Columbus State Community College Potential Student - Summary of Findings

Transcription

1 The Columbus State Community College Potential Student : Summary of Findings Introduction As Columbus State Community College plans for the future, school officials, once again, have expressed an interest in learning more about non-traditional students in Central Ohio. With that directive, Saperstein Associates interviewed local adults likely to enroll at a college or university over the next two years. The survey respondents, dubbed potential students, were queried on several topics, including their school-related goals and preferences, the factors likely to drive their choice of school, and their awareness and knowledge of Columbus State. This survey follows a similar study conducted in May and June 2009 that focused on adult learners in Delaware County, northern Franklin County, and selected portions of Licking, Knox, Madison, Marion, Morrow, and Union Counties. That study was commissioned to assist the college as it prepares to open its new campus in Delaware. Where appropriate, findings from the current study are compared with those from the earlier research. Methodology The findings detailed in this report are based on a survey conducted in March and April Consisting of minute telephone interviews, the sample targeted potential students, but includes, as well, adults currently enrolled in a college or university in Greater Columbus, defined as the geographic area within 50 miles of Columbus proper. Throughout this report, potential students are defined as adults, 18 or older, likely to return to school over the next two years. The 391 respondents who qualified are divided almost equally between adults who consider themselves very likely to return to school (49%) and adults who consider themselves only somewhat likely (51%). The remaining 109 respondents are currently enrolled in a college or university in Greater Columbus. * * Sampling error for Potential Students is ±5.0 percentage points at the 95 percent level of confidence. Sampling error for respondents currently enrolled at a college or university is ±9.4 percentage points. Saperstein Associates, Inc., 2010,

2 The decision to include current students in this research arose, in part, from a practical consideration. Consider the following: In the time-consuming and costly search for potential students, the research team was all but certain to encounter adults currently enrolled at a local college or university. Since the latter may well have been potential students in the recent past, it seemed wasteful to dismiss these respondents without obtaining at least some data data likely to serve as a useful point of comparison. In short, instead of ignoring current students identified accidentally, prudence argued for conducting interviews and, in the process, increasing the study s value. For the current study, interviews were conducted in Central Ohio, defined here as the area bound by West Jefferson (in Madison County) to the west, by Ashville (in Pickaway County) to the south, by Pickerington (in Fairfield County) to the east, and by the northern edge of Franklin County to the north, excluding Dublin, Worthington, Westerville, and Gahanna, communities included in the Delaware Campus survey mentioned earlier. The sampling frame for this survey was composed of listed telephone numbers purchased from Sampling, Inc. These were chosen, instead of random digits, because the latter yield a lower level of dialing efficiency, which, for this study, was likely to have a significant impact on cost and timing. Potential Students Principal Findings The potential students identified in this research have an average age of 38 (derived by weighting). Many: Are women (60%); Are married (59%); and Have earned a four-year college degree (40%). Most (83%) have Internet access at home and half (49%) read The Columbus Dispatch (on paper). One out of five (22%) is African-American and two out of three (66%) have an annual household income of less than $75,000. Compared with the potential students identified in the Delaware Campus survey, the current respondents are less likely to have graduated college (40% v. 51%), less likely to be married (59% v. 67%), and more likely to earn less than $75,000 annually (66% v. 50%). 2

3 When respondents from the current study discussed the myriad reasons for returning to school, their comments (and other data) suggest that potential students populate five groups or segments: Job Seekers (30%), Advancers (24%), Job Changers (20%), Achievers (17%), and Lifelong Learners (9%). Each segment is detailed below: Job Seekers Profile Unemployed or not employed (i.e., not looking for work) Need additional education to land a job Concerned with doing college-level coursework and access to financial aid Value faculty strong on workplace experience Desire an Associate s Degree, a Bachelor s Degree, or a certificate 22% have a four-year degree already 21% have an annual household income of $75,000 or more 58% are women Average age is 36 Typical comments Advancers Profile I have not worked in... years. I d like to get more education so I can find a job in the health care field. I lost my job with the state because the governor cut my position. It has been downhill ever since. I want to provide for my family. I am a single mom without child support. I have a ten-year-old son, so I need to earn money. I m laid off. I want a job that s not based on someone s whim. My job moved overseas. I want to retread my career. I was laid off a year ago... and am having trouble reentering the library market. Currently employed Need additional education for a same-field promotion 3

4 Concerned about the competing demands of school and family Value faculty strong on workplace experience Desire classes or workshops to upgrade skills, or a graduate degree 46% have a four-year degree already 42% have an annual household income of $75,000 or more 55% are women Average age is 35 Typical comments My next step for promotion would need a degree. I am a teacher and want to move up to be an administrator. I want to learn something new in my trade. I want to be a construction manager and make more money. It s just where I am in my career. [More education] will help me move into the next level of management. My boss made me an offer that if I would return to school, he would give me a higher position. Job Changers Profile Currently employed, but not happy Need additional education to pursue a different career Concerned with finding instructors willing to accommodate their special needs and circumstances Desire an Associate s Degree or a graduate degree 45% have a four-year degree already 21% have an annual household income of $75,000 or more 62% are women Average age is 34 Typical comments I already have my degree. I didn t know what I wanted to do with my life when I was in my twenties, and now that I m older, I have a clearer picture of what I want to do. I want a different career path. 4

5 I m getting older. I need to get into something where I can use my head, not my back. I m an electrician. I am looking for something more fulfilling. I want to be an educator. I want to have different opportunities. There are a lot of opportunities in public health, and I like that field. Achievers (17%) Profile Currently employed Need additional education to retain a position they now occupy Concerned with the competing demands of school, work, and family Desire classes or workshops to upgrade skills or a graduate degree 66% have a four-year degree already 58% have an annual household income of $75,000 or more 54% are women Average age is 42 Typical comments I m doing it for the job I m in. It s to keep current with the laws and regulations. I work in regulatory affairs. I want to keep my certification current in art education. I have to [go back to school] in order to keep my license current. I want to be able to stay effective in the workplace by improving my skills. I need to be certified in my field to keep myself current in what s going on. Lifelong Learners Profile Many are employed, but others are retired Few concerns 5

6 See education as a source of personal growth or fun Desire an Associate s Degree, classes for fun or personal growth, or classes or workshops to upgrade skills 37% have a four-year degree already 37% have an annual household income of $75,000 or more 62% are women Average age is 52 Typical comments I want to learn how to use the computer independently. If you quit learning, you die. I want to [go back to school] for my own benefit. In the social world, everyone is talking about going online and I want to join in. Businesses almost require you to go online and use a computer. That s where you get the bargains. I m retired and don t have any hobbies. It will give me something to do and will educate me more. I hope to be retired [in two years]. I ve been so busy working that [school] would be good to broaden my mind. These five segments parallel those found in the Delaware Campus study in both type and size, suggesting that potential students share common motivations for returning to school regardless of where they live in Central Ohio. Table 1. Potential Students Central Ohio Delaware Campus Job seekers 30% 29% Advancers 24% 25% Job Changers 20% 17% Achievers 17% 17% Lifelong Learners 9% 12% Although Job Seekers and Lifelong Learners may seem to hold the greatest opportunities for Columbus State, potential exists in all five segments. 6

7 The Interests and Preferences of Potential Students Potential students have varied aspirations. On one hand, more than half (56%) will seek a college degree: some a graduate degree (21%), others an Associate s Degree (19%), and still others a Bachelor s Degree (14%). On the other hand, one out of five potential students (21%) is planning to upgrade skills in classes or workshops, and one out of eight (12%) will pursue a certificate. The comparable figures from the Delaware Campus survey are similar: in that study, for example, 51% had set their sights on a college degree and 10% on pursuing a certificate. The most popular majors, or courses of study, include business (21%), health care (21%), and education (16%). Less popular are the arts and sciences (11%), computer science (5%), and engineering (2%). Once again, the findings of this study parallel those found in the earlier research. More than two out of five potential students (45%) prefer classes held on weekday evenings. Almost as many (41%) prefer daytime classes. By contrast, weekend classes engendered much less interest (10%). Potential students in the Delaware Campus study expressed less interest in weekday classes (31% v. 41%) and more in classes on weekends (10% v. 16%), though the differences are slight. Among potential students employed full-time, nearly six out of ten (57%) prefer classes closer to home than to work. Only one out of five (22%) favors the opposite. These preferences are similar, but less extreme, to those observed in the Delaware Campus, where the comparable figures are 63% (closer to home) and 16% (closer to work). Beyond the preceding considerations, three out of five potential students (62%) consider faculty keen on providing personal attention very important when they think about returning to school. Almost as many value credits that transfer easily (54%) and faculty strong on workplace or on-the-job experience (54%). Fewer respondents are enamored of flex-term courses (45%), small classes (34%), distance-learning (30%), an accelerated pace (23%), or classes in a suburban location (22%). Fewer still saw any benefit in classes filled with other adults (7%) or were intrigued by on-campus clubs and activities (6%). In the Delaware Campus survey, as seen in Table 2, the dominant consideration was faculty with strong workplace experience (58%), though many respondents 7

8 considered personal attention very important, as well (45%). For most other considerations (where comparisons are available), the potential students in both studies are similar. Table 2. Very Important Considerations W hen Returning to School Central Ohio Delaware Campus Personal attention 62% 45% Credits that transfer easily 54% ** Faculty with workplace experience 54% 58% Flex-term courses 45% 37% Small classes 34% ** Distance learning 30% 32% Accelerated classes 23% 29% Suburban location 22% 29% Lots of adult students 7% 7% Clubs and activities 6% ** ** Not included The Concerns of Potential Students When potential students contemplate returning to school, many are concerned with the competing demands of family and coursework (52%). The competing demands of a job and coursework worry almost as many (44%), as do the uncertainties of financial aid (43%). Fewer respondents are concerned with: Finding instructors willing to accommodate special needs and circumstances (34%); Doing college-level work (24%); Not knowing how to get started or what to expect (24%); or Using a computer (21%). Even fewer potential students are concerned with child care (16%) or getting to and from classes (14%). Notably, Job Seekers tend to be more concerned with access to financial aid, Job Changers with finding instructors willing to accommodate their special needs 8

9 and circumstances, and both Achievers and Advancers with the competing demands of family and school. Table 3. Concerns When Returning to School Central Ohio Delaware Campus Time for family and schoolwork 52% 58% Time for job and schoolwork 44% 56% Qualifying for financial aid 43% 30% Instructors willing to accommodate special needs and circumstances 34% 38% Doing college-level work 24% 25% Knowing how to get started or what to expect 24% 20% Using a computer 21% 18% Affordable child care 16% 13% Getting to and from class 14% 17% Table 3 reveals that potential students in the Delaware Campus study tend to be less concerned with financial aid, but more concerned with the competing demands of a job and schoolwork. Awareness of Columbus State Six out of ten potential students (60%) mentioned Columbus State unaided when naming colleges and universities in Greater Columbus; one out of four (25%) mentioned Columbus State first. The Ohio State University was the only school mentioned more often (79%) than Columbus State, unaided. Several schools were mentioned less often, but still frequently, including Franklin (30%), Capital (26%), Ohio Dominican (21%), and Otterbein (16%). In the Delaware Campus survey, Columbus State was mentioned by fewer potential students, but, again, the difference was not dramatic (53% v. 60%). As noted above, six out of ten potential students (60%) mentioned Columbus State unaided when naming colleges and universities in Greater Columbus. When prompted, nearly every remaining respondent (37%) recognized Columbus State, as well. These data suggest that awareness of Columbus State is all but universal (97%) among the potential student population of Central Ohio. 9

10 More than four out of five potential students (85%) realize that the school s main campus is in downtown Columbus. Yet only half as many (44%) realize that Columbus State has other, satellite locations. The Centers mentioned most often include Gahanna (19%), Bolton Field (19%), and Dublin (16%). Impressions of Columbus State Among aware respondents, six out of ten (62%) agree strongly that Columbus State is a good choice for adult students returning to school. Another one out of four (25%) agree moderately, for a total approaching nine out of ten (87%). When these respondents discussed this perception (in response to an openended question), they spoke spontaneously of flexible scheduling (52%); affordable tuition (23%); a less intimidating size, compared, for example, with OSU (16%); a convenient location (15%); and a wide variety of courses (15%). [Columbus State] is affordable and offers flexible scheduling. They cater to adult schedules. They have a wide [selection] of classes to choose from, [and] it s affordable. They offer a lot of flexibility in class scheduling for people who work. They offer a wide range of programs to improve your job skills. It s in the middle of Columbus and is close to businesses. It s affordable, and they offer a lot of good courses and degrees. The location is convenient. The cost is affordable. They offer lots of courses. When queried in a battery of fixed-response questions, at least eight out of ten potential students agreed that Columbus State is conveniently located (87%), is equipped to handle the various needs and circumstances of adult learners (81%), and is affordable (80%). Almost as many agreed that credits earned at Columbus State can be transferred easily (77%) and believe that the school provides a high-quality education (75%). Fewer, but still more than half, agreed that Columbus State offers online courses (69%), small classes (57%), and courses or majors that appeal to their interests (52%). 10

11 With one exception appealing courses or majors these lower percentages result from a lack of knowledge (i.e., respondents choosing the don t know option), not from negative impressions of Columbus State. For example, when the issue was class size, 5% of potential students disagreed that Columbus State has small classes; 38% had no opinion. Similarly, when the discussion turned to online courses, less than 2% argued that Columbus State does not offer them, while 30% claimed ignorance. On the other hand, 23% of these respondents believe that Columbus State does not offer the academic program they are likely to seek when the time comes to select a school. This finding may not be surprising given that many potential students have their sights set on finishing a Bachelor s Degree or on pursuing a graduate degree. When potential students were questioned about the types of programs Columbus State offers, nine out of ten (89%) were aware that the school has two-year programs leading to Associate s Degrees. Seven out of ten (72%) were aware that Columbus State offers continuing education classes and licensure courses. More than half (54%) were aware that the school has jobsearch preparation courses, while almost as many (48%) acknowledged the professional development classes, workshops, and seminars on leadership, problem-solving, and other topics (e.g., CISCO). The preceding findings notwithstanding, more than two out of five potential students (43%) believe erroneously that Columbus State offers Bachelor s Degrees. One out of four (25%) claims that Columbus State confers graduate degrees, including MBAs. These misperceptions appeared in almost equal measure in the Delaware Campus survey. Table 4. Types of Programs Offered at Columbus State Central Ohio Delaware Campus Associate s Degree 89% 87% Continuing education classes and licensure courses for people employed in... health care and information technology 72% 66% Job search preparation classes 54% 60% Professional development classes, workshops and seminars 48% 50% Four-year degrees (e.g., BA, BS) 43% 36% Graduate degrees (e.g., MBA) 25% 20% 11

12 Finally, when the respondents were encouraged to identify the college or university in Greater Columbus that is doing the most to hold down the cost of tuition, 37% mentioned Columbus State without prompting. Ohio State and Franklin followed with 5% and 2%, respectively. Schools Potential Students Will Consider With no additional prompting, nearly four out of ten potential students (38%) are likely to consider Columbus State when they return to school. Though just as many (38%) are likely to consider Ohio State, Franklin (13%), Capital (9%), and Ohio Dominican (7%) were mentioned much less often. Respondents likely to consider Columbus State explained this preference by praising the school s convenient location (33%), affordable tuition (30%), variety of academic programs (24%), and flexible schedule (14%). Some (13%) also observed that credits earned at Columbus State can be transferred easily to other schools. Notably, the quality of instruction was mentioned much less often (7%). The potential students who mentioned Ohio State (also 38%) focused most often on the variety of academic programs (31%), high-quality instruction (28%), and a convenient location (20%). Franklin was the only other school at least one respondent in ten (13%) is likely to consider. Here, the respondents spoke of Franklin s convenient location (31%) and academic programs of personal interest (26%). They also observed that Franklin is well-suited to older, non-traditional students (20%). Current Students As noted earlier, the study includes more than 100 adults currently enrolled at a college or university in Greater Columbus. These respondents have an average age of 37. One out of three (34%) has a four-year college degree, three out of ten (28%) are African-American, two out of three (64%) are female, and half (53%) are married. Most of these students (71%) are seeking degrees, split almost evenly among Associate s Degrees (21%), Bachelor s Degrees (27%), and graduate degrees (22%). One out of three students (32%) returned to school to find a new job in a different field. Almost as many (27%) want a better job in their current field. 12

13 Fewer (15%) are looking to keep current in a job they already have and a handful (5%) are seeking personal growth. Collectively, these respondents are attending more than twenty schools in Greater Columbus. Despite that, half are enrolled at either Columbus State (26%) or Ohio State (25%). The dominant reasons for choosing Columbus State involve low tuition and access to financial aid (62%). By contrast, the dominant reasons for choosing Ohio State involve specific academic offerings (25%) and the belief that OSU offers a high-quality education (25%). Conclusions The findings detailed in this report suggest that Columbus State Community College will continue to benefit from a growing demand for additional schooling among adults in Central Ohio. Indeed, the study reveals that Columbus State is: Recognized almost universally; Considered a viable option by a large percentage of potential students (i.e., a percentage at least as large as that measured for Ohio State); Perceived as conveniently located, affordable, and flexible a good choice for adults returning to school ; and Well-positioned to accommodate the academic needs of returning students, most of whom are not seeking graduate degrees. The study also reveals, however, that many potential students: Are not familiar with Columbus State s Centers; Do not realize that the school offers online courses; and Fail to include high-quality education in their top-of-mind impressions. On the other hand, the school engenders few negative reactions in any area, suggesting that perceptions of Columbus State are positive or have yet to be created. 13

14 Other findings suggest that Columbus State can strengthen its appeal by continuing to: Assist the adults who enroll with balancing school, work, and family; Accommodate the unique needs and circumstances typical of nontraditional students; and Ease the often stressful transition into an academic environment. This survey, similar to the research conducted last year, suggests that all potential students are not alike that most fall into one of five segments, each with a unique combination of demographic characteristics, concerns, and schoolrelated preferences. Though the segments with the greatest promise for Columbus State may include Job Seekers and Lifelong Learners, potential students in each segment are likely to include Columbus State among the schools they consider and find it an attractive option. The point here, simply, is this: As Columbus State continues to target potential students in the Central Ohio area, its communications strategy should tailor messages to each of these segments. 14