Enrollment Management, Higher Education Marketing

Mortimer, We’re Back!

Those words of the infamous Randolph Duke expressed to Mortimer Duke in a scene of Coming to America came to mind this week as I reflected on the time of year and my blog. Today, students are arriving on the Doane College campus to begin orientation while all over Nebraska (and across the nation), high school students are crossing the classroom thresholds for the first time since last spring anticipating what will come of this new year. It’s an exciting time for many to be sure.

As many students look forward, enrollment professionals tend to first look back. While it’s true that we are anxious for the start of a new recruiting year, admission directors crunch data and survey the higher education landscape to understand what worked and what didn’t work over the last year. Whether we anticipate making our enrollment numbers or not, it doesn’t change the questions that we seek answers to because one thing is for sure; higher education enrollment management is not getting easier, particularly in the private sector.

Then again, as much as changed, there are still constants. Students must apply and be admitted in order to enroll. And, students generally will not enroll if they have not visited the campus. So, as we lament over the tactics that we deployed last year, our bottom line question is rather simple. How do we influence more students to apply and visit? This is why higher education has become so commercialized. In some cases, yield on the number of applicants can fluctuate a few percentage points but enrollment growth or even just enrollment stability is predicated on colleges being able to convince enough students to complete an application and visit the campus. And, because of the commercialization, there is a tremendous amount of “noise” for students and parents to filter through to make their decisions. Truth be told, even if a student applies to 15 colleges, how many can they realistically visit, particularly during the academic year? To that point, colleges must figure out a way to be one of 3-5 true options in a student’s senior year.

So, the onslaught of communication continues and even increases for high school juniors and seniors. Mailboxes (because print mail still matters!) and email accounts will be filled with college information. And, make no mistake, every private college has amazing professors, small student-to-faculty ratios, and will tout new facilities. Filtering through the noise is exactly what students need to do. Results matter. Outcomes can distinguish one school from another. And no doubt, fit continues to be important. At Doane College, we’ve taken the step of identifying what we believe makes us different; what sets us apart from the crowd that will also resonate with students and parents. Our communication material will reflect our identity which can be summed up with the following “elevator statement”.

 

Doane College is a world-class private college excelling at teaching tomorrow’s educators and conducting real-world scientific research. We provide guarantees to graduate in both three- and four-year programs with an inclusive community where students can fit in here and stand out after college.

 

Check out this short video.

Using this statement as a guide, we are making sure our messages within brochures, emails, and digital media are focused and speak to the issues that students and parents expect to be addressed by colleges.  Every college has something special about it.  Connecting students to that something special takes considerable efforts and resources in today’s market.

My blog took a short hiatus over the summer, but we are off and running again. We’re back!

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Higher Education

What if you could start over?

One-course-at-a-time, gap-year, 2-year programs, and on-line programs!  Gone are the days of one-size-fits-all in higher education.  Today, higher education is challenging historical and traditional practices.  Parents want to know outcomes!  They want programs that translate into results.  They want to know what “works”.  Why does a bachelor’s degree take four years?  Why is college typically relegated to two semesters or three trimesters between September and May?  Who makes these rules and are we confident that there isn’t a better way?

Like a little kid, one of my favorite questions is “why”.  The questions above are great examples of questions I ask myself often.  And most recently, I asked if Doane College can graduate a student in less than four years.  The answer led me to try and impact our approach to AP tests and dual-credit coursework.  Although Doane College is a 4-year traditional college, we are taking steps to think differently.  Today, Doane College is rolling out a 3-year graduation program in which certain majors are backed by a 3-year graduation guarantee.

As a quick digression, Doane College has offered a 4-year graduation guarantee for many years.  We were one of the first to offer such a guarantee and the first in the state of Nebraska.  I believe the 4-year guarantee is a component of our culture and while the 4-year guarantee red-tape can be duplicated almost anywhere, I’m not certain that the culture can.  In that same vein, I look at the new 3-year program.  This is not rocket science.  The academic requirements for graduation have not changed.  Instead, we’ve packaged our academic programs with the understanding that a student may choose to accelerate their educational experience.  In the event they want to do that, we provide them the road map.  But make no mistake; this is not for the faint of heart.  Eighteen credits a semester and summer coursework wasn’t in my college plans, but it is for some students today, particularly those that have already taken over 24 college credits while in high school.  And by the way, we have a few Doane students graduating in three years without this program.

Now, before even the first faculty member says, “you can’t do that,” I say yes, we can and yes we are.  Today, high school students are taking more college level dual-credit courses and AP tests than ever before.  And I believe they are doing this because they believe there is a benefit to doing so.  They believe they are getting ahead.  Moreover, high schools are helping to facilitate programs to encourage more college coursework prior to graduation.  But, how many colleges and universities are acknowledging this openly and actually embracing this proactive approach to college?  If a first-year college student enrolls with 36 credits, doesn’t it stand to reason that they consider themselves at the sophomore level relative to credits earned?  And, furthermore, if that’s the case, wouldn’t it be logical to assume that they need only three more years to graduate in college.  If that’s not true, why are we talking about college being four years?  Shouldn’t we talk about it being four-and-a-half or five years?  (Truthfully, there are colleges that do speak to honest fact that it takes more than four years at their school).  Why would high schools encourage their students to do college coursework before high school graduation without some understanding of a benefit?

The four-year model is tried and true and a tough mold to break.  But, I believe colleges and universities should embrace the fact that there are quality students working hard in high school with expectations of getting ahead both academically and financially.  More importantly, colleges must get in the game and respond appropriately with packaged programming that helps a student to leverage pre-college credit toward an accelerated degree plan.  Obviously this assumes that the student wants this.  A student could also want to double or triple major.  They could want to study abroad.  They could want to stop out for a year.  All these options are acceptable and may prolong any accelerated program to four years or beyond.  That’s not the point.  The point is that there are students who want this and their current success in graduating in three years is often predicated on the strong collaboration with a faculty advisor who shepherds the student through any red tape.  I vote for making it easier for a student to see these opportunities.  Notice I didn’t say make it easier to graduate.  In fact, I think it goes without saying that graduating in three years is more rigorous than a four year plan.

A three-year program isn’t a game-changer in higher education.  In fact, changing higher education today is difficult and requires patience.  But, who doesn’t like to dream?  To that end, give some thought to this question.   What would you do if you could start your own college and take advantage of all the lessons learned over time?  Start fresh!  Would you use one-course-at-at-time?  Would you use a hybrid approach to online and classroom work?  Would your program encompass year-round programming?  Would you require an urban plunge or an international experience?  Would you require an internship?  Would you still require the liberal arts?  This all gives me goose bumps just thinking about it.  Part of me fears the pace of educational change is impacted more by the inability to insert new ideas into old structure.  So, what if you could start over?

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