National Institute for the Study of Transfer Students Recruiting the Returning Customer Sabrina Andrews Director of Institutional Research Bill Kraus Associate.

National Institute for the Study of Transfer Students Recruiting the Returning

Customer

National Institute for the Study of Transfer Students Recruiting the Returning

Customer

Sabrina AndrewsDirector of Institutional Research

Bill KrausAssociate Vice President for Enrollment Management

Sabrina AndrewsDirector of Institutional Research

Bill KrausAssociate Vice President for Enrollment Management

Returning Customer/Student IssuesReturning Customer/Student Issues

• Understanding our returning student enrollment• Recruitment of returning students• Understanding why students leave• Continuity of effort

• Understanding our returning student enrollment• Recruitment of returning students• Understanding why students leave• Continuity of effort

The Role of TransfersThe Role of Transfers

• Looking at transfers from the other side of the “door”

• Understanding our position in the Ohio market

• Looking at transfers from the other side of the “door”

• Understanding our position in the Ohio market

3

The University of Akron UPDATEThe University of Akron UPDATE

• Located in a mid-size urban city• Open Access Admissions• Honors College• Carnegie Classification - RU/H: Research Universities (high

research activity)• Fall 2009 headcount enrollment – 27,911 (23% growth over

the last 5 years)– Undergraduate 83%– Graduate 17%

• Fall 2009 New Freshmen – 4,542 (34% growth over the last 5 years

• Fall 2010 New Transfers

• Located in a mid-size urban city• Open Access Admissions• Honors College• Carnegie Classification - RU/H: Research Universities (high

research activity)• Fall 2009 headcount enrollment – 27,911 (23% growth over

the last 5 years)– Undergraduate 83%– Graduate 17%

• Fall 2009 New Freshmen – 4,542 (34% growth over the last 5 years

• Fall 2010 New Transfers

The University of AkronOverall EnrollmentThe University of AkronOverall Enrollment

Fall 2001

Fall 2002

Fall 2003

Fall 2004

Fall 2005

Fall 2006

Fall 2007

Fall 2008

Fall 2009

Fall 2010

10,000

15,000

20,000

25,000

30,000

24,101 24,304 24,12923,240 22,636 23,539

24,70425,942

27,911

29,251

7

Zippy2007 Capital One Mascot of the Year Winner

Zippy2007 Capital One Mascot of the Year Winner

Cross-Departmental SolutionCross-Departmental Solution

• Institutional Research• Enrollment Management• Admissions• Student Services Center• Transfer Student Services Center

• Institutional Research• Enrollment Management• Admissions• Student Services Center• Transfer Student Services Center

What motivated our efforts?What motivated our efforts?

Common sales marketing adage:

"it costs five times more to gain a new customer than keep an old one"

Common sales marketing adage:

"it costs five times more to gain a new customer than keep an old one"

Key Aspect of solutionKey Aspect of solution

• Systemize– Becomes a routine activity– Shared activity

Ground Rule: This will not be an activity that would be assigned to just one department

• Systemize– Becomes a routine activity– Shared activity

Ground Rule: This will not be an activity that would be assigned to just one department

DefinitionsDefinitions

• Potential Returning Customer = Stop-Out– A Stop-Out is a student who was enrolled in the

previous semester but is not currently enrolled• Excludes summer• Did not graduate• Academically able to return to the university• No financial holds

– Proactive terms• Stop-Out as opposed to Drop-Out• Implies our desire to recruit student back to the

University• Returning Student

– A Stop-Out student who returns to the University

• Potential Returning Customer = Stop-Out– A Stop-Out is a student who was enrolled in the

previous semester but is not currently enrolled• Excludes summer• Did not graduate• Academically able to return to the university• No financial holds

– Proactive terms• Stop-Out as opposed to Drop-Out• Implies our desire to recruit student back to the

University• Returning Student

– A Stop-Out student who returns to the University

Four Components of EffortFour Components of Effort

1. Identification of Our Stop-Out Students• Creation of a stop-out student database• Enrollment behavior of stop-out students

2. Stop-Out Student Survey

3. Recruitment of Stop-Out Students

4. Tracking Returning Students

1. Identification of Our Stop-Out Students• Creation of a stop-out student database• Enrollment behavior of stop-out students

2. Stop-Out Student Survey

3. Recruitment of Stop-Out Students

4. Tracking Returning Students

Component #1:Identification of Our Stop-Out Enrollment

Summary Table of Stop-Out Cohorts


Summary Table of Stop-Out Cohorts

Spring 2007

Fall 2007

Spring 2008

Fall 2008

Total Number of Stop-Outs

1613 1058 1721 1256

Attending another college the following semester

497 234 565 239


Our Example—Fall 2007 students that Stopped-Out in Spring 2008


Our Example—Fall 2007 students that Stopped-Out in Spring 2008

Total Sent to NSLC: 1,058

Attending Another University/College: 234

Only 22% were attending another institution Spring 2008

Total Sent to NSLC: 1,058

Attending Another University/College: 234

Only 22% were attending another institution Spring 2008

The Stop-Out Student DatabaseFall 2007 Stop-Out CohortThe Stop-Out Student DatabaseFall 2007 Stop-Out Cohort

What happened to the 234 students who were attending another institution Spring 2008?

Fall 2008Returned to UA: 15

Transferred to a different college: 19

Was not enrolled anywhere: 32

Still enrolled at Spring 2008 institution: 160 (68%)

What happened to the 234 students who were attending another institution Spring 2008?


Transferred to a different college: 19

Was not enrolled anywhere: 32

Still enrolled at Spring 2008 institution: 160 (68%)


What happened to the 824 students who were not in attendance at any college in Spring 2008?

Fall 2008Returned to UA: 193 (23%)

Enrolled at another institution: 85

Were not enrolled: 546 (66%)


Fall 2008Returned to UA: 193 (23%)




What happened to the 546 students who were not in attendance at any college in Fall 2008?

Spring 2009Returned to UA: 33



What happened to the 546 students who were not in attendance at any college in Fall 2008?













19










20

Top Five Institutions Our Stop-Outs AttendedSpring 2008Top Five Institutions Our Stop-Outs AttendedSpring 2008

1. Kent State 37

2. Cuyahoga Community College 25

3. Stark State College 24

4. Lorain County Community College 16

5. Lakeland Community College 14

1. Kent State 37


3. Stark State College 24

4. Lorain County Community College 16

5. Lakeland Community College 14

Is the mix of transfer institutions different for a Spring Cohort?

Spring 2008 students who stopped-out for Fall 2008

Is the mix of transfer institutions different for a Spring Cohort?

Spring 2008 students who stopped-out for Fall 2008

1. Kent State 106


3. Ohio University 43

4. The Ohio State 42

5. Stark State 39

1. Kent State 106


3. Ohio University 43

4. The Ohio State 42

5. Stark State 39

Comparing Re-enrollment Transfers and Non-Transfer Stop-OutsFall 2007 Cohort

“Swirling”As of Spring 2009

Comparing Re-enrollment Transfers and Non-Transfer Stop-OutsFall 2007 Cohort

“Swirling”As of Spring 2009

Stop-Outs who initially enrolled as a freshmen returning to college

58% (462/797)

Stop-Outs who initially enrolled as a transfer returning to college:

57% (150/261)

50% returned to UA

Stop-Outs who initially enrolled as a freshmen returning to college

58% (462/797)

Stop-Outs who initially enrolled as a transfer returning to college:

57% (150/261)

50% returned to UA

Returning to UA after Attending Another CollegeReturning to UA after Attending Another College

Fall 2007 Stop-Out Students Attending Another College in Spring 2008:

234

As of Spring 2010—How many returned to UA:

23 (10%)

Fall 2007 Stop-Out Students Attending Another College in Spring 2008:

234

As of Spring 2010—How many returned to UA:

23 (10%)

24

Mean Cumulative GPA of Stop-Outs Fall 2007 CohortMean Cumulative GPA of Stop-Outs Fall 2007 Cohort

Those that attended another college Spring 2008:

Mean GPA: 2.57

Those that did not attend another college Spring 2008:

Mean GPA: 2.56

Those that attended another college Spring 2008:

Mean GPA: 2.57

Those that did not attend another college Spring 2008:

Mean GPA: 2.56

Top Three Lessons LearnedTop Three Lessons Learned

1. You don’t lose the overwhelming majority of your stop-outs to other institutions

2. If they do not return by the subsequent semester—it becomes increasingly difficult

3. Once you do lose them to another college (including community colleges) it is unlikely you will ever get them back

1. You don’t lose the overwhelming majority of your stop-outs to other institutions

2. If they do not return by the subsequent semester—it becomes increasingly difficult

3. Once you do lose them to another college (including community colleges) it is unlikely you will ever get them back

26

Component #2:Stop-Out Student SurveyComponent #2:Stop-Out Student Survey

• Web survey• Primary purposes

– Better understanding of why students leave– Recruitment

• Used up to three email addresses– UA email address– FAFSA email address– Email address provided on admissions

application

• Web survey• Primary purposes

– Better understanding of why students leave– Recruitment

• Used up to three email addresses– UA email address– FAFSA email address– Email address provided on admissions

application

Profile of Students Receiving the Stop-Out Student Survey—Spring 2010Profile of Students Receiving the Stop-Out Student Survey—Spring 2010

Survey was sent to 1,112 students— those academically able to return to the University, who were enrolled Fall 2009 but not Spring 2010

Students who were enrolled at another college Spring 2010 were included (211)

– Academic Level • Freshman (<32 hours): 651 (58.5% / respondents 55.1%)• Sophomore (32-63 hours): 239 (21.5% / respondents 26.5%)• Junior (64-95 hours): 121 (10.9% / respondents 19.1%)• Senior (>95 hours): 101 (9.1% / respondents 9.3%)

– Received Financial Aid: 762 (68%)

Survey was sent to 1,112 students— those academically able to return to the University, who were enrolled Fall 2009 but not Spring 2010

Students who were enrolled at another college Spring 2010 were included (211)

– Academic Level • Freshman (<32 hours): 651 (58.5% / respondents 55.1%)• Sophomore (32-63 hours): 239 (21.5% / respondents 26.5%)• Junior (64-95 hours): 121 (10.9% / respondents 19.1%)• Senior (>95 hours): 101 (9.1% / respondents 9.3%)

– Received Financial Aid: 762 (68%)

Component #2:Stop-Out Student SurveyComponent #2:Stop-Out Student Survey

• Pilot Survey– Respondents could select multiple items

within a given category• Survey categories -

– Academic reasons for “withdrawing”– Financial….– Campus Environment….– Personal……

• Pilot Survey– Respondents could select multiple items

within a given category• Survey categories -

– Academic reasons for “withdrawing”– Financial….– Campus Environment….– Personal……

Previous FormatPrevious Format

As an example—Academic Reasons:

I withdrew from The University of Akron due to the following ACADEMIC reasons:(Check all that apply)– I was not doing as well as I expected– I accomplished my educational goal– I plan to transfer to another college– I plan to change my major academic program– Faculty /courses were not engaging– I had difficulty getting into the classes I needed– Other, please explain (open-ended text box provided)

As an example—Academic Reasons:

I withdrew from The University of Akron due to the following ACADEMIC reasons:(Check all that apply)– I was not doing as well as I expected– I accomplished my educational goal– I plan to transfer to another college– I plan to change my major academic program– Faculty /courses were not engaging– I had difficulty getting into the classes I needed– Other, please explain (open-ended text box provided)

Surprised at being a “stop out”Surprised at being a “stop out”

Open ended comments

I didn't know taking one semester off meant I was no longer a student.

Why was I disenrolled for taking one semester off?

I have not withdrawn or dropped out. I simply couldn't come up with a class at MCUC for this past semester.

I wasn't informed I was no longer enrolled until right now. I had planned to schedule classes for next fall. Work permitting.

I did not think of myself as having left my program. I am quite surprised.

31

Introductory LanguageIntroductory Language

• Previous Introduction– We noticed that you currently are no longer enrolled at

The University of Akron. We know that there are many reasons why students leave and we hope that you will take some time to help us understand your situation by completing the following brief survey.

• New Introduction– We noticed that you were not enrolled this semester.

We’d like to better understand the reasons why you did not enroll this term. We hope that you will take some time to help us understand your situation by completing the following brief survey.

• Previous Introduction– We noticed that you currently are no longer enrolled at

The University of Akron. We know that there are many reasons why students leave and we hope that you will take some time to help us understand your situation by completing the following brief survey.

• New Introduction– We noticed that you were not enrolled this semester.

We’d like to better understand the reasons why you did not enroll this term. We hope that you will take some time to help us understand your situation by completing the following brief survey.

Revised FormatRevised Format

• Regarding these four factors, please rate each factor on a scale of 1 to 5 -- with 1 not contributing at all to your decision not to enroll this term and 5 contributing significantly to your decision not to enroll this term:


Factors contributing to not enrolling this term

(1) Did not

contribute at all to my decision

not to enroll this term

(2) (3) (4) (5) Contributed

significantly to my decision not to enroll

this term

Academic factors

Financial factors

Campus Environment factors

Personal factors




Factors contributing to not enrolling this term

(1) Did not

contribute at all to my

decision not to enroll this

term

(2) (3) (4) (5) Contributed significantly

to my decision not to enroll this

term

Average Rating

Academic factors82

(52.6%)12

(7.7%)14

(9.0%)15

(9.6%)28

(17.9%)2.3

Financial factors45

(28.8%)7

(4.5%)15

(9.6%)20

(12.8%)63

(40.4%)3.3

Campus Environment factors

92(59.0%)

10(6.4%)

13(8.3%)

18(11.5%)

18(11.5%) 2.1

Personal factors18

(11.54%)15

(9.6%)20

(12.8%)26

(16.7%)76

(48.7%) 3.8


Regarding ACADEMIC factors, please rate your level of agreement with the following ACADEMIC factors that may have contributed to you not enrolling.

Did not contribute at

all to my decision no to

enroll(1)

(2) (3) (4)

Contributed significantly to my decision no to enroll

(5)

Average Rating

I was not doing as well as I expected

63 (40.0%)

18 (12.0%)

34 (22.7%)

15 (10.0%)

19 (12.7%) 2.39

I accomplished my educational goal

69 (46.0%)

17(11.3%)

31(20.7%)

16(10.7%)

15(10.0%) 2.26

UA does not offer my degree program

92 (61.3%)

14(9.3%)

27(18.0%)

9(6.0%)

6(4.0%) 1.80

Faculty /courses were not engaging

66 (44.0%)

27(17.3%)

27(18.0%)

20(13.3%)

7(4.7%) 2.15

I had difficulty getting into the classes I needed

56 (37.3%)

28 (18.7%)

29 (19.3%)

15 (10.0%)

22 (14.7%) 2.46


Regarding FINANCIAL factors, please rate your level of agreement with the following FINANCIAL factors that may have contributed to you not enrolling.



enroll(1)

(2) (3) (4)


(5)

Average Rating

I did not receive adequate financial aid

46 (30.9%)

14(9.4%)

29(19.5%)

20(13.4%)

40(26.8%) 2.96

My job interfered with my studies

61 (40.9%)

10(6.7%)

32(21.5%)

25(16.8%)

20(13.4%) 2.55

My debt was too high 51 (34.2%)

8(5.4%)

34(22.8%)

32(21.5%)

24(16.11%) 2.80

My family’s financial circumstances changed

56 (37.6%)

7(4.7%)

30(20.1%)

24(16.1%)

29(19.5%) 2.75

I needed to work full time 55 (36.9%)

9 (6.0%)

28 (18.8%)

17 (11.4%) 40 (26.8%) 2.85


Regarding CAMPUS ENVIRONMENT factors, please rate your level of agreement with the following CAMPUS ENVIRONMENT factors that may have contributed to you not enrolling.



enroll(1)

(2) (3) (4)


(5)

Average Rating

The University of Akron did not meet my expectations

66 (43.7%)

24(15.9%)

32(21.2%)

15 (9.9%)

14(9.3%) 2.25

I was not happy with the residence hall environment

56 (37.1%)

14(9.3%)

72(47.7%)

0(0.0%)

8(5.3%) 2.27

The student support system at UA was inadequate

49 (32.4%)

20(13.2%)

55(36.4%)

15(9.9%)

11(7.3%) 2.46

There were too little opportunities for social contact

65 (43.1%)

18(11.3%)

52(34.4%)

9(6.0%)

5(3.3%) 2.13

I did not feel connected to the university

54 (35.8%)

19 (12.6%)

35 (23.2%)

18 (11.9%) 23 (15.2%) 2.58

I did not feel safe on campus 60 (39.7%)

21(13.9%)

40(26.5%)

16(10.6%)

12(7.9%) 2.32

Revised FormatRevised FormatRegarding PERSONAL factors, please rate your level of agreement with the following PERSONAL factors that may have contributed to you not enrolling.



enroll(1)

(2) (3) (4)


(5)

Average Rating

Family responsibilities were too great

48 (32.0%)

14(9.3%)

36(24.0%)

14(9.3%)

35(23.3%) 2.82

My own health problems 81 (54.0%)

11(7.3%)

31(20.7%)

12(8.0%)

15(10.0%) 2.13

Illness in the family 87 (58.0%)

8(5.3%)

32(21.3%)

7(4.7%)

14(9.3%) 2.01

Wanted to be closer to home 82 (54.7%)

13(8.7%)

31(20.7%)

8(5.3%)

14(9.3%) 2.05

Pursuing education/career in another city

72 (48.0%)

5 (3.3%)

29 (19.3%)

9(6.0%)

32 (21.3%) 2.48

Social activities interfered with my academic responsibilities

90 (60.0%)

14(9.3%)

32(21.3%)

7(4.7%)

5(3.3%) 1.80

Open-ended Personal ReasonsOpen-ended Personal Reasons

It was hard to be away from home during certain times because of stress, not having much of a social life, or feeling like I belonged at Akron.

I have joined the Army. I will finish a four year degree either while in the Army or when I get out. I just felt the military was the right move for me at this time.

The personal factor that greatly affected my return to school this semester is the fact that I live on my own and work full time to pay rent and bills. I could not afford to pay for school as well.

I didn't like who I was living with, I wanted to be at home, and I felt that the XXXXXXX program was not good enough for me.

I have been contemplating a lot lately what my purpose in life is. I wanted to make sure that what I was studying and going to school for now is what I'm supposed to be doing for the rest of my life.

I moved to Kansas

I was unable to get a loan for school.

I was unable to drive to and from school and because of my work schedule, the public transportation system was not an option. Also, I had no computer and again, because of work, was unable to utilize the computers on campus.

The birth of twin boys on Jan 6

39

Other survey questionsOther survey questions

• Demographics– Gender– Race– Age range– Receiving Financial Aid

• Last term enrollment– FT or PT– Major– # of courses they withdrew from

• Current status– What were they currently doing?– Were they going to pursuing college in the future

• Demographics– Gender– Race– Age range– Receiving Financial Aid

• Last term enrollment– FT or PT– Major– # of courses they withdrew from

• Current status– What were they currently doing?– Were they going to pursuing college in the future

40

41

Open-ended commentsOpen-ended comments

42

Academic FinancialCampus

EnvironmentPersonal

60 53 27 58

Difficult part of being Freshmen /

High School

Asked to be contacted

Other open-ended comments

Why did they choose Akron

68 50 83 138

I'm a jackass student. If my brain worked better or if were able to pop my head out of my ass with less difficulty I'd move forward.

43

Stop-Out SurveyStop-Out Survey

What did we learn?

●Our students have opinions

●Many still consider themselves UA students

●Most are planning to return to college

What did we learn?

●Our students have opinions

●Many still consider themselves UA students

●Most are planning to return to college


Benefits to the revised format– Can compute a mean score for each factor and

sub-factor; easier to quantify– Students may not write in a factor that appears in a

subsequent section– Additional demographic data will allow us to better

assist with the reenrollment process and further analysis

Further analysis– By gender/ethnicity/rank

Benefits to the revised format– Can compute a mean score for each factor and

sub-factor; easier to quantify– Students may not write in a factor that appears in a

subsequent section– Additional demographic data will allow us to better

assist with the reenrollment process and further analysis

Further analysis– By gender/ethnicity/rank

Component #3The Recruitment of Stop-Out StudentsComponent #3The Recruitment of Stop-Out Students

• Proactive Efforts– MAPWorks– Student Success Scholarship Program

• Reactive Efforts– Direct Mail

• Proactive Efforts– MAPWorks– Student Success Scholarship Program

• Reactive Efforts– Direct Mail

46


MAPWorks

• New retention software• Two aspects to initiative

– Survey – Contact management system

• “Simplified” CRM tool

MAPWorks

• New retention software• Two aspects to initiative

– Survey – Contact management system

• “Simplified” CRM tool

47

48

49

Student Success Scholarship ProgramStudent Success Scholarship Program

• Focus on first-time/full-time• 3.0 GPA or higher Fall 2010 semester• Two segments

– Students who identified their plan to transfer– On-campus students with unmet need

• Initial fund established: $400,000

• Focus on first-time/full-time• 3.0 GPA or higher Fall 2010 semester• Two segments

– Students who identified their plan to transfer– On-campus students with unmet need

• Initial fund established: $400,000

50


Direct Mail

• Direct mail effort to Stop-Out students from the Spring and Fall semesters

• Used the infrastructure that admissions already has in-place to coordinate the development and mailing of post card

• Student Services Center was responsible for handling response role

Direct Mail

• Direct mail effort to Stop-Out students from the Spring and Fall semesters

• Used the infrastructure that admissions already has in-place to coordinate the development and mailing of post card

• Student Services Center was responsible for handling response role

Recruitment of Stop-OutsFall 2009Recruitment of Stop-OutsFall 2009

Recruitment of Stop-OutsSummer and Fall 2010Recruitment of Stop-OutsSummer and Fall 2010

53

Recruitment of Stop-OutsThe Out-TakesRecruitment of Stop-OutsThe Out-Takes

Component #4Tracking the Returning Student DataFall 2007 – Fall 2009

Component #4Tracking the Returning Student DataFall 2007 – Fall 2009

Fall 2007 Fall 2008 Fall 2009

Enrolled Undergrads* 14,377 15,446 16,730

Returning Students—not registered the prior Spring term

1,734 1,755 1,944

*Does not include new freshmen or transfers

Next StepsNext Steps

• Role of scholarships with Stop-Out students• Proactive “response role” (versus reactive)• Campus review of re-enrollment processes• Additional efforts to improve the Stop-Out Survey

response rate • Analyze the cost/benefit of our recruitment efforts• Establish clear connections between that Stop-

Out student database and our returning student data– Project enrollment of returning students

• Role of scholarships with Stop-Out students• Proactive “response role” (versus reactive)• Campus review of re-enrollment processes• Additional efforts to improve the Stop-Out Survey

response rate • Analyze the cost/benefit of our recruitment efforts• Establish clear connections between that Stop-

Out student database and our returning student data– Project enrollment of returning students

National Institute for the Study of Transfer Students Recruiting the Returning Customer Sabrina Andrews Director of Institutional Research Bill Kraus Associate.

Documents

university slide

enrollment management

student survey

department slide

new transfers slide

continuity of effort

headcount enrollment

year winner slide