Enrollment Management: Strategy, Alignment and …...2015/11/05 · UPCEA Marketing and Enrollment...

UPCEA Marketing andEnrollment Management SeminarDenver, CO

A Presentation by John (Jack) MaguireFounder & Chair Emeritus, Maguire Associates, Inc.November 5, 2015

Enrollment Management:Strategy, Alignment and Inequality

Original Synergies

2

The term “Enrollment

Management” was first used in a 1976 article in Boston College’s

alumni magazine.

Original Synergies

3

4

Original Synergies

Are We Losing Control?

Today, colleges and universitiesface unprecedented challengesthat undermine their sense of

institutional control.

5

Stealth Applicants

When more and more candidates for admission are “stealth applicants” who, having researched the school on the Internet, fly in under the institutional radar…

How does the school control its student recruitment and messaging?

6

APP

What a Wicked Web

When any rumor – whether true or false – can be posted by anyone, gain traction and spread virally through an ever-expanding universe of online social networks...

How does a school control its institutional reputation?

7

Rankings Tyranny

When third-party entities like U.S. News & World Report have so much influence over public perception of relative institutional quality that they can seduce institutional leaders to “game the system” in ways that actually undermine the school’s mission...

How can a college or university control its distinctive identity and promise?

8

Is It Enrollment Marketing Now?

As a result, in far too many schools, Enrollment Management has become synonymous

with a narrow view of Marketingthat is more about gaining short-term

competitive advantageat the point of enrollment and less about

finding the best fitbetween school and student

to the long-term benefit of each.

9

The Traditional Enrollment Funnel

• An image borrowed from business marketing.○ Prospective students are like “sales leads” that become

increasingly “qualified” as they move through successive stages.

○ Thereby meriting an increasingexpenditure of time and moneyto convert them intoenrolled students.

○ The funnel implies completionof a one-time sale at the pointof enrollment.

10

The Multi-Funnel Model

A considerable improvement over the single-funnel model.• Adopts a life-cycle perspective.• Provides entry points at different phases.• Speaks to who is making decisions at each phase.• Allows institutional agency in promoting conversions.

11

Is That Your Funnel Answer?

The Funnelis an outmoded,defectivemetaphor.

12



It does not accountfor outflows and“nonflows.”

13



It does not accountfor outflows and“nonflows.”

But, worst of all, it perpetuates a simplistic focus on conversions at the point of student enrollment.

14

The Enrollment Cosmos

15

Dark Matter Populations

TARGETED PROSPECTS

WHO NEVER INQUIRED

PROSPECTSNOT TARGETED

INQUIRERS WHO NEVER

APPLIED

APPLICANTS NOT

ADMITTED

ADMITS WHO NEVER

ENROLLED

ENROLLEES WHO NEVER GRADUATED

ALUMS NOT SUPPORTING

The Dark Matters

These “dark” populations matter for two very compelling reasons.

•They can teach us.Shining the light of analysis on these dark matter populations can yield many valuable insights – both tactical and strategic.

•They are markets. These populations continue to be audiences and potential markets for the school’s programs and services.

16

Communities Are Where You Find EM

We need to expand our thinking to include the cultivating, nurturing, and leveraging of a

Community of Communities (C²)that includes communities of influence,

as well as communities of students, faculty,alumni, advocates, stewards, donors, etc.

EM=C² is our name for this reformulation of Enrollment Management – a new EM with

Community at its core.

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. . . to know thatEnrollment Managementneeds to be reformulated

for the new world of higher education – a world in which

virtual communities proliferate, global boundaries are erased,

“stealth applicants” abound, and U.S. News, Twitter and Facebook shape the expectations of those making college choice decisions.

It doesn’t take an Einstein…

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EM=C2

A New Formula for Enrollment Management

• E = Enrollment redefined and broadened to describe, from the community member’s perspective, a process of joining, experiencing, contributing to and transitioning from all kinds of virtual and physical communities.

• M = Management redefined and broadened to describe, from the institution’s perspective, a process of understanding, inspiring, engaging and leveraging all kinds of virtual and physical communities.

• C2 = Community of Communities where the institutional community is redefined as the current expression of mission and values that inspire and hold together its various affiliated communities over time.

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The EM=C2 Matrix

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MANAGEMENT

UNDERSTAND INSPIRE ENGAGE LEVERAGE

ENR

OLL

MEN

T

JOINA conceptual framework to facilitate thinkingand strategizing around this new formula for EM.

The vertical E-Axis displays four phases of Enrollment in communities.

The horizontal M-Axis displays four dimensionsof Management of communities.

The 16 points of intersection provide myriad opportunities to put EM=C² into practice.

FULFILL

REPRESENT

STEWARD

E-A

xis

M-Axis

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MANAGEMENT


ENR

OLL

MEN

T

JOIN

Understand why andhow individuals select

and join (or do not) this community.

Inspire individuals to select and join this

community.

Engage with individuals as they select and join this

community.

Leverage the efforts of individuals as they

select and join this community.

FULFILL

Understand why and how members fulfill

(or do not) their needs in this community.

Inspire members of this community to more meaningfully fulfill their needs.

Engage members of this community to

more effectively fulfill their needs.

Leverage the experience of

members of this community as they fulfill their needs.

REPRESENT

Understand why and how members of this community choose to (or not to) represent

the school.

Inspire members of this community to

represent the school.

Engage members of this community as they represent the

school.

Leverage the efforts of members of this community as they

represent the school.

STEWARD

Understand why and how members chooseto (or not to) steward

the school.

Inspire members of this community to

steward the school.

Engage members of this community as they steward the

school.

Leverage the efforts of members of this community as they steward the school.

E-A

xis

M-Axis

The EM=C2 Matrix

The M-Axis:ENGAGING Communities

• At critical “touch points” when students andother constituents make specific requests of the institution, how timely and effective is the response? Is the school missing opportunitiesto make those experiences positive ones?

• The Satisfaction-Retention Matrix can help think through how the school can betterengage students and other communities.

22


23

Satisfaction-Retention Matrix

SATISFIED?YES NO

RET

AIN

ED?

YES

NO


24


All enrolleesbegin their college experience in this

quadrant.

SATISFIED?YES NO

RET

AIN

ED?

YES

NO


25



quadrant.

Some may become less satisfied but

continue to persist.

SATISFIED?YES NO

RET

AIN

ED?

YES

NO


26



quadrant.



Some may becomeso dissatisfied they

drop out.

SATISFIED?YES NO

RET

AIN

ED?

YES

NO


27



quadrant.



Some may be compelled to drop out

for various reasons, despite being satisfied.

Some may becomeso dissatisfied they

drop out.

SATISFIED?YES NO

RET

AIN

ED?

YES

NO

You Gotta Love IT

• Advances in Information Technology – especially the emergence of integrated databases – make possible a wealth of new knowledge and insight about the many communities served by the institution.

• Without these IT tools it would be far too difficult to keep track, much less make sense, of the multiplicity of individual and community interactions.

• Fortunately, these myriad interactions leave behind a digital data trail. And this data trail contains interpretive information.

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Original Synergies

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Original Synergies

30

Implementing EM=C2

• Translating EM=C² theory into practice requires strong, energetic leadership to overcome the “silo mentality” that so often characterizes colleges and universities.

• Other organizational mechanisms have also proven useful:○ adhocracies

○ integrated systems

○ dashboards, templates, common metrics

○ new silo-spanning positions

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Putting EM=C2 to Work

So, how in practical termsmight this new approach to

Enrollment Management work?

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MANAGEMENT


ENR

OLL

MEN

T

JOIN

FULFILL

REPRESENT

STEWARD

The EM=C2 Matrix at Work

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Train “front-line” staff (employees and volunteers)to seek out in their interactions with the school’s various constituencies an improved understanding of how the school is or is not meeting their needs and expectations.

Multiple CommunityFULFILL Phase

E-A

xis

M-Axis

In Conclusion

After 35+ years, Enrollment Managementhas only begun to fulfill its potential as

a professional discipline.

The time is ripe to assert a new, multidimensional, nonlinear approach that embraces the reality of a

global, socially-networked marketplace,and does so in large part by harnessing the power of the information technologies that enable and track

the behaviors of its many communities.

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In Conclusion

This EM=C2 approach seeks to influence rather than control these communities –

through data-driven insight, values-based inspiration, highly responsive assistance,

and flexible facilitation.

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Questions to be Addressed

•What explains the alarming indicators of national economic and social decline afflicting the U.S.?

•How is American higher education and the discipline of enrollment management implicated in and affected by these larger, societal trends?

•What can we do as practitioners and leaders in the field of data analytics to reverse these negative trends?

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Income Inequality

Income Inequality

The Vicious Cycle of Denial, Fear, and Self-Interest

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Income Inequality

Have & Have-Not Colleges



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Income Inequality


Diminished K-12 Teacher

Quality

Diminished K-12Teacher Quality


39

Income Inequality



Quality

Lowered Standards &Expectations

Lowered Standards & Expectations


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Income Inequality



Quality


Decline in STEM

CompetitiveStanding

Decline in STEM Competitive Standing


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Income Inequality



Quality


Decline in STEM

CompetitiveStanding

Loss of Employment

& Income


Loss of Employment & Income

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Income Inequality

• Wealth of compelling data demonstrating the negative effects ofincome inequality in nations and societiesaround the world.

• These effects in life expectancy, disease morbidity, high school dropout rates, violent crime, drug abuse, trust, and social mobility related to gap between levels of income.

• U.S. income inequality has grown dramatically.

• The U.S. also displays some of the most negative societal effects.

Vicious Cycle

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Americans Underestimate Inequality

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Source: “Inequality in the United States: Understanding Inequality with Data” Curated by Sharon Jank & Lindsay Owenswww.inequality.com/slides

1980

3.3

0.67

0.33 0.092 0.024

Me

dia

n In

com

e in

Mill

ion

s o

f D

olla

rs

U.S. Income DistributionBy Top .01%, .1%, 1%, 10% and Bottom 90%

45

1980 vs. 2008

3.3

0.67

0.33 0.092 0.024

16.5

3.3

0.830.092 0.0185M

ed

ian

Inco

me

in M

illio

ns

of

Do

llars


46

1980 vs. 2008

Me

dia

n In

com

e in

Mill

ion

s o

f D

olla

rs


47

3.3

0.67

0.33 0.092 0.024

16.5

3.3

0.830.092 0.0185

+ 400%

+ 400%

+ 150%0% -23%

Unemployment Rates in the U.S. for Workers in Selected Deciles of the Household Income Distribution,4th Quarter 2009 (in %)

30.8%

19.1%

12.2%

7.8%

5.0%4.0% 3.2%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Lowest($12,499 or

less)

Second($12,500 to

$20,000)

Fourth($30,000 to

$39,999)

Sixth($50,000 to

$59,999)

Eighth($75,000 to

$99,999)

Ninth($100,000 to

$149,999)

Top($150,000 or

more)

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Laborer (min. wage)Social worker ($20-$50k)

Nurses &Teachers

Financiers, CEO (highest paid in 2008 = 112.5M)Athletes, Movie Stars

Inequality Has Increased With Each Expansion in the Postwar Era

49

Source: “The Benefits of Economic Expansions Are Increasingly Going to the Richest Americans” by Neil Irwin. NYTimes.com Sept 26, 2014www.nytimes.com/2014/09/27/upshot/the-benefits-of-economic-expansions-are-increasingly-going-to-the-richest-americans.htm

Percent share if income growth received by the top 10 percent and bottom 90 percent of earners during expansions

The bottom 90 percent experienced a decline in income from 2009 to 2012, meaning their share of income gains was negative. Source: Pavlina R. Tcherneva calculations based on data from Thomas Piketty and Emmanuel Saez and N.B.E.R.

Top 1 Percent Share of Total Income

50

Source: Thomas Piketty and Emmanuel Saez, “The Evolution of Top Incomes: A Historical and International Perspective”

Health and Social Problems are not Related to Average Income in Rich Countries

Index of:• Life expectancy• Math & Literacy• Infant mortality• Homicides• Imprisonment• Teenage births• Trust• Obesity• Mental illness –

including drugs & alcohol addiction

• Social mobility

51

Source: Wilkinson & Pickett, The Spirit Level (2009)www.equalitytrust.org.uk

Health and Social Problems are Worse in More Unequal Countries

Index of:• Life expectancy• Math & Literacy• Infant mortality• Homicides• Imprisonment• Teenage births• Trust• Obesity• Mental illness –

including drugs & alcohol addiction

• Social mobility

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• Top 20 private universities with thelargest endowments account for60% of the total endowment valueof all private institutions.

• Same 20 institutions represent6.3% of total private post-secondary enrollment and only 1.7% of total post-secondary enrollment.

• These best-endowed institutions are virtually identical to the 20 top-ranked national universities.

Vicious Cycle

53


• The “Have” institutionsdisproportionately serve the“Have” students and families.

○ In 2008-9, the wealthiest private institutions (with endowments of over $4 billion) had the lowest percentages of students with Pell Grants – ranging from 5.7% to 15.1%

○ Whereas, Pell Grant recipients accounted for roughly 38% of students on average at all public and non-profit institutions.

Vicious Cycle

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Percent Below Average Annual Family Income Levels

SOURCE: Data supplied by selected institutions.

U.S. Populationvs. Students in Selected Types of Colleges

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3

% B

elo

w In

com

e $

10 25 45 60 75 90 100 120 135 180

Income $ (Thousands)

100

90

80

70

60

50

40

30

20

10

0

– Community College

– U.S. Population

– Three Urban Universities

– Billion Dollar Club

– Selective Liberal Arts8

25

70

82

97

20

40

60

10

20

40

SAT’s vs Income

FAMILY INCOMEAVERAGE SAT SCORE (OUT OF 2400) FOR 2013 COLLEGE-BOUND SENIORS

$0,000-$20,000 1326

$20,000-$40,000 1402

$40,000-$60,000 1461

$60,000-$80,000 1497

$80,000-$100,000 1535

$100,000-$120,000 1569

$120,000-$140,000 1581

$140,000-$160,000 1604

$160,000-$200,000 1625

More than $200,000 1714

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Source: Lani Guinier, The Tyranny of the Meritocracy: Democratizing Higher Education in America

Degree vs SAT’s vs Income

0

10

20

30

40

50

60

70

80

Low income Middle Income High income

IT’S NOT ALL ABOUT APTITUDE: PERCENTAGE OF STUDENTS WHO RECEIVED A FOUR-YEAR COLLEGE DEGREE OR MORE, BY TEST SCORES AND INCOME, 2000

Low score

Middle score

High score

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Source: US DOE, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS: 88/2000), “Fourth Follow-up,” unpublished data. Quoted in Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream by Suzanne Mettler.

College Completion by Income and Year of Birth

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Source: “Inequality in the United States: Understanding Inequality with Data” Curated by Sharon Jank & Lindsay Owenswww.inequality.com/slides

Institutions have high concerns with all aspects of the value environment of higher education, with the majority of the concern placed upon the sustainability of the high cost, high discount pricing model for higher education. In general, it appears as though institutions are slightly more concerned than in the previous year about all of the issues facing college enrollment.

16%

9%

4%

2%

1%

1%

0%

4%

50%

38%

25%

20%

16%

8%

8%

9%

24%

33%

41%

44%

42%

39%

37%

24%

8%

13%

22%

25%

27%

35%

37%

35%

2%

6%

8%

9%

14%

18%

18%

29%

The use of early application/admission programs in undergraduateadmissions

The impact that college rankings have had on the undergraduateadmissions practices at your school

The strategic use of merit aid to shape incoming undergraduateclasses

Need for traditional undergraduate institutions to adapt to newmodels of higher education (e.g., online, hybrid, adaptive…

The possibility of government accountability for higher educationoutcomes

The discussion of a student debt “bubble” in the public sphere

The public focus on defining the value of higher education

The sustainability of the high cost, high discount pricing model forhigher education

How concerned are you about the following issues facing college enrollment?

Not at all concerned Not very concerned Concerned Very concerned Extremely concerned

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• Self-perpetuating cycle in whichwealthy alumni of elite universities“bring sand to the beach.”

• Huge endowments confer a hidden discount in the form of a sticker price far below the actual cost of educating students.

• Unfair programmatic and reputational advantage in attracting wealthy families and the financial aid resources to out-compete for the most capable students.

Vicious Cycle

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Diminished K-12 Teacher Quality

• The teaching profession is not highlyrespected in our society.○ Disproportionately come from the bottom

half of their high school classes.

○ Unlike Japan, Finland, and Canada where teachers are drawn from the top academic 10% of high school graduates.

○ “Call me old-fashioned, but I don’t think one hedge fund manager (making an obscene $1 billion per year) is worth 20,000 teachers!” ~Robert Reich

• The undervaluing of teachers has steered many of the most capable potential teachers away from the profession, reducing the overall quality of the pool that we rely on to educate our children.

Vicious Cycle

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Lowered Standards & Expectations

• Grade inflation is common in our colleges and universities, as reflectedin rising GPA’s and declining timespent studying.

• We are expecting less from students in terms of course preparation and content mastery.

• Is this the inevitable by-product of not attracting the most qualified teachers and the low esteem in which our society holds the teaching profession?

Vicious Cycle

63

Decline in Competitive Standing

• Where once the United States hadthe highest college completion ratesin the world, we now rank 12th among25-35 year-olds.

• In Math and Science, we have dropped below the top 20 countries in elementary and secondary school exam scores.

Vicious Cycle

64

Loss of Employment & Income

• We’re now losing high-skill jobsto countries with better STEM-educated workers.

• Our persistent high unemployment and low income is concentrated in population groups with inadequate STEM educations.

• Thus has EDUCATION – the traditional lever in our society for moving people out of poverty into the middle class – been turned into a barrier that blocks social mobility and exacerbates the gap between the Haves and Have-Nots.

Vicious Cycle

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Social Mobility: Unequal Opportunities

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Social Mobility is Higher in More Equal Rich Countries


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Ultimate Question

Are we powerless tohalt and reverse

our descent along thisdownward trajectory?

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The Virtuous Cycleof Data-Based Knowledge, Awareness and Understanding

Compile Relevant Data

Compile Relevant

Data

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Compile Relevant

Data

Apply Sophisticated

Analytics


Apply Sophisticated Analytics

70

Compile Relevant

Data

Apply Sophisticated

Analytics

Extract Meaningful

Insights


Extract Meaningful Insights

71

Compile Relevant

Data

Apply Sophisticated

Analytics

Extract Meaningful

InsightsPresent

Evidence in Compelling

Fashion


Present Evidence in Compelling Fashion

72

Compile Relevant

Data

Apply Sophisticated

Analytics

Extract Meaningful

InsightsPresent


Fashion

Create Leadership Awareness



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Compile Relevant

Data

Apply Sophisticated

Analytics

Extract Meaningful

InsightsPresent


Fashion


Monitor Effects of

Policy Changes


Monitor Effects of Policy Changes

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In Conclusion . . .

• Changing our nation’s educational priorities, policies, and practices will require political will; and that will require changing deeply ingrained opinions and attitudes.

• Only by marshaling compelling evidence of the urgent need for change and of the dangerous consequences of continued denial can we create the virtuous cycle...

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In Conclusion . . .

reversingthe Prospect of Decline

throughthe Power of Knowledge.

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QUESTIONS

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Enrollment Management: Strategy, Alignment and …...2015/11/05 · UPCEA Marketing and Enrollment...

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