Transcript Slide 1

futurestudents.mst.edu
Using Data to Plan and Manage Admissions
A View from the USA
Jay W. Goff
Vice Provost and Dean of Enrollment Management
Missouri University of Science and Technology
Rolla, Missouri, USA
[email protected]
Download today’s presentation:
http://enrollment.mst.edu
Founded 1870 | Rolla, Missouri
The external environment colleges and
universities operate in is changing quickly
•
Dramatic changes in student markets
•
Public expectations for a wide variety of high quality
student services
•
Shrinking government funding and increasing
government oversight
•
Greater needs for an institution-wide understanding
of how to best react to the emerging student trends,
needs and markets.
STILL TRUE?
“University politics are vicious
precisely because the stakes are so
small.”
-Henry Kissinger
US diplomat & Harvard scholar
Strong Need for Degree Completion
Need for Completed Degrees in the US
Assuming current rates of college attendance, persistence and “off
shoring” do not change, analyst Anthony P. Carnevale concludes that
by 2012, the U.S. will face a cumulative 10-year shortage of:
 850,000 associate degrees
 3.2 million bachelor’s degrees
 2.9 million graduate degrees
National Center for Higher Education Management Systems :
55% of the population will need college degrees by 2025 in
order to equal degree attainment in top-performing countries, a
potential “degree gap” of 15.6 million
SOURCE: College Board 2008 “Achieving the Dream of America”
CHALLENGE IN USA
Using Data to Redesign a
University for the Future:
Managing Massive Change and
Succeeding Along the Way
Today’s Admissions/Enrollment Manager
 “Successful senior enrollment managers have
to operate simultaneously on multiple levels.
They need to be up to date, even on the
cutting edge of technology, marketing,
recruitment, the latest campus practices to
enhance student persistence, and financial aid
practices.”
Don Hossler, University of Indiana
SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry
Hoezee and Dan Rogalski
Hossler continued
 “(Enrollment Managers) need to be able to
guide and use research to inform institutional
practices and strategies. Successful
enrollment managers need to be good leaders,
managers, and strategic thinkers.
 Furthermore, to be effective, enrollment
managers must also have a sense of how
public, societal, and competitive forces are
likely to move enrollment-related policies and
practices in the future.”
SOURCE: THE ENROLLMENT MANAGEMENT REVIEW Volume 23, Issue 1 Fall, 2007, Editor: Don Hossler Associate Editors: Larry Hoezee and Dan Rogalski
The Admission/Enrollment Planning Model
Typical starting
point
Meeting
Goals
Tactics
Strategies
Enrollment Infrastructure
Structure, Staffing, Skills, Systems, Service
Data Collection and Analysis
Clear Mission and Goals
Starting point
for long term
success
Why data is important
Don Hossler
PhD,
Exec. Assoc. Dean
for the School of
Education at
Indiana University
Bloomington
Indiana
University
June 23, 2009
Association for
Institutional
Research
Conference
“Good institutional research can
either narrow a myriad of choices
to a manageable few, or give many
more options when just a few seem
likely.”
Rolla, Missouri
“The Middle of Everywhere”
160 km from St. Louis
640 km from Chicago
Main Campus:
52 primary buildings on 284 acres
Missouri S&T: 90% engineering,
science and computing majors
19th in Nation for Largest Undergraduate Engineering Enrollment
17th in Nation for Number of Engineering Degrees Granted to African-Americans
19th in Nation for Number of BS Engineering Degrees Granted
3%
13%
Engineering
3%
Business & IST
5%
Arts & Social Sciences
76%
Science & Computing
Non-Degree &
Undecided
America’s Technological
Research Universities
WPI
Rensselaer
Michigan Tech
Clarkson
MIT
SD Mines
Illinois
Tech
Colorado Mines
New Jersey
Tech
Missouri S&T
Cal
Tech
New Mexico
Mining & Tech
Stevens
Tech
Georgia
U of A Huntsville Tech
Florida
Tech
University History
1870:
Founded as University of Missouri
School of Mines and Metallurgy (MSM)
1964:
University of Missouri-Rolla (UMR)
expanded curriculum and research
mission
2008:
Missouri University of Science and
Technology (Missouri S&T) emphasizes
STEM focused mission
Name recognition among collegebound students outside of Missouri
All ACT Out-of-State
Senders State Senders
4,942
2,629
4,241
3,352
4,164
4,278
9,221
3,926
12,800
5,382
7,343
391
551
651
654
728
981
1,000
1,187
2,301
2,591
5,331
Central Missouri State University
UM-Rolla
Southeast Missouri State Univ.
UMSL
Truman State
UMKC
Missouri State University
Northwest Missouri State Univ.
UMC
St. Louis University
Washington University in St. Louis
SOURCE: ACT EIS, 2005
ADMISSION DATA in ACTION:
Why Change the University Name?
“Missouri S&T will better define the university as a leading
technological research university. We believe the new
name will help to differentiate this university in a highly
competitive university market and provide a national
competitive advantage.”
Dr. John F. Carney, III
Missouri S&T Chancellor
7 Years of Strategic and Dramatic Changes
January 1, 2008
University Name Change
2007
Academic Reorganization by Eliminating Schools and Colleges
2003 and 2007
Updated the Mission, Vision and Strategic plans.
2004
Office of Technology Transfer and Economic Development
2001 to 2005
New Student and Business Information Systems
2002, 2004 & 2007
Three New Homepages and Platforms
2003
Student Diversity Initiative
The new goals resulted in three new units and champions:



Student Diversity Programs,
Women’s Leadership Institute
Center for Pre-College Programs.
2002
New School of Management and Information Sciences
2002
Center for Education Research and Teaching Innovation (CERTI)
2002 - 2006
12 NEW Degree Programs and 19 Certificate Programs,
128 hour limited for BS Engineering Degrees
2001
Administrative Restructuring and
Formal Enrollment Management Program



Enrollment Management,
Research and Sponsored Programs
Undergraduate and Graduate Programs
Role of the Chief Enrollment Manager
Enrollment leaders serve many roles
throughout the change management process,
such as that of a visionary, encourager,
storyteller, facilitator, arbitrator, problem solver,
manager and coach.
Jim Black, AACRAO SEM 2003
CEMs are Systems Thinkers Adept at
Influencing Change
The only person who likes change is
a wet baby.
Attributed to Mark Twain
Change is inevitable –
except from a vending
machine.
Author unknown
3 R’s of Enrollment Management
Research
 Strategic Framework: Mission, Values, Vision
 Environmental Scan: Market Trends & Competition Analysis
 Internal Communication and Data Sharing Plan
 Evaluation and Assessment of Position in Market
 Enrollment Goals, Objectives, & Assessment Criteria
Recruitment
 Recruitment, Marketing and Communication Plan
 Campus wide Coordination of Enrollment Activities
 Student Aid and Scholarship Funding
Retention
 Student/Customer Service Philosophy
 Process Improvements & Technology System Enhancements
 Student Development and Support
Purposes of EM are Achieved by…
1. Establishing clear goals for enrollments
2. Promoting students’ academic success
3. Promoting strategic and financial planning
4. Creating a data-rich environment
5. Improving processes, organizational/financial efficiency and
outcomes
6. Strengthening communications and marketing
7. Increasing collaboration among departments across campus
The Student Success Continuum
The Enrollment
Management Perspective
Recruitment /
Marketing
Classroom
experience
Orientation
Co-curricular
support
Degree/goal
attainment
Student’s college career
Admission
Financial
Aid
Academic
support
Retention
Case Study: Missouri S&T
discover. create. innovate.
Our Mission:
To integrate
education and
research to
solve problems
for our state and the
technological world.
Learn More
visions.mst.edu
One of America’s Great Universities
A Top Public University
Missouri S&T ranked 59th among the nation’s top public universities (U.S. News & World Report, 2011 America’s Best Colleges, September 2010).
Top 3 starting salaries among public universities
Missouri S&T named in payscale.com’s list of highest average starting salaries for graduates (www.payscale.com, Aug. 2010)
Top 5 best values among national public universities
Missouri S&T ranked 5th among the nation’s national public universities and 37th overall (U.S. News & World Report, 2010 America’s Best Colleges
Guidebook, September 2009).
Top 20 STEM research university
Missouri S&T named in Academic Analytics’ “Top 20 Specialized Research Universities - STEM” (www.academicanalytics.com, Jan. 2008)
Top 25 entrepreneurial campus
Missouri S&T ranked 22nd on Forbes ‘s list of “America’s Most Entrepreneurial Campuses” (www.forbes.com , Oct. 22, 2004).
Top 25 best college “return on investment”
Missouri S&T ranked 22nd on Forbes ‘s list of “America’s Most Entrepreneurial Campuses” (www.forbes.com , Oct. 22, 2004).
Top 30 safest college campuses
Missouri S&T ranked #27 in Reader’s Digest’s “Campus Safety Survey” (www.rd.com, 2008).
Career Success for Grads
$2,947
$3,000
$60,000
$2,749
$2,576
$2,603
$2,596
$2,647
$58,000
$2,500
$57,521
$57,800
$56,000
$55,975
$2,000
$54,000
$53,669
$1,500
$52,000
$51,059
$50,000
$1,000
$49,181
Avg. Co-op Salaries
Avg. Starting Salaries
$48,000
$500
$0
Employers
Recruiting on
Campus
$46,000
513
576
668
674
644
501
2005
2006
2007
2008
2009
2010
$44,000
Learn More
futurestudents.mst.edu
Problem…
Missouri S&T (UMR) Enrollment 1980-2000
35% decline in enrollment
Loss of over 2,400 students
7,000
6,000
5,000
4,000
Female
Male
3,000
2,000
1,000
0
198019811982198319841985198619871988198919901991199219931994199519961997199819992000
20,000 Fewer potential engineering majors
College Bound ACT Tested Students Interested in Any Engineering Field
70,000
65,000
60,000
55,000
50,000
> 5%
45,000
40,000
1991
SOURCE: ACT EIS 2008
1993
1995
1997
1999
2001
2003
2005
2007
Tuition and Fees have replaced state support as the
primary resource for the operating budget
* Budget
OPEN – GB – INFO 2
Percent For Whom Financing
was a Major Concern
1992-93 to 2006-07 (Selected Years)
25%
20%
15%
10%
5%
0%
92-93
94-95
96-97
Public Univ
College Board, 2007
97-98
99-00
Private Univ
00-01
01-02
Public 4-Yr
02-03
03-04
04-05
05-06
06-07
Private (Non-Sect) 4-Yr
Source: CIRP
Division of Enrollment Management
Data Specialists
Truly One of the Largest &
BEST EVER Classes!!
CONGRATULATIONS
on Attracting an Outstanding Class and Exceeding the Goals
Goals met and exceeded!
1,459
1,414
1,343
1,289
1,287
1,370
1,391
4,000
1,127
73% Graduate
Growth: 682 additional
students
5,000
928
41% Undergraduate
Growth: 1,214
additional students
6,000
1,610
7,000
47% Total Enrollment
Growth: 2000: 4,626
2009: 6,815
3,000
2,000
3,849
4,089
4,120
4,313
4,515
4,753
4,912
5,205
0
3,756
1,000
3,698
Since 2004:
60% of
growth due
to increased
retention
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Undergraduate Students
Graduate Students
Student retention
60% of S&T’s growth since 2004 has been due to increased retention
90
88
86
84
82
80
78
76
74
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
Goal
2006
2006
Graduation Rates
General Student Body:
2000
2010
52%
66%
2007
Goal
2010
Enrollment diversity
1391
1,400
1419
35% increase in Female Students
86% increase in Minority Students
1,326
1,248
1,200
1,209 1,224
1,133
1,097
1,000
1,050
Total Minorities, NonCaucasian US Citizens
800
655
600 641
600
508
456
542
483
414
400
377
2008
2007
2006
2005
2004
2003
2002
2001
2000
200
Female
Students’ Home States
Fall 2010
43
3
4
2
8
3
20
4
2
20
29
36
4
34
459
28
29
128
12
3
4,901
56
5
DC
20
7
125
6
16
25
Total Enrollment
 48 states & 51 nations
8
24
1
1
12
54
7
4
12
18
19
4
22
3
41
17
4
22
20
2
 70% Missouri residents
 10% minority students
 9% international students
Unofficial data until after 4th week census
International Student Enrollment
1,000
960
950
900
850
819
800
750
674
700
650
600
565
585
619
550
500
2005
2006
2007
2008
2009
2010
Students and Alumni from
Over 70 Countries
960 Students from China - Fall 2010
#1 Question:
How did you do it?
Silver Bullet
OR
Strike of Lightening?
The Truth is……….
Planning with Data
Research
Recruitment
Retention
How data/research is used in
Strategic Enrollment Management
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
To target admissions efforts and predict enrollments
To recommend changes to admissions policy
To examine issues of how best to accommodate growth
To improve the educational experience of students
To identify needs of unique student groups
To project and plan for student enrollment behavior
To determine financial aid policies
To assess student outcomes
To improve retention
To build relationships with high schools and community colleges
3 R’s of Enrollment Management
Research
 Strategic Framework: Mission, Values, Vision
 Environmental Scan: Market Trends & Competition Analysis
 Internal Communication and Data Sharing Plan
 Evaluation and Assessment of Position in Market
 Enrollment Goals, Objectives, & Assessment Criteria
Recruitment
 Recruitment, Marketing and Communication Plan
 Campus wide Coordination of Enrollment Activities
 Student Aid and Scholarship Funding
Retention
 Student/Customer Service Philosophy
 Process Improvements & Technology System Enhancements
 Student Development and Support
Research
Key Data Components to starting
Strategic Enrollment Management
The following four steps are fundamental to the development of a
comprehensive recruitment and retention Plan
1. Determine the institution’s capacity to serve students by degree
program and types of students (traditional, non-traditional,
graduate, etc.)
2. Establish Goals: need to be agreed upon by all involved
3. Formulate Strategies based on data
4. Develop action plan with tactics and an operational calendar:





What exactly is going to be done
When will it be completed
Who is responsible
How much will it cost
How will you know if it has been accomplished (evaluation)
Over 4200 Colleges & Universities:
Heavy Competition for Students
Number of Colleges and Universities
SOURCE: U.S. Education Department
http://chronicle.com Section: The 2007-8 Almanac, Volume 54, Issue 1, Page 8
The NEW National Picture
SOURCE: WICHE, 2008
Challenge: Changes in the College-Bound
Student Markets

The Midwest and Northeast will experience a 4% to 10% decline in high
school graduates between 2009 – 2014 (WICHE)

The profile of college-bound students is rapidly becoming more
ethnically diverse and female dominant (NCES, WICHE, ACT, College
Board)

The number of students interested in engineering, computer science,
and natural science degrees has declined to record lows (ACT, CIRP)

More full-time college freshmen are choosing to start at two-year
colleges (IPED, MODHE)

More students are enrolling in more than one college at a time
(National Student Clearinghouse)

Future student market growth will include more students requiring
financial aid and loans to complete a degree (WICHE)
An ideal Missouri S&T freshman class
1050 to 1150 students with the following profile:
Academic Preparedness:
27 average ACT score (upper 10% in nation)
90% having completed the full Missouri college-prep curriculum
50% from the upper 20% of high school class
Geography: 70% in-state 25% out-of-state 5% international
Gender:
30% female 70% male
Ethnicity:
13% under-represented minority students
Majors:
70% Engineering (all programs)
5% Liberal Arts (psychology, history, English, technical communication, philosophy)
8% Business, Information Technology and Economics
9% Natural Sciences and Mathematics (biology, chemistry, physics)
8% Computer Science
Success Rate: 90% first to second year retention rate
80% return for third year
65-70% graduate in six years
Strategic Enrollment Management
Plan 2007-2011

Increase Success of Students



Increase College Going Rate & Access
1.
2.
3.
4.
5.

Retention Rates
Graduation Rates
Access & Affordability
Pipeline of College Ready Students
Strategic Partnerships
Outreach/Education
Scholarships
Expanding Current Markets & Capturing New Markets
1.
2.
3.
4.
5.
6.
7.
Out-of-state students
Transfer Students
Female Students
Underrepresented Minority Students
International Students
Graduate Students
Nontraditional Students
Basic enrollment funnel
Do not
discount the
value of
funnel
management
and analysis
ACT data
makes the
process much
easier to
engage on
macro and
micro levels
Missouri’s 2008
student pipeline for engineering





High School Seniors:
High School Graduates:
ACT Testers/College Bound:
Any Engineering Interest (all testers):
Any Engineering Interest, (+21 testers):
72,467
61,752
47,240
1,768
1,256
(21 = MO average score / 50%)
 Engineering Interest, +24 comp. score:
961
(24 = UM minimum for auto admission)
 Missouri S&T Freshmen Engineering Enrollees:
681
SOURCES: MODESE 2009, ACT EIS 2008, PeopleSoft
Tight Markets for Minority & Female Engineers
Missouri’s 2008 ACT Tested Seniors,
+24 ACT and Interested in Engineering
 High School Senior Cohort:
 High School Graduates:
 All Engineering Interest, +24 comp. score:
72,467
61,752
961
(24 = UM minimum for auto admission)
 Female Engineering, +24 comp. score:
 African-Amer Engineering, +24 comp. score:
 Asian-Amer Engineering, +24 comp. score:
 Native Amer Engineering, +24 comp. score:
 Hispanic Engineering, +24 comp. score:
176
21
25
7
24
FS2008 Domestic First Time College Freshman
FS2008 First Time College Enrollees
FS2008 First Time College Admits
FS2008 First Time College Applicants
FS2008 First Time College Inquiries
Fall 2009 Inquiries – Freshmen
Graphed by 3 Digit Zip Code
National Service Regions
Highest Yielding Enrollment Activities
Campus Visit/Summer Camps
 Over 70% of the students who visit campus or attend a camp apply
 About 61% of these applicants enroll, so about 42% of our high school
level camp attendees end up enrolling
 2009’s freshmen report that around 26% of the students attending at least
one summer program
Telecounseling
 Increases students attendance at HS/CC visit, receptions & campus
visitation
Regular Communication/Relationship Development
 Current communication plans provide contacts every 2 to 4 weeks
from the end of the Junior Year to the April of Senior Year
•
•
•
General Plan: 14 to 18 contacts/communications
Minority or Women: 21 to 27 contacts/communications
Minority Women: 28 to 36 contact/communications
Recruitment
76% of families would be “somewhat”
or “very likely” to consider a more
expensive institution if it could deliver
greater value.
SOURCE: Longmire & Company, Inc. 2009 “Study of the Impact of the Economy on Enrollment”
Factors Most Noted in
Choosing a College in the US






Majors & Career Programs Offered
Location/Campus Characteristics
Cost/Affordability
Campus Size/Safety
Characteristics of Enrolled Students
Selectivity
Keys to Attracting and Retaining Students
1. Sending the right message to the right
students, at the right time, in the right format
2. The development and management of a multilevel prospective student communication plans
3. Consistently sending our messages through
well- trained, committed, caring individuals
across the campus
4. Having the appropriate resources to
implement the plans
Noel-Levitz 2010 e-expectations report
 1 in 4 students reported removing a school
from their prospective list because of a bad
experience on that school’s Web site.
 92% would be disappointed with a school or
remove it entirely from their lists if they didn’t
find the information they needed on the
school’s Web site.
The Role of Parents & Communications
 90% choose their kids' colleges on the web
 82 % plan to play a pivotal role in helping their
children make the final decision about college
 17% entrust their child to make that decision
independently
SOURCE: Circling Over Enrollment: The E-Expectations of the Parents of College-Bound Students, 2009
RECRUITMENT FUNNEL ACTIVITIES
PRE-FUNNEL
EARLY INTERVENTION, COMMUNITY SERVICE PROGRAMS
SUMMER CAMPS, WEB REPLIES
FEB - AUG
AUG - JAN
JAN - MAY
EARLY FUNNEL
PSAT/ACT PLAN/TARGET MARKET SEARCHES
ACT/SAT SCORES
DIRECT MAIL
TRAVEL
PUBLICATIONS
ON-CAMPUS PROGRAMS
ADVERTISING
MID FUNNEL
ON- AND OFF-CAMPUS PROGRAMS
DIRECT MAIL
SCHOLARSHIP/FINANCIAL AID
TRAVEL
TELECOUNSELING
PUBLICATIONS
LATE FUNNEL
ON- AND OFFCAMPUS PROGRAMS
DIRECT MAIL
TELECOUNSELING
PUBLICATIONS
SCHOLARSHIPS
FINANCIAL AID
Inquire
Apply
Enroll
Focus Communications on
Outcomes and Value
1.
We’re one of America’s top
technological research universities.
2.
Our students get great jobs
at great salaries.
3.
Our students graduate with the
ability to address real-world problems.
4.
We’re one of America’s
“30 safest campuses.”
5.
S&T is one of the top 10
“best value” national public universities.
Over 600 Corporate Partners and
Hiring Organizations
Embracing a P-20 Philosophy
1. Produced an inventory of initiatives and their
outcomes related to pre-college pipeline efforts (prekindergarten through 12th grade) that help prepare
students to succeed in college and their careers
2. Identified Pre K-12 initiatives to improve college
readiness and going rates
3. Outreach activities that emphasize reading
Identify Existing Barriers and Support Along
the Student Pipeline
Student Lifecycle
Barriers /
Problems
University –
Graduate/Professional School
High School
Elementary School
Pre K K
Type of
Support
1
2
Middle School
3
4
5
6
College/University Undergraduate
7
8
9
10
13 12 - HS certific 14 11 Diploma ate
AA/AS 15
18 19 - 20 16 - 17 - MS/MA/MFA PhD/M PhD/M
BS/BA Grad /MBA/JD
D
D
SAMPLE: S&T’s Pre-College Programs
by 2008, 26% of S&T’s freshman class attended an on-campus pre-college
program
Summer Programs
C
Camp Invention (1 week)
R
Aerospace Camp (4 days)
R
Robotics Camp (3 days)
R
Missouri Academy for Youth Advancement (MAYA) (1 month)
R
It's A Girl Thing! (3 day)
R
Summer Solutions (girls) (1 week)
R
Summer Research Experience
R
Summer Research Academy
R
Summer Transportation Instit. (1 month)
R
Business Tech Week
R
Jackling Introduction to Engineering (1 week)
R
Minority Introduction to Technology & Engineering (1 week)
R
Nuclear Engineering Camps (1 week)
R
C.H.I.P. Camp Computer Highly Interactive Program (4 days)
R
Materials Camp (1 week)
R
Explosives (1 week)
R
Hit the Ground Running (3 weeks)
1
2
3
4
5
6
7
8
9
10
11
12
College
Freshmen
Retention
Fundamental Student Retention Conclusions
1.
Studies indicate that financial aid helps increase persistence for
students who need and receive financial aid.
2.
Studies indicate that certain student populations such as:
 Older students,
 African Americans & Hispanics,
 Students who work more than 30 hours weekly, and
 First generation college students have persistence problems
3.
Schools can improve retention rates by:
 accurately determining when and why students withdraw
 Up-to-date information helps administrators determine
better strategies for increasing retention rates
SOURCE: DANA Center Retention Report, 1998
How well do you truly know your
institution and students?
POLL
Undergraduate demographics and
psychographics





Average Age: 21.6 years old
Gender:
 23% Female
 77% Male
First Generation College Students:
 2005-06: 37%
Residency:
 Missouri Residents: 76%
 Out-State Students: 22%
 International: 2%
Ethnicity:
 African-American: 4%
 Asian-American: 3%
 Caucasian: 83%
 Hispanic: 2%
 Native-American: 1%
 Non-resident, International: 2%
 Not Disclosed: 5%







From a Community <40,000: 45% approx.
Average Family Income: $82,000
Average Indebtedness at Graduation:
 $23,500 USD approx.
High Financial Need (Pell qualifier): 24%
Freshmen with Credit Cards:
 24%
 6 arrive with over $1000 USD standing
balance
Students with PCs:
 94%
 +70% laptops
 7% Macs
Students with Cell Phones
 97%
New Student Interests
Fall 2010
 56% already considering graduate school
 95% plan to join a student organization
 54% want to assume a student leadership position
 43% would like to study abroad
 73% plan to be involved in intramural sports
 70% plan to be involved in student design teams
 51% plan to join a service or volunteer organization
 30% plan to be involved in music and theatre
Incoming students’ self-identified interests
and needs
1400
1,348
1300
1,259
1,233
1,232
1,205
1,204
1200
1,163
1,112
1100
1000
1,004
1,024
977
900
1,009
992
1,128
1,011
988
995
879
880
738
733
910
908
863
839
805
800
771
772
754
Help with Writing
20%
Help with Math Skills
16%
Help with Reading
23%
Help with Study Skills
20%
Want to Study Abroad
26%
764
700
2003
2004
2005
2006
2007
2008
SOURCE: ACT’s AIM 2008
Identifying interests of incoming students
2500
2000
1500
1000
500
High School
College
0
SOURCE: ACT’s AIM 2008
Primary Student Fears
Flunking out of college
Not making friends
Successful Students/Graduates
Recommendations for New Students
Go to Class
Learn to Study
Ask for Help/Ask Questions
Income and Attainment
Financial Considerations the Most Common
Reason for Leaving College
SOURCE: ELS:2002 “A First Look at the Initial Postsecondary Experiences of the High School Sophomore
Class of 2002 (National Center for Education Statistics)
Summary Thoughts
Concluding data thoughts
 It’s not about the data itself
 It’s about identifying, helping frame and
satisfying information needs:
 Understanding what information is needed, why
it is needed and what will be done with it
 Procuring relevant and timely data
 Analyzing data quickly and appropriately
 Packaging information effectively
 Guiding its use
Core Data Driven Findings
 No Admission or Enrollment Effort is Successful without
QUALITY Academic Programs to Promote
 Recruitment and Retention is an On-going, Multi-year
PROCESS with Strong Access to Research and DATA
 +80% of Enrollments come from REGIONAL student markets
for BS/BA degrees
 The Most Successful Recruitment Programs Clearly
DIFFERENTIATE the Student Experience from Competitor’s
Programs
 The Most Successful Retention Programs Clearly Address
Students’ Needs and Regularly ENGAGE Students in Academic
and Non-Academic Programs
“We are what we repeatedly do.
Excellence, therefore, is not an act but
a habit.”
-Aristotle
futurestudents.mst.edu
Using Data to Plan and Manage Admissions
A View from the USA
Jay W. Goff
Vice Provost and Dean of Enrollment Management
Missouri University of Science and Technology
Rolla, Missouri, USA
[email protected]
Download today’s presentation:
http://enrollment.mst.edu
Founded 1870 | Rolla, Missouri