Undergraduate and Graduate Adult Student Market Analysis

Transcription

1 Draft Final Report Undergraduate and Graduate Adult Student Market Analysis University of Southern Maine August, Marine View Plaza, Suite 212, Hoboken, NJ T: F: E: marketresearch@educationdynamics.com

2 Draft Final Report Undergraduate and Graduate Adult Student Market Analysis Conducted for: University of Southern Maine Conducted by: Carol B. Aslanian, Project Executive Scott Jeffe, Project Director EducationDynamics 5 Marine View Plaza, Suite 212 Hoboken, NJ T: F: marketresearch@educationdynamics.com August, 2011

3 About EducationDynamics Find. Enroll. Retain. EducationDynamics -- higher education's leading marketing company -- provides marketing and student affairs professionals the tools they need to meet their critical objectives in attracting students and retaining them through graduation. The organization has pulled together the best in content resources and proprietary technology applications all managed by a team of professionals with unparalleled experience in the higher education field. Collectively, it is the only organization that delivers products and services with a proven track record for helping schools find, enroll and retain students. Singular Focus on Higher Education EducationDynamics currently helps more than 1,800 higher education institutions recruit, enroll and retain more students. Whether an institution is a not-for-profit, for-profit, traditional, online, private, public, large or small, EducationDynamics has a portfolio of proven tools to maximize the interaction with prospective and current undergraduate and graduate students to drive student growth and retention. Measurable Results The EducationDynamics suite of recruitment, enrollment and retention tools are metrics-based applications that have been time-tested and proven to deliver results. From inquiry generation to enrollment services that have shown inquiry and application increases from 10 to 60 percent to retention services that have program participants show significantly higher retention rates than nonparticipants, EducationDynamics empowers schools to chart their course and meet their objectives.

4 CONTENTS Executive Summary Page i Study Methodology 1 Study Area Maps 3 Respondent Profiles Recent Undergraduate - 4 Recent Graduate - 7 Study 1: Undergraduate Adult Student Demand Degree and Nondegree Study - 10 Schedules of Courses - 17 Study Formats - 20 The Position and Image of the University of Southern Maine - 24 Promotion of the University of Southern Maine - 32 Media to Advertise - 37 Cost of Courses - 41 Study 2: Graduate Adult Student Demand Degree and Nondegree Study - 44 Schedules of Courses - 52 Study Formats for Graduate - 54 The Position and Image of the University of 59 Southern Maine - Promotion of the University of Southern Maine - 65 Media to Advertise - 70 Cost of Courses - 75 Study 3: Employer/Organization Demand - 78 Study 4: School District Demand Study 5: Competitor Analysis Undergraduate Kaplan University-South Portland Southern Maine Community College Southern New Hampshire University-Brunswick University of Maine at Augusta University of Phoenix University of Southern Maine Graduate Saint Joseph s College of Maine Southern New Hampshire University-Brunswick University of Maine University of New England-Portland University of Southern Maine

5 Executive Summary The University of Southern Maine commissioned Aslanian Market Research to conduct a comprehensive market analysis of demand for undergraduate and graduate adult student education. The overall purpose of the analysis was to gather data that would allow the University to ensure that institutional policies, practices, and programs that serve adult students are responsive to changing needs and demands of prospective undergraduate and graduate adult students who live, work, and study within the University s service area. For the purposes of this analysis, a study area based on a 50-mile radius around each of the University s campuses -- in Gorham, Lewiston-Auburn, and Portland was used. Conducted during the spring and summer of 2011, this market analysis had six core components: In studies 1 and 2, we assessed the demand for undergraduate adult and graduate study among individuals who had engaged in such study in the past seven years, and who reside in the aforementioned study area. In studies 3 and 4, we assessed the demands of employers in the region by conducting interviews with representatives of 50 businesses and other organizations as well as 10 school districts. In study 5, we analyzed the undergraduate adult and graduate offerings of a set of institutions with which the University competes. These institutions were identified by the University of Southern Maine staff as competitors and were rated as such among the undergraduate and graduate adult students we surveyed. Finally, we conducted a site visit during which we met with key stakeholders and spoke in depth with both staff with specific responsibility for serving the needs of adult students as well as staff who are engaged in the overall operations of the University as they relate to increasing enrollment and retention. In a sense, all of these people reflect current supply offered by the University in a study that is otherwise focused on demand. This Executive Summary offers recommendations and highlights key findings based on the extensive report that follows. We carefully reviewed the data from our investigations and have drawn conclusions as appropriate. It is important that the University of Southern Maine staff read the entire report to understand fully the outcomes that underpin our recommendations and, equally important, to develop additional conclusions based on the data and their own extensive experience. Our recommendations and key findings follow a brief overview of the University s operations over recent years. i

6 Background The University of Southern Maine mission statement begins by stating that the University is dedicated to providing students with a high quality, accessible, affordable education. To that end, Aslanian Market Research was asked to conduct an analysis of the demands and preferences of individuals 25 years of age or older who have recently engaged in undergraduate or graduate study, to identify where these demands and preferences may diverge from current practices at the University. Given declining high school graduation rates in the state of Maine shown below, in order to expand enrollments in coming years, the University will have to consider a minimum of three options: (1) lower admissions requirements for traditional aged students in order dig deeper in a shrinking pool, (2) engage in more costly out-of-state recruitment, or, (3) configure programs and services in a way that will allow adult students to be able to consider enrolling at USM while juggling home, work and other life responsibilities. In a review of 2004 and 2008 IPEDS data for the state of Maine, we see that total enrollment (at both the undergraduate and graduate levels) have grown slightly adding about 5,000 additional students in four years. This growth has been largely at the undergraduate level where there was 8.5 percent growth, and less so at the graduate level where there was 2 percent growth. Accurate comparisons by age (under 25 and 25+) are not possible due to the fact that in 2004 a large number of Maine s colleges and universities (including USM) did not report their enrollments to IPEDS by age, but rather were submitted as age unknown). The modest growth at the state level has not been mirrored in matriculated enrollments at USM, where in the same time period ( ) enrollments at both the undergraduate (-5%) and graduate (-7%) levels declined slightly. The good news is that institutional data provided to Aslanian Market Research (in the table below) indicate that degree enrollments at both levels have increased in both of the years since The decline in ii

7 nondegree study at USM between 2004 and 2008 (-23%) is important to note as it stands in contrast to Aslanian Market Research national trend data that indicate that nondegree study (certificates, licenses, and individual course study) is on the rise comprising as much as 40 percent of adult students in any given study we conduct. USM Fall Enrollment Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Undergraduate Graduate Non-Degree UG/Grad Adult student enrollment (age 25+) as a percentage of total enrollment at USM has fallen significantly over the last decade, due, we assume, to a strategic plan that specifically sought to focus on traditional age enrollment (particularly out-of-state students) rather than adult students. USM was not alone in this decision-making. Colleges and universities throughout the country who had long served the non-traditional/adult market were advised to focus on the year old market by consultants, faculty, and other stakeholders. The results could not be clearer while in 2000, 65 percent of all USM enrollments were 25+ years of age, in 2010, just 35 percent were 25+ years of age. In fact, the core adult student age group (25-40 years of age) dropped from 47 percent of all USM enrollments in 2000 to 30 percent in The traditional age strategy also extended to USM s graduate programs where, in 2010, 40 percent of graduate students are now between the ages of 21 and 25. This stands in contrast to national, and even state of Maine data which indicate that approximately 80 percent of graduate students (in 2008) were over the age of 25. In retrospect, given the declining number of high school graduates being produced in Maine (and neighboring states from which USM might draw students), and the fact that the educational needs of adults residing in the area have only increased in the last decade, the strategy of moving away from meeting the needs of adult students may have adversely impacted USM. We believe that growth in the ever-tightening and competitive higher education market is possible, particularly if the University pursues enrollment growth in the adult student market. This will require not only offering programs that are in demand, but also offering iii

8 programs in a manner (schedules, formats and services) that the adult student can even consider enrolling in given their competing priorities (work, family, education, etc). According to a recent study by the Lumina Foundation, 37 percent of working professionals aged hold at least a two-year degree. This is almost precisely at national average of 37.7 percent. If we consider those who have attained a four-year degree, Maine lags a bit more behind the national average of 29.5 percent with just 26.6 percent of working-aged Mainers holding such a degree. Again according to the Lumina Foundation, there are 157,000 individuals (22 percent of the state s population) between the ages of who have earned some college credits but no degree. They will need generous credit transfer policies, flexible schedules, convenient locations and programs to advance their careers. Attracting even a small percent of these individuals through adultfriendly, convenient and flexible programs would help the University reach aggressive enrollment targets in a manner that is cost effective while also contributing to the long term economic viability of the state. Institutional Structure The University of Southern Maine is organized in a centralized, decentralized manner that we see at many institutions meaning that decision making and responsibility are shared among many offices, units, departments, etc. This leads, in many cases, to no one having ultimate authority or accountability for just about anything. The Student Success (enrollment management operation) office handles recruitment and admission of all students whether they be traditional age or adult. The University Outreach staff work with (counsels, advises, etc) adult students once they are enrolled (they also manage USM s online and noncredit professional development offerings, which will be discussed below). Both of these offices (that are required to recruit and manage adult students) have little to no influence on what is being offered, how it is offered, and where it is being offered. This is not to say that these offices should be making these decisions alone, but the information they bring to the table about what it will take to make USM attractive to adult students should be more than a minimal part of the process in deciding how, when and where USM offers its programs. Otherwise, they can t really be held to goals set for them. This is indicative of a common maxim: you can t sell what people don t want. Course scheduling and the determination of course formats during the fall and spring semesters (an issue of outsized importance to the recruitment and advisement of adult students as compared to their year old counterparts) are in the hands of the various schools and colleges at the University, and decisions are based on a number of variables: pedagogy, availability and willingness of faculty to teach at a given time, place, etc, resources available to hire adjuncts, and other collective bargaining strictures. The input of Student Success and University Outreach regarding the times, places, formats and subjects that are needed by adult students to even be able to consider enrolling at USM have not been a driving forces in scheduling decisions. iv

9 Enrollment decisions for traditional age students are not predicated on course schedules and formats (although we predict they will be more and more in the future). For the most part, such students will take courses at the times, places, durations, and in the formats they are told are available. The University s decision in the last decade to focus on traditional age students is reflected in the fact that while a decade ago several of USM s degrees could be completed exclusively through evening study, today staff report that that is virtually impossible. We were also concerned to learn that the University will be rolling out a new undergraduate core curriculum in the coming year that was described to us as including classes throughout the four years of study. In preliminary discussions with prospective undergraduate adult students, admissions staff indicated to us that these requirements present a challenge to the student, and thereby to USM. Given the number of adults in the state of Maine with some college but no degree (see figures above, as cited by the Lumina Foundation), the ability to be able to waive (or not waive) some of these requirements are likely to impact both enrollment and retention of adult students. The University Outreach office does manage the scheduling for the summer and winter terms and in a review of course offerings, it is clear that they do so with the adult student in mind. They also currently manage the University s online offerings through USM Online. We predict that as USM s online offerings expand (as they must in order to meet demand) there will be increasing pressure for the responsibility for such offerings to be put in the hands of the various schools and colleges. We would caution the University to ensure that regardless of who controls the offerings that they be sensitive to market demands. The rise of several for-profit providers in Maine in recent years is proof positive that there is demand and adequate technological capability for online education (as well as classroom study offering in a manner conducive to adult student needs). Various constraints such as accreditation issues, a limited supply of faculty, and a small number of practical experiences have forced USM to cap enrollments in some high demand programs (e.g.: Nurse Practitioner, Counseling). With regard to these supply issues, it seems, again, that the University s hands are tied by collective bargaining agreements that may stifle growth. The University must seek solutions that allow it to serve the demands of the people of the state of Maine. While we find nationally, and in this study, that adult students at both the undergraduate and graduate levels have no bias against being taught by adjunct/part-time faculty in fact, nationally there is a slight preference for it there seems to be skepticism among the University s academic leadership about over-using them. Some we spoke with indicated that their own research has found that adjunct faculty are easy graders and that larger proportions of their students earn disproportionally higher grades. We do not dispute these findings, but think that it is unlikely that busy working adults seek out adjunct faculty for easy grades. More likely they select courses taught by adjunct faculty because either (a) that course is all that is available to them at the time they can dedicate to study, or (b) they prefer to enroll in courses taught by instructors who also work in the v

10 field in which they are teaching. However, it has also been true that adult students do, in fact, excel in their courses as compared to younger students. All in all, the current state of the process and organization of USM make serving the needs of adult students, and thereby the recruitment of, a significant challenge. vi

11 RECOMMENDATIONS Action recommendations for this study will be presented in a subsequent edition of this report and will be based in a careful review of the market data surfaced in our analysis in combination with input, observations and commentary provided by University of Southern Maine. This will ensure that the action recommendations are directed in ways most useful to successfully advancing the University s service to adult students. vii

12 Study Methodology During the spring and summer of 2011, EducationDynamics conducted a comprehensive market analysis of demand for undergraduate and graduate adult student education on behalf of the University of Southern Maine. The overall purpose of the analysis was to identify policies and practices to enhance the University of Southern Maine s market share of undergraduate and graduate adult students living within a 50-mile radius of its campuses in Gorham, Lewiston-Auburn, and Portland. Planned jointly by representatives of the University of Southern Maine and EducationDynamics, the analysis consisted of four studies, which are described below and reported in this document. Study 1: Undergraduate Adult Student Demand Random telephone calls were made to thousands of households in the study area (an area within a 50-mile radius of each of the University of Southern Maine s campuses in Gorham, Lewiston-Auburn, and Portland) in order to find a sample of 150 undergraduate adult students. Respondents were 25 years of age or older when they initially enrolled in their most recent undergraduate study within the past seven years (about 80 percent of respondents) or had firm plans to enroll in a undergraduate course in the next two years (about 20 percent of respondents). The patterns and preferences of these students are reflective of the students that the University of Southern Maine can position itself to attract. This approach is based on the belief that what and how students have actually studied in the recent past or have firm plans to do so in the next year or so are the best predictors of what others will study in the future. To put it a different way, we have found, as a result of many studies, that examining demand is far more reliable than examining prospective interest. Recent undergraduate adult students residing in the high or medium-high learning census tracts in the designated area were interviewed (see the map that follows). The interviews collected information directly related to a number of areas of interest among the University of Southern Maine staff, including fields of study, schedules of study, study formats, the position and image of the University of Southern Maine, promotion strategies, use of media for advertising, and course costs. Each interview also included questions about the personal characteristics and circumstances of the undergraduate adult students at the time they took their most recent undergraduate course. We interviewed a wide range of respondents, as shown in the respondent profile tables that follow. In general, undergraduate adult students are typically: Caucasian females 35 years of age. Most are not married and do not have children under 18 years of age. They are employed full time, and typically have a total family income of about $55,000. About 30 percent of undergraduate adult students had already earned a bachelor s degree or more before they had most recently enrolled in undergraduate study. They are most often motivated to enroll 1

13 in college in order to change careers (28%), advance in their current career (26%), or enter a first career (16%). They most often use personal funds to support their education (57%), followed by student loans (40%), and grants (28%). Study 2: Graduate Adult Student Demand Random telephone calls were made to thousands of households in the study area (an area within a 50-mile radius of each of the University of Southern Maine s campuses in Gorham, Lewiston-Auburn, and Portland) in order to find a sample of 150 graduate adult students. Respondents were 25 years of age or older when they initially enrolled in their most recent graduate study within the past seven years (75 percent of respondents) or had firm plans to enroll in a graduate course in the next two years (25 percent of respondents). The patterns and preferences of these students are reflective of the students that the University of Southern Maine can position itself to attract. This approach is based on the belief that what and how students have actually studied in the recent past or have firm plans to do so in the next year or so are the best predictors of what others will study in the future. To put it a different way, we have found, as a result of many studies, that examining demand is far more reliable than examining prospective interest. Recent graduate adult students residing in the high or medium-high learning census tracts in the designated area were interviewed (see the map that follows). The interviews collected information directly related to a number of areas of interest among the University of Southern Maine staff, including fields of study, schedules of study, study formats, the position and image of the University of Southern Maine, promotion strategies, use of media for advertising, and course costs. Each interview also included questions about the personal characteristics and circumstances of the graduate adult students at the time they took their most recent graduate course. We interviewed a wide range of respondents, as shown in the respondent profile tables that follow. We note here that finding graduate degree holders in the Maine portion of our study area presented a greater challenge that it did in the neighboring states, indicating less prevalence in Maine. In general, graduate adult students are typically: Caucasian females 35 years of age. Slightly more than half are married and most do not have children under 18 years of age. They are employed full time, and typically have a total family income of about $75,000. About 30 percent of graduate adult students had already earned a master s degree or more before they had most recently enrolled in graduate study. They are most often motivated to enroll in college in order to advance in their current careers (54%), change careers (16%), or keep up-to-date in their current career (15%). They most often use personal funds to support their education (63%), followed by tuition reimbursement (35%), student loans (29%), and grants (17%). 2

14 STUDY 3: Employer/Organization Demand We interviewed representatives of 50 employers in the region all of which fell within a 50-mile radius of the University of Southern Maine s Portland, Maine campus. The interviews were designed to investigate their familiarity with the University of Southern Maine, tuition assistance programs, prior arrangements with outside vendors for education and training, unmet education and training needs, as well as other topics. In addition, the conversations addressed employer interest in discussing education and training needs with the University of Southern Maine representatives. STUDY 4: School District Demand We interviewed a representatives of 10 school districts in southern Maine. The interviews were designed to investigate their familiarity with the University of Southern Maine, prior use of colleges or universities as sources of education and training, their most pressing needs in terms of the skills required of new employees and their possible interest in working with the University in the future, and other topics. Study 5: Competitor Analysis Over several months, EducationDynamics examined undergraduate adult student and graduate student programs offered at several individual institutions, including the University of Southern Maine. The institutions analyzed were selected based on their market share among the recent undergraduate and graduate adult students we surveyed and the University of Southern Maine staff s knowledge regarding the competitive marketplace in the study area: Undergraduate Kaplan University-South Portland Southern Maine Community College Southern New Hampshire University- Brunswick University of Maine at Augusta University of Phoenix the University of Southern Maine Graduate Saint Joseph s College of Maine Southern New Hampshire University- Brunswick University of Maine University of New England-Portland the University of Southern Maine 3

15 Study Timetable and Reporting Supported by technical assistance from Resolution Research and Marketing and Applied Education Research, EducationDynamics carried out this undergraduate and graduate adult student market analysis during the spring and summer of That work produced this report, which contains both findings from the study and recommendations based on the study to guide the University of Southern Maine s future policies and practices. Technical Notes All percents in this report have been rounded; therefore, the total percent figure in a table may not add up to exactly 100. Further, if the total percent figure is substantially more than 100, it is because some questions allowed the respondents to choose more than one option. Data are expressed in percentages except in instances where numbers express the data more precisely. 2

16 Study Area Map 3

17 Respondent Profiles Study 1: Undergraduate Adult Student Demand Gender Undergraduate Female 77% Male 23 Ethnicity Caucasian 96% Native American 2 African American 1 Hispanic 1 Age When Last Enrolled % or older 2 Married No 57% Yes 41 Prefer not to answer 2 Undergraduate Children Under 18 Years of Age No 70% Yes 30 4

18 State of Residency Undergraduate Maine 55% Massachusetts 25 New Hampshire 20 Zip codes of undergraduate adult students are available upon request. Employment Status Undergraduate Employed full time 63% Employed part time 17 Not employed and not seeking employment 9 Not employed, but seeking employment 9 Retired 2 Income Under $25,000 15% $25,000 - $39, $40,000 - $54, $55,000 - $69,999 8 $70,000 - $84,999 8 $85,000 - $99,999 5 $100,000 - $114, $115,000 - $129, $130,000 - $149,000 2 More than $150,000 3 Highest Level of Schooling Completed High school diploma/ged 23% One or two years of college, but no associate s degree 26 Associate s degree 18 Three or four years of college, but no bachelor s degree 4 Bachelor s degree 17 Some graduate courses but no master s degree 5 Master s degree 6 Some graduate courses beyond a master s degree, but no doctorate -- Doctorate 1 5

19 Primary Motivation for Enrollment Undergraduate To change careers 28% To advance in your current career 26 To enter a first career 16 Personal reasons unrelated to job/career 13 Seeking a specific degree/level of schooling 10 To keep up-to-date in your current career 7 Method(s) of Course Payment Personal funds 57% Student loans 40 Grants (federal/state/local financial aid) 28 Tuition reimbursement 17 Personal loans 13 Private scholarships 13 Assistantships/Tuition waivers 6 Military/Veterans benefits 5 Other 3 6

20 Study 2: Graduate Adult Student Demand Gender Graduate Female 76% Male 24 Ethnicity Caucasian 94% Asian or Pacific Islander 3 African American 2 Hispanic 1 Age When Last Enrolled % or older 3 Married Yes 52% No 47 Prefer not to answer 1 Children Under 18 Years of Age No 69% Yes 30 Prefer not 1 State of Residency Massachusetts 36% New Hampshire 14 Maine 50 Zip codes of graduate adult students are available upon request. 7

21 Employment Status Graduate Employed full time 73% Employed part time 11 Not employed and not seeking employment 11 Not employed, but seeking employment 1 Retired 4 Income Under $25,000 4% $25,000 - $39, $40,000 - $54, $55,000 - $69, $70,000 - $84, $85,000 - $99,999 9 $100,000 - $114, $115,000 - $129,000 5 $130,000 - $149,000 6 More than $150,000 8 Highest Level of Schooling Completed High school diploma/ged 3% One or two years of college, but no associate s degree 1 Associate s degree 5 Three or four years of college, but no bachelor s degree -- Bachelor s degree 51 Some graduate courses but no master s degree 8 Master s degree 21 Some graduate courses beyond a master s degree, but no doctorate 9 Doctorate 2 Primary Motivation for Enrollment To advance in your current career 54% To change careers 16 To keep up-to-date in your current career 15 Personal reasons unrelated to job/career 8 To enter a first career 7 Seeking a specific degree/level of schooling -- 8

22 Method(s) of Course Payment Graduate Personal funds 63% Tuition reimbursement 35 Student loans 29 Grants (federal/state/local financial aid) 17 Personal loans 10 Private scholarships 9 Assistantships/tuition waivers 8 Military/Veterans benefits 2 Other 1 9

23 Study 1: Undergraduate Adult Student Demand Degree and Nondegree Study Among Undergraduate Degree and Nondegree Study in the Market Fifty-five percent of the undergraduate adult students we interviewed were studying for a degree (33 percent of whom were enrolled in a degree program while 22 percent were taking individual undergraduate courses for transfer to a bachelor s degree program). Among the 45 percent of undergraduate adult students who were not enrolled in a degree program, 20 percent were taking individual courses, 15 percent were taking courses for an occupational/career diploma or certificate (most often in business and health professions), and ten percent were taking courses toward a license in a professional area (most often in health professions): Enrollment Status Undergraduate Enrolled in a degree program 33% Taking individual undergraduate courses for transfer to a bachelor s degree program 22 Taking individual courses for other reasons 20 Taking courses for an occupational/career diploma or certificate 15 Taking courses toward a license in a professional area 10 Degree Level Among students studying for a degree, about 95 percent are seeking bachelor s degrees, while about five percent are seeking associate s degrees. 10

24 Degree Study As previously mentioned, in our market studies we examine the most popular degrees currently/recently taken by undergraduate adult students, because we believe that the degrees that they have actually worked toward in the past are the best predictors of what others will study in the future. Subject Field of Degree Program Therefore, we asked only those respondents directly in the degree market (55%) to name the subject field in which they were majoring. Here is what they told us: General Subject Field of Degree Undergraduate Business 33% Social Sciences 20 Computer & Information Science 7 Health Professions 7 Law 5 Communications 4 Education 4 Language and Literature 4 Physical Sciences 4 Public Affairs/Social Work 4 Arts- Visual/Performing 2 Engineering 2 Foreign Languages 2 Other- Not Listed 4 Business commands the greatest share of the market, with 33 percent, followed by social sciences with 20 percent. Together, these two areas comprise about 55 percent of the undergraduate adult student degree market. Following are the specific fields of the degrees respondents are studying, organized into topics most frequently cited to those least frequently cited: 11

25 BUSINESS Business Administration (7 citations) Business Management (5 citations) Accounting (3 citations) Accounting & Finance Administrative Assistant Sports Management Organizational Leadership Business Management: Computer Applications SOCIAL SCIENCES Psychology (6 citations) Sociology (2 citations) Behavioral Sciences Early American History Government Law Enforcement History PUBLIC AFFAIRS/SOCIAL WORK Criminal Justice (4 citations) Forensics Human Services COMPUTER & INFORMATION SCIENCES Computer Science (two citations) Computer Applications IT HEALTH PROFESSIONS Nursing (3 citations) Medical Assistant Nutrition Science COMMUNICATIONS Communication degree in Hospitality Journalism EDUCATION Elementary Education Special Education-Behavioral LANGUAGE AND LITERATURE English Literature Professional Writing PHYSICAL SCIENCES Biology Biology with a Marine concentration ARTS: VISUAL/PERFORMING Theatre Arts - Lighting Design ENGINEERING Electrical FOREIGN LANGUAGES Interpreter Services LAW Law OTHER Liberal Arts (two citations) 12

26 Nondegree Study Among the 45 percent of undergraduate adult students who were not enrolled in a degree program, 20 percent were taking individual courses for other reasons, 15 percent were taking courses for an occupational/career diploma or certificate (most often in business and health professions), and ten percent were taking courses toward a license in a professional area (most often in health professions). Below we present data on each of these nondegree options. Subject Field of License The data that follow explain that 60 percent of respondents who are studying for a license studied health professions, followed by 20 percent who study education, and ten percent who study business: General Subject Field of License Undergraduate Health Professions 60% Education 20 Business 10 Other- Not Listed 10 Following are the specific fields of the licenses respondents are studying, organized into topics most frequently cited to those least frequently cited: HEALTH PROFESSIONS Nursing (three citations) Medical Coding Pharmacy Tech RN Degree EDUCATION Early Childhood K-12 Education BUSINESS Insurance OTHER Emergency Management 13

27 Subject Field of Certificate Thirty-three percent of respondents who are studying for a certificate study business, while 27 percent are studying for a certificate in health professions: General Subject Field of Certificate Undergraduate Business 33% Health Professions 27 Education 7 Technology 7 Engineering 7 Law 7 Physical Sciences 7 Social Sciences 7 Following are the specific fields of the certificates respondents are studying, organized into topics most frequently cited to those least frequently cited: BUSINESS Business Management (four citations) Sports & Recreation Management HEALTH PROFESSIONS Coding Medical Coding Medical Coding and Billing Medical Office Management EDUCATION Music Education ENGINEERING Auto Cad Technology- Mechanical Engineering LAW Law Enforcement PHYSICAL SCIENCES Horticulture SOCIAL SCIENCES History TECHNOLOGY Electrical 14

28 Enrollment in Noncredit or Professional Development Study We continued by asking respondents if they have enrolled in any noncredit or professional development courses, seminars, webinars, or workshops related to their current career or in order to change career in the last five years. About 35 percent have indeed. Topic of Noncredit or Professional Development Study Staying only with those who have enrolled in any noncredit or professional development courses, seminars, webinars, or workshops, we then asked them to tell us the topic of that study. Business was cited most frequently: BUSINESS Business Analyst Business Development Customer Service Insurance - Benefits Labor Relations Leadership Project Management Project Management Applications Real Estate Sales Supervising Difficult Employees HEALTH PROFESSIONS Alzheimer's Disease with Down Syndrome CRMA Certified Residential Medical Aid Health Education Health Enrollment Benefits Nursing continuing education requirements Presently working as an electrologist PUBLIC AFFAIRS/SOCIAL WORK Emergency Management and Homeland Security Preparedness Social Work Ethics, Mental Health Disorders in Children LAW Legal Continuing Education classes OTHER Construction Dodd Frank Act Instrumental Job Search Library Science Logistics NCCER accreditation Skin Care COMPUTER AND INFORMATION SCIENCES c++ programming, algorithms and techniques Database Management Excel Web Design, Programming SOCIAL SCIENCES Bullying Early Child Development Psychology EDUCATION Continuing Education unit Creativity in the classroom 15

29 Type of Organization Providing Noncredit or Professional Development Study Continuing with this pool of respondents, we then asked what type of organization provided their noncredit or professional development course. The largest proportion about 45 percent studied at a training company: Type of Organization Providing Course Undergraduate Training company 46% Professional Association 18 College or university 14 School district 8 Other* 14 Course Delivery of Noncredit or Professional Development Study The majority about 60 percent took that noncredit or professional development course in a classroom: Course Delivery Undergraduate In a classroom 62% Online 24 Other 14 Course Payment of Noncredit or Professional Development Study The largest proportion of this pool about 55 percent took a noncredit or professional development course that was paid for by their employer: Course Payment Undergraduate Employer 54% Self 19 Free 24 Other 3 Satisfaction with Noncredit or Professional Development Study Finally on this topic, we asked respondents to rate their satisfaction with their noncredit or professional development course using a 5-point scale of 1 not at all satisfied to 5 extremely satisfied. Respondents gave a 3.8 average rating, with 65 percent giving 4 or 5 ratings. 16

30 Schedules of Courses for Undergraduate Patterns of Undergraduate Course Study Number of Courses Taken We began this section of our interview by asking all of the undergraduate adult students how many courses they took the last time they were enrolled: Number of Courses Taken When Last Enrolled Undergraduate 1 course 28% 2 courses 30 3 courses 16 4 courses 9 5 or more courses 17 While about 75 percent of the undergraduate adult students were taking just one, two, or three courses at a time (typically a part-time course load), the other approximately 25 percent were taking four or more courses (typically a full-time course load). When we followed up with only the 55 percent of respondents pursing a degree, by specifically asking them whether they were studying full or part time the last time they were enrolled, the results revealed that about 65 percent of undergraduate adult students enrolled in part-time study and about 35 percent enrolled in full-time study. Times of Day for Course Meetings Next, we asked all respondents who had enrolled in any classroom-based courses when they had taken their classes and when they would prefer to take their classes: Time of Day Majority of Classroom Courses Met Undergraduate Actual Preferred Weekday early mornings 6% 8% (finished by 9:00 a.m.) Weekday mornings (between 9:00 a.m. and 12:00 noon) Weekday afternoons 11 6 (between 12:00 noon and 4:30 p.m.) Weekday evenings (4:30 p.m. or later) Weekends

31 About two-thirds took their classes on weekday evenings, while about one-third took courses during the day. But were these class times the preferences of the demanders or were they driven by the suppliers? The data show that, for the most part, undergraduate adult students study when they want to study. Actual and Preferred Length of Course Changing topics, we asked all undergraduate adult respondents who engaged in any classroom-based courses (those who did not take all of their courses online) how many weeks their most recent course lasted. We then asked all respondents to tell us how many weeks they prefer a course last: Number of Weeks of Most Recent Course Actual Undergraduate Preferred Undergraduate 1 week weeks weeks 1% 2% 4 weeks weeks weeks weeks weeks weeks weeks weeks weeks weeks weeks weeks or more The majority about 60 percent most recently enrolled in courses of 14 or more weeks respresting traditional semester length study, while 35 percent enrolled in courses of between six and 12 weeks (representing moderately accelerated study. In comparing what these respondents actually did with what they would prefer to do, it s apparent that there is a vast difference between what undergraduate adult students are doing and what they would prefer to do almost surely governed by what course schedules are currently available to them. Just 26 percent prefer to enroll in courses of 14 or more weeks, while nearly 70 percent would prefer to enroll in moderately accelerated courses of between six and twelve week. In fact, the median preference is 10 weeks. 18

32 Preferred Months of Study While we did not query the respondents specifically about their preferred months of study, based on numerous studies conducted nationwide, the pattern of responses has shown that most undergraduate adult students prefer the fall months (September, October, and November) and the winter months (January, February, and March). While classes typically start for undergraduate adult students in late August, the University of Southern Maine would do better to start them after Labor Day and in January after the holiday season. Maximum Number of Miles Willing to Travel to Attend Class What is the maximum number of minutes respondents are willing to drive one way to an institution to attend a class? The largest proportion, 55 percent, is willing to drive minutes one way to attend class, while another 25 percent is willing to drive minutes one way: Maximum Number of Minutes Willing to Drive to Attend Class Undergraduate Less than 15 minutes 11% minutes minutes 25 More than 45 minutes 9 Convenience of Location for Future Course Finally on this topic, we asked respondents to rate the convenience of several locations as a place for they themselves to take a course, using a 5-point scale of 1 not at all convenient to 5 very convenient. None of the locations were rated particularly highly, and this is not surprising given the broad geography from which the respondents were drawn, but the highest average rating (2.9) was given to both Portland, Maine: Convenience of Location for Future Course Undergraduate Responding 4 or 5 Average Rating Portland, ME 3% 2.9 Portsmouth, NH Saco, ME Gorham, ME Brunswick, ME Augusta, ME Lewiston, ME

33 Study Formats for Undergraduate Course Format in Which Enrolled We asked respondents what types of courses they had been enrolled in during the last term in which they were enrolled. The following data show that about 60 percent were enrolled in semester-length courses in a classroom. Nearly 35 percent had enrolled in fully online courses, another 23 percent each were enrolled in hybrid courses or accelerated classroom courses of approximately eight weeks. It is important to note that among these undergraduate adult students, nearly 40 percent have not recently engaged in any traditional, semester length classroom study. Course Format in Which Enrolled Undergraduate Semester length courses (about 15 weeks) in a classroom 61% Fully online 34 Accelerated classroom courses of approximately 8 weeks 23 Hybrid (with some required instruction in a classroom and some required instruction 23 online) Satisfaction With Course Format in Which Enrolled We continued with respondents by asking them to rate their satisfaction with the course format in which they were most recently enrolled, using a 5-point scale of 1 not at all satisfied to 5 extremely satisfied. The data show that respondents were very satisfied with all of the course formats, but they were most satisfied with hybrid courses: Satisfaction of Course Format Undergraduate Responding 4 or 5 Average Rating Hybrid (with some required instruction in a classroom and some required instruction online) 72% 4.2 Semester length courses (about 15 weeks) in a classroom Accelerated classroom courses of approximately 8 weeks Fully online

34 Preferred Future Course Format We then asked respondents which format they prefer to enroll in next: entirely in a classroom, partly online and partly in a classroom, or entirely online. Forty-two percent prefer a fully online course, while 36 percent prefer a course conducted partly online. Therefore, almost 80 percent of respondents would most likely enroll in a course that has at least some online component: Preferred Course Format Undergraduate Entirely online 42% Hybrid (partly online/partly in the classroom) 36 Entirely in the classroom 22 Preferred Frequency of Hybrid Course In-person Meetings We continued with respondents who took at least one of their courses in hybrid format by asking them when they would most prefer to visit the college s campus if they were to take another hybrid course. The largest proportion about 55 percent prefer to visit campus once every other week: Preferred Frequency of Hybrid Course In Person Meetings Undergraduate Once every other week 56% Once a week times total during term 11 Once per term 6 Technology Used in Hybrid or Fully Online Courses Next, we asked respondents who have enrolled in a hybrid and/or fully online course by asking them if their course made significant use of any of the given technologies. The largest proportion about 35 percent enrolled in a course that did not make use of any of these technologies. But among those whose course did utilize the technologies, the largest proportion 30 percent took a course that used video streaming: Technology Used in Hybrid or Fully Online Courses Undergraduate Video streaming 30% Social media/networks 21 Virtual worlds/avatars 4 Other 9 None of these 36 21

35 Preferred Online Course Delivery We also asked respondents which kind of online course delivery they prefer: asynchronous or synchronous. The large majority about 85 percent prefer asynchronous. Low Residency Programs We continued by asking all respondents about their attraction to low residency programs programs that are largely completed online or through independent study, and only require brief, periodic visits to campus for interaction with other students and faculty. We explained that such visits are typically offered either once a year or once each term/semester, and often occur on weekends or a full week in the summer. Respondents gave a 3.4 average rating of attractiveness to such programs, with half giving 4 or 5 ratings. Number of Times Per Year Able to Attend Residencies We then asked only those who gave a three or higher rating of attraction to such a program how many times per year they could attend one of those residencies. The largest proportions 43 and 41 percent respectively could attend once or twice per semester: Number of Times Per Year Able to Attend Residencies Undergraduate Once per semester 43% Twice per semester 41 Once per year 12 Once during the program 4 Number of Days Able to Dedicate to Visiting the Campus And how many days could this pool of respondents dedicate to visiting the campus of an institution that offered a low residency program? Number of Days Able to Dedicate to the Visit to the Campus Undergraduate 1 36%

36 Maximum Number of Miles Willing to Travel to a Residency Finally among this pool, we asked them the maximum number of miles they are willing to travel to get to such a residency if a program was set up to meet their needs. About three-quarters would be willing to travel less than 50 miles from their home: Maximum Number of Miles Willing to Travel to a Residency Undergraduate Less than 50 miles from my home 76% miles from my home 8 Within my home state 4 Within the region of the country I live 9 Anywhere in the country 3 23

37 The Position and Image of the University of Southern Maine in the Undergraduate Adult Student Market University Providing Current/Recent Course To determine the current position of the University of Southern Maine in the undergraduate adult student market in the area surveyed, we asked respondents we interviewed in each study area where they were currently/recently studying and where they would prefer to study in the future: Institution Actual Undergraduate Preferred Undergraduate the University of Southern Maine 8% 13% University of Maine at Augusta 6 4 Kaplan Career Institute 5 4 Salem State College 5 3 Southern New Hampshire University 4 8 North Shore Community College 4 4 Northern Essex Community College 4 3 Hesser College 4 1 Middlesex Community College 4 -- University of New Hampshire-Durham 3 6 Central Maine Community College 3 4 NHTI-Concord's Community College 3 4 University of Maine 3 2 Nashua Community College 3 1 Harvard University 1 3 Manchester Community College 1 3 Plymouth State University - Plymouth, NH 1 2 Suffolk University 1 2 University of Massachusetts-Boston 1 2 University of Massachusetts-Lowell 1 2 University of New Hampshire-Manchester 1 2 Boston College -- 3 Southern Maine Community College -- 3 Other college* *No institution was named by more than one percent of the respondents. There are many noteworthy points in the table above. Here are the most important points based on the institutions cited by the undergraduate adult students: 24

38 Actual Enrollment Patterns Respondents most often study at the University of Southern Maine (8%), followed by University of Maine at Augusta (6%), Kaplan Career Institute (5%) and Salem State College (5%). Among the institutions that respondents have actually enrolled in for their most recent study, public institutions dominate: about 65 percent study at public institutions, while about 25 percent study at private institutions (about five percent of which have religious affiliations), and about ten percent study at proprietary institutions. About 70 percent study at four-year institutions, while about 30 percent study at two-year institutions. Preferred Enrollment Patterns Respondents most often prefer to study at the University of Southern Maine (13%), followed by Southern New Hampshire University (8%), and University of New Hampshire-Durham (6%). Among the cited institutions that respondents prefer to enroll in, public institutions also dominate: 60 percent prefer public institutions, while 30 percent prefer private institutions (five percent of which have religious affiliations), and ten percent prefer proprietary institutions. About 75 percent prefer to study at four-year institutions, while about 25 percent prefer to study at two-year institutions. Comparison of Actual and Preferred Data In comparing the actual and preferred data for respondents, a few notable disparities exist between a specific institution s actual share of the actual undergraduate adult student market and its preferred share of this market. The largest discrepancy exists for the University of Southern Maine, where eight percent of the undergraduate adult students currently study, but 13 percent would prefer to (a five percent increase), followed by Southern New Hampshire University, where four percent of the undergraduate adult students currently study, but eight percent would prefer to (a four percent increase), and Middlesex Community College, where four percent of the undergraduate adult students currently study, but none of the market would prefer to (a four percent decrease). About the University of Southern Maine the University of Southern Maine has eight percent of the undergraduate adult student market and 13 percent of the preferred undergraduate adult student market the largest shares of both the actual and preferred undergraduate markets. 25

39 General Familiarity with the University of Southern Maine Moving on, we asked all respondents how they would characterize their familiarity with the University of Southern Maine. The largest proportion almost 40 percent has heard of the University of Southern Maine, but didn t know anything about it until we interviewed them: General Familiarity with the University of Southern Maine Undergraduate I have heard of it, but didn't know anything about it until now 38% I know of it and know some programs and services they offer before today 28 I have never heard of it until today 19 I know it and the programs it offers well 15 Familiarity with Specific Programs at the University of Southern Maine We then asked all respondents to describe how familiar they are with the specific programs at the University of Southern Maine. The largest proportions 40 percent and 37 percent respectively knew of it and some programs and services it offers before we interviewed them or have heard of it, but didn t know anything about it until we interviewed them: Familiarity with the Specific Programs at the University of Southern Maine Undergraduate I know of it and know some programs and services it offers before today 40% I have heard of it, but didn't know anything about it until now 37 I have never heard of it until today 12 I know it and the programs it offers well 11 26

40 Consideration of Enrolling at the University of Southern Maine Next, we asked only the respondents who did not attend the University of Southern Maine if they considered enrolling at the University. About 40 percent did indeed. Reason for Not Considering the University of Southern Maine Why did approximately 60 percent not consider the University of Southern Maine? The largest proportion of this pool, about 70 percent, told us the University of Southern Maine is not conveniently located: Reason For Not Considering the University of Southern Maine Undergraduate Not a convenient location to my home or work 72% Lack of information 11 Didn't offer the program I wanted 6 Schedule of courses didn't fit my needs 3 Cost - It was not affordable 3 Length of time to complete the program -- Reputation of the institution or program I wanted -- Other 6 Opinion of and Familiarity with Nominated Institutions We then asked all respondents to rate six institutions (nominated by the University of Southern Maine staff) as places for they themselves to study at the undergraduate level, using a 5-point scale of 1 low to 5 high. Respondents who did not know an institution well enough were asked not to rate it. Institution Undergraduate Responding 4 or 5 Average Rating Knew It Well Enough to Rate the University of Southern Maine 46% % University of New England St. Joseph's College Southern Maine Community College Kaplan University University of Phoenix The best profile for an institution is to be both widely known and well regarded as a place to study. The data show that the University of Southern Maine and University of New England achieve the highest average rating, both with 3.1, but University of Phoenix 27

41 achieves the greatest visibility, 77 percent, followed by Kaplan University two forprofit institutions operating in the region and spending significantly to raise their visibility in the region. Note that although University of Phoenix has the greatest visibility at 77 percent, it has the lowest average rating of 2.1. Such data prove that a high average rating does not necessarily correspond with greater visibility data confirmed in past studies as well. Moreover, familiarity alone does not draw students to an institution. Institutions such as the University of Southern Maine and University of New England which have the highest average ratings have done more than the others to make a positive impression on this market beyond just increasing its visibility. Ideas/Associations About the University of Southern Maine When respondents think of the University of Southern Maine, what comes to mind first? The largest proportions, about 25 percent of respondents, could not think of anything. Among those who could think of something, the largest proportion commented on USM s location, or the convenience (or lack there of) of its campuses: LOCATION Local (two citations) Local, affordable, Local, convenient well known in the area Local, inexpensive, easy to access via public transportation Located not far from where I live and my son attends there Convenience Close to home, bigger university than the local community colleges Close to home and affordable Commuter, local, reasonable course difficulty, respectable enough Availability, proximity, small town Convenient location, good facilities, split campus, which I was not a fan of, but the Portland campus was very good. It is nearby. Too far away (five citations) Far away (four citations) A long drive, I know I can attend classes closer. It is far and not conveniently located for me. Small and far Not interested in traveling to Maine; nothing against this university There would never be a reason for me to even research information on the University of Maine. It is simply too far, and being from the north of Boston, there are a ton of excellent schools here for me to choose from. It offers campuses in Maine in Northern New Hampshire. Portland Urban setting The coastline Small town Portland; it's kind of close by. 28

42 GOOD EDUCATION/REPUTATION Good community college Good education, affordable Good reputation Good school with good athletic program Good school, good reputation and good area Good university Great education Great school, split campus can present tough travel logistics It seems like they educate people well. High standards Success Rigorous education, but classes are not always offered when it is convenient for me to take them. COST Expensive, caters to traditional and non-traditional students Pricey Value: not priced competitively with other colleges/universities in the area that offer the same programs, and not the same quality of education as other area opportunities Probably too expensive I actively considered attending. It seemed like a good university and I would have applied, except that out of state tuition made it too expensive compared to my Massachusetts options. SPECIFIC COURSES/PROGRAMS Teaching school Diversity of classes It seems to have a lot of students that go there. It has a broad spectrum of available degree programs They have a good criminal justice program and a good education program. Maybe a college that teaches agriculture ALUMNI OR KNOWS AN ALUMNI Alma mater; quality courses in k-12 education Friend who went there right after high school My friend went there for criminal justice. BAD REPUTATION Party school, binge drinking, etc. Confusing Boring SPORTS Baseball Their mascots the Bears; I haven t had that much exposure to Southern Maine. OTHER Community college I just want to get done. It's old. Sustainability The Dr. John Wise lab 29

43 Type of Institutions Ever Attended We closed this section of our interview by asking respondents to tell us at what types of institutions have they ever studied? As the following table indicates, the largest proportions, 36 percent and 35 percent respectively, studied at both two- and four-year institutions or four-year institutions only. Note that a comparable 27 percent studied at community colleges or other two-year institutions: Types of Institutions Previously Attended Undergraduate Both two-year and four-year institutions 36% Four-year institutions only 35 Community college or other two-year institutions only 27 No college yet (future students only) 2 Time of Attendance at Two-year Institutions We continued with just those respondents who indicated that they have attended both two- and four-year institutions by asking them when they attended a two-year institution. The largest proportion, about 55 percent, studied at a two-year institution before attending a four-year institution: Time of Two-Year College Attendance Undergraduate Before attending four-year institution 53% After attending four-year institution 33 At the same time as attending four-year institution 14 Number of Years Between Attendance at Two-year and Four-year University Next, we asked only those respondents who had attended a two-year institution before attending a four-year institution to tell us the number of years that elapsed between their attendance at a two-year institution and their attendance at a four-year institution. About 55 percent enrolled at a four-year institution within one year of attending a two-year institution: Number of Years After Attending a Two- Year College Before Attending a Four- Year College Undergraduate 1 year 53% 2 years 33 3 years 14 30

44 Number of Credits Accumulated Prior to Enrolling In Most Recent Institution Staying with just those respondents who attended a two-year institution before attending a four-year institution, we then asked how many credits they accumulated at the two-year institution before they attended the four-year institution. The data show that the largest proportion, about 30 percent, accumulated between one and 30 credits, while 20 percent accumulated 75 credits or more: Number of Undergraduate Credits Accumulated Prior to Enrolling at Recent College Undergraduate % Don t know 23 31

45 Promotion of the University of Southern Maine to Undergraduate Most Important Factor in Enrollment Decision In order to find out how the University of Southern Maine should promote itself, we began by asking respondents what factor was most important to them in their decision to enroll at the college they most recently attended. The largest proportions, 23 percent and 22 percent respectively, told us the cost of tuition and fees or the proximity of college to home or work were the most important factors: Most Important Factor In Decision to Enroll at the College Last Attended Undergraduate Cost of tuition and fees 23% Proximity of college to home or work 22 Reputation of the college or program 12 Availability of online instruction 11 Accreditation of a specific program of interest 10 Day and time courses meet 5 Transferability of previously earned credits 5 Length of time to complete my studies 4 Accreditation of the college 4 Other 5 Visibility of Courses and Programs at the University of Southern Maine We finished this section of our interview by asking them to compare the visibility of the University of Southern Maine to the visibility of other area institutions. The largest proportion of respondents 45 percent report that the University of Southern Maine s courses and programs are less visible than courses and programs at other area institutions: Visibility of the the University of Southern Maine in the Community as Compared to Other Colleges Undergraduate Less visible 45% About the same 36 More visible 19 32

46 The University of Southern Maine Features Next, we asked respondents to tell us whether features of the University of Southern Maine would increase, decrease, or have no effect on their interest in considering the University as a place to study. Resulting data show that the largest proportion of respondents would be more likely to consider the University of Southern Maine because USM Online offers over 500 courses year-round that are fully online or a blend of online and on-campus. Note that none of the features cause more than a few percent of respondents to be less likely to consider the University of Southern Maine: the University of Southern Maine Feature USM Online offers over 500 courses year-round that are fully online or a blend of online and on-campus. USM offers many methods to award academic credit for prior learning and life experience including credit by exam, portfolio assessment, and profession USM offers degree completion programs for students who have earned some college credits but who haven't finished their bachelor's degree. These programs are offered in alternative times and formats to meet the needs of busy adults. USM offers four-week winter session courses meeting in late December-January that award 3 credits per class. USM has the single largest set of undergraduate and graduate degree programs available in the state of Maine. USM has over 2,000 graduate students enrolled in a wide array of master's degree and graduate certificate programs. Undergraduate Increase Make No Decrease Consideration Difference Consideration 67% 32% 1%

47 Likeliness of Considering the University of Southern Maine for Future Study After respondents received this additional information about the University of Southern Maine, we asked them how likely they would be to consider it for future study. Using a 5-point scale of 1 not at all likely to 5 very likely, respondents gave a 3.0 average rating, with about 40 percent giving 4 or 5 ratings. Statements About the University of Southern Maine Respondents were then asked to rate their level of agreement with several statements about the University of Southern Maine, using a 5-point scale of 1 do not agree to 5 strongly agree. Those who were not familiar with a statement were asked not to rate it. Respondents rated highest, both at 4.0, that the University of Southern Maine offers flexible formats of instruction and has a good overall reputation. Notice also that significant proportions between 42 and 53 percent did not know many of these statements about the University of Southern Maine, reflecting earlier data showing undergraduate adult students lack of familiarity with the University: The University of Southern Maine Statement Undergraduate Responding 4 or 5 Average Rating Didn t Know It offers flexible formats of instruction 71% % (online and classroom). USM has a good overall reputation It is known to offer quality education It costs are reasonable for the value of education you receive. Its programs prepare students well for their careers. It is highly visible throughout the community. Its campuses are conveniently located

48 College Services That Should be Available Next in the interview came a couple of questions related to college services. First, we asked undergraduate adult students how often they used certain services the last time they enrolled. The following data indicate that the largest proportion of respondents frequently used Computer labs, academic advising and/or online library and research services. However, the majority did not use many of the services at all: Undergraduate Service Used Not At All Sometimes Frequently Computer lab 46% 20% 33% Academic advising Online library & research services /7 technical help Fitness center Career placement services Food services Financial aid advising Cultural events on campus Writing assistance Math assistance Library facility Student clubs/activities Child care center Preferred Access to Services Moving on, we then asked only those who used the aforementioned college services either sometimes or frequently how they would prefer these specific services be offered: Undergraduate Preferred Method of Access Service By Telephone In Person Online 24/7 technical help 46% -- 54% Financial aid advising 24 41% 34 Academic advising Writing assistance Career placement services Math assistance

49 College Characteristics Next, we asked respondents to rate whether certain college characteristics of some colleges that serve adult students would increase, decrease, or make no difference in considering them as a place for they themselves to study. The largest proportion of respondents 88 percent would be more likely to consider a college if students are able to take any mix of day, evening, weekend, accelerated, and online courses based on what meets their scheduling needs: Undergraduate College Characteristic Students are able to take any mix of day, evening, weekend, accelerated and online courses based on what meets their scheduling needs Students can complete all courses for their degree or certificate at one location Full degree/certificate programs are offered online Many faculty are practitioners in their field who teach part-time Most faculty teach full-time and hold a PhD Students, faculty and staff represent a diversity of racial and ethnic backgrounds Increase Consideration Make No Difference Decrease Consideration 88% 11% 1%

50 Media to Advertise to Undergraduate Advertising Methods Likely to Attract Attention We began this section of our interview by asking respondents to rate various ways for raising awareness about a college as very likely, somewhat likely, or not likely: Undergraduate Advertising Method Very Likely Somewhat Likely Not Likely Internet search engines - Google, Yahoo, Bing, etc. 34% 54% 12% Direct mail to you at home Internet-based college search sites Television ads Ads on websites Radio ads Newspaper ads Billboards Bus/train ads According to the undergraduate adult students we spoke with, the best method to get useful information to a prospective student is Internet search engines such as Google, Yahoo, or Bing, revealing that it is important that the University of Southern Maine has a strong, well-optimized presence online. Direct mail to students at home is also very likely to attract their attention. Unlike many of the other methods, direct mail is an effective way of reaching prospective students who are not already predisposed to find out something about the University, and therefore could play a key role in increasing the University of Southern Maine s visibility among this population. Finally, Internet-based college search sites are very likely to attract them. We hypothesize that undergraduate adult students find Internet-based college search sites effective because they allow institutions to be compared easily. Websites Visited Most Often We continued only with respondents who rated ads on websites as somewhat likely or very likely to attract their attention by asking them which three websites they visit most often. The first website most often visited by the largest proportion is Google, which about 90 percent visit daily, followed by Facebook, which about 85 percent visited daily: 37

51 Website Most Often Visited Undergraduate Google 29% Facebook 21 Yahoo 17 Comcast 4 Gmail 4 Hotmail.com 4 Bitchypoo.com 2 Dartmouth.edu 2 Drudgereport.com 2 ESPN 2 Kjonline 2 Linkedin.com 2 MSN 2 Mymsn.com 2 New York Times 2 Portland press herald 2 The Onion 2 YCCC 2 Visited College Websites During College Search Turning next to the Internet, we asked respondents if they used the Internet to gather information about colleges and universities during their search for undergraduate course providers and whether the Internet was their only source of information about the institution. The largest proportion of the respondents, about 60 percent, used the Internet in addition to other types of research, while 25 percent only used the Internet to research providers. Therefore, about 85 percent of undergraduate adult students used the Internet in some capacity during their most recent college search: Visited College Websites During College Search Undergraduate Yes, that was one of my sources of information 61% Yes, that was my ONLY source of information 25 No 14 Other Methods of Information Gathering in College Search We asked those respondents who had not relied entirely on the internet for information what other methods they used to gather information about the colleges in which they 38

52 were interested. Data show they used various methods, but the largest proportion, 24 percent, visited the institution, while 19 percent read printed college materials: Method of Information Gathering in College Search Undergraduate Visited the institution 24% Printed college materials 19 Phone calls to the institution 14 Book(s) about colleges 10 Someone I know provided information 10 I attended an open house 5 Other 19 Contact with College About 70 percent of respondents made direct contact with the college they eventually enrolled in prior to submitting their application. Method of Contact with College We stayed with this pool those who made direct contact with the college they eventually enrolled in prior to submitting their application by asking them how they made direct contact with the college. The largest proportion, 35 percent, called the college, while other substantial proportions visited or ed: Method of Contact with College Undergraduate Telephone 35% I visited the college I requested more information directly on its website 12 I attended an open house or other event hosted by the college on campus or 7 elsewhere Other 3 Likeliness of Accessing or Participating in Media Next, we asked respondents to tell us how likely they would be to participate in or access each of the following media from a college in which they were considering enrolling. Respondents are most likely to participate in or access open houses and faculty/student chats/online open houses: 39

53 Undergraduate Likeliness of Using Media to Access Information Media Very Likely Somewhat Likely Not Likely Open house 15% 59% 26% Faculty/student chats/online open houses Social media fan pages Blogs Podcasts Acceptable Methods of Contacting Potential Students We continued by asking respondents to tell us which method they deem acceptable for an institution to use when following up with potential students who have inquired. to students was deemed acceptable by the largest proportions of respondents (32%), followed by mail to them at home (28%): Acceptable Method of Contact From College Undergraduate 32% Mail to you at home 28 Phone calls to you at home 15 Phone calls to you on your mobile phone 11 Online social networks - Facebook, LinkedIn, Twitter 7 Text messages 3 Phone calls to you at work 3 Preferred Months for University Mailings As to the timing of direct mail, although we did not ask respondents to tell us the best months for receiving college advertising at home, generally over a number of studies conducted nationwide, the pattern of responses has shown that undergraduate adult students prefer the spring and summer months (April, May, June, July, and August) and January for advertising. Since the fall months are usually more popular for undergraduate adult students to study, it stands to reason that receiving advertising in April, May, June, July, and August enables them to make their plans on a timely basis, get their lives in order, and prepare for attending classes in September. Similarly, receiving University mailings in January allows students time to prepare for the spring semester and perhaps plan the entire year to come. 40

54 Social Network Profiles We next asked respondents if they had any social networking profiles. The largest proportion had a profile on Facebook: Social Networking Profile Undergraduate Facebook 47% LinkedIn 21 Twitter 15 MySpace 9 Other 1 No social networking profiles 7 Smart Phone Ownership About 55 percent of respondents have a smart phone, such as an iphone or Blackberry. Review of College Websites on Smart Phone We continued only with those who have a smart phone by asking them to rate how likely they would be to access the websites of the colleges that interest them on their smart phone. Using a 5-point scale of 1 not at all likely to 5 very likely, respondents gave a 3.3 average rating, with about half giving 4 or 5 ratings. 41

55 Cost of Courses for Undergraduate Maximum Increased Tuition Willing to Pay for Online Course We began our questions about cost of courses by asking respondents the maximum amount of increased tuition they would be willing to pay for the convenience of enrolling in an online course rather than a classroom-based course. The largest proportion by far about 70 percent would not pay more: Maximum Increased Tuition Willing to Pay for Online Course Undergraduate Less than 10 percent 19% percent percent -- More than 40 percent -- I would not pay more 71 Importance of Price in Decision on Where to Enroll We continued by asking respondents to rate the importance price had on their decision on where to enroll, using a 5-point scale of 1 not at all important to 5 extremely important. Undergraduate adult students responded with an average rating of 3.7, with about 60 percent giving 4 or 5 ratings. Importance of Availability of Financial Aid How important was the availability of financial aid in respondents decision to enroll in a given institution? Undergraduate adult students gave an average rating of 3.3, on a 5- point scale of 1 not at all important to 5 extremely important, with about 55 percent giving 4 or 5 ratings. Three-credit Course Cost of $725 Compared to Cost of Most Recent Institution How does $725 for a three-credit undergraduate course compare to the course costs of the institution at which respondents most recently studied? Resulting data show respondents are rather split on this topic: Three Credit Course Cost of $725 as Compared to Cost of Institution Most Recently Attended Undergraduate Higher 36% Lower 35 About the same 29 42

56 Viability of Current Course Cost In order to determine just how sensitive the undergraduate adult student market is to cost, we quoted undergraduate adult students three proposed prices for courses at the University of Southern Maine. Using the results in the following table, the University of Southern Maine can find out the relative total revenue that it would collect at each of the different prices we quoted. This can be done by assuming an imaginary market of 100 undergraduate adult students. Based on such a market, an index of total revenue can be determined at each price by multiplying that price by the number of people out of 100 who would be willing to pay it. For example, during the interviews, 69 percent of the undergraduate adult students said they would be willing to pay $725 per course. Multiplying a price of $725 per course by 69 (69 percent of an imaginary 100-person market) creates an index of total revenue of $50,025. Doing the same with the other prices quoted allows us to compare the three: Willing to Pay Undergraduate Adult Students Index of Total Revenue $725 per course 69% $50,025 $1,000 per course 36 $36,000 $2,000 per course 9 $18,000 As the tables show, the increase from $725 per course to $2,000 per course simultaneously drives down prospective enrollment and revenue. The data show that the optimum revenue-producing price is $725 per course comparable to a three-credit course at the University of Southern Maine s current tuition of $253 per credit for residents. At the jump in tuition price from $1,000 per course to $2,000 per course, an additional 27 percent of the undergraduate adult student market would chose not to enroll at the University of Southern Maine because they consider this cost too high. Keeping in mind that the median undergraduate adult student has an income of about $55,000 and about 65 percent attend public institutions, these data appear reasonable. Paid Full Price or Less than Full Price When Last Enrolled Finally on the topic of cost, we asked respondents whether they paid the full sticker price of the cost of courses the last time they were enrolled or if they paid less through the award of financial aid, a scholarship, work study, or some other reduction. Slightly more than half 53 percent paid the full price. 43

57 Study 2: Graduate Adult Student Demand Degree and Nondegree Study Among Graduate Degree and Nondegree Study in the Market About 45 percent of the graduate adult students we interviewed were studying for a degree. Among the approximately 55 percent of graduate adult students who were not enrolled in a degree program, 21 percent were taking individual courses for other reasons, 17 percent were taking courses toward a license in a professional area (most often in education), and 15 percent were taking courses for an occupational/career diploma or certificate (also most often in education): Enrollment Status Graduate Enrolled in a degree program 47% Taking individual courses for other reasons 21 Taking courses toward a license in a professional area 17 Taking courses for an occupational/career diploma or certificate 15 Degree Level Among students studying for a degree, about 70 percent are seeking master s degrees, while about 30 percent are seeking doctorate degrees. 44

58 Degree Study As previously mentioned, in our market studies we examine the most popular degrees currently/recently taken by graduate adult students, because we believe that the degrees that they have actually worked toward in the past are the best predictors of what others will study in the future. To put it a different way, we have found, as a result of many studies, that examining demand is far more reliable than examining a prospective interest. Subject Field of Degree Program Therefore, we asked only those respondents directly in the degree market (about 45%) to name the subject field in which they were majoring. Here is what they told us: General Subject Field of Degree Graduate Business 21% Health Professions 15 Education 13 Computer & Information Science 11 Communications 9 Physical Sciences 7 Social Sciences 7 Law 6 Public Affairs/Social Work 6 Counseling 1 Language and Literature 1 Other- Not Listed 1 Business commands the greatest share of the market, with about 20 percent, followed by health professions and education, each with about 15 percent. Together, these three areas comprise half of the graduate adult student degree market. Following are the specific fields of the degrees respondents are studying, organized into topics most frequently cited to those least frequently cited: 45

59 BUSINESS Accounting (3 citations) Business Administration (3 citations) Business Management (2 citations) Marketing (2 citations) MBA Technology HR Organizational Leadership HEALTH PROFESSIONS Health Care Administration (4 citations) Nursing (2 citations) Health Care Administration/Health Policy Pharmacy Physical Therapy Public Health EDUCATION Higher Education Administration (2 citations) Adult Education Curriculum and Instruction: Literacy Literacy Education Literacy Specialist Music Education COMPUTER & INFORMATION SCIENCES Computer Information Technology Computer Science Instructional Technology and Distance Education Management Information Systems Programming and Web Design COMMUNICATIONS Marketing Communications (two citations) Integrated Marketing Communications Interactive Communications (Web Design, Social Media, Mobile Technologies) SOCIAL SCIENCES Counseling Psychology Leadership Studies M.S.E.D. Abilities and Disabilities Psychology PHYSICAL SCIENCES Cellular and Molecular Biology Condensed Matter Experimental Physics Microbiology Biology PUBLIC AFFAIRS/SOCIAL WORK Public Policy Social and Community Development Urban Education LAW Law (two citations) Law and Policy COUNSELING (one citation) High School Counseling LANGUAGE AND LITERATURE (one citation) English Language and Literature; Cinema Studies OTHER (one citation) Catholic Systematic Theology 46

60 Nondegree Study Among the approximately 55 percent of graduate adult students who were not enrolled in a degree program, 21 percent were taking individual courses for other reasons, 17 percent were taking courses toward a license in a professional area (most often in education), and 15 percent were taking courses for an occupational/career diploma or certificate (also most often in education). Below we present data on each of these nondegree options. Subject Field of License The data that follow explain that 35 percent of respondents who are studying for a license studied education, followed by 18 percent who study health professions, and proportions of 12 percent each who study business or social sciences: General Subject Field of License Graduate Education 35% Health Professions 18 Business 12 Social Sciences 12 Computer & Information Science 6 Law 6 Mathematics/Statistics 6 Other- Not Listed 6 Following are the specific fields of the licenses respondents are studying, organized into topics most frequently cited to those least frequently cited: EDUCATION Curriculum and Education K-12 Elementary Education English - Secondary School ESL Endorsement Gifted and Talented Teacher in High School and Middle School Grades 6-12 Mathematics Teacher HEALTH CMC Medical Coding Physician Assistant Speech-Language Pathology Real Estate SOCIAL SCIENCES Psychology Social Worker COMPUTER & INFORMATION SCIENCE Security LAW J. D., Attorney MATHEMATICS/STATISTICS Accounting BUSINESS Business Administration OTHER Professional Status History License 47

61 Subject Field of Certificate Forty percent of respondents who are studying for a certificate study education, while 27 percent are studying for a certificate in business and 20 percent are studying for a certificate in health professions: General Subject Field of Certificate Graduate Education 40 Business 27 Health Professions 20 Technology 7 Other- Not listed 7 Following are the specific fields of the certificates respondents are studying, organized into topics most frequently cited to those least frequently cited: EDUCATION Behavioral Disabilities Correctional Ministries Developmental Developmental Education Elementary Education Special Education BUSINESS Business Business Administration Insurance - CPCU Telecommunications HEALTH PROFESSIONS Medical Billing and Coding Medical Coding Pharmacy TECHNOLOGY Instructional Technology OTHER Occupational Safety Patterns of Study Number of Courses Taken Moving on, we asked all of the graduate adult students we interviewed how many courses they took the last time they were enrolled. While 65 percent of the graduate adult students were taking just one or two courses (typically a part-time graduate level course load), 35 percent were taking three or more course (typically a full time course load). 48

62 Number of Courses Taken When Last Enrolled Graduate 1 course 42% 2 courses 23 3 courses 13 4 courses 10 5 courses 6 6 or more courses 6 When we followed up with only those respondents who were pursuing a degree by asking them whether they were studying full or part time the last time they were enrolled, the results revealed that about 65 percent of graduate adult students enrolled in part-time study and about 35 percent enrolled in full-time study. 49

63 Noncredit or Professional Development Study We continued by asking respondents if they have enrolled in any noncredit or professional development courses, seminars, webinars, or workshops related to their current career or in order to change career in the last five years. Slightly more than half 51 percent have indeed. Topic of Noncredit or Professional Development Study Staying only with those who have enrolled in any noncredit or professional development courses, seminars, webinars, or workshops, we then asked them to tell us the topic of that study. Business and education were cited most frequently, followed by computer and information sciences: BUSINESS Real Estate (two citations) Event Planning, Merchandising and Brand Excelling as a Manager or a Supervisor Human Resources Management and the Analysis of Personality Project Management PMP Resource Management Risk Management Sales Social Media and Business Software Related to Business Whether one should file a 51a EDUCATION Brain-Based Learning Differentiating Instruction Gifted Education Education - Writing Online Urban Education Orff Education Response to Intervention, Tier 3 Reading Strategies Schools in need of improvement Special Education Teaching Reading in Chemistry Teaching Training Using Technology in the Classroom COMPUTER AND INFORMATION SCIENCES Advanced Use of Excel Spreadsheets Computer System Administration Data Collection IT Forensics and Security Linux OS Online Copywriting Search Engine Optimization, Insurance, OSHA Training Technical certifications (Oracle, IBM, NetApp, etc.), Sales, Leadership Upgrade computer programs at work HEALTH PROFESSIONS Health Leadership development Medical Coding Neurological Emergencies Wound Healing PUBLIC AFFAIRS/SOCIAL WORK Conflict Resolution Correctional Ministry and Ex-Offender Aftercare Public Policy Development Substance Abuse Counseling COMMUNICATIONS Interpersonal Communications Telecommunications SOCIAL SCIENCES Human Growth and Development (Psychology) Mindfulness and Anxiety Management Strategies ARTS: VISUAL AND PERFORMING Digital Photography, Tour Directing OTHER ELL HBDI certification Mine-Hunting Techniques Patristic Studies Safety-related courses 50

64 Type of Organization Providing Noncredit or Professional Development Study Continuing with this pool of respondents, we then asked what type of organization provided their noncredit or professional development course. The largest proportion about 45 percent studied at a training company: Type of Organization Providing Course Graduate Training company 47% College or university 22 School district 10 Union -- Other 22 Course Delivery of Noncredit or Professional Development Study Nearly two-thirds took that noncredit or professional development course in a classroom: Course Delivery Graduate In a classroom setting 71% Online 29 Course Payment of Noncredit or Professional Development Study The largest proportion of this pool about 60 percent took a noncredit or professional development course that was paid for by their employer: Course Payment Graduate Employer 61% Self 27 Free 10 Other 2 Satisfaction with Noncredit or Professional Development Study Finally on this topic, we asked respondents to rate their satisfaction with their noncredit or professional development course using a 5-point scale of 1 not at all satisfied to 5 extremely satisfied. Respondents gave a 3.9 average rating, with 70 percent giving 4 or 5 ratings. 51

65 Schedules of Courses for Graduate Times of Day for Course Meetings We began this section of our interview by asking respondents when they had taken their classes and when they would prefer to take their classes: Time of Day Majority of Classroom Courses Met Actual Graduate Preferred Graduate Weekday early mornings 5% 5% (finished by 9:00 a.m.) Weekday mornings (between 9:00 a.m. and 12:00 noon) Weekday afternoons (between 12:00 noon and 4:30 p.m.) Weekday evenings (4:30 p.m. or later) Weekends About 45 percent took their classes on weekday evenings, while about 42 percent took courses during the day. But were these class times the preferences of the demanders or were they driven by the suppliers? The data show that, for the most part, graduate adult students study when they want to study. Actual and Preferred Length of Course Changing topics, we asked all graduate adult respondents who engaged in any classroom-based courses (those who did not take all of their courses online) how many weeks their most recent course lasted. We then asked all respondents to tell us how many weeks they prefer a course last: 52

66 Number of Weeks of Most Recent Course Actual Graduate Preferred Graduate 1 week 4% 4% 2 weeks weeks weeks weeks weeks weeks weeks weeks weeks weeks weeks weeks weeks weeks or more Nearly as many graduate students were recently enrolled in courses of 13 or more weeks representing traditional semester length, as were enrolled in moderately accelerated courses of six to 12 weeks. This indicates a fairly large number of accelerated courses being available in the region. Just 20 percent of graduate students would prefer to enroll in traditional length courses of 13 or more weeks, while nearly three times that many (67%) prefer to enroll in moderately accelerated courses of six to 12 weeks. In fact, the median preference is 10 weeks. Preferred Months of Study While we did not query the respondents specifically about their preferred months of study, based on numerous studies conducted nationwide, the pattern of responses has shown that most graduate adult students prefer the fall months (September, October, and November) and the winter months (January, February, and March). While classes typically start for graduate adult students in late August, the University of Southern Maine would do better to start them after Labor Day and in January after the holiday season. 53

67 Maximum Number of Miles Willing to Travel to Attend Class What is the maximum number of minutes respondents are willing to drive one way to an institution to attend a class? The largest proportion, 38 percent, is willing to drive minutes one way to attend class, while 35 percent is willing to drive minutes one way: Maximum Number of Minutes Willing to Drive to Attend Class Graduate Less than 15 minutes 3% minutes minutes 35 More than 45 minutes 24 Convenience of Location for Future Course Finally on this topic, we asked respondents to rate the convenience of several locations as a place for they themselves to take a course, using a 5-point scale of 1 not at all convenient to 5 very convenient. None of the locations were rated particularly highly, and this is not surprising given the large geography covered in our study area; but the highest average rating (2.7) was given to Portland, Maine: Convenience of Location for Future Course Graduate Responding 4 or 5 Average Rating Portland, ME 30% 2.7 Portsmouth, NH Lewiston, ME Saco, ME Augusta, ME Gorham, ME Brunswick, ME

68 Study Formats for Graduate Course Format in Which Enrolled We asked respondents if they were enrolled in certain types of courses during the last term in which they were enrolled. The following data show that about half were enrolled in semester-length courses in a classroom. However, proportions of 29 percent each were enrolled in fully online courses or accelerated classroom courses of approximately eight weeks, and another 24 percent were enrolled in hybrid courses. Such data show that almost 55 percent were enrolled in a course that had at least some online component: Course Format in Which Enrolled Graduate Semester length courses (about 15 weeks) in a classroom 52% Fully online 29 Accelerated classroom courses of approximately 8 weeks 29 Hybrid (with some required instruction in a classroom and some required instruction 24 online) Satisfaction With Course Format in Which Enrolled We continued with respondents by asking them to rate their satisfaction with the course format in which they were most recently enrolled, using a 5-point scale of 1 not at all satisfied to 5 extremely satisfied. The data show that respondents were very satisfied with all of the course formats, but they were most satisfied with hybrid courses: Satisfaction of Course Format Graduate Responding 4 or 5 Average Rating Hybrid (with some required instruction in a classroom and some required instruction online) Semester length courses (about 15 weeks) in a classroom Fully online Accelerated classroom courses of approximately 8 weeks 55

69 Preferred Future Course Format We then asked respondents which format they prefer to enroll in next: entirely in a classroom with a professor present, partly online and partly in a classroom, or entirely online. Equal proportions of 39 percent prefer either a fully online course or a course conducted partly online. Therefore, almost 80 percent of respondents would most likely enroll in a course that has at least some online component: Preferred Course Format Graduate Entirely online 39% Partly online/partly in the classroom (hybrid) 39 Entirely in the classroom 22 Preferred Frequency of Hybrid Course In-person Meetings We continued with respondents who took at least one of their courses in hybrid format by asking them when they would most prefer to visit the college s campus if they were to take another hybrid course. The largest proportion about 45 percent prefer to visit campus once every other week: Preferred Frequency of Hybrid Course In Person Meetings Graduate Once every other week 44% 2-3 times total during term 28 Once a week 22 Once per term 6 Technology Used in Hybrid or Fully Online Courses Next, we asked respondents who have enrolled in a hybrid and/or fully online course by asking them if their course made significant use of any of the given technologies. The largest proportion 25 percent took a course that used video streaming, while 22 percent took a course that used social media/networks. However, note that 24 percent enrolled in a course that did not make use of any of these technologies: Technology Used in Hybrid or Fully Online Courses Graduate Video streaming 25% Social media/networks 22 Virtual worlds/avatars 11 Other 18 None of these 24 56

70 Preferred Online Course Delivery We also asked respondents which kind of online course delivery they prefer: asynchronous or synchronous. The large majority about 70 percent prefer asynchronous. Low Residency Program We continued by asking all respondents about their attraction to low residency programs. First we explained that some colleges are offering programs that are largely completed online or through independent study, and only require brief, periodic visits to campus for interaction with other students and faculty, and that these visits are typically offered either once a year or once each term/semester, and sometimes occur on a weekend and sometimes a full week in the summer. Then we asked them to rate their attraction to such a program, using a 5-point scale of 1 not at all attractive to 5 very attractive. Respondents gave a 3.4 average rating, with half giving 4 or 5 ratings. Number of Times Per Year Able to Attend Residencies We then asked only those who gave a three or higher rating to their attraction to a low residency program by asking them how many times per year they could attend one of those residencies. The largest proportions 36 and 39 percent respectively could attend once or twice per semester: Number of Times Per Year Able to Attend Residencies Graduate Once per semester 36% Twice per semester 39 Once per year 21 Once during the program 4 Number of Days Able to Dedicate to Visiting the Campus And how many days could this pool of respondents dedicate to visiting the campus of an institution that offered a low residency program? The largest proportion 37 percent could dedicate two days, while 22 percent could dedicate one day: Number of Days Able to Dedicate to the Visit to the Campus Graduate 1 22%

71 Maximum Number of Miles Willing to Travel to a Residency Finally among this pool, we asked them the maximum number of miles they are willing to travel to get to such a residency if a program was set up to meet their needs. About 60 percent would be willing to travel less than 50 miles from their home: Maximum Number of Miles Willing to Travel to a Residency Graduate Less than 50 miles from my home 62% miles from my home 24 Within my home state 4 Within the region of the country I live 4 Anywhere in the country 7 58

72 The Position and Image of the University of Southern Maine in the Graduate Adult Student Market University Providing Current/Recent Course To determine the current position of the University of Southern Maine in the graduate adult student market in the area surveyed, we asked respondents we interviewed in each study area where they were currently/recently studying and where they would prefer to study in the future: Institution Actual Graduate Preferred Graduate the University of Southern Maine 8% 8% Harvard University 5 9 Northeastern University 4 4 Lesley University 4 2 Boston University 3 8 University of New Hampshire-Durham 3 8 Boston College 3 5 Salem State College 3 4 University of New Hampshire at Manchester 3 3 Rivier College 3 2 Southern New Hampshire University 3 2 Massachusetts College of Pharmacy and 3 1 Health Sciences Bentley University 1 2 Merrimack College 1 2 University of Phoenix- Online -- 4 Massachusetts Institute of Technology -- 3 University of Maine -- 3 Other college* *No institution was named by more than one percent of the respondents. There are many noteworthy points in the table above. Here are the most important points based on the institutions cited by the graduate adult students: 59

73 Actual Enrollment Patterns Respondents most often study at the University of Southern Maine (8%), followed by Harvard University (5%), Northeastern University (4%) and Lesley University (4%). Among the institutions that respondents have actually enrolled in for their most recent study, private institutions dominate: about 60 percent study at private institutions (about 15 percent of which have religious affiliations), while 35 percent study at public institutions, and about five percent study at proprietary institutions. Preferred Enrollment Patterns Respondents most often prefer to study at Harvard University (9%), followed by the University of Southern Maine (8%), Boston University (8%), and University of New Hampshire-Durham (8%). Among the cited institutions that respondents prefer to enroll in, private institutions also dominate: 60 percent prefer private institutions (ten percent of which have religious affiliations), while 35 percent prefer public institutions, and five percent prefer proprietary institutions. Comparison of Actual and Preferred Data In comparing the actual and preferred data for respondents, a few notable disparities exist between a specific institution s actual share of the actual graduate adult student market and its preferred share of this market. The largest discrepancies exist for Boston University and University of New Hampshire-Durham, where in both cases three percent of the graduate adult students currently study, but eight percent would prefer to (a five percent increase), followed by Harvard University, where five percent of the graduate adult students currently study, but nine percent would prefer to (a four percent increase), and University of Phoenix, where none of the graduate adult students currently study, but four percent of the market would prefer to (a four percent increase). About the University of Southern Maine the University of Southern Maine has eight percent of the graduate adult student market and eight percent of the preferred graduate adult student market the largest share of the actual graduate market and one of the largest shares of the preferred graduate market. But, with changes, would not be in a position to increase its market share. 60

74 General Familiarity with the University of Southern Maine Moving on, we asked all respondents how they would characterize their familiarity with the University of Southern Maine. The largest proportion about 45 percent have heard of the University of Southern Maine, but didn t know anything about it until we interviewed them: General Familiarity with the University of Southern Maine Graduate I have heard of it, but didn't know anything about it until now 47% I know of it and know some programs and services they offer before today 38 I have never heard of it until today 8 I know it and the programs it offers well 7 Familiarity with Specific Programs at the University of Southern Maine We then asked all respondents to describe how familiar they are with the specific programs at the University of Southern Maine. The largest proportion about 45 percent has heard of it, but didn t know anything about it until we interviewed them: Familiarity with the Specific Programs at the the University of Southern Maine Graduate I have heard of it, but didn't know anything about it until now 46% I know of it and know some programs and services they offer before today 37 I have never heard of it until today 11 I know it and the programs it offers well 7 Consideration of Enrolling at the University of Southern Maine Next, we asked only the respondents who did not attend the University of Southern Maine if they considered enrolling at the University. About 20 percent did indeed. 61

75 Reason for Not Considering the University of Southern Maine Why did approximately 80 percent not consider the University of Southern Maine? The largest proportion of this pool, about 60 percent, told us the University of Southern Maine is not conveniently located: Reason For Not Considering the the University of Southern Maine Graduate Not a convenient location to my home or work 61% Didn't offer the program I wanted 22 Lack of information 5 Reputation of the institution or program I wanted 3 Schedule of courses didn't fit my needs 3 Length of time to complete the program 2 Cost - It was not affordable -- Other 3 Opinion of and Familiarity with Nominated Institutions We then asked all respondents to rate six institutions (nominated by the University of Southern Maine staff) as places for they themselves to study at the graduate level, using a 5-point scale of 1 low to 5 high. Respondents who did not know an institution well enough were asked not to rate it. Institution Graduate Responding 4 or 5 Average Rating Knew It Well Enough To Rate University of New Hampshire 50% % University of New England the University of Southern Maine Southern New Hampshire University St. Joseph's College University of Maine-Orono The best profile for an institution is to be both widely known and well regarded as a place to study. The data show that University of New Hampshire achieves both the highest average rating, 3.3, and the greatest visibility, 86 percent. the University of Southern Maine achieves the next highest average rating (2.6, which it shares with University of New England) and the third greatest visibility of 80 percent. 62

76 Note that although University of Maine-Orono has the fourth greatest visibility at 79 percent, it has the lowest average rating of 2.0. Such data prove that a high average rating does not necessarily correspond with greater visibility data confirmed in the undergraduate analysis and in past studies as well. Moreover, familiarity alone does not draw students to an institution. Institutions such as University of New Hampshire which has the highest average rating has done more than the others to make a positive impression on this market beyond just increasing its visibility. Ideas/Associations About the University of Southern Maine When respondents think of the University of Southern Maine, what comes to mind first? The largest share (about 35 percent) could not think of anything. Among those that could, the largest proportions commented on its location, followed by its quality: Location Near Portland Near the coast Near the ocean It s in Portland, Maine, smaller than UMO Location, reputation Location, popular Down east I think of Maine, so I think of the beach. Somewhere around Portland? I do not know its offerings for programs.far away (three citations) Distance Far away from Massachusetts; where is it exactly? Never heard of it Not close by Not near me It is in a different state. It sounds far away because it s in Maine. Pretty far from my house That it s too far from our house Too far Too far away, but good school Too far away. Very rural Decent school but far from me. It's in Maine. I live in NH. It would be at least an hour drive to any location they might have. Nice college, not convenient Access and availability Convenience is the first thing that comes to mind. Convenient Convenient, quality education Ease of getting there and cost Local, two distinct campuses, commuter school Many programs and close to home Near home GOOD SCHOOL A good developed school Course working closely with practice, practice opportunities, beautiful university Decent university Fine Good local college 63

77 Good place; lots of programs Good quality school, primarily liberal arts, not offering any programs that I am interested in. Good school, part of university system Good school with focus on real world research and practical experiences, nationally known for rural research Good school. I am familiar mostly with the graduate program in education. The professors were excellent. Good state school but not many science degrees It's a good school for jazz music. Interesting. I heard it was a great college. Unfortunately the job I am taking is in Malta, NY. I will be coming home once or twice a month. Professional staff, good reputation, good courses, and a convenient schedule That it is a good school and relatively close by CAMPUS SETTING Beautiful campus setting Beautiful location, but not convenient as I live in Massachusetts. College in the woods Trees Very nice Very pretty up on the hill Wonderful campus! Diversity of subjects ALUMNI OR KNOWS AN ALUMNI I know someone who used to teach there. Know people that go there My undergraduate school My summer nanny is a student there. BAD REPUTATION I went to some great parties there. Lesser tier college Party school Unfairness of teacher SMALL Probably small, since it's in Maine; not sure of the quality of the faculty, may be limited in the degrees they offer. Small Small Maine college STATE/PUBLIC COLLEGE Public college State school, general education, nothing special State university OTHER Regional interests Accessibly and lower costs Overpriced, stuck-up, inconvenient Safe school Split campus; part of a large system of public universities in Maine; wide variety of subjects to study 64

78 Promotion of the University of Southern Maine to Graduate Most Important Factor in Enrollment Decision In order to find out how the University of Southern Maine should promote itself, we began by asking respondents what factor was most important to them in their decision to enroll at the college they most recently attended. The largest proportion, 20 percent, told us the reputation of the college or program was the most important factor: Most Important Factor In Decision to Enroll at the College Last Attended Graduate Reputation of the college or program 20% Accreditation of a specific program of interest 16 Proximity of college to home or work 16 Cost of tuition and fees 15 Accreditation of the college 8 Availability of online instruction 7 Day and time courses meet 7 Length of time to complete my studies 5 Transferability of previously earned credits 2 Other 4 the University of Southern Maine Features Next, we asked respondents to tell us whether features of the University of Southern Maine would increase, decrease, or have no effect on their interest in considering the University as a place to study. Resulting data show that the largest proportion of respondents would be more likely to consider the University of Southern Maine because USM Online offers over 500 courses year-round that are fully online or a blend of online and on-campus. Note that none of the features cause more than a handful of respondents to be less likely to consider the University of Southern Maine: 65

79 the University of Southern Maine Feature USM Online offers over 500 courses year-round that are fully online or a blend of online and on-campus. USM offers many methods to award academic credit for prior learning and life experience including credit by exam, portfolio assessment, and profession USM offers four-week winter session courses meeting in late December-January that award 3 credits per class. USM has the single largest set of undergraduate and graduate degree programs available in the state of Maine. USM has over 2,000 graduate students enrolled in a wide array of Master's degree and Graduate Certificate programs. USM offers degree completion programs for students who have earned some college credits but who haven't finished their bachelor's degree. These programs are offered in alternative times and formats to meet the needs of busy adults. Graduate Increase Make No Decrease Consideration Difference Consideration 57% 40% 3% Likeliness of Considering the University of Southern Maine for Future Study After respondents received this additional information about the University of Southern Maine, we asked them how likely they would be to consider it for future study. Using a 5-point scale of 1 not at all likely to 5 very likely, respondents gave a 2.7 average rating, with about 25 percent giving 4 or 5 ratings. 66

80 Statements About the University of Southern Maine Respondents were then asked to rate their level of agreement with several statements about the University of Southern Maine, using a 5-point scale of 1 do not agree to 5 strongly agree. Those who were not familiar with a statement were asked not to rate it. Respondents rated highest, at 3.9, that the University of Southern Maine has a god overall reputation, followed by the statement that it offers flexible formats of instruction (online and in the classroom). Notice also that significant proportions between 38 and 48 percent did not know these statements about the University of Southern Maine, reflecting earlier data showing graduate adult students lack of familiarity with the University: the University of Southern Maine Statement Graduate Responding 4 or 5 Average Rating Didn t Know USM has a good overall reputation. 65% % It offers flexible formats of instruction (online and classroom). It is known to offer quality education Its programs prepare students well for their careers. It costs are reasonable for the value of education you receive. Its campuses are conveniently located It is highly visible throughout the community

81 College Services Next in the interview came a couple of questions related to college services. First, we asked graduate adult students how often they used certain services the last time they enrolled. The following data indicate that the largest proportion of respondents frequently used online library and research services. However, the majority did not use many of the services at all: Graduate Service Used Not At All Sometimes Frequently Online library & research services 15% 37% 48% Library facility Food services Computer lab Academic advising Financial aid advising Cultural events on campus Student clubs/activities Career placement services Fitness center Writing assistance /7 Technical help Math assistance Child care center 100 Preferred Access to Services Moving on, we then asked only those who used the aforementioned college services either sometimes or frequently how they would prefer these specific services be offered: Graduate Preferred Method of Access Service By Telephone In Person Online 24/7 technical help 32% 13% 55% Financial aid advising Writing assistance Career placement services Academic advising Math assistance

82 College Characteristics Next, we asked respondents to rate whether certain college characteristics of some colleges that serve adult students would increase, decrease, or make no difference in considering them as a place for they themselves to study. The largest proportion of respondents 81 percent would be more likely to consider a college if students are able to take any mix of day, evening, weekend, accelerated, and online courses based on what meets their scheduling needs: Graduate College Characteristic Students are able to take any mix of day, evening, weekend, accelerated and online courses based on what meets their scheduling needs Students can complete all courses for their degree or certificate at one location Full degree/certificate programs are offered online Many faculty are practitioners in their field who teach part-time Most faculty teach full-time and hold a PhD Students, faculty and staff represent a diversity of racial and ethnic backgrounds Increase Consideration Make No Difference Decrease Consideration 81% 14% 5% Visibility of Courses and Programs at the University of Southern Maine We closed this section by asking them to compare the visibility of the University of Southern Maine to the visibility of other area institutions. The largest proportion of respondents about half report that the University of Southern Maine s courses and programs are about as visible as courses and programs at other area institutions, while about 40 percent report they are less visible: Visibility of the the University of Southern Maine in the Community as Compared to Other Colleges Graduate About the same 48% Less visible 38 More visible 14 69

83 Media to Advertise to Graduate Advertising Methods Likely to Attract Attention What methods of advertising and promotion would be best for the University of Southern Maine to increase its visibility? We continued our discussion by asking the respondents to rate various ways for raising awareness about a college as very likely, somewhat likely, or not likely: Graduate Likeliness of Attracting Attention Advertising Method Very Likely Somewhat Likely Not Likely Direct mail to you at home 36% 50% 14% Internet search engines - Google, Yahoo, Bing, etc Internet-based college search sites Ads on websites Television ads Radio ads Newspaper ads Bus/Train ads Billboards According to the graduate adult students we spoke with, the best method to get useful information to a prospective student is direct mail to them at home. Unlike many of the other methods, direct mail is an effective way of reaching prospective students who are not already predisposed to find out something about the University, and therefore could play a key role in increasing the University of Southern Maine s visibility among this population. Also very likely to get their attention is Internet search engines such as Google, Yahoo, or Bing, revealing that it is important that the University of Southern Maine has a strong, well-optimized presence online. Finally, Internet-based college search sites are very likely to attract them. We hypothesize that graduate adult students find Internet-based college search sites effective because they allow institutions to be compared easily. Websites Visited Most Often We continued only with respondents who rated ads on websites as somewhat likely or very likely to attract their attention by asking them which three websites they visit most 70

84 often. The first website most often visited by the largest proportion is Google, which about 90 percent visit daily, followed by Facebook, which abourt 85 percent visit daily. 1 st Website Most Often Visited Graduate Google 38% Facebook 17 Yahoo 12 Aol.com 6 MSN 4 Bing 2 Bnet 2 Boston.com 2 Cnn.com 2 Fox business 2 Gmail 2 Googlefinance 2 Hotmail.com 2 Linkedin.com 2 Nhawlt.org 2 Usm.maine.edu 2 Visited College Websites During College Search Turning next to the Internet, we asked respondents if they used the Internet to gather information about colleges and universities during their search for graduate course providers and whether the Internet was their only source of information about the institution. The largest proportion of the respondents, 68 percent, used the Internet in addition to other types of research, while 23 percent only used the Internet to research providers. Therefore, about 90 percent of graduate adult students used the Internet in some capacity during their most recent college search: Visited College Websites During College Search Graduate Yes, that was one of my sources of information 68% Yes, that was my ONLY source of information 23 No 9 71

85 Other Methods of Information Gathering in College Search We continued by asking all of the respondents who indicated that they did not rely entirely on the internet to identify what other methods they used to gather information about the colleges in which they were interested. Data show they used various methods, but the largest proportion, about 35 percent, read printed college materials, while 20 percent got the information from someone they know: Method of Information Gathering in College Search Graduate Printed college materials 33% Someone I know provided information 20 Book(s) about colleges 13 Visited the institution 7 Phone calls to the institution 7 I attended an open house 7 Other 13 Direct Contact with College About 65 percent of respondents made direct contact with the college they eventually enrolled in prior to submitting their application. Method of Contact with College We stayed with this pool those who made direct contact with the college they eventually enrolled in prior to submitting their application by asking them how they made direct contact with the college. The largest proportion, about 30 percent, called the college, while other substantial proportions ed or requested information directly on its website: Method of Contact with College Graduate Telephone 31% 25 I requested more information directly on its website 20 I visited the college 16 I attended an open house or other event hosted by the college on campus or 8 elsewhere 72

86 Likeliness of Accessing or Participating in Media Next, we asked respondents to tell us how likely they would be to participate in or access each of the following media from a college in which they were considering enrolling. Respondents are most likely to participate in or access faculty/student chats/online open houses or traditional open houses: Graduate Likeliness of Using Media to Access Information Media Very Likely Somewhat Likely Not Likely Faculty/student chats/online open houses 20% 56% 24% Open house Social media fan pages Blogs Podcasts Acceptable Methods of Contacting Potential Students We continued by asking respondents to tell us which method they deem acceptable for an institution to use when following up with potential students who have inquired. to students was deemed acceptable by the largest proportions of respondents (34%), followed by mail to them at home (29%): Acceptable Method of Contact From College Graduate 34% Mail to you at home 29 Phone calls to you at home 14 Online social networks - Facebook, LinkedIn, Twitter 11 Phone calls to you on your mobile phone 9 Phone calls to you at work 2 Text messages 1 DIRECT MAIL Preferred Months for University Mailings As to the timing of direct mail, although we did not ask respondents to tell us the best months for receiving college advertising at home, generally over a number of studies conducted nationwide, the pattern of responses has shown that graduate adult students prefer the spring and summer months (April, May, June, July, and August) and January 73

87 for advertising. Since the fall months are usually more popular for graduate adult students to study, it stands to reason that receiving advertising in April, May, June, July, and August enables them to make their plans on a timely basis, get their lives in order, and prepare for attending classes in September. Similarly, receiving University mailings in January allows students time to prepare for the spring semester and perhaps plan the entire year to come. Social Network Profiles We next asked respondents if they had any social networking profiles. The largest proportion about half had a profile on Facebook: Social Networking Profile Graduate Facebook 49% LinkedIn 24 Twitter 12 MySpace 6 Other -- No social Networking profiles 8 Smart Phone Ownership Fifty-five percent of respondents have a smart phone, such as an iphone or Blackberry. Review of College Websites on Smart Phone We continued only with those who have a smart phone by asking them to rate how likely they would be to access the websites of the colleges that interest them on their smart phone. Using a 5-point scale of 1 not at all likely to 5 very likely, respondents gave a 3.0 average rating, with about 35 percent giving 4 or 5 ratings. 74

88 Cost of Courses for Graduate Maximum Increased Tuition Willing to Pay for Online Course We began our questions about cost of courses by asking respondents the maximum amount of increased tuition they would be willing to pay for the convenience of enrolling in an online course rather than a classroom-based course. The largest proportion by far about 60 percent would not pay more: Maximum Increased Tuition Willing to Pay for Online Course Graduate Less than 10 percent 21% percent percent 10 More than 40 percent -- I would not pay more 62 Importance of Price in Decision on Where to Enroll We continued by asking respondents to rate the importance price had on their decision on where to enroll, using a 5-point scale of 1 not at all important to 5 extremely important. Graduate adult students responded with an average rating of 3.8, with about 65 percent giving 4 or 5 ratings. Importance of Availability of Financial Aid How important was the availability of financial aid in respondents decision to enroll in a given institution? Graduate adult students gave an average rating of 2.8, on a 5-point scale of 1 not at all important to 5 extremely important, with about 40 percent giving 4 or 5 ratings. Three-credit Course Cost of $1,100 Compared to Cost of Most Recent Institution How does $1,100 for a three-credit graduate course compare to the course costs of the institution at which respondents most recently studied? Resulting data show about half thinks it is lower than the tuition at their most recent institution: Three Credit Course Cost of $1,100 as Compared to Cost of Institution Most Recently Attended Graduate Lower 48% Higher 32 About the same 20 75

89 Viability of Current Course Cost In order to determine just how sensitive the graduate adult student market is to cost, we quoted graduate adult students three proposed prices for courses at the University of Southern Maine. Using the results in the following table, the University of Southern Maine can find out the relative total revenue that it would collect at each of the different prices we quoted. This can be done by assuming an imaginary market of 100 graduate adult students. Based on such a market, an index of total revenue can be determined at each price by multiplying that price by the number of people out of 100 who would be willing to pay it. For example, during the interviews, 68 percent of the graduate adult students said they would be willing to pay $1,100 per course. Multiplying a price of $1,100 per course by 68 (68 percent of an imaginary 100-person market) creates an index of total revenue of $74,800. Doing the same with the other prices quoted allows us to compare the three: Willing to Pay Don't want more debt Finances in general Hard to pay off loans I am hesitant to incur additional debt. I cannot afford to add to my debt. 76 Graduate Adult Students Index of Total Revenue $1,100 per course 68% $74,800 $1,650 per course 41 $67,650 $3,300 per course 9 $29,700 As the tables show, the increase from $1,100 per course to $3,300 per course simultaneously drives down prospective enrollment and revenue. The data show that the optimum revenue-producing price is $1,100 per course comparable to a three-credit course at the University of Southern Maine s current tuition of $380 per credit for residents. At the jump in tuition price from $1,650 per course to $3,300 per course, an additional 32 percent of the graduate adult student market would chose not to enroll at the University of Southern Maine because they consider this cost too high. Currently Paying Off Loans Incurred During Undergraduate Study About 30 percent of respondents are currently paying off loans they incurred during their undergraduate study. Outstanding Undergraduate Debt Influenced Graduate Study Decisions Among this approximately 30 percent who are currently paying off undergraduate bills, 35 percent said their remaining undergraduate student debt played a role in their decisionmaking about their graduate studies. Here are their verbatim responses, which elaborate on its influence:

90 I can't afford to take out more loans until my current loans are paid down a bit more. I don t want to add to my debt. I want to clear out my debt first. I worry about putting myself further in debt. It limits the amount of money I can spend for graduate classes. Needed a less expensive school Paid Full Price or Less than Full Price When Last Enrolled Finally on the topic of cost, we asked respondents whether they paid the full sticker price of the cost of courses the last time they were enrolled or if they paid less through the award of financial aid, a scholarship, work study, or some other reduction. About 60 percent paid less than the full price. 77

91 Study 3: Employer/Organization Demand A substantial proportion of individuals in both the undergraduate adult student market and graduate adult student market are career oriented shown by their prevalence of career advancement and career change as motivations for study. Aforementioned data also show that all but 20 percent of the undergraduate adult students and approximately 15 percent of the graduate students are employed. Thus, our interviews with organizations focused on certain areas of opportunity for the University of Southern Maine. First, data show that only about 15 percent of undergraduate adult students and 35 of the graduate students use tuition reimbursement to fund their education, the bulk of the balance using personal funds, loans, or grants instead or as well. Therefore, we investigated the views and practices of area employers in regard to tuition reimbursement so as to promote greater use among employees seeking further education and credentials. Second, given the need among many organizations for outside assistance for the delivery of education and training to their employees, possible contractual arrangements between the University of Southern Maine and organizations were pursued. We interviewed a total of 50 officials responsible for employer education and training at 50 organizations residing within a 50-mile radius of the University of Southern Maine s Portland, Maine campus. Results from these interviews are presented below. The primary objectives of this study are to investigate the following topics: Familiarity with the University of Southern Maine Visibility and reputation of the University of Southern Maine Importance of employees pursuing further education and training Recent use of outside training providers Tuition assistance programs Maximum annual tuition assistance offered Unmet needs of organizations Consideration of the University of Southern Maine for education and training Most important skills for new employees to possess Changes employers foresee in industry Interest in future contact 78

92 Following are the organizations that we interviewed: Androscoggin HomeCare Hospice Anthem Blue Cross Blue Shield Arcadis Insurance Co. Bancroft Contracting Barber Foods Barron Center Bath Iron Works Bath Savings Bennoch Blethen Maine Newspapers Inc. Central Maine Healthcare Clover Health Care Cumberland County Human Resources Delorme Diversified Communications Down East Energy D'Youville Pavillion ES Boulos Co. Fairchild Semiconductor Funtown Splashtown USA Geiger Bros. General Dynamics Weapon Systems Ground Round Independent Owners Corp. Harry C Crooker & Sons Health Dialog Inc. Healthreach Homecare & Hospice (part of Maine General Health) Iberdrola USA (Central Maine Power Co.) Kittery Trading Post Lincoln County Health (St. Andrews Hospital Home and Hospice) Maine Medical Center Maine Veterans Home MEMIC Miles Memorial Hospital - Lincoln County Health Care New Balance Athletic Shoe Northeast Bancorp Norway Savings Bank Olympia Sports Inc. Parker-Hannifin Watts Fluid Parkview Adventist Pionite Decorative Surfaces Redlon & Jensen Sisters of Charity Health Systems South Portland Nursing Home SPX (formerly Dielectric Communications) Stephens Memorial Hospital Stonewall Kitchen Tom's of Maine Tri-County Mental Health Tyler Technologies Wright Express Corp. 79

93 Number of Employees and Locations Number of Employees The following table displays the size of the employers interviewed, with size defined as the approximate number of employees across all locations: Number of Employers Employers % , ,001-1, ,501-2, ,001-2, ,501-3, ,001-3, ,501-4, ,001-4, ,501-5, ,001-5, ,501-6, ,001-6, ,501-7, ,001-7, ,501-8, ,001-8, ,501-9, , Rather not disclose 2 As it turned out, we spoke with officials who had quite a range of employees from to 5,501-6,000. However, about three quarters of the companies had between 101 and 500 employees across all locations. The median number of employees employed by the companies we interviewed was

94 Familiarity with the University of Southern Maine Familiarity with the University of Southern Maine To determine how familiar employers are with the University of Southern Maine and its services and programs, we began by asking officials how familiar they are with the University of Southern Maine in general. The largest proportion of these employers about 55 percent knows the University of Southern Maine and some of its programs, while about 30 percent knows the University of Southern Maine well and are very familiar with its programs. All in all, about 85 percent of the employers we interviewed are at least somewhat familiar with the University: Familiarity with the University of Southern Maine Employers I know it well and are very familiar with its programs 32% I know it and know about some of the programs it offers 54 I ve heard of it, but didn t know anything other than its name until today 14 I ve never heard of it -- Ideas/Associations About the University of Southern Maine We next asked only the employers who are at least somewhat familiar with the University of Southern Maine what comes to mind first when they think of the University. The largest proportions think the University is local/convenient, but several other topics also come to mind: LOCAL/CONVENIENT Local (three citations) Campus is a stone s throw away. Close location Convenience and availability of wonderful certificate programs right in our backyard Home town education I grew up here; good school in Maine I live in the town; liberal arts Local; many campuses Local college Local college; we have used the facilities there for meetings Local college and good business courses Local school, positive opinion Location, convenient Local campus SPECIFIC COURSES/PROGRAMS Business courses, continuing education classes Continuing education program Human Resources certificate I drive through it; campus and law school where they have encore programs for business professionals Law school 81

95 Liberal arts Social work and psychology The business administration program and courses The occupational therapy program; social work Variety of degree programs offered as well as the variety of continuing education Waste water treatment program; my husband took it years ago. GOOD EDUCATION/REPUTATION Good college; nothing else Good local school Good school Good school; I ve taken a weekend course there. High quality of education Improved Kids went there; good school Reputable Worked there; great facility, quality ALUMNI OR KNOWS AN ALUMNI Classes I took there I just got my Human Resources certificate there. I am an alum. I graduated from there/ I took a class there and liked it. I went to school there and local education is important. We have a lot of USM grads that work for us. COST Affordable Reasonable expense I've been here 40 years. We use the tuition reduction program and it is a good school. OTHER Accessible Struggling to make the mark It is a little far for us; online is great for us. Husband went there. A lot of our people take classes there. I did a job fair there. Lewiston-Auburn campus My mom works there. We do a lot work with USM. We have tried to have conversation about curriculum. We recruit there and have summer interns here that have contributed nicely. 82

96 Visibility of the University of Southern Maine in the Area We continued by asking employers to assess the level of visibility of the University of Southern Maine in their area. The largest proportion about half said the University of Southern Maine is somewhat visible, while about 40 percent said it is very visible: Visibility of the University of Southern Maine Employers Very visible 42% Somewhat visible 48 Not at all visible 8 Reputation of the University of Southern Maine in Preparing an Educated Workforce We also asked employers to rate the reputation of the University of Southern Maine in preparing an educated workforce. The largest proportion by far almost 65 percent deems the University of Southern Maine s reputation very satisfactory: Reputation of the University of Southern Maine Employers Very satisfactory 64% Somewhat satisfactory 26 Not satisfactory -- Don t know 10 the University of Southern Maine Statements We then read a number of statements about the University of Southern Maine and asked the officials to rate the statements, using a 5-point scale of 1 do not agree to 5 strongly agree. Those who did not know a statement were asked not to rate it. The data follow: Statements About the University of Southern Maine Percent Responding Strongly Agree Percent Who Knew Well Enough to Rate Average Rating It serves well the needs of commuter students 54% 56% 4.61 Employers respect degrees earned there It is well linked to area community colleges Its costs are reasonable the University of Southern Maine has a good overall reputation It offers a high quality education It is responsive to the educational needs of the community

97 All of the seven statements were very highly rated by employers. Rated highest, at 4.61, is that the University of Southern Maine serves well the needs of commuter students. However, note that about 45 percent of employers could not rate this most highly rated statement and about half could not rate whether the University of Southern Maine s costs are reasonable or whether it us well linked to area community colleges. Such unfamiliarity reveals areas where the University of Southern Maine could improve in its outreach to area employers. Employer Details Importance of Employees Pursuing Further Education and Training How important is it that employees working in their organization pursue further education and training while they are employed? For the largest proportion by far 70 percent it is very important: Importance of Ongoing Education and Training Employers Very important 70% Somewhat important 24 Not important at all 6 Important Educational Pursuits of Employees Next, we asked employers to tell us how important each of the following skills are for some or all of their employees to possess upon joining their organization or to acquire or strengthen while employed with them. According to officials, customer service and effective communication skills (written and oral) are very important to almost all of the employers (89%). However, the majority also found the following skills very important: proficiency in written and spoken English, specialized (industry-specific) technologies, personal time management skills, managerial/supervisory, conflict resolution and negotiation, complex problem-solving/critical thinking, ethical decision making, and leading teams: 84

98 Employers Importance of Skill Sets for Employees Very Important Somewhat Important Not at all Important Not Sure What This Is Customer service 89% 7% 4% -- Effective communication skills (written and oral) Proficiency in written and spoken English Specialized (industry-specific) technologies Personal time management skills Managerial/supervisory Conflict resolution and negotiation Complex problem-solving/critical thinking Ethical decision-making Leading teams Math, computational, or quantitative reasoning Creativity and Innovation Intermediate business/office % computing Information Literacy Advanced computer systems (programming, design or management) Inter-cultural knowledge (global issues) Languages other than English Other skills* *Other skills: Intergenerational skills (four citations) Work ethics (four citations) Generational skills (two citations) Following work policy and rules Interpersonal skills Sales Work decorum Languages other than English: Spanish (five citations) French (four citations) Mandarin (two citations) Cambodian Somalian Sudanese 85

99 Human Resources Role in Promoting Education or Training Moving along, we asked employers what their human resources department is most likely to do when employees are in need of further education or training. The largest proportion about 75 percent is most likely to have the employee enroll in a course at a local college, training company, or association and reimburse all or part of employees costs, while about 70 percent are most likely to take a different action most often to train employees in-house: Human Resources Directive in Encouraging Further Education or Training Employers Have the employee enroll in a course at a local college, training company, or association 77% and reimburse all or part of employees costs Contract with a local college, training company, association, etc. to provide customized 25 training at your offices or some other location selected by you Encourage employees enroll in a program that meets their needs, and have them pay for it 21 themselves Have the employee enroll in a course at a local college, training company or association and 2 pre-pay all or part of employees costs Something else* 69 *Something else: In-house training (31 citations) Affiliated with Central Maine Community College and a nursing program onsite Union provides training and we partner with National Electric Contractors Association and they provide a lot of electrical and technology training. Interest in Gerontology among Healthcare Employers Workforce Care for Older Adults We next asked only those employers within the healthcare sector a set of questions relating to the study of gerontology an area of particular interest to USM staff. We began by asking if each employer s workforce cares for older adults to some degree. About 90 percent do indeed have a workforce that cares for older adults. Need for Employees to Have Better Understanding of Working with Older Adults Among the healthcare employers who have a workforce that cares for older adults, do any find their employees need to have a better understanding of the competencies/expertise (knowledge, attitudes, and skills) to work with older adults? About 85 percent of this pool do indeed. 86

100 Encouragement of Employees to Register for Gerontology Certificate at USM We next asked this pool if they would encourage their employees to enroll in a 15-credit online post-baccalaureate gerontology certificate program in the next year if the University of Southern Maine offered it. Sixty-five percent of respondents would indeed encourage their employees to enroll, while about 25 percent said they might encourage them to enroll, just 10 percent indicated they would not. Desired Outcome of Gerontology Certificate Among those who would or might encourage their employees to enroll in such a gerontology certificate program at the University of Southern Maine, what would they hope their employees would gain from the program? The resulting data show that the majority hopes their employees would gain all of the given outcomes: Desired Outcome of Gerontology Certificate Employers Increased knowledge about aging 100% Meet the needs of the consumers/clients/patients better 100 Personal satisfaction and growth 100 Opportunity to fulfill licensure or certification continuing education requirements 94 Networking opportunities with other professionals 94 Professional status or recognition 94 Job security 88 Opportunities for job promotion/career advancement 81 Reason for Lack of Interest in Gerontology Certificate Among the three employers who would not encourage their employees to enroll in such a post-baccalaureate gerontology certificate program at the University of Southern, why wouldn t they encourage such enrollment? Each of these respondents told us the gerontology certificate is not helpful for the consumers/clients/patients they serve and their employees do not need advanced training/education in gerontology/geriatrics. 87

101 Recent Use of Outside Training Providers Contracting with Organizations in the Past Three Years Now, returning to all respondents, we asked all organization officials if they have contracted with any organization (association, training company, colleges or universities, etc.) in the past three years to provide education and training programs to employees. Forty-eight percent had indeed contracted with an organization in the past three years for such needs. Contracting with Colleges or Universities in the Past Three Years We followed up with this pool by asking them if that organization was a college or university. About 65 percent of this group did indeed contract with a college or university in the past three years. Education and/or Training Provided by Colleges or Universities Who provided such training and what training did they provide? Education and/or training through the University of Southern Maine was the institution contracted most often by employers: 88

102 Institution the University of Southern Maine the University of Southern Maine the University of Southern Maine the University of Southern Maine the University of Southern Maine Central Maine Community College Central Maine Community College Central Maine Community College Central Maine Community College Southern Maine Community College Southern Maine Community College University of Maine University of Maine New England College Saint Joseph s College of Maine University of New England Prefer not to say Prefer not to say Don't know, each department sets ups training Education and/or Training Provided College courses Ethics Insurance and safety program Nursing degrees and courses Marine design Nursing clinical rotation Partner; nursing degree program Quality training for welding inspectors; soft skills for new hires; technical training for manufacturing Supervisors training Business communication Work placement training, pathways; we did this with five other businesses in Maine. It was a college degree program for our associates to get a degree while they work. Some classes were held here and some at schools. Business courses, MBA program Partnered a grant for actual business development; we are an engineering company Core classes, master s program as well Customized program Accelerated Master s of Business Administration Master s degree program in business Nursing Physicians training, medical students, nurses Satisfaction with Education and/or Training Provided How satisfied were employers with the education and/or training the college or university provided for their organization? The large majority was very satisfied: Employers Satisfaction with Training Provided by College Not Satisfied Somewhat Satisfied Very Satisfied Not Sure Satisfaction 8% 8% 77% 8% 89

103 Change in Hiring Practices Due to General Economic Situation We continued by asking the officials if their organization has experienced any significant changes to its hiring practices due to recent changes in the general economic situation. Twenty-five percent did indeed experience such changes; the largest proportion cited a decrease in hiring: Slowed down hiring Reduction in workforce; slow down in work Less hiring Instead of hiring full time employees, we bring out part-time temps. Layoffs Cannot afford to hire new professionals Right size staffing, dip in employment Last year no recruiting; this year a lot of new hires. Hiring again Increase in applicants Closely tied with construction; nothing Doing more online interviewing and scheduling; using the computer more Rather not disclose Tuition Assistance Programs Recruiting prospective students from organizations with tuition assistance programs is one important way to put the University of Southern Maine s costs within the reach of many more students who might otherwise be unable to attend the University of Southern Maine. Remember that only about 15 percent of undergraduate adult students and 35 percent of graduate students take advantage of their employer s tuition assistance program by using it to pay for courses (the largest proportions instead using personal funds). By increasing ties with area employers, it s likely that the number of students who use tuition assistance would increase, thereby making study at the University of Southern Maine less taxing on personal finances. Thus, we investigated the tuition assistance programs of the organizations interviewed. Tuition Assistance Offered About 80 percent of the organizations we interviewed have tuition assistance programs. Courses and Programs Covered by Tuition Assistance We followed up only with the employers that offer tuition assistance by asking them what courses and/or programs are covered specifically. Here are the results: Undergraduate Courses and Programs All of the employers that have tuition assistance programs cover undergraduate courses and programs, but for 85 percent of this population, those courses and/or programs must be job-related. 90

104 Graduate Courses and Programs Ninety-eight percent of the employers that have tuition assistance programs also cover graduate courses and programs, but for 90 percent of this population, those courses and/or programs must be job-related. Noncredit Courses and Programs Eighty-five percent of the employers that have tuition assistance programs cover noncredit continuing education or training, but for 92 percent of this population, those courses and/or programs must be job-related. Education Programs Eligible for Tuition Assistance Among employers who offer tuition assistance, the largest proportion 98 percent offer it for degree program study, but the large majority offer it for all types of study: Education Programs Eligible for Tuition Assistance Employers Degree program 98% Certificate or licensure program 95 Individual courses not part of any program 85 Online and Distance Learning Tuition Assistance Ninety-five percent of employers offer tuition assistance for online and distance learning courses. Maximum Annual Tuition Assistance Offered to Each Employee We followed up with employers that offer tuition reimbursement by asking them to tell us the maximum annual tuition assistance benefit offered to each employee for undergraduate, graduate, and noncredit study. Their responses varied widely from $750 to an unlimited amount. The median maximum annual tuition for undergraduate and graduate study is $3,000 and for noncredit study it is $875: 91

105 UNDERGRADUATE Number of Employers Maximum Annual Tuition 3 $750 1 $1,000 1 $1,500 4 $2,000 2 $2,500 2 $3,000 1 $3,300 3 $3,500 1 $5,000 4 $5,250 1 $5,725 Other: 18 credits per year Two courses per year As employees of the city of Portland, they pay 50 percent of tuition; we don t pay the city does. Depends on need of department and length of service Discretionary, approved, variable, no set amount All case by case Never formalized amount; case by case No maximum, all departments have budgets No written policy Unlimited USM rate; case by case Varies with time employed GRADUATE Number of Employers Maximum Annual Tuition 3 $750 1 $1,000 1 $1,500 3 $2,000 1 $2,500 1 $3,000 2 $3,500 2 $5,000 6 $5,250 1 $10,000 Other: Two courses per year All case by case Discretionary, approved, variable, no set amount Never formalized amount; case by case No limit No maximum; all departments have budgets Unlimited Up to full tuition; case by case USM rate; case by case 92

106 Number of Employers Maximum Annual Tuition 3 $750 1 $1,000 1 $2,000 1 $3,000 NONCREDIT Other: Case by case basis (12 citations) Managers discretion (two citations) All noncredit courses are case by case; they are not covered by tuition assistance but by supervisors budgets. Case by case; managers decision to budget next year for tuition reimbursement Case by case at managers discretion Case by case; managers budgets Managers budget Depends on department budgets and discretion Depends on length of service: three to 12 months full time is $1,000, part time is $500; one to five years full time is $2,500 part time is $1250; five or more years full time is $3,500 part time is $1,750 Discretionary, approved, variable, no set amount Never formalized amount; case by case USM rate; case by case Restrictions/Qualification for Receiving Reimbursement Staying with this same pool of respondents those that offer tuition reimbursement we then asked what the restrictions or qualifications are for receiving reimbursement. The largest proportion 82 percent told us they only reimburse for tuition if the employee achieves a certain grade on a course, while a comparable proportion 80 percent said the employee is eligible only after a specified length of time: 93

107 Restrictions to Tuition Assistance Employee must achieve above a certain grade on course Employee is eligible only after a specified length of employment Employee must continue to work for the organization for a specified time after receiving the benefit, otherwise must return funds Employers 82%

108 Unmet Needs of Organizations Anticipation of Contracting with Educational Institutions in Near Future Moving along, we next asked employers a series of questions about unmet needs at their organization. We began by asking if their organization will contract with any educational institutions (colleges or universities) in the next year or so to conduct education and training programs for their employees. About five percent will indeed, while about 25 percent might: Anticipation of Contracting with Education Institution in the Next Year or So Employers Yes 6% Maybe 27 No 67 Types of Training Sought from Educational Institutions in Near Future We followed up with this pool of employers by asking them for which types of programs they are likely to seek a contract or partnership. All are likely to seek degree programs or certificate or licensure programs, while two-thirds are likely to seek individual credit courses and one-third are likely to seek noncredit courses: Contracts for Training Types Sought Employers Credit Noncredit Degree program 100% n/a Certificate or licensure program Individual courses not part of any program 67 33% Subject of Interest for Education and Training in the Near Future Staying with this pool those who will or might contract with educational institutions in the next year or so we next asked what three to five subjects they would most likely choose for their contracted education and training. The following data show a large range of needs for future college and university providers: Communication (three citations) Leadership (three citations) Customer service (two citations) Geriatrics (two citations) Information technology (two citations) Aging Business acumen for technical skills Business management Computer Cultural competency Dementia 95

109 Finance Geriatric nursing Gerontology Health care, advanced certificate Health care education, master s program Supervisor (how to become one) Interpersonal skills Leadership for teams Management Marketing and customer service Math skills Nursing bachelor s degree program Nursing, skill training Personal financial management Supervisor 101 Technology training Technology (basic) Technical training for manufacturing Therapies: physical and occupational and speech We are engineering firm; we need very technical subjects and maybe for other less technical subjects (nothing specific comes to mind) Whole team approach Consideration of the University of Southern Maine as Provider in the Near Future Staying with this pool (those who will or might contract with educational institutions in the next year), we next asked if they would consider using the University of Southern Maine to provide courses or programs in the near future. All of this pool of respondents would indeed. Changes Employers Foresee in Industry Moving along, we asked employers what changes they foresee in their industry that might relate to the University of Southern Maine s efforts to educate professionals working in their industry, taking into account recent changes to the economic climate. The largest proportion told us certain skills or courses are likely to be needed in the future, most often those in health professions. Their responses follow, organized into topics most frequently cited to topics least frequently cited: SUBJECTS/COURSES NEEDED Health Professions Additional clinical rotations especially in a geriatric setting More clinical onsite practical training Teach people about case management and in nursing, MDS min data set We are nursing facility; we can always use good nursing students. We need better clinical preparation, better core skills, more concentration critical thinking skills. We need more geriatric courses. Health care is the place to work; wise for USM to do more training for specific programs The nursing program needs to move away from task orientation to community prevention orientation. Patient satisfaction Business (six citations) More business courses, sales training Advancement in business skills 96

110 We need general business skills. The future needs business skills Everything they provide is adequate for what we need. Maybe courses about economic change? Love that they offer the risk management program Computer and Information Science More technical skills and knowledge We could use more technical skills; practical computer courses and presentation skills We need technical programs and USM doesn't have them. We need service technicians. Wouldn't be worth it for USM to do any programs. When we go to recruit, we need computer science degrees; there are not enough. Technical and computer skills Engineering Offer more engineering courses We are lacking depth of science, engineering, and math. Engineering program; we need interns working here. We used to have a lot; this summer I think we have one. Social Work The social workers needs to explore/expand care navigators and case management. Other We send our marketing executive to USM for certain courses. We need more hospitality classes. What my employees need are craft specific training, on schedules that comply with our business needs. Have more offering for GED In 2009 we were bought out. The newspaper industry is shifting from print to online; more classes based on that. I am in corporate office in Michigan. Our employees need discipline, work ethics, following rules, and policy. LOCATION Another satellite campus closer Bottom line is we need to find ways to connect students to local in-state companies so we don't lose them to out of state. Better accessibility; online is great but it s much more work, need discipline OTHER York has offered us business courses and sends us catalogues and stuff all the time. Offer more affordable online continuing education health care courses Be more proactive in telling us what is offered. We have to call them; it s important that we have information. Increased accountability Instead of training in solos, train in teams It is on the other side; the changes need to come from the employment; turnover problem Need to reach out to smaller businesses (100 employees); that is why we are partnering with business organizations. We need friendly outgoing personable people, engaging personalities who can work with strategies. USM is respected. 97

111 Future Contact Future Contact Desired to Discuss Education and Training for Their Employees Toward the end of the interview, we asked the employers whether they would be interested in having someone from the University of Southern Maine contact them to discuss providing education and training for their employees. About 15 percent of the organizations said, Yes, they would like a representative from the University of Southern Maine to contact them. Please see the last page of this section for their contact information. We suggest that the University of Southern Maine increase its outreach to organizations in the surveyed area so that when opportunities do arise among these and other employers, the University of Southern Maine will be approachable to those who arrange such contracts and who seek stronger ties on behalf of their employees. Increasing the University of Southern Maine s visibility and building relationships with the area organizations are key to its success in this market. Discussion Topic of Interest in Contact from the University of Southern Maine We followed up with just these officials by having them tell us their primary focus of interest in contact from the University of Southern Maine. The largest proportions of employers are interested in learning more about the University of Southern Maine in general and in making arrangements to facilitate the use of tuition reimbursement to their employees. Note that almost 15 percent is interested in contract or partnership educational opportunities: Discussion Topic of Interest General interest in learning more about the University of Southern Maine Arrangements to facilitate the use of tuition reimbursement to your employees Contract or partnership educational opportunities Employers 43%

112 Employers Desiring Contact with the University of Southern Maine Name Company Title Contact Information Liz Bennoch Stephens Memorial Director of HR Hospital Julie Clement Arcadis Insurance HR Associate Co Keith Gamache Kittery Trading HR Director Post Susan LaChance Pionite Decorative HR Manager Surfaces Sandy Morrell Rooney Down East Energy VP Tory Ryden Parkview Adventist Director of Marketing Community Relations & Development Michele Whidden SPX - formerly HR Director michele.whidden@spx.com Dielectric Communications Elizabeth Winslow Iberdrola USA (Central Maine Power Co.) Associate - Training elizabeth.winslow@cmpco.com 99

113 Study 4: School District Demand We interviewed representatives of ten school districts residing within a 50-mile radius of the University of Southern Maine s Portland, Maine campus. Results from these interviews are presented below. The primary objectives of this study are to investigate the following topics: Familiarity with the University of Southern Maine Recent use of outside training providers Unmet needs of school districts Consideration of the University of Southern Maine for education and training Interest in future contact Following are the school districts that we interviewed: Berwick Academy Cheverus High School Falmouth High School Jordan Small School Lebanon Elementary School Lewiston High School Marshwood High School Pond Cove Elementary School Westbrook Middle School Familiarity with the University of Southern Maine Familiarity with the University of Southern Maine To determine how familiar school districts are with the University of Southern Maine, we began by asking representatives how familiar they are with the University of Southern Maine in general. The largest proportion of these school districts half is very familiar with the University: Familiarity with the University of Southern Maine School Districts Very familiar 50% Somewhat familiar 40 Not at all familiar 10 College of Education Programs with Which Most Familiar We next asked only those who are at least somewhat familiar with the University of Southern Maine to tell us which two programs they are most familiar with at the College of Education. Respondents mentioned the Extended Teacher s program and the regular Education program most often: 100

114 Extended Teachers program (three citations) Regular Education program (two citations) Assist Principal certificate Counseling Education - Teaching Secondary Education Music College/University That Educates the Largest Number of Teachers Then we asked all respondents what colleges or universities educated the largest number of their teachers. the University of Southern Maine was cited most often: the University of Southern Maine (six citations) University of Maine (three citations) University New Hampshire (two citations) Do not know the University of Southern Maine Statements Next, we read a number of statements about the University of Southern Maine and asked the representatives to rate the statements, using a 5-point scale of 1 do not agree to 5 strongly agree. Those who did not know a statement were asked not to rate it. The data follow: Statements About the University of Southern Maine Strongly Agree Percent/Rating of Faculty Average Rating Knew Well Enough to Rate It offers a high quality education 100% % the University of Southern Maine has a good overall reputation Employers respect degrees earned there It well serves the needs of commuter students It costs are reasonable It is responsive to the educational needs of the community All of the seven statements were very highly rated by school districts. Rated highest, at 4.60, are that the University of Southern Maine offers a high quality education and has a good overall reputation. School districts are least familiar with the University of Southern Maine s costs. 101

115 Recent Use of Outside Training Providers Contracting with Organizations in the Past Three Years We asked all school district representatives if they have contracted with any organization (association, training company, colleges or universities, etc.) in the past three years to provide education and training programs to faculty or staff. Thirty percent had indeed contracted with an organization in the past three years for such needs. Contracting with Colleges or Universities in the Past Three Years We followed up with this pool by asking them if that organization was a college or university. None of this group contracted with a college or university in the past three years. Unmet Needs of Organizations Anticipation of Contracting with Provider in the Next Year Moving along, we next asked school districts a series of questions about unmet needs at their organization. We began by asking if their organization will contract with any college, training company, association, or other provider in the next year to conduct education and training programs for their faculty or staff. Ten percent will indeed, while another ten percent might: Anticipation of Contracting with Provider in Next Year School Districts Yes 10% Maybe 10 No 80 Likelihood of Contracting with College or University in the Next Year Among school districts that will or might contract with a provider in the next year, all of them are likely to do so with a college or university. Subject of Interest for Education and Training in the Next Year Staying with this pool those who will or might contract with educational institutions in the next year we next asked what subjects they would most likely need for their education and training. The following data show a range of needs for future college and university providers: Reading Outreach work Strengthen our relationship with the university to offer us professional development courses 102

116 Credit or Noncredit Needs for Education and Training in the Next Year All of the representatives who will or might contract with educational institutions in the next year are looking for credit study as opposed to noncredit study. Consideration of the University of Southern Maine as Provider in the Next Year Staying with this pool (those who will or might contract with educational institutions in the next year), we next asked if they would consider using the University of Southern Maine to provide courses or programs in the near future. Half of this pool of respondents would indeed. The representative who would not consider the University of Southern Maine told us it is because they feel Columbia University staff is more state of the art. Future Contact Methods of Contact with Faculty or Staff Moving on, we asked all school district representatives to rate several ways for the University of Southern Maine to let them know more about what it could offer their faculty or staff using a 5-point scale of 1 not a good way to 5 an extremely good way. Printed publications mailed to them or others at the school district received the highest average rating, 3.60, followed by periodic s to them or others directing them to content on the College of Education s web pages: Methods of Contact with Faculty or Staff Printed publications mailed to you or others at the district Periodic s to you or others directing you to content on the College of Education s web pages Meetings on campus between people from your district and staff at the College of Education Visits by College of Education staff to the district Meetings hosted at USM for representatives from many districts School Districts Responding Very Good Average Rating 50% Future Contact Desired to Discuss Education and Training for Their Faculty/Staff Toward the end of the interview, we asked the school districts whether they would be interested in having someone from the University of Southern Maine contact them to discuss providing education and training for their faculty or staff. Four of the school districts said, Yes, they would like a representative from the University of Southern Maine to contact them. Please see the last page of this section for their contact information. 103

117 We suggest that the University of Southern Maine increase its outreach to organizations in the surveyed area so that when opportunities do arise among these and other school districts, the University of Southern Maine will be approachable to those who arrange such contracts and who seek stronger ties on behalf of their faculty and staff. Increasing the University of Southern Maine s visibility and building relationships with the area school districts are key to its success in this market. Discussion Topic of Interest in Contact from the University of Southern Maine Finally, we followed up with just these representatives by having them tell us their primary focus of interest in contact from the University of Southern Maine. Half of the school districts are interested in learning more about the University of Southern Maine in general: Discussion Topic of Interest Number of School Districts General interest in learning more about the University of Southern Maine 1 Contract training opportunities (where the University of Southern Maine would -- provide onsite courses) Arrangements to facilitate the use of tuition reimbursement by your employees -- Other; Future for next year 1 104

118 School Districts Desiring Contact with the University of Southern Maine Name School District Preferred Method of Contact Sandy Alexander Lebanon Elementary School Tom Eismeier Cheverus High School Jack Hardy Marshwood High School or Peter Lancia Westbrook Middle School 105

119 Study 5: Competitor Analysis the University of Southern Maine officials commissioned EducationDynamics to conduct a competitor analysis of other postsecondary institutions offering undergraduate and graduate degree and certificate programs for students who study days, evenings, weekends, and/or through distance learning. This is a report of that study, conducted in June and July Competitor College Analysis Procedures EducationDynamics studied undergraduate and graduate degree and certificate programs across several institutions, including the University of Southern Maine. Undergraduate degree and certificate analysis was conducted for the following institutions on the basis of their rating among the recent undergraduate adult students we surveyed and the University of Southern Maine staff s knowledge regarding the competitive marketplace in its vicinity: Kaplan University-South Portland Southern Maine Community College Southern New Hampshire University-Brunswick University of Maine at Augusta University of Phoenix the University of Southern Maine Graduate student degree and certificate analysis was conducted for the following institutions on the basis of their rating among the recent graduate adult students we surveyed and the University of Southern Maine staff s knowledge regarding the competitive marketplace in its vicinity: Saint Joseph s College of Maine Southern New Hampshire University-Brunswick University of Maine University of New England-Portland the University of Southern Maine In conducting the analysis, degree and certificate offerings for fall 2011 were reviewed. For each institution in the study, we gathered information about what, where, when, and how undergraduate and graduate degrees and/or certificates are offered. The data sources included the institution s website, as well as telephone contact and virtual chat when necessary. Specifically we emphasized in the review the following features for each institution offering undergraduate and graduate degree and/or certificate programs: 106

120 Units administering study Degrees and/or certificates offered Type of institution Course location(s) Enrollment (NCES fall 2009) Course schedules Course fees Programs offered through distance learning study Transfer credit policy Entrance testing requirements Website analysis (from the perspective of prospective student) Major Patterns: Undergraduate Of the six competitor institutions analyzed, three are public institutions University of Maine at Augusta, the University of Southern Maine, and Southern Maine Community College (the latter being the only two-year institution) two are proprietary, four-year institutions University of Phoenix and Kaplan University-South Portland and one is a private, four-year institution Southern New Hampshire University-Brunswick. Degree and Certificate Offerings: Undergraduate Southern Maine Community College offers the greatest number of degree offerings for undergraduate students about 45 while the University of Southern Maine offers the fewest four. All institutions offer study at the bachelor- and associate-level except the University of Southern Maine, which offers study at the bachelor-level only and Southern Maine Community College, which offers study at the associate-level only. All the institutions offer certificate study. Southern Maine Community College offers the greatest quantity of certificates ten. Enrollment: Undergraduate Based on NCES data for fall 2009 (the most recent year for which enrollment data are available), enrollments of undergraduate adult student ages 25 years and above varied from a total of 2,142 at Southern New Hampshire University-Brunswick to a total of 3,240 at University of Maine at Augusta. (Note: Enrollment data for Kaplan University s South Portland campus were not available, and because University of Phoenix does not have a campus in Maine, enrollment data for the institution was not retrieved.) Schedules: Undergraduate the University of Southern Maine, Southern Maine Community College, and Kaplan University-South Portland offers undergraduate study days, evenings, and weekends, while University of Maine at Augusta offers courses days and evenings, Southern New Hampshire University-Brunswick offers courses evenings and weekends, and University of Phoenix offers courses online only. 107

121 The schedules of study among the competitor institutions vary: University of Maine at Augusta, Southern Maine Community College, and the University of Southern Maine offer courses during approximately 15-week spring and fall terms, with accelerated study during the summer; Kaplan University-South Portland offers study during ten-week year round terms, Southern New Hampshire University-Brunswick offers study during sevenweek year round terms, and University of Phoenix offers study during five-to-nine-week terms. All of the institutions that offer distance learning study offer it on the same academic calendar as classroom-based study. Costs: Undergraduate Putting aside non-resident tuition among the institutions, the course costs among the competitor institutions range from $86 per credit for residents at Southern Maine Community College to $365-$550 per credit at University of Phoenix. All of the institutions that offer distance learning study charge the same rate as classroom-based study, except for Southern New Hampshire University-Brunswick, which charges residents $311 per credit for distance learning (an additional $68 per credit more than classroom-based study). Distance Learning Programs: Undergraduate All of the institutions offer distance learning study at the undergraduate level: the University of Southern Maine, University of Phoenix, Kaplan University-South Portland, and Southern New Hampshire University-Brunswick offer online courses, certificates, and degrees; University of Maine at Augusta offers online, web streaming, and interactive television courses, certificates, and degrees; and Southern Mine Community College offers online courses. Transfer Credit Policy: Undergraduate Transfer credit policies vary among the competitor institutions: Kaplan University-South Portland requires that a minimum of half the credits of a major be earned at the institution; University of Maine at Augusta requires that a minimum of 30 credits in a major be earned at the institution; University of Phoenix requires that a minimum of 30 credits toward core education be earned at the institution; the University of Southern Maine requires that a minimum of 30 credits be earned at the institution; Southern Maine Community College requires that a minimum of 15 credits be earned at the institution; and Southern New Hampshire University-Brunswick accepts a maximum of 30 credits toward an associate s degree and a maximum of 90 credits toward a bachelor s degree. Entrance Testing Required: Undergraduate None of the institutions require applicants to submit entrance testing for admission into its undergraduate degree programs, except Southern Maine Community College, which requires students to submit Accuplacer test scores if they have no previous college credit or scored lower than a certain point on various standardized tests. 108

122 How the University of Southern Maine Compares: Undergraduate The University of Southern Maine Degree and Certificate Offerings: Undergraduate The University of Southern Maine offers four undergraduate degree programs, the least among its competitors, and two certificate programs, also the least among its competitors. The University of Southern Maine Enrollment: Undergraduate With 2,338 undergraduate students ages 25 and above enrolled in fall 2009, the University of Southern Maine s enrollment was the second greatest among its competitors. The University of Southern Maine Costs: Undergraduate At $253 per credit for residents, the University of Southern Maine s course costs are in the general range of all its competitors except Southern Maine Community College, which charges residents $86 per credit, and University of Phoenix, which charges $365- $550 per credit. Major Patterns: Graduate Of the five competitor institutions analyzed, three are private, four-year institutions Southern New Hampshire University-Brunswick, University of New England-Portland, and Saint Joseph s College of Maine (the latter being religiously affiliated) and two are public, four-year institutions University of Maine-Orono and the University of Southern Maine. Degree and Certificate Offerings: Graduate University of Maine-Orono offers the greatest number of degree offerings for graduate students by far about 125 while Saint Joseph s College of Maine offers the fewest six. All institutions offer both master s and doctoral programs except Saint Joseph s College of Maine and Southern New Hampshire University-Brunswick, which offer master s programs only. the University of Southern Maine is the only institution to offer joint degrees (two graduate degrees that can be earned simultaneously). All the institutions offer certificate study. the University of Southern Maine offers the greatest number of certificate programs about 30. Enrollment: Graduate Based on NCES data for fall 2009 (the most recent year for which enrollment data are available), enrollments of graduate students ages 25 and older varied from a total of 807 at Saint Joseph s College of Maine to 1,975 at University of Maine-Orono. Schedules: Graduate All institutions offer study days, evenings, and weekends but Saint Joseph s College of Maine, which offers study online only. University of Maine-Orono, University of New England-Portland, and the University of Southern Maine offer study during approximately 15-week fall and spring terms, as well as accelerated study during the 109

123 summer. Southern New Hampshire University-Brunswick offers study during 11-week year round terms, while Saint Joseph s College of Maine offers study (online only) during 15-week year round, flexible terms. All of the institutions that offer distance learning study offer it on the same academic calendar as classroom-based study except for University of New England-Portland, which offers distance learning study during two eight-week terms (within each 16-week fall and spring term for classroom-based study), as well as accelerated summertime study, and Southern New Hampshire University-Brunswick, which offers distance learning study during seven-week year round terms. Costs: Graduate Putting aside non-resident tuition among the institutions, course costs among the competitor institutions range from $315-$600 per credit for at Saint Joseph s College of Maine to $440-$715 per credit at University of New England-Portland. All of the institutions that offer distance learning study charge the same rate as classroom-based study. Distance Learning Programs: Graduate All of the institutions offer distance learning study. Saint Joseph s College of Maine and Southern New Hampshire University-Brunswick offer online courses, certificates, and degrees; University of Maine-Orono offers interactive television, compressed video, intranet, video streaming, and online courses, certificates, and degrees; University of New England-Portland offers online courses, certificates, and degrees and hybrid degrees; and the University of Southern Maine offers online courses and online and hybrid degrees. Transfer Credit Policy: Graduate Transfer credits among the institutions vary: Saint Joseph s College of Maine, Southern New Hampshire University-Brunswick, and University of Maine-Orono accept a maximum of six credits from another institution; the University of Southern Maine accepts a maximum of six to 12 credits, depending on the program; and University of New England-Portland has a variety of policies, depending on the program, from accepting no credits at all, accepting them on a case-by-case basis, accepting a maximum of six credits, to requiring that a minimum of 32 credits be earned at the institution. Entrance Testing Required: Graduate University of Maine-Orono requires applicants to submit entrance testing for admission into its graduate programs, while the University of Southern Maine requires it for most programs and University of New England-Portland requires it for some programs. Saint Joseph s College of Maine and Southern New Hampshire University-Brunswick do not require entrance testing. 110

124 How the University of Southern Maine Compares: Graduate The University of Southern Maine Degree and Certificate Offerings: Graduate The University of Southern Maine offers about 35 graduate degree programs, the second greatest quantity among its competitors, and about 30 certificates, the greatest quantity among its competitors. The University of Southern Maine Enrollment: Graduate With 1,740 graduate students enrolled in fall 2009, the University of Southern Maine s enrollment is the third greatest among its competitors with 807 enrolled at Saint Joseph s College of Maine and 1,975 enrolled at University of Maine. The University of Southern Maine Costs: Graduate At $380 per credit for residents, the University of Southern Maine s course costs are in the lesser expensive range among its competitors the least expensive potentially being $315-$600 per credit for at Saint Joseph s College of Maine and the most expensive potentially being $440-$715 per credit at University of New England-Portland. What Follows In the following section, we begin with a summary profile for the individual competitor institutions offering undergraduate and graduate education that highlights key characteristics. Following the summary profiles, each institution is profiled separately for undergraduate and graduate degree and certificate programs. In these individual profiles, a description is presented of what, where, when, and how these programs are offered. In conducting this portion of the study, however, we want to point out the difficulty we encountered in acquiring comprehensive, accurate, and clear information from each institution. Information gathered online or via telephone were sometimes contradictory. Most institutions prefer to direct you to their website rather than converse. 111

125 Summary Profile: Undergraduate Programs All programs and course offerings appear in the individual college and university profiles that follow College/University Enrollment* Cost Scheduling Distance Learning Offerings Transfer Credit Policy Entrance Testing Requirement Kaplan University- South Portland niversity.edu/pages/ho mepage.aspx n/a $230/quarter credit (equivalent to $345/semester credit) Days, evenings, and weekends Ten-week year round terms Yes, online courses, certificates, and degrees Minimum of half of major requirement must be earned at the University No Campus: South Portland, ME Southern Maine Community College u/ Campus: South Portland, ME Full-time: 635 Part-time: 1,690 TOTAL: 2,325 Residents: $86/credit Non-residents: $172/credit Days, evenings, and weekends 15-week fall and spring terms One ten-week summer term Yes, online courses Minimum of 15 credits must be earned at the College Yes * Fall 2009 enrollment of undergraduate students ages 25 and above 112

126 Summary Profile: Undergraduate Programs All programs and course offerings appear in the individual college and university profiles that follow College/University Enrollment* Cost Scheduling Distance Learning Offerings Transfer Credit Policy Entrance Testing Requirement Southern New Hampshire University-Brunswick dex.aspx Campus: Brunswick, ME University of Maine at Augusta Campus: Augusta, ME Full-time: 879 Part-time: 1,263 TOTAL: 2,142 (data for all SNHU campuses) Full-time: 792 Part-time: 2,448 TOTAL: 3,240 Classroom $243/credit Distance Learning: $311/credit Residents: $208/credit Non-residents: $504/credit Evenings and weekends Seven-week year round terms Days and evenings 15-week fall and spring terms Two six-week and one 12-week summer terms Yes, online courses, certificates, and degrees Yes, online, web streaming, and interactive television courses, certificates, and degrees Associate s: max. 30 credits Bachelor s: max. 90 credits Minimum of 30 credits in major must be earned at the University No No * Fall 2009 enrollment of undergraduate students ages 25 and above 113

127 Summary Profile: Undergraduate Programs All programs and course offerings appear in the individual college and university profiles that follow College/University Enrollment* Cost Scheduling Distance Learning Offerings Transfer Credit Policy Entrance Testing Requirement University of Phoenix u/ Campus: Virtual n/a Associate s $365- $405/credit Bachelor s: $385- $550/credit Online only Between five- and nineweek year round terms Yes, online courses, certificates, and degrees Minimum of 30 credits toward core education must be earned at the University No the University of Southern Maine Campuses: Portland and Lewiston-Auburn, ME Full-time: 842 Part-time: 1,496 TOTAL: 2,338 Residents: $253/credit Non-residents: $665/credit Days, evenings, and weekends 15-week fall and spring terms One four-week and one seven-week summer terms Yes, online courses, certificates, and degrees Minimum of 30 credits must be earned at the University No * Fall 2009 enrollment of undergraduate students ages 25 and above 114

128 Summary Profile: Graduate Programs All programs and course offerings appear in the individual college and university profiles that follow College/University Enrollment* Cost Scheduling Distance Learning Offerings Transfer Credit Policy Entrance Testing Requirement Saint Joseph s College of Maine Campus: Standish, ME Full-time: 95 Part-time: 712 TOTAL: 807 $315- $600/credit Online only 15-week year round terms (with flexible scheduling) Yes, online courses, certificates, and degrees Maximum of six credits No Southern New Hampshire University-Brunswick dex.aspx Campuses: Brunswick, ME Full-time: 819 Part-time: 1,057 TOTAL: 1,876 (data for all SNHU campuses) $375/credit Days, evenings, and weekends Classroom: 11-week year round terms Online: seven-week year round terms Yes, online courses, certificates, and degrees Maximum of six credits No * Fall 2009 enrollment of graduate students ages 25 and above 115

129 Summary Profile: Graduate Programs All programs and course offerings appear in the individual college and university profiles that follow College/University Enrollment* Cost Scheduling Distance Learning Offerings Transfer Credit Policy Entrance Testing Requirement University of Maine- Orono / Campus: Orono, ME Full-time: 882 Part-time: 1,093 TOTAL: 1,975 Residents: $418/credit Non-residents: $1,202/credit Days, evenings, and weekends 15-week fall and spring terms Seven three-week, two five-week, two sixweek, two seven-week, and three eight-week summer terms Yes, interactive television, compressed video, intranet, video streaming, and online courses, certificates, and degrees Maximum of six credits Yes University of New England-Portland Campuses: Portland, ME Full-time: 1,359 Part-time: 250 TOTAL: 1,609 (data for all UNE campuses) $440- $715/credit Days, evenings, and weekends Classroom: 16-week fall and spring terms and a 12-week summer term Online: two eight-week terms (within each 16- week term) and two six-week summer terms Yes, online courses, certificates, and degrees and hybrid degrees Dependent on program: none accepted, six credits accepted, accepted on caseby-case basis, or a minimum of 32 credits must be earned at the University Yes, for some of its programs * Fall 2009 enrollment of graduate students ages 25 and above 116

130 Summary Profile: Graduate Programs All programs and course offerings appear in the individual college and university profiles that follow College/University Enrollment* Cost Scheduling Distance Learning Offerings Transfer Credit Policy Entrance Testing Requirement the University of Southern Maine Campuses: Gorham, Portland, and Lewiston-Auburn, ME Full-time: 594 Part-time: 1,146 TOTAL: 1,740 Residents: $380/credit Non-residents: $1,026/credit Days, evenings, and weekends 15-week fall and spring terms One four-week and one seven-week summer terms Yes, online courses and online and hybrid degrees Maximum of six to 12 credits, depending on program Yes, for most of its programs * Fall 2009 enrollment of graduate students ages 25 and above 117

131 UNDERGRADUATE Kaplan University-South Portland SOURCE OF INFORMATION: Kaplan University website UNITS ADMINISTERING STUDY: Kaplan University-South Portland OFFERINGS: Kaplan University-South Portland offers the following undergraduate degree and certificate programs: Degrees Associate of Applied Science Accounting C/O Applied Science in Early Childhood Development O Business Administration C/O Criminal Justice C/O Educational Paraprofessional C/O Fire Science O Health Information Technology O Human Services O Information Technology O Medical Assisting C/O Medical Office Management O Medical Transcription O Paralegal Studies C/O Public Administration O Bachelor of Science Accounting O Business Administration */C/O Communication O Criminal Justice */C/O Criminal Justice Administration and Management O Early Childhood Development */C/O Environmental Policy and Management O Fire and Emergency Management O Fire Science O Health and Wellness O Health Care Administration O Health Science O Human Services O Information Technology O International and Comparative Criminal Justice O Legal Studies O Liberal Studies O Nursing O Nutrition Science O Paralegal Studies O Political Science O Psychology O Public Health O Public Administration and Policy O Certificates Adult Nurse Practitioner O Corrections O Crime Scene Technician O Family Nurse Practitioner O Legal Secretary O Management and Supervision Certificate in Criminal Justice O Private Security O * Also offered as a degree completion program O Offered online C/O Offered in the classroom as well as online ABOUT: Kaplan University is a proprietary, four-year institution that is located in a suburban setting. 118

132 LOCATION: Offerings analyzed in this report pertain to Kaplan University s South Portland, Maine campus. ENROLLMENT: NCES enrollment data for Kaplan University in South Portland are not available. SCHEDULING: Courses at Kaplan University-South Portland are offered days, evenings, weekends, and/or online during ten-week year round terms. COST: Kaplan University-South Portland charges students $230 per quarter credit (equivalent to $345 per semester credit). Distance learning courses cost the same as classroom-based courses. DISTANCE LEARNING PROGRAMS: Kaplan University-South Portland offers distance learning via online courses, certificates, and degrees. TRANSFER CREDIT POLICY: Kaplan University-South Portland requires that students earn a minimum of half of the major requirement for their program at the University. ENTRANCE TESTING REQUIRED: Kaplan University-South Portland does not require applicants to submit entrance testing scores for admission. WEBSITE ANALYSIS: Kaplan University-South Portland can be found at When users input the words Kaplan University South Portland into the search engine Google, this is the first web address that results, giving Kaplan University-South Portland excellent visibility. The institution s tagline is: A different school of thought. The homepage is simple and streamlined. It has one main image, as well as one main list of links to choose from, in addition to general topics at the bottom of the homepage. The homepage is mostly white and blue. See screen shot 1. Users can utilize the website by topics specific to the Portland campus (about Portland campus, academic programs, paying for school, admissions, and career services), as well as by general topics pertaining to Kaplan University. Based on our experience using the website, the most efficient way users can access information about undergraduate courses and programs geared toward adult students is by clicking on academic programs on the homepage. See screen shot 2. Thus, users can access information about undergraduate study in just one click. Most, if not all, of the information prospective undergraduate students search for is available on Kaplan University s website. We were able to complete this analysis without having to contact University staff. 119

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134 UNDERGRADUATE Southern Maine Community College SOURCE OF INFORMATION: Southern Maine Community College website UNITS ADMINISTERING STUDY: Southern Maine Community College OFFERINGS: Southern Maine Community College offers the following undergraduate degree and certificate programs: Degrees Associate of Applied Science Architectural & Engineering Design Automotive Technology Behavioral Health and Human Services Cardiovascular Technology Communications and New Media Composite Technology Computer Technology Construction Technology Criminal Justice Culinary Arts Early Childhood Education Electrical Engineering Technologies Fire Science Heating, Air Conditioning & Refrigeration Heating and Plumbing Heavy Equipment Maintenance Horticulture Integrated Manufacturing Precision Lodging and Restaurant Management Medical Assisting Paramedicine Surgical Technology Trade and Technical Occupations Associate of Arts Art Biology Business Administration Elementary Education English History Liberal Studies Mathematics Psychology Science Secondary Education Social Work Sociology Associate of Science Applied Marine Biology and Oceanography Biotechnology Business Administration Dietetic Technology Nursing Political Science Pre-engineering Radiation Therapy Radiography Respiratory Theory Certificates Advanced Certificate in Multi-axis Machining Early Childhood Education Electrician Technology Fire Science Heating Heavy Equipment Operations Plumbing Refrigeration & Air Conditioning Residential Framing Welding Technology ABOUT: Southern Maine Community College is a public, two-year institution that is located in a suburban setting. 121

135 LOCATION: Offerings analyzed in this report pertain to Southern Maine Community College s South Portland, Maine campus. ENROLLMENT: In fall 2009, Southern Maine Community College enrolled a total of 2,325 undergraduate students ages 25 and above, 635 of which were enrolled full time and 1,690 of which were enrolled part time. SCHEDULING: Courses at Southern Maine Community College are offered days, evenings, weekends, and/or online during 15-week fall and spring terms and a ten-week summer term. COST: Southern Maine Community College charges residents $86 per credit and nonresidents $172 per credit. Distance learning courses cost the same as classroom-based courses. DISTANCE LEARNING PROGRAMS: Southern Maine Community College offers distance learning via online courses. TRANSFER CREDIT POLICY: Southern Maine Community College requires that students earn a minimum of 15 credits at the College. ENTRANCE TESTING REQUIRED: Southern Maine Community College requires applicants to submit entrance testing for admission if they have no previous college credit or scored lower than a certain point on various standardized tests. WEBSITE ANALYSIS: Southern Maine Community College can be found at When users input the words Southern Maine Community College into the search engine Google, this is the first web address that results, giving Southern Maine Community College excellent visibility. The institution s tagline is: Envision a future. The homepage is quite busy. It has one main image that rotates, as well as two main lists of links to choose from, in addition to the latest news. The homepage is mostly white. See screen shot 1. Users can utilize the website by identity (future students, current students, alumni and foundation, business and community, and faculty and staff), as well as by quick links and general topics (about, campuses and locations, academics, admissions, student life, athletics, bookstore, among others). Based on our experience using the website, the most efficient way users can access information about undergraduate courses and programs geared toward adult students is by clicking on academics on the homepage and then either career and technical programs or liberal studies. See screen shot 2. Thus, users can access information about undergraduate study in two clicks. Most, if not all, of the information prospective undergraduate students search for is available on Southern Maine Community College s website. We were able to complete this analysis without having to contact College staff. 122

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137 UNDERGRADUATE Southern New Hampshire University-Brunswick SOURCE OF INFORMATION: Southern New Hampshire University website UNITS ADMINISTERING STUDY: Southern New Hampshire University, Undergraduate Division and SNHU Online OFFERINGS: Southern New Hampshire University-Brunswick offers the following undergraduate degree and certificate programs: Degrees Associate of Arts Liberal Arts C/O Associate of Science Accounting C/O Business Administration C/O Computer Information Technology O Fashion Merchandising O Justice Studies O Marketing O Bachelor of Arts Communication O Community Sociology C/O Creative Writing O English Language and Literature C/O General Studies O History O Law and Politics O Psychology C/O Bachelor of Science Accounting C/O Accounting Finance O Accounting Information Systems O Advertising O Business Administration C/O Business Studies C/O Computer Information Technology O Finance Economics O International Business O Justice Studies O Marketing O Retail Management O Technical Management C/O Certificates Accounting C/O Business Information Systems O Human Resource Management O Justice Studies-Crime and Criminology O Justice Studies-Law and Legal Process O Justice Studies-Police and Law Enforcement O Justice Studies-Terrorism and Homeland Security O O Offered online C/O Offered in the classroom as well as online ABOUT: Southern New Hampshire University is a private, four-year institution that is located in a suburban setting. LOCATION: Offerings analyzed in this report pertain to Southern New Hampshire University s Brunswick, Maine campus. ENROLLMENT: In fall 2009, Southern New Hampshire University enrolled a total of 2,142 undergraduate students ages 25 and above, 879 of which were enrolled full time 124

138 and 1,263 of which were enrolled part time. (Enrollment data for the Brunswick campus are not available.) SCHEDULING: Courses at Southern New Hampshire University-Brunswick are offered evenings, weekends, and/or online during seven-week year round terms. COST: Southern New Hampshire University-Brunswick charges students $729 per course or $243 per credit. Distance learning courses cost $933 per course or $311 per credit. DISTANCE LEARNING PROGRAMS: Southern New Hampshire University-Brunswick offers distance learning via online courses, certificates, and degrees. TRANSFER CREDIT POLICY: Southern New Hampshire University-Brunswick accepts a maximum of 30 credits toward an associate s degree and a maximum of 90 credits toward a bachelor s degree. ENTRANCE TESTING REQUIRED: Southern New Hampshire University-Brunswick does not requires applicants to submit entrance testing for admission. WEBSITE ANALYSIS: Southern New Hampshire University can be found at When users input the words Southern New Hampshire University into the search engine Google, this is the first web address that results, giving Southern New Hampshire University excellent visibility. The institution does not appear to have a tagline. The homepage is quite busy. It has one main image that rotates, as well as three main lists of links to choose from, in addition to the latest news, featured programs, and Why SNHU?. The homepage is white with yellow and blue. See screen shot 1. Users can utilize the website by topic (information for, admission, financial aid, academics and programs, online education, student success, campus life, athletics and recreation, and about SNHU), as well as by identity (adult learner, high school student, transfer student, military student, and international student), and by method of learning (online, on campus, or both, plus regional locations). Based on our experience using the website, the most efficient way users can access information about undergraduate courses and programs geared toward adult students is by clicking on adult learner on the homepage and then Maine under SNHU locations. See screen shot 2. Thus, users can access information about undergraduate study in two clicks. Most, if not all, of the information prospective undergraduate students search for is available on Southern New Hampshire University s website. We were able to complete this analysis without having to contact University staff. 125

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140 UNDERGRADUATE University of Maine at Augusta SOURCE OF INFORMATION: University of Maine at Augusta website UNITS ADMINISTERING STUDY: University of Maine at Augusta, University of Maine Undergraduate Division OFFERINGS: University of Maine at Augusta offers the following undergraduate degree and certificate programs: Degrees Associate of Arts Liberal Studies O Associate of Science Business Administration O Computer Information Systems O Information and Library Services O Jazz and Contemporary Music Justice Studies O Medical Laboratory Technology O Mental Health and Human Services O Nursing Public Administration Bachelor of Arts Architecture Art Biology English Liberal Studies O Social Science Bachelor of Music Jazz and Contemporary Music Bachelor of Science Applied Science O Business Administration O Computer Information Systems O Financial Services Information and Library Services O Interdisciplinary Studies Justice Studies O Mental Health and Human Services O Nursing Public Administration Certificates Dental Assisting Information and Library Services O Mental Health and Human Services O Paralegal Studies O O Offered online ABOUT: University of Maine at Augusta is a public, four-year institution that is located in a suburban setting. LOCATION: Offerings analyzed in this report pertain to University of Maine s Augusta, Maine campus. ENROLLMENT: In fall 2009, University of Maine at Augusta enrolled a total of 3,240 undergraduate students ages 25 and above, 792 of which were enrolled full time and 2,448 of which were enrolled part time. SCHEDULING: Courses at University of Maine at Augusta are offered days, evenings, and/or online during 15-week fall and spring terms and two six-week and one 12-week 127

141 summer terms. COST: University of Maine at Augusta charges residents $208 per credit and nonresidents $504 per credit. Distance learning courses cost the same as classroom-based courses and are according to residential status. DISTANCE LEARNING PROGRAMS: University of Maine at Augusta offers distance learning via online, web streaming, and interactive television courses, certificates, and degrees. TRANSFER CREDIT POLICY: University of Maine at Augusta requires that students earn a minimum of 30 credits in their major at the University. ENTRANCE TESTING REQUIRED: University of Maine at Augusta does not require applicants to submit entrance test scores for admission. WEBSITE ANALYSIS: University of Maine at Augusta can be found at When users input the words University of Maine at Augusta into the search engine Google, this is the first web address that results, giving University of Maine at Augusta excellent visibility. The institution s tagline is: Stay close. Go far. The homepage is organized and simple. It has one main image that rotates, as well as two main lists of links to choose from, in addition to the latest news and events, highlights, and featured staff. The homepage is mostly white, with blue and green. See screen shot 1. Users can utilize the website by topic (about UMA, academics, admission, student life, campus and community, news and events, a-z directory), as well as by identity (prospective students, alumni, senior college, friends and visitors). Based on our experience using the website, the most efficient way users can access information about undergraduate courses and programs geared toward adult students is by rolling over admission on the homepage and clicking on adult students and then programs and degrees under related links. See screen shot 2. Thus, users can access information about undergraduate study in two clicks. Most, if not all, of the information prospective undergraduate students search for is available on University of Maine at Augusta s website. We were able to complete this analysis without having to contact University staff. 128

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143 UNDERGRADUATE University of Phoenix SOURCE OF INFORMATION: University of Phoenix website and virtual chat UNITS ADMINISTERING STUDY: University of Phoenix OFFERINGS: University of Phoenix offers the following undergraduate degree and certificate programs: Degrees O Associate of Arts Accounting Communications Criminal Justice Elementary Education Foundations of Business General Studies Health Care Administration Hospitality, Travel, and Tourism Human Services Management Information Technology Psychology Bachelor of Arts English Bachelor of Science Accounting Business Communication Criminal Justice Administration Education Environmental Science Health Administration Human Services Information Technology Liberal Studies Management Nursing Organizational Security and Management Psychology Certificates O A+ Fundamentals Human Resource Management Information Systems Security Network+ Technologies Project Management Visual Communication O Offered online ABOUT: University of Phoenix is a proprietary, four-year virtual institution. LOCATION: Offerings analyzed in this report pertain to University of Phoenix s virtual campus (there are no campuses in the state of Maine). ENROLLMENT: Because University of Phoenix does not have a campus in Maine, NCES enrollment data were not gathered. SCHEDULING: Courses at University of Phoenix are offered online during year round terms ranging between five and nine weeks long. COST: University of Phoenix charges students $365-$405 per credit for associate-level online study and $385-$550 per credit for bachelor-level online study. 130

144 DISTANCE LEARNING PROGRAMS: University of Phoenix offers distance learning via online courses, certificates, and degrees. TRANSFER CREDIT POLICY: University of Phoenix requires that a minimum of 30 credits toward core education requirements be earned at the institution. ENTRANCE TESTING REQUIRED: University of Phoenix does not require applicants to submit standardized test scores for admission into its undergraduate programs. WEBSITE ANALYSIS: University of Phoenix can be found at When users input the words University of Phoenix into the search engine Google, this is the first web address that results, giving University of Phoenix excellent visibility. The institution doesn t appear to have a tagline. The homepage is quite busy. It has one main image that rotates and four main lists of links to choose from, as well as the University s featured faculty, articles, and programs. The homepage is primarily white. See screen shot 1. Users can utilize the website according to general topics (academics, how it works, about us, and community), study area of interest (business, doctoral/phd, education, technology, nursing, and others), by other topics (research tuition and finance info, find a campus near you, see how the university works, among others), as well as by more albeit sometimes redundant topics (how it works, inside University of Phoenix, and campus near you). Based on our experience using the website, the most efficient way users can access information about online undergraduate courses and programs is by clicking explore online program under find a campus near you on the homepage, and then clicking on view online programs. See screen shot 2. Thus, users can access information about online undergraduate study in two clicks. Most of the information prospective undergraduate students search for is available on University of Phoenix s website, if one is willing to dig for it. We had to conduct a virtual chat with the University to determine its transfer credit policy information, but they were not terribly forthcoming with this information, preferring instead you talk to an advisor on the telephone. 131

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146 UNDERGRADUATE The University of Southern Maine SOURCE OF INFORMATION: the University of Southern Maine website and telephone contact UNITS ADMINISTERING STUDY: the University of Southern Maine, Professional and Continuing Education and USM Online OFFERINGS: the University of Southern Maine offers the following undergraduate degree and certificate programs: Degrees Bachelor of Arts Communication */O Bachelor of Science Applied Technical Leadership */ Business Administration */ Leadership and Organizational Studies */O Certificates Creative Leadership and Global Strategy O Leadership Studies O * Degree completion program O Offered online Evening courses and some online courses ABOUT: the University of Southern Maine is a public, four-year institution that is located in suburban settings. LOCATION: Offerings analyzed in this report pertain to the University of Southern Maine s Portland and Lewiston-Auburn, Maine campuses. ENROLLMENT: In fall 2009, the University of Southern Maine enrolled a total of 2,338 undergraduate students ages 25 and above, 842 of which were enrolled full time and 1,496 of which were enrolled part time. SCHEDULING: Courses at the University of Southern Maine are offered days, evenings, weekends, and/or online during 15-week fall and spring terms, as well as during a fourweek and seven-week summer terms. COST: the University of Southern Maine charges residents $253 per credit and nonresidents $665 per credit. Distance learning courses cost the same as classroom-based courses. DISTANCE LEARNING PROGRAMS: the University of Southern Maine offers distance learning via online courses, certificates, and degrees. 133

147 TRANSFER CREDIT POLICY: the University of Southern Maine requires that students earn a minimum of 30 credits at the University. ENTRANCE TESTING REQUIRED: the University of Southern Maine does not require applicants to submit entrance testing scores if their high school graduation date was three or more years ago and/or they have earned 30 or more college credits. WEBSITE ANALYSIS: the University of Southern Maine can be found at When users input the words the University of Southern Maine into the search engine Google, this is the first web address that results, giving the University of Southern Maine excellent visibility. The institution s tagline is: Connecting You With Tomorrow. The homepage is clean and streamlined. It has one main image that rotates, as well as two main lists of links to choose from, in addition to campus news and events. The homepage is mostly white and blue. See screen shot 1. Users can utilize the website by general topic (academics, admission, campus life, research, news and events, about USM, libraries and technology, give to USM), as well as by quick links (pioneers, MaineStreet, Blackboard, student , academic departments, administrative offices, current students, faculty and staff, alumni, and job opportunities). Based on our experience using the website, the most efficient way users can access information about undergraduate courses and programs geared toward adult students is by rolling over academics on the homepage, and clicking professional and continuing education followed by programs. See screen shot 2. Thus, users can access information about undergraduate study in two clicks. Most of the information prospective undergraduate students search for is available on the University of Southern Maine s website. We had to contact the University only to confirm its certificate programs offered by the Professional and Continuing Development division comprise continuing education units. 134

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149 GRADUATE Saint Joseph s College of Maine SOURCE OF INFORMATION: Saint Joseph s College of Maine website and telephone contact UNITS ADMINISTERING STUDY: Saint Joseph s College of Maine, Graduate & Professional Studies Division OFFERINGS: Saint Joseph s College of Maine offers the following graduate degree and certificate programs: Degrees O Master of Accountancy Master of Arts Pastoral Theology Master of Business Administration Master of Science Education Nursing Master of Health Administration Certificates O Advanced Graduate Study (post-graduate) Catholic Health Care Leadership Catholic School Leadership Nursing & Health Care Education Nursing Administration/Leadership School Leadership O Offered online ABOUT: Saint Joseph s College of Maine is a private, four-year institution that is religiously affiliated and located in a rural setting. LOCATION: Offerings analyzed in this report pertain to Saint Joseph s College of Maine s Standish, Maine campus. ENROLLMENT: In fall 2009, Saint Joseph s College of Maine enrolled a total of 807 graduate students ages 25 and above, 95 of which were enrolled full time and 712 of which were enrolled part time. SCHEDULING: Courses at Saint Joseph s College of Maine are offered only through distance learning during 15-week year round terms. However, these terms do not have set dates. Students can enroll in a course at anytime throughout the year and can complete a course in fewer than 15 weeks and immediately enroll in another course, if desired. COST: Saint Joseph s College of Maine charges $315-$600 per credit, depending on the program. DISTANCE LEARNING PROGRAMS: Saint Joseph s College of Maine offers distance learning via online courses, certificates, and degrees. TRANSFER CREDIT POLICY: Saint Joseph s College of Maine accepts a maximum of six 136

150 credits from another institution. ENTRANCE TESTING REQUIRED: Saint Joseph s College of Maine does not require applicants to submit standardized test scores for admission into its graduate programs. WEBSITE ANALYSIS: Saint Joseph s College of Maine can be found at When users input the words Saint Joseph s College of Maine into the search engine Google, this is the first web address that results, giving Saint Joseph s College of Maine excellent visibility. The institution does not appear to have a tagline. The homepage is organized and simple. It has one main image that rotates, as well as two main lists of links to choose from, in addition to the latest news. The homepage is mostly white with blue. See screen shot 1. Users can utilize the website by general topic (about SJC, admissions, academics, student life, athletics, news and events, resources, departments, jobs at SJC), as well as by identity (prospective students, current students, alumni and parents, guests, faculty and staff). Based on our experience using the website, the most efficient way users can access information about graduate courses and programs is by rolling over academics on the homepage and then clicking on online degrees. However, this webpage shows undergraduate degrees offered online as well. The College offers graduate study only through distance learning, something users must gather while perusing the website, making things less straightforward than is ideal. See screen shot 2. Thus, users can access information about graduate study in just one click. Most of the information prospective graduate students search for is available on Saint Joseph s College of Maine s website. However, we had to contact College staff to determine its academic calendar and to verify that graduate study is only offered online. 137

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152 GRADUATE Southern New Hampshire University-Brunswick SOURCE OF INFORMATION: Southern New Hampshire University website UNITS ADMINISTERING STUDY: Southern New Hampshire University, Graduate Division and SNHU Online OFFERINGS: Southern New Hampshire University-Brunswick offers the following graduate degree and certificate programs: Degrees Master of Business Administration Accounting C/O Athletic Administration O Corporate Social Responsibility C/O Entrepreneurship C/O Finance C/O Forensic Accounting C/O Global O Health Care Informatics O Health Care Management O Information Technology Management C/O International Hospitality Management C/O Justice Studies C/O Marketing C/O Operations & Supply Chain Management C/O Project Management C/O Six Sigma O Social Media Marketing C/O Sport Management C/O Sustainability & Environmental Compliance C/O Workplace Conflict Management C/O Master of Education Curriculum and Instruction O Educational Leadership O Finance O International Business O Justice Studies O Marketing O Master of Science Accounting O Community Economic Development O Community Mental Health Community Mental Health Counseling Operations and Project Management O Organizational Leadership C/O Sport Management O Certificates Athletic Administration O Community Mental Health Finance Leadership of Non-profit Organizations O Offered online C/O Offered in the classroom as well as online ABOUT: Southern New Hampshire University is a private, four-year institution that is located in a suburban setting. LOCATION: Offerings analyzed in this report pertain to Southern New Hampshire University s Brunswick, Maine campus. 139

153 ENROLLMENT: In fall 2009, Southern New Hampshire University enrolled a total of 1,876 graduate students ages 25 and above, 819 of which were enrolled full time and 1,057 of which were enrolled part time. (Enrollment data for the Brunswick campus specifically are not available.) SCHEDULING: Classroom-based courses at Southern New Hampshire University- Brunswick are offered days, evenings, weekends during 11-week year round terms; distance learning courses are offered online during seven-week year round terms. COST: Southern New Hampshire University-Brunswick charges students $1,125 per course or $375 per credit for all programs but community mental health, which costs $445 per credit. Distance learning courses cost $1,827 per course or $609 per credit. DISTANCE LEARNING PROGRAMS: Southern New Hampshire University-Brunswick offers distance learning via online courses, certificates, and degrees. TRANSFER CREDIT POLICY: Southern New Hampshire University-Brunswick accepts a maximum of six credits from another institution. ENTRANCE TESTING REQUIRED: Southern New Hampshire University-Brunswick does not require applicants to submit standardized test scores for admission into its graduate programs. WEBSITE ANALYSIS: Southern New Hampshire University can be found at When users input the words Southern New Hampshire University into the search engine Google, this is the first web address that results, giving Southern New Hampshire University excellent visibility. The institution does not appear to have a tagline. The homepage is quite busy. It has one main image that rotates, as well as three main lists of links to choose from, in addition to the latest news, featured programs, and Why SNHU?. The homepage is white with yellow and blue. See screen shot 1. Users can utilize the website by topic (information for, admission, financial aid, academics and programs, online education, student success, campus life, athletics and recreation, and about SNHU), as well as by identity (adult learner, high school student, transfer student, military student, and international student), and by method of learning (online, on campus, or both, plus regional locations). Based on our experience using the website, the most efficient way users can access information about graduate courses and programs is by rolling over academics and programs on the homepage, clicking on graduate programs, and then clicking on graduate programs by location to view the offerings in Brunswick. See screen shot 2. Thus, users can access information about graduate study in two clicks. Most, if not all, of the information prospective graduate students search for is available on Southern New Hampshire University s website. We were able to complete this analysis without having to contact University staff. 140

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155 GRADUATE University of Maine-Orono SOURCE OF INFORMATION: University of Maine-Orono website UNITS ADMINISTERING STUDY: University of Maine-Orono, Graduate School and Continuing and Distance Education OFFERINGS: University of Maine-Orono offers the following graduate degree and certificate programs: Degrees Doctor of Education Educational Leadership (pre K-12) Higher Education History Literacy Education Doctor of Philosophy Anthropology and Environmental Policy Biochemistry & Molecular Biology Biological Sciences Biomedical Sciences Chemical Engineering Chemistry Civil Engineering Communication & Mass Communication Computer Science Clinical Psychology Curriculum and Instruction Developmental Psychology Earth Sciences Ecology & Environmental Sciences Electrical & Computer Engineering Food & Nutrition Sciences Forest Resources Functional Genomics Higher Education Interdisciplinary Marine Biology Marine Bio-resources Microbiology Mechanical Engineering Ocean Engineering Oceanography Physics Plant Science Psychological Sciences Spatial Information Science & Engineering Wildlife Ecology Zoology Master of Arts Communication Communication Sciences & Disorders Counselor Education Developmental Psychology Economics English Financial Economics French Global Policy Higher Education History Interdisciplinary O Liberal Studies Literacy Education Mathematics Psychological Sciences Social Studies Education Master of Arts in Teaching Elementary Education French C/O Secondary Education Spanish Master of Business Administration C/O Master of Education Counselor Education Educational Leadership (pre K-12) Elementary Education O Higher Education 142

156 Individualized Program in Education Instructional Technology Kinesiology & Physical Education Literacy Education Science Education Secondary Education O Social Studies Education Special Education Master of Engineering Biological Engineering Engineering Physics Master of Fine Arts Intermedia Master of Forestry Forestry Master of Music Music Conducting Music Education Music Performance Master of Professional Studies Animal Sciences Biochemistry Microbiology Master of Science Animal Sciences Biochemistry Biological Engineering Botany & Plant Pathology Chemical Engineering Chemistry Civil Engineering Computer Science Computer Engineering O Counselor Education Earth Sciences Ecology & Environmental Sciences Education Data Specialist Electrical Engineering O Elementary Education Engineering Physics Entomology Food Science & Human Nutrition Forest Resources Higher Education Horticulture Human Development Information Systems Kinesiology & Physical Education Literacy Education Marine Biology Marine Bio-resources Marine Policy Mechanical Engineering Microbiology Nursing Oceanography Plant, Soil & Environmental Studies Quaternary & Climate Studies Resource Economics & Policy Science Education Secondary Education Social Studies Education Spatial Information Science & Engineering Sustainable Agriculture Teaching Wildlife Ecology Zoology Master of Public Administration C/O Master of Social Work C/O Master of Wildlife Conservation Certificates Advanced Engineered Wood Composites Advanced Study in Counselor Education Advanced Study in Education Data Specialist Advanced Study in Educational Leadership (pre K-12) Advanced Study in Elementary Education Advanced Study in Individualized Program in Education Advanced Study in Kinesiology & Physical Education Advanced Study in Literacy Education Advanced Study in Nursing Advanced Study in Science Education Advanced Study in Secondary Education Advanced Study in Social Studies Education 143

157 Education Data Specialist Foods and Nutrition C/O Geographic Information Systems Health Care Administration O Information Systems O O Offered online C/O Offered in the classroom as well as online ABOUT: University of Maine-Orono is a public, four-year institution that is located in a rural setting. LOCATION: Offerings analyzed in this report pertain to University of Maine s Orono, Maine campus. ENROLLMENT: In fall 2009, University of Maine-Orono enrolled a total of 1,975 graduate students ages 25 and above, 882 of which were enrolled full time and 1,093 of which were enrolled part time. SCHEDULING: Classroom-based courses at University of Maine-Orono are offered days, evenings, weekends and/or online during 15-week fall and spring terms, as well as during seven three-week, two five-week, two six-week, two seven-week, and three eight-week summer terms. COST: University of Maine-Orono charges residents $418 per credit and non-residents $1,202. Distance learning courses cost an additional $18 per credit. DISTANCE LEARNING PROGRAMS: University of Maine-Orono offers distance learning via interactive television, compressed video, intranet, video streaming, and online courses, certificates, and degrees. TRANSFER CREDIT POLICY: University of Maine-Orono accepts a maximum of six credits from another institution. ENTRANCE TESTING REQUIRED: University of Maine-Orono requires applicants to submit standardized test scores for admission into its graduate programs. WEBSITE ANALYSIS: University of Maine-Orono can be found at When users input the words University of Maine into the search engine Google, this is the first web address that results, giving University of Maine excellent visibility. The institution does not appear to have a tagline. The homepage is organized and simple. It has one main image that rotates, as well as two main lists of links to choose from. The homepage is primarily blue. See screen shot 1. Users can utilize the website by topic (About UMaine, academics, admissions, campus life, and news), as well as by more general topic (text only, home, a-z directory, MaineStreet, campus map, calendar, apply to UMaine, give now, emergency). 144

158 Based on our experience using the website, the most efficient way users can access information about graduate courses and programs is by clicking on graduate school on the homepage, followed by visit the graduate school website here, and then graduate and professional degree programs. See screen shot 2. Thus, users can access information about graduate study in three clicks. Most, if not all, of the information prospective graduate students search for is available on University of Maine-Orono s website. We were able to complete this analysis without having to contact University staff. 145

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160 GRADUATE University of New England-Portland SOURCE OF INFORMATION: University of New England website UNITS ADMINISTERING STUDY: University of New England, Graduate Division OFFERINGS: University of New England-Portland offers the following graduate degree and certificate programs: Degrees Doctor of Pharmacy Doctor of Physical Therapy Master of Public Health Master of Education Curriculum & Instruction Strategies O Educational Leadership O Inclusion Education O Literacy K-12 O Medical Education Leadership O Nurse Anesthesia Occupational Therapy Physician Assistant Teaching Methodology H Master of Social Work C/O Certificates Addictions Counseling Advanced Study in Advanced Educational Leadership Advanced Study in Curriculum & Instruction Strategies O Advanced Study in Educational Leadership O Advanced Study in Inclusion Education O Advanced Study in Leadership, Ethics & Change O Advanced Study in Literacy (K-12) O Gerontology Leadership Development, Medical Education Leadership O Program Development, Medical Education Leadership O Project Management Public Health O Offered online H Offered in hybrid format C/O Offered in the classroom as well as online ABOUT: University of New England is a private, four-year institution that is located in a suburban setting. LOCATION: Offerings analyzed in this report pertain to University of New England s Portland, Maine campus. ENROLLMENT: In fall 2009, University of New England enrolled a total of 1,609 graduate students ages 25 and above, 1,359 of which were enrolled full time and 250 of which were enrolled part time. (Enrollment data for the Portland campus specifically are not available.) 147

161 SCHEDULING: Classroom-based courses at University of New England-Portland are offered days, evenings, and/or weekends during 16-week fall and spring terms, as well as during a 12-week summer term. Distance learning courses are offered during two eightweek terms (within each classroom-based 16-week fall and spring term), as well as during two six-week summer terms. COST: University of New England charges students $440-$715 per credit, depending on the program. Distance learning courses cost the same as classroom-based courses. DISTANCE LEARNING PROGRAMS: University of New England-Portland offers distance learning via online courses, certificates, and degrees and hybrid degrees. TRANSFER CREDIT POLICY: University of New England-Portland graduate programs have differing transfer credit policies: Master of Education programs do not accept any transfer credits; Master of Social Work program requires a minimum of 32 credits be earned at the institution; Master of Public Health program and all certificate programs accept a maximum of six transfer credits from another institution; and Doctorate degrees in Pharmacology and Physical Therapy accept transfer credits on a case-by-vase basis. ENTRANCE TESTING REQUIRED: University of New England-Portland requires applicants to submit standardized test scores for admission into some of its graduate programs. WEBSITE ANALYSIS: University of New England can be found at When users input the words University of New England into the search engine Google, this is the first web address that results, giving University of New England excellent visibility. The institution does not appear to have a tagline. The homepage is simple and organized. It has one main image that rotates, as well as two main lists of links to choose from, in addition to campus news and events. The homepage is mostly blue. See screen shot 1. Users can utilize the website by general topic (admissions, academics, student life, athletics, about UNE, research, alumni and friends), as well as by gateways (prospective students, majors and programs, current students, parents and family, faculty and staff, community resources, visitors and press, emergency preparedness, clinic information, make a gift, and blogs) and colleges (arts and sciences, dental medicine, health professions, osteopathic medicine, and pharmacy. Based on our experience using the website, the most efficient way users can access information about graduate courses and programs is by rolling over admissions on the homepage and then clicking on graduate and professional studies. See screen shot 2. Thus, users can access information about graduate study in just one click. Most, if not all, of the information prospective graduate students search for is available on University of New England s website. We were able to complete this analysis without having to contact University staff. 148

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