Positioning CCCU Campuses in the Third Millennium CCCU Forum February 9, 2001

Positioning CCCUPositioning CCCUCampuses Campuses

in the Third Millenniumin the Third Millennium

CCCU Forum

February 9, 2001

www.maguireassoc.com

Megatrends in Higher EducationMegatrends in Higher Education

Drivers of change Shrinking revenues and rising costs Shifts in decision making Impact of workplace trends Growth in adult and traditional markets Strategic pricing and financial aid policies The Web and community

Drivers of Change in Higher Drivers of Change in Higher EducationEducation

Changing demographics Increasing demand Knowledge explosion Technology Globalization More competitive environment Creation of new enterprises

(Source: IBM Campuslink Project Office)

Shrinking Revenues and Shrinking Revenues and Rising CostsRising Costs

The soaring expense of traditional need-based and no-need scholarships

Declining financial support from state and federal governments

The spending needed to bring – and keep – libraries, classrooms, IT, and laboratories up to date


The pressures of deferred maintenance The price of faculty expertise The competition for students from for-profit

institutions, providers of “electronic” education, and corporations’ own training programs


The cost of technology

The rising costs of recruiting students in the highly competitive environment

Shifts in Decision MakingShifts in Decision Making

Public policy is moving toward market-driven mechanisms because of:The increasing power of the consumerTechnology’s ability to transcend space,

time, and political boundaries


Impact of Workplace TrendsImpact of Workplace Trends

Retraining is becoming a requirement for employees.

Technology is a required workforce competency.

Telecommuting is becoming a way of life.


Growth in Adult and Traditional Growth in Adult and Traditional MarketsMarkets

Explosive growth in adult markets90 million adults (46%) participated in one

or more adult education activities in 1999.Overall participation rate of college

graduates was more than three times the rate of those without a degree.

Participation in adult education is six times the total higher education enrollment.

National Household Education Survey

Growth in Adult and Traditional Growth in Adult and Traditional MarketsMarkets Qualified traditional student growth

projections: The number of high school graduates in

2000 will mirror the early 1980’s.By 2004, this population is expected to

reach the peak levels of the late 1970’s.By 2009, the total number of high school

graduates will be 32% higher than in 1992.

(Source: Challenges in College Admissions, AACRAO, ACT, CB/ETS, NACAC)


Qualified traditional student growth projections: A record of more than 3.2 million high

school graduates will peak in 2008-09.Early in this century, more than a third of

college students will be minority students.By 2020, the Hispanic population will

become the largest minority group in the United States.

(Source: National Center for Education Statistics)


Other notable trends:Between 1987 and 1997, the number of

men enrolling in college rose by 7%, while the number of women rose by 17%.

Between 1987 and 1997, the number of male full-time graduate students increased by 22%, compared to 68% for full-time women.

(Source: The Chronicle of Higher Education Almanac, 1998)


There are many more small colleges, but most students attend the larger institutions.In1997, 40% of all institutions had fewer than 1,000

students; however, these campuses enrolled 4% of college students.

10% of the campuses enrolled 10,000 or more students and accounted for 50% of the total college enrollment.

Strategic Pricing and Financial Strategic Pricing and Financial Aid PoliciesAid Policies

Higher education has been (re)embracing merit aid programs.

Sophisticated financial aid models are being employed as revenue generating tools.

Strategic Pricing and Financial Strategic Pricing and Financial Aid PoliciesAid Policies

The linking of institutional values and goals to pricing policies is changing the world of financial aid.The Princeton policyThe domino theoryThe virtuous circle

The Web and CommunityThe Web and Community

Distance learning techniques in a residential liberal arts environment

College constituencies and community using the Internet

Key Research Findings Key Research Findings from the CCCU from the CCCU

Membership StudyMembership Study

Goals of the ProjectGoals of the Project

Determine how families define value Provide the CCCU with “big picture” themes Develop strategies for promoting under-

appreciated yet cherished elements of the CCCU mission

Uncover profiles of target audiences Gain a longitudinal perspective (1986 vs.

2000)

BenchmarksBenchmarks

Comparisons of the1986 and 2000 Studies

1986 Versus 2000 Comparisons1986 Versus 2000 Comparisons

Prospects: Year 2000 versus 1986More emphasis on costMore interest in investment valueMore importance placed on social lifeLess reliance on general reputation of an

institution


Inquirers: Year 2000 versus 1986More emphasis on monetary issuesMore importance placed on social life and

locationMore interest in the integration of faith and

learningLess confidence in receiving financial aid

from CCCU institutions


Accepted students: Year 2000 versus 1986More importance on monetary issues,

social life, location, and the integration for faith and learning

Less interest in preparation for graduate school and quality of faculty and facilities

Less interest in diversityLess confidence in receiving financial aid

from CCCU institutions

12.0%9.1%

19.3%

10.1%14.3%

20.7%

14.4%

20.2%

0

10

20

30

40

50

Prospects Inquirers Non-Matriculants

Matriculants

1986 2000


Slight increase in CCCU visibility, but overall familiarity still low

Gains in reputation for preparing students for graduate school and careers, but not as much in overall academic reputation

Rise in concerns about “closed-mindedness”

(TotallyFamiliar)

(Not at All Familiar)

1.79 1.972.42

2.733.08

3.34 3.283.53

1

2

3

4

5

Prospects Inquirers Non-Matriculants Matriculants

1986 2000

Familiarity with Christian Familiarity with Christian Liberal ArtsLiberal Arts Colleges and Universities Colleges and Universities

(1986 vs. 2000)(1986 vs. 2000)

Research HighlightsResearch Highlights

Year 2000 Membership Study

Research AudiencesResearch Audiences

Prospects Inquirers/ Parents

Admitted Students (Matriculants/ Non-Matriculants)

Desired N 400

500 Inq/ 150 Par

800-900

Method Mail Pre-mail/ Phone

Mail

Sampling 8200 NRCCUA National

5000 CCCU Member Inquiry Pool

10,000 CCCU Member Admitted Student Pool

Timing Initial 5000 Mailed June 6; 2nd 3200 Mailed July 5

(Interviewing June 28 to July 26)

Full sample mailed July 18

Actual N 559 514/205 (540/343)

The college search is The college search is starting earlier for families.starting earlier for families.

6.0%

21.0%

8.8% 8.8%

27.4%

18.0%

28.2%

21.0%19.6%

17.1%

3.5%5.9% 5.8%

2.4%

0

10

20

30

40

50

Before FreshmanYear

Before FreshmanYear

During SophomoreYear

Before mid-pointof J unior Year

Spring of J uniorYear

Summer afterJ unior Year

Fall of Senior Year

Inquirers Parents of Inquirers

Timing of College Search (2000)Timing of College Search (2000)

The use and influence of The use and influence of the Web represents a the Web represents a

major change in market major change in market behavior.behavior.

Use of SourceUse of Source

93.0%

7.0%

80.7%

18.9%

94.9%

4.7%

51.8%47.3%

0

20

40

60

80

100

Printed materials The Internet Personalcontacts

Personalcommunicationvia e-mail/chat

rooms

Yes No

How the Internet is UsedHow the Internet is Used

Use and influence of Web sitesReliance from prospect to enrollment stages

of the college search– Implications for content

– Implications for investment

Growing interest in email and chat roomsNeed to develop electronic recruitment plansCall to reassess institutional policy on

outside access to information and people

Public universities are Public universities are major competitorsmajor competitors

of the CCCU.of the CCCU.

First-Choice Schools First-Choice Schools (2000 Prospects):(2000 Prospects):

Florida State University, FL (3%) University of California, Los Angeles, CA

(2%) University of Michigan, Ann Arbor, MI (2%) University of Florida, FL (1%) University of North Carolina, Chapel Hill,

NC (1%) Texas A&M University, TX (1%) University of Texas, Austin, TX (1%)

Positioning StrategiesPositioning Strategies

Advantages of Christian mission and smaller size

Opportunities for total student developmentCharacter developmentSpiritual developmentPersonal growth in a values-based

environment Faculty/student rapport

Mentoring

The phrase “liberal arts” The phrase “liberal arts” is not helpful in clarifying is not helpful in clarifying image or communicating image or communicating

value.value.

Understanding the Liberal ArtsUnderstanding the Liberal Arts

Families do not fully understand its meaning.

The connection between the liberal arts and preparation for careers is not strong.

The ability to give impressions of a Christian college or university was greatly reduced when the phrase “liberal arts” was added.

The Christian mission The Christian mission plays a major role in the plays a major role in the college decision-making college decision-making

process.process.

Admissions Funnel Important College Characteristics (2000)

Prospect-->Inquirer

Inquirer-->Applicant (Accepted)

Non-Matriculant-->Matriculant

The “6 Christian Variables”Liberal Arts EducationGeographic LocationClose Contact with Faculty in and out of ClassCharacter Development

*Items listed are significantly more important between stages, moving DOWN the “admissions funnel.”

5 of the “6 Christian Variables” (not Church Affiliation of Institution)

The “6 Christian Variables”Social Life (Residence Life, Extracurricular Activities, etc.)Character Development

Inquirer

Matriculant

Prospect

Non-Matriculant

COUNCIL FOR CHRISTIAN COLLEGES & UNIVERSITIESCOUNCIL FOR CHRISTIAN COLLEGES & UNIVERSITIES Chaid Analysis

CCCU Distinguishing Inquirers and Applicants (Admitted Students) Based on Importance of Characteristics

COUNCIL FOR CHRISTIAN COLLEGES & UNIVERSITIESCOUNCIL FOR CHRISTIAN COLLEGES & UNIVERSITIES Chaid Analysis

CCCU Distinguishing Inquirers and Applicants (Admitted Students) Based on Importance of Characteristics

TOTAL 62.68%n=1329

1 32.47%

n=77

1-3 48.57%

n=35

4,5 19.05%

n=42

2,3 46.13%n=349

1-3 66.15%n=130

1-3 96.15%

n=26

4,5 58.65%n=104

4,5 34.25%n=219

1,2 53.85%

n=39

3-5 30.00%n=180

4 61.74%n=264

1,2 80.70%n=57

3,4 61.80%n=178

1-4 68.79%n=141

5 35.14%

n=37

5 24.14%n=29

5 75.74%n=639

1-3 91.05%

n=190

1-3 98.44%

n=64

4,5 87.30%n=126

4 74.92%n=303

1-3 81.62%n=185

4,5 64.41%n=118

5 57.53%n=146

1-4 82.61%n=46

5 46.00%n=100

% Applicants(vs Inquirers)

Value of education Christian service opportunitiesLiberal arts education

Character development Diverse student bodyPreparation for graduate/

professional school

Integration of the Christian faith and learning

Diverse student bodyQuality of major

Academic facilities (quality of library, labs, computer center, etc.)

Quality of major

1 = Not at all Important2345 = Extremely Important

Positive and Negative Images Positive and Negative Images of a Christian Educationof a Christian Education

Quality-of-life issues emerged often:“Good atmosphere” “Good environment”“Nice/friendly/caring people” “Values/morals” “Christian fellowship” “Christian atmosphere”

Positive and Negative Images Positive and Negative Images of a Christian Educationof a Christian Education

Top negative mentions: “Too small”“Too sheltered” “Too protected” “Closed-minded””Strict”“Expensive”

COUNCIL FOR CHRISTIAN COLLEGES & UNIVERSITIESCOUNCIL FOR CHRISTIAN COLLEGES & UNIVERSITIESChaid Analysis

CCCU Distinguishing Prospects and Inquirers Based on Added Value of Educational Experiences

TOTAL51.72%n=988

1-332.06%n=340

1-327.04%n=270

4,551.43%n=70

4,562.04%n=648

% Inquirers(vs Prospects)

Christian morals and character development are central to the educational process.

Liberal arts education and a Christ-centered view of life are at the heart of the education.

1 = Adds No Value2345 = Adds a Great Deal of Value

Figure 6.15Maguire Associates, Inc.Bedford, MA

COUNCIL FOR CHRISTIAN COLLEGES & UNIVERSITIESChaid Analysis

Distinguishing Matriculants and Non-MatriculantsBased on Added Value of Educational Experience

TOTAL61.37%n=862

1-334.34%n=99

454.45%n=191

1-336.73%n=49

4,560.56%n=142

568.36%n=572

1-354.24%n=59

4,569.98%n=513

% Matriculants(vs Non-Matriculants)1 = Adds No Value

2345 = Adds a Great Deal of Value

All professors are Christians.

Christian morals and character development are central to the educational process.

A Christian worldview contributes to an excellent preparation for graduate school and the job market.


Understanding of a Christian Understanding of a Christian campus is an campus is an

underdeveloped building underdeveloped building block of the Christian block of the Christian

educational experience.educational experience.

Integration of Faith and LivingIntegration of Faith and Living

Prospective students are focused on rules and regulations.

Students have a siloed image of campus lifeService learningSocial lifeCommunity experience

Prospective students have Prospective students have concerns about the concerns about the

relationship between the relationship between the Christian influence and Christian influence and

intellectual life.intellectual life.

Integration of Faith and Integration of Faith and LearningLearning Concerns voiced about closed-mindedness References to academic quality missing

from first-word responses Concerns about restrictions on academic

breadth and content Students’ priority of advancing personal

academic agenda Appeal of the freedom of intellectual

discourse and growth from within

Academic excellence is Academic excellence is intertwined with intertwined with

preparation for the preparation for the future.future.

Academic Quality and Future Academic Quality and Future OrientationOrientation Prospective students for the CCCU identify their top

priorities as:Educational valuePreparation for future careersQuality of a specific majorQuality of facultyAvailability of financial aidEmployment opportunities after graduationQuality of academic facilities

FACTOR 1Christian

Variance Accounted for: 20.3%

FACTOR 2Quality

(Academic)Variance Accounted for: 12.4%

FACTOR 3Athletics


FACTOR 4Money


FACTOR 5Value


Value of education .50

Preparation for future careers .47

Study abroad and off-campus opportunities .32

Diverse student body .31

Character development .31

Varsity athletics(football, hockey, basketball, swimming, etc.) .78

Recreational athletic facilities for general student use .73

Quality of faculty .70

Close contact with faculty in and out of class .64

Quality of major .53

Preparation for graduate/profes-sional school .42

Academic facilities (quality of library, labs, computer center, etc.) .38

General academic reputation of the college/university .35

Christian atmosphere .95

Christian faculty .91

Integration of the Christian faith and learning .91

Fellowship with other Christians .91

Christian service opportunities .83

Church affiliation of institution .71

COUNCIL FOR CHRISTIAN COLLEGES & UNIVERSITIES

Factor AnalysisDimensions of Importance (2000 Inquirers)

FactorLoading

FactorLoading

FactorLoading

FactorLoading

FactorLoading

Total cost (tuition, room, board, etc.) .78

Availability of financial aid/scholarships to meet need .73


Parents are more involved Parents are more involved in the college search in the in the college search in the

CCCU market.CCCU market.

(Very Influential)

(Not at All Influential)

3.49 3.493.34

3.41 3.44

1

2

3

4

5

Prospects Inquirers Parents ofInquirers

Non-Matriculants

Matriculants

Parents’ Influence in Choice of Parents’ Influence in Choice of College/University (2000)College/University (2000)

FACTOR 4

Social


FACTOR 1Christian


FACTOR 2Career/Academic

QualityVariance Accounted for: 13.9%

FACTOR 3Money


Christian faculty .88Integration of the

Christian faith and learning .87

Fellowship with Other Christian .81

Christian service opportunities .72

FactorLoading

Employment opportunities graduation .66

Academic facilities (quality of library, labs, computer center, etc.) .63

Quality of faculty .62Quality of major .54Close contact with faculty

in and out of class .36Preparation for graduate/

professional school .33General academic reputation

of the college/university .32

FactorLoading

Availability of financial aid/scholarships to meet need .76

Total cost (tuition, room, board, etc.) .58

FactorLoading

FactorLoading

COUNCIL FOR CHRISTIAN COLLEGES &UNIVERSITIES

Factor AnalysisDimensions of Importance (2000 Parents)


Social life (residence life, extracurricular activities, etc.) .77

Diverse student body .68Liberal arts education .30

The Parent PerspectiveThe Parent Perspective

In their own words, parents placed substantial weight on practical outcomes, such as:“Employment opportunities after

graduation” “Preparation for careers”

The “value proposition” for The “value proposition” for CCCU schools should CCCU schools should

include messages about include messages about tangible outcomes and tangible outcomes and character development.character development.

Value PropositionValue Proposition

Every institution should prepare a distinctive value proposition.

Cost: Reverse tendency to think about money issues in terms of sticker price rather than net cost.

Value: Students and parents are interested in “return on investment.”First jobs, graduate school acceptancesDevelopment of the whole person

Educational ValueEducational Value

Integrated definition for prospects: Closely tied with the importance of

preparation for future careers and character development

Integrated definition of value for inquirers: Preparation for future careers Character developmentExposure to different cultures on campus

and in off-campus programs

Educational ValueEducational Value

Integrated definition of value for accepted students:Career opportunitiesQuality of majorAcademic reputationPreparation for graduate schoolAcademic facilitiesQuality of facultyCharacter development

Hallmark ThemesHallmark Themes

Academic Quality: A high-quality education in a secular world.

Christian-centered Community: A close-knit, Christian community that emphasizes character development and spiritual growth.

Future Orientation: Preparation for life as well as a living.

Financial Investment: The value proposition.

Academic QualityAcademic Quality: A high-quality : A high-quality education in a secular world.education in a secular world.

Introduces the Christian focus Positions against public and private secular

universities Acknowledges concerns about invasion of

voiceless/faceless world Sets the stage for conveying freedom of

intellectual inquiry as well as the integration of faith and learning

Christian-centered CommunityChristian-centered Community: A: A close-knit, Christian community that close-knit, Christian community that emphasizes character development emphasizes character development and spiritual growth.and spiritual growth.

Highlight character development Distinguishes spiritual growth opportunities Enhances appreciation for value Develops understanding of integration of

faith and living

Future Orientation: Future Orientation: Preparation for Preparation for life as well as a living.life as well as a living.

Addresses interest in careers Advances concept of development of the

whole person Provides foundation for moral and spiritual

lifestyle Raises the bar for definition of success

Financial Investment:Financial Investment: The value The value proposition.proposition.

Calls for the creation of a succinct statement at the Council and member institution levelsFold in essential elements of the first three

hallmark themesWrite to a parent audienceConnect to cost discussions and copy at all

times

Maguire Associates, Inc.Maguire Associates, Inc.

The Art of Research

The Science of Communications

135 South RoadBedford, Massachusetts 01730

781-280-2900

Contact Dr. John Maguire, [email protected]

Documents

Positioning CCCU Campuses in the Third Millennium CCCU Forum February 9, 2001