Transcript Presentation

College Costs: Establishing a
Positive and Constructive
Dialogue with the Public
John Immerwahr
Eric Wendler
AICUP --April 2009
Background
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There has been an increasing volume
and negative tone to the debate on the
cost of a college education among the
public, policy makers, and colleges.
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A contracting economy is serving only to
intensify this.
Today’s Presentation
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John Immerwahr
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Highlight some recent
national public opinion
data on higher
education generally
Based on surveys that
do not distinguish
between public and
private higher
education
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Eric Wendler
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Review findings from
focus groups with
parents of college
students
Research focuses
specifically on private
colleges and
universities
Research on public
receptiveness to
messages
John Immerwahr
Villanova University & Public Agenda
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Collaboration between National Center for
Public Policy and Higher Education and
Public Agenda (www.publicagenda.org)
Research on higher education, tracking
public perceptions since 1993
Squeeze Play 2009: The Public’s Views on
College Costs Today
Recent studies of college presidents (Iron
Triangle) and faculty (Campus Commons)
Six Themes in Public Opinion
1.
2.
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5.
6.
Growing importance of higher education
Access is threatened
Squeeze play: public caught in the middle
Pressure releasers – why isn’t the public
more upset?
The “bloom is off the rose”
Public’s solutions? Do more with less
#1 Growing Importance
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College is important
1993 – 79%
 2003 – 87%
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Impossible to succeed without a college
degree
2000 – 31%
 2003 – 37%
 2007 – 50%
 2008 – 55%
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High Grades for Higher Ed
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67% -- college worth it, despite high costs
66% -- higher education teaches students
what they need to know (up from 53% in
1998)
51% -- four year colleges good or excellent,
compared to 37% for high school
(above: 2007 findings)
#2 Access is Threatened
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College costs going up at a faster rate than
other things
2007 – 58%
 2008 – 63%
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College costs going up as fast or faster than
health care
2007 – 59%
 2008 – 77%
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Many Qualified Students Don’t Have
Opportunity
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1993 – 60% (recession)
1998 – 45%
2003 – 57%
2007 – 62%
2008 – 67%
#3 Squeeze Play:
Public Caught in the Middle
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2000
College essential – 31%
 Many can’t go – 47%
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2007
College essential – 50%
 Many can’t go – 62%
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2008
College essential – 55%
 Many can’t go – 67%
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#4 Pressure Releasers:
Why People aren’t More Panicked
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Three dimensions: importance, quality, access
K-12. High importance and access, low quality
Health care. High quality and importance,
problems with access
Higher education. Seems like health care but . . .
Anxiety Reducers
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67% -- a student who really wants to go can
find a way
73% -- student who sacrifices will learn more
72% -- students can learn at 2-year college
86% -- effort matters more than quality of
school.
Higher education Teflon. Dropouts? Public
blames student or high school, not college
#5 The Bloom is Off the Rose
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Colleges care mostly about education, rather than
bottom line
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2007 – 43%
2008 – 35%
State’s higher education system needs to be
completely overhauled
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1993 – 54%
1998 – 39%
2007 – 48%
2008 – 48%
Solutions from the Public?
Do More with Less
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The Iron Triangle (2008) – College
presidents view cost, quality, access in
reciprocal relationship
Public not buying it (2008)
58% -- colleges could take more students
without hurting quality or price
 56% -- colleges could spend less money and still
maintain quality
 Only 48% say students are learning more as a
result of increasing prices
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Eric Wendler
Independent Research & Communications/Marketing Consultant
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Former Vice President of Opinion Research
Corporation
Conducting research for private college organizations
since 2000
National surveys of the general public and opinion
leaders in 2000 and 2005 for NAICU, with related
qualitative research—Private vs. Public college image
& issues
Similar work conducted for state-level organizations
In 2008, a nationwide focus group project for NAICU
focusing primarily on cost-related issues to guide
communications and messaging strategies
The 2008 Messaging Research
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A series of focus groups were held around the U.S. with parents of
current, recent, or prospective college students in May 2008.
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Atlanta
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St. Louis
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San Diego
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Philadelphia
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Identified issues of most concern regarding a college education
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Assessed current knowledge, opinions, and attitudes about college
costs
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Explored reactions to nine potential messages from private colleges
addressing cost issues
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Also re-examined relative perceptions of public vs. private colleges
(parallel to national surveys in 2000 and 2005)
Private & Public College Perceptions
Private College & University Relative Strengths: The Education Provided
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Faculty prestige
Quality of facilities
Promoting spiritual development
Academic reputation
Opportunities for going on to professional or graduate school
Experience-based education through internships, etc.
Individual access to faculty
Personal safety
Likelihood of completing an undergraduate degree on time
Quality of undergraduate education
Preparation for a career
Private & Public College Perceptions
Private College & University Relative Weaknesses: Opportunity and Cost
 Cost of a four-year degree
 Educational opportunities for students from low-income families
 Convenient location
 Educational opportunities for minority students
 Educational opportunities for working adults
 Availability of student financial aid
 Low levels of student debt
Private-Public College & University Parity: Value and Extracurricular Life
 Value of education received for the price
 Opportunities for extracurricular, institution-sponsored activities
 Quality of campus social life
These are consistent with findings from our 2005 national survey of
the general public.
What About College is Most on Parents’ Minds?
 “Cost”
$$!
What’s #1?
 “Tuition”
 “Financial Aid”
 “Books”
 “It’s hard for the middle
class”
 “Prices keep rising”
 “Kids are encouraged to
go into debt”
What Are Common Concerns Other Than Cost?
Safety
Faculty
Career
Preparation
Quality
Housing
Location
Partying
What Are Parents’ Reactions to College Costs?
Some combination of:
• Understanding
 “They have to maintain”
 “New technology is needed”
• Suspicion
 “It’s the bigwigs that get the money”
 “…I could trim a whole lot of fat”
• Resignation
 “It’s an investment”
 “Do all that we can because we
want our kids to succeed”
What Can Private Colleges Do?
• Increase transparency: Provide assurances that tuition is
spent well and wisely.
• Demonstrate value: Show that a private college
education has the outcomes parents & students want—
especially a good job.
• Help and guide: Help parents & students
understand and navigate the admissions
and financial aid maze.
Messages Tested and Responses to Them
It pays to shop around -- colleges' tuition and the financial
aid packages they offer vary widely.
We are passionate for:
- Access for all students
- The quality of the learning environment
- Success for students
You get what you pay for—a high-quality education costs
money.
(Revised) A quality education costs—and we will help you
pay for it.
Messages Tested and Responses to Them
It’s necessary to invest in the future—for students’ and for
everyone else’s sake.
Students only pay part of the cost of their education—gifts
from donors and income from endowments make up the
rest.
Colleges train the people who will change the world.
(Revised) Colleges train people who will change the world.
Messages Tested and Responses to Them
Students pay far less than “list” price on average, through
the many kinds of student financial aid available.
Colleges drive the economy—through their graduates’
higher salaries, by purchasing goods and services, and as
major employers.
Private colleges save taxpayers money, since they don’t
depend on state funds.
Questions, reactions
You Be the Consultant
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Right side of room: working for state university.
Your job is to craft messages to get students who
might be considering independent school to go
public.
Left side of room: working for independent
college. Craft messages to get students to go to
independent school, not state school
Further follow-up
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[email protected]
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[email protected]