Ten Tips for Recruiting Adult Learners. Your Change Agent To Recruit And Graduate Students

Transcription

1 Ten Tips for Recruiting Adult Learners Your Change Agent To Recruit And Graduate Students

2 Recruitment of Adult Learners A Sequence of 10 Steps

3 Strategy 1: Profile Analogous to Freshman Class Profile Goal Understand your current student profiles. Segment into sub-populations Identify new markets and geo-demographic opportunities. Understand qualities that describe cohort: Geographies Demographics Academic & Financial Characteristics Enrollment Behavior

4 Strategy 1: Profile Answer the following questions about your adult learners: What is the average age? What is the female/male ratio? What is the most popular academic program? What percentage is employer-reimbursed? What percentage attend full-time?

5 Adult Learner Cohort Profile Who are our best students? What students retain well? Where do our students come from? Which type of marketing/recruiting works best? Where should we focus our advertising and recruiting? Which academic programs enroll the most students?

6 Adult Learner Cohort Profile Steps: Collect historic data Append US Census Demographics Overlay 3 rd Party Data Map geographic, demographic, and academic characteristics

7 Adult Learner Cohort Profile Profile Report Components: Descriptive Statistics Academic and Financial Summary Demographic Summary Census Append Geographic Summary and Map Overlay 3 rd Party Data Append Strategic Considerations

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9 Strategy 2: Segment Identify distinct segments of your adult learner population Single moms Working professionals Displaced workers, etc. Over 30 years old Use similar characteristics to different traditional undergraduate segments, too Majority population International Academically gifted, etc.

10 Adult Learner List Selection

11 Adult Learner List Selection Analogous to executing a search campaign with ACT, SAT, NRCCUA, etc. Search using characteristics determined in Adult Learner Cohort Profile Goal Shape Enrollment Improve Inquiry Conversion

12 Adult Learner List Selection More complex than traditional undergraduate list purchases Many Vendors Many Lists Differing List Types - Residential - Compiled - Specialty Much larger population of names to search through.

13 Adult Learner List Selection

14 Cost/Revenue Example Service Cost Adult Learner Profile $6,000 Census append and 3 rd party overlay Maps Search $12,000 Match profile of enrolled students with services of appropriate name vendors (college search websites, choose a major websites, magazine subscriptions, government sources, etc.) Check accuracy of address through USPS National Change of Address Service Lease of names $35, ,000 Use 3 times in one year Report and analysis of enrollment results TOTAL $51,000 Resulting tuition revenue, from names on this list: $400,000

15 If you are not currently doing this, outsourcing this service Is likely the strategy that will have the greatest impact on recruitment of adults

16 Not a Sales Pitch! TFA does not provide this service

17 Example from College of New Rochelle, a Catholic college in NY Contact: Ellen C. Lockamy* Associate Vice President of Academic Affairs for Enrollment Management elockamy@cnr.edu Service Provider: Target Enrollment Group (description in folder) * Permission given to share this with you

18 Strategy 3: Communicate Appropriately Utilize the proper message and media Ensure information and message on website is helpful Identify appropriate media to advertise (direct mail, radio, television, print) Track preferred mode of communication for each student

19 Strategy 3: Communicate Appropriately Answer the following questions: What is the primary advertising medium used by your institution? What is the message that you are attempting to convey? Does the medium and message match any of your adult learner market segments?

20 Strategy 3: Communicate Appropriately Let s take a poll: Large Group Exercise What is the primary advertising medium used by your institution to recruit adults? Website Publications Broadcast media (TV or radio) Print Other

21 Strategy 3: Communicate Appropriately Trends in Adult Learning (Aslanian Group, 2006) Best Practice For Undergrads

22 Strategy 3: Communicate Appropriately Most Effective Marketing/Recruiting Media for Undergraduate Student Recruitment The college s Web site is clearly the preferred way for an undergraduate adult student to get information about a college. Mail to the potential student at home is also desirable, followed by television, radio, and newspaper advertising. Other media do not rate nearly as effective to advertise to undergraduate adult students. Source: Trends in Adult Learning

23 Strategy 3: Communicate Appropriately Other Ways of Learning More About a College Sitting in on a class Contact with a current adult student Contact with a graduate of the college Contacts with a faculty member, adviser, or admissions officer Source: Trends in Adult Learning

24 Strategy 3: Communicate Appropriately National Association of Graduate Admissions Professionals Best Practice for Grads

25 Strategy 3: Communicate Appropriately Most Effective Marketing/Recruiting Media for Graduate Student Recruitment in Order of Importance 1. Website 2. Publications 3. Open Houses 4. Web catalog 5. Campus Visits Printed Catalog 8. Direct Mail 9. Graduate/professional fairs 10. Newspaper advertising Source: NAGAP

26 Strategy 4: Evaluate Students are not all of equal value Full-time vs part-time Employee reimbursed vs self-funded Bright student vs academically-challenged student Student meeting institutional enrollment objective Utilize grading and qualifying Consider predictive modeling for a large inquiry or applicant pool Modify communications with student based on grade, qualification, and predictive model score

27 Strategy 4: Evaluate Grading quantify how much you desire individual student based on some objective criteria Scale of 0 to 5 based on a set of predefined objective criteria Enrollment status Academic quality Diversity Gender Program of interest

28 Strategy 4: Evaluate Qualifying quantify how much student desires to attend your institution Scale of 0 to 5 based on actions that student has taken and estimate of how likely the student is to enroll Qualification goes up as student comes down the funnel Ask the student How likely are you to enroll?

29 Strategy 4: Evaluate Predictive Modeling Statistical technique (regression) used to determine the likelihood of a performing some desired enrollment behavior Study behavior of previous prospective students to identify variables that influence enrollment Apply regression equation to current prospective students to determine likelihood Modify recruitment activity based on the likelihood of enrollment

30 Strategy 5: Motivating Factors Identify reason why prospective student is considering a return to college. Why are interested in returning to school?

31 Strategy 5: Motivating Factors Transitions and Triggers Aslanian and Brickell Americans in Transition: Life Changes as Reasons for Adult Learning. Adults learn in order to cope with transitions in their lives and specific life events trigger the decision to learn Transitions require new: Skills Knowledge Attitudes

32 Strategy 5: Motivating Factors Common Triggers Loss of job Empty nest Divorce Death of loved one Retirement Career promotion Relocation to new town/state

33 Strategy 5: Motivating Factors Adult Learner Motives Career Advancers Career Changers Enrichment Seekers Regulatory Compliers Eduventures. Assessing Consumer Demand for Adult Continuing and Professional Education.

34 Strategy 5: Motivating Factors Career advancers are enrolled in or interested in master's degree programs. These consumers view a graduate degree as a ticket to career advancement, tend to choose doctoral degrees at a higher rate, and place greater importance on a convenient location near work and the availability of online courses. Source: Eduventures

35 Strategy 5: Motivating Factors Career changers are slightly more likely to be interested in bachelor's degrees, associate degrees, and post-baccalaureate certificates - all often entry-level credentials for new careers. This group tends to place greater importance on a program's specialized/professional accreditation, career services, and affiliation with a professional organization. Source: Eduventures

36 Strategy 5: Motivating Factors Enrichment seekers represent the strongest audience for individual courses, both noncredit and for-credit, unaffiliated with a degree program. A large number of enrichment seekers are primarily enrolled in or interested in master's and bachelor's degree programs, but at a lower rate than the other groups. Enrichment Seekers place the greatest importance on smaller class sizes. Source: Eduventures

37 Strategy 5: Motivating Factors Regulatory compliers tend to be more interested in certificate programs and forcredit courses (i.e., shorter formats) than other types of consumers. Preference for continuing education units (CEUs) and professional development hours, which may not fall cleanly into the categories of a standard credential or course. Considerably less concerned about other criteria such as class size or student services, as well as cost or quality issues. Source: Eduventures

38 Strategy 6: Decision Criteria Identify criteria the student will use to narrow down schools, programs, or courses. Three Cs are usually important Cost Convenience Time to Completion

39 Strategy 6: Decision Criteria A. Flexible pacing for completing a program B. Credit for prior learning gained C. Ability to transfer credits D. Ability to design my own program E. Distance from campus F. Convenient time and place for classes G. Cost H. Reputation of institution I. Requirement for current or future job J. Availability of financial assistance Source: Noel-Levitz National Adult Learners Satisfaction-Priorities Report

40 Strategy 6: Decision Criteria Rank Factor 1 Convenient time and place for classes 2 Flexible pacing for completing a program 3 Ability to transfer credits 4 Cost 5 Reputation of institution 6 Requirement for current or future job 7 Ability to design my own program 8 Credit for learning gained from life/work experience 9 Availability of financial assistance 10 Distance from campus Source: Noel-Levitz National Adult Learners Satisfaction-Priorities Report

41 Strategy 6: Decision Criteria Significant: College Characteristics Quality of the programs Quality of the faculty Schedule of courses Location Source: Trends in Adult Learning

42 Strategy 7: Buying Committee Most people do not make important decisions without assistance Members of buying committee could be your best ally or your biggest hurdle Ask each student Who is helping you decide which institution you will attend?

43 Strategy 7: Buying Committee Which group is most influential in the decision to return to school? Children Employer Parent Spouse Friend or Other

44 Strategy 7: Buying Committee For adults, who has the greatest influence on the decision to get more education? Source: Mbilinyi, L. (2006) Degrees of Opportunity

45 Strategy 7: Buying Committee Encourage prospective student to bring spouse, children, or other important persons to campus for a reception or orientation Buy-in from buying committee is just as important as student s interest in enrolling

46 Strategy 8: Benefits and Barriers Identify relevant benefits and barriers which may serve as compelling reasons to enroll or anxieties to overcome As the student directly: What do you see as the biggest benefit of going back to school? What is the biggest barrier to you enrolling?

47 Strategy 8: Benefits and Barriers Exercise Identify the 3 benefits most cited by prospective students. Identify the 3 most cited barriers.

48 Strategy 8: Benefits and Barriers Mbilinyi Nationally representative sample of 1,129 U.S. adults age 25 to 60.

49 Strategy 8: Benefits and Barriers Educational Benefits 1. Gain a personal sense of accomplishment (81%). 2. Learn about things that interest them (78%). 3. Earn a higher income (71%). 4. Change to a different career/industry (65%). 5. Become an expert in their field (59%). 6. Be a better role model for their children or other youth (58%). 7. Do their job better (55%). 8. Gain respect at their job (49%). 9. Overcome disadvantages they have experienced in life (49%). 10.Gain respect from family and friends (48%). Source: Mbilinyi (2006)

50 Strategy 8: Benefits and Barriers Barriers to Pursuing Higher Education 1. Managing all of my other commitments and still finding time for school (perceived as a barrier by 73% of respondents). 2. Finding the money to pay for school (70%). 3. Providing for myself/family while in school (62%). 4. Making a commitment for the length of time it takes to complete a degree (61%). 5. Attending classes regularly (50%). Source: Mbilinyi

51 Strategy 8: Benefits and Barriers U.S. Department of Labor (2007) Conducted by Eduventures and Jobs for the Future

52 Strategy 8: Benefits and Barriers Overarching takeaway from this survey is that traditional higher education programs and policies are not well-designed for the needs of adult learners, most of whom are employees who study rather than students who work. Source: US Department of Labor (2007)

53 Strategy 8: Benefits and Barriers Accessibility: Ways in which traditional delivery systems create barriers for adult learners and how these barriers might be overcome though innovative programming design and delivery Affordability: Obstacles to adult success in higher education that are a function of student financial aid and institutional funding policies and practices and strategies that can make aid and adequate funding more accessible to adult learners Accountability: Accountability systems in higher education and how they would have to change to make adult outcomes more visible and better drive improvement in how well college programs serve adult learners Source: US Department of Labor (2007)

54 Strategy 9: Track and Follow-Up Track inquiry, visit, application, and missing document letter dates Utilize your constituent relationship management database to track communications Adult learners are busy follow-up is important Use call to action and status check communications Follow-up immediately with a call to action and again within one or two weeks if no response

55 Strategy 9: Track and Follow-Up Small Group Exercise Adult Learners are busy people. What are some things that we can do to make returning to school easier for them? Take 5 minutes.

56 Strategy 9: Track and Follow-Up Make things easy for adult learners Use their individual preferred mode of communication Evening appointments Postage-paid envelopes Help acquire transcripts Consider utilizing conditional admission Accept a previous assignment as a writing sample Pre-populated applications

57 Strategy 9: Track and Follow-Up For-Profit Higher Education Methodology Customized and personalized services Problems solved quickly and easily Superior customer service Multiple communication channels Immediacy

58 Strategy 9: Track and Follow-Up Improving Inquiry to Applicant Conversion Direct mail within 24 hours Online and campus-based information meetings Personal appointments Scheduled arrangements to meet/contact students, faculty, advisers Quick turnaround. transcript evaluation

59 Strategy 10: Close the Deal After you have identified: buying committee members motivating factors decision criteria perceived benefits and barriers Time to sell student on why s/he should enroll

60 Strategy 10: Close the Deal Make the connection between the benefits and the motivating factors Help to remove barriers to enrollment Assistance with time management Financial aid to offset cost Moral support from advisors or faculty

61 Strategy 10: Close the Deal Small Group Exercise Identify one benefit for each of these motivating factors: Children have moved out of house Bored with job Want to make more money

62 Strategy 10: Close the Deal Offer proof points to address decision criteria Decision Criterion Cost Convenience Proof Point Financial aid package Course schedule, online classes Time to Completion Degree plan

63 Strategy 10: Close the Deal Influential Strategies in Closing the Deal with Applicants 1. Personal contact 2. Program/faculty quality 3. Financial support 4. Timely admit offer 5. On-going communications 6. Location Source: NAGAP

64 CAEL Conference Washington November 7-9, International-Conference

65 ADULT LEARNER RESOURCES Adult Learners in the United States: A National Profile, by Karen Paulson and Marianne Bocke; Council on Education Monograph, Item #31105 Adult Learning Focused Institution Initiative, Council on Adult and Experiential Education. Adult Students in Postsecondary Education. SEM Source; AACRAO; 2007 Adult Students Today by Carol Aslanian, The College Board (2001); ISBN: Best Practices in Adult Learning: A Self Evaluation Workbook for Colleges and Universities by Thomas Flint, Paul Zakos and Ruth Frey, Council on Adult and Experiential Education; ISBN: X Gen Xers Return to College: Enrollment Strategies for a Maturing Population by Jim Black, American Association of Collegiate Registrars and Admissions Officers (2003); ISBN: Meeting Special Needs of Adult Students: New Directions for Student Services No. 102 edited by Deborah Kilgore and Penny Rice, Josey- Bass (2003); ISBN: