Transcript Market Research at the University of Bedfordshire

Market Research at the
University of Bedfordshire
Rukeya Suleman
• Annual Research
• Ad hoc Research
• SNAP
Annual Research
1. New Student Survey
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Who? All EU and Home students
How? Paper feedback form
When? Just completed! At October registration
week 161-Bedford, 723-Luton
Why? Capture data to help inform marketing
strategy i.e. where to advertise, capture
information about our students to better
understand their motivations and decision
making process, why enrollees selected to
attend UoB
2. Prospective Student Survey
• Who? Students doing their A-Levels. ~1800
attendees
• How? Paper feedback form
• When? During the H.E Fair 30th March, Bedford
campus, 346 returns (19% response rate).
• Why? Understand the motivations and decision
making process of this group, what social media
are best to advertise with, how to better market
to this group of potential students
3. Decliners Survey (Heist)
• Who? Applicants who had applied to UoB, but then gone
on to decline our offer. 185 returns- 7% response rate
• How? E-survey
• When? End of September, when students make their
final decision on which university they wish to attend
• Why? Help with retention and conversion, investigate
perceptions of UoB, assess the level of satisfaction with
the application process, and explore reasons for
declining a place at UoB.
• Results: perceptions> location, crime rate.
72% declines stated they would like acknowledgement of
their application, level of information received- 6%
respondents would have accepted if this was better
4. Open Day Analysis
• Who? As many attendees as possible!
• How? Paper feedback form
• When? During the Open Day, feedback forms sent
through post, and as hyperlink in the ‘thank-you’ email
• Why? Help improve each Open Day, ensure
enquirers/applicants and their families have an
enjoyable and welcoming time, show case our facilities
the best we can
• Results: 19th September 2009- Sports Open Day,
Bedford. Average score was 7.9, 80.5% attendees
‘More Likely’ to apply after attending, 58% rated
receiving course information as the best aspect of the
open day.
5. Prospectus Research (UG)
• Who? Sample of students from our feeder colleges
• How? In-depth focus groups (5 completed- 2
awaiting)
• When? September-October
• Why? Test prospectus layout, design, prospectus
structure changes rapidly, understand what makes
a ‘good’ prospectus, check content/images/look
• Results: Feedback on how to improve 2011
prospectus: more signposting, referencing to other
pages, Open Day info to be moved to the front of
prospectus, location information at front of
prospectus (‘setting the scene’ page at the front of
prospectus), distinct course descriptions- more
facts, USPs for each course to allow students to
compare and contrast
Ad Hoc Research
1. A.C.O.R.N >(CACI) In essence is a
sophisticated consumer targeting tool, it has
enabled us to classify our students into HH
types for our UG and PG subjects
• How? Coding according to postcode
• Results: e.g. Full-Time Students- top 10 coding
falling into the ‘Hard Pressed’ and ‘Moderate
Means’ category. Top 3 descriptions: a) MultiEthnic, Crowded flats, b) Crowded Asian
Terraces, c) Low Income Asian Families
2. New Course Development
Lloyd Northover- currently ongoing
• Objective: to gain an insight into new courses
students are demanding, what the competitors are
offering in terms of new courses, and what UoB can
offer to fit in with the above
• How? Multifaceted research approach: using web
surveys, focus groups, in-depth interviewing, desk
research to help inform new course development.
• Four prospective cross-faculty course areas that
could be offered: Health and Physical Wellbeing,
Public Sector Management, The Children's
Workforce, Environment and Sustainability
3. Noteworthy Research (Alumni)
• Why? Noteworthy was to be reformulated.
Email survey carried out with our Alumni526 responses gained
• When? May 2009
• How? E-survey
• Results: Alumni prefered to have A5 size,
biannual publication preferred, content to
focus on faculty developments, research,
staff, and services offered by UoB
4. English and Theatre Studies
• Why? To better market our English and Theatre
Studies course, compare and contrast it with other
similar courses
• When? Completed late September
• How? Desk research/online research into similar
courses offered at our 5 main competitor institutions
• Results: Our course was similar in content and
teaching quality, but main difference in course detail
provided and how the course was sold, UoB course
names could be more clear and obvious, have USPs
incorporated with course descriptions so students are
more exposed to this information
5. Careers Research
Initial stages
• Why? Test awareness of the Careers
department amongst home students, how
it is perceived, how well known it is and if
the many services it offers are understood
by students
• How? Paper survey, opinion analysis
Further course research:
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Physical Activity and Public Health
UoB Volunteering
Nursing feedback forms
Sport and P.E destination survey data
• SNAP
• Contact me for any reports!