Transcript Document

Presented by
Dr. Brenda Harms
Vice President
Stamats, Inc.
Cedar Rapids, IA 52406
(800) 553-8878
Marketing and Recruitment:
Working Together to Maximize Results
November, 2012
1 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012
About Stamats
Stamats is recognized and respected as the nation’s
higher education integrated marketing thought
leader. Our comprehensive array of innovative
products and services has set the standard for
pairing insightful, research-based strategic counsel
with compelling creative solutions.
Our approach is simple: recognize the unique
needs and expectations of each client and draw on
more than 50 years of higher education experience
for every project we undertake.
At all times, we promise the highest level of
professional service and attention to detail in the
industry because, in the end, we know our success
is measured entirely by the success of our clients.
2 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012
Research, Planning, and Consulting
• Brand clarification and development
• Image and perception studies
• Tuition pricing elasticity and brand
value studies
• Recruiting and marketing
assessments, plans, and counsel
Strategic Creative
• Institutional, admission, and
advancement websites
• Mobile and social media solutions
• Recruiting and advancement
campaigns and publications
• Virtual and experiential tours
• Institutional identity
• Advertising campaigns
• TV, video, and radio
Understanding the Adult Student and Their Role in
Higher Education
3 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012
The Perfect Storm
• A confluence of three gales:
– Changing demography
– Rising cost to attend
– Increased competition for students
…and a fourth – the economy
• Add to the confluence:
– Colleges and universities increasingly unable
(unwilling) to make the tough decisions that will truly
differentiate them from their competitors
– The rise in for-profit education and their intentional
efforts to serve underserved populations
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The Outlook According to the National Center for
Educational Statistics (2009)
Between 2007 and 2018 enrollment is projected to increase:
9 percent for students who are 18 to 24 years old
25 percent for students who are 25 to 34 years old
12 percent for students who are 35 years old and over
More of the story:
12 percent for undergraduate students
18 percent for graduate students
20 percent for first-professional students (dentistry, medicine,
optometry, osteopathic medicine, pharmacy, podiatric
medicine, veterinary medicine, chiropractic, law, and
theology)
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The Outlook According to the National Center for
Educational Statistics (2009)
And even more of the story:
4 percent for students who are White
26 percent for students who are Black
38 percent for students who are Hispanic
29 percent for students who are Asian or Pacific Islander
32 percent for students who are American Indian or Alaska Native
14 percent for students who are nonresident aliens
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Education Required for Professional Success
• Recent polls by Public Agenda indicate 55 % of Americans consider
higher education “absolutely necessary for success” in today's
economy, a 24% increase from a similar poll in 2000
• Georgetown University Center on Education and the Workforce
estimates:
– 2018: 63 percent of all jobs will require some form of
postsecondary education or training
– mid-'70s: less than 30 percent of jobs required anything beyond a
high school diploma
Jamie Merisotis – CEO/President Lumina Foundation
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Today’s Adult Students
No Clear Definition
21-year-old working full-time, taking part-time classes
37-year-old widow returning to college full-time
53-year-old returning to school via NAFTA
30-year-old veteran wanting to take advantage of his
educational benefits
44-year-old professional earning a master’s degree via an
evening program
19-year-old single mom working full-time job while
attending evening classes
67-year-old taking classes for personal enrichment
39-year-old earning a certificate through the local college
for work
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Today’s Adult Students
• Only 16% of college students fit
the traditional model: age 18–22
years old, attending college fulltime, and living on-campus
• The “over 25” population is the
fastest-growing student segment
in higher education and has
consistently increased during the
last three decades
• Despite this information, the
majority of opportunities within
higher education were/are
designed with a traditional-aged
student in mind
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Today’s successful adult student programs
will need to be
innovative, nimble, and progressive.
As well as
intentional, focused, and purposeful in
maximizing their results.
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Maximizing your results…
Marketing
and
Recruitment
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2012 Adult Students TALK™ Research
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Methodology and Audience Information
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Methodology
• A web-based survey of 739 adults interested in continuing their education
• The sample was intentionally drawn to look at certificate, associate’s,
bachelor’s, and graduate degree seekers
• Respondents were members of an online panel and were:
– Between the ages of 25 and 54
– Currently at a level of education that was a GED/high school diploma or
higher but had not yet completed a graduate degree
– Somewhat or very likely to continue their education within the next three
years
– Dispersed nationwide
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Geographic Distribution of Respondents
• Surveys completed in Hawaii and Alaska as well
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2012 Adult StudentsTALK™ Results
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Bachelor’s Degree Seekers
n=178
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Adult Student Challenges: Bachelor’s Degree Students
MAX DIFF
Which factor is most challenging to you? N=178
Paying for college or course work
36.1%
Managing time between family and classes
16.5%
Managing time between work and classes
15.1%
Finding financial aid or financial assistance
9.1%
7.2%
Work schedule
Academic course work
4.4%
Finding a campus location close to home or work
3.8%
Financial impact on my career
2.4%
Job travel
1.9%
College or university's attitude towards adult students
1.4%
Enrollment or application process
Technological requirements with computers or software
programs
1.4%
0.8%
0%
20%
40%
60%
80%
• Paying for college courses is the most challenging issue facing bachelor’s degree
students; managing time between work/family and classes is half as challenging as just
finding the money to attend
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100%
College Selection Criteria: Bachelor’s Degree Students
MAX DIFF
Which factor is most important to you? N=178
Cost to attend
Ability to transfer in credits
Flexibility of class scheduling/times
Amount of financial aid available, incl. scholarships
Quality of my preferred major/field
Accreditation of the degree program
Online learning options
Accreditation of the college/university
Credit for previous life experience
Faculty are good teachers and mentors
Location is convenient to home or work
Job placements, income increases, graduate advancements
Time to degree completion
Specializations offered with the degree
Quality of academic facilities
Academic reputation of college/university
Small student/faculty ratio
College is known/respected within my community
College ranking (i.e. U.S. News & World Report, Princeton Review, Forbes)
Career planning services
15.6%
9.9%
9.2%
8.7%
7.5%
7.5%
6.4%
6.3%
6.2%
5.4%
3.7%
3.6%
2.2%
2.1%
1.8%
1.7%
0.8%
0.8%
0.4%
0.3%
0%
20%
40%
60%
80%
• The most important factor when choosing a college is the cost to attend; several other
factors are half as important in the decision process such as transfer credits, flexible
class times, financial aid, quality of major, accreditation of degree program
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100%
Motivations for Education: Bachelor’s Degree Students
Please rank your top three motivations for pursuing additional education. N=178
Increase my income
22%
Advance my current career/job
20%
Personal enrichment
16%
Change careers or jobs
14%
Improve job satisfaction
7%
Major life changes
6%
Be a role model for family
6%
Prove I can do it
5%
Enjoy learning
5%
0%
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20%
40%
60%
80%
100%
Classroom Format – Bachelor’s Degree Students
Which of the following classroom formats would you consider?
Which do you prefer the most? N=178
90%
Face-to-face
30%
83%
Online only
29%
91%
Mix of online and
traditional
Percent consider
Prefer
40%
0%
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20%
40%
60%
80%
100%
Class Meeting Time – Bachelor’s Degree Students
Which of the following classroom meeting times would you consider?
Which do you prefer the most? N=178
67%
Weekdays
30%
85%
Weeknights
40%
67%
Weekends
11%
75%
One weekend a month
Percent consider
Prefer
19%
0%
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20%
40%
60%
80%
100%
Course Duration – Bachelor’s Degree Students
Which of the following durations for classes would you consider?
Which do you prefer the most? N=178
83%
15-week classes
26%
97%
8-week classes
53%
80%
5-week classes
21%
0%
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20%
Percent consider
Prefer
40%
60%
80%
100%
Services to Consider – Bachelor’s Degree Students
Please indicate your interest level in a college that provides this
option. Very/Somewhat interested displayed. N=178
One visit (apply, request financial aid, register)
62%
Financial aid coordinator
61%
Programs on a faster than normal schedule
23%
49%
Personal advisor (application and academic)
38%
40%
Tutorial services for adult students
42%
29%
On-site childcare
48%
Very
Somewhat
13% 10%
0%
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32%
20%
40%
60%
80%
100%
Information Sources Used – Bachelor’s Degree
Students
How frequently have you used the following information sources
in your search for a college or university? N=178
General web search
42%
Website of a specific college or university
41%
38%
46%
Website summarizes college information (i.e.
collegeboard, Petersons, gradschools.com)
13%
Contact admissions office
11%
33%
Email from college/university
11%
31%
Printed materials sent to you from
6%
college/university
0%
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33%
Frequently
35%
20%
Occasionally
40%
60%
80%
100%
Website Information Sought: Bachelor’s Degree
Students
Please rank the most important pieces of information you are looking for on the website of a
college or university program you might consider attending. Top mentions listed. N=178
Degrees offered
41%
Cost to attend
20%
Transfer credit policy and process
12%
Financial Aid Services
9%
Credit for life experiences
5%
Degree completion time
5%
Classroom format (when class is offered)
4%
Real-life stories of adult students like me
2%
Graduate outcomes and placement data
1%
Tuition reimbursement programs with local
employers
1%
Success stories of graduates
1%
0%
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20%
40%
60%
80%
100%
Influencers – Bachelor’s Degree Students
Please indicate how involved each of the following people will be in your choice of a
college. Very/Somewhat involved displayed. N=178
Spouse/partner
37%
Admissions counselor
33%
20%
Friend
6%
Employer I'd like to work for
6%
Student or alumnus/a 5%
51%
42%
24%
22%
HR staff at work 4%
20%
Co-worker 3%
20%
Supervisor at work 3%
19%
0%
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Very
Somewhat
20%
40%
60%
80%
100%
Graduate Degree Seekers
n=255
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Adult Student Challenges: Graduate Degree Students
MAX DIFF
Which factor is most challenging to you? N=255
Paying for college or course work
32.1%
Managing time between work and classes
18.4%
Managing time between family and classes
15.1%
Work schedule
8.4%
6.3%
Finding financial aid or financial assistance
Finding a campus location close to home or work
4.5%
Academic course work
4.4%
Enrollment or application process
3.0%
Financial impact on my career
2.9%
Job travel
2.5%
College or university's attitude towards adult students
Technological requirements with computers or software
programs
1.6%
0.8%
0%
20%
40%
60%
80%
• Paying for college courses is the most challenging issue facing graduate degree
students; managing time between work/family and classes is half as challenging as just
finding the money to do it
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100%
College Selection Criteria: Graduate Degree Students
MAX DIFF
Which factor is most important to you? N=255
Cost to attend
Quality of my preferred major/field
Flexibility of class scheduling/times
Accreditation of the degree program
Job placements, income increases, graduate advancements
Accreditation of the college/university
Faculty are good teachers and mentors
Academic reputation of college/university
Location is convenient to home or work
Amount of financial aid available, incl. scholarships
Online learning options
Specializations offered with the degree
Time to degree completion
Credit for previous life experience
Small student/faculty ratio
Quality of academic facilities
College ranking (i.e. U.S. News & World Report, Princeton Review, Forbes)
Ability to transfer in credits
College is known/respected within my community
Career planning services
16.2%
10.8%
8.7%
7.9%
7.7%
7.4%
7.2%
5.7%
4.7%
4.2%
4.1%
2.9%
2.2%
2.0%
1.9%
1.7%
1.7%
1.4%
1.1%
0.4%
0%
20%
40%
60%
80%
• The cost to attend college is one of the key college selection criteria for graduate
degree students; graduate students are more concerned about the quality of the field
of study than other student types
30 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012
100%
Motivations for Education: Graduate Degree Students
Please rank your top three motivations for pursuing additional education. N=255
Advance my current career/job
30%
Change careers or jobs
19%
Increase my income
17%
Personal enrichment
12%
Enjoy learning
10%
Improve job satisfaction
5%
Prove I can do it
4%
Major life changes
3%
Be a role model for family
1%
0%
•
20%
40%
60%
80%
100%
Graduate students are greatly motivated to advance their current career – more so
than other groups
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Classroom Format – Graduate Degree Students
Which of the following classroom formats would you consider?
Which do you prefer the most? N=255
91%
Face-to-face
41%
74%
Online only
19%
97%
Mix of online and
traditional
Percent consider
Prefer
40%
0%
20%
40%
60%
80%
100%
• Graduate students least prefer an online only class format; these students prefer
traditional classroom formats to a larger extent than other degree types. The same
number prefer traditional classroom formats as hybrid formats
32 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012
Class Meeting Time – Graduate Degree Students
Which of the following classroom meeting times would you consider?
Which do you prefer the most? N=255
53%
Weekdays
21%
92%
Weeknights
44%
80%
Weekends
13%
84%
One weekend a month
Percent consider
Prefer
23%
0%
20%
40%
60%
80%
100%
• All are considered but weeknights are preferred most; weekdays and one weekend a
month formats tie for the second most preferred class meeting time
33 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012
Course Duration – Graduate Degree Students
Which of the following durations for classes would you consider?
Which do you prefer the most? N=255
89%
15-week classes
33%
98%
8-week classes
51%
78%
5-week classes
17%
0%
20%
Percent consider
Prefer
40%
60%
80%
100%
• All class durations are considered but an 8-week course format is most preferred by
graduate students; graduate students do show higher interest in a 15-week class than
certificate students
34 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012
Services to Consider – Graduate Degree Students
Please indicate your interest level in a college that provides this
option. Very/Somewhat interested displayed. N=255
One visit (apply, request financial aid, register)
50%
Financial aid coordinator
42%
47%
Programs on a faster than normal schedule
40%
41%
Personal advisor (application and academic)
49%
29%
Tutorial services for adult students
14%
56%
51%
Very
Somewhat
On-site childcare 5% 11%
0%
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20%
40%
60%
80%
100%
Information Sources Used – Graduate Degree Students
How frequently have you used the following information sources
in your search for a college or university? N=255
Website of a specific college or university
48%
General web search
40%
Website summarizes college information (i.e.
collegeboard, Petersons, gradschools.com)
Email from college/university
38%
16%
7%
Printed materials sent to you from
6%
college/university
42%
36%
39%
38%
Frequently
Contact admissions office 4%
0%
38%
20%
Occasionally
40%
60%
80%
• Significantly more graduate students cite frequent usage of the website of a specific
college or university than certificate and bachelor degree students; graduate students
are doing some in-depth research of your online content for their program
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100%
Website Information Sought: Graduate Degree
Students
Please rank the most important pieces of information you are looking for on the website of a
college or university program you might consider attending. Top mentions listed. N=255
Degrees offered
50%
Cost to attend
19%
Degree completion time
8%
Classroom format (when class is offered)
6%
Financial Aid Services
5%
Graduate outcomes and placement data
5%
Credit for life experiences
2%
Tuition reimbursement programs with local
employers
2%
Success stories of graduates
2%
Transfer credit policy and process
1%
Real-life stories of adult students like me
0%
0%
20%
40%
60%
80%
• The degree or program offered is top of mind in the initial search; thus your search
engine optimization must be working so your school appears when students type in a
degree name as a search term
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100%
Influencers – Graduate Degree Students
Please indicate how involved each of the following people will be in your choice of a
college. Very/Somewhat involved displayed. N=255
Spouse/partner
35%
Admissions counselor
11%
Friend
7%
Employer I'd like to work for
6%
55%
51%
35%
Supervisor at work 5%
33%
Student or alumnus/a 4%
35%
HR staff at work 4%
Co-worker 2%
0%
33%
30%
Very
Somewhat
31%
20%
40%
60%
80%
• Graduate students indicate that they seek more involvement from HR staff at work,
supervisor at work, or students and alumni than all other student types
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100%
Maximizing your results…
Marketing
and
Recruitment
39 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012
Always remember…
•
•
•
•
We are not normal (the bubble of higher education)
Higher education is a foreign language
Many are at least somewhat fearful of higher education
WHAT you say is important but HOW you say it is critical
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The BIG Two…
TIME AND MONEY
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In Marketing…
• Issues of time
–
–
–
–
–
–
–
–
Managing time (their already busy schedules)
Time to degree completion
Flexibility of scheduling and course offerings
Convenience (location, online and hybrid offerings)
Acceleration (including length of class time)
One visit (apply, financial aid, advising, scheduling)
Ability to transfer credit
Credit for prior learning
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In Marketing…
• Issue of money
–
–
–
–
Increase income
Get a promotion
Change careers
Paying for college
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In Recruitment…
• Addressing the issue of time
– Understanding their time restrictions BEFORE you launch into your pitch
• Shush up and listen
– Presenting what you offer in the language of benefits
• Due to our 8 week courses students find that they are able to focus
their attention on the topics being discussed
– Being explicit about time to completion
• Our MBA can be completed in as little as 14 months, although some
students elect to take a bit longer
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In Recruitment…
• Addressing the issue of time
– Discussing all options in relation to course delivery
• We allow students to decide on the delivery mode that makes the
most sense for them – hybrid, online, face-to-face, weekends….
– Explain transferring credits
• Show a “sample transcript” of a pretend university to allow students
to see the process
• If they bring their own transcript reviewing it on the spot is best – not
to make promises but to give a general idea
– Showing how prior learning has been completed in the past by others
• Prior learning can feel foreign but an actual example of a submitted
portfolio and the credits awarded can help students to see the
process
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In Recruitment…
• Addressing the issue of money
– Gather better data
• A sure way to answer the question about graduates making more
money, getting a promotion, or landing jobs in their selected field is to
have the facts (most schools stink at this but we have to make it a
priority)
– Most people want a future that is brighter than their past
• Acknowledge in your discussion that “wanting more” doesn’t make
you a bad person – regardless of what more is (money, title, more
secure future for my children, etc.)
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In Recruitment…
• Addressing the issue of money
– Tell your students success stories as well as the challenges
• Talking about your most successful student ever (who went out to
find the cure for cancer and is wealthy beyond their wildest dreams)
is good – but great is acknowledging the sometimes messy success
stories (teachers, cops, middle managers, normal people)
– Be candid about the cost of higher education
• Being the first to bring up that going back to school is a huge issue of
financial resources makes you seem smart and like you “get” your
students – you can’t outrun this awkward conversation, so make it
your best friend
– Share knowledge about financial aid
• PLEASE do not leave the financial aid discussion to your financial aid
person only – you MUST communicate on this issue
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Parting thoughts on Marketing and Recruitment…
•
•
•
•
•
•
Groups that never meet rarely work well together
Finger pointing is a whole lot easier when people are disconnected
Enrollment numbers are the responsibility of marketing AND recruitment
Nothing happens by accident – be intentional in your efforts
Marketing gets people’s attention and recruitment closes the deal
When is the last time you invested in your people?
48 | 2012 ADULT STUDENTSTALK™ | © STAMATS 2012
Please Join Me…
Stamats
2013 Adult Student Marketing Conference
Palm Springs, CA
Feb. 25 – 27, 2013
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Thank you!
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