ADULT STUDENT RECRUITMENT
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- Veronica Heath
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1 ADULT STUDENT RECRUITMENT 1. What are key components of adult student marketing and recruitment? 2. What are some best practices that USF- SM can replicate? 1
2 No Typical Adult Student years old Working or unemployed Recently completed associate s degree or away from college for 20+ years Immigrants, homemakers, career-changing professionals, or personal development Single or married Parents or grandparents raising children 2
3 Developmental Differences Traditional Students Adult Students building relationships becoming selfactualized social self real self 3
4 Self-Actualizing Adult Customers More individuated; less easy to predict as a group. More quickly turned off by hype; want unvarnished truth. Less price sensitive on discretionary spending; quality wins over price; more deliberate; less sensitive to timeurgency ads. More price sensitive on nondiscretionary spending; look for bargains on food, clothing, etc.; harder to convince of product differences. More comfortable with gut feelings. Want a relationship with companies an experience. 4
5 Characteristics of Campuses with an Adult Student Focus Customer Service Institutional Sponsorship of Adult Activities Climate of Mutuality Continual Environmental Scan Great Teachers Meaningful Learning Experiences We have many of these characteristics but do not consistently tout them to our student markets. 5
6 Customer Service Campus operates at convenience of students, not faculty and staff Convenient class times and locations. Service areas open during all class hours. No lines. Simplified admissions policies. Parking accessibility. Complaints listened to and acted upon. Exceed expectations when corrected. Institutional sponsorship of adult activities Toastmasters. Clubs for each professional major. On-campus child care and family-friendly activities. 6
7 Customer Service Climate of Mutuality Engage students in discussions of course and program development. Administrators, faculty, and students as partners in inquiry and discovery. Ask them what they need to learn. Continual Environmental Scan What they need, when they need it. Identification of job market changes and ability to change quickly to meet them. Restructuring of traditional decision-making processes. 7
8 Customer Service Great Teachers Faculty who are experts, who excite others to learn, and who truly care about their students. Meaningful Learning Experiences Internships. Some credit for life experience. Don t make adults take a course that they could teach. 8
9 Customer Service Continuously Measure Effectiveness Continuous quality improvement because environment continuously changing. Never satisfied that we have it totally right. Top Sets Climate, but Front-Line is Often the Yard Stick Students Use to Measure Service Upper administration builds organizational culture that breeds the view of students as VIPs. Provide consistent and continual training, resources, recognition, and appreciation for the value of each employee s contribution. Students often judge a school by the first or last employee they dealt with. 9
10 Critical Marketing Strategies Require commitment and creativity of everyone in the university: 1. Integrating Marketing Planning 2. Knowing Your Students (Research) 3. Shaping Programs and Services for Adults 4. Staying the Course (Retention) 10
11 1. Integrating Marketing Planning Strategic plan is springboard for marketing planning. Focus on communicating with students and the public. Attention to customer focus given to ALL points of contact (e.g., print, web, phone, , in-person 11
12 2. Knowing Your Students (Research) Students needs, interests, motivating factors, communication style, and barriers. No more data-free decisions. Primary research: Generation of new knowledge Secondary research: Exploration and application of existing research. 12
13 Indiana University Adult Study (2001): Methods & Findings (We need to do this!) Focus groups and phone surveys of 858 inquirers within 2 years age 24+ Findings: Motivation to enter school: career development due to changing job situations & life events and for personal fulfillment. Barriers: managing work-family-school; finances; making a difficult/unfamiliar decision; fear of adjusting to studying & being outperformed by younger students. Typical # of schools considered: 1 or 2. Choice factors: (1) scheduling, (2) reputation, (3) support & advising, (4) cost, (5) location. Time taken to consider options: several years. Preferences: 82% classes during the week, 57% evenings, 73% parttime. Interests: Internet courses, satellite locations, internships, tutoring, free lectures. 13
14 Indiana University Adult Study (2001): Marketing Lessons Learned Maintained contact with adult prospects for at least 2 years. Emphasized how to incorporate college into busy life. Made application and enrollment procedures easy. Developed methods to reduce classroom fear. Tracked schedule-demand to determine best course times. Reviewed student services in general. Targeted appeals to adults by: Removing photos of teens, unless with older adults. Omitting information about campus events and services targeted to traditional students. Requested adult student feedback as started new brochure designs. Changed language used when reaching out to adult students: For example, adult students talked more about degree than education when describing what they are doing. 14
15 3. Shaping Programs & Services for Adults Convenient services & ways to pursue education that accommodate adult lifestyles. New Brunswick study: attracting part-time students: Accessibility to courses at all times & in convenient formats. Assistance, for some, with financing their education. Creative program completion options. Proactive academic advising to help students access these options & find solutions to their learning needs. 15
16 How Marketing Can Assist Computerized database to track prospects. Map of student contact points to build and refine systems. Functional website adults not likely to make casual visits, so must be compelling. On-line demonstration of web-based class. Links to demos in outbound s to adults. 16
17 4. Stay the Course (Retention) Offer quality programs with substantive content. Realistic time expectations. Building a personal connection. Early and continuous follow-up. Bachelor s of general studies admissions process at UConn: setting the stage for what follows. During an initial interview with the student, counselor determines course of study and career goals, and then admits student. Becomes students advisor until graduation. 17
18 Marketing s Contribution to Retention Dynamic print and electronic publications Kentucky Virtual University s electronic newsletter opt-in for relevant topics. Indiana U s Independent Learner Online offers students interactive opportunities. NYU s School of Professional & Continuing Studies voucher program to reward those who earn degrees or take three or more courses. 18
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