“climate change” on canadian campuses: issues & trends affecting enrolment

Deans of Arts & ScienceDeans of Arts & Science Deans of Arts & ScienceDeans of Arts & Science

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“Climate Change” on Canadian Campuses:

Issues & Trends Affecting Enrolment

Western Canadian Deans of Arts & ScienceWestern Canadian Deans of Arts & ScienceSeptember 23, 2008September 23, 2008

Saskatoon, SaskatchewanSaskatoon, Saskatchewan


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PresentersPresenters

Susan GottheilSusan GottheilAssociate Vice-President, Enrolment ManagementAssociate Vice-President, Enrolment ManagementMount Royal College, CalgaryMount Royal College, [email protected]

Dave HannahDave HannahAssociate Vice-President, Student and Enrolment ServicesAssociate Vice-President, Student and Enrolment ServicesUniversity of SaskatchewanUniversity of [email protected]


Introduction Review several broad issues and trends

affecting higher education

Consider the possible impacts of these on university enrolments

“S.E.M.”: A new framework for thinking about enrolment

Begin discussion on how to respond to these trends

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1. Enrolment? No Problem!

Too many students for too many years• Demand > supply we haven’t had to worry much

about our enrolments

• Monopolistic organizations – limited competition & little incentive to innovate

• Offer same old programs in same old ways

• “ Culture of Service” leaves a lot to be desired

• Philosophy of “weeding out” rather than supporting student success

• Limited experience with managing enrolments


2. The demographic bubble is going to burst

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Aging population

Traditional-age student base will decline significantly over the next 20 years

Geography is destiny: variability across Canada• Atlantic Canada: demographic decreases coupled with large

number of institutions

• Ontario: strong demand in Toronto GTA

• Alberta: changing high school demographic, in-migration, hot economy

• B.C.: increased demand for seats; university-colleges created as high school population declined – now more universities while province cuts funding to PSE system


3. Thank goodness – participation rates will save us!

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AUCC (2007) suggests increased participation rates will offset declines in traditional college age population

The impacts will vary by region• AB and SK have historically low participation rates –

will they really increase?

Increasing participation rates saved us the last time (late 80’s/early 90’s)


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But . . .

In 2003, 76% of Canadians aged 22 – 24 attended a PSE; in 1999 proportion was 62%

Proportion of high school graduates increased from 75% in 1999 to almost 90% in 2003

How much higher can participation rates go (especially in a hot economy)?


. . . and who participates?

81% of 18 to 24 year olds whose parents have a university education participate in PSE, compared to 53% for young people whose parents didn’t go past high school (CMSF)

Lower income students overestimate cost of postsecondary education, underestimate benefits (CMSF)

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4. The Economic Wild Card

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Economic factors may help (or hinder) participation rates

Strong (and well-paying!) job market for those without postsecondary education is already being felt in some regions

Will the retirement of the Baby Boomers create a labour shortage & reduce the educational qualifications required for some jobs?

• would this differentially affect jobs that currently require more “general” university degrees (such as a BA or B Sc)?


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““This year will come as no exception, This year will come as no exception, and once again the faculty will remain the and once again the faculty will remain the same age as the students get younger.”same age as the students get younger.”

-Ron NiefRon Nief

Director of Public Affairs, Beloit CollegeDirector of Public Affairs, Beloit College

6. “Son, I Hardly Know ‘Ya …”“Son, I Hardly Know ‘Ya …”


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Students and the composition of the student body are changing

• Still predominantly “traditional age”

• Females outnumber males 2-1

• Greater diversity Aboriginal and international students immigrant , first generation & low income students students with disabilities & mental health issues

• “Millennial” students (and parents)

• Many are working & juggling multiple commitments

more difficult to fully engage in university life

• Half carry significant debt


Fewer students interested in education/learning “for its own sake”

• Increased “careerist” & “employability” orientation

• Students less willing to explore & experiment with program/course selection

• Liberal arts becoming a luxury for a small minority

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Students’ interests, goals & learning styles are changing:

• Taking fewer courses/term and longer to complete degrees

• Less well prepared academically (?)

• “Swirling” enrolment patterns

• Looking for more flexibility in scheduling & delivery methods

• Increasingly looking at the “whole package” (?)

• “Customer “ orientation expectations of high levels of service

• Accustomed to active engagement, not passive receptivity


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Today’s PSE applicants are the first generation to grow up with the Internet

Networked – connected, mobile, multi-tasking

Social networking, on-line communities are hugely important in their lives

• 15-18 year olds spend 88 minutes per day on social networking websites (10 hours per week) (Academica)

7. The Networked Generation


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Implications for universities?

Development of the “stealth” marketplace• Secret shoppers

People get information directly from each other, not from institutions

• Growth of WOM, “viral “ marketing

CRM systems, Web portals & enhanced Web sites• Information “just in time”, when I want it, how I want it

• Example: Customized print-on-demand viewbooks

Expectation of 24/7 e-services


8. It’s the end of the world as we know it

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Increasing Competition

• Tradition of attending the “local” University in W. Canada – students now see themselves as having choices

• Expanding capacity, especially in AB and BC

• Competition is escalating (especially for the “brightest and best”)

• Recruitment and Scholarship programs ramping up

• Increasing competition from non-university sectors


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Blurring of institutional boundaries

• Blending/ overlap of college & university roles, offerings

What is a university? A college? What’s national? What’s regional? Pressure for more seamless pathways, collaborative programs

• Re-conceptualization of post-secondary education: tiering of PSEs

New Brunswick & BC: polytechnics Saskatchewan – degree granting for SIAST? Alberta: baccalaureate, polytechnic & community-based

institutions BC: regional universities


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Differentiation

• Long history of relatively few universities, almost all public, relatively comparable & of relatively high quality undergraduate education (especially compared to US)

• Emerging trend towards increasing differentiation among institutions (Macleans, G-13)

• This will increase as competition increases

• At the same time, how different are our core programs, functions, delivery mechanisms?

• To date, differentiation has been “at the edges” rather than at the core of our Universities


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Accountability

• Increased scrutiny by government, parents, students

• Are we delivering what they are paying for?

• Introduction of accountability measures

• Growing focus on identifying and measuring learning outcomes

• Questioning of high attrition rates and longer times to degree completion

If 50 per cent don't complete, what happens to them?

What is our responsibility to these students?

Why should the public pay for so few “outputs”?


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Online Learning

• Double digit growth figures in recent years

• Distinctions between on-line and bricks & mortar institutions are blurring

• Moving from the fringes to the centre

• Why?

focus on high demand programs with strong career orientations

more convenient & flexible delivery mechanisms

increasing price of oil (transportation costs)


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Fiscal Pressures

• Decreased government funding

• Targeted funding with more strings attached

• Heavier reliance on tuition revenues

• Increasing costs (food, energy, construction)

• Deferred maintenance, crumbling buildings and infrastructure

• Fixed costs are high and difficult to reduce (e.g. faculty and staff levels, salaries)

Maintaining /expanding enrolment becomes necessary from a financial perspective


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Many institutions have been slow to adjust to the “new world”

We continue to function as we always have

Lack of a strong "culture of service“ • Students seen as interrupting more important activities

Antiquated policies, procedures, programs, delivery methods and organizational culture that developed during the period of student abundance continue to function

Bicameral governance structures and collegialdecision-making processes make it difficult to respond quickly

Responding to the New World Order

Deans of Arts & ScienceDeans of Arts & Science Deans of Arts & ScienceDeans of Arts & Science 9. Summary

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We’ve come through a generation where demand (from students) exceeded supply (of postsecondary seats)

Supply-side approach & limited competition lack of incentives to develop new, innovative programs & delivery methods

The tide is beginning to shift – soon supply will exceed demand

This shift pressure on institutions to become more sensitive to the interests, needs & demands of students


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

African Proverb

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Although 4 out of 5 Canadians take some sort of PSE by their mid-20s, 1 in 7 drop out (Statistics Canada, 2007)

Nearly 1 in 4 high school grads with A averages are at risk for AW/DQ in first year (lack of structure, loneliness, inadequate preparation, uncertainties about academic majors)

10. Attrition, Retention & Student Success


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U of S Study - 75% of leavers were academically eligible to continue - so why do they leave?

• dissatisfied with their program (quit or transfer to another institution)

• institution/program “not a good fit”

• financial concerns

• career indecision

• personal circumstances

• academic difficulties

• unprepared - workload, expectations, external demands, financial costs, learning environment, academic standards


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Retention programs & planning not well developed at most institutions

Use of NSSE & Canadian University Survey Consortium (CUSC)

• Emphasis on “student engagement” in & out of class

• Investing in improving student experience


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Retention

The success of institutional retention efforts ultimately resides in the institution’s capacity to engage faculty & administrators across campus in a collaborative effort to construct educational settings, classrooms & otherwise, that actively engage students (all students, not just some) in learning.

- Vincent Tinto


Retention Best Practices• Bridging & transition programs

• First-year programs, orientation & transition programs

• Early feedback & pro-active intervention

• Intrusive academic advising, educational goal-setting

• Learning communities

• Academic supports; Supplemental instruction

• Non-academic supports

• Family & community support

• High tech, high touch, seamless support services

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SEM…SEM…A Framework for Thinking A Framework for Thinking

About EnrolmentAbout Enrolment


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The Classic Admissions

Funnel

Prospects

Matrics

Admits

Applicants

Inquiries


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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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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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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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Enrolment Management

Enrollment management is an organizational concept and a systematic set

of activities designed to enable educational institutions to exert more

influence over their student enrollments. Organized by strategic planning

and supported by institutional research, enrollment management activities

concern student college choice, transition to college, student attrition and

retention, and student outcomes. These processes are studied to guide

institutional practices in the areas of new student recruitment and financial

aid, student support services, curriculum development and other academic

areas that affect enrollments, student persistence and student outcomes from

college.

- Don Hossler, 1990


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The Enrolment Funnel is Different for

Different StudentsStudent Type:•Aboriginal Students•New Canadians•International Students•First Generation Students•Northern Canadians•Rural Students•Students with Disabilities•Dislocated Workers•Francophone Students•Sole Support Mothers•Low-income Students•Visible Minority Students•High-Achieving Students


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Enrolment Goals:Enrolment Goals:The Classic ConundrumThe Classic Conundrum

All may want All may want betterbetter students students

Administration may want Administration may want moremore studentsstudents

Faculty usually want Faculty usually want fewerfewer students students

Access vs. QualityAccess vs. Quality

-Adapted from Henderson (2005)-Adapted from Henderson (2005)


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Enrolment Management System

InstitutionalGoals

Environmental Factors

StudentCharacteristics

Institutional Objectives

InstitutionalStrategies

Desired Outcomes

Enduring Effect

Enduring Behaviour

Member ofunderservedstudent group

Beliefs & values

Academic preparation

Motivation to learn

Educationalaspirations

Self-discipline

Adaptability

Interpersonal skills

Peer involvement

Ability to pay

Study habits

Family & peerSupport

Studentenrolmentbehaviour

Demographictrends

Competition

PublicAccountability(loan default rate,graduation,Accessibility,retention)

Studentgeographic draw

EconomicTrends

Off-campusemploymentavailability

Federal &provincial polices

QuantitativeGoals

QualitativeGoals

Diversity Goals

PersistenceGoals

CapacityGoals

Net RevenueGoals

Student headcount

Admission averageTransfer GPA

Visible minorities,Aboriginal, international

Retention rates,StudentSatisfaction,graduation rates

Classroom capacity,adequate sections,Class size

Financial aid discount rate,internationalenrolment

•Marketing•Recruitment•Admission•Financial aid/pricing•Orientation•Residence•Athletics•First Year•Experience•Advising•Supplemental instruction•Service learning•Learning communities•Academic support•Peer support•Teaching & learning approaches•Student engagement•SEM organization•Data mining

Awareness

Interest

Commitment

Enrolment

Persistence

Satisfaction

Education

Relationship

InstitutionalLoyalty

Institutional Image

Source: Kuh et al , 2007; Black, 2003


12. What to do? Some ideas . . .

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Institutional identity and distinctiveness

• “What are you known for?”

• Institutions (and Faculties) will need to more clearly identify who they are and what makes them different from other institutions

• Increasingly important to develop a distinctive identity (“brand”) that will have an impact on your ability to attract students

• Why should a student attend YOUR institution rather than another one (especially their local university)?


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Institutional identity and distinctiveness (cont’d)

• Is it possible to develop a central defining institutional identity at institutions that offer a dizzying array of programs & courses?

• How can we work together collaboratively across organizational boundaries to develop a common identity ? (this is EXTREMELY difficult)

• Can we identify our distinctiveness in terms that are meaningful to prospective students (rather than just to us and our peers)?


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Develop innovative programs that reflect student interests

• Consider student/prospective interests, needs, desires & market demand when designing new programs

connect your programs to their goals (e.g. career advantages)

demonstrate and communicate the “ROI”

• Increasing interest in programs that cut across traditional departmental boundaries - innovative, inter-disciplinary, theme-based, combining degrees/majors/minors

• Consider new markets - post-degree career focused programs (not necessarily traditional graduate progs)


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Implement innovative & engaging pedagogies

• Not only about what we offer, but also about HOW we offer it

• Web 2.0 & desire for increased flexibility (scheduling, course offerings, mode of instructional delivery)

• Engaging pedagogies:

on-line small groups problem-based learning experiential learning opportunities research opportunities work/study Community service learning volunteer & community outreach opportunities e-portfolios


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Explore and develop partnerships, articulation agreements, transfer credit arrangements

Enhance Academic Advising• expand beyond course advising (“talking calendar”

approach)

• should include career/life exploration & planning as well as program and course advising

Focus on Student Success• Move from “weeding out” to “supporting success”

• Proactive, intrusive retention strategies (e.g. early warning & academic support systems)


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Build relationships & engage with your students• First year is critical – focus efforts there

• Passive approaches no longer sufficient

• Be intentional about getting students engaged and making connections (with faculty and each other)

Understand the importance of the “whole student experience”

• Partner with others - connect your activities to the “whole student experience” (e.g. Learning Communities, activities in Residence, working with support service areas, etc.)

• Formally recognize student involvement in other university activities using “co-curricular transcript”


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DiscussionDiscussion


The EndFor a copy of this presentation, visit

http://uwindsor.ca/sem

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“climate change” on canadian campuses: issues & trends affecting enrolment

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