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Framing Our Discussions:Partnering to Harmonize Enrolment Management

Susan Gottheil, Mount Royal CollegeClayton Smith, University of Windsor

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TopicsTopics WelcomeWelcome

IntroductionsIntroductions

Setting the toneSetting the tone

A bit about SEMA bit about SEM

Importance of partneringImportance of partnering

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Setting the Tone Our unique discussion style

• The discussion leader will take 10-20 minutes or so to frame the issue

• This will be followed by a facilitated discussion of the topic

Notes will be taken, with a summary placed to our web site (www.uwindsor.ca/sem) at the conclusion of the Summit

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Setting the Tone (Cont’d) A written compilation of our thoughts will

be developed, which will create a jumping off place for further Canadian SEM discussions

Lots of great discussion, opportunities for networking: The SEM Summit Way!

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First, A bit About SEM…

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Definition of SEM

Strategic enrollment management (SEM) is a concept and process that enables the fulfillment of institutional mission and students’ educational goals.

-Bontrager, 2009

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The Purposes of SEM are Achieved by…

Establishing clear goals for the number and types of students needed to fulfill the institutional mission

Promoting students’ academic success by improving access, transition, persistence, and graduation

Promoting institutional success by enabling effective strategic and financial planning

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The Purposes of SEM are Achieved by… Creating a data-rich environment to inform

decisions and evaluate strategies

Improving process, organizational and financial efficiency and outcomes

Strengthening communications and marketing with internal and external stakeholders

Increasing collaboration among departments across the campus to support the enrolment program

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Some Core SEM Concepts…

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The Concept of Optimum The Concept of Optimum EnrolmentEnrolment

Physical Capacity

Undergrad/Grad

International

Program Capacity

Special Skills

AcademicProfiles

Majors

Ethnicity

InstitutionalMission

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Institutional Mission &Institutional Mission &Enrolment Goals Are Determined By:Enrolment Goals Are Determined By:

Programs Programs offeredoffered

Historical Historical status status

NicheNicheWeaknessesWeaknesses

StrengthsStrengths

Range of Range of influenceinfluence

Aspirational Aspirational statusstatus

Current Current competitive competitive

statusstatus

…with consideration to institutional differentiation!

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Traditional Enrollment Perspective

Recruitment/ Marketing

Admission

OrientationCo-curricular

Support

Academic Support

RetentionFinancial Support

Classroom Experience

The Student Success Continuum

Student’s College CareerAttain

Degree/Goal

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The SEM Perspective

Recruitment/ Marketing

Admission

OrientationCo-curricular

Support

Academic Support

RetentionFinancial Support

Classroom Experience

The Student Success Continuum

Student’s College Career AttainDegree/Goal

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Starting point for long term

success

SEM Planning Model

Typical starting point

MeetingGoals

Tactics

Strategies

DATA

Clear Mission and Goals

Enrollment InfrastructureStructure, Staffing, Skills, Systems,

Service

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The Enrolment Funnel is Different for Different StudentsStudent Type:•New Immigrants•International Students•First Generation Students•Rural Students•Francophone Students•Students with Disabilities•Dislocated Workers•Sole Support Mothers•Low-income Students•Minority Students•High-Achieving Students

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A Few Ways to Look at SEM

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Gov’t Grants& ExternalFunding

“Capacity Development Loop” “Delivery Loop”

Demand forPrograms &

Courses

+

+

StudentRetention +

Programs & Courses

Completed

+

-

ReasonsFor Not

Continuing+

+

Students Graduated, Transferred, Hired

++Gov’t Approval For

Credit Programs

=

Programs & Courses Offered

+

=

+Tuition &

Other Sources Of Revenue

+

+

CoursesEnrolled

Student Attrition

+=

Programs & Courses Developed &

Approved

+

+

+

=

CoursesTaught

+ or -

-Seto, 2008

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Enrolment Management System

InstitutionalGoals

Environmental Factors

StudentCharacteristics

Institutional Objectives

InstitutionalStrategies

Desired Outcomes

Enduring Effect

Enduring Behaviour

Member ofunderservedstudent group

Beliefs & values

Academic preparation

Motivation to learn

Educationalaspirations

Self-discipline

Adaptability

Interpersonal skills

Peer involvement

Ability to pay

Study habits

Family & peerSupport

Studentenrolmentbehaviour

Demographictrends

Competition

PublicAccountability(loan default rate,graduation,Accessibility,retention)

Studentgeographic draw

EconomicTrends

Off-campusemploymentavailability

Federal &provincial polices

QuantitativeGoals

QualitativeGoals

Diversity Goals

PersistenceGoals

CapacityGoals

Net RevenueGoals

Student headcount

Admission averageTransfer GPA

Visible minorities,Aboriginal, international

Retention rates,StudentSatisfaction,graduation rates

Classroom capacity,adequate sections,Class size

Financial aid discount rate,internationalenrolment

•Marketing•Recruitment•Admission•Financial aid/pricing•Orientation•Residence•Athletics•First Year•Experience•Advising•Supplemental instruction•Service learning•Learning communities•Academic support•Peer support•Teaching & learning approaches•Student engagement•SEM organization•Data mining

Awareness

Interest

Commitment

Enrolment

Persistence

Satisfaction

Education

Relationship

InstitutionalLoyalty

Institutional Image

Adapted from: Kuh et al , 2007; Black, 2003

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Major SEM Components

Accessibility

Accountability

Admission Policies

Financial Aid

Geographic Draw

Enrolment Marketing

Organization

Planning

Recruitment

Retention

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SEM Started in the U.S. Started in the late 1970’s at Boston College

• As a result of declining traditional student enrolments

Early focus on attracting new students (e.g., returning adults, women, minorities, low-income)

Expanded to all types of PSE institutions (e.g., public, private, 2-year, 4-year, grad)

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SEM Started in the U.S. (Cont’d) Grew to include student success

• First-Year Experience programs

• Increased levels of student engagement

Increasing emphasis on connecting with institutional financial management

Now the concern of the senior leadership team – presidents, provost, deans

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Emergence of SEM in Canada

Slower emergence of SEM in Canada

Driven by funding cuts, lack of revenue, heavier reliance on tuition, changing demographics

Many Canadian institutions have now adopted SEM in name, practice or both

• We’re attending webinars, workshops & conferences

• Some of us are working with consultants

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Importance of Partnering…

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What SEM factors are most associated with institutions successfully reaching their enrolment goals?

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Methodology Mail survey sent to enrolment managers at 500 two- and four-year

(public and private) undergraduate institutions, with the following response rates:

• 4-year public: 53%

• 4-year private: 53%

• 2-year public: 55%

• 2-year private: 49%

Multiple regression techniques were used to determine the relationship between the 12 individual enrolment management factors (identified by Dolence) and enrolment manager perceptions of enrolment performance (recruitment/retention)

An analysis was conducted for each of the 4 institutional stratifications

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Variable Change in R Squared

Significant at the 0.05 level

Assessment 0.011 *

Comprehensiveness 0.003

Definitions/Classifications 0.029

Documentation 0.000

Evaluation 0.004 *

Key Performance Indicators 0.019

Leadership 0.007

Participation & Integration 0.417 *

Resources 0.009

Strategies 0.093 *

Systems 0.003

Timing 0.058 * 29

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Four-Year Public Institutions

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Variable Change in R Squared

Significant at the 0.05 level

Assessment 0.064

Comprehensiveness 0.011

Definitions/Classifications 0.004 *

Documentation 0.006

Evaluation 0.013

Key Performance Indicators 0.029 *

Leadership 0.005

Participation & Integration 0.312 *

Resources 0.061

Strategies 0.025

Systems 0.115 *

Timing 0.04931

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Two-Year Public Institutions

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Participation & integration is the most important factor at both 4-year and 2-year public institutions in sustaining long-term SEM success.

-Smith, 1997

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What is Participation & Integration?

Participation of senior administration, academic governance, academic administration, faculty and the persons responsible for strategy and tactic implementation

In short, both vertical and horizontal involvement in SEM

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Some Collaboration is Common

High levels of collaboration generally exist between academic and student affairs activities related to counselling, first-year experience programs, orientation and recruitment

-Kezaar, Hirsh & Burak (2002)

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However…

Many institutions mistake a series of joint events for true collaboration

To truly be competitive and to meet the rigors of accountability, institutions must go beyond activities and embrace

collaborative dialogue

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It is time for academic and student affairs professionals alike to realize that it is only through the breaking down of current barriers—real and perceived—that institutions will achieve the outcomes they seek. Through strategic collaboration, both segments…can develop and implement programs and processes that add value and benefit students

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-Newton & Smith, 2009

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Collaborative Dialogue Requires Partnerships with…

Senior Management

Deans, Associate Deans, Dept Heads

Student Affairs

Institutional Research/Analysis

Finance/Budget

Marketing/PR/Communication

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“What is needed is an adjustment in the lens with which enrollment professionals view (S)EM as a quintessentially academic enterprise.”

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-Henderson, 2005

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Guiding Principles – SEM Ethos A shared responsibility

Integrated institutional planning

A focus on service

Accountability

Research & evaluation

For the long haul

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Questions & Comments

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