Putting the Planning into SEM: Developing a SEM Plan

CANADIAN SEM SUMMIT - HALIFAX, 2010CANADIAN SEM SUMMIT - HALIFAX, 2010

Putting the Planning into SEM: Putting the Planning into SEM: Developing a SEM PlanDeveloping a SEM Plan

Clayton Smith, University of WindsorClayton Smith, University of WindsorSusan Gottheil, Mount Royal UniversitySusan Gottheil, Mount Royal University

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SEM Audit

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IntroductionsIntroductions

Why did you sign up for the workshop?Why did you sign up for the workshop?

Does your institution have a SEM plan?Does your institution have a SEM plan? Is it working well- why or why not ?Is it working well- why or why not ?

Have you personally been involved in any strategic Have you personally been involved in any strategic planning process before ? If so, in what capacity?planning process before ? If so, in what capacity?

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SEM PlanningSEM Planning

Many institutions have nominally adopted enrolment Many institutions have nominally adopted enrolment management management

renaming of admissions & recruitment functionsrenaming of admissions & recruitment functions tactics fundamentally marketing activitiestactics fundamentally marketing activities

Few institutions have a comprehensive, holistic SEM PlanFew institutions have a comprehensive, holistic SEM Plan covering all academic & administrative units of the institutioncovering all academic & administrative units of the institution setting clear goalssetting clear goals providing optimal alignment of:providing optimal alignment of:

mission & visionmission & vision enrolment enrolment fiscal healthfiscal health changing environmentchanging environment

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Why Develop a SEM Plan?Why Develop a SEM Plan? Veteran admissions and financial aid professionals have Veteran admissions and financial aid professionals have

accumulated years of experience and often act instinctively with accumulated years of experience and often act instinctively with tactical approaches to recruitment and retentiontactical approaches to recruitment and retention

Student affairs professionals understand the need to connect with Student affairs professionals understand the need to connect with students and frequently initiate new developmental programs to students and frequently initiate new developmental programs to help them succeedhelp them succeed

Faculty work with teaching & development centres, refining Faculty work with teaching & development centres, refining curriculum & pedagogy to enhance student engagementcurriculum & pedagogy to enhance student engagement

……But putting all of this together, while considering changing But putting all of this together, while considering changing environments, internal realities, and external pressures, requires environments, internal realities, and external pressures, requires thoughtful planning, systems thinking, and careful analysisthoughtful planning, systems thinking, and careful analysis

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CANADIAN SEMCANADIAN SEM


PlanningPlanning

Doesn’t ensure results Doesn’t ensure results butbut provides provides Disciplined appraisalDisciplined appraisal Goal settingGoal setting StategizingStategizing

Minimizes failureMinimizes failure Organizes thought processesOrganizes thought processes A great communication toolA great communication tool Describes Describes whatwhat institution will achieve & institution will achieve & howhow it will it will

accomplish itaccomplish it

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SEM Planning SEM Planning

A systematic, ongoing and cyclical process A systematic, ongoing and cyclical process with a built-in with a built-in annual reporting cycle annual reporting cycle

A collaborative A collaborative process whereby all institutional constituents process whereby all institutional constituents are involved in deciding how the institution should respond to are involved in deciding how the institution should respond to external conditionsexternal conditions

Future oriented: Future oriented: 5, 10, 15 year horizon5, 10, 15 year horizon Tied into Tied into strategic, academic & budget plansstrategic, academic & budget plans Not all strategic plans address enrolment management, BUT Not all strategic plans address enrolment management, BUT

enrolment management cannot work without strategic enrolment management cannot work without strategic planningplanning

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Our Goals TodayOur Goals Today

Establish a common understanding of SEM Establish a common understanding of SEM

Review emerging SEM issuesReview emerging SEM issues

Walk through the major components of the SEM planning Walk through the major components of the SEM planning modelmodel

Provide resources you can use to help guide your institution in Provide resources you can use to help guide your institution in the development of a SEM planthe development of a SEM plan

Provide web links to institutional SEM plans and planning Provide web links to institutional SEM plans and planning article references that you can use as resourcesarticle references that you can use as resources

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What is SEM?What is SEM?

CANADIAN CANADIAN


The Classic Admissions

Funnel

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Enrolment Management: Enrolment Management: The Classical DefinitionThe Classical Definition

Enrollment management is an organizational concept and a Enrollment management is an organizational concept and a systematic set of activities designed to enable educational systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments. institutions to exert more influence over their student enrollments. Organized by strategic planning and supported by institutional Organized by strategic planning and supported by institutional research, enrollment management activities concern student college research, enrollment management activities concern student college choice, transition to college, student attrition and retention, and choice, transition to college, student attrition and retention, and student outcomes. These processes are studied to guide institutional student outcomes. These processes are studied to guide institutional practices in the areas of new student recruitment and financial aid, practices in the areas of new student recruitment and financial aid, student support services, curriculum development and other student support services, curriculum development and other academic areas that affect enrollments, student persistence and academic areas that affect enrollments, student persistence and student outcomes from college.student outcomes from college.

- Don Hossler, 1990- Don Hossler, 1990

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……a a comprehensive processcomprehensive process designed to help an institution designed to help an institution achieve and maintain achieve and maintain optimum optimum enrolmentenrolment, where optimum is , where optimum is defined within the defined within the academic academic contextcontext of the institution. of the institution.

-Michael Dolence (1993)-Michael Dolence (1993)

SEM is… SEM is…

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Promoting Student Success:Promoting Student Success:The Student Success ContinuumThe Student Success Continuum

Recruitment / Recruitment / MarketingMarketing

AdmissionAdmission

OrientationOrientationCo-curricular Co-curricular

supportsupport Degree/goal Degree/goal attainmentattainment

Academic Academic supportsupport RetentionRetention

Financial Financial supportsupport

Student’s college /university careerStudent’s college /university career

Classroom Classroom experienceexperience

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CANADIAN SECANADIAN SE


The Student Success ContinuumThe Student Success Continuum


AdmissionAdmission


supportsupport Degree/goal Degree/goal attainmentattainment


Financial Financial supportsupport



Traditional Enrolment PerspectiveTraditional Enrolment Perspective

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CANADIAN SECANADIAN SE


The Student Success ContinuumThe Student Success Continuum


AdmissionAdmission


supportsupportDegree/goal Degree/goal attainmentattainment


Financial Financial AidAid



The SEM PerspectiveThe SEM Perspective

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The range of activities that influence The range of activities that influence a student’s a student’s initial initial & continued enrolment& continued enrolment

The programs, policies & processes that impact The programs, policies & processes that impact institutionalinstitutional enrolment enrolment

The The organizational framework & structureorganizational framework & structure that that supports institutional & student goalssupports institutional & student goals

It is tied into the institutional academic & strategic planIt is tied into the institutional academic & strategic plan

What is SEM? What is SEM?

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Optimal Enrolment Optimal Enrolment Enrolment Quantity

Enrolment Diversity

Enrolment Quality

Capacity Management

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The Concept of Optimum EnrolmentThe Concept of Optimum Enrolment

Physical Capacity

Undergrad/Grad

Residency

Program Capacity

Special Skills

AcademicProfiles

Majors

Ethnicity

InstitutionalMission

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All PSEs are NOT the SameAll PSEs are NOT the Same

SizeSize LocationLocation Student bodyStudent body MissionMission AccessibilityAccessibility

We can’t be all things to all people.We can’t be all things to all people.

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Institutional Mission andInstitutional Mission andEnrolment Goals Are Determined By:Enrolment Goals Are Determined By:

Programs Programs offeredoffered

Historical Historical status status

NicheNicheWeaknessesWeaknesses

StrengthsStrengths

Range of Range of influenceinfluence

Aspirational Aspirational statusstatus

Current Current competitive competitive

statusstatus

Determine your niche, focus on it & deliver on it as well as you possibly can …

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Think creatively about those niches!Think creatively about those niches!

The obvious . . .The obvious . . . Tuition rates (colleges vs universities; different Tuition rates (colleges vs universities; different

provinces)provinces) LocationLocation Class-sizeClass-size Faculty-full-time vs sessional, TAsFaculty-full-time vs sessional, TAs Admission requirements (open admission, GPA)Admission requirements (open admission, GPA) Admission processesAdmission processes Special relations with local communities, businesses Special relations with local communities, businesses

and industriesand industries Immediate work-related skills, co-op opportunitiesImmediate work-related skills, co-op opportunities

And not-so-obvious …And not-so-obvious …

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DiscussionDiscussion

What are the niches or potential niches you What are the niches or potential niches you have at your institution?have at your institution?


SEM is Achieved by…SEM is Achieved by…

Establishing Establishing clear goalsclear goals for the number & types of for the number & types of students needed to fulfil the institutional missionstudents needed to fulfil the institutional mission i.e., determining, achieving & maintaining optimum i.e., determining, achieving & maintaining optimum

enrolmentsenrolments How many students would be “enough”?How many students would be “enough”?

Promoting Promoting student academic successstudent academic success by improving by improving access, transition, retention, & graduationaccess, transition, retention, & graduation

Enabling effective Enabling effective strategic & financial planningstrategic & financial planning

Supporting the delivery of Supporting the delivery of effective academic programseffective academic programs

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Creating a Creating a data-rich environmentdata-rich environment to inform decisions & to inform decisions & evaluate strategies evaluate strategies

Improving Improving process & organizational efficiencyprocess & organizational efficiency

Establishing top quality Establishing top quality student-centred servicestudent-centred service

Strengthening Strengthening communications & collaborationcommunications & collaboration among among departments across the campusdepartments across the campus

SEM is Achieved by…SEM is Achieved by…

- Bob Bontrager (2004)

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Myth BustersMyth Busters

SEM plan is not just an enhanced recruitment & marketing plan.SEM plan is not just an enhanced recruitment & marketing plan.

SEM structure is not just an organizational plan.SEM structure is not just an organizational plan.

SEM is not separate from the academic mission of the institution.SEM is not separate from the academic mission of the institution.

SEM is not always about growth.SEM is not always about growth.

SEM is the effective integration of administrative processes, SEM is the effective integration of administrative processes, student services, curriculum planning, and market student services, curriculum planning, and market analysis.analysis.

Myth Busters


No One WayNo One Way

““Myths about enrolment management are Myths about enrolment management are abundant, yet one truism has emerged…abundant, yet one truism has emerged…there is no single way to implement there is no single way to implement enrollment management.”enrollment management.”

-Jim Black (2004)-Jim Black (2004)

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When you don’t know where you’re When you don’t know where you’re going, any road will take you there.going, any road will take you there.

- - Cheshire CatCheshire Cat, , Alice in WonderlandAlice in Wonderland

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The SEM Plan: The SEM Plan: A Great Place to StartA Great Place to Start

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The enrollment plan serves as the The enrollment plan serves as the road maproad map for achieving specific institutional goals, for achieving specific institutional goals, typically connected to student body size, typically connected to student body size, enrollment mix, and revenue, while also enrollment mix, and revenue, while also providing specific indicators on the providing specific indicators on the effectiveness of the learning environmenteffectiveness of the learning environment.

-Janet Ward, 2005

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Before You BeginBefore You Begin

Identify a champion…probably not the enrolment Identify a champion…probably not the enrolment manager (too much self-interest!)manager (too much self-interest!) Often the chief academic officer/provostOften the chief academic officer/provost Sometimes the presidentSometimes the president

Someone who can bring the plan to life once it is Someone who can bring the plan to life once it is developeddeveloped

Gain commitment to move beyond the “ready, aim, aim” state.

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A word to the wiseA word to the wise

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It is so easy to go straight to “strategies”. But you should do your homework first and start with step one.


The First StepsThe First Steps

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The Plan to PlanThe Plan to Plan

Starting a planning process is to develop a plan to plan:Starting a planning process is to develop a plan to plan:

Develop institutional support for strategic planning/SEMDevelop institutional support for strategic planning/SEM

Establish a planning committeeEstablish a planning committee

Work with the planning committee to design the processWork with the planning committee to design the process

Establish a timeline to keep everyone on taskEstablish a timeline to keep everyone on task

Provide adequate resources for all planning activitiesProvide adequate resources for all planning activities

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““The more people involved in decision making, the The more people involved in decision making, the greater the commitment to implementing the greater the commitment to implementing the decision.”decision.”

-Hossler, Bean & Associates, 1990

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Have you developed a plan to plan at your Have you developed a plan to plan at your institution?institution?

If so, who is involved?If so, who is involved?


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Creating a StructureCreating a Structure

Create a structure for planning with regard to five concerns:Create a structure for planning with regard to five concerns: Institutional cultureInstitutional culture Governance structureGovernance structure Enabling the institution to review issues, goals and strategies through Enabling the institution to review issues, goals and strategies through

these lenses:these lenses: administrative processesadministrative processes student servicesstudent services curriculum planningcurriculum planning market analysismarket analysis

Budget decision cycle and involvement of budget decision-makersBudget decision cycle and involvement of budget decision-makers The dynamics of Change Management.The dynamics of Change Management.


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Selecting the Right Organizational Selecting the Right Organizational Structure for Structure for YourYour Institution Institution

CommitteeCommittee CoordinatorCoordinator MatrixMatrix DivisionDivision


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What are the strengths and weaknesses of What are the strengths and weaknesses of the various structures ?the various structures ?


DATA AND DECISION MAKINGDATA AND DECISION MAKING

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““Without data you’re just another Without data you’re just another person with an opinion.”person with an opinion.”

-unknown-unknown

““Data is not the plural of anecdote.”Data is not the plural of anecdote.”--numerous authorsnumerous authors

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DataData

What puts the “S” in “SEM”What puts the “S” in “SEM”

Transactional dataTransactional data

Recruitment & retention analysisRecruitment & retention analysis

Assessment of strategies, services & outcomes (KPIs)Assessment of strategies, services & outcomes (KPIs)

Meaningful metricsMeaningful metrics

How clean is your data ?How clean is your data ?

Does everyone understand the definitions?Does everyone understand the definitions?

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Creating a Data-Driven Enrolment PlanCreating a Data-Driven Enrolment Plan

Alumni Research

Placement DataGraduate Rates

Retention DataStudent Surveys

Yield DataAdmission Statistics

Competitive AnalysisMarket Research

The EnrolmentData Agenda

Financial Aid Analysis

Enrolment Strategies

Alumniengagement

Graduation/Career Development

Yield

Recruitment

Marketing

First Year Exp. &Retention Programs

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MissionMission

The mission statement is the key to institutional The mission statement is the key to institutional identity. It is often heralded as the key to strategic identity. It is often heralded as the key to strategic planning. This is fundamentally wrong. The mission planning. This is fundamentally wrong. The mission statement defines what your institution is. It is a statement defines what your institution is. It is a measure of the measure of the status quostatus quo. It establishes the . It establishes the organizational framework under which you operate, organizational framework under which you operate, it does not provide direction, it defines the present.it does not provide direction, it defines the present. The mission statement simply states what business The mission statement simply states what business you are in, why you exist and who you serve. you are in, why you exist and who you serve.

The mission clarifies the institution’s purpose

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A Clear Vision…A Clear Vision…

Sets the toneSets the tone Articulates what institution will look like when it Articulates what institution will look like when it fulfillsfulfills its its

missionmission Guides institutional decision making and the setting of Guides institutional decision making and the setting of

priorities priorities Inspires all constituentsInspires all constituents It is ambitiousIt is ambitious

Is consistent with institutional history, values & cultureIs consistent with institutional history, values & culture Inspires enthusiasm & commitment, motivatesInspires enthusiasm & commitment, motivates

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When the waterhole dries up, When the waterhole dries up, the animals start looking at the animals start looking at each other differently.each other differently.

--African ProverbAfrican Proverb

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Is Your Mission Changing ?Is Your Mission Changing ?

ProgramsPrograms Student demographicsStudent demographics Convenience & flexibilityConvenience & flexibility Community profileCommunity profile Market conditionsMarket conditions

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Changing EnvironmentChanging Environment

Constrained resources, tuition dependency, rising fees Constrained resources, tuition dependency, rising fees & increased student debt loads& increased student debt loads

Increasing competition for studentsIncreasing competition for students Changing demographicsChanging demographics Increased accountabilityIncreased accountability Focus on student success & retention as well as Focus on student success & retention as well as

recruitment recruitment Increased use of merit aid/decrease in needs-based aidIncreased use of merit aid/decrease in needs-based aid Uneven population growth across geographic regionsUneven population growth across geographic regions

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Changing Environment Changing Environment (cont'd.)(cont'd.)

EconomyEconomy Increasing number of part-time students & students Increasing number of part-time students & students

working longer hoursworking longer hours Increase in on-line learning: implications for Increase in on-line learning: implications for

support services & academic successsupport services & academic success Pressure for public accountabilityPressure for public accountability

Emergence of KPI’s & surveysEmergence of KPI’s & surveys

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S.W.O.T.S.W.O.T.

SStrengthstrengths

WWeaknesseseaknesses

OOpportunitiespportunities

TThreatshreats

InternalInternal

ExternalExternal

EnvironmentalEnvironmentalScanScan

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Environmental Scanning ElementsEnvironmental Scanning Elements Student enrolment behaviourStudent enrolment behaviour

enrolment patterns (full-time vs part-time)enrolment patterns (full-time vs part-time) enrolment preferences (time of day, day of week, instructional delivery)enrolment preferences (time of day, day of week, instructional delivery) enrolment goals (degree, certificate, PD, personal enrichment)enrolment goals (degree, certificate, PD, personal enrichment) enrolment choices (institutional type, size, location, programs, etc.)enrolment choices (institutional type, size, location, programs, etc.)

Competition analysisCompetition analysis curricula curricula admission requirements admission requirements apprenticeships/internships/co-opsapprenticeships/internships/co-ops class sizeclass size job placement rates job placement rates inquiry response time, frequency of prospective students contactsinquiry response time, frequency of prospective students contacts recruitment & marketing strategiesrecruitment & marketing strategies

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Environmental Scanning Elements Environmental Scanning Elements (Cont’d)(Cont’d)

Demographic trendsDemographic trends Shifts in gender, ethnicity, ageShifts in gender, ethnicity, age PSE participation & graduation ratesPSE participation & graduation rates

Technology trendsTechnology trends Use to select institution Use to select institution Interactions with faculty & peersInteractions with faculty & peers On-line service support deliveryOn-line service support delivery

Labour market trendsLabour market trends Emerging areas ?Emerging areas ?

Political trendsPolitical trends Provincial /Federal fundingProvincial /Federal funding Financial aidFinancial aid

Economic trendsEconomic trends-Jim Black-Jim Black

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What else should we pay attention to in a What else should we pay attention to in a SWOT analysis ?SWOT analysis ?

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CANADIAN SEM SUMMIT - HALIFAX, 2010CANADIAN SEM SUMMIT - HALIFAX, 2010Sample S.W.O.T., University of ReginaSample S.W.O.T., University of Regina

Strengths/OpportunitiesStrengths/Opportunities

Regina, and to a lesser extent Regina, and to a lesser extent Saskatoon, will experience modest Saskatoon, will experience modest population rate growth in their population rate growth in their respective CMAs.respective CMAs.

University programs experiencing University programs experiencing growth between 2000 and 2005 included growth between 2000 and 2005 included humanities, social and behavioural humanities, social and behavioural sciences, law, business and public sciences, law, business and public management, health, parks and management, health, parks and recreation and fitness.recreation and fitness.

The economy in Saskatchewan is The economy in Saskatchewan is relatively strong with low relatively strong with low unemployment rates and reasonably unemployment rates and reasonably high participation and employment high participation and employment rates as compared to Canada as a rates as compared to Canada as a whole.whole.

Competition with four-year universities, Competition with four-year universities, community colleges, for profits and community colleges, for profits and other educational providers will other educational providers will escalate as the need for student escalate as the need for student enrolment revenue increases. The U of enrolment revenue increases. The U of R must continuously ramp up R must continuously ramp up marketing and recruitment efforts to marketing and recruitment efforts to maintain and possibly increase market maintain and possibly increase market share.share.

Weaknesses/ThreatsWeaknesses/Threats

A significant portion of adults in A significant portion of adults in Saskatchewan do not possess a Saskatchewan do not possess a university degree or certificateuniversity degree or certificate

The number of students enrolled in The number of students enrolled in Saskatchewan universities decreased Saskatchewan universities decreased by 4.3% between 2000 and 2005, by 4.3% between 2000 and 2005, while increasing 19.3% at Canadian while increasing 19.3% at Canadian universities during the same period.universities during the same period.

University programs experiencing University programs experiencing declines between 2000 and 2005 declines between 2000 and 2005 included mathematics, computer included mathematics, computer information science, agriculture, information science, agriculture, natural resources and conservation.natural resources and conservation.

Though the rapidly advancing skill Though the rapidly advancing skill demands of the workforce will compel demands of the workforce will compel many to pursue a university degree, many to pursue a university degree, the uncertainty of the job market in the uncertainty of the job market in areas such as computer science will areas such as computer science will cause some students to pursue degrees cause some students to pursue degrees in other areas than their first choice in other areas than their first choice program.program.

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Identify IssuesIdentify Issues

An issue is a challenge that affects (or may affect) an An issue is a challenge that affects (or may affect) an institution’s mission & ability to achieve its strategic goalsinstitution’s mission & ability to achieve its strategic goals

Issues may have been clarified during the SWOT analysis Issues may have been clarified during the SWOT analysis as barriers & opportunities & may touch on:as barriers & opportunities & may touch on:

Demographic trendsDemographic trends Labor market trendsLabor market trends Economic trendsEconomic trends Social & lifestyle trendsSocial & lifestyle trends Education trendsEducation trends Competition trendsCompetition trends

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IssuesIssues

• Can also be identified by assessing existing practicesCan also be identified by assessing existing practices– Marketing & communicationsMarketing & communications

– Outreach strategiesOutreach strategies

– Recruitment events & activitiesRecruitment events & activities

– Campus visit experienceCampus visit experience

– Financial aidFinancial aid

– RetentionRetention

– Student servicesStudent services

– Enrolment processes, workflow, response timeEnrolment processes, workflow, response time

– Organizational structure, staffing levels & skillsOrganizational structure, staffing levels & skills

– Use of technologyUse of technology

– Space utilization, scheduling of classesSpace utilization, scheduling of classes

– Learning outcomesLearning outcomes

– Ability to collect, analyze & use dataAbility to collect, analyze & use data

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ExampleExample

Value of a University Education vs. Costs of AttendanceValue of a University Education vs. Costs of Attendance: :

Many first generation students are said to underestimate the Many first generation students are said to underestimate the value of a university education, while overestimating the value of a university education, while overestimating the costs. This results in some students not attending university costs. This results in some students not attending university and others dropping out in first year. This is particularly and others dropping out in first year. This is particularly true for students where parental income is low. An true for students where parental income is low. An opportunity exists to increase the commitment of those who opportunity exists to increase the commitment of those who choose to attend the University (a retention lever) and to choose to attend the University (a retention lever) and to increase awareness in our region regarding the importance increase awareness in our region regarding the importance of obtaining a university education.of obtaining a university education.

-University of Windsor-University of Windsor

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Sample IssuesSample Issues

High school enrolments are declining at High school enrolments are declining at a rate of 3% per year in our service a rate of 3% per year in our service area.area.

Regional employment rate has Regional employment rate has improved and we are enrolling fewer improved and we are enrolling fewer full-time adults.full-time adults.

Our College’s Strategic Plan identifies Our College’s Strategic Plan identifies growth in health professions programs growth in health professions programs as a goalas a goal

Our high cost programs have the lowest Our high cost programs have the lowest enrolments and we cannot seem to enrolments and we cannot seem to develop new programs that could develop new programs that could attract higher enrolments at lower cost.attract higher enrolments at lower cost.

Student Survey indicates dissatisfaction Student Survey indicates dissatisfaction with access to tutoring, library & with access to tutoring, library & computer labscomputer labs

Our diversity enrolment is below that of Our diversity enrolment is below that of our district’s demographic profile.our district’s demographic profile.

A recent survey indicates that 85% of A recent survey indicates that 85% of local high school seniors use the web for local high school seniors use the web for their college search yet we still rely on their college search yet we still rely on printed material for recruitment.printed material for recruitment.

Our financial aid awarding process Our financial aid awarding process takes 8 weeks and most students do not takes 8 weeks and most students do not know their award status until after the know their award status until after the payment deadline.payment deadline.

A new university campus is being built A new university campus is being built in our district/a new manufacturing in our district/a new manufacturing plant is being located in our district.plant is being located in our district.

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Let’s name some issuesLet’s name some issues

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Identify the Topical Areas Identify the Topical Areas

SEM plans focus on:SEM plans focus on: Marketing and recruitmentMarketing and recruitment

Analysis of key market areas, institutional position, and targeted and segmented Analysis of key market areas, institutional position, and targeted and segmented recruitment strategies, on-campus initiatives, print & e-marketingrecruitment strategies, on-campus initiatives, print & e-marketing

Pricing strategies and financial aidPricing strategies and financial aid Including econometric analyses of the demand curve at various rates of discounting and Including econometric analyses of the demand curve at various rates of discounting and

need/merit-based financial aid policiesneed/merit-based financial aid policies

Academic programsAcademic programs Articulating Articulating ““nicheniche”” programs, conducting a demand analysis of current programs and programs, conducting a demand analysis of current programs and

identifying competitorsidentifying competitors’’ successful programs, curriculum transformation successful programs, curriculum transformation

RetentionRetention Understanding where and why your institution retains and loses students (including Understanding where and why your institution retains and loses students (including

“special population groups” and identifying weaknesses which must be addressed to “special population groups” and identifying weaknesses which must be addressed to improve retention. Includes classroom pedagogy & campus-wide activitiesimprove retention. Includes classroom pedagogy & campus-wide activities

AdvisingAdvising Articulating how students are guided through the maze of curricular and career choicesArticulating how students are guided through the maze of curricular and career choices

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Identify the Topical Areas Identify the Topical Areas (Cont.) (Cont.)

AdmissionsAdmissions Policies & processesPolicies & processes

Academic AssistanceAcademic Assistance Identifying student needs for tutoring and the structures to meet demandsIdentifying student needs for tutoring and the structures to meet demands

Co-curricular programsCo-curricular programs Taking inventory of the planning and support provided to student organizations to Taking inventory of the planning and support provided to student organizations to

engage them in the life of the institution beyond the classroom and assessing the engage them in the life of the institution beyond the classroom and assessing the effectiveness of these programs in terms of lifetime affiliationeffectiveness of these programs in terms of lifetime affiliation

Data and TechnologyData and Technology Identifying what trends need to be understood at the institution to better serve Identifying what trends need to be understood at the institution to better serve

students and to meet studentsstudents and to meet students’’ expectations in a timely fashion expectations in a timely fashion

BudgetBudget Specifying the resources you need to accomplish institutional objectives in each area Specifying the resources you need to accomplish institutional objectives in each area

and identifying funding priorities and sourcesand identifying funding priorities and sources

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Responding to IssuesResponding to Issues

Respond to those issues:Respond to those issues: Key leverage initiativesKey leverage initiatives Very important initiativesVery important initiatives Relatively simple initiativesRelatively simple initiatives

…….The possibility of low-hanging fruit.The possibility of low-hanging fruit

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Key InitiativesKey Initiatives

What does it take to make (leverage) a real difference?What does it take to make (leverage) a real difference?• ““We will double the number of scholarship awards”We will double the number of scholarship awards”

• Affects accessAffects access• Affects retentionAffects retention• Creates an institutional imageCreates an institutional image• Addresses diversity goalsAddresses diversity goals

• ““We will refocus on working adults who need online We will refocus on working adults who need online access and flexible scheduling.”access and flexible scheduling.”

• Utilizes current distance optionsUtilizes current distance options• Engages deans and faculty in reformatting some classes for Engages deans and faculty in reformatting some classes for

higher enrollmenthigher enrollment• Attracts new studentsAttracts new students• Improves student satisfactionImproves student satisfaction

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More on Key Initiatives More on Key Initiatives (cont.)(cont.)

““We will create six new partnerships with middle and We will create six new partnerships with middle and high schools with large multicultural populations.”high schools with large multicultural populations.”

Focuses recruitment where a difference can be madeFocuses recruitment where a difference can be made Links with scholarship awardsLinks with scholarship awards Builds a stream over many yearsBuilds a stream over many years Includes adults in the families who might enroll themselvesIncludes adults in the families who might enroll themselves Enhances high school relationsEnhances high school relations

We will analyze each instructional program in terms of We will analyze each instructional program in terms of an income and expenditure model, engage in viability an income and expenditure model, engage in viability studies, and identify programs where the addition of studies, and identify programs where the addition of “just a few more students” could make the difference – “just a few more students” could make the difference – as well as other transformations. as well as other transformations.

Focuses attention on financial modelsFocuses attention on financial models Focuses recruitment and retention effortsFocuses recruitment and retention efforts Involves all sectors of the college in planningInvolves all sectors of the college in planning

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GoalsGoals

Mission

Vision

Goal 1 Goal 2 Goal n

Goals are the major initiatives that lead to the vision.

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Setting GoalsSetting Goals

Enrolment goals should address:Enrolment goals should address: Student quantity Student quantity Student qualityStudent quality Student diversity Student diversity Capacity managementCapacity management Student persistenceStudent persistence … … and sometimes net revenueand sometimes net revenue

Should be data-based & data- drivenShould be data-based & data- driven

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Examples of Goal StatementsExamples of Goal StatementsUniversity of Saskatchewan

Goal 1 (overall size): The University of Saskatchewan will take a selective approach to growth, focused on strategic interests and contingent on having resources adequate to manage planned increases in student numbers. This will mean by 2010, the University will be at an overall size of 21,000 students (undergraduate and graduate) or 18,000 FTE, a level it should expect to sustain for the second decade of the 21st century.

Goal 2 (graduate students): The graduate student body will be expected to increase from an average headcount of approximately of 1,790 students to 2,500 or 2,100 FTE. In addition to ensure that the University of Saskatchewan continues to be included as a major doctoral-granting institution, greater attention will be placed on recruiting students into doctoral programs. Funding priority and faculty recruitment will be placed here.

Goal 3 (undergraduate students): Undergraduate enrolment will increase ,in selective areas, by approximately 2,600 students, from an average headcount of 15,900 students to 18,500 or approximately 15,800 FTE by 2010, and measures will be taken to sustain that enrolment for the period beyond 2010. to accomplish this goal, the University will place primary emphasis on the academic preparedness of students (from Saskatchewan and elsewhere) , establish aggressive recruitment policies for the best Saskatchewan and Canadian students and increase its admission average to direct entry colleges from the currently advertised 65% to 70% by 2005 and to 79% by the end of the decade.

6969


Examples of Goal StatementsExamples of Goal StatementsMohawk College

Goal 1 (financial viability): Mohawk will grow postsecondary and apprenticeship enrolment in each year for the next five years.

Goal 2 (funding diversification): Broaden the distribution of College enrolment across other student types in order to reduce the College’s dependency on postsecondary (funded) enrolment.

Goal 3 (competitive positioning): Increase Mohawk’s market share by becoming more competitive within the traditional (regional) market as well as expanding beyond the traditional market.

Goal 4 (student-community diversification): Diversify the student population to enhance the learning environment and overall student experience at Mohawk College by focusing enrolment growth on specific demographic groups.

Goal 5 (program quality and currency): Offer high quality programs that are in demand and are financially viable through sustainable enrolment, and align with the economic development of the Region and the Province.

Goal 6 (flexible learning and teaching environment): Create and E-learning environment that supports a flexible alternative for the delivery of services and learning that enhances the learning environment of Mohawk College for all students of Mohawk College.

7070



Enrolment Goals: SizeEnrolment Goals: Size

Is the goal to grow or remain same size?Is the goal to grow or remain same size? Is growth from increasing student headcount &/or Is growth from increasing student headcount &/or

increasing FLE/FTE &/or improving retention of currently increasing FLE/FTE &/or improving retention of currently enrolled students?enrolled students?

% of full-time vs. part-time students?% of full-time vs. part-time students? Do these goals impact other units of institution?Do these goals impact other units of institution?

i.e., What other institutional factors need to be considered when i.e., What other institutional factors need to be considered when determining whether or not to grow enrolment?determining whether or not to grow enrolment?

7171

CANCAN


Enrolment Goals: Student ProfileEnrolment Goals: Student Profile

% of students direct from high school?% of students direct from high school? % of transfer students?% of transfer students? Intended programs of study?Intended programs of study?

Impacts course scheduling, advisingImpacts course scheduling, advising

Gender, ethnicity, age, geographic draw, financial profileGender, ethnicity, age, geographic draw, financial profile Incoming qualityIncoming quality

7272


Nontraditional Enrollment Goals by Nontraditional Enrollment Goals by the Numbersthe Numbers

Current Current EnrollmentEnrollment

20092009 20102010 20112011 20122012

Aviation Aviation TechnologyTechnology

40 men40 men

8 women8 women

40 men40 men

10 women10 women

41 men41 men

12 women12 women

42 men42 men

14 women14 women

42 men42 men

17 women17 women

NursingNursing 50 women50 women

10 men10 men

51 women51 women

12 men12 men

50 women50 women

14 men14 men

50 women50 women

17 men17 men

50 women50 women

20 men20 men

Elementary Elementary EducationEducation

30 women30 women

15 men15 men

29 women29 women

18 men18 men

28 women28 women

22 men22 men

27 women27 women

26 men26 men

28 women28 women

28 men28 men

(parity)(parity)

AutomotiveAutomotive

TechnologyTechnology

35 men35 men

0 women0 women

35 men35 men

2 women2 women

36 men36 men

3 women3 women

37 men37 men

4 women4 women

38 men38 men

5 women5 women

7373


Enrolment Goals: Student SuccessEnrolment Goals: Student Success

Attrition/retention (by term, year)Attrition/retention (by term, year) i.e., persistence rates by cohort & programi.e., persistence rates by cohort & program

Graduate ratesGraduate rates Credentials awarded by programCredentials awarded by program Time to degree completion (number of terms)Time to degree completion (number of terms) Student debt load at graduationStudent debt load at graduation Student default rateStudent default rate Student employment rateStudent employment rate

6 months after graduation6 months after graduation 2 years after graduation2 years after graduation

7474


Not one goal, but many…Not one goal, but many…

TransfersHeadcount enrolment

GenderExisting markets

New markets Your goal here Nonresident Courses

AgeFirst year students

Dual enrolment Race / ethnicity

Target high schools

Programs FTE Resident

Retention

Rec

ruit

men

t

7575


ObjectivesObjectivesMission

Vision


ObjectiveObjective ObjectiveObjective ObjectiveObjective

What are the steps that will be undertaken to achieve the goal? Objectives start to

operationally define the goal – the beginning of the action plan. They should be

measurable.

7676


Sample ObjectivesSample Objectives Increase enrollment of recent high school graduates by 3% Increase enrollment of recent high school graduates by 3%

from Fall 2009 to Fall 2010.from Fall 2009 to Fall 2010. Increase the number of courses available online by 35% Increase the number of courses available online by 35%

from Fall 2009 to Fall 2010.from Fall 2009 to Fall 2010. Increase the number of hybrid courses by 35% from Fall Increase the number of hybrid courses by 35% from Fall

2009 to Fall 2011.2009 to Fall 2011. Offer two new degree programs in the health professions by Offer two new degree programs in the health professions by

Fall 2009.Fall 2009. Define and aggressively market existing evening and online Define and aggressively market existing evening and online

courses and degrees toward working adults.courses and degrees toward working adults.

7777


Brock University

Goal: Expansion and diversification of graduate programming

Objective 1: Expand graduate programming commensurate with the University’s areas of research strength, particularly at the PhD level.

Objective 2: Expand the number of applied programs at the graduate level in response to University research strengths and demonstrated social need.

Objective 3: Increase the proportion of graduate students to 10% of the FTE population by 2014.

Objective 4: Increase graduate endowments to support both entrance fellowships and “top-up” scholarships in order to attract and retain excellent graduate students.

Objective 5: Diversity international recruitment and increase the proportion of international graduate students to 30% of the FTE by 2014

Objective 6: Extend minimum guaranteed funding to full-time graduate students in all Faculties at competitive levels.

Objective 7: Expand professional development opportunities for graduate students through professional training, internships and related community engagement activities.

Objectives: ExamplesObjectives: Examples

7878



Comosun College

Goal: Enhance recruitment effectiveness

Objective 1: Develops and implements and integrated strategy that incorporates the responsibilities and functions of CCR, Student Services and the Schools CSEE in helping potential candidates acquire the information they need to make educational decisions.

Objective 2: Review and refine our institutional advising model including enhancing on-line services, to ensure that prospective students are helped to make the best possible decisions with respect to their educational goals and that registered students are able to access the relevant level of information and support when needed.

Objective 3: Explore flexible entry practices and capacity.

Objective 4: Review and enhance student preparedness/readiness assessment processes.

Objective 5: Explore ways of enhancing career planning and guidance and student employment services including potential on-line resources.

Objective 6: Review our policies, procedures and supports and services for students interested in entering over-subscribed programs.

Objective 7: Develop processes for assessment of students for entry into our applied programs.


7979


York University

Goal: Overall size and enrolment planning

Objective 1: Complete adjustment to recent growth.

Objective 2: Adapt to changes resulting from reforms of secondary school education.

Objective 3: Maintain and extend quality in terms of the student experience, admissions and academic standards.

Objective 4: Support selective rebalancing of enrolments into priority areas, including graduate studies and professional programs.

Objective 5: Retain commitments to accessible education.

Objective 6: Improve supports for students in need of additional support, and students for whom English and French are second languages.

Objective 7: Enhance accommodations for students with disabilities.

Objective 8: Promote learning through the use of technology where appropriate.


8080



Alberta College of Art & Design

Goal: Increase student retention.

Objective 1: Establish and Enrolment Management Plan.

Objective 2: Develop benchmark student success rates and develop areas of improvement.

Objective 3: Continue implementation of the Banner schools interface being developed through SunGuard.

Objective 4: Establish a coordinated student advising structure.

Objective 5: Continue expansion of student support services, especially related to


8181

CANADIAN CANADIAN


Athabasca University

Goal: Increase student enrolments by 11% between 2007-08 and 2010-11.

Objective 1: Continue growth of out-of-province students.

Objective 2: Increase participation of Alberta students.

Objective 3: Meet specific enrolment targets for programs that have received conditional accessibility funding.

Objective 4: Continue development of new programs to meet the demonstrated demand in Alberta for additional programs.


8282

CANADIAN CANADIAN


Laurentian University

Goal: Increase student enrolments by several hundred more students starting as early as 2009.

Objective 1: Set aside a fixed amount in the next operating budget as a reserve for recruitment-related investments designed to stimulate the revenue side of our operations.

Objective 2: Enhance outreach activities in a variety of areas.

Objective 3: Reinforce outreach with a much-improved Web-based marketing and communications approach aimed at principals, guidance counsellors, and directly to students, through Web optimization techniques and by adding more interactive elements to our Web site.

Objective 4: Invest some funds in targeted promotion and advertising campaign.

Objective 5: Selectively increase our student incentives through Francophone bursaries and renewable scholarships.


8383

CANADIAN CANADIAN


Trent University

Goal: Strategic recruitment and retention of undergraduate students, both full and part-time.

Objective 1: Support an undergraduate enrolment of 8,000 students, of whom approximately 80% will be full-time.

Objective 2: Review and possibly redesign the scholarships/bursary program to address the requirements of students for entrance and ongoing support.

Objective 3: Improve support to students and enhance student life programs.

Objective 4: Enhance opportunities for student government and associations , and student-initiated activities, for all students, whether full-or part-time, undergraduate or graduate.

Objective 5: Report on student retention through the Consortium on Student Retention Exchange (CSRDE).


8484


University of Windsor

Goal: To support the development of a learning-centred campus.

Objective 1: Establish common student services environments.

Objective 2: Establish a centralized student advising centre.

Objective 3: Develop a learning commons.

Objective 4: Develop a strong ethos of service quality.

Objective 5: Enhance experiential learning outcomes.

Objective 6: Create a Student Life Group to improve coordination of student life programming.

Objective 7: Develop learning outcomes and related assessment methods or all Centre for Career Education programs.

Objective 8: Enhance academic administrative support.

Objective 9: Enhance academic integrity services.


8585


Strategies…they operationalize everything

Mission

Vision


ObjectiveObjective ObjectiveObjective ObjectiveObjective

Strategy 1 Strategy 1Strategy 1 Strategy 1 Strategy 1 Strategy 1

8686


ANATOMY OF A RETENTION ACTION ANATOMY OF A RETENTION ACTION PLANPLAN

Chapman University CollegeChapman University College

• GOAL:GOAL: To improve retention of continuing students at a retention rate of 74% from session to session. To increase our gab score on the Student Satisfaction Survey by at least .05.

• KEY STRATEGY: KEY STRATEGY: To increase awareness of future course offerings to empower student persistence to degree completion. Students will have the ability to schedule their entire degree program from start to finish, enabling them to “fit” school into their lives and plan accordingly.

• DESCRIPTION/EXPLANATION:DESCRIPTION/EXPLANATION: Create and maintain two year annual schedule. Increase schedule visibility using web-site; class visits and advising sessions.

8787


A Retention Plan- continuedA Retention Plan- continuedSTEPS RESPONSIBILITY COMPLETION DATE

Establish meetings with all constitutes to discuss schedule

Campus Director Ongoing

Develop draft based on input from all; with attention given to past schedules, roll-out of new programs, and online offerings

Faculty/Advisors/Campus Director

Per Session

Schedule will be updated in the 3rd week of each

session

Draft out for review All Per session

Final Review All Per session

Schedule distributed; available in lobby; web-site; new student orientation

All Per session

8888


8989

Table DiscussionTable Discussion

Select an issue and develop one of the Select an issue and develop one of the following:following:

• GoalGoal

• ObjectiveObjective

• StrategyStrategy

• MetricMetric


9090

SEM Plan – SEM Plan – Accountability and MeasurementAccountability and Measurement

Establish accountabilityEstablish accountability Who does what and when?Who does what and when? How is progress measured and documented?How is progress measured and documented?

Include Measurements/ Key Performance IndicatorsInclude Measurements/ Key Performance Indicators Most goals should be measurableMost goals should be measurable Know your baseline data, and measure against itKnow your baseline data, and measure against it


Metrics – RecruitmentMetrics – Recruitment

# & characteristics of prospects, inquiries, applicants, # & characteristics of prospects, inquiries, applicants, admits, deposits, enrolled studentsadmits, deposits, enrolled students

% of students moving from one stage to another% of students moving from one stage to another # & % of students for each identified target group (ethnic # & % of students for each identified target group (ethnic

groups, ability, particular high schools/industry partners, groups, ability, particular high schools/industry partners, geographic areas)geographic areas)

9191


Metrics - MarketingMetrics - Marketing

% increase in recruitment activity in targeted marketing % increase in recruitment activity in targeted marketing areasareas

Results based on type of marketing initiative (e.g., Results based on type of marketing initiative (e.g., newspaper, radio, flyers)newspaper, radio, flyers)

Market share: % of potential students in target market Market share: % of potential students in target market who enrolwho enrol

9292


Metrics - RetentionMetrics - Retention

% of students persisting from 1 class level to next% of students persisting from 1 class level to next Graduation rates after 2, 3, 4, 5, 6 yearsGraduation rates after 2, 3, 4, 5, 6 years Credential progress & completion for each identified Credential progress & completion for each identified

target grouptarget group % of students on academic probation% of students on academic probation Persistence rates by target groupPersistence rates by target group Persistence rates by programPersistence rates by program

9393


Actual Projection/Goals

2002 2003 2004 2005 2006 5-Yr 10-Yr 15-Yr

Size – New Students, Fall Headcount

HS Grads

Transfers

Mature Students

Total

Annual Growth Rate

Student Quality

HS GPA (avg)

Student Outcomes

Persistence to 2nd Yr (%)

Persistence to 3rd Yr (%)

Graduation Rate, 6-Yr (%)

9494


Objectives Strategies Timeframe Person (s) Responsible

Additional Resources

Cost Performance Indicators

Date Completed

Operationalizing and Monitoring Strategic GoalsOperationalizing and Monitoring Strategic Goals

Strategic Goal:

9595


Outline of a SEM PlanOutline of a SEM Plan

9696


EXECUTION OF THE PLANEXECUTION OF THE PLAN

There’s no shortage of enrolment strategiesThere’s no shortage of enrolment strategies The problem: inability to executeThe problem: inability to execute

We’re no different than other organizationsWe’re no different than other organizations 9 out of 10 fail to implement their plans9 out of 10 fail to implement their plans

9797


“ “Plans are only good intentions unless Plans are only good intentions unless they immediately degenerate into hard they immediately degenerate into hard

work.”work.”--Peter Peter

DruckerDrucker

9898


Why Do Plans Fail ?Why Do Plans Fail ?

Unclear vision/vague directionsUnclear vision/vague directions People responsible for executing strategies don’t understand the People responsible for executing strategies don’t understand the

big picture & how they contribute/fit inbig picture & how they contribute/fit in

Unmotivated peopleUnmotivated people No reason to change behaviour/cultureNo reason to change behaviour/culture

Unfocused leadershipUnfocused leadership Fire fighting instead of managing strategicallyFire fighting instead of managing strategically No accountabilityNo accountability

Disconnected resource allocationDisconnected resource allocation

-Tim Copeland, 2009-Tim Copeland, 2009

9999


SEM – Follow-upSEM – Follow-up

Follow-up on assessment of the KPIs.Follow-up on assessment of the KPIs.

Update often – this is not a long range plan...it is a Update often – this is not a long range plan...it is a strategic plan. Be strategic!strategic plan. Be strategic!

Assure continuous Assure continuous communication with communication with appropriate and interested appropriate and interested parties. parties.

100100


You have the key!You have the key!

101101


The Next StepsThe Next Steps

The first steps depend on your institutional culture and The first steps depend on your institutional culture and executive leadership buy-in, and, well, executive leadership buy-in, and, well, ~leadership~.~leadership~. You You may find yourself driving the:may find yourself driving the:

The 2009 Lexus RX 400h versionThe 2009 Lexus RX 400h version Large fanfare, deep resources, lots of buy-in. An efficient Large fanfare, deep resources, lots of buy-in. An efficient

hybrid powerhouse. Embraces SEM.hybrid powerhouse. Embraces SEM.

The 1967 VW Bug versionThe 1967 VW Bug version Ambivalent interest, lack of large structure. Takes incremental Ambivalent interest, lack of large structure. Takes incremental

steps.steps.

102102


It’s an It’s an Interesting Interesting

Ride!Ride! Be prepared to find the Be prepared to find the

challenges of enrollment challenges of enrollment management large and management large and complex.complex.

Be prepared to experience Be prepared to experience a lack of consensus and a lack of consensus and involvement.involvement.

Be prepared to proceed in Be prepared to proceed in fits and starts.fits and starts.

Be prepared to “Just do it.”Be prepared to “Just do it.”

To use the Roadmap and To use the Roadmap and Journey metaphors, be Journey metaphors, be prepared to prepared to

Switch gearsSwitch gears

Speed upSpeed up

Break downBreak down

Run out of gasRun out of gas

Exceed the limitExceed the limit

Go in circlesGo in circles

YieldYield

Ask “Are we there yet?”Ask “Are we there yet?”

Open the moon-roofOpen the moon-roof

Find the fork in the roadFind the fork in the road

Take the road less Take the road less traveledtraveled

103103


In Summary …In Summary …

104104


The SEM Plan- ComponentsThe SEM Plan- Components

1.1. Define relationship to the institutions strategic & academic Define relationship to the institutions strategic & academic plan(s)plan(s)

2.2. Produce an environmental scanProduce an environmental scan3.3. Collect data: informs everything (goal-setting, Collect data: informs everything (goal-setting,

tactics/strategies, assessmenttactics/strategies, assessment))

Enrolment: totals, demographics, 5-year trends, etc.Enrolment: totals, demographics, 5-year trends, etc. Promotion & marketingPromotion & marketing Admissions & entry processAdmissions & entry process Image & reputationImage & reputation RetentionRetention Market surveys, competitor analysisMarket surveys, competitor analysis Financial aidFinancial aid Course offerings: capacity, scheduling, waitlistsCourse offerings: capacity, scheduling, waitlists Budget: income streams, expendituresBudget: income streams, expenditures

105105


The SEM Plan - ComponentsThe SEM Plan - Components

4.4. Identify key enrolment-related issuesIdentify key enrolment-related issues

5.5. Identify how to respond to those issuesIdentify how to respond to those issues

6.6. Set goals: enrolment targets, diversity, program mix, Set goals: enrolment targets, diversity, program mix, program delivery, persistence/graduation rates, services, program delivery, persistence/graduation rates, services, income targetsincome targets

106106


The SEM Plan – ComponentsThe SEM Plan – Components

7.7. Suggest strategiesSuggest strategies RecruitmentRecruitment MarketingMarketing Program mixProgram mix Policies and proceduresPolicies and procedures RetentionRetention Financial AidFinancial Aid

8.8. Establish accountabilityEstablish accountability Who does what and whenWho does what and when??

107107

CANADIAN CANADIAN


The SEM Plan - ComponentsThe SEM Plan - Components

9.9. Include measurements/ key performance indicators Include measurements/ key performance indicators (KPIs)(KPIs) Most goals should be measurableMost goals should be measurable Know your baseline data, and measure against itKnow your baseline data, and measure against it

10.10. Be sure the process is on-going:Be sure the process is on-going: Follow-up on assessment of the KPIsFollow-up on assessment of the KPIs Update often – this is not a long range plan...it is a strategic plan. Update often – this is not a long range plan...it is a strategic plan.

Be strategic!Be strategic! Ensure continuous communication with campusEnsure continuous communication with campus

108108

CANADIAN CANADIAN


A Final Word…A Few TipsA Final Word…A Few Tips

• Organize around a compelling purposeOrganize around a compelling purpose

• Focus on what’s important – be vision centeredFocus on what’s important – be vision centered

• Be careful to build trust and secure by-inBe careful to build trust and secure by-in

• Constantly assess the environmentConstantly assess the environment

• Keep your goals and objectives manageable and to the Keep your goals and objectives manageable and to the pointpoint

• Constantly evaluate your progressConstantly evaluate your progress

• Communicate successes to your communityCommunicate successes to your community

109109


Revising Your PlanRevising Your Plan

A plan is not forever…A plan is not forever…

The environment changes.The environment changes. Your issues change.Your issues change. Your strategic Plan is tweaked.Your strategic Plan is tweaked. You have new leadership.You have new leadership. Your metrics are not working.Your metrics are not working. You have learned how to do it better.You have learned how to do it better.

110110


Review, Revision, RenewalReview, Revision, Renewal

How can you help the institution stay strategic?How can you help the institution stay strategic? Annual environmental scanAnnual environmental scan Regular data tracking Regular data tracking Regular consultationRegular consultation Continuously engage knowledgeable stakeholders or ongoing Continuously engage knowledgeable stakeholders or ongoing

committee memberscommittee members Built in accountability processBuilt in accountability process

Who does this ????Who does this ????

111111


Doing it Better the Second TimeDoing it Better the Second Time

Adjust your issues.Adjust your issues. Clean up your data collection and analysisClean up your data collection and analysis Shorten the Plan.Shorten the Plan. Re-think (or strengthen) your structure.Re-think (or strengthen) your structure. Re-write and gain buy-in.Re-write and gain buy-in.

and keep on going….and keep on going….

112112


Your toolkitYour toolkit

113113


SEM Audit: Section 1: Institutional SEM Audit: Section 1: Institutional ReadinessReadiness

114114Source: Kachan & Ivan, 2009


SEM Audit: Section 2: AttractionSEM Audit: Section 2: Attraction

115115

¹ Geo-demographic data:-Age, gender, ethnicity, geographic location and region, socio-economic status, financial need, high school average, individual course marks, educational objectives, first generation learner, etc.-By program, by school/faculty, across the institution

Source: Kachan & Ivan, 2009


Sample Marketing AuditSample Marketing Audit



Sample Admission Audit Sample Admission Audit

117117



Sample Recruitment AuditSample Recruitment Audit



SEM Audit: Section 2: Attraction, SEM Audit: Section 2: Attraction, con’t.con’t.

119119



SEM Audit: Section 3: RetentionSEM Audit: Section 3: Retention

120120



SEM Audit: Retention, SEM Audit: Retention, Con’t.Con’t.

121121



SEM Plans on the Web – CanadianSEM Plans on the Web – Canadian

Academic Plans Brock University, Academic Development Plan, http://www.brocku.ca/webfm_send/848 Camosun College, Education Plan 2010-2011, http://camosun.ca/about/education-plan/_documents/education-plan-approved.pdf Lambton College, Academic & Student Success Plan 2010-2011, http://www.lambton.on.ca/documents/Academic_Plan_1011.pdf Royal Roads University, Academic Plan: 2006-10, http://www.royalroads.ca/NR/rdonlyres/64546F1F-86F6-4F51-9ED2-8A9E44D60B06/0/AcademicPlan.pdf Trinity College of the University of Toronto, Academic Plan for 2010-2015, http://www.trinity.utoronto.ca/About_Trinity/academic_plan_10_15.htm York University, University Academic Plan 2005-2010, http://www.yorku50.ca/future/UAP%202005-2010%20For%20Web.pdf

Business Plans Alberta College of Art & Design, Business Plan 2009-2-13, http://www.acad.ab.ca/assets/pdf/AboutACAD/ACAD_business_plan_2009_2013.pdf Athabasca University, Business Plan 2007-2011, http://www2.athabascau.ca/aboutau/documents/businessplans/07_2011_Plan.pdf

122122


SEM Plans on the Web – CanadianSEM Plans on the Web – Canadian

Enrolment Plans Mohawk College of Applied Arts & Technology, Five Year Strategic Enrolment Plan 2008-09 to 2012-13, http://www2.mohawkcollege.ca/dept/library/mocomotion/MohawkCollege-5YearPlan%20-%20mocomotion%20PDF%20Version1.pdf University of Regina, Enrollment Management Plan (environmental scan), http://uwindsor.ca/sem/sites/www.uwindsor.ca.sem/files/enrolment-management-plan-regina.pdf University of Saskatchewan, The University of Saskatchewan Enrolment Plan: Bridging to 2010, http://www.usask.ca/ip/inst_planning/docs/new_EPlanFINAL.pdf

Strategic Plans Laurentian University, A Plan for Regaining Sustainability at Laurentian University, http://www.laurentian.ca/NR/rdonlyres/8FB5EF3A-B845-4C09-B27A-F4FD94D4FB6E/31980/FullReportE.pdf Trent University, A Strategy for Trent 2007-2014, http://www.trentu.ca/oirsp/documents/AStrategyforTrentUniversity20072014.pdf Student Services Plans University of Windsor, Student & Academic Services Five-Year Plan 2006-2011, http://web4.uwindsor.ca/units/sas/fiveyear.nsf

123123


SEM Plans on the Web – U.S.SEM Plans on the Web – U.S.

Central Connecticut State University, Establishing a Strategic Direction for Continuing Education/Enrollment Center at CCSU, February 1004. http://www.ccsu.edu/AcadAffairs/strategicplan/Enrollment.htm

Chesapeake College, Strategic Plan 2004-2008: Fostering a Community of Learners,

http://www.chesapeake.edu/generalinfo/StratPlan_ent_03.pdf

DePaul University, Enrollment Management, http://www.depaul.edu/em/different.asp

Oklahoma State University- System, Oklahoma State University – Stillwater Enrollment Management Plan, http://system.okstate.edu/planning/plans/stw_emm_AreaPlan-EnrollmentManagement.php

Slippery Rock University of Pennsylvania, Strategic Enrollment Management Plan, http://www.sru.edu/pages/9312.asp

The Pennsylvania State University, Enrollment Management and Administration Strategic Plan 2005-2008, February 2005, http://www.psu.edu/admissions/ema/emasp2005_08.pdf

University of Northern Iowa, 2004-2009 UNI Strategic Plan, 2004. http://www.uni.edu/pres/2004-2009strategicplan/

University of Scranton, A Community of Scholars — A Culture of ExcellenceStrategic Plan 2000-2005, http://academic.scranton.edu/department/planning/PAGES/enrollment_management.shtml.

124124

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SEM PlanningSEM PlanningPublicationsPublications

Black, J. “Enrollment Management: A Systems Approach” SEMWorks White Paper.

Blanchard, B. (1985). Applying Marketing Concepts to Higher Education: Development of an Enrollment Management Plan for the Off-Campus Program. (ERIC Document Reproduction Service No. ED 271 151)

Bontrager, B. (2004). Enrollment Management: An Introduction to Concepts and Structures. College and University, 79(3), 11-16.

Copeland, T. (2009). The Recruitment & Outreach Scorecard: Moving From a Tactically-Driven to a Strategy-Focused Enrolment Office, “College and University, 84(3).

Goff, J. & Lane, J. (2007). “Building a SEM organization: The Internal Consultant Approach”, pre-conference paper, AACRAO SEM Conference.

Henderson, S. E. (2005). Refocusing Enrollment Management: Losing Structure and Finding the Academic Context. College and University, 80(3), 308.

Massa, R. J. (2001). Developing a SEM Plan. In J. Black (Ed.), Strategic Enrollment Management Revolution. Washington, D.C.: American Association of Collegiate Registrars and Admissions Officers.

McLendon, S. F. (1992). The Development of a Retention Plan for Use at Sue Bennett College. (ERIC Document Reproduction Service 346 930)

Paxton, B. & Perez-Greene, M. (2001). A Transformational Enrollment Management Plan. Community College Journal, 72 (1), 49-51.

Romero, D. T. (2000). San Bernardino Valley College Strategic Enrollment Management Plan: Recruitment and Retention, 2000-2002. (ERIC Document Reproduction Service 445 718)

Seidman, A. (1995). Parkland College Enrollment Management Model. (ERIC Document Reproduction Service No. ED 384375)

Ward, J. (2005). Enrollment Management: Key Elements for Building and Implementing an Enrollment Plan. College and University, 80(4), 7-12. 125125


Canadian SEM BibliographyCanadian SEM Bibliography

Association of Universities and Colleges of Canada (2007). Trends in Higher Education: Volume 1 – Enrolment. Ottawa, ON: The Association of Universities and Colleges of Canada. Auclair et al. (2008). First-Generation Students: A Promising Concept? Transitions – Research Paper 2, Number 39, Canada Millennium Scholarship Foundation. Baldwin, N., and A. Parkin (2007). The Canadian Student Financial Aid System: The Case for Modernization. Policy Options, November. Berger, J. ‘Why Access Matters’ Revisited: A review of the latest Research. Millennium Research Note #6. Canadian Millennium Scholarship Foundation. Berger, Joseph; A. Motte & A. Parkin (eds.) (2009) The Price of Knowledge: Access & Student Finance in Canada-Fourth edition. Montreal: The Canada Millennium Scholarship Foundation. Berger, J., and A. Motte (2007). “Mind the Access Gap: Breaking Down Barriers to Post-Secondary Education”. Policy Options, November. Berger, J., A. Motte, and A. Parkin (2007). The Price of Knowledge 2006-07: Chapter 1 - Why Access Matters. Montreal, PQ: Canadian Millennium Scholarship Foundation. Canadian Council on Learning (2009). Post-secondary Education in Canada: Meeting Our Needs? 3rd Annual Report, Ottawa, ON. Canadian Millennium Scholarship Foundation (2008). Ten Things You need to Know About Financial Support for Post-Secondary Students in Canada. Montreal, PQ: Canadian Millennium Scholarship Foundation. 126126



Canadian Millennium Scholarship Foundation (2006). The Impact of Bursaries: Debt and Student Persistence in Post-Secondary Education. Millennium Research Note #4. Montreal, PQ: Canadian Millennium Scholarship Foundation. Chemin, Matthieu (2009) Does Student Financial Aid Cause More Participation In and Graduation From University? Evidence from the Quebec Student Aid Reform. A MESA Project Research Paper. Toronto, ON: Educational Policy Institute. Dooley, Martin D.; Payne, A. Abigail; Robb, A. Leslie (2009) University Participation and Income Differences: An analysis of application by Ontario Secondary School Students. Toronto: Higher Education Quality Council of Ontario. Drolet, M. Canada. Statistics Canada (2005). Participation in Post-Secondary Education in Canada: Has the Role of Parental Income and Education Changed Over the 1990's? Analytical Studies Branch Research Paper Series, No. 243. Ottawa, ON. Finnie, R., E. Lascelles, and A. Sweetman. Canada. Statistics Canada (2005). Who Goes? The Direct and Indirect Effects of Family Background on Access to Post-Secondary Education. Analytical Studies Branch Research Paper Series, No. 237. Ottawa, ON. Finnie, R., and R.E. Mueller (2008). The Effects of Family Income, Parental Education and Other Background Factors on Access to Post-Secondary Education in Canada: Evidence from the YITS. A MESA Project Research Paper. Toronto, ON: Educational Policy Institute.

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Fenette, Marc (2008) “Career Goals in High School: Do Students Know What It Takes to Reach Them and Does It Matter?” Statistics Canada, Analytical Studies Branch Research Paper Series 11F0019M No. 320. Fenette, M. (2008) “Why Are Youth from Lower-income Families Less Likely to Attend University?”, Statistics Canada. Finnie, R. and R. E. Mueller (2009) Access to Post-Secondary Education in Canada Among the Children of Canadian Immigrants. A MESA Project Research Paper. Toronto, ON: Educational Policy Institute. Holmes, D. (2006). Redressing the Balance: Canadian University Programs in Support of Aboriginal Students. Ottawa: AUCC. Johnson, D. (2008). University Tuition and Access: An Inter-Provincial Comparison. A MESA Project Research Paper. Toronto, ON: Educational Policy Institute. Junor, S. & A. Usher (2007). The End of Need-Based Student Financial Aid in Canada? Toronto, ON: Educational Policy Institute. Junor. S, M. Kramer & A. Usher (2006). Apples to Apples: Towards a Pan-Canadian Common University Data Set. Toronto, ON: Educational Policy Institute. Looker, E. Dianne (2009) Regional Differences in Canadian Rural-urban Participation Rates in Post-Secondary Education. A MESA Project Research Paper. Toronto, ON: Educational Policy Institute.

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Malatest, R.A. and Associates Ltd. (2008). Foundations for Success: Early Implementation Report. Montreal, PQ: Canada Millennium Scholarship Foundation. Malatest, R.A. and Associates Ltd. (2009). Foundations for Success: Short-Term Impacts Report. Montreal, PQ: Canada Millennium Scholarship Foundation. Malatest, R.A. and Associates Ltd. and B. Stonechild (2008). Factors Affecting the Use of Student Financial Assistance by First Nations Youth. Montreal, PQ: Canada Millennium Scholarship Foundation. Mueller, R. R. (2008). Access and Persistence of Students from Low-Income Backgrounds in Canadian Post-Secondary Education: A Revieew of the Literature. A MESA Project Research Paper. Toronto, ON: Educational Policy Institute. Neill, C. (2007). Canada’s Tuition and Education Tax Credits. Montreal: PQ: Canadian Millennium Scholarship Foundation, Montreal. Parkin, A. and Baldwin, N. (2009). Persistence in Post-secondary Education in Canada: The Latest Research. Research Note #8. Montreal, PQ: Canada Millennium Scholarship Foundation. Rae, R K. (2005). Ontario: a Leader in Learning. Toronto, ON. Richards, J. (2008) “Closing the Aboriginal/Non-Aboriginal Education Gaps”, CD Howe Institute. Smith, C. and S. Gottheil (2008). Enrollment or Enrolment: Strategic Enrollment Management in the U.S. and Canada. College & University, 84(2).

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Smith, C. and S. Gottheil (2006). Enrollment or Enrolment: The Emergence of SEM in Canada. SEM Source. Available at: http://www.aacrao.org/sem/index.cfm?fa=view&id=3270. Social Research and Demonstration Corporation (2009) Future to Discover: Interim Impacts Report, Ottawa: The Canada Millennium Scholarship Foundation. "The Economics of Access: the Fiscal Reality of Post-Secondary Education Costs for Low-Income Families." CAUT Education Review 8 (2006). The Educational Policy Institute (2008). Access, Persistence, and Barriers in Postsecondary Education: A Literature Review and Outline of Future Research. Toronto: Higher Education Quality Council of Ontario. The Educational Policy Institute (2008). Institutional Student Financial Grants in Ontario. Toronto: Higher Education Quality Council of Ontario. Usher, A, and P. Duncan (2008). Beyond the Sticker Shock: A Closer Look at Canadian Tuition Fees. Toronto, ON: Educational Policy Institute. Usher, A. (2005). A Little Knowledge is a Dangerous Thing: How Perceptions of Costs and Benefits Affect Access to Education. Toronto: Educational Policy Institute. Wallace-Hulecki, L. (2009). Creating a Sense of Belonging: Strategies for Enhancing Student Diversity and Success. Available at http://www.semworks.net/papers/wp. Wright, A. et. al. (2008). Institutional Strategy and Practice: Increasing the Odds of Access and Success at the Post-secondary Level for Under-represented Students. Montreal, PQ: The Canada Millennium Scholarship Foundation. Available at http://www.neitheramoment.com/_documents/StrategyPractice-en.pdf. 130130


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