Imagery: can we use the basic elements here and lay them out in a pleasing fashion? My formatting skills stink.
- Qualaroo helps us understand why students feel the way they do about pages on our website. Imagery: layout
- Usertesting.com allows you to sit shotgun with students as they go through their research process so you can relate better to their frame of mind and what will resonate with them emotionally. Imagery: layout
- Survey Monkey is a good way to talk to your existing students (via email) or a wider audience via surveys Imagery: layout
- Google Consumer surveys is another way to ask students OR a market questions about college to inform attitudes and ideas. Imagery: layout
- Optimizely is for A/B testing different experiences. This test allowed us to create an increase of 85% in inquiries on a .edu Imagery: layout
- ThoughtSpot is a BI tool that focuses on what’s called “data discovery.” Often times you don’t a bunch of standard reports, but you need to be able to find important information about students quickly. BI tools will start providing data discovery capabilities more and more. Not only are tools getting more powerful, they’re increasingly being used by business users instead of analysts. Imagery: format
- This slide begins the framing for the presentation. The goal here is to get people thinking about all the things that they associate with data.
- In this section I want to bring up the idea that student issues cause retention issues, but how can you prove it? What must you do to understand it? There’s a process that’s not easy, but necessary. Imagery: You know that feeling of rage that happens when you deal with terrible service providers? I’d love to see an image that allows the audience to relate to extreme frustration. The kind that would make students drop out of school or transfer to another school.
- This slide will talk about the importance of quantifying issues instead of managing them anecdotally. The “squeaky wheel gets the grease” mentality is not applicable. Imagery: I’d love to reuse these graphics Jo made me.
- My colleagues and I built a rating and feedback system that asked students to rate us and tell us what our biggest problems were each quarter. While there were other surveys in use at the college, we created this one to capture and quantify true sentiment regularly. Imagery: layout
- As a result of the process, we could now quantify issues. This is better than managing to the squeaky wheel but how do we know that the number of issues reported translates to drops? For this, we have to take our metric a step further. While we should care about all of the issues students are having, shouldn’t we care the most about issues that are so severe that they cause our students to leave? Imagery: layout
- Taking it a step further, we looked at the number of people for each issue who decided to leave the college within one quarter of submitting the issue. The response? The biggest issue wasn’t our most frequent issue. The biggest issue was a third of the way down the priority list until the right metric was created, which is: Drop rates for reported issues Imagery: format
- The right metric makes us evaluate our work differently. If we don’t have a metric, we’re living in chaos. And once we have metrics, the job isn’t done. Then we must gut check that we have the RIGHT metric. Imagery: format
- This slide begins the framing for the presentation. The goal here is to get people thinking about all the things that they associate with data.
- By now everyone has heard of the 2012 story in which Target took heat for sending lotions, vitamin supplements and cotton balls to a young woman they thought was pregnant based on her purchasing behavior. Target sent baby coupons to Charles Duhigg’s daughter. He complained. Target apologized. He called back, “She’s due in August. I owe you an apology.” Target assigns every customer a Guest ID number, tied to their credit card, name, or email address that becomes a bucket that stores a history of everything they’ve bought and any demographic information Target has collected from them or bought from other sources. Imagery: can we reuse this picture from Jo?
- Target is able to tie all customer behavior together using a common “guest id” for a consumer. This is associated with their credit card, their name, email address, etc. so they can always know what you’re doing from store to online to mobile and have a way to know it’s you.
- Each system in a college contains different information about a student. The SIS holds info; there may be a CRM for inquiries. The LMS has attendance, discussions, etc. Still other systems have more. The ability to tie together these systems and integrate is vital. Without it, you’re just looking at anecdotes across your students. With it, you’re connecting the entire story of a student and have the ability to see causes and effects across the experience. In fact, I believe this one principle is the limiting factor for why data and technology hasn’t unlocked the key to education’s future yet. Imagery: I’d love to reuse this image from Jo.
- This ability to connect what we know about students and transform it into insights is the ultimate price of using data in higher education, but the trends in our industry would show us that we have a ways to go. 2 years ago, “big data” was all the rave. Today, we’re excited about Student Retention CRM because we can take the information system and the classroom data and do something with it. Next, we’ll cast aside this system for a system that’s better connected out of the box, the SaaS SIS In a few years, we’ll get frustrated that the SaaS SIS doesn’t do everything we want, so we’ll start adding onto it and modifying it with mashware. In 5-10 years, we’ll evolve to what’s called the “exostructure.” This platform will exist of the best-in-position point solutions and tied together with a technology layer that makes them all work together seamlessly. Just like with personal computing devices, we’re going to try to contain the whole system into one system like we did with the smartphone, only to realize that there’s much more freedom to have choice in a given situation, which is what gave rise to tablets, watches, glasses and even home appliances. We’re going to spend a decade trying to figure this all out, but ultimately the one thing we have to solve for is here today.
- The goal for this slide is to reinforce the first point of the presentation, that data is simply student activity. If we’re attuned to the student as our constant, the technology will work. Imagery: For this slide, I’d love to have a single, solitary hero image of a student looking into the camera (e.g., the Rasmussen “Dawn” hero is a great example) so that the audience can humanize and connect with the idea of the hypothetical student.
- This slide begins the framing for the presentation. The goal here is to get people thinking about all the things that they associate with data.
- The goal for this slide is to reinforce the first point of the presentation, that data is simply student activity. If we’re attuned to the student as our constant, the technology will work. Imagery: For this slide, I’d love to have a single, solitary hero image of a student looking into the camera (e.g., the Rasmussen “Dawn” hero is a great example) so that the audience can humanize and connect with the idea of the hypothetical student.