An analysis of inquiry, nonstart, and drop reasons in nontraditional university student populations

Transcription

1 Authors Kai Drekmeier Founder and President, InsideTrack Christopher Tilghman Director, Program Development, InsideTrack Presented at the th Annual National Symposium on Student Retention in Mobile, Alabama, 00. Used by permission of the Center for Institutional Data Exchange and Analysis at the University of Oklahoma.

2 abstract Based on a new data source, this study identifies key factors that influence enrollment (yield) and graduation rates among adult college students including the importance of referrals, finances, and external commitments. The new data for this study are drawn from records of structured, executivestyle student coaching sessions that adhere to a standardized, research-based methodology. Using data from more than,000 adult prospective students, InsideTrack identifies the factors that lead adult students to inquire at an institution and subsequently lead some of them to choose not to enroll. Using data from more than,000 enrolled students, the study also identifies factors that cause some students to drop out before completing their studies. While earlier research has addressed the influence of these factors on specific campuses, this study s data reflect across multiple universities and at key decision-making points throughout the academic year. introduction To support student success, colleges and universities that offer part-time and online degree programs continually need rich insights into adult learners decision-making processes. Effective enrollment management, program design, and outreach depend on knowing what factors drive prospective students to inquire at an institution, why some choose not to enroll, and why some who enroll eventually drop out before graduating. Individual colleges and universities learn from interactions with their own prospects and students, but they have limited access to the broader, cross-university population. Some earlier academic research studies have looked at student decision making across institutions, but these studies lack ongoing, in-depth interaction with students during the decision, enrollment, and enrolled phases. This paper presents results from a unique data source: one-on-one structured coaching sessions with prospective, new, and enrolled students. InsideTrack, the nation s premier provider of student coaching services, has a rigorous methodology for improving student engagement, persistence, and success. InsideTrack Coaches have worked with more than 0,000 students at more than 0 campuses nationally, helping them address the issues that might prevent them from enrolling, or succeeding once enrolled. InsideTrack Coaches record these data during coaching sessions, using InsideTrack s student management system. This information gives InsideTrack partner universities deep insights into student concerns, attitudes, and behavior all of which inform strategic decisions about recruiting, student life, and program offerings. This study looks, for the first time, at data drawn from multiple universities. The sample was drawn from colleges and universities; it includes more than,000 prospective nontraditional students and more than,000 enrolled nontraditional students. prior research The literature has identified several factors differentiating the adult learner from traditionalage students. Why adult students return to school Prior research has shown that career advancement is the most common reason adult students return to school across all age groups (Broekemier, 00; Sandeen, 008). Broekemier found that adults were more often interested in changing employers than other age groups. Sandeen found that Gen Xers (born between and 8) were more often looking to acquire skills that could help them find a new job than either Baby Boomers (born between and 0) or Millennials (born between 8 and 00), and that Baby Boomers were more often preparing for a part-time career in retirement than younger cohorts. Both Gen Xers and Millennials, though, were more often looking to advance in their current career compared with Baby Boomers. Digilio (8, as cited in Broekemier, 00) felt that the adult learner s reasons for returning to school were driven by more complex needs than those of the traditional-age student, including personal networking, serving others, escaping boredom, and personal interest. However, Sandeen (008) found that connecting and networking with people and learning for fun and enrichment, while important for all age groups, were less common than career advancement in every group. Why adult students inquire and enroll When looking at adult prospective students reasons for interest in a particular institution, a wide variety of studies agree on the top criteria. Availability of a program matching the student s purpose for attending (Broekemier, 00; Noel- Levitz and Council for Adult and Experiential Learning [CAEL] 00; Sandeen, 008) and convenience, including time and place of course offerings (Levine and Cureton, 8; National Postsecondary Education Cooperative [NPEC], 00), top the list. Other frequently mentioned factors include quality of the program (EduVentures, 008; Levine and 0 programs@insidetrack.com

3 Cureton, 8), cost and financing (Broekemier, 00; EduVentures, 008; Levine and Cureton, 8; Noel-Levitz and CAEL, 00; NPEC, 00), institution reputation (Broekemier, 00; Edu- Ventures, 008; Noel-Levitz and CAEL, 00), and program type/mode of delivery (Noel-Levitz and CAEL, 00; Sandeen, 008). Some research suggests that older students are much less influenced by others than are traditional-age students when making inquiry and enrollment decisions. Broekemier (00) found that the influence of friends and family ranked last among factors for all age groups. Why adult students do not graduate Attrition in postsecondary education is an active field of research and has a solid theoretical basis. Differences in attrition patterns between adult and traditional students have been documented in the literature. Nontraditional students are more influenced by external factors than by the social integration variables that affect traditional student attrition (Bean and Metzner, 8). These external factors result in education becoming a secondary activity for nontraditional students (Kerka, 8). Wylie (00) augments factors taken from Tinto s Student Integration Model and Bean s Student Attrition Model with external factors that have an impact on the nontraditional student, including hours of employment, family responsibilities, and career advancement. Wylie posits that the adult student weighs these criteria when making the original decision to enroll and that attrition results from a re-evaluation of these criteria at various critical periods. methodology Data for this study are drawn from the InsideTrack student management system, which maintains records of structured coaching sessions between InsideTrack Coaches and students. Using a standardized methodology, Coaches record the data during each one-on-one coaching session. Three data fields are of particular relevance to this study: Inquiry Reason captures the primary reason(s) for the student s inquiry at the school. The system also includes a field for Secondary Inquiry Reasons. Nonstart Reason contains the reason a student chooses not to enroll at the school. A Nonstart Subcategory field captures narrative detail about the student s reason for not enrolling. Drop Reason stores the reason a student left the program before graduation. A Secondary Drop Reason field is also available. Both source and context are important in considering the validity of the unique data source for this study. Data source: The information is not simply student responses to survey questions. Instead, the data are the result of a series of ongoing interactions between the student and his or her Coach, as they work together to identify and address issues that could prevent the student from enrolling or from succeeding in a program in which they are enrolled. Based on these interactions, InsideTrack Coaching sessions produce a rich source of reliable information about the challenges and opportunities that students actually encounter. As a simple example, a prospective student might inquire about course availability, but might then spend most of the conversation discussing financial aid or online access; the Coach will capture the full content of this interaction. Data context: The data are captured by welltrained professional Coaches who are experienced in interacting with students and are able to identify the actual factors driving a particular behavior. The Coach s goal is not to capture data for research, but to help the student overcome any obstacles to success. In many cases, the student s initial response is not the underlying reason driving behaviors. In addition, this study includes student demographic data gender, age, and race and ethnicity for use in the analysis. Sample The study sample consists of two discrete data sets that is, a separate set of records for prospective students and for enrolled students. More than,000 prospective student records contain Inquiry and/or Nonstart Reasons, and more than,000 enrolled student records are the source of Drop Reason data. The students had inquired at or were enrolled in universities or colleges. The policies of InsideTrack partner universities vary regarding the sharing of student demographic information, so not all records contain the same data. Specifically, of the combined 0,000 student records, approximately,000 have Gender data,,000 contain information on Race/Ethnicity, and,000 capture Age. We compared our sample with national demographic data drawn from the 008 Spring and Fall Enrollment Components. Our sample includes a slightly greater number of Hispanic students than the national average, but it is otherwise similar to Gender and Race/Ethnicity distributions for students age and older in the United States. 0 programs@insidetrack.com

4 Our sample is deliberately slanted toward adult students, but the age distribution is similar to that contained within the Integrated Postsecondary Education Data System for students age and older. analysis We analyzed three questions Inquiry Reason, Nonstart Reason, and Drop Reason by first aggregating data for all students and then analyzing findings by Gender and Age groups. Overall rankings. For each question, we ranked overall responses, calculating the percentage of total student records specific to each reason. We also calculated percent confidence intervals for each percentage, and noted breaks in the rankings where confidence intervals do not overlap. Ranking by gender. We then analyzed each question by gender. We ranked responses for each gender, including percentages. We then tested the null hypothesis that the proportion of respondents giving a particular reason was the same for both genders, and rejected the null hypothesis for any cases in which the adjusted probability was less than or equal to.0. Ranking by age group. We also split the sample into three age groups: Under, years of age, and 0 and Over. We ranked responses within each age group and listed the percentage of records giving each reason. For each reason, we tested the null hypothesis that the proportion of respondents giving a particular reason was the same for the Under and age groups. We also tested the null hypothesis that the proportion of respondents giving a particular reason was the same for the and 0 and Over groups. We Table. Inquiry Reason All rejected the null hypothesis if the adjusted probability was less than or equal to.0. discussion The following paragraphs discuss the data on the reasons given when students inquire at a particular university, why some choose not to enroll, and why others fail to graduate including differences in reasons given by age group and/or gender. inquiry reasons: summary As shown in Table, referrals are the top factor driving inquiries, although Convenience and Availability of Program fit within the same percent confidence interval. This finding is not consistent with Broekemier s study (00) and suggests a gap in the literature concerning the key influences driving adult learners decision making. Unlike prior research, which emphasized the importance of the availability of a desired program (Broekemier, 00; Noel-Levitz and CAEL, 00; Sandeen, 008) and convenience including time and place of course offerings (Levine and Cureton, 8; NPEC, 00) this study s data indicate that a referral from a trusted source is the most significant factor driving inquiry decisions. Four of the top seven Inquiry Reasons (Convenience,, Class Format, and Flexible Scheduling) and three of the top five involve fit with lifestyle. These findings are consistent with prior research. is barely among the top ten Inquiry Reasons. Based on these findings, continuing education professionals should consider investing in programs that generate referrals (e.g., word-ofmouth marketing, social-network marketing). Likewise, ensuring that programs are offered in a way that fits with the adult student lifestyle Table. Inquiry Reason Gender inquiry reason rank percent inquiry reason female male Referral Convenience Availability of Program Class format Reputation Flexible scheduling Admissions requirements 8 Ease of admissions process 0 8.8% 8.0%.%.%.% 8.%.%.%.8%.% Referral Availability of program Convenience Reputation Class format Flexible scheduling Admissions requirements Ease of admissions process Academics 8 0.8%.%.%.% 8.8% 8.%.%.%.%.%.% 8 0.%.8%.8%.% 0.% 8.%.%.%.%.%.0% Differences between bands are significant at % level n=,8 Highlighted results significant at 0.0 level after Bonferroni for multiple tests n=8, We applied the Bonferroni correction to the calculated probabilities because the Gender and Age analyses involved multiple simultaneous tests to support a disciplined analysis. We rejected the null hypothesis only if this adjusted p value was less than or equal to programs@insidetrack.com

5 is critical when trying to attract students. Inquiry Reasons did not vary much by gender (Table ). Convenience was more important for females, while Admissions Requirements were slightly more important for males, as was Ease of Admissions Process. In general, however, the same influencers apply to both genders. Similarly, the differences between adult students reasons for inquiring at a particular university and those for the Under age group were not statistically significant (Table ). The same was true when comparing the 0 and Over and groups, with one exception the older group inquired about more often than both younger groups did. Even for the 0 and Over age group, however, ranked only sixth in the most frequent inquiries list. nonstart reasons: summary Deciding not to enroll often does not mean that a prospective student has decided against returning to college. In our sample, almost one in five prospective students planned to enroll in a university, but chose to attend a competitor (Table ). In addition, a significant number of students (more than percent) planned to return to school, but chose to delay their start term. Changes in external circumstances (e.g., family situation, career goals) frequently affected enrollment plans, and was the fourth-ranked reason for nonenrollment but still below the median. Suitability how appropriate the university is for this particular student was the second most common reason that students did not enroll (Table ). Suitability includes factors such as location, course schedule, and delivery format, but almost half of these students were not qualified for the program about which they inquired, and the next largest group never intended to inquire in the first place. (Both of these results were outside the percent Table. Inquiry Reason Age inquiry reason under - 0 and over Referral Availability of program Reputation Class format Admissions requirements Ease of process.%.0% 0.%.% 8.0%.%.% 0.% 0.8%.%.% 0.8%.%.%.%.%.%.0%.% 8.% 8.%.%.%.0% Flexible scheduling Customer service.% 0.0% 8 0.% 0.% 0.% 0.% Highlighted results significant at 0.0 level after Bonferroni correction for multiple tests n=, Table. Nonstart Reason All nonstart reason rank percent Table. Nonstart Reason Subcategory: Suitability nonstart subcategory rank percent Competitor Suitability External Delayed start term Program not offered Administrative Commitment to degree 8 Not interested Managing commitments 0 8.%.%.8%.%.%.%.0%.%.% 0.% Not qualified Did not intend to inquire Course schedule Delivery format Dissatisfied with service Program offered 8.%.%.%.%.%.%.% Differences between bands are significant at % level n=8,088 n=,0 0 programs@insidetrack.com

6 error margins of the remaining factors.) These data suggest gaps in university lead-generation strategies. More males than females did not intend to inquire, and this result was statistically significant (Table ). It is possible that males are more willing than females to fill out online sign-up forms that are later captured in lead-generation programs. Suitability is the top reason for the Under group and the second-highest reason for adults 0 and over (Table ). However, for the Under group, Suitability is overwhelmingly an issue of qualification; in fact, lack of qualification is the largest nonstart factor for this age group. It is far less important for the 0 and Over group, and this difference is statistically significant at the.0 level. More young adults than those in the 0 and Over group did not intend to inquire, and this difference is also significant at the.0 level. These data could suggest potential gaps in the recruiting processes, particularly in outreach efforts targeting younger students. drop reasons: summary As shown in Table 8, almost 0 percent of adult students have difficulty integrating school with their other commitments, and continuing their education suffers. The second most frequent Table. Nonstart Reason Subcategory: Suitability/Gender nonstart subcategory female male Not qualified Course schedule Did not intend to inquire Dissatisfied with service Delivery format Programs offered 8.%.0%.8%.%.%.%.0%.%.%.% 0.0%.%.%.% n=, Table. Nonstart Reason Subcategory: Suitability/Age nonstart reason under - 0 and over Suitability Competitor External Program not offered.8% 0.%.%.8% 0.0% 8.8%.%.%.%.%.%.%.% 8.% 8.% Highlighted results significant at 0.0 level after Bonferroni correction for multiple tests nonstart subcategory under - 0 and over Not qualified Did not intend to inquire Program offered.%.%.% 0.0%.%.% 8.%.8%.%.%.0%.% Highlighted results significant at 0.0 level after Bonferroni correction for multiple tests n= 0 programs@insidetrack.com

7 Drop Reason accounts for a quarter of the observed attrition. Compared with the relative absence of as a top reason for inquiry or the decision not to enroll, this finding indicates that students do not fully understand the degree to which finances will strain their education until they are enrolled and facing tuition invoices. Interestingly, and consistent with prior research, Academics is not a leading cause of adult student attrition. Males were more likely to drop out than females overall, and more often because of problems with managing commitments or effectiveness (Table ). However, although the differences were statistically significant, the magnitude of the differences between males and females was small. Females dropped out almost twice as often as males because of health reasons or a lack of support, and this result was statistically significant. For all of the top reasons, differences between the Under group and adults years old were significant at the.0 level (Table 0). While Drop Reasons vary by age, is a significant factor for all age groups (although slightly less for the age group than either the Under or Over 0 groups). Students and older are more likely to drop out because of difficulty in managing their commitments, and this issue is most significant for students aged. In contrast, Personal Effectiveness and Commitment to Graduation are more significant issues for younger students, while Health and Support issues are more prevalent among students over 0 years of age. conclusion and strategic implications The findings of this study suggest the need for administrators to review current assumptions Table 8. Drop Reason All Table. Drop Reason Gender drop reason rank percent drop reason female male Managing commitments Effectiveness Commitment to graduation Health and support School community Academics.%.%.%.% 8.%.8%.% Managing commitments.%.% Effectiveness.%.%.%.% Commitment to graduation Health and support 8.8%.%.%.% School community Academics.0%.%.%.% % confidence level between bands n=0, n=8, Table 0. Drop Reason Age drop reason under - 0 and over Managing commitments Effectiveness Commitment to graduation Health and support Academics School community.0% 0.%.%.%.0% 8.%.%.8% 8.%.%.8% 8.%.0%.% 0.% 0.%.%.%.%.%.0% Managing Commitments and results with 0 and over group are significant at the 0.0 level; all other highlighted results are significant at 0.0 level after Bonferroni correction for multiple tests. n=8, 0 programs@insidetrack.com

8 about what drives the adult student to enroll in a particular university, and what motivates him or her to persist through to graduation. Here are two considerations that have strategic implications relative to these findings:. Review marketing investments, messaging, and program development. This study suggests that referrals play a much more important role in adult students choice of university than prior research indicated. Administrators might be underinvesting in generating and leveraging referrals via methods such as word of mouth and social networking. Students who inquire but do not enroll at a university might be choosing a competing school. A good recommendation from a trusted source might be even more important than lifestyle and convenience. These data underscore the importance of knowing the competition and consistently reviewing competitive messaging and positioning. Convenience is not only a very important message, but also a key consideration in building new or enhancing existing programs (e.g., online courses, intensive curricula, weekend classes, etc.). Marketing campaigns should still continue to emphasize these important factors, even though conventional wisdom has long held that they are important to adult students.. Investigate strategies that address demographic differences. External factors and Managing Commitments are the top two reasons for nonstarts and early dropouts. Offering resources that enable students to navigate these challenges can have an impact on enrollment, retention, and graduation rates. Likewise, resources that address demographic differences in Drop Reasons Effectiveness, Health and Support, and Managing Commitments can improve graduation rates and overall student success. 0 programs@insidetrack.com

9 references Avery, C., & Hoxby, C. M. (00). Do and should financial aid packages affect students college choices? In C.M. Hoxby (Ed.), College choices: The economics of where to go, when to go, and how to pay for it. Chicago: University of Chicago Press. Bean, J., & Metzner, B. (8). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, (), 8 0. Boshier, R. (). Educational participation and dropouts: A theoretical model. Adult Education Quarterly, (), 8. Broekemier, G. M. (00). A comparison of twoyear and four-year adult students: Motivations to attend college and the importance of choice criteria. Journal of Marketing for Higher Education, (), 8. Council for Adult and Experiential Learning. (000). Serving adult learners in higher education: Principles of effectiveness executive summary. Chicago: CAEL. Retrieved February, 00, from cael.org/alfi/pdf. EduVentures. (008). The adult learner: An Edu- Ventures perspective. Boston: EduVentures. Hoxby, C. M. (Ed.). (00). College choices: The economics of where to go, when to go, and how to pay for it. Chicago: University of Chicago Press. Kelpe Kern, C. W. (000). College choice influences: Urban high school students respond. Community College Journal of Research and Practice, (), 8. Kerka, S. (8). Retaining adult students in higher education. ERIC Digest 88. ERIC Clearinghouse on Adult, Career, and Vocational Education. Columbus, OH: ERIC Document Reproduction Service No. ED080. Kurlaender, M. (00). Choosing community college: Factors affecting Latino college choice. New Directions for Community Colleges,,. San Francisco: Jossey-Bass Publishers. Levine, A., & Cureton, J. S. (8). What we know about today s college students. About Campus, (),. National Postsecondary Education Cooperative. (00). Deciding on Postsecondary Education: Final Report (NPEC ), prepared by Keith MacAllum, Denise M. Glover, Barbara Queen, and Angela Riggs. Washington, DC: NPEC. Retrieved March, 00, from Noel-Levitz & Council for Adult and Experiential Learning. (00). National adult learners satisfaction-priorities report. Coralville, IA: Noel-Levitz. Retrieved February, 00, from Roberts, G. L., & Webb, W. (). Dropout in adult education. Educational Research, (), 8. Sandeen, C. (008). Boomers, Xers, and millennials: Who are they and what do they really want from continuing higher education? Continuing Higher Education Review,,. Santiago, D. A. (00). Choosing Hispanic-serving institutions (HSIs): A closer look at Latino students college choices. Washington, DC: Excelencia in Education Publications. Wylie, J. R. (00). Non-traditional student attrition in higher education: A theoretical model of separation, disengagement, then dropout. Australian Association for Research in Education, Coldstream, Victoria, Australia. Retrieved March, 00, from wyl0.pdf about insidetrack InsideTrack is the nation s premier provider of student coaching services. Our mission is to improve student engagement, persistence, and success. Since 00, we have coached more than 0,000 students across a broad range of universities, including Penn State University, University of Dayton, Florida State University, and Columbia University. InsideTrack Coaching has been proven to improve graduation rates by an average of percent in more than controlled studies. To learn more about InsideTrack, please visit: programs@insidetrack.com