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-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
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presenters:
Megan Colascione, Student Life, Staff Senate
Pam Bowers, Planning, Assessment and Innovation
Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
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The marketing segmentation of technical education will be better if we consider these reference groups (people mix) as an influencer. It is found that there are some People Mix - influencers - related to the institute and previous schools along with peoples associated with the students. So, it is useful to consider all these influencers rather than considering only traditional students related influencers. This article provides empirical support for the importance of interpersonal influence for educational choices. Different communication strategies can be used for these influencers who motivates students towards their decision in selecting technical education. The paper represents new form of influencers that motivates students in selecting their technical educational institute.
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presented July 30, 2021 by:
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- Anna Edwards, associate vice president for Student Life
- Kirsten Kennedy, associate vice president for University Housing and Sustainability
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Today ā with unfamiliar school configurations and unknown impacts on student outcomes ā it is more important than ever that districts are diligent about assessing schoolsā impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
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Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
āUnfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gapsā synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization ā classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge ā while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of ārigor versus personalizationā and toward a future that effectively blends the two.
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DOI 10.4128/9781606491034, ISBN-13: 978-160649-366-3 (paperback),
978-1-60649-103-4 (e-book) http://www.businessexpertpress.com/books/strategic-management-higher-education-serving-students-customers-institutional-growth
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Zeine et al. Customer Service Focus and Mission Articulation in HEd., Oxford 2014
1. Customer Service Focus and
Mission Articulation as
Measures of Organizational Effectiveness
in Higher Education Institutions:
Driving Student Success
Rana Zeine, MD, PhD, MBA
Associate Professor
Saint James School of Medicine
2. Customer Service Focus
The Extent to which Members Throughout
an Organization Understand that
They Have a Responsibility to
Identify and Satisfy the Needs
of Customers and Clients
Cooke, R.A. 1997. Organizational Effectiveness InventoryĀ®. Plymouth, MI: Human Synergistics
3. Articulation of Mission
The Extent to which the Organizational
Mission and Philosophy Are
ā¢ Clearly Defined
ā¢ Understood
ā¢ Communicated and Widely-Shared
ā¢ Exemplified by Members
ā¢ Actions Illustrate Priorities
Cooke, R.A. 1997. Organizational Effectiveness InventoryĀ®. Plymouth, MI: Human Synergistics
4. Customer Service Focus & Articulation of Mission
Behavioral
Norms
CURRENT
CULTURE
Desired
Values
IDEAL
CULTURE
MISSION
&
PHILOSOPHY
Systems
Structures,
Technology,
Skills &
Qualities
CAUSAL
FACTORS
Individual,
Group &
Organizational
OUTCOMES
Cooke & Szumal (2000). Using the Organizational Culture Inventory to Understand
the Operating Cultures of Organizations. In Ashkanasy, Wilderom & Peterson (Eds),
Handbook of Organizational Culture and Climate. Thousand Oaks, CA: Sage.
T
H
E
O
R
E
T
I
C
A
L
M
O
D
E
L
Evolve
EFFECTIVENESS
B āBest Fitā
5. Objective
To Assess Levels of
1. CUSTOMER SERVICE FOCUS
2. ARTICULATION of MISSION
in Higher Education Institutions
6. Higher Education Customers Are Stakeholders:
Consider the Universe of Needs
Students
Parents
Postgraduate Trainees, Fellows
Faculty
Administrators, Staff Employees
Alumni
Benefactors
Employers of Higher Education Graduates
Governments
Society, the General Public
(Webster & Hammond 2011, Conway, Mackay & Yorke 1994)
7. Students As Clients of Higher Education
ā¢ Students Are 1Ā° āConsumersā of the Learning Experiences
Offered by Educational Institution
ā¢ Clients and Customers Are Persons Who Evaluate and Pay
for Products or Services that they Deem Beneficial, while
the Deliverer Aims to Generate Repeats of that Process as
Often as Possible
ā¢ Students Should Be at the Center of āCustomer Serviceā
Philosophies that Focus on Teaching and Learning
Outcomes
ā¢ Students Charters Have Been Developed by Some Higher
Education Institutions that Delineate the Student-University
Relationship as Client-Based (Pitman 2000)
8. Governments As Clients of Higher Education
ā¢ In Response to Recent Demands by Congress for Better
Analysis of the Quality of Higher Education in Relation to
Aggregated Government Investment in Higher Education
Institutions, a Model has been Proposed that Evaluates the
Value-Added through Higher Education Using Financial
Return on Investment for Government Lenders (Sparks 2011)
ā¢ Increasing Default Rates on Student Loans Reflects the
Inadequate Earning Power of Higher Education Graduates
ā¢ āthe Higher Up the Administrator Is within the Higher
Education Hierarchy, the Higher the Levels of Reported
Market Orientation toward Studentsā
(Webster, Hammond & Rothwell 2010)
9. Survey Methods: Organizational
Effectiveness Inventory (OEIĀ®)
ā¢ Online OEIĀ® Survey: March 1st to April 2nd , 2012
ā¢ Likert-type Scales to Quantitate Responses
ā¢ Mean Score Results Were Compared to
1) the Historical Average: 50th percentile = Median of
OEIĀ® Scores Obtained from Members of 1084
Organizational Units, and to
2) Constructive Benchmarks = Median of OEIĀ® Results
from Members of 172 Organizational Units with
Predominantly Constructive Operating Cultures
Cooke, R.A. 1997. Organizational Effectiveness InventoryĀ®. Plymouth, MI: Human Synergistics
http://www.humansynergistics.com
10. Home Countries of Institutional Affiliations of
52 Higher Education Professionals Surveyed
0 2 4 6 8 10 12 14 16 18 20 22 24
USA
India
UK
Australia
France
Ethiopia
Egypt
Macedonia
Costa Rica
Jordan
Wales
New Zealand
Canada
Spain
Denmark
Greece
nd
Number of Respondents
North America
Europe
India
Australia
Latin America
Middle East
Africa
11. Gender & Job Role Distributions of OEIĀ®
Respondents
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Gender
Female
Male
nd
Organizational Level
Faculty / Professor
Director
Department Chair
Associate Dean
Dean
Provost / Dean Academic Affairs
President
nd
Percent of Respondents
D
E
M
O
G
R
A
P
H
I
C
S
12. Years with Organizational & Education
Level Distributions for OEIĀ® Respondents
Percent of Respondents
0% 10% 20% 30% 40%
Years with Organization
< 6 months
6 months to 1 year
1 to 2 years
2 to 4 years
4 to 6 years
6 to 10 years
10 to 15 years
>15 years
nd
Education
Professional degree (Certificate)
Masterās degree
Doctorate degree
MD / PhD
JD
Other
D
E
M
O
G
R
A
P
H
I
C
S
13. Organizational Type & Institutional Level
Distributions for OEIĀ® Respondents
Percent of Respondents
0% 10% 20% 30% 40% 50%
Type of Higher Educational Institution
For-profit, Public
For-profit, Private
Not-for-profit, Public
Not-for-profit, Private
Institutional Level
Associate's College
Bachelor's College
Master's College / University
Doctorate-granting University
Special Focus Institution
nd
D
E
M
O
G
R
A
P
H
I
C
S
14. Customer Service Focus
Faculty, Not-For-Profit, Male & Female Undesirable
Administrators & For-Profit More Desirable
n = 51
0 1 2 3 4 5
Historical Average
Median, 50th percentile
Total
Not-for-profit, Private
Not-for-profit, Public
For-profit, Private
For-profit, Public
Administrators
Faculty
Male
Female
Constructive Benchmark
n = 8
n = 29
n = 10
n = 4
n = 20
n = 25
n = 26
n = 24
*
* *
*
* *
Mean Score
Ā± SE
p < .10
*
* * p < .05
M
i
s
s
i
o
n
&
P
h
i
l
o
s
o
p
h
y
One-way ANOVA
15. Customer Service Focus is Undesirable in
Higher Education Institutions
ā¢ Scores for Customer Service Focus Fell Below Both the
Historical Average and the Constructive Benchmark for
Total Respondents, and for Public Not-For-Profits, Private
Not-For-Profits, Faculty, Male and Female Subgroups
ā¢ Private For-Profits scores were at the Historical Average
ā¢ Administrators Scored Above the Historical Average, and
Significantly Higher than the Faculty Subgroup (p<0.05)
ā¢ Public for-Profits Scored Above the Constructive
Benchmark, and Significantly Higher than the Public Not-
For-Profits (p<0.1)
16. Articulation of Mission
Not-For-Profit Undesirable,
For-Profit Desirable
M
i
s
s
i
o
n
&
P
h
i
l
o
s
o
p
h
Constructive Benchmark
Mean Score y
Ā± SE
p < .05
n = 52
n = 8
n = 30
0 1 2 3 4 5
Total
Not-for-profit, Private
Not-for-profit, Public
For-profit, Private
For-profit, Public
Administrators
Faculty
Male
Female
Historical Average
Median, 50th percentile
n = 10
n = 4
n = 20
n = 25
n = 26
n = 25
* *
* *
* *
* *
One-way ANOVA
17. Articulation of Mission is Undesirable in
Not-For-Profit Higher Education Institutions
ā¢ Scores for Articulation of Mission Were Above the
Historical Average but Below the Constructive Benchmark
for Total Respondents, and for Faculty, Administrators,
Male and Female subgroups
ā¢ Administrators Trended Higher than Faculty
ā¢ Not-For-Profits Scored Below the Historical Average
ā¢ For-Profits Scored above the Constructive Benchmark
ā¢ The Differences Between the Small Public For-Profit
Subgroup and the Not-For-Profit subgroups reached
statistical significance (p< 0.05)
18. Discussion on Diagnosis in Higher Education
ā¢ Academiciansā Reluctance to Develop a Service-Provider
Identity or to View their Relationships as Client-Based:
1. Weak Customer Service Focus
2. Weakest Customer Service Focus in Faculty and Public
Not-For-Profits
3. Strong Customer Service Focus in Administrators
4. Weak Articulation of Mission in Not-For-Profits
5. Robust Articulation of Mission in For-Profits
ā¢ A Lack of Confidence in Market Orientation Compelling
them to Generate Multiple Mission Statements for
Presentation to Different Audiences (Taylor & Morphew 2010)
19. Recommendations
1. Adopt a More Comprehensive, Involved, and Proactive
Strategy to Developing, Managing, and Maintaining the
StudentāUniversity Relationship
ā¢ Use a Relationship Marketing Approach (Bowden 2011)
ā¢ Select and Recruit Students/Faculty Aligned with
Institutional Goals (āRightā Customers) (Harrison-Walker 2010)
2. Use the Faculty Development Plan to Operationalize
Mission-Driven Strategic Initiatives
ā¢ Align Faculty Resources with the Mission and Goals
ā¢ Integrate Institutional Needs with Those of Individual
Faculty (Legorreta, Kelly & Sablynski 2006; Witcher 2003)
20. Acknowledgements Customer Service Focus and
Michael Hamlet
Keller Graduate School of Management, DeVry College of NY
Patrick Blessinger
Higher Education Teaching & Learning Association (HETL)
Cheryl Boglarsky
Human Synergistics International, Inc., MI, USA
Frank Palatnick
International Agency for Economic Development , UN
Brad Herrick
University of Texas, TX, USA
Mission Articulation ā¦ in
Higher Education Institutions
Management Education: An International Journal, vol.13
22. Current Culture Ideal Culture OCIĀ®
SUBGROUPS
NOT-FOR-PROFIT
FOR-PROFIT
N=34
N=24
N=17
N=12
CONSTRUCTIVE
AGGRESSIVE
DEFENSIVE
PASSIVE
DEFENSIVE
50th Percentile
(Historical)
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
O
C
I
R
e
s
u
l
t
s
Zeine, Boglarsky,
Blessinger & Hamlet, 2011.
Levels of Customer Service Focus and Articulation of Mission are Positively Correlated with Organizational Effectiveness because they Reflect the Desired Values and are Reflected in the Behavioral Norms of Operating Cultures, and in the Systems-Structures, all of which impact organizational Outcomes.
Who are the Customers in Higher Education?
Are students really customers?
We collected data from members of Higher Education Institutions by surveying academic faculty and administrators located in North America, Europe, India, Australia, New Zealand, Latin America and some countries in the Middle East and Africa.
Gender distributions were equally split between men and women, and job roles were equally distributed between Faculty and Administrators.
The majority had doctoral degrees and had been with their institutions for more than 2 years; 15% had stayed for more than 15 years.
For-profits, Not-for-profits, Public and Private institutions were represented.
More than 75% were at Universities.
Customer Service Focus Faculty, Not-For-Profit, Male & Female Undesirable customer service focus,Administrators & For-Profit More Desirable
Articulation of MissionNot-For-Profit Undesirable
For-Profit Desirable
Our findings most likely reflect
Subgroup analysis revealed no appreciable differences between Not-For-Profits, shown in the upper panels, and For-Profits, shown in the lower panels. Both institutional types exhibit current cultures that have deficits in constructive styles and excesses in the defensive styles.
How does culture impact effectiveness ? Well, if the cultural styles are passive-defensive, the people would tend to withdraw, and behave in ways that are noncommittal and self-protecting which increases organizational vulnerability. If the cultural styles are aggressive-defensive, the people would behave in ways that are coercive, abrupt cynical and confrontational which increases organizational volatility. It is only when cultural styles are constructive that the people become highly effective, creative, self-enhancing, receptive to change and whole-hearted in developing others. So, constructive cultures strengthen organizational sustainability.