This presentation discusses enrollment management in light of pressures facing higher education institutions. It will provide an introduction to enrollment management, including the philosophical, operational, and practical aspects. Participants will learn about trends impacting enrollment and the complexity of managing risk through enrollment. Effective enrollment requires understanding an institution's identity and competitors, conducting environmental scans, taking strategic action, and managing relationships. Key aspects include recruitment, financial aid packaging, predictive modeling, campus visits, and personalizing communications.
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Dennis Pruitt CBMI 2014 enrollment management presentation
1. Enrollment Management
Dr. Dennis Pruitt
Vice President for Student Affairs,
Vice Provost and Dean of Students
University of South Carolina
College Business Management Institute, 2014
Email: dpruitt@mailbox.sc.edu
Text message: 803-603-8721
3. To Class Participants:
This interactive session will present enrollment
management in light of the “new normal” and the
new pressures facing institutions of higher
education. Our conversation will focus on gaining
an understanding of the important, essential role
the recruitment, retention, and graduation of
students has in the financial and brand stability of
our institutions.
Participants will acquire an introduction and
orientation to the philosophical, operational, fiscal,
and practical aspects of enrollment management.
The session is filled with stories and practical
examples that bring life to the material. Bring your
own stories and questions to contribute to our
learning.3
4. Learning Outcomes for CBMI
Participants
An overview of the philosophical and
operational approaches to enrollment
management
Exposure to trends and issues impacting
enrollment management on college campuses
An understanding and appreciation for the
complexity of the “assumption of risk and
consequence of error” that enrollment
management plays in institutional reputation
and financial stability
4
5. ….the challenges
Fiscal support is decreasing
Costs are rising
Family incomes are flat or falling
Demographics are changing
The admissions arms race is escalating
Expectations for demonstrating our value are
growing
- Whiteside and Verzyl
(2012)
5
6. Higher Education “New Normal”
Traditional public higher education model
unsustainable
• Increased competition for enrollment
• Essential net tuition revenue
• Performance funding metrics
• Resource allocation priorities and efficiencies
• Program necessity
Limits on tuition price increase
• Political and market forces
Demand remains strong but with limits
• Quality and price
Comprehensive universities in small markets with
limited drawing power are under the greatest stress
6
7. A little bit about you…
Who are you?
At what type of institution are you
employed?
What do you want/need to learn from
this presentation to advance your own
work?
7
8. Defining Enrollment Management
Enrollment Management is a process that
brings together the often disparate
functions having to do with recruiting,
funding, tracking, retaining, and replacing
students as they move toward, within, and
away from the university.
- Maguire, 1976
8
9. Defining Enrollment Management
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 concern
student college choice, transition to colleges,
student attrition and retention, and student
outcomes.
- Hossler and Bean,
1990
9
10. Defining Enrollment Management
SEM is the systematic evolution of an institution’s
competitive market position, the development of
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.
- Kalsbeek, 2003
10
11. Evolution of Enrollment
Management
Age of
Recruitment
Age of Structure Age of Academic
Context
1970s – Mid 1980s Mid 1980s – Early 2000s Early 2000s - Present
Focus on
increasing
enrollment,
enhanced
recruiting, and
financial aid
leveraging
Organizational
structure became
important and
enrollment
management
divisions began to
be defined
The need to
include academic
divisions became
evident as
institutions realized
EM is an institution-
wide responsibility
(Black, 2001; Henderson,
2005)
11
12. What’s Next?
Anticipatory Enrollment
Management
“AEM is a mindset and work schedule that
asks enrollment managers to add to their
basic enrollment and retention management
programs another layer of activity:
anticipating new and future enrollment that
can introduce additional revenue streams by
creating new academic programs or by a
new and creative use of technology.”
(Dennis, 2012)12
13. Anticipatory Enrollment
Management
Research trends inside and outside of education
Connect trends to future enrollment
opportunities
Grounded in Customer Relationship
Management
Diversify and increase revenue stream by
anticipating new markets (Dennis, 2012)13
14. In the September 1989 issue of Change, Richard
Chaite, Executive Director of the National Center
for Postsecondary Governance and Finance at the
University of Maryland, describes the following
memorandum:
To: The Dean of Enrollment Management
From: President (or Faculty Senate)
Welcome aboard. Please recruit more and better students
from a smaller and weaker pool of prospects without
increased costs, more financial aid, or drastic program
changes. Would like to see the results reflected in next
year’s class. Best wishes.
14
15. Fast forward to 2012. A similar memo could read:
To: Dean of Enrollment Management
From: President (or Faculty Senate)
Welcome abroad. You may attend one conference this
year and it will be the annual meeting of the World Future
Society. You may only read one report and it will be data
from the recent U.S. Census, and before you send any
recruiter abroad, I would like to review a copy of the
Stratfor report. I would like you to identify three new
national and international markets and recommend two
new academic programs based on recent market analysis.
Would like to see the results reflected in the next
academic year. Best wishes.
(Dennis, 2012)15
16. Basic Expanded Comprehensive
Admissions &
Recruitment
Financial Aid
Orientation
Registration and
Records
Enrollment
Research
Retention
Pre-College
Programs
First Year
Programs
Academic
Support
Programs
Academic
Advising
Career Services
Institutional
Research
Institutional
Marketing
Community
Relations
Alumni
Relations
Parent
Programs
Composition of EM Organizations
(Adapted from Bontrager, 2004)16
18. Why is EM Important for Institutions?
“Enrollment management was a logical
response for higher education when suddenly
the marketplace changed from seller to buyer
and admissions directors transitioned from
gatekeepers to salesmen. Simply stated, it
was all in the numbers.”
Initially…
(Kurz & Scannell,
2006)
18
19. Helps us manage a complex and changing
environment
Declining federal and state resources
Changing student demographics
Fewer number of high school graduates
Need to balance discount rates/scholarships
Impact of enrollment statistics on university
rankings, accountability, and perception
Introduction of for-profit institutions as legitimate
competitors
Influence of enrollment profile on BOND
RATINGS
Why is EM Important for Institutions?
19
21. Are you ready for the next generation of
students?
Justin Bieber
Dakota Fanning
Shawn Johnson
Miley Cyrus
Anges T.
Jones
Noah Gray-Cabey
Jaden Smith
21
22. Who are the next generation of
students?
The high school class of 2012 is projected to
have approximately 3.2 million graduates. This
number is expected to slowly decline during the
next 3-5 years.
There is wide variation in the projected
increase/decrease in high school graduates by
state.
There is also variability among racial/ethnic
groups. (U.S. Dept. of Education, 2012)22
30. What jobs will be available in 2030?
Body part maker: Create living body parts for athletes and
soldiers.
Elderly wellness consultant: As an aging population
increases in size, we’ll need folks to tend to their physical
and mental needs.
Vertical farmers: The future of farming is straight up.
Vertical farms in urban areas could significantly increase
food supply.
Virtual lawyer: As international law grows to supersede
national law, lawyers will be needed to handle cases that
involve people living in several nations with different laws.
Classroom avatar manager: Intelligent avatars will
replace classroom teachers, but the human touch will be
needed to properly match teacher to student.
Narrowcasters: As in, the opposite of “broadcaster.” Media
will grow increasingly personalized, and we’ll need people
30
31. Challenges and Issues Facing
Institutions of Higher Education
Admissions and Recruiting
College choice
Changing demographics
Stealth applicants
Arms race
Quality/Diversity/Headcount tensions
Brand management
Personalization
Consumer behavior
“Shopping” for best investment
31
32. Challenges and Issues Facing
Institutions of Higher Education
Financial
Decreased Federal and state funding
Increased reliance on tuition revenue
Student debt / Return on investment
Cost of attendance
Merit vs. Need based institutional aid
Ability of institution to provide accurate cost of
attendance
Must manage in fluctuating economy
Fewer students with the ability to pay
Learning outcomes and accountability
measures32
34. What factors influence college
choice?
Academic reputation
Job placement of graduates
Financial assistance
Campus visit (amenities and “fit”)
Cost of attendance
Good reputation for social activities
Size
Admission to top graduate and professional
schools
(CIRP, 2011)34
35. What factors influence college
choice?
Parental influence
Close to home
National rankings
College or university website
Early decision/early action
Could not afford first choice college
(CIRP, 2012)35
37. Top Tips for Enrollment Managers
Focus on fully canvassing the enrolled student
population- but remember the real target is non-
enrolling students who resemble current enrollees.
Remember that prospective students will enter the
funnel at a time and manner of their choosing, and
design communication strategies accordingly.
Deliver a Web site experience that encourages
students to begin a conversation with your campus,
personalizing that experience as much as possible.
Be prepared to replace general messaging with
increasingly targeted communications based on
students’ expressed interests using a combination of
direct mail and electronic contacts. (Noel-Levitz, 2009)37
39. Admissions “Arms Race”
Students applying to more colleges
75% apply to 3 or more
25 % apply to 7 or more
65.5% average acceptance rate
41% average yield rate
Average cost to recruit
$585 per applicant
$806 per admit
$2,408 per enrolled student
(NACAC, 2011)39
40. Admissions “Arms Race”
Colleges and universities are more image and
public relations conscious as well as more
“customer oriented.”
Extensive marketing plans and budgets are in
place.
Steady increases in promotion budgets to attract
students.
Direct mail more sophisticated—buy names from
various sources.
Well-conceived and developed web sites more
commonplace. (Noel-Levitz)40
41. Admissions “Arms Race”
Colleges are finding strategies to ensure they meet
target enrollment goals in terms of size, profile,
and diversity
Use of waitlist – 48% of colleges
Early decision and early answer
Competitive scholarship offers to “woo”
students
Marketing and recruiting segmentation
Predictive modeling
(NACAC, 2011)41
42. Effective Enrollment Strategy
Know Yourself
Institution’s mission, vision, strategic directions
and clientele
Know your Enemy
Top competitors and aspirants
Know the Ground
Campus culture, limitations, barriers and
opportunities, priorities, traditions, structures and
politics
Know the Weather
External environmental factors that may impact
your institution’s enrollment outcomes
(Black, 2008)42
43. Effective Enrollment Strategy
Take action based on strategic insights
Manage enrollment operations with a focus on
continuous improvement of all aspects of the
operation
Intentionally manage relationships with all
internal and external constituents
Manage knowledge to ensure accuracy and
quality service
Make innovation the cornerstone of the
enrollment enterprise
(Black, 2008)43
44. Effective Recruitment Techniques
Integrated marketing
plan
Purchase prospective
student lists
Direct mail
Internet /Web presence
Telecounseling
Publications
Predictive modeling
Regional recruiters
Involve alumni and
Leveraging
Institutional
scholarships, grants,
work, discounts
CPRS (cost per recruited
student)
Campus visits
College fairs (college
night programs)
Campus events
Social networks
44
45. Eight Truths of Effective Recruitment
There is no substitute for a good image or
reputation.
An institution will succeed or fail in its primary
market.
The campus visit is now of the best conversion and
yield strategies.
Recruitment is a campus-wide responsibility.
Communication is the key to successful conversion
and yield rates.
All inquiries are not equally important, so grade and
qualify early and often.
Effective financial aid packaging leads to optimum
yield.
Personalize, personalize, personalize.
(Noel-Levitz)45
46. Market Segmentation through
Predictive Modeling
The students who
fall within this area
are the ones you
need to focus
marketing and
recruiting efforts.
These
students
will not
enroll
regardless
of what you
do
These
students
will enroll
regardless
of what you
do
(Adapted from Noel-Levitz, 2012)46
48. Branding Equity Generates Values
BRAND
EQUITY
Reduced Marketing Costs
Trade Leverage
Attracting New Customers
• Create Awareness
• Reassurance
Time to Respond to Competitive Threats
Anchor to Which Other Associations Can
Be Attached
Familiarity – Liking
Signal of Substance/Commitment
Brand to Be Considered
Reason-to-Buy
Differentiate/Position
Price
Channel Member Interest
Extensions
Help Process/Retrieve Information
Reason-to-Buy
Create Positive Attitude/Feelings
Extensions
Competitive
Advantage
Brand
Awareness
Perceived
Quality
Brand
Associations
Other
Proprietary
Brand Assets
• Interpretation/
Processing of
Information
• Confidence in the
Purchase Decision
• Use Satisfaction
Provides Value to
Customer by Enhancing
Customer’s:
Provides Value to Firm
by Enhancing:
• Efficiency and
Effectiveness of
Marketing Programs
• Brand Loyalty
• Prices/Margins
• Brand Extensions
• Trade Leverage
• Competitive Advantage
(Aaker, 1991)
Brand
Loyalty
48
49. Keys to Enrollment Success
Set realistic enrollment goals – not
projections
Identify and secure sufficient resources to
meet enrollment expectations
Develop a well-conceived, endorsed, and
executed enrollment management plan
Develop a longer-term strategic
enrollment plan
49
50. Keys to Enrollment Success
Build a comprehensive database and an
inquiry pool that is developed by design
rather than by choice
Track the results of each marketing and
recruitment strategy and activity
Develop a well-conceived and executed
communications flow
50
51. Where do student/parents get their
information?
College websites (internal and external to the
institution)
College publications
Post admission communication
Electronic communication
Financial aid communication
Visit to campus
Contact with current students (in person and
social media)
(College Board, 2011)51
53. Controversy in Admissions
Image of college admissions process
Special admits
Recruiting graduates rather than freshman
College rankings obsession
Diversity/Affirmative action
Out-of-state enrollment
Transferability
International students
53
54. Student (and their Family)
Consumer Issues
Precise/exact cost of education
Educational amenities to support persistence
towards degree
Length of time to degree
Graduation rates
Placement
Manageable debt
Valued added educational benefits
Actual return on the investment of their college
cost54
56. Effect of the Economy on College
Choice
25%
47%
38%
24%
44%
34%
21%
53%
38%
0% 10% 20% 30% 40% 50% 60%
Visit fewer college campuses
Work while attending college
Obtain a larger loan
Change from private to public
Rely more heavily on…
Attend in-state college
Live at home while attending…
Enroll in a less expensive…
Attend college closer to home
(Longmire & Company,
2009)
56
59. College is Still a Good Investment
The earnings premium for a college degree
relative to a high school degree has
nearly doubled in the past three decades.
Government statistics show that the jobless
rate is 4.4% for college grads and 7.6% for
people who attended college but didn't
achieve bachelors degrees.
(Avery & Turner, 2012)59
60. Student Debt
The number of students who have to go into debt
to get a bachelor’s degree has risen from 45% in
1993 to 94% today.
There is now more than $1 trillion in outstanding
student loan debt in the United States.
Over the last 10 years, tuition and fees at state
schools have increased 72%.
This year, national, state and local spending on
higher education reached a 25-year low.
(Avery & Turner, 2012)60
62. Ten Tips for Managing Your
Enrollment in a Down Economy
1) Formulate an economic outlook to guide
your planning
2) Identify potential shifts in student
participation patterns
3) Quantify the financial exposure of your
students and their families
4) Devise new financing strategies to help your
students initially attend and remain enrolled at
your school
5) Moderate your tuition increases (Noel-Levitz, 2008)62
63. Ten Tips for Managing Your
Enrollment in a Down Economy
6) Plan on more applications and lower yield
rates
7) Invest in student retention and aggressively
manage your stop-outs
8) Strengthen messaging around your most
valuable benefits
9) If you must cut costs, don’t cut equally
10) Don’t forget the human cost of economic
troubles
(Noel-Levitz, 2008)63
65. Enrollment Management is:
A comprehensive institutional process that
extends beyond the recruitment and
admissions functions
A complex and holistic approach to
analyzing and influencing enrollment from
inquiry generation through graduation
A campus-wide process that integrates
often disparate functions and personnel,
including recruitment, financial aid,
institutional research and planning,
teaching/learning, and student services
(Noel-Levitz)65
66. Enrollment Management
Functions
Academic support
services
Admissions
Advertising
Advising
Alumni relations
Career services
Financial aid
Freshman year
seminar
Institutional research
International student
services
Marketing
Market research
Orientation
Parent programs
Pre-enrollment programs
Recruitment
Registration
Residence life
Retention programs
Student life
Student success center
Social media
Special population
recruitment
Testing services
University relations66
69. More Challenges and Issues
Facing Institutions of Higher
Education
Transparency and accountability
measures
New metrics for measuring success
Meeting student’s demands
An expectation of real outcomes and
benefits resulting from the education
received
Delivering on the promise!
69
71. What is Retention?
Retention is the retaining of a student for
consecutive regular semesters.
Retention refers to students who enroll at a
college or university and stay enrolled until they
graduate.
Retention rates are generally measured by the
percentage of first-time, full-time students who
return for the following semester.
71
72. Keep in mind, students are…
The most important people on the campus.
Without students there would be no need for the
institution.
Not cold enrollment statistics but flesh and blood
human beings with feelings and emotions like
our own.
Not people to be tolerated so that we can do our
thing. They are our thing.
Not dependent on us. Rather, we are dependent
on them.
Not an interruption of our work, but the purpose
of it. We are not doing them a favor by serving
them. They are doing us a favor by giving us the
opportunity to do so.
72
73. Importance of Retention
Increased enrollments
Increased tuition dollars/funding
Increased student learning
Higher graduation rates
Improved image
Improved student and faculty/staff morale
Improved recruitment and retention of faculty and staff
Improved focus on staff development
Improved teamwork among various work units and
divisions
Improved accountability measures
Improved services for students
Improved working environment for staff
Improved institutional efficiency and effectiveness
73
75. Retention Stats
Nationally, 58% of first-time students who sought
bachelor’s degrees full-time in fall 2004 completed their
degree at their original institution within six years.
More than one-third of students leave their institution
prior to graduation.
Of the students who leave, more than half withdraw prior
to beginning their second year.
Departure rates vary by admissions selectivity and
institutional control.
(Department of Education, 201175
80. First-to-Second Year Retention
Four- Year Public Institutions
Selectivity BA MA PhD
Highly
Selective
87.5 n/a 89.5
Selective 81.3 82.9 82.9
Traditional 69.5 71.2 73.6
Liberal 60.3 65.8 62.0
Open 58.8 66.3 75.6
(ACT, 2011)80
81. First-to-Second Year Retention
Four-Year Private Institutions
Selectivity BA MA PhD
Highly
Selective
93.8 91.1 93.9
Selective 78.2 80.5 84.2
Traditional 66.6 70.5 72.6
Liberal 61.2 59.7 69.2
Open 62.9 64.9 73.8
(ACT, 2011)81
82. Persistence to Degree Rates
Four-Year Public Institutions
Selectivity BA MA PhD
Highly
Selective
78.5 n/a 81.6
Selective 63.7 61.0 59.8
Traditional 45.4 42.6 46.3
Liberal n/a 33.7 42.7
Open 24.7 37.2 48.26 years for a
BA
(ACT, 2011)82
83. Persistence to Degree Rates
Four-Year Private Institutions
Selectivity BA MA PhD
Highly
Selective
87.0 84.9 86.7
Selective 67.7 67.2 69.5
Traditional 47.6 52.6 53.7
Liberal 41.1 44.3 56.4
Open 46.8 48.9 62.66 years for a
BA
(ACT, 2011)83
84. Retention and Graduate Rates
Two-Year Institutions
1st-2nd Year
Retention
Persisten
ce to
Degree
Public 55.4 26.9
Private 57.8 50.0
3 years for an Associates
Degree
(ACT, 2011)84
85. Impact of Improved
First-to-Second Year Retention
Ratin
g
Fall 2002
Retention
Fall 2003
Retentio
n
Gain/Los
s
# of
Students
Enrolled
Fall 2003
Averag
e
Net
Revenu
e
Studen
t Gain
Net
Rev.
Gained
I 78% 79% 1% 169
$12,
152
2
$24,30
4
II 75% 81% 6% 129 $14,377 8
$115,01
6
III 70% 75% 5% 110 $15,374 6
$92,24
4
IV 56% 72% 16% 105 $18,609 17
$316,3
53
V 57% 66% 9% 73 $20,923 7
$146,4
61
Total 68% 76% 8% 586 $17,359 40
$694,3(Noel-Levitz)85
86. Cumulative Impact of
Previous Improvement
Retention Rate
Retention
Rate/Number of
Additional
Students
Average Net
Revenue
(5% Annual
Increase)
Financial
Impact
First- to second-
year (actual)
76% (40) $17,359 $694,378
Second- to third-
year (projected)
88% (35) $18,400 $644,000
Third- to fourth-
year (projected)
94% (32) $19,320 $618,240
Total $1,956,618
(Noel-Levitz)86
87. Common Retention Myths
Retention means lowering standards
Retention efforts are primarily remedial
A goal should be zero attrition
Dropouts are flunkouts
Students drop out for reasons mostly out of institutional
control, such as finances, work, or personal
Retention is primarily the responsibility of student
services
Retention and graduation rates will improve without
changing attitudes and behaviors
Students bring a cogent map of college success to
higher education
87
88. What Leads to Student Departure?
Vincent Tinto has identified five major causes of
student withdrawal:
Academic difficulty
Adjustment difficulty (incongruence and
isolation)
Goals: Uncertain, narrow, or new
Commitments: Weak and external
Financial inadequacies
The decision to leave is not so much cost, but
the perceived quality and value of what a student
is receiving for the cost. (Tinto, 1975)88
89. What Leads to Student
Departure?
Financial reasons
Dissatisfied with social
life
Problem with
roommates or housing
Lack of guidance or
support
Did not like size
Confusion about
career and major goals
Missed family
Academic programs
Not challenging
Quality
disappointing
Course content not
satisfied
Attending another
college
Desire to relocate
Lonely89
90. Key Retention Concepts
Retention encompasses virtually everything an institution
does to improve the quality of student life and learning
Retention is not the goal
Retention is complex and multi-variant
Some attrition is inevitable and acceptable
Some attrition is predictable and even preventable
The best non-cognitive predictors of student persistence
are:
Motivation
Desire to persist
Engagement/affiliation
Time-on-task, energy, and effort (Noel-Levitz)90
91. Key Retention Concepts
Many students have misconceptions about what it takes
to persist, as well as the actual likelihood of persisting
Increases in retention and graduation rates are a function
of the current state of retention efforts and a more
comprehensive and systematic approach
There are identifiable “conditions” or “critical success
factors” of successful retention programs
Quality educational programs/services, while important,
cannot compensate for the absence of competent,
caring, and concerned faculty and staff
Retention is a campus-wide responsibility and requires a
coordinated and collaborative approach to improving the
quality of student life and learning
The teaching/learning process is at the core of all
successful retention programs
(Noel-Levitz)91
92. Insights About Retention
The freshman year is the most crucial period
in student retention.
Degree completion requires more than four
years for more students.
The eventual degree completion rate (at
private and public schools) for entering
freshmen is estimated at 66%.
Retention and graduation rates are
consistently higher for women.
(Noel-Levitz)92
93. Insights About Retention
More selective institutions generally have
higher retention and graduation rates.
Institutions with a higher percentage of part-
time undergraduate enrollment have lower
retention and graduation rates.
Students attending private institutions
graduate earlier and at a higher rate.
(Noel-Levitz)93
94. Best Practices
Highest ranked practices in 2011 included widely-used
practices such as academic support and first-year student
programs as well as a few practices that were only used by
about half or less of respondents.
Honors programs and mandatory advising were among the
top-ranked practices.
The general trend in cohort graduation rates over the past
three years showed a stable or slightly increasing rates for
the majority of institutions.
Just over half the respondents reported that they identify
effective practices primarily based on outcomes measures,
with the rest reporting that they primarily use student
feedback.
(Noel-Levitz)94
95. 10 Most Effective Practices at 4-
Year Public Institutions
% Very
Effective
%
Somewhat
Effective
%
Using
Metho
d
Honors programs for academically advanced 58 33 79
Academic support program or services 44 50 99
Programs designed specifically for first-year
students
40 48 94
Programs designed specifically for conditional
admits
39 25 67
Programs designed specifically for at-risk
students
33 40 91
Using a CRM software application to help
track students
33 25 19
Giving students practical work experiences in
major
31 53 94(Noel-Levitz)95
96. 10 Most Effective Practices at 4-
Year Private Institutions
% Very
Effective
%
Somewhat
Effective
%
Using
Metho
d
Programs designed specifically for first-year
students
45 44 93
Giving students practical work experiences in
major
39 43 95
Academic support program or services 37 59 99
Institution wide emphasis on undergraduate
learning
37 48 92
Mandatory advising, one-on-one and face-to-
face
34 51 84
Early-alert and intervention system 34 50 92
Programs designed specifically for at-risk
students
30 54 88(Noel-Levitz)96
97. 10 Most Effective Practices at 2-
Year Private Institutions
% Very
Effectiv
e
%
Somewhat
Effective
%
Using
Method
Institution wide emphasis on undergraduate
learning
35 51 77
Academic support program or services 34 59 99
Programs designed specifically for first-year
students
27 53 90
Providing each continuing student with
academic plan
24 37 67
Title III or Title IV funding 23 48 60
Using web-based course engagement tools 22 59 95
Honors programs for academically advanced
students
21 40 48
Academic advising program 20 60 97
(Noel-Levitz)97
98. Least-Effective Practices
Using web-based tools such as Blackboard to engage
students
Social networking to engage students in online
communities
Requests for permissions to remain in contact with
students who are leaving
Programs specifically designed for veterans
Programs specifically designed for second-year students
Using student engagement assessments to make changes
to the way faculty and staff interact with students
Interviews or surveys with students who are withdrawing
Requests for intended re-entry dates from students who
are leaving
Using established communication procedures to regularly(Noel-Levitz)98
99. Traits of Top Retention Plans
Update their retention plan annually
Have a designated retention leader of
good or excellent quality
Have a committee of good or excellent
quality
Have a committee that was empowered
to make decisions that affected multiple
areas of campus
(Noel-Levitz)99
100. Elements of Successful
Retention Programs
Collect, compile, and analyze pertinent retention/attrition
data and research
Monitor and address student expectations and levels of
satisfaction
Conduct periodic audits of key program and service areas
Create programs and services based on meeting students’
individual needs and differences
Exceed student service requirements and expectations
Emphasize benefits of class attendance
(Noel-Levitz)100
101. Concentrate energies on the importance of the teaching
and learning and academic advising processes
Provide faculty/staff training and development programs
Improve academic support services
Mandate assessment and course placement
Provide enriched or accelerated academic experiences
Increase frequency of out-of-class contact among faculty,
staff, and students
Establish an organizational structure/mechanism for quality
of student life and learning issues and an institutional
change process
Elements of Successful
Retention Programs
(Noel-Levitz)101
102. Elements of Successful
Retention Programs
Implement early identification/alert and intervention
strategies
Address students affective, as well as cognitive, needs
Emphasize a deliberate strategy of student engagement
and involvement
Develop a comprehensive approach to undecided/
exploratory students
Respond more systematically to the needs of “high-risk”
student groups
Enhance the quality of residential life
(Noel-Levitz)102
103. Elements of Successful
Retention Programs
Modify the financial aid program
Develop a student-centered institution
Implement an extended orientation program or first-year
seminar
Commit to both “front-loading” and “progressive
responsibility”
Revise admissions materials and procedures to improve
student/institutional fit
Make improvements to the physical plant
Validate administrative support and commitment to the
student retention process model
(Noel-Levitz)103
104. Best Practices in Retention for
Specific Subpopulations
Orientation programs customized for each population
Academic support programs for adult learners that are
available earlier in the morning and later in the evening
Ensuring classes are offered in a sequence that allows
students to graduate on time and has some back-up plans
Articulation agreements that match students’ prescribed
curriculum at the previous institution and provide an easy
transfer process
Identifying classes with highest D, F, or W grades and
determining highly interactive and intrusive activities to
ensure students complete the course with expected
learning outcomes (Noel-Levitz)104
105. Delivering on the Promise
Improving the quality of student life and learning needs
to be a continuing and important priority.
Engaging in a quality of student life and learning
(retention) initiative should provide an approach to
organizing a systematic effort, while at the same time
enhancing overall institutional quality, effectiveness,
and student success.
Persistence depends upon the extent to which an
individual has been integrated into the academic and
non-academic components of the campus environment.
105
106. Delivering on the Promise
Retention tools, systems, staff development activities,
computer software, and professional consultation can
make a significant contribution to an organized retention
effort.
Increases in retention rates are a function of the current
state of efforts to improve the quality of educational
programs and services. Most institutions engaging in a
systematic and comprehensive retention effort should be
able to expect a “lift” in cohort graduation rates and
improvement in annual retention rates.
106
107. Delivering on the Promise
Retention strategies already in place can serve as an
excellent foundation for developing an ongoing, more
systematic approach to improving the quality of student
life and learning (retention).
Retention is a key component of a comprehensive
enrollment management program.
Dropouts are expensive, and improvements in retention
rates can add to the annual operating budget.
107
108. Delivering on the Promise
Attrition is a problem for which there is a solution, and
retention is one aspect of an enrollment management
program over which an institution can exert
considerable influence and control.
Single causal factors of student attrition are difficult to
ascertain.
Key to improving the quality of student life and learning
(retention) are student-centered policies, procedures,
and programs.
108
109. Practical Examples
Placement exams
ASAP programs
Early intervention
Class attendance workshops
Tutorial services
Supplemental instruction
Faculty advisement training
Faculty workshops introducing faculty to millennial
learners
Student success programs
109
111. Practical Examples of
Retention Research
CSEQ (College Student Experience Questionnaire),
Indiana University Center for the Study of
Postsecondary Research
NSSE (National Survey of Student Engagement),
Indiana University Center for the Study of
Postsecondary Research
SSI (Student Satisfaction Inventory), Noel-Levitz
Graduation studies
Perception studies in residence halls
Persistence studies by demographic type
DFW course studies111
112. Trends in Retention
Customer service perspective
Programs for the overwhelmed
Invisible students: Programs for students who fall
between the cracks
High-risk student programs
Grade inflation
Sophomore retention programs
First-generation student programs
Outcome/accountability measures
Institutional conscience
Scholarship and aid renewal112
114. Reference
Much of the information in this presentation was obtained
from research and presentations by Noel-Levitz, an
enrollment management consulting group.
For more information, contact
Noel-Levitz
(800) 876-1117
info@noellevitz.com
http://www.noellevitz.com
114
115. Acknowledgement
Ms. Elizabeth Orehovec, M.Ed.
and
Ms. Susan Hudson, M.Ed.
and
Ms. Corley Hopkins, M.Ed.
for assistance with research and design
of this presentation
115
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