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A New Formula for Enrollment Management
Presentation by John MaguireGlobal HR Forum
Seoul, KoreaNovember 2008
Original Synergies
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The term “Enrollment
Management”was first used in a 1976 article in Boston College’s
alumni magazine.
Original Synergies
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Original Synergies
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Are We Losing Control?
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Today, colleges and universities face unprecedented challenges that undermine their sense of
institutional control.
Stealth Applicants
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When more and more candidates for admission are “stealth applicants” who, having researched the school on the Internet, fly in under the institutional radar . . .
How does the school control its student recruitment and messaging?
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What a Wicked Web
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When any rumor – whether true or false – can be posted by anyone, gain traction and spread virally through an ever-expanding universe of online social networks . . .
How does a school control its institutional reputation?
Rankings Tyranny
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When third-party entities like U.S. News & World Report have so much influence over public perception of relative institutional quality that they can seduce institutional leaders to “game the system” in ways that actually undermine the school’s mission . . . .
How can a college or university control its distinctive identity and promise?
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Is it Enrollment Marketing Now?
As a result, in far too many schools, Enrollment Management has become
synonymous with a narrow view of Marketing that is more about gaining
short-term competitive advantage at the point of enrollment
and less about finding the best fitbetween school and student
to the long-term benefit of each.
Original Synergies
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First, Change the Metaphor
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If not to enhance our understanding of reality, what’s a meta-phor?
Unfortunately, the traditional metaphor that has shaped Enrollment Management
thinking and practice for over a generation no longer works.
The Traditional Enrollment Funnel
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An image borrowed from business marketing.
§ Prospective students are like “sales leads” that become increasingly “qualified” as the move through successive stages.
§ Thereby meriting an increasing expenditure of time and money to convert them into enrolled students.
§ The funnel implies completion of a one-time sale at the point of enrollment.
The Multi-Funnel Model
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A considerable improvement over the single funnel model.
§ Adopts a life-cycle perspective.§ Provides entry points at different phases.§ Speaks to who is making decisions at each phase.§ Allows institutional agency in promoting conversions.
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Is That Your Funnel Answer?
The Funnel is an outmoded, defective metaphor.
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Is That Your Funnel Answer?
The Funnel is an outmoded, defective metaphor.
It does not account for outflows and “nonflows.”
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Is That Your Funnel Answer?
The Funnel is an outmoded, defective metaphor.
It does not account for outflows and “nonflows.”
But, worst of all, it perpetuates a simplistic focus on conversions at the point of student enrollment.
The The Enrollment Enrollment
CosmosCosmos
Dark Matter Populations
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TARGETED PROSPECTS WHO NEVER
INQUIRED
PROSPECTS NOT TARGETED
INQUIRERS WHO NEVER
APPLIED
APPLICANTS NOT ADMITTED
ADMITS WHO NEVER ENROLLED
ENROLLEES WHO NEVER GRADUATED
ALUMS NOT SUPPORTING
Why should we
care?
The Dark Matters
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These “dark” populations matter for two very compelling reasons.
§ They can teach us.Shining the light of analysis on these dark matter populations can yield many valuable insights –both tactical and strategic.
§ They are markets. These populations continue to be audiencesand potential markets for the school’s programs and services.
Communities Are Where You Find EM
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We need to go beyond the traditional notion of enrollment into student communities to include enrollment into all sorts of communities that provide other critical benefits to the institution.
§ Student/Client Communities
§ Support Communities
§ Reputational Communities
§ Goodwill Communities
Communities Are Where You Find EM
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We need to expand our thinking to include the cultivating, nurturing, and leveraging of a
Community of Communities (C²) that includes communities of influence,
as well as communities of students, faculty, alumni, advocates, stewards, donors, etc.
EM=C² is our name for this reformulation of Enrollment
Management – a new EM with Community at its core.
It doesn’t take an Einstein . . .
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. . . to know that. . . to know thatEnrollment Management Enrollment Management needs to be reformulated needs to be reformulated
for the new world of higher for the new world of higher education education –– a world in which a world in which
virtual communities proliferate, virtual communities proliferate, global boundaries are erased, global boundaries are erased,
““stealth applicantsstealth applicants”” abound, and abound, and U.S. U.S. NewsNews, , MySpaceMySpace and and FacebookFacebook shape shape
the expectations of those making the expectations of those making college choice decisions.college choice decisions.
EM=C2 A New Formula for Enrollment Management
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Enrollment redefined and broadened to describe, from the community member’s perspective, a process of joining, experiencing, contributing to and transitioning from all kinds of virtual and physical communities.
Management redefined and broadened to describe, from the institution’s perspective, a process of understanding, inspiring, engaging and leveraging all kinds of virtual and physical communities.
Community of Communities where the institutional community is redefined as the current expression of mission and values that inspire and hold together its various affiliatedcommunities over time.
E =
M =
C2 =
The EM=C2 Matrix
A conceptual framework to facilitate thinking and strategizing around this new formula for EM.
The vertical E-Axis displays four phases of Enrollment in communities.
The horizontal M-Axis displays four dimensions of Management of communities.
The 16 points of intersection provide myriad opportunities to put EM=C² into practice.
M-Axis
E-Axis
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The EM=C2 Matrix
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M-Axis
E-Axis
ENGAGING CommunitiesThe M-Axis
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§ Communities are self-sustaining only to the extent that they are engaged by the institution in ways that produce satisfying experiences and reinforce loyalty.
§ Institutional leaders must constantly examine how well the school is meeting the needs of all the communities it serves: students, parents, faculty, alumni, donors, and so many others
ENGAGING CommunitiesThe M-Axis
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§ At critical “touch points” when students and other constituents make specific requests of the institution, how timely and effective is the response? Is the school missing opportunities to make those experiences positive ones?
§ The Satisfaction-Retention Matrix can help think through how the school can better engage students and other communities.
ENGAGING CommunitiesThe M-Axis
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Satisfaction-Retention Matrix
ENGAGING CommunitiesThe M-Axis
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Satisfaction-Retention Matrix
ENGAGING CommunitiesThe M-Axis
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Satisfaction-Retention Matrix
ENGAGING CommunitiesThe M-Axis
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Satisfaction-Retention Matrix
ENGAGING CommunitiesThe M-Axis
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Satisfaction-Retention Matrix
You Gotta Love IT
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§ Advances in Information Technology –especially the emergence of integrated databases – make possible a wealth of new knowledge and insight about the many communities served by the institution.
§ Without these IT tools it would be far too difficult to keep track, much less make sense, of the multiplicity of individual and community interactions.
§ Fortunately, these myriad interactions leave behind a digital data trail. And this data trail contains interpretive information.
Original Synergies
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Original Synergies
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Implementing EM=C2
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§ Translating EM=C² theory into practice requires strong, energetic leadership to overcome the “silo mentality” that so often characterizes colleges and universities.
§ Other organizational mechanisms have also proven useful:
- adhocracies - integrated systems- dashboards, templates, common metrics - new silo-spanning positions
Putting EM=C2 to Work
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So, how in practical terms might this new approach to Enrollment Management work?
The EM=C2 Matrix at Work
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Train “front-line” staff (employees and volunteers) to seek out in their interactions with the school’s various constituencies an improved understanding of how the school is or is not meeting their needs and expectations.
Multiple CommunityFULFILL Phase
The EM=C2 Matrix at Work
The EM=C2 Matrix at Work
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Welcome to The Community Square
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§ We have launched a dedicated website –www.TheCommunitySquare.com – as a forum for continuing discussion of these EM=C2 ideas.
§ We invite college and university leaders and enrollment management officers to visit the site and contribute to the conversation.
§ From that conversation, we hope that the concepts presented here will be refined, enriched and augmented with new conceptual insights and real-world examples.
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Welcome to The Community Square
www.TheCommunitySquare.com
In Conclusion
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After 30+ years, Enrollment Management has only begun to fulfill its potential as
a professional discipline.
The time is ripe to assert a new, multidimensional, nonlinear approach that
embraces the reality of a global, socially-networked marketplace,
and does so in large part by harnessing the power of the information technologies that enable and track the behaviors of its many
communities.
In Conclusion
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This EM=C2 approach seeks to influence rather than control these communities –
through data-driven insight, values-based inspiration, highly responsive assistance, and
flexible facilitation.
A New Formula for Enrollment Management
